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.


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

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

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

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

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

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

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

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

And we only have about 3.2 million teachers nationwide!

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

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

So what are we doing about it?

Surprisingly, something!

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

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

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

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

Such a measure is long overdue.

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

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

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

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

Some states have already taken action.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What could we do about it?

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

 Money

 Autonomy

 Respect.  

And in the short term we need: 

 Less Paperwork

 Reduced case load

 Dedicated planning periods

But don’t take my word for it.

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

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

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

It’s a problem of exploitation and normalization. 

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

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

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

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

But we also have to start paying teachers more.

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

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


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

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

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


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


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


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


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

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


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


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


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


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


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


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

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


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


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


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


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


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


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


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


 
Public health should be decided by scientists not school directors


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


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


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


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


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


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


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


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

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


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


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


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


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


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


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


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


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


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


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


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


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


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

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


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


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


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


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


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


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


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


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


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


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


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


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


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


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


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


 
We Must Fight 


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


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


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


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


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

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


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

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


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


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


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


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


 
It will require collective action. 


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


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


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


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


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


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


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


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


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


 

 


 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

 

Every Teacher Knows

I tried to compile a list of things that every teacher knows. I thought it might be helpful to see what kinds of things all teachers understand but that the general public probably doesn’t grasp.

Here’s my list.

Every teacher knows:  

You can’t force students to learn.  

You can’t control what students learn or think. You can only encourage them to learn and think. 

All students can learn something. Most will not learn everything you’re trying to teach

Relationships are more important than curriculum. 

Race, ethnicity, gender, sexuality, identity all matter in the classroom.  

Students who feel safe and cared for engage more in the process of schooling than those who don’t. 

Home life affects academics – positively and negatively. 

Almost all parents want the best for their kids, but most are struggling to achieve it. 

The best teacher cannot make up for an absent or abusive parent. 

It is important to differentiate instruction but there is only so much differentiation a single person can do effectively. 

Special education is vitally important but it is an unfunded mandate that demands teachers and schools provide services without providing the funding or tools to get things done. 

Class size is important, and most classes would be better with fewer students. 

Education is more of an art than a science

Learning is not quantifiable. It cannot be measured like a physical quantity.  

Standardized tests are poor ways to assess learning. Teacher created tests are better ways to assess learning. Student projects are often the best way to assess learning. 

Student test scores are poor ways to assess teachers. The best way is peer observation of teachers in a classroom context with the nonpunitive goal of improving instruction. 

Per pupil spending has a positive impact on academic outcomes. And in general the more per pupil spending, the better. 

Teachers get no respect

Politicians are afraid of the power teachers have over the next generation. 

Education is a pawn in the culture war. Most things politicians and policymakers say about education are untrue. 

Decision makers rarely listen to teachers

There are very few bad teachers who last beyond 3-5 years in the classroom. There are many bad administrators who spent very little time in the classroom. 

Public school teachers with 4-year (or more) degrees are generally better at their jobs than teachers with emergency certifications, Teach for America temps and uncertified charter school teachers

Teachers’ working conditions are students’ learning conditions. 

Teachers absorb student trauma. Whether intentionally or not, students often hurt their teachers – emotionally and/or physically. Teachers sometimes hurt their students. 

Teachers’ safety, well-being and health are not valued by most school districts. 

Teachers are not paid a fair wage for the work they do, the amount of education required to get the job, and the impact they have on the lives of their students. 

Teachers are not able to use the bathroom during most of the school day

Teachers do not have enough time untethered to students to plan, collaborate and speak to parents effectively. 

Most paperwork teachers are required to complete, most meetings teachers are required to attend, and most professional development teachers are required to undergo is meaningless. 

Teachers are expected to put their students before their own children and families. 

Teachers are expected to take work home every day, and they often feel guilty if they don’t. 

Teachers are expected to correct the wrongs of every level of society – and accept all the blame. 

Teaching is one of the most important jobs in the world. 

Teachers make a difference every day. 

Many teachers who love their jobs are considering leaving at the first opportunity


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!

A Teacher’s Wish

 

People often ask me what I’d change about education if I could change just one thing.

But they don’t seem to realize that our schools are kind of like Jenga – if you change one thing, you might set off a chain reaction and it all comes tumbling down.

Change one thing – the RIGHT thing – and you may change all of them.

Maybe even for the better!

Why worry about that now?

Monday is my birthday. I’ll be 48.

Old enough to know that birthday wishes don’t come true. Unless maybe you wish for cake and ice cream.

But I can still see myself staring into the candles as friends and family sing the obligatory tune.


