Last Friday, I witnessed one of the saddest examples of teacher oppression I have ever seen. You may recall that I have been helping a family, since January, to get a teacher-developed portfolio for their son in the third grade. The student’s motherhad legitimate concerns because of her own difficulties with passing FCAT and I have been advocating, with her, since the beginning of this year.
In spite of the A’s and B’s that her son has earned all year long, a letter was sent to his parents informing them of possible retention due to “below grade level” reading test scores. This student was at risk of failing the FCAT, so the parents chose to use a portfolio as an alternative assessment (provided for in Florida statutes) and he refused the test in April.
After much research and many conversations with FLDOE and Just Read Florida, we clarified and understood the difference between a teacher-developed portfolio and the state-provided CD, which contains secret test questions, similar to the FCAT. Each portfolio must contain forty-two reading passages with questions and answers, that meet the state criteria for proficiency.
When we (the student’s mother and I) initially asked the teacher for her to begin a portfolio, in January, she explained that she was not able to do that because all work had been sent home. Mom shared that she has kept all classroom work that had been sent home and could make copies and return it. The teacher said we would need to meet with the principal, which we did in February. The principal said she would need to clarify with the district the difference between the two types of portfolio. This process took four months. At this late date, of course, there is not sufficient time to gather a true teacher-developed portfolio, which should consist of work completed in the classroom. The school wants him to complete what is missing, twenty-seven reading passages, with this CD of regurgitated and secret FCAT passages.
This past Friday, we attended another parent/teacher conference (at our request) to hear the teacher’s plan. When we arrived to meet with the teacher, we were directed to a conference room. In attendance were the ESE teacher, staffing specialist, principal and the teacher. At first I did not recognize this teacher. She was no longer the bubbly, enthusiastic woman I had met in January. Her shoulders hung low, she would not make eye contact when we sat down. The principal positioned herself so she was sitting close enough to touch arms with the teacher.
The meeting began with the principal asking us to start because we had called the meeting. We asked the teacher to explain her plan for completing the portfolio. The teacher looked at the principal and the principal began to explain how they were going to fit three CD reading passages a day into each day of the remaining school year. As we asked questions about this plan, we continued to direct them to the teacher who always looked at the principal to answer. After several minutes of this, I asked that we stop the meeting.
I asked the teacher to please look me in eye and told her that we were there to meet with her because she is the authority on this student’s academic progress and that she would be the one to complete this portfolio for him. I acknowledged that she was clearly uncomfortable and clarified that that was not our intent, but that we really wanted to hear from her. She said she wanted to defer to the principal. At this point, she was looking at the table with tears in her eyes. Mom also expressed her concern for the teacher and that she wanted the teacher to be present and active in this meeting. More conversation about the logistics of accomplishing this portfolio, as the principal continued with the choice of another test over portfolio as a means to promotion. Here, we reminded them that if a portfolio had been started in January we would not be in this meeting at the eleventh hour. We reminded the principal that at the second meeting in February, she had refused to allow the teacher to start the process without asking the district for guidance on a teacher-developed portfolio.
At this point, the principal became extremely defensive, stating she had never refused to do a portfolio. We asked the teacher to speak up here and she was by now in no condition to speak at all and just looked at the principal. We again expressed our concern for her. I stated that I understood the environment of fear within her profession and that we supported her and valued her role most of all. The principal said she took great offense at the insinuations we were making that she was responsible for any intimidation of this teacher. I pointed out that I was not accusing her but was recognizing the culture of fear in teachers across the state. The principal offered to leave the room if we wanted to have a conversation with the teacher alone, but would have to leave the staffing specialist who was taking notes. Seeing the panic in the eyes of the teacher, we declined.
We don’t know for sure what happened to that teacher, but during this meeting she was only able to hand over documents to the principal to support our conversation. She was not able to speak and it was clearly fear that prevented her from participating in a discussion about one of her students. One could visibly see the defeat all over her. She was crying and unable to look at the parent. The principal was sitting so closely and stiffly next to her, that without saying so, she was communicating loudly to everyone in the room, her intent to control this meeting.
