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I began my career in education in 1952, teaching in a semi-rural high school in northeastern Ohio. Since then I've taught at every level from 6th grade through the university, been a county-level director of instruction, teacher educator, consultant to publishers, states, and foundations, contributor to academic journals, author of textbooks, professional books, and courses of study, newspaper columnist, and visitor to schools across America and abroad. |
4285 North Indian River Drive
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Where I’m coming from:
America's schools have problems, but for reasons so numerous and complex that pinning the blame on one particular thing—such as teachers—isn't just unfair, it's ridiculous. Blaming teachers for poor school performance is like blaming the waiter or waitress if the food is bad.
Myriad factors affect learner and school performance, many of them related to poverty and its attendant culture. I don't discount the role played by any of them. But I insist that what matters most is what does or doesn’t happen in learner’s heads, and that's determined primarily by the curriculum. No matter teacher skill, testing regimen, or technological tools, no matter buildings, budgets, or bureaucracies, if the curriculum is poor, instruction will be poor. Period.
The curriculum shapes American education, and those now running the education show are ignoring it. Getting it right is the first step in meaningful reform. Getting it right is my focus.
This article, "Thinking Big" published in 2004 by Phi Delta Kappan, summarizes my views on curriculum.
Information about FREE Course Materials:
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for Teachers and Mentors |
"Experiences using Connections: Investigating Reality" by Dr. William Webb
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