Teachers are some of the most admired people in our world. Teachers are role models. They inspire us and are admired for the skills they possess in helping others learn. Teachers are also normal people, who often get held to higher standards than politicians or even ministers. Like all of us, teachers make mistakes. However, no other group of professionals is as quick to give up on its members as public education administration when effective counseling would probably take care of the problem.
We know there is no magic fairy dust that is sprinkled on someone to make them an effective teacher. There is no genetic marker that an educator is born with that gives him or her a special skill. There is no Branch of Military Service equivalent that someone can join, like the Marine Corps, for example, that gives an individual training in moral, mental and physical strength needed to be successful in the education field. I would argue it is a lot of trial by error, support from colleagues and the prerequisite leadership in our schools that can shape the success or failure of an individual teacher.
I was blessed to have some extraordinary school leaders like Doyle Harmon in Meigs County, Tennessee and Ed Howard in Bradley County, Tennessee to really help guide me. However, one administrator, Ron Chastain, at Trewhitt Junior High School, really became a mentor, whether that was his goal or not. From him, I learned much about student discipline. I learned consistency mattered. I also learned that we needed to be empathetic, but also willing to be tough. He brought the right balance to the job.
Chastain, who still remains a friend, understood adolescent behavior better than anyone I have ever met. He understood that in order to teach, a classroom had to be orderly. In order to create a safe school for all students, discipline was required. I learned much more from Ron than I ever learned in my coursework in my undergrad and/or graduate work.
My question to policymakers: where can we find high-quality mentors for teachers and administrators? We take our new teachers and often toss them into the most difficult assignments like lambs to a slaughter. Then we wonder why discipline suffers and our teachers experience burnout and fatigue, ultimately leaving the profession. Administrators are often in the same boat. Sadly, we are missing that ingredient of mentorship in our schools today.
Our suggestion is to ensure that money is included in the future Basic Education Program (BEP) to allow for mentorship to occur, either by utilizing highly effective retired educators or granting stipends to experienced classroom teachers with a proven track record in classroom management. This strategy will likely impact teacher retention efforts in a positive fashion and create a better school environment with more consistent discipline and student behavior.
#####
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. To schedule an interview please contact Audrey Shores at 1-800-471-4867 ext.102.
I have never been an advocate of
strikes, particularly in the public sector. Beginning last year, and in
recent days, several media outlets have contacted our organization about
“teacher strikes” in Tennessee. Members of our organization have always
believed that educators have the right to teach without being forced to join
any particular organization, and that strikes or work stoppages are detrimental
to children, parents, the community and the profession.
Strikes are rooted in the
erroneous, Machiavellian belief that the end justifies the means and is also
emphasized in the works by Saul Alinsky.
Most educators understand the important
role that our public schools play in society. In many cases, public
schools offer the critical support necessary to maintain student health,
nutrition and safety, including students with severe intellectual disabilities
and serious health conditions. This includes many children living in
poverty, and those who are homeless. Professional activists and agitators that
urge educators in our state to strike do not care about these children, and
truth be told, have little concern for the professionals in our
classrooms.
A strike is a throwback to an
archaic factory model of governance. More importantly, public servants
usually have a higher expectation associated with their trusted role.
Governing magazine’s Heather
Kerrigan points out: “Teachers, firefighters and police are the public workers
who people feel a lot of empathy for because of the challenges of their
job.” She adds: “I think that public opinion and tolerance level for
public-employee strikes is probably fairly low.”
So, as you read or hear buzzwords
like “collective action,” “sickout” or “strike,” remember that it is critical
we avoid alienating the public. The old expression rings true: don’t
bite the hand that feeds you.
However, we can and must inform
citizens through a more positive means about significant issues impacting our
public schools and the children we serve. Educators do need to be more
vocal about spending priorities at the federal, state and local levels.
It is why educator associations like ours are vital and why we have been
engaged in the debate.
Tennessee has made tremendous
investments in public education in the last decade. Not including
new investments projected by Gov. Bill Lee’s budget, Tennessee added $1.5
billion in new dollars to public education from 2011 to 2019 under former Gov.
