Education Week - March 27, 2013 - (Page 30)

30 EDUCATION WEEK n MARCH 27, 2013 n www.edweek.org Celebrating Without Accomplishing By Stephen R. Herr I events, including homecomings, fundraisers, rallies, and, of course, the games themselves. There are victory celebrations, even celebrations around losing. In On the Use and Abuse of History for Life, Friedrich Nietzsche wrote, “The fact that life does need the service of history must be as clearly grasped as that an excess of history hurts it. ... ” It seems only fair to ask: Where does a reasonable sense “ We create events, celebrations, activities, and lesson plans that shift our students’ focus away from themselves.” iStockphoto.com think most educators have a growing sense of concern that their students are turning into a generation of observers. The many watch the few. Arenas and auditoriums fill with spectators, televisions blare all day long, and YouTube fans number in the billions. My concern, mind you, is not with the passive viewers, but with the pseudoparticipants—those who may equate appreciating and recalling the accomplishments of others with doing something meaningful themselves. I worry that, in our classrooms, we have become focused on celebrating the lives of others, at the expense of the act of creation. For me, the most striking example of this gap between worthy celebration and needful action came when I was teaching at a historically black college several years ago. During Black History Month, one of the great leaders of the civil rights movement was invited to campus to speak at the college’s weekly convocation. The speaker eloquently addressed his experience with the movement, but after his address, I realized my students were disheartened. They had enormous respect for the speaker’s work to advance the civil rights movement, but they had heard what he had to say many times before. Someone needed to speak directly to their concerns, which grew from their personal sense of commitment to their community’s ongoing struggle with issues around child care; the large number of young black men who were incarcerated; the rise of aids; and the job market they would soon face. In 2013, this disconnect between observer and doer seems little changed in the classroom. A good deal of what we continue to celebrate are things over which people have no control, such as the circumstances of their birth. We celebrate gender, race, and ethnicity with Black History Month, Women’s History Month, and Asian-Pacific American Heritage Month, to name but a few. We create events, celebrations, activities, and lesson plans that shift our students’ focus away from themselves. While those whom we remember may share a cultural history or racial identity with some of our students, it is the cultural association that is being honored, not their work. We celebrate history and science, physical education, and music. There are celebrations associated with school sporting of institutional appreciation and celebration begin, and where does it end? Nietzsche’s point is an excellent one as we consider how to hang onto that which is vital, while making sure not to hurt our students by excesses that distort and undermine our mission to teach them. Unfortunately, the history of the teaching profession isn’t promising in that regard. We are a profession of expansion. We expand disciplines and services in terms of hours, days, and years, so it’s not surprising that we find more and more ways to celebrate and witness. A betting soul might expect a future rich with gestures and symbolism, events and pageantry, if classroom past is prologue. Schools need to be more than repositories of good intentions and forums for the celebration of the accomplishments of others. Attending a breakfast, listening to a motivational speaker, or marching across campus may create opportunities for reflection or draw attention to the good work of others, but these acts should not be confused with the work they honor. In the end, the fine line between the multiple—and, at times, burdensome— celebrations, and those that sustain us, may be found within our own consciences. As we go forward, might it be worth asking if we are informing students or merely acting out of habit and expectation? Is it joy that motivates us to celebrate, or is it a sense of duty, guilt, or fear? Do we honestly believe that our actions will bring about meaningful change? As educators, what is important is not that we have ready answers to these questions, but that we be willing to engage our students and the communities we serve in a discussion about these issues. As Socrates noted over 2,000 years ago, “The unexamined life is not worth living.” Perhaps, in 2013, the unexamined event is not worth perpetuating. n STEPHEN R. HERR is an independent consultant. He has taught at the K-12 and university levels for nearly 20 years and has won awards for his teaching and research. Most recently, he was published in Phi Delta Kappan and The Christian Science Monitor. Want Effective Teachers? Think About Your Value Proposition CONTINUED FROM PAGE 29 satisfaction among teachers who felt their jobs were secure, were valued by the community, and offered opportunities for collaboration and teaming. (We acknowledge that some observers have disputed the finding of a 25-year low in satisfaction.) Since school systems compete with the private sector for the same talent, communicating the entire value proposition is essential. Districts often undercommunicate the value of pensions and benefits, though these frequently put them at a competitive advantage relative to private-sector employers. Analyzing the entire value proposition—compensation, benefits, recognition, career-development opportunities, and working conditions—enables districts to emphasize (and adjust, if appropriate) those pieces that may lack high monetary value but yield great satisfaction in terms of mission, work-life balance, or individual growth. • Customize. No two districts are identical—and their value propositions shouldn’t be either. The factors affecting a district’s unique situation include legal guidelines on what must be or cannot be offered, resource constraints, regulatory and contractual constraints, and the local context. For example, a district may have a temporary shortage of bilingual teachers and choose to offer financial incentives for this category of teacher. The value proposition is also shaped by strategic priorities and an understanding of the preferences of targeted employees. Employees may be willing to trade certain things to maximize those work benefits they prioritize, allowing a district to provide more value for the same cost. • Prioritize. Given public-revenue realities, districts must prioritize what to fund in order to create a financially sustainable value proposition. This involves careful consideration of their unique needs, as well as the student impact and cost of each value element. Understanding the entire cost of what they’re offering teachers helps districts align scarce financial resources with educational priorities. For example, a small salary increase for all teachers may be better invested in other areas, such as teacher coaching or freeing teacher time for collaboration. Of course, we can’t ignore salary and benefits. Getting compensation right is crucial for attracting, retaining, and motivating high-performing employees. In his book Drive, Daniel Pink suggests: “Effective organizations compensate people in amounts and in ways that allow individuals to mostly forget about compensation and instead focus on the work itself.” Not getting it right, he says, keeps compensation front and center and inhibits creativity, ultimately unraveling performance. “ A comprehensive value proposition is well suited to teaching, a profession that values growth, career opportunities, and working conditions that nurture both.” • Communicate. For a district’s value proposition to drive success in attracting, retaining, and motivating highperforming employees, it must be understandable, accessible, and updated. Prospective or current employees must be able to compare the value proposition and its components with those of competing employers. This requires districts to cost out individual components in ways they have not done previously, and to collect and provide comparison information on competitors, if available. Ensure that com- iStockphoto.com/Akindo parisons are apples to apples. For example, when reporting salary scales, include a scenario that adjusts for required hours worked, which often differs significantly by district. For the value proposition to be an effective human-resource-management tool, it must be open to adaptation as circumstances regarding district priorities, teacher preferences, and available revenues change. It must be kept current, with updated information, readily available to all and as personalized as possible for each employee. As school systems rethink their offerings, they must not ignore their most valuable asset: the opportunity to affect, improve, and enrich the lives of children and young adults. This intrinsic characteristic is a priceless asset in attracting, retaining, and motivating a high-performing teaching force. That said, it is no longer sufficient for systems to rely solely on the intrinsic nature of the profession to achieve their goals. A well-rounded, carefully constructed value proposition can be an effective tool to attract the teaching force our demanding education outcomes require. n http://www.edweek.org http://www.iStockphoto.com http://www.iStockphoto.com/Akindo

