Ooof!!

I really am the worlds worst blogger. I forget this thing even exists. I don't even know if people look at it when I post it on Facedump.  Oh well. . . . I guess it's more for me than everyone else anyway. (Toot, toot, all aboard the narcissist train!!) I'm not even sure I could catch people up on what's been happening so I've decided to not even bother and just focus on the "here and now". . . whatever that means. 

I've been thinking a lot lately about my future in education. What role do I currently play within the larger scope of things? How can I pursue making my voice heard amongst the noise of corporate education? (I'm looking at you, Study Sync!) Will educators ever be trusted to use our expertise to make germane decisions for our students? . . . . . the list goes on and on. A lot of teachers in the system now want changes but have no voice to make those changes manifest. It's an unfortunate reality. It leads many of us to fantasize about how we could improve education if we were allowed to do so (I know, shocking!) 

Soooooo. . . . . without further ado, be prepared to take a step into, "if I ruled the educational universe" land. 

*Without a doubt, if I were omnipotent, I'd tear down almost every school building in the land and manifest buildings that people actually wanted to come work and learn in. I absolutely LOATHE school building design. I don't need to be in a concrete block, windowless, drab cave all freaking day.  My thinking is that if I hate it--and I can put up with a lot--my students must hate it too. We all know the factory model school sucks so why do we keep building them? Natural light, inviting spaces, and outdoor learning space is where it's at.  

*Another thing I'd like to metaphorically burn to the ground is the idea that highly educated individuals--who are experts in their fields--are incapable of making curricular decisions. Honestly. I'm convinced that Curriculum and Instruction programs were invented for the sole purpose of providing universities a way to separate working educators from their $$. Curriculum would go right back into the hands of classroom teachers.  I'm confident I have a better idea what my students need than someone who hasn't met them. I'm also confident I'm intelligent enough to make those decisions. Honestly. . . . I'd put my professional reading and learning habits against anyone's and I'm pretty sure I'd come out on top. 

*(Controversial Opinion Warning) I'd allow students to drop out at 16 with parental consent and proof of gainful employment. Yeah. . . I know. . . we live in a world where we're supposed to be making sure all students are "college and career" ready but--anyone who has looked at HS graduation requirements will know this--it's really more "college ready." All work is valuable and if students plan to build a life in unskilled labor (which can be done and often leads to skilled labor if the person is responsible) having them in a compulsory system until they are 18 is often more problematic than not--especially when continuing, adult education opportunities are easily accessible should they want to pick up further education later on. 

 *"Professional Development" would cease to exist as it is now. Schools would focus on one thing. . . ONE. . and master that before moving on to a zillion other things. We can do one or two things expertly or do a dozen things half-assed. I know which I would choose. 

*Three words: Year. Round. School. Summer learning loss is real and it's a major bummer. Additionally, I think burn out, behavior issues, and general everything would be improved with more breaks spread evenly throughout the year. Also, in terms of literacy education, that summer learning loss--where many students read absolutely NOTHING--is only furthering an already shocking achievement gap.  

*(Another COW) We need to do a better job tracking students in HS. Yes. I said it. Tracking. (RUN FOR THE HILLS!!!) Students who plan to go into the trades really don't need the same ELA as someone planning to pursue a 4-year degree. Why aren't we offering classes like technical reading and writing through our Tech programs for ELA credit? How about applied maths for kids who are (usually) already in the construction trades? Maybe an accounting and marketing class for those who are planning to start or work in the family business. This idea that everyone needs to take all the same Gen Eds is both outmoded and--dare I say it--grossly inequitable. On the flip side of that coin, why should students who are committed to further "traditional" academics have to sit through the antics of their classmates for whom the structure of a sonnet is completely irrelevant? Okay, I admit that's an oversimplified example but I think you all know where I'm going with this. 

*Testing: No. Thank. YOU!!!  What a monumental waste of instructional time. I can only think of two things I dislike more than state testing. 

There's so much more. . . I think I'll have to do a Part 2 post. . . . if I remember or if I get around to it.