Why is giving up on schools considered "pro-teacher"?
Esther Quintero, a research associate at the Albert Shanker Institute, blogs today that focusing on teacher quality and accountability is un-American, because it "views students exclusively as passive recipients of their own learning." She goes on to criticize school reformers for portraying students as "devoid of agency."
That's a false dichotomy. Reformers believe that good teachers are capable of transforming the lives of their students, leveling the playing field for poor kids and providing every child with the opportunity to live up to their full potential. But it's not that home life and background play no role ? it's that hard work by students doesn't amount to much without good teaching. The a priori assumption that all under-performing students must be duds is offensive.
I don't say this abstractly. I come from a working class family living in an economically-depressed rural area in the middle of the country. Three generations of my family worked as coal miners, sheet metal workers, and firefighters after coming to the US from Italy (which my grandparents still called "the Old Country" when I was a kid). My brother and I succeeded and found middle-class careers in small part because of our hard work ? but in larger part because of the hard work of teachers who didn't believe our free/reduced lunch status determined our ability to learn.
Why do people like Dr. Quintero, who profess to be pro-teacher, argue that teachers are irrelevant or interchangeable? Why do they fight so hard to spread the belief that we have to fix poverty outside of our schools before professionals in schools can be effective? From where I sit, that's a libel against effective educators. It's not pro-teacher to say teachers can't help the millions of kids who are achieving below grade level and need support.
? Chris Tessone
blog comments powered by Disqus
- Stretching the School Dollar
- Common Core Watch
- Ohio Gadfly Daily
- Board's Eye View
- Choice Words
About the Editor
Bernard Lee Schwartz Policy Fellow
Chris Tessone was a Bernard Lee Schwartz Policy Fellow and the Director of Finance of the Thomas B. Fordham Institute. He has strong interests in governance and education finance, especially teacher compensation and school facilities finance.
June 13, 2013