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"In some of the schools and districts I work with now, it’s really pretty depressing how many teachers just want to be told what to do. It’s not that they don’t care–it’s just a human defense mechanism kicking in. An insecurity of their own that’s tired of reaching and having their hand slapped, so they don’t.
They’ve learned to do what they’re told–they start with “district expectations” and work backwards from there. We toss around fun phrases like “team-player” to normalize this hurtful fascination education has with alignment and standardization. But by the time teachers turn policy and expectation and standards and curriculum maps into units, lessons and activities that actually reach the students, the zest for teaching and learning is barely recognizable.
And both approaches are wrong. Me for trying to fit it all in, and those that refuse to try and resign to being a mirror for “district policy” and “state-led initiatives.”
I do realize that, on paper, there’s no reason a teacher can’t do what they’re told and be amazing, but think for a moment about the best teachers you know. Do they do what they’re told, or do they simply do what needs to be done and navigate any fallout better than everyone else?"
Via Seth Dixon
This is interesting and probably true for more than a few teachers. Although I don't agree with the idea of the "hurtful fascination education has with alignment and standardisation". I suspect that the fascination with alignment and standardisation is actually driven by government accounts and economists.