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On 11/14/09, ACP wrote:
> What frustrates me is the continual and ongoing issue of
> "fairness" in education. This equates to everyone walking in
> walk step, not because we have the best ways, but because of
> fear of not being fair to all of the students....
> Oh the hypocrisy! "We must do whatever it takes so all of our
> students succeed." "We must do things differently or we will
> keep getting the same results." "We must bring rigor, depth,
> and differentiation to our instruction." But, "Don't try
> anything new unless the entire team agrees to do it." "You
> must assign this homework like everyone else." "You can't give
> students the option of taking the test or doing a project."
> "You can't allow your students to work individually, group work
> is what they need."

In our situation, teachers are allowed a great deal of latitude
on how they present lessons and teach the objectives. A few
items are prescibed in each unit, including common tests,
because we need to make sure that the subject is being covered
to equal depth if we are to prepare the students for further
studies in this field. After that, teachers are encouraged to do
what they feel is appropriate to their respective classes and
the curriculum.

> Perhaps the teacher you speak about is correct. Why does there
> have to be one way to do things and everyone has to do it that
> way? What is wrong with open notes tests? Do not researchers
> have access to their notes and those of others before them?
> Why do we call teachers who want to try something different
> arrogant and not a team player?

Of course researchers have access to their notes, but they are
not taking a criterion referenced test. Students should not have
access to their notes in this situation because we are trying to
find out what they know and if they can use this information.
>
> I'll tell you why! Because we are afraid the other teachers
> might make us look bad. It has nothing to do with what works
> for the children. It is about safety in numbers. If we all do
> the same thing every day, we can say, "See we tried, but it
> just didn't work."

Its not about safety in numbers...its about working within the
system if there is disagreement with how something is done, and
having professional discourse about your concern. Its about
being an adult, not thumbing your nose at others before finding
out why certain things are in place when you are new to the
school/geographic region, and not whining when you've made your
points, but the group decides to go in a different direction.
>
> Think about it!

Believe me, I have...but when you are responsible for the
curriculum for an entire school, and not just your classroom,
the view is very different! Its also vastly different when
students from teacher x have the necessary background as they
enter a higher level class, but students from teacher y do not.
Vertical articulation cannot be ignored if we are to build a
foundation for further learning.

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