Educators as Immigration Agents

We ask a great deal of teachers these days, particularity as we look to move more of the educational decisionmaking away from Washington, DC and into our local communities. But of all we ask of teachers, do we really expect them to start acting as immigration agents? Do we really want them to be ferreting out which students in their classes are undocumented?

And do we want to strip away the classroom as the one place kids can feel safe? Do we want to turn our public schools into a place where youth feel at risk, worried about whether they will see their families again?

We explore the topic on the latest episode of TrumpEd on the BAM! Radio Network. Give it a listen!

Federal Subsidies for Teacher Salaries?

If the recent run on teacher work stoppages has taught us anything, it is that there is a growing public commitment to ensure that our educators are better paid for the work they do in the classroom. And as the job of teaching gets more complex, it becomes more and more necessary.

So it is no surprise that Democrats in DC are looking to move legislation to put billions of federal dollars into the pool to boost teacher salaries. It makes great politics, but do we really want the federal government involved in how localities decide salaries and pay scales?

We explore the topic on the most recent episode of TrumpEd on the BAM! Radio Network. Give it a listen!

Improving High School, #HighSchool Graduation

Last month, the issues in DC Public Schools brought down its relatively new schools chancellor. This week, The Washington Post is reporting the graduation scandal now poses a clear and present danger for many DC students who have long thought that they would be graduating from high school this spring.

The District of Columbia isn’t the first school district to recognize its path to a high school diploma may indeed be broken. For decades now, we have heard of both dropout factories and those districts that responded by treating diplomas as nothing more than certificates of attendance, recognizing those who stuck with school for 12 or 13 years, 180 days or so each year.

In response, the Fordham Institute has focused its annual #Wonkathon on whether high school graduation requirements need to change to make the diploma more relevant. A number of smart people — including Peter Cunningham, Michael Petrilli, and Peter Greene — have already responded.

Of course, dear ol’ Eduflack couldn’t pass up the chance to suggest we need to a completely different frame for the high school school experience, once that emphasizes mastery of content and an ability to apply what is supposedly learned, rather than just rewarding students for “time served” in the classroom. As I write:

Today, we remain caught up on what is taught and how it is taught, not necessarily what is learned and how it is put to use. The student population today is nowhere close to being as homogenous as it was when the Carnegie Unit was adopted. In any given classroom, we have students of different backgrounds, different language abilities, different learning challenges, different preferred learning styles—different everything. A student adept at Algebra II shouldn’t need to sit through the class for 180 days because others don’t grasp the concepts. A student with a deep understanding of American history shouldn’t be asked to sit through the basics yet again because it is expected in ninth grade. Once a learner is able to demonstrate a mastery of the content and is able to apply that content in an appropriate manner, he or she should be able to move on to the next content area. Mastery-based high school allows us to prioritize the LEARNER in a way most high schools today simply do not.

I hope you will give all the entries a read. It is an important issue that warrants real discussion, disagreement, and action.

 

“Will the last teacher to leave West Virginia please turn out the lights?”

“Will the last teacher to leave West Virginia please turn out the lights?”

Nearly 30 years ago, one of my teachers held that very handwritten sign. She, along with my mother and dozens of other educators from my high school were picketing in Shenandoah Junction, West Virginia as part of a statewide teachers strike. The sign became iconic, running on the front page of newspapers across the state and the nation.

In 1990, those teachers were striking because of poor teacher benefits and worse pay. West Virginia was paying its public school educators less than 48 other states. The situation became so bad that unions in all 55 counties in the state organized a work stoppage. After two weeks, a true-blue legislature and a Democratic governor finally saw things the way those teachers wanted them to. Benefits were improved, and West Virginia committed to raising teacher salaries to the middle of the pack when it came to state averages.

Fast forward to 2018, and we are seeing the same scenario play out in a state that has largely become a microcosm for America. The state is gripped by opioids. The jobs of the old, industrial economy are drying up. West Virginia’s legislature is now shockingly red. The state is now led by a Republican governor (though one who was just elected as a Democrat in 2016). But again, West Virginia’s teachers are almost the lowest paid in the nation.

Currently, the minimum salary for a public school teacher in West Virginia is $26,000. To put more simply, if one accounts just for student days – overlooking required teacher work days, evenings, weekends, summers, and all of the other times teachers actually work – the minimum teacher salary is about $14 an hour. Or about what teachers in the Northern Panhandle would make in Pittsburgh or those in the Eastern Panhandle would make in the DC suburbs if they gave up teaching and became baristas at Starbuck’s.

During the 1990 strike, I was all too aware that teachers in my high school needed to hold second jobs in order to make ends meet. It was a frequent sight to see a teacher working as a bartender or waiter at a local restaurant or as a desk clerk at one of the nearby motels. During the strike, it would have been very easy for these teachers to turn to their second jobs, pick up additional hours, and ensure that they would make the rent or car payments that week. But they didn’t. Each and every day, they were out there on the picket lines. They were marching for their profession. And they were ensuring the entire community saw them.

That year, those teachers won because they had public support. Yes, the closure of schools is always an inconvenience for families in the community. But each day, parents and children brought the teachers water and soda and food. Neighbors honked their car horns in support. And even when the handful of teachers who refused to strike told students their records would be noted and student activities would be pulled if we failed to cross the picket line, not one student went into the schools during those weeks.

