It is the eve of the first day of school in Texas, I go to bed early, and then I awake thinking that the Republican Convention is postponed tomorrow due to Isaac, but many of that state’s surrounding public schools are open. I think that is telling. I think that is symbolic. The Republican Party is delayed a day, their platform is delayed by a century, and the schools go on.
So, let this be the first day of school, the first day of learning. Thunder is caused by lightning which super heats air. As the air contracts it creates a partial vacuum filled with expanding air that creates a resonant crack or a rumble. It is not caused by anybody up there bowling. Got it? Perhaps not. The point is that we have advanced our knowledge through all the sciences (and I include sociology, psychology, archeology, etc.) to the extent that we really, really know a lot. Each day I am amazed that people hold ideas that are not grounded in truth, not grounded in knowledge, not grounded in fact. One of the truly remarkable attributes of our species of life is to believe something so strongly that reality has no chance. The only chance reality has is an education. So, let’s go to school tomorrow and hope everyone on the Gulf Coast escapes the storm unharmed.
We might learn that life on this 4.5 billion year old planet emerged about 3 billion years ago in single cell simple forms and gradually escalated and grew more sophisticated, (yes, Victoria, I’m talking evolution,) to become one of several species of humans about 2.5 million years ago. By about 500,000 years ago we were down to only a couple of species of humans, and 200,000 years ago those species apparently merged to become modern humans. The earth is not 6,000 years old. Humans did not spring overnight from dust in the hands of a supernatural being. We emerged and evolved.
There are a host of human holy books including the Torah, the Bible, the Qur’an, the Tipitaka, the Rig Veda, and the Kojiki. None of these books were written by deities. They were all written by human hands. Our knowledge has exploded since each of these books were written, though there are those who continue to believe in literal statements in each one of them rather than learning the true tenants of the belief. The central message in each is believe in the supernatural, love your neighbor, forgive your neighbor, and go forth and do good works.
Where were we? Oh yes, what we know vs. believe. We know trickle down economics, supply side economics, has never worked. Never. It did not work for Reagan, or either Bush both of whom incurred massive debt. We have seen what Europe has gone through with its austerity budgets. That did not work either. Supply side/trickle down/balanced budgets are Medieval, proposed by lords who want peasants to fend for themselves. It is proposed by people who have something to trickle down and do not want to. They missed the point of all the books listed above. We know that the grand story of humanity is the spread of liberal thinking vs. the defensiveness of those who would conserve things as they are now or were in the past. Forever, governments were formed based on birth right, a truly scary notion, or by the physical defeat of one king at the hands of a stronger king, an even scarier notion. Then somewhere around the mid 1700’s some philosophers who were so out in left field in their day they were persecuted, proposed that perhaps the government could be of the people, by the people, for the people. These were extreme left-wingers! They had to fight to have their chance to set up such a government. They won. Welcome to America, home of liberal thought on planet earth.
We have always been a nation of immigrants. The people we call Native Americans immigrated here. The founding fathers immigrated here. Welcome to the land of immigrants.
We have been struggling for 200 years to expand the notion of civil liberties, that is the rights of all humans, not just a select few. At first, it only belonged to white male property owners. Lincoln, a Republican, gave rights to Black Americans to be declared people not property, and black males got to vote in the USA before white women. Finally in the early 1900’s women were given the right to vote. There are groups who would prefer to return to some day where people are declared illegal immigrants so they cannot vote, sorta like Native Americans and our Founding Fathers who entered the country without documentation. I know a few husbands who would prefer their wives not vote and are scared to death their daughters will. I know men who believe women should not have decision making authority over their own reproductive systems because they find a line in one of the holy books mentioned above that seems to make conception a miracle. Sexual reproduction on this planet existed millions of years before humans appeared. Process is pretty simple if you ask any kid in FFA. The female bears the young. If, in fact, there is a deity that created all the life on this planet then surely we should refer to the deity as feminine, so as not to insult Her Holiness.
It is also very interesting to me that those who learned great truths (Galileo, Newton, etc.) were punished, and persecuted by those who were belief-based. That trend continues today.
So, simple truths: learn economics, learn biology, learn anthropology, learn chemistry, learn math, learn astronomy, and absolutely learn the language to learn those areas listed above, and you will become educated. You will have great potential based on knowledge, not belief.
Wonder why on the first day of school there is a political party hell bent on keeping the masses from learning truth in the public schools, would like to see it dismantled, would like to see it face less funding, would like to see it become an institution of faith based learning, would like to shift funds from public schools to private and/or competitive schools. Wonder why?
God bless all the children going to school tomorrow to learn the truth.
Amen.
Sunday, August 26, 2012
Wednesday, August 8, 2012
The American Idol Model of Professional Evaluation
Have you ever wanted to evaluate teachers or principals or superintendents? Want to know what it takes to do so? Here’s what you need to qualify by state law in Texas.
To evaluate a teacher, you must first be one. That means completing a college degree. To become an elementary teacher you will major in elementary education. To become a secondary teacher you will have to major in a teachable subject like math, history, biology or the like. After you complete your subject area major you must take education courses and complete student teaching. It takes almost a full year longer to become an elementary or secondary teacher than it does any other major. Once you have finished college you must pass two state competency standardized tests to become certified to teach. Once you are certified to teach you get a job. (I have ranted before on the idiocy of the state requirements to become a teacher, and shall not vent on that topic again here. Might want to check an earlier post entitled “Certification”)
After you have taught for five years you can get a masters degree in either administration or supervision. (Some folks work on this while they are in their first few years of teaching, but those are very demanding years, so many wait until much later. I waited 10 years.) While you are at it, you must also get another certificate as an administrator. So yes, a master’s degree in education requires more course work than other masters. Once you complete your masters you must pass another state competency standardized test to become certified to be an administrator. Once you have done that, you must take training in the state process of evaluating teachers and pass the test at the end, and you must take training in instructional leadership and pass the test at the end. At that point, you are certified and trained to evaluate teachers. And only then. Most administrators will tell you that even once you have your master’s degree and are trained and certified it takes several years of actually doing teacher evaluations to get good at it.
OK, so to evaluate teachers legally in Texas you must be degreed and certified to teach, must have taught, must get a masters degree, must become certified to be an administrator and must get training in teacher evaluation and instructional leadership. The qualifications, education, time and money invested in higher education and educational training to legally evaluate teachers is pretty steep. Bill Gates is not qualified. Nor is the legislature (who made these rules in the first place), nor are governors, nor are parents, mayors, good ole boys, or school board members. But once you have all those credentials and have a job and have several years experience working with teachers on a daily basis, you are qualified and can legally say this teacher is a keeper and this teacher is not.
Evaluating teachers is tough work. Some teachers teach disabled kids for whom learning how to use a spoon or go the bathroom is a major accomplishment. Some teachers teach poor kids who come from a home environment that is actually hostile to learning. Some teachers teach the really bright kids of Tiger Moms or Bear Moms and compete to get great grades. Almost all teachers show up and do the best job they can each day. They take roll, enforce dress codes, do duties, stand in the hallway, write lesson plans, master Xerox machines, iPads, grading software, attendance software, and interact with a 100 kids or more each day and are expected to teach. Teachers are held accountable for all those things. No untrained person could. No untrained person can evaluate them. Surely, there is no way to use a questionable standardized test score administered once a year to measure them. That’s like applying the mortality rate to oncologists and plastic surgeons. And surely, no lay person can assess them.
