A Review: THE SMARTEST KIDS IN THE WORLD by Amanda Ripley

Well, another non-educator has all the answers...but she writes very well and she tells a good story. 

I was asked to read this book by a local lawmaker who wants to discuss the points. So I took notes...7 pages of 8-point notes. 

Let's start with the title...'smartest kids in the world.' How is this measured? Life accomplishments? Nobel Prizes? Inventions? Nope. Test scores. The PISA test, in particular. Kids are measured as smart or not smart based on the scores of one test. AND how many US kids take this test (along with all the mandated tests, the NAEP, and whatever our policy makers decide to throw at them)? Just over 5000 kids from random schools. There are 49.8 million kids in public schools in the US, and PISA tests a random 5000. Already I'm not sure her premise stands up to scrutiny.

But, let's pretend a test that only 5000 of 49.8 million kids take really does measure smarts...and that is up for debate. Ripley has accepted PISA as the be-all-and-end-all, but others, most of whom are educators, are not so certain. 

Now, we have a test that was administered to a pitifully small sample, and a test that may not be the shining start it portrays itself to be. 

Onward. Ripley takes three US students who spend a year abroad -- one to Finland, one to S. Korea, and one to Poland -- attending schools in three countries who supposedly have kids who are much smarter than our kids. She introduces us to them in their US home schools, and follows their adjustments in their host countries.

Ripley seems to thoroughly enjoy ripping OK schools...where I spent 34 of my 39 years as a teacher. She appears to have interviewed teachers and administrators in good faith, but her chosen quotes are not-so-subtle swipes at our (I am an OK educator)worthlessness, our excuse-making, our inability to prepare kids for the real world. Of COURSE I got my back up in those sections...and she spends much more time ripping Oklahoma schools than the Pennsylvania and Minnesota schools the other US kids attended. 

Then, she examines the three countries' schools and tries to suss out what makes their kids so much smarter than our kids...

Finland changed everything -- teacher preparation, rigor, curriculum. They took it all on. The most intriguing piece of this is the teacher preparation...it's hard to get into education school in Finland. Here, schools of education are the cash cow that keep US universities solvent, so lots of colleges have schools of education, and they accept too many applicants. 

I thought Finland's system only let applicants try once, but Ripley tells a story about one teacher who applied three times, and his life experience as a substitute teacher finally tipped things in his favor. I like this idea...

But in the US, where do we start? Schools of Ed are seeing a decline in the number of applicants, and that is NO surprise. Most of us know, going in, we won't become millionaires, but there was a time when US teachers had the respect of the community and policy makers, and enjoyed a measure of autonomy. Now, teachers are poor, reviled, overworked, under-respected, and are micromanaged by reformers. How can colleges raise standards for admission now? I am mystified about how to end the cycle of attacks so that standards can be raised. I'm not against making teaching more prestigious by raising the standards...but I don't see how we can start here...

Finnish schools receive funding according to need -- schools that have challenging populations have more money...quite the opposite of what happens in US schools. Special education is also handled very different...special ed is seen as an intense intervention of limited time...something to give a kiddo a boost through a tough, temporary time of struggle. 

All Finnish kids take a grueling series of matriculation tests. Ripley tries to equate this to OK's End of Instruction tests, but there is no comparison. I'm not against a true matriculation test, where everyone, teachers, students, parents, policy makers, agree on exactly what will be tested and how it will be tested. The Finnish tests are NOT low-level multiple choice tests...She also equates this experience to the ACT and SAT...no. They are exams that supposedly measure a student's ability to do college work...I say 'supposedly' because, come to find out, they're not so good at predicting college success.

One teacher's advice is priceless: "You should start to select your teachers more carefully and motivate them more. One motivation is money. Respect is another. Punishing is never a good way to deal with schools." Indeed...I don't see reformers jumping on that bandwagon with both feet.

On to Korea...an abusive system where kids may attend school of one kind or another for up to 18 hours a day...where everything is focused on the test, and getting a good score. The entire country is hyper-focused on tests and scores. Kids sleep through their day-time classes, and attend private tutoring schools at night. PRIVATE...parent-funded. Inequitable. 'In 2011...parents spent almost $18 billion on cram schools...' And the wealthy parents got the 'successful' schools and teachers...Ripley calls the system a hamster wheel, but she says she prefers it to the US moon-bounce attitudes. I do not. This system beats up kids, it bankrupts parents, and it causes a system of inequity for its students. 

Poland seems to be in this book because they adopted national standards, and it's apparent Ripley loves Common Core...on closer examination, Poland may not be the miracle she touts it to be.

She says these countries are committed to teaching students high level thinking...and implies we don't. She throws around the word 'rigor' without telling us what it means...does it mean 18 hours a day of school? Two six-hour writing tests to graduate from Finnish high school? Is it constant drilling, humiliating kids when they don't know the answer? Is it publicly announcing the scores to the latest test to everyone in the room? Those are all practices of the schools where the world's smartest kids attend.

