Tag Archives: public education

I Choose Thankful

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November is traditionally a time of reflections on one’s blessings, and as I think about this school year, it has been full of ups and downs and in only been 13 weeks.  One of the biggest challenges is seeing children bear such heavy burdens. Whether it is a parent’s illness, today-i-choosephysical/emotional abuse or neglect, the loss of a parent through family separation or death, or just the stress of poverty and the worry that comes with it about one’s basic needs being met, it is hard to see children suffering.  Add to this mix teachers who have their own personal stressors and a nation of unrest in a highly polarized political climate. Forget the typical school challenges full moons and holidays, folks; we are talking about real trauma.

Supporting children living with trauma can be a challenge. They bring it in the door. Trauma may not be visible, but a child in trauma will let you know immediately if they are suffering.  With their actions, their words, their lack of connection, they will let you know. They fight, they run, they shut down. Children in the most need of love often ask for it in the most unlovable ways.  It can be exhausting for those responsible for providing “trauma care” much less a high-quality education.  One could easily lose hope.

However, I have learned so much from supporting children of today.  If you can make that thankful-people-are-happyconnection, create that bond, make the child feel safe, there is no better feeling in the world. When you watch a teacher persist to form a relationship despite multiple attempts by the student to push them away, there is a sense of pride to be a part of an organization that puts first things first.

I have learned that it is in the most difficult circumstances that the biggest blessings are revealed.  We can be grateful for the challenges and know that they are helping develop our character into who we are meant to be, or we can feel mistreated.  

We can choose to feel blessed knowing that we will never be given more than we can handle, or we can wallow in despair.
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We always have a choice.   We can feel wronged, or we can be grateful for the challenges and know that they are tied to a greater purpose.  We can worry about the difficulties we face, or we can choose to feel blessed knowing that we will never be given more than we can handle.  We can grieve the things we do not have, or we choose to see the abundance of our lives and all the opportunities that lay before us. Thankful isn’t something that happens, it’s something you do on purpose. And when we choose gratitude, it becomes you-have-a-choiceimpossible to feel stressed.  They are two emotions that cannot exist at the same time.

So while it is difficult to see children suffer, I choose to be thankful that I get to be a positive force in their lives.  While sometimes the behavior of these students can be beyond difficult, I am blessed to have a staff willing to learn about trauma and utilize trauma-sensitive practices to support these students. While there are many times I have pondered thoughts of “if I just had more… (time, money, staff, parent involvement, resources)”, I know that in my district and community, I have an abundance of support and trust to make decisions that are best for our children, not just a few, but all of them. While it would be easy to lose faith facing such challenging circumstances, I choose to have grit and hope in the future of public education and how we can teach children coping strategies and value for each other in addition to reading, writing, and math.  I am blessed.  I am thankful.  Are you? It’s your choice.

What If?

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We seem to be at a crossroads in education.  If we go one direction, we will continue to judge schools and their success by a single test without giving consideration to the growth that has occurred. Teachers will feel it necessary to resort to test preparation as that is how they are judged. Our best teachers will avoid the demanding classrooms so as not to put themselves at risk of judgment, mandates, and additional paperwork. Students will be limited in what they learn because what is assessed on a test is only a fraction of what they need to know to be successful in life. Parents will become disillusioned with the progress and those with means will move them to other options. District will put pressure on school leaders and will, in turn, pass this on to teachers with more paperwork and documentation. In the meantime, our society becomes more and more segregated. The ones left behind become angry and the ones who left become fearful of them because they can no longer relate to each other. What if this approach results in more violence in the future than what we see even today?

what-if

But what if we choose a different future?

What if federal and state governments quit trying to define student success with a test? What if they quit trying to quantify complex human development by a test score?  What if they encouraged schools to use these assessments to improve their instruction and meet needs of students, but left the true definitions of school success to the communities where those schools reside? What if special interest groups took “special interest” in our schools and pledged support rather than trying to find out ways to take the public funds that they haven’t yet been able to touch?

