The More I Know: Should I Recommend a Career in Education for My Students?

This year marks the 25th year of NBC’s The More You Know campaign of public service announcements on topics ranging from alcoholism to turning the lights off to save energy. In the course of reading this interesting article about the series, I came across an early TMYK ad from Bill Cosby, in which he suggested that young people consider a career in education. I’ll let Dr. Huxtable speak for himself:

He’s not wrong: teaching does provide the opportunity to teach essential skills, critical thinking, and even self-respect. As a teacher entering his fifteenth year in the profession, though, I find myself wondering if it’s a career that affords its practicioners much opportunity to respect themselves, given the barrage of criticism leveled at them from every corner of American society.

A lot of the attacks are well-documented: conservatives who see destroying public faith in public schools as the best avenue to turn them into private enterprise opportunities, politicians who think demonizing teachers is more cost-effective than fighting poverty and giving all of our kids a chance to succeed, and self-serving corporate education “experts” who turn brief, fraudulent stints in schools into lucrative careers built on destroying those who actually stayed in the classroom have all taken a toll on faith in our schools, often turning the discourse demoralizing and even hostile towards our nation’s teachers.

And that drumbeat of criticism has taken a toll. In a survey of American workers, teachers were second only to physicians in self-reported stress and “and when asked, “Does your supervisor always create an environment that is trusting and open, or not?” teachers answered “yes” less frequently than respondents in any other profession.”  Teachers are feeling less satisfied, less respected, and less able to do their jobs.

But the coup de grâce may come from within schools themselves. Eager to prove that education is a data-driven industry rather than a human vocation, many districts are embracing one-size fits all approaches to education that transform the art of teaching into factory work, designed generate identical widgets that can be measured, not only to see the student results, but to test the teacher’s “fidelity” to the curricular approaches adopted by the district. According to the proponents of these solutions, teachers can no longer be trusted to develop their own assessments tailored to the needs of their students, but must develop “common formative assessments” that will allow district administrators to “monitor masterty of indicators.”

These advocates move books by telling districts that elements like teacher experience don’t even matter anymore. In their book Every School, Every Team, Every Classroom, Robert Eaker and Janel Keating make the laughable claim that teaching is so easy, so unlike any other profession in the world, that novices can teach as effectively as seasoned veterans if they just have collaboration in place. They write:

Time and again we have seen new teachers who at the end of their first year perform on par with their veteran colleagues because they enjoyed the support of a collaborative team.

That any administrator, someone who presumably spent some time in a classroom, could so absurdly dismiss the value of expertise and experience in education is incredibly telling. Teaching, in this view, isn’t a challenging skill to be honed, but a set of worksheets and common tests to be passed around the school and delivered by anyone.

It’s hard enough to endure the criticism from outside the profession, but when teachers are told that their experience doesn’t count, that they lack the professional judgment to assess their students, and that they should spend time that could be spent teaching or in collaborative conversation filling out worksheets documenting how they spent a meeting, it’s hard to feel a lot of that self-respect that Dr. Cosby said teachers can help transmit—and I have a hunch that someone who is told not to respect herself for her work might just struggle to teacher her students to respect themselves.

I can’t imagine another profession for myself. I love the time in the classroom and even those endless Sundays marking papers, because I know what I’m doing matters. Teaching is undoubtedly the right choice for me, but should I encourage my students to pursue a field that seems to be inflicting mortal wounds on itself? I’d love to tell my brightest and most compassionate students they should take less pay than other professions will offer them and face the slings and arrows of bloviating commenters vilifying them, but to challenge them to enter a profession that doesn’t even seem to believe in treating its professionals with basic respect for their competence may be too much to ask of me—and almost certainly of them.


If you appreciate an independent voice holding Montana politicians accountable and informing voters, and you can throw a few dollars a month our way, we would certainly appreciate it.

1 Comment

Click here to post a comment

Please enter an e-mail address

  • Teaching is not just about whether a student can fill in the circles on one of the many achievement tests – most of which measure skills that the majority of kids will never use in their lives once they graduate. Teachers inspire students to learn – about themselves, about the world around them, and about each other. A robot can pass out test booklets. A teacher helps students with self-esteem, with self-discovery, with self-confidence, and so much more. And it does take more than just being one day out of school yourself to learn the best ways to do that for every child. Children learn in five different ways, unfortunately most learning materials are written for the majority method which only applies to approximately 60%, leaving all the rest to struggle along. A really good teacher, one with experience, can and does teach using all five methods, thus ensuring that all the children in his/her classroom achieve at their highest level. That’s why a robot is not a good choice, and why inexperienced teachers are not as good as those with more classroom time.

    Thanks for all your dedication to the students in your classrooms. I don’t know how to answer your question though. We need good teachers in the worst way now more than ever. But if people decide to be teachers in this climate, they need to be prepared for it. They need to be aware that they will be vilified and not honored, they will be treated like criminals and not the heroes that they truly are. So if they can just look at themselves through the eyes of the children they teach and ignore the politicians and the mudslingers, then yes, teach.

Support Our Work!

Don Pogreba

Don Pogreba is an eighteen-year teacher of English, former debate coach, and loyal, if often sad, fan of the San Diego Padres and Portland Timbers. He spends far too many hours of his life working at school and on his small business, Big Sky Debate.
His work has appeared in Politico and Rewire.
In the past few years, travel has become a priority, whether it's a road trip to some little town in Montana or a museum of culture in Ísafjörður, Iceland.

Subscribe Via E-mail


What Industry Will Republicans Prop Up with Corporate Welfare Next?

Follow us on Twitter

Send this to a friend