nOne of the challenges we face in Tennessee moving forward is the need to further develop and align the education-to-career pipeline.  Governor-elect Bill Lee probably expressed this better than any candidate on the campaign trail, and his potential as governor in this arena offers great hope for a brighter future for Tennessee.   The objective is clear:  we must prepare students for the demands of the modern workforce.  This will require targeted strategies in our schools to help ensure every child has an opportunity for success.

The Tennessee State Collaborative on Reforming Education (SCORE) did a good analysis of Postsecondary and Career Readiness in Tennessee with their study:  Educating the Workforce of Tomorrow.  As they point out a “rapidly changing economy requires urgent focus on student postsecondary and career readiness, with greater intensity than ever before.”  This is where Governor Lee can make his greatest impact in education and future economic growth of the state.   He has pledged to “establish a seamless path between our school districts, community and technical colleges, four-year colleges and universities, and local industry to empower students with the real-world skills they need to get a great job once they graduate.” 

Lee has stated that “Coding, mechatronics, logistics, and computer science will become fundamental skills for the modern workforce and I will ensure every student has access to coursework in these areas by investing in the technology, materials, and instruction to get our students the opportunity they deserve.”   This means that we must continually reimagine what education looks like for our students.  And as Governor, Bill Lee will work to make that a high priority.  This is exciting news for educators, who have seen constant change yet understand that we are transforming our schools to the next generation. 

The state has started trending this way, especially in some communities in the state.  Lyle Ailshie, the current acting Commissioner of Education, began his work on high school redesign as a Superintendent in Kingsport.  He received national recognition for his effort.   In Maury County, Dr. Ryan Jackson, principal of Mount Pleasant High School, is also garnering much national attention for his work with STEAM initiatives, dual enrollment and dual credit opportunities and is a champion for the school’s and the district’s Project-Based Learning curriculum.

It is likely that many communities in the state will move toward these flexible school models to support new opportunities for career and technical education, work-based learning and apprenticeships, and dual-enrollment courses for students preparing for their career.  The future is bright in Tennessee.  Let’s make our state the envy of the nation. 

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.

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A new year is a time for reflection and more importantly a time for hope.  We will see a momentous change in state and federal government.  If anything is certain, it is that leadership matters, now more than ever.  When we lose ourselves in the service of others, we discover our own lives.

We know that leadership is not a position or a title, it is action and example.  However, that caveat comes with this admonishment: “In order to lead, you have to know what you believe,” according to my mother, Linda Bowman-Lawhorn. 

The federal government is likely to remain as divisive as ever.  In Tennessee, we have some exceptional leaders representing our state in Washington, DC.   However, our federal government is dysfunctional, and has been for a number of years.   Partisanship has become an extreme contact sport in our nation’s capital.  That is why states best serve as the laboratories of democracy for our nation.          

Limited government, individual freedom, traditional values are likely to remain priorities in state government during the Lee Administration and the 111th Tennessee General Assembly which convenes on January 8th, 2019.  The challenge for leaders will be practical and innovative approaches to complex problems.   That may require we change the way people think about issues, and promote policies that allow and encourage individuals and institutions to succeed. The state has probably never had this much turnover in leadership and some people are justifiably concerned.  However, I see that as an opportunity for leaders to thrive and make the greatest difference on behalf of our citizens.  

In education we will need leaders from the Tennessee Department of Education, every local education agency and in each classroom that are tenacious in creating a world of opportunities for every learner. We must remember that our individual actions can positively (or negatively) impact the life of children in this state.  The success or failure of the next generation of education leaders will mean real changes in the lives of students and their families.  We must make the world better than the one we inherited.

Policymakers and stakeholders must collaborate to the greatest extent possible to ensure that our students succeed, and that our educators get the resources they need with the compensation and respect they deserve.  Today’s children are tomorrow’s future, and education is a proven path to upward mobility for all students. 

