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Teacher Appreciation: Embedding Regular Teacher Appreciation into Your School Culture

Posted on by Dr JR Entsminger

It’s that time of the year!  Teacher Appreciation Day/Week!  Yes!!!!!!!!

Teachers do amazing things.  It’s always surprising to me when people are shocked to hear about the many hats/roles teachers wear/perform.  It probably shouldn’t be surprising.  Most of my friends and family are not educators.  Why would I expect them to know any different?  However, I think it’s important to raise awareness regarding this issue.  Teachers don’t just teach anymore (I doubt “just teaching” was ever their sole responsibility).  In addition to teaching, teachers I know often act as a nurse, a social worker, a role model, a mentor, an advice giver, a guidance counselor, a therapist, an actor/actress maintaining high levels of classroom engagement, a volunteer, a fundraiser, a community liaison, a shoulder to cry on, a family man/woman, etc.  I’m not saying that educators have backgrounds in all these areas.  Nevertheless, situations within our schools (or society at large) often require us to take on these responsibilities.

I am striving to build a culture where it’s always an appropriate time to appreciate a teacher.  Appreciating teachers doesn’t have to be scheduled or relegated to a certain time in the year (in fact, it probably shouldn’t be).  As an administrator, I make an effort to show my appreciation for my teachers and teachers in general on a regular basis.  Moving forward, I’d definitely like to get better at this.  Sometimes, my days are so busy that I don’t always get to show my appreciation.  I plan to reprioritize my days in order to better accomplish this endeavor.  Teachers deserve it.

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When I Grow Up, I Want To Be…

Posted on by Dr JR Entsminger
Professional Football Player
Professional Soccer Player (“like Cristiano Ronaldo”)
Professional Video Gamer
Professional Youtuber (I wasn’t fully aware this was a thing)
Actress
Actor
Voice Actor
Growing up, I wanted to be an archaeologist, professional baseball player, professional golfer (which is ironic because I’m a terrible golfer), or a rock star.  It was so fun to have these dreams.  I’d picture myself hitting a grand slam to win the game as a professional baseball player.  I’d have daydreams of myself on stage rocking out with my guitar.  However, I was also encouraged (by my parents and teachers) to have more realistic dreams in addition to my utmost desire to be the next Eddie Van Halen.  For instance, after visiting Springfield as a junior high student, I became enthralled with politics.  I was encouraged to consider a career as a lawyer and then to enter politics.  Looking back, I’m so happy that I was encouraged to have a “Plan B Dream” in addition to my ultimate dreams.
At this point in the school year, I get to go out to all the schools within my district in order to learn more about our 6th grade students.  I get to interview 6th graders, which affords me the opportunity to get to know them so much better.  These students are amazing.  They’re smart.  They’re funny.  They’re shy.  They’re nervous.  They’re kind.  They’re caring.  Some are quiet.  Some are more talkative.  Some really like video games.  Some really like animals.  Some really like the Chicago Bulls.  But, most importantly, they’re all 6th grade kids with wide eyes and incredible dreams.  Many times, those dreams consist being a professional singer, an actor in Hollywood, a reality TV star, or a football player for the New England Patriots, just to name a few.  I’v heard students say they wanted to be every single one of those things in the list at the beginning of this post, and then some.
As educators (and parents as well), I think it’s important to embrace our students and their dreams, and to also encourage our students to have “Plan B Dreams” in addition to their ultimate dreams.  These “Plan B Dreams” tend to be a bit more realistic or like “regular jobs” as one student described.  That’s not a bad thing.  Having a backup plan is important (I may be biased because I’m a habitual planner).  Some people take issue with the phrase “Plan B Dreams” because they claim it implies that we’re discouraging students from pursuing their real dreams or that we’re “dream killers.”  If you don’t want to call it “Plan B Dreams,” fine.  Don’t.  These “regular job” dreams can go by another name.  However, I think it’s essential that kids are encouraged to have these “regular job” dreams.  Being real about future careers and opportunities is so important.  What is more, I think it’s important to help students and their parents research future jobs and understand their skills and potential.  As I got older (high school), I remember taking aptitude tests or skills tests that would help identify careers that would be a good fit for me.  The results of these tests were always so narrow.  The results almost always had to do with a public service position like a law enforcement officer or a teacher (nothing wrong with either of those professions).  That being said, it’s our job as educators to show kids and their families that there are so many other opportunities out there in this world, in addition to their ultimate dream jobs/careers and in addition to the jobs/careers that may be identified for them based on the results of some test.
We’re not dream killers.  We’re not crushing the dreams of our students.  Encouraging students to have realistic dreams in addition to their ultimate dreams is not killing their dreams or discouraging them from pursuing their ultimate dreams.  We just want to ensure that the children within our care (whether our own kids or the students in our charge) have a variety of dream jobs/careers and “Plan B Dream” jobs/careers, have the knowledge and ability to one day pursue their dreams, and understand that just because their ultimate dream job/career may not have come to fruition, that doesn’t mean they’re not or they won’t be successful in life.
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Calling All School Administrators: Collaborate! Deprivatize Your Practice! Share The Learning!

