The 2014 legislative session may have been short, but there were significant policy accomplishments in improving public education in Washington state. These accomplishments expand access to financial aid for higher education for all Washington students, pave the way for all students to graduate from high school ready for college or career, and make steps toward reducing the opportunity and achievement gaps. (more…)
Posts Tagged teachers
By Andaiye Qaasim, Community Organizer at the League of Education Voters
At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activist of the Month for January: Lynda Collie-Johnson. Read more about Lynda’s experience as an educator and at LEV’s Activist Training last year.
The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the last school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”
By Alison Meryweather, LEV Key Activist
Once the 2014 budget was approved, the Issaquah district moved quickly to strategically invest the additional funding. To be clear; our district has yet to be restored to pre-2008-2009 state funding levels, but with the “additional” $3 million allocation from the state, we could begin that process.
Below are some of the priorities where funding was spent:
Instructional Performance and Accountability: $1,000,000 for full implementation, district-wide, of the Teacher Principal Evaluation Pilot (TPEP) Program. These additional funds are required to ensure the program is implemented with equity and transparency. These new evaluations are much more time-consuming and therefore the district opted to increase Dean of Students staffing at both the elementary and middle schools and add another Assistant Principal at two of our comprehensive high schools who have enrollments of 2,000 students each. This staff increase will also serve to assist students who need additional support to address their challenges.
Instructional Time: $200,000 to fund a pilot 7th period at two high schools to expand core graduation and elective options for students. Due to state funding constraints, our district only provides a 6-period day. The district will pilot an on-demand academic option, as well as provide transportation.
Student Health: While $975,000 overall was allocated, the district is contracting for Mental Health Counseling at all three of our comprehensive high schools, at a cost of $275,000. To me, this is a very smart investment. Data from our annual Healthy Youth Survey indicates numerous areas of significant concern. Our teachers are on the front line with our students and both need the guidance and support to navigate the complexities of social/emotional health.
Just imagine the opportunities for our students should the state fully adhere to the court McCleary decision to restore the previous funding levels and make additional essential investments in education!
Alison Meryweather is a passionate advocate for public education and has been volunteering for over a decade so that our students can benefit from the best education possible.
The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the third school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”
By Agda Burchard, Legislative Representative, Kent School District Board
Thanks to the state legislature, nearly $500 per student in additional funding was available at the start of the 2013–2014 school year.
In the Kent School District, a portion of the additional resources support student learning by funding:
- Full-Day Kindergarten. Research shows that students who attend full-day kindergarten are more likely to be independent learners, more productive, and less likely to be withdrawn or aggressive. Seven additional elementary schools in Kent received state funds for full-day kindergarten. In a full day, teachers have more time to concentrate on teaching the curriculum and students are able to focus longer on a subject. Students also have time to engage in a wider range of activities including the arts and physical education.
- Increasing Student Success. KSD added or expanded these programs:
- Dual-language programs at Scenic Hill and Carriage Crest elementary schools. Students will focus on learning two languages and develop high linguistic and academic proficiency.
- Preschool classes at Meridian and Park Orchard elementary schools. To prepare students for success in school.
- Parent Academy for Student Achievement. The Parent Academy teaches parents how to engage in their children’s education and is taught in nine different languages.
- Career Medical Pathways program at Kentlake in partnership with Renton Technical College. Students can take low-cost college courses and work with businesses such as MultiCare Health System to receive practical instruction in the medical field. This type of experience gives students new opportunities and advantages in the modern job market.
The additional state funding was a good down-payment toward fully funding public education as required by the state supreme court’s McCleary decision. When you see your state legislators, please thank them on behalf of the students in your community. And ask them to keep working to fully fund basic education so that all our students can increase their academic achievement and graduate ready for success in college, career, and community life.
Agda Burchard and her husband Tom have lived in Kent for 20 years. Agda became active in the Kent School District when their daughter Sam entered kindergarten in 2002. In addition to serving on the Kent School District Board, Agda is a Girl Scout leader and PTA leader.
The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the second school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”
By Bob Douthitt, President, Spokane Public Schools
Spokane Public Schools received approximately $18 million in net new state and federal revenue for the 2013–2014 school year to support basic and special education. This represents 5–6 percent of our operating budget, which is slightly over $300 million.
Of the $18 million, $10 million is being used to fund Basic Education obligations that had previously been backfilled by levy money. The remaining $8 million, which represents new revenue, is being used to reduce K–1 class sizes, particularly in high-poverty schools, increase reading intervention teachers to provide support in all elementary schools, and increase certificated staff in middle schools to support both at-risk and high-achieving students. Additional investments for professional development to implement the Teacher-Principal Evaluation Project (TPEP) and new curriculum for Common Core were added to the budget. Our Mentor Teacher Program was restored. Finally, investments in college and career completion initiatives are available in this year’s budget to help support the School District’s T-2-4 goal.