The orange flames wave back and forth atop tiny wax fingers threatening to burn down the whole chocolatey confection.  

But before they do, I just might give in and make a wish – a birthday wish – and….

You never know!!!

So here goes.

Candle burn, candle bright,

Let me strive to make things right,

I wish I may, I wish I might,

Have the wish, I wish tonight…

 
I wish there were no more standardized tests.  


 
No more judging kids entire academic year based on their performance in a few hours of multiple choice Hell.  


 
No more assessments where a multiplicity of nonacademic factors like parental income, childhood trauma and corporate bias are hidden behind a numeric label.  


 
No more evaluations based on eugenics and pseudoscience. No more tests supported by the bottom line of corporations who make money creating the tests, grading the tests and selling us the remediation materials to retake the tests.  


 
That, alone, would make such a difference.  


 
No more teaching to the test. No more narrowing the curriculum. No more pressure to increase test scores.  


 
Just the freedom to teach.  


 
To empirically observe a classroom of students, see what they need and try to help them get it.  


 
And since I’m overturning that stone, I’ll topple another one. 


 
I wish schools were budgeted fairly.  


 
Not equally, mind you, but fairly.  


 
I wish every student got all the resources necessary to meet his or her needs. No! I wish they got MORE than enough.  


 
I wish we funded schools the way we fund the military! I wish schools had money flowing through them like a river of gold. I wish school buildings were marble palaces where the community could come together and learn and play and talk and interact. 

Imagine how that would impact class size.

No more 20-30 kids stuffed into a single classroom with just one teacher between them.

No more trying to differentiate, grade, instruct, counsel, and inspire until there’s nothing left of you at the end of the day.

No more being on stage every moment but instead having dedicated times untethered to students where you can actually think about things – how to teach this or that, what students really meant when they made certain comments, how to best help parents…

But wait there goes another pebble!

I wish there was no school privatization!

And I do mean NO school privatization.

There shouldn’t be schools for some kids and schools for others.

We should differentiate by need but not by income bracket. We shouldn’t divide kids up based on race, ethnicity or their parents biases.

No more prep schools. No more parochial schools. No more prestigious academies. No more charter schools. No more home schools.

Just public schools of every shape and size.

Schools funded by everyone to teach everyone’s kids. No place to hide money for some and deprive it from others.

Oops! There goes another stone overturned!

I wish there were no more segregated schools.

No more districts or buildings or classes focusing mostly on white kids, or black kids, or rich kids or poor kids.

Silly privatizer, schools are for ALL kids. All kids mixed together. Because only then can we ensure they all get equity and that they learn the true face of America.

Only then will they learn how to get along, how to understand where they’re coming from and how to embrace their differences.

Uh-oh! Did you hear that!? There went a whole mountain of stones!

No more profiteering off children!

No more data mining!

No more developmentally inappropriate standards!

No union busting!

Teaching could become a calling again.

Educators would no longer be seen as overpaid babysitters but trusted pillars of the community.

They’d be respected – their opinions sought after in educational issues like diamonds.

And the pay! No longer would any teacher need to work more than one job! They’d be compensated like professional athletes. Maybe there’d even be a draft in each state where the most promising prospects out of college would be fought over by schools with children who they think would best be served by their hire.

Imagine a country like that! One that put children first by putting education first!

Imagine how it would change the landscape. Adults who grew up in such a system would be pretty hard to fool because they’d be critical thinkers.

No political charlatan could come in and bamboozle them with nonsense and charisma. No corporation could trick them into pyramid schemes and tax evasion.

No wars for oil.

No climate denial.

No banning books.

No gun ownership without strong regulations.

No lack of social services, public healthcare, public goods!

Ah! It would be a much better world I think if my wish came true.

But…

Oh…

Sigh!

I don’t see it happening.

No even a little of it.

After two decades in the classroom, the wind always seems to be blowing against such things.

But then again, I have a chance to change the wind come Monday.

We all do.

If you’ll help me blow out the candles.


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!

The Endless Humiliation of Teachers


 
 
Comedian Rodney Dangerfield used to joke that he got no respect. 


 
For this punchline to work today he’d probably have to be a teacher. 


 
Because few other professions are less appreciated. 


 
A viral video making the rounds on social media shows South Dakota educators scrambling to pick up $1 bills in a hockey game sideshow.  


 
This was an opportunity for them to grab a few hundred dollars to buy school supplies for their classrooms.  


 
Can you imagine any other professional doing that?  


 
Lawyers giving foot rubs so their clients can get an appeal. Doctors grubbing on a bathroom floor for their patients’ pain pills. Police squeezing into a cash grab booth to fund new bullet proof vests. 


