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TIME TO ADDRESS TEACHER MORALE [View/Download PDF]

We know psychologically that there is a connection between feeling of self-worth and actions. When teachers lose hope in their career, eventually they change the direction of their own future and in turn it impacts the future of our children. If you are an educator or have friends who are educators, you have undoubtedly discussed teacher morale in public education and thoughts on the future of education. Sadly, those thoughts were most likely negative. Educators who enter the field are often bright-eyed, confident, and enthusiastic. Teacher turnover is continuing to climb higher, yet those entering the field is going lower. What happened? That is the problem we must solve.  

Teacher turnover holds back our schools and our students. How do you improve morale? It will take multiple strategies, which differ from community to community, district to district, school to school. Let’s look at four of the most prominent issues: educator compensation, lack of respect for educators, testing and out of control students.

Educator Compensation. Compensation is everything that is provided to the educator for their services. Compensation alone will not impact teacher morale. Governor Bill Haslam made teacher salaries a priority, and should be recognized for his efforts. It is debatable if dollars allocated for salary increases reached all classroom teachers. This may be attributed to district implemented pay plans. Educators should be involved in the development of those plans. Governor-elect Bill Lee indicated he intends to develop a pipeline of well-trained, highly compensated educators who can flourish in the teaching profession. This will likely include incentive compensation programs, together with stipends, and associated benefits that are based on professional employee performance that exceeds expectations. Compensation can also be used to aid in hiring, and/or retaining highly qualified teachers for hard-to-staff schools and subject areas.

Lack of Respect for Educators. Teaching, a profession once held in high esteem, is being de-valued both by stakeholders and policymakers for a variety of reasons. Teachers, who are on the frontlines of parental dissatisfaction with the system, are often made scapegoats by people who have lost trust in the system. This lack of respect is reflected by lack of parental support and engagement. In fairness, some parents are supportive and work with educators to help ensure their children get the best possible education. Yet more often than not, parents simply blame the teacher for the problems at school. But even more than that, teachers often lack the support of their administrators, district, and even the state. Bureaucrats keep piling on more requirements of educators with barely a nod of appreciation. Teachers, above all other professions, deserve the recognition and gratitude of a job well-done. Doing so on a regular basis will be a small step toward improving the teacher turnover rate.

Testing. The testing culture has killed the enthusiasm of many educators. Nobody would object to testing that benefits the teaching and learning process of students. As it stands currently, the data is not received in a timely manner and the results yield little or no benefit to the students. Educators would welcome a robust, practical solution to current assessment issues. A portfolio-based assessment model is also problematic. However, it may be a preferred model of student evaluation if it is not too time-consuming. It is based on a wide range of student work done over a long period of time, rather than on a single, paper-and-pencil test taken over a few hours. We must work to ensure that our assessments and the subsequent results are empowering and informing without being a time drain. Assessments should not inhibit quality instruction but provide accurate feedback for educators, parents, and students. Most importantly, assessments should be not used a punitive measure against teachers.

Out of Control Students. Effective educators consider the root causes of misbehavior and develop appropriate solutions on a consistent, ongoing basis. However, some students need attention and intervention beyond the scope of what a classroom teacher can provide. It is imperative that a school and district adopt policies that support effective classroom management, as well as student instruction for all students. One possible policy has to be a better tracking of the time an educator has to spend on discipline issues. Do parents have the right to know, for example, if one student disrupts their own child’s education so frequently, they lose instruction time? School districts must balance their responsibilities toward the community with the responsibility to nurture students. Without discipline, students cannot learn. Students themselves must respect rules and authority regardless of underlying disabilities/issues. Districts must have policies in place that protect all students’ right to learn.

There is no one size fits all strategy that will work in every school or district. This is a recurring theme among those who believe in local control in public education. Together, we can work to address teacher morale issues. Once a plan is in place, it is very important to examine, evaluate, and adjust as necessary. 

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SCHOOL CULTURE AND CHRONIC BEHAVIOR PROBLEMS  [View/Download PDF]

School culture is the set of core values that shapes patterns of behavior, attitudes, and expectations in a school. For educators it can be associated with morale, job satisfaction, and effectiveness, as well as to student learning, achievement, and school safety. The culture in a school can support or limit student learning. Engaged students rarely cause discipline problems.

If we want to develop all children into healthy and productive citizens, we must also develop their essential social, emotional, and intellectual skills. This means we need to address some of the more critical issues many educators in our public schools face: chronic discipline issues with students with behavior issues that cannot be easily addressed in a classroom setting, with an unsupportive school climate.

Our state and local policies must consider a very tiered approach to student discipline. Good policies should be grounded on a plan developed by educators in the district, on a school by school basis, if needed. A one-size-fits-all approach is unlikely to work. For more concrete suggestions, visit our website and view our Backgrounder for ideas and strategies for schools and districts.

