Is This Document An Example of Quality Teaching in the Rockwood School District?

Many NEA organizations have been stating quality teachers are being squeezed out because of debate over teacher tenure. Below find a copy of the Rockwood NEA link. If this page with its numerous grammatical errors (including misspellings and run on sentences) is indicative of quality education in the Rockwood District, I am wondering if that bar is set a bit low.

This is the page as it appeared on April 6, 2010 at 8:30 AM. Please let us know the problems you spot in this document. I had an interesting thought: perhaps the Rockwood District doesn't test spelling any longer because the teachers don't know how to spell themselves. Is this informational page an example of quality teaching in the Rockwood School District? (Do you spot the irony on the magazine cover as it relates to this particular blog entry?)

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General Information

The Rockwood National Education is a progressive group of teachers representing approximately 1,350 teachers in the Rockwood School District. The teachers of Rockwood daily provide educational opportunities for about 22,000 students. The heart and soul of any school district is the classroom teachers. While school districts may have the monitary resources to provide technology, operate school facilities, and transport students, it is a quality teacher in every classroom that directly relates to the success of students and to the success of the Rockwood School District. A computer, smartboard, textbook, do nothing without a quality educator developing lesson plans to teach the student.

Contrary to popular myth the RNEA does not support and defend poor teachers. The organization does however provide and encourage continual teacher development while securing do process for its members. The organization also provides moral support to Rockwood teachers in these often educationally politically turbulent times. The RNEA above all else is an organization that promotes quality world class education for all students of Rockwood, the goals of the organization never run contrary to this core belief.

At the center of what the RNEA has accomplished besides the great education its members afford Rockwood students is the Current Agreement. This document represents over 30 years of volunteer time and dedication from Rockwood teachers for Rockwood teachers to work for the continual improvement of the working conditions of teachers in the Rockwood School District and attemp to provide teachers with benefits and salary they deserve. Rockwood is a school district that proudly acknowledges its awards from it continually being Accredited with Distinction form the State of Missouri, having many school continually recognized as Missouri Top Ten in Missouri Assessment Program testing, having many schools ranked as Missouri Gold Star schools, and many schools ranked as schools of excellence nationally.

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What Does Quality Education Look Like?

We've all read about “investing in education” and using technology to “transform education,” and you must conceded there is some value in both of these concepts. Those districts that are struggling to show improved student performance, need to invest in finding ways to reform their spending so they get more bang for their buck. Technology can certainly play a role in transforming education by allowing advanced students to reach their fullest potential or by providing access to high quality teachers in inaccessible locations. But often, the solutions that are needed require on the spot innovation and systemic flexibility, not hard wiring or advanced technology. So what does true education reform look like? What does “tailoring educational settings to individual students’ needs to maximize student outcomes” really look like?

Today I offer a real life example from a teacher in my local school district. The names have been changed, but not the situation or actions. Carol works with educationally “challenged” students. One such student was little Arthur who is in kindergarten, struggles with social interactions and has all ready been deemed behind his peers. Arthur needed to improve his reading skills but actively refused help from the special education teachers. He would scream, throw papers on the floor and generally work against anyone trying to help him.

Some models for education reform would simply apply more money and technology to Arthur’s problem. Perhaps he would be given a special computer and software that would provide a number of increasingly difficult sentences to read and would challenge him with an ever expanding assortment of new vocabulary. Experts would claim that a child who has difficulty with interpersonal communication is far more likely to respond to the non-personal approach of a computer. It is possible that this approach would work and, over time, Arthur’s reading skills would improve. But would Arthur’s educational situation in general be improved? Perhaps not.

Enter Carol, who has the wonderful ability to look at a situation from a totally new perspective. After experiencing Arthur’s outbursts first hand and having her hand aggressively pushed away when she tried to point to a word he had read wrong, Carol decided they needed to work on Arthur’s attitude towards learning before they could make any progress on his actual learning. She told him they were going to play the “What’s my job?” game. In this game, made up on the spot, they would make a list of everybody’s (in this case hers and his) jobs. (Please note -no actual technology was used during this exercise.) On a piece of paper she wrote her name in one column and his in another. Prompting for his suggestions they came up with detailed lists of what each of them was supposed to do in their jobs at school. I’m simplifying here for brevity, but basically her job was to teach and respect him. His job was to give his best effort at understanding and to respect her.

Days two and three with Arthur were spent replaying the “What’s My Job?” game; the first day at Carol’s request and the second day at Arthur’s (he loved the game). On day four, they no longer played the game. Arthur now had a much better grasp of why he was there and what others were expecting of him. He also understood that what the teachers were doing was their job and he appreciated why they were doing it. Arthur sat and concentrated on his reading. He did not scream in the resource office. In fact, the other teachers who were used to his outbursts, first thought that he was not in school. The learning that took place was about the roles of students and teachers and why everyone was there in the school building each day. That opened a door to learning that Arthur had shut.

This is what quality, personalized education looks like. The average student probably does not need as much personalization, but an ideal system would allow for this flexibility. No computer program could have taught Arthur the lesson he learned from Carol, nor would it have been able to veer off topic to address his barrier to learning. Even self learning (??) software does not have that level of flexibility. Learning would have remained a painful process for both student and teacher.

I should also mention that Carol just recently got her teaching degree. Arthur had already spent 6 months with the veteran teachers at school who had not moved him any further down the field. This is more anecdotal evidence that long tenured teachers do not necessarily provide the best education. Sometimes they become stuck in a rut and sometimes they are too burnt out to bother finding new solutions. I will also add that the veteran teachers were very grateful for Carol’s efforts. She not only allowed them to show Arthur’s parents some progress, but she also gave them back some peace in their world.