Thank you for closing the opportunity gap

As a society, we need to make a new assumption about teachers who work in urban schools. We need to start with the assumption that all teachers in urban schools are passionate about closing the opportunity gap at their core. 

Now, that does not mean that all teachers are able to demonstrate actions consistent with this core value. 

Let’s take a totally different example. Exercise! Intellectually I understand that exercise is really important. Considering I received a phone call not three days ago about a potential breast cancer situation, I am feeling rather passionate about exercise. I know that and diet are two things “under my control” that impact my chances of getting cancer. 

So, did I exercise today? Nope. 

I wanted to. I even had the thought on my way home - I’m going to exercise when I get home. I’ll put on my running shoes and take a walk or jog. I got home. And did not do that. Again. 

I got distracted by the thoughts that I needed to help with dinner. I was having a great time chatting with my teenage son - who was actually talking with me! Totally a good excuse, right. The problem is that every day has a good excuse. Often I don’t realize I’ve gotten distracted. 

Today it wasn’t till it was dark outside when I realized, opps, I never moved my body. So much for my new resolution yesterday after the call about needing additional breast cancer screening. 

I mean really? Why would I do something so not in my best interest? Am I really just lazy and incompetent? Or is something else getting in the way? 

But we are not really talking about exercise are we. We are talking about the opportunity gap. 

Why is that teachers don’t spend time every day reading articles about how to close the achievement gap. “But I don’t have the time!” So, assign your children some sustained silent reading and model reading research for them. And talk about what you are reading. Make the time during your day and demonstrate to students how much you believe in them and their potential. 

When was the last time you spent a ½ day observing in a colleagues classroom at your same grade level? 

When was the last time you talked to a colleague who just never seems to have behavior problems year after year? Could you offer to buy them a coffee and ask them to give you real time coaching in the classroom. “But I would be embarrased in front of my students.” 

You are going to let that stop you? I get it is uncomfortable at first. But, I promise you that your students will respect you. Here are different things I’ve said, “Did you know that professional sports practices are always videotaped? You know why? So the athletes can watch themselves and get better. So I do the same thing. I sometimes videotape myself and then watch so I can get better. Other days I have another teacher give me feedback - just like you might give a friend feedback during a basketball practice.” Not once have I had students complain. I have become a better teacher through videotaping myself and sharing that video with colleagues I trust. 

When was the last time you visited a high performing urban school? I don’t care if it is a charter school or public school. There are teachers in every school where all children gain at least a year’s worth of knowledge in a year of schooling. 

There are many classrooms where students routinely gain two years of knowledge in one. It is possible. Why isn’t it happening in every classroom? 

There are so many reasons outside of your control. You can not control if your administrator is supportive or knows what they are doing. You can not control the homes and families children come from. You can not control the level of institutionalized racism a family has experienced prior to their year in your classroom. 

The amazing thing is, no matter what it is in your control to help your children grow. With the exception of about 3% of students with major learning disabilities, all children can grow a minimum of a full school year in a year. Our students with major disabilities can grow too, they just might need more time to make that level of growth. 

It is YOUR job to know who is making one year gain! Who is not making one year gain? Who needs additional support to make that gain. 

It is my believe that you want to know this. You want to do the right thing, just maybe it is overwhelming. Or you don’t know where to start. Or it seems hopeless and impossible. It seems like the school has to change or the principal has to change. 

I’m here to say that a new principal might help. But it might not. And no matter your principal, no matter your students, if you are passionate and willing to do the work, you can ensure that they all make one year growth in their time with you. 

Here is my challenge to you. 

Ask yourself: 

• What is the next step I can take to make this a reality. It needs to be a step that can be completed in under 10 minutes. 
• Ideas: watch a video - I recommend anything from Teach Like a Champion, ask a colleague to observe you, ask if you can observe, read a research article, order Visible Teaching Strategies for Mathematics, order Visible Teaching Strategies for Reading, order Teach Like a Champion. 
• When are you going to take it?
• Write it down. 
• You can share it as a comment below. The more people that share, the more ideas other people will have, the better we all are! 
• Write in on your lesson plans.

Thank you! I know you are passionate about closing the opportunity gap. I know that because you read this article. No matter what challenges you face, thank you for stepping into them and being resilient. The world needs you. Our planet and children and future need you. 

The children of the world thank you. You will never know the full impact of the difference you make. So, thank you for your time, your patience, your love and your passion.