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Jose -

In your last post you made reference to comparing teacher salaries to sports athletes’ salaries. I can see your argument. Merit pay without basic pay just doesn’t make sense. As Barnett Berry referenced recently, paying professional teachers based on “losses instead of gains” and without regard for the reality that some of the best teachers don’t even do it for the paycheck is nonsensical. Give me flexibility, give me curriculum control, but don’t give me a extra money because it really undervalues what I do. I believe in payment for expertise but not on a sliding scale. I don’t want to get a little extra because I do a little more. I want every teacher to earn the “Happiness Wage” and then pay for expertise on top. Teachers who are pushing the boundaries of education, to become thought leaders like yourself, should earn more for the risks they take and the profession of tomorrow you are building.

In this vein I wanted to take a moment to post your video of the TEDx talk you did in NYC. I sincerely appreciate the layers of meaning you are able to apply to the concept of teacher voice through your metaphors. What strikes me the hardest are your references to the NYC teacher evaluation system. It is really a horror story that no one seems to hear. Thanks for explaining it in this video while expanding my thoughts on what teacher voice means.

Everybody should watch it. Then watch it again. It is that thick with meaning.

Jose,

I read your recent Ed Week article on teacher voice and found everything you said to be true. Teacher voice is our phrase for what teachers do who are leading in their schools and school districts, on the local, regional, and national stage. Teachers who are thought leaders, who change the rhetoric, and who influence policy.

I think we may need to consider a new way to describe teachers who are “actualizing” a new vision of the teaching profession. The term teacher leader is so broadly defined we may need to consider defining types of teacher leaders who are creating a self determined teaching profession through their actions. I don’t want to  settle for being a “bobble head” or being heard. I don’t want to be a part of the conversation, I want to lead the conversation. Teachers, along with parents and communities should be defining and creating the education system students deserve not merely accepting the financially beneficial system businesses have been so adept at creating through support of the standards movement. That is why we wrote Teaching 2030, to take a step in that direction.

I offer the graphic above for young professionals want to teach but have reservations because of how teaching has been defined as a profession. Maybe you want to be a teacher but you don’t like the way teachers have little autonomy, maybe you don’t like that you might have to teach a prescribed curriculum, maybe you don’t like that you would always be defined by your conditions instead of your imagination. I suggest you take the risk, become a teacher but not “just” a teacher, become an expert teacher, and at the same time change what it means to be a teacher. Create a profession where you can define the terms and standards from the perspective of students and teachers. Accept the challenge to reinvent teaching as a self-actualized, self-determined, self-defined profession.

Jose,

I hope you are enjoying your summer of “rest” where I know you have traveled well over 10,000 miles in the name of professional development and in support for the teaching profession. In what other job do professionals use their “vacation” time to build their practice?

In a recent discussion with a mother of a soldier who is moving out of the the air force I found my new friend concerned about her son’s job prospects. She explained that his training as a munitions handler for fighter jets had left him without a career. She had suggested working for the power company possibly as a lineman as a potentially comparable career. Her son explained that he didn’t want to work as a lineman because it was too dangerous. In his opinion working with live rockets designed to destroy was less forbidding than fixing downed lines so I can have coffee in the morning.

For someone who hasn’t lived as an ammunition expert I felt myself feeling almost offended by her son’s lack of imagination. Well of course he could do both jobs. They are both high-risk, both depend on high-quality training, both require physical interaction with potentially deadly materials. Then I thought about teaching and I realized, I could never really know what it was like to handle rockets unless I had done it, or live electrical wires for that matter. He may still change his mind but this lack of comparison got me thinking about what other professions could be compared to teaching in comparable skills, knowledge, and practice. I found the quote below and I thought I would share it.

“If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job.”
― Donald D. Quinn

The only reason I could think of that would make this soldier second guess another high risk career is the training he received as an ammunition expert. This soldier felt sufficiently prepared to work with ammunition and maybe he had reservations about the training he would receive as a lineman. The training that teachers receive before entering the profession might give someone changing careers a similar cause for concern.  In a recent post by Larry Strauss on the potential obsolescence of teaching he remarked:

“we can do what machines can never do: care about children, empathize with them, and always find new ways (ways that those virtual reality programmers would never conceive of) to reach them and inspire them.”

