Identify education's problems, then fix them

"I don't think we're in Kansas anymore, Toto." Matter of fact, I don't know where in the heck we are with education today.

The education policy professionals have one view of what ails education, and teachers in the trenches have another. The scary thing is that it's the teachers that are in the students' lives everyday, and if they are not excited about being in the classroom, how can they motivate their students? You can't give from an empty cup. Somehow, the policy makers don't seem to get it.

Last week, the governor convened an education summit aimed at having participants think outside the box to improve education. Their solutions to the problem included the need for more funding, more "highly qualified teachers," higher standards, staff development and the biggie — more accountability. A top priority was "data-gathering." They never got out of the box.

By contrast, a recent Utah study on teacher supply and demand revealed we do not have a teacher shortage, rather a retention problem. The study found people were no longer rushing to the profession and many were eager to jump ship. Several teachers wrote agreeing with the findings and indicated they were leaving, or had left, because of the lack of support and working conditions.

Most disheartening is that some said they are discouraging family and friends from entering the profession. As one third-grade teacher wrote, "This is my 30th year and I have discouraged four of my nieces and nephews from taking up the career . . ." A newly retired teacher, after 29 years wrote: "During my career I have seen education deteriorate as far as being a desirable career."

Teachers are no longer supported in the classroom by the parents, administrators or the Legislature. Similar comments came from other retirees. Some legislators also commented on how teachers are neglected.

There is a tendency for policy makers to dismiss teacher complaints as sour grapes because of the low wages they feel the Legislature gives out. But, the teachers are not complaining about the money — they are talking about the work environment.

The disparity between what policy makers and line workers see as the problem is the problem. How you define a problem defines the solution. Each group sees it with their own eyes.