Not exact matches
• too
much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school
autonomy, teacher freedom, and
local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.
The major planks of Klein's reforms are well known: breaking
much of the old
local district bureaucracy, empowering principals and creating a new principal training center, issuing report cards for schools, delivering
autonomy and innovation zones for experimental schools, and keeping more of the city's problematic teachers out of its schools.
Over the last 20 years, England didn't abolish its «
local education authorities» — Blighty's version of school districts — but it conferred so
much autonomy on individual schools and their boards of governors that it essentially marginalized those authorities.
During the hour - long discussion, the candidate for District 6 (East San Fernando Valley) did as
much listening as she did talking, asking teachers about their concerns on issues such as
local autonomy and teacher training.