By Tom

I went on-line this week to see how last year’s students did
on last year’s state test and it got me depressed. It’s not that they were low
– my  students did better than the other
fourth graders in my school, my district and the state – but what made me
depressed was who scored low.

I had twenty-eight students last year. Each of them took
three tests: math, reading and writing. Altogether, that’s 84 tests. Of those
84 tests, 23 did not meet standard.

But here’s the part that bothers me: twenty-one of those 23
low scores belong to students who live in what New York Times columnist David
Brooks would call “disorganized households.” These are homes where little or
nothing is done to support what I do at school. Bedtime and meal time is
random, homework is not checked or even acknowledged, school attendance is not
a high priority, reading doesn’t happen, and families don’t regularly attend
evening school activities.

Dysfunctional families are common fodder for TV sit-coms.
Think Arrested Development, Roseanne, etc. But there’s nothing funny about really
growing up in a home in chaos.

Children who grow up in these homes tend to enter
kindergarten behind their peers, and it only gets worse. By the time they get
to high school, many are so far behind and so disillusioned by school that they
simply drop out. When I see them in fourth grade, there’s still hope. So I do
what I can to “light their fires,” to get them excited about school or at least
see the importance of school. And to some extent, I’m successful.

But then I look at the data and see that I can only do so
much.

And that’s the great unspoken truth about American
education. We can talk until we’re blue in the face about teacher quality, and
there’s no denying how important that is. But at some point someone needs to
lay out the cold, hard facts: it is nearly impossible for a child to succeed
academically without the concerted effort of a competent teacher and an
organized, supportive household.

And that’s what depresses me.

By Kristin

I played coed indoor soccer at one point in my pre-mother life and was hastily made keeper so that we could have a (faster, more skilled) guy on the field.

I had to learn to tend goal quickly.  The most important thing, I realized, was to keep my eyes on the ball, not the game.  It's more interesting to watch the game, more terrifying (or reassuring) to watch the clock, and hopeful to watch the score, but the important thing is to know where the ball is.  It doesn't matter where the ball used to be.  What matters is where it is now, and where it's going.  Grading schools is like watching anything but the ball while tending goal.

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By Kristin

There are reasonable concerns with implementing and holding teachers accountable for the Common Core Standards, but I'm still excited about them.  They scaffold backward from where a student needs to be at graduation to what she needs to master in kindergarten, they elminate the crazy inconsistencies we had between the states before, and while they're a little wordy they leave a lot of room for academic creativity in serving the children sitting before each teacher.  Before, our nation's academic standards were like a mall's food court – lots of different options, but few of them really good.

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By Tom

On the last day of school, I gave my fourth graders an extra
recess for the first time all year. At one point, a girl walked up and said, “Mr.
White, what’s your dream?” We talk a lot about dreaming big and working hard to
catch those dreams. It was an interesting question.

I thought of all the dreams I once had: centerfielder, park
ranger, milkman, wide receiver, ophthalmologist, sail maker, ski bum. Those had
all come and gone, some more quickly than others.

Then I thought about some of my colleagues; people with whom
I had come into the teaching profession and many with whom I had gone through
National Board Certification. A lot of those people seem to have “risen up the ranks;” and moved into leadership positions as principals, administrators, instructional
coaches, and things of that ilk.

Then I thought of myself. Here I was, doing the same job I
started doing 29 years ago, and working at the same school for the last
twenty-five years. Was there something wrong with me? Am I not dreaming
anymore?

Actually, no. There’s nothing wrong with me. And I am still
dreaming. I have looked at other options within the education profession. If I
wanted to, I could become a principal, an administrator, a coach, or whatever.
But I don’t want to. I simply prefer to teach than to support those who teach.
Not that there’s anything wrong with those other people. I have nothing but
respect for those who choose to support those of us who teach. They are
important and necessary.

But they aren’t teaching, which is what I want to be doing.

Which is why I looked at that little girl right in the eyes and
answered, “My dream is to teach fourth grade in Lynnwood, Washington.”

“But you’re already doing that.”

Exactly.

By Kristin

Should curriculum be narrowed down until it is comfortable for each student?  Seattle Public Schools recently required Race
and Justice curriculum taught in a senior class at the Center School to be suspended after a student felt “intimidated.” The teacher, Jon
Greenberg, was transferred to Hamilton Middle School after Center School students protested the course restrictions.  While this has been discussed in my district as an issue of academic freedom, I see it as something even more important – as a parent, I see it as other parents deciding what my daughters can and cannot learn about in school, and that deeply concerns me.

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By Tom

The National Council for Teacher Quality (NCTQ) just came
out with a review
of America’s education schools. And it’s caused quite a stir. I spent most of
the first day of my summer vacation sifting through it, and I’ve got several reactions.
But before I get there, a quick word about my own perspective: For the past
eight years, I have served on the Board of Examiners for the National Council
for Accreditation of Teacher Education (NCATE). In that capacity I visit two colleges
of education each year, collaborating on a standards-based report, which
eventually leads to the accreditation. (Or, in some cases, doesn’t) NCATE
accreditation isn’t universal; many states require it, although some states –
like Washington – let colleges decide whether or not they want to pursue it. Every
state, however, does have some form of standards-based accreditation for higher ed programs.

Now for the NCTQ review.

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By Mark

It sounds like Tom has a budding pilot on his hands–and he's absolutely right that any good lesson, whether in the cockpit or the classroom, is going to have a lot of the same "pieces."

My boss forwarded me an article that took a different angle on the plane analogy. This connection, though, was not about teaching a young, intrepid pilot. Rather, it was about what happens when the plane goes out of control.

On page of 41 Bryan Goodwin's McREL 2010 publication "Changing the Odds for Student Success: What Matters Most," the author draws an example from the book Everyday Survival by Laurence Gonzales: 

In the early days of aviation, the spin was a mysterious event, a death spiral from which pilots rarely recovered. Knowing that, a pilot who found himself in a spin would bail out if he happened to be blessed with a parachute. And then people began to notice something strange. After the pilot bailed out, the plane would sometimes right itself and fly on until it crashed or ran out of fuel. A clever pilot proposed this: the airplane wasn't at fault. The pilot was doing something to keep the airplane in the spin. Remove the pilot, and you solve the problem. Pilots began to learn how to recover from spins by doing less, not more.

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