The principal called an end to the meeting when she felt “accused”. We pointed out that this was not the first time she had refused to complete a portfolio and reminded her of the students, whom she had refused last year. As we were all standing to go, I spoke again to the teacher and expressed how sorry I was that she felt she could not support her student. I stated that I did not understand what had happened to prevent her participation, but that we do understand what has happened to her profession, and that we fight for her every day, and against the oppression that keeps her from being able to be open and honest in a meeting such as this. I tried to assure her by explaining that families all over the country were supporting teachers by refusing to allow students to supply the data that impacts them thru VAM and other evaluation systems based on high stakes tests.
Over the past few days, I have had the time to reflect on this fiasco. We have options for this student and he will be fine. I cannot say the same for this teacher. She has broken my heart, as I am sure hers has also been broken. She was, in every way, a different person from the awesome, confident teacher we had met with in January. She was afraid of her principal, she was afraid of us.
Update June 3, 2014
Today, I will be going to school with this mom so that she can withdraw her son from OCPS. This will allow him to complete the teacher-developed portfolio as a home-schooled student, over the summer. After consulting the director of school choice, Dr Chris Bernier and Toney Shoemaker at the Homeschool Department, this was the best option for this student. The parents will then re-enroll him as a 4th grader in August.
This could all have been avoided had the “system” not stood in the way of a true portfolio and if it had not taken months to come up with a plan to provide a portfolio. The CD provided by the state does not represent a portfolio. A portfolio should come from work produced in the classroom that fits the criteria, not from a “secret” CD. Teachers, who are the MOST qualified to complete this task, should be given autonomy to complete this process. OCPS must be prepared to provide a teacher-developed portfolio as provided by statute and Just Read Florida.
Opt Out Orlando is working with local partners and attorneys, and we are building a legal case against high stakes testing in Florida. We need the help of the public to make this a success – in particular, we need your story.
Have you or your child been…
retaliated against because you wanted to opt out?
threatened with remediation because of unsatisfactory FCAT scores?
denied promotion to the next grade because of unsatisfactory FCAT scores?
denied a regular diploma because of unsatisfactory FCAT scores?
denied graduation because of unsatisfactory FCAT?
denied classes or extracurricular activities (like electives, honors, Advanced Placement, International Baccalaureate, etc.) because of unsatisfactory FCAT scores or because of remedial courses after failing FCAT?
told by a school official that you cannot attend a charter school or take part in school choice (like magnets schools) because your FCAT scores are “not high enough?”
denied anything because a school official told you that your FCAT scores are “too low” or because you did not take the test?
In many districts, the FCAT was administered on computers this year. Many teachers and students witnessed disruptive and problematic issues with the new format.
Joshua Katz is a high school math teacher in Orange County, FL. In his seven years as a teacher, he has worked with 9th – 12th grade students in Algebra and Algebra 2. He has been his school’s Math Teacher of the Year twice and a four-time finalist for Teacher of the Year. He serves on the Faculty Advisory Committee, the Student Placement Committee, and the PTSA. Before working in secondary education, Josh spent eight years working in higher education as well as the non-profit world. He earned his BS in Math Education and his MA in Higher Education from the University of Central Florida. His current passion is exposing the contradictions in the current education reform and its impact on the economy.
Side note: I came to know of Joshua when I saw his TedX video on the Opt Out Orlando group page and realized that he teaches at my son’s former high school, a wonderful school, filled with serious challenges. Joshua is courageous to speak out in this way and at this time.
On Friday, April 11th, 2014, Joshua delivered this powerful TedX Talk at the University of Akron.
Joshua Katz -Twitter: @jakatz87
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Here’s the video of Joshua’s TedxTalk.
This is the script for his speech. It is not an exact transcript.
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” -Albert Einstein
So, there I was, working with a student, Natalie, on solving equations. She had to multiply 2 times 9 and was stuck. No joke, my students get stuck on that. So, I decided to go for the teaching moment. 2 times 9. All she had to do was count by 2, nine times, that was it. She tried and failed three times, on paper and on fingers, in both English and Spanish, her native tongue. THREE TIMES Natalie is 16. In the ninth grade. And she is NOT ALONE. NOT BY A LONG SHOT.
I teach at a high school with a student population of over 3,000. It is only one of over 30,000 high schools in the United States. You have to somehow begin to wrap your head around the enormity of the number of Natalies in our schools, in our country, in our future.
I’ve seen the best of the school system. I can honestly say that our best students can compete with the best students from around the world. In fact, when looking at the data from PISA results that compares our students to other countries we rank in the 20’s, BUT…if we separate it out by district poverty level, and look at the US districts that have comparable poverty rates to the other countries, it is clear that our students are at or near the top in the comparisons. But our highest performing students are only a small percentage of our overall population, even in the honors classes.
