An Open Letter to Josh Shapiro Asking Him to Reject School Vouchers 


 

Dear Josh Shapiro, 


 
Are you for public education or not?

I only ask because as the Democratic candidate for Governor in Pennsylvania, you come off as the savior of schools and children on the campaign trail.

You say you want to increase state funding to public schools. Wonderful!

You say you want to reduce standardized testing. Excellent!

You want to guarantee every student has access to technical and vocational courses and make sure every school building has at least one dedicated mental health counselor on staff. Outstanding!

But in interviews and on your campaign Website, you say you’re in favor of school vouchers!

Wha-Wha-What!?

Did Charles Koch just hack your election headquarters? Is Betsy DeVos impersonating you in the media?

Because supporting school vouchers does not fit in at all with someone who claims to champion public education.

Public education means public schools. It means tax dollars being used to fund public schools and those schools being run by elected school boards.

It does not mean tax dollars going to private and parochial schools. It does not mean our money going to institutions where we get no say in how it’s spent. It does not mean circumventing duly elected school boards. It does not mean the public paying for religious indoctrination or the kind of right wing biased education routinely provided at private schools.

But that’s what school vouchers do.

They steal taxpayer dollars from authentic public schools and allow them to be wasted on private and parochial schools. They destroy any accountability for how our collective money is spent and do serious harm to thousands of the most struggling authentic public school students while lining the pockets of private companies and religious institutions.

And the separation of church and state – forget about it!

This doesn’t sound like the candidate teachers like me have been backing since before this election cycle began. Frankly, it’s almost what your gubernatorial opponent, MAGA Republican Doug Mastriano, champions.

Mastriano – a Trump insurrectionist – says he wants to use state education funding to give EVERY student a school voucher they can use at almost any school in the Commonwealth – public, private or parochial.

You seem to want vouchers ONLY for students at the most underfunded and struggling schools.

Well that’s some distinction!

Instead of providing more support to the most inequitably funded schools, you want to slash their funding even more in the name of some old time Republican plan to let a few escape a bad situation while the rest all drown!?

That is repulsive!

On your your campaign Website it says


 Josh favors adding choices for parents and educational opportunity for students and funding lifeline scholarships like those approved in other states and introduced in Pennsylvania. 


 
In an interview in the Patriot News you say


 “And I’m for making sure we add scholarships like lifeline scholarships to make sure that that’s additive to their education. That it gives them other opportunities…to be able to help them achieve success”  

These so-called Lifeline Scholarships are a Republican lead measure to give direct-to-student tax-funded scholarships that parents and guardians in the state’s most neglected public schools could use for a variety of options including going toward tuition at a different school.

The GOP sponsored bill passed the state House of Representatives in April on a 104-98 vote and cleared the state Senate Education Committee in June. However, because of an amendment to protect low performing charter schools from losing their funding, it would still need final passage votes in both chambers before getting to current Gov. Tom Wolf’s desk where he would almost certainly veto it.

It would affect about 191,000 students in 382 schools, across 76 of the state’s 500 school districts. However, Two-thirds of the cost of the program (63.1%) is born by four districts – Philadelphia (43.9%), Reading (8.9%), Allentown (5.8%) and Pittsburgh (4.5%).

This would create another taxpayer funded system of education. Affected districts would lose so much funding it would ultimately force them to reduce programs, services, and staffing and/or raise property taxes to compensate.

Moreover, these would be the most neglected districts, and thus the least able to support the cost.

It’s a terrible idea, and I can’t understand why you would buck the overwhelming majority of your party and would-be constituents to support it.

Is it because you send your own kids to a faith-based private school, and that you are the product of just such an education, yourself?

This is how you lose votes, Sir.

Your opponent is perhaps the most odious person to ever run for Governor in the state. He looks to usher in an era of theocratic fascism, curtail human rights and take the Commonwealth back to the Middle Ages.

But that doesn’t mean you should run closer to his positions in the vain hope of stealing some of his base.

The MAGA Republicans will never vote for you. Dressing yourself up in their clothing will not help you do anything but disgust your own supporters until some can’t bring themselves to vote at all.

As election day nears, the polls get closer and closer between Mastriano and you.

Pennsylvanians can’t afford losing their only chance at self rule because of demoralization and despair at a candidate too weak to support the platform he began this campaign on – championing public education.