Want to evaluate administrators? First, you have to do all the above to get to the point you can evaluate teachers. Then it is back to school to get post masters hours. Then you must pass another state test to get a superintendent's certificate. Then you must get trained in one of several administrator assessment models. I am trained in three and am certified to be a trainer for all three. I have done all the above and am certified to evaluate teachers and administrators. Thank God I'm retired! If you have not done all this, it is illegal for you evaluate administrators.
Administrators not only run herd on kids, they run herd on teachers and paraprofessionals. They are responsible for custodians and cafeterias and budgets and accountability and PTO and keeping the supe happy and out of the frying pan. They are responsible for so much more than just the instruction in their buildings and none of them would ever want to protect an incompetent teacher. It is just not worth it given all the damage that can be done. They will also go to the wall for teachers to protect them from some lay person's perceived malfeasance. That’s what good administrators do, support teaching.
Don’t get me started on superintendents. They are all crazy. The worst of them are manipulative, ambitious, political animals more prone to pander to American Idol than good instruction. The best of them are grounded in ethics, kids, teaching and support. Funny that we allow only school boards to evaluate these folks and those board members are really not required to have much training at all. Many board members have no education beyond high school. School boards cannot legally evaluate teachers or administrators, but are legally required to evaluate superintendents. Hence the frequent clash between boards and supes, and hence the annual average tenure rate of 2.5 years for superintendents in Texas
I recognize that teachers and administrators are evaluated all over town in coffee shops, barber shops, church and back yards. I also know that the kind of perception held by parents and others is always defensive for their loved ones enrolled in school. I have always found it amazing that many of the teachers with the highest expectations and highest standards for their kids are the ones least popular with the public. Sometimes the teachers kids like the most are teaching the least. Sometimes it is the other way around. Teaching is a venture in changing the future and one never really knows how powerful a teacher is for years yet to come. (I am still getting emails from kids I taught 30 years ago thanking me for the influence in their lives. Geeze, I thought they hated my class.)
Teaching and administrating are professions practiced by professionals and evaluated by professionals. If you do not have the credentials you are not qualified to judge. We should never approve contracts or move teachers or administrators around based on the phone calls from the lay public or a school board perception. If you are not a pro, get out of the business of passing judgment or evaluating teachers or administrators. This is public education delivered and evaluated by pros.
This is not American Idol.
To evaluate a teacher, you must first be one. That means completing a college degree. To become an elementary teacher you will major in elementary education. To become a secondary teacher you will have to major in a teachable subject like math, history, biology or the like. After you complete your subject area major you must take education courses and complete student teaching. It takes almost a full year longer to become an elementary or secondary teacher than it does any other major. Once you have finished college you must pass two state competency standardized tests to become certified to teach. Once you are certified to teach you get a job. (I have ranted before on the idiocy of the state requirements to become a teacher, and shall not vent on that topic again here. Might want to check an earlier post entitled “Certification”)
After you have taught for five years you can get a masters degree in either administration or supervision. (Some folks work on this while they are in their first few years of teaching, but those are very demanding years, so many wait until much later. I waited 10 years.) While you are at it, you must also get another certificate as an administrator. So yes, a master’s degree in education requires more course work than other masters. Once you complete your masters you must pass another state competency standardized test to become certified to be an administrator. Once you have done that, you must take training in the state process of evaluating teachers and pass the test at the end, and you must take training in instructional leadership and pass the test at the end. At that point, you are certified and trained to evaluate teachers. And only then. Most administrators will tell you that even once you have your master’s degree and are trained and certified it takes several years of actually doing teacher evaluations to get good at it.
OK, so to evaluate teachers legally in Texas you must be degreed and certified to teach, must have taught, must get a masters degree, must become certified to be an administrator and must get training in teacher evaluation and instructional leadership. The qualifications, education, time and money invested in higher education and educational training to legally evaluate teachers is pretty steep. Bill Gates is not qualified. Nor is the legislature (who made these rules in the first place), nor are governors, nor are parents, mayors, good ole boys, or school board members. But once you have all those credentials and have a job and have several years experience working with teachers on a daily basis, you are qualified and can legally say this teacher is a keeper and this teacher is not.
Evaluating teachers is tough work. Some teachers teach disabled kids for whom learning how to use a spoon or go the bathroom is a major accomplishment. Some teachers teach poor kids who come from a home environment that is actually hostile to learning. Some teachers teach the really bright kids of Tiger Moms or Bear Moms and compete to get great grades. Almost all teachers show up and do the best job they can each day. They take roll, enforce dress codes, do duties, stand in the hallway, write lesson plans, master Xerox machines, iPads, grading software, attendance software, and interact with a 100 kids or more each day and are expected to teach. Teachers are held accountable for all those things. No untrained person could. No untrained person can evaluate them. Surely, there is no way to use a questionable standardized test score administered once a year to measure them. That’s like applying the mortality rate to oncologists and plastic surgeons. And surely, no lay person can assess them.
Want to evaluate administrators? First, you have to do all the above to get to the point you can evaluate teachers. Then it is back to school to get post masters hours. Then you must pass another state test to get a superintendent's certificate. Then you must get trained in one of several administrator assessment models. I am trained in three and am certified to be a trainer for all three. I have done all the above and am certified to evaluate teachers and administrators. Thank God I'm retired! If you have not done all this, it is illegal for you evaluate administrators.
Administrators not only run herd on kids, they run herd on teachers and paraprofessionals. They are responsible for custodians and cafeterias and budgets and accountability and PTO and keeping the supe happy and out of the frying pan. They are responsible for so much more than just the instruction in their buildings and none of them would ever want to protect an incompetent teacher. It is just not worth it given all the damage that can be done. They will also go to the wall for teachers to protect them from some lay person's perceived malfeasance. That’s what good administrators do, support teaching.
Don’t get me started on superintendents. They are all crazy. The worst of them are manipulative, ambitious, political animals more prone to pander to American Idol than good instruction. The best of them are grounded in ethics, kids, teaching and support. Funny that we allow only school boards to evaluate these folks and those board members are really not required to have much training at all. Many board members have no education beyond high school. School boards cannot legally evaluate teachers or administrators, but are legally required to evaluate superintendents. Hence the frequent clash between boards and supes, and hence the annual average tenure rate of 2.5 years for superintendents in Texas
I recognize that teachers and administrators are evaluated all over town in coffee shops, barber shops, church and back yards. I also know that the kind of perception held by parents and others is always defensive for their loved ones enrolled in school. I have always found it amazing that many of the teachers with the highest expectations and highest standards for their kids are the ones least popular with the public. Sometimes the teachers kids like the most are teaching the least. Sometimes it is the other way around. Teaching is a venture in changing the future and one never really knows how powerful a teacher is for years yet to come. (I am still getting emails from kids I taught 30 years ago thanking me for the influence in their lives. Geeze, I thought they hated my class.)
