Harold Shaw

A response to Mr. Shaw's questions/comments: (Mr. Shaw in italics) 1. What tools do you propose to use for measurement? Do they more accurately measure the educational achievement that we all want to see, better than the present use of questionable assessments, that are being used today for that purpose. Or do you recommend the status quo on this important issue. We propose some very specific, "best-practice" standards-based assessment models. These neither accept the status quo nor reinvent the wheel. As to the "questionable assessments" (and from where I sit, every assessment is "questionable" - questioning is a good thing, right?) the various methods are all valuable - but more in how they inform instruction than in any translation to alphanumeric grading systems. Maine Enterprise Schools students will move from middle level to early high school to pre-college upon meeting standards, not age or seat-time, in three significant ways: standardized tests, online portfolio, and performance. I do not think it behooves us to have any more conversation about which set of excellent, well-thought out learning standards should guide our work. If Core Standards links us to other states for comparison purposes, that's fine with me. I'd much rather spend my time figuring out how to teach all kids well, rather than fuss over what we teach...if we get the "how" right, the "what" will come. 2. You have many people named and groups singled out, but although the MEA "represents" teachers, how many frontline teachers would you invite to this discussion that so greatly affects their future. Most teachers stay out of the political arena, but the new political leadership needs to be listen to the perspectives of more classroom teachers than just, MEA leadership, when it comes to major changes to education than there has been historically. It doesn't appear that this proposal does this. This proposal, quite honestly, is NOT a "listen to the perspectives" proposal. It is a "move from talking about what to do to doing it" proposal. The "many people named and groups singled out" is deliberate - the political arena is where some (by no means all) the structural changes that can allow, or frustrate, innovation will be made. The implication that we do not value the input of "classroom teachers" is incorrect. I am a classroom teacher (though I prefer teaching outside of a classroom.) Classroom teachers have been listened to the creation of each of the three lists of criteria I suggested. But having done this work for a long time, the mere fact that someone is a classroom teacher does not make his or her input more "true" than that of others. In fact, many classroom teachers argue, primarily, for conditions that allow them to teach the way they want to teach - regardless of whether their students actually learn. 3. I don't notice any mention of student empowerment or inclusion, their voice is often forgotten, but they are an important constituency that tends to be overlooked, simply because they See more... are "too young" when in fact they may be able shine some different light on the issues you have outlined. No it is not beyond the ability to understand the changes that are being proposed and those you invite might be the high performing students that would be more willing to enter into the education profession if they saw that they had a voice in changing it for the better. There is a great opportunity for positive educational change today, or is this proposal simply another top-down directed change that we will yet again implement changes in the classroom with little say from those who actually teach in the classroom. Those of use who are tasked with making decrees from on high work. I am all for changes that will positively impact all of our students, but worry that if the changes proposed do not do that and what their affect will be on the teaching profession and the students we teach. No I am not against Charter Schools, just against college educated and licensed professionals (i.e. classroom teachers) not being asked to the table to give our opinions on matters that directly affect our profession. Harold Shaw I agree with Mr. Shaw philosophically - student voices matter, teacher voices matter. He articulates (I think) the frustration that practicing Maine public schools teachers feel with yet another round of likely wrenching change coming their way. "Another new set of standards? You must be kidding." I support the Core Standards only because I think they have a chance to stick. As a fan of the progress made under the King administration, I see the last 8 years of consolidation and shifting strategy as the worst kind of top down "reform" - successful in angering just about everyone and changing - in terms of measurable outcomes that really matter - not much. But the "college educated and licensed professionals" have had their (our) chance just as much as the "top down" folks. In fact, as far as I can tell, we tend to blend together. WE'VE had waves and waves of money and been to conferences, retreats, boondoggles and everything in between. We have not, when you get right down to it, changed much at all. Many of the most passionate advocates of the "teaching profession" have been talented, dedicated professionals who, in defending the vocation to which they're so dedicated, end up defending by the extension the work of some who just don't care, and some - we all know this is true - actively damage the kids they're entrusted to teach. So to implications of non-inclusivity, I say, "we been inclusive, we've listened, and we largely know what changes will best suit those students who are not served well currently." To those who insist that only existing classroom teachers have the right to teach students who up until now they have not seems the high of folly - or perhaps, it's just Maine, circa 2010. By Harold Shaw Jr. on From words to action on 11/11/10