Teachers are passionate about their work. They love their daily interactions with students, value collaborating with each other and feel strongly about the importance of public schools. They’re also frustrated by accountability mandates that make it harder to do their jobs. But they see value in some required tests, and they aren’t letting the annoyances keep them from doing their jobs.
Those are a few take-away messages from a panel discussion this week by seven Bloomington teachers: Sheila McDermott-Sipe and Kathleen Mills from Bloomington High School South, Kathy Loser and Greg Chaffin of Bloomington High School North, Megan Somers-Glenn of Marlin Elementary and Erika Peek and Ben Strawn of Summit Elementary. Some highlights:
- Support is important. McDermott-Sipe said the local district’s adopting of Professional Learning Communities to facilitate collaboration was “a wonderful, wonderful development.” Mills said reading intervention staff, funded by a 2010 tax referendum, have been “life changing in high school.”
- Panelists feel strongly about public education and fear it’s threatened by forces that, as Somers-Glenn said, “want to make money from our children.” Loser urged people in the audience to read Diane Ravitch’s book “Reign of Error” and vote for candidates who support public schools.
- Strawn, who teaches third grade, said rounds of standardized tests and a state-required 90-minute block of uninterrupted reading instruction don’t leave enough time and flexibility for creative teaching. He said IREAD-3, the state’s third-grade retention test, puts “incredible stress on teachers.”
- At the high school level, high-stakes assessments for sophomore English and algebra produce stress. But McDermott-Sipe said NWEA tests help tailor teaching to student’s needs. Mills said standardized tests don’t drive her teaching. “I definitely don’t feel I’m living a life of test prep,” she said.
- Loser and Chaffin highlighted the fact that schools are about more than academics. Both talked about the importance of clubs, activities and informal relationships in keeping high-school students engaged – and not just sports and band but book clubs, groups for LGBT youth and international students, counseling groups, etc.
- Teachers like talking about why they love their jobs and how much they enjoy their students. In an anecdote that could only happen in a public school, Mills said she overheard two students talking about their parents. One’s father went to Harvard; the other’s mother went to hairdressing school. The students, she said, were genuinely curious about each other’s families and their experiences.
The Monroe County Coalition for Public Education sponsored the discussion because teachers’ voices are often missing from public debates over education policy. Teachers are busy and many don’t have time for politics and public advocacy. They won’t all agree with each other. But when they talk about their work and their schools, those of us who claim to care about education should listen.