What would parents think if all the teachers in a traditional public school quit? If their children had no sinks in the science rooms, but flew to Las Vegas to meet a basketball team? Or if students couldn't access necessary instructional materials because their laptops didn't work?


Teachers, individually, are caught between a rock and a murky place when it comes to politics.


Choice isn't the answer to building a vision of a high-quality, personally tailored, democratic education for every child in America. Nor is it evil incarnate. It's a distraction from the conversation we should be having about improving public education in America.


If we as a nation want to address the dropout crisis, we must address discrimination against pregnant and parenting students. This is a critical first step to keeping these young women in school and securing a better future for them and their children.


I don't believe teachers should abdicate their roles as rule-setters, formal leaders of the classroom pack. Especially new teachers, who haven't yet established an authoritative, authentic teacher-persona.


The vote is all most of us have. The single ballot may seem a tiny drop in an ocean of dishonesty and greed, but the power is in the collective. We call that democracy, and giving up even a tiny piece of it is wrong.


In my mind, Bill Gates is buying off excellence developed on the public dime, making teachers an offer they can't refuse.


I want to make that kind of difference for all students in the state of Michigan. Currently I see no other way to be able to make that difference for students in my state of Michigan than to become a state legislator.


In the messy world of school reform, it's hard to find people who are ideologically pure.


Let's dispense with "filling in"-- putting a variable-quality surrogate in when the teacher must be gone. Everyone who teaches a child should be considered a real teacher and bring real, vetted skills to the table.


The opinions expressed in Teacher in a Strange Land are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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