TLN Teacher Voices

Building Consensus with Principals

In the TLN discussion group, Bill wrote:

I think the thing that I've learned over the years is that my best strategy for influencing leadership at the school level is to work as hard as I can to make allies with the administration—even if I openly disagree with them. If I can become their "go-to guy" for information about issues, then I have a greater chance of being influential. In every situation where I've worked from the outside, I've been seen as unprofessional and negative--even if my thinking was simply designed to present an alternative point of view. (To be honest, negativity is something I constantly struggle with. I'm not a smiles and candycorn kind of guy by nature. Knowing this, I've worked hard to change my approach to leadership.)

...I agree that administrators sometimes see remediation and PLCs as something that teachers have to do and that teachers will only do under duress. The key to opening their minds to something new is building a foundation of trust with them, so that they are truly willing to work together with teachers to build positive solutions.

Read the entire conversation, which includes a great teacher idea for providing catch-up time for students during the school day.

The Pros and Cons of Cursive

A recent Washington Post story, "The Handwriting on the Wall," (10/11/06) reported on the decline of handwriting instruction in elementary schools and the likelihood that future generations will not acquire the cursive handwriting skill.

Among the story's highlights:

• Researchers think writing by hand may be important to cognitive development.

• Teachers say they don't grade down for bad handwriting but one researcher begs to differ.

• Handwritten documents are more valuable to researchers and legal experts.

• Messages written in hand create a greater sense of personal authenticity.

• Many educators shrug—they are busy with other priorities in an increasingly digital world.

Here's how some of the teachers in our TLN community reacted to this story:

Gayle: I started teaching 40 years ago in a third grade classroom. In those days, cursive writing was mandatory in the curriculum, and it was the third grader teacher's job to teach it. I've been reading the most recent issue of Edutopia. The editor describes today's students who: listen to iPods, text message, and watch TV all at the same time. Multi-tasking is the norm for these students. Imagine me standing in front of a 3rd grade class today, saying: "Now, class, everyone sit down and slant your letters as we write in cursive." There is a disconnect.

Gregg: I teach 3rd grade in South Carolina. The current state standards require me to "Begin cursive writing." When the new and revised standards are released next school year,they will state: "Begin using proper letter formation, print OR cursive." Handwriting will no longer be apart of the 4th and 5th grade standards after this year.

If my students can sign their names in cursive, then I am a happy teacher. I am so glad that cursive is becoming a passing fancy. In today's world students really don't need cursive writing. Everything they read from emails to textbooks are done in print.

Cathy: An ingrained memory springs forth from very long ago, of a 3rd grade teacher loudly berating me in front of the entire class for the messiness of my cursive writing, which resulted in my inability to get the required "stating of the math problem" in the allotted space. I was mortified. My cursive is no better today, many years later, and I'm delighted to use it as little as possible since that memory never really faded.

Susan B: When I told my mom I was going to switch careers to become a teacher, she said, "You can't! You have TERRIBLE cursive!" She still can't believe they let me in a classroom without it. Mom acquired beautiful "Palmer Method" script in one-room schoolhouses, and bemoaned the inadequate cursive instruction my siblings and I received way back when. I never could turn in acceptable cursive papers without painstakingly copying them over at least once.

When I was 12, I bought myself a typewriter with babysitting money, taught myself to type, and never looked back. I started working with computers when they only ran with cards. The code we input HAD to be printed in neat little boxes. Over the years, what little cursive I had virtually vanished.

But—what's this! the FELE (Florida Educational Leadership Exam) and our District's application for the administrative pool both require handwritten essays and responses. Even though I believe cursive is more professional and likely to positively influence scores, I printed on the FELE, and I did pass. The final documents to complete my administrative pool application languish on my desk. I've decided to compose my responses with my computer (can any of us proficiently draft in long-hand anymore?). Then, I'll hand-copy as in days of yore. I do dread the frustrating task!

Susan G: Isn't it interesting how some things like this stir the memories and emotions. I continually surprise myself with my rather romantic connection to cursive writing, diagrammed sentences, and geometric proofs.