Embrace 2019 with zeal and enthusiasm.  It can be a year full of potential.  We have an opportunity to renew our belief in our fellow citizens and set a new course in Tennessee that our fellow Americans can seek to emulate.  It will require ethical leadership and tireless advocacy for issues that you care about, but the promise of a new year brings the best hope for mankind.  The future is yet to be written.  Let freedom ring across our state and nation. 

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.

There is a growing focus on education choice across the United States, especially here in Tennessee. When you discuss parent choice, everybody immediately thinks of vouchers. Vouchers are only one form of choice. When you discuss school choice, the debate is unfairly focused between public and private. Terminology is constantly changing and evolving, and the words themselves create unnecessary conflict. Before we step further into the debate, I think there is one choice that is being ignored as an option: open enrollment or voluntary public school choice.

We must expand open enrollment policies in our public school districts. There are two primary types of open enrollment policies: 1) Intra-district enrollment policies, where students may transfer to schools within their home districts. 2) Inter-district enrollment policies, where students may transfer to schools outside of their home districts. Both are forms of choice.

Currently, Tennessee has voluntary intra-district and inter-district open enrollment policies. That may need to change, if districts do not get more aggressive in championing parental options in public education. Hopefully, that will be led by district leaders or school boards across the state. We need to make open enrollment a high priority.

Today, our workforce is highly mobile. Many adults no longer work in the community they reside. This is very clear in Middle Tennessee, which is exploding with population growth with more on the way. If we want parents involved in their child’s education, it would only make sense that public school options become more convenient for the adult who then often provides the transportation.

Currently, open enrollment policies may be either mandatory or voluntary. Under mandatory programs, districts must allow for open enrollment. Under voluntary programs, districts may choose whether to allow for open enrollment. It is easy to see that the direction by the state will be to move from voluntary to mandatory, if districts do not adopt open enrollment policies or do a better job of highlighting voluntary public school choice.

Questions that policymakers and the media should ask: 1) What districts in Tennessee allow students to transfer to schools within their home districts? 2) What districts in Tennessee do not allow students to transfer to schools within their home districts? 3) What districts in Tennessee accept students transferring to schools outside of their home district?

As the focus on education choice is elevated by Governor-elect Bill Lee, maybe the easiest place to find initial consensus is with open enrollment. Mandatory open enrollment policies will likely be promoted by the state. This could either be accomplished by funding, new legislation, or districts adopting new policies. Intra-district and Inter-district open enrollment policies must be on the table, when the subject of education choice is discussed. The message is that public schools are the best option for parents. Parents should be able to trust public schools to educate all children to the best of their ability.

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

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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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.

Bill Lee

I am excited about the future of public education in Tennessee.  Many critics like to point out some of the shortcomings of our system, and rightly so.  A one size fits all system does not work for everyone.  It never has, and never will.  The system will continue to evolve, albeit slowly, and adjustments will always be needed.  We should welcome debate on public education, which remains our greatest priority.

In order to attract and keep industries and business that we need for a global economy, we must build and develop a quality workforce.  A quality education system ultimately provides economic mobility for all of our citizens.  It is imperative that taxpayers understand that education is an investment for our state’s future, not merely an expense to bear.  It is also a constitutional requirement in our state.

As a businessman, Governor-elect Bill Lee understands that higher salaries will encourage more people to join the teaching profession and hopefully entice current educators to remain in the field, resulting in better outcomes for Tennessee students.  Lee has stated his three major priorities: 1) Getting our students ready to enter the workforce; 2) Strengthening the foundations of a quality system; and 3) Encouraging innovation.  It is a K12 education agenda we should embrace.

Tennessee’s business community has expressed increased concerned about workforce development. In the future, people with solid, transferable skills that are open to continued learning will be critical for our workforce.   To get our students ready for the workforce we must better link state and local efforts for economic development and job creation.  This will also necessitate expanding post-secondary vocational training. Many occupations are developed through apprenticeships, on-the-job training, and vocational programs offered at community colleges. That does not always mean expensive, four-year degrees for which many students are not suited.  In high school, Tennessee may want to consider giving students the option to use the ACT National Career Readiness Certificate examination, rather than the ACT/SAT in the 11th grade year.