Schools and districts must develop, implement, and regularly evaluate a schoolwide disciplinary plan to ensure that it employs research-based strategies that have been shown to reduce the number of disciplinary referrals. Expectations for behavior and consequences for misbehavior should be clearly defined, easily understood, and well publicized to faculty, staff, students, and parents. Parents/guardians must be partners in reinforcing positive behaviors at school.

Suspensions, alternative school placements, and expulsions should not be a first step in student discipline. However, it must be included as an option and deterrent to chronic behavior issues. There are also some behaviors that may warrant more severe punishment. The underlying principle: all students and educators should feel safe in their classrooms. All districts should look to enhance their behavioral programs, including mental health, bullying, and suicide prevention programming, and systems.

Clarksville-Montgomery County School System (CMCSS) has implemented an innovative and more comprehensive effort to address some of these issues, which could be a model for other districts in the state. It has been a long-term initiative of Professional Educators of Tennessee to address the growing behavior problems in all of our schools, assist social workers, and identify support for parents. More importantly, we don’t want to lose our best and most highly qualified educators due to the stress of the environment with increased behavioral problems and disciplinary action.

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Making Professional Development Meaningful  [View/Download PDF]

As we talked with teachers across the state and continue to talk to them, one of the issues they mention is the need for high-quality professional development and learning opportunities. Therefore, in 2012 Professional Educators of Tennessee launched Leader U. It is strictly about gathering the best presenters in the state to address key topics that teachers have identified and skipping all the political shenanigans that other organizations try to pass off as professional development. It is real learning for real educators by their peers.

If you are a Tennessee educator or a supporter of Tennessee education, you need to attend a day of exceptional professional learning, Leader U at Trevecca University’s Boone Center in Nashville on Friday, June 1. The conference’s theme is Champions for Children where speakers will provide insight on providing a more engaging classroom and school to its students.

The conference will begin Friday morning with a keynote address from Champion for Children advocate, Dr. Ronald Woodard as he illuminates “Developing a Champion Mindset for Children.” Respected teacher-leaders and presenters from across the state will lead professional development classes on important topics that include Student Engagement, Organized Chaos, Project-Based Learning, Team Evaluation, Bullying and much more. The 2018 Tennessee Teacher of The Year, Cicely Woodard, will do a 90-minute session on The Engaging Classroom while TSIN 2018 Excellence in STEM Teaching Award winner and Edmodo Educator, Sharon Clark, will complete a session on Bridging Gaps/Cultivating Curiosity.

In addition to the keynote, there will be other breakout sessions with a choice of 12 presenters from which teachers and administrators can choose the classes which best fit their needs. The event is TASL accredited for administrators and all educators will receive a certificate for 6 hours professional development credit. The cost to attend is $40 for members of Professional Educators of Tennessee and $60 for non-members. Breakfast and lunch are included.

But wait there is more! We have always understood how busy educators are, so in 2013 we also launched the Leader U On-Demand Professional Learning Portal where you can complete your credits when and where it is convenient for you and receive a certificate as soon as it is completed. Keep track of all the classes you have completed and print your records at any time. Classes include TASL accredited sessions from the annual conference along with webinars from throughout the year and even relevant content from other organizations nationwide. We do our best to provide a one stop-shop for your professional learning needs.

To register for Leader U 2018, visit www.leaderutn.com. Questions? Please email learning@leaderutn.com. 

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CHANGING THE TRAJECTORY [View/Download PDF]

We recognize the challenges that public schools face as well as the need for continued improvement. Our members are dedicated to reaching the goal of every child achieving at his or her highest potential. Every child in our country, no matter their socio-economic status, should have the right to receive a quality education.

Education must put children on a path to achieve their full economic potential when they reach adulthood. When every child is educated to their full potential, all of society will benefit. Our economy goes hand in hand with quality education. A strong educational system is essential not only to the successful functioning of a democracy, but also to its very future.

Education absolutely shapes children’s lives. A quality education will open doors for children and give them the essential skills for success in the future. In a perfect world, all children will become successful learners, as well as confident, resilient individuals and responsible citizens. It is why our organization, Professional Educators of Tennessee, advocates for the recruitment of quality educators in Tennessee schools, and we work for their retention. Teachers are the single most important resource we must ensure that our children learn. We need bright, passionate, inspired, and innovative people in our classrooms. If we empower our educators and engage them fully, we can change the trajectory for countless children in our state and nation.

