University Politics…

University politics are vicious precisely because the stakes are so small.

Henry Kissinger
US (German-born) diplomat & scholar (1923 - )

Quote Details: Henry Kissinger: University politics are vicious... - The Quotations Page

I subscribe to a quote of the day via Google Reader and this one resonates with me deeply.

The institution I work for is breaching contract with a partner entity and shutting down our entire office. We serve ten thousand or so children, teachers, and parents across the country, providing them with real school improvement and a different way to teach and learn that focuses on the emotional as well as the intellectual.

Yet, that is not noble enough a reason to continue our program through 2010, as agreed upon in contract, but rather due to a whole slew of poor decisions, bad planning, and complete lack of will and effort on the part of some, our hard work comes to an end in 30 or so days.

Why? The program has been labeled as ‘not central to the college’s mission’ and that it would be fiscally ‘irresponsible’ to support such a program in these economic times.

And so we are cast into the breeze and free to flit about aimlessly, the collateral damage of recession, lack of vision, and poor planning.

What irks me is that this is clearly a financial decision. Solely a financial decision I would be willing to bet, particularly given that our office’s goal is to bring the liberal arts mentality into the K-12 school system, something that is directly aligned with the mission of a small liberal arts college.

And the reason for the quote, you ask? The politics and sideways glances surrounding this botched and butchered transition reek of closed door meetings, fear, and a focus on what has always been done, not what could and should be done in the future.

/rant

Technorati Tags: education,courage

Educational Philosophy

I’ve been banging out a new version of my educational philosophy in preparation for interviews and any potential consulting gigs. For the uninitiated, an educator should be able to concisely and concretely summarize what they believe is most important in teaching and learning. Their statement should be theory based and reference classroom practices.

It can be expanded upon in detail in other sections of a professional’s portfolio, but this is the meat, the center of what you do in the classroom. It should be only the best stuff; all the fat trimmed from the meat.

I’d like some feedback from you, if you don’t mind offering it. I’ll paste the first draft of mine below and if you’d offer suggestions and critiques in the comments it would be much appreciated. As a reward, I’ll insert a surreal clip from Pink Floyd’s The Wall, where Pink is reminded of his father’s death, mocked for writing poetry, and then fantasizes about how educational institutions destroy the souls and minds of children, by design.

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Social studies classrooms are supremely situated to study culture, society, history, its leaders and peoples, and the controversial moments of time. As a social studies educator it is my duty to help students ethically and morally apply the lessons of the past to the challenges of today, empowering them to participate fully in America’s democratic society.

As such, I believe:

Ø In critical pedagogy

- that as a participant in the democratic process I am a teacher as learner and my students are learners as teachers, necessitating student centered instruction, assessment, and classroom management

- that schools are not neutral environments, but subject to political and social pressures and expectations, so I must help students gain critical consciousness about the impact on society of their, and others’, decisions

Ø In the inherent, individual nature of each student

- that learning requires assent, desire, action; it is characterized by discovery and surprise (Ayers, 6)

- that differentiated instruction and aligned assessment is the best way to meet not simply academic needs, but the specific needs, demands, hopes, desires, and potential of my students (Ayers, 2)

- that there is no substitute for authentic instruction and assessment to meet the varied learning styles and intelligences of each student

- that arts-based integration motivates students and increases comprehension and understanding regardless of cultural or economic background

Ø In the power of reflection to improve teaching and learning opportunities

- that reflection allows everyone to consciously choose who they are becoming, whether a teacher or a learner

- that the time to take control of my instruction, and my students of their learning, is now; that our growth and development is in our hands

- that I need reflection to best inform and guide my theory based practice

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