Reading for Pleasure – One of The Most Important Lessons in School

“Children should learn that reading is pleasure, not just something that teachers make you do in school.”

― Beverly Cleary

If you ask most middle school children whether they like to read, the answer is usually no.

However, for the last few weeks, my 7th graders have been coming into my class and remarking about the 8th grade books they find left on their desks.

“Oh! The Outsiders! I hear that’s a really good book!”

“When are we going to read this, Mr. Singer?”

“Can I take this home?”

That’s what you get when you pique a student’s interest – even a reluctant reader.

The problem is one of speed and instant gratification.

Today’s children have a multitude competing for their attention.

Video games, social media, TikTok videos – they haven’t the time to sit down with a book.

Doing so seems like something an old person would do or at least something too hard for them to enjoy.

I remember when I was growing up, my father always read Stephen King paperbacks. I still remember the covers of some of those books. The snarling Saint Bernard of “Cujo.” The empty boy’s face of “The Shining.” And “Night Shift” with its creepy bandaged hand slowly coming unraveled to reveal eyes growing under a knuckle…

I wanted nothing more than to read these books and understand what it was that lurked inside the covers.

But today a lot of novels are eBooks. If they have covers, they aren’t visible in the hands of those reading them. They aren’t left on display on a shelf. They’re nearly invisible.

The very idea of books seems like something beyond the reach of many adolescents.

That’s where teachers come in.

We need to dispel these myths, to help our students overcome them.

That means (1) reading books together in class, and (2) allowing kids self-selected reading.

First, we have to actively show kids that reading can be fun.

This means picking the right books to read as a class and trying to make the experience pleasurable.

Luckily there are some classics of young adult literature that rarely disappoint – S. E. Hinton’s “The Outsiders”, Lois Lowery’s “The Giver”, Ellen Raskin’s “The Westing Game”, Louis Sachar’s “Holes”, etc.

If you can catch a child’s imagination and place it in a community of learners, the result is both an individual and a social phenomenon.

Each child has his or her own experience, but it is enhanced by the thoughts and comments of others. Trying to solve the secrets of the society in “The Giver” isn’t just something you do alone – it’s a shared endeavor with your peers. Trying to decide what you’d do in the place of Ponyboy from “The Outsiders” isn’t just an academic thought experiment – it’s a way of expressing your thoughts and values and seeing them reflected, absorbed or enhanced by those around you.

However, this can’t always be done in a group setting. And the teacher can’t be the only person guiding the experience.

You have to give students the respect to make their own choices about what they read, too.

Let them choose books from the library and read them silently in class. There can be a culminating assignment like a book report or a book circle at the end of the month, but it has to be driven by individual curiosity.

This is all easier said than done.

Some years the books I pick for my students are a hit. Some years they aren’t.

Things are especially difficult now as we’re just healing from the Covid-19 pandemic. Students are just starting to get back on track and relearn all the social and academic skills they lost in years of quarantine and uncertainty.

I’m finding “The Giver” to be a harder sell this year than in most previous years. Many students want a more immediate and personal story. But some are entranced by the mystery and way the society deals with budding adolescence.

“The Outsiders”, though, is a raging success. My students don’t want to put it down or stop discussing the story. In fact, their enthusiasm is turning into rumors that have spread from grade-to-grade. However, they also aren’t as interested in racing through it toward the end as students from others years have been.

The biggest challenge is always silent reading.

The very idea of sitting down with a book and quietly reading it is entirely alien to some kids. They look around the room or try to sneak their cell phones out of their pockets – anything but turn their eyes to the pages in front of them.

It comes down to (1) finding a book that will interest the individual, and (2) one that they can easily read.

Unless you’re a librarian, it can be really hard to match students and books. As a classroom teacher I know some books that other students have enjoyed in the past and even have a few handy. For example, “Tears of a Tiger” by Sharon Draper is a story a lot of my more mature readers have gotten into – especially children of color. It tells the story of a boy who is dealing with the death of a friend who was riding in the boy’s car while he was driving drunk.

However, I don’t know the entire spectrum of children’s literature as well as a dedicated middle school librarian would. My school used to have one of those and she was brilliant at accomplishing the goal of suggesting books to students. These days, though, we have one librarian for the middle school and high school. That’s just too much ground to cover for any individual. Moreover, when you don’t dedicate your library to reading or research, you lose an incredible resource. There is far too much time when the library is closed for standardized testing or the librarian is asked to teach a class or proctor a study hall.

When it comes to matching a student to a book with a proper reading level, there are tools like Accelerated Reader which gives each book a level and tests students to find out their ability. However, the last thing we need is more standardized testing and computer software. An actual living, breathing librarian who has the time to know students and the literature is better than any technology in the world.

The point, though, is that no matter the challenges, we, as teachers, have to try.

It isn’t our job to simply teach children HOW to read. We have to encourage them TO read. We have to SHOW them that reading can be one of the most enjoyable pastimes in the world.

It may be out of touch with our modern society, but that is why it is so valuable.

Through books we can access any place – even places that never existed. Through books, we can talk with anyone in the entire history of time – even people who were never born.

And in doing so we gain access to that secret part of our own mind – our imagination – and build it into something strong and vibrant.

Few things are more important.

Creating lifelong readers – not a bad way to spend a teaching career.

“One child, one teacher, one pen, and one book can change the world.”

-Malala Yousafzai


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Congress May Raise Educators’ Minimum Salaries to Combat the Teacher Exodus

When it comes to teachers, America doesn’t mind getting away cheap.

The minimum salary for a teacher in Pennsylvania is $18,500 a year.

That’s not a lot of money – roughly $9.63 an hour.

It’s barely more than the federal minimum wage of $7.25 an hour ($15,080 annually).

But in many states there is no minimum teacher salary – so the minimum wage IS a teacher’s minimum salary!

You could probably make more as a dishwasher, cashier or parking lot attendant. So why take on a four-year education degree, mountains of student loan debt, and the added challenge of a (likely unpaid) internship?

Just pick up a broom and start sweeping.

Perhaps that’s why a group of Congressional Democrats have proposed a national minimum salary for teachers.

Rep. Frederica Wilson and Rep. Jamaal Bowman, (both former teachers) and six other members of the House have introduced The American Teacher Act establishing a minimum salary of $60,000 for all public school teachers working in the U.S. – the first legislation of its kind.

Though state minimums are less (assuming your state has one at all), the average starting salary of teachers nationwide was $41,770 in the 2020-21 school year, according to the National Education Association (which supports the bill).

However, even that number shows how poorly we reimburse teachers for their labor.

It means on average teachers make about 77 cents on the dollar compared to their peers in similar professions, according to the Economic Policy Institute, a nonprofit think tank.

So a potentially $20,000 base increase would help.

If passed, the bill wouldn’t simply force all states to comply. It would offer funding through federal grants encouraging states and school districts to raise their minimum starting salary to $60,000 by the 2024-25 academic year.

In the short term, the funding would pay to implement the new salary minimum but states would be responsible for sustaining the cost in the long run.

No cost projection for the program has yet been conducted.

The new minimum salary would be adjusted for inflation each year, beginning with the 2025-26 school year, and any grant funding would have to be used toward salaries and not to supplant any existing funding that goes toward schools.

