Now that we’re past the embarrassing Presidential world tour where the headlines seemed most focused on Melania’s brushing off Donald’s attempts to hold her hand, the Pope’s dour facial expressions, handshake duels, bogus arms deals, and GolfCartGate, but before we all become engulfed in memos detailing Trump’s attempts to force high-ranking national security officials to ignore potentially treasonous acts; everyone needs to devote at least a little attention to the budget the White House proposed to Congress right before Trump left the country. As the details of this recommendation become clearer, so does the Republican party’s fundamental priority, philosophy, belief, or however you’d like to label their mantra: If you have resources, you can buy whatever you want; if you don’t, too bad. We all need to recognize just what kind of country the Republican party envisions—at least the Republican party with Donald Trump, Paul Ryan, and Mitch McConnell at its head. While everyone is understandably distracted from this reality with Trump leading a seemingly endless parade of foolish acts and inane tweets, in one area Donald, Paul, and Mitch have been pretty consistent: Rather than proposing anything new or trying to improve current programs, they are dedicated to the “good old days” when wealthy people had an even greater share of this country’s resources and power than they do now. And from health care to withdrawing from the Paris climate accord to huge investments in weapons (all of which, conveniently, can be manipulated by Washington to profit friends and family), every position they stake out screws over those who don’t have very much to begin with.
Naturally, it’s no different with education. The foundation of public schools for many years has been what is basically a socialist construct: We all contribute so that every kid in America can learn the basics every citizen should know. No, that’s hardly an absolute standard since every state legislature or local school board can interpret what those “basics” are in a variety of ways, but at least the cost of however that ideal comes out is shared by all. And yes, the system of paying for education has also been significantly corrupted since it is generally financed through local funding (property taxes here in Illinois) which has created huge differences in how much any one school district spends per pupil. But the Trump administration as led by Education Secretary, Betsy DeVos (a billionaire in her own right), is now proposing an even more dramatic shift in resources which will allow parents more “choice” over the schools that receive their tax dollars. Many rich people already send their children to private schools at their own expense, but DeVos believes they should be able to direct any money they pay in taxes for education to whichever school they wish. In effect, these vouchers would take money originally going to public schools and redirect it to the schools parents select (which would include private and parochial institutions), robbing public schools of crucial revenue when they can ill-afford any decreases whatsoever.
Schools would thus compete with each other to attract parents and their money, with institutions already struggling being left even further behind. And the children whose parents don’t have the resources to get their children out of those impoverished schools? Well, they’re just stuck with an under-funded, second-rate education forever. This is social Darwinism at its worst with those already well-off being subsidized at the expense of the poor who stay trapped and powerless with little hope of their future being any different. That theme plays over and over again in the proposals in Trump’s budget, which is entitled “A New Foundation for American Greatness” (another ready-made lesson in irony). Budgets for health, welfare, education, art, and social service programs are slashed with funding for some sixty-six programs ended entirely.
There are dozens of other sources which can give you more specific details on the ramifications of Trump’s budget, including many which document how directly some of Trump’s staunchest supporters—working class whites—will be hurt by his draconian spending cuts, the better to benefit the wealthy. But it’s crucial for everyone to acknowledge exactly what’s going on here: The gap between the haves and the have-nots in the U.S. has increased significantly in recent years, and Republicans are doing everything they can to encourage, magnify, and accelerate both the gap’s size and the pace at which it widens.
Now, many are pointing out that this budget, like the horrific health care act which came out of the House on May 4, will never be enacted as currently written, that both are “DOA” in the Senate. And let’s all hope that is true. But regardless, this document shows exactly how Trump and his cronies view their constituents. Of course they hide behind the claim that they are cutting ineffective, wasteful programs, but the clear good which comes from things like Planned Parenthood, the National Endowment for the Arts, or Meals on Wheels has been evident for many years. Eliminating or reducing the government’s support for these programs in order to buy more weapons can’t be explained any other way than a preference for getting rid of things which help people so our military can obtain more things which kill them.
I understand that some Republicans would respond to my views with the argument that there are better ways to achieve the goals of the cut programs, but merely repeating that endlessly offers little solace to those who need help. What ideas, programs, or approaches do Trump, Ryan, McConnell and the rest of the Republican Party offer as better alternatives? It seems that they have nothing but “glittering generalities” rather than any concrete, workable solutions. For those of you who have forgotten the propaganda techniques you learned about in high school, a glittering generality is something that sounds good, but has no substance or validity behind it. The most glaring example of this comes from Trump as he was campaigning for the Presidency and regularly characterizing Obamacare (the Affordable Care Act) as a “disaster” (it isn’t). His alternative was that he would replace it with “something terrific.” Now that we’ve actually seen his replacement, we know what a ridiculous scam his campaign rhetoric was, unless by “terrific” he meant “awful for anyone who isn’t already a millionaire.” Then there are the flat-out lies he told: His terrific plan would cost less, cover everybody in the country, and make no cuts to Medicare. The reality, though, is that the Trump plan would increase rates for low-income seniors by as much as $12,000 per year, lead to over 20,000,000 Americans losing their coverage, and include some $800 billion in Medicare cuts. Ryan has been the cheerleader for this monstrosity, and we’ll see how McConnell handles the Senate revisions of the highly unpopular proposal in the weeks to come.
That’s not to say that the Democrats are perfect or have all the answers to the many problems which our country faces. But no matter how you try to spin it, Democratic proposals have generally tried to improve things for those less well off—Obamacare, environmental legislation, and a host of other programs now under attack all provided benefits for the poor. You can argue about the effectiveness, sincerity, or cost efficiency of these initiatives, of course, but there can be no denying the fundamental humanity on which the intent of the programs is based. That is in sharp contrast to the callous indifference Republican initiatives show toward anyone who is struggling. From immigrants to decaying urban neighborhoods to senior citizens barely scraping by on social security, the Trump/Ryan/McConnell vision for America works to shift resources away from the neediest to those already well off.
Let’s hope the brazenness and crudity of Trump’s approach will finally help everyone to recognize this key difference and vote accordingly. Many of us are praying that the Trump administration will be short-lived, ending in impeachment (my prediction is he will resign long before the Russian investigation proves how corrupt he is so that President Pence—which sounds almost as bad to me as “President Trump”—can immediately pardon him), but wishing for an end to Trump is hardly much of a strategy to minimize the damage Republican leadership could still do.
Instead, we have to recognize that Donald is not the source of this heartless approach to governing, but merely the loudest symptom of that which has taken over the Republican Party. As someone who spent his younger days criticizing the eight years of Ronald Reagan’s Presidency, I can’t believe how wonderfully progressive his policies seem today. Some have argued that this saint of conservatism would never be even seriously considered in today’s Republican party given that he cooperated with liberal Democratic Speaker of the House Tip O’Neill, approved tax increases (his two bills passed in 1982 and 1984 together constituted the biggest tax increases ever enacted during peacetime), instituted an amnesty program for undocumented workers, and even lobbied on behalf of stricter gun regulation (all these and more can be found here). That the Republican Party leadership has moved so far from what most Americans (and, I think, Republicans) believe is really quite shocking, and I still don’t understand how we Americans allowed them to take over. Regardless, that needs to be changed as quickly as possible.
Although the circus surrounding Trump’s ignorance and self-absorption will continue unabated for as long as he inhabits the White House, we have to recognize that it’s not just him, that Republican leaders are supporting and enabling him every step of the way. Regardless of what happens with His Orangeness, we have to recognize that the Republican Party is being taken to extremes by others as well.
Thus, every election from now on provides us with the opportunity to alter this tilt toward heartlessness. We need reasonable people to run for office who, regardless of party affiliation, will represent the interests of all of us and who will oppose those who would appeal only to our fears and prejudices. That applies to all parties: While many current Republicans will have to answer for backing Trump/Ryan/Mitchell, I would hope that voters will be astute enough to listen to any candidate—Democrat, Republican, or Independent—to assess her/his level of opposition to our current directions. From the air we breathe to the helpless we protect, nothing about the current heads of our executive or legislative branches represents the best humanity has to offer. We are capable of so much more, and through our actions—especially in voting—we must take steps to make sure our leaders are too.
Several weeks ago, a referendum was put before the residents of Hinsdale High School Township District 86 (which is composed of Hinsdale South and Central High Schools). The referendum outlined plans to raise property taxes by $76,000,000 in order to upgrade aquatic areas at both schools and to add more classrooms at Hinsdale Central to accommodate its increasing enrollment. The communities of District 86 (Darien, Hinsdale, Willowbrook, Oakbrook, Burr Ridge, and Clarendon Hills) voted down the tax increase by three to one—75.1% against and 24.85% in favor in DuPage County. This will leave the District 86 school board (four of whom were elected as new members on the same ballot with the ill-fated referendum) with significant challenges immediately as this board takes charge.
My knowledge of this excellent school district comes from its astute hiring practices: I taught English in Hinsdale South for twenty-five years, and became familiar with the district’s workings (at least somewhat) in my roles for the Hinsdale High School Teachers Association (HHSTA—the union which represents all District 86 teachers): president, contract negotiator, and grievance chair at different times for much of my career. So I followed with interest this particular referendum since it was the first one attempted in District 86 since the 1960s. There has also been much controversy about the two high schools and how they are perceived in their communities through the years, most recently over the expansion of District 86’s “buffer zone,” an area in the district where some residents can select either high school for their children to attend (almost all currently in the zone have selected Central). That, coupled with a declining enrollment at South while Central’s attendance sky-rocketed, led to the referendum’s being not just about adding on to Central, but instead a forum on the two high schools. Why, many asked, should homeowners vote to increase their property taxes so that Central can add classrooms when there is significant space available right in the district, just a couple of miles away at Hinsdale South? To some, though, the answer was obvious—addition was necessary, so no one currently eligible to attend Central would have to go to South.
