| Chapter 14
It is exactly five minutes before seven o’clock in the morning and I am getting off the shuttle ready for a new day. I cannot believe it but I am still excited about the outcome of my paper in Dr. Jonah’s class.
I look up to see Dr. Tibens waiting to greet me in the entrance of the science building.
“Good Morning, Dr. Tibens. To what do I owe this courtesy?” I say as he opens the main door.
Obviously in a facetious mood topped with a big grin, Dr. Tibens responds, “And, good morning to you. I was going to my office, I noticed that you were coming this way and so I thought I’d be your doorman.”
I answer, “If it had been raining instead of a sunny day, would you have an umbrella for me? I know you better than that. That’s why, you have to be kidding about the doorman stuff. Now, to what do I really owe this kindness, Dr. Tibens?”
“Yes, you are getting to know me,” Dr. Tibens responds allowing his chuckle and grin to fade into a pleasant smile. “You’re right. I do have something I’d like to talk to you about. I trust that you do have a few moments for us to talk.”
“Of course,” I answer.
Dr. Tibens says, “Good. Then, let’s visit in my office.”
Together, we walk down the hall. At the office door, Dr. Tibens directs me to enter before him.
“Take a seat here, Arthur, at the conference table,” Dr. Tibens tells me.
As I sit down, I answer, “Thank you, Dr. Tibens.”
“Would you like some coffee?” Dr. Tibens continues as he fills a cup extending it to me.
“Sure, thank you,” I say.
Carefully taking a cautious sip of presumably hot coffee, I go on now with a grin of my own, “This is great, perfect as a matter of fact! I like to be served.”
Taking a seat around the corner of the table from me, Dr. Tibens laughs at my remark and replies, “Splendid.”
Picking up a brochure, he goes on, “Ardmore University will be hosting a summer workshop on the investigative lab. As you can see here on this cover, it is to be supported by the National Science Foundation. Several outstanding leaders in science education will be there. I’d like for you to attend and represent our biology department. I feel it will be a great opportunity for you. What do you think?”
“This is fantastic, Dr. Tibens. When do I leave?” I respond.
Dr. Tibens replies, “I’m glad that you show so much interest, Arthur, but first you need to discuss this with your wife and children.”
I enthusiastically answer with a big smile of delight, “Really, it’s a done deal as I see it. Nothing to consider.”
Dr. Tibens counters, “Yes, you might feel that this is terrific for you but your family might have some other feelings. My recommendation is that you get them involved in the decision. Take a few days to think it over. The host university will provide financial assistance for you and your family as well.”
With an understanding nod I answer, “Yes, you’re right. I was being thoughtless. I do need to discuss this with Charlene and the girls. But, I do believe that Charlene will agree and I feel the girls will enjoy a summer away from home. But, as you have advised, I’ll discuss it with them and definitely, I’ll let you know by tomorrow morning.”
“Take sufficient time, Arthur. I don’t have to respond for another week,” Dr. Tibens says.
I reply, “You know, Dr. Tibens, if I had to, I couldn’t put two better things back to back. Yesterday, in Dr. Jonah’s class, I received an ‘A’ grade on an important course paper and now, this wonderful opportunity. This is just too good.”
Dr. Tibens enthusiastically answers, “An ‘A’ from Dr. Jonah is excellent. Certainly, you’ve earned it. Feel proud of yourself. He is one of our finest professors in education.”
“Yes, I feel very fortunate to have him as one of my professors. I’ve learned more from him than could be expected,” I respond.
“Here,” I say taking the paper from my briefcase and offering it to Dr. Tibens for his examination.
Dr. Tibens begins browsing through the paper occasionally stopping to carefully examine the contents.
Looking up from the paper, he says, “You’ve written that a liberal arts background should be a requirement for teaching. Can you justify that?”
“I think so,” I answer. “Not to be mistaken for general studies, the liberal arts provide a broad horizon of understanding that connects all of the branches of teaching.
“Several recently published papers indicate that corporate America finds the liberal arts graduate to be adaptable in handling a variety of jobs, in working in a constantly changing environment, and in dealing with the adversity of ambiguity.
“Today’s teacher needs these same common ground understandings and derived basic skills. These abilities have application in this generation as they have had in the past. No doubt, they will have usefulness in the future.”
