Tag Secretary of Education

Tread All The F$%^ Over This

Dusty Leave a comment

(To Secretary DeVos, Part II. Part I Here.)

It starts with the tests. It always starts with the tests. But really, it isn’t just the tests: it is the very concept of “accountability.” Accountability says that we need to have paperwork — data — that shows that our schools are accomplishing what they are supposed to accomplish, and that the teachers are doing what they are supposed to be doing, and not something else. Accountability is founded on the idea that we don’t trust teachers. We think — because sometimes it’s true — that teachers are in it only for the paycheck, that they don’t care at all about the students who pass anonymously through their room.

We all have that story, right? Of the teacher that taught exclusively through movies and worksheets? I’ve known several (Though honestly, I never had one when I was in public school.) at the various schools where I’ve taught: there was the health teacher whose entire curriculum was canned, who showed his students videos four days a week and then tested them on the videos on the fifth. There was the math teacher who, every single week, Xeroxed the next chapter out of his textbook and handed it to his students while he sat at his desk and read the newspaper. Yeah, I’ve known those teachers. And I think those teachers should be gently pushed out of the profession. Or maybe not that gently: because the harm they have caused to my profession is entirely out of proportion to their actual sins.

They brought the idea of accountability to the fore. From lazy bastards like that, we got the idea that there are many teachers who don’t work very hard. And in order to satisfy those who insisted that this was a serious threat to our children’s futures, lots and lots of people agreed to ensure — ACCOUNTABILITY.

And so we get testing. And it’s funny, because everybody hates testing — students hate it, parents hate it, teachers fucking loathe it: but everyone likes, or at least accepts, the idea of accountability which drives that need for testing.

I had a meeting last week. An all day meeting, with all of the English teachers in my — my company, I guess it is; it’s a group of charter schools here in Arizona, some in Tucson and some in Phoenix. It’s a private corporation that runs these schools, though they are public schools, so yeah: my company. (Which means, of course, that I and my fellows are precisely what DeVos wants teachers and schools to look like; except that we collect our money from the state, instead of from tuition or tax vouchers. Down, Voucher, down! Gooood Charter.) And in this meeting, the biggest complaint was about our current testing system. We bitched about it for hours. Literally. Killed the whole meeting agenda. Hey — English teachers, we got a lot to say. Especially about standardized testing. And don’t get me wrong, it’s a stupid testing system, no question. And the consensus was that we should get rid of the clunky thing.

But.

All of them wanted to replace it. With a different system, that would work better. One that would allow more essay tests, for instance, and that would follow our curriculum more closely. (Even though the curriculum is shitty. Know what the selling point for this curriculum was? It was made by other teachers. So it must be good. But it’s not. It’s shitty. But it’s ours, and we plan to follow it. And find a testing system that will align more closely to it. More on why the curriculum is shitty below.)

I don’t know if I was the only one who thought this, or if everybody else was just saying what they were supposed to say, but: I kept thinking — why do we even have a testing system at all? Why do we need to assess student learning? I mean, in theory we’re supposed to do it so as to make teaching more efficient: we learn what students know, and then we know what students need to learn, and then we teach that. That and, of course, accountability: because while the teachers are figuring out what the students know, the administrators and the politicians are using what the students know to determine how well the teachers are teaching.

Except that never works. Tests don’t show everything a student knows. The various members of any given class never know the same things, never need to learn the same things. In theory I’m supposed to differentiate instruction so that each student learns only and precisely what he or she needs, but of course that’s a joke: that flies in the face of public schooling, which is built around the idea of efficiency through mass instruction: I teach 100 students so that we don’t need 100 teachers. But that only works if I can teach 100 students basically the same thing. And I can’t even do that, because not all of the students care, or are interested, or see the value in it; not all of them like me and want to work with me; not all of them are present regularly, and not all of them are sober when they are present, or when they take the tests. And it’s even more skewed because they are sick, to death, of testing. I give them a test to find out what they know, and what I find out is: they know they hate tests. They stop trying about halfway through, and start guessing — if they didn’t start guessing from the outset. And there is nothing I can say that will change that. Somewhere, many years ago, a student guessed on a test and got an A, and every student who doesn’t care has been trying to replicate that feat. And not caring when it doesn’t work, because at least they didn’t put in much time or effort. And if they get a failing grade because of the test (Which is actually a bad idea, the administrator in my meeting told us: because the tests are designed to assess growth, and growth can’t be given a letter grade because letter grades show achievement, not growth [Example: I know everything my 10th graders need to know. If I take the test at the beginning of the year, I will score 100% achievement. When I take another test at the end of the year, I will show 0% growth — because I’ll score another 100%, because I already knew everything. So what’s my grade, the 0% the test says? Or an A+ based on my knowledge of the concepts?]. Which is funny, kinda, because my school administrators told me to make the test score a grade in the class, in an effort to get students to take the test more seriously. Didn’t work. Because:), they don’t really care because they’ll make up for the grade somewhere else, or else they’ll just live with a C as their final grade in English this year. Who cares? Not them.

