Category Archives: Teaching profession

You think you know what teachers do. Right? Wrong.

images“…The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teachers….”

“We need to honor teachers. We need to respect teachers. We need to listen to teachers. We need to stop reducing teachers to arbitrary measurements of student growth on so-called objective exams.

Most of all, we need to stop thinking that we know anything about teaching merely by virtue of having once been students.

We don’t know….”

This piece, taken to heart by all of us, not just those in public policy would serve children so well!  Read it in its entirety here:

via You think you know what teachers do. Right? Wrong..

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Why Corporations Want Our Public Schools

Why Corporations Want Our Public Schools

Our public education system has become a profit opportunity. Children and taxpayers pay dearly….

Visions and Values: A Close Reading of RSU 50 Mission and Purpose

ImageIf you needed “close reading” to fill out your Buzzword Bingo card, “You’re welcome!”

Perhaps it’s found some utility here, too, as I look closely at RSU 50’s Mission and Purpose statements.

I hope you will do the same!  Revise them… Revise my revisions, too, if you like — I can take it:)  In the end, these statements should well reflect your own core beliefs.

To that end, the Visions Committee invited attendees to their Public Forum to offer revisions, and I will pass along any suggestions you make here.  Here’s my own!

I love language…. Language matters, and words spark associations and frame the issue for the reader.  Has anyone read, “Don’t Think Of An Elephant” by George Lakoff?  (You just thought of an elephant, didn’t you?  Well, the book will tell you why….).

RSU 50 Vision Statement (The Schools We Strive For)

“ProvideCreate” an equitable, challenging, engaging and personalized student  Student-centered education system, which fosters cultivates, or nurtures  excitement a passion for learning that prepares as each student prepares for  citizenship,  local, national and global, college, and careers. and global citizenship.”

Anyway, in my own view, “provide” suggest passivity suggesting that there is a “receiver” or “consumer”…. …how about “create”; there is more room for students, families and communities.  I would put citizenship first, and of course include local as well as global.

RSU 50 Mission Statement (What We Do To Get There)

“Develop and advocate for uphold sustainable student-centered educational policies, and build mutually-beneficial, strong community relationships, supported by effective school leadership, challenging rich curriculum, proven instructional practices, expert, professional educators and diverse individualized, student-centered learning models provided in and cultivate a culture of respect between students, teachers and communities in a safe, healthy, and respectful environment built on strong community partnerships.”

I probably would have put “expert professional educators” closer to the top.  I don’t mean to suggest that teachers do not need to use “proven instructional practices” — teaching is a profession, and it has been said that there is no “…recipe for being a great teacher”.  It stands to reason that a great teacher practices his/or her art well.

RSU 50 Core Beliefs (What We Act Upon)

1)  “We believe students success are our top priority, and their voices will be heard.”

2)  “We believe that it is the responsibility of each school  to provides a safe, caring, and supportive learning environment that fosters innovation, creativity, wellness, teamwork, and self-expression for everyone through diverse experiences.  This is achieved by celebrating the preserving the unique character of our communities, where families and schools are in partnership.

3)  “We believe success full human potential, or “best bloom” is attainable for all students, holding them to high expectations.  This is achieved by providing instruction by high-quality teachers who will provide students with skills, behaviors and knowledge to be productive citizens by modeling civic responsibility, social justice and multicultural understanding.”

None of these represent a more stark divergence from current policy than number one, and it is my fervent hope that it is intended to rebuke, and not simply obscure, the behavior of the RSU 50 Administration and Board in response to respectful, public, and constructively critical civic engagement on the part of students.  Citizenship lies at the heart of public education, and respect for the pupil is paramount.  Last Spring, the only reference made by the Board to a student surveymonkey petition, hand-delivered to the Superintendent besides “We never saw it!” was, “It wouldn’t have mattered anyway!”.   As student “Letters to the Editor” have been, by all accounts, almost punatively received, “Timbered Classrooms” is proud to provide a safe space for everyone.  We also welcome a change of heart on the part of policymakers.

On to number 2: “..preserving the unique character of our communities” is wonderful for everyone. It is also, sadly, substantively impossible under the looming threat of liquidation of Katahdin; the impact of which on the “unique character of ITS communities” are as resonating as they are costly.  (Even if we at “Timbered Classrooms” were not so fortunate to have an impressive depth of educational expertise among our readers, the Superintendent’s refreshing, yet surprising candor about his intentions here is hard to refute.)  I hope policymakers will honor this second one, and consider scenarios that not only make sense, but are popular with our readers; keep K-12 on both sides, and consider merging the two buildings on the Katahdin side if necessary.  Invest optimally and equitably in every child in every school.

O.K.  Number 3:  What?  I crossed out “success”?  Who can be against “success”?  Don’t worry!  I’m not anti-success here, but it is a bit of loaded word.  What does “success” mean?  Is it a child’s potential as an educated person?  A truly educated person is surely “college and career ready”, but does this work in reverse?

I would like to add one word, and I don’t care where: Excellence.  Its absence struck me…. Surely there is room?  As it isn’t necessarily about money, and small schools enjoy an advantage here.  Excellence, its lifelong pursuit and its joy.

Many thanks to the Visions Committee for taking written revisions, though I am a bit late on my homework!

Inclusive Leadership | Rethinking Education

What a timely, and pitch-perfect piece by “Rethinking Education”‘s  Kathreen Harrison!  See you Monday night at 6 at Katahdin Elementary School…..

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“…Some school district leaders and boards prefer to make decisions privately. They do not invite either educators or taxpayers to contribute in meaningful ways to decisions that need to be made. The result is often misunderstandings, botched decision-making, and a culture of mistrust.

School district leaders and boards should take care to create a culture of openness. If people feel shut out they will not support decisions that are made.  Board policies should create pathways for hearing from constituents. Superintendents should listen carefully to the voices of administrators, teachers, and parents. Administrators should work hard to create as much open, focused dialogue as possible among the members of their staffs.

A culture of openness brings out the best in everyone, and ultimately this benefits the students.”

Read the full post here:

Inclusive Leadership | Rethinking Education.

Aside

“We worry about what a child will become tomorrow, yet we forget that he is someone today.” ~ Stacia Tauscher

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