Essay #1 Getting to Scale with Good Educational Practice
What an interesting journey back through educational reform history. It was a good refresher to read about Dewey, the Gary Plan, how tracking came about, curriculum reforms, etc.
Elmore’s statement on pg 14 “… getting more students to learn at higher levels has to entail some change in both the way students are taught and in the proportion of teachers who are teaching in ways that cause students to master higher-level skills and knowledge.” I have been working with a middle school teacher in Portland (a seasoned, tough, outspoken gal I might add) and engaged in a discussion about content enhancement routines. As she shared her observations of the impact they were having on her students - her students were learning more at a deeper level - she commented “SIM has made me a better teacher.” What a moment, what a statement; however, is this isolated occurance enough to effect change in the school? To get to scale, according to Elmore, the question to be asked is why did this teacher seek new knowledge and actively use it to change her teaching. And what about incentives. Both Elmore and Murnane talk about the importance of incentives to change individual’s behavior. Interestingly, early in our relationship, this very same teacher in querying me about this SIM thing we were bringing to her school, asked “I’ll try this stuff, but what is in it for me?” Sure we can respond to these types of questions with the old Pollyanna response that the world will be a better place but let’s get real. What are the incentives schools. that we offer teachers to take on this difficult task of reform? Readers, what do you think? What are incentives for you?
Elmore states that potentially the most powerful device for changing teaching practice is the use of teacher study groups. As I reflected on this, I saw how truly critical providing support to teachers with lesson studies and problem-solving sessions are. Not that I ever doubted this, but it made me wonder if providing this support is not an incentive for teachers to be willing to take on the daunting task of change.
On pgs 29-39 Elmore talks about the problems of scaling up. It seems we need to start by standing on the balcony and observe what is going on, who the leaders are, and what these leaders reactions and responses are.
“scaling up by scaling down” on pg 32,…I like this idea. I see it happening in a school I am currently working with, hmmm.
So readers, what are your thoughts and reactions to this first essay on “Getting to Scale with Good Educational Practice”?
February 10th, 2007 at 12:28 pm
This is not an easy book to read. However, as I read this book and took time to reflect and think about the ideas presented, I’ve had many aha moments! Possibly because I am in the midst of working on several large scale reform projects, so the challenges inherent to these projects are very real to me. The principle of praxis is definitely in place. The principle of praxis has become very clear to me as I’ve read the more abstract ideas in the book. Having a practical application helps me to understand and manipulate the ideas so that they make sense. I’ve found now that I’ve got the language necessary to talk about how important it is to focus on the instructional core.
On the idea of incentives that Jean mentions in her post, I believe that teachers get fired up and re-committed when they see their students learning. Getting to internal incentives rather than external incentives are what really drives this idea. Does that relate to Elmore’s subtitle: From the inside out?
I had a coaching day with a district I am working with. We have developed a group of instructional coaches between the middle schools in this district. We’ve had our ups and downs - and many of them have been related to systemic issues. Yesterday, we had day filled with with engaged middle school teachers talking and sharing ideas related to the instructional core. The meeting was energizing, insightful, and filled with shared learnings. One of the math teachers talked about how he realized that his students didn’t really understand the concept of “learning.” He talked about his experiences with his students as they talked and developed the concept together of what a learning environment looks like.
We also had the opportunity to meet with district and building level administrators, and we talked about issues and ideas that truly affect the instructional core from a systemic level. The curriculum director will be working directly with coaches from each content area, and they together will be working with groups of teachers to infuse Content Literacy throughout ALL of the districts’ curriculum when working with teachers next school year. The assistant superintendent will be working with the teacher’s association, administration, and school board to align all of the various committees in the district who design and fund professional development in an effort to make professional development more cohesive and targeted.
No amount of money could have been a more powerful incentive for these teachers/coaches/building leaders than the dialogue and conversations from today. Working together to build a better learning environment, collaborating with colleagues and administration, and a shared vision of improved student outcomes have been a huge motivator. Not only is this a powerful motivator, but it is also a reward for good work.
I am finding that this real world application of Elmore’s ideas about school reform helps me to expand my understanding of how REAL change that comes from the inside out happens. More later…