TE 818: Final Post

Esteemed Interim Superintendent:

            At our latest faculty meeting, it was brought to our attention that all district principals had the opportunity to meet you. Although several of your qualities and qualifications were discussed, three stood out as most relevant in terms of the impact that you could make in our school district.

            The first of the qualities, which stood out, is that you have an open-door policy, hence my audacity in addressing you with my concerns and input about the proceeding issue.

            Secondly, it has been touted that you are stronger than most superintendents in the area of curriculum and instruction and more specifically, you come with a very real working knowledge of our district’s core curriculum. I am partial to this document, because, although its contents have been tweaked and restructured, I worked for six months with our education service center and other teachers across the region to help develop the original second grade exemplar lessons that have now been eliminated due to state board of education politics. Teachers in our district are in an upheaval with this abrupt change. I have been told as much as it has been recently demonstrated, a school district must and can continue to function without a superintendent at the helm. Along those lines, it has also been stated that it is the day-to-day classroom instruction by excellent teachers that is at the heart of student learning. That may be true, but the majority of our teachers are greatly affected by recent changes and even more so by the appearance of no leadership and accountability. I am encouraged by said credentials in the area of curriculum and instruction and hope that you tackle the challenges that we face not only in academics, but also in student home, social, and economic environments. I believe the district is in desperate need of a self-worth curriculum to supplement the academic ones. Perhaps even one that could be interweaved into the existing curricula and that would also call for a more assertive parental involvement program. We cannot tackle the issues of low academic performance without the real buy-in from the home environment of education as a highly valuable commodity. I bring this forth, not to lay blame on parents, but to make them aware and teach them that their comments and attitudes about issues such as education, social status, language, and sexual orientation have more staying power with their children, our students, than what we teach at school eight hours a day for one hundred eighty-eight days a year.

            The third quality that was highly regarded our campus principal is that you are data driven. I take issue with this because I do not yet understand what data means to you. Are data numbers that lead to new directives about improving them, or are data sets of information that should lead to investigating their true causes and implementing honest and valuable changes? I do not dispute the notion of data. My concern is that we are not using the data to any real advantage nor as an instrument to implement real changes or improvements for our district, for our schools, and at the base of it all, those we service: our students. My experience with data, as part of the district’s Reading Task Force and having received two days worth of Kilgo training, is that we take these numbers, plug them in to some spread sheet, shake our heads at the unfavorable passing percentages, and then sit back and dole out demands for added rigor and changes to produce different results the next time around. But the data alone do not provide us with much information. I know that we live in a testing world where in the end it is only the numbers that matter (not the student as is so often said is the center of our business). However, there needs to be a movement to look beyond the data and instead focus on the content that produces the data. A spreadsheet will not tell us, particularly teachers, what led to results. Teachers need to be aware of how tested information is presented, how questions are asked, and even how answers are written. If we are to streamline our daily instruction to attain overall success on state testing, then we need to know what we’re facing. We need more than data.

            It is not my intention to solely present these concerns and walk away from the situation that they bring to the forefront. I hope that your strength in curriculum and instruction will allow for a strong correlation about how we desperately need one to improve the other. I welcome any opportunity to be an active participant in any concerted efforts to work toward a revamping of how data is used to drive how TEKS are addressed and taught based on what could actually be invaluable data.

TE 818: Synthesis: Theme 5: Standards, Measurement, and Testing

As I try to pull my thoughts together for this final synthesis, I find myself all over the place. There are so many points that I want to address in each of the three readings. The only thing that saves me is that I referred primarily to Sir Ken Robinson's TED Talk for my initial post.

