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Dr. Ryan Jackson from Mt. Pleasant High School in Maury County, TN, “The Mount,” shares real life examples as he talks about educators being advocates for the “underdog.”
   

 

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2018 Suicide Prevention Poster

Every day we lose three people to suicide in the state of Tennessee. Here are a few more facts for the Volunteer state:

  • We lose one person aged 45-54 every two days
  • We lose one person over the age of 65 every three days
  • We lose one person between the ages 10-24 every four days
  • Suicide is the 2nd Leading cause of death of Tennessee youth aged 10-24.
  • There were 1,110 reported suicide deaths in Tennessee in 2016
  • Tennessee suicide rate = 16.2 per 100,000 (National suicide rate in 2015 = 13.3 per 100,000)

What can you do?

1) Be aware of the warning signs:

  • Threats of suicide or statements revealing a desire to die.
  • Previous suicide attempts or self-harm.
  • Depression (crying, changes in sleeping/eating patterns, hopelessness, loss of interest in hobbies/activities).
  • Final arrangements (e.g. giving away prized possessions).
  • Drastic changes in personality or behavior.

2) Take the following steps if someone you know is contemplating suicide.

  • Keep calm and take it seriously. Do not minimize the threat or assume it is a joke or a way of getting attention.
  • Discuss suicide openly and directly.
  • Listen. Show your support and concern.
  • If possible, remove objects such as guns or pills that could be used to inflict self-harm.
  • Get professional help.

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Eighty-thousand Tennessee teachers can do everything right at their school and in their classes, and one teacher can do something horrendous and give the other 79,999 a bad name. It takes just one teacher to cause irreparable damage.  In 2018 we saw legislative changes directed at helping curb inappropriate student-teacher activity. One teacher can create problems for the family of the student, his own family, his community, his school, and his peers.

Unfortunately, we know that sexual abuse and exploitation of children is a growing problem in our society. We should not be shocked when sex offenders seek employment in jobs where they have contact with children such as churches, schools, youth groups, hospitals, and social services. We have to do a better job of screening applicants in those fields. Jennifer Fraser, an abuse survivor herself wrote: “If adults can’t recognize abusers, children are even less likely to realize that what’s happening is abuse and that it is doing damage of a kind they can’t see.”

We must carefully make sure that we are protecting all of our minor children in public education. However, we have seen many false claims made against a teacher, and once an accusation is made it is nearly impossible to restore a teacher’s reputation. It is a difficult balancing act. There will never be a perfect system.

ABC News reported that the “FBI and the Justice Department do not keep statistics on the frequency of sex-related assaults involving teachers and students.” However, the “most recent statistics from the Bureau of Justice on school violence show that students are more likely to be sexually assaulted outside school grounds.”

It is atypical for victims, especially children, to disclose sexual abuse at the time it is happening. They fear being blamed for their supposed consent to the abuse. In addition, they fear losing the “approval” of their abuser. They also do not want to disappoint their parents. Many victims wait years, if they report the abuse at all, to talk about what happened to them.

Dr. Kit Richert identified physical indicators of sexual abuse such as pain, itching, bleeding, swelling, or bruising in the genital or anal area; blood in the child’s underwear; frequent bladder infections; STDs; pregnancy in pre-teen girls; and complaints about headaches and sickness. The behavioral indicators of sexual abuse are: sudden change in the child’s normal behavior, starts acting differently; depression or suicidality; running away; regression to more childlike behavior; changes in relationships to adults, such as becoming more clingy or more avoidant; lower school engagement and lower achievement; exhibits sexually provocative behavior or becomes promiscuous; the child has or talks about friends that are unusually older; the child talks about having sex or being touched; and the child is extremely avoidant of undressing or physical contact at school.

The good news is that there are a number of resources available to empower stakeholders to prevent sexual misconduct and abuse in schools. One organization, Stop Educator Sexual Abuse, Misconduct and Exploitation (SESAME) is the national voice for the prevention of sexual exploitation, abuse, and harassment of students by teachers and other school staff. Their 5-point strategy includes:

  1. Increasing public awareness of educator sexual abuse by breaking the silence in a strong and united voice.
  2. Fostering recovery of survivors through mutual support and access to information.
  3. Encouraging survivors of educator sexual abuse to report their offenders to local law enforcement officials and state education department credentialing offices.
  4. Insisting upon implementation of and adherence to child-centered educator sexual abuse policies, regulations, and laws.
  5. Directing attention to the maintenance of proper boundaries between school staff and students by promoting annual training, the adoption of professional standards, and codes of ethics.

