Abusing Rigor and Subtle Inequities

In todays world, the word "rigor" has taken on a connotation on all of its own. We throw the word around as if it some old socks in our drawer that we simply do not know what to do with. Unfortunately, what could be defined as a word that can add to the discussion around how student instruction can inform how we teach, it is now all about this idea that rigor has simply one connotation: students seating neatly in rows, with a 1200 pound text book in front, pen or pencil in hand, quietly answering one question after another, while the teacher sits in the front of the classroom. Not only does this theory paint a picture of what is wrong with education, it also implies, in a very subtle way, that the reason why under-resourced students are not performing at the level of their suburban counterparts is simply a cultural defiency, rather than a lack in the system itself. What arises from these ideals of lack of rigor, is really stating to the educational world as a whole that there simply needs to be more "structure" in the classroom and that rote memorization of skills, rather than a full, in-depth exploration of subjects and content, are the way to close the achievement gap. In one study alone, both German and Chinese textbooks cover nearly 1/2 as much content as their United States counterparts do, but exceed standardized tests scores by leaps and bounds. By suggesting that students learn less, but more in-depth while in school would be a huge paradigm shift for traditional educators, many of whom still believe that schools should be ran akin to a factory, where 55 minute classrooms, with 30-35 students, crammed with facts and knowledge used exclusively to show spikes in standardized tests are still valid and are creating learners for the 21st Century. To the contrary, in fact, this is having a polarizing effect on students, further isolating them from the world that needs them so desperately to shape an ever changing globalized, techno-driven society. The skills that are enforced in the "rigorous" benchmarks and standards are a starting point, but nevertheless, do our students an injustice in the larger context of preparing kids for the challenges of tomorrow. So if we are to discuss rigor than lets have a discussion about how such standard needs to be personalized, uniquely adapted to particular content and circumstances that common with differientated instruction. No one said that such approach would be easy. But by looking carefully and examining the social, political and economic constructs that our students have about the world, and how a world shapes our young people, we can more carefully examine on how a rigorous education has more to do with bringing about bring change to a world that desperately needs thinkers, creators, and problem-solvers just as much as it needs students who are ready to matriculate to college and post-secondary institutions.

Power To and From The People

Looking back over my career, I would not be half as successful if it were not for working with extremely smart and passionate people. Whether it was acting as a mentor for a student teacher, leading and working with staff to facilitate professional development sessions, or sharing resources to improve student learning, collaboration and working close with my colleagues and friends has left me humbled, empowered, and ultimately, successful in the field of education. Because of an amazing cadre of professionals, we were able to accomplish what no other public or charter school was able to achieve: graduate 95% of entering freshmen four years later and of that, over 90% of those students were accepted to post-secondary institutions. In my classroom, collaborating with students, parents, community members, and colleagues, allowed me to leverage student learning towards high school graduation and college readiness. On a national scale, my promotion to work with the Alternative High School Initiative was due largely to my colleagues and friends. Additionally, collaboration with a national network of youth development organizations, key stakeholders, superintendents, program officers, directors, curriculum specialists, principals, and educators, have made our initiatives key to building network and school capacity. On every level of my career, collaboration has been the key to positive student outcomes.

Empowering Assessments

I have used formative, summative, standardized and authentic forms of assessment to inform both my teaching and learning and those of the students and parents that I have been fortunate enough to be with. We have used both innovative practices, such as portfolio's and student exhibitions as well as self-evaluations to measure student outcomes. I have used data analysis, analyzing student errors in ACT scores to teach and plan school wide curriculum. In both instances, students not only became more insightful and honest thinkers about what, why, and how they learn, but also increased student outcomes on standardized tests in the areas of reading and English. Additionally, I used pre-and post-ACT test scores to identify content areas that needed additional support. These specific areas were then integrated into student learning plans, studied and re-enforced with mini-lessons throughout the semester, and then used to identify specific gains.

Classroom as an Democratic Institution

My key to a management system in my classroom is student relationships. I make it a point to get to know each and everyone of my students on a personal level. This can be accomplished through a variety of team building exercises, reflective writing or just everyday acknowledging students as human beings entitled to a powerful learning environment. Establishing relationships is central to others in my classroom as well so we will begin to learn how to operate as a collective team through powerful learning experiences. We will then take these experiences and build on them in the classroom where we will collectively and collaboratively create and design our classroom policies. Spending time up front, building relationships, classroom norms, trust and a safe environment for students to learn are central to managing and effective place for kids to get excited about learning. Communication with parents is especially central. Positive phone calls home to encourage student behavior and practice are crucial as well as acknowledge student achievement whenever the opportunity presents itself. I largely see my classroom as an extension as a part of our larger society, where there are certainly rights and some privileges, but those, like the community we live in are being negotiated and need dialogue to constantly to improve the human condition. My classroom is a place where structures and systems certainly have a place, but ultimately, I want to raise young men and women that will have an internal management system that respects and cherishes all.

Importance of Collaboration

Looking back over my career, I would not be half as successful if it were not for working with extremely smart and passionate people. Whether it was acting as a mentor for a student teacher, leading and working with staff to facilitate professional development sessions, or sharing resources to improve student learning, collaboration and working close with my colleagues and friends has left me humbled, empowered, and ultimately, successful in the field of education. Because of an amazing cadre of professionals, we were able to accomplish what no other public or charter school was able to achieve: graduate 95% of entering freshmen four years later and of that, over 90% of those students were accepted to post-secondary institutions. In my classroom, collaborating with students, parents, community members, and colleagues, allowed me to leverage student learning towards high school graduation and college readiness. On a national scale, my promotion to work with the Alternative High School Initiative was due largely to my colleagues and friends. Additionally, collaboration with a national network of youth development organizations, key stakeholders, superintendents, program officers, directors, curriculum specialists, principals, and educators, have made our initiatives key to building network and school capacity. On every level of my career, collaboration has been the key to positive student outcomes.