What is it about Teachers that makes them targets?

People who know me understand that I have hot buttons that set me off when it comes to certain topics of education. That would actually encompass a huge number of topics including the rights of teachers. As I scanned the news channels last week, I came upon a story covering a teacher strike in one of the urban districts of the U.S. The reporter covering the event kept repeating and repeating a single line during his coverage that just set me off. “These teachers care more about their jobs than they do about the kids”.

What is it that enables people to vilify teachers for placing the security of their families before the demands of their job? Of course the security of a teacher’s family must come before the demands of the job. Doesn’t everyone value their family and want to insure their safety and security as a first consideration in life?

The fact is that here are many teachers who grapple with this very issue throughout their career. Teaching is a noble profession that does require sacrifice on the part of each educator to do right by his or her students. It is that self-sacrifice and “teacher’s guilt” that has enabled some districts to take advantage of teachers in regard to labor issues since the beginning of public education.

As a generalization most teachers do not market themselves well. They do not expound upon their accomplishments. They view that as flaunting one’s self, and that is frowned upon by teachers. They do not like it when any teacher publicly claims credit for accomplishments. They consider it as bragging or showboating. Most teachers are humbled by public recognition. By and large teachers do what they do, not just because the public expects it, but it is they who expect it of themselves. That is their strength and their weakness. It is that very feature in teachers that enables a reporter to repeatedly state: “These teachers care more about their jobs than they do about the kids”. That question tears at the teacher more than it resonates with the public.

People have been convinced that the American Education system is failing our country. Too often we try to simplify complicated issues. There are many, many reasons why our education system needs improvement. An objective analysis of the issues is warranted and should be done. Tax reformers, politicians, and business people looking to profit in an education market however often obscure that needed objectivity. To sell the snake oil, they simplify the problem, and target a simple solution, the teacher. It is a travesty that the very group that is maintaining the best of a system, which is in need of repair, while being maligned and even corrupted by the interference of non-educators, has come under attack. Teacher morale is the lowest it has ever been. Teachers are leaving the profession and youngsters are hesitant to enter it. This will only add to the problem.

Teachers need to take back the discussion of education that has been hijacked by so many non-educators. They need to shout out their accomplishments. Administrators need to lead, as well as call out the praises of their teachers. Superintendents need to claim their leadership positions in education to stand against mandates being imposed that are detrimental to education and educators. We must have our leaders connect and collaborate on the needs and solutions for education and not have them dictated to educators by non-educators who are unaware. Public Education is very much in jeopardy if left to the politicians and profiteers. Timidity is not a virtue in a modern educator.

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Technology: Use it, or lose it!

I recently got into a discussion with my friend Errol St. Clair Smith, Executive Producer at BAM Radio Network on the effect that technology has had on the news media. Many of the old tried and true guidelines of journalism have been forever changed with the 24-hour news cycle, as well as, news on demand. There is also the ability of anyone to publish at anytime and have the capacity of communicating tolarge masses with the click of a enter button (return button for Apple Folks). This has had a vast and yet-to-be-determined effect on not just the media, but our entire culture as well. The computer is now the Publisher. The smartphone is the video cameraman. Woe has been the newspapers and magazines that had failed to heed the call.

As educators we tend to only consider the effects of technology in Education. Technology has always moved us forward with many industries and professions falling by the wayside. Where have the blacksmiths gone? How many shopping center parking lots have one-hour photo processing booths? When was the last time a college student walked the halls of the dorm trying to borrow a portable typewriter to finish a paper? How many surgeons can operate today based on scalpel skills alone? How many factory workers have been replaced by mechanical Robots? This list could go on for several pages of text, but I will end it here, hoping the point has been made.

Almost all industries and professions have been at the very least affected by tech, and at most, some industries have been eliminated as a result of it. Where does that leave education and educators? I have often said that the biggest myth in education is that computers will someday replace teachers. Now in some respects, I am not so sure it is still a myth. There is the often-quoted expression any educator who can be replaced by a computer should be. I am not sure that the best of teaching may survive at the hands of ill-informed legislators. I am definitely not a conspiracy theorist. There are however, a number of efforts taking place in legislatures around this country that may have a profound effect on the way we deliver education.

There are any number of initiatives going on that, taken as single events, may be non-threatening, or even having a positive effect on education. The combination of these initiatives however, may have a profound effect on the way we deliver education.

Some states have now passed legislation requiring a percentage of education be delivered in a blended form. Blended learning is a combination of delivery of instruction using the classroom and the computer. There is legislation allowing Charter schools to circumvent many of the restrictions of public education. There is the movement to increase class size in every state. Even more troubling, most recently one state is considering legislation to remove certification requirements of teachers.