I urge you to reconsider this flirtation with Republican values and school vouchers.

I hope you are better than this.

We deserve a governor who is better than this.

Please have the courage to stand by authentic public schools.

Yours,

Steven Singer


Tell Josh Shapiro what you think. Email him here: contact@joshshapiro.org


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Why is a Gates-Funded, Anti-Union, Charter Advocacy Group Part of Pennsylvania’s New Plan to Stop the Teacher Exodus?

Teachers are fleeing the profession in droves.

So Pennsylvania has unveiled a new plan to stop the exodus with the help of an organization pushing the same policies that made teaching undesirable in the first place.

The state’s Department of Education (PDE) announced its plan to stop the state’s teacher exodus today.

One of the four people introducing the plan at the Harrisburg press conference was Laura Boyce, Pennsylvania executive director of Teach Plus.

Why is this surprising?

Teach Plus is a national 501(c)(3) nonprofit organization that works to select and train teachers to push its political agenda.

What is that agenda?

Teach Plus has embraced the practice of widespread staff firings as a strategy for school improvement.

Teach Plus mandates that test scores be a significant part of teacher evaluation.

Teach Plus advocates against seniority and claims that unions stifle innovation.

Teach Plus has received more than $27 million from the Gates Foundation and substantial donations from the Walton Family Foundation.

How can an organization dedicated to the same ideas that prompted the exodus turn around and stop the evacuation!?

That’s like hiring a pyromaniac as a fire fighter!

“Pennsylvania’s educator shortage is the biggest threat facing not only our educational system but our future prosperity as a commonwealth,” Boyce said at the press conference.

“If schools are engines of educational and economic opportunity, then educators are the conductors who keep the train moving forward. Teach Plus teachers have been sounding the alarm about this crisis and are eager to partner with the Department to enact ambitious and transformational changes to better recruit and retain educators in Pennsylvania.”

However, she’s already getting things wrong.

The importance of education is NOT as the “engine of economic opportunity.” Its importance is to help students become their best selves. It is creating critical thinkers who can navigate our modern world, become well-informed participants in our democratic system and live good lives.

Given the track record of Teach Plus, any well-informed individual should be wary of the how “eager [the organization is] to partner with the Department to enact ambitious and transformational changes.”

But what’s actually in the plan?

A lot of vague generalizations.

The plan (titled The Foundation of Our Economy: Pennsylvania Educator Workforce Strategy, 2022-2025) sets forth five focus areas:

1) Meeting the educator staffing needs of rural, suburban, and urban areas;

2) Building a diverse workforce representative of the students we serve;

3) Operating a rigorous, streamlined, and customer service-oriented certification process;

4) Ensuring high-quality preparation experiences for aspiring educators; and

5) Ensuring educator access to high-quality and relevant professional growth and leadership development opportunities.

As you can see, it is full of corporate education reform buzzwords like ‘rigorous” and “high quality” that neoliberals have used as code for their policies for decades.

There are 50 steps outlined in the report. While many seem important and well-intentioned, they lack any kind of urgency, and though organized under these five areas, still seem kind of scattershot.

For example, the number one most important thing any state has to do to retain current teachers and to attract new teachers is to increase wages.

Teachers make 14 percent less than those from professions that require similar levels of education, according to the Economic Policy Institute.

Teacher salary starts low, and grows even more slowly.

More than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

Yet increasing teacher salary is only briefly mentioned in step 13 of the first focus group as follows:

“13. Based on the resources that PDE develops on competitive compensation and incentives, advocate for and secure funding from the General Assembly that enables hiring entities to compete more effectively in the regional labor market.”

Talk about anemic language!

Imagine being on a sinking ship and someone only mentioning plugging the leak in such terms – if we can, based on our resources, yada, yada, yada.

Another point that jumped out to me was recruitment of new teachers.

Under focus two, the plan calls for:

“6. Partner with nonprofit organizations working to develop recruitment, training, and mentoring programs for middle and high school students from diverse backgrounds to identify and recruit future educators.”

Getting more people to become teachers sounds great, but why are we partnering with “nonprofit organizations” and which ones in particular do you have in mind?

There are plenty of neoliberal organizations of a similar type to Teach Plus that call themselves “nonprofit” – for example Teach for America.

