I wrote this in a discussion with my classmates who were discussing the need for parental involvement; where it happens, and where it is hard to get it. This was my response, which referred to an earlier post.
Classmates,
There is a reason I got into education, and there is a reason I want to get into education administration; the system is flawed. Now, every system is flawed, cracked and can be taken advantage of. However, I think that as society has shifted, education has not shifted fast enough to keep up, and that is normal of government-run institutions. As teachers, we, more than anyone, know what it takes to get student achievement. However, I have heard things that teachers need from outside sources, and I think we need to figure out what it will take for US to create a better system. I want to point you guys to a blog posting I made: http://lifeonsped.blogspot.com/2010/03/shifting-expectations-of-school.html
This illustrates an idea that I was kicking around with my CT the other week. If parents in trying areas have so much trouble helping their children, why not put the help where it is needed... with the students. following the atwork.wa.gov twitter account @janekuechle. She saw my blog posting and was hung up on my comment of "ineffective social programs". I'm not a politician who want to push an agenda of what level of government involvement is needed. My focus is solely on the children, and if we can redirect resources to create more effective programs that are run through the schools and follow the children, then that will help the overall state of our nations education. I know many paras (myself included) who worked two jobs, because they couldn't live off of just working in the schools. If you create social programs, dinner programs, tutoring programs that follow the student, and flow through the school, then people can make a better wage for themselves and families. Teachers can pick up extra hours without having to be a coach or leave their classes if they don't want to. Kids can be off the streets where it is safe, and be surrounded by positive influences for mor than 6 hours of the day. Parents do not have to use tech babysitters like TV and video games, and kids do not need to turn to gangs in order to find a sense of community or brotherhood or family.
I don't think parental involvement is likely to make a drastic change. Parents either care, or they don't about their child's education. If was can keep the kids fed, appropriately socialized, active, and tutored from kindergarten until graduation, then we will have changed the face of education in our country for the better.
Showing posts with label Randy Dorn. Show all posts
Showing posts with label Randy Dorn. Show all posts
12 March 2010
Needed: New Expectations
If you were to make a graph of the appropriate closeness of a teacher to a student, it would be inversely proportionate to the academic abilities of the student. Therefore, the more academically capable the student, the more relational distance to their teacher. This could be partially due to the number of students in general education classes, versus a resource room versus a student in a one-on-one situation.
Consider how much a teacher knows about a student's family of home life. The ONLY pet-peeve I have of general education teachers is when they assume that all students are coming into their classes from the same starting point; that the only determining factor on student success is how the student has chosen to participate in class. Last year, I overheard a teacher complaining about one of my alternative education students in the Teachers' Lounge that this student was choosing not to focus or accomplish any work in class that day. I told this teacher that the student had been kicked out of their house the previous night and came into school that morning after sleeping on the train tracks. The teacher had no response, and I don't blame them.
After getting over my initial annoyance with the teacher, I realized that the education system is not conducive to teachers getting to know their students. The expectation is to teach the content, raise the test scores, enforce the school policies, and not sleep with the students. How are teachers supposed to touch the lives of their students when the high schools resemble university lecture halls more than classrooms? A teacher may connect with 5-10 of the 150-200 students that come into their classrooms throughout the day. You place more than 25 kids in a classroom, and the teacher becomes a ring leader in a circus managing what is going on in class instead of guiding the education of children.
We have placed the weight of raising test scores on the shoulders of teachers who hope to create a love of learning in their students. We expect teachers to raise our kids for us; to teach them what they need to know instead of how to find it for themselves. Teachers are expected to teach effectively without giving an education. The expectation needs to shift to think of them as educators who give students the tools to learn and succeed at life. We want teachers to give children the fish of data without educating them as to how to fish for knowledge. We want our children to be able to duplicate so they can pass the next test or quiz, but we do not want to open the world to them and let them discover, explore, and create.
I do not believe that class size is the answer, nor do I believe that it is a matter of funding. The expectations of what learning is, and what educators need to do, needs to shift. We have turned the school day into the drudgery of the work day. Students have become more of a cog in the social machine, when they need to learn who they are and how to grow into contributing citizens. I am not from the school of thought that believes ALL kids should be successful on the same level. I hated having a losing season, and still getting a trophy for participation. If students are always given false success, then they grow to believe that they deserve it, and the sense of entitlement grows inside of them. Students need to experience the joys of achieving real success, which means thet need to learn the lessons of real failure. Students will not be educated if we do not shift our expectations to cultivate learning instead of test scores.
Consider how much a teacher knows about a student's family of home life. The ONLY pet-peeve I have of general education teachers is when they assume that all students are coming into their classes from the same starting point; that the only determining factor on student success is how the student has chosen to participate in class. Last year, I overheard a teacher complaining about one of my alternative education students in the Teachers' Lounge that this student was choosing not to focus or accomplish any work in class that day. I told this teacher that the student had been kicked out of their house the previous night and came into school that morning after sleeping on the train tracks. The teacher had no response, and I don't blame them.