Looking at all of those pieces as a whole, there seems to be emerging a possible threat to end Public Education, as we know it. States can create an atmosphere where kids can be placed in charter schools with few restrictions using computer-driven education, directed by non-certified technicians, delivering education to hundreds of kids, maybe in a single class, who do not even need to be physically present in a school. All of which was made possible through state legislation. It is cost cutting and might address the tax concerns of many.

We do not want to start a movement for educators calling for a Rebirth of the LUDDITES. We do however need to have educators be educated on the need to understand and use technology as a tool for learning in an environment that supports it. Professional Development must be continual and supported by districts. Educators are the professionals of Education and representative of some of the very smartest people in our country. They should not need to look to politicians and business people to determine how best to educate our children. However, if educators relinquish their relevance, they may be eliminating their profession. Educators need to be in the discussion of education as relevant, educated, informed advocates. I believe this can best be accomplished by being connected and collaborative through technology. We can make it work for us, or surely it will be turned against us.

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The 6 P’s for Education

Dell Computer has sponsored four education Think Tanks over the last year, or so, and I have been fortunate to participate in three of them. At each get-together educators, education related organizers, education industry executives, and most recently students, were brought together in an open discussion on the weighty topics of education and education reform. All of the discussions were video-taped, and live-streamed, and even animated on a mural to a viewing audience. The final production was archived to a special website maintained by Dell. During these discussions the participants were even tweeting out discussion ideas in real-time, which reflected out to the growing community of connected educators on Twitter. Transparency abounds at these Dell Computer think tanks.

Each of the groups is given four to six general topics of concern in education to discuss for about forty-five minutes to an hour. Since the members are all invited guests, they are usually intelligent, passionate, and well-versed in aspects of education specific to their profession.

What I love most about this latest group, and others similar to it, is that if you put a number of intelligent and reasonable people together in a room to come up with a goal for the common good, the results are usually positive and helpful. This is a real teachable-moment lesson for all of our politicians in Congress today.

Dell has provided a great platform for getting to the heart and identifying some of the pressing problems of education through the eyes of these educators, but it doesn’t provide a means of enacting solutions to those problems. If it were a question of educational problems being identified and solved by educators within the education system, there would be far less a problem. But, like all complex problems, there is more to it than that. Progress is being stymied by the 6 “P’s”. By this I am not referring to the military expression “Proper Planning Prevents P*ss Poor Performance”. I am talking about Poverty, Profit, Politics, Parents, Professional development, and Priorities preventing progress in Public Education.

Profit is a big deterrent for change in the system. Most educators agree that high stakes, standardized testing is one of the leading problems with the system today. The idea of changing that anytime soon is remote however. The leading education publishing companies are making a BILLION dollars a year alone on creating and maintaining standardized tests. The profits are even higher in the area of textbooks, so progress in that area, even with the advent of the Internet and endless sources for free information, will show little change soon. Of course these companies all have lobbyists working on the next “P” Politicians.

Politicians are very much influenced by money. Some may even distort the facts to support the interests of their financial backers. Since education itself is a multi-billion dollar industry, that until recently was not, for the most part, in the private sector, it has become the goal of some politicians to put more schools into the private sector. This has made public education a political football. Education for Profit is the new frontier. Along with that comes an initiative to publicly praise teachers, while privately and politically demonizing them. For too many individuals the words Education Reform are code words for Labor, or Tax reform, or both.

Business people and politicians are quick to solicit the help of Parents. Parents, who are familiar with the education system of the 19^th and 20^th Centuries, the very system under which most of us were educated, are easily duped into trusting the lies of standardized testing. The belief that test results are an indication of learning, and that if the scores are low, it is the fault of the teachers, is a concept delivered by politicians and profit conscious business people. This is a concept that is easily believed by those who are less educated about education. We need to educate parents that although it is true that the teacher can be the biggest influence in a child’s life, the teacher is not the only influence. This less emphasized fact, that the teacher is not the sole influence in a child’s life, brings us to another “P”, Poverty.

If we factored out all of the schools in our education systems which are affected by poverty, we would have a great education system. Poverty however, represents people. Children in poverty have many things acting upon them and probably the least influential is the school system. A child who is hungry cannot learn. A child who is sleep-deprived cannot learn. A child who is fearful cannot learn. A child who is not healthy cannot learn. A child who is not in class cannot learn. What does a standardized test mean to these children? How can we hold the child responsible for those test results? How can we hold the teacher responsible for that child’s test results?

And finally, we arrive at the last “P”, Professional development. To be better educators we need to be better learners. We live in a technology-driven culture that moves faster than any we have ever known. We need to educate our educators on how to keep up to be relevant. Professional Development must be part of the work week. Skills have changed in the 21^st Century, but many who are responsible for teaching those skills have not changed themselves. They need education and not condemnation.

