I teach high school science at Old Town High School in Regional School Unit 34: a ninth-grade Earth systems science course and a collaborative research course. From this tiny little vantage point in public education, I’ve seen wondrous things.
A teacher procured the plastic, tape and the blower to build a 9 cubic meter inflated animal cell in the center of the classroom. To the same scale, students fabricated the organelles and brought them to the classroom cell along with a report on the role of the organelle in the cell system. All the while, the blower, just a-hummin’, suggested the relentless processing of matter and energy that is life.
On a long weekend, a teacher organized a camping trip to a coastal state park and arranged for local experts to share their various expertise with the students, covering much of the cost out of pocket — surprising, perhaps, yet common in education.
A teacher cultivates relationships with a manufacturer, an engineer, a computer scientist and University of Maine graduate students to sustain a robotics program in which students work with these adults to design and build robots for state- and national-level competitions. Some work “days” last well into the night.
A teacher volunteered a summer to work with students and University of Maine scientists to develop methods to further the research potential of dragonfly nymphs as indicators of the movement of mercury in local food webs. With a UMaine researcher in the lead, this research has taken off at the National Park Service level.
A teacher spent 100 hours developing an Advanced Placement chemistry course and syllabus. The syllabus and course were fully certified by the College Board. It’s not an AP course in name only. Students who are ready for this experience of rigor receive the sought-after rigor.
These observations are a tiny sample of the extraordinary, unremunerated acts of public service performed beyond the bounds of contractual obligation in all disciplines and at all grade levels, not just in my school district, RSU 34, but in district after district across the state. These are the teachers of our children; this is what they do at work.
If you say “hi” to one in the grocery store, you are sure to receive a pleasant, professional response. Remaining cordial and respectful is a signature skill of professional teachers.
This is not always easy, especially in times of contract negotiations. The toughest times are the best test of professional poise. I am inspired by my colleagues as we maintain our poise, our professionalism and our focus on delivering the highest quality education possible.
What a deal public education is.
Ed Lindsey is a teacher at Old Town High School.