So then you want accountability, right (Well, not you, but somebody sure does)? So how well am I teaching? Let’s say — because this actually happens a whole hell of a lot — students like my class, and they learn a lot from me; but they’re not too concerned with grades, and they hate standardized tests. So they intentionally blow it off as something of a protest, and shrug when I give them a bad grade — and then go right back to really learning, really thinking, really getting everything I’m trying to help them achieve. What’s my accountability score? Am I a rocking teacher for getting kids who don’t really care about school to pay attention and learn? Or am I a shit teacher for not getting good test scores out of them?

My answer is different from my school’s answer.

So there’s the thing, the main thing, that I am willing to see destroyed by Secretary DeVos if she manages to pull down the public education edifices in this country. If she wipes out standardized testing and the need for multiple layers of accountability, I will be ecstatic. I would like my school to know what I teach, how well I teach it, because they come and watch me teach. Frequently. Because they read my students’ papers, and see the comments I put on them. Because they talk to my students about what they learn, and their parents about what their kids have talked about this school year. On all of those measures, I’m a goddamn rock star. I would love it if DeVos pulls down the enormous wall of tests and lets people see what I can actually do. I would much, much rather be transparent, than accountable.

There’s more, too. The desire to make sure every school teaches the same thing, to ensure that every kid has the same access to the same learning, that everything bloody “aligns,” is a liberal obsession. It leads us to the Common Core, and standards-based education. Which is a goddamn joke, almost on the same scale as testing. Because here’s the thing (And it’s also a large part of the issue with standardized tests): who decides what the students need to learn? That’s the critical question about standards, and it never, never gets asked. But it has to be asked, because the ends determine the means: if I have to teach critical thinking, it’s going to mean a different class than if I have to teach grammar, which will be a different class from the one I teach to create cultural literacy.

So who decides? If it’s teachers, then you can expect to never actually get a working document: because every single person who teaches — who really teaches — a subject is going to have different ideas about the best way to do it, and the precise goals one should be aiming at when teaching that subject. Me, for instance: every English student needs to read Fahrenheit 451, and understand tone and symbolism in poetry. They have to do independent reading, and they need to write personal essays. They don’t ever need to study grammar or read any Victorian literature. There, see? I just caused every English teacher reading this to roll their eyes, and/or drop their jaws in shock. And when they come back and say every student simply MUST read Dostoevsky and the Brontes and diagram sentences, I’m going to puke black bile and India ink, just for them. No, that’s too gross. I’m just going to say No. Not in my class. Not ever.

So who decides? Easy: businesspeople decide. The ones with the money. They hire think tanks, who hire ex-teachers, who say whatever the businesspeople want to hear about what schools can do and what they should do. Because they are ex-teachers. What they hell do they care about what bullshit teachers have to put up with? They got out of the game already! Then those businesspeople bring their information to politicians and say, “This is what the business community thinks their next generation of workers should know. Don’t worry — we asked teachers, and they said all this was solid gold!” And the politicians, hungry for campaign contributions (“Did someone say gold?!?”) and eager to say they helped kids be ready for gainful employment, mandate that all schools in the district/state/country have to teach this vital information. And then maybe — maybe — some teachers sit down and talk about how they could teach that stuff. And they promptly disagree about everything, at which point the school district/state/federal government hires consultants: the ex-teachers who work for the think tanks. And they come and tell us, “It should be done this way.” And the teachers either think, because they’re like me, “All right, bro, but I’m still going to teach Fahrenheit 451 and tone and symbolism in poetry.” Or if they’re like most teachers, who were A+ students and still want to get gold stars, they think, “Okay, well I’ll try that and see if it works. I want to do what’s best for my students.” And there are the consultants, patting them on the shoulder and saying, “Trust me: this is what’s best for students.”