Sponsors hope the bill would affect more than just minimum salaries.

The idea is that states would adjust their entire teacher salary schedules with $60,000 as the floor and all other salary steps increasing incrementally based on education levels and years of experience. So even veteran teachers should see their wages increase.

However, the bill doesn’t stop there. The authors of the legislation know that respect for the teaching profession is important to ensure salaries remain adequate.

In addition to wages, 4 percent of the grant funding would be used to launch a national campaign about the teaching profession, highlighting its importance and value as well as encouraging high school and college students to pursue a career in education.

It’s high time something were done because the US is losing teachers at an alarming rate.


After decades of neglect only made worse by the Covid-19 pandemic, we’re missing almost a million teachers.

Nationwide, we only have about 3.2 million teachers left!

According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And that’s on top of already losing 250,000 school employees during the recession of 2008-09 most of whom were never replaced. All while enrollment increased by 800,000 students.

Meanwhile, finding replacements has been difficult. Across the country, an average of one educator is hired for every two jobs available.

Not only are teachers paid 20% less than other college-educated workers with similar experience, but a 2020 survey found that 67% of teachers have or had a second job to make ends meet.

It’s no wonder then that few college students want to enter the profession.

Over the past decade, there’s been a major decline in enrollment in bachelor’s degree programs in education.

Beginning in 2011, enrollment in such programs and new education certifications in Pennsylvania — my home state— started to decline. Today, only about a third as many students are enrolled in teacher prep programs in the Commonwealth as there were 10 years ago. And state records show new certifications are down by two-thirds over that period.

Legislation like The American Teachers Act is absolutely necessary to stop the teacher exodus and ensure our children receive a quality education.

However, at present not a single Republican lawmaker has expressed support for legislation of this type, only support in individual states when it becomes obvious the whole system will collapse without help.

Moreover, even neoliberal Democrats want to use such measures to sneak in unnecessary and destructive policies like more standardized testing, evaluating teachers on student test scores and increased funding for charter schools and school voucher programs.

At present it seems unlikely that this legislation would pass in any manner that would be helpful if at all.

It may take further crumbling of the public school system and/or a change in political leadership and power for anything to be done.

On the bright side, it is encouraging that for the first time (ever?) lawmakers actually seem to recognize there is a real problem here.

It has finally come down to a simple matter of dollars and cents.


 

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Classroom Grades Show Learning Better than Standardized Test Scores

“Not everything that counts can be counted, and not everything that can be counted counts.”

William Bruce Cameron

This summer my family suffered a tremendous blow.

My grandmother, Ce Ce, died.

She was in her 90s and had been unwell since before COVID. But she was also our matriarch, the point around which so much of our interrelations orbited and met.

After the funeral, I found myself at my uncle’s house somehow tasked with watching over several young cousins who had had just about enough of sitting around quietly in itchy suits and dresses.

To get a moment to myself, I set them a task: go downstairs among the assorted relatives and ask them to tell you a story about Ce Ce. Best story wins.

They went off like an explosion. And when they came back, they each had a touching tale about Ce Ce.

One was about how she defended a niece who wanted to marry someone of another faith. Another story was a fond recollection of the sweet and sour spaghetti sauce she used to make, the recipe of which is lost forever.

I was even surprised to hear some stories I had never known like that after my grandfather died, a semi-famous painter had asked Ce Ce on a date!

When my little cousins’ recitations were done, they were united in one thing – wanting to know who won.

I stumbled. I stammered.

I really had no way of judging such a thing.

They had all brought back such wonderful stories. Who won? We were ALL enriched by hearing them.

And that’s kind of how I feel about learning.

It is a fool’s errand to try and compare one person’s acquisition of knowledge with another. But that’s exactly what our current education system is built on.

Unless opted out by a parent or guardian, every public school child in America is required to take standardized tests in grades 3-8 and once in high school.

And the results of these tests are used to make high stakes decisions about which classes the students can enroll in, which enrichments, field trips or remediation they require, and even how much funding will be given or withheld from the schools and districts where they attend.

As a result, the social effects of poverty and racial discrimination end up being transformed into numbers. Thus, instead of being seen as indictments of the economic and racist status quo, they are viewed as the problem of schools and the individual students, themselves.

Standardized tests purport to show that poor children and/or children of color aren’t learning at the same rate as other children. So by the end of 12th grade they have learned less. When they are discriminated against in the job market then, that discrimination is justified – because it is not based on economics or race; it is based on numbers.

However, to perform this alchemy, we have to ignore the fact that standardized assessments are not the only way to determine whether students have learned anything. In fact, for the majority of students’ school experience that learning is assessed by something else entirely – classroom grades.

What if we took classroom grades as seriously as we take standardized test scores?

What if we valued them MORE?

The world would be a very different place.

The entire narrative of failing students and failing schools would turn on its head. After all, graduation rates have steadily increased over the last decade.

Students are completing more courses and more difficult courses. And students are even getting higher grades in these classes!

Yet at the same time, standardized test scores on national exams have remained at about the same level or gone down.

How is that possible?

The new analysis comes from the U.S. Department of Education, and tracks transcripts of a representative sample of high school graduates in 1990, 2000, 2009, and 2019.

It does not include scores from 2020 and 2022 when both classroom grades and national test scores fell. But that’s clearly because of the pandemic and the fact that most students educations and testing schedules were disrupted.

Before COVID, students increasingly were taking higher-level courses, and their Grade Point Averages (GPAs) were steadily rising — from an average of 2.68 in 1990 to 2.94 in 2000, 3.0 in 2009, and 3.11 in 2019. 

This is true of students from all backgrounds, but disparities still existed. On average, white and Asian students had higher GPAs than Black and Hispanic students. Though girls, overall, had higher GPAs than boys.

However, on the National Assessment of Educational Progress (NAEP), given to a sample of students across the country, test scores during the same period did not show a similar increase. Math and reading scores in 2019 were slightly lower than in 2009 and unchanged from 2005. Science scores haven’t budged since 2009. 

Why the disparity?

It seems that either teachers are making it too easy to get good classroom grades or standardized testing does not assess student learning accurately.

Scholars, teachers, parents and students have been complaining about the validity of standardized testing for more than a century. But business interests make billions of dollars off the industry it creates. Guess which group policymakers continue to heed over the other.

It doesn’t take much to show why classroom grades are better at assessing student learning. Compare them with standardized test scores.

Students earn grades based on a wide range of assessments, activities, and behaviors – quizzes, class participation, oral and written reports, group assignments, homework, and in-class work.

Standardized tests, on the other hand, are not assigned on such a multifaceted range of factors. Instead, they are designed to obtain a measure of student proficiency on a specified set of knowledge and skills within limited academic areas, such as mathematics or reading.

Classroom grades are tapestries sown from many patches showing a year’s worth of progress. Standardized tests are at best snapshots of a moment in time.

In class, students can speak with teachers about grades to get a better sense of how and why they earned the marks they did. They can then use this explanation to guide them in the future thus tailoring the classroom experience to individuals.

