The "Hechinger Ed" Look at Education

I am generally well-informed about the world of education policy, including the prominent voices in the discussion. From EdWeek to EdNext to Edudemic to HuffPo/Atlantic/WashPo education pages, I listen to many voices, and I often try re-frame and inform others from what I've learned. So, I was a bit surprised to discover another education voice offering an interesting perspective on the comparison of America to the schools of other nations, particularly Asian, specifically Singapore. Thanks to a tweet from edu-writer (and edu-punk) Anya Kamenetz, I've discovered the HechingerEd Blog, featuring the Hechinger Report. Check it out.

STEM Needs Help - STEM to STEAM

The value of the arts, design, innovation, creativity, and right brain thinking gets a boost this week in The Atlantic as education and parenting writer Jessica Lahey argues "STEM needs another letter." While STEM - the focus on Science, Technology, Engineering, and Math - is getting all the press in education these days, many voices are beginning to raise the profile of the arts. The STEM to STEAM movement argues for a re-evaluation and re-organization of standards and pedagogy to promote an infusion of right brain thinking in a left brain education world. Ideas guru Daniel Pink has exquisitely articulated this in his best-selling non-fiction work A Whole New Mind: Why Right Brainers Will [and should] Rule the Future.

Is Six Years of High School the Answer?

 As some people talk about the idea of limiting seat time and not promoting college to all students, other people are exploring the idea of extending high school beyond the traditional four years. With concurrent enrollment opportunities expanding in high schools, more students are discovering the opportunity to graduate from high school with college credits, or even an associates degree. The next step is a model by which community college and high schools are joined in a single program. In the city of Chicago, major tech companies are joining forces to support six year high schools.

In Praise of Michael Sam - a Model NFL Player

It was a triumph of courage last week that Missouri defensive lineman and SEC Defensive Player of the Year Michael Sam publicly announced he is gay. Sam, who is expected to be a top pick in the NFL draft next week, has shattered an illusion and a barrier about homosexuality. And one of the nation's most intolerant clubs - the NFL - will soon have to face the issue that many thought might never happen. A gay man will be - publicly - in a professional locker room. There have, no doubt, been countless gay men in all levels of locker rooms before … and this should be no different. Alas, there is "controversy."

Perhaps the two best responses to the announcement that I've seen have come from broadcasters unafraid to speak the truth. First this from Daily Show host Jon Stewart:

And, then there was an even more powerful statement out of the heart of Texas:

Dale Hansen said it all when he addressed the hypocrisy of a sports world that believes there is no room  for a gay man.  The NFL has long had a problem with the criminal, violent, and inappropriate behavior of its players. It is a problem they have attempted to address, though it's been slow going. And then some have the audacity to believe and even articulate that the presence of a gay player in the locker would somehow be destructive and inappropriate because it would make people feel "uncomfortable."

And that must change.

Congrats to you, Michael Sam - a man among boys.

Colorado, PARCC Tests, & ACT Aspire

Another recent piece for the Denver Post:

Colorado Should Replace PARCC Test with ACT Aspire

Replace PARCC with ACT Aspire

In Colorado’s rush to judgment in an attempt to Race-to-the-Top, it’s time to put PARCC testing in park.

Following seven other states who adopted Common Core standards, Colorado should immediately withdraw from the PARCC consortium until the state has a chance to publicly review, evaluate, and critique Common Core standards and PARCC. As an alternative, Colorado could put a moratorium on standardized testing, or it could continue with its own test, the CSAP/TCAP. If a test is deemed necessary, and TCAP is considered insufficient, there is a better option.  In place of PARCC testing, Colorado should instead contract with ACT whose new Aspire program is aligned with state standards, as well as college readiness measures, and is available for grades 3 through 11.

One of the primary problems with the PARCC test is the mystery and ambiguity of both the organization and its assessments. PARCC, which stands for the Partnership to Assess Readiness for College and Career, is an un-proven standardized test created by a private consortium that has provided very little information or transparency on what their tests will look like. On the other hand, ACT is a familiar, trusted, and time-honored testing service that has released as many sample items in the past six months as PARCC has released in more than two years. ACT is a known entity with a proven track record, and ACT’s tests actually mean something to parents, students, and, perhaps most importantly, colleges.

From a purely financial standpoint, choosing ACT or even maintaining TCAP is preferable to spending Colorado’s tax money on tests created by a nebulous unproven organization. Currently, PARCC tests are estimated to cost roughly $30 per student, whereas ACT will do it for $20.  And with PARCC, states still don’t really know what they’re paying for. The problem with PARCC is most evident in the scant materials it has released to the public. Having watched numerous presentations on Common Core and PARCC, I’ve seen the same tired and limited sample questions again and again. It’s simply not enough information. And while people are fairly confident about what established tests like ACT tell us, no one knows if PARCC questions or scores mean anything at all. While proponents argue that PARCC offers a more rigorous test of critical thinking and application of knowledge, there is no comparison by which to draw that conclusion.

An important consideration in choosing a testing program is to consider what colleges expect. ACT is a classic benchmark for college readiness. In fact, ACT scores are one of the primary measures Colorado uses to rate schools on college preparation. And colleges actually trust and care what ACT results reveal. No college intends to use PARCC scores for college admission – and our students must still take the state-mandated ACT.  ACT’s Aspire program is specifically scaffolded to prepare students for the ACT, even as the ACT evolves to meet changing needs and expectations of colleges and careers. Regardless, the ACT and its program matter to colleges in a way that PARCC doesn’t.

The organization of Colorado moms, who initiated a bill calling for a timeout on Common Core and PARCC testing, have reasonably questioned the validity of PARCC. For, in a country where roughly 60% of adults had little-to-no understanding of Common Core and PARCC as late as last September, it seems foolish to proceed with implementation before the involved parties fully understand it. Though Senator Michael Johnston has argued that people simply don’t understand the values and benefits of the test, he fails to concede that very misunderstanding necessitates a “time out.” And, as the Denver Post recently reported, the vote by the Colorado State Board of Education to adopt Common Core and contract with PARCC was made by a slim 4-3 margin. That represents a disconcerting “consensus” and demands further discussion and review.

While Common Core proponents confidently claim 45 states have “adopted” the standards, they don’t acknowledge that as many as seventeen have serious misgivings, including discussions of withdrawal. If that’s the case, and states are bailing out of the PARCC test, then Colorado should certainly not accept the role of guinea pig for an unpiloted test with serious transparency issues. While the state claims to be piloting the tests this year for implementation next year, that schedule is simply irresponsible. After a pilot year, the people of Colorado need time to review the tests, the results, and the conclusions drawn from the data.

Opposition to PARCC testing is not about opposing high standards. Many teachers, parents, and students accept the new Colorado Academic Standards and Common Core. The standards are not the primary concern. The problem is a high stakes test by an entity that has no track record, no transparency, and no connection to Colorado. Douglas County School District, which opted out of Common Core, recently passed a resolution opposing state and federal testing. It also requests the right to opt out of mandated testing without penalty. DCSD’s motivation is grounded in opposition to tests that do not meet their needs, arguing PARCC is not an “authentic assessment.” Numerous states agree. Kentucky – the first state to fully implement Common Core – has withdrawn from PARCC, following Massachusetts, Florida, Oklahoma, Utah, Alaska, Kansas, Pennsylvania, Georgia, and Alabama, who are all pursuing alternative tests.

The Colorado State Board of Education will soon need to make a decision about renewing the contract with PARCC. Until we know more about what the full test looks like and what the results actually mean, Colorado should not renew PARCC. 

The State Board of Education will meet on Wednesday to discuss renewing with PARCC.

(Don't) Follow Your Passion

Here is my most recent piece of commentary for the Denver Post:

(Don’t) Follow Your Passion

“Follow your passion? That may be the worst advice I ever got.”

This insight from Mike Rowe of the Discovery Channel’s Dirty Jobs runs counter to every bit of advice teenagers receive from parents, teachers, and counselors.  Yet, it may be the best and certainly most honest guidance they hear. Now that high school seniors have filed their college apps and patiently wait to see which school will make their dreams come true, and high school juniors plan for the ACT and choose classes for senior year, it may be time to reflect on the belief that our jobs should make us happy and that college majors and career decisions should be based on ambiguous and nuanced ideas like passion.

Recently, Mike Rowe has been focused on promoting the value of skilled labor in a world that no longer appreciates it. Currently, there are roughly 3-4 million unfilled jobs in skilled labor, yet students are racking up a trillion dollars of debt for degrees they may not need. And, while there is certainly value in a liberal arts education, many students “follow their passion” to degrees which provide few of the skills they need for a career. Even in colleges the focus on “passion” has shifted. AP reporter Beth Harpaz explains, “While some top-tier schools can still attract students by promising self-discovery and intellectual pursuits, many colleges have changed their emphasis in the years since the recession hit. Instead of "Follow your passion," the mantra has become more like, "We'll help you get a job."

 

Writers and researchers like Daniel Coyle and Cal Newport agree with Rowe’s suspicion about following passion. In his book The Talent Code, Coyle recommends that students work on developing skills and talents rather than pursuing ideas like passion and personal happiness. In the real world, most people aren’t passionate about work or filled with zeal during the daily-ness of their jobs. And there’s nothing wrong with that. Additionally, following passion is a challenge for young people, many whom don’t have a passion, or at least not one easily linked to a career.  Cal Newport concurs in his book So Good They Can’t Ignore You, titled after a quote by actor Steve Martin.  A prominent entertainer and pop culture icon, Martin has written numerous best-selling books, an award winning play, and is considered one of the premier art collectors in American society.  He is also a renowned musician whose prowess with the banjo rivals the best in the business.  Steve Martin is just so good at what he does.  So, when Steve Martin was asked for the secret to success, he responded, “Be so good they can’t ignore you.” That advice – focused on developing skills and talents – is far better advice than pursuing “passion.” 

