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Reeve Joined in. "We need to know what you will do, if not by September, then by October.”
‘There’s a varying degree of sophistication among the teachers,” Estabrook said. “First they need to master thie data.”
‘Teachers need something to hang their hats on,” said Massis. This is so open-ended that it’s overwhelming. Using this data, you could set specific activities, specific guidelines, even if you have to change them after teachers
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Nichols observed that exposure seemed to be the key to the new approach.
Campbell agreed, and used an example.
“For instance,” he said, “you ask one what he saw and the other to compare the style of Van Gogh and Rembrandt. They’d be saepossd to the same material, but they'd respond on different levels.”
“I agree with that,” said Reeve. “But I can also see teachers sitting down with the levels of cognition and balancing them against the demands of the day. We have excellent teachers, but also human people.”
This needs to be incorporated into the lesson plan each had every day,” said Campbell. “Just like a teacher would build into a plan different levels for a mainstreamed special education child.”
“This is good basic teaching,” said (River, referring to the package. “Where is our program?”
“In the minds of the teachers,” Estabrook answered.
“We need to get it out of the minds of the teachers and into the minds of the five percent of the students we’re obliged to reach; and into the minds of their parents so that they’ll stop ctMnplaining to the school board,” said (River.
“We owe our teachers directions, not shackles,” responded Estabrook. “The experienced teachers have found the ways in which they teach most successfully. We need to give them room.”
“I’m not suggesting a strict structure,” said (River. “Just an answer to Nancy's question: What will happen in September?* ”
“We’ll expose them to this,” said Estabrook. “It’s not that A teacher can read it one time and apply it”
Rowe explained that there would be follow up and meetings, formal and informal.
Estabrook returned to Massie’s previous comments about structure, and repeated that there was not enough information yet on how teachers want to handle the data.
“We need time goals or it stretches into infinity,” Reeve said. “I know I’m pushing you. . . we need deadlines for some step completed or begun.”
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