Copy / Paste by Peter Pappas

Vintage 1910 French Postcard Predicts Bill Gates and NCLB

What an uncanny prediction of contemporary American education - digitized information being force-fed into bored students. Looks like a vision of one of those computerized test prep programs guaranteed to bring up the standardized test scores.

But I'm not sure - do you think that's educational savior - Bill Gates, or an overpaid public school teacher unwilling to give away his collective bargaining rights?

For another satirical look at the current education scene see yesterday's post -
"John Stewart "Teachers are Destroying America"

Click image to enlarge

Part of series of images (circa 1910) attributed to French artist Villemard in which he predicted Paris life in 2000. Hat tip to D'Arcy Norman

For another uncanny prediction, see my post "First Google Map Discovered - Created in 1652"

Jon Stewart "Teachers are Destroying America"

Thanks Jon for satirizing the latest attempt to pit one segment of  working Americans against another.

"The greed that led you into the profession?" I started teaching for $6700 a year and got to spend my summers standing on a ladder - always hoping I could finish the last of my paint jobs before heading back into the classroom.

Enjoy the clip - when it comes to education, there's little to laugh about these days.
For another satire on the current education scene see my post "Vintage 1910 French Postcard Predicts Bill Gates and NCLB."

The Daily Show With Jon Stewart	Mon - Thurs 11p / 10c
Crisis in Dairyland - Message for Teachers
www.thedailyshow.com
Daily Show Full Episodes Political Humor & Satire Blog The Daily Show on Facebook

 

Isabella's Story: Working to Sustain Her Sugpiaq Fishing Heritage. Now She's Fighting for Her Life

Regular readers of my blog will recognize how unique this post is. It's far from what I normally write about. But I feel compelled to tell a story in the hopes that I can help spread the word for a friend in need. Isabella, my next door neighbor, is fighting for her life against cancer. You can help with a donation, tweet or status update.
Here's her story.

Isabella Blatchford, a native Alaskan Sugpiaq Indian, was well on her way to creating a sustainable seafood business. (She had already sold to Wolfgang Puck and Emeril Lagasse!) She saw it not only as a viable business, but a means to support her Sugpiaq heritage and honor her tribal elders - the last handful of Sugpiaq  speakers. In February 2009, she discovered she had Stage 4 cancer. Using a blend of standard and alternative medical treatments, she was able to beat the odds for the last few years. 

However in February 2011 her cancer tumor markers went back up rapidly, and her doctors are have told her that it is time for a quick change in her method of treatment. She has the opportunity to travel to Mexico for treatment. She is in need of $7,000 by April 20th, 2011 in order to obtain treatment. 

I used my limited editing skills to make this video from some local Portland newscasts. Her brother Richard, created a website to accept donations - http://www.bellasfund.org

Update: Here's a story and powerful video from the Oregonian An Alaska native who lives in Portland battles cancer while working to save a tribe's language (April 13, 2011)

Isabella needs your help. Even a small donation will be appreciated. And you can help her get the word out - contribute a Twitter link or a Facebook status update. 

Thank you for anything you can do. 

Photo: Torsten Kjellstrand/The Oregonian

Obama's 2011 State of the Union Twitter Stream Visualizer

I posted this Twitter StreamGraphs visualization that displays a flowing graph of the words most frequently used in the latest 1000 tweets marked with the hashtag #SOTU. (#SOTU is a Twitter code for Tweets about the State of the Union address.) It was a great way to follow the backchannel Twitter chatter during (and just after) Obama's speech.

Because the level of Tweets using the hastag #SOTU has dropped way off - here's screen shot of what it looked like when it was live. Click to enlarge.

But since there are still a few people tweeting with #SOTU, click here for full screen of the live graph.

Navigation tips: Click on a word to highlight and see included tweets below.
Scroll to right for the latest keywords. Scroll down to see the full Tweet.
If you see a large spike in one time period that hides the detail in all the other periods, click in the area to the left of the y-axis to change the vertical scale.

Hat tip to Twitter StreamGraphs - @JeffClark

 

Filtering in School? A Response

A recent post by Mike Gwaltney "Keeping Kids off the Internet – What’s With the Draconian Filtering Policies?" posed some important questions "Is filtering necessary? If so, why filter so aggressively? Is there a way to filter effectively that both protects students and allows them to use the Web to its potential? Aren’t we doing students a disservice by blocking the full internet?"

