Thursday, March 8, 2018

These Boots are Made for Walkin'

In a press conference this afternoon, the Oklahoma Education Association (OEA) put the Oklahoma State Legislature on notice for a potential educator walk-out and/or series of schools & districts closing. OEA stated that the walk-out would begin on April 2nd unless the Legislature approves, by April 1st (Easter Sunday), a budget that would include a $10,000 pay raise for Oklahoma's teachers, a $5,000 pay raise for educational support staff, and an appropriation increase of $200 million for school funding to replace the draconian cuts which have occurred over the last eight years.

Oklahoma's average teacher pay is currently 50th out of 51 (states + DC). Hoards of teachers have already flocked to surrounding states, some of whom have increased their salaries by $20,000 per year for a move less than a three hour drive from my home in north Oklahoma City.

I've never been a fan of OEA. Shady behaviors it has conducted and some of the policies it has championed, along with the same for its parent organization (NEA) and its local affiliate within my school district have impacted my thoughts on OEA (those are stories for another time). My views on OEA, however, have not led me to be "anti-union". As a Social Studies educator, I very much understand the importance of unions within historical, economic, political, and geographic contexts. I fully understand that many of the gains and protections that are found across most labor industries or workforces are the result of difficult decisions, committed collaborative actions, and a quest for justice on the part of organized labor. As such, I respect OEA's leadership in today's press conference.

Oklahoma's teachers have not had a raise in ten years. Retirement and health insurance are not fully covered in many districts. Per pupil expenditures have decreased each year for nearly a decade...when allocated funds do not remain consistent with population increases then even in a year in which allocations are 100% equal to the year before we end up with the effect of a significant cut. Lottery funds no longer serve to extend or enhance legislative allocations. The lottery now, by default, serves to supplant those funds. Vital well-rounded educational services and opportunities for students have been cut. Teaching, administrative, and support staff positions have been eliminated. As teachers leave the state to teach elsewhere or transition into other careers, the pool of qualified teachers to replace them (if there are funds to fill the vacancies) shrinks to the point of having underqualified persons serving in the classroom. The shortage of quality teachers is real and has a profoundly negative impact on the quality of education in many classrooms. Cut, cut, cut...and yet the student population count continues to rise. Severely over crowded classrooms are the result. Imagine trying to conduct some form of chemistry experiment with thirty-five students in a science lab room where the fire code only authorizes twenty. Safety concerns further complicate the attempts to provide a meaningful educational experience in such an environment.

One of the aspects of the news conference that I truly appreciated OEA showcasing was the concerns of the association of state employees. Their salaries and working conditions also need to be addressed. The vital public services that they provide often have a direct impact on our needs within education. Our students need access to quality physical and mental health services...yet those budgets have been cut. Our students need access to appropriate roads and bridges to safely travel to and from school...yet those budgets have been cut. Our students need the protections offered from programs from the Department of Human Services and the Department of Corrections...yet those budgets have been cut. While we as teachers may be more vocal about our pressing needs, we also fully understand the larger picture. 

And the larger picture is the Legislature's collective refusal to appropriately fully fund core services for the people of the state and this includes core services that are required by our state constitution. While was say "the time is now" we all know that the appropriate time has long since passed. The time was years ago. The time was to have never allowed this circumstance to occur in the first place.

So now we are at a time when we must act. WE MUST ACT. Do teachers want to walk out or have their schools close indefinitely? NO! But to gain what it takes to fully educate the children of our state--the very reason why we do what we do--we will commit to walk if necessary. We understand that closing school will cause hardships. And while many are already working together to help mitigate those hardships on students who without school food programs wouldn't eat, we also understand that sometimes results only happen when the hardships serve to squeeze the hands of those who have the power to provide the necessary results. We will squeeze the necessary hands. We will be the voice that our students need. We will be the boots on the ground at the Capitol because...

These boots are made for walkin'
And that's just what they'll do
Take a stand by April 1st
Or these boots will walk all over you.

Sunday, May 14, 2017

Unusual Mothers Day Tribute

Mothers Day is one of those holidays that can bring up a wide-range of thoughts and emotions for families. We reflect on life's events and wonder about the "what ifs" when life doesn't match up with our idealization what family life should be like. Television families have played their own part by ingraining into our minds images of the ideal family. The Nelsons and the Cleavers, and then the Bradys and the Huxtables established and then confirmed these idealistic images. Even with the Pritchetts, the Dunphys, and the Pritchett-Tuckers and similar families seeking to shift our imagery, there is still a strong sense of the traditional embedded within the plot.