Incidentally, Newport’s book is subtitled, “Why Skills Trump Passion in the Quest for Work We Love.” As a computer science professor at Georgetown, Cal Newport advises young people to work on simply being good at what they do. And rather than compare themselves to others, they should seek instead to understand themselves and develop individual strengths.  For those wondering what they want to do with their lives, he offers this advice: “Passion is not something you follow. It’s something that will follow you as you put in the hard work to become valuable in the world.”  If people continue to grow and learn and develop talents, they will find their passion and success.

Robin Williams in the movie Dead Poets Society urged students to “Make your lives extraordinary.” And many are doing exactly that. However, beyond that maybe we should advise students to “Make yourself indispensable.” The best way to secure a career is to have talents the world requires. In the first episode of the HBO show Girls, Hannah is fired from her unpaid internship, only to learn her replacement is actually being paid for the job. When she adamantly confronts her boss, he says, “Well, she knows PhotoShop.”  While Hannah may tell herself, “I can learn PhotoShop,” the reality is she didn’t.  Thus, the point is to advise kids to be the kind of person who learns Photo-Shop. Hannah is a classic example of a person waiting for passion to lead her to happiness – and it never happens. Successful people by contrast are the ones who work hard and do what needs to be done to get want they want and need.

Of course, students don’t only go to college to acquire job skills, and society suffers from such a utilitarian approach. As Robin Williams’ character Mr. Keating teaches the young men, “medicine, law, business, engineering – these are all noble pursuits and necessary to sustain life. But poetry, beauty, romance, love – these are what we stay alive for.” And, woe to the society that promotes only skill-oriented education at the expense of the arts and humanities. That said, the arts and poetry – those things that often fuel our passion – don’t have to be the source of employment. For as contemporary sage Robert Fulghum has said, “The hardest thing for most people to figure out is that it’s really rare to do what you love and get paid for it. It’s almost better not to because you end up hating the thing you’re doing because you have to do it. A lot of people would be artists if they didn’t also have to make a living.”

As a teacher, I followed my passion. And I am fulfilled emotionally by the very thing that pays my bills. A friend of mine majored in finance because she is really good at math, but she is not passionate or fulfilled by her job. In fact, it can be quite annoying and rather mundane. However, it affords her a great life with her family, which is truly her passion. Another friend makes a great living managing operating systems for a multinational firm. He is not a computer geek by any stretch, but when we were in college, computing was simply a skill he acquired, and he followed it to success in the tech revolution. So, one us followed his passion, another followed her skills, and the third just followed the market. That’s the full story that should be told in advising students on college and career choices.

Michael P. Mazenko works at Cherry Creek High School and blogs at a-teachers-view.blogspot.com. Email him at mmazenko@gmail.com

Kentucky the Latest State to Withdraw from PARCC Common Core Testing

Is PARCC a political and educational house of cards that's destined to crumble?

That may be the case for the most controversial education issue of the last two decades as the state of Kentucky - the first state to embrace and implement CommonCore - has officially voted to withdraw from the PARCC testing consortium. Like numerous other states (Florida, Alabama, Georgia, Utah, Kansas, Utah, Alaska, Oklahoma, Pennsylvania, Massachusetts), leaders in Kentucky are seeking alternative options for testing the newly adopted CommonCore standards, as they acknowledge considerable unease about the testing process. This problem with PARCC has much to do with the simply lack of transparency about the actual tests, and concern about the tests' ability to reveal evidence of their students' achievement. At this point, Kentucky plans to take bids from testing agencies - including PARCC - for the opportunity to administer state tests, and being a PARCC member could represent a conflict of interest. One of the potential bidders for Kentucky's business (and it's a business worth potentially billions in taxpayer funds) will certainly be ACT which has established a testing system to challenge PARCC and the SmartBalanced consortium. ACT's program, called ACT Aspire, is a comprehensive testing service for grades three through eleven. For an excellent comparison of PARCC vs ACT Aspire, consider this analysis from Dr. Steve Cordogan of Township High School 214 in Illinois.

NCAA Is Not a Dictatorship, Despite Players' Union

Sometimes, it's your language choices that end the argument.

Such is the case with the most recent news in the argument that the NCAA should "pay student athletes" because it is profiting from their hard work - at least that's true for football and basketball players. (Clearly, the lacrosse players and swimmers should continue to exist in servitude because they don't pull in huge TV revenue.) In the latest salvo over oppressed student athletes, the Northwestern football team aligned itself with labor leaders in Chicago in calling for a union to represent these "workers." While the proposed union was not simply about "pay-for-play," student-athlete representative - and Northwestern QB - Kain Colter basically lost the argument when he called the NCAA "a dictatorship."

Kain, this metaphor fails on a dramatic scale, and it is an insult to all people who are currently suffering under true oppression. Student athletes - especially football and basketball players at major universities - are living a life of luxury compared to millions of people living under the brutal control of despots and dictators. People who are basically compensated with an opportunity for an expensive education - potentially worth a quarter of a million dollars - while being academically supported beyond the wildest dreams of the average student have no idea what oppression is. And, it is wildly inappropriate to imply so. It is as patently absurd as Prince writing "Slave" on his cheek over a record contract with Warner Bros. that paid him tens of millions of dollars.

