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What does Public Agenda call those teachers who have adequate resources, feel efficacious, and work productively with their colleagues? Contented. And then proceeds to suggest that we should, instead, be looking toward the idealistic and hungry young teachers when we want solutions for "failing schools."

I would have a problem with teachers who buy lesson plans, too-- but I think this turns more on semantics than teacher weakness. What teachers are sharing aren't lesson plans, per se (and many teachers have their lesson plans handed to them by scripted curricula, a separate issue). They're sharing instructional strategies, prompts, great materials and links, innovative representations of core content, unique ways to assess learning, their own action research.

All of that is good--it's leading teachers toward being genuinely professional. I am deeply suspicious with those who believe teachers should give it away--either because teacher "should" be altruistic, or because they think schools own teachers' work.

"The problem with this kind of free-market vision is that it too often absolves policy makers of their responsibility to foster an environment for success."

No kidding! I've seen these public school teacher's manuals and they are tough to follow. NOW that I have these things I understand why teachers have to formulate "lesson plans" despite having the curriculum right in front of them. They're expected to jump from one book to the next, look in the "Masters" book for this handout, jump back and instruct the children to write in their "journals" for that, then at the end of the day, the kids are to do an "assessment" from an entirely different book... Good grief.

Give me a scripted curriculum any day over that craziness. I can always skip the script, but at least in the Bob Jones manuals, it's laid out step by step by step. Sure, the manuals are $64 each and the workbooks are $18 to $30. But there are also many *free* lesson plan websites online if money is a problem. (I just like the convenience of not cobbling it together myself.) It's just a shame that teachers aren't given very clear, concise, easy-to-follow manuals to begin with. I'm surprised publishers get away with it.

Nancy--

You're exactly right. There is an undercurrent in policy discussions that suggests contentment is for losers. Heroes and heroines who triumph against adversity are fast becoming the pattern of the Teacher We Need In Every School. It's no surprise, therefore, that so many commentators have a dim view of so many teachers. In what other profession do we expect everyone to have unending stores of idealism and energy to fight unending battles? In what other profession do working conditions get so little attention?

Good point, as well, about what teachers share. I saw that in action at Viers Mill Elementary in Maryland. The school actually sets aside time for teachers to share their most successful practices with one another. They credit that strategy, among others, with instructional improvements at the school, and those improvements have translated into measurable learning.

Your suspicion of those who would have teachers give away their intellectual property is well founded. But I'm equally suspicious of those who see the market for such ideas--tied to dollar signs--as a sufficient mechanism for separating wheat from chaff in instruction. There's got to be much more involved in boosting schools' capacity to succeed.

Mrs. C--You're quite right. It's tough--especially for new teachers--to sort through the blizzard of stuff that's out there without having some strong curricular guidance. But I get nervous when school systems try to script things too completely for teachers. It's a balancing act, to be sure....

I wonder what other profession exists where one would be questioned for creating a product that was valuable...and, not being paid for its creation...albeit, the institution profits from the use of the product...the individual who offered the products use free of charge...is chastised when someone smart enough comes along and wants to purchase said product. Why would one pay $80,000 to go to school ($20,000 / year) to enter such a profession...hmm...you're paid poorly, given limited tools to do the job, outside of work you cretae time-consuming products to become efficient in the profession, and you cannot sell your intellectual property?

Claus,

Thanks for pointing some teachers in the direction of the real problem. There should be proper planning, time, guidance, development of curriculum "within" educational institutions wherever they be.

Money / selling itself isn't bad. However, it offers a very dangerous slippery slope. I see so many teachers in our profession (more unregulated EFL / ESL) who are desperate for guidance and untrained. What happens? They spend their hard earned money on inappropriate and cheap materials. This money should be spent on their own training and development within organizations. We get lost and our teachers are TOO focused on "things" / "materials". It is the knowledge that is the key and the reason why teachers buy materials is because they are undertrained and overwhelmed. Again, I return to your question...

Education should not not not never never ever become a commodity to be bought and sold like a widget. Access to knowledge is the right of everyone and any teacher who denies it, in the name of dollars and cents - isn't a teacher in my book. Let's be honest. Sure teachers need money but that "need" isn't to feed their family. We aren't in subSaharan Africa.

All organizations/govts should provide FREE , strong and simple materials and instruction to all teachers. There is plenty "free" stuff out there - I applaud OER and others who are tackling this (and I'm doing my part). We don't need teachers preying on teachers, eating their own, over pennies. Everything gets cheapened at the end of this slope.

Thanks,

David
http://eflclassroom.com

Mrs. C--I like how you describe the balance between guidance and creativity. It is indeed a balancing act, and it's worrisome when it tips too far in one direction or the other.

Kathryn--I agree with you that teachers should have rights to their intellectual property and that it's not right to suggest that teachers should not be allowed to sell the fruits of their labor. But I find David's argument compelling, as he looks at the other side of that equation. Why should teachers feel compelled to buy resources when they feel they don't get enough support from the structures meant to support them. I would hope schools and districts would have the resources to help teachers buy the kinds of lesson plans and other tools that best suit them, and that those tools could be nicely aligned with the broader curriculum.

David--You and Nancy (above) did a better job than I did of describing the problem. The free market for materials is great. It's worrying when people see the free market as THE answer to problems like the lack of teacher support. What happens if the existence of such a market becomes a pretext for divesting from systems--or environments--that help teachers develop their talents and use tools as effectively as possible? Perhaps I'm paranoid, but that doesn't strike me as terribly far-fetched.

I have no problem with teachers who buy lesson plans and plans and such -- good for them for taking initiative -- rather, I don't think they should be put in a position where they have to buy these things.

Collaboration is the most important message I saw in both the dialogue posted on this topic at TLN Teacher Voices blog and the companion article that appeared at Teacher Magazine last week. Let me reunite two pieces of commentary by "Anthony" -- one from the blog and one from the Teacher Magazine piece. He wrote:

“Many research studies have shown that the schools that are best equipped to make improvements in student outcomes are those where the staff collaborates and learns together. When we do this, we organize ourselves into teams, we plan units together, and develop common assessments. Schools that are really great at this have interdisciplinary teams collaborating on projects that allow students to delve deeply into an issue or a theme, and develop their skills in math, science, social studies, writing, and art all at the same time.

“I would hate to see the day when teachers within a school or district cease to support one another, or peddle lessons to one another across the hallway. But I think teachers ought to be able to sell their creative work on the internet, and to enjoy the rewards and recognition that our school systems so rarely offer.”

John Norton, moderator
Teacher Leaders Network