Do I defend US schools to the death? No. Ripley makes some interesting observations I've wondered about myself. 

US schools are teeming with technology...white boards, interactive clickers, iPads, Chrome books...we've go it all. But... The three countries here do not have that technology...and their kids perform well on international tests. I think we need to ask ourselves with complete honesty if we're getting return for the millions we spend on technology...when it could be spent in other ways.

Sports came under fire also. The US is the only major country where sports are the focus of so much time and energy and money. Again, we must ask ourselves...does this investment reflect our values? 

I REALLY liked her advice to parents who are looking for a new school...We should all be asking those suggestions: Watch the kids. Talk to the kids. Listen to the parents. Ignore shiny objects. Ask the principal hard questions.

But she feels duty-bound to return to OK, talk to the CEO of BAMA Pies, and rip us again...our high school graduates are so lousy they can't get jobs at BAMA, and the company must leave OK for an international plant; didn't have anything to do with lowering their own production prices, I'm sure.

And in her spirited defense of CCSS, she reviews OK's recent repeal of the standards she loves and defends and accepts without question...and she quotes Sally Kern to show how backwards we all are. To quote the FaceBook group title: "Sally Kern does not represent me!" 

She makes good points about parents -- parents from countries with 'smart' kids don't coddle, but DO coach...the read to them daily, they ask about school and discuss current events. They make it clear that kids' job is to work hard in school, and parents' job is to make that happen. That attitude is not universally practiced in the US.

I found Ripley's tone snarky when speaking of US schools or educator, or parents. She obviously looks down her nose at us all, and sees us 'wanting'.

At one point, she writes, “There is much to be said for American teachers, who, in many schools worked hard to entertain and engage their students…” Excuse me?? ENTERTAIN? Entertain?? How dare she who has never taught a day in her life talk about my efforts to ‘entertain’ my students. I am a teacher. I teach. I am not an entertainer.

Of all her snarky comments, the one that sent me over the edge was her dismissal of Diane Ravitch as 'one of the most popular education commentators in the US.' Is she aware Ravitch is a PhD, a professor of education history, and was a member of the US Department of Education? Her credentials are legendary...she is far more important than 'a popular commentator.' I don't know if this is Ripley not doing her homework, or if it's her trying to negate Ravitch's arguments about the PISA and international testing in general. Either way it is insulting to an educator who's devoted her life to our kids.

So, questions for reformers: 

• Are you willing to pay teachers more so that you can truly recruit the best and brightest? 
• Are you willing to drop your infatuation with alternative certification and Teach for America, neither of which are rigorous teacher prep? 
• Are you willing to address the role of sports in our schools? 
• Are you willing to revamp special education? 
• Are you willing to trust educators to do their jobs without the machinations of teacher evaluations designed to punish and label? 
• Are you willing to work with teacher organizations for the good of our kids? 

An interesting book that obviously made me think a lot. But in the end another attack on US schools and educators. Just better written than most.

I Couldn't Stop the Bullying--My Biggest Failure

I had an amazing career as a teacher:  39 years, 3 states, 7 schools, 10 principals, teaching K-12, as an elementary teacher, a school librarian, a Title I reading teacher, and an English teacher. It was wonderful. But there was a huge failure…one I felt every day, one I could never remedy.  Bullying happened all around me, and sometimes I was oblivious, and sometimes when I confronted it, I didn’t help the situation.

Bullying in our schools is systemic. We put signs up that declare our schools as Bully-Free-zero-tolerance zones. But we don’t know how to stop bullying, and our efforts when bullying is reported to us is pathetic.

I tried so hard to be aware of bullying or teasing in my classroom. As a visual learner, I saw the subtle expressions on my students’ faces and the body language during a lesson: the hunched shoulders, the sly, sideline glance, the eyes caught and laughter barely suppressed, the glares, the bunched fists. The eye-rolls. When I would see this, I had a choice. Do I interrupt the lesson and say something? Do I ignore? Do I add my own glare to the mix? What do I do? What is the right lesson for ALL my students at that moment? The answer is. “Yes.” I did It all at one time or another. Not always successfully.  Sometimes I just acknowledged that I was aware of ‘something’ going on as an undercurrent in the classroom and I needed it stopped. Sometimes I would ask kids to join me in the hall to assure a more private discussion.  Every  one of those little ripples distressed me.

I was proud of my Reading for Pleasure class because it brought very different students together, sometimes for the first time in their high school career, in the same class, everyone working beside each other, but everyone working on his or her own book. A student once told me mine was the most democratic class in our school: jocks, artists, cheers and poms, student leaders, special education students, kids who used wheel chairs, kids who have mental handicaps and Aspergers and mental health issues. Straight kids and LBGT kids. Highly religious students and ones who were confident atheists. Kids who were in all AP classes and kids who were barely passing their classes…all together, all reading, all (I HOPE), interacting with respect.