 

 

Here's my response:

I grew up in a heavily curated information landscape. The news was limited to relatively few sources. I can even remember the days of the 15 minute evening national news cast. Schools were just another one of the information gatekeepers that ruled my life. But at the same time it was rather tough for me to get in trouble. (though at age 16, I did manage to read large portions of the newly banned "Fanny Hill" in the aisles of a progressive bookstore). 

Today, students are awash in text without context. They are only a click away from reading that the "Holocaust was a hoax." Ironically many schools respond by filtering. Wouldn't it make more sense opening up the internet at school and providing thoughtful analysis and responsible use?

Filtering teaches hacking, not responsible use. 

For more on this subject see my post "What Happens in Schools When Life Has become an Open-book Test?"

 

Image credit: Flickr/GIANTsqurl

What Happens as the Cost of Hating Pigs Approaches Zero? Focus, Literacy and Angry Birds

The Angry Birds app for my iPhone cost me $.99. I just checked my app stats and it appears I've won a "medal" for playing the game for more than 15 hours. (Disclosure: I've owned the program for about two months.) The next medal comes after 30 hours of play. Thus, my cost of Angry Birds is somewhere between 3 and 6 cents per hour - and dropping. 

Where did I find the 15+ hours to destroy those evil pigs? What's the opportunity cost of vengeance?

The price of information is rapidly approaching zero. Normally as cost of a commodity drops, we consume more of it. But unlike all the other cheap stuff we buy, and then later discard, cheap information demands our attention. Despite all the claims of multi-tasking, we are stuck with a finite attention span. Thus the ability to selectively filter out unwanted information and stay focussed on a task is emerging as the most significant digital literacy.

And it appears I'm not the only one distracted by green pigs. Peter Verterbacka, of Rovio (makers of Angry Birds) estimates 200 million minutes of play per day across the globe. Expect to see that number grow. Rovio recently surpassed a million downloads a day. 

200 million minutes less to accomplish _________  

.... I can only hope it comes at the expense of lolcats.

Stop Worrying About Shanghai, What PISA Test Really Tells Us About American Students

The latest results from the Program for International Student Assessment (PISA) are public, and already some pundits are declaring it "a Sputnik wake-up." Others shout back that international comparisons aren't valid. Rather than wade into that debate, I'd rather look more closely at the questions in the PISA test and what student responses tell us about American education. You can put international comparisons aside for that analysis. 

Are American students able to analyze, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? Have schools been forced to sacrifice creative problem solving for “adequate yearly progress” on state tests? For more on that last question see my post "As NCLB Narrows the Curriculum, Creativity Declines." 

The Program for International Student Assessment (PISA) provides some answers to those questions and offers an insight into the type of problem solving that rarely turns up American state testing. FYI: PISA is an assessment (begun in 2000) that focuses on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA assesses how well prepared students are for life beyond the classroom by focusing on the application of knowledge and skills to problems with a real-life context. For more examples of PISA questions and data click her. 

Do American students learn how to sequence or simply memorize sequences

Here's one insight into what American students can (and cannot do) that can be gleaned from the 2003 PISA test results. We spend a lot of time in school getting students to learn sequential information - timelines, progressions, life cycle of a moth, steps for how to. Typically the teacher teaches the student the sequence and the student correctly identifies the sequence for teacher on the test. Thus we treat a sequence as a ordered collection of facts to be learned, not as a thinking process for students to use.  This memorization reduces the student's "mastery" of the chronology to lower order thinking. I was guilty of this when I first started teaching history "Can someone give me two causes and three results of WWII?" 

Sample sequencing problem from PISA

The Hobson High School library has a simple system for lending books: for staff members the loan period is 28 days, and for students the loan period is 7 days. The following is a decision tree diagram showing this simple system:

The Greenwood High School has a similar, but more complex library lending system:
All publications classified as “Reserved” have a loan period of 2 days.
For books (not including magazines) that are not on the reserved list, the loan period is 28 days for staff, and 14 days for students. For magazines that are not on the reserved list, the loan period is 7 days for everyone.
Persons with any overdue items are not allowed to borrow anything. 

Task

Develop a decision tree diagram for the Greenwood High School Library system so that an automated checking system can be designed to deal with book and magazine loans at the library.  Your checking system should be as efficient as possible (i.e. it should have the least number of checking steps). Note that each checking step should have only two outcomes and the outcomes should be labeled appropriately (e.g. “Yes” and “No”).

Student Results

Only 13.5% of US students were able correctly answered the question. Does it really matter if students in Shanghai did any better? (The student results were rated on a rubric scale.) 

