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4/3/18

Going Pro

Going Pro


    I’ve given it a lot of thought lately, and I have made the decision to go pro. For a lot of kids around age 21 or so that means entering the draft for a professional sport, but I used my college eligibility a couple of years ago and, despite the fact that my backyard football, church league basketball and Little League baseball careers made a pretty interesting highlight reel in my own mind, I never received any scholarship offers for any sport beside saxophone.  That one worked out pretty well, and the $50 a semester led me to a career in music and weekend rock and roll gigs that continue even now.  No, I won’t be going pro in any professional athletic arena, but have decided that far too many people now seem to be anti something or other, and it seems to be a gigantic waste of time to spend your life always being against something rather than standing for something else.
    Let me give you an example.  Rather than be anti-gun, I’m going to be pro-gun safety.  It’s pretty easy to be anti-gun if you’re 17 and don’t own any weapons, but simply being anti-anything usually means repeated attempts to make sure that everyone has to follow your beliefs whether they want to or not. Being a pro means that I can have my beliefs and not attempt to impose them on anyone. I can share them if asked, I can write about them, I have the option to present them to appreciative audiences, but I don’t have to do so for personal validation and don’t necessarily need an audience to support my views.  I can simply follow my own beliefs and be confident in my own acquired experience and knowledge and make sure that should I choose to handle a gun of any type I do so in a safe, responsible manner. I can follow current laws and restrictions and gun safety rules and not endanger anyone else; unless of course they don’t follow current laws and attempt to break into my house.  In that case, the rules change.
    Following the same mode of thinking, I’ve decided to be pro-Christian.  That doesn’t mean I am anti-Muslim or anti-Jewish or anti-other religions, just that Jesus set a pretty high bar when he said “love thy neighbor,” and that effectively leaves out being anti anyone. I may not approve of your life choices, but I won’t seek to impose mine on you, and expect you to do the same for me. If you, for example, are pro-any other religion or lifestyle I respect your choice as long as there is no effort on your part to kill me or my family because we don’t believe the same way you do.  Should that happen, see paragraph two above.
    As a lifelong educator, I am also pro-knowledge, pro-education and pro-learning, which are all part and parcel of the same thing except that learning, ideally, should not end when school does.  My mother once told me “Son, it’s not a sin to be ignorant, but it sure is a sin to remain that way.”  What she meant was that we all enter the world ignorant of many things, but as life continues and we successfully navigate the trials and errors of childhood and growing up we each have a responsibility to continue to learn from our mistakes and our experiences and, where possible, from others. She even had a saying for those that didn’t learn those lessons, and it fits right into my pro-education belief system. I once had an argument with a neighborhood kid that surreptitiously appropriated two of the essential items of my 11 year old life - my genuine army surplus helmet and matching canteen belt. We had an altercation over possession, and I returned home with my gear and told my mother.  Seeing I had regained my missing items, she noted my scrapes and bruises, and rather than scold me for fighting asked what I had learned. “Not to let people steal something that’s mine” I said. “Not only that, but that everybody has a purpose in life” she said, “and sometimes their only purpose seems to be to serve as a bad example.”  A life lesson indeed. Besides wrestling with my brother, that was the only physical fight in which I was a participant.
    I choose to be pro-reading. A very smart person once told me it didn’t matter what I read as long as I did, so I do. Constantly.  Every day.
    I do not choose to be anti-politician, but rather to be pro-common sense.  Politics and pro-common sense positions are often mutually exclusive.  We as a nation seem to have forgotten that politicians serving our republic were never intended or envisioned as having political service as a life choice. “Diapers and politicians” observed Twain, “should be changed often, and for the same reason.” He was correct. It seems that every profession has a retirement age except politics.  I admit to having difficulty understanding how politicians can justify passing any laws that apply to everyone else but exempt themselves.  Are they not citizens too?  I am decidedly pro-retirement, and recommend that as a life goal for everyone. Especially politicians.
