This morning, I gave a keynote presentation at the 15th annual conference of the New Teacher Center. Thanks to the great work of some friends at Prezi, I tried to offer a visual contextual path for where we are, and where we need to go. That Prezi is now public. Take a look and see what you think.
Category: Learning
Painted On Canvas
If you haven’t heard of Gregory Porter and you love jazz music, check him out. And if you want to hear a beautiful song that sums up everything that matters about teaching and learning, take a listen to his song, “Painted On Canvas,” and read his lyrics below.
We are like children
We’re painted on canvases
Picking up shades as we go
We start off with gesso
brushed on by people we know
Watch your technique as you go
Step back and admire my view
Can I use the colors I choose?
Do I have some say what you use?
Can I get some greens and some blues?
We’re made by the pigment of paint that is put upon
Our stories are told by our hues
Like Motley and Bearden
These masters of peace and life
Layers of colors and time
Step back and admire my view
Can I use the colors I choose?
Do I have some say what you use?
Can I get some greens with my blues?
We’re just like children, like children, like children . . .
Has Testing Reached A Tipping Point?
(This article also appeared on the SmartBlog on Education.)
It wasn’t that long ago that suggesting America’s schools had become test-obsessed was a lonely endeavor. Although organizations like FairTest and campaigns like Time Out From Testinghave been decrying the flawed logic behind high-stakes tests for years, the reality is that for the past decade, many of us kept our complaints reserved for the privacy of the parking lot
People vented. Policymakers nodded. And absent any real noise, the tests continued.
In 2008, however, the election of Barack Obama seemed to augur a new era. All along the campaign trail, the Illinois Senator suggested a clear understanding of the ways a single measure of success can distort an entire system and narrow the learning opportunities for children. Then he made history by becoming the nation’s 44th president – and unveiling a series of education policies that further entrenched America’s reliance on reading and math scores as a proxy for whole-school evaluation.
Again, the people vented. But this time, policymakers have been unable to ignore a groundswell of noise and resistance, leading many to wonder: Has a tipping point been reached? Are we witnessing the early signs of a sea change in how we think about the best ways to measure student learning and growth?
Consider three separate data points as evidence: Maryland, where the superintendent of the state’s largest district of schools has called for a three-year moratorium on standardized tests; Washington, where one school’s decision to boycott its state tests has spread to other schools and communities; and Texas, where a proposed Senate bill would significantly reduce the number of state standardized tests students must pass to graduate.
In all three places – and many more across the country – what’s changed is a growing willingness to publicly acknowledge what FairTest has argued for years: that tests do not align well with the latest research into how people learn; that they prevent adults from measuring higher-level thinking in children; and, most importantly, that there are better ways to evaluate student learning and growth.
The breadth of these mini-rebellions – from the Pacific Northwest to the Lone Star State – suggests that the unwillingness of the Obama administration to plot a new course for the country has awakened a latent frustration among educators, who are desperate to see systems that value more than incremental academic growth. As Montgomery County Superintendent Joshua Starr put it, policymakers need to “stop the insanity” of evaluating teachers via a formula that is based on “bad science.” Starr’s critique was echoed by Seattle teacher Jesse Hagopian. “We’ve been raising our voices about this deeply flawed test for a long time,” he said. But now that the district is using it for evaluations, “we’ve drawn our line in the sand.” And then there’s Texas education commissioner Robert Scott, who has decried the ways student testing had become a “perversion of its original intent,” and promised he would do whatever he could to “reel it back” in the future.
To be sure, the American test obsession still has a firm hold on our collective psyche, and with Common Core assessments around the corner, we’re a long ways off from the Finnish model – in which there are no national tests and all student assessments are devised and administered locally by teachers. But what seems equally clear is that a new sort of idea virus is gaining strength in education circles. And as Malcolm Gladwell explained in The Tipping Point, “Ideas and products and messages and behaviors spread just like viruses do. When we’re trying to make an idea or attitude or product tip, we’re trying to change our audience in some small yet critical respect: we’re trying to infect them, sweep them up in our epidemic, convert them from hostility to acceptance.”
To convert their opponents from hostility to acceptance, educators will need to clarify more than what they’re against; they’ll also need to propose specific and realistic alternatives. Josh Starr is off to a good start: he proposes creating assessments for Common Core-aligned curriculum by crowdsourcing their development and letting teachers design them – rather than the private companies. And the good news is there are other big ideas out there, and other places where effective alternatives to standardized testing already exist.
Perhaps, then, 2013 will finally be the year that educators end a decade of test obsession – and bring the noise.
A Different Story About Public Education
I know we’re already one month into 2013, but think back to last year for a second:
What were the most talked about education stories of 2012?
I’m guessing your list looks something like this – Common Core. The Chicago Teacher Strike. Newtown. And what worries me is that no matter what other stories you recalled – from Michelle Rhee to the Dropout Crisis to Race to the Top – they’re all likely to fit into one of the following categories: content, conflict, or catastrophe.
This is what student determination looks like
What would it take to ensure that every student feels similarly empowered to make themselves seen and heard?
(And with special thanks to the people at Storycorps–and in honor of people like Ron McNair, on the 27th anniversary of the Challenger tragedy.)
“Standardization” is not a dirty word
The reviews are in — in 2013, inequality is out, and equality is in.
“Each time we gather to inaugurate a president,” President Obama began on Monday morning, “we bear witness to the enduring strength of our Constitution. We affirm the promise of our democracy. We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names.