Teaching and administrating are professions practiced by professionals and evaluated by professionals. If you do not have the credentials you are not qualified to judge. We should never approve contracts or move teachers or administrators around based on the phone calls from the lay public or a school board perception. If you are not a pro, get out of the business of passing judgment or evaluating teachers or administrators. This is public education delivered and evaluated by pros.
This is not American Idol.
Saturday, June 16, 2012
Won't You Be My Neighbor?
I miss you, Fred. Educator, Presbyterian minister, song-writer, producer and easy-going, temperate sweater-wearer, you constructed a calm, thoughtful sanctuary each day safe for kids, safe for me. I loved your neighborhood where everyone was welcome, everyone was safe, everyone was accepted, everyone learned. Yes, you were boring. And yes, it always kind of bothered me that you began each show with a slow mini-strip tease using a hanger as a prop and supported by your own music, then headed into, not out of, the closet. But that’s just me and I see things from a perspective not oft shared and perhaps warped. Keep your sweater on and I will be your neighbor.
And that’s not right! How dare I establish pre-requisites for neighbors? Do I really do that? Perhaps. Am I the Good Samaritan, or do I pick and choose whom I shall claim as neighbor, as friend. Should it not be that I approach each person as my neighbor regardless of their wardrobe or body art or hair style or skin pigmentation or country of origin? If I have contact with you, I shall call you neighbor. If you have need, I shall provide succor.
Yes, I wrestle with the large, the big picture, the last page of Zoom. Why is there air and why does ice float? And in doing so I may miss small opportunities to care for those close, those small, those in need. I have a neighbor who lives nowhere near me who taught me that. I am particularly bad about that when I am in need, when I hurt, when I feel waylaid on the side of the road.
I want to be more like Fred. I want to promote the success of all I know, help them grow, do better, succeed, and heal them when they hurt. I want to do that even if they strike out at me, disagree with me, leave me. I want to be a better person. I want to be a good neighbor.
It is, once again, Father’s Day weekend and I miss my Dad. He was a good neighbor to all. I am a sentimental old gal and shall try to do better in that department. Thanks, Dad. Thanks, Fred.
I will be your neighbor. Won’t you be my neighbor? I’ll keep my sweater on.
And that’s not right! How dare I establish pre-requisites for neighbors? Do I really do that? Perhaps. Am I the Good Samaritan, or do I pick and choose whom I shall claim as neighbor, as friend. Should it not be that I approach each person as my neighbor regardless of their wardrobe or body art or hair style or skin pigmentation or country of origin? If I have contact with you, I shall call you neighbor. If you have need, I shall provide succor.
Yes, I wrestle with the large, the big picture, the last page of Zoom. Why is there air and why does ice float? And in doing so I may miss small opportunities to care for those close, those small, those in need. I have a neighbor who lives nowhere near me who taught me that. I am particularly bad about that when I am in need, when I hurt, when I feel waylaid on the side of the road.
I want to be more like Fred. I want to promote the success of all I know, help them grow, do better, succeed, and heal them when they hurt. I want to do that even if they strike out at me, disagree with me, leave me. I want to be a better person. I want to be a good neighbor.
It is, once again, Father’s Day weekend and I miss my Dad. He was a good neighbor to all. I am a sentimental old gal and shall try to do better in that department. Thanks, Dad. Thanks, Fred.
I will be your neighbor. Won’t you be my neighbor? I’ll keep my sweater on.
Saturday, June 2, 2012
How to Destroy Public Schools
I love public schools and deeply believe they are the basis of a continual functioning democracy. If we are unable to educate every child in this nation we should simply abandon democracy and turn the country over to the plutocrats, forsake all notions of equity and equality, and simply announce that by birthright or luck if you end up making more than say $300,000 per year you get to rule. The rest of us are ignorant peasants. (Though I wonder if the plutocrats have really thought through what life would be like without a quality workforce, open economy and functioning middle class around them, but that is fodder for future posts.) It is not our army or navy that keep us free, it is our knowledge, our wisdom, and our equity that keep us free. If we were uneducated, we would not go to war unless we were attacked, and even then we would lose to more advanced technologies because we were uneducated. To put it simply, if you want to be a red-blooded American patriot then know that the roots of a sustainable democracy lie deep in the halls and classrooms of public education.
Hence, plotting to undermine, destroy, hamper or diminish our public school system should be, in my not so humble opinion, treated as tantamount to terrorist plotting. Given that assumption, I find myself surrounded by terrorists and I am not quite sure what to do about it. Many of these terrorists are held in high esteem by their fellow citizens: Rhee, Duncan, Perry, Gates, Koch, Broad, entire state legislatures, etc. Do not be fooled by their public stature. They seek to undermine American public education. These cells are interconnected and are now operating out in the open. Worse, they are winning a war of attrition. Their tactics vary, but they share one common goal. If you want to destroy public education it must be subtly attacked from the inside, not the outside, and the attack must be focused on one of the core features of a public school. Safety. Freedom from fear. Security.
Unless they have absolutely no means, parents will not send their children to a school they perceive to be dangerous. We can debate the merits of the accountability metrics all day and whether the results mean anything in terms of learning or not, but a parent will first and foremost demand that their child feel safe at school. The anti-bullying outcry in this country has touched that nerve. We will not tolerate bullies in our schools. We will not tolerate weapons in our schools. We will not tolerate drugs in our schools. We will not tolerate gang-related activities in our schools. We first and foremost must keep our children safe. Once safe, they can learn. When a tornado threatens, or a jet flies into a building in New York City, parents rush to the school during the day to get their kids to keep them safe. When the standardized test scores come out, no such emergency-like withdrawal by parents occurs. “Oh my! My child failed to achieve mastery on the state math test! I need to leave work and head to school to make sure he is OK.” Not gonna happen.
OK, so if I want to destroy public schools, undermine them, shake loose their supporters and diminish the financial support, how can I strike fear in the very institutions designed first and foremost to be safe? I cannot threaten children. That most likely will reveal my true motives and somehow cast me as an evil person, a Scrooge, a terrorist, a monster. I cannot afford that role. What I can do is structure the political environment so that the adults in the school, the very ones who are charged with providing a safe and secure place for children, do not feel safe and secure themselves. I can scare the bejezuz out of teachers, principals and superintendents. I can bully them! If the adults are scared, they will be severely handicapped when tasked with providing a nurturing, caring learning environment for kids. In fact, the adult fear may be contagious. We can scare kids out of school and scare their parents out of supporting the school by scaring the employees of the school! So cool! And, we can do it under the guise of seeking to improve the school. More measures, more high stakes tests, more adult employment tied to high stakes tests. Oh wait, this is way too good. We can claim to help the school while sowing the seeds of its demise! What a plot! What a plan! We shall succeed!
And these evil doers are succeeding. They are converting one of our most sacred institutions into high stress, high fear, high pressure zones. A third grade classroom on state standardized test day feels the same as the floor of the New York Stock Exchange, just much quieter.
Teachers are stressed and scared. Principals are stressed and scared. Superintendents have always been stressed and scared, but now they are close to psychotic. Some have even gone over to the dark side and joined a terrorist cell themselves, clear evidence the terrorists are slowly winning. The metrics we use to judge schools and judge teachers advocated by those who would undo public schools have created one of the scariest places on earth: a building wherein 10 year-olds determine the fate of professional adults using #2 pencils and bubble sheets.