Strengthening the foundations of our public-school system, begins with support for local control of public education.  It is also critical to look at how we fund our schools.  The methodology we use to fund our schools has constantly been litigated by school districts.  These lawsuits prove we must incorporate and take into consideration the dramatically different cost of living and doing business in different counties across the state. We must update our school funding formula to reflect changing 21st century needs.  At the state level we have to improve the teacher pipeline.  This means we must identify and develop a community of well-trained, highly compensated educators who can flourish in the teaching profession.  Any investment we make in education must be high quality, and position our children for success in the classroom, career and life.  We have much work to do.

We need our new Governor, our new Commissioner and our new Tennessee General Assembly to listen to educators and continue to champion innovation in public education. Educators want that chance to be inventive, and they understand the need to challenge the status quo.  The testing culture has killed the enthusiasm of many educators.  Although we need testing to measure the progress of our students, we should recognize these tests are often unreliable in evaluating teachers and schools. We should pursue reliable standardized tests that provide accurate feedback for educators, parents, and students. No single test should be a determinant of a student’s, teacher’s or school’s success. True measurement of progress should instead consist of several benchmarks, not just testing.

We must also break down the bureaucratic barriers that have kept educators and school districts from pursuing solutions to the unique challenges of their communities.  Governor-elect Lee has promised to “pilot innovative approaches that encourage our schools and their communities to work together and design solutions without bureaucratic hurdles.”  That is a wise strategy to pursue.   Lee, like many other business and community leaders, understands that the solutions to many problems we face in our hinge on a quality public education system.   Our future depends on that success. Let’s all work to make that happen.

JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, 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.

Charlie Brown

On July 31, 1968, a young, black man was reading the newspaper when he saw something that he had never seen before. With tears in his eyes, he started running and screaming throughout the house, calling for his mom. He would show his mom, and, she would gasp, seeing something she thought she would never see in her lifetime. Throughout the nation, there were similar reactions.

What they saw was Franklin Armstrong’s first appearance on the iconic comic strip “Peanuts.” Franklin would be 50 years old this year.

Franklin was “born” after a school teacher, Harriet Glickman, had written a letter to creator Charles M. Schulz after Dr. Martin Luther King, Jr. was shot to death outside his Memphis hotel room.

Glickman, who had kids of her own and having worked with kids, was especially aware of the power of comics among the young. “And my feeling at the time was that I realized that black kids and white kids never saw themselves [depicted] together in the classroom,” she would say.

She would write, “Since the death of Martin Luther King, ‘I’ve been asking myself what I can do to help change those conditions in our society which led to the assassination and which contribute to the vast sea of misunderstanding, hate, fear and violence.’”

Glickman asked Schulz if he could consider adding a black character to his popular comic strip, which she hoped would bring the country together and show people of color that they are not excluded from American society.

She had written to others as well, but the others feared it was too soon, that it may be costly to their careers, that the syndicate would drop them if they dared do something like that.

Charles Schulz did not have to respond to her letter, he could have just completely ignored it, and everyone would have forgotten about it. But, Schulz did take the time to respond, saying he was intrigued with the idea, but wasn’t sure whether it would be right, coming from him, he didn’t want to make matters worse, he felt that it may sound condescending to people of color.

Glickman did not give up, and continued communicating with Schulz, with Schulz surprisingly responding each time. She would even have black friends write to Schulz and explain to him what it would mean to them and gave him some suggestions on how to introduce such a character without offending anyone. This conversation would continue until one day, Schulz would tell Glickman to check her newspaper on July 31, 1968.

On that date, the cartoon, as created by Schulz, shows Charlie Brown meeting a new character, named Franklin. Other than his color, Franklin was just an ordinary kid who befriends and helps Charlie Brown. Franklin also mentions that his father was “over at Vietnam.” At the end of the series, which lasted three strips, Charlie invites Franklin to spend the night one day so they can continue their friendship. [The original comic strip of Charlie Brown meeting Franklin is attached in the initial comments below, the picture attached here is Franklin meeting the rest of the Peanuts, including Linus. I just thought this was a good re-introduction of Franklin to the rest of the world – “I’m very glad to know you.”