“What makes us exceptional, what makes us America is our allegiance to an idea articulated in a declaration made more than two centuries ago. We hold these truths to be self-evident, that all men are created equal. That they are endowed by their creator with certain unalienable rights, and among these are life, liberty, and the pursuit of happiness. Today we continue a never ending journey to bridge the meaning of those words with the realities of our time. For history tells us that while these truths may be self-evident, they’ve never been self-executing. That while freedom is a gift from God, it must be secured by his people here on earth.”
Those of us who work to improve American public education no doubt heard his words through a certain lens. Indeed, public education has always been — and remains — unequal, inequitable, and incomplete (as I have written here, here and here). Unless we start behaving differently, so it will remain.
If you want illuminating statistics about the extent of this inequality, check out this video from the National Civil Rights Museum. And if you want something to chew on, consider this: standardization, as a word, is not actually “dirty” in and of itself. Indeed, standardization is a useful way to ensure quality control across a system.
The problem is this: here in the United States, the thing we have chosen to make uniform in order to ensure quality control are content standards. (I’m not opposed to content standards per se, though it seems somewhat anachronistic at this particular point in human history.) By contrast, in Finland, they chose to standardize two other things: school funding, and teacher preparation.
What would happen if we followed suit? Might we put ourselves in a better position to fulfill the lofty aspirations of Obama’s second inaugural address?
This is what community building through art looks like
Imagine if it occurred everywhere?
Making Schools Safer in the Wake of Sandy Hook
As policymakers prepare to find the best way to respond to the tragedy in Newtown, educators and parents across the country are left to wonder – what can we do to make our schools safe?
The lessons of Sandy Hook Elementary School can help us answer that question in two ways – one that is uncomfortable, and one that is essential.
The uncomfortable truth of Sandy Hook is that there is nothing we can do to guarantee that our children are safe. Short of placing an iron dome over our school buildings or turning them into police bunkers, the only thing we can do is create spaces for children that are as safe and supportive as possible. And so while it is encouraging that national policymakers are intent on addressing the larger aspects of American culture that make acts of mass violence like this all too common, the only things individual schools and communities can do are the sorts of things Sandy Hook had already done: establish clear safety protocols, lock their doors once the school day begins, and be vigilant in their efforts to keep children safe.
There is, however, something essential our schools can do to ensure that all children feel safe and supported, and it, too, is something the educators of Sandy Hook were already doing: proactively addressing the full range of each child’s developmental needs, and providing students with the love and support they need to learn and grow.
It was happening the morning of the tragedy: principal Dawn Hochsprung and psychologist Mary Sherlach were in a meeting with the parent of a child who was struggling, and together they were working out a plan to ensure that his needs could be addressed to help get him back on track.
This is becoming a lost art, and a lost practice – most schools, if they have a team of mental health professionals at all, maintain skeleton crews whose daily efforts cannot possibly account for the needs of all the children in their charge. This is especially true in our poorest communities, where budget cuts and conflicting priorities have forced educators to cut back on counselors, social workers, and psychologists.
In the aftermath of Sandy Hook, this cannot continue.
It’s impossible to know if a more robust set of supports could have helped Adam Lanza before he decided to commit mass murder. But it’s undeniable that a more robust set of supports would help current and future generations of students get the help they need, and keep them on track to live happy, productive lives.
For proof, just look to the schools and networks that already operate this way. Consider the School Development Program (SDP), a national network of K-12 schools structured to ensure that every adult – from the teachers to the bus drivers to the custodial staff – is well-versed in the six developmental pathways children must travel down: cognitive, social, emotional, linguistic, ethical, and physical. Or visit any of the more than 200 affiliates of Communities in Schools (CIS), a nationwide network of professionals who work collaboratively to surround students with a range of academic and behavioral support services.
What programs like SDP and CIS recognize is a simple fact about children: unmet social and emotional needs become unmet academic needs. And they recognize what Yale University’s James Comer – the founder of SDP – has observed: “With every interaction in a school, we are either building community or destroying it.”
So let’s keep encouraging our elected officials to push for lasting changes in the way our society is structured. And let’s recognize that in the meantime, and from this day forward, each of us has a vital role to play.
(This article also appeared in the Huffington Post.)
The Monday After Newtown
This morning, my wife and I joined our son at a holiday breakfast celebration. The school’s multipurpose room (“the puh-pus room”, as Leo calls it) was filled with children between the ages of 3 and 6, who sat in a circle and sang songs while their parents leaned on walls and scanned the edges of the room for coffee. Then we broke bread together — each family bringing in dishes that represent “breakfast” to them: cranberry orange bread, hot tamales, donuts, fruit salad, and some delicious combination of onions and scalloped potatoes. The children quickly finished the food on their plates and then wove in and out of the groups of parents who stood and chatted, their teachers — all of them women — doing their best to maintain a small sense of order and decorum.
While Leo and I were sitting, one of his classmates came up and introduced himself to me. “My name is Antoine,” he said confidently and cheerily. “Nice to meet you, Antoine. I’m Leo’s daddy. How old are you?” “I’m almost six,” he said.
Almost six.
It remains incomprehensible that 20 children as young as Antoine lost their lives just a few days ago. It seems possible that this tragedy, unlike the others before it, may actually spark enough momentum to result in meaningful changes in our society. And it becomes essential that in the days and weeks ahead, all of us who are privileged to be members of a school community remember that amidst the coming wave of policy recommendations and professional advice, our own rules of engagement are kept as simple, and as impactful, as this:
With every interaction in a school, we are either building community or destroying it. Let’s all do our part.
What’s the difference between empathy and sympathy?
Glad you asked . . .
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