Category Archives: School Improvement

Great Teachers [Alone] Can’t Save America’s Schools

One of the three courses I’m taking this semester is an excellent class called “The Art of Academic Writing,” taught by Dr. Gerald Graff. I posted this coauthored article by him because in it you’ll find an important reminder that great teaching alone, without a coherent, collaborative, school-wide (and district-wide) system, is not enough to deliver on the promise of a good education for every child in America. To make this clear from the outset, I modified the title that is shown here.

[Bios:]  – Gerald Graff is a professor of English and education at the University of Illinois at Chicago and the author of Clueless in Academe: How Schooling Obscures The Life of the Mind. Steve Benton is the director of the honors program at East Central University, where he is an assistant professor of English and languages.

Everybody loves a great teacher. When a student crosses paths with one, the influence can reverberate well beyond the last day of school. In last year’s State of the Union address, President Obama informed us that a “good teacher can increase the lifetime income of a classroom by over $250,000,” a claim supported by a widely reported study by economists at Harvard and Columbia universities.

But by focusing too heavily on the teachers themselves, Obama may have missed an opportunity to bring out a far deeper problem. In this year’s address, he should focus on the disconnected and muddled curriculum that does more damage to our schools and colleges than bad teachers do.

Getting better teachers in the classrooms may be the mantra of the moment, but no matter how wonderful some teachers may be, their work will be consistently undermined if they aren’t teaching out of the same playbook. When they are not, students receive confusingly mixed messages about the do’s and don’ts of academic practices. This leaves them profoundly confused about the intellectual work they are expected to do.

These mixed messages include everything from whether it’s all right to use “I” in academic essays to whether summarizing and quoting other authors is standard practice or a sign of insufficient creativity. While some teachers are sticklers for grammar, others tell their students that grammatical correctness is far less important than expressing genuine feelings or having a strong thesis. In some courses, strong opinions are welcomed; in others they are shot down as symptoms of adolescent overconfidence. One class is all about coming up with the right answer, while the rule in the one next door is that there are no right answers, only endless questions. Some teachers design their classes as job-training workshops while others design theirs as antidotes to the dreary world of the bottom line.

Even when different teachers’ lessons are actually compatible, students often fail to recognize the convergence because the same things are said in different ways, and the teachers are too oblivious to spot and address the confusion. In her recent book, The College Fear Factor: How Students and Professors Misunderstand One Another, Rebecca Cox documents the damage such mixed messages inflict on community college students. One student Cox interviewed put her finger on the problem with unusual poignancy:

What is really right for a good paper? Everybody has their standards. So if Mr. Dobbs is teaching me, and he thinks this is a good paper, then what if I do what he told me to do, and I take it to another professor and maybe that’s not his standards? And if my teacher says, “Well, it’s not a good paper,” what am I supposed to do?

So what is right? So that’s very vague; there’s no curriculum–I mean, is that what all the teachers think is a good paper? Or is that just his opinion?

Cox notes how difficult it is for a student to determine whether something a teacher says is “what all the teachers think” or just one teacher’s opinion. This confusion often erodes students’ “initial optimism” about education. They become cynical and disillusioned, and in many cases, even drop out.

Such curricular dissonance also does much to widen the achievement gap. The high achievers manage to synthesize the mixed messages on their own and thereby deepen their learning from course to course, but the rest do not. For them, education is not a cumulative process, but a bizarre obstacle course in which students must virtually start from scratch every time they enter a new course. Who can blame them if they come away believing that education is just a cynical business of learning enough to get past one teacher and then setting aside those lessons to meet the unrelated or conflicting demands of the next one?

Great teaching can’t fix this problem as long as students are distracted by the discrepancies and contradictions between classes. In a New Yorker article some years back, Malcolm Gladwell unwittingly illustrated this point when he compared talented instructors to NFL quarterbacks. “There are certain jobs,” he wrote, “where almost nothing you can learn about candidates before they start predicts how they’ll do once they’re hired. So how do we know whom to choose in cases like that?”

