Teaching is hard. Teaching in 2023 is particularly challenging. As I’ve met teachers across the country (actually the world) this summer, the concerns teachers have seem to be far more pressing than previous years. Here are some of the most common things I heard throughout the summer:
Teachers have unreasonable demands and schedules. We’ve been saying this for years, but the needle just continues to move in the wrong direction. Large class sizes and multiple preps are now the norm and are interfering with teacher effectiveness in the classroom. I consider myself fortunate. I have 150 total students and 2 preps. The challenge for me is 140 of my students are in AP Lit which we all know the grading load for an AP English class. Still, I have managed to make this work by only changing one or two major things each year, using tried and true lessons instead of constantly creating new ones so I can focus on scoring (but y’all know me – I LOVE designing new lessons so this is a hard sacrifice), and taking a very relaxed approach to the English elective I teach (it’s an elective after all). Again – I have it “easy.” Many teachers (especially out west) have shared that average class sizes are 40. FORTY – what in the world?? Teachers commonly have 3, 4, 5, and even 6 preps. Again – what in the world? Las Vegas is starting the year with 1,500 teacher vacancies which only contribute to these problems. Keeping up with the demands of large classes and multiple preps (along with all of the “other stuff”) is not only unsustainable – it’s simply impossible. The unreasonable time demands have forced many teachers to turn to Teachers Pay Teachers and other sites to buy lessons because there’s simply not time to do it all, and while this gets teachers through, many lose the satisfaction and joy of creating their own lessons. (I must add here the amount of teacher generosity I’ve seen in the past few years is astounding). In addition, there’s a myriad of other box checking that has to be done – literally, things that have little to no impact on students. We do what we have to do though to make it through the day, the week, the month, the year.
Teachers are feeling parents as a threat rather than a support. The empowerment of parents in education recently is something most teachers never saw coming. Teachers were celebrated during the pandemic for the quick shift in instruction and the unwavering support for students’ mental health yet just a few years later, teachers feel like all fingers are pointed at them for teaching [insert numerous book titles], saying [insert comment taken out of context] or giving [any grade less than 100]. I have so many thoughts on this. I believe parents should have a say in public education, but public education is not the same as private education or homeschooling. The idea of public school teachers being targeted and publicly called out has created an atmosphere of fear that is pervasive and harmful not just to teachers but to everyone (students included) in the system.
Teachers have less day to day support. Since we’re in an all-hands-on-deck situation in schools across the country, many teacher support services have been cut. Many instructional coaches are now back in the classroom due to teacher shortages. Department chairs typically don’t have extra planning and are merely there to put out fires – not help gather resources or provide instructional strategies. Many teachers who are in leadership roles – whether at the school or district level – are young and lack experience since many veteran teachers have tapped out (anyone out there my age still hanging around?). With the mass exodus of veteran teachers, young educators are left without the mentorship and support they need, often causing them to leave the profession within a couple of years. The continuous turnover is taking a toll of the system as a whole.
Teachers have less autonomy in the classroom. This may not apply to AP classes as much, but most of us teach more than just AP. Scripted curriculum and lesson plans are becoming more and more common as well as set grading practices across schools and districts. While PLCs are incredibly helpful for collaboration, the idea that my class has to look exactly like every other 12th grade class is incredibly stressful. I have always been perplexed by the mandate that teachers must differentiate for students yet teachers should all be lockstep in their teaching. Teaching is an art, but the goal seems to be making it an exact science.
Here’s the thing: I am an optimist and problem solver by default. I am learning, however, not to rush to a solution or gloss over the pain that problems cause. Some of our time during APSIs was spent sharing our concerns and weariness; this was desperately needed. Teachers deserve space to feel what we need to feel without feeling guilty we’re not “all in.” Being from Atlanta, I’m a firm believer in “good trouble” and think it’s time for teachers to cause some good trouble. Speaking up and speaking out doesn’t mean we don’t love our profession, but rather we do love it and want the best for the future. I think we should be using our voices to demand better for us. I think we should also be working smarter and not harder for some of these problems. I have some thoughts and ideas of how we can navigate these issues in our personal lives. But before pushing forward, I propose we take time to acknowledge that teaching today is difficult.
If you’re feeling tired before the school year has even begun, you’re not alone.
If you’re feeling discouraged, you’re not alone.
If you love what you do but find yourself not wanting to go to work sometimes because the problems seem too big, you’re not alone.
If you feel guilt because you want to show up for students but can hardly take care of yourself, you’re not alone.
If you feel that you can’t possibly do everything being asked of you at work, you’re not alone.
There will be time for solution oriented talk, but for now, it’s important to take time to acknowledge what’s difficult and feel what needs to be felt.
Cheering you on (it’s just hard not to end this way . . . )
SB
