President Donald Trump’s latest idea is to merge the U.S. Department of Education with the Department of Labor. This reflects his administration’s priority on workforce readiness and career development. Taxpayers understand the need to reduce federal spending, merge duplicate programs, and improve support for retraining and employment. The United States House Committee on Education and the Workforce is an example of the government already combining the two functions under one entity. So, the concept is not that far-fetched.

In their book, “Academically Adrift: Limited Learning on College Campuses,” Richard Arum and Josipa Roksa studied twenty-four hundred college students at twenty-four different universities over a four-year period. They reported that critical thinking and other skills such as writing were no longer progressing during college as compared to previous generations of students. This is really no surprise. However, America’s educational competitiveness is still unparalleled. We tend to focus on our weaknesses, rather than leveraging our inimitable strengths.

Society has long cherished the ability to think beyond the ordinary, according to Samuel Greengard. What happens when we lose that ability? Organizational stupidity is a phrase that comes to my mind. Adrian West added: “Developing our abilities to think more clearly, richly, fully—individually and collectively—is absolutely crucial [to solving world problems].”

It is important to note that creativity is a unique talent that cannot be taught straight out of a textbook. We are rapidly losing our ability to think creatively; in addition, music and art are often no longer valued. Grace Fearon of the The Independent suggests: “our society seems capable of praising and glorifying our child intellects, aspiring doctors and academics, yet the value of a student possessing a gift for writing, or music, or art appears demoted in comparison.” In a state like Tennessee, with a cultural legacy like Memphis and Nashville and other places, Music and Art are the business. We cannot lose that edge.

The real question to ask then: Do we think the well-meaning bureaucrats at the Department of Labor, will be more or less inclined to educate the whole child, or would they focus more on developing a productive workforce? There is a vital need for apprenticeship programs, job training programs, and a united focus on keeping the American workforce employed.

Bringing businesses and educators together to ensure high-quality classroom instruction and on-the-job training is a win for everyone, right? Except we are not creating widgets for factories. Many of the jobs our children will have may not even exist now. We cannot possibly provide the training for all the jobs that may exist in the future, we have to teach kids to think, to create, to make. Do you really think the Department of Labor is the vehicle we need spearheading this type of education? We must make sure that those who understand educating the whole child benefits all of us in the long term.

President Trump’s concept lacks significant details and will be difficult to maneuver through a deeply divided Congress. Our guess is that a merger between the U.S. Department of Education with the Department of Labor will not happen. Let’s hope we are correct.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.

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I recently read a fantastic editorial by political strategist and analyst, Steve Gill, on the National Education Association, The Californication of the Teachers’ Union.  The article sheds much light on the union, the amplified influence by more liberal state affiliates like New York and California of the National Education Association, which makes them “loyal foot soldiers to advance liberal extremism.”  Mr. Gill makes a compelling case, and it is well worth the read.  I would have added:

  1. NEA and its affiliates had money difficulties well before the Supreme Court ruling in Janus v. AFSCME. As Mike Antonucci writes: The union “ability to adapt to a new environment depends less on their political and organizing skills and more on their willingness to reform themselves financially.”  So, why are union bosses seeing their salary continue to increase?
  2. Teacher Unions continue to put roadblocks in place to prevent their members from exercising their freedom of association. Often, they will use any legal means at their disposal to combat members who want to resign. Take, for example, the difficulty in terminating automatic drafts to pay membership dues. Unions often place a narrow window of opportunity for employees to drop union membership and escape the requirement of paying union dues or fees. For educators, that date may be limited to summer months and are designed to be inconveniently timed for members. In addition, unions blatantly will contribute to political candidates.
  3. When it comes to a private entity making a killing from public education, the teachers’ unions have the market cornered. The next time you hear a union boss talk about “privatizers” who seek to profit from public education, point out for them that “union leaders neglect to point out that teachers’ unions are themselves de facto corporations, though with a difference: all their income—money they get from teachers, voluntarily or otherwise—is tax-free. No teachers’ union—or any union—pays a penny in taxes.”  As teachers’ union watchdog Mike Antonucci writes, “The NEA sinks lots of money into mutual funds, which invest in big corporations, including “AT&T, Verizon, Target, Chevron, Exxon Mobil, IBM, Apple, Google, Facebook, Amazon, Comcast, Coca-Cola, Philip Morris, Microsoft, Boeing, JP Morgan Chase, Berkshire Hathaway, and Aramark.” The NEA “invests in 9 of the 10 richest corporations in the United States,” added Mr. Antonucci.
  4. Four unions combined to spend more than $1 billion on political activities since 2012, according to federal labor filings. Those four are the Service Employees International Union (SEIU), American Federation of State, County, & Municipal Employees (AFSCME), National Education Association (NEA), and American Federation of Teachers (AFT). This is a conservative estimate on public-sector union spending, since they do not count the spending of local unions or state chapters on such activities. Nearly all of the unions’ federal political contributions went to Democrats or advanced liberal causes, according to the Center for Responsive Politics.  Stan Greer who analyzed federal labor filings which disclose how much unions spend on political activities at the federal, state, and local level for the National Institute for Labor Relations Research (NILRR) wrote:  “Big labor is increasingly turning its focus away from workplace matters and more and more towards buying political influence.” No surprise.

