By Carlos J. Minor
Dr. Minor is currently an educator with the Clayton County School System in Metro Atlanta. He has served as an elementary, middle, and high school educator. Additionally, he has served as both an adjunct and full-time professor of education.
I am currently ending my 20th year in education and will be back next year for my 21st. I am a career educator, highly qualified, and have served at every level of the P-20 continuum in more than one state. The studies always tout what is wrong with K-12, but this educator thinks he has at least a partial solution: Highly qualified (and dedicated) teachers and strong, school-based leadership.
At one point I was a K-12 educator in Middle America. The pay for teachers was very low compared to other jobs in the area. One could become a firefighter, a police officer, or literally a manager at a convenience store and make 10-15K more than a beginning teacher. Thus, the urban district I worked in struggled to staff, and they literally took anyone off the street with a degree and plugged them into a classroom. There was no training, no regard for GPA or work history, and some people bounced from school to school and district to district after being repeatedly fired. For most of them, teaching was not a calling or a sense of duty; it was merely a job.
The elementary school where I worked (since closed) was one of the worst in the state. Of the 16 classroom teachers, only four were actually certified educators. Three of those were Pre-K and Kindergarten teachers, so it was entirely possible for a student to go through that school and never have an actual teacher. Adding to this, the school served a high-poverty area, where the need for highly qualified teachers is the greatest.
To say that the school administration was weak would be an understatement. The “teachers” were allowed to come and go as they pleased with no repercussions. The “teachers” were allowed to stand in front of a classroom dressed in wrinkled t-shirts and sweatpants, jeans full of holes, hoodies and leggings—you get the point. Additionally, one “teacher” would come in 45-60 minutes late daily while his students sat idle in the hallway…and this was never addressed. Another “teacher” was allowed to spend the day walking the halls talking on her cell phone while her students sat idle with a paraprofessional…and this was never addressed. A third “teacher” went off on an administrator in front of students because he did not feel that he should have to come to work on time. In fact, this third “teacher” went around the building telling all who would listen that the administration was “tripping” by expecting folks to come to work on time…and he kept his job.
These behaviors (and others) would not have been tolerated from teenagers working at the mall or at a big box store, but this went on with the full sanction of both the building administration and the Central Office. As the student body was overwhelmingly Black, Brown, and indigent, the message was clear: The Powers That Be could care less if poor minority students learned.
This school was for years an F school and eventually the Central Office made the decision to close it and lease the building to KIPP. However, most of the “teachers” at the school, many of whom could not pass the Basic Skills Test for Teacher Certification and who did nothing but give worksheets, were given good teaching evaluations and positive recommendations to move on to other schools.
This stands in stark contrast to the school district where I am currently employed. I am at a middle school in Metro Atlanta that also serves a high-poverty area, and the student body is also overwhelmingly Black and Brown. However, the educational outcomes are completely different, for several reasons.
First, the pay in this district far exceeds that of the district I worked for in Middle America. A first-year teacher here starts off making about 20K more than a first-year teacher in the other district, and this is not the highest paid district in the area. This means that this district is able to both attract and retain actual, trained teachers, and not have a staff of what can best be described as long-term subs.
Second, there are multiple Instructional Coaches working full time in the building. They are there to help that new teacher improve, to help that good teacher become great, and help that great teacher become excellent. This is reflected in the educational outcomes, as our students perform well academically given their circumstances. At the school I wrote about earlier, the administration refused to allow the hiring of an Instructional Coach, likely because they knew that the school was a veritable zoo and did not want those aforementioned staff behaviors to come to light.
Third, four strong administrators work in the building: Three Grade Level Administrators and a Building Principal. These administrators have a presence in the building, coming into classrooms and offices. They keep constant tabs on their grade levels and the other personnel in the building they are tasked to supervise. The teachers and staff under their purview are held accountable: The standards must be taught. Teachers and staff must adhere to district policy in terms of attendance, dress, conduct, and phone usage. This stands in stark contrast to the situation at the school in Middle America, as previously stated. If one were to walk into 10 classrooms at the Middle America school, 8 teachers would be seated, on their phones, while the students had busywork. Additionally, the principal was caught sleeping in the teacher’s lounge and spent a good bit of time every day playing games on her phone. Departing teachers would state in their Exit Surveys how the administration never came into their classrooms.
Fourth, my school places a premium on educational attainment. Diplomas are up on walls. College alumni status is displayed both in attire and material placed in classrooms. Teachers come to work in professional attire and present themselves in a professional manner. Instruction incorporates minority achievement and students are taught that education is The Great Equalizer.
Educational attainment was maligned in the previous district. I was considered “uppity” (among other things) for wanting to be addressed by my proper honorific of Doctor. I actually had a human resources official tell me that I (an Afro-Latino) should have hidden the fact that I have an earned doctorate. I was criticized throughout the district for having my degrees on the wall in my office. I became a target, and the message was clear: They did not want a highly educated, experienced, certified male educator of color, ostensibly because the presence of such might inspire students of color to want to be the same. Instead, the district sought to employ those who would miseducate indigent, minority students, likely to create and perpetuate a permanent underclass comprised solely of people of color.
Studies show that we educators cannot control the neighborhoods our students come from or what goes on in their homes. We can, however, control what goes on at school. When students have a highly qualified and highly dedicated teacher who comes in prepared, can relate to the students, and holds the academic bar high, the result is improved academic outcomes. When students have a well-dressed, erudite professional in front them, holding them to high standards, the students tend to reach higher. No profession is possible without a teacher. Speak with anyone who is doing something positive, and they will tell you that, at some point in their educational career, a teacher inspired them. I myself was greatly influenced by the Dean of Students at my undergraduate institution. This gentleman was always nattily attired, spoke and carried himself well, and was the consummate professional. I wanted to be like him: A nice home, a nice office, and being a positive influence the same way he was. Again: Not one professional can honestly say that they were not influenced by at least one strong teacher.
This is why we need highly qualified, dedicated teachers supervised by strong educational leaders, particularly in the urban setting. With this we will produce more people of color doing positive things who will hopefully reach a hand back. Without a doubt, teaching is the foundation of all professional work. We have a duty to prepare our students not only academically but socially as well.