A simple fact about education in the United States trumps all others, yet has been largely overlooked in the education reform era and contributed to its disappointing underperformance: it takes nearly four million women and men to staff America’s K–12 classrooms. A number that large, by definition, means that teachers will be people of average abilities and sentience—not saints, not superstars, and, more pertinently, not the cognitive elite, who do not exist in sufficient numbers to staff more than a fraction of America’s classrooms. At the same time, it is not an overstatement to say that the ever-increasing demands placed on the average teacher make the job nearly impossible to do well, consistently, or sustainably. The reluctance even to cite, let alone address, this mismatch of expectations and abilities contributes to the mediocre performance of education in the United States, which has not changed significantly or satisfactorily since A Nation at Risk warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.”
If teacher capacity is unlikely to change, then what must change is the teacher’s job. If the education reform movement is to regain its momentum and moral authority, becoming not merely a disruptive force but an effective one, it must reinvent itself as a practice-based movement that is clear-eyed and candid about human capital and system capacity, committed not to transforming the teacher workforce but to making teaching doable by the existing workforce and those likely to enter the profession in the future.
At the same time, candor requires acknowledging that this transformation can’t be speedily or satisfactorily addressed, even if taken up with urgency. Education policy is a weak lever to change classroom practice. Enduring change requires shifts in the culture of teaching, which is notoriously slow to evolve, resistant to change, and skeptical—even cynical—about reform. For a 2017 study published by the National Council of Professors of Educational Administration, Wartburg College professor Richard Snyder interviewed a series of teachers with more than twenty years in the field to understand their perspectives on reforms and change. One teacher, who was aggravated with changes to class schedules, often ignored new directives from administrators. “In fact, Mr. Booker—a social studies teacher with over 30 years of experience—acknowledged giving ‘lip service’ to numerous initiatives, then returning to his own classroom intent on accomplishing intellectual discourse through interactive lecture.” Other teachers criticized increased top-down control, whether it be from Common Core State Standards or area education agency (AEA) consultants. Concerned about her loss of autonomy, Mrs. Rittmeyer stated: