At a time when teachers' teaching practices require increased
accountability, educators may feel a violation of their freedom to act as
a professional. For this discussion string, John Norton asked MiddleWeb
readers to consider what constitutes a "teaching professional."
Richard Elmore's thought-provoking comments in the most recent Harvard
Education Letter link hark back to our recent chat about teaching with standards,
etc. Is he right? Do teachers equate professionalism with autonomy in the
classroom? And is that really "unprofessional"? How would you
define a "teaching professional"?
-John
HERE'S WHAT ELMORE WROTE --
..."(S)schools are not organized to support problem-solving based on
cooperation or collaboration. The ethic of atomized teaching -- teachers
practicing as individuals with individual styles -- is very strong in schools.
We subscribe to an extremely peculiar view of professionalism: that professionalism
equals autonomy in practice. So when I come to your classroom and say, 'Why
are you teaching in this way?' it is viewed as a violation of your autonomy
and professionalism.
"Consider what would happen if you were on an airplane and the pilot
came on the intercom as you were starting your descent and said, 'I've always
wanted to try this without the flaps.' Or if your surgeon said to you in
your pre-surgical conference, 'You know, I'd really like to do this the
way I originally learned how to do it in 1978.' Would you be a willing participant
in this?
"People get sued for doing that in the 'real' professions, where the
absence of a strong technical core of knowledge and discourse about what
effective practice is carries a very high price. Instructionally, we know
what works in many content areas. But the distribution of knowledge is uneven,
and we resist the idea of calibrating our practice to external benchmarks."
AND LATER: ...."If the only benchmarks you have come from your own
connoisseurship -- your particular opinions and ideas about what good practice
is -- then you're in trouble. Real improvement comes when you visit a classroom
where somebody is doing the same thing you are -- only much better."
See the article at:
http://www.edletter.org/current/limitsofchange.shtml
IF this link doesn't work, go to the Harvard
Education Letter index page and find Elmore's article in the Jan/Feb
2002 issue.
----------------------------------------------------------------------
Rick pointed out the importance of teachers aligning their teaching practices
to prescribed school or district standards.
I think isolated autonomy in the classroom would equate to an "unprofessional"
practice, if the school and/or district were truly standards-based. If students
are missing out on key concepts because a teacher has a philosophical problem
with standards-based education, then it becomes a question of professionalism.
I know of far too many teachers who did not want to give up their favorite
unit (Medieval castles, gravity, particular novel, etc.) because it didn't
fit in the standards. If a teacher decides to go in-depth on a particular
topic that is great, as long as it is something that they should be teaching
(based on the standards).
If this were a discussion in the "professional" business community,
it would not be a long one. Imagine what a boss would do if an employee
decided that they had a philosophical difference to an assigned project,
and did something completely different instead because they liked it more.
For a sports analogy, imagine what would happen if Kurt Warner decided to
throw the football to the opposition instead of his own team. Oh, that's
right; he did.
- Rick Wormeli
----------------------------------------------------------------------
Inherent organizational patterns that are deeply imbedded in the teaching
profession make it difficult for educators to participate in meaningful
collaborative problem solving. Anne, who works in staff development in the
Southeast, expressed her feelings.
Wow! This is my "kinda" question! I definitely, absolutely,
unequivocally do NOT think that anything about teacher isolation (aka "autonomy?")
is professional. Teachers aren't autonomous by choice - they are autonomous
by tradition and by school organizational patterns. Where's the opportunity
NOT to be autonomous, after all?
Elmore's right. Schools are definitely not organized to promote collaborative
problem solving. They aren't even organized to promote progress. (Notice
that I speak - er - write in the global sense. I'm aware there are wonderful
exceptions to my overgeneralizations.)
I'm really looking forward to this discussion. I'm a tad passionate about
teachers being enabled p to be successful in doing the work they gave their
lives to do. Right now if you set out to deliberately design a system that
would *fail* to enable it's front-line folks to operate as professionals,
you couldn't do a better job than the system we already have. Isolate -
isolate - isolate.
