I think about our educational system and what is going “wrong” with it at times. I feel the number one problem we have is the lack of parent/community involvement. You touched on this in your letter and I just want to reiterate my sentiments in this area. We would do much to save our students if we had a few more parents that were involved. Not that they don’t care about their children, because I am sure most do. But how involved are they in the process? And as for the community, outside of going to a sporting event, what are they doing to support the schools. It takes a village to raise a child – and educate them. Until we address this issue of parent/community involvement, I feel we are going to have more dropouts and lower standards for graduates. And this does nothing but put a strain on our country, financially and culturally.

Again, nicely done…
Jason

I do think the curiculum has been strengthened as a result, but I also think we have lost some of the spirit of learning in the process. What we haven’t been able to do as a district is to find the balance between “covering the curriculum” and implementing innovative teaching and learning practices into the classroom.

Teachers do have professional development opportunities on a limited basis, but those efforts are not as far-reaching as NCLB requirements placed on teachers.

Because I teach elective writing classes to juniors and seniors, I feel so much more empowered to abandon standardized-type learning in order to stretch my repetoire of instructional practice. I have not always “improved” student learning, but the overall improvement curve is on the upswing. I am renewed and energized and motivated to inspire my students without the nagging guilt that my students won’t do well on “the test.”

So where is the national, state, and local leadership support for innovation? What message do teachers hear that empowers us to use our judgment and our area of specialty to enhance student learning?

Our high schools lose about 3 days of instruction because of standardized testing. Teachers literally watch students read, write, and fill in bubble sheets. It is grueling because the rewards are limited to our individual effort.

If change is the only key word in our discussions about transforming education, then we are in big trouble. If we could figure out what we actually expect from public education, we can have a coherent discussion about what we are able to do to effect change.

What I’m hearing is blame on people rather than discussions about what we all think is the responsibility of public schools. If all we are expected to do is teach to standardized tests, then all the other expectations of teaching citizenship, life-long learning, tolerance, etc., belongs somewhere other than the schools.

My message to our national, state, and local representatives is: What is the scope and depth of influence do you want public education to have on our children? Receptacles of knowledge, creators and innovaters, responsible and active citizens, or all the above?

The answer, I think, is one of our greatest challenges.

One more thought: if there is only one right answer, we are in more trouble than I thought.

As a former teacher, and a vocal music teacher at that, I cannot agree more with what you are saying. While I have many, many, many more thoughts on what kinds of conversations will lead to REAL change, I’m sure I’m not alone on that one. This letter absolutely needs to be shared with everyone that will listen in our government. Please, let’s all work together to get these thoughts and any other relevant ones to the people who think they are in charge.

Thanks Michelle for sharing.