Tenure In Trouble

In their misguided efforts to enact school reform over the past year, government officials have routinely targeted teachers. First came the calls for merit pay, then a wave of mass teacher firings. Now tenure is under attack.

The state of Colorado is leading a national movement to tie teacher tenure to student performance. Under a new Colorado law, student performance will count for half of a teacher’s annual evaluation. Teachers need three consecutive years of positive evaluations to earn tenure. Tenured teachers who receive two poor evaluations will lose it.

Proponents of the law fail to realize that a student’s academic success depends on a variety of factors. Even the most dedicated and talented teachers will face difficulty when dealing with such obstacles as unmotivated students, uncooperative parents or unsupportive administrators.

I support tenure because it protects teachers from the many people who have the power to jeopardize a teacher’s job. Teachers are observed and evaluated regularly by students, parents, administrators and school board members. If a teacher disappoints, fails to impress, or antagonizes just one of these interested parties, his or her job could be at risk. And tenure does not guarantee job security. Although it is more difficult to discharge teachers with tenure, they can be dismissed for legitimate reasons, typically related to serious misconduct or job performance.

The recent developments in Colorado reflect the Obama administration’s push toward evaluating teachers based on student test scores. Further movement in this direction will be detrimental to students. The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities that motivate and excite students. In addition, the focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

The Summer of Teacher Discontent

We’re embroiled in the summer of teacher discontent. Anthony Cody, creator of the thriving Facebook group Teachers’ Letters to Obama, made the announcement in a May 28 e-mail to group members. Cody’s e-mail followed a disappointing conference call that group representatives had with Arne Duncan, Secretary of Education. The group’s goal was to convey their profound concerns about the education system’s direction, but their efforts were thwarted by a lack of time and attention to their input.

Teachers are not the only ones who should feel discontented. Parents, taxpayers and society in general—we should all be discontented. Our education system is the foundation of our society; it produces the future leaders of our country. Teachers are the pillars of this system.

I’ve been an advocate for the public school community—which includes parents, teachers, staff and students—since my oldest child entered kindergarten seven years ago. I’ve served as PTA president, council delegate, committee chairperson, class parent and event volunteer. I’ve collaborated with teachers, encouraged parental involvement, and conducted workshops to foster parent-teacher partnerships.

By immersing myself in the public school community, I became keenly aware of the many challenges teachers face. In 2007, I decided to write a book on the topic to garner support for teachers among parents, political leaders and society. Over the next year and a half, I interviewed more than 50 teachers around the country. My book, The Teacher Chronicles: Confronting the Demands of Students, Parents, Administrators and Society contains their disconcerting stories—stories about disruptive and disrespectful students, uncooperative parents, unsupportive administrators, demanding workloads, and the politically charged public school environment.

Sadly, the situation has deteriorated in the two years since the book was released. In July 2009, the Obama Administration unveiled “Race to the Top,” a competitive grant program that requires states to repeal laws that prevent schools from evaluating teachers based on standardized test scores. A few months later, President Obama presented his education reform plan, which mirrors the NCLB’s focus on testing and encourages states to transform low-performing schools by replacing the school’s leadership and at least half of its staff. Amid an unfavorable political climate, teachers are also grappling with a tough economic environment. The economic recession constricted tax revenue, causing state education funding to evaporate, school budgets to shrink, and teachers to lose their jobs. Teachers who retained their jobs nervously await the next round of budget cuts.

The Obama administration’s misguided policies are detrimental not only to teachers, but also to students and the vitality of the public school system. Here’s why:

* Standardized tests do not adequately measure a student’s knowledge, skills or understanding.

* The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

* Innovative lessons motivate students and spark excitement about learning. Dull, uninspired, scripted lessons, and repetitive test preparation, turn students off of school.

* A variety of factors influence student performance; teachers cannot be held solely accountable.

* Replacing teachers will not solve a struggling school’s underlying problems.

* The focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

* A student who is not a skilled test-taker may be a gifted writer, a talented artist, or a budding musician. Due to the focus on standardized tests, their abilities may be overlooked and their self-esteem damaged.

