My entire career as an educator, all 27 years, has been spent in the perpetual swirl of “reform” that enveloped education when I first set foot into the classroom. It was in the cusp of the “Era of Accountability” that I began teaching, and the clarion calls for site-based management, uniform standards, and testing were just beginning to resound. Soon to follow was the Total Quality Classroom movement, multiple intelligence theory, and right-left brain theory, critical thinking teaching, thinking maps, and whole host of other initiatives. There has been no shortage on theory during my career as an educator that’s for sure, and during my entire career, we’ve been reforming education, then reforming our reform in an unending pursuit of a “magical land” where schools succeed, except that there’s been one major problem: we’ve never arrived.
I don’t mean to sound pessimistic in this reflection; in fact, I’m not really that way at all. I am nostalgic in one sense, because there has always been that anticipation of the next great idea that comes around the bend, and the promise that all our educational ills will finally be resolved. Those who’ve promoted this atmosphere of perpetual reform, have, after all, succeeded even if our schools may not really be any better off. It’s those who’ve capitalized on these reforms by promoting products, professional development, computer programs and websites, and new techniques and strategies who have earned a bundle. The promise of their being one single way to resolve the educational puzzle has led many to search high and low, and our market-based approach to these products has not disappointed, at least for those who’ve made the money.
Still, I’ve come to a cold, hard conclusion that is, in fact, very liberating. It is simply this: There is no magical theory out there or discovery that will allow us to suddenly be able educate like we’ve never done before. There is no one best way to teach, and as we already know, there is no one best way to learn. Despite all these infernal emails I get that promise to "raise my students’ ACT scores or SAT scores to exorbitant heights," in the end their promises are more marketing than reality, and in many cases, downright deceptive. Education has become a money making enterprise like everything else, with “experts” arising from all corners of the field with their version of the “final solution to all our education problems.”
My liberating conclusion that all of these are mostly empty promises frees me to view education as the difficult work it is with problems that do not, nor ever will have singular solutions.
Reform has become such a cliche now, every time I hear a politician say the word, I want to flee in panic, or hit him with a rotten tomato. It just won’t happen. Perhaps real “reform” will begin and end with ourselves rather than continuing the fruitless quest for magic. Real reform begins with the liberating thought: “There are no easy answers or solutions to discover about our educational system. There’s only hard work to be done."
