I've heard from several educators in Arkansas and in Missouri who are at best, concerned about the confirmation of Betsy DeVos as the new Secretary of Education. At worst, they are near a state of panic.
That's unfortunate really, because educators could help themselves by simply not worrying.
I worked in public schools in four different school districts over the course of 27 years. In addition I visited scores of schools in five different states.
One of the prevalent characteristics in education is that schools in general are reluctant to change and sometimes are even hostile in their resistance to change. At times, it might seem like any new notion is unwelcome.
In the last 10 years in particular, I have suggested again and again (sometimes in this very column) that schools need to change so our students can have an education that prepares them for the 21st century.
Educators, generally speaking, seem to always be fearful of anything that might disrupt the status quo.
Furthermore, teacher unions, blinded by their level of influence and their desire for an unbroken cash flow, have not done much to help the average American student.
And now, it seems that a number of educators are fearful of someone like Betsy DeVos.
And while I have many friends in public education--many educators I love and respect dearly--I must say that I have little sympathy for those who fear that changes may or may not be on the horizon.
As an educator, I feel I can be candid with my fellow educators and I can say anything, good or bad, about education. (Of course I offer comments with the best intentions, wanting to be productive and to offer constructive dialogue).
But quite simply, if educators had been embracing innovation over the last three decades as we should have been, there would not be such widespread concern over America's educational efforts.
And as a result there would be no one like Betsy DeVos nominated as someone who might be a change agent.
There has been much research in the last 25 years about how schools can do a better job but that research, for the most part, has been widely ignored.
So in a sense, the public education profession has no one to blame but itself when pressure is brought upon schools to change. It is simply something that could have been addressed long ago.
Now to be fair, there are many, many dedicated educators who are making innovative efforts in their classes regularly, and they are also getting good results. In addition, some school districts have made great attempts to think outside the box and consider ways to provide a much more relevant education to all students. (In fact, I've encountered some of them right here in Northwest Arkansas).
So there are definitely success stories in public education worthy of further examination.
Overall, however, schools have not changed but it's high time they did.
I know as much as anyone that being an educator is a very difficult job and that all of society's ills tend to make their way into the school house. But educators -- even the very dedicated -- are not helping themselves when they spend more time complaining than they do looking for better ways of doing things.
Patrons of school districts do not need to hear complaints or excuses, but instead need to know that educators are working on solutions.
My advice to public school educators everywhere is to keep doing the things that will help students be successful, but at the same time explore methodologies that may be a departure from the norm, efforts that might take them in an entirely different direction. In short, it's time to embrace innovation in all that we do in education.
The students will appreciate it because it won't be school as usual, and the learning will seem much more relevant and meaningful.
Parents will appreciate it because they will notice that their own children have a newborn interest in school, and may even be excited about some of the learning. Better achievement gains will naturally follow.
Teachers will appreciate it because they will find greater satisfaction in their work and will be making the kind of difference that our young people need. (And for so many teachers, making a difference is what attracted them to the profession in the first place).
When schools take such steps, there won't be any need to fear a secretary of education or to worry about what she or anyone else might do.
Panic should never be a part of what educators are about.
DAVID WILSON, EdD, OF SPRINGDALE, IS A WRITER, CONSULTANT AND PRESENTER, WHO GREW UP IN ARKANSAS BUT WORKED 27 YEARS IN EDUCATION IN MISSOURI. YOU MAY E-MAIL HIM AT [email protected]. THE OPINIONS EXPRESSED ARE THOSE OF THE AUTHOR.
Editorial on 03/01/2017