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How(what)-When-Why?

How (What), When, and Why? 

 

Once again, I am amid the Summer Planning Institute. This is a self-imposed, self-created institute I have attended for the past 25 years. The goals of this institute are based on this quote: “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam

Yet once again, I have come up against the above three questions. 

 

How do the learners in my charge become proficient in all these standards and with fidelity to these curricula (what)? 

STATE STANDARDS 

Art State Standards (2017) Media  Theatre Visual Arts 

Computer Science K-12 Standards (2018) Grade 3-5 

EdTech K-12 Standards (2018) Grade 3-5 

Financial Education Standards (2016) Grades K-5 

Math-Common Core State Standards Operations & Algebraic Thinking  Number & Operations- Base Ten  Number & Operations – Fractions  Measurement & Data  Geometry  Mathematical Practices (2014) 

Reading – Common Core State Standards Literature  Informational Text  Foundational Skills (2014) 

Science - Next Generation Science Standards 5th Grade Guide (2013) 

SEL (Social, Emotional Learning) Standards (2019) 

Social Studies-WA State Standards (09.17.19) 

Speaking & Listening-CCSS (2014) 

Writing-CCSS Language- CCSS (2014) 

   

DISTRICT CURRICULUM 

 Reading/Language – FPC: RMLIRASR, IR, GR & BC 

Writing/Language – Units of Study 

Spelling – Spelling Strategies and Patterns 

Math – EPS Scope & Sequence 

ScienceSTEMScopes 

Keyboarding – Typing Agent 

Social Studies – None 

Speaking/Listening – None 

Social-Emotional Learning – Zones of Regulation 


  WHEN - (constraints) 

District Calendar (180 days)

2019-2020 Elementary Assessment Calendar

Band/Orchestra – most learners 2 hours/week 

Safety Patrol – arrives late and leaves early 

Recess 3x/day

Math Club – some learners and amount of time varies

Committee Meetings, IEP Meetings are before/after school

*Early Release every Wednesday (some Fridays) dismissal at 1:35 

*Music 60 min./week, PE 60 min./week, Library 30 min. Week 

 

 

“A full-time classroom teacher, day-in, day-out, is teaching 90 percent of their contract week. 

This leaves a mere 10 percent of time given to complete two remaining, yet fundamental, aspects of the role: feedback and planning. This places an incredible burden on that 10 percent – and leaves all other tasks to be completed in our own time. 

To reduce workload, we need to consider reducing the teaching load to one-third. That way, we could teach for 33 percent of the time and divide the remaining 66 percent between planning and feedback.” – Ross McGill

 

The starred (*) components above are meant to partially provide for some planning/feedback time. However, in reality, this planned time is often taken up by impromptu meetings, phone calls, bathroom breaks, problem-solving of some sort, etc.

 

 

 

  

 

 

As for the Why, it is common sense that all these standards are needed for the modern learner, or are they?  And why 180 days? And why Sept. – June? And why 9 to 4? 

 

How and When will we be able to accomplish the What? 

And again, Why? 


“When we no longer know what to do we have come to our real work and when we no longer know
which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings.”

Wendell Berry

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Abolish the status-quo

In these times we hear talk directed at many aspects of our modern society to abolish the status-quo. Perhaps this is a good time to have the same discussion in regard to education, chiefly reducing teacher workload.

The answer is simply obvious and based on reality.

“Remember, the full-time classroom teacher, day-in, day-out, teaches 90 percent of a 25 to 30-hour timetabled week.

This leaves a mere 10 percent of time allocated to complete two remaining, yet fundamental, aspects of the role: marking and planning. This places an incredible burden on that 10 percent – and leaves all other tasks to be completed in our own time.

To reduce workload, we need to consider reducing the teaching load to one-third. That way, we could teach for 33 percent of the time and divide the remaining 66 percent between planning and marking.

Photo by Green Chameleon on Unsplash

Imagine that! Directed time for planning lessons, marking books, and reflecting on teaching and learning during the school day. ” – Ross McGill

Why is it always assumed that we will just keep taking it on? Yes, we love teaching and we feel it is an art, science, and a calling. But we also feel taken advantage of when initiative after initiative is added to our workload.

Let’s start over. Let’s look at a school calendar year, month, week, and day and ask ourselves some hard questions. What can we reasonably expect a child to obtain proficiency in? Look at all these standards, is this a reasonable model for learning, or a lesson sure to fail or sheer lunacy? Are there any models existing on our planet we could emulate in this regard?

The time has come and perhaps it is well past time for a new, Modest Proposal, though not quite in the spirit of Jonathan Swift. A modest proposal based on reality, that genuinely looks after the well-being of those that are charged with the education of our dearest resource. We can no longer afford to dance around and ignore this issue. It is the proverbial elephant in the room.

If not now, then when?

 

 

 

 

 

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