January 31, 2013 By 13 Comments

Teacher prep: Let’s get clinical

by James Kobialka

Teaching is not a profession which can be taught through lectures and reports. Just  as doctors must be trained in hospitals, in practices, so must teachers be trained in classrooms in what is called the clinical model of teacher preparation.

I remember student teachers coming into my high school class. They would sit at the back of the class, scribbling in notebooks. After two weeks of this, they’d teach one lesson and disappear, presumably off to present a signed form and get a degree.

I finished my own teaching degree in May of 2011. I spent well over 300 hours teaching. I designed lessons, units, and curricula. I watched others teach. I videotaped classes; I wrote reflections; I received critiques; I did research; I earned my degree with ink and tears, as did the rest of my cohort.

I feel privileged to have been taught by great teachers. Every step of the way I was supported and challenged.

Not everyone made it. Some quit. They couldn’t hack the long hours and the stress of teaching. While I feel for them, I also am thankful. Their leaving did not hurt students – if they had burned out in their first year of teaching, it would be a different story.

Those of us who graduated did so knowing who we were – not as people, but as educators. We had a feel for our classroom persona, our strengths and weaknesses, our goals.

A lot of eyes are turning towards teacher preparation right now. 25 state school chiefs recently agreed to “take action” towards renovating their states’ teacher licensure and preparation programs.

Their recent report identified “Licensure” as a main area to change. I hope they will focus on the clinical model of teacher preparation that mimics how doctors are trained.

The state chiefs aren’t the only people asking these questions. How do we train good teachers? How do we know whether a first-year teacher will have a high- or low- performing classroom? How do we train what TNTP called the “irreplaceables”?

Here are your answers:

Stop hiring people who worked in industry for fifteen years and think that qualifies them to teach high schoolers.

Stop hiring subs who have been in the system for ten years but never designed their own lesson.

Stop hiring people who majored in Education but have never stood in front of a class.

Call up Clark University, my alma mater. Call up the Urban Teacher Residency United. Call up any of a long list of schools. . Ask them which of their recent graduates need a job – because many of us still do.

Start hiring people with classroom experience. Start hiring people with portfolios, with lessons, who can show you videos and student work samples. Hire people who know their weaknesses as educators and are willing to improve them.

Learn from the programs that work. Stop sending low-performing teachers to endless Professional Development lectures; set them up with a mentor instead. Have them reflect, read, write, and think – just like we want our youth to.

I wouldn’t trust a doctor who has never been in a hospital. I would never trust a pilot who hasn’t flown.

So why do we think we can trust teachers who’ve never been in front of a class?

James Kobialka teaches Science and English in Worcester, MA

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January 2, 2013 By 4 Comments

Education Reform: Teachers Have Always Been at the Forefront

By Mary Cathryn Ricker

I was intrigued by Jay Mathews’ Washington Post column that proclaims “Teachers leaning in favor of reforms.” I do appreciate that he points out he has never once written about unions hindering reform, even if he back-hands the compliment with “that is not the same as saying the unions have worked hard to make all teachers more successful in the classroom.”

That is where I part very good company with him.

I appreciate the parsing of teacher’s feelings toward current education hot topics in the research he sites by Teach Plus and Education Sector. As the current president of my teacher’s union in St. Paul, Minnesota it is helpful to learn what teachers are saying and thinking both, individually and locally, and in the aggregate.

However, I have a fairly unique view, as a teacher serving as a local union president and a third generation teacher in my family, which leads me to a couple questions and a couple points I would like to make about teachers “leaning in favor of reforms.”

Supporting Education Reform

Because this research is a snapshot in time, it is impossible to say whether these attitudes captured by Teach Plus and Education Sector are new or not. In my family and in the historic local teacher’s union I have the privilege of serving, these attitudes are not new.

Someday we will have longitudinal research that either proves this group of newer teachers is somehow unique, or it will prove what I have experienced anecdotally: that teachers, and our unions, have always had a bias for improving teaching and learning conditions. Indeed, it was because I saw up close these examples of acting within a union to improve teaching and learning that I ran for president of my union, rather than get an administrative credential or take some other job, when I felt ready to lead with new ideas of mine and my colleagues’.

My Dad, Union President and Reformer

I saw my dad, and his generation, fight for adequate preparation time so I could build on that by advocating for increased professional learning time. His generation built salary schedules that honored years of expertise and graduate specialties so that we could come along and create leadership opportunities that don’t force a teacher to choose between leading or teaching.

The work done by teachers in their unions before me to recognize National Board Certification paved the way for others to design other differentiated pay structures. We can entertain a serious discussion about the AFT’s bar exam idea precisely because of the professional ideas to improve teaching and learning brought to the table year after year by many leaders who have come before us raising the bar for teacher standards over time from high school diploma to some college to a full credential. There wouldn’t be this notion of rethinking tenure, or due process, if there hadn’t been progress from capricious, political, sexist at-will status to fair due process in the first place.

