This is a great article. I’m a former teacher of 30 years and I mentored and trained many of the district’s new teachers. I have been understandably dismayed by the current behavior of many teachers as they use their classroom as a place to present their personal ideologies, desire for mental health counseling and validation from their students, and private political soapbox. Your article explains what needs to happen and how it can happen. Sharing! Thank you!
This piece is pure gold, both in content and composition. I know you’ll forgive me when I say that I consider myself a “change agent” because I change students from nonreaders into readers, but this underscores rather than undermines your point: stick to what you were hired to change. Thanks for making it!
I always stop what I'm doing to read your articles, Robert. This morning was no different. I'm printing this one. Thank you for this clear reminder and call for renewal.
"Public education is, however, an essential government service. It exists not to change society but to sustain it—to transmit the shared knowledge, language, habits, and civic norms upon which self-government depends. That mission requires restraint, not evangelism; humility, not heroism." ...
"Oklahoma’s teacher test, by contrast, is a misguided attempt to enforce political neutrality through policy rather than professionalism. What’s needed instead is a renewal of norms that remind educators what public service requires."
On the topic of teacher humility and neutrality . . .
Here is a Teacher's Creed from 1926 in Saskatchewan, Canada. My favorite teacher graduated that year to become a teacher.
A Teacher’s Creed. (Regina Normal School, 1926)
I BELIEVE that I am become a teacher that I may serve rather than be served.
I BELIEVE in play and in the voices that I hear when in close touch with God’s Out-of-doors.
I BELIEVE in the dignity and worth of work and the wrong of wasted time.
I BELIEVE in a healthy body, an alert mind and a poise of soul.
I BELIEVE in the value of struggle in life, that nothing worth while comes in any other way.
I BELIEVE in the worth and sanctity of my own life, the value of uprightness of purpose and straight-forwardness of living.
I BELIEVE in humanity, its essential brotherhood and its positive possibilities.
I BELIEVE in the child; that I should respect him as he is in his immaturity with reference to what he may become in his maturity.
I BELIEVE in education; that we owe much to those devoted men and women who through infinite toil are raising education to the level of a science and are making the way more clear and certain for the teacher of the child; I believe that posterity will bless such no matter what their nationality for the Education that is most worth striving for, that alone can bring world peace, knows no international boundaries.
I BELIEVE in education as a field of study and investigation worthy of keenest intellect and the highest ambition.
I BELIEVE in the education of the child; that with knowledge and sympathy and wisdom I may help to guide his growth so that he will become an intelligent and helpful citizen of the state and world.
I BELIEVE in myself as a teacher of the child; and, recognizing the fact that long after the rules and figures learned at school are forgotten, the heart relations which spring from a cultivated personality will remain with the child; I believe that I can make some contribution to the totality of life by remaining a teacher.
In a nutshell, “The right answer is not more ideology, but less.” Both ends of the political spectrum must take note and respond responsibly. And yea, let’s make sure not to distribute Bibles in those schools (and I’m a devout Christian).
The article poses two significant challenges with a possible common response:
The first challenge comes from “… definitive survey of teacher prep programs and noted that “conceptualizing teaching and teacher education in terms of…”
What is an appropriate conceptualization for teaching and teacher education?
The second challenge comes from “…codes of conduct for teachers…These codes wouldn’t dictate ideology but define professional boundaries...”
An appropriate conceptualization is that of being a member of a research-based profession (which does not currently exist) that would lead to proficiency in teaching and managing students in a way that benefits both the students and the community. In addition, membership in a genuine profession would contribute in essential ways to clarifying professional boundaries. However, most importantly, creating a research-based profession would play a central role in addressing our ongoing education crisis (see https://evidenceadvocacycenter.org/wp-content/uploads/eac-plan-to-transform-education.pdf).
This is a great article. I’m a former teacher of 30 years and I mentored and trained many of the district’s new teachers. I have been understandably dismayed by the current behavior of many teachers as they use their classroom as a place to present their personal ideologies, desire for mental health counseling and validation from their students, and private political soapbox. Your article explains what needs to happen and how it can happen. Sharing! Thank you!
This piece is pure gold, both in content and composition. I know you’ll forgive me when I say that I consider myself a “change agent” because I change students from nonreaders into readers, but this underscores rather than undermines your point: stick to what you were hired to change. Thanks for making it!
I always stop what I'm doing to read your articles, Robert. This morning was no different. I'm printing this one. Thank you for this clear reminder and call for renewal.
"Public education is, however, an essential government service. It exists not to change society but to sustain it—to transmit the shared knowledge, language, habits, and civic norms upon which self-government depends. That mission requires restraint, not evangelism; humility, not heroism." ...
"Oklahoma’s teacher test, by contrast, is a misguided attempt to enforce political neutrality through policy rather than professionalism. What’s needed instead is a renewal of norms that remind educators what public service requires."
Your comment makes my day. Thank you!
On the topic of teacher humility and neutrality . . .
Here is a Teacher's Creed from 1926 in Saskatchewan, Canada. My favorite teacher graduated that year to become a teacher.
A Teacher’s Creed. (Regina Normal School, 1926)
I BELIEVE that I am become a teacher that I may serve rather than be served.
I BELIEVE in play and in the voices that I hear when in close touch with God’s Out-of-doors.
I BELIEVE in the dignity and worth of work and the wrong of wasted time.
I BELIEVE in a healthy body, an alert mind and a poise of soul.
I BELIEVE in the value of struggle in life, that nothing worth while comes in any other way.
I BELIEVE in the worth and sanctity of my own life, the value of uprightness of purpose and straight-forwardness of living.
I BELIEVE in humanity, its essential brotherhood and its positive possibilities.
I BELIEVE in the child; that I should respect him as he is in his immaturity with reference to what he may become in his maturity.
I BELIEVE in education; that we owe much to those devoted men and women who through infinite toil are raising education to the level of a science and are making the way more clear and certain for the teacher of the child; I believe that posterity will bless such no matter what their nationality for the Education that is most worth striving for, that alone can bring world peace, knows no international boundaries.
I BELIEVE in education as a field of study and investigation worthy of keenest intellect and the highest ambition.
I BELIEVE in the education of the child; that with knowledge and sympathy and wisdom I may help to guide his growth so that he will become an intelligent and helpful citizen of the state and world.
I BELIEVE in myself as a teacher of the child; and, recognizing the fact that long after the rules and figures learned at school are forgotten, the heart relations which spring from a cultivated personality will remain with the child; I believe that I can make some contribution to the totality of life by remaining a teacher.
In a nutshell, “The right answer is not more ideology, but less.” Both ends of the political spectrum must take note and respond responsibly. And yea, let’s make sure not to distribute Bibles in those schools (and I’m a devout Christian).
The article poses two significant challenges with a possible common response:
The first challenge comes from “… definitive survey of teacher prep programs and noted that “conceptualizing teaching and teacher education in terms of…”
What is an appropriate conceptualization for teaching and teacher education?
The second challenge comes from “…codes of conduct for teachers…These codes wouldn’t dictate ideology but define professional boundaries...”
An appropriate conceptualization is that of being a member of a research-based profession (which does not currently exist) that would lead to proficiency in teaching and managing students in a way that benefits both the students and the community. In addition, membership in a genuine profession would contribute in essential ways to clarifying professional boundaries. However, most importantly, creating a research-based profession would play a central role in addressing our ongoing education crisis (see https://evidenceadvocacycenter.org/wp-content/uploads/eac-plan-to-transform-education.pdf).