In urban schools, the “educational gurus” think they have the answer: "Put them in flexible groups, promote more reading, level texts, literacy centers…" STOP! Until we decide that the professional development we provide teachers, particularly in the urban setting, is focused on context rather than content, we’ll continue to scratch our heads every year when the test results return. 

This approach reiterates a previous message: Until we re-structure professional development for our teachers to engage them in relationship building and context-teaching rather than teaching to the content, in hopes of reaching them, our results will remain static. 

Here’s a thought: It’s like having a shiny, new car with new tires, with a tank full of gas -- as soon as we put our foot on the pedal, the wheels on the car spin out of control, and, all the while, the car is positioned on a sheet of ice.  We know the ice is there, but we refuse to chip away at the obstacle that “keeps our wheels spinning." Instead, we continue working on the car, in hopes that having a brand new car will somehow keep us from slipping on the ice.

Just my thoughts. I’d love to hear from you.

Paula Knight is Executive Director of Curriculum and Instruction K-12, for the St. Louis Public Schools.

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