I remember fifth grade. We knew how to write in cursive by then of course. But in fifth grade, we got our first Ink Pens. In the back of the room, by the sink, there was a glass bottle of ink with a blown well on the side of the interior. It was an impressive ritual to take your pen, lift the lever that depressed the ink bladder, dip your pen into the well, and release the lever, filling the pen with ink.

It saddens me that I can no longer compose without the revision tools of cutting, pasting and deleting. As for penmanship, I can't write worth a flip anymore, and I don't do it very often at all. However, my heart squeezes when I see my own children's handwriting as it was or as it is now.

I would still recognize the elegant hand that filled a book of poetry from an old boyfriend who is now a bald-headed missionary in Spain. My maternal grandmother died before I was born, but I got to know her through her handwritten journals; and it occurs to me that my grandchildren may not feel as intimately connected to my email archives.

The power to create words is pretty amazing—it connects us to the past and the future. Is there something to be gained in learning to actually form those words without a keyboard? Yes, and there is legitimate learning theory that says writing helps us imbed and retain what we write.

Rick: I hope I'm pretty progressive, even "with it" when it comes to education ideas, but I'm going to register an "old fogy" opinion on the handwriting topic. Some of you will write me off as out of touch, but let me make my case for why teaching the next generation cursive handwriting is still wise in a high-technology world.

First, handwriting is still useful. What do we do when the electricity goes out, or there's no easily accessible electricity source or machine to do our writing and printing for us? Do we really want to be so reliant on having to type and print everything electronically? That's not very versatile. Of course, we can print (using a pencil or pen) these quick notes in our lives, but like the article indicated, that can be slower, sloppy, and show less respect for others.

Second, a personally written, cursive note of thanks, encouragement, and/or explanation has a lot of currency in today's e-mail, text message world. That someone would take the time to select paper or a card, write the note in cursive, then send it or drop it by your office, classroom, or mailbox carries a lot of weight. It's a really class act, and our world needs a lot of thoughtful students who become thoughtful adults.

Third, that personal note, written in cursive, creates a connection that printing words and letters usually doesn't produce. My own kids go to summer camp each year, and I take time each summer to hand write, in cursive, long letters to each of them. It's a quiet, reflective process, a little slower than typing, of course, but contemplative and personal. It's one way I give something of myself to them.

A year after my grandfather died, I wore a coat of his that my grandmother passed along to me. I missed my grandfather terribly; he was a wise and compassionate man. I put my hand into one of the coat's pockets, and felt something. It was a note he had written in cursive, in his own personality. My grandfather had touched this paper and formed these letters while he was in just this mood. As silly as it sounds, I felt like he was there, like I was connecting to him.

Fourth, cursive handwriting has prestige and allows us to check authenticity. Claims can be made on all sides about anything stored electronically. If handwriting is on the wane, then why are personal signatures still required on all important documents--contracts, major purchases, diplomas, doctor's prescriptions, etc.? The signature is our personal testimony and record of authenticity. If we just print it without the cursive, the words don't carry weight. It's the cursive signature that matters, not the printed words, and the personalized signature is a unique indicator of who we are.

Fifth, cursive handwriting helps numerous students with fine-motor skills that are not otherwise developed by pushing keys on a keyboard.

Finally, there are a number of us who are over 30 who will be around for another 50 years or so. It would be nice for the next generation to be able to read and communicate with us via cursive handwriting while we're here, on the occasions that we use it.

Okay. I've talked too long about this. I just don't want folks to be too dismissive about the value of cursive handwriting.

How Should Teachers Be Held Accountable?

When John H. asked "how should teachers be held accountable," he generated some interesting dialogue:

Bill wrote:

Interesting question, and one that I think burbles through my head all the time.

My short answer: Accountability for teachers should be based on three different elements:

1. Student achievement gains: Without incorporating student achievement gains into teacher accountability models, we discredit our profession in the eyes of everyone! Now, there are dozens and dozens of bad ways to incorporate accountability for student achievement into teacher evaluation programs—which is why we need to be on the cutting edge of designing good alternatives.

2. Personal growth: Teachers should be held accountable for growing as individual teachers. Stagnation shouldn't be allowed. This is an element of accountability that I think has been incorporated into most states/districts etc.