That respect started with me. I hold to the philosophy that, as your teacher I give you my full respect immediately. Then, day-by-day I will earn yours. I earned respect (I HOPE) by treating students with equality and equity, by listening, by learning about their lives and their hopes. By learning about their educational struggles, and how I can help. By creating a classroom climate of positive acceptance. By telling them I cared about them and believed they would succeed in my class. That they were partners in this endeavor. That I could be trusted with their thoughts and reflections. I knew it would take time, and I invested that time.

My expectation for my students was that they would be respectful to each other…they would be patient to the student who needed more time to express herself, they’d be supportive of the student who was nervous about being in front of the class. They’d accept our differences and find a way to connect. That they would begin to lose their fears of kids who were different and had different needs. Was I successful? Not always, but I never gave up.  I wanted any bullying outside my door to stop AT my door.

I tried to be in the halls between classes to monitor…I served every possible duty station in school…lunchroom, hallway, after-school, before-school, recess…even the dreaded bathroom duty at Prom. I tried to watch interactions, aggressive or submissive body language, big groups of kids pointing and laughing…I wasn’t afraid to step up to a student and ask what was going on…how I could help. I’ve escorted aggressive kids to the office, and I’ve used my presence to discourage negative behavior. I wanted kids to know I would support them, and try to keep them safe.

Usually when I confronted kids, I could have recited their response right along with them, “I didn’t say that, I didn’t mean anything, I was just kidding, he can’t take a joke, we were only teasing, we always joke around like this.” And on and on and on. We all knew they were lying, and none of us knew what to do next. That was my failure.

When students came to me to report bullying, I tried to listen, to find the underlying story. I would talk with the other student and get that same line: “I didn’t say that, I didn’t mean anything, I was just kidding, he can’t take a joke, we were only teasing, we always joke around like this.” Then it becomes one student’s word against another. Then, I was lost in that quagmire again…lost and failing all my students.

One thing I regularly did, despite school policies, was to open my classroom up at lunch for kids who hated the snake pit that is the Commons at lunch. We had to be clever and subversive, but I loved giving kids a quiet space to eat and visit. One group, my beloved Lunch Bunch, stuck with me for all four years of their high school careers, long after they really needed any kind of safe spot.  I could be a listening ear. But that ‘what next’ was so hard.

I DID know better than to say, “Just ignore them, they’ll stop soon, they will move onto another person soon, they’ll forget you.” OR, “Stand up for yourself. Don’t let them push you around. Get physical.” I would, if I knew the kids, call home and talk to parents…with mixed results, for sure. I would talk to counselors and principals, trying to work out a response. But mostly I failed.

I read extensively on my own, looking for answers to “What do I say?” I read and read and read and read and read and read and read and read and read.  I read fiction, adult and young adult…looking for answers to the two questions that plagued me: “How do I identify bullying in my classroom and in my school? What can I do to respond and make a real difference?” Those answer eluded me then, and they still do.

All this has flooded back to me as I see my own granddaughters deal with bullying and aggressive behavior, and as we in Norman respond to the events at Norman High. I wonder…what would I say, what could I say, that would make a difference?

When the girls talk about someone picking on them, my first question is, “Did you tell a teacher?” I continue to hope the professionals in the schools will support my girls and everyone else’s girls and boys. They usually tell me, yes they did, but nothing happened. I know that the privacy laws that bind education and educators mean that often kids don’t know what happens next to another student. Schools cannot reveal conversations or consequences. But, the perception for kids who shared their hurt with teachers is, no one did anything. I then suggest they find a safe place to be, to avoid the bully, knowing that really doesn’t solve anything. Then, I just talk and listen…and listen…and listen. We talk strategies, but I have few to offer besides 'keep yourself safe.'

This year my oldest Grand is a freshman at Norman High. Earlier this fall, she told me about a friend who was attacked by another girl, a stranger; the attack was videotaped. The friend came out with sore ribs and a shiner and some hysterical parents and friends. She and my Grand learned about staying safe and aware. The police were called, but told her parents the ‘she said-she said’ wouldn’t lead to any kind of resolution. (Just like in those bullying incidents in school). The friend felt somewhat safe at school, because the girl who had hit her went to North, and there was little opportunity for the two to see each other, and there were friends around her for support. Well, soon after, the other girl transferred to NHS, and a stare-down began…my Grand and her friend began looking over their shoulders and scanning crowds.

The #YesAllDaughters campaign to bring awareness of bullying, rape, school neglect became something my Grand cared about…she was acquaintances with the girls who were raped, and better friends with others who joined the #YesAllDaughters movement. On the day of the walk-out, my Grand had her mom's permission to leave school and she joined the peaceful protest. She learned a lot about standing up for your values, and your friends…of being there for others.

