Stellar Teaching in Failing Schools (Part 1)
How can “stellar teaching” and “failing schools” be in the same sentence?
Failing schools have been defined as ones with low test scores, attendance, and high school graduation rates. They also include high numbers of dropouts and disciplinary referrals with frequent turnover in principals and teachers and presence of far more inexperienced than experienced teachers. Over decades of being in such schools I observed many traditional and non-traditional lessons. Some were forgettable not only by students but also by me–although I kept notes to remind me how the low-level content and skills were taught and how classroom management was, at best, uneven and, on occasion, chaotic.
But I do not want to describe forgettable lessons in low-performing schools. Such examples have been noted often by reformers usually omitting, however, that such teaching also occurs in schools serving upper-middle income neighborhoods. Readers can recall such teaching that echo the caricaturedhistory teacher who droned on and on about the Smoot-Hawley Tariff Act inFerris Bueller’s Day Off. The frequency of poor teaching, however, occurs much less often in these predominately white, middle-class schools than in the urban ones labeled failing.
What I do want to describe are the handful of urban teachers in schools labeled as failures who teach superb lessons often, are respected by their students, and have stayed in these failing schools year in and year out. There are scores of low-key Jaime Escalantes, Rafe Esquiths, and others who have gone Stellar Teaching in Failing Schools (Part 1) | Larry Cuban on School Reform and Classroom Practice:
