Reducing the isolation teachers feel is crucial to doing our job well. Having meaningful professional conversations is crucial for re-enforcing our best work. Finding, supporting, and learning from expert teachers in our own buildings and programs can serve as critical links to enhancing our profession, retaining our teachers, and sustaining a healthy morale.
So why is it so hard to find a PLC that people feel good about?
Why do I get the feeling that teachers see PLCs as bad medicine and would like them to go the way of your average '80s hair band, reduced to the casino circuit? (LIVE at the Medina Ballroom: RATT and DuFours-- Singing their special cover: 'Schmoker in the Boys Room'!)
Why do I think that the concept of PLCs is too important to let this happen?
Judging by the way the wind is blowing the district would like to replace PDPs with PLCs and teachers will merely maliciously comply because they will feel it has being done to them instead of with them and that the PLC work just gets in the way of their real work in meeting the needs to kids.
If that happens, that's too bad. PLCs really are a great idea on paper. I mean that.
They could break down the isolation teachers tend to feel when teaching alone all day, they can help us recognize the expertise we have in our own buildings, they can have many minds trying to solve the same problem so we better meet the needs of our students, and can allow more professional conversations to happen more often.
They could even be a powerful professional development tool for our educational assistants who are charged with incredible professional responsibilities of their own, if they were invited to join a relevant one rather than asked to clean the refrigerator or put up poster paper on our professional development days.
Admitting some 'user error' in implementation, re-introducing them "with fidelity" and asking for a good-old-fashioned-playground do-over could go a long way in creating professional learning communities that we see as helping to meet student needs, rather than in the way of meeting student needs; helping to meet our professional needs, instead of wasting our professional time; discovering expertise among us, instead of assuming we know nothing; and in taking control of our professional learning needs, rather than having professional development done to us.
Saturday, March 8, 2008
Tuesday, March 4, 2008
The "truth" about our statewide health care bill
Tonight I had the opportunity to attend a Senate Commerce committee hearing on Education Minnesota's Statewide Health Care Pool for School Employees bill. This bill would create a statewide pool of 200,000 lives to control health care costs for all school employees across the state.
The St. Paul Federation of Teachers has supported this bill for the last 5 years and a couple of us were there tonight to hear the testimony. The testimony from Education Minnesota president Tom Dooher and a local president were very reflective of the discussions we have had at membership meetings and across St. Paul as we search for a solution to run-away health care costs that are pushing our families out of our pool and teachers out of our district.
However, the testimony that I found most interesting was that in opposition. First, the Minnesota State School Board association spoke against it. They argue that they value local control too much to support a bill that pools our health care costs. Here's the deal: the St. Paul School Board values their local control so much that they voted to authorize entering into a pool of school districts to purchase frozen food at a reduced price because they could better control the cost and get more value for their money. That's right Local 28 members, the school board takes the time to save some money on tater tots, but they have done nothing to ameliorate the insidious cost of family health insurance in our district or in our state. They value local control so much that they hide behind the position of the state school board association rather than researching the bill, talking to teachers and EAs in our district, and taking their own stand.
My next favorite testimony was from the Association of Insurance Underwriters because they took issue with the fact that in creating 6 different health insurance plans to most closely reflect the various plans that currently exist from district to district that one of the plans would be a "Cadillac" plan. This bothered the testifier a great deal because "the industry" is working to move people away from plans that insulate people from the cost of their health care plans. I appreciated his honesty a great deal. We always suspected that "the industry" was doing their best to design less health care for more money, but it was nice to have that confirmed in front of a live, studio audience. Sadly, someone forgot to cue the laugh track. "The industry" had every intention of making sure you feel the pain, just don't try to get affordable medication for it.
The St. Paul Federation of Teachers has supported this bill for the last 5 years and a couple of us were there tonight to hear the testimony. The testimony from Education Minnesota president Tom Dooher and a local president were very reflective of the discussions we have had at membership meetings and across St. Paul as we search for a solution to run-away health care costs that are pushing our families out of our pool and teachers out of our district.