I’m old. I have led a full life. I loved my years in public education, devoted to children, keeping them safe, teaching them what they need to know. The current generation of educators does not know what such a profession feels like. They do not know what it means to drive to work, not even thinking about job security or test scores, but thinking about their kids and how to help and what to plan and what to do. When you are frightened and stressed, to whom do you turn? Someone calm, wise, secure and caring. Children now can find few of these attributes in the adults around them at school. We are driving such people out of public schools and we must, we absolutely must, stop.
Want a safe school? Keep the adults therein safe from political bullying.
Hence, plotting to undermine, destroy, hamper or diminish our public school system should be, in my not so humble opinion, treated as tantamount to terrorist plotting. Given that assumption, I find myself surrounded by terrorists and I am not quite sure what to do about it. Many of these terrorists are held in high esteem by their fellow citizens: Rhee, Duncan, Perry, Gates, Koch, Broad, entire state legislatures, etc. Do not be fooled by their public stature. They seek to undermine American public education. These cells are interconnected and are now operating out in the open. Worse, they are winning a war of attrition. Their tactics vary, but they share one common goal. If you want to destroy public education it must be subtly attacked from the inside, not the outside, and the attack must be focused on one of the core features of a public school. Safety. Freedom from fear. Security.
Unless they have absolutely no means, parents will not send their children to a school they perceive to be dangerous. We can debate the merits of the accountability metrics all day and whether the results mean anything in terms of learning or not, but a parent will first and foremost demand that their child feel safe at school. The anti-bullying outcry in this country has touched that nerve. We will not tolerate bullies in our schools. We will not tolerate weapons in our schools. We will not tolerate drugs in our schools. We will not tolerate gang-related activities in our schools. We first and foremost must keep our children safe. Once safe, they can learn. When a tornado threatens, or a jet flies into a building in New York City, parents rush to the school during the day to get their kids to keep them safe. When the standardized test scores come out, no such emergency-like withdrawal by parents occurs. “Oh my! My child failed to achieve mastery on the state math test! I need to leave work and head to school to make sure he is OK.” Not gonna happen.
OK, so if I want to destroy public schools, undermine them, shake loose their supporters and diminish the financial support, how can I strike fear in the very institutions designed first and foremost to be safe? I cannot threaten children. That most likely will reveal my true motives and somehow cast me as an evil person, a Scrooge, a terrorist, a monster. I cannot afford that role. What I can do is structure the political environment so that the adults in the school, the very ones who are charged with providing a safe and secure place for children, do not feel safe and secure themselves. I can scare the bejezuz out of teachers, principals and superintendents. I can bully them! If the adults are scared, they will be severely handicapped when tasked with providing a nurturing, caring learning environment for kids. In fact, the adult fear may be contagious. We can scare kids out of school and scare their parents out of supporting the school by scaring the employees of the school! So cool! And, we can do it under the guise of seeking to improve the school. More measures, more high stakes tests, more adult employment tied to high stakes tests. Oh wait, this is way too good. We can claim to help the school while sowing the seeds of its demise! What a plot! What a plan! We shall succeed!
And these evil doers are succeeding. They are converting one of our most sacred institutions into high stress, high fear, high pressure zones. A third grade classroom on state standardized test day feels the same as the floor of the New York Stock Exchange, just much quieter.
Teachers are stressed and scared. Principals are stressed and scared. Superintendents have always been stressed and scared, but now they are close to psychotic. Some have even gone over to the dark side and joined a terrorist cell themselves, clear evidence the terrorists are slowly winning. The metrics we use to judge schools and judge teachers advocated by those who would undo public schools have created one of the scariest places on earth: a building wherein 10 year-olds determine the fate of professional adults using #2 pencils and bubble sheets.
I’m old. I have led a full life. I loved my years in public education, devoted to children, keeping them safe, teaching them what they need to know. The current generation of educators does not know what such a profession feels like. They do not know what it means to drive to work, not even thinking about job security or test scores, but thinking about their kids and how to help and what to plan and what to do. When you are frightened and stressed, to whom do you turn? Someone calm, wise, secure and caring. Children now can find few of these attributes in the adults around them at school. We are driving such people out of public schools and we must, we absolutely must, stop.
Want a safe school? Keep the adults therein safe from political bullying.
Sunday, May 27, 2012
Govern Ants
A hot, humid morning and I slowly traverse the damp space between back door and garden, still in robe and slippers, coffee cup in hand, to check my tomatoes. Ah, there is one, low on the vine, just turning. If I pluck it quickly the mocking birds will not get it. I set my cup down, stoop, one hand on mulch one reaching in for the ripe fruit, when a sudden stinging draws a gasp and jerk. My support hand is covered in fire ants, biting, stinging, swarming. I frantically swipe the fierce little insects off my hand, but not without multiple wounds, now on both hands. I retreat. The birds may have this tomato and I will add something stronger to my coffee to relieve the pain.
I have a good friend who is a superintendent. He has had a rough spring and may be on the verge of hanging it up for good. The issue for him, as it almost always is with others of his position, is governance. When practicing superintendents are asked why they are leaving a school system for another or finally retiring, they typically say it is governance issues. Read that as the supe’s relationship with the board of trustees. My friend is being swarmed by govern ants.
Via a complicated mix of variables kids go to school dragging their family background, culture, abilities, gifts, interests, expectations and values with them to sit at the feet of degreed certified teachers who drag their family background, culture, abilities, gifts, interests, expectations, values and training with them, who work in a building governed by a principal who drags his or her family background, culture, abilities, gifts, interests, expectations, values, training and experience with them while they report to a superintendent who drags his or her family background, culture, abilities, gifts, interests, expectations, values, training and experience with them, who reports to an elected school board who drag their families’ backgrounds, cultures, abilities, gifts, interests, expectations, perceptions and values with them all for the purpose of educating the kids who showed up in the first line of this long sentence. This all happens in a context of politics and funding and mandates and local priorities and perceptions. Amazing anything gets done in this highly complex human environment!
If it were possible to send a memo telling everyone to do better and be successful then we would be done. That does not work with humans. It works with computers and robots, but not with humans. Humans must be cajoled, convinced, lobbied, trained, informed and believe in the possibility of something better before they jump into a change. Change is scary, and change is seen as unreasonable if one feels successful already, or has a great excuse grounded in some external factor for current failure. Sometimes local boards want change and are frustrated that it does not happen quickly enough. Sometimes local boards want the status quo and are frustrated that change is inevitable. Regardless, boards can get frustrated. They really only have one person to receive the focus of their frustration – the supe.
