Article by WashingtonStateWire. Published on Monday, January 16, 2012 EST.
Education Reform: The Train Is Leaving The Station
Erik Smith, Washington State Wire reporter wrote it clearly in his recent school reform story; …”as might be predicted, the Washington Education Association, promises a fight to the finish.” Finally, after decades of attempts it looks like a PK-13 education reform effort might have legs. The effort is supported by a broad based group of education interests and bi-partisan legislators the Washington Roundtable, the association that represents the state’s largest businesses; Washington Stand for Children, a grass-roots organization that urges education reform and funding, the League of Education Voters and the Partnership for Learning, among others.
And the WEA is against it. Does the teacher’s union actually speak for the majority of teachers in this case? This could be a post about how labor or workers’ associations and guilds need to adapt to our economic situation and the evolution of industry and trades. This post could include interviews from numerous classroom teachers who long for clarity about their role in this maze of process, and their desire to inspire and enlighten a young person. But that’s for later.
It would be beneficial if the Legislature (and it looks like they are actually trying) and the other adults in our state would finally, for once, recognize the students, mostly children, as the number-one issue. Few students, or at least only a small percentage, can or will vote, yet they are at the center of so many vital aspects of our state and country. This is why, when policymakers “reform” the education system, they need to look beyond statistics, management and the physical plant.
Reform?
Charters:
We have an 18th century system that uses 20th century processes to prepare 21st-century little people for their role in a world that is shrinking, complex, violent and technical. Charter schools will help. Understand that we are betting that retail demand-side economics will assist education in our state. The simple explanation for a charter school is that guardians will pay attention to the education of a student and take their, and the state money and go buy or start and operate the “right school.” Charter schools are over due, and needed now. Yes, the citizens vote no to charter schools in a state wide ballot measure. But that was then and this is now. Besides if the legislature and the governor can aggressively ignore and try to destroy other wishes of the citizens (I-1053), what differences does it make?
Teacher evaluation:
The most delicate issue of what is being called education reform is the teacher evaluation. If you think about it and try to make it simple, it comes down to comparing optimal results with what actually happens. So what does success look like for a classroom instructor? Is it a grade on a test that is drafted by a bunch of Ph.ds in Omaha? Should it be reflected by a numerical score? My test would determine these things – whether students have learned the basic information to function in a 21st century world, developed a love for learning, and been encouraged to follow their passion and develop the individual gifts we all have.
What else?
Mergers/consolidations:
There was very little mention of the costly burden of duplicative administrative overhead in our K-12 system. We have 295 districts, and some of them are so small their continued operation makes no sense. Others are not big enough to provide even basic educational materials or training. These school districts should be merged – quickly, traumatically, and efficiently. If these districts are managed effectively, we would have no need for the next secret level of fat in the K-12 system – the Educational Service District.
Yes, in addition to the 295 districts with their 295 superintendents and 295 school boards, and bureaucracies of their own, we allow Educational Service Districts to pepper our state. Few people, including legislators, pay much attention to this additional layer of tired K-12 administrators who pretend to bring group-purchase savings to districts that are otherwise too small to manage things on their own. If we merged the districts they would be large enough to function efficiently as separate entities. The ESDs receive no direct oversight from parents and guardians, and they often compete directly with the private sector for valuable service contracts and procurement. As we learned just before the holiday, their answer to a shortage of money is not efficiency. Below is a paste from our November 16th post:
Dr. Jenkins was at his desk this morning at 0730. Jenkins is the director of ESD 189 up in northern Washington. It is the forum through which 35 superintendents of local school districts of five counties signed and forwarded a letter to local legislators suggesting one way, among others, to solve the money shortage the state faces and save school districts all sorts of problems is to shorten the calendar. That means, in English, the kids have less time in class, fewer days.
In other words, the superintendents of ESD 189 were suggesting that the school year be cut so that the bureaucracy of 35 administrators could survive.
A fifth quarter:
Want to increase your physical plant by 25 percent? Increase retention by the students? Offer a summer magnet program. There is no logical reason other than tradition to shut schools down in the summer. I’ve heard it all – lack of air conditioning, exhausted teachers who have struggled for all of 180 days (soon to be less if the small-thinkers get their way). The “no to summer” list goes on, and on. Teaching school may be exhausting, but he fifth quarter does not mean we add another three months of work with no additional pay. Let the local, newly streamlined and creative administration figure it out. It may take more teachers. But retention will soar, test scores will rise, buildings will be better utilized, and schedules will be more flexible (what about a fall vacation?) Run the system as colleges do, year-round. K-12 schools should cater to the customer!
Uniform clothing:
I know, sorry, it works. Let’s stop the insanity of the fashion stage and $200 shoes. We should require attire fit for a learning environment, and keep it at that. If schools get our tax dollars, they should manage all aspects of the learning environment.
Digitization:
Students learn more online than any of us care to admit. Studies show their brains are physically different than ours. We need to understand that. The learning environment has changed in the 21st century and we have not changed with it. We need to unleash the possibilities of this digital revolution, and stand back. K-12 education should undergo a digital audit. All aspects that can be digitized, or become virtual, should. We are already late to the dance here.
Informing the customers:
We cannot force parents or guardians to learn about the school system. We can’t force or make parents or guardians get involved in the students’ education, but we have to try. We have to look at them as customers. And we have to realize they aren’t the only ones. They include potential employers and colleges and universities. And there is nothing insensitive or rude about catering to their needs.
And finally, call me crazy – farm team recognition:
You tell me why the National Football League, the National Basketball Association, Major League Baseball and other professional gazillionaire-pro-sport-cabals shouldn’t pay our high schools and colleges for their role as “farm teams” for their outrageously profitable entertainment monsters.
It takes courage:
We all should support and praise, the courage and the work of the Washington Roundtable, Washington Stand for Children, the League of Education Voters and the Partnership for Learning, and a brave group of bi-partisan legislators for doing what needs to be done. It is daunting for legislators to take on the well funded albeit Byzantine WEA.
Since its broken, it should be fixed.
“So much that is wrong, so much at stake, so little time.”
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