Is letting some students take an academic-mulligan cheating? Or a way to increase learning?
Nancy Flanagan believes in merit pay, but finds the single-salary schedule broken.
Remember when federal lawmakers saw education as a state and local issue, with the feds limited to issues of civil rights, equity and economies of scale? No more.
"Teaching is a shift from your first-name self to your last-name self, not a complete character overhaul." Sage observations from Roxanna Elden.
Almost every proposed reform--from merit pay to competitive grants to reconstituting struggling schools--can be boiled to economic motivations.
Is the teacher voice represented in policy-making? Three truths and a lie.
How we position assessment is not a primarily a technical issue, or a political concern. It's a moral issue.
Separating content and emotional security in the classroom is a false dichotomy. You don't have to love the kids you're teaching, but you do have to care about relationships--across the spectrum--to be an effective teacher.
While I certainly want all children to have rich experiences with music, including cello lessons and singing in the Glee Club, it's not because music may have a salutary effect on their algebra grade, or raise their SAT scores. Music is its own worthy self.
The real issue is not tracking down the precise percentage of schools that cheat. It's determining why administrators and teachers feel compelled to cheat--and figuring out what to do about the impact of high-stakes testing on both student learning and instruction.