My final “P” is for Priority. If education was more than a lip-service commitment from the American people, we would not be having these discussions. We tied education to taxes and that will never bring us together on needed solutions. That is the very reason National Defense has less of a problem. If we are determined to fix education, than we will need to fund it differently. Public education is our National Defense. It is too important to privatize for political gain or profiteering. Educators need to educate Parents, Politicians and Business People about education and not the other way around. Educators must also educate themselves on what education is, as we move forward, because it is, and from now on will always be a moving target.

As always this is just my humble opinion.

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Student Standardization

As I was driving recently, I heard a commercial on the radio that really grabbed my attention. It was from a real estate organization that was talking about the advantages of owning a home. What grabbed my attention was a statement claiming that children of homeowners score better on standardized tests. I couldn’t believe it. Somebody was using the potential of a child’s success on a standardized test to get people to consider buying houses. Of course, I immediately thought that children of families that didn’t own their home must not be doing as well on these same tests.

At this point during my drive, I tuned out the radio and started thinking about implications of this statement, if in fact it was true. We have been told that the single most influential factor in a child’s education is the teacher. Using that as a sledgehammer statement, many politicians have pushed for connecting teacher assessment to student performance on standardized tests. Of course what now comes immediately to mind is: Are there teachers who have a larger portion of children from families of renters as opposed to homeowners?

What about all the other factors? There are teachers who have students with absences totaling half of a year. Does seat time have an effect on a child’s performance on a standardized test? What about the children from families that are unemployed for any length of time? That must have a negative effect on standardized test performance. What about children of families dependent on food stamps? We know children who are hungry do not perform well at school. Need I even mention children with special needs. If their needs are not addressed in a standardized test, won’t that negatively affect performance? Abused children are another group that may not perform optimally on a standardized test.

Now, if we are to talk about fairness in assessments, when we assess a teacher based on a students’ overall performance on a standardized test we need to ask a question: Do all teachers have these poor performing, albeit for good reason, students in equal portions? Are there teachers with greater numbers of these students in their classes? Are there teachers who have classes without these groups of students represented in the class? When it comes to comparisons we must remember, apples to apples, oranges to oranges and classes to classes.

Yes, the single most influential factor in a child’s education is the teacher. What is left off that statement is that the teacher is not the sole factor in a student’s education. There are hundreds of factors that affect a child’s education that have nothing to do with the teacher. If we are to expect standardized testing to accurately assess students as well as their teachers, we need to first standardize our students.

We need all students to come from safe and healthy homes owned by loving parents. We need all students to be free from physical and emotional challenges. We need all students to be free of racial and cultural prejudices. We need all students to be mentally and physically healthy and sound. Once we have put these standards in place for all students, then standardized tests may begin to approach something that makes sense in assessing teachers for the purpose of standardized education. Be careful of what you wish for!

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The Connected Conundrum for Education

Education Secretary Arne Duncan declared August Connected Educator Month. To the delight of many connected educators, this was a validation for much of their time spent and their many accomplishments achieved through the use of technology in general, and using the Internet specifically. Many connected educators have gathered virtually to assemble panels, webinars, podcasts and blog posts about all of the advantages of being a “connected educator” and its possibility of transforming education as we know it. You might see where I am taking this conundrum thing.

The problem with this is that the vast majority of educators who are most on board with Connected Educator Month are connected educators. Hundreds of connected-educator communities and organizations have signed on to the program and have offered online promotions for the month. This is a wonderful thing for all of the connected educators who belong to those communities. But, the obvious question: Are nonconnected educators involved or even aware?

Of course, avenues to reach nonconnected educators would be print media, television and radio, and articles in journals, newspapers and magazines. We can only hope teachers have time to keep up with such media. Much of this media requires subscription. There might even be buzz at schools that start the school year before September. Of course, the beginning of the year is the busiest and most hectic time at school. That does not allow for a huge amount of buzz.

This is the time that someone trying to sound cool using connected terms will say something to the effect of, “It is only another example of speaking into the echo chamber.” I never understood how that was supposed to lessen the impact of a good idea. If an idea is put forth to a large group of people who share skills, interests and motivations, how is that idea of lesser value? It is still analyzed, questioned and challenged by a group who theoretically knows the subject best. Participants’ agreement on an idea’s value might come from their experience and not because they share a space with other educators. Ideas are challenged all of the time among connected educators. It is the sharing and collaboration of those ideas that give power to connectedness.

