Public Schools and the Financial Incentive

It's interesting that we claim to hold our children in high regard, announcing that we would do anything to help them achieve their full potential as human beings. Then as quickly, we vote down bond issues and real estate taxes that would provide more financial resources for our schools. Battle cries of wasteful spending and high administrative costs resonate in step with rising utility costs and capitol improvement projects.

While it's true that spending can get out of hand in any school district without proper oversight, it's also true that excessive cost cutting can severely damage the teaching process. Teachers have long been seen as public servants who must show their love for their profession and community with a loyalty-before-pay attitude. While loyalty and community pride have their places, the reality of earning a "livable" paycheck must also be considered when choosing to teach, or not to teach.

Who knows how many excellent, qualified teachers are working in the private sector because they can't afford to live on a teacher's salary. Often women teachers are seen by some, as secondary income earners, and therefore not as deserving of a decent wage. While that view is narrow and limited to a minority of the population, I have seen it rear it's ugly head from time to time. Archaic attitudes are tough to change, especially when borne of ignorance, intentional or otherwise. So, what's the answer to an educational overhaul?

First, it's attitude. The act of educating our youth, as well as continuing education and re-education of our adult population must become a societal priority. Learning should be seen as a lifetime process, not simply something that must be done until age eighteen. Education must be seen as having unending upward value, not merely the first step on the long staircase to success. Our stairway must also incorporate multiple landings of redirection and re-education if we are to find our way to greatness as individuals, communities, and a leading nation in the global village.

Second, there must be financial support for realizing that path, not with weighted emphasis on infrastructure, but on human resources. If our schools, public and private, are to turn out the international leaders of tomorrow, then we must attract the best and brightest teaching staff in the world. And that, folks, is not done without financial incentive. Brilliant teachers are living among us. Those who can inspire our young to reach beyond themselves drive past us daily, commuting to jobs that allow them to pay the bills and feed and clothe their families. We have lost them to the private sector competition . . . . and that's sad.

I'm not saying that a more professional pay scale will cure all ills in our schools. There will always be a few in any employment sector who would rather sit on their backsides and find ways to "work" the system, rather than do the jobs that they are paid to do.

But consider the following. If teacher salaries were boosted across the board to be equal to private company pay, there would be a larger pool of highly qualified individuals applying for each teaching post available. School administrators could have many more candidates to choose from, and make their choices based on merit and ability, rather than how much their decisions would cost the district. Newly hired teachers and and retained teaching staff would likely inspire more students and be motivated to find new and innovative ways to educated their charges because they would know that their skills are valued by their employer.

Likewise, administrators and school districts would have more freedom to make certain that their teaching staff is the best it can be. If you are paying top dollar, you can also demand high-end results. Accountability would no longer be tempered by financial constraints. As an employer, if you are expecting professional results for professional pay, then those receiving that pay must also know that you will hold them accountable, or they will lose their job.

So, we have an attitude adjustment, more money is allocated for teachers, a larger pool of qualified applicants want the job, the administration hires the best without financial pressure, high accountability and job compliance are no longer tempered by financial issues, teachers feel more respected and financially secure, teacher enthusiasm and motivation rises, students respond in-kind to their motivated mentors, and education becomes something we eagerly seek to acquire rather than trudge through because the law says that we have to.

It's a simplified version of what might be, but it's a start.