This being pre-NCLB-centered education, what went on in the various classrooms was not as coordinated as it is today. Some teachers regularly covered more material than others, and the work load and expectations were certainly not standard within the school. Ms. Miller pushed her students harder than nearly any other teacher in the school and her popularity suffered as a result. As I remember, she didn’t really care – she was very confident she was doing the right thing.

For many of the honors students in her class, this was the first time we were challenged. Our “excellence” had allowed us to coast through classes with high floors for a long time, but here we were challenged. Sentences had to have context clues showing you knew the meaning of the work. Books used for book reports had to be above grade level. Spelling and handwriting had to be reflective of the bright students we were.

I hated it, and I rebelled in the most passive way possible. Nearly every day, about 10 minutes before English class, I would go to the nurse and complain of feeling “fluish”. This went on for several months. Sometimes I’d just rest in the nurses office, sometimes I’d go home. But I wasn’t going to English class.

Go me. Good job earning my first D! I really showed Ms. Miller, huh?

In hindsight, someone should have intervened. I should have been challenged by the nurse or a guidance counselor. Ms. Miller did have an “I know what you’re doing here” conversation with me once, but being enemy #1, I just dismissed what she said. But I never forgot it.

Nor, did I forget the things she taught me.

My son has never had a “Ms. Miller.” Some of his previous teachers have shown flashes of Ms. Miller’s values, but the heterogeneous grouping of students in his classes, overly generous classification of “honors students”, emphasis on high-stakes test scores, standards based reports cards, and grade-level wide uniform lesson planning have inhibited their efforts to emphasize spelling and hold high expectations.

So it has fallen to me to impart the lessons I learned (despite my best efforts to ignore them) from Ms. Miller. I stress the importance of good spelling in assignments where spelling mistakes will not be penalized. I encourage the construction of vocabulary sentences which allow the reader to discern the meaning of the word from context clues. I recommend reading accelerated reading choices which have been around since the 70s over the latest Judy Moody book. And I encourage my son to always do his best, even when a lazy effort will be considered among the top showings.

Like Ms. Miller’s lessons, these messages are not always popular with my son. And, like Ms. Miller I’m content with that. I do wish that he was hearing it in school and I could be in the role of reinforcing the ideas instead of seeming to add to the workload, but I’m confident it’s the right thing.

I never thanked Ms. Miller for what she did. I never apologized either… I was too young and immature to realize how wrong I was and how right she was. But she WAS right, and I’m happy to be in a position where I can help my son excel by sharing the things she taught me.

Next year’s class lists are all set, pending the results of state examinations. Barring any surprises, I could tell you who will be in my classroom, who will be in the accelerated pull out, and who has been tagged as a risk to our district’s funding. Not surprisingly, the groupings are the same as they were last year. In fact, we began the process of dividing the student body into groups for the 2011-2012 school year as early as February.

To an extent, this makes sense. Students who perform at a particular level relative to the peers tend to do so month to month and year to year, with little deviation. But, I’ve spent the last two months wondering if that’s a direct result of the expectations we have for them.

The sad truth is that the students who are identified as low achievers in our district, will carry that tag regardless of the grades on their report cards or test scores. High classroom grades are informally perceived as the result of low expectations or soft grading on the part of the teacher. Possibly the student will receive credit for being the best of a sorry lot. But, even if the student were to earn a perfect score on the state test, she won’t be moved into an honors class. She was tagged back in Grade 2, and this will be her label thoughout her schooling. The best she can do is move up to “college prep”.

On the other hand, honors students with the parents who pushed to get them into the gifted program had better watch out. Our guidance team will comb over each of their report cards and test scores, looking for an excuse to drop them into the mainstream track. This strengthens the middle and culls the weak from the advanced class. As it is, 28% of our sixth grade students were in what are considered advanced classes. That’s four sections of Mathematics and five of Language Arts. I guarantee you that there will only be 3 sections of each by the time they reach eighth grade.

Weighing most heavily on my mind this summer are some of the comments made about student placement in our second to last staff meeting. Our lead guidance counselor spoke openly of his resentment of parent pressures on scheduling decisions, effectively saying that the parents should stay out of the process. In this era of rubrics and selection indices, the teachers in my district believe more in a less transparent, more subjective system. We know who the good (and not-so-good) kids are, and from what I hear and see, it looks like we go with our guts over the rubrics more often than we should.

There’s something wrong about hoping your low achievers don’t score too highly on the state test and disrupt the schedules made mid-year. There’s something equally troubling about giving unequal attention to the performance of the student body.