But the most important moment for her was a private one, not caught on camera, not involving any clever signs or chants. The girl who had hit her friend found them in the crowd, and apologized…said she realized what she did was bullying, and bullying is wrong. The three will never be fast friends, but they reached a peace. They looked into each other’s eyes and recognized they each deserved respect. I believe all the girls were deeply affected by this encounter.

One private moment – with no teacher intervention. One private moment, acknowledging each other’s worth. One moment, brought about by the suffering of friends.

As a reflective teacher, I need to have a ‘what next’ plan, even though I’m not in the classroom any more. I need to take some kind of action, to keep learning, to participate, to reach out.  I may have failed my students, but I can still learn and grow. I can help forge a plan, a strategy. I can be a bridge between education and concerned parents.

Norman Schools has pledged to work on a plan to keep kids safe…I hope to be part of that work. Maybe I can make up for that failure to solve the problem in my classroom, in my school.

I can, and I must do something…but in the meantime, our kids are more than capable of participating in the solution as well.

Dan Vincent Asks: "Who Benefits?"

I have watched with awed pride as Nikki Jones and Karen Hendren stood up to power and refused to administer a required survey to their little ones. I have watched as the pressure on them, and the pressure on their Superintendent ratcheted up to an almost unbearable level. Now I fear for Nikki and Karen...I don't want them to become martyrs to a cause. Yes, Joan of Arc is remembered, but who knows what more she could have accomplished in her life if she had survived. I want Nikki and Karen to continue working with little ones in the classroom, impacting their lives and their learning. 

I have not met Nikki in person, but we consulted back and forth last year as I encouraged my daughter to opt her girls out of the field testing at the middle school level. Nikki was knowledgeable and supportive. I am eager to meet these two women and hug them...let them know how proud I am of them.

Dan Vincent and I wonder if there are bridges to be built...The latest article gives me some hope...

I met Dan during last year's fight for HB2625. He made an equally courageous stand, opting his child out of third-grade testing. He also faced the scrutiny of the press and policy makers. He knows about building those bridges to benefit children. I absolutely believe his reflective piece here is informed by his own experience. Here is his reflection.

For those who may not know me or my story, let me provide a brief context for this post. I began teaching in Jenks Public Schools back in the 1990s, during which time I was able to obtain both a Master’s degree in Education and a Doctorate in Education from the University of Oklahoma (one of my classes was actually taught by Dr. Keith Ballard). In 2006, I moved to the University of Central Oklahoma to become a professor of education and have been at UCO since then.

Last school year, my son was in 3rd grade and was under the requirements of the Reading Sufficiency Act. I worked hard, both in my local district and at the state level, to try to shield my son from the damage being caused by testing (especially the RSA). I have read extensively on many of the reform policies and have the unique opportunity of viewing them both as a professional and as a parent. I have seen the impacts firsthand; I have heard countless stories from teachers and from my UCO students.

I feel I understand what is happening in schools across our state. I have been vocal in my opposition to many of the reforms, even to the point of refusing to allow my son to take the state/federally mandated tests (there is another story here completely, but suffice it to say, I had to compromise a little on this, as did my district, but in the end, I feel the district and I came to a mutually agreed upon solution).

This is why I approached Claudia to ask for an audience for my letter. And I am grateful that she accepted….

As a parent with 2 kids in elementary school, and as an educational professional, I have watched with great interest the events of the last week in Tulsa Public Schools. Although I am not currently living in the Tulsa area, I have admired the way in which educators from this area have been vocal in their views on the education reforms being thrust upon our profession and on our kids. They have led the way in pushing back against policies that are obviously not in line with professional knowledge and research.

When I first read the letter from Nikki Jones and Karen Hendren, I was honestly more than a little excited. Many, including myself, have felt the over-emphasis on testing has done damage to classrooms and to learning; I felt the passion of these teachers as I read their letter. I think most teachers, administrators and parents could understand their view. I personally wish more teachers, administrators and parents would resist the testing culture that has infiltrated our classrooms. It was not until I read Superintendent Ballard’s letter to district teachers that I began to rethink my original excitement.

I initially wanted to take sides on the issue and vilify one while glorifying the other. After some reflection, however, I now am seeing this issue from an entirely different perspective; it can be summed up by the phrase “Cui bono?”….To whose benefit? If I glorify one while demonizing the other, who will benefit? And to be clear, I don’t think either party will benefit if one wins and the other loses. In fact, if this issue comes to a point in which one party can be declared a victor, neither will have benefited in the long run. The “Reformers” will have won. I don’t know if Dr. Ballard, Ms. Jones or Ms. Hendren will read this post, but I hope those who do read it will rethink this entire situation and not take sides as I was tempted to do. Let me try to explain.

Over the past few years, Dr. Ballard and many teachers across the state (including some from TPS) have voiced strong concerns over the way in which state policies have negatively impacted classrooms. Specifically, Dr. Ballard has been a steady voice of educated dissent over the A-F grading system and the Reading Sufficiency Act, among other policies. Through all his frustration, he followed the law; he played the game, albeit in a vocal way. He stood up to those in power and empowered many of us to do the same. His voice, along with those across the state, was loud and clear and consistent. He was part a powerful chorus that was tough to be ignored. He was part of a powerful chorus that informed parents and enabled them to act. I am one of those parents who felt I was not alone in my frustration.

