So… I get the whole “larger impact thing.” But unless Dan and his ilk are going to find a way to convince the powers-that-be to completely retool the “standard” math curriculum from about grade 3 on (a la Lockhart’s Lament) then I just don’t see what they are going to achieve.

Small dents? To what end? Convince a few teachers or districts to try SBG? Spread the word about WCYDWT? He was already doing that! To great impact, whether he knew it or not. I teach Physics and I’m changing what I do daily, primarily based on his and others inspiration and example. But I’m not going to be listening to some PhD guy from some place. And honestly, I don’t have a single Science teacher in my dept. who went through Ed. school. Can’t seem to find one.

it’s not angst. It’s anger. I see too many folks who want to “make a difference.” But it’s not enough to be a teacher. That’s too small. They have to get the PhD, be a leader, be an “advocate” for Science, be a whatever. Well, yay for personal ambition. But it’s sad for the students. Cause we don’t need more of that. We’ve got too much of that! We need more good teachers. Especially ones who’ll go to TED and show off how awesome we can be.

I wish Dan the best and am grateful for his contribution so far. I’m sad that the best of us are not content to plug away and do our jobs.

For what it is worth, I left a PhD program to become a teacher. I realized that none of the professors had ever been a teacher and yet they were continuing to give advice on what teachers can and should do.

Perhaps someone like Dan can better Schools of Education by providing some realistic perspective.

Jimmy, maybe the real issue is that a system that tries to keep good teachers is the same one that pushes or keeps good teachers out. Maybe being good doesn’t fit in the Government designed structure of teaching and learning.

In my experience, state law and local administrators can sometimes be inflexible to new ideas or teaching methods, even if it is research based. This frustrates me and makes me want to go somewhere that will allow me to teach to the student, not some scripted curriculum, as it is the case in some schools.

The system does need some refining. We can legislate it and change it from within. The later is what I think you are hoping for.

I fully support Dan’s move to a PhD program (I mean, its hard not to, right? Its his life). But as a recent grad from a School of Ed, I have relied heavily on his blog to shape my teaching, classroom management, etc.

Wouldn’t it have been great to get that kind of training in college?!

We’re crazy if we think that schools across the country are going to see significant reform in curriculum, classroom management, instruction, etc. unless our very best are in positions to train teacher candidates from the ground up. At the same time, I understand the frustration of knowing that students who would have been in Dan’s classroom won’t be.

But, I have to think Dan has left some great tips for the guy/girl in that position. And, I think we are going to start seeing more teachers like Dan, because the ability to collaborate, share, and grow as teachers is easier now that ever before. Example #1: this blog.

Is it possible that we’re taking this a little too seriously, reading into Dan’s student status a little too much? Hopefully the fate of the American education system doesn’t hinge on one dude’s decision to get a PhD. And while I’ve never met him personally, I don’t imagine Dan–or anyone, for that matter–could long tolerate such a burden, or be happy under it.

Jimmy, I hear you, man. It’s a bummer when good teachers leave the classroom. But you gotta have some faith. You’re probably an awesome physics teacher. Next year you’ll be better, and the next year, and the next. Is that going to change because Dan changed his zip code?

I know you were writing a bit from emotion. All of us, maybe, and that we’re all a bit hyperbolic. Thing is, at the end of the day, I’m doing my thing, you’re doing yours, Dan’s doing his. That’s great, and not so fragile, either.

I find Sarah’s post to be on the mark. The likelihood of someone with no teaching experience being knowledgeably helpful to teachers is pretty slim, and getting skinnier as the atmosphere in which we teach grows uglier. In my district we have a new “leader” with a doctorate in math leadership – some good ideas but no grounding in classroom reality. So Dan’s fundamental ratio is almost always strained. The profession needs some people in those places who not only have teaching experience, but were not running away from the classroom when they moved on. I trust and admire that Dan is still greatly motivated by the teaching aspects.
In a former position I read and benefited from a scholarly monthly for teachers, with articles often written by teachers for teachers, and a change in editorial leadership turned it into a publication full of articles written by university researchers for each other – no content any more for practitioners like me. Too much education fare falls into the same category. I will look look forward to reading what Dan has to say because I know where his work is grounded – in the classroom with the kids who inhabit it.

It is definitely his choice, and I hope he can go and change education so that the new crops of good teachers will want to keep teaching, and feel like they’re appreciated and making enough of a difference doing that.

But where Dan is going, he will be a teacher generator. He can help midhusband, nourish and develop a whole bunch of excellent new teachers. Also, he may create systemic changes that will promote better teaching.

It takes a while to integrate theory and practice, so we need to be patient with people going through it. The effort is worth it in many cases. I have a lot of confidence in Dan doing it right.

I fully support Dan’s move to a PhD program (I mean, its hard not to, right? Its his life). But as a recent grad from a School of Ed, I have relied heavily on his blog to shape my teaching, classroom management, etc.

Wouldn’t it have been great to get that kind of training in college?!

How will you get that kind of training in college unless people like Dan with Dan’s ideas, drive, ambition and enthusiasm get PhDs and start teaching in college? Get PhDs and start doing research and publishing. Get PhDs and get on the radar of the people who make decisions at a higher level.

