When Governors Talk Education, It's About the Economy, Stupid

When Governors Talk Education, It's About the Economy, Stupid

Although I'd noticed the talk about how we are hurting our future economy by having poorly educated youth, I'd never thought about the implications of framing education in that way. It makes sense, though, that we should be talking about education as much more than creating a skilled workforce. Isn't that part of the current Occupy Wall street movement? That the only value society places on people, things, endeavors, has to do with their literal, dollar amount values? Including public education. I guess it's a means to an end. In a capitalist society, you have to find ways to make things profitable in order to make them happen. So, I see why politicians are talking about the future monetary benefits of a strong public education system. Yet, it does seem wrong..... Public education is NOT a business and does not have a bottom line or profits (strictly speaking). How can we shift the conversation? Personally, I can be more careful with my words from now on. Other ideas?

Unions Still Mulling Harkin ESEA Bill

Unions Still Mulling Harkin ESEA Bill

Evaluations seem to be the hot topic in my state as well as on Capitol Hill lately. Is it useful to talk about evaluations without asking what happens to teachers who receive poor evaluations? Or without asking whom will be evaluating teachers and how highly trained are they in this area? I don't really think so. I guess it speaks to the fact that I've been in education for a while now that I'm thinking, "this won't really change things in my classroom." Unless my district and school supervisors take these evaluations very seriously and put a plan in place that goes far beyond what this bill says, things will continue to proceed as they are now. I guess the idea is that data doesn't lie; that having data will preclude principals from simply checking "satisfactory" for every teacher. I'm not sure, though. If teachers and administrators don't really trust the data, then it doesn't matter.

That said, I've been given the opportunity to do some evaluations/observations for one of my colleagues. I found out yesterday, and I've really been mulling over how to make my evaluations meaningful. Potentially, I think that teachers could evaluate and help one another in ways that administrators couldn't, since they are out of the classroom. I am sure that I'll be able to give some valid feedback, but if the person being evaluated is not asked to immediately act on that feedback, it will fall to the wayside. That's at least what happens to me. I've been observed, had a debrief session, nodded my head about the ways that I could improve my practice, and then not done anything about it - because I was too busy to actually make a change. It's only when I was asked to demonstrate something that I'd done differently as a result of my observation, that I actually changed my practice. But how can I pull that off with a colleague? I guess we'll see. I'm going to try.

What Can We Learn From Finland?

What Can We Learn From Finland?

I don't know anything but the basics on Finland: highest PISA scores, virtually no high stakes testing, low poverty rate, low racial diversity, selective teaching profession, etc.

According to me, what is the biggest difference between education in Finland and education in America? I think the selectivity of the teaching profession makes a big difference. I don't usually walk around insulting the intelligence of teachers - overall I think teachers are a creative, dedicated, smart group of people - but I have been in classes with or worked with a fair number of people who are exceptions. I suppose doctors or people of any profession might feel the same way - that there are people about whom you wonder, "how did they make it into this profession?" Having taken the entrance exams and college courses required to obtain a teaching lisence, I don't really wonder. Just about anyone who wants to become a teacher can. I mean, there are ads on the side of my facebook account that say "get a teaching license." Come on now.

Finland is selective and then gives its teachers opportunities to feed their ambition, their creativity, and their desire for respect. The United States does none of those things. So, not only are we not selective - but we make the profession unattractive to those driven, high-achieving people who manage to find their way into the profession on their own.

I also think the vast difference in poverty level impacts student achievement. I come from an upper-middle class family and experienced very few obstacles to making it to school on time, every day, with nothing to worry about aside from doing well in school. Not only am I faced with very different realities for my students, but I actually experience them within my own family. I am a teacher, for goodness sake, and have had to take days off of school for the types of "family emergencies" that I believe higher income students rarely experience. I have spent days at school (in my teacher role) unable to concentrate because of a "family emergency." I have been unsure about how to afford child care, how to maintain reliable transportation, etc. My situation is not dire by any means, but I have had a taste of some of the barriers that must be overcome by some of my students. And I know that my peers and I typically didn't face those type of situations while growing up in our suburban neighborhoods. For the 22% of American students who live in poverty and the countless more who live just above the poverty line - every day may provide a new obstacle to achieving their potential. Overcoming these obstacles will take more than emulating Finland's public education system.

