Schools

What Comes Next for Learners in NY?

~ teacherdan ~ Leave a comment

A year ago today I sent the following message to NYSED. On this matter (i.e., narrow focus on standardized test scores as the measure of value in education) I have been writing, calling, mailing, and emailing newspapers, and various publications for more than a decade. I’ve met with legislators, educators, and union folk for over a decade, attended appearances by edu-folks out on “listening tours”, and gone to protests. This letter is one of the more recent efforts to suggest common sense to people at the policy and regulation level. There’s a touch of snark in here but they really, really have it coming and have for longer than I have been doing this. My preference would be to feel like I didn’t have to do any of that stuff, but see something/say something at some point needs to become do something.

Recently, NYSED and the teachers union in NY announced an agreement to drop yearly state assessments as the primary measure for evaluating schools and educators. So it feels like a needle may have moved in a positive direction in terms of bringing reality and humanity back to the endeavor to educate. I don’t think I had anything to do with that, but what if I had done nothing? What if I had just complained behind closed doors, and plodded along waiting years and years for someone else to make things better? What if I was an “Oh well, there’s nothing we can do about it” sort? So my choice is to believe either that I was the one persistent and annoying voice that pushed for better, or believe that there are others out there who knew and know we could and should be doing something different and better for learners.

Some of this has been Grammarlized up a touch but I tried to retain the original flavor.

June 7, 2023

To whom it may concern at NYSED,

I am writing regarding the “Rebuild Phase” of the accountability system for public schools. The current air quality issue brought on by the Canadian wildfires prompted me to get this done and sent in quickly. Don’t worry, I don’t think death from smoke inhalation is imminent or anything. It could take a bunch of years for the things teachers are just expected to risk and endure as essential workers and first responders to kill me. Like a sheriff doing our start-of-the-year in-service a few years back told staff gathered to hear it: You can get shot several times with a handgun before you’re actually killed! It’s not like the movies where it’s just one shot then you keel over dead (probably), so you should keep fighting. 

So, I’ll keep on fighting I suppose.

I understand the claim that that path forward has incorporated “input from educational experts and stakeholders, including public comment from a recent public survey…” (a quote from NYSED’s School and District Accountability page).

What is required to be considered an “educational expert” and/or a “stakeholder”? I am a parent of three students who attend(ed) the school I teach in. I have been a teacher for over twenty years. I have a pretty deep and broad understanding of education policy and what has shaped it over the past decades. I have had personal communications (email, phone, and in-person) with NYSED Regents and associates-both as a parent advocating for my child and as a professional educator applying some critical thought to an accountability approach that became and is becoming more and more disconnected from the lived realities in schools. It would appear that I am expected to throw my professional and personal self into a pandemic, in front of bullets should it be necessary, into schools on days when air quality is being described as hazardous, and I have seen the destructive impact of the accountability approaches imposed from above on the learners and educators below. It feels pretty expert and stakehold-ery to me!

With that rather brief and limited scope on what I bring to what comes next, here is my input:

  1. The weight of standardized test scores needs to be reduced in the evaluation and accountability approach. A framework for tracking those measures need to remain because achievement in those areas is important, but the year-long obsession over ELA and Math assessment data has caused some vital areas to go neglected for far too long.
  1. The introduction and inclusion of more whole-child to well-rounded young citizen measures needs to happen and such measures need to be given more weight in the accountability process. This speaks to those far-too-long neglected areas back in the first “input” item. I can get into details if I need to, and this has been the topic of some of my prior communications, but I think anyone who has walked the earth for a bit and gotten themselves involved in public education gets that there is far, far more than good test scores needed to survive in the world we’re living in. Yes, those discrete skills are necessary and measured in a more cost-effective way (e.g. insisting that a state full of children be forced to take computer-based state assessments) but there are some more essential soft skills that are lacking in the approach to what schools are most aggressively held accountable for. 
  1. A cumulative portfolio of experiences should be that framework of accountability. Much like what may have been used back when the state was looking to farm all sorts of personal data to benefit curriculum and assessment vendors…what was it, “In-bloom” or something? Except this would be to benefit the student, the family, the educators, the school, the community being served. Those experts and stakeholders you want to hear from would all have skin in the game. This “portfolio” could travel with the student from intake to graduation and beyond. At the point where they become more independent learners preparing for lifelong learning, say junior high and high school, the students could review their own portfolios for gaps, strengths, opportunities…

I could honestly go on forever, and who knows. I may still. My ideas require some leaning in by the people actually doing the job, and more backing off by people who don’t. That’s where we’ll really see who honestly wants the best outcomes for learners.