Are we advocating for teacher temps with a few weeks crash course in education? It sure sounds like it to me.

Moreover, there’s the issue of charter schools. These are schools funded by tax dollars but often run by corporations or other organizations. Many of these consider themselves nonprofit.

So doesn’t this new plan help push more educators into the charter school network? Isn’t it open to funding more charter schools and calling it teacher retention?

Considering that charter schools are not subject to the same regulations as authentic public schools and allow all kinds of fiscal and student abuses, I’m not sure how encouraging such practices will help anyone but the profiteers behind these schools.

Then there’s the emphasis on building a diverse workforce.

In itself, that’s an excellent and necessary goal. However, if you aren’t going to make the profession more attractive, you aren’t going to increase diversity. Right now one of the major reasons our schools are full of mostly white, middle class teachers is because white, middle class people are the only ones who can afford to take the job.

Teaching often requires economic white privilege and often a second member of the household to earn the lion’s share of the income. Without addressing the pure dollars and cents of this issue – something Teach Plus is overjoyed to do when talking about the importance of education – all this talk of diversity is mere tokenism. It’s hiding behind a veneer of “wokeness” with no real intention of doing anything to help people of color as teachers or students.

Finally, let’s talk about the kinds of teacher preparation, professional development and leadership opportunities in this plan.

They are described as:

“high-quality preparation experiences for aspiring educators” and

“access to high-quality and relevant professional growth and leadership development opportunities”

But “high quality” by whose definition?

That’s the point here. Classroom teachers would consider classroom management, effective discipline and time for effective planning to be “high quality.” Educators would value more autonomy and less paperwork. But I’m willing to bet that isn’t what the authors of this plan think it means.

This is what Teach Plus does. It advocates for neoliberal disruptions in school management.

In the past, Teach Plus has insisted older more experienced educators be fired while shielding “promising young teachers” from the brunt of these firings. There is a great deal of evidence that teacher effectiveness, on a wide range of indicators – not just test scores – increases as teachers gain experience. However, new teachers are easier to brainwash into corporate education reform – to be driven by standardized test scores and data instead of the needs of the living, human beings in front of them in the classroom.

So this proposed teacher preparation and professional development is of what kind exactly? I’ll bet it’s mostly reeducation to accept corporate education reform. I’ll bet it’s focused on ways to increase student test scores which will then be used to evaluate teacher effectiveness – a program that has been roundly disproven for decades.

So where does that leave us?

A decades ago roughly 20,000 new teachers entered the workforce each year, while last year only 6,000 did so, according to PDE.

The minimum teacher salary in the Commonwealth stands at $18,500 — and has since 1989.

Meanwhile lawmakers – especially Republicans – push for bills to monitor teachers, restrict them from teaching an accurate history, and ban books from their libraries and curriculums.

Standardized tests are everywhere the main metric of success or failure, and school funding is determined by them. While authentic public schools serving the poor and middle class starve for funding, the legislature gives an increasing share of our tax dollars to charter and voucher schools without oversight on how that money is spent.

This new plan is not going to change any of that.

It is at best a Band-Aid – at worst a public relations stunt.

If we really wanted to stop the teacher exodus, we wouldn’t partner with one of the architects of the current crisis to do so.

We would roll up our sleeves and take the actions necessary for real change – and chief among these would be an increase in teacher salary, autonomy and prestige.


 

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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!

 

Teachers are Being Spied on for Thoughtcrimes

Teachers, be careful.

Big Mother is watching you.

When you post a rainbow flag on your Facebook profile…

When you tweet support for Black Lives Matter…

When you like a YouTube video of someone punching a Nazi…

Big Mother is watching.

Or more specifically, Moms for Liberty is watching.


And, no, the group’s members probably don’t get the irony of their name.

Moms for Liberty (MFL) is a billionaire-funded front group dedicated to spreading disinformation and chaos at public schools across the country.

They’ve offered cash prizes for turning in teachers who dare to educate on topics that go against far right doctrine. They’ve demanded books on similar topics be removed from school libraries and curriculum. And they’ve even stormed school board meetings where they don’t necessary live to complain about every petty grievance Fox News is broadcasting this week.

Now they’re coming after teachers social media.

They’re creating workshops to encourage people to find public educators’ online accounts and report anything they don’t like at school board meetings or in the media, ultimately demanding the offenders be fired.