I’ve written about this issue several times. You can find the essays (along with links to various news stories which motivated them) on my blog, with this one and this being two which ought to give you the highlights. I’ve never tried to hide my bias in favor of Hinsdale South as an excellent high school and that the opportunities provided by its amazing staff (I can say that now since I’ve retired) compare favorably to every high school in the country, including and (what school board members and administrators need to keep reminding everyone) especially Hinsdale Central.
And now that distinction needs more emphasis than ever: For the past decade or so, as the enrollment has gone up at Central, several additions and upgrades have been made to the facilities there. From library remodeling to new science labs to air conditioning, tens of millions have been spent to improve the physical plant at Central. And yes, most of those upgrades were also made at South as well. But in the last few years, South’s enrollment has declined from over 2000 students at its peak to less than 1600 on its most recent 2016 school report card. With Central still growing (not to mention the expansion of the aforementioned “buffer zone” last year), this meant any new building was only going to take place at Central, unless the board shifted attendance areas for the two schools in order to send more students to South.
The discussion of the transfer/redistricting solution to Central’s overcrowding lasted about two board meetings last year, as parents from the Central attendance areas turned out in droves to protest the possibility. That board (of whom three members are still on the current board) quickly backed away from the idea, pledging not to broach the subject again when determining whether or not to seek a referendum and even apologizing to parents for “stressing” them with speculation about their children being made to attend South. That led to the proposal for a $76 million tax increase, and we know how that turned out.
So now the whole South/Central issue comes into play once more. The overcrowding at Central is not going to go away; facilities are limited, and there is only so much room available (especially in specialized areas like science labs). Increasing class sizes is never an appealing solution (nor should it be), and the growth in Central with South shrinking has already led to the reallocation of the most valuable resource any school district has: its teachers. Many have been transferred from South to Central, which leads to some uncertainty and tension, especially when department chairs have to agree on which teachers should be moved and younger teachers need stability in order to polish their craft. Any involuntary transfer will create some negativity; the goal should be to minimize that kind of disruption of the staff.
But that leads right back to the much more unpopular and difficult disruption of students who were supposed to go to Central being told they have to attend South. And with the referendum’s being soundly defeated, there aren’t many alternatives. Temporary classrooms could be used at Central as a stopgap, depending on how long the enrollment bulge lasts, but that is hardly a palatable solution, especially in one of the more prestigious high schools in the country. Other than that or a population shift to South, the board could try for another referendum or use its excellent credit rating to issue some bonds which could finance Central’s expansion.
That last option is basically how past additions and building modifications have been funded, so it would hardly be surprising should the board take that direction. But as I’ve also previously pointed out, the intent of property tax laws is for residents to have a say in approving funds for building projects, among other things. A referendum is the more letter-of-the-law method to get necessary money for projects, but the key point opponents of the recently defeated District 86 proposal made was that much of this building wasn’t necessary, that needed classroom space was already in place. With that kind of controversy at the heart of this spending proposal, then, a referendum is by far the best method to determine the will of the people. And that just happened, without much doubt as to what community members feel about increasing taxes. So, guess what—we’re right back where we started with one question each before both sides in this issue. For the No Transfer people: How will the district provide adequate facilities for so many students without changing any attendance boundaries or increasing property taxes? For the “Fill South First” advocates: Why is attending South so unpalatable for parents in the Central attendance area?
I no longer work in District 86, and I only lived in district for a few years a long time ago (a rental unit, of course. I could definitely digress on the irony of teachers’ being entrusted with the education of children in whose neighborhoods they can’t afford to live), so I will refrain from analyzing or judging the reasons so many strongly oppose redistricting so that more students wind up at South. I’m sure some of those reasons are based solely on a positive perception of Central, of familiarity and experience. But as someone who worked at South and dealt with many from Central-land, I do believe there is a strong streak of irrational horror at the idea of having to slum it by going to South. No one in any of the towns which feed into Central would ever accept that racism, class-snobbery, or “white trash” stereotyping has anything to do with not wanting to attend South; yet that vibe is impossible to avoid if you listen to some of the rhetoric when South is discussed.
And that’s what will have to be confronted by the new board. Regardless of what happens with the overcrowding at Central, the divided district needs to move toward more unity, toward more respect for each school, and toward a celebration of the equity of opportunity provided for all students in District 86. And there is some positive news to report in that direction. #WeAreHinsdaleSouth is a new organization created by parents of Hinsdale South students (both past and present) which has formed to promote South since “South’s reputation took some unwarranted hits in the past few years, including from a member of the school board,” according to one member of the group. #WeAreHinsdaleSouth has plans to make sure that everyone in the District 86 attendance area is aware of that which makes South such a good school, publicizing accomplishments, opportunities, events, and people which show the school in its best light. You can read more about them here, as well as finding out about attending their next meeting on Monday, May 8.
I certainly wish this group well and hope they finally help South to be better recognized for the stellar school it is. I also hope that #WeAreHinsdaleSouth is in this for the long haul—it will not be an easy task to enhance South’s image on the Central side of town; patience, creativity, and diligence need to be the key strategies since reputations are quick to form but hard to change. And regardless of #WeAreHinsdaleSouth’s efforts, the school board must accept the challenge of fostering a more unified approach to the district. Although wanting to change the South vs. Central dynamic for the better might not have been the key reason voters rejected District 86’s proposed referendum, a potentially beneficial unintended consequence of that vote could lead to a stronger, less divided community. This is definitely not the easiest path, but it is the right direction for the district and something everyone should be rooting for.
On April 4, 2017, voters will be electing local governmental leaders—village officials, school board members, and the like. Additionally, several communities will have to vote on referendums advanced by their school districts seeking additional funding. Two of those involve districts in which I have an interest: Hinsdale Township High School District 86 (where I worked for twenty-five years), which is seeking $76,000,000 for additional classrooms and swimming pool remodeling; and Center Cass School District 66 (which is the elementary district my two daughters attended), which needs over $12,000,000 for various repairs and safety updates. (You can find the official referendums here–just click “Propositions.) Yet, one aspect of funding a school district for which you will not see any new monetary requests is the single most important factor in any school’s success—its teachers.
Just to be clear with my background, I taught English for thirty-three years, retiring in 2012 after working in both a junior and senior high school as well as being active in my school districts’ unions (President, negotiator, and grievance chair). Thus, I have an extreme bias in favor of teachers and the role they play in public education: No matter what kinds of reforms, programs, or experts you can cite; nothing will impact a school more than the quality of its teachers. And despite myths to the contrary, our public schools are not rife with incompetent teachers hiding behind unions or school codes in order to maintain their “cushy” positions. Of course there are some bad teachers out there, but they are a minuscule number of the millions of dedicated public educators. Most teachers work extremely hard to make a difference in the lives of our children.
But it has become more and more standard for school districts to downplay any and all expenses associated with maintaining their staff. I receive several Google news alerts for a variety of public education issues which provide me with over thirty news stories from around the country every day. But in the last five years, I have yet to see an article covering a school district, national leader, school board member, or any organization (other than those quoting teachers’ unions during contract negotiations) who will argue that school funding should be increased in order to attract and retain the best possible teachers. The referendums shown above make absolutely no mention of needing more money for teachers—whether it be to lower class size or to gain a competitive edge when hiring the best teaching candidates—and I can’t remember hearing those in charge of our schools ever advocate for higher teacher salaries.
Instead, it’s become a standard procedure for many administrators and school board members to claim that teachers cost too much, that things like steps on a salary schedule are no longer “sustainable,” or that ”greedy” teachers are bleeding taxpayers dry. I do understand that resources are not infinite—How many times during contract negotiations did I hear that there were “only so many slices of financial pie”!—but that line of reasoning won’t come up when discussing more funds for school expansion or repair, even when the need for more classrooms isn’t always dire, as is the case in Hinsdale 86 where shifting some students from one school to another is a money-saving option which the district has rejected. Yet, the attacks about “easy” work schedules and “Cadillac” insurance programs arose every time I fought to improve the working conditions for teachers I knew were doing an amazing job.
The most galling argument I ever heard was during one negotiations when, frustrated by the district’s claims of poverty and refusal to agree to a reasonable salary increase, I suggested that if money were so tight, perhaps the board should seek more funding for our salaries. The response was that requesting a referendum for salaries would be like “re-financing a mortgage to buy groceries.” Since teachers are mere transitory expenses, the reasoning went, one should never “waste” a difficult process like promoting unpopular tax increases on raises for them. Needless to say, my reply (that having the necessary money to eat was significantly more important than saving a percent or two on a mortgage interest rate, thus rendering their analogy idiotic) didn’t go over well.
The most essential element by a wide margin in improving and/or maintaining the quality of public education is who is in front of the classroom. No matter what study you look at or how many factors are cited as important, all will have quality teaching near the top of the list of crucial characteristics. Everyone knows this, but it seems we refuse to recognize the relationship between good salaries and good teachers, unlike other professions. As all you baseball fans know, the White Sox recently traded one of the best pitchers in baseball, Chris Sale, and a key aspect of his value in the trade was everyone agreeing on how “reasonable” his contract was at only $38,000,000 for the next three years. Yet, when it comes to the people who are responsible for teaching and looking out for our children every day, we become enraged when they earn over $100,000 a year (which would require teaching for 380 years to earn what Mr. Sale—who is a bargain by baseball standards—will earn in three years). And I believe Chris is worth every penny; I just also happen to believe that teachers deserve a good wage too.
So as we vote this Tuesday on the referendums which are being pursued, we should keep in mind the unspoken reality that any additional money a school system receives at least indirectly might strengthen a district’s faculty. Hinsdale 86 is an excellent example of how a failure to use referendums can create a needless money crunch when it comes to maintaining a quality staff. My old district hasn’t passed a referendum since the 1960s, yet has spent tens of millions of dollars on new building: The district has added many classrooms, field houses, and science labs as well as extensive remodeling projects over the years. The money for all this was obtained through issuing bonds and spending surplus property tax revenues. This time, at least, it is going through the appropriate channel of soliciting taxpayer approval before embarking on significant building sprees. Unfortunately, though, the need for additional classrooms is less clear since much room exists in one of the two schools. (You can read more about this issue here, here, and here.) I would vote for this referendum, were I eligible to vote in Hinsdale Township, but it’s hardly a black/white choice. My rationale would be to support the superior teachers there, not the questionable building. The district will have major problems if this referendum fails, but the issues which failure would raise are important and should be addressed sooner or later. Sadly, though, those most likely to feel the pinch for a rejection financially would be the teachers, come the time for a new contract. (You can find an editorial which rejects this referendum as foolish here in the Chicago Tribune.)