    My decision to be pro-common sense usually precludes any inclination to be politically correct. The former has guidelines and requires thought before speaking or acting; the latter has no such guidelines and often raises its head in abject defiance of the former.  On a related note, another choice is that of attempting to be pro-grammar rather than anti-profanity.  My dad was a world-class profanacist, and could blister paint at 25 feet. He used profanity as part of everyday language, and as a result my brothers and I became, at early ages, fluent in depth and variety. We also learned, with the help of Ivory soap, the importance of discretion in choosing an appropriate audience before implementing our imitative attempts.  I won’t tell anyone that I do not use profanity today, but I will say that I am discriminating in my audience and in context, and that most of my forays into that realm at present are nonverbal...thanks in large part to early memories of the taste of Ivory. I am unabashedly pro-discretion.
    Pro-life is also a favorite of mine, but I don’t limit my pro-ness to babies. It does not necessarily extend to those that, through their own convoluted anti tendencies, wantonly end the lives of others.
    Pro-giving is another of my choices.  The only caveat I insist upon is that I decide how much and to whom except for taxes. There I prefer, for the sake of my own mental health, to believe that my taxes go to provide new tubas for the Marine Band. It may not actually be true but it heartens me to think so. I am decidedly pro-band.
    Does anti-bullying mean that we treat bullies the same way they treat their victims? Probably so.  I would rather be pro-do unto others than anti-bullying.  The Golden Rule is a great example of being pro.
    Pro-history means that I recognize that history has indeed occurred and contains many valuable and interesting and sometimes horrifying events that we can learn from. Personally, I enjoy learning about them so I can avoid the same mistakes.  Removing monuments or plaques or records of events from public places does not in fact mean those events never happened. It usually means that someone else is too small a person to admit that our predecessors made mistakes - teachable moments - while making history. Ignoring history is like ignoring a traffic ticket; sooner or later events will catch up to you, and most always in an anti sort of way.
    I have noticed that a lot of anti’s need an audience for their views. They often seem genuinely offended if opposing views are mentioned or presented, and become visibly upset if their anti views are questioned. I learned many years ago that anger is not a prime motivational source for effective teaching, and only serves to raise my blood pressure, inhibit clear thought and reasoning and, through the fugue of anti-ness, cloud my judgement. Most people respond to anger with anger of their own, and the general result is an impasse that seldom leads to any solution beyond the imposition of power.  As a teacher, I discovered early on that responding to student misbehavior as a personal affront was counterproductive, and seldom led to a positive resolution of any type.  What usually happens with anger is an uncontrolled escalation that eventually requires an authoritative solution seldom conducive to learning from either party.  People, especially students, don’t learn effectively from anger so it probably should not be a part of your teaching methodology.  Ever.
    Which brings me to television….I don’t watch news on TV. There’s very little pro-ness on TV. That doesn’t mean I don’t keep current, it means I choose to read what I want to learn about, and my reading does not include videos of any kind (with the possible exception of TED talks, selected concerts and funny kid and animal videos.) What passes for debate on television is usually two or more people that begin talking and quickly end up shouting at each other. That’s not debate, its simultaneous bullying. There doesn’t seem to be any attempt at real debate and the one that shouts the longest or controls the length of the shouting contest declares himself the winner and uses the “quotable moments” to further his own views later. Most TV, especially TV news, is a big smelly bouquet of anti, and I’d rather watch Diners, Drive Ins and Dives or the History channel.
    Being a pro also extends to my personal interactions with people. I am pro-sotto voce.  There are daily occurrences and incidents in everyone’s life that offer an opportunity to descend into an anti frame of mind. Anger is an anti frame of mind, and is most often used as a thinly veiled, childish attempt to control others’ thoughts, actions and responses. Yelling and raised voices are part of that.  I may not agree with what you did or said or how you reacted to a given situation, but true pro-ness precludes an angry response in return. Refusing to allow someone else’s anger to control your personal emotions, thinking and responses is the beginning of pro-ness, and allowing them an opportunity to “be mad” without responding in kind precludes a descent into angry (anti) responses that seldom end well for either. It’s not an easy skill to develop, but Mom taught me about that one too, so I’ve had practice and a positive example. “You can get glad in the same britches you got mad in” was her response, and it took me a while to understand what she meant and to learn from how she responded to me and to others. I won’t tell you she never got mad, but I will tell you it never lasted long and she never allowed anger to turn her anti-anything.
    Going pro is not easy, but it can be done. Be a pro. Your life will be better in more ways than you can count. How do I know that? Because Momma said so, that’s why. Get pro in the same britches you got anti in.




