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Posts Tagged teacher shortage

LEV Interviews Senator Ann Rivers About Solutions to the McCleary Funding Debate

Senator Ann Rivers - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with Ann Rivers, Co-Chair of the Education Funding Task Force and member of the Senate Early Learning & K-12 Education Committee, to discuss why she decided to run for office, where she sees common ground for a McCleary education funding solution, and her favorite classroom accomplishment when she was a middle school teacher.

 

Listen here:


 

Listen to Senator Hans Zeiger talk about McCleary School Funding Solutions

Listen to State Superintendent Chris Reykdal talk about priorities for his first 100 days

Listen to Governor Jay Inslee talk about his 2017 state budget

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Blog, Funding, Legislative session, Podcast, Teacher Prep

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Ask a Teacher on the WA Teacher Advisory Council

2015 Washington state Teacher of the Year Lyon Terry - League of Education VotersBy Lyon Terry, 2015 Teacher of the Year
Guest Blogger

As the 2015 Washington state Teacher of the Year, I am often called to be a speaker, panelist, story-teller, spokesperson and more. But I am far from the only teacher who understands what works in education. To improve our schools, we must involve the people doing the work—the teachers.

I remember speaking in front of six hundred education advocates in a windowless room at the Seatac DoubleTree. The people there wanted to support kids and improve education, and I was glad to be called. But I was the only teacher in the room. How was this audience going to make change to schools without talking to the people who teach the kids?

Education is at a crossroads in our state right now. We must ask teachers for solutions. Teachers should be in every education conversation. Yet, we are often not consulted.

Washington state must increase funding for education by billions over the next two years to satisfy the McCleary Decision. What is needed? Why is it needed? Ask teachers. They will tell you.

Sure, we must increase salaries, particularly for beginning teachers, but teachers are not in the profession for the money. Teachers know there are many other needs. The following teachers are all award-winning educators in the WA Teacher Advisory Council Network. You can search for any education issue there and even use it to gain access to classrooms. We want you to see what is needed. Here are some of the issues that match our teachers’ expertise:

Michael Werner in Granite Falls or Spencer Martin in Sunnyside can tell about the funding needed for their amazing Career and Technical Education Programs.

Ask Katie Brown in Bellingham, Alisa Louie in Kent, or Jose Corona in Yakima about the needs of students who are learning English for the first time.

Have questions about special education? Ask Elizabeth Loftus in Oak Harbor or Theodore Mack in Moses Lake.

Do you want to know solutions for funding our massive teacher shortage? Ask Bethany Rivard in Vancouver, Dave Gammon in Spokane, or Nathan Bowling in Tacoma.

What about the importance of social and emotional learning? Ask Theresa Holland-Schmid on the Kitsap Peninsula or Lynne Olmos in Mossyrock. They can also bend your ear about the importance of arts integration.

Teachers Kendra Yamamoto in Vancouver and Tim Larson in Odessa can articulate the incredible importance of early learning.

Many teachers know what is needed to support science, technology, engineering, arts and math (STEAM).  Ask Barney Peterson in Everett, Jeff Wehr in Odessa, Jeff Charboneau in Zillah, John Gallagher in Port Angeles, or Camille Jones in Quincy if you are interested.

How can we improve parent engagement? Ask Kimberly Witte in Bremerton or Brian Sites in Richland.

Do you care about dual credit, advanced placement, and access for all? Ask Nathan Bowling in Tacoma or Shari Conditt in Woodland.

I could go on and on. I love knowing these teachers. They are all Teachers of the Year, recognized by their districts, ESDs, and the state as experts in the field; they know what our students and schools need to be successful, to thrive. They are members of the WA Teacher Advisory Council with the mission to inform education decisions and influence policy, promoting equity and excellence for all.

Let them rise to their mission. If you have an education question, then please, talk to an accomplished educator. And listen. #askateacher

 

Lyon Terry teaches 4th grade at Lawton Elementary School in the Seattle Public Schools. He is a National Board Certified teacher with 20 years of experience. Every day he plays guitar and sings with his students. You can find him on Twitter @lyonterry or email: wastoy15@outlook.com.