The value seen in standardized test is its apparent comparability. Scores are supposed to reflect student performance under roughly the same conditions, so the results can be equated and analyzed.

So the biggest difference isn’t a matter of validity, it is pragmatism. Test scores can be used to rate students from all over the country or the world. They can be used to sort kids into a hierarchy of best to worst. Though why anyone would want to do that is beyond me. The purpose of education is not like the National Football League (NFL). It’s to encourage learning, not competition based on a simulation of learning.

And there is evidence that classroom grades are more valid than standardized test scores.

After all, high stakes assessments like the Scholastic Aptitude Test (SAT) do NOT accurately predict future academic success as classroom grades, in fact, do.


 
Kids with perfect scores on the SAT or American College Testing (ACT) tests don’t achieve more than kids who received lower scores or never took the tests in the first place.


 
Numerous studies have shown this to be true. The most recent one I’ve seen was from 2014.


 
Researchers followed more than 123,000 students who attended universities that don’t require applicants to take these tests as a prerequisite for admission. They concluded that SAT and ACT test scores do not correlate with how well a student does in college.


 
However, classroom grades do have predictive value – especially when compared to standardized tests. Students with high grades in high school but middling test scores do better in college than students with higher test scores and lower grades.

Why? Because grades are based on something other than the ability to take one test. They demonstrate a daily commitment to work hard. They are based on 180 days (in Pennsylvania) of classroom endeavors, whereas standardized tests are based on the labor of an afternoon or a few days.

Classroom grades would not have such consistent predictive value if they were nothing but the result of grade inflation or lenient teachers.

In fact, of the two assessments – classroom grades and standardized tests – one is far more essential to the daily learning of students than the other.

We could abolish all standardized testing without any damage to student learning. In fact, the vacuum created by the loss of these high stakes tests would probably result in much less teaching to the test. Days, weeks, months of additional class time would suddenly appear and much more learning would probably take place.

Academic decisions about which classes students can enroll in or what remediation is necessary could just as easily be made based on classroom grades and teacher observations. And funding decisions for schools and districts could be made based on need and equity – not the political football of standardized testing.

However, getting rid of classroom grades would be much more disruptive. Parents and students would have few measures by which to determine if students had learned the material. Teachers would have fewer tools to encourage children to complete assignments. And if only test scores remained, the curriculum would narrow to a degree unheard of – constant, daily test prep with no engagement to ones life, critical thinking or creativity.

To be fair, there are mastery-based learning programs that try to do without grades, but they are much more experimental and require a complete shift in how we view learning. This is a more holistic system that requires students to demonstrate learning at one level before moving ahead to the next. However, it is incredibly labor intensive for teachers and often relies heavily on edtech solutions to make it viable.

I’m not saying this is an impossible system or even taking a stance on its value. But a large scale shift away from classroom grades would be chaotic, confusing and probably a failure without serious support, scaffolding and parental, teacher and student buy-in.

At the end of the day, classroom grades are the best tool we have to determine whether learning has taken place and to what degree. We should do everything we can to change the way policymakers prefer the standardized approach to the personalized one.

To return to a fuller quote by sociology professor Cameron with which I began this article:

‘It would be nice if all of the data which sociologists require could be enumerated because then we could run them through IBM machines and draw charts as the economists do. However, not everything that can be counted counts, and not everything that counts can be counted.”

Thus, the urge to quantify student learning seems predicated on the popular maxim: If you can’t measure it, you can’t manage it.

Standardized testing is about managing students – sorting them into valuable and disposable for the workforce.

Classroom grades are actually concerned with the project at hand – assessment of learning.

Which brings me back to my little cousins.

When I told them I couldn’t possibly pick a winner between them based on their stories, there were lots of groans of annoyance.

They viewed the whole project as a competition and they wanted to win.

I hope on reflection they’ll see that we all won.

Everything isn’t a contest. We are not all opponents.

If they can grasp that, it would be the greatest lesson I could teach.


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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

Triple Vaccinated and I Still Caught COVID

The pandemic is not over.

Take it from me.

I got three doses of the Moderna vaccine last winter and summer, and this week I still caught COVID-19.

Now I sit here in self-imposed exile in a room in my own house trying not to infect my family.

I suppose I’m lucky in a way. My symptoms pretty much went away because I took an anti-viral medication. But my medical history is such that I’m extra sensitive to this disease.

It’s not a question of whether I’ll survive in the meantime, but more a matter of if it will ever truly leave me alone.

I wonder if it might not have done me some permanent damage. My heart is already scarred from heart attacks. Will this make it worse?

My intestines are impaired from Crohn’s disease. Will this exacerbate the stabbing pain I sometimes feel just trying to live?

Will I be one of the 7.5% of people who contract the virus and then are left with “long COVID”? Three or more months from now, will new symptoms crop up that I didn’t have before?

Because of the medications I have to take to help with my many other delightful maladies, I was always more susceptible to catching this disease, but I don’t think getting it is on me.

I was extremely cautious about COVID.

Few people took this situation more seriously.

When I didn’t have to go out, I stayed home. When I did go out, I always wore a mask – ALWAYS.

The only people who have seen my whole face in the flesh in years are my immediate family – wife, daughter and father-in-law.

I’ve only eaten out at a restaurant maybe twice in the nearly three years since the The World Health Organization declared COVID a pandemic on March 11, 2020.

And one of those times was at a hospital cafeteria waiting for my father to get out of surgery.

Yet when I did unavoidably venture out to get groceries or pick up food from restaurants to eat at home, I’d rarely see the same level of caution from my friends and neighbors.

Hardly anyone seems to wear a mask these days. Few social distance, too. Most act like the whole pandemic is over and some even give me the stink eye for my wariness.

It made me wonder – where could I have caught this virus?

The most likely option is my cardiologist’s office.

After months of hemming and hawing, I finally agreed to come in and take a stress test.

As I was struggling on the treadmill hooked up to various machines that go ping, I was instructed to take down my mask if it would help me run (they called it walking) faster.

The next day I started to feel really crappy. The day after that it was so bad I called my primary care physician to see me.

I had a 100 degree temperature. My head felt like it was in a vice. I had chills and my muscles felt like I had been run over by a truck.

I took a home COVID test but it got a negative result.

I thought I was just sick or maybe had a sinus infection.

I had a close call months earlier but after several negative home and office tests, I had been diagnosed with a bacterial infection.

However, this time it was different.

Once I told the nurse my symptoms, she said the doctor wouldn’t see me. Instead he got on the phone and said he was getting bombarded by calls from people reporting the same symptoms. These were tell-tale signs of the latest COVID variant.

It probably wouldn’t show up on the test for 12-48 hours more. But since it was early, he wanted me to take Paxlovid – an anti-viral that can reduce the severity of symptoms and rid me of the disease in about a week.

So that’s where I am now – in the low security prison of my own bedroom.

My wife has to sleep in my daughter’s bed or on the couch.

As prisons go it’s pretty comfortable. I mostly read or listen to music or watch TV. Sometimes I sleep but the medication I’m taking puts a terrible taste in my mouth that keeps me awake.

If I don’t constantly sip water, it almost feels like my mouth is full of smoke and I’m choking.

