demoralized in MCPS

[Anonymous]

Great you're a supervisor. I hope you feel responsible for demoralization. I don't mean to be mean but just reflective with anecdotes

[Anonymous]

People shouldn't be offended by simple truths. The only way to solve problems is by recognizing there is one.

[Anonymous]

There is a glimmer of hope, and that begins with recognizing the problem for what it is, which means resisting widespread use of the term "burnout" to describe failure to survive and thrive and recognizing "demoralization" as a response to teaching conditions. Then we can start thinking of an appropriate response. I also think “remoralization” happens when teachers are able to connect with the moral motivations and rewards of their work. Sometimes it can happen through luck, through the hiring, for example, of an inspired school administrator or principal. Sometimes it can happen because of meaningful involvement in the union. But higher education also plays a part. I've learned that, when teachers take part in our programs, when we draw on the expertise and value that they bring, it can be incredibly remoralizing for them.

The most important thing I found, however, is the need for teachers to find an authentic professional community, where they can connect with others who share the same values. Social media platforms have played a big part in creating these communities and bringing together teachers who may otherwise feel isolated and helpless, enabling them to formulate a more effective resistance.

[Anonymous]

Anonymous wrote:Great you're a supervisor. I hope you feel responsible for demoralization. I don't mean to be mean but just reflective with anecdotes

Are you the same person saying demoralization is teachers’ problem? You can’t have it both ways.

[Anonymous]

Anonymous wrote:There is a glimmer of hope, and that begins with recognizing the problem for what it is, which means resisting widespread use of the term "burnout" to describe failure to survive and thrive and recognizing "demoralization" as a response to teaching conditions. Then we can start thinking of an appropriate response. I also think “remoralization” happens when teachers are able to connect with the moral motivations and rewards of their work. Sometimes it can happen through luck, through the hiring, for example, of an inspired school administrator or principal. Sometimes it can happen because of meaningful involvement in the union. But higher education also plays a part. I've learned that, when teachers take part in our programs, when we draw on the expertise and value that they bring, it can be incredibly remoralizing for them.

The most important thing I found, however, is the need for teachers to find an authentic professional community, where they can connect with others who share the same values. Social media platforms have played a big part in creating these communities and bringing together teachers who may otherwise feel isolated and helpless, enabling them to formulate a more effective resistance.

Clearly DCUM is not fertile ground for that happening. It’s too whiny and way too trolly. Look at the level of paranoia that anyone who disagrees must be an admin, Central Office, or a union member. That last one is the most hilarious because the majority of MCPS teachers belong to MCEA. Discrediting someone simply for belonging to MCEA is admitting that the majority of MCPS teachers are not experiencing the extreme interpersonal issues you are complaining about.

There are definitely issues MCPS teachers as a whole are facing. Why not meet face to face IRL with your peers from all over the county to look for solutions. Start a Meetup group. You can’t say you are too afraid of retaliation if you are already experiencing non-stop blatant bullying from large groups of coworkers.

[Anonymous]

Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students.

Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves.

Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.

[Anonymous]

This book might be a less offensive way that explains the massive teacher shortage and demoralization issues. Enjoy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There is a glimmer of hope, and that begins with recognizing the problem for what it is, which means resisting widespread use of the term "burnout" to describe failure to survive and thrive and recognizing "demoralization" as a response to teaching conditions. Then we can start thinking of an appropriate response. I also think “remoralization” happens when teachers are able to connect with the moral motivations and rewards of their work. Sometimes it can happen through luck, through the hiring, for example, of an inspired school administrator or principal. Sometimes it can happen because of meaningful involvement in the union. But higher education also plays a part. I've learned that, when teachers take part in our programs, when we draw on the expertise and value that they bring, it can be incredibly remoralizing for them.

The most important thing I found, however, is the need for teachers to find an authentic professional community, where they can connect with others who share the same values. Social media platforms have played a big part in creating these communities and bringing together teachers who may otherwise feel isolated and helpless, enabling them to formulate a more effective resistance.

Clearly DCUM is not fertile ground for that happening. It’s too whiny and way too trolly. Look at the level of paranoia that anyone who disagrees must be an admin, Central Office, or a union member. That last one is the most hilarious because the majority of MCPS teachers belong to MCEA. Discrediting someone simply for belonging to MCEA is admitting that the majority of MCPS teachers are not experiencing the extreme interpersonal issues you are complaining about.

There are definitely issues MCPS teachers as a whole are facing. Why not meet face to face IRL with your peers from all over the county to look for solutions. Start a Meetup group. You can’t say you are too afraid of retaliation if you are already experiencing non-stop blatant bullying from large groups of coworkers.

You have never been bullied by someone who holds authority over you, have you? For some of us, leaving feels like the only option, particularly if we've met with resistance or avoidance when we've sought help from someone with more authority than the person torturing us.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is a glimmer of hope, and that begins with recognizing the problem for what it is, which means resisting widespread use of the term "burnout" to describe failure to survive and thrive and recognizing "demoralization" as a response to teaching conditions. Then we can start thinking of an appropriate response. I also think “remoralization” happens when teachers are able to connect with the moral motivations and rewards of their work. Sometimes it can happen through luck, through the hiring, for example, of an inspired school administrator or principal. Sometimes it can happen because of meaningful involvement in the union. But higher education also plays a part. I've learned that, when teachers take part in our programs, when we draw on the expertise and value that they bring, it can be incredibly remoralizing for them.