It is these skills that teachers use every day that make them incomparable to other professionals, virtual or flesh and blood. How can we honor this type of expertise in an accountability system that doesn’t consider these skills valuable? We prepare young teachers to enter the profession teaching to the whole child but, every step farther into the school they are told, “the test is what matters”. Perhaps the strongest teacher prep programs not only prepare teachers to help students master knowledge and skills but also to maintain their moral compass and honor the children in front of them, even when they have been told, it is the score that matters.

Jose,

The state I live and work in, Virginia, received word Friday that it would be exempt from meeting some key requirements of NCLB. This is great news and yet, not so great news. NCLB has turned into the Vietnam of education reform. It is too important to dismiss but to messy to agree on how to fix.

Instead of revising it or getting congress to pass a new law the USED (US Department of Education) has decided to use the law as leverage.

Virginia received a waiver on how soon 100% of it’s students would need to be proficient in reading and math. The 2014 deadline was unrealistic in 2001 when the bill was created. Instead Virginia will hold schools accountable for closing its achievement gaps across sub-groups of students including, ESL students, exceptional education students, and economically disadvantaged students. The new expectations include reducing gaps by 50% overall and in each sub-group.
Virginia joins Arkansas, Missouri, South Dakota and Utah in being granted relief from AYP type requirements. Waivers have been granted to twenty-four states.

What did Virginia have to give up to get this “relief”? Virginia agreed to mandate that it’s school systems make 40 percent of teacher’s evaluations based on students’ academic performance. Most teachers I know wouldn’t have a problem with this except the state hasn’t quite figured out how to hold teachers accountable who don’t test or proven that there isn’t enough error in our current standardized state assessments to prove them a reliable indicator of the work teachers do in schools. Our state assessments were originally created to help determine funding decisions not teacher teacher effectiveness.

Virginia has a reputation for making slow and steady educational reform. I hope that it continues to maintain that progress without giving up its principles of well researched decisions for a little relief from a bill that should have been revised 7 years ago.

Image: http://minglecity.com/group/whatmenreallywant/forum/topics/do-women-know...

Jose,

Thanks so for much for posting your reflection. It is vital that teachers take the time to step back from the buzz and blur of the classroom and see the depth and breadth of their experience.

As you know this was a big year for me. It was one thing to suggest in Teaching 2030 that we should theoretically have more teachers who lead from the classroom. It is another thing to put your foot where your mouth is so to speak and do it for real.

One of the things I learned this year was that doing what is right for you as a professional can be difficult but ultimately rewarding. For instance, before as a child development specialist, I was essentially working in middle management. I made more money than I will next year but, because of the way the position was structured I was essentially paid as a teacher working on a teacher salary but getting paid to work an extra hour a day and working that extra hour a day. So I was working 8 1/2 hours. I was not paid for taking on additional responsibility only for doing additional work. Next year I will work the traditional teacher day but get paid for taking on more responsibility. It was a hard decision to decide to get paid less, especially with a family to think about, but it seemed worth it. In taking on this new role I feel like in some small way I made progress for the profession by creating a role in my school system that more fairly compensates me for my expertise.

I also learned that the leaders I most look up to respected me for doing what is right for me. I realized that I am a capital T-Teacher leader first and an educational leader second. Everything I am as a leader flows from the daily interactions with human beings in my classroom. I told one of my most ardent supporters recently of my move into* the classroom (*not back). This former state superintendent once told our policy analysis class that she thought everyone of us should be a principal some day. She said it was the most rewarding experience she has had as an educator. Hearing these types of things tend to nudge you along into thinking, “Yeah, maybe I don’t need to stay in the classroom. I can make a difference from the principal’s office. She really believes in me.” I think if I was in one building working with group of students and teachers I might have felt that way but, as a highly specialized pre-k educator I was not going to get that opportunity. I spent many of my days as a child development specialist traveling from one building to another, stepping into other teachers’ rooms and trying to make incremental progress for students in our program. It was that same dilemma I faced when I entered teaching. I decided to teach pre-k instead of art because I wanted to be with 19 kids all day not 150 kids for 50 minutes a day. When I told my education hero about my move she said, “Good for you. I’m proud of you for knowing what is right for you and doing it.”