In order to meet the needs of 21st century learners, schools need to be engaged, optimistic, vibrant, and stimulating places for children and teachers. We must develop a culture that inspires all children to do their best and a curriculum that is meaningful, relevant, and challenging. Schools must also be places where students are challenged to learn and to be encouraged by their success. We need to identify potential academic problems much earlier for our children, and address issues as they arise. This must be tied to our efforts in early childhood education. To keep students fully engaged, we must embrace the potential of technology and make optimal use of available digital devices.

Reading and literacy is perhaps the most critical step to building a quality education, which will enable children to reach their full academic and individual potential. Reading has a profound impact on academics and can affect us in all areas of our life. Unfortunately, Tennessee’s reading gaps are extensive for students who are economically disadvantaged, of racial minorities, disabled, and/or are English language learners. The State’s Read to be Ready initiative, along with dyslexia legislation, should help address some of those issues.

We have long contended that public education isn't “broken.” Public education policy is “broken,” and neighborhood public schools are suffering the consequences. Many times decades of societal issues are not addressed. These cultural issues get laid at the feet of public schools. Until we are willing to address those specific issues on a larger scale, our schools have their hands tied.

The problems many of our schools have developed (especially in our urban schools) did not occur overnight, so solutions will take time to evolve. We must have short-term objectives that produce immediate results and long-term objectives that may take time to develop. We should give our schools that time. Research indicates Tennessee is moving in the right direction, but with numerous concerns remaining. Our public schools are our future as a state and a nation.

We need civic organizations, the faith community, and businesses to work together. Together, we must fan the flames of hope and transformation in communities where optimism has been left behind. The importance of smart and effective policies cannot be overstated. Our effort must be strictly non-partisan. Public education is a federal concern, a state responsibility, and a local operation. A strong educational system is essential, and our commitment to shared values and a clear vision must encourage collaboration and teamwork.

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MOTHER'S DAY  [View/Download PDF]

Mother’s Day is a day of celebration. Saying something bad about someone’s mother is usually grounds for a fight. Even hardened criminals love their mom.

When a mother looks at her newborn child it is perhaps the purest love ever known. Many authors throughout the centuries have expanded upon this subject for deeper meaning in their works. For example, Ezekiel 16:4 says, “As is the mother, so is her daughter.” Poet, Ralph Waldo Emerson also wrote, “Men are what their mothers made them.” Lastly, Edgar Allen Poe wrote, “Because I feel that, in the Heavens above / The angels, whispering to one another, / Can find, among their burning terms of love / None so devotional as that of ‘Mother.’”

On Mother’s Day, we get to honor our first best friend and the person you can always turn to when you need guidance. The influence of a mother in the lives of her children is well beyond calculation. Mothers hold their child’s hand for a fleeting moment, but they remain in their hearts forever. In the words of American novelist, Gail Tsukiyama, “Mothers and their children are in a category all their own. There’s no bond so strong in the entire world. No love so instantaneous and forgiving.”

We are probably unaware of the unseen contributions a mother has in each one of our lives. Her prayers began for us in her womb and have been there through our life. The depths of those prayers have been a source of untold strength. She knew what you meant, not how you acted. Author, Laura Stavoe Harm said, “We have a secret in our culture, and it’s not that birth is painful. It’s that women are strong.”

For many of us, our mother is a role model, a hero, and a trusted confidant. We want her to be proud of us. In fact, if she is the only person proud of us, we deem ourselves a success. A mother’s love for her child is relentless, her love persistent and unbending.

She can be an unsolicited advisor and serve as your conscience. The late American humorist, Erma Bombeck, reminded us that, “When your mother asks, ‘Do you want a piece of advice?’ it’s a mere formality. It doesn’t matter if you answer yes or no. You’re going to get it anyway.” Mothers are wise and always right...well, mostly right.

It is said that the most important thing a father can do for his children is to love their mother. I have found that to be the bedrock of my own marriage. If you look at how men treat their own mother, it gives you a pretty good idea of how they will treat their wife.

This Mother’s Day, appreciate the woman you call Mom, Mama, or Mother. If you are celebrating a motherless Mother's Day, regardless of the pain, try to reflect on those lessons she taught you. The women in my life, especially my mother and my wife, have contributed so incredibly to the person I am today. I honor them and I honor all women on this day.

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DON’T FEAR THE POLITICIANS  [View/Download PDF]

This year will mark the fact that I have had the opportunity to live through 53 Thanksgivings. I was born on a Sunday, November 24^th, 1963, two days after the assassination of John F. Kennedy. Thanksgiving occurred on November 28^th that year. It was a time, not unlike today, filled with political uncertainty. My mother told me I was the only child born that evening. Nurses and doctors were in shock of the Kennedy assassination, but my birth was a bright spot during a dark time. I have always loved that story.