After all, if Miss Roosevelt has a rainbow flag on her personal Facebook account, what’s to stop her from making her students gay!?

If Mr. Kennedy tweeted in favor of Black Lives Matter, what’s to stop him from making our White children hate themselves because of the color of their skin!?

And if Mrs. Gore liked a YouTube video where a Nazi got punched in the face, how do we know she won’t condone such violence in the classroom!?

MFL is based in Florida, but operates on a county-by-county basis, claiming 200 chapters in 37 states including Pennsylvania (Allegheny, Eerie, Bucks, Lancaster counties, etc).

This is an image advertising one such workshop in Nueces, Texas, but they are popping up everywhere.

One of the many ironies about the situation is how the idea has been pulled almost directly from George Orwell’s dystopian novel, “1984.”

Orwell coined the term “thoughtcrime” to describe a person’s politically unorthodox thoughts – anything that runs counter to the party line. In criminalizing thought and even tasking the Thinkpol (i.e. thought police) with monitoring things people say, write or how they act, Orwell could be describing MFL.

In the fictional country of Oceania, the party controls all speech, actions and thoughts of citizens. This is pretty much what MFL is trying to do here.

It’s a strange way to love “liberty.”

These right-wingers actively harass people on the left for their politics, but cry foul when anyone dares to call them out on theirs.

The Florida-based organization claims to be just “moms on a mission to stoke the fires of liberty.” Yet it’s infamous for encouraging a “mass exodus from the public school system” while disrupting that same system at every turn.

Its members are using culture war shenanigans to intimidate and harass people into silence.

They’re weaponizing fear to coerce people into curtailing political speech of which they don’t approve.

As infuriating as this is, it’s not new.

There have always been a few petty people in nearly every community willing to scroll through teachers feeds looking for trouble. Frankly, it’s why new educators are warned to keep their personal lives off the Internet or to keep their information private.

The only difference now is how concentrated these spying efforts may become.

We’re not talking about just the local crank looking for photos of teachers drinking or engaged in the crime of living an adult life.

We’re talking about well-funded ideologues out to destroy the public school system, one teacher at a time.

Incorporated in 2021, MFL is a 501(c)4 corporation, so it doesn’t have to disclose its donors. However, one of the group’s founders is Bridget Ziegler, wife of the Florida vice chairman of the Republican Party. The organization is affiliated with at least three separate PACs, and has the funds to pay for keynote speakers like Megyn Kelly and Ben Carson at its fundraisers. Some of its biggest supporters are the Koch family, the DeVos family, former Trump officials and The Federalist Society. 

They have the money to go through your Web footprint with a fine toothed comb.

So what should teachers do about it?

As a public school teacher, myself, the way I see it, there are two things we can do:

1) Lock down or disengage from social media


2) Keep doing what you’re doing

Your response will depend on your own situation.

If you live in a so-called Right to Work state or where worker protections are few and far between, you should probably get a tight grip on your online presence.

Make sure your personal Facebook account and any groups you belong to are private and secure. Ensure that anyone invited into these groups is verified through either questions or personal invitation. Check that everyone has agreed not to screen shot any discussions happening – and even then be careful what you post because nothing is ever 100% secure.

Use a privacy audit to make sure you don’t have something embarrassing out there. This guide from Violet Blue is a good starting place to ensure your private information is not easily findable online.

On the other hand, if you live in a state with strong union protections, you have a reliable union at your school, etc., then you have less to worry about.

You can’t be fired for expressing your freedom of speech on your own time on your own social media accounts. As long as you’re not on school devices, using or sharing such accounts in school or with students, you should be fine.

That doesn’t mean someone won’t try to harass you over your digital presence. But if you understand the dangers and feel relatively safe, you probably are.

I’ve been writing on education and civil rights issues for 8 years. I actively TRY to get people to read this stuff.

In that time, there have been a lot of folks mad at me for what I write. I sometimes get hate mail (usually email) calling me everything you can think of and more you can’t. And when some of these folks find out where I work, they sometimes call up to complain and demand I be let go with haste!

Nothing has come of it.

That doesn’t mean it couldn’t happen tomorrow. But I refuse to live in fear.

I am who I am.

I shout it to the world.

And if someone wants to fire me for it, then fine.