Let's see if I can thread a final thought together here. This summer I was on Royal Baby Watch as many others. My son (gosh, he provides so much good material) was appalled at the spectacle of it all and said on more than one occasion, "You know, we fought a war so that we wouldn't have to care about what happens on the other side of the pond." This comes crashing back to me as I reread through the points made by Apple and Sleeter and Stillman, specifically the latter, in noting that curriculum in reading/language arts and history-social sciences "rests most comfortably on historically dominant groups' perspectives, language, and ways of seeing the world" (Sleeter and Stillman, p. 43). I believe it was in the readings of Theme 4 that there was reference to structuring curriculum way back to the belief of our Founding Fathers. Well, weren't the Founding Fathers fighting to have a country and/or society that was not tied to what was going on in England? We are being corralled to teach a common curriculum based on a specific group's ideals and/or political agendas. I believe these political parties are in a panic. They have taken note of DATA such as those presented in a Bloomberg.com article (link below) that minorities are the majority. The historically majority population wants to make sure to secure their place in history before someone edges them out as they have tried, and continue trying, to do to minorities. Isn't this what led to the American Revolution in the first place?

There is nothing wrong with a national curriculum. There is nothing wrong with a national test. The premise of a national curriculum and national test and the manner in which it is implemented and interpreted is key. Shouldn't education be the cure for politics rather than the platform for it? So I make a full circle to Sir Ken Robinson's statement that "We need a revolution!" (Robinson, TED Talk, 2013).

http://www.bloomberg.com/news/2013-06-13/white-share-of-u-s-population-drops-to-historic-low.html

TE 818: Theme 5: Standards, Measurement, and Testing

I like the way Sir Ken Robinson talks about education and learning being “organic” (Robinson, TED Talk, 2013). I know that to some extent, all teachers in a grade level should strife to “be on the same page” so to speak while teaching throughout the school year. However, with diverse student population, there has to be some wiggle room for lagging behind or moving ahead a day or two compared to your team members. In an ELL classroom in particular, there are days when vocabulary in any of our 5 core subjects is more challenging than others. This idea of organic education is even more interesting when he discusses standardized testing. There is a place for standardized testing, Robinson (2013) says, but it shouldn’t dictate teaching. We recently benchmarked in our district. It is amazing how dependent some teachers are in the results returned via scanned answer documents, rather than reading through the test and hand grading so that they can have a better understanding of what students missed. Better still, begin to determine or try to understand why they chose a particular incorrect answer. I find the incorrect responses to provide more valuable information than the correct ones. We want to be data driven, and I see a place for it, but it is my belief that we can’t fix or improve the data outcome if we don’t know what to tackle. As Apple states, I am not "opposed in principle to the idea or activity of testing," (Apple, p.24). I am realistic in knowing that there will always be some kind of testing accountability. Why, I was a 10th grader in Brownsville, Texas (Hoff, 1999) once upon a time, way before TAAS. I found it interesting that both Hoff (1999) and Sleeter and Stillman (p.32) talked about alignment when it came to standardized testing and textbooks. "Alignment" is certainly a buzz word that I have heard more than once when it comes to textbook adoption and test prep material. I have talked before about being on district textbook adoption committees, and I am currently tagged for our Science textbook adoption (thank goodness because the textbook we have now has been around for over 12 years!). Each textbook company presents their aligned curriculum, but what I realized in the last go-round, and going back to Amanda's Theme 5 introduction post, is that Pearson is the publisher for them all. So. Why put a textbook committee through the process of choosing an aligned textbook if the money is going to the same place no matter which we choose? Hoff also states "that test writers need to do little more than revise off-the-shelf products to satisfy the needs of states" (1999). If the test writers are not completely rewriting their tests, I suppose textbook writers can follow suit. Although I will say, the last two Texas standardized test remakes have been drastically different from the one before.