The NEA’s unification policy, which means all members are forced to pay dues to the national association, effectively killed the independence of the local and state associations.  While national union bosses thought it would be a media coup to highlight their most recent convention online.  In reality, people got to see a group of very angry people often focused on issues completely unrelated to public education, mad that they lost compulsory unionism. Mickey Kaus, a blogger and the author of “The End of Equality,” and former Democratic candidate for U.S. senator from California, wrote: “the answer of most union leaders to the failure of 1950’s unionism has been more 1950’s unionism.” Most educators are not buying into a more militant, progressive labor movement beholden to the far left.

Educators nationally often spend hundreds, or sometimes even thousands of dollars per year on union dues.  There are much more cost-effective alternatives, like Professional Educators of Tennessee.   That is what makes groups like Professional Educators of Tennessee different.  We offer a modern approach to educator representation, legal protection and unmatched educational advocacy, as well as promoting professionalism, collaboration and excellence without a partisan agenda.  There are non-union alternatives for educators in other states as well.  Nobody wants to return the 1950’s.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.  Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee.

img_20180422_212449-1394880902.jpgAs professionals, our members are committed to supporting quality public education and the professional rights and obligations of the education community. Our members set the policy and priorities of  our association to meet the needs of Tennessee educators. Working in partnership with parents, business, community and government, we provide the programs and services that enable educators and schoolchildren to achieve their highest potential.  Professional Educators of Tennessee was created by Tennessee educators for Tennessee educators.  Our focus is the state of Tennessee.      

From professional development to information on the latest education trends, we offer a myriad of resources to help you in and out of the classroom. For over 39 years, Professional Educators of Tennessee has been serving great teachers across the state of Tennessee.  Our members have often been  at the forefront of education in the state.

As the fastest growing teacher association in the state, we know that our members can be catalysts for innovative solutions to the many challenges facing education.  We look forward to creating mutually beneficial partnerships to rethink curriculum, offer professional development, develop sound policy and improve educational environments and outcomes for students across Tennessee.  We have great legal services and member benefits as well!

Protecting your career is just as important as protecting any other life investment. That’s why we provide eligible members a superior protection package to protect you in the classroom with $2 million worth of liability insurance with access to our attorney’s that are available by phone, e-mail or fax during normal business hours.  In fact, we will gladly compare liability policies with any education organization serving teachers in the state. You can join for $189 a year, not over $600 like a union, with a national agenda.  Keep in mind we do not endorse or contribute to political parties or candidates with your dues. We are not a union.  

We work year-round as a professional, positive voice focused on uniting educators in support of an exemplary public education for every student in Tennessee.  We know vitriol and anger only hurts public education and never solves problems.  We understand in order to create a more effective system that provides the basic academic skills necessary for success in life for our students, that we must all work together. Education is a parental right, a state and local responsibility, and a national strategic interest.

It would be our honor to serve you.  Check Professional Educators of Tennessee out at www.proedtn.org

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We know without a doubt that teachers are the number one in-school influence on student achievement. Data indicates that in the last 20 years, teacher attrition has nearly doubled. In fact, 16–30% of teachers leave the teaching profession each year. It is estimated by some that school districts now spend $1B to $2.2B per year nationally replacing teachers. The average cost to replace a teacher is about $20,000 each in many districts. One-third of today’s teachers will retire in the next five years.