Presidents and Congresses from the beginning of our republic have designated days of thanksgiving and fasting. The Thanksgiving we celebrate annually in November was established by Abraham Lincoln during the Civil War, and made into law by Congress in 1941. It is rooted from a 1621 event where Plymouth colonists and Wampanoag Indians shared an autumn harvest feast that is acknowledged today as one of the first Thanksgivings.

Rather than allowing fear and trepidation to dictate our state of mind here on the cusp of 2017, we should look at the great hope our country provides to the world. We need a more civil, honest discourse among ourselves, as families, friends and as countrymen this Thanksgiving.

Rock singer Bono said in a Rolling Stone interview: “I don't fear politicians or presidents. They should be afraid. They'll be accountable for what happened on their watch.” Bono added, “It's an amazing thing to think that ours is the first generation in history that really can end extreme poverty, the kind that means a child dies for lack of food in its belly. This should be seen as the most incredible, historic opportunity but instead it's become a millstone around our necks. We let our own pathetic excuses about how it's 'difficult' justify our own inaction. Be honest. We have the science, the technology, and the wealth. What we don't have is the will, and that's not a reason that history will accept.”

Poor and starving people are not particularly appealing news stories, but fighting poverty is and should be a moral imperative for citizens in our cities, state and nation. Teachers are often on the frontlines fighting battles with children who go to bed hungry and wake up starving. Theological apathy, just like political apathy, is not an acceptable excuse. Yes, "the poor will always be with us." However, Jesus, in his first sermon said, "The spirit of the Lord is upon me, because he has anointed me to preach good news to the poor."

This Thanksgiving we should be thankful for both the small and large blessing in our lives. And as in years past, let us with grateful hearts seek political, moral, and intellectual blessings that make self-government possible. However, we must recognize what is truly essential: faith, family and friends. Embrace others. Treat everybody with dignity and respect. If you want to touch the heart of God, take an interest in the things that interest God. Let God love others through you.

Making America great again should include the recognition that every child is created in the image of God, and that our country will use all of her resources to meet the most basic needs of all citizens, especially the vulnerable. Think of those less fortunate this year before your Thanksgiving prayers and supplications, those in poverty whose plates are often empty. We are incapable of breaking the cycle of poverty without all of us working together to address poverty and hunger. 

FACING RACISM IN PUBLIC EDUCATION [Download Article]

Like most Americans, we have been bothered by the news in recent days. And as we have struggled to understand the racial issues that continue to confront our nation, we are left to ponder the issue even more within the context of public education.

The vast majority of Americans know that racism is wrong. It is one of the few issues on which almost everyone can agree. We are all created in the image of God. So it is hard to understand why the world seems so focused on our skin pigment. The color of our skin has no bearing on our intellectual potential, moral character or behavior. Martin Luther King, Jr. poignantly stated: “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” Does character still matter? Of course it does.

Yet, we cannot pretend that institutional racism does not exist in American society today. And it is what is creating violence and hatred on our streets in many urban communities. It is often overlooked in our rural areas but it exists there too. Too often we discuss the symptoms, but fail to deal with root causes. And if we are to address them, what role will public education play in addressing the issues? And should our public education system even be involved?

Anthropologist and Palaeobiologist, Nina Jablonski has pointed out skin color was a biological adaptation, and the system of human classifications was not developed until the mid-18th century by European philosophers. “Education is an important step toward healing the open wounds still in existence, and a key part of this journey will be instilling a deeper understanding of how society has been indoctrinated into accepting institutionalized race distinctions” according to Jablonski. So systemically, the key to addressing the issue has to be in part academic, and a purpose of public education.

First, we have to understand that our public school system has been subjected to continuous reform before and since the re-establishment of the US Department of Education in 1979. Policymakers at the state and federal level continue to advocate reforms utilizing tax dollars on one innovative idea after another to improve academic performance, efficiency, or other structural characteristics of the schools. And in the process of reform based on numbers and test scores that de-emphasizes the

more difficult to measure skills, we are also witnessing the emergence of a very real “school to prison pipeline” that significantly and disproportionately impacts our minority communities. It is time we acknowledge and face that any child cannot reasonably be expected to succeed in life if they are denied the opportunities of a quality education. Lack of opportunity and quality education establishes the pathway to incarceration.

We need to identify potential academic problems much earlier. We also need mentorship intervention when it comes to discipline issues. This is a start. As Kati Haycock points out “concerns expressed solely by the sufferers of injustice — as powerful as their numbers, voices, and resolve are — are less likely to spur fast action than when they are carried on the collective shoulders of a broad and diverse coalition.”

Second, if we are purposeful and intentional in our actions, we can “narrow the achievement gap.” School performance by black and Latino students has climbed by a full grade level over the past two generations. Yet achievement disparities have narrowed only slightly compared to white students, perpetuating a significant gap that clearly divides America. The causes of those gaps are multiple and complex, so our policies, no matter how well-crafted, must be adjustable. But early childhood education, health care, housing, after-school and summer programs, and other social and economic supports, must be considered. We must narrow the achievement gap among racial lines, as well as between lower- and middle-class children.

Finally, teachers are the single most important resource we have to ensure that our children learn. We have to make sure we retain our best teachers in our most challenging classrooms. Recruiting and retaining great teachers is the key to improving education, ending the school to prison pipeline and narrowing the achievement gap. If we focus on these goals we take the important step toward healing the open wounds of racism in our state and country.

Rita Pierson stated: “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”

If we want to fight racism: we need more champions.

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ANOTHER SIDE OF THE COIN: POVERTY AND EDUCATION [View/Download PDF]

Many Americans believe that the major problem within public education is the lack of focus within the administration of a school. They even go so far as to blame the teachers for not providing the adequate time and skills needed for their child to grow and learn on a day-to-day basis. This type of mentality is wrong. As much as we can over analyze the various policies and red tape that go on behind the scenes in these schools, it is imperative that we become more aware and cognizant of the overarching problem that has plagued our schools for years, poverty.

Poverty, in itself, is a very uncomfortable topic. It is a dark cloud that looms in the backyard. It is a whisper that passes by individuals who, rather than confront it, tiptoe around the idea whenever they hear it brought up. But, like it or not, it is a conversation that we need to start having. For many of our schools, especially those that are failing, poverty is right behind it. Many of these well deserving students are held back from incredible opportunities to grow because of lack of funding or lack of resources. This should not happen.

But why is it happening? Why is this a problem?

More than 16 million children are growing up in poverty, meaning that 22% of all children live in families with incomes below the federal poverty level of $23,550 a year. Research has shown that children living in poverty have a higher number of absenteeism and dropout rates than those coming from middle class or higher.

Now how does this affect the classroom, and how can we address it as educators?

Lacking a Strong Foundation

For our students, children who grow up in low socioeconomic conditions typically have a smaller vocabulary than middle or higher-class children do, which increases the risk for academic failure. Much of this attributes to lack of exposure. Whether the words are spoken or read, low socioeconomic households will in most cases not be able to provide their child with that elementary foundation. In the classroom, this lack of exposure can impact various lesson plans and achievement for both the teacher and the student. To resolve this type of problem, educators should try and incorporate vocabulary practice on a daily basis. More exposure to new and unique words can enrich the student in successful ways.

Student-Teacher Relationships

Many teachers, especially new teachers to the field, find many students in low-income areas to be behaviorally difficult and inattentive to the work. It is easy to blame the student, but we need to understand their background and their stories. One reason why many students seem unmotivated toward schoolwork is a lack of hope or optimism related to their outside problems. Low socioeconomic students often deal with problems bigger than themselves. Whether they are financial hardships or absent guardians, these types of negative problems can take a toll on the mentality of the student, causing them to act in a very brash and hasty way.

Disruptive home relationships often create mistrust in students. Feelings toward parent or guardian figures that have often failed students at home can be projected onto adults at the school. Classroom misbehaviors are likely to increase because of these at-home instabilities. One thing a teacher can do to aid the situation is to build a relationship with the student. Establishing a relationship with the student can benefit you as well as the overall classroom. In addition, providing positive reinforcement can give the child the necessary confidence to perform on an academic basis. Understanding, listening, and talking with a child can provide you a strong advantage, especially later down the line.

Performance on Assessments

Studies have shown that children from lower socioeconomic background often perform below those from higher socioeconomic backgrounds on state exams. Many students coming from specific communities are found to struggle with core subjects such as reading, math, science, etc. In addition, many of the schools that the students attend lack the necessary resources and teachers to provide them the foundation to develop these core skills. A school can help nullify this problem by strategically analyzing the strengths and weaknesses of each of their students. By having this type of data, a teacher is able to break down lessons so that their students can be successful.

There are no easy solutions. We must be willing to admit there is a problem and openly discuss the issue. Government cannot solve all of our problems. Poverty must be challenged community by community, neighborhood by neighborhood, classroom by classroom and home by home. Together we can inspire, and we can identify needs and marshal resources to meet the challenge. Together we can defeat the issue of poverty.

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IN THE IMAGE OF GOD [View/Download PDF]

All children are created in the image of God. That simple belief has guided me as I approach the education of children. This is not race specific or specific to any particular religion. So where most people see education in political terms, I see education as a moral issue. Every child is a real person; they are someone's child or someone's grandchild. And we, as a society, cannot let any child fall through the cracks.

The late Rita Pierson, who worked in education for over 40 years, challenged educators to believe in their students and actually connect with them on a real, human, personal level. Pierson said: “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”

Author Bob Danzing, added: “Most of the real champions in our lives are people whose strength is their compassion for the well-being of others.” So many public school educators understand that their job goes well beyond what a child scores on a test. That point is being lost on policymakers.

Educators must still challenge the conventional wisdom of the times and open up new horizons for our children in a vastly changing world. They must do this despite the fact the students they serve come from situations that seem like a hopeless web of violence, abuse and despair. I know because I grew up in a home like that.

I had parents that struggled to put food on the table many times. I had a father who went well beyond the “spare the rod, spoil the child” philosophy for behavior, that would be called domestic violence today. All I wanted was an escape, and upon graduation, I joined the Marine Corps. Teachers at Cleveland City Schools, in my hometown of Cleveland, Tennessee, recognized I had potential. They engaged me and challenged me - sometimes beyond what I even thought I was capable of doing. I learned to also push myself, because of the encouragement I received. Most importantly these teachers helped change my life. I have been fortunate that I have had the opportunity to thank most of them in person. I also got the chance to play it forward by becoming a public school teacher myself.

Martin Luther King, Jr. spoke these words: “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” Reverend King's message was powerful. People are not merely flesh and bone, but qualities and values such as honesty, courage, and integrity that help explain who we are. A strong public education system is important to achieve that objective of building character.

King discussed education this way: “The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.”

The ongoing debate in the future will not be about training workers, it will be more about the struggle to get our policymakers to empower local school districts to transform the unique problems of their community into opportunities and encouraging our educators to seize these opportunities. No two communities are exactly alike. Therefore, stakeholders must clearly define any shift in basic purpose of public education by our schools and stay engaged at even higher levels. We must continue to instill character in our children. And we must empower our educators that champion children. “Intelligence” argued King “is not enough.” Intelligence plus character - that is the true goal of education.

Click to download full size photos:

Originally published in TREND magazine at www.trendtn.com 

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LEADERS IN EDUCATION: ALLISON CHANCEY [Download Article]

Allison Chancey is the 3^rd  District Representative on the Tennessee State Board of Education (SBE). She is the only member on the state board who also is a classroom teacher. Mrs. Chancey is a 2nd grade teacher in Bradley County, and is a member of Professional Educators of Tennessee.

Q: On behalf of our members, we thank you for taking time to share with our educators today. Tennessee’s SBOE develops policy and regulation on a wide variety of education topics. How does that work?

A: The State Board of Education meets at least four times a year. Often, we meet more than that as the need arises. We have a well-qualified staff that works hard and presents us with research they have done on current policies and educational topics on our agenda. Their findings are sent to us a week or two before each meeting for us to study and review. Before each board meeting we have a workshop where given items are discussed and questioned as needed. We are very fortunate to have the hardworking staff that we have. The nine board members bring different fields of experience that gives us a broad spectrum of educational needs. As a teacher, I get to present how things are from the front lines of the classroom.

Q: You are currently the only member of the state board of education that has actual classroom teaching experience - how has that experience helped you on the state board?

A: I believe our vice chair, Ms. Carolyn Pearre, at one time was also a classroom teacher. Currently I am the only board member to be teaching in the classroom. As a classroom teacher, I am able to tell how policies and regulations are affecting not only the teachers, but the administrations, students and parents. There are times when an item looks great on paper, although in reality it isn't in the best interest to those directly involved. An example would be having TVASS scores tie in with teacher licenses. While in theory this looks great, in reality it is not fair to any teacher. I also know how our new standards are affecting our students as well as the parents involved. I basically am able to report firsthand how decisions we make are affecting the classroom.

Q: We made quite a few changes in public education in Tennessee the last decade. Some needed. Some debatable. What are we doing right?

A: We are raising standards and doing a better job of preparing students to be college and career ready. Job expectations are at an all time high, and it is our responsibility to prepare Tennessee students to meet the challenges facing them after

high school. Tennessee education is meeting this challenge through the hard work of students, teachers, administrators, and parents. We have done this by adopting higher academic standards, holding teachers more accountable, and requiring students to meet academic gains. I am proud to be a part of the Tennessee team that is raising the bar and showing the nation that Tennessee students are second to none.

Q: In your opinion, what is the top 3 challenges still facing education in Tennessee?

