“We have learned that two High School students, two High School staff members, three Middle School students, six Elementary students and one Elementary staff member have tested positive for COVID-19. Close contacts have been identified and notified. Thank you.”
What does it all mean?
One thing’s for sure – we aren’t taking this pandemic very seriously.
Judging by the emails in the last week and a half, alone, there have been at least 60 people in my small western Pennsylvania district who tested positive for Covid. That’s 17 in the high school (10 students and 7 staff), 22 in the middle school (17 students and 5 staff), and 21 in the elementary schools (16 students and 5 staff). And this doesn’t include close contacts.
However, with the new CDC guidelines that people who test positive only need to quarantine for 5 days, some of these people are probably back at school already. Though it is almost certain they will be replaced by more people testing positive today.
I have a student who just came back a day ago who’s coughing and sneezing in the back of the room with no mask. And there’s not a thing I can do – except spray Lysol all over his seating area once he leaves.
And today the scores still routinely fail Black and Brown people while passing whites thus barring many people of color from graduation or college entrance.
However, describing such a state of affairs as “racist” has been criticized by a self-described anti-woke backlash.
People as diverse as Fox News correspondents, old school neoliberals and contrarian progressive academicians have taken arms together to fight against what they see as an overstatement of the degree of racism present in modern America and an attack on free speech.
“…an old-school Black progressive who doesn’t hide his disdain for white liberals and what he considers their Black enablers in academia and the culture. He argues that the anti-racism movement of the “elected” is more performative than intellectually serious and that the white allies who provide the shock troops at universities and street rallies are just as gross as white supremacists because their virtue signaling hides their condescension.”
Ultimately Norman concludes, “I agreed with so much of what the writer had to say about specific hypocrisies of white saviors while disagreeing with much of its premise.”
As a white person, I make no judgment on McWhorter’s overall thesis because I don’t feel qualified to do so.
However, as a classroom educator with more than two decades experience teaching mostly poor and minority students, I feel qualified to address the issue of testing.
The very term “standardized test” means an assessment based around a standard. It privileges the kinds of questions white students are more likely to get correct. After all, that’s how test questions are chosen – not based on the quality of the question but on whether the majority (i.e. white people) get the questions right and the minority (i.e. people of color and others) consistently get it wrong.
It’s not just about knowing math. It’s about knowing the cultural terms, shared experiences and assumptions the math question is embedded in.
McWhorter sees nothing wrong in this. He thinks people of color simply need the tools necessary to pass the tests even if that means being taught to respond as a white person would and to make the same linguistic assumptions and have the same cultural knowledge as privileged white people.
I think it’s kind of sad that in McWhorter’s view Black people would have to engage in such a radical and complete double consciousness or more likely give up their own uniqueness and assimilate as much as possible just to be considered the equal of a white person.
However, another thing he doesn’t seem to understand is that even if he got his wish and the playing field were level giving all children the same chances on the tests, it wouldn’t change a thing.
These exams are made up of multiple choice questions. This is not the best way to determine whether learning has taken place on complex topics. How a linguist could ever suppose even the most rudimentary subtleties of meaning could be captured by a simple A, B, C and D is beyond me.
Wittgenstein, Jakobson, Chomsky… all just so you could choose between a narrow set of prewritten answers!?
“And yet it is considered beyond the pale to discuss getting the kids up to speed: Instead we are to change the standards—the current idea is to bring GPA, performance on a state test, and even attendance into the equation as well. What an honor to black kids to have attendance treated as a measure of excellence. What’s next, rhythm?”
However, it’s not a matter of adding ridiculous or insulting data to the mix to make Black kids look better. It’s about adding enough data to give a clear enough picture of a student’s learning.
At best a standardized test is a snapshot of a student’s learning. It shows what a student answers on a single day or even two or three. By contrast, grade point average (GPA) is made up of student assessments (informal, formal, formative and summative) over the course of 360 some days.
These tests are not just immoral because they’re racist, but they’re bad at the act of fairly assessing.
And part of the reason for that is their embedded prejudice.
An assessment that unfairly singles out certain groups not because of their lack of knowledge of the subject being tested but their different enculturation and lack of similar opportunities as the dominant culture can never be a good assessment.
But even if they didn’t do that, they would be like using a pencil to eat soup.
The systems of our society matter. Using the right tool matters.
Whether we call an appreciation of these facts being “woke,” “antiracist” or anything else does not.