But now, as the tables have seemingly been turned, I am left to wonder whose side to take. I, like the teachers, am beyond frustrated with the testing climate of schools and want to resist. I, like most administrators, feel a desire to follow the laws of our state and keep the trust of constituents. So this issue has pit two of our strongest student advocates against each other—passionate, talented teachers versus a strong, respected leader. Who benefits if one loses while the other wins?

Nikki Jones has also been a vocal and educated voice on the impact of testing on kids. As a decorated and respected teacher, she has informed many on how reform policies play out in classrooms across our state, specifically those tied to high-stakes testing in early childhood settings. Personally, I have found Nikki to be a wonderful resource on how to advocate for my own kids. She clearly has a passion for helping children grow and learn; she clearly knows the field of early childhood education.

Although I admire her for her stand against the tests, I am left to wonder what parents across the state are to think? Why would two respected educators from the same district be caught in this dilemma? As a parent, which educators should I believe? How could we go from a unified, clear voice to now a biting, reactionary assault on each other? If we are to push back against reforms, we need clearer heads. We need a united voice for kids.

In short, I don’t think this issue is one in which we should take sides. I realize some will resist this notion and support one over the other. I have the same temptation but have come to see the damage that could be done by taking sides. We shouldn’t pit teacher versus administrator if we want to see meaningful change in educational policy in our state.

This controversy is not about teachers against administrators, Ballard versus 1st grade teachers; it a controversy that is a by-product of failed education policy—policies that we have railed against the last few years that now can be seen as the root behind this problem. It is the policies we need to fight, not each other.

Our frustration should be directed to the failed state and federal policies, not on professionals who have been leading the charge to make our laws right for kids. We need all three of these talented educators working for our kids. We shouldn’t fill social media with venom for educators who are probably more alike than what would seem from this current controversy. Personally, I can see both sides and would advocate strongly that those of us in the education community—both parents and educators—encourage Dr. Ballard, Ms. Jones and Ms. Hendren to find common ground. Maybe we even demand it.

Surely, we can all see the good that would come from a united front against the testing mania of our schools. The passion each has for kids is clear; I pray each will humbly offer an olive branch and start a genuine discussion on how best to help kids; this will likely mean giving some ground on the initial stance taken.

In the end, we all want the best for kids in our care; we all want classrooms to be places where all kids are nurtured and loved.

By working to resolve this issue, it will send a clear message to all— To whose benefit? The kids.

A Teacher Hero -- Nikki Jones

Nikki Jones is a first grade teacher in Tulsa Public Schools. 

She recently won the National Association of Early Childhood Teacher Educator’s “Outstanding Practitioner” award. She’s also very involved in the national Opt-Out movement. As such, she and her colleague wrote an eloquent letter to their parents, talking about all the testing that even first graders are mandated to complete…before she wrote her letter, she wrote this:

“Teachers, turn your voice into actions. Don't just complain. It's past time for everyone to start taking back their profession.

I care about the children and parents that I serve. They deserve the right to know the types of questions being asked. They deserve the right to participate or refuse to participate in this biased, data-mining, invasive exercise.

As for evaluating me, I trust my administrators to do their job adequately. They frequently visit my classroom. They attend meetings specific to my grade level and classroom. They review my lesson plans. They meet with me on specific kids. They have even came in and taught little mini-lessons. My administrators know that I am an effective teacher.

I will not participate in this financially wasteful, classroom community killing, time wasting exercise. Excuse me while my classroom is busy learning.”

The letter went viral, and was picked up by Valerie Strauss. With context, here is the letter.

Now, every teacher in the Tulsa Schools has received this email. I fear for my friend Nikki. This attack hurts my heart. Nikki is using her professional judgment, her skills and talents and training, to make the best decisions she can, for her students – not her administrators, or the testing companies, or the reformers. For. Her. Students.

Please keep Nikki in your thoughts. I’m also sharing her response to her administration’s letter to all personnel:

”Today was a learning curve for me. I learned that in a time of need, you learn who your true friends are. I learned that when someone has no evidence, they turn to personal attacks, threats, and plagiarism. I learned that in advocating and taking a stance, you must stay true to yourself... no matter what.

Here is what's REAL: Character matters. Stand up for those who can't stand for themselves. Don't let immature tactics overpower the true message. David defeated Goliath. Good will prevail. If you are someone that cannot risk your job to stand up for children, then you don't deserve to work with children. Shame. On. You.

The system is not ok. Over-testing children is not ok. Standardized, computer based testing in early childhood years is NEVER developmentally appropriate.