I would call for you all to be more involved in and aware of you children’s placement processes, but I know too well the repercussions you’ll face: increased scrutiny of your chlid’s work and a negative label for your whole family. I’m certainly no saint, and I’ve resented the input of involved parents on more than one occasion, but that’s nothing compared to what I’ve seen go on behind closed doors.

So what’s the answer? Probably to take your lumps and advocate for your child. You just need to ensure that from that point on you and your child follow through. If you ask for extra opportunities, you had best seize them. If you request support, you had best make full use of it. There are countless eyes looking to use you as a means of deflecting all criticism leveled at the process.

Educator x has been teaching related arts classes at a mid-size, suburban middle school since 2002.

Now that that’s out of the way, I feel a need to say that younger teachers are overrated. I’m not saying that they don’t have the potential to become excellent educators one day, but the buzz and preference to have a “new teacher, just out of college” is unfounded.

I understand that movies like Teachers and most television shows depict teachers over the age of 50 (which I am not) as sleepy, unmotivated, uninformed dinosaurs whose apathy and stubbornness impedes the education of our youth. As a foil, young teachers are depicted as being able to reach students in innovative ways and to be able to make the most dry subjects fun and interesting. While I understand the source of those stereotypes and cannot say there are no individuals who fit them, I must emphatically declare that it simply isn’t the case.

When I was first hired as a teacher, I liked to think I fit that stereotype. I’d just spent hundreds of hours studying the latest incarnation of my state’s standards and the national guidelines. I had drafted pages and pages of highly detailed lesson plans and familiarized myself with all the latest ideas on how to make learning productive and fun. I was hip (I used AIM and watched all the right TV shows). My student-teacher experience was positive, but in hindsight very sheltered. My cooperating teacher ran interference for me on much of the bureaucracy involved in being a teacher, and much of the planning that goes into a school year was already done long before my 8-week stint began.

I began my first teaching job, as one of a handful of young teachers. We “new teachers” stuck together and truly bought into the hype that we were somehow a better option for our students: that we understood our students, the material, and how to teach, better than our older peers. Our gung-ho ideas and right-from-the-movies enthusiasm ran into several obstacles, which we blamed on our older colleagues. With more than a dozen years of experience, I now see that our frustrations were misdirected and our perceptions of our peers were wrong.

Once my ego fell in check, I began to look more closely at what my older colleagues were doing. They were using some of the older, familiar techniques I grew up with, but there were some new ideas mixed in there. They were not resisting change or fighting against the progressive ideas bandied about in college – they were picking and choosing what they felt were best for their students. Using their experience as educators, their understanding of their students and the community in which they taught, to craft a teaching style which met their students’ needs. They had seen many “latest trends” come and go in their time as teaches, and knew better than to try and shift everything which each new journal publication. They were not ignoring what I had learned in college, they were adapting it… taking ownership of the suggestions and implementing them in a more effective way than I or any of the younger teachers were doing. What I had at first considered to be stubbornness, I now saw to be confidence and (again) ownership of their methodology.

By contrast, I look now at the teachers who are just coming out of college, and I cringe. They do things in their classrooms because someone told them to, not because they truly understand the reasoning behind it. They do not have the comfort, confidence, or wisdom to customize what they have been told to best fit their teaching situations. When something is challenged by a student or parent, they run to an administrator – most often because they cannot justify their actions. They genuinely do not know WHY they are doing things the way they are.

The younger teachers are happy to jump on any suggestion from an in-service day or workshop, and do not think twice about the consequences for students when you change style and focus abruptly. They have not yet seen the ebb and flow of support for various education movements, nor do they realize that the models sold by these traveling in-service salesmen speakers are purposefully generic and made to fit all schools on the surface, but none perfectly without some customization.

But the outside public doesn’t realize this. The thought is that these younger teachers are far superior to the burnt out, older teachers. I do not think there are nearly as many burnt out teachers as the public thinks, and I would contend that many of the not-so-good teachers have moved into administrative roles and are no longer in the classroom. I’ve seen more than ten colleagues who my peers and I felt were not strong teachers (I wouldn’t want my children to have them as teachers) go on to become vice-principals, principals, and department heads.

I would further contend, and I may well have been guilty of this 13 years ago, that the younger teachers are making it harder for the older teachers. It’s easy to sell out others to try to make yourself look good, and when you’re chit-chatting with the principal it’s easy to throw those veteran teachers under the bus for not rushing to support the latest administrative effort. Sitting squarely in the middle, age-wise, I see how little voluntary interaction there is between the younger and more senior teachers. I see the veterans shake their heads at the arrogance and quick-judgments of the newbies, and I feel badly for the veterans that they are stuck with this unfavorable image by so many.
If I had kids, I would not want them to have any teacher with less than 6 years experience. I share that advice with my neighbors and relatives all the time, but continue to see them clamor for the class with a student-teacher or the new hire from the teachers college down the road. I’m sure their children will turn out all right, but I strongly believe they are worrying about the wrong aspect of the education process. Instead of fighting to get your kid out of the class with a 22-year veteran because the son of a guy you know from the gym had bad things to say about her, fight to restore the school band or to see the school put a working pencil sharpener in each classroom. Contest the way winners of a county championship are each bought a $50 jacket (in addition to their varsity jacket) by the school when your school cannot afford to have their textbooks rebound.

