Sub Vision: Would Money Solve Education Problems?

The education system is being criticized by everyone; the politicians, the educators, the ‘wannabe’ educators, parents, students and teachers themselves… the complaints are as varied as the complainers, with one common ground – they are all unhappy with the end results… The recommended solutions are just as divided, and may have some truth to all of them…

I have written in the past about some of my proposition, and will probably write again as new ideas emerge. One question, however, keeps occupying my mind - would money solve all, or at least most, of the educational problems?

My initial response to a family discussion few years ago was that money is not the problem. I have changed my mind since, encountering instances where money does make a difference.

It is painful to see how budget cuts change the scenery in public schools. In the relatively short time I have been in education I saw positions being dissolved, full time positions become part time, others being combined. Academic coaches, librarians, textbook room operators and testing coordinators are just few on that list. For most of school occupations, work load have been doubled or tripled.

One area that seems almost untouched by budget cuts is the Special Education. Teacher-students ratio is still low, a full time assistant is still there, and with one-on-one aides, sign language interpreters, and other personnel, classes, often, have nearly as many adults as students.

In does amounts to a waste of resources sometimes, mostly when the adults are not doing their job, which results in time misused and students being idle. But at schools where the special education program is solid, and teachers and aides are doing their job, the results are remarkable. Students are engaged in learning, have access to real knowledge, assisted to strive and show true and incredible results.

Comparing the Special Education system to the General Education I can’t help imagining what could have been achieved with like resources; a teacher/student ratio of 1:10, or even 1:20, Instead of a 1 to 40, with an additional full time aide…

Looking back at my short career as a full time teacher, the difference could have been grand. Attracting the attention of 20 students rather than 40 could have been huge just for the fact that noise level would be cut in half. Applying and following up on discipline procedures, reaching all students and checking their understanding and progress, individualizing instruction when needed, could have been only part of the benefits. Help of an aide could have done wonders too - checking papers, tests… things that teachers wish they had more hours in the day to complete to their satisfaction…

Funds to accommodate smaller classes, presence of adult assistant, and additional out-of-class support, would make learning enjoyable for those who want to learn, would encourage those who don’t, and make learning feasible for the rest of the students, the majority,  in between…

Sub Vision: Special Education Made Right

At the beginning of my education career, I was lucky to land a job at a good school, close to my home. I started there as an observer, part of my teaching credentials program, stayed as a bi-lingual volunteer aide, then (minimally) paid aide. A year later, after passing the proficiency test, I was offered a math teaching position at the special education department. This was my first year teaching and I had a lot to learn about teaching math, special education and school organization in general. My aide was a great help with teaching, and fellow teachers with IEPs.

As my goal was to teach math in the general education, I left at the end of the year. The next ten years took me to charter and private institutes, adult education, and a variety of public schools. These experiences led me to the conclusion that a full time teaching job was just impossible, and thus I became a substitute teacher. I did hold several semester-long assignments, but was always careful not to commit to a contract employment. At times, regretting leaving special ed, I considered going back to school to add a credential, but when I learned of what it entails I gave it up.

During those ten years I learned that my special education students were not different from most other students, academically or behavior wise. With time, and repeated disappointments, I lowered my expectations and rigor of teaching, and became complicit to the lack of students’ progress. Long-term assignments kept me for a while at certain locations. Usually, however, I wandered between different schools, and being lower on the seniority ladder, was called to the lower-end ones.

Despite the realization that students in the special ed are very similar to those in the general ed, I was stunned to discover that most schools do not take the special education seriously. Unlike the earnestness with which we took our job at my first school, most special ed programs lacked integrity and real goal. When assigned to a special ed class, I was given no specific directions, students had no definite guidelines or work, and when asked about their daily routines, typical reply would be ‘none’. I would not believe it had there been anything to point to the contrary...

Ten years later, I returned to my first school as a substitute. I was delighted to see people I have not seen in years, most still there, teaching same subjects, and in the same classrooms. With renewed acquaintances and relationships, I received invitations to substitute, especially from my special education teachers, friends.

I then re-discover something amazing… special education teachers that do actually teach! During two weeks I spent at one classroom we read a book, discussed it and had a project. At another one-week assignment the teacher left specific instructions and orderly class work, with one high-quality movie to watch, following a guide-line and a worksheet. At my friend Maria’s class I enjoyed a very well-organized plan for both English and math, and I realized that her class’s math level is higher than many general ed’s. Similarly impressed I was with another math class where advanced work was completed and submitted. Even the last day of school was not idle; The Health teacher left several tasks, and – a qualified, difficult, final exam…

There is also a lot to say about the wonderful and dedicated assistants, many of whom had been there for years. They work closely with the teachers and are an integral part of the learning process. They don’t sit in the corner and exchange text messages. They are active, knowledgeable, authoritarian yet accommodating.

I wish I had known back then, what I know now, and not wasted ten years looking for the ideal job. This place is as close to ideal as I could find, with dedicated, great teachers, colleagues, friends, and with students whose life I could have affected...