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Agesim and Administration

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I am an aging administrator who is considered to be a high performer in a high performing school and a high performing district. In fact, I am the senior member among our three elementary school buildings and have served as the team leader (informally, of course) for some time.I have been the administrator who initiated PLC's, PBIS and the RtI processes in my school before anyone else in the district thought that any of them were worthwhile.Being a former visual arts and Humanities teacher, I do tend to think outside the box and I think my staff will tell you that we have all benefited by that creative thinking.
When it comes to professional development, my younger colleagues are always tapped because I am certain, it is felt that the district will get a greater bang for their buck by letting the newer administrators participate.I love my job. I am excellent at it and have served in administration for over 10 years, both at the high school level as well as the elementary level. I am not retiring and plan to work another 10 years, at the least.I guess it comes down to bottom lining in education. I am marginalized because I am more expensive and everyone knows that cheaper is better and experience equals old.

Instructional Coach in a southern middle school

Maybe what all educators need

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Maybe what all educators need to do is to take back education. We've become a plaything of politicians and ill-informed talking heads. The public at large is quick to jump on the bandwagon of finding fault with teachers, education and our educational system. I'm a career teacher, and have fought against the beliefs that some of my school level administrators have held about veteran teachers. They seem so much like the attitudes of many of the interns I had, in that they disrespect knowledge and experience in light of the newest theories. I have always seen it as my job as an educator to EDUCATE, whether it be my students, their parents, colleagues, administrators or the public. I work to stay on top of what's happening in my profession, but experience has given me a filter that the new teachers and administrators don't have. If they stay, one day they'll be the veterans, too.

Fifth grade teacher in Middleton, Wisconsin

Thank you

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Hello everyone,
Thank you so much for sharing your stories and your thoughts on this subject. As a newer teacher, I felt compelled to write the piece because I see how it is directly affecting the district I work for. We are losing experience every year. I particularly loved the "mom" comment; I agree, there are phenomenal new teachers and older teachers, we simply cannot let something as age determine how we think a teacher will do.

Old and a Leader

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I am sixty-one years old and I am the Schools of the Future Project Lead for my school. I experiment with technology and find a way to work it into the curriculum. I love what I do and would be bored to death if I weren't continually tinkering with something. I am also active on Twitter and enjoy learning from/with my PLN. I am pushing the envelop with teachers far younger than me for the future of our students. I am vested in that future and intend to do all that I can until I am feel I can do no more.

Mom

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+2

Just my anecdotal 2 cents: I have two children diagnosed with learning disabilities and ADHD. One has been diagnosed with Tourette's while the other has an autoimmune disorder. In elementary school? I found that the new teachers worked best with my kids and worked hardest to keep me informed and part of my childrens' educational team, while the "older" teachers tended to ascribe my sons' very-legitimate learning disabilities and developmental delays to "parenting issues," "laziness" or "choice."

Now that my children (both with IEPs, both college-tracked, both now-flourishing) are out of elementary school, the "old" teachers are my favorites. Some of my sons' classes have as many as 37 students in them (note: and my older son is placed in an inclusion class...so that means 12 special education students mixed in with 25 gen. ed students under the eyes of one gen. ed. teacher and one special ed. teacher). With those numbers and that range of learning styles...well...I can't imagine how a new teacher would survive.

The "old" teachers that are effective are worth their weight in gold. But the "old" teachers that have given up learning themselves and are just putting in time until retirement can be absolutely toxic--and devastating to a family that is already struggling. I've dealt with both.

New job (2 years after credentialling) in Science in southern California

"Old" with new credentials and no job

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+1

About 3 years ago I kept hearing that there was a need for math and science teachers, so it would be a great idea to get a teaching credential instead of retiring. Which I did - to a tune of student loans of about $55,000. But even though I have previous teaching experience and am credentialed in math, bio,chem and physics, I am not called for interviews, and don't get jobs I've interviewed for. I know there is a lot of competition, but I have heard of principals who say they don't want any baby-boomer teachers. Now I'm going to try being a sub, but that isn't nearly as satisfying as figuring out a new way to facilitate student learning, which I really enjoyed while I was getting my credential.

High school Spanish teacher, Norman, Oklahoma

Age discrimination sucks

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I'm 62, and national board certified. I'm also always on the cutting edge--for instance I was the first teacher in our district (practically the whole USA, in fact) to develop and institute standards-based grading in my subject. I pay for my own (very expensive) professional training every year, and am far ahead of my colleagues in both American and European methods of teaching my subject. My students do exceptionally well on college placement exams. I'm miles ahead of my younger, less experienced colleagues. But I'm old, and have felt the unfortunate effects of age discrimination. The sad part of all this is that the students are suffering, being placed in classes with less-experienced and inexperienced teachers.

Laughable

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+1

I'm 46. I've been an educator since 1986. I update regularly and I'm always changing what I do. This mainstream media nonsense is no different than right-wing "think" tanks such as the Heritage Foundation and the American Enterprise Institute commissioning "studies" that say teachers are overpaid. Propaganda is propaganda, no matter how some try to dress it up.

Edutopia Consulting Online Editor

Age Bias, an issue in American culture, not just schools...

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+2

Thank you, Pernille, for this post. I've been so deeply troubled by the ageism running rampant in our schools the last ten years most noticeably. A great disservice is being done to students by this labeling of older teachers and in some cases, even vilification. Veteran teachers have so much to offer!
Their salary is also much more than that of a new teacher's. Economics, I suspect, also fuels this discriminatory fire.

Middle School Integrated Curriculum-Aspiring Leader-Lifelong Learner

Out with the Old and In with the New

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A year ago, I was completing my Graduate degree in Educational Leadership at the University of South Florida. During a panel discussion in my core course "Ed Leadership" we had to list the age groups in percentile that would make up our staff if we were the Principal. Admittedly so, I became a believer that it would be advantageous for me,professionally speaking, to reinvent myself as ten years younger. According to the majority of my classmates, they would NEVER hire anyone over forty because most teachers over forty-five were waiting to retire.
What I have also noticed in the past twelve years of teaching it is not always the best man/ woman that gets the job. The most important qualification is diversity. That puts many highly qualified mature white woman out of the job because they are a majority in the world of teaching.
One more area of prejudice is the special education teacher is really not a teacher. They are stigmatized as much as their students and are a voice that is not heard. Their professional input is not accounted for or valued by many core teachers.

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