Archive for the ‘Tenure’ Category

Recently, the editors of Edutopia were considering a theme for their bloggers to blog about concerning testing. In order to keep things timely, they needed to find out when most schools were being affected by standardized tests. It was a reasonable consideration, worthy of a responsible examination of the subject. It was the question posed to the bloggers however, that set me off about our evolved approach to these standardized tests. When is your Testing Season?

Every standardized test has a date or two or three that it is to be administered, but the question was not what are the dates of the standardized tests in your school. The idea that any school would have a “testing season” is enough to drive an advocate for authentic learning to skip taking his scheduled life-saving medications in order to stay on task completing a post about this culture of testing that we have allowed to develop. Every state has its own schedule for tests and a list of grades to take them. New York was at one time considering testing from Pre-K to 2nd grade as well all as the other grades. How does anyone get behind testing toddlers? Testing as it stands now begins in New York at 3rd grade. Here is a site that outlines what each state requires for their Standardized testing. Standardized Testing State By State, Standardized Tests Are Here to Stay

The thing that has really gotten me bothered is this culture change in education. It is no longer about the learning, but rather it is all about the testing. We no longer view the test as an assessment tool of learning to adjust lessons to meet the needs of each student. It has become a means to manipulate data to affect factors beyond that of just student learning. Standardized tests are certainly not the best form of student learning assessment. That seems not to matter however since for whatever the reason, we have had to expand and elevate testing day, or days to The Testing Season.

I remember a conference that I attended a few years ago where a New York City teacher was complaining that his elementary school dedicated an entire month to nothing being taught except for test preparation. The principal of that school monitored the classes to make sure that this strategy was adhered to by one and all. The most recent change in the testing culture is the need to accommodate the tests with all available technology. Some standardized tests are to now being administered via computers. Many schools provide Internet access to their students and teachers solely through computer labs. The tests however, take precedence over learning during “Testing Season” requiring limiting or even shutting down access to these labs in order to prepare for, and administer these computer-delivered standardized tests.

I guess each season brings us feelings associated with it. From the season of summer we may feel invigorated with warmth and recreation associated with it. The season of winter brings on good feelings of sharing holidays, and hot-chocolate comfort. From the season of Testing we get stress and anxiety for kids and adults. I guess the season of Testing is not the season about which many poems are written.

Of course teachers will tell you that they are comfortable in setting their students at ease about the tests during “Testing Season”. I often told my students that I had every confidence that they would do very well on any standardized test that they took because their education prepared them for it. That of course was to reduce their stress and build their confidence, but I am glad I did not have a wooden nose. It would have been a dead giveaway.

Today’s teachers are very stress bound when it comes to these tests. The tests have become less of an assessment of student learning and more of a club or Thor’s hammer for teacher evaluation. Of course teachers are stressed and that is generated to the students for the duration of the “Testing Season”, whether or not the teacher intends for that to happen. If teachers could select students for their classes, crafty teachers would always opt for classes with the slower students. Those are the classes that can show the most advancement in “testing season”, making the teacher a shining star. A great teacher with an outstanding class is cursed and possibly deemed inadequate because kids performing at the very top of the scale will show little improvement. Of course, according to the assessments, it must be the teacher’s fault that kids in the 95th percentile did not move at least five points higher. How can there not be stress and anxiety in the “testing season”?

We may need to research any drop in attendance at schools with stress related illnesses during “testing season”. We do flu shots in the winter season, so maybe we need stress reliever shots in the “testing season”.

Of course pushing testing into a season has had a great effect on the testing industry and all of its requirements. We need to prepare for “testing season”. We need to test in “testing season”, and we need to develop tools and curriculum for “testing season”. The result of all of this is a billion dollar a year industry and we have yet to develop the “testing season” greeting cards.

Maybe we should take a step back and assess our assessments. We do not need this testing season. Tests have grown beyond what they were intended for. They were intended for the teacher to gauge student learning in order to adjust lessons to better meet the needs of students. Tests were never designed to become the goal of education at the expense of actual learning.

