Category Archives: Words

Don’t Fail

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Fail, failing, failed — “Don’t Fail Idaho” is the new theme of advertisements on radio and other media here in this state. For me, it is a risk to even use the word (especially in a title) because many people won’t read past that word. The education reform war has created hyper-sensitized people making it less likely that we can even have a casual conversation about education. And that is exactly what we all should be doing every chance we get.

In a waiting room yesterday, I ran across an old acquaintance I’d worked with on a fundraising committee for a youth project many years ago. Believe it or not, I did not broach the education topic – at first. We talked about agriculture, our food supply, our land, rodeo, and politics. When we did get to education, he admitted he didn’t know much of what was going on in that arena but said, “It sounds like what I’m experiencing.” He moved closer to hear what I had to say.

My point: If we can’t get past some obstacles, establish a connection and some common understanding that we share a problem, we can’t expect to establish the kind of public support needed to overcome the forces we must in order to reclaim the public school system and re-instill some sanity to a “reform” effort. A dissenting voice can’t compete with a moneyed interest any way other than with people power.

Will this person I talked with jump right in the fight? I doubt it, but the next time he hears the “Don’t Fail Idaho” propaganda, I can bet you he will think twice about which “side” they represent. He will doubt. He will question what the best way to improve our schools really is. I bet he will compare any further effort to privatize schools to what he knows was the outcome of privatization of the prison system and he will relate it to a further takeover of our land and food supply — and he will make the connection to children.

Failing to Make the Grade

Failing to Make the Grade

Don’t fail to engage. Anyone know the rules for engagement?

The Quest for Clarity

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How do we have conversations and bring about clarity of ideas when we don’t speak the same language? I’m talking about the language of education reform. It’s too full of codes and triggers.

The general public, the people whose education system we are talking about, can’t possibly be clear about what is really happening to their system. And how can they possibly crack the “code”?

I personally can’t help with deciphering everything but I can help with one item of reform that we should all sincerely try hard to understand – The Elementary and Secondary Education Act (ESEA) of 1965. It won’t be easy. As Harold “Doc” Howe II, the commissioner of education in charge of enacting the law, said,…

“I doubt that anyone could have dreamed up a series of education programs more difficult to administer . . . but ESEA was not designed with that in mind.”

ESEA’s design had one goal in mind — providing equal access to quality educational opportunities. It focused on leveling the playing field. And it was going to accomplish this by first addressing the needs of children from low-income families. The policy stood on the principle that “a rising tide lifts all boats.” When we improve the educational opportunity for the under-privileged, we improve opportunity for others in the process.

The “process” is multifaceted and requires more clarity that a blog can provide.

Please don’t stop trying to understand because of a person’s choice of words. “Turnaround” doesn’t ALWAYS mean the Race to the Top ways, “indicators” or even “assessments” don’t ALWAYS mean standardized tests, and even “always” rarely means “always.” You get my drift.

And remember, teachers have been in the trenches of the education reform wars for far too long. They are —understanably—sensitive to buzzwords.

Right now, the right education battle is the one for clarity. Clarity about education policy gives all children a better shot at being fully educated to the limits of their potential.

When someone pulls your trigger, or you find yourself wondering “what is this person talking about?” – my advice is to slow down. Ask questions and listen to the answers. Isn’t that the very thing we would expect from good students?

Essential to Reform : Cooperation/Collaboration

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In addition to the word communication, we really need to consider some other very important “C” words — collaboration and cooperation — which both mean the same thing, “to work together.” Those in education circles tend to use the word “collaboration” which can also mean “working with the enemy.” And I think most of us regular folks use the word “cooperation” more often and it also has an expanded meaning, “to combine so as to produce an effect.”

Right now, our differences divide us. We can’t work together when we continue to allow barriers to stop our progress.

Anyway you look at it, working together is a proposition easier said than done probably because the basis of it goes back to communications. We struggle because of differences in our use of words, the way we interpret words, how we relate them to our experiences, our body language or lack thereof in cyberspace, and a whole host of other communications related problems. Many of these things could be clarified if we would just ask questions and converse more often.

We have to remember, it isn’t about us; it’s about them. Real education reform will only happen when we work together to do what’s best for our kids. That is the page to start on.

Choice in School Reform

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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.

Excellence as the Norm

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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

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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.

 

Real Education Reform

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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

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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

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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 →