Tennessee Education – Page 3

Losing Our Best & Brightest Students

February 4, 2019April 22, 2021 by JC Bowman, posted in Advocacy, JC Bowman, Leadership, Tennessee Education

Nobody can dispute the fact we must increase the achievement levels of minority and low-income students. However, if that is our focus, the question we now must consider is: have we pushed some of our best and brightest students, including students of color, aside in the name of equity? What of our gifted low-income students? It is a discussion worth having, if we believe the answer is “yes.”

I go back to one of the first papers I ever wrote on this subject in college. My premise was, while we could not guarantee all children begin and end their formal education at the same level, we could guarantee all children have the same access to opportunities. Not all children have the luxury of having a nurturing home to grow up in, a proper diet, access to learning materials and a support network to help them. Unfortunately, that is the world we live in, and if truth be told it has been this way for a while. Intrinsically, motivation is a factor. Why do some children, even in the same family, excel and others not succeed? Do peer groups matter? What of external environments? Do the conditions of society impact our children? I think those answers are fairly common sense.

In a 2012 study, The Missing “One Offs”: The Hidden Supply of High Achieving, Low Income Students, economists Caroline Hoxby and Christopher Avery highlight the importance of the K-12 education years. It is critical that talented students from all backgrounds be identified and given support at this time in their K12 education. For example, China and India produce eight times more engineering students each year than the United States. Talented students cannot reach their full potential if we do not identify and develop them early. That is one advantage some countries do educationally better than we do here in America. On the other hand, most of these countries do accept or educate all of their children to levels that our students are afforded, due to limits they place on access to education. The question, I have always asked: why can we not do both? Let’s educate ALL children to their highest potential.

According to the Jack Kent Cooke Foundation research study Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students: “ Year after year, in every state and community in our nation, students from low-income families are less likely than other students to reach advanced levels of academic performance, even when demonstrating the potential to do so.” In this study, Tennessee received a D+ from the Foundation. I am usually skeptical of groups and grades, and do not put much stock on groups offering external critiques of our education performance, but this study caught my attention, as it reinforced my belief, we are losing generations of children that fall through cracks in the system. Tennessee would likely fare better in an updated study, but it highlights the point: we must have the structure in place to identify and address talent development more effectively.

Bureaucratic challenges often hinder our educators from getting our students what they need. Some of the recommendations in the research included: 1) When releasing state data on student outcomes, ensure that the performance of high-achieving students is highlighted. 2) Remove barriers that prevent high-ability students from moving through coursework at a pace that matches their achievement level. This includes a range of academic acceleration options, such as early entrance to kindergarten, acceleration between grades, dual enrollment in middle school and high school (with middle school students able to earn high school credit), and early graduation from high school. 3) Ensure that all high-ability students have access to advanced educational services, including increased opportunities for dual enrollment and AP courses. We must track our best and brightest students better, and conduct professional development for educators in this area to help them identify and develop these students. Teachers and principals must have the freedom and flexibility to act on their best instincts to help all students. A new 2019 research brief from the Tennessee Education Research Alliance finds high-quality Tennessee principals less likely to serve poor and low-achieving students, which seems counter-intuitive to creating better schools.

There is no opposition to closing the achievement gap of minority and low-income students. We all understand that should and must occur. Perhaps we need an equal push for equality of opportunity, where we put ALL our children first. The statistics are telling us we are losing some of our very best and brightest students. Heidi Grant points out that “smart, talented people rarely realize that one of the toughest hurdles they’ll have to overcome lies within.” I would add that we do not make it easy for high achievers in public education, and it is time we start looking at that issue very carefully as well.

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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.

Parent Dress & Unintended Consequences

January 31, 2019April 22, 2021 by JC Bowman, posted in Advocacy, Educators, JC Bowman, Leadership, Legislation, Parents, Professional Educators of Tennessee, Tennessee Education

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.

Beauty in Broken Places

January 16, 2019April 22, 2021 by JC Bowman, posted in JC Bowman, Leadership, Professional Educators of Tennessee, Tennessee Education

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.