And in spite of that, teachers are miracle workers!
- Anne
------------------------------------------------
Who is responsible for helping teachers develop a vision of professionalism?
Hayes Mizell, director of the middle-grades focused Program for Student
Achievement at the Edna McConnell Clark Foundation (the sponsor of MiddleWeb),
shared his thoughts.
Perhaps the more important question is who is responsible for teachers'
understanding of professionalism, and what can be done about it?
Certainly because of its acts of omission or commission, pre-service education
bears a sizable share of the burden. Then there are the expectations, or
lack of them, of school systems. At the very point at which a new teacher
is hired, does anyone in authority ever say, "You know, it is a requirement
of this job that you will observe and learn from the most effective teachers
in your school. One of our criteria for assessing your performance is whether
you do this, and whether you engage with other teachers in developing ways
to improve your instruction. We believe there is certain knowledge you should
have to be an effective teacher, and your principal will be looking for
evidence that you have that knowledge and apply it. If not, developing that
knowledge will become the focus of your professional development. By the
way, our school board just initiated this policy last year for all new teachers,
so if you find other teachers have a different view of what they should
and should not be doing, don't pay them any attention."
And what do principals say and how do they behave during a new teacher's
first two years to inculcate a new ethic of professionalism?
- Hayes Mizell
----------------------------------------------------------------------
Deb responded to Richard Elmore's article.
I don't spend a lot of time worrying about whether I'm seen as a professional
or not, I'm too busy trying to be a reflective practitioner, who continually
tries to answer the questions:
- What am I teaching?
- Why am I teaching it?
- How will I teach it?
- Why will I teach it that way?
- How will I know my audience/students has gotten it?
- How will they know and show that they've gotten it?
I don't believe most teachers mind being asked to think about why they've
chosen to teach something in a particular way. I think we resent being told
how to teach by people who don't know how to teach, but who think they still
know better than any of us. More importantly, I resent any approach or person,
who tries to push a cookie cutter method of instruction or assessment for
all kids.
I came to teaching relatively late in life. I left the factory and the diner
behind and went in search not of autonomy, rather I wanted meaningful work
with young people.
I'm committed to making teaching and learning public and collaborative,
but I can't agree with making it one size fits all.
- Deb
P.S. The questions I listed are taken from Juli Quinn's "Quinn
6." Juli is an associate professor in CA. See her page.
-----------------------------------------
Avis agreed with Deb.
Amen Deb.... I would also ask them to stick around perhaps for a full
day or week so they can see all the ways we teach.... (and I don't view
it as a violation.)
The majority of our students are global not analytical, so they need other
ways to learn... not just lecturing. So...if one method doesn't work...
don't we try another? Yes we all teach different ways... and we also have
a variety of students who all learn different ways... which is why we teach
differently isn't it! If every one taught the same way, I think our students
would be totally bored.
They need some change!
- Avis
----------------------------------------------------------------------
Lise wondered how educators could avoid becoming another cog in the corporate
wheel.
I'd like to take that "pilot" analogy a step further. Do pilots
always do exactly the same thing every time they fly? I doubt it. Weather
conditions, air traffic and which town's turn it is to get the airplane
noise all come into play. When the pilot has to compensate for these conditions
do we go barging into the cockpit and tell him how to do his/her job?
Many of us who have spent a lifetime in the classroom (and for those for
whom it feels like a lifetime) do know what is best for kids. We're not
talking widgets here. We're talking different learning styles; we're talking
different life experiences. There is nothing wrong with high standards and
expectations, but why is it that the general public is so distrusting of
our professionalism? Could it be, dare I say, the fabulous Reagan era report
"A Nation At Risk" -- a report based on next to nothing, which
the media took and ran with. What can we do short of becoming yet another
cog in the corporate wheel to shift the paradigm?
Speaking of corporate... last Fri we had Junior Achievement Spirit Day at
our school. I was the lucky recipient of not one, but two Arthur Anderson
employees (my principal cautioned me, no Enron jokes-darn). I can tell you
the volunteers had a rude awakening that day. What, no plush furniture?
, the bathroom is where? This is what they eat for lunch every day? They
saw my broken tables, my bookshelves tilting crazily, because no work order
in the universe can compel the work crew to fix any of the broken stuff
I inherited.
Then there was the salary issue, neither one was planning to leave their
job for a new, noble career. All I can hope for is the next time the state
wants to raise taxes for education, these people who are clueless got enough
of an education themselves to support our cause.
- Lise
----------------------------------------------------------------------
Chris, a principal, asked MiddleWeb readers to consider another question.
Here's an interesting, and perhaps telling question for you...How do
teachers know what other teachers do in their classrooms? Remember, nearly
all teachers are teaching in their rooms when all other teachers are working
with kids. I've heard some consulting teachers comment on the amount of
seatwork students do, audio-visuals they sit through and how often they
are talked at/lectured to on a consistent basis.
- Chris
------------------------------------------------------------
Carole took on Chris' challenging question and agreed with Deb.
There are a few teachers who think they know what other teachers are
doing in their classrooms based on what students say. I had one teacher
report to me that students in my room use the computers to play games. The
students fail to mention that they are having fun with educational software.
You can't always go by what the students say.
Also, it is so true that one method may work with one group, but not with
another. We must be mindful about the questions posed Quinn 6; for our own
professional growth, and the learning of our students.
But I can't agree with making it one size fits all.
Amen, Deb!
- Carole
------------------------------------
Ivone answered Chris' question.
I always assumed teachers taught their curriculum. Wrong! I also assumed
that if a teacher says they are doing something in their classroom, they
really are doing it. Wrong!
Since moving to full inclusion and being the sped teacher, I get to travel
around. I observe and witness things that would curl your toes. For me it
is the hardest part of my job.
- Ivone
-------------------------------
Chris agreed with Ivone.
It is also the hardest part of my job because it is also my job to do
something about folks that claim to be professional but are not, or not
always....
- Chris
--------------------------------
Avis responded to Chris' question by explaining how her school is working
at improving teacher collaboration.
Actually, we really don't know do we! One way we would have an inkling
is to take professional leave and visit other classrooms in session, but
how often can we do that?
Our school being Title 1, has been through some changes in the last 4-6
years. I should clarify... I am in the upper trenches of a Head Start-6
Elementary, and talking to you upper grade people! (Some wisdom can come
from below ;-)
Our principal, Bill, has implemented a couple of strategies that I think
work well. One is our grade level teams have block time, 2 hours a week.
Our whole team meets including aides, etc.We discuss strategies, ideas and
methods that are working for us and we do a lot of sharing. All of our grade
levels have the block meeting.
The second way is some of our people who are trainers, for instance in Project
Success, had permission to get subs and come into our rooms to teach us
ways to implement and use PS. So those are two ways that new ideas can be
spread.
Global kids and LD kids hate paper work. They can't spell, have a hard time
writing and fall in the cracks. Our middle kids work away and our high kids
keep working. Out of 18, without counting I know I have 6 who are reading
on 3rd grade level, and in a 4th grade spelling book. We need to drop down
and work with this lower bunch.
Here is a loaded question.... what percent of your classes turn in completed
work?? Does it have any thing to do with the ability of the make up your
class?
- Avis
----------------------------------------------------------------------
Ellen replied to Avis' question.
My first instinct was to say of course! However, as I thought about
it further, I have realized that is not the case this year. Our kids are
grouped randomly, and somehow my homeroom ended up with a disproportionate
number of IEP students. They are the group I have to work harder with to
help grasp concepts.
However, they are also the group that turns in work and asks questions when
needed. So, what is going on? I have really high expectations for them.
I preach on and on about the importance of giving it their all, and I monitor
their progress in other classes. Because they are my homeroom, I think I
have a stronger bond and work overtime with them.
I am in no way in favor of ability grouping, but *if* low students get great
teachers, they could--SHOULD--move out of that track. Unfortunately, that
rarely happens. The low students suffer their school's low expectations
for them and buy into what the "experts" say about them!
- Ellen
----------------------------------------------------------------------
Avis agreed with Ellen.
I agree with you Ellen, if the low students are willing to move on.
I think some of mine are afraid of moving on so they do as little as they
can, which in turn forces me to do something.
This is the battle I go through with myself every year... late work which
is why I asked the question. I told them no late work and it is due the
next morning. But then I realize that some would never do anything.... or
little at all. And then not gain an iota of smarts.
So I tell them they will work with me in a small group, or go to homework
club and get some work caught up. Then I feel at least I think they will
have gained something. Am I all wet, or does anyone else feel this way?
- Avis
----------------------------------------------------------------------
Ellen pointed out the importance of teachers establishing their main
purpose.
I think it comes down to what your purpose is...if your purpose is to
collect grades, you do one thing. If your purpose is to help students learn,
you do another. Someone else recently mentioned that we are not teaching
students responsibility when we are inflexible with deadlines, we are teaching
inflexibility that does not usually exist in the real world. I am often
late with paperwork or have to ask for extensions on various projects because
it's going to take longer than I originally thought, and I am rarely penalized
for that. (See our discussion about "re-dos".)
I am trying a new tactic with my low turn-in class (and rotten behavior!).
I had them contract their grades, and they have to rework every paper until
it reaches a certain level of mastery. They also have a certain percentage
of work that must be turned in on time. Every assignment is expected to
be turned in. I do not know how it will work, but I will certainly let you
know what happens.
- Ellen
---------------------------------
Avis identified her main purpose.
Not grades with me ;-)
I could throw grades out the window if we had another way of accountability.
I think parents rely on grades and with some it becomes a status symbol.
I saw a car with a bumper sticker on that said, my son/daughter is on the
honor roll. It kind of irritated me because I felt maybe this child might
be only valued for their grades (but how would I know)
My aim with these students is to have a feeling of success, so they feel
ready to move ahead in life ;-) Success comes through completion and feeling
good about what you are doing.
Your new tactic sounds interesting Ellen... triggers something I did a while
back with a similar group. I might concoct something today (since I took
personal leave to work on some grants if I retire).
- Avis
----------------------------------------------------------------------
Carole elaborated on Avis' suggestion that high marks can be a status
symbol for parents.
I found this to be an interesting comment. That vehicle with the bumper
sticker could be mine. My son and daughter always test in upper percentiles,
so my car could sport a number of those bumper stickers. Sure, as a parent,
I am proud of their achievements; and I always let them know that. However,
I stress to them both that I want them to do their best!
We talk about education is not a one size fits all experience. I am a resource
teacher, and I emphasize to them that I want their best. Their best seldom
gets them on the honor roll. Their grades may not reflect the same as my
own children's. I am just as proud of their accomplishments, and I let them
know it also. It may be a smaller scale, but they have worked just as hard
as my own children.
- Carole
---------------------------------
Avis responded to Carole's comments.
Carole... only if you live in Bismarck, North Dakota would it be yours!
And that is why I added... but what do I know. They may love their kids
a whole bunch and tell them that every day... but yet I have students who
tell me that their parents WANT to see A's and B's on their report cards...
and to me... it is the reason that makes a difference.
If it is for the child's success and not for the parents to go around saying,
"My child is a straight A student".... and the child is capable.
then ok.
Here is another interesting thought (I have many in my retiring age!) OCD
Obsessive Compulsive Disorder My own two children are battling this. my
daughter was/is the worst of the two. She progressed to the washing of hands
and the germ phobia. and is now working on getting better. I bring this
up because it made me think about 3-4 students in my class... 2 of who cannot
hand anything in unless it is just so.
