It is rare that I feel compelled or even moved to write a letter further accentuating salient points regarding a topic that I know and care a lot about.
Recently, (Post Jan. 18, 2014) Professor Ricciotti from Fairfield University lamented the negative impact that recent federal and state meddling has had on public education. Common sense has never been a criteria for program development. Thus, the result of political tinkering has been a loss of confidence, morale and optimism that traditionally kept educators focused and determined.
Today, teachers, parents, building and district leaders seem stricken with despair after attempts to implement concepts that lack any relevance to the reality of existence in American classrooms.
Initiatives such as No Child Left Behind, Race to the Top and the Common Core appear, on the surface, to represent some critical thinking and potentially responsible action. However, when you dig below the surface you realize how shallow, untested and in fact unrealistic they really are.
Evaluations and the future
Districts not willing to jeopardize federal and state financial assistance by clamoring for common sense to prevail are beginning to oppose the mindlessness that characterizes government deliberations.
Let’s focus for the moment on one aspect of the impetus for educational improvement — staff evaluation. I am a staunch proponent of careful examination of staff performance. However, I am totally opposed to the reliance on student standardized test results as an important component of the staff assessment process. Now that school districts have purchased materials to assist in the implementation of the Common Core, (not to be confused with “common sense”) and the new related evaluation of staff are being fully implemented, the great minds in the political arena are already reconsidering.
What lies down the road for education reform is anyone’s guess!
When I was in training to become an officer in the military, I was confronted with a situational leadership conundrum. When my platoon, which was in active pursuit of the enemy, reached a steep hill, ‘how would I direct them?’ I said, ‘I will not send my troops up the hill until I was sure what existed on the other side. Do we really believe that the architects of education reform try to see into the future?
Performance criteria and variables
I recall conducting a workshop for over 100 high school teachers as we commenced with a new school year over 35 years ago. At that time the mantra of educators was accountability. I emphasized that there were a few performance criteria that I could asses in the teaching > learning process. They are as follows: Command of curriculum; knowledge and use of effective instructional strategies; excellent communication skills; the use of assessment strategies that would determine student understanding; maintenance of a learning environment to enhance the missions at hand.
There are too many frustrating variables that teachers have absolutely no ability to control. Some follow: Have students been well fed and rested before leaving for school each day? Did they have a quiet place to study and complete homework? Is there violence and instability in the home? Are drugs and or alcohol consumed on a regular basis in the home? Do learning disabilities keep students from achieving?
Broken homes and drugs
Many students reside in single-parent homes where the parent, however well-intentioned, is overwhelmed with responsibilities that have significant ramifications for student learning.
Technology, while being a wonderful tool for learning, can be a significant distraction that causes students to lose focus and interest.
While the list is only a small part of the big picture, I would be remiss if I failed to mention a recent consideration that has far-reaching consequences for educating kids. Not long ago one of my principals was shocked to discover the extent of the use of prescriptive drugs by students during the school day. When side effects are examined, you can only wonder how much student concentration is adversely affected.
We agree staff must be held accountable. But, to be impervious or insensitive to the list above will surely result in failure. One size does not fit all and ostensibly does not apply today and never did.
Educators not only need to be included in planning for the future but need to dominate discussion regarding the keys to the future.
We can save public education, even with the demands on teachers, administrators, boards of education and parents. But our paramount goal must be the insistence of common sense as we prepare and foster our game plan. Teachers must avoid the temptation to throw in the towel. Your love of students and commitment to a better tomorrow will sustain you.
Children first!
Professor Ricciotti — remain all in.
