Tag Archives: teaching

Weekly Legislative Update – January 20, 2023

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Education Policy | , , , , , , , ,

CSTP Updates:

• February 6: Zooming In & Out on Inclusionary Practices Dr. Katie Novak and Shelley Moore
• March 21: Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy written by Dr. Adeyemi Stembridge

This week was a busy one for lawmakers on the hill. The second week of the session always brings more bills and hours full of committee hearings. Last week, the Education Committee held a series of work sessions, designed to get their newest members up to speed. These sessions consisted of in-depth overviews of our K-12 system, and the effect the COVID-19 pandemic had on student outcomes and district services. This week we saw a pivot in focus. The House and the Senate held multiple public hearings, gathering testimony from local constituents and the Senate Early Learning & K-12 Education Committee held their first “executive session,” passing several bills out of committee.

On Tuesday, the House Education Committee held a public hearing on HB 1109, which would provide some reimbursements for school districts for special education evaluations. The issue of special education funding is long standing and a priority for both Superintendent Reykdal and Governor Inslee in the 2023 session. This week’s article from the Seattle Times’ Education Lab, breaks down our state’s special education funding numbers and highlights where gains could be made to close the funding gap between what districts spend and what the state provides for special education.

As we look ahead at the session, referring to the 2023 cut-off calendar is very helpful when trying to keep pace with our education committees. The first legislative cutoff with the house of origin policy committees is on February 17th, shortly followed by the house of origin fiscal committee cutoff on February 24th. These cutoffs mean that all bills need to be heard, debated, and voted on by the committees and sent to their respective Rules Committee in order to be considered for further action. 

Education Hearings for Next Week on TVW.org

House Education Committee

  • Monday, January 23 at 1:30pm
  • Tuesday, January 24 at 4pm
  • Thursday, January 26 at 8am

Senate Early Learning & K12 Education

  • Monday, January 23 at 1:30pm
  • Wednesday, January 25 at 1:30pm
  • Thursday, January 26 at 1:30pm

New Bills

HB 1305:  which would improve access to and provision of a free appropriate public education for students with disabilities.

HB 1308: which concerns high school graduation pathway options.

HB 1316:  which would expand access to dual credit programs.

HB 1332: which would support public school instruction in tribal sovereignty and federally recognized Indian tribes.

HB 1354: which concerns parental involvement through volunteering in schools after a criminal conviction.  

HB 1376: which would align policies to reflect the updated standards of practice for school district staff.

HB 1377:  which would require the posting of approved courses and providers of continuing education.

HB 1411: which would support student success through cross-sector professional development. 

HB 1436: which would increase funding for special education.

SB 5315: which concerns nonpublic agencies operating special education programs for students with disabilities within public schools.

SB 5355: which would mandate instruction on sex trafficking prevention and identification for students in grades seven through 12.

SB 5408: which would establish the ninth grade success grant program. 

SB 5441: which would promote school district adoption of curricula that is diverse, equitable, and inclusive.

SB 5442: which would provide enrichment funding for charter public schools.

SB 5462: which promotes inclusive learning standards and instructional materials in public schools.

Bills We’re Following:

HB 1003: which would expand access to dual credit programs.  

HB 1013: which would require OSPI and Washington ESDs to jointly establish a regional apprenticeship pilot program with one site each in Eastern and Western Washington (hearing time: 49:55). Testifying in support: a student representative from the SBE, representatives from Curlew SD, Marysville SD, NCESD, WSSCA, and the WTIA. Testifying in opposition: representatives from the Conservative Ladies of Washington. Testifying as “other”: representatives from the MCAWW.

HB 1015: which revises minimum employment requirements for paraeducators (hearing time: 3:32 and 17:44). Testifying in support: representatives from the Rural Ed Center, Highline SD, Lake Washington SD, PESB, WEA, PSE and the Lynden SD.

HB 1044: which would provide capital financial assistance to small school districts with demonstrated funding challenges.

HB 1057: which would provide a benefit increase to certain retirees of the public employees’ retirement system plan 1 and the teachers’ retirement system plan 1.

HB 1071: which would authorize funding for a school resource officer in every school.

HB 1093: which aims to provide parents and their children with more choices for a quality elementary and secondary education through the family empowerment scholarship program.

HB 1109: which would provide additional special education funding to school districts in order to increase initial evaluations during summers (hearing time: 9:33 and 35:39). Testifying in support: representatives from OSPI, WEA, WSSDA and WSPTA. Testifying as “other”: representatives from Lake Washington SD.