 

 

 

Posted in: Blog, Career Technical Education, Early Learning, Funding, STEM, Teacher Prep

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2017 LEV Annual Breakfast Highlights

Thank you for joining our seventh annual LEV Breakfast on Thursday, March 30, a celebration of Washington’s teachers and an engaging conversation on how we can advocate to put great teachers in front of our kids who need them most. We featured LEV President Chris Korsmo and an inspirational talk with 2017 Regional Teacher of the Year recipients Kendra Yamamoto and Elizabeth Loftus on how great teachers are the key to student success.

Special thanks to Workhouse Creative for this amazing film, featuring 2017 Washington state Teacher of the Year Camille Jones, teachers Jamilla Norris and Donte Felder, and Washington Governor Jay Inslee:

 

Here are a few photos from the event:

League of Education Voters 2017 Annual Breakfast - Daniel Zavala, Elizabeth Loftus and Kendra Yamamoto

LEV Director of Policy and Government Relations Daniel Zavala moderates the discussion with 2017 Washington Regional Teachers of the Year Elizabeth Loftus and Kendra Yamamoto

 

League of Education Voters 2017 Annual Breakfast - CEO Chris Korsmo speaks

LEV President and CEO Chris Korsmo front and center

 

League of Education Voters 2017 Annual Breakfast - Table mates

LEV Board Member and Teacher Cate Simmers (2nd from R) and her table mates

 

League of Education Voters 2017 Annual Breakfast - Board Member Bob O'Hara and former Board Member Thelma Jackson

LEV Board Member Bob O’Hara (R) and former Board Member Thelma Jackson with guests Lyle Quasim (L) and Mark Jones

 

League of Education Voters 2017 Annual Breakfast - Lobby interactive exhibit

The interactive exhibit in the Sheraton Seattle Lobby

 

League of Education Voters 2017 Annual Breakfast - 2017 Washington state Teacher of the Year Camille Jones (L) and Regional Teachers of the Year Elizabeth Loftus and Kendra Yamamoto

From left: 2017 Washington state Teacher of the Year Camille Jones with 2017 Regional Teachers of the Year Kendra Yamamoto and Elizabeth Loftus

Thank You to Our 2017 Sponsors

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LEV FOUNDATION is a 501(c)3 charitable organization that provides strategic, accurate, and timely information to citizens, educators, policymakers, and the media; highlights research-driven educational practices that prepare all students to reach their full potential; and advocates for reforms and revenue to implement the research-based practices in Washington. Donations are tax-deductible.

OUR VISION is that every student in Washington state receives an excellent public education that provides the opportunity for success.

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Chris Korsmo: My Ed Path

Chris Korsmo

When I reflect back on my education, it becomes clear pretty quickly that there was not one big “aha” moment. I didn’t just wake up one morning and was suddenly enlightened about everything on the face of the earth. And we haven’t yet figured out how to download information directly into our brains, like Carrie Anne Moss suddenly learning how to fly that helicopter. Everything I learned built on what I had learned previously. Graduation requirements at my high school were aligned to college-going. While rigorous, those requirements allowed for the arts. Seven years of marching band made me who I am today. All the stories about band camp are true.

This is why our vision at the League of Education Voters is for every student in Washington state to have access to an excellent public education – from early learning through higher education – that provides the opportunity for success. And this is why LEV is a proud member of the Cradle Through College Coalition.