Open Enrollment is a Choice

December 13, 2018April 22, 2021 by JC Bowman, posted in Advocacy, JC Bowman, Leadership, Legislation, Professional Educators of Tennessee, Tennessee Education

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.

Dream On

November 30, 2018 by JC Bowman, posted in JC Bowman, Leadership, Students, Tennessee Education

Every child should have a dream for their future. Not knowing who or what we want will lead us to becoming someone and something we never wanted to be. As parent or as an educator the greatest gift we give children the belief that if they work hard they can be anything they want to be in life. Of course, we all struggle at times to figure out just what it is we want out of life.

A brighter future starts with a quality education and giving children everywhere the tools and support they need to find success in school and in life. America is understood to be the home of possibility. The World Economic Forum estimates that 65 per cent of children today will end up in careers that don’t even exist yet and for which schools are not preparing them. Unfortunately, our school system is built on a model more linked to the industrial age, than the digital/technological age.

Two education entrepreneurs Kanya Balakrishna and Andrew Mangino launched a website called the Future Project to reach 50 million students across the country they say are at risk of never discovering their full potential. Their focus is to encourage kids to dream. They believe that dreams inspire learning – “not the sort of rote, superficial learning that will help students pass state standardized tests” but rather “real learning that inspires deep, meaningful, life-changing mastery and purpose.” This kind of learning, they believe, will inspire “positive change both for the individual and their community.” It is an intriguing idea that deserves discussion.

Educator Sean Hampton-Cole offered up that he had a “dream that within our lifetimes, personal enrichment, critical analysis, creative output and purposeful problem-solving will be considered at least as important as factual recall in education.” We need art and music in our culture. Unfortunately, we are neglecting those subjects in our schools. President Ronald Reagan struck a similar note in speaking about the humanities in 1987: “The humanities teach us who we are and what we can be,” he said. “They lie at the very core of the culture of which we’re a part, and they provide the foundation from which we may reach out to other cultures. The arts are among our nation’s finest creations and the reflection of freedom’s light.”

Art and music programs are likely to be among the first victims of budget cuts in financially-stretched school districts already fighting to meet other academic demands, and they are rarely restored. The College Board, found that students who take four years of arts and music classes while in high school score 95 points better on their SAT exams than students who took only a half year or less (scores averaged 1061 among students in arts educations compared to 966 for students without arts education). It is important for policymakers to understand that art, music, and literature improve problem-solving and critical-thinking skills.

This is exactly what the World Economic Forum revealed that business executives were looking for in future employees. Their number one response? Complex problem solving. Other skills on their top ten list included critical thinking, creativity, collaboration and emotional intelligence. Literacy, numeracy and scientific knowledge will always be essential. Policymakers and stakeholders alike need to understand that arts and music are vital in promoting, educating and developing our youth to excel and reach their dreams. President John F. Kennedy reminded us: “I am certain that after the dust of centuries has passed over our cities, we too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit.”

In her book, Not For Profit: Why Democracy Needs the Humanities, Martha Nussbaum argues that arts education, under threat all over the world, must be embraced because it supplies the skills needed to nurture true democratic citizens. Education must nurture the whole child, and arts are vital in this endeavor. Nussbaum contends that it is vital for our children to have critical and hands-on engagement with art, music, and literature, all of which help foster our basic humanity — creativity, critical thinking, and empathy for others. Cultivating these values, she argues, are the deeper purposes of education.

Seth Godin takes it a step further in Stop Stealing Dreams when he writes: “Have we created a trillion-dollar, multi-million-student, sixteen-year schooling cycle to take our best and our brightest and snuff out their dreams—sometimes when they’re so nascent that they haven’t even been articulated? Is the product of our massive schooling industry an endless legion of assistants? The century of dream-snuffing has to end. The real shortage we face is dreams, and the wherewithal and the will to make them come true. We’re facing a significant emergency, one that’s not just economic but cultural as well. The time to act is right now, and the person to do it is you.”

