Final Post

While the rest of my posts are pretty self explanatory and can stand alone with or without an explanation, I felt some form of an explanation was necessary for this post. This is my final post for this blog. This blog is a product of my course work for my TE823 class through Michigan State University. This is a letter to my school principal that I have written to bring up a problem and possible solution. Enjoy!

August 2, 2012

Dear Dr. Brunswick,

            I’m writing you this letter because as principal of our school I believe you have the power to implement change within our district and ultimately influence your fellow principals and district policy makers to make some positive changes. I know that you are very aware of the transition the education system has undergone from simply educating the students for knowledge sake to “teaching to the test”. This shift hasn’t occurred over night, it’s gradually made its way to down this broad wide path. I see where we are and I have a few ideas that I believe will help us get back on track.

            Opinions are like noses, everyone has one. While everyone can say what they think the teachers should be doing to help students benefit from their schooling experience, I think my opinion as a teacher is very valuable in this category. One of the major criticisms I have about being geared to teach to the test is FEAR! Teachers lack the confidence to step outside of the box because there are so many threatening factors forcing us back in. Standardized tests are used to compare our students to one another and students across the country, but they are also used to compare us to one another. When our students take a test, generally the “best” teachers have been judged by their student’s progress. If any students fail, that means the teacher failed at teaching them. So teachers are afraid to leave any child behind, and their afraid to be scrutinized, they’re also afraid of their students missing the seemingly easy questions on the test. So the focus shifts from daily lessons and growth to making sure the students are able to make their test score reflect the fact that information is going forth in their classrooms and that they can regurgitate information. Teachers have ultimately lost the courage to teach.

           

            In 1998 Parker J. Palmer wrote a book called: The Courage to Teach. In this book he describes the components that enable a teacher to perform their job both inside and outside of school. In his book I stumbled across this quote:

“If we withdrew our assent from these structures, they would collapse, an academic version of the Velvet Revolution. But we collaborate because they so successfully exploit our fear. Fear is what distances us from our colleagues, out students, our subjects, ourselves. Fear shuts down those ‘experiments with truth’ that allow us to weave a wide web of connections—and thus shuts down our capacity to teach as well.”

I couldn’t agree more, and this is the very thing I would like to address. Teachers need the confidence that we are support and considered valuable contributors to the decisions we have to apply. This is where you come in. I feel that you support and value us as a staff community, but there are some general patterns and district policies that need to be changed.

            As a fearful teacher, one wouldn’t take risks in order for students to gain more. For example, if the science standards don’t require students to dive into the depths of a topic like electricity, then that teacher won’t touch it. The underlying thought is that the students will get that later, and I should focus on the documented material that I’m responsible for. I was talking with a colleague, and she recounted an experience she had with her principal. She was teaching and she ended up elaborating on a subject that had nothing to do with the posted objective for that assignment. As she explained the students were engaged, interested and asking questions. The principal can in and sat in the back of the classroom. She figured since the students were involved the information was appropriate and relevant that she would be fine. To make a long story short, she ended up being “written up” for not having that particular objective posted. This was a very traumatizing event for her. Since this incident she teaches to the book. Her objectives are always posted and she won’t veer away. If the students get slightly off topic during the lesson she redirects them robotically. You would have to see her in action to know what I’m saying, but this is a problem. This principal was attempting to hold the teacher accountable for her time and the information she presents, but what she ultimately did was stifle the teacher’s creativity and her ability to include the students in the ability to inquire of more. I doubt the principal had anything but good intentions, but good intentions sometimes can cause negative outcomes.

            Being a principal, your area of influence outreaches mine as far as I can see. I can collaborate with some teachers and come up with a presentation for you concerning our school and I’m more than confident that if our proposed solution is feasible that you’ll do what you can to make it happen. Here is my request. I’ve designed a survey that I will distribute to the teachers within our school to determine if they feel “hampered” by the pressures of frequent standardized tests, if I have your consent. I will then consider the result and present you with a graph containing that information. Once we gather that information, I would like for you to forward my survey to your fellow principals and request that they distribute them amongst their staffs. After the surveys are completed I will then consider the results and make an additional graph that reflects the information. Armed with the information gathered I can then bring it back to you and we can devise a plan that will address the problem right here on or campus. When our campus environment improves due to the changes we make, we can then bring the topic up to the district with proof that it is an issue and present an effective solution that has already been applied and successful giving our proposal more solidity.

            Teachers should be free to teach the standards throughout the school year with ease. We should be able to determine our pace, variety and quantity. Curriculum details should not be arrested by particular district assigned resources, but rather teacher chosen vehicles to get the job done. We should also be given additional planning time that cannot be taken up by meetings, parent conferences, and student disciplinary issues. In addition to these things we should also have support in the areas of our weaknesses. I know that professional development opportunities are available, but we need some hands on feedback. We need facilitators to come in and demonstrate the information that they present in order for it to be more effective, then we can relay that information to our fellow staff members in an arranged meeting.

            I’m bringing these ideas to you because I know you can make a difference. You know me, you know my work, and you know my passion. I’m not just another teacher to you; I’m a valuable asset to your staff (as you have told me). I know that implementing these changes will make our school stand out among the rest and this could possible distinguish you amongst your fellow principals. While the problem is obvious, and the factors vary, no one has come up with a plan to directly combat the problem head on. Please help me in helping our district make some necessary changes that can restore our teacher’s confidence thus improving our student progress. Thank you for your time and I look forward to hearing from you soon.

Yours truly,

Jocelyn Elmore