This was written by George Wood, principal of Federal Hocking High School in Stewart, Ohio, who this year is also taking on the role of superintendent of his small school district. He is executive director of the non-profit Forum for Education and Democracy, a collaboration of educators from around the country.
By George Wood
I’m a ‘glass half full’ kind of guy. And what I read in the press this week gives me just a little hope that thinking about our schools, at least at the state levels, might be a little clearer.
First there was Gov. Jerry Brown’s veto of an education bill in California. In his letter explaining his rejection, the governor chided the legislature for continuing to rely upon standardized testing as the only ‘data’ that counts when measuring schools success. In his own words:
“Finally, while SB547 attempts to improve the API, it relies on the same quantitative and standardized paradigm at the heart of the current system. The criticism of the API is that it has led schools to focus too narrowly on tested subjects and ignore other subjects and matters that are vital to a well-rounded education. SB547 certainly would add more things to measure, but it is doubtful that it would actually improve our schools. Adding more speedometers to a broken car won’t turn it into a high-performance machine.”
And this is my favorite quote from his veto message:
“SB547 nowhere mentions good character or love of learning. It does allude to student excitement and creativity, but does not take these qualities seriously because they can’t be placed in a data stream. Lost in the bill’s turgid mandates is any recognition that quality is fundamentally different from quantity. There are other ways to improve our schools — to indeed focus on quality. What about a system that relies on locally convened panels to visit schools, observe teachers, interview students, and examine student work? Such a system wouldn’t produce an API [Academic Performance Index, based on standardized test scores] number, but it could improve the quality of our schools.”
OK, I know, it’s California.
But how about Iowa?
Gov. Terry Branstad has released an educational change platform there ,and while the devil is no doubt in the details, there is much here to like, such as increasing teacher pay and training, providing mentor teachers and career ladders, freeing up principals to lead schools, and introducing a new way to think about accountability that includes, from the document, taking “into account that healthy and successful children and more than just test scores … making sure teachers and other educators have the supports they need to succeed … measures parent satisfaction…”
In my mind all of this is a step well beyond what we have been hearing lately about No Child Left Behind.
Of course, I could be fooled again (with a nod to The Who). There are probably plenty of internal politics behind both of these agendas of which I am not aware. But I must say it was nice to hear governors of two very different states share a common message — it is time to see kids as more than a test score and schools as more than just test preparation mills.
All politics are, in the end, local. That may be what is really behind my ‘half full’ feeling this week.
This past Monday the staff of our school district gathered for a full day to share our practices and improve our craft. For several years we have been building a reading and writing across the curriculum agenda. We have invested in our teachers’ expertise, and have tried to build an approach from the ground up that invests in teachers, trusts them to do the right thing, and provides ways for them to share successful practices with students.
Monday was a testament to this work. For a full day teachers shared with one another how they have been implementing the literacy agenda. They modeled what they have done in their classrooms, engaged colleagues in mock-lessons, and planned together where they will go from here with this work. (We also enjoyed a great meal prepared by our cooks with some local produce.)
This is what could happen in California and Iowa if Govs. Brown and Branstad really mean what they say. We could invest in the expertise of our teachers, find ways to assess the quality of our schools based on the quality of instruction and student engagement, and give schools the latitude to meet the needs of their students in ways that are context specific.
It is hard to imagine that the folks in Washington, guilty as they are for first passing NCLB and now refusing to amend/improve/abandon it, will see the error of their ways. But they could start by taking a look at what a couple of governors are trying to do, and what one small school district does every day.
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it!