Therefore they do not get their work done on time. At the SLC I breeched
the idea carefully... and both have characteristics of the trait already.
But just knowing this is why they could not get everything in on time...helped.
After conferences, both are doing much better. Now I am thinking I have
2, who knowing they cannot do what is expected, may not be doing it at all.
Do you suppose you have a few like this!
- Avis
----------------------------------------------------------------------
John paraphrased the sentiments expressed in Richard Elmore's article.
I don't think Richard Elmore was suggesting "cookie-cutter"
teaching, at all. I think what he was saying is that he's seen many teachers
(he's been working a lot in high schools the last couple of years) who refuse
to diversify their teaching -- the very point Deb and Avis and Chris and
others are speaking to.
And those teachers claim "autonomy"- the right to teach any way
they want -- ignoring all the evidence of what "good practice"
is, which certainly includes diverse strategies aimed at many kinds of learners
and tailored to specific content, etc.
- John
----------------------------------------------------------------------
Tom, who is a teacher educator, suggested rephrasing the question: How
would you define a "teaching professional"?
I don't think your question about Elmore is really DIRECTLY about professionalism,
although there are imbedded elements that undergird it. I think your question
goes to "acceptable and preferred practice." I think this is one
of the elements underlying NBPTS and the original intent of many involved
in the standards movement (although it's taken a wrong turn lately in my
view).
The question might be phrased: "Are there acceptable and preferred
practices in dealing with/teaching students that the profession can agree
on, which are supported by research, demonstrated consistently to produce
intended results, and which are based upon underlying values and principals
consistent with a democratic society based on equity, equal access, and
an acceptance of diversity?"
An assumption in the above question is that there would be contextual responses
to the question --very young children are developmentally different than
say high school seniors. That is, as I said, an assumption.
The next question (I'm trying to learn from Hayes Mizell and how he structures
his inquiries--which I greatly admire) might be: "If there are acceptable
and preferred practices then are we (a) teaching these in our teacher education
programs and (b) employing them in our schools?"
And the final question might be "If we are not using these at the two
levels mentioned in #2, then why not and how do we begin to implement them?"
Your original comparison was to how doctors and other professions operate.
Your question goes to the core of whether education has a specialized core
body of knowledge that professionals, by way of their training and work,
have access to.
This is a difficult question, not in identifying the core knowledge part
because that has been going on for some time and, I believe, we have a good
handle on the "acceptable and preferred practice" part of the
equation. What is the difficult part is in the implementation.
I see that with my students when they go out into the field--despite what
we have taught them about development, curriculum, instruction and assessment,
they often approach teaching with the "I've got an idea of what I want
to do" and they do it; the problem is that their "idea" is
often not rooted in the audience they are applying it to; it's not grounded
in any theoretical or research position; it often doesn't reflect what is
known about student motivation, achievement, or learning; and when it doesn't
work, often instead of any sort of reflective analysis about what they were
doing and why it didn't work they end up "blaming" the kids ("they
just didn't get it!") when in fact the teacher is more to blame for
constructing something that really shouldn't have been done in the first
place.
This gets to an individual's views of whether teaching is a profession,
their obligation to follow particular protocols, how we "administer"
the profession, and our responsibilities for the results of our work.
And it's not just the pre-service teachers/student teachers/first year teachers
that are to blame for this. I see it with the way my colleagues teach at
the university level. They end up being talking heads for 55 minutes, three
days a week, 15 weeks in a row- a simulation in a college class, a one-minute
paper to assess how the class did that day, a text-based protocol for looking
at a reading, or a detailed rubric for a written assignment? Please . .
..
The question remains--are there acceptable and preferred practices that
should characterize what we do in a consistent manner? And if there are,
why aren't we implementing them?
- Tom Dickinson
----------------------------------------
Bill itemized thoughts that were provoked by the Richard Elmore article.
