What I know as a music assessment specialist: We measure what we value. We can shoot to expand teachers' own assessment literacy in the arts. We can enhance their instructional and curricular repertoires. But we won't raise teaching quality in the arts by administering standardized tests.

Teachers and Stockholm Syndrome? It is highly likely that our genetic code, women's and men's, is deeply engrained to not resist authoritative powers, even those that are malevolent.

If more women were writing and speaking powerfully about education policy, philosophy and practice, would public schools be perceived as America's best, albeit neglected, hope for the future--rather than an opportunity for profit and control?

If a PhD is not a marker of accomplishment in education, is there any mechanism by which educators can demonstrate their value?

A hat tip to all the band teachers and student musicians who help make Memorial Day meaningful this weekend.

Good teachers are not self-effacing. A timid, self-effacing person meeting 35 8th graders at 7:20 every morning is in trouble. So why aren't accomplished teachers at the forefront of the discourse on their own issues?

Who is transforming education where you live and work? Whose name would you put forward as "up and coming?"

Grading is not assessment. And who taught parents to value grading over assessment? We did.

Even if it were true that only 25% of teachers are excellent, wouldn't the logical goal be making more excellent teachers?

In a time when we're loading up classrooms, narrowing curriculum, laying off teachers and closing schools--how could we use the quarter-million spent on a single, ultimately forgettable evening by 250 teenagers?

The opinions expressed in Teacher in a Strange Land are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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