To that end, during the 2017 legislative session, LEV is advocating for:

  • Additional funding for increased access and participation in high-quality early learning programs across the state
  • A system that attracts, retains, and supports qualified and effective educators, which includes teachers, para-educators and principals, while addressing needs for equitable access to quality instruction
  • Programs and funding targeted toward students who need it most, providing both academic and non-academic supports for students to improve outcomes and make progress in closing the opportunity and achievement gaps
  • An accountability system that provides transparency for families on school budgets and student outcomes, measures student and school success meaningfully, and provides effective state- and district-level supports for struggling schools
  • Additional funding to serve all students eligible for the State Need Grant

Here’s what we know about our kids: They all have assets. Every one of them has talent. They are not widgets. They want to know that what they’re learning has meaning. And they want you to know their names. For all the difficulty we ascribe to changing education policy, it’s really pretty simple:

  • Foundational skills that transfer with them to careers
  • Access to information about possible career choices
  • Individualization
  • Applied learning or relevance
  • And adults who care about them

Speaking of caring adults, none of my success would have been possible without great teachers. Research consistently shows that a great teacher has the single biggest impact on whether a student will succeed. I know this from personal experience, and I thought you might appreciate these photos from my education path:

League of Education Voters CEO Chris Korsmo's education path

Spring Day at Beloit College was a huge day of fun. There were no classes, and air band contests were the order of the day. Guess which band we were and who I was? I believe the year was 1983. I’m holding a toilet brush, in case you’re curious. For the record, the brush was brand-new.

I couldn’t have made it to Beloit without support from my favorite teacher, Sue Remley. I had her twice for math in high school and she took me under her wing. I could tell she was paying attention, which is why I did not want to let her down.

Her expectation for me was a motivating factor in applying to and going to college, because she let me know when the SATs and ACTs were. She even asked me who I was sending them to. She had 150 kids a day, in six or seven classes. And she knew everybody. I wasn’t the only person she was talking to. I wasn’t the super special kid. Everybody was super special. And that was cool.

Wouldn’t it be great if every student had a story about a favorite teacher, and every student had access to great teachers from early learning through higher education to help them along their education path? Call your legislators and encourage them to support the full education continuum at 1-800-562-6000. If you need help finding your legislators, just click here.

 

#MyEdPath

Posted in: Blog, Career and College Ready Diploma, Closing the Gaps, Early Learning, Funding, Higher Education, Legislative session, Teacher Prep

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Increasing Teacher Diversity in the Edmonds School District

Diana White Edmonds School Board - League of Education VotersBy Diana White, Edmonds School Board, Guest Blogger

Many industries, companies, and systems have placed a growing emphasis on diversity in hiring, and the education arena is no different. Most of these organizations have found difficulty finding ways to increase their numbers of ethnically diverse employees. It is a difficult proposition.

The Edmonds School District, in coordination with several partners, believes we have found a way to move the needle to hire and retain more diverse candidates entering the teaching workforce.

Historically, the Edmonds School District teaching staff has been largely white, with nearly 92% representation in 2016.* However, the ethnic makeup of the district’s student population is over 50% non-white. Students of color now comprise the majority of our population, and they have been increasingly vocal about teachers, educators, administrators, and curriculum that reflect their diverse community.

The Edmonds School District’s early initiatives were similar to many districts – attending diversity recruitment fairs, specific publications, word of mouth, etc. As a result, the number of new teachers of color would slowly move in the positive direction, only to be thwarted by our inability to retain qualified teachers of color.

The Edmonds District and its team realized that a ‘grow your own’ model would be needed to provide the best success at recruiting, retaining and training teachers of color. Over the course of 18 months, the District, along with the school board, post-secondary educational institutions, a local philanthropic foundation, and a nonprofit, formed the Teachers of Color Program.

Here’s how it works:

Current classified employees who work in the Edmonds School District are eligible to apply for a Teachers of Color Scholarship. Many of these employees already work with our students as para-educators, coaches, and behavior specialists, and they are passionate about our students. The classified staff is more ethnically diverse, they live locally, and many are parents of children who have graduated from or attend our schools. Some have post-secondary education, but all have a desire to earn a teaching certificate.

