Dear Massachusetts Legislators: Something can't be boxed

 

Two powerful respected education voices 

(Dr John Barile and Max Page) 

worth sharing.

# 1 Dr. John W. Barile the inaugural School of Education Dean  at Central Connecticut State University writes in his new book, Leading from The Core  "In Schools that thrive, it's not mandates, test scores, or rigid oversight that make the difference; it's people. Leadership is about serving others:  In successful schools, influence comes from a principal who listens first, chooses consistency".  Barile understands mandates have never inspired teachers or students. Those who consider mandates can learn a great deal  about retaining and recruiting teachers in our public schools.   

# 2 Yesterday  Massachusetts Teachers Association President Max Page shared his notes taken from a talk given by  Former United States Secretary of Education Dr. Miguel Cardona at the Mass Budget Focus Conference.   

Cardona discussed his “ABCs of Public Education”:
A = “Agency.”  Trust our educators.  Give these professionals agency;  to do what educators are called to do.
B = “Better Working Conditions.”  Pay ~ yes, but also give them time to plan and collaborate, pathways for advancement, we need smaller class sizes.
C = “Competitive Salaries.”   There is a 20% pay gap between Massachusetts public school teachers and other professionals (with similar degrees). 

Page asks: "Is the Massachusetts Secretary and Commissioner of Education listening? Are our school districts listening?  It is the job of MTA members, and our statewide union to make them listen.”

On September 16th this year, I went up to Boston and testified at the education Committee, what can I do in 2-minutes?  My brief message that day, on the nature of the so called "literacy crisis" can be described as Groundhog Day Assessment moments.   The MCAS and the NAEP (high- stakes testing) use Norm Reference and Criteria Reference Assessments. In order to be valid these reference assessments require massive failure rates. I couldn't go into much detail with two minutes... but I did end with informing the Committee, "that is why I mentioned Groundhog Day above ~  I will see you again in 5 years".  

Barile was a guest on my Radio Show 103.5 FM New Haven, Readman: Truth to Power Hour recently where we engaged in conversation about building school climate, motivating teachers, children, and staff in our public schools. He speaks (with some 32 years experience in public schools, as a teacher, principal and superintendent) of mandates, and how they consistently demoralize teachers and students. This comes as no surprise to educators. 

I ask myself what is it that these mandates actually accomplish.  Sitting beside Max Page, (MTA President) waiting to testify, I questioned him "what are the Massachusetts Literacy Specialists asking saying they need"  "librarians at every school"  was his reply.   I told him of my home state Connecticut,  where the number of certified librarians in urban schools is now half what they were in 2002, before these mandates.   I didn't know Massachusetts, but Page confirmed it was the very same in MA. 

It is a known fact, there are six decades of rigorous research that shows access to books at home, in school and our communities correlate to higher test scores.  Students in poor urban and rural schools, have limited access to books in the home.  Access to public libraries often depends on distance from their home., and safe transportation. Taking away certified school librarians equals less access to books.  Understanding that correlation to books is only second to income, helps us understand that Massachusetts Literacy Specialists know what really matters!  

Where Have All The Teachers Gone..To Mandates Passing Everywhere 

Massachusetts is about to join nearly 40 other states who have passed literacy mandates. These literacy mandates remind me of the endless foolish quests for the Holy Grail in the middle ages, (just in case people have forgot, we never did find it).
  
Knights, Kings, Queens, Nobles, and Crusaders chase relics promising to cure all diseases give eternal life, and guarantee access to heaven. Perhaps these days, the lastest Holy Grail chase is rooted in the Science of Reading Programs. The Mandate sellers, claim to have found that Holy Grail in Science of Reading. Scripted Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension lessons are their Grail. SOR promoters, want policy mandates to insist teachers accept their Holy Grail.  

Of course they failed to mention to policymakers or legislators the 2008 Reading First Impact Study, following 6-years/6-billions dollars spent on Reading First schools. Schools that required these 5 scientifically proven to succeed reading instruction programs.  Reading First schools focused on scripted direct instruction in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension in grades 1,2 and 3. They tracked the data for 6-years, and found no improvements in comprehension in any of those 6-years. Actually the only improvements in comprehension came from the "Control Group," the groups that change nothing, merely continued what they were already doing.. Trust me, Groundhog Assessments eventually catch up to all these Holy Grail Mandates. In the end Groundhog Day Assessments caught up with Reading First Schools. 

What are you suggesting, Jesse 

I don't want to argue programs, all mandated programs fail schools, teachers, children, and  parents. What will Massachusetts newest mandate get? In my professional opinion another wasted expensive literacy mandate and more demoralized teachers. Four Common Mandate concerns. 

1. Misalignment with Student Needs:

Many mandates fail to consider the diverse learning styles and socio-economic backgrounds of students. Standardized curricula often overlook critical thinking, creativity, and social-emotional learning, focusing instead on test preparation and rote memorization.

2. Bureaucratic Burden on Educators:

Teachers are frequently required to spend significant time on paperwork, compliance checks, and administrative tasks instead of focusing on instruction. This can lead to burnout and decreased job satisfaction among educators.

3. Resource Misallocation:

Mandates that prioritize standardized testing can divert funds from essential programs such as arts, physical education, and special education services. This imbalance hampers holistic student development.

4. Inflexibility in Curriculum Design:

Rigid mandates often limit teachers' autonomy to adapt lessons to their students' interests and needs. This can stifle innovation in the classroom and reduce student engagement.

Conclusion:

While the intention behind education mandates is often positive, their implementation can lead to unintended consequences. Effective reforms should involve input from educators, students, and communities to create policies that support meaningful learning experiences. What if we actually listened to educators and children? Can any of you imagine, children shouting please more SOR lessons? Not me!

Some Basis Recommendations:
 I say start with Dr. Miguel Cardona ABCs, Agency, Better Working conditions, and Competitive Salaries. Then start hiring librarians, para-professionals, literacy Specialists, and Tutors, (these are some of the things Elementary and Secondary Education Act use to fund before NLCB, RTTT, and ESSA.

• Engage teachers in policy development processes, (not 2 minutes speak outs)
• If you insist on Mandates, well design flexible mandates that allow for local adaptation.
• Focus on comprehensive assessments beyond standardized tests, (remember Groundhog Day never ends)
• Allocate resources to support diverse learning pathways.
• Hire more literacy Specialists, (the experts who are the most qualified to actually help struggling readers. 
• Fund Saturday and summer school programs that not only help with literacy, but are rooted in the three first go to for trauma, Art, Music, and Movement, (these are the things we use to fund before mandates. 
  
  

Sincerely,
Dr. Jesse P. Turner 
Professor Emeritus of Literacy, Elementary, and Early Childhood Education
Homeless kid saved by Mr. Bass 

My father could not give up alcohol, he left my mother and I alone, we were homeless for 2 years. I was a lost child, no free lunch programs in my day, no home to go to for lunch, but Mr. Bass saved me with a brown bag sandwhich in my desk for a year. If you like to listen to the song that inspire my morning walk today, it is Matt Butler song "Just One". Mr. Bass had no mandates, but he had that teacher gift of humanity. 
https://www.youtube.com/watch?v=1fkvNwc7P7I