HB 1113: which would require the Professional Educator Standards Board (PESB) to adopt rules for reviewing and vacating reprimands issued to certificated professional educators (hearing time: 47:57). Testifying in support: a concerned citizen and the WEA. Testifying in opposition: representatives from OSPI.

HB 1146: which would require schools to notify high school students and their families about available dual credit programs and any available financial assistance.

HB 1207: which aims to prevent and respond to harassment, intimidation, bullying, and discrimination in schools through updated policies and procedures (hearing time: 0:33 and 35:27). Testifying in support: representatives from OSPI and Bellevue SD.

HB 1273: which would empower school districts to determine requirements for high school and beyond plans regarding student fulfillment and graduation.

HB 1277: which would establish rules to improve the consistency and quality of the implementation of the fundamental courses of study for paraeducators (hearing time: 14:23). Testifying in support: representatives from the WEA, PESB and Yelm Community Schools.

SB 5008: which relates to providing parents and legal guardians access to instructional materials.

SB 5009: which would require parental or legal guardian approval before a child participates in comprehensive sexual health education.

SB 5019: which removes “classified staff providing student and staff safety” from the definition of physical, social, and emotional support staff and the specific funding considerations for that group (hearing time: 26:34). Testifying in support: representatives from the WEA, NASW and OSPI. Testifying as “other”: representatives from the WSSDA, Lake Washington SD and PSE. The bill was passed out of committee and sent to the Senate Rules Committee.

SB 5020: which would lower the minimum age for compulsory school attendance from eight to six years old, and amend truancy provisions to align with this change, as well as require parents who homeschool to file an annual declaration of intent beginning at age 6 (hearing time: 46:17). Testifying in opposition: representatives from the Conservative Ladies of WA and several concerned citizens. The bill was passed out of committee and sent to the Senate Ways & Means Committee.

SB 5024: which would establish a parents’ bill of rights related to their child’s public education.

SB 5038: which would modify deadlines for notice of nonrenewal of certificated educator contracts from May 15th to June 1st (hearing time: 1:03:44). Testifying as “other”: representatives from the WEA.

SB 5048: which would eliminate college in the high school fees.

SB 5054: which would modify instructional hours to include time students spend in educational activities under the supervision of noncertificated staff while teachers participate in professional learning communities (PLCs) as well as encourage school districts to adopt a school calendar that includes at least four hours per week for teachers to engage in PLCs during the school day (hearing time: 3:08). Testifying in support: representatives from the WEA. Testifying in opposition: representatives from the Conservative Ladies of Washington.

SB 5064: which concerns excess cost allocations for special education programs.

SB 5072: which would establish new requirements for identifying students who may be eligible for highly capable services, including conducting universal screenings once in or before second grade, and again before sixth grade (hearing time: 4:15). Testifying in support: representatives from the UW Faculty, OSPI, SBE, Rochester SD, Northshore SD, WA Coalition, WSSDA, WSPTA, Lake Washington SD, Michelson Elementary and the CSF.

SB 5085: which would remove statutory limitations on the scope of collective bargaining in regards to supervisors, or principals and assistant principals, and would require specific evaluation criteria when transferring a principal/assistant principal to a subordinate certificated position. This bill would prohibit school district employment applications from including a question asking whether the applicant has ever been on a plan of improvement, or under an investigation (hearing time: 3:09). Testifying in support: representatives from AWSP, Kentlake HS, Rogers HS and Seattle PS. The bill was passed out of committee and sent to the Senate Rules Committee.

SB 5102: which concerns school library information and technology programs.

SB 5127: which would clarify school districts’ ability to redact personal information related to a student.

SB 5147: which would modify the student transportation allocation formula and expand the definition of “to and from school” to include the transportation of students participating in career connected and work based learning opportunities (hearing time: 1:07:59). Testifying in support: representatives from OSPI, ESD 105, WEA, WSSDA, Pullman SD, College Success Foundation, Teamsters 174 and PSE. Testifying in opposition: representatives from Conservative Ladies of Washington. Testifying as “other”: representatives from Bellevue PS, Olympia PS, Seattle PS and Highline PS.

SB 5175: which would allow employment contracts between a school board and principal to be up to three years in length, as opposed to limited to a term of one year (hearing time: 43:08). Testifying in support: representatives from AWSP, Kentlake HS, Rogers HS, Seattle PS, Othello SD and Lakeside HS. The bill was passed out of committee and sent to the Senate Rules Committee.

