Curriculum & Politics

In his iconic essay, "All I Ever Really Needed to Know I Learned in Kindergarten," Robert Fulgham wrote about all the critical lessons he learned when he was five years old: "Share everything.  Play fair.  Don't hit people.  Put things back where you found them.  Clean up your own mess.  Don't take things that aren't yours.  Say you're sorry when you hurt somebody."  He goes on, at the conclusion of the essay, to say, "Think of what a better world it would be if... we had a basic policy in our nations and other nations to always put things back where we found them and cleaned up our own messes."

Huh.  Sounds like kindergarten is pretty political.

The fact of the matter is that all curriculum is inherently political.  There is no escaping it, despite what a certain leader of a political party or hockey columnist would like to say.  Mr. Staples would like education to be about "knowledge and search for truth" according to his tweet.  The problem is that those are slippery concepts.  WHOSE truth and WHICH knowledge are we going to privilege by including it in the program of studies?  Mr. Staples has called for a "balanced" and "apolitical" approach.  Again... not possible.  Let me give you an example.

In grade 10 English, it To Kill a Mockingbird is commonly taught.  In order to truly understand the text, one needs to teach the historical time period in which it is set - and also when and where it was written.  It is a provocative text, one widely regarded as a classic, and it wrestles with weighty themes of racism, identity, justice, and inclusion.  Simply discussing those themes in class is political.  That is one of the reasons why To Kill a Mockingbird has been banned in many jurisdictions around the world.  A good teacher will, of course, provide historical context.  But an excellent teacher would have students looking for current examples of these themes.  In class, students may read essays from McSweeny's, read poetry from Nikki Giovanni, or read excerpts from The Hate U Give.  They might watch news from Charlottesville and hear President Trump's assertion that there are "fine people on both sides."    In the process of this study, students will write an essay, learning important skills in diction, syntax, and structuring an argument.  Perhaps they might have a debate.  They will learn reading and writing skills, but also critical thinking skills as they examine their own values in light of these texts.

All of this is political.  There is no question.  It is also ENTIRELY supported by Alberta's current Program of Studies.  Is there balance here?  Nope, probably not.  You know why?  Because we, as a society, have deemed racist behaviour to be antithetical to our values.

This is exactly what happens in curriculum rewrite.  The people writing the curriculum need to discern what will be taught, and when.  Values are implicit in those decisions.  This is why a whole-scale curriculum rewrite takes a long time, with much consultation with educators and the public.  Curriculum modifications in Alberta began several years ago, under the Conservative government, with the Ministerial Order of 2013 focusing on competencies.  In that document, educators were to focus on competencies for "engaged thinkers and ethical citizens with an entrepreneurial spirit."  Right there, we have a statement completely loaded with values that the Conservative government felt were important to Albertans.  Where was the uproar at that point?  Why is curriculum to be "entrepreneurial" in nature?  Perhaps we could interpret that as capitalist propaganda, as opposed to Mr. Kenney's assertion that the new curriculum is socialist.

But I digress.  What is true is that any choice as to what should be taught, to whom, and how, is going to be political.  Paulo Freire, a curriculum theorist, wrote "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world."

Mr. Staples and Mr. Kenney would do well to remember that democracy functions best when the populace is engaged and knowledgeable.  To have a younger generation indoctrinated into the "logic of the present system" means that we would continue with the sexist, racist world of the past.  We would continue with an oppressive colonialist world-view.

I would suggest that Canadians want a population that enjoys the "practice of freedom."  In order for that to happen, we need our young people to participate in democracy - and to understand that, by that very participation, they are agents of change.  For that to happen, our schools, teachers, and curricula need to teach critical thinking, multiple perspectives, and a responsible world-view.  To do otherwise is to not only minimize the import of education, but also carries significant risk - as evidenced by xenophobic, ultranationalistic policies that privilege a select few.

The Task Force for Teacher Excellence: A Whole New World?