My family and, if we are truly honest about it, most families do not match those ideal television families. In real life things get complicated, events happen, and, hopefully, we strive to make the best of them. The truth is that these life complications are not anything new. These life complications have occurred in reality LONG before those stereotypical images came into being. Broken and blended families have existed in one form or another since the beginning of time. No family is perfect and it is through those imperfections when real life is truly lived.

I've spent time today celebrating my mother. I took her to dinner. I gave her a gift. This year's celebration may have been less extravagant than other years. It has, however, had it's own unique memory in that the restaurant at which she wanted to eat was the victim of a power outage that hit a small part of Oklahoma City this afternoon--we had to quickly come up with a back up plan (see, living life amidst the imperfections).

In previous years, I've also sent special messages to my aunts and my older sisters to thank them for their mothering influence in my life and/or their own children's lives. There are many "mothers" in our lives and I've often tried to expression a token of appreciation to some of them in some small way over the years.

On my mind several times today has been a mother associated with my life and family who I've never thought to recognize and for some reason God has placed her on my mind today. And this recognition takes me back to those family imperfections discussed above.

My mom is my dad's second wife. Through a series of life events, he and his first wife separated and divorced. This blog post will purposefully avoid the "whys" of those decisions 1) because those events pre-date my birth leaving me without any first-hand knowledge, 2) because there are many first-hand perspectives which bring their own nuanced points-of-view and biases to the story (I feel like I sound like a history teacher trying to remain "politically" neutral), and 3) that's quite simply not the point of this post. My four older sisters do not share the same mother as myself and my younger sister, and I want to share a special Mothers Day tribute to her.

Christina, thank you for raising four daughters who, although technically "half" sisters, have never treated me as if I were anything less than their full brother. In many divided families (I've seen this in the families of friends and my own students), those "fractions" are emphasized and long-term the relationships are strained. Thank you for always making me feel welcomed when I've visited your home. With having nieces and nephews very near my own age, you have always welcomed me to events and parties that happened to be hosted in your home. It would have been easy to have excluded my younger sister and I, but you chose to be inclusive and I'm sure that was not always an easy choice to make. Thank you for being a wonderful grandmother to my 11 nieces and nephews and now to my many great-nieces and great-nephews. They are so blessed to be loved and cared for by so many loving family members. Christina, thank you for the role that you have played in helping to make my sisters and their families as special to me as they are. Happy Mothers Day to you!

Thursday, March 3, 2016

Pre-Conceived Notions #1CoolThing

All too often we express the little tiny bit of "knowledge" that we know about another person or group of people. We think we "know" something and yet only know such a small fraction. We allow ourselves to enjoy our pre-conceived notions or ideas about others regardless of the extent to which those notions or ideas are grounded in reality. This is where stereotypes come in to play and many times basing our "understandings", our "decisions", and our "actions" on stereotypes can cause significant problems and prejudices down the road.

Far too many of the "-isms" in our world (racism, sexism, ageism, elitism, etc.) are rooted in these stereotypes or pre-conceived notions. Sadly, we often find comfort in continuing to perpetuate those pre-conceived notions. After all, it is much more convenient to allow these stereotypes to continue to dominate our minds rather than delve into the messiness which is inherent in the quest of true education and understanding. Why by accurate in a greater knowledge about others when we can be comforted being our simplistic stereotypes?

Recently, I had an opportunity to help initiate the conversation about pre-conceived notions between my history & geography students at Southmoore High School in Moore, Oklahoma and the literature students of my friend, Amy Besnard, who teaches at Pleasant Valley High School in Chico, California.

Amy and I met during the Teachers for Global Classrooms program sponsored by the U.S. State Department. This program provided 68 teachers from around the U.S. with the opportunity to interact in an eight-week intensive online course, two symposiums/conferences in Washington, DC, and a two-week study tour of one of six different countries which included the opportunity to team-teach with teachers from those countries. Amy and I, along with nine other teachers, traveled to Indonesia during the summer of 2012. Remaining good friends, we recently arranged for me to fly out to California to meet her family and for she and I to take her 11 year old son to an Oklahoma City Thunder vs. Sacramento Kings NBA game. While in Chico, I had the chance to briefly co-teach with Amy in her literature classes.

Prior to my departure, I engaged my students with a question to explore their pre-conceived notions about Californians. My students responded with their "one word" answers using the Poll Eeverywhere remote response set-up. I shared the idea with Amy via texting that night and we agreed to explore the reverse topic with her students as part of our brief co-teaching time. Since my return home and the presentation of a follow-up question with my students, I have formatted all of the responses into word clouds using Wordle.