Certainly, NCAA rules regarding student-athlete compensation must be altered dramatically. Student athletes are greatly inhibited from earning spending money by the demands on their time. They should be able to get jobs, or perhaps earn a stipend in some way that enables them to "eat when dorms aren't open" or be able to afford the basic amenities and fun of college. However, for most star players, like Colter, who are on full ride scholarships and come from middle class families, the issue of "spending money" shouldn't be an issue when the family has been excused from room, board, and tuition.  Beyond that, student-athletes are not employees and shouldn't be treated as such.

Perhaps, it is time to divest college football and basketball from the colleges themselves. It certainly is time to divest the NCAA from its tax exempt status based on an "educational mission."

Allusions & the Power of Prior Knowledge

Effective readers - and thinkers - use existing knowledge to make sense of new information. This basic reading strategy, which was first introduced to me in Cris Tovani's amazing I Read It But I Don't Get It, is integral to successful learning, even though it comes easier for some than others. Explaining the power of the technique and developing an understanding of how people learn can be as important as the actual content being taught. That is the power of allusion and understanding how writers draw from existing knowledge and familiar stories to create new stories. Jessica Lahey - teacher, writer, blogger - explains the value of allusion in a great piece for The Atlantic this month entitled, "To Read Dickens It Helps to Know French History and the Bible." Jessica speaks specifically of the idea of cultural literacy and understanding how history and the Judeo-Christian ethic are a necessary foundation to making sense of classic literature, notably the early pages of books like A Tale of Two Cities. I concur on the value of such knowledge, for I have the same discussions with my students when we read the first four pages of Harper Lee's To Kill a Mockingbird together. Accessing the allusions is key to appreciating the novel on its deepest level. Though these works can be understood and accessed on a more superficial level, that's really like watching a movie of the action - as in the Harry Potter films - as opposed to truly delving in to the thematic magic of the written works. Allusion matters - as does gaining general knowledge - and it is all part of the job of educators (and theme of my blog and class) "Creating People on Whom Nothing is Lost."

Teachers and Facebook

Social media is many things - a connector and a distraction, a tool and a weapon, a benefit and a curse, an insignificant detail and an ingrained component of the social fabric. Regardless of our perception of it and our criticism or defense of it, social media is here to stay. Facebook is the most prominent in our lives currently, and it's the one most likely to stir up trouble. Too many stories of embarrassment, conflicts, and even tragedies cloud the reputation of Facebook, yet billions of users still can't get enough. Teachers are often warned about the inherent dangers of being on Facebook, and it's often a shame that teachers are held to much higher or more restrictive policies regarding personal use. However, the unique situation of interacting daily with young people with their parents' inherent or necessary blind trust leads to a need for teachers to be more judicious in their use of social media. In that regard, it is pretty clear and important advice that teachers should not post any negative or critical comments about their students - or any students at their school - on Facebook. Many use the FB to rant about work - teachers simply should not. It does not matter if names are not used. Posting negative comments about "anonymous" students at a teacher's current workplace is just too close for comfort. They are, after all, children who deserve privacy and care and concern. And that care is trusted to teachers. So, don't rant about students on Facebook. Just .... don't.

Girl Teaches Self to Dance in a Year - And Creates a 100-day Challenge

Persistence. Grit. Determination. Practice.

These are the qualities that are the key to success. Malcolm Gladwell made a big deal about the 10,000 hours of practice necessary to achieve mastery for many skills/talents. And much has been written about how to promote and cultivate these characteristics, especially in children. Of course, it's rare that we can actually see, or have evidence, of the transformation that comes from such consistent practice. That's why the story of the girl who taught herself to dance in one year is so interesting.

Karen X. Cheng's simple challenge to herself - learn to dance in a year - became an inspirational story fueled by a viral video on YouTube. That experiment, viewed by millions, has become something much larger - a challenge to everyone to make changes in their lives by committing 100 days to practice.  Karen's Give It 100 encourages people to practice something - "anything" - for one hundred days and record videos of each day. The whole point is to simply try in a completely shame-free and confident way. So far, thousands have accepted the challenge. And there's no doubt this sort of chain reaction can change lives. For, as Karen notes.

This isn't a story about dancing, though. It's about having a dream and not knowing how to get there — but starting anyway. Maybe you're a musician dreaming of writing an original song. You're an entrepreneur dying to start your first venture. You're an athlete but you just haven't left the chair yet.

When you watch someone perform, you're seeing them at the top of their game. When they score the winning point or sell their company for millions — you're seeing them in their moment of glory. What you don't see is the thousands of hours of preparation. You don't see the self doubt, the lost sleep, the lonely nights spent working. You don't see the moment they started. The moment they were just like you, wondering how they could ever be good.

So, what are you going to do?

