No one accounts for a teacher's total workload — planning time is unprotected while admin keeps adding duties, committees, class size, and from-scratch curriculum rebuilds until educators collapse

Summary

A 12-year veteran teacher with a Master's degree, awards, coaching and mentoring experience, and a stage-4 cancer diagnosis explicitly asked to step back and 'just teach' — and was immediately conscripted into leadership meetings, the discipline committee, and a de facto science-coach role on top of daily duty, weekly tutoring, weekly club, and daily after-school parent meetings. The same teacher covers 88 students with only 3 teachers (half the grade on IEP/504), must build a new 'free' district-adopted science curriculum from scratch every week, has IEP meetings scheduled inside the only planning block, and still owes spreadsheet data entry. The result: a seizure during lunch duty, pneumonia, weekends spent at school, and the thought 'I'm in hell' on waking. This is not a personal failing — it is a structural blind spot. Scheduling, staffing, curriculum adoption, duty rosters, IEP meeting placement, and committee assignments are all decided top-down with zero accounting for a teacher's actual capacity, and the most reliable teachers are the ones loaded until they break. Existing products attack fragments (grading, lesson content, PD delivery, edtech integration) and each one adds work rather than removing it; none computes or protects a teacher's total load, enforces a planning-time floor, or forces administrators to see the cumulative cost of one more committee, one more duty, one more curriculum rollout. Because districts are bleeding staff to burnout and turnover, a system that makes educator workload visible and bounded is one of the highest-value unsolved gaps in education administration.