Customer Reviews

Teachers Have It Easy: The Big Sacrifices and Small Salaries of America's Teachers

5 star:		(15)
4 star:		(6)
3 star:		(4)
2 star:		(2)
1 star:		(5)

 

 

This book combines statistic and qualitative data to give readers a frank and unsparing portrait of American education. For all of the talk about 'standards' and 'accountability' America expects its teachers to do so much with very little.

Teachers are horribly paid for all of the work which they are expected to do--and their responsibilities keep on growing. This is madness.

In my own home state of Texas, school teacher salaries are determined by the local property tax paid in individual districts. The 'local control' which is promised under this arrangement sounds great until we realize that teachers are also expected to be a counselor...etc but do not get any extra compensation for these assignments. Well-heeled school districts and schools are the exception and not the rule inside public education.

That America presently has the amount of public school teachers which it does is more testament to their idealism of wanting to make the world a little better place rather than the 'benefits'. It is a travesty that our country has teachers starving themselves (and their families) while ensuring that a community's children are being taken care of.

After seeing what neighbors, friends, and the people inside this book go through, I am convinced that public school teachers are among the closest things which America has to saints. I am also concerned that the public policy discrepancies which are painstakingly illustrated by the authors will continue festering unless concrete action is undertaken.

I've developed a deep appreciation for Dave Eggers and his work ever since I first stumbled upon A Heartbreaking Work of Staggering Genius. Since that time, his credibility has grown on a national level, and this current book should only bolster his reputation as an advocate of teacher and the teaching profession.

Most critics have pointed out that this book's biggest asset is its use of actual narratives from today's (and yesterday's) teachers. Though the argument of the book is clearly one sided, the whole thing is much more palatable when you read of the struggles and roller coaster rides of teaching through educators' mouths.

Although I felt it my duty to read this book as a teacher, I would strongly encourage any person who is involved with politics or public office to read this book too, and furthermore, to get really angry over what you read. This book may be biased in that it doesn't even so much as mention the slew of bad teachers in our workforce, but it will sure as hell make you pull for the ones that do their job with an astounding level of conviction and purpose. Maybe more than anything, it will heat up the debate on the teaching profession and provide a catalyst for change sooner rather than later.

Any of us in teaching understand how difficult a job it is, how little recognition for our efforts we receive and how little respect from our peers we garner, yet it is difficult to argue with comments like "you're done at 3:00" "you have the entire summer off" "I'd just treat those kids like my own."
Finally a book that explains that none of us are done at 3:00, we need the summer off to recoup and reenergize and those kids are not our own. Teachers Have It Easy: The Big Sacrifices and Small Salaries of America's Teachers allows teachers a forum to describe their day, asks experts in a variety of fields to explain exactly what teachers do and how, and examines ways schools are changing to validate that teaching is a profession worth paying quality people to go into.
Especially illuminating is the chart in Chapter Seven: "A Day in the Life" in which a teacher's day is compared to the day of a salesperson making twice the salary. No where have I found such compelling evidence that teaching is much more difficult than asking students to open books and answer questions.
This is a must read for everyone in the profession, anyone contemplating going into the profession and everyone who has any say to how teachers are paid, from voters to legislatures to district policy makers. Buy a copy, read it, pass it on.

I saw the C-Span interview and am eager to read the book. Even before I do that, though, I need to respond to something in the Ingram review. This writer self describes as an ASPIRING TEACHER WITH NO ILLUSIONS who would like to hear from experienced teachers. I am an experienced teacher of many years, having taught previously at middle school/junior high and university levels. I now teach at a high school, where I serve in a number of other professional development and department capacities. You may feel you have no illusions, but the fact is that you have no idea what truly lies ahead until you get into the work. I work 70 - 80 hours a week during the school year and 10 - 20 hours a week during vacations. Despite my many years of experience, I am continually searching for new ways to hook students on learning. Students come to us less well prepared and less well supported by parents each year. Please try to be less judgmental of what a teacher's life is really like as reported by these experienced authors. Wait until you too have some actual experience under your belt. Please respect the authors for the work they have already done toward gaining that experience.

Please the note: The Amazon format required me to give a rating, even though I am just now ordering the book. My rating was chosen in response to what I heard in the C-Span program.

Dave Eggers, probably best known for his wonderful book A Heartbreaking Work of Staggering Genius, has been involved in various non-profits and journals related to writing. As the founder of 826 Valencia, a non-profit tutoring lab, he has obviously become more aware of teaching issues in the past few years. In this book he, along with the executive director of 826 Valencia, Ninive Clements Calegari, and former teacher Daniel Moulthrop, has written down some of what he's learned.