SB 5180: which aims to support the retention of teachers by removing barriers to licensure and creating a streamlined pathway to licensure mobility (hearing time: 27:43). Testifying in support: representatives from the Department of Defense, the VLC, the OSPI, the CSG, NASDTEC, SSMCP and several concerned citizens. Testifying as “other”: representatives from the WACTE and the PESB. 

SB 5237 which would direct OSPI to establish procedures to investigate and address complaints alleging noncompliance with state laws regarding civil rights, certain curriculum requirements and student discipline. (hearing time: 59:17). Testifying in support: representatives from the WEA and OSPI. Testifying in opposition: several concerned citizens, representatives from the Washington Policy Center the Conservative Ladies of Washington. Testifying as “other”: representatives from the WSSDA, Reardon-Edwall SD and a concerned citizen.

SB 5257: which would ensure that public schools provide daily recess for all elementary students with a minimum of 45 minutes when the school day is longer than five hours and a minimum of 30 minutes when the school day is shorter, as well as prohibit schools from withholding recess as a punitive action (hearing time: 29:31). Testifying in support: representatives from the King County Play Equity Coalition, several WA State students, several concerned citizens, WSSDA, Special Olympics WA, SBE and the UW Faculty. Testifying as “other”: representatives from OSPI.

SB 5311: which would increase the special education excess cost multipliers for pre-K and K12 students over a four-year period and increase the special education enrollment funding cap from 13.5 percent to 14.5 percent.

Odds and Ends:

This week from Crosscut, leading the way in classroom inclusivity, one Woodinville school works to better integrate special education students with their peers (featuring several members of the Inclusionary Practices Professional Development Cadre).  

“What is pushed out to the mainstream is only half of who he was.” In honor of Martin Luther King Day, from TIME Magazine, The New Ways Teachers are Talking About Martin Luther King Jr.

Meet CSTP’s Legislative Update Coordinator Samantha Miller

Samantha Miller returns as CSTP’s Legislative Updates Coordinator for the 2023 legislative session. She writes weekly emails during the legislative session focusing on bills that impact Washington educators. Samantha has degrees in both Political Science and History, as well as a Master in Teaching. Samantha has worked in Elementary Education for 6 years, most recently as a 3rd Grade general education teacher. The majority of her time is spent chasing around her two children who keep her very busy. Samantha enjoys running, working in her yard, listening to political podcasts, and spending time with her family.

Weekly Legislative Update – January 13, 2023

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CSTP Updates:

January 17: Online book study with Dr. Adeyemi Stembridge on Seven and a Half Lessons About the Brain by Lisa Feldman Barrett

February 6: Zooming In & Out on Inclusionary Practices Dr. Katie Novak and Dr. Shellie Moore

Odds and Ends

From the Seattle Times’ Education Lab, Meet the 2023 Student Voices writers. For the seventh year in a row, eight Washington teens and young adults are chosen to share their experiences and make suggestions on how schools can better support students in our state.

“How do we make students feel empowered? We lift up stories and information that include all people…” From MindShift, Everyone is Welcome: Making School Libraries Culturally Relevant for all Students.

From the Seattle Times’ Education Lab, Meet the 2023 Student Voices writers. For the seventh year in a row, eight Washington teens and young adults are chosen to share their experiences and make suggestions on how schools can better support students in our state.

“How do we make students feel empowered? We lift up stories and information that include all people…” From MindShift, Everyone is Welcome: Making School Libraries Culturally Relevant for all Students.

Legislative Update for January 13, 2023

The 2023 Legislative Session officially kicked off this Monday, January 9th, and lawmakers were busy from the get go. The inner workings of the state capitol have returned to the “pre-covid era,” with legislators, lobbyists, and even the public back inside the building. Lawmakers have a full agenda, including writing a new two-year state operating budget, and education funding remains a top priority. As in most sectors of our state, the pandemic has left it’s mark and education is no exception. According to this Associated Press article, a district-by-district analysis by researchers, “found the average pupil in the United States lost over half a school year in math and nearly a quarter of a school year in reading.” This data includes students from a number of school districts across our state. Crosscut reports that the two Senate leaders, both of whom worked years ago on the Legislature’s McCleary school-funding fix, raised the need for a focus on education. Senate Majority Leader Andy Billig said, “a big focus will be early learning programs and special education and an increase in nurses, counselors and other staff.”

