Teacher Exodus-Part One
'Experts' (who are they?) claim that a person changes careers 7 times in a lifetime or has 12+ jobs in a lifetime. (I assume that 'they' mean training and a degree/certificate for a career and employment for a job.) Yet, this fall, as the opening day of government-funded schools approaches, the media bemoaned the fact that 113,000 Minnesotans have a teaching license, but only 56,000 are teaching full-time, presumably in the 325 government-funded schools in MN.
Why should the general public have 7 careers, based upon personal choice, and teachers follow only one career path in their lifetime? Shouldn't that be a personal choice for teachers as it is for other people?
Teacher unions begin the defense of the loss of teaching professionals to low pay. Historically, that was true, but the data do not currently support that claim. An online search stated that the average personal income in the US is now $64,214 (laborers to doctors, lawyers, bankers, athletes, rappers, and politicians and all in between). Teachers' median income was reported at $58,221 (entry level teachers to those with advanced degrees and decades of experience in that profession) by the same site. Admittedly, there appears to be a difference, but it also depends how the comparison is made. It may not be that the salary differential is a justifiable claim. Which careers also have benefits beyond the salary?
What else do teachers leaving the profession state as their reasons? Yes, a few refer to a better salary in a different field—along that path of seven careers during life’s journey.
Many acknowledge lack of respect. That is not a new complaint, but the administrators trying to remain loyal to the taxpayers and helicopter parents whose children can do no wrong often abandon the backing of the teachers in disciplining unruly and disrespectful learners. Sadly, lack of respect is not a new problem in schools. Foul language and threats of violence against teachers has been an issue for decades…even from female students.
Teachers often wonder about the purpose of the institution. Students are 'excused' from class for extracurricular activities during the school day. Medical and dental appointments seem to be unavailable when the school day ends between 2-3pm. Family vacations no longer can be booked during school breaks/vacations. Consequently, there is only individualized instruction or 'busy work' that can be offered.
Professional teachers actually plan instruction and provide written feedback to students. That takes time. Those faculty members are the ones entering the building at dawn and leaving at dusk, working at home evenings and weekends for the same compensation as those address social issues and create the activists required by the CRT, DEI and SEL agendas, often with prepared scripts.
These deep ideological divides also lead to more frequent occurrences of bullying among faculty members. One of those areas are the decrees from administration that NO student may 'receive' a failing grades. Schools, districts, and even some states mandate that no child may have grade of less than 50%, even if no work is completed in or out of school, and that 50% equates to at least a grade of “C.”
How many teachers are leaving because of the curricular demands—scripted texts to be followed in class, required books to be read and discussed with prepared questions?
How many teachers in Minnesota are leaving the profession because they refuse to seek renewal of their teaching license with the requirements for demonstrated “cultural competency”—required coursework and more PELBS tests based upon CRT/DEI/SEL ideologies? How many teachers fear being the ones laid off during budgetary cutbacks in their district because of their skin color--white? How many districts will follow the lead of the Minneapolis Public Schools and openly state that minority teachers will not lose their jobs but white teachers with tenure and seniority will?The good teachers are being forced to choose between their principles and a paycheck. For many, the only real choice is to leave before they are forced to leave.
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