This generation of educators have to be the ones to restore the dream of our students. It isn’t just about education reform or public education re-imagined. There is a coming education revolution. We must ensure each child, in every school, in all communities are healthy, safe, engaged, supported, and challenged. This will require the kind of teaching to prepare students to become creative problem solvers who can take initiative and responsibility.

To paraphrase Steven Tyler: When we look in the mirror. The lines are getting clearer. The past is gone. Dream On.

Dream On

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What I Didn’t Say

November 16, 2018 by JC Bowman, posted in JC Bowman, Leadership, Professional Educators of Tennessee, Tennessee Education

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.

Collaborative Conferencing Limits Educators

October 25, 2018 by JC Bowman, posted in Advocacy, JC Bowman, Leadership, Professional Educators of Tennessee, Tennessee Education

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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National Safe Schools Digital Summit

October 24, 2018 by JC Bowman, posted in JC Bowman, Leadership, School Safety, Tennessee Education

Reducing school violence is a national imperative. Yet, despite increasing instances of school violence, little progress has been made in creating safe places for students to learn and for their educators to instruct. What is needed are new ideas, informed conversations and a readiness to break through the rhetorical stalemate toward a new understanding of school safety.

To advance productive efforts, on October 24, 2018, the University of Southern California (USC) is presenting the National Safe Schools Digital Summit. This event is being offered exclusively online and is free to view. No advance registration is required.

I hope you can join in….Thanks, JC Bowman

Dark Money + Union Money = Corrupt Politics

October 9, 2018 by JC Bowman, posted in Advocacy, JC Bowman, Leadership, Tennessee Education, Unions

dark-leg-plaza

“To compel a man to furnish contributions of money for the propagation of opinions which he disbelieves and abhors, is sinful and tyrannical” is a quote usually attributed to Thomas Jefferson, which surfaced in the Virginia Statute for Religious Freedom. James Madison and George Wythe also championed the statute. Wythe was a signer of the Declaration of Independence. Madison later played a critical role in drafting the U.S. Constitution and our Bill of Rights. No doubt that concept was prevalent among our founders.

That position has been one of my guiding principles, as both a classroom teacher in public schools here in Tennessee, and now as the CEO of Professional Educators of Tennessee. Our members continually reiterate to us they do not want their dues money going to political candidates or parties, nor do they want us in the endorsement business. We respect that position. We work with legislators regardless of their political affiliation, and that has helped us build bridges in addressing key education issues.

This election cycle we have already seen an influx of unaccountable cash, known as dark money, which pours into our state. The Nashville Scene’s Steve Cavendish did an excellent article on the subject of dark money in politics. Frank Daniels III, formerly of the Tennessean, also did a terrific analysis. Daniel’s conclusion: outside money hurts more than it helps. Daniels wrote: “Tennessee voters were not swayed by big spending outsiders.” It is worth noting the message the outsiders bring is almost always negative. The point raised by Cavendish was: “If you don’t think this is an erosion of democracy, you’re not thinking about it hard enough.” Cavendish referenced Walmart and Microsoft billionaires, as well as unions, as the main culprits. We agree. The formula is simple: Dark Money + Union Money = Corrupt Politics

Our commitment to our members is simple. We are completely funded by the dues of our members. Our members are educators from the state of Tennessee. No other teachers’ association in this state is as well-respected in the legislature as Professional Educators of Tennessee for what we stand for, and how we go about our business on our member’s behalf.

When we take our message to policymakers, they understand this: we fight for public schools, because we understand the historical and philosophical basis of why public education exists. If public education is to continue to be successful, it will take all the policymakers and stakeholders working together. And we want to be the educators voice in Tennessee. We are not a state chapter of a national organization. We are created by, and for, Tennessee educators. Our focus is on Tennessee.

We encourage our members to register to vote. We encourage them to vote. We encourage them to campaign for the candidates that reflect their values or beliefs. What we will not do is tell them who to vote for in this or any other election. A strong public education system is a key to our state, a foundation to build our economy, and the means by which we can help all Tennessee children achieve their dreams.