What Good Would You Do with $25,000

20th Century Fox studios contacted filmmaker Casey Neistat with an offer to make a movie trailer for the new Ben Stiller film, Secret Life of Walter Mitty.  The studio wanted to launch an ad campaign around the idea of "living your dreams" to inspire people to do something they've never done. Neistat was offered the opportunity to make a video trailer for the movie and this campaign. Instead, Casey responded with a counter offer - they give him the money and he spends the entire budget "helping people in need."  Here's the result:

Sopranos Celebrates Fifteen Years

Could it really be fifteen years ago that we first saw Tony Soprano and Christopher Moltisanti kicking the crap out of a guy with unspeakable violence in that opening episode of HBO's groundbreaking - and rule changing - television drama, The Sopranos.  Alas, it was fifteen years ago this week that David Chase's crime family drama entered our TV-watching consciousness and forever changed the way we think and watch TV. Seriously, would there be a Walter White transforming from a cancer-sufferer and science teacher into meth cook and sinister crime kingpin if we didn't first develop a sympathetic and fascinated ear for the sounds and images of classic anti-hero Tony Soprano bearing his tortured soul to his psychiatrist, Dr. Melfi? Probably not. Or not this soon anyway.

Not only did David Chase change the genre by pushing the limits, but in working with HBO, he changed the rules and structure for how primetime shows are produced, packaged, and delivered.  The shorter seasonal format, where there were far fewer than the standard 22-27 episodes on network television, and the season began whenever the network was ready. This greater freedom allowed for greater creative control of the writers and an overall better production. In fact, the networks have struggled to catch up to the quality of dramas being produced by cable. And the show catapulted into our consciousness the incredible talent of one James Gandolfini, an incredible character actor who's gone too soon.

Recently, as the show's anniversary approached, there was time for the cast to reflect on the greatness of the show. Like many, I'm sure they had long considered the possibility for a Sopranos movie to give us another taste of that world that had so captivated us. But like the abrupt ending of the show, the death of James Gandolfini put an end to that hope. Thus, fans are left to appreciate the body of work that was left, and to reflect on a truly iconic piece of American culture.

Critics Harshly Slam David Brooks' Marijuana Column - But He's Not Entirely Wrong

Since posting his response to the "legalization" of recreational and commercial marijuana in Colorado (and coming soon in Washington) New York Times columnist David Brooks has been widely criticized - even chastised - by other commentators from Slate to more Slate to The Nation to Esquire. However, despite the critics' desire to portray his comments as aloof and misguided, Brooks' basic premise is not wrong, and his criticism of legalized cannabis is being distorted.

Brooks' basic argument - smoking weed is not generally a good thing and shouldn't be promoted or condoned - is a fairly accurate and innocuous statement, and one that is being greatly misinterpreted. For example, people have criticized Brooks for wanting to perpetuate the arrest and incarceration of millions for an arguably minor criminal offense, one that disproportionately affects minorities and the poor. Yet, David Brooks has not endorsed such problematic legal penalties and, in fact, has been on record as opposing such problems in our criminal justice system. Opposing legalization isn't the same as supporting the current legal ramifications for it. And neither Brooks, nor Ruth Marcus, argued for continued criminalization or harsh legal penalties for possession, use, or sales. Certainly, decriminalization of cannabis possession was a necessary change, and such an approach has functioned pretty effectively elsewhere in the world.

Additionally, comparisons between alcohol and marijuana are obtuse and knee-jerk reactions that at best obfuscate the issue and are inherently logically flawed. Arguing that one drug should be legal because another is already legal does not make a lot of sense. Simply put, having one potentially dangerous substance legal does not mean we should have two. If that were the case, proponents should be arguing for legalization of all illicit substances - and no one is doing that. And the comparison is not apt because the substances are not similarly used. Alcohol is not only an established industry and indelible part of the societal fabric, but it can be (and is) enjoyed without the requisite purpose of all other illicit drugs, which is to "get messed up." Certainly, the use and abuse of alcohol can have catastrophic consequences and shouldn't be praised or elevated either. America truly does have a drinking and substance abuse problem. And that is the point made by Brooks and Marcus - substance abuse is a problem.

Ultimately, I don't strongly oppose what Colorado and Washington and Uruguay have done, and I think it will be folded into the fabric of society pretty smoothly in the next decade or so. But there will be a lot of collateral damage that should not be celebrated. In general, doing drugs is simply not a good thing. That was the only point Brooks was making. And his critics have their panties in a bunch simply because they think he's an arrogant, elitist snob. Which is probably more or less true. But it doesn't make him wrong. Critics like to take shots at Brooks' philosophy, and he often makes himself an easy target for criticism as a sort of nerdy, wonkish, elitist. But the attacks on Brooks' marijuana column are off-base.

Science Teacher Challenges Super-Size Me - Loses Weight at McDs

Morgan Spurlock helped set the standard for the new age of documentary filmmaking in the late 1990s when he "nearly killed himself" with a diet based solely on McDonalds' food while documenting the entire experiment in the film Super-Size Me.  While many critics - and the food industry itself - challenged Spurlock's methods and conclusions, science teacher John Cisna took it one step further.



Now, the discussion must shift a bit to the choices we make at the food counter and supermarket.