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Description: The title says it all. Stop wasting teachers’ time by making us fill out paperwork that won’t help us do our jobs but will make administrators and principals look good. We make our own plans for ourselves. We don’t need to share with you a bunch of BS with Common Core nonsense and step-by-step blah-blah that will probably have to change in the heat of the moment anyway.
Fun Fact: Teachers in my building rarely say anything to me about my blog. But I got some serious appreciation on my home turf for this one.
Description: We talk about missing teachers, subs, aides, bus drivers, but not parents or guardians. We should. They are absolutely essential to student learning. I think there are a lot of good reasons why parents don’t participate in their children’s schooling, but they will never get the help they need if we continue to ignore this issue and throw everything on teachers and the school.
Fun Fact: So many liberals lost their minds on this article saying I was attacking parents. I’m not. If people were drowning, you would not be attacking them by pointing that out and demanding help fishing them out of the water. It is not “deficit thinking” to acknowledge that someone needs help. It’s authentic advocacy for both students and parents.
Description: It wasn’t just liberals who were butt hurt by my writing – it was neoliberals, too. Comedian Bill Maher actually mentioned my article “Standardized Testing is a Tool of White Supremacy” on his HBO show. He joked that I was devaluing the term ‘white supremacy.” Sure. These assessments only help white people unfairly maintain their collective boot on the throats of black and brown people. That’s not white supremacy. It’s melanin deficient hegemony. Happy now!?
Fun Fact: Maher’s assertion (I can’t claim it’s an argument because he never actually argued for anything) seems to be popular with neoliberals trying to counter the negative press standardized testing has been receiving lately. We need to arm against this latest corporate talking point and this article and the original give plenty of ammunition. My article was republished on Alternet and CommonDreams.org.
Description: Most of the world does not have competitive after school sports. Kids participate in sports through clubs – not through the schools. I suggested we might do that in the US, too. This would allow schools to use more of their budgets on learning. It would stop crucial school board decisions from being made for the athletics department at the expense of academics. It would remove litigation for serious injuries. Simple. Right?
Fun Fact: So many folks heads simply exploded at this. They thought I was saying we should do away with youth sports. No. Youth sports would still exist, just not competitive sports through the school. They thought poor kids wouldn’t be able to participate. No, sports clubs could be subsidized by the government just as they are in other countries. Some folks said there are kids who wouldn’t go to school without sports. No, that’s hyperbole. True, some kids love sports but they also love socialization, routine, feeling safe, interaction with caring adults and even learning! But I know this is a radical idea in this country, and I have no illusions that anyone is going to take me up on it.
Description: Republicans have a new racist dog whistle. They pretend white people are being taught to hate themselves by reference to a fake history of the US called Critical Race Theory. In reality, schools are teaching the tiniest fraction of the actual history of racism and Republicans need that to stop or else they won’t have any new members in a few generations. I wrote three articles about it this year from different points of view than I thought were being offered elsewhere.
Fun Fact: I’m proud of this work. It looks at the topic from the viewpoint of academic freedom, the indoctrination actually happening (often at taxpayer expense) at private and parochial schools, and the worthy goal of education at authentic public schools. Article B was republished on CommonDreams.org.
Description: I ran for office this year in western Pennsylvania. I tried for Allegheny County Council – a mid-sized position covering the City of Pittsburgh and the rest of the second largest county in the state. Ultimately, I lost, but these three articles document the effort.
Fun Fact: These articles explain why a teacher like me ran for office, how I could have helped public schools, and why it didn’t work out. Article C was republished on CommonDreams.org.
Description: These are terrifying times. In the future people may look back and wonder what happened. These two articles document how I got vaccinated against Covid-19 and my thoughts and feelings about the process, the pandemic, and life in general.
Fun Fact: It hasn’t even been a full year since I wrote these pieces but they somehow feel like they were written a million years ago. So much has changed – and so little.
Description: Pennsylvania Republican state legislators were whining that they didn’t know what teachers were doing in public school. So they proposed a BS law demanding teachers spend even more of their never-ending time giving updates. I suggested legislators could just volunteer as subs and see for themselves.
Fun Fact: So far no Republicans have taken me up on the offer and their cute bit of performative lawmaking still hasn’t made it through Harrisburg.
Description: When it comes to stopping a global pandemic, we need federal action. This can’t be left up to the states, or the counties, or the townships or every small town. But all we get from the federal government about Covid mitigation in schools are guidelines. Stand up and do your F-ing jobs! Make some rules already, you freaking cowards!
