The one practical solution to Utah's public school dilemma
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No comments [ Add Comment ]By Leone Parette
Guest commentary
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Reform of Utah public schools, especially the high schools, is important, and, during my time in the classroom, I never missed an opportunity to discuss with others a practical method for improving the quality of the programs offered. However, solutions to the dilemma of mediocrity in Utah public schools sometimes meet with opposition from teachers, administrators or elected officials who are reluctant to rise above their traditional roles as controllers, even though we know from experience that when they do, they are pleasantly surprised to find that their skill levels and natural creativity are more than equal to the job, and the students in their care are much happier and more engaged in their own academic journey.
The story of how Utah public education arrived at its unenviable international position is interesting. In the late 19th century, John Dewy, William Harris and several dozen other influential educators and philosophers were enamored with ideas emanating from European cultural centers. Just as students from other lands now routinely look to the United States for the best opportunities for funded advanced study, in the 1800s that role was being played by, among others, the Germanic states. Therefore, it was only natural when the United States made the decision to adopt a system of compulsory education that we looked to these European cultural centers for guidance.
Eventually, Dewey, Harris and the others accepted and adopted a school model based on a Prussian military training manual. It is no accident that Utah public schools have a military flavor with insistence upon obedience to whistles and bells, standing in straight lines, sitting in rows or circles, age grouping, time segmentation, all under a heavily top-down command structure.
The problem today is that most American students, especially in our Utah high schools, have grown psychologically well beyond such an outdated military-command model, a model that has been abandoned long ago even by our own armed services because of the need for every soldier, sailor and airman to be capable of creatively handling unique situations. Success both in 21st century military and business environments requires individuals who have been taught to lead with their strengths. In this new century, adopting canned curriculum and methods without reference to the individuality of students is a formula for social disaster.
The only large tax-supported organizations that currently disenfranchise the expression of individuality in America are our public schools and our prisons. As a result of the disconnect between our students and the structure of our public schools, we see exactly what one would expect -- i.e., student disengagement. For example, our public high schools have the highest expulsion rates of any public school system in the world; and, every student, even if not punished for being aggressively disengaged, is subject to drifting for substantial periods each day for a variety of reasons related to crowd control and the unavoidable impersonal elements of a system designed to eliminate service variations from one individual to next.
Student-First Accreditation encourages a school to be in sync with each student's skill levels, interests, aptitudes, learning style and emotional preparedness. With Student-First Accreditation, each student must be known before curriculum and method are adopted. This again is especially critical in grades 9-12.
I would encourage every student, parent, teacher, parent, administrator and public official to become familiar with Student-First Accreditation. Transitions to Student-First can be structured over a five-year period and, once completed, people at all levels of the educational ladder are enabled to lead with their strengths. Student-First Accreditation is the one reform that will allow our Utah 21st century public schools to once again bring forth the genius that is America.
Parette is a grandparent and retired public high school teacher. She is currently living in Sacramento, Calif.