What if communities stand behind their schools?  What if when they feel the school is struggling, they step up to help, provide support for students, staff, and families? What if those with criticisms couldn’t sling mud at public education without having direct
knowledge of the situations with which they are passing judgment?  What if wanted to speak about a school and it’s performance, you must first spend time there with the people volunteering?  What if you couldn’t lump schools all together but had to speak specifically about situations in which you had personal experience? What if our media spent as much time talking about all the accomplishments of public schools and didn’t just highlight the isolated negative examples?

What if schools don’t have to worry about spending funds to survive, but can use money in practices that promote “thrive”?
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What if school administrators don’t have to worry about spending funds to survive, but can use dollars in practices that promote thriving such as professional learning for teachers?  What if they felt free to restructure schedules to provide teachers with ongoing collaboration and professional learning so that they could be sure that teachers were always at the forefront of their profession, masters of the learning standards and best practice in instructional techniques? What if when they saw a teacher in need, they could provide that teacher with the support they needed to grow and improve rather than feeling pressure to get them out?

What if because schools feel supported, teachers feel less stressed and feel they have the time to stop and build strong relationships with students and their families? What if teachers feel they can develop innovative, meaningful lessons that actually apply to the future that our what-if-4-300x175students will live in because they aren’t scared about test outcomes? What if they could collaborate and share without the pressure to hold back so that they could ensure they weren’t the bottom performer?  What if we valued teachers as the creators of all other professions and compensated them as such?

What if parents didn’t abandon schools for homeschooling, private and charter schools in an effort to isolate their children from those with experiences that may be very different from their own?  What if they were adamant to model that when something isn’t what we want it to be, they stick with it and become a part of the solution?

What if we had children from all different backgrounds that learned to value each other and learned to live together without fear and without anger? What if these students were able to learn the skills needed in reading, writing, math along with skills like collaboration, grit, growth mindset, technology, and problem-solving?

What if?

I can say I am fortunate to be a part of a district where our school board fights for local control.  I work in a district where our district leaders don’t point fingers, but rather ask “what can we do to support you?” and give campuses the freedom to do what they need to let-be-what-ifdo to make a difference with their students.  I have parents walking my halls taking care of all students, willing to take part in conversations when they have concerns, rather than resorting to silence and abandonment.  I have teachers that are the epitome of lifelong
learners. They have become masters of state standards and design meaningful learning that is resulting in stronger students with each passing year.  I have students that are learning the value of diversity.  They are learning to work things out together and hold themselves accountable for high levels of learning and growth. My campus has gone from plummeting scores and declining enrollment to scores and enrollment on the rise.  I am one of the fortunate principals who has had the freedom not to be defined by a test and the feel the support of my district and community.

What if all schools had this?

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No, Your Child Shouldn’t Attend a Failing School

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There is lots of propaganda these days about vouchers and school choice.  A favorite line to stir the masses on the topic is to say how children shouldn’t have to attend failing schools.

I think we have to consider what a failing school in NOT:

