I can’t help but wonder if it isn’t an intentional Catch 22 that some people are trying to trap our public schools in– setting them up to fail, making it impossible for them to be creative or independent, and then saying: “See! They’re losers! They don’t ‘innovate’! Sell them off to private enterprises!”
While watching part of NBC’s “Education Nation” (aka the week-long made-for-TV ad forWaiting for ‘Superman) last month, I tuned into the Teacher Town Hall where a teacher from a charter school was asked what made her school successful. “Teachers at our school are given the freedom to innovate!” she replied brightly.
Hmm, I thought. Sounds great. So why aren’t the teachers in my children’s public schools given that same freedom?
Instead, they are increasingly being slipped into the full nelson of a standardized curriculum measured by an ever-increasing barrage of computerized tests, all imposed by a top-down district management. (It feels stifling just to write about it.) Then the education reformers point an accusatory finger at our schools, call them “failing,” and hold up charter schools as exemplars of “innovation.”
And that’s one of the first ironies — or hypocrisies — of the current national dialogue on education reform.
The biggest players in ed reform — President Obama, Ed Secretary Arne Duncan, billionaires Bill Gates and Eli Broad: the “Superman” crowd, let’s call them — keep pushing privately run charter schools as the answer to all that ails our public schools (the central theme of ‘Superman’). One of the main winning traits of charters, they say, is their freedom to “innovate.” Indeed, free of public and school district oversight and mandates, privately run charter schools are granted the right to create their own curricula and empower their teachers to, allegedly, “innovate.” (They’ve also been allowed to exclude and expel students who don’t perform to their liking, a serious flaw of charters that even Secretary Duncan has acknowledged.)
3. Local Control with Extensive Professional Development and Accountability Principals and teachers own critical decisions at their schools related to budgeting, hiring and curriculum customization.
Now, why aren’t our non-charter public schools being given the creative and managerial autonomy that these reformers value in charters? Instead, when it comes to influencing or running our school districts with their corporate management trained superintendents, or their agenda-laden grants, these same reformers impose strictures on our schools and kids that quash innovation.
For example, here in Seattle, why is our district, led by a reformist Broad Academy-trained superintendent, taking autonomy steadily away from individual schools and principals and centralizing it? Why is it telling our teachers they need to follow the central office mandated curriculum exactly? Why is it sending “visitors” from the central office to escort the school principal on pop-ins into classrooms to monitor teachers? (I’ve heard these are called “Learning Walks” — apparently a trademarked term.) I can understand a principal checking on her/his staff, but why the accompanying Thought Police?)
I can’t help but wonder if it isn’t an intentional Catch 22 that some people are trying to trap our public schools in: setting them up to fail, making it impossible for them to be creative or independent, and then saying: “See! They’re losers! They don’t innovate! Let’s sell these schools to the private enterprises of KIPP charters, Green Dot charters, Billy Bob’s Acme Charters & Co.!”
Unfortunately this is just one of many conflicting messages coming from this latest breed of ed reformers. Those who are driving the national dialogue about the direction of our kids’ public education — from President Obama, Secretary Duncan, and lurking in the shadows with their open checkbooks, Bill Gates, Eli Broad, the Waltons, the Fishers and the Dells — are The Doublespeak of Ed Reform Regarding Charter Schools | Seattle Education: