Category: Tennessee Education
Education Plays a Vital Role
As residents of Tennessee, every individual has a stake in public education, whether they are students, parents, teachers, taxpayers, or community members. Education plays a vital role in shaping the future of the state, its workforce, and its society as a whole.
Since public education is influenced and governed by public policy decisions made by elected officials, it’s crucial for people to engage in the process if they want to have a say in the direction of education in their state. This involvement can take various forms:
- Voting: Participating in local and state elections to choose representatives who will shape education policies.
- Advocacy: Contacting elected officials, attending public meetings, and participating in community discussions to voice opinions and concerns about education policies.
- Community Engagement: Collaborating with schools, attending parent-teacher association meetings, and joining school improvement committees to contribute to the development of educational initiatives.
- Awareness and Education: Staying informed about educational issues, trends, and policies so you can make informed decisions and effectively advocate for change.
- Partnerships: Forming partnerships with educators, administrators, and other stakeholders to collectively work towards improving education quality and access.
By actively engaging in these ways, Tennesseans can influence the policies that shape public education, ensuring that it aligns with the needs and aspirations of their communities and supports the growth and development of the state as a whole.
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JC Bowman is the executive director of Professional Educators of Tennessee
Teachers are Unsung Heroes
Effective teachers are the major in-school factor in improving student achievement. Supporting our teachers and leaders from educator preparation programs to the classroom, and through their careers is the only way to achieve success for all students.
The role of teachers in society is profound and multifaceted. They are often the unsung heroes who contribute significantly to the development and progress of individuals and communities. The crucial role of educators is our:
- Foundation for Success: Teachers are responsible for imparting the knowledge, skills, and values that enable students to thrive not only within the confines of the classroom but also in their future endeavors. They lay the foundation for a lifelong journey of learning and personal growth.
- Guidance and Support: Beyond academics, teachers often serve as mentors and role models for their students. They offer guidance, emotional support, and a sense of belonging, especially during challenging times. Their presence can make a significant difference in students’ lives.
- Educational Achievement: Teachers play a pivotal role in raising the academic achievements of their students. Through effective teaching methods, personalized attention, and dedication, educators can help students reach their full potential and excel in their studies.
- Community Building: Teachers are integral to building strong communities. They nurture connections among students, families, and the larger community by creating spaces for collaboration, dialogue, and shared experiences.
- Going Above and Beyond: Many teachers go above and beyond their job descriptions. They invest extra time and effort to ensure their students succeed, often taking on additional responsibilities and finding creative ways to engage and motivate their students.
- Reflection and Appreciation: Recognizing the contributions of teachers and the positive impact on individuals and society is essential. It’s important for students, families, leaders, and communities, to recognize and support their educators in their endeavors.
Educators are instrumental in shaping the present and future of society by nurturing the potential of each individual student and fostering a culture of learning and growth. Tennessee educators’ commitment and dedication contribute to the state’s educational progress and the growth of its future workforce. Their dedication and hard work deserve the highest recognition and appreciation.
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JC Bowman is the Executive Director of Professional Educators of Tennessee
We Need Innovators, Not Disruptors, in Education
Harvard professor and businessman Clayton Christensen wrote The Innovator’s Dilemma in 1997. In the book, Christensen put forth a notion of “disruptive innovation” as a concept for business theory. Christensen’s theory is based on buying decisions made by businesses, not consumers according to Ben Thompson, a critic of this particular business theory.
Disruption is built on two varieties: low-end disruption and new-market disruption. The essential difference between the two is that low-end disruption focuses on overserved customers, whereas new-market disruption focuses on underserved customers. When it comes to government programs, such as public education, for example, every child is made to conform to the existing business model. When in fact, they may fall within both types of disruption. As we have seen, new technologies to assist educators have been neglected, and our state needs greater access to broadband for communities and schools. Granted, we are making a rushed effort to make adjustments, but during hurried efforts, mistakes are frequently made.