This is the part of the post where I should be proposing a thoughtful alternative as a positive spin for this unpopular aspect which has been pushed into American education. Unfortunately, I have no recommendations. I have no ideas that can replace a billion dollar a year idea. Portfolios, individual conferences, and authentic learning projects would all be improvements over standardized testing for student assessment, but they do not provide easily calculated data.

We as a society have allowed business and politicians to corrupt an assessment tool in order to use it as a money-making device for a select few companies. Education needs to be more transparent, but certainly the best people to administer education should be the educators and not business people or politicians. We need to realign education’s goals on learning and not testing. We do not need a season of testing, but a life of learning.


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Dell Computer has sponsored four education Think Tanks over the last year, or so, and I have been fortunate to participate in three of them. At each get-together educators, education related organizers, education industry executives, and most recently students, were brought together in an open discussion on the weighty topics of education and education reform. All of the discussions were video-taped, and live-streamed, and even animated on a mural to a viewing audience. The final production was archived to a special website maintained by Dell. During these discussions the participants were even tweeting out discussion ideas in real-time, which reflected out to the growing community of connected educators on Twitter. Transparency abounds at these Dell Computer think tanks.

Each of the groups is given four to six general topics of concern in education to discuss for about forty-five minutes to an hour. Since the members are all invited guests, they are usually intelligent, passionate, and well-versed in aspects of education specific to their profession.

What I love most about this latest group, and others similar to it, is that if you put a number of intelligent and reasonable people together in a room to come up with a goal for the common good, the results are usually positive and helpful. This is a real teachable-moment lesson for all of our politicians in Congress today.

Dell has provided a great platform for getting to the heart and identifying some of the pressing problems of education through the eyes of these educators, but it doesn’t provide a means of enacting solutions to those problems. If it were a question of educational problems being identified and solved by educators within the education system, there would be far less a problem. But, like all complex problems, there is more to it than that. Progress is being stymied by the 6 “P’s”. By this I am not referring to the military expression “Proper Planning Prevents P*ss Poor Performance”. I am talking about Poverty, Profit, Politics, Parents, Professional development, and Priorities preventing progress in Public Education.

Profit is a big deterrent for change in the system. Most educators agree that high stakes, standardized testing is one of the leading problems with the system today. The idea of changing that anytime soon is remote however. The leading education publishing companies are making a BILLION dollars a year alone on creating and maintaining standardized tests. The profits are even higher in the area of textbooks, so progress in that area, even with the advent of the Internet and endless sources for free information, will show little change soon. Of course these companies all have lobbyists working on the next “P” Politicians.

Politicians are very much influenced by money. Some may even distort the facts to support the interests of their financial backers. Since education itself is a multi-billion dollar industry, that until recently was not, for the most part, in the private sector, it has become the goal of some politicians to put more schools into the private sector. This has made public education a political football. Education for Profit is the new frontier. Along with that comes an initiative to publicly praise teachers, while privately and politically demonizing them. For too many individuals the words Education Reform are code words for Labor, or Tax reform, or both.

Business people and politicians are quick to solicit the help of Parents. Parents, who are familiar with the education system of the 19th and 20th Centuries, the very system under which most of us were educated, are easily duped into trusting the lies of standardized testing. The belief that test results are an indication of learning, and that if the scores are low, it is the fault of the teachers, is a concept delivered by politicians and profit conscious business people. This is a concept that is easily believed by those who are less educated about education. We need to educate parents that although it is true that the teacher can be the biggest influence in a child’s life, the teacher is not the only influence. This less emphasized fact, that the teacher is not the sole influence in a child’s life, brings us to another “P”, Poverty.