Show me the research! Administration is COMPLETELY disconnected from the classroom and trapped in the echo-chamber of admin land. When your admin cannot dig down and pull the research, the REAL research, on testing in early childhood and take a stance... well, they don't deserve to make to decisions on the students in their building. They are a disgrace to our future. When they stay silent to keep their job and earn their pay, they are a disgrace to our future.

I was told to be quiet. I was told to wait this out and focus on the children. I seem to be one of the few that is focused on the CHILDREN. It is a sad day in education when we focus on saving face over saving children. Shame. On. You. Get some guts and do the work. When research is handed to you to promote, it is most likely biased.

We are paid in peanuts. You can work at QT for more money. If you are more concerned about our finances, then get AWAY from children. Shame. On. You.

Today... I learned, even more that I thought, that the system is warped. Education is about money and politics at the sake of our children... our future. I refuse to jolly in that nonsense. If you want to work in education, then stand up!

We joined education in the quest to inspire students to pursue knowledge. If you are being spoon fed by higher ups with padded pockets, then you forfeit your rights to have a say. You are the downfall of the system. Shame. On. You. I am angry. I am not going to pretend to be happy and innocent and ignorant in order to keep my job.

As stated in an email sent out to my entire district tonight by my main boss, I am "young". I am only in my third year of certified teaching with the district. So, what?! That says to me that I have not been beaten down by the broken system. I'm not a horse that needs to be broken. I am an educated person that strives to meet the needs of children.

I am thankful for the supporters and utterly disgusted by the silenced. This is about CHILDREN. So... sorry to the union, to the attorneys, to everyone trying to protect me (truly, I appreciate you and value your LOVE for children)... I cannot go to bed tonight thinking I did the right thing in being quiet. I am burdened by my "friends" and "leaders" that have chosen to take the stance of silence. I find myself in tears for hours...literally hours over them. My heart truly aches for them. However, I cannot join them because I want to protect my job.

 At the end of the day, I want to protect children. My hope and prayer is that they will rise up and be David. Until then, please advocate for these kids. They do NOT need any more tests.

Do the research. Ask the questions. Find out where the data is going. And, by all means, do NOT trust the administrators. They aren't prepared to tackle the giant. They have NOT done the research. They are plagiarizing Gates and his foundation. They are not intelligent enough to come up with their own wording. Do NOT trust the GIANT. Do your own research.

Shame on you, administration. You had the floor to do the right thing. You need to stand FOR children, not for the district.”


Update: the story has been picked up by Diane Ravitch, also. Very supportive comments! 


So, do we join the silenced or join Nikki? 

Hold Me Accountable--Please. Then Help Me Grow

Hold me accountable, please. Then help me grow.

Several recent news articles and blogs have stirred the pot again about teacher evaluations, particularly using Value Added Measures and student/parent surveys. #oklaed bloggers Rob Miller and Jason James have taken on these issues with style. Both of these initiatives are straight from Bill Gates’ MET teacher evaluation scheme. And MET is straight from his former practice at Microsoft of stacking employee evaluations in order to fire the bottom rung. Way to grow your workplace. Even Gates has stepped away from stacking, but we are in the middle of the mess right now.

That got me thinking…WHY do we evaluate? To help people improve, or to fire them? WHAT do we evaluate? Why do we choose those items? What does it show about our values?

Our NCLB waiver from the feds requires we use a teacher evaluation that includes test scores, VAM. States were required to sell their teachers out to get the funds from Race to the Top.  So, we have TLE, a cumbersome, awkward mess that will evaluate all teachers. Will TLE help teachers improve?  We’ll see.

Teachers are being criticized for not bringing ideas and solutions to the table. Kinda hard to do, when the only time you get close to the table is if you’re on the menu.  I asked and offered for close to four years to be a part of the conversation about schools in this state.  Wasn’t even offered to be the entrée. Just ignored.

I DO have some ideas about what a fair evaluation could look like…one that could lead to teacher improvement and learning, and one that evaluates that which a teacher directly controls. thirty-nine years of teaching gave me with lots of time to think about teacher evaluation.

In this world, I control my decisions, my words, and my actions. Nothing more. What I think, what I say and what I do. So, any fair evaluation system must evaluate me on MY words and MY actions. Not the words and actions of others.

So, hold me accountable for what I do outside my classroom that affects my job.

Hold me accountable for being in my classroom on time, and staying until contract time is over. Brownie points for being early and staying late would be appreciated, but I am not holding my breath.

Hold me accountable for good attendance, for doing my best to be there every day. I’m not suggesting we come to school sick and contagious, or abandon our little ones at home who need our nursing. I’m saying, “be there.” Be someone students and parents can count on to be teaching.

Hold me accountable for reporting to my duty station on time and doing my duty; for attending meetings – department, faculty, IEP, committee—on time and participating in a positive manner.  Hold me accountable for being a supportive team or department member.

Hold me accountable for serving on district-level committees, representing my school.

Hold me accountable for attending all school-required professional development, and for seeking out PD opportunities that will make me a better teacher. Hold me accountable for being a self-actualized learner.

