What the Right Couldn’t Take

The present condition of politics in education is gloomy. School workers report high levels of stress, health problems, and thoughts of abandoning their career. Many pinpoint the source — a lack of respect for the profession that has become the new normal. However, on September 28th, a ray of hope broke its way through the malaise. The Madison Metropolitan School District Employee Handbook is evidence of what the right couldn’t take. The right couldn’t take away our voice or the spirit of our collaborative nature. Act 10 may have limited our legal scope, but there is still power in a Union.

The employee handbook was a result of workers and employers sitting down at the table together to map out a path for the future of our students, our schools, and our workers. One of the most powerful aspects of this handbook is that it outlines a grievance procedure which mandates a mutually selected independent hearing examiner. Due to provisions in Act 10, decisions made by the examiner can be appealed to the Board of Education (BOE), but even that process is limited. When making a decision, the BOE may only review the current record created during the original hearing. This clause respects the authority of the independent hearing examiner to the greatest extent possible under Act 10.

Also within the handbook is a process for its modification. The handbook cannot be modified without the joint employer/employee committee coming back together to make a recommendation to the board. This follows a procedure similar to the process used to create the original handbook. It honors collaboration and emphasizes the importance of workers’ voices in the workplace.

While the Madison Metropolitan School District (MMSD) employees’ contracts will expire in June of 2016, the benefits and security contained within will not.  4700 employees will maintain:

  • Weingarten Rights: the right to be represented by a union when threatened with discipline
  • Current salary schedule, benefits, and sick leave
  • Planning time that is essential to serving our students
  • Teachers’ Emeritus Retirement Program (TERP)
  • Seniority during times of surpluses and layoffs
  • Just cause and due process

Our Corner of the CapitolThis 304 page document defines common language for the five Madison Teachers, Inc. (MTI) units it represents, as well as for AFSCME and workers in the Building Trades. While the document is lengthy, it also encompasses school district policies and procedures.

During the 2011 protests and the occupation of our state Capitol, there was a sign in the teachers’ corner. This sign listed what Collective Bargaining means for teachers. When I look through our handbook, I cannot help but smile. Comparing this list to the items protected by our new handbook gives me hope for our future.

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Expect the Unexpected

First off, let me apologize to my political followers. This post is not about education, politics, elections, or unions. I should also apologize to my fellow writers out there. I do not plan on editing or making a final product of this blog. It is not a matter of quality writing; it is a matter of the heart. Matters of the heart are raggedy and oftentimes uncertain. This is a blog that I am writing to purge myself of some demons — to attempt to make some sense where there is none.

This is a blog that I am writing for me.

I love hiking trails and the woods feel like home. Forests are a place of beauty, serenity, and rejuvenation. Whether I am hiking, running, or backpacking, my quests through the trees are oftentimes of a spiritual nature. I leave feeling more myself  than when I started out on my trek.

Currently, the woods are tainted with heartbreak and tragedy for me. I am looking for an emergency around every corner and inside any abandoned vehicle. It is for this reason that I write; I need an outlet to redefine what was once my paradise — to make room for this imperfection.

Starting off on our trekIt was a week before school started. Mary Ann and I were hiking the length of the Northern Kettle Moraine State Forest as a consolation prize. We had set our sites on a backpacking trip in Washington, but failed to win the permit “lottery.” Since our route was not approved, we decided to make the best of it and get in a mini vacation closer to home. Had we won that lottery, we would not have been out on the Ice Age Trail. Had we “won” that lottery, this story would have a much different ending.

We were on our third and final day of hiking. We had endured running out of water, miscalculated miles, and blistered feet. We had enjoyed campfires, jokes, stories, exercise, simplicity, re-hydrated delicacies, and laughter. Our trip was winding to a close, so we hiked rigorously, taking very few breaks that day. It was just us and the trail.

Loving uninterrupted trail, we quickly crossed over a road and made our way back into the woods. I led the way at a brisk pace, but slowed to a halt when I noticed a vehicle. It was backed into the forest and it seemed so out of place.

“Mary Ann, why would there be a vehicle in the woods?”

We looked at each other, changed our course, and crept closer.

“I think it is running,” I observed aloud.

Mary Ann, being an oldest child, has this way of taking charge in a situation. She does it in such a confident manner that not many people tend to question her. So, when she replied, “See if there is someone in there,” I approached the vehicle.

There he was, reclined and covered with a blanket.

“I think he’s sleeping,” I said, though something just felt wrong. The woods seemed too quiet and the situation just felt wrong.

It was then that we saw the taped-on hose protruding from the car’s tailpipe and snaking its way alongside the car, and into the back window.

Mary Ann spoke the words that validated my sense of uneasiness.

“He’s not sleeping. He is killing himself. Open the doors.”

At this point, I’ll admit that I was afraid. I didn’t know this man or what sort of situation he was in. I immediately wondered if he had a gun. Mary Ann whipped off her backpack, fumbled for her cell phone, and dialed 9-1-1 as she made her way back to the road to figure out where we were.

I started by opening the back doors, but as I made my way to the passenger side, I ripped the hose out of the window, off the tailpipe and threw it. All of the doors were now open, but one.

Was I putting myself at risk if I opened the driver side door?

Mary Ann came back from the road with the intent of checking the man’s pulse. I was relieved to have her at my side as she opened that final door. Whatever happened, we were in this together. Given my choice of anyone in the world to have at my side at that moment in time, I would choose my selfless, brave friend hands-down.

“Mary Ann, how do we know this man is safe?”

“We don’t,” she replied matter-of-factly.