Dan McConnell

Using Mindful Structure, Stories and Enrichment to Build Both Culture and Community (and maybe improve attendance?) in School

~ teacherdan ~ Leave a comment

My name was used as a verb recently.

The person that did it told me so. She even described the context in which she used my name when I asked. Maybe she was going to tell me anyway but I was so excited I jumped in and asked to hear the whole story. I mean to think: my name as a verb!

Like a force of nature almost.

Like some dynamic that might influence the world or instigate some movement or something!

Okay, I’m getting carried away. But wow. My name as a verb! 

I guess it came out sorta like this:

“I don’t mean to ‘Dan McConnell’ this, but…”

Of course, thinking back I realize I could have been the in absentia butt of some joke. Like when someone says Boy you really Shleprocked that! But in this case, I asked for an explanation because I sensed that it was a good thing. This person and I are pretty tight philosophically and ideologically, though there is a disparity in the intensity of our deliveries.

Turns out it was pretty good. I was proud to have had my name dropped in this situation.

So in just a moment here, I’m going to give my impression, like an impressionist would, of the conversation in which my name became definition worthy. But understand it’s before 5 AM right now. The sun isn’t up. My coffee has slid from out-of-the-pot hot to piss warm and I need to think it out before I write it out, which isn’t usually my way. So you aren’t going to see this happen but it really is about to: I’m going to “freshen up” as real men say.

Hey, you’re still here and my coffee is once again hot! Win-win I say. But back to that conversation where my name became a verb (because in a bit I’ll take another break to crack today’s WORDLE).

It was a conversation where one side represented an insistence that there be more lockstep alignment and assimilation, where everyone was doing the same thing, was on the same agenda, same page, and everyone knew exactly what everyone else was doing and when and how… Essentially “you will be assimilated”, join the Borg collective or the consortium, or whatever you want to call it. 

An important aside here is that in my mind, teamwork is vital, and I am not opposed to a shared agenda. In fact, if all involved in the endeavor to educate were empowered to share the agenda to actually do what’s best for learners, especially our youngest learners, I am 100% on board. But when predetermined structures imposed from outside and above demand humans be viewed and valued first by the statistically normed assessment data they produce, and diminish the value of learners and professionals who know better, you’re not doing teamwork. You’re doing surrender and compliance.

That “mindful structure” in the title gets turned into a functional structure. It’s how you set up efficiency and cost-effectiveness first and tweak for obedience and performance, not how you grow minds and culture, and community. It’s the way you train dogs and tune engines, not the way you should raise or educate young people.

And here I’m getting ahead of myself again, goin and gettin’ all preachy.

When it’s about children, learning, and people in general that happens. So here’s my description of how this man became a verb. I may lean into the drama, sure. I know I think through my feelings filter a lot when I should feel through my thinking filter instead. But my god it makes life worth living.

My name was used to put words to the thinking that children and people be treated more like the varied, beautiful individuals that they are and that maybe that is the truer path in the human endeavor to educate. 

Use my name as that sorta verb every day of the week.

Now, here’s the thing. Education isn’t simply a “human endeavor”, as in some theoretical warm-and-fuzzy concept, or one that can be allowed to be discussed in broad conceptual word-strokes.

Education does need to have a purpose, and it needs to serve a purpose. In order to meet these purposes it needs to have structure and a plan. Using Mindful Structure, Stories and Enrichment as the path, with the plan being to empower learners to engage with culture and build community, we could start making education actually feel like the human endeavor it is supposed to be.

Okay, I’m chopping here. There’s a bunch more typed below but I have edits to make, coffee to warm, lunch to pack (NYS Math test day 2…ugh). What comes next is me describing the structure I have used and like to set up. For my own daughters, for my students, and for the zone I operate in. Pretty simple, really. Simple rules, close observation and facilitation, and plenty of out-of-the-box opportunities…

I really hate them boxes. I work with roundy pegs. Okay stop, WORDLE time.