Hold me responsible for representing my school with dignity in the community, and for maintaining a professional digital footprint online. 

Hold me responsible for inviting parents into meaningful conversations about their children, for building partnerships that focus on student success.

Please.

My work inside the classroom is why I was hired. Hold me accountable for my words and actions and decisions that directly impact students in my class.

Hold me accountable for planning meaningful lessons incorporating research-based ideas.  Hold me accountable for knowing my subject, for being prepared every day.

Hold me accountable for knowing my students and their needs, for knowing how to reach each student during my lessons. Hold me accountable for a working knowledge of learning theory and the developmental realities of my students.

Hold me accountable for teaching…for engaging my students, for monitoring my lesson and adjusting according to evidence of student understanding. Hold me accountable for making those hundred or so decisions an hour that most of us make, seamlessly, while keeping the attention of restless young people.

Hold me accountable for using appropriate technology in my lessons.  Hold me accountable for lesson design that optimizes teaching and learning.

Hold me accountable for teaching bell-to-bell.

Hold me accountable for differentiating my lessons so all my students can be successful, for responding in a supportive way, to each and every one of my students, every day.

Hold me accountable for my feedback to students and parents, for grading student work quickly and accurately, giving feedback that stretches students’ thinking, even after the assignment is over.

Hold me accountable for recording grades in a timely manner, and having an up-to-date grade book that reflects students’ achievement.

Hold me accountable for teaching and learning during a unit. Using a teacher-created pre-and post-test, hold me accountable for what I taught and what students learned. Hold me accountable for using the results of my assessment to guide my reteaching and enrichment. To guide my future teaching.

Hold me accountable, please, but only for those things I control: my words, my actions, my decisions.

Many of these point could be compiled in a quick-ish checklist that an observer could use. Not all of them would be observed in the classroom, but could be part of an ongoing informal observation during the year. When I would be given the observation, I would provide documentation and clarification of points not noticed directly. I could give evidence of un-observed points. After the evaluation, I could add my findings and elaborate.

After all this, and here is the crucial part of accountability, this evaluation system could help me grow!

Help me identify the areas of weakness. Help me see them clearly, and help me improve. Is that not the ultimate reason to evaluate? VAM scores don’t tell me how to be a better teacher, student and parent surveys may be so skewed that they are of no use. HOW do I get better in this profession I’ve dedicated myself? What steps can I make to be a more responsive, aware educator in my classroom and out?

So I come back to my questions…why do we evaluate teachers, and what do we evaluate?  For me to feel confident about an evaluation, I must have answers. If I am expected to grow and learn from an evaluation, it must be based on those things I can change: my decisions, my words, my actions.

I have ideas. We all do. My list is just the beginning. What else should we add?

Wish List for Superintendent Hofmeister

This piece is an expanded version of an essay I wrote for OKLAHOMA OBSERVER, the state-wide publication that keeps me sane. Progressive ideas share with fierceness and pride. 

The state of Oklahoma will have a new State Superintendent of Public Instruction in January.  Joy Hofmeister has a just a couple of months to take a big deep breath, look around, decide what needs to be done first and reach out to create new alliances. This campaign has been a long and passionate one.  Talented folks who supported both candidates have so much to offer as we rebuild OSDE; it is my fervent wish that when we offer that help, it will be accepted.

Now the hard work begins. Our children need us to quickly put aside our differences and find common ground. To collaborate. For four years we have been frozen out of the education policies in this state, and it must change. Legislative leadership, executive leadership, OSDE leadership…all have the opportunity to learn from parents and students and educators and to create a new culture of cooperation.

Everyone has his wish lists of priorities. Here’s mine.

I hope Superintendent Hofmeister begins by replacing the portraits of our Oklahoma Educator Hall of Fame members in the hallway leading to the Board Room. They were summarily removed and replaced in less public spots around the building just a month ago. This symbolic gesture will honor our giants, and let them watch over us as we do this business.

Funding our schools is the top priority. We lead the nation in cutting money to schools: 23.6%, up from 22.8%. The Legislature invests $17 per day for each student in public schools. They will try to take credit for federal and local funding, but that is disingenuous at best, and manipulative at worst.The hemorrhaging must be staunched . We have cut education funding more than any other state in the nation; schools are suffering.  It must stop. Our new Superintendent must demand full funding of the OSDE.

Lack of funding affects classroom size, and our ability to recruit and retain good teachers. Quick fixes must be avoided. Our kids deserve career teachers in the classroom, not substitutes and not temporary teachers. Teachers deserve a substantial raise, not the gimmicky carrots offered by cynical legislators who blame high adminstrative costs for our troubles.I hope Superintendent Hofmeister will reach out to the educators of our state and listen to our stories. We have much to offer and we have been ignored. Morale is low, but professionals are hopeful.