But what about the Natalies?
I have specialized in teaching Algebra to the lowest-ranked 25% of high school students, and I work mostly with THOSE students.
The best of THOSE want to do well, but when they finally realize how capable they are, they find themselves either stuck in a path of academic mediocrity or they are so close to graduation that all they need is their credit to pass. It’s a scene of wasted potential.
The worst of THOSE have had no education of character, common decency, appropriate language and behavior, or right from wrong. By high school, they are so ingrained in their behaviors of laziness, disruption, disrespect, and defiance that any measure of guidance is completely lost on them. These are the students on the path of dropping out, of incarceration, and abusing social welfare.
Parents will talk their children into purposefully failing tests so they can qualify for social security benefits, up to $800 per month per child. And these families find other sources of untaxed income, in the way of pharmaceutical sales. There is a LOT of abuse of social welfare, and the parents know how to milk the system for all it’s worth. This abuse is happening when people TRULY in need can’t get the help.
What’s out there waiting for THOSE students? Jobs? College? They are in an educational system that says “if you don’t go to college, you have no worth” so their alternative is to be underemployed, find illegal work, or abuse social security.
THOSE students are marginalized by what I call our “Toxic Culture of Education”. It doesn’t matter if a student is a gifted artist, a loving caretaker, a poetic writer, or a talented musician. THOSE students are the fish being measured on how they climb trees. We say the be all end all is college, or we leave students to the lowest skill level work (which, more and more, is being occupied by college educated people). Even with the honors students, they are, in general, too worried about grades and results, and not interested in true learning, which affects their performance in college. I don’t want to talk about the college student loan debt crisis.
But you have to believe me, I am not placing blame on them, yes they can take credit for who they are, but this is about something much larger than them. Our Toxic Culture began with a classic Super Villain Archetype. Recall any Super Villain, I focus on Syndrome from The Incredibles. The villain’s plan is to unleash a doom onto the world, and the villain is the only one that can stop it. Thus gaining all the desired power.
This is exactly what began before the 1980’s and culminated in No Child Left Behind. Private companies realized they could utilize the education system (at the time a $750 billion industry) to create a nearly endless stream of taxpayer funds. They channeled millions of dollars into lobbying efforts in order to create two buzzwords that put everything in its place: “Accountability” and “Rigor”. State statutes were passes, district rules were put into place, and No Child Left Behind was finally passed. But don’t get me wrong about politics, these efforts were underway long before they were passed, and both parties can take full credit for their disastrous results.
They decided to take the education system that produced the individuals, that put a man on the moon with technology less powerful than the phone in my pocket, and paint a picture of “failure” using the word “accountability”. You see, we only have one way to address accountability: Standardized Testing. So, we implement standardized testing, and it shows that schools are failing, teachers are failing, and students are failing. And when everything is failing, guess what we need? We need new textbooks, we need new resources, we need new training, we need charter schools, we need private schools. And who creates all these things we need? Private businesses. The only way to feed the business model in our Toxic Culture is to perpetuate the picture of failure. In fact, I’d LOVE to see any education company that has a business model that is built upon success. There is no money in student success.
How can we possibly believe standardized testing accurately measures student achievement? How can it measure student growth? How can it measure that “a-ha” moment when a student’s light is finally lit? That moment when a student says “thank you” for helping him graduate with a 2.0 GPA? That moment when a student athlete works hard in study hall and finally gets a C in her class because her coach helped? How can we attach a number to that moment when a 5th grader finally has the ability to write his own name (who is labeled a failure for himself, his teacher, AND his school)? But we crave education standardization, we believe we need high stakes testing, and we eat up misinformation provided by companies using test results with no validity.
Our testing culture begins in elementary school. Colleagues of mine deal with third graders who are suffering from anxiety for standardized testing. From a one-day, 4 hour, computer-based test, the future path of the student is set, the academic identity is established, and the message is delivered loud and clear: either you CAN make it, or you CAN’T make it. No matter what the teacher tells them about how good they are or what talents they have, if they don’t score well on that test, they know what it means. They define themselves. In the third grade. It’s starting to happen in kindergarten.