“I’m interested. Go on,” Dr. Tibens interjects.
Pleased, I continue, “I believe that the first and most basic area of study is communication. This involves four categories: grammar, writing, speaking, and listening.
“Here again, I believe that every teacher needs a solid grounding in the rules and all aspects of language usage. Then, properly working within that framework, they need to be articulate. Especially, in teaching, you need to be able to write and speak with facility. Language, of course, is the pipeline for the proper transmission of information, thoughts, concepts, and ideas. This is a given, an absolute. Who could disagree?
“Most of all, everyone especially teachers need to listen. It is a skill that is most neglected that we desperately need to develop. It is the vehicle that transports verbal communication to its target. Without listening, we can fall short in our interactions. It is what we do during our student meetings, true? We listen.”
Dr. Tibens responds with an understanding nod indicating agreement.
I go on, “Then, teachers need a grounding in philosophy. We need to rationalize our place in the universe. What matters for individuals depends on that. Lifestyles and dispositions hinge on our philosophical concepts. For example, the practice of the ‘Golden Rule’ cannot otherwise be justified.”
Dr. Tibens interrupts, “I can identify with your basic position. Expand on it.”
I answer, “Yes, I did that in the paper. Would you accept that two basic courses in philosophy are needed?
“First, the classically proclaimed philosophers and second, those not so recognized including individuals such as playwrights and human issues-focused authors as well as marketing agents of all kinds.
“Those in this second group have a tremendous influence on a lot of our day-to-day views and values, perhaps the greatest impact on shaping our thoughts and affecting our way of life.
“Do you think that’s true, Dr. Tibens?”
Dr. Tibens answers, “Well . . . as we mature, the immediate is what has the greatest influence. Later we tend to temper our positions with the more abstract elements in our heritage. I’d agree. A study of this group of early philosophers makes sense and understanding those influences that are most immediate seems essential.”
With some confidence, I say, “Okay. As you can see, I also include American history, government, and economics. People, especially teachers who hand down our heritage, need to know the fundamentals and principles underlying the events that led to the origin and the development of our great nation.
“They need to know how our government was set up and how it works. They need to know about the dynamics of our economy: the driving forces, our system of monetary exchange, and factors that determine financial well-being.
“I feel that teachers really need these insights. How else can they put their teaching into perspective for students to understand?
“Of course, I don’t have all the answers but I did write a lot more. I will have to present and defend some of my ideas during the discussion scheduled for our next class meeting.”
Dr. Tibens interjects with a mischievous overtone, “I am interested in what you have written here. It will give me the opportunity to get to know you as I would like to and you can practice your arguments.”
Hearing that I get an uneasy feeling. My mental voice warns me that I could end up offering a lot of opinion that could set us apart. Just because Dr. Jonah said “very good . . . examined basic areas well” and assigned a good mark to the paper does not guarantee that Dr. Tibens will.
Maintaining my outward enthusiasm. I say, “Okay . . . I’ll give it a go. A summary chart of the courses is on . . . let’s see . . . somewhere in the first section . . . ah, on page fourteen, The Basic Undergraduate Plan of Study.
“As you can see, my list includes anthropology so that we can comprehend the foundations of our civilization; then, sociology so that we can understand our modern collective behavior; and, political science so that we can become acquainted with our involvement in interactive governmental processes.
“I cap off this section with an undergraduate current affairs seminar that I believe is self-explanatory but we, especially teachers, need to be in touch with at least the major happenings and involvements in this country as well as in relation to our continental neighbors and other places around the world.”
Dr. Tibens interrupts, “I can see the merit in what you have proposed. It is important that ideas as these get tested in the marketplace. Certainly, they are worthy. However, expect that some will take exception because in education, we have taken a discipline orientation. These will argue that more time needs to be devoted to the development of teacher expertise in their competency area and standards need to be raised above all.”
My expression conveys that I need to respond to the point made.
With a prompt from Dr. Tibens, I say, “I do provide for the need for enhanced proficiency. However, every liberal arts student needs courses in science and mathematics. The mathematics would include the integrated fundamentals of algebra and geometry.
“The science would need to be non-specialized and interdisciplinary. The goal here is neither to be a mathematician nor a scientist. Rather, it is to be diversified, literate, and multidimensional.