Question One (2/25/2016) -- Moore, OK students:
"When I think of Californians, I think of _____. (ONE word answer)"

 Question Two (2/29/2016) -- Chico, CA students:
"When I think of Oklahomans, I think of _____. (ONE word answer)"

Question Three (2/29/2016) -- Chico, CA students:
"In ONE word, how would you want outsiders to think of Californians?"

Question Four (3/2/2016) -- Moore, OK students:
"In ONE word, how would you want outsiders to think of Oklahomans?"

When "question two" was posed to the students in Chico it was before they were allowed to see the responses of the students in Moore. Amy and I didn't want to "taint" their initial responses. Upon seeing the responses of the Moore students to "question one", Amy and I talked with her students about their reactions as well as any accuracy of and any important nuances to the words given by my Moore students. Most of her students expressed that even for the words that might be taken as "offensive", their was some level of "truth" to the words. Of course we also discussed the nuance of how some words might be more or less accurate depending upon the region or specific city of California. A similar conversation was held back in Moore as I showed my students the responses offered by the Chico students to "question two".

Amy and I each agree that our favorite part of the activity is the follow-up question offered to each group of students pertaining to how they would want outsiders to think of them. We understand our own personal nuances and complexities as a group of people much better than outsiders might. If we would do a better job of communicating who "we are" it would help. Of course if we want to make sure that the others better understand who "we are" then we should reciprocate by doing our best to learn more about the others.

The lesson is not complete for either group of students, and probably won't ever be fully complete. Learning of the history, the culture, the geography, the literature, the artistic expressions, etc. can give us significant insight in to the others and help correct our pre-conceived notions about them. With regard to that, the lesson for our students in this specific circumstance was far too short. Additionally, such learning is greatly enhanced through in-person interactions. Perhaps Amy and I can work out some caliber of Skype or Facetime opportunity for our students to interact, especially since the logistics of getting all of our students to meet physically in person would be cost prohibitive. Personal encounters are the best way to overcome our pre-conceived notions and the stereotypes (and prejudices) that develop. What a lesson opportunity that would be...

Sunday, February 14, 2016

Do ESAs Pass the Lemon Test?

For each of the past several years, the Oklahoma Legislature has proposed legislation to create Educational Savings Accounts, or ESAs--more commonly know as "vouchers". These ESAs would give a portion of the funding that has already been allocated to a local public school district on behalf of a family's child(ren) to the family for them to use in funding the attendance at a private school. Such legislation is whole-heartedly support by Governor Mary Fallin as well as the leadership of the majority party in both houses of the state legislature.

My friends/colleagues within public education who blog [more actively than I] have raised numerous concerns as to the merits and impact of ESAs upon public schools in Oklahoma (and other states in which they've already been enacted). Visit the "#oklaed Bloggers" list on my blog's homepage and search for "ESAs" or "Vouchers" to read their thoughts.

In an effort not to simply overlap what has already been shared, I'd like to add another perspective as to the merits of ESAs, especially in relation to those private schools which are religious in nature (this would actually be a significant quantity of private schools). My question: Are ESAs for religious schools even legal?

Answer from U.S. Federal Law:
In 1971 the United States Supreme Court rendered its decision in the case of Lemon v. Kurtzman. You can read more about this case, its background, and the decision here and here. Basically, Pennsylvania enacted a law in 1968 to provide state monies to help underwrite the educational services of private (including religious) schools. A legal challenge was made in light of the "establishment clause" of the 1st Amendment to the U.S. Constitution ("Congress shall make no law respecting an establishment of religion") and in light of the 14th Amendment's incorporation of that legal principal to the states.

In the Supreme Court's decision, public funds which are used to support private/religious schools must pass all three components of what has become now referred to as "The Lemon Test".
  1. the legislation must have secular legislative purpose
  2. the legislation must not promote nor limit religious practices
  3. the legislation must result in "excessive government entanglement"
How do ESAs stand up to The Lemon Test?
  1. I have no doubt that the authors of the legislation will defend an argument that the purpose of the legislation is to "financially equip parents with the abilities to make their own choices for the education of their child(ren)." This argument might be supported by the federal courts (of course without Scalia and with his replacement...who knows this final decision).
  2. This gets tricky. Not only does the current nature of the legislation provide absolutely no measures of accountability to make sure the state funds actually lead to a quality education, but the legislation also fails to provide any legitimate oversight to make sure that these funds do not promote religious practices (that would include make them any "easier"). In order for the state to guarantee that the funds are not promoting religious practices (nor limiting them) there MUST be some significant oversight and accountability measures put in place. Otherwise, without these guarantees, ESAs being given to religious schools FAILS The Lemon Test.
  3. Of course any level of true oversight and accountability which would ensure that ESAs pass step two would most assuredly create a bureaucratic situation in which there is far to much "entanglement" between the state and the religious nature of the school which would thus lead to ESAs at religious schools FAILING The Lemon Test.
I really don't see how the federal court system would be able to allow ESAs benefiting religious schools from being able to be deemed legal according to federal law.