There are lots of things I could be doing other than this.

We’re in a national crisis with teachers leaving the profession in droves at least in part because of fascist shenanigans like this.

Bottom line: I love teaching, but I’m not going to change who I am to do it.

Moms for Liberty can rage. They can spend all of Betsy DeVos’ billions trying to fire me and other educators who dare to have thoughts that may deviate from the right-wing.

Big Mother is not MY mom. And I don’t owe her anything.


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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!

 

Doug Mastriano’s Rootin’ Tootin’ School Shootin’ Prevention Plan in PA

A teenage boy in a black trench coat walks down a school hallway.

A young girl abruptly turns a corner and is about to walk past when she stops and notices an oblong shape in his coat.

He pulls out an AR-15 and points it at her head.

She gasps. He smiles.

“Hold it right there, Patrick.” Says a voice behind him.

“Mr. Callahan?” The boy says starting to bring the barrel around.

‘Uh-uh. Stop right there,” says the voice shoving something in the boy’s back.

“I know what you’re thinking,” the teacher continues. “My homeroom teacher, Mr. Callahan, has a gun in his desk. Did he remember to bring it with him to hall duty? Well to tell you the truth in all this excitement I kinda lost track myself. But being it’s a 500 S&W Magnum, the most powerful handgun in the world and would blow your head clean off, you’ve gotta ask yourself one question: “Do I feel lucky?” Well, do ya, punk?”

Apparently this is how Doug Mastriano thinks school shootings can best be prevented.

The Pennsylvania State Senator and Republican candidate for governor plans to introduce a bill allowing school employees to arm themselves while on school property if they have a concealed carry permit and pass a firearms course.

Not gun control. Not stopping teens from buying assault weapons. Not keeping guns out of the hands of the mentally ill.

Instead, arm the teachers. Arm the principals. Put a piece in the hands of Lunch Lady Doris. Maybe even the custodians will be packing heat with a bucket and mop.

This is not the kind of serious proposal Commonwealth residents deserve from a representative of the legislature or executive branch. It’s not the kind of serious proposal you’d expect from a grown adult. Heck. It’s not what you’d expect from a small child still unable to tie his own shoes.

School shootings are not action movie scenarios. They’re not run-and-gun video games. They’re not cops and robbers. They’re real life.

They’re the cause of elementary kids being decapitated by assault weapons fire.

They’re the cause of fifth grade bodies so unrecognizable they have to be identified by their green Converse sneakers.

They’re the cause of child sized coffins adorned with cartoon doggies and kitties – brightly colored friends to accompany little kids to their final resting places.

Mastriano’s suggestion would be pathetic if it weren’t so dangerous.

He thinks school shooters are attracted to places where they know people aren’t armed.

However, history proves him wrong.

The overwhelming majority of school shootings either involved armed police stationed at the school or police responding quickly thereafter.

Lest we forget, there were police officers on both the campuses of Robb Elementary School in Texas and Stoneman Douglas High School in Parkland, Florida, where shootings cumulatively took the lives of more than 30 students.

According to a 2021 JAMA Network study that looked at 133 school shootings from 1980 to 2019, armed guards did not significantly reduce injuries or deaths during school mass shootings.

In fact, when researchers controlled for location and school characteristic factors, “the rate of deaths was 2.83 times greater in schools with an armed guard present.”

Put simply, school shootings are not rational activities subject to cost benefit analysis from the people contemplating doing them. Would-be shooters do not expect to come out alive. They don’t care if there is armed resistance or not. In fact, the presence of armed resistance only encourages them to bring deadlier weaponry – especially semi-automatic guns.

That’s why police in Uvalde, Texas, were too scared to go into Robb Elementary School and stop the perpetrator armed with an AR-15 – perhaps the most common weapon used in school shootings.

And when trained police are afraid, Mastriano expects better from school staff – teachers, secretaries, aides, and nurses!!!?

A similar proposal permitting the arming of school employees passed the state Senate in June 2017 but it died in a House committee. In the district where I work as a middle school teacher, we talked about the issue at a staff meeting.

The few people who thought it was a good idea and said they would gladly bring a gun with them to school are nice people – but they’re the last ones you’d want armed.

Moreover, we have a school resource officer who said he was not in favor of the measure because it would make things tougher for law enforcement responding to a shooting. It would make it that much more unclear who the shooter was and increase the chances of friendly fire.