* Education grants should not be based on a political contest like “Race to the Top.” All schools should have access to adequate resources so all children receive a high-quality education. Students shouldn’t be penalized because their state governments drafted proposals that the federal Dept. of Education deemed unworthy.

* The “Race to the Top” program attempts to force business practices on schools. Children are not products; they’re people.

* Although teachers have the greatest insight into the classroom environment and the learning process, they’re being excluded from the discussion on education reform.

Whether you’re a parent, a teacher or a concerned citizen, I urge you to show your support for our public education system and our nation’s children by joining Teachers’ Letters to Obama on Facebook and expressing your discontent.

5 Tips for Working With Parents of Children With Special Needs

1. Meet with parents at the beginning of the school year.

Parents are a valuable resource. They can let you know what issues may come up and how you can handle them.

2. Make parents feel part of the team.

Parents know their child best. Convey to them at the beginning of the year that you value their input and you want them to be involved.

3. Maintain open communication (both ways).

If an issue arises, let the parents know as soon as possible so they can help you address it. Be receptive to communication from parents. For example, welcome parents to let you know if a situation at home may affect the child’s behavior or performance in school.

4. Be understanding

Parents don’t intend to be difficult. They may just be anxious. Approach them with sensitivity and understanding.

5. Get to know their child

When a child exhibits certain behaviors, he’s trying to tell you something. Try to learn what his behavior means so you can help him deal with the issue.

Parents Are Frustrated Too

I’ve spent a lot of time talking to teachers about the difficulties they face working with parents. I devoted a chapter in my book to the topic. But as a parent, I also interact with a lot of other parents. And I know they’re frustrated by teachers sometimes too.

I wrote an article for TheApple.com this month about the parent’s perspective. I asked parents about the challenges they’ve faced working with teachers, and what teachers can do to improve the parent-teacher relationship.

What are the challenges parents face?

* A mom in California said her daughter’s pre-k teachers’ rigid reading techniques were hampering her daughter’s progress rather than facilitating it. But the teachers insisted that her daughter adhere to their formulas, even though they were counterproductive.

* A dad in Baltimore said his seventh grade son was struggling in math because he was overwhelmed by the workload. When he first approached the teacher about the issue, the teacher was resistant and asserted the student was not paying attention. (After several conversations, the teacher adjusted his expectations and the student began to thrive.)

* A mom in Los Angeles said her son’s first grade teacher told him (in front of her) “Math just isn’t your thing.” He was apathetic toward math for the rest of the year, saying, “Math just isn’t my thing.”

* A dad in Virginia said shortly after his son entered middle school a teacher called to set up a meeting about the boy’s schedule. But when his wife arrived at the school, she soon realized the purpose of the meeting was to alter their son’s individual education plan. The teacher lectured her about her son’s poor behavior and academic performance.

What do parents wish teachers would do?

* Consider the Parent’s Input.

Teachers are experts in the field of education, but parents often have inside information about their child’s learning style, study habits and attitude that could be valuable to the teacher.

* Be Flexible.

While a teacher may have honed an effective learning strategy that clicks with most students, it may not work for everybody. If a student in not responding successfully to a particular teaching method, it may be time to try an alternate approach.

* Choose Your Words Carefully When Communicating With Students

Children are impressionable. Even an offhanded comment can have a major impact on a child.

* Choose Your Words Carefully When Communicating With Parents

When it comes to their children, parents are emotional. Approaching parents with sensitivity and understanding will allow the teacher to avoid a defensive reaction.

* Show Parents You’re On Their Side.

Teachers can prevent confrontations by proactively communicating with parents and demonstrating their concern for their students, says Dr. Jim Taylor, P.h.D., a parenting expert and author. “Show parents you’re both on the same team,” Taylor says.

Teachers can accomplish this goal by keeping parents informed about their child’s progress through brief monthly or biweekly reports, which can be e-mailed, Taylor says.

“This shows that the teacher knows and cares about the child,” he says. “It makes parents feel more in control, more in the loop, and they will have less anxiety, less fear,” Taylor says. “Fewer emotions means fewer problems.”