Table of Contents for the Digital Edition of Education Week - March 27, 2013

Education Week - March 27, 2013
N.Y.C. System School-Match Gaps Tracked
INDUSTRY & INNOVATION: Educators Questioning Timing of
Resident Teachers Are Getting More ‘Practice’
DIGITAL DIRECTIONS: Race to Top Districts ‘Personalize’ Plans
Contents
News in Brief
Report Roundup
Study Finds Gaps in ‘College Ready’ Math Offerings
Early-Algebra Push Found to Yield No NAEP Boost
Math Teachers Break Down Standards For At-Risk Students
More Teachers Group Students by Ability
San Diego Superintendent Pick Has Deep Parental Ties
Partnership Combines Science Instruction and English Learning
States’ Score Cards Pinpoint Problems Of School Climate
Experts: Later School Start Helps Sleep-Deprived Teens
Blogs of the Week
Project Aims to Expand Web Access
New NAEP Demands Application of Knowledge
Elementary Students Tackling Windmills
Policy Brief
'Parent Trigger’ Laws Catching Fresh Wave
School Angles Seen in Same-Sex-Marriage Cases
‘Sequester’ Cuts Still in Place Amid Budget Wrangling
Political Storm Rages as Acting N.M. Chief Presses on With Job
Congress Eyes Pre-K
REGIS ANNE SHIELDS & KAREN HAWLEY MILES: Want Effective Teachers? Think About Your Value Proposition
ALISON CROWLEY: Getting Rid of the GPS: Teaching the Common Standards in Math
STEPHEN R. HERR: Celebrating Without Accomplishing
Letters
TopSchoolJobs Recruitment
Marketplace
AMANDA GARDNER: The Many Keys To Radical Classroom Change

Education Week - March 27, 2013

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