Category Archives: Education Policy

Straight to the Source: Student Voice in Equity Work

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Education Policy, High School, Social Issues, Teacher Leadership | , , , , ,

A few weeks ago, I had one of those days. One of those “online teacher during a global pandemic” days. A day where I feel like I’m putting on a one woman show with creative enthusiasm, but no one in the audience can even muster a pity laugh. Even worse, more than a few attendees leave early, letting the door bang shut on their way out, not even waiting for intermission. 

After three, one hundred minute Zoom meetings on a Monday, the last thing I want is to do is stay signed on for another one. But, it’s Equity Team, and though part of me wants to shoot an email about the migraine that is very likely forming behind my eyes, I love this group and I am passionate about our work, so I don’t.

Besides, this is the day we have invited students to join us for the first time…

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Behind the Score

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Assessment, Distance Learning, Education, Education Policy, Elementary, Equity, High School, Life in the Classroom, Online Teaching, Uncategorized

Every teacher out there can safely say, “I hate testing!” Yes, it is a part of checking for student growth. Yes, it gives us a baseline and can inform instruction. Yes, in some cases it may be necessary.

In every case, there is always more behind the score.

Testing is a complicated, sore subject. Educators work hard to create the best possible setting for students to excel on these tests. So, what does this mean in the midst of a pandemic, when the testing environment is no longer our classroom? 

Testing environment is one that teachers work so hard to get just right. The right lighting, music, no music, chairs, no chairs, water breaks, snacks, seating charts. It even comes down to what is on the walls. If testing environment plays such a huge factor in student success, how does testing at home correlate?

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Your Turn: Priorities?

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Current Affairs, Education Policy | , ,

The Washington State Legislature will reconvene for a regular session on January 11, 2021. As always public education will be a topic for policy discussion.

What should be the education-related priorities for the Washington State Legislature in 2021? Read over the thoughts of a few Stories from School bloggers below, then we’d love to hear from you in the comments: What do YOU think our state officials should focus on in this next session?

Emma-Kate Schaake: Let’s Pause to Reimagine “Normal”

At the risk of sounding too glib, I keep thinking of the (perhaps misattributed) Churchill quote “never let a good crisis go to waste.” While COVID-19 has been undeniably devastating,  I do believe we have an opportunity to reimagine what “normal” looks like. Broad standardization  measures like state testing and Core 24 perhaps had a place in the “before times,” but I wonder what we really need to reinstate. As it stands now, there is simply no room for elective core classes, at least in my discipline, if we want students to graduate on time. Instead of truly honoring different learning styles, we expect students to be traditionally school successful, and if they’re not, they are deemed remedial and they take credit recovery online where the goal is simply passing, not engaging, authentic learning. What if graduating really felt like a personalized accomplishment, not just boxes to check?

Gretchen Kruden: Remember our Paramount Duty to All

In Article IX, section 1 of the Washington Constitution states, “It is the paramount duty of the state to make ample provision for the education of all children residing within its borders.” The legislators need to be thinking deeply about the equity issues embedded in the word “all” of this section. We have students who have had little to no educational access for almost nine months running due to a variety of issues beyond the control of schools. This includes families who cannot provide home support in learning, lack of internet connectivity and a movement by some parents to simply not have their children enrolled in school at this time. Perhaps it is time we examine other ways we can structure our school year model to compensate for this loss of learning time as we move forward. 

Mark Gardner: Soon-to-be-Grads Deserve Flexibility

In the short term, we have to develop some clear flexibility for the graduating classes of 2021 and 2022. In a typical high school, the 24-credit mandate already leaves little wiggle room for missteps. While there are certainly silver linings (students for whom remote/hybrid learning is working just fine, or even better than brick and mortar attendance), there are plenty of students for whom this has been a worst case scenario and a confluence of factors beyond their control. I hope the legislature gives a high level of local control around credit flexibility, and easing of testing and pathway requirements.

Lynne Olmos: Invest in the Present and Future of WA Ed

I think legislators can support education in a few ways. First, they need to continue to value teachers. They can do that by maintaining the National Board bonuses and supporting districts with funds to avoid layoffs. This is no time to lose dedicated teachers! They should also focus on equity issues. In particular, technology access, support for English language learners, and special education need to be at the forefront. We absolutely need to deemphasize standardized tests right now. Whatever gets the love of learning back is what we need most, not test prep. Proactive solutions are what we need, not unrealistic demands for educators to solve the whole pandemic crisis (while risking our health, too). Preserve the resources we have; allocate more. Clearly, our public schools have been crucial to the support of our communities during these trying times. Empower them to progressively meet the challenges of the future.