 
Nope. It would never happen because these careers are held in high esteem. And you can tell that based on their salaries and/or the resources provided to do their jobs.  


 
But teachers… We seem to have a perpetual “Kick Me” sign taped to our backs


 
We’re underpaid given the years of schooling necessary for employment. 


 
We’re given huge classes and few supplies. (In fact, we’re expected to buy pencils, books, tissues – whatever our students need.)  


 
We’re scapegoated for every social ill in the country but whenever it comes time to find solutions, we’re ignored completely in favor of tech billionaires many of whom dropped out of school and “earned” their fortunes based on loans from rich parents or corporate welfare.  


 
But somehow WE have to grovel on the floor to scrape together enough money to take care of other people’s kids. 


 
It makes me want to throw up.  


 
I can almost hear the reality show TV producers queuing up to make pitches for their next project.  


 
“How about this? Teachers trapped in the woods have to take each other out with paint guns and the last one gets a new set of textbooks!” 


 
“What’ll we call it?” 


 
“How about The Hungry for Education… er… Games?” 


 
“I’ve got a better one. We have high school biology teachers compete for a chance to pay off their student loans by answering trivia questions about marine biology…” 


 
“Yeah and we could call it Squid… er… Game?” 


 
“Try this one on for size. Teachers competing in a marathon to win a HEPA filter to reduce Covid-19 in their classrooms …” 


 
“Ooooh! We could call it The Running… er… Man?” 


 
I’d say this is post-apocalyptic humor but there’s nothing post about our pandemic world.

 
 
The disrespect for teachers has been a fact of our society for decades


 
The University of Pittsburgh made headlines recently for bringing back its undergraduate teaching program. For the last 30 years the school only offered masters or higher teaching degrees. But now that so few college students are entering the field, the university thought it made sense to entice them with the relatively lower cost of undergraduate classes.  


 
To which I thought – yeah but who is going to apply? 

Who wants a job that requires you to be a rodeo clown?

Who wants to have to mortify themselves in the Circus Maximus?

“Are you not entertained!?”


 
“Come one, come all – to be underappreciated, underpaid and overworked!” 


 
“Hurry! Hurry! HURRY to proctor standardized tests for poor students and be judged by their low socioeconomic test scores!” 


 
“Gather Round! Gather Round! The one! The only job that takes a genuine calling to help kids learn and makes you so miserable you’ll run away screaming!” 


 
Undergraduate classes won’t be enough. 


 
We need structural solutions to the problem:  


 
Money


 
Autonomy


 
Respect
 


And in the meantime: 


 
Less Paperwork


 
Reduced case load


 
Dedicated planning periods


 
But the problem goes deep.  


 
We live in a country where a significant percentage of the population is skeptical of the value of education.  


 
They don’t want anyone to challenge their preconceptions about race, religion, economics, politics, science, history! No wonder they hate teachers so much! 


 
We might inspire their kids to have an original thought!  


 
We might light the flame that would burn down a different path, and if there’s one thing these people hate, it’s difference.  


 
The worst thing in the world for some folks is raising kids that aren’t carbon copies of their example.  


 
So why not degrade teachers at every opportunity?  


 
Why not have them panhandle for cash instead of funding their classrooms? 


 
Why not have them hustle and scrounge to make their jobs even slightly bearable? 


 
Why not have them beg, borrow and steal for the slightest fraction of economic viability?  


 
Because the less attractive we make the job, the fewer people who’ll apply.  


 
As a society that suits us just fine. 


 
Humiliating teachers is about avoiding humiliation. 


 
For those who refuse to be educated. 


 
 
 
 


 

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!

Stop Normalizing the Exploitation of Teachers 

 

Nearly everyday I get to school only to be confronted by the call-off sheets


 
Pages and pages of people who aren’t coming in to work – and the substitute teachers assigned to take over their classes.


 
Yikes, it’s a long list today.

I see Mrs. K is still out. She was sobbing in the faculty room last week. Wonder what that was about.

Rumor has it Mr. C was rushed to the nurse to have his blood pressure taken after his face turned beet red in the middle of his last class yesterday. Not a shock that he’s missing.

And Ms. P’s out again. I can’t blame her. If one of my students attacked me, I’d have trouble coming back, too.

My eyes pour down the names of absent teachers and present substitutes only to find the one I’m dreading – my own.

I’m expected to sub for Mrs. D’s 8th period – again.

Great.


 
Too many kids I barely know stuffed into a tiny room. Last time there was almost a fight. Will they even listen to me this time?

