02/28/08
The themes that were discussed in class included the question of what makes a good teacher, the issue of student accountability, as well as the issue of culture and how it plays a role in student achievement.
Good Teaching
What makes a good teacher?
One issue that was discussed in class examined the influence of the teacher on student achievement, and the role it played in helping students, especially those of low socioeconomic status, succeed. One point that was raised was that NCLB requires a teacher to obtain a degree and pass the Praxis Series of examinations, yet the requirements for teacher certification vary from state to state in terms of stringency. Further, many of the good teachers that actually have a personal interest in wanting their students to succeed are found in schools that have sufficient funding from the state, are private schools, and are in wealthier communities. Finally, teachers are certified based on the content in both their courses in earning a degree, as well as for the Praxis Series of examinations, yet a good teacher in not defined by knowledge of the content in these examinations, but rather in the communication of that knowledge to the students. Many of the great teachers that have mastered that communication are the ones that are found in the wealthier school districts in which student achievement is high.
The class then raised the issue of transferring these teachers that are found in those schools to schools of high poverty; however, many problems were noted. First, good teachers have attempted to teach at high poverty schools, such as those in Philadelphia, but were turned away because of the barriers that were presented. Also, good teachers that have taught in school districts of poor quality may have stayed to teach for a few months only to realize that the situation was hopeless. One teacher was even assaulted by one of the students. This raised the issue of culture and whether some students just can’t be taught.
Student Accountability
Are there students that can’t be taught?
Another issue that was examined was that of student accountability, and whether or not students should take exit examinations to graduate from high school. While this is a relatively new concept, much of the class seemed opposed to the idea of exit examinations, as it simply continues the process of memorizing material to pass an exam. As discussed in previous posts, this would force teachers into presenting material to be memorized for an exit examination, without actually teaching to the students. As one student observed, the focus seems to be more on testing when schools should rather focus on student learning, or in other words, would administering exit examinations be the best way to facilitate learning?
The class then discussed whether some students just can’t be taught, and most of the class agreed, based on several observations. One student examined the issue of culture in that school achievement is of low priority to those of very low socioeconomic status. Another student brought up the point that some find little relevance of an education in terms of achievement and success in the future. Further, many of these students may not have plans to attend college, and therefore find little relevance of taking their education seriously. It may not be a question then, if there are students that cannot be taught, but if these students have the motivation to learn. To support this observation, Kelly discussed Girard College, which takes students of very low socioeconomic status and teaches them within the confines of the school throughout the week. The students stay on the campus and are taught by good teachers. As a result, many of these students are accepted into prestigious universities. While good teachers play a role in student achievement and accountability, the culture and school in which students learn may be the most important factor in determining student achievement.
Readings:
Porter, A. & Polikoff, M. (2007) NCLB: State interpretations, early effects, and suggestions for reauthorization. Social Policy Report, Vol. XXI, 4.
National Center for Education Statistics. (2007). Mapping 2005 state proficiency standards onto the NAEP scales. Washington, D.C.: National Center for Education Statistics. Read executive summary, introduction, outline of methods, results, and conclusion.
Notes courtesy Josh Kline
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