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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The MAP Test – Selling Schools Unnecessary Junk at Student Expense

School districts are easy targets for grifters.

Corporations everywhere are trying to sell them unnecessary junk and pocket wads of taxpayer cash.

The Measures of Academic Progress (MAP) test is a particularly egregious example of this, but let me begin with a more everyday example.

I’m a public school teacher in western Pennsylvania, and when I returned to school this week before classes started, I noticed my stapler was irreparably jammed from last year.

Normally, I’d just go out and buy another one. But I was running out of time to get things done, so I went to the office and asked if they had any staplers.

As luck would have it, they did.

The secretary lead me to a closet full of brand new Swingline staplers.

I thanked her, took one back to my room and started stapling.

Three staples in, it was irreparably jammed.

When I returned home that evening and complained to my family about the woes of the day, my sweet 13-year-old daughter offered me a stapler we had around the house.

When I brought it to school, it worked like a dream.

It wasn’t some top of the line model. It was another basic Swingline stapler. It was slightly less boxy and more modern than the kind I got from the office. But it worked. That’s the important difference.

So why did the office have a closet full of faulty staplers?

Because most teachers – unlike me – know the staplers the district buys are crap. You have to purchase your own supplies.

But think of the money wasted here!

The basic model sells for almost $14 on amazon.com.

Those staplers – that many staplers – probably add up to hundreds of dollars.

And they don’t even work!

Sadly, the full extent of the waste district-wide is much farther reaching than just the staplers.

Later that very day, teachers in my building were forced to sit through a virtual training on the MAP test.

This is an assessment made by Northwest Evaluation Association (NWEA), a so-called non-profit organization out of Portland, Oregon.

The company claims its assessments are used by over 9,500 schools and districts in 145 countries – but none is more popular than the MAP.

Some states even require the MAP as part of their standardized testing machinery. However, in the Commonwealth, the MAP is used as a pre-test or practice assessment by districts that elect to pay for it.

My building – the middle school – used a variety of different assessments throughout the years for this purpose – IXL, CDT, etc.

However, things are changing this year. No, we’re not getting rid of these pretests altogether – why enact sane policy now after a decade of wrongheadedness!?

My district had used the MAP consistently for years at the elementary schools, so someone in administration thought it made sense to bring it to the middle school now and eventually institute it in the high school, as well.

Do we really need an assessment BEFORE the state mandated assessments?

Heck no!

Classroom teachers give enough assignments and tests of their own to know where their students are academically throughout the year. We grade them after all. What do you think that’s based on – guessing?

But certain administrators just love these pre-tests. They love looking at spreadsheets of student data and comparing one grading period to another. They think if the numbers go higher, it will be proof they’re good principals and functionaries.

It’s pathetic to be honest. What a waste of taxpayer dollars that could be used for actual learning! What a waste of class time that could be used for actual teaching!

And what a negative impact these assessment actually have on students and their learning!

For instance, at the MAP training, teachers were told the assessment’s job was to show how our students were doing in Reading, Math and Science compared with an average test taker.

How is that useful?

I don’t teach average test takers. I don’t even teach average students.

How is constantly comparing them to a norm going to help them improve?

If I went on a diet and stepped on the scale, learning that my weight loss wasn’t as high as an average dieter would not help me stay away from sweets. If anything, it would inspire me to go on a binge in the snack drawer.

It’s the same with my students. Constantly pounding into them how below average their scores are does not inspire them to do better. It teaches them that they cannot do what is being asked of them so they stop trying.

When learning a skill, it doesn’t help to know how well others are or are not learning that same skill. It matters how much you are learning in comparison to yourself. Yesterday I knew THIS. Today I know a bit MORE. Who cares what the so-called average learner can do!?

Students learn at their own rates – sometimes faster, sometimes slower. We don’t quicken the timescale with needless comparisons.

But no matter how many times I say such things to administrators or paid trainers from NWEA, they just don’t get it.