Tony Robbins clarified, “His theory worked to explain how small companies with minimal resources were able to enter a market and displace the established system.” Robbins added, “like most buzzwords, the term quickly took on a life of its own. Suddenly everyone in the workforce was ‘disruptive’ and/or ‘innovative.’” Education is the same way. We welcomed people who were out-of-the-box thinkers or had a business background. However, education is not always a precise science. In business, the bottom line is selling a good or service. In education, that good is someone’s child.
Mark Zuckerberg is famous for telling his Facebook development team, “Move fast and break things.” Phil Lewis in Forbes magazine asked the key questions about the concept of moving fast and breaking things. “What is it acceptable to break? Why? And under what circumstances?” The answers to those questions are critical. In education, moving fast may not always be the best interest of children. You may fix one thing and break three.
For example, in high school, we got a new principal. He believed that by cutting time between classes we could add to the instructional schedule. We went from 5 minutes to 4 minutes. That meant we could add an extra minute to every class. What did that do? It also angered students and teachers. It forced students in our very large high school to forgo a bathroom break, get to class, and then get permission to be excused to go to the bathroom. Rather than add time to class it took away time from class time. The goal may have been well-intentioned, but the end results were predictable. We changed back very quickly. So much for disruption.
Too many people simply bought into the jargon fostered by disruption innovation. They are so enthralled by breaking the rules of the game that they forget what game they are even playing, thus changing the objective of their particular business. Robbins points out that Christensen himself was so troubled with the misuse of his theory that he published a 2015 update in the Harvard Business Review on what the term “business disruption” really should encompass.
Every single attribute of business simply cannot be documented and measured. Lewis points out that “innovation is ultimately a human enterprise, to do with our ability to inspire each other, think creatively and collaborate.” We do not need disruption in education, as much as we need innovation. Education is a pathway to the future. It provides a foundation for life.
In public education we are succeeding, despite the challenges we face. Schools alone can never be fully responsible for the outcomes that our students achieve. Educators are the key to solutions that schools face, but they need more assistance to confront the serious societal problems. We must ask ourselves frequently: What kind of state or community do I want to live in, work in, and raise my family in? What kind of schools do we need? We need more innovators and fewer disrupters.
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JC Bowman is executive director of Professional Educators of Tennessee
A Closer Look at Collaborative Conferencing
Collaborative Conferencing is the process by which local boards of education and their professional employees meet, either directly or through representatives designated by the respective parties, to confer, consult, and discuss matters relating to employment. The process of collaborative conferencing includes the exchange of information, opinions, and proposals among the conferencing parties, as well as the use of the principles and techniques of interest-based collaborative problem-solving (IBCPS).
Our organization supports the right of employees to discuss their working conditions, and always have; however, a failed Industrial era model dubbed Collective Bargaining was previously utilized. Numerous researchers such as Michael Lovenheim, Alexander Willen, Andrew Coulson, Caroline Hoxby, Agustina Paglayan, and Terry Moe criticized this approach. The term “collective bargaining” was coined in 1891 by British socialist reformer Beatrice Webb.
Recognizing that this contentious 18th Century industrial model did not serve teachers and students in the 21st century, the Tennessee General Assembly made changes to the law in 2011. This more modern approach to addressing issues and removing barriers to cooperation, while including more voices on working conditions called Collaborative Conferencing. It has also been somewhat problematic, even though the intent was positive.
We disagree with some of the items like differentiated pay plans and other incentive compensation programs, including stipends and associated benefits being excluded. The process has clearly established a timeline for how this process must be completed. Any time the specifics of a law that is included in the legislation are being ignored it creates a risk for the entire results to be invalidated outright. All parties involved should want to ensure that the process is followed lawfully so that a Collaborative Conferencing agreement is successful.
In particular, the timeline written into the collaborative conferencing law was established to interact with school district budgeting processes, which align with City and County government budget processes and the state budgeting processes. Items that require funding are not effective until the local funding body has approved such funding in the budget. If the amount of funds appropriated is less than the amount required, the parties may continue to confer to reach agreement within the number of funds appropriated. It is a cycle.
Deviation from that cycle in the bureaucratic processes make alignment with local, state, and federal budgets difficult. Whether or not we agree with the timeline established in the law is moot. It is the law. Perhaps it is time that we look at needed changes to the law. However, until the law is changed, we have no other option but to follow the law.