Posted on by Dr JR Entsminger

Dr. Brad Gustafson said, “If school leaders are not modeling effective collaboration, can we really expect teachers to facilitate it for students?” (2017, p. 50). Gustafson went on to say, “School leaders must model collaboration if it is to become part of a school’s culture” (2017, p. 53).

I wholeheartedly agree. I first focus on these questions as they specifically pertain to administrators and teachers (before thinking about the trickle-down effect with students). Can we really expect teachers to facilitate or engage in collaboration among THEMSELVES if we as administrators aren’t modeling it OURSELVES? I can’t help but notice some reluctance or trepidation regarding collaboration in my meetings with fellow administrators. Clearly, effective collaboration takes time, effort, commitment, and support. Therefore, apprehension concerning collaboration is most certainly understandable. Yet, purposeful reluctance or defiance regarding collaboration will only serve to harm teachers, students, and school culture.

In order for us to improve as educators (and improve schools and the field of education itself), collaboration is key. We must become comfortable with collaboration. We must become committed to collaboration. One of the most effective ways to begin this process is through dialogue with other educators. It is essential to deprivatize our practice and share our learning (and failures) with others (I completely understand that this may be difficult when systematic issues in some districts discourage failure and risk-taking, thus hindering trust, the deprivatization of professional practice, and effective collaboration). However, if as an administrator (or educator in general), you don’t personally accept the reality that collaboration is key for improving schools, you will hinder your school’s efforts towards improvement.

In my district, we’ve implemented Professional Learning Communities (PLCs) which, when done well, requires high levels of collaboration, risk-taking, and deprivatization of professional practice. We’ve had lots of bumps in the road. It has not been smooth sailing to say the least. However, we are committed to the process and the reality that, without collaborating, our schools will not improve. I can’t speak for the other administrators in my district. But, I can say that I will stay the course, as I’ve seen wonderful results regarding collaboration in our PLCs. It must be noted, PLCs are not the only avenue through which educators can collaborate. Educators from across the world have collaborated through face-to-face methods and have broken down barriers by collaborating through asynchronous means using social media. Thousands of educators have embraced technology to help build their Professional Learning Networks (PLNs). Embracing technology’s ability to tear down barriers to collaboration is a wonderful example of effective, technology-based collaboration. Teachers and administrators are constantly learning and developing (for free!) by reaching out to their PLNs.

Also, collaboration doesn’t always have to start with the school leader. I’ve read about teachers starting their own collaborative efforts (through traditional methods or by using social media) and the wonderful effects these efforts have had on the entire building. However, it is important to understand that if the school leader does not personally embrace collaboration, this will drastically harm the school’s collaborative culture and its improvement potential.

During my next administrator meeting, I will challenge/encourage my fellow colleagues to not only deprivatize their practice and share the learning, but also collaborate with school leaders inside and outside our district. I will encourage the utilization of traditional and more modern methods (such as collaboration using social media) to help our schools improve. These types of collaboration, when effectively modeled by the school leader, can lead to positive changes for teachers, and eventually have a positive impact on students.

