Why Reform Only Halfway?

School Administrator, Nov, 1995 by Peter D. Relic

Child-centered. Teacher-centered. We use these terms respectfully, yet they seem to have lost their meaning.

Why? Because too often child-centered really means only some of the children some of the time, and teacher-centered translates to holding teachers accountable for higher student achievement scores without providing essential professional development support. Instead of concentrating on the vital issues of teaching, learning, and children, our considerations are submerged in rhetoric about the global marketplace, commerce, and competition.

One way to underscore the importance of staff development and to make child-centered education real for all elementary and secondary students is to avoid halfway measures in the reform movement. For example, no longer would any debate on the transformation of America's schools focus only on a cruel numbers game, a hoax with little relationship to qualitative change.

Arbitrary Notions

Consider the debate about the longer academic year under way in many states hoping to abandon the archaic, agrarian 180-day calendar. Sadly and ironically, as we debate the longer academic calendar, we really (a) intend a cosmetic change of only a few days, (b) reinforce the ludicrously easy waiver system that permits an actual reduction of days because of a budget crisis or adverse weather, (c) add days primarily to lengthen the athletic seasons, or (d) forget the child by believing that the commitment of additional days is an end in itself.

Wrong-headed, calendar-centered thinking would have us believe that by adding 30 days we will increase children's productivity by 162/3 percent. It won't.

If we are concerned about what children know, understand, and can do, we will introduce continuous progress as we expand the calendar, recognizing that some children are ready to advance well before the end of the school year, while others need extra time to meet standards and to achieve designated content mastery.

We have to provide new opportunities for learning when children are ready, not just an arbitrary span of time to pass or fail, regardless of readiness and progress. An individual education plan is needed for all children.

If the way we are organized in school inhibits, even precludes, our ability to respond to the needs of each child, the structure itself must change. If separate academic departments or division-level distinctions or grading systems limit our ability to be creative for all children, then we must change the systems.

Immersion Learning

In addition to the school calendar issue, foreign language study provides another example of a measure, undoubtedly not even a half measure in its lack of vision. To start Spanish in grade seven instead of nine is not much concession to the imperatives of the 21st century global village.

Now is the time to apply the theory and research on brain development and language acquisition to curriculum decisions. How? By beginning foreign language study in kindergarten, by analyzing the tremendous growth possible through immersion learning, and by understanding what will be needed for America's participation in the new world economy.

Fortunately, some public school districts and independent schools are clear about the future needs of their regional economy and are supported by parent involvement and community resources. They have introduced Mandarin, Japanese, Hindi, or Arabic. A few forward-thinking schools also have reinstituted a two-year Latin requirement for all middle school students.

Naysayers will question your motive for beginning another foreign language. They will claim, "Our current priorities and funding and organizational structure would not permit it."

Genuine Reform

Again, we have to examine how we have structured schools and deliver services. The result could be a reordering of priorities a fresh approach to integrating disciplines, and the elimination of barriers to effective teaching.

And the real bottom line? Effective teaching supporting effective learning. Unless we think about helping teachers become more skillful, nothing close to a transformation will occur in America's schools.

Most teachers entered the profession full of ideals and hopes of using their creativity and vision for the good of schools and society. To re-inspire discouraged teachers we must base our debate and actions--from local and state decisions to national education policy--on the people who will teach and who will learn. We must work for genuine child-centered, teacher-centered reform of education.

Peter Relic is a former public school superintendent in Connecticut, North Carolina, and Ohio.