I believe that a national curriculum and therefore testing could be appropriate in subject areas mathematics and science. Areas with concrete conclusions, although I’m certain some would argue that point about science. Social Studies could stand to be a national curriculum if it were presented fairly across the board, but there are too many variables including home state indoctrination. Does every state do this in the 4th and 7th grades, or is it just Texas? But I have to agree with Apple’s statement that while “…the proponents of a national curriculum may see it as a means to create social cohesion and…to improve our schools by measuring them against “objective” criteria, the effects will be the opposite” (Apple, p.32). I see this happening within our district where we surely have the same curriculum as the other11 elementary schools. Yet, with the socioeconomic differences within our city limits, test results, such as the benchmarking we did last week, come back presenting huge gaps in student achievement "...given existing differences in resources and in class..." (Apple, p.32) between schools. If we see it within a district, it must be amplified ten-fold across the country.

http://www.parentvoicesny.org/?page_id=19

http://thedailycougar.com/2013/10/14/texas-opts-adopting-californias-common-core/

TE 818: Synthesis: Theme 4: Curriculum Creation

I don't know what kind of curriculum I would create. I would hope that as a classroom teacher, I would stay true to KNOWLEDGE rather than to a personal agenda. In anticipation of such an endeavor, I have to admit that I am quite hard-headed and can see myself falling prey to certain behaviors that the state board of education (or certain individuals) exhibit. However, because I do not have strong religious beliefs nor ever vote a straight party ticket, I believe I would be more open-minded about not stream-lining curriculum to a rigid point of view.

But then I take Edward's comments to my original post into consideration. Would having a more open mind make it more difficult for teachers to teach every part of this kind of curriculum. As it is, we have to be creative on how we hit, referring strictly to Texas, the TEKS. Would creating a more "open-minded" curriculum pose still a greater problem for teachers in terms of meeting the required instructional elements?

Tyler discusses filling the gaps in student development (1949, p.8). What, then, do we do in communities where, due to low socioeconomic circumstances, the gap is greater than it would be elsewhere. Does the bigger gap lead to still more delays in meeting the requirements of any state's curriculum? In addition, if we wait for the studies which determine where the gaps are, are we not missing the mark with an entire group of students? By the time the necessary information gets into the hands of a classroom teacher, the students to whom studies may be directly related are gone.

I attended a conference about a month ago where one of the breakout sessions was "student research." My impression was that the results of some study were going to be presented. Instead, the teachers presenting focused on Tier II instruction and discussed how the classroom teacher should research activities and strategies to meet student needs once those needs were determined. It implied more work for a classroom teacher, but the idea was to act now rather than wait around to see what resources became available. "The importance of seeing the implications of the data in the light of acceptable norms cannot be overemphasized because the same items of data permit several possible interpretations (Tyler, 1949, p.14). Herein lies the trick. Where one teacher will put forth great effort in research and implementation another teacher may not even initiate research or not be willing to do the same. A teacher should take more control over the delivery of curriculum in a classroom. This is the person who knows what lies within the confines of their four walls. It seems to go somewhat against the "team work," "work smarter, not harder" mindset, true, but a general collaboration can still exist without glossing over certain skills and concepts because one teacher is trying to keep pace with all the others. Besides, the odds in pacing are bound to even out as "simple" skills and concepts come along which will not take as long to master as others.

I believe there should be more teachers on state curriculum development boards. I can see how this has its own set of problems as teachers are not available for extended periods of time until the summer months, but there really needs to be a strong representation of people who are "in the trenches," present, and accounted for when it comes to curriculum development.

TE 818: Theme 4: Curriculum Creation

I hope I wasn’t supposed to read these articles in sequence, because you know as soon as I saw “Texas,” I went straight to that article. "Can We Please Mess With Texas?" (Shorto, February 2010).

If I address the issue of text book adoption, I have to say it's all a money game. I was on the district text book adoption committee which adopted the most recent reading text book. This must have been in late 2009 and/or early 2010, by the time it was all said and done. All of the materials were TAKS formatted (our recently defunct state test), and 2 years later, after who knows how much money, we have a new test with basically renders the "extras," which are part of the original purchase, useless for those who live and breathe test-teaching. In addition, the state knew that there were new TEKS coming down the pike and a new assessment to boot. If there were so many requests of text book publishers to meet conservative standards, why not have them address the new TEKS as well. By the way, it’s pronounced “tex,” not “teaks.” The “teaks” pronunciation refers to an entirely different program and if you walk into the right conference room, you can get tangled up in a whole pronunciation conversation. 

