Shanker Blog

This is an updated excerpt from a publication I developed in 2000 while working for the AFT Educational Issues Department, “Putting Reading Front and Center: A Resource Guide for Union Advocacy.” By tapping the expertise of teachers of reading among members, local unions can use their collective voice to strengthen reading instruction.

New findings from 50 years of international research in such diverse feels as neuroscience, psychology, linguistics, cognitive science, and education have helped illuminate the process by which children learn to read. This research indicates that, although some children learn to read with relative ease, others will never learn unless they are taught in an organized, systematic way by a knowledgeable teacher using a well-designed instructional approach. And, although a large number of students come to school unprepared to achieve in reading, the reading difficulties of most at risk and struggling students could be prevented or ameliorated by literacy instruction that includes a range of research-based components and practices, unfortunately very few teachers of reading have been taught how to deliver such instruction.

Where We Are

Ask almost any elementary school teacher what he or she knew about the teaching of reading before entering the classroom, and the answer will be: “Not nearly enough.”

According to the National Center for Educational Statistics (NCES), 21 percent of adults in the United States (about 43 million people) are illiterate or functionally illiterate. Nearly two-thirds of fourth grade students read below grade level, and that percentage persists all the way through high school graduation (Rea, 2021).

While these statistics are alarming, federal and state leaders have been focused on literacy rates for many years. The United States Department of Education (DOE) most recently addressed literacy through the Every Student Succeeds Act (ESSA) of 2015, which “outlines a direct and sustained approach to improving literacy achievement” (Alliance for Excellence Education, 2017). Specifically, ESSA focuses on two components to support literacy: funding and professional development. For funding, Title II of ESSA includes the “Literacy Education for All, Results for a Nation” (LEARN) Act, which provides competitive grants to states to help local school districts develop comprehensive birth-through-grade-twelve literacy plans.

Additionally, the LEARN Act states that local education agencies must use any grant funds they receive to support high-quality professional development for teachers, teacher leaders, principals, and specialized instructional support personnel. However, ESSA also gives states new flexibility in choosing which indicators they use to measure student performance on state assessments in English Language Arts and Math, as well as how much emphasis to place on each of these measures (The Education Trust, 2017). As a result, literacy policies, laws, and initiatives vary greatly from state to state, given the flexibility permitted by ESSA.

The Albert Shanker Institute is talking with educators and school leaders daily. Our conversations range from attention-grabbing issues of the moment to long-range plans to strengthen and improve teaching and learning. Throughout the pandemic we have featured the voices of practitioners and earlier this fall we also renewed the Albert Shanker Institute’s commitment to strengthening reading instruction and literacy. We recognize our schools are currently being asked to accomplish the enormous task of keeping schools and communities safe and healthy from COVID—including improving air circulation and revamping physical plants without disrupting classroom instruction, fill perennial hard-to-staff positions, provide nutritional and community support to students and families, and address interrupted learning. Everything must be read in consideration of a productive path forward as we work collectively to meet the needs of students. 

Today’s guest blog post from Sarah L. Woulfin (The University of Texas at Austin) and Rachael Gabriel (University of Connecticut) is no different. The deep ideas of structural change (and the infrastructure that must be addressed) offer a path forward that is collaborative, effective and research-based. The authors provide certainty and confidence in a time when we could use both. Rather than bounce from quick, one-time fixes, we need to pause to redesign teaching and learning going forward. Our students deserve our most thoughtful work.

From Why Johnny Can’t Read, to the Reading Wars and Reading First, to the Science of Reading, multiple constituents—from policymakers and journalists to district leaders and parents—have spelled out problems in teachers’ reading instruction and students’ reading achievement. Concerns about reading instruction, with attempts to convert schools towards evidence-based practice, are not new. Proponents of the “Science of Reading” (SOR) now concentrate on the necessity of teachers covering particular strands of reading instruction and using particular instructional methods (e.g., phonics, explicit instruction, and systematic teaching of foundational skills) (Barnes, 2016; Brady, 2011; Hanford, 2018). They apply assumptions that specific content is not being taught in preferred ways because of deficits in teacher knowledge or the absence of appropriate instructional materials (Korbey, 2020; Lyon & Chhabra, 2004). Therefore, much of the SOR discourse hones in on individuals over systems and structures.

Our guest author today is Randi Weingarten, president of the Albert Shanker Institute and the American Federation of Teachers.

We are witnessing the most ominous threats to our democracy in our lifetimes—from the January 6 insurrection and attempt to overturn the results of the presidential election, to the slew of voter suppression laws recently passed by Republican-controlled state legislatures, to the anti-democracy forces working to interfere with vote counting and even manipulate the outcome of elections. Another threat to democracy receives scant attention despite its substantial impact—the disenfranchisement of voters with disabilities. One in four people in America lives with a disability, and many face steep obstacles that make it difficult or impossible to vote.

Our responsibility as citizens is not just to vote; it is to demand Access and accessibility so that everyone who is eligible can vote and every vote is counted. That means fighting against voter suppression laws that disproportionately target racial minorities, older Americans, veterans, and low-income voters. And it includes demanding that people with disabilities have the unfettered ability to vote. The fight for voting rights is one that should include everyone. When we help each other vote, we are helping our democracy thrive.

The Albert Shanker Institute has long prioritized research on improving conditions for teaching and learning. We committed to compile and share the ideas and actions of accomplished educators and education leaders while seeing the impact of the pandemic on our schools. Knowing that research also points to the importance of principal leadership in our school communities, we were troubled to read the concerning results of the survey the National Association of Secondary School Principals (NASSP) released earlier this month. We knew we needed to share the results. We are very fortunate that, amidst the whirlwind of her school and leadership duties, NASSP Principal of the Year, Beth Houf shared her reflections on her experiences, the NASSP survey results, and suggestions for a path forward with the Shanker blog. Please take some time to read and reflect on Beth’s experience and commit to advocating in 2022 for the insightful and productive ideas she offers. Thank you. - Mary Cathryn Ricker

Winter break has officially started for our school, and I finally have time to reflect on the first half of the school year. It has truly been a whirlwind.

Being a principal has never been an easy job. But there have been more days this year that have delivered impossible situations and that have left me overwhelmed, overstressed, and completely empty. Everything is urgent. We all know that when everything is important, nothing can be important. My school is understaffed daily. Everyone is doing their own job and then the job of others. Those who need to take a day off carry the guilt of their absence. Student behaviors are over the top. Fuses are short and tempers flare. Social media has only added fuel to the fire. All I can do is react. There’s simply no time to be the proactive leader that I strive to be. It shouldn’t be this way.

I see multiple stories published daily about the fragile state of the teaching profession and educators themselves. There is also concerning anecdotal evidence suggesting that the work of other school-related professionals, such as bus drivers, paraprofessionals, and substitute teachers, is also suffering due to stress from the pandemic, which may also be contributing to turnover and educator shortages. What can be most productive at this point would be to refocus on and rebuild the trust between families and educators to help promote student learning.

One thing the adults (and the students) in our schools don’t need right now is an opportunistic wedge being driven between the most natural allies in the cause of student success: families and educators. Rather than focus on problem-solving and communication, there are many stories that are focused on pitting educators and families against each other over teaching practices and materials, which is increasing the stress of teaching and learning just about every day.

I’m not just talking about late-in-the-game advertisements during the gubernatorial elections in Virginia and New Jersey. The work to create distrust between these longstanding partners—educators and parents—rather than nurture communication and collaboration, goes back months and has presented itself in state houses across the country. Leading the effort are state laws that create a climate of shoot-first ask-questions-later when it comes to perceived instructional transgressions. Books are being banned rather than discussed in Texas. The Tennessee Department of Education has instituted emergency rules for financially penalizing districts, and  disciplining or reporting teachers violating  a law  of 14 concepts deemed too contentious by the legislature. Similarly, the New Hampshire Department of Education has created an online form to collect complaints about teachers from parents and students. A growing number of states have introduced or passed laws similar to these in 2021, while other states have plans to introduce similar measures in future legislative sessions.

Our guest author today is Norman Hill, lifelong activist in the Civil Rights and Labor movements. Mr. Hill served as the president of the A. Philip Randolph Institute from 1980 to 2004, the longest tenure in the organization’s history. He remains its president emeritus.

The Voting Rights Act of 1965 is among the most consequential legislative achievements in the history of the United States, having codified for the first time the right to vote for Black Americans established in the 15th Amendment of the Constitution. The resulting enforcement of the VRA led to increasing levels of voter participation not just by Black Americans, whose rights had been viciously suppressed in the South, but also nationally for all Americans of color and those who did not read or speak the English language. In the 2008 and 2012 elections, Black Americans surpassed White Americans in voter participation. In 2018 and 2020 elections, there was record participation by Latino, Asian American and Native American voters.

Little known or mentioned in the law is a provision that also greatly affected the voting rights of another large and previously segregated minority: disabled Americans. In addition to establishing the right of un-coerced assistance for those unable to read or write in English, Section 208 of the VRA established that right for “any voter who requires assistance to vote by reason of blindness or disability.”

Our guest author today is Rui Rui Bleifuss, a disability activist and senior at Highland Park Senior High School in St. Paul, MInnesota.

It was November 2, 2021. Slightly annoyed and nervous, I walked into a room to do something I’d never done before.

I was annoyed because it was the end of the first semester of my senior year in high school, and I was way too busy. It seemed like I was going out of my way to do something important but routine, something that was taking me away from more immediate concerns. I had so much homework, but here I was, on my way to vote for the very first time.

I was nervous because I didn’t know how I would be treated. Empowered and supported? Discouraged and suppressed? I am an Asian American woman who is physically disabled. I knew about so many people who had experienced voter discrimination, and the many states trying to pass voter suppression laws. I’d never heard of a first time voter being supported, so why would I expect anything like that? 

I had been so excited in the months leading up to this. But now voting just felt like another thing I needed to check off my to-do list.

Teacher professional development (PD) often gets a bad rap. As a former educator of nearly a decade, I can count on one hand how many successful PD sessions I attended over the years. I can also remember how impactful those select few sessions were to my teaching craft.

According to the 2020 International Literacy Association (ILA) survey for teachers, higher education professionals, literacy consultants, and school administrators, PD was identified as a top priority for improving instruction. Participants also stated that PD needs more focus and attention to support teachers in their ongoing professional growth. Teachers understand the need for PD, but often feel unfulfilled by the experience.

So, I wondered—what do teachers really want from PD? After reviewing several articles and studies from the perspective of primary and secondary teachers, six common trends emerged.