In Center Cass 66, I would strongly encourage fellow residents to vote “Yes” on this tax increase (which I will also pay). Elementary teachers unfairly earn significantly less than their secondary counterparts, and the relatively small tax increase for repairs should allow Center Cass to compensate teachers more equitably. Of course, the teachers in the district will have to fight for their fair share, but assuming the referendum is approved, at least they won’t be competing as much with facilities expenses. (It was also a nice touch that over Spring Break, repairs to one of the schools’ roofs ( at Prairieview Elementary), have been on display for anyone driving by on Plainfield Road, right before the voting.)
One day, perhaps, we will see a school board courageous and far-sighted enough to push a referendum because teachers are cherished and valued more highly than the thrill of construction. There should be no question as to what is the most important resource in any school district, but we have a long way to go to acknowledge that teachers matter most and should be compensated accordingly. Approving referendums (even as they are currently constructed) is at least one small, indirect way to show some support for teachers.
For more outlier views on what goes on in the world of public education and ways we can strengthen this institution, check out my e-book, Snowflake Schools.
To “Resist!” that which the Trump administration will attempt to do has become a rallying cry for all who disagree with his agenda (or the agenda of the puppet-masters who control him, depending on your view of Trump’s competence). One of the most controversial of his appointments, Education Secretary Betsy DeVos, has been front and center in this spotlight, given her past history of favoring for-profit charter schools and educational vouchers which would allow parents to divert tax money from public to private/parochial schools. So what is the best way to resist someone in charge of the federal approach to public education who will have significant influence in both funding and policy? The two largest teacher unions—the National Education Association (NEA) and American Federation of Teachers (AFT)—have adopted different approaches, as explained in this New Republic article, but the NEA tactic is not the one which is in public education’s best interests.
No matter what happens, who’s in charge, what program’s being pushed, or which laws are proposed in Congress; kids will still keep going to schools. Every day, they will show up, expecting to be educated (even if their attitudes occasionally suggest otherwise), and plop themselves down (eventually) into their seats as the bell rings to start the day. And the teacher will do her all to make that educating process happen, 99.9999% of the time. I taught for thirty-three years beginning in 1979, which is when the very first Education Secretary, Shirley M. Hufstedler appointed by President Jimmy Carter, took office. And not once in all that time did I spend any significant time worrying about what the Secretary of Education wanted me to do. It simply did not intrude upon my daily work life. Sure, I was aware of what comments, for example, Arne Duncan (9th Education Secretary) or William Bennett (3rd) might make—Duncan (despite his weak record) always came across as reasonable while Bennett never failed to elicit anger—but never did I ever alter what I believed to be in the best interests of my kids because of what federal educational experts preached from Washington. It makes me laugh that anyone would think good teachers would worry much or (God forbid!) alter their behavior because of what Betsy DeVos says. She simply isn’t relevant to teachers’ worlds.
And that does provide some justification for the NEA’s avowed intent to shun DeVos as not worthy to meet with or talk to, as explained in the above article. NEA president Lily Eskelsen García has stated, “There will be no relationship with Betsy DeVos.” As a past NEA member and union activist, I completely understand that reaction to the problems that DeVos brings to her position. DeVos has been strongly opposed to teacher unions and worked against both teacher rights and interests. But that has been true of many educational leaders at the local, state, and federal level over the years; regardless of who’s in charge, it is the job of elected union representatives to continue communication in order to push for that which is good for their members. And the AFT, in contrast, has agreed to meet with DeVos, and its president, Randi Weingarten, has already had a brief conversation with the Education Secretary.
Don’t get me wrong: Given the chasm which exists between how DeVos views public education compared to almost every public education teacher, it is unlikely that either García or Weingarten will be able to make progress softening or changing her positions on basic educational policy. In the best case scenarios, it’s possible to envision a frosty, agree-to-disagree kind of relationship. But the stakes are significant enough that the unions need to remain engaged. Then too, they’ve got plenty of resources and opportunities to try to modify, fight, and/or protest against Republican measures. There will be many talking points and chances to set the public straight about what DeVos is trying to do. But one aspect of DeVos’s position trumps all these things when it comes to doing what’s best for public education and a key reason the unions need to maintain some sort of contact.
And that’s something which matters to every school in the country: Money. From teacher salaries (always my top priority in my role as teacher union representative) to supplies to facility maintenance, up-grading, and construction to getting quality support staff, to instituting new programs/technologies, every dollar counts. And that’s where teachers’ unions come in. At the local level (where I was active for most of my career), the unions negotiate contracts, file grievances, and generally advocate for the teachers whom the leaders (who are also teachers in that district) represent. The state organizations sometimes provide assistance with local issues that might overwhelm a small union, especially things requiring legal help, but devote most of their time to working with and lobbying state legislatures. And the national unions, like the NEA and AFT, receive members’ dues to help advance educational issues at the federal level. In the end, the most tangible issue affecting teachers’ lives and their ability to do their jobs effectively relates to funding, to money. And the federal government has some.
Granted, the amount of Washington dollars which end up in any one school district varies by a lot. In the district where I worked—Hinsdale High School Township District 86—we got a very small percentage of funding from the federal government—a percent or two of the total budget. You can contrast that with the 12% Chicago Public Schools expects to receive this fiscal year. And that difference might be one reason AFT leaders automatically show a greater willingness to work with DeVos than the NEA: AFT locals tend to be larger, more urban, and more strapped for cash than the more suburbanized, wealthier, smaller locals which make up the bulk of the NEA’s power base. Chicago Public Schools? An AFT local. Naperville Community Unit School District 204, Butler School District 53, or Community High School District 99? All part of the NEA. NEA’s locals are more able to shun federal money should they so decide, whereas large city school systems operate at huge deficits regularly. Losing federal money can mean larger class sizes, school closings, and less qualified teachers. But any loss of funding can negatively impact any school system.
And that doesn’t mean union leaders need to compromise their ideals or goals just to curry favor with DeVos in order to receive a few dollars. The issues which matter to NEA and AFT members have to do with labor laws, governmental unfunded mandates, and collective bargaining regulations. How those complex issues work requires that all sides maintain clear lines of communication—during my time as teacher representative, our local had to work with numerous board members and administrators who did not agree with our positions; some even actively sought our elimination. Yet, we continued to interact, negotiate, and ultimately hammer out agreements which allowed for working relationships to exist and the shared goal of educating kids to continue. Nobody’s expecting García and DeVos to go on joint vacations or to become besties—the teachers just need her to communicate their opinions and represent their interests, regardless of how hostile DeVos is to those views.
Refusing to engage with DeVos might play well with García’s membership and enhance her popularity among the anti-DeVos crowd (which includes most teachers), but it’s hard to see how it helps out the schools where her members work. We have definitely entered a different political environment, and I certainly don’t want to overstate the influence DeVos will wield (I’ve actually written exactly the opposite), but grandstanding instead of doing the job you’ve been elected to do hardly seems an effective strategy. Maybe García has some unstated plan which will make this seeming futile petulance pay off in the long run, but for now, I don’t believe giving DeVos the silent treatment will serve anyone’s best interests—except maybe Devos’s since she will have to interact with one less critic. And this will improve the lot of NEA teachers how…?
For ideas that can improve public education, you might want to read Snowflake Schools, excerpts of which can be found here.
Let’s make this perfectly clear right from the start: I do not think that Betsy DeVos is qualified to be Secretary of Education and I did not support her controversy-laden nomination process which ended in a 50-50 vote in the Senate. For the first time in history, a vice president had to cast the deciding vote; DeVos enters office with the least popularity and most notoriety of any cabinet-level appointment I can remember. And that’s what bothered me more and more as the whole cabinet Senate-approval process has gone on—given the relative importance of the various positions Trump has at his disposal to appoint, DeVos is a very small fish in the sea of incompetence and/or disregard (if not outright desire to harm) that other departments will have to endure, yet those appointments have generated much less furor than DoVos’s.
Don’t misinterpret me here: Of course I believe public education is crucial! I spent thirty-three years teaching, so obviously I’m biased, but it doesn’t get much more significant for the continued success and growth of the country than how much education our kids get. From income to contribution to society to likelihood of voting, the better your education, the better your chances to contribute and to achieve. And when you achieve, you’re also more likely to recognize the need to give back, not to mention having the resources to do so. Public education is one of the greatest assets America possesses, and it is the pipeline that supplies what is truly our crown jewel and the envy of the world—America’s outstanding collection of colleges and universities which have fostered creativity, innovation, and leadership second to none. Yeah, I think education is important.
But Betsy DeVos won’t have much impact on most of the educational world, especially the middle-class enclaves which receive scant monetary support from the federal government whose budget Betsy will now influence. I spent twenty-five years teaching and union agitating in one of the better school districts in the state, Hinsdale Township High School District 86, home to Hinsdale South and Central. Through eight different teacher contract negotiations, I became familiar with the financial condition of the district, and we never got more than a percent or two of our funding annually from Uncle Sam. Of course, every cent matters, but it wouldn’t be a huge hardship for many of the suburban school districts in Chicagoland to blow off the relative chump change they get from the feds should DeVos try to ram through some controversial change. And do you really think Donald will let her go after the ‘burbs with their bastions of conservative, management types as opposed to the wicked cities?
