Thu Dec 24, 2009
A Look at One School District's Struggle with Curriculum Reform
Curriculum. Now there's an exciting topic! Unless you're a professional educator like I am, it's probably not even a part of your regular vocabulary.
But here in Palm Beach County Florida our community has been embroiled in a controversy about just that topic. In a nutshell, last Spring a new Chief Academic Officer (Jeffry Hernandez) was hired to oversee a total overhaul of the approach our teachers were to take in delivering instruction. This new approach was to be based on three sweeping changes in all 162 schools in our district:
***"Departmentalization" of elementary schools where young students now move from teacher to teacher through the day just like secondary students do
***A rigorous testing schedule that required testing of all students in all subject areas every three weeks
***A standardized approach to delivering instruction using an online library of lessons and pacing charts that all teachers were to follow. Additional standards were introduced into the very layout of classrooms and the items that were to appear on every classroom whiteboard.
The justification for these changes was put about as baldly as one could put it. Only high stakes test scores and other indicators measured by the requirements of No Child Left Behind law mattered any longer. Our school district has a "moral imperative" to increase the test scores of all students--especially those who were not meeting the standards--or we would be labeled as failures.
None of these new initiatives were popular with, well, just about anyone. Teachers revolted, parents (over 8,000 strong) organized on Facebook, school board members were routinely threatened with being turned out of office, and school board meetings were packed with angry and vocal parents who demanded to know why all of these changes were being made without the input of experienced teachers and principals. For a great recap of what's gone on here, see the excellent coverage provided by our local paper about the subsequent demotion of our new, and now former, Chief Academic Officer.
And for even more pointed commentary, the editorial board of the Palm Beach Post had this to say:
There are two causes of this fiasco. One is the mania for high-stakes testing. The FCAT and No Child Left Behind distort everything. The school board is the other. The board passively let (Superintendent) Dr. Johnson hire Mr. Hernandez and never made him explain what was happening. Board members didn't see the need for a community education program. Have they demanded to know how the district is going to help those underperforming students? "You can't create a void until you know how you're going to fill it," board chairman Monroe Benaim said Tuesday. "I don't think a void is going to be left."
If, in the twisted spirit of the FCAT, we were to give grades to all the participants, the parents would get a C for caring about their own students and mobilizing. Their scores aren't higher because they don't have an answer for how to help the other students. Mr. Hernandez gets a D for horrible implementation. But at least he has the right goal.
Everybody else — politicians, Dr. Johnson, school board members — gets an F. At various times, they were arrogant, clueless and, finally, cowardly. Dr. Johnson will have to explain soon how the district is going to recover from that.
The question now becomes, what to do next. As an employee of our school district I have to tread carefully in some areas, but as a parent and taxpayer I'll offer this advice to our leadership and anyone else out there who cares to listen:
Value Your Best Teachers: Much of the turmoil caused by the changes in our district came as a result of our really good teachers objecting to the new one-size-fits-all schedule and lessons. They bristled at the idea that some unknown outsider could tell them how best to reach their students, and were offended that someone else thinks they know better how to teach and motivate their own students. These teachers were not about to throw away years of successful lessons and practices that they had success with to follow the required curriculum. The district has to do a better job of acknowledging that many teachers are highly skilled and creative people who thrive in their jobs because of the freedom they have to reach their kids the best way they can.
Teachers Need to Open Their Eyes: Teachers, on the other hand, need to be more honest with themselves about what's happening in their schools. Sure, you're doing awesome work with your kids, but what about that new teacher down the hall who can't keep his class under control, or the burnout teacher who sits on their computer all day and barely interacts with her students? You know those teachers are out there, and you know that kids in those classes are not getting the instruction they should. Teachers have to find a way to work with the administration at their school and the district to address those issues. Clearly the approach we took in our district was poorly executed, but the need to serve all children in every classroom still exists.
Parents Must Continue to Speak Up: Now that our parents have their first victory, I hope that the fight will be taken to the real culprits in all of this--the politicians in our state and in Congress. Here's the deal. At it's heart, your anger and upset over all of these changes probably came down to one thing--you don't want your child treated just as some number on a spreadsheet that factors into school grades. That's a good thing! No parent wants their child to be seen as some little cog in a bureaucratic machine that is built to crank out test scores.
No one wants that, and yet that is exactly what we (and you and you and you) have been voting for during the last decade. We want "measurable results" after we've all been convinced that our government schools are failing. And while some of these laws started with the best intentions--and had laudable results in many previously neglected schools--the end result of all of this is we in the education business have done just what you asked: Built a system that measures the performance of your children.