Bill Haslam. There is still much more work to do.
We must continue to invest in our
educators and teacher assistants, and critical school staff, making sure those
dollars reach their pockets. We must work to reduce testing and give
districts other options to measure student achievement. We still need to
work to create a simpler and more fair evaluation system. We must address
student discipline issues that are spiraling out of control.
We survey our members on a
regular basis and these are issues of importance across the state.
However, it really does not
matter our opinion about strikes. Teacher strikes have been unlawful in
our state since 1978.
Public education in Tennessee
wins when we all work together through civil discourse to address our
considerable issues. Education is the great equalizer for all children in
the state. Passionate and effective teachers, principals and
superintendents must lead with creative solutions to problems and not with
outworn strategies from the industrial age.
In the 21st century, we must be
policy driven, mindful of economic concerns, providing realistic answers to
difficult challenges. Adversarial tactics spurred on by outside groups
with dubious agendas simply will not benefit Tennessee educators or
children.
JC Bowman
is the executive director of Professional Educators of Tennessee, a nonpartisan
teacher association headquartered in Nashville.
I have never been
an advocate of strikes, particularly in the public sector. Beginning last
year, and in recent days, several media outlets have contacted our organization
about “teacher strikes” in Tennessee. Members of our organization have always
believed that educators have the right to teach without being forced to join
any particular organization, and that strikes or work stoppages are detrimental
to children, parents, the community and the profession.
Strikes are rooted in the erroneous Machiavellian belief that the end justifies the means, it is also emphasized in the works by Saul Alinsky. Most educators understand the important role that our public schools play in society. In many cases, public schools offer the critical support necessary to maintain student health, nutrition, and safety, including students with severe intellectual disabilities and serious health conditions. This includes many children living in poverty, and those who are homeless. Professional activists and agitators that urge educators in our state to strike do not care about these children, and truth be told, have little concern for the professionals in our classrooms.
The former mayor of Los Angeles, Antonio Villaraigosa, an ex-union organizer wrote in a Washington Post editorial that a teacher strike hurts families and kids. He said: “under today’s circumstances, a strike isn’t what we need to improve our schools.” He is correct. A strike is a throwback to an archaic factory model of governance. More importantly, public servants usually have a higher expectation associated with their trusted role. Governing magazine’s Heather Kerrigan points out: “Teachers, firefighters, and police are the public workers who people feel a lot of empathy for because of the challenges of their job.” She adds: “I think that public opinion and tolerance level for public-employee strikes is probably fairly low.”
So, as you read or
hear buzzwords like “collective action,” “sickout” or “strike,” remember that
it is critical we avoid alienating the public. The old expression rings
true: “don’t bite the hand that feeds you.” However, we can and must
inform citizens through a more positive means about significant issues
impacting our public schools and the children we serve. Educators do need
to be more vocal about spending priorities at the federal, state and local
levels. It is why educator associations like ours are vital, and why we
have been engaged in the debate.
Tennessee has made
tremendous investments in public education in the last decade. Not
including new investments projected by Governor Bill Lee in his new budget,
Tennessee added $1.5 billion in new dollars to public education from 2011 to
2019 under Governor Bill Haslam. There is still much more work to
do. We must continue to invest in our educators and teacher assistants,
and critical school staff, making sure those dollars reach their pockets.
We must work to reduce testing and give districts other options to measure
student achievement. We still need to work to create a simpler and more
fair evaluation system. We must address student discipline issues that
are spiraling out of control. We survey our members on a regular basis
and these are issues of importance across the state according to educators in Tennessee.
However, it really
does not matter our opinion about strikes: Teacher Strikes have been
illegal in our state according to Tennessee Code Annotated (TCA) since
1978. In TCA 49-5-606., Unlawful Acts
include that it is illegal for educators to engage in a strike. In
addition, it is illegal to urge, coerce or encourage others to engage in
unlawful acts as defined in this part. The next section of the law
49-5-60., Strikes – Remedies offers more clarity:When
local boards of education have determined which employees have engaged in or
participated in a strike, the employees may be subject to dismissal and,
further, shall forfeit their claim to tenure status, if they have attained
tenure, and shall revert to probationary status for the next five-year period.