Basically, this book examines why it is so difficult to get and, more importantly, to keep the best people working in the field of education. But the answer is simple: teachers are not paid enough. There is no equity between the amount of education required to do the job and what teachers are paid. No other profession--doctor, lawyer--is paid as poorly. Yet, for reasons of history for which both teachers and their employers are partially to blame, our culture considers the sacrifices that teachers have to make simply to do their job on the most basic level as something to be expected. This is why it is so difficult to change things for the better for teachers.

Still, we are reaching a point where something must be done. It is becoming clearer that our country, which once dominated the fields of math & science, is being passed by. China, India and other nations will soon advance beyond us. It may be difficult for the great bulk of people to feel the importance of this now but soon we will be feeling the impact in our economy. It's already begun, which is why more and more people are beginning to take notice. The only place for the United States to repair this problem is through education and that begins with teachers.

This book is a place to start in understanding the problem. Both it's strength and weakness lie in the fact that it is basically anecdotal. There are many stories of individual teacher experiences that personalize the plight of many teachers and, hopefully, helps bring the point home to those who are unaware. Every job has its problems but the responsibility of teachers is mind-boggling--the lives and futures of children. And the micro-managing and the full days and the struggle to earn enough makes it almost impossible for someone with other opportunities to stay in the job.

As a 15-year teaching veteran myself, I could not help but identify with many of the stories. I, too, worked two jobs to make ends meet until I was 30 and often spent my own money for classroom supplies while racking up a $20,000 student loan to pay for continuing education. As a single man, I could do it. But, now, married with a baby on the way, I am again having to reconsider my career choice so I can provide for my family. I would like to stay in teaching but I am already seeing the end of my earning potential in the field. So I know there is a lot of truth to these teachers' histories.

Still, I would have liked to have seen more of a focus on factual data and research. It is here, but it is hard to focus on it when there are so many passionate stories to read. On the other hand, the authors are not fatalistic: they give examples of school districts that are trying to make a change and they know there is hope. My hope is that a lot of people read this book and learn something about what good teachers go through in a valiant attempt to educate our nation.

As a teacher myself, I would like to have a higher salary. In looking over the salary raise schedule of the first district where I worked, I saw that I would retire at the salary my (then) 26 year old engineer nephew started at! I think he makes some good points about teacher salaries, although he gives examples from days when teachers started at $18,000 a year which is not the case today.

He also bashes the myths about a teacher's short work day and our so called "weekends off" and our long summer vacations. During the school year weekends are taken up with correcting papers, figuring out averages and getting new lesson plans in order. The short work day is an illusion. When the children leave there are papers to correct, grades to post and tutoring to do. And very often the summers are spent taking classes which Eggers correctly points out are paid out of the teachers' own pockets.

However, it seems like most of these books do not point out what is, in my humble opinion, an often horrific problem -- namely, the lack of discipline and control in the classroom.

While there are teachers who are incompetent in classroom management, many more times they have to put up with everything from nonstop talking up to disrespect, rudeness and hostile behavior. I have met teachers who said that they think they would strike more to regain control in the classroom than for more money!

There are a lot of things that go into this -- a teacher must have a well laid out plan, of course. Children must know what to expect and experience both rewards and consequences for their behavior. I am not necessarily advocating corporal punishment (my personal jury is still out on that) but children must know when their behavior is unacceptable and experience consequences if they cross over the line -- and to work, the consequences must be unpleasant.

And most importantly, teachers need to be backed up by administration and the parents. I know a teacher whose attempt at making a student responsible for his conduct was opposed by the child's equally babyish parent and a principal who gave in to the demands of the parent.

We need to do something to keep teaching from being the Catch-22, can't win profession it often has become in many areas.

Art D. wrote "Salary comparisons fail to note that in private sector, there is no tenure.

That is, teacher salaries can be stable for 35 years, while private sector workers face possible, quint-annual layoffs with salaries and benefits that can (and sometimes do) spiral downward."

As a teacher with 9 years experience, I have faced 4 years where I have had to worry about whether or not I will have a job come August. Yes, I do have tenure...but in education you can be "RIFfed" at any time the money runs out, even in the middle of a school year. Yes, I have tenure, but did not qualify for it until after my 6th year of teaching. Even then, I can be released if someone higher-up assumes I'm not doing my job.

No, my benefits don't spiral downward. But this is no thanks to the school district I work for, just the fact that I choose to take more out of my paycheck every month to make sure I do not loose my benefits. More money is taken from my check every month than I actually receive.

The district and the teachers' association just completed this year's round of negotiations. As teachers, we were excited to receive the biggest raise we've had in more than 7 years...a whole $1270 for the entire year! That's just a little more than $100 a month before taxes...but still not enough to pay for cost of living increases.

The list goes on and on... Did I know what I was getting myself into? Yes, both of my parents are teachers. At 9 years, I have made it almost twice as long as the average new teacher will. However, I can't afford to make it for much longer. I have 3 part-time jobs in addition to teaching your children all day and my husband works 2. We can't afford to buy a house, have children, purchase a used car, or even have eye exams.