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The Importance of Good Mentors

Posted on by Dr JR Entsminger

I just finished reading a book on being a successful school administrator. The book included anecdotal observations and experiential information from past and current educational administrators. It was unanimous. All of the administrators who provided their expertise for publication in this book said the same thing: all educators, including assistants, teachers, curriculum coaches, maintenance and janitorial staff, building level administrators, and district level administrators need good mentors.

I try to read at least two educational books a month and as many research articles I can find. I’ve scoured the internet searching for books to read that could help me in my profession. I’ve picked my colleagues’ libraries clean in search of practical books/information that can help me grow. All this searching and reading has been extremely beneficial. However, besides on the job experiences and making mistakes then learning from them, I think mentoring is probably the most propitious form of growth in my professional practice.

Many districts place heavy emphasis on the mentoring and induction of our new teachers. Yet, I know there are some districts that provide no formal mentoring for their administrators. I’ve heard how some districts assume that because someone was a successful teacher, they will be a successful administrator. I find that assumption problematic.

I’m thankful that my district invests in its administrators by providing them an opportunity to work closely with mentors. During my first year as an assistant principal, I was partnered with a retired high school principal. Because of the difference in grade level experience of my mentoring relationship, I was skeptical at first. However, even though my mentor was a previous high school administrator, much of the wisdom he shared with me has been certainly applicable. In addition to my formal experiences with a mentor, I’m thankful for a superintendent who invites all the administrators in the district to learn and grow with him. I feel that he has taken me under his wing and helped me understand things and get better at things along the way. This informal mentoring has been and continues to be just as beneficial as the formal mentoring.

Essentially, I think it’s important for districts to remember that as administrators, we need mentors, too.

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Teacher Quality and Practice Comes First

Posted on by Dr JR Entsminger

At yesterday’s district institute, we had a wonderful presenter who initiated the conversation regarding grading practices and homework. He brought the data to help support his claims. He cited relevant research that showed that homework, especially in the primary grades, often results in an effect size of zero when it comes to student learning. Yet, one of the aspects about his presentation that made it so compelling was his connection to our children and our students. We may have heard the message before, but he was particularly effective in communicating “If it’s not good enough for your own kids, why would you consider it good enough for the students you teach?” I’ve traveled to neighboring districts to see similar presentations from different presenters on grading practices and homework policies. The presentations lacked that compelling piece.

I completely see the validity in the presenter’s claims regarding homework and grading. It’s hard to argue with the majority of the evidence he presented. However, I’m not quite sure that teaching/instructing/informing teachers about proper grading practices is a step towards district improvement (or the most effective step towards improvement). For example, with homework, if a teacher looks at an assignment and determines that it’s good/quality, but in reality, the assignment is not very good and serves no purpose for student learning, I’m thinking there’s a deeper issue at hand. With this scenario, we may have an issue of teacher quality. In this instance, I do not believe that teaching/instructing/informing teachers about proper grading practices or what good homework should look like (if homework is given at all) is the first step in the process of improving the quality of that teacher. Yes, having this knowledge regarding grading practices and homework is essential. But, like I said, there may be an underlying issue that can’t be completely addressed by learning more about homework and grading.

Point being, improving teacher quality (especially from an instructional standpoint) before focusing on grading and homework policies is essential. We may be putting the cart before the horse by considering homework and grading policies before considering teacher quality.

Later, I was fortunate enough to participate in a round table discussion with the presenter. He agreed that addressing teacher practices and teacher quality before grading practices and homework policies was essential. He then clarified (which I had difficulty articulating for some reason) that with good teaching practices and improved teacher quality, grading practices and homework policies could lead to school improvement.

Overall, the presentation was fantastic. I’m simply concerned about any execution of his suggestions before improving teacher quality (and administrator quality for that matter).

