Earlier this week I spent time with some of our teachers discussing the challenges of their jobs. We had a good conversation about the changing nature of teaching and how more record keeping of the acquisition of basic skills is now required. While these teachers are prepared to fight the fight for their students, it is clear they are also a bit overwhelmed by all that is asked of them. In reflection, my take away is that they are concerned that the tension that exists between the art and science of teaching has swung too hard to the science side. Since the Elementary and Secondary Education Act was reauthorized as No Child Left Behind, there has been an increased emphasis on the science of teaching. We now collect and analyze more student data than ever before. And while it is clear that this shift has led to improved results, for many teachers, it has also diminished the reason why they chose the profession.
I firmly believe that standard expectations for student achievement that include close monitoring of progress are a necessary part of school improvement. Without this, improvement can be random and overly dependent on the individual. I also recognize however, that school needs to be much more than attaining proficiency in the basic skills. Setting the goal of a set percentage of students showing proficiency in reading should not be all that matters for our students. Our teachers are also tasked with helping their students develop a love of learning. It is important that school does not solely offer a fixed destination but also includes a general direction for students. As adults we understand that the broader your understanding of a variety of things is, the more you can appreciate all that life has to offer. Basic skills are the foundation of this appreciation, but they are not the end all.
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The art and science of teaching
Earlier this week I spent time with some of our teachers discussing the challenges of their jobs. We had a good conversation about the changing nature of teaching and how more record keeping of the acquisition of basic skills is now required. While these teachers are prepared to fight the fight for their students, it is clear they are also a bit overwhelmed by all that is asked of them. In reflection, my take away is that they are concerned that the tension that exists between the art and science of teaching has swung too hard to the science side. Since the Elementary and Secondary Education Act was reauthorized as No Child Left Behind, there has been an increased emphasis on the science of teaching. We now collect and analyze more student data than ever before. And while it is clear that this shift has led to improved results, for many teachers, it has also diminished the reason why they chose the profession.
I firmly believe that standard expectations for student achievement that include close monitoring of progress are a necessary part of school improvement. Without this, improvement can be random and overly dependent on the individual. I also recognize however, that school needs to be much more than attaining proficiency in the basic skills. Setting the goal of a set percentage of students showing proficiency in reading should not be all that matters for our students. Our teachers are also tasked with helping their students develop a love of learning. It is important that school does not solely offer a fixed destination but also includes a general direction for students. As adults we understand that the broader your understanding of a variety of things is, the more you can appreciate all that life has to offer. Basic skills are the foundation of this appreciation, but they are not the end all.