The most important thing I found, however, is the need for teachers to find an authentic professional community, where they can connect with others who share the same values. Social media platforms have played a big part in creating these communities and bringing together teachers who may otherwise feel isolated and helpless, enabling them to formulate a more effective resistance.

Clearly DCUM is not fertile ground for that happening. It’s too whiny and way too trolly. Look at the level of paranoia that anyone who disagrees must be an admin, Central Office, or a union member. That last one is the most hilarious because the majority of MCPS teachers belong to MCEA. Discrediting someone simply for belonging to MCEA is admitting that the majority of MCPS teachers are not experiencing the extreme interpersonal issues you are complaining about.

There are definitely issues MCPS teachers as a whole are facing. Why not meet face to face IRL with your peers from all over the county to look for solutions. Start a Meetup group. You can’t say you are too afraid of retaliation if you are already experiencing non-stop blatant bullying from large groups of coworkers.

You have never been bullied by someone who holds authority over you, have you? For some of us, leaving feels like the only option, particularly if we've met with resistance or avoidance when we've sought help from someone with more authority than the person torturing us.

I have no issue with the people who leave. Leaving under those circumstances make sense. It’s the people who say “I can’t possibly leave this horrible situation. I have 12 left until I retire.” that I am tired to hearing complain. Which is really worse: your work situation or a smaller income?

I left an abusive marriage with two kids, one a newborn, when I was in my first four years of teaching. What I earned was not enough to support three people and pay for daycare. But I could not stay in my marriage any longer. I made a leap of faith that poorer was better than scared and depressed.

So when I read these posts using the language of being abused and demoralized by people who refuse to quit, it hits a nerve. If you even let a hint slip that you are leaving, will your principal threaten to hurt you? If you actually walk out the door, will he go into a courtroom and yell horrible lies about you to try to take your kids away?

Torture is not a job that you can leave, but won’t because you refuse to earn less at a private school.

[Anonymous]

I think it takes people some time to work up the courage to leave a bad situation. Change is scary as is financial instability. I can see why they'd feel resentful and hope for internal change so they don't have to forfeit salary. There are laws around workplace harassment. But it's good you left an abusive marriage.

[Anonymous]

Mcps has a history of abusive professionals from alcoholics to administrators who demand fraud and threaten careers. These are the wrong lessons to teach through being a role model. Kids are definitely getting that message. They learn that they can throw chairs, decline work, cuss and fuss and the teacher will get fired. That's demoralizing. The teacher who bent over backwards to positively influence students by playing the game the admin created.

[Anonymous]

Anonymous wrote:Mcps has a history of abusive professionals from alcoholics to administrators who demand fraud and threaten careers. These are the wrong lessons to teach through being a role model. Kids are definitely getting that message. They learn that they can throw chairs, decline work, cuss and fuss and the teacher will get fired. That's demoralizing. The teacher who bent over backwards to positively influence students by playing the game the admin created.

I am not sure if I fully agree with the abusive admin claim. I see some as leaders and some who clearly are looking for the next jump in position. I have come to realize that most principals are basically just middle managers looking for the next move up. I definitely agree with the fear and powerlessness teachers feel due to behavior and unrealistic expectations and goals for some students.

[Anonymous]

Anonymous wrote:Mcps has a history of abusive professionals from alcoholics to administrators who demand fraud and threaten careers. These are the wrong lessons to teach through being a role model. Kids are definitely getting that message. They learn that they can throw chairs, decline work, cuss and fuss and the teacher will get fired. That's demoralizing. The teacher who bent over backwards to positively influence students by playing the game the admin created.

Can you reword this? Or can someone else? I don’t understand it and I read it six times.

[Anonymous]

Anonymous wrote:Not true. Some teachers get great reviews when they are paying thousands to student teach. Once they start getting paid to teach something changes and they are ganged up on as ineffective. The difference. The pay direction. Free work equals great, trying to fulfill a career and pay debt you suck.

Support this new screening tool:
https://apple.news/A4ElbdYRATrKExZWcD24vPQ

Far better than hiring based on a great interview.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not true. Some teachers get great reviews when they are paying thousands to student teach. Once they start getting paid to teach something changes and they are ganged up on as ineffective. The difference. The pay direction. Free work equals great, trying to fulfill a career and pay debt you suck.

Support this new screening tool:
https://apple.news/A4ElbdYRATrKExZWcD24vPQ

Far better than hiring based on a great interview.

Even the creator of this says there’s no evidence it works better. I do agree it makes sense to avoid hiring bottlenecks and losing good candidates to other dist4icts because they’ve been waiting forever for a reply. Fast track the good ones straight to principals for consideration. And when it comes to retention, I think it has less to do with who they hire and more to do with how they support, train, promote and manage them once they arrive. We need better hiring assessment tools for managers. I’ve also seen principals promote from within to avoid losing someone, and that often ends badly. Good teacher does not equal good manager..