It's time America started treating educators like the professionals we are. Without us teaching the country's children to be independent workers and critical thinkers, what kind of life would they end up having?

As an educator it is refreshing to read something appreciative of the teachng profession rather than something that bashes educators. I find the comments of Ingram amusing. All that rhetoric from someone ASPIRING to be an educator! Must be easy to spout philosophy when one hasn't "walked the walk" and has zero direct knowledge. I knew when I chose this profession that I would not become rich financially but I still find it disheartening that the field is not valued more. Often parents of my students will drop $300 to take the family to a sporting event but will balk at funding for educational initiatives. $300 for three hours of entertainment vs. an investment that potentially will positively mold the future of many children. Contrary to the ideas of another, I do not teach because I HAVE to!! I WANT to teach and I am willing to do without some perks in life in order to do the work that I truly enjoy but I do resent that my efforts are so often unappreciated. Additionally, each year I have more responsibilities that fall within the realm of my job yet there is no additional compensation nor are there more hours in the day during which I can accomplish these things. Yes, I love my job. Yes, I still do extras on my own time because it is in the best interest of my children. Yes, I donate my time planning and carrying out parent nights. Yes, I continually seek ways to keep my teaching fresh and to improve my teaching. Yes, I resent being under-valued and underpaid and overworked. Yet I get up each morning and travel back to school. Those young enthusiastic children keep me motivated but the circumstances will cause burn-out, to varying degrees, even in the most dedicated teacher. Maybe when/if Ingram becomes an educator he/she will be in a better position to judge.

Well, it is certainly about time someone wrote a book on this topic. Now the challege is to educate the systems and our society of the reality and demands of the teacher's job. This profession is misunderstood by many people, including the guys who sit around a table and make decisions for our systems, students and teachers. None of which I am sure have even been in the classroom in years, if at all.

Ingram - I understand your need to hear the positive feedback from experience teachers given that you are an "inspiring teacher". But the system is the system and the problems within this system are real. I have an education degree as well as a business degree. The business degree I have never regretted. I have many family members and friends in the profession. My suggestion to you is to actually work in the field first before making judgments on those individuals that have actually made these sacrifies. In other words, check back in a few years when you actually have some experience under your belt.

If you are--or expect someday to be--a parent of school aged children, if you are a taxpayer, or if you are a civic or political leader in your community, this book is one you really MUST read. It is especially important for those who do not personally know a teacher to read this, to understand just a little more what life is really like for these people who are such an important part of our children's lives and who ultimately have such an impact on how our country will function in the years to come. After all, as the authors state:

"Schools are called on to help raise children and assist them in understanding themselves in relation to their world. Schools and teachers are asked to provide basic moral instruction, to teach children right from wrong and how to function as part of a community...In short, we want our schools to help children learn to be valuable to society."

The subtitle of the book emphasizes a major problem in American education today: the "big sacrifices" that teachers make for our children, for the future of this country. "Small salaries" are definitely part of the sacrifice, but looming just as large is the loss of prestige and intense on-the-job pressures teachers face on a daily basis. They are expected to be fully in charge of 20, 25, even more than 30 children every classroom moment, and many have no more than a couple of 5 minute breaks throughout the entire day. Yet the image of teachers seems to fall farther and farther down the scale. "You can do better than THAT," a bright student is told when he or she expresses an interest in teaching--and they can, IF salary and perks are the standard for success.

This book presents, in the words of teachers themselves, what a typical school day, week, year, is like, and the stories of dedicated professionals who have had to leave the jobs they love because they could not support their families are tragic. This is where the real value of this book is found.

However--and this however is one reason for only three stars: in trying to sell the need for higher salaries and new approaches to salary scales and tables (all of which I fully support), the authors inadvertently contribute to the "prestige" problem. Yes, many good teachers have left the profession and other solid candidates have not gone into education because of the poor compensation, BUT there continue to be hundreds of thousands of dedicated, sacrificing professionals who ARE staying in their classrooms and ARE making a difference in kids' lives. By so emphasizing the "brain drain" out of the profession, there is an impression left that only "losers" are entering and/or staying in teaching. This attitude that "we just can't any good teachers anymore" only contributes to the diminished reputation of those willing to do everything they can to continue working with our children, the future of our nation.

The other weakness in the book is that there is no mention of the inequity of school financing in our country because of the heavy reliance on property taxes for funding. As a result, efforts to improve teacher salaries are most possible in more affluent districts, or in isolated charter schools such as the Vaughan Next Century Learning Center, where much of the success of the small program has come from an aggressive fund-raising principal. The authors did provide some excellent examples in the Helena MT and Denver experiments, but I think a little more attention to the realities of having to make changes via votes on bonds, etc., would have been helpful.

Weaknesses aside, try to get this book in the hands of everyone you know who might be able to start to make a difference in how we recognize (and compensate) those who are so involved with our children's lives.