Testing, Testing...

...anybody out there?

It's been too long! I've taken an extended break from blogging. Why? I've been working on another writing project, which I'll reveal shortly. But for now, I'm back. :) My first re-entry story has to do with a trajectory change in my department.

Last Tuesday, I had a wonderful department meeting. I was so nervous, even announcing to my teachers, "If I don't introduce this conversation well, I'm certain it's the end of my career. That's how nervous I am." They laughed. But I noticed them bracing themselves. Physically. Prepping for the hammer to drop, or something.

Boy did I get lucky. I just let a piece of myself free. Without filter, my teacher self took over. More than anything, I wanted them to see a bit of who I am and what I believe and what I know to be true. I did my best to pull back the curtain (gently) and loosen the grip that I know they've felt. The grip that they should only focus on one dimension of student growth—content. That nothing else mattered. And what did I see?

SMILES! RELIEF! AFFIRMATION!

Yes! We are on our way. And I am so looking forward to this journey. It will be hard work. Meaningful work. Work that could only be accomplished by teachers with the talents, dedication and intellect that this group holds.

What journey? I intend to share over time. But for now, the following poem describes what we plan to bury. We will find the right balance, our equilibrium. But with equity as our foundation and scientific literacy as our focus, we will bring the joy of learning back to the heart of what we do. And students will fly.

(And by the way; I was the girl on her knees in this poem. And was allowed the time to explore.)

Hurry, Hurry!
A poem by Clydia Forehand

Hurry up children; don't lag behind.
Please face the front; please stay in line.
We've all got to hurry. We must take a test.
And hope we are better than even the best.

Way at the back, a young girl on her knees
Was not facing front; she was looking at leaves.
There on the ground, she held one to see
She looked at it closely; looked up at the trees.

"Miss Giffrey, Miss Giffrey, could you tell me how
This leaf is so different from that one. Right now?
Miss Giffrey, Miss Giffrey, I just want to know
Why do leaves fall? And how do trees grow?"

Miss Giffrey was saddened; she wanted to teach.
She wanted to show them the veins in the leaf.
The wonders of chlorophyll; osmosis, too.
Instead she said, "Please do as I asked you to."

The child put the leaf down and stood in the line.
They all had to hurry; it was almost time.
The schedules were set; the test was at nine.
"Hurry up, children; don't lag behind."

They all took the test; they did pretty well.
Their scores became data; not stories to tell.
Somebody, someplace, entered those scores
And somebody, someplace, compiled a report.

Miss Giffrey's and all other classes that year
Were ranked in an order that made it quite clear
Who were the winners and who was in trouble
And who'd better make better scores in the future.

Miss Giffrey did well; the report in the paper
Made her and her class and her school look quite able
To teach things that mattered; to make sure kids learned
And like every story, this one's pages turned.

The child in the back who had looked at the leaf;
Been told not to dawdle; been taught not to see.
Grew to adulthood, a product of schools
That taught how to test and to follow the rules.

Miss Giffrey kept teaching; but teaching had changed
There were scripts now to follow. "Please don't deviate,"
Said the words in bold print at the top of each page
"Take the lessons in order, teach the lessons the same."

Test scores were rising, and, each year, believe me
Everyone said how much kids were achieving
"They're learning so much" people said to each other.
"It's so good to know now that schools aren't in trouble."

And Sarah, that young girl who'd once found the leaf,
Soon learned not to look; soon learned not to see.
Like everyone else, she walked in a line.
'Cause she had been taught she could not lag behind.

There are so many children, from so many places
To test for conformity really erases,
All that they are; all that they dream
All that they look for and all that they see.

Taught not to question; taught not to ask.
Stay in your seat; stick to the task.
Each one so different; each boy and each girl.
They are lag behind children in a hurry up world.

My Journey Begins...Finally

I have begun the coursework that will eventually, hopefully lead to a PhD in Curriculum and Instruction. I am extremely excited right now. And I couldn't be doing this without the incredible support of my family. Based on how busy our lives become, I imagine I am in for a few of the days illustrated in the comic. But I've been proactive in protecting my family from this character by resigning many duties at work in order to keep some semblance of sanity. So far, everything is wonderful! And the following is my first reflection paper. Enjoy!

