Education Week - March 8, 2017 - 19

for public review. Ohio's department
of education created an #ESSAOhio
hashtag for residents to share ideas.
In January, Arizona became the first
state to submit a final plan to the federal Education Department, cementing
that state's position as the leader of the
pack. Ohio will follow suit in April.
Furthermore, roughly half of states
have made some, albeit less inclusive,
efforts to engage the public in their
ESSA planning. The remaining onequarter-the laggards-are merely
keeping citizens informed.
Virginia, a September submitter, organized a series of public hearings, but
clustered them all during July and August, which may help explain why they
were attended by a mere 450 residents
statewide. West Virginia also opted for
the later submission and tells residents
they can register for updates on ESSA
through the state website, but provides
no further information. Connecticut
has posted a video of President Barack
Obama signing ESSA, alongside a survey, and encourages residents to check
back for more-though their declared
April deadline is fast approaching.
It is unclear how stakeholder-engagement strategies or submission deadlines will influence student outcomes
(the ultimate goal of any education reform), but it is clear states' approaches
to ESSA are diverging. We wonder if
these differences will mean not only
children, but also whole states, may be
"left behind" under the new law. n
PRISCILLA WOHLSTETTER is a distinguished
research professor at Teachers College,
Columbia University. DARIUS R. BROWN
is a master's-degree student in the school's
department of education policy and social
analysis. MEGAN DUFF is a doctoral student
in the same department.

In schools fortunate enough to have an
integrated student population, cultural
heterogeneity provides an opportunity for
citizenship education. For example, it has
been practice for some teachers at the Louis
Armstrong Middle School, a school legally
mandated to reflect the racial composition
of the borough of Queens, to begin the school
year with the "You" curriculum. Children in
these classes construct family trees, interview parents, bring artifacts from home,
teach each other dances and songs, and create timelines of family history. These efforts
reduce ignorance of other cultures and counter the development of racism.
Daily events can provide grist for promoting understanding of the principles and
institutions that govern our country. For
example, the recent election dramatized the
role of the Electoral College and the part its
creation played in the writing of our Constitution. Students exposed to the selection of
a U.S. Supreme Court justice not only can
learn about the separation of powers, but
are also more likely to become informed and
involved citizens.
More schools have come to accept that
they must help students acquire the sense
of individual and community responsibility needed to become good citizens. Consider the annual celebration of Martin
Luther King Jr.'s birthday. Students and
schools everywhere are mobilized for a
day of community service, such as providing food for the needy. But one day a year
is not enough. Worthwhile as these activi-

ties may be, the development of empathy
is what truly characterizes a citizen who
cares about his environment, his city, his
country, and his fellow citizens-and also
votes.
This ability to care about others is more
likely to develop when a school has built
the concept of service into its ongoing school
day. In such a school, students become involved in day-care programs, senior-citizen
centers, and schools for children with autism. In such a school, students take part in
community-improvement activities, such as
cleaning up the neighborhood park. In such
a school, senior adults are invited to participate in school events.
As I consider the role of schools in preparing students for adulthood and citizenship,
I look again at the low turnout in the recent
election and reflect on the importance of education in bringing democracy to the lives of
children and their schools.
I am reminded of the scope of the task
ahead when I read the words of John Dewey.
"We have taken democracy for granted," he
once wrote. "We have forgotten that it has
to be enacted anew in every generation, in
every year and day, in the living relations
of person to person in all social forms and
institutions." n
SIDNEY TRUBOWITZ is a professor emeritus from
Queens College. He is co-author of The Good
Teacher Mentor: Setting the Standard for Support
and Success, which he wrote with Maureen Robins
(Teachers College Press, 2003).