A designated district employee is another integral part of the process. The Teacher Education Advancement Coordinator promotes and assists all employees who wish to enter the teaching profession. Examples include assisting potential students with financial aid opportunities and grants, or identifying pathways to alternative certification programs. A great amount of work has been done to develop the application process, interview, and vet the candidates for the Teachers of Color Scholarship program. The inaugural round produced 18 candidates, of which 4 were selected as our initial cohort.  More candidates will be added as funding permits.

Our candidates are expected to undergo significant training on critical race theory, participate in mentoring programs, and advocate for other potential candidates. All are leaders in our schools, and role models for our students.

The funding model has focused primarily on a generous grant from the Hazel Miller Foundation. We also receive tuition waivers from Edmonds Community College, and hope to expand the number of tuition waivers in the future. Our research found that students historically struggle with financial barriers such as childcare costs, test and book fees, transportation to and from school, and inability to take time off for student teaching. The Hazel Miller grant allows flexibility to help students with living stipends, emergency expenses, and other costs outside of tuition that help the student succeed in attaining their teaching certification. Some of our students come to us already with a degree, but many will require assistance with the bachelor’s degree and teaching certificate. Our relationship with candidates will continue for several years, and support and assistance is tailored to each Teachers of Color recipient.

The biggest challenge to the Teachers of Color Program is I-200, Washington’s affirmative action initiative passed by voters in 1998. This law restricts hiring based on sex, age and ethnic diversity. No program monies are passed through the district, but instead are funded through a 501c3 nonprofit founded specifically to support this cause. The Teachers of Color Foundation was formed to provide a place for grants, tuition waivers, and other financial support for this program.

It took the collaboration of many to develop the Teachers of Color Program – a process that can be replicated in other districts. This program has the potential to make a visible impact on the ethnic diversity of educators in our district and mirror the diversity of our student population as we adapt to changing demographics across all our communities.

Teachers of Color Foundation - League of Education Voters

* Edmonds teacher diversity data from the Office of the Superintendent of Public Instruction (OSPI)

Posted in: Blog, Teacher Prep

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LEV Interviews Governor Jay Inslee About His 2017 State Budget

Governor Jay Inslee - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with Governor Jay Inslee to discuss his 2017 education priorities, how to build bridges in today’s political climate, and how to close the opportunity and achievement gaps.

 

Listen here:

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Career Technical Education, Closing the Gaps, Early Learning, Funding, Higher Education, Legislative session, Podcast, STEM, Teacher Prep

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Great Teachers Need Great Preparation

By the LEV Policy Team

K-12 Education - League of Education VotersOur conversation around redefining basic education continues with an examination of an often overlooked part of the education system, educator preparation.

Research consistently shows that teachers have the strongest school-based impact on student performance. The impacts of a highly effective teacher or low-performing teacher can affect students for years to come and influence a student’s likelihood of college attendance and persistence. Our educational system must equip teachers with the skill sets required to meet the needs of a student body that is more diverse each year.

Our understanding of how to better support, engage, and teach students grows each year, yet many preparation programs have not used this growing body of research to change how they prepare teachers. This knowledge can be a valuable asset as we prepare future educators to meet the challenges they will face in the classroom. Unfortunately, most teachers feel that their teacher preparation program left them unprepared for the challenges of teaching.

Improving preparation programs is an important starting point to ensure every student has access to effective teachers. One way to improve these programs is to include longer, more intentional student teaching experiences. Some programs only require one-semester of student teaching which doesn’t always provide aspiring teachers with enough time to experience the range of challenges of running their own classrooms.

In contrast some teacher preparation programs, like Heritage University, have developed longer, more intentional approaches to student teacher placements. Aspiring teachers will work in a classroom for more than a year as they build the knowledge and understanding that they will need to succeed when they become a teacher. It is new approaches to teacher preparation like this that will help to provide the necessary foundation for aspiring teachers.

Another means to ensure new teachers develop the appropriate skills to be successful in increasingly diverse classrooms is providing a curriculum in preparation programs that is reflective of the skills and understanding needed to positively impact student learning, like trauma informed instruction and culturally responsive instruction. This type of training should also be provided to current and veteran teachers.

