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<channel>
<title>News & Press</title>
<link>https://www.proedtn.org/news/</link>
<description><![CDATA[ Read about recent events, essential information and the latest community news. ]]></description>
<lastBuildDate>Tue, 21 Oct 2025 20:49:19 GMT</lastBuildDate>
<pubDate>Tue, 21 Oct 2025 19:10:00 GMT</pubDate>
<copyright>Copyright © 2025 Professional Educators of Tennessee</copyright>
<atom:link href="http://www.proedtn.org/resource/rss/news.rss" rel="self" type="application/rss+xml"></atom:link>
<item>
<title>Schools Are Not Factories</title>
<link>https://www.proedtn.org/news/712881/</link>
<guid>https://www.proedtn.org/news/712881/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
Schools Are Not Factories 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.10.17_schools_are_not_f.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Education in America has long been a topic of vigorous debate, with differing opinions on its purpose and who should shape how it's taught. It’s no surprise that in our diverse society, such disagreement is part and parcel of the conversation.   You know, we have heard it said that American public schools are like factories, producing students like widgets with all the charm of a conveyor belt. It’s a catchy metaphor, conjuring images of bored kids stuck in fluorescent-lit rooms, memorizing facts about the War of 1812 while dreaming about their next school holiday. But let’s pause for a moment and ask: is this really true? Not really.   Education historian Jack Schneider, who sounds like the cool professor you would want to grab a coffee with, argues that schools weren’t built like factories at all. In fact, he suggests that the entire “factory model” story is just as accurate as saying my sister-in-law's chicken salad recipe is a gourmet dish. Sure, it’s edible, but it’s not winning any culinary awards.   Now, don’t get me wrong—Schneider agrees that many students find school as exciting as watching paint dry. They’re bored, disengaged, and memorizing facts that vanish faster than last week’s leftovers. But he insists that the issue isn’t that schools are factory-like. It’s more about the inherent nature of schooling itself. Kids are hardwired to prefer socializing over learning, much like how a cat prefers napping over existential contemplation.   Schools have always had various structures and have adapted to meet different societal needs, and no single policy has dictated a factory-based design. However, let’s face it, if you were a teenager, would you rather dive into a textbook about algebra or scroll through your cellphone watching videos of dogs wearing sunglasses? Exactly. We readily acknowledge that the existing system has flaws.   Schneider also points out that schools have some factory-like features, such as grouping students by age and relying on standardized tests. But these are just symptoms of a bigger problem. You can’t simply fix it by redesigning classrooms or handing out iPads. The main issues, like students’ lack of interest in specific subjects and their natural dislike of hard work, won’t go away unless we face them directly.   So, how do we make learning less like a factory and more engaging? Well, Schneider has a bold idea: focus on teaching.  Shocking, I know. It turns out that teachers who create supportive, engaging environments can help students connect with what they’re learning. They can transform classrooms into spaces of wonder, where students aren’t just passive receivers of information but active participants in their own education. Let our teachers teach!    In this exciting new world, teachers would not only foster curiosity but also allow students to explore their interests. They would transform the classroom into a vibrant playground of ideas, filled with puzzles, mysteries, and a generous dose of humor. Many effective teaching methods emphasize self-directed, hands-on learning to promote independence, concentration, and a love for lifelong learning.   Now, you might be thinking, “But what about all the innovative technologies? Shouldn’t we be flipping classrooms and blending learning?” Sure! Go ahead! Transform the school into a tech wonderland! But remember, at the end of the day, schools have complex systems that need time, care, and above all, great teachers who know how to connect with their students.   This quote, often attributed to Isaac Asimov, highlights that “education is a lifelong journey rather than a fixed endpoint.” Knowledge constantly develops, and learning never truly ceases. Even after formal schooling, we keep learning from experiences, books, conversations, and the world around us. The idea challenges the view that education is limited to schools and degrees, promoting a mindset of lifelong curiosity and growth.   The next time someone claims that schools are just factories for kids, remind them that it’s not about dismantling the factory; it’s about what happens inside it. Focus on creating those magical environments where learning flourishes instead of just rerouting the assembly line. After all, if there’s one thing we can all agree on, it’s that no one wants to be a widget. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 21 Oct 2025 20:10:00 GMT</pubDate>
</item>
<item>
<title>Too Soon, Too Quick: Is Voucher Expansion Justified?</title>
<link>https://www.proedtn.org/news/712395/</link>
<guid>https://www.proedtn.org/news/712395/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TOO SOON, TOO QUICK: IS VOUCHER EXPANSION JUSTIFIED? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.10.16_too_soon_too_quic.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Wise carpenters and contractors generally follow the rule to measure twice and cut once. Tennessee education policy makers should do the same when it comes to expanding the new, and expensive, voucher plan passed by the legislature earlier this year.   In the current educational landscape, the debate surrounding universal vouchers has intensified, particularly as framed by Tennessee's House Speaker Cameron Sexton and Governor Bill Lee as a means to promote "school choice." Arguably, the plan is intended to provide access to “better schools,” which will in turn increase the skills and learning of students. Faced with more competition, public schools will supposedly be inspired to do a better job with the students who remain behind.   Yet, there is absolutely no evidence that the plan, which has previously been implemented in a few counties over the last few years, is actually producing any such results. Shouldn’t we see some success before we “ double down“?   Beneath the seemingly appealing proposition of the voucher plan lies an underlying concern: the potential for increased government entanglement and regulation in private education. That, combined with the lack of any evidence that academic achievement for Tennessee students has actually been improved by the limited application of the plan over the last few years suggests the need for caution and review before quickly expanding the expenditure of hundreds of millions of dollars of taxpayer money.   The acceptance of public funds by private schools raises a critical question about their independence. As these institutions begin to rely on government funding, the risk of having to comply with governmental standards increases, effectively undermining the autonomy that private education is supposed to offer. Vouchers, often touted as a free-market solution, are, in reality, a government-created benefit that distorts the educational market and establishes a new entitlement program with inevitable strings attached.   There is a pressing need to scrutinize whether every initiative that becomes a taxpayer-funded welfare program lacks transparency. Unlike public schools, private institutions are not held to the same level of accountability regarding how they utilize public funds. This lack of oversight raises concerns about the potential misuse of taxpayer money, and it seems inevitable that questionable expenditures will come to light once the program is examined more closely.   Compounding these concerns are issues related to budget constraints. Tennessee's revenues have been on the decline despite the existence of financial reserves, prompting fears about the sustainability of the voucher program. Critics have labeled it an expensive government subsidy, warning that the growth in the state budget is alarming.   Recent data from the Tennessee Department of Education reveals that while vouchers are distributed across various counties, they disproportionately benefit urban and suburban areas, often going to students who were already enrolled in private schools, rather than expanding access to those in need.   Despite these criticisms, Speaker Cameron Sexton has announced plans to expand the state's voucher program by adding at least 20,000 new seats, ultimately increasing the total to 40,000 students. This proposal emerges amidst significant backlash regarding fiscal responsibility and transparency, especially given that the program cost $144 million in its inaugural year. Many have condemned this expansion as "fiscally reckless," arguing that state budget growth and economic conditions are major concerns.   This push for expansion is supported by Governor Lee's office, which highlights the overwhelming demand reflected in the reported 42,000 applications for the 20,000 available seats. There will always be huge demand for “free money”, but policy makers wait and see if the program is working and producing measurable increases in academic achievement before we dish out even more?   While the Education Freedom Scholarships program was designed with an expansion mechanism in place, Sexton and Lee's justification for exceeding the original cap raises further questions about the long-term implications of this initiative. Why deviate from the original plan?   While the rhetoric of school choice is compelling, the reality of universal vouchers presents a different and complex landscape filled with potential pitfalls. The intertwining of government funds and private education not only threatens the independence of private institutions but also risks creating a new layer of entitlement that lacks the necessary transparency and accountability.   It creates a two-tiered system, and the constitutionally mandated public school system in Tennessee will see fewer dollars and more accountability. As this program expands, it will be imperative to monitor its impact on both the educational system and the taxpayers who fund it.   In an election year, out-of-state political funding will be readily available to promote the benefits of expansion. But without transparency, and accountability, will taxpayers fail to start asking the tough questions until it is too late to reverse course? Expanding the program before we even know it works seems to be a prime example of “too much too soon” that policy makers and taxpayers should avoid before committing hundreds of millions of dollars that can’t be recovered. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 14 Oct 2025 16:01:00 GMT</pubDate>
</item>
<item>
<title>The Gallup Poll on the Urgent Challenges in Public Schools</title>
<link>https://www.proedtn.org/news/712313/</link>
<guid>https://www.proedtn.org/news/712313/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE GALLUP POLL ON THE URGENT CHALLENGES IN PUBLIC SCHOOLS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.10.10_the_gallup_poll_o.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The <a href="https://www.waltonfamilyfoundation.org/teachers-are-more-satisfied-when-they-have-the-right-tools-gallup-survey-finds">recent report</a> from the Gallup-Walton Family Foundation sheds light on the alarming state of U.S. public education, revealing a landscape fraught with challenges that threaten the very foundation of learning. Drawing on insights from over 6,000 teachers, this survey uncovers significant resource and staffing deficiencies that hinder educators from fulfilling their critical roles.   More than 25% of teachers report a lack of essential materials, and nearly two-thirds cite a severe shortage of staff, particularly in crucial areas such as teaching assistants and mental health professionals. These statistics are not merely numbers; they represent real consequences for our children’s education and well-being.   Today, teachers are caught in a bind, pressured to adhere to rigid curricula imposed by policymakers. This one-size-fits-all approach often eclipses what truly nurtures student learning. Instead of fostering a love of knowledge, educators are burdened by standardized testing that prioritizes data over developmental needs, serving mainly to uphold bureaucratic priorities rather than enhancing educational outcomes.   The crisis in K-12 education is palpable, with teacher burnout rates surpassing those in nearly every other profession. A staggering 52% of educators report feeling overwhelmed, leading almost half to consider leaving the profession altogether. This attrition only exacerbates the existing shortage of qualified teachers. The solution is clear: we must dramatically increase support staff, expand mental health resources, and offer competitive salaries to retain our dedicated educators.   Financially, the implications of these shortages are dire. The Gallup poll indicates that the loss of teachers costs school districts an eye-watering $8.5 billion annually. While steps have been taken, such as recent pay increases for starting teachers in Tennessee, we must now focus on strategies that prioritize the retention of educators.   To address these urgent issues, we need a concerted effort to engage school boards, allocate budgets for mental health resources and support staff, and ensure that teachers are involved in the policy-making process. We must also address student behavioral issues and discipline. The health of our educational system depends on our ability to implement immediate, effective measures to support educators, which, in turn, will benefit our students.   Let’s consider an important question: Which teacher has a greater impact on a student’s education? The one who ensures understanding, or the one who rushes through content? In a high-pressure environment, focusing too much on pace can hinder deeper learning. We need to ask how we can customize learning experiences to fit each student's unique needs and interests, allowing them to progress at their own speed and in their preferred style.    Consider these strategies: Allocate budgets to hire additional teaching assistants, especially in high-need schools. Invest in trained professionals who can address diverse student needs and implement competitive salaries and benefits to enhance talent retention in the teaching profession. Enforce manageable class sizes and provide teachers with consistent access to crucial instructional materials. Develop robust mentorship programs and career advancement opportunities within the classroom. Finally, integrate comprehensive mental health resources into school budgets to continuously support educators.   The <a href="https://www.waltonfamilyfoundation.org/teachers-are-more-satisfied-when-they-have-the-right-tools-gallup-survey-finds">Gallup-Walton Family Foundation Survey</a> is a vital resource that must not be overlooked. If we are serious about improving public education, we must take educators' insights to heart and act decisively to address these challenges. The future of our students and the integrity of the teaching profession depend on it.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 13 Oct 2025 20:21:00 GMT</pubDate>
</item>
<item>
<title>The Future of Public Education is Brighter than You Imagine</title>
<link>https://www.proedtn.org/news/712123/</link>
<guid>https://www.proedtn.org/news/712123/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE FUTURE OF PUBLIC EDUCATION IS BRIGHTER THAN YOU IMAGINE <img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /><a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.10.06_the_future_of_pub.pdf"
" target="_blank"> [View/Download PDF</a><a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.10.06_the_future_of_pub.pdf"
" target="_blank">]</a>
 
Our culture conditions us to see everything as black-and-white, good-and-evil, where everyone has to choose a side. Spoiler alert: life isn’t just about Team A versus Team B. It’s more like a buffet where you can load up on both/and options.   Some believe our Christian faith requires us to be either warriors or servants. Why not be both? I mean, who says you can’t stand for Christian values and love your neighbor at the same time? Speaking of faith, we have a song that goes, “Let hope rise and darkness tremble.” It serves as a reminder for anyone who believes in something greater than themselves.   Many people envision a future straight out of a disaster movie. You know the one: everyone’s in torn clothes, fighting over the last can of beans. Their choices in careers, relationships, and outlooks show this gloom-and-doom mindset. The glass isn’t just half-empty; it’s a cracked vase on a rickety table, spilling everywhere. All they see is darkness.   I spent time with my friend Karolyn Marino, who teaches with more energy than a double shot of espresso. Seriously, her energy could power a small city! Her mission? To teach every child—no matter where they’re starting from—and build a classroom that feels like a warm hug.   In Miss Karolyn’s class, kids know they’re not just safe; they’re cherished. And guess what? She’s one of the top teachers in her district because kids learn best when they feel loved and valued. Who would’ve thought?   We need schools that serve the academic and non-academic needs of children. This includes better access to online tools, statewide partnerships, and available resources. Unfortunately, too many of our state leaders view education as a broken system. When they are campaigning, they cite accomplishments, but once they are in office, the system is irrevocably broken.  We are stuck with that recurring mindset here in Tennessee.   We also discussed character education, which is crucial in helping students make meaningful contributions to society. In a world where right and wrong are like two guys arguing over the last slice of pizza, maybe it’s time to revisit the basics of character development. Loving your neighbor should be as natural as breathing. If it isn’t, let’s lead by example—practice what we preach, people!   Martin Luther King Jr. once said, “The function of education is to teach one to think intensively and critically. Intelligence plus character—that is the goal of true education.” His words still resonate today.   I’m a huge fan of public education, but let’s be real—we’ve taken a few wrong turns down some sketchy rabbit holes. No excuses. We have all been sold a bill of goods, and we need to kick those out-of-state education saviors and big-money interests to the curb.   At times, we have lost sight of the importance of education entirely. If we want to win back parents’ trust, we need to return to the basics. Parents need to be at the table alongside educators.    Check out the <a href="https://www.pbs.org/newshour/show/nations-report-card-paints-bleak-picture-of-education-in-aftermath-of-the-pandemic">Nation’s Report Card</a>. It’s not pretty.  Even though critics will have to concede that <a href="https://www.tn.gov/education/districts/lea-operations/assessment/naep.html">Tennessee</a> is trending in the right direction, nationally, reading and math scores are a huge concern.   On the bright side, some states have discovered that phonics-based methods, tutoring, and summer literacy camps are effective. Who knew? Catching kids up and not letting them fall through the cracks is a wise investment. Here’s the deal: we need to return to fundamental educational reforms that genuinely matter to parents. Let’s tackle the real issues—like how to get kids to read, write, and do basic arithmetic.  It isn’t a secret that many children are struggling with math and reading, while a few adults are still busy debating which bathroom children should use.   A one-size-fits-all approach will not work in education. Public education in Tennessee is at a crossroads. Change is inevitable in education, and we should welcome the discussion. People say education is broken beyond repair, but I reject that point of view. We make small victories every day in our classrooms. Our wins far outnumber our losses, and recognizing those setbacks only makes us stronger. However, we must acknowledge both the good and the bad.   If we want to regain trust, we need to focus on real educational outcomes, rather than getting distracted by the latest trendy nonsense peddled by out-of-state experts. At the end of the day, parents want to know that their kids are actually learning something that will help them be successful in the future.    Strength isn’t about cramming more bad education policies down the throats of taxpayers; it’s about conquering what you once believed was unachievable. When that spark of hope appears, darkness has no choice but to retreat. So let hope soar and make darkness tremble. Trust me, the future of public education is brighter than you imagine!   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Thu, 9 Oct 2025 16:07:00 GMT</pubDate>
</item>
<item>
<title>Education and the Intersection of Technology, Data Collection, and Biometrics</title>
<link>https://www.proedtn.org/news/711259/</link>
<guid>https://www.proedtn.org/news/711259/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EDUCATION AND THE INTERSECTION OF TECHNOLOGY, DATA COLLECTION, AND BIOMETRICS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.30_education_and_the.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
There is an increasing need to examine the intersection of technology, data collection, and public education. Future governors and forward-thinking legislators should consider "biometrics," which includes advanced technologies like facial recognition, fingerprint scanning, and iris scans, as part of their policy concerns.   We have consistently monitored student data privacy and surveillance in schools, which aligns closely with emerging concerns about biometric technologies. These innovative tools are increasingly suggested for K-12 and higher education to track attendance, observe behavior, or improve security. Few people have enough information to assess whether we need it or not. But let’s be clear: they pose significant privacy risks—think of them as the digital equivalent of a nosy neighbor peering through your window with binoculars, only this time, the neighbor is a data-hungry algorithm that doesn’t respect personal space.   We must emphasize protecting students from overreach in data collection while supporting innovation that benefits learning. What’s next? A school where attendance is taken via drone? Let’s face it, nobody wants their kid’s face on a “missing” flyer because some overzealous algorithm thought they were a runaway.   In a February 2025 editorial, <a href="https://www.proedtn.org/news/692977/Data-Collection-Transparency-and-Student-Privacy.htm">“Data Collection, Transparency and Student Privacy,”</a> we highlighted our long-standing advocacy for prioritizing student privacy to ensure that data practices don’t exploit vulnerable children, who are already dealing with the emotional rollercoaster of adolescence without the added stress of Big Brother watching.   Appropriate use of student data needs to balance educational progress with protection against misuse. If we wanted our kids treated like lab rats, we would have enrolled them in a science fair—and even then, we’d be concerned about the ethics of it.  Transparency in tech implementation demands clear policies on how schools collect and share information.   We must focus on student privacy, advocating appropriate data use, and maintaining a balance between student protection and support for innovation. This stance is vital for biometrics, as these systems often involve permanent, immutable data (like facial scans) collected without full parental consent. It’s like handing the school a key to your house and asking them to water your plants—sounds great in theory until you find out they watered the cat instead.   In 2026, biometrics will become an even more important topic in U.S. education. Building on trends like AI-driven personalization and school safety efforts from the 2020s, tools such as facial recognition for attendance and emotion-detecting cameras raise privacy concerns. Experts warn that collecting biometric data is intrusive, especially as tech companies profit from student data. Low-income and minority students might face more surveillance, raising questions about the fairness of monitoring some students more than others.   So, what do we recommend? Here are some broader implications to consider:  Legislative safeguards that support data privacy laws should clearly include safeguarding biometrics, making sure our rules keep up with these technological advances. Train educators in tech ethics, giving them the tools to navigate this digital landscape. After all, if they can’t understand the new technology, how can they use it responsibly?  Increase parental empowerment and transparency to prevent “Trojan horse” surveillance in schools.   As we move forward into a future where technology and education merge, let’s make sure that student privacy isn’t the overlooked afterthought but a core principle guiding our actions. There is no such thing as perfect security, including biometric data.   As the world increasingly shifts to a digital landscape, our personal data is becoming more vulnerable to theft and hacking. Biometric data, in particular, is a highly sought-after asset for identity thieves and hackers, as it can be used to access sensitive information and accounts.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.<div>

</div>]]></description>
<category>Editorials</category>
<pubDate>Tue, 30 Sep 2025 15:23:00 GMT</pubDate>
</item>
<item>
<title>Navigating IEP Meetings</title>
<link>https://www.proedtn.org/news/710945/</link>
<guid>https://www.proedtn.org/news/710945/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
NAVIGATING IEP MEETINGS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.25_navigating_iep_me.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Navigating the educational system for children with special needs can be overwhelming, especially during Individualized Education Program (IEP) meetings. Mandated by the Individuals with Disabilities Education Act (IDEA), these meetings are meant to develop personalized educational plans that address each child's specific needs.   Instead of feeling empowered, many parents feel lost amid complicated policies and legal jargon, creating a stressful environment. This is where special education advocates step in, offering guidance and support, although their role is often misunderstood, and some advocates overstep their bounds.   Special education advocates need backgrounds in education, psychology, or special education. Their expertise can be invaluable, helping parents understand the IEP process and making sure schools meet their children's specific needs. However, the success of advocates depends on mutual understanding and teamwork. Parents need to carefully choose advocates, as their knowledge can clarify things and reduce confusion in these crucial meetings.   To create a more productive environment, school districts should implement policies requiring parents to notify schools at least 48 hours in advance if they plan to bring an advocate to support their child. This gives schools time to prepare appropriately, possibly involving a staff attorney or other relevant personnel to support constructive interactions. Such measures can help keep the focus on the child's best interests, rather than allowing discussions to turn into unnecessary conflicts.   While advocates are essential allies for parents, they must navigate the delicate balance between assertiveness and confrontation. When advocates adopt an aggressive approach, the atmosphere can shift from one of collaboration to one of conflict, thereby undermining the primary goal of guiding a child’s educational journey. Clear legal boundaries and ethical guidelines established by school districts are crucial in helping ensure discussions remain productive and focused on the child's needs.   Importantly, advocates should remember their specific roles and responsibilities. They are not licensed attorneys and should refrain from providing legal advice, representing clients in court, or drafting legal documents. Overstepping these boundaries can hinder communication and limit access to essential services. The relationship between advocates and school representatives should be seen as a partnership focused on promoting learning and supporting children’s development.   To prepare for IEP meetings, parents can consult with qualified advocates and establish clear agendas that focus on their child’s specific needs. Advocates should work closely with parents, explain the process clearly, and maintain a positive tone throughout the meeting. This teamwork not only enhances communication but also helps parents feel more confident in advocating for their children.   Throughout the IEP process, advocates can play a crucial role by reviewing documents, analyzing assessments, and explaining available services. They can help clarify jargon, suggest personalized accommodations, and record discussions, ensuring a focus on the child’s best interests. Under IDEA, parents have the right to bring individuals with “knowledge or special expertise” to IEP meetings. Although it’s not legally required to notify the school beforehand, doing so is a courteous gesture that can promote smoother interactions.   Advocates excel at early intervention, identifying potential issues before they escalate into legal disputes. However, if an advocate exceeds their authority, parents should seek advice from legal experts. Consulting a special education attorney can provide additional support and clarity.   Choosing the right advocate is crucial. Parents should inquire about an advocate’s experience with schools, their ability to communicate clearly, and their overall approach to working with schools. Preparing together, sharing key documents, and practicing potential scenarios can lead to more productive discussions. Setting clear expectations and fostering collaboration are essential parts of a successful IEP meeting.   Understanding the roles and boundaries of special education advocates is essential for effectively navigating the IEP process. While advocates can greatly assist parents in ensuring their children’s needs are addressed, assertiveness should not lead to conflict. Both school districts and parents should maintain detailed records of interactions. This practice fosters positive relationships among advocates, parents, and school staff, leading to a more supportive and productive IEP process for children with disabilities. We must keep the focus on the child. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Thu, 25 Sep 2025 20:41:00 GMT</pubDate>
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<title>Where Have All the Students Gone?</title>
<link>https://www.proedtn.org/news/709618/</link>
<guid>https://www.proedtn.org/news/709618/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WHERE HAVE ALL THE STUDENTS GONE? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.08_where_have_all_th.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Ah, chronic absenteeism—a term that sounds like a fancy medical diagnosis but is actually just a polite way of saying, "Hey, where is everyone?" Picture this: kids missing 10% or more of their school days—about 18 days in a year. That's like taking a vacation to Bermuda while your buddies are stuck in math class, and let's be honest, nobody's getting a tan from geometry.   Starting in the 2017-18 school year, the education establishment decided to tackle this epidemic head-on with the introduction of the Chronically Out-of-School Indicator. Yes, it sounds like a new dashboard warning light for your car. Still, it's actually a measure of absenteeism, counting all the days kids miss—no matter if they are home with a cold, stuck in a traffic jam, or just pretending to be sick because they can't bear another day of algebra.   Now, if we are going to solve the mystery of the disappearing students, we need to understand that attendance isn't just about checking boxes. It's not a legal issue, but rather an opportunity to know why kids are missing out. Perhaps they are dealing with health issues, transportation problems, or maybe they can't face another day of cafeteria mystery meat.   The Tennessee Department of Education collects data on unexcused absences, but it's challenging to determine what truancy really looks like. One district might label a kid truant, while the next district is just giving them a sympathetic nod and a cookie. It's like trying to compare apples to oranges, if the apples were occasionally missing and the oranges were just…well, confused.   And let's talk about the wild west we call school policies. Each district has its own rules about what counts as an excused absence. One school might excuse a child for a family vacation, while another might require a doctor's note. It's enough to make you wish for a universal attendance code—like a secret handshake that only educators know.   Post-pandemic, absenteeism shot up like it was auditioning for a reality show. We peaked at a staggering 31% in the 2021-22 school year, which felt like a nationwide "Stay Home Day." Thankfully, we've trimmed that down to 28%—progress in the right direction, but still a reminder that we need to put on our detective hats and figure this out.   So, what's the plan? First, let's assemble an attendance task force. This should be a group of principals, counselors, teachers, and possibly the school nurse, who is probably the only one who knows how to deal with all the sniffles. This team will delve into the attendance data to determine who's skipping school and why.   Next, it's all about engaging families. We need to reach out to those who might be facing health issues or transportation troubles. A friendly call or text can go a long way—after all, no one wants to be that parent who gets a phone call from the school saying, "Your kid hasn't been here in three weeks. Are you sure they're not hiding in the attic?"   And let's not forget about making school a place kids actually want to be. If we can turn the classroom into a fun zone—think pizza parties, cool after-school clubs, and maybe even a mentoring program—we might find kids lining up at the door instead of sprinting in the opposite direction.   Of course, we need to tailor our interventions. A one-size-fits-all approach is about as practical as an inflatable dartboard. We will need universal support, targeted help for those on the edge of chronic absenteeism, and intensive support for students facing serious challenges.   Finally, don't underestimate the power of community collaboration. Schools can't do it alone. By teaming up with local organizations and churches, we can create a support network that helps students overcome the barriers preventing them from showing up.   Currently, the national chronic absenteeism rate sits at 23.5%. That's a lot of empty desks! If we all pitch in, we can encourage kids to return to the classroom where they belong—after all, that's where the magic happens.   Let's join forces to tackle chronic absenteeism and transform our schools into vibrant learning hubs. It's not just a policy issue; it's a mission-critical issue for our future. Because if we want our students to succeed, they need to be in class, not in their pajamas binge-watching their favorite show.   In the wise words of Stephen Hawking, "Half the battle is just showing up." Let's ensure our kids are showing up, learning, and thriving. Because when it comes to education, attendance isn't just important, it's everything! ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 8 Sep 2025 17:25:00 GMT</pubDate>
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<title>The Tennessee Teacher Licensure Tango</title>
<link>https://www.proedtn.org/news/709209/</link>
<guid>https://www.proedtn.org/news/709209/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE TENNESSEE TEACHER LICENSURE TANGO 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.01_the_tennessee_tea.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Tennessee has created a teacher licensure system that could confound even the most determined of souls. Suppose you have tried to navigate the labyrinthine paths of the Tennessee Department of Education (TDOE) to become a teacher. In that case, you might think it's a reality show— "Survivor: Teacher Licensure Edition." Contestants (aka aspiring educators) face challenges like the Praxis exams, background checks, and a complex web of requirements, all while trying to keep their sanity intact.   Let's break this down: the current licensure framework includes the Practitioner License, which sounds like a title you would find in a medieval fantasy novel, and the Professional License, which feels more like a badge of honor for surviving the gauntlet of education. The requirements? A bachelor's degree, completion of an Educator Preparation Program (EPP), and passing the Praxis exams—all while dodging the occasional meteor that might represent the latest legislative change.   Regarding legislation, the Teacher Paycheck Protection Act seeks to raise starting salaries to $50,000 by 2026. This is excellent news for aspiring teachers, but what does it do for those who have been working harder than a cat in a room full of rocking chairs? However, let's not forget the real issue: we still have a significant number of vacancies and underqualified teachers filling those spots. It's like trying to fill a leaky bucket with water while the holes keep getting bigger.   Now, let's talk about the challenges. The licensure process is about as user-friendly as a Rubik's Cube in the dark. Non-traditional candidates, such as career changers or out-of-state educators, must navigate the TDOE's maze, which feels more like a secret society initiation than a straightforward application process. If you think applying for a driver's license is tough, try becoming a teacher in Tennessee. We welcome all elected officials to give it a try.   And what's with all these assessments? The Praxis exams are seen as burdensome and costly, like trying to buy a unicorn at a premium price. Some experienced educators still have to jump through these hoops, even though they can teach circles around the requirements. Meanwhile, the 2021 Tennessee Literacy Success Act adds yet another layer of complexity, leaving teachers frazzled and wondering if they should take up knitting instead.   But wait! There's hope on the horizon! Proposed changes aim to streamline the process, reduce assessment burdens, and enhance support for new teachers. We could see expanded job-embedded programs, reduced requirements for out-of-state teachers, and perhaps even a micro-credential system for those wanting to specialize in niche areas, such as teaching dogs to read. Okay, maybe not that last one, but you get the idea.   The Licensure Review Committee is working hard to improve the situation, proposing the removal of the edTPA requirement and strengthening clinical practice. They're even looking to make the licensure process coherent—like a well-conducted symphony instead of a cacophony of confused educators trying to figure out how to play the triangle.   And let's not overlook the innovative teacher residency programs emerging in Memphis. These programs are producing new teachers at a rapid pace, offering tuition-free master's degrees and housing stipends. It's beneficial for everyone, except for traditional educators who feel they are now competing against a well-funded, high-powered version of themselves that funded their own education. How long will these teachers stay in the classroom?   While Tennessee's teacher licensure system is functional, it's crying out for reform. We need to make it more accessible and supportive while ensuring that teacher quality doesn't slip through the cracks, as was the case with last week's homework.   If we can balance these reforms with a healthy dose of common sense, we might create a system that produces not only qualified educators but also happy ones. Because let's face it, happy teachers lead to happy students—and that's a lesson worth learning! ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 2 Sep 2025 17:07:00 GMT</pubDate>
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<title>Surviving the Federal Education Apocalypse</title>
<link>https://www.proedtn.org/news/708335/</link>
<guid>https://www.proedtn.org/news/708335/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
SURVIVING THE FEDERAL EDUCATION APOCALYPSE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.19_surviving_the_fed.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Ladies and gentlemen, welcome to the thrilling adventure of navigating the wild world of education policy! Picture this: once a sprawling bureaucracy, the U.S. Department of Education has been scaled back to a size so small that it might fit into a shoebox. And what’s left? A chaotic pile of executive orders, Title I funding changes, and many bewildered states and districts trying to figure out how to keep the lights on without federal help.   In this brave new world, schools and districts are like ships adrift on a sea of uncertainty, facing unique challenges based on local conditions. Some are battling budget issues that would make a seasoned accountant weep, while others are clutching their pearls over the prospect of inadequate state leadership. It’s like watching a reality show where nobody knows the rules, and the prize is simply keeping the doors open.   Now, let’s talk about federal cuts. These aren’t just budgetary adjustments; they will bring sweeping changes across the state and nation. Cuts to essential services mean students might not get the support they need, and districts are left wondering if anyone will notice when the wheels start to fall off. Spoiler alert: they will, and it won’t be pretty.   As if that weren’t enough, there’s still confusion about the future of K-12 funding, with questions flying around like confetti at a parade. Will we get block grants? Will the feds change their minds and simply pull the rug out from under us? The suspense is killing us, but not in a good way.   Can Tennessee and its Department of Education step in and fill the gaps left by these federal cuts? It’s a noble quest, but let’s be real—smaller districts may feel stuck in a game of educational Monopoly, waiting for their turn while the big players roll the dice.   Meanwhile, canceling national data systems has left districts floundering in a sea of confusion. This includes the termination of contracts and staff at agencies like the National Center for Education Statistics (NCES) and the Institute for Educational Sciences (IES), impacting data collection and analysis on student performance, school finances, and more.   Should Tennessee revisit its data collection methods? Absolutely! It’s time to look hard at what we gather and why — including TVAAS.   However, if we’re going to avoid the iceberg and keep our heads above water, we need a solid understanding of how we are doing—or at least a lifeboat to cling to. We could have a remake of the movie Titanic, but hopefully, we come out like Rose and not like Jack.   In this chaos, we must prioritize maintaining services and stability instead of chasing shiny new initiatives. Can we allow districts to pilot innovative educational approaches now? The answer is a resounding “maybe.”  We need guidance from our states on funding and compliance, but let’s not drown in red tape while we are at it. We have heard it said, “The government that governs least is the government that governs best." Do we still believe it?   States should promote creative staffing models and cut bureaucratic red tape. We are not running a circus here, folks! And while we are at it, let’s not forget the critical role of literacy and technology integration. If we want our students to thrive, we must equip them with the skills to navigate this brave new world. We also cannot forget those who teach our students.   As we tackle these challenges, education stakeholders and state and local policymakers must remain committed to navigating these uncertainties and seeking opportunities for improvement. After all, it’s not just about surviving the education apocalypse; it’s about thriving despite it. So, buckle up, everyone. It’s going to be a bumpy ride! All aboard.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 19 Aug 2025 16:38:00 GMT</pubDate>
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<title>The Decline in College Enrollment and the Rise of Alternative Career Paths</title>
<link>https://www.proedtn.org/news/707410/</link>
<guid>https://www.proedtn.org/news/707410/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DECLINE IN COLLEGE ENROLLMENT AND THE RISE OF ALTERNATIVE CAREER PATHS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.31_the_decline_in_co.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The landscape of higher education is evolving rapidly, and several emerging trends demand our immediate attention. In Indiana, for instance, the college-going rate has plummeted to 51.7%, a stark decline from 65% just a decade ago. In Tennessee, the <a href="https://www.tn.gov/thec/news/2024/7/2/cgr.html">college-going rate</a> for the class of 2023 is 56.7%. In 2024, Florida's college enrollment rate for 18- to 24-year-olds was 39%, according to the <a href="https://nces.ed.gov/programs/coe/indicator/cpb/college-enrollment-rate">National Center for Education Statistics</a>.   This drop is alarming, as it signals a shift in the aspirations of young adults. It raises crucial questions about the future of a state's workforce and economy.   Several factors contribute to this decline, with financial barriers being a prominent concern. Despite tuition freezes aimed at making college more accessible, many students find that financial aid has not kept pace with rising costs. This disconnect can deter prospective students, leaving them uncertain about their educational futures.   Recent changes in high school diploma requirements have prioritized work-based learning over traditional college readiness. This shift reflects a broader societal trend that appears to devalue the importance of higher education.   The long-term implications of declining college enrollment could be profound. A less educated workforce may struggle to meet the demands of an increasingly complex job market, ultimately hampering economic growth. As fewer young people pursue higher education, the state risks falling behind in innovation and productivity, which could have ripple effects across various sectors.   The Bureau of Labor Statistics projects a 10% growth in <a href="https://mainstreetmediatn.com/articles/cheathamcountyexchange/education-demand-for-trade-school-education-increases/">trade-related jobs</a> by 2032, outpacing many white-collar professions. This trend is reflected in high school graduates' choices, with 32% opting for vocational paths in 2023, up from 25% in 2018. Contributing factors include lower costs of trade programs, shorter timelines to enter the workforce, and social media's role in improving perceptions of trades as viable career options.   In parallel, a cultural shift is underway among younger generations, particularly Generation Z. Jonathan Haidt, in his book <a href="https://www.amazon.com/Anxious-Generation-Rewiring-Childhood-Epidemic/dp/0593655036">The Anxious Generation</a>, discusses how an overemphasis on safety, termed "safetyism,” has led to heightened anxiety and lower resilience among young people. This generation is actively redefining what constitutes a "safe" career, moving away from traditional paths like college degrees and corporate jobs.   The recently published <a href="https://zety.com/blog/genz-reroute-report">Gen Z Reroute Report</a> by Zety reveals startling insights into how AI and economic uncertainties are shaping the career choices of this demographic. With 65% of Gen Z expressing skepticism about the protective value of a college degree against AI job losses, it's clear they are reconsidering their future. Additionally, 43% have adjusted their career plans in response to AI's potential impact, and more than half (53%) are seriously considering blue-collar or skilled trade careers.   Career expert <a href="https://zety.com/about/jasmine-escalera">Dr. Jasmine Escalera</a> calls this trend the "AIxiety Pivot," as young professionals adjust their paths toward more stable opportunities. Influenced by social media and family support, Generation Z is actively upskilling and moving into industries that promise stability amid rapid technological change.   The implications of these findings invite a broader conversation about the future of work. As we navigate this evolving landscape, educators, policymakers, and employers need to engage with these trends and consider strategies that better align educational opportunities with the realities of the job market.   The decline in college enrollment and the rise of alternative career paths among Generation Z highlight an essential moment for society. We need to ensure higher education remains appealing while also supporting the diverse pathways young people are choosing today. Policymakers and stakeholders need to keep track of the changing nature of work.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 4 Aug 2025 17:23:00 GMT</pubDate>
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<title>We Need Freedom of Speech</title>
<link>https://www.proedtn.org/news/710840/</link>
<guid>https://www.proedtn.org/news/710840/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WE NEED FREEDOM OF SPEECH 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.24_we_need_freedom_o.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Charlie Kirk, a prominent conservative voice in America, was brutally assassinated in Utah. His death has sparked renewed concern over political violence, free speech, and campus security across the country. This incident should serve as a wake-up call—our universities need to be places of open debate, where ideas can clash freely, and everyone has the chance to speak without fear of becoming the next headline.   In these highly political times, we face a crucial choice. It’s a moment that calls for reflection and a strong sense of responsibility. Our words hold power.  They can reach far beyond our small circles, capable of either uniting people or tearing them apart.   We must choose to promote understanding and respect, setting a positive example for the younger generation that observes and learns from every action we take. We need to rise above the wave of hostility that has been overwhelming our public conversations.   Let’s discuss freedom of speech, the foundation of any genuine conversation. It’s the lifeblood that enables people to share their ideas, challenge the status quo, and pursue the truth without fear of the “thought police.” This right helps societies self-correct through lively debate, revealing weaknesses and fostering progress.   As educators, our mission is to focus on governance, prioritize education, and create an environment where our students can thrive. They deserve nothing less than our unwavering support. Together, we must ensure our schools are havens of learning and growth, where the promise of a brighter future can blossom.   The great orator Frederick Douglass believed that freedom of speech is crucial for defending liberty. For Douglass and his fellow abolitionists, the open exchange of ideas was essential for achieving greater political freedom. When minds are free to think, they can develop their thoughts better through debate and reason. That’s why Douglass opposed censorship and shoutdowns: silencing a speaker isn’t a logical argument; it’s a form of intimidation. To shout down someone you disagree with is to force your opinion on others, the opposite of persuasion.   Justice Oliver Wendell Holmes Jr.'s words from the 1919 case Schenck v. United States stated: “The most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre and causing a panic.” Justice Louis Brandeis also hit the nail on the head in his concurring opinion in Whitney v. California (1927), arguing that freedom of thought and speech are crucial for the spread of political truth and the proper functioning of democracy. His insights shaped the Supreme Court’s later rulings that protect free political discourse.   But let’s not fool ourselves, there are limits to free speech that must be navigated carefully. It’s a balancing act between protecting individual rights and preventing harm. History is filled with examples of how silencing dissent can support those in power, while unchecked speech can become a weapon in the hands of those who control the narrative. The real question is: who gets to draw the lines, and how do we ensure the right to question and criticize remains intact?   These days, our educational institutions seem to be tiptoeing away from discussions on current events and politics, mainly because everyone’s too scared of the fallout—be it institutional, external, or personal. This retreat has left us unable to tackle the pressing issues of our time, as we’re not engaging in those critical conversations.   Threats of violence have no place in our discussions. While passionate disagreements are natural, we must uphold civility and respect in our community. Schools should not take official stances on political or cultural issues. The First Amendment does not protect speech that is obscene or defamatory, and if your speech disrupts school operations, it may not be protected.   However, there is an essential difference between hate speech and speech that makes you uncomfortable. Cancel culture is a double-edged sword, used by both sides in a high-stakes game that damages trust and limits free speech. This back-and-forth causes more harm than good to democracy. It’s a reminder that accountability thrives in debate, not in tearing others down. It’s a tightrope.   Freedom of speech is a fundamental part of an open society. Through discussion, we enable people to share ideas, question key issues in their lives, and express themselves without fear of censorship. It can be messy and sometimes uncomfortable, but it’s essential for uncovering the truth and protecting individual freedom.   Absolute free speech can cause more noise—misinformation, hate, or harmful opinions—but silencing voices risks suppressing dissent and innovation. Yes, free speech creates noise, and heavy moderation can lead to tyranny. Finding balance means trusting people to think critically while accepting some chaos. It’s a small price to pay for our freedom.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 24 Sep 2025 17:42:00 GMT</pubDate>
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<title>The Debt Dilemma</title>
<link>https://www.proedtn.org/news/710300/</link>
<guid>https://www.proedtn.org/news/710300/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DEBT DILEMMA 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.17_the_debt_dilemma.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
We must have a candid conversation about a delightful little subject that has somehow managed to become the elephant in the room: debt. Yes, that nagging little shadow that follows us everywhere, whispering sweet nothings about how we can have it all—until the bill comes.   In recent years, we have seen our society stumble into a financial funhouse filled with sports gambling debt, credit card debt, medical debt, student loan debt, and probably even that mysterious debt you incurred for that inflatable bounce house you just had to have. The total U.S. household debt recently hit a whopping $18.39 trillion. That’s trillion with a "T," folks!   You see, debt isn’t just a personal problem; it’s a societal one. It’s like a bad reality show —everybody’s involved, and nobody knows how it will turn out. You know things are grim when people are gambling away their futures in sports, as if betting on the Super Bowl is a solid retirement plan. Who knew that our national pastime would turn out to be spiraling into debt while rooting for our favorite team?   Let’s break this down. The average American household is carrying about $152,000 in debt. That’s like trying to carry your entire family’s Thanksgiving dinner in one trip—impossible and likely to end in disaster.   Mortgages are the heavyweights in this debt ring, with $12.94 trillion weighing down our collective shoulders. And then there’s credit card debt, which is like that friend who always asks to borrow money and never pays you back—currently sitting at $1.14 trillion. Add to that $1.6 trillion in auto loans and student loans, and you have a debt buffet that nobody wants to attend.   Now, you might ask, “What’s the deal with all this debt?” Well, it turns out that high household debt is about as fun as getting a root canal. It squeezes our disposable income like an overripe lemon, leaving us with little to spend on the things we actually enjoy, like not stressing about money.   This financial squeeze can lead to real health issues, not just in our wallets but in our minds. Who knew that worrying about credit card bills could be more stressful than watching the Tennessee Titans game?   We must act. Policymakers need to step up and do something dramatic—think of it as a financial superhero moment. They could implement stricter regulations on gambling, reform credit practices, and make healthcare more affordable. Imagine a world where you don’t have to choose between paying your medical bills and buying groceries. It’s a dream worth fighting for!   And let’s not forget about financial literacy. If we can teach young people how to manage their money effectively, we might prevent future generations from falling into the same traps. This is mission-critical in our state and our nation. Our state has established the Tennessee Financial Literacy Commission so that Tennessee students have access to quality financial literacy resources early and often as they matriculate through the educational system.   Our state needs to capitalize more on this valuable resource. Tennessee Treasurer David Lillard, both the visionary and impetus behind the program in Tennessee, told the Elizabethton Star: “It’s a matter of training people early in life.” He added that the new program places emphasis on students in K-8 grades. “We are trying to effect a generational shift in how Tennesseans think about finances.”   As we look to the future, we need to be realistic. If we continue down this path, U.S. household debt could surpass $20 trillion by the late 2020s. That’s a number so significant it makes my head spin. But it doesn’t have to be this way. With the right policies and a little bit of common sense, we can turn the tide.   The debt crisis we face is a comedy of errors that requires a serious rewrite. It’s time for us to come together, tackle this issue head-on, and create an economy that works for everyone. Because if we don’t, we might as well start a new reality show called “America’s Next Top Debt.” And trust me, nobody wants to see that.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 17 Sep 2025 15:50:00 GMT</pubDate>
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<title>Under Attack: Role of Religious Freedom in Our Schools</title>
<link>https://www.proedtn.org/news/709977/</link>
<guid>https://www.proedtn.org/news/709977/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
UNDER ATTACK: ROLE OF RELIGIOUS FREEDOM IN OUR SCHOOLS 
<a href="https://acrobat.adobe.com/id/urn:aaid:sc:US:d1e3c7ed-9c6e-4879-bf8b-6c57f0888e6f
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A coach at Northwest High School in Montgomery County was removed by the principal during halftime of a recent game. Coach Trey Campbell, a volunteer assistant coach, left amid concerns the principal expressed  about “proselytizing.” 
<a
href="https://fox17.com/news/local/northwest-high-clarifies-coachs-exit-religion-rights-spark-controversy">The school now claims he left voluntarily</a>, but some students and parents feel he was simply praying with players who chose to join him and did nothing wrong. Word of the incident has spread through the school, many students have responded
by bringing their Bibles and publicly brandishing them at the school in support of the coach. 


 
Did his alleged transgression require immediate action? The coach brought a Bible to a game and may have led a prayer for players who volunteered to participate. This act has sparked controversy and a timely conversation about the extent to which public schools can restrict religious expression. 
<p
style="line-height: normal;"> 
President Donald Trump has announced that the Department of Education will soon issue new guidance to protect prayer in public schools. The First Amendment goes to the heart of who we are as a nation. It guarantees freedom of speech, expression, and association for all, including public officials. School board members, teachers, and coaches have the right to express their beliefs and engage in personal religious practices, even in schools and public settings.
<p
style="line-height: normal;"> 
The Establishment Clause was never meant to create sterile, religion-free zones. It exists to prevent the government from favoring one religion over another or, worse, imposing “religion” or opposing religious practices. All voices must be heard in the public square, not just those approved by the government.
<p
style="line-height: normal;"> 
There is widespread confusion about the Establishment Clause. It does not require schools to be policed as religion-free zones. On the contrary, when teachers act privately, even on school grounds and during school hours, their freedoms should not be curtailed. The Supreme Court has made that clear for other government workers. See Lane v. Franks, 134 S. Ct. 2369 (2014); Garcetti v. Ceballos, 547 U.S. 410 (2006).
<p
style="line-height: normal;"> 
The Supreme Court recently upheld the right to personal religious expression. Consider the 2022 case of Coach Joe Kennedy, the former coach who knelt in prayer after games (Kennedy v. Bremerton School District, 597 U.S. 507).  
<p
style="line-height: normal;"> 
Players asked if they could join Coach Kennedy. The coach replied that it’s a “free country” and they can “do what [they] want.” An opposing coach commented, “Each activity has been voluntary. While students and others have either been invited or allowed to join in, you have not actively encouraged or required participation.”
<p
style="line-height: normal;"> 
Coach Kennedy requested a religious accommodation to kneel and say a brief, quiet, personal prayer on the field after football games concluded. The Bremerton School District then banned any employee from engaging in any “demonstrative religious activity” that is “readily observable to…students and the attending public.” It offered to “accommodate” Coach Kennedy by having him pray secretly in a location like the “press box.”
<p
style="line-height: normal;"> 
Subsequently, the Supreme Court ruled that schools must respect religious expression. According to the opinion, “Respect for religious expressions is indispensable to life in a free and diverse Republic—whether those expressions take place in a sanctuary or on a field, and whether they manifest through the spoken word or a bowed head.” The opinion added: “The Constitution neither mandates nor tolerates that kind of discrimination.”
<p
style="line-height: normal;"> 
People should practice their faith without fear of risking their jobs or reputations.
 
Groups such as the ACLU and Americans United for Separation of Church and State recognize the importance of events like See You at the Pole. These events promote voluntary prayer among students, showing that religious expression in schools enriches our educational landscape.
<p
style="line-height: normal;"> 
Individual, voluntary prayer is a protected freedom. It enhances the character and values of students, creating a space for young people to share their beliefs and engage in meaningful conversation. Mutual respect grows from this. As Charles Haynes said, “Far from being ‘kicked out,’ God goes to school today through the First Amendment door.”
<p
style="line-height: normal;"> 
As this issue unfolds, communities must engage in open dialogue about religious expression in education. Conversations born from this incident can lead to reflection and growth. Our freedoms, including the freedom to pray, are fundamental. We expect new guidance from the United States Department of Education soon.
<p
style="line-height: normal;"> 
Faith has always defined us as a nation. Public education must remain a place where diverse beliefs coexist. It enriches the experience for all students and our culture, and both the religious and non-religious should fight to protect the freedoms enshrined in our Constitution.
 
#####
JC Bowman is the Executive Director of Professional Educators of Tennessee
, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact 
<a
href="mailto:info@proedtn.org">info@proedtn.org</a>
 or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Fri, 12 Sep 2025 18:03:00 GMT</pubDate>
</item>
<item>
<title>The Final Reckoning and Education Budget Showdown</title>
<link>https://www.proedtn.org/news/709794/</link>
<guid>https://www.proedtn.org/news/709794/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE FINAL RECKONING AND EDUCATION BUDGET SHOWDOWN 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.05_the_final_reckoni.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Let’s dive into the deep end of the pool that is the U.S. Department of Education's budget <a href="https://www.whitehouse.gov/omb/information-resources/budget/the-presidents-fy-2026-discretionary-budget-request/">proposal for FY 2026</a>. It feels like tuning into “Mission: Impossible – The Final Reckoning.”  This time, however, the actors leave out the heart-pounding action, thrilling spectacle, and cinematic flair that the franchise is known for—and then some—no death-defying stunts with global dangers.  The stakes touch upon our children’s education rather than just a fitting adrenaline-fueled farewell for Ethan Hunt and his team.   The Trump administration has unveiled a $66.7 billion budget proposal – a hefty 15% cut from last year's spending. Their mission? To reduce federal oversight. And while I’m not exactly waving pom-poms for any federal control, one has to wonder if states can truly manage education without some guidance. A self-governing school system sounds appealing until you realize your tax dollars might end up funding schools that resemble local coffee shops. How about latte art lessons in math class? Still, block grants to the states are our preferred process.    The <a href="https://appropriations.house.gov/subcommittees/labor-health-and-human-services-education-and-related-agencies">House Appropriations Subcommittee</a> has embraced the proposed Trump cuts with the enthusiasm typically reserved for a Black Friday frenzy. Their approved bill passed with a nail-biting 11-7 vote, aligning closely with the administration’s priorities while adding a few curveballs of their own. They have decided to cut Title I funding, which is vital for low-income students in urban and rural communities, while also eliminating programs like teacher training and English Language Acquisition. Ironically, cutting teacher training seems counterintuitive, given that it should be a state responsibility. Title I cuts? It’s like witnessing a magician sawing a person in half, but this time, the students who need help the most are the volunteers.   Across the aisle, <a href="https://www.appropriations.senate.gov/imo/media/doc/fy26_lhhs_bill_text.pdf">the Senate</a> has taken a more generous stance, proposing a budget of $79 billion for the Department of Education. This is what happens when senators are allowed out for a breath of fresh air and a dose of bipartisan goodwill. Their version maintains more funding for critical programs, offering a lifeline to those who budget cuts might otherwise sweep away. One can almost envision them gathered around a table, sharing coffee and saying, “Smart people on every side are close to panicking!”   What do these budget maneuvers mean for the average American family? Brace yourself for some wild twists! The House’s proposed budget is shaking things up with a jaw-dropping 27% cut to Title I grants.  We are talking about slashing funding for schools that serve low-income students. It’s a move that raises eyebrows and challenges the very idea of equal opportunity. Who needs resources when chaos is on the agenda, right? Get ready for budgetary drama. Whatever you do, don’t cut the red wire.   In a plot twist worthy of political drama, the House has also decided to eliminate the Federal Supplemental Educational Opportunity Grant, which helps low-income students afford college. If you’re keeping track, that means a lack of college access and affordability is only benefiting those who can already afford college and well-connected children in this budgetary game.   Any one action does not define our lives. Our lives are the sum of our choices. As we race toward the September 30 deadline – a date looming over Congress – one can’t help but wonder: will there be a compromise that results in a more palatable budget, or will we face a government shutdown?  I predict compromise.   Desperate times give us desperate measures. So, some advocacy groups are gearing up for battle, and soon the public will be bombarded with appeals to save our schools. There is some reality in that perspective. However, in this farcical dance of fiscal policy, we must remember that education is more than just a line item on a budget sheet. It’s the foundation of our future, the ground upon which the next generation stands.   As Congress debates the merits of funding cuts to some critical programs, let’s hope they realize that education isn’t merely a numbers game – it’s about real lives and real futures. As Luther Stickell might say: “Any hope for a better future comes from willing that future into being. A future reflecting the measure of good within ourselves. And all that is good inside us is measured by the good we do for others. We all share the same fate -- the same future.”    Your mission, should you choose to accept it, is to settle in for this political and budget spectacle and grab your popcorn. Regardless of how the budget turns out, one thing is sure: we are heading toward a final reckoning. This message will self-destruct in five seconds.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 10 Sep 2025 16:12:00 GMT</pubDate>
</item>
<item>
<title>Embrace the Spirit of Labor Day</title>
<link>https://www.proedtn.org/news/708950/</link>
<guid>https://www.proedtn.org/news/708950/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EMBRACE THE SPIRIT OF LABOR DAY 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.28_embrace_the_spiri.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
This Labor Day, we take a moment to reflect and celebrate. This holiday, nestled between summer and autumn, honors the American worker—the backbone of our economy and the heart of our communities. Established by President Grover Cleveland, Labor Day is a tribute to the hard work and achievements that have shaped our nation.   Recently, many of us have felt the weight of economic uncertainty. Our budgets are stretched, grocery bills continue to rise, and gas prices are unpredictable. In today's economy, numerous families are facing greater challenges. The financial pressures can be overwhelming, making it difficult to enjoy the small things that once brought us joy and ease.   Labor Day is a celebration of resilience, honoring the spirit of those who work hard and create each day. We must embrace that spirit again.   Tradition flows through this holiday, from parades celebrating our achievements to backyard barbecues filled with laughter and the aroma of grilled food. These gatherings highlight our shared goals and the dedication of American workers, whose efforts have guided us through significant changes. They remind us of our story of progress and possibility.   We often hear that hard work leads to success—a truth that has inspired generations. But as we gather on this Labor Day, we must ask ourselves: do we still believe it? Do we recognize the incredible effort that has gone into building this great nation? It is worth recalling the wisdom of President Calvin Coolidge, a man often portrayed as silent, yet whose words about labor resonate deeply. He acknowledged the dignity of work, stating that this holiday pays tribute to "the worth and dignity of the men and women who toil."   Coolidge understood that honest work represents the American spirit. Collidge spoke of pride in labor and shame in idleness, emphasizing that "no task is menial and no service degrading." In his eyes, all work ennobles the worker, and in that, we find a profound truth: our labor is not simply a means to an end, but a reflection of our character and commitment to each other.   The landscape of opportunity has changed. Success is now influenced by education, timing, and resources, not just hard work. As we celebrate Labor Day, we should acknowledge that the journey to success often presents barriers that some must navigate more skillfully than others.   As we reflect on our nation today, we must address the divisions that have emerged. The "us versus them" mentality hinders collaboration and progress. This Labor Day, let's focus on seeking common ground. Our shared humanity unites us more than our differences divide us. Together, we can find the strength and power to overcome even the darkest times.   Leadership is essential. In a time when silent voices can emerge, we must encourage dialogue and advocate for meaningful change. Our frustrations can drive action, turning discontent into a force for good. We must also listen to each other. John F. Kennedy reminded us, "What unites us is far greater than what divides us." These words ring true today. Amid challenges, let us remember that our common aspirations can light the way forward. In unity, we find strength; in shared purpose, we find direction.   This Labor Day, let's renew our commitment to the ideals of liberty and opportunity that define our nation. As a vibrant tapestry of diverse cultures, we honor those who came before us by striving for both personal success and a collective future that benefits generations to come.   President Coolidge believed that no American who achieved prominence did so without toil. Perhaps he was not as silent as history suggests; his lessons on the dignity of labor and the value of community resonate through time.   As we raise our glasses and enjoy the fruits of our labor, let us reflect on the true spirit of the day, the value of freedom, and the enduring strength of the American worker. Happy Labor Day!   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Thu, 28 Aug 2025 16:07:00 GMT</pubDate>
</item>
<item>
<title>Opinion: It's Time to Start Leading</title>
<link>https://www.proedtn.org/news/708831/</link>
<guid>https://www.proedtn.org/news/708831/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
OPINION: IT'S TIME TO START LEADING 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.27_opinion_it_s_time.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
By: JC Bowman -  Contributing Education Editor, TriStar Daily
 
In the field of education, I frequently receive emails and letters from educators and parents throughout the state. Among these, some stand out for their clarity and insight. One such letter, authored by the husband of a Tennessee educator, poses critical questions that deserve attention.
 
“As a military veteran, businessman, and husband to an educator, I have seen distinct parallels between our military and the current state of education in Tennessee. I genuinely enjoyed my time in service, and I credit much of my business success to my military journey.”
 
“Yet, I cannot ignore the primary reason I chose not to reenlist: the breakdown between leaders at the top and the men and women carrying out tasks on the ground.”
 
“In the military, laws and regulations are passed by congressmen and generals who likely have never served or haven’t led at the company or platoon level in decades. These leaders create regulations that often feel like metaphorical handcuffs, making our troops’ jobs harder than necessary—sometimes nearly impossible. I argue that the same is happening in education.”
 
“We have state legislators who have never walked a day in a teacher’s shoes, and directors and central office staff who haven’t taught in a classroom in decades. In their efforts to raise test scores, they keep piling unnecessary burdens onto teachers, who are already carrying too much.”
 
“We can pass more laws, increase funding, and find new ways to add 2+2, but at the end of the day, our education system will not change until leaders start leading—investing in and empowering their people.”
 
“It’s fair to assume that most CEOs of successful organizations would tell you that their greatest asset is their people. These CEOs encourage innovation and empower their staff to create simple yet effective processes that yield predictable results. 
 
“They embrace the role of servant leaders, welcome feedback, and take constructive criticism in stride. They are masters of active listening, showing empathy, and are unafraid to delegate. When times are good, great leaders give credit to their teams. When times are bad, they take the blame.”
 
“In education, many so-called leaders seem to have it backward. There is such a laser focus on students and test scores that they forget that teachers are education’s greatest asset. Teachers drive the inputs and processes, while students and test scores are merely the outputs.”
 
“Focusing on inputs and processes has become a lost concept for today’s education leaders. They forget that their roles exist to support teachers, and without teachers, their positions would cease to exist. They rarely, if ever, engage in meaningful conversations with teachers about what is working well, what needs improvement, and how to make their jobs more efficient.”
 
“Empowering teachers to create their own goals, strategies, and processes is not even a thought. Instead, leaders quickly add more planning requirements, more meetings, and stricter dress codes, believing these changes will improve test scores.”
 
“At the end of the day, there will not be sustainable, long-term improvement in education until leaders start leading. Sure, micromanagement may boost test scores in the short run, but it ultimately breeds disgruntled teachers, and the results will not last.”
 
“A key concept in leadership is understanding that people are led while things are managed. Leaders must take a long, hard look in the mirror and ask themselves, “Am I doing everything in my power to lead and serve my people in the best way possible?” The answer is already known. It is reflected in test scores and the morale of educators.”
 
“It is time for the blaming and micromanaging to end. It is time to start leading.”
 
He critiques the focus on test scores over teacher support, arguing that effective leadership should empower educators instead of adding burdens. By comparing education leaders to successful CEOs, he emphasizes the need for servant leadership, active listening, and accountability.
 
The letter warns against micromanagement, which can harm teacher morale and effectiveness. It calls for a leadership shift that supports educators and fosters collaboration, stressing that lasting change in education requires prioritizing the empowerment of teachers.
 
#####
JC Bowman is a Contributing Education Editor for TriStar Daily and the Executive Director of Professional Educators of Tennessee

, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact 
<a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.
 ]]></description>
<category>Editorials</category>
<pubDate>Wed, 27 Aug 2025 16:32:00 GMT</pubDate>
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<item>
<title>The Evolution of Teacher Evaluations in Tennessee</title>
<link>https://www.proedtn.org/news/708704/</link>
<guid>https://www.proedtn.org/news/708704/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE EVOLUTION OF TEACHER EVALUATIONS IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/08.21.2025_the_evolution_of_.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Tennessee's teacher evaluation system, primarily the Tennessee Educator Acceleration Model (TEAM), represented initial progress in evaluation reform. The state has shifted its approach in teacher evaluation to a structured, data-driven system focused on enhancing teacher performance and student outcomes.  This was influenced by federal initiatives like Race to the Top and the Every Student Succeeds Act that demanded greater accountability.   The Tennessee Value-Added Assessment System (TVAAS) was created in the 1980s by William "Bill" Sanders to measure teachers' impact on student growth, supporting Governor Lamar Alexander's goal of linking teacher pay to performance. The Education Improvement Act of 1992 emphasized the need for monitoring academic progress, but evaluations primarily relied on principal observations that were highly subjective.   The Framework for Evaluation and Professional Growth (FEPG) was introduced in the early 2000s to create structured assessments. However, the 2011 First to the Top Act reforms marked a significant shift by incorporating student outcomes into evaluations, changing how teaching effectiveness was measured.   The TEAM model has provided a data-driven approach to enhance understanding of teacher effectiveness and accountability. Its balanced evaluation system comprises 50% observations, 35% student growth through TVAAS, and 15% student achievement. Research shows that these efforts have improved student performance and increased teacher retention in some districts.   Collaboration and partnerships are essential in the evaluation process. Initiatives aimed at bridging the gap between high- and low-performing teachers show that mentorship and knowledge sharing improve teaching practices. Furthermore, continuous professional development fosters a culture of growth, helping educators enhance their skills.   The TEAM model has notable benefits but also significant criticism, primarily due to its reliance on TVAAS, which uses standardized test scores to evaluate teacher effectiveness. This can unfairly impact teachers in non-tested subjects, as they feel judged based on overall school performance rather than their own contributions. Critics claim this system may penalize teachers for factors beyond their control, such as students' socioeconomic challenges.   Concerns have been raised about inconsistencies in evaluator training and the application of the evaluation rubric. Variations in the evaluation process can undermine trust in the system, leading some educators to feel unfairly judged without a clear understanding of their classroom situations.   The evaluation process is time-consuming and can distract teachers and administrators from instruction. Many teachers find the feedback they receive unhelpful and not focused on professional growth, making evaluations feel more like punishments than constructive tools for improvement.   To enhance the TEAM model's effectiveness, we can refine value-added measures for fair evaluations, especially for non-tested subjects. Additionally, improving and standardizing evaluator training will increase consistency and reduce subjectivity.   Streamlining the evaluation process would allow educators to focus more on instruction rather than preparation. Enhancing feedback and linking evaluations to relevant professional development would further support teachers' growth. Professional Educators of Tennessee and other organizations work to develop quality professional development for educators.       Improving transparency and incorporating educator feedback in the evaluation process can build trust and better meet the needs of teachers and students. Despite advancements in accountability, Tennessee's teacher evaluation system still faces challenges regarding fairness, consistency, and feedback.   Targeted reforms to improve teacher evaluation can establish a fairer evaluation system that aids educators and benefits students. Lessons learned in Tennessee can provide insights for evaluation reforms in other states. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 25 Aug 2025 20:44:00 GMT</pubDate>
</item>
<item>
<title>The Essential Need for Recess in Elementary Schools</title>
<link>https://www.proedtn.org/news/708132/</link>
<guid>https://www.proedtn.org/news/708132/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE ESSENTIAL NEED FOR RECESS IN ELEMENTARY SCHOOLS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.8.11_the_essential_need.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Tennessee has embarked on a transformative journey in education by mandating 40 minutes of unstructured daily recess for elementary students. This new law, which took effect in July, marks a significant increase from the previously allotted 130 minutes per week, recognizing the urgent need for play in the lives of children. The importance of recess extends far beyond mere enjoyment.  It is an essential component of holistic development, addressing critical issues such as mental health, social skills, and student development. The new legislation stipulates that unstructured playtime must occur outdoors and is explicitly separated from physical education and screen time. This distinction is crucial, as it emphasizes the value of free play in a child's daily routine. Research shows that unstructured play allows children to explore their creativity, engage their imaginations, and develop problem-solving skills—tools that will serve them throughout their lives. Furthermore, schools are prohibited from withholding recess as a form of punishment, ensuring that every child has equitable access to this vital aspect of their education. With our world’s increasing focus on technology, daily exercise and play are crucial to students’ overall health. <a href="https://www.cdc.gov/physical-activity-basics/health-benefits/children.html">According to the CDC</a>, physical activity aids children in building muscle, strengthening bones, and improving aerobic fitness. Regular physical activity, fostered by daily recess, is essential for a child’s growth and development. The benefits of physical health, however, extend beyond the physical realm. An outdoor break from the classroom contributes significantly to mental well-being, allowing students to relieve stress, enhance their mood, and improve focus, thereby fostering greater engagement in academic activities. Moreover, recess plays a pivotal role in social development. During these unstructured moments, children learn to cooperate, communicate, and resolve conflicts. These skills are foundational not only in school but also in their future relationships and workplaces. We prepare our children for a collaborative world by nurturing interpersonal connections through play. Despite the clear benefits of this new mandate, educators have voiced legitimate concerns regarding implementation challenges, particularly around scheduling and the availability of outdoor spaces. Finding ways to integrate additional recess time into the school day without compromising instructional time is crucial. Some educators have suggested that reducing state-mandated testing could create the necessary space for these essential breaks, allowing teachers to focus on their students' overall well-being rather than solely on academic performance. Effective enforcement of the new law will be paramount. Schools must creatively utilize available spaces, whether they be playgrounds, fields, or even gymnasiums, to maximize the benefits associated with recess. Consistency in implementing this mandate will ensure that its intended advantages reach every child, particularly those who may benefit most from additional physical activity and social interaction. We expect some challenges in implementation.  Tennessee's new law mandating daily recess is a groundbreaking step toward fostering healthier, happier, and more socially adept children. By prioritizing unstructured play, we not only address pressing health concerns but also enrich the educational experience for our youngest learners. As we move forward, it is imperative that we embrace this opportunity to reshape the school environment, ensuring that every child has the chance to thrive both inside and outside the classroom. #### Kaylee Joslyn and Patrick Basnett of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Fri, 15 Aug 2025 15:45:00 GMT</pubDate>
</item>
<item>
<title>The Education Conundrum: Innovation Over Disruption</title>
<link>https://www.proedtn.org/news/707834/</link>
<guid>https://www.proedtn.org/news/707834/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE EDUCATION CONUNDRUM: INNOVATION OVER DISRUPTION 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.07_the_education_con.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Public education is at a crossroads, and it seems we’ve inadvertently taken a long detour into the land of disruption. While the buzzwords of the day may sound enticing— “transformative” and “revolutionary”—let’s be honest, what we need is a solid dose of innovation. The kind that doesn’t just flip the script but rewrites it with some good, old-fashioned common sense. Educator-led, student-focused, and parent-supported! Too many education policies are mere cut-and-paste jobs from other states.   First, let’s acknowledge the elephant in the room: fewer than half of U.S. students are reading and doing math at grade level. The NAEP scores have plummeted, with 13-year-olds now performing at their lowest in decades. Tennessee students are outperforming the national average, making significant gains in fourth and eighth-grade reading and math despite a nationwide decline in scores. We need to provide more support for our K-12 students and adopt a more sensible approach to accountability, including testing and evaluation.   However, let’s not sugarcoat it; this isn’t just a statistical hiccup nationally—lower-performing students, particularly Black and Hispanic kids, are getting the short end of the educational stick. There’s a lesson here: aligning education with workforce needs, promoting apprenticeships, internships, and career and technical education (CTE) programs can prepare students for the job market.   Now, let’s talk about the teachers—the backbone of this whole K-12 operation. We’re facing a crisis of epic proportions: teacher shortages, plummeting morale, and an alarming uptick in classroom disruptions. Some people are in denial, but Tennessee opened the school year with about 1,400 vacancies across the state. A Pew survey reveals that a whopping 74% of U.S. adults are in favor of higher teacher pay. So why are we still dragging our feet?   It’s time to prioritize recruitment and retention of high-quality teachers, which means rethinking how we prepare them. Imagine a world where prospective teachers go through paid internships akin to medical training, especially in high-need areas like special education and STEM. Teacher licensure and certification require significant reform. We need to simplify the process to address inconsistencies and outdated terminology. Removing barriers will improve accessibility.   Teachers are the key. Overhyped AI can’t replace the genuine human touch that a good teacher provides. Let’s not get lost in the shiny gadgets while the fundamentals of teaching fall by the wayside. The fundamentals of teaching include key aspects such as a firm grasp of the subject matter, effective teaching strategies, and the ability to create a positive learning environment. It also involves understanding diverse learners and delivering effective instruction, along with a commitment to continual improvement. These elements are essential for successful teaching and student learning.   Speaking of fundamentals, let’s shine the spotlight on early childhood education. This is where it all begins. Expanding access to high-quality early education is crucial for closing readiness gaps before students even set foot in kindergarten. We must invest in programs that promote success and help our youngest learners, especially K-2, get a leg up.   The curriculum is another battlefield. We have worked on literacy for a decade, first under Commissioner McQueen and continuing under Commissioner Reynolds. Mathematics has also been a focus. Keep the emphasis on research-aligned methods, providing demanding content, and improving civic education to better prepare students for the real world. The most critical measure of education success is an informed citizen. School choice is always on the table, but with that comes the responsibility of ensuring accountability and oversight. Everything gets evaluated.   When it comes to education policy and funding, the landscape is a mixed bag. Public resistance to abolishing the U.S. Department of Education is telling; it plays a crucial role in data collection and civil rights enforcement. However, we want our federal tax dollars back; we don’t want additional strings attached to them. Look for block grants as a solution. One constant we must safeguard is that schools must be responsive to parents, not philanthropists or special interest groups. On that front, we have work to do. We need a less invasive federal education system.   Yet, at the state level, priorities can be wildly inconsistent. Some governors focus on funding, while others overlook declining achievement. Some governors look for the exit ramp. Mental health support is becoming increasingly vital, with states like Alabama and Michigan leading the charge in addressing student well-being.   Funding remains a contentious issue. Relying on local property taxes creates a regressive system that favors affluent districts. Simply pumping more money into the system without addressing the underlying societal problems won’t solve the issues. However, Tennessee’s low per-student funding, sitting at a dismal 47th nationally, only compounds the problem.   School safety and discipline issues are significant factors driving teachers away from the profession. Many teachers cite a lack of student discipline, insufficient administrative support, and a lack of respect, alongside salary and working conditions, as reasons for leaving. Placing students with chronic behavioral problems in regular classrooms further overwhelms teachers and leads to lost instructional time whenever discipline issues arise.   What’s the bottom line? Public education should focus on innovation rather than disruption. It's important to give states more freedom at the national level and to allow local school districts greater flexibility at the state level. Innovation is constant. Building requires innovation, time, and effort. Disruption causes lasting damage, and destruction is inevitable. Choose wisely.   We must evolve the system through creative solutions, rather than destabilizing it. Disruption, often fueled by excessive regulatory shifts, diverts resources and attention from constructive changes. The challenge lies in balancing bold ideas with stability, ensuring that public schools remain true to their core mission: educating the next generation.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 11 Aug 2025 16:28:00 GMT</pubDate>
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<title>The Debate Over Foreign Language Requirements in Tennessee</title>
<link>https://www.proedtn.org/news/706915/</link>
<guid>https://www.proedtn.org/news/706915/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DEBATE OVER FOREIGN LANGUAGE REQUIREMENTS IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.25_the_debate_over_f.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The Tennessee Board of Education is talking about change. They want to eliminate the requirement for high school students to study a foreign language for two years. The idea comes from Bob Eby, the Board Chairman. He believes students might do better if they spent that time on math, science, or computers. It sounds logical. The world is changing fast. But it raises questions.   Learning a foreign language does more than just enable you to communicate with someone from a different culture. It sharpens your mind. Studies show that children who speak more than one language tend to think more critically. They solve problems and remember things more easily. They often perform better on tests, the kind that matter in Tennessee.   English is the primary language of instruction in the USA, as it should be, but there are many children whose primary language is not English. Tennessee has changed significantly. Cities like Nashville and Memphis now host a diverse range of cultures.   Understanding these different cultures is important for fostering connections among people. Approximately ten percent of Tennessee's population consists of Hispanic and Asian communities. Learning the languages of their neighbors can help students better relate to them.   If you can speak another language, you can find work. Tennessee has jobs in healthcare, tourism, and international business. Many jobs here depend on global trade. Speaking another language can open doors.   In school, foreign language credits are often required to gain college admission. It gives students an edge. And through learning languages, students can build connections with immigrant communities, which helps everyone feel included.   Yet, there are problems. Many schools, especially in rural areas, lack sufficient funding or qualified teachers for their language programs. This leads to outdated materials and poor instruction.   Learning a language takes time. It can clash with subjects like math and science, which are crucial for testing. Some students might not see the point in learning a language. In places where few people speak another language, it can feel irrelevant. This can lead to boredom and disengagement.   There’s also the issue of standards. Different districts have different expectations. Some students might graduate with strong language skills, while others struggle. This unevenness complicates the goal of having a population that speaks multiple languages.   The discussion over foreign language requirements in Tennessee reflects a deeper conflict. On one hand, there’s the need to focus on math and science. On the other hand, the benefits of learning languages are clear.   The Tennessee State Board of Education will meet several times to discuss a proposal and may vote on changes before the end of the school year. If the changes are approved, they will start in the 2026-2027 school year.   As Tennessee faces this decision, it needs to be considered carefully. Students must be ready for the world, not just for jobs but for life in a diverse society. It’s a balancing act.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 28 Jul 2025 17:33:00 GMT</pubDate>
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<title>Chase Your Dreams, Embrace Your Purpose</title>
<link>https://www.proedtn.org/news/706422/</link>
<guid>https://www.proedtn.org/news/706422/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CHASE YOUR DREAMS, EMBRACE YOUR PURPOSE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.21_chase_your_dreams.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The 2025-2026 school year is upon us. There is a feeling in the air. The kind of feeling that comes with new beginnings.   Public education is not just about knowledge. It shapes lives. It guides the young as they think of their futures. Teachers and students come together once more, and the question of purpose hangs heavily over them.   Each day is a blank page. An opportunity to create. What makes you rise in the morning? What stirs the fire in your belly? These are not idle thoughts. They define who we are and what we fight for.   To find your purpose is to commit. It is a promise to yourself and to those around you. When life gets tough, it is this purpose that will pull you through.   Vince Lombardi said it well: "Most people fail, not because of lack of desire, but because of lack of commitment." Commitment is the bedrock of dreams. It requires work, strength, and a steady hand.   To commit is to embrace the struggle. It means focus and consistency in all things. We must look within for our motivation, not to the applause of others.   Studies show that when our fire comes from within, we keep it burning longer. External praise may spark a flame, but true commitment runs deeper.   In our quest for mastery, we must seek excellence. Not just success. We dive into the details, not just competing with others but with ourselves. It requires precision. It requires discipline.   Setting goals is essential. Clear goals guide us and mark our way. They turn dreams into plans, directing our energy and showing our growth.   Remember, success is not a moment in time. It is the result of habits. Commitment is not a one-time choice. It is a daily act.   We need to change how we see effort. It is not a burden. It is the reward. Embrace the satisfaction that comes from hard work.   In a world that seeks quick fixes, we must think long-term. Commitment is not about quick wins. It is about lasting outcomes. This shift keeps us focused on what truly matters, leading to achievements that withstand time.   As you pursue your dreams this year, remember your purpose. Take time to define it and keep it close.   The road may not be smooth or straight. But with purpose and commitment, you will find the strength to rise, to embrace the journey, and to chase your dreams with unwavering resolve.  Make this school year your very best. It won’t be easy, but it will be worth it. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 22 Jul 2025 16:37:00 GMT</pubDate>
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<item>
<title>Teachers on the Edge of Crisis</title>
<link>https://www.proedtn.org/news/706138/</link>
<guid>https://www.proedtn.org/news/706138/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TEACHERS ON THE EDGE OF CRISIS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.17_teachers_on_the_e.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
In Tennessee, some schools and districts are in trouble. There aren’t enough teachers. Teachers in public schools are required to hold a certification.  Teachers in private schools are usually not certified, although some schools require them to be. If certification were mandatory in private schools, we would likely be in a crisis.   This isn’t just a matter of filling positions. It’s a deeper problem, rooted in the way we approach education. Many factors drive teachers away, including poor training, a lack of support, and a system that prioritizes test scores over genuine learning. The numbers tell a grim story. Our Colleges of Education are not producing enough graduates to replace those who leave the field. Many teachers are now coming from alternative programs. It could be beneficial to conduct more frequent evaluations of these programs. Teachers voice their concerns, and they are valid. High-stakes testing is a heavy burden. It strips away their freedom to teach and connect with students in meaningful ways. To think one test can measure a teacher’s worth is naive. Teachers know accountability matters, but they rightly wonder why they should bear the weight of results shaped by forces outside their control. A former teacher expressed this feeling of being trapped in a no-win situation. This sentiment echoes through the halls of education, revealing a profound dissatisfaction that extends beyond compensation. While salary is often highlighted in discussions about retaining teachers, it often falls behind respect and support. The lack of respect for educators runs deep. It manifests in micromanagement by administrators and unrealistic expectations from parents. Some parents clear every obstacle for their children, but in doing so, they deny them the chance to build resilience. New teachers face even greater challenges. They enter the profession full of hope, only to find themselves in classrooms lacking resources and support. New teachers are overwhelmed by the demands placed upon them. This burden leads to stress and burnout, endangering not only their well-being but also that of their students. To tackle these issues, we need a thoughtful approach. We must strengthen induction programs to give new teachers the guidance they need. We must reduce the administrative weight they carry and ensure they have the resources to succeed. There is no one-size-fits-all solution. We must understand the unique challenges that educators face. By fostering a culture of respect and support, we can keep current teachers and attract new ones. The stakes are high. The future of our children’s education depends on the dedication and resilience of those who teach them. If we ignore these pressing issues, we risk further declines in educational quality, with consequences that will affect us all. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.]]></description>
<category>Editorials</category>
<pubDate>Thu, 17 Jul 2025 19:25:00 GMT</pubDate>
</item>
<item>
<title>Lawsuit Filed Over Federal Education Funding Freeze</title>
<link>https://www.proedtn.org/news/706131/</link>
<guid>https://www.proedtn.org/news/706131/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
LAWSUIT FILED OVER FEDERAL EDUCATION FUNDING FREEZE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.17_lawsuit_filed_ove.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A coalition of 24 states and the District of Columbia filed <a href="https://www.chalkbeat.org/2025/07/14/states-sue-trump-administration-over-education-funding-freeze/">a lawsuit</a> against the Trump administration, contesting the freeze of $6.8 billion in federal education funding by the U.S. Department of Education and the Office of Management and Budget. The lawsuit argues that this freeze violates the Impoundment Control Act, which prohibits the executive branch from withholding funds appropriated by Congress. This action threatens essential programs and undermines educational equity for countless students. The funding freeze, enacted by the Trump administration on June 30, 2025, occurred just one day before the scheduled release of nearly $7 billion in approved federal education funds. Key programs affected include: <ul style="list-style-type: disc;"><li>English Language Learners: $890 million for language skill development.</li><li>Teacher Training (Title II): $2.2 billion for professional development.</li><li>Before- and After-School Programs: $1.4 billion, including funding for 21st Century Community Learning Centers.</li><li>Academic Enrichment: $1.3 billion for STEM initiatives and college counseling.</li><li>Migrant Education: $375 million for academic support for children of migrant farmworkers.</li></ul>   The lawsuit, filed in the U.S. District Court for Rhode Island, contends that withholding these funds violates established laws and constitutional principles, impacting vital education programs.   In Tennessee, the freeze could result in a loss of $106 million to $120 million if not restored. The Tennessee Department of Education has yet to provide guidance on the funding freeze, leaving districts to navigate the uncertain financial landscape independently.  Most schools and districts are set to start the 2025-2026 school year in the next few days.    Concerns about executive overreach have arisen, as the reasoning behind the freeze involves unsubstantiated allegations of misuse. Critics view this as an overreach of executive power, infringing upon the legislative authority of Congress to allocate funding. As the lawsuit articulates, it is Congress that possesses the power of the purse, and the executive branch must not unilaterally refuse to spend appropriated funds.    Local organizations, such as the Boys & Girls Clubs, which rely on state funding for after-school programs, may have to reduce tutoring or enrichment services if federal funds are not released. These programs are crucial for maintaining educational support and opportunities for students across the affected states. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.]]></description>
<category>Editorials</category>
<pubDate>Thu, 17 Jul 2025 18:19:00 GMT</pubDate>
</item>
<item>
<title>Premature Talk on EFA Expansion</title>
<link>https://www.proedtn.org/news/705776/</link>
<guid>https://www.proedtn.org/news/705776/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
PREMATURE TALK ON EFA EXPANSION 
<a href="https://acrobat.adobe.com/id/urn:aaid:sc:us:d3680252-d7b0-4166-a56a-2d62496e08c2 " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A <a href="https://www.tnfirefly.com/news/new-poll-tennessee-republican-voters-strongly-back-school-choice-academic-accountability">recent poll</a> from the TennesseeCAN Action Fund shows support among 500 likely Republican voters for expanding the Tennessee Education Freedom Scholarship Program (EFA).  The poll was conducted from June 8-10, and the survey reflects a desire for expansion. However, we must question whether this is wise before the program has even launched or been evaluated.   The EFA aims to provide 20,000 scholarships worth about $7,295 each for the 2025-2026 school year, with nearly 38,000 families applying, about half of whom are likely to meet income criteria. However, the poll's timing raises doubts about the survey of “500 likely GOP voters” understanding of the issue and the consequences of hasty actions.   While 66% of respondents back extending the EFA, and 70% trust parents to make educational choices, the issue of school choice often suffers from vague rhetoric. Clarity is essential.   Concerningly, only 31% rate Tennessee's education as "excellent" or "good," prompting scrutiny of policymakers, including Governor Bill Lee, over the past seven years. Accountability for their decisions is crucial.   Chelsea Crawford, TennesseeCAN Action Fund’s executive director, previously served as chief of staff to Penny Schwinn at the Tennessee Department of Education. Given her four years in leadership at the Tennessee Department of Education, should she also be held accountable for the education system's perceived shortcomings? It’s a fair question.   Polls can offer insights but may be manipulated to fit political agendas, making careful interpretation vital. The EFA raises significant transparency and accountability concerns. Supporters and critics alike need to ensure accountability for taxpayer dollars.   To spend money wisely, we must demand clarity in funding and safeguard against mismanagement. Every dollar should lead to genuine improvements in student performance for all taxpayer-funded programs. If the program is here to stay, supporters should recognize the need for a measured approach that upholds accountability and transparency, core tenets of conservative values.   The program's lack of requirements for families to disclose prior school enrollment could skew benefits toward those already in private education. A fiscal analysis suggests that up to 65% of vouchers may favor these families, and the Tennessee Department of Education (TDOE) has not clarified data collection practices, raising oversight concerns.   Additionally, the management of $7,295 scholarships is troubling, with some key TDOE positions still unfilled, increasing fraud risk. Student First Technologies, the program vendor, has faced challenges in similar programs in other states, casting doubt on the EFA's effectiveness. A careful evaluation of their delivery of services should occur regularly.   Conservatives must champion accountability and transparency in taxpayer spending. Enhanced transparency within the EFA is essential, with robust data collection necessary for evaluating its success or failure.   Advocating for expanding the untested EFA program without measurable results based solely on polling data would be premature. Thoughtful deliberation must take precedence over expedient action as we address any critical educational issue, especially as we head into an election year in 2026.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 14 Jul 2025 16:52:00 GMT</pubDate>
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<title>Background on the Tennessee Comprehensive Assessment Program (TCAP) </title>
<link>https://www.proedtn.org/news/705424/</link>
<guid>https://www.proedtn.org/news/705424/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
BACKGROUND ON THE TENNESSEE COMPREHENSIVE ASSESSMENT PROGRAM (TCAP)  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.08_background_on_the.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
TCAP, or the Tennessee Comprehensive Assessment Program, is the standardized testing program managed by the Tennessee Department of Education. It assesses student performance in core subjects—English Language Arts, math, science, and social studies— for grades 3 to 8 and includes high school End-of-Course exams. TCAP started in the 1989–90 school year and aligns with state academic standards.   Tests are given annually, with accommodations for students with special needs. TCAP measures student learning and school performance, providing Lexile measures since 2010 to track reading progress.   Results are classified as Below Expectations, Approaching Expectations, Meets Expectations, or Exceeds Expectations. This year's tests for grades 3–8 and high school were given from April 14 to May 6, 2025.   Third graders scoring "approaching proficiency" in ELA may be held back unless they retest (May 21–30, 2025), attend summer school with 90% attendance, and show improvement, or enroll in year-long tutoring. Appeals for special circumstances were accepted from May 28 to June 27, 2025, with final retention decisions due in July 2025.   Key dates for TCAP-Alternate (ALT) results start on July 9, 2025, on the TCAP Family Portal. Achievement (ACH) and End-of-Course (EOC) results will be available on July 17, 2025, also on the TCAP Family Portal.   Families can check their student's scores on the TCAP Family Portal using the Unique Access Code (USID), which can be found on the Individual Student Report or obtained from the school. For state-level info, you can visit the Tennessee Department of Education’s Data Downloads webpage under the State Assessments section, and you'll find a summary on the State Report Card that's updated in July.   Making Progress in 2025 The state results highlight positive progress in Tennessee's education system, with <a href="https://www.tn.gov/education/news/2025/7/8/tdoe-announces-year-over-year-improvement-across-all-subject-areas.html">data released today</a>. The 2024-25 TCAP results show improvements in student performance across all tested grades and subjects. Notably, there has been an increase in student proficiency in English Language Arts (ELA), with most tested grades showing gains, particularly in English 1 and 2. The percentage of students falling below proficiency has dropped to a historic low for fourth grade. Gains in ELA range from 0.4% to 3.9% across various grades, reflecting the collaborative efforts of teachers, administrators, and the community.   In math, proficiency has increased across all grade levels, with significant gains in sixth grade and an overall rate of 42% for grades three through eight. Science and social studies also saw improvements, with proficiency rates at 46% and 49%, respectively. The updates emphasize the importance of reading and math skills in supporting overall student success. More detailed information will be available shortly, and the overall message is one of optimism about Tennessee students' achievements.   Complete 2025 TCAP assessment data is available on the department’s <a href="https://www.tn.gov/content/tn/education/districts/federal-programs-and-oversight/data/data-downloads.html">Data Downloads webpage</a> in the State Assessments section under the Assessment Files tab.   Ongoing Concerns While the TCAP results for 2024-2025 are impressive, for many high-stakes testing often narrows the focus to English Language Arts and math, neglecting vital subjects such as science, social studies, music, and the arts. We need a statewide discussion and increased transparency in testing, along with a more balanced approach that prioritizes student growth over test scores. Adaptive testing can personalize assessments, providing a more precise measure of student abilities. Tennessee should consider using technology to create tailored evaluations that empower all learners for a prosperous future. However, we are encouraged by the comments and support of Lizzette Reynolds, Commissioner of Education, and her team at the Tennessee Department of Education   Our Comments “This year's TCAP results reflect significant improvements in all subjects. Today is a good day for the students and teachers in Tennessee. We are proud of the hard work of students, educators, districts, and the ongoing support of parents across the state.” -- JC Bowman, Executive Director of Professional Educators of Tennessee.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 8 Jul 2025 21:05:00 GMT</pubDate>
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