Answer from Oklahoma State Law:
Section 5 of Article II of Oklahoma's Constitution says: "No public money or property shall ever be appropriated, applied, donated, or used, directly or indirectly, for the use, benefit, or support of any sect, church, denomination, or system of religion, or for the use, benefit, or support of any priest, preacher, minister, or other religious teacher or dignitary, or sectarian institution as such."

If you have been following any of the news from the last year pertaining to the "Ten Commandments Monument" on the grounds of the Oklahoma State Capitol then you probably know that these words from Oklahoma's Constitution are the very basis which led to our own State Supreme Court in declaring that the monument being present on government property violated our constitution. If this privately donated monument being physically present on government property is illegal then why would anyone believe that ESAs ("public money") which benefit religious schools ("sectarian institution") would pass the test?

To me, based on how I read each the Federal and the Oklahoma constitutions, it must be concluded that ESAs, at least in relation to religiously based private schools are unconstitutional...meaning...ILLEGAL.

Friday, February 12, 2016

Vouchers for Me

There's a lot of "voucher" talk in Oklahoma and other parts of the country right now. Special "savings accounts" are being suggested by some legislative folk for investing public tax dollars into private ventures. I kind of like this idea, so here are some of the pet projects for which I'd like to gain access to some of that "voucher" money:
  • I don't like the routes that I feel compelled to take to get to work or to the grocery store or to church. I feel like they are overly crowded, often take me out of my way somewhat, and just don't provide the service I need. I would like an Expressway Savings Account so as to help fund private roads to get me to the places I need to get.
  • I don't care too much for the options of free DVD rentals I am able to get at the local public library. I understand that I have two different municipal library organizations, each with many branches, for me to use but the options they have are just too limiting. I can get so many more options through the private online business Netflix. If only I had an Entertainment Savings Account then I would be able to watch the latest and greatest in viewing options available.
  • It's a pesky double-edged sword with those libraries. Not only are their DVD offerings free, but so are their books. I like to read! But, there are only so many books that one building can own. This simply stifles my enlightenment opportunities. I would love to have a voucher program which would enable me to gain greater enlightenment through all of the offerings available through Barnes and Noble; after all, B&N not only has the big box store opportunities, but they also have online options which significantly multiple the enlightenment that I can gain. I need the legislature to approve my Erudite Savings Account.
I am sure there are many more special "savings accounts" or voucher programs that I can think of, but I need to grab dinner before heading out to watch my students play in their high school basketball games. My ultimate point is that it just seems silly for the government to compel me to pay for those private things I want in life rather than reimbursing me my tax dollars if I'm not using their public service. It seems like a no-brainer, right?

I hope my readers can easily pick up the sarcasm that I'm laying down. These roads, these libraries, these other public services have such a greater significant impact than simply my personal qualms. The same is true for public education and all of these voucher programs, disguised as "Educational Savings Accounts" which seek to take money away from the already underfunded public school system (which is a clear obligation of the state government to provide) and fund private schools. I'm sure I'll write more about the questionable legality/constitutionality of these ESA/voucher efforts. But for now, I just hope you're able to get a peak into the absurdity of the notion to begin with.

Thursday, February 11, 2016

10th Amendment & #oklaed

"The powers not delegated to the United States by the Constitution, nor prohibited
by it to the States, are reserved to the States respectively, or to the people."
~10th Amendment, United States Constitution~

Those who often like to champion the idea that the United States government has overstepped its constitutional bounds and usurped powers from the States and/or the people will typically include the ideals expressed by the 10th Amendment as a significant component within their argument. I, personally, often agree that there a many roles that the centralized government has taken on which are not clearly articulated, nor even legitimately hinted at, within the main body of the Constitution which, according to the 10th Amendment, should rightly be exercised by the States (or local) governments or by the people themselves external of government structures.

