Search results matching tags 'teachers', 'reform', 'schools', and 'public school'

Testing and the Flux Capicitor

Anonymous — Mon, 13 Jun 2011 19:01:00 GMT

Imagine having the power to influence the future. You could go back in time and undo all the wrongs and make things "right." Essentially that's what every teacher has when they administer the SOL test to their classes. Of course that would only be if we received the proper feedback after testing. The social studies EOC resports are less than helpful and seem designed to keep everyone involved as much in the dark as possible. For my kids that pass I receive a nebulous number which means very little to any one who lives in the real world and not the criterion referenced normed testing world. I sepnt the better part of 6 hours trying to determine what pass proficient(400-499) and pass advanced(500-600) mean only to discover they mean very little.
Most movies I recall dealing with time travel involve the moral dilema of changing the future and touch upon the unforeseen consequences of trying to do right and fix the past. Looking at my results I am not sure I would actually know what to go back and do better. For me movies on time travel tend to be predictable and boring...my hope is to avoid the same fate for this post. The most notable film was Back to the Future. That is exactly where we are headed with all this testing. Backwards. No one except Dr. Emmett Brown knew exactly how the Flux Capacitor worked and it caused a bunch of trouble for Marty(Miachael J. Fox), these tests are much the same. Difference here is we don't see them so we wouldn't know what to fix.

I observed recently while my students took the World History up to 1500 SOL test. It was a painful experience and makes you feel about as powerless as one could possibly be. This feeling is one which today's teachers are growing more familiar with. As I monitored them with the other proctors I could not help but imagine they were missing all kinds of questions as they took the 60 question online assessment. Surely they were making stupid mistakes on content we have drilled on in the previous weeks and more importantly learned earlier in the year. These were smart kids and most wanted to do well on this SOL and yet somehow I could just sense they weren't....ARGH! Much of this anxiety stemmed from the results of last semester's test, which were unexpectedly lower than they had been in the past.

So there's your plot for the movie.  The protagonist the teachers against this antogonist testing culture. I could have walked around and looked at the test and maybe grunted or found some other way to inform them of their mis-steps. But I did not, which is unlike what appears to have happened in DC and elsewhere.   Believe it or not most schools are actually staffed by ethical people who follow the rules. Though these individuals are overlooked by the news in favor of the student punching, criminal, just plain bad people teachers who do sometimes hold jobs in our profession. But back to the testing ...the whole process is cloaked in so much secrecy it can sometimes in fact be rather dumb. I'll admit I am not even certain what they are being asked and how it is being asked and I teach the course!

During the test I sat stone faced with the other proctors while they worked and my mind played out all the scenarios. I knew many of them were missing questions.   Would that mean little Susie will fail? What about little Johnny...he's not that good with tests and can't concentrate for more than 5 minutes.  I know I had asked similar questions of them recently in the run up to the test, but I had likely done so in a slightly different way(I'd say better). Will that mess them up? For those that don't know these tests are in fact rather easy for most kids. Higher level kids know this and as a result few do any "real" preparation. I did ask them to take a post SOL survey on how many had "studied" beyond the reviews we had done in class.  Only 7 of 29 students raised their hands.   Awesome. Speaking generally all they care about is the test and yet, it appears they don't care. Despite being "easy" to pass it appears hard to receive a Pass Advanced score. And what of the kids whose skill set means any form of testing is a challenge? I have found too often their level or preparation quite similar. But too many of them do not do as well.  Thinking more globally on the impact the weeks leading up to the test we went into test shutdown mode and these weeks after have been like waiting in line at the grocery store(all you want to do is get out). Tell me again how this is learning?

Thanks to the State Board of Ed what they did now affects how I am evaluated. Am I mad? What do you think? All I know is this test doesn't really hold them accountable. School yes, teacher yes, them no. When they miss a bunch of easy questions it hurts me not them(and the scores say they did kiss questions). I would be hurt no matter the result if they did poorly which was the case for some of them. These kids wanted to do well but not quite as much as I wanted them to do well.  I think that's part of what makes them kids.  The only impact from recent value added legislation so far is that I am more disillusioned with the whole process. And keep in mind this I am referring mostly to the highest achieving population at our school. Our district ranks pretty well compared to the rest of the state. So does this really measure me as a teacher? Click Here to Link to an executive summary that was sent along with individual results. It is an overall summary sent to each teacher measured by the assessments. It is highly scientific and I think I understood it properly.    It was signed by John Winger. Seriously though... I questioned my impact when I saw a big drop in Pass Advanced scores for my kids. I'll save my analysis for another post but the process of analysis was mind numbing. One might understand my frustration when you see there is nothing on the VDOE site that references or even defines the terms Pass Advanced/Pass Proficient/Fail for social studies End of Course Tests. Click here for Detailed Performance Level Descriptors

Compared to last year the message was clear...overall average-down, number of perfect scores-way down, pass advanced-down, the trend is uniform and absolute. My results were similar to those from my first semester students though my year long classes did perform slightly better(Click Here to see my reaction earlier in the year) Most teachers shared similar experiences.   One senseless revision to the testing process is the fact that when they are done I now read from a script when they submit their test. Hypothetically speaking if a student has left 3 questions blank and says they are done, I am forbidden from saying something like "Hey there Bobby-Joe, you left two questions blank, come on now... let's finish up and maybe answer those last couple...what do you say?" I know, I know a kid that leaves questions blank deserves what they get. But it could be they have to use the restroom and just want to finish. Maybe they can no longer stand being in a gym filled with 200+ kids. Maybe their parents got in another drunken brawl last night and for the moment at least this test doesn't matter much. Get my point? Yet I cannot do the most human thing and remind them to answer all the questions. How does that assess what they really know or even what the teacher has given them in terms of value?

