Education is simply
the soul of a society as it passes from one generation to another.- G.K. Chesterton
In my last several posts I have highlighted concerns I have with the current reform environment in our country. However, it is easy to point the finger without offering any solutions. The following are some ideas for ways we could approach the situation in a different, and at least in my mind, more productive manner. This list is not meant to be a comprehensive or in depth analysis. That would be the suitable topic for a book. These are merely intended as ideas to stimulate discussion and maybe, just maybe, begin the process for productive reforms.
The process of change is never easy and compromise can often be a bitter pill to swallow. The larger the
organization or system the more difficult it is to institute comprehensive
meaningful change. When you are talking about changing public education in the
United States you are looking at a monumental undertaking. There is no silver bullet.This is not a
process that can be effectively navigated though top-down, mandate driven
reform where that change is simply imposed upon educators with minimal input
from them on the substance and process by which that change occurs.
Educators are professionals and should be treated as such by those
developing the policies and regulations by which our professional activities
are governed. Change through coercion, threat or fear will not be effective and
we must engage with teachers to develop meaningful strategies for comprehensive
1. First and foremost we need to treat our teachers with
respect and value their professionalism, experience and opinions. We need to
stop viewing teachers and unions as adversaries that must be controlled, but
rather treat them the professionals that they are and engage them in the
process of change. All educators recognize that we need to change our
instructional practices to meet the needs of today’s students. We must stop
expecting students to learn the way we teach, but rather we must work together
to develop strategies to teach the way they learn. Our country is now well into
the Information Age and this access to an often-overwhelming amount of
information is creating a cultural shift the likes of which hasn't been seen
since the Industrial Revolution.Our schools are lagging behind in this transition, but the current
accountability driven landscape is not conducive towards moving us in the right direction as we are too busy trying to comply with the latest mandate to come
down the road.
2. Please give educators room to breath. Even assuming that
all the initiatives we are required to implement are good ideas it is
impossible to effectively implement them all at once. The volume and pace of
these mandates are inhibiting our ability to make effective process. We need to slow down the rate of this transition in order to have time for a productive dialogue. Systemic change can not be accomplished overnight and we need time to implement initiatives in a thoughtful manner so as to adequately assess their effectiveness.
3. Common Core: Massachusetts has always been considered a
leader in the standards based education movement. The previous Massachusetts
State Standards were created by teachers working in conjunction with the
Department of Education. These teachers were both experts in their content
areas and experienced in teaching students at the appropriate grade levels.
This insured that the standards covered the necessary content while at the same
time being developmentally appropriate for the grade level at which they were
taught. It also lent credibility to both the process and the product that was created. The use of those standards
by our schools made Massachusetts a world leader in the field of education.
I am not against the Common Core State Standards,
but would like to see us utilize them as a model upon which to base our own
state standards. The very name implies such a process.There is much about those standards that I feel is beneficial
and works to create a positive instructional shift in our classroom practices.
The problem with the 2011 Massachusetts State Standards for English Language Arts and math is that the implementation has been a
disaster. We moved too quickly to full implementation without taking the time to
engage all stakeholders in the discussion. This has led to our current situation
where misinformation abounds and levels of distrust are rising. Additionally,
teachers have not had the time and training nor been given the necessary
resources to effectively implement the new standards. I would encourage those
at the Department of Education to restore the Standards Committees
and review the 2011 Massachusetts State Standards for English Language Arts and math. This will once again engage educators in the development
of our standards creating an open and transparent process to lend credibility to the final product thereby creating ownership while addressing the concerns
expressed by many teachers.
4. Standardized Testing: We must end this unproductive
fixation upon standardized testing as the primary metric whereby we assess the
success or failure of our students, teachers and schools. Research consistently
demonstrates that test scores as they are currently being utilized are not
effective at determining true student ability or teacher performance. Policy
makers give lip service to educating the whole child while creating a situation
that forces us to narrow our curricular offerings, particularly in this time of
than focus on improving our students’ ability to score well on standardized
tests, let us focus once again on producing students who have the broad range of
skills necessary to be productive participants in our modern society.
Innovation and creativity are the hallmarks of our nation and have led to the
United States being a world leader. These characteristics should be encouraged
through a broad curriculum that allows students to find what they are
passionate about and inspires them to achieve. As Leonardo Da Vinci recognized
well before the advent of standardized tests, “Study without desire spoils the memory, and it retains
nothing that it takes in.”
5. It is time for policy makers to put adequate resources
aside to make the necessary changes to education. Additionally, this
competition driven market approach to education is unproductive. Competition by
its very nature necessitates that there be a winner and a loser. None of our
children should be allowed to fall into the later category. Education is based
upon the concept of collaboration. We must bring that back into the discussion
and support the programs necessary to achieve sustainable change and the
long-term success of our students and our schools.
6. Schools are increasingly called upon to serve a social
service role in our society. We provide programs for behaviorally challenged
students, offer counseling services, advise families and provide meals along
with a myriad of other services often without having appropriate training or
resources. One of the best decisions our district has made to improve the
quality and climate of our schools was the addition of licensed clinical social
workers to work with our staff, students and parents. This has had a dramatic
impact on the overall school climate as well as aiding teachers with
appropriate strategies to utilize in working with disruptive or troubled students. The
problem is that these individuals are overwhelmed by the need for their
idea to help in providing necessary services to children and families would be
to embed workers from the State Department of Children and Families in each
school district. Schools and educators have the most information on those
families that are struggling and in need of support. However, often due to poor
communication or lack of follow through our concerns go unheeded. Placing
DCF workers in the districts would bring them to where the difficulties truly
manifest themselves and work to strengthen the relationships between two
organizations (schools and DCF) that provide vital services for our children.
This solution would involve a financial commitment by the State, but in the end
the results could potentially be dramatic.
7. We cannot truly change our educational practices or
reform our schools until we work to update how we train our teachers. It is
time for High Education and K-12 to stop pointing fingers at each other and
work together to develop new strategies for training teachers. This is not
something either entity should try and accomplish on it’s own. We need to bring
together representative practitioners from each level to work together with
state policy makers to create a system that prepares teachers for the realities
of a modern classroom. If we are to strengthen the abilities of our teachers, we
must work together to strengthen the processes by which they are created.
must then continue that partnership to provide relevant training opportunities
for our current teachers so that they are afforded the opportunity to learn and
grow as professionals. We must work to ensure that such professional
development opportunities are not what administrators or policy makers think
they need, but are responsive to what teachers feel they need to improve their
craft. If we listen to those concerns, we will go a long way to reforming our
instructional practices to address our current situation.
As I stated at the beginning of
this post this list is not meant to be a comprehensive or in-depth analysis.
This is merely a starting point for the discussion. Learning should be
inspirational and fun. Young children recognize this and are eager to absorb
and understand the world around them. We need to stop our arguing with each other long enough
to figure out how to maintain that level of enthusiasm throughout their
educational career. For all the stress, frustrations and the headaches, I love my job.
Every day I get to go to work with people who care about children and want to
prepare them for life. It is time that as a country we stop spinning our wheels, end the bickering, and work together for lasting positive change in our schools.