No Loyalty, No Problem

Above Audio Recorded Using:

• Microphone – Roswell Pro Audio Mini K87 High Output
• Interface – Audient iD4 mkii
• Hardware – MacBook Air M3 13″
• Software – TwistedWave for iOS
• Additional Software Treatment – AU HiPass, LoudMax, iZotope RX11 Mouth De-Click

Recorded in my Home Studio

Let me begin this post with what might sound like a controversial opinion: K-12 public education is just a job. Yes, it can be a deeply fulfilling one because of the lives an educator can impact. But it is not a vocation. It is not a calling. It is not, as a speaker at a conference I attended several years ago said, “driven by a sense of service and altruism.” At least, it shouldn’t be. You may feel called to teach, as a general principle, or to work with a specific age group or type of student, but you were not called specifically to K-12 public education. You were called to instruct, to unlock young minds, to impart knowledge and wisdom – but not to this specific profession or area. It’s simply where you get to practice your craft for an undervalued level of compensation. One of the best pieces of professional advice I ever received: “Just remember, there’s no loyalty in this business.” One of my friends, a teacher and tennis coach, imparted this bit of wisdom when we were colleagues during my first high school gig many years ago.

I don’t remember his exact words, but the general theme of that conversation was this: You are replaceable. They may praise you and call you valuable, but things can turn immediately. They decide they want you out for some reason, or they want someone else in your position, and you’ll find yourself moving on, like it or not. Years later, this person found himself honored by the district in its athletic hall of honor for his work as a coach. He graciously accepted the gesture, but I imagine he still remembered occasions when he may have felt unappreciated. Perhaps time has softened those memories; I don’t know. What I do know is 1) he was absolutely right, and 2) there’s really nothing wrong with a lack of loyalty.

Why do we value professional loyalty in the first place? My theory is that society was conditioned for this during the 20th century: Study hard, sign on with an employer, work hard, and you may well be with that same employer for your entire career. You’ll receive promotions and move up in the company until you reach whatever plateau is your professional destiny. Maybe they’ll relocate you at times, but you’ll be a “company man” (or woman) because you’ve worked so hard and given so much for them, and they reciprocate. The dynamics of job growth and changes occurred within the relatively safe cocoon of a single, long-term employer.

Historically, we view public schools in the same way. Look around at the local elementary schools around you. It’s likely that many of them are named for so-called “pillars” of the district — people who served the local community in the same place, albeit possibly in different roles, over decades, and the district named a campus after this person. We like to reward long-time educators who are our best. We also make it difficult to remove any educator who is mediocre or even bad. Once a given teacher has 3 years of experience, it’s incredibly difficult to fire them —districts have to document problems clearly, set up growth plans, and create a path for dismissal over time to remove a teacher. For administrators, there’s more performance incentive and less protection; they work on a year-by-year basis, so the path to removal is much easier for principals and other admin if they underperform. 

But it’s not the 20th century anymore. Careers in general experience more change over less time. Whichever path an educator chooses, there’s always an exit ramp, and in the 21st century, that ramp is used more frequently. My take on things is that there is nothing wrong with this lack of loyalty, particularly on the part of the educator. Are there situations where a teacher may be “unfairly targeted” by a principal who documents every little thing and makes his/her life miserable for a few years in an effort toward removal? Absolutely. Are these situations rampant? Absolutely not. In my experience, administrators don’t have the time to target anyone capriciously. If you’re a teacher on a growth plan, you’re somewhere between mediocre and a full-on problem, and they’re ready, even desperate, to move on from you.

At the administrative level, things honestly get even crazier. Fact: Anyone with “Superintendent” in his/her title, whether as an Assistant, Associate, Deputy, or the head honcho, is as much a politician as an educator. Lots of other central administrators also have political realities embedded in the job. Politics are fickle; the politics of K-12 public education, even more so. Even the most committed, well-meaning educator moving to upper administration could be unfairly affected by the political shifts in a district. It is cruel, but it is reality. And the best administrators I’ve ever known were all deftly able to navigate the political waters while still maintaining a focus on making educationally sound decisions in their work. It is not any easy balance to achieve.

Fact #2: This proverbial street (Loyalty Lane is a terrible pun, but it works) goes both ways. If you’re a teacher, of course you should care about your students and do your best to serve them. That’s the job. But at the end of the day, week, month, six weeks, semester, or year, you owe them nothing. Your personal loyalty is to the important people in your life – spouse, family, friends, etc. That’s it. If your campus or district is moving in a direction you cannot abide, make no apologies for seeking opportunity elsewhere. If another opportunity arises unexpectedly, do what is best for you and your family. Even if it’s best to leave the profession and you have that chance, take it. No apologies.

What if you’re an administrator? In the “era of accountability,” where your job performance may be dictated and judged by a (stupid) A-F letter grade in a politicized, oversimplified system that is changed every 5 years by law, you have minimal incentive to stay where you are and “fight the good fight” for a campus, district, or community. The politics of educational administration basically require you to preach all the latest buzzwords to teachers, parents, and community alike — about being a “servant leader,” about climate and culture, about academic rigor, about parent and community engagement, about school improvement. Something new will always come along. Preach those words as needed. Heck, believe them, and do your best to fulfill those lofty concepts. But make no apologies for also leveraging those terms and concepts to your next promotion. Your loyalty is to the most important people in your life, not to a campus or district. Beyond doing your best in the here-and-now of your job, you owe them nothing. Maybe you’re content with where you are, and they’re happy with you, but things can turn in what feels like an instant. You could be blindsided and suddenly feel like you’re being forced out.

“Gosh, what a sad perspective on the system.” I am keenly aware of this, but it is a perspective on the system, not the profession. As a naive college student who wanted to teach because he was interested in the learning process itself and in helping students grasp abstract themes and concepts in social studies, I had an idealized view because I did, indeed, view teaching as my true calling. (In many ways, I still do.) I saw myself in the classroom for 30+ years, possibly in the same campus. Then I met with reality, and it was…nuanced. I was moved among different subjects and campuses against my preferences. I dutifully adapted to the changes because that was the job. I also received promises that were ultimately not kept. I dealt with those the best I could. I ultimately learned that I was a proverbial cog in the system, serving the needs of the campus or district when it suited those in control. But I also learned that my calling to teach was simply something that overlapped with the K-12 public education system, though not always 100%. And I learned to take control of my own destiny within that system – switching campuses by choice, going after a promotion, eventually switching districts (twice), and finally, retiring on my own terms. My loyalty remained to myself and my family, and I did what was best for us. Things didn’t always go as planned, and it was never perfect. But I am satisfied with where I am at this moment. At my core, I remain a teacher, but where and how I teach is my choice now. And the 21st century affords me opportunities that are not confined to a bureaucratic system. K-12 public education was my career for 31 years. But in the end, it was just a job.