Choice in School Reform

School reforms are failing to improve schools universally because standardization of children is not the solution to the systems problems. The “reformers” in control of the message are promoting more and “better” standards while overlooking the fact that the individuality, diversity, and unique character of Americans defies standardization.

But now — are we so tired of hearing the same ole’ education rhetoric that we no longer hear the voices rising up across this country asking to be heard? The voices are those of parents asking for something better, teachers wanting to teach what children need to know, and children asking us to care about what they need. They are all voices crucial to any real reform conversation.

It’s time to take control of that conversation…word-by-word.

“Choice” is one word that clearly strikes at our core values as Americans. But our right to choose is one thing; our care in choosing is quite another.

Choice matters. Consider this; informed choices based on various perspectives are more likely to get to what is right.

Choice matters. Consider this; informed choices based on various perspectives are more likely to get to what is right.

We must consider the fact that reform requires a problem be identified and the faulty practice creating the problem be replaced with a better one. For responsible decision-making to occur, It requires our careful analysis. It requires we put aside emotional responses, look at the facts; consider all our choices and the potential consequences of each.

To choose wisely, we must understand that true reform will support, guide, produce, and ensure practices that improve every child’s education.

Desire and Attitude

This past couple of weeks I’ve met with groups on both sides of the Idaho education wars which are currently raging over “reform” laws on our November ballot. These meetings reaffirmed the fact that we working class people all share the desire and belief that public schools should provide our children, grandchildren, and other relatives with the chance to have a good education, no matter where they live. In our hearts, we know it’s the best thing for them.

So what continues to divide us? Really, what’s stopping us from pursuing improvement in all our schools? Money, power — the clout that goes with it? Is that what is really necessary to move us into action?

It seems that within any group gatherings there is always at least one person who indicates or says “we can’t.” And that attitude becomes infectious. So here is something to consider;

All In The State Of Mind
If you think you’re beaten, you are.
If you think you dare not, you don’t.
If you’d like to win, but think you can’t,
It’s almost a cinch you won’t.
If you think you’ll lose, you’re lost
For out in the world you find,
Success begins with a fellow’s will;
It’s all in the state of mind.

Full many a race is lost,
Ere ever a step is run;
And many a coward fails
Ere ever his work begun.
Think big, and your deeds will grow;
Think small, and you’ll fall behind;
Think that you can, and you will.
It’s all in the state of mind.

If you think you’re out classed, you are;
You’ve got to think high to rise,
You’ve got to be sure of yourself before
You can ever win a prize.
Life’s battles don’t always go
To the stronger or faster man,
But soon or late the man who wins,
Is the fellow who thinks he can.
–    Author Unknown

Excellence as the Norm

Improvement — now there is a thought-provoking word! We instinctively know what it means but I’m once again off to grab the dictionary. Literally, it means an increase in excellence of quality or condition.

I like to think of education reform in terms of school improvement because if we aren’t focused on the quality of education and the conditions under which we expect children to learn, what’s the point?

Use standards as an example. If a standard isn’t excellent, it can’t guide improvement. And if the conditions in which we expect a standard to be met aren’t excellent, what are the chances real lasting improvement will occur?

The literal meaning said an increase in excellence of quality “or” conditions but I would hope people can understand that for school improvement we need both high quality teaching “and” excellent conditions under which learning takes place.

We can monitor outcomes until the cows come home but we won’t get real education reform until we supply the necessary inputs that create quality learning conditions. It’s up to us to provide the conditions conducive to creating a societal culture that values education and will unquestionably support classroom climates where excellence is the norm, for all.

The Human Capacity to Change

We often hear talk about “scaling up” good practices but we rarely hear any talk about our capacity to do so. Capacity is a word that needs to enter the reform conversation more frequently.

Capacity literally means the ability, qualifications, or aptitude to do a task. But when it comes to improvements in education, I think it means much more. Take for example what I pointed out as good practices for parent-teacher conferences in Actions Set the Standard.

If a school leader wanted all teachers in the school to make the most of their encounters with parents, the leader’s ability to identify an improved practice and organize education on the subject would be only one step in the improvement process. A school leader must also have the desire, continued motivation, and patience to work with teachers while new practices are adopted and developed.

We are talking about changing the way people do things — that takes time and patience! It requires leaders with the capacity to understand and foster change in people. We’re talking about the human capacity to change.

Human capacity is based on trust, respect, and a willingness to accept feedback and work towards improvement. School children require we all make the effort to change in order to improve.

 

Actions Set the Standard

What does real education reform looks like? We need to go beyond the words we hear and come to understand that true reform will support, guide, produce, and ensure practices that improve every child’s education. Words, written or spoken, are not what matters most.