State Superintendent, Chris Reykdal, gave his annual address on Monday, sharing information regarding student learning recovery, student mental health and well being, graduation and enrollment data and school funding. Reykdal stated, “I have put forward a package for legislative consideration that would support continued recovery and acceleration for our students and ensure our state is investing at least at the national average.” Dahlia Bazzaz, of the Seattle Times, digs into the details of Reydal’s policy proposals in her article, Why the State’s Education Leader Says WA Schools are ‘Accelerating.’

Governor Jay Inslee gave his “State of the State” speech on Tuesday, which has become an annual custom in Olympia. For the first time since 2020, Inslee delivered the speech to a full chamber, including state representatives, senators, elected officials, state Supreme Court justices and foreign dignitaries, the Seattle Times reported. During his speech, Inslee praised the Legislature for last year’s “historic investments” in schools and said his proposed budget includes a $3 billion increase in spending for K-12 public education, including more money for special education.

Education Hearings for Next Week on TVW.org

House Education Committee

  • Monday, January 16 at 1:30pm
  • Tuesday, January 17 at 4pm
  • Thursday, January 19 at 8am

Senate Early Learning & K12 Education

  • Monday, January 16 at 1:30pm
  • Wednesday, January 18 at 1:30pm
  • Thursday, January 19 at 1:30pm

Important Legislative Links

Legislative Website: Get information on bills, legislators, hearings and more.

Bill Tracker: Track specific bills, read bill reports.

TVW: Watch live and archived legislative proceedings.

Note about legislative updates: CSTP relays these legislative updates to provide information on bills, budgets and legislative processes. CSTP doesn’t have a legislative agenda, but does track legislative issues most relevant to teaching.

Legislative Bills

HB 1003: which would expand access to dual credit programs.  

HB 1013: which would establish regional apprenticeship programs.

HB 1015: which concerns minimum employment requirements for paraeducators.

HB 1044: which would provide capital financial assistance to small school districts with demonstrated funding challenges.

HB 1057: which would provide a benefit increase to certain retirees of the public employees’ retirement system plan 1 and the teachers’ retirement system plan 1.

HB 1071: which would authorize funding for a school resource officer in every school.

HB 1093:  which aims to provide parents and their children with more choices for a quality elementary and secondary education through the family empowerment scholarship program.

HB 1109: which would provide additional special education funding to school districts in order to increase initial evaluations during summers.

HB 1113: which relates to reviewing reprimands for professional educators.

HB 1146: which would require schools to notify high school students and their families about available dual credit programs and any available financial assistance.

HB 1207: which aims to prevent and respond to harassment, intimidation, bullying, and discrimination in schools through updated policies and procedures.

HB 1273: which would empower school districts to determine requirements for high school and beyond plans regarding student fulfillment and graduation.

HB 1277: which would establish rules to improve the consistency and quality of the implementation of the fundamental courses of study for paraeducators.

SB 5008: which relates to providing parents and legal guardians access to instructional materials.

SB 5009: which would require parental or legal guardian approval before a child participates in comprehensive sexual health education.

SB 5019: which removes “classified staff providing student and staff safety” from the definition of physical, social, and emotional support staff and the specific funding considerations for that group (hearing time: 26:34). Testifying in support: representatives from the WEA, NASW and OSPI. Testifying as “other”: representatives from the WSSDA, Lake Washington SD and PSE.

SB 5020: which would lower the minimum age for compulsory school attendance from eight to six years old, and amend truancy provisions to align with this change, as well as require parents who homeschool to file an annual declaration of intent beginning at age 6 (hearing time: 46:17). Testifying in opposition: representatives from the Conservative Ladies of WA and several concerned citizens. 

SB 5024:  which would establish a parents’ bill of rights related to their child’s public education.

SB 5038: which would modify deadlines for notice of nonrenewal of certificated educator contracts from May 15th to June 1st (hearing time: 1:03:44). Testifying as “other”: representatives from the WEA.

SB 5048: which would eliminate college in the high school fees.

SB 5064: which concerns excess cost allocations for special education programs.

SB 5072: which would advance equity in programs for highly capable students.

SB 5085: which concerns principal and assistant principal terms of employment.

SB 5102: which concerns school library information and technology programs.

SB 5126: which would provide common school trust revenue to small school districts.

SB 5127: which would clarify school districts’ ability to redact personal information related to a student.

SB 5180: which aims to support the retention of teachers by removing barriers to licensure and creating a streamlined pathway to licensure mobility.

SB 5311: which concerns special education funding formula.

SB 5315: which concerns nonpublic agencies operating special education programs for students with disabilities within public schools.