Mike Rowe - Fewer College Degrees, More Employed Skilled Workers

According to labor statistics, there are currently as many as 3-4 million unfilled jobs in the United States, many of which pay upper middle class salaries … and they don't require a bachelor's degree. In fact, as few as 12% of them require four years of college (and the associated tens of thousands of dollars in debt). Yet, parents and counselors and teachers and principals are still sending millions of students on to four-year colleges with the belief that those degrees are necessary for them to get a job … or get a "good job."  As I've noted many times before:

Mike Rowe disagrees.

Mike Rowe, who gained fame on the Discovery Channel as the host of Dirty Jobs and Deadliest Catch, has spent the past few years developing a PR campaign for "Work." That is, he is promoting skilled labor as the necessary emphasis for our education system. Rowe makes the rounds to as many talk shows and forums as he possibly can, talking about the need for skilled labors. He has many partners in this task, such as Caterpillar who has an invested interested in skilled laborers. And Mike would like to connect young people in search of a future with companies like Caterpillar, where heavy equipment repair mechanics can make a $100,000 a year. So, Mike is promoting many great "schools you've never heard of" like Midwestern Technical Institute, where students can learn about and learn the trades that are currently lacking in the labor market.











So, it's time to stop all the nonsense about how everyone needs to go to college, and start promoting the type of learning that will lead people to careers. And, if you have never seen Mike's TED Talk about his PR Campaign for work, you have to see this. It's one of the smartest segments I've ever heard.

Lights, Camera, Teach! Questioning The Value of the Feel-Good Teacher Movie

Don't watch Stand and Deliver. Don't quote Dead Poet's Society. Don't reference Michelle Pfeiffer in Dangerous Minds. Is it time to be done with the inspirational, feel-good teacher movies? Or is at least time to stop watching them with any hope that they will provide the answers on how to "fix schools"? That's the recommendation from middle school teacher Joshua Mackin for a New Year's Resolution in 2014: "Stop Watching Feel-Good Teacher Movies."

There are obviously many problems with using Hollywood's portrayal of anything as a guide or blueprint for how things should be. Certainly, "fixing public education" is a task far more complicated than any story can begin to crack in ninety minutes. And, between the necessary over-simplification and the requisite "Hollywood Ending," the teacher movies may do more harm than good. As Mackin points out in a succinct and well-argued criticism,  inspirational teacher films do not offer a realistic portrait of what it’s like to be a teacher or a student in an underserved school.  One of the biggest problems is that the movies require a happy ending. This simply dishonors the daily and on-going struggle in the public schools. The movies also revel in stereotypes, and mistakenly portray urban school teachers as superheroes. The reality is far more "boring" at times.

Certainly, the movie industry has all the best intentions of portraying the educational successes - some might call miracles - of people like Jaime Escalante and Ron Clark and Joe Clark.  And the more fictionalized stories behind Robin Williams "Mr. Keating" or Richard Dreyfuss' "Mr. Holland" are certainly wonderful narratives that can inspire as they entertain. However, they risk becoming cliche and doing more harm than good, especially when they fall into the trap of being a WTSM - White Teacher Savior Movie. We've all enjoyed the stories of teachers and students defying the odds, and we all have that favorite teacher who made a difference for us. And there is nothing wrong with honoring them and the ideas they represent.  However, we do have to be careful with the conclusions drawn from a movie's representation of real world struggles.

For more perspective on the portrayal of teachers, consider checking out books like:

The Hollywood Curriculum: Teachers in the Movies - by Mary Dalton

Carry on Teacher: Representations of Teaching in Screen Culture - by Susan Ellismore

Hollywood Goes to High School - Robert Bulman

Don't Become a Teacher

In every year I've taught, I've heard some of my best and brightest aspire to be teachers. The idealistic side of me is so excited for this possibility, and I understand that it is their great educational experience and love of learning that led them to their decision. And my first instinct is to praise, congratulate, and encourage them. My second thought, however, is more melancholy, and my instinct resting just below the excitement is to counsel them away from the profession. For, in far too many places, teaching has become a thankless task. This week Valerie Strauss' Answer Sheet offers a "letter of resignation" of sorts from a seemingly passionate, skilled, and veteran teacher who simply can't do it anymore. In response to Valerie's request for stories, she writes, "I would love to teach, but …"

It is with a heavy, frustrated heart that I announce the end of my personal career in education, disappointed and resigned because I believe in learning. I was brought up to believe that education meant exploring new things, experimenting, and broadening horizons … However, as the whipping boy for society’s ills, I could do none of these things. I was lambasted by parents as being ineffective because their child had a B or a C. “They are not allowed to fail.” “If they have D’s or F’s, there is something that you are not doing for them.” What am I not doing for them? I suppose I was not giving them the answers, I was not physically picking up their hands to write for them, I was not following them home each night to make sure they did their work on time, I was not excusing their lack of discipline, I was not going back in time and raising them from birth, but I could do none of these things. I was called down to the principal’s office many more times before I was broken, before I ended up assigning stupid assignments for large amounts of credit, ones I knew I could get students to do. Even then, I still had students failing, purely through their own refusal to put any sort of effort into anything, and I had lowered the bar so much that it took hardly anything to pass. 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. “Data is not information, information is not knowledge, knowledge is not understanding, and understanding is not wisdom.” It is time that we fall on our sword. In our rabid pursuit of data and blame, we have sacrificed wisdom and abandoned its fruits. We cannot broaden our students’ horizons by placing them and their teachers into narrow boxes, unless we then plan to bury them.

