A Reaction to "An Urban Teacher's Education"

"An Urban Teacher's Education" is one of my favorite blogs--the author always provides his readers with amazing insights and somewhat alternative perspectives in regards to the more controversial elements of the world of education. His most recent post, "You're a Quitter and You Suck at Teaching" (yea, I know, interesting name) sheds light upon the hypocrisy that often exists within school districts throughout the United States--within quality pre-service educational programs (such as the one that we were all accepted into here at State), we are always taught to "subjectify" the curriculum, and to always place the student at the center of our instructional decisions within the classroom. However, as the author of this blog suggests, once one is actually in the classroom, this "student centered" approach is almost completely abandoned. Unfortunately, as the author states, "good" teachers are those whom don't ask questions of and are obedient to their respective administrators.In essence, the author suggests that, unfortunately, in order to advance within the profession, as educators, we must accept that standardized testing is inevitable, and whether we believe it or not (which we hopefully don't), portray an attitude which suggests that  we believe this type of assessment is the best option for determining the status of our students and our schools. If one chooses to "push the envelope" and stray away from this accepted (and heavily promoted) construct, he/she will be asking for trouble. The author suggests that the core of this problem can be traced to uneducated and inexperienced administrators and legislators who invoke curricular modifications without any true and authentic classroom experience; if administrators have never actually experienced "classroom life", collaboration will be impossible, support will be limited, and the school atmosphere as a whole will suffer. In addition, if administrators have not been in the classroom, they lack the ability to reflect upon and recognize the techniques that best benefit students' learning--as soon-to-be professionals, we deserve and require administration who understand and can empathize with the difficulties that the classroom presents for both ourselves and our students, and who are  willing and able to tweak their school-wide decisions in ways which address the needs of their school's students and staff.