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Safety in Our Schools: A Parent’s Poignant Question Regarding Erin’s Law

Posted on by Dr JR Entsminger

Last night, I had the pleasure of meeting Tom Kress. He will be presenting information concerning Erin’s Law to our entire district (parents, students, teachers, administrators, and other community members). His presentation was very informative. In addition, it was certainly geared towards his most important audience members: students.

Last night’s session was intended for parents and community members. Tom presents to parents and community members first in the event that a parent may wish to opt out his/her child from the school-wide presentation. Thankfully, it didn’t seem that any of our parents desired to do so.

After the presentation, Tom opened the floor for a Q & A session. A parent asked a question that rattled me all night and has stayed with me this morning as well. She asked, “Why aren’t training and informational sessions such as this [Erin’s Law training and informational sessions] mandated like other safety drills throughout the district/schools?” The parent was referring to tornado drills, fire drills, lockdown drills, etc. I began to cogitate on her inquiry. We have fire drills. We have tornado drills. We have lockdown drills. We constantly engage in other safety precautions and measures throughout the entire school year. It’s not that these measures aren’t important (especially from a preventative perspective). I’m not saying that these drills are not essential. Of course, anything that has the potential to keep our students safe is pivotal. However, we haven’t had a fire in years. We’ve never had a tornado. We do occasionally have external lockdowns (when something unsafe or potentially unsafe for students occurs within the city or community), but they are always resolved by the community police force. Yet, we have an abundance (unfortunately) of students who are the victims of sexual abuse. As a teacher, I had multiple students confess to me about sexual abuse they experienced. As an administrator, I’ve had teachers bring their concerns to me regarding potential abuse of students in their classrooms. Clearly, as a mandated reporter, I brought these concerns to the proper authorities. But, one can’t help but wonder about this reality.

In the room last night, a parent broke down and admitted to being the victim of sexual abuse as a child. She mentioned knowing others who were also victims of sexual abuse. If we work to keep our students safe at all times from ALL threats, isn’t sexual abuse training just as essential as the tornado drills, fire drills, and lockdown drills, especially considering that many of us teachers and administrators have actually had to navigate situations where children confide in us regarding some of their horrific experiences?

I encourage you to reflect on this parent’s question. Should we mandate and normalize sexual abuse training the same way we’ve mandated and normalized tornado drills, fire drills, and lockdown drills? In addition, should parents be able to opt their children out of training regarding sexual abuse? This is an issue that impacts so many and truly has the potential to alter the trajectory of a child’s/family’s life.

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Learning During the Teacher Evaluation Process

Posted on by Dr JR Entsminger

I’ve been in a copious amount of interviews throughout my time as an educator. Fortunately, I’ve been on both sides of the interview table, as part of the hiring committee and as a potential employee. In almost every interview, someone asks some kind of question concerning teacher evaluation (as they should. It’s an important part of the job). In regards to questions about teacher evaluation, I believe that administrators can and should learn during the process. In addition to some members of my hiring committees, some of the people interviewing me seem put off by that comment/belief. They seem fairly traditional in the sense that the teacher evaluation process is a learning experience (ideally) only for teachers and that the administrator evaluation process is a learning experience (ideally) for the administrators. I don’t agree with that.

Like Randi Weingarten says, teacher evaluation can and should build the capacity of our teachers. I go a step further. I believe that it can and should also build the capacity of our administrators. I’ve been asked, “What types of skills can an administrator possibly gain during the teacher evaluation process?” My answer regarding skills that administrators can build/develop during the teacher evaluation process is usually something like the following (this list is not exhaustive):

