Marc Tucker has a new paper out comparing education in the US and five other nations. While I do not always agree with him or with the paper cited by John Merrow is his latest blog entry, there are some compelling arguments in the paper.
About the countries examined, Merrow notes:
"The essential message: those places aren’t doing any of the stuff we have focused on — charter schools, alternate certification, small classes and pay for performance, to name a few of our ‘magic bullets.’ Instead, they have developed comprehensive systems: their teachers are drawn from the top of the class, are trained carefully and, if hired, are paid like other professionals. They spend more on the children who are the toughest to educate, they diagnose and intervene at the first sign of trouble, they expect their best teachers to work in the toughest schools, and they expect all students to achieve at high levels. They do not rely heavily on machine-scored multiple choice tests but are inclined to trust and respect the judgements of teachers. Their curriculum is coherent across the system, which eliminates problems created by students moving around."
John has identified the finding that is key in Tucker's remarks. He shares a link to the paper in his blog .
Perhaps Merrow's most cogent comment is the following near the end of his statement:
"Unfortunately, we Americans cling to our belief in ‘magic bullets.’ But I have news for you. They don’t call them ‘magic tricks’ for nothing. It’s because they are TRICKS. As for bullets, they kill, and “Death by 1000 Magic Bullets” is still dead."
I will have more to say about our propensity for pursuing magic bullets later.
I encourage you to read both the paper and Merrow's comments about it then return here and share your thoughts.
Thursday, May 26, 2011
Monday, May 23, 2011
Teaching Is Not Rocket Science
Bernard Badiali, Professor at Penn State offers the following commentary on the complexities of teaching. It was prepared originally as part of an ongoing series by Centre Teacher Writers for the local newspaper.
I recently read an interesting account of a physician who, with his wife, hired an Au Pair to help raise their young children. The Au Pair was from another country and was not formally educated although she was caring and affectionate with the children. Her affectionate disposition became a problem when the couple noticed her kissing their children on the lips even when she had a raging cold. When the doctor asked her not to do this she simply replied dismissively, “Oh, you Americans are so superstitious.” Clearly, the physician knew what a task it would be to explain the complex concepts of germs, immune systems, communicable diseases and the like. Explaining these complexities would not be simple; it would take time, patience and some willingness on the part of the Au Pair.
Most of us acknowledge the mysteries and complexities of medical science, but there are many professional jobs wherein the complexities are not acknowledged. How often have you had the thought that your own job is too complicated for anyone outside of your closest colleagues to fully appreciate? Few of us think of classroom teachers as having complex or mysterious work. It is a reasonable assumption to make since we have all been to school and therefore presume to know what schools are like. Even as adults we read about classroom life or the teaching profession in newspapers and see accounts of educational practice on TV. But news stories are usually shallow or sensational or both. Rarely do they capture the complicated realities of classroom life. The simple truth is that unless you have done the work, you have an impoverished idea of what it means to be a classroom teacher. Although you may believe that you know about the complexities of good teaching and all that goes with it, I feel certain that you are deceiving yourself.
It is easy and dismissive of this issue to assert your intimate knowledge about schools because you have been a student or because you are a parent of a student. Take a moment to consider the limitations of those vantage points.
With regard to schooling, I have come to believe that the memory is selective. Schooling is a personal experience. Nearly everyone gets roughed up in school at one point or another. Personal slights, academic disappointments, hurt feelings or rash interactions at school are written on the memory in ink, while the acquisition of knowledge is more often noted in pencil, easily faded, lost or erased over time. Do you recall Avogadro’s number? The Diet of Worms? The periodic symbol for Strontium? But let me ask you this, How did you learn to read and write? Be honest. How did you learn literally and figuratively what makes the world go around? How did you begin to figure out who you really are? How do you know what it means to be a good citizen within our democracy? I suspect you learned all of this in numerous places, but principally in school and from teachers. Give credit where credit is due.
As a parent you hear stories about classroom life through the eyes of a young loved one. Multiply those stories by 10 or 20 interpretations and you can begin to see what complexity a classroom teacher sees.
Almost twenty years ago, a school board member said in an open meeting that teaching wasn’t “rocket science.” Thankfully there was a physicist in the audience who agreed. She said, “Rocket science tends to be far more linear than teaching and therefore easier. Teaching involves far too many variables to be predictable.” I would agree with the physicist.