If we factored out all of the schools in our education systems which are affected by poverty, we would have a great education system. Poverty however, represents people. Children in poverty have many things acting upon them and probably the least influential is the school system. A child who is hungry cannot learn. A child who is sleep-deprived cannot learn. A child who is fearful cannot learn. A child who is not healthy cannot learn. A child who is not in class cannot learn. What does a standardized test mean to these children? How can we hold the child responsible for those test results? How can we hold the teacher responsible for that child’s test results?

And finally, we arrive at the last “P”, Professional development. To be better educators we need to be better learners. We live in a technology-driven culture that moves faster than any we have ever known. We need to educate our educators on how to keep up to be relevant. Professional Development must be part of the work week. Skills have changed in the 21st Century, but many who are responsible for teaching those skills have not changed themselves. They need education and not condemnation.

My final “P” is for Priority. If education was more than a lip-service commitment from the American people, we would not be having these discussions. We tied education to taxes and that will never bring us together on needed solutions. That is the very reason National Defense has less of a problem. If we are determined to fix education, than we will need to fund it differently. Public education is our National Defense. It is too important to privatize for political gain or profiteering. Educators need to educate Parents, Politicians and Business People about education and not the other way around. Educators must also educate themselves on what education is, as we move forward, because it is, and from now on will always be a moving target.

As always this is just my humble opinion.

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I just finished reading another post on how educators oppose technology, Teachers Resist High-Tech Push in Idaho Schools. The headline from the New York Times misleads somewhat from the content of the article, but it does support the seemingly anti-tech-in-education bias of the NYT. The focus of the article is on the resistance that educators and parents in Idaho are showing to legislation being moved forward in regard to mandating technology in education. As an ardent supporter of technology in education, one would think that I would wholeheartedly support this legislation.  The problem with any legislation dealing with education however is the ignorance of the legislators in regard to education and learning.

The fact of the matter seems, in this case, to be that teachers are opposed, not to the technology, but rather, the intent of its use, as well as the lack of support for training and implementation of the technology. I addressed this same issue in my last post, Another Tarnished Silver Bullet. The purchasing of mass quantities of technology to throw at students, while cutting back on teachers and salaries is not a well-lit path of enlightenment. Many or even most legislators may know about technology without knowing technology. They don’t understand how it is used as an effective tool for learning. They see it as a magical phrase that can be used to sound knowledgeable about what education needs in order to be effective. It is a sound-bite that may be THE Answer for education. It sounds very “Reformy”, and legislators are all about reform. They don’t get the fact that putting the boxes in the rooms does not get the job done. You don’t put someone in the cockpit of an airliner and expect him/her to get passengers across the country. When that flight tragically fails, legislators will blame the person for refusing to learn how to fly, and the airplane for not being reliable, while bearing no responsibility for forcing everyone into this position to begin with. Sound familiar?

Teachers look to technology as a tool for learning. Legislators see it as a way to reduce cost. It is a way to deliver more content with fewer personnel. If legislators were serious about really putting tech in education on a large-scale for learning, then they would put the money up for proper professional development and implementation. Teachers cannot be replaced by technology. Exposure to more content through technology does not enable student learning. It is the teacher who sets the stage and guides kids to use, create, collaborate, and learn with the technology. We learned the lesson that the TV screen does not care for and raise children. It is a helpful tool when parents control, monitor and regulate its use. We now have to understand the computer screen is not an educator unless it is combined with a teacher to stimulate guide and provide feedback on its use.

Of course, when this latest attempt in Idaho to legislate education reform fails, there will be plenty of blame: The intransigent, bad teachers who refuse to change, the greedy teachers unions looking to get more money, administrators who are just putting in their time until retirement. There will be no mention of ill-conceived and poorly planned legislation pushed through by overzealous politicians looking to benefit by hyping their participation in education reform legislation. It will be business as usual.

When it comes to our Legislators on the subject of Education, they seem to believe that a little knowledge goes a long way. Unfortunately, for us, and our children the opposite is true. A little knowledge is a dangerous thing.