Any professional employee who engaged in, or participated in, a strike and who
is not a tenured teacher may also be subject to dismissal.
Public
education in Tennessee wins when we all work together through civil
discourse to address our considerable issues. Education is the great
equalizer for all children in the state. Passionate and effective
teachers, principals, and superintendents must lead with creative solutions to
problems, and not with outworn strategies from the industrial age. In the
21st-century, we must be policy driven, mindful of economic concerns, providing
realistic answers to difficult challenges. Adversarial tactics spurred on
by outside groups, with dubious agendas, simply will not benefit Tennessee
educators or children.
##
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.
Governor Bill Lee will give his first State of the State address on Monday, March 4, 2019. The speech is highly anticipated, as it will signal to the state the administration’s priorities for the immediate future. It is where campaign promises, either become realities or go to die. He will undoubtedly address issues across the board, from roads to mental health to criminal justice, and all things in between. My interest will be squarely on public education.
What do I expect the Governor to
say about education?
His
administration will focus on getting students ready for work.
He
will work to strengthen the public education system.
He
will look for innovative and student-centered strategies for public education.
How will he do that? Here is what
I suggest he might say on Monday night:
He will stress the need to build
better connections between labor and education. This will mean facilitating
improved linkage between school districts, community and technical colleges,
four-year colleges and universities, and local industry. Meaning the state must
assess our progress towards the Drive to 55 Goal. Which may include outreach to
middle school students about their goals and aspirations. This is likely why
one of the first assignments given to the new Education Commissioner, Penny
Schwinn, has been to meet with students. Likewise, we will want secondary
students to start thinking about their career. Governor Lee will probably push
toward greater access to high-quality dual enrollment and dual credit
opportunities in technical fields across our state. Work-based learning may be
referenced. Governor Lee sees this as an opportunity to help students develop
the practical abilities that help them perform in project-based environments,
learn to work with others, and grow the discipline needed for success in a
competitive workplace. This will require new partnerships between industry and
our schools, and may facilitate a more concrete connection between labor and
education, which is a direction that the federal government has taken the past
few years. The state will also need to expand and improve offerings in STEM.
Governor Lee will likely continue
to highlight the work of his predecessors, namely Governor Bredesen and
Governor Haslam, in looking at ways to strengthen the foundations of our public
education system. It is uncertain if Pre-K will be included. I would argue that
he will look at some of the efforts underway and consult with State
Representative Bill Dunn on this matter. All success in public education hinges
on quality instruction, so it begins with our educators. We all agree that every
student deserves highly effective teachers and administrators. So, it would be
no surprise to hear the Governor talk about his plan to better develop a
pipeline to secure educators here in Tennessee. Compensation is the key to
recruitment and retention. Our teacher compensation model needs to be
competitive nationally. I expect the Governor to send a message to educators
that he recognizes and appreciates their efforts, and he will work to see they
are paid for their efforts. I also expect that the Governor will stress the
need to build upon Governor Haslam’s efforts in literacy. We know that school
safety will also be a priority, as well as the need for additional school
counselors. It is important that focus in counseling goes beyond mere college
and career, but also into helping students with mental health
issues—-especially children who have experienced physical abuse, verbal
abuse, sexual abuse, physical neglect, and emotional neglect. Governor Lee must
address the testing issue. Too many policymakers and stakeholders have been
waiting on a message from the governor about how he plans to improve our
assessment system, to ensure that our metrics are empowering and informing, not
inhibiting quality instruction, while providing accurate feedback for
educators, parents, and students.
On the innovation front, the
question is, will he or won’t he bring up parental choice, specifically regarding
school vouchers and/or education savings accounts? The administration has
signaled more of a wait and see approach thus far. If he plans to bring up
school choice, it is more likely to be done in his first term. There has been
some indication that the votes are simply not there for a proposal in the
Tennessee General Assembly. The Governor is more likely to discuss changes he
envisions in creating a modern high school. He is correct that for the last 50
years the way high school has educated students has largely remained unchanged.