It takes one teacher to give all teachers a bad name, especially if it involves an adult sexually abusing a child. We all are victims when one teacher betrays the trust bestowed upon them by a community to educate our children. There are many survivors in our midst. We simply have to do a better job of protecting our children.

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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. 

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Christy Ballard is the long time General Counsel of Tennessee Department of Education.   Nobody in the state knows Education Law better than Christy Ballard.  And  she shares her vast knowledge.   She regularly assists in the implementation and enforcement of Tennessee’s education laws and regulations by providing legal technical assistance to local school board attorneys, other state agency staff, legislators, LEA officials, teachers and the general public by providing the TDOE’s position on school related laws and regulations.

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The First Amendment guarantee of religious liberty includes the freedom to believe or not to believe, and to observe one’s faith openly without government interference. The U.S. Department of Education has traditionally provided statements on the role of religion in the public schools.  This has included guidance on school prayer, religious holidays, religious songs and religion in the curriculum.

The relationship between religion and government in the United States is governed by the First Amendment to the Constitution, which both prevents the government from establishing religion and protects privately initiated religious expression and activities from government interference and discrimination.

The Supreme Court has repeatedly held that the First Amendment requires public school officials to be neutral in their treatment of religion, showing neither favoritism toward nor hostility against religious expression such as prayer. Accordingly, the First Amendment forbids religious activity that is sponsored by the government, but protects religious activity that is initiated by private individuals.

The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act of 2001 required the Secretary of Education to issue guidance on constitutionally protected prayer in public elementary and secondary schools. The Every Student Succeeds Act (ESSA), P.L. 114-95, was signed by President Obama on December 10, 2015.  ESSA reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA). It may be time for the United States Department of Education to reissue the guidance offered by then Secretary of Education Rod Paige.

The guidance in 2002, clarifies the rights of students to pray in public schools. As stated in the guidance, “…the First Amendment forbids religious activity that is sponsored by the government but protects religious activity that is initiated by private individuals” such as students. Therefore, “[a]mong other things, students may read their Bibles or other scriptures, say grace before meals, and pray or study religious materials with fellow students during recess, the lunch hour, or other noninstructional time to the same extent that they may engage in nonreligious activities.” Public schools should not be hostile to the religious rights of their students and their families.

At the same time, school officials may not “compel students to participate in prayer or other religious activities.” Nor may teachers, school administrators and other school employees, when acting in their official capacities as representatives of the state, encourage or discourage prayer, or participate in such activities with students.

Former Secretary of Education Richard Riley wrote: “Students may express their beliefs about religion in the form of homework, art-work, and other written and oral assignments free of discrimination based on the religious content of their submissions.  Such home and classroom work should be judged by ordinary academic standards of substance and relevance, and against other legitimate pedagogical concerns identified by the school.”

Educators are also free much like all other citizens to practice their faith. Public school teachers and administrators should be neutral concerning religion while carrying out their official duties. School officials who wish to pray or engage in other religious activities should do so without students present.  For example, if teachers want to meet for prayer or scriptural study in the faculty lounge during free time in the school day or before or after school, they should do it when they have no official duty and without students present.

Under a 1993 Supreme Court ruling, Lamb’s Chapel v. Center Moriches School District, public schools that permit their facilities to be used by community groups are not permitted to discriminate against religious groups. This ruling was reaffirmed in Good News Club v. Milford Central School (2001), in which the context of a religiously-affiliated after-school program that sought to use public school facilities was upheld.

In the age we live in, it is critical to recognize the freedoms we have. Public schools should not be hostile to the religious rights of their students and their families. Policymakers should make certain that school board policy protects privately initiated religious expression and activities from government interference and discrimination.

Surely, it is not hard to fathom the necessity of building a common understanding in regards to the meaning of the First Amendment in the public school setting. Schools should develop their own district-wide policy regarding religious expression and to engage parents, teachers, various faith communities and the broader community.  You have the freedom to believe or not to believe, and to observe your faith openly without government interference.

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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. Follow him on social media via Twitter at @jcbowman.

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Tennessee Commissioner of Education Candice McQueen soundly responded to Metro Nashville Schools Director Shawn Joseph and Shelby County Superintendent Dorsey Hopson very bluntly in a straightforward letter yesterday.  It is doubtful that either Joseph or Hopkins actually wrote the letter, which called for a “pause” in testing and convene a statewide working group of educators to look at testing.  McQueen stated that neither she or Governor Bill Haslam received the letter that got widespread media coverage.  She also pointed out that “both state and federal law require an annual statewide assessment.”