The shadow cast by NAEP

~ teacherdan ~ Leave a comment

Following the October 24th release of “The Nation’s Report Card” by the National Assessment of Educational Progress (NAEP), it’s no surprise that the rhetoric of education reform is once again on the rise. In reality, the tide of assault on public education had only receded a little in the quiet between “Race To The Top” and COVID. 

Now, on the heels of the pandemic, if you choose to believe it’s actually over, NAEP has provided important data that should be no surprise to anyone but is likely to be used to steer us even further away from the real reforms needed if better educational outcomes are desired.

Take, for example, the words of  U.S. Secretary of Education Miguel Cardona when talking to reporters about the NAEP results. “Appalling and unacceptable,” he said. Also, “This is a moment of truth for education,” and “How we respond to this will determine not only our recovery but, our nation’s standing in the world.”

“Our nation’s standing in the world.” My lord, you couldn’t write it more silly and lacking in substance, and this guy is the head edu-honcho for the entire country? Implicating public education in the threat to or erosion of our nation’s standing in the world indicates either ignorance or willful deflection from the stuff that actually does make us look bad to the rest of the world. 

We have been going about education reform all wrong and so-called leaders in education,  are largely to blame. The misguided assault on this human endeavor should end and we should engage in real education reform.

Real Educators and Real Education Reform

~ teacherdan ~ Leave a comment

This might just be the first segment of the first episode of a new podcast.

Hello all, welcome. Come in, find your seat, or I guess find a seat- I won’t be assigning any yet so it’s okay, just grab the spot you want for now and if there are any problems I’ll move people around. Just know that if you choose to sit next to your bestie I’ll be watching to make sure you can do that and still make good choices.

Let’s get some definitions out of the way first. Since this effort I’m making here is called Real Educators, and Real Education Reform I should share the hows and whys of my using the terms “Real Educators” and “Real Education Reform”.

First, “real educators”. In my mind, if you are involved in any way with guiding learners as they come to grips with how to navigate this world we’re sharing, then you are a real educator. Most of the time my frame of reference will be how that is happening within the public school paradigm with a focus on classrooms and hallways.

But from parents to police, from presidents and their favorite porn stars to the guy at the newsstand on the corner selling the rags that reveal the darkest secrets of presidents and their favorite porn stars…

Everyone plays a role, so the key is paying attention to the role you play and the potential that lies within. 

You can make a difference, and chances are you do make a difference, but do you know that you can and do make a difference? 

Do you know that what you do and how you do it is a part of the education of others around you sharing this world with you? 

Do you think about what that difference you make might be or could look like? 

Maybe you see it as incidental or insignificant but it isn’t at all. All those tiny interactions add up. No matter how brief or in passing they are, they, and you, make a difference. Even tiny ripples travel and spread to the edges of a pond. Like the muppets sang on Sesame Street, they’re the people you meet when you’re walking down the street each day- except now you know that in the lives of learners you are those people. You are those ripples.

So sure, as a teacher my primary focus is on that role and other roles within the day-to-day school setting but having played that role for over twenty years the number one thing I have learned is that I am only part of the “real educator” team. A chance meeting, an every morning or afternoon hello from a fellow familiar…from cashier to construction worker, from preacher to police, all of these other humans tell us something about the world we are living in and tell school children as well. From puppets to porn stars it all informs us as we move forward through life. And if you are lucky enough to come across porn that incorporates puppets-definitely let me know. 

Purely for research purposes you know, I am a licensed, professional educator. Your children are safe with me

An invitation to story time

~ teacherdan ~ Leave a comment

This is a description of, and an invitation to, an endeavor that is purely for the enjoyment in participating and value in whatever takeaways you find. The path and destination are TBD, but the jumping-off point is gathering initial interest, in this school and in others around us, from former professors and teachers I know, and writers in the area. I’m collaborating with SUNY prof David Franke and we’ve spoken about what might come next down the road, but at this birth-of-an-idea stage, there’s no submitting for approval. There’s no post-conference survey, which means it’s no inservice credit thing. Right now it’s more of a gathering together, feel-good, self-care, soul project, SEL thing: 

Who doesn’t have a “got pulled over” story?  Have a “my favorite teacher” story? And everyone has a “What was I thinking!?” story! We tell stories from morning to night because they’re informative. They’re how we make sense of our experience. They’re a generous way to share what we know. The best stories are crafted, and for that, storytellers need a good audience.