There was no big announcement, there was no big deal, it was just a natural conversation between two kids, whose obvious differences did not matter to them. And, the fact that Franklin’s father was fighting for this country was also a very strong statement by Schulz.

Although Schulz never made a big deal over the inclusion of Franklin, there were many fans, especially in the South, who were very upset by it and that made national news. One Southern editor even said, “I don’t mind you having a black character, but please don’t show them in school together.”

It would eventually lead to a conversation between Schulz and the president of the comic’s distribution company, who was concerned about the introduction of Franklin and how it might affect Schulz’ popularity. Many newspapers during that time had threatened to cut the strip.

Schulz’ response: “I remember telling Larry at the time about Franklin — he wanted me to change it, and we talked about it for a long while on the phone, and I finally sighed and said, “Well, Larry, let’s put it this way: Either you print it just the way I draw it or I quit. How’s that?”

Eventually, Franklin became a regular character in the comic strips, and, despite complaints, Franklin would be shown sitting in front of Peppermint Patty at school and playing center field on her baseball team.

More recently, Franklin is brought up on social media around Thanksgiving time, when the animated 1973 special “A Charlie Brown Thanksgiving” appears. Some people have blamed Schulz for showing Franklin sitting alone on the Thanksgiving table, while the other characters sit across him. But, Schulz did not have the same control over the animated cartoon on a television network that he did on his own comic strip in the newspapers.

But, he did have control over his own comic strip, and, he courageously decided to make a statement because of one brave school teacher who decided to ask a simple question.

Glickman would explain later that her parents were “concerned about others, and the values that they instilled in us about caring for and appreciating everyone of all colors and backgrounds — this is what we knew when we were growing up, that you cared about other people . . . And so, during the years, we were very aware of the issues of racism and civil rights in this country [when] black people had to sit at the back of the bus, black people couldn’t sit in the same seats in the restaurants that you could sit . . . Every day I would see, or read, about black children trying to get into school and seeing crowds of white people standing around spitting at them or yelling at them . . . and the beatings and the dogs and the hosings and the courage of so many people in that time.”

Because of Glickman, because of Schulz, people around the world were introduced to a little boy named Franklin.

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Author Unknown.

Charles Schultz was born November 26, 1922 in Minneapolis, Minnesota.  He is widely regarded as one of the most influential cartoonists of all time, cited as a major influence by many later cartoonists, including Jim DavisBill Watterson, and Matt Groening.

For more information visit on this article visit here.

As a teacher I used to keep a framed picture in my classroom which said, “Your Life is God’s gift to you. What you do with your Life is your gift to God.” I truly wish every child could hear that repeated every day. And what teachers do with their gift benefits so many children on a daily basis.

Teachers are often on the front line of the poverty battle. It is important that children know from where their gifts originate. This Thanksgiving is a good opportunity to be thankful for the gift of life we have and the gift of others in our lives.

I have worked with many faith and community organizations and it seems to me that many of the problems they seek to address have one root cause: poverty. I take the problems of global poverty much more serious, and have noticed a rise in poverty in both urban and rural America.

It is the best American tradition of helping others help themselves. Now is an opportune time for compassion and justice to help the poorest people of our nation and the world. I see a passion for compassion diminishing in America. Government simply cannot meet the needs of all citizens. Faith and community organizations need help. They need your time and effort. They need your money and support. We should embrace government partnership with faith-based organizations and other non-profit community organizations to do the work of fighting poverty and other issues.

To his credit, former President George W. Bush recognized the poverty problem when he said, “The growing divide between wealth and poverty, between opportunity and misery, is both a challenge to our compassion and a source of instability. We must confront it.” “We cannot,” said the president, “leave behind half of humanity as we seek a better future for ourselves. We cannot accept permanent poverty in a world of progress. There are no second-class citizens in the human race.”