Fun Fact: As I write this, President Joe Biden just came out and said there is no federal solution to the pandemic. It’s not that I think the other guy would have done better, but this was a softball, Joe. History will remember. If there is a history after all this is over.
Description: On January 6, a bunch of far right traitors stormed the Capitol. This articles documents what it was like to experience that as a public school teacher with on-line classes during the pandemic.
Fun Fact: Once again, history may want to know. Posterity may have questions. At least, I hope so. The article was republished on CommonDreams.org.
Gadfly’s Other Year End Round Ups
This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look (like this one). Here are all my end of the year articles since I began my blog in 2014:
Description: This is a postmortem on the 2020-21 school year. Here are the six policies that really weren’t working from social distancing, to cyber school, hybrid models, and more.
Fun Fact: I had hoped that laying out last year’s failures might stop them from being tried again this year or at least we might revise them into policies that worked. In some instances – like cyber school – there seems to have been an attempt to accomplish this. In others – like standardized testing – we just can’t seem to stop ourselves from repeating the same old mistakes.
Description: It seemed like a pretty easy concept when I first learned it back in civics class. Your right to freedom ends when it comes into conflict with mine. But in 2021, that’s all out the window. Certain people’s rights to comfort (i.e. being unmasked) are more important than other people’s right to life (i.e. being free from your potential Covid).
Description: Demands on teachers are out of control – everything from new scattershot initiatives to more paperwork to having to forgo our planning periods and sub for missing staff nearly every day. And the worse part is that each time it’s done, it becomes the new normal. Teaching should not be death by a million cuts.
Fun Fact: This was another in what seemed to be a series of articles about how teaching has gotten more intolerable this year. If anyone ever wonders what happened to all the teachers once we all leave, refer to this series.
Description: Teachers are leaving the profession at an unprecedented rate this year. So what do we do about it? Here are five simple things any district can do that don’t require a lot of money or political will. They just require wanting to fix the problem. These are things like eliminating unnecessary tasks and forgoing formal lesson plans while increasing planning time.
Fun Fact: Few districts seems to be doing any of this. It shows that they really don’t care.
Description: This is almost a poem. It’s just a description of many of the things I love about teaching and many of the things I don’t. It’s an attempt to show how the negatives are overwhelming the positives.
Fun Fact: This started as a Facebook post: “I love teaching. I don’t love the exhaustion, the lack of planning & grading time, the impossibly high expectations & low pay, the lack of autonomy, the gaslighting, the disrespect, being used as a political football and the death threats.”
Description: Policymakers and pundits keep saying students are suffering learning loss from last year and the interrupted and online classes required during the pandemic. It’s total nonsense. Students are suffering from a lack of social skills. They don’t know how to interact with each other and how to emotionally process what’s been going on.
Description: Imagine a world without teachers. You don’t have to. I’ve done it for you. This is a fictional story of two kids, DeShaun and Marco, and what their educational experience may well be like once we’ve chased away all the education professionals.
Description: How many times have teachers had to go to their administrators and school directors asking for policies that will keep them and their students safe? How many times have we been turned down? How many times can we keep repeating this cycle? It’s like something out of Kafka or Gogol.
Description: This was my first attempt to discuss how much worse 2021-2022 is starting than the previous school year. Teachers are struggling with doing their jobs and staying healthy. And no one seems to care.
Description: Being there for students who are traumatized by the pandemic makes teachers subject to vicarious trauma, ourselves. We are subject to verbal and physical abuse in the classroom. It is one of the major factors wearing us down, and there appears to be no help in site – nor does anyone even seem to acknowledge what is happening.
Fun Fact: This one really seemed to strike a nerve with my fellow teachers. I heard so many similar stories from educators across the country who are going through these same things.
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I love inspiring kids to write. I love coming up with creative and interesting journal topics and poetry assignments. I love explaining the far out concepts – hyperbole, alliteration, onomatopoeia. I love jamming to Blackalicious’ “Alphabet Aerobics,” sharing “Whose Line is it Anyway” videos and trying to write paragraphs to the melodies of Miles Davis.
I love reading books with my students – both together and separately. I love going to the library and helping them find something suited to their tastes – try a Ray Bradbury classic; maybe a new anime; and when you’re ready, a deep meditation by Toni Morrison. I love reading “The Outsiders” with my classes and experiencing Ponyboy’s story anew every year – feeling the highs, the lows, the losses, the victories. I love seeing the look on children’s faces when the realization dawns that they can no longer honestly say they hate reading, but only that sometimes it’s hard. I love catching them with a book in their bags or the same book on their desks being read over and over again because they love it so much.