We peered in. The man stirred slightly. Mary Ann said a quiet, “hello there” and reported back to the 9-1-1 operator that he was alive. She went back out to the road to retrieve a map and figure out where to direct help.

I was left with the man in the car.

“Please just stay put, sir,” I pleaded, hoping that we weren’t too far from emergency services.

The man rolled his head to the side and looked up at me.

“What did you do? I was almost there,” he said, as he started to half fall, half stumble his way out of the car.

“I’m sorry. I know you must be mad at me, but this is what I had to do. I didn’t have a choice. I believe your life has value.”

Once again, he set his gaze upon me. I wished at that point I could see his eyes, but they were shielded by sunglasses and I wasn’t about to make any requests.

“This isn’t between me and you. This is between me and God,” he replied.

“Are you religious, sir?”

He shook his head. “I just don’t know any more.”

I wanted him to understand so badly that things wouldn’t always be this way, but I could feel his desperation as he rested his unstable body on a nearby rock. I told him that I knew that he must be hating me right now.

“I don’t hate you, but you ruined everything. I was almost there.”

I sat down between him and my discarded pack. Funny, I didn’t remember taking it off.

“Do you have any family?” I asked.

He looked at me, but this was not a question he was ready to answer.

“You know that I can just leave. What are you going to do if I just go?”

I worriedly scanned the car for his keys. They had been pulled out of the ignition. His driver’s license was sitting up on the dash, ready for whoever found him. Instinctively, I committed his name to memory.

It dawned on me that to get him to open up and stay put, I would have to give him a piece of myself, and somehow this felt like a fair exchange. I knew how he felt, but I also wasn’t sure how much of my life I wanted to share with a complete stranger.

rock“You may not believe me, but I know how you are feeling. I know what it feels like to be depressed and hopeless. I too wanted my life to be over at one point, but a girl found me passed out at a picnic table in a park shelter and called the ambulance. I was mad at her for years, but now I am grateful, and I know the world is a better place because I am here.”

His posture changed; he uncurled his body and turned toward me. “How did you do it? What did you do to try to end it?” he asked.

I summoned strength from within as I gave him a synopsis of the story of me as a teenager. It isn’t a story that I recount very often, since it is such a distant part of myself.

“I know this sounds stupid right now, but do you want to talk? I can’t do much to help you, but I can listen and I will understand.”

Before he began, he reached out his hand. “My name is David.”

“Hi, David. My name is Karen and I’m really glad we got the chance to meet.”

He began to tell me about what brought him to this point in the woods. He was jobless, homeless, and penniless. All he had left was his car and what he thought was just enough gas to “finish the job.”

While I listened, I forgot all about Mary Ann, who was out in the road on her phone. At this point, she walked back to us and leaned down toward David.

“Help is on its way,” she offered.

I knew this was the last thing David wanted to hear, but it was also not wise to let him be shocked by the impending sirens.

He looked at me in panic. “They are going to handcuff me. I don’t want to be handcuffed,” he nervously asserted.

Again, I drew from my experiences. I told him about the people in my life that I had loved who I had seen handcuffed. I let him know that I was not going to let them do that to him. I had no idea whether or not this was a promise I could keep, but I was certainly going to do my best.

Then the sirens came. We could hear them from both directions. Apparently, we were between townships, so would get two of everything.

I stayed with David as the paramedics approached. They were busy and loud, which clashed with my own tone.

“Hello sir. What’s going on?”

“Gentle please,” I admonished. My sense of protectiveness heightened as I turned over David to the experts.

Out on the street, a second set of paramedics arrived. Now, there were also two squad cars. Mary Ann was busy recounting the events to a deputy.

I stood between the two groups, unsure of my place in the current situation. The paramedics were asking David a barrage of questions and checking his vitals.

Finally, one of the deputies approached me, notebook in hand. He got my side of the story and wrote down my contact information. He explained that he needed it in case we were subpoenaed.

At one point, the other deputy came walking up, interrupting my story. “You mentioned a hose. I couldn’t find a hose.”

“Oh, yeah. I was upset. I threw it pretty far. Look for it in the woods.” The anger I had felt as I ripped the hose from the tailpipe came back to me at that point and that’s also when I realized that David was right. He did break the law and he really may have to leave the scene in handcuffs.

The deputy asked if we had any further questions. Mary Ann asked him what would happen next.

He explained that they would admit David to the hospital, keep him under observation for three days, and that professionals would help him to come up with a plan. At the end of the three days, he would have to appear before a judge and agree to follow through with the plan.

My metaphorical hackles went up. I was worried about how David would be treated.

“Are you going to handcuff him? He does not want to be handcuffed.”

“If he leaves in the squad car, yes. We have to handcuff him. If he leaves in the ambulance, then no. Do you have other questions?”

Mary Ann looked up at the patch on the side of his uniform. “Sheboygan County. What kind of resources do you have for homeless people in Sheboygan County?” she asked skeptically.

For the first time in the past hour, I was amused. Leave it to Mary Ann to stick it to the man.

The deputy assured her that they did indeed have resources and that David would be connected with people who could help. He then offered us a ride back to our car.

“No, we are backpacking,” Mary Ann and I practically shouted in unison. Without consulting each other, we knew that we needed that time on the trail to decompress. This is one of the miracles of our nine years teaching together. We didn’t usually need words.

We hoisted our backpacks onto our backs and proceeded to the trail. As we walked by David and the paramedics, I wasn’t sure if I could just leave this to the professionals. I hesitated.

One of the paramedics noticed.

“You girls did a good thing today,” she assured us. “You should feel proud.”

My eyes watered up and she gave me a compassionate hug.

“Can he please leave in the ambulance,” I asked.

“His oxygen level is below 87%. He is leaving in the ambulance. You two got to him just in time.”

Relieved that he would not be handcuffed, I patted David’s back and said my goodbyes.

We hit the trail with a fervor, both of us fighting back tears of disbelief.

Mary Ann put what I was thinking into words, “It’s hard to feel good about saving someone’s life when they didn’t want to be saved.”

I knew exactly what she meant, because I was feeling it too. We had just been in exactly the right place at exactly the right time to save David’s life, but all I could feel was sorrow.

Those last few miles went by quickly. When we came out of the woods and into the parking lot, it was as if the whole world had shifted. I wasn’t sure what to say, what to do, how to act. The world was continuing around me, though for a moment it had seemed as if everything should have stopped.

Mary Ann offered her maps to a woman in the parking lot who was waiting for her husband to come off the trail. I shook my head and smiled. Mary Ann never seems to miss a beat and doesn’t ever hesitate to offer her assistance.

And now, I was ready to give something back. I triumphantly pulled a bag out of the car and raised up Lay’s Sour Cream and Onion chips and a family sized bag of Twizzlers. Mary Ann smiled at our tradition as she got into the driver’s seat.

“Let’s eat.”

I won’t mention how much of the chips and licorice we ate on the way back to my car, but I can tell you it was consumed in unparalleled camaraderie.

One month later, I continue my weekly ritual of running in the Kettle Moraine, but I have not been able to leave David behind. A card from the Sheboygan County Sheriff’s Department still sits on my nightstand. For some reason, I am unable to discard this last proof of David’s plight. Periodically, I type David’s name into my search engine, nervously looking for an obituary that I am hoping never to find.

It hits me the hardest when I am running. I cannot run past abandoned vehicles on the trail without looking. A sense of panic fills me when anything is out of place. My idea that there is a place on this earth where sorrow cannot be found has vanished. The woods remain my cathedral for running, but I now know that  no matter how fast or how long I run, the world is never far behind.

Suicide Symptoms and Warning Signs

Learn more or get help

National Suicide Prevention Lifeline: 1 (800) 273 – 8255

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Miss Nelson is Missing

Coming Soon Certified Teacher

Photo Art, Courtesy of Kati Walsh, Madison Teacher

Last week marked the first week of school for students in the Madison Metropolitan
School District (MMSD) and across the state. Those first days of school are filled with excitement for many – shopping for back to school supplies, gathering with friends, comparing notes about the summer, and meeting new teachers. However, as the district races to finish its hiring, some of this excitement has to wait.

Students at Sherman Middle School started the year without a choir or general music teacher. These students were ushered back into homerooms as a place holder until this position is filled. Teachers at Schenk, Marquette, Spring Harbor, Emerson, Black Hawk, Lowell, Chavez, and the Work and Learn Center also report unfilled positions in the areas of general education, music, instructional resource, dual language immersion, Spanish, and special education. As in recent years, calls for substitute teachers to classrooms are already being left unanswered. (Note: This was an informal request for data, and is by no means to be considered a complete list.)

This teacher shortage may come as a surprise to some, considering that Madison recently revamped its hiring process. As a part of this process, the school district moved 50% of its applicants on to the interview process. This increased the pool that principals had to hire from by the hundreds. In collaboration with Madison Teachers Inc., the district also moved up its hiring timeline in an effort to be more competitive, compete for minority applicants, and improve the overall quality of hires.

Despite these efforts, many positions remain unfilled and minority hires continue to hover around 13%, which is consistent with demographics of the current workforce. Of the new teacher hires this year, only 4% were African American, while just under 20% of our students identify as African American.

Job ApplicationThis problem with hiring is not unique to Madison. Districts such as Janesville, Waukesha,  Portage, West Allis, and La Crosse reported a decrease in teacher applicants, and an increase in “last minute” hiring. In fact, as of the end of August, WECAN (Wisconsin Education Career Action Network) still reported about 1,000 open job postings. Special education positions are among the hardest, and arguably the most important, to fill.

It wasn’t very long ago that the teaching profession was extremely competitive. At the time when I was hired into the MMSD,  only 10% of applicants received a job. There was a sense of pride at being hired on as an educator. With the passage of Act 10, stagnant wages that don’t keep up with inflation, and political attacks on teachers and public education, this sense of pride has been greatly diminished.

UW MilwaukeeThe pool of new teachers in training is also on the decline. The UW – Oshkosh has one of the largest teacher education programs in the state. Its enrollment in this program has dropped 25% over the past four years. UW – Milwaukee’s enrollment in education programs dropped a startling 23% over five years. The UW – Madison has also seen a drop in education enrollment over the years, but at a much more modest rate.

Some point to provisions in the state budget as a makeshift solution. One provision calls for the Department of Instruction to lessen the requirements of teacher licensure by allowing teachers who have taught in other states for at least one year to acquire a Wisconsin Teacher License. Another provision allows people with valuable life experience to become teachers, outside of the core academic subjects. Opponents of these provisions worry that diluting the requirements for licensure will only work to further dismantle our public education system, undervalue skilled educators, and undermine the quality of education students receive.

While administrators, politicians, and community leaders grasp for a solution to this shortage, students across the state are missing out on beginning of the year relationships. Whether this loss is with a missing case manager or music teacher, our students are certainly paying the price.

Resources:

School Districts Scramble to Find Teachers for Open Positions

Wisconsin’s Growing Teacher Shortage

Madison overhauls the way it hires teachers, seeking high quality and increased diversity

Number of teachers in training down statewide

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The BEP: Better on Paper than in Practice

MMSD/MTI Joint Committee on Safety and DisciplineLast week,  a report made public by the Joint Committee on Safety and Discipline concluded that only eighteen percent of the Madison Metropolitan School District (MMSD) staff have seen a positive impact on student behavior under the Behavior Education Plan (BEP). This report came as we near the close of the first year under this newly implemented plan. Tonight, the MMSD Board of Education met to discuss changes to the BEP.

MMSD Superintendent, Jen Cheatham, kicked off the meeting by reminding the Board and public about the background surrounding the district’s BEP. The BEP was created to address the disproportionate number of minority students represented in suspensions and expulsion data under the former discipline code. However, a report on behavior indicated that under the new plan, black students now account for 62% of the district’s suspensions, up 3% from last year.

How this BEP will become a model for other districts, as Cheatham claims, remains to be seen.

The current effects of the BEP were heard resoundingly throughout tonight’s meeting.

Broken Safety Glass at Cherokee

Erin Proctor showed the MMSD BOE this picture of broken safety glass from Cherokee Middle School.

Erin Proctor, a staff member at Cherokee Middle School, told a revealing story of broken safety glass. Prior to being broken by a student, this glass had toted the school’s behavior agreement, “Be Responsible. Be Respectful. Be Safe.” According to Proctor, this was the 4th window that has been broken this year.

Kati Walsh, an art teacher at Midvale and Randall Elementary Schools, disclosed details about three fights that she had broken up earlier today. Those three fights all took place in the same hour and were in a second grade classroom. Nobody on the behavior team at her school responded to her calls for assistance when she called about the fight, which ended in Walsh placing herself between the fighting children.

Behind each of these compelling stories, there was a recurring message. The BEP is understaffed, the severity of behaviors in the schools is increasing, and safety risks are imminent.

The Joint Committee on Safety and Discipline also found that more teachers agree than disagree that their “values and beliefs align with the approach to behavior outlined in the Behavior Education Plan.” This fact should not be overlooked, as it refutes some skeptics claims that the ineffectiveness is due to a lack of staff buying into the plan.

Board member Dean Loumos agreed, “It is not the paper that bothers me — it’s the practice.”

The superintendent and Board members suggested that the problems could lie in staffing, professional development, or fidelity of implementation, but nobody refuted the claims that the plan was not producing positive results.

Does the answer lie in technology or with our staff and students?

Does the answer lie in technology or with our staff and students?

An interesting twist came later in the meeting when funding for the BEP was juxtaposed with funding for the district’s technology plan. While district support staff is moving from incident to incident, trying to put out fires with students rather than offer them the interventions the BEP promises, our district is moving forward with $1.2 million spending in technology. This technology plan will provide five (all elementary or middle level) of its 53 schools with one-on-one student devices. Initially, this plan was meant to spread to other schools throughout the district. However, implementation beyond the pilot schools has been put on hold due to recent state budget cuts in education.

An important question was raised. Should the district continue to put money into a technology plan without a clear future, while schools across the district suffer due to an underfunded, understaffed behavior plan?

This is a question that went unanswered tonight, as the BEP changes were put on hold until the Board can look more closely at the data. However, they are on a quick timeline. Cheatham urged that a decision be made by June 1st to ensure time to plan for professional development around the BEP.

As a member of the Joint Committee on Safety and Discipline, I have thoroughly analyzed the symptoms that our district faces: frustrated students, threats to safety, loss of staff morale, and chaotic learning environments. Educators hurt when our students are hurting; tonight’s testimony was a tale of district-wide pain. It is time for the district to take a closer look at the causes behind its failing BEP.

Send your thoughts regarding the MMSD BEP to board@madison.k12.wi.us

Links to Materials:

MMSD Behavior Education Plan 

Final Copy of the Joint Committee’s Report on the BEP

 

 

 

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The Um and Yang of Spring and Public Education

Um-YangWith Spring comes a time of renewal. Bitter winds give way to rays of sunshine, flowers begin their ascent out of barren soil, laughter reverberates in area playgrounds, and the songs of birds once again fill the air. In Eastern theory, Um categorizes this soft, circular energy, which cannot exist without the hard, linear energy of Yang. (Referred to as Yin and Yang in Chinese.)

SpringThe current reality in our schools creates a stark dichotomy to this time of newness. Rather than a time of starting new projects or realizing reawakened energy, springtime in our school is a time of loss, doubt, and uncertainty. When summoned to the principal’s office, there is fear of surpluses, layoffs, or program cuts. No matter how steadfast their grip, with all of this stress and tension, public educators may not be able to hold on for long.

In the fifteen years I have been teaching, each year has meant doing more with less. The district’s budget has been stretched increasingly thin. Every year the same question arises, “How can we continue serving our students with less than we had before?”

This year, schools were hit with deafening blow. Walker’s budget cuts 127 million dollars from public education next year. This leaves the Madison Metropolitan School District with a twelve million dollar budget gap for the 2015-2016 school year. To make the situation worse, the budget includes no increase to the revenue limit. While this formula will mean property tax relief for the wealthy in our society, it increases the damage to our public schools, at a time when our government paves the way for private school vouchers and independent charter schools.

TESTIn addition to the monetary deficit, the current budget also calls for an unrealistic and unfair assessment of our public schools. The Smarter Balanced Assessment will be eliminated after its first year of use, leaving educators to wonder why we are jumping through the hoops of administering the test this year. Schools will be offered choices of assessments, making comparisons among schools inaccurate. Ranking systems utilizing letter grades will be publicized, but will in no way paint a true picture of our schools, students, or the work taking place. This hits schools with a diverse student body and high poverty levels the hardest, due to the effects of testing bias and the correlation between income and performance on standardized tests.

As our public education system is devalued, schools are mislabeled as “failing schools, and educators lack the proper resources to serve their students,  it is no wonder that teachers are leaving the profession. Between November 1st, 2013 and October 31st, 2014, 74 teachers retired from MMSD and in that same timeframe an alarming 140 resigned. This is a trend that will continue if we do not see changes in our current political climate, initiative fatigue, and budgetary decisions.

Chart Created by Erin Proctor, MMSD SEA

Chart Created by Erin Proctor, MMSD SEA

UWAccording to Eastern philosophy, you cannot have heat without the cold. There is no sunshine without the darkness of night, and the hope of being reborn must accompany death. During a time when I am ready to run and play outside with my students and speak of hope for their future, Governor Walker is eradicating public education – an institution that is the cornerstone of our democracy. It is no wonder that it is so hard to appreciate the beauty of spring.

MMSD Budget Information: https://budget.madison.k12.wi.us/budget-2015-16

Walker proposes state budget with tax cut, school choice expansion: http://www.channel3000.com/news/politics/Walker-proposes-state-budget-with-tax-cut-school-choice-expansion/31078030

Asimov

 

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Public Schools are Already Accountable

Public school teachers are continuously improving their practices.

Visitors are greeted with a smile and students no longer skip a beat, because this is the new reality of teaching in a public school.

With all this talk of accountability in the air, one would think that public schools were void of checks and balances, that teachers had free reign. That could not be further from the truth.

Since the start of the school year, my principal, superintendent, students’ parents, school improvement partner, the district’s positive behavior support coach, district AVID coordinators, the site based leadership team and many others have visited my classroom. Visitors are greeted with a smile and students no longer skip a beat, because this is the new reality of teaching in a public school. The days of closing my classroom door to the outside world are through, and I embrace the transparency.

In addition to opening up their classrooms for constant feedback, educators also jump through many hoops of accountability. After making it through three years of probation, new educators must submit a Professional Development Plan (PDP) to the Department of Public Instruction every five years to renew their teaching license. This plan, which includes goals and a plan for growth, is submitted to a PDP Team consisting of peers and administrators.

Meme courtesy of Madison teacher, Kati Walsh

Meme courtesy of Madison teacher, Kati Walsh

If you still aren’t convinced that teachers are accountable, stick with me – enter the Wisconsin Educator Effectiveness System, complete with more shiny accountability hoops than ever before. Under this new system, teachers create a Professional Practice Goal (PPG) and Student Learning Objectives (SLOs) to show that they are effective and making growth in the four domains of the Charlotte Danielson Framework for teaching. A detailed analysis of current level of performance, areas for growth, and evidence of reaching defined targets is tracked using Teachscape. If you think this sounds rather complicated, you are in good company. For this reason, DPI has developed an 86 page instruction manual to assist educators in this journey. (And if this is stressing you out, you are also in good company. Consider watching this parody, SLO Song, by Linda Kinnison Roth. It made me feel better.)

Ms. Forward

With all of this accountability storming through public schools, I have to stop and question what is going on with our state legislature.

With all of this accountability storming through public schools, I have to stop and question what is going on with our state legislature. (In our current political state, questioning of this sort is strongly encouraged.) The first bill of the 2014 legislative session, Assembly Bill 1, once again put public schools on the chopping block. The original version of this bill called for an “Academic Review Board” consisting mainly of appointees by the majority party that would not be democratically accountable to our superintendents or elected school boards. This proposal reinvigorated a letter grading system for our schools that would not account for economic conditions or pressures from outside the school walls. To make matters worse, testing for charter schools would be different from testing for public schools, creating a system that would make comparison impossible. Perhaps the most upsetting component of this bill is what would happen to “failing” schools – they would be converted to charters. On January 14th, over 100 educators testified at a twelve hour hearing on AB1.

Some of the most compelling testimony came from educators and parents of children in public schools. Amy Mizialko, a teacher out of Milwaukee, explained that public schools are being “forced through the cracks” by dwindling budgets and an increased move toward privatization. Retired Milwaukee educator, Sheila Plotkin, reminded listeners that our public schools accepted all learners from all walks of life, while private schools underwent “education by exclusion.” The message was clear; Assembly Bill 1 takes direct aim at public schools that have already taken too many hits.

For more on this hearing, see the thorough coverage by Monologues of Dissent.

Not long after this hearing, on January 16th, the Wisconsin State Senate followed suit and introduced its companion bill, Senate Bill 1. A public hearing on this bill was held on January 27, 2015. This bill sets up two distinct “accountability” boards, one for public and charter schools and a separate board for private voucher schools. These boards separately would have the power to identify failing schools and implement improvement plans. Under SB1, state aid could be withheld from districts that include “failing” schools.

Both AB1 and SB1 will penalize and defund the schools that contain our neediest students. In a time when schools and teachers are striving to meet the needs of all students, these bills would add increased pressures without any regard for the daily struggles students and teachers face. Our public school teachers are already accountable. The legislature’s irresponsible use of the word “accountability” perpetuates the dangerous myth that it is our schools that are stagnant and failing. As I spend my weekend reviewing lesson plans, grading papers, making contact with students and parents, and reviewing my PPG and SLO, I encourage the state legislature to take a look at the reality of our public schools.

I believe in you

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Where is the Plan in the BEP?

According to the Madison Metropolitan School District (MMSD) website, the Behavior Education Plan (BEP) that was approved in March of 2014 “moves our district away from a code of conduct based on a punitive model in favor of one that provides students with an opportunity to learn positive behavior skills.” As a veteran in the district, I embrace the philosophy behind this shift. Providing students with a means of learning from their mistakes and maximizing the time that they spend learning is in line with teaching our students to be responsible citizens. However, a philosophy in itself cannot teach our children. Without consistency, direction, and increased resources, the potential of the BEP cannot be realized.

It was with this dream in mind that educators filed in to the McDaniels Auditorium to share the current reality in our schools with the MMSD Board of Education. Many stepped up to the podium to give public testimony, while others sat in the audience with heads nodding and eyes tearing up. It was an emotional evening, and a reminder that the best intentions can go awry.

Andy Waity and Anthony Brown prepare to give testimony.

Andy Waity and Anthony Brown prepare to give testimony.

In a letter from Crestwood Elementary, read by Andy Waity and Anthony Brown, the current reality of our schools was described as full of challenges that “impact our staff’s morale, emotional, and even physical health.” Brown described a school climate where learning is constantly disrupted and putting out virtual fires takes priority over restorative practices.

The Crestwood staff also extended an invitation to the Board of Education to come out and experience the school climate under the BEP for themselves. This invitation was met with agreement and applause by those gathered in the auditorium.

Kristen Voss, Memorial High School, seconded this invitation and asked Superintendent Cheatham and the Board to “recognize that by questioning these initiatives, it does not mean that [teachers] are not part of the mission. It means that we just want to be able to understand what we are doing.” Voss also reminded listeners that teachers are on the front-lines, working to close the opportunity gap. To support our teachers and provide them with training and resources is to support our students.

Kati Walsh, an art teacher and former Positive Behavior Support coach, spoke up about incidents such as “a second grade student [becoming] violent, throwing objects and refusing to leave class when class ended.” Even with PBS training, teachers like Walsh are unsure of where to go for help when violence happens in the classroom and many report that when they do call for help that response time is slow. Staff are concerned that this could endanger both staff and students.

Staff member after staff member told gut wrenching stories about being sworn at, kicked, bit, and punched on a daily basis. At no point did speakers advocate for students to be removed from the classroom — quite the opposite. Teachers pleaded with the Board to bring more resources to the classroom, for social work and guidance positions to be reinstated. It was a clear cry for help in implementing the new Behavior Plan.

Conversations with educators throughout the district have made it clear that the BEP is being implemented inconsistently throughout the district. Some report that students are being “sent home” as a way around suspensions. Others have yet to receive training on OASYS, the new system for documenting behaviors, so behaviors are going undocumented. One speaker reported that teachers at some schools have been told directly not to document low level behaviors and at other schools documentation is still done on paper.

For Katrina Ladopoulos, Crestwood Elementary, this is not a problem with training or staff leadership. Ladopoulos spoke of her love of Crestwood Elementary and listed her ongoing training in positive behavior supports, responsive classrooms, and culturally relevant teaching. As an English Language Learner and special education “cluster classroom,” Ladopoulos asked for increased support in the classroom. “We can’t do it alone. It’s a whole community. We need to work together.”

The conversation at Monday night’s Board meeting and others throughout the district is causing educators to wonder what the the plan is with the BEP. The vision of the BEP looks good on paper, but the paper does not match the reality of our schools — schools where classroom climate makes learning difficult for even our most motivated students. Superintendent Cheatham responded to speakers by reassuring them that their voices were heard, “loud and clear.” Moving forward, the district’s response to the ongoing crises in our schools will be evidence as to whether or not Monday night’s message was truly received.

Watch the Public Testimony here. (Public testimony begins at 2:11:00)

Email your feedback to the MMSD Board of Education at board@madison.k12.wi.us

 

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Make me a Match

TeacherMatch sounds like something straight off the cover of the Onion, especially when eyeing up the price tag, but it could be the new reality of the Madison Metropolitan School District. It is enough to make Yente, the matchmaker from Fiddler on the Roof, turn green with envy. The Madison Metropolitan School District purports to be stretching its dollars in the upcoming budget cycle, so what guarantees does this $273,000 venture promise?

$273,000 closer to a business model for education

$273,000 closer to a business model for education

A Chicago based company, TeacherMatch, claims to use algorithms to predict the effect that a teacher candidate will have on value added student test scores. Whether this is plausible or not, in an era where we are looking at testing bias and social-emotional learning standards, the very definition of a good teacher being measured only by students’ standardized test scores is faulty.

Last week, I was called over to a student’s computer while administering the Measures of Academic Progress (MAP) test. He was doing a reading test, so I was surprised that this talented reader was stuck on a question so early on in his test. I soon found out what was causing the looks of frustration. In order to answer the question, he had to know what was meant by the “Touch of Midas.” This information could not be found in the passage he was being tested on; it wasn’t even hinted at. This was simply a piece of background knowledge the test assumed when asking questions. Of course, I could only encourage the student and remind him to “read carefully,” but it was disheartening, knowing that the answer was not actually there. Am I a less effective teacher, because I hadn’t told my students the story of King Midas? Where exactly can you find King Midas in the Common Core State Standards?

The creators of TeacherMatch have boiled down a teacher’s value to four distinct categories: where the candidate went to college, a candidate’s drive or ability to work through challenges, content knowledge, and teaching skills.

Having attended the University of Wisconsin – Madison, a top school in Teacher Education, I feel fairly confident that I’d score okay in this first category. However, most of my tips and tricks as a teacher were picked up from actual classrooms, working with real students in diverse settings or were picked up from my mentor teachers along the way. The University did get me ready for this challenge, but it wasn’t the end of my journey. My grade point average as an undergraduate was 3.84 and as a graduate student my 4.0 remains in tact, but in no way do these numbers indicate my own level of perseverance in obtaining a bachelor’s and a master’s degree as a single parent against incredible odds. Nowhere in these numbers is it obvious that I was once labeled an “at risk” student myself, which is the strongest motivator imaginable. As for testing teacher skills, the best indicator of my effectiveness as a teacher can be found by watching me in a classroom. That is where I shine, no matter what shows up on paper.

Data does not define me as a teacher.

The University of Wisconsin, My Alma Mater

The University of Wisconsin, My Alma Mater

Incomplete or faulty criteria aside, TeacherMatch’s assessment methodologies are also cause for alarm. As a means of arriving at a rating, a candidate must answer 100 questions. Each of the question must be answered within 2 minutes or the score is invalidated. So much for think time!

As a teacher, I have learned that arriving at the truth takes time and follow-up questions, but there is no room for this type of authentic interaction with TeacherMatch. The learners who benefit most from “think time” or extended answer time in my classroom are English Language Learners. For this reason alone, it is obvious that TeacherMatch comes complete with its own testing biases.

Seeing my student teachers interacting with my students gives me a window into who they will become as educators. Talking with teacher candidates about classroom community, their individual successes and failures with students, and their own journey of personal growth offers me insights into their humanity.

TeacherMatch moves schools another step closer to a business model and abandons the heart of teaching.

The Madison Metropolitan School District should leave the matchmaking to the administrators, teachers, and, of course, to Yente.

Matchmaker, Matchmaker,
Plan me no plans
I’m in no rush
Maybe I’ve learned
Playing with matches
A girl can get burned

Write the school board at board@madison.k12.wi.us to tell them your thoughts about TeacherMatch.

There will be an open Board meeting with the vendor of TeacherMatch and MMSD BOE members available to answer questions on June 9th at La Follette High School, 702 Pflaum Road. The meeting will commence at 5:00 and will be followed by a public hearing on the budget at 6:00.

References

https://www.teachermatch.org/

http://blogs.edweek.org/edweek/marketplacek12/2013/12/predictive_tech_tools_aim_to_hire_better_teachers.html

http://the21stcenturyprincipal.blogspot.com/2014/01/using-test-scores-to-predict-future.html

http://readforeign.wordpress.com/2013/03/21/fishy-teachers-matching-site/

 http://host.madison.com/news/local/education/local_schools/district-proposes-using-screening-test-to-predict-teachers-impact-on/article_7259b842-dbdf-5c7f-869b-84a2830388c2.html

Photo courtesy of Erin Proctor, EA-MTI president

Banner photograph courtesy of Erin Proctor, EA-MTI president

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Ready, Set, Bargain!

I Address the BOEApproximately 250 people filled the McDaniels Auditorium in the Madison Metropolitan School District (MMSD) Administration building last Thursday night to advocate for the teachers’ right to a place at the bargaining table. Thirty people signed up to speak, including Representative Melissa Sargent, Representative Dianne Hesselbein, Representative Chris Taylor, former Board member Marj Passman, and MTI president Peggy Coyne. Congressman Mark Pocan could not be present, but submitted a letter of support to begin the bargaining process.

While collective bargaining was at the heart of Thursday night’s discussions, many felt a wiser approach would be to extend the bargained 2014-2015 contract an additional year. This would ensure the matter was settled in a timely manner and it would prevent the teachers from potentially slipping back further in the event that negotiations went awry. As Kathryn Burns pointed out in her speech Thursday night, teachers have lost tremendously over the past few years under Act 10.

The security of my collective bargaining contract being Kathryn Burns addresses the BOEextended and negotiated under duress since Act 10, and under great sacrifice on my part in salary and working conditions, it is the only thing that has kept me here. But, I do not look at the district the same way anymore. I used to trust you to care about and value your staff, but the changes you made to our contract that went above and beyond what was necessary for Act 10 seemed like an assault, like kicking someone when they were down. Now, I have nothing left to give you in exchange for collective bargaining.

The last speaker to address the crowd was Luke Gangler, who read the following resolution put forth by the MMSD Student Senate.

MMSD Student Senate Resolution to Recommend the

Extension of Employee Contracts

WHEREAS, The first legislation allowing public sector collective bargaining was signed into law in Madison, Wisconsin in 1959; and

WHEREAS, International courts and human rights organizations have since identified collective bargaining as a fundamental right of workers; and

WHEREAS, The right of school staff to collectively bargain has a direct impact on the learning environment of students; and

WHEREAS, The Wisconsin Legislature passed 2011 Wisconsin Act 10, dismantling long-held collective bargaining rights on dubious grounds; and,

WHEREAS, Judge Juan Colas’s September 2012 stay of Act 10 allows MMSD to extend employee contracts and the MMSD Board of Education has been presented with Memorandas of Understanding; now, therefore, be it

RESOLVED, That the MMSD Student Senate recommend that the MMSD Board of Education approve extensions of employee contracts with MTI, AFSCME, and the Building Trades Council through 2015-2016; and, be it

FURTHER RESOLVED, That the MMSD Student Senate recommend that the MMSD Board of Education take additional steps to protect and expand employee rights regardless of any future legal restrictions on collective bargaining.

Thunderous applause filled the auditorium as the crowd gave Mr. Gangler and the rest of the Student Senate a well-deserved, standing ovation.

Luke Gangler reads a resolution from Student Senate

The Board then voted 6-1 to convene in closed session to discuss entering into negotiations with AFSCME, MTI, and the Building Trades Council. Board member and teacher advocate, TJ Mertz, was the nay vote, showing his own value for transparency in politics.

At about 9:45 pm, school board president, Arlene Silveira, put out the following statement:

The MMSD Board of Education voted unanimously to direct our Superintendent to commence good faith collective bargaining with all of the district’s represented units for the purpose of negotiating successor agreements for the 2015-16 school year.

This affirms our belief in collective bargaining. We look forward to sitting down at the table with our employees to negotiate agreements that provide stability for our staff and meet the needs of all of our students.

As teachers and other public employees await a decision from the Wisconsin Supreme Court, expediency in the bargaining process is essential. It remains to be seen whether or not the Madison Metropolitan School District will do the right thing and restore some of the damage highlighted by Burns and other speakers Thursday night, or once again, try to take advantage of the contentious political climate.

One thing is clear; the teachers and other MMSD employees are ready to bargain in good faith, but they are equally ready to stand up for their students and for what is right and just in the workplace.

To watch Thursday night’s testimony, please visit: https://mediaprodweb.madison.k12.wi.us/board-education-special-meeting-5152014

Email your thoughts to the MMSD Board of education at board@madison.k12.wi.us

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Respect for Workers Means a Place at the Table

Full HouseAs the MTI red and AFSCME green packed the meeting room and the halls of the MMSD Administration Building Monday night, I couldn’t help but think that we’d been here before. The budget was on the work committee’s agenda, but the primary focus of attendees was a new  contract.

Thursday, the Madison Board of Education will meet in closed session with the focus being the possibility of bargaining a 2015-2016 contract for AFSCME and MTI employees. However, no meeting for public appearances was scheduled prior to that closed meeting. Clearly, this did not dissuade the 75+ attendees from descending upon Room 103. The attendance was so great that the Board had to reconvene the meeting in the auditorium to make space. As more people filed in, this space, too, was quickly filled with signature red of MTI and green of AFSCME.

As the meeting got underway, newly elected Board president, Arlene Silveira announced that public testimony was to stick to the item of the budget. As compensation, the Board would agree to hear public testimony regarding the contract on Thursday at 5:30.

Special Education Assistant and EA-MTI President, Erin Proctor, was the first to give her public testimony. Due to the restrictions, she craftily related her speech to the confines of the budget. Proctor stated that while technology was important, we also need to consider the stress that staff is under, given the numerous changes being made in the district and the impact it has on employees’ health. She went on to explain that the Board was in a position to alleviate some of this stress by ensuring contracts with employee unions.

Dane County Alder, Sharon CorriganWhen Dane County Supervisor Sharon Corrigan took the podium, she briefed the Board on how collective bargaining can create flexibility and solve budgetary issues. Speaker after speaker spoke of the value that must be placed on employees, the ones who will deliver curriculum and District standards. After all, a curriculum does not teach itself.

Former School Board President, Carol Carstensen, illuminated the financial hit that our staff has already taken and how they continue to deliver for our district even in the most challenging times. Carstensen emphasized the impact Act 10 has had on salaries; she explained that since 2011 staff have not been made whole, given their loss of wages due to the 50% contribution to the WRS deposit.  She said that the district is dependent on the staff and that they need to be rewarded financially and with new contracts.

Another former Board President, Barbara Arnold, spoke for the GRUMPS (Grandparents United for Madison Public Schools) advocacy group asking the Board to renew the energy in our district and show dedication to teachers. She assured the packed auditorium that this was how we would get the best results for our kids.  Former Board President Bill Keys, who also served as MTI President, said negotiating new Contracts would show the community that the Board is accountable to their wishes.

Art teacher, Kati Walsh, advised Board members that the best way to attract and retain a qualified working staff was to put a fair contract in place. She also potently reminded the Board members that most of them had campaigned on the issue of supporting collective bargaining. Now was not the time to be complacent.

As speaker after speaker took the podium, there were promisesMMSD Board of Education to return on Thursday when speech would not be limited. After public testimony, Union advocates gathered outside for a retelling of our history by MTI President Elect, Mike Lipp. He spoke to the crowd on the years when obtaining a contract was nearly impossible, and the years where “winner takes all arbitration” resulted from the legislature mandating arbitration as the means of resolving impasse in negotiations.  Sadly, we reminisced over the cost controls of the QEO and how long teacher salaries had remained stagnant. However, according to Lipp, the greatest tragedy came with Act 10. In spite of this, MTI had endured and secured a contract through the 2014-2015 school year, one of the few in the State.  Due to the current judicial window, Lipp assured the crowd that the time was right to bargain for another year.

Collective bargaining brings with it no set formula, but it does come with some guarantees. It comes with the security of knowing that the workers have a voice at the table. It is what has brought teachers their planning time, sick days, health care, and working conditions. Perhaps most importantly, it means that when a teacher disagrees with his or her principal about a decision being made or feels a decision will be detrimental to our students, that the teacher can stand up for what is right without fear of retribution.

After Meeting Rally

Attend the the Board meeting on Thursday, May 15th and secure the workers’ place at the table. It is in the best interest of our students, our district, our schools, our employees.

BOE Meeting, 545 West Dayton Street, Room 103

Email the Board your thoughts at board@madison.k12.wi.us

Solidarity in Room 103

 

 

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