Our Opinion: Separate public discussion from classroom instruction

News Tribune editorial

Local educators now face the difficult task of keeping two ongoing themes separate.

One is a conversation about changes that are necessary or desirable to improve the Jefferson City School District. The second is the day-to-day education of students.

At forums hosted by the local public schools before classes resumed last week, patrons and parents raised concerns about perceived problems, including undisciplined students, demoralized teachers and a disengaged administration.

Their concerns largely were prompted by an exodus of experienced teachers, who either have resigned or retired in recent years. Some local administrators contend, however, the local numbers do not deviate significantly from the national average.

In addition, a number of former teachers recently have spoken out about specific concerns and problems A question on the public mind is whether these educators represent an accurate depiction of their peers or a disgruntled minority.

An undercurrent of discontent about student discipline, teacher morale and other issues has festered for several years, after first being raised in 2008 and studied then by a special committee that issued a 14-page report recommending some changes.

Now it has emerged again, and we commend the patrons, parents and educators who have elevated it to a topic of community discussion.

We believe this conversation needs to happen. And we believe if the focus remains on identifying problems and forging solutions, improved operations and communications in the public schools will result.

What must be avoided, however, is a district dynamic that disintegrates into an educators-versus-administrators conflict. If it does, patrons, parents and students will be caught in the cross-fire and suffer collateral damage.

Which brings us to the second theme - now that classes have resumed, the daily duty of educating students is paramount. Professionalism must prevail.

An honest, candid conversation about public education is needed, but it must focus on issues and principles. And, above all, it must not undermine the important activity of daily classroom instruction.