Bono, of the rock group U2, said in an interview, “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. Let’s 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. I am impressed by country music singer Tracy Lawrence, who regularly takes time of his schedule to feed the hungry in Nashville, and in other locations across the United State. Most recently Brad Paisley and Kimberly Williams-Paisley opened a free Nashville grocery store for those in need. That use of fame is a worthy cause that is under-reported in our country.

Faith reminds us that theological 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.”

As we sit in our comfortable pews on Sunday morning singing about what it is like up there, we should remember that the poverty of spirit as equally lamentable to poverty of physical wealth. This Thanksgiving we should be thankful for both the small and large blessing in our lives. If you are a parent and your child is about to enter the world, it would be a great comfort to know that your country will use all of its resources to meet the most basic needs of all citizens, so they can succeed in our country.

To paraphrase an oft cited poem, “If you want to touch the face of God or His heart, it is not necessary to escape the surly bonds of Earth.” Take an interest in the things that interest God. Eliminate some of those nonessential things that clutter our lives. Recognize what is really essential: faith, family and friends. Embrace others. Treat everybody with dignity and respect. Lose control, let God love through you. Don’t fear the politicians. Hold them accountable. God will indeed hold us all accountable.

Think of those less fortunate this year before your Thanksgiving prayers, those in poverty whose plates are often empty. We are incapable of breaking the cycle of poverty without all of us working together. The number of hungry people in the world reached over 800 million, a harsh reminder that the world has yet to get serious about the challenge of ending hunger. We can make a difference, can’t we?

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

Candice-McQueen-at-appointment-press-conference

I had several news organizations call and/or email for a statement on the departure of Tennessee Department of Education Commissioner Candice McQueen.  I hastily put together my thoughts, and wrote:

“Professional Educators of Tennessee appreciates the contributions of Commissioner Candice McQueen.  Commissioner McQueen is one of the most visible members of the Haslam Administration.   She took over the Department during a dark period in public education, and she made a significant difference within the Department, particularly in the infrastructure.  Those changes are not readily noticeable, as they include systems, processes and human capital.  There are some exceptional people within the Department of Education working to make public education a success in our state.  It is unfortunate that online testing continues to be a point of contention, but the state is moving in a positive direction.  The next Commissioner of Education and the 111th Tennessee General Assembly will need to make adjustments in student assessment as we move forward.   We will always be grateful to Commissioner McQueen for her unwavering support of increasing teacher salaries and commitment to student literacy.  These are incredible legacies to leave as she departs her critical role serving the citizens of Tennessee, and we wish Commissioner McQueen much success in her new role.   We look forward to working with Governor-elect Bill Lee and offering input on a successor.”

That’s what professionals do.  We issue statements and offer public comments about people and issues.  There is a right way and a wrong way to do that task.  In an era where we seemingly delight in lack of civility and negative tone of politics, we must take the high road.   We are polarized as a country, not because we are afraid to discuss issues of substance, but rather we cannot talk to each other in a respectful manner.  It’s easier for some to just be what my mom used to classify as “rude, crude and uncalled for.”  In the end, we merely see who can be the loudest in the room, and end up talking over each other.

What does that have to do with a statement on the Departure of a Haslam Cabinet official?  Simple, it brings out the ugly.  And I have seen some mean-spirited people critical of Commissioner McQueen, as she moves into the next phase of her career.  Most of those being critical are clueless.  To paraphrase Shakespeare, “In a battle of wits, they are unarmed.”

Tupac Shakur said, “Behind every sweet smile, there is a bitter sadness that no one can ever see and feel.” I spent time with Commissioner McQueen as more than a casual observer. Her heart and passion were always for the children and teachers in Tennessee.  She fought battles which nobody knew about and which, despite the lofty title in front of her name, she had little control.  While we didn’t always agree on every issue, it was always a discussion she was willing to have with me, as well as others. She made it a priority to discuss teacher issues with me regularly, and as needed as frequently as possible.  That alone will always endear her to the teachers who were included in those discussions.

Candice McQueen is a woman of faith.  That is an element that we need more of in public service.  She didn’t wield her faith as a sword, but you knew that she was a believer in Jesus Christ.  She had a preference for ideas over politics.  She chose principle over popularity.  She took ownership of a testing debacle, that she had inherited and didn’t even pick the people who oversaw it.  She could have easily laid blame elsewhere.  She chose not to do that.  She wisely fired a failed testing company.   She was not a seasoned politician.  If you recall legislative hearings, she sat there and took valid criticism of a flawed system.  However, that critique often crossed the line personally.

Candice McQueen symbolized the hope for a more decent and gentler public servant, willing to acknowledge faults in a system—and personally owning them.  Whereas Harry Truman said, “The buck stops here,” McQueen also took ownership while at the same time working to correct the issues.  (Much like building an airplane while at the same time trying to fly it.)  She did this while remaining optimistic and energetic.  From first-hand knowledge, I know she frequently started her work day before 6:00 AM and often finished it after 9:00 PM, even though she was a mother and wife.  Commissioner McQueen will be missed.

As far as the next Commissioner of Education goes, I imagine it will be much harder to fill her shoes than most people realize.  The next Commissioner must make sure she/he has direct access to the new Governor, with complete authority to make changes as needed.  The Governor, not the Commissioner of Education, must fight the legislative battles.  We need a true public servant we can also work with, who understands Tennessee and our educators.

The beautiful thing about legacies is that time is a fair-minded judge.  I suspect that Candice McQueen, like Lana Seivers who served years before her, will be seen as a Commissioner who helped build a modern Department of Education which meets the needs of districts, educators, parents and children.  Tennessee is moving forward in education, and we all should be proud of our accomplishments.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, 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.

Tennessee is the Volunteer State. It is called the Volunteer State because in the times of crisis that our nation found itself, whether a natural crisis or in defense of our country, our citizens were the first to respond.

Members of my family have fought, and some even died, for the defense of our country. I am proud to have served in the Marine Corps and appreciate my fellow veterans. Anyone who has served will tell you it was an honor to wear the uniform of our nation and take the vows to defend our citizens, our country and our Constitution. Military enlistment has no expiration date.

This Veterans Day, in the year 2018, we must do more than repeat the well-deserved praises of the bravery and patriotism that our veterans embody. That was established the day they put on the uniform. Rather, we should reflect on how we are treating our veterans.

We know that the average number of veterans who commit suicide remains at 20 a day. We know that younger veterans are among that number. Suicide is a complex issue, and veterans are not getting the help they need. Why is this not a national priority? It is good political rhetoric during campaign season.

A lot of veterans end up teaching in Tennessee classrooms across the state. For them teaching is an extension of their service to their state and nation. Our classrooms are full of children who are the sons and daughters of active duty military and veterans. Tennessee has more current and former military among our citizenry than most states. So, on this Veterans Day let us remember the service of our veterans. Let us keep our promises and obligations to our veterans and their families who have sacrificed so much so we can live freely.

Veterans who are in crisis or are having thoughts of suicide, and those who know a Veteran in crisis, should call the Veterans Crisis Line for confidential support 24 hours a day, seven days a week, 365 days a year at 800-273-8255 and press 1, chat online at VeteransCrisisLine.net/get-help/Chat, or send a text message to 838255.You can learn more about VA’s suicide-prevention resources and programs at www.mentalhealth.va.gov/suicide_prevention.

Our veterans have served America with the fervent belief that freedom and democracy are ideals to be upheld around the world. The late Virginia Senator John Warner reminded us: “Tragically, the effort to make America and the world safer and to defend freedom around the world is not without an enormous cost to this Nation in terms primarily of lost lives and those who bear the scars and the wounds of war, and their families who must bear these losses. “It is time we make those who serve our state and nation a higher priority.

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

boss blaming an employee

In October, across the state, educators have an opportunity to decide if they wish to engage in a process called “Collaborative Conferencing.”  In other industries they may refer to it as an “Interest-Based Collaborative Problem Solving,” which is an increasingly popular method of multiparty consensus-building.  In education that concept may not work, if one side chooses not to engage in consensus building and the other side decides to file unnecessary lawsuits.  Professional Educators of Tennessee fervently supports the right of educators to discuss working conditions and salary with their employers.

