Ideas in education
AN ACT RELATIVE TO THE ACHIEVEMENT GAP
I believe it takes important steps toward addressing some of our most urgent and persistent needs and putting our children on a path to success.
I sit firmly on both sides
I believe firmly that, as a state, we must craft a system that serves the thousands of children who will remain in district schools even if we lift the cap on charter schools.
A sense of urgency rush the bill.
set specific goals for recruiting and retaining high-need student populations ... to assess [5 years later], at the time of charter renewal,
Effective transfer of best practices between district and charter schools.
The education collaborative shall be managed by a board of directors which shall be comprised of 1 person appoint ed by each member school committee and 1 person appoint ed by each member 22 charter board of trustees.23
Each board of dir ect ors of an education collaborative shall establish and manage a trust fund, to
be known as an Education Collaborative Trust Fund, and each such fund shall be designated by an
38
appropriate name. All monies contribut ed by the member municipalit ies and charter schools and all
39
grants or gifts from the federal gover nment, state government, charitable foundations, private
40
corporations or any other source shall be paid to the board of dir ect ors of the education collaborative and
41
deposit ed in the fund.
42
apply for state, federal or corporate grants or contracts to obtain funds necessary to carry out the purpose for which such collaborative is established57
The board of directors of the education collaborative shall be consider ed t o be a public employer and have the authority t o employ personnel, including teachers, to carry out the purposes and functions 67 of the education collaborative68
(1) expand, alter or replace the curriculum and program offerings of the school, including the implementation of researchbased early literacy programs, early int ervent ions for 198 struggling readers and the t eaching of advanced placement courses or ot her rigor ous nationally or 199 int ernationally recognized courses, if the school does not already have such programs or courses;
(2) 200 reallocate the uses of the exist ing budget of the school;201
(4) increase the salary of any administrator, or teacher in the school, to attract or retain highly 205 qualified administrators, or teachers or to reward administrators, or teachers who work in 206 underperfor ming schools that achieve t he annual goals set forth in the turnaround plan;
(5) expand the 207 school day or school year or both of t he school; 208
(7) following consultation with applicable local unions, requir e the principal and all administrators, teachers and staff to reapply 210 for their positions in the school, wit h full discr etion vested in the superint endent regarding his 211 consideration of and decisions on rehiring based on the reapplications.
(8) limit, suspend or change 1 or 212 mor e provisions of any contract or collect ive bargaining agreement, as the contract or agreement applies 213 to the school; provided, that the superint endent shall not reduce the compensation of an administrator, 214 teacher or staff member unless the hours of the person are proportionately reduced;215
(14) develop a strategy to search for and study best practices in areas of demonstrated deficiency in the school; 225
(b) The purposes of establishing charter schools are: (i) to stimulat e the development of innovative programs wit hin public education; (ii) to provide opportunities for innovative learning and 900 assessments; (iii) to provide parents and students wit h greater options in selecting schools wit hin and 901 outside their school districts; (iv) to provide t eachers with a vehicle for establishing schools with 902 alternative, innovative met hods of educational instruction and school structure and management; (v) to 903 encourage perfor mancebased educational programs; (vi) to hold t eachers and school administrators accountable for students' educational outcomes; and (vii) to provide models for replication in ot her 905 public schools. 906
Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273
widget
quotes
Are teachers just interchangeable widgets? I just lost my teaching assignment, the job I had for 4 years of teaching humanities to seniors. The stated reason was that we should all be able to teach in any position. I guess this is better than last year. Last year I was told in the middle of the summer that I would be teaching tenth grade. On the first day of school I was told I was teaching twelfth grade after all. Some teachers found out what they were teaching a class they had never taught before. They found out on the first day of school. The students are the ultimate victims of this widget philosophy.
Being a good teacher requires a tremendous amount of thought and design in preparation for the school year; on average I spend a couple of hundred hours even on the classes I have taught for years. In order for the material to be compelling to your students it has to be fresh and compelling for you.
The beginning of the year has its own significant requirements for preparation. Every day you are getting feedback from your new students. Their individuality combined with the chemistry of each class has an enormous effect on your ideas of what you are going to do the next day and every day.
The Widget Effect by The New Teacher Project takes a critical look at how we view and value our teachers. It is their view that, "a culture of indifference about the quality of instruction in each classroom dominates". I find this to be true.
They postulate that, "If districts could systematically identify which teachers perform at the highest level, they could use this information to inform teaching assignments, target teachers for teacher leader positions, and prioritize the retention of these teachers." I wish it were so easy.
The authors move from "If districts could systematically identify" to "yes districts can systematically identify." This is a huge leap and one that neglects the very real problems that make education such a messy business.
In 30 years of running a company I became very dependent on having a systematic approach to product quality and customer satisfaction. Applying good business management practice will certainly reap improvements, but the run-it-as-a-business approach has already become part of the underlying problems.
One example is the mission statement / shared vision / team approach to education promulgated by advisers based in business culture. Being on board is viewed as an indication of being a good teacher. Questioning the 'vision' is seen as detrimental to school culture.
It is thought that teachers can be objectively evaluated using "performance standards based upon student achievement outcomes" and to a certain extent this is probably true. But we have created an industry that produces these standards measures externally from the classroom and another whole industry that creates products to help you meet those standards. It all becomes very self-referential and removed from the classroom and its students.
Additionally we have the political dimension. Opinion leaders identify problems and schools try to address them. A "good" high school, for example is one in which students pass the standardized tests and graduate. A mayor or other official may expand the definition, perhaps instituting a plan in which the number of AP offerings must be increased by some percentage in a district.