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

Changing the School Culture

October 8, 2018 by JC Bowman, posted in Advocacy, Educators, JC Bowman, Leadership, Professional Educators of Tennessee, Professional Learning, Students, Tennessee Education

Perhaps the foremost expert on changing school culture in Tennessee is Dr. Ryan Jackson. People from across the country have taken notice of the amazing turn around he has done at Mt. Pleasant PreK-12 School in Mt. Pleasant, Tennessee. Ryan Jackson is beginning his 3rd year at Mt. Pleasant School in Maury County, and the culture shift that he has instigated is nothing short of amazing. We wanted a deeper probe of what he was doing, so his methods could be replicated.

In 2016, when Ryan Jackson first came to Mt. Pleasant School, it had a negative stigma attached to it. He immediately realized that the school lacked an identity. Being a firm believer in Maslow’s Hierarchy of Needs, he realized he needed to create a sense of belonging. The first thing he did was create ‘The Mount.’ More specifically, #TheMount which was strategic for a couple of reasons. Jackson relays, “One, it side-stepped the stigma. This was new. Some people thought it was like putting lipstick on a pig. But it did create a psychological shift. ‘We are The Mount’, not the old Mt. Pleasant and everything you thought about Mt. Pleasant before July 2016 has just changed including how we identify ourselves.” He continued, “It was more than just a rally cry; it was the beginning of this new identity and getting people to see Mt. Pleasant differently so we could one by one, person by person, student by student, teacher by teacher, community member by community member get them to come on board and feel like they belong.” It was not an overnight process but through repetition, constant branding, constant messaging, it was successful.

We have learned, as educators, that if you don’t tell your own story, someone else will tell it for you. Ryan Jackson made social media an integral part of the culture shift. He stated, “Social media is a high yield strategy that costs absolutely nothing financially, just a time investment. It gives everyone, but specifically the immediate community, the windows of insight into what’s going on at the school. It gives them a proud thing to hang their hat on that they didn’t have in the past. I wanted them to see the fact that we had seven different CTE programs. We had multiple forms of art being represented. I wanted the community to see some of the cool project-based learning experiences that we had for kids…things that they would not know if they weren’t here on a day to day basis. I wanted the community members to have access into the school day via the social media platform. By doing so, we are getting the attention of more than just the community, but also the state and the nation as well.”

Jackson sees the social media posts as sort of a mini-commercial for his school. The community now sees them as a positive influence and thinks, “Wow, things really are changing [at Mt. Pleasant].” He reiterates, “Not only that, social media gives you the opportunity to highlight teachers, students and programs while reinforcing the belonging. When people have emotional connections to something, they will share it with others. You are literally evangelizing your message, your school.”

The rebranding, done primarily via social media, has also led to grants/partnerships from the community. Jackson attributes the Theater Renovation Grant for $67,000 that they got from Lowe’s to social media branding. These organizations vet the recipients of their grants, and when they google Mt. Pleasant High School, they start to see everything that they’ve done. Jackson reminds us, “No school is perfect, but you want to make sure that daily you are putting in enough credit that when something bad does happen, your credit is so high that there isn’t a negative impact.” They also got a $500,000 grant from Parker Hannifin Corporation with which they built an Innovation Lab. “Any school that is not leveraging social media power is missing an incredible opportunity,” Jackson emphasized.

Jackson admits that grants have assisted in the cultural turn-around by being financial affirmations. “Organizations see their money going to a school as investment which they believe they will see a return on. Those grants help to foster a shift from momentum to inertia. And now we are a school that cannot be stopped.”

Working with educators, we know there are a few who are resistant to change. When asking Jackson how he dealt with those who did not buy into his vision, he stated, “In any organization, there is always going to be the ‘toxic 2%.’ Annually, you’ve got to get rid of the toxic 2% because if you don’t, it can be like cancer and it will spread. Teachers/staff must grow or go. You will have that core group of people who will buy into your vision immediately.”