The goal of collaborative conferencing has always been to include more, not less, teacher voices in the debate for teacher working conditions. It is a means to express an opinion and work toward solving disagreements on issues such as salaries or wages, grievance procedures, insurance, fringe benefits, working conditions, leave, and payroll deductions. Payroll deductions for political activities are expressively forbidden. It is also important to be reminded that state organizations do not initiate collaborative conferencing, rather it is done by local educators, who may be members of any organization.
Fortunately, collaborative conferencing is not the only manner to address critical employment issues. Working outside of the conferencing process with superintendents and other elected leaders may be much more beneficial, especially since the conferring process has not been enacted widely across the state. In addition, rather than an MOU (Memorandum of Understanding), many of these items should be placed within board policies to be more effective for educators, thus making it more difficult to take away from educators. Public education in Tennessee wins when we all work together through civil discourse to address our considerable issues.
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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.
The Problem with Restorative Justice
I grew up in the idyllic town of Cleveland, Tennessee. Nestled on the foothills of the Great Smoky Mountains. I was fortunate to be from a town that valued faith, family, and education. It was a quintessential life for an American boy.
I lived on Sycamore Drive growing up. I look back and see the kids I grew up with are all successful and thriving adults. It is an amazing story. It didn’t happen by luck.
I know most of the kids I grew up with had two-parent homes, both their parents worked jobs, and all of us lived in modest homes. Most went to church somewhere on Sunday. We were very much a blue-collar community. If there drugs and alcohol, we never saw it. (Although some of us had the occasional beer in high school.) The drinking age was 18 at that time. We listened to rock music. The go-to radio station early on was WFLI until KZ106 came along. The disc jockey we all listened to was Tommy Jett, who is now in the Tennessee Radio Hall of Fame.
Education was a large part of our lives. The big question was: would you choose to go to high school in the city or the county. It was Cleveland or Bradley. That was the choice. No matter the choice, you were going to get a quality education. There was a high school in Charleston, on the northern end of the county. But that was not a choice for us. Besides, who would want to be a Panther, when you could be a Blue Raider or a Bear.
The teachers in our community schools shared the values of our community. You would see teachers at the grocery store or church on the weekends. The last thing you would want would be for Mrs. Miller or Mrs. Painter to see you at the grocery store with your mom and give a behavior report that was less than flattering.
That didn’t mean we didn’t get in trouble. We just knew that somewhere there was a line you didn’t cross, and if you did then your teacher and your parent would meet at the school or in public and the outcome would not be pleasant for you when you got home. Parents supported teachers. Teachers reinforced the values that we learned at home. It was a tag-team effort.
When we look today, we see so many teachers, parents and children disconnected. Society is being torn apart. Our culture is changing before our eyes. Children are raising themselves. Parents are out of the picture. Parents do not trust schools, and teachers are not supported by parents. Children do not listen to parents. Children do not listen to teachers. It is a problem.
The latest trend to tackle the issue in schools is Restorative Justice. If you listen to “experts” the objective is to reduce the number of suspensions. However, in these efforts to reduce suspensions, other students and teachers are left suffering. Often, Restorative Justice is not concerned with rehabilitating offending students, the objective is to merely reduce suspensions and avoid punitive consequences for student actions.
A frequent pattern of disruptive children being endlessly returned to the classroom without any actual change in their behavior is emerging. Schools have to be able to remove continually disruptive students from classes. Ideally, chronically disruptive students should be placed in high-quality alternative education settings where they can receive long-term, intensive interventions. We especially need to strengthen the authority of teachers who manage defiant students. The concept of Restorative Justice may be noble, but the implementation is often flawed and harmful.
Some of the other problems for this form of discipline to work include that all participants have to buy into the process. That is never going to happen. Schools, parents, and students are never going to be on the same page regarding student discipline. The concept is not supposed to be an alternative to punishment, which it has become. The objective should be behavior change, not just a reduction in student suspensions.