At this training, the instructor actually wanted to know what “elevator speech” teachers were going to give to parents about why the MAP was important!

It’s bad enough we’re being forced to give this crappy assessment, but now you want us to spout propaganda to the very people paying our salaries!?

Why not invite us to the school board meeting and ask us what we really think of this initiative? Why not have us submit comments anonymously and have them read publicly to the school board?

But of course not! That would be actually valuing the opinion of the people you’ve hired to teach!

It’s no wonder the trainer was anticipating blow back. Many parent and teacher groups across the country have opposed the MAP test. Most famously in 2013, teachers at several Seattle schools lead by Garfield High School actually refused to give the MAP test.

Having trusted teachers sooth community worry with corporate propaganda would be a big win for the testing company.

However, I’ll give the trainer one thing – she understood that the MAP assessment scores would not be useful unless students could be encouraged to take the test seriously. Nobody tries their best at something they think is unimportant.

Her solution was two-fold. First, NWEA has produced several propaganda videos to show students why the test is important.

I can imagine how much they’ll love that!

Second, the MAP is an adaptive test taken on a computer or iPad. And it actively monitors the students taking the test.

If its algorithm determines that students are answering questions too quickly or “rapid guessing,” the program pauses the student test.

Teachers are supposed to monitor all this on a screen and intervene when it occurs. We’re supposed to counsel kids not to just guess and then allow them back on the test. If the algorithm still thinks students are guessing, we’re supposed to suspend their test and make them take it all over again.

You know, I did not get a masters in education to become a policeman for a standardized testing organization.

Moreover, this is exactly the kind of test proctoring that would get me fired if I tried it during the state mandated Pennsylvania System of School Assessment (PSSA). I would be guilty of violating test security.

Teachers throughout the state have to take on-line classes every year about what we are and are not allowed to do during the PSSA test. Stopping students who seem to be guessing, is not allowed. I’m not even allowed to point out if a student skipped a question on the test!

I certainly can’t scrap a PSSA test that I think a student didn’t give his best effort on and make him do it again!

So how exactly is this MAP test a practice for the real thing!?

Even under the best of circumstances, it’s an artificial environment where scores are massaged to give an unrealistic picture of how students will do on the PSSA.

Of course, administration at my school has one more trick up its sleeve to get students to take the MAP test seriously.

Like the CDT, IXL and other assessments before it, administrators plan to use MAP scores to make decisions about which classes students can take in the next grade. Students in the advanced classes must test well on the MAP or be denied access to this class in subsequent years. Students who score badly on the MAP may have to take the remedial class.

And unlike the PSSA or Keystone Exams – assessments required by the state – administrators are trying to forbid parents from opting their children out of the MAP test.

State test – you can opt out.

Local assessment – you have to take it. Or else!

I wonder if enough parents will complain to the school board about such behavior or just give up and enroll their kids in the local charter school or the private parochial school located RIGHT NEXT DOOR!

As if this all wasn’t counterproductive enough, it’s also a huge waste of money.

Though NWEA claims to be a non-profit, the company posted $166,775,470 in revenue in 2020 – the most recent year available. Its CEO Chris Minnich made $397,582.

These people are making lots of money off this standardized testing baloney!

According to a 2015 brochure from NWEA about the MAP test, it costs $13.50 per student to take the test every year. And that’s just for the Reading and Math. It costs an additional $2.50 per pupil for the Science test.

So if we estimate 1000 students at the elementary and middle school level, that’s roughly $16,000 a year to take the test.

And that doesn’t include the price of trainings like the one I had to sit through this week.

According to that same brochure, the cost for a single days training is $4,000, though sometimes it can be reduced to $3,500 if you buy the right package.

Trainings can go up to $40,000 for multiple days and an in-person trainer.

I wonder how much money my district flushed down the toilet on this garbage.

I look in my classroom closet at the crumbling books, and wonder.

I look at my steadily increasing class sizes and wonder.

My district doesn’t need the MAP test.