Meet CSTP’s Legislative Update Coordinator Samantha Miller

Samantha Miller returns as CSTP’s Legislative Updates Coordinator for the 2023 legislative session. She writes weekly emails during the legislative session focusing on bills that impact Washington educators. Samantha has degrees in both Political Science and History, as well as a Master in Teaching. Samantha has worked in Elementary Education for 6 years, most recently as a 3rd Grade general education teacher. The majority of her time is spent chasing around her two children who keep her very busy. Samantha enjoys running, working in her yard, listening to political podcasts, and spending time with her family.

Weekly Legislative Update – January 6, 2023

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Education Policy | , , , , , , , ,

Meet CSTP’s Legislative Update Coordinator Samantha Miller

Samantha Miller returns as CSTP’s Legislative Updates Coordinator for the 2023 legislative session. She writes weekly emails during the legislative session focusing on bills that impact Washington educators. Samantha has degrees in both Political Science and History, as well as a Master in Teaching. Samantha has worked in Elementary Education for 6 years, most recently as a 3rd Grade general education teacher. The majority of her time is spent chasing around her two children who keep her very busy. Samantha enjoys running, working in her yard, listening to political podcasts, and spending time with her family.

CSTP Updates:

Odds and Ends

Here’s a helpful article from Crosscut that breaks down the complicated Washington State K-12 school funding system. 

Taking it to a whole new level, from the Seattle Times this week, Librarians Are Meeting Young Readers Where They Are: TikTok.

2023 Pre-Session

Happy New Year! We are back to kick off the 2023-24 biennium legislative session which begins on Monday, January 9th. In Washington State, the legislative cycle is two years long and within that two-year cycle, there are two kinds of legislative sessions: regular (the odd number years) and short (the even numbered years). As the gavel comes down on Monday, the 2023 regular session will convene and last 105 days. Congressional members have been busy pre-filing bills throughout December, and there are a substantial amount of education related bills in the pipeline. It is worth mentioning that several bills are back in similar forms from last session. SB 5020, which requires children to start their education at six years of age, HB 1003, which expands access to dual credit programs and SB 5072, which focuses on equity in highly capable programs are all newer models of last year’s bills that failed to make it out of committee.

As for the political make up of congress, not much has changed. Democrats will enter 2023 with strong majorities in both the state House of Representatives and the state Senate. In early December, Governor Jay Inslee released his 2023-25 budget proposals which focus funding mainly on housing, homelessness, and mental health but education is not left out. Inslee’s budget targets early learning subsidies, and expands mentoring for beginning teachers as well as expanding residency programs for teachers planning to specialize in special education, dual language or working in high-poverty districts. The governor also proposes more than $120 million for special education services and support, including additional funding for young students ages 3 to 5 years old. 

While we are on the topic of budgets, in late September, Washington’s State Superintendent of Schools, Chris Reykdal, released his proposed budget to Governor Inslee which outlined his top priorities for our state’s schools and future. “The Superintendent’s budget aims to expand student access to learning a second language throughout elementary school, hands-on science learning opportunities, regional pre-apprenticeship programs to prepare students for future work in trades fields, early literacy for our youngest learners, and more.” To hear from Reykdal himself, tune into TVW this Monday, January 9th at 10am for a media briefing where the superintendent will provide his second annual update on the state of Washington’s K–12 students, educators, and schools.

Education Hearings for Next Week on TVW.org

House Education Committee

  • Tuesday, January 10 at 4pm
  • Thursday, January 12 at 8am

Senate Early Learning & K12 Education

  • Wednesday, January 12 at 1:30pm
  • Thursday, January 12 at 1:30pm

Important Legislative Links

Legislative Website: Get information on bills, legislators, hearings and more.

Bill Tracker: Track specific bills, read bill reports.

TVW: Watch live and archived legislative proceedings.

Note about legislative updates: CSTP relays these legislative updates to provide information on bills, budgets and legislative processes. CSTP doesn’t have a legislative agenda, but does track legislative issues most relevant to teaching.

Pre-Filled Bills

HB 1003: which would expand access to dual credit programs.  

HB 1013: which would establish regional apprenticeship programs.

HB 1015: which concerns minimum employment requirements for paraeducators.

HB 1044: which would provide capital financial assistance to small school districts with demonstrated funding challenges.

HB 1057: which would provide a benefit increase to certain retirees of the public employees’ retirement system plan 1 and the teachers’ retirement system plan 1.

HB 1064: which would create a school safety capital grant program.  

HB 1071: which would authorize funding for a school resource officer in every school.

HB 1093:  which aims to provide parents and their children with more choices for a quality elementary and secondary education through the family empowerment scholarship program.