Some may argue that states have more flexibility, which is true to an extent.  We should take a hard look at Tennessee’s ESSA plan and certainly make necessary adjustments.  But we identified our own measures of progress and agreed to take certain actions in order to receive federal monies.  Like that or not, it is how the game is played.  When Tennessee was touting Race to the Top money, the state certainly jumped through even more hoops to get those dollars.

Dr.  McQueen, who serves at the pleasure of the Governor, must follow state and federal laws.    Joseph and Hopson have their own Boards of Education they must listen to on policy issues.  Policy analysts TC Weber and Andy Spears have both weighed in on the subject, as has Sharon Roberts.  Professional Educators of Tennessee added our opinion on the subject.  All stakeholders want to get testing right.  However, the emphasis on testing misses the bigger issue:  student academic growth measured by flawed testing.  Then the results being used in educator evaluations.  This is certainly more problematic to educators than the actual tests themselves.

Once the Tennessee Department of Education gets testing corrected, then we, as a state, can refocus on discussing what should or shouldn’t be included in teacher evaluations.  It is clear:  flawed testing equals faulty evaluations.  This is no way to measure the success or failure of our students, teachers or schools.  This issue isn’t going away.  Stay tuned.

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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.

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img_20180422_212449-1394880902.jpgAs professionals, our members are committed to supporting quality public education and the professional rights and obligations of the education community. Our members set the policy and priorities of  our association to meet the needs of Tennessee educators. Working in partnership with parents, business, community and government, we provide the programs and services that enable educators and schoolchildren to achieve their highest potential.  Professional Educators of Tennessee was created by Tennessee educators for Tennessee educators.  Our focus is the state of Tennessee.      

From professional development to information on the latest education trends, we offer a myriad of resources to help you in and out of the classroom. For over 39 years, Professional Educators of Tennessee has been serving great teachers across the state of Tennessee.  Our members have often been  at the forefront of education in the state.

As the fastest growing teacher association in the state, we know that our members can be catalysts for innovative solutions to the many challenges facing education.  We look forward to creating mutually beneficial partnerships to rethink curriculum, offer professional development, develop sound policy and improve educational environments and outcomes for students across Tennessee.  We have great legal services and member benefits as well!

Protecting your career is just as important as protecting any other life investment. That’s why we provide eligible members a superior protection package to protect you in the classroom with $2 million worth of liability insurance with access to our attorney’s that are available by phone, e-mail or fax during normal business hours.  In fact, we will gladly compare liability policies with any education organization serving teachers in the state. You can join for $189 a year, not over $600 like a union, with a national agenda.  Keep in mind we do not endorse or contribute to political parties or candidates with your dues. We are not a union.  

We work year-round as a professional, positive voice focused on uniting educators in support of an exemplary public education for every student in Tennessee.  We know vitriol and anger only hurts public education and never solves problems.  We understand in order to create a more effective system that provides the basic academic skills necessary for success in life for our students, that we must all work together. Education is a parental right, a state and local responsibility, and a national strategic interest.

It would be our honor to serve you.  Check Professional Educators of Tennessee out at www.proedtn.org

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I drew back my fist and tried to defend my mother after my dad had struck her numerous times.  I don’t remember my exact age, but I was around 4 years of age.  It is etched forever in my mind and fuels my abhorrence of injustice and deep respect of women. Sometimes I close my eyes and it is as if I am there again.

In high school, it was endless cycle of verbal battles—and I could give much better than I would take. My dad, Francis Bowman, was a tough man. He was the 11th of 12 children of a moderately successful, yet well-respected father, who himself died way too early.  It was hard for me to love him, yet other people told me stories of his constant charity and gregarious nature.  He had a determined work ethic, often working two jobs, and he taught me to never expect to be handed anything in life.  Certainly nothing would be handed to me under his roof.  When I was 17 it escalated and he finally slapped me.  I wanted to hit back at him, but somehow, I knew better.  I yelled the words that I thought would hurt him the most: “I hate you.”  And at that moment in my life, I did.

Hate is a motivating emotion.  Fear, anger, and hatred are all painstakingly linked together.  Much like love, all of them can serve to influence our behavior. My father had served his country during the Korean War in the United States Navy.  So, after high school, I needed to show him that I was much tougher than him and I joined the United States Marines.  I didn’t even bother to tell him until just a few days before I left for boot camp.  It was the only time I ever recall seeing him cry.

It is an ancient ritual of fathers and their children.  The child yearning to grow into adulthood, and a father’s tough love.  Mothers can be demanding, but they have that nurturing and caring side that escapes most men. Fathers try to instill discipline in order to help their children succeed in a heartless, often uncaring, world.