When students are asked to observe a process and develop a sequence they have an opportunity to use a full spectrum of higher-order thinking skills - they must recognize patterns (analyze), determine causality (evaluate) and then decide how they would communicate what they've learned to others (create). Sequencing can be taught across the curriculum at a variety of grade levels - we simply have to ask the students to observe and do the thinking.

In case you're wondering,  correct response should look like this.
Click image to enlarge.

 

The Classroom is a Factory, But What's the Product?

This morning I read Bob Barsanti's powerful commentary "The Classroom Is Not a Factory" Education Week (12/1/10). 

"Everything I needed to know about modern teaching, I learned in a factory. In the summer of my 18th year, I made plastic drink stirrers on the night shift at Spir-It Inc.... Many of the current reforms in education aim to turn the schoolhouse into that plastic-products factory. .. The machinery heats and molds our children, then stamps, bags, and packages them to a professional uniformity."

 So What's the Real Product?

I agree with Barsanti that schools have been turned into factories. But they don't produce students, they just work there. The demands of testing have turned schools into factories that harness the labor of students to toil at a "bubble-test" assembly line producing "achievement" data. 

Schools mask the child labor with noble mission statements that claim they are producing "life-long learners." But that's just a cover. If it were true, you would expect to see schools where students explored their interests and reflected on their progress as learners. 

The actual product of schools is data, and its production is pursued with relentless focus. Distracting subjects that aren't tested,  are cut. No time is wasted on "creative" student projects - they don't produce data. And when there's no test to take, students can always get ready with more "test-prep."

Of course, a test data factory is a not pleasant place to work, absenteeism runs high and every year many students quit. But there's a steady supply of new students to take their place. It should be noted that teachers work at the same factories. Conditions are better for them. They have a union.

Photo Title: One of the small boys in J. S. Farrand Packing Co. 
by Lewis Hine, July 1909
Library of Congress

7 Lessons Students Learn in School

Stop and think about the most significant lessons you've learned in life - times when you've gained insights or skills of lasting importance. Now reflect for a moment - did this take place in a classroom? were you taught these lessons by a teacher? did the teacher evaluate how well you learned them?

Most likely the answer to all three questions is no. Yet every day our students "learn" to relinquish responsibility for learning to their teachers. By the time they get to high school, their natural curiosity has been trampled into submission - their questioning reduced to the level of "will this be on the test?" or "does spelling count?"  

 

Recently my Twitter network (thanks @L_Hilt ) pointed me to an insightful observation on the traditional classroom. Next time you lament that students aren't motivated, think about the distance between what we learn in school and what we learn in life. 

7 Tacit Lessons Schools Teach Children

1. Knowledge is scarce.
2. Learning needs a specific place and specific time (lessons in classrooms).
3. Knowledge is best learnt in disconnected little pieces (lessons).
4. To learn you need the help of an approved expert i.e. a teacher.
5. To learn you need to follow a path determined by a learning expert (a course of study).
6. You need an expert to assess your progress (a teacher).
7. You can attribute a meaningful numerical value to the value of learning (marks, grades, degrees).

~ From Don Ledingham's blog post "Utopia" - a summary of a talk by Alan McCluskey on the seven tacit lessons which schools teach children. 

If you had trouble reflecting on life's lessons or are interested in how to foster more reflective schools, see my post "A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals" 

Image credit Flickr/Peaches&Cream

9 Questions for Reflective School Reform Leaders

In response to the November 22: Day of National Blogging for Real Education Reform, I have posed nine questions for school leaders to consider. They're organized around three themes and a concluding recommendation. Readers might also want to review my post "A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals"  

 

Theme 1. Learning must engage student in rigorous thinking at higher levels of Bloom - analyzing, evaluating and creating. School leaders should ask:

1. Does our school community recognize the difference between higher and lower order thinking?
2. Are students expected to just consume information, or are they asked to create something original that demonstrates their learning?
3. Is our school a creative problem-solving organization?
Answers: We cut music and art for remedial math. (Wrong!!!)
We recognize music and art are vehicles to teach math. (That's better!) 

Theme 2. Learning is relevant when the student understands how the information or skill has some application to their life, has an opportunity to figure out their own process rather than just learn “the facts," and is given opportunities to reflect on their work and their progress as learners. School leaders should ask ...

4. Do our students get high grades for simply memorizing the review sheet for the test?
5. Do our students “follow the recipe” or are they increasingly asked to take responsibility for their learning products, process and results?
6. Is the audience for student work simply the teacher, or are students asked to share their learning with peers, family, community? 

Theme 3. The digital age has redefined literacy. To paraphrase David Warlick, Literacy now means the ability to: find information, decode it, critically evaluate it, organize it into digital libraries, be able to share it with others and stay focused on a task. School leaders should ask ...

7. If we’re no longer the "information gatekeepers," are we teaching our students to critically evaluate information and use it responsibly?
8. Does our technology get used mainly by the educators, or are students regularly employing it to create understanding and share their learning?
9. Is our credit system based on seat time or can it be expanded beyond the school walls to any place / time virtual learning?

I find it ironic that while schools chase NCLB “proficiency,” life has become an open book test. We need to unleash the power of assessment that targets and inspires. One-shot, high stakes tests are just autopsies. Students need regular check-ups where teachers can gauge student progress and target instruction. Ultimately the program must be designed to foster student self-assessment that gives them responsibility for monitoring their own progress. Students should be supported in on-going self-reflection that addresses questions such as:

• How can I use this knowledge and these skills to make a difference in my life?
• How am I progressing as a learner?
• How can I communicate what I’m learning with others?
• How can I work with teachers and other students to improve my learning?

Schools will need to become places that create engaging and relevant learning experiences, provoke student reflection, and help students apply the learning to life. Authentic  accountability is reciprocal ...  leadership is responsible to provide resources for success, educators are responsible for results. Simply sorting students along the "bell curve" won't do.

Filtering - The New Literacy of Maintaining Focus

The New York Times recent story "Growing Up Digital, Wired for Distraction" and reinforces a point I made in a July blog post "Forget About Remembering, It's Focus That's the New Literacy." I thought I'd revisit my original post and add the NY Times' thought-provoking video. 

The cost of information is rapidly approaching zero. Normally as price of a commodity drops, we consume more of it. But unlike all the other cheap stuff we buy, and then later discard, cheap information demands our attention. Despite all the claims of multi-tasking, we are stuck with a finite attention span. Thus the ability to selectively filter out unwanted information and stay focussed on a task is emerging as a new literacy.

Students are adrift in a sea of text without context.  As the barriers to content creation have dropped, old media (for all its flaws) has been replaced by pointless mashups, self-promoting pundits, and manufactured celebrity. Educators must help students make more effective use of the information that fills their lives - how to better access it, critically evaluate it, store it, analyze, share it, and maintain their focus. For more on how we need to redefine the information flow in school see my post "What Happens in Schools When Life Has become an Open-book Test?"

Recently David Dalrymple, a researcher at the MIT Mind Machine Project, made an insightful contribution to the The Edge Annual Question — 2010 "How is the internet changing the way you think?" He wrote, 

"Filtering, not remembering, is the most important skill for those who use the Internet. ... Before the Internet, most professional occupations required a large body of knowledge, accumulated over years or even decades of experience. But now, anyone with good critical thinking skills and the ability to focus on the important information can retrieve it on demand from the Internet, rather than her own memory. On the other hand, those with wandering minds, who might once have been able to focus by isolating themselves with their work, now often cannot work without the Internet, which simultaneously furnishes a panoply of unrelated information — whether about their friends' doings, celebrity news, limericks, or millions of other sources of distraction. The bottom line is that how well an employee can focus might now be more important than how knowledgeable he is. Knowledge was once an internal property of a person, and focus on the task at hand could be imposed externally, but with the Internet, knowledge can be supplied externally, but focus must be forced internally."

Observing a Classroom? Watch the Students, Not the Teacher

As a rookie teacher, I frequently had sleepless Sunday nights, worried about my lesson plans for the week ahead. I would second guess my teaching by asking myself - "what will I be doing, why am I doing it, how do I know it would work?"

It took me years to realize I was focussed on the wrong person in my classroom - the teacher. The real question was - "what will the students be doing?" The learning wasn't "emanating" from the teacher. My job was to design a learning situation that will cause the students to reflect on themselves as learners.

I frequently guide teachers and administrators on reflective classroom walkthroughs with a focus on observing the students by a focusing on two essential questions: 

1. "What kinds of thinking did student need to use in the lesson segment we just saw?"  
2. "What choice did students (appear to) have in making decisions about the product, process or evaluation of the learning?"