I’m Confused

Here are the teacher-related news stories from around our great nation that the diligent folks at Google e-mailed me today:

* “Rockford School District to Lay Off All Nontenured Teachers” (Rockford Register Star)

* “Senate Bill 6: Unfair to Teachers” (The Ledger)

* “Teacher Tells Students to Punch Classmate in Face” (NDTV.com)

* “California’s Quality Blind Layoffs Law Harms Teachers and Students” (Los Angeles Times)

* “Teachers Ask About Their Job Futures” (Tulsa World)

* “Indian Prairie School Board Eliminates 145 Teacher Jobs” (Chicago Tribune)

* “NJ Gov. Chris Christie Calls for Teachers, School Workers to Accept Wage Freeze to Prevent Layoffs” (The Star-Ledger)

* “Daley Spars With Teachers Union” (MyFox Chicago)

* “Edwardsville School District Lays Off 60, Including 25 Teachers” (Belleville News Democrat)

* “School Reform Has U.S. Grant High School Teachers On Edge” (NewsOK.com)

What do all of these stories tell us? With words like “layoffs,” “harms,” “on edge,” and “punch,” it’s pretty clear that for teachers, the news is bad.

So why am I confused?

1. Why is all the news bad? Surely there is some good news about some teacher somewhere. I’ve met and spoken with many teachers and parents, so I’m certain of this fact. But the media seems to focus on stories about teachers behaving badly or getting the boot.

2. Why doesn’t our society respect teachers anymore? When I was in school, parents and students respected teachers for the contribution they make to society and the impact they have on our lives. Now, they’re publicly disparaged, not only by the media, but also by the federal government. Chastising teachers is now public policy. To receive federal “turnaround grants,” school districts must fire at least half the staff at low-performing schools or close them. President Obama came out in support of the very public firing of the entire faculty at Central Falls High School in Rhode Island.

If you want to know the general attitude toward teachers, ask finance expert Suze Orman. In my blog entry on May 28, 2009, I expressed my discontent that Ms. Orman told The New York Times Magazine she feels teachers are not empowered and have no self-worth. She couldn’t be more wrong. Teachers have a profound impact on the lives and futures of children across America—a powerful position and a fulfilling experience.

The groups that protect and support teachers from all of this backlash—teachers unions—are vilified by the media, school districts and the government.

3. Why can’t parents and teachers get along? When their child is performing poorly or behaving badly, who do parents usually blame? The teacher. A few of them may have good reasons. But in many cases, if the parent would make an effort to express their concerns to the teacher in a constructive way, listen to the teacher’s point of view, and work together with the teacher to address the issue, they would be making a big contribution to their child’s academic progress and personal growth (see my August 12, 2009 blog post, “Building a Successful Partnership With Your Child’s Teacher”).

As with most relationships, the disconnect between parent and teacher is often the fault of both parties. Teachers are frustrated by some parents. But if they would reach out to the parent in a positive way, they could accomplish a lot together (see my August 19, 2009 blog post, “Building Successful Partnerships With Parents”).

Many parents and teachers have cooperative, successful relationships that greatly benefit the student. But many don’t. Parents and teachers share the same goal: the academic success of the child. They would have a greater chance of realizing this goal if they worked together as partners.

Despite all of this bad news, dedicated, talented teachers across the country are inspiring, supporting, guiding and mentoring children in their classrooms. They’re pushing aside all of the negativity that’s swirling around them and doing their jobs. It’s not because they make a lot of money—they don’t. It’s certainly not for the praise and gratitude. And if you think it’s because they get summers off and work until 3 o’clock, you’re buying into some big misconceptions about the teaching profession. Most of them do it because they want to make a difference. And for that, I admire them, and I’m grateful to them.

But if the attitude toward teachers continues to deteriorate, how many gifted, motivated, altruistic college students are going to pursue a teaching career? Our education system is the foundation of our society. I don’t think it’ll function too well without any teachers.

The Blame Game

Since when do we target a group of people and hold them solely accountable for society’s problems?

In an effort to improve the performance of Central Falls High School in Rhode Island, the school board on Tuesday approved a plan to fire the entire faculty and staff.

Other school districts around the country have also attempted to fix failing schools by cleaning house. The Chicago Board of Education voted Wednesday to close or turn around eight schools, which means about 300 teachers will lose their jobs, according to Chicago Public Radio. School board members in Houston voted a couple of weeks ago to fire teachers whose students consistently fail to improve on standardized tests, according to ABC News.