The 10th Amendment, however, should not be solely used to defend a State's perspective that the central government has taken away its power. The 10th Amendment should also be a primary place for a State to look as a guide to its responsibilities. When you look through the Constitution's seven articles you will see many powers that are explicitly delegated to the central government, as well as some clearly denied to it. But you should also notice that there are a whole host of topics/powers which are not addressed, either because the framers couldn't agree what to say about the topic, the topic was so overwhelmingly clear that the central government should not have that specific power, or the power revolves around a topic that was not yet an issue (i.e. telegraphs, telephones, radio, televisions, internet, mobile phones, wifi, etc., hadn't yet been invited). The important thing to note is that, due to the 10th Amendment, if a power, function, or role of government isn't given to the central government then that power, function, or role becomes the responsibility of the States.

Let that sink's not simply that it's a right to be demanded by the State, but it is a responsibility, an obligation, a duty that the State actually use and fulfill that power, function, or role.

To me, the two most imperative aspects of these 10th Amendment powers, functions, roles that are reserved for the States...and thus, obligatory for the States to fulfill...are public safety and education. Only once those two functions are satisfied can we then worry about other roles.

Public safety includes police, fire, and other emergency health related services. It also includes safe and high-quality roads, bridges, and other forms of imperative infrastructure. The people have a reasonable expectation that such services are provided by their State and/or local government.

Further, the people have a reasonable expectation that the State and/or local government should work to provide an educated population. This isn't simply for my personal benefit or for the personal benefit of my children (of which I personally have none). This is for the collective benefit of the whole of society. Think of all of the goods and services that are provided within our State's economy. Think of the public safety measures noted above (emergency and infrastructure). Think about the cashier at your local convenience store, the pilot of your airplane, the doctor providing your open heart surgery, or the plumber repairing your busted pipes. Think of these and so many more. Can you honestly imagine ANY of these individuals being able to serve the needs of society without having obtained ANY form of basic education? If you said yes, then I'll call you a liar.

An educated population is the cornerstone for our democratic-republic and economic institutions. Without an educated population the whole of society fails. This is why we pay tax dollars to fund an extensive public education service. We don't pay the taxes to simply benefit our personal children or grandchildren. We pay them to help guarantee a basic education is provided for the society as a whole.

Because education is NOT delegated as a power to the central government, the 10th Amendment makes the providing of such educational services obligatory on the States. It is one of the chief responsibilities of the States to make sure that such is provided and properly funded.

Any politician who claims to be a champion of the 10th Amendment when he or she is trying to prevent the central government from taking some action loses all credibility if, in the same breath, he or she seeks to take action to limit, restrict, or destroy the State's obligation to provide a basic quality education to its people. It is imperative that elected leaders are held accountable regarding whether or not they fulfill the State's end of the 10th Amendment obligations.

It is my hope that all Oklahomans reflect upon the necessity of making sure that our educational system is able to provide an educated citizenry for the future of our state. It is imperative that our leaders' love of the 10th Amendment is expressed through their zealous defense of the future of #oklaed.

Thursday, December 3, 2015

Breaking the Silence

This evening during a district-wide rally at one of our high schools, my school district "broke the silence" regarding the perspectives of teachers and administrators on the condition of public education in Oklahoma (which has many parallels with other states). Moore Public Schools produced this video using interviews from a variety of our teachers who lent their voice in "Breaking the Silence" to tell their personal stories.

Watch this 12 minute video here:

Teacher Dedication:
  • I spent 4 years preparing for my career as a teacher at Mid-America Christian University (Oklahoma City, OK); graduating with my Bachelors of Science in Secondary Social Studies Education in 1999.
  • I spent 2-1/2 years enriching my content knowledge for the courses I teach by taking night classes and summer classes at the University of Central Oklahoma (Edmond, OK) while I taught full days: graduating with my Masters of Art in Political Science: International Affairs in 2003.
  • I am currently in my 16th year of teaching. 13 of those years have been focused on preparing upper-level students to take college equivalency exams through the Advanced Placement (AP) programs in United States History and Human Geography.
  • I consistently attend conferences and workshops during my summers, weekends, and evenings to be as well prepared as I can to equip my students with the critical thinking, content knowledge, and life skills they need for post-secondary education and for life in general.
  • I've had several opportunities to travel internationally for the primary purpose of interacting with students and teachers in other countries; I share those experiences with my students and colleagues.

