Category Archives: Education

WARNS of Trouble…

Peace and quiet. Ahhh…I looked out at my students as they were silently reading and took a mental survey of what I know about this group of 6th-8thgraders. Who are these young people?

In my room, at least 60% are in homes where I know drugs and alcohol are playing a role in the family environment and nearly 80% are coming from homes where poverty has a firm hold. One in four are being raised by widows. Quietly they all read, lost in worlds of adventures far from the starkness of their real lives. 

It is not hard to see where almost every single one of my students faces a daily challenge in which they must use some kind of coping mechanism just to show up at school. I am actually quite surprised that truancy is a rarity in my classroom. However, I have had to become familiar with the new laws surrounding truancy this year. 

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Baby/Bathwater

The recommendation from the New York City School District’s “School Diversity Advisory Group” has sparked a national conversation, one that’s erupted right here in the Seattle Public School District. The NYC advisory group claimed that the best way to desegregate NYC schools was to eliminate most gifted programs. In their reply, the National Association for Gifted Children pointed out that NYC’s history of using a single test “actually exacerbated under-identification.”

Denise Juneau, the new superintendent at the Seattle Public Schools, is also pushing to phase out selective programs for advanced kids although she’s currently being blocked by two school board directors.

Juneau called the HC classes “educational redlining.”

Let’s all agree that the demographics of most gifted or Highly Capable programs in the nation—or in Washington state—don’t closely match the demographics of the districts at large. For example, in Seattle, the stats look like this:

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What is Social Justice?

Educators are aware of 21st-century skills required for students such as critical thinking, creativity, collaboration, communication, technology literacy, flexibility, leadership, and social skills. However, what about 21st-century skills educators must possess? 

Often this school of thought is overshadowed by the concentrated focus on student learning.  Current educators need to develop, practice, and implement skills like social justice pedagogy, intersectionality, culturally responsive teaching, and implicit bias.  Developing new skills will take time and mental reconfiguration of what teaching has become in the 21st century, but where to begin? Social justice would be a great starting point.

Social justice can be defined as seeing students for who they are and where they come from, as well as providing each student with an equitable distribution of educational supports or resources that allow the student to feel safe and secure.  At times it may seem easier to emphasize what social justice is not.  

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Critical Literacy in Rural WA

I just finished teaching a unit on literacy in my senior English class. I’m loving this class. The kids are amazing, and reading their ideas and listening to them discuss the issues around literacy today has been fascinating- and revealing. One article in particular, “Literacy and the Politics of Education,” by C. H. Knoblauch, really struck a nerve in my small-town classroom.

The article, published nearly thirty years ago, can be found here. For a quick look at the concepts, check out this handy study guide another teacher created and posted. To sum it up rather simplistically, Knoblauch outlines four basic types of literacy: functional literacy, cultural literacy, literacy for personal growth, and critical literacy. In essays and discussions, my students chose the literacies they valued the most and reflected on what their experience in high school had provided them so far. Their perspectives gave me food for thought. Continue reading

“I Believe in You”: The Teacher’s Role of High Expectations

High expectations. The phrase has been bouncing around the education ether with increasing regularity over the years. As practicing educators, we know the “why” behind high expectations, but it is often easier said than done. Take my story. It is probably not unique, and other teachers may have buried away similar stories in their proverbial shoebox of “not-so-proud” teacher moments.

I share this story not as an omission of guilt or a way to vent, but as a window into the challenges that a multitude of novice (or not so novice) teachers encounter when trying to navigate the new territory of cultural competency in our practice. 

In my first year of teaching 1st grade I did not hold all of my students to high expectations and one of my English Learner students suffered the most.

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Prep for Success?

I was a few years into my teaching career when found myself in a line outside of thick conference doors waiting to get into a session entitled, On the Verge of Burnout? I was curious, who were all these people, burning out? Teaching was great!

Finally, after waiting a few minutes, I touched the shoulder of the young woman in front of me and asked if she knew what the hold-up was, why weren’t they opening the doors? She replied that indeed they had opened the doors and this line was the overflow for standing room.  Overflow? I should have seen the writing on the wall then—things were not looking good for teachers’ mental health. That was over a decade ago and it seems things have only gotten worse.

Fast forward fifteen years in my teaching career. Honestly, we are barely a month in and I feel the weight of an entire school year upon my shoulders. There is just too much; too much to teach, too much to manage, to juggle, to collect data on, to make fit. I am feeling the burn of being a candle lit at both ends.

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The Care and Feeding of the Twice Exceptional Child, Part One

“Twice-Exceptional” (2E) is a term used to describe a student who is both gifted and disabled. These students may also be referred to as having dual exceptionalities or as being gifted with learning disabilities (GT/LD). This designation also applies to students who are gifted with ADHD or gifted with autism.

