Tag: nyt

There’s a chance for learning in the NYC teacher scores

As a journalist, I would have published the scores.
The argument isn’t whether or not the New York Times should have published NYC teacher evaluation scores.
They are a newspaper. The scores are news. Their job is to publish them. They publish the news.
If they’d sat on the scores, if they’d held them internally, if they’d published pieces of them or only profiled certain teachers, they would have been compromising and editorializing.
The coverage of the scores has certainly had an editorializing effect on how the scores are consumed. As José pointed out the other day, the person telling the story affects the narrative.
Now they’re out there, and a conversation has been stoked around the use, intent, validity of the scores.
As it should be.
As a teacher, I abhor the scores.
These scores (and value-added measures in general) are imperfect, imprecise, skewed, and dangerous tools. Let’s make that argument. Let’s make that argument better and more profoundly than those who stand by the scores.
If ever the teaching profession was faced with a teachable moment, this is it. Isn’t this what we do? We make complex issues accessible to those standing on unfamiliar ground and help them come to deep understanding. If we’re right (and we are) the truth of the argument against the scores will become apparent through education.
Yes, resent that time, money, energy must be spent on this. Detest, the scores the same way you detest poor grammar, ignorance of culture and history, or imperfect proofs. Then, find a way to teach toward understanding.
This is one of those few moments in the teaching profession’s wheel house. Let’s not miss it by admiring another problem so long that we forget to teach through it.
Teachers are better than that.
This is where unions can take the lead.
It is time for the AFT and NEA to hike up their big-kid pants and lead their membership not through dues or rallies, but through teaching.
I mean this in two ways. First, teachers are historically challenged when it comes to telling their stories. There’s every reason to believe this inability is only going to be exacerbated when faced with an issue as emotionally charged and personal as the NY scores. If teachers are going to respond and educate, they’re going to need guidance. Every union head in every school across the country should be leading trainings in how to create talking points and craft effective editorials. If there is a conversation to be had about how we measure teachers, let teachers lead it and educate teachers in how best to have those conversations.
Second, after these PR primers, help teachers organize forums and community meetings to build understanding of the scores and all their imperfections. Use the presence of the NYC conversation to move preemptively against other imperfect and unfair measures of teachers. These should have been the moves the moment the courts allowed the publishing of the scores. There’s still time to make this a thoughtful, productive conversation. All it will take is all it has ever taken – teaching.

Thanks to Paul and José for helping me figure out my thinking on this one.

Things I Know 141 of 365: The message about the medium matters

Whoever said that things have to be useful?

– Evan Williams, Twitter co-founder and CEO

NYT Executive Editor Bill Keller wasted space in his own paper last week.

In his column for the Times Magazine, Keller wrote a piece titled, “The Twitter Trap.”

I don’t take issue with Keller’s dislike of Twitter. My mom doesn’t like Twitter either, but she and I get along fine.

Keller wasted space in allotting column inches to an argument that’s been had since the service’s launch in March 2006.

Technology’s depleting our ability to remember, you say?

Social media is curtailing “real rapport and real conversation,” you contend?

Excellent, you’re ready for 2007.

I’ve seen several speakers recently bash twitter and then be rewarded with full applause.

“This guy’s onto something,” they cheer, “We’re all stupider because of Twitter!”

Then someone makes a joke wittily tying in the word twits.

It’s not that Twitter’s making us less thoughtful that’s worrisome to me, it’s that it’s allowing us to make the less thoughtful arguments.

Knocking Twitter, Tumblr and Facebook is easy.

Writing for the most important paper in the country should mean you don’t get to make the easy argument. It should mean you swing for the fences every time.

Keller’s argument would have been fine as his Facebook status or as a post on his blog.

From the column in the magazine, though, I was hoping for a meditation on the fact that many people learned of Osama bin Laden’s death via Twitter before the Times website could publish the story. Working through a reasoned argument why deep, long-form journalism remains relevant and important in an age when people like Andy Carvin are harnessing Twitter to cull immediate reports from the ground during the middle eastern revolutions would have engaged me as a reader.

To use his pulpit to make a case that’s nearly half a decade old, strikes me as easy. More troubling still, making the easy argument, Keller’s not trying to do anything with his writing. He should be.

Writing that attempts to inspire, change and challenge – now that’s fit to print.

So it IS a popularity contest

In his Sunday NYT column “An Echo Chamber of Boom and Bust,” Yale economics and finance professor Robert Shiller explained global finance thusly:

…[T]hink of the world economy as driven by social epidemics, contagion of ideas and huge feedback looks that gradually change world views.

So, basically, recessions, depressions, and tight-rolled jeans all have the same cause?