I have my own classes. I shouldn’t have to do this.


 
But that’s exactly what’s expected of teachers these days.  


 
If your colleagues are absent and there aren’t enough subs, you have no choice. You have to fill in somewhere.  


 
Normally, I wouldn’t mind all that much. After all, I AM being paid for doing the extra work. But day-after-day, week-after-week, for months on end – it’s exhausting.  

It’s not my responsibility to make sure every room in the building is covered.  


 


I never applied to fix the district’s supply and demand issues. 


 
It makes it harder to do my own work. Beyond the increased stress of being plopped into a situation you know nothing about, subbing means losing my daily 40-minute planning period.  


 
Grading student work, crafting lessons, reading IEPs, doing paperwork, making copies, filling out behavior sheets, contacting parents, keeping up with Google Classroom and other technologies and multi-media – one period a day is not nearly enough time for it all.

Not to mention it’s my only chance outside of lunch that I can go to the bathroom.  


 
And now I don’t even get that! If I’m going to do even the most basic things to keep my head above water, I have to find the time somewhere – usually by stealing it from my own family


 
Even under normal circumstances I routinely have to do that just to get the job done. But now I have to sacrifice even more!  


 
I’ll be honest. I often end up just putting off the most nonessential things until I get around to them. 


 
This month, alone, I’ve only had four days I didn’t have to sub. That’s just four planning periods to get all the groundwork done – about one period a week. Not even enough time to just email parents an update on their children’s grades. So little time that yesterday when I actually had a plan, there was so much to do I nearly fell over.  


 
When I frantically ran to the copier and miraculously found no one using it, I breathed a sigh of relief. But it turned into a cry of pain when the thing ran out of staples and jammed almost immediately.  


 
I didn’t have time for this.  


 
I don’t have time for things to work out perfectly! 


 
So like most teachers after being confronted with the call-off sheet for long enough, that, itself, becomes a reason for me to call off. 

I am only human.


 
I figure that I might be able to do my own work today, but I’m just too beat to take on anyone else’s, too.

Some days I get home from work and I have to spend an hour or two in bed before I can even move.

And my health is suffering.  

I’ve had more trips to the emergency room, doctor’s visits, medical procedures and new prescriptions the beginning of this year than any other time I’ve been teaching.


 
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. 


 
The way we mishandle call-offs is a case in point. 


 
When so many educators are absent each day, that’s not an accident. It’s the symptom of a problem – burn out.  


 


We’ve relied on teachers to keep the system running for so many years, it’s about to collapse. And the pandemic has only made things worse.  


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


 
And now we’re screaming in pain and frustration that we can’t go on like this anymore. That’s what the call-off sheet means. It’s a message – a cry for help. But few administrators allow themselves to see it. 


 
They won’t even admit there is a problem.  


 
I can’t tell you how many times I’ve heard principals and administrators talk about the call-off sheet like it’s an act of God or a force of nature like a flood or a tornado.  


 
No! This wasn’t unpredictable! This didn’t just happen! It’s your fault!  


 


If there have been a high number of call-offs nearly every day for the past few weeks, it’s not a freak of nature when it happens again today! Administrators are responsible for anticipating that and finding a solution. 


 
This is not a situation where our school leaders are helpless. 


 
There are things they 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 us a break and an opportunity to heal from the years of overburdening.

These are just the short term solutions – the things that don’t require money or political will


 
However, most administrators refuse to do any of it! They refuse to even admit there is a problem.  


 
They’re happy to just let teachers keep picking up the slack


 
That’s what I mean by normalization.  


 
It’s taking a bad situation and redefining it as usual, typical and expected. 


 
It’s like saying “This is the way things are now. This is school. This is our new baseline.”  


 
However, it is not sustainable! 


 
We cannot continue to apply the old model of public schooling to the problems we have today. It didn’t work before the pandemic and now it is frayed to the breaking point.  


 
When the first wave of Covid-19 washed over us and many schools went to online learning, leaders promised we’d rebuild back better when they finally reopened. 


 
This was the perfect chance, they said, to change, to reform the things that weren’t working and do all the positive things we’d wanted to do for years.  


 
Even at the time I thought it was rather optimistic to the point of naivety. Time has proven me correct.

 


 
Since schools have reopened, there has been no rebuilding back better. We’ve been forced to accept things worse.  


 
Teachers were already trickling away from the profession before Covid-19 was even discovered. Now they’re running away in droves.  

Standardized tests were always poor assessments of student learning. Now we’re encouraged to spend every minute teaching to those tests to overcome the bogeyman of “learning loss.”

