Entry #16 - Dec. 21, 1998
"People are 'winging it' because they don't know what to do.
Much confusion exists over what the new standards mean, how they are to
be interpreted, and how we should evaluate student work in relation to them.
. . .Maybe the answer (for now) is, 'Think small'."
Whew! The longest uninterrupted stretch of the school year is behind us.
September to mid-December with no break is probably the most stressful part
of the year as well. How will the new year shape up?
Of course, I don't really think of January as a "new year." Everyone
knows that the year REALLY starts in September! But it's still appropriate
to muse on what we have accomplished so far, and where we want to go from
here.
When I look at how my individual students are doing, I feel encouraged.
Some are inching their way steadily forward, taking advantage of the opportunities
offered to boost their academic skills, developing good work habits and
attitudes that will help them meet challenges ahead. Not all the kids (by
a long shot, unfortunately) but enough that I (and others) don't feel our
efforts have been useless. But when I look at the larger picture -- how
we're doing as a school, and how we're doing as a system -- I am much less
sanguine.
The threat of imminent school closure has been postponed, but the issue
is not settled, and remains a nagging uncertainty. The effects of amalgamating
our district with five others mean that no one knows who is responsible
for what, what policies are actually in place, or what procedures apply
in many situations. There is a feeling of chaos and communication breakdown,
even though at the school level momentum keeps us chugging along, though
we dare not look too far ahead.
The new curriculum imperatives just keep on coming. First there was the
new language program, the new math program. Now this year, the new science
program, arts program, history program, geography program, technology program....we
are suffocating under a blizzard of curriculum documents!
Teachers have been asking eagerly about the professional development that
is to accompany these new initiatives. When? Where? Uh.....turns out there
isn't any. And no textbooks or other curriculum support (not yet, anyway).
Most of the consultants who used to support classroom teachers in curriculum
areas have been let go. Now, when we want to know how to interpret certain
sections of the new documents, or locate applicable resources, we have no
idea who to call, and the information we get is muddled and contradictory.
People are "winging it" because they don't know what to do. Much
confusion exists over what the new standards mean, how they are to be interpreted,
and how we should evaluate student work in relation to them.
There are those who believe that all these things happening at once are
the result of a deliberate conspiracy -- a desire to destabilize and dismantle
public education. Who knows? But I doubt we can underestimate *stupidity*
-- especially when those making the decisions and policies (unelected advisors
to the legislature) are totally removed from any active involvement in education
or real knowledge of conditions.
The effect of too many stressors from too many directions is to propel even
the best teachers into a hunkered-down, survival mode. We do our best to
cope with today's issues but we don't know what to plan or expect for tomorrow.
No one wants to work on the School Improvement Plan, because we don't know
if the school will stay open, and if it does, will it be a middle school
or will it amalgamate and be a K-8? We want to prepare our students for
secondary school but the program hasn't even been written yet!!! (And it
starts next September!)
Privately, among ourselves, we talk about changes we would like to implement
to improve our school, but of course we don't all agree on what those changes
are, or which ones need to take priority. It becomes more and more apparent
that leadership, both in the school and in the district, are crucial to
significant change. With everyone scurrying about trying to "cope"
there is little energy expended on developing a vision for the future.
Maybe the answer (for now) is, "Think small". We have GOT to improve
conditions in our own school, where the students' day is a never-ending
series of interruptions. The loudspeaker is constantly used for trivial
announcements, and lessons are interrupted by phone calls and students fund-raising
door-to-door. Besides the annoyances these cause, the message is: Learning
isn't that important. Some of the rotary teachers are very dissatisfied
with the fragmentation of student learning and want to see a more unified,
integrated approach. If we can tackle some of those things, we'll be moving
in the right direction.
As for me, I'll get some interesting writing units planned for January and
February -- if I'm having a fun and productive time with the students, I
can take the rest in stride!
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