Those city schools will be the ones to get the brunt of DeVos’s attention since those enormous, cash-strapped districts depend much more on federal money. For instance, Chicago schools are budgeted to get over 12% of their funding from Washington this fiscal year. That’s a lot of programs, teachers, and facility upgrades/repairs. These districts, however, have been the most troubled for the longest time due to conditions which often hamper the ability of children to function well in school—less local tax money, higher percentages of low-income families, and eroding facilities. There is much that needs improvement in some areas of our cities, and it’s a pretty safe bet that DeVos will push one of her favorite programs, charter schools. Certainly vouchers will also be encouraged, but her inclination in this direction will be staunchly opposed in the suburbs since most people are happy with their schools. (They’re happy with them because they’re damn good, by the way.) And in the cities, vouchers have much less impact since most families have no other reasonable options save their local public school. The main battle ahead, in my view, is between the federal government trying to leverage its more significant monetary contribution to the large urban districts where the teacher unions are pretty strong. We can anticipate some epic confrontations, but it will be hard for DeVos to dislodge many state laws which provide a basis of power for the unions. Much work needs to be done for our city schools, but I’m doubtful that we’ll see a revolution educationally in Chicago’s public schools; she’ll just try to increase the speed with which cities are moving in the directions fostered under the two previous administrations.
On top of that, educational bureaucracy is largely decentralized and notoriously slow-moving. It will take years for DeVos to get up to speed and even longer for her to mount any effective legislation or initiative. Plus, it’s not like she has a stellar record of achievement shining down on her from the recent past courtesy of either the Bush or Obama administrations. Her poor performance won’t be unusual given how Arne Duncan, Margaret Spelling, and Roderick Paige did preceding her. No Child Left Behind, Race to the Top, and Common Core all had laudable goals and motivations, but none of those programs has really made a dent in the most stubbornly underachieving districts any more than they impacted to any great degree good, independent, locally supervised schools. Then too, teachers can be (speaking from first-hand experience) extremely stubborn in refusing to do things which they don’t believe are in the best interests of their kids. Okay, maybe that sounds naïve and idealistic, but keep in mind this assessment is coming from someone who spent years fighting with his bosses for better teacher rights and was a noted challenger of authority (aka “a huge pain”)—I’m not exactly a dewy-eyed neophyte on how school systems work. I’ve witnessed what teachers do, and believe me; no math department in the world will veer one problem away from what they have determined to be the best route until you have proved to them the new way will be significantly better. Schools have a rich history of ignoring grand plans from on high, and DeVos doesn’t have much of a track record in accomplishing the radical change she often espouses. For an alternative view (fact?) check out this article I found pretty amusing—there’s absolutely no evidence supplied to support the attention-grabbing title, not to mention this one which has a heartfelt and inspiring back story, but again offers not one iota of support to show how DeVos will wreck schools.
Contrast the limited impact she will have with the potential for harm coming from the rest of Trump’s awful cabinet. Rick Perry was appointed to the Department of Energy without even knowing he would be overseeing our thousands of nuclear weapons. Ben Carson was selected to head Housing and Urban Development as the token black, despite admitting how little he knows about running a huge department. Steve Mnuchin worked for the much maligned Goldman Sachs as well as evicting thousands of homeowners during the 2008 financial meltdown, so we have a pedigreed swamp dweller at the helm of Treasury. Likewise, Rex Tillerson comes to the State Department with years of experience glad-handing various repressive governments (especially Putin’s Russia) to advance the interests of Exxon. Scott Pruitt will head the Environmental Protection Agency with a history of opposing most of its works and filing lawsuits against it. Tom Price is in charge of Health and Human Services despite several conflicts of interests, mainly revolving around his habit of pushing legislation which would benefit pharmaceutical companies in which he had purchased stock. Jeff Sessions is our Attorney General although his past is littered with racist, discriminatory behavior. All these men will be able to change our country in much more significant ways—from the air we breathe to the wars we fight to our economic well-being to the laws we enforce—than Betsy DeVos’s feeble attempts to expand charter schools.
Yet, the outrage over DeVos burned brightly while most of the others were approved with much less rancor. Yes, Elizabeth Warren did crusade against Sessions and Al Franken has been tough with whomever he’s questioned (including DeVos), but the antipathy to DeVos seems much greater and louder. So what is it about this particular appointment that so galvanized the opposition to the point where even a couple of Trump’s lapdogs (aka Republican Senators) voted against her?
The obvious answer is how important everyone sees education as being. More than that, though, everybody has a strong reaction when we believe our kids our threatened. Some of the DeVos firestorm, then, came from our knee-jerk reaction to potential negative outcomes for our kids. As The Simpsons character, Helen Lovejoy, is fond of wailing, “Won’t somebody please think of the children!” Nobody ever wants to be seen as short-changing children or puppies, so it makes sense that once it became clear that DeVos was hardly a wonderful candidate for Education we all sharpened our knives and had at her. That she won’t have nearly the negative influence as Sessions, Pruitt, Tillerson, or any of the other bad cabinet members gets lost in the invective. That she’s a billionaire only makes it easier to pile on when she doesn’t even know the difference between growth and proficiency.
Sadly, however, I believe there’s more going on here than just a bad candidate for an important position. In this case, we have a bad woman candidate. I know there were a couple of other females nominated (although pathetically few), but they had more political cover than DeVos—like newly appointed Secretary of Transportation Elaine Chao, who also happens to be Senate majority leader Mitch McConnell’s wife. Yep, America’s blatant sexism, which in my view is one of the key reasons Hillary Clinton is not our President, has reared its ugly but equal opportunity head in going after another woman who has poor public relations skills. Don’t get me wrong—I disagree with almost every education pronouncement DeVos has ever made, but at least she has been interested in the field over the past several years. I know she didn’t go to, send her kids to, or work in any public schools; yet she has been lobbying, proposing, and working on educational issues for years. No, that isn’t the same as direct public education know-how, but it’s more experience than Carson or Perry, more transparency than Price or Tillerson, and less corrupted values than Sessions or Mnuchen bring to their departments. Yes, she doesn’t like unions and has no problem with tax dollars being shifted to parochial schools as part of parents’ being able to choose their child’s school. But she will have a much harder time enacting that agenda than Pruitt will in lowering clean air and water standards for the profits of industrial barons at the cost of everyone’s health—Flint was just a warmup with a guy like this having so much influence. And that’s just fallout from ONE of the other departments peopled with Trump’s much more deplorable choices. Essentially, I believe that DeVos would have gotten significantly less flack if she had been a man, and the men got off way too easily since most belong to the “old boys network.” (As I was writing this, one of the old boys did get rejected as Andrew Puzder—who despises labor unions, opposes any minimum wage, and of course was slated to be Secretary of Labor. So at least when a man has an undocumented servant and was once accused of abusing his ex-wife, even Donald can’t get him through the Republican Senate.)
I’ve written before how we need to prioritize in the coming battle with Trump in charge. Like everybody, I’m just now coming to grips with how bad it is rapidly becoming, not to mention concerned as hell about how much worse it could get. But expending huge amounts of energy and devoting significant dollars against DeVos is to misallocate vital resources that we’re going to need for other more dire crises to come. As I’ve pointed out repeatedly throughout this essay, I am NOT in favor of Betsy DeVos or her plans for American education. I do, however, have much faith in the teachers, students, and their parents who are not going to let their schools be taken over by some unqualified rich person in Washington. State legislatures and local school boards are the keys to most school districts, and coupled with energized teachers unions, I am confident that DeVos’s impact will be minimal. With so many other more important challenges ahead from those who face much weaker opposition, save your time and energy for Mother Nature, Lady Justice, Columbia, three women who are going to need all our help from attacks coming from the Trump administration.
And of course, you should check out the arguments which contradict what I have written here, so here are several I have come across. Hey, I’ve got no problem with people criticizing DeVos’s record and opposing her agenda, and if you disagree with my assessment and want to spend your time and energy making public education better, that will never be a waste of time and will always be beneficial. Just don’t over-exaggerate the damage she will cause. These articles come from the following sources: Gizmodo, NPR, Policy.Mic, Vox, Inside Higher Ed, North Carolina Policy Watch, and The Chicago Tribune.
And if you’d like more ideas on how public education can be improved, please look into my eBook, Snowflake Schools, which has way better ideas than any DeVos has every articulated from someone who went to public schools, studied them in college, worked in them for thirty-three years, and sent his kids there as well. Take that, Betsy!
Grading was an issue I wrestled with for over thirty years in my job as a junior high and high school English teacher. At their root, grades are necessary evils, required to motivate students to do that which they ought, but don’t particularly want, to do. It would be wonderful if we all possessed an innate general curiosity which led us to seek out that which is noble, truthful, and providing the greatest good for the greatest number. But, after a millennium or two of regularly doing exactly the opposite, resorting to selfishness, greed, and sloth in order to satisfy our creature comforts, it’s logical to assume we humans will always have to fight against our baser tendencies. Young people, contrary to the way they often seem to older folks, are no different in their approach than previous generations. The current change they especially grapple with, though, is how fast our ever-evolving technology is being integrated into all aspects of their lives—we’ve all been participating in countless sociological experiments as the electrical revolution showers us with device after device, innovation after innovation, which rapidly alter everything, with an emphasis right now on how we communicate with each other.
As you can tell, we could go off on a lengthy general analysis here, but one communication alteration in particular has significantly impacted those aforementioned grades: Grading programs and on-line postings of student performance for parental consumption have changed the nature of teachers’ evaluating students to the point where the usefulness of the A-B-C-D-F grading scale has been obliterated. Using a percentage rather than a letter under the current system would better represent a student’s performance in school and be a fairer way of reporting that student’s achievement to colleges and/or future employers. Schools need to dump letters and use numbers.