School boards are really interesting governing bodies. The only requirement to run for the Board is to be a registered voter and live in the district. These are elected officials who oversee a highly complex operation that in Texas alone costs billions of dollars, employ hundreds of thousands of degreed, licensed professionals, and serve millions of children. The mandates from state and federal legislative bodies are highly complex. The curriculum is highly evolved. The assessments are highly challenging. The financial and educational accountability is so vast that few understand all the complexities. Running a public school requires knowledge and expertise of such scope and breadth that few master all of the nuances. Add to that the attributes of a highly complex human institution described in the third paragraph above and it is apparent that leading a school system is very demanding. School board members enter office with no background, no training, and no experience in any of the facets of public education. They are not required to have a college degree and most do not. They are not required to have studied the parameters and variables of professional practice prior to approving contracts. They are not required to have mastered the school finance system prior to approving the budget and setting the tax rate. They are not required to understand the sociological and psychological leadership dynamics in motivating a labor intensive group of professionals to change their behavior. There are few quantitative measures to judge the quality of the performance of school systems despite decades of legislative attempts to create such metrics. The event horizon for successful schooling is decades away, not months when the scantron sheet results arrive. Board members are good people, arriving on the job to serve their communities and possibly to accomplish some personal agenda relative to an individual employee or program. But, they are people, both precious and flawed, and they are not educators, not professional, and they swarm over superintendents as though they know more about schools than the hired CEO. The governance issue is one of govern ants, and it is the supe that gets stung.
This is much more common in small systems. Texas has over 1,000 school systems, but the median sized district is just under 900 kids. That means most school systems in Texas are small. In small towns everyone knows school board members and school board members know everyone. This dynamic alone is like bait for govern ants. A father mad at the football coach does not talk to the football coach; he talks to his childhood friend the school board member. A mother mad that she cannot take a cupcake to her elementary daughter’s classroom during the day does not talk to the principal; she talks to her neighbor, the school board member. A set of parents exasperated and embarrassed that they cannot help their 6th grader with math homework does not talk to the teacher or the principal; they call a school board member. Board members form opinions regarding staff and programs from informal feedback that occurs outside the professional evaluation loop. Sometimes, the professionals are ignorant of the opinions being formed, sometimes not. Once formed, however, it is almost impossible to change.
(This informal, unprofessional evaluation system also happens in larger systems, but usually as the result of some negative media coverage. Let an employee do something stupid and it will be on the 6:00 news and everyone wants to know what the school system is going to do about it. Again, that falls typically on the supe. I find it interesting, however, that boards in large systems do not intervene in personnel nearly to the degree they do in small systems. Most large systems have delegated personnel decisions to the supe and remain out of it. If a system has 70,000 kids and 9,000 teachers, the 7 member board is not likely involved in individual professional evaluations and surely does not know all the teachers. In a system with1400 kids and 120 teachers with a board the same size as the large system, all 7 members of the board are likely to know the teachers. They know the principals even better.)
So let us say that a highly successful teacher is perceived by the board as incompetent. That perception is formed by informal parental complaints fed to board members by parents of the students in the class. The teacher is too hard. She expects too much. She cannot explain the material as is evidenced by the fact that the child does not understand. Her sense of rigor, standards, expectations are too high and she has the gall to award grades of less than an “A” to students of parents of stature. Board members hear this over and over, but do not share it with the supe nor encourage the parent to meet with the teacher. Rather, the board members assure the parents they will take care of the problem; after all, they are a member of the board. The supe and principal and teacher, however, continue to celebrate and support the outcomes achieved in the classroom. Clearly this teacher is outstanding. Not just from standardized test results, but by the level of work, the level of success, and the ongoing measures of continual student progress all indicate students in her class are learning and learning very well. This teacher is perceived as a leader, a star, by many parents, peers and students. When graduates are asked who best prepared them for a post high school future, this teacher is consistently named. She is a keeper, and the principal and supe know if their own children were in the building this is the teacher they would want.
The principal recommends to the supe who recommends to the board that this teacher’s contract should be renewed and extended. The board votes no. Chaos ensues. The chaos is a governance issue. Who should evaluate professional staff? Who should decide who continues in employment or not? Who manages the districts personnel? These are governance issues. And they are intense in small towns. Sometimes this intensity is generated over a teacher, sometimes over a principal, sometimes over a coach. Regardless, when a board and a supe are on different pages and hold different attitudes regarding personnel the system wobbles. Principals need to know that not only will the supe back them, but that the supe will have the backing of the board. Teachers need to know that not only will the principal back them, but that the supe will back the principal. When there is evidence that this is not the case, folks tremble and begin to evacuate. The evacuation can begin to resemble a tsunami.
The evacuation can start for a variety of reasons. Sometimes it is the parent loop regarding staff. Sometimes it is the staff loop regarding administrators. Sometimes it is parents and staff regarding a coach. Regardless, when the feedback loop does not follow prescribed legal channels and the response is not a professional response, chaos ensues and evacuation happens.
When the evacuation begins, typically the board will turn to the supe to stop the flow of staff out of the district. Via an amazing set of cognitive dissonance, the board holds the supe accountable for staff while being willing to overrule the supe on staff, and then blame the supe for the consequences of doing so. Go figure.
Ultimately, the supe will leave as part of the evacuation. Having been swarmed by the govern ants he or she will be stung so deeply survival is not possible. Ultimately the board will be blamed and citizens will elect another board to stabilize the district via a new supe who hires new principals who hire new teachers. Each school system appears obligated to go through this confirmation of chaos theory every so many years – districts that are stable will move to chaos, districts that are in chaos will move to stability. The new board will be determined to support the new supe and will follow his or her recommendations because it is in the board’s best interest to make the new supe successful and stabilize the system. Once that board rotates off, an incoming board will want to flex their political power and hold the new supe more accountable and a new ant hill is formed full of govern ants with issues.
How do we stop the govern ants from swarming the system? There are policies and procedures in place that could or should stop it, but they tend not to be followed. Such policies say that only the supe can oversee professional evaluations and only the supe can make contractual recommendations to the board. There are policies that say when board members receive complaints they are to refer the complainant to the appropriate administrator and notify the supe. There are policies that require the supe and the board to annually work together as a Team of 8 to ensure that they are following the above. In systems moving from stability to chaos these are not followed.
There are some other remedies I think we should consider. If you want to seek election as a judge you better be an attorney. If you want to serve on a board that oversees the management of a system designed by law to create college-ready students, you should have a college degree. If you want to hold office as a judge, you are required to recuse yourself if someone you know or do business with shows up in your court to avoid conflict of interest. If you want to serve as a board member, you should recuse yourself on any issues that impact your own children or family members in the system. A board member with a son in athletics should be recused from all decisions relative to athletics. Seems reasonable to me, but in fact it is the opposite that happens. Folks get on the board because they have kids in the systems, programs they want to influence and employees they want to get rid of. It is the opposite of objectivity and clearly a conflict of interest, but it is local school politics. Other remedies could include placing all personnel decisions, (hiring, firing, contractual), in the hands of the supe and requiring the board to simply evaluate the supe and his or her ability to move the system toward board approved goals.
The above could help, but it is not likely to happen. Other remedies get kicked around like appointed boards, which makes little sense to me considering the question of who would appoint the boards. The system will be even more politicized. Perhaps the superintendent should be elected. Makes less sense to me than appointing boards as the possible conflict between boards and supes will escalate and the system will be even more politicized. Perhaps supes should be appointed by an outside agency. Maybe we should move from the Baptist model of hiring superintendents where each system hires their own, to the Methodist model where an educational bishop, i.e. commissioner, assigns a supe to serve a district. I kind of like that idea, but given how political it has become at the state level that carries worries of its own as well.
