Scott Goldstein: Collaboration, not division, is the path toward student success
Today the DC Council is holding a hearing on a bill that would subject DC’s charter schools to the same transparency standards as DC’s traditional public schools. The legislation introduced by Ward 6 Council member Charles Allen would require charter schools to follow the Open Meetings Act and the Freedom of Information Act, and to add teacher and student representation to their governing boards. The need for these measures should be obvious; they simply bring DC in line with the rest of the country. But the fight over this issue has exposed an underlying and urgent problem in our efforts to successfully turn around struggling schools: the constant and deeply disturbing efforts by some to pit adult interests against student interests instead of doing the essential work of including all voices in our work to end the opportunity gaps that plague our incredible young people.
Over the past couple decades, the education reform movement has dwelled on who is to blame for the failures of our education system instead of focusing on what we can achieve together. Allowing this dynamic to continue diverts us from the best path to better outcomes for our kids — collective action by adults to defend the interests of the next generation. Billions have been spent focusing on teacher accountability mechanisms that rate and shame our schools (which further sorts and segregates our students); in doing so, we’ve given principals a short leash and an almost impossible mission to get it done or get out. None of these solutions have worked because schools are social enterprises that require the work of strong teams to accomplish their mission. As expert after expert has discovered over long journeys in trying to turn around schools, only building a strong professional culture where adults trust each other and work collaboratively to help students can create sustainable success.
Notwithstanding the evidence, far too many people continue to advance a narrative that when teachers advocate for better working conditions or more transparency, they are in essence putting adult interests ahead of students. This attitude demonstrates a fundamental misunderstanding of how schools work, and it’s demeaning and demoralizing toward our city’s (and our nation’s) teachers. The truth is the teaching environment is the learning environment. All of the research indicates that schools where teachers view their working conditions as stronger produce better results for students. There is no gap between adult interests and student interests other than the one created by those perpetuating the myth.
The idea that teachers who speak out are self-interested is part of the never-ending trend of de-professionalizing teaching. The reality is that, on a typical day, any public school teacher is thinking about how to plan and deliver an effective lesson; communicate with parents; provide meaningful feedback to students; collaborate with colleagues; check adherence to individual education plans; create a welcoming classroom environment; attend grade level and department meetings; make photocopies; plan field trips; conduct home visits; meet with students for extra help; enter grades into a computer system; follow up on class observations; turn in lesson plans; and so, so much more. The idea that they add in public advocacy on top of all that solely or primarily out of self-interest is ludicrous. They do so because they feel a deep commitment to ensure that the students they serve and know so well get what they deserve from policymakers — and because they feel a calling not only to serve the students in their classroom but also to have a positive impact on all of our kids.
So when teachers ask for their schools to be more transparent, trust that they are doing so because they know that it can help ensure students have access to high-quality special education services and to licensed, qualified educators. When teachers advocate for reducing teacher turnover by providing more leadership opportunities and fewer mandates, trust that it’s because they are working tirelessly to do what they do well, and that their experience gives them insights into solutions that will help students.
What we’re asking for isn’t a blind trust; it’s a trust based on the knowledge and experience that educators do this work because we believe, at our core, in the promise of our young people and will stop at nothing to ensure their success. We hope the DC Council passes the Public School Transparency Act but also that legislators will address teacher turnover and begin to tackle issues like school integration and equitable funding, among other pressing concerns. As our elected officials consider these steps, we hope that you’ll join our amazing teacher advocates in calling for the kind of change that truly puts students first. If we listen to the voices of students, parents and the educators who work tirelessly on their behalf, we can work collaboratively to achieve real change for our young people.
Scott Goldstein is executive director of the DC teacher leadership organization, EmpowerEd.
About commentaries
The DC Line welcomes commentaries representing various viewpoints on local issues of concern, but the opinions expressed do not represent those of The DC Line. Submissions of up to 850 words may be sent to editor Chris Kain at chriskain@thedcline.org.
Comments are closed.