I’ve completely lost the battle against grade programs, and will refrain from reprising all the reasons I believe they have hurt public education. (You could read how more subjective, non-quantifiable student characteristics need to be factored into grades here, or check out a detailed analysis of why grade programs are awful in my eBook, Snowflake Schools.) Suffice it to say that I don’t like how all student evaluations now come in the form of points so that they can be used with a grade program which reduces student performance to a percentage. Maybe I’ll summon the energy to tilt at that particular windmill again some day—because I absolutely believe they don’t serve us well—but for the sake of this essay, I’ll concede their pervasiveness means we must adapt to minimize their negative impacts. So if grade programs and on-line grades are here to stay, in the name of consistency, we should use those percentages on grade reports and transcripts. You’ll also note that the report card is rapidly fading out of existence as well—everything is on-line, which eliminates the need for any kind of “card.” (I’m fine with that change since as a big tree hugger I’m good with anything which reduces paper consumption. And to emphasize I’m not asserting any “alternative facts” [i.e. lies] here as well as refraining from sugar-coating reality from myself, I cannot deny how popular grading programs have become with teachers. But when you combine the ease of computers crunching percentages when fed points with the public posting of each and every assignment result on-line, you really change the nature of the beast, as we will touch upon later.)
To start, those percentages are all the students and parents see up until their conversion to letters at the ends of semesters. And here’s where the harm of using letters rather than numbers arises: Any person with the slightest arithmetic knowledge can tell you there’s a greater difference between an 81% student and one who clocks in at 88%, as compared to that 88% student and your 91% ace. There can’t be much discussion that 7% is a bigger gap than 3%. (I realize with Trump as President, this kind of objective reality could vanish any day now.) However, on the grade reports issued for those three students, two will have a B, with only that 91% landing the first-prize A.
My contention has always been that the vagueness of the five-letter-grade system in the hands of teachers is a good thing: Much of what goes into students’ performance has little to do with how they do on assignments where points are assigned. Again, I’ve sounded this alarm often in the past, but to review the concept: Things like promptness, reliability, effort, quality of classroom participation, courtesy, temperament (mean vs. kind, for example), and source of motivation (the craven nature of some students who have no interest in subject material unless it will be an aspect of their grade is unacceptable and must not be rewarded) should matter when evaluating a student’s progress in class. But none of those things translate well or readily into points/grade programs and thus are mostly left out of the grades our kids receive now. So, grade programs have made a big difference in just how the grades our kids earn are tabulated.
Before on-line grade postings took away the more human kind of evaluations, that 88% student might have deserved to rank lower than the 91% student for deficits in some of the above characteristics. Yep, that would have been the teacher’s judgement based on observations taking place in the classroom over many months. Uh-huh, those would be subjective evaluations which parents would have to trust were being meted out fairly. Nope, that wouldn’t always be the case; personalities can conflict which might lead to different reactions in ways far too subtle to be clearly seen as discrimination or conscious bias. (And, by the way, grade programs can’t do much to end this by-product of human interactions.) But there have been many more cases where teachers used their positions to give students lower grades than they might have earned in points because their performance had been poor in other ways. Being a “good” person isn’t something that is documented specifically with an objective rubric, but we all know how important it is. I’m admitting—not to mention advocating and encouraging—that non-scientific stuff can/does/should influence a student’s grade, and there are cases where a teacher should use subjective criteria to help a student see the need for improvement. I also understand some people would rather have a grade reflect nothing but how a kid scored on tests—which is what grade programs have moved us closer to. But keep in mind that throughout the history of public education, there have been many, many more instances of students benefitting from a teacher’s subjectivity: Bumping up a student’s grade because the teacher had observed the stellar quality of that 81% student’s character, work ethic, and effort—even though the “objective” point total for that kid might have topped out at 77%. So that’s the huge scandal of the pre-grade program/posting era: Teachers tended to shade grades in ways designed to reward positive non-point behavior or to punish those who demonstrated negative traits which were not included in point totals; that definitely happened more than it happens now.
Instead, we have the harsh reality of points, which leaves little room for a teacher’s opinion on the student’s overall performance. The only evaluation calculated is a percentage of points assigned on specific assignments, with a significant proportion being determined based on tests and quizzes. And that’s where the conversion to letter grades really comes up short. A 79% might qualify as a C+ in most people’s eyes, but in many schools, on the permanent records, the + will be eliminated; that almost B-student will wind up with a C on his transcript and grade point average (GPA). So, instead of a 79% to be averaged in with other percentages, this student will have a 2 (on a four-point GPA system) instead of a 3. To illustrate how this can impact that kid’s class rank or college attractiveness, if another of his grades had been 86%, let’s say, the overall average of those two percentages would have been in the solid B range—82.5%. But, using the cruder letter system, that B coupled with the C, would result in a 2.5 GPA, a middle C (which translates to roughly 75%). And it doesn’t take mathematical prowess to recognize all the other misleading, bad results this can lead to: a student who ekes out low B’s in her classes (with an average of 80.5%) is recorded identically to the student with an 88.4% under the letter-to-GPA system—both would have a 3.0 GPA.
So until we de-emphasize grade programs (by at least stopping their on-line posting, which hardens what should be a more nebulous, evolving rating), we should use percentages rather than letter grades on permanent records—transcripts and the like—in order to represent student performance more accurately and fairly. The wide-spread (and also problematic, in my view) practice of weighted grades (giving grades earned in honors classes an extra point on GPAs, an honors B being figured in as an A or 4 instead of 3, for example, on the GPA average), would also have to be adjusted. Probably, honor classes’ percentages could be increased by 10% on final averages. Yes, that would lead to the somewhat absurd outcome of some very academically talented students having a final average above 100%, but that’s already happening regularly with those same students having a GPA of something like 4.35 on a 4-point GPA scale (weighted A’s are worth 5). I could renew my anti-weighted-grade tirade, but I won’t push my luck any further for now.
To sum it all up, using letter grades in the era of grade programs is unfair to students. It wouldn’t be hard or costly to shift to percentages over the A-B-C-D-F system most schools currently have; and it would better represent student achievement, at least until we revise the “only points matter” nature of how schools evaluate student performance and allow for teacher judgement of important subjective traits to resume its place as a key ingredient for determining how students are progressing.
For more detailed analysis of how both grade programs and weighted grades are detrimental to public education, check out my e-book, Snowflake Schools, excerpts of which can be found here.
As our new year starts and the in-coming administration gears up to assume office, it is time to move away from general analyses of how Trump came to office, the problems with his approach to the Presidency, or the general suggestions for what we who doubt his ability to govern effectively or fairly should do. Now, we need to get more specific in understanding those who will assist him in governing; and given my experience in education (thirty-three years as a secondary English teacher), Betsy Devos, soon-to-be Education Secretary, is the most suited for a more detailed look from me.
What everybody notices right away about Devos’s résumé is how little experience she has with public education of any sort. She did not attend public schools growing up, she did not major in education or have a job in the field, and she did not send her kids to public schools. She has, however, devoted much her time as an adult (who can pretty much pick whatever field she wants to dabble in, given her status as a billionaire) to education reform. So as we unravel her qualifications, work, and beliefs prior to her taking over as the highest ranking education figure at the federal level, we have to understand that she has spent much of her time and millions of her dollars to modify an institution with which she has no direct experience. Certainly, several previous Education Secretaries have not been totally steeped in a public education background, but it is reasonable to note that none of them has been as free of any real familiarity with how our schools work while having strident, documented opinions about their weaknesses. If that sounds a lot like her boss in the White House, well…
So the logical place to start—absent an historical walk through her biography—is what does she believe strongly enough to be able to devote so much time and money to changing, despite no first-hand experiences? When you take a look at the areas of her focus over the years, it becomes clear she’s very strong on individual families having as much flexibility as possible in making their educational choices. Naturally, it’s possible to see her educational work as either negative or positive, depending on the political lens through which you view it. What is apparent, however, is that whether it is charter schools operating outside traditional public educational administrative structures, vouchers for parents to use in directing their tax dollars to specific schools, or public funds being made available to private/parochial schools; Devos has consistently sided with positions which empowered individuals rather than the public education. And that seems reasonable when you view our educational system as a competitive one. If you have the means to find and get into a good school, Devos’s plans will work very well for you. You’re probably already making a sizable financial contribution to your local school districts which are, by and large, very good. If Devos has her way, you’ll have the additional leverage of transferring both your children and your tax dollars to whichever school system you like best—thus insuring that school districts will have to work harder to meet your needs lest they lose your funding. You will have more power in both influencing how your schools operate and whether some can even remain open. Those with money could be okay with Devos’s initiatives.
The problem, of course, is that not everyone has that win-win of quality public and private options close to their homes or within family budgetary limits. Instead, the only schools these families have access to will be those deemed as the worst, the ones losing additional funding necessary to improve since any family with the means to do so will find another option (or home school—if you home school, will Devos propose that you get to keep the portion of your tax bill devoted to education?). These schools could become so impoverished that only for-profit, non-union corporations will be willing to take them on, slashing programs and increasing class sizes to foster greater financial returns. The stratification of the privileged from lower-income groups can only increase with this model in place.
Additionally, the obvious question becomes who should be making the decisions on the best educational directions for our kids. Devos seems to believe that parents should be the ones with the most power, and she has a point that nobody is more invested in any one particular child than his/her parents. But that begs the question as to how objective parents can be about their children. (Not very, this parent would argue.) There’s also the problem of the greatest good for the greatest number. Left to their own interests, how many parents would choose less luxury for their children in order to benefit the masses? Parents should be included more significantly than they are now, but that doesn’t mean they should be the ultimate authorities on all things related to their children’s schools and their programs. Devos’s goal seems to be a total shift of decision-making power away from school administrators and teachers to parents.
It’s important to point out that this process is already in place to a certain extent. Although the Obama administration has done extremely well in many areas (in my opinion), one of its weakest areas has been education. Arne Duncan largely embraced the “Corporate Reform” model that Devos seems to favor, just to a lesser degree. Race to the Top did little to improve No Child Left Behind (the signature legislation of the Bush years), and the Common Core had a laudable beginning (trying to establish high standards for all students to achieve), but quickly degenerated into way too much federal interference in the teacher/student relationship which is at the heart of good education. Unless teachers are free to utilize methods they believe will best help their students to learn, progress is impossible. The Common Core tied federal dollars to forcing teachers to teach a certain way and school districts to required procedures that went far beyond the quality standards upon which Common Core should have based entirely. Also, charter school initiatives increased significantly during Obama’s terms, with for-profit companies taking over many schools. At least Duncan never tried to initiate vouchers or advocate public tax money being given to private institutions.
