“…For a field that touts individuality and differentiation,
we are forced to lump students together as we prepare all of these individuals
for identical, common assessments. As a profession, we have become increasingly
driven by meaningless data points and constant evaluation as opposed to
discovery and knowledge.
“Originality, experimentation, academic liberty, teacher
autonomy, and origination are being strangled in ill-advised efforts to ‘fix’
things that were never broken. If I must prove my worth and my students’
learning through the provision of a measurable set of objectives, then I have
taught them nothing because things of value cannot be measured. Inventiveness,
inquisitiveness, attitude, work ethic, passion, these things cannot be
quantified to a meager data point in an endless table of scrutiny.
“I am paid to give out gold stars to everyone so that no one
feels left out, to give everyone an A because they feel sad if they don’t have
one. I take the perpetual, insane harassment from parents who insist that their
child’s failings are solely my fault because I do not coddle them to the point
of being unable to accept any sort of critique; if each student is not perfect
and prepared for college and life by age twelve, then I must be wrong about the
quality of their work. I lower my own standards so much that I have been
thinking my grades were generous.
“After years of being harangued, I gave Bs to D-quality work,
but that is never good enough. All I can do is field the various phone calls,
meetings, and e-mails, to let myself be abused, slandered, spit at because that
is my career, taking the fall for our country’s mistakes and skewed priorities.
So if you want your child to get an education, then I’m afraid that as a
teacher, I can’t help you, but feel free to stop by if you want a sticker and a
C.
“I sample educator Kris Nielson when I say that: I would love
to teach, but I refuse to be led by a top-down hierarchy that is completely
detached from the classrooms for which it is supposed to be responsible. I cannot
integrate any more information about how important it is to differentiate our
instruction as we prepare our kids for tests that are anything but
differentiated.
“In addition, I totally object and refuse to have my performance
as an educator rely on ‘Domain 5.’ It is unfair, subjective, and does not
reflect anything about the teaching practices of proven educators, rather it is
one more vain piece of administrative busywork that I do not have time for.
“I would love to teach, but I will not spend another day
under the expectations that I prepare every student for the increasing numbers
of meaningless tests that take advantage of children for the sake of profit. I
refuse to subject students to every ridiculous standardized test that the state
and/or district thinks is important. I refuse to have my higher-level and deep
thinking lessons disrupted by meaningless assessments (like the Global Scholars
test) that do little more than increase stress among children and teachers,
waste instructional time and resources, and attempt to guide young adolescents
into narrow choices.
“It is counter-productive to watch my students slouch under
the weight of a system that expects them to perform well on tests that do not
measure their true abilities, only memorization and application, and therefore
do not measure their readiness for the next grade level—much less life, career,
or college.
“I would love to teach, but I will not spend another day
wishing I had some time to plan my fantastic lessons because the county comes
up with new and inventive ways to steal that time, under the guise of PLC
meetings or whatever. I’ve seen successful PLC development. It doesn’t look
like this. I’m far enough behind in my own work that I will not spend another
day wondering what menial, administrative task I will hear that I forgot to do
next.
“I would love to teach, but I will not spend another day in a
district where my coworkers are both on autopilot and in survival mode. I am
tired of hearing about the miracles my peers are expected to perform, and
watching the districts do next to nothing to support or develop them. I haven’t
seen real professional development since I got here. The development sessions I
have seen are sloppy, shallow, and have no real means of evaluation or
accountability.
“I cannot stand to watch my coworkers being treated like
untrustworthy slackers through the overbearing policies of this state, although
they are the hardest working and most overloaded people I know. It is
gut-wrenching to watch my district’s leadership tell us about the bad news and
horrific changes coming towards us, then watch them shrug incompetently, and
then tell us to work harder. I would love to teach, but I’m tired of my
increasing and troublesome physical symptoms that come from all this
frustration, stress, and sadness.
“Finally, I would love to teach, but I’m truly angry that
parents put so much stress, fear, and anticipation into their kids’ heads to
achieve a meaningless numeric grade that is inconsequential to their future
needs, especially since their children’s teachers are being cowed into meeting
expectations and standards that are not conducive to their children’s futures.
“I quit because I’m tired of being part of the problem, and
as only one soul in the river Styx, it is impossible for me to be part of the
solution…”
Reprinted by John Dillon in A Call for Help from Young Active Teachers in the Trenches: Actives in
the Trenches: What Happens If We Succumb to the Corporate Models?
For this Washington Post
article, click here.
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so-called “Education Reform,” please click on the “ed reform” tab under the
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