The “T-2-4” goal, which is part of our new five-year strategic plan introduced this fall, says that as much as 67 percent of the jobs in Washington state are expected to require some form of post-secondary training by 2018. The “finish line” for our students should not be merely obtaining a high school diploma, but rather, completing something at the post-secondary level. It could either be technical or military (the T), a 2-year degree (the 2), or a 4-year degree (the 4).
Washington’s students certainly need the additional $3+ billion delineated in HB 2261 And ESHB 2776, and required under the McCleary decision, if they are going to substantially improve their academic achievement and realistically expect to obtain the outcomes we want as a state, and need as a society.
Bob Douthitt was elected to the School Board for Spokane Public Schools in 2007, and has served as president since 2011. A former tax attorney and retail business owner, he has been active in civic affairs throughout his career.
The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the first school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”
By Jeannette Papadakis, President, Anacortes School Board
The increased funding from the 2014 legislative session, as the first installment for fully funding K–12 education, is directly benefiting Anacortes students. The additional resources received are being used to positively impact the Anacortes School District’s instructional goals.
Thanks to the work of the legislature, we have been able to continue to fund full-day kindergarten for every student in our district. We believe that starting “school ready” is a requirement for future academic success. Through initiatives such as our aggressive early learning efforts and the ability to continue full-day kindergarten, our student assessment data shows substantial and consistent gains in this area.
Another area we have addressed with additional funding is first and second grade literacy. By the completion of these grades, 30 percent of our students are not on target to meet the reading standards. It is critical to their future academic success that students are able to read by third grade. After analyzing data, our current practices and curriculum, and studying the latest research, we hired two primary literacy instructional coaches to address this problem. Current research shows that students have the best gains with a certified, high-quality teacher (versus our former pull-out model). These instructional coaches model, guide, collaborate, and provide feedback, with the goal of directly impacting student reading achievement.
We appreciate our legislature taking the necessary initial steps to fully fund public education. Through the use of these additional resources the Anacortes School District is addressing specific student needs and outcomes.
Jeannette Papadakis is the President of the Anacortes School Board. She has served on the board since 2007.
In a special ceremony at the EMP, State Superintendent Randy Dorn named Zillah High School science teacher Jeffrey Charbonneau Washington’s 2013 Teacher of the Year.
Jeffrey Charbonneau is a National Board Certified Teacher and has been teaching at Zillah High School for eleven years. During his tenure at the school, Mr. Charbonneu has been an integral part of creating STEM courses, allowing students to earn college credit. He also created a Robotics Challenge and a Hiking Club and serves as an advisor to several student clubs, including yearbook.
In a statement to the press, Zillah High School Principal Mike Torres said, “I am fortunate to have Jeff as an instructor at Zillah High School. But I am even more fortunate to have him as a teacher for my own children. Both my son and daughter have taken classes from Jeff and they have expressed that he is the type of teacher every student deserves to have. He is innovative, enthusiastic, challenging and motivating. He takes a personal interest in every student. As a parent, I see how Jeff has motivated my children, not only to learn the content, but also to become advocates for learning in general. It is what makes him a standout.”
Congratulations to Mr. Charbonneau and all of the nominees!
Find out more here.
It’s August 2nd which means we are two days in to Connected Educator Month. Created by the Department of Education, Connected Educator Month celebrates “educators at all levels, from all disciplines, moving towards a fully connected and collaborative profession…”. The New York Times is honoring the occasion by asking 33 educators the following questions:
1. What is one important thing you’ve learned from someone in your Personal Learning Network (P.L.N.), however you define that network?
2. What one person, group or organization would you recommend every educator add to his or her P.L.N.?
Here are a few of the responses:
Carolyn Ross | Hightstown High School
1. My first year as a high school English teacher, I had a colleague who encouraged me to consider daily dilemmas and stressors through a simple lens: “Is this the hill you want to die on?” I owe my propensity to pick my battles (with students, colleagues, administrators and my inner demons) to this mantra.
2. The newest addition to my Google Reader is the NCLE SmartBrief. Twice a week, NCLE compiles an education brief: news stories, resources, blog posts I would otherwise have missed and fresh teaching ideas (like using e-mail spam to teach persuasive writing).
Stephanie L. Meyer | Wisconsin Public Schools
1. One thing I’ve learned from the authors of novels that I’ve taught, including Laila Lalami (“Hope and Other Dangerous Pursuits”), Sarah McCoy (“The Time It Snowed in Puerto Rico”) and Brando Skyhorse (“The Madonnas of Echo Park”) is that they really do want to hear high school students’ reactions to and questions about their books. They will usually write the students back whether by snail mail or e-mail.
2. All educators should be familiar with Toondoo.com, a Web site that allows students to create comic strips. I usually assign students different scenes from a particular book, print the scenes out and have the kids try to put them in chronological order, among other things.
Heather Barikmo | LaGuardia Community College
1. Tumblr, as a whole, has been invaluable to me as an educator. The platform really lends itself to visual communication, and I believe language educators in the digital age can really benefit from bringing infographics and similar multimodal texts into their teaching.
2. I get so many ideas from ReadWriteThink.
More responses can be found here.
