Category Archives: Current Affairs

McCleary and Adequate Progress

File5414fdd030f69By Mark

The Seattle Times posted a couple of days ago that the Washington State Supreme Court has found the state legislature in contempt for failing to make adequate progress toward the mandate issued in the McCleary case. (Quick review from the Times link above "in 2012, the Supreme Court … ordered the state to increase education spending enough to fulfill the Washington state Legislature’s own definition of what it would take to meet the state constitution’s requirement of providing a basic education to all Washington children," emphasis mine).

Obviously, I'm in favor of the legislature funding schools to meet their own definition of basic education. However, when I typed the first sentence above, I almost inserted "yearly" between "failing to make adequate" and "progress."

Considering the letters that many schools had to send home to parents about not meeting "adequate yearly progress," this idea has been in my head a great deal lately.

My own school's failure to meet Adequate Yearly Progress (we're in Step 2 despite test passing rates high enough that the state cannot even report them because of privacy laws) and the legislature's failure to make adequate progress toward funding solutions both seem to come with consequences. Paradoxically, my school's failure to meet AYP means funding set-asides, program restrictions, and letters home to parents…while I have not yet managed to sort out how a contempt finding actually will sting, since there is only a threat of sanctions should the 2015 legislative session be less than productive.

The big difference: the punishments related to AYP failure result from the fact that AYP expectations are plainly unrealistic. I believe that it is realistic for the legislature to meet its obligation and avoid whatever sanctions the court might determine. 

Here's the real question: how will your school or your classroom be different when public education in Washington is funded the way the legislature itself says it should be? These stories of what can be–not the stories of what we don't have, so easily dismissed as idle complaining–will have the potential to move policymakers forward.

 


Previous StoriesFromSchool posts about the McCleary decision:

 

Back to School: One New Thing

UnknownBy Mark

My wife is going school shopping for my sons tomorrow, but before deciding to do this she went through the boys' backpacks and folders to determine what school supplies were salvageable and didn't need to be repurchased. Turns out there's not a whole lot left on the list to raid Target for, which is good.

The same process happens with the clothes: do they have enough decent clothes to make it through the warm months? Probably. And what about shoes? Definitely a need. If nothing else, that'll be the one "new thing" each boy definitely gets. Their backpacks and lunchboxes miraculously held up and have another school year left in them, at least.

Similarly, August is a time when teachers take the same stock of their own practice and decide what to keep and what to retire. Often the impulse, being economical as teachers are often forced to be, is to hang on to what we have…to maintain what is comfortable. If something comfortable is worn out, like a pair of shoes, we'll likely just replace it with an updated version of the same thing.

Updated same is not the same as new

I see teachers, including myself, integrating updated same in our teaching practice and deceiving ourselves into believe that this represents change. Many of us are jaded against new, often because new is usually presented as an acronym or mandate that we don't really get to choose but still have to accept–even though ITSP (it, too, shall pass) as the edupendulum swings away.

My challenge to myself is to figure out what new I want to integrate this year. "If it ain't broke don't fix it" is a great motto for things with gears and belts and things we're content having stay the same. 

I'll know I've found that new that I want to bring into my teaching when I start to feel nervous–even worried about failure. That uncertainty, that risk, is a sign that I'm on the verge of learning something. 

What's the new, not the updated same, that you're considering in your teaching? What do you hope to see happen when it works?

Time (again)

File53b48f9420c67By Mark

Central Washington University completed a "teacher time study" (which I found via CSTP's Facebook page) to explore how teachers spend their work days.

As I sit here on my "summer vacation," I realize that taking up the topic of teachers and work time is a dangerous one, though I did spend a couple of hours today working on next year's curriculum and sequence planning (in the sun while my sons splashed in the inflatable pool). Lest you think I am complaining about the time that I put in as a teacher, (1) my father was [is] a teacher, so I saw firsthand growing up that the work was not limited to the contracted day and (2) even knowing that expectation, I still chose this profession.

Ultimately, the conclusion of the time study was that a typical teacher spends an average of 1.4 hours at work (on site) beyond their contracted work day. Looking back on my own schedule this past year, at typical day included a 6:30am arrival and a 3:30pm departure, so I'm in line with the average in terms of time spend on the job at school. Unless I am misreading it, what this study did not seem to take into consideration was the work that gets taken home each evening and on the weekends during the school year. The study (linked above) parsed out how that at-work time was used but didn't go beyond time on site.

I would be very curious to see a time study of how much time Washington teachers invest beyond the hours worked on site. For me personally, it does ebb and flow. I deliberately plan the scope of homework (read: major student writing I give feedback on) based on my family's evening and weekend schedules. Big essay weekends mean dad's working at the computer for 14 to 16 hours a day, plus several hours on the weekdays either side. That's the flow at highest tide–one weekend per month. The ebb is at least half an hour to an hour each evening–usually planning, replying to parent emails and phone calls, reviewing shorter assessments or organizing for the next day. It is rare to spend fewer than two hours per weekend day on something school related.

