The 30-Year Teacher is Gone and She’s Not Coming Back
If colleges of teacher education and school districts are waiting for the flood of young people who intend to spend the next thirty years of their lives as classroom teachers, they will be sorely disappointed. The reality, whether you want to face it or not, is the vast majority aspiring young professionals, even those potentially interested in pursuing careers in education, are not interested in starting a job at 22 that they will do for the rest of their working lives. That proposition just isn’t appealing to the current 18-22 year old. And to be honest, it never particularly appealed to this 35-year old. Most college-age young people are looking for their first job, their start at a career; not knowing what they might be doing in the next 5 years, much less 25 years.
So what does all this mean? Well, contrary to what some believe, it’s not the end of the world or the end of the teaching profession. It just means the field has to adapt to this era and be more flexible with how we ensure that children are receiving high quality instruction; even if new models of teaching look significantly different than current ones. And rather than trying to force young people who might be excellent teachers (even if only for the first part of their career) into the mold of the 30-year teacher, colleges of teacher education and school districts should practice embracing the diversity, energy, fresh ideas, and diverse perspectives young professionals can bring to teaching and to the children they will serve. There shouldn’t be the expectation that young people can only go into education if it’s what they intend to do forever. And to be completely honest with you, I don’t want a teaching profession where no one has any interest in ever doing anything else, or where there are no teachers who have ever done anything other than teach. That time-warped conceptualization of the profession in part contributes to the current instructional and leadership stagnation common to some schools and school districts. Personally, I think it would fantastic to have a talented young woman begin her career as a high school English teacher then make her way into a communications position somewhere; or an energetic and ambitious young man begin his career as a middle school teacher and move into a training and development position with a Fortune 500 company. I am a big proponent of rethinking the profession in ways that make it a more appealing place for teachers to stay, but everyone doesn’t have to stay, nor should they.
With that said, schools must have veteran educators who commit to careers in teaching long-term. In fact, I argue that such veterans are critically essential elements for the success of any school or school district. Schools and charter management organization’s (CMO) would be extremely shortsighted to dismiss the critical importance of master teachers whose expertise comes only with experience. Any organizations thinking in that way would be wise to reconsider their staffing models and teacher career ladders.
But master teachers are not the norm. Even with the current school staffing model where the majority of school staff are long-term veteran educators, only a quarter to a third of teachers at most could be legitimately characterized as master teachers. Very few teachers are exceptional. Most teachers are average. Some teachers are below average. That’s no slight to teachers, it’s just the truth. But average is okay. If most of my daughter’s teachers end up being average with the occasional exceptional teacher sprinkled into her academic career I’ll be a happy camper. In fact, whether it’s instruction for my child or service at Starbucks, I should expect average; expecting the exceptional is unreasonable. Exceptional service/instruction/expertise is just a treat, not something you get all the time. We ought to think of exceptional teaching or service like we think of a truly exquisite glass of wine or a very rare Bourbon (for you Kentuckians). Most of us just don’t have that stuff every night with dinner.
Most teachers, just like most doctors, lawyers, professors, baristas, musicians, and engineers, are average. Most of us, regardless of what we do, are not exceptional. If we were all exceptional, exceptional wouldn’t be exceptional, it would be average. So the rhetoric that everyone coming into the teaching profession ought to be on a track to become a master teacher doesn’t hold water. The reality has never truly matched that rhetoric, but the rhetoric, and in some cases restrictive policies and practices which institutionalize the rhetoric, have kept some very talented young (and older) people from considering teaching. We’ve often scared away or locked out people who could make noteworthy instructional contributions for 3, 4, or 5 years.
I am incredibly grateful for the career teachers that have served children so well for so long. I have been taught by and mentored by more than a few phenomenal career educators. I owe much of the success I’ve enjoyed in my career to them. But the world is changing and the teaching profession has to change with it, whether you like it or not. I’ll talk more about those changes in my next post; but my advice to educators, educational leaders, and colleges of teacher education is to get in front of this change and help to shape where the teaching profession goes rather than allow change to drag you along kicking an screaming.