BY BRIAN BAKER
It is a tough time for education. It’s frustrating that schools struggle for funding and teachers resort to an initiative to get the pay they deserve. There has got to be a way to elevate education to the top of our priority list. We need to demonstrate that our schools and teachers are doing a good job and deserve more support.
Teaching is a difficult job and it is not getting any easier. Most teach because they love the profession — they obviously don’t do it for the money. It is rewarding when that light bulb appears as a child grasps a difficult concept. It is very satisfying to help a student learn.
Most students want to learn. Kids want opportunities; they want to succeed. Helping kids be their best, that is what teaching and education is all about — and that is what teachers and schools strive for.
It’s not just the process or the "seat time" that matters, we have to provide the right education. It is a competitive world and our kids have to learn the skills they will need to take their place in it. We owe it to students to make sure they’re adequately prepared. It means teaching the fundamentals (reading, writing and math) that are essential for success. It means making certain that students have really mastered these key skills. And, if we’re really serious about performance-based education, it requires providing teachers and schools the support they need to succeed.
So how do we do that? How do we make sure that we’re teaching students the right things? How do we provide our students with the tools they need to make their dreams come true? How can we create an education environment that brings out the best in our schools and in our students?
First, we must acknowledge that student achievement is a shared responsibility. It is not just the teacher’s job to make certain a student is learning the right skills. Students, families and communities must join with educators to create an environment that fosters and supports education improvement. Education needs to be a priority, not just for teachers and principals but for the entire community.
Second, we must recognize that teachers and principals are already working very hard to provide children the best education possible. More needs to be done, but you can’t wave a wand and expect dramatic changes to magically occur. As we implement improvement measures in each school we are essentially revamping an entire organization. It takes hard work, new procedures, improved teaching methods and excellent leadership skills. There must be a commitment to provide teachers and principals with the necessary training and skills to be successful.
Third, we need to celebrate the progress that has been made over the last few years. Reform measures adopted in 1993 are being implemented in schools across the state. It is widely acknowledged that our public schools are improving. There is renewed focus on academic achievement and accountability.
Finally, we need to renew our commitment to continued improvement. As principals we support the statewide learning standards (essential academic learning requirements —EALR) jointly established by education experts, teachers, community leaders and parents. These standards, in the core areas of reading, writing, mathematics and communications, provide clear expectations for what students are expected to learn at each grade. They provide a baseline for judging performance.
It is not enough to just have standards. We must track a student’s progress in meeting those standards. That’s why there are student assessments, called the WASLs (Washington Assessment of Student Learning). The WASL is a statewide assessment given annually to 4th, 7th and 10th graders. The results provide feedback about both student and school performance. Although we need to continually refine and improve the WASL, it is one of many important tools for evaluating performance and for ensuring that no child is left behind. A low score on the WASL may mean that a student needs additional assistance.
The WASL is not the problem; rather it should be viewed as part of the solution. A chance to find out if students are lacking any key skills before they graduate. A chance to assess how our schools are doing in teaching these vital skills. An opportunity to make changes, if necessary.
It is wrong to suggest that the WASL should be delayed or abandoned. We need assessments to demonstrate that public education is effective and to prove that money invested in education is money well spent. Educators are committed to improving student learning and we should not oppose efforts to measure how well we are doing. If we do, we may never gain the support that we need and deserve.
Brian Baker is the executive director of the Association of Washington School Principals.
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