Teacher Expectations beyond the Classroom: Limiting Teacher Requirements during the School Day and at Night

The average high school teacher teaches up to six classes a day (depending upon the particular school or system as well as class schedule), sits on committees, may be required to advise extra curricular activities or coach a sport, attends faculty and parent-teacher meetings, and may be required to monitor school parking lots, the cafeteria during lunches, and have hall or library duties. When substitute teachers cannot be found, teachers are often prevailed upon to give up “planning” periods to “pitch in.” In short, a teacher’s day is long and exhausting.

Professional Expectations Should Recognize Personal Needs

Does it make sense to require teachers to report for work on “snow days” when a school system deems it unsafe for students or school buses to drive on icy roads? To what extent does a school intrude into the private life of a teacher by mandating attendance at overnight faculty retreats? Should attendance at Friday night football or basketball games be mandatory for all faculty members under the guise of “crowd control?” All of these examples illustrate how school administrations add to the already heavy daily schedule of classroom teachers.

Some schools require faculty attendance at PTA meetings and events. While the showing of support and solidarity is a good thing, especially since fund raising events often directly benefit classroom needs and the quality of instruction, attendance requirements must be balanced by the personal needs and obligations of teachers. Rotating attendance by different teachers in the various departments might be a solution.

In many cases, teachers are involved in on-going professional development, taking night courses, for example, at their own expense. Other teachers may have family obligations to consider that entail commitments not related to the school requirements. The temptation to over-use teachers, particularly during times of budget cuts to education, may negatively impact the all important “down time” all teachers need.

Creating Teacher Burn Out Instead of Building Master Teachers

Most teachers choose to accept the status quo. Fearful of reassignment or not having contracts renewed, they acquiesce to the demands of the system. In too many cases this will result in burnout. Adding to the stress are the other classroom factors that can take the passion out of teaching: large class sizes, classroom management problems, poor administrative leadership, the non-support of parents, and poorly constructed curricula.

While many of those problems may require long term collaborative efforts involving an overhaul and reform that may well be system-wide or even of national concern, providing peace of mind by not trespassing into teacher’s personal lives and private time is something every administrator can do. Additionally, these are concerns that educational support organizations as well as teacher unions can address with an expectation of success.

Abusing the down time of teachers never builds master teachers. The very essence of such exploitation assumes that any framework within the school that collaboratively aims to create master teachers is non-existent. Defining the job description of a teacher should begin with the basics of academic instruction. All other expectations must be secondary. Effective teachers are successful when the bulk of their service and energies are focused on their professionalism in the classroom.

Schools should look at other means to alleviate the many “extra” duties placed on teachers:

Finally, schools should eliminate any faculty requirements beyond the school day other than graduation ceremonies and occasional PTA functions. After hour parties, retreats, and other functions not directly related to the academic process should never be deemed mandatory and they represent a sure way of causing resentment. Building community and morale starts on the school campus. If it is not there, it cannot be captured through social activities.

The copyright of the article Teacher Expectations beyond the Classroom in School Staff Issues is owned by Michael Streich. Permission to republish Teacher Expectations beyond the Classroom in print or online must be granted by the author in writing.

Jan 2, 2009 7:48 AM

Guest :

Fund for Teachers is a national, donor-supported organization that shares your concern about teacher burnout. Fund for Teachers offers grants to teachers, empowering them to pursue any area of interest they deem valuable to their personal and professional development. It's professional development that the teacher creates and pursues during the summer. While the fellowships awarded ($5,000 for an individual, $10,000 for a team) subsequently benefit the enriched classrooms and school communities, it is the TEACHER who is rejuvenated and inspired to return to their classroom with new ideas and new vigor for their profession. The deadline for 2009 grants is January 30th. Visit www.fundforteachers.org for applications and guidelines.

Sep 16, 2009 8:22 AM

Guest :

I am in a district where so many teachers are teaching between 7 and 10 (yes, that's correct) classes a day. Many are not getting a planning period, and for some, 'lunch' is whenever they can squeeze it in between classes. I'm greatly concerned. They are trying to save money, but all they are doing is burning teachers out and making them want to leave. I've taken some small steps for myself, but I don't know the best way to approach it on a larger scale. Any advice is appreciated.

Sep 16, 2009 7:30 PM

Michael Streich :

In some cases Teacher Unions or local professional teacher associations can use their clout as a group to attempt change. It is also possible to appeal to parent groups like the PTA or local civic groups that actively support education through programs and fund raising. Appeals to school boards are only effective when large numbers of teacher AND parents band together. Finally, even students can be galvanized to action. Serious students know the value of their education and the competitive nature of college admissions. Intolerable situations like large classrooms and over-worked teachers directly impact this.
Contacting state legislators - depending on the state, is also an option. Laws can be passed limiting class size and teacher workload. All of this may take time.
To begin, meet with like-minded concern teachers, create an action committee, and brainstorm ideas. Focus on one remedy at a time. Often, in the best case, when administrators and/or boards of education become aware of planned action based on real issues, they may be more willing to effect compromise.