This will be my last post for awhile, so let me leave you with a brief discussion of the war at home.
By home I mean Portland. By war I mean the assault on public neighborhood schools, on public school teachers, and on public school parents by Portland Public Schools Superintendent Vicki Phillips.
The Oregonian ran a fairly lame article on the Phillips' superintendency earlier this week. Yesterday, Willamette Week countered with a much more substantive piece by Beth Slovic. I recommend you read Slovic's article and ignore the Oregonian.
The problem with Phillips is that she is bound and determined to do what she was hired to do --raise test scores-- with a series of rapidfire top-down mandates that have alienated both the district's teachers and community educational activists, all with the approval of a largely passive and compliant school board.
Never mind that test scores --in reading, writing, and arithmetic-- are poor measures of student learning. And never mind that school reform experts, a category that includes neither Phillips nor any member of the current school board, all agree that change must come from within the school buildings, from the bottom up. And that a genuine educational leader empowers employees --teachers-- to make the changes that will most effectively benefit the students they teach. That's what Jefferson teacher Andrew Kulak believes:
"But educators like Andrew Kulak, a ninth- and 10th-grade English teacher at Jefferson, worries about the proposed changes anyway. Kulak says good decisions about running classrooms do not come from above, where administrators do not know the students' names, families or interests.
" 'The wisdom always resides in the room,' Kulak says. 'That's where effective teaching happens.' "
A standardized, textbook-based instructional plan, developed not by teachers but by district office administrators is doomed to failure, unless, of course, the measure of academic success is narrowly defined by scores on multiple choice achievement tests. I believe that such a narrow and inadequate definition of "learning" is Vicki Phillips' holy grail.
I could go on and on, but let me leave you with this post I wrote some time back about how useless textbooks are in the overall effort to educate students. My conclusion?
"Schools should have the option of taking money allotted for textbook acquisition and using it better ways. That's the kind of decentralized school-based authority I could support."
I hope to resume blogging soon.
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