The exchange was a positive one, despite the standard positions of the teachers rep(T-rep) and the edudemic(ED).  When the T-rep and ED accept the premise that evidence based methods are the way to go, then we might know that the flat earth society has finally retired. Teaching efficiency might even increase sufficiently (as individual re-inventing the wheel diminishes) so that more emphasis can be applied to art and music along with similar evidence based accountability measures. Art may be somewhat challenging and not worth the effort but anyone who wants public credence in music, does have to get Royal Conservatory certification. 

One point upon which I intend to agree with the ED is the “what is the purpose of education?” which he brought up.  This is probably the most important question but discussing it is largely meaningless until there is equity at the discussion table.

T-rep push back clearly comes as the EQAO process indirectly promotes a local school report card that provides parents with understandable accountability links between EQAO assessment and classroom report card formats. It was interesting to hear the very weak, easily rebutted argument of T-rep. No need to wonder why T-rep and company do not want educated parents with reasonable, accountable instruments with which to demand consistent quality from unionized educators.

All and all, some progress has been made.  Though when one examines the amount of College/University remediation in reading, writing and mathematics which seems to be standard for the majority,  one has ask why isn’t there a standard grade 12 exit assessment. Then, the bill for remediation could readily be backcharged to whatever jurisdiction decided they wanted to dick around with marks…or better still. Standard assessment would trump local marks and once again we would have gone back to the future.  Why not ?