The Individual in Education

"Everyone thinks of changing the world, but no one thinks of changing himself." Leo Tolstoy

It is hard to imagine a segment of our American society in 2019 that has not been impacted by the dysfunction of our current political and social structure. Nevertheless, our inability to find unifying solutions to matters that we agree upon is an indicator of a much deeper problem that we have not begun to understand. Sadly, these issues are magnified in the public education system in America. I am sure we have all heard the adage derived from the writings of Thomas Reid, a chain is only as strong as its weakest link. Unfortunately, today the strength of character of the individual educator is the "weakest link" and is often overshadowed by the debate over the effectiveness of the United State's public education system.

Collectively, we are channeling billions of dollars into innovative programs to close the growing achievement gaps between students from diverse racial and economic backgrounds, which only result in pockets of change and overall no lasting effects. We publicly claim a focus on student learning and the quality of public education, yet we are growing in our over-reliance on standardized tests and other evaluation systems that don't accurately capture the state of student learning. We have teacher shortages across the country coupled with struggles in the recruitment and retention of effective teachers.  Moreover, increasing numbers of currently employed teachers are crossing the line with students and exercising poor judgment by engaging in inappropriate relationships with students. At the same time, more students are committing suicide and carrying out mass shooting in schools while politicians and the media argue over gun control and mental health support. These problems interfere with optimal academic performance and degrade the strength and vitality of our society. So, how can we begin to solve the issues that plague our public education system?

For starters, we should be asking ourselves individually; How have I contributed to these problems? Before you stop reading let me be clear, I know that no one wants to have the finger of blame pointed at them. As I stated earlier, there are tons of people sincerely working to address these problems on a political, financial, even spiritual level, so there is enough blame to go around. What I am claiming is that we all have a responsibility to examine who we are and the content of our character.  Before we can look at how public education can improve student achievement at the classroom, campus, or school system level, we have to hold ourselves accountable to a higher standard of character and own up to the fact that when we don't, it negatively impacts our students and the communities we serve. Just look at your average elementary teacher. She has the responsibility to make hundreds even thousands of decisions every day that will, in the long-term, impact the lives of hundreds of students. As such, we can't lose sight of how her character, in addition to her professional knowledge and skill, will help her accurately diagnose students' instructional needs and adequately utilize the resources and strategies available. Principals have the added responsibility as the instructional leader, to ensure that teachers have the resources, professional learning experiences, and collective vision for all staff to do their best work. With these weighty charges on the shoulders of a collective few, it is imperative that each educator has the highest moral character and is more cognizant of how their values and integrity impact the broader system.

To this end, the more that teachers and teacher leaders enlist the courage to address their responsibilities and personal character, the more likely it is that more campuses and school systems will be able to take a different approach to mitigate the problems public education faces today. The individual in education makes all of the difference in the world!

The Real Cost of High-Stakes Testing

In an age of accountability and high stakes testing, public education has accomplished a lot. We have managed to utilize assessment data trends to identify resources and programs to support students' educational needs. We have also learned how to breakdown objectives or learning standards to their most intricate parts to align our resources. Most of all we have developed ways to hold educators accountable for student achievement...One question remains: at what cost are we making all of these efforts? In other words, what have we sacrificed for this “data-driven” approach to education?

From the literature on students' motivation for learning, we have come to understand that students learn more when they experience activities that they enjoy and find meaningful and interesting. However, as educators face growing pressure to prepare students to perform well in math and reading in high-stakes testing, public schools slip into predictable traps. Namely, educators implement instructional strategies that boil down content to isolated bits of information at the same time that they dramatically reduce the amount of time and resources used to engage students in creative, interdisciplinary activities and real-world projects that inspire learning.

We also know that students are motivated to work harder when they are able to personalize the purpose of learning. Yet, our high-stakes testing culture communicates to students that we value scoring well on tests as the overarching goal for engaging in learning. Sometimes in curriculum and teacher professional development, teachers and principals blur the lines between student learning and student achievement when they promote blatant "teaching to the test" practices couched in ideas like "backwards planning" or "teaching with the end in mind."Finally, research shows that academic achievement is influenced, in part, by self-concept and self-efficacy. Unfortunately, the heavy emphasis on high-stakes testing encourages teachers and administrators to view students as test-score increasers or suppressors rather than contributors to the learning environment or in terms of their incredible human potential. In turn, students, especially those from impoverished or at-risk environments, perceive this and come to define themselves as winners or losers on the basis of their test performance, to their academic and emotional detriment.With our current trends, it is clear that high stakes testing and accountability are not likely to go away anytime soon.  Nevertheless, leaders in school systems can take measures to minimize their harmful effects and to foster a school culture that emphasizes student learning and preparation for life's challenges.  Here are a few ideas to begin this process:

1. If school leaders want to ensure that students get enough test practice, they should schedule periodic practice times that are spread throughout the year rather than just two or three weeks before high-stakes tests are administered. Schools should, at least, refrain from engaging in test-prep boot camps where they shut down regular classroom instruction for intense focus specifically on the test at hand. Such activities only reinforce the impression that the test is the primary goal of schooling.

2. Administrators and teachers should work together to foster a productive mindset about testing. As a start, rebrand "tests" as "performance opportunities" and use language in the classroom that focuses on mastering knowledge, improving individual ability.

3. School leaders should focus on the value of schooling as a method to prepare how to live. As teachers use instructional resources and pedagogy that bring fun and authentic engagement back to the classroom, students can be encouraged to participate in activities that relate to what they're going to be doing outside of and beyond school.

4. Administrators and teachers should strive to create a culture that encourages cooperation and service instead of competition. We now know that students are more likely to be successful in school when they have a sense of belonging. Making these kinds of connections leads to a more significant effort, greater persistence, and positive attitudes. Feelings of rejection have the opposite effects.

If we put the same energy and intensity that we have invested in high-stakes testing into understanding how to enhance the quality of students' learning experiences, we might actually experience more success in getting more students to reach their full potential...and, hopefully, make room for learning in education again.