So I’m the opposite of “blocked”, lately. Lots of ideas and a laptop that’s annoying me. I had two, gave one away and the one I kept hangs so often (memory problems) that I get distracted waiting and watching Broadchurch (not too happy with who the murderer is obviously going to end up being on that one) or not watching Breaking Bad (me and four other people, apparently). Then I fall asleep because hey, it’s the first month of school and that’s how it rolls. So now I have four different ideas, plus two or three straightforward teaching writeups to do, and that’s not good because then I feel overwhelmed and start watching TV shows I’ve already seen 50 times (hello to the mother ship, L&O). I don’t know how actual bloggers do this. Fortunately, I’m just an essayist.
Then a friend who relocated for her job mentions that her husband, a 42 year old teacher, hasn’t yet found a job. I remember telling her when she first got the job to assume that he wouldn’t get hired (she makes enough for that not to be a problem), and she said that I wasn’t the only one to warn her. He has a lot of experience and two master’s, but in most inter-district (much less state) transfers, teachers lose next to all their seniority, so it’s not just about money. It’s a lot about money, but not all.
So I thought I’d talk about older teachers. This is purely an opinion piece; I’m not even sure how much of it I’ll think in a year.
If you know any successful 40-something idealists who dream of “giving back to the community” by becoming teachers, ask if they have jobs lined up. If they don’t, ask them if they are spending a lot of money on their teaching credentials. If they are, tell them to go to a state school. It’s well documented that ed school selectivity is irrelevant in hiring decisions, and they’re going to have enough trouble finding jobs without worrying about loan forgiveness. I can’t really say I’m sorry I went to an elite ed school, but I never fail to consider it an example of luxury spending, as opposed to an educational investment.
Research on this subject is thin, but I did find one study on CPS principal hire/fire decisions on new teachers:
and
(Note: I suspect the bias against male teachers is at the elementary school level. At the high school level, I see a huge preference for male teachers that I’ve mentioned time and again.)
Anything else I say would be anecdotal. Check any teacher training cohort and see who’s last to sign with a school—assuming they have any candidates over 40, they’ll be the last hired, if they are so lucky. Read any story about “firing ineffective teachers” with deep skepticism. And giving administrators full hire/fire over all teachers would lead to a lot of forty-plus teachers losing their jobs. I saw three teachers, two of them in math, targeted and forced into retirement because the principal wanted “new blood” (the principal said as much, often, to anyone who would listen). All teachers have stories like that. All teachers know that the reason job applications ask about education credits is to weed out older applicants. And some teachers think it’s a great idea.
Lately, there’s been a push to reform pensions, push more money to teachers up front. After all, the thinking goes, it will be fairer to teachers who leave the profession:
First, districts should jettison their current approach to retirement benefits, in which teachers accrue relatively meager benefits through much of their careers, and then abruptly become eligible for much more as they near retirement age. In its place, districts should adopt retirement systems where benefits accrue smoothly, year after year, without sudden, arbitrary jumps late in a teacher’s working life. This would allow talented people to teach for part of their career, or teach in more than one district, without harming their retirement security. It would also end an unfair practice that places the majority of teachers on an insecure retirement savings path in order to support more generous pensions for the minority who work a full career in one system.
So we’ll make it easier for teachers to quit and get a little bit of money, and not have to pay as much in pensions. Saves money, right? Fine. Stop talking about fairness to new teachers, then, and focus on cost-savings.
Education reformers are profoundly clueless about what really drives teacher benefits and, I think, genuinely clueless about what really drives administrators. Paul Bruno has an interesting idea that teacher tenure is a perk. Bruno cites Mathew DiCarlo, who reviews the same study I linked in above from a different perspective (although he agrees that the discrimination against men and older teachers is troubling):
…there is little support for the idea that principals are just dying to fire at will – or that, once dismissed, teachers can easily be replaced by “better” alternatives – despite sometimes being taken for granted in our education debates. Although they are far from conclusive, and pertain only to probationary teachers, the descriptive results discussed above tentatively suggest that the supply of appropriate replacements may not always be quite as robust as is often assumed – and/or that there may be some other reasons for low dismissal rates that are not entirely a function of the difficulty of doing so.
What I take away from all this is complicated, but I think relevant. First, coupling the study with my own anecdata and that of many years in the workforce: principals, like all management, exercise their biases. Given the peculiar nature of teaching and its employment structure, I can build a good case that principals be prevented from doing this more than managers in the private sector. Managers pay a price in productivity if they fire good people purely because of their biases. Principals don’t, in the main. Productivity in schools is a complicated issue.