When my son was three and a half, he asked for a flying carpet for Christmas.

This caused an immediate panic in our household.  He insisted, despite all evidence to the contrary, that flying carpets existed and Santa would have no problem procuring one.  After all, Santa was magic.

We debated a plan of action for the next little while.  Distraction didn't seem to work; all efforts to show him other better, more attractive toys failed.  Logic, as a strategy, was completely out the window; three-year-olds are not known for their critical reasoning skills.  All we could do, we figured, was to purchase a carpet that looked like a flying carpet and hope for the best.

On Christmas Day, we had a very happy little boy.  He dragged the coffee table in front of the television set, put his little area rug on top of it, and watched Aladdin repeatedly while "flying" his carpet.

After a while, though, he tired of pretending.  This wasn't a flying carpet, he realized.  In terms of flying carpets, his was a dud.

The Task Force for Teaching Excellence report is much the same as my son's flying carpet.  It promises a magical ride full of wonder and joy for many teachers, as it makes recommendations for increased mentorship, preparation time, and professional development.  Those fantastical promises are the stuff of which teachers' dreams are made.  Just imagine a world in which a teacher had a prep period every day!  Or professional development that was self-directed, job-embedded, and fully funded!  This, indeed, would make Alberta a teaching Shangri-La.  I'm worried, though, that the recommendations that are most attractive to teachers are not fiscally feasible, thereby grounding the promised flight before it even has a chance to fly.

Minister Johnson, in his most recent email to teachers, said, "The [Task Force for Teaching Excellence] report makes many recommendations that, if implemented, would empower and support teachers throughout their careers.  For instance, the Task Force calls for increased time for preparation, a mentorship program for younger teachers, a more formal set of best practices, and increased access to technology and professional support."  Most of this sounds great.  Please, though, consider our provincial context before buying into the infomercial.

Currently, education funding in Alberta is largely a shell game.  For instance, during the last budget, Alberta Education proudly announced that funding for English Language Learners was increasing.  Well, the per-year allocation increased ever-so-slightly, but funding was cut back from seven years of support to five.  This means that overall support for English Language Learners was actually cut, not increased.  

We have to ensure that any increase to teacher preparation time or professional development is not given the same treatment.  Stick with me while we do a little math:

For years, I taught in Junior High on a six day rotation.  There were seven classes a day.  According to my contract, I had to teach 1430 minutes per week (this was my time in front of students, not my entire work day).  This meant I had two forty-five minute "prep" periods every six days.  Given the information we know about teacher workload, it wouldn't be an unreasonable to wish for a prep every day.  This would allow me to return assessments in a more timely fashion, open up possibilities for collaborative work with other colleagues, allow me to set up interesting and new lesson plans, or provide time for some professional learning.

In order to have a prep period every day, I would need four more prep periods.  This amount of time, because time is money, would cost the school $10 000 (roughly, but we are just doing rough estimates, here.  This is a fairly accurate number).  If there were 10,000 junior high teachers in the province (I have no idea, actually, but play along with me.  We have 36,000 teachers overall, so let's just go with ten thousand for easy math) and that prep time cost $10 000 each, then adding additional prep time to teachers' schedules would cost the province $100 000 000.

That's right.  One hundred million dollars. For only a third of the teaching population.

Somehow, I don't see that in our future. 

But it is possible that money will be shifted around.  In order to provide prep time for teachers, the money could be taken from other areas.  This would satisfy the TF recommendation, but still have the overall effect of reducing student and teacher supports.  This is how the shell game works. 

Call me a cynic.

While I'm being cynical, it has not escaped my notice that the recommendations that are problematic to the ATA, like removing principals from the Association or having teachers become re-certified every five years, do not have a hefty price tag associated with them.  For instance, much of the re-certification paperwork could be downloaded to principals (who already have a significant workload issue).  Actually, I would anticipate that any costs associated with re-certification would be on a cost-recovery model, a situation that would see teachers having to pay a fee to be re-certified.  That's just speculation, but it is within the realm of possibility.  Certainly more possible than "increased time for preparation."

