Dialogue With the Gates Foundation: How Do We Build the Teaching Profession? by Anthony Cody
This article originally appeared on Living In Dialogue | Anthony Cody | 2015
(This essay is also included in Anthony Cody’s book, The Educator and the Oligarch.)
By Anthony Cody.
In the summer of 2012 I traveled to Seattle and spent most of the day meeting with leaders of the Gates Foundation, discussing their work around education reform. I have been critical of the impact their agenda has had, but they expressed an interest in opening up a dialogue. This blog post was the first in a series of exchanges that explored some of the key issues in education. I am re-posting, as these issues remain central to the ongoing debate over how to improve our schools.
In the weeks that followed we got into some nitty gritty issues, such as what it means to “measure” teacher effectiveness? What is the role of poverty in relationship to education reform? What is the purpose of a k-12 education? And what role should the drive for profit play in our schools? But as our starting point, we are took a narrower focus, and tackled something a bit more concrete. This first exchange will focus on these questions: How can educators create a strong professional culture in our schools? How do we build the teaching profession?
The Gates Foundation has presented effective teaching as the focus of its education work for the past few years. Unfortunately much of the reform work of the past few years has focused on the negative side of the teacher-effectiveness equation. Reports like “The Widget Effect” have built up the idea that American schools are places where nobody is ever fired. Films like “Waiting for Superman” have reinforced the concept that due process for teachers means we have “jobs for life.” The Gates Foundation, I believe, has actively promoted these ideas, and in 2010, Bill Gates stated on Oprah that if we could get rid of bad teachers, “our schools would shoot from the bottom of these (international) rankings to the top.”
But there seems to be a growing awareness that real growth will not come from this strategy of rooting out the bottom 5 percent of performers. We will need to do some heavy lifting to reverse some of the counterproductive work that has been done to advance that agenda—but we will save that for another post. For this discussion, I want to explore what a healthy collaborative culture looks like, and how it relates to teacher evaluation.
Let’s take a look at the best model of collaboration I have seen in recent years, the teachers at New Highland Academy in East Oakland. This team of teachers worked with the support of a team at Mills College to engage in thoughtful inquiry into their practice. They met regularly to look at student work and talk about where their students were struggling. When they looked at their students’ work, they saw that while the curriculum they were using was helping the students learn to decode, their comprehension was lagging. They chose a set of strategies to help their students to find meaning in what they read, and worked across the school to try this out.
Here is how teacher leader Aija Simmons explained it:
“The Answers” are what we all problematize. Because what “the answer” is for me in this moment might not be theDialogue With the Gates Foundation: How Do We Build the Teaching Profession? by Anthony Cody - Garn Press:
