Julie’s Blog

Thank goodness we do not live in China during 200 B.C.  The lens for viewing my teacher action research project and paper is a bit rosier after reading chapter 6.  Assessment is another example of the contradictory messages systems convey to teachers.  In one breath we hear, “PERFORMANCE ASSESSMENTS, PERFORMANCE ASSEMENTS.”    The next breath tells us, “Distribute these benchmark assessments to see how your kids will do on the standardized test, but do not grade them or disclose their performance to parents.”  The last push at the end of the year shouts, “If you’ve covered the standard your child will pass the CRCT and you’ll be deemed an effective teacher.”  Never mind your efforts to address cultural responsiveness, emotional sensitivity and student developmental awareness.

The notion that small schools may offer solutions to promoting positive school climate makes sense, just as it is more manageable to maintain a positive learning climate with smaller class size.  Why, then are we building elementary schools up.  By building up, I am referring to the two and three story buildings that house thousands of small children.  I’m sure the answer lies between the red and black of the budget.  When will we, as a society, quit focusing on temporary cost effectiveness at the expense of our students and future? 

Components of a full service school, as described in the book, include child care, health care, nutrition and counseling.  Today’s public schools encompass much of these aspects.  Most schools offer after school child care at a reduced rate.  Many schools today invite dental, vision and hearing units housed in trailers or vans to treat students.  Food specialists and cafeteria coordinators are held to national nutritional guidelines.  School counselors, psychologists, and social workers collaborate to address the concerns of and advocate for children with special needs.  Are today’s public schools not full service schools?  What social service features are today’s schools missing?