Poor and minority students often suffered more traumas and insecurities than their wealthier and more privileged peers. Now after as much as two years of online learning, student trauma is the norm. Kids lack the basic social skills needed to communicate without fighting and they’re taking out their frustration on their teachers.

It’s a raging dumpster fire. And few people in a position to take action have the courage to do so.

Few are even brave enough to admit the dumpster is on fire.

Teachers cannot be exploited forever.

Even we have our limits.

We want to be there for students and their families, but we can’t do that if we’re sick and suffering.

We are a renewable resource but we need renewed.

If society is not willing to do that, there will be none of us left.

The call-off sheet will stretch to the horizon and there will be no one there to take our 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!

What is Taught in Public Schools? Volunteer as a Substitute Teacher and See for Yourself! 

Some lawmakers want more transparency in public schools.

Meanwhile, there’s a nationwide substitute teacher shortage.

It seems to me we can solve both problems at once.

PROBLEM 1: BOGUS LEGISLATION

Pennsylvania state Representative Andrew Lewis is terrified that students are being taught things in school.

Things like history and science and – oh my word! – socialism.

To make sure this doesn’t happen, the Republican businessman is sponsoring a bill requiring public schools to post curriculum materials online.

This would include a course syllabus or written summary of every class, the state academic standards for each course, and a link or title for every textbook used.

It sets up a mountain of paperwork for the state’s already overburdened teachers to repeat information that’s readily available elsewhere.

Moreover, the whole thing is really just a political sham to stoke the radical Republican base. The measure has little chance of actually being implemented.

The bill (HB 1332) passed the House largely along party lines last week with a few Republicans joining Democrats against it.

Now it is set for a full vote by the Senate where it will probably sail through with GOP support after which Democratic Governor Tom Wolf has already promised to veto it.

So why is Lewis putting on this dog and pony show?

In a now deleted Facebook post, the 33-year-old Dauphin County man wrote:

“Parents need to be in the driver’s seat when it comes to education, not some out-of-state textbook publisher teaching heaven knows what (hint: anti-American socialism) to our students.”

Apparently Lewis doesn’t understand that parents vote and serve on school boards that, in fact, pick the textbooks which are used in public schools.

Moreover, I guess no one told him that state law already requires that public schools give parents and guardians access to information about instructional materials.

Or that Medicare, Social Security, Minimum Wage and Child Labor Laws are all examples of – GASP! – socialism.

Lewis and other Republicans continue to spread the insinuation that something nefarious is happening behind the closed doors of our public schools.

Well guess what, fellas! Those doors aren’t closed at all.

PROBLEM 2: SUB SHORTAGE

Nationwide there’s a substitute teacher shortage. And you can apply!

Even schools in the Keystone state are scrambling to find enough subs.

If you want to know what happens in public schools, you can do better than clicking on some Website. You can actually volunteer to come in and cover an absent teacher’s class!

“Substitute lists are very small in most districts,” says Mark DicRocco, Executive Director of Pennsylvania Association of School Administrators (PASA).

The organization reports that the Commonwealth is experiencing a dramatic decline in the supply of new teachers. 

The number of state Instructional I licenses granted for all subject areas in grades K-12 has decreased by at least 49% from 2011 to 2018. 

About eight years ago, 40,000 teachers were graduating from Pennsylvania colleges a year. This past year, it was only 14,000. 

That means not only fewer classroom teachers to replace those who retire, but fewer substitute teachers to take over for professional absences.

The situation has gotten so bad that the legislature (on which Lewis serves) had to pass a new measure allowing college students who are studying education to fill in as substitutes.

Many districts such as Erie, Greater Latrobe and State College have increased substitute pay to entice more people to apply for the job.

And, frankly, almost anyone can do it.

Even folks like Lewis and his Republican buddies! Heck! The legislature is only in session a few weeks every month! They have plenty of time to moonlight as substitute teachers and get the low down about what’s really happening in our public schools!

To be a sub in most public school districts in Pennsylvania, essentially all you need is a bachelors degree (it doesn’t even have to be in education) and pass criminal background checks.

Districts that aren’t experiencing a shortage may require a teaching certificate as well, but beggars can’t be choosers. In districts where it is hard to get subs (i.e. those serving poor and minority kids) you can get emergency certified for a year.

And many states are lowering the bar even further!

In Oregon, where the shortage of subs is even worse, the state is even temporarily waiving the need to have a bachelor’s degree!

SOLUTION: VOLUNTEER AS A SUB

Just imagine!

Republicans uneasy about public school can get in there and see it all first hand.

And they’ll even get paid to do it!

