Tag Archives: education

Not Rocket Science

Let’s start by conceding that teachers are not among the most respected professions in American society. Perhaps they used to be. Perhaps they are in other cultures. They are not in ours. In case you are tempted to disagree, stop to consider the following: teacher award programs (and there are many) get light press coverage and are not broadcast live in primetime to massive television audiences. Movie and television awards shows are covered in that way. Speaking of, how many television shows do you watch about lawyers or detectives or singing or cooking or real estate improvement/sales? How many shows about teaching?  And how many of those few shows about school portray teachers as the admirable protagonists? Instead of pointing out more evidence let me trust that you already know that teachers are not respected throughout our society in the way that professions and the professionals in them that require similar training and skills are.

We say teaching “is not rocket science!” When we are frustrated that our kid’s teacher hasn’t responded to our request for a conference. Or when we hear that local teachers are asking for a raise. Or when the teacher across the hall does not make it to the team meeting. Or when (as administrators) we discover a mistake a teacher has made. For most teachers, this attitude comes at you from all around – from parents, from colleagues, from administrators.

Setting aside the rhetoric for a moment, that attitude is demoralizing. The attitude that says “quit messing around and get it right” and “if there’s a problem, it’s either because you aren’t good enough or aren’t trying hard enough”. The problem with treating an entire profession this way – from the outside and from the inside – is that that is the perfect way to destroy the profession. Highly talented, bright, passionate young people don’t have to become teachers. More and more of the great ones are deciding not to. Enrollment in the college of education in the town where I live is down 50% since 2010. What’s not rocket science is what will happen when all the teachers who have been teaching more than fifteen or twenty years retire. The capacity of us all to ignore or simply not care about this issue is astonishing. Education is not a luxury commodity. It is not, for example, collegiate or professional sports. But we venerate our athletes and care enough about what they have to say to debate whether or not they should say it. The voices of teachers generally do not matter at all.

The great irony is that teaching is, in fact, more cognitively and emotionally demanding and more complex work that rocket science or brain surgery.  I mean this literally.  Consider for a moment a partial list of what is expected of every teacher every day:

  • Create a written plan for teaching and learning for that day (subject to review and approval by administrators and others).
  • “Build relationships” with students: use their names (pronounced correctly), interact with them about things that matter to them, learn and keep in mind any factor that might impact how they learn – learning styles, cultural background, physical or cognitive disability, etc.
  • Conduct lessons that provide students multiple opportunities to apply what they learn, problem-solving, critical thinking, and collaboration. The lessons must also be engaging, hands-on, developmentally appropriate, and technology-rich.
  • Have a plan that is “differentiated”. Plan to teach a group of students whose readiness to learn the skill, concept, or content varies widely. “Individualizing” instruction to meet the very different learning needs of each student is the responsibility of the teacher.
  • Maintain a positive and safe learning environment. Take a room full of children, young adolescents or teenagers and set conditions wherein they ignore all the distractions that are part of being alive, focus on the learning activities, and interact only in productive and positive ways with each other. Keep all social and emotional burdens the students are carrying from interfering with learning.
  • Keep up on your recordkeeping. Record grades in a timely manner. Document progress on a huge range of data points for a variety of purposes. Provide students descriptive feedback on their work.
  • Attend one or more meeting. Faculty meetings. Team meetings. Data meetings. Committee meetings. Planning meetings. Professional development. Etc
  • Supervise students in a non-instructional setting. Lunch duty. Bus duty. Hall duty. Etc.
  • Communicate clearly and frequently with everybody: students, parents, administrators, colleagues, etc.

If you are not an educator, you probably think this list is exaggerated or does not represent a set of daily responsibilities that is particularly demanding. If you are an educator, you will doubtlessly point out that the list is missing more than it includes.

Here’s my whole point: we should all start acting like teaching is a profession that sets insanely unreasonable expectations. This is not even to argue that teaching should be less complex; merely to argue that our actions should demonstrate that we recognize and respect the complexity. To that end, I have a handful of recommendations.

1. Treat your colleagues with the respect they deserve. The greenest, strugglingest teacher is great at some part of teaching. Approach each encounter with your peers as if they have something to teach you – because they do. That type of respect rubs off. Worse case scenario, you will create a culture inside your school in which every member of the team goes through the day knowing they are held in esteem by their peers.

2. Find ways to make your work visible.  When someone is upset with you, it is pointless to complain about your workload – that comes across as deflection or whining. Consider a more proactive approach such as using a class social media account to highlight the learning (and range of activity) that goes on in your class every day.