We need a test of basic decency for decision makers.


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What my PA Public School Classroom Would Look Like under Gov. Doug Mastriano

Just one teacher. And 33 kids.

That’s what my classroom would look like if Pennsylvanians vote for Doug Mastriano as our next governor.

The Republican state representative wants to slash education budgets in half – yes, IN HALF!

And that means doubling class size – at least.

Honestly, I don’t know how we’d cram all the desks in the room. I can barely fit 15 in there now.

Where would we put the books, computers and cabinets? The students, alone, would be wall-to-wall.

Just imagine that many middle school kids stuffed into the room arguing about who’s touching who and which classmate stole their pencil or book. Not to mention the children striving to get my attention to solve disputes, get help with classwork, ask permission to use the bathroom – and a thousand other issues!

I’d try my best to meet their needs but under Mastriano we just wouldn’t have the resources we used to have.

For example, there’s no way we could afford a school nurse at each building like we have today. We’d be lucky to have one nurse for all four buildings in the district – elementary schools, middle schools and the high school. If a student feels sick, there’s not much I could do except send the child to the office to try to call home and get a parent or guardian to pick the kid up early. And if the parents can’t make it, just let the kid put his or her head down?

What if the issue’s more psychological? There might be a school counselor somewhere in the district so a student can talk out an issue he or she is having – perhaps conflict resolution with a former friend, discuss peer pressure to try drugs or maybe deal with suicidal thoughts. But there’s probably a long waiting list to see this mythical counselor. Hopefully, the problem is not too urgent.

I feel especially bad for the special education students. Aides would be almost non-existent so many kids with special needs would have to struggle through issues with which we’d normally help them. All the individual Education Plans (IEPs) would have to be rewritten to take this new normal into account.

Even lunch would be disrupted. After all, there would be fewer cafeteria workers so it would be harder just to cook a hot meal and make sure it gets onto a tray in time for students to eat it.

There’s no doubt about it.

My classroom would be very different if Mastriano wins the gubernatorial election in November.

The former US Army Colonel who participated in the January 6 insurrection proposes slashing education funding from $19,000 on average, per student, to $9,000.

According to an analysis by the Pennsylvania State Education Association (PSEA), the plan would mean a 33 percent overall cut in public school revenue, or a $12.75 billion loss. It would require approximately 118,704 layoffs – 49 percent of all employees in schools around the state.

At my district of Steel Valley in Munhall on the western side of the Commonwealth, the situation probably would be much like I described.

I can’t imagine how any teacher could adequately tend to double the students, but I might not have to imagine it.

I’d probably be laid off.

More than half of Steel Valley’s staff would be out of a job – 92 of our current 172 school nurses, counselors, aides, cafeteria workers and teachers would be looking for work.

And that’s just where I’m employed.

Things would be even worse for my daughter where she attends McKeesport Area School District.

According to PSEA estimates, the nearby McKeesport district would lose 281 of 521 staff – a 54% reduction. Classes would go from an average of 17 students to an average of 46. That’s an increase of 29 students per class!

How can she learn in that kind of environment!? She isn’t in college yet. She isn’t in some University of Pittsburgh survey class that meets in an auditorium. She’s in middle school!

But it would be pretty similar at public schools, charter schools, career and technical centers and intermediate units across the state.

From one side of the Commonwealth to the other, we’d go from 239,902 staff to 121,198. Class size would go from an average of 16 students per class to 33. That’s an increase of 17 students per class or 109%.

However, the PSEA estimate is actually a best case scenario for Mastriano’s proposal.

Like so many wannabe big time policymakers, he is very light on the details of how we would educate the state’s 1.7 million students. This whole proposal was just something he blurted out during a March 2022 WRTA radio interview.

It’s his plan to completely eliminate local school property taxes. Funding would be provided directly to parents via “Education Opportunity Accounts,” and families could then decide whether they want a public, private, charter or home school option.

