Before the eruption, it was a typical senior leadership meeting at Wayward.

Head of School, Tim Endibel, was talking. On this occasion, he was explaining the new academic initiative for the lower school with a professional tone somewhere between evangelical zeal and a station announcement in the subway.

John Swadely, Chief of Marketing, Outreach, and Communications (MOC) director, maintained an expression of earnest attention as he completed his grocery delivery list and decided between butterflied trout and Icelandic cod cheeks;  Bill Tether, assistant head for Faculty and Wellness, was cleaning out his inbox;  Greg Upham – assistant head for Academics and Innovation was preparing his remarks for the meeting with parents upset about the new Empowerment for Equity curriculum;  Belinda Vandergast – Chief Development and School Advancement Officer was planning a kitchen island for her house in Watermill, and Alison Flosdorf, lower school head, was knitting.

It wasn’t entirely clear what other team members were doing, but few were paying attention to Tim.  All that is except Midge who had averted her attention from the daily Wordle to listen with rising alarm. 

The Eruption

The eruption was rather dramatic as it involved an animated elbow, an overturned chair, a hummus platter, and the carpet.

This, of course, was entirely accidental and followed later by profound apologies to the cleaning staff by Midge who had uncharacteristically lost her cool. (She sent them each a small Amazon gift certificate as compensation. She was, as always, thoughtful and considerate where housekeeping staff were concerned.) 

As you may recall from an earlier episode, Midge – or to use her full name Marjorie Eugenia Ethel Robertson Hazelbrow – was the former head of St Etheldreda’s School, now merged with Wayward as the Wayward St. Etheldreda’s Academy. As a courtesy, and in recognition of her many years of sterling service, the Board had extended her contract for the year and afforded her the title Co-Head of School. The retirement celebrations were scheduled for June. Tim was looking forward to it. 

“You’ve done what?”

Tim was taken aback by the tone and volume of Midge’s question.  And suddenly the team gathered around the Harkness table were paying full attention. Cod cheeks, kitchen islands, parents on the rampage, and knit one, purl two,  were momentarily forgotten. 

“I said ‘I have ordered the PhoniXPro Magic of Reading Program Units 1 through 7 and representatives will be here at the next professional day to take the teachers through the basics.’ We need to revamp our reading program and this program represents evidence-aligned instructional material. I have read the research and it’s clear they know what they are doing. Fallow adopted it last year and Jonathan says the parents at Fallow are very happy. As you know they had a bit of a revolt going on over there with upset over the reading scores.”

Taking advantage of the fact that Midge was blessedly rendered speechless, Tim seized the moment and plunged ahead.

“We need to implement sound data-based practices in our instructional programming and monitor student progress in-line with training in syntactical awareness, explicit vocabulary analysis, and comprehension strategies. And, of course, love of literature. We need to align with data-led, evidence-based, skills-driven industry-approved, best practices.”  

The Eruption

“Phonics! Fallow! Training! Test scores, Best practices!” It was at this point that the chair was toppled, the elbow outflung and the hummus plate launched into the air. 

After a lifetime in education – and many years focused on lower school literacy – Midge considered the Science of Reading to be neither science nor reading. In her opinion, it was nothing less than a money-making scheme, a travesty of education, an attack on the professionalism of teachers, an assault on literacy, a fraudulent example of intellectual bankruptcy, commercial exploitation, and generally a very bad thing.  

Midge had strong views.

And now, this man who talked liked a flat-lined basal reader, this bureaucratic excuse of an educator who was about as useful as a chocolate teapot, was going to impose this pernicious fad on the children in her school.  It was too much. 

No wonder she stormed from the room. The eminently cool, and always reasonable, Midge Hazelbrow had finally lost it. It was a bridge too far. 

Needless to say, Midge presented her thinking on the teaching of reading at a later meeting. But she also had this to say on the separate topic of best practices. This was her memo to the team. 

MEMO

To: Wayward St. Etheldreda’s Academy Senior Leadership Team

From: Marjorie “Midge” Hazelbrow, Co-Head 

Subject: The Fallacy of “Best Practices”

Dear Esteemed Colleagues,

I hope this message finds you well. As we continue to navigate the ever-evolving landscape of education, I feel compelled to address a matter that has been gnawing at my conscience for quite some time now. It pertains to the pervasive and, frankly, detrimental notion of “best practices” within our educational discourse.

In recent meetings and discussions, I have observed a troubling trend: the uncritical invocation of “best practices” as a discussion-terminating phrase, wielded with the assumption of infallibility and authority. But have we ever paused to consider the implications of this overused and often misapplied term?

Let us delve deeper into why “best practices” are not only flawed but also have no place in our esteemed institution:

Homogenization and Mediocrity: 

The concept of “best practices” promotes a one-size-fits-all approach to education, ignoring the rich tapestry of contextual factors that shape our educational landscape. By prescribing standardized approaches, it discourages experimentation, creativity, and individuality in teaching and learning. Our school prides itself on fostering a diverse and inclusive learning environment, where students and educators are encouraged to embrace their unique talents and perspectives. The imposition of “best practices” threatens to undermine this ethos, leading to a homogenized educational experience that fails to meet the diverse needs of our community.

False Sense of Certainty: 

The term “best practices” implies a false sense of certainty in an inherently uncertain field. It suggests that there is a definitive right or wrong way to approach teaching and learning, overlooking the complexities and nuances inherent in the educational process. Education is not a one-size-fits-all endeavor; it is a dynamic and multifaceted journey that requires adaptability, flexibility, and continuous reflection. By presenting certain approaches as universally superior, “best practices” discourage critical thinking and reflective practice among educators, hindering professional growth and innovation.

Lack of Moral Courage: 

Perhaps most troubling of all is the way in which “best practices” undermine our school’s commitment to integrity and moral courage. Rather than fostering a culture of independent thought and principled action, they encourage conformity and acquiescence to prevailing norms. Our school should be a place where students and educators feel empowered to question the status quo, challenge prevailing assumptions, and forge their own path based on what is right, not just what is popular. By blindly following the crowd, we betray the principles of integrity and moral courage that lie at the heart of our educational mission.

In light of these considerations, I implore you, to reconsider our reliance on “best practices.” Let us strive instead for a more nuanced and context-sensitive approach to pedagogy—one that honors the diversity of thought and experience within our community, that encourages experimentation and innovation, and that upholds the principles of integrity and moral courage. Let us at all times honor our mission, and our legacy, and forge a future that has the best interest of our students as the driving force behind our discussions and decisons. 

Thank you for taking the time to consider these reflections. I look forward to engaging in further discussions on this important topic and working together to chart a course that reflects the values and ethos of Wayward St. Etheldreda’s Academy.

Sincerely,

Marjorie “Midge” Hazelbrow
Co Head
Wayward St. Etheldreda’s Academy