Teachers: Raise the bar, expand choices

Nancy Mitchell, Rocky Mountain News

Published May 16, 2005 at midnight

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Teachers on the front lines in Denver high schools largely agree reform is needed.

Many even agree on the kind of reform that's needed:

• Raise the bar. Higher expectations in both academics and behavior are critical.

"We do a great disservice to our kids by not giving them fair and accurate evaluations in order to protect their feelings," said Bonnie Guggenheim, who teaches history at George Washington High School. "These kids know they can't read. They know they can't write. We're not fooling them. We're fooling ourselves."

• Offer more choices. Budget cuts have led to a narrowing of course options in Denver, teachers say, but students need more choices, particularly in vocational and career education.

"Here, kids can learn what drives them internally," said Beth Kenny, who teaches English at CEC Middle College High School, where students can sample 27 career paths.

"Just by exposing them to all these classes," she said, "the kids can say, 'Hey, when I'm in culinary arts, my brain is cooking.' "

• Make the future connection. Because more than half of Denver students come from poverty, they need teachers to show them future possibilities.

Beth Pino, who teaches global studies at Southwest Early College, a Denver charter high school, said her students begin college classes as sophomores and juniors.

"They're seeing themselves as college students," she said. "I know that they're acting more responsible."

More than 60 percent of high school teachers surveyed in December agreed with the statement: "There is a need to reform the manner in which education is delivered at the secondary level."

The survey of more than 1,000 teachers, conducted by the Denver teachers' union, also found most disagreed with district reform efforts, such as the ongoing move to standardize core academic classes across schools.

Some teachers say they fear a focus on state test results is driving flexibility from classrooms.

"I just don't feel there's any room for a school to say, 'This is what works for us.' " said Rachel Stutzman, who teaches social studies at Thomas Jefferson High School.

While many teachers agree high school reform is needed, they also say schools can't improve in isolation.

Jennifer Rinaldi, an English and drama teacher at South High School, said any reform should begin by ending the education blame game.

"Teachers can't just blame parents and not take any responsibility" for poor performance, Rinaldi said. "Parents and society can't just blame the schools and the teachers without acknowledging culture and upbringing and peer groups also have an impact on whether kids value education or not."

"Without fingerpointing," she said, "we need to look at it as a problem that crosses every area of a kid's life, every sphere of influence, and go from there."

Jon Poole, a government teacher at Thomas Jefferson, said students often receive mixed messages about the importance of school.

As an example, he cited a recent legislative attempt to allow parents time off work to attend school events. The bill died.

"You say you value education," Poole said of state lawmakers, "but it really starts at home with parents. If they are not allowed paid time off to help, what are you telling the kids?"

Community support will be key as reforms move into place, teachers say. Some efforts may be controversial. For example, if high schools increase academic rigor, more students might fail. Will parents complain?

"The criticism that goes to public schools is that we are weak, we don't demand enough," said Guggenheim, who teaches in the prestigious International Baccalaureate program at George Washington. "We have to be willing to take the political risks to hold our students accountable for their work. And then, of course, hold me accountable as a teacher."

Steve Finesilver, a fitness teacher and head football coach at George Washington, said schools also need to raise expectations for student behavior, including attendance.

"I've learned kids really don't want to be enabled and rescued," said the 26-year teacher. "I believe very firmly kids really want to be held accountable and that kids want to have teachers who believe they can do well. Kids don't respect or appreciate it if people make things very easy for them."

Staff writer Holly Yettick contributed to this report.

What teachers are saying

"Choice, choice, choice. Public schools should provide various programs adapted to various learning styles and allow the public to choose."

Bill Convery, a 22-year teacher

CEC Middle College of Denver High School

"We've dummied down the curriculum because we don't want children to learn by failure. We learn by making mistakes. We learn by failure."

Bonnie Guggenheim, a 27-year teacher

George Washington High School

"What will bridge the (graduation) gap is making kids see education isn't just for some people. I believe minority kids feel disenfranchised by education and don't feel the promise of it applies to them. They still feel they're going to get screwed no matter what, so why bother buying into white man's education?"

Jennifer Rinaldi, an 11-year teacher

South High School

"Everyone absolutely has the ability to learn, but at what rate? How much? With how much support? Not everybody matures at the same pace, not everybody learns at the same pace, but this system requires you do that. Everyone is supposed to be at the same stage because they're the same age."

Jon Poole, a first-year teacher

Thomas Jefferson High School

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