"Got to stay single focused, got to stay single….." |
Letters from the Inside: Active Teachers Describe the Effects of SB7
Dinner with an active
colleague in May 0f 2014
“Sorry, you guys, but while you have been fighting for us in
pensions, they’ve come under the cracks in the door. You missed what happened since you left,
since the Performance Reform Evaluation Act.
The classes you remember no longer exist. The teachers you remember no longer exist. We are miserable and defeated; I’m not
kidding, all of us are either counting how much time we have left, or we’re
trying to figure out some new kind of life outside of what has become a surreal
nightmare of mandates, testing, and “enduring outcomes.”
Another younger, talented instructor
responds to query regarding that dinner conversation.
My hoop dream is your nightmare... |
“You hit the nail
on the head with the term 'defeated'. That captures it perfectly.
We're beaten down, convinced that we're stuck in a downward spiral that will
end with the corporatization of our districts, the elimination of our pension
funds (if not our jobs entirely), and the demise of public education in
general. We're cogs in a data wheel now, expected to produce only quantitative
results at the expense of the very qualities of relationships, values, and
knowledge that inspired us to pursue this noble profession. The nobility and
art is no longer valued. What IS valued is an adherence to strict data models,
and finding ways to prove we've actually done our jobs. We are guilty until
proven innocent under the Danielson model of evaluation, which in our district
demands certain practices that we as teachers are legitimately against both
pedagogically and philosophically (the daily posting of "learning
targets" is one of them - this is required now by all staff members). We
are all treated like we have no ability, intellect, or motivation, and while a
good 95% of our teaching staff is among the most capable, professional, and
intelligent any school could hope for, we're all being treated as if we are in
that 5% of teachers who aren't quite cut out for the rigors of the job. This
assumption about our professionalism and ability is demoralizing on its own,
but it's just the beginning.”
What’s your perception of students
within this “new culture of testing and performance expectation – for you and
them?
"Students are
less and less able to solve problems and think critically now because we've
trained them not to. We've trained them to get the right answer at all costs.
They're less and less responsible for themselves because they no longer need to
be - if they fail, it's on someone else. If they fail, the teacher did
something wrong, not them. If they did not turn in the work, it was because the
teacher was not 'creative enough to figure out how to the tailor the work
to their needs, and shame on that teacher for being so arrogant as to expect
the student to fit into their deadlines' (that quote is nearly verbatim
from a guest speaker our district brought in last year to usher in new grading
policies). The amount of anxiety and depression among students has never been higher
- I've had six students this year alone hospitalized for severe school refusal
behaviors related to anxiety."
Another teacher/administrator describes
his relationship with students after changes in SB7.
"If I can just get through another 37 years…" |
“Maybe you
remember actually knowing students, their interests and needs. That’s not in the picture anymore. I tell you honestly that I don’t even know
them really until over halfway through the year. Even then, I don’t really ever have the
connection I used to have. Those days
are gone. It’s all about expectations
now, delivering information on an hourly basis to parents who complain that
it’s my fault if the student in underperforming. Then, it’s off to differentiated learning
where I must deliver a singularly individual program of learning to anyone who
is not with the rest of the class. You
either face 27 different learning lessons or you yourself learn to find ways to
accommodate the lesser learning outcome so all are together. Meanwhile, the kid who finds some joy in a
certain part of the text as it echoes some deeper part of him…well, that’s lost
in the morass of skill building.”
How do you survive this pressure day in
and day out?
“So 'defeated'? Yes. Despairing? Yes. Exhausted, angsty, and hopeless?
Yes. The amount of energy it takes to prevent these emotions from entering the
classroom and affected our students is staggering, and it has us all on our
last legs. Everyone has their head down now, muscling through the day at
their desks, desperate to get as much done as possible in a time when we're
being asked to do more and more and more. With new initiatives and policies
coming down at what seems like a constant rate, we are in a vicious cycle of
reactivity; most teachers I know trend towards the proactive in terms of their
personalities and approaches to conflict and adversity, so to be relentlessly
put in the position of reacting to the latest browbeating has us feeling like
we're on the losing end of a boxing match. Every time we pull ourselves up,
someone's there to deliver the next sucker punch and knock us down again.”
Summary?
When and how do we stop this absurdity? |
"I've
come to call this 'new' mentality, 'If it ain't broke, fix it until it
is.' It is rampant, it is tragic, it is destroying our profession and it's
destroying the system of public education that our society has come to rely
on.
And
on top of that insult, they're now taking away our retirement security, our
salary advancement opportunities, and our partial reimbursement for advanced
education (which we're required to obtain to maintain our licenses). It's a
full-on assault from every possible angle, and we don't even know how to fight
against it anymore because it's so goddamn big.
I
still love to teach, to connect with kids through the art form I love, and to
bring positive change in my small corner of the world to the best of my
ability. But along with my colleagues, I'm increasingly convinced that my days
of doing those things are numbered."
yep.
ReplyDeleteJohn,
ReplyDeleteMy co-teacher and I have written a diatribe about current reform measures that is too long to post here. I sent the entire message to Glen Brown. If you guys see fit to post, we would appreciate it. We are trying to submit to news publications, but it is probably too long for those too.
Keep fighting the good fight for us.
Scott Meyers, Glenbard North HS, Carol Stream
Thank you, Scott and your colleague. We hope to hear (and are hearing) from many more.
DeleteThis is disgusting and so very, very sad. This is about destroying all that is good in education, with no sense of what is supposed to happen in classrooms. Why are educators and school boards tolerating this crap. This needs to stop NOW, before everything collapses. These goofs want to sell the idea that the business model works for education. They also seem to want enormous turnover (of disheartened teachers), leaving only 20somethings to teach.
ReplyDelete