Think of it as roving Socratic seminar. For more on the process see my post: "Teacher-Led Professional Development: Eleven Reasons Why You Should be Using Classroom Walk Throughs"

I just returned from a week of guiding teachers and administrator on classroom walkthroughs. As I browsed through their evaluations, I was reminded of the power of reflective CWT's. 

Teachers' comments:

• You're right - it's not about what I'm doing, it's about what the kids will be able to do.
• I'm going to work harder to encourage my students to take ownership of their learning. 
• It really made me think about the variety of ways students can demonstrate their thinking. 
• I'm going to give students more chances to reflect on their learning. 
• Today reaffirms my asking kids to think outside the box.

Principals' comments:

• I really enjoyed the risk-free learning environment that makes me think and gives me the chance to network. We are so stressed for time and results that we don't have time to think deeply.
• This will change my conversations with teacher, I now have a better idea how to get them to reflect honestly on their work. I also have learned how to better dissect a learning activity and see its components.
• As I go into classrooms, I will have a better understanding about what "engagement" really looks like.

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Interested in more reflective and teacher-centered staff development? See my posts:

Lesson Study: Reflective PD That Works

The Reflective Teacher: The Taxonomy of Reflection

A Guide to Designing Effective Professional Development: Essential Questions for the Successful Staff Developer 

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Image: Flickr/cliff1066™
Folk Art: Classroom with Three Figures by Lavern Kelley

How Does A School Foster Hope?