The first part of this process, up through the politicians, creates the Common Core. The second part, with the teachers, creates Engage NY. And the politicians love Engage NY and the Common Core because they make the businesspeople happy, and they mandate that all schools have to teach using that curriculum (or something just like it with a different name), and teach those standards (Or the same standards with a different name — like, say, the Arizona College and Career Readiness Standards, or AZCCRS.). Then they buy a testing system that aligns with those standards and that curriculum (And any liberals involved say, “Well, good, at least every student is getting exactly the same education and the same set of standards! That’s fair!”), and mandate that schools must achieve high scores or the state will impose sanctions. And then the Galileo company comes along and says “Use our test for practice, because then your students will get higher test scores on that state test!” And the administrators, who also have no idea of nor interest in what gets taught and how, buy the Galileo testing system because it’s cheap, and then they tell teachers that they have to do whatever it takes to raise student test scores on Galileo, because, they imagine, that will get students to do better on state tests (Because it aligns! IT ALL ALIGNS!), which will please the politicians, because it pleases the businesspeople. And so teachers — give up. And teach to the test. Because we can’t change the damn system, and we can’t escape it, and we might as well earn a decent paycheck, for once.

But we don’t, because the businesspeople also got the politicians to cut their taxes and cut spending, which means there’s less money for schools; and then they break teachers’ unions, and there’s nobody asking for more money for teachers, or trying to shift the focus off of testing and the Common Core.

All of that, Secretary DeVos. Kill the Common Core and all standards-based curricula, and let me decide, based on what I know and what my students want to know and need to know, what I should teach. Wipe out standardized testing, because if I want to know what my students know, I will assess their knowledge and ability in some way that makes sense: I will assign an essay, and I will read it. And you all can read them, too, if you want; (But only if Mrs. DeVos kills FERPA, the law that prevents teachers from allowing students names and grades to be public information, and which therefore keeps us from publishing student samples — even though one of the very best ways to learn is to read what other people just like you have written.. Please kill FERPA, Mrs. DeVos.) or you can ask me how they’re doing, and I’ll tell you. Because I will know. That’s actually my job, you know. And while you’re at it, lay off 2/3 of the administrators, from assistant principals to superintendents: at least 2/3 of all of the administrators that I have ever known have been even more incompetent and unqualified to run a school than — well, than you, Secretary DeVos. And that’s saying something. The other 1/3 have been outstanding: I would be happy with just those outstanding people running the school. And if you got rid of common curriculum, standards-based learning, standardized testing, and FERPA, then 2/3 of the school’s paperwork would disappear, and we wouldn’t need nearly as much middle management to handle it. Oh — and wipe out 504 plans and IEPs, would you? I have never yet had one of those things actually change the way I teach. Because if a student of mine has a learning disability or a challenge of some kind and they need extra time or extra help or a different standard of achievement, you know what I say? I don’t say, “Where’s your documentation, buster?”

I say “How can I help?”

Because I’m a teacher. Because I’m a good teacher.

So keep me, Mrs. DeVos. And if my colleagues are not good teachers, you can find out by talking to their students and parents, and watching them teach and talking to them about what they’re teaching; and then, by all means, fire them. Go out and find better teachers. Shit, if I’m wrong and I’m actually a terrible teacher, who’s been able to hide in the chaos and paper-smothered madness of modern education, then fire me, too. Find new people with new ideas and interesting subject matter. Let them make up classes — why does it always have to be math and science, history and English? Why can’t there be a class on video games? If it teaches critical thinking, analysis, problem solving, and good communication, who cares if it’s never been done before? Who cares if there isn’t a test for it? Let’s see if it works!

It certainly can’t be worse than the system we have now. Which, as long as you do it carefully and thoughtfully, feel free to break into smithereens. I’ll help.

Don’t Tread On This

Dusty 1 Comment

I don’t want Betsy DeVos to screw up my job.

I sympathize with her, in some ways. In several ways, actually: we both have names that are easy to make fun of. But, Betsy — are we not men? (I know, it’s a stupid joke. It is. Talk to me on Hump Day, Bets.) And we both got picked to do a job for which we were (are) grossly unqualified, me as a first-year English teacher, her as the most important figure in American education. But the main difference is that my time as a first-year teacher couldn’t have screwed up Mrs. DeVos’s chosen career as a billionaire lobbyist and political donor; but her time as the Secretary of Education could certainly screw up my chosen career. In a number of ways.

