Anthony Cody stands head and shoulders above Bill Gates, both physically and figuratively, especially when it comes to understanding the teaching profession, public education, and student learning. In part two of a five-part blog post exchange with the Gates Foundation titled “Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?“, Anthony superbly summarizes the havoc the Gates Foundation wreaks on public education as it dabbles in education policy. My comments to Anthony’s post follow.
Well stated, Anthony. You pose key questions to the Gates Foundation that are critical to accelerating the process of defusing the harmful consequences induced by its ham-handed efforts to influence education policy, even if they were well-intentioned, as Gates lacks true insight into the art and science of teaching. I look forward to their reply, and more importantly, their subsequent commitment to embrace working WITH teachers to address the complexities of today’s public classrooms you so clearly illustrate.
Your fair, even-handed, fact-based treatment of this dilemma reflects well upon the teaching profession, especially its dedication to well-rounded student learning as opposed to the narrow measures of standardized tests.
A job well done, my friend!