In Teacher Turnover: Why It Matters and What We Can Do About It by Desiree Carver-Thomas and Linda Darling-Hammond the authors maintain: “When students return to school this year, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies.

When discussing why they leave, 18% of teachers see leadership as a key factor in whether or not they stay on the job. Leadership at the district level and building level is critical. Lack of collaboration time and sporadic Professional Development were other factors influencing teacher departure. An astounding statistic is that 90% of open teaching positions are created by teachers who left the profession. Other key influences Carver-Thomas and Darling-Hammond identified on turnover include “a lack of administrative support, working in districts with lower salaries, dissatisfactions with testing and accountability pressures, lack of opportunities for advancement, and dissatisfaction with working conditions.”

Experience in the classroom matters. Effectiveness increases substantially for the first 12 years a teacher is on the job. As teachers gain experience, their student absenteeism rates decline. Students with a highly effective teacher three years in a row can score 50 percentile points higher on achievement tests than students who have a less effective teacher three years in a row. “Turnover rates are highest in the South and lowest in the Northeast, where states tend to offer higher pay, support smaller class sizes, and make greater investments in education. Shortages also persist in specific areas: mathematics, science, special education, English language development, and foreign languages. Turnover rates are 50% higher in Title I schools, which serve more low-income students. Turnover rates are also 70% higher for teachers in schools serving the largest concentrations of students of color” added Carver-Thomas and Darling-Hammond.

Teacher turnover will eventually lead to a teacher shortage if the supply of new teachers via traditional or alternative routes cannot keep up with the demand. It appears we are heading in that direction. If we continue down that path, nationally and across the state, many underqualified candidates will eventually fill those vacancies. Research indicates that high rates of turnover harm student achievement in schools and districts. “In high-turnover schools, the inexperienced and underqualified teachers often hired to fill empty spots also have a negative impact on student learning” according to Carver-Thomas and Darling-Hammond.

To improve teacher retention, districts and schools must build strong leadership teams aligned to common goals. Schools should provide teachers with common planning time each week. Schools and districts should create a teacher mentorship program, partnering new teachers with veteran teachers. Districts must give teachers and administrators a choice in their professional development’s content and delivery method. There cannot be a one size fits all approach to PD, which too many districts try to mandate. For example, Professional Educators of Tennessee offers their members access to a state-of-the-art online learning portal so educators can get credits to renew their Tennessee Teacher’s License and learn about new and innovative teaching strategies. Educators are able to take the courses when and where it is convenient for them. Many of their offerings are TASL accredited classes as well. In addition, districts should focus on compensation, teacher preparation and support, and teaching conditions.

We need to keep our most effective educators in the classroom and in public education. Our federal, state, and district policymakers must take this issue serious. We are losing too many good educators, and it is time we address the issue.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.

Special education teachers face more challenges today then ever before…..

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Provisional Endorsements for Special Education

As a reminder, last year the State Board of Education approved an additional pathway for educators seeking to add a special education endorsement to their license. Click here for more information on how educators may attain a provisional endorsement for special education.

Supreme-Court

The United States Supreme Court has been busy this week.  I have only been focused on the Janus Case.  The justices ruled 5-4 to prohibit unions from collecting fees in Janus v. American Federation of State, County, and Municipal Employees Council 31. The justices also ruled that workers must affirmatively opt into the union before fees can be taken out of their paychecks.

It will effectively break the cycle where government unions can collect compulsory fees from government workers and then use it to help elect pro-union politicians to achieve and maintain political power — who then empower and enrich the government employee unions.  Think about this for a minute, the unions were arguing in this case: “that government has a duty to financially prop up a private enterprise.”  “In what universe?” the Supreme Court Justices must have thought.  The legal rationale was questionable at best.

Justice Samuel A. Alito Jr. wrote in the majority opinion and addressed that directly: “It is hard to estimate how many billions of dollars have been taken from nonmembers and transferred to public-sector unions in violation of the First Amendment. Those unconstitutional exactions cannot be allowed to continue indefinitely.”  Justice Alito then added: “We conclude that this arrangement violates the free speech rights of nonmembers by compelling them to subsidize private speech on matters of substantial public concern.”