Student discipline should be designed to improve behavior. In that regard, there is not just one victim. It is not a student versus a teacher scenario, but rather a chronically disruptive student interrupting an entire class of fellow students. Should parents be made aware when their child’s class is constantly interrupted? Many educators think so. These other students are victims, as is their education. Restorative Justice proponents are seeking to make educators take even more time away from instruction to put in effort and time to deal with a chronic behavior problem. The modeled misbehavior could have a negative impact on other students who are deprived of instruction time. They may emulate this negative behavior for attention.
Perhaps I look at life in the simplest of terms. Where I grew up, misbehavior and defiant conduct would not be acceptable. Parents and teachers would work together to address any behavior problem. My parents would not be as concerned with my opinion of my behavior as they would be of a teacher’s opinion. There would be unpleasant consequences for continual misbehavior. I suspect all the children on Sycamore Drive in Cleveland, Tennessee all had similar experiences. We all turned out alright. That is real justice.
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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.
Grow Your Own Teachers
Tennessee is a unique state, not only because we have the greatest citizens, but because of our geography. We border eight states, which can be both an advantage and a disadvantage at times. When economic times are good, people want to relocate to our state. When economic times are difficult, it allows residents to move to a neighboring state and pursue more money in their chosen occupation. In education, we lose teachers to our border states regularly.
Effective educator preparation remains critical to the future of education in Tennessee. When we lose teachers to other states, it hurts Tennessee. We must work on teacher retention and continue to offer suggestions on the front end. Also, we must work to have a pipeline of high-quality educators who can move into our classrooms.
We identified prospective solutions in our article Looming Changes in Student Teaching. In that article, we also identified that the existing teacher shortage – especially in special education, math, and science, and in schools serving minorities, low-income students, and English learners – will likely only increase, based on the predicted increase in the school-going population in the future. Colleges of Education must address how to serve Career & Technical Education (CTE). Areas such as business, agriculture, health, automotive, and mechatronics programs need high-quality teachers. Also, we should consider how to better build the skills of paraprofessionals who work alongside teachers in classrooms in critical roles.
One of the other innovative solutions we discussed in our article is one that Professional Educators of Tennessee has been working on with the Clarksville-Montgomery County School System (CMCSS). The district, in partnership with Austin Peay State University (APSU), has a cohort of 40 future teachers who will earn a free bachelor’s degree in only three years, become dual certified in a critical shortage area plus special education, and participate in a multi-year residency experience while being a full-time employed paraprofessional earning a salary, health insurance, and retirement contributions.
In addition, the district plans to partner with Lipscomb University to offer up to 20 future teachers a licensure program that includes a one-year full-time paid residency and dual certification (K-5 and special education) at no cost to the teacher. Through this initiative, these future teachers will also earn a master’s degree in this partnership between Lipscomb and the district. This solution will likely be replicated by districts across the state.
Cathy Kolb, state president of Professional Educators of Tennessee, has long advocated for and assists with the program to recruit and retain educators into public education classrooms. “We believe it is a win-win for our district and our students,” Kolb advises. I would echo the words of CMCSS Chief Academic Officer Sean Impeartrice, “This is the future of teacher recruitment and preparation.” Kolb believes this effort will help “ensure that quality educators enter and remain in the profession in the future.”
This is also a critical part of the agenda that Tennessee Commissioner of Education Penny Schwinn wants to see expanded. Schwinn stated, “If you want to be an educator, you should be in Tennessee. We now have districts where you can get paid to become a teacher, graduate debt-free and be better prepared by spending multiple years in a residency under the mentorship of a great classroom leader,” stated Schwinn. “I look forward to replicating this innovative “Grow Your Own” model across the state.”
The Tennessee Department of Education will be hosting a “Grow Your Own” summit on Monday, November 4 for superintendents to share additional information and provide technical assistance for districts to build their own partnerships and models. We think it is imperative that the state continues to support districts in recruiting and better preparing future teachers, and the “Grow Your Own” partnership is a great new model.
We cannot afford to lose great teacher candidates across our borders. This may also necessitate some changes to teacher licensure. The Commissioner is correct: If you want to be an educator, you should be in Tennessee.
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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.