3. Professional contributions: Teachers should be expected to make contributions to the profession beyond their classrooms—participating in professional learning teams, writing for journals, making presentations, joining reading/study groups. We've got to break the stranglehold that isolation has on education—holding teachers accountable for making contributions beyond their classroom may be one way for that to happen.

What does everyone think? Have I missed any key areas/elements? Do you disagree with any that I have shared?

Marsha wrote:

I think your list, Bill, is terrific. I only wonder about the things that I think are critical to school climate. I think I'd add School Environment: Teachers should positively contribute their time, attitude and interest to improving the climate.

Sometimes this will be in the form of becoming a sponsor, sometimes in encouraging students to participate and always in being behind school events. Without teacher support for assembly content/planning, sponsoring the newspapers, doing an after school club, or coaching, our schools will be too sterile and not the inviting place I know we all want.

I know it's the perpetual balancing act between academics and helping them grow up. I definitely don't think this trumps student achievement gains but should balance it in our best long-term interests.

Tom demurred:

I have some issues with Bill's model of accountability:

1. Student Achievement: How will this be measured? Will low-performing schools be expected to make the same gains as more successful schools? What if your kids are already at the 95% passing rate? What happens if your kids just can't cut it?

2. Personal Growth: Again, how will this be measured? Taking a workshop? Reading a book? Who decides?

3. Professional Contributions: I am so inundated at school with all the PLC's, parent conferences, data analysis meetings, lesson planning, and yes, teaching, that I am completely worn out and exhausted when I get home. The last thing I want to do is read a professional journal, much less write one. Not everyone can write. However, does that make them less effective in the classroom? I know a lot of great teachers who do not fit this model. Should we make them leave the classroom?

Nancy replied:

Thoughts about Tom's comments:

1. Hmmm. Should we be saying that we can't measure student achievement? Or that we should ever be satisfied when the overwhelming majority of kids merely pass a state test? Or that there are kids who are hopeless?

2. Who decides about personal growth? Maybe the teacher decides. Shouldn't we all have to demonstrate that we're moving forward and learning, if we want to be considered professionals?

3. Tom wrote, "I am completely worn out and exhausted when I get home. The last thing I want to do is read a professional journal, much less write one. Not everyone can write. However, does that make them less effective in the classroom? I know a lot of great teachers who do not fit this model."

Well, here are some things (besides reading and writing) that teachers can do to make a professional contribution:

• Mentor novice teachers or (even better)...
• Provide informal advice and support to a struggling veteran colleague
• Share innovative self-created curriculum and lesson plans
• Start conversations around issues of teaching and learning
• Do some action research in your own classroom around issues that interest you and share your results.

I know it's frustrating to be taken for granted. We give and give, and don't get much in return. But turning our backs on accountability is a political and professional mistake, surely. If we want to fix dysfunctional schools, we have to take responsibility for our own work.

Thanks for a provocative post, Tom.

A Modest Proposal: Get Universities Out of the Teacher Training Business!

During a lengthy TLN discussion about the recent highly critical report about teacher education, authored by former Columbia Teachers College president Art Levine, a teacher from the midwest wrote:

Does anyone find it interesting that we leave the training of our teachers to the universities and colleges? When you think about other fields—mathematics, business, accounting, chemistry—no one expects an undergrad to be able to do much when they graduate with a BA. They expect them to be fully "book" educated in their chosen area. Then they are hired by a corporation and they are "taught" how to perform as a mathematician, or a businessman, or an accountant. I can't imagine a company counting on all colleges/universities across America to create competent marketing employees, fully functioning accountant or how about highly qualified salespersons. What university do you know that could really do that?

Instead I think we should think about whether higher education is being asked to do something that they are really not structured to do. I wish they'd just make sure potential teachers are well educated and well versed in content. Pardon my intolerance...does it ever amaze you when a fellow teacher swears they can't do math or they don't know a thing about science or haven't read a good book in years. I really wonder how they got out of college without being able to do "fractions." What the heck does that even mean? And why would you admit that to anyone? Is it because they are allowed to take the Math for Non-Math Majors or worse Math for Education Majors? Have you looked at a syllabus for those kinds of college level courses?

