10/27 - Latest in Autism News

SPECIAL ED TEACHER QUITS, "I JUST CANNOT JUSTIFY MAKING STUDENTS CRY ANYMORE'

Wendy Bradshaw is a mother and a teacher in Florida’s Polk County who specializes in working with children — infants through fifth grade — living with disabilities to help improve their educational and life experiences. She has undergraduate, masters, and doctoral degrees in education. Bradshaw loves to teach but she has reached a point where she cannot tolerate working within an education system focused on standardized test-based accountability that forces children to perform developmentally inappropriate tasks.

She is, she said, tired of being forced to make kids cry.

Here is her resignation letter, which I am publishing with permission. This appeared on the website of the  The Opt Out Florida Network, a nonprofit organization that advocates for public education and against test-based school reforms. She is an administrator for the Opt Out Polk group within that network.

Here’s what Bradshaw wrote:

I consider it baffling that telling parents the truth about the harm being done to their children in the public education system is considered an ethical violation of my teaching license, but making their children cry and hate school is not. This affects students and teachers even more so in my field of specialization, Exceptional Student Education (ESE), with our most vulnerable students. Today, I resigned from my school district. I would like to share with you my letter of resignation:

To: The School Board of Polk County, Florida

I love teaching. I love seeing my students’ eyes light up when they grasp a new concept and their bodies straighten with pride and satisfaction when they persevere and accomplish a personal goal. I love watching them practice being good citizens by working with their peers to puzzle out problems, negotiate roles, and share their experiences and understandings of the world. I wanted nothing more than to serve the students of this county, my home, by teaching students and preparing new teachers to teach students well. To this end, I obtained my undergraduate, masters, and doctoral degrees in the field of education.

I spent countless hours after school and on weekends poring over research so that I would know and be able to implement the most appropriate and effective methods with my students and encourage their learning and positive attitudes towards learning. I spent countless hours in my classroom conferencing with families and other teachers, reviewing data I collected, and reflecting on my practice so that I could design and differentiate instruction, that would best meet the needs of my students each year. I not only love teaching, I am excellent at it, even by the flawed metrics used up until this point. Every evaluation I have received has me rated as highly effective.

Like many other teachers across the nation, I have become more and more disturbed by the misguided reforms taking place, which are robbing my students of a developmentally appropriate education. Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective, but actively harmful to child development and the learning process. I am absolutely willing to back up these statements with literature from the research base, but I doubt it will be asked for.

However, I must be honest. This letter is also deeply personal. I just cannot justify making students cry anymore. They cry with frustration as they are asked to attempt tasks well out of their zone of proximal development. They cry as their hands shake trying to use an antiquated computer mouse on a ten year old desktop computer which they have little experience with, as the computer lab is always closed for testing. Their shoulders slump with defeat as they are put in front of poorly written tests that they cannot read, but must attempt. Their eyes fill with tears as they hunt for letters they have only recently learned so that they can type in responses with little hands which are too small to span the keyboard.

The children don’t only cry. Some misbehave so that they will be the ‘bad kid,’ not the ‘stupid kid’, or because their little bodies just can’t sit quietly anymore, or because they don’t know the social rules of school and there is no time to teach them. My graduate work focused on behavior disorders, so I can say with confidence that it is not the children who are disordered. The disorder is in the system which requires them to attempt curriculum and demonstrate behaviors far beyond what is appropriate for their age. The disorder is in the system which bars teachers from differentiating instruction meaningfully, which threatens disciplinary action if they decide their students need a five minute break from a difficult concept, or to extend a lesson which is exceptionally engaging. The disorder is in a system, which has decided that students and teachers must be regimented to the minute and punished if they deviate. The disorder is in the system which values the scores on wildly inappropriate assessments more than teaching students in a meaningful and research based manner.

On June 8, 2015 my life changed when I gave birth to my daughter. I remember cradling her in the hospital bed on our first night together and thinking, “In five years you will be in kindergarten and will go to school with me.” That thought should have brought me joy, but instead it brought dread. I will not subject my child to this disordered system, and I can no longer, in good conscience, be a part of it myself. Please accept my resignation from Polk County Public Schools.

Best,
Wendy Bradshaw, Ph.D.

October 25, 2015, By Valerie Strauss, Washington Post