Overall, I'm of the mindset that it's inappropriate to take something that works in 1 situation and assume that it will also work in all other situations. This is true for canned curricula, education legislation, and public school structures. That's not to say there aren't lessons to be learned, but I believe Americans will have to figure out a system of education that works for us and our unique situation. Just because Finland doesn't use high stakes testing doesn't mean we shouldn't. It's important to note that public schools can be successful without high stakes tests, but it's also important to remember that we didn't even really know the extent of America's achievement gap until we examined our high stakes test scores.

Daily Wonderings on Teacher Evaluations and Data

Yesterday I attended an event to discuss current ideas about effective teaching and the recommendations for NM's future teacher evaluation system.  Here are the recommendations.  For the record, I'm OK with student SBA performance making up 50% of my teacher evaluation.  I do think, to a great extent, that although test scores aren't perfect, kids who score well on the test also tend to possess even the skills that aren't tested and that will help a student be successful later in life.

What we didn't have a chance to talk about in our discussion, and what I wonder about day-in and day-out, is the "so what?"  What if a teacher gets a bad evaluation?  The evaluations may play the useful role of identifying teachers who are more and less effective, but most schools kind of already know who's who.  Will the evaluations be the documentation that convinces the teacher herself that she needs to be developed?  That gets the ball rolling?  And then WHAT WILL THE DEVELOPMENT LOOK LIKE?  Is there any consensus out there about what types of development will actually make teachers more effective on a day-to-day basis?  Who is going to hold the teacher accountable?  Colleagues?  Principals?  How can teachers help one another become more effective?

It's not going to happen that once I realize that my value-added test scores aren't equivalent to 1 year's growth, I think "oh, I'd better start doing my best now."  I think MOST teachers are already doing what they think is best for their students.  And it's really going to take some work to make a difference in the practice of those teachers who are doing their best and still aren't making 1 year's growth.

I also wanted to remark on something that happened today at my school: one of the college engagement directors ran a report that highlighted all of the students who were failing 1 and then 2 or more classes.  And I was astounded.  Never before, despite having had electronic grade books for years now, has someone in one of my schools run an analysis of students' grades.  How simple and how silly that this is the first time something like that has come across my desk.  And I bet there are many other schools out there that have never run a similar report, or really any report that helps teachers meaningfully look at student data.

Although SBA data has been used as a reason to blame the teaching profession for the ills of the world, data in and of itself is not something to be feared.  As long as we keep in mind that students are people and not just numbers, we shouldn't be afraid of data.  It can help us see the forest from the trees in a way that day-to-day teaching just can't.

Education Nation

I've been trying to catch what I can of Education Nation's Summit.

Albuquerque Public Schools' Superintendent Winston Brooks will be participating today... and right now I'm watching a panel called What's in a ZIP Code: A Look at Inequity Across our Public Schools.  I am always glad to hear national conversation about education that isn't centered around blame, and I wish I could be there in person. 

One of the things that I think may come out of this summit is more hype around the necessity for early childhood education.  If we (I'm not exactly sure who I mean by "we"... maybe the nation...) are planning to work hard to make public education an equalizer for minority and low-income students, we may as well start when we still have the best chance of impacting development and habits. 

High Achievers Deserve Better

I got into teaching to do my part in making sure that all students have a great educational experience that can lead them to successful outcomes in life.  I've found, though, that I spend far more time figuring out how to make a difference for the huge numbers of students who are behind and failing than I do trying to challenge those students who are at grade level or above. 

And I don't think it's fair.  Of course, it's not fair to anyone to attend a low-performing school.  But, I don't want to forget about the students who, if they attended another school, would be placed in advanced classes; would participate in academic clubs or activities like robotics, debate, creative writing club, etc.  Not simply earning A's in all of their regular-level classes and still learning less than they could.  OK... great teachers might work hard to challenge their highest-level students with interesting and rigorous material, but I can't imagine that it will ever be as effective as attending a school where staff aren't so focused on all of the problems that they have time to consider how to raise the bar for even the highest performing students.

