Teachers’ Work Conditions

Today I was feeling chatty on twitter, so I wished everybody a good morning. It’s nice to hear about what is going on with folks, so it’s a pleasant way to start a day. I got several responses from people I was happy to hear from.

One exchange in particular got me thinking. At an early hour, where I still had one last child to bring to school, Tina Cardone had already attended an intense IEP meeting and faced off with complaining students.

In just a few tweets, Tina reminded me of some challenges of teaching, ones that are beyond the reach of teacher preparation or most education reforms: teachers’ work conditions. Most of the public debate about the profession skips the work conditions part (although there certainly are many discussions of teacher compensation).

An IEP meeting is usually an add-on to a teachers’ day. Teachers need to attend, both because they are legally beholden to IEPs but also to provide a team feedback on student. However, this time is not typically compensated. The teacher comes early, gives up a preparation period, or stays after school to attend an IEP meeitng.

Aggrieved students can be an emotional drain, as a teacher can find herself defending her professional judgement about something¬† — a grade, an assignment, a grouping arrangement — to a group of young people who may not see the big picture of her work.

Finally, Tina threw in the bit about her “lunch” time being scheduled for 10:30 AM. It brought me back to my last teaching job, when I was pregnant and hungry at odd times throughout the day. I have talked to other pregnant teachers who commiserate about that physical struggle. The half hour teachers typically get for lunch is seldom enough to eat properly in the best of circumstances. Throw in an early time slot or a physical condition that requires extra nourishment, it becomes difficult to keep the energy and mood up.

I am not singling Tina out here. To be sure, Tina knows how to hit the re-set button better than most folks. She is a frequent tweeter on the #onegoodthing hashtag (some of her #MTBoS pals even have a blog dedicated to this). Even in telling me about what was going on, she took these conditions as a part of the deal, focusing on what she could do: take her preparation time to get her emotions together (“re-centering”) so she can be in a good space for the rest of her classes.

When I think about conversations about teacher turnover, I notice how little we attend to these very basic conditions. Even when talk about making schools welcoming and comfortable places for students, we too often skip the part about making schools welcoming and comfortable places for teachers. We pay attention to school climate for kids so they can do their best work. What would happen if we did the same for teachers?

Here is one idea that could alleviate some of the time intensity of teachers’ work: What if schools staffed one or two adults as permanent in-house substitutes, whose primary job it is to know the students, teachers, and classrooms, so they can step in seamlessly when somebody needs a moment for re-centering after a difficult meeting, to compensate teachers’ time taken for additional meetings, or to allow a pregnant teacher to step out and use the bathroom during class?

In the years since NCLB, I have seen schools find funding for “data managers” so they can generate the tables and spreadsheets needed for evidence-based practice. Why not support teachers in bringing their best selves to each class by giving them an additional resource through by funding the floating support person?

What other ideas do you have for improving teachers’ work conditions?