With the number of recent discussions on our educational system at risk (see my last post and Will Richardson’s latest post), I experienced a little reality check when I read this EdWeek article titled, “Districs Experiment with Cutting Down on Teacher Absence“. It it is described the problem of teacher absence, especially on Fridays, and the relationship between teacher absence and student achievement. sick.jpg

One cannot discount the problems of our educational system without considering the workplace environment (morale, leadership, support, safety) contributing to teachers not even wanting to be there. There is little chance of these teachers considering how they can use technology in powerful ways or developing their own professional learning networks - or participating in any meaningful professional development, for that matter. If our educational woes were simply due to a lack of information - for example that teachers simply don’t know about the great learning opportunities out there faciliatated by new technological tools, the fix would be simple. It is so much more than that.

However, the Lancaster district south of Dallas “plans to reward a teacher missing two or fewer days this year with a three-year lease on a Cadillac”. That may fix truancy problems for some teachers, but certainly won’t address the deeper issues at play. If incentives are needed to get teachers to show up for work, we have a serious problem.

The article concludes with a teacher’s sentiment that is my own:

“The majority of teachers don’t like to take a sick day because it’s a whole lot of work — something always happens that you have to deal with when you get back.”

I hated being sick, and I think most teachers do. They come to school sick and find that the excitement and energy of the moment somehow pushes their attention on how they are feeling to the back. Of course, it all comes crashing down at the end of the day.

Educational change is so complex. But we need to stop these band-aid fixes and begin to get to the heart of a dysfunctional educational, professional culture.