Fast forward to 2018, and we see a different story. The state legislature is now advancing a package for teachers that would boost teacher pay by about 4 percent over the next several years, far from the jump their fellow educators saw three decades ago. Public support for union strikes, even in strong union states like West Virginia, is not nearly as strong as it once was. And with the Supreme Court now considering the Janus case, labor unions and their memberships are likely to be weakened even more.

It’s quite sad that, at a time when we all recognize that a strong education is key to success in the digital, information economy, we still have to fight to ensure that educators are paid like the high-stakes professionals that they are. It is sadder that we, as a nation, are now talking about bonuses to teachers who come into the classroom armed, but still can’t pay many of them a living wage. And it is even sadder when teachers need to technically break the law and engage in a statewide work stoppage to gain the respect and recognition that they well deserve.

As a child, I romanticized my grandfather and his Teamsters jacket. I imagined he received it as a reward for backing Jimmy Hoffa and his agenda to play rough with short-haul trucking companies. To me, the Teamsters were a true union’s union.

Then I watched my mom and many of my high school teachers walk the picket lines, putting their livelihoods on the line. I saw them walking for what they believed in. And I saw the community stand behind them. I saw that light. So did many others.

Today is school day number four of the 2018 West Virginia teachers strike, and the request asked 28 years ago may still be pertinent. WV Gov. Jim Justice and the legislature will see that light too, and show teachers across the state the respect they deserve.  Otherwise, they may indeed be turning off the lights for West Virginia’s students.

Investing in the Future of #TeacherEd

As a community, we spend so much time thinking and talking about what the schools, classrooms, and students of tomorrow may look like, but we often overlook an essential component to the equation. What will the teacher education of the future look like, the educator prep necessary to ensure we have the classroom leaders for such future K-12 environments.

For the past four years, dear ol’ Eduflack has been privileged to be part of the development of the Woodrow Wilson Academy of Teaching and Learning, and initiative of the Woodrow Wilson National Fellowship Foundation and MIT to completely reinvent teacher preparation and education schools in general.

Last week, the good folks over at the Chan Zuckerberg Initiative announced their significant support for the WW Academy and its efforts. Benjamin Herold over at Education Week referenced it as CZI investing in “personalized learning for the whole educator.” Caitlin Reilly noted that “teaching K-12 is brutally hard” and this was one of the ways CZI was “offering support.”

No matter how one cuts it, I’m incredibly honored to be a very small piece of the initiative and to have the support of innovators like those at CZI. Chan Zuckerberg joins with notables such as the Bezos Family Foundation, Bill & Melinda Gates Foundation, Carnegie Corporation, Amgen Foundation, Simons Foundation, and Nellie Mae Education Foundation in believing in the WW Academy’s mission of transforming the preparation of the nation’s teachers and school leaders.

 

I say it far too often, but change is hard. Changing systems is even harder. These organizations, and the many other partners who have joined with the WW Foundation and MIT in this effort, see that as an opportunity, not an obstacle.

The future of teacher education is now!

 

From CAP, How to Leverage #ESSA to Elevate Teaching Profession

For much of the past year, the education community (yours truly included) has opined on how proposed federal budgets and actions coming from our nation’s capital pose a clear and present danger to teaching and teacher preparation. After all, when you essentially look to zero out all Title II moneys for teachers and their continued support, what is one supposed to think?

All hope may not be lost, though. The good folks at the Center for American Progress lifted the curtain on an important project in which it has been engaged. The first is a new interactive tool developed to spotlight specific efforts to elevate the teaching profession. On the site, users can click on a given state and choose a particular focus (compensation, career pathways, licensure, recruitment, retention, and the like) to see how individual states are innovating and meeting the specific needs of educators in its jurisdiction.

The second is a white paper that takes a deep dive into what specific states are doing to use ESSA and its Title II provisions to modernize and elevate the teaching profession. There, CAP explores hot-button issues such as recruitment and diversity, teacher prep and new teacher supports, licensure and certification, compensation and loan forgiveness, data support, and pipeline-spanning initiatives.

What’s particularly terrific about that issue brief is it spotlights the work in states that often don’t get the shout-outs when it comes to innovation and teacher supports, but are states that are really doing tremendous work. All serve as examples of what can be done and what should be done in an environment where we believe that change and innovation really isn’t possible, based on legislative restrictions.

Give both a gander. You won’t be disappointed.

Ed Tech is Not the Enemy!

Yes, there are a great many in the education community that look to attack and tear down just about everything that EdSec Betsy DeVos says. So when she starts off 2018 singing the praises of personalized learning, it should be no surprise that the resistance immediately lobbed charges of wanting to turn our schools over to the machines.

This tends to be a common misperception about personalized learning. We’ve bastardized the phase, wanting to believe it means simply plugging every child into a computer and letting the tech do the teaching. And while that might be how some personalized learning is indeed done today, it certainly isn’t what was intended and it certainly doesn’t represent the best of what personalized learning does and can offer, both to the learner and the educator.

At the same time, technology need not be the enemy to learning. Effective personalized instruction isn’t about putting the tablets in charge. At its heart, it is about providing educators with a tool that can be used to effectively reach some of their students. In the hands of a great teacher, technology can be empowering, not limiting. And yes, it can improve the learning process.

Over at BAM! Radio Network, I explore the topic, praising personalized learning and asking us to cut ed tech a break when it comes to the classroom. Give it a listen.

And for those who say personalized learning is just a tool of the technology companies and doesn’t actually work, give a look over to special education programs and IEPs. An IEP is just personalized learning in a different wrapper, folks.