It’s hardly surprising Mastriano is making such boneheaded proposals.

If elected governor, he also promises to cut public school funding IN HALF and make it harder for educators to collectively bargain for better salaries, benefits, and working conditions.

He is an extremist who wants to destroy public education in favor or charter and voucher schools, take away people’s freedom to choose what to do with their own bodies, discriminate against anyone with a different sexuality or religious belief and give away as much tax money as possible to private businesses.

Mastriano is either a fool who does not understand the issues or a patsy of the lunatic fringe of his party or both.

He wouldn’t arm teachers with books, funding or resources to teach – just guns.

He is an embarrassment to the people of Franklin County who elected him to the legislature and the Republican base who chose him to represent them in the governor’s race.

I know it’s trendy for the GOP to pick the candidate most likely to piss off the people across the aisle, but this isn’t a game.

Fools like Mastriano are going to get innocent people and their children killed – not to mention the suffering thousands will have to endure if his policies ever see the light of day.

He thinks the answer to school shootings is to turn the school librarian into Yosemite Sam.

If you vote for him in the general election, you will reap what you sow – misery and death.


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.

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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!

How Teachers Like Me Can Renew Ourselves This Summer

This school year was perhaps the most difficult one I’ve experienced in two decades in the classroom.

From constantly having to cover for sick or otherwise absent staff, to absorbing student traumas suffered in years of a pandemic, to increased student fights, social awkwardness and administrators demanding more paperwork and untried initiatives that get dropped for another fad next week…

It’s been rough!

Now that most K-12 schools have begun or are about to begin summer break, it can be hard to rest and renew yourself for the coming year.

To be honest, many teachers have already decided to leave.

At my district, more teachers have retired this year than at any time since I was hired – about 10% of the staff.

And some even quit in the middle of the year – something that hardly ever happens.

If things don’t change this year, it will be worse next year.

But for those like me planning on returning in the Fall, congratulations. You made it through.

Now what?

I don’t know about you, but I often find myself nibbled by stress and anxiety.

I try to sleep, I try to rest, but worry and hopelessness settle down on me like a shroud.

If you’re like me, you may need some help getting through it all.

So here’s a list of five things we can do – not just you, but me, too – that hopefully will help us rejuvenate ourselves somewhat in the next few months and set us up for a successful year with our students.

1) Be Present with Friends and Family

Teachers often live in their heads.

We’re always planning a new lesson or thinking about how to help a student or improve something from the year before.

But this is summer break.

It’s time to tune out and turn off.

You’re home and hopefully you can find some time to spend with friends and family.

Just remember to try to be there. Actually be there.

Don’t live in your head. Live in the moment.

Let the present open up in front of you and actually enjoy the things you’re doing.

Our professional lives often demand we sacrifice so much time with our significant others, our kids, and the people we care about. Now is the time to balance the scales and enjoy their company. And nothing else.

This can be easier said than done, but it’s worth a try.

2) Don’t Focus on Things You Can’t Change

There is so much going on in the world, and we’re teachers. We’re problem solvers.

We want to fix broken things, and there is so much broken out there. The news is often not our friend.

I’m not saying to ignore what’s going on. We do so at our peril. But we have to try to put it all in context.

We’re just people – individuals caught in nets of complexity. We can’t solve all these problems ourselves.

A horrible regressive monster is running for Governor in the Fall who would destroy your profession and endanger your child’s future. Got it.

The government still hasn’t passed any meaningful measures to keep guns out of the hands of school shooters. Got it.

Politicians are still attacking your profession, history, science, math and enlightenment values. Argh!

And they’ll still be doing it at the end of August.

Take a break from it all.

Worrying will not change anything. And it will all be there for you later.

Just try to focus your mind elsewhere – for a little while.

3) Let Go of Resentments

This can be really hard but important.

There are a lot of people who have probably said or done things that made your life difficult this year.

It could be that parent who screamed at you on the phone over an assignment their child didn’t turn in.

It could be an administrator who made another stupid initiative that makes him/her look good while increasing your work load but does nothing to help the students.

It could be a sincerely stupid politician accused with pedophilia and insurrection who thinks taking pot shots at teachers will win him votes from the lowest common denominator.