I'm writing all this in response to the Albuquerque Public School's negative response to starting an IB program at a district high school.  I think there are a number of students in APS who could really thrive in an IB curriculum but who cannot afford the tuition at some of the cities elite, private schools (that don't provide IB but that do have very high academic expectations).  I am a proponent of an IB program and hope the school board changes its mind on this issue.

Here's the article:

ABQ/ EDITORIAL: At APS, Mediocrity For All Trumps Innovation

By ABQ Journal 

September 21, 2011

One would think that in these challenging education times, attributes like innovation and creativity — especially when based on experience — would be rewarded.

In Albuquerque Public Schools, one would be wrong. Best to keep striving for equitable mediocrity.

At least that was the message from the APS Board of Education, which was overwhelmingly negative toward a proposal from Sandia High School principal Katy Harvey to start a challenging college preparatory program known as International Baccalaureate.

One might think that Superintendent Winston Brooks, who touts his experience on a national level with the Council of the Great City Schools, would have been on hand to champion an exercise in excellence, but he was a no-show. Instead, he was at a conference in Portland, Ore.

Rather than applaud the initiative it takes to raise the bar in a district where students have just better than a 60 percent shot at graduating, board members questioned the cost (a modest $40K to start and $10K a year in a district budget that tops $600 million), complained about fairness to other schools (which have the same opportunity to propose IB or any other program), and lack of bus service (which can be negotiated and/or supplemented by carpools rather than used to drive academic excellence into a ditch).

An IB program is a demanding one accepted by universities worldwide. It has a rigorous curriculum, mandatory community service and a 4,000-word senior essay.

The Sandia program would operate as a magnet and be open to students districtwide who are able to pass an entrance exam. Experience running such an exacting academic program — which Harvey has — and buying into it are essential for its success.

So the board proposal to put it out to bid among all APS schools seems custom-designed for failure.

Board member David Robbins was the lone voice of reason last week, pointing out that nobody on the board complained when Atrisco Heritage in the South Valley got a courtroom, a feature no other high school has, and that each school has or can add unique programs.

“I don’t think we need to say ‘no’ to any new program if we can’t make it available to everyone, because then … we’re really relegating ourselves to mediocrity in the district,” Robbins said.

New Mexico’s robust charter school movement has shown that parents and students are eager for a variety of educational opportunities, that one size truly does not fit all. IB is already available at one Albuquerque charter and some private schools, but not at any traditional public school in New Mexico.

APS has been handed the opportunity to expand its offerings to students while at the same time raising the bar, not only for its students but for its other schools.

It should seize it.

The Test is Not to Blame

Janet Murguia: Failing Schools--Not Just a Label, A Fact

My Response (I tried to post this at the Huffington Post, but it was too long... so I just decided to post it here.)

I agree with Ms. Murguia that a great majority of schools that serve primarily low-income and minority schools are failing.  Although NCLB and its associated tests aren't perfect, the law and the tests aren't to be blamed for the achievement gap that exists in our nation. It seems like it's time to move the conversation away from whether NCLB is of merit.  I agree that there are major problems using only standards-based tests to assess our students as well as with the idea that when a student is proficient on such tests, that he/she has achieved everything our nation hopes for in a K-12 education.  It's true.  There are major problems with NCLB. 

But, I believe we do need data that compares schools across the nation.  I believe that we need to keep having the conversation about how to improve schools serving low-income and minority students.  That's why I think we need to focus our conversations more on reform and what reforms will work.  Simply changing or doing away with testing will not fix public schools.  Too much energy is wasted using NCLB as a scapegoat for the problems with public education.  On the other side of the debate, too much energy is also wasted using teachers as scapegoats. 

We have a test, the test is one piece of data that describes how our schools and our students are doing, and we need to see that data as not an end-all-be-all but as a tool to actually help improve things. At the very least, the tests tell us a truth that low-income and minority students have trouble taking these types of tests and probably also have trouble with the reading, writing, and math necessary to get right answers.  Until a better assessment comes along, let's try and come together and face the facts that a very large number of students in our nation have skills that are too low.  Let's try and come together to focus not on the test, but on the reforms necessary to make a difference.

