"When Teachers Are At Their Best"

The following is an excerpt of a school district superintendent's message to the returning staff of a western United States school district:

“At their very best, teachers are the heart and soul of this school district -- period,” he said. “At their best, they are passionate about what they do and that passion shows.”

When they are at their best, they inspire confidence and self-esteem. “They are role models and sometimes they even change lives,” he said.

Great teachers realize that students have needs beyond food, shelter and clothing, they also need a sense of self-worth or importance.

“Every student in this school district wants to feel important,” he said.

“If they feel disconnected, if they feel disenfranchised, if they feel invisible, there are consequences,” XXXX said.

 “Teachers are not simply conveyors of cognitive information,” he said. They recognize the other side of children and that those needs are just as or even more important than just the academics.

In, and of itself, the message is not a great deal different than that delivered to teaching staff members as they return to their schools in late summer each year. However, the writer, having served as a school district superintendent for a good number of years, and thereby having had the opportunity to greet his staff in a similar setting finds such observations and statements such as those shared in the excerpt wanting in both meaningful content and substance.


For instance, the presenter of these statements is obviously intending to connect with his audience in a positive and supportive manner. However, the several statements intended to identify teachers when "they are at their best" begs the question, "What about when teachers are not at their best?" What does this look like to the student, parent, colleague, administrator, etc.?" Indeed, the obvious unsaid implication of the superintendent's statements is that not all the teachers are "at their best" part, or all, the time. How do we compensate for the individual and greater good when some, or all, teachers are not "at their best?"


One final observation, and question, regarding the superintendent's shared remarks. Certainly, one realizes that people in any occupation or circumstance embrace rhetoric aimed at making them feel valued. The superintendent's declaration that teachers "are the heart and soul of this school district - period" may have won the hearts and minds of those in the audience, but is it, in reality, true? Why do schools exist in the first place? Who more than the children represent the complete and total reason for public schools to exist? As a member of a Christian church council, the writer was once asked, as were the other members of the council, "who, or what, is the heart of our church?" Interestingly, everyone else, including the pastor, named some member(s) of the church congregation. When asked for my reply, I simply stated, "It had better be Jesus Christ, otherwise we are all wasting our time here tonight."


Hopefully, no one reading this will question the need for great teachers, operating at their best, to ensure that our children receive a rich and rewarding educational experience. However, when we place the importance of one part of a school district community higher, or lower, than another part, we are dishonoring the greater whole. Ask any school administrator that did not have a good quality and supportive classified staff, supportive board, supportive parents, supportive community, and willing students, how things are functioning. Furthermore, if we place the importance solely on the teachers, "operating at their best," we have forgotten a very basic premise; schools are referred to as "systems" meaning that it is made of complementary parts working together. Whether you agree with the writer's thoughts and premises, or not, at least reflect on how the meanings of our words/statements need to be carefully considered before sharing them with an audience.