My Island View

Several decades ago I read an article that I believe was in Time Magazine on the most difficult jobs in America. The article defined a difficult job based on the number of impactful decisions a person had to make in a day. Listed, as one of the most difficult jobs, was that of an eighth grade English teacher. I was surprised to read that, but I was in full agreement, since I was at the time an eighth grade English teacher. A decision is made by considering the information available and making a choice, or taking a course of action. The best decisions can be made when the best and most complete information is available.

A glaring obstacle to change and hopefully improvement in our education system, which needs to be addressed, is that educators don’t always know what they don’t know, but make decisions with the information they have. Making decisions with limited information often limits the potential of progress.

If there is one fact that can be established as a result of the use of technology it is that technology promotes and accelerates innovation and change. The rate of change in our computer-driven society is happening at a pace never seen before in history. These changes affect almost every aspect of our lives. Keeping up with these changes has become a challenge for everyone. We can argue whether this change is good or bad, but the fact is that this change is real and ongoing, like it or not. Making decisions becomes more difficult because the information used to make the decision might be different within a year. This has been underscored time and time again when we consider industries like: typewriters, telephones, Kodachrome film, cassettes, record albums and the list goes on.

Teaching deals with information in all of its forms. Teaching kids how to curate, analyze, critically think, collaborate, communicate and ultimately create information is the goal of education. We are also trying to instill a love of learning and flexibility to change in order to promote life long learning in every student. In order to do that effectively and efficiently is difficult enough, but in today’s world we need to do that with as much relevance as possible. We need to be relevant today because our kids will be living in a world that will be more advanced than we are now as a result the effect of technological influences for change.

As a teacher of the 70’s I can say that it was certainly easier back then. Things were more rigid and more reliable. Change was slow. Teachers could teach the same curriculum year after year and be considered to be a dependable educator. This is not what we want for our kids today, but for the most part, this has changed, or at least we would like to think so.

If we want our educators to make the best decisions for our kids, we need to insist that they consider the best and most complete information available. We need to make decisions that are based on relevant information. Relevance has become a component of education in a system that is so affected by rapid change, a difficult task indeed.

Teachers may no longer earn a degree and expect that degree to carry them through a 30-40 year career without some additional form of training or education to retain their relevance. Does our present system promote or even allow for this? Do districts provide relevant professional development for their educators? Are the decision-makers, who are deciding on relevant PD, relevant themselves? If teachers are to make their own choices on PD, are they making the right choices? Do they select PD choices that are needed, but might be uncomfortable to do? Are they up to date on what areas in education are leading edge ideas? Are they aware of all of the choices available to them?

If we all agree that Professional Development should be prioritized, ongoing, and supported with time and money, than let us consider what PD we actually have. Relevance is a key factor in making PD decisions. A big problem with our current system may be that decision makers who need to make relevant decisions are themselves irrelevant. How can educators make decisions on the best PD to enrich them, when they are unaware of the PD strands that are current or even available?

It is a problem when we reach a point where educators don’t know what they don’t know.

Adult learning, collaboration, and social media should all be components of our Professional Development. Time for collaboration, common planning periods, and reflection time should be included in our Professional Development. Having staff members in some form supporting or coaching teachers developing and adopting new methodology should be included in our Professional Development. Moving from the 20th century teacher-centered methodology and mindset to a more student-centered 21^st century approach should be included in our Professional Development. Supporting educators to believe they can expand and change with a supportive school culture should be included in our Professional Development. The idea that we are all life long learners becoming a belief and not just an alliterate phrase should be included in our Professional Development.

If we are to better educate our kids, we must first better educate their educators.