(Of course I don't think they're any better than the continuing education courses "we" take over the weekend called..."Teaching History through the Movies" where you can earn 1 hour of graduate credit by watching 10 movies (even if they are the best movies in the world) on Friday-Sunday. Wouldn't you be embarrassed to say you took the course? Or even worse, to say that your higher education institution is giving graduate credit for such a thing.)

School districts could hire the best candidates who had strong foundational educations or within specific content and "train" them to be teachers in the modes and methodologies that best fit the students of their district. Can you imagine General Electric thinking that a college graduate was ready to take over running one of their MRI imaging labs? Or how about someone at IBM letting a 22 year old take full responsibility for the accounting on even one major line item in the corporate budget. No....they'd hire a new BSEE or BA in Accounting, train them and then let them start off in an entry position. Do you think either of these companies would want someone in a faculty position who hasn't been in an MRI lab or an accountant in the "real" world doing the most critical points of training? No they'd assign one of their lower level managers who was good at training to take this newbie under their wing and build upon the foundational knowledge they gained in college to make it a real working thing.

Isn't that what the methods classes and classroom management classes should be...the most vital parts of our training programs. Yet we hand those over to people who, for the most part, aren't practicing their craft. That just seems odd to me.

Am I nuts to want the colleges to provide that foundation and then let the districts take over? The other part to this is that we could then develop some real leadership within our rank and file, differentiate what we know and are able to do within the training of teachers....and create some teaching faculties who still have classrooms, still see students and yet have a "light" enough load to take on some newbies.

I think we're asking too much and of the wrong people. Colleges and universities aren't in the right place at the right time to help these hoping-to-become-teachers learn their craft. Now I know there are faculty who are exceptions to all this harsh, harsh criticism I'm slinging. I've said it before and I'll say it again...they are the only hope I see on this dismal frontier. They are holding their fingers in the dam and for their contribution, I'm grateful. I just think this system is broken and we are trying to mend a worn out tire by patching it. It's time to think about restructuring.

Are We Just Hamsters in a Zero-Sum World?

John wrote:

I really want to be a leader at the local, state and national levels. The state and national levels are easier to break into than the local. Is it because there is so little power at the local level that nobody wants to share? Is education really a zero-sum world? Just because I am empowered, does that mean the teacher next door cannot be?

Bill replied:

You know, John, I've found it to be easier—and sometimes more enjoyable—to lead away from my school than it is to lead within my school. When I lead away from the school, I don't have to fight through people's territorial pride and protections (ever put two hamsters in the same cage together?) to make a difference. "Turf Wars" exist in the larger world, but the area of opportunity is large enough to happily co-exist with other people in the same big cage.

It drives me crazy because I spend literally hundreds of hours giving back to my profession, and those efforts rarely directly benefit my school or county. But having tried to drum up opportunity and found people to be uninterested, I've moved on.

I guess that's something I'd like administrators to know. Find your motivated teachers leaders, wind them up and let them go!

Jon added:

I must admit I have rarely "led" outside of my school district, although I have offered my assistance on many occasions. Only recently have I found myself as a leader within my district. I think it's that isolation thing that we educators have struggled with over the years. It could also stem from my upbringing—I was raised in a era when women leaders were suppressed. While pursuing my endorsement as a math specialist, i have found myself to be a leader among leaders, often blushing when a colleague mentions how i have helped her in some way. I never considered that I had information worth sharing—that's another residual effect of my era. Now I am being encouraged by my professor to pursue membership on state and national math committees. I am realizing the impact I have made locally and I look forward to having the opportunity to lead beyond. I guess you could say I am sprouting my wings.

Susan added a twist:

I agree with what you are saying about leadership away from "home" being easier to attain and more rewarding at times, but I have come to believe that my effectiveness in my own building and in my own content area at the district level are, perhaps, the most honest indicators of my leadership. After all, these people see what I do every day.

While I may INFLUENCE a lot of people in virtual and other "big picture" leadership roles, I IMPACT these people directly. They don't always see me as so great of a leader as my outside colleagues do. Maybe that's because they see beyond what I choose to share of my practice into the nuts and bolts of my classroom. If they perceive me as a leader, then I know I'm not just hot air in the cyber-world. It keeps me honest and it keeps me humble and it makes a difference even if the accolades are not as impressive.

Caveat: This is through the lens of working with an outstanding group of teachers, for a great principal in a fine school system.