3/26/18

Taylor-Made Learning



The debate in education over whether or not standardized test scores accurately measure what testing advocates say they measure continues. One question often heard by testing advocates is “if we don’t use tests what CAN we use to measure our schools?” After reading Peter Smagorinsky’s article in the AJC Get Schooled blog “What if schools focusing on improving relationships rather than test scores?” I wondered if the example he gave of the unnamed Superintendent in North Georgia might be an isolated case.  It is not.


Taylor-Made Learning

     Gordon County is in the northwest corner of Georgia, and the city of Calhoun, the county seat, is along the banks of the Oostanaula River where it joins Oothcalooga Creek.  Until 1835, Calhoun was part of the Cherokee Nation, and the area retains many Native American names as part of its geography.  Highway 41 passes through the center of town and I-75 on the eastern edge, leading to Chattanooga 40 miles north and Atlanta 68 miles south.  The county has grown from a population of a little over 44,000 people in the 2000 census to over 55,000 in 2010.  Calhoun’s population in 2010 was recorded as a little over 16,000 people, and has seen rapid growth in population and commerce over the past decade.  Calhoun City Schools serve a student population of around 4,000, including 54% white, 35% Hispanic, 6% black and 5% multiracial, Asian or Native American.  The free/reduced lunch percentages have increased gradually to their current level of 62%, and non-resident students that live outside the district account for 23% of the student totals.

    Dr. Michele Taylor has served Calhoun City Schools as Superintendent for the past 10 years.  She graduated from Calhoun City Schools in 1986, and after graduation from Shorter College with a degree in Early Childhood Education began her career in the Calhoun City system as a classroom teacher. Michele served successive roles in the system as a media specialist, Principal and Assistant Superintendent.  Community service and involvement play a key role in her success as an educational leader, and she is past president of the Calhoun- Gordon Council for a Literate Community, former member of the Gordon County Chamber of Commerce Board of Directors, United Way Allocations Panel, formerly a member of Big Brothers/Big Sisters Board, Gordon Calhoun Arts Council, Past President of Kiwanis, Chair of the Leadership Calhoun/Gordon County Steering Committee, Past President Executive Board of the Georgia School Superintendents’ Association and a member of the Calhoun Rotary Club. She is also the Governor's appointee of the Northwest Georgia Regional Commission. It would be safe to say that Dr. Taylor models the community involvement behaviors she expects to see in others.

    Michele notes that stakeholder involvement is not just a phrase used in her schools, and that 100% parent attendance at parent/teacher conferences is not only expected but achieved year after year. “If our parents can’t come to us, we go to them. Our rich educational tradition is a result of a commitment to excellence and a community spirit that rests on the pulse of our city’s existence. What we have would not be possible without the involvement and support of the entire community. Our people are what makes us special.  We also recognize that we have a high percentage of economically disadvantaged families, and that education cannot be a high priority until basic needs are met. We have focused efforts to provide wrap around services, additional counseling and social worker support for our families.”

    When asked about developing leaders, Dr. Taylor said “we believe in growing our own administrators. We invest time to develop talent and build capacity throughout the system.  Mentoring and holding all accountable for the highest expectations have been key in maintaining strong leadership teams. PAGE leadership development programs and our RESA Principals’ Academy have provided a wonderful level of support.  We also have job embedded mentoring and learning programs that allow teachers to develop leadership skills over time without leaving the classroom. Our low teacher turnover rates attest to our success in building relationships at every level. We provide mentoring and support for every teacher and also for our students.  Our positive school cultures provide an attractive place for teachers and students to work and learn.”