Trauma informed instruction/care

  • “In this approach, the adults in the school building understand the prevalence and impact of adverse childhood experiences, the role trauma plays in people’s lives, and the complex and varied paths for healing and recovery.”
  • “A trauma-informed approach asks: ‘What happened to you?’ instead of ‘What’s wrong with you?’ It is designed to avoid re-traumatizing already traumatized people, with a focus on ‘safety first’ (including emotional safety), and a commitment to do no harm.”

Culturally Responsive Instruction

  • Culturally responsive instruction is “recognizing the differences among students and families from different cultural groups, responding to those differences positively, and being able to interact effectively in a range of cultural environments.”

If teachers are the most significant school-based factor on student achievement, appropriately preparing teachers is a common sense route to improving student outcomes. What can Washington state do to better prepare and support teachers?

#BeyondBasic

 

Read Part 1 of our McCleary blog series, Rethinking Our Education System

Posted in: Blog, Funding, Teacher Prep

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Every Student Needs an Effective Teacher

By the LEV Policy Team

Teacher Helping Student - League of Education VotersAs discussed in our previous blog post on teacher compensation, investing in our teachers is critical to closing the opportunity gap in Washington state. Research has found that effective teachers* are inequitably distributed between districts and between schools within districts according to student poverty**. (Adamson and Darling-Hammond, IES brief, IES study, WA Equity report). This means that some of the students with the highest needs don’t have access to the teachers that can meet those needs. Research also indicates that improving the distribution of effective teachers can lessen the achievement gap between low-income and non-low-income students. So, how can we make sure that every student has access to effective and well-supported educators?

There are a number of reasons for the inequitable distribution of effective educators. In Washington, differences in salaries between districts because of local levy dollars and teacher shortages in particular endorsement areas have been found to contribute to the issue. Working conditions, school leadership, and available supports are also factors in teacher’s decisions of where to teach. In order to address these factors and ensure every student has access to effective teachers, we should pursue strategies to attract and better prepare new teachers as well as encourage and better support existing teachers to teach in high needs schools. Below are some of the strategies that could help us accomplish that.

Attracting and Preparing:

  • Increase starting teacher salary to attract more individuals to become teachers.
  • Create alternative pathways to certification to enable paraeducators and other career changers to pursue teaching. This will not only help give more effective individuals the opportunity to pursue teaching, but could also increase the number of teachers from historically underserved communities and diversify the teaching force.
  • Increase teacher preparation standards to make sure that teachers have received the training they need before they enter the classroom. This includes raising expectations for content and pedagogical knowledge, standardizing those expectations across preparation programs in Washington, and increasing preparation program quality.
  • Include more student teaching and practicum in teacher preparation programs. This will help future teachers gain more hands-on experience before entering their own classrooms. This can include partnership with districts, such as the Seattle Teacher Residency Program or Heritage University’s Residency program, and mentoring programs once teachers are placed in schools.

Supporting and Encouraging:

  • Provide state-funded professional development for all teachers. By supporting all teachers in their professional growth, we can increase the effectiveness of all educators.
  • Provide targeted professional development for teachers and principals in high needs schools. This will support teachers in meeting the specific needs of their students, and principals in meeting the needs of their teachers. The professional development could also be designed as an incentive to encourage teachers to move to high needs school, by providing additional opportunities for professional growth.
  • Institute mentoring programs in high needs schools. This would provide a leadership opportunity for veteran teachers and additional support for new teachers, improving the working conditions and growth opportunities for both.
  • Allow more flexibility for principals in high needs schools. Flexibility in staffing and programming could attract effective principals and allow them to set the culture and working conditions that will attract effective teachers.
  • Provide student loan forgiveness for teachers and principals who work in high needs schools for a sustained period of time.