This test and all the tests leave much to be desired as does how we value and use them. I'll play devil's advocate and ask why since 2000 they have only released 1 full test and only 13 additional questions in Social Studies (This page shows every other testing area has released tests). For some reason Earth Science and History are kept locked inside Fort Knox Kentucky. Sad to think this is the best we can do. I know we could do better. I have and do all year long in my classroom yet the last weeks schools are consumed by this maelstrom of testing. The disjoint between those IN the classroom working with kids and those IN control of policy only continues to grow wider. Who is at fault? Based on everything I read it is the opinion of policymakers that the problem must be at the bottom. That mentality is our biggest problem. If you've been down with the Underground then I think you have a pretty good idea how I feel about that. So if I could travel in time what would I do? I'd don't think I'd go backwards so much as forwards....That would then give me the proper insights to affect positive change today. I'd find that bolt of lightning that finally saved Marty and generated enough electricity to propel the DeLorean to 88 MPH and use it to steer our schools in a better direction. Towards the future. Deep stuff ... I know...

Hey the Underground is gonna be at half speed for summer so there will be a drop in the frequency of our posts. We'll do our best to maintain the quality but come on...we are teachers after all.

5 Things to Make You "Smarterer" Than Us

Anonymous — Wed, 30 Mar 2011 18:30:00 GMT

It is hard to believe that what this post's title suggests is even possible, but just a short time ago the Underground had only a limited knowledge of what was happening everywhere across this great country. Then we started a blog. Look at us now. Frightening huh?

In an effort to foster similar growth among our "audience"(both of you) we'd like to recommend a few things worth reading(Thank you Al Gore for inventing the Internet). We will periodically begin sharing links to readings and subjects we feel would be informative or interesting.(everything our own posts are not) Enjoy!

The Answer Sheet- Valerie Strauss is my idol. It won't take long when you read her stuff to realize why.

This article from Dissent Magazine (which is pretty far left)summarizes concerns with those driving reform agendas. Whether it is Michelle Rhee, CNN's Education contributor Steve Perry, NBCs Education Nation, or a simple state mandate beware what lies behind the curtain.

"Tested"-An article that addresses some the issues with over-reliance on standardized testing .

Are Schools Necessary?-Yikes! We obviously feel they are but it helps to listen to those with different viewpoints from your own.

Harlem Children's Zone-The well documented effort in NYC and some less well known insights exploring the efforts of Geoffrey Canada(that deserve to be applauded but maybe not copied eveywhere).

These are just a start. Feel free to share others in the comments section.

In the NBC television series "Cheers", the bar was located underground...coincidence?

The Death of Public School Factories

Anonymous — Mon, 08 Nov 2010 20:45:00 GMT

Critics and reformers alike invoke the factory system metaphor to point out the greatest flaws in our public education system. In the 21st century, the factory is an anachronism and a factory system of education is destined to follow the same road as its manufacturing counterparts. I have never met a teacher, student, or parent who would favor an "education mill" type of education, yet many would argue that much of our public school system is stuck in this 20th century pattern of production. This begs the question "how do we move into the 21st century?"

We move ahead by expecting teachers to be more than assembly line workers. The ideology of a factory works this way-- divide the labor into smaller specialized pieces, take the skill out of the task, and add complexity to the system. It becomes easier to find labor to fill these roles because the system becomes more important than the worker. As long as the worker can "follow the plan”, everything runs smoothly. This has been done everywhere from McDonald's to GM. This is the way teachers are expected to act more and more, and we wonder why our schools look like factories.

We teach from common curriculum, give our students common assessments to measure benchmark performance and at the end the quality of our work (teaching) and the quality of our product (students) is judged by standardized testing. "Data" gathered from isolated educational specialists inform the "best practices" to which teachers are expected to conform. Increasingly, teachers are evaluated in five-minute bursts as administrators use a standardized checklist to measure performance.

Factories are run on a strict hierarchy—
Board-->Plant Manager-->Divison Managers-->Department Foremen-->Assembly Line Worker.

How does this compare to a school system structure?
School Board-->Superintendent-->Asst. Superintendents with specific duties-->Principals-->Assistant/Associate Principals-->Classroom teachers.

Factories are governed from the top down. Decisions are made at the top; workers at the bottom follow rules. When the workers start making decisions, the system fails. The further down the chain you go, the more employees are governed by policy, protocols, and manuals. In many cases, the workers are too busy to make decisions because the highest priority becomes producing more.

How do we kill the factory system of education? We stop treating teachers like assembly line employees. When they do a job well, we do not reward them by giving them more work. We protect their time to guarantee they have time to reflect and make wise decisions regarding individuals and instruction. Finally, we stop treating them as a monolithic labor force and value their individual contributions to a collaborative system of human development.

How do teachers ignite this process? By remembering what we were taught in ed school, that students want to know that we care before they care what we know. No matter how many students we're given or how many classes we teach, we must never lose sight of the fact that our relationship with an individual student is the most important factor in any system of education. We need to engage the leaders of our building and systems in productive forward moving discussion. We need to recognize the autonomy that we still possess and use it to the advantage of our students and communities.

When teachers are given the opportunity, and take advantage of the opportunity to creatively and actively engage the learners of their community, the factory will become a relic.