DARA FELDMAN

DARA FELDMAN

Dara is currently, the Director of Education for The Virtues Project.

• 2000 Computer World Smithsonian Award in Education and Academia
• 2005 Disney Elementary School Teacher of the Year
• Apple Distinguished Educator
• National Association of Self-Esteem Teacher of the Year
• Master Teacher for the National Teacher Training Institute
• Nationally Board Certified in Early Childhood Education

As an Instructional Coach you work with a lot of teachers. What is the #1 thing you work on with a struggling teacher?

Dara: After relationships, I would say Balanced Literacy. Because I believe that reading is critical. I work in the D.C. Public School System and I have noticed that one of the reasons kids act out is because they can’t read and they would rather get in trouble for acting out than face the humiliation of not being able to read.

 Part of my purpose for writing this book is the presence of so many disconnected ideas in education. Everyone is searching for their own way. Young teachers are often times trying to piece all the strategies together. It’s frustrating that we don’t have a single paradigm in education that we all agree upon.

Let’s talk about the future of public education. What do you think we need to be doing differently in public education?

Dara: We are spending so much time on assessment and loosing valuable instructional time because of the amount of time and focus we are putting on assessment. So actually our kids are learning less than if they would just let us teach them. I’m all for accountability, but things that can be measured are not necessarily meaningful, and the things that are meaningful cannot necessarily be measured. I left a school system that was so focused on academic rigor and assessment that the joy, meaning, purpose, and authentic learning were squashed. When I’m not allowed to take my Kindergarteners outside for 10 minutes because there is too much “learning” to do, I’m done. So I hope D.C is not going to move in that direction. I will stand-up for what I believe in.

You have to be true to your own self.

Dara: Well and true to the profession. Here is one more issue or problem in education. We have all this research but we don’t look at the full picture with the research. We take the pieces that we like and leave the rest. When we look at developmentally appropriate practices and play-based learning and what young children are supposed to do and how they learn we have all the evidence that we need. There is a way to balance play-based learning and balanced literacy in a really meaningful authentic way. Take for example the project approach. We know all about project-based learning. But for some reason when you put the lens of accountability on top of it, it automatically swallows up what is best in education and goes right down to those meaningless data point assessments.

The frustrating thing to me is that you can’t measure the things that you are talking about; the authenticity of relationships, capitalizing on teachable moments, and collaboration. Students have those “Ah-ha” moments that are richer than what can be tested or measured.

Dara: Absolutely, it’s not so much that you can’t measure them but it is much more difficult. It would be measured more through interviews and surveys which are more time consuming. When we look at the future of education, how can we balance the accountability piece, have high expectations for students and teachers, but keep those experiences rich in a meaningful way that allows for the whole continuum of learning which include their interests, strengths, and learning styles.

In your opinion what should a principal be looking for in a prospective teacher?

Dara: First, I would say a willingness to develop nurturing relationships; just genuine caring for kids and colleagues. Second, a commitment and desire for life-long learning is important. Just because a teacher has a teaching degree, doesn’t mean they are finished learning. On the contrary you are just beginning to learn about this profession. Next, the willingness to be a team player and share ideas is an attribute. You can work alone and be a rock star; but share the rock and the stardom. Don’t be a Lone Ranger in your classroom. That’s not good for the students, school, or you. Enthusiasm is an important attribute. Enthusiasm for kids, for the content, and for learning so that your students see learning is fun and engaging if they are willing to work. Reliability is also very important. Reliability must be there. Ultimately an attitude that is striving for excellence is what a principal should be looking for. I think that’s something that comes with time and support. If there is the willingness to be diligent and to refine your craft, and have that life-long learning then ultimately that will come.

Just that constant desire to get better…

Dara: Yes, just striving to get better everyday and the willingness to sacrifice some time. This is not a 9 to 3 job. I don’t care what anybody says.

I agree. It’s more like a way of life.

Dara: It’s life period. It really is. I guess going back to one of the first questions you asked me. When there is something going on with a child, don’t assume you know. Listen and find out. Reach out to their families. You may need to take them for a walk. You may need to go watch them play at their next basketball game so they know that they’re cared about. Do it. Equal is not equitable.