For those of you who don't know, "tatlo" is the number 3 in Tagalog.
Parents should be freaking out right about now. Even though we’ve had issues including Jeff Johnson’s insertion into Alberta Education, and the calculated release of the grossly uninformed Task Force on Teacher Excellence, the reason parents should have first started freaking out was introduced to us even earlier. As one very prolific Edmonton Journal columnist calls it, this reason is/was the “Great Canadian Math Debate”.
Since Ralph Klein was Premier, every four years Education, and particularly Teachers, get attacked. Interestingly enough, it always happens to land at exactly the halfway point between elections. Two years after the 2008 election, teachers were in a battle to get the raise they were guaranteed in a province-wide agreement led by the Premier Ed Stelmach. Then as they approached election season, the government offered some concessions to Teachers in hopes that they have a short memory. Unfortunately, Teachers do. Two years after the 2012 election, again Teachers are in a battle against the government, and now the battle even includes the Official Opposition. What concessions should we expect from the government during the 2016 election that they won’t claw back in 2018? Is the Wildrose, widely viewed as the next government, any different when they have joined in the attack themselves?
The Great Math "Debate"
First, Dr. Nhung Tran-Davies expressed a concern in a poorly-worded change.org petition (I originally dismissed it based on this very issue). It was rooted in the idea that Alberta students perform poorly on international tests in mathematics. It got a little attention. Then the Wildrose adopted it for talking points, Dr. Tran-Davies got an editor to correct (although not completely) the petition, and it developed into a “debate” pressed by the Official Opposition and a couple of very outspoken media personalities. The points of the "debate"; that the Alberta Government is trying to shift all of Education to an unproven “discovery” approach and is forcing instruction to ignore “basics” in math.
"Discovery" and "debate" are in quotation marks, because in actual fact both terms are misleading. The term "discovery" means to learn something for the first time. At which point, all learning is "discovery" learning. The term we should be using is "inquiry", which is more about investigating for understanding. The term "debate" connotes dialogue. There isn't much of that happening, mostly it's just a bunch of announcements of opinions. I should note that this blog does not constitute a dialogue, and therefore doesn't contribute much to the idea of "debate" either, but when in Rome...
The myths involved in this “debate” are plentiful. The problem is, nobody is debunking them completely (although some have approached it). So here is my attempt, finally, at doing just that.
The title of “Dr.” means that you are an expert in everything.
Dr. Nhung Tran-Davies is up-front about pointing out that she is no mathematician nor teacher. I give her kudos for that. However, other mathematics professors who have joined the “debate” seem to have forgotten that they profess (which largely means research) advanced math, and are not trained in Education. That unfortunately limits the value of their input (but to be clear, does not discount their concerns). Such individuals who can be considered experts of both math and education, such as Dr. Craig Loewen of the University of Lethbridge, have had constructive input into the curriculum.
Curriculum determines the approach used to instruct math concepts.
Teachers determine the approach used to instruct math concepts. Teachers are expected to use methods that are best for the students. There is no one-size-fits-all method to teaching math, but mastery is still expected nonetheless. Curriculum only informs what is to be taught.
Teachers are being forced to ignore "the basics".
Teachers are autonomous professionals. If a teacher feels as though they are not permitted to teach the basics, they should take their issue up with Member Services at the Alberta Teachers' Association. It is up to teachers how they feel it is best to deliver the curriculum to their unique and varied students, and oftentimes this requires a differentiated approach. To say that teachers are being force to ignore the "basics" is to say teachers are not autonomous professionals. If you fear that teachers are not given that autonomy, take your issue up with the Education Minister.
PISA (Programme for International Student Assessment), carried out by the Organization for Economic Co-operation and Development, is a reliable measurement tool for the efficacy of a region’s math instruction.
Firstly, the OECD is for Economic, not Educational Cooperation and Development. This should be our first indicator that something is rotten in the state of ... well in this case, France.
Secondly, PISA is a measurement tool that uses data from different tests in different countries, and different countries report their results differently, almost in a self-selected manner. Certainly they’ll tell you it’s all the same test, but what they don’t advertise is that regions can also pick and choose various questions to be included in the test. If a country wants to improve their PISA scores, they simply need to make their math tests easier, or only have the best regions of their country participate. In Alberta’s case, our PISA score can drop simply because of the increase in our expectations of our math students, or because other countries pick only their best jurisdictions to report. Using PISA as a standardized test has the same problem as using Provincial Achievement Tests; a standardized test can't work if there are too many variables making each test subject different before you even test them. China reports only a few jurisdictions, Alberta reports the whole province. A student who grew up learning Isa, Dalawa, Tatlo writes the same Provincial Achievement Test as a student who grew up learning One, Two, Three. See the problem here?
Teachers have had meaningful input into the curriculum redesign process.
Even though the world’s leading regions in education (such as Finland) ask the Alberta Teachers Association for advice, curriculum redesign has kept the ATA at arm’s length. It hasn’t been until just a few months ago (years after curriculum redevelopment started) that Minister Jeff Johnson has started listening to the ATA and considerably relaxed his deadlines and expectations for the completion of the curriculum redesign and its implementation. Had teachers had meaningful input into the curriculum redesign process, you would have seen a much larger emphasis on professional development to prepare teachers for the new curriculum.
The Western and Northern Canadian Protocol (WNCP) predetermines the direction education will take, so consultation with the public is merely a smoke screen.
The WCNP is simply an organization of collaboration, not of predetermination. For that matter, if the WNCP were in fact predetermining education, then we should also see scores from the Yukon, NWT, Saskatchewan and Manitoba plunge, and that is not the case. There is ample evidence showing that results from public consultations have been considered in the curriculum redesign process.
With the introduction of Student Learning Assessments (SLAs), grades will disappear, and so will accountability.
SLAs are completed at the beginning of the year. They are to be used by teachers to guide their instruction. Grading strategies for the remainder of the year are determined by the School Board, various curricular departments within the board, School Administration and finally teachers, in that order. If a school chooses not to use grades, it is not because it is mandated as such from the government. Furthermore, any assessment strategy employed by a teacher should show that each student matches the SLA at the beginning of the year, and show a trend for the student of either maintaining or improving their understanding of the curricular concepts. Any student who shows evidence of a reduction in performance should also have documentation to indicate what strategies were used to address that reduction, and should also show evidence of subsequent improvement following those strategies. All this documentation exists, teachers are required to do it. Accountability is not a concern here.
David Staples provides no useful feedback.
David Staples shows a bias because that is his job. He is very good at his job, somehow finding justification for writing 42 columns on this supposed “debate”. In fact, many people across Canada are now equating his name with this whole "debate". This is the time of stardom a columnist dreams of, so to maintain this high-profile status that sells his column, he must write prolifically. And write he does. His viewpoints are based on the idea that “basic math” is needed for every child.
Personal anecdote; when I was learning math, I didn’t not learn it because I could memorize things. My father, in fact, taught me math using a very “discovery”, or rather an "inquiry" approach. This was 20 years ago. So to go back to “the way we used to do it” might just mean going back to “discovery” ... *ahem* ... "inquiry".
Nonetheless, Mr. Staples does provide an insight that allows us to identify issues that require rectifying. Taken with a grain of salt, it can be very useful. But make sure you take it with a grain of salt, because much like the first myth debunked, a columnist does not a journalist make; see Joe Bower for more discussion on this thought.
The Wildrose are representing the concerns of all Albertans in this "debate".
The Wildrose, rather than representing concerns, are telling Albertans what to be concerned about. In a telephone town hall that I can only describe as a “push poll”, the majority of individuals whose questions were aired were those that were speaking against teachers, math instruction, or curriculum redesign. Of 15 questioners that I noted, 1 educational aide got through long enough to praise teachers on their balanced instruction, 1 parent got through to do the same, and no teachers were aired. When I pressed them about how they chose which questions got through, it became evident that their town hall had not only self-selected data, but also inaccurate data. They couldn’t even find the question I had asked.
That question was “Danielle, when a parent comes to you expressing concern, do you ask first if they have approached their child’s teacher, and if they haven’t, do you direct them there?” I have never received a follow-up as they promised in the teletownpushpollhall.
You know what seems odd to me? Numbers that aren't divisible by two.
Being an Education Critic makes you an Education Expert.
The Wildrose are seemingly unware of the fact that they are arguing about one thing when the issue is something completely different; similar to arguing about how clouds are formed when the discussion is actually about acid rain. The Wildrose are caught in a problem in that they confuse the “what” of teaching with the “how” of teaching. For example, if you need to transport oil, there are many ways you can do it. You can pipe it, drive it, put it on a train, break it down into other products that are easier to consume like gasoline and ethanol, etc. So if you don’t want the oil on a train, what should you do?
By Wildrose logic, don’t use oil, use canola instead.
Certainly that would change the transport options, and moving to “greener” solutions is a noble goal, but we would lose all the value that exists in oil.
Curriculum defines “what” teachers are expected to impart to students, not “how”. Certainly “how” to teach something depends on what is being taught, but if parents are displeased with “how” teachers teach, asking them to try a different “how” makes far more sense than trying a different “what”.
In a meeting with Wildrose Education Critic Bruce McAllister and Leader Danielle Smith, I was told that they believe strongly in a “return to teaching the basics.” At first that sounds like a “what” item. But when they explain what they think the basics are, they suggest things like memorizing times tables, methods of long division, vertical addition and formula memorization. These are not the “what”, but rather the “how”. As I’ve learned, there are more than a few ways to skin a fish.
When I asked them how they know what the basics were, the response from Ms. Smith was “the easiest way for a student to learn.” Again, a “how”. My response and question was “what if the easiest way for a student to learn divisibility by 9 is by summing up the digits, not memorizing the times table?”