Dan McConnell (Marathon SD) and David Franke, (Seven Valleys Writing Project, SUNY Cortland, English) would love to have you join us, first online and then in real space, to practice our stories. Our stories do not have to be about school and teaching, but we figure that will figure in. To put it another way, we have heard a lot of badly told stories (the news is an example), but we get few opportunities to tell our own.

If you are interested in listening or maybe even telling, you are already on your way to supporting the skills your learners need. Feel free to reach out and learn more, maybe even participate.

dmaxmj@gmail.com

Taking Advantage of this Opportunity to Think Big

~ teacherdan ~ Leave a comment

So, we have an opportunity to think big, and out of the box? Good news:

I think big as a rule…

  …and when I think about the best way to take advantage of some “closing the gap” funds and a significant opportunity, I think of targeting the foundation of learning first. For learners that foundation is a cognitive “net” woven during development from fetus to nurturing to parenting to schooling to life… It starts at the core of the person, and continues in the parents’ arms, satisfying the most basic physical and emotional needs.

Then it starts developing beyond that core’s reflexive responses to start reaching, touching, interacting. Those infant experiences are intertwining and stretching-weaving together continuously and then reaching outward and interconnecting with every new experience, whether introduced intentionally or just through circumstance. That cognitive net engages with its environment, makes sense out of it based on what it has already established, and then has new understanding as new experiences are integrated. Threads are created, reinforced, branches shoot off for little side trips that might connect with or just tickle/tweak other relevant experiences…  The result of a well woven net (aka prior knowledge and experiences) is that learners more openly experience new settings, new people, new ideas, new understandings… Kids just absorb it as they live it and new experiences get cross-connected in a “seven degrees to Kevin Bacon” way.

     The prepared and adept learner has an intricate weave and can access and pluck a plethora of threads that send signals all across that net and return information that drives that weaving and ends up providing the foundation for students at the beginning of their k-12 experience. We would like them to be at least “ready to learn” at the very beginning, and in the very best case scenarios: prepared to soar.

It seems our students are having difficulty, though.

The foundation, that “net” is the key. It’s gaps where threads in the net might have been. It’s threads and experiences we wish weren’t there. The things we need students to be able to do aren’t accessible to them yet because there’s weaving to be done. Maybe even undone and then redone.   A few years ago, as part of ongoing efforts to understand the students and their lived realities, their culture, we were made aware of what a pervasive and oppressive force poverty is during a poverty simulation.

     The differences in the learners’ exposure to language and vocabulary. The proportion of positive to negative interactions, and how starkly different that proportion looks when comparing our most stable and nurturing homes to those on the other end of the spectrum. Those eager to attack what educators are trying to do with catchphrases like “poverty is just an excuse” come up short on substance because they know the truth. The poverty line is not just a number to be exploited (like standardized test scores), and to engage in a rhetorical battle to blame teachers for the perpetuation of inequity and oppression through political and economic policy is disingenuous or misguided.

“This process starts with students’ core relationships with parents or primary caregivers in their lives, which form a personality that is either secure and attached or insecure and unattached. Securely attached children typically behave better in school (Blair et al., 2008).“

Our academic mission is supposed to be our primary mandate, but we find ourselves having to spend a lot of effort on social and emotional gaps in order to get to that mandate.

The in loco parentis role (I’m told that means we are like crazy parents) kicks in because we find that prior knowledge/learning/skills (“ready to learn”) is wanting in the areas largely pertaining to learners’ empathy, emotional stability, social connections, sense of self-worth… A growing number are “trauma informed” in ways we wish we didn’t know about, but need to know about to be our most effective.  We are spending a lot of time actively nurturing in order to get to the teaching we’ll be held accountable for. 

     So, us crazy parents have no choice but to rush into situational fires to save these children, only to emerge with them, covered in soot with our eyebrows singed off.

     So that we can then make them take standardized assessments and later be shown spreadsheets of test data that show how badly we are failing them.

