The following is excerpted from my upcoming book, Leave School at School: The Effective Teacher’s Guide to a 40-Hour Workweek, available from Amazon in March.
If you work for a district or a principal that regularly takes away your planning time — either through contractual language, mandatory meetings or other obligations, or because substitute teacher shortages require you to cover other teachers’ classes — then you should either fight for your right to plan or you should quit.
Taking away teacher planning time is exploitative and borderline abusive. Teachers cannot prepare effective lessons and provide useful feedback to students without prep time. If your district doesn’t provide it, or if they regularly take it away, then they are telling you one of two things:
We don’t care how effective you are.
Or, more likely:
We expect you to be effective, but we don’t want to provide you the time you need. Therefore, we expect you to use your personal, unpaid time to ensure effectiveness.
If you work for a district that has taken away your planning time, you either work for people who have no clue what it takes to do your job well, or who do and don’t care what it does to your well-being. They see you as an interchangeable part instead of a human being. This kind of mindset is poison and it’s not going to change overnight.
Fight or quit.
Those are your only options.
In his book, Originals, Adam Grant explains that disgruntled employees have four choices: Neglect, Persistence, Voice, and Exit.
Neglect means you show up and go through the motions. Most teachers take neglect off the table because it means being a shitty teacher and that’s not fair to the kids.
Many persist, which Grant describes as grinning and bearing it. They hang in there. They keep their mouth shut, put a lid on their frustrations, and tell themselves that they’ve only got to gut it out until the administration changes or they can retire.
A fair number realize that things won’t get better unless they quit. They set off for greener pastures and more understanding administrators.
But I think even fewer speak up and try to change things, which is too bad.
Think of it like this: If you’re willing to quit, why shouldn’t you be willing to risk being let go by fighting for better working conditions? If you’ve reached the point where you’re willing to go through the hassle of changing jobs, why not adopt a “what’s-the-worst-that-can-
With neglect and persistence, nothing changes. Things are not going to get better unless you fight or quit.
Without planning time, you’ll quickly end up exhausted and demoralized. You’ll struggle in the classroom and at home. Your professional and personal life will suffer. Eventually, the stress will cause you to quit or be fired anyway, so why put off the inevitable?
Fight for better treatment or get out.
* Teachers tell me they worry about the repercussions of being let go. They’d rather leave on their own than risk having to explain an inglorious exit to future employers. They likely fear too much. Teacher shortages aren’t going anywhere. I know of one teacher who was let go, had her former principal actively try to sabotage her hiring by another district, and still wound up with a full time job. The one good thing about this job becoming progressively less attractive is that those of us who stick around ought to find ourselves with greater leverage to affect change. It’s getting to the point where districts will need us more than we need them.