It could be… so many people.

Take a deep breath and let it go.

You don’t need that baggage weighing you down.

As Nelson Mandela is supposed to have said:

“Having resentment against someone is like drinking poison and thinking it will kill your enemy.”

Leave that behind.

There will be plenty more next year.

4) Don’t Expect Too Much of Yourself

Often our harshest critic is ourselves.

We try so hard to be kind to everyone all year. This summer, be kind to yourself.

It’s break time. You don’t have to clean the whole house top to bottom. You don’t have to finally rearrange the utility drawer or any of a million other things that have been waiting around for you to get to them.

By all means, make those doctor’s appointments you’ve been waiting on. Buy a new pair of shoes. Cut the grass.

But if something doesn’t get done, don’t feel like it’s a failure.

You are allowed to simply do nothing.

Sometimes that’s the best thing we can do.

Be as productive as you want. Sometimes that helps alleviate stress, too – the satisfaction of getting things accomplished.

However, this break is not all about crossing things off your TO DO list.

It’s about rest and renewal.

Cut yourself some slack.

No one else will.

5) Remember Why You Got into Teaching

When you feel ready to turn your mind back to the job, try not to think of all the negative things waiting for you.

Don’t even let your mind rest on the uncertainties and anxieties ahead.

Focus on why you’re still a teacher.

You’re not chained to this profession. You probably had the chance to leave if you’d wanted.

Why did you get into education in the first place?

What are the things about it that you still love and enjoy?

For me, it’s nearly everything in the classroom, itself.

It’s interacting with students.

It’s helping them succeed and then seeing the look of joy on their faces when they do.

I love everything about my job – the subject I teach, the students, being there when there’s no one else.

It’s just all the stuff outside the classroom that I can’t stand.

I make a file during the year full of Christmas cards, goodbye messages from parents and students, positive emails, etc. During the summer is a perfect time to read through them and remember the good things.

At least, that’s what I try to do anyway.

So there’s my list. I hope you found it helpful.

Health, relaxation, calm. Be warned – I’m certainly no expert on the subject.

Remember the words of author Nakeia Homer:

“You are not lazy, unmotivated, or stuck. After years of living your life in survival mode, you are exhausted.”

Finding ways to recharge and renew is something I know I desperately need – maybe as you do, too.

Here’s hoping we can find the peace we need this summer.

The new academic year will be here before we know it.


 

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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.


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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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.


 

 

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.

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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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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!

Public School Boards Need to Do Better at Embracing Transparency 

 


They say sunlight is the best disinfectant.  


 
So why do so many public school boards hide in the shadows?  


 
 
One of the shining virtues of public schools is the requirement that they be transparent and open to the public.  


 
And they are! 


 
But too often school directors do so in ways that are unnecessarily burdensome, equivocal or combative.  


 
Let me give you an example.  


 
I live in the McKeesport Area School District (MASD) – a community just south of Pittsburgh in Pennsylvania.  


 
When I heard my school board was considering a proposed district budget for 2022-23 without a tax increase, I wanted to take a look at it. So I went to the district Website and there was a link labelled:  


 
“Preliminary Budget Information for 2022-23 School Year.”
 


 
I clicked on it and got this: 


 
“The Board of Directors of the McKeesport Area School District has prepared a Preliminary Budget in the amount of funds that will be required by the School District for the fiscal year beginning July 1, 2022. The Proposed Budget is on file in the Office of the Business Manager/Board Secretary, and is available for public inspection in the McKeesport Area School District Administration Building…” [Emphasis mine.


What the heck!?  


Why not just post the preliminary budget on the Internet!? Why make me go all the way to the administration building (during business hours) to see a copy? 


It’s not like I can even turn to my local newspaper to tell me about the district’s budget. With so many cutbacks in local media, our papers rarely even cover school districts anymore unless there’s a big story.  


If I want to know how my district proposes to spend the community’s tax dollars next year, I need to either go to the school board meeting or go to the administration office and look at a copy. Will I be able to take a copy with me to peruse at my leisure? Maybe or maybe not.  


We should be able to do better than this. 


Don’t get me wrong. 


 
Authentic public schools are way better than privatized schools.  


 
They’re preferable to anything you’d find at charter or private schools that take school vouchers.  