Stories like these - and they are not uncommon - distress me to no end. And they would seem to validate my concerns about encouraging students to pursue teaching.  Of course, the issue is so complicated because, as most in education know, there are far too many unsatisfactory teachers out there producing little of the incredibly hard work and results that are mentioned by this teacher.  There is no easy answer to the problems that plague education - and I am certain that many of our current reforms are misguided attempts which will only worsen the situation. But I am not without hope.

So, with guarded optimism, I will still encourage my best and brightest to "Become a Teacher."

Stop Wearing High Heel Shoes in 2014

If I could recommend one New Year's Resolution for all women in 2014, it would be to end the torturous act of wearing high-heeled shoes. My students have long known - and laughed about - this rant of mine. In fact, I've been known to argue that women will truly take over the world once they shave their heads, throw away their make-up, and ditch the high heels. My example to students is any high school dance (Homecoming, Prom, etc) or any formal party (such as New Year's Eve balls). Inevitably, we will see women walking around and dancing in stocking feet, probably holding their shoes in their hands. Why? "Because they hurt my feet." The obvious question is why the women bought them in the first place. The answer, of course, is "because they are so cute."

Baffled, I am.

The sad reality is that "High Heels May Look Good, But They Are Killing Your [Health]." There is so much research and medical history in opposition to the wearing of high heeled shoes, and they are certainly a form of clothing that objectifies and even subjugates women. The damage done by these implements of high fashion is endless.

Therefore, lots of bad things happen. Shall we count the ways? Among the more common problems podiatrists say they see in women are calluses and, more painfully, corns, hard nuggets of keratin buildup caused by pressure on the skin. With high heels, corns develop up under the balls of the foot where the weight of your body presses down, and they feel like small rocks underfoot when you walk.  Liebow also sees capsulitis, a painful inflammation of the joints where the toes attach to the foot, and neuromas, or pinched nerves, where pointy high heels squeeze the toes. And when the heel is frequently in a high-heel shoe, it can cause the Achilles tendon (which connects the calf muscle to the heel bone) to tighten. When you kick off your shoes and the heel comes down to the floor at the end of the day, the extra stretching of the tendon can lead to a condition called Achilles tendinitis. Wearing high heels can also cause inflammation of the connective tissue at the bottom of the foot, the plantar fascia. That can result in severe heel pain and the need for aggressive treatments such as oral anti-inflammatories, oral steroids, cortisone injections, walking boots and crutches.

(Giuseppe Aresu, The Associated Press)

And, the history of high heels doesn't bode well for women's rights. High heels were, no doubt, invented by a man, and they were designed to promote women's feet as objects of desire. I know, I know, that sounds creepy. But is it not true? Granted, high heels were at one time also worn by men.  And the boost in stature is no doubt grounded in insecurity about height. But the male gender must be in some ways moving past that, as no contemporary man would subject himself to such torture, as pictured above - cowboy boots notwithstanding, which I've never worn but heard great things about.  In reality, no man would buy shoes that he then has to carry around because they hurt his feet. And, I've always understood that men who wore them for professional purposes suffered, too. If I'm not mistaken, rock star Prince has undergone hip replacement surgery which was necessitated by years of performing in high heeled boots. So, that seems reason enough to ditch the heels.

Now, we may have to talk about the necktie.

Top Education Reform Stories in 2013

Valerie Strauss - whose Answer Sheet blog in the Washington Post is a top source for education news - takes the end of the year to reflect on the top stories in education reform in 2013.  With Common Core finally raising the controversial debates that should have preceded adoption and implementation, the year of 2013 provided the spark that will drive education talk for years to come. From new "standards" to "standardized testing" to teacher evaluations based on assessment standards, 2013 has set the standard for the education debate to come.  Some of the debate will be driven by former teachers like David Greene who are speaking out in retirement about what they believe is going wrong - and right - in the profession.

“Teaching is a performing art as much as a science,” he said. “It takes talent. And personality. The match of your personality and skill set determines what kind of teacher you are. What works for one teacher may not work for another. You can’t expect everyone to do it the same way. And yet…” Like many teachers, Greene is mystified by the reforms currently favored by U.S. Education Secretary Arne Duncan and New York’s educational leadership.In general terms, he thinks there’s plenty to like about the Common Core standards and even efforts to improve teacher evaluations.In fact, he argues in his conversational but impassioned book for many of the same things favored by reformers: greater depth in instruction; lessons that engage students; focused reading that leads to tight writing; and regular assessment of students. But Greene believes that reformers are betraying their cause by overloading the school day with too many new goals, over-emphasizing tests and trying to grade teachers with formulas and test scores. The result, he said, will be a uniformity that sucks the life out of teaching and learning.