I was no fan of Duncan, the Education Secretary from 2009-2015, as I explained when he left Washington. And I’m mildly hopeful that the lack of direct experience with public education might mean Devos hasn’t totally hardened all of her beliefs, and she might be open to recognizing how central teachers are to any changes in public education; that top-down directives from Washington, state capitols, or even local school boards will have no positive impact unless teachers support them. We’ve been over and over this, but it seems that each new “leader” operates under the delusion that his/her vision is so compelling that teachers with decades of classroom experience will radically alter their approaches simply because someone who’s never been in their classrooms tells them she/he knows better. Culled down to its essence like that last sentence, most would recognize how idiotic an approach that is.
Unfortunately, Devos’s background seems to indicate she won’t understand this any better than Duncan did. Billionaires can operate as if no rules or restrictions should matter to them (This observation is based solely on anecdotal evidence—I have no first-hand experience with any billionaires nor can I come within 1% of their net worth. But watching Trump over the past couple of years, it seems like a reasonable assumption). So I have very low expectations for Devos seeing the light and changing her course to help schools understand their individual and unique situations which only those on site best know how to address. Instead, she’ll probably try to steer as much funding from traditional public school systems to alternatives in her belief that choice is more important than providing everyone with an equal opportunity for a quality education.
But as her boss will probably soon understand, bureaucracies move at glacial speed. (Um, glacial speed prior to the warming of the poles, which has greatly increased their melting in recent years, unfortunately. Yes, as you can tell, I’ve been completely brain-washed by the Chinese hoax on climate change. So sad.) What’s really sad, though, is that our best hope that Devos and Trump’s administration won’t damage public education too much is how resistant to any changes systems as large and complicated as school districts are. My best guess is they will try to help rich and middle class families to exert more influence over public schools while abandoning those who have no opportunity to choose at all to for-profit corporations. And the entrenched powers (administrations and—where they still exist—unions) will fight them every step of the way. Meanwhile, all the problems that each side rails against will continue as the battle grinds to a standstill. And that will leave us right where we are now, with the privileged getting a pretty good education and the poor being left far behind.
We can hope that Devos will surprise everybody and recognize that our society is based on the need for a literate populous, and one which provides all its citizens with the opportunity for a good education. The pessimistic view that Devos will lead the charge to further stratification seems most likely, but given the strange political events of 2016, it seems nobody has a clear idea on what will happen next. If nothing else, maybe it will take Devos so long to figure out the ins and outs of her huge department’s workings, that a new administration elected in 2020 will be taking over before she has time to do much damage. I do hope that she will come to the conclusion that empowering teachers to do their jobs well is the only way to improve schools, and she will move away from the sideshows of vouchers, for-profit charter schools, and public funds being directed into private institutions not subject to federal rules and regulations. Like most things about the Trump Presidency, we have little knowledge of what is going to be done and every reason to expect the worst without much concrete upon which to base our dread. But, dread is the most realistic feeling to have for now. Here’s to Devos’s proving me wrong.
If Secretary Devos needs a manual for how best to guide our schools, perhaps she could read Snowflake Schools, available for a very reasonable price, especially for a billionaire. Excerpts of the e-book can be found here.
When we last left Hinsdale Township High School District 86, home to Hinsdale South and Central High Schools, the school board had voted (4-3, barely) to scrap plans for a referendum this November to seek many millions in new tax revenues (estimates ranged from the mid-70s to the low 90s, but it varied from meeting to meeting and from board member to board member). At the time, we suggested that this would only lead to more unrest—the decision to cancel the referendum vote came after loud protests from South residents who felt seeking new money for building additions at Central (where increasing enrollment has led to overcrowded facilities) was exercising poor fiduciary judgement when South had room for at least 350 students. (This year’s attendance numbers show 2840 students in Central and 1570 at South, a gap of 1270.). “Fill South First” became their rallying cry, and the board acquiesced, at least on the referendum proposal, which they tabled. Then, residents who lived in the buffer zone came out in droves to lobby the board not to touch the area in the middle of the district where parents can choose which of the two schools their children attend; the majority of whom have selected Central over the years. Another meeting or two and the board decided it would not form an attendance advisory committee to look at the issue as well as tabling all discussions of any attendance boundary changes, instead preferring to address the problem as a full board updating the 2008 Strategic Plan. And during the discussions about this vote, the five board members present all declared that they were voting this way with the understanding that nothing would be done to eliminate or modify the buffer zone, which had been expanded in June.
Finally, and most recently, the board has been discussing the possibility of an April referendum for a smaller, proportionately distributed increase, mainly to solve the Central overcrowding issue. (No one has been all that specific about what needs to be done at South, which was why the original referendum was skewed so significantly toward Central projects.) Again, amounts have been fluid, but now the range seems to have shrunk to up to $40,000,000 or less than $60,000,000. There has also been talk at a couple of school board meetings about creating an “international baccalaureate program,” a sort of school-within-a-school of advanced studies which would be housed in South and be able to “attract” students from the Central attendance area.
So, what does it all mean? First, and quite clearly, it indicates a board trying to please all of its constituents, but ultimately recognizing that the Central attendance area’s size and influence will prevent the most logical and cheapest solution—changing boundaries so students originally slated to attend Central or allowed to choose between the schools would now be required to go to South—from even being considered, much less taking place. Several people, including board members, have stated the buffer zone where families have a choice of schools is a bad idea, that it never should have been created in the first place. Yet, since it exists and the board will not antagonize its proponents by discussing any changes, it appears to be a permanent facet of District 86. And that also means that ALL current borders are inviolate and not subject to any modification—except, of course, when people seek an expansion of the buffer zone so those previously in the South area can now pick Central, which happened just a couple of months ago.
Therefore, the concept of altering school boundaries for the best allocation of resources and the least amount of building additions for short-term attendance fluctuations—as is the practice in some school districts (see this and this for two local instances)—is not going to be discussed, debated, or considered beyond the recent South parent outburst which never got beyond citizens reading prepared statements at board meetings. To give you an example of how different it can be other places, a colleague of mine lived a block away from an elementary school where he planned to send his daughter. Attendance growth spiked in other areas, however, and the new boundary for his nearby school was modified so that it ended on the other side of his colleague’s street; his daughter wound up being bussed over two miles away. And this took place between school years, with little notification. An extreme example, perhaps, but that’s appropriate in comparison to the extreme opposite that is starving South of students while revenues are raised to add on to Central.
And as we pointed out previously, the key problem is how poorly South is perceived by those in the Central attendance area. Why else would people be so aghast about the prospect of having to go there? Even the “international baccalaureate program” seems insulting to South: The only way that Central students could ever be enticed to enroll in South would be to create an honors school; one that has as little as possible to do with those currently there. You don’t have to stretch your imagination too far to see this school-within-a-school having a different name, parking lot, entrance, mascot, cafeteria, and even extra-curricular activities so that its students wouldn’t ever have to interact with “those” South people. You should know that I worked in District 86 at South for twenty-five years, often in leadership positions in my role as teacher union president and contract negotiator, not to mention teaching English honors classes, and not once did the international baccalaureate idea come up. The only reason it’s arisen now, I believe, is because the board is desperately seeking a way to make both sides of town happy. I’m pretty sure, though, South siders will see through a plan based on selling a separate-but-not-equal plan to Central residents (as well as the few South kids who qualify) to isolate them from the rest of the “ordinary” kids already in the school.
But I’d bet even a separate honors school wouldn’t be enough to get three or four hundred Central kids to transfer to South voluntarily. Plus, the logistics—specific applications and curriculum requirements have to be accepted by the licensing organization before a program can be labeled “international baccalaureate” which could entail years of planning and preparation—mean that it’s implementation is a ways off. So the April referendum proposal is much more likely to be the key solution to Central’s space issues; bids could be put out for additions to be completed in time for the 2017-18 school year. And there would be some remodeling and updating at South, probably using what could soon become standard operating procedure in District 86—proportional funding. With 64% of District 86 students now going to Central, according to the Chicago Tribune, “The board members said the spending in any new plan for facility improvements should be allocated between the two schools in a ratio that reflects their enrollment.” Does that mean District 86’s overriding policy of past years—“Whatever it takes to meet the needs of students”—will now mutate to a “$0.64 of every tax dollar needs to be budgeted for Central” approach?
Look, I understand how difficult this situation is for everyone: South people have felt overshadowed and overlooked for decades; Central residents (and buffer zone folks) believe the district has promised them the right to attend Central regardless of their opinions of South; and school board members are caught right in the middle between competing interests and conflicts that began many years ago. But this vacillating back and forth as they have will do nothing but exacerbate the problems, leaving everyone dissatisfied and angry. One board member even apologized to the buffer zone audience for creating undue “anxiety” with the board’s even mentioning changes. So having to think about maybe attending Hinsdale South has now become a stress disorder? The property value issue is another “factoid” seemingly designed to irk people who live in Darien (which has always been advertised as “A Nice Place to Live,” by the way). Homeowners’ beliefs that the selling price of their homes would plummet if South were their high school really should not be something a school board considers, much less endorses, but much of what has occurred at recent board meetings has indicated exactly that: The school board understands one of its two high schools is perceived as inferior by members of its communities, and it is not going to anything to alter that perception. In fact, through several of its actions, it has implied that it agrees with that assessment.
I suppose it wouldn’t be so bad if there were evidence to support that belief, besides test scores. On safety, opportunity, rigor, course offerings, quality of teaching, facilities, and on and on; South is every bit as good as Central. If anything, due to the size differential, there are many MORE opportunities at South for extra-curricular activities and sports teams. Yes, there are differences as we’ve noted before, but none of them make Central quantitatively better for any student than South. The entering freshmen at Central have higher academic scores than those who go to South which accounts for differences on later achievement tests, but that has nothing to do with how far any one kid can go at either school. However, nobody is pointing this out except this ex-South teacher, who can easily be dismissed as biased. I would argue, however, that boosting the schools is a school board’s job as well. This board’s actions, I regret to point out, have not sent that message clearly, certainly not clearly enough.