HB 1109: which would provide additional special education funding to school districts in order to increase initial evaluations during summers.

HB 1113: which relates to reviewing reprimands for professional educators.

SB 5008: which relates to providing parents and legal guardians access to instructional materials.

SB 5009: which would require parental or legal guardian approval before a child participates in comprehensive sexual health education.

SB 5019: which concerns classified staff providing student and staff safety.

SB 5020: which would require elementary education to start at six years of age.

SB 5024:  which would establish a parents’ bill of rights related to their child’s public education.

SB 5029: which would empower school district boards of directors.

SB 5038: which would modify notification deadlines for certain education employment contracts and related dates.

SB 5048: which would eliminate college in the high school fees.

SB 5064: which concerns excess cost allocations for special education programs.

SB 5072: which would advance equity in programs for highly capable students.

SB 5085: which concerns principal and assistant principal terms of employment.  

SB 5102: which concerns school library information and technology programs.

SB 5126: which would provide common school trust revenue to small school districts.

SB 5127: which would clarify school districts’ ability to redact personal information related to a student.

Until next week, have a good weekend!

Samantha Miller

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Trauma-Informed Classrooms for All

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Education, Education Policy, Elementary, Equity, High School, Life in the Classroom, Middle School, Professional Development, Social Issues, Teacher Leadership, Uncategorized | , , , , , ,

There is no denying it. Education is changing due to Covid-19. And, to be honest, it needs to. We have been stuck in a rut for a long time, and much needed change is long overdue. This last year I feel like the veil was lifted, and the dark and ugly side of education was laid bare for all to see. We found out what we strived to achieve was all an illusion.

Equity? We did not have it. Some families had the support, the technology, and the safe and secure space to conduct school at home. Many, maybe most, did not. Do any of us believe that it made no difference before the pandemic?

Engagement? How many of us had the illusion that our content was truly engaging blown away when our Zoom meetings were lightly attended and our remote learners opted out of all of our innovative and personalized resources? If they opt out as soon as they are out of our reach, did we really have their attention?

Achievement? Did our grades and test scores measure the important metrics? What good have they been to us this year? Who still cares about standardized tests? Have we all figured out what we are actually teaching yet? (I’ll give you a hint: It’s not standards.)

As we move back to so-called normal, we need to remember that the old normal no longer exists. More than that, we have changed. We have come through a time of collective trauma, and we can only succeed if we create safe and supportive learning environments for students and teachers.

I am a trauma-informed educator. I grew up with trauma of my own, and I have made a study of trauma-informed teaching practices to better serve my students. I believe this has helped me reinvent my teaching practice this year in ways that supported students and created a safe and secure learning environment. I plan to do more.

I remember when I first learned GLAD (Guided Language Acquisition Design) strategies to better serve my English language learners in class. The selling point was that all students would benefit from them. The same must be said of trauma-informed teaching practices. They will make all students feel more supported, more safe, more able to learn and grow with us.

And, let’s face it; aren’t we all a little traumatized this year?

Students who have experienced trauma feel unsafe in most places, including school. They may have little control of their fear response due to trauma, and when they are under this stress they are less able to learn, to focus, or to regulate their emotions. They may be hyper alert or withdrawn. They may have disruptive behaviors. They may struggle socially, academically, emotionally, and even physically.

Here are some gems I collected from my recent research on trauma-informed classrooms:

  • A 2014 study tells us that 45% of students have experienced some form of trauma. What do you think the numbers are now?
  • All students learn best when they feel safe and supported.
  • A safe, caring, and consistent adult is the best intervention for a child affected by trauma.
  • Both students and teachers must feel psychologically safe in the classroom- no bullying, no judgment, no demeaning behaviors.
  • The key to relationship-building is authentic interactions that respect student voice and perspectives.
  • Trauma-informed discipline requires us to acknowledge the role of trauma in behavior and use appropriate consequences that promote healthier reactions in the future (think restorative justice practices).
  • Self-regulation and mindfulness skills are as important as any curriculum.
  • We can offset stressors with messages of empathy and optimism to support healing and resilience in our students.

I’d add to this list that we should do the following as we reinvent education:

  • Create systems for evaluating student work that are more holistic and less demeaning and/or stress-inducing.
  • Demand discipline systems that respect every child and offer support and encouragement over punishment.
  • Encourage creativity, student choice, physical activity, and all other joyful pursuits.

There is an excellent article from the School-Justice Partnership: Trauma-Informed Classrooms. It is very long, but comprehensive.

