One of the things Mr. Duncan said, was how excited he was about “young, new teachers.” I find young new teachers exciting also, but what about those of us who are seasoned, who have ridden some of the waves of change and reform? Education’s problems have never been solved by getting rid of everyone who is over 30! When I first finished my Masters, and encountered resistance to change, I remember professors who said you just have to wait for the “old guard” to retire. But the “old guard” did retire, and change didn’t come.

Every year starry-eyed new teachers go into education willing to do whatever it takes to make education work.

Mr. Duncan, the problem is

• deeper than the “old guard,”


• deeper than the curriculum,


• deeper than training teachers,


• deeper than what kids bring to school from their personal experiences,


• deeper than issues of merit pay (I would not and could not work harder or longer than I have worked...no matter what I was being paid. Most educators go into education because they are altruistic, not because they planned to amass a fortune).

The real problem is systemic. How can we move teachers into the coaching role when they are held responsible for each student’s mastery. Realistically, coaching implies that the student decides how much s/he will invest. When you coach students are allowed to wash out. There is no allowance in the current system for this.

If we want education to work better, most of our communities need to do the hard work of changing. It means changing schools, teachers, parents, students, and administrators. Indeed, it means changing everything. This kind of systemic change takes time and and requires long-term consistency. People must relate to one another in ways beyond pointing fingers and suggesting that if we just had better prepared and serious teachers things would be better, or better parents, or better …………

Before we can make it better we must know what we want education to be. We must be a village to raise our children --- we must have trust in one another. We must have shared understandings about the kind of world we are educating children for. Until we understand what we want and where we want to go we won’t even be able to tell if we have arrived!