Every year, schools lose decades of expertise. The strange part isn't that teachers leave. It's that we keep acting surprised when their knowledge leaves with them.
Thanks for writing such a thorough treatise on this issue of expertise....so much good stuff in here, but this line rings so true, "None of this is revolutionary. Most teachers already know it. I knew it too. I mean, I’m annoyed at how fucking simple it is." The simplicity of just trusting the professionals and curating the time and place for the open classrooms, protected mentorship, resource libraries (digital) school visits, and conference support SHOULD BE OBVIOUS. The amazing thing is that teachers will seek this out naturally....like a thirsty traveler longing for water. We know who the great teachers are and need time to soak up their expertise. I love that you addressed the "ego", but honestly isn't it great that someone would want to know a secret or two of "mine" that would help them do what's best for kids too? Bravo on this article...I took four pages of notes and can't wait to share with my teacher friends.
This is a great article and every word of it is true. Been teaching 30 years, and the hardest part is that much of the reason for my success and expertise in the classroom is that I don’t follow stupid trends like essential questions and all that nonsense. I recently decided to start a Substack in the hopes of sharing some of my non-revolutionary methods (which often seem revolutionary or to some even counter productive) to the younger generation of teachers. If you and I don’t start, the consultants and “experts” who have never taught will always win and our knowledge will be lost forever. I know I’m being dramatic, but it’s partly true. What I do works. I know it does because my 7th graders are proof of it. It’s not brain surgery, but it is intentional and takes work. Thanks for your article. I love your straight forward style.
Absolutely the case. I documented the heck out of everything I did and, well, it got tossed when I retired. At this point I’ve been away long enough that it’s probably not particularly relevant.
What gets me is that the consultants, the so-called experts, and a lot of admin do not realize that each student cohort is different. When I followed teacher bloggers during my teaching years (2004-2014) it really seemed as if other teachers working at the same grade level around the country faced similar issues as I did working with the same cohort.
Unfortunately, networking across districts, even across states, has been discouraged over the years. I remember the open harassment by admins of teacher bloggers in the late ‘00s/early ‘10s who dared to speak out about problems they saw. Unless they had significant tenure or were well-recognized as authorities, many of them faced censure and/or dismissal.
I hope that doesn’t happen with the new wave of teacher bloggers on Substack, but…protect yourselves.
Haha agreed! If I’ve gotten to the point where I’m writing Substack articles in my “free time” then I have clearly planted my flag too! Let’s do this. Let’s keep giving the straight talk about what actually works (the name of my Substack: The Real Classroom: What Actually Works.) If not us, then who? Nice to meet you Matt. I’m Jennifer.
Thanks for the kind words, and you're not being dramatic. It used to feel more hypothetical, but as I get older in the job, I'm starting to ask out loud, "No, seriously, if not us, then who?" Leadership? They're too wrapped up in compliance to worry about the kids' day-to-day or what happens in classrooms. The community or legislators with all their budget cutting and voting for people who hate public education? Nah - it's time for lines to be drawn in the sand, flags to be planted, and for us to say, "this far, but no further."
Banger article. This is my first time ever leaving a comment on substack, that's how much I liked it
I am honored, sir!
Thanks for writing such a thorough treatise on this issue of expertise....so much good stuff in here, but this line rings so true, "None of this is revolutionary. Most teachers already know it. I knew it too. I mean, I’m annoyed at how fucking simple it is." The simplicity of just trusting the professionals and curating the time and place for the open classrooms, protected mentorship, resource libraries (digital) school visits, and conference support SHOULD BE OBVIOUS. The amazing thing is that teachers will seek this out naturally....like a thirsty traveler longing for water. We know who the great teachers are and need time to soak up their expertise. I love that you addressed the "ego", but honestly isn't it great that someone would want to know a secret or two of "mine" that would help them do what's best for kids too? Bravo on this article...I took four pages of notes and can't wait to share with my teacher friends.
This is a great article and every word of it is true. Been teaching 30 years, and the hardest part is that much of the reason for my success and expertise in the classroom is that I don’t follow stupid trends like essential questions and all that nonsense. I recently decided to start a Substack in the hopes of sharing some of my non-revolutionary methods (which often seem revolutionary or to some even counter productive) to the younger generation of teachers. If you and I don’t start, the consultants and “experts” who have never taught will always win and our knowledge will be lost forever. I know I’m being dramatic, but it’s partly true. What I do works. I know it does because my 7th graders are proof of it. It’s not brain surgery, but it is intentional and takes work. Thanks for your article. I love your straight forward style.
Absolutely the case. I documented the heck out of everything I did and, well, it got tossed when I retired. At this point I’ve been away long enough that it’s probably not particularly relevant.
What gets me is that the consultants, the so-called experts, and a lot of admin do not realize that each student cohort is different. When I followed teacher bloggers during my teaching years (2004-2014) it really seemed as if other teachers working at the same grade level around the country faced similar issues as I did working with the same cohort.
Unfortunately, networking across districts, even across states, has been discouraged over the years. I remember the open harassment by admins of teacher bloggers in the late ‘00s/early ‘10s who dared to speak out about problems they saw. Unless they had significant tenure or were well-recognized as authorities, many of them faced censure and/or dismissal.
I hope that doesn’t happen with the new wave of teacher bloggers on Substack, but…protect yourselves.
>>I hope that doesn’t happen with the new wave of teacher bloggers on Substack, but…protect yourselves.<<
I would LOVE to have a discussion with my district and the Board of Education about what the First Amendment means in open court. :)
Haha agreed! If I’ve gotten to the point where I’m writing Substack articles in my “free time” then I have clearly planted my flag too! Let’s do this. Let’s keep giving the straight talk about what actually works (the name of my Substack: The Real Classroom: What Actually Works.) If not us, then who? Nice to meet you Matt. I’m Jennifer.
Thanks for the kind words, and you're not being dramatic. It used to feel more hypothetical, but as I get older in the job, I'm starting to ask out loud, "No, seriously, if not us, then who?" Leadership? They're too wrapped up in compliance to worry about the kids' day-to-day or what happens in classrooms. The community or legislators with all their budget cutting and voting for people who hate public education? Nah - it's time for lines to be drawn in the sand, flags to be planted, and for us to say, "this far, but no further."
Now THAT'S dramatic. :)