Teaching for the Long Term
By Edward J. McElroy

Careful readers will notice that the photograph at the top of this page is different from the one that graced the "Teacher to Teacher" column prior to this month. Sandra Feldman, my predecessor as president of the American Federation of Teachers, retired this past July after a long career devoted to improving teaching and learning in our public schools. Writing this column was one of the many ways Sandy connected with classroom teachers. I look forward to sharing my own insights and experiences, as well as wisdom and ideas from the true education experts -- our colleagues in the classroom.

I've worked in education either in the classroom or as a representative of teachers for more than half my life, and for an idea of how long that has been, I refer you again to the picture above. I'm concerned that many new and mid-career teachers may choose not to, or may not be able to, make teaching a long-term profession.

Nearly half of new teachers quit within the first five years. Fully half of those who teach in urban schools leave within just three years. And we lose far too many more experienced teachers long before we should. The schoolhouse door has become a revolving door, and it's a crisis we ignore at great peril.

What's behind the teacher retention crisis?
The most obvious reason is salaries that lag far behind those of many other professions. The AFT and others have made progress securing better wages and benefits for teachers, but there is still a long way to go.

However, low pay isn't the only factor driving teachers away. Teachers are frustrated with school budget cuts, the constant pressure to do more with less, not being backed up on discipline, excessive bureaucracy and class size that keeps them from giving students all they need.

Teacher support
High-quality teachers are one of the most important in-school factors in raising student achievement. But efforts to address the conditions that drive teachers from the profession have been mostly inadequate where they have been undertaken at all.

The AFT will continue at the national level to keep the importance of supporting teachers and students in the public's consciousness. We'll lobby Congress to pass laws that strengthen public education, fix legislation that falls short of that goal and provide the resources necessary to help all students succeed. We remain committed to helping our affiliates negotiate conditions that benefit both students and teachers.

But influences closer to the classroom often have the most profound impact on teachers' day-to-day work. School board policies, site-based management decisions and even your school's climate and culture can all affect your ability to do your job well and your satisfaction with your career. You've seen the difference you can make in your students' lives. You can help shape your profession, as well.

What can you do?
Attend school board meetings. Play an active role with your school's parent-teacher organization. Get involved in your union -- work with, or become, a building steward, take part in professional development committees and participate in labor-management teams. Speak up – don't wait for your exit interview to voice your concerns about the conditions that wear teachers down and drive them away.

There is an incalculable loss when knowledgeable, experienced and committed teachers leave the profession prematurely. I'll look for every opportunity to identify and work to change the conditions that cause good teachers to leave their chosen career. My hope is that more teachers will find that teaching is a profession they can happily pursue for decades, not semesters. I welcome your ideas about making this a reality.

Edward J. McElroy is the President of the American Federation of Teachers.

October 2004, Vol.35, No.2