What about you, readers? What do YOU think should be the public ed priorities for the coming lawmaking session? Add a comment below!

Imagining 2021

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Education, Education Policy, Elementary, Equity, Life in the Classroom, Literacy

Perhaps one of the most powerful of phrases in all of teaching is one embedded deeply in the Washington State K-12 Learning Standards (Common Core State Standards) for English language arts. This phrase is one that I honestly believe could change all of humanity if it were embraced and appreciated fully; lives could be improved, our environment could be stabilized and nations would no longer be at war with one another. Wow—what phrase could possibly have such a powerful impact? Reasoned judgement. In essence, reasoned judgement is the critical thinking skill of being able to objectively analyze and evaluate information such as data, text, and research findings and derive a sound argument. Take it a step further and reasoned thinking can be shared with others in a coherent manner. 

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The Promise of 2021: The Irreplaceable Educator

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Current Affairs, Distance Learning, Education, Education Policy, Equity, Life in the Classroom, Online Teaching, Social Issues, Teacher Leadership, Uncategorized | , , , , , , ,

Hopefulness is evident in celebrations all over the world. There is such hope that the New Year will bring a return to normal, a return to a less complicated time. Of course, we are more pragmatic than this. We know that the normal we once knew has changed, and we will take many of this year’s complications with us far into the future. That is the truth, and, well, that is how progress happens, too.

As educators, this is significant. Most teachers I speak to relate similar feelings. Their jobs have become so different, practically unrecognizable. “This isn’t what we signed up for,” is the common refrain. I’ve said it, too.

No, it is not what we expected, but it is what we have now. And it is a bit scary. There is a real danger of people leaving the education profession. However, change can be leveraged to solve problems. As educators, let’s unite to do this. Let’s make this next year the year we start a revolution in education.

REVOLUTION. Not renaissance, not pivot, not shift. Let’s flip this system.

This is not to be taken lightly. If we sit quietly and wait for normal, the entrepreneurs out there will convince the public that they can create products for online learning that are better than in-person teaching. They will market these miracles to the masses and this will be touted as ethical and equitable. Anyone with access to the internet can learn. Who needs teachers?

You may think, so what? Let them turn to online systems. But, if this year has taught us anything at all, it is the value of human connection. We teachers may be struggling to realize our value as purveyors of knowledge, but we know our true worth. It is obvious that we are invaluable when we are the ones coaching lonely youngsters through their studies, reminding them of their worth, laughing at their antics during Zoom meetings, and consoling them when their practices and games are canceled. That humanity is irreplaceable.

I treasure every moment of connection with my students these days. And I know that I am a better teacher for seeing the value of it. Because of this, there is no going back to normal for me. I don’t even want it to be the way it was. For me, the lifting of the veil revealed that all students need to feel safe, in control of their learning, and valued by their teachers and by the education system. That is the only way to move forward successfully.

For equity, for ethics, we need systems that honor the value of each individual. In light of this, I am reinventing my practice to put students clearly at the center, giving them more power in the process of choosing the learning they will do. I will involve them in the grading process, and I will work every day to ensure that they understand their worth.

I understand mine. And I know that every educator out there needs to see their worth, too. You are the connection. You are the humanity. You are irreplaceable.

Related Readings (Or, Why Is Lynne All Riled Up?):

The Pivot

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Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Professional Development, Teacher Leadership | , , , , ,

We are pivoting, again.

Pivot? I keep hearing this word, and the famous phrase from The Princess Bride keeps running through my head: “You keep using that word. I do not think it means what you think it means.”

In the dictionary, pivot (v.) means to turn in place, as if on a point. Synonyms include rotate, revolve, and swivel. I get it, because what it means in a staff meeting is that yesterday may have been an in-person hybrid day, but now we are pivoting to fully remote teaching temporarily, due to a rise in cases of Covid-19 in our district. We are swiveling, changing direction, quickly without pause. We have done it three times this year, and it looks like we need to be prepared to pivot in the future. This is the new normal in education, shifting to meet the immediate needs of our students. Not a bad thing, in general.