Examples of Union-Supported Reforms

In the Saint Paul Federation of Teachers we have been doing things like:

  • Designing our own alternative licensure program to diversify our profession and fill hard-to-staff license areas
  • Expanding the professional development opportunities we started offering more than 25 years ago
  • Expanding our parent/teacher home visit project
  • Negotiating contract language to strengthen our peer assistance and review program and evaluation
  • Offering alternatives to seniority to protect the integrity of programs we offer our students.

We’re doing all of that with our ultimate goal of making our contract the most powerful document our district has to attract, support and retain a high-quality, diverse workforce that knows how to meet the needs of our students and families.

None of this would have been possible if it wasn’t for the teacher union leadership that came before us. None of it.

I appreciate the acknowledgement that Jay Mathews was trying to offer, but I caution him about painting the last 150+ years of St. Paul teachers (and others) as stagnant, versus a recently discovered fountain of youthful teachers suddenly leaning toward reform. The teaching profession has been evolving since it started. Each generation has added something, built on the work of the generation before.

Teachers have always leaned toward reform except, of course, for those times when we’ve been leading it.

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October 3, 2012 By 1 Comment

NBC Teacher Town Hall, a Meeting of Convergent Volume

 by Wade Sutton

“…And thus the Native hue of Resolution

Is sicklied o’er, with the pale cast of Thought

And enterprises of great pitch and moment,

With this regard their Currents turn awry,

And lose the name of Action.”

- Hamlet (Act III, Scene 1)

You would expect a national Teacher Town Hall to ask for change and action. You would think it would encourage divergent thinking. You would be wrong.

If MSNBC’s Education Nation had been honed to actually get 300 teachers to talk substance and seek resolution, here is the script I would have handed to Brian Williams:

Is it the place of the public school system to provide “wraparound services” that include medical care and breakfast? How does this really serve parents? Does it take away from the mission of schools? Are we creating dependence by filling these voids? Discuss.

Will structuring our teaching to a Common Core drive us further into a box and force us to teach to a test? What are other options that keep power at the state level? Discuss.

Why are universities failing to train educators fully? What needs to change? Should teachers only graduate and be licensed after at least three years’ experience in the classroom? Discuss.

Only master teachers with at least 10 years classroom experience should be allowed to begin an administrative degree program. How can we narrow the field to only accept the best as our instructional leaders? Discuss.

How does nurturing the culture of antagonism between teachers’ unions and administration harm our school system and our students? How can this vicious cycle be stopped? Discuss.

Why do teachers see unions as the strongest advocates for education instead of parents? Parents are the strongest advocates for their children, why the disconnect? Discuss.

But these questions demand time. These questions require careful thought and want divergent thinking. These questions depend on quiet contemplation and creativity. None of these powerful, progressive skills were in evidence at Education Nation. Instead, volume ruled the day.

The Pale Cast of Thought

Sitting in front of me were four teachers I thought cloned from one another. They exemplified the tone in the room: filled with what Yeats would describe as “passionate intensity,” the loudest and worst of the consensus, sadly more loyal to their union than to the art of education. They yelled and booed and cheered, entitled to be heard. One spoke to the camera and refused to stop. She solved nothing with her volume. The tone from the audience was not to hear and discuss, it was to display a unified direction. And to shout down dissent with “sound and fury signifying nothing” near to a solution. Good educators know that the loudest may not be the most dynamic. Their filibuster flares quickly and dies while we crave the silent solutions and strength that is caste in a slow hot fire.

And Lose the Name of Action?

This is why I walked away inspired to act with a consistent, powerful force in my own community to inspire change at the local level. I hope in the future that the national stage will mature to seek real solutions and next year I look forward to representing rural schools again. It is a game with a tone that limits our national dialogue on education. This must change. Progress cannot remain pressed aside in comfortable silence. Although quiet solutions were diminished and a real exchange was lost in the tempest, I am encouraged. It will be your unnoticed educator, the quiet and steady servant to parents, who will lead to change and actionable ideas.

Wade Sutton teaches 7-12 grade English at Indus School in Birchdale, Minnesota. He has taught in private and in public school and was a member of the VIVA Minnesota Teachers Writing Collaborative that produced the report called 360 Degree Leadership: Evaluating Minnesota Principals.
 

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August 14, 2012 By Leave a Comment

VIVA Teacher Leaders Help the DOE Get Engaged

VIVA Teacher Leaders were well-represented at the US Department of Education’s launch of their “Project RESPECT”  initiative. The full article was first published on the DOE website.

Teachers and Principals Get Engaged

About 180 teachers, school principals and education advocates convened at the U.S. Department of Education’s headquarters last Friday to make connections and engage in important conversations about how educators will lead the transformation of their profession.

With representatives from their leadership organizations, educators drilled down on a number of topics and made recommendations to the Department and the White House about ED’s next steps in the RESPECT Project.

Glenn Morehouse Olson of the VIVA Project recommended that ED become more involved in raising the bar for what teachers coming into the field should know and be able to do, including adding more writing criteria and setting standards for alternative certification.

Click here to read the full story on the DOE’s website

 

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