The two seconds of stunned silence was telling. So was the response from Mr. McAllister when it finally came; “we’re just going to have to agree to disagree on this.”
So we did.
I’m not saying don’t change curriculum, because in many cases a good curriculum update and overhaul is well overdue. I’m saying if you want to change the “how”, go to the person who actually make those decisions; go to the teacher.
However, who would want to go to a teacher now to discuss their child’s successes in school? After all, we are self-serving people who care more about our own then your children. But don’t worry, government has your back. They will ensure, from their offices in downtown Edmonton, that your child’s classroom is perfectly managed, and that teachers have so much oversight as to not have to think for themselves, or for your child, anymore. The government knows best.
And just in case you thought that was only a PC government, allow me to correct that misconception. Jeff Johnson believes the ATA cannot manage their own, which is why he has claimed himself savior of our discipline process. However, the Wildrose’s Rob Anderson jumped on the Johnson bandwagon. So, if the political pundits are correct and the blue and orange banners are replaced with green and pink ones in 2016, don’t expect any change to how they approach Education.
The only way to avoid that is to have an alternative. Kent Hehr had a dream of being a teacher cut short, but his passion cannot be ignored. Deron Bilous has been a teacher, so understands the profession. The Alberta Party is currently working on its Education Policy among other policies, soliciting input from all stakeholders. Ask each of these people about the Great Math "Debate", you will find a hugely different response than the one in the media.
Parents should be freaking out right about now. Regardless of which of the conservative parties take power in 2016, it won’t be professional educators making decisions about Education. It will be some elected official whose only adult experience in our schools was either delivering a Xerox machine, broadcasting a special interest segment on a morning news show, or spending 10 months bickering instead of running a school board.
It is amazing, as a teacher, how many viewpoints I've heard over the past few months about the now-famous "No Zero" policy of certain school boards in our province. I've been asked to weigh in on it a number of times, and I'm sure that a weighing in on it could be of great risk to my career. However, I recently realized that if I'm not passionate enough about education to say something about something that bothers me, I'm not passionate enough to teach.The story goes like this; a teacher hands out zeros to students who do not turn in work. This teacher has decades of experience, and is in line-of-sight from retirement. The school division recently came out with a policy that students should not be allowed to get zeros. The teacher gets suspended, reviewed, and eventually fired for not following this directive of the school division.
First, the teacher should have been fired. As a contracted employee, he is required to follow the directives of his employer. He did not, and he should have been fired.
That doesn't mean I agree with the policy. My question becomes "what about his students?" Although not contracted employees, they are still required to follow the directives of the teacher. They did not, should they not receive equal consequences?
Insert argument here about how zeros can damage a kid's mental well-being. While we're at it, insert a reference to a study proving such (you know, the study done on 6 special needs students).
Has anybody been daring enough to actually do a REAL study? This study should at the very least have two sizeable control groups, one permitted to get zeros, one where zeros are unacceptable. The study should not only follow the students through their formative years, but into adulthood as well, and use employment performance as a measurement tool.
While we're at it, we should do a REAL study on the other extreme, a No 100% system. Because the only person who was perfect died 2000 years ago on a cross.
You see, if a student is never allowed to fail in school, it follows that the same student should expect the same consequences in the workplace. Insert chorus of agreement here from people who have actually employed these students.
But also insert a vehement opposition to the idea that schools prepare students for real life. The unfortunate thing about this is that schools, although they say they prepare kids for the real world, don't. Nothing about high school is anything like the real world. Nobody goes to work, sits in rows, and listens to a lecture. Few people are lucky enough to write essays as their contribution to society and actually get paid for it (I'm certainly not lucky enough). School does NOT prepare students for the real world. At least, not in its present form.
So don't get mad at the No Zero policy, the Grade Level of Achievement system, the Provincial Achievement Tests and Diplomas, and the dichotomous expectations of academic excellence mingled with character development. Get mad at the bureaucrats who don't let teachers do their job.
I don't tell a doctor how to diagnose a medical condition. I don't tell a lawyer how to debate or research. I don't tell a police officer how to approach a domestic dispute. I'm not a professional in those fields.
So why is it okay to tell a teacher how to teach? Why do we have "No Zero" policies, high-stakes provincial tests (for which a student will still receive a zero if they don't complete them), or for that matter, standardized report cards?
If you hire us as professionals, treat us as such. We know how to instruct. We know how to assess. I didn't spend over $60,000 on University, making no money at all for 6 years, to learn how to do what I'm told. I spent it to learn how to do my job properly. If my teaching style requires the ability to assign zeros, to give 100%s, or to give no grades at all, then I should be given the latitude to do so, because I've been trained how to do this.
So the next time I'm asked what I think about this "No Zeros" thing, this will be my response;
"Just let me teach."