Standardized test scores are often used to gauge a teacher’s efficacy. But standardized tests do not adequately measure a student’s knowledge, skills or understanding. And the pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

I interviewed more than fifty teachers for my book, The Teacher Chronicles: Confronting the Demands of Students, Parents, Administrators and Society. I was alarmed by the many obstacles society hurls at teachers. And then we blame them when things go wrong.

But there’s plenty of blame to go around. Parents need to be involved partners, rather than adversaries, if they want their children to succeed. Administrators and school boards need to give teachers more support and freedom, rather than issuing paralyzing threats. Taxpayers need to be willing to compensate teachers for the vital service they provide.

Above all, the federal government must ensure that all schools have adequate funding so teachers can do their jobs effectively. It’s unacceptable that students in low-income areas are deprived of the resources, supplies and experiences that students in affluent areas enjoy.

The real losers in the blame game are not the teachers; it’s the students. The teachers at Central Falls High School provided more than an education—they offered stability and support to children in a community rife with poverty and unemployment. “My teachers, they’re there for me. They push me forward,” a 17-year-old senior told The New York Times yesterday.

Yes, some teachers are incompetent. Every profession has its share of incompetence. If a teacher is not capable of fulfilling the job’s requirements, he or she should be replaced. Teachers want ineffective colleagues to be dismissed. But blaming all teachers—as a group—is wrong.

Are Chicago, Houston and Central Falls harbingers of what’s to come? President Obama said in a speech in November that states have to be willing to turn low-performing schools around by replacing a school’s leadership and at least half its staff.

And how far will society’s campaign against teachers go? Parents in Detroit recently demanded teachers serve jail time because students received poor scores on a standardized math test. I hope parents, administrators, school boards, government officials and taxpayers stand up and assume their share of the responsibility for our education system’s failings before things get worse.

Uninformed Reformers

In his State of the Union address last night, President Obama said he reads letters from citizens every night. He quoted letters from a determined small business owner, a patriotic woman, and a generous eight-year-old boy.

I wonder if he’s read the ninety-six letters Anthony Cody, a teacher coach, collected from teachers and mailed to the President in November. Or the additional letters, comments and discussions posted by the 760+ members of Cody’s “Teachers’ Letters to Obama” Facebook group. Or the letters Cody published in his Education Week commentary and Teacher Magazine blog.

I’ve read some of the letters that have been posted online, and I think they offer valuable insight into the learning process and reveal the shortcomings of the President’s education reform plan and “Race to the Top” program. Here are some of the highlights:

* Standardized tests, and multiple choice tests in particular, do not adequately measure a student’s knowledge, skills or understanding.

* The pressure on teachers to produce acceptable standardized test scores is forcing them to spend more time on test preparation strategies and less time on creative and intellectual activities.

* Innovative lessons motivate students and spark excitement about learning. Dull, uninspired, scripted lessons, and repetitive test preparation, turn students off of school.

* The focus on testing will widen the achievement gap. High-achievers will spend time on enriching activities, such as music and art, while at-risk students focus on test-taking skills.

* A student who is not a skilled test-taker may be a gifted writer, a talented artist, or a budding musician. Due to the focus on standardized tests, their abilities may be overlooked and their self-esteem damaged.

* Education grants should not be based on a political contest like “Race to the Top.” All schools should have access to adequate resources so all children receive a high-quality education. Students shouldn’t be penalized because their state governments drafted proposals that the federal Dept. of Education deemed unworthy.

* The “Race to the Top” program attempts to force business practices on schools. Children are not products; they’re people.

* Although teachers have the greatest insight into the classroom environment and the learning process, they’re being excluded from the discussion on education reform.

When addressing education reform last night, President Obama said, “In the 21st century, the best anti-poverty program around is a world-class education. And in this country, the success of our children cannot depend more on where they live than on their potential.”

Unless President Obama and Secretary of Education Arne Duncan consider the input of teachers, their education reform plan will not accomplish the intended results.

Please visit “Teachers’ Letters to Obama” on Facebook for more information.