Linda concluded:

I think education, and life actually, at its best is the antithesis of a "zero sum world." The more you have of something, and the more you spread it around, the more you get in return. It's your choice whether the "something" is positive or negative.

And empowerment is no different. Teacher leaders and administrators who "get it" know that the more the power is shared around, the more there is to go around. By each of us building each other up, the stronger we become—individually and collectively. I honestly believe this, and have experienced it in the collaborative culture building work that is my passion.

In some places, accomplished teachers only shine within their own classroom walls, and this is a detriment to the potential of the school as a whole. This is what Peter Senge means when he talks about "Star Teachers" being a BAD thing for a school and for students. I had such a hard time wrapping my head around this, because (a) I love to be a star!!! and (b) it is very hard to shine your light on disgruntled colleagues who resent the glow creeping out from underneath your door. But the effort is so worth it, and we have to make it.

We want as many kids as possible to experience the warmth the comes from being in a room where learning is exciting and active. And the best way to make this happen is to learn about how to surface each other's inner star teacher. In my district, I've seen many outstanding teachers reaching out, sharing what they know, and hopefully, learning new things from the new, entry-level teachers they're supporting. They are setting a good example of a "win-win" situation.

The more we can do that as teacher leaders—in committees, in team or department meetings, as academy leaders, members of curriculum councils, wherever we are working with colleagues—the more we can help surface and learn from each others' strengths, and the stronger and more empowered we all become.

Get Out Your Sticky Notes

During some discussion about the lack of teacher "buy in" when school policies are put in place with little teacher input, one high school teacher in the Network wrote:

For the first time this year I had my students write what they considered THE No. ONE rule they would have for a class and post their "sticky" on the board. As they did so, they not only saw their classmates' comments, but those of other students from other classes.

I compiled their responses under three headings: Attitude, attentiveness, preparation (there were also rules for the teacher). Most of the "rules" from every class contained the word "respect" somewhere, plus various versions of the Golden Rule. The class rules we will abide by this year have come 100% from the kids! It is too early to see the effect this year, but so far, it has taken only a simple reminder in one class to remind them of what THEY have created.

I wonder how a school might function if the guidelines for school success were teacher-generated instead of administrator-generated?!

The Truth about PLCs

During a thorough and thoughtful discussion of the "professional learning community" movement sweeping through America's public schools, members of the Teacher Leaders Network distinguish between the latest "buzzword" of school administrators and the potential power of true teacher collaboration.

"PLC is not a structure that can be imposed upon a group," says Gail R. "Rather, a group forms around a common issue and over time, grows or develops into a PLC. PLC is not something you 'do,' it's something you 'are'."

Read more!

Mulling Over Single Gender Education

Linda, a teacher-coach in south Florida, shared this report recently during the Teacher Leaders Network daily discussion.

As part of the Summer Demonstration School Project, Miami-Dade had two single gender schools open this summer, spanning grades 6-10. The Young Women's Leadership Academy has opened as a full-time school this year, and the Young Men's will open next fall.

Those who worked in the project are still mulling over their reflections and trying to mine the nuggets of truth about single gender education they uncovered in their work. Because half their teaching day was spent in collaboration with their colleagues, they had time to think extensively about their situations, discussing related texts and adjusting their teaching practices to fit their emerging learning.

Many began the summer skeptical about there really being a difference in the brains of boys and girls, and thus their learning processes. But everyone came to see how different successful approaches were with the two sexes -- even in the final gallery display of the work from all of the schools.

The boys display was mostly mono-tonal and clean and clear, very to the point. The girls had butterflies and hearts and was like an explosion of media. In their community action projects, the boys had worked on practical issues like creating inexpensive hurricane kits, and exploring how speed bumps impacted a living community. The girls were counting M and M colors, and writing really creative letters to inform the executives of the discrepencies they were finding.

Both groups tackled community issues like bullying and violence, and how they might become leaders to improve their communities. But the girls chose debate forums, followed by groups creating action plans. The boys were more apt to create videos or visuals of their work. Both were deep and thoughtful, but the presentation styles were quite different.

It will be interesting to watch as both students and teachers explore the possibilities of this context.

