Interview
Top Teacher Tackles Testing
Teacher of the Year Michele Forman questions 'obesession
with testing.'
Michele Forman doesn't waste any
time. The morning this spring that she was introduced to the world as
the 2001 National Teacher of the Year, Forman was speaking out on the
dangers of high-stakes testing in an interview on National Public Radio.
Born in Miss-issippi, Forman received a bachelor's degree from Brandeis
University and a master's from the University of Vermont. A social studies
teacher in Middlebury, Vermont, Forman met with NEA Today's Alain Jehlen
and Tom Nordby.
You say you want students to feel less bound by rigid learning expectations.
What does that mean?
Part of that is our obsession with testing; part is strict, mandated curricula.
We need to articulate curriculum and coordinate it so it makes sense.
But when it becomes so prescriptive that it leaves the teacher few alternatives
for creativity, when teachers feel bound to cover issues to the degree
that we can't stop and explore, that's destructive.
When you listen to students and follow some of their leads-not every single
one, of course-but when you listen and let those voices direct your teaching,
you can have extraordinary results.
Illustrate that with a story, will you?
Years ago I took students to Washington, D.C. One
named Holly had never been out of Vermont. We went to the Lincoln Memorial
and the sun was setting. We're reading the words in the stone, and Holly
looks up at Lincoln and says, "Wow! I wish we had history where we
live."
Now that's a voice I needed to listen to. We went back to Vermont and
swept the plate for the next quarter, suspended regular classroom activities.
With a supportive administrator and parents, we set out to become historians
of our county. Students started with oral histories and became fascinated
by old farm buildings. They took pictures, read old diaries, newspapers,
county fair programs. They produced an account of agricultural history,
which is now part of a permanent collection in a museum.
Are you comfortable talking about political issues?
The closer you get to teaching and classroom experience, the more comfortable
I am. I speak from classroom experience, not only my own, but others,
also informed by research. One of the privileges of being National Teacher
of the Year is I'm not politically controlled. I'm not censored. I speak
from the heart as a teacher.
What do you think of vouchers?
I can support vouchers if and when schools receiving them make it possible
for any child to attend and the vouchers don't take money away from public
education. Many voucher plans don't do those things. We know that most
schools receiving vouchers have the privilege of saying "We won't
take this child, we don't want that child." I'm a staunch proponent
of public education. I'm not opposed to private school or to home education.
But I believe the greatest hope we have for educating our young is through
public education.
What do you think when you hear politicians talk about "failing
public schools?"
We concentrate on failings in any area, whether it's politicians or educators
or industry. We could concentrate on what we're doing right and how to
make it better.
This is a time of rapid change. In any period like this,
it's easy to criticize failings because in trying things, we make mistakes.
Or when we don't change things rapidly, that's viewed as failure. I'd
rather look at our successes.
I'm proud we're educating more students, a higher
percentage of students, better than ever. We're keeping them in the system
longer, and teaching them more than rote memorization.
Still, others paint the "public school system" broadly as failing.
There's a punitive strain that some want to put on education that isn't
helpful. Look, I'm a diabetic. When I go to my endocrinologist and my
tests don't look good, I don't fire the endocrinologist.
Do we adequately invest in and truly honor education?
We certainly aren't investing in teacher education to nearly the extent
we should. There's a great deal of respect for teachers. There's less
for education. When people talk about education they'll say, "Yeah,
America's schools are failing us. But my kids' school isn't so bad."
Because I'm National Teacher of the Year, people approach me and I recognize
the look at 20 paces now. They're adoring. They want to hold my hand and
tell me about their fourth grade teacher who believed in them. Many people
relate at a deep level with a teacher who cared and made a difference.
Explain your view of teacher accountability.
It's related to raising standards. All teachers must meet high standards
because that's what's necessary to ensure every child has a qualified,
competent teacher. There are other reasons. We must require high standards
for all teachers if we want to raise the prestige of our profession and
attract larger numbers of talented, dedicated people.
The National Board Certification model is an excellent way to assess teachers
fairly and reliably. The portfolio model is much more meaningful than
the current licensure standards in most states.
I'd also abolish teaching license waivers. You don't want to drive over
a bridge designed by an engineer operating on a waiver. My daughter's
in med school--she won't be allowed to practice on a waiver. The people
who treat my dogs and cut my hair can't work on waivers. Why do we accept
waivers for teachers?
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