In order to make sure that this Task Force does not take us on a trippy magic carpet ride that ultimately crashes and burns, teachers need to take action.  At the very least, it certainly appears to me that the recommendations that would support teachers are unlikely to get off the ground without a significant influx of money.  If these recommendations are truly important to teacher excellence, then we need to lobby for increased, sustainable, and predictable funding.

We are left with few options but to let our voices be heard.  Minister Johnson and I agree on this: Teachers need to respond to the Task Force survey.  Please go to www.education.alberta.ca/TeachingExcellence to complete the survey by June 15.  (I know.  This is the worst possible time of year to ask teachers to complete anything but report cards.  But this is important.  Make time, as best you can.)  It is only by speaking out that we can help shape the future of education in this province.

Us Vs. Them: Why Minister Johnson's Polarizing Culture Won't Work

I love teacher movies.  Love them.  Generally, you get to see a teacher-warrior wade into a negative situation fraught with an unsupportive administration/district and disengaged/criminal students, and turn the whole situation around with sheer determination and fortitude.

I cry every time. Those who know me are not surprised by this.

But every once in a while, you meet teachers who do that kind of thing in real life.

A few years ago, a teacher at my school was coaching basketball.  He worked relentlessly with his team, a group of rascals if I ever saw one; they practiced after school, on weekends, over the holidays.  These boys sure learned a lot about basketball.  They must’ve; they won the city championship that year.

But he taught them so much more than basketball.  He taught them about teamwork.  About striving for excellence.  Most importantly, he taught them how to take responsibility for their actions – on the court, and off. They were, quite honestly, changed boys by the end of the season.  Their attitudes improved and their grades increased.  Perhaps most importantly, they learned a great deal about personal integrity.  I wish Jeff Johnson had that teacher when he was younger. 

In this morning’s Edmonton Journal, there is an article that says that the Premier will not be removing Jeff Johnson from his post as Education Minister.  This is understandable, I suppose, given that there will be a new leader in a few short months and cabinet will likely shuffle.  So, we all have to work with the minister we have, at least for the foreseeable future.  If Minister Johnson truly wishes to move forward WITH Teachers, he needs, like that school basketball team, to take some responsibility for his actions.

On 630 CHED, the Minister spoke out about the non-confidence vote at the Annual Representative’s Assembly of the Alberta Teacher’s Association.  Here’s what he had to say about that group of people, regular classroom teachers elected to represent all teachers, “At the end of the day, I respect that they have an organization that has a job to do.  They are there to represent their members; they are there to represent their organization.  I’m here to represent students.”

Here’s the deal: the minister is wrong.  He has established himself as the protector of children, and teachers as protectors of their own organization.  This artificial bifurcation negates the very work teachers do each and every day.  It minimizes the struggles teachers face in the classroom and it is disrespectful of the thousands of daily student-teacher interactions in this province.

I have an example of what I mean, although I’m sure all of you could provide similar stories.  Some of my colleagues worked with a young lady with a host of special needs.  The learning coach at the school invited the district consultant in to work on learning strategies to help the student.  The teachers worked with the learning coach and parents to create the student’s IPP and the teachers and student worked to make those goals a reality.  The parents worked with the teachers and administration to ensure that they supported their daughter academically.  And at the end of the girl’s grade nine year, the school’s social worker made certain this young lady had a special Grade Nine Farewell by finding a dress through Cinderella’s Closet and convincing a salon to donate their services to do the young lady’s hair and nails.  The entire community worked together to ensure she had a positive and nurturing environment. 

By saying that only HE is working in the best interest of students, Mr. Johnson is negating the kind of teamwork that exists in schools that consistently provides the best possible environment for children.