Sure we have to move that ELA test score needle in the right direction in a sustainable way, but it is going to require a shift in mindset not just doing the same things more rigorously.

     We still need to target those mandates, but doesn’t anyone wonder if we married our endeavor to the wrong spouse? I envision a more desirable common-law wife than HEDI, but getting rid of her evil influence is a side mission of my own.

In the here-and-now I’d like a shift away from:

  • continually identifying, measuring and remediating/repairing on the back-end to try and catch those falling behind and falling through that “net” because they haven’t engaged in experiences and exchanges that weave well.
  • thinking that the space inside the four walls of the classroom is the “least restrictive environment”. 
  • accepting the crap of disingenuous reformers with an agenda that is more about markets and their opportunities, less about children and what they need.

I’d like to shift towards:

  • helping learners weave in more threads to extend their nets with, giving them more cognitive integrity and flexibility to support further (and more independent) learning.
  • re-envisioning the least restrictive environment. In my mind it is outside the box, out in the world, or at least in one that mimics the flexibility to move into and out of various settings and cooperative (mixed grade level, even) learning groups within the school.
  • teachers being the respected experts who have say in how education gets done instead of blamed for the results when others tell them what to do.

So, let’s think big and “outside the box”.

     If the regular, standard setting/environment/program is one that allows more movement between settings and groups, it isn’t an “accommodation” or “program modification” when it happens. It IS the program, and one that sends the fewest “why am I different” signals to students because everyone is doing it. The movement through and reconfiguration of various groups would be continuous and feel organic, while actually being planned to combine students in a purposeful way and track progress towards academic and social/emotional targets.

      It’s establishing that foundation/net and growing a culture of learners on the front end, and it could help prevent some holes in the net while inspiring more learners to start weaving on their own.Think of a district-wide PBL where “effective” (thanks to HEDI for that, at least) means active participation in one’s own learning as well as the learning of the others in your community. 

My opinion is that focusing on our school culture and nurturing learners first is a better strategy than obsessing over raised bars, grit and rigor. 

      A well-nurtured and guided learner is prepared for that grit and rigor when it happens. We shouldn’t force grit and rigor onto them hoping for better outcomes. Remember the fable about the sun and the wind having the contest to see which could get a man’s coat off the fastest? The wind was sure that by sheer force it could achieve the goal by just blowing the coat off. The harder it blew, the tighter the man gripped, held, resisted… and the coat stayed on. 

     The sun simply shone. 

     The man took the coat off himself!

     Pretty cool that warmth did the trick. Even cooler that I am using “cool” and “warmth” together in a sentence that way. Hey look…I did it again!

So let’s think big, shine like the sun, and warm this place up!

“School choice” where pragmatism and propaganda collide.

~ teacherdan ~ Leave a comment

Recently, the word “pragmatic” came to me in a reply to a brief twitter conversation. It was used by the author (I consider tweeting to be authorship) as a qualifier for good education policy/solutions. Essentially, that is a “What should we realistically expect  to get for our poorest and most under-served children, I mean really” (pragmatic) presentation of a “What efforts can I promote to stroke an image or agenda?” (propaganda) position.

But I don’t think a pragmatic settling for less should be the “go to” when it comes to improving outcomes for children. That’s like surrendering and accepting the attacks on children’s minds, bodies, hearts and souls coming from all directions, shrugging off the losses incurred, all while patting yourself on the back for any opportunistic half-effort made within that paradigm.

In education, that half-effort is called “school choice”.

Often, the framing of the school choice issue is that privileged families have all the choice they want, so why shouldn’t others who need it get choice as well? In that narrative, the lucky ones wander the vast school-scape looking for whatever school they want for their children and are just given access to the most fabulous schools and teachers they manage to find. The least privileged, on the other hand, are trapped where they are, in the sinking ship of failing schools manned by bad teachers, denied the freedom to wander that school-scape to choose the schools they want.

I am not so certain that privileged people wander around choosing schools. I am more inclined to believe that their schools end up having better outcomes because of the resources and stability within the communities they are in. When communities are oppressed, abandoned by the world around them, economically deprived and lacking in cohesive personal and social supports, the negative impacts compound in ways that carry over into the schools trying to serve the children living there.

