Carol Price
Louisiana Teacher of the Year
Zachary High School, Zachary
Grades 10-12 Advanced Mathematics, AP Calculus AB

My teaching philosophy
All students need to be given opportunities to develop the academic, technological, and personal skills that will enable them to live happy and productive lives. As such, each student deserves an education that is designed to meet his or her own needs. Success for one student is not success for another. Academic rigor for one student is not the same as academic rigor for another. Equal does not mean the same!

My philosophy in action
First and foremost, I form unique bonds with each of my students. I talk to each one on a daily basis about both mathematics and their personal lives. I also make it a point to make a physical connection with each student, whether it is a “high five,” a touch on the shoulder, a tap on the head, or a hug. Even though I praise the students verbally, it is the contact that lets the students know that I really care.

The atmosphere in my classroom is uplifting. Amongst the smiles and laughter, there is a sense of belonging. We do not take ourselves too seriously. Students ask questions freely and without fear of being ridiculed. The instruction is differentiated to meet the needs of individual students, not the class as a whole. Assignments and assessments are also personalized. Again, equal does not mean the same.

In addition, I am constantly “sharpening my saw”. I know that it is my responsibility to be prepared to the best of my ability. I research solutions for closing the achievement gap, ending gender bias, and enhancing instruction through the use of technology.

My greatest teaching accomplishment
One of my greatest accomplishments in teaching occurred during the 2002 school year. To help out a first year teacher, I agreed to take on six of her most challenging 8.5 students in order to improve her classroom management and reduce her class size to well below the district average.

These students had special needs both academically and behaviorally. To make matters worse, the class was the last one of the school day. Needless to say, they tried my patience on a daily basis. By developing personal relationships with the students, I was able to motivate them to try their best. I knew which ones needed hugs and encouragement and which ones needed to be pushed to perform.

As a result, five of the six passed the state-mandated eighth-grade math LEAP exam. Few people believed that these students were capable of passing that test. I knew better. I will never forget seeing the students run down the hall to hug me when they received their passing test results. The joy on their faces touched my heart as never before!

The most critical issues facing educators today
Today’s public schools face obstacles that were unheard of when I was a student. The relentless scrutiny of the news media, loss of public support, the majority-minority achievement gap, teacher retention, and increased competition from parochial, private, charter, and home schools are a few of the major issues that need to be addressed.

I will focus my attention on teacher retention because keeping high-quality teachers in the profession will go a long way towards addressing the other issues. The National Commission on Teaching and America’s Future recently found that school staffing problems are not primarily due to a shortage of teachers. Instead, the commission reported that staffing problems stem from a “revolving door” problem, in which large numbers of teachers leave the profession for reasons other than retirement. This is especially true for new teachers. A third of new teachers leave their classrooms within the first three years and forty percent leave the profession within the first five years. Unfortunately, teacher turnover rates in urban schools are even higher.

What you think can be done to resolve this issue
One cause of the “revolving door” phenomenon stems from the “pay your dues” mentality. New teachers are often thrown into situations similar to, and often worse than, experienced teachers, without first being given the chance to develop the same teaching skills and coping mechanisms. New teachers are frequently given the toughest teaching assignments and extra-curricular tasks that veteran teachers often refuse. In these situations, it is not only new teachers that suffer, but their students as well. Therefore, administrators have to pamper, not abuse, their new teachers. They should not be given the most difficult students and subjects to teach. In addition, new teachers should not be given any extra responsibilities. Their focus should be on classroom instruction. Having ample time to improve their own teaching skills, and subsequently see gains in student achievement, will help new teachers enjoy their jobs and stay in the profession.

Another cause of high teacher turnover rates is the lack of support they receive, both personally and academically. Support is crucial to keeping new teachers motivated to make teaching their life’s work. One means for providing support is mentoring. New teachers need someone to lean on and turn to for advice. Common planning periods with mentors, classroom observations of and by colleagues, and frequent words of encouragement are also ways to provide meaningful support. When it comes to support, little things do matter. Brief notes from colleagues and administrators, praising new teachers for both their efforts and instruction, can boost confidence levels and inspire them to continue to grow. Making sure that new teachers have someone to eat with at lunchtime and sit with at faculty meetings is also important. They must feel like they belong and are part of the school’s family. This brings us to the next cause of high teacher turnover rates, isolation.

Teaching can be a very lonely profession. The school bell rings and classroom doors shut. Time for teacher-to-teacher interaction is limited during the school day. New teachers always have many questions that need to be answered. Unfortunately, they rarely have direct access to someone who has time to answer their questions and give advice when needed. To tackle this problem, administrators need to mindful of room assignments. New teachers should never be far from the principal’s office and should be placed in a room next to experienced teachers who are willing to take the rookies under their wings. The matching of experienced and novice teachers should not be based just on locations. They should also be matched based on personalities. A light-hearted and jovial new teacher should not be matched with an old grump. All educators understand the importance of creating a positive classroom atmosphere. Unfortunately, teachers and administrators often forget that creating a positive school environment is just as important. Continual exposure to negativity breeds negativity and makes things seem worse than they really are. Administrators must be mindful to the temperament of both their new teachers and their experienced ones. Regrettably, a lot of new teachers quickly find the teachers’ lounge to be a source of great disappointment and depression. Administrators and teacher leaders must monitor exchanges in the teachers’ lounge. They should focus on positive aspects of the profession. Failure to do so can cause additional isolation as new teachers choose to eat alone rather than put up with all of the complaining.

Research has demonstrated time and time again that placing highly qualified teachers in front of our nation’s classrooms is the most important factor in improving student achievement. Thus, the retention of such teachers is a must. While some of the reasons new teachers leave the profession are obvious, others are not. To stop the “revolving door”, principals and/or central office personnel must perform exit interviews. Candid discussions need to be held, and those exiting the profession need to be asked what could have been done to keep them in the profession. Results of these discussions need to be shared with administrators and teachers so that they can make sure that future new teachers do not fall into the same traps.

The final aspect of teacher retention that I will examine is one that no one likes to talk about - salaries. While teachers do not go into the profession for the money, it is awfully nice to be compensated for all of the hard work inherent in the profession. Teaching is not a nine-to-five job. Planning lessons and grading papers are tasks that are frequently done after the last school bell rings, since time to do so during the school day is insufficient. As things stand now, funding adequate teaching salaries is a problem for the state. However, I believe that one major change would generate funds for at least a minimal raise. Numerous funds are poured into one educational program after another. Instead of funding isolated programs that reach only a small number of teachers, this “extra” money should be put into teacher’s salaries. Even the smallest raise does a lot to improve teacher morale and keep our best teachers in the state and in the profession.

One thought to inspire teachers to succeed
For some students, you will be the bright spot in their day. You may be the sole source of love, hope, knowledge, and happiness.

One lesson every student should learn
Every student should learn that he or she has something valuable to contribute to the world.

Back to the 2007 Teacher Profiles home page