Time will tell if her vision and methods prove successful. Being a superintendent is not always an easy job and being one in a large urban setting must be extremely difficult. I can't even imagine what it would be like considering the expectations and media coverage in Washington DC. The one positive may be that the performance is so poor that the changes will result in immediate gains. These short term successes will be important for her to sustain the journey.
I admire her commitment and share her belief that outstanding teachers and principals are the answer to the quality of learning in a school and wanting to pay teachers more. I don't share many of her methods and I remain concerned about using only test scores and bargained evaluation models to determine which teachers should be paid more. I also wonder what the system is doing to ensure that the high demand being placed on teachers and principals is balanced by high support over time.
I appreciate the fact that her actions are resulting in a focus on public education, but I am concerned with what it will result in over time. Will our new President and others see her beliefs and methods as a model for others? Will this quest for merit compensation based on achievement find its way into the Education Department and the distribution of federal revenue? Are those of us that see PLC's, consensus, and collaboration as the answer to improving learning for all students simply holding on to outdated beliefs that won't sustain over time?
You may want to read the article as this system and her efforts were touted by both presidential candidates so both the Democrats and Republicans are watching closely. Who knows what the future holds with the unprecedented budget shortfalls and accelerating demand for improvement in our profession. Will the Washington DC journey become the model for the rest of us?
1 comment:
I too read the article on Michelle Rhee and find it raising many questions myself. I am in agreement with the fact that effective teachers increase the quality of learning for the students. That is pretty much a slam dunk. However, it is a little puzzling and alarming to me that the author of the story, Amanda Ripley, defines great teachers as "teachers (who) are in total control. They have clear expectations and rules, and they are consistent with rewards and punishments. Most of all, they are in a hurry. They never feel that there is enough time in the day. They quiz kids on their multiplication tables while they walk to lunch. And they don't give up on their worst students, even when any normal person would."
Really? Is that what research is telling us makes a great teacher? This sounds more like the definition of a teacher who has great management skills. And with the classroom management aspect conquered then great teaching and learning can follow. That may be what Michelle Rhee is trying to accomplish in her drastic measures to improve public education in Washington DC. This factor alone would increase the quality of education in places where test scores are so low and that is a more than admirable place to start.
PLC's, consensus, and collaboration to improve the quality of education for our students cannot ever be considered out of date in my opinion. It is a journey that we are smack dab in the middle of in the Tahoma School District. It is my hope that we continue to support, strive for and sustain these ideals. It is a belief and model that someday Michelle Rhee and other larger urban school districts will be able to follow.
Clark Kostohris
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