Additional Strategies:

  • In order to really have a sense of whether students have access to effective educators, we must improve data collection and indicators of teacher effectiveness. Our current indicators of certification, education level, and years of experience do not provide information about actual teacher performance and impact on student learning. The Washington Equity report outlines some potential options for using the teacher evaluation system to enhance our effectiveness data.
  • Move bargaining of teacher salaries to the state level. This would eliminate the differences between districts in salary levels, thus decreasing the recruiting advantages one district may have over another.

How else can we make sure that every student has access to effective and well-supported educators?

#BeyondBasic

*Effective educator is defined differently in various studies. Some use value-added measures that incorporate student growth and others use definitions based on credentials and years of experience.

**Two of the studies also found similar inequitable distribution based on student race and ethnicity.

 

Read Part 1 of our McCleary blog series, Rethinking Our Education System

Posted in: Blog, Closing the Gaps, Funding, Teacher Prep

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Education Advocate October 2016

ED Advocate, League of Education Voters Newsletter, October 2016

Greetings

Chris Korsmo
Chris Korsmo, CEO

Fall is definitely upon us. Our kids are back in school, the M’s season (sadly) is over, and football is well under way. It’s hard to believe that the election happens a short five weeks from today. I feel like the groundhog who has seen its shadow, ready to retreat into my Packers den until the political ads are finally over.

As I’m sure you know by now, one of the most important races in the election is for the next Superintendent of Public Instruction. LEV is all over it this month, co-sponsoring candidate forums with Erin Jones and Chris Reykdal October 5 in Woodinville, October 8 in Seattle, and October 11 in Spokane. See details and listen to podcast interviews with both candidates here.

Also, many of us don’t know what the Office of the Superintendent of Public Instruction (OSPI) actually does. Join us for a free Lunchtime LEVinar on October 27, where current state Superintendent Randy Dorn will answer your questions about OSPI’s roles and responsibilities. Register here.

LEV continues to roll out our vision of what we could accomplish in the McCleary education funding debate, which will be front and center in the 2017 legislative session. Dig into the topic of fair compensation for our teachers here.

Finally, I would like to extend a big thank-you to our donors in the third quarter of 2016. You make our work possible. Thanks for all you do for kids. We couldn’t do it without you.
Chris Korsmo signature

 

 
Chris Korsmo

October OSPI Candidate Forums

Washington state OSPI candidates Erin Jones and Chris Reykdal LEV is co-hosting three candidate forums this month with Washington Superintendent of Public Instruction candidates Erin Jones and Chris Reykdal. See them October 5 in Woodinville, October 8 in Seattle, and October 11 in Spokane. See the complete schedule and listen to podcast interviews with both candidates. Read more

Learn OSPI’s Roles and Responsibilities

OSPI Roles and Responsibilities Lunchtime LEVinarRandy Dorn, our current state Superintendent of Public Instruction (OSPI), will answer your questions about OSPI’s role and work, which levers OSPI has to make changes in education policy, and what the community should expect from OSPI. This free, 30-minute Lunchtime LEVinar will take place on Thursday, October 27 at 12:30 p.m. Register here

Teachers: The Most Important Part of Our Education System

How Teacher Compensation Plays Into the McCleary DebateLEV begins our discussion of redefining basic education with the most important part of our education system: our teachers. Research consistently shows that teachers have the strongest school-based impact on student performance, but that is not reflected in their current pay.

The Washington State Supreme Court is requiring the Legislature to increase the state contribution to teacher salary as part of its duty to fully fund education. As the state grapples with how to meet its McCleary obligations, we must continue to advocate for meaningful investments in education—which starts with investing in teachers. Read more

Celebrating our donors

Thank you!Donations are made to the League of Education Voters (LEV) and the LEV Foundation by individuals, groups, and businesses throughout the community. These generous donations from those who believe in high-quality public education allow us to ensure measurable progress toward LEV’s vision that every student in Washington state has access to an excellent public education that provides the opportunity for success.