Yet as any sports fan knows, teams that have great individual athletes still lose when their stars work at cross purposes. Like losing sports teams, American schools and colleges depend too much on brilliant individual teaching performances instead of coordinating their teachers’ lessons enough to give students a clear and consistent picture of how academic work is done. And journalists, politicians, and Hollywood studios support this misguided reliance on individual performance when they glorify individual difference makers like Mr. Keating in Dead Poets Society or Ms. Gruwell in Freedom Writers.

In contrast, when teachers are all working out of the same playbook, the pressure lessens for each of them to be a brilliant solo performer. Harvard education professor Richard F. Elmore, who has researched the factors that cause schools to succeed, finds that in failing schools everything depends on the individual talents of the teachers “with little guidance or support from the organizations that surround them.” Again the point is not that good teaching doesn’t matter; it is that a coordinated curriculum makes teachers better.

But getting teachers to use the same playbook is just the first step. Unless the curriculum itself is simplified and made transparent, students will still experience their lessons as a clutter of diverse subjects and skills. To clear up this confusion, teachers need to agree on the skills that will enable their students to graduate, to go to college, to do well there, and to eventually become articulate citizens and workers. In other words, the playbook needs not only to be a common one, but a good one.

At first glance, it may seem hard to imagine teachers ever reaching this kind of consensus. In fact, it’s closer than it may appear. For years now, there has been nearly universal acceptance among educators, business and government leaders, policy makers, and parents that schools need to focus less on imparting facts and more on teaching “higher order critical thinking skills” that will enable students to make use of information.

To be sure, “critical thinking skills” has often seemed a nebulous concept. But the new Common Core State Standards–which amount to the first set of national standards for American K-12 schools–have provided helpful definition by making argument the centerpiece of the curriculum. Though many have focused on the Core Standards’ call for students to read more non-fiction and informational texts, we believe that it is more significant that they emphasize how important argument is.

One of the greatest strengths of the Common Core Standards is that they go on to specify the argument skills that should be developed from pre-kindergarten to the high school years. In pre-kindergarten, for instance, students should learn to form an opinion about an experience or a text. By first grade, they should be able to give reasons that explain their opinions. From third grade to sixth grade, they should learn to structure their arguments in an essay. And as they move through junior high and high school, students should learn to map their ideas onto a larger intellectual landscape and make the crucial move of acknowledging and engaging opposing arguments.

Throughout it all, students learn that arguing is not synonymous with fighting — its primary goal is not to destroy contradicting viewpoints, but to engage them in a way that reveals hidden dimensions of a problem. As the authors of the Standards explain in an appendix, argument requires students to employ “substantive claims, sound reasoning, and relevant evidence.” And:

[w]hen teachers ask students to consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required: students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.

(Admittedly, we’re somewhat biased, because the authors of the Standards also cite Gerald’s 2003 book Clueless in Academe, quoting his observations that “‘argument literacy’ is fundamental to being educated” and that “the university is fundamentally an ‘argument culture.'”)

In this digital age, when vast amounts of data are as close as the nearest touchscreen, it is all the more crucial that schools focus on helping students make articulate arguments out of the information they can so easily access. Now more than ever before, schools need to help students do more than acquire data. They must learn how to explain that data, apply it, promote their interpretations of it, and modify those interpretations through respectful debate and discussion.

This emphasis on argument also provides a common playbook for teachers, without depriving those teachers of autonomy. Different teachers can still promote and encourage dramatically conflicting beliefs about their subjects. And it’s so much the better for students if they see their teachers engaging one another in thoughtful debates about meaningful questions. Such substantive conflicts will give students a model of how it’s done, as long as teachers can show them that the art of making arguments remains the same even though opinions themselves may clash.

The Common Core Standards give us a picture of what American education might look like if talented teachers — like celebrity athletes and movie stars — could exercise their genius even as they even as they contributed to common team goals. If we can rebuild our schools around such standards, perhaps we can finally put aside the seductive but ultimately disabling belief that only great solo teachers can save American education.

“Get better teachers in the classroom” is a mantra that is easy to sell. But we think our schools and colleges will be better served by another mantra: “Make argument the center of the curriculum.”

“DIY Learning” AKA Being a Professional Teacher

I am a subscriber of Classroom Q&A With Larry Ferlazzo. Larry is running an excellent teacher blog, so I am posting a portion of what he has pulled together because it addresses the focusing idea of this blog: Learning our way into continuously better teaching.