Regardless, in an age of high stakes accountability a supe must be even more professionally prepared than ever. In this same context where decision making at the local level has been removed to the state and federal level, boards have little to do except drift into the professional decision making arena. School systems are not designed to be efficient or effective while being held accountable to be both.
Schools are intensively human endeavors. Humans take their children and their tax dollars very seriously so there will always be passion around schools. Who will lead the system and make the decisions will always be a source of strife. In the best of scenarios, it will be open and collaborative, a lay board listening to a professional supe and a professional supe remaining attuned to the perceptions of the lay board. When that open and honest communication fails, chaos ensues, the earth moves, a tsunami arises and folks evacuate. After the wave, the first to return will be insects.
Govern ants.
The birds can have my tomatoes. At least until I find a way to eliminate the ants and not destroy the fruit of my garden.
I have a good friend who is a superintendent. He has had a rough spring and may be on the verge of hanging it up for good. The issue for him, as it almost always is with others of his position, is governance. When practicing superintendents are asked why they are leaving a school system for another or finally retiring, they typically say it is governance issues. Read that as the supe’s relationship with the board of trustees. My friend is being swarmed by govern ants.
Via a complicated mix of variables kids go to school dragging their family background, culture, abilities, gifts, interests, expectations and values with them to sit at the feet of degreed certified teachers who drag their family background, culture, abilities, gifts, interests, expectations, values and training with them, who work in a building governed by a principal who drags his or her family background, culture, abilities, gifts, interests, expectations, values, training and experience with them while they report to a superintendent who drags his or her family background, culture, abilities, gifts, interests, expectations, values, training and experience with them, who reports to an elected school board who drag their families’ backgrounds, cultures, abilities, gifts, interests, expectations, perceptions and values with them all for the purpose of educating the kids who showed up in the first line of this long sentence. This all happens in a context of politics and funding and mandates and local priorities and perceptions. Amazing anything gets done in this highly complex human environment!
If it were possible to send a memo telling everyone to do better and be successful then we would be done. That does not work with humans. It works with computers and robots, but not with humans. Humans must be cajoled, convinced, lobbied, trained, informed and believe in the possibility of something better before they jump into a change. Change is scary, and change is seen as unreasonable if one feels successful already, or has a great excuse grounded in some external factor for current failure. Sometimes local boards want change and are frustrated that it does not happen quickly enough. Sometimes local boards want the status quo and are frustrated that change is inevitable. Regardless, boards can get frustrated. They really only have one person to receive the focus of their frustration – the supe.
School boards are really interesting governing bodies. The only requirement to run for the Board is to be a registered voter and live in the district. These are elected officials who oversee a highly complex operation that in Texas alone costs billions of dollars, employ hundreds of thousands of degreed, licensed professionals, and serve millions of children. The mandates from state and federal legislative bodies are highly complex. The curriculum is highly evolved. The assessments are highly challenging. The financial and educational accountability is so vast that few understand all the complexities. Running a public school requires knowledge and expertise of such scope and breadth that few master all of the nuances. Add to that the attributes of a highly complex human institution described in the third paragraph above and it is apparent that leading a school system is very demanding. School board members enter office with no background, no training, and no experience in any of the facets of public education. They are not required to have a college degree and most do not. They are not required to have studied the parameters and variables of professional practice prior to approving contracts. They are not required to have mastered the school finance system prior to approving the budget and setting the tax rate. They are not required to understand the sociological and psychological leadership dynamics in motivating a labor intensive group of professionals to change their behavior. There are few quantitative measures to judge the quality of the performance of school systems despite decades of legislative attempts to create such metrics. The event horizon for successful schooling is decades away, not months when the scantron sheet results arrive. Board members are good people, arriving on the job to serve their communities and possibly to accomplish some personal agenda relative to an individual employee or program. But, they are people, both precious and flawed, and they are not educators, not professional, and they swarm over superintendents as though they know more about schools than the hired CEO. The governance issue is one of govern ants, and it is the supe that gets stung.
This is much more common in small systems. Texas has over 1,000 school systems, but the median sized district is just under 900 kids. That means most school systems in Texas are small. In small towns everyone knows school board members and school board members know everyone. This dynamic alone is like bait for govern ants. A father mad at the football coach does not talk to the football coach; he talks to his childhood friend the school board member. A mother mad that she cannot take a cupcake to her elementary daughter’s classroom during the day does not talk to the principal; she talks to her neighbor, the school board member. A set of parents exasperated and embarrassed that they cannot help their 6th grader with math homework does not talk to the teacher or the principal; they call a school board member. Board members form opinions regarding staff and programs from informal feedback that occurs outside the professional evaluation loop. Sometimes, the professionals are ignorant of the opinions being formed, sometimes not. Once formed, however, it is almost impossible to change.
(This informal, unprofessional evaluation system also happens in larger systems, but usually as the result of some negative media coverage. Let an employee do something stupid and it will be on the 6:00 news and everyone wants to know what the school system is going to do about it. Again, that falls typically on the supe. I find it interesting, however, that boards in large systems do not intervene in personnel nearly to the degree they do in small systems. Most large systems have delegated personnel decisions to the supe and remain out of it. If a system has 70,000 kids and 9,000 teachers, the 7 member board is not likely involved in individual professional evaluations and surely does not know all the teachers. In a system with1400 kids and 120 teachers with a board the same size as the large system, all 7 members of the board are likely to know the teachers. They know the principals even better.)
So let us say that a highly successful teacher is perceived by the board as incompetent. That perception is formed by informal parental complaints fed to board members by parents of the students in the class. The teacher is too hard. She expects too much. She cannot explain the material as is evidenced by the fact that the child does not understand. Her sense of rigor, standards, expectations are too high and she has the gall to award grades of less than an “A” to students of parents of stature. Board members hear this over and over, but do not share it with the supe nor encourage the parent to meet with the teacher. Rather, the board members assure the parents they will take care of the problem; after all, they are a member of the board. The supe and principal and teacher, however, continue to celebrate and support the outcomes achieved in the classroom. Clearly this teacher is outstanding. Not just from standardized test results, but by the level of work, the level of success, and the ongoing measures of continual student progress all indicate students in her class are learning and learning very well. This teacher is perceived as a leader, a star, by many parents, peers and students. When graduates are asked who best prepared them for a post high school future, this teacher is consistently named. She is a keeper, and the principal and supe know if their own children were in the building this is the teacher they would want.
The principal recommends to the supe who recommends to the board that this teacher’s contract should be renewed and extended. The board votes no. Chaos ensues. The chaos is a governance issue. Who should evaluate professional staff? Who should decide who continues in employment or not? Who manages the districts personnel? These are governance issues. And they are intense in small towns. Sometimes this intensity is generated over a teacher, sometimes over a principal, sometimes over a coach. Regardless, when a board and a supe are on different pages and hold different attitudes regarding personnel the system wobbles. Principals need to know that not only will the supe back them, but that the supe will have the backing of the board. Teachers need to know that not only will the principal back them, but that the supe will back the principal. When there is evidence that this is not the case, folks tremble and begin to evacuate. The evacuation can begin to resemble a tsunami.