It remains to be seen how the perception problem will ever go away, unless it is confronted directly, but at least this board is not taking the route past boards have with building projects—using surplus tax collections and issuing bonds rather than polling residents. Instead, it understands the intent of property tax laws and is seeking permission, through a referendum, to increase those taxes. The District 86 communities, then, will have the final say on whether to preserve the current dichotomy by spending more money to make Central bigger so that no one outside of South’s current attendance area has to go to South. And if voters reject increased taxes and the referendum…well, that would definitely put everyone in a more interesting and challenging position: What would be done to change the perceptions (which are either grossly exaggerated or false) that South is much worse than Central and that property values would crater in areas switched from Central to South? Would the board revert to old tricks by “finding” other ways to get the funds for a Central expansion? Either way, it looks like the April election—which will also feature four District 86 board positions on the ballot—should be quite interesting. I’m pretty sure we have not heard the last of the Attendance Wars in Hinsdale Township High School District 86.
It’s been awhile since our last foray into the concept of teachers’ quietly rebelling against all the outside interference trying to burrow into their classrooms, and instead just doing what they know to be in the best interests of their students. As always in these essays, it’s important to emphasize that this independence does not mean teachers ignore cooperatively developed educational standards, with input from all participants in the learning process (students, parents, administrators, school boards, community member/leaders, and of course, teachers). But the implementation methodology for those standards needs to be left to those who understand best what can and cannot work for their situations—teachers. And yes, teachers do need supervision over and transparency in that implementation. Without the ability to take control and tailor those standards to the needs of their kids, though, teachers will never attain or maintain the dedication, enthusiasm, and skill in educating children that our society demands. You won’t get great teachers without great working conditions, and without that independence (which is the foundation of those great working conditions), any reform will end up as the vast majority of them have—with revenue wasted and opportunities for kids missed.
As you can see from all the significant public education participants listed above, the independent teacher needs many others to assist in providing those learning opportunities to students. Some of those players, unfortunately, will be better helpers than others. Even more confounding, this year’s obstacle can quickly change to an arch supporter—the result of new classes, retirements, elections, changing demographics, promotions, demotions, fertility rates, cultural evolution, and/or economic cycles. Obviously and unfortunately, the opposite is just as likely to occur when a previous ally mutates into a new nemesis (most teachers would probably agree that the supporter-to-obstacle transition has been more common lately). Like just about everything in our lives, the only consistency is inconsistency. An independent teacher, therefore, should pay close attention to the others involved in education, however indirectly.
I discuss the hierarchy of the other educational players in more detail in Snowflake Schools, but the most important and challenging group for high school teachers to work with would be parents. You can immediately see the issues that will arise when teachers try to form partnerships with up to one-hundred-fifty different families and the various parenting arrangements each household might have. The problems with trying to reach any kind of consensus with that many disparate groups causes most public education reformers to gloss over parents in whatever plans they push for high schools. It has proven difficult to involve high school parents in meaningful ways consistently, and even communicating teacher-to-parent takes much time and is only formally planned once or twice a year in the form of conferences and Open Houses (where teachers basically talk at parents for a couple of minutes.)
But without parental support, a teacher’s job is immeasurably more difficult. In wealthier areas, lack of support shows up in parental interference and attacks on individual teachers who don’t conform to expectations (stellar grades and test scores for Junior, of course, regardless of Junior’s effort, as well as extra credit or pushed-back deadlines as needed.). In economically disadvantaged neighborhoods, monetary pressures and previous poor results from public education can result in some families placing little emphasis on their children’s schoolwork, leading students to bad study and assignment-completion habits, to say nothing of poor attendance or parental follow-through when issues arise in the classroom.
Yes, there are some amazing teachers—actually a goodly number—who do overcome that lack of support from home to achieve great things, but those heights could soar much higher with more parental help. Social reform to help places where weak economies have created habitually unsatisfactory educational results is finally being given serious consideration in the political discussion. And that’s the best place for teachers to invest their “extra” time in those areas. Until things like a reasonable minimum wage, fairer income distribution, and more equitable expenditures on public education are in place, it will be difficult to get better teacher/parent interactions in economically disadvantaged, high unemployment areas. Let’s hope that just because Sanders didn’t secure the Presidential nomination, these issues don’t fade away now. And that is up to all of us through our robust participation in the political process. This election, as much as any other during our lifetimes, has an important choice for Americans to make on who will be our next President. Improving the economic landscape for everyone is crucial to improving public high schools, but not something independent teachers can really impact in their classrooms—so make sure to vote!
In the more middle-class, suburban school districts of this area, though, working conditions and parental support are much better. And the aforementioned “interfering helicopter” parent who could be a problem can actually be helpful when properly channeled. Too often, however, that doesn’t happen.
This is where teachers have to accept their fair share of responsibility in the weakness of this alliance. Frequently, the hassle of trying to create parental involvement opportunities or dealing with the clashes over grades with concerned parents results in teachers erecting barriers to keep parents out of the loop entirely. Of course there are a few parents who will go overboard in trying to influence their children’s educational outcomes, but every teacher can and should provide parents with access to information on class activities, student performance (behavior as well as grades), and opportunities for them to help.
Classroom teachers could learn from the examples set for them by athletic coaches (yes, I realize these are basically the same people). The high school sports programs with which I am familiar have varying levels of parental involvement possible, but ALL of them have more than most academic classes. Of course the pre-season parent meeting all the different teams will have is very much like the traditional Open House—with one key difference: Parents are required to be at the team meetings, but have no such compunction for Open House. I’m hoping that when you see it written like that, you’ll recognize how silly and backward that is. But that team meeting (which is also generally at least an hour, compared with the ten minutes each classroom teacher gets with parents during typical open houses at high schools) is just the beginning. Picture order forms, required work at concession stands, fund raisers (cookie dough, coffee, candy, pies, holiday wreaths, popcorn, and wrapping paper are just the ones I can remember off hand), team apparel purchases, the games/matches/meets themselves, and an end-of-season awards banquet are just some of the ways that parents can (and are encouraged to) get involved in their student-athlete’s sport. Parents also fill roles in booster groups, even speaking at various school events.
Outside of the occasional generic fund-raiser that is run by a parent organization (your standard magazine sale), no academic high school class has anywhere nearly that many chances for parents to be a part of the action. Is it any wonder that parents feel more intensely and positively about their kids’ teams than they do about their classes? And let’s not forget to mention how many clubs and extra-curricular activities also do many of the things that athletic teams do; again, with much more parental participation than possible in the significantly more important (theoretically at least) academic areas.
r is that every high school has many examples of schools which involve parents more in academic activities right in the attendance area—the elementary schools. From room mothers (isn’t it time to retire that sexist title?) to copier assistants, elementary schools find ways to utilize their parents to a much greater degree than high schools do. Obviously, some of the decline in parental participation stems from our kids’ growing up and seeking to separate themselves from their terminally embarrassing parental units, but being sensitive to that self-consciousness shouldn’t deter adults from insisting on things which we know would help students to do better in school and to provide safer environments.
My philosophy (which has been in my blog’s title from the beginning) is that each school is a unique entity with its own issues which require solutions created by those most familiar with the culture, resources, and personnel available; so I would be remiss if I now lectured on THE answer to involving parents more significantly in high schools. Thus, the following propositions should be considered in that light—ideas which may or may not be applicable to any one specific situation and are very much skewed to the suburban, middle-class high school in which I worked. And these ideas would need to be tweaked to match up better with the one-of-a-kind situation any high school would present. Therefore, my first suggestion would be for some community committee (teachers, parents, administrators, business leaders, senior citizens, and anyone else who has a stake in making high schools better—which would include everybody, in my opinion) to hammer out a few programs designed to involve parents in positive ways. Key traits for this group to have would be a willingness to consider any ideas, a methodology for assessing how well various experiments work, patience, and a sense of humor. With all that in mind, here a couple of specific programs that might help improve both high schools and parental participation.
Extra Help: Parents could provide all kinds of assistance with various tasks in the school. It would be important to make sure that overzealous fiscal conservatives didn’t try to eliminate current employees by substituting volunteer parents—that would definitely not improve school/community relations. But as additional help, parents could really make a difference in how high schools function. Just think about how likely teenaged cafeteria miscreants would be to act out with their mothers and fathers patrolling the lunchroom. Would smoking in the bathrooms and bullying be reduced with five or six extra parents helping to keep the hallways calm? Tutoring struggling students, greeting visitors to the building, running off copies, running passes from the main office to classrooms, and carrying books for injured students would be just some of the help parents could provide.
Mentoring: A successful program instituted at schools where I worked was to assign an “at risk” student (one who’d struggled academically or behaviorally in junior high) to a teacher who would periodically have one-on-one contacts with the student. Expanding that to include parents would only increase its effectiveness. You would need some training program which would help everyone understand both school and community resources that could assist students, not to mention teaching effective communication and confidentiality requirements. The awkwardness of having some strange adult with whom you were required to eat lunch once week could immediately turn off students, but with some introductory small group activities to help all participants get to know each other, rapport could be established before one-on-one mentoring would begin. Obviously, you would need much groundwork laid with the school community to avoid anger from working parents who might view their child’s mentor as some meddling interloper who was intent on usurping their authority. And you would need to figure out each parent’s strengths—some would do well in academic tutoring while other would be better suited to providing an emotional rock to which stormy teens could anchor themselves. Like most things, the devil would be in the details, but the benefits for individual students and the school would easily outweigh the glitches of a mentoring program.