I wonder if getting a fourth dose of vaccine would have helped. I had planned to get another Fauci ouchie in August closer to the start of the new school year.

As a teacher, I thought being in class with students was when I was most in danger. But they generally took the pandemic seriously and only began to unmask en masse in May.

I guess I’ll never know.

So many mysteries, so many worries.

I wonder if anyone out there still wants to read an account of catching COVID now that 90.6 million Americans have gotten it and 1.2 million have died.

Perhaps it will just add another data point for posterity. Maybe it will be part of a bar graph steadily making its way up or down.

I guess it depends on the trajectory of our collective future.


 

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

Federal or State Legislatures May Raise Teacher Salaries so Schools Have Enough Staff to Reopen

What will we do when schools reopen and there aren’t enough teachers to instruct our kids?

People complain when there aren’t enough servers at restaurants or baggers at the grocery store.

What will they say in August if school buildings in many districts remain closed or the only viable option is online remote schooling?

Lawmakers at the state and federal level are taking the matter seriously with measures to increase teacher salary or provide one-time bonuses.

Alabama, New Mexico, and Mississippi have already boosted teacher pay, with Florida, Iowa and Kentucky potentially set to do the same. Meanwhile, even US Congress could pass a nationwide measure to heighten teacher salary and encourage educators to stay in the classroom.

After decades of neglect only made worse by Covid-19, we’re missing almost a million teachers.

And we only have about 3.2 million teachers nationwide!

According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And that’s on top of already losing 250,000 school employees during the recession of 2008-09 most of whom were never replaced. All while enrollment increased by 800,000 students.

Meanwhile, finding replacements has been difficult. Across the country, an average of one educator is hired for every two jobs available.

So what are we doing about it?

Surprisingly, something!

Congress has at least one bill under consideration that would raise teacher salaries nationwide.

The Respect, Advancement, and Increasing Support for Educators (RAISE) Act would provide teachers with a minimum of $1,000 in refundable tax credits and as much as $15,000.

The more impoverished the school where teachers work, the higher the tax credit available to increase their salaries. The bill would also double the educator tax deduction to offset the cost of school supplies, and expand eligibility to early childhood educators.

The bill was introduced by Senator Cory Booker (D-NJ) and U.S. Representatives Adam Schiff (D-CA), Jahana Hayes (D-CT), John Larson (D-CT), and Mark Takano (D-CA). It is supported by a broad coalition of organizations including the American Federation of Teachers (AFT) and the National Education Association (NEA).

Such a measure is long overdue.

Teachers are paid 20% less than other college-educated workers with similar experience. A 2020 survey found that 67% of teachers have or had a second job to make ends meet.

Why would you go into debt earning a four year degree in education and serve an (often unpaid) internship in the classroom just to earn little more than a fry chef or Walmart greeter?

Why enter a field where you can’t buy a home or even rent an apartment in most metropolitan areas? Why volunteer for a job where you won’t be able to afford to marry, raise children, or eke out a middle class existence?

Thankfully, Congressional proposals aren’t the only attempt to make teaching more attractive.

Some states have already taken action.

The Alabama Senate passed a budget that would raise minimum salaries for teachers with nine or more years experience. The raises would range from 5% to nearly 21%, depending on years of experience.

A teacher with a bachelor’s degree and 20 years of experience would see their salary rise from $51,810 to $57,214. A teacher with a master’s degree and 25 years experience would see their pay rise from $61,987 to $69,151.

In New Mexico, Gov. Michelle Lujan Grisham signed a bill that would increase base salary levels by an average of 20 percent. This advances minimum salary tiers for educators by $10,000 to $50,000, $60,000 and $70,000. 

In Mississippi, Gov. Tate Reeves signed off on an average increase of $5,100 that will raise educator salaries by more than 10 percent.

According to Politico, both Republican and Democratic Governors are proposing teacher salary increases or one-time bonuses as part of budget proposals and legislative priorities.

Even Governors like Iowa’s Kim Reynolds and Florida’s Ron DeSantis are promoting teacher bonuses while also stoking classroom culture wars. On the other side of the aisle, Kentucky’s Democratic governor Andy Beshear is trying to push through a teacher pay plan through opposition by the state’s GOP-controlled legislature.

Such measures are even being proposed in Pennsylvania. Sen. Judith Schwank (D-Berks) recently introduced Senate Bill 1211 to boost starting pay for teachers from the current minimum of $18,500 listed in state law. She proposes increasing it to $45,000 a year. However, the bill sent to the Senate Education Committee has several Democratic co-sponsors but no Republicans, making it doubtful it will progress anytime soon.

The main factor behind these plans seems to be the $350 billion in state and local recovery funds under the American Rescue Plan. These federal dollars have few strings attached and only about half of the money has been spent so far.

After decades of neglect, these plans may not be enough and they may not even come to fruition. However, at least lawmakers seem to understand the problem exists.

It’s gratifying that politicians finally seem to feel a sense of urgency here.

Because this problem didn’t spring up overnight and it won’t go away in a flash.

If we don’t do something to make teaching more attractive, the problem will only be compounded in coming years.

Not only are we having a hard time keeping the teachers we have, few college students want to enter the field.

Over the past decade, there’s been a major decline in enrollment in bachelor’s degree programs in education.

Beginning in 2011, enrollment in such programs and new education certifications in Pennsylvania — my home state— started to decline. Today, only about a third as many students are enrolled in teacher prep programs in the Commonwealth as there were 10 years ago. And state records show new certifications are down by two-thirds over that period.

And it’s not just classroom teachers – substitutes are even harder to find.

The shortage of substitute teachers has gotten so bad in 2021-22, it forced some schools across the country to temporarily move to remote learning. Even Pittsburgh Public Schools was forced to go to cyber learning on Nov. 29 because of a staffing shortage and a lack of substitute teachers.

And it doesn’t look to get better next year.

Last June almost a third of working educators expressed a desire to leave the profession.

According to a survey in June of 2,690 members of the National Education Association, 32% said the pandemic was likely to make them leave the profession earlier than expected. So we don’t have enough teachers now and one in three educators we do have are ready to walk out the door.

What could we do about it?

In the long term, we need structural solutions to the problem:  

 Money

 Autonomy

 Respect.  

And in the short term we need: 

 Less Paperwork

 Reduced case load

 Dedicated planning periods

But don’t take my word for it.

A survey by the RAND Corp. reported that the pandemic has increased teacher attrition, burnout and stress. In fact, educators were almost twice as likely as other adult workers to have frequent job-related stress and almost three times more likely to experience depression.

The CDC Foundation in May released similar results – 27% of teachers reporting depression and 37% reporting anxiety.

However, the RAND survey went even deeper pinpointing several causes of stressful working conditions. These were (1) a mismatch between actual and preferred mode of instruction, (2) lack of administrator and technical support, (3) technical issues with remote teaching, and (4) lack of implementation of COVID-19 safety measures. 

It’s a problem of exploitation and normalization. 

 Exploitation is when you treat someone unfairly for your own benefit. 

 Our schools have been doing that to teachers for decades – underpaying them for the high responsibilities they have, expecting each individual to do the work of multiple people and when anything goes wrong, blaming them for it. 