So it’s no surprise that parents seek escape for themselves and seek schools less impacted by these forces for their children. Because that demand is there, it also isn’t a surprise that a market of educational lifeboats (i.e. charter schools) would arise to rescue them. Something has to be done, and as a wise man once wrote:

“ending poverty and integration are politically difficult and financially expensive goals at a time when political courage is in short supply and many elected officials – especially on the right – seem intent on starving government”

We can see this reality play out now in the current Democratic race for the presidential nomination. Leaders of the party that were once the party of the working class, the party that preserved the social safety net, now demonstrate a disdain for the working class and the poor and look to undermine and block candidates trying to pull the party of the pretend left back to the actual left. Education policy has been victimized by that rightward lean for some time, and that has led to an approach that favors free-market style solutions rather than a call to the moral and social obligations of public education.

It boils down to social and political thought that not only holds the reins of power, but has become captured by and enraptured with the wealth equals value mindset-the notion that the more money someone has or the more money something can make, the more valuable to us all it is. This fuels a bottom lines (dollars) and test scores (data) approach to school reform and school choice that deflects attention from the human condition and holds educators responsible for numbers on paper, not the actual little human beings in classrooms, in schools, in communities ignored by policymakers unwilling to address the human condition because of their lack of political courage.

Billionaires who like being looked to as authorities on how we can all be better (like them) like trapping people in that mindset. Politicians like helping to impose that mindset on the electorate because it keeps millions of people who deserve to be represented chasing the visions, policies and mandates advised by the fewest people with the most money, which is now equated with speech, and political math is simple on this matter: more money buys you more speech.

And that’s how we end up with propaganda. It’s “failing schools”. It’s “bad teachers” protected by unions and just riding it out for their cushy pensions. Funny, it never seems to be lead in the drinking water, over-policing in struggling communities, lack of health care, jobs that pay so little that it keeps parents out working instead of home hugging…

Pragmatically speaking, the response might be, how can you honestly represent and fight for the needs of the many in the current paradigm, we might as well just let them make their own schools. I am one hundred percent in favor of choices but when you start to qualify/quantify by applying words like realistic, scalable, pragmatic… Then the underlying message seems to be We can’t really do what we should for all, so let’s just do what we can for who we can. What kind of choice is that?

Is there a merit badge for surrender?

Time to Fight

~ teacherdan ~ Leave a comment

Why should educators, as professionals, be expected to willingly participate in the destruction of society-in the end making their jobs as educators even more difficult? The demands of so-called “education reform” that ignore childhood-development norms lead to practices that further that destruction.

To begin with, it’s not good pedagogy, and regardless of how much “grit and rigor” and “raised bars” rhetoric you infuse it with, it does more harm than good. No matter how many new-fangled games and technological gadgets are inserted into the daily school routine, there is no making up for the losses we suffer when our strategies move away from the foundational practices that were once the norm, and we need to vigorously fight back as a profession to insist on the respect we deserve for the value we have always brought and still bring.

A little preachy maybe, but to give a simple example of where we can be led or pushed astray:

Have you caught yourself wondering why student handwriting looks so terrible these days?

Maybe it’s because finger-paintin’ and clay-squeezin’ are now things of a distant kindergarten past. Students spend less time developing the hand strength, muscle-memory and fine-motor coordination that once led to good, legible handwriting. But Common Core, and “college and career-ready” demands mean that efforts in instruction and accountability target skills that demonstrate proficiency on standardized tests rather than some antiquated concept of handwriting and its importance.

Thinking gets delivered digitally these days anyways, and figuring that the loss of hand strength and dexterity would make it hard to hold a book and turn pages-let alone grip a pencil: we need to inject more software, screens and keyboards into the classroom  to redesign that ancient paradigm of kids writing with pencils and reading actual books and whatnot.

See how technology can fill the gaps where humanity once was?

But (you might ask) if the strength, dexterity and coordination to grip a pencil and make it write with one hand isn’t there, how can we realistically expect our little learners being whipped over our raised bars to use both hands, find and hold that home row, and execute the equivalent of tickling the QWERTY ivories to express their thoughts in writing?

