Educational Reform

The Obama administration’s Race to the Top Fund is a $4.35 billion “down payment” on the nation’s future. Against this historical financial commitment we asked members of the Lehigh community what they believe should be the nation’s top educational reform priorities moving forward.

Margaret Barilla ’86, Educational Consultant (Pa.)

Having had the opportunity to work in academically struggling districts for the past three years, I applaud president Obama’s $4.35 billion ace to the Top initiative. There are two themes that permeate the Race to the Top, both of which I feel are absolutely key to highly successful schools.

First, academic standards and effective assessments are linchpins of an effective instructional program. I can attest to the positive impact that PSSA and assessment standards have had on the instructional program in Pennsylvania’s schools. We have seen marked improvement in the performance of our fourth through eighth graders, and yet we shy away from assessing the remaining high school grades.An effective use of the funds would be to expand the assessment system to the untested grades.

Second, effective instructional leaders and teachers are keys to successful schools. Te emphasis our state is placing on continued professional development and mentorship for its practicing administrators is definitely needed;however, the program must be expanded to include central office leaders as well as building administrators. Tis additional funding would support that effort and ensure that they value the education of not only their students, but also of themselves. Simply put, as our leaders become stronger, they also become stronger instructional supervisors resulting in more effective instructional programs.

In summary, I view the Race to the Top as a down payment on the future of the American educational system. But as with any funding stream, quality assurance is absolutely necessary to ensure the effective use of the resources.

Michael George, Director, Lehigh University’s, Centennial School

The next wave of school reform should focus heavily on the improvement of school leadership. We already know much about the business of education and the critical role of school leaders in the functioning of the school enterprise. What seems to be lacking are leaders who can create efficient organizational infrastructures to support effective implementation of what we know needs to be done and what we aspire to achieve. 

School reform should be predicated on one fundamental goal—to make public schools vibrant and hospitable places where students, teachers, and staff want to spend their days. Te development of talented school leaders who can create optimal delivery systems that promote the accomplishment of our goals and ambitions is essential for the future of American public education. So is the ability to produce greater job satisfaction among teachers and consumer satisfaction among students and parents.

Tamara Peffer, Toyota USA WELIM Research Assistant 

As a science/environmental of inquiry-based instruction, a educator for more than 15 years, the unprecedented attention and resources dedicated to education reform by the Obama administration elicits a sense of hope … and hesitation. The funding infusion has the potential to provide educators, at all levels, opportunity to reform curriculum and professional development efforts; both must happen in order for reform efforts to be successfully adopted. Without a change in philosophy, however, we will enter into another limiting sequence of testing and repercussions.

In my opinion, the best way to increase students’ performance and retention is to focus reform efforts on creating a technology-integrated learning environment that is personally relevant to the students. Students and teachers investigating multidisciplinary issues with technology are better able to process complex information by coordinating multiple cognitive skills and replicating experts’ thinking process, thus potentially increasing literacy and problem-solving skills.

To become literate citizens, students and teachers also need to understand the global implications of their choices. Unfortunately, the infrastructure from the federal government down to the local school district is not always supportive of inquiry-based instruction, a methodology that has been shown to improve depth of learning and create the personal connection that seals the learning experience.

Administrators doling out the Race to the Top funds must understand that programs promoting only curriculum change cannot wholly effect the necessary systemic change. It is important to rebuild the foundation of education; without fortifying the structural support for teacher education, all other changes become a figurative coat of paint.

Peffer is also a doctoral student in Lehigh’s teaching, learning, and technology program.

Ana Sainz de la Peña, Pennsylvania Training and Technical Assistance Network 

When I personally heard Secretary Duncan discuss this message at the Title III State directors meeting in Washington, D.C., one particular issue caught my attention: his idea of the “perfect storm for reform.” I’m hopeful for this administration because not only are incentives attached to student achievement, but states are being required to provide a plan with clear goals—a plan that includes a sustained approach in transforming the educational community into a learning community.

how can this happen? In my opinion, we need to place more emphasis on the area of creativity and innovation. for too long, we have had an educational system that has operated under an “Industrial evolution” mentality,while other countries have had forward-thinking leaders who push for innovation. Countries that are ahead of us in educational outcomes have empowered their students to function in a global and technologically proficient world. Tey have done this by challenging their institutions of higher education to improve the curricula in their education departments to produce the teachers that are needed now and for the future.

As an educator with more than 25 years in classrooms and Central Office, I am hopeful that the “perfect storm for reform” will provide an opportunity for all educators and institutions of higher education to engage in discussions that will translate into action. As a result, we will be able to have teachers who can prepare students to compete not only with peers in their classrooms, but in a world where innovation is the gold standard and human diversity is seen as the key for innovation. 

Sainz de la Peña also serves on the College of Education’s Board of Advisors.