In part two of a series that Larry is doing called “Finding a Balance Between District Mandates & Student Needs” (click the link above to visit the blog page), author Sheryl Nussbaum Beach responds to this question from reader Juan Cortez:

Many times teacher are told by our districts to follow specific programs, but many times those programs do not differentiate or do not address specific needs of my students.

How can I balance following what my district tells me vs what I feel the students need?

Response From Sheryl Nussbaum-Beach

[Bio:] Sheryl Nussbaum-Beach is CEO of Powerful Learning Practice LLC and co-author of The Connected Educator (Solution Tree, 2012). She’s a former elementary teacher, university teacher educator, and technology integration coach. She is a persistent advocate for passion-based inquiry learning, which she discussed in this 2011 interview at Education Week Teacher:

Many years ago when I first entered public school teaching (after leading a small independent school), I remember struggling with the “teacher’s guide” and reading series I was given to use in my elementary classroom. It was so scripted and I felt so boxed in. I knew that the strategies I was using were more effective than the dumbed-down activities in the series. They were one-size-fits-all and lacked any true creativity or opportunity to personalize the content to meet the individual needs of my students.

Yet my administrator had made it clear that as a new teacher I was to follow the guide. He felt it would make my teaching equal to others using the same guide (“teacher-proofed instruction”). Equity of educational experience was the district’s top priority, and he was afraid if teachers began to “go rogue” there would be disparity in quality and he would be held accountable.

I went to a trusted and more experienced friend and asked for her advice. She said something that has served me well over the years: “It is a teacher’s guide, not a teacher’s bible.” It was an ah-ha moment for me. The solution was not to buckle under, or to ignore credible learning goals, but to meet those goals my way. That was the day I became a champion for Do It Yourself teaching.

I realized that I couldn’t depend on the district to know everything my individual students needed or what I needed for that matter. By design they had to plan for the masses, and it was my job to think about the individual needs of each of my students. I had to take their expectations and “go them one better.” I had to prove that I could teach to their minimum standards, beat the tests, and take my kids to levels far beyond what they were imagining.

I knew there was a great deal I needed to learn in order to do that. For example, it seemed as though technology changed minute by minute. I wondered how to keep current and how important it was that I master all the tools before I used them in my lesson planning. In fact, I began to feel overwhelmed as I allowed myself to think about what I didn’t know and wondered if I tried to change my practice without district sponsored in-services and workshops just how successful I would be.

DIY learning. What would that even look like?

The idea of orchestrating your own learning, selecting your own mentors, organizing your own conferences and workshops, and pursuing just-in-time learning has taken off around the globe.

It is relatively easy today to become a producer of information rather than just a consumer. In the era of connectivity, informal mentoring relationships are easily formed and those with expertise are eager to pass on what they know. The first step is to be clickable or findable online. I am unable to learn from you if you are not sharing online. I will never be able to find you and leverage what you know. And the reverse is true — if you aren’t active in the wide world of PD, you can’t learn from me and so many others.

Becoming a connected, do-it-yourself learner begins with your willingness to be a findable, clickable, searchable-on-Google person who shares openly and transparently. From there we can form a connection, a conversation, a relationship and begin to collaborate.

DIY learning requires a shift in mindset too. Rather than being a passive receiver you have see yourself as an active learner with a “learner first” mentality. As connected adult learners, we arent’ afraid to admit that we don’t always have the answer to a question or problem, and we willingly invite others into a dialogue to explore, discuss, debate, or generate more questions.

To be most effective, DIY learners need to be intentional and create your network connections with purpose. It helps to ask yourself questions like:

1) What is it I am interested in learning or changing?
2) Who has some expertise in this area? Who can I connect with online that can help me?
3) How will I measure my progress? How will I know I have learned what I wanted to know? How will I show leadership in my system that I don’t need a “teacher-proof” script in my classroom?

The best DIY tip is to create a Personal Learning Network online. That way you can have others to learn with in a job-embedded context.

Here are some key tips to get started:

1. Establish one consistent username across all networks to build and manage your online reputation and identity.

2. Find one or two people you trust and respect to follow. Maybe these are people you know or people who have a reputation for helping newbies.

