So how is it that a court reporter gets paid more than a teacher? Yeah, you’re right, America. Teachers get paid way too much!!!
The following is not my own work. I received this in an email, but no author was credited. I’d like to thank whoever that author was. This short analogy is is a great representation of what teachers teachers have to deal with. This is also the method used to gauge merit pay.
Teachers will enjoy it, parents should be informed and politicians should consider it. (Dentists should empathize).
No Dentist Left Behind
My dentist is great! He sends me reminders so I don’t forget checkups.
He uses the latest techniques based on research. He never hurts me, and I’ve got all my teeth.
When I ran into him the other day, I was eager to see if he’d heard about the new state program. I knew he’d think it was great.
“Did you hear about the new state program to measure effectiveness of dentists with their young patients?” I said.
“No,” he said. He didn’t seem too thrilled. “How will they do that?”
“It’s quite simple,” I said. “They will just count the number of
cavities each patient has at age 10, 14, and 18 and average that to determine a dentist’s rating. Dentists will be rated as excellent, good, average, below average, and unsatisfactory. That way parents will know which are the best dentists. The plan will also encourage the less effective dentists to get better,” I said. “Poor dentists who don’t improve could lose their licenses to practice.”
“That’s terrible,” he said.
“What? That’s not a good attitude,” I said. “Don’t you think we should try to improve children’s dental health in this state?”
“Sure I do,” he said, “but that’s not a fair way to determine who is practicing good dentistry.”
“Why not?” I said. “It makes perfect sense to me.”
“Well, it’s so obvious,” he said. “Don’t you see that dentists don’t
all work with the same clientele, and that much depends on things we can’t control? For example, I work in a rural area with a high percentage of patients from deprived homes, while some of my colleagues work in upper middle-class neighborhoods. Many of the parents I work with don’t bring their children to see me until there is some kind of problem, and I don’t get to do much preventive work. Also, many of the parents I serve let their kids eat way too much candy from an early age, unlike more educated parents who understand the relationship between sugar and decay. To top it all off, so many of my clients have well water which is untreated and has no fluoride in it. Do you have any idea how much difference early use of fluoride can make?”
“It sounds like you’re making excuses,” I said. “I can’t believe that you, my dentist, would be so defensive. After all, you do a great job, and you needn’t fear a little accountability.”
“I am not being defensive!” he said. “My best patients are as good as anyone’s, my work is as good as anyone’s, but my average cavity count is going to be higher than a lot of other dentists because I chose to work where I am needed most.”
“Don’t’ get touchy,” I said.
“Touchy?” he said. His face had turned red, and from the way he was clenching and unclenching his jaws, I was afraid he was going to damage his teeth. “Try furious! In a system like this, I will end up being rated average, below average, or worse. The few educated patients I have who see these ratings may believe this so-called rating is an actual measure of my ability and proficiency as a dentist. They may leave me, and I’ll be left with
only the most needy patients. And my cavity average score will get even worse. On top of that, how will I attract good dental hygienists and other excellent dentists to my practice if it is labeled below average?”
“I think you are overreacting,” I said. “‘Complaining, excuse- making and stonewalling won’t improve dental health’… I am quoting from a leading member of the DOC,” I noted.
“What’s the DOC?” he asked.
“It’s the Dental Oversight Committee,” I said, “a group made up of mostly lay persons to make sure dentistry in this state gets improved.”
“Spare me,” he said, “I can’t believe this. Reasonable people won’t buy it,” he said hopefully.
The program sounded reasonable to me, so I asked, “How else would youmeasure good dentistry?”
“Come watch me work,” he said. “Observe my processes.”
“That’s too complicated, expensive and time- consuming,” I said.”Cavities are the bottom line, and you can’t argue with the bottom line. It’s an absolute measure.”
“That’s what I’m afraid my parents and prospective patients will think. This can’t be happening,” he said despairingly.
“Now, now,” I said, “don’t despair. The state will help you some.”
“How?” he asked.
” If you receive a poor rating, they’ll send a dentist who is rated
excellent to help straighten you out,” I said brightly.
“You mean,” he said, “they’ll send a dentist with a wealthy clientele to show me how to work on severe juvenile dental problems with which I have probably had much more experience? BIG HELP!”
