Tag Archives: public school

Filling the Policy-Practice Gap

A few weeks ago now, I had the pleasure of attending a discussion focused on the edTPA with colleagues from several local school districts and universities. (For those of you who aren’t familiar with the edTPA, it’s a new performance assessment that is being used as a certification exam in New York State and elsewhere around the country.) Also in attendance was Kathleen Cashin, who was recently re-elected to the New York State Board of Regents. Unlike some of her colleagues, Cashin has spent most of her career working as a teacher and administrator in New York City public schools. While her colleagues on the Board of Regents have done impressive work in the field of education, the majority have never taught in the K-12 public school system in New York State. The majority of the Board is comprised largely of CEOs, philanthropists, and lawyers.

Shouldn’t extensive experience in the field be a prerequisite for making major decisions about education, especially decisions that affect the daily lives of teachers and school children? Without such expertise, policymakers can theorize classroom experience quite a bit, but they can’t really ‘know’ what it’s like to be in the classroom. I believe that part of the reason the policy-practice gap in education persists relates to the fact that so many of the individuals who make decisions about classroom practice are far removed from the realities of teaching and schooling.

My work as a scholar so far has largely focused on the policy-practice gap: the space that exists between policies as they exist on paper and the on-the-ground realities of their implementation in schools. This research was inspired by my experience as a 5th-grade teacher in New York City. My colleagues and I experienced policy implementation as episodic, arbitrary, and disconnected from what we actually needed as classroom teachers and building administrators. We experienced pendulum-like swings in curriculum and 180-degree turns in instructional expectations. It was the early 2000s in New York City, and we were knee-deep in what Michael Fullan calls “projectitis,” when schools “take on or are forced to take on every policy and innovation that comes along” before having the opportunity to see if what they’re doing is working.

In my dissertation, I wrote about this policy-practice gap with a new idea and hope: why not fill the gap with information teachers are sharing on blogs that they write? I found teachers’ critiques of educational policies shared on their blogs rife with recommendations from the view of the classroom. I thought, if we could just get policymakers to listen to what teachers have to say, we might be able to change something about the educational policymaking process.

I developed this graphic to illustrate my idea for my dissertation. I admit I’m no graphic arts expert, but it gets the idea across:

policy practice gap

With the development of the Internet, we witnessed unprecedented growth in the ability to publish user-authored content online via blogs and other Web 2.0 tools in the early and mid-2000s. The capability to research and communicate digitally has only improved since. But honestly, it doesn’t matter whether policymakers listen digitally or in person. They just need to listen. The graphic should look more like this:

policy practice gap annotated

This meeting a few weeks ago was the first time in my professional life as a teacher (16 years to be exact) that a policymaker asked my opinion about something related to what I do as an educator. The discussion was dynamic. Regent Cashin is a brilliant, sincere individual who I believe is on the right side of the high-stakes testing movement. She hears the call from the opt-out movement. She understands why the rubrics for the edTPA do little to offer specific, genuine feedback. She gets why it’s unfair and inequitable to judge teachers by their students’ test scores. During the meeting, several panels of K-12 teachers, administrators, and local university faculty shared ideas about why implementation of the edTPA isn’t working. And Cashin listened intently, promising to bring our concerns back to her colleagues.

Without more meetings like this, and opportunities for practitioners to share the realities of their daily work, educational policymaking will continue to miss the boat when it comes to changing practice in a systemic, sustainable, effective way.

Data

I’ve been silent for a while. After spending the balance of the summer recovering from a mysterious virus that had lodged itself in my inner ear, I dove head-first into my data collection and analysis this fall for my dissertation, The New York City Teacher Voice Project. So in the last five months, that’s where I’ve been: collecting, analyzing, aggregating, and wrestling with my data. And I couldn’t be more excited about writing up my findings.

Motivated by my experience as a 5th-grade public school teacher in New York City, my dissertation takes up questions around policy and practice in public schooling and investigates the local knowledge teachers share in their blog posts. As a teacher, my colleagues and I confronted obstacles to our work as teachers on a daily basis — there was a revolving door of schedule changes, too few materials, generally insufficient resources and training, etc. — and found ways to adapt to or resist the circumstances in the name of consistency. And we went through the motions largely on our own. But as online spaces to communicate grew, teachers began blogging about their experiences. It is one assertion of my dissertation that policymakers have something to learn from what is shared in these blogs.

I was thinking the other day about why my work as an educational researcher is so closely tied to my experience. I’ve always been attracted to stories. I majored in anthropology as an undergraduate student, and worked on an oral history project during an internship the summer after I graduated from college. Ethnography, or some digital version of it, was an obvious choice for my work as a doctoral student, and I’m drawn in by the narratives shared by teachers who blog about their daily work in the classroom. The experiences they write about are so similar to mine — from a lack of stall doors in the girls’ bathroom and broken copy machines to insect infestations and faulty internet access — and I’m in the process of weaving together their experiences in a sort of kaleidoscopic word quilt.

So onward with the writing. Day in and day out till it’s done. In the meantime, I spent time before the holiday break printing out my data. Don’t laugh. Until I did this, I had no sense — and no tangible way of sharing — how “much” data I had. I’ve got quite a bit to work with. And this is the one and only time I’ll every have to do this. Now I have a sense of what a stack of roughly 400 blog posts looks like in the real world.