We're moving fast on this thread... it is so complex and developing
so quickly that I find that just as I get my thoughts organized, they have
become passe. So... I did go and read the original article several days
ago, and I liked it much better than I expected I would. I pulled out some
quotes (listed after my signature), which in the context of our discussion
currently provoke the following thoughts.
1. I completely agree with the author that, to be acting in the best interests
of the kids, you have to be always trying to grow, learn, and move forward,
and that this needs to be happening at a deep and thoughtful level.
2. I am in teaching in part because of the extraordinary freedom the profession
offers. I want a degree of autonomy, and I want to be respected as a professional
capable of making decisions on how to meet the best needs of my students
in whatever context I find them. However, it is indefensible to use that
degree of autonomy as an excuse to become complacent, stagnant, and resistant
to even talking over why we do what we do. Again, serving the kids has to
be the highest priority.
3. It would be unfair to hold the kids to a specific set of standards and
then not expect a degree of personal responsibility for my part in the process.
It is not 100% my responsibility that my students learn, but neither is
it 100% theirs either.
- Bill
Quotes from "THE LIMITS OF CHANGE" article by Richard Elmore:
"What schools do not know how to do is to improve, to engage in sustained
and continuous progress toward a performance goal over time. So the task
is to develop practice around the notion of improvement.
We can talk about what's wrong with the state accountability systems that
are springing up everywhere. But the fact is that school improvement strategies
are being driven by performance-based accountability systems.
These systems involve setting standards about what constitutes good practice,
a solid curriculum, and acceptable student performance. They entail various
kinds of stakes for students and for schools-and virtually none for teachers
and administrators. (Interestingly, the stakes tend to fall most heavily
on the kids, who have the least representation in state legislatures.)
We subscribe to an extremely peculiar view of professionalism: that professionalism
equals autonomy in practice
Whether you're a novice or an expert, the important thing is to focus on
the next stage of improvement and to determine where that increment of knowledge
and skill is going to come from.
Only a change in practice produces a genuine change in norms and values.
Finally, instructional leaders need to know and model the knowledge and
skills needed to do his work."
http://www.edletter.org/current/limitsofchange.shtml
----------------------------------------------------------------------
Joanne returned to John Norton's original question by identifying what
she believes constitutes a professional.
Thanks, Bill, for excerpting the following quote from the edletter article.
"Whether you're a novice or an expert, the important thing is to focus
on the next stage of improvement and to determine where that increment of
knowledge and skill is going to come from."
This part speaks to me, the novice, as one determinant of who qualifies
to be called a professional. What makes someone a professional, whether
they are a doctor or a plumber, an attorney or a car mechanic, is not their
job title, but whether or not they continue to grow in their knowledge and
expertise. I don't want a car mechanic who hasn't updated his knowledge
to include all the computerized gizmos in cars these days, just as I don't
want a surgeon whose expertise hasn't been updated since the day s/he received
his license to practice medicine.
I have no problem calling my car mechanic a professional, and I have no
problem calling some physicians I have known- well, never mind what I have
called them. But it sure wasn't professional.
I hope I qualify for the title of Professional. I am already planning all
the things I need to do and learn this summer to move to the next stage
of improvement as a classroom teacher.
- Joanne
----------------------------------------------------------------------
Michelle, a former middle school principal, described her experience
of working with varying levels of teaching professionalism and the implications
this had on creating a quality-learning environment in middle school.
I've wanted to respond to this question for over a week, and other priorities
took precedence. A couple of years ago, I was in an Admin. Workshop with
a high quality superintendent named Stu Silberman who worked with us on
developing our own personal mission statement.
He shared that when we do that, we have something to go back to, when we
are faced with decisions, and it keeps us consistent. He made us keep it
to one or two sentences, to be able to put it on the back of our business
card. This really worked for me, and I came up with,
Professionalism and perseverance around a passion for learning creates progress for kids.
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