March 2024: School Administrator
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Editor's Note
Cry from a Profession
In the midst of our coverage this month about the gaining phenomenon of the four-day school week, a veteran school leader in Texas is quoted as saying this: “I can give my kids four days a week with an excellent teacher. I’m not sure that’s a worse deal than five days a week with a mediocre teacher.”
I’m not picking on this respected superintendent, but I think his comment represents a sad commentary right now on the ability of public schools to attract the caliber of teaching talent that’s so desperately needed in K-12 education. In a nutshell, it captures the precarious state of a vitally important profession. Despite any certainties yet about the academic benefits of the shortened school week (and some limited evidence pointing to the learning downsides), the modified operating calendar is looking to be the most accessible tool right now for education leaders to attract and keep teaching talent.
As freelance journalist Sarah Hall reports in “Embracing the Four-Day School Week,” the growth of this structural change coming out of the pandemic continues unabated, though our coverage captures some voices in state government, as well as education, that are beginning to question the merits.
The subject of personnel in schooling is one that will remain high on our agenda at School Administrator. In fact, in May’s issue we’ll be looking at personnel practices in school districts.
Jay P. Goldman
Editor, School Administrator
703-875-0745
jgoldman@aasa.org
@JPGoldman
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