Shorto cites Frances Fitzgerald and her 1979 book America Revised to say "if there is one thing to be said about American-history textbooks through the ages it is that the narrative of the past is consistently reshaped by present-day forces. America is no longer portrayed as one thing, one people, but rather a hodgepodge of issues and minorities, forces and struggles." It is amazing that there are so many people who want to live with a definition from hundreds of years ago. There have been too many advancements in the world to keep wanting to shove us back into that box.

Shorto also cites Kathy Miller as saying something that I was not perhaps fully aware of: the notion that there are people who are not educators, who do not spend day after day in classrooms, making decisions about curriculum. “It is the most crazy-making thing to sit there and watch a dentist and an insurance salesman rewrite curriculum standards in science and history."  You know, there were real classroom teachers involved in producing those CSCOPE lessons. They were based on the existing TEKS. I can tell you that where the TEKS were specific about what content had to be met, so were the lessons. And I know that I was not asked my religious nor political affiliation before starting work on the project. Were they perfect? No. But neither is any text book curriculum out there. I will say this, and it has been repeated to us on many occasions, the TEKS are the what we teach. How we teach them is an entirely different ball game. And so I pose the question: Why not impose HOTS (higher order thinking skills) questions to enhance the curriculum? After all, the entire purpose of our "new" TEKS, as I understand it, is to ensure college readiness. The direction in which students move is up to them. How does the Christianity-based language of the Constitution apply today? Wouldn’t it be great if students could stop and think about how to shape an entirely new nation? What would they, as founders, include in a declaration of independence or a constitution?

I will cite one more point in Shorto's article. He shares a discussion with Tom Barber about Prentice Hall publishers changing the language of Magruder's American Government to read "enduring Constitution" from "living Constitution." It seems quite interesting at this point that McLeroy is exercising more of a "living Constitution" approach than an "enduring Constitution" when it comes to curriculum.

Shorto's article was written in 2010. Since then, the man he ran against, Thomas Ratcliff, was elected to the State Board of Education. I realize I went off on a particular curriculum and not curriculum in general, and I may have ranted and babbled all at once. Our school district is very much affected by this whole battle, as I suppose most of the state of Texas is. However, I maintain that "up north" school districts have more resources in terms of exposure for their students and can to some extent "fill the gap" that close-mindedness creates. I worry about the development and preparedness of our students as contributing members of society if our schools are tied to certain one-sided ideals, morals, and beliefs. 

The following are new articles, recent articles, about this hot mess. 

I know that CSCOPE does not contain student information.

http://www.texasobserver.org/dan-patrick-thomas-ratliff-slug-cscope/

This talks to the point that educators are capable of making curriculum decisions in the classroom, which emphasizes the comment I made earlier about the TEKS being what we teach, but teachers can still determine how we teach them. 

http://tfninsider.org/2013/10/04/texas-ed-boards-cscope-review-could-lead-to-more-political-warfare-over-instructional-materials/

TE 818: Synthesis: Theme 3b: What Should Schools Teach? "Controversial" Curriculum

Even as a write this synthesis post, I feel that my blood is not boiling as it should be. I came across the following poem...

http://www.latinamericanstudies.org/latinos/joaquin.htm

...and I could appreciate the sentiments, but I do not feel the bitterness and/or injustice that this poem conveys.

As I continue to think on it, and even after just having submitted my "brief" on Theme 3b, I think it may be because I honestly believe that I am a successful person. I do not feel oppressed. I do not feel that legislation could keep me from learning what I want to know about my culture and heritage.

