A) The author, a former teacher himself, wrote an article that begins by explaining how much of an emotional toll teaching can take on new teachers. He notes that although they believe they realize what they are getting into, such as low salaries, large class sizes, and diminishing funding for supplies, what they are not aware of is the main issue. Unfortunately there remains little support from parents, colleagues, and school administration. Although research says that new teachers are historically enthusiastic and bright eyed, they often wind up walking away from the profession, leaving behind thousands in student loan debt and dreams deferred. Price recognizes that, from the educational establishment's point of view, losing burnt out teachers allows for new, idealistic rookies requiring classrooms, books, and continuing instruction. Professors rely on teaching K-12 educators and, if public schools filled up these with these seasoned, long time teachers that could be the end of the "gravy train." His point is this: People at the top have little incentive to safeguard their teachers which is why they probably don't. More often than not, teachers perceive abuse from parents, the community, and commentators alike.
Situations like this won't improve until teachers have a clearer picture of what to expect that they're expendable. Price explains that they are often pushed around and left to fend for themselves, leaving them with a sense of apprehension and insignificance. Scenarios such as loud speaker announcements, students entering and leaving the classroom frequently, unnecessary meetings, and PD requirements compromise the learning atmosphere they try so hard to maintain. The solution? If colleges prepared teachers at higher levels, principals showed aggressive support, administration received bonuses when teachers passed a 3 or 4 year mark, and there was a clear social contract between schools and their communities, progress may ensue.