School Confusion

We're now midway through my son's first year of public schooling.  Overall, things seem to be going well, he's loving it, and learning a lot.  But I'm confused about a couple of things...

1. School fundraisers.  It seems that this is where bad ideas go to live.  Why in the world would you sell frozen danishes to help a kid's school? Who needs a frozen danish? Who needs horribly ugly Christmas ornaments and why are you selling religious stuff anyway?  Big tins of candied popcorn? Why?   Why not sell something useful or healthy or kid-friendly?

2. Field trips.  I love the idea. I don't love the actual set-up, where kids visit a place like the children's museum and do exactly what they'd do if they went with their parents.  Actually, they are with their parents-- or other peoples' parents.  I went, and had to watch 5 kids for 2.5 hours, having no idea how to actually use the resources to educate them.  Missed opportunities.

3. Candy. Seems like candy is everywhere at school!  Valentine's day was a disaster- I love that the kids exchanged cards, but why was sugar attached to every one of them?? What parent thought giving kindergarteners bags of candy was a good idea?  Seriously.  And we wonder why this country has an obesity problem.

4. Movie day.  Given how much learning there is to be done, why in the heck is a school taking an entire day off to watch Ice Age and eat ice cream?  Color me totally confused why attendance at school is required for stuff like this. Don't we send kids to school so they won't be stuck in front of a screen all day?

Ok, so now I sound like a cranky old-school mom. Oh well. Just old and confused.

Rhode Island District Fires All Of Its High School Teachers

Today's Providence Journal story reports that Central Falls, Rhode Island's "tiniest, poorest city has become the center of a national battle over dramatic school reform." Even the New York Times and the Washington Post have taken notice.

While firing the entire teacher corps at Central Falls High School is a dramatic step, the school board's and superintendent's decision was largely based on the district's track record of very poor student outcomes, the teachers' rejection of a reform plan ultimatum from state Education Commissioner Deborah Gist targeting the state's lowest-performing high schools, and accountability pressures from the federal Education Department. The decision is supported by U.S. Education Secretary Arne Duncan, who recently weighed in on the controversy, applauding them for “showing courage and doing the right thing for kids.” Nonetheless, the impact on individual teachers is great and undoubtedly places their lives into significant turmoil and uncertainty.

Providence Journal (2/24/2010):

Duncan is requiring states, for the first time, to identify their lowest 5 percent of schools — those that have chronically poor performance and low graduation rates — and fix them using one of four methods: school closure; takeover by a charter or school-management organization; transformation which requires a longer school day, among other changes; and “turnaround” which requires the entire teaching staff be fired and no more than 50 percent rehired in the fall.

State Education Commissioner Deborah A. Gist moved swiftly on this new requirement, identifying on Jan. 11 six of the “persistently lowest-performing” schools: Central Falls High School, which has very low test scores and a graduation rate of 48 percent, and five schools in Providence. Gist also started the clock on the changes, telling the districts they had until March 17 to decide which of the models they wanted to use. Her actions make Rhode Island one of the first states to publicly release a list of affected schools and put into motion the new federal mandate.

I expect that this story will be replicated elsewhere. On one hand, dramatic change IS needed in chronically low-performing schools and districts. BUT if educators and prospective educators see the wholesale firing of staff as a likely consequence in such challenging schools and districts, are they less likely to take jobs in such environments? What is the long-term consequence for such schools' and districts' ability to attract and retain high-quality teachers?

Superteacher To The Rescue!

Given the recent spate of federally-funded studies showing no effect of a variety of educational innovations and interventions, my predicted answer to the question ('Can Teachers' Talent Translate Elsewhere?') posed in this Houston Chronicle story is "no."

I worry, however, that the basic premise of the federally funded Talent Transfer Initiative is faulty and builds upon the notion of teaching (as reinforced by popular culture) as an individual rather than as a collective pursuit. Can 'superteachers' walk into dysfunctional school cultures and work magic that can result in a quantifiable impact on student learning? Some surely can. (It's too bad we can't clone Jamie Escalante and Frank McCourt, isn't it?) More important to ask is, should we expect them to?

What is more desperately needed than an expensive scheme to redistribute 'superteachers' is a serious attention to teaching and learning conditions. My New Teacher Center colleague, Eric Hirsch, spearheads assessment of school culture and the training of school administrators to more effectively shape it. His and independent research (here and here) has identified that teacher effectiveness is facilitated by a positive school context, including support from leadership, the existence of a collaborative working environment, and time for professional learning.

It doesn't appear that the Talent Transfer Initiative envisions teaching and learning conditions as part of the solution, and that's terribly unfortunate. I wonder if the TTI is even collecting such data to investigate the relationship between these variables and teacher success, or lack thereof? Until we address these contextual issues in low-performing and hard-to-staff schools, we're not going to get the results that we expect and students deserve.

UPDATE (9:35 p.m.) -- Claus von Zastrow offers an excellent blog post on Public School Insights about this study as well.