  • A Title I school-“Title I” is just a designation that states a certain portion of the school’s population is economically disadvantaged.  Because of this, the school receives additional funds to train teachers and provide additional resources so that students who may have entered school behind because of lack of opportunity.  If a Title I school is considered “school-wide” than even those children who are not economically disadvantaged benefit.  It is actually a huge benefit to attending a Title I school because these teachers are highly skilled in making a difference with all students, not just the students who learn easily. I took my own child to a Title I screen-shot-2016-09-25-at-1-33-31-pmschool rather than his affluent neighborhood school because I knew they would grow him, wherever he started from.  Being economically disadvantaged is not contagious.  You can’t catch it by attending a Title I school.  Children in Title I schools learn the value of diversity and are more likely to learn to know how to function with others who are different than themselves in the real world.
  • A school whose state test scores are below ninety percent –Just because a school appears to have high passing rates doesn’t mean they are a great school. It may simply mean that the students walked into the school with a good amount of skills learned from home. Right now on the Texas accountability test, passing rates are fairly low.  The test has changed to reflect higher-level thinking, and they are gradually building the passing rate as schools make the shift from “strategies” to “thinking.”  
    A high passing rate (or a low one for that matter) doesn’t tell you if a school is adding value to students.
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    The score in and of itself doesn’t show you for sure if a student is performing higher than they were when they arrived.  Sometimes when a student enters school with large gaps, the score may not yet be passing, but it is showing astounding growth.  An overall passing rate doesn’t tell you if a school can make a difference with all students.  
    A great school should be able to teach any child, any day, and grow their academic ability and their social-emotional health.
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  • A school with diverse ethnicities, cultures, religions, and backgrounds- Our world is changing and becoming more and more diverse.  Groups that were once majority are finding that is no longer the case.  To prepare children for the 21st-century world, they need to develop the skills to value and collaborate with others from all backgrounds, including those that are significantly different from their own.  Students who attend “homogenous” schools are more likely to struggle in college and beyond because the haven’t developed the skill set to work with others besides those who are most like themselves.

Here is what I think a failing school IS:

  • A school that doesn’t put children first – Schools should filter every decision they make through what is best for their students.  If it isn’t making a difference for children in a school, it shouldn’t matter.
  • A school that doesn’t value partnerships with their families –Schools should always be working to invite their parents in, ask their opinions and build relationships so that they can partner in the child’s education.
    If parents don’t matter, you might be in a failing school.
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    Does your school provide opportunities to be involved other than fundraisers? Does it have a parent involvement policy?  If not, it should.
  • A school that doesn’t grow EVERY student – It’s easy to appear to be a good school if all the students are the same and performing on high levels.  However, if a child walks in the door with lots of skills, a school should be able to grow the student from that point, not rest on their laurels A failing school is one that takes advantage of the fact that students may already be able to perform skills and doesn’t attempt to grow them more.  They may also not be able to grow students that have more difficulty learning.  They resort to labels and excuses of why it is the child that is the problem, rather than accepting the challenge and ensuring learning happens.

real-world

  • A school that doesn’t seek to teach problem-solving, higher level thinking, and 21st-century skills necessary to survive in a future that we cannot yet fully define – Our world has changed drastically, just since I was in school.  There are jobs and technology we couldn’t have even dreamed of at the time I was in elementary school.  We have to intentionally think about this world that doesn’t exist.  We have to make sure that our students are proficient readers, writers, and mathematicians, but we also have to make sure they are thinkers, problem-solvers, collaborators, and have skills to persist when things get challenging, while also being willing to grow.  Students can no longer live in a world of “perfection” because learning is messy and they don’t need to waste time memorizing things that they can access easily through technology.
  • A school using technology in learning only to consume information –To often schools have lots of technology available, but they are only using it to access programs that allow for practice of skills or looking up information.  Truly great schools are teaching students the programs that not only allow access to information but applications that allow them to create and demonstrate their understanding of concepts.  Research is showing that this type of creativity is critical for the future.
  • A school driven by high stakes testing and preparation –Too many schools these days are trying to prove their worth through high scores on high stakes tests.  The problem is that these schools are abandoning real learning for test preparation and cartoon5_2_13drills of skills rather than relevant learning grounded in real-life application.  Before you assume a good score means a good school, you may need to look deeper to find out exactly how those scores are being achieved and what may be sacrificed for the performance on a single day.
  • A school that doesn’t function as a learning organization –  A successful school is one where everyone grows and learns: leaders, teachers, students, parents, and community.  Administration and teachers should constantly be learning and evolving to meet the needs of the students and an ever-changing future.  They ways students are learning shouldn’t look like the ways we taught them 20, 10, or even five years ago.  There should be opportunities for parents and the community to participate in the learning as well. If the only learning is that of the students, there is definitely a problem.

