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American Teacher uses a large collection of teacher testimonies and contrasts the demands of the teaching profession alongside interviews with education experts and education reform news from around the country. There are four principal characters in the film whose lives and careers are closely portrayed over the course of several years. Alongside the stories of these four characters is interwoven a mixture of interviews with teachers, students, families, and education leaders, as well as animation conveying startling facts surrounding the teaching profession.[2]

The film is a compilation of over three years of collecting footage from hundreds of teachers across the country.[3] Outside of the main characters, the film also features vignettes and interviews with many other public school teachers as well. American Teacher also features interviews with US Secretary of Education Arne Duncan, Deputy Secretary of Education Brad Jupp, the founder of The Equity Project Charter School Zeke Vanderhoek, Stanford Professor of Education Dr. Linda Darling-Hammond, Stanford economist Eric Hanushek, and several regional and national teachers of the year.[4][5] The film is produced by Ninive Calegari, Dave Eggers, is produced and directed by Academy Award-winning filmmaker Vanessa Roth, and co-directed and edited by filmmaker Brian McGinn. The film is narrated by actor Matt Damon with music composed by San Francisco musician Thao Nguyen.[6]

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Funding for the 2022 State of the American Teacher survey was provided by the National Education Association, the American Federation of Teachers, and gifts from RAND supporters and income from operations. Funding for the teacher interviews was provided by the National Education Association and gifts from RAND supporters and income from operations. Funding for the State of the American Principal survey was provided by The Wallace Foundation. Funding for the American Life Panel survey was provided by the American Federation of Teachers and the National Education Association.

The best decision that I've ever made in my life was doing TFA in Baltimore and becoming a teacher, hands down. I met my kids and it sounds really cliche, but as soon as I started teaching, I just fell in love with them and recognized that they're the leaders the world so desperately needs.

School leaders today say that key responsibilities are challenging, particularly those schools alone cannot address. The challenges include balancing budgets-more than half of both teachers (56 percent) and principals (53 percent) report that their school's budget has decreased in the last 12 months-and addressing the growing needs of diverse learners and their families.

Many principals say their jobs have changed over the last five years (69 percent say the responsibilities are not very similar) and 75 percent say their jobs have become too complex. Principals also report high levels of stress and limited control over key academic functions in their schools. About half of all principals (48 percent) and teachers (51 percent) report that they feel under great stress in their job at least several days a week. Meanwhile, nine in ten principals (89 percent) say they are accountable for everything that happens to the children in their schools, but fewer principals say they have a great deal of control over key school-based functions, including the curriculum and instruction in their schools (42 percent) and making decisions about removing teachers (43 percent).

The survey-the 29th in an annual series commissioned by MetLife and conducted by Harris Interactive1-examines the views of teachers and principals on the responsibilities and challenges facing school leaders, including the changing roles of principals and teachers, budget and resources, professional satisfaction, and implementation of the Common Core State Standards for college and career readiness.

Teacher Job Satisfaction Continues to Drop to Lowest Level in 25 Years

The report reveals that teacher job satisfaction has continued to drop significantly. Teacher satisfaction has declined 23 percentage points since 2008, from 62 percent to 39 percent very satisfied, including a drop of 5 percentage points in the last 12 months-the lowest level reported since 1987.

Principal job satisfaction is also on the decline, but at not as steep a rate as teacher satisfaction. Fifty-nine percent of principals say they are very satisfied with their jobs, compared to 68 percent in 2008. The decrease, however, marks the lowest point in principal job satisfaction in more than a decade.

Educators Confident about Implementing Common Core but Unsure of Impact

While national experts on teaching, standards, and leadership interviewed for the design of the study have raised significant concerns about the readiness and capacity of schools to implement the Common Core State Standards, a majority of teachers (62 percent) and nearly half of principals (46 percent) report teachers in their schools already are using the Common Core a great deal in their teaching this year. Most principals (90 percent) and teachers (93 percent) are confident or very confident that teachers in their schools already have the academic abilities and skills needed to implement these new, rigorous standards.

Those confidence levels have limits, however. Teachers and principals are more likely to be very confident that teachers have the ability to implement the Common Core (53 percent of teachers; 38 percent of principals) than they are very confident that the Common Core will improve the achievement of students (17 percent of teachers; 22 percent of principals) or better prepare students for college and the workforce (20 percent of teachers; 24 percent of principals).

The U.S. Department of Education (Department) today announced new awards totaling more than $11 million for the new Native American Language Resource Centers (NALRC) program, the first-ever Native American Teacher Retention Initiative (NATRI) program, and the State Tribal Education Partnership (STEP) program. Together, these awards seek to strengthen the vitality of Native American languages in schools, support Native American teachers, and ensure Tribal Educational Agencies can coordinate grant resources alongside state and local partners.

The obvious enthusiasm these teachers have for teaching and their commitment to their students is mesmerizing to watch. But what we also see and hear is that to do their job with the professionalism it requires, these teachers work ten hour days, five days a week and still do additional work on the weekends. One of the teachers explains that in her first year of teaching at an elementary school, she spent $3,000 of her money on supplies for her classroom and her students.

Two of the teachers are males, and two are females. One of the female teachers becomes pregnant and takes the pregnancy leave available to her, six weeks following the date that she gives birth. One of the men is married with children and has been teaching for more than 10 years. He leaves school every day around 5 p.m. and goes to his second job at a hardware store where he works five nights per week to earn enough money to supplement his teaching salary and support his family. Filmed over a period of three years, we see one of the male teachers leave the profession to take a job selling real estate. The young mother mentioned above ends up taking a year of unpaid pregnancy leave with no definite plan to return to teaching.

The experiences of these teachers echo my own when I was in the classroom. The first year that I taught, 1984, I worked a full-time position but was assigned to two schools; I spent my mornings at Chapel Hill High School and my afternoons at Phillips Junior High. I used my own car, and paid for my own gas to drive between the two schools and no one ever considered paying me for mileage. Years later when I entered the legal profession, I was shocked but thrilled to find that if I had to travel for my work and used my own vehicle, my office paid the mileage no matter how far I traveled.

It is striking that none of the teachers interviewed in this film are complaining about salary because they want to be wealthy and live an extravagant life style. What they want is to be able to devote themselves to teaching their students, preparing materials for their classes and working after school with students instead of rushing off to part time jobs in order to make ends meet. The documentary makes a compelling case that if we want to hire and retain highly qualified teachers in our public schools, then we must offer them competitive salaries.

The Teacher Salary Project website lists the data cited in the film about teaching, including salary comparisons with other professions requiring the same educational levels, and other statistics about teachers and the teaching profession.

Rep. Frederica Wilson on Wednesday introduced legislation to raise the national minimum salary for public school teachers to $60,000 -- a proposal that the career educator hopes the next Congress will take up in the new year.

\"I think that the pandemic itself gave us a great snapshot view of how important teachers are,\" Wilson, D-Fla., told ABC News, adding: \"This is a period in our history that we should realize the value of our children having access to good teachers and good education.\"

Wilson is co-leading the American Teacher Act with former teacher Rep. Jamaal Bowman, D-N.Y., her colleague on the House's Education and Labor Committee. Other notable sponsors include House Homeland Security Committee Chairman Bennie Thompson, D-Miss., who also oversees the panel investigating the Jan. 6 attack on the U.S. Capitol.

The American Teacher Act would incentivize states to raise their minimum teacher salaries to $60,000 for public K-12 schools through a grant program at the Department of Education. The legislation would also mandate yearly increases congruent to inflation to support states' ongoing efforts to ensure competitive wages. e24fc04721