No, to be a good teacher, one does not need to be connected. However, the question is if you are a good teacher and unconnected, could you be a better teacher if you were connected? Shouldn’t we strive to be the best that we can be? It’s not only an Army thing. Being connected offers not only exposure to content and ideas but also the ability to create and collaborate on ideas. Being connected fosters transparency and debunks myths of education that have been harbored in the previous isolation of the education profession. This is the stuff of a true learner’s dreams, and, as educators, are we not all learners?

Let me get to the conundrum. How do we connect nonconnected educators if the only people participating in large part in Connected Educator Month are connected educators? Most Americans have a Facebook or Twitter account. There are millions of people who maintain AOL accounts. In the strict sense of the term, these people are connected. However the term “connected educator” requires a focus for connectedness. It requires the educator to be connected to places and people advancing and enlightening the person personally as well as the profession — education. Of the 7.2 million teachers in America, most are probably connected to something on the Internet. We need to get them connected to one another. If we consider all of the education websites for professional development in education and all of the professional connections on Twitter in terms of a professional learning network, it would probably account for far less than a million educators.

We are not a profession of connected educators. We are content experts with access to content that we are not accessing. We are advocates of ideas with the ability to share ideas that we are not sharing. We are creators without using the ability we have to create for an authentic audience of millions who could benefit by our creations. We fight for the status quo of comfort and compliance. This doesn’t make sense to many of you — those of us who are connected.

If the only people benefiting from Connected Educator Month are connected educators, how do we involve the millions of others? I understand that a certain percentage will never be connected, but those who could be, would be, should be and can be are out there. How do we best connect the unconnected educator in a face-to-face method?

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Educators Need to Discuss and Learn…?

My last post, Hypocrisy in the Profession of Education, seems to have gotten quite a few people talking about educators needing to learn more. Of course there were some who disagreed, which is an inevitable consequence of blogging. One of the comments that caused me to think even more about this educator/learner topic was a comment that I had received concerning the methods I suggested might need a revisit of learning. Authentic learning and project-based learning were two that were specifically mentioned by a commenter. The comment was to the effect that these were methods of teaching that have been with us for years, so why would educators need to learn them? That set me to examining why, or even if, we need to revisit any of the things we should be teaching. What is different about: communication, collaboration, collection of information, critical thinking, and creation from 20, 50 or 100 years ago? Obviously, the function, and purpose of those skills remains the same, so what is different? Why are we being told our students need better preparation in these skills? If we have always taught these skills before with success, what makes it different now?

We always taught kids how to write and encouraged them to get published. This was the goal of any good writer, the success of publication. The idea of submitting transcripts to publishers in great numbers as a buffer against the inevitable rejection slips was also advised. For many English teachers their greatest pride came from having a published student. What’s the difference today? The computer is the publisher. There are no rejection slips other than an audience response. Kids understand this, but many educators are playing catch up if they get it at all. I recently listened to two college professors describe their writing program and not once did they mention the words “Blog”, or “Post”. Writing for a post for an audience is different than writing a composition for your teacher to read. This is an area that all educators need to discuss and learn.

We always taught critical thinking, and how to vet sources. We taught which newspapers and magazines were reliable, trustworthy sources. Today newspapers and magazines are disappearing. They are being replaced by 24/7, cable news cycles, websites, blog posts, and social media. There is much more of a need for critical thinking skills than ever before. There are fewer reliable sources to count on. The super-pacs have proven that sound bites and images are more persuasive than facts. Again, this is an area that educators need to discuss and learn.

Communication has always been taught. We have always had kids stand before the class and deliver reports and presentations. Science fairs in every county in America have kids communicating their data on poster boards. That happens with such frequency that Poster Board manufacturing became an industry in this country. How many job seekers will put “great poster board skills” on a resume’? Yes, I know there are other important things kids learn from this beyond the poster board, but why not take them beyond the poster board? Again, this is an area that educators need to discuss and learn.

Creation is the highest point on Bloom’s Pyramid. Some educators think that it is the peak of the pyramid because it is so hard to get to without mastering all the other skills. Some people may not think everyone is capable of getting to that peak of higher order thinking skills. We might find that the reason many students don’t reach a point of creating is that we have always limited the means they had to do so. We were only equipped to receive prescribed reports, oral projects, and an occasional video project. That has all been blown up by the evolution of technology and social media. Justin Bieber was barely in his teens when he launched and promoted his creations into a multi-million dollar industry. He did not use a report, oral report, or a video tape to do this. When it comes to creation, we as educators shouldn’t limit our students. Again, this is an area that educators need to discuss and learn.

Technology has evolved at a rate which has changed our culture as a society, and has had a profound effect on education. Society’s demands on what it expects from contributors has evolved, so that what we turned out as literate in the past, is no longer literate in today’s world. Even with that being said there are many who doubt it. There are schools that refuse to recognize technology as a factor in education. Again, this is an area that educators need to discuss and learn.