ABC's Vision Not 20/20

On Friday, September 1, 2006, ABC's 20/20 aired a follow-up report on John Stossel's "Stupid in America," an inflammatory critique of America's public schools. Several TLN members who watched the show shared reflections in our daily discussion group. Here's what Georgia had to say:

It's interesting how we all hope for the best from the news media. Working on the best assumptions is how so many excellent teachers reach students others have said are unreachable. It's our optimistic approach to problem solving. For TV networks it's much different. They don't want to rally the masses with positive reporting. For them it's a ratings "war" and there can never be a winner or even positive press in such a competitive network environment.

For folks like John Stossel and ABC's 20/20, using the negative extremes to ignite the public is exactly what they want to create an interest and reignite public debate about the voucher issue. I wish I had counted the number of times he said the word "voucher" during the segment. The irony is that even with a voucher many of those families, especially around the southeast will end up back in their neighborhood public schools because of another amazing phenomenon.

That amazing phenomenon is reflected every year in the Phi Delta Kappa/Gallup Poll of public views on education. Responders to the poll note that American schools might be in turmoil, but almost in the same breath they will then say, "I'm certainly glad my child (children) are attending "school xyz" instead of those "awful" schools I've heard about from the news. For them the rest of the US public schools might have gone to you-know-where in a handbasket, but our school is doing just fine. The Poll's commentary notes that we don't fear what we know, work with and are comfortable with.

We just went through mandatory redistricting in our school system. Parents brought lawsuits to stop the plan so their children would not have to leave the school where they felt comfortable. The plan was implemented even though the court case is still pending. New parents to the school where I teach all voiced the same concerns. They had "heard" that we are a low performing school because we did not make AYP this year or last. We missed out on one small subgroup both years and we are vigorously addressing that.

Now only after one week of school those same fearful parents are singing our praises and joining PTA. They've had a chance to talk with us, meet us and listen to their children tell happy tales of their first week of school. They don't see us as the monsters they were lead to believe.

John Stossel and all other news folks will continue to create and tell many horror stories about people who call themselves "teachers" who cheat or molest children or sit in rooms wasting taxpayer dollars, because it's what their bosses expect of them, but we will continue to refute them one child, one parent, one classroom, one school, one district at a time.

"One Size Fits All" Teaching

During a discussion of "one size fits all" structured or scripted programs that many school systems are adopting in an effort to raise achievement (especially in reading and math), one TLN member asked whether the tendency to require all teachers—even the most successful—to conform to these programs' requirements is primarily "a control issue."

Susan B. replied:

I think they COULD simply be a control issue, but, in my humble opinion, is more likely yet another unintended conseqence of our profession's unwritten, egalitarian code that asserts that all teachers are equal. When the powers that be decide a new program or method could be valuable, low-performing teachers can't be specifically targeted because it contradicts that paradigm. So, when school improvement/staff development is planned, everyone is expected to march along. It is just as controversial to identify teachers who would benefit from a new program/method as it is to single out excellent teachers and reward them with performance pay.

In my experience, the only group of teachers who are routinely singled out for improvement are those of us at Title I schools. This happens because our society also assumes an egalitarian view of students, e.g. socioeconomic status does not make a difference in student achievement. When the two paradigms collide, as they do in schools like mine, the teachers are bashed as a group (not doing their jobs!) while the students/parents are "protected" (not their fault!). Of course, we have high performing and low performing teachers (and students) in Title I schools, just as in other schools.

I think the powers that be honestly believe that imposing a one-size-fits-all program will lead to a higher, uniform level of performance for all. If the program/method is good, the low-performers might well improve; that is, the bottom will be raised. However, I truly believe that lock-step programs also reduce the effectiveness of high-performing teachers. The most creative teachers suffer the most, as such programs tie our brains behind our backs. So, as the bottom is raised and the top lowered, the anticipated leveling effect does take place, but the uniform level reached is mediocrity, not excellence.

I'll make a gloomy prediction. When the powers that be notice that the programs they have unilaterally imposed succeed in raising the bottom, they will assume that even more rigidity will continue to raise the resulting uniform level of achievement out of mediocrity toward excellence. So, we will see more, not less, push toward uniformity.

Just when we think we're making headway, yet another example of the de-professionalization of teaching.