Part of the problem, of course, is exactly that except in very rare cases, teachers’ professionalism is not recognized or supported. If I knew I had collegiate control in my building’s decision-making, could challenge myself professionally, AND NOT LEAVE THE CLASSROOM, the questions in my post would not be nearly as urgent.
As it is…

It’s instructive, and deeply important, to think about a wider sphere of influence than just structural change. I think Jim’s right that this is what keeps him– and maybe most other veterans?– inside the insane working conditions of teaching.

However, I have come to loathe pat, superficial dismissal of structural concerns with the related phrase “just do it for the kids”– with the assumption that if you don’t just lie down and take what you’re given, you are merely being selfish. I’ve reflected on this before.

http://theline.edublogs.org/2008/05/20/the-real-problem-with-passion/

NOT saying that this is what is happening here. Only that the Stockholm Syndrome isn’t going to get us anywhere in education.

I think I somehow managed to keep at it as a high school special education teacher for 26 years by changing how I could impact the students- taking on the 504 Coordinator’s position, (a PITA, but a great chance to impact the kids) chairing RTI, and even holding game-time at lunch for any students who wanted to come in. (Great for those who didn’t “fit in” anywhere) Even though I usually ran into a brick wall when I tried to effect change, I always felt that I could make a difference in the lives of the students, at least on some level in every case. To me, that is what kept me going.

My ultimate frustration was with an old-boy network that admired my ideas, but ultimately didn’t take them seriously. Hence, after 26 years, I left the classroom for an administrative position where I am in a position to listen to the special education teachers, support them, and try to help them effect the change they want to bring.

Jim, I think you make a good point. Our real impact with students is a tough metric to comprehend. Our success at changing the system is (IMHO) an easier thing to measure. If we’re wailing away at an ineffective system that refuses to acknowledge us there’s a point where we break down, burn out, and move on.

We New Orleanians pride ourselves on being straightforward. There are some wonderful folks on this blog with thoughts that are quite reflective. Unfortunately, I didn’t find that many of the responses got to the heart of your question.

Funny thing about humans: our intentions are so often good, but we approach from the Burger King perspective- we want to do it our way, or it’s no good. We tend to visualize how we want to make an impact, and if things pan out that way, then we did, if they don’t pan out the way we envisioned, then we assume we are making no difference.

I think back to Clarence the Angel in the movie, “It’s a Wonderful Life.” He shows George Bailey that his life was so much more than George thought it was. I believe as teachers we need to step back and look at the big picture, and perhaps we shall discover that our impact on the students (and even education itself) is much more than we thought it to be.

As a first year special education administrator after teaching h.s. special ed. for 26 years, I can get frustrated by the roadblocks to effective teaching and making sure student learning is taking place. I see the teachers I supervise get frustrated, much like I used to as a teacher myself. However, I believe “should I stay or should I go” comes down to one very basic question: is there evidence to believe that I am no longer making a difference? Notice I did not say “Am I making a difference the way I WANT to or the way I think I SHOULD?”

Our visions are not always the best. We want results, we want optimum student learning, but as I see my students years later, some who left by dropping out, I see young men and ladies who have become a success. Can I say I had a little something to do with that? They say I did. Did I get the result I wanted? No. Did I make a difference that helped them in some way to achieve goals they eventually set for themselves? Absolutely.

Final point: I wouldn’t leave. You seem to be just what the kids need. We don’t have to have it “our way” to be successful.