3. When you find people online you respect, look at who they follow, and select your first connections from their list. You may want to begin your network by considering well-respected bloggers with whom you’re familiar. Often bloggers include links to their social media accounts. Review who is in their networks and whom they read and follow.

4.Follow or create a hashtag related to what you are interested in knowing. A hashtag (#) connects all the learners interested in a topic together. For example, the #etmooc is being used in blog posts, twitter conversations, podcasts as part of an open online course. All I have to do is Google the tag and all the learning is pulled together into one place.

Where can you get more information about PLNs?

There are several useful books about PLNs, including Personal Learning Networks: Using the Power of Connections to Transform Education (Solution Tree, 2011) by Will Richardson and Rob Mancabelli.

This infographic at the Powerful Learning Practice web site portrays “A Day in the Life of a Connected Educator” and shows how PLNs fit into the total picture of DIY job-embedded, connected professional development.

Kathy Schrock’s “Guide to Creating Your Personal Learning Network” includes many resources and a set of six investigations in the sidebar that can get you off to a good start.

Here’s the bottom line: My district had sought to dummy-proof instruction so all students would receive a quality education. It is tough to scale quality assurance when you have a lot of diversity in the teaching force (as many systems do). Leadership’s all-too-common mindset was: the better we can standardize procedures, the more we can control outcomes.

However, the truth is that teacher quality can’t be controlled with mandates from on high. Rather, it comes with building the social capital and collective intelligence of your teachers. If administrative leaders would focus on seriously developing leadership skills among teachers — and then create opportunities for them to gradually step out in their leadership roles within the school and system — they would find less need to control and more opportunities to empower their best practitioners, spread effective (not rote) teaching practices, and promote a high level of professional collaboration that leads to student engagement and achievement.

Teacher who learn collectively in learning communities (virtual and face-to-face) — sharing what works, reflecting on action research, implementing new ideas, and then collectively remixing the best of the best — do not need to be “led” with quality assurance gimmicks or district mandates based on some cure-all package bought from a textbook publisher. Instead, teachers become partners who hold each other mutually accountable for school improvement and student outcomes. Teachers can help make this happen by taking the initiative and beginning to build our own authentic learning communities. You don’t need to wait to be told. You can do it yourself. We all can.

The Secret to Fixing Bad Schools

Source: http://www.nytimes.com/2013/02/10/opinion/sunday/the-secret-to-fixing-bad-schools.html?smid=pl-share
By DAVID L. KIRP
Published: February 9, 2013

WHAT would it really take to give students a first-rate education? Some argue that our schools are irremediably broken and that charter schools offer the only solution. The striking achievement of Union City, N.J. — bringing poor, mostly immigrant kids into the educational mainstream — argues for reinventing the public schools we have.

Union City makes an unlikely poster child for education reform. It’s a poor community with an unemployment rate 60 percent higher than the national average. Three-quarters of the students live in homes where only Spanish is spoken. A quarter are thought to be undocumented, living in fear of deportation.

Public schools in such communities have often operated as factories for failure. This used to be true in Union City, where the schools were once so wretched that state officials almost seized control of them. How things have changed. From third grade through high school, students’ achievement scores now approximate the statewide average. What’s more, in 2011, Union City boasted a high school graduation rate of 89.5 percent — roughly 10 percentage points higher than the national average. Last year, 75 percent of Union City graduates enrolled in college, with top students winning scholarships to the Ivies.

As someone who has worked on education policy for four decades, I’ve never seen the likes of this. After spending a year in Union City working on a book, I believe its transformation offers a nationwide strategy.

Ask school officials to explain Union City’s success and they start with prekindergarten, which enrolls almost every 3- and 4-year-old. There’s abundant research showing the lifetime benefits of early education. Here, seeing is believing.

One December morning the lesson is making latkes, the potato pancakes that are a Hanukkah staple. Everything that transpires during these 90 minutes could be called a “teachable moment” — describing the smell of an onion (“Strong or light? Strong — duro. Will it smell differently when we cook it? We’ll have to find out.”); pronouncing the “p” in pepper and pimento; getting the hang of a food processor (“When I put all the ingredients in, what will happen?”).