However, I don’t want to merely pivot, at least the swivel variety of pivot. In business, a pivot is a true change of course. The product is not selling, so change the product or get a new one to sell. I’m feeling more like that. Students are failing in record numbers. Teachers and students are struggling with engagement and isolation. Not only is this a problem in itself, but it has also revealed and highlighted some troubling pre-existing conditions in education. (There are many, so I will leave you to imagine your favorites.)

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A Call for Credit Flexibility

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Education Policy, High School, Online Teaching | , , ,

On the OSPI website, I found this statement (originally posted at the start of the school year):

“The continuation of the COVID-19 public health crisis has meant that many school districts are re-opening using either a fully remote or hybrid learning model.  However, there are currently no additional credit flexibility or waiver options for the Class of 2021 graduation requirements like those used for the Class of 2020.”

As the legislature reconvenes in January and as other policy-making bodies weigh the second half of this unprecedented school year, I hope that flexibility around graduation credits for the class of 2021 gets swift and decisive attention.

Specifically, I believe that individual high schools should be granted complete discretion to waive up to two credits, no questions asked even for core classes, with the opportunity to apply for individual waivers of up to an additional four more credits for students who faced particular identifiable challenges during remote and hybrid learning. Yes, that is six credits: An entire school year. On top of that, waive all other non-credit-count requirements associated with graduation pathways. Put an asterisk on their certificate if it makes you feel better, but grant the diploma.

It is the humane thing to do.

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Remote Attendance

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Current Affairs, Distance Learning, Education Policy, High School | , ,

Taking attendance on asynchronous (no-Zoom-days) is presently my absolute least favorite thing about remote learning. (And my “least favorite” list is long.)

Because we in Clark County are experiencing a significant COVID spike, it seems like the earliest we’ll move to hybrid in-person learning for our secondary schools will be February (note: this is not the official line, this me reading between the official lines).

Depending on which period a student is in, they may have two or three scheduled zoom sessions with me each week. I’m fine using zoom attendance as Attendance with a capital “A,” but I’m struggling hard keep up on attendance for non-zoom, asynchronous (or “on-demand,” as our district calls them) days. OSPI has provided guidance around marking absences, and I understand the impulse to hold a base level of accountability.

Nevertheless, I believe that the BIGGEST mistake we are making in distance learning is our persistent systemic disposition toward replicating in remote learning the rules and practices of in-person learning.

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Goals: 2020-Style

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Current Affairs, Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Professional Development, Social Issues, Teacher Leadership | , , , , , , , , , , ,

Tell me about your goals. What were they before Covid-19? What are they now?

I’m guessing they are somewhat different. Our priorities have shifted. At home, this is good – more time with family and pets, and far less time on our hair!

However, my educator goals have suffered terribly. Prior to this year, I had clear and powerful goals for my classroom, my students, and myself. In fact, I had three areas that I was independently researching or promoting, and I was really fired up about them, too. I was building a toolbox of my own to be the best teacher I could be to my students.

Here are my goals, pre-Covid:

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Hybrid Model: The Inside Story

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Current Affairs, Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Parent Involvment, Social Issues, Teacher Leadership, Uncategorized | , , , , , ,

My district was one of the first in our region to go back to school face-to face this year. We began a “hybrid model” on September 14, with seniors and K-3 going four days a week, and all others going twice-a-week in cohorts (Monday/Thursday and Tuesday/Friday). On Wednesdays we delivered online material and caught up with our work, while reinventing it simultaneously. Some of our students opted for full-time distance learning, but the vast majority excitedly prepared for the first day of school.

Our neighbor districts were watching us intently. Would we pave the way for others to follow us, or would we cause an outbreak in our tiny town?

One week in, “it” happened. A student, who later tested positive for Covid-19, attended the first day of school. Dozens of staff members and students were subsequently quarantined due to contact with the student, and the decision was made to suspend school until the 14-day quarantine period was over, giving the health department time to do all of the necessary contact tracing. Our schools and buses were disinfected, and our teaching staff pivoted to all online learning, something we were told was likely to happen from the start.

Not an auspicious beginning, you might say. But let me elaborate.

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