Yes, no child should have to attend a failing school.  We just need to be careful to make sure we really know what a “failing school” really is.

Finding the Sweet Spot

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“To transform schools successfully, we need to navigate the difficult space between letting go of old strategies and grabbing on to new ones.” Robert John Meehan

This quote struck me this week.  It is true to have a real transformation in schools, we must master this balance of old and new strategies.  This dual mastery is especially critical if we are to escape the constraints of a dysfunctional standardized testing cycle. We must find that optimum point of where critical elements of instruction intersect to have the most effect on student learning -“the sweet spot.”

We must find where critical elements of instruction intersect to have the most effect on student learning -“the sweet spot.”
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As I began teaching twenty-five years ago, we ushered in the beginning of the demanding, rigorous, standardized testing era.  The tests at that time were increasingly more complex than anything we had seen before.  They were tied to accountability and a school’s performance on these tests was publicized for the world to see.

No worries.  Teachers were smart.  If the world said these tests were important, we could figure out ways to ensure students were successful.  I remember as a young, fifth-grade math teacher using a strategy that could assist even a struggling reader to determine the correct operation to use to solve the word problem. In reading, we could pinpoint the critical information the students needed to answer the questions, even if they didn’t have the stamina to read the entire lengthy passage.  I don’t think it was that we were trying to shortcut student learning.  We could essentially teach our students to follow a set routine of steps in a strategy, and they could be successful.  We were designing learning according to what society valued.  What was being communicated was that “tests” and “following instructions” were what was important.

authentic-skills

Over time, when have seen the shortfalls of this focus. Society has adjusted their perspective and decided tests based on this limited thinking were not important. We have realized that many students were crippled with no ability to solve a problem when they are not given a specific strategy or procedure.  We unwittingly created dependent students who struggled to approach problems with creativity.  As a result, tests have systematically been recreated to make those strategies from twenty-five years ago almost impossible to use. Words formally used as triggers are now embedded as distractors to see if students understand what they are doing. Tests are now designed to force higher level thinking.  They don’t rely on one set strategy that the teacher can say, “just follow these steps.”  It just won’t work. Regurgitation of facts or actions is essentially useless. To pass the “new generation” of high stakes assessments, our students must be proficient readers, mathematicians, communicators, and creative problem solvers.

Is this a bad thing?  I don’t think so.  Is it needed for our students to prepare for the future they face? Absolutely!  Is it easy? No way.  Essentially, it requires teachers and students to
“unlearn” everything they relied on in the past. Everything that worked and deemed them a success previously is now ineffective to achieve the new bar.

For those teachers in elementary schools today, it’s like being told you have to quit a bad habit, but you will continue to be judged on performance.  I liken it to giving up caffeine. Imagine you have been a heavy coffee or coke drinker.  Now you are giving up all caffeine cold turkey.  You know you need to do this for your health, but you still have to perform at high levels despite the fact that your body might be going through some withdrawal and experiencing caffeine headaches.  Finding that balance of teaching students at authentic levels with high problem-solving and performing triage for gaps between the newer test versions and previous ones take talent, practice, and hard work.

Effectively teaching students at high levels with meaningful, real-life problem-solving while performing triage for gaps between the newer test versions and previous ones doesn’t happen overnight.  Measures that previously determined students, teachers, and schools were high performers have been revised and now deem them lacking.  It is not the people who have changed.  It is the tests.  It is the expectations.  Even businesses learning-testingacknowledge that systematic change takes three to five years. There is often an implementation dip after starting new methods.  I would think that when you add young children to the mix, it can take a little longer. With that, we must be careful not to misinterpret or abuse test results. We are comparing apples to oranges.  These new tests are definitely not like any test you took in school.  It’s not in anyone’s best interest to make assumptions or broad generalizations, especially not the student.