Alexander Pope (1688 – 1744) an Essay on Criticism, 1709

A little learning is a dangerous thing; 
drink deep, or taste not the Pierian spring:
there shallow draughts intoxicate the brain,
and drinking largely sobers us again.

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I recently posted another video of a Diane Ravitch interview with CNN. There are now several videotaped interviews of Diane Ravitch standing up for education reform on The Educator’s PLN. It was with this last post however, that I realized that aside from Diane Ravitch, I could think of few others who stand out on the National stage in support of Education reform beyond something more than supporting the status quo of additional standardized testing or increasing its influence in education.

It would seem that only leaders chosen by the national media or politicians are leading education reform. The “man on the street” interview also plays a huge roll in what is going in education today. The politicians who control the purse strings of education seem to depend on the businessmen who control the purse strings of politicians for advice on how to improve education. After ten years of increased dependence on standardized testing at a cost of billions of dollars with little improvement in the system, we must wonder why we continue down this path. The four companies benefiting most by these testing policies are: Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson. Suspicious minds might wonder what lobbying efforts these companies have in place to secure testing in national education policies. More on that here: The Testing Industry’s Big Four

Where are the leaders passionate about education and learning? I can’t believe that they don’t exist. We have institutions of Higher Education teaching courses and programs on educational leadership: where are those graduates? Where are the panels of educators discussing not the failure of the system, but rather the failure of standardized testing to make positive changes? More testing does not equate to more learning. Why is this not being articulated with passion to the public?

Who will stand up passionately for a profession targeted as the reason standardized testing has failed for all these years? Who will stand up and say that it is the policy of testing that is the failure?

After ten years of policies that have not worked, I find it hard to believe that there are no education leaders that have not put together a better way to do things differently for a better outcome. Finland has been pointed out as a world leader in education. The question was then posed: How can we compete with Finland? Where are the leaders who should be screaming: What can we learn from Finland? Finland gives NO standardized tests. They do not spend months in test preparation. They teach and their students learn. Where are the American education leaders to lead us to the same policies and outcomes as Finland? We need leaders to learn from Finland and not attempt to beat them in some imaginary competition for world domination in education. Competition is the way of business and politics. Collaboration is the way of education. We need leaders to make that point clear, but few are coming forward.

Ask why standardized testing is not working and fingers are pointed to the teachers, unions, tenure, length of the year, homework, class size, professional development and even the length of the school day as problems preventing positive testing results. How many education leaders have pointed to the tests themselves as being flawed? Certainly many of these issues need to be improved, but even if all of those issues were changed, I would venture an admitted biased opinion that there would still be problems with the standardized tests. I cannot be the only one who thinks this. How do we convince leaders to stand up for educators and education? What do we do to show our support for these people? It seems to me that Diane Ravitch has many supporters, but why are no other education leaders coming forward in a national forum?  Where is the collective voice of educators? Of course there is always the possibility that I am the only one who sees it this way. Your comments on this are certainly welcomed.

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I am growing tired of the number of posts and stories I read about everyone’s plan on “teacher accountability”. I see too many holes in too many plans to deal with what is being categorized as “THE PROBLEM” with education; bad teachers. Unfortunately, when the outcome of many of these ill-conceived plans like Merit Pay result in failure, that too will be blamed on the teachers for its failure to work and not the fact that the plan itself was flawed. Teachers are in a no-win situation with targets painted on their backs. Nowhere was it more evident than in the reporter’s attack on Matt Damon for his support of teachers at the Save Our Schools March in D.C.. I guess we should be grateful for, if it wasn’t for the press coverage of Matt Damon, the entire March might have gone on with absolutely no press coverage. Why cover a bunch of protesting teachers when we all know that they are the problem with education? They cost too much and do too little. The newest added dimension, thanks to enlightened Missouri Legislators, is that all teachers are suspected to be potential child molesters.