However, the testimony that I found most interesting was that in opposition. First, the Minnesota State School Board association spoke against it. They argue that they value local control too much to support a bill that pools our health care costs. Here's the deal: the St. Paul School Board values their local control so much that they voted to authorize entering into a pool of school districts to purchase frozen food at a reduced price because they could better control the cost and get more value for their money. That's right Local 28 members, the school board takes the time to save some money on tater tots, but they have done nothing to ameliorate the insidious cost of family health insurance in our district or in our state. They value local control so much that they hide behind the position of the state school board association rather than researching the bill, talking to teachers and EAs in our district, and taking their own stand.
My next favorite testimony was from the Association of Insurance Underwriters because they took issue with the fact that in creating 6 different health insurance plans to most closely reflect the various plans that currently exist from district to district that one of the plans would be a "Cadillac" plan. This bothered the testifier a great deal because "the industry" is working to move people away from plans that insulate people from the cost of their health care plans. I appreciated his honesty a great deal. We always suspected that "the industry" was doing their best to design less health care for more money, but it was nice to have that confirmed in front of a live, studio audience. Sadly, someone forgot to cue the laugh track. "The industry" had every intention of making sure you feel the pain, just don't try to get affordable medication for it.
Wednesday, February 20, 2008
What to do with NCLB?
In 1955 the Ford Motor Company introduced the Thunderbird. Sadly, I was not born yet so I could not see the first one roll off the lot. I imagine it would have been fabulous to see and I would have wanted one as much then as I would like one now.
Many years later, facing lackluster sales, stale performance, and an out-dated and unworkable design Ford abandoned the manufacturing of the T-bird, spent thoughtful time back at the drawing board, and reintroduced it with the best of the original concept and the best of 21st Century research and development.
I think we need the same approach with No Child Left Behind. We need to preserve the best of the original concept of the Elementary and Secondary Education Act (ESEA). We need to scrap what isn't working and we need to dedicate ourselves to the smartest thinking around education that our 21st Century teachers have to offer.
NCLB does not do for our children what ESEA set out to do. I do imagine that what we can do for our students will be fabulous and I want that as much now as I did when I entered this profession and even more than I want a Thunderbird.
Many years later, facing lackluster sales, stale performance, and an out-dated and unworkable design Ford abandoned the manufacturing of the T-bird, spent thoughtful time back at the drawing board, and reintroduced it with the best of the original concept and the best of 21st Century research and development.
I think we need the same approach with No Child Left Behind. We need to preserve the best of the original concept of the Elementary and Secondary Education Act (ESEA). We need to scrap what isn't working and we need to dedicate ourselves to the smartest thinking around education that our 21st Century teachers have to offer.
NCLB does not do for our children what ESEA set out to do. I do imagine that what we can do for our students will be fabulous and I want that as much now as I did when I entered this profession and even more than I want a Thunderbird.
Thursday, February 14, 2008
Teacher Accountability
“However, once teachers receive tenure status, evaluation and accountability diminish in many districts across Minnesota.”
-Tim Pawlenty, Governor-Minnesota in his February 13, 2008 State of the State Address
Clearly, Mr. Pawlenty has never stood in front of 5 distinctly different 7th grade English classrooms of 30 students each. Each of whom expect to be simultaneously and uniquely entertained and educated for 55 minutes. No one knows accountability better, more publicly, or more acutely than a teacher. In fact, I think we could teach him a thing or two about setting standards and meeting them.
Good teaching is the rule of our profession, not the exception, and I have examples of good teaching to show off throughout St. Paul Public Schools.
-Tim Pawlenty, Governor-Minnesota in his February 13, 2008 State of the State Address
Clearly, Mr. Pawlenty has never stood in front of 5 distinctly different 7th grade English classrooms of 30 students each. Each of whom expect to be simultaneously and uniquely entertained and educated for 55 minutes. No one knows accountability better, more publicly, or more acutely than a teacher. In fact, I think we could teach him a thing or two about setting standards and meeting them.
Good teaching is the rule of our profession, not the exception, and I have examples of good teaching to show off throughout St. Paul Public Schools.
Monday, January 28, 2008
2008 State of Our Union
Teachers told union organizers: “My mom and dad are union members. That’s why they had enough money for me to go to college. But…what kind of professional joins a union?”
-from Tough Liberal, Albert Shanker and the Battles over Schools, Unions, Race, and Democracy by Richard D. Kahlenberg
The question above begs an answer and I have it. Whether it is job shadowing an educational assistant or team-teaching with an ELL teacher, I have had the opportunity to see that you are that kind of professional. Every time I spend a day with a member, attend a staff meeting, or read your emails I can answer that question.
