How did public education become so reliant upon programs?
In my travels across the nation supporting schools and districts, it has become apparent that teaching and learning has become "over-programatized." There is a "program" for practically everything. Programs, programs, and more programs. Unfortunately and to the detriment of student outcomes, these "programs" do not always allow teachers to teach. These "programs" do not always allow teachers to do that which is in the best interest of children. These "programs" are often built upon false premises about educators' knowledge of content and pedagogy. These "programs" do not always provide teachers with the resources they need to get children to the proficiency finish line and beyond. Here are my three epiphanies about the "over-programitization" of teaching and learning. Epiphany #1: These "programs" do not always allow teachers to that which is in the best interest of children. To relate this epiphany to you, allow me to take you into an elementary mathematics classroom that I visited
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