Data-driven decision making has been all the rage in education for the past few decades, but, as Larry Cuban points out here, there is little evidence that this trend has led to any better outcomes for American schools than teacher decision making. While documentaries, media attacks, and political rants continue to assert that we teachers are incompetent and apathetic, and that years of working in classrooms makes us even more so, we now have growing evidence that, in fact, teachers with classroom experience do make a difference for our students.
Lately I’ve been reading more writers who even suggest that experienced teachers might know more about what helps students learn than multi-billionaire businessmen like Bill Gates and the Koch brothers, or basketball players like Arne Duncan. We teachers may have some ideas about why the panels of “experts” who write standards and tests, lead conferences, and design evidence-based curricula haven’t been able to make lasting and meaningful improvements in our schools. Maybe we should begin to listen to experienced teachers.
But, they lament, it’s hard to find classroom teachers doing more than complaining, making excuses, or following self-interest. There are some writers, like David Greene, who share their many years of classroom experience with us. But no one of us can speak for all teachers, since we are all different people working in different settings, with different students, and teaching different content. We need to hear from a broad spectrum of teachers.
So, this begins a series from my perspective as a classroom special education teacher. I’ve taught in public school classrooms for 18 years now, with an additional three years teaching in a private non-profit classroom and few others as a classroom consultant, among other education-related jobs. I’ve seen trends come and go. I’ve seen successes and failures. I’ve seen the repackaging of the same and the promotion of the ridiculous. I constantly read about education, think about solutions, try out new possibilities in my classroom, and pick and choose the successful pieces to add to my teaching repertoire. And despite all this, I still face each day feeling that I have so much more to learn if I am ever to do my job effectively.
In this series, I will share observations about the general trends I’ve seen in education over the years. It will be my narrow view from where I have been teaching. I won’t share “what works”, but rather, what has worked for me at which times, with which students, and in which settings, and why I think some other efforts may not have worked so well.