Not as much as they make as lawmakers. Pennsylvania’s legislature is paid the third highest salary in the country! Way more than classroom teachers or certainly substitutes. But they’d get remunerated for their time.

All they’d have to do is watch over classes of 30 or more real, live students!

Not only would lawmakers have a chance to look over teacher’s lesson plans, but they’d get detailed instructions from the absent teacher about how to actually teach the lesson!

They’d get to interact with principals as they’re told which additional classes they have to cover in their planning periods and which extra duties they’d be responsible for performing.

They’d get to do things like monitor the halls, breakfast and lunch duty, watch over in-school suspension, and – if they’re lucky – they might even get to attend a staff meeting and be front row center for all the educational initiatives being conducted in the school!

If our representatives took this opportunity, they would learn so much!

They might even understand that this critical race theory thing they’re being warned about on Fox News and on talk radio isn’t actually taught in public schools. It’s a legal framework you only find in colleges and universities, and even there it’s mostly in the law department.

They’d see that indoctrination isn’t really something we do in public schools.

I mean, sure, we encourage kids to stand for the pledge to the flag and things like that but when it comes to telling them how to think – that’s not a public school thing. That’s a private and parochial school thing.

They’d see that public school lessons give students information on a subject but then ask them to come to their own conclusions about it.

They’d see our students struggle with large class sizes, crumbling infrastructure and facilities, and an overabundance of standardized tests.

They’d see kids grappling with social and emotional needs caused by the Covid-19 pandemic, generational poverty, and systemic racism.

They’d see the scarcity of resources available to classroom teachers to meet those needs and the profusion of expectations heaped on them. (For example, the expectation of bills like HB 1332 that they post all their curriculum and daily lessons on-line in addition to everything else they have to do on a daily basis.)

They’d see the dangers of putting themselves on the front line of a global pandemic and in the line of fire of potential school shooters without adequate gun safety laws.

In fact, this would be such an educational experience, I think legislators on both sides of the aisle should take advantage of this unique opportunity.

And not even just those in Harrisburg. What better way for school directors to understand the institutions they’re overseeing than to volunteer as subs? What better way for the mayor and city council to understand the needs of children than putting themselves in the classroom when the teacher can’t be there?

Instead of pontificating about the culture wars, class grievances, business interests or innuendos, lawmakers might actually learn what the real problems are in our public schools and what needs to be done about them.

It could make them better public servants who craft legislation that would actually do some good in this world and not – like Lewis – just showboat to enrage partisans and stoke them to vote for people willing to feed their fears and prejudices.

Any takers?


 

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!

Thank you, Gov. Wolf, for Reissuing a Mask Mandate for PA Schools. Time for Next Steps

My daughter’s school has been open for seven days so far this year.

The school where I teach has been open three days.

Masks optional at both.

Do you know how terrifying that is for a father – to send his only child off to class hoping she’ll be one of the lucky ones who doesn’t get sick?

Do you know how frustrating it is for an educator like me trying to teach while unsure how long your students will be well enough to stay in class? Unsure how long you will?

The Centers for Disease Control (CDC) warns we should wear masks in school to protect from Covid-19, especially the more virulent delta variant.

So does the American Academy of Pediatrics, the Nationwide Children’s Hospitals Care Connection, the Allegheny County Department of Health…

And just about every doctor, immunologist and specialist at UPMC as well as the Pennsylvania State Education Association, and the National Education Association and the American Federation of Teachers.

Heck! Even the Pittsburgh Post Gazette’s editorial board – not always a bastion of good sense – called the decision to mask in schools a “no brainer.”

But somehow my duly elected school board couldn’t find the courage to enact that advice.

The school directors where I work refused to even explain their reasoning behind denying the precaution.

But BOTH groups promised to abide by any mandates handed down from on high.

It seemed that neither group had the courage to make the decision, themselves. They just passed it on to parents knowing full well that there would be no consistency.

Gather together a large enough group of anyone and it’s doubtful they’ll all agree on anything. And all it takes is one or two people to come to school unmasked to infect everybody there!

Thank goodness for Governor Tom Wolf.

Today he announced a mask mandate at all preK-12 schools, both public and private, and licensed child care centers beginning next Tuesday.

The mandate comes after three weeks of Wolf refusing to take this step.

At first, he said he was going to leave this up to the individual school boards – but they dropped the ball.

Only 36.8% of districts throughout Pennsylvania enacted some form of mass mandate on their own, though they serve 53.25% of students.

That’s 184 districts with some form of mask requirement, 307 optional and 9 unknown.

What a disgrace!