We’d like to take a moment to celebrate our supporters who donated to LEV or the LEV Foundation between July 1 and September 30 of this year. Thank you!

Get Involved

COMING UP

October 5, 2016 | OSPI and 1st Legislative District Candidate Forum, Brightwater Center, Woodinville
October 8, 2016 | OSPI and Congressional District 7 & 9 Candidate Forum, Eritrean Association, Seattle
October 11, 2016 | OSPI Candidate Forum, The Lincoln Center, Spokane


LUNCHTIME LEVINARS

October 27, 2016 | OSPI’s Roles and Responsibilities, Online webinar


HELP SUPPORT THE LEAGUE OF EDUCATION VOTERS
| Donate online


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Posted in: Education Advocate, Funding, Legislative session, LEV News, Podcast, Teacher Prep

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A Teacher’s Perspective on Contracts and Collective Bargaining

By Cate Simmers, LEV Board Member

Teacher Helping Student - League of Education VotersAs conversations around the McCleary decision continue to spur discussion around the state, I’ve been prompted to think about my teaching career over the past 15 years and the changes that I have seen during this time. Yes, there have been significant changes (the implementation and implications of the Common Core State Standards being one of the biggest), but many programs and structures remain the same. As our society changes and as our students’ needs change, I wonder if it’s time to consider policy changes that affect these structures? Following are some thoughts around two education issues that I believe should be viewed through a new lens.

The Teacher’s Contract

Currently, teachers are paid by the state for 180 days of work, the 180 days of contact time with students. Different districts around the state use creative ways to add days to this contract or to use regular early release or late arrival schedules to allow time for teachers to participate in collaborative work or professional development opportunities. These different approaches create an inequity between districts and the supports that are offered to their teaching staff. What if, instead, the contract changed to a year-round contract?

A year- round contract is not to be confused with a year-round school year. In this proposal, the school year would remain the same for students, but teachers would be asked to extend the number of contracted work days. Extending the contract an extra week or two after the school year ends and/or before the school year begins would give the opportunity for teachers to receive professional development and to work with their colleagues to plan high-quality, rigorous instruction as demanded by Common Core.

Currently, teachers often take time off from work or take classes once the workday is done when receiving professional development. Additionally, it is a teacher’s tradition to work late into the evening and on weekends and breaks when collaborating with their colleagues and planning for their instruction. Instead, having dedicated time in the summer to complete these activities would allow for fresh, energetic participation. It would also give the opportunity for teachers around the state to gather together to learn from and work with one another. Lastly, it would bring more equity to our profession and compensate teachers for the work that is required outside of the classroom.

Salary Bargaining at the State Level

Teacher salaries in Washington state are provided by two funding sources. The majority of a teacher’s salary comes from the state and is then supplemented at the district level. This is called TRI (time, responsibility and incentive) pay and the amount of compensation varies from district to district. Teachers receive different amounts in TRI compensation based on what is bargained at the district level and districts are increasingly using their levy dollars to fund teacher salaries. In my district, over 25% of teacher salary comes from TRI pay. There are two relevant issues at play in this scenario.

First, teachers receive inequitable compensation depending on the district in which they work. Many of my colleagues have left one district for another simply because the pay was better. Higher paying districts tend to attract higher quality teachers, which can lead to an inequity in teaching staff from district to district.

Second, if salary bargaining was completed at the state level, individual districts would be able to spend their bargaining time working on issues that affect their population’s individual needs. Instead of designating a large percentage of their budget toward teacher salaries, districts could use this money in other ways. I think of my current district and the lack of staff and resources that we are able to fund. Examples include counselors, librarians, and intervention specialists as well as curriculum resources. District bargaining could potentially focus on needs such as these instead of teacher compensation.

As Washington state grapples with the definition of basic education and how to allot funds to pay for it, we are beginning to look at education policy through new eyes. As a teacher, I welcome this timely opportunity for us to examine traditional education structures as well.

#BeyondBasic

Posted in: Blog, Funding, Teacher Prep

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