I am bothered by certain things in my district. I think it's irresponsible to spend half a million dollars a year on the digital worksheet program Success Maker. I think we lose too many days to testing and we misuse the data we get back as a result. Last year, students lost 35 days minimum to benchmark testing. I was bothered last year when they cancelled field trips altogether (a local site decision fueled by a desire to keep things "academic").
I rarely speak out about these issues. I haven't blogged about them. I haven't gone to any Governing Board meetings and talked about the damage caused by lost instructional time. I've never met with the assessment department and advocated for a better system.
Instead, I have spent most of my time and energy advocating for larger systemic change. I've written about immigration reform. I've bashed standardized tests and advocated for authentic assessments. I have offered a critique of VAM scores and Race to the Top.
Honestly, it's easier to advocate for issues when they are distant, larger and systemic. It's harder when they are local and require a relationship and a conversation with a real person. It's harder when there's a cost to the conflict. However, these local policies are the kind that I know the best. These are the policies that affect my students in a profound way. They're also the policies where I have the biggest chance at changing things.
So, why am I quieter? I'm afraid. I hate the conflict of standing up to bad policies in my district. I am scared of being cited for insubordination. I don't want to make more enemies than I already have. It's easier to advocate for a distance. It's harder when it's my own district. Teacher voice is easy when it's aimed at the world. It's much more difficult when it's a conversation with my own district.
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It’s funny, I’m ok arguing for change in my school or 8th grade team – or pushing back against a new policy I see as bad. And I write about systemic things. But in the middle ground – my district and state – I’ve never tried to take on an issue. It’s not fear – that comes more from standing up to colleagues at my school. I think it’s more inertia and wondering what I would give up in order to have time for that kind of advocacy.
You are so right and I think that is why so many things never change. The sentiments you express in this piece are similar to those of many teachers. I think change begins with relationships. It is hard to have a relationship with anyone who works miles away and worse yet, may not be around for any length of time. I think it would be interesting to send an email to your Governing Board President, Union President, Superintendent, or Principal and say…”I know you are busy but I am wondering if I can buy you a cup of coffee. I would like to learn more about you.”
I remember being afraid of my district superintendent. I have absolutely no idea where the fear came from because he never did anything to me that would cause me to feel that way. I think it was the position more than anything. During my board certification process and afterwards, I really got to know him. He was a great man and I discovered we had many similar interests. I remember the first time I spent any time with him, it was awkward. To this day, there is a bit of a hesitation but I have come to realize the feelings of today are because of my total respect for the man.
That is 7 weeks of instruction. Think what could be learned and/or remediated in that time span!
John – I agree it is much more comfortable to tackle issues on a grand scale, then to address the needs and concerns on a local level. What have you done in the past to become more knowledgeable about state and national reform? What might need to happen for you and other teachers to have the courage to step out and talk with your local school regarding policies and reforms that impact your students, our students?