At the same time, most principals don’t fire teachers often because it’s incredibly hard to find new ones. Better the teacher who shows up on time and gets the job done than too many unknown quantities in any given year.
So a principal who is allowed to exercise biases could always defer to his or her particular preferences on a one-off basis, firing probationary or even tenured teachers for age, gender, race, or teaching philosophy, while in the main keeping teachers when in doubt because of the pain of hiring new teachers. Even more unnerving, that principal could keep genuinely weak teachers while firing/dumping good teachers that just happen to activate a bias. For example, keeping an ineffective new young teacher completely intimidated by her students, while dumping or threatening to dump a new older teacher who does a good job. (Not anything I’d have any experience with, nope.)
But wait, say reformers. Principals are constrained by productivity just as private sector management is! Yeah, this is me laughing at them: ha, ha. Of course, private sector management can exercise bias around the edges, and do. But in the case of older teachers, there’s that pesky money problem, too. Older workers in the private sector can adjust their salary if need be, if their value to the company isn’t as great as it once was. Teachers can’t. So take an existing bias against older teachers and toss in the added expense they usually represent, and the whole situation gets worse.
Ah, says the eduformers. That’s why we should revamp teaching entirely! Change the salary structure, don’t reward older teachers as much, and there’ll be less of a bias against them. Let teachers change districts! Let them move to different states! Let districts shift teachers around where they are most needed! (Hey, one of these things is not like the others.)
To which I say, again, eduformers, you aren’t reading the tea leaves. Finding teachers is the holy grail, not firing them. Most people don’t really have a clue about the enormous scale required to maintain millions of people in a job that has quite a few constraints on it—from regimented potty breaks to fingerprint checks to college degrees and competency tests.
So suppose we create the freedom to hire and fire at will, and we give teachers the same ability.
Let’s imagine some possibilities: A teacher can contract with three different districts to teach a popular AP US History course. Or maybe he’s just really good teaching math to low ability kids, and works three classes at two schools. Still other 50 year old teachers kick back and decide they have enough money. They want to teach three classes and then consult as a master coach in another district. Still others teach a couple classes and then go work in ed schools.
Not just 50-somethings, either. A lot of 5-year veterans decide they want to take off and raise their kids for a while, but are happy to put in a few classes here or there.
Meanwhile, very few teachers with any seniority or any talent are ever found at low income schools. No reason. Nothing to keep them there. In fact, any teachers with any talent have realized they have an easier life contracting out a couple classes a year part-time to a suburban district than teaching full-time in a low income district. Once districts are allowed to actually compete on salary, paying by negotiation instead of salary schedules, rich districts will compete heavily for desirable new teachers. Schools with undesirable kids, not matter how much money they have, will be forced to rely on teachers who view the work as a calling, not being able to count on seniority-bound teachers who probably would have switched elsewhere if they weren’t financially precluded from doing so.
In other words, if teachers are allowed to compete on skill and salary, the results might not exactly be what eduformers imagine. They appear to envision a world in which teachers are still committed to a district, with just a few more options on each side. I very much doubt that’s what will happen.
I do know that if districts and administrators were asked to consider a world in which everyone had more freedoms, they would almost certainly reject it out of hand. Charter schools operate on a very small level. That's part of the problem.
All of this goes back to older teachers. They’re a straw that almost everyone—principals, districts, reformers, well-meaning liberals who think they understand education, even a lot of genuine progressives—would like to remove, or redirect to some other area. But I'm not sure that one straw leaves without a bunch of others coming along. And very few people seem to understand what that could mean.
This is my fifth year of teaching, a job I love with a passion that surprises me. Yet I'm relieved that I qualify for both a pension and a lot of loan forgiveness at the end of this year because it's entirely possible I won't ever get tenure. I love my current school; it's the only one of my three that I say that about. I think they like me, but I'm expensive. I'm also old, and this district can keep teachers as temporary or probationary for a very, very long time (some teachers here have been temporary for seven years; in elementary school it's worse). Since I'm in math, it should move more quickly for me. But I'd be a liar and a fool if I didn't fear the possibility that right around the time I should be qualifying for tenure, the administration team will find some fault with my teaching, after x years of thinking I'm just fine, and blammo, I'm gone. I would never voluntarily leave this school, even if I didn't love it, because finding another job has routinely been a crapshoot that goes until less than a month before school starts. My usual line is "I've gotten this far because I look young for my age, but around the time I'm fifty-five I'm going to look forty-five and then it's game over."
And what, specifically, led to this maundering post, Ed? It's eval time, baby. And the principal who reviewed me last year took a new job. Keep your fingers crossed.
educationrealist 