This year is my third year as a principal.  I have been amazed at how fast positive change in instruction is taking hold on my campus.  I am blessed with a team of educators who know why they do what they do.  They understand what we need to do to prepare our students.  They have the grit to persist even when traveling this difficult road.  We are starting to see glimmers of this new way of thinking in our students while putting in extensive work to overcome gaps created by previous approaches.  They live in that sweet spot.

Yesterday, I read a quote from Dr. Martin Luther King, Jr.

 “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”

These words were written in a paper Dr. King wrote in 1947. Maybe this change in values of education represents the next swing of the teaching pendulum.  Or maybe it has just taken us 70 years to find the sweet spot.

If You Take All the Mouse’s Cookies

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This is an article I wrote published this month in National Association of Elementary School Principals’ magazine “The Principal”.

https://www.naesp.org/principal-novemberdecember-2015-breaking-cycle/inspire-growth

Twas’ the Week Before Thanksgiving

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It’s hard to believe that it is the week before Thanksgiving Break.  Everyone around me has been working at full capacity for twelve weeks (not to mention the weeks before students actually arrived!).  At my campus, we have already completed three rounds of Professional Learning Community Meetings, one report card, one student recognition ceremony, discussed endless learning standards, created individualized interventions, and analyzed three rounds of common assessments. There has barely been time to look up, much less realize that it is November.

This past week, we completed a flipped staff meeting where I shared a video about stress:

How stress affects your body – Sharon Horesh Bergquist

I think that in today’s day and age the role of a teacher, especially at a Title I school, there is increased demand. I think that is why it is so important to become mentally strong in managing challenges. The truth is our students are always going to have high needs, and there will never seem like there is enough time. So what can you do?

  • Remember, that it is always about growth, not perfection. We are human, and we can only do so much. We can’t compare ourselves to others because none of us has exactly the same situation. All we can do is try to learn and improve each day. I love the idea of seeing situations as challenges I will overcome eventually, not insurmountable problems. They are just events that I haven’t conquered….YET!  Maintaining power is key in managing stress.
  • When you feel like you are not doing enough “teaching” due to other demands, remember that the time you spend building relationships with your students is the most powerful teaching you can do. Students learn more from teachers they like and respect. When you have that relationship, you are teaching them valuable lessons about life and creating the path for future academic learning. If when we are teaching, we have strong relationships, and we are using our tools to intentionally teach to the rigor of the standards, students will learn what they need to learn.
  • Train your brain to not take things personally. A student’s actions, a parent’s email, a colleague’s response…it is just an event. It doesn’t become positive or negative until you add your interpretation. Jon Gordon says E+P=O. Events are not positive or negative, but when we add our Perception, we determine the Outcome. Practice each day seeing events as just that…an event. The less negative perception you add, the less likely you are to perceive the event as a stressor.
  • Take care of yourself. If you don’t, the time that you spend sick just causes additional stress when you have to miss time with students. Eat well, sleep well, take care of you! It is time well spent.
  • A wise man who had a significant role in shaping my career always used to say Faith, Family, Job. I think if you are always filtering your “to-dos” this way, it helps to keep things in perspective. I do know that for most of us, this “job” is so much more. It is our purpose and mission in life, so it doesn’t really have a stopping or starting time. I think that is okay, as long as you continue to remember that a “purpose” isn’t about the “stuff” and the “tasks” it is about the people. Don’t let the little stuff consume you.  It will be there later.

I know this upcoming week will present some additional challenges.  As the adults see a light at the end of the tunnel that is results in a week of down time from the demands of school, many of our students see a dark tunnel leading to a world of unknown.  A week without certainty of structure, food, and expectations.  As welcomed as the break is to so many of us, it is frightening to many students.  Their fears often bring out some of the most unlovable behavior.  Again, we have to remember why students act as they do and that it often has nothing to do with us.  This time of year is the perfect time to be thankful for all our blessings, but it also requires a great deal of grit, grace, and growth mindset to effectively manage stress, support students who do not welcome breaks and make it through the five days before Thanksgiving Break. And then, before we know it, it will be Christmas…

I Am Accountable

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You might have read the title of this blog post and heard a whiny tone.  You might have heard an angry tone.  Maybe you read it and heard an exasperated tone.  Actually, it was with none of the above.  Accountable is just an adjective that accurately describes me as a campus leader.

