Assessment informs instruction. At least, that's the way it should work.
Thirty years of teaching school have given me a hard crust of cynicism about many things related to education and America. But I never lost my enthusiasm for the Memorial Day parade.
Who speaks for teachers in the national conversation about fixing struggling schools? Can they network to organize their own voices? Power to the teachers, right on.
That call with Secretary Duncan? Short and kind of like speed-dating.
If teachers are clueless about suitable dress, take them aside for a helpful chat. Don't make a federal case the impact of flip-flops on the educational climate.
Why should learning the craft of teaching have to be endless trial and error? Classroom management is a real thing.
When the axe falls, it's not usually about trimming fat and waste or re-focusing on the core purpose of public education. It's about keeping the system running, rather than creative change.
In schools, we collect the data first, then decide how to utilize it later. Then we repeat this pattern endlessly.
Why is Robert Bobb replacing expensive Detroit Public Schools teachers with Teach for America corps members?
Why haven't unions encouraged teacher members to develop their own unique and powerful voices to inform policy and change--instead of sharing "tips?"