I am not attacking educators on this. Our society in general needs to discuss and learn. We need more people to be connected. Technology is not going away or standing still. It will continue to evolve whether individuals accept that or not. If it is a factor in our society as a tool for: communication, collaboration, collection of information, critical thinking, and creation, then we must teach our citizens how to use it as a tool. Our kids will be required to do so in their world, which is not here yet. It should change priorities in education as to what we teach and how we teach it. Authentic learning and critical thinking are now huge factors because kids are learning and interacting without the benefit of a classroom or a school.   Education must not be limited by standardized testing. Our responsibility as educators is too great. These topics of discussion would best be served through leadership. Education administrators may need to prioritize these discussions over those of budgets and tests. These are the concerns that need to be driven by Professional Development. This is an area that educators and parents need to discuss and learn.

 

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What Is Technology?

My friend, John Carver, a prominent education leader in Iowa, Skyped me the other day just to kick around some ideas in education that he was considering.  John and I often have discussions about education. Of course my favorite thing about our discussions is that John often likes what I have to say. As always, things came around to the role of technology in education. John has been a leader in the 1:1 laptop movement in Iowa schools.

During the course of our discussion we both agreed that there is a need to clarify and agree on quite a few of the things that many of us take for granted. These are things that we all assume are commonly understood in education. The most obvious being an agreement on what the goal of education is. It has been my experience in my observations that if you ask 50 educators, “what is the goal of education?”, there will be as many as 49 different answers. Of course point of view has a great deal to do with one’s definition. Students, teachers, administrators, and parents would each approach it from their own perspective, but that would be true of anything.

There is no subject however, that this is more obviously less definable than when we attempt to define technology. Ironically, many believe that the definition is universally agreed upon. I often argue that when it comes to using technology that there is not a generation gap, but a learning gap. I do believe that. The idea of what anyone considers technology however, is very different depending on a person’s age. This may be a reason for a slow adoption of technology as a tool for learning. I have written about this before, inspired by a Sir Ken Robinson video. The idea being that, what we consider to be technology, is totally dependent on when it was introduced into our lives.

There is a book and a movie that immediately come to mind that underscore this: A Connecticut Yankee in King Arthur’s Court; and Back to The Future. In both stories the main characters introduced tools from their culture that were no longer considered technology, to a culture unfamiliar with them, and therefore astounded at their existence as well as their capabilities. That is a concept that we easily understand, as long as the future is brought back into the past. It gets tricky trying to apply the same idea from the present moving forward.

Let us consider the automobile. When it comes to travel today, beyond using our feet, the automobile is probably our transportation of choice. Rarely do we refer to it or even think about the car as technology, because it has always been with us. We were born after that technology was invented, so it has become a tool of our everyday life. We don’t research its worth or try to decide whether people should use it or not. It is here to stay and evolve without another thought other than how to make it better or cheaper. The same is probably true of TV’s and Phones. We have them. We use them. We always expect that they will be with us in some form.

Now let’s address computers. Much of our adult population can readily remember when this technology was introduced. They have a memory of the first PC’s and Mac’s. They can track memories of rotary phones, princess phones, car phones, and mobile phones. These were all invented within their lifetime. Most adults knew where they were when “Al Gore invented the Internets”. This, to them, is technology. They reserve the right to use it, or not, since they know the benefits of what came before. Not too many are holding on to rotary phones, but I have not yet given up my land line (My Choice).This attitude accounts for the experience of many, many educators today. They grew up and learned without technology. It was invented in their lifetime so they have a choice to use it or stay with the tried and true of days gone by.

Now let’s look at the student perspective. There isn’t one kid today in our modern culture that doesn’t have access to a computer. Most kids today live with cellphones, if not Smartphones specifically. If you don’t know it already, a smartphone is simply a complex computer with phone capabilities.What many adults don’t get is that computers and smartphones are not considered technology by kids. They are not in awe of the capabilities of these tools. They expect it. It is part of their world. Educators should not be so arrogant as to think they have the ability to decide whether or not kids can use these tools for learning. The kids do it with, or without adult permission. Any educator has the right to choose to live in a cave, however, they do not have the right to drag their students in there with them.

As long as these technologies exist and continue to move forward, we as educators have an obligation to teach responsible and thoughtful use of these tools. We as educators have a responsibility to be relevant in what and how we teach. I do not know if kids’ brains are wired differently as a result of all that is new in technology. I do know that what astounds me with these tools, is thought to be expected by students. They sleep with their Smartphones. Just ask them. Their perspective to this technology is the perspective we must deal with, and not our own. Our perspective becomes more irrelevant each day.