To go from a statewide average funding level of $19,000 a student to $9,000 a student requires a cut of $17.6 billion, or 53%.

But if the remainder isn’t being paid by property taxes, that’s a roughly $15.3 billion a year expenditure by the state that used to be paid by local property taxes. Where is he getting that money from? And if the state can afford to pay that much, why not just pay the full $19,000 per student and make none of these unnecessary cuts? Or why not just pay half and reduce property taxes by that much? Mastriano is not exactly forthcoming on any of this.

PSEA admits that to come up with its own estimates of the damage the organization filled in a few details. The union assumes the state would fully fund the $9,000-per-student voucher and leave other local non-property taxes and federal revenues untouched.

That might not happen. We could be looking at an even more draconian situation.

The biggest question the PSEA is sidestepping is the impact of allowing taxpayer dollars to fund so many different types of schooling.

Even under Mastriano’s plan, nontraditional educational providers like charter schools would suffer because like traditional public schools they would be receiving less funding from the state than they do now. And parents using their vouchers to pay for private schools for their children would still have to make up a pretty big gap between the amount of the voucher and the cost of private school tuition.

However, since traditional public schools serve the overwhelming majority of the state’s students, they would take the biggest hit financially. If more parents use their voucher to pay for private, charter or home schools, that’s less funding for our public school system. That means even greater cuts to student services and more staff layoffs.

Moreover, what if parents use the voucher for a fly-by-night educational option that doesn’t meet it’s obligations?

For example, according to reports by the Network for Public Education, about half of all charter schools close in 15 years. And 27% close in five years.

And when it comes to charter schools that took federal funding, 12% never even opened. They just gobbled up the cash with nothing to show for it.

What will happen to students whose parents lose their vouchers in schools like these? Who will pay for these kids to be educated? Or will they have to go without?

And when it comes to private schools, does Mastriano mean only secular private schools or does he include parochial schools? Will your tax dollars be used to pay for students religious education?

And what about the curriculum at these private schools or some home school programs? Many use texts published by Bob Jones University Press, Accelerated Christian Education, or A Beka.

The books are riddled with counter factual claims and political bias in every subject imaginable such as abortion, gay rights and the Endangered Species Act, which one labels a “radical social agenda.” They disparage religions other than Protestant Christianity and cultures other than those descended from White Europeans.

They teach that humans and dinosaurs lived at the same time, some dinosaurs survive into the present day (i.e. the Loch Ness monster), evolution is a myth disproved by REAL science and homosexuality is a choice.

Teaching these things in school is not just educational malpractice, it’s exactly the kind of indoctrination the right is claiming without evidence happens at public schools.

If someone wants to pay for such an education out of their own pocket, that’s one thing. But to ask taxpayers to fund such propaganda is something else entirely!

Thankfully, Pennsylvania voters don’t have to accept this. Not yet anyway.

There are still more than three months before the election. Voters can choose the Democratic gubernatorial candidate Josh Shapiro. He has promised to INCREASE education funding and not just blow up the whole system.

To see an interactive map of how Mastriano’s education cuts would affect your school district, click here.

For now this is only a bad dream. We still have time to wake up and vote accordingly.

Students should not have to submerge themselves in a sea of classmates and hope the teacher will have time to educate them.

We should cut class size, not increase it.

We should hire more teachers, not rely on a skeleton crew.

We should invest in education, not sell off our future for a fast buck today.


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!

The Guardian vs. the Goon: PA’s Most Important Governor’s Race

The choice for Pennsylvania Governor could not be more clear in November.

On the one hand, we have Josh Shapiro – an Attorney General who fought for Commonwealth citizens’ rights for six years.

On the other, we have Doug Mastriano, a former US Army Colonel and 3-year state representative who supported a literal coup against the United States government.

In any sane world, that would be all you’d need to know.

Shapiro, the state’s chief law enforcement officer, vs. Mastriano, a traitor who actively worked to overturn the votes of the very citizens who elected him to office.

This should not be an election – it should be a rout.