 We piled on so many extra duties – online teaching, hybrid learning, ever changing safety precautions – these became the proverbial straw that broke educators’ backs.  

There are things we can do to alleviate this situation – reducing nonessential tasks, eliminating unnecessary paperwork, refraining from excess staff meetings, forgoing new initiatives, letting teachers work from home on professional development days – anything to give them a break and an opportunity to heal from the years of overburdening.

But we also have to start paying teachers more.

Thankfully our lawmakers are taking this matter to heart and actually getting some results.

Hopefully this trend will continue until every teacher in the nation is adequately, equitably and sustainably compensated for the work done in the classroom.


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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

Holtzman Resigns as MASD Superintendent After Questions Over Contract Shenanigans

For the second time in a year, McKeesport Area School Directors accepted the resignation of Superintendent Dr. Mark Holtzman.

However, this time his resignation appears to be permanent.

At a special meeting in July of 2021, the board both accepted Holtzman’s resignation and then immediately gave him a new 5-year contract.

However, after months of controversy over the legality of the move, at last night’s special meeting, the board voted to let him go FOR REAL.

Holtzman has accepted a new position at Beaver Area School District, approximately 50 miles northwest of McKeesport.

His last day is June 30. Assistant Superintendent Dr. Tia Wanzo will serve as Acting Superintendent immediately upon his departure.

The controversy stems from a move last year by the outgoing board to retain Hotlzman in McKeesport when he had been poised to accept a new superintendents position at Kiski Area School District. He resigned and was rehired at MASD in order to secure him a new contract with a competitive salary and years of service.

But this didn’t sit well with three board members (Steven Kondrosky, James Brown and Mindy Sturgess) who walked out of the meeting before it was officially called to order.

Then in January – a month after three new board members were sworn in following the election – the board voted 5-4 to look into whether Holtzman’s resignation and subsequent rehire were enforceable.

Lawyer William C. Andrews wrote a letter stating that the measure could be viewed as circumventing the intent of the Pennsylvania school code. The law does not allow such contracts to be extended with more than a year left before they expire. Holtzman still had two years left on his contract.

Holtzman’s own legal council, Mark E. Scott, wrote that the move was, in fact, legal and that it was common practice at other districts.

At a February board meeting where letters from both lawyers were read into the record, Holtzman offered to resign, then and there:

“I will clearly state if they want me to move on, and I’ve said it to them in private, I want a year’s salary and benefits and I will resign tonight. This witch hunt and issue is over, overdone, overstated and we need to move on and once I’m compensated for my attorney fees.”

At the time, it was unclear whether the board could move forward with Holtzman at the head of the district or not.

Apparently Holtzman couldn’t continue to work with them.

A mere three months later, he put in his current resignation.


Holtzman’s tenure at McKeesport was fraught with controversy from the beginning.

He was hired as high school principal without any principal experience while his own father, Mark Holzman, Sr., was on the school board.

Before this, he had been dean of discipline at McKeesport’s vocational department for two years before taking a similar role at West Mifflin Area High School. However, he was mostly known in MASD for his years on the high school football team when he had been a student there (he graduated in 1997) and then at Syracuse University.

His family also had a close relationship with one of the most controversial figures in the Mon-Valley, Pat Risha. The late Risha, who had been a superintendent, himself, at McKeesport, West Mifflin and South Allegheny districts, could have opened many doors, and was heralded as a “power broker” in his obituary.

Holtzman was originally hired as MASD superintendent at a special meeting on March 29, 2017, at a salary of $140,000, according to minutes from that meeting.

His time as superintendent was rocky, to say the least.

The Covid-19 pandemic offered hard challenges for every district, but Holtzman often made decisions that put students and staff at risk, keeping buildings open during times of high community spread and often with mask optional policies. The result was hundreds of people testing positive for the disease who might not have otherwise.

The district offered a cyber option for students whose parents wanted to keep them safely at home during the worst of the pandemic. Many districts were able to provide live teachers from the child’s grade level to instruct through on-line services like Zoom. However, MASD used the corporate Edmentum program to provide academics. The problem is it wasn’t created for that purpose. It was created for credit recovery, not robust academics. As a result, the district cyber program was developmentally inappropriate, and full of typos and inaccuracies.

It was no better for students who came to school in-person. Thousands of children were unable to get to school because bus routes were cancelled daily over the last year.

Holtzman blamed the problem on a contract with bus company, PA Coach Lines, which didn’t have enough drivers and would cancel the routes just hours before the buses were set to arrive.

The district had to go to court to break the contract and just entered into a new 6-year contract with Krise Transportation out of Penn Hills starting next year.

Holtzman’s controversies predate the pandemic.

In 2019, he refused to allow 11 high school students to create a Black Student Union. He claimed his objection wasn’t due to the organization’s content  but the participation of one of the student’s mothers – Fawn Montgomery Walker who was running for McKeesport Mayor at the time and who is lead organizer of Take Action Mon Valley, a community action group.

The district eventually reached a settlement agreement with the American Civil Liberties Union and the students who had filed a federal civil rights lawsuit against the district and Holtzman.

The students were allowed to create the club as long as no “non-school persons or entities” are named as advisors or participants of the club.

Not everything Holtzman did in the district was contentious.

He had a talent for getting donations from large companies.

Last year, he was instrumental in getting Comcast to provided 2,500 free laptops for students, teachers and staff in the middle and high school. The gift also included one year of free high-speed internet access for eligible families – services that can be extended annually. 

The news was broadcast live on NBC’s “Today” show.

Around the same time, Holtzman helped broker a partnership with The DICK’S Sporting Goods Foundation and MASD for investment in students at Twin Rivers Elementary School. The agreement is supposed to involve co-designing a new school model and wrap-around services for the community.

Here’s hoping MASD has success with Dr. Wanzo or whoever eventually takes the Superintendent’s position on a permanent basis.


 

 

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

Social-Emotional Learning vs. Classroom Culture 

 


 
A student accidentally drops her books in the hall.  


 
Another student stops and helps her pick them up.  


 
Then a teacher homes in on the two and gives the helper a little yellow card which can be redeemed for candy.  


 
This is what social-emotional learning (SEL) looks like in my school. 


 
Teachers instruct on proper behaviors and then reward students they see going above and beyond to achieve them.  


 
Here’s another example. 


 
A student at his lunch table is yelling and throwing food. Nearby another student is sitting quietly and reading a book.  


 
Then a teacher walks over and gives the quiet child a yellow card which can be used to enter a raffle for a special prize. He might win an Oculus VR game system or tickets to a baseball game.  


 
That’s social-emotion learning, too.  


 
Instead of just cracking down on the negative behaviors, we try to reward the positive ones.  


 
To be fair, it works to a degree.  


 
But most of the time, it doesn’t. 


 
The same kids end up with huge stacks of yellow cards and the rest get just one or two. Few students actually change their behavior. They just become virtue signalers whenever an adult is present.  


 
Moreover, there’s an incredible amount of pressure on teachers to not just instruct but to closely observe every student’s behavior and constantly give positive reinforcement to those doing what should be the norm.  


 
And that’s not even mentioning the frequent disruptions necessary to reward those children who can best navigate the system. 