The kind of professional who joins a union seeks meaningful advanced degrees and professional certifications. We learn from our colleagues. We believe in students. We engage in our community. We set professional standards for ourselves and meet them because we believe in ourselves. We work to get better at what we do. Never mind that these things may show up in the Teacher Code of Ethics or the Standards of Effective Teaching, these are job expectations we have for ourselves.
SPFT, Local 28 members exemplify that kind of professional every day. Therefore it is incumbent upon us to be the kind of union a professional would join. This year we will mark the 30th anniversary of the recognition of our educational assistant bargaining group and the 90th anniversary of our union affiliating with the American Federation of Teachers.
2008 looks to be the year of Local 28, so let's make sure we are the kind of union that a professional would join.
-from Tough Liberal, Albert Shanker and the Battles over Schools, Unions, Race, and Democracy by Richard D. Kahlenberg
The question above begs an answer and I have it. Whether it is job shadowing an educational assistant or team-teaching with an ELL teacher, I have had the opportunity to see that you are that kind of professional. Every time I spend a day with a member, attend a staff meeting, or read your emails I can answer that question.
The kind of professional who joins a union seeks meaningful advanced degrees and professional certifications. We learn from our colleagues. We believe in students. We engage in our community. We set professional standards for ourselves and meet them because we believe in ourselves. We work to get better at what we do. Never mind that these things may show up in the Teacher Code of Ethics or the Standards of Effective Teaching, these are job expectations we have for ourselves.
SPFT, Local 28 members exemplify that kind of professional every day. Therefore it is incumbent upon us to be the kind of union a professional would join. This year we will mark the 30th anniversary of the recognition of our educational assistant bargaining group and the 90th anniversary of our union affiliating with the American Federation of Teachers.
2008 looks to be the year of Local 28, so let's make sure we are the kind of union that a professional would join.
Tuesday, January 15, 2008
Teacher Quality does Count...
... so measure it. Last week both Rob Panningmiller and I were quoted in a StarTribune article about the edweek.org release of their annual "Quality Counts" measurement of education. What was curious was that "Teacher Quality" in Minnesota received a D+ and so that was the focus of the questions asked of both Rob and me. You have to go beyond the label and look at the measurement however. When I think of quality teachers, those I have taught with, those who have taught my children, and those I learned from, I immediately think of how well they grasped their subject matter. Was that counted in "Quality Counts"? No. I also think of what evidence of being a life-long learner is present so that my students and my children can see that learning takes many forms and they are encouraged to press on. Did "Quality Counts" measure saturation of advanced degrees in our state? Number of National Board Certifications? No and no.
I also love to teach with teachers who love to teach. That seems fairly common, so I don't think that makes me unique. However, from this job, I know that teachers do all we can to maintain that love of teaching amidst weak support. Programs that are rolled out poorly, mandates that are funded with dollars that used to go to music teachers, field trips, and custodial service; and administrators who are not ready for prime time, all contribute to high burnout and low morale.
Now that I think of it, I see who deserves the D+, but it's not our teachers.
I also love to teach with teachers who love to teach. That seems fairly common, so I don't think that makes me unique. However, from this job, I know that teachers do all we can to maintain that love of teaching amidst weak support. Programs that are rolled out poorly, mandates that are funded with dollars that used to go to music teachers, field trips, and custodial service; and administrators who are not ready for prime time, all contribute to high burnout and low morale.
Now that I think of it, I see who deserves the D+, but it's not our teachers.
Friday, January 11, 2008
What was your boat project?
Now that contract negotiations are finished for 2 of our 3 groups, we can focus on the state and national issues that drain the joy from our careers. As difficult as contract negotiations were, the thought of renewing No Child Left Behind seems worse. What the preponderance of testing mandates and useless, late arriving, apples to oranges scores has done to our career was underscored by a story my husband told me the other night.
A colleague of his just ran into a former student. They recognized each other and the student said “Remember that boat-building project we did in 4th grade? I loved that project and now I’m in school to be an architect!” How many students are we going to hear say, “Remember that test prep we did? Now I’m working for Education Testing Service in Princeton, New Jersey!”
Our students remember experiences that taught them something: something about themselves, how to think, how to collaborate. You don't remember the Gadsden Purchase unless it happened to fall on your birthday.