We do not need “us vs. them” friction.  Education cannot move forward in this province with this kind of attitude.  The resulting tension does not promote collegiality and respect, the kind of culture that can positively influence growth and change.  Instead, the Minister is actually stifling our profession by fostering a climate of distrust and cynicism.  He needs to take responsibility for that and take immediate steps to rectify it.  We need a visionary leader who empowers us to move forward into the future, not one who rebukes us at every turn.

Somehow, in the public’s mind, this entire issue has become about recertification and evaluation, which is another example of how Minister Johnson is working AGAINST the profession instead of WITH it. 

Before anyone gets too excited, I am NOT suggesting that teachers do not need a review process.  There is one in place, and maybe that process DOES need to be revised to ensure that each teacher is demonstrating competence according to the Ministry’s standards.  All good organizations need to evolve processes over time in order to stay current; the ATA is no different.  But to demand that EVERY teacher go through this process would be an expensive, time-consuming, onerous task, one mired in bureaucracy and paperwork.  We need to thoughtfully consider how teacher evaluation could be improved to ensure meaningful conversations contribute to continual pedagogical improvement.  I’m not sure, just yet, what that would look like.  What I can tell you, for certain, is that you don’t use dynamite when a dental pick will do. 

(As an aside…  I totally stole that last line from someone, but I don’t remember from whom.  Props to that person!)

We need to remember that Alberta has been a top-performing jurisdiction for years because of the hard work and cooperation of teachers, administrators, school boards, the Ministry, and the ATA.  Mr. Johnson needs to take responsibility for creating the impression that there is a problem with teacher quality in this province in the first place, and placing that very cooperation in jeopardy.

And so…

At the end of the day, teachers are professionals who want the best for kids.  We would not be in this profession if it weren’t for the kids, because it sure isn’t about the glory.  It is immensely rewarding, and I am proud to be part of it; further, I am proud to call my fellow teachers my colleagues. 

I want to be super clear.  I am not an ardent unionist; I’ve done committee work for both the Ministry and the ATA. I do not represent one side of an argument;  polarized positions do not help students or teachers.  What I would like to see is a measured, considered approach to the issues at hand. Based on the Minister’s comments, however, it does not appear to be possible at the present time.

This is why we need to act:

Because we all hope for better.  We hope for better learning conditions for students, because we want students to have the absolute best. We hope to be able to work with our parents, districts, communities, and Ministry to ensure that schools are positive, inclusive places to be.  In order to move forward, we need a constructive, cooperative culture that fosters ethical thinking, engaged citizenship, and an entrepreneurial spirit in students AND teachers.  Those qualities cannot, and will not, flourish in a climate of conflict and distrust, which is precisely the reason why teachers expressed their non-confidence in the Minister through a unanimous vote. 

Thank you to all of you who have commented upon and posted my previous blog post. Please keep the conversation going.  Share your concerns about the real issues that impede teacher excellence with your MLA.  Talk about the issues with your colleagues and in your communities.  By doing so, we will foster positive change in this province, something our students need and deserve.

Political Smoke and Mirrors: Five Issues the Task Force For Teacher Excellence Ignores

A few years ago, I attended a "parent party" for my daughter's sports team.  It was a social gathering of a disparate group of people whose only real connection was the fact that they all had twelve-year-old daughters. 

It just so happened, however, that several of those twelve-year-olds attended the same school, and had the same teacher.  Perhaps unsurprisingly, the conversation turned towards the teacher, and parents were loudly and vociferously complaining about the woman.

I felt extremely awkward.  I didn't know this teacher, but I did know this group of girls (I had helped coach them) and I knew they weren't a breeze; additionally, the parent community in which I live can be a critical one.  And the teacher was a pretty easy target, especially given the fact she wasn't there to defend herself.  The parents knew I was a teacher, but since my daughter didn't go to that school, I wasn't included in the conversation.  In the end, I just said, "Hm.  I wonder if there is a group of parents, right now, all sitting around in a room talking about ME." 

Silence.