  • Empathy
    • Some administrators forget; we were once teachers (at least the majority of us). The teacher evaluation process is extremely stressful. The transition to the Danielson Framework was complex and was not easy for all teachers. We must empathize with our teachers as we all continue to grapple with the evaluation framework and the fact that teacher evaluation is extremely strenuous.
  • Inclusion
    • We must focus on conducting evaluations that include the teacher as opposed to being “done” to the teacher.
  • Communication skills
    • Conducting teacher evaluations requires navigating precarious terrain. Obviously, some teachers are more open to evaluation than others. Clearly, some teachers see evaluation as an accountability measure that administrators use to dismiss teachers. Good administrators don’t view it that way. Regardless, as administrators, we must communicate effectively with teachers during the evaluation process that helps put them at ease. For me, having a stressful and, possibly, even an animus evaluation process is one of my least favorite aspects of the job. Collegial communication could help assuage teacher concerns and establish teacher evaluation as a process for continued learning.
  • Organizational and prioritization skills
    • Teacher evaluations are a lengthy process. In addition, many schools have large amounts of teachers who need to be evaluated. As administrators, we must be seriously organized while coordinating all of our teacher evaluations (among the plethora of other responsibilities).
  • Professionalism
    • Horror stories abound regarding teacher evaluation. I just heard a story from a teacher who said that her principal set up two formal evaluations in ONE week. Not to mention, the administrator then canceled one of the formal evaluations and didn’t show up for the other. Come on… Seriously?
  • Instructional knowledge
    • With the intention of developing the quality of our teachers, it should be presumed that evaluation conversations (held throughout the evaluation process), focus on practices that help positively impact student achievement. That being said, collegially conversing about student learning would ideally help develop a collaborative understanding regarding the practices that best improve student learning and achievement.
  • Informal, anecdotal needs assessment
    • Yes, administrators (especially new administrators at new buildings) should administer a needs assessment at the beginning of the school year to determine the school community’s needs. However, properly conducting the teacher evaluation process helps administrators “keep the pulse” of teacher needs as well.

Overall, as educators, we must always be aware of opportunities for learning and growth.

Human Cognition and Implications for the Constructivist Classroom

Posted on by Dr JR Entsminger

In light of Brain Awareness Week (March 13-19), I thought I would write about the brain!

With the development and increased usage of the FMRI (functional magnetic resonance imaging), I find myself reading more and more findings regarding human cognition and neuroscience. It has also become a major interest of mine. That being said, while analyzing study findings, I find myself in a state of excitement, discovery, and uncertainty. The more I learn about human cognition, the more I question current best practices, educational trends, teaching strategies and approaches, etc.

In the context of direct instructional guidance as it relates to human cognition, learning is defined as a change in long-term memory. Kirschner, Sweller, & Clark (2006) posit:

The aim of all instruction is to alter long-term memory. If nothing has changed in long-term memory, nothing has been learned. Any instructional recommendation that does not or cannot specify what has been changed in long-term memory, or that does not increase the efficiency with which relevant information is stored in or retrieved from long-term memory, is likely to be ineffective. (p. 77)

Based on my readings and knowledge regarding human cognition (which is admittedly limited), I find that these cognitive researchers often sound very definitive when talking about learning. However, for me, questions continually abound regarding their claims or evidence. For instance, can Kirschner et al. safely conclude that absolutely no learning has occurred if nothing has changed in long-term memory? Again, for me, that sounds very definitive.

Kirschner et al. further posit that controlled experiments almost always demonstrate that when students are dealing with novel information, they should be explicitly shown what to do and how to do it (sounds somewhat like lots of hand-holding). If they are not, students may experience an excessive cognitive load that is detrimental to learning.

As an avid and vocal proponent of project-based learning, I always get a little nervous while reading and analyzing cognitive studies that decry constructivism or constructivist teaching approaches. I’m not denying the results of these cognition studies or the plethora of literature reviews concerning human cognition that suggest that direct instructional approaches are more effective and more efficient.

However, with well-designed and well-planned project-based learning, students are provided with a real-world problem and (often) a pathway or guidelines to follow in order to solve the problem (therefore, possibly alleviating the “problem-solving search” that has been shown to deplete working memory). Well-designed PBL is highly structured and organized by skilled teachers. Students are guided through the journey as they endeavor to meet project deadlines, secure resources for their projects, practice and prepare for presentations in front of authentic audiences, and receive and reflect on critical feedback. When done well, and when students are truly engaged in these endeavors, though it may not be considered a “direct instructional approach” or “direct instructional guidance,” PBL can have profound learning impacts on students, right? I’ve seen it happen. Or, is what I’ve seen simply increased levels of engagement and excitement regarding learning activities? Is what I’ve seen simply students engaging in meaningless activities that look good, but will not transfer to long-term memory alterations? Cognitive studies often rock educational foundations. As such, these are turbulent times for me as I grapple with this information.

