The names of their policies are usually the first signs of their knowledge deficits – Rethinking Schools, the Ten-Point Plan, Preparing America’s Children for the 21st Century, No Child Left Behind, the Race to the Top … I believe leaders with a true understanding of educating children would give their policies names that clearly define “where” and “why” reforms were needed – Improving the Quality of Life in Every Home Where Children Are Living; Creating Villages That Nurture and Support Parents and Their Children 24/7 365; Reducing Children’s Stress Level by Providing Their Parents with Better Paying Jobs and Complete, Affordable Insurance Coverage; Political Leadership That reinforces Classroom Instructions (with sub-topics like --Does the Governor know that he is probably the most important teacher in his state, and therefore, should be mindful of the real lessons he is teaching our children? Senators and Congressmen Behaving Badly – and Their Negative Impact on our Children’s Moral Education. etc.)
Their policies’ content, of course, is the second sign of their lack of knowledge – and all their policies are variations of the same theme: The classroom teacher plays the most important role in educating children. Therefore, schools should hire the best teachers (whatever that means?), ensure that they are providing the best instructions (again, whatever that means?), and reward the outstanding teachers by giving them more money.
There are so many incorrect assumptions in this theme that it is important to address them one at a time. In tomorrow’s blog (Policies, Politicians, and School Reform --Part 2), I will address the first incorrect assumption: The classroom teacher plays the most important role in educating children.