 
But that’s only one way of addressing the problem of bad behavior.  


 
Especially now (most student’s first full year of in-person classes after the worst of the Covid-19 pandemic), students don’t seem to know how to interact.  


 
Snubs, insults and instigation seem to be their defaults ways of relating to each other. Some definitely need explicit boundaries and reinforcement.  


 
But it only goes so far in the halls, the cafeteria and during unstructured times.  


 
Inside the classroom is another beast altogether – as it always has been. 


 
Ever since I first started teaching more than two decades ago, it’s been necessary to work to achieve a classroom culture. 


 
The teacher has to expend significant time and energy with the students as a whole and each student individually to set up a mini-society where each member gets respect by giving respect. 


 
We try to set up the environment so everyone feels safe and involved, everyone is accepted for who they are, comfortable to be themselves and feels empowered to take the chances necessary to learn. 


 
It’s not easy, but it’s more about relationships than behaviorism. The reward isn’t something extrinsic – it’s participation in the classroom culture, itself.  


 
Both approaches attempt to do the same thing – create an environment in which learning is possible.

 
 
It reminds me of the famous quote by conductor Leopold Stokowski


 
“A painter paints pictures on canvas. But musicians paint their pictures on silence.” 


 
In the same way, you might say that learning in a group requires a canvass of positive behaviors or beneficial social interaction.  


 
This has always been the case, though today the concept has become elevated to buzzword status – SEL. 


 
It’s not so much a single program but a loose conglomeration of ideas that have been around forever. 


 
However, like so much about school these days, the work of teachers and students has become both monetized and demonized. 


 
For those on the far right, SEL is code for teaching kids how to think and feel.  


 
They fear leftwing teachers will instill the values of accepting LGBTQ people, different races and cultures.  Why that’s something to be avoided, I don’t know. Perhaps if you want your child to share your own bigotries, public school isn’t for you, no matter what you call the offending programs.  


 
However, for me the worst part is monetization.  


 
An army of corporate education consultants are looking for ways to give shallow professional development to teachers (at a cost to the district) and then run complicated programs from afar.  


 
This means: (1) testing students’ abilities in SEL, (2) holding teachers accountable for student behaviors, and (3) pretending educators are developmental psychologists.  


 
The problem with testing is multifaceted. First, it almost always comes down to more standardized assessments. Nothing is easier to measure but less accurate than multiple choice assessment created by psychometricians far removed from the reality of the classroom. Kids hate it, this wastes class time and makes the entire educational experience sterile and bland. 


 
Holding teachers responsible for the way 20 or more kids act at one time is ridiculous. Even parents with one or two children can’t control how they act – nor should that be the ultimate goal. School isn’t the military. It shouldn’t be about obedience. It should be about critical thinking and cognitive growth.

 
 
Finally, there is something incredibly unfair about expecting teachers who are already overloaded with jobs and responsibilities to suddenly become psychologists, too. Sure, we have some training in childhood psychology as part of our coursework to get our degrees, but we aren’t experts. We’re practitioners. We’re like auto-mechanics at your local garage. We can fix your car if something’s busted, but we can’t rewire the whole thing for greater efficiency. 


 
So when it comes to SEL, educators role should be focused and limited.  


 
We should be fully engaged in the creation of classroom culture.  


 
That is where we can have the greatest impact in the construction of our own interpersonal relationships with classes and students.  


 
When it comes to the way students interact outside of the class, teachers should be part of the planning process but the main responsibility of conducting it should be with administrators.  


 
And, finally, we mustn’t ignore the responsibility of parents and guardians.  


 
Roughly 60% of academic achievement can be explained by family background – things like income and poverty level. School factors only account for 20% – and of that, teachers account for 15%.  


 
We must free parents from overwork and professional pressures so they can do more to teach their children how to interact with others.  


 
It takes a village to raise a child – a village that knows how to communicate with each other and respect each member’s role. 

 


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

Covid Has Hobbled Public Schools. Here’s Why They’re Worth Saving 

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


 
In the last century, the US academic system helped us reach the moon, defeat Communism and become the world’s largest super power.    


 
However, today our public schools are more damaged than ever before.  


 
An increasing number of families are leaving them for charter and voucher schools.  


 
Teachers are quitting their jobs in droves with few people willing to fill the vacancies they leave behind.

 
 
And above all, many people seem to think the schools, themselves, are failing


 
Isn’t it time to move on to something else? 


 
I’m here to tell you – no, it is not. 


 
In fact, we need to guard and cherish our public schools more than ever before. Because we face the real possibility of losing them for good.  


 
The Covid-19 pandemic on top of years of corporate sabotage and propaganda have obscured what public education really means and why it is absolutely necessary to the functioning of our society and any possibility of social, racial or economic justice. 


 
Let’s begin by looking at how the current disaster exacerbated an already difficult situation and then consider why we should care enough to fix the mess. 


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

 
 
After decades of segregation, inequitable funding, incentives to privatize, and federally mandated standardized testing, it took a deadly virus to finally hobble the system.  


 
Being forced to contend with the uncertainties of Covid-19 damaged people’s faith in public education more than anything that had come before it. 


 
Issues of masking, contact tracing, safety of immunocompromised students and staff, and when to open or close buildings (among other issues) lead to inevitable dissatisfaction from all fronts.  


 
However, none of these issues should have been decided at the local level in the first place.  


 
These were issues of national significance. We needed a unified strategy to fight a global pandemic as it washed over our shores – not scattershot policies by part-time officials unequipped to deal with them


 
These problems should have been tackled by the Centers for Disease Control (CDC) and enforced by the federal government without deference to big business.  


 
Instead, the CDC made conflicting decisions based more on the needs of the economy than public health (many of which were roundly ignored anyway). Then federal and state governments either refused to decide safety protocols leaving it up to individuals or municipalities, or when they did decide matters, they were embroiled in partisan battles over any kind of restrictions.  


 
In fact, it was the failure of federal, state and even local municipal governments that often made public schools the de facto legislators of last resort. And this is something they were never meant to be. 


 
Public health should be decided by scientists not school directors


 
The result was widespread dissatisfaction no matter what school boards decided and an exodus of students and faculty. 


 
Many families, upset at local school board decisions, enrolled their children in charter, cyber or voucher schools.  


 
Overall, charters saw a 7% increase in enrollment – an influx of roughly 240,000 students -during the 2020-21 school year, according to a new report from the National Alliance for Public Charter Schools. This is the largest increase in five years. By comparison, public school enrollment dropped by 3.3% – or 1.4 million students – in the same period. 


 
The biggest increases were in cyber charter schools. For example, in Pennsylvania 99.7 percent of the charter enrollment growth occurred in virtual charter schools. Enrollment at the Commonwealth’s 14 cyber charter schools swelled from about 38,000 students in October 2019 to more than 60,000 students in October 2020, according to the Pennsylvania Department of Education. 


 
But it wasn’t just students leaving our public schools. It was staff, too. 


 
Teachers and other school employees who felt unsafe or were crushed by the incredible pressure thrust on their shoulders either quit or retired in droves.  


 
According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And finding replacements has been difficult. Nationwide, an average of one educator is hired for every two jobs available. 