He may suggest that it is time to embrace new, flexible school models in our
high schools. This means he must also discuss supporting locally-driven
flexibility and innovation. On the campaign trail, he argued for the need to
break down the barriers that have held our teachers, school leaders, and school
districts back from creative solutions to the unique challenges of their
communities. I would not be surprised to see something like innovation grants
from the state for our districts. The question is whether he is willing to make
some adjustments to testing, like a pilot project that allows some districts to
use the ACT, ACT Aspire, or SAT Suites as a means of assessment in high
performing districts. Lee understands when we empower school leaders to bring
new solutions to the table and hold them accountable for results, we all win. By
piloting innovative approaches that encourage our schools and their communities
to work together and design solutions without bureaucratic hurdles, he could
send a huge message across the state. Hopefully, Governor Lee will grab the
bull by the horns on school finance and discuss the possibilities of a school
funding formula to reflect changing 21st century needs. Because of our modern
educational mission, priorities, and strategies, businessman Governor Lee
understands better than most policymakers the required formula that will
support teachers, fund facilities, and facilitate innovation and technology, while
looking to better connect K-12 education with workforce needs.
I expect the speech of a lifetime
from Governor Lee on Monday night. The State of the State is his one
opportunity to lay out for all Tennesseans why we are the best state in the
nation for education and in turn, the best place to raise a family. Tennessee
continues to be a state that is moving forward.
##
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.
Lack of student discipline, inadequate administrative support, and lack of respect are frequently cited why teachers leave the teaching profession, almost as much as salary and working conditions. The situation is clearly getting worse, despite all the feel-good policies enacted by some school boards. Old fashioned discipline is gone, replaced with fads and trends. In Tennessee, some legislators are pushing for legislation that is likely to make matters even worse.
The exodus of many veteran Tennessee teachers may have eliminated part of the solution and acerbated the problem, along with an influx of new administrators. However, that is a simple explanation and a somewhat faulty logic. Worse, it lays the blame for continued societal problems at the feet of public education yet again.
It is true, public education has its issues, from design to execution, but every problem faced by society gets manifested in our schools. Educators work incredible hours, doing thankless tasks that other professionals do not have to do. Many people have jobs with specific skills and also have a lack of acknowledgment and a shortage of appreciation. But educators may just win the prize for wearing a multitude of hats. We need more community support.
Teaching is not an eight-hour-a-day, five-day-a-week job. There are many duties that educators tackle that do not require pedagogical skills or experience in the classroom but are necessary for the profession. Teachers need a strong immune system to protect them from exposure to every possible illness in a classroom. Not only that, teachers must comfort and guide those students with little to no support at home. Teachers spend their evenings and weekends making lesson plans, grading papers, and other extracurricular activities. Teachers often spend their own money on classroom supplies, decorations, and food for their students.
It would be awesome if every educator had a positive and supportive working environment where they could thrive personally and professionally, and where they were free to exercise their expertise and explore the full limits of their talents. Alas, that is not the world we live in. Every day across Tennessee, our educators work with children who have experienced physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect.
Policymakers and stakeholders at all levels should make it a priority to work together in order to reduce excessive educator workload, at the same time providing salary increases that will actually go into the teachers’ paychecks and not just to the district coffers. However, getting student discipline under control may be a bigger challenge.
News Channel 5 revealed a confidential report where a Nashville law firm warns the Metro Nashville Public Schools (MNPS) that it would become “difficult, if not impossible, for the district to retain qualified and exemplary employees.” If Nashville is an example, other districts around the state should enact totally different policies. If MNPS is a model district for any other system, then other districts may soon find themselves in a similar predicament. Administrators, teachers, parents, and students deserve better leadership there.
Student discipline needs the attention of policymakers across the state. Failure to act quickly and responsibly will only continue to erode support for public education and see quality educators flee the profession. It is time to address student discipline in a more comprehensive fashion.
– – –
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.
One in five students, or more than 200,000 in the state have characteristics of dyslexia.
