Guest Blog: Teacher Puts NY Times in Check

By Renee Moore

7/2/12

Gamal Sherif is a teacher at the Science Leadership Academy in Philadelphia, PA., a member of the Teacher Leader Network, and a Teacher Fellow at the U.S. Dept. of Education.

Once again, the print edition of The New York Times includes the "Building a Better Teacher" theme for the Schools For Tomorrow conference (Mon, Jul 2, 2012; A16).  Please consider modifying the "Building a Better Teacher" theme.

"Building a Better Teacher" is an ideologically-loaded theme that 1) advances the notion that schools are failing because of bad teachers and 2) alienates over 3 million teachers in the US. And not one of the 14 featured guest speakers is a teacher.

Of course teachers can get better at their craft; we are life-long learners.  Yet Secretary Duncan estimates that 10% of California's teachers don't belong in the classroom. Dan Goldhaber, a research professor with the Center on Reinventing Public Education, estimates that nationally, the number of unqualified teachers is closer to 7%.  So what are we doing for the other 90-93%?

If we want teachers to be better at their jobs, we can first cultivate effective working conditions.  Yet the idea of "Building a Better Teacher" is aligned with the notion of human capital; "If we only had good teachers, then education would improve."  A more worthwhile approach to supporting education is to consider teachers' working conditions and their social capital; "If teachers have the support to collaborate and then influence curriculum, instruction, assessment and policy, then education will improve." Better working conditions translates into deeper teacher and student engagement.

We can also consider the importance of children's "school readiness."  Children will learn better if they are well-rested and well-fed, feel safe and are curious.  Children's proximity to poverty diminishes their school readiness.  Families in or near poverty are less able to provide the stability necessary for children's healthy development. This suggests that we might consider "Building a Better Economy" as one means to better engage students in their own learning.

The idea that print media are failing because of weak journalists is as preposterous as the idea that public education is failing because we have weak teachers.  Please modify the "Building a Better Teacher" theme from this year's Schools for Tomorrow conference.  This theme is mis-guided and actually obfuscates the real issues we face in our classrooms, schools and districts.


Yours,
Gamal Sherif,
Philadelphia

P.S. What if teachers decided to hold a conference called "Newspapers for Tomorrow" with "Building a Better Journalist" as a theme (The New York Times Schools For Tomorrow Conference, Mon, Jun 25, 2012, p. A 18)?  The Guest Speakers would feature everyone BUT journalists.

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Comments

GREAT POST

Submitted by Patrice Bucci (not verified) on Thu, 2012-07-12 13:27

Gamal, your post was thought provoking and intensely to the point. Given I am not an NYT fan, I confess to bias. Given that I am a teacher of more than 25 years, again, I confess to bias. I am reminded however of Doug Lemov's article in the NYT a bit back... on building a better teacher. Worthy read. I am fascinated at how fast the build a better teacher movement has moved. Change is historically slow, yet since the NGC and the CCS and David Coleman AND the Obama/Duncan agenda has taken hold, "ed reform" and all that it means has been scaled up at warp speed. That can only mean trouble. Teaching requires thoughtful intentional practice grounded in broad and deep knowledge of best practices, brain based learning, and child development. Absent that along with quality ongoing targeted professional development, family outreach, and quality materials, it doens't matter what standards you write, and what teacher evaluations you employ - student achievement IS about the teacher....one that is respected, valued, constantly developing, constantly reflecting. I would much rather examine my students IN a learning situation, analyzing how they are thinking, than pouring over data that measures little of what they will need in the real world.
Again,
Great Post.
Patrice Bucci

Worthwhile assessment

Submitted by Gamal Sherif (not verified) on Thu, 2012-07-12 14:58

Thank you for the comments, Patrice.

I was struck by your last sentence: "I would much rather examine my students IN a learning situation, analyzing how they are thinking, than pouring over data that measures little of what they will need in the real world."

I think this statement captures the essence of worthwhile assessment. ALL assessment should be designed to engage students in their own learning and connecting with the world (classmates, school, community, etc.) around them.

If this is accurate, what do you think we can do as educators to change the narrative? How can teachers elevate this view, find connections with other sympathetic voices and enrich education in the process?

Teacher puts NYT in check

Submitted by Linda Kwarciany (not verified) on Mon, 2012-08-13 20:27

Just read the blog 8/13

I saw a bumper sticker that said "those who can, teach, those who can't pass laws about teaching." That about sums it up. America has always had a problem with teachers and public education. America wants good teachers and a good education. However the American, who can choose to encourage, value, and promote education is another animal. It depends who the American is and what are the personal values s/he holds.

The speakers who promote build a better teacher obviously value teaching, not, perhaps, enough to get their feet wet, noses rubbed, and head whacked upside in the classroom.

As you have pointed out the "build a better" group sees only test scores and assumes it is the teacher. Teachers and manufacturers can tell you that you can only build a quality product according to the quality of material given.

If we must fight poverty, hunger, lack of parenting, poor attendance,and homelessness for many students that doesn't give us much time to build a relationship with the child and teach meaningfully.

Yes, we have all taught with individuals that would have better served the profession in they were short order cooks, but mostly we are a group of professionals (PROFESSIONALS ) who do collaborate, ask how I can do it better, and are constantly searching to reach one more student.

America wants excellent education for all. Americans aren't so sure what they want.

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