After getting over my initial annoyance with the teacher, I realized that the education system is not conducive to teachers getting to know their students. The expectation is to teach the content, raise the test scores, enforce the school policies, and not sleep with the students. How are teachers supposed to touch the lives of their students when the high schools resemble university lecture halls more than classrooms? A teacher may connect with 5-10 of the 150-200 students that come into their classrooms throughout the day. You place more than 25 kids in a classroom, and the teacher becomes a ring leader in a circus managing what is going on in class instead of guiding the education of children.
We have placed the weight of raising test scores on the shoulders of teachers who hope to create a love of learning in their students. We expect teachers to raise our kids for us; to teach them what they need to know instead of how to find it for themselves. Teachers are expected to teach effectively without giving an education. The expectation needs to shift to think of them as educators who give students the tools to learn and succeed at life. We want teachers to give children the fish of data without educating them as to how to fish for knowledge. We want our children to be able to duplicate so they can pass the next test or quiz, but we do not want to open the world to them and let them discover, explore, and create.
I do not believe that class size is the answer, nor do I believe that it is a matter of funding. The expectations of what learning is, and what educators need to do, needs to shift. We have turned the school day into the drudgery of the work day. Students have become more of a cog in the social machine, when they need to learn who they are and how to grow into contributing citizens. I am not from the school of thought that believes ALL kids should be successful on the same level. I hated having a losing season, and still getting a trophy for participation. If students are always given false success, then they grow to believe that they deserve it, and the sense of entitlement grows inside of them. Students need to experience the joys of achieving real success, which means thet need to learn the lessons of real failure. Students will not be educated if we do not shift our expectations to cultivate learning instead of test scores.
26 February 2010
Letter From State Superintendent Randy Dorn
On February 23rd, partnership4learning.org posted a newsletter with a letter written by the State Superintendent of Public Instruction Randy Dorn. In this letter he says things like, "We know Washington is starting behind many other states, but we are up to the task the Obama Administration has set before us and believe that, with the political will and several critical reforms, our state could lead the nation with an education system that prepares all its students for the challenges of tomorrow." What he is referring to is the $4.35 billion Race to the Top grant presented by the Obama Administration.
Now, I am not going to take the time in this post to express my political agenda, or look at this politically. I am from the school of thought that politics hinder the education process. I think we need to empower the teachers, and give them a clear ending point, and help them get there. Supt. Dorn does state a few elements that the grant/legislation will need in order to have success. The one I want to point out here is:
A significant portion of the teacher and principal evaluation system must include multiple measures of student academic growth. If we are serious about closing the achievement gap, we need to make sure teachers and principals are first, supported to address the diverse learning needs in our schools and classrooms, and then, evaluated and held accountable for the academic growth of every student.
He goes on to explain a plan that offers support to teachers whose students to not reach the state standards as opposed to reducing their funding. He offers up a safety net that can benefit tenured and starting teachers alike. If you do not meet the standard you are given support, and if you do not succeed three years after that with the added support and training, then you are just not cut out to be a teacher. Clear and concise. I knew there was a reason I voted for this guy. Let's give teachers MORE training when they struggle, not LESS funding. Dorn says, "We need to make sure we are giving all teachers and principals the opportunity to grow and providing those who do not, an expedient way out of our schools." Amen.
Here's the link to the letter, and be sure to check out http://www.partnership4learning.org/
Now, I am not going to take the time in this post to express my political agenda, or look at this politically. I am from the school of thought that politics hinder the education process. I think we need to empower the teachers, and give them a clear ending point, and help them get there. Supt. Dorn does state a few elements that the grant/legislation will need in order to have success. The one I want to point out here is:
A significant portion of the teacher and principal evaluation system must include multiple measures of student academic growth. If we are serious about closing the achievement gap, we need to make sure teachers and principals are first, supported to address the diverse learning needs in our schools and classrooms, and then, evaluated and held accountable for the academic growth of every student.
He goes on to explain a plan that offers support to teachers whose students to not reach the state standards as opposed to reducing their funding. He offers up a safety net that can benefit tenured and starting teachers alike. If you do not meet the standard you are given support, and if you do not succeed three years after that with the added support and training, then you are just not cut out to be a teacher. Clear and concise. I knew there was a reason I voted for this guy. Let's give teachers MORE training when they struggle, not LESS funding. Dorn says, "We need to make sure we are giving all teachers and principals the opportunity to grow and providing those who do not, an expedient way out of our schools." Amen.
Here's the link to the letter, and be sure to check out http://www.partnership4learning.org/
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