1. Take time to consider your interactions with teachers. You write them thank you notes. You give them gifts. But do you treat them with the honor you afford your child’s doctor? When your child gets a bad grade or into trouble at school what assumptions do you make – that you need to know how to help your child correct a mistake or that you need to find and fix the school’s mistake? Please don’t tolerate inappropriate behavior from educators; just give them the same benefit of the doubt you give other professionals you trust.

2. Watch how you talk about school. Life is messy. Life is frustrating. Your child is not perfect. Don’t let your frustration shade the way you talk about your child’s teachers. What we say influences what we think. What we think becomes what we believe. What we collectively believe about teachers matters.

1. Act like teachers are the most important adults in your building. They are. Please, I beg you, stop treating teachers like minions and worker bees. This is a problem not merely because it is hurtful to them, it’s a problem because it doesn’t work. If you are getting indignant right now with thoughts like “I would never treat a teacher that way”, I am probably talking to you. Let me ask a few questions. Do you work for “buy-in” from teachers when you are implementing something new or do your school’s best ideas and plans come from teachers in response to problems you identified together? How often do you use the words “to fidelity”? Which list is longer, the teachers who have left your school in the last three years or the list of teachers waiting for a spot to open up so they can join your team? Yes, you are legally responsible for everything that goes on in the school. I’m clear on the respect I have for principals. But telling people what to do – even when it is disguised as “training” and “consensus building” and “creating consistency” – never works. It might get you a bump in standardized test scores for a couple of years but it does not create success that is sustainable. And it stifles the potential even of the teachers who support you most loyally.

2. Hold the complexity of the job in your mind when you interact with teachers. When you “support” a teacher (or reprimand or put her/him on an action plan), you are probably not wrong about the facts. They probably didn’t post their lesson plans or objectives. They probably did handle the student behavior issue awkwardly. But was your response in proportion to the complexity of the job? If teaching really is vastly complex, how is it productive to treat single issues (or even multiple issues) as grounds for a “get better quick” plan. Approaches like this imply that this issue at hand is so important that it outweighs all the strengths the teacher has. Saying “You are doing a lot of things well but … [action plan]” is the same as saying “Nothing matters except/as much as the thing you aren’t great at yet”.

We are all conspiring together to threaten the future of public education in the way we think about, talk about and treat teachers. But it does not have to be this way. You are only responsible for you. So be different. Begin (or renew your commitment) to treat teachers like they deserve more than platitudes. Treat them like they have earned your deepest respect and admiration. Your great-grandchildren deserve it.

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Why Middle School?

After spending the first twelve years of my professional career working at the high school level, I finally found my way home six years ago. It turns out I should have been a middle school teacher all along.  Allow me a Lorax moment here.

Thought experiment: when you read the words “middle school” in the last paragraph and the title, did your heart leap or lurch? Does thinking about middle school fill you with dread or dreams? If you are like most people, there is no middle ground (puns always intended): your reaction to anything to do with middle school is probably extreme. Without knowing who you are, I feel perfectly safe to bet that your reaction was laced through with negativity. That reaction is part of the body of evidence that public education must turn its attention to the middle level.  Allow me to make the case.

For decades, middle school (and middle schoolers) has been greatly misunderstood. As former young adolescents, we adults do not look back fondly on those years. We remember best the personal discomfort and awkwardness of that time. Our attitudes now are at best patronizingly sympathetic, at worst (and far more commonly) irritably impatient with the young humans struggling through this period of their life. Middle school is cast as a hopeless, mindless seething vat of uncontrollable bodies and emotions that can not be understood, merely contained and survived. The attitude of our society seems to be “keep them from killing each other in middle school and we’ll get them fixed in high school”. Too often, this misunderstanding results in nearly hostile attitudes, postures, and even policies towards middle schools and the students they serve. Students very easily read between the lines of the way they are treated in school as a result: you can’t think for yourself (condescension) but we will have to punish you for your mistakes (injustice).

Perhaps worse than being misunderstood and probably as a direct result of some of the factors listed above, middle school is often simply forgotten. School “reform” efforts are almost always focused on early education and/or college & career readiness. We pump resources into elementary schools for the former and high schools for the later; we work hard to understand the developmental nature of students at those ages and what works for education in those settings. And we ignore middle schools – when we are not fussing at them about their discipline rates, test scores, and attendance rates. In many states, including my own, the middle grades receive the lowest rates of funding for teachers. For every middle-grades specific program, initiative, and grant opportunity, there are twenty or more designated specifically for elementary or high school.