I hope teachers still have time to do "boat projects" with their students every year, and I hope they get to hear about the impact of their work. My plan is to make sure that this story is shared as a way of reminding all those adults hovering over the re-authorization of No Child Left Behind that they had boat projects that meant something to them, too.
A colleague of his just ran into a former student. They recognized each other and the student said “Remember that boat-building project we did in 4th grade? I loved that project and now I’m in school to be an architect!” How many students are we going to hear say, “Remember that test prep we did? Now I’m working for Education Testing Service in Princeton, New Jersey!”
Our students remember experiences that taught them something: something about themselves, how to think, how to collaborate. You don't remember the Gadsden Purchase unless it happened to fall on your birthday.
I hope teachers still have time to do "boat projects" with their students every year, and I hope they get to hear about the impact of their work. My plan is to make sure that this story is shared as a way of reminding all those adults hovering over the re-authorization of No Child Left Behind that they had boat projects that meant something to them, too.
Thursday, January 3, 2008
The OTHER news we've been waiting for
When we returned to the office on Wednesday we were greeted by a quick email from the manager of the Public Employee Insurance Pool (PEIP). He stated that he got the results from their study of our insurance pool and he would like to make a presentation of what it would cost to maintain the health coverage we have but to be insured through the PEIP rather than through the district pool.
(REMINDER: There is a state law that says a collective bargaining group—our union—can leave the group from which they are insured and join the Public Employee Insurance Pool. I learned about this over the summer, requested and obtained support from the Executive Board to pursue the feasibility study for obtaining more affordable insurance from PEIP for our pool of teachers, educational assistants, and school/community professionals, made the formal request and have been providing updates at each subsequent membership meeting.)
At this point I cannot tell you what sort of news he has for us, but there are a few comments I would like to make just knowing that there is news to report.
First, regardless of the news he has for us, this is a great example of our union looking for solutions to a very complex problem on behalf of our members and, ultimately, the families we serve as well. No matter what news PEIP has for us, we need to use this moment to recommit to finding a solution to the problem of access and affordability to quality health care that will work for our entire community.
Next, if PEIP can illustrate an opportunity to offer us the health insurance coverage we currently have, but less expensive than what we are currently paying to Health Partners through the district, our ENTIRE union will have a serious discussion about this decision and our ENTIRE union will make this decision. If the information is promising, I will bring it to the Executive Board for a full discussion and a vote to bring the information and opportunity to vote to the full membership. If the Executive Board votes to bring the information to the membership, we will have extensive information available and every member will have the opportunity to vote on whether or not our entire bargaining group will leave the district pool and join the Public Employee Insurance Pool instead.
Finally, know this: Our creativity and courage in exploring PEIP as a viable option has served as an inspiration to about a dozen other teachers’ unions in the state. Our step forward to request a quote from PEIP was noticed and other, smaller, unions were encouraged by it. Let us take this opportunity to continue to show leadership across the entire state during the legislative session regarding all viable health insurance legislation and in our work with Take Action Minnesota, so in the end, we will be proud of the role we played in creating a community solution to this problem.
(REMINDER: There is a state law that says a collective bargaining group—our union—can leave the group from which they are insured and join the Public Employee Insurance Pool. I learned about this over the summer, requested and obtained support from the Executive Board to pursue the feasibility study for obtaining more affordable insurance from PEIP for our pool of teachers, educational assistants, and school/community professionals, made the formal request and have been providing updates at each subsequent membership meeting.)
At this point I cannot tell you what sort of news he has for us, but there are a few comments I would like to make just knowing that there is news to report.
First, regardless of the news he has for us, this is a great example of our union looking for solutions to a very complex problem on behalf of our members and, ultimately, the families we serve as well. No matter what news PEIP has for us, we need to use this moment to recommit to finding a solution to the problem of access and affordability to quality health care that will work for our entire community.
Next, if PEIP can illustrate an opportunity to offer us the health insurance coverage we currently have, but less expensive than what we are currently paying to Health Partners through the district, our ENTIRE union will have a serious discussion about this decision and our ENTIRE union will make this decision. If the information is promising, I will bring it to the Executive Board for a full discussion and a vote to bring the information and opportunity to vote to the full membership. If the Executive Board votes to bring the information to the membership, we will have extensive information available and every member will have the opportunity to vote on whether or not our entire bargaining group will leave the district pool and join the Public Employee Insurance Pool instead.
Finally, know this: Our creativity and courage in exploring PEIP as a viable option has served as an inspiration to about a dozen other teachers’ unions in the state. Our step forward to request a quote from PEIP was noticed and other, smaller, unions were encouraged by it. Let us take this opportunity to continue to show leadership across the entire state during the legislative session regarding all viable health insurance legislation and in our work with Take Action Minnesota, so in the end, we will be proud of the role we played in creating a community solution to this problem.
Wednesday, January 2, 2008
Tentative Agreement for Teachers
By now just about every building steward had picked up materials for their respective site and sat through an explanation of the highlights. In the next few days that information will be shared at each site and additional informational meetings will take place for all licenced staff (members and non-members) at the St. Paul Federation of Teachers office. Because the SPFT Executive Board has already approved bringing the tentative agreement forward to the membership for ratification, the following timeline will guide us through that process:
January 3rd: Building/site membership informational meetings
January 4th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 7th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 8th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 9th: Vote in buildings/site (see building steward for details)
January 10th: St. Paul School Board scheduled to approve the agreement
As soon as we have a ratified agreement we can ascertain the date of our retroactive pay.
January 3rd: Building/site membership informational meetings
January 4th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 7th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 8th: 3 p.m. and 4:30 p.m. SPFT general informational meeting
January 9th: Vote in buildings/site (see building steward for details)
January 10th: St. Paul School Board scheduled to approve the agreement
As soon as we have a ratified agreement we can ascertain the date of our retroactive pay.
Tuesday, January 1, 2008
Amazing Results! A new weight loss plan
WARNING: The following blog is intended for immature audiences only. Contract negotiations, 4-letter words like diet, and mild use of the drug-subculture lexicon for metaphorical purposes may all be referenced. Reader discretion is advised.
It seems that in the course of negotiating 2 contracts this year, I have lost 4 pounds. Just in time for the new year, I may have come across a potential new diet sensation: Union contract negotiating. At one point it was actually 7 pounds, but then the winter break came and I actually had dinner with my family a few times, so we’ll call it four. I could not have predicted this considering the nights when we were practically mainlining Doritos or speed-balling that 3rd can of Coke at 7:30 p.m. but there it is. I should have thought to attach that stupid, little pedometer to see if it would click away in recognition angst or ideas. Of course, I would have needed to find it. And I probably would have needed to take it out of the bubble packaging it came in, too. Regardless, it would be futile because, with this new contract-negotiating-is-more-effective-than-heroine diet I am going to get left behind if I am honest on the annual, standardized Health Partners test next open enrollment period.
Think of what this could do for the union movement if it catches on, too. Nationally it is said that union enrollment is declining, but wait until the unorganized workers of America realize that union involvement can help you lose a dress size. Move over Duchess, a new spokesperson for weight loss has emerged, and she’s hummin’ “Solidarity 4-eva.”
But wait! I have one contract left to negotiate. We are just starting to organize information for our School and Community Professionals contract. Kiss these dice Baby, because I could be rolling 7 after all.
It seems that in the course of negotiating 2 contracts this year, I have lost 4 pounds. Just in time for the new year, I may have come across a potential new diet sensation: Union contract negotiating. At one point it was actually 7 pounds, but then the winter break came and I actually had dinner with my family a few times, so we’ll call it four. I could not have predicted this considering the nights when we were practically mainlining Doritos or speed-balling that 3rd can of Coke at 7:30 p.m. but there it is. I should have thought to attach that stupid, little pedometer to see if it would click away in recognition angst or ideas. Of course, I would have needed to find it. And I probably would have needed to take it out of the bubble packaging it came in, too. Regardless, it would be futile because, with this new contract-negotiating-is-more-effective-than-heroine diet I am going to get left behind if I am honest on the annual, standardized Health Partners test next open enrollment period.
Think of what this could do for the union movement if it catches on, too. Nationally it is said that union enrollment is declining, but wait until the unorganized workers of America realize that union involvement can help you lose a dress size. Move over Duchess, a new spokesperson for weight loss has emerged, and she’s hummin’ “Solidarity 4-eva.”
But wait! I have one contract left to negotiate. We are just starting to organize information for our School and Community Professionals contract. Kiss these dice Baby, because I could be rolling 7 after all.
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