In 2016, Tennessee made a major breakthrough in helping dyslexic students in our state. State Senator Dolores Gresham and State Representative Joe Pitts led the effort to require school districts to screen students in kindergarten through second grade for dyslexia with a program provided by the Department of Education. Students who present with symptoms of dyslexia clearly benefited from the passage of the original legislation, however we need to strengthen the law. In 2019, we need to revisit and refine legislation to ensure districts are in compliance in helping dyslexic children and teachers have access to training.
State Representative Bob Freeman of Nashville, a strong advocate on this issue, has filed House Bill 253. It is worth noting that the 2016 Legislation, which we called the “Say Dyslexia” Bill, passed both houses of the Tennessee General Assembly unanimously, with broad bipartisan support. Data shows that one in five students, or more than 200,000 in the state have characteristics of dyslexia. This legislation will further help children to receive proper intervention.
Middle Tennessee State University (MTSU)
is highly regarded across the nation for its efforts and research on helping
dyslexic children. One of the key items
missing across the state has been identifying teachers who are trained in
dyslexia intervention. So, many students
are still not getting the assistance they need to address the issue. Professional Educators of Tennessee
offers its members access to professional development on the subject through
their online portal. The organization
leaders believe the statistics are so overwhelming regarding the consequences
of not dealing with dyslexia.
Research indicates that dyslexia has no
relationship to intelligence. Many people with dyslexia have gone on to
accomplish great things. Among the many dyslexia success stories are Thomas
Edison, Stephen Spielberg, F. Scott Fitzgerald and Charles Schwab. Keira Knightley, Salma Hayak, Joss Stone, and
Alyssa Milano are successful women diagnosed with dyslexia. Dyslexia affects you regardless of race,
gender, or political affiliation.
The International Dyslexia Association
points out, “Research demonstrates that additional direct instruction provided
appropriately, beginning in kindergarten through third grade, can help all but
the most severely impaired students catch up to grade-level literacy skills and
close the gap for most poor readers.
Assessment is the first step in identifying these students early to make
sure they receive the effective instruction they need to succeed.” Louisa C. Moats, Ed.D., and Karen E. Dakin,
M.Ed add: “Dyslexia can make it very difficult for a student to succeed
academically in the typical instructional environment, and in its more severe
forms, will qualify a student for special education, special accommodations, or
extra support services.”
Tennessee is recognized nationally for
its willingness to change education strategies to reach all of our students,
and make a high-quality education available to all students. It is time to help our dyslexic children
realize the dream of All Means All, and our commitment is truly to all children. We will be supporting additional legislation
to help our dyslexic students in the state.
For more information on dyslexia visit the Yale
Center for Dyslexia & Creativity website at http://dyslexia.yale.edu/.
##
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.
Consistently in polling,
educators refer to the heavy workload as being a major factor to why they leave
the education profession. Today
educators must also exercise a higher duty of care than most other professionals.
Teachers face exposure to liability much greater than does the average
citizen. Teacher burnout is actually an
international epidemic.
Nearly every day, teachers must deal
with diverse laws related to issues such as child abuse, student discipline,
negligence, defamation, student records and copyright infringement. And still they must teach. So, every time we
see legislation that adds to the teacher workload, we look very cautiously at
it.
If we created a parent dress code, it
will only add more work to our already overburdened educators, as well as increase
their liability. That does not mean adults should not dress appropriately on
school grounds. However, educators
should not be the enforcement part of any proposed law. Do we expect teachers to issue speeding
tickets in school zones? Should they enforce
seatbelt laws or arrest those who violate cell phone usage in a school
zone? Of course not. So why is this issue more important or any
different?
As Professional Educators of Tennessee
has pointed
out, most of what Representative Parkinson seeks to address is
already in state law. It happens to be
in a different code than laws that strictly are on education. Adults should dress properly. And of course, adults should conduct
themselves properly in public. Previous
legislators understood that indecency laws and behavior problems, which impacts
all of society, are criminal offenses. It
has simply been unenforced in most cases.
