Written by: Elizabeth Whitby
As someone who has experienced the highs and lows of working in Memphis schools and neighboring districts, I have an unwavering passion for education in this city. My journey through teaching, parenting, and making difficult career choices has solidified my belief that Memphis has the ability to build the best school system in the country. We have the talent and the resources, but some big changes need to be made.
The focus of a school district should always be on improving classroom instruction. An internal audit can identify positions and programs that do not directly support teachers or students. Redirecting funds from redundant roles to resources that enhance classroom learning will allow educators to do what they do best—teach. Every dollar saved can be reinvested into teacher salaries, student materials, or essential instructional support.
Professional development is often a missed opportunity in education. Teachers need training that directly applies to their classroom realities. Workshops should be hands-on, led by educators who understand the challenges of Memphis classrooms, and centered on practical strategies for improving instruction and engaging students. Instead of surface-level training, let's empower teachers with tools they can implement immediately to make a difference.
Teachers need parental allies, not adversaries. Parents must advocate for their children but also trust and respect the expertise of educators. Public support from parents, both in front of their children and in meetings with administrators or school boards, can create a stronger partnership between home and school. When parents and teachers are united, students benefit the most.
Discrepancies between state assessment scores and students’ grades send mixed messages about academic performance. If a student consistently scores "Below" or "Far Below" on state assessments, that should be reflected in their report cards. This alignment ensures parents understand their child’s progress and encourages accountability. Clear connections between assessments and grades can also provide targeted interventions for struggling students. We have created a culture where it is harder on the teacher to be honest about a student’s abilities than it is to simply change some grades.
High expectations yield high results. Memphis students are as capable as their peers in any other district, but they must be challenged with rigorous, engaging instruction. Teachers should be supported in designing lessons that push students to think critically, solve complex problems, and prepare for the demands of college and career. Raising the bar ensures that Memphis graduates are ready to excel on a national stage.
Retaining passionate, qualified educators is critical to building a strong district. Competitive salaries, access to mental health resources, reduced workloads, and a culture of respect for teachers' time and expertise are essential. Teachers should feel valued not only as professionals but also as individuals. When educators believe in the system they work for, they will invest wholeheartedly in their students. This is the reason I left the district and the reason I couldn't imagine myself anywhere other than where I am now because I have found my love for teaching again.
Memphis has the talent, resources, and passion to create the best school system in the country. With intentional action, we can build a district where students thrive, parents and teachers collaborate, and educators remain committed for the long haul. Let's not just imagine this future—let's work together to make it happen.
Elizabeth Whitby