A: The top three challenges still facing education in Tennessee? This is hard to narrow down. I could write a research paper on this! To narrow it down to three I would say time, money, and teacher morale. 1) Time. With all the wonderful updates going on in today’s education, a teacher is finding himself/herself working longer hours than ever to teach in the most effective manner possible. You will find teachers at school early, late in the evenings, and even on the weekends. Those not there you will find working crazy hours at home. We do this because we love our kids. But this has taken away from personal and family time. I don't believe the average person has any idea how much time most teachers put into their jobs. Also, there is not a moment to spare while the students are with us in the classroom. To get the standards taught takes every second of every day for instruction. This means that time that use to be used to develop relationships with students is often lost because of the ridged schedule. 2) Money. There never seems to be enough! How does this affect education? You find teachers that are trying to teach 21st century standards in a classroom built in the 1950's. Technology is a key for student learning, but often is not funded adequately. Teachers who are working harder than ever may not see a pay increase for years. Schools need updating and replacing. 3) Teacher morale. As teachers, we love our jobs. We wouldn't be here if we didn't. But we are seeing more and more students that are coming from broken homes, poverty, and abuse. They come to school hungry, tired, and worried. These children desperately need us to be not only their teachers, but someone they can trust and look up to. These kids are held at the same standard as the ones that come from nurturing homes, where parents meet their emotional and physical needs. Trying to teach these kids, worrying about test scores, evaluations, and new material creates much stress. There is little to no support given in many cases.

Q: What are the steps the state and local districts need to take to address the challenges you identified? And what impact will that have on classroom teachers?

A: What steps need to be taken? Funding education should be the goal of every American. Our children are the future. Every city and district should make every effort to fund education as much as needed. That being said, we need to use the money wisely and be accountable for money spent. As far as time goes, districts need to recognize how hard their teachers are working. No one expects overtime pay, but a thank you could go a long way. Perhaps helping hands to aid the teacher, such as volunteers. 3. Teacher moral. Just to be respected and appreciated would go a long way. Teachers need encouragement just like everyone else. Again, a thank you could go a long way. It should also be addressed that teachers are not the only one responsible for educating a child. Parents need to be responsible in getting their children to school on time, being sure they are fed and have the adequate tools for learning, and backing a teacher up with discipline and homework assignments. The goal is to work together for the betterment of the child.

Q: Any final thoughts you would like to share with your fellow educators across Tennessee?

A: Final thoughts? Tennessee is a great state to be in as an educator. To continue with our success, we need to work hard and never give up. Never compromise. We need to put students first and have them ready to face the challenges that await them after graduation. As the wise Alex Haley once said, "Find the good and praise it." There is much good going on in Tennessee currently. I am proud to be a part of it.

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Originally published in TREND magazine at www.trendtn.com 

FOR IMMEDIATE RELEASE

CREATE A STRESS-FREE SCHOOL YEAR [Download Article]

"Back to School" can be a phrase that brings much joy and excitement for teachers. It can also be a phrase that brings a very daunting feeling that can lead to extreme stress and eventual burnout as time passes by. The keys to avoiding burnout are controlling what you can and letting go of what you cannot, and knowing when it is time to step away to rest. There are certain things that you have more control over, such as your curriculum and the structure and arrangements of your room. However, there are also things that you cannot control, such as what the other faculty and staff will think about you, the type of students that you will get, how they will respond to you, and how they will interact with their other classmates. If you are like most of us, feeling out of control and powerless is overwhelming. However, the one thing that we can control when all else seems to be up in the air or going awry is ourselves. We have more power than we give ourselves credit for over the way we think, feel, and behave. When you begin to feel that things around you are getting unsteady, the best way to find stability is to create it within yourself.

Right before take-off in an airplane, the flight attendant gets on the intercom and provides us with all the instructions we need while on board. One thing that she says is, “We cannot predict rough air so while seated please keep your seatbelts fastened.” Essentially what she is letting us know is that there is a possibility that we will experience rough times without forewarning, but we will all be safe if we stay grounded (stable with our seatbelts on) while in motion. You can take this same idea and apply it to your own personal life and in the classroom. When we teach ourselves to be internally grounded, which is simply being at rest and in peace, we can find comfort in being still while in motion. Kids are up and talking, the bells are ringing, assignments are piling up to be graded and on top of all of that you have a family life, but in the midst of all of the motion...you can be still within yourself to create balance. The benefit of this is that when you are at peace and low in anxiety you may find that your students will begin to mirror your internal state as well. Many of them may need this safe, secure, and grounded base, and you can be that for them while in school.

So you may be wondering, “How do I create this peaceful, still, and stress free environment for my students and myself?” You can minimize the stress that being back to school brings by first increasing your self-awareness. You can do this by asking yourself the following questions when you begin to feel overwhelmed or stressed: (1) What just happened? (2) How is it making me feel? (3) Where do I feel that feeling in my body? and (4) What do I need in this very moment? So for example, let’s say that you have a student that doesn’t seem to listen to you very well. What just happened? You told him to sit down for the 10th time but he ignored you and kept talking. How is it making you feel? On the surface you may feel angry and irritated, but beneath you may also feel hurt. Where do you feel angry, irritated and hurt in your body? The anger and irritation may be the tension in your shoulders, the knot in your stomach, and your clinched jaw or fists. The hurt may be the lump in your throat. What do you need in this moment? You may need to know that your voice matters and that you are worthy of respect. If you cannot give yourself what you need in that moment by way of self-affirmation and self-talk, then seek out your support system to help meet your needs.

