Standards Based Learning System

Here's a question that I would like to ask the Superintendent finalists.

Seattle Public Schools is a Standards Based Learning System, so it has the same problems that face Standards Based Learning Systems all across the country. The bulk of our attention is focused on getting every student up to Standard. So much of our attention and resources are focused on this effort, that little or no effort, time, or resources is dedicated to serving students after they meet the Standards. Consequently, here in Seattle, as in Standards-Based Learning Systems all across the country, the Standards, intended in theory as a floor, function in practice as a ceiling.

We have that problem that plagues Standards-Based Learning Systems across the country. In Seattle, however, we have carried it a bit further. Since allocation of our resources is typically perceived as a zero-net sum proposition, many people believe that any resources or attention allocated to students working at or above Standards detracts from the attention and resources that could be dedicated to students working below Standards. Our District has developed a culture in which the needs of under-performing students are regarded as so urgent and such a high priority, that many within the District actively oppose any allocation of resources to other students. They have said, openly and unabashedly, that they will not spend one dime to support students working beyond Standards until every student is working at Standard.

How, as Superintendent, can you resolve not only the academic problems caused by the misapplication of the Standards as a ceiling rather than a floor, but also the cultural problem that encourages leaving students working beyond Standards unsupported?

Comments

I am fortunate enough to be going to hear the superintendent candidates this coming week (no names; they are still Candidate 1 and Candidate 2, apologies to Dr. Seuss). I'm not sure of the structure of the program but if it was like the CAO interview, we'll hear something about the candidate's background, then the candidate will talk about their experience and educational philosophies and then take questions. (I just went through a principal interview process for a high school principal opening and so I feel prepped for this meeting.)

Charlie's query is a good one so I'll be listening to see if either candidate touches on that subject. What do people out there in blogland want to hear from a superintendent candidate? What should be warning flags? For example, if I hear too much "I did" or "I implemented", I'll wonder if this person is a team player or gives credit to others.
Anonymous said…
I would like to know how the candidates feel that they can work with the district and school board to to attract middle and upper class families who are currently pursuing private education back into the district. How specifically can they make our school system more attractive and competetive? What will they actively due to recruit and retain these families? We have Montessori models, how about Waldorf models, more language emersion schools, more advanced placement and baccalareate classes?
How about smaller class sizes? etc

I think that school districts needs diversity at all socio economic levels and this includes the middle and upper class. I agree with Charlie, that this district has focused so much on underachieving and low income schools/families, that they have sorely neglected the mainstream schools and families, and this must be turned around.

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