Here's the Thing...
I wanted to jot down a few thoughts about my latest piece, because there are still some aspects to the conversation that needs to be discussed.
When we have overwhelming data, studies, and evidence that point to what the real issues are behind social equity in math class, and how our education leaders - all of them, are choosing to ignore what needs to be done, and how to support teachers and best practices in the classroom. They're deflecting the real issues by discussing social policies instead which dismisses our concerns entirely. We need to hold them (leaders) to account. All of them are in solidarity with one another promoting this multi million taxpayer funded boondoggle, without any shred of evidence that it will benefit students long term. They are TELLING parents, and teachers what they need, rather than GIVING them what they demand and require to ensure our children receive a decent, basic education.
So what can you do?
WISE Math BC
When we have overwhelming data, studies, and evidence that point to what the real issues are behind social equity in math class, and how our education leaders - all of them, are choosing to ignore what needs to be done, and how to support teachers and best practices in the classroom. They're deflecting the real issues by discussing social policies instead which dismisses our concerns entirely. We need to hold them (leaders) to account. All of them are in solidarity with one another promoting this multi million taxpayer funded boondoggle, without any shred of evidence that it will benefit students long term. They are TELLING parents, and teachers what they need, rather than GIVING them what they demand and require to ensure our children receive a decent, basic education.
So what can you do?
- If you’re a parent, bring a friend, or two, to the next PAC meeting. Ask the PAC Executive to support getting our math resolution resolved by obtaining support with both the Ministry of Education, and the BCTF. Invite me to speak to your next PAC, or community meeting. I'm happy to discuss upcoming changes to the math curriculum and what teachers, students and parents should expect. You can also review the our presentation we made at ResearchED Toronto (scroll down to presentation download on the page and click on the link beside our name).
- Sign the provincial math petition and share it...far and wide.
- If children are being denied a firm foundation of arithmetic in elementary school, parents can tell their School Administrator that their child won't return to the classroom until the school provides effective instruction to do so (schools are allocated funding per child. If the District is notified that the child isn't attending, their funding will be removed. The school should react swiftly). And then send the invoice for alternatives to the Minister of Finance for the alternatives that you are forced to use as a result of their intransigence. Many alternatives exist as demonstrated by the last teacher strike here in British Columbia. Parents were reimbursed for each day their children were denied schooling and found alternative means. If the system isn't offering basic, fundamental education for kids, parents should not be forced to rely on it. And taxpayers shouldn't be paying for it.
- Parents are more powerful than they give themselves credit for. They CAN change the direction of a school. If even 2 or 3 kids are pulled from a school, with a letter to the Superintendent, and the Minister of Education saying they're not going back until things change. Then march down to your MLA's office and tell them what you've done, and why. Write an opinion piece and submit it to the Vancouver Sun (I have the contact information). Contact your local radio show and tell them you're story. You're more powerful than you know. And you'd be surprised at how the silent majority might react.
- There needs to be an independent officer appointed to review legitimate concerns that parents have regarding their children's academic progress. If an independent education advocate cannot be established, the Auditor’s General Office needs to take a serious look at the new curricula and whether or not it stands any chance of success. There needs to be a review where these curricula have already been tried to see what the outcomes have been, and there is plenty of evidence on that point. There needs to be a very serious determination about this experimental design in education because the futures and lives of over half a million children in British Columbia are at stake. So where’s the accountability in government?
For more information about our initiative, please read through and share this to anyone who might be interested.
WISE Math BC
Comments
Post a Comment