Classroom “performances” (reading essays or poems, conducting discussions, speeches, and presentations are just the ones that readily occur to an ex-English teacher), chaperoning, guest experts/career days, pep-assembly competitions, art shows, high school performers visiting community centers, and finding local businesses/organizations students could visit are just a smattering of the many other ways parents could be utilized to improve high schools. Our goal here wasn’t an exhaustive list to be set in stone, but instead arguing we should make it a priority to foster an environment where teachers and parents recognize how important their cooperation is. And that leads to creative ideas constantly being generated and new experiments regularly being undertaken. No, all those ideas and experiments will not work, but once the overall mindset has been incorporated into the culture of a classroom or school, minor setbacks won’t impede the march toward improvement overall. The challenges of fostering better parental/school relations should not stop all parties from recognizing just how important this work is. Our schools can only be as strong as their weakest link, and right now in most high schools, involving parents in a positive way is an area that could be significantly improved.
Previously, we looked at studies which showed how difficult it was to determine exactly what to look for in teaching candidates and methodology for helping teachers to improve. Despite the billions of tax dollars invested in hiring decisions and improvement programs that would enhance our public schools, nothing has been proven to work to any significant degree of statistical correlation. There are many reasons for this failure in one of our most important professions, but the chief problem is most approaches are based on one key teaching strategy that may or may not be of particular importance to any one teacher. The multitude of skills needed for effective teaching and how a teacher’s personality interacts with those skills belie any narrow approach; we simply have to accept that teaching is an art and that every artist brings unique talents to her/his classroom.
Instead, I posited that we should be seeking people with certain core characteristics which lead to good teaching, regardless of the various other skills any one teacher might inherently possess. To begin our list, I suggested that all good teachers have an exceptional willingness to work and a commitment to teaching their subject matter in order to foster student growth. These traits don’t always mesh with administrative goals of smooth, uniform, conflict-free staffs; but they lead to quality education for our kids. Show me a group of hard-working, standard-bearing teachers, and I’m certain you will have the foundation of a strong school.
But there are a couple more traits that teachers need to cross the threshold from promising to good. It’s not enough just to show up, put your nose to the grindstone, and insist that students meet high standards. I’ve known many teachers who had long careers with just those traits, and in a pinch, you can get by with those alone. But for the exceptional teacher, you should also be looking for people with creative flair who genuinely like their students.
We’ve all had teachers who were nice enough, but had absolutely zero sense of adventure, who were wheeling out lesson plans and dittoes decades old with references to match. (If you’re old enough to remember dittoes, I’ll automatically apologize for the small font size of this essay and try to speak louder.) I’ve explained how difficult teaching is several times before, so I’m hoping you might be able to generate a gram of empathy for somebody who sticks to something that worked one time, given the challenges of trying to update it. That fear of failure, however, is exactly the characteristic good teachers don’t have. Yes, you will bomb many times when you try things, but every new teaching implement you find which works enhances your teaching arsenal and makes you that much more effective down the road. No matter how many class periods my students endured where my “brilliant” idea lay there like a dead bird, that desire to go for something which had the potential to be helpful motivated me to keep slogging away. I often took my students to task for being afraid to take intellectual risks, that no subjective idea could be rejected if you provided clear, logical evidence in support—so it would have been the height of hypocrisy for me to have played it “safe” year after year. Good teachers never accept the status quo; they will constantly seek new things to try to get better.
I believe that creativity comes from an individual’s never-ending quest to be perfect. No, you won’t get there, but existential joy comes from seeking the ideal. The teachers I would want at my school would not be content to sit on yesterday’s success, knowing that next year’s class probably won’t come close to replicating that experience. Sure, it’s worth a try, and I’m certainly not saying teachers have to create new and stunningly engaging material every single day of their teaching careers. But you do have to push to see that the desire to keep experimenting is part of a teaching staff’s standard operating procedure. Which brings us to the final characteristic every teacher should possess, and it ties in to the afore mentioned creativity and currency; like anybody who cares about his audience, quality teachers want their kids to be successful and engaged in their classrooms because they like their kids.
It does seem odd that we have to single out this as a trait to look for, but I’ve know many, many teachers who were hard-working and had high standards but lapsed into boring, tired teaching primarily because they didn’t really care about their students all that much. No, I’m not pretending good teachers like every single kid who passes through their doors over the course of thirty-five years. Having that many students ensures that there will be a few with whom you just can’t connect. But, quality teachers will find ways around the issues of the vast majority of their students and create a bond. That does require patience from teachers since young people can discover anyone’s pressure points in a flash, and some seem to delight in pushing them as often as possible.
Ultimately, though, good teachers get along with their kids because they tend to see them as “their kids.” Once you’ve spent fifty minutes a day (or longer for elementary teachers) for some 180 days with somebody, you should have a good idea what that person is like; quality teachers will be familiar with every student assigned to them. Some will know all about their families, others can list all their likes and dislikes, and there will be those who simply enjoy them as people. Yes, you have to be able to relate to the issues of people much younger than you for that to happen, so I will plead guilty to a huge streak of immaturity that helped me to connect with my kids. Again, that might not number among the pristine qualities many administrators seek. But show me a freshman teacher who appreciates a good fart joke (and yes, you can number me among those who see “good” coupled with “fart joke” as superfluous), and I will show you someone who could be an awesome ninth-grade teacher. Find me teachers that have empathy for their students and can even enjoy them, and you’ll have some quality instruction going on, I guarantee.
So it becomes clear why all those programs and experts don’t do very well when it comes to figuring out who the best teachers will be or in helping teachers to improve their skills to become even better: None of the traits that every good teacher should have can be molded by one-day institutes or taught through on-line courses. Hard work, a commitment to students and standards, creativity, and liking the people you teach aren’t really things you can measure or improve through some PowerPoint presentation. Yet we keep trying, spending large sums for our futile efforts.
Better would be to conduct extensive interviews with prospective teachers’ cooperating teachers and/or college professors who had worked closely with them. No prospective teachers are going to admit that the best word that describes them is “lazy,” that holding students to high standards is a bad thing, that they have little interest in varying the slightest from whatever curriculum is handed to them, or that they really don’t like people the age their students will be. And we have to understand the limitations of the opinions of others who worked with them. Instead, we have to gauge those qualities as best we can through our interviews of the candidates and their mentors, but most critically, we need to have empathic, supportive people in their classrooms as often as possible the first few years of their teaching careers who can observe all those things in action.
Administrators, of course, are paid to do this, but you should also be using your good teachers for some observations as well. I’ve mentioned before how I had superior ratings throughout my teaching career but never had my opinions solicited on how younger teachers were doing. No, I was not “schooled” in administrative duties, but I did see how my colleagues conducted themselves both in and out of the classroom. I could have offered some valuable insight, especially on those teachers I felt didn’t possess enough of those four characteristics before they were granted tenure. I concede that it’s very difficult to determine if a bright, shiny college graduate will be able to teach a bunch of squirrely eighth graders expertly from day one, but there’s no reason not to recognize within a four non-tenure-years period (when dismissal is easiest) that someone just doesn’t have the right mix for long-term teaching success. We need to use our best teachers more often and more intensely in evaluating who does or does not have good teaching potential.
The same holds true for helping veteran teachers to improve. Bringing in outside experts with lots of degrees, foundations, books, and methodologies was how the vast majority of time I was allowed to work on myself was spent. Ironically, the best experiences I had throughout my career, though, came from other teachers who were working in situations similar to mine. Yes, occasionally an expert or method rang true and even got me excited to try something different, but well over 90% of these presentations served no purpose other than to give the illusion that my school districts had done due diligence in providing teacher training. But on those few days when teachers were allowed to interact, I never came away without at least one idea that made a positive difference in my teaching—immediately. One of the worst aspects of the “reform movement” of the last three decades (essentially,1983 began the whole mythology that our schools were horrible when the most influential report came out—A Nation at Risk —and many came to the conclusion that all of the blame for weak schools could be assigned to teachers) is nobody believes teachers’ views on education matter. Think about that for a second: Has that kind of distrust ever so universally been applied to doctors, lawyers, plumbers, engineers, scientists, or virtually any other profession? Not likely, but we’ve come to accept the lie that teachers are unqualified to make decisions about what and how they should teach. The truth, however, is every teacher is a fount of knowledge, ideas, and skills which could be utilized for the common good, well beyond that teacher’s specific students.
Of course, given those unique personalities and abilities we all possess, my fount might not be productive for what you’re growing in your garden, but nobody should expect that every teacher can be magically transformed by every other one. The problem is that few believe any benefit whatsoever could come from teacher collaboration; yet one of the most vaunted educational systems in the world—Finland’s—has teacher collaboration time as a focal point for developing its educators over the long haul. And not only would teachers talking to teachers be more cost-effective than expensive programs and self-promoters, but teachers would be much more willing to listen and give credence to the ideas coming from someone else who had been in a classroom too. There are so many positives to the whole concept of learning from others who do what you do that it seems downright negligent for more schools districts not to incorporate more collaboration. All those “late arrival” or “early dismissal” days many districts have these days are steps in the right direction; better would be to utilize some form of one-on-one work every day. Co-taught classes, observations of other teachers (in a variety of subject areas), and guided discussions (yes, still one-on-one but partners changed for each discussion with new topics every time based on input from…well, who else? Teachers!) are just a few ideas that might enable teachers to learn from one another. And couched that way—“learning from each other”—we could do away with much of the fear of being judged or *gasp* evaluated by the other person. It would just be colleagues working together to share their varied abilities and experiences. With all those positive possibilities and so little risk in the way of expense, it’s certainly worth a try.
Figuring out who will be a good teacher and assisting the ones already working to improve has been a sinkhole for much public revenue for many years, yet we still have little understanding of how to “manufacture” the kinds of amazing educators we all claim to desire. “Accountability” in teaching has become code for “everyone else knows better than you how to do what you’re not doing well,” which has led to our current frustration in seemingly all quarters; students, teachers, parents, administrators, school board members, politicians, community members, and billionaires all complain about the state of education in America with little to show for all their issues. The good news is that we can provide a better environment for our teachers to grow, provided we recognize those traits that go into the artistry of education. You can’t quantify or objectify a good teacher’s classroom, but it’s pretty obvious when you experience it. We just need to get better at allowing our teachers to work together to assist each other toward that goal.
For more on helping teachers to achieve great educational outcomes, check out my E-book, Snowflake Schools.