Ryan describes himself as a strength-finder leader. “We focus on our strengths and talents while managing our weaknesses. We devoted the first year entirely to changing the culture. We didn’t start on changing the curriculum until year two. We lifted people up, building capacity, building, supporting the teacher leaders. Then they took their network and influence to bring over the early majority. We showed wins in grants, school discipline, attendance etc. When you see your school logo on T-shirts at Walmart and RiteAid, the late majority is starting to look at it like ‘Wow, I want to be a part of this thing.’ Now we have buy-in from the early and late majority.”

Changing the school culture has not just changed the school, but it has transformed the community. Mt. Pleasant is a community of about 5200 people. Mt. Pleasant School is sort of a mini school system. Jackson explains, “[The school] has been a catalyst for everything. We have been positioned as the lighthouse for rural development and that starts with education. People are only going to move back to Main Street, America if they think their children have a great shot at an excellent education.”

Jackson continues, “We understood that fundamentally and made sure the city had something they were proud to hang their hat on in terms of their schools. Once we gave them a taste that this could turn out to be something incredible, we saw parental involvement go up. We started to see the community come out for football games and other events. Every 30 days we are showcasing something new and different such as the ‘Tiny House’ project we are working on or a mid-town barbeque festival with the community. Now we have the cooperation with the city government to raise $155,000 to build a Splash Pad for the community. It’s a multitude of things such as building an authentic partnership with city government and its schools so we can do things together that will improve the quality of life. It’s showcasing the programs in such a way that you can get parents and business owners excited about their local schools.”

Not only that, when you create a high-profile buzz with the rest of the country looking at you, it becomes infectious. Jackson proudly brags, “When the folks in Mt. Pleasant, Tennessee hear that people from Palm Beach County, Florida, the 11th largest school district in the nation, are coming to visit to see what we are doing, they can’t argue with success. That is the attitude you have to adopt. The city is starting to feel like a winner again and it is long overdue.” He reiterates, “After you feel like you belong, then you will start feeling efficacious and capable. Then and only then can you transfer to self-actualization, just being your best. Mt. Pleasant’s new business owners are feeling capable. Now let’s give this thing a go because we all feel like we belong.”

When Ryan Jackson was asked what advice he would give to struggling administrators, he said, “First and foremost, be a leader, not a figure-head. You have to be present. People want to see their shepherd – ten toes down leadership. You are in the halls, in the classrooms. You’re engaging the students with fist-bumps, high-fives, ‘how you doing?’ You need to have mini conversations with kids and identify their passions. Get to know your staff on a personal level. For far too long leadership programs have emphasized that being a good manager is where you draw a firm line. I think things have just changed. [As administrators], we have to be smart, we have to be savvy and we have to be professional, but most importantly, we have to be present.”

With all that being said, part of partaking in a cultural shift is to change things. Jackson declares, “Sometimes, you’ve got to disrupt the norm. Be comfortable in being a stimulus for change. Great leaders are comfortable with dissent. You have got to understand that not everybody is going to see things as they should right away. But it is our job as a leader to influence them. Leadership is the art of influencing and you cannot influence people from behind a computer screen. If you are sending emails that are fear-based, that may last for a little bit, but everything is built on relationships. You have to establish those kinds of ground level relationships first.”

Jackson concludes, “It is your job as an administrator to become your biggest evangelist. Share your story. Highlight your success. Don’t be afraid to share some of your struggles or setbacks, because we are all human and fallible. We are looking to learn from our networks. So, you share within your networks- ideas, struggles and celebrations- in an effort to get better together.”

His biggest piece of advice is to “get out of the office, get in the hallways, in the classrooms, in the community. Be present at games and events. Get to know your students on a first name basis. Kids get excited when they know you know who they are and what they are passionate about. That stuff is life-changing; it’s psychological solutions. You can’t put a dollar amount on that.” No school in Tennessee has changed its culture more than ‘The Mount’. This school culture is an example of a strategy that other schools and districts can duplicate.

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Bethany Bowman is the Director of Professional Learning for 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.