Why Do Teachers Stay?

We hear a lot about why teachers leave the profession. What makes them stay?

There are surveys and studies of this topic, but they focus on general tendencies and gloss over some important points. To understand what causes people to stay in the profession, you have to consider what teaching is, what the current teaching profession looks like, and how well the two match up.

Last week I received my professional teaching licenses in English Language Arts and English as a Second Language. (I had “initial” licenses up to this point.) This is no momentous event; the professional licenses aren’t effective until September, and I could have obtained them a few years ago if I had applied. Nonetheless, it felt like a crossing of some kind. I realized that I was in teaching for the long term, although I might take breaks now and then.

My story may seem atypical on the surface. I will tell it briefly in order to bring up two conditions that keep me in teaching at this point: substance and time. Teaching is an intellectual endeavor, among other things; a school that makes room for intellectual life will likely retain many teachers.

Before teaching in New York City public schools, I taught as a graduate student, as a Mellon Fellow, and in various other capacities. I came to public school teaching with a Ph.D. in Russian literature. I had already decided against an academic career (that is, at a college or university) and had worked in fields as diverse as counseling, publishing, and computer programming. In my own time, I had written stories, poems, and songs, translated poems from the Lithuanian, written computer programs, and played music alone and with others.

I was drawn to teaching because I had enjoyed it in the past and because it drew on my interests and experience. On a given school day I might be teaching my students to sing in harmony, leading a discussion of Antigone, explaining the logic of subordinating conjunctions, and speaking Spanish, Russian, and English. In this regard, I have not been disappointed. But the work was consuming and exhausting (with classroom control, paperwork, meetings, numerous mandates, and so forth), and the citywide curriculum, especially in ELA and ESL, had little to do with subject matter. There was inordinate emphasis on process (group work, creation of “graphic organizers,” use of technology, and so forth) and so-called reading strategies. No one cared what you taught (within reason), as long as you used these strategies and processes. This meant a degree of freedom on the one hand and skewed priorities on the other.

Wanting to write about this, and not having adequate time, I left teaching for two years. I wrote and published a book: Republic of Noise: The Loss of Solitude in Schools and Culture. Now I am back in the classroom, part-time, as a curriculum adviser and philosophy teacher. This spring I put together and co-taught a unit on the question “What is the good life?” in which students read Seneca, Chesterton, Plato, and Tolstoy. I have been shaping the philosophy curriculum as a whole and will be the philosophy teacher for the high school grades next year. I will still teach part-time but will add one day to my schedule.

There is much more to all of this, but I want to emphasize what a difference it makes to teach something interesting, to have time for my own work and projects, and to be reasonably well rested. All of this, for me, is worth the part-time salary, but it is not a viable option for many. (It’s difficult to support yourself on a part-time salary, and part-time positions are scarce.) It may not be viable for me over the long term. This leads to the larger question: how could we make teaching intellectually stimulating and physically sustainable? Such a change would attract people to the field and would likely keep them in it.

Let us look first at how schools could take the exhaustion (or at least a good part of it) out of teaching. First, principals and other leaders should distinguish the essential from the inessential. Do not come into classrooms with checklists of items that teachers must have on the wall and words you expect to hear uttered. Do not insist on pedagogical models that might not suit the lesson. Instead, focus on the subject matter, the students, and how the teacher is bringing them together.

Second, recognize that teachers cannot be and do everything. In many schools, teachers are expected, on top of their regular loads (which are already grueling) to teach electives, run evening and weekend events, call parents every day, and even go to students’ homes. In addition, they are supposed to participate in meeting after meeting: department meetings, grade-level meetings, “inquiry team” meetings, faculty meetings, and more. They are also supposed to be “lifelong learners” in the officially sanctioned sense of the term—attending professional development sessions, taking approved courses, and so on. As if that weren’t enough, they must collect “data” on their practice: lesson plans, student work, tests, conference notes, and videotapes. There’s too much crammed in here—too many activities, too many roles. In the meantime, many of the treasures of education get sent to the storage room.

What’s neglected here, besides health and sanity, is the quiet mulling over the subject and the lessons. Thinking about mathematics, thinking about literature—that’s a luxury, even a frivolity, in the current system. But if you want to attract teachers who are devoted to their subjects, then you have to make room for thinking about these subjects. Subject matter cannot be an afterthought; it cannot be relegated to the summer weeks.

In connection with that, a school needs a substantial, challenging, beautiful curriculum. The difference between teaching Plato’s Republic and teaching “reading strategies” is like the difference between taking people to see a superb  play and selling a fake theater ticket to “whatever.” Schools must not sell fake tickets to “whatever.” They must have a curriculum worth teaching and make room for teaching it.

This is only a fraction of the conditions that could keep a teacher in the field. Teachers often cite an orderly environment, parent involvement, supportive leadership, and more. I bring up curriculum, appropriate priorities, and time for thinking and mulling because they don’t get enough attention. Too many pundits enjoy postulating that if you just paid teachers enough or dangled bonuses before them, you could get the best ones into the classroom and keep them there. They forget that teachers don’t want to sell their souls—or, for that matter, their minds.

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