Jimmy says he followed Dan’s blog “but I’m not going to be listening to some PhD guy from some place.” I assume that’s because those PhD guys aren’t bringing to the table what Dan has been – I’d hate to think an educator is engaging in a bias against formal education – but isn’t the solution to get more people in that level who are innovating?

Shortly after Dan’s TED talk I sent it to several people I knew and said that I’d punch my momma* to guarantee I’d get a teacher like him for my children-to-be. But asking him or anyone like him to stay in a position when they feel another one calling to them is counter-productive for both the kids and for the other people he’ll touch in the next step of his journey.

* I would not, in fact, punch my momma

Jimmy, perhaps the reason you are feeling the loss is because you don’t know who will fill you “Dan Gap”. The thing is – you need to fill it. I’ve been a long time follower, but this is my first post.

Jimmy needs to take what Dan taught us and run with it THEN share with the rest of us. I would love to see Jimmy’s most WCYDWT project.

Just to prove I’m not a hypocrite: Here is mine – http://www.youtube.com/watch?v=UCRELwnUY5g
I used this for a lesson on place value (Grade 6)

Best of luck Dan.

PS Wish I could make it to your Calgary session. I’ve been preaching the word and have some convinced.

Every time an effective teacher leaves the classroom to become a PhD student, math coach, administrator, curriculum developer, consultant, and on and on, it shines a light on a fundamental problem when the “reformers” talk about teacher quality. There is no career path in our profession that actually keeps teachers in the classroom, and it is a big part of the reason the profession can’t really attract/retain a large cadre of ambitious people into the profession (in comparison say to law).

Also, the notion that teachers should be evaluated on the basis of their students’ performance on a standardized test (the education equivalent of working on commission) is actually going to make the profession even less attractive to the very kind of people who can truly make a difference in the classroom.

Too all comments: the fact that there are 23 people here to weigh in tells me that at least 23 other people in the world are looking for collaboration in math. That makes me hopeful. I would like to propose a WCYDWT data base. I have a few lessons i’d like to add in exchange for all of the wonderful ideas Dan put out there.

It’s late. I’m tired. Math class needs a makeover. Patience is a virtue. I would like a nasal spray that allows people to feel empathy. I predict that every one of my students choices will alter my future.

My university professor’s words of encouragement that “a teacher can care, but still be a terrible teacher” makes me doubt my every move and is why I am awake right now.

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Been reading blog from a far because I’ve been considering a transition from engineer/consultant to teaching math for a while. It’s been hard to commit when confronted with money needed to attend school, then take a huge pay cut for more work, and then struggle to find a job. Been easier teaching at community colleges and University of Phoenix part time. I’ve enjoyed reaching this and others for inspiration so that I may one day make the transition. Can’t say I would fault you leaving to pursue PhD — it may be a big loss directly to the classroom, but it sounds as if you’re committed to still making even bigger changes in ed policy in the future. My $.02 — more incentives and easier path to get mid-career math/science professionals into classroom. Best of luck!

Dan,
Its not the dark side. Its self-improvement or reflective practise. Enjoy… (and don’t let anyone take away from that). I can see that you love to learn and thats what you’re doing….

I think one of the reasons I continue to read this blog is because of the intelligence and thoughtfulness of the responses. I learn as much from Dan’s original posts as from the well-reasoned reflections on them. Dan in my mind, however, has everyone here beat on reflecting: I rarely have met practitioners who have his ability to reflect deeply on what he’s doing and the impact he is having. So, for that reason, I have little worries that Dan will end up teaching theories to new teachers that have no connection in reality, either now or X number of years after he’s been training new teachers. If something he espouses for his teachers to do doesn’t work in the future, be it even cornerstones such as SBG and WCYDWT, Dan will probably be the first to realize it and will figure out how to make his teaching relevant again.

I think a question I’d throw out to Jimmy, and to others who have changed their practices because of Dan’s insights, is “How do you know whether there are any other current practices of yours that need to change?” Because if the improvement of your practice is solely dependent on Dan pointing out specific areas to change, rather than from Dan AND your own self-reflections, than you’re in trouble. And so are your students.

When my mother left the math classroom to move into administration, she faced the same choices and concerns. She was (according to her colleagues and my friends who were her students) an exemplary teacher. Later, she became (according to people throughout the school system) an exemplary administrator. She went from impacting 125 students a year to impacting schools with thousands of students. She turned two schools from completely dysfunctional institutions with teachers who were not empowered to make change into great, innovative schools.

This same sort of thing can apply to researchers. I know it’s easy to focus on the 125 kids each year, but we also need to have great teachers who can help create, support, and inspire leagues of other teachers and administrators. I have worked with teachers and administrators from around the country and have seen the value of great leaders and the cost of poor ones.

Don’t discount the value of leadership.

In short, I lament losing Dan from the classroom, but believe it will be for the greater good if he keeps fighting the good fight.

And from another perspective, I think everyone should heed Joseph Campbell’s advice: “Follow your bliss and the universe will open doors where there were only walls.”