The question for parents and voters and taxpayers is simple then. Is this what you were after? When you listen to some politician glibly telling you that schools are going to be made accountable, did you realize that the only way to achieve that kind of accountability was to have a set of benchmarks that your child would be evaluated against? Doesn't it ultimately make sense that every child get their education in the exact same way that every other child does? How else will we measure how effective our teachers are if things in each classroom are different? We need standardized tests, diagnostic tests, and methods to teach TO the test in order to meet the standards. How else do you suggest we measure accountability?
In the meantime, while voters are sorting all this out, we'll plug away at our task or educating our kids. (Did I mention that the best teachers and administrators are those who see education as a calling?)
What I'm hoping for as our district moves forward is that we can at least all agree that no child should step into a classroom that doesn't have teacher who is prepared with the tools and creative freedom they need to be effective, and full understanding of what's expected of them as professionals.
Thu Sep 10, 2009
My Personal Parental Protest Against the Culture of Testing: Why Our Daughter Won't Be in School Today
My daughter is staying home from high school today. Not because she's sick, not because of any pressing appointment or family emergency, but only because her time at school will be wasted today as the campus goes into lock-down during school district-mandated diagnostic testing. Since her school won't be offering juniors and seniors who have passed their required testing regimen anything more than long hours sitting in the gym while other students take diagnostic tests across the campus, we made a family decision to allow her to remain home.
This is strictly a personal decision. My job with the school district that runs her high school--and my future employment--requires that I support these policies in my working day. Outside of that part of my life, the parent and taxpayer in me is more than just a little ticked off that once again my bright, accomplished daughter and others like her will be shuffled aside today while the education engine goes to work on cranking out students who can pass mandatory state-wide tests. There's something fundamentally wrong with this approach, and until more taxpayers and parents get equally ticked, we can expect nothing more than the same old focus on testing, remediation, and more testing. Meanwhile, educational opportunities and instructional time for students like my daughter are lost.
Our family approached our daughter's junior year strategically, knowing that it was the most critical year in her high school career. Freshman and sophomore years were spent trying out classes that might spark her interest, getting in the basics in a foreign language, and taking care of the core academic classes. Oh, and passing her state exams so she qualifies for graduation. All taken care of.
But the junior year is the year of the SAT and in my daughter's case, ongoing family discussions about what kinds of advanced classes she should take and our expectations for putting in some hard work. With four advanced placement (AP) classes on her plate, we imagined this to be the year when she would be more focused on her course work as she encounters classes that require rigor and study, something she's been able to skate past because she's a smart kid. With four AP exams to prepare for in the Spring it was our expectation that the school would provide qualified instructors and a program that will prepare our daughter for this next step. So far, the results have been mixed, to say the least.
It's not that my daughter doesn't have great teachers. She does. They are qualified, committed, enthusiastic, and experienced and share our goals for our daughter. But the district has other ideas, including a 3 week cycle of campus-wide diagnostic testing. And so, yesterday instead of working on AP U.S. History of AP Psychology my daughter and many others like her sat in the school gymnasium for 3 hours plus while the rest of the campus participated in testing across all subject areas.
As a parent then I have to ask the question. If the school my child attends isn't providing the educational services we expect, what choice do you have other than to refuse to participate?
In my community, new district-wide policies make the idea of parental input on our campuses a lie. Principals are given no choice but to follow these mandates that focus on compulsory diagnostic testing and an increased adherence to a standardized curriculum that aligns with these "embedded assessments". Underlying those policies, there is a general disregard for students like my daughter who are already beyond the testing phase and preparing for college and careers. It's mighty hard for the parent in me not to become cynical when I see what's being done in my child's school.
So, my daughter will be staying home today. I'll follow this up with a personal call to her principal to see if in the future there might not be some better solution than one that wastes her time by putting her into a holding area while others are testing. Clearly, her educational needs are not being met, and as her parents we need to make decisions on what's best for her as an individual. We hope to have our local public school join us in that effort and find a way to regain their focus on our children and not on what the school score will be come next summer.
Sun Jul 26, 2009
How to Get 13 1/2 Hours of Extra Flying Time on a Cross-Country Trip
Some of my more sadistic friends who follow me on twitter asked for a complete listing of all the travel delays I ran into when I flew from San Jose CA back home to West Palm Beach FL the other day. So, for those who just didn't get enough of my live updates from the road as I ran into one problem after another, here's a complete listing of the events that led to me arriving back home 13 1/2 hours later than I was scheduled.
My original schedule called for me to leave San Jose at noon, fly to Houston, change planes, and arrive in West Palm at 10: 45 p.m. Let's see how that worked out.
