Building a quality public education system from cradle to career.
As temperatures rise in Washington and August begins, it’s one month until students will be back at their desks ready to learn. Teachers are preparing for the upcoming academic year, and we want to highlight some of our favorite teacher resources that can enhance their classrooms and (hopefully) make their lives easier.
By 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.
By 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.
* Edmonds teacher diversity data from the Office of the Superintendent of Public Instruction (OSPI)
By Camile Jones, guest blogger
One day, I was browsing the shelves in Seattle’s Douglas Truth library when I noticed a cookbook for children with attention deficit disorder and autism. I found it very interesting and useful, being that I was diagnosed with ADHD in elementary school. As I perused the recipes, I noticed that none of them contained sugar-based products, with the exception of the naturally occurring sugars in fresh fruit. I continued to read. Eventually, I was captivated by a quote from a top nutritionist who stated that the first meal we eat in the morning shapes the rest of our day.
Upon reading this, I reflected on my childhood and thought about all of the processed foods that both my mom and school gave me in the mornings, and how I might not have been labeled as a child with ADHD had I received the proper diet. I disagree with society’s popular notion that children who have trouble sitting still and/or paying attention in class are inclined to have ADHD, ADD, or any other mental disorder. In fact, I believe that these children are simply reacting to the copious amounts of sugar that they have been fed in their diets. The thought of this intrigued me so much that I did some diagnostic calculations of my own.
What I came up with me made my jaw drop. One cup of syrup has 214 grams of sugar. One waffle has 11 grams of sugar, and a cup of orange juice has 21 grams. That amounts to a grand total of 246 grams of sugar in one-half of an average elementary school meal, which is 221 extra grams of sugar than a growing boy or girl is supposed to consume per day, according to FDA guidelines. This is unacceptable, but before we start pointing fingers at the parents for such glaring nutritional mistakes, we need to look at the reasons why there is such a widespread lack of nutritional knowledge in general. While I do believe there should be mandatory classes to educate the parents, I also believe that the entire American school food system needs to be reformed. As it stands now, unhealthy, sugary meals devoid of nutrients are being dished out to the children who will grow to be the future of America.
After acquiring knowledge about the impact breakfast had on me as a child, I feel that I have a better understanding of myself, and the children that we as adults have the privilege of interacting with. As I continue my studies to become a teacher, I cannot wait to share my thoughts with not only my colleagues, but also with the parents who grant me the opportunity to educate their young: the future parents of the world.
This is why I want to teach.
“The more you know, the more you owe.” – Luis J. Rodriguez
By the LEV Policy Team
Our 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
Culturally Responsive Instruction
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
By the LEV Policy Team
As 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:
Supporting and Encouraging:
Additional Strategies:
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
By Cate Simmers, LEV Board Member
As 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
By the LEV Policy Team
We begin 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.
Teacher salary in most districts comes from a combination of state and local levy funding. Currently, the state pays districts only $35,700 for first-year teachers with a bachelor’s degree. To provide a wage that accurately reflects the job responsibilities of teachers, districts use local levies to supplement state funded salary. The ability to pay teachers additional salary and the amount of additional salary varies from district to district and is dependent on how much districts are able to raise through local levies.
The average teacher in Washington gets paid $64,867, but the state only pays for $53,767 of that. The state must contribute more towards teacher pay, but simply changing who pays for teacher salary will not change the experience of teachers or students. Improvements to our state’s compensation system are needed to better recruit, retain, and reward high-quality teaching, including increasing starting teacher salary.
Our current state salary schedule focuses on years of experience and educational attainment rather than difficulty of the teaching assignment, job performance, or teaching certifications. Aligning teacher compensation to career advancement and attaining higher certification levels, as recommended by the Compensation Technical Working Group, would better align salary increases with the knowledge and skills teachers have accumulated. Teachers who have demonstrated excellence in teaching should also be given opportunities to take on additional leadership roles, such as serving as a mentor for beginning teachers, and be compensated for these additional contributions.
Ideally, compensation reform would include an extended contract that more accurately reflects the time and work teachers dedicate to their students outside of the school day or year, like evaluating student work or meeting with students after school. Providing teachers with a competitive salary along with an extended contract can allow more time and resources for parent teacher conferences, job-aligned professional learning, and lesson planning. An extended contract allows for restructuring professional development so it limits disruptions for students and families during the school year.
Establishing a better way to compensate teachers will help to attract and retain effective teachers, but compensation isn’t the only way we should be investing in teachers. Dissatisfaction with professional support, leadership, and other working conditions are leading causes for teacher turnover. We need a thoughtful approach to more effectively retain high-quality teachers that is informed by what causes teachers to leave the classroom. If Washington wants to address teacher retention in the long-term, we must do a better job of supporting teachers and school building leaders to tap into their incredible drive and passion for their students. We’ll be exploring ways to do this in upcoming blogs.
Our teachers are our most effective resource for closing the achievement gap and improving student outcomes. How can we move beyond the status quo and rethink the way that we compensate our educators?
#BeyondBasic
Read LEV board member Cate Simmers’ view on teacher compensation, A Teacher’s Perspective on Contracts and Collective Bargaining
Read Part 1 of our McCleary blog series, Rethinking Our Education System
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:
Reader Idea: Personal Inquiry Projects With The Learning Network
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).
Reflections on the Third Annual Found Poem Contest
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.
Reader Idea | ‘One in Eight Million’ for English Language Learners
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.