Every now and then someone will confront me with the accusation that I am against change, innovation and new ideas in education. They have the impression that anyone fighting some changes must be against them all.
Innovation in the classroom is one of the most exciting things about education. There’s nothing better than the freedom to teach to children’s interests and teachers’ strengths, and make learning engaging and exciting as well as relevant. Plenty of public schools are doing this.
Oddly, it didn’t seem innovation and quality learning was much of a consideration for government when they wanted to cut technology classes and had to back down. Maybe ask them what their problem is?
Roll Over, Rover?
People also ask, why don’t I just get on with supporting charter schools now they are here anyway?
Well, to say that once something is in place, one should support it whether it is right or wrong is an odd argument to say the least. Look to history at the many wrongs that have been overturned.
Rolling over is the easier path, I grant you that. I have given well over a year of my life to researching, reading and learning about charters and other reform measures. It’s taken a significant amount of my time. Ignoring it all would have been easier – and at times I have been sorely tempted.
But our education system needs people fighting its corner. And nothing I have found makes me believe charters are anything more than a cover story for privatising the public system.
The very existence of charter schools in NZ is part of a slippery slope of creeping change that is for the worse.
And it’s the same problem with National Standards.
The Tail Wagging the Dog
A child’s reading level or numeracy level, and how they are doing at writing, should certainly be tested and checked, yes. It should all be done regularly and in the classroom by the teacher, shared with others in the school and considered for where to guide the child next and how, so that feedback is fast and to the point, and the child is moved on in a positive way.
Testing in the classroom with timely feedback to students so they know where they are and what goals are next – that is what is needed and what happens. Not league tables. Isn’t the aim for students to learn?
Well, if you are a child, a parent or a teacher that’s the goal – Maybe not so much if you are a politician.
The truth is, National Standards are there to be used as a political bullying stick to ‘prove’ other measures are needed. This has been the pattern repeatedly overseas; Imply there is a big problem so that changes can be justified.
The Teachers Council is being reviewed and changed. PaCT assessment tool with its many underlying worries, is being brought in. Teacher training can now be done in just a few weeks over the summer holidays.
And all of this leads to creeping changes throughout the system, slowly morphing it into a different beast, until one day you look back and think “How the hell did it get to this?”
Watch Out For The Quiet Ones – They Bite The Hardest
Anyone doubting the sneaky and underhand way changes are being pushed through need only look at treasury’s own advice to Education Minister, Hekia Parata in Quiet change – a Treasury guide:
“Overseas experience in education reform suggests focusing on communicating a positively framed ‘crucial few’ at any one time … while making smaller incremental changes in a less high profile manner across a range of fronts”.
“More harder-edged changes could be pursued in parallel, incrementally and without significant profile.”
Treasury asking Bill English to ask Hekia Parata to scale things back and do things less publicly does not mean she is being asked to do them better, oh no.
Rather, she is being asked to do them more sneakily.
Ask yourself: If these and other changes are for the better, if they are honest, if they are based on sound research and best practice, then why the sneaky dog attack?
No animals were hurt in the making of this post.