 
 
This has left us with a weakened system suffering from more problems than before the pandemic hit.

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


 
We hear about public education so often – usually in deprecating terms – that we forget exactly what the term signifies.  


 
A public school is a school meant for everybody and anybody.  


 
It is a school where any child can go to get an education.  


 
You don’t have to pay tuition. You don’t have to have a special ability or qualification. You don’t have to be neurotypical, a certain race, ethnicity, belong to a certain faith or socioeconomic status. If you’re living in the US – even if you’re here illegally – you get to go there.  


 
That may seem simple, but it is vitally important and really quite special.  


 
Not all nations have robust systems of public education like we do in the US. 


 
This country has a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home.  


 
We simply define education differently. We look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some. 


Perhaps even more significant is our commitment to children with special needs. 


We have developed a special education system to help children at the edges that many other countries just can’t touch. In some nations these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year. 


In every authentic public school in the United States these students are included. In math, reading, science and social studies, they benefit from instruction with the rest of the class. And this, in turn, benefits even our neurotypical students who gain lessons in empathy and experience the full range of human abilities. 


That isn’t to say the system has ever been perfect. Far from it. 


 
There are plenty of ways we could improve. Even before the pandemic, we were incredibly segregated by race and class. Our funding formulas were often regressive and inadequate. Schools serving mostly poor students didn’t have nearly the resources of those serving rich students.

 
 
But at least at the very outset what we were trying to do was better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu. 


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


 
Charter, cyber and voucher schools are not set up around this ideal.  


 
They are not instruments of inclusion. They are instruments of exclusion.  


 
They are about who is sent away, not about letting everyone in.  


The United States is a big country – the third most populous in the world. We have 332,630,000 people and growing. That’s about 50 million students in public schools. 


 
No private system in the world has ever been able to work at that scale. If we lose our public schools, many kids will be left wanting.  


The market-driven approach does not guarantee an education. It guarantees competition for an education


 
It forces students to compete to get into schools and schools to compete for their very existence. Think of how that affects instruction. Schools have to spend a considerable amount of time and money attracting students to enroll. That’s time and money that doesn’t go to education. It goes to advertising. 


  
Moreover, any school that attracts a surplus of students can choose which ones its wants to enroll. The choice becomes the school’s – not the parents’ or students’. In fact, administrators can turn away students for any reason – race, religion, behavior, special needs, how difficult it would be to teach him or her. This is much different from authentic public schools. There, any student who lives in the district may attend regardless of factors such as how easy or difficult he or she is to educate. 


  
Another major change with this approach is how privatized schools are run. Many are operated behind closed doors without the input of a duly-elected school board, without transparency for how they spend tax dollars, without even the guide rails of most regulations


  
Like in the charter school sector, these schools get almost free reign to do whatever they want.  


This means corporate interests get to run charter schools while cutting services and increasing profits. In fact, administrative costs at charter schools are much higher than at traditional public schools. Students lose, the market wins. 


  
Moreover, many charter schools provide a sub-par education. To put it more bluntly, they do things that would be impossible for public schools to do. One in Philadelphia literally transformed into a nightclub after dark. Another funneled profits into the CEO’s personal bank account to be used as a slush fund to buy gifts and pay for rent at an apartment for his girlfriend. Another CEO used tax dollars to buy a yacht cheekily called “Fishin’ 4 Schools.”  


 
And virtual charter schools are even worse. A study found that cyber-charters provide almost less education than not going to school at all. Even brick and mortar charter schools can close on a moments notice leaving students in the lurch. 


  
It’s a Darwinian model made to benefit the predators, not the prey. It’s a boon for any unselfconscious businessman who doesn’t mind getting rich stealing an education from children. 


 
We Must Fight 


 
That’s why we must fight to keep our public schools.  


 
As flawed and bruised as they are, the public school model is far superior to the alternative.  


 
But many will look only at their own individual situation and stop there.  


 
They will say, “At MY charter school we do this…” Or “That’s not the way things are at MY voucher academy…” 


 
First of all, a well-functioning privatized school is like a castle built precariously on a cliff. Things may work well now, but they could change at any moment and there’s nothing you could do but vote with your feet. When authentic public schools go bad, you have a democratic process to fix the problem.

 
 
But you may luck out. Every privatized school isn’t a scam. Just most of them. So if you have found a charter, cyber or voucher school that is working for your child and doesn’t self-destruct in the time your child is enrolled, you may wonder why you should worry about the rest of us – the kids caught up in a web of privatized predation and neglect?  


 
Because it’s not all about you and your child. Selfishness cannot be the foundation of a just society.

 
 
Even a well-functioning charter or voucher school is publicly funded. It splits the funding that would normally go to one school and divides it among two or more. So students at both have to make do with less. 


You have to live in this society. Do you really want to live in a country with a large population of undereducated citizens who cannot figure out how to vote in their own interests? Do you really want to live in a society where crime is a better career choice for those who were not properly educated?  


 
That’s why we can’t let public education disappear.  


 
It is a necessary condition for democracy, shared economic prosperity and a just society.  


 
I know it may sound like an insurmountable task, but saving our public schools can be done.  


 
It will require collective action. 


 
We will need to actively participate in our school board elections, go to school board meetings and possibly even run to serve on the board, ourselves. 


 
Many people are upset with what local boards did during the pandemic, but the way to solve this isn’t to flee to schools without democratic principles. It is to seize those principles and make them work for you and your community. 


 
We will need to change the way our system treats teachers. If we want to encourage educators to stay on the job and even entice young people to enter the field, we need to make the profession more rewarding. That means higher salaries, more autonomy, more respect, smaller classes, less paperwork, and actually listening to educators on the subject of education.  


 
We also need to discontinue countless policies and programs that have been dragging our public schools down for decades. We need to eliminate high stakes standardized testing. We need to ensure every school is adequately, equitably and sustainably funded. We need to actively integrate our schools and classrooms. We need to stop supporting privatization through charter and voucher schools and instead support authentic public schools.  


 
And to do that, we need real political change at every level of government – local, municipal, state and federal.  


 
None of this is easy. All of it takes work.  


 
But it is the fight we must wage if we are ever to keep our democracy.  


 
It is the fight we must win to create the better world our children deserve.  


 
Public schools are worth saving, but it is up to you and me to do it. 


 

 


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

Silencing School Whistleblowers Through Social Media 

 
I used to write a thriving blog. 


 
A month and a half ago.  


 
But as soon as the New Year dawned, my readership dropped to the tiniest fraction of what it had been in 2021. 


 
I went from about 1,000 readers per article to a few hundred.

 
 
Overnight.  


 
How does that happen?  


 
I suppose it could be that people are sick of me.  


 
Maybe my writing just isn’t what it was and readers are tired of hearing about the same old topics over and over again.  


 
Education and civil rights. That stuff is just so 60 days ago! 


 
Yet look at the reality. School boards are banning Holocaust narratives like Art Spiegleman’s “Maus.” State governments are passing laws to restrict what teachers can say in the classroom or make their jobs more untenable so even more leave the profession.  