I love this video. If you have any doubts of what I have just said, watch this video. This is how a one year old approaches something that we all take for granted, a magazine. The child’s perspective however, is one that assumes the very technology that many adults have yet to accept. Learn from this small, but tech-savvy, one-year-old. Click here to view the video.

I now will send this post to my friend, John Carver to use any way he sees fit. I welcome you to do the same. Of course your comments are welcomed.

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Pizza, Wine, and Vasectomies

What is not to love about a zone of comfort; it is a comfy cocoon. It is a pleasurable place that is safe, sound, and satisfying. It is a place where alliterative adjectives may abound with abandon. Comfort zones are safe havens where residents of those zones need not do anything that would in any way slow the flow of comfort. Comfort zones exist in our personal lives as well as our professional lives.

My personal favorite comfort zone is created on Friday nights. I have a Pizza delivered; open a bottle of wine; turn the computer off, and the TV on, and all is right with the world. It is difficult for me to accept any alternate plan for my Friday evening. If my wife commits us to anything else, I put on “the Grumpy Face” and very reluctantly go along with whatever uncomfortable thing I am forced to do, and almost anything else will be uncomfortable. Comfort zones seem to create patterns of habit that way.

There is little that people will not do to create, or maintain their comfort zones. Basketball fans are a great example of this. During “March Madness” the number of vasectomies performed takes a huge statistical jump. That operation in particular allows men to recover uninterrupted for several days with a real need to remain on the couch in front of the television set, or in a more relevant term in front of the big screen. All of this occurs with the willing support of the wife who may even be the willing server of beverages and snacks. This of course only happens once, but for some it is the ultimate comfort zone.

Pizza, wine, and vasectomies have little to do with today’s education, but comfort zones are a major factor in retarding reform in education. Change in any form is the one thing that destroys zones of comfort. Reform of any kind in education will require changing what we are doing now, to something else. That is change and for too many educators that is uncomfortable.

Direct instruction and lecture are probably the two most basic forms of instruction familiar to educators. It is how many, if not most, educators were instructed in their education. It is familiar. It is comfortable. Those methods are necessary and in some form, they will always be a part of education. The change however, is that those methods will probably no longer be the focus for education. There are other methods that are moving in. Problem based learning, collaborative learning, and social learning are all terms that have crept into the everyday discussion of education. To many educators these are not new terms, but their position in education is being elevated. These methods are moving up the ladder of acceptance. They must now be recognized as a force to be reckoned with in education. It will require both work and even more discomforting; CHANGE.

To compound the problem that some have with these emerging methods of instruction, there are new tools for learning that must be introduced. These tools are all in the form of new technology that enables or enhances the shift in education. This requires educators to travel away from the lectern, the chalkboard, the overhead and the rows, and the front of the classroom. That is difficult for these are the very things that formulate the comfort zones that many refuse to leave.

The biggest threat however is the self-image many educators have. They have been programmed by decades of previous teachers to hold fast to the belief that they are the keepers of content. They are experts in their areas. They are the masters of their domain (Seinfeld episode not withstanding). The internet and its easy access have changed that forever. Technology has changed the self-image that many educators have had. There are even some educators who buy into the myth that someday teachers will be replaced by technology. For some this goes beyond discomfort to actually threatening one’s self-worth and livelihood.

For many educators the use of new methodologies and the technology to utilize these methods are very foreign. Employing them will require change. This change requires more education, more training, different attitudes, and a different self-perception. Educators will need to advance from not just content experts, but to facilitators, or moderators, or guides. These are different roles for educators. It is not the understanding of the role that many had when they entered the profession. All of this is very uncomfortable. Too many will have to leave their zones. This is not limited to teachers. Administrators, parents, and even students have their comfort zones in today’s education system. We all are invested in our comfort zones, even when we are pointing to others demanding that they leave their zones.

Change in the education system must happen, if we expect different outcomes for our children. How do we do that with so many uncomfortable alternatives? We need to educate the educators. Comfort zones are obstacles to reform. We need to make professional development an integral part of the educator’s profession. Pedagogy and technology tools for learning need to have a balance in discussions. These are the reform discussions educators should be having for real reform. We cannot be sidetracked with the labor, tax, and accountability issues pushed forward by politicians who would refuse to judge themselves by the same standards they want to force on educators.

I love my pizza and wine on a Friday evening, as I sit in front of the TV. If tomorrow however, the doctor told me that my self-described, comfort zone has become a detriment to my health, and that I must change things or possibly die before my time, then my comfort zone is no longer comfortable. It is time to get comfortable with some other set of things. That is the state of education today. It is a change-or-die situation. We are running out of time for people to ease out of their comfort zones. We need to prioritize professional development. We need to make everyone comfortable with learning. That should be the only comfort zone for students and educators.