“I have some sad news for you,” I share with my students. I’m in costume, wearing a wig, flowery dress, cardigan sweater, and using a cane. “Your teacher, Ms. Gallagher, has been in an accident. I’m here as your sub. Today we are going to investigate observations and interpretations by looking at these bins of artifacts found in Ms. Gallagher’s home and office. To begin, please look at the artifacts in one bin with your group members and write down ten statements you believe to be true about Ms. Gallagher.”

And this is the introduction to the school year for my students. It is the day we begin building our community. It is the heart of our class climate. They are initially thrown by the role-play. They are excited about getting to know their teacher in such an unconventional way. They are confused by what this activity has to do with the world of science; after all, they are in a chemistry class.

Although there are dozens of subtle foundational reasons for doing this activity, one of the most constructive outcomes is that my students come to an adventurous conclusion by the end of the hour. No longer in costume or character, returning as their teacher to facilitate our analysis discussion, I share the following thoughts. “How many of you now have more questions about me, Ms. Gallagher, having gone through this activity than you had when you entered the room this morning?” All hands go up with a number of smiles. “As your teacher, I am NOT here to provide answers. I hope this activity has illustrated that I believe part of my responsibility is to instead provide you with opportunities, opportunities leading you to more to questions, opportunities to find your life experiences mysterious and intriguing and worthy of well-formulated questions. In short, you should have more questions in June than answers. I think we’re in for a wonderfully exciting time.” (Activity created by Spiro Bolos, modified for science.)

The night before I did this activity with my classes, I started the journey towards my PhD. I became the student. I am now at the other end of that very lesson. We have barely scratched the surface here in CI 574. How do I know? Because I already have a seemingly endless list of questions based on my readings by Schubert in CPPP. My first course reflection is in fact a series of questions, focused in three areas.

1. My curiosity of history and curriculum as a field:
a. Were any of the most influential educational reformers “just” teachers? Or is it a historical prerequisite to be a professor in order to have long-term impact on educational foundations? To be a part of the discussion?
b. Who are the most influential curricular specialists NOT written about or listened to? What were their thoughts? And why weren’t we listening?
c. What would teachers working during Dewey’s time have thought of him? Of Tyler? Of Spencer? Etc. Did teachers look up to them? Did they agree with their thoughts? Did teachers have time to discuss these things? How different was the actual schooling in comparison to what the curriculum experts had envisioned during those times?
d. Why is the teaching profession put on such a pedestal in other cultures, but is considered so lowly here? What started that?
e. Who would the academic community consider as the foremost expert on curriculum right now? Whose ideas should we be listening to? i.e., Who’s the next Dewey?
f. Who would the teaching community consider to be the foremost curricular expert right now? How many teachers could name five curricular specialists? We asked the question in class, “Who do we start with in terms of the history of curriculum?” I’d like to also know, “Who do we end with? And how did our path lead us here?”
g. What is worthwhile? What’s worth knowing, experiencing, doing, needing, being, becoming, overcoming, sharing, and contributing? (Questions in "g" formulated by William Schubert.)

2. My personal life:
a. Why didn’t I start this program ten years ago?! Ugghhh. I am so angry with myself for not starting earlier. I REALLY would like a full-time job working in the world of academia and teaching teachers and helping to improve schools. I miss thinking. I miss discussing. I miss hearing the big picture. I miss being in an environment where I matter, where my abilities are being challenged and employed.
b. How in the WORLD does Schubert know so much? There’s so much to read and absorb and process and question. I need a full-time job just to read everything I want to read! Where do I sign up?
c. How can I learn to read faster?
d. What would be the ONE book I should read above all else if I want to be truly inspired as a future curriculum specialist?
e. What is worthwhile? What’s worth knowing, experiencing, doing, needing, being, becoming, overcoming, sharing, and contributing? (Questions in "e" formulated by William Schubert.)

3. My professional life:
a. How have we allowed ourselves (the teaching community) to stray so far away from what is best for our students? Why isn’t there a revolution? There are so many teachers out there…
b. How do I study the damage we (teachers) cause in order to convince administrators and politicians (the policy-makers) that (putting it simply) we’re doing everything backwards?
c. Who do I talk to about planning the rest of my schooling? Life?
d. What is worthwhile? What’s worth knowing, experiencing, doing, needing, being, becoming, overcoming, sharing, and contributing? (Questions in "d" formulated by William Schubert.)

I am thrilled to be starting the process. I look forward to learning, thinking, discussing. I can’t wait to be a part of this full time. Above all, I would really love to be part of connecting practice with theory in a meaningful way…

The journey begins...