We keep trying to set the standards from the top down instead of guiding them from the bottom up.

We keep trying to set the standards from the top down instead of guiding them from the bottom up.

For example when I hear the words “encourage parental involvement,” they no longer have meaning for me. But when I listened to a young mother describe her recent first grade parent-teacher conference, I felt reason for hope.

She described a relaxed atmosphere in which the conversation focused on where the child is academically and the future goals. The students individual “quirks” were acknowledged and the parent’s role in the learning process was made clear.

Keep in mind; this is very early in the school year so this teacher must have done some authentic classroom testing (did not discuss a standardized test score). She had obviously observed the child and had gotten to know her personally. And she had a homework plan where assignments come home on Mondays and are not due immediately thus allowing for family schedules — setting an expectation without creating stress over homework for these young children.

We need the teaching profession to set and clarify their standard of practices like other professions do.

We need the teaching profession to set and clarify their standard of practice upon which the public can gauge whether or not they have the resources to do their jobs.

This is the development of a partnership to support the student’s learning.

Can you imagine what it would be like if this type of parent-teacher interaction was the standard of practice? In real education reform, we could put these practices into every teacher, leader, and counselor preparation and continuing education program, and, into action in every classroom, now.

Real Education Reform

To understand real education reform, we have to understand the real problem.

Those that think education reform will come about through standards, testing, labeling, and degrading schools obviously don’t understand what “reform” is and is not.

Reform requires a problem be identified and the faulty practice creating the problem be replaced with a better one. When we tack on “education” in front of the word reform, it implies we are talking about a reform of the education system.

Systemically, did every school set low standards and miserably under-educate children? No, we have some very highly performing public schools; they are in the majority. Does any school under-test their students? Not that I’m aware of. Is the whole system to the point where there is no hope for it and it should be dismantled and privatized? Absolutely not! That is what reform is not. That is a simple transfer of control from public to private hands. It’s a costly shell game.

Real education reform requires that the public come to an understanding of what proven effective education reform really is and develop the drive and unyielding determination to establish all the elements of success in every school.

We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Ronald Edmonds

Edmonds (1935-1983) was the lead researcher for what became known as Effective Schools Research.

High Stakes

Through my 11 years of helping in classrooms, I saw with my own eyes the learning climate and conditions within my “In Needs of Improvement” schools. The children falling through the cracks were not going to be recovered by setting higher standards. The reasons they fell were not typically things to be diagnosed by a standardized test. And “high stakes” testing was something I could see for what it was.

For me, the standardized test with the highest stakes, ever, was the National Board of Veterinary Medicine Examination. I entered that room after having four years of instruction at a highly accredited university with highly trained and experienced instructors, a relevant and comprehensive curriculum, plentiful instructional materials, and facilities that facilitated learning in a climate conducive to it. Being an adult, success was totally on me.

So when high-stakes testing came before the Idaho legislature in 1999, testifying to the Joint Legislative Education Committee on behalf of my students was a no-brainer. There was and is nothing fair about holding students, teachers, or judging schools based on standardized tests when the conditions for teaching and learning have not first been met.

High-stakes testing — for reward such as with merit pay, or, punishment-driven such as with No Child left Behind, it doesn’t matter — it puts something of value at stake. It has a place, but, K-12 isn’t it!

Will we fight to keep public education publicly controlled?

Will we fight to keep public education publicly controlled?

Today, the heart and soul of public education is at stake.

The “Status Quo” of Reform

These two words “status quo” are tossed around frequently and conjure up some raw emotions for many who have tried, unsuccessfully, to improve their own schools. “Status quo” invokes visions of entrenchment on the part of administration, school boards, teachers, or, on the “other side,” the unions, education establishment, the politically powerful foundations, organizations, individuals, corporations, and their lobbying groups who pull the strings of education policy.

But if we all put aside our personal feelings a moment and think strictly about the big picture of “education reform,” then, it becomes clear what the status quo of reform efforts really is. Status quo literally means the current state of affairs.

Is America secure with the "status quo"? Do they know what it is?

Is America secure with the “status quo”? Do they know what it is?

For three decades, our education reform strategy has been based on high-stakes standardized testing. It is The Theory Behind No Child Left Behind.

The ideology wars — progressives vs. traditionalists, whole language vs. phonics, unions vs. anti-unionists — and the ongoing blame games would be of miniscule significance if we were focusing on what is truly important in an education reform effort — educating children. The status quo of reform has failed them miserably.

The status quo of education reform is test-based education.

Consider the Words of Reform

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In the education reform wars, words are a powerful weapon. Words often cut deep and leave lasting wounds that divide us. We hear, see, and openly acknowledge this effect by slapping a label on those we perceive as our opponents. … Continue reading