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“We Don’t Need No Stink’n Textbooks” #Beyondthetextbook

In order for educators to teach kids, they need something to teach. Exactly what it is that educators should teach has often been discussed and continues to be the focus of ongoing discussions for over many generations. The delivery of that content, in regard to what to teach, has never been of great concern, because the bulk of it came in the form of text, delivered in a book called the textbook. In the 50’s the education pioneers introduced film strips, 16mm films, and recordings to supplement the textbooks. The 60’s brought the video tape and the overhead projector. With the turn of the century came the disc technology, as well as a wider use of the internet. Today of course we use interactive white boards and document cameras. All of the new methods of content delivery however are, for the most part, just add-ons to the backbone of any curriculum, the textbook. Of course the publishing of textbooks became a multi-million, or billion dollar industry. The importance of Textbooks was reflected in school districts with their strictly adhered to textbook adoption policies. Textbooks are a big deal. It is a common experience of all educators and all parents. The textbook, along with the apple on the teacher’s desk, is an iconic symbol of education in America.

A decade into the new century we have a new way to deliver content. The internet not only delivers text, but allows it to be manipulated, transformed, evaluated, analyzed, merged with video and audio, created, and published.  This goes way beyond that which could be accomplished by the printed textbook. It offers educators the potential for not only presenting content to a student, but allowing the student to actually interact with that content to demonstrate more than understanding, with the potential of actual creation of the student’s own content, as well as publishing it out to others for authentic feedback. Teaching the content is the process, getting students to use the content and independently obtaining, and continuing to evaluate and use more content should be the goal.

There are now a number of ways educators have to deal with content. On opposite ends of this list of learning tools are two extremes. The textbook, as we know it over the decades at one end, and Open Source Resources of the internet on the other end. As an educator I have never liked being shackled to a single, stagnant textbook. I am personally comfortable guiding students through Open Source learning. This however, is not the comfort zone of most educators. Comfort zones are the biggest impediment to education reform. I do realize that any effective use of the internet as an open source resource for educators to use for students would require a massive undertaking of professional development for millions of educators nationwide. I would imagine that the billion-dollar textbook publishing industry would have some say in this discussion as well, so the move in that direction would be slow in coming. I believe the challenge is to create the best solution in a mechanism that is recognizable as a textbook, but enables the functions of the internet to incorporate many more tools for learning.

Educators are now beginning to establish a voice through social media. Opinions expressed by educators through blogs and social media are now beginning to gain recognition in the national discussion of what is education to be. I think that is one of the main reasons that Discovery Education used some of the leading connected educators from social media as a focus group, or think tank, to discuss what is “Beyond the Textbook”? Discovery Education was looking to gain insights to their own attempt to devise or improve such a much-needed product. Of course another reason is to have the very same people create a buzz about whatever comes from this forum. Cynics would say that we were being used and manipulated by a corporation. I would like to think that we actually have gotten what we have been asking for, for decades; an educator’s voice in what education needs.

After a long day of discussion between about 16 invited educators and the same number of Discovery Education staff, we came up with several concepts. Most of what we suggested already exists in some form today. They are tools of the internet that could be incorporated into a mechanism for learning, assessing, and creating content. Here is a list of some of the suggestions of the components that the group valued and thought should exist in what should exist as we go beyond the textbook:

• The mechanism will exist on the internet allowing 24/7 access with computer or mobile access.
• Many forms of content may be included: text, videos, audio, animation, graphs, and diagrams
• The ability for flexible content will be provided.
• The teacher will be able to add or subtract material to meet the needs of the students allowing for differentiation.
• Content will have highlighting and note-taking capability
• Content will be linked to dictionary and encyclopedia for easy reference.
• Content will have language translation capability.
• Content will be linked to other supplemental material for further exploration.
• Formative assessment will be built into lessons to assess understanding before moving on.
• There will be a social media component for collaboration and feedback.
• Students will be able to create content within the mechanism.
• Student created material will be archived and shared
• Student created material will be placed in an ePortfolio within the mechanism.

These were some of the highlights of what came from the assembled group. The group had elementary, secondary, and higher Ed representation. Most members were very active participants in social media and education Blogs. I cannot adequately express the admiration that I have for each of the people in this group, most of whom I have met before and all of whom I follow on Twitter. These are people I often recommend following on Twitter. I have also now added to my Twitter list many Discovery Education employees who are working toward implementing our suggestions in some form into their existing and ever-evolving product, techbook. I should note that this entire project was led by Steve Dembo of Discovery Education. It is my hope that other industry leaders will begin to go to the educator’s voice on social media for input and transparency in their development of new products.