The Looming Changes in Student Teaching
As educators, we are concerned about the quality and quantity of applicants entering the field of education. Our members have often been catalysts for innovative solutions to the many challenges facing education. That is why we take an interest in the next generation of educators and why our focus is on how to improve their experience and support as they transition from teacher candidate to classroom teacher.
In 1986, education school deans from the top universities developed a report that credited much of the blame for struggling public schools on the training teachers were receiving in college. Research reminds us that although we spend millions of dollars and thousands of hours on teacher preparation courses, we really do not have much evidence justifying some of those requirements in Colleges of Education. Nor do policymakers really know how to measure and define a successful teacher training program.
Effective educator preparation remains critical to the future of education in Tennessee. We have already focused as a state on admission requirements in educator preparation programs. Again, research is mixed on the relationship between academic admission requirements, and teacher candidates’ later effectiveness levels. This provides an opportunity for needed research. Teaching candidates must have a GPA of 2.75 and an ACT/SAT score of 21/1020 for admission to an educator preparation program.
Policymakers should invest much more time and resources into learning about the science of teaching and how individual teachers actually develop their skills—and how long it takes to develop some of those skills—and what changes are needed. Policies currently reflect the fact that we know far more about a teacher after they enter the classroom than before. Important benchmarks we should look at besides program completers are identifying those who actually enter the field of education and teach, as well as those who remain for a number of years. However, change may be on the horizon.
The University of Michigan is making some interesting changes, and moving to end the longtime practice of sending educators into their own classrooms after just a few months of student teaching. Elizabeth Moje, the dean of the school of education at the University of Michigan, is offering some innovative method based on the way doctors are trained — that will extend teacher training through their first three years on the job, supporting them as they take on the daunting responsibility of educating children. The teacher intern program at Michigan would be the first dramatic upheaval in the way teachers are trained in this country in at least a generation—an upheaval that has been a long time coming. Michigan has planned for launch this year.
In a nutshell, the new approach is like a teaching hospital, where future teachers — called interns — will train together under a single roof. They will complete their student teaching there. Then, instead of heading out in search of a job in another school, they will stay on for three more years as full-time, fully certified teaching “residents.” Residents won’t be trainees. They will be real classroom teachers working with real children and making a real salary — the same as any other first-, second-, or third-year teacher. But, unlike their peers in traditional schools, they will continue to learn from their professors and will work closely with the veteran teachers — called attendings — who will make up most of the school’s teaching staff.
Each educational preparation program has its own approach to supporting teacher candidates, and our association tries to fill in gaps with our student members. It is critical to walk the fine line between informing teacher candidates with needed knowledge, and overburdening them with excessive information. We try to touch on issues such as legal and professional development, including some specific helps for student teachers which includes assistance to student teachers with lesson planning, classroom management, and an introduction to our Career Center to help teacher candidates to find future employment.
The existing teacher shortage—especially in special education, math, and science, and in schools serving students of color, low-income students, and English learners—will likely only increase, based on the predicted increase in the school-going population in the future. Colleges of Education must also address how to serve Career & Technical Education (CTE). Areas such as business, agriculture, health, automotive, and mechatronics programs need high-quality teachers. We should also consider how to better build the skills of paraprofessionals who work alongside teachers in classrooms in critical roles.
There is not any magic bullet to ensure that all teachers are great before they begin teaching. However, we can make the effort to equip our educators with skills for a modern age. Change is on the horizon in how we prepare those who educate our children. Policymakers and stakeholders need to work together to make the necessary changes that benefit our students and ensures that quality educators enter and remain in the profession. Together we can make schools better places for teachers to work and students to learn.
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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.
Next Steps for Tennessee Education
Traveling across the state in my role as Executive Director of Professional Educators of Tennessee I talk with a lot of people interested in public education. One of the most common complaints is a lack of response from Governor Bill Lee or his team on specific education issues. It is problematic and quite honestly has always been problematic in our state. Better communication is always needed. I should know, I used to work for Governor Jeb Bush years ago, and communication is always a struggle for the executive branch despite best intentions.