However, Commonwealth voters will need to come to the polls and make it clear that they reject Mastriano’s fascism and that they instead support their own right to determine who governs in Pennsylvania and beyond.

That sounds extreme. I wish it weren’t also true.

Following the last Presidential election when it became clear Donald Trump had lost the vote, Republican Mastriano helped organize large rallies pushing false claims of election fraud. He chartered buses to take protesters to the Capitol on January 6. He personally crossed police barricades at the Capitol during the riot, and attempted to submit “alternate” (i.e. fake) pro-Trump electors to the official count. And he even coordinated all this with Trump when he was invited to the White House to discuss the “stop the steal” strategy.

If Mastriano somehow wins the governors race, he will be in a position to basically call off Democratic rule in the state. As governor, he would choose the secretary of state — the official in charge of administering the 2024 presidential election. This would effectively allow him to pick the winner, himself.

This is not just conjecture. Mastriano has gone on record that as governor he would decertify voting machines in some precincts – making it hard to count votes there. He has even alluded to the independent state legislature doctrine, which holds that state legislatures can name whoever they want as the recipient of a state’s electoral votes, regardless of who voters select.

This is not conservatism. It is not protecting American values or law and order. It is the opposite.

By contrast, Shapiro, the Democrat in the race, is a model of exactly those qualities usually associated with sobriety and efficiency.

As Attorney General, he fought federal government overreach including Trump’s travel ban. He filed a lawsuit to stop religious organizations denying health coverage including contraceptives to employees. He joined a lawsuit against for profit colleges resulting in a $168 million settlement. He reached an agreement with federal officials to prevent the distribution of blueprints for 3D printed firearms. He launched an investigation of allegations of sexual abuse by members of the Catholic Church including a Grand Jury report alleging the sexual abuse of more than a thousand children at the hands of more than 300 priests.

In short, he worked hard to protect the people of this Commonwealth.

And the difference is stark on so many other issues when compared head-to-head.

Shapiro supports increasing public school funding. Mastriano wants to cut it in half.

Shapiro wants to increase security and gun regulations to prevent school shootings. Mastriano wants to give teachers guns and let them do the shooting.

Shapiro has fought to protect women’s reproductive rights against the state. Mastriano supports the state telling people what to do with their own bodies.

And on top of all that – Mastriano has ties to White Supremacists!

Until recently, his campaign paid consulting fees to Gab, a white nationalist social media site owned by anti-Semite Andrew Torba. Gab was the site that helped inspire the Pittsburgh Tree of Life Synagogue mass murder in 2018. Torba and others on the site that Mastriano was explicitly looking to for support commonly champion Great Replacement theory and support Vladimir Putin.

No skeletons of this type have been found in Shapiro’s closet.

The worst anyone has found so far is a $100,000 donation from Students First PA, a charter school advocacy group, which he took money from when he was running for Attorney General in 2016. However, Shapiro made no effort to hide the donation and his voting record when he was a state representative was not pro-charter. In 2011, for example, he voted against a measure to provide tuition vouchers of charter schools, and he has been a vocal critic of the industry for years. Moreover, neither Students First PA nor any other pro-education privatization organization that I can find has made any significant donations to him this election cycle so far.

The way I see it, this is a simple – if terrifying – election.

Shapiro is not perfect, but if elected, he would function similarly to current Governor Tom Wolf. He would be a guardian against the overreach and bad decisions of the gerrymandered Republican legislature.

One can hope voters throughout the Commonwealth would take back their individual voting districts from the extremists, but given the still uncompetitive lines of these districts, this seems unlikely.

So we need a Wolf, we need a Shapiro, standing on the battlements stopping the goons like Mastriano from taking advantage of the majority of us.

Shapiro would certainly do that. He might even go farther and fight to find ways to get real change through the legislature. But even if he can’t do that, voting for him is essential.

Mastriano may simply be the worst candidate for governor in the Commonwealth’s history – and that’s saying something!

