Teachers and dishwashers... While one may argue that these professions are worlds apart, a closer examination reveals similarities, particularly in how they are perceived and treated by society and bosses/school administration. Just as dishwashers are thought to be the lower rungs of the culinary ladder, teachers find themselves trapped in a system that devalues their profession, constantly questioning their worth and aspirations.

Within the educational ecosystem, the plight of teachers extends beyond being treated like dishwashers—it delves into a realm where they are treated as mere cogs in a wheel, subject to the whims and micro-managing tendencies of administration. This dynamic often manifests as a toxic power play, where administrators, some with little to no classroom experience, assert control over seasoned educators, bullying them and subjecting them to guilt trips and "have you considered?"s and "my wondering"s.

School administrators must see teachers as the equivalent of dishwashers....these are supposed to be entry level positions, right? Just as a dishwasher's work is integral to the smooth functioning of a kitchen, teachers form the backbone of the education system, imparting knowledge and nurturing young minds.

However, despite the importance of their roles, both teachers and dishwashers are treated as entry-level positions, lacking the recognition and respect they deserve. School administrations, in particular, are guilty of perpetuating this demeaning attitude, viewing teachers as stagnant entities unwilling to "advance" or "move up" the hierarchical ladder. Something must be wrong with a teacher, who at 18 made the decision to teach and at 50 is still teaching.  Same as "you've been a dishwasher since the 80s? What is wrong with you?"  Is there something wrong with people who enjoy their jobs?  Who are good at it?  Who - after years of practice and learned expertise - are GREAT at it and enjoy the day-to-day routines sprinkled with uncertainty and obstacles that are challenging yet expected? Is there something wrong with those who DON'T want to move up and into something that is NOT their passion?  Dishwashing is not hosting and is not being a shift lead. Teaching children is not the same as managing teachers who teach children.

The misconceptions surrounding career progression are all over the place in education. In the culinary world, advancement is often equated with transitioning to roles such as servers, cooks, or managers, while dishwashing is seen as a dead-end job. Similarly, in education, "moving up" typically entails leaving the classroom behind to assume administrative roles or pursuing opportunities outside of teaching altogether. There are those who started off washing dishes to get their foot in the door.  Just like those who started off teaching because they wanted to be principal some day.  Different paths and different mindsets.

This flawed mindset not only undermines the significance of teaching but also contributes to the chronic underpayment and undervaluation of educators. By framing teaching as a mere stepping stone rather than a fulfilling and lifelong career, society perpetuates the notion that teaching is somehow inferior to other professions.

Yet, just as there are individuals who take pride in their role as dishwashers, there are teachers who are passionate about their craft and committed to making a difference in the lives of their students. For many, teaching is not merely a job but a calling—a vocation that brings immense satisfaction and purpose - while the thought of moving "up" in education is...not quite positive.  Playing the political game, handling rouge teachers, "dealing" with parents, being a bureaucratic paper pusher... it's not for everyone.

A teacher who chooses to remain in the classroom should not be viewed as stagnant or lacking ambition; rather, they should be celebrated for their dedication to their craft and their commitment to their students' success. Maybe teachers and admin should be paid on a scale of years and education and not position.  You can't tell me that a teacher's job is less demanding than an assistant principal?  Oh, principals are managers or supervisors.  Ok, of what?  Twenty to fifty grown, educated, trained adults who want nothing more than to be left alone to do their jobs?  And those teachers aren't managers or supervisors of thirty to one hundred fifty children who are hormonal, emotional, little humans who can be likened to a lively menagerie of characters, each with their own unique quirks and personalities. Picture it: a bustling circus tent, where the ringmaster (the teacher) tries valiantly to keep the performers (the students) in line while juggling a multitude of tasks.  You've got the acrobats, the animal tamers, the daredevils, the clowns....you don't think teaching takes as much knowledge, patience, and skill as admin?  You think the host takes more skill than a dishwasher?  So - yes, the kitchen manager has a lot on their plate...ordering and organizing, scheduling, cleaning, finances...etc.  True.  Does a principal do the ordering? The finances? The scheduling?  No - they have people for that.  That's a topic for another day - leveling the financial playing field for teachers.  

Let's not forget the issue of administrative overreach. Despite limited or sometimes negligible classroom experience, administrators often feel entitled to dictate every aspect of a teacher's practice. From lesson planning to classroom management, teachers find themselves micromanaged at every turn, their professional autonomy eroded by bureaucratic interference. Again, how long did that admin spend in the classroom?  Always a good question to ask.

The question then arises: why did these administrators leave the classroom? Were they ineffective teachers, incapable of connecting with students or managing the workload? Did they harbor animosity towards the very profession they now oversee? Did they become a teacher JUST to move into administration as soon as possible? Was their career choice politician, principal, or preacher and education was the easiest? These are questions that warrant reflection, for they shed light on the incongruity of administrators dictating the practices of educators whose shoes they have not adequately walked in.

Moreover, the culture of bullying and guilt-tripping perpetuated by some administrators further exacerbates the dehumanization of teachers. Teachers are made to feel inadequate, their worth questioned at every turn, all under the guise of "improvement" and "accountability." The result is a toxic environment where fear and intimidation replace collaboration and mutual respect. Not every little thing needs to be a teachable moment.  Sometimes, teachers need admin to take something off the teacher's plate - and just handle it.  NOT "let's do a professional development session on time management."  How about you just call the parents or do the thing for the teachers?  Sometimes, the kitchen lead has to roll up their sleeves and pitch in at the washing station after a big reception or crazy night at the restaurant.  Does educational admin do the same? Or do the teachers get a lesson on classroom management and getting grades in on time during the craziest season of the school year?

In essence, the treatment of teachers as mere pawns in the administrative chessboard not only undermines their professional integrity but also erodes the very fabric of the education system. Instead of fostering a culture of growth and support, such practices breed resentment and disillusionment among educators, ultimately detracting from their ability to effectively serve their students.

How can an administrator, who spent few, if any, years in the classroom - lead professional development?  Why wouldn't the TEACHERS lead professional development?  Because administrators KNOW that they are wiser and more educated - and must share that wisdom with the lowly teachers who obviously need help to get out of the classroom.  

To address this systemic issue, a fundamental shift in mindset is required—one that acknowledges and values the expertise and experience of teachers. 

Teaching is not an entry level position.  It's a passion.  What do you suggest to affect change?