Greene's book - Doing the Right Thing: A Teacher Speaks - is intended to spark the debate about what effective teaching and relevant effective reform is all about.

Education Commentary Proves Lucrative for Edu-vocates like Rick Hess in Era of Reform

As a teacher, I have always been a bit of an education geek. Beyond just teaching English or working in school administration, I enjoy reading and writing about the issues of the day. However, the recent news out of Douglas County, Colorado indicates I may be in the wrong part of the education field if I want to rake in the dough for writing about education.  A judge in Denver has ruled that the Douglas County School District "violated the Fair Campaign Act when it contracted for and distributed a paper that espoused" the reforms implemented by the school board. While the reforms - and the inherent controversy - around Douglas County Schools are not news, I was quite surprised to learn that education researcher and writer Frederick "Rick" Hess of the American Enterprise Institute was paid $30,000 for the paper in question.  Hess's article "The Most Interesting School District in America" was published in various places and distributed by the district.

Here in Colorado’s third-largest school district, with 65,000 students — an enrollment larger than Washington, D.C.’s and as large as Detroit’s — the superintendent and board are pursuing perhaps the nation’s boldest attempt at suburban school reform. The Douglas County School District is trying to do something truly new. An all-Republican school board has created the nation’s first suburban school-voucher program, introduced market-based pay, allowed its teachers’ union contract to expire, and developed a regimen of home-crafted standards and assessments in lieu of the Common Core (which superintendent Liz Celania-Fagen dismisses as the “Common Floor”). Former Reagan secretary of education William Bennett has opined that Douglas County is “trying to do all the good reforms at once.”

Unwilling to settle for just adding merit raises atop the old industrial pay scale, Douglas County has adopted a market-based pay system. After hiring a former human-resources manager from GE to lead its effort to rethink teacher pay, Douglas County has established five broad pay bands based on the supply and demand for various teaching roles. This allows the districts to pay more for hard-to-find teachers, such as a special-education audiologist, and less for teachers in easier-to-fill roles. For the first time in memory, superintendent Celania-Fagen reports, the district had more quality applicants for special education than they had positions available. Douglas County has shown, with little media fanfare, that it is possible to pay teachers what the market requires instead of being tied to a rigid, union-imposed, one-size-fits-all pay scale.

Certainly, the Era of Reform has become a lucrative new aspect to the field of public education. With the rise of Common Core reforms and new education legislation that links teacher pay with student performance, education consultants are earning big money. This is certainly true for new College Board  president David Coleman who stands to earn more than a half-million dollars in base salary for his new position. Of course, that's no more than the head of the National Education Association (NEA) who earns north of $500K as well - and that comes out of teacher's dues which should support collective bargaining for, among other things, a respectable salary.  And back in Douglas County, it's not surprising that big money is going to consultants and researchers. The district allegedly paid former Education Secretary William Bennet as much as $80,000 for speeches touting the districts reforms.

Apparently, this blogging for ad revenue is the low end of education writing.

Anyone need an education consultant who will work for cheap?

Hollywood's Heads of the Class

The "Inspirational Teacher Story" has been a time-honored tradition in Hollywood for more than fifty years. From impassioned but frustrated teacher Richard Dadier - played by Glenn Ford - in 1955's Blackboard Jungle to pathetic but ironically effective Elizabeth Halsey - played by Cameron Diaz - in Bad Teacher, audiences can't seem to get enough of engaging heads of the class.  Whether the films are documentaries or "based on a true story," or some scriptwriter's fantasy of what effective teaching looks like, the teacher movies are generally based on one idea - inspiring reluctant learners to achieve by caring about them and having high expectations.  They can certainly become cliched, though the connection between the true stories and the imagined ones are often so vivid that we have to wonder if it's really so simple.  Everyone has their favorite "teacher movie," but there are some standards that top any list.  Some of the "Best in Class" are:

To Sir, with Love

Stand and Deliver

Dead Poets Society

Mr. Holland's Opus

Dangerous Minds



Freedom Writers

The Great Debaters

And, of course, we can't neglect
Bad Teacher

Disc Golf on the Rise as that Other "Frisbee" Sport

When I was growing up in the 1980s, my friends and I spent countless hours criss-crossing the neighborhood throwing our frisbees toward trees and mailboxes and front porches in "pursuit of par." We called it "frisbee golf," and the course was usually the whole neighborhood, and the holes might be a par-15 or more. Who knew it would actually develop into a sport with a national organization and formal courses in parks across the country.  But it has.  Of course, now it's called "Disc Golf," and the purists would take great offense to anyone calling the discs "Frisbee." 

Living in Greenwood Village, Colorado, I hadn't played any formal disc golf until the city re-designed Village Greens Park and put in an 18-hole disc golf course, alongside a new mountain bike trail. Disc golf has become the new obsession for my 11-year-old son and his friends, and this Christmas they received new discs and a disc golf bag. And, I am catching the bug and re-living a bit of my childhood playing the game. My best so far is two-over par.