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Source: https://cdn.ymaws.com/www.proedtn.org/resource/rss/news.rss

<rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom">
<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>Thu, 26 Dec 2024 05:59:35 GMT</lastBuildDate>
<pubDate>Wed, 18 Dec 2024 20:03:00 GMT</pubDate>
<copyright>Copyright © 2024 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>Professional Educators of Tennessee comments on the 2023-24 State Report Card</title>
<link>https://www.proedtn.org/news/689635/</link>
<guid>https://www.proedtn.org/news/689635/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
PROFESSIONAL EDUCATORS OF TENNESSEE COMMENTS ON THE 2023-24 STATE REPORT CARD 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.12.16_report_cards_for_.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Professional Educators of Tennessee comments on the 2023-24 State Report Card   The 2023-24 State Report Card will be publicly launched on Thursday, December 19th. It will include state and federal achievement measures such as graduation rate, Ready Graduate metrics, school letter grades, enrollment information, and various designations. The law to issue letter grades for schools passed in 2016, but letter grades were only implemented in 2023. The <a href="https://www.tn.gov/education/families/report-card.html">State Report Card</a> provides information on how Tennessee districts and schools are performing across the state. It is an important tool for parents and families, educators, communities, and elected officials to understand how our schools and districts are serving all our students. JC Bowman, executive director of <a href="http://www.proedtn.org/">Professional Educators of Tennessee</a>, asserts that “State Report Card Grades may not accurately reflect educational quality. He highlights legitimate concerns about the calculation methods used and advocates for considering multiple perspectives beyond test scores. Bowman adds: “Key factors like student performance, graduation and attendance rates, teacher qualifications, class sizes, and community involvement should be considered for a more comprehensive evaluation of a school's effectiveness. Additionally, parental satisfaction could play a role in these assessments. As low-performing schools often struggle to attract qualified teachers and staff, it is essential to continually reassess how we measure school quality, as state report cards are still evolving.” ##### 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 or to schedule an interview on this or any education topic, please contact Patrick Basnett at <a href="mailto:patrick.basnett@proedtn.org">patrick.basnett@proedtn.org</a> or call 615-77-0803, ext. 100.  A timely editorial can also be found <a href="https://www.proedtn.org/news/689312/Report-Cards-for-Schools.htm">here.</a>  ]]></description>
<category>Press Releases</category>
<pubDate>Wed, 18 Dec 2024 20:03:00 GMT</pubDate>
</item>
<item>
<title>Report Cards for Schools</title>
<link>https://www.proedtn.org/news/689312/</link>
<guid>https://www.proedtn.org/news/689312/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
REPORT CARDS FOR SCHOOLS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.12.16_report_cards_for_.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Report Cards for Schools  For only the second time in state history, Tennessee public schools will receive their report cards this week, similar to the ones students bring home after Christmas break. The law to issue letter grades for schools passed in 2016, but letter grades were only implemented in 2023. The State Report Card evaluates school and district performance using key indicators such as student achievement, growth, attendance, English proficiency for English learners, graduation rates, and postsecondary readiness. The report card considers both student achievement and growth. It’s important to also account for the number of special needs students and those from low-income backgrounds; while these factors are somewhat included in the growth aspect, they represent only a tiny portion. The weights for elementary and middle schools are 50% for achievement, 40% for growth, and 10% for the lowest-performing students. In high schools, the weights are 50% for achievement, 30% for growth, 10% for the lowest-performing quarter of students, and 10% for college and career readiness. Additionally, the Report Card offers information about schools and districts, such as student enrollment numbers, contact details, staff information, expenditures, funding, and longitudinal student performance data from the past four years. State-level data is also included to compare the performance of schools and districts across the state. The report card relies heavily on the statewide test administered by the state. State policymakers have been reluctant to include the same statewide test in proposed voucher legislation for evaluating voucher students or schools for comparison purposes. The state should release the grades much earlier rather than waiting until the middle of the following academic year. There are no specific penalties for schools scoring a D or F, but they may face increased scrutiny from the Tennessee Department of Education. The data comes from a test taken in May of last year. Parents may wonder, 'How important is this for my child?' Many may question whether report card grades reflect all the factors contributing to a quality school. There may be concerns about the state's methodology for calculating these scores. One suggestion is that parental satisfaction should also be considered when evaluating school performance. Schools categorized as failing may find it challenging to attract teachers and administrators. This could result in already struggling schools remaining in their difficult situation. We believe that test scores should not be the primary indicator of success in our schools. They fail to capture essential skills like creativity, critical thinking, and collaboration. What truly counts is a student's determination to overcome challenges. Our educational system must be adaptable and seek new ways to prepare students for an ever-changing world. Many educators face unbelievable challenges across the state, especially with low-income socioeconomic students. We take all students. This includes students who have a lack of preparation, limited vocabulary, poor nutrition, lack of medical care, high mobility, dysfunctional families, lack of English, and lack of enrichment. This does not even factor in mental, physical, and health challenges.  