When you become a father, you are reminded by memory and experience or from others and those lessons you pass along to your own children.  The ritual of fatherhood continues.  You will hear the words of hate spewed back at you, and it hurts.  The emotional pain hurts more than any physical pain.  At that moment you realize the hurt you caused your own father.  It is then you start the healing process.

The Christmas before he passed away, my dad asked me to come see him.  He handed me a wad of cash, and a newspaper with the price of hams circled.  He then handed me a list of names and some addresses.  He wanted me to deliver, in secret, hams to all those addresses, including many people I had never met.  I had discovered he had been doing this much of his life for the underprivileged.  I also learned from my Uncle that he had played Santa Claus at orphanages in South Korea while he was in the Navy.  He said he would never play that role again, and he didn’t, because one little girl had asked him for a father.  I started to understand him better.

My mother called me on that October day in 1991.  You need to come home, your father is dying.  I had heard that before.  More to please her than to satisfy him, I went home.  He was dying.  But it would be a magnificent death.  For once all was clear, pain seemingly gone.  For just a few days he was able to apologize for all the wrongs he had committed or felt he had committed.  Words were said that needed to be spoken, and a message was given that needed to be heard.  He held nothing back, sharing a lifetime full of words in a few hours.  His remorse was heartfelt and restorative.

Sitting there watching my father pass into his eternal reward, based on his Christian faith, I reflected on the broken man who raised me.  It was years later when I was truly able to forgive.  I don’t condone many of his actions, but I was able to move past them.  I learned that I am much like my father in many ways.  A strength, a toughness that is entrenched into my being that I inherited.  I remember among his last words: “Life really is simple, we just complicate it. If I had to do it over again I would focus more on those things that are important, like faith and family.”  I am my father’s son.

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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. Follow him on Twitter at @jcbowman or his Blog at www.jcbowman.com     

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I write:  “Without outside assistance, communities across America simply cannot keep up with technology challenges, either from an economic standpoint or an access standpoint. That is why open-source and donated cloud technology has begun to find greater accepted use in classrooms across America.”

I was honored to write a chapter for the book Cartoons in the Classroom, with Ilya Spitalnik an internationally recognized thought leader, keynote speaker, entrepreneur  and technology adviser.  Ilya created PowToon to assist educators.   PowToon’s commitment to provide technology to educators, as well as their customized tutorials can help educators more effectively integrate cartoons into their teaching methods. You can download the book for free at https://s3.amazonaws.com/powtoon/books/Cartoons-in-the-Classroom-Book.pdf  

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In our last post, we talked about the phenomenon of summer melt, where up to 1/3 of the students who graduate high school with plans to go to college never make it to a college campus.  We discussed what the student’s support team could do to help keep the student on track—but there’s also plenty the student can do to make sure their college plans don’t get derailed.

Open every piece of snail mail you get from the college, and read all of it.  You’re probably used to getting all kinds of mail from all kinds of colleges, but once you’ve decided on a college, anything and everything they send you needs to be read.  Just ask the student who opened the letter congratulating him for being admitted.  He didn’t read the next page, which told him he had a $42,000 scholarship.  Read it all.

Continue to check your email account.  Email may be almost as old school as snail mail, but it’s still how many colleges communicate with students—especially if they need something in a hurry.  The only way you find out what they need is to check email about three times a week in the summer.  And make sure to check your junk email folder; some colleges send emails to thousands of students, and your email account may think it’s spam.  It isn’t.

Look for the checklist.  Most colleges send you a checklist with everything you’ll need to do over the summer, and when you need to do it.  This checklist may come by snail mail, or as a link in an email, or maybe as a text.  Print it out, and put it on your refrigerator at home; that way, your parents can help you keep track of what to do as well.  If your college doesn’t give a checklist, there are others out there, such as this one from College Board.

Confused? Ask.  If there’s any point over the summer when you don’t know what you should be doing, call the college.  I know—students aren’t really crazy about talking to people on the phone, especially if they think the college will get the feeling that you don’t know what you’re doing.

Do it anyway.  Once a college admits you, they will move heaven and earth to have you register, attend and graduate.  There is nothing—NOTHING—they haven’t been asked before, so don’t feel like you’re the only one.  In fact, colleges have Student Services offices because so many students have so many questions.  If you don’t know how to contact them, call the admissions office, and they’ll tell you how.

It’s easy to feel alone in this transition to college, but you have a home team of family, friends and counselors who are there to help, even in the summer.  There’s a ton of people at your college—your new home—who want to help you too, even though they haven’t met you.  All you have to do is ask.

Make this happen.

Patrick O’Connor is a 2017-18 School Counselor Ambassador Fellow at the U.S. Department of Education.