The opinion added: “The First Amendment is violated when money is taken from nonconsenting employees for a public-sector union; employees must choose to support the union before anything is taken from them. Accordingly, neither an agency fee nor any other form of payment to a public-sector union may be deducted from an employee, nor may any other attempt be made to collect such a payment, unless the employee affirmatively consents to pay.”

The Tennessee branch of the National Education Association is already saying the ruling will not impact them.  They have already lost almost 35% of their members in the last five years according to the Education Intelligence Agency.  However, the Janus ruling will have an indirect impact, as the unions will have fewer resources, and will undoubtedly be focused (in the short-term) on simply keeping the members they have. The NEA has projected a loss of some 307,000 members over two years if the Janus decision went against public-employee unions, with an expected $50 million two-year budget cut, or 13 percent.  Today’s decision will ultimately reduce the political activity of public sector unions.

Referenced by the Education Intelligence Agency, former Tennessee Education Association employee and Uniserv Coordinator Chris Brooks wrote about the unions: “Many state associations are run by their staffs. Rarely do they engage in meaningful fights at the school or district level. Annual lobby days mobilize a tiny fraction of members. Teachers and school support staff feel only loosely connected to the union.”  Brooks’s former union bosses cannot be happy with his comments.  However, it proves that educators need more effective voices and other organizations to speak up for their interests.

“The unions will call this tortious interference with their business expectancies. Disinterested people will call it an affirmation of individuals’ constitutional rights” according to Pulitzer Prize–winning syndicated columnist George Will.  No American worker should be forced to become or remain a union member. People should be free to join, or not join any organization or union they want, without losing their job or be forced to pay for political agendas with which they disagree based on political or ideological purposes.

The Janus Decision will not create drastic structural changes to unions.  It will simply make them more accountable to their own members.  And in the case of teacher unions, this greater accountability should focus on making the quality of education front and center, help public education rebuild support from the public for issues like raising teacher pay and school funding, and work for the common good of all students and educators. There is never a wrong time to do the right thing.  The Supreme Court Decision in the Janus Case was the right thing.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.  Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee.

thomas jefferson

The lives of our citizens are enriched through public policies that enhance economic opportunity and freedom. However, some policymakers lack basic understanding of sound economic principles, as well as the fundamental principles of our free enterprise system which include individual initiative, personal responsibility, limited government, respect for private property and the rule of law, economic freedom, and an educated citizenry –the same shared principles that inspired our Founding Fathers.

Most citizens have now started to fully understand that as government growth increases, liberty decreases. They agree it is a shared responsibility of all, stakeholders and policymakers alike, to ensure our tax dollars are wisely spent. In education we need to make sure tax dollars are utilized on programs that benefit students and those who teach them. An essential objective in public education is, and must be, an educated citizenry that creates an informed electorate.

Many have attributed to Thomas Jefferson the genesis of the belief that an educated citizenry is a vital requisite for our survival as a free people. Whether Jefferson ought to be given credit is arguable. However, it is a worthy goal to have an educated citizenry to both secure the future of our democracy and for our citizens to be competitive globally.

To some extent, in education we have abandoned Jefferson’s advocacy that an “enlightened people and an energetic public opinion” should keep the “aristocratic spirit of the government” under control. Jefferson feared the power of the federal government. Government is not the driving force for excellence. The motivation that drives excellence comes from within the individual. Jefferson understood that in order for citizens to lead in the future they must have virtues and talent. It should be by our achievements in life, not an accident of birth, that determine our future. Education is and was the great equalizer.

Jefferson, who is embraced on both the left and the right politically, certainly understood that it was essential that a suitable education be provided for all its citizens. In fact, Jefferson expressed to James Madison, as early as 1787, “Above all things I hope the education of the common people will be attended to, convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty.” Jefferson virtually echoed the conviction of Montesquieu in Spirit of the Laws, that “virtue may be defined as the love of the laws and of our country” as a principal business of education.

There is no dispute that Jefferson, as a Founding Father, understood the need of public education. He wrote, “a system of general instruction, which shall reach every description of our citizens from the richest to the poorest, as it was the earliest, so will it be the latest of all the public concerns in which I shall permit myself to take an interest.” As if peering into the future, Jefferson also wrote, “If the children are untaught, their ignorance and vices will in future life cost us much dearer in their consequences than it would have done in their correction by a good education.”