So these students continue testing, continue failing, and the districts continue new initiatives that can solve the problem. Who makes these products? Who has these solutions? Our super villain. Companies like Pearson and McGraw Hill which operate on legislation and policy written by private lobbying groups like ALEC. Buy the next textbook, the next workbook, the next software package. I’ve been through four Algebra textbooks in seven years. And that’s where the schools and districts are spending all the money. And we stick to the standardized test (guess who makes those?).
We illogically attempt to compare education to business, we ignore the impact of poverty and hunger, we pay no attention the non cognitive factors that are realistic predictors and measures of student success, and that way, we can place the blame on the teachers and schools. And because we have a Toxic Culture of Education, policies, teachers, and schools have accepted accountability for students, including all THOSE students. We take the blame for a student that has no moral compass. We take the blame for a student that cannot focus because he hasn’t eaten since yesterday’s lunch. We take the blame for a student that cannot stay awake in class because she spends her nights on a different couch, depending on which friend takes her in. When those students don’t “score well”, we get blamed. And we take it. We accept it. Because we love the kids. We are the only ones protecting them from this Toxic Culture of Education.
And what do we do as a system? Our only interest in education “reform” is to create policies that include additional standardized testing, to place higher stresses on teachers and students, and continue the picture of failure so private companies can sell the answer. And all this ignores highly publicized and easily available data on effective policy-making and effective practices. And it’s about to get worse. The Common Core will do more damage its high-stakes test (not to mention its myopic standards masked in a guise of “critical thinking” which is just developmentally inappropriate “rote”. I see my daughter’s work in the first grade. They ain’t fooling me). Any education reform that does not address high stakes testing and the non-cognitive factors of true student achievement, like character and personal habits, is a waste of time and it kills our kids.
Our main focus is on the schools, on the teachers, on the curriculum. We need to start paying attention to our students. If a student fails Algebra 1 in the ninth grade, chances are it is not because they do not understand the material. Chances are it’s not because the teacher isn’t teaching. Chances are it’s not because of the school. Chances are it is because the student lacks some type of intangible characteristic (a “Non-Cognitive Behavior”) that enables them to succeed. Things like persistence, initiative, social skills, common sense, a full belly, or a good night’s sleep. However, none of these things are considered in our definition of “student achievement”. None of these things are considered in our policies.
All the talk about failing schools and failing teachers and how to improve teachers and improve schools NEEDS to be changed to failing students and how to improve students. How can we help them to be better students? How can we help them to be better people? How can we help them with these Non-Cognitive factors like integrity and work ethic? How can we feed them? Give them a place to sleep? It’s the public narrative that needs to be shifted. We have to discuss what is happening with our students, even the Honors students. Because right now we are simply creating a massive population of future citizens who are afraid to attempt anything challenging, unable to read or think critically, or unable to find ways to earn a meaningful income, and I’ll get to that in a minute.
Right now, our system pushes ALL students to study abstract classes in order to be “college ready”. We throw around buzzwords like “rigor” and “STEM”. It sounds good, right?
The reality is that the word “rigor” has completely replaced the word “relevant”. I met with our district and pitched an idea to bring back Home Economics, but this time as a math credit. First words in the response: “it’s not rigorous”. So, forget relevance. Forget teaching students about measurements, about taxes and discounts, about loans, about debt, event planning, or the reality of fractions. It’s not as rigorous as Factoring Trinomials and Graphing Logarithms, so it can’t fit. There’s no room for it in our Toxic Culture of Education. There’s also no room for the arts and for imagination, which are being systematically removed from schools. There is no profit in that, either.
We have felt the effects of our education policies. There are thousands of highly skilled jobs that are currently vacant. There is opportunity for small business development and innovation like never before. And we are relying on highly skilled immigrants. But where are our graduates?
There is an ENORMOUS opportunity in our economy for our students, but we just don’t enable it in our schools because we are focusing on “college ready” and “rigor”.
If we focus our attention on getting students the resources they need in order to find their place in the community, the economy, THOSE students would value education more highly, use their time more wisely, and make better decisions outside of school. Let’s keep the college bound students going to college. They need to continue their path, but we need them to be more successful and more innovative. But what about THOSE students?
I have students that want to be tattoo artists, mechanics, and barbers. They want work, some want to open their own businesses. But..they are THOSE students. They consistently fail classes and get themselves in trouble in school, and may not graduate. So I say: let’s scrap Algebra for them and teach them some tangible skills (like we did in the system before it was labeled as a “failure”). Let’s get them out there making a living for themselves, rather than spending another $10,000 in tax money to pay for another year of school for them to learn how to factor trinomials, which they won’t. Why Not get them into the economy?
