Former Chancellor of New York City public schools Joel Klein as featured in the Washington Post this weekend:
As the debate rages over public unions and, in particular, over their role in school reform, an unfortunate dichotomy about America's teachers has emerged. On one side, unions and many teachers say that teachers are unfairly vilified, that they work incredibly hard under difficult circumstances and that they are underpaid. Critics, meanwhile, say that our education system is broken and that to fix it we need better teachers. They say that teachers today have protections and benefits not seen in the private sector - such as life tenure, lifetime pension and health benefits, and short workdays and workyears.
Both sides are right.
Teaching is incredibly hard, especially when dealing with children in high-poverty communities who come to school with enormous challenges. Many teachers work long hours, staying at school past 6 p.m., and then working at home grading papers and preparing lessons. Some teachers get outstanding results, even with our most challenged students. These are America's heroes, and they should be recognized as such. Sadly, they aren't.
On the other hand, there are also many teachers who work by the clock - they show up a minute before 8:30 and leave a minute after 3; when in school, they do the barest minimum. They get dreadful results with students and, if you spend time in their classrooms, as I have over the past eight years, it's painfully obvious that they belong in another line of work.
The problem is that our discussion too often fails to distinguish between these very different types of teachers, treating them all the same. This "group-think" not only pollutes the current public debate - either you're for or against teachers - it is also killing our opportunity to fix our schools. Any reform worth its name must start by recognizing that teachers are our most important educational asset. That's why we need to treat teaching as a profession, by supporting excellence, striving for constant improvement and ridding the system of poor performers.
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Do you think Mr. Klein is on the right track in saying both sides are right?