High stakes testing is an issue. I attended several Legislative interim studies with this common theme: EOIs mean nothing to colleges, inappropriate testing of special education students, Oklahoma’s testing mandates exceed federal mandates.  Changes must be made. Our new Superintendent must invite parents and professionals to be part of this discussion.

The Third Grade testing still looms: the provisions of HB2625, which gives teams of educators and parents the right to recommend placement to students will expire with this year’s third graders. Next year’s third grade students will again be summarily retained if they fail the deeply-flawed reading-English Language Arts test.

 Revising or tossing (my choice) the A-F grades for schools and districts must be high on the agenda.  We have been told time and again these grades are useless to schools and parents. Ideology trumped good practice from the start.

The elephant in the room whenever we talk about high-stakes testing and school grades is poverty. Standardized tests carefully measure the economic status of students’ families, and carefully predict performance on the next test. I hope our new Superintendent will find ways to introduce systemic efforts to support families with adequate wages, health care, and community support. Looking at the community schools, like Edgemere Elementary in OKC, could give us a model.

We are waiting for news of our new waiver application. That will certainly affect policy.

We can expect new bills supporting voucher expansion and charter school expansion. Superintendent Hofmeister must protect the limited resources for our public schools and oppose all of these efforts.

Retired teachers' pensions will be under attack from corporate raiders. She must be our champion.

We are concerned about outside influences in our education policy. ALEC and Jeb Bush’s FEE Foundation have had too much power over our legislation and our OSDE policies. We must use the talents and wisdom of Oklahoma professionals to craft our own legislation and policies that address the needs of Oklahoma students.

I had the honor of speaking to Representative Joe Dorman’s interim study on school funding. There were heavy hitters explaining the global effects of funding cuts to our schools. My job was to bring the cuts back to the classroom reality.  I talked about two issues: the deregulation of funding to our school libraries (I am a certified school librarian), and the cuts to the National Board Certified Teacher program (I am a retired NBCT).

When the Legislature deregulated funding to school libraries, children suffered. If we truly believe it is our mission to prepare students for college and career, we won’t do that with sub-standard libraries that cannot support student research or reading. Strong school libraries actually contribute to high test scores. Funding must be restored.

One of the most positive teacher retention programs in our state has been the support for National Board Certification, and the generous stipends for NBCTs. It has been slowly chipped away until it is nearly unrecognizable. There is no better program to retain and reward accomplished career teachers in our state, because the stipend requires NBCTs be full-time classroom teachers.

What an overwhelming list of tasks…and this is only my wish list. I want our new Superintendent to know  there are educators and parents who have survived four years of reforms, and we stand ready to contribute to a new administration.

I have hope for the future. Superintendent-to-be Hofmeister has already reached out to OEA and started a conversation. Her plans involve reaching out to other organizations: CCOSA, OSSBA, POE, PTA, PLACs, ROPE, OCPA, Oklahoma Policy Institute, retired teachers...While I don't agree with the goals of all these groups, I appreciate her reaching out to stake holders. She has a transition team formed to assist. We all have stories and we all have much to offer a new Superintendent. Our realities must be honored. 

We have learned our lessons in these past years. We will not be complacent. We will be vigilant. We will be holding Superintendent Hofmeister accountable for her campaign promises. We will expect an open door at the OSDE. We will watch as alliances are formed. And we will speak up. #oklaed has created a formidable group of assertive voices that will not be silenced. 

Our students couldn't vote in this election; we did; now we and our elected officials must come together for our students.

One Week, then the Hard Work Begins

One week. In one week one of the longest, most contentious, passionate election cycles will come to an end. One week, and finally, the hard work begins.

Next Wednesday, some will be celebrating and some will be mourning.  Emotions will be close to the surface …elation, despair, promise, pessimism. No matter the outcome, we will face a new reality Wednesday, and a new opportunity to be of service.  Overcoming differences, putting partisan feelings aside, letting go of the rhetoric that has sustained us through the campaigns.  We need to bring our passion with us, passion for the work ahead. We need to be ready.

What we do next Wednesday matters for us all.

Next Wednesday, kids will file into classrooms and teachers will teach. Pundits will ‘pund’. Spinners will spin. But all that really matters is our kids and the education they receive.  

Next Wednesday, new alliances must be forged, new plans must be made. After being fiercely supportive of one or another candidate, we must come together and move forward…together. For our kids. We must remember our ultimate goal is a robust public education for every child in our state, and we deserve to be part of the discussion, part of the solution.

Can we do it? We must. Our kids desperately need all the grownups in their lives to create a new path together. We need to put differences aside. We need to reach out to our new office holders and offer to help, to be there, to work for Oklahoma kids, for #oklaed.

We must be able to say to our policy makers, “I voted; now I’m here to work. I want to forge policies, to ask important questions. To put a face on education reform in Oklahoma. I’m not going away. I will hold you accountable.” That’s why we voted.

Next Wednesday. One week. We will have had our say, and it will be time to step up and do the work.