In case you missed it over the weekend, a middle school teacher from Forsyth County named Stuart Egan had a fine op-ed in the Winston-Salem Journal in which he debunked the myth that flawed teachers are somehow the biggest problem facing our public schools. As Egan explained:
“Earlier this year, The Washington Post published a study by the Southern Education Foundation that found an incredibly high number of students in public schools live in poverty. And in April, the journal Nature Neuroscience published a study that linked poverty to brain structure. All three publications confirm what educators have known for years: Poverty is the biggest obstacle in public education.
Yet many “reformers” and North Carolina legislators want you to believe that bad teachers are at the root of what hurts our public schools. Just this past November, Haley Edwards in Time Magazine published an article titled “Rotten Apples” that suggests that corporate America and its business approaches (Bill Gates, etc.) can remedy our failing public schools by targeting and removing the “rotten apples” (bad teachers) and implementing impersonal corporate practices.
I understand the analogy: bad teachers, rotten apples. However, it is flawed. Removing rotten apples does not restore the orchard. Rather, improving the orchard makes for better apples. Teachers are more like farmers, not apples. Students are what are nurtured. What we need to do is improve the conditions in which schools operate and the environments in which our students are raised; we must address elements that contribute to poverty.”
Egan continues with the farming analogy:
“Another fallacy with the rotten apple analogy is that the end product (singular test scores) is a total reflection of the teacher. Just like with farming, much is out of the hands of the education system. One in five children in North Carolina lives in poverty and many more have other pressing needs that affect the ability to learn. Some students come to school just to be safe and have a meal. But imagine if students came to school physically, emotionally, and mentally prepared to learn. Read More