Help Prevent Teacher Burnout

Teachers are normally an incredibly resilient group. Unfortunately, these are not normal times.

recent Gallup survey found that 44% of US teachers now report feeling “always” or “very often” burned out — a much higher percentage than any other profession (including medical professionals). The combination of students’ increased social and emotional needs, extra duties, major staff shortages, and more … plus an increasing lack of respect for educators (primarily driven by talk show hosts and self-serving politicians who thrive on manufactured outrage) … has led to record numbers of teachers leaving the profession.

This article offers some important tips on how you can support your teachers and reduce burnout. It can help you combat negative stereotypes and ensure that your teachers receive recognition for their valuable work! 

Unfair Evaluation of Administrators

Evaluating school principals based on their students’ overall performance on standardized tests may be misleading at best. While decades of research shows that principals can positively impact some student outcomes, such as classroom grades and college plans, a new study suggests that a principal’s influence on standardized test scores is significantly less than previously believed.

Bottom line: School boards (and even legislators) need to know that evaluating the performance level of a principal based on the school’s standardized test scores is likely a flawed indicator. Numerous additional methodologies exist that are much more valid.

FREE special issue of EL Magazine

The last few years have been difficult for educators and students alike, and there are ominous signs that stress and frustration levels remain high. Many schools need to take a step back and put a greater focus on the well-being of their staff and students before moving forward with other initiatives. But what’s the best way to do that?

This special online-only edition of Educational Leadership magazine is filled with tips and techniques for addressing this foundational issue. It’s available as a FREE download by clicking on the link above.

Here’s to a year of healing and renewed progress!

“Science” of Reading?

I’ve hesitated to weigh in on this topic because some might see it as simply jumping on the “Reading Wars” bandwagon. I also assumed that the problems posed by improper implementation of the Science of Reading would eventually balance out. But the huge disservice currently being done to K-3 children through a misguided interpretation of SoR seems to be getting much, much worse instead of better.

For example, over the past few months, I’ve heard the following: “If you have a Guided Reading library, throw those books out and replace them with decodable readers!” “Do not let children attempt to read any book until they have mastered the phonics rules because they might guess at words.” “The science clearly supports a ‘phonics-only’ approach in kindergarten and first grade.” It’s important to note that each of those statements was made by people conducting SoR trainings … and then blindly accepted by most educators because, well, those are the experts, right?

To say that many of us find such statements appalling is a major understatement. Assertions like these fly in the face of decades of reputable, peer-reviewed reading research. Admittedly, such claims do help sell product (millions of dollars worth) … but these and similar one-sided statements hardly reflect what we know to be best when teaching young children to read.

I was also hesitant because although I’m very knowledgeable and passionate about this subject, I’m hardly a national expert. And there’s the further complication that SoR has been mandated by state law. Plus some aspects of SoR can indeed be very helpful when properly implemented (as opposed to an either/or approach).

However, I recently breathed a sigh of relief when Tim Shanahan hit the Phonics First/Phonics Only issue head-on in his Blog. Shanahan is one of the country’s most respected researchers, and he has decades of experience in this area, including serving on the historic National Reading Panel in 2000. His balanced comments are an absolute must-read for K-3 teachers or administrators who want to clearly understand this issue!

Feel free to pass this along.