Update: Civicism is STILL Sexy

Last week I participated in state politics at a State Board of Education public hearing (wait, there's more than voting?!?). I'll admit this blog's title is deceiving, there was little about the process that was particularly "hot"; but being part of the political process - even a part that occurs in a dank half-filled high school recital hall before a panel of two (2) representatives from the Virginia School Board - kind of does it for me.

I went up to Fairfax to make a statement in opposition to the proposed elimination of Social Foundations of Education in the teacher licensure program (admit it Mr. Smith, I'm giving you goosebumps). I'll give you the gist of it - SFE is the only required course in the already barebones licensure program where teacher-hopefuls are given the space to think about the broader implications and purposes of education. Examining the practice from a variety of perspectives is the only way we can ever hope to make it better. And, blah. What follows is the statement I made (first of the session!):

In a little over a week I will complete my work towards a Masters of Education from the University of Mary Washington. While I will not be an official practicing teacher until January, I do have experience in the classroom and I believe I represent an important voice in this debate: that of the licensure candidate.

I took Social Foundations in the first semester of my teaching program and I cannot imagine succeeding as I have in my other courses if it weren’t for that class. Foundations offered me the chance to step back and consider the fundamental theories, broad implications, and major purposes of our practice. It is the only course that demands we think critically about the role school plays in our community, our society, and our democracy. This high-level investigation inspires debate, research, and innovation – components which are vital to ensuring we are providing high quality, demanding, and appropriate education for the children of our Commonwealth.

Eliminating Social Foundations would deny us the opportunity to think fully and critically about the system we are entering. Initially, this will limit our performance in other licensure courses. Ultimately, this will cripple our ability to think critically about both the work we do within our classrooms and the role of our broader profession - having failed to develop a strong sense of purpose, we ensure that our system will not evolve, will not improve, and will not succeed.

We will compile our tool-kits of useful teaching strategies but we will lack the direction offered by a thorough understanding of the theoretical components of education. You need a hammer and nails to build a house, but you also need a blueprint. We’ll have all the HOWS of teaching but none of the WHY.

The No Child Left Behind Act demands that our nation’s over 6 million teachers be “highly qualified” – denying teaching candidates the opportunity to engage in the critical examination of the social foundations of education also denies us that label. To be fully prepared for the classroom - to be highly qualified - we must step back and scrutinize our practice and articulate our purpose. Only then are those methods and strategies we acquire through our program truly meaningful.

Did you read it all? Wow, you are a trooper! Today is the last day to submit statements for or against the proposed change. If you're interested it contacting the VA Department of Education, let me know. Hearts!