Throughout the article Yes, We Can, there were many concepts that I support, but a few that I am unsure of. I completely agree with the author when she states that if schools collect data to support their views, it will be much harder for states and districts to ignore the issues at hand. It is one thing to believe that a specific teaching method or program works and a completely different thing to produce research and data that prove that this method is improving education for students. For example, East Hartford has been implementing Reader's and Writer's workshop in some classrooms. It is up to the teacher whether they want to use this new teaching method or stay with their traditional methods, as of now, but teachers who believe in this way of teaching are collecting data on their students progress and test scores constantly to present to the district and the state in order to change the way reading and writing are taught throughout the state. Many struggling schools buy scripted reading programs and do not get the results that they hope for. Using Reader's and Writer's workshop to teach literacy has proven to be quite effective and I hope these teachers can compile their results and make a positive change throughout their struggling district, and possibly throughout the state. Collecting data and proving your case is the only way to cause positive change, which is what struggling districts need.
The author seemed to place the majority of the blame for schools that struggle on the teachers. I agree that teachers need to be committed to their student's success and qualified in the subjects they teach, but I believe that there are many outside factors that affect student success, such as district-wide programs (ie. scripted reading) that teachers are forced to use in some places. In this case, the teaching methods that they use are not chosen by them and I don't think it is right to blame them in these cases. For example, some elementary schools in Hartford use this type of reading program and have not gotten very positive results. Some entire schools are forced to teach in this manner, which must be frustrating to teachers who want to see change and positive results and I don't think it is right to blame them for the success of their students.
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Knowing what counts as "proof" is a real challenge in education. Sometimes individual testimonials about a program's effectiveness can be sufficiently convincing. Other times, there are requirements for control and treatment groups. One difficulty is that the first type of evidence is obviously based in local conditions; the second type almost wants to ignore the specifics of the site.
I have heard how scripted programs have a horrible effect on teacher morale. And I have seen well-designed research studies that demonstrates the positive impacts on student achievement. In contrast, hard core data about the workshop approach is very hard to find.
My reading of "Yes We Can" suggests that the problems have more to do with local educational systems. Starting on page 6, I see a list of problems that are NOT placing the blame on the individual teacher: pre-school quality, fewer funds, less qualified teachers, and so on. It seems to me that each of those problems result from administrative decisions. For example, hiring teachers without sufficient training might sound like a negative comment about new teachers. And yet, the choice to hire less skilled teachers is within the control of administrators. The teachers they hire are not deliberately weak.
Teachers can be very easy targets. However, we need to guard against saying that teachers have no control. Ultimately when children are not receiving an appropriate education, it is less important whose fault it is. I continue to believe that teachers, even at the individual level, can improve the lives of children. The YouTube that Carolyn placed on her blog provides another reason I feel this view has clear supporting evidence.
Hi Amy-
I don't think that the article was putting blame on the teachers. I understood the article to take more of the positive, hopeful stance. I think the article was saying that teachers can have high expectations for their students so that they can succeed. It wasn't saying that teachers were the main reason that many students of color were underachieving, rather it is the whole school system and policy. The article was encouraging teachers that minority students can be high achievers and teachers shouldn't expect anything less.
Hi Amy,
I am so glad to hear that East Hartford is trying to make a move towards Reader's and Writer's Workshop. I student taught in Hartford and the scripted reading programs were just horrible. I am currently teaching Writer's Workshop as part of my internship and I really believe that the workshop model is the best way to teach students reading, writing, and even math too. I hope the teachers collect great data and create change! We sure need it!
Hi Amy,
I agree with you that the "blame" cannot be entirely placed on the teachers in a school district. Schools function top down and so it would stand to reason that the superintendent and principals need to also have the "Yes we can" attitude. In that article one of the studies was done at a school in NY city. The article quoted the principal many times and he had a positive attitude that trickled down to the teachers and thus promoted positive outcomes.
I am interested to hear more about this new writer's workshop the elementary school is using. They just started to use the John Collins writing method at the high school and middle school. I know there are a number of districts like Hartford that use ineffective writing and reading methods. I am curios to see how east hartford's new program will work but it should have a positive outcome on the standardized tests.
I too think it can be hard to place the "blame" for failing schools. It seems we place it virtually everywhere--programs we're forced to use, teachers, students, parents, home life, administration, funding...the list goes on. It may be hard to place the blame on only one factor, when in reality it is usually a combination of several. Through my experiences, I guess I would have to say that a teacher should hold most of the blame--even if she's in a difficult situation. Our ultimate job is to make sure students learn, no matter what. I know it can be very frustrating to use a program that doesn't seem to work, but maybe we just need to figure out the best way to use it effectively, hoping that we can reach our kids. Teaching is definitely a complicated (and sometimes controversial) job!
I agree that there are a lot of outlying factors that affect education and students, however I think too often teachers use that as an excuse for why they can't teach certain kids as well as other kids. It is our job to find ways to teach kids in whatever means necessary, despite what is going on in their lives outside of school. When they are in our classroom they are a student just like everyone else, just as capable as everyone else. I see too many teachers in my district becoming complacent because of district mandates they don't agree with and because of the diverse population they teach. They are just accepting the students background is a hindrance instead of trying to put those notions aside and doing everything they can to reach that child in the same way they reach kids without the same obstacles. I know this isn't all teachers, but I definately see it happening way more than it should.
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