Educators at Risk*

feels personally responsible for a student's successes and failures
measures personal success by student behavior and achievement, or by approval from others
has an overwhelming need to avoid conflict and generate approval from others (which can manifest as attentionseeking, maintaining status quo, or even rebelliousness)
compromises student needs to avoid "rocking the boat," either with administrators, parents, or other students
believes that the job would be easier to perform if only the students, their parents, the administration, and/or "the system" would change
has difficulty setting and maintaining boundaries between self and other people
has difficulty setting and maintaining boundaries between self and job
deals with discipline problems by shaming, blaming, complaining, manipulating, ignoring, or dumping them on someone else
feels threatened by another teacher's progress or success
feels as though "things would completely fall apart if it weren't for me."
swings from chaos, helplessness, and victimization to moral superiority and self-righteousness
often rescues students by ignoring misbehavior, offering inappropriate second chances, or failing to impose previously-stated consequences
protects a student from failure or negative consequences in an effort to feel successful, valuable, or powerful
over-identifies with, and even adopts, another person's feelings
appears to be "fine" and "in control"
probably denies that any of the above are personally relevant

interact with students without violating their self-worth
interact with school staff effectively
meet students' academic and learning-style needs
behave consistently within the framework of his/her own values
feel worthy and successful
detach from the job
take care of himself/herself

a tradition of dysfunctionality (which now feels “normal”)
a scarcity of healthy, functional role models
the lack of a healthy, functional system to support people trying to operate in healthy, functional ways.
the very human tendency to resist change

It is possible to adopt healthy patterns of behavior, even in unhealthy and unsupportive environments.
The “system” is not likely to change all by itself, nor is it likely to take care of (or support) a teacher’s needs regardless of that teacher’s enthusiasm, instructional skills, dedication, or good intentions.
Change happens best in supportive environments; teachers tend to function effectively, grow professionally and personally, and avoid stress and burnout when they can create a support network for themselves, either in or out of school–preferrably in both environments.
Change is most effective when individuals take responsibility for their own growth, rather than attempting to change or blame others.
Change is most effective when encouraged rather than coerced.
As individuals change, the system will change.