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Dear reader,

We have decided to take this blog to the next level, beyond looking to the future. We have decided we will begin building the future of teaching students deserve. We will need your help.

We will now be posting at our new home The Collaborateurs. We hope we to see you there.

http://www.teachingquality.org/collaborateurs

If you are a subscriber your feed should automatically transfer. How will you know? Stay tuned to your feed to find out why we have moved and why we chose the new name for our work The Collaborateurs.

If for some reason you don’t receive an automatically updated feed please click this link to subscribe.

http://www.teachingquality.org/feed/blog/165

Thank you for your valued support.

Sincerely,

Jose and John

I know a teacher named Ms. Katz. She is my son’s teacher. A passionate professional who has helped my son to love learning the way I had always hoped he would.

Ms. Katz is goofy. She has one of those smiles that lets the kids know that every single one of them is in on the joke. I have known her for about 12 years since I taught a digital camera and iMovie class through our school system. Recently she told me that she used what she learned then to document an educational trip to Italy. She used the work she did there to teach my own son about the Roman Empire.

 That is what teacher appreciation is about for me. Honoring teachers who go out every day and do their damnedest to make a difference. I never thought that what I was teaching in those technology classes would come back to benefit the child I love. She inspires my son and she inspires me. I wanted to share a poem I wrote for Ms. Katz. Painted over Ms. Katz’ door is the word unless. It is a guiding principle for her and it might just be the most important word in education today.

Happy teacher appreciation to Ms. Katz and every teacher who makes a difference.

Unless Teachers…

Unless teachers use our voice to change education we are complicit

Unless teachers speak up with their minds and their hearts, our children will walk mediocrity and disadvantage.

Unless teachers tell the stories that happen everyday we prop up the cardboard image that teachers are failing. Failing by whose definition?

Unless we stop buying into spin we verify the story that corporations will save education.

Unless we say something we will lose our children to them.

Young minds will be grist as the mega-foundations bend the ears of our president and his cabinet with races, and ladders, and tests, and preparations. For what?

Life is education.

What is the value-added to the life of a child if the value is calculated in dollars not sense?

What is the value in being examined if what is found missing won’t help at all.

Knowledge is at our fingertips.

Learning is not the same. With the advent of Google everything changed.

We no longer need to memorize unless

it is to tell a story, solve a problem,  create an answer, not pass a test.

The answer is not on the test.

The multiple choice, to close schools or not, will not improve scores on any assessment, not by a long shot.

Unless we listen to teachers who say, “We can do better than this.

Our schools are not failing. We are failing our schools.

Fire the teachers! Fire the teachers! Fire the teachers!

“Fire!” The teachers say, “Is what we make every day.”

The fire of learning is born from the spark. The spark is the connection between humans in a class, molecules of care ping ponging so fast, a light bulb comes on and burns bright to last

as each student walks down THEIR path.

CanGgoogle teach how to communicate when you are so mad you want to knock down a wall? No. Thats what teachers do

Can Youtube teach you to take another’s perspective, imagine their position, walk in their shoes? No. Thats what teachers do

Can Wikipedia teach you to see through the slanting and bending of facts by our leaders? No. Thats what teachers do.

Can the internet teach you to create something new?

No. That’s what teachers do.

Unless teachers help us see

schools are not consumer factories

and teachers aren’t widgets

that do only one thing, prep prep prep, prep

Unless we see teachers don’t really teach to the test.

They teach democracy, possibility, humanity.

Teachers teach UNLESS

“Unless someone like you cares a whole awful lot,

Nothing is going to get better. It’s not.” – Dr. Seuss

I know a teacher named Ms. Katz. She is my son’s teacher. A passionate professional who has helped my son to love learning the way I had always hoped he would.

read more

Jose-

The other day I spoke to the Federal Reserve of Richmond and other banking professionals remotely across the country on why technology has changed our conception of knowledge but not our assessment of knowledge in schools. It was based on my talk for TEDxRVA but more about the idea of measurement. Essentially, by following the path of measurement as we currently conceptualize it we we are limiting our economic future by measuring the wrong things. If we wanted to measure what we will need in students in the future we would measure the 4 C’s communication, collaboration, critical thinking, and creative problem solving. Instead we are measuring in students what technology can already independently solve equations, remember facts, auto-correct sentence structure. This is why, even though our best teachers ARE successful at meeting the standards, we need to look our evaluation and accountability system anew. It is not going to get us where we want to go.