Rachel Powers Carrasco, a counselor at the South Shore School in South Seattle, has been awarded The Philip B. Swain Excellence in Education Award. Presented by the Alliance for Education and funded by family and friends through an endowment, the award was established to honor Phillip Swain, who was a passionate advocate for public education throughout his life.
In her nomination, Rachel’s administrators wrote “Rachel Carrasco is a remarkable member of our South Shore family – her exceptional leadership, her long standing relationships with students, families and staff members, and her relentless advocacy for student success reminds her Administrators of the holistic, comprehensive and thoughtful wrap-around services that each child deserves from our schools.”
The yearly award is given to teachers and counselors in Seattle Public Schools who are nominated by colleagues, principals and/or administrators in Seattle Public Schools. All winners have taught for at least three years at a school where, for at least two of the past three years, there is a rate of free and reduced-lunch eligibility of 40 percent or higher. Most importantly, the winners inspire a love of learning in students while helping them reach their highest academic potential, and play a leadership role with their peers in fostering a professional learning community, in which teachers are encouraged to learn from one another through coaching, study groups, peer critique and collaborative problem-solving.
The award also includes a stipend of $1,000 to be used for continuing professional development, for travel associated with such development, for classroom projects or for personal purposes. Rachel, along with the other five award recipients, has also been invited to attend the Alliance for Education Community Breakfast.
This blog post is written by Connie Gerlitz, one of LEV’s key activists and longtime education reform leader and activist, in response to the Seattle School Board meeting on Wednesday.
We cannot confuse our love and respect for good teachers with the fact that their efforts are not universally replicated in our classrooms, and our children are suffering the consequences as evidenced by their inability to pass required standardized tests, graduate from high school, or take a college-level course.
Teachers and school communities need our help and support – collaboration time, clean and safe classrooms, continued monetary incentives, mentorships, remediation plans, praise and heart-felt thanks.
But students need so much more and one of those things (please notice that I said “one of those things”) is a motivated, caring, innovative, knowledgeable, and effective teacher in every one of their classrooms. We can’t fix ineffective parents. We can’t fix severe disabilities. We can’t fix poverty. We can, however, move toward providing them with teachers that prove that they have the ability to educate them. One of the ways (please note that I said “one of the ways”) is to measure student progress and use that progress as a means (please note that I said “a means”) of determining whether a teacher is effective or not.
I for one have really had it with the rhetoric that says that unless we are in a classroom we don’t understand what good teaching is. It is like saying that unless we are the chef in a restaurant we don’t understand what good food is or that unless we can wield the scalpel ourselves that we don’t know whether our appendix was removed successfully or not. Our food is nutritious and tasty. We no longer are the owners of an infected appendix. Our kids can read.
I have also have had it with the rhetoric that says that a teacher can not be held accountable for results if the student is hungry or doesn’t have a pencil or has a learning disability or is unruly. Get the kid some food – there are all kinds of agencies that will help. Get the kid a pencil – there are all kinds of agencies (PTA for one) that will help. Learn how to deal with the disability or find someone who will. Find out what it takes to get the unruly one under control or find someone who will. And, please don’t tell me that I don’t understand how impossible that is.
Here is a quick story: My mother taught school for 40 years and one of her first students was a blind child (also a neighbor). Blind children were not allowed at the time to be in normal public classrooms in the Franklin Pierce School District, but the parents really wanted him to be in my mom’s classroom. First she learned how to Braille. Then she went to the school board and petitioned to allow his entry into her class. When that was allowed, she brailled all of his needed reading material for 10 years. She opened the classroom doors in that district for blind children. He is, to this day, a highly respected and productive member of our community. That was not a part of her contract, by the way. I could go for days with the countless students our daughter has mentored in and out of foster homes, out of gangs, out of drugs, out of lethargy, out of anger management problems. Her kids move along and she would not have a problem with a test that proves it. She would welcome any help she could get if the test showed she was making no progress.
When I complained once to my mom about not liking to teach students who didn’t care about learning, she took me by the shoulders and said, “Honey, get out of teaching. They are the ones that need your help. The others will do it on their own.”
We need teachers that find a way to reach the ones that really need their help – the others will do it on their own. We don’t really need school at all for those bright, enthusiastic, healthy/wealthy, self-motivators – they will do it on their own.
And, I have had it with the rhetoric that says that a teacher’s effectiveness should not be judged on the actual educational progress of her students. What is it we don’t understand about a test that tells us what a child knows at the beginning of the year and what a child knows at the end of the year? Do teachers not give students tests to figure out if they learned a subject? Is there not a test that can tell us, in part, (please note that I said “in part””) if a teacher is successfully imparting the substance of a subject to his/her students?
I love and admire good teachers and I want to pay them and help them and honor them in every way possible and have spent almost 40 years working to improve the lot of teachers so they could properly educate our kids. The system is not working. Our kids are failing. We need change and we need it now but not the change that says that we will install an accountability system that has no teeth. Why, please tell me why, the union is not in favor of finding a way to reward effective teachers and get rid of the also-rans with a system that has some teeth – a test is just one tooth but it is one of the front ones and is noticeable and harmful when missing.