Summer 05 EDF 5607 blog: May 2005

Summer 05 EDF 5607 blog: May 2005

Is this process different this summer than last spring?
Adeline

On a uniform script

It seems ironic that we speak of scripting school curricula and policies in a system that requires reactive change - basically reform in response to its problems. Should there be, in theory or in practice a universal 'script' or a 'grammar' to schooling?
It responding to changes, societal, technological and demographic, what does it mean then as we rewrite this script or abuse the tidy 'grammar' of public school policy. This delineation or definition of what 'proper' schools consist of may be the very thorn in our sides that prevents us from effectively identifying and addressing many of our true educational issues and their underlying causes. And makes the process much harder because certain parts of the system are fixed within this universal 'script' which should probably be reassessed.

H & S Ch 7 - Balancing the claims of some, one, and all.

I think this chapter treats the issues of the conflicts between the goals of individuals and groups in a much more down-to-earth and hands-on way than the first chapter "What Americans want from public schools" where they are topically addressed. Looking at the different groups that have fought for distinction, separation, integration, recognition, or even just acknowledgement, shows just how many different "collectives" we have, and just how different their goals can be. H & S come off quite stong in the chapter wrap-up here

"Public schools must demonstrate respect for alternative ways of seeing the world, including different evaluations of the dream itself..., but that does not require that anyone reject their faith, forget their heritage, or abandon their people" [italics mine].

The same thin line that comes up in political and cultural debates accross the coutry shows up here as well. As the chapter closes, they make clear that they do not advocate public schools supporting one group's agenda to the effect of fragmenting society, or undermining "the collective goals of the American dream" But what IS the American Dream? They just stated (quote above) that even the american dream is redefined by widely varied values in different groups. We are left chasing our tails just as the religious right define the american dream and leave gay students with no support groups, and the gay students and supporters define the american dream and have the religious fundamentalists' children exposed to "unhealthy" influences and rhetoric. In many ways the concept of everyone getting a seat at the table when some people sitting means others must stand mirrors the difficulties of effecting democratic ideals in such a diverse society. I suppose there was little the public school system could do, not to find itself drawn into the familiar tug of war.

Looking toward the future - T&C epilogue

As I read the closing chapter, I grappled with the closing arguments attempting to take some overall closing perspective or wrap-up to the discussions we have followed throughout these books. I realized it was not going to happen. The reason why I cannot seem to find a well informed personal stance on many of these issues has been eluding me all semester, but it was here from the beginning. There are simply too many different definitions, too many different ideals and interests, too many conflicting, complimentary or totally unrelated goals in the minds of the different groups and philosophers that have a stake in the country's public education system. It has appeared to me throughout that with each effort towards reform, there are those who believe it has succeeded and those who believe it has failed. With each change there are those who perceive change for the better and those who think it has taken a turn for the worse. Our discussions have therefore floated through the different perspectives and the chapters have presented so many different arguments, that it has been very difficult for me to decide what my position is. I have decided that I do not have one. I have gained just enough information to be aware that I cannot make an informed decision on most of the efforts in the history of school reform, not without being in each classroom where they are implemented and actually observing their effects in relation to a specified ideal or improvement. I am aware of more issues and many different perspectives than I ever was, and that is about as much as I can claim. I hope that is what was intended in our readings here :-)

The Business of Teaching is the Business of Education

Having trained adults in the corporate world for more than 20 years, I was amazed at how much was so similar in the world of Academia. The major difference I find is in grading and student attitudes. In light of this I took great interest in what Tyack and Cuban had to say about what’s been tried and the future. First of all, on a college level it still seems that we are being managed by objectives. We write 1 and 2 year objectives and are assessed early as to how well we achieved our goals (which were pre or co-approved in advance). As in the business world, I look upon this as more of an administrative tool to justify what management wants to do. In the business world, the MBO would be used to justify salary increases. I’m not sure, after 5 years, what the true purpose is in Education other than keeping you on course for self-improvement – ad this is not a bad thing. The second major similarity I found was merit pay. On a college level this has affected me in two ways: (1) I was granted a full professorship based on my 25 years of experience. This allowed the college to offer a competitive salary; however, it also generated a low of resentment from my peers who had more degrees and perhaps 10 or more years at the institution. No one seemed interested in the fact that I was certified to teach more than 51 courses offer in the technology department… and believe me, I think they have squeezed every dime they could out of me – working me days, evenings and weekends. It took more than two years for me to gain the respect I was due and I now find more instructors questioning me then they do our Instructional Technologist. (2). Evaluation and motivation. Tyack and Cuban address the fact that teachers are not afraid of evaluation. At my institution, students evaluate their instructors mid term, which I think is good. If, for some reason we are falling short of their or our own performance, we can make adjustments before the end of the semester. However, Instructors are expected to maintain a minimal average. In the business world, we received bonuses based upon increments above the expected average. For me this was a motivator to obtain money which also made me more responsive to my students. But remember, there was no grading here and if a company did not like your performance, you did not return and would eventually be fired. When grades are involved, a student may evaluate a teacher on how well they (the student) are performing in class. Therefore, academic evaluation must be weighed carefully in order or else they can pose a threat of a negative influence.

I must also address the fact that I think high-stake testing has resulted in “contract training” only instructors are required to perform but will not see the monies that were paid to businesses for the same work. Again, the potential of a threat still exists. I do agree that teachers should have professional training and be certified, but then I attended what was once known as a “teacher’s college.” This does not guarantee great performance but it is a step in the right direction. Teachers deserve to be paid competitively and changes must be made. And I strongly agree that the changes must come from those on the inside who have the insight.

All in all, that is what this book has been about “changes.” We, as a people must become more flexible and responsive, for America will be in a state of constant change – and change is necessary for growth. Therefore I find the following statement by Tyack and Cuban to be very apropos and what I should take with me from this class: “…debate over purpose in public education has been a continuous process of creating and reshaping a democratic institution that, in turn, helped to create a democratic society. A beautiful catch22 at work.