Under the Snyder administration, Detroit's schools have suffered from a systematic defunding of facilities and equipment, sub-standard working conditions, safety concerns, drastic curriculum narrowing, and
poor teacher morale as a result of the state's takeover.
Indeed, IAT's appeal to the state confirms these problems and notes additional ones, primarily issues with facilities (in NJ, charters are on their own but IAT just finished a $ 17 million renovation of the old Trenton Times building) and
poor teacher morale.
Not exact matches
: The worst student to
teacher ratios in the country; near the worst per pupil funding in the US; low starting salary schedules that shortchange new
teachers so the oldest
teachers can be overpaid, though all do the same work; LIFO policies so that younger
teachers are always fired first no matter how good they are and no matter how
poor senior
teachers are;
teacher layoffs expected at every recession, with waves of recessions expected indefinitely; bad funding in the absence of recessions and worse funding in recessions; constant loading with additional requirements and expectations;
poor and worsening
teacher morale;
poor and worsening working conditions; ugly architecturally uninspired facilities and often trashy temporary classrooms; inadequate learning materials, resources and technology; inadequate administrative support with the worst student / administrator ratios in the county; inadequate librarian, psychologist, behavioral specialist, counselor, nurse support due to the worst ratios; inadequate student discipline structures; and much more...
The study found that even when experienced, high - quality
teachers stay at schools with
poor retention, they likely suffer from diminished
morale, shoulder additional responsibilities for onboarding new
teacher hires, and face mounting challenges in maintaining long - term growth plans in their departments.
This makes total sense, as I truly believe that
poor, ruthlessly judgemental leadership of teaching and learning will damage
morale, unnecessarily increase workload and therefore create avoidable anxieties that inevitably damage
teacher wellbeing.
«I truly believe that
poor, ruthlessly judgemental leadership of teaching and learning will damage
morale, unnecessarily increase workload and therefore create avoidable anxieties that inevitably damage
teacher wellbeing.»