“The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.'”
The gold standard, I think, for thinking about education reform and more narrow concerns such as teacher quality is the complex and confrontational approach of Lisa Delpit, who anchors her perspective with how we teach and treat “other people’s children”—black and brown children, impoverished children.
And from that perspective we have the ugly “good teacher” discussion few are willing to confront: Vulnerable populations of children and their families are where and how we experiment with education, where and how we adopt policies and practices no affluent and white families would tolerate for their children: Teach For America, “no excuses,” zero tolerance.
High-poverty and majority-minority schools are burdened not just with social inequity hurdles but also with systemic and often unspoken practices that include having incredibly high teacher turn over because these “problem” schools are entry points for teachers to find “better” jobs (see Teachers at Low-Income Schools Deserve Respect).
Just as insidious is the systemic and often unspoken practice in all schools that “low-level” classes of students are assigned new teachers, who must endure those populations of students until they can have the “good” classes within that school.
These ugly practices grounded in racism and classism are at the root of why advocates for education reform who focus on race and class remain mostly dissatisfied with both sides of the mainstream education reform debate.
The edu-reformers are all-in on race and class tone-deaf practices—TFA, “no excuses,” zero tolerance—but the advocates for public education and progressive reform have failed to admit how the traditional public school system has historically failed “other people’s children” through the wink-wink-nod-nod approach to assigning teachers.
Too often, teachers are complicit in and fail to confront the system that marginalizes vulnerable populations of students as collateral damage of teacher advancement.
During my 18 years of public school teaching, even among teachers, the common sense attitude was that “good” teachers were assigned Advanced Placement, and teaching “low-level” classes was a negative commentary on the teacher’s ability. As department chair, I worked to assign each teacher a couple classes she/he requested, and then tried to balance every teacher’s load with a range of class levels and types.
While I was working on my dissertation, writing a biography of educator Lou LaBrant, I was profoundly struck by a point of irritation she expressed in her memoir. LaBrant noted that she had her best teachers in her doctoral program, at the end of her formal education, but that progression, she believed, is backward in that children need their best teachers in the beginning of formal education, not the end.
Our vulnerable populations of students must be served first in our public school system: assigned experienced and qualified teachers, placed in classes with low teacher/student ratios, guaranteed access to the most challenging courses and curriculums, and promised safe, diverse schools with equitable, supportive disciplinary practices.
Everything else is a distraction from what truly matters.