1. The Goose Incident
Upon arriving at the San Jose airport and trundling blithely through security, the small group I was traveling with heard the announcement that boarding would be delayed "Hopefully not for too long." Apparently when the plane landed in San Jose someone heard a load "thump". Upon further inspection a large dent was discovered at the base of the tail fin (rear stabilizer in airline parlance). Whatever, when we looked out the window at the plane you could actually see a sizable dent. Speculation was that the plane had hit a goose or some other large bird.
2. Anyone Have a Really Tall Truck? Forklift?
"Hey sorry for the continued delays folks. We're trying to find a piece of equipment that will let our inspectors get to the dent on the tail. Once they have a close look at it we think we'll still be able to get you into the air. Um, and for those who have a close connection, why don't you go ahead and line up and we'll see how you're affected by the delays."
3. No Plane on Friday
"Um, folks, it doesn't look like this plane will be getting off the ground. Boeing engineers have verified that the damage is too close to the fuel and hydraulic lines for the plane to fly. If you'll line up at these two stations we'll get your re-routed or onto other airlines."
4. Away from San Jose
Agent: "We can put you on a redeye out of San Francisco at 10:00 tonight. That will take you to Newark and you can be home by 11:00 tomorrow. Or, we can put you up in a hotel overnight and you can get home by 9:00 tomorrow night."
Me: "Urg. Redeye please."
Agent: "OK, head on down and get your luggage and meet the agent at the main desk. They'll get you into a van and off to San Francisco."
Time now: 5:00 pm. Total delay: 5 hours.
5. Damn You FAA
San Francisco gate agent: "Hmmm, the flight they scheduled you for has been delayed from taking off in Newark by the FAA. Nothing serious, just traffic congestion. So, let' see. OK! We can still get you onto the last morning flight from Newark to West Palm. You'll be home at 1:00"
Me: "Urg. OK."
Gate Agent: "We'll give you a $12.00 meal voucher and refund the $15.00 you paid for baggage. How's that?"
Me: "Wow, an extra hour and a half here in the terminal. Joy! I can sample the fine cuisine here in the San Francisco airport. Thanks!"
Plane to Newark boarded at 11:30 pm. Total delay 11.5 hours. I pass out and sleep all the way to our destination.
6. Oh. Rings.
"Folks we're going to have to delay our boarding on the flight to West Palm. The pilot found a little hydraulic leak that needs to be looked into. Not to worry, nothing major."
Plane boards 30 minutes late after mechanics replace a couple of O-rings on the line.
7. So Close and Yet So Far
Our plane skirts around a number of big thunderstorms as we land in West Palm Beach, with a strong storm hitting the airport just after we touch down. We taxi to the terminal and are within 100 yards of the gate when we hear.....
Pilot: "Um, folks, we've been instructed to wait here until this storm passes. These lightning strikes make it dangerous for our ground crew to come out to the plane. Nothing serious, we're perfectly safe here on the plane, but there will be a short delay."
Total delay: 30 minutes
8. Electricity? We Don't Need No Steenking Electricity
Pilot: "Sorry folks, but the storm seems to have knocked power out at the gate we were going to use. The airport has found a functioning gate for us, but it will be just a little while for the plane to get towed to the new gate."
9. Final Indignity
Pilot: "Sorry folks, but they're having a little trouble at this gate too. Seems they missed just a little bit lining things up with the door of the plane. It'll be just a few more minutes."
Final de-boarding: 2:30 pm on Saturday, a mere 13 1/2 hours late.
So there you go. Fascinating in a perverse sort of way, but then I suppose my perverse friends will be interested.
In going for brevity here I've left out most commentary, but I do have to commend Continental Airlines for the way they handled all of this. I didn't see any of my fellow passengers get upset and the airline employees were helpful and responsive every step of the way. Yeah, it was annoying to be delayed that long, but at least no one actively worked to piss off their customers.
Thu Apr 23, 2009
No Teacher Failed by their Administration
NTFA may not have quite the ring to it as NCLB, but as I think about what the real issues are that have historically faced schools and the whole question of student achievement, I'm a bit perplexed that the finger of blame hasn't been pointed at the real culprits behind most "failing" public schools--their administration. Instead, the focus always seems to be on the classroom teacher, and their inability to reach all of their children and improve their standardized test scores. Fair? Accurate? Backed by research and quantitative analysis? Or even common sense?