The thing is, though? It’s already pretty screwed up. My job, that is. In fact, there are several aspects of teaching that I wouldn’t mind at all if Secretary DeVos bit off, chewed up, and spit to her conservative Hellhounds, Voucher and Charter. I have such mixed feelings about education, in fact, that I’ve been trying for five days now to write this blog, but I keep getting tangled up and losing track of the path to Senseville. So the solution I’ve come up with is to split my thoughts into two sections, and write two blogs instead of one: one about the aspects of education that I hope survive this administration; and one about the aspects that I would like to see get thrown to the wolves.

We’ll start with the positives first, shall we? Because really, I think this is the greater issue. I think we would be in worse trouble if this stuff were lost than we would be if the bad stuff remained. Though neither scenario is ideal, and I fear that both may be coming to a head, to a tipping point where we may all lose something precious — perhaps by clinging to something worthless. We’ll see.

All right. The first thing that I think when I consider the state of education today is, this is my life. I was educated by public schools, as were most people I know; and not to toot all of our horns or anything, but I know a lot of smart people. There are a huge number — millions — of really freaking smart people in this country that went through American public schools. It’s hard for me to see public education as doomed and failing when I know scientists, artists, lawyers — and of course, teachers, lots and lots of teachers — who all learned most of what they know from public schools, many of us all the way through college and even graduate school at public colleges and universities. I know that it’s impossible to say how much intelligence or ability comes from schooling and how much from natural ability and inclination, and how much from home environment and social milieu; but still, education can’t be all bad when it helped make all of us. And I’ll bet anyone reading this could honestly say the same thing: you know a lot of damn smart people who went to public schools.

For me personally, I have been a part of the education system from the top side for almost two decades. I have taught enough people to populate a small town. For all the things we get wrong (See next blog, hopefully tomorrow), I do a lot of things right, as do my colleagues. The main thing that I get right is that I understand what my job really is, at the heart of it: I create an opportunity for learning to happen — and it does happen, most of the time, for most of my students. And then sometimes I am able to help create unique moments: moments of clarity, moments of revelation, moments of doubt, moments of change; and it is in those moments that people become something other than what they were before. That is what we are talking about when we use the cliche “making a difference.” In the strictest sense, I make a difference for everyone I teach, because if they hadn’t been taught by me, they would have been taught by someone else, which would have had a different result; but that’s not what making a difference is about. Making a difference is about changing a person in a definable, tangible, unique way. I have done that. I’ve done it with some students through personal relationships, as a friend or a mentor or even an inspiration; I’ve done it with specific classes I’ve taught that have been particularly useful for some; I’ve done it with books I’ve helped students to understand and with concepts I have made clear and meaningful; sometimes I’ve done it with a single statement, a single idea that I put into someone’s head. I don’t know that I’ve done it a lot, because I don’t know every time that I’ve done it, and I don’t know what “a lot” would be; but I know I’ve done it. I know that it’s good.

But even without this hippy-dippy touchy-feely stuff (He said in commiseration with the at least theoretical conservative reader who hates phrases like “make a difference” and thinks teachers are all liberal brainwashers who indoctrinate innocent American children into the wonders of multicultural homolovin’ Communism — aaaaaand now those conservative readers have left the building.), there is something purely valuable in public education, something I suppose I do my part for, but which mostly happens before students get to me: the basic foundations of an educated and thinking populace. Public education ensures that our society includes mostly people with a basic grasp of literacy and numeracy; people who understand how to read a newspaper and calculate their tax burden, even if they don’t always sit down and do either of those things. They can, and so when the opportunity and motivation arises, they do, and that is critical. Because as a society, we can work to get people interested and involved; and there are times in life when events conspire to get people interested and involved — such as the last election and the circus that has followed after it — but if the people can’t take in and grasp the information, then it makes no difference how much we work to get them interested or involved: they can’t be. If you can’t read a newspaper, then you can’t take part in a modern society. (If you don’t read newspapers or other genuine news sources, then you are choosing not to take part in society, but that’s a different issue, and not one that our education system is solving. In fact, it’s probably one that education today is exacerbating. Tune in next time, when despair takes over from hope!) And if you can’t take part in society, then all the democratic ideals in the world don’t keep you from being a slave. Public education does that extremely well. There are still gaps, still people who go through schools in this country and never master the basics and so line up for a life of toil and drudgery; but we do a far, far better job of ensuring that minimum ability in our populace than most societies have, and better than any society did farther back than a few centuries or so.