Don’t sweat it. We can start formal keyboarding instruction in the primary years. Where to fit it into the school day, or how we can  expect classroom teachers being pounded into HEDI scale slots (who may or may not be typists themselves) to eke out time in the day to teach typing are questions we needn’t bother with. There are plenty of software programs available that can lead students through typing lessons. No teacher required-just give them a laptop, a pair of headphones, and let the hunting and pecking begin!

I’m being a bit snarky here, but my point is that what should be a primarily human endeavor (i.e., helping our youngest learners mature and grow into capable young citizens) is being dehumanized by that thing called “reform” and all the gadgetry (in hardware, software, approaches and assessments) that has ensued.  The demand for data to feed the reform monster has led to participation in and compliance with programs and practices that will efficiently generate that data and this pushes us further from the societal goals that build and strengthen an informed citizenry, and towards serving economic interests that care little about the realities faced in the schools and classrooms of our neediest communities.

We are being driven to place artificial, statistical value on human beings, and it’s no wonder that the consequences include us now having to spend more and more time on social/emotional/psychological issues- to instituting anti-bullying and social media awareness programs, teaching character education in school because outside of school there’s less character to be found. We are scrambling to find ways to insert more humanity wherever and whenever we can.

 I have written in the past about what education reform has looked like, what it apparently means to those who have imposed it upon the children of others and those who serve them, and what it really should mean-what it needs to mean, if we are going to reclaim our educational souls and reverse this societal decay. The demand that more and more data be produced, that this data be statistically normed so that it can take the place of individual children and what we know about their needs, and that we call this “value added” exemplifies where we have been misled.  

I would argue that the more time we spend pouring in this way over spreadsheets and assessment data, the more technology and gadgets we put between us and young learners, the less time we spend looking at and connecting with the actual children right there in front of us. That’s where dedicated teachers demonstrate real value and true values,  when and where value is needed most.

Send Your Comments on N.Y.’s ESSA!

~ teacherdan ~ Leave a comment

Send your comments to NYSED today – don’t punish schools for high opt out rates! Deadline for comments on the new ESSA regs Aug. 17. 

Mine is below, borrow what you’d like:

August 13th

To the Commissioner:

It is the job of schools to administer the test to all students, not sell parents on the value of tests at a time when the state’s true commitment to the education of their children is questionable. If you want “opt out rates” to decrease, and let’s be honest, “opt out” is weak, it is a refusal rate in New York, then you need to convince parents of your loyalty and commitment to better outcomes first-not to your own reputation and coerced and enforced testing requirements. That being said, the suggestion that Title I funding might be impacted by refusals is the wrong way to go at this time. It’s doubling down on a rushed and misguided course and an anti-public education mindset.
Instead, examine closely and expand on some of the promise there actually seems to be in the ESSA draft:
School Accountability Methodologies and Measurements
(Under “what will be different”):
-Inclusion of new indicators: college, career and civic readiness (detail what, other than  standardized test scores, these are)
-Data dashboards for transparent reporting of results and indicators not part of accountability/support system (use for collection of the “indicators” in an ongoing student portfolio, not for dissemination of private student data)
-Advisory group to examine different indicators of quality for accountability (Stakeholders on the ground who can guide content/scope/intent/use of the portfolio)

Supports and Improvement for Schools:
-Examination and addressing of resource inequities in low-performing schools
-Incentives for districts to promote diversity and reduce socioeconomic and racial isolation
-Parent voice in some budget decisions in low-performing schools
-Improving access to all programs for students who are homeless, in neglected facilities…migratory

Accountability seems to be the current priority, and I would agree that there needs to be more accountability for student outcomes, but be honest about testing as it exists: the quality of the tests has not been established following years of verifiable examples and concerns (content, level, vendor…) and during what may end up being state-wide shift to computer-administered tests. To draw a sword and threaten the schools of parents expecting more consistency and a demonstration of the state’s will to commit to creating better outcomes (not just demand and measure them) will not inspire parent participation. Instead, require tests as before, but push for more of a shared accountability for things described already in the ESSA:

IN THE NYS’s APPROACH TO ESSA PLANNING SECTION
-More equitable distribution of resources and student access to programs and “effective teachers”
-Build an accountability and support system that is based on multiple measures of college, career and civic readiness (use that “dashboard” to build a digital, developing citizen portfolio that belongs to and travels with the student)
-Recognize the effect of school environment on student academic performance and support efforts to improve climates of all schools

Four steps to better education reform (Introduction to MEGA)

~ teacherdan ~ 1 Comment

This will be the first installment of several in a “Better Education Reform” series. As I continue, I will be linking to associated definitions and explanations between installments, and at the end will include a glossary for some of the more colloquial-type terms I use. I try to tone it down a little, but hey-I can only water it down so much.

