The

supporters of the governor's plan argue that what is

needed is accountability. Test scores - of course

- are the easiest measure of accountability. It is

far simpler to tabulate scores than legislate student

motivation or mandate parental responsibility. But what

do these all-important scores really measure?

In the case

of my students, they measure their ability to recall

isolated bits of information on objective (i.e., multiple

choice) assessments. I am left wondering how success on

these tests will help someone complete a job application,

solve a complex problem, give an articulate presentation,

analyze and synthesize complex information or perform any

of the other tasks that will be required of tomorrow's

workers. To paraphrase Will Rogers, I never met a

standardized test I liked because life is not a

fill-in-the-blank exercise.

What good

teachers have known for centuries, but is still a great

mystery to some of our elected leaders, is that a

meaningful education involves dedicated teachers who

spend countless hours working to open young minds to

infinite possibilities. True learning entails developing

the capacity for objective observation and persistent

questioning. The ability to teach students how to pose

the right questions and derive the necessary answers is

what education should be all about. And - most

importantly - it is this type of learning that is

crucial to reforming education in Georgia and across our

great country.

Mortimer J.

Adler, author of the "Paideia Proposal,"

contends that all learning is a process of discovery on

the part of the learner. Successful teaching occurs only

when the mind of the learner passes from a state of

knowledge. As a teacher, I model this process of

discovery learning and measure my success one student at

a time. I do not do this by teaching to a test. Rather, I

do it by teaching my students how to think critically,

write analytically, speak persuasively, work

cooperatively, problem-solve creatively and reason

logically.

Having

spent five years in a private industry - three

working for a Fortune 500 firm and two in charge of a

small business - I know firsthand that these are the

skills demanded by the business world. These important

skills, however, are not

acquired by teaching students how to memorize and

regurgitate isolated bits of information on multiple

choice examinations.

If my

credentials are suspect since, after all, I am a teacher

and therefore a part of the problem, then I shall quote

Professor Peter Drucker who is a global expert on

successful business practices. In his book entitled,

"The New Realities," Professor Drucker writes:

"No

educational institution - not even the graduate

school of management - tries to equip students with

the elementary skills of effectiveness as members of an

organization: ability to present ideas orally and in

writing (briefly, simply, clearly); ability to work with

people; ability to shape and direct one's own work

contribution, career; and generally skills in making

organization a tool for one's own aspirations and

achievements and for the realization of values."

In the

private sector, success is achieved by empowering people

to innovate and take risks. Success is replicated by

studying successful businesses and learning how their

achievements are made possible.

The book

"In Search of Excellence," written by Peters

and Waterman, created a revolution in private industry by

examining how America's best companies achieved heir

great successes. Gov. Barnes had the opportunity, in

recruiting his Commission on Educational Reform, to staff

it with Georgia's best and brightest teachers. In doing

so, he could have learned how these inspired educators

were able to achieve their successes. Instead, he opted

to ignore the wise counsel of those who are best

qualified to bring about the very reforms he campaigned

for in 1998 as Candidate Barnes.

I have read

the words of Andy Baumgartner, Georgia's 1999 National

teacher of the Year, and other exceptional educators with

dismay. These gifted instructors have criticized Mr.

Barnes for his shameful act of political cowardice in

identifying teachers as the problem and teaching to the

test as the solution. I have yet to read any words of

support for the governor's proposals written by

individuals who have been recognized as successful

teachers. Regrettably, I must add my own name to this

growing army of disillusioned educators who feel betrayed

As Mortimer

J. Adler noted, there are two types of teaching:

doctrinal and dialectical. The doctrinal teaching of

students enables them to learn what the teacher thinks.

The dialectical teaching of students enables them to

think for themselves. Adler goes further and says the

doctrinal method indoctrinates, and only the dialectical

method teaches.

We need to

move beyond education as the mere acquisition of

information to be replicated on static assessments and

summarily forgotten. The 21st century will demand workers

who know how to think and how to use information. Our

challenge will be to remain an educational leader in the

information age.

It is quite

easy to train students how to take a test. Teaching them

how to think for themselves, however, is a different

matter entirely. Georgia's tragic educational legacy

under our current leadership will be mandating our

students to learn what the teacher thinks. And, for this

very reason, we will remain a state at risk.

Tony Pattiz

[Tony

Pattiz teaches social studies at Sandy Creek High School

in Tyrone. Pattiz was selected in 1999 by the Turner

Broadcasting System as a "Super Teacher." He is

currently working on his doctorate in Child and Youth

Studies.]