    Calhoun City Schools also believes in developing student leadership. “Advocacy and citizenship are important for students and for teachers” said Dr. Taylor. “Promoting a sense of ownership in the decision-making process is done by supporting School Governance Teams and school and district leadership teams. We have student and teacher mentoring programs and an advisement program for students.  My cabinet level leadership and I meet with teachers and staff at each school several times a year in ‘Fireside Chats’ with an open agenda to talk and share. Principals also follow this example several times throughout the school year to get to know the staff and students better and to promote stronger relationships.”

    Dr. Taylor also remarked “we have moved away from intensive test prep and testing rallies, but we still lose 20-30 days of instruction each year to mandated testing windows. Because of that the pace of instruction is significantly increased, and we might not cover everything we would like to cover over the course of a school year, but what we do cover we try to make sure students know it well before moving on.  We use data to drive instruction, but more often than not use student data and not testing data in engaging our community as part of our Community Based Accountability System. We believe what we do should be driven by the needs of children and not necessarily testing data.”

    Continuous improvement efforts are geared toward far more than just a test score. “Success is more than a test score,” said Dr. Taylor, “and the measurement of success cannot be summed up so simply. Calhoun City was recently named Charter System of the Year, in 2016 our graduation rate was fourth highest in Georgia (97.8% - up from 67% in 2003), our students have won 21 GHSA state championships over the last decade, we were awarded AP Honor School status and have numerous awards on the stage for arts and music. The judgements from end of year test scores are asked to represent the entire school system in terms of quality, but have surprisingly limited amounts of interpretive data that never include school quality or measure how we serve our community. Judgements of quality must be made, but must be made on evidence capable of rendering that judgement. Every day is an opportunity to make a difference in the life of our students.  We are preparing them for life, and we need our community to help us get it right.”  She also noted that “time and money currently spent on an inordinate amount of testing that provides limited information could be spent on experiences that enhance learning. The administration of testing, the loss of instructional time, pulling staff from other areas to cover small group testing are all costs - direct and indirect - to the district.”

    Student engagement and involvement are key to Calhoun City’s success. “Engaged students are attentive, persistent and committed. When engaged in learning, students value and find meaning in the work and learn to their full potential. I learned this in the 8th grade from my social studies teacher Mrs. Sherry Campbell” said Dr. Taylor. “Her classroom had rituals and routines, and she believed in us more than we believed in ourselves.  We knew we had to listen and prepare and be able to share with others what we had learned. Her lessons were relevant and engaging before engagement was a goal. After I graduated from college I began to see the time and effort and planning that went into her lessons. To this day I can visualize the lesson she presented on the Alamo.  She was and is an inspiration.”

    In September 2017 CCS hosted a luncheon in the new STEM Works Engineering Learning Lab and Online Learning Academy on the Calhoun College and Career Academy Campus at Calhoun High School.  Business partners, community leaders, parents and partners in education gathered to get a first look at the new learning facility. “We believe” Dr. Taylor told the group “community based accountability systems created by local stakeholders provide the most meaningful accountability there is. Our quest to develop such a system to measure quality in all areas of education begins today. Our system will continue to encourage and promote student learning at profound levels as opposed to simply learning what is needed to pass standardized tests. Our mission to inspire all students to become lifelong learners in the pursuit of excellence will be measured by many indicators of success as identified by our community and not a testing company.” She also told the audience “standardized testing does not provide the data that policymakers and others think it does. Testing constructs are designed to find an average that does not exist in the real world of children and learning, and multiple studies confirm that only one third of testing results can be attributed to school influence.  We want our entire community to be a part of creating the evaluation system that measures the things our community thinks are important and not what a single test says.”

    Calhoun Mayor James Palmer and the City Council shared “Some basic qualities of true leadership are intelligence, honesty, vision, work ethic and charisma.  Dr. Taylor has those and more.  Everyone on the City Council has been in meetings, work sessions, committees and other business activities where Dr. Taylor was present.  People respect her ideas, her work ethic and her grasp of the issues. She never projects negatives. When one leaves her meetings it’s with a positive frame of mind. We know the question, issue or challenge will be solved, if by no other means than her will to make it work. Dr. Taylor is leading us into the 21st century. Without a doubt the projects, advancements, standards of achievement and community support for our school system will be viewed in hindsight as an historical benchmark when Dr. Taylor’s tenure is complete.” For the students, parents and community of Calhoun, may that day be long in coming.

