As a classroom teacher with over thirty years of experience, I have witnessed changes, reinstatements, reshaping, improvements, modifications, assessments, competencies, basics, and countless other “tweaks” to describe the ever changing face of public education. Sadly, all of these changes have made the face of our educational system much like the face of Michael Jackson after his many plastic surgeries. It’s a face that is hard to recognize and a face that many consider ugly. The ongoing changes in public education are usually not the doing of the classroom teacher but originate in departments and legislatures that see education run amuck and strive to save education from sinking any deeper into this muck. Why all the concern? Why all the changes?

The expectations of the public and our local, state, and federal governments has changed much in thirty plus years. There were the days when IEP were just three letters of the alphabet, and ADHD, ADD, and countless other expressions were not a part of the daily vocabulary of the classroom teacher. These changing times have created a more challenging task for the classroom teacher. How does one meet the needs of a vast spectrum of students, retain a cordial working relationship with the community and the parents of students, fulfill the paperwork requirements of the administration, and still provide meaningful content in a particular discipline? The answer to these questions appears not to have been found. Will it ever be found?

In January 2002 President George W. Bush signed PL 107-110 titled the No Child Left Behind Act of 2001. This unique piece of legislation has had as much or more of an impact on education than any other single act in my many years in education. This Act has caused controversy and division unparalleled in decades. Only time will tell whether the intentions of the 1600 pages of this act will meet the intended ends of providing equal and better education for all American students. The Vermont Commisioner of Education,

Richard Cate, in February of 2004, stated "They crafted legislation, as so often is the case, that is, basically, one-size-fits-all. It doesn't fit Vermont, that's very clear. It was not designed for us. But it is the federal law." He also stated, " All of Vermont schools are good schools. Some just need more help.... You'll never hear me talk about so-called failing schools. There are no failing schools. And if there is one somewhere, it is certainly not in Vermont." How will this dilemma be resolved? Can it be done without placing undo burden upon the educators of Vermont and its citizens?

This "philosophy" is actually a series of unanswered questions. If I knew the answers I would probably be in another profession. But public educators, and the public that we serve, must work together to find the answers. When these answers are found our schools will have developed the dynamics to help our students to become the best citizens that public education has ever nurtured.