Sunday, October 19, 2008

No Governor will easily improve schools

In the above article in the Tacoma News Tribune, Callaghan wonders why Gregoire and Rossi have so little to say about education in their campaigns.


Anonymous said...

Removing unsuccessful teachers and giving pay raises to successful teachers is going to be about as effective as the letting parents choose where they want to send their kids. It won't affect that many children.

Here's another problem - what criteria do you use to remove teachers? If the state can't even agree on standards and curriculum, then what makes you think the state can agree on teacher standards? Isn't that the purpose of the NTE? What about teacher preparation? Preliminary and professional credentials that must be kept updated every five years?

There is already a huge gap in qualified teachers. Why not rethink the curriculum? Open a book and read it. What's wrong with admitting that authors might have stretched the truth (just a little) when they glorified Core Plus and the rest of the DOE's exemplary curricula. What's wrong with saying that Americans have been wasting billions of dollars on textbooks and materials that were never proven effective.

School districts provide no guarantees that kids are getting an education (not even a minimum standard, which the WASL was designed to test), yet state law forces kids to be in school, whether they are learning something or not.

It is absolutely ridiculous when children attend school, but can't learn anything from the materials that's been presented to them, Instead they learn that the system discriminates and it is unfair. Society should know by now, there is always learning and learning is most dangerous, when there is no teaching.

Stop injecting Calvinist virtues into curriculum and start teaching content.

dan dempsey said...

Excellent point with people approving total baloney curricula and in fact saying that it is most aligned and should be used ..... these are the people that can distinguish excellent teaching from poor teaching .... hey aren't those the same people that bring us the Everyday Math Fidelity of Implementation pacing plan that one size and one speed and one way fits all..... I really don't think those folks need more power.

Anonymous said...

Giving priority over curriculum, versus trying to understand how children learn math puts an entirely new framework around the "math wars". And the evidence for bias is substantial at all levels of education. At the lowest levels are teachers and administrators that directly benefit from their district's use of the curriculum. Their are district and ESD support and management staff. School boards that get catered by salespeople. University staff that get paid to evaluate curriculum.

UW even published one paper that amounted to applied math professors filling out surveys while they reviewed textbooks. The report does not say whether they filled the survey out in a faculty room, the cafeteria, or their office. May they be called 'stupid' or don't they think anyone reads the dribble that they have the balls to call research. Does it matter?

Then you have the grant committees that are hand-picked by the authors or their supporters and lets not forget the government subsidized entities who supposedly either work for the state and the DOE to make sure that everyone is on the same page.

Loaded and faked. A complete framework for acting without responsibility. A disservice to communities. This state needs to do more than just vote Bergeson out of office.