It’s beyond a cliché to say our future depends on education. And never more than now when a global marketplace is increasingly unforgiving of the uneducated. It’s also beyond a truism to say this state’s – and this county’s – track records have long been a concern on this subject.
The factors are myriad and manifest. Underfunding and underperformance are not unrelated. It’s no longer assumed that students come from nice, nuclear families, and they arrive at school each morning after homework help, a good night’s sleep and a hearty breakfast. The best and brightest college graduates don’t go into teaching. FCAT accountability is a sham. Cell phone scenarios are disturbing.
As a former educator, including here with Hillsborough County schools, I’m inclined to applaud efforts that seek to make the learning experience more effective. But I’m also inclined to be skeptical about every would-be panacea that comes down the pedagogic pike. From “new math,” “word recognition” (over phonics) and “Ebonics” to creationism and self-esteem curricula. It’s a jumble out there.
Then I see the recent Second Coming celebration among Hillsborough County School officials over winning a $100-million teacher effectiveness grant from the Bill & Melinda Gates Foundation. Congratulators included Gov. Charlie Crist and his predecessor, Jeb Bush. This obviously is a very big deal. Hillsborough — with some 190,000 students — is one of only a handful of school districts nationally to have won Gates’ largess. It could put Hillsborough on the cutting edge of educational reform.
A couple of points.
The county will be on the hook to match the Gates’ money – plus at least $30 million a year after the grant runs out in seven years. School officials hope to raise part of that through additional grants, plus the redirection of funds that would have otherwise gone for more traditional teacher development. But, still, those are big numbers for uncertain times.
However, new teachers will now get a full-time mentor and “tenure” will be scrutinized like never before. Dead wood should anticipate dismissal. Improved teacher-evaluation systems will be implemented and tips on recruiting proffered. Merit pay will be emphasized. Standards will be higher. Who could argue with such pro-activity?
But while schools prepare to get on board with more test scores, surveys and classroom videos, here’s a suggestion: Remember the basics. No Foundation need point them out.
Go into any school — regardless of geography and socio-economic levels — and ask around. You’ll quickly find out who the best teachers are – from students, teachers, librarians, an involved PTA parent or an administrator who’s more than an ex-coach who always wanted to be a principal. And you’ll quickly discern what those teachers have in common, even if nobody has it on video.
They have a presence.
They command respect because they’ve earned it – and it doesn’t take long for the word to get around. They also have a command of their subject or subjects. They are fair. They care. They are teachers because they obviously like kids, not because the college of education had the lowest standards. They have a sense of humor. They are creative – without being gimmicky or chaotic. And they’ve never quite forgotten what it was like to be 10 or 14 or 17 years old.
And remember that we’re talking learning environment. The classroom is not a social experiment. Neither is it a redress rehearsal for grievance-mongering later in life. And discipline — fair and consistent — matters. Does it ever.
Presumably that will all be borne out by the Gates Foundation-subsidized research.