First Person

Is This a Model for Excellent Teaching?

The path toward teacher certification is laden with demands that prospective teachers prove that they’re sensitive, socially conscious, and self-critical. If a national group of education agencies has its way, those demands could soon extend throughout teachers’ careers.

Teachers and others would do well to look at the “Model Core Teaching Standards: A Resource for State Dialogue,” released in July for public comment. Developed by the Council of Chief State School Officers’ Interstate Teacher Assessment and Support Consortium (InTASC), the new teaching standards (separate from the Common Core State Standards that have been in the news recently) retain much of the language of the 1992 teaching standards, with some reordering and rewording to match the “new times.” Whereas the 1992 standards were intended for beginning teachers (and adopted by 38 states), the new standards are for all teachers.

The ten standards fall into four categories: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility. Each standard is broken down into Performances, Essential Knowledge, and Critical Dispositions. Like the 1992 standards, the Model Core Teaching Standards downplay subject matter knowledge while emphasizing the social processes of the classroom and the attitudes that teachers should have. Because these standards come so soon after the Common Core State Standards, they might influence how the Common Core standards are interpreted and implemented.

The 1992 document devoted the first standard to content knowledge; the new standards address content in standards 4 and 5. Two standards devoted to content seem like more than one, but neither standard addresses the need for specific knowledge. They treat content as fluid and relative, not enduring or precise. One of the “critical dispositions” for the fourth standard states that

the teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.

This statement reflects only part of the truth. Content is both changing and unchanging. Teachers should be aware of developments in one field, but they must know the subject well, down to the details. One cannot teach physics unless one knows its rudiments–regardless of recent discoveries in physics. One cannot teach a language well unless one is thoroughly versed in its grammar, idioms, pronunciation, inflection, and nuances. Anyone can babble about the latest theories on Shakespeare’s identity; fewer can illuminate the logic of Sonnet 146 or help students grapple with folly and reason in “Lear.” Such understanding requires years of immersion and thought.

The standards appear to treat knowledge as a subjective, personal, social matter. Consider one of the “performances” for the second standard, “Learning Differences”:

The teacher brings multiple perspectives to the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms.

Why should this be expected of all teachers? There is a time and place for multiple perspectives, but when you take this too far, the teacher may deny students the clarity of a right answer or direct approach to a problem. In algebra class, for instance, it is important that students actually learn how to solve algebra problems. Personal experiences, likewise, can obscure as well as illuminate. Even champions of “text-to-self connections” warn that faulty connections can lead to confusion and distraction.

Collaboration is mentioned far more often in the standards than independent work; this imbalance may undermine the collaboration itself. Collaboration is valuable when students have something to collaborate over. Sadly, the more they are asked to collaborate, the less they will bring to the table, unless they also learn how to wrestle alone with problems, ideas, and language. There should be equal emphasis on rigorous solitary thought. The best collaboration happens when the members have worked on their own and put thought into the project. If they are unable to do that, the collaboration quickly degenerates into chatter.

The standards articulate many attitudes and “critical dispositions” expected of teachers. The ninth standard (Reflection and Continuous Growth) states that a teacher

reflects on his/her personal biases and seeks out resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant and responsive learning experiences.

Yes, teachers should be able to question their own actions and assumptions. An introspective bent is important if not essential to good teaching. However, things become murky when teachers must show evidence of their self-questioning. Teachers who resist that sort of public display might receive low evaluations in this area, while those who produce confessions may be praised. It is fair to expect teachers to abide by an ethics code; it is not fair to require them to display their self-questioning. This may be hardest on teachers who take introspection seriously (and there are many such teachers), for they will be asked to bare their souls or else come up with a superficial version of their thoughts.

All in all, the “Model Core Teaching Standards” rely on faulty premises. They downplay the importance of concrete knowledge. They disregard the enduring aspects of subject matter, the things that need to be learned, pondered, read, and reread. They emphasize collaboration without likewise emphasizing independent thought. They expect teachers to be reflective, but without autonomy of thought. None of this is particularly new; many education schools have similar value systems. Once upon a time, such requirements were part of a teacher’s initiation; once you made it through the hoops, people left your thoughts alone, unless there was reason for concern. Now teachers may have to demonstrate “correct” attitudes and thoughts throughout their careers.

Far from meeting the needs of a new world, these standards ignore the qualities that have characterized fine teachers over the centuries: knowledge and love of the subject; keen awareness of the students and respect for their privacy; and the ability to demand concentration, precision, integrity, and hard work. Within this, there are many personalities and variations — but these qualities are not outdated, nor will they ever be.

First Person

I’m a principal who thinks personalized learning shouldn’t be a debate.

PHOTO: Lisa Epstein
Lisa Epstein, principal of Richard H. Lee Elementary, supports personalized learning

This is the first in what we hope will be a tradition of thoughtful opinion pieces—of all viewpoints—published by Chalkbeat Chicago. Have an idea? Send it to cburke@chalkbeat.org

As personalized learning takes hold throughout the city, Chicago teachers are wondering why a term so appealing has drawn so much criticism.

Until a few years ago, the school that I lead, Richard H. Lee Elementary on the Southwest Side, was on a path toward failing far too many of our students. We crafted curriculum and identified interventions to address gaps in achievement and the shifting sands of accountability. Our teachers were hardworking and committed. But our work seemed woefully disconnected from the demands we knew our students would face once they made the leap to postsecondary education.

We worried that our students were ill-equipped for today’s world of work and tomorrow’s jobs. Yet, we taught using the same model through which we’d been taught: textbook-based direct instruction.

How could we expect our learners to apply new knowledge to evolving facts, without creating opportunities for exploration? Where would they learn to chart their own paths, if we didn’t allow for agency at school? Why should our students engage with content that was disconnected from their experiences, values, and community?

We’ve read articles about a debate over personalized learning centered on Silicon Valley’s “takeover” of our schools. We hear that Trojan Horse technologies are coming for our jobs. But in our school, personalized learning has meant developing lessons informed by the cultural heritage and interests of our students. It has meant providing opportunities to pursue independent projects, and differentiating curriculum, instruction, and assessment to enable our students to progress at their own pace. It has reflected a paradigm shift that is bottom-up and teacher led.

And in a move that might have once seemed incomprehensible, it has meant getting rid of textbooks altogether. We’re not alone.

We are among hundreds of Chicago educators who would welcome critics to visit one of the 120 city schools implementing new models for learning – with and without technology. Because, as it turns out, Chicago is fast becoming a hub for personalized learning. And, it is no coincidence that our academic growth rates are also among the highest in the nation.

Before personalized learning, we designed our classrooms around the educator. Decisions were made based on how educators preferred to teach, where they wanted students to sit, and what subjects they wanted to cover.

Personalized learning looks different in every classroom, but the common thread is that we now make decisions looking at the student. We ask them how they learn best and what subjects strike their passions. We use small group instruction and individual coaching sessions to provide each student with lesson plans tailored to their needs and strengths. We’re reimagining how we use physical space, and the layout of our classrooms. We worry less about students talking with their friends; instead, we ask whether collaboration and socialization will help them learn.

Our emphasis on growth shows in the way students approach each school day. I have, for example, developed a mentorship relationship with one of our middle school students who, despite being diligent and bright, always ended the year with average grades. Last year, when she entered our personalized learning program for eighth grade, I saw her outlook change. She was determined to finish the year with all As.

More than that, she was determined to show that she could master anything her teachers put in front of her. She started coming to me with graded assignments. We’d talk about where she could improve and what skills she should focus on. She was pragmatic about challenges and so proud of her successes. At the end of the year she finished with straight As—and she still wanted more. She wanted to get A-pluses next year. Her outlook had changed from one of complacence to one oriented towards growth.

Rather than undermining the potential of great teachers, personalized learning is creating opportunities for collaboration as teachers band together to leverage team-teaching and capitalize on their strengths and passions. For some classrooms, this means offering units and lessons based on the interests and backgrounds of the class. For a couple of classrooms, it meant literally knocking down walls to combine classes from multiple grade-levels into a single room that offers each student maximum choice over how they learn. For every classroom, it means allowing students to work at their own pace, because teaching to the middle will always fail to push some while leaving others behind.

For many teachers, this change sounded daunting at first. For years, I watched one of my teachers – a woman who thrives off of structure and runs a tight ship – become less and less engaged in her profession. By the time we made the switch to personalized learning, I thought she might be done. We were both worried about whether she would be able to adjust to the flexibility of the new model. But she devised a way to maintain order in her classroom while still providing autonomy. She’s found that trusting students with the responsibility to be engaged and efficient is both more effective and far more rewarding than trying to force them into their roles. She now says that she would never go back to the traditional classroom structure, and has rediscovered her love for teaching. The difference is night and day.

The biggest change, though, is in the relationships between students and teachers. Gone is the traditional, authority-to-subordinate dynamic; instead, students see their teachers as mentors with whom they have a unique and individual connection, separate from the rest of the class. Students are actively involved in designing their learning plans, and are constantly challenged to articulate the skills they want to build and the steps that they must take to get there. They look up to their teachers, they respect their teachers, and, perhaps most important, they know their teachers respect them.

Along the way, we’ve found that students respond favorably when adults treat them as individuals. When teachers make important decisions for them, they see learning as a passive exercise. But, when you make it clear that their needs and opinions will shape each school day, they become invested in the outcome.

As our students take ownership over their learning, they earn autonomy, which means they know their teachers trust them. They see growth as the goal, so they no longer finish assignments just to be done; they finish assignments to get better. And it shows in their attendance rates – and test scores.

Lisa Epstein is the principal of Richard H. Lee Elementary School, a public school in Chicago’s West Lawn neighborhood serving 860 students from pre-kindergarten through eighth grade.

Editor’s note: This story has been updated to reflect that Richard H. Lee Elementary School serves 860 students, not 760 students.

First Person

I’ve spent years studying the link between SHSAT scores and student success. The test doesn’t tell you as much as you might think.

PHOTO: Photo by Robert Nickelsberg/Getty Images

Proponents of New York City’s specialized high school exam, the test the mayor wants to scrap in favor of a new admissions system, defend it as meritocratic. Opponents contend that when used without consideration of school grades or other factors, it’s an inappropriate metric.

One thing that’s been clear for decades about the exam, now used to admit students to eight top high schools, is that it matters a great deal.

Students admitted may not only receive a superior education, but also access to elite colleges and eventually to better employment. That system has also led to an under-representation of Hispanic students, black students, and girls.

As a doctoral student at The Graduate Center of the City University of New York in 2015, and in the years after I received my Ph.D., I have tried to understand how meritocratic the process really is.

First, that requires defining merit. Only New York City defines it as the score on a single test — other cities’ selective high schools use multiple measures, as do top colleges. There are certainly other potential criteria, such as artistic achievement or citizenship.

However, when merit is defined as achievement in school, the question of whether the test is meritocratic is an empirical question that can be answered with data.

To do that, I used SHSAT scores for nearly 28,000 students and school grades for all public school students in the city. (To be clear, the city changed the SHSAT itself somewhat last year; my analysis used scores on the earlier version.)

My analysis makes clear that the SHSAT does measure an ability that contributes to some extent to success in high school. Specifically, a SHSAT score predicts 20 percent of the variability in freshman grade-point average among all public school students who took the exam. Students with extremely high SHSAT scores (greater than 650) generally also had high grades when they reached a specialized school.

However, for the vast majority of students who were admitted with lower SHSAT scores, from 486 to 600, freshman grade point averages ranged widely — from around 50 to 100. That indicates that the SHSAT was a very imprecise predictor of future success for students who scored near the cutoffs.

Course grades earned in the seventh grade, in contrast, predicted 44 percent of the variability in freshman year grades, making it a far better admissions criterion than SHSAT score, at least for students near the score cutoffs.

It’s not surprising that a standardized test does not predict as well as past school performance. The SHSAT represents a two and a half hour sample of a limited range of skills and knowledge. In contrast, middle-school grades reflect a full year of student performance across the full range of academic subjects.

Furthermore, an exam which relies almost exclusively on one method of assessment, multiple choice questions, may fail to measure abilities that are revealed by the variety of assessment methods that go into course grades. Additionally, middle school grades may capture something important that the SHSAT fails to capture: long-term motivation.

Based on his current plan, Mayor de Blasio seems to be pointed in the right direction. His focus on middle school grades and the Discovery Program, which admits students with scores below the cutoff, is well supported by the data.

In the cohort I looked at, five of the eight schools admitted some students with scores below the cutoff. The sample sizes were too small at four of them to make meaningful comparisons with regularly admitted students. But at Brooklyn Technical High School, the performance of the 35 Discovery Program students was equal to that of other students. Freshman year grade point averages for the two groups were essentially identical: 86.6 versus 86.7.

My research leads me to believe that it might be reasonable to admit a certain percentage of the students with extremely high SHSAT scores — over 600, where the exam is a good predictor —and admit the remainder using a combined index of seventh grade GPA and SHSAT scores.

When I used that formula to simulate admissions, diversity increased, somewhat. An additional 40 black students, 209 Hispanic students, and 205 white students would have been admitted, as well as an additional 716 girls. It’s worth pointing out that in my simulation, Asian students would still constitute the largest segment of students (49 percent) and would be admitted in numbers far exceeding their proportion of applicants.

Because middle school grades are better than test scores at predicting high school achievement, their use in the admissions process should not in any way dilute the quality of the admitted class, and could not be seen as discriminating against Asian students.

The success of the Discovery students should allay some of the concerns about the ability of students with SHSAT scores below the cutoffs. There is no guarantee that similar results would be achieved in an expanded Discovery Program. But this finding certainly warrants larger-scale trials.

With consideration of additional criteria, it may be possible to select a group of students who will be more representative of the community the school system serves — and the pool of students who apply — without sacrificing the quality for which New York City’s specialized high schools are so justifiably famous.

Jon Taylor is a research analyst at Hunter College analyzing student success and retention.