And to be clear: I am not complaining about the time–I know that putting in long hours is part of being in a profession as opposed to the alternativeMy wife and kids might have a different opinion, but I try to keep some semblance of balance…My "three months' vacation" which is actually really only "most of July" makes up for some of it. 

The other time study I'd like to see: what would happen to student learning if teachers worked the same number of hours but served only half the number of students? 

No More Cupcakes!

NocupcakesBy Tom

My school district recently made a bold move. They banned birthday cupcakes and other treats in schools as part of a district-wide wellness initiative. Despite the fact that they’re going to catch some flak (they already have) and despite the fact that I’ll personally miss those 200 calorie bundles of sticky awesomeness, I support the decision. Birthday cupcakes are disruptive, unhealthy and sometimes even dangerous. Let me explain.

Here’s what happens on a typical birthday. The special child’s parent swings by the office sometime in the morning to drop off a large plastic box containing 30 store-bought cupcakes. The office staff – with plenty of other things to do – sends an email or leaves a voice message for the child’s teacher, who then sends the child down to office to pick up the cupcakes. Unless the message doesn’t get through; in which case the office has to resort to the intercom. The cupcakes then live in the classroom until the teacher finds time to have the “party.” In my room I hold off as long as possible. I typically have the birthday kid stay inside when the rest of the class goes out to recess at 2:50 so they can put a cupcake and a napkin on everyone’s desk. When recess is over and everyone comes back inside, I take my guitar off the wall and we sing the standard. Then we eat cupcakes. After five minutes we throw away the wrappers, wear the rings that are usually embedded in the frosting (Seahawk helmets or Disney princesses) and get on with what’s left of our day.

Now obviously that’s not a huge distraction. But that’s a typical birthday. I’ve had misguided parents drop off a standard round cake with candles (seriously?) and no plates. I’ve had parents bring in jugs of juice and no cups. I had one dad drop off 24 cupcakes for a class of 29, five of whom received a ballpoint pen stolen from the supply room. And then there are the parents whose child is too special for mere cupcakes. They bring cupcakes and balloons. Or cupcakes, juice and balloons. Or sometimes an entire pizza lunch for the whole class, complete with cookies, drinks and favor bags. And if you think these parties are distracting for a classroom, imagine what it’s like in the office; five hundred students means there’s an average of 1.5 birthdays each day – more on Mondays and Fridays to account for the kids who were thoughtless enough to have a weekend birthday this year – and you can see how much time is consumed by birthday logistics.

Besides the distraction, birthday treats are usually horribly unhealthy. I challenge you to find something worse for a child’s body than the average store-bought cupcake. And frankly, there are a lot of kids in school right now who need to take nutrition a lot more seriously. When I first started teaching, 30 years ago, I would typically have one or two chunky students per class. This year nearly half my class appeared to be overweight. No, we’re not going to turn the corner on childhood obesity by banning birthday cupcakes, but trust me, we need to start somewhere.

And that’s not even taking into account the kids with allergies or diabetes. I usually have a handful of students each year who are allergic to anything from wheat to milk, chocolate, dairy products, or nuts. The data is readily available, but it’s time-consuming for me to figure out who can’t eat these particular cupcakes, and it’s heart-breaking for the allergic kid to be told that he’s going to have to miss out on the treats.

That said, part of me will always miss those birthday cupcakes. But that part of me is – quite frankly – a little too large as it is. It’s time to ban the cupcakes and move on.

So Maybe We Should Get Our Waiver Back

U turn permittedBy Mark

I support that Washington state resisted political pressure from the USDE to require the use of state tests in teacher evaluation. My reasoning, among other points, included that the coming Smarter-Balanced tests based on Common Core State Standards were yet to be explored and fully understood by teachers, students, and school systems.

The Gates Foundation is now communicating a similar idea–to wait at least two years before using state test scores in teacher evaluations.

What I think is funny: When discussing the USDE's opposition to the call for a moratorium in using test scores in teacher evaluation, Dorie Nolt, spokeswoman for the USDE stated “We believe the most thoughtful approach is to work state-by-state to see what support each state will need, and not to stop the progress states have already made, or slow down states and educators that have been working hard and want to move forward” (from the article linked above).

What we in Washington state need, the progress we have already made, and the hard work we have done to move forward does not seem to have been considered when our NCLB waiver was revoked. 

And still, more and more research is coming forward questioning the actual impact a teacher has on standardized test scores. (My one worry: that this can get misinterpreted as "teachers do not impact student learning," thus further demeaning the impact that teachers have beyond what broad standardized tests are able to assess. These tests, by virtue of their intention toward universality, can only with validity assess the lowest end of cognition such as identification and recall, but cannot reliably explore analysis and synthesis.)

If nothing else, the call for a two year moratorium is a small-scale version of the Number One thing schools are rarely given but most critically need to enact meaningful change and reform: TIME.

Administration: So what if I do?

File5376129719381By Mark

"So, when do you plan to start your admin program?"

I get that question nearly every time I cross paths with my district superintendent. He means well by it, and I take it as a compliment: It is a gesture that he sees leadership potential in me.