Now because of a few isolated instances
that were never reported to police who have proper jurisdiction, we are rushing
to pass legislation and add to the burden of our public schools. Are educators now to act as law enforcement
agents on matters of dress by adults? We
should discuss the issue and perhaps study the issue further. But changes should be made in Title 39 of the
Tennessee Code Annotated (T.C.A.): general offenses, offenses against the
person, offenses against property, offenses against the family, offenses
against the administration of government, and offenses against the public
health, safety and welfare not Title 49 Education.
The problem that legislation like this seeks
to solve with student dress code policies alone have resulted in many court
cases over the years. This type of
legislation will compound the problem for teachers, schools, and districts. In general, public schools are allowed to
have student dress codes and uniform policies which cannot be discriminatory or
censor expression. And most of the
policies are targeted at females. In St.
Louis area, the Mehlville School District dealt with multiple
complaints in August 2018.
This will prove extremely problematic when enforcing policies with
adults. So, if legislation is to be
passed on this matter, include immunity for teachers, schools and
districts. And prepare for the
litigation that is sure to follow.
The law of unintended consequences,
often cited but rarely defined, is that actions always have effects that are
unanticipated or unintended. It is common
sense that adults should dress appropriately in public. However, to make this cultural matter one
that places public education as the gatekeepers of public indecency for adults
makes little sense. We hope this matter
can be resolved without increasing, unnecessarily, the workload of our
educators. The intended and unintended consequences of any
legislation of this matter might not be what you want.
##
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.
CBS news reported that Memphis has one of the worst unemployment rates for any major American city. The 2015 report also points out Memphis has a shrinking tax base, urban blight and a high violent crime rate, which has created the economic problems in Memphis. CBS listed Memphis as the fourth poorest city in America. This is not the recognition Tennessee wants for our communities and municipalities.
However, rather than simply focusing on the negative we have to look for the talents, skills, ideas, and creativity of our citizens in places of such despair. It is there in Memphis in abundance, just as it is found across our entire state. We just do not hear about the ingenuity or success of our entrepreneurial spirt or see it highlighted like we should. In the state where the greatest civil rights warrior in American history, Martin Luther King Jr., was murdered for his beliefs, we should never surrender to despair.
Make no mistake, our educators face unbelievable challenges across the state, especially with low-social economic students. We take all students. This includes students who have a lack of preparation, limited vocabulary, poor nutrition, lack of medical care, high mobility, dysfunctional families, lack of English, and lack of enrichment. This does not even factor in mental, physical and health challenges. That is not an excuse, nor should we accept diminished expectations because of race or economic conditions. The idiom “soft bigotry of low expectations” is still alive and well in some circles, but we must reject it once and for all. As Danielle Belton, Editor-in-Chief of The Root said, “If you go into the game expecting to lose, you are most certain to find failure.”
In Memphis, there is hope being realized in the Shelby County Schools Innovation Zone (iZone). In Chattanooga, Hamilton County is launching a similar vehicle to address the challenge of chronically under-performing schools. Leaders are working together to design different schedules, as well as oversight models, implementing creative content coaching, and empowering their principals with autonomy to be creative. They are hiring new teachers in hard to staff schools with better compensation. We are meeting children where they are.
In Memphis, the results are somewhat promising, in comparison to the state’s own Achievement School District. Test scores in the Shelby County Schools Innovation Zone have increased faster than other school improvement efforts. Some of the chronically under-performing schools have now moved off of the state’s Priority list. The model can be replicated, with the right leadership and support. We must enhance and sustain student engagement and transform school culture. They are finding beauty in broken places in Memphis.
Test scores are not the most important measure in our schools. It is the intangible factor of the human will to succeed despite obstacles. As Hanna Skandera, former Commissioner of Education of New Mexico wrote: “we cannot ignore the need for our system to be agile and adaptable, and proactively develop new ways to prepare the next generation in an ever-changing world.” This means that as educators we must build a system that gives students the educational foundation to succeed, despite whatever dire circumstances our students may come out of personally. Martin Luther King Jr reminded us, “Change does not roll in on the wheels of inevitability, but comes through continuous struggle.” Let’s strive to educate all of our kids to their highest potential, no matter where they live.
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.
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.
##
JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.
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.
