LIFE WITHOUT "TENURE"

Most if not all topics can be the subject of various points of view, none the least—“Teachers’ Tenure.” 

For example, it seems that any serious discussion of the pros and cons of "Teachers’ Tenure" will eventually involve concerns about student-misbehavior in our schools; related obstacles posed by irrational parents; along with concerns that “absence of tenure” can make it too easy to fire teachers, and can in turn invite and encourage abuse by administrators, etc.

And then there’s the view of some that school administrators are often teachers who "couldn’t make it in the classroom."  Of course, if such a claim were to have validity it certainly would not speak well for the education system that certifies our school administrators, or for the folks that hire them to run our schools.

However, if “absence of tenure” represents a serious job-security concern for “qualified” and “competent” teachers—then, it would appear there should be an even deeper concern for our graduating children!

Why? Because by far the vast majority of them will at some point step out into a “real world” that is essentially “without tenure”! Into a world of opportunities, choices, and consequences—justly experienced by some, and unjustly by others. Into a world that in addition to fairness also includes abuse, unfairness, lawsuits, etc.—all without the protection of “tenure.”

Yes, to ever become independent self-supporting beings, at some point the majority of our children will have to be able to earn sustainable income, either through self-employment or as a public/private employee. As an employee, most will have to gain and maintain acceptance in an “At-will”/”Free-Will” employment world.

Meaning that they (as an employee) and their employer can at any time for any reason (other than illegal) terminate their working relationship without incurring legal liability. This again being the “real world” that most of us—and eventually the majority of our children—must work in, pay our bills in, raise a family in, and continue other aspects of our gift-of-life journey in. And, by far, the majority must do so—“without tenure”!

Tenure is often defined as “a senior academic’s contractual right not to have his or her position terminated without just cause.” Something not afforded to most other occupations and the working majority. Regardless of occupation—any “contractual right” lawfully worked out between an employee and employer could reasonably be viewed as being the sole business of the respective parties and not the concern of our federal or state government.

It could also be reasonably viewed that, when it comes to job security, our senior academics and other educators should have to seek and maintain employment under the same job protection measures afforded to their graduating students—where job security is a competition matter—and not a given occupation-privilege, government-mandate, or otherwise assumed right.

And, such will be the “real-world” circumstances that the vast majority of our children will ultimately be called upon to responsibly deal with. A crucial “reality lesson” our children should be taught early-on by parents and educators through “personal example”—how to live and prosper in a world “without tenure.”

The world I and countless others personally worked in from an early age until our so-called senior years—all without tenure. During which time we had the opportunity to work for and with some fair, courteous, and professionally competent people who were respected by us and others—as well as for and with some considered to be much otherwise. And, each experience was enjoyed or otherwise endured and survived—all “without tenure.”

Nevertheless, contracts of various types obviously do play an important part in our society of growing complexities. However, history and experience has yet to show that “tenure” and other “contracts” are the answer to misbehaved, disruptive and otherwise undisciplined students.  

Or to parents that are missing, irresponsible, or irrational; or to frivolous lawsuits, incompetent teachers, incompetent school administrators, incompetent school boards; or to unconcerned citizens; or to an over-reaching federal government’s increasing control of our education system.

“Tenure” and other “contracts” also have not yet resolved or explained why intelligent adults can have a deep-seated aversion to reasonable and common-sense discipline at home, in public, and at school—but on the other hand have little to no concern about the growing use of mood/mind-altering drugs on our children. 

Drugs that can inhibit little boys and little girls from behaving like little boys and little girls. Drugs potentially much more harmful to the physical and mental well-being of our children than some old-fashioned and otherwise appropriate consequences for misbehavior.

Dangerous medications that continue to mask major problems. Such as the lack of appropriate diet, exercise, rest, discipline, entertainment, adult role models, etc.—as well as irresponsible adults at home, at school, and elsewhere. Drugs that financially benefit the “adults” involved in the production, marketing, and administration of such potentially harmful substances. 

Medications with known and yet-to-be-discovered side effects—often disregarded by professionals and others pursuing the almighty dollar, as well as by those seeking a “prescribed-for-children” pill to replace their parenting role and other adult responsibilities.

Our federal and state governments, school systems, and we parents, grandparents, and other concerned citizens, have much bigger and more important fish to fry than “tenure.” Protecting our children from “legal” as well as the “illegal” pill-pushers, and some serious attention to appropriate diet, exercise, rest, discipline, entertainment, adult role models, etc., seem to be some good starting points.  

                                                                 —William James Moore