Getty

that states opting for the earlier deadline will have greater capacity to implement ESSA. Right now, this capacity
could also be reflected in stakeholder
engagement, since ESSA requires
states to engage in "meaningful consultation" with various groups, such
as parents, educators, business leaders, and civic organizations, during the
planning process.
In a "Dear Colleague" letter from
June 2016, the Education Department
advised that "meaningful stakeholder
engagement starts at the beginning of
the process, when initial planning is
getting started; not at the end, when a
plan is nearing completion." Together,
the language of the law and the subsequent Dear Colleague letter provide
a standard by which we could assess
stakeholder engagement.
We monitored ESSA stakeholderengagement strategies through state
education agency websites. While it
is possible that some stakeholder-engagement strategies are not reported
on these websites, online communications by state education agencies are
often the primary means of presenting
information to citizens and likely serve
as the best vehicle through which to engage stakeholders.
Roughly one-quarter of states
emerged as clear leaders because of
their engagement and thorough interactions with external stakeholders.
Among these, some are stand-outs:
Ohio and Arizona, for example, not
only provided multiple opportunities
for stakeholders to engage, both in person and virtually, but also maintained
transparency throughout the process.
Both state education agencies have
engaged in multiple statewide listening tours to hear public input, and they
published the findings on their websites

Teachers Without Borders

I

By Alden S. Blodget
magine this: You are in this big
building with lots of rooms and
different signs on each door. You
come to a room with a sign saying
"hammers," you enter, and this
young, enthusiastic guy shows
you pictures of lots of different
hammers and talks about what
they can do, though you never get to hold
one. A bell rings, and you go down the hall
to a room for "screwdrivers," and there is
a very nice, middle-aged woman who tells
you all about the wonders of screwdrivers
("Much better than hammers," she whispers), though, again, you never get to use
one. And so the day goes; you wander from
room to room-to "saws" and "tape measures" and "rasps," separate tools that you
rarely get to use and whose relationships
to the others are never mentioned, no
word about how they might work together
to accomplish anything. And then, one
day, you find yourself outside in the woods
needing to build a house.
Well, I don't think I need to beat you
to death with this analogy to school.
Where else but in school are the skills and
knowledge we need to solve problems in
the real world divvied up, claimed, and
jealously guarded in separate little departments? Despite decades of talk about
interdisciplinary courses, despite the
focus on STEM and STEAM, it remains
monumentally difficult to get these departments to work together-even those
with the most obvious relationships, such
as math and science, English and foreign
languages, or the arts and any other
department. I still recall the great irony
of graduate school: While working on an
MFA in theater in the school of communications and theater, I was not allowed to
take any courses in the communications
wing.
This monolithic ("specialized") learning
has consequences: It affects how we think
and how we approach problems. Writing, for example, belongs to the English
department. When I used to teach theater
and asked my students to write analyses
of characters or scripts, they became
outraged when I focused on the writing
itself. "This isn't an English class," they
shouted, as though the writing and their
analysis could be separated when the goal
is communication.
At some point, most history or science
teachers have heard that whining question, "Does grammar count?"
Teachers also readily reinforce the
notion that writing is an English thing.
Even in schools that flirt with some form
of writing-across-the-curriculum, teachers
tend to expect English teachers to accept
primary responsibility for teaching writing and are quite comfortable saying, "I