Last year, at the end of the school year, I overheard one of my mothers talking to other parents, telling them how hard it had been to get her child admitted into the Highly Capable (HC) program at our district because “no one in the district understands twice exceptional children.”

I didn’t say anything. It wasn’t the time or place. But her child was not the first 2E child I’ve had in my class. He certainly won’t be the last.

Yet I am sure every parent of a 2E child feels the same frustration she felt.

First of all, it can be hard to identify 2E children for any of their needs. They are intellectually advanced enough to devise coping mechanisms to help overcome some of their disabilities. At the same time, those disabilities are like anchors that weigh them down, not letting their intellectual giftedness shine. They can look bright but unmotivated, advanced but lazy. They can look too high to qualify for special ed services but too low to qualify for HC services.

In truth, they may need both.

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Rethinking What I’ve Always Done

It started with a Facebook conversation last winter.

Someone posted a New Yorker article from December 2018 questioning the novel To Kill a Mockingbird and the character Atticus Finch’s place in literary and cultural history. It sparked quite a conversation about this fictional character who I have so enjoyed exploring with my 9th graders for the last 16 years.

[Quick recap: Mockingbird is narrated by Scout Finch, who recounts her early childhood as she and her brother Jem are faced with the dark realities of race in 1930s Alabama when their lawyer father, Atticus, chooses to defend a black man falsely accused of raping a white woman.]

The social media conversation wandered into the why and how behind our teaching of To Kill a Mockingbird, and I casually commented that “TKAM is much more about Jem’s coming of age rather than Scout’s… I feel like Jem is really the main character even though Scout is the narrator.”

A reply from a fellow English teacher opened my eyes to a new perspective:

“That’s exactly the problem!” She wrote, “Even when we teach books with girls as narrators they are still focused on the lives and experiences of boys!”

Ten years ago, I would have probably brushed off this comment…or worse, leapt to argument: So what if Jem (a boy) is the main character? What’s the big deal?

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The Equity of Alternatives

Offering alternatives to students is, ostensibly, a great thing to do. We can all agree that individualized learning that inspires every student to meet their own potential is ideal. However, it is wrong to assume that we can legislate such alternatives and extra options into existence, especially in small, rural schools.

As an educator in a rural district, I have spent many years observing how our students often have less access to the options that are readily available in larger and urban districts. For instance, in addition to fewer electives, we offer few opportunities for students to take AP or dual credit courses, forcing many of our best scholars to travel forty miles to a community college as Running Start students. Additionally, where other districts had classes to support students who failed the state assessments in math or language arts, we did not have the resources or staff to offer such dedicated courses. Instead, because we are committed to our kids, our staff has worked outside of the regular schedule to support them and create Collections of Evidence or prep for test retakes.

The fact is, in small schools, it is most likely that everyone gets the same offerings, and individualization can be difficult, because it is expensive. Granted, many small schools have gotten very creative to offer programs to their students that go above and beyond the core offerings. There are online programs that support individuals as they explore their interests, and many great educators in small schools offer outstanding and creative programs that would be the envy of the larger districts. Such enhancements in rural schools depend on administrators and teachers with extra energy and creativity to spare.

So, now we have the ultimate in alternatives- an alternative to passing the Smarter Balanced Assessment. New legislation rather vaguely outlines how the state assessment is no longer directly tied to high school graduation. Almost everyone is celebrating this change and hailing the final victory against high stakes testing. I am less enthusiastic.

You see, what happens next is still a mystery. House Bill 1599 (summary on page 31) effectively delinked the statewide assessment from graduation requirements, BUT it did not let anyone off the hook for proving mastery in language arts and math. Students will still take the test, and passing it is the easiest and clearest way to prove mastery. The bill also added a lot more to the High School and Beyond Plans that students must have. Districts will all have to determine what is meant by “graduation pathway options,” and they will have  to adopt academic acceleration policies for high school students. It sounds like we will have more requirements, but not more money.

In small rural districts, that means figuring out how do the most with the least support. And who misses out? Students do.

When the state steps back and puts more on the districts, it can be a benefit. However, look at it through the lens of a small district educator. I predict that determining mastery of core subjects will become the responsibility of local entities. In large districts, that will still require a level of accountability. It is possible that the people in charge of determining the students’ mastery of a subject in a larger district could be both qualified in the subject and not the direct instructors of the students in question. In a small district, when a department has so few people in it, who makes that call? Who has the expertise? Who is accountable for the instruction received by the student? Is it the same person?

So, what if we are allowed/expected to offer courses that replace the assessment? We implement the instruction. We score the work. We make the determination. It sounds great, if you are ethical, equitable, and without bias. But, are you? And that doesn’t even address the issue of how small districts will have the funds to offer such a class for a small handful of kids.