“For balance, I believe that educators need to be exposed to the tangible and intangible arts namely, painting, sculpture, and architecture as well as poetry, music, and theatre. This is a minimum for any well-educated person. Teachers should be no less.
“This combination, should add up to form a wholesomely educated and generally cultured person, a person with a grasp of reality, an awareness of their surroundings, and an appreciation for the all-inclusive world. With this background, a teacher would be a well configured academic representative.”
I look up to see Dr. Tibens reactions. His eyes are scanning the reference page.
My mental voice says, “Great. He’s interested and I’ve not said anything that is out of line especially with his thinking.”
Dr. Tibens notices my survey of his face and eyes. He smiles.
Realizing that I have the opportunity to demonstrate my support for his view on teaching, I continue, “Of course, these would not be the ‘old dry bones’ type classes. These courses need to be dynamic and broad based as you can see from the curriculum combinations I put together. I intend for them to be more than a happenstance-combined hodgepodge. Each needs to begin with where we find ourselves, today.
“As teachers, I feel, we need to sense the direction for our courses and deliver the so called ‘goods’ as we are attempting to do in Biology for Life.
“As you know, it is much more convenient to go to the filing cabinet and dust off the ‘old yellow notes’ time and time again until education is way out of touch and missing the mark. Of course, from these bastions, you’ll hear ‘We’re teaching classic foundations’ as a justification.
“You know that I can’t corroborate that but you may agree that this is a symptom of disregard compounded with laziness and stubbornness. So, when teacher education fails rather than make a change heading into the right direction, the system readily bolsters itself extending the journey by adding courses and even another year to the curriculum.”
Realizing that I may have become too outspoken, I pause for a moment.
Dr. Tibens responds, “Arthur, I’d like to continue our conversation but I need to make a phone call for a few minutes.”
I say, “I could use a little break myself, Dr. Tibens. I’ll be back in a couple of minutes.”
Five minutes later, I return to find Dr. Tibens now at his desk browsing in my paper.
While grinning, I take a seat opposite from him. I say, “Well, Dr. Tibens, I can deliver a lot more on this. Are you ready?”
Dr. Tibens chuckles. “Sure, try me. Your paper is stimulating and thoughtful. It could be exactly what’s needed for school reform as you see it, at least as a beginning platform.”
I feel comfortable not hearing any criticism. I take consolation in his comment “could be exactly what’s needed” and satisfaction from his words “stimulating” and “thoughtful.”
I say, “In addition to recommending a liberal arts background to enhance general skills and proficiencies as well as broaden social insight and cultural awareness, you will see that I make accommodation for strengthening competency areas. Hands-on and how-to-do-it needs to be the backbone for each of the courses, as Dr. Jonah has been proposing in his course. Whether science and math or non-science, teachers need to know how-to-do-it in their subject areas so that they can teach students how-to-do-it. It’s that simple.
“Each academic area has its unique operational methods and techniques. These pearls must be embedded in the specialization courses we offer so that teachers will in turn transmit them.
“For example, while it’s important to read history, it’s equally as important to understand the work of a historian and to study as well as learn as a historian. In this way, the subject area unfolds with its notable richness. As well, skills for lifelong learning are acquired.”
Dr. Tibens interrupts, “Okay. And, you’ll be working toward similar goals, in Biology for Life, right?”
I reassuringly answer, “Yes, exactly as we have discussed. At least I’ll give it my best shot. But, as the paper goes on, to this point, I have only considered alterations in teacher education. That of itself is a significant revision. However, as I assume you agree, the entire system needs to be revamped and overhauled.
“From top down the hierarchical structure of K-12 school personnel needs to be reconfigured and we must abandon the system of licensure or certification as we know it. These are the limiting barriers that well intended somehow must be overcome or breached.
“On the structure of school personnel, of course it’s a point of view, but the job description of the Principal must change. Some may grow pale and for others jaws may drop a notch or two but sooner or later this change needs to be made.
“The Principal can no longer be the ‘Jack Of All Trades’ but rather ‘The Headmaster’ of all the teaching and learning activity in a school.
“As I see it, the Principal is the administrative overseer, the building manager, controller of the budget, primary spokesperson for the school, and general supervisor of teachers and staff. But, this person has less than enough involvement with what ought to be the primary function, the direct supervision of the practice of education.