Moving Beyond 'Blame the Teacher'

Moving Beyond 'Blame the Teacher'

The above article analogizes what is currently happening in education (blaming teachers, seeking to make them more replaceable, etc.) with US manufacturing in the 1970's and 80's.  I don't know much about the history of manufacturing, but if what the article says is true - that Japan began to overtake the US in manufacturing because the US could not get beyond the idea that low production performance was the fault of blue-collar workers - it sounds similar to the current state of affairs in education.  Yes, there might be some complacent blue-collar workers and some complacent teachers out there, but demoralizing them further certainly won't improve performance.  Seeking to improve the systems in place (top down, one size fits all....) seems, to me, the more effective place to start changing US public education for the better.

I see the dilemma, why pay teachers more or treat them better if they aren't doing a good job?  Why reward them for their poor performance?  But, without better pay and better incentives - without more autonomy and the chance to be rewarded for hard work - the profession will continue to attract people who expect to work 8am - 3pm with a 3 month summer break.

Yes, there are always the students... teachers always have the reward that their students will look back, years from now, and think about how their 10th grade math teacher really helped them to understand geometry.  But, on the day-to-day, there's no reward or recognition for making sure you get all of your papers graded or that you make sure all of your students really understood yesterday's lesson.  There's no reward for staying late after work to call your students' families.  Even test scores are shoddy measures of these types of activities that good teachers do in order to make sure their students show up and learn every day.  Which is why they don't happen in every classroom.  What can be done to encourage and recognize teachers who figure out what will motivate their students and then do it every day until their students show progress?  How can teachers really be made partners in public education, rather than cogs in the machine?

Year Round Schools

Year Round Schools May End at APS

I just read the above article, and I really don't like the idea that the school board can just vote to end year-round schedules at 8 elementary schools based on transportation costs.  I know budgets are tight.  But, it seems like the issue should be decided by school parents and staff - not the school board of a massive school district.  The schedule change saves something like $33,500.  Yes, a lot of money to me, but a drop in the bucket when it comes to the budget of the district as a whole.  It's possible that parents, staff, and students would agree to the change or maybe even be in favor of it, but it's also possible that they really approve of the year-round school schedule.  I would.  I think it's ill-conceived to have students off of school all summer, when we are griping about how our nation is consistently out-performed. 

The article does state that the year-round schools don't show statistically higher test scores than other schools, but perhaps they get the same results without having to run the same early-back-to-school summer programs that other elementary schools do.  I bet it saves cost to simply  have all of the students in school rather than creating an extra program so the schedule looks more like year round schools.  I'm always befuddled by who makes what decisions in public schooling.  It clearly seems to me like this decision, based on the amount of money it really saves and the amount of impact it will have on families and school staff, should be made by the FAMILIES and SCHOOL STAFF MEMBERS involved!

House Gives Bipartisan Stamp of Approval to Charter Bill

House Gives Bipartisan Stamp of Approval to Charter Bill

I work at a charter school and, overall, I think that charter schools do and should have a permanent place in public education. Like my school, many charter schools provide a more close-knit atmosphere for students who need it. Charter schools also have the ability to provide a less traditional education than most public schools (although my charter school still has lots of state mandates to meet that keep our curriculum fairly similar to the public schools around us). Sometimes, charter schools even provide a more likely path to a college education than nearby public schools. What I'm wondering today, though, is whether the "innovations" that occur in charter schools have ever been adopted back into any public school systems. Charter schools are often touted as places where school leaders and educators are free to try cutting edge new education techniques, with the intention that , once proven to work in charter schools, these new, successful, techniques will then be implemented back into public schools.

Am I behind the times? Is this no longer how we even think of charter schools? Should they be thought of as places to innovate in ways that may eventually help our public school system? Have any charter school practices been successfully implemented in surrounding public schools? Are there charter school practices that could be deemed universally successful?