More often now when I get the question it is from colleagues, and usually the tone is much different. My colleagues with whom I am close friends say it because they know it needles me a little bit (frankly, it's on old joke I'm past ready to retire) but from others further outside my social circle, there are definite barbs to that question. It's intended not to pose a question, but to send a message: don't you betray us.

Already, as half-classroom teacher, half-"other" in my district, what I do is often confusing to others. My fellow teachers know what the classroom half is all about; that's what we live, breathe, know and share. The other part…the leadership-y part? That's more ambiguous, so like all human beings we attempt to sort the ambiguous into the previously constructed schema we've developed over time. It becomes simply: Not being a teacher? There's only one other option: Must be an administrator.

Or, as Travis pointed out in a post from long ago, adminisTRAITOR.

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Stuck in the Middle

File536cdcb235dce
By Mark

I am a tremendous believer in the importance of teacher leadership. Teachers do not need special job titles or labels to exert meaningful influence in their school, district, or beyond–they need the knowledge, skills, and dispositions to give them confidence to advocate.

For the first two-thirds of my career, I tried to exert influence through untitled leadership. I was Mark, the classroom teacher, willing to speak up, go to meetings, engage with those in the higher pay grades, and advocate for what I believed to be best for kids, teachers, and our school. 

This untitled leadership, in my personal career track, has since evolved so that for the last two years I have had a leadership "position" as Teacher on Special Assignment (TOSA) for two periods of my day, while I teach the other periods. This has opened countless new doors for me and given me a much different perspective than I had before. Now I get to sit in administrative team meetings–often the only practicing teacher in the room–and listen to how decisions are made. I have become collegial and collaborative with principals and district administrators in ways that simply would not be possible for teachers not in such a hybrid role.

Before I go any further, let me make clear: hyrbid TOSA/teaching or coaching/teaching roles are exactly the kind of roles a teacher-leader like me needs. To be able to exert influence in policy decisions, to aid in the learning of both my colleagues and my superiors, yet to still get to return to the joyful chaos of a ninth grade English classroom for three hours a day–this is the perfect mix where policy can meet practice. When decisions are made in the boardroom, I can test their impact the right away in my classroom.

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Leadership, Implementation, and Puppetry

Picture0017 copyBy Mark

Education Secretrary Arne Duncan recently shared his "Teach to Lead" initiative, which has sparked some interesting responses, including this one on Education Week which discusses a couple of perspectives on the issue. (Duncan has partnered with Ron Thorpe and NBPTS to focus on "raising the visibility" of teacher leadership.)

I believe, like many others do, that teachers and teacher leadership are essential to the success of our public education system. There is a difference, though, between leadership and implementation. Rick Hess in the Education Week post linked above takes the position that Duncan's call for leadership is "a call for teachers to help promote the Obama agenda–to shill for the Common Core, celebrate new teacher evaluation systems, and be excited that the feds are here to help." My gut makes me tend to agree with Hess's interpretation of Duncan's call–something tells me that the USDE would not be thrilled with teacher-leaders who design and advocate for alternatives to the Common Core. 

Should teachers be driving the implementation of Common Core, new teacher evaluations, and all the other changes? Absolutely. However, that's driving a vehicle that someone else designed, bought, and parked in our parking lot. 

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Washington Education: A bargain, for now…

By Mark

A recent guest piece by Bill Keim in The Seattle Times's Education Lab Blog points out some sobering numbers about education funding in Washington, particularly considering the Supreme Court ruling that the state of Washington is not adequately funding public education.

Keimgraphic-517x620Particularly interesting is the infographic from the Washington Association of School Administrators that compares Washington's per-pupil funding over time as compared to the national average, to Massachusetts (similar in demographic, economy, and education standards), and to Alabama (historically under-funded and under-performing by various measures).

Simply put, our state has been in neutral while Massachusetts, Alabama, and the nation as a whole has been in high gear. 

And here's the problem with that: As of right now, Washington's schools seem to be performing well

This is of course a problem for two reasons. First, it weakens the argument that Washington schools need to be better funded. Second, it runs the risk of leading people to believe that good performance can be sustained without resources.

The last three years in my classroom I have been living the good life. Due to local support, my program received funding that provided me access to desktop computers every day, every period for each my 9th grade English students. Every day, if I want, I can have my students use technology to consume and produce meaningful texts and engage with content in exciting ways. Instead of having to rely upon the (decades old) literature anthology on the shelf, the whole world can be our textbook thanks to the technology–which of course, came with a cost.

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HB 2800

boxesBy Mark

I strongly believe that civil consideration of all sides of an issue are important for a literate society.

So let's take the Inslee/Dorn joint venture, House Bill 2800, which adds to RCW 28A.405.100 at section 2(f) a passage that begins on line 31 of page 3:

"Beginning with the 2017-18 school year, when relevant to the teacher and subject matter, student growth data elements must include results from federally mandated statewide student assessments."

This language is also inserted elsewhere in the document where it is relevant to define student growth.

Based on what I am reading, I hesitate to boil this issue down to a simple pro v. con. This issue, as are most, is more complicated that our society's convenient dualistic reduction.

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