Many of us who research public education know that teacher morale is at an all-time low. Most teachers understand what a strong curriculum looks like, how to teach content effectively, and how to manage a classroom. But today’s classroom looks very different. Curriculum has been watered down, teachers are told to “facilitate” rather than teach, and consequences for bad behavior has been replaced by pseudo-psychology.
The question is: where can teachers go to report these problems? One might assume the school board would be the natural place to confide in. But in reality, would any teacher risk speaking honestly if they knew it would make them a target for retaliation?
In Tuftonboro, a former teacher chose to do just that. As both a resident and someone who worked inside this hostile climate, he spoke openly to the Governor Wentworth School Board. He highlighted numerous concerns about the Superintendent and pressed the importance of conducting exit interviews. Without exit interviews, how can the board identify why staff members are leaving, and how can problems be fixed if they aren’t even acknowledged?
He also reminded the board of their true role: not to rubber-stamp administrators, but to hold the Superintendent accountable and ensure schools are being run properly. Oversight is their responsibility.
I’ve heard the very same concerns from former employees in the Pelham School District. While there will always be a handful of disgruntled staff in any workplace, the consistency of these complaints points to systemic problems that deserve real attention.