 

2/22/18

Hey, Johnny, what are you rebelling against?

Hey, Johnny, what are you rebelling against?
Johnny: What've you got?    Marlon Brando - Johnny in “The Wild One” 1953


     Schools are, and have always been, a reflection of our society. The societal issues we face are, like the people of our society, a  wonderfully illogical mix of multiple beliefs and interests, tragic and triumphant circumstances, individually unique backgrounds and talents and seldom prone to universal  solutions.  Over the past few years I have heard - and I’m sure you have too - ideas presented as solutions to violence in schools including changes in gun laws, upgrades to mental health screenings, arming teachers, metal detectors in all schools, armed guards patrolling the entrances and halls, rapid response systems, improved background checks, requiring daily recitation of the Pledge of Allegiance, restoring prayer (it never left, by the way...lawyers just changed who led it),  the installation of cameras and video monitors, anti-gang,anti-violence, anti-bullying, anti-whatever education programs and probably hundreds of other ideas that generally address the symptoms and not the problem itself.
    Here’s one thing I haven’t heard discussed that may in fact be a big part of the problem - compulsory education.  All states have legal requirements for children between certain ages to attend school.  Yes, there’s a choice in whether they attend public schools, private schools, religious schools, alternative schools or home schools, but every kid must be enrolled somewhere.  In Georgia, the age range is between 6 and 16. There are fines and/or penalties for parents that do not comply.  Everyone? So here’s the problem: most kids like school...some kids don’t.  Do they have the ability at 14, 15 or 16 to make a rational decision about whether or not they want to go to college?  No, but they do manage, in some cases, to disrupt their classes to the point that no one learns anything.  Do the rights of kids that want to be there end when their classes are continuously disrupted by one who doesn’t?  Evidently they do. It may be that we are creating our own enemies by forcing those that don’t want to be there to attend, and that the rule of unintended consequences is at work in our schools. At one time requiring all kids to go to school was a great idea.  It may not be so great anymore, especially after the age of 14.
    Some students struggle academically.  They deserve every opportunity - and then some - to remain in class and receive the assistance needed to continue their efforts. It’s not disruptive for a student to ask for extra help or another explanation or revisit a problem or question. In every school, however, there’s a small group of students that don’t want to be there, but they have no recourse. As a general rule the behavioral issues we are talking about here manifest themselves more aggressively and  egregiously as these students get older. Where defiance of authority was once an exceptional occurrence, it now is a fact of daily life for teachers and administrators.  Principals spend their days dealing with the same disruptive disciplinary issues from the same kids over and over again.  Parents are quickly frustrated and become convinced the problem is the school and not their kid. They may have a point, at least partly.  Schools are built on conformity, and not every child today is going to conform. Blame it on the degradation of social mores, the degeneration of the nuclear family, video games, violence on TV, movies or in music, the availability of anything to anybody on the internet, lack of religious training, the ADHD epidemic, the ever-increasing number of students with behavior disorders or anything else you can think of, but blaming doesn’t change the fact that what was once unacceptable behavior in the classroom is now commonplace.    Teachers spend their time and resources dealing with a few that don’t have the desire or inclination to learn anything except how far they have to push before they get suspended again.  What teachers and administrators are seeing are not the problems of daily discipline like talking in class or chewing gum or not doing homework but disruption caused by those that are truly not interested in learning anything we are requiring them to be there to learn and, since they can’t get attention by being the student that always knows the correct answer they get it through misbehavior and disruption and violence. In effect, they dare schools to put them out because they know that sooner or later they will be back.  To what point? In the real world, these kids could have options that would not drain time and resources from the kids that actually do want to be there, but what resources do schools have? Very few, apparently.