So here I am, looking at next year with excitement to walk the walk that I talk for the first time in three years. My first goal next year is to make my room a wonderland of learning by pursuing the highest levels of engagement with the 3 year-olds I will be teaching. My second goal is to make a difference for the parents and families of my classroom. Being back in the classroom really reinforced the importance of Head Start beyond basic literacy and life skills for children, it changes the lives of families in ways that can’t be counted like beans. Finally, I will try to prove I can make a difference for my students and affect the quality of services delivered across the Early Head Start program I will be leading.

Image from: http://allthegirlschitchat.blogspot.com/2010/04/fun-for-all.html

I know we have said many many times, that teaching is not about the test on this blog. Here is one more example.

I had a student named Leandra (pseudonym) about 8 or 9 years ago. She was a handful and her mother was too. The child was loud, bossy, she often solved her problems physically, and she had a wicked sense of humor. Her mother, Belinda, was the same way but more so. Her mother, at the ripe old age of 22 had a cutting wit, a lovely smile, and a laugh that filled a room. She also had her problems. She had a quick temper and at 6′ 4″ with shoulders wider than my own she learned to plow her way through life at an early age. We had a lot of conversations about life and raising children. Three years later I taught her son, Leander. Both children were named after their father, Lee. He was a troubled sort but he loved her with a passion. He stood about 4′ 10″, he had trouble understanding some things, and he made a rough life. She balanced him with her intellect and he loved her with all his heart and to the best of his ability. I could see how he loved her in how she talked about him. But, this is not a fairy tale.

By the time Belinda brought Leander to me there had been rumors of anger driven abuse that floated through our school about Leandra. I knew Belinda pretty well by then. We had kept up our relationship after Leandra moved on to upper grades.

At my first meeting with Belinda I told her point blank, “You know I love your kids, and I want the best for you and them but, if Leander comes in here with a mark, I will have to call CPS (child protective services).”

“I know Mr. Holland.”, Belinda said. She smiled that smile when she said it, like she was trying to make me laugh.

“I mean it. You know that right?” I said.

“I know, I know,” she said.

That was how we started the school year. Saying what I said was the type of risk I have grown accustomed to taking while working in the inner city. I knew that if I had to call she would know it was me but it was more important that I was honest with her and that she trusted me than that I hide behind anonymity. I could see she respected me for being honest with her. She was really involved with our class in September. I had known her son since he was 1 year old because she used to bring him into our class to pick up Leandra. He had spent a year in our school in a three-year-old classroom across the hall. He was coming to me as a four-year-old, and I was totally pumped to teach him. He was excited too. Mom volunteered in class, came for her parent conference and then it was time for our first field trip to the pumpkin patch at the end of October. Belinda came with Leander and the had so much fun. They seemed really happy.

That weekend a neighbor called CPS because Belinda had lost her temper. Leander didn’t come back to school the next week. Eventually, on Thursday, Belinda told me that Leander and Leandra had been taken to live in a foster home for a while. He never came back to my class. I eventually found out that Leander was at another school with a Head Start classroom. I went over to visit one time but the foster parent had not been bringing him to school.

Belinda told me she had to do community service and attend parenting classes in order to regain custody of her kids. She did. I heard through the grape vine that she had started attending church where she took the classes. She came in and saw me in my class and we talked several times through out that year. She told me she had been abused herself. She said, “You know, its what I know. My dad did it to me so I did it to them. But I’m not gonna do it no more.” Eventually Belinda did get her kids back.

About 2 years ago Belinda came to see me at my office. She told me she had kept her kids, and that she was doing well. She had two more children with her husband, Lee. She seemed pretty happy. I encouraged her to consider going back to school and maybe attend community college. It meant a lot to me that she came to see me. I hope it meant I made a difference in her life and the lives of her children.

Tuesday I got a text from a friend that Belinda had died suddenly over Spring break. She was 30 years-old. That cold fact lodged itself in my heart was not been fully processed. I didn’t realize how much it affected me until Wednesday when I told my family about her. I had had two crappy days of teaching in a row and that isn’t how I roll. I may take a dip in effectiveness but never a nose dive.