I would still remind people to be patient with Governor Lee and his staff as we are still in year one. However, staff should now be settled into place, and processes and systems clearly established. We should expect better communication in year two.
Governor Lee laid out a fairly ambitious education agenda, and while we disagreed with some parts of it, he clearly offered more specifics than his opponent in the election last November. He was clear in his support of vouchers from the day he announced his candidacy. It should have been no surprise to policymakers or stakeholders. When surveyed, our members did not support vouchers.
His legislative victory with vouchers has yet to be implemented. This may prove challenging, as the program must be proven successful before any other future voucher program is considered. Members of the Tennessee General Assembly will demand proof of unmitigated success before any expansion or similar program enacted. Cameron Sexton, a voucher critic, has now ascended to Speaker of the House. His track record would indicate that he is a strong supporter of public schools. This actually helps the Governor moving forward on education policy changes needed in public education.
Other parts of the Lee campaign agenda likely won him most of his statewide support, but also gives voters more specifics in which to hold him accountable. Candidate Lee suggested it was time to change the way our high schools look. It was a bold policy suggestion, and as Governor, Bill Lee should move forward on that front.
For the last 50 years, the way high school has educated students has largely remained unchanged. There are many business and community leaders that also believe the traditional high school is disconnected from the demands of the modern economy. They emphasize that graduates need additional skills to be successful in today’s workforce. The State Collaborative on Reforming Education (SCORE) added: “Across Tennessee, students are learning in high schools using models developed for the needs of the 20th century rather than the workforce opportunities of the future. As a result, most Tennessee students do not graduate fully prepared to succeed in college, career, and life.”
Governor Lee stated, “It is time to embrace new, flexible school models to support new opportunities for career and technical education, work-based learning and apprenticeships, and dual-enrollment courses for students preparing for their career.” We agree. Some of that is already in the works, through recent legislation. It is time we break down barriers that have held our teachers, school leaders, and school districts back from creative solutions necessary for the unique challenges of their communities. Increasing flexibility at the local level could lead to incredible innovations in our state.
State grants that allow local districts to fund high school redesign would be one manner to create change and address challenges schools would face as they transition from traditional models to a more flexible school model. Another suggestion would be for the state to establish a pilot program for high performing districts by authorizing the State Board of Education to enter into a performance contract with school districts for the purpose of granting them more flexibility. These high performing districts would be a school district in which a local school board agrees to comply with certain performance goals contained in a performance contract that is approved by the State Board of Education. In return for performance accountability, the district would be granted greater autonomy with both statutory and rule exemptions. This is an idea Governor Lee and his team should explore.
It is past time for the state to make good on its commitment to teachers. The Comptroller’s Office of Research and Education Accountability (OREA) proved that the state of Tennessee invested more than $300 million dollars for teacher salaries in 2015-2018. Most of those dollars did not actually end up in pockets of classroom teachers. Generally, school districts employ more staff than are covered by the funding system utilized in Tennessee, known as the Basic Education Program (BEP). State and local dollars earmarked for salaries during those years were often spread over more teachers than the staff positions generated by the BEP.
The Tennessee General Assembly did address that school districts in the future must now report in where salary increases are spent. Governor Lee included a $71 million increase for a “2.5 percent pay raise for teachers” for fiscal year 2020. It is time to guarantee that teacher salaries, at the very least, match the cost of living increases faced by educators across the state.
Finally, we must update our school funding formula to reflect changing 21st century needs. We need a plan and a funding formula that reflects our modern educational mission, priorities, and strategies. The plan should support teachers, fund facilities, and facilitate innovation and technology, while striving to better connect K-12 education with workforce needs. Governor Lee has proven he will fight for what he believes in. It is time to come together and focus on the other education ideas that were discussed on the campaign trail. It is time to move forward on these issues to help all children, teachers, schools, and communities. Let the policy discussion begin. Communication is critical.
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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.
Are You “Called” to Teach
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.
Former Commissioner of Education in Tennessee, 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. She is correct.
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. The 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 a 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 a 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. To schedule an interview please contact Audrey Shores, Director of Communications, at 1-800-471-4867 ext.102.
JC Bowman 
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