The second thing that you can do to minimize stress is become more compassionate towards yourself. It is difficult to cut yourself some slack if you are perfectionistic or very self-critical, but simply try being kind to yourself by saying nice things even if you feel you could be doing a better job. Know that you are probably not the first teacher to have experienced what you are experiencing, so you are in good company. Remind yourself daily that you are good enough, that you do not have to be perfect, and that you deserve to give yourself grace. Shifting your mindset and being more self-compassionate will help you become freer to be creative, confident, and courageous.

The third thing that you can do to minimize stress is to manage your time wisely. It will be helpful to manage your time so that your time does not manage you. Part of managing your time is knowing when to say yes and when to say no. This is especially difficult when the person you have to say no to is yourself! It is great to be optimistic and a super achiever, and it is also great to know your limits. When scheduling out your weekly plans don’t forget to factor in some time for self-care. You can more effectively care for your students when you properly care for yourself first. Self-care is not selfish, and it helps to prevent burnout.

You create and determine the systemic flow of your classroom, so let the work begin within you. Start each day off with a 1-minute deep breathing exercise. Simply close your eyes and take 10 deep breaths as you notice the rise and fall of your stomach. Let distracting thoughts come and go and return to your breathing. Increase the number of breaths by 10 each week or as time allows you to. This will help you to start your day off in a calm, restful, and grounded state. Allow peace to manage your classroom, not stress.

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Trillion Small is the founder of Navigate YOU Counseling & Consulting in Brentwood, TN. In her private practice she specializes in interpersonal trauma. Trillion is a Doctoral Candidate (PhD) in Clinical Counseling at Trevecca Nazarene University. She is a professional speaker, mental health counselor, and author of two books: “Internal Navigator: Basic Steps to Get You from Point A to Point B in Your Life” and “The Caged in Heart: How Your Childhood Wounds are Affecting Your Adult Life” (released August 2015). You can stay in touch with Trillion via Facebook, Twitter, and YouTube or her website at www.nyoucc.com.

Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact Audrey Shores, Director of Communications, at 1-800-471-4867 ext.102.

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THE IMPORTANCE OF MENTORS

January has been proclaimed National Mentoring Month. Mentoring can strengthen families, schools, businesses and communities. 

Despite the obvious benefits of mentoring throughout a career, the type of guidance or skills required will likely change over time. For example, at the beginning of a career, a more job-specific mentor may be appropriate. Longtime employees also might benefit from what Jack Welch, former CEO of General Electric, called “reverse mentoring” - partnering with someone from a younger generation to share expertise, update skills, and gain a different perspective. 

When I was hired for my first teaching job several days before school actually started, I was supposed to be part of a team. However, the team I was assigned consisted of veteran teachers who didn’t need or want help from anyone. They were also not very helpful to a rookie educator. So basically I was going at it alone facing all the challenges that most first year teachers face without support.

In my second year teaching, I moved to a new school where the teams actually planned and worked together as a team. I was given plenty of sage advice and had a successful career at that school. Working together, we helped each other grow as colleagues and teachers.

Today it appears that many school districts are paying attention and seeing the positive results that come from teachers mentoring each other and planning as a team. However, with the many changes in technology, it is not just the young new teachers that need mentoring. There are plenty of experienced teachers that need assistance with the new technology that is be thrust their way. Teachers are expected to be the expert on all aspects in their field of study.  

Everyone’s skill levels are different and varied. You may be an expert in classroom management and can provide advice to struggling teachers. I may have a different set of skills that I can share expertise with you. We all need to mentor each other. This will significantly improve not only our own lives, but more importantly, teachers mentoring other teachers will impact the lives of the children they serve.

Professional Educators of Tennessee encourages all people to accept the challenges and rewards of mentoring someone knowing that both the mentor and mentee will experience benefits that will last each of you a lifetime. Together we can all reach our goals.

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Bethany Bowman is the Director of Professional Development for Professional Educators of Tennessee, a non-partisan teacher association headquartered in Brentwood, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.

For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact Director of Communications Audrey Shores at 1-800-471-4867 x105.

​Published on: 
Education News

Organizational Development & Building Trust

JC Bowman

Organizations continue to transform and change. Part of the reason for the decline of unions has been their reluctance to change and willingness to cling to an outdated system built on an industrial model. Creating and sustaining a culture of high performance while leading organizational effectiveness is one of most complex challenges facing non-profit and organizational leaders. An imperative question that any organization should ask is: Do your members trust you?