Teaching is not the type of profession where you can just clock out at the end of the day. It lives with you. Rest in peace Belinda.

Image: http://virtualmentor.ama-assn.org/2010/07/mnar1-1007.html

Each month our #teaching2030 Twitter chat draws an amazing group of thoughtful minds. This month’s chat on the Common Core standards was no exception.  We posed several questions to these teacher leaders about the implementation of the standards.

Thoughts About Implementation

@dlaufenberg shared three excellent points:

  • I think it is key that we look at standards as opportunities for developing engaging activities rather than opportunities for everyone to step in line.
  • Teachers and administrators need to look to the set of skills students should develop instead of just content.
  • A key is for teachers to feel as though they are part of the process of improvement, instead of being judged.

@Teaching_Keigan concurred with the role teachers must play in implementation:

  • Teachers need time and space to create.  We need to take the first bite.

Thoughts on Formative Assessment

@jaxbeachteach expressed hopes that the Common Core standards will impact assessment strategies in a profound way:

  • I think performance nature of the CCSS will increase formative assessment, more time looking at student work.

@MrBernia enthusiastically agreed:

  • We need STRONG local formative assessments that can show stakeholders data on student progress.

A New Twist to the Chat

@TRackowitz welcomed a student, @jacksonbarnett (my 16-year-old son) to our chat:

  • Speaking of getting into classrooms and participating with the students!

@jacksonbarnett tried to keep up but admitted that this month’s topic was a bit challenging for a high school sophomore.  He promised to prepare himself before the next chat by reading the Education Week Teaching Ahead blog, which provides the framework for our monthly #teaching2030 chats.

Encouraging student voices is exactly what we should be doing.  Students truly are the source of inspiration for us and can help to provide sharp focus on our work. Hopefully we can entice more students to join our #teaching2030 chat next month, April 19 at 8:30-9:30 p.m. ET.

Kazuaki Tanahashi has exhibited his Zen calligraphy world-wide. His striking yet subtle calligraphic creations are grounded in his experience of Zen teaching. He writes, "To me the essence of the brush creative process is mindfulness...the brush helps you to cultivate a meditative state of mind.'

It has been a whirl wind since I stepped back into the classroom. I thought it had been 3 weeks since I started teaching again when I looked at the calendar today and realized it had been 6. Let me first just say that teaching is an incredibly intense career. People who enter teaching are not doing it because it is easy. Being an administrator was much easier than being a teacher. Now that I am both, I barely have time shuffle papers much less care about who is turning in their lesson plans on time (I am). I have been struggling to get up to speed. I spent about 20 hours this weekend getting paper work and filing done that had not been done in a long time. In the meantime, there is one thing that I have noticed about teaching.What it takes to BE as a teacher.

  • I have to be right in my head before I get to school. I do this through getting up a little earlier than I really need to, deciding on a song to listen to on the way to work, and having a decent lesson plan.
  • I have to be prepared to be inspired by my students. Today we taped lincoln logs to the feet of 6 inch tall posable community helper dolls to make stilt walkers like we saw at the circus. Tomorrow we will hopefully write a story about them.
  • I have to be present in the moment. I am always less likely to get frustrated with a lack of student attention if I am fully present. The flip side of this is…
  • Engaging students is challenging but ultimately my responsibility. If I do need to use a consequence in class I need to be matter of fact about it which requires me to …. be present in the moment ;)

When I was acting as only an administrator I can’t think of a time when I needed to get my head totally right before I sat at my desk. I can’t think of a time when I needed to be inspired by the teachers I was supervising. Even if I was, which I was, what would I do with that inspiration. I never really had to be present in the moment at all unless I was working through an emotionally charged issue with a teacher. The challenge in BEing a teacher is to be reflective, knowledgeable, insightful, even keeled, engaging, and creative all at the same.

I think this is the disconnect between those who judge teaching and those who teach. Unless you have ever had to BE a teacher in the most Zen way you can’t really know the expertise that teachers have. It is not the type of expertise where I know more than you do about something. It is the expertise of being something moment by moment.

PS Thanks @TheJLV

Image: http://www.wesleyan.edu/mansfield/exhibitions/exhibition-items/past/kazb...

Miracle of Moment by Kazuaki Tanahashi

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