That is not an excuse, nor should we accept diminished expectations because of race or economic conditions. The idiom “soft bigotry of low expectations” is still alive and well in some circles, but we must reject it once and for all.   As educators, we must collaborate with policymakers to develop a public education system that offers students a solid educational foundation. This foundation will empower them to succeed despite any challenging personal circumstances. Public schools must continue to focus on helping all students thrive and ensuring a future without limits by providing the opportunities needed to support their educational journeys. As Danielle Belton, Editor-in-Chief of The Root, stated, “If you enter the game expecting to lose, you are almost guaranteed to find failure.” Three words are essential for winning any battle: Improvise, adapt and overcome. But when you overcome obstacles, you must keep improvising and adapting. In public education, educators must raise their voices to take charge of our profession and influence better policies. By engaging with local school communities and participating in conversations, everyone can contribute to the success of our students and schools. The school report card is a snapshot of time; much like a school picture for a student, it is what you look like at that moment. The report card can potentially encourage positive discussions within communities, helping to keep public education a central topic in policy debates. If the results are unfavorable, it should inspire conversations about how a school can grow, change, and improve. ##### 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, 16 Dec 2024 17:41:00 GMT</pubDate>
</item>
<item>
<title>Effective Policies Are Built Through Critical Debates</title>
<link>https://www.proedtn.org/news/688827/</link>
<guid>https://www.proedtn.org/news/688827/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EFFECTIVE POLICIES ARE BUILT THROUGH CRITICAL DEBATES 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.12.10_effective_policie.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Effective Policies Are Built Through Critical Debates    Throughout my career, I have observed many debates that often lack the depth and substance necessary for advancing public policy. Discussions frequently focus on surface-level issues rather than addressing the core challenges we face as a state. Debate is restricted, and public policy is heavily influenced by lobbyists and public relations campaigns, many of whom are from out of state. To truly empower a brighter future, we must make strategic investments in the well-being of every Tennessean, ensuring that our policies promote economic stability, educational opportunities, and access to healthcare. Tennesseans need to drive public policy in our state. Governments must navigate competing priorities by making decisions that balance short-term actions with long-term financial sustainability. Today's choices will impact future generations and influence policies, taxes, and spending. Good governance in the public sector is not just important; it is fundamental to the success and effectiveness of our state. We must ensure that public sector entities achieve their intended outcomes and operate with transparency and integrity, consistently prioritizing the public interest in their actions. This includes cultivating a culture of accountability that holds agencies and leaders responsible for their decisions and performance. Government officials must serve the public interest with ethical awareness. By prioritizing the public good over private interests, they contribute to the common welfare. Public servants must commit to promoting public interest and ensuring fairness in policies and services. They should not use their positions for personal gain or create conflicts of interest. An ethical commitment fosters fairness, justice, and the common good. In recent years, some state agencies and leaders have increased state spending without achieving corresponding improvements in effectiveness or success. Public sector spending can often be prone to waste, fraud, and corruption. The Tennessee Comptroller of the Treasury investigates fraud, waste, and abuse allegations in government and publicly funded entities by working closely with law enforcement and prosecutors on criminal allegations. A misallocation of resources can have significant consequences for our communities and taxpayers. Building public trust is crucial for nurturing vibrant communities where everyone in our state has the opportunity to thrive and succeed. The Constitution of Tennessee divides state government powers into three distinct and equal branches: the legislative, the executive, and the judicial. Unfortunately, many state legislators have not taken the initiative to assess the damage caused by bad policies or failures, leaving many critical issues unresolved. We must foster a more proactive approach to governance that emphasizes thorough evaluation and strategic planning to ensure that every dollar spent works toward the benefit of all Tennesseans. In an environment where many organizations influence public discourse, employing critical thinking skills can significantly enhance our analysis of new proposals. When evaluating policy recommendations, reflecting on several key questions is beneficial: Who benefits from this initiative? Who is hurt by the initiative, and what are the possible consequences? What evidence is provided to support the claims? Who is funding those efforts? Is this proposal particularly relevant at this moment? Should some initiatives be limited to a pilot project? Should they include a sunset provision? How will we measure the results? Does it grow the government?  People are less trustful of anonymous groups. We can develop a more comprehensive understanding of the context by investigating the organizations behind these recommendations and seeking perspectives from diverse sources. By utilizing critical thinking, we equip ourselves with a vital tool to navigate the complexities of today's social media environment. This approach promotes informed decision-making and encourages more open dialogue and collaboