A community movement known as “Free Our Teachers, Value Our Students” kicked off Feb. 18, with educators, parents, students, legislators, and community members gathered at the Denver Press Club to call for reductions of testing time, educational mandates and bureaucratic red tape in Colorado’s public schools.
“This is a campaign to say, ‘No more mandates.’ Let’s make sure we have all the tools to give students the best education and a solid future,” said Kerrie Dallman, president of the Colorado Education Association, in opening remarks. “We’re seeing actual teaching time vaporize because of increased red tape and testing mandates. That’s not good for anyone. It’s not good for our students and it’s not good for the educators.”
Dallman introduced a new video spot highlighting some of the pressing issues facing Colorado public schools, including anemic funding for a growing student population, a corporate-driven testing culture absorbing classroom time, and the loss of vital instruction time for students. Supporters were also encouraged to share their stories on a new Facebook page, also named “Free Our Teachers, Value Our Students,” which had more than 350 ‘likes’ overnight.
Jason Glass, superintendent of Eagle County Schools, spoke to the enormous amount of change his schools are going through while enduring massive budget cuts.
“The state schools have experienced an historic gutting of education funding while simultaneously being saddled with an unprecedented number of state government reforms,” said Glass. “The combined effect of these two forces puts our schools in a pressure and policy vice-grip that, by the accounts of those actually working in our community schools, makes the goal of becoming a high-performing education system a more elusive endeavor.”
While Glass said he supports the Colorado Academic Standards and Common Core State Standards, he said no other country subjects every student, every year to machine-scored standardized testing and hitches those results to school and educator accountability.
“Of all the international systems which purportedly outperform the United States, and whose results we so often pine after, none of them uses such an approach when it comes to student assessment. Instead, our higher performing global competitors rely on more heavily on classroom level, formative assessments…that are more squarely focused on improving instruction,” Glass said. “The heaping of accountability, and more and more blame and shame-based education policies on this still very unproven assessment system, has generated reactionary fear, and it is that fear that is the root cause of much of the resistance to these new systems.”
A February poll of 1,200 Colorado public school teachers, released yesterday by CEA, found teachers spend more than 30% of their instruction time with students preparing and administering tests, with a clear majority of teachers favoring less than 10% of instruction time devoted to testing. Several teachers and students spoke at the event who typically spend 50 days during the academic year preparing for and taking standardized tests. Jefferson County EA member Stephie Rossi brought three of her students from Wheat Ridge High School to explain that current standardized testing doesn’t generate critical thinking and isn’t aligned to the skills and knowledge learned in class.
“The test was boring. It wasn’t calibrated toward what I was learning,” said Michael Coyne, who recalled having to re-study material from a previous year just to prepare for a test. “We really need to refine our standardized tests so that they’re more focused to what we’re learning in the classroom, not toward a set standard that really doesn’t reflect the state curriculum.”
Are kids just a test score in school today? Dee Blecha, a special education teacher and Wray EA member, asked this as she reflected over the changes she’s seen over a 33-year career. Blecha said what’s missing for her in today’s classroom is the opportunity to form relationships with students.
“A test doesn’t mean anything to students. What does mean something to you is the fact that your teacher likes you, that your teacher cares about you as a human being. And that’s the part that I’ve struggled with,” said Blecha. “How do I find the time – as I muddle through the red tape, as I progress monitor, as I standardize test, as I crunch the numbers, as I look at data – how do I find time to make sure that I continually connect with kids each and every day, each and every hour?”
Rep. Dave Young of Greeley, a career junior high school teacher, said he would not choose to teach in today’s high-stakes testing environment.
“Teachers need to drive the instruction, and the sense I have now is, they’re not in control of that,” said Young. “Let’s think about how we can put teachers back in control of the instruction experience in the classroom.”
Young observed decisions on education reform and funding in the Capitol are overly invested in standardized testing and often miss the mark on what is central to the learning experience – the interaction between teachers and students.
“We’re engaged in test preparation, and that’s okay if you agree that the test is what we really want. But I’m not convinced that any test really measures the full scope of what we value, what we want people to learn. I want deeper learning, and that’s hard to measure on a standardized test.”
Filed under: Funding, Public Education, Quality Teachers, Teaching and learning conditions, Teaching Profession | Tagged: "Kerrie Dallman", accountability, corporate-driven testing, critical thinking, Dee Blecha, education mandates, Free Our Teachers, instruction time, Jason Glass, red tape, Rep. Dave Young, school funding, standardized test, Value Our Students | Leave a comment »