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The day after my open letter to Mr. Hammond, he tweeted this:

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I was anxious to see Mr. Hammond’s ideas for holding schools more accountable, so I immediately clicked the link.  It wouldn’t open.  I’m not sure if this is a super, secret accountability plan.  It is certainly possible, as schools are often the last to know the rules by which we play.  Regardless, it got me thinking.  To whom am I accountable?  How am I accountable?

I started with the most obvious:

At the most surface level, I am accountable to the state and the federal governments.  They

accountability road sign illustration design over a white background

have very detailed, complex plans with formulas that hold me “accountable” at certain levels of success.  The formulas look at all students, but also specific subgroups of students. Most of the formulas involve standardized testing where the questions are constantly changing, and the bar is always moving (both up and down) based on what picture the state hopes to paint with the results.  It also includes attendance rates, financial expenditures, staffing allocations, staffing qualifications, and demonstration of the inclusion of activities of House Bill 5.

This type of accountability is the one that gets the most publicity. It is also the one that governments try to simplify the explanation into nice clean categories, but I assure you, there is nothing “simple” about it. I do not oppose standardized testing or accountability to the state or federal government.  I use these results to develop my campus improvement plans and yearlong professional learning plans so that we grow as a campus. Using this data in healthy ways has helped us improve our methods and help our students gain a deeper understanding.  I oppose oversimplification of the results with labels that don’t explain the entire picture. A word such as “acceptable” or a letter grade creates a mental model in the public’s head of “good”, “decent”, and “bad”.  I would just pose a question. Which were you more proud of in school:  the easy A or that hard-earned C?

I oppose oversimplification of accountability…Which were you more proud of in school: the easy A or that hard-earned C?
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I also oppose to the abuse of the data and tactics of some school districts that use “quick fix” solutions at the cost of students’ long-term learning.  Some district leaders are so desperate to make the news; they will do anything to succeed.  They judge teachers without looking at growth and don’t develop plans to support teachers improve their practice.  How can district leaders expect teachers to grow their students if they don’t do anything but threaten them?  Desperation results in desperate practice. I am grateful to work in a district that isn’t desperate and supports its campuses to grow through best practice, not quick fixes.

As I continued to contemplate, this is the accountability list I  came up with:

