Every year since 1992, I've heard reports of students spending vast time on multiple revisions of just a few pieces designed specifically to go in writing portfolios in the grades the portfolio is used for accountability. Like many others, I've learned to call that approach "portfolio hell."
Every year since 1992, I've known that there's a better option that I want to call "writers' classrooms." Give students regular writing assignments as part of ongoing classroom work, allowing one or two rounds of feedback and revision. They'll learn more about writing. At the same time, they'll be getting a deeper understanding of whatever they write about, be it history or music or plant life or something else. In writers' classrooms, students will end up with a folder stuffed with interesting written work. Their writing portfolios can be, should be, items chosen from that folder and perhaps revised one more time.
After all the years since 1992, though, I've come to a conclusion: accountable portfolios alone will not get us writers' classrooms.
I do not yet see a better option. SB 1 proposes multiple-choice and on-demand testing, which looks to me like surrender: it offers no incentive at all for real writing in real classrooms. HB 508 adds program reviews and principals' evaluations, and if I believe there will be financial support and political will behind the reviews, I'll count that as a credible proposal--but that "if" is as wide as the Pacific Ocean. I'm confident that accountable portfolios plus sustained leadership (from teachers and principals alike) would work, but I don't know how to use legislation to compel or even encourage that leadership to emerge.
Instead, on this chilly February evening, I can only state the challenge: to create effective writers' classrooms in every school, organized around the practices that produce stronger writers and deeper understanding of core content, we need a new strategy. Portfolios alone will not make that happen.
Susan,
ReplyDeleteI find myself in major agreement with what you say here. Writing is indeed key; but, so far the portfolios-as-implemented program in Kentucky has not been satisfactory.
Still, as you quite correctly say, that does not mean we don’t need strong writing programs in our classrooms. The problem is that high stakes assessment might not be the way to make that happen.
One big key, I think, is getting parents well informed about the importance of writing in the new, information age economy. Along those lines, can you share with us how you discuss writing in the Commonwealth Institute for Parent Leadership courses? What are you showing and telling those parent leaders in training that might help put effective pressure on schools to make sure that writing is important, regardless of CATS or any other stimulus?
Also, you still haven’t commented on my suggestion that we go ahead and drop portfolios from CATS until the 2011 NAEP writing results come back and then see if our teachers rose to the challenge to teach writing better even if it wasn’t in the accountability program. I really would like to hear what you think about that.
Susan,
ReplyDeleteYou express my implementation concerns very well when you say "if I believe there will be financial support and political will behind the reviews, I'll count that as a credible proposal--but that "if" is as wide as the Pacific Ocean."
I guess I'm just not ready to buy it.
Over the years we've seen so many proposals come an go. It's foolhardy to place too much faith in ideas alone. There must be a solid commitment to making it work and I don't see that yet.
Richard: If you want to see a time when writing was not a priority and achievement lagged you can look at anytime before 1991.
As for your grand bargain - "drop portfolios from CATS until the 2011 NAEP writing results come back and then see if our teachers rose to the challenge to teach writing better..." - it is really just a trick, right?
I mean, I can't remember a time when the legislature passed a bill that said we would do one thing to see if it worked, and then if not, would do another. I'm not sure your proposal is realistic.
But if you're serious, then I have a counter proposal.
I'll agree with BIPPS on writing if you guys will support fully adequate funding for all public school programs for the same time period. Then, we'll see if Kentucky's teachers rise to the challenge.