(Oh yeah: me personally, I teach critical thinking more than literacy or numeracy. I do a pretty damned good job at it, too. But that, unlike literacy and numeracy, doesn’t have to come from schools. The social environment does a better job of teaching critical thinking than it does of teaching literacy.)

I don’t want to lose that. I don’t want Secretary DeVos to close public schools in such ways that thousands, or tens of thousands, or even millions of kids are left without a fundamental education. I don’t want to create a new serf class, and trap them in the dark ages of the mind. Because ignorance sets, like concrete, and then it becomes impossible to dig out; you have to chip that shit away, bit by bit, blow by blow. And even then, you still get dumbfucks who think the goddamn Earth is flat. Jesus wept. If we defund public schools, or take away any educational standards so that a small religious community might decide that their children only need to learn to read the Bible and obey the word of their ministers and the Town Elders, then we may have children who become trapped in bubbles of ignorance — bubbles made of concrete. I don’t want that.

I don’t want to lose inspiration, either. I recognize that homeschooling done right can be incredibly effective — the two smartest students I have had in seventeen years of teaching (And really, I’ve had a lot of smart students, but when it comes to the absolute top, there is no. Freaking. Contest. It’s these two guys.) were two brothers who were homeschooled entirely through what would have been eighth grade, and then entered public schools as high school freshmen. But homeschooling, because it comes in a very familiar environment, is less likely, in my opinion, to be inspiring. Our parents can stand as role models for us, but it is much easier for them to be the people we rebel against than it is for them to be an inspiration; and when they are an inspiration, it often inspires us to imitate, not to create ourselves as something new. I think outside influences are better at that. What I mean is, my father is an inspiration to me as a hard-working and deep-thinking man; my mother is an inspiration as the kindest person I have ever known. But neither could ever inspire me to be a writer, because they aren’t writers. They don’t see literature the same way I see it: my mother sees spirituality that way; my father sees that inspiration in physics. And maybe I could have been like that, too — but like most kids, I intentionally went away from what they were, and so I am an atheist who reads literature instead of physics textbooks. My inspirations were teachers, and the authors they introduced me to.

I don’t mean to overstate this, or to denigrate the idea that parents are inspiring. But I think it is important for young people to see inspiration in people other than their family, in people who are tangibly different. School is not the only place that can happen — but it’s a good place. Because school is full of people who are, first, qualified, and often possessed of profound expertise, in their subject; and second, generally decent people. Teachers are good potential inspiration. I think it’s important that we be available for that, even if everything taught in schools could be learned from YouTube.

So I don’t want Secretary DeVos to make the job so difficult, so onerous, or so belittled and undercut, that every good person leaves the profession. We’re already working to drive them out, with our political factionalism taking on schools and teachers as handy scapegoats, or turning schools into the indoctrination centers that they should never be; and DeVos could make it worse, and may want to make it worse: anyone who opposes public education opposes teachers’ unions, which essentially means they oppose teachers. No, really: I understand the arguments against unions, and they’re stupid, but that’s not the point: the point is that teachers’ unions, even if they are too powerful, even if they are too greedy (And they’re not — that’s the stupid part), work only to protect and support teachers. The desire to break teachers’ unions is a desire to break teachers, often for financial reasons, and often for political ones. I think DeVos, with her support for Voucher and Charter (“Down, Voucher! Sic ’em, Charter! Attaboy!”), has both reasons for wanting to break teachers’ unions, and therefore teachers; if she succeeds on a national scale, she will essentially break us. I’ll tell you right now, I work in a charter school in a “Right-to-work” state, and while there are a lot of good teachers at my school, few of them are the new teachers who came up without unions. (Some of them are, which is awesome.) Most of us learned our skills in an environment where a union protected and sheltered us, and that made us better teachers. I’ve worked both with union membership and without, and teaching is unquestionably better with.

I hope DeVos doesn’t kill it. I hope nobody does. I worry that the wall, and the Executive Orders, and the Russian connections, are all distractions from the real harm that could be done to public institutions like the schools and the health care system, the free press and the right to vote. For that reason, I hope that Secretary DeVos, and President Trump, are exactly as inept as they seem to be. Because when it comes to education, this teacher wants them to fail.