Women's History Month: Celebrating History Makers, Like Burnie Bond, Working Alongside Us
The attention to great women in history every March is both inspiring and motivating.
The attention to great women in history every March is both inspiring and motivating.
The Shanker Institute turns 25 years old this month!
The Shanker Institute was formed in 1998 to honor the life and legacy of AFT President Al Shanker. The organization’s by-laws commit it to four fundamental principles—vibrant democracy, quality public education, a voice for working people in decisions affecting their jobs and their lives, and free and open debate about all of these issues.
From the beginning the Institute has brought together influential leaders and thinkers from business, labor, government, and education from across the political spectrum. ASI continues to sponsor research, promotes discussions, and seek new and workable approaches to the issues that shape the future of democracy, education, and unionism.
As a former classroom teacher, I can vividly remember my first interaction with an instructional coach. It was during my third year of teaching and the county assigned one coach to work with more than twenty teachers to help increase student engagement. The coach observed our classrooms once a semester and then led a one-hour group debriefing session. Needless to say, this particular instructional coach appeared over-extended, and it led to a somewhat negative perception of the whole process.
Five years later, I met and worked closely with a mathematics instructional coach in my graduate program. This coach worked with elementary teachers in a specific building and was one of the most dedicated educators I have ever encountered.
After two extremely different experiences, I started to ponder the effectiveness of the coaching practice, and it seems as if I am not alone in my inquiry.
Our guest author is Shari Obrenski, President of the Cleveland Teachers Union. She served as an American History and Government teacher at Jane Addams Business Careers Center in the Cleveland Municipal School District for 22 years prior to becoming President of the CTU.
Desmond Tutu once said, “Hope is being able to see that there is light despite all of the darkness.” I think most of us aspire to be a source of light in what can be a difficult and dark world. Whether we are showing a small kindness, such as opening a door for a stranger, or doing something much larger, like giving food or shelter to someone in need, bringing light to darkness is something we are taught from a very early age.
We also struggle throughout the course of our lives to choose light over darkness, both individually and collectively. We have seen this age-old struggle surface once again, almost exactly a year ago when Russia invaded the Ukraine. This conflict has brought darkness, both physical and emotional, to the people of Ukraine as war is waged right outside their doors.
Society’s youngest members have received some pretty big mentions recently—and for good reason. The United States isn’t heading into a childcare crisis any longer; it is fully in it. The already struggling industry was hit especially hard by the pandemic and has impacted families across the nation. The childcare crisis is so pervasive that President Biden prioritized childcare and prekindergarten stating, “if you want America to have the best-educated workforce, let’s finish the job by providing access to preschool” in his State of the Union address.
In the audience, several U.S. Representatives brought individuals directly impacted by the childcare crisis as their guests of honor. Senator Elizabeth Warren of Massachusetts brought Eugénie Ouedraogo, a mom and nursing student who depends on access to affordable early care and education. Senator Patty Murray of Washington brought Angélica María González, a mother who experienced firsthand the lack or quality care for her children and a Moms Rising advocate. Senator Murray took her statement of support beyond who was sitting with her to what she was wearing. Senator Murray organized Democrats in the House and Senate to wear pins in the shape of tiny crayons to signal support for childcare funding, as President Biden proposed at the beginning of his administration. In an analysis of the State of the State addresses given by governors, First Five Years Fund found that the childcare crisis was an important issue on both sides of the aisle, with 40 percent of Republicans and 60 percent of Democrats talking about it. However, of the governors who specifically mentioned early childhood education as a priority for their states, only one in four governors referenced the childcare workforce and the struggle to find, recruit and retain workers. While these are exciting developments (especially in contrast to Donald Trump’s one 16-word sentence in his State of the Union in 2019) why is so little of the conversation centered around the early care workforce? The priority seems to be getting parents with young children back to work with affordable childcare.
It is with great sadness that the Albert Shanker Institute acknowledges the passing of former longtime Shanker Institute board member, Thomas R. Donahue, 94. Donahue was President Emeritus of the AFL-CIO and spent his life as a champion of organized labor and democracy at home and abroad.
Upon hearing the news, American Federation of Teachers and Albert Shanker Institute President Randi Weingarten shared, “Thomas Donahue understood and fought for decades the waves of unrestrained corporate power that undermined workers and their unions. His voice is missed. Condolences to his wife, Rachelle, and his family” on Twitter.
Our guest author is Karin Chenoweth the founder of Democracy and Education an organization dedicated to providing information and support to school board candidates who are standing up to the extremist threat.
With all the attention on federal and state campaigns in November 2022, it was easy to lose sight of the fact that right-wing extremists had set their sights on winning school board elections.
School board elections tend to be an afterthought among both voters and those most involved in electoral politics. Civic-minded community members running without party affiliation—sometimes without opposition—traditionally have made for rather staid elections. Voters walking determinedly into the polls fully informed about presidential and congressional races can be stopped in their tracks with the question, “Do you know who you’re voting for school board?” They often haven’t thought about it.
And yet, with more than 88,000 school board members in more than 13,000 school districts, there are more elected school board members than any other category of elected official. Often intimately involved in their communities while working many hours for little or no pay, school board members are in many ways the face of small-d democracy in their communities.
Our guest author today is Jess Gartner, CEO and Founder of Allovue, an education finance technology company.
As part of a series of federal pandemic-relief stimulus packages, K-12 schools received three rounds of funds through the Elementary and Secondary School Emergency Relief Fund (ESSER I, II, and III), totaling nearly $200 billion. Almost immediately, headlines across the nation probed how (or if) schools were spending these dollars. Nearly three years after the initial round of funding ($13 billion) was granted by the CARES Act in March 2020, questions linger about the pace and necessity of spending. Why is it so hard to get a straight answer?
For two years, the prevailing theme in the headlines had been that school districts were sitting on stacks of cash, whereas more recent (and far less breathless) stories say the money is now on track to be spent. Why all the confusion? The complex multi-year process of receiving, planning, spending, and reporting ESSER dollars is more complicated and drawn out than a single soundbyte can convey (I’ve tried!). Let’s take a quick look at a few key issues to bear in mind when thinking (or reading) about ESSER funds, and then a couple of conclusions as to what’s really going on.
Our guest author today is Josh Cowen, Professor of Education Policy at Michigan State University.
What if I told you there is a policy idea in education that, when implemented to its full extent, caused some of the largest academic drops ever measured in the research record?
What if I told you that 40 percent of schools funded under that policy closed their doors afterward, and that kids in those schools fled them at about a rate of 20 percent per year?
What if I told you that some the largest financial backers of that idea also put their money behind election denial and voter suppression—groups still claiming Donald Trump won the 2020 election. Would you believe what those groups told you about their ideas for improving schools?
What if I told you that idea exists, that it’s called school vouchers, and despite all of the evidence against it the idea persists and is even expanding?
Our guest author is Professor Ming Ming Chiu, Chair Professor of Analytics and Diversity, Special Education and Counseling Department and Director, Analytics\Assessment Research Centre, Education University of Hong Kong
A child's reading skills depends not only on her motivation, ability, and reading instruction, but also on her context—her country, family, schoolmates, and their interactions with her gender, according to large-scale international studies of over a million students in 63 countries across two decades using advanced statistics (including multilevel analysis of plausible values). Children with greater motivation to read than others, spend more time learning to read and do more reading, so they typically have stronger reading skills. Also, children with greater intelligence (IQ) learn to read more readily. Although some children learn to read on their own, most children receive direct reading instruction at home or at school (especially that each letter corresponds to a sound in languages with alphabets like English [alphabetic principle]) while constructing integrated meaning from the sequences of words.
Furthermore, the environment around a child also affects her reading skills, including her country's income, income inequality, and cultural values; her family's money, education, cultural knowledge, and social networks; her schoolmates' information sharing, evaluations, motivations, and norms; and their interactions with gender, such as favoritism, learning opportunities, and social interactions.