“If you ask, ‘Who is in charge of education in the school?’ you’ll ultimately find that no one is in charge.”
Dr. Tibens interjects, “How so?”
I reply, “This was verified by a professor of education who was hired as a consultant for a small city school district. He sought justification for the inclusion of a course in the sixth grade curriculum.
“His search led him from one office to another, from Principal to Assistant Principal and on to the Assistant Superintendent for Curriculum and Instruction.
“Not receiving a satisfactory answer to his question, he finally ended up in the faculty lounge. There, an older teacher stepped forward in response.
“He said to the consultant, ‘Really, do you want to know why we teach that in the sixth grade? Sir, the answer is simple. Nobody knows.’ Can you believe that, Dr. Tibens?”
Dr. Tibens responds, “Disquieting isn’t it? But, what about the many jobs of the Principal, Arthur? How do these rather important jobs in the operation of a school get done?”
I answer, “These jobs need to be distributed among other personnel such as the business manager, student affairs director, and a public relations officer. That would cover a lot of it. Then, the main role of the Principal could be focused upon education. For the sake of that recognition, the proper title could become something like Manager of Education.”
Dr. Tibens interjects, “You’re prepared to give me a job description?”
I say, “Gladly. This person would take the full responsibility for the educational processes and activities of a school. This person would have the highest academic credentials, not necessarily a license but an exceptional ability in planning, coordination, and integration of curricula as well as a thorough knowledge of the teaching processes and skills that facilitate learning. As such, this person would be responsible for the attainment of academic preparedness and marketplace readiness of the students.
“The Manager of Education, would lead a hierarchical staff of Master Teachers, Associates, Assistants, Apprentices, and Tutors or Paraprofessionals as perhaps a head football coach typically leads a differentiated staff of assistant coaches and trainers. Each of the supporting teachers would have earned their rank through formal preparation and firsthand experience.”
Dr. Tibens interrupts, “Now, Arthur, as you know, I’m keeping up with you but . . . where . . . here in your paper, Dr. Jonah commented that
Such a highly competent teacher may quite possibly not possess supervisory leadership skills to become a complete manager (Leader and Supervisor/Teacher).
I look over as Dr. Tibens points to the comment.
I answer, “Well, Dr. Jonah made a point. However, that would be part of working your way to the top. Teachers would earn their way through demonstrated accomplishment. Part of that accomplishment would include the demonstration of these appropriate skills. Certainly, I believe that those that have the ability and the desire would naturally sort out from those who do not.
“Football teams choose individuals to be ‘Head Coaches’ who are apparently deserving. In this role, some fail and some succeed. The best become role models and improve upon the standards by which success is measured. These have inherent talents and skills far beyond what anyone can read about in a book on leadership or supervision. All of them were players and participants who ascended through the ranks.
“It is these intrinsic talents and synergistic energies that set head coaches and team leaders above and causes me to wonder if true leaders are really born rather than made and if licensure really matters.”
Again, Dr. Tibens interrupts, “You may have a valid point. A leader is not by some rite, course, or training a leader. Having studied about leaders doesn’t make it so. Similarly, in the ranks of teachers, we could likely find many competent teachers who could be leading except for the credential that they do not possess.
“According to you, this kind of structured system would enable advancement in a career much different from the present system. Faculty could form a cohesive force having maximum instructional impact as members of an orchestra under the direction of a skillful conductor.”
I break in enthusiastically saying, “Yes, Dr. Tibens. You got it! And, I like your orchestra analogy. It plays well for me.”
Smiling, Dr. Tibens motions for me to continue.
Now reassured, I say, “Okay. Ideally, tutors and apprentice teachers would work directly with students. Interactive dynamics would be raised to a higher level in the classroom. Help would be individualized, specific, and only moments away. Classroom assignments would become learning episodes of the highest order. Students would less likely become disengaged in their learning.
“Assistant and Associate teachers would be responsible for more of the group led activities. They would provide for creating the structural overview and the development of instructional sequences designed to facilitate learning.”
Dr. Tibens interjects, “As you may have recognized, I’m trying to do something similar in Biology for Life.”