The Complexities of Good Teaching
I recently read an interesting account of a physician who, with his wife, hired an Au Pair to help raise their young children. The Au Pair was from another country and was not formally educated although she was caring and affectionate with the children. Her affectionate disposition became a problem when the couple noticed her kissing their children on the lips even when she had a raging cold. When the doctor asked her not to do this she simply replied dismissively, “Oh, you Americans are so superstitious.” Clearly, the physician knew what a task it would be to explain the complex concepts of germs, immune systems, communicable diseases and the like. Explaining these complexities would not be simple; it would take time, patience and some willingness on the part of the Au Pair.
Most of us acknowledge the mysteries and complexities of medical science, but there are many professional jobs wherein the complexities are not acknowledged. How often have you had the thought that your own job is too complicated for anyone outside of your closest colleagues to fully appreciate? Few of us think of classroom teachers as having complex or mysterious work. It is a reasonable assumption to make since we have all been to school and therefore presume to know what schools are like. Even as adults we read about classroom life or the teaching profession in newspapers and see accounts of educational practice on TV. But news stories are usually shallow or sensational or both. Rarely do they capture the complicated realities of classroom life. The simple truth is that unless you have done the work, you have an impoverished idea of what it means to be a classroom teacher. Although you may believe that you know about the complexities of good teaching and all that goes with it, I feel certain that you are deceiving yourself.
It is easy and dismissive of this issue to assert your intimate knowledge about schools because you have been a student or because you are a parent of a student. Take a moment to consider the limitations of those vantage points.
With regard to schooling, I have come to believe that the memory is selective. Schooling is a personal experience. Nearly everyone gets roughed up in school at one point or another. Personal slights, academic disappointments, hurt feelings or rash interactions at school are written on the memory in ink, while the acquisition of knowledge is more often noted in pencil, easily faded, lost or erased over time. Do you recall Avogadro’s number? The Diet of Worms? The periodic symbol for Strontium? But let me ask you this, How did you learn to read and write? Be honest. How did you learn literally and figuratively what makes the world go around? How did you begin to figure out who you really are? How do you know what it means to be a good citizen within our democracy? I suspect you learned all of this in numerous places, but principally in school and from teachers. Give credit where credit is due.
As a parent you hear stories about classroom life through the eyes of a young loved one. Multiply those stories by 10 or 20 interpretations and you can begin to see what complexity a classroom teacher sees.
Almost twenty years ago, a school board member said in an open meeting that teaching wasn’t “rocket science.” Thankfully there was a physicist in the audience who agreed. She said, “Rocket science tends to be far more linear than teaching and therefore easier. Teaching involves far too many variables to be predictable.” I would agree with the physicist.
Sunday, May 22, 2011
NLOD -- Connecting Schools and Communities
Examples of ways in which NLODS Schools connect with their communities
Jamal Fields (Junction Ave K-8 School, Livermore, CA) reports that:
At Junction Avenue K-8 School one thing that we are doing to connect with the community is to hold showings of the movie Speaking in Tongues at the public library and facilitating a discussion afterward regarding the value of being bilingual. These showings have provided a venue to get the word out about our Dual Immersion program and provide an opportunity to hear from the community and engage in conversation about public schooling and specifically our school. These events have been very effective in raising awareness about our school as well as enlightening for us to hear what the community thinks about learning in both Spanish and English and about our school
Jim Strickland (Marysville High School, Marysville, WA) reports that:
Here's a community connection that has been a really great experience for my special education Leadership class. We have hooked up with a local group that feeds the homeless -- Marysville Community Lunch -- and the kids make peanut butter and jelly sandwiches for the lunch guests every Monday. We deliver the sandwiches to our local food bank in person, and then spend an hour volunteering our time there. The kids are proud of doing something to help others. They are also learning valuable work skills and making lasting connections with our community. It's win/win all around!
Dianne Suiter (Central Academy, Middletown, Ohio) reports that:
As part of their eighth grade graduation requirement, each fall our eighth grade students must identify a local agency or business in which to conduct an internship. The internship consists of a minimum of 15 hours of service, but many of our students remain with the agency for at least the remainder of the year. While they are there, the students perform whatever service work is needed. There is a requirement that the services given must be real work that needs done, and work that is usually completed by adults.