 
I just can’t believe that in light of such a flame dancing ever more quickly down an ever-shorter fuse that people aren’t interested in reading about how to stomp it out. 


 
From conservative scholars supporting standardized testing to local athletic leagues saying racism is a matter of both sides. From the effect on education of constantly depriving teachers of planning time to the continuing trauma of Coronavirus raging through our schools as decision makers refuse to take necessary precautions to protect students and staff.  


 
The readership is there.  


 
It’s the method of distribution that’s the problem.  


 
And that method is social media.  


 
It’s been this way since I began the blog back in July of 2014.  


 
I write an article then I post it to Facebook and Twitter.  


 
The later platform has never been a huge draw for me. But until recently Facebook was my bread and butter.  


 
My work was posted on message boards and in online forums and organizations’ pages focused on the issues I write about.  


 
After the first year, the result was hundreds of thousands of readers annually.  


 
But then as Facebook began trying to monetize the distribution of posts beyond a person’s local friend circle, those numbers started to drop.  


 
I went from 446,000 hits in 2015 to 222,000 last year.  


 
It’s demoralizing but not because of any need for fame. 
 


I don’t need to have thousands of people hang on my every word. This isn’t about ego.


It’s about change.  


 
I write this blog to get the word out about what’s really happening in our public schools. And to try to push back against the rising tide trying to destroy my profession.  


 
Mass media is not particularly kind to educators like me.  


 
Even when journalists are writing about schools and learning, they rarely ask classroom teachers their opinions. Instead, the media often turns to self-appointed experts, think tank flunkies, billionaire philanthropists or politicians.  


 
It’s like they can’t even conceive of the fact that someone with a masters degree or higher in education who devotes her whole life to the practice of the discipline has anything worthwhile to say.

 
 
So many of us have taken to the blogosphere to circumvent the regular media channels.  


 
We write out our frustrations. We tell our truths. We give a peek of what it’s like in our public schools, an educated opinion about the ills therein, and how to fix them.  


 
But as time has worn on, more and more of us are leaving the field. We’re abandoning the classroom and the Web.  


 
We’re giving up.  


 
And even those like me who are still desperately sounding the alarm every week are being silenced.  


 
Frankly, I don’t know what to do about it. 


 
I know Facebook is trying to pressure me into paying the company to more widely distribute my articles.

 
 
If I give them $50-$100 a week, they promise to deliver my work as widely as they used to do when I didn’t have to pay for the privilege.  


 
Actually, it wasn’t Facebook that delivered it. It was people on Facebook.  


 
People who really cared about what I had to say would see it and share it with others.  


 
But now there’s a strict algorithm that determines what you get to see on your page. And if it says you’re invisible, then POOF! You’re gone and the people who would most enjoy your writing and want to pass it on don’t get the chance.


 
It’s undemocratic in the extreme but totally legal because Facebook is a for-profit company, not a public service.  


 
It’s not about the free expression of ideas. It’s about making money.  


 
And so people like Joe Rogan make millions on their podcasts spreading science denial, vaccine disinformation and racist dog whistles.  


 
A guy like me just trying to make the world a better place?  


 
I get silenced.  


 
I guess when money is speech, poverty is the real cancel culture.  


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Forget About Quality Instruction When You Take Away Teachers’ Planning Time

Dear Principal, 


 
 
You talk a lot about quality instruction.  


 
We need to do THIS to give students the best quality instruction.  


 
We can’t do THAT because it will reduce the quality of instruction.  


 
Yet once again today I have to give up my planning period to sub for an absent teacher! 


 
Doesn’t THAT impact quality of instruction!? 


 
We closed the entire district last week because COVID-19 cases were out of control. Then we reopened this week to preserve – say it with me – quality of instruction. 


 
There has not been a single week so far this school year when I have not had to lose my planning period and sub.  


 
Not one single week.  


 
EXCEPT when we were on remote.  


 
I’m not saying that’s the best model to teach, but at least I get to stop and think about what I’m going to do with my students.  


 
At least I have time to grade some papers and call some parents and plan out how my next few lessons will fit into each other to form a coherent whole.  


 
At least I’m not flying by the seat of my pants.  


 
Which seems to be the norm in the physical school building these days. 


 
You need to understand something.  


 
Every time you take away a teacher’s planning period – whether it be to cover an IEP meeting, use a teacher as a security guard in the cafeteria, sending someone to a training or otherwise – you are reducing the quality of instruction that teacher is able to provide that day.  


 
And if you do it for long enough, you can no longer fairly judge that teacher’s annual performance by the same expectations you would have under normal conditions. 


 
You need to put an asterisk next to her name for the year.  


 
Meaning this isn’t the best she could do, but this is the best she could do WITHOUT HER PLAN. 


 
Imagine an actor going on stage without having the chance to practice the play? Imagine an athlete playing in the championship game without having the chance to warm up or watch tape. Imagine a pilot flying your plane without being able to contact the air traffic controller or plan the route from one airport to another. 


 
The results would not be ideal.  


 
You would expect them to be sloppy, haphazard and possibly disastrous.  


 
In fact, if most other professionals working under these conditions were able to pull out something even passable, we’d celebrate them as prodigies.  


 
Wow! Did you see Denzel in Hamlet? He didn’t even have a chance to practice! He just did the whole play from memory!  


 
Oh! And when Brady threw that touchdown pass! He wasn’t even warmed up! He rushed right from his car to the field – and he wasn’t even at training camp all week!  


 
You should have the same reverence for your teachers who perform miracles every day in the classroom without having the time to plan. 


 
That’s how amazing this should be.  


 
It should not be accepted as the status quo.  


 
But I know what the excuse will be: this is unavoidable.  


 
There are just too many absences and not enough subs. And to an extent that’s true.  


 
However, what are you doing to alleviate that situation?  


 
Have you reached out to local colleges to find teaching students who would relish the experience of subbing? Have you reached out to retired teachers looking for extra pay? Have you lobbied the school board and the legislature for more money to pay subs and teachers? 


 
Have you done everything you can to support the health and well-being of your staff so that fewer need to take off? Have you cut all unnecessary tasks like formal lesson plans, stopped holding staff meetings unless an urgent need presents itself, refrained from new and unproven initiatives, cut duties where possible to increase teacher planning time? 


 
If not, then don’t talk to me about inevitability. You have contributed to it.  


 
What’s happening in education has been a long time coming. Low pay, lack of respect, gas lighting, scapegoating, micromanaging – no wonder so few people want to be an educator anymore.

 
 
The people who are left want to be in the classroom because we love teaching. However, with all the nonsense heaped on our shoulders, the job has become less-and-less about that and more preoccupied with ancillary concerns – paperwork, endless meetings where nothing gets done, useless trainings so some corporation can get paid, and outright babysitting.  


 
When you take away our planning periods, we can’t do our best for our students. And that’s why we’re here! To give our best!  


 
When you take that away from us, you take away a lot of the satisfaction of the job.  


 
No one devotes their life to something to do it half-assed.  


 
Quality of instruction is not an excuse for us. It’s not a cudgel or a catchphrase or a policy decision.  


 
It is the core of our jobs.  


 
It is the essence of our calling.  


 
Don’t take that away from us. 


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!