  1.  I am accountable to my district. It is an honor to work for this amazing community.  I am proud that they expect more from me than performance on tests. I must make sure that each dollar of the money allocated to me makes a positive impact on student learning in some way.  I am accountable to these incredible district leaders because of the servant leadership they show and for their belief in me and my ability to make a difference with students.  I want to make sure that I always represent them well.
  2. I am accountable to my community.  I have a responsibility to make sure that I am preparing my students to become positive contributors to this community.  I must make sure that my actions support the beliefs of those I serve and add value to the properties and the lives within its boundaries.covey accountability
  3. I am accountable to the parents of my students.  They trust me with their students almost 8 hours a day.  They trust me to prepare their students academically.  Some need me to help meet basic needs.  They are counting on me to make good decisions. I am especially accountable to those that may disagree with me. If I am unable to give a parent the answer they want,  I must believe I have knowledge of a bigger picture and that it is what is best in the long run for all involved.
  4. I am accountable to my teachers and their families.  It is my job to make sure they have the knowledge and materials they need to do their jobs effectively.  My teachers work hard.  They put in lots of extra hours.  They make sacrifices for our students.  They do this willingly, but it is my job to prepare them with knowledge and skills…to give them time to plan and collaborate so that every minute is powerful and not spent spinning their wheels.  I am responsible for making sure that any minutes teachers give to our school rather than their families provide benefits that outweigh the negatives.
  5. I am accountable to my family.  I come from a long line of amazing educators.  I have family members who paved a path in public education before me.  I witnessed the tremendous impact they have had in the lives of children.  I am accountable to respect the legacy they have created.
  6. I am accountable to my husband and my amazing boys.  I could not do this job without them.  They truly sacrifice so much because they know this job is my passion. Being a parent has made me much more sensitive to the parents of my students helping me to realize we all send the best children we have, and we are doing all that we know to do. My family has stood up and cheered for me when the rest of the world was silent.  I want them to know that nothing I do would be possible without their love and support.
  7. I am accountable to my students.  I know this would seem obvious, but here is where the accountability becomes especially complex.  I am accountable to these eyes that look up at me each day with hope as they say “Good morning, Mrs. Stuart” with hope for the future. I am responsible for stepping out of my comfort zone to put on the performance of my life each Friday to sing, dance and celebrate their successes (even if it means playing air guitar). I am responsible “no excuses” and must teach them the power of education.  I am accountable for making sure that each one of them is a literate problem solver ready to go to college if they choose. I must make sure that they have the instruction that teaches them how to think and make real-life connections while also preparing them to answer abstract applications on standardized tests.   I have to know them as individuals, know their needs, tell them what they need to hear and not just what they want to hear, all while loving them unconditionally.  I am accountable for putting them on a path of success.
  8. I am accountable to my God.  He has given me gifts and talents that I am responsible for using for the purpose He intended.  My actions must show His love and care for others so that others can see Him through me.  He has charged me with this mission. Some day, I know I will answer directly for my choices.

The truth is I think all educators feel the same way and do the best they know when trying to accomplish this accountability.  We all enter education with a passion for making a difference. We know it will not be easy.

While I don’t think pointing fingers is the answer, here is where I think we need “stronger accountability”:

  • Legislators need more accountability for spending time in schools investigating education first handfinger pointing before passing blanket laws with no direct knowledge or considering the unintended consequences of their actions.
  • The Media needs more accountability for reporting the negative situations about schools in a disproportionate way.  There are way more good things going on in public schools than reported.  It may get people’s attention, but it skews public opinion in harmful ways.
  • Special Interest Groups need more accountability for the claims they make about public education.  Those who profit from less funding for schools and more funding for testing need accountability for their actions.  People like Mr. Hammond make statements with skewed data and half-stories that create fear and panic in the public. I suspect his reasons are self-serving and not for the good of public education, student, or their families.
  • School districts that over-emphasize standardized tests need more accountability.  There are those districts that have decided to make their mark on the world by commanding high performance on tests without a balance in quality instruction. “High scores at any cost” is the motto.  It works for a while, but when people fear for their jobs and desperation sets in, they will do anything for test defined “success.” I believe this is what happened in Atlanta.  I am grateful that I do not work for one of these districts, but they are out there.  Anyone who abuses data needs stronger accountability for the harm they incite.

Finally, I guess educators do need stronger accountability, but not for what you might think.  We need more accountability for standing up anI am Accountabled telling our story to the public.  We need to speak loudly enough to have a say in the policies that affect us.

I hope that it is clear that I am not opposed to accountability. I am not opposed to testing.  I know without a doubt that if I am preparing students in meaningful ways, this will translate to success on standardized tests, but more importantly success in the real world.  I just think that sometimes we throw around the concept of increased “accountability” without exploring it more deeply.  Even with testing, we have to examine what these tests can and cannot tell us about how students are growing and the variables that played into the results.

We have to examine what tests can and cannot tell us about student growth and the variables that played into the results.
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In my twenty-four years of being an educator, I have learned that being accountable for the lives of those you serve is anything but simple. My work cannot be defined by a single word or category.  Sometimes I succeed.  Sometimes I fail. No matter what, I try to get better every day because student success is my obsession.  James 3:1 says ‘Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly.”  I don’t think you can get any more accountable than that.