Cognitive and noncognitive, thinking and feeling; here, this line vanishes. The good teacher is always on the lookout for both kinds of lessons, always aiming to reach both head and heart. “My goal is to do for these kids what I do with my own children,” the teacher, Susana Rojas, tells me. “It’s all about exposure to concepts — wide, narrow, long, short. I bring in breads from different countries. ‘Let’s do a pie chart showing which one you liked the best.’ I don’t ask them to memorize 1, 2, 3 — I could teach a monkey to count.”

From pre-K to high school, the make-or-break factor is what the Harvard education professor Richard Elmore calls the “instructional core” — the skills of the teacher, the engagement of the students and the rigor of the curriculum. To succeed, students must become thinkers, not just test-takers.

When Alina Bossbaly greets her third grade students, ethics are on her mind. “Room 210 is a pie — un pie — and each of us is a slice of that pie.” The pie offers a down-to-earth way of talking about a community where everyone has a place. Building character and getting students to think is her mission. From Day 1, her kids are writing in their journals, sifting out the meaning of stories and solving math problems. Every day, Ms. Bossbaly is figuring out what’s best for each child, rather than batch-processing them.

Though Ms. Bossbaly is a star, her philosophy pervades the district. Wherever I went, these schools felt less like impersonal institutions than the simulacrum of an extended family.

UNTIL recently, Union City High bore the scarlet-letter label, “school in need of improvement.” It has taken strong leadership from its principal, John Bennetti, to turn things around — to instill the belief that education can be a ticket out of poverty.

On Day 1, the principal lays out the house rules. Everything is tied to a single theme — pride and respect in “our house” — that resonates with the community culture of family, unity and respect. “Cursing doesn’t showcase our talents. Breaking the dress code means we’re setting a tone that unity isn’t important, coming in late means missing opportunities to learn.” Bullying is high on his list of nonnegotiables: “We are about caring and supporting.”

These students sometimes behave like college freshmen, as in a seminar where they’re parsing Toni Morrison’s “Beloved.” They can be boisterously jokey with their teachers. But there’s none of the note-swapping, gum-chewing, wisecracking, talking-back rudeness you’d anticipate if your opinions about high school had been shaped by movies like “Dangerous Minds.”

And the principal is persuading teachers to raise their expectations. “There should be more courses that prepare students for college, not simply more work but higher-quality work,” he tells me. This approach is paying off big time: Last year, in a study of 22,000 American high schools, U.S. News & World Report and the American Institutes for Research ranked Union City High in the top 22 percent.

What makes Union City remarkable is, paradoxically, the absence of pizazz. It hasn’t followed the herd by closing “underperforming” schools or giving the boot to hordes of teachers. No Teach for America recruits toil in its classrooms, and there are no charter schools.

A quarter-century ago, fear of a state takeover catalyzed a transformation. The district’s best educators were asked to design a curriculum based on evidence, not hunch. Learning by doing replaced learning by rote. Kids who came to school speaking only Spanish became truly bilingual, taught how to read and write in their native tongue before tackling English. Parents were enlisted in the cause. Teachers were urged to work together, the superstars mentoring the stragglers and coaches recruited to add expertise. Principals were expected to become educational leaders, not just disciplinarians and paper-shufflers.

From a loose confederacy, the schools gradually morphed into a coherent system that marries high expectations with a “we can do it” attitude. “The real story of Union City is that it didn’t fall back,” says Fred Carrigg, a key architect of the reform. “It stabilized and has continued to improve.”

To any educator with a pulse, this game plan sounds so old-school obvious that it verges on platitude.  That these schools are generously financed clearly makes a difference — not every community will decide to pay for two years of prekindergarten — but too many districts squander their resources.

School officials flock to Union City and other districts that have beaten the odds, eager for a quick fix. But they’re on a fool’s errand. These places — and there are a host of them, largely unsung — didn’t become exemplars by behaving like magpies, taking shiny bits and pieces and gluing them together. Instead, each devised a long-term strategy reaching from preschool to high school. Each keeps learning from experience and tinkering with its model. Nationwide, there’s no reason school districts — big or small; predominantly white, Latino or black — cannot construct a system that, like the schools of Union City, bends the arc of children’s lives.

David L. Kirp is a professor of public policy at the University of California, Berkeley, and the author of the forthcoming book “Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools.”