It is easy to classify certain types of families as having "Those Parents Who Don't x", but John Dewey calls upon schools to want for every child that which the all-star, most well-informed, educated, generous, even-keeled parent wants for their offspring. I find it timely, that in the wake of current events, he warns that anything less would destroy our democracy. To put it in a local perspective, if we're not providing a St Helena education to students in Vallejo, our society will fall apart.
To achieve "what the wisest and best parent wants", Darling-Hammond prescribes five reforms to education.
Meaningful learning goals
Every time my students take an interim or summative CAASPP test, I spend my morning answering the question, "Does this count?" I am careful at how I word my answer, since if I say it doesn't count (for their grades or placement) I will have many students finish in record time without every really trying- which gives faulty data and leaves me babysitting fidgety teenagers. But I also don't want students to stress over their ELA exams, which seem to take, on average, about five hours. The idea that we would ask so much (silent, individual) time of our students for something that doesn't count could be viewed by some as insulting. I really like the idea of making locally-created, locally-scored portfolios (like those mentioned on pages 299-300) a significant part of assessment scores. The idea that "everything counts" suggests putting a greater value and respect on teachers' and students' time.
Intelligent, reciprocal accountability systems
Until reading Darling-Hammond's book, I never considered that the state should be held accountable to the school site- but it makes perfect sense. In the same way that many schools and districts are beholden to raising their test scores and doing more with less, schools should be holding the state accountable for providing the necessary resources to support those schools. Those resources include infrastructure, quality teachers with low turnover, and materials.
Equitable and adequate resources
A gentleman was just at our school this week, telling teachers, "What is fair is not always equal- and what is equal is not always fair." He went on to explain that, as a father of three, he often worries that he's devoting too much attention to his "bad" child, and not enough to his other two "good" children. However, his two "good" kids reassure him that they know their sibling needs extra attention, and that he doesn't need to worry about them: they're doing just fine and will ask for help when they need it. This analogy is similar to the need for equitable resources for which Darling-Hammond advocates. With the kinds of change she promotes, the 3-to-1 spending ratio between rich and poor schools would be remedied. Teachers would be offered high levels of compensation in all districts, plus more in those that are hard to staff.
Strong professional standards and supports
It hurts to say, but I agree with Darling-Hammond's statement that "the United States lacks a systematic approach to developing and distributing expert teachers and school leaders" (p. 313). I only received my credential six years ago, and looking back I think it's a shame that we take for granted that most credential programs are only a technicality to work through before you do your real learning on the job. I had the benefit of working with warm, intelligent professors in my credential program- but those classes that truly prepared me for teaching were few. How much better could we be preparing teachers, as well as instilling a sense of pride in their craft, early on? BTSA, though at times a headache, did provide a nurturing professional space to learn from mentors and network with other new teachers; I was glad to see that listed in the discourse as a worthwhile endeavor. I love the ideas presented in an earlier chapter of the book, where in some countries, teaching programs are highly respected and selective. That kind of beginning could set the groundwork for recruiting and retaining better teachers.
Schools organized for student and teacher learning
This, of all the prescriptions, is the most exciting to me. In the restructuring of my school's bell schedule this year, I have seen first-hand how reorganizing the school day can greatly benefit teachers and students. This year, we went to a seven period day so that students could have two electives. (We made this choice especially for those students in remedial classes, who without a seven period day, had no electives at all.) We also chose this schedule so that teachers, who had grieved their overbearing workload with CCSS and PBL, could have time built in to the work day to collaborate with their teams, and still have our own prep period. It took more dollars. And it took willingness to take a risk. But after three months with this schedule, I'm sold. We still don't have the 10 hours of weekly collaborative time Darling-Hammond prescribes on page 326, but we're close. (The idea that teachers abroad have twice that time is mind-boggling!) I know my own practice and patience with my students during the day is improving- I trust that it will be even moreso school wide, as we reap the benefits of continued collaborative time.