I am not saying that teachers should not be held accountable. I am saying that there is no one factor that is creating the perceived failure of our education system. I recently read a post suggesting that the professional thing for teachers to do was to pick themselves up by the bootstraps and fix themselves through self-evaluation. Of course that was my take on it, and I did comment to the blogger. You may assess it differently. Teacher Accountability & PLCs.

The one big question that keeps nagging at my brain is: Where is our leadership in all of this?  Other questions: Who is standing up for teachers? Besides Diane Ravitch whose voices are we hearing nationally in support of teachers? But the most important question of all is: Where are our local, educational leaders in this? What responsibility are the superintendents, assistant superintendents, directors, principals, and assistant principals taking for the “demise” of our education system?

I do not want to enter the realm of Admin bashing, but there are some observations that can be made that might be helpful in leadership evaluation. After a career in secondary education, I have a longstanding awareness of the capabilities of teachers. Additionally, my recent experience with educators involved in Social Media is also very positive, and finding that most educators are involved to improve their craft and be relevant as educators. Most educators entered the profession for reasons more noble than to bilk the system with an easy ride for high pay and healthcare. The leadership of education comes from these very ranks. What happens to the educator who transitions to an administrator? Are all administrators leaders? How much of our administrators are still educators?

The industrial model of education requires a hierarchy of supervision. Unfortunately, for some Admins, this creates an adversarial relationship with an Us/Them mentality and teachers become the problem. Those admins may no longer be comfortable with teachers and tend to lead from their office. You won’t find them in professional development workshops. Some will never enter the student cafeteria at lunchtime. Walking the halls is the lowest priority on a long list of important administrative duties.

A stable school culture is developed over time. To affect that culture in a positive way, any admin needs to spend time working on  needed change. The system however, often requires that admins move on, to move up. Aspiring admins are too often not around long enough to affect needed change leaving that to the next admin to come along. This also creates a void in teacher evaluations. Any continuing guidance an admin may be offering  a teacher in need of such structure, leaves with the admin. The new admin generally does not want to rock the boat or create enemies, so follow-through is usually tabled for the time being. That usually means, until there is a problem that is visible. Some refer to this as falling through the cracks. administrator mobility causes many, many cracks.

Leadership works best when there is a mutual respect between teachers and admins. It has been my observation that this works best when admins view themselves more as educators than supervisors. An educator who supports other educators in the goal of developing learners is a much more respectful way to lead than the Boss and Worker model. Support of teachers requires trusting teachers. That requires giving teachers power. The Power and control issue in any school creates that adversarial thing that always gets in the way.

The whole educational philosophy idea can really muck things up as well. At the extremes we have conservatives and progressives. The conservative approach to education much as in politics, harkens back to the tried and true methods of olde. The progressive philosophy calls on teaching the 21st Century skills and employing tech tools for learning. Of course the bulk of educators fall somewhere in the middle, again, much like politics. This is where professional Development and life-long learning come into play. Better learners make better teachers. Better learners also make better leaders. This can’t happen with once or twice a year workshop day for teachers. We need Leaders to offer constant PD and to lead the way by modeling their involvement.

There is an Irony here that I feel the need to point out. I do not expect too many comments from administrators objecting to my opinions here. Most of the administrators who would even be exposed to this post are the administrators looking to learn and reflect for a better way to lead. The unfortunate part about that is that, they represent only a small, but hopefully growing number. So, the people who I need to have read this post for the most benefit, will never see it. Maybe they would, if someone printed it out and walked it into their office.

To be better students, we need better teachers. To be better teachers, we need better leaders. To be better leaders, we need better methods. To get better methods, we need more involvement. To get more involvement, we need to be better learners. Ta Da! To be better Educators, we ALL need to be better learners.

In addition to all of this, we need to be better marketers of education. Marketing is the key to success. I once took a marketing course for educators at, of all places, Disneyworld, the Mecca of marketing. That was a valuable course for me. I learned the four important points for marketing education.