One of the best aspects of my work is that I get to meet many talented educators. I'm on the road this week, and I invited two of them to do guest posts. This second post is by James Steckart, Director of Northwest Passage High School. I met Jamie this past summer at the Project Foundry unConference.

~~~~~~

"Hope... which whispered from Pandora's box after all the other plagues and sorrows had escaped, is the best and last of all things.”
~ Ian Cadwell (The Rule of Four)

We can disagree whether hope is the best of all things, but let us suppose for a moment that Cadwell speaks the truth. What does hope give the student, the teacher, the parent, the community? Most parents wake up and hope that the lives of their children are better than theirs, whether they live in poverty or in opulence. The community hopes that its members contribute in some positive way to the better of the whole. Most children when they grow have real meaningful dreams of hope. Finally, most teachers hope that their work contributes to the healthy development of the students in their charge.

This concept of hope is common sense, yet most schools do not understand how they can produce hopeful students. In fact for a majority of students working their way through the a conventional school system, I would argue and data we have would suggest that their overall hope disposition decreases with the more time spent in school. Why would anyone stay in a place where their dreams, questions, and hope are called into question and disparaged?

Let’s look at a school where the concept of hope is front and center. At Northwest Passage High School (NWPHS) the mission of the school is simple: Rekindling our hope, exploring our world, seeking our path, while building our community. Embedding hope into our mission statement, we sought a way to measure this concept to see if we were fulfilling our mission.

NWPHS is a small progressive charter school where half of the day students work with their advisor designing projects that meet state standards, and the other half of the day they are in small seminar classes focused on an interdisciplinary topic involving field research and working with community experts. In addition, the school schedules between 30-45 extended field expeditions to further enhance learning. In a typical year the students travel and conduct research in a variety of urban and wilderness areas throughout the United States and 2-3 select international sites.

Each fall new students to our school complete the Hope Survey for new students, and each spring every student completes the ongoing Hope Survey. The survey measures student engagement, academic press, goal orientation, belongingness, and autonomy and is administered through an internet browser.

This allows us to get a sense of how much and whether hope is being grown. For us the longitudinal data confirmed what we knew in our hearts about our philosophy and methodology of working with high school students. Our ongoing students last year had a high hope score of 50.74 out of 64 possible. What lessons has this given us to share with others?

• First, hope is built when you give students choice and autonomy. At NWPHS, project based learning gives students real choice while they meet Minnesota graduation standards. We track their learning with a sophisticated project management tool called Project Foundry.  
• Second, we focus on building positive relationships with youth. We do this through intensive field studies, advisories, and service learning.
• Third, we have faith that students will learn when you help them develop short and long-range goals through the use of continual learning plans and student run conferences which include the student, their advisor and at least one parent. These conferences last 30-45 minutes, and the student leads the discussion on their progress using their continual learning plan as the guide.
• A student devoid of hope is a shell of a human being. They walk around listlessly living each day by the seat of their pants. Our job as educators, parents and community members it to instill a respect of these students and provide opportunities for hope to flourish.

Image: James Steckart

Test Prep - The Steroids of Student Achievement

As a life-long NYS educator, the NY Times article “Warning Signs Long Ignored on New York’s School Tests” came as no surprise. I’ve been posting on the impact of NCLB-driven standardized testing for years.

While business leaders and politicians lauded the success of the corporate-inspired standards movements, teachers knew that the impressive gains in student achievement were an illusion. As the NY TImes piece reports, for the last decade, a generation of NY students has been force-fed a steady diet of test prep designed to ready them for predictable tests.

“The fast rise... of New York’s passing rates resulted from the effect of policies, decisions and missed red flags that stretched back more that 10 years ... The process involved the direct warnings from experts that went unheeded by the state and [NY] city administration that trumpeted gains in student performance... It involved the state’s decision to create short, predictable exams... making coaching easy...” NY TImes October 11, 2010

NCLB sanctions have closed failing schools that had persisted for years as “drop-out factories.” But we’ve paid a high price for accountability as measured by standardized tests. School were re-tooled to serve the needs of the test. Scarce funds were diverted to vendors who peddled programs guaranteed to improve student achievement. Creative teachers were mandated to drop the "fluff"  and teach to the test, while lecture-driven teachers droned on affirmed that it was the best way to ensure student success. Instructional time was devoted to what was tested - reading and math - so students were routinely pulled from art and music for "remediation." A triage mentality set in among administrators who thought it wisest to focus disproportionate resources to student on the cusp of meeting standards to the detriment of other performance levels.

Of course the ones who suffered most were the students. They were forced to spend long hours engaged in an extended exercise in remembering what they were told, then practice it at their desk (or as homework) in preparation for the opportunity to give it back on the test (generally in the same form they had received it). Instead of exploring their interests, students served largely to produce performance statistics that educators could slice into measurable demographic sub groups.

While NCLB began with the admirable goal of narrowing demographic performance gaps and putting an end to sorting kids on the “bell curve,” test policy has set a course that defines student achievement in manner largely out of step with the skills our students will actually need to successful. Ironically, while our students spend endless hours prepping for predictable tests, the demand for routine skills has largely disappeared from the workplace. Anyone know of a meaningful and rewarding career that looks like filling out a worksheet?

Our kids are inheriting a world with a host of problems that will require some out-of-the-box solutions. Their success will be contingent on their ability to function independently in ever-changing situations as fluid, adaptable, and reflective thinkers. Our classrooms should be refocused on student creativity. But for now our education policy is still aimed at NCLB’s quixotic goal of all students reaching proficiency on standardized tests. Unless we institute more genuine assessments, our measures of student achievement will be as inspiring as a steroid-tarnished home run record.

Image Flickr / Big C Harvey

Public School Teachers - Problem Or Solution?

A few years ago, after giving a workshop at a Chicago-area conference, I relaxed over a deep-dish pizza dinner (what else?) with a few of the other presenters. I never forgot the no-nonsense approach of  Susan Szachowicz, principal of Brockton High School. I was pleased to see her school profiled in today's New York Times - "4,100 Students Prove ‘Small Is Better’ Rule Wrong" 9/27/2010.

While Arne Duncan, Oprah, and NBC's "Education Nation" are busy blaming public school teachers, it was refreshing to see the NY Times highlight the turn around at Massachusetts' Brockton High School that flies in the face of current "educational reform du jour." 

A decade ago, Brockton High School was a case study in failure. Teachers and administrators often voiced the unofficial school motto in hallway chitchat: students have a right to fail if they want. And many of them did — only a quarter of the students passed statewide exams. One in three dropped out.

Then Susan Szachowicz and a handful of fellow teachers decided to take action. They persuaded administrators to let them organize a schoolwide campaign that involved reading and writing lessons into every class in all subjects, including gym.

Note that this reform was led by dedicated public school teachers (including Susan, who later became principal) advocating a return to basics - reading, writing, speaking, reasoning. It wasn't a top-down mandate, restructuring or charter school take over. It was a (unionized) teacher-led initiative, supported by thoughtful administrators. It took place at one of the largest high school in the country - so much for Bill and Melinda's "small is beautiful" approach. 

Are public school teachers the problem or are they part of the solution? It depends on whether their unions put job security ahead of student performance. Teachers are responsible for results. But educational leaders, parents and the community are also responsible to support them. Accountability is reciprocal.

Kudos to the entire Brockton High School community. Their collaborative focus on instruction has resulted in dramatic improvements in student performance. It's a lesson for parents, school leadership teams, teacher unions and education policy makers. Maybe Brockton can star in a sequel to “Waiting for Superman.”