I propose three reasons to buck this trend and make middle school a significant priority.

  1. Evidence of the need is clear. Student performance on most standardized tests does drop sharply in the middle grades. Students do tend to face disciplinary action at a much higher rate than in elementary school and upper high school grades. Depending on how your district/state defines “middle school”, these are the last institutions to which education is compulsory throughout. Most high schoolers are legally permitted to quit in their second year. Research has determined that certain factors (such as being suspended from school) are predictive of future failure to complete high school when they occur as early as sixth grade. Where middle grades educational outcomes are weak, they are so specifically because the span has been neglected, misunderstood, and subjected to practices known to be most effective at different levels.
  2. Another reality research has demonstrated with absolute clarity is that young adolescence represents the greatest cognitive opportunity experienced at any age. Research in the last decade indicates the human brain develops more during adolescence than during any other time, surpassing the first year of life (as previously thought). This rate of change can be very frustrating for individuals not experiencing such change themselves. Great middle-level educators resist the temptation to confuse “forgets things easily” with “can’t think”.
  3.  Young adolescence provides the most promising blend of flexibility and capacity. Students’ brains are literally transformed during their time in middle school. Most middle schoolers begin to grapple with truly complex ideas – Who am I? What do I believe? How do others view and understand the world? Middle school provides an incredible opportunity for learning. Instead of railing against and trying to contain the variability and seeming chaos, we should embrace it. Call it flexibility, not ADD; call it resilience, not emotional instability; call it determination, not stubbornness.

As adults, we need to remember that we were young adolescents once too. We have been studying young adolescence for decades; to speak and act as if it were a mystery greater than so many others around us is deeply disrespectful to the amazing young women and men who are passing through this phase of their lives. We must make middle school a priority in public education. Doing so begins with a commitment to understanding young adolescence.

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Survival Guide to the Second Half of the Summer

An Open Letter to Myself:

Dear Andrew

In case you haven’t noticed, summer vacation is exactly half over.  The fact that you are reading this (and that I am writing it) suggests that the first half of the summer was not fatal. I know you have plenty to do, so I’ll keep this brief.  The following is a recap of what I have learned this summer and some suggestions to help you wind up to the start of the Fall semester successfully.

1. Daniel Pink is right.  Since teachers are people, they ARE highly motivated by autonomy, mastery, and purpose.  How else do you explain the fact that the teachers at Rock Quarry Middle School spent the entire last day discussing, exploring, and unanimously ratifying the RQMS Grading Manifesto and attending the inaugural EdCampRQMS voluntarily.  If it wasn’t the sense of immense value in the work they were doing, what did motivate them to describe it as the “best last day ever”?  Don’t forget this as you plan for next year.  Don’t give into the temptation to seize control. Make protecting your teachers from bureaucracy a priority.

2. This technology thing might actually catch on.  In the past four years I have gone from an accidental “tech guru” to place of fanatical belief in the role of technology in learning from now on (at least until the Apocalypse and/or the cylons attack).  I’ve been integrating technology into my instruction since the first year I was a teacher, but I believe it is simply foolish and irresponsible to ignore all the ways that technology can amplify the learning is already happening in our classrooms.  I’ve specifically become convinced of the value of social media as a professional learning tool in the last year – particularly Twitter.  The impact on my own learning was so great that I made joining and starting to use Twitter a strong recommendation on the RQMS Faculty Summer Reading list.  I don’t have any particularly unique ideas to share.  What I do have are experiences that are different from other educators.  I can learn from them and let them learn from me.  As you continue to plan this summer, keep working to make the case for this kind of dynamic, self-directed (and almost always) very powerful approach to professional development.  Get more educators around you connected; keep modeling the best practice  you know; above all, keep sharing and learning.

3.  This just in: you are a human being too.  You make a point of always keeping in mind the fact that the students and teachers and parents and even folks you report to are people before any role they have.  You’ve done no better than mediocre at remembering this about yourself over the last year or two.  When you get tempted to think that the work you do is indispensable, recall that human learning and even formal education got on just fine without you for several hundred years (or many thousands).  You matter, but don’t burn yourself out trying to do everything at the same time.  Don’t stop exercising when the school year starts (again).  Don’t stop reading yourself to sleep at night.  Don’t stop doing crazy yard work just because.  Tickle the girls just a few seconds longer.  Spend time with (just) Lori more often.  Get those jumping stilts.  Check off a few more summits.

As everyone knows, all great lists are supposed to have either 10 or 101 items.  Make up the other 7 (or 98) yourself – you seem like the kind of guy who might have an idea or two to share.

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