Have you heard this one? How many standards does it take to make a curriculum?
I don’t think anyone knows, but when it gets o murky that we have standard 3.25 A and Standard 3.25B and Standard 3.25C and D and E and F and well you get the point. Anyone who thinks standards are the savoir of education should not be in education. In Philadelphia, depending on the principal you may have, lesson plans may require you to write the standards you are teaching to, the objectives of the lesson, and the strategies you will use. The superfluous information in there are the standards.
In today’s fixed curriculum where there is no imagination, creativity, originality, or room for a teacher to even introduce something that might be high interest or current, standards may be of use to curriculum developers, but not to teachers. The objective of the lesson already dictate what standards are being taught, so why create burdensome paperwork by demanding teachers type up standards on their lesson plans, and in many cases post them on their walls.
Want to improve education? Maximize the time Educators have to prepare lessons, review student work, and give students feedback. Just as misbehavior must be dealt with immediately for discipline to be effective, feedback must be timely for students to benefit. In a child centered classroom let’s insure we meet the needs of the child and not the needs or ego of the curriculum developer.
Standards have a place in education, but that place is not in the classroom: It’s in the curriculum developer’s office, and let’s leave it there.