COLLINS: Education in a rapidly changing world
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EVERY WEEK, I receive a report from School District 73 Superintendent Rhonda Nixon. I think I get this because I am on the emergency contact list for my grandchild. At any rate, I am most appreciative to receive this, because it’s a treasure trove of what’s happening throughout the district.
As the Superintendent travels to various schools, she sees a number of presentations from classes. Some of these are really progressive and it’s obvious things have changed since I was a kid. There are some changes I’m not in agreement with for sure, but I’m impressed overall with what’s taking place. There is a huge effort to be more inclusive and to more equitably deal with our history. Kids today are learning that Lewis and Clark were not the only explorers in North America, that the Indigenous people were not out to kill the white man — quite the opposite is true. And that we have much more to learn about our own history, and how this country developed.
In my day, when the dinosaurs ruled the world, textbooks gave us very little to be proud of, other than a few lines here and there about Simon Fraser, the Courier de Bois, the Northwest Mounted Police and the construction of our two national railroads. What students are presented in class today is really inspiring.
Now all is not perfect. I am opposed adamantly to the current system of judging students’ progress. Meeting expectations, exceeding expectations and not meeting expectations are just not good enough. It’s far too broad, and both parents and students need clearer guidelines. It almost appears to be a copout (probably an unfair choice of words) for teachers, making it much easier to generalize than dig more deeply into a student’s progress and needs.
