By Tom

There has been a fundamental shift in the teaching profession over the last ten years or so. Previously, the focus was mostly on what the adults did. Now the focus is primarily on what the students are doing. Ten years ago, teachers went to college, entered schools of education, took the classes, passed the tests, got jobs, went to workshops, and generally did what they were supposed to do. Nowadays, it doesn’t much matter whether or not you went to a school of education. Nor does it matter whether you go to any workshops. What matters now are results: measurable indications of student learning. Everything else is just…everything else.

Like most teachers, I had trouble adjusting to this change. I was in denial. When No Child Left Behind passed I chalked it up to something ridiculous coming out of a Republican administration. It would soon blow over, letting us go back to doing what we did before. I denied the fact that it was actually a bipartisan bill, supported by many lawmakers who had traditionally been strong backers of teachers and their unions. “This is Bush’s law,” I thought, “and as soon as he’s gone, it’ll go away.”

But Bush is gone and NCLB isn’t. Not only that, but the new administration, the one the teachers’ union helped elect, came in with a vision of public education that is just as focused on student learning as the previous administration. If not more so.

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By Ginger, Guest Blogger

In the current state of the world, it can be far too easy to focus on the troubles and dangers that beset K-12 education and be drained of energy by that bleak viewing. It was therefore a particular pleasure to me when at a recent conference of WaToToM (Washington Teachers of Teachers of Mathematics) a presentation on the Common Core State Standards (CCSS)[1] permitted me not one but two patches of optimism. In a general effort to spread the sunshine, I decided to present them here.

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By Tamara

I read somewhere (probably the NYT) recently that the "Great Recession" we are experiencing and the attending income equity gap are leading us to toward both a cultural and economic "Reset". Essentially we will hit bottom both culturally and economically and then collectively decide how we are going to redefine our values and norms as a culture and society.

I think what we see happening in the two-pronged debate regarding education reform and education funding is the canary in the coal mine. We want the the best we can get for the least possible cost. Maybe that can work for consumable goods or even in some cases cars and homes. But when you apply that principle to people, you only get diminishing returns. The product from the education system is people. Ideally, smart people, skilled people. People with both the ability and mores to go out and contribute to pulling our society out of our collective mess.

I was raised to understand that my education is the one and only investment no one can ever take away from me. What do you think legislature? Are you ready to hit pause and reset in the special session and make a lasting investment to benefit us all?

By Tom

According to a recent survey, teachers are unhappy. They’re more dissatisfied now than they’ve been at any time in the last twenty years.

Speaking for myself, I think it has to do with a certain coincidence. On the one hand, we’re feeling pressure from lawmakers and the business community to perform at a higher level; to increase student achievement across the board, regardless of student demographics. State legislatures – and the economists who inform them - have locked onto the fact that teacher quality is the most important factor in a child’s education: any child can learn, in any classroom, in any school, in any neighborhood, as long as they have a great teacher. With this mindset, school reform becomes a matter of passing rigorous teacher evaluation bills and simplifying the process of firing ineffective teachers.

On the other hand, the weak economy has meant budget cuts to education. Teacher salaries and in-class support have been reduced, while class sizes have gone up. The weak economy has also had an effect on the student populations that many of us serve. Over the last five years, my school’s free-and-reduced lunch rate has climbed from 30% to 50%.

In other words, we’re expected to do more with less; the perfect recipe for frustration, discouragement and dissatisfaction.

But so what? Who said we’re supposed to have it easy? Why shouldn’t we be expected to deliver a high-quality product for as low a cost as possible? I mean, from what I hear, things are tough all over. Why should education be the exception?

It shouldn’t. But at some point something has to give. You can't demand better and better results with less and less support.

And when the system begins to break down (if it hasn't already) guess where the first cracks will show up? To find out, you need to drill down about halfway into the report: “Teachers with low job satisfaction are more likely to teach in urban schools and in schools with larger proportions of minority students. Teachers likely to leave the profession are more likely than others to teach in schools with more than two-thirds minority students.”

In other words, our legislative squeeze play – demanding more for less – will ultimately hurt our most fragile students. It will hit them first and it will hit them hardest.

Me? I’ll be fine. I might gripe from time to time, but when the bell rings and the students walk in the door, I can put it aside and focus on my job. Don’t worry about me.

Worry instead about the students down the street. The poor students. The students who get a new faculty every five years because their frustrated and discouraged teachers give up and leave.

By Mark

As teacher of literature, I'm always excited when kids realize it's not what it says it is about.

The current budget for the State of Washington, as presently in the Senate, is a good example.

It isn't about teachers losing pay they've earned. It isn't about "everyone has to take a hit" (mine, by the way, will be a 12% pay cut, at least, if budget tides don't turn).

It isn't about streamlining government with a new health care package.

Like most of literature, it is about power. And responsibility. 

And what happens when somebody cares more about one of those than the other. 

If you don't know what I'm talking about, check out WEA's homepage.

Make your voice heard. Re-write this story.

By Tom

As you may have noticed, the education reform debate has recently been dominated by economists, not educators. Guys like Dan Goldhaber, Eric Hanuschek and William Sanders have been making a pretty good living using economic theory and statistics to affect the course of education reform in this country. Now, I’m in no position to second-guess any of these people. Frankly, all three of them were probably smarter than I’ll ever be before they finished fifth grade.  

No, my concern is whether education in general should follow economic principles at all. As I understand it, basic economics tells us to “minimize cost with regard to a given goal or maximize utility for a given level of cost or input.” If that’s the case, then I recently orchestrated a colossal waste of resources. Behold:

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The final presentation of the 2012 National Title I conference was a screening of Waiting for Superman by director Davis Guggenheim. This movie has been sitting in my Netflix queue for months but I never got around to watching it. I hate to admit this but I hadn’t seen the movie because I disagreed with the message of the film. After all, who wants their opinions challenged?

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By Tamara

One of Mark’s recent posts discussed the struggle to balance the time and energy we invest in students-especially failing students versus average or high performing students. It left me asking, “And why is tracking such a bad thing?”

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By Tamara

Travis and Mark have recently touched upon two issues that I am working to get my head around: addressing an institutional culture of sameness and how to equitably budget my time and energy for students all over the needs spectrum. I’m not sure they are even related issues-so I will address them in separate posts-but right now they are the ones with the greatest impact on my life in the classroom.

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By Mark

A few posts ago, I unknowingly issued myself a challenge. I've written here at SfS for a few years, I've been a leader and advocate in my own district, and I've contacted my legislators via email and phone… but I'd yet to move to the next level.

I'll be heading to Olympia on February 20th.

I'm nervous, I won't lie. I'm not always the most confident in my ability to be coherent and articulate when I don't have time to go back to revise (and even then, sometimes…). 

It started when an email from the CSTP-Listserv arrived in my in-box: opportunity knocking, time for me to answer.

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