Driving to/from Olympia: 4 hours

Writing and rewriting testimony: 6 hours

Sleep lost due to nerves, obsessive rewriting, and worry
that being in the classroom is more important than speaking on school funding:
3 hours

Preparing for sub: 4 hours

Feeling of having spoken for greater educational equity:
priceless. 

Monday, I testified before the task force on Basic Education
funding. As the proposal moves to the legislature for full consideration, more
teachers need to testify.

Here’s a simplified history of school funding in the state,
likely somewhat biased. Back in 1977, in response to court cases, the state
decided that it really wasn’t fair that a child would get a better education if
they lived in an affluent area than in a poorer area that wasn’t as successful
at raising local funds. They enacted the Basic Education Act that placed a 10%
local levy lid and increased the percentage of state funds that go toward
education, which had steadily fallen up to that point. In the eighties, the
levy lid was lifted to 25%. Minor changes have occurred over time, but once
again, the percentage of the state budget devoted to education has fallen
substantially.  In 2007, the
legislature established the task force to undertake a momentous overhaul of basic
education funding.

As they honed in on final changes to their proposal for the
legislature, the task force invited public testimony. I decided to take part, to
speak on the issue of equity. My goal was to gain some language to ensure that any increased allocations districts receive for students of poverty
or ELL students are spent on the children who generate those allocations. For
some, it may seem obvious, but subtle differences in understanding of equity
and pressures of expediency can often lead to spending that deprives
underrepresented students of educational opportunity. I am happy to report my
concern was addressed by an amendment to the proposal introduced by Bergeson and
approved by the task force.

In the months to come, teachers need to help shape this legislation and see it through to fruition.

Why should you testify?

Most policymakers have never taught. While they have good
intentions, they often (and understandably) lack concrete understanding of the
impact of their policies on the ground in schools and classrooms across the
state. Those who have worked in schools still value current experience.

Most of the people who testify are not teachers. They
represent associations and have valuable input on the aggregate concerns of
their constituencies. However, specific testimony that includes details of what
works and doesn’t work in schools is imperative for policymakers to hear as
they put forth decisions that influence education policy for years to come.

What’s it like to testify?

Well, a bit scary the first time around. CSTP offers a lot
of support – explaining what the experience will be like, giving hints about
how to best get your points across, even sitting with you in the hearing room.
It gets easier with practice.

Got any tips?

Make your message direct. As my friend and communications expert Sylvia told me the
night before when everything I had ever thought about school funding was
running through my head, “They don’t need to know everything you know, just a
piece of what you know.” Speak on one topic.

Elaborate your statement with detailed examples (just like
you tell your students.) I have found there is really only time for two
examples, but have a couple of more up your sleeve in case they ask.

Keep your statement brief. Some who testify tend to ramble; the
eyes of those listening glaze over and the message, however important, is lost.

Start and end with what you want them to do. We’re teachers,
we get this. It isn’t time for philosophizing; it’s time to translate your
philosophy into action.

Go with a buddy. I testified together with John Hellwich
from the White River school district who spoke clearly on the need for
professional development and the qualities of good PD, as opposed to the one
size fits all approach some of the legislatures have heard complaints about. If
you let CSTP know you want to testify, they’ll let you know which other
teachers will be there and you can tackle that microphone together and get to
know someone from another part of the state at the same time.

Think through what questions or counter-arguments the policymakers
may throw at you and be prepared with short responses. If you don’t know the
answer, say you’ll get back to them (made the mistake of not doing that once
last year.)

Come one, come all. And an extra appeal to my colleagues in
high-needs schools to participate. I understand how it is harder for us to be
away from our classrooms, but our voice is so important on this policy aimed at
providing basic education for all. While there are critical messages to share
at each legislative biennium, this policy, if enacted, will take several years
to roll out and likely last for decades. Speak up for our schools and our
students.