The thing is... Teachers ARE easy targets.  We've all been to school and we've all known teachers who are more or less capable.  We have seen teachers at work, daily, for years, and so we assume that we know exactly what they do.  Unfortunately, there are few jobs people can claim to know so intimately, even if they have never done it; sadly, it is this lack of knowledge and understanding, in large part, that has led us to the Task Force for Teaching Excellence debacle with which we are now faced.

The really troubling part is that the TF really is a game of political smoke and mirrors for the government.  By creating problems where none exist, such as demanding five year recertification or allowing tradespeople to teach without teaching certificates (anyone else see the inherent contradictions in that?), we are distracted from the real issues that impede true teacher excellence in this province, real issues that the government seems unwilling to tackle creatively and thoughtfully.

Jeff Johnson has said that he is willing to have "tough conversations" about "thorny issues."  Here are five "thorny issues" that, in my opinion, ACTUALLY impact teacher excellence:

1.     Child Poverty

According to a report by Human Services, 17% of students in this province are living in poverty.  SEVENTEEN PERCENT!!!  This is reprehensible, given that we are one of the wealthiest jurisdictions in the world.

I've taught in some low socio-economic areas.  As a district consultant, I worked with teachers in schools where nearly every student came from a disadvantaged home.  I have seen some truly excellent teachers do amazing work with students, but not even the cream-of-the-crop teachers can do their very best work when students are coming to school hungry. 

At my last school, we did what we could to ensure students had appropriate winter clothing.  That they had a decent breakfast.  That we made referrals when students disclosed that there was no food in the home...

Except.  Except that we, the students' teachers, are only there from Monday to Friday.  We can't help when students' furnaces quit working during a cold-snap on the weekend and the parents aren't around to ensure the furnace gets fixed.  We aren't there during Christmas Vacation, when the food from the Christmas Hamper (which the school community collected for and delivered) only lasts three days.

I WAS there, however, when a social worker told me she couldn't do anything about the fact that my fourteen-year-old student had no food in the home, but that because he was fourteen, he could "fend for himself" because he was "resourceful."  Yeah.  Resourceful enough to break into cars to look for loose change in order to buy food.  Not resourceful enough to not get caught.

Poverty is a significant and critical issue facing students, and consequently, teaching and learning.  Alberta is a province advantaged in so many ways, including natural resources and an educated and talented population.  We should be able to think of new and creative ways to tackle child poverty.  If our government can improve students' living conditions, teachers can get down to the work they really love - being excellent teachers to students.

2.  Inclusive Education

We need to really consider what we mean by inclusive education.  There seems to be the impression that inclusive education means that we include all students in a single class, regardless of academic, social, or emotional needs.  While this is a laudable ideal, in practice it places an unbelievable amount of pressure on an individual teacher. 

One of the most recent classes in which a colleague taught had 28 students in it:  six students new to the country with minimal or no English language skills (she teaches English), one student with severe emotional/behavioural issues, eight students who had been in Canada for less than three years, four Knowledge and Employability Students, and three students who were above grade level in reading and writing.  That left seven so-called "regular" students (whatever that is).  On top of that, we could discuss the number living in poverty, the number struggling with mild/moderate disabilities, or the number living in foster care.  Assuming that the teacher could meet the exact needs of each and every one of those students, in addition to teaching the grade nine Program of Studies, and assuming that the teacher met standards set by the Provincial Government, teaching becomes a Herculean task, and one not for the faint-of-heart.  At times, it is likely that the teacher failed.  Would it be her fault, necessarily?  Even though she was teaching in what seems like an impossible environment, she continues to put high pressure on herself, as most teachers do in this province. 

We need to expand our understanding of inclusion.  Inclusion should mean that every student is a valued and contributing member of the school community, not that every student is in every class, no matter what.  At its best, inclusive education fosters a culture that allows for and accepts difference.  It means ensuring the most appropriate learning environment for each child, sometimes within a “regular” classroom and sometimes not.  Inclusion is NOT a cost-saving measure, it is a philosophy; that philosophy takes commitment and resources on the part of the government.  Those resources have been sadly lacking. If this government can provide those resources, teachers could better deliver individualized programs for each student.

3.  Infrastructure Issues

The government loves to be able to say that local boards have the decision-making power to determine which schools open and which schools close, which is really just a way of passing the proverbial buck.  School boards are being placed in an untenable position.  With limited and unpredictable funding, we are faced with schools and neighbourhoods being pitted against one another for improved facilities.  Is this really the best way to ensure a positive learning environment for each child in the province? 

Further, teachers are asked to ensure high levels of engagement using 21st century skills, integrating technology. Easy to say, not so easy to do, when the school building needs to be significantly retrofitted to allow for wifi or electrical outlets. And let's talk about a learning environment that is consistently too cold or too hot; it's hard for students to work to their highest potential in those environments, as well.

Teacher excellence is significantly impacted by the physical environment in which teachers work. It's pretty tough to be excellent while doing your job when rainwater is flooding the hallways.

4.  Support for Mental Health

When Jeff Johnson says he wants to do "what is right for kids," he needs to do what is right for families and kids and lobby for increased support for mental health care in this province.  It is woefully underfunded and sadly lacking.  Schools attempt to provide wrap-around services, understanding that students cannot learn when they are mentally unwell.  But for a referral to be acted upon takes months - even years - and in the meantime, students' learning is compromised.  As a teacher, it is a frustrating affair to know that a student in crisis is sitting in front of you.  You cannot help speed up the referral process, nor can you reach a student academically when they are emotionally traumatized or unsafe.

I have visited students in the hospital; I've visited them in group homes.  I had a pretty good relationship with all of those kids.  That didn't mean I was able to TEACH them.  And because they were unwell, they significantly impacted the safety and learning of students around them.  Excellent teaching can only occur when students are physically, emotionally, and academically safe. To make that happen,the government needs to provide timely and improved supports for students and families struggling with mental health issues.

5.  Class Size and Composition

Jeff Johnson has repeatedly stated that class size does not have a measurable impact on student learning.  Maybe he is right, in some instances.  I have taught students from Junior High to Post-Secondary, from classes of 6 to classes of 150; in my experience, the number of students is far less important than the context in which I was teaching.  My most challenging class, hands down, was a class of 10 grade eight and nine Knowledge and Employability students.  It took ALL of the tools in my teacher toolkit to ensure that students were learning.  They each had vastly different academic, emotional, and social needs.  Nearly all were from disadvantaged backgrounds.  Spending eighty minutes a day with those ten students was physically, intellectually, and emotionally exhausting.  What matters MAY NOT be class size.  It is, perhaps, the composition of the class that matters more.

On the other hand, I also have had a custodian refuse to clean my classroom because there were too many desks and he couldn't get his broom through the minimal spaces.  With that many students in the room, the possibilities for project-based learning, technology integration, or collaborative processes are limited as there is simply not enough physical space. 

To suggest  that class size and composition is as simple as counting bodies in a room is to minimize the complexity of all of the issues with which teachers are faced on a minute-to-minute basis.  Both are important, and to say class size doesn't matter reveals a complete lack of understanding of the teaching profession. 

And So...

By focusing the public's attention, once again, on issues of supervision and certification, this government is diverting attention away from issues that truly matter to students, to families, and to teachers.  The tactic reveals a lack of understanding of the Alberta Teachers’ Association and the profession of teaching.  It reveals a deliberate agenda that attempts to weaken the profession; further, it reveals an unwillingness to investigate underlying issues that impact teaching and learning.  

Jeff Johnson said that he needs to be able to look in the mirror and know that he has done the right thing for kids.  Well, every day teachers teach, we look in the mirror and wonder if we have done all that we can for the kids in front of us, given the constraints that bind our teaching. We are doing the very best we can. I have to wonder, however, if this government can say the same.