The student must also research the agency. They have a list of questions to help them begin, and then broaden those with their own questions which develop as they work. For example, they find how many employees the agency hires, how many volunteers the agency uses, what the sources of funding are for the agency, what the management structure is, what some of the most pressing challenges are for the agency are, etc. These questions form the framework for a research paper the student writes.
The student then creates a verbal presentation about the agency and what they learned while there, and demonstrates his/her knowledge of the work by answering questions from the audience. Many of these presentations utilize power points or I-Movies. The presentations are given to the public (family, friends, and community members) during an open house evening. Structured in conference style, there is a whole group gathering in the gym during which the process and rationale for the internships is explained, followed by a series of three sessions. Students are located in classrooms through out the school, and attendees can choose from the program which sessions they wish to attend.
The entire process not only extends and enriches our students' knowledge of the people and needs within our town, but also helps our community members to better understand our school and its undergirding beliefs in the moral obligation to assist in grooming our next generation of citizens.
Saturday, May 14, 2011
Silver bullets
I am wondering why Foundations and politicians ignore the complex nature of the educational process and keep coming up with a "silver bullet" that will reform education once and for all.
What do you think?
What do you think?
Sunday, May 8, 2011
Opportunity lost
It is imperative that people read the article by Liz Robbins first published online on May 6 and included in the Sunday, May 8 issue of the New York Times. Headlined "Lost in the School Choice Maze" , the story uses the plight of eighth grade honor student Radcliffe Saddler to describe the downside of school choice policies in Gotham.
More important than the immediate problems of high school admission are the multiple signs of a system that has lost any semblance of equal opportunity. If ever there was a reason to question claims of success for various schools of choice the selective processes used to assemble the various student bodies provide one that is hard to challenge.
When there are few good options and many bad ones, the children of the priviliged are clearly positioned to win -- that surely is not what the nation wants for its young.
Maybe all of us should send a copy of this to our President and ask him if this is the circumstance he really wants to support.
More important than the immediate problems of high school admission are the multiple signs of a system that has lost any semblance of equal opportunity. If ever there was a reason to question claims of success for various schools of choice the selective processes used to assemble the various student bodies provide one that is hard to challenge.
When there are few good options and many bad ones, the children of the priviliged are clearly positioned to win -- that surely is not what the nation wants for its young.
Maybe all of us should send a copy of this to our President and ask him if this is the circumstance he really wants to support.
Saturday, May 7, 2011
It never happened: New Soder Post
Check out Roger Soder page to see his comments regarding those who alter history by putting things down Orwell's "Memory Hole."
It seems reasonable to me that a community should expect that its schools equip their graduates to discuss such issues and ensure that they are not part of a society that alter's history to fit current political aims. As Soder points out some of our current political leaders seem to have little qualms at erasing past actions and remarks. Also, although Roger doesn't mention it, some state's have adopted a history curriculum that is adapted to fit the idealogical persuasion of those currently in power.
Read what Roger has to say and then come back to this posting and add your comments by clicking on the comment link below, selecting which profile you want to use (anonymous if no other one fits), previewing the comment to make sure it is what you want to say, then clicking "submit".
Let's have some conversation about this.
It seems reasonable to me that a community should expect that its schools equip their graduates to discuss such issues and ensure that they are not part of a society that alter's history to fit current political aims. As Soder points out some of our current political leaders seem to have little qualms at erasing past actions and remarks. Also, although Roger doesn't mention it, some state's have adopted a history curriculum that is adapted to fit the idealogical persuasion of those currently in power.
Read what Roger has to say and then come back to this posting and add your comments by clicking on the comment link below, selecting which profile you want to use (anonymous if no other one fits), previewing the comment to make sure it is what you want to say, then clicking "submit".
Let's have some conversation about this.
Thursday, May 5, 2011
Should schools allow the world in?
Another student comes home and discovers her younger sister crying as she cradles her mother who has been stabbed to death by a boy friend.
What is the responsibility of schools when such events occur outside of the school? Should it be business as usual? If not what actions are appropriate.
Haiti is racked by an earthquake killing thousands and scenes of devastation play 24/7 on television. In Indonesia and Japan Tsunamis hit following earthquakes and news sources provide graphic reports about the deaths and destruction.
What is the responsibility of schools when such events occur outside of the school? Should it be business as usual? If not what actions are appropriate.