This was an opportunity for them to grab a few hundred dollars to buy school supplies for their classrooms.
Can you imagine any other professional doing that?
Lawyers giving foot rubs so their clients can get an appeal. Doctors grubbing on a bathroom floor for their patients’ pain pills. Police squeezing into a cash grab booth to fund new bullet proof vests.
Nope. It would never happen because these careers are held in high esteem. And you can tell that based on their salaries and/or the resources provided to do their jobs.
Even Canada follows this practice with hockey. Young athletes don’t play for their high schools; they play for one of three national hockey leagues – the Ontario Hockey League, the Western Hockey League or the Quebec Major Junior Hockey League.
The way we do things in the US – combining athletics and academics under one roof – ends up making each undertaking enemies.
Kids are unnecessarily injured in the games and indoctrinated in an ethic of dominance. In addition, sports programs gobble up limited resources meant for the classroom, and incentivize bad decisions that prize athletics over everything else.
Let’s look at each in turn:
School sports began as a way to keep kids safe.
About 120 years ago, schools were not involved in organized athletics.
Perhaps the most dangerous are concussions. These are especially frequent in contact sports like football where athletes bump or smash their heads or bodies into each other. Even with protective equipment like helmets and pads, such collisions can cause traumatic brain injuries that can alter the way brains function for a lifetime.
During the 2005-06 season, high school football players sustained more than half a million injuries nationally, according to the Center for Injury Research and Policy at Columbus Children’s Hospital. While football easily incurs the highest risk, even sports like soccer and baseball are responsible for thousands of injuries to adolescents between the ages of 10 to 14 every year.
And that’s only the most obvious danger. It doesn’t even include increased steroid use, fighting during games, hazing violence, excessive training, verbal abuse, and failure to provide proper care during important matches.
Competitive extracurricular sports can be dangerous to young people’s health. It is certainly valid to question whether schools should be involved in such practices incurring liability and potentially harming their own students.
2) Warrior Mindset
And then there’s the question of whether school sports are healthy for our minds as well as our bodies.
At the turn of the 20th Century, schools started organizing their own teams because they wanted to not just keep kids physically safe, but provide a healthy alternative to the kinds of activities they might be lured into on the streets. Based on the Victorian ideal of “Muscular Christianity,” sports was considered something wholesome that would district American children (especially boys) from social ills like gambling and prostitution.
However, even then it was a manifestation of the period’s xenophobia.
In the early 1900s, the US had just admitted a surge of European immigrants. Some people were worried that immigrant children would overrun the kids already here. Physician and poet Oliver Wendell Holmes Sr. described this class of American-born kids as “stiff-jointed, soft-muscled, paste-complexioned youth.” It was suggested that organized sports would help them become as brawny as those just coming to our shores.
So the driving motives behind the creation of school sports were bigotry and fear.
Sadly, not much has changed in the intervening years.
Sports culture creates understandings of the world and self that are not entirely healthy in a democratic society.
Moreover, sports do not value critical thinking or individuality. You listen to your coach or team captain or whoever in the hierarchy is above you. Questioning authority is discouraged. Instead, you’re impressed with the duty to follow and accept the decisions of those in charge.
These values would be more helpful in the development of warriors or soldiers – not democratic citizens. We need people who value tolerance, discussion, justice, caring, and diversity of ideals – exactly the opposite of what organized sports instills.
The world view promoted by organized athletic competition is not healthy for our students.
However, even if school sports didn’t hurt kids physically and mentally, they cost a ridiculous amount of money!
However, this is actually a minority of students, only about 42%. That’s because it often costs parents an additional fee for their kids to play on school teams – between $670 – $1,000 a year. This includes sporting registration fees, uniforms, coaching, and lessons.
Costs to districts are hard to quantify but significant.
Football is easily the most expensive high school sport. Consider that many football teams have half a dozen or more coaches, all of whom usually receive a stipend. And some schools go even further hiring professional coaches at full salaries or designate a teacher as the full-time athletic director. The cost of new bleachers can top half a million dollars – about the same as artificial turf. Even maintaining a grass field can cost more than $20,000 a year. Not to mention annual expenses like reconditioning helmets, which can cost more than $1,500 for a large team. To help offset these costs, some communities collect private donations or levy a special tax for initiatives like new gyms or sports facilities.