It just goes to show that the great majority of school directors in the Commonwealth are cowards, stupid or both.

If the voters don’t rise up and replace these fools, we will only have ourselves to blame.

They have betrayed the public trust.

They should be hounded from our midst, unfit to even show themselves in society.

To put kids lives at risk because you haven’t the guts to take the responsibility! Or worse, to be so idiotic as to distrust nearly every medical professional, scientist, immunologist or specialist!

As a state, and as a country, we have been given an intelligence test – and our leaders have mostly failed.

I am thankful Governor Wolf acted.

Finally.

Wolf’s emergency powers to sustain a state disaster declaration were curtailed by voters in the May election.

Another failure of voters to turn out and support one of the few people with the courage to protect our children.

However, May’s referendum did not affect the Wolf administration’s ability to implement a masking order or other public-health rules under the state’s disease-control law. The Pennsylvania Department of Health has the authority to issue a statewide mask order for K-12 schools under a state law that empowers the department to take appropriate measures to protect the public from infectious diseases.

To his credit, Wolf tried to work with the legislature to get this done.

He asked the Republican-controlled state House and Senate to come back in session and vote on the matter. But since they prefer politics to safeguarding children they refused.

We are fortunate to have at least one adult in Harrisburg – and he lives in the Governor’s mansion.

However, we can’t get complacent.

This mask mandate is only step one of what needs to be done.

As many other states have done, we need to require all school employees to get the Covid vaccine or provide proof of regular negative COVID tests just to enter educational buildings.

Right now children younger than 12 are not eligible to be vaccinated. We need to require those young people who are eligible to get the vaccine or provide them with an alternative like remote learning. And when the vaccine has been cleared for all children, we need to add it to the long list of other vaccines children already need to get to enter school.

We need an influx of funding to make it possible to keep kids in school and still keep them socially distanced. As it is now, this is nearly impossible – I speak from experience.

The school where I teach has hardly any social distancing, and frankly we can’t have in-person school without more classrooms, more teachers, more space.

We need to bring back cleaning protocols to make sure every classroom is properly disinfected between periods. We need to ensure that school buildings are properly ventilated.

Will this be expensive? Probably, but if we could waste $300 million a day for two decades in Afghanistan that resulted in NOTHING, we can afford to properly fund our schools for once!

But most of all, we have to come to an understanding – the pandemic is not over – and it will not be over until enough of the general population is vaccinated.

Are you frustrated by masks? Are you frustrated we have to keep going back to these safety precautions?

Me, too.

But these precautions can’t go away just because we’re frustrated. People have to understand that the only way they will go away is if everyone does their part.

Going out in public unmasked should bring severe social consequences.

People who recklessly put the lives of others in danger just because they don’t feel like being bothered deserve the cold shoulder.


They should be stigmatized, rebuffed and ostracized.

Let me be clear. I’m not talking about physical violence. I’m talking about social consequences for acting like an Asshole.

We need to grow up.

Actions have consequences.

We need a functioning society.

And communities that can’t even come together to protect their own children are nothing of the sort.

It’s way past time we took action.

Gov. Wolf has put us on the path, but this is not over.

This is just the beginning.


 

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What I Don’t Want My School to be Like this Covid Year

I’m going to confess something.

I don’t like wearing a mask.

For a few hours on Halloween it’s fine, but trying to teach middle schoolers through a piece of fabric for 8 hours a day is no one’s idea of professionalism or efficacy.

You know what else?

I hate getting shots.

When they put that vaccination needle to my arm, I had to turn my head away and think about something else. Both times.

But guess what?

I did them.

And I am still WILLING to do them again.

If teaching in 2021-22 requires wearing a mask and even getting a third booster to the Covid vaccine, I’ll do it.

You know why?

Because I am an adult.

Even if we have to go back to teaching students completely on-line (which I don’t want to do), I’ll put on my big boy pants and do it.

It’s not optimal. It causes problems for working parents, but it’s better than the alternative if infections continue to rise.

I’m not saying I like it.

I’m not saying I want to do any of this, but we have to deal with the world as we find it.

I don’t want to have to teach during a pandemic, but that’s the world we’re living in.

That’s the world we’ve MADE.

Time to face it.

After a summer where not enough people chose to get vaccinated, Covid-19 cases are on the rise again. And now we have the new more contagious delta variant that can even infect and be spread by those who got the shot.

We had a chance to turn things around in June and July. Frankly, we blew it.

Restrictions were lifted too early. Safety precautions continued to be politicized. Folks just pretended it was over.

All we had to do was be cautious and get our Fauci ouchies.

Not enough of us did.

So here we are.