In 2011, the Tennessee General Assembly passed the Professional Educators Collaborative Conferencing Act (Public Chapter 378). So, it is not surprising that we are frequently asked about our position on Collaborative Conferencing.  Currently Collaborative Conferencing, also known as PECCA, only occurs in about 12 districts around the state.   Only certain subjects can be discussed.  And some subjects are completely prohibited.

Subjects that can be discussed include:  Salaries or wages; Grievance procedures; Insurance; Fringe benefits (not to include pensions or retirement programs of the Tennessee consolidated retirement system or locally authorized early retirement incentives); Working conditions, except those working conditions that are prescribed by federal law, state law, private act, municipal charter or rules and regulations of the State Board of Education, the Department of Education or any other department or agency of state or local government; Leave; and, Payroll deductions (except with respect to those funds going to political activities).

Subjects that are prohibited include:  Differentiated pay plans and other incentive compensation programs, including stipends, and associated benefits that are based on professional employee performance that exceeds expectations, or that aid in hiring and retaining highly qualified teachers for hard-to-staff schools and subject areas;   Expenditure of grants or awards from federal, state or local governments and foundations or other private organizations that are expressly designed for specific purposes; Evaluation of professional employees pursuant to federal or state law or State Board of Education policy; Staffing decisions and State Board of Education or local board of education policies relating to innovative educational programs under § 49-1-207; innovative high school programs under Title 49, chapter 15; virtual education programs under Title 49, chapter 16; and other programs for innovative schools or school districts that may be enacted by the general assembly; All personnel decisions concerning assignment of professional employees, including, but not limited to, filling of vacancies, assignments to specific schools, positions, professional duties, transfers within the system, layoffs, reductions in force, and recall. No agreement shall include provisions that require personnel decisions to be determined on the basis of tenure, seniority or length of service; and, Payroll deductions for political activities.

In a modern world, it doesn’t seem that placing limits or prohibitions helps local districts, educators, students or stakeholders on emerging topics.  However, we have been disappointed by PECCA, and think that we may want to discuss items outside the scope of Collaborative Conferencing, such as differentiated pay plans, expenditure of grants or awards, evaluation and staffing decisions or other issues like school safety, curriculum/materials and/or other rapidly emerging issues.  Although we can probably agree that banning payroll deductions for political activities is probably a good thing for public education.

Just as we do, many teachers see the flaw in the system:  you can discuss salary but you cannot discuss, differentiated pay plans and other incentive compensation programs, including stipends, and associated benefits that are based on professional employee performance that exceeds expectations, or that aid in hiring and retaining highly qualified teachers for hard-to-staff schools and subject areas.  Then why do we even discuss salary at all?  That decision is already set in a formula and largely determined with small room for debate or discussion.   It is probably why so few districts and educators choose to engage in Collaborative Conferencing.

Currently any school board in the state has the authority to address any terms and conditions through board policy. In other words, while the board is required to participate in conferencing if the professional employees vote to participate, nothing in the PECCA requires the board to agree on terms or conditions or enter into a memorandum of understanding if agreement has not been reached.  Which is why we must keep lines of communication open.

Are there other options?  We believe so and toward that end, Professional Educators of Tennessee has begun to establish Education Leaders Councils in some districts to accomplish more for teachers.  It will help us cultivate true consensus building and address more critical issues.

We know that some of our members oppose Collaborative Conferencing, which leads to less than optimal turnout in some districts.  In fact, in many districts those voting for Collaborative Conferencing is barely over 50% and still excludes people from the process.  That is simply not fair.

We hope we can work to address critical issues for educators and our members through our Education Leaders Council.  This may require future legislation, but any district can choose to meet with their employees at any time.   Our desire and intent are simple:  if you vote for Collaborative Conferencing or if you vote against Collaborative Conferencing, always choose Professional Educators of Tennessee as your representative, and we will work with our local leaders to promote the interest of educators in the local district, not an agenda pushed by a national organization.   We must work together, and it is clear that Collaborative Conferencing limits educators.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, 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.