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High-stakes tests fail to catch the subtleties of incremental improvement
that inform teachers' day-to-day curricular and instructional decisions. |
In this time of high-stakes testing, we rarely get a true picture of
what children know and need to know in order to meet high standards.
Test scores do not tell all. By investing significant resources in improving
our children's test-taking skills and making teachers better at preparing
students for these tests, we limit real education. The limitations are
especially evident in underresourced schools, where the need for maximizing
time and opportunity for learning is the greatest. High-stakes tests
fail to catch the subtleties of incremental improvement that inform teachers'
day-to-day curricular and instructional decisions. The tests also offer
no guidance on what types of professional development teachers need in
order to build capacity for student achievement.
To capture these subtleties and design effective professional development
for teachers, we need to figure out what is going on in classrooms
where kids are learning successfully. If we are serious about accountability,
we need to teach teachers how to assess their own work and its impact
on their students. Teachers are in the best position to collect and
use this data to shape their practice and inform educational decision-making.
Teachers also are able to powerfully demonstrate the impact of a curricular
or instructional mandate on their students.
Over the past two years, fellows of the National Teacher
Policy Institute, a professional community of full-time
K-12 classroom teachers working in urban, suburban,
and rural settings, have been conducting action research
in their classrooms and schools to help identify issues
affecting student achievement and how these relate
to standards. Their studies cover such topics as adolescent
literacy, parent-teacher communication, portfolio assessment,
cross-age peer tutoring, and teacher retention. They
fall into four categories: teacher preparation and
new-teacher induction, ongoing professional growth,
teacher networks, and teacher leadership in school
change."
Teachers are in the best position
to inform educational decision-making.
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In these studies, the fellows are crafting compelling
designs of what needs to happen if we are truly to
support students so that they reach the standards.
A middle school teacher in New York City's Community
District 2, whose class has an Asian-American majority,
provides one example. The teacher saw that meeting
the "speaking and listening" performance standard was
a great challenge for her students. She also recognized
that the parents of her students needed to be aware
of the standards to give support to their children
in achieving them. She was able to identify a cultural
mismatch between the speaking and listening standard
and how her students had been raised. A bilingual school
aide described the mismatch in this way:
For thousands of years, Chinese haven't talked
during meals. Just put your mouth on the food. My
daughter said one time, "Mommy, American families
talk during lunch."
In fact, the New York state standard on speaking
and listening requires students to participate in group
conversations and meet several criteria, including
voicing opinions that may be in conflict with those
of others in a group. In the classroom described above,
however, many students believed that vocal disagreement
with others constituted disrespectful behavior. They
have been conditioned to be quiet. One student wrote: "A
lot of our parents tell us not to argue. That's not
respectful. If I disagree with someone's answer, they
might get their feelings hurt. It's like arguing or
telling them that they're wrong."
The reality was that parents were unaware of the standards
because they had never been explained to them in a
language they could understand. After this teacher
spoke to the parents (during parent-teacher conferences
aided by the school's sole, part-time translator) about
why discussions in school are important and offered
suggestions to help their children become more vocal,
student participation in group conversation immediately
increased. Students' ability to meet the criteria for
speaking continued to improve dramatically throughout
the year.
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By participating in a teacher network, new teachers were able to
demonstrate improved professional practice and were better able
to implement standards-based instruction. |
In another example, a Los Angeles teacher did research
on the impact of collaboration within a teacher network
on new teachers' understanding and use of state language-arts
standards in their classroom practice. More than half
of the teachers in this researcher's primary school
are noncredentialed and have taught for less than three
years-a common situation in urban schools throughout
the country. By participating in a teacher network
called the Early Literacy Club, these new teachers
were able to demonstrate improved professional practice
and were better able to implement standards-based instruction
in their classrooms. Teachers who did not participate
in the teacher network left teaching at the end of
the year. Those who participated stayed in the classroom.
A further demonstration of the value of teacher input
in helping students reach high standards is provided
by a New York City high school teacher who was part
of a team that has instituted portfolio assessment
as an alternative to the state regents' examinations.
Teachers in every subject area worked together to compare
their curricula and the state standards; they revised
student assignments and grading criteria to better
align with the standards. Over time, the result of
their alternative to the exams was that student work
rose to meet standards-based assessment criteria. In
her study of seniors' work with portfolios, the teacher
discovered that the portfolio approach provided a much
richer profile of students' knowledge and skills than
that provided by a standardized test. She notes that
the best ways to "determine if students can apply the
scientific method or conduct research is to look at
students' actual experiments and research projects."
Teacher research can be a powerful
tool for realizing change felt far beyond the
classroom.
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These examples of teacher research, as well as dozens
of others from New York City; Los Angeles; Santa Barbara
County, Calif.; Fairfax County, Va.; and the state
of Illinois, have been published in a new book, What
Matters Most: Improving Student Achievement. This
Rockefeller-funded publication connects the action-research
findings of National Teacher Policy Institute teachers
with the recommendations of the National Commission
on Teaching & America's Future, and demonstrates the
power that teacher research can have on shaping teaching
practice and student-learning outcomes. In her preface,
Linda Darling-Hammond, the executive director of the
commission, writes, "We at the commission through our
partnership with NTPI plan to use the lessons gained
to engage more teachers in our policy research and
discourse ... and encourage all engaged in similar
efforts to do the same."
Through this work, we have seen how teacher research
can be a powerful tool for realizing change felt far
beyond the classroom. Teachers who ask questions about
their practice and try to determine the extent of their
students' learning stimulate professional discourse
about teaching and learning and move the conversation
outward to include parents, communities, and other
stakeholders.
Educational policy that is informed by teachers' voices
becomes significantly more responsive to local needs
for resources, professional development, and other
supports-enabling all students to better meet high
standards.