When It Comes to the Teacher Shortage, Who’s Abandoning Whom?

Teacher resignations are everywhere these days. It’s like the pandemic we all lived through—you probably know at least one teacher who left suddenly. Students now often find themselves with different teachers or even unqualified substitutes. With these changes, schools have turned into stress zones, and it feels like no one wants to step up to the plate anymore.

The Shockwaves of the Pandemic

Many believe that the current chaos stems from the pandemic’s relentless pressure on schools. Sure, it has been brutal. However, let’s talk about something deeper. The truth is, the cracks in the education system have existed long before COVID-19 hit. Think of the collapse of a poorly constructed building; it doesn’t happen overnight. The extra stress from the pandemic just acted as the straw that broke the camel’s back.

Most teachers—whether we’re talking about one-room schoolhouses or modern-day classrooms—entered this profession to inspire and guide students. Unfortunately, as the years went by, student engagement sank while the imposed “solutions” became more soul-crushing. Education morphed into something bland and alienating for many kids as they climbed the grade ladder.

The Flawed Framework of Education

The entire system has been propped up by rigid structures. We have standardized tests, strict requirements about teaching times, and bureaucratic micromanagement. Sure, shaming and blaming might prompt temporary compliance, but they do little to boost learning. Fear and judgment drive motivation at the expense of creativity and genuine engagement. Schools that once thrived now struggle to remain effective.

Before the pandemic, students and teachers both showed their waning enthusiasm. School leaders often took a one-and-done approach without thinking about making the overall environment more supportive. So now, as the wheels start to wobble, blame is flying around, leaving everyone feeling pushed beyond their limits.

The Inevitable Need for Change

The pandemic peeled back the curtain and exposed fundamental flaws in our educational approaches. Change is coming, whether we like it or not. We see two possible futures unfolding. One path involves letting societal forces take their course. This could mean giving way to artificial intelligence and machine learning, which may usher in what Andy Hargreaves and I call the Business Capital model. In this scenario, tech innovation overshadows the human element, leaving fewer teachers who primarily serve machines and corporate interests while their roles get diluted.

On the flip side, we have the opportunity to transform the system entirely. We’re calling this the Humanity-Based model, where focus shifts to making students “good at learning and life.” This framework emphasizes the importance of belonging, individuality, and collective problem-solving, fostering a keen sense that improving society is essential for overall well-being. This approach values the “human condition” as a central focus.

Who’s Really Abandoning Who?

That brings us back to the pressing question: When students are disenchanted and teachers feel unsupported, who’s at fault? Is it the individual teachers and students, or is the system fundamentally broken? We’ve concluded that the outdated system has left educators in the lurch. It’s like a neglected friend who never shows up. Constantly patching up a dysfunctional network with piecemeal fixes won’t lead to meaningful change. Increasing diversity, raising teacher pay, and enhancing training are critical, but they don’t address the core problems. We need to pivot towards an entirely new system where updated learning aligns with new technologies.

The business-capital model, characterized by digital prevalence, seems poised to dominate. It operates as an “invisible hand” that pushes society toward a future we may not want. Yet, there are those within the educational system who are eager for a shift to humanity-focused learning. These advocates and educators want change!

Finding Solutions Through Those Who Stay

The fantastic part is we may already have a roadmap of how to move forward, thanks to educators who chose to stick around. So what are these resilient teachers doing? What are they focusing on that keeps them balanced and engaged? The answer often boils down to embracing humanity-based principles.

When the entire system feels wrong, that wrongness spreads everywhere. Districts express frustration over overwhelming compliance demands, and schools bear the brunt of these challenges. Local initiatives become stifled, and motivation dwindles, especially when central leaders get anxious and pile on a bag of distractions that hinder transformation.

Alternatively, a humanity-based model allows for meaningful change. Schools and communities gain autonomy, promoting local learning and collaboration that can influence change at higher levels. Presently, many schools can’t tap into the knowledge and innovations from their peers or the latest research, like the Science of Learning Development (SoLD) or New Pedagogies for Deep Learning tools.

The Path to Real Change

So how do we start this shift? If we’ve learned anything about complex change, it’s that it requires a collective effort from both authority figures and educators on the ground. Many leaders will claim they believe in collaboration and input, but often their actions don’t match their words. Real solutions come from working together with mutual respect, not just top-down orders.

Pragmatic Steps Toward Improvement

Now let’s talk about the teachers who have pushed through everything, including a pandemic that tested our very patience. These resilient educators may represent the building blocks of a fresh, improved system. They’re likely coming back to work with a new perspective on what they will and won’t do. Many are setting firm boundaries on unpaid commitments and prioritizing their own well-being. The emphasis now, more than ever, is on advocacy for students.

Think about it—just this year, a study from Australia reviewed 65,000 news articles on teachers over the past 25 years. The resounding conclusion? “No wonder no one wants to be a teacher.” The findings pointed to our obsession with teacher quality, the oversimplification of teaching, and a culture that thrives on teacher-bashing.

Our survival depends on our ability to develop human and social abilities, not just machines. Sure, we need technology, and it’s getting better all the time, but it won’t be able to save the planet. Only our innovation, hope, and community can do that.

Creating a New System Together

Let’s get real: You can’t fix what you don’t understand. Most people are unaware of how deeply the current flaws lie within the system. It’s time to band together with teachers, parents, communities, and students to create a new, vibrant system. When students and teachers feel like important pieces of the solution, no one will be left feeling abandoned.

What Can You Stop Doing This Year?

When asked about life as teachers, we often throw out the cliché response: “I’m busy.” If you survey the internet, you might find conflicting data on whether we’re busier than ever before. Sure, some articles claim that our workloads have increased, especially during the pandemic with back-to-back Zoom meetings.

But who needs the debate? Instead of fretting about busyness, let’s focus on making impactful changes going forward. We need to ditch actions, strategies, or initiatives that have fallen flat on their faces.

Let’s Talk De-Implementation

I recently published a book on de-implementation, which essentially means shedding low-value practices. After speaking with tons of educators, I’ve discovered two main viewpoints regarding abandonment: pulling back a bit because you have to, or fully swapping out something that just isn’t working anymore.

De-implementation can be tricky, so here’s the scoop: There are two paths to go about it. One entails informal adjustments—you can do it solo and start today. The other is more formal; it requires teamwork, and you’ll need to invest time and effort.

What Are Teachers Cutting Back On?

After surveying thousands of educators—teachers, leaders, school psychologists—even a few trends popped up. Here’s a taste of what many want to reduce or replace in their teaching practices:

Partially Cutting Back

Email: Set firm boundaries around checking email.
Meetings: Cut down on unnecessary gatherings, make those meetings count!
Assessments: Get rid of pointless assessments; focus on learning from the valuable ones.
After School Hours: Teachers want to dial back on extra hours spent in classrooms unless it’s truly meaningful.
Walk-Throughs: Leaders want to reduce mindless walk-throughs that offer no real purpose.

What Are Educators Replacing?

Zero-Tolerance Policies: Shift toward equitable approaches like restorative justice.
Traditional Grading: Embrace standards-based grading instead.
Traditional Meetings: Move to a collaborative approach for more meaningful discussions.
Office Time: Encourage leaders to leave their desks and engage with classrooms more.

Does this list spark your imagination? There’s so much more we can add to it! Don’t just stick with what I mentioned. Connect with me on social media to share where you might start transforming your own teaching practices. Let’s innovate together and create the educational system our students deserve!