Instead of providing the programs that students find most compelling, we're on a path to strip public education clean of richness, culture and (yes, I'm going to say it) fun. Over 125 people participated in our local Memorial Day service today-- and virtually all of them learned the essential skills of making music, public speaking and patriotic customs in a public school someplace. They still use these capacities to make their lives more enjoyable and meaningful, to take a day away from work, to think about honoring those who died to preserve democracy.
We used to believe, as public educators, that our product was our students--their eventual contribution as advanced scholars, civic-minded community members, and part of the labor force. All of that has changed. Our product now is publicly displayed test scores. Our data.
The Common Core is just another set of standards. We can raise and lower, tweak and replace standards until the cows come home, but until other things are in place (clean, safe classrooms, say--or books, supplies and experienced teachers), it's an exercise in blah-blah over reality. Most important: if we're going to dump everything we've been working on, let's put the rebuilding back in the hands of educators, not politicians.
Why are the papers and the policy-makers all over those protesting teachers in Detroit--while the white-collar crime in charter world goes virtually unnoticed?
Teachers are not always good at deciding who gets the spotlight and who is benched (or forced to stay home) when trying to present their best face to the public. Often, students rise to a special occasion. Can what's best for a difficult child also be good for his classmates, as they learn about getting along, performing and making music--a community activity? Could this be a teachable moment?
Who wants to read scholarly journal articles confirming teachers' conviction that they have lost control over what should be their work: instruction, curriculum, assessments, teacher evaluation and which qualifications should permit entry into profession? Not a lot of inspiration there.
What is a field trip's ultimate purpose? How will the students apply what they have learned? What are their takeaways? And--because these are the questions we hear most often in national policy discussion--was this content standards-based? Could it be delivered (and measured) more efficiently and effectively? Say, in a video or interactive computer game? I'm going to go ahead and answer that question: No.
I have seen any number of education organizations, with thoughtful and important goal statements on their websites, position teacher leadership as something they can somehow teach or imbue (kind of like grit, come to think of it). Yes, there is Stuff You Have to Know to become a teacher leader (teachers don't wade around in policy-making, traditionally). Yes, it helps to collaborate with others who have good ideas. But is there a formalized pathway to leadership? In a sense, it's an insult to excellent teachers everywhere, who have held their grade level cohort or department or buildings together through determination ...
Blaming public education for things over which it has zero control is now thoroughly woven into the national discourse on a myriad of issues. Stupid voters? Blame the schools. Lazy workers and economic downslope? Public education's fault. Anti-intellectualism? They must have learned it at school. Just another opportunity to take a cheap, unsubstantiated shot at public schools. Who does that? And believes they're justified in doing so?
In a sense, a teacher is a public person, with an audience of a few hundred students, parents and colleagues, rather than millions of viewers. Like a sportscaster, a teacher's professional reputation is built on her public face, the respect built around her visible work and expertise. She has a right to draw a line between her private life, and her public persona. It's not easy to be a teacher and maintain a private life, entirely separate from your career.