By Rita F. Pierson, Special to CNN
Editor's note: Rita F. Pierson, has been an educator for more than 40 years, serving as a teacher in elementary school, junior high and special education and has been a counselor and administrator. She has led development workshops for thousands of teachers. She spoke in May in New York at a TED Talks Education event that will be the basis for a show premiering Tuesday, May 7, on PBS stations. TED is a nonprofit dedicated to "Ideas worth spreading" which it makes available through talks published on its website.
(CNN) - I have been a professional educator for 40 years. I have worked at every level of the public school spectrum—elementary through high school. Having been in education for such a long time, I have witnessed many changes, all aimed at school improvement. Needless to say, not all the suggestions have been sensible.
What may appear to be a good idea on paper, or when sitting around a table in discussion of it, does not always make for good reality, especially at the schoolhouse.
It is important to note that most of the dictates for schools are proposed by people who have never taught. Regardless of the studies and research aimed at school improvement, I believe good educators have always known what makes schools work more efficiently. However, we get bogged down in rhetoric and what is "hot" at the moment. I believe that sustained school improvement will take guts (good old fashioned courage), focus and stamina. Here are a few tenets that make sense to me:
If a child is not present at school, he or she cannot possibly learn. Schools that consistently report high student achievement consistently have students with great attendance. Yet one of our greatest school problems is student attendance. Why do we have to beg parents to get their children to school, to convince them that we need their children present and as stress free as possible? A parent asked me once why her child needed to come to school every day. She was actually upset that the school district had a policy that addressed absent and tardy children. She said it was not the school's business to tell her how to raise her children.