Human Cognition and the Case for Early Childhood Education.

Also, as we become more informed about human cognition, I can’t help but think about its implications for early childhood education. Based on what I’ve read and what researchers have found, a substantial amount of information stored in long-term memory is essential for continued and future successful learning. If this is the case, I don’t see why early-childhood education is not mandated (I’m sure most people will resort to the argument that there’s not enough funding for it). I live/work in Illinois. Students don’t have to go to school until they’re 6-7 years old (first grade). In underserved communities, it’s highly likely that if students are not attending school during those foundational years, they are not building experiences necessary to form and fill long-term memory. By the time some students come to us at 5 or 6 or 7 year olds, they may have missed a copious amount of opportunities to build their long-term memory.

 

What are your thoughts? I’d love to hear from you! Feel free to follow/share/leave a comment!

Transparency -> TRUST -> Social Capital -> the Community Allowing a Certain Degree of Risk-Taking

Posted on by Dr JR Entsminger

I consider myself somewhat of an innovative risk-taker when it comes to education. I love working with/along side fellow educators who challenge the status quo and break free of the traditional mold. As I expand my horizons and continue working with educators from other districts and other states, I occasionally see overwhelming levels of trepidation from educators and school officials when it comes to making changes or “rocking the boat.” In addition, some of the pushback comes from the communities in which these districts are located (which could be the reason for the trepidation on the part of the educators and school officials). In certain districts, I’ve attended informational sessions for parents regarding potential changes being made, where these sessions have turned into full-blown debates. At times, these debates have gotten so heated the educational administration has had to end the meeting in order to “cool down” and reconvene at a later time.

Many people think that because they’ve gone to school or that their kids are in/have gone to school, they’re experts in the field (example: politicians who have no teaching or administrating experience in education crafting and implementing policies). I can’t tell you how many times I’ve heard the assertion (or similar sounding assertions) “Back in my day…”, “I went to school during the golden age of American education…”, or “This is the way we used to do it.” Unfortunately, there never really was a golden age of American Education. As Ravitch points out, there never was a time in American education when everyone succeeded in school. American students were never very good at taking standardized tests (like the Long-Term Trend NAEP) compared to other nations. I wish more communities and policy makers would understand this or at least be aware of it.

I see the formula in the title as a way of possibly encouraging the community and education officials to allow teachers and administrators a certain degree of risk-taking. As school representatives, we must be transparent concerning our intentions, and our intentions must be aligned with what’s best for students. Transparency helps build trust with the community (schools decide how they want to go about being transparent. Will it be through an active social media presence or through more traditional channels like a newsletter?) When the community is constantly informed/aware of the amazing things going on in school, this helps build trust. A simply Google search of “social capital” reveals, “social capital is the network of social connections that exist between people, and their shared values and norms of behavior, which enable and encourage mutually advantageous social cooperation.” Again, being transparent will help build trust which then helps lead to mutually beneficial social relationships and cooperation between the school and the community. Ideally, this synergy will help parents, community members, and other stakeholders understand that innovation and change aren’t bad. Both are hard and may not always work. However, as times changes, our schools must keep up.

In the end, the formula helps demonstrate the notion that we’re here doing this job to help kids. Trust us. We want what’s best for students. We may not always get it right (especially the first time). But, that doesn’t stop us from wanting what’s best for kids. Innovation failure will not deter me from wanting what’s best for kids.