Members of The Beyond The Textbook Forum included: @rmbyrne, @courosa, @NMHS_principal, @bethstill, @teach42, @dwarlick, @dlaufenberg, @mbteach, @audreywatters, @shareski, @sciencegoddess, @wfryer, @imcguy, @djakes, @jonbecker, @principalspage, @joycevalenza, @lrougeux, @halldavidson, and of course @tomwhitby

My apologies to anyone that I may have left out.

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“Teaching Isn’t Really a Profession”

As an educator for the past four decades there is very little in the way of conversation that I haven’t discussed about what it is to be a teacher. In these discussions, over all of these years, there is one position taken by many people which always gives me cause to think less of the person with whom I am having the discussion. It forces me to question their bias on the subject. The statement that sets me off is usually some variation of,”teaching isn’t really a profession”.

The person at that point of the discussion would usually talk about the hours in the day and the weeks in the year that teachers work as if that had something to do with what a professional is. Ultimately, it always ends up with some comment about the idea that teachers belong to a UNION so they can’t be professionals.

I found two different definitions of Profession and neither mentions a disqualification of status because of time spent working or any union affiliation:

A calling requiring specialized knowledge and often long and intensive academic preparation…

A vocation requiring knowledge of some department of learning or science: the profession of teaching…

I have always taught in New York. There are many different requirements for teacher certification throughout the fifty states, but the common link is a higher education degree. That requires at least four years of college. Many states require a Master’s degree, which involves an additional two years of education. Teachers are required to be content experts as well as education experts all of which entails specialized knowledge and often long and intensive academic preparation to enter this vocation requiring knowledge of some department of learning or science. I would say that teaching meets all the requirements to be considered a profession.

It is the very lack of respect for teaching as a profession that forced teachers into considering unionizing in the first place. We are not far from the days of the Schoolmarm, when the work ethic and morals of teachers had a different standard than everyone else. Teaching was often viewed as a part-time job suited well for women because of the limited hours and an academic calendar. I remember back in the 50’s and 60’ teachers were forced to work second jobs in the summers to support their families. If one’s value to society was based on compensation, teachers had very little. People referred to it as a calling as if because of that calling a salary was of little consequence. Teachers, after all, were civil servants. That implied that they were servants to the people, and a servant is not a professional.

It was that very attitude that forced many teachers to organize. The result was not only a better job and working conditions for teachers, but, as a result, it created a better learning environment for students. The real effect of teacher’s union contracts By Matthew DiCarlo via Valerie Strauss Which was further supported by Teacher Unions Boost Student Achievement According to a New Study in the Harvard Educational Review . Essentially, it stated that states with teachers unions provide a better education for their students.

Of course the other more vocal argument these days is the “BAD TEACHER” cry. That is the label most often used in targeting teachers today. My contact with most teachers spanning 40 years as an educator leads me to believe that the vast majority of teachers are caring concerned and dedicated individuals who have answered a calling. Most are parents as well. They are not bad people or “Bad Teachers”. The profession however needs its professionals to constantly update their knowledge and maintain relevance. Schools need at the very least support this, and in the best case provide it. Professional development however is low on the priority list of schools in need of reform.

The public’s negative attitude toward my profession is further exemplified in its judgment of all teachers based on the actions of a few. It is always a headline story when some teacher does something really stupid. It is stupid to openly blog a rant about one’s own students or, any kids or their parents for that matter. Teachers who have done this are not in the majority. Those are stupid and thoughtless acts of individuals. They probably represent the smallest fraction of a percentage of teachers, yet as a result of the actions of this fraction, we now have places considering legislation banning teachers (only teachers) from having contact with students through social media.

There was a case in Los Angeles recently where two teachers were accused of child molestation. That is a heinous crime and the fact that two people in the same building may have committed it at the same time is astounding. Both of those individuals deserve to be prosecuted to the fullest extent of the law. The district however decided to take it one step further and eliminate the entire faculty of that school before those individuals even went to trial. Again, this is a community that judges an entire profession based on the stupid or illegal actions of a very few.

Teachers are also probably one of the only professional groups to have their salaries printed in local newspapers at the whim of people looking for political gain. Maybe in the interest of transparency, every community member should have their salary posted in the local paper. I am sure that would have great support. That is only one of the indignities resulting in the fish bowl existence teachers must put up with from communities that lack respect for the profession of teaching.

I am a professional in the profession of education. I have worth; a great deal of worth. I am an expert in an area that required me to obtain and document years of education. I have proven my worth in my job every day as a professional teacher. Do not judge me by the actions of a very few. Do not label me a “Bad Teacher” because districts are not supporting fellow professionals with professional development. Many of my colleagues are civil servants, but they are serving a calling. They are not your personal servants. They are professionals in the Profession of Education.

 

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