We need Shapiro. We need Austin Davis as Lt. Governor. And we need John Fetterman as Senator.

That would make a huge difference both nationally and throughout the state.

It would set us up with a firm foundation and at least keep people safe from the worst.

I know it is depressing to be put in this situation constantly. Every election cycle seems to be the most important because the country is falling apart. Maybe we can find a way to turn things back and reach some level of sanity. But we can’t do anything unless we elect Shapiro, Davis and Fetterman.

We need the guardians against the goons.


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!

 

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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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!

 

Dr. Tia Wanzo is the First Black Superintendent at McKeesport Area School District

It only took 138 years, but McKeesport Area School District finally has a Black Superintendent.

Dr. Tia Wanzo was sworn in yesterday at a well attended special meeting of the board.

Dr. Wanzo had been Assistant Superintendent under outgoing Superintendent Dr. Mark Holtzman who left the district for a corresponding position at Beaver Area School District at the end of June.

The McKeesport district, established in 1884 and located just southeast of Pittsburgh, Pennsylvania, has had a sizable Black population for decades. According to the National Center of Education Statistics, the district is 71 percent white and 23 percent Black. It serves the City of McKeesport, and boroughs of Versailles, Dravosburg and White Oak as well as a small portion of South Versailles Township.

“It’s an honor to sit on the board at this time as history was made,” Board Member LaToya Wright Brown wrote on a Facebook post.

“Dr. Wanzo is the first African American to be appointed in the role of superintendent at MASD. I look forward to working in collaboration with our central administration teams, MASD staff and communities to give our students what they deserve.”

Dr. Wanzo will be paid $165,000 per year – $25,000 more than Dr. Holtzman had been paid in his original contract from March 29, 2017.

The board voted unanimously to hire Dr. Wanzo as Superintendent though School Director Matt Holtzman – the former Superintendent’s brother – was absent.

During the previous administration, Dr. Wanzo was often put in difficult positions.

In 2019 when the ACLU of Pennsylvania filed a federal civil rights lawsuit against the district on behalf of 11 district students, she had the difficult job of defending her boss, Dr. Holtzman, while still advocating for the students.

Dr. Holtzman, who was named in the suit, refused to let the students 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.

Dr. Wanzo was quoted in the Pittsburgh Tribune Review on the matter as follows:

“The frustrating part is the students clearly did not understand that they’re in the middle of this. And also, it’s frustrating that they feel that we are telling them they cannot do that, you’re not allowed to have this club, because that was never ever stated by any of us.”

The district eventually reached a settlement agreement with the American Civil Liberties Union and the students.

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.

Dr. Wanzo was also put in a difficult position more recently when the previous school board voted to extend Dr. Holtzman’s contract two years before it expired – a potential violation of state law.

Dr. Holtzman resigned and was rehired at the same board meeting. When this proved contentious, the previous board did the same thing a month later for Dr. Wanzo and then claimed any criticism of what they did for Holtzman was either unfair for not including Wanzo or racially motivated because Dr. Wanzo is a person of color.

The matter concluded with Dr. Holtzman leaving the district.

Unlike her predecessor, Dr. Wanzo spent her entire career at MASD. She was a fifth grade teacher at Francis McClure Middle School, a second grade teacher at White Oak Elementary School, a fourth grade teacher at Cornell Intermediate School, Assistant Principal at Founders’ Hall Middle School, and ninth grade principal at the high school.

She graduated from the district and still lives in its borders. As a student, she attended Centennial Elementary, Cornell Middle School, and graduated from McKeesport High School in 1997. 

She has a BA in Elementary Education from Clarion University, a degree in Educational Leadership from Carlow University, and a Doctorate in Educational Leadership from Duquesne University.

Hopefully she will be able to lead the district to a brighter future.

To many students she may appear a beacon of representation as well as proof that a student from McKeesport can rise to the top.

WATCH DR. WANZO BEING SWORN IN:


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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.


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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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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!

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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