The evacuation can start for a variety of reasons. Sometimes it is the parent loop regarding staff. Sometimes it is the staff loop regarding administrators. Sometimes it is parents and staff regarding a coach. Regardless, when the feedback loop does not follow prescribed legal channels and the response is not a professional response, chaos ensues and evacuation happens.
When the evacuation begins, typically the board will turn to the supe to stop the flow of staff out of the district. Via an amazing set of cognitive dissonance, the board holds the supe accountable for staff while being willing to overrule the supe on staff, and then blame the supe for the consequences of doing so. Go figure.
Ultimately, the supe will leave as part of the evacuation. Having been swarmed by the govern ants he or she will be stung so deeply survival is not possible. Ultimately the board will be blamed and citizens will elect another board to stabilize the district via a new supe who hires new principals who hire new teachers. Each school system appears obligated to go through this confirmation of chaos theory every so many years – districts that are stable will move to chaos, districts that are in chaos will move to stability. The new board will be determined to support the new supe and will follow his or her recommendations because it is in the board’s best interest to make the new supe successful and stabilize the system. Once that board rotates off, an incoming board will want to flex their political power and hold the new supe more accountable and a new ant hill is formed full of govern ants with issues.
How do we stop the govern ants from swarming the system? There are policies and procedures in place that could or should stop it, but they tend not to be followed. Such policies say that only the supe can oversee professional evaluations and only the supe can make contractual recommendations to the board. There are policies that say when board members receive complaints they are to refer the complainant to the appropriate administrator and notify the supe. There are policies that require the supe and the board to annually work together as a Team of 8 to ensure that they are following the above. In systems moving from stability to chaos these are not followed.
There are some other remedies I think we should consider. If you want to seek election as a judge you better be an attorney. If you want to serve on a board that oversees the management of a system designed by law to create college-ready students, you should have a college degree. If you want to hold office as a judge, you are required to recuse yourself if someone you know or do business with shows up in your court to avoid conflict of interest. If you want to serve as a board member, you should recuse yourself on any issues that impact your own children or family members in the system. A board member with a son in athletics should be recused from all decisions relative to athletics. Seems reasonable to me, but in fact it is the opposite that happens. Folks get on the board because they have kids in the systems, programs they want to influence and employees they want to get rid of. It is the opposite of objectivity and clearly a conflict of interest, but it is local school politics. Other remedies could include placing all personnel decisions, (hiring, firing, contractual), in the hands of the supe and requiring the board to simply evaluate the supe and his or her ability to move the system toward board approved goals.
The above could help, but it is not likely to happen. Other remedies get kicked around like appointed boards, which makes little sense to me considering the question of who would appoint the boards. The system will be even more politicized. Perhaps the superintendent should be elected. Makes less sense to me than appointing boards as the possible conflict between boards and supes will escalate and the system will be even more politicized. Perhaps supes should be appointed by an outside agency. Maybe we should move from the Baptist model of hiring superintendents where each system hires their own, to the Methodist model where an educational bishop, i.e. commissioner, assigns a supe to serve a district. I kind of like that idea, but given how political it has become at the state level that carries worries of its own as well.
Regardless, in an age of high stakes accountability a supe must be even more professionally prepared than ever. In this same context where decision making at the local level has been removed to the state and federal level, boards have little to do except drift into the professional decision making arena. School systems are not designed to be efficient or effective while being held accountable to be both.
Schools are intensively human endeavors. Humans take their children and their tax dollars very seriously so there will always be passion around schools. Who will lead the system and make the decisions will always be a source of strife. In the best of scenarios, it will be open and collaborative, a lay board listening to a professional supe and a professional supe remaining attuned to the perceptions of the lay board. When that open and honest communication fails, chaos ensues, the earth moves, a tsunami arises and folks evacuate. After the wave, the first to return will be insects.
Govern ants.
The birds can have my tomatoes. At least until I find a way to eliminate the ants and not destroy the fruit of my garden.
Saturday, May 19, 2012
Primates
Primary season is open in Texas and the primates are clearly out and about. The rhetoric is historic, simplified, polarized. Though I have seen and heard some campaigns that capture the larger picture, most appear to me to be focused on sloganized and polarized philosophical sound bites that imply a philosophical stance toward our government. Adoption of a snap shot implies adherence to the larger picture, and I fear we are losing the ability to grasp the 3-D IMAX surround sound version of governmental philosophy after being bombarded by I-reporter-like cell phone photos.
My father died in September in the year after I graduated from college. I attended college via a combination of scholarships, loans and the income from part-time jobs whilst a full-time student. I graduated with student loan debt, paid off over 10 years. My youngest brother had just entered college when Dad died. His education was supported by Social Security, and his medical school costs were supported by Social Security. Now, an affluent MD he votes in ways that would shrink Social Security benefits while protecting his income. He does not like Medicare or Medicaid because of the paperwork and the reduced possible income from paying customers with private insurance. He is opposed to the Affordable Health Care Act because it might limit his income. He argues with me via email while he travels to China, Russia, Europe and the Caribbean on self-funded vacations while contractors renovate and improve his home. He is where he is now because tax payers supported programs from which he benefited and later became wealthy. There is something self-serving and cognitively dissonant with his position and he cannot see it.
Local business men and representatives of larger corporations bemoan the tax dollars they spend on schools, roads, hospitals, police and fire protection. And yet, each of these enterprises not only demand these services, they are incapable of functioning without a skilled workforce, roads to deliver their product, and the support of a clean source of water and efficient sewer system. They produce effectively and efficiently now because tax payers support programs and services from which they benefit and make profit. There is something self-serving and cognitively dissonant with their position and they cannot see it.
I am a trustee at our local protestant church, elected by my fellow church members. We struggle to maintain and improve our facilities to offer the services and support we offer to both members and non-members. We must watch every penny; we must prioritize what we do as there is never enough to do it all. I serve my church because I am a member and a believer. I am neither Muslim nor atheist. My mission is not to dismantle the church and reduce tithing. I do not feel I could serve in this role if that were my mission. I struggle deeply with the primates who run for office on a platform of dismantling the institution they seek to lead. I am more deeply bothered by the numbers of my fellow Americans who apparently subscribe to an anti-American government philosophy of government. I see it as self-serving and cognitively dissonant but they cannot see it.
I love our country. I am a patriot. I am proud. I tear up at the playing of the national anthem and at Veterans Day programs and when the Wounded Warriors come through town. I rare up when I hear a fellow American attack our government, demand that it be dismantled, demand that we spend less to provide the services from which we all benefit, and blame those who disagree with them for the current economic debt. And yet, I celebrate a nation where we can all express the thoughts we believe without consequence. I simply wish more of us were not so self-serving and cognitively dissonant. We need thoughtful folks running this country and this state. We do not need primates.