can't teach writing. I'm a math teacher."
While they are occasionally willing to ask
their students to write, they are unwilling
to work with them to improve their writing-even though writing helps improve
understanding of the concepts they write
about, and understanding the concepts
improves the writing.
The scary results of the general failure
of schools to teach students that problems
don't come in tidy boxes marked "English"
or "science" or "history" are also evident in
adult blunders of immense consequence-
like, for example, our decisions about
the Iraq War. Here was a problem that
demanded analysis from several vantage
points: history (both the history of that
country and the history of guerrilla warfare), sociology (the relationships between
Shiites and Sunnis), mathematics (how
many troops do we need to accomplish
what missions?), science (analysis of the
potential for aluminum tubes to be used
in the making weapons of mass destruction), psychology (likely behavior following
decades of dictatorship), foreign language
(anyone here speak Arabic or understand
the culture?), and literature and the arts
(what do Iraqi artists tell us about the
people?). What we got instead was a lot of
Wild West rhetoric about good guys and
bad guys-not even an insightful moral
analysis from the philosophy department.
The point is that the problems that confront us as adults tend to demand skills,
knowledge, perspectives, and solutions
that cross over these artificial academic
departmental borders. Teamwork is
important, as are the psychology and
perspectives of the individuals on a team.
To ensure effective teamwork, educators
must help young people develop an ability
to move easily among domains. Research
has certainly shown us that transference
of skills from one domain to another must
be learned, not assumed. The best way to
learn skills in different contexts is to use
them while wrestling with a meaningful
real-world challenge or pursuing a deep,
genuine interest or question.
As the problems we face become increasingly complex and interrelated, not
to mention deadly, the need to eliminate
borders becomes more urgent. Providing
occasional interdisciplinary experiences
is not enough. Students need to experience borderless education as the norm-
every year they are in school. Educators
need to imagine new ways to structure
borderless schools and to model borderless learning. n
ALDEN S. BLODGET was a high school teacher and
administrator for 38 years. Now semiretired, he works
as the humanities support teacher at The Academy at
Penguin Hall in Wenham, Mass. His book Learning,
Schooling, and the Brain: New Research vs. Old
Assumptions was self-published in 2015.

EDUCATION WEEK | March 8, 2017 | www.edweek.org | 19


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Education Week - March 8, 2017

Table of Contents for the Digital Edition of Education Week - March 8, 2017

Education Week - March 8, 2017
A-F School Rankings Draw Local Pushback
Federal Budgeting May Result In Cuts for K-12 Programs
DIGITAL DIRECTIONS: Ohio Eyes Repayment From E-Schools
Schools Are Falling Short For Many ELLs
News in Brief
Report Roundup
How Many Transgender Children Are There?
Ed Schools Use Video To Mentor Interns
After a Feud, Hard for Schools Chiefs And Boards to Make Up
Snapshot: Kindergarten-Ready
New Magazine Seeks ‘Civil Discourse’ on K-12
Trump Renews Push for School Choice, Specifics Scarce
Transition Update: Washington
Priscilla Wohlstetter, Darius R. Brown, & Megan Duff: Are States Up to the Task?
Sidney Trubowitz: Bring Democracy To Life in Our Schools
Alden S. Blodget: Teachers Without Borders
Letters
TopSchoolJobs Recruitment Marketplace
Lawrence Baines: The ‘Highly Qualified Teacher’ Lie
Education Week - March 8, 2017 - Schools Are Falling Short For Many ELLs
Education Week - March 8, 2017 - 2
Education Week - March 8, 2017 - 3
Education Week - March 8, 2017 - News in Brief
Education Week - March 8, 2017 - Report Roundup
Education Week - March 8, 2017 - How Many Transgender Children Are There?
Education Week - March 8, 2017 - Ed Schools Use Video To Mentor Interns
Education Week - March 8, 2017 - After a Feud, Hard for Schools Chiefs And Boards to Make Up
Education Week - March 8, 2017 - 9
Education Week - March 8, 2017 - Snapshot: Kindergarten-Ready
Education Week - March 8, 2017 - New Magazine Seeks ‘Civil Discourse’ on K-12
Education Week - March 8, 2017 - 12
Education Week - March 8, 2017 - 13
Education Week - March 8, 2017 - Trump Renews Push for School Choice, Specifics Scarce
Education Week - March 8, 2017 - Transition Update: Washington
Education Week - March 8, 2017 - 16
Education Week - March 8, 2017 - 17
Education Week - March 8, 2017 - Sidney Trubowitz: Bring Democracy To Life in Our Schools
Education Week - March 8, 2017 - Alden S. Blodget: Teachers Without Borders
Education Week - March 8, 2017 - Letters
Education Week - March 8, 2017 - 21
Education Week - March 8, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - March 8, 2017 - 23
Education Week - March 8, 2017 - Lawrence Baines: The ‘Highly Qualified Teacher’ Lie
Education Week - March 8, 2017 - CW1
Education Week - March 8, 2017 - CW2
Education Week - March 8, 2017 - CW3
Education Week - March 8, 2017 - CW4
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