“Yes,” I emphatically reply with a smile conveying my appreciation. “And, I enjoy the setting for my teaching. It’s perfect.
“Perhaps as in Biology for Life, this differentiated instructional staff would provide for more individualized opportunities for the students even at a reduced cost. Those at the top would earn more through their merit. Those in supporting roles would have the incentive to develop higher order skills in teaching effectiveness. In this pyramid format, everybody wins and the students even more so.”
Again, Dr. Tibens breaks in adding to my enthusiasm, “That’s obvious.”
“Sure,” I say. “But, that’s not all. Certainly, with this kind of system, academic accountability would become generally applicable and meaningful. The present system of administrators leading a homogeneous aggregate of essentially independently acting members of a faculty would be superceded.”
Dr. Tibens adds, “By itself, this potential for accountability should be sufficient to challenge the system.”
I respond, “Thanks, Dr. Tibens. I needed that. That’s exactly what I am getting at.”
Dr. Tibens rises from his chair. Concerned, I say, “You haven’t heard the best part.”
He smiles replying, “I’m going to get some coffee. Would you care for some?”
I answer, “I’m fine.”
As Dr. Tibens returns to his desk, I continue, “It is on certification and licensure.”
Dr. Tibens interrupts with a chuckle, “You are serious. Well, persevere. The establishment just may have to surrender to you.”
I respond, “Hopefully, because in theory, as a system of regulation, licensure may be fine but in effect, it prohibits the utilization of well-trained and well-prepared individuals who could otherwise make enormous contributions especially in education. Though some of this may change with the advent of charter schools, it’s not likely that any state will relinquish control.
“As we have seen, the licensure system has not guaranteed that the most qualified personnel are in the classrooms and administrative offices. If that were so, all teachers would be at least minimally successful on tests designed to measure professional competency. Instead, we have had to acknowledge that many licensed and certified teachers are illiterate. Some lack even those basic skills of the level at which they have been contracted to teach.
“Furthermore, competent teachers, endowed with both classroom creativity and innovative insight as well as leadership ability, by licensure, are not certified to head up an educational enterprise or even an administrative division within. That’s a travesty.
“We should replace whatever is not working. We should move to a system that would accommodate individuals with just job-requirement competencies. We should open the windows and doorways of professional entry. Beyond our wildest imagination, good things for education may result.”
Realizing that I have become overly emotional. I stop, smile as a politician might, and take a deep breath.
Then, I say, “You do understand what I am trying to influence.”
Dr. Tibens says, “I recommend that you put your ideas before your classmates. Get some feedback. Then, make some adjustments and take them to the academic arena where they can be rigorously scrutinized, evaluated, and challenged.
“Certainly, with the new considerations given to education, such as tuition credits and the introduction of charter schools, public education is being forced to measure up. The old ivory towers of education, the universities that prepare our teachers, will be forced to adjust. They need a source of ‘out-of-the-box’ ideas if for no other reason than to ‘jar’ their thinking.”
I reply, “I didn’t expect that kind of encouragement. Wow! This has been fun for me, getting positive feedback on some of my thoughts.”
Checking the time on the desk clock and returning my paper, Dr. Tibens responds, “I enjoyed the dialogue. Now, I do need to change the topic. I will need an answer on the National Science Foundation workshop program within a week.”
“Absolutely,” I say. “Count on it. And, again, thank you for considering me.”
Both of us now standing, face each other. Dr. Tibens smiles. “You’ll do well at Ardmore. You’ll be a good representative of the Biology Department and Ballad State University. Take care, Arthur.”
I leave Dr. Tibens’ office believing in myself, feeling overwhelmed with excitement. I feel as if I were dancing a soft shoe, light as air. I hurry to my office to call home to tell Charlene the good news.
As I walk, I pause for a moment to contain my enthusiasm. I weigh the alternative of surprising everyone at home when we can be together.
“Yes,” I say to myself. “This can wait until you get home. And, it’ll be much better then. Pick up some goodies from the Tin Roof Ice Cream Shop. We’ll have a little party.”
Satisfied in my decision, I change my direction to the library in search of elements that could be used in the development of instructional materials for the Learning Center.
Creation date : 08/01/2007 @ 17:36
Last update : 08/01/2007 @ 20:08
Category : The Priority
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