 

After my talk, one of the bank employees sent me the above video. This woman told me about how young African American men are not being served by the supposed meritocracy we have set up and that, in her opinion, although many African Americans have spent a long time learning and practicing how to be successful in this same construct the meritocracy is no longer valid. We still fail young men before they have a chance to show their contribution to society because of this false measurement. The meritocracy is setup to label potential but the skills measured by the meritocracy will not make them successful.

It is time to change course. It is time to change course. It is time to change course before we run aground. I leave you with a quote from the above video.

This one is for my generation. The ones who found what  they were looking for on Google. The ones who followed their dreams on twitter. The ones who pictured their future on Instagram. Accepted destiny on Facebook….The purpose of why I hate school but love education was not to initiate a worldwide debate but to let them know that wheteher 72 or 88. 44 or 68. We will not let exam results decide our fate.

http://www.youtube.com/watch?v=D-eVF_G_p-Y

Jose-

Thanks for your last two posts on testing and accountability. I have so many feelings about the effects of high stakes testing. My strongest feeling is this, the real reasons we test and our very core mission in public school seems to be at odds. By measuring students and teachers and putting school leaders in the role of accountability for increases we are measuring ourselves into an ever expanding mediocrity. Teachers are in the business of creating possibilities for students. You can’t measure possibility. First I offer you the quote below, since I know we are both sideways fans of sports analogies in education debate. Check this out.

…I am not leaving my profession, in truth, it has left me. It no longer exists. I feel as though I have played some game halfway through its fourth quarter, a timeout has been called, my teammates’ hands have all been tied, the goal posts moved, all previously scored points and honors expunged and all of the rules altered.

This analogy comes from a heartbreaking letter from social studies teacher, Jerri Conti, in Massachusetts. The teacher with 27 years experience has decided to retire early because, it appears, he has had his love of teaching history beaten out of him by the high stakes testing system you described.  I struggled while reading his letter because, I emphasize with his frustration but, I feel like I, we, you, us, teachers, students, parents, administrators, can still halt this runaway train if we start to collaborate.

What I have learned over the past couple years about testing is that it is being used for means other than to measure student success. If that were its only goal we would not share student scores of schools or teachers in news papers or real estate magazines. Testing is being used to quantify teaching  so that a financial reward system can be applied to it. This way of creating productivity is based on a business model. Except, it has been outdated for years, at least according to experts at the Harvard Business school.

Here is a little history to help guide the way.

In the 1920′s Western Electric Company did a study at their Hawthorne Works facility. They found that workers increased productivity if the the building were illuminated brighter, at least for a while. They also found that workers increased their productivity if the lights were dimmed. Again, the increase was short lived. In 1939 Fritz J. Roethlisberger documented the results of the Hawthorne Studies in Management and the Worker. His conclusions were contrary to the popular perceptions at the time that financial reward increased worker productivity. What he found instead was that when management made employees feel that their concerns and ideas were important and that they were valued productivity increased.

This seemed to be what Jerri Conti is expressing in his letter when he said,

Finally, it is with sad reluctance that I say our own administration has been both uncommunicative and unresponsive to the concerns and needs of our staff and students by establishing testing and evaluation systems that are Byzantine at best and at worst, draconian. This situation has been exacerbated by other actions of the administration, in either refusing to call open forum meetings to discuss these pressing issues, or by so constraining the time limits of such meetings that little more than a conveying of information could take place.

What we really need to do is start to talk about what what great leadership and great teaching really is and use that as our measure. The truly great schools and leaders know this.

In their article,  A New Vision Michel Anteby and Rakesh Khurana explain the Hawthorne Studies :

The economic rewards of work were potentially picayune compared to the feeling of solidarity and worth created among individuals working together toward a common end. A manager’s effectiveness, therefore, could be measured on the extent to which those in the organization internalized a common purpose and perceived the connection between their actions and the organization’s ability to fulfill this common purpose. Management, then, was not about controlling human behavior but unleashing human possibility.