  1. Do a good job. 2. Do a good job. 3. Do a good job. 4. Tell everyone about it!

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I am very frustrated after attending a huge professional development conference for educators this past weekend in New York City. The conference was sponsored by WNET and The National Education Association among others. It was called the Celebration of Teaching and Learning. The event was held at the New York Hilton Hotel, and was a sprawling extravaganza of technological sights and sounds covering three floors. There were signs, banners, booths, and even a live alligator amongst the beeps, blips and colors of computer driven screens everywhere.

There were Vendors galore on the exhibitors’ floors. The booths numbered over a thousand and represented most of the players in the field of Educational Technology. In full disclosure, I was a guest of my wife’s company Vizzle, a visual learning and networking application for teachers of children with Autism. There were thousands of attendees walking through the exhibitor’s halls, as well as attending the many workshops being offered throughout the day. I have been involved with planning educational conferences for years. I know what it takes to plan a successful conference. This was a well planned and wonderful conference.

Yes, there is a big “BUT” coming up, but not yet. I am quite involved with educators through Social Media on a daily basis. I own or participate in many educational groups online. I manage #Edchat and The Educator’s PLN. I have been a teacher from the elementary level to Higher Ed since 1971.I was also an active participant and leader in a teacher’s union for over 30 years. All of this gives me a somewhat unique perspective when I attend educational conferences.

In today’s climate teachers, and what they do, are under attack from many fronts. Many educators I come in contact with are reflecting on what they do. The reform movement which is paid lip service by most is being taken seriously by many educators. They are reflecting on what they do and how they do it in order to make it better. Educators are struggling, as are many others, to understand what is important in education. The only thing we can all agree on is that Education, as it is today, is not meeting the needs of the people paying for it. Since everybody pays for it, everyone wants a say in how to fix it. With all that is involved, it seems the people with the most power (money) have the biggest say. That limits the ability of educators to affect a change in the area in which they have the most expertise. They certainly have more expertise than those who are now the loudest voices for change.

Now, back to the Conference! I did not attend the workshops, but I have no doubt about the superior quality of the content or the presenters.  I do have a problem with the lack of topics dealing with issues educators talk about through Social Media. I looked for Social Media specific presentations, banning, filtering, blogging, Social networking, or PLNs. I was more than disappointed. There were many teacher union topics which addressed the effects of reform from a labor point of view. These were much needed. Teachers need more preparation on how to stand up and protect themselves against attacks without merit.

As an aside, I saw very little, if any, Back Channeling from the workshops or keynote speeches. The attendees at this conference were not social media savvy. There was very little tweeting for a conference of this size. Most of the tweets coming from the conference were from Vendors. They get it!

My one big objection was the majority of Keynote Speakers. I know that WNET was a sponsor of the conference, and it is understandable that they would want media personalities on the program. However, they had to have been chosen for glitz and glamour or popularity, but certainly not for educational expertise. My problem is that the media is greatly responsible for the myths and misconceptions that are sidetracking a needed education reform movement. Media personalities are not educators. I don’t understand why their opinions would be given more weight than the voices of educators. Why do we, as educators, give the power for education reform to so many non educators?  Where are the educators, who will stand up and address what should be focused on for meaningful Education Reform? Congressmen are the only people allowed to reform Congress. Senators can only reform the Senate.  Any changes to the medical profession would not come from anyone without an MD in their title. Even the restrictions placed on wall Street come from Wall-Streeters. Of course Lawyers need no reform, but if they did…

Diane Ravitch was also a speaker at this conference. The planners failed to recognize how important her voice is to educators. The room she spoke in was too small for the audience. There were not enough chairs to sit in or space to stand on. Dr. Ravitch spoke for about an hour addressing many of the myths about education that are side tracking real Education Reform. The audience affirmed her speech with applause and cheers. I supported her by standing for the full hour in the back of the room (poor me). The planners videotaped the speech, but never streamed it over the internet, or even said if it would be available in some archive. That says a great deal about their commitment to “Celebrating Technology in Education”.

