Everyday Heroes

Teachers Triumph against Overwhelming Odds Let's face it. There are many reasons not to become a teacher—and they are all substantial. For starters, public school teachers in the United States work more hours each year than teachers in almost every other developed country in the world—double those in Norway and in Sweden. Each of those hours presents a complicated and growing list of demands: preparing anxious students for high-stakes tests; teaching increasing numbers of children for whom English is not a native language; coping with the daily strain of limited resources. In fact, according to a recent Ed Week survey, 70 percent of teachers in high-poverty schools reported that they lack the materials—such as pencils, paper, and chalk—necessary to do their jobs. Even so, educators responding to a Public Agenda poll in 2000 said they would opt for improved working conditions over better pay, by a margin of 3:1. This year, teachers in Portland, Oregon, are working 10 days for free, just to complete the school year. Meanwhile, teachers earn tens of thousands of dollars less than other professionals—such as accountants, system analysts, and engineers—even though nearly half hold master's degrees or doctorates. Fortunately for the 80 million American children whose education rests in teachers' hands, some of our nation's brightest, most ambitious, and dedicated individuals continue to enter the field. Bolstered by a sturdy sense of mission and lofty goals, these teachers step directly into their profession's challenges day after day. Although their work often goes unnoticed by a society that absolutely depends on them, they return to the classroom simply because they draw deep satisfaction from helping young people learn. The profiles of the teachers listed on this page shine a spotlight on a small sample of the remarkable individuals leading our nation from its classrooms. It is a pleasure to give the profession its due and to be reminded of a bit of universal wisdom that teachers know better than most: working for the greatest good often demands the greatest effort—and it is often rewarded with equal satisfaction. About the Article A version of this article originally appeared in the Spring 2003 issue of Ed., the magazine of the Harvard Graduate School of Education.