It’s No Longer A Matter Of “If”, But “When”…

I think about challenging the status quo and innovative strides in education in the context of our current reality regarding technology and automation. I don’t mean to sound like a conspiracy theorist or a doom and gloom preacher. However, being as prescient as possible, many have predicted what awaits students when they leave school in the next decade and beyond, and I can’t stop thinking about it. Some of it is scary. The notion that robots will be taking over may be somewhat farfetched. Yet, the reality is, many of the occupations we know of today will change and some will be completely automated. That being said, major shifts in the education system may be needed to prepare students to work seriously with technology. We continually hear of the push concerning the preparation of students to succeed in the 21st century, but for many, school looks a lot like it did 10, 20, 30, 40, and even 50 years ago. We can’t sit around and deny that it will happen. It’s already happening. It may take longer than some futurists predict. But, it will happen. Innovative strides in education must occur. We must remain current. I’m not advocating for teachers, administrators, or schools to abandon things we know work. However, we may need to broaden our scope when considering the notion of preparing students to survive and thrive in a world that is rapidly changing and shows no signs of slowing down.

Thoughts?  Feel free to comment/share/and follow!

Idealistic vs. Realistic Expectations Regarding Standardized Testing

Posted on by Dr JR Entsminger

I read an interesting blog post the other day regarding the controversial practice of using standardized test scores to determine school/teacher effectiveness and success. If you’ve read anything from Diane Ravitch, you’ve probably heard similar notions before. And, of course, whenever PISA results are released, people/schools/countries are clamoring to compare themselves. Also, for my school, PARCC testing begins next week.

I completely agree with Ravitch and other educators who suggest that there are faults within a system that puts too much emphasis on standardized measures and indicators for determining success. It’s impossible to glean all information simply from a school’s standardized test scores.

Idealistically, there’d be no standardized measures used to judge the effectiveness of teachers and schools. These tests don’t accurately demonstrate all that schools and students can do. There is so much more beyond test scores. We’ve all heard the stories about students who were bad test takers, but turn out to be successful later as lifelong learners. The success of these individuals is often attributed to skills/knowledge/abilities/etc. that can’t be measured (or aren’t measured easily). As Eisner said, “Not everything that matters can be measured, and not everything that is measured matters.” I remember reading that line and then discussing it in my doctoral coursework. It was empowering.

However, realistically, that’s not the current state of education in which we all serve. My superintendent requires deliverables. Our locally elected school board wants to see numbers, and good numbers at that (or at least numbers trending in the positive direction). When my superintendent feels the pressure to put up good numbers for the school board, he then requires the school principals to do what they must in order to achieve those numbers. The principals then work with their staff towards achieving and/or maintaining those numbers. Teachers then work with students and their parents to bring this goal to fruition. It’s like a top-down funnel that continually perpetuates the focus on standardized achievement scores.

Like many have said, this systematic change requires brave educators and change agents to step up/rise up against the system. We’ve seen some brave educators do such things, and often lose their employment as a result. We’ve seen parents and students “opt out” of standardized tests. For some parents, there were consequences for such actions. Realistically, we operate in a system that requires compliance regarding standardized achievement scores.

I’m not commenting on whether this is right or wrong. I’m just stating the truth. Yet, I do wonder what would happen if we took a different approach. Much of what I’ve read and researched proposes that the educators or parents/students within the system make the changes. I completely see the validity in that approach. I’m simply wondering if there is some way we can also educate our locally elected school board members (who serve the community) regarding the issues associated with high stakes, standardized measures of success? An approach like this may have been attempted before. If so, I’d like to learn more about it. But, what would this approach look like? Could students serve as the channels through which information regarding standardized achievement tests is shared with school board members? So many questions.

Of course, this type of adjustment on the part of the school board could have potential economic implications. These scores are used as indicators of how well a school is doing. Realtors use this information to determine if certain areas are “good” areas for homeowners. For many realtors, “the schools are good” is a major selling point. You don’t ever really hear them say, “this school is one of the most creative schools around,” or “this school’s approach to project-based learning is terrific!” Realtors aren’t educators, so it may be unrealistic to expect them to know these things. But, as the school board looks out for the best of the community, they want schools that perform well. At this point in time, performing well means obtaining high scores on standardized achievement tests. It’s a vicious cycle. Can it ever be broken or changed?