I sometimes think that educators are their own worst enemy. Many educators are doubting themselves and their worth because of the throngs of detractors. Teachers turning on teachers is a strategy to reform labor not education. Playing fast and loose with numbers of charter school results is a strategy to promote privatization. Many want to push public education to the private sector for reasons of profit and not learning. Bill Gate is entitled to his beliefs, but his misguided beliefs are being sold to the public and educators by using huge amounts of money. Influence is being bought. We need not help him in those efforts. We need real educators to step up and stop giving away our power to lead for education reform, a reform for learning and not labor.

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The term Life Long Learning has been bandied about by educators for years. It is a term that has worked its way into Mission Statements of schools across our nation. It is a term that teachers use with their students. It has become a goal that every teacher strives to put in place for students. It is also a goal that many (not all) teachers, for the most part, do not apply to themselves.

I sometimes think that our culture, demanding that teachers be content experts, is a hindrance to education reform. There is an implication that an expert is supposed to know it all. That position may limit a willingness to learn. How can a teacher be the expert, if he/she has more to learn? Even if one was an expert in some content area and at one point knew all that there was to know about a given subject, there is still always more information being developed. With the advancement of technology this is happening faster, and in more volume than ever before. Content experts remained experts longer in the 1800’s. It took years to question their expertise. Change was slow.

A teacher’s response to this might be one of disbelief. Teachers may not admit to this in public. However, if we consider teachers’ responses to suggestions of Professional Development, their actions belie their rhetoric. Many are resistant to Professional Development. In fairness, not all PD is worthy of consideration. It is not always well thought out or well presented. However that is not an excuse to resist all PD. The fact of the matter is that it is a big point of contention among many educators.

Colleges are being blamed for not producing enough great teachers. Not enough content experts. That is simply ridiculous. Colleges need to educate students in their content area as well as philosophy and methods in education. They are required to make students content experts in their content area and in education in four years. Teachers are born in the college classrooms, but they develop, mature and become great teachers in the schools in which they teach. This only occurs with support and leadership from their educational leaders. It requires continuous learning over the lifetime of a career. It requires teachers and their leaders to be Life Long Learners.

This all adds to a predicament in which teachers have placed themselves. Senior teachers are being vilified more than any other group of teachers being vilified by the critics of education. They are being portrayed as unwilling to learn or change. They are being pitted against the younger more energetic teachers who appear willing to learn and change. The senior teachers are victims of the culture of education. They are the experts as they were expected to be. They believe this themselves. They have attained their lifelong goal, therefore, they believe that there is no need to learn any more, or to change the “tried and true”. They have achieved expertise status as required by the system.

The culture cultivated this attitude, but now finds it unproductive and in need of change. It is the perfect excuse for educational leaders and politicians to use to eliminate what they see as an easy way to cut the budget. The most experienced teachers are the most expensive. Eliminating senior teachers is about money and budgets, and not better education. It requires eliminating fewer senior teachers to get the most Bang for the Buck. It doesn’t consider experience and stability of the school. It doesn’t consider loyalty and the very expertise it demanded. It’s all about the money

If we are to have better education system we need teachers to be better learners. For that to happen we need better leaders, who also need to be better learners. Life Long Learning is essential for all involved in education not just the kids. If we were serious about education reform we need to work on educating the educators in earnest. We can get very, very few great teachers from college classrooms. We can get teachers with great potential, but that potential must be nurtured and taught on an ongoing basis. It is the school’s leadership and culture that will enable a teacher to be great. It will be the commitment and support of the school leadership to professional development and Life Long Learning that will move us to where we need to be in education reform. That may only happen one school at a time. It might happen sooner if the idea of social learning ever takes hold in education. The Irony obvious to me is that Educators are for everyone being Life Long Learners as long as it doesn’t affect them. (No, that does not mean you, but many of the other educators.)


Comments welcomed!


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