My father died in September in the year after I graduated from college. I attended college via a combination of scholarships, loans and the income from part-time jobs whilst a full-time student. I graduated with student loan debt, paid off over 10 years. My youngest brother had just entered college when Dad died. His education was supported by Social Security, and his medical school costs were supported by Social Security. Now, an affluent MD he votes in ways that would shrink Social Security benefits while protecting his income. He does not like Medicare or Medicaid because of the paperwork and the reduced possible income from paying customers with private insurance. He is opposed to the Affordable Health Care Act because it might limit his income. He argues with me via email while he travels to China, Russia, Europe and the Caribbean on self-funded vacations while contractors renovate and improve his home. He is where he is now because tax payers supported programs from which he benefited and later became wealthy. There is something self-serving and cognitively dissonant with his position and he cannot see it.
Local business men and representatives of larger corporations bemoan the tax dollars they spend on schools, roads, hospitals, police and fire protection. And yet, each of these enterprises not only demand these services, they are incapable of functioning without a skilled workforce, roads to deliver their product, and the support of a clean source of water and efficient sewer system. They produce effectively and efficiently now because tax payers support programs and services from which they benefit and make profit. There is something self-serving and cognitively dissonant with their position and they cannot see it.
I am a trustee at our local protestant church, elected by my fellow church members. We struggle to maintain and improve our facilities to offer the services and support we offer to both members and non-members. We must watch every penny; we must prioritize what we do as there is never enough to do it all. I serve my church because I am a member and a believer. I am neither Muslim nor atheist. My mission is not to dismantle the church and reduce tithing. I do not feel I could serve in this role if that were my mission. I struggle deeply with the primates who run for office on a platform of dismantling the institution they seek to lead. I am more deeply bothered by the numbers of my fellow Americans who apparently subscribe to an anti-American government philosophy of government. I see it as self-serving and cognitively dissonant but they cannot see it.
I love our country. I am a patriot. I am proud. I tear up at the playing of the national anthem and at Veterans Day programs and when the Wounded Warriors come through town. I rare up when I hear a fellow American attack our government, demand that it be dismantled, demand that we spend less to provide the services from which we all benefit, and blame those who disagree with them for the current economic debt. And yet, I celebrate a nation where we can all express the thoughts we believe without consequence. I simply wish more of us were not so self-serving and cognitively dissonant. We need thoughtful folks running this country and this state. We do not need primates.
Sunday, May 13, 2012
Mother's Day
Have you seen the cover of the new Time Magazine? (May 21, 2012.) I find it disturbing, but I am of a different generation: children were to be seen not heard, waited for their parents to sit at the table, couples had children to help the family in the fields and kitchens, children learned to be autonomous, independent adults by learning from the hard knocks of life in an environment where they knew they were loved, but knew they lived their own lives. Those sentiments appear to be gone. Today’s moms and dads place the child at the center of their universe and work hard to ensure that their child never experiences pain, disappointment, rejection, angst or unrequited desire. Dr. Spock would say turn from the cry, Dr. Sears would say rush to the cry. I’m a Spock mom.
(Grandparents are worse. How many screen savers have you seen with scrolling pics of second generation infants, toddlers, youngsters? Really? I turn on my computer for functionality, for purpose, for communication, for information. It is a tool. I am as likely to scroll a picture of grandchildren on my screen as I am to laminate the same on my hammer. The same is true of my cell phone. I will call multiple generations, but not have their pictures staring at me from the screen.)
I’ve postured before on the difference between Tiger Moms and Bear Moms, and this is another verse in the same song. I am not talking to the teenage moms whose children are born out of wedlock, or to the welfare moms who lack the skill and education to raise their own kids, or to the number of unwanted children in adoption homes and on church steps. I am talking to all of you who have kids and the means to provide for them.
If your child is the center of your life you should not celebrate Mother’s Day. First, your children will not understand why they should honor you if you spend all your time honoring them. If you have sacrificed your life so that they will be happy, they will not get it that they should give you anything for the choice you made. Secondly, in the midst of celebrating Mother’s Day they will likely whine and complain as they have learned to be the center of your universe (and via the transitive property do not understand when they are not the center of everyone’s), and are dumbfounded when the focus shifts. If you are that kind of mom, you will succumb, as you always have, to the whine and attend to their needs re-ordering their universe as they have come to expect. If every day is children’s day then mother’s day has no meaning. If you had children because you need to be unconditionally loved by someone, I suggest that looking to any mortal, much less young, small dependent ones, is a mistake. The real aim of parenting is to help small dependent humans become large, strong independent and interdependent adults with an iron core of values that will not melt in times of economic need or worldly temptation.
The grand secret, of course, is that no matter what your children do, you will love them; and no matter what you do, they will love you. The second not so grand secret is that your children are and will be a direct reflection of the kind of person you are. Know what you believe in and stand for and teach that to your kids. Be a parent. Don’t be subtle. Say “no” and mean it.
As my daughter pulls out of the driveway and waves, tugging at my heart and filling me with the pride and joy of knowing I have raised independent, caring adults who know how to think for themselves, know what they stand for, contribute to our society and who care deeply for others, I can celebrate Mother’s Day knowing my early work is done. Hope you feel the same. Then we can honestly say Happy Mother’s Day to me and to you. We earned it.
(Grandparents are worse. How many screen savers have you seen with scrolling pics of second generation infants, toddlers, youngsters? Really? I turn on my computer for functionality, for purpose, for communication, for information. It is a tool. I am as likely to scroll a picture of grandchildren on my screen as I am to laminate the same on my hammer. The same is true of my cell phone. I will call multiple generations, but not have their pictures staring at me from the screen.)
I’ve postured before on the difference between Tiger Moms and Bear Moms, and this is another verse in the same song. I am not talking to the teenage moms whose children are born out of wedlock, or to the welfare moms who lack the skill and education to raise their own kids, or to the number of unwanted children in adoption homes and on church steps. I am talking to all of you who have kids and the means to provide for them.
If your child is the center of your life you should not celebrate Mother’s Day. First, your children will not understand why they should honor you if you spend all your time honoring them. If you have sacrificed your life so that they will be happy, they will not get it that they should give you anything for the choice you made. Secondly, in the midst of celebrating Mother’s Day they will likely whine and complain as they have learned to be the center of your universe (and via the transitive property do not understand when they are not the center of everyone’s), and are dumbfounded when the focus shifts. If you are that kind of mom, you will succumb, as you always have, to the whine and attend to their needs re-ordering their universe as they have come to expect. If every day is children’s day then mother’s day has no meaning. If you had children because you need to be unconditionally loved by someone, I suggest that looking to any mortal, much less young, small dependent ones, is a mistake. The real aim of parenting is to help small dependent humans become large, strong independent and interdependent adults with an iron core of values that will not melt in times of economic need or worldly temptation.
The grand secret, of course, is that no matter what your children do, you will love them; and no matter what you do, they will love you. The second not so grand secret is that your children are and will be a direct reflection of the kind of person you are. Know what you believe in and stand for and teach that to your kids. Be a parent. Don’t be subtle. Say “no” and mean it.
As my daughter pulls out of the driveway and waves, tugging at my heart and filling me with the pride and joy of knowing I have raised independent, caring adults who know how to think for themselves, know what they stand for, contribute to our society and who care deeply for others, I can celebrate Mother’s Day knowing my early work is done. Hope you feel the same. Then we can honestly say Happy Mother’s Day to me and to you. We earned it.
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