EDCI 506 Blog Week 5: Governing and Administering

February 15, 2014

One would think in this day and age that school systems would be able to provide a free and appropriate education for each and every student that enters their doors without federal, state, and local mandates. But, alas they do not. I find this saddening and appalling for so many reasons. I think that once something is left to the government to determine and set guidelines for that it opens up school systems for many unnecessary and useless practices. The concept of No Child Left Behind (NCLB) is good, but the implementation of it is poor at best. I think it should be every school districts goal to provide every student with an excellent education. The guiding rule for that is the community, if you provide students with an excellent education your community will succeed, the workplace will prosper, and so will the workforce. I do think that NCLB brought about so good things like having highly qualified teachers. I just don’t think that the goal of “having every child making the grade on state-defined education standards by the end of the 2013-14 school year” (Ornstein, Levine, Gutek & Vocke, 2013, p. 19) is an obtainable goal on any level. Some students are not going to be able to function on that level, ever. What do we gain by having these students testing? I think compiling a portfolio of the students work and submitting them to the governing agency can obtain a true portrait of a student’s progress and abilities. I think one of the major problems NCLB is that we got so caught up in testing and the guidelines that teachers have to follow that we lose focus on teaching the students what they need to know to be successful.


As a teacher I look forward to having my special education class, which will probably be a collaborative class with the current trends in education. I hope to be able to have an effect on all of the students in the classroom. I think that by working with all of the students in this collaborative environment that the students who are identified as having special needs with not feel like they are being singled out and made to feel different than the other students. I think that for these students they need to feel like they are just as important and equal as other students. Also there are always some students who are not identified or their parents didn’t want them labeled who are in these classrooms that need and want extra help. The point is at the end of the day kids just want to feel like they are people and matter to someone. It is our job as teachers’ to create a learning environment in our classrooms and to remain professional at all times, no matter the amount of stress laws and mandates place upon us.

Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2014). Foundations of education (12th ed.). Belmont, CA: Wadsworth.

Portfolio Assessment. (2011, June 22). YouTube. Retrieved from http://www.youtube.com/watch?v=1_F7N-_pSOk.

Categories: Foundations of American Education.

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