How do we address this on a large scale? I believe in Horace Mann’s 1850’s vision of an education system that can improve mankind. In public education, we have an amazing opportunity to mold a better future. What we are currently doing is so toxic and I have two solutions that would be better. I’m not a fan of this idea, but it would be better than what is happening now: we could completely defund public education and put the 750 billion dollars back in our pockets. No more taxpayer money going to private companies in the name of public education and on the heads of our students. Because let me tell you, it isn’t reaching our classrooms and students and it’s certainly not reaching the teachers. The second plan, which I am in support of, is to double down on public education. Eliminate the toxic policies and the corruption in profit flow. Get the money more directly to the students. Allow them to be successful, focus on them, on their non-cognitive factors, on their abilities. Train and allow the teachers to work with their students and assess their students on what they truly need to know: thinking, reasoning, and learning. I believe in the potential greatness of a public education system DONE RIGHT. In fact, most of my colleagues do as well.
Speaking of my colleagues…what about all the talk about teachers? The public narrative, thanks to “education reformers” like Michelle Rhee and Bill Gates, paints a picture that our schools are teeming with horrible teachers. Most teachers are accomplishing amazing feats of human achievement and motivation with their students. What teachers are able to accomplish is being done in a “professional” environment of questioning, belittling, and self doubt due to “accountability” measures for ALL teachers because “teachers can’t be fired”. If you want to compare education to business, check out HR and employee relations. Companies empower employees, encourage employee growth, believe in employee morale, and reward employee success. Yet in our toxic culture, we call a teacher “successful” IF AND ONLY IF students can score well on a 4 hour computer based test. We evaluate teachers based on what is written on their boards or hung up on their walls, or spotted by an administrator with an iPad in a three minute observation. We blame teachers for students who are hungry, homeless, without guidance, or without character. I don’t even need to mention teacher pay. You cannot measure how successful a teacher truly is in the life of a student! How do you measure when a teacher acts as mental health counselor for a student that has suffered a family loss? How do you measure when a student is able to eat dinner only because a teacher is paying for it? How do you measure a student learning something new based on immediate feedback from an assignment because the teacher stayed up until midnight the night before grading papers? How do you measure when a teacher spends thousands of dollars of their own money to have supplies in their classrooms? And we blame the teachers for accountability policies they had no place in creating.
Why not develop a system that invests in the teachers’ relationship with the students? Why not invest directly in the students? Why not encourage teachers to create their own assessment systems to fit their students’ needs? Why not allow them to collaborate with one another or at least have a peer review system to better serve their students (like in other professions)? Why not involve them in the policy making decisions at the school level, the district level, the state level, the national level?
The truth about education policy is that it is written and enforced by people who have either spent little or no time in the classroom with the students that these very policies affect. Why not allow the individuals in direct contact with students to mold and shape the environment of the students? Education is the only industry that is developing a product without any valid market research from its users! Students aren’t asked what they want or need. Teachers aren’t asked what would work for their students. Teachers are not the enemy: it’s the private companies like Pearson and interest groups like ALEC, that write policies and laws that are passed over steak dinners with words like “accountability” and “rigor” to perpetuate their bottom lines on the heads of our students. Follow the money: of all the tax dollars that go into education, how much goes directly to students? How much goes directly to a teacher’s relationship with students (which by the way are another leading indicator of student success)? Compare that to how much goes to private companies for materials and resources, as well as bureaucracy? Just follow the money.
We must change the public narrative on education. We must fight our Toxic Culture! We must end high stakes testing for the sake of “accountability”. Let’s have education policy that builds up our students with sensible human standards instead of fitting them into robotic boxes for “college readiness”. Let’s focus on getting students out there in the evolving global economy. Let’s focus on teaching them the important things: how to read, how to think, how to research, how to reason, how to master basic skills, and how to be good citizens. Let’s talk about the Non-Cognitive factors that are the true measures of student achievement: persistence, integrity, character.
Let’s teach them how to learn and how to innovate, NOT how to take tests. We must change the focus of our Toxic Culture away from curriculum, teachers, and schools, and WE MUST focus on our students!
Let’s stop measuring fish by how well they climb trees.
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