I appreciated the scenario provided. I walk in and my world was left a mess by my predecessor. I wish that wasn't the baseline expectation as a new teacher in education. Yet, it's a parallel tangent to my post in one of these forums between the disconnection between the teacher as angelic role model and the reality of the profession. The striking reality of this disconnection might explain the turnover rate for not only CTE teachers, but all other teachers, as well. Yet the baseline expectation for those in CTE is that these folks have retired from another industry that will theoretically provide a foundation of professional experience where one might draw strength. Having had positive experiences in other industries, each professional can choose to run or become part of the solution? Seems honest to articulate this clear, daily, self-reflective practice of educational professionals. I really like the stay away from those who are negative advice... yet so much of this jading is genuinely earned, over decades of watching the system and those who frequently rise within it. The powerlessness within which teachers frequently operate, especially in areas of the greatest need begs the question of how they can truly organize and address the situations where teachers may have a legitimate cause to question actions and to be able to contribute to making changes. Rarely, in nearly thirty years in teaching, have I met a teacher without some legitimate times when they truly were powerless, completely disrespected, and thoroughly unsupported by their administration. There is cause to listen to those who are 'negative' - not in an effort to lose one's identity and join the collective of negativity, but in a quest to understand how to prevent these situations from recurring for others. Systemic improvement and change only comes as professionals are able to work through their own traumatic experiences in productive ways. Sitting with those who wallow in self-pity isn't valuable, yet empowering those who can come to the other side of them and who choose to reinvest their experiences into the system of improvement is an important aspect of influencing change. Otherwise, only those with sustained negative experiences, who embrace the mindset of enduring pain 'until they can retire' or thinking recurrently of 'seven more years left'.. 'if I didn't need the health insurance'... and the like, will be the voices left in education. And with those voices as the predominant choir, it's not surprising students are disenchanted and disconnected from the adults and the potential they bring for influence.