If your time is limited, here is a short tip sheet from WestEd for Creating Trauma-Informed Learning Environments.

I would love to see more resources in the comments. I hope that educators all over the state will band together to support our students with new and improved practices- trauma-informed classrooms for all.

National Boards: An Odyssey of Collaboration

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Education, Mathematics, Mentoring, Middle School, National Board Certification, Teacher Leadership | , , , , , , , , , , , , , ,
NBCT Mentor

By guest bloggers NBCT Heather Byington and NBCT David Buitenveld

What happens when a middle school math teacher and an elementary teacher co-teach math to 5th graders for a quarter? David Buitenveld, a middle grade math teacher leader who recently received his National Board Certification, and Heather Byington, a veteran elementary teacher leader and long-time NBCT, discuss their journey of collaboration, with the Architecture of Accomplished Teaching as the common path.

NBCT Heather Byington and NBCT David Buitenveld

David (newly-certified NBCT and 5-year middle level math teacher):

During my NBCT journey last year, I spent more time than previously with the question “what do you know about your students?” and the answer, embarrassingly often, was “not that much.” Keeping that question present (a key takeaway from the National Board process) led me to realize that although I understood the mathematical ideas students encounter in elementary grades, I didn’t have knowledge of their lived experience of 5th grade, and how that experience affected their transition to middle school math. Co-teaching with Heather was a chance to experience 5th grade math and see their world in action.

Heather (long-time NBCT and 20-year teacher):

When David asked to co-teach math in my classroom, I wondered if it would be intimidating to work with a math expert. I quickly realized that he is more skilled at constructing inquiry-based discussion around a math concept, while I feel more comfortable with direct instruction. My first attempt flopped, while he watched! But David jumped in and helped me make more sense of the math for students! I learned from him that it’s okay to try new things and have them flop. When kids see that I try, fail, and keep trying, they’re willing to keep trying too.

David:

Continue reading →

What Teaching Internationally Has Taught Me About Life, Limits and Differences

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Education, Life in the Classroom, National Board Certification, Teacher Leadership, Travel | , , , ,

By Guest Blogger, NBCT Sarah Applegate

Things that aren’t different:

  • Teachers complaining about staff meetings
  • New instructional initiatives that both inspire and tire teachers
  • Kids who turn in assignments late
  • Parent meetings that are stressful

Things that are different:

  • Where the staff meetings are held
  • The types of instructional initiatives that occur
  • Where kids turn in their late assignments
  • How long parent meetings last

Phuket, Thailand

Nearly two years ago, my husband and I finally finished our Search Associates application and did what we had been threatening/planning/talking about doing for years – we started actually searching for overseas teaching positions. What surprised us the most (we were naive) was how competitive overseas teaching is.  We had a very narrow search at first…Europe, some Latin American countries since Rob is a Spanish teacher. But we soon discovered that despite our (stellar) resumes, jobs were tough for us to land. After a year of frustration, we expanded our search, and, based on experiences our friends had been having at a school in China, we applied and were hired at the Dalian American International School in Dalian, China.

Fast forward a year, and here we are, living and working at DAIS. Literally since we live on campus. We live in a rural area about an hour outside of Dalian, a small city of 8 million people(!). We live a mile from a beach, our apartment looks out on a blueberry farm/wedding picture locale and we live with most of the people we work with in a six-story building. One plus- our commute is about 2 minutes.

I teach Senior and Junior Seminar (which focuses on college application and completing a research project) along with teaching technology at the elementary school. Rob teaches English and Social Studies to 7th graders. Our school is unique in that there is an international group and a Chinese national boarding program. Rob and I work with only Chinese students at the secondary school and the students I work with at the elementary school are all international (meaning, they hold a passport from a country other than China).

We had months to think about what work would be like here. And, many of our assumptions came true.

The students we teach are incredibly privileged and part of the rising middle and upper class in China. It isn’t surprising (anymore) to see a Porsche, a Range Rover and a Maserati at elementary pickup.

Students have a wide and varied range of educational experiences, both in the international and the Chinese national programs. In the international program, some students have lived all over the world, speak 2 and 3 languages, and see themselves as part of the broader global community- they have a deep understanding and acceptance that DAIS is just a stop on their journey as part of their parent’s work assignments.