There are so many costs people rarely consider. For example, when teachers who also serve as coaches travel for game days, schools need to hire substitute teachers. They also need to pay for buses for the team, the band, and the cheerleaders. And that’s before you even take into account meals and hotels during away games. Even when events are at home, schools typically cover the cost of hiring officials, providing security, painting the lines on the field, and cleaning up afterward.
They often end up spending more per student athlete than they do per pupil in the classroom.
Marguerite Roza, the author of Educational Economics, analyzed the finances of one public high school in the Pacific Northwest. She and her colleagues found that the school was spending $328 a student for math instruction and more than four times that much for cheerleading—$1,348 a cheerleader.
One wonders – can we afford school athletics? Wouldn’t it be better to spend school budgets on learning – something all students participate in – rather than something that only benefits a fraction of the student body?
4) Decision Making
The cost of school sports isn’t measured just in dollars and cents but in the kinds of decisions administrators and school board members make for the sake of athletics – regardless of how it impacts academics.
People are often hired for important school positions based on their sports credentials even when their jobs are supposed to be mainly focused on improving student learning.
This is especially true where I live in Western Pennsylvania.
In my home district of McKeesport, when our superintendent, Dr. Mark Holtzman, was hired, he did not have any proven track record of scholastic success but had been a football star when he was a student here.
Likewise, the district where I work as a teacher, Steel Valley, hired Eddie Wehrer as superintendent without any degree in education but experience as a football coach.
The same goes for principals recommending new staff.
Sometimes administrators will lower their standards and recommend a less qualified applicant if he or she has experience as an athletic coach.
Whether they’ll admit it or not, the prospect of a winning season for the football team is often prioritized over new textbooks, smaller class sizes or other improvements.
The act of running for school board is often seen as a way to have greater control over district athletics. Go to most local school board meetings and you’ll hear much more discussion of various teams and extracurricular activities than academic programs.
National organizations like the NFL, NBA and Major League Baseball recruit most of their players from colleges who recruit most of their players from K-12 schools. It’s a lucrative system with billions of dollars in profit on the line.
If students get an excellent education, that’s seen as a personal benefit to them, alone. But if a student athlete gets signed to a sports contract, that enriches the team and the corporation orders of magnitude more than the athlete.
Schools bask in the reflected glory of successful athletes, teams and programs. Grown adults who are too old to participate, themselves, take vicarious pleasure in these successes.
I understand that this is a very controversial topic.
There is a small minority of students who benefits from school athletics and even come to school primarily just to participate in sports.
However, the negatives far outweigh the benefits.
I think it’s time we begin considering separating sports and schools.
Students who want to participate in such activities can do so through private athletic clubs just like kids all over the world.
And before I’m criticized as being anti-sports, consider that such a separation would benefit both endeavors. Students would have more time and resources to focus on learning, while athletes could concentrate more on their chosen sport and train all year long instead of just during a certain season.
I have no illusions that anyone will take my advice. Sports are way too entrenched in American schools and our elected officials can’t even seem to find the courage to enact obvious reforms like gun control, repealing charter schools, ending standardized testing and funding schools equitably.
However, if we really want the best for US children, we should give them what kids the world over already have – schools separate from organized sports.
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It’s almost the poster child for why we shouldn’t ban books in the first place. The story is set in a dystopian society where everyone is raised to be the same and people are discouraged from questioning things or having deep feelings.
The book is most often challenged because parents don’t want their children to have to wrestle with its deep social criticism.
”Submitting to censorship is to enter the seductive world of ‘The Giver’: the world where there are no bad words and no bad deeds. But it is also the world where choice has been taken away and reality distorted. And that is the most dangerous world of all.”
Nothing is graphic or developmentally inappropriate for middle schoolers, but the very idea of children thinking about S-E-X and challenging authority is enough to put it afoul of some censors.
Which is exactly why my students love it.
Too often teachers give students short passages taken from standardized tests where the only reason to read is to hunt for multiple choice answers. It’s dry, boring and meaningless to their everyday lives.
It’s a classic detective story where the characters try to discover why a young teen, Branwell, refuses to speak after his baby sister suffers a potentially life threatening injury.
The plot grabs readers from the beginning and students find themselves really invested in unraveling the mystery. But to do so they come face-to-face with topics ranging from family, divorce, death, bigotry, sexuality and exploitation.
For example, in Act II, scene 1, she mentions getting her period for the first time:
“There is one great change, however. A change within myself. I read somewhere that girls of my age don’t feel quite certain of themselves. That they become quiet within and begin to think of the miracle that is taking place in their bodies. I think what is happening to me is so wonderful… not only what can be seen, but what is taking place inside. Each time it has happened I have the feeling that I have a sweet secret… and in spite of any pain, I long for that time when I shall feel that secret within me again.”