    Why, just send them to alternative school you might say.  There again - if the focus is on conformity you are not providing a real choice. Sooner or later, even after an extended suspension, expulsion or time at an alternative school, they return to regular classes and the cycle begins again.  Some kids do learn from their mistakes and go on to achieve academically...but what about those that don’t or, even worse, don’t want to?  How does compulsory attendance help them when their goal is disruption in a continued effort not to be where the law requires them to be?  What if, as we have seen, their goal is no longer participation in the educational process but has developed into an intense hatred of and desire to get even with everyone that even tangentially participated in making them hate what they are required by law to do?  Well, then, just kick them out you might counter.  That requires a legal process that you would have to experience to believe, and even then the local system and state would be required to provide some sort of educational setting for them if they were under the age of 16.  In some cases that age is extended by Federal law to age 21.
    Compulsory attendance laws hide the fact that most kids want to be in school, and would do so without a legal requirement. I would argue that choice is a prime motivator in learning.  Ask any teacher. Most students would not choose to be in a class with someone that spent much of their class time disrupting the learning process for others. Those kids are not, however, given that choice. In these cases, the rights of the majority are, by law, subourned by the rights of the individual to a “free and appropriate public education.”.
    Discipline and punishment in public schools have been limited through the legislative and judicial system because attendance in those schools is compulsory and mandated. The legal requirements are intended to provide safeguards for individuals that make it practically impossible for schools to choose a disciplinary approach that effectively solves disciplinary issues for the kids that want to be somewhere - anywhere - else. Private schools are not subject to these restrictions. I won’t argue that private schools don’t have issues, but generally we do not see the violent behaviors and dangers to others that are appearing with alarming frequency in public schools. If a student’s behavior in private school is detrimental to the learning of other students, they are removed.  Period.  Attendance in those schools is a choice.
    I am not advocating a zero tolerance policy for bad behavior or the death penalty for not having a pencil in class.  I am saying that there are some behaviors or an accumulated history of disruptive or dangerous behaviors should meet limits for participation for students - especially over the age of 14 - in the learning process.
    Perhaps an answer for some of these students would be a vocational alternative after 8th grade. The “everyone has to go to college” nonsense has already consigned to failure many of those less than academically gifted students. Students see and know more than we think they do.  A kid that has been socially promoted to the degree that he has no hope of passing regular classes in high school knows and is aware of his situation.  He really has little or no incentive to put forth any effort on his own educational behalf.  Why not give them a real educational alternative? There is no crime in a vocational alternative to academic achievement. Insisting that every student must go to college ignores differences in the human condition, and follows the same inane logic that says every child deserves an individualized education - so here’s our standardized curriculum and standardized tests to teach it to you.  
    Violence in any form - gangs, thefts, bullying, drugs, fighting, weapons - is a serious issue.  Any improvements to education must begin by addressing that problem before moving on to improving academic performance.  It doesn’t matter how good your teachers or how wonderful your curriculum or what a beautiful building you have if students are worried about their safety in the classroom. If a student doesn’t want to be in school, should your child’s education suffer because the law says they have to be there whether they want to or not?  Do other students’ rights end where an individual’s rights begin?  If we don’t find ways to address this issue then we will soon awake to find that the only ones left in class are those that don’t want to be there.  It would appear that good intentions have once again paved the road to perdition.