Should schools teach it? Certainly. Heck, I try to inspire my students by EMPHASIZING Hispanic contributions to Texas' independence. National Hispanic Heritage Month is a big deal in my classroom. At the public school level, I think we're more likely to fall victim to the loss of Hispanic studies, and yet, I don't think it will be "felt" so much because there's a real hit-and-miss in public education. Some students may love and learn it, others are just going to go through the motions as is the case with any other subject. The college/university level is where I believe the loss will be detrimental. At this point, we have students, professors, and/or researchers who have a real passion for promoting and keeping alive our culture's contributions to the state, country, and inevitably, the world.

The initial interest and pride in Hispanic culture and heritage really does need to come from home. It is up to parents to dig deep and make the connections for our children so that they SENSE the absence of acknowledgement and take initiative to ask for educational courses to validate their (our) presence in this society.

I will go a step further and say that it is also necessary that the education about our advancements and changes as a culture come from the home also. We need to grow and emphasize changes for the better. Although not necessarily about Hispanics, the following link talks to gender roles, which are very prevalent in the traditional Hispanic culture.

http://www.science.tamu.edu/articles/1130/?utm_source=tamutimes&utm_medium=email&utm_campaign=2013-10-22

So perhaps the point-of-view, or the basis for continued Hispanic studies should focus on our strength. "Don't leave me out" is so needy. "Where would you and where WILL you be without me?" That sounds like a better approach.

TE 818: Theme 3b: What Should Schools Teach? "Controversial" Curriculum

I will begin with a parental view of not just these two issues, but all controversial issues in general. Recently my son relayed a story to me about something that had happened at school and in the middle of it all, he said, "gay," in a whisper as if he were afraid that someone would hear him. When he was done, I asked why he had done that and went on to explain that when we whisper words like gay, homosexual, illegal immigrant (because that's a word that gets whispered a lot in my neck of the woods), we perpetuate the stigmas, discrimination, and overall backward thinking that comes along with them. I can honestly say that although my husband and I have open conversations with our son, I am glad that the school takes the initiative to put "it" out there.

"Now we’re told we can talk about race, but it has to be through a multicultural perspective" (Siek, 2012). This, too, will come to an end. A state-wide curriculum in Texas was scrapped over the summer months because a parent got a hold of a high-school social studies lesson in which, in just so happened, the Muslim religion was being discussed as part of a "big picture" lesson. That's all it took for everyone to get riled up, and, as with so many other things, the politicians won. "Our students have already learned so much this year and this process is teaching them so much more. They are restless, ready to act and eager for their voices to be heard, and our community is equally supportive to their desires" (Acosta, 2012). It would be wonderful if the young students directly affected by this can in turn affect some real changes in how they are being edged out of the history of the state they live in. I wonder if being true to student-centered instruction, and allowing these students to "teach" themselves, or learn by way of self-directed investigation/discovery would also end up against the law. Will student research projects also be shut down to fulfill a political agenda?

In terms of curbing bullying all around, our school district has staff development and student presentations either through the counselor or outside agencies and by classroom teachers. Students and parents are asked to sign off on a parent/student responsibility and consequences contract no later than the 2nd week of school. It works for the most part along with reminders throughout the year. Education about tolerance for homosexuality has to begin at home though. I have had students come to school and refer to students that they don't like by calling them "gay" or (Spanish slang) "joto." Neither the speaker nor the target of the slurs are fully aware of what these words mean, but they interpret them to be "bad." As a classroom teacher, I know that I'm not teaching these words to my students, so they and their connotation must be coming from home...Education begins at home. (On a personal note, if parents whose children come to school ready to utter these words were as dedicated about helping with homework and showing up to parent/teacher conferences, we would all be much better off. Students. Teachers. Community.) When these words are spoken, we are somewhat forced to address the issue, and that puts us between a rock and a hard place because we do not have a curriculum for this. What do you say? What do you attempt to make the student understand?

“By the time kids get to high school, it’s too late," says Tess Dufrechou (Eckholm, 2010).