There may be some brilliant young teachers, but you will find that they, like their peers, only get better with age and experience.

Mr. Belding (Saved by the Bell)
I almost gave Belding a pass since he was seemingly the only adult to ever step on campus at Bayside High, but his sheer inability to resist being played by one of the biggest douchebags on television more than earns him a place on this list. Imagine if you had been able to access any part of your high school at any given time. Speaking for myself, I would have done something a lot worse than start a crappy band. Zack Attack? Really?

Peggy Hill (King of the Hill)
I understand that Peggy is working with a handicap, being from Texas and all, but you’d think teaching Spanish would be a breeze for someone from the Lone Star state. Instead, she not only fails as a teacher but she can’t even converse effectively. Has she never eaten at a Mexican restaurant?

Denzel Crocker (Fairly Oddparents)
Look, I get that most animated teachers aren’t supposed to be taken seriously. I also get that the basic concept of FOP is that all the adults in Timmy Turner’s life treat him like crap. However, don’t the other kids at Dimmsdale Elementary deserve a decent education? I mean, A.J. is a freaking genius already. He needs a teacher who can show him some guidance not some whack job that is only interested in imaginary creatures.

Simon Griffin (Boston Legal)
Anyone who watched Boston Public is well aware that the staff there left a lot to be desired. When the principal of the school is caught on video slamming a student against a locker, how can the teachers be expected to be any better? However, Simon Griffin wins the prize for worst public school teacher on TV. It doesn’t matter if the female student is over 18 years of age, YOU CAN’T GET INVOLVED WITH A STUDENT! What kind of a loser can’t wait a few months for his hot teenage girlfriend to graduate? With all due respect to Donnell and Associates, Griffin deserved to go to jail.

Honorable Mention
The Entire staff of Greendale Community College (Community)
I sure wish there was a school like Greendale in my hometown. I definitely wouldn’t have wasted my time and money on a real school, if I could get college credit for watching YouTube videos or playing pool. Hell, it seems that all it takes is a few well-placed insinuations about the Dean’s sexual proclivities and a student can blackmail his way to a diploma.

Hear more from the King of TV on The Paul Goebel Show podcast and at his website, www.TheKingofTV.com. You can also follow Paul on Twitter @PaulGoebelShow.

Pete Dixon (Room 222)
Mr. Dixon deserves to be on this list mainly because he was working with limited resources. He didn’t have computers, DVD players or amplified classrooms to help him do his job. He was literally old school. Not to mention that he was teaching a bunch of dirty hippies who were more interested in reading Catch 22 than Silas Marner. When I was little, I imagined all teachers were like Lloyd Haynes. Sadly, I couldn’t even find one who was like Karen Valentine.

Ken Reeves (The White Shadow)
Even the tough kids at Carver High knew that having a former Chicago Bull for a basketball coach was something to be envied. Sure, Ken had practically no training as an educator but how much do you need to teach Health and PE? Besides, Coach Reeves did his best teaching on the bench and in the stands. If it wasn’t for Coach, Coolidge could have easily ended up in a gang instead of moving to Boston and becoming the best orderly at St. Eligius.

Mr. Bergstrom (The Simpsons)
While he goes by many names (Mr. Nerdstrom, The Singing Dork) the words educator and Springfield Elementary can only bring a smile when they are followed by Mr. Bergstrom. Nobody knows exactly how or why he ended up as a substitute teacher in the least envied town in America, but to say that he touched the life of Lisa Simpson is an understatement. Using the time-tested methods of self-deprecation and music, he provided a group of students with at least a few days of quality education.

Leander Pomfrit (The Many Loves of Dobie Gillis)
In the early days of television, teachers were still portrayed with respect and none more so than Mr. Pomfrit. The great William Schallert dealt with the raging hormones of Dobie Gillis, Milton Armitage and Chatsworth Osborne Jr. and still managed to teach them a thing or two about civics. His best accomplishment, however, had to be pretending not to notice Thalia Menninger.

Hear more from the King of TV on The Paul Goebel Show podcast and at his website, www.TheKingofTV.com. You can also follow Paul on Twitter @PaulGoebelShow.