2/8/18

Lets Begin at the Beginning

This article - and others on the teacher shortage - can be found on the Center for Teaching Quality website  https://www.teachingquality.org/lets-begin-at-the-beginning/
  Let’s begin with the premise that teaching is hard work, and that good teaching is even harder.  Bad teachers work hard, but fail through a deadly combination of inexperience, poor planning, poor preparation, ineffective staff development programs, the lack of a good mentoring program or all of the above, to direct their efforts toward positive results for students. If you really need proof that teaching is hard, simply ask any parent at the end of an extended school vacation if they are ready for school to resume. Parental valuation of the work teachers do rises exponentially as holidays progress.
    I believe that the vast majority of teachers love teaching.  Just what is it teachers do, you might ask?  Here is a partial list of  teacher responsibilities that aren’t listed in any contract:
drug education,     alcohol abuse education,     character education,    special education, 
504 plans,              parenting,                            gender equity,             environmental ed,    
women’s studies,    cultural ed,                         school breakfast,         school lunch,                  
lunch duty,             daily attendance,               anti-bullying ed,            make up tests,        
make- up work,      computer education,             internet safety,         ESL (ELL, ESOL),    
teen pregnancy,         Jump Start,                       Even Start,                 Head Start,                      
Prime Start,              Bright from the Start,       Kindergarten,               Pre K,            
Alternative ed,          stranger/danger,              anti-smoking ed,         mandated reporting,    
CPR training,           defibrillator training,     anaphylactic shock training,     inclusion,        
distance learning,     Tech Prep,                       School to Work,         Gifted and Talented,    
at- risk programs,        keyboarding,               dropout prevention,         gang education,    
homeless ed,               service learning,     citizenship education,         bus safety,       
credit recovery,         dress code,                cell phone monitoring,     body mass index monitoring,
financial literacy,     diabetes monitoring,         media literacy,            RTI,
hearing/vision screening, online education,        IEP meetings,        parent meetings,
faculty meetings,     departmental meetings,        clubs                    counseling
mandated system meetings, system trainings,    testing training,     SAT prep,
ACT prep,         dual enrollment options,         post-secondary options,     AP,
honors classes,          IB,                                      STEM,                STEAM,
adult ed,                   career ed,                  after-school programs,      interns,
psychological services,   evaluations,                 grading,                lesson plans,         
 discipline and oh yes, classes…
     I think you get the point. We have loaded on to every teachers’ plate jobs that used to be called “parenting.”  Somewhere along the way we forgot that relationships and personalized learning are the foundation of an effective education for every child.
    I believe most teachers deal with these issues as part of the job, and find ways to fit all these things and more into their teaching schedule. In an unscientific survey I asked a group what they thought were the issues that made teaching unenjoyable.  These are the “joy killers” they named:
scripted teaching requirements,
phony VAM evaluations,
increased testing requirements,
reductions in valuable teaching time,
constant curriculum changes,
repeated attacks on their profession from legislators and American Legislative Exchange         Council,
constant attempts to legislate excellence, cut teacher salaries and reduce retirement benefits,
ever increasing class sizes,
increased paperwork requirements,
tighter and tighter school budgets coupled with increased expectations to do more and more with less and less,
the blaming of teachers for societal issues beyond their control and
a reliance upon standardized test scores as an accurate depiction of student learning.
These are the roots of resentment that over successive years cause many of them to throw up their hands and shout “I give up.”  Their replacements, by the way, are not breaking down the doors of preparatory classes to sign up for the job.
    So what can you do to help staunch the rapid flow of teachers out of the profession AND encourage students to enter what was once a respected vocation?  Here are their suggestions:
  1. Believe in and support teachers. Poverty is the culprit behind achievement gaps. Period. Teachers don’t cause poverty.
  2. Professional learning and development must be experienced teachers working with new and beginning teachers. Pay good teachers to share their knowledge, experience and ideas in ways that allow them to stay in the classroom. One good teacher working with 3 or 4 novice teachers is a powerful tool.  Large groups listening to an “expert” they don’t know is not.
  3. Pay good teachers more to work in rural and/or high poverty schools.  These schools are easy to find…look at the standardized test scores.
  4. Eliminate standardized testing for anything other than diagnostic purposes.
  5. Magic bullets don’t work. The answer to improving education is found in the power of teachers to reach students on a personal level. Invest in people and not in programs.
  6. Technology is a tool for teachers and not an educational answer unto itself.
  7. Modernize the school calendar.  Six hours of instruction over 240 days makes more sense from an educational standpoint that the current calendar held over from an agrarian society that no longer exists.
  8. Help prevent legislative meddling in teaching and learning.  Politicians with unfunded mandates and legislative attempts to provide standardized solutions have done more to hurt education than to help. Expecting every child to succeed at the same level to the same degree at the same time displays enormous ignorance of fundamental differences in humans and the human condition.  
    Common sense tells us that unless we find ways to make teaching more attractive to those both those in the profession and those who might be considering it, retirement numbers will continue to grow and their replacements will not answer the call.  That also means that school systems, especially those in rural areas, will experience even greater teachers shortages than they see now, and far too often the answer is not found in making teaching more attractive but in lowering standards for entry.  That’s not not a solution, it’s submission.