Not hardly. In fact, if one were to define what a "Highly Qualified Teacher" really is I would argue that they are those teachers who are able to engage and motivate their students despite how their administration runs their school or district and the learning climate that they engender through their actions. Stellar teachers can teach no matter what conditions they're provided by their administration. Average teachers require more support and a school climate that promotes discipline, routine, and that is actively engaged in insuring that its teachers are covering the curriculum as required. Add to that the need to engage parents and the community and provide leadership to the school so that its shared objectives can be met, and its easy to see that school administrators play a crucial and critical role in whether a school, its teachers, and its students are successful. No wonder they demand such high salaries!
But in the debate about the problems with public schools you rarely hear about the role that the administration plays. Instead the focus always lands on the classroom teacher and the unions and on the need for standardized curriculum that will insure students are able to push the correct levers on their standardized tests so that a kibble is dispensed in the form of improved test scores.
Let's take an extreme example--the collapse of inner-city schools that is so often cited as an example of how public schools have failed. Did those schools become run-down and lacking in basic facilities because of teachers? Did those schools fail to attract excellent teachers that demanded high standards from their students because of teacher's unions? Did those schools end up with a climate where the teachers were demoralized because of a lack of standardized curriculum? In fact, is there any evidence that the conditions prevalent in schools that are not meeting the requirements of NCLB are problems that originated with teachers?
Common sense and historical evidence says that the teachers in these so-called failing schools were not the problem, but were in fact as much victims of administrations that failed to do their jobs as the students they attempted to teach. Schools in poor neighborhoods were historically underfunded and were "led" by administrators who were charged with keeping things quiet and under control--not with demanding high standards and creating high-performing school. It's not hard to find a story about schools lacking in basics such as plumbing and functioning lights, or a library that contained enough books to serve their students. Or textbooks. Or enough unbroken desks for every student in a class. Those stories are real, and yet none of those problems are ones that are the responsibility of the classroom teacher.
So as we continue to debate and pontificate and plan new programs that will jerk teachers into line with the new data-driven, standards-based, accountability culture that is becoming prevalent in our schools lets not forget that the success of our teachers and their students relies on an administration that provides the structure and resources they need to achieve. Whether that's the principal who is actually performing their primary role as the instructional leader of the school, or the school district that is charged with maintaining the building and providing the school with the curricular materials required, or the school board member who insures that their constituents are all represented, or the state legislator who doles out funding--all of these individuals play a role in the success of the public education system. It's neither fair or accurate to place all of the blame on teachers when failures occur.
Wed Apr 22, 2009
Arne Duncan and the Disciples of Choice
I'll admit right up front that I don't know squat about Arne Duncan, the new Secretary of Education in the Obama Administration. I've heard others such as my friend Gary Stager rip into Secretary Duncan (and no one rips better than Gary), but with all things political I prefer to make my own judgments on these things. Now after reading some of the quotes from an article in last week's Time Magazine I have to agree with Gary and the others who see this nearly religious belief that public schools are bad, and private, charter schools are good, that Secretary Duncan not only is proposing the wrong kinds of solutions, but that he is woefully out of touch with what the right solutions resemble.
This one passage in particular is terrifically troubling:
Time: Where do you see the charter-school movement going?
I'm a big fan of choice and competition, and in our country, historically, wealthy families have had a lot of options as to where to send their children. And families that didn't come from a lot of money had one option — and usually that option wasn't a good one. The more options available, the more we give parents a chance to figure out what the best learning environment is for their child. To me it's not about letting a thousand flowers bloom...
So, the choice to send your kids to a public school isn't "a good one"? And this from the man who intends to establish federal policy that drives education reforms. How can you proceed from the basic assumption that public schools--arguably one of the most important institutions in our democracy--is fundamentally a bad choice? How can you ignore the millions of students who have received, and continue to receive, high quality education from dedicated teachers in America's public schools? How can you ignore the vibrant economy (assuredly not where we want it to be at the moment) that is the envy of the rest of the world--one populated by graduates of our so-called failing school systems?
Wrong-headed and plain wrong is what I call that. Here's hoping that Secretary Duncan has about as much influence as his predecessor, by which I mean little at all. Because if you work from the assumption that things are horribly broken and public schools are nothing but failures, you're no better than the Bush administration bureaucrats who mouthed the same lies to the American people.
Wed Apr 01, 2009
Cavanaugh's Law
[After a prolonged absence, caused in no small part by my fascination with micro-blogging via twitter, it's finally time to start blogging again. Without further adieu...]
I wanted to get this recorded for posterity's sake. You know, just in case it leads to a round of speaking engagements in far-flung exotic locales where technology conferences are held. Like Omaha.:
Cavanaugh's Law: 60% of the time when you hear "That will be no problem", at some time in the future you will also hear "It seemed like a good idea at the time".
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