The reform pretenders
Guest blog by Carol Corbett Burris/Washington Post
The word “reform” used to be important. To be called an educational reformer placed you in the company of John Dewey and other great teachers who understood children, the culture of schools, and most importantly, the complexity of the art and science of teaching. The late Madeline Hunter taught elementary students at the UCLA laboratory school nearly every day so that she could be sure that the teaching practices she labeled effective were not only grounded in research, but confirmed by her own practice. The late Ted Sizer, founder of the Coalition of Essential Schools, worked with hundreds of high schools before he wrote Horace’s Compromise , and after he retired from Brown University, was a co-principal of a school. In the eras of Dewey, Hunter, and Sizer, the title reformer was used sparingly, reserved for those who dedicated a lifetime of work that was distinguished by a fierce belief in public schooling, innovation that increased student learning, and a profound respect for the work that educators do. I wonder when exactly the word reformer was cheapened to a political sound bite. (more...)