So how do we--realistically, and for the right reasons--push citizens to pursue higher education? We might begin by asking why college, college, college is the go-to goal. I'm all for a more educated citizenry and workforce. But I'm not sure we get that by putting hip twenty-somethings with a shiny new degree into high schools, where their job involves talking kids into applying for four-year colleges, especially as costs are rising faster than uncontrolled floodwaters.
Rude behavior is so deeply embedded, even rewarded, in American culture--just turn on cable TV--that making assumptions about who knows how to behave, and who doesn't, is pointless. I like a nice, dignified graduation ceremony as much as anybody. But the way you get that is by teaching appropriate, respectful behavior for more formal events, beginning in kindergarten. Not with threats and recriminations, and certainly not by pressing charges.
Recently, nearly every story about improving teacher evaluation begins with the Bad Old Days, where substandard teachers slipped through the cracks, due to thoroughly inadequate attention to and assessment of their work. If you believe these op-eds, teachers' core work was essentially carried out without scrutiny. Until--drumroll--new and rigorous evaluation protocols, always including lots of student testing data, turned everything around. Evaluations! The cure for both listless teaching and anemic test scores!
Guest blogger Steven Singer writes about an experience failing as a teacher, and wondering what he could have done different.
Maybe it's inevitable. Maybe some things--the Common Core, annual testing, charter proliferation, test-based teacher evaluation--are the new normal. Do I wish my own state had passed strong standards for establishing charter schools, twenty years ago? Absolutely. Would it have prevented the charter school corruption and fraud in my state? Who knows?
When I say "movement" to save public education, what I mean is this: People, like me, who have no particular resources or organizational funding/backing, who got on a plane to be in a room with those like-minded compadres--because they're terrified that America might lose public education. People who think it's not too late. People willing to stake their professional energy on doing right by all kids, keeping democratic equality as critical and central goal of the education system.
If your district has a genuine professional collaboration model--different work, but same level of respect and influence for teachers and school leaders--that's admirable. So--are you working together to advocate for change? Or merely going through the motions of Schooling 2015? Why aren't teachers, parents and school leaders everywhere joining forces to put a stop to the worst of it--the selling off of public resources to for-profit CMOs, teacher evaluation by test data, and loss of local control over core work: curriculum, instruction, assessment?
To my students: I am so, so sorry. To their parents: please get informed about your options. My own children will not be taking this test. They will be opted out. I will not stand by as hours of instructional time is lost to a test that will not reveal any new information about my child.
Let's be real. All of us who genuinely want the best for our students know what's moral, what's simply following orders, and what is done for personal gain, kids be damned. What happened in Atlanta was shameful in ways that had nothing to do with standardized testing, and everything to do with power, control, and scapegoating.
Four things novice teachers should know: Welcome to a changed profession. Beware of media oversell. Act on your beliefs--but clarify them, first. Choose your heroes carefully.