 
And one of the biggest reasons why is this requirement of local control, self-government, and a free exchange of information between representatives and the community who elected them.   


 
Authentic public schools HAVE TO hold public meetings to conduct their business.  


 
They HAVE TO take comments from the community. 


 
They HAVE TO make their documentation available to the public.  


 
And except under extreme circumstances, they HAVE TO be run by elected school boards.

 
 
None of that is a given at charter and voucher schools. 


 
The problem is how too many public school directors meet these obligations. 


 
MASD, for example, makes its proposed budget available – but not in the most convenient way that it could.  


 
Let’s be honest. It wouldn’t take much to improve this.  


 
Posting the full budget online would take just a few seconds. In fact, it’s actually more trouble to have it available in the administration building and task a secretary with presenting it to anyone who comes in-person and asks for it. 


 
The same thing goes for school board meetings.  


 
Before I became a public school teacher, I was a journalist often covering public schools.  


 
I’ve gone to a lot of school board meetings in my life. A LOT.  


 
And almost every board put unnecessary or onerous restrictions on public comments.  


 
Residents could come to the meetings and address the board but they often had to sign in before-hand. They couldn’t just show up and speak. They had to let the board know days in advance that they were coming and the subject they planning to speak on.  


 
If something came up during the meeting unplanned, technically residents weren’t allowed to comment – though I admit I’ve never seen a school board hold to such a policy in the case of unexpected events.

 
 
Also there are almost always time limits on public comments.  


 
Now I know it’s unreasonable to expect members of the public who volunteer to serve as school directors to spend all night listening to rambling or incoherent comments. But these time limits are often way too restrictive – especially when only a handful of people actually turn up to speak.  


 
Limiting people to two minutes of public comment in a month or even a two-week period is ridiculous.

 
 
Then we have the issue of audio visuals at board meetings.  


 
Many school boards have microphones for people to speak into during the proceedings. This is supposed to allow everyone present to hear what is being said. However, the equipment is often so bad that it actually ends up blurring the speaker’s voice until its incomprehensible or board members who don’t want to be heard simply don’t speak into the microphone.  


 
Sure – the entire proceedings are being taken down by hand by an administrator for an official written copy of the minutes. But this isn’t even available to the public until a month later when the board votes on last month’s minutes document. The public can’t get a copy of this material until more than a month has passed from it taking place. And it probably isn’t available on-line. 


 
Finally, we have recordings of the meetings.  


 
Many school boards now video tape their meetings and stream them live on YouTube, Facebook or some other social media site.  


 
This is a nice improvement from when community groups had to do this, themselves. And, in fact, it’s really a response to that phenomenon to gain control over what becomes public record. School boards began recording the meetings to discourage others from doing it so the district would have control over this material. And in most cases it worked. 


 
However, these recordings are almost always of exceedingly poor quality.

 
 
Cameras (and microphones) are placed so far away that it is almost impossible to tell what is happening, what is being said or who said it.  
 


Any teenager with a smart phone and a YouTube channel could do a better job.  


 
Moreover, these videos often don’t stay posted online for very long. They could easily remain posted so anyone could rewatch them and catch up with what happened at a school board meeting they were unable to attend in-person. But school boards make the express decision to take these videos down so that record is not available. 


 
Very few of these are accidents. In most cases these are intentional to push the public away at the exact time when they should be inviting them in.  


 
These are just some examples of how school boards comply with transparency requirements but do so in ways that are inconvenient, onerous or antagonistic. 


 
It is so unnecessary. 


 
Things don’t have to be this way.  


 
School boards should welcome transparency. They should embrace public participation in the process.  


 
After all, this is one of the major factors that distinguish authentic public schools from privatized ones.  


 
School directors complain about losing revenue to charter and voucher schools. If they treated the public more like valued members of the decision-making process, they would do a lot to boost their own reputation.  


 
President James Madison wrote


 
 “[a] popular Government, without popular information, or­ the means of acquiring it, is but a Prologue to a Farce or a Tragedy.”  


 
School directors should take this to heart. 


 
Public schools should not be shadowy corners for school directors to try to sneak through policies under the nose of stake holders.  


 
They should be shinning centers of the community. 


 
The sooner school boards understand this, the better it will be for the state of public education and the students, families and communities we are supposed to be serving in the first place. 


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!

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. 


 

 


 

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