EDUCATIONAL REFORM PROPOSALS

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Introduction
Problem
Statement

Policy
Proposal 1
Constructivism
& Charter Schools

Policy
Proposal 2
Skill & Content Based Reform

Key Decision Maker

Adv & DisAdv of Policy
Proposal 1

Adv & DisAdv of Policy
Proposal 2

Compromise Proposal

Summary

Letter to VP Gore

References

A Compromised Proposal

Policy Proposal 1 and Policy Proposal 2 both recommend educational reform, affirming the reality that students have clashing learning styles, and thus should be taught in radically different ways. Both proposals have advantages and disadvantages.  However, by combining the advantages of both, a compromised proposal can be attained.

Everyone knows that a marriage breakup is costly, because it means two-separate homes will have to be maintained.  Likewise, if public schools are divided and our children are placed into two separate school systems, the costs of education will dramatically rise, i.e. two facilities, longer bus routes, more administrators, and perhaps even two extra-curricula activities, etc.  It will also have the negating affect of separating school siblings, placing them in separate schools having perhaps the same goal, but using two different methods of instruction to meet the unique needs for all students.  A Compromised Policy Proposal is hereby recommended which keeps all students under the same roof, yet at the same time guarantees that the educational needs for all students will be ideally met.

How can this be best accomplished?  First, a determination will have to be made to find out which students think divergently and which ones think convergently.  This is really not that difficult to achieve.  Parents and school counselors usually already know the answer to this question; but in case they don’t, online tests are readily available which can assist.  David Kiersey, a lifetime clinical psychologist, has a Website available which helps to define the relationship between one’s character and temperament.  A second site which can help one discover their vocation and temperament traits can be found here.

School counselors can also provide many good ideas to help determine a student’s special learning temperaments.  But given the limitations of all tests, no single measure should be used to make identification and placement decisions.  The most effective and equitable means of serving students is to assess them—to identify their strengths and weaknesses, and to prescribe services based on these needs.

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Best practices indicate that multiple measures and valid indicators from multiple sources—in different ways and in different contexts, justly appraises each student (Position Papers, pp. 1,2).  Because students are constantly changing and growing, these appraisals should be updated constantly, perhaps one or two times a year.

After a student’s learning temperament is determined, they should be placed in a classroom which best fits their learning style.  For the divergent minded students, they should be placed in classrooms where constructivism is the primary method of instruction.  And for the convergent thinking students, they should be placed in classrooms that practice some type of Skill and Content-Based Reform model.  It is a given that technology will play a key role in both instructional methods.  The goal should continue to be an Internet-accessed computer at every desk for every student across America, networked with highly adaptable educational software on the Web or local school server.

Using the triad—student, parent, teacher—some kind of Individualized Educational Plan (IEP) should be devised for every student.  Included in this IEP should be 1) an educational goal; 2) plan or strategy for achieving that goal; and 3) accountability from the student (and parent) to see that the goal is being met.  Regular revisions of the IEP will need to be made as required.

Obviously, teachers will need a lot of training, regardless of whether they will be using the Constructivist or the Skill and Content-Based Reform models of instruction.  But the overall costs in providing teachers with this kind of professional training will be minimal when compared to beginning charter schools as suggested in Policy Proposal 1.  And Administrators will also need specialized training and networking in order to appropriately provide the different instructional methods under one roof.  Since most of them are traditionally convergent thinkers, many divergent minded parents should be given equal representation on the School Board.  Both temperaments should also have equal representation in the teaching staff and administration.

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