This path has never been strewn with rose petals. I know they didn’t expect, however, to be officially derided for their efforts. “The elephant in the room,” Fetters explains, “is the constant claim that we are failing our students.”
The politicians who accuse them, of course, never go to their schools, never talk to the teachers. They do, though, “take away our teaching assistants, run good teachers off to other states, give us bigger classes, cut our budgets and disparage our schools,” Cooke says.
It’s not lost on teachers of high-poverty children that all the current political energy is directed toward vouchers and charter schools, draining already inadequate resources. They “evaluate us on matters outside of our control,” Cooke says, “pronounce us broken, and then make it tougher to do our work.”
Cooke’s own daughter attends one of the high-poverty Durham schools receiving an F on the state’s new scorecard. “I know the greatness of what they do in that school. I’d never move her,” Cooke says. She gets angry when her daughter’s teachers are maligned by people who don’t know what they’re talking about.
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