While on the face of it all of these ideas have some merit, as they become intertwined with the definition of a good teacher, we move further, not closer, to understanding and recognizing good teaching and good education. A "good" teacher agrees with the vision and happily consumes the products and lingo of the publishers, consultants and Ed. schools. A "good" teacher defines student expectations in line with the what makes the school look good and successful.
Systematic identification of good teaching is far from a foregone conclusion in the real world of education. The very forces who say they would like to see it are often working against its realization. The externally influenced definitions of what good teaching is may have little to do with what it actually is. The Boston Teacher Residency teaches these external measures to its new teachers. Teachers attempt to comply, teaching the the script that they are given at the pace that is approved. They are immunized, cleared of responsibility for their students by their compliance with the strategies and standards. Their superiors are trained in the same vein by the Boston Principal Fellowship Program. The Ed. schools produce these programs in collaboration with Harvard Business School and they are implemented by NGO consultants with an interest of wresting education from the grip of the evil teachers' unions.
The New Teachers Project oversimplifies the issue of why there are bad teachers. "The contours of this debate are well-known. One side claims that teacher tenure and due process protections render dismissal a practical impossibility; shielding ineffective teachers from removal in all but the most egregious instances. The other argues that the process provides only minimal protection against arbitrary or discriminatory dismissal, but that administrators fail to document poor performance adequately and refuse to provide struggling teachers with sufficient support."
The report has collected some interesting data. It states,"47 percent of teachers report not having participated in a single informal conversation with their administrator over the last year about improving aspects of their instructional performance". With all of the external forces acting on the administrators, I am not sure that they are even capable of having that conversation.
A more important conversation needs to happen and it needs to happen as the normal course of business. If the administration wants to support good teaching than it has to know what is going on in the classroom so that they are able to bring their considerable influence to bear in helping to make a case for that specific education to students they see in the halls and to motivate those students and keep them motivated. They cannot rely on platitudes.
My students don't buy platitudes. They have been burned by them before, left high and dry while the rest of the world sails into an optimistic future. Part of being a good teacher is the ability to help students understand and define their own educational challenges, set personal goals and see them as attainable. A good administrator elicits those goals from and reinforces them.
When I ran a construction company I made certain to see what 30 or 40 workers on a building site (of say 14 houses) were doing every day. I talked to each of the workers about how the job was going, was there anything in your way, did you see any problems. I did that and I ran a carpentry crew, working with the tools for 6 hour each day. It was a management style that worked, we produced good housing and we all made a good living.
A school like mine (~300 students, 20 teachers) needs a leader who is involved in the education that is going on in the building. That involvement requires commitment, time and effort. It should not be delegated. Ask your teachers individually, every day: What are your current challenges? What are you thinking of doing to address them? Elicit ideas and contribute your own. Spend time in the classrooms to see how the ideas you toss around with your teachers are working out then catch up with them in the hall between classes and compare notes; judge together what works. It will be huge benefit to students. Students respond positively to an adult in the room. They are pleasantly surprised when someone knows what they are working on. It makes their work more important to them. All of this should become the core job definition. Avoid the bureaucracy, do what you have to quick and dirty, ignore what you can.
My school spans parts of 3 floors. I have seen my headmaster on my floor 3 times this year. She was never in my classroom in spite of my open invitation. There are 2 other headmasters and another 4 or 5 people fulfilling administrative functions. Administrators define their job as protecting the students from the teachers. I worked for a city bureaucracy too and it wasn't as big but the Dept of Neighborhood Development was just ineffectual and distracting from the real job of building houses as BPS and its consultants are distracting to the real work of education.
I was in the Boston Public Schools schools for 13*3 school-years as a parent. Involved parents got good at finding out who the good teachers were. We wanted our kids to have those teachers and wanted administrators who would stay out of their way. That was the best we thought we could get. Clearly that isn't enough. Supporting good teaching needs to be reformulated from the top down. You don't bring out the best in people with a periodically applied, computerized carrot and stick. "A comprehensive performance evaluation system...that credibly differentiates teachers" has to happen every day, it has to be local and it probably has little to do with a system. Teachers give up and get to stay since no one cares to check as long as they talk the talk. I would hypothesize that you can't hide having given up on your kids if someone is checking in with you every day and talking with you about what inspires you about your material and how you intend to inspire your students. If it is not working it should be self evident. A bad teacher will realize and accede that they can't do the job. Teachers wake up in the middle of the night and ask themselves that question anyway. There is no job as hard in my experience. I cannot say with certainty how long I will last. The administration usually gets to you first. I'd like to be in the classroom for as long as I am good at solving the puzzle of the kids, am inspired by my material, know I have something to say and still have the energy to run the show.
other
http://www.tntp.org/newsandpress/060109_TNTP.html
"On education, we will expand exchange programs, and increase scholarships, like the one that brought my father to America, while encouraging more Americans to study in Muslim communities. And we will match promising Muslim students with internships in America; invest in on-line learning for teachers and children around the world; and create a new online network, so a teenager in Kansas can communicate instantly with a teenager in Cairo.
On economic development, we will create a new corps of business volunteers to partner with counterparts in Muslim-majority countries. And I will host a Summit on Entrepreneurship this year to identify how we can deepen ties between business leaders, foundations and social entrepreneurs in the United States and Muslim communities around the world." - http://www.huffingtonpost.com/2009/06/04/obama-egypt-speech-video_n_211216.html
