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View Point
Do we really want all public schools to improve? If so, then we do it one school at a time. The first step should be to listen to the teachers who live inside the classrooms. Ask teachers
how to make
schools betterI recently conducted an informal survey of faculty members at Pearl Kai Elementary School, with a student population of 600-plus. These teachers, some near retirement, some mid-career and others just starting out, speak "from the field." Because 100 percent of the teachers responded, these data represent the opinion of the entire faculty.
One question asked teachers to list "two things that you believe would actually improve the education of the children in your classroom based on the realistic demands of your job every day." This open-ended question resulted in two items standing out: a 34 percent response rate for smaller class size and a 27 percent rate for better parent involvement.
It should be noted that class size is mandated at a 21:1 student-teacher ratio in grades K-2 and 26:1 in grades 3-6. In reality our numbers average 24 students in grades K-2 and 30 in grades 3-6. One comment included the need to count the "inclusion" kids in our enrollment. This refers to the fact that Special Education students are not always counted in class enrollment for regular education teachers. This drives up the class size even more. One teacher felt that any program of study is achievable with lower class size.
Comments regarding increased parent involvement included concerns about:
The greatest dilemma is getting the parents who neglect their children's education involved in the process. Trailing class size and parenting as a concern were behavioral problems and discipline with a 14 percent response. Comments here included:Accountability for parents.
The other responses were all in the less than 5 percent range. They included: more money to the classroom, more staff support for one-on-one help, homogenous ability groupings, consistent standards across all schools, less political influence, less paperwork, fewer meetings/extra-curricular requirements, improved communication within the school, leave time for self-improvement for the teacher, and more computers in the classroom.
One can see that there are some common concerns along with a tremendous difference of opinion among teachers. What a questionnaire like this shows is that there is no one "magic bullet" that is going to improve public schools. We have seen various superintendents bring their ideas: Francis Hatanaka (Foundation Program objectives), Charles Toguchi (school community- based management), Herman Aizawa (literacy), Paul LeMahieu (standards).
At least the current superintendent, LeMahieu, is changing the assessment tools to align them with the standards. This is the first sensible change from that office in decades.
But it is the Hawaii State Teachers Association that has spoken about class size, parent involvement and discipline concerns. Perhaps that explains why there is union loyalty.
Educators hear regularly from politicians, businessmen, lawyers, judges, parents and the media about the problems with our schools and their solutions. Each one of them should be asking why there is a shortage of teachers. Why do new teachers quit within five years?
The answer: It is hard work. If you want to really improve the schools, then listen to the teachers.
Jim Wolfe has been a public school
teacher/counselor for more than 20 years.