“There you go again,” I said. “You aren’t acting professionally at
“You don’t get it,” he said. “Doing this would be like grading schools and teachers on an average score made on a test of children’s progress with no regard to influences outside the school, the home, the community served and stuff like that. Why would they do something so unfair to dentists? No one would ever think of doing that to schools.”
I just shook my head sadly, but he had brightened. “I’m going to write my representatives and senators,” he said. “I’ll use the school analogy. Surely they will see the point.”
He walked off with that look of hope mixed with fear and suppressed anger that I, a teacher, see in the mirror so often lately.
*If you don’t understand why educators resent the recent federal NO CHILD LEFT BEHIND ACT and much of the current rhetoric from Trenton and DC, this may help.
Please stop this highly uneducated decision making. Everyone is very concerned with the state of our educational system. The problem is that most of the public look to you to make decisions that will lead their children down the path that is supposedly best for them. No offense, but you are failing these children.
I am all for setting high standards for my students (yes, I am a teacher), but you have to have reasonable expectations at the same time. If you believe that science is real and can actually explain some things to us, then you have to also believe in the studies that have shown that certain cognitive abilities develop at certain times in a child’s life. For example, a child of six years of age cannot understand symbolism. This is an example that I believe everyone can observe and understand. of course, this is not a usual issues. However, there are more and more unreasonable expectations being placed on young children. Being a math teacher, I feel compelled to point out the problem of introducing the topics of fractions, multiplication, and division to first grade students. Again, I’m all for high standards but this is plainly unreasonable. Multiplication can only fully be understood when addition has been nearly mastered. That usually takes a year or two or more sometimes. Fractions are bit too abstract for that age as well. Sure, you can show half a pizza pie and they may get the idea but again, maybe we should have those young kids mastering whole numbers for the first year or two of school.
I realize many of you can only make decisions based on what advisors may be telling you. Here I would like to make a suggestion on those advisors: let those advisors be seasoned teachers. The only way to effectively understand what the problems are is to be in that situation. Teachers are best suited for this. And no, school administrators are not just as good. Particularly if they’ve been out of the classroom for a number of years. Truthfully, they left it for a reason. You need people that continuously work with children year in and year out. Listen to what they have to say and then make your decision, even if it goes against the suggestions. At least you will have a more complete understanding of where the situation stands.
Also, cool it with the testing a bit. You’ve got school administrators and teachers so scared if these tests that they are not teaching anything but the test content. That wouldn’t be so bad if the content matched up with normal curriculum, but these tests are a mish mosh of who knows how many collaborators all with different ideas. And how many of them are seasoned teachers??
I’m sure you have the best of intentions, but I’ll take good ideas over best intentions any day. I hope we begin to see these ideas soon.
I’m a teacher. If I had to define myself as something, that’s what I would say. Sure, it’s my profession but I think it goes deeper than that. I like to pass on any type of knowledge that I’ve gained in my life to anyone that wants it… and sometimes those that don’t want it (ask my brother about that). But I believe that a good teacher is always a student, always learning. Maybe that’s why I like teaching; I enjoy learning just as much.
Most people don’t know it, but the classroom is a two-way street. Sure, most traffic flows from teacher to student, but we do get something back. Sometimes, all we get is the knowledge of some new song or other pop culture reference. Sometimes those alone are enough; I’ve found some pretty good music and movies thanks to my kids. On occasion, a student will introduce a new way of thinking about a problem, a way in which I wouldn’t have thought. And then other times they just teach you about life. When you meet so many people and form relationships with them, you are going to be able to have a glimpse into these lives. It’s amazing what kids see and have to deal with. Some actually go to work and are one of the main earners of their family. Many are in charge of the younger kids and household chores when they get home; sometimes to the extent that they are the ones that go to their siblings’ Parents Night at their schools. So many kids are thrust into adult lives, sometimes more adult than my own. But they all try to work through it. That’s damn impressive to say the least. Sometimes, these situations make it harder for me to be a teacher; so that challenges me. Other times, I just sit back and watch them deal with what they’re given and I’m amazed at what they can do. And I’m thankful for all of it; the challenges and the inspirations. No matter what, I’m learning to be more patient and understanding. I’m learning how to better reach different kids. In turn, I try to teach people I know these lessons. If only students knew how often they are teachers.