My students often read over this passage without comment. I usually have to draw their attention to it and ask them what Anne is talking about before someone gets it.
You might be surprised at how freeing this kind of discourse is. Menstruation is a natural part of life for nearly half the population, but it’s something we don’t often talk about.
It’s not central to the story and Anne certainly goes into greater detail in her actual diary. However, even this little digression goes to further humanize her and make her relatable, especially to people like my students who are nearly the same age she was when she wrote it.
She becomes so much more than a victim. She’s someone we know – inside and out.
It tells the story of Atticus Finch, a white lawyer in the 1930s Alabama who defends Tom Robinson, a black man, of a crime he did not commit. The story is told from the point of view of the lawyer’s children who go from blissful naivety to uncomfortable understanding.
It’s still an issue, and I make sure not to have myself or any of the students read these parts aloud. We only hear it on an audiobook as we follow along in the text. And even this only comes after we discuss how hurtful that word is.
However, the language isn’t the book’s biggest sticking point today. It’s more often objected to these days on the basis of white saviorism. Critics complain that the narrative should be centered on Tom, the black man accused of the crime, and not Atticus, the defense attorney and his children.
By the end of the book, my whole class – regardless of race – is devastated by what happens to Tom and furious at the injustice he experiences. To be honest, that might not happen to the same degree in a book that signals its message right from the beginning.
In my classroom, the book allows us to discuss so many intersectional issues – gender, economics, belief systems, etc. Plus it gives my students more cultural capital than other texts would. Having read “Mockingbird” allows them to understand more and talk to more people than other more modern books.
It’s not my responsibility to make sure every room in the building is covered.
I never applied to fix the district’s supply and demand issues.
It makes it harder to do my own work. Beyond the increased stress of being plopped into a situation you know nothing about, subbing means losing my daily 40-minute planning period.
Grading student work, crafting lessons, reading IEPs, doing paperwork, making copies, filling out behavior sheets, contacting parents, keeping up with Google Classroom and other technologies and multi-media – one period a day is not nearly enough time for it all.
Even under normal circumstances I routinely have to do that just to get the job done. But now I have to sacrifice even more!
I’ll be honest. I often end up just putting off the most nonessential things until I get around to them.
This month, alone, I’ve only had four days I didn’t have to sub. That’s just four planning periods to get all the groundwork done – about one period a week. Not even enough time to just email parents an update on their children’s grades. So little time that yesterday when I actually had a plan, there was so much to do I nearly fell over.
When I frantically ran to the copier and miraculously found no one using it, I breathed a sigh of relief. But it turned into a cry of pain when the thing ran out of staples and jammed almost immediately.
I didn’t have time for this.
I don’t have time for things to work out perfectly!
So like most teachers after being confronted with the call-off sheet for long enough, that, itself, becomes a reason for me to call off.
I am only human.
I figure that I might be able to do my own work today, but I’m just too beat to take on anyone else’s, too.
Some days I get home from work and I have to spend an hour or two in bed before I can even move.
The way we mishandle call-offs is a case in point.
When so many educators are absent each day, that’s not an accident. It’s the symptom of a problem – burn out.
We’ve relied on teachers to keep the system running for so many years, it’s about to collapse. And the pandemic has only made things worse.
We piled on so many extra duties – online teaching, hybrid learning, ever changing safety precautions – these became the proverbial straw that broke educators’ backs.
And now we’re screaming in pain and frustration that we can’t go on like this anymore. That’s what the call-off sheet means. It’s a message – a cry for help. But few administrators allow themselves to see it.
They won’t even admit there is a problem.
I can’t tell you how many times I’ve heard principals and administrators talk about the call-off sheet like it’s an act of God or a force of nature like a flood or a tornado.
No! This wasn’t unpredictable! This didn’t just happen! It’s your fault!
If there have been a high number of call-offs nearly every day for the past few weeks, it’s not a freak of nature when it happens again today! Administrators are responsible for anticipating that and finding a solution.
This is not a situation where our school leaders are helpless.
There are things they can do to alleviate this situation – reducing nonessential tasks, eliminating unnecessary paperwork, refraining from excess staff meetings, forgoing new initiatives, letting teachers work from home on professional development days – anything to give us a break and an opportunity to heal from the years of overburdening.