Navy Seals invade the hiding place of Osama Bin Liden, killing him – reportedly in front of his young daughter. The President of the United States is gunned down in Dallas as he is waving at crowds from his convertible. A bomb blows up a courthouse in Oklahoma City killing many. A high school student goes on a rampage in Colorado and kills and wounds many. Because he is gay, young people drag a University of Wyoming student to the edge of town and kill him leaving him tangled in barb wire.
What is the responsibility of schools when such events occur outside of their own school? Should it be business as usual? If not what actions are appropriate.
All of these are real, recent events. I have witnessed school officials and teachers ignore them, use them as an opportunity for students to learn, and order that there should not be any discussion about them. Some educators worry about the emotional impact on students of discussions of such events. Others worry about the impact of not discussing them. Clearly considering such matters is not something that will affect the test results that some people believe should be used to measure the quality of a school. Any time taken to deal with them will mean there is less time for the established curriculum.
What do you think should schools do?
Tuesday, May 3, 2011
Duncan Message: What to Believe
In his message for Teacher Appreciation Day, Secretary of Education Duncan says the following (among other things):
"You have told me you believe that the No Child Left Behind Act has prompted some schools—especially low-performing ones—to teach to the test, rather than focus on the educational needs of students. Because of the pressure to boost test scores, NCLB has narrowed the curriculum, and important subjects like history, science, the arts, foreign languages, and physical education have been de-emphasized. And you are frustrated when teachers alone are blamed for educational failures that have roots in broken families, unsafe communities, misguided reforms, and underfunded schools systems. You rightfully believe that responsibility for educational quality should be shared by administrators, community, parents, and even students themselves."
Do you agree with the statement? Do you believe that Duncan's actions are consistent with it?
What about some of the other statements in his message?
Is this really the first time in history we have been concerned about drop outs? Under approaches he advocates do teachers really have a great deal of autonomy within their classrooms? Do you really believe he hears what teachers are saying?
To find out what he was really thinking check out Aaron Pallas's suggestions in Valerie Strauss' Blog .
He begins As part of Teacher Appreciation Week, Secretary of Education Arne Duncan published an open letter to America’s teachers. Perhaps Secretary Duncan writes his own speeches—but the fact that the U.S. Department of Education lists 124 employees for the Office of Communications and Outreach suggests otherwise. Perhaps the secretary’s mind wanders as he reads the texts prepared for him—
"You have told me you believe that the No Child Left Behind Act has prompted some schools—especially low-performing ones—to teach to the test, rather than focus on the educational needs of students. Because of the pressure to boost test scores, NCLB has narrowed the curriculum, and important subjects like history, science, the arts, foreign languages, and physical education have been de-emphasized. And you are frustrated when teachers alone are blamed for educational failures that have roots in broken families, unsafe communities, misguided reforms, and underfunded schools systems. You rightfully believe that responsibility for educational quality should be shared by administrators, community, parents, and even students themselves."
Do you agree with the statement? Do you believe that Duncan's actions are consistent with it?
What about some of the other statements in his message?
Is this really the first time in history we have been concerned about drop outs? Under approaches he advocates do teachers really have a great deal of autonomy within their classrooms? Do you really believe he hears what teachers are saying?
To find out what he was really thinking check out Aaron Pallas's suggestions in Valerie Strauss' Blog .
He begins As part of Teacher Appreciation Week, Secretary of Education Arne Duncan published an open letter to America’s teachers. Perhaps Secretary Duncan writes his own speeches—but the fact that the U.S. Department of Education lists 124 employees for the Office of Communications and Outreach suggests otherwise. Perhaps the secretary’s mind wanders as he reads the texts prepared for him—
Sunday, May 1, 2011
Problem not just salaries
Thanks to the headline for today's New York Times article by Dave Eggers (and the bulk of the article) most people reading it will see the often repeated complaint about the salaries teachers get. It is hard to attract college students to the profession (as a career anyway) because of the low pay for teachers. However, in the opening part of the article Eggers addresses another critical part of the problem of attracting young people to the profession, As long as teachers are given little control over their own work, many imaginative and intelligent prospects will avoid the profession.
We cannot continue to hold teachers accountable for decisions they don't make or to complain about teachers because they are doing their jobs as they are required to do them.
We cannot continue to hold teachers accountable for decisions they don't make or to complain about teachers because they are doing their jobs as they are required to do them.
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