I’m going to be honest with you.

I don’t want this school year to be as bad as last year.

The last year and a half has been a nightmare for classroom teachers like me.

We were teaching remote, then in-person, then BOTH at the same time! Social distancing was erratic because there just wasn’t the space, some students were chronically absent, kids and adults got sick every week but the authorities could never seem to admit anyone might have caught the disease at school…

I watched my district and most of those around me fail at almost every level.

And just when we looked to the government for support, we were told to waste whatever class time we were able to scrap together on another meaningless standardized test.

It was a year that left me feeling blamed for things beyond my control and silenced from the decision making process.

I felt unsafe, subordinate, impotent and neglected.

And I don’t want to do that again.

It’s no wonder that one in four teachers might not return to the classroom this year according to a survey given at the beginning of 2020 by the Rand Corporation.

Research from Education Week published this week had similar findings. According to Lora Bartlett, an associate professor of education at the University of California, Santa Cruz, 20 percent of teachers either have already left the profession or are actively seeking employment elsewhere.

Most years teaching has an 8% attraction rate, according to the U.S. Department of Education. 

Educators like me are simply sick of being ignored, scapegoated, deprofessionalized and or actively obstructed from doing our jobs.

But we didn’t make this situation.

We didn’t create Covid-19. We didn’t ignore the warnings that it was coming here, we didn’t dismantle the pandemic task force, didn’t shirk our duties to put adequate safety precautions in place, didn’t make compliance entirely voluntary, didn’t prioritize economics over public health or a multitude of other things that lead us down this deep, dark rabbit hole.

We’re dealing with the situation, and frankly the rest of the country needs to do the same.

We need universal masking in schools.

Not suggestions from the Centers for Disease Control (CDC). We need government mandates, and the fact that some states have mandated exactly the opposite just goes to show that some lawmakers aren’t grown up enough to do the job for which they were elected.

Magical thinking may get you re-elected, but it could also get me and my family killed.

Time for serious solutions.

While we’re at it, we need to require vaccinations for all eligible adults and children going to school in-person. Otherwise, we can find a remote option for them.

Because if we don’t, there are only two likely alternatives – a remote option for everyone or a steady increase in Covid cases in school. The former isn’t good and the later is just not acceptable at all.

We need frequent testing to see if anyone in the building has the disease – and NO I’m not talking about contact tracing. Anecdotes from people who unequivocally have the virus about who he or she may have come into close contact with is not good enough. We need blood tests – hard data.

Speaking of which, every district should have to prove they’ve been able to adequately circulate airflow in the buildings with HEPA filters and other equipment. If they can’t, the federal government should write them a check on the spot. Make them accountable for how they spend it, and make them accountable if they DON’T get the job done.

I know, I know.

This is America and no one can tell me what to do.

Wrong.

We live in a society, not the old West.

We already have a plethora of rules people have to abide by – even list of vaccinations you already need to be enrolled in school – mumps, measles, rubella, polio, etc. Just add Covid-19 to the list.

And grow the heck up.

Too many people can’t tell the difference between fantasy and reality.

Too many people have bought the myths and legends about what it means to be an American.

That’s why they’re having conniptions that teachers might actually be including the history of racism in their history.

We’re a country that couldn’t exist if white settlers didn’t first steal the land we’re living on from native peoples. We’re a country founded by mostly slave holders.

You think that’s not an important part of history because you believe our own bull crap propaganda.

And that’s why you don’t have the mental acuity to deal with real problems like a global pandemic.

When this whole Covid thing began, many of us hoped when it was all over we’d have changed things for the better.

We thought they’ll have to change the old way of doing things just to survive this mess, so maybe when we put it all back together, we can put it back together better.

But the reality is, we couldn’t even figure out how to change things enough just to survive this.

In the United States, about 630,000 of us haven’t survived it – more than our soldiers who died in World War II (405,000), the Vietnam War (58,000) and the Korean War (36,000) combined.

I don’t want more people to die.

I don’t want more students and staff to get sick in schools.

I don’t want us to have to go back to remote instruction.

I don’t want this school year to be as bad or worse as the last year and a half.

And I’m willing to make sacrifices to make sure these don’t happen.

I’m willing to wear a mask all day in school and require others to do so, too.

I’m willing to be vaccinated (again if necessary) and make sure everyone eligible is, too.

I’m willing to do all these things I don’t want (and more) in order to make sure worse things don’t happen.

That’s the choice we’re left with today.

And if enough people aren’t grown up enough to make it correctly, we need to make it for them.

Or else we’re all choosing to let the worst come to pass – again.


 

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!