I thought things were going to be different, but clearly, they're not.
One of the eternal frustrations of my job, one which threatens to make me bitter and cynical and burnt out, is the constant reinvention of the wheel forced upon us by various administrators, central office honchos, and legislators, none of whom are responsible for actually implementing their decisions and none of whom actually have to deliver content instruction, day in and day out, to real live living breathing students. After a baker's dozen of years in this profession, I've learned to take every new initiative, reform, and mandate with a whole fucking mountain of salt, because you know what? After we teachers do all the grunt work of rewriting and revising and revamping and reconfiguring and rewhatevering everything we do to meet the demands of the NEW! and IMPROVED! program we're now currently using as our guidebook, something comes along - a change of personnel, a new law, something - and then guess what? We're not doing that anymore, oh no, that's not at all what we need, we need to change direction entirely and go do THIS now, and by the way, all that work you did? All that time you took away from preparing classes and correcting papers and meeting with students and researching your lessons and basically DOING YOUR JOB??? Yeah, all that was basically a big,fat waste of time because everything you did is now going to be THROWN OUT as old news and now we're going to start all over again!!!
Here's a prime example: When I moved back to the State Formerly Known As Home lo these eight years ago, the school where I taught was up to its (figurative) eyeballs in rewriting its curriculum to align with new state standards in order to comply with new legislation that mandated standards-based learning. [For those of you not blessed with a working vocabulary in educationese, what "standards-based learning" means is that students are assessed against an absolute standard, not against a norm. So, for example, if the standard says that all eighth-grade students will be able to write an essay with a thesis statement, three paragraphs, and a conclusion, a student who is unable to do so has to work on that skill until s/he is able to produce it.] Where this becomes tricky is when high school graduation is at stake. The State FKAH wanted to make high school diplomas standards-based, meaning, if a student did not meet a state-level standard, that student would not get credit for that subject area. This may sound fairly straightforward and uncontroversial, but think about what happens when a kid misses ONE standard but can complete all the others. Or if the kid has a special ed disability. Or moves in from another state that doesn't have standards-based diplomas.
All of the above issues and more were raised to the grand wallahs at the State House, but they insisted - insisted! - that standards-based learning was coming, there were deadlines and benchmarks that had to be met, schools not in compliance were going to be penalized, blah blah blah yada yada yada. For my first two years at this school, we spent every professional development day, every faculty meeting, every department meeting, every spare moment scrambling around trying to get everything in place that the state required so that we wouldn't be out of compliance. Well, I say "we," which means "everyone except my friend Sue" - she was too smart to fall for the trap. The day of reckoning, when we would be held accountable to the state, loomed. And then - guess what? At the eleventh hour, fifty-ninth minute and 57th second, the state Leg, in its infinite wisdom, decided they were going to "suspend" the movement toward standards-based grading "indefinitely." For which read, "we realized this law was too FUBAR to implement, and the first time we denied a kid a diploma based on standards we were going to get our asses sued off, so, oops! Never mind! We call do-overs! Um, go back to doing whatever it was that you... were doing... um, before." In the words of Sue, "I told you so!"
So I, like many stronger and wiser folks before me, decided to split my efforts in two. The bulk of my effort went into TEACHING - you know, trying to get kids to understand something that they didn't understand before in a way that makes their lives richer and more meaningful. Or is that just too Hallmark-channel-ridiculous for words? Then, a small sliver of my time and energy was dedicated to paying lip service to the latest and greatest snake oil being peddled from on high. A teeny-weeny section of my brain was reserved for stupid jokes, gossip about co-workers, the lyrics to the theme song of The Jeffersons and the answers to trivia game questions, all of which would turn out to be fodder for future blog posts, but that is a waaaay different story. To make a long story short (oops! too late!), I went on this way happily for many years, glad to be in the classroom and willing to let the rest of the nonsense roll off my back. But then, in my new job, we were told that we were going to have a new decision-making model. And it would be ground up! And teacher-centered! And focused on being honest about what was going on in the classroom! And you know what I did?
I fell for it. I believed them! Even as I type this, I can't believe I was that damn dumb! I actually thought to myself, gee, this might actually work. I actually let myself get invested in our curriculum work. And you know what? We were doing good stuff! My fellow social studies teachers and I were setting common goals, planning assessments together, coming up with a coherent, cohesive curriculum that I BELIEVED IN and FELT I COULD TEACH. We spent hours and HOURS on this stuff and I was actually willing and able to do MORE of this extra work because for once I felt like we were actually accomplishing something USEFUL AND CONCRETE.
I'm sure you know where this is going.
Today I was told that all the work we have done over the past three-quarters of a calendar year is, um, well, useless. Because our NEW curriculum coordinator doesn't agree with what the OLD curriculum coordinator did, we are basically THROWING OUT ALL THE WORK WE DID ALL YEAR and starting over. Why? Well, who knows, maybe she needs something to do to justify her salary that is probably TWICE WHAT I MAKE. Oh, and by the way? We have three, forty-five minute meetings left this school year for curriculum writing, and we have to rewrite our ENTIRE curriculum according to the NEW template. By the end of JUNE. Oh, and this decision? Came from the top down. So bye-bye, bottom-up planning; sayonara, teacher-led decision-making. That was a nice six months we had together! Next?
You wanna know what really fries my cheese? (You must, if you've hung around this long.) What gets me is that for ONCE, I was actually BEING TRUTHFUL ABOUT WHAT I DO. For ONCE, I was being HONEST about what goes on in my classroom and not just going through the motions to make the bureaucracy happy. For ONCE, I was PROUD of what we were accomplishing as a grade-level subject area. For ONCE, I felt that I didn't have to close my door and play make-believe in order to do what I feel is ethically right by the kids. Because you know who my customer is? It's the KIDS. You know what my job is? My job is to deliver CONTENT to my STUDENTS in a way that is challenging and engaging and thought-provoking and skill-enhancing, and to do so in a way that makes them BETTER and MORE WELL-ADJUSTED citizens of the world. And when STUPID SHIT LIKE THIS gets in the way of me DOING MY JOB I get ANGRY.
So parents, do you want some free advice? (It's worth every penny, I promise.) If you want to know if your local school is any good, ignore the principal and the assistant principal and the central office hacks and the PTO moms and the reports in the local paper and go talk to the teachers directly. Don't listen to the official arglebargle about curriculum and standards and lifelong learning and all that crap. Why? Because if my experience is any indication, and I've been in four districts in my career, what the teachers are DOING IN THE CLASSROOM and what the official party line is are often two very different things. So go talk to the teachers. If they seem smart and on the ball and engaged and connected to kids, they probably are and you can trust them with your kid. If they seem to be playing the jargon game or don't seem to know which end is up, they probably don't. The rest of it? Is just window dressing. And, because I like my job and I like my district and I want to keep teaching here preferably until I retire or die, this post will be up for a limited time - but if I don't get this off my chest, that final moment's going to come sooner rather than later.