A current catchphrase in public education is “college and career ready.” In contrast, in 1814, Thomas Jefferson used a similar comparison, “the laboring and the learned.” He detailed to Peter Carr, “The mass of our citizens may be divided into two classes — the laboring and the learned. The laboring will need the first grade of education to qualify them for their pursuits and duties; the learned will need it as a foundation for further acquirements.” We really have not changed the identified groups; we just use different labels.

Understanding Jefferson’s view challenges the principle that a number of policymakers have embraced that education is merely about job readiness and employment (laboring class). Unmistakably, the imperative of being educated (the learned) is exceedingly indispensable in a knowledge-based economy and for dealing with an evolving interdependent, multipolar world.

In 1816, Jefferson sent a letter to Pierre Du Pont de Nemours in which he favored an idea he thought might secure education without compulsion. It was, according to Jefferson, a Spanish proposal that nobody “should ever acquire the rights of citizenship until he could read and write.” Jefferson said, “It is impossible sufficiently to estimate the wisdom of this provision.” However, Jefferson did not support making parents put their children in school, suggesting that “it is better to tolerate the rare instance of a parent refusing to let his child be educated, than to shock the common feelings and ideas by the forcible transportation and education of the infant against the will of the father.”

By every account, it is clear that Jefferson approved of a tax-supported, public educational system that would enable citizens to express their opinions and understand complex issues that can inform decisions the electorate must make as they cast their votes. In 1824, Jefferson added “a republican nation whose citizens are to be led by reason and persuasion and not by force, the art of reasoning becomes of first importance.”

How public education is to occur and the financial mechanism to leverage those tax dollars can be debated as they were in Jefferson’s day. However, we believe in public education, and when local school systems work in partnership with communities they serve, they can and will educate students successfully. Public education enables students to access opportunities in a rapidly changing, diverse, global society.

The evidence is clear that Jefferson was correct in the importance of public education for the future of democracy and the United States of America. Jefferson believed that “no other sure foundation can be devised for the preservation of freedom and happiness,” and that failing to provide public education would “leave the people in ignorance.” Our job is to make sure we build on that foundation.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Brentwood, Tennessee.

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The Tennessee Department of Education announced at a noon press conference on Thursday some necessary changes to the state TNReady test that teachers, administrators and superintendents have been asking the state to make. Among the changes include rebidding the testing contract, refining the current Questar contract, revising timeline for online testing, and engaging more teachers. These steps complement additional actions already in the works, including eliminating two TNReady end-of-course exams, eliminating the March stand-alone field test for the next two years, simplifying and streamlining test administration, bringing in a third party to perform an independent review of Questar’s technological capabilities, improving customer service, and engaging dozens of additional Tennessee teachers, content experts, and testing coordinators to look at every part of our state testing program.

Dale Lynch from the Tennessee Organization of School Superintendents and JC Bowman from Professional Educators of Tennessee were in attendance at the announcement. Both praised the Tennessee Department of Education for taking proactive steps to address the issue. Bowman added: “Leadership collects input from those on the ground, makes the process better for all, and then tweaks the product as needed. We firmly believe that changes needed to be made, and we are pleased that Commissioner McQueen and her team heard our message and made the necessary changes to improve student assessment in Tennessee.”

Education Commissioner Candice McQueen said at the press conference: “improvements are being made after ongoing conversations with teachers, parents, education leaders, and policymakers over the past several weeks and are aimed at addressing a number of areas of concern.” She added: “Teachers, students and families deserve a testing process they can have confidence in, and we are doing everything possible to meet that responsibility,” Commissioner McQueen said. “We are always committed to listening and improving, and we’ll continue to do just that.”

The multi-faceted changes announced today will immediately improve the state assessment—TNReady—and establish a longer-term framework for success. The steps being taken to improve TNReady include:

  • Releasing a new Request for Proposals (RFP) to identify the assessment vendor or vendors that can successfully administer the state test in 2019-20 and beyond.  The RFP process will better ensure that students can take TNReady seamlessly and without disruption.
  • Amending the state’s current contract and relationship with Questar to improve the assessment experience in 2018-19
  • Adjusting the pace of the state’s transition to online testing

In May, a national study recognized Tennessee as the No. 1 state in the country for improvement in the quality of its academic standards, going from an “F” rating in 2007 to an “A” in 2017. TNReady is designed to measure those standards, and it has a variety of different types of questions to look for the depth of students’ knowledge.