Introduction:

America needs to be better at educating its citizens. I say this for a couple of reasons. Mainly, the disparity in outcomes in our population is concerning-especially when that disparity is linked to race, gender and socioeconomic status.  It suggests either systemic ineffectiveness, intent, and possibly both. Secondly, the political mechanisms that drive this disparity are almost wholly owned and operated by the most privileged class and their nearly as privileged agents. This has led to a situation where the vehicle we call democracy is like some eyesore the losers next door park on the lawn and tear up and down the street in at all hours. We can’t really deny democracy exists, I mean it’s parked right there. But it’s right to wonder if it works, worry about how safe it is and what might happen to us, our property and our children with those losers behind the wheel. Seriously- all they ever do is a crappy touch-up with some spray cans and tint the windows so you can’t see what the $#%& is going on inside of it!

Donald Trump is that eyesore. Who the hell knows what goes on in his head? And our “elected” leaders and the system preserving them are driving him around. But guess what? Trump is the president. That doesn’t happen absent a decline in the character, practical intelligence, and moral commitment in the citizenry and the system. And those things-character, practical intelligence, depend on an effective comprehensive education. A real education.

That’s quite different than schooling, which uses the sterile and dehumanizing language of industry (e.g. standards, tests, achievement, proficiency…) and is focused on the task-mastering of academic skills-an approach that supports control of the masses below by the few above. Real education reform should be an honest effort, and provide much more in terms of a foundation of soft skills and a content of character that allow a person to pursue, communicate, exercise their civic duties and responsibilities, connect effectively with the world, achieve, adapt, cooperate…Basically, education imparts the qualities that shape the person who applies the academic skills acquired through schooling.

By acknowledging, legislating and working through this more comprehensive approach to education, and a more shared accountability for the components that are required, the nation can improve outcomes for traditionally underachieving groups.

Part 1: the four steps

One of the primary roadblocks to better outcomes is the bipartisan cooperation in refusing to do what is right. In other words there is a lack of the political will to do right in our leaders. I will get more deeply into practical intelligence, quality, comprehensive education, and political will in just a bit. I’ll also address the concepts of systemic ineffectiveness and intent-“intent” meaning that some of the ineffectiveness might be purposeful and used by those in power to suppress those with less in order to preserve an inequitable system.

But first things first.

The key to better education reform, more equitable outcomes and reaching for that effective, comprehensive education is informing, preparing and activating the citizenry. Once that happens, education and reform can be freed from the tightly defined box constructed by and for the wealthy and powerful establishment who ironically use it as a tool of suppression. That paradigm of suppression has led to stagnant or unimpressive societal and academic improvements. Changing the paradigm and making education great again (that’s MEGA, folks- I’ll trademark it and begin making the red hats soon) won’t be easy, but here are the four things I suggest to get us moving in the MEGA direction towards improving outcomes:

Four steps to MEGA:

1) Admit that accountability is shared for education outcomes, between policymakers, community, families and schools. Have mechanisms for measurement, evaluation and accountability that are collaboratively created by these stakeholders and keep all stakeholders involved and accountable.

2) Apply electoral and non-electoral leverage strategically to affect policy and distribute resources based  on needs. That means targeting policymakers, communities, families, and schools with transparency, honesty and a purpose that is learner and future-focused.

3) Shift the stale paradigm for how schooling works and how outcomes are defined, and provide real opportunities to pursue both collective priorities (public education should serve the public, the same way public spaces, utilities and services do) and individual goals. This is a shift from the current impersonal demands for a standardized version of “proficiency”.

4) Effectively advocate not just for the literal lives of children, but their quality of life as well. The key word being “effectively”.

Next, “The four steps explained”.