A New Era of Teacher Activism?

For the past year, we have watched state after state, city after city, address teacher strikes. Originally, these labor actions were about increasing school resources – boosting teacher pay, reducing class sizes, and ensuring counselors and nurses were available in the schools.

But lately, we are seeing a new side to such strikes. Teachers in West Virginia struck last year to boost pay and benefits. Last month, they took to the state Capitol to protest proposed state policies, including expansion of public charter schools.

So one has to ask, are we entering a new era when it comes to teachers activism? Dear ol’ Eduflack explores the topic on the latest episode of TrumpEd on the BAM! Radio Network.

Click here to give it a listen.

When It Comes to American History, Show Me

As part of dear ol’ Eduflack’s continues efforts to improve how American history is taught and learned, I was privileged to spend a half hour discussing the issue with Missouri’s National Public Radio affiliate.

It was a good discussion, moving beyond the data on how little we know about history and beginning to discuss what we can and should do about it. You can find the full segment here.

Much thanks to KCUR in Kansas City for hosting the segment, and gratitude to KUT Public Radio in Austin, TX for allowing me to broadcast live out of their studios this week.

And Now We Have … Choice Tax Credits

The education community has been waiting two years to see a major education policy initiative come out of the Trump administration. And now the wait is over.

No, it isn’t focused on charter schools. No, it isn’t higher ed related. No, it isn’t even tied to past Trump rhetoric around early childhood education or career/tech education.

The major initiative is about providing $5 billion in tax credits to families. More specifically, it is providing billions to families who choose to send their kids to private schools. Essentially, they are offering a financial cousin to school vouchers.

But with the vast majority of school-aged kids attending traditional public schools, can we really have the tremendous impact on education that EdSec Betsy DeVos promised by offering tax breaks to private school families?

We explore the topic on the most recent episode of TrumpEd on the BAM! Radio Network. Give it a listen here . It’s your choice.

Improve History Instruction? It’s a Locke

If Americans don’t know their history, who is the culprit? Is it the fault of k-12 or higher education? Is it lack of interest or lack of focus? And can phenomena like Hamilton just solve it all?

Dear ol’ Eduflack discusses these topics and many others on the most recent episode of Head Locke, the podcast of the John Locke Foundation. Give it a listen here.

How Do Dems Spin Education?

Patrick Riccards, a communications and education policy consultant who’s worked with both Democrats and Republicans, said one strategy for these and other candidates would be to avoid getting into the nuts and bolts of their views about schools.

“I would wrap the issues of education into the larger issues that will rally [Democratic] voters to primaries and caucuses,” Riccards said, including “the larger social justice and equity discussions, as well as talk of guns and safety; weaving it into economic policy, as part of a stronger commitment to workforce development.”

From Andrew Ujifusa’s Spin Class: These Democrats Could Face Tricky Questions About Education, in Education Week

 

Of Robots, Jobs, and #CareerTechEd

Are robots coming for our jobs? Recently, more and more media reports are highlighting how jobs from retail cashiers to radiologists may soon be taken over by robots, while noting that college degrees and careers in music, watch repair, or midwifery may be the best bets for ensuring that today’s young people have dependable careers in the future.

For decades now, we have lamented the shift from the industrial age to the digital one. Experts talked about the loss of factory jobs and the need for postsecondary educations for all who look to contribute to the economy. Some forecasts of the future have been incredibly accurate; others have painted a future that only seems to exist in science fiction movies.

That digital age is now. As media rightly note, we are entering a time that will be built on the foundations of robotics, artificial intelligence, nanotechnology, and other advances that until recently were only considered part of that same science fiction. The shift does mean that robots will be part of the workplace far more than ever before. But instead of planning for a technological overtaking, our educational institutions have a real opportunity to ensure that today’s learners are the ones creating, building, programming, and overseeing those robots.

The impending age makes clear that we need to prepare the students of both today and tomorrow in ways that were different from the past as we ready learners for the possibilities and the jobs of the future. For some, it may mean the traditional college degrees so many call for, while others may find the same teachings in a range of postsecondary offerings, including career certificates. Regardless, it will mean that all learners will need problem-solving skills and the ability to adapt to changing technology, whether they are computer engineers or nurse midwives. 

We have witnessed Congress reauthorize the Perkins Act and the White House establish a Task Force on Apprenticeship Expansion. A wide range of media outlets have explored the growing importance of career and technical education and how future careers can be obtained through apprenticeships, internships, and work study. In doing so, we acknowledge that while the economy and job possibilities continue to evolve, how we provide learners with the skills and knowledge they may need for those careers also must change and evolve for the times.

We now see communities and school districts truly focusing on the impact of accelerating technological advancements on learning. CTE that once focused on engine repair and other industrial pursuits are now focused in the robotics, 3D printing, and biotech that some are starting to fear. STEM (science-technology-engineering-math) education has become a non-negotiable for all students, not just those seeking careers in medicine or the hard sciences and not just for those seeking university degrees. 

Yes, these changes are driven by policy changes and economic forecasting. But they are also driven by families and the learners themselves. As more and more high school students explore the full range of career opportunities available to them – jobs that their parents may not even be able to conceive – they are quickly seeing what skills, knowledge, and abilities they will need to pursue those careers. Yes, those learners are looking to two- and four-year colleges to help them in attaining that knowledge, but they are also looking to secondary schools to put them on the right paths.

We achieve this by building the right systems for tomorrow’s industry leaders to thrive today. That means high school classes that equip students with the necessary skills and knowledge. It means postsecondary opportunities relevant and interesting to the leaders of tomorrow. And it means clubs, student organizations, honor societies, and internship programs that support this K-12 and postsecondary development.

We need not fear the robots, nor should we. At this time of economic transition, we need to work together – industry and educational institutions, educators and learners – to embrace the future and ensure that our educational offerings match both future career pipelines and current student interests and passions. And where there is a disconnect, we must work together to better connect those interests with the opportunities of tomorrow.

(The above essay also appears on LinkedIn Pulse.)

Finally, a Research Requirement?

Earlier this year, President Donald J. Trump signed into a law a new requirement that education policymakers at the federal level needed to use research, data, and evidence when making decisions about all things education.

As someone who has spent decades fighting for evidence-based approaches to instruction, it was somewhat nice to see. But it also raised a huge question for me. What exactly have we been using all these years that we are just now, in 2019, getting around to requiring that evidence and data should be made regarding education decisions?

We explore the topic on the latest episode of TrumpEd on the BAM! Radio Network. Give it a listen. I promise we can prove some value.