I know, I know… the test has problems with equity and bias, too. I’m just saying that these are ongoing issues, delinking the test or not. And, more importantly, solutions to these problems are very different in small districts, and small districts have very little pull on the legislature.

Having common requirements for students can be limiting, but, in many ways, it ensures that all students get the education our public schools promise to provide. All districts have their challenges, and small, rural districts have some extreme challenges when it comes to offering a variety of courses. When we loosen up the requirements for schools and give way to local control, we are going to see problems with equity. Where is the oversight for this? How do we pay to support it and monitor it? How can we ensure that students in every district in Washington are still getting the skills they need to be successful?

I know that the one thing a small district does have is the opportunity for all players to sit at the same small table and come up with common solutions. Our staff will do what’s best for our kids, and I imagine it is the same all over Washington. I sincerely hope that it is.

I would love to hear some other views on the subject. Are you seeing only positive outcomes from the change? Does anyone else worry about the consequences? Let’s talk about it.

 

On Leveraging Technology—Part Seven

Well, it is June. I’ve been writing about technology all year (for the most part) and I hoped to have come to some conclusions by this time. All I know for sure is technology is here to stay, and I can hope we begin to use it, and implement it, thoughtfully. Or, for those who already do so, to continue thoughtful implementation.

Often I worry I’m making a bigger problem out of this than it really is. I mean, technology has always advanced over time and humans and societies adapt. But this technology seems to come with specific and deeply problematic long term issues both for cognitive and physical development of children. I tend to be affected by my environment in moderate ways. Therefore, too much screen time leaves me bleary and with headaches. I know this is not the case for everyone. Though this week, I’ve had two conversations leaving me confident that I’m not the only person with these concerns. My child’s ophthalmologist said that since the school district moved to 1:1 implementation, her office is selling more and more glasses to kids who do not have a stigmatism, but need glasses with blue light filters to prevent headaches from extended screen exposure.

I’ve also heard students discussing in class, hallways, and in their final papers how concerned they are about government, the environment, and society in general because they see their own generation as one so distracted and ignorant they feel no sense of hope for positive change. That seems dismaying. It seems a rite of passage to me for teenagers to feel their generation will improve on the faults and errors of the previous generation. To be misanthropic as a seventh grader or a junior in high school, seems problematic.

My juniors were given a final research paper under the theme, “the language of social media.” No one has a positive take on this theme. There are some balanced perspectives. My favorite phrase so far is, “the conundrum of constant connection,” read by a student who delivered her paper via reading it off of her phone. She stood before us and criticized the medium while utilizing it. A perfect visual of the benefit while presenting thoughtful questions of concern. Some have humorous explorations on how the language is used, or has changed. One student is writing a wonderful exploration of slang, and catch phrases. It is funny and engaging. Most are writing about how social media causes isolation, depression, a sense of time wasted, and—yes—a misanthropic view of the world.

I don’t really know how to help them. How does one change the larger habits of a society? Especially, pleasurable habits. Aldous Huxley and George Orwell keep being called upon in their papers. One student said, “if in Huxley’s day a citizen was handed a smartphone and told, ‘here, this will allow you to be in contact with anyone you want all the time, but will record everything and monitor your location—the citizen would decline in a split second.’” These students seem convinced we are the frog, in the kettle, the stove on, and the water warming without our awareness. But they also seem to feel, that there are some frogs who know the water is warming and are fine with it. And some who feel the pot’s sides are so steep, escape is impossible. Though there are some resisting this. Some are grabbing on to Clay Shirkey’s wonderful ideas about accepting everything from the internet. We get amazing things (Wikipedia, genius, go fund me, kickstarter, improved research abilities, citizen reporting from previously closed societies, etc.). This is just our cultural moment.

I want to offer them hope, because I believe it is possible. The hope comes from them. From people. From our ability to stop, look at someone we are working with and to see them. To see their humanity, despite differences of any kind. Hope comes from the “civil conversations,” of Krista Tippet. Comes from the student who reads books in their spare time in classes, rather than hopping on social media. From the student who uses their phone mindfully as well as for distraction.

Last week, I participated in an international literary festival. I met writers from Greece, Ireland, New York, Florida, and Spain. We were a diverse group—different ages, languages, skin colors, sexual orientations, life experiences. By the end of the week, we were old friends, for the most part. Mutual respect, the ability to listen, and a focus on language brought us together. Now technology will keep us in touch, email, facebook, etc. I see these same qualities in many of my students. I hope I’ve cultivated their desire to engage with these things in their life now and in the future. That’s where my hope lies—there, and in the belief that they will see it within themselves and their peers in the not so distant future.