Kids arrive and leave the elementary school frequently, and some are more ready to be in an English only program than others. In the Chinese national program, there isn’t a ton of turnover, but the language proficiency varies widely. Some of my seniors love to practice their language skills and have a solid understanding that next year they will be attending college in an English-speaking country so practicing now is valuable! Others are reticent and take shelter in the fact that 2/3 of the entire secondary school speaks Mandarin as their first language. They only speak in English when they are required to by the course or the teacher, and otherwise their day is in Mandarin. As someone who doesn’t have a second language and is a self-admitted lazy language learner, I can empathize- heck, I live and work in a gated community with other English speakers. However, my senior students are going to be in an entirely English university program in just 6 months! Gaah!

View from Hike

But, many of our assumptions didn’t come true:

Just because parents are shelling out a lot of money to attend a “western style” school, this doesn’t mean the students are motivated, take initiative and want to learn everything they can. They are still kids and teenagers, with moods, interests and skills that vary widely, and a broad range of understanding the privilege and opportunity they are being offered. We still have to bring our ‘A’ game every day. At least we have less of them to inspire. To be frank, class sizes are very reasonable.

Even working at a private school, even with the tuition, resources, etc., behind the scenes, we are still living in China, a developing nation. Thus working with technology can be incredibly frustrating. The government has a pretty tight monitor on information (apparently their website that filters all information that comes in and out of the China is the busiest in the world, which makes sense) but trying to be a technology teacher, providing 21st century experiences to worldly kids can be incredibly frustrating. We do a lot of sitting…and waiting for websites to load. As teachers, we all try to laugh it off, giving one another sympathetic “I know” looks whenever it is brought up at staff meetings (see above). However, as a technology teacher, I think I have a special and uniquely frustrating relationship with this reality.

China is different. So much different than the US, and the other two countries we have lived in (Mexico and Finland). There is so much I don’t understand- the language, obviously is a huge one, but layer that with characters that are pretty much unintelligible, traditions that don’t look like anything I have known before, and a public school educational system that is amazing (in the fact of how fast they have been able to increase literacy) but is entirely based on rote and routine memorization for an exit exam that requires a complete and exact regurgitation of the textbook information using the ancient and complex characters? Well, it is just a lot to take in every day. The first few weeks and months are a blur and people try and help- the question- “How are you adjusting?” is asked to every newbie frequently during the first few weeks. I vacillated between trying to stay strong (“We are great”) to honest (“I don’t know that I can stay here past October without having a nervous breakdown”).

In mid-November I had a quiet and brief epiphany: I can do it. I can figure out how to get groceries, coffee and exercise. I can appreciate the differences, I can laugh and relax just a little, and I can work on doing a better job of parenting, teaching and taking care of myself. I have a year and a half to go in my contract. I know I am going to be surprised at who I become and how I talk about these experiences in June 2019, when we plan to come home and “return to regular programming.”

PyeongChang 2018 Olympic Winter Games Ski Jump

Sarah Applegate has been teaching for 23 years and is excited to be new at something again! Sarah spent her entire teaching career in the same high school, first as an English teacher and then as the Teacher Librarian. In 2016-2017, she had the opportunity to work for CSTP working on teacher leadership initiatives and learned a lot about how to create the environment for teacher leadership to grow. Sarah has worked with National Board Initiatives in Washington State since 2002 and believes teacher leadership can improve student learning and transform schools. Sarah cannot believe how many miles she has been putting on her frequent flyer account over the past 10 months.

Janette MacKay

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Yield jump

I have recently started teaching first grade in Seattle Public Schools. This is my 18th year in education. I’ve had the opportunity to live and teach all over the world (China, Guatemala, Hungary, Morocco, Los Angeles…), and have spanned the ages from Kindergarten all the way up to the university level.

I was born and raised in the Seattle area and went to the University of Washington (it’s hard to write a bio without finding some way to work in a little “Go Huskies!”). I never imagined I would be a teacher, but sort of stumbled into it, and discovered the tremendous joy of the classroom.

Teaching well means that we can’t lock ourselves in the classroom, building construction paper fortresses. It requires maintaining a healthy, balanced life outside of the classroom, as well as staying involved with the policies that impact our students every day. Participating in this blog is one way to lend my voice to the conversation.

My One Cent’s Worth

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By Travis

As I turned on my classroom lights this morning, I saw an envelope, sitting, in the middle of the floor. It was out of place. I paused as I picked it up, wondering. Someone had slipped the envelope under my door late last night (I left school at 6 pm) or the did so early this morning (I arrived at 7 am). 

Doc - Mar 7, 2012 1-18 PM

The note was from a former student. As I read, I was torn between the emotional beauty of being a teacher, and the sad reality of how Washington State views its teachers. I believe this is a feeling many teachers have had recently.

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