Teacher Respect:
  • There are many who encourage me in the pursuit of my "noble profession".
  • I've had parents with tears in their eyes hug me to say "thank you" for going far beyond the call of duty to help their child...and I've also been cussed out by other parents because I refuse to water down my standards to enable a lazy child to skate through life.
  • I've witnessed legislative bodies at both the state and national levels praise the worth of my efforts and then turn around and impose increased hurdles which I must jump through to prove my professional worth.
  • I've been given gifts and invited to family meals by students and their families in Kenya, Korea, and Indonesia who barely knew me but did so because their cultures highly respect those who give their lives to help students...and I've had unruly parents at our local football games threaten my life because I dared to politely suggest they be respectful to the kids on the field who happened to be losing a game in spite of giving their fullest efforts.

Teacher Pay:
  • For having a Masters Degree and being in my 16th year of teaching, I currently earn a pre-taxed salary of $40,385.04 for this school year. At 6.75 official working hours per 182 contract days that comes out to $32.87 per hour. This may seem "nice"--and it would if I did in fact only work 6.75 hours per day. With arriving early EVERY DAY to provide tutoring and other enrichment opportunities for students and with staying late EVERYDAY to provide the same tutoring/enrichment opportunities and to grade (for a student to truly be prepared for success in an AP class--especially an AP US History class--there is an "ungodly" amount of writing students must complete) the countless thesis statements, short answer questions (each is three paragraphs minimum), traditional long essays, and document-based essays--for my students to fully understand their individual strengths and weakness and to see the ways that they can grow in their abilities I must provide appropriate written feedback on each of these writing assessments. This grading most often spills over into the nights and weekends. Much of why I'm still single is because I've discovered asking your dinner date to help score essays on the Pre-Civil War Reform Movements isn't that attractive of an offer.
  • Granted there are many variables to economic/cost of living conditions in other states, but it would be almost impossible for me to move anywhere else in the United States to teach and not earn more money (in many places significantly more) than what I'm earning here in central Oklahoma (and Moore P.S. actually pays above the Oklahoma state minimum schedule as set by the legislature).
  • I don't live in a large house. I have a modest home built in 1951. If I had a family, even just a spouse OR one child, this house would virtually be too small. Granted, if I was married there would most likely be a second income, but then there are various child-care costs associated with two working parents beyond just the cost to feed and clothe everyone. If I was a single parent, I'm just not sure I could make ends meet--beyond not truly having the time to actually "be there" for my kids with all of the time my job takes beyond the 6.75 hours in the contract.

Teacher and Student Assessment:
  • If 100% of my students arrived in my classroom at the start of the year 1) coming from a home environment in which all of their physical, emotional, and spiritual needs were met, 2) could read at grade level--most high school texts are written on a 7th grade level and most college level texts used in an AP class are written on 10th grade level, 3) knew how to put together a coherent thought in proper English, 4) had the maturity and personal discipline to behave in class, 5) had the personal initiative to complete homework assignments on time, and 6) were at least willing to work hard then I would be 100% comfortable saying "sure" evaluate my teaching and their learning by giving one high stakes test on one day near the end of the year. But since those 6 goals aren't present for ANY of my students then this idea is completely absurd.
  • Even with the "high stakes" nature of an AP exam, students are not prevented from graduating high school or moving on to the next grade level because they didn't "pass" this one test on this one day. Failing to earn a 3 or higher on that AP exam simply means that as a high school student they have not yet met the standards by which college students are evaluated (which shouldn't be a surprise since they are not college students).
  • Being in my class, seeing what I do, and having an understanding of how it all fits together over the course of the year is the only way to truly get a sense of my worth as a educator.
  • Seeing the growth over time on a wide-range of formal and informal assessments, as well as observations through one-on-one teacher to student conversations, small collaborative discussions, and full class interactions over time throughout the school year are the only ways to truly get a sense of the educational growth a student has obtained within my class.

Why Teach?
  • Because of all of the things I stated in this previous post on this topic.
  • Because of the joy of seeing a student's eyes open when they "get it".
  • Because of the opportunity see growth in critical inquiry a student shows.
  • Because that one hour of the day might be the only time a student feels safe from the other crap in his/her life.
  • Because I know that a student is better off when they leave my classroom because of the experiences we've shared.
  • Because I love to hear the stories of the opportunities and successes my kids have had in their college and/or career life.
  • Because I'm not in it to get rich; I'm in it to help enrich.
I truly hope that more teachers (not just Moore teachers) will Break the Silence and share what's on their hearts. I'm proud of my colleagues from across my district who shared their hearts in this video; they are a blessing to me!!