Now, check out this Thomas Friedman article about John Schnur’s recent project to create accurate international  comparisons.   We hear all the time that American schools are falling behind but some schools (including my wife’s high school alma mater Woodson) is outpacing almost every country in the world in it’s student achievement. And how is it doing it?

It’s that there is no secret. The best schools, the study found, have strong fundamentals and cultures that believe anything is possible with any student: They “work hard to choose strong teachers with good content knowledge and dedication to continuous improvement.” They are “data-driven and transparent, not only around learning outcomes, but also around soft skills like completing work on time, resilience, perseverance — and punctuality.” And they promote “the active engagement of our parents and families.”

I think the most important idea in Friedman’s article is not that these schools compare competitively with other schools around the globe, its that they are about creating unlimited possibilities for students, not test scores.

 

Image: http://studentlinc.typepad.com/photos/uncategorized/2007/04/06/demotivat...

Jose-

There was one key point that Bill Gates made in the clip you provided that I wanted to explore. The Measuring Effective Teaching (MET) study Bill Gates funded and cited has, according to some, “figured out what makes a good teacher”.

We have a number of colleagues who participated in this study including my friends and Center for Teaching Quality teacherpreneurs, Ryan Kinser and Megan Allen. What this study is purported to do is identify effective teaching. What the real goal seemed to be, was to identify an effective way of evaluating teachers. Or according to some, including researcher Jay Greene, find the best mix of measures to implement so that teachers would accept student assessment as a valid way to measure teacher effectiveness. Jay said,

“Not surprisingly, a composite teacher evaluation measure that mixes classroom observations and student survey results with test score gains is generally no better and sometimes much worse at predicting out of sample test score gains.  The Gates folks trumpet the finding that the combined measures are more “reliable” but that only means that they are less variable, not any more predictive.”

The other point made by Greene is that this effective evaluation system would actually be very expensive, almost to the point of being prohibitive.

“And to collect the classroom observations involves an enormous expense and hassle.  To get the measure as “reliable” as they did without sacrificing too much predictive power, the Gates team had to observe each teacher at least four different times by at least two different coders, including one coder outside of the school.  To observe 3.2 million public school teachers for four hours by staff compensated at $40 per hour would cost more than $500 million each year.  The Gates people also had to train the observers at least 17 hours and even after that had to throw out almost a quarter of those observers as unreliable.  To do all of this might cost about $1 billion each year.”

However, Bill Gates didn’t get to be Bill Gates by thinking simplistically. At the same time that Gates began the MET study he also funded several grants to support and empower the “effective teachers” his forthcoming evaluation system would identify. He funded the New Millenium Initiatives (NMI) and the Empowering Effective Teachers Initiative in Hillsborough County, Florida. This project has been transformed into the Collaboratory Geo Labs where teachers in places like Hillsborough, Denver, and Seattle are working together to transform their evaluation systems for the better based on teachers’ perspectives and to positively effect their students education through collaborative approaches. As with most reforms implemented from outside of the classroom, the MET project fell a little flat while the money Gates put into the NMI and teacher leaders like Ryan and Megan is still yielding results.

What really concerns me is not the establishment and research of an effective measure but its application to student learning and its cost, both financially and professionally to education. Microsoft has used a reliable evaluation system called “stack ranking” with its employees and its effect on the company and employees seems to have been detrimental. However, it is still being used because it effectively supports productivity by identifying top programmers, average programmers, and less effective programmers. What happens in this system? Employees attack and dis-empower each other to make themselves look good. I would hate for this to happen in education, oh wait, it already does. The great potential of a measure of effective teaching is its ability to help teachers become stronger as the Hillsborough NMI learned from the MET study.

 

Video: Ryan Kinser on teacher evaluation.

Jose-

There was one key point that Bill Gates made in the clip you provided that I wanted to explore. The Measuring Effective Teaching (MET) study Bill Gates funded and cited has, according to some, “figured out what makes a good teacher”.

read more

Jose-

One of the reasons I enjoy working with you on this blog is that you are always pushing my thinking in novel directions. Your last post left a taste in mouth I was having trouble enjoying. It seemed like an acquired taste. When you said,

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