I cannot promise below anything as exciting as battling a potential new partner’s seven evil exes, but I do want to wade into an important but too often overlooked aspect of how we assign power and blame to teacher impact of student achievement.
In two recent posts, I have confronted teacher blaming as well as teacher buy-in because far too many people simultaneously overstate teacher impact on student outcomes while ignoring that teachers in the U.S. have very little professional autonomy.
First, and I will not belabor this point, teacher quality contributes to only about 10-15% of measurable student achievement, dwarfed by out-of-school factors accounting for about 60% or more.
Yet, what is also important to emphasize is that teacher practices in public schools are highly regulated, increasingly so over the past thirty years of accountability driven by standards and high-stakes testing.
Teacher professional autonomy has been nearly absent in the U.S. over the last century-plus in the U.S.—likely since it is seen as a woman’s profession—but current in-service teachers will attest that their practices are significantly restrained by state mandates and schools polices anchored to state standards and a wide assortment of high-stakes tests (from state accountability to the SAT/ACT and Advanced Placement as well as International Baccalaureate).
Part of the reason I resist the inherent teacher-blame in pieces such as Goldstein’s on how writing is taught rests on my own experiences as a teacher educator of English teachers for 15 years.
My journey to teacher education began as adjunct teaching in local colleges throughout the 1990s, culminating with two wonderful years as the co-lead instruction in the Spartanburg Writing Project (SWP).
That fist summer institute of SWP introduced me to Dawn Mitchell as well as how common her struggle is among in-service teachers across the U.S.
While we at SWP worked diligently to teach our participants best practice in teaching writing, they—as did Dawn—routinely met resistance in their real-world schools and classrooms.
Principals and parents balked repeatedly at changed practices, even as those changes move from unwarranted to warranted instruction.
Once I became a full-time teacher educator, I had to anticipate a recurring refrain from the wonderful young people I was helping move into the field of teaching English; they nearly all said they valued what I had taught them about best practices in teaching reading and writing, but they were not able to implement most of those practices once they secured a job teaching.
So here is the dirty little secret of education blame in the U.S.: we simultaneously want to hold teachers accountable for student achievement even though we know teacher quality is a small percentage of those measurable outcomes and even though teachers are often implementing practices that are not supported by research but by mandate.
If we return to the Goldstein article and consider why student writing continues to fall short of our expectations, we must accept that how we measure student writing proficiency significantly shades what we believe about student proficiency and that teachers are mostly practicing in their classes what they are required to do (teach to standards, teach to tests) even when those mandates conflict significantly with what we know is best practice in fostering young students as writers.
Ultimately, there is a type of education reform that has never truly been implemented—seeking ways to increase teacher professional autonomy.
As someone with almost two decades as a public school English teacher and now 15 years as a college professor, I can attest that professional autonomy is one of the most powerful aspects of university teaching; we are hired for our expertise and then given the respect we deserve for behaving as professionals in our classrooms.
There is much about teacher certification as well as in-service teaching that deserves attention and reform, but currently, the discourse around teacher blame and why students (and schools) fail completely ignores the key cause behind all of this discord: accountability driven by standards and high-stakes tests, which is all folded into federal and state legislation.
Both teacher education and in-service teacher practices would be exponentially improved by teacher educator and teacher autonomy—and then we would find a much more valid context for holding both accountable.