Tennessee is one of less than 10 states that still has a paper test in middle school—and both state and district leaders recognize that the workforce of the 21st century is increasingly online. We also want every student to have a positive testing experience, and we want to maximize the ability to have a seamless online administration. Accordingly, the state is adjusting the timeline to continue the transition to online but at a modified pace. For 2018-19:

  • Students in grades 3-8 will take TNReady on paper for math, English, and social studies.
  • Students in grades 3-4 will take their TNReady science test on paper, and students in grades 5-8 will take their science test online. Science is a field test in 2018-19 because the state is transitioning to new academic standards; therefore, the results will not count for students, teachers, or schools, nor will any public scores be released. This provides an option for all students to experience the online platform and do so in an environment that is low-risk for them.
  • Students in high school and those taking end-of-course exams will continue to test online.

Further, the department will improve paper administration, as well. In addition to having Tennessee teachers review all test questions, scripts, and test forms, the department is streamlining test logistics to have fewer versions of the test distributed across the state. This makes it much easier on testing coordinators and proctors to administer. The state has also combined the answer document and test questions into one test booklet in lower grades so it is easier for students to take the test.

For more information on the additional TNReady improvements  you can visit the Tennessee Department of Education website.

 

Henry and Brittany

Why do people teach?  The major reason someone says they teach is the ability to make a real difference in the lives of children.  There are other reasons, including the fact that someone believes they are “called” to teach.  Almost all teachers are linked together by a passion for educating children.  The passion is innate and has to come from within.

Commissioner Candice McQueen reminded a group of educators in a presentation that we were set apart in our mission.  She pointed out the gifts that educators have are special talents and abilities.  Educators are born for the mission that is being given for us.  Dr. McQueen emphasized the profession is a special calling.

We are all on a search for significance. We desire to make a difference.   Educators are making a huge difference. That is why it is important that we honor them.  It is the English social critic, Os Guinness, who stated: “Calling is not only a matter of being and doing what we are, but also of becoming what we are not yet but are called by God to be.”  He then adds:  “Deep in our hearts, we all want to find and fulfill a purpose bigger than ourselves.”  Education of the next generation is one of the most important occupations we could ever do.  Belief that one is “called to teach” keeps women and men in education, even with all the unwanted public scrutiny.

Matthew Lynch writes about teaching as a calling: “A calling implies a deep-seated belief that teaching is the only profession that makes sense for you to pursue…”  Dylan Fenton, an English teacher and writer does not like the term “calling,” as it creates to him an “idea that good teachers are born, not made and, as a result, allow themselves to stagnate.”   I would argue that Lynch is more accurate than Fenton, as a passionate teacher never stops honing their craft.  John Hunter, an award-winning teacher and educational consultant wrote: “I used to think teaching was a job.  And then I thought it was a profession.  And now I’m of the opinion that it’s a calling.  It’s a very noble calling.”

Henry David Thoreau said, “Most men lead lives of quiet desperation.”  John Keating, in the movie Dead Poets Society challenged his students to not be resigned to that type of life.  Yes, John Keating was subsequently fired, and probably never taught another class the rest of his life.  However, he taught his students to find their own voice.   It was his calling.  If you have profession that brings you passion, gives you someone other than yourself to care for, and is something that makes you want to get up in the morning to accomplish, you will not live a life of quiet desperation.

Teaching is indeed an imposing, self-sacrificing, but also a magnanimous calling.  Going through the process to get certified, whether through traditional means or an alternative route is sometimes difficult.  The creativity aspect of the profession has slowly been eroded.  There is persistent negativity by some lawmakers and the media of public education.  Compared to other professions, educators can expect modest salary and sometimes extremely difficult working conditions.  However, if you are called to teach, you will never find a happier place than in a classroom or serving students.  Educators are set apart to make a difference.  There is no other profession, except perhaps the clergy, that can change lives like a public-school teacher.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.  Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee.