Thank you for this opportunity to provide
testimony to this committee regarding the progress of reform. It is somewhat
humbling considering my initial doubt that any gathering of policy makers
concerning education reform would allow open input from stake-holders (who have
been the targets of what is being called reform). Let me briefly explain who I
am:
I am the luckiest man alive.
I managed to convince the most amazing
woman in the world to marry me. She, at this very moment is with her father in
the hospital. Following a surgery, there were complications. He is the kind of
father that has always been there for her, and now she is there, right where
she needs to be. That leaves me with three young girls staying close to phone
and text as needed. They are amazing
kids, and managed the day without me while I did a 12 hour day of parent
conferences with a brief break to deliver pizza to them-but I cannot in good
conscience travel over two hours away while my wife is with her father. My father
stopped and checked mid-day and dropped off some lasagna from my stepmother.
With apologies but no regrets I have to say that being a husband and a father
trump the day with you, and I will be staying home instead of making the trip
to Albany.
Teaching third grade in the small rural school
my children attend, having taught for almost 15 years; having a considerable
network of longtime friends, colleagues and professional contacts in education;
having been an observer of politics
since I can remember and a voter as soon as I could: I can tell you that my 3
brilliant, capable and beautiful daughters, along with their public school
peers are being subjected to what has been called “education reform” but is no
more than a game of distraction. Those most
needing to be evaluated and reformed, those truly needing a set of
standards, have pointed a finger away from their own failures and towards the
schools that have always worked hard against the damage being done.
The concept of "common
core" standards is acceptable on its surface, but the purpose, sources and
method in the creation are as concerning as the ineptitude in implementation. The new standards
were developed using a somewhat amorphous "college ready" question
mark, then skills back-filled into the grades below. The supposed demands of "college and career ready" avoid the
current realities of crushing college debt and how little our economy offers
lately in terms of careers. Also, little input seemed to come from research on
how learning foundations are built developmentally-it was more like a goal
oriented workout schedule that now has primary age children being cored on
abstract skills that brain research shows they are not prepared for. While
a set of common core standards is reasonable and even wise considering the
instability and transiency in a growing number of households ( caused by the
pitfalls of supply side economics), a better set of standards would empower
students to lead to more equitable outcomes, not submit to the demands of
inequity-the true force behind the "achievement gap". Teachers have
had an unreasonable expectation added to their list of "to-do's".
A better set of standards would target the
distressing lack of character in how this country is being led. The standards I would propose probably
wouldn't have primary age children grappling with abstract mathematical
reasoning, but would address some of
the skills the core calls for in later grades. Team building and collaboration
to demonstrate critical thinking and effective writing. Imagine a district full of
active learners discovering together how to submit FOIL requests in an attempt
to find out who is driving the agenda of our State Education Department, and
what agreements exist with vendors constructing the tangled net of assessments
and data gathering systems consuming their school day.
Imagine students
involved in deep discussions regarding: 1) A governor (Cuomo) who would have the nerve to
call for the "death penalty" on schools that the economy has left
behind; 2) State Ed officials that repeatedly act as if our government is on the people, as opposed to of, by, and for the people.
There would always
need to be, of course, assessments-but not those branded and protected by a
private corporation, created and scored in a secretive manner to gather data
and pass judgment on the end-product. Assessments would (and should) serve the
learning process and be developed to be executed and analyzed in a more ongoing
and in-the-moment manner. Assessing would happen naturally, be a combination of
observation- products created through school/community/maybe even world
involvement. They should include more real world action research, less screen
and bubble time. The data would be shared carefully, with the primary thought
being how to develop learning opportunities instead of marketing opportunities.
To step back into
father mode for a moment: I take exception to suggestions by State Ed that the
people have no choice in giving up their right to privacy when it comes to
information, sometimes personal and sensitive, about themselves and their
children. NYSED, InBloom...whoever: You are not welcome to poke your nose into
any information regarding my three daughters. My understanding of NYSED is that
they are there to facilitate and empower true educators, not pose as educators,
pass judgment on them. pretend to know how to truly do the hard work, or use
what were once tools (assessment and data) as weapons and cages.
In closing, let me
say again that I apologize how this past week has gone and steered me away from
Albany. My 14 year old has already scolded me. She told me the shoes I bought
to wear, the ones to replace my teacher shoes pulling away from the soles, were
"senator worthy".
But I am the luckiest man alive. Today I get to be a husband, a
dad, and a teacher. I can be a politician any time.
Dan McConnell
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