Square Peg, Round Hole

Huffington Post published a blog entry by Gay Groover Christmus recently that resonated with me as a retired educator who taught pre-NCLB. The article, "4 Things Worse Than Not Learning to Read in Kindergarten" is well worth the read time for anyone wondering about the current state of education policy, and I would encourage you to do so.Think about the absurd notion that every child leaving Kindergarten must be able to read at a particular, and I would call it arbitrary, level. And if the child does not, there is a "problem" that needs to be addressed immediately.If your family is like mine, you can recall some family member who disliked and/or struggled with reading throughout K-12 schooling, yet, in adulthood achieved career and academic success. What would have happened had that family member had to endure the current state of early childhood "no exceptions" education?I believe each child is different and comes to any academic task with different background, different motivation, different readiness levels. Yet, here we are in the 21st century attempting to industrialize and mechanize reading (and math and writing) so children don't "fall behind". Fall behind what? If a child doesn't read F&P Level C by the end of Kindergarten, does that really mean the child needs to be labeled as academically failing for the next 12 years and beyond? I say no.The collective and public "we" has a lack of trust in educators' judgement and our public schools that didn't exist when I started my career. Political expedience is reversing the narrative that our schools provide excellence in education for all students to a mantra-like chant of  a "failing" public education system (a post or two for another time, perhaps).To me, this change in mindset which morphed over my career as an educator and my days as a parent of a school-aged child is most distressing. The narrative of failure and fear of failing to "effectively" educate students - even when the educational demands are inappropriate - is manufactured by ed-reformers with an obvious agenda.  Children, particularly early education students, are suffering for it. They are being taught academics before they are ready to retain and use them; we are forcing a square peg into a round hole.What happens to those children when they are forced to perform academically before they are  ready and prepared to acquire academic skills like reading? Resentment, frustration, aversion to learning, and a missed opportunity to foster a love for the act of reading (or math, or writing) and discovering literature as that child matures. What learning is left to the side because there is no time to explore?Yes, of course, there are some children who are ready to read as kindergarten students, and a skilled educator not only recognizes that readiness, but designs instruction to meet that child's needs. Should a child need more support, or when there is a learning challenge, trust that the same educator will seek out solutions and work with parents to ensure that child receives that support that is needed.What Ms. Christmus' article reminds us is that unrealistic expectations and demands really should have no place in a child's education.

We're in the weeds now kiddo!

A colleague of mine once referred to No Child Left Behind as No Teacher Left Standing.  We laughed - later we cried - and now, speaking just for myself here, we are just plain depressed.It matters not how diligent an educator is about keeping up with research and data, the stream of new initiatives is never ending.  My professional interest in developing curriculum notwithstanding, absorbing the Common Core standards in BOTH English Language Arts and Mathematics, locating resources for teaching - resources that are high quality and (with a nod to my own personal finances, free) are very seldom available, all takes time.Instructional planning takes thought and consideration. This often means inventing something from the ground up, something tailored to help meet the needs of very diverse learners. I don't mind that part as much as I mind getting the curriculum guides a weekend before I actually need to teach the unit.I work with some terrifically talented grade level colleagues who willingly share - thank goodness!  We often meet on our own time and collaborate. If one of us finds something, we share with the others.  How lucky I am to work in such an environment.Because what is happening in education now is putting such stress on teachers, that frustrations and emotions are nearly always at the surface.  And that feeling that we are all "in the weeds" just will not go away. 

The Uncommon Common Core

Our District has a committee is working on unpacking the Common Core for Pre-K to 8 this summer. I volunteered - begged really - to do this and, lucky for me, I am part of the committee.Even with all of the expertise on this committee, there are struggles as we dig through seemingly simple standards only to discover that it's more complicated than it appears from the surface.  What will be important at one grade level may not be emphasized (notice I didn't say it wouldn't be important) at the next -- I have to say that the way these standards are built shows much thoughtfulness into the process of becoming mathematically literate.Here are some of the pieces that I think are strong:

• The standards are very specific. It is quite clear what skills and concepts each grade level will be responsible for.
• There is a place for fluency with computation and it is spelled out explicitly.
• Topics are explored in depth and students are expected to demonstrate understanding. Rote processes are not going to be enough; if a student is using the standard algorithm (for example), then that students needs to be able to explain how and why that algorithm works.

It is gratifying to see this committee complete the shift begun almost 10 years ago - the shift to thinking in terms of "standards" and not what page of a text is covered.  Finally a curriculum guide that recognizes the expertise of the teacher in choosing the appropriate materials to use when teaching -- which doesn't mean nothing is provided for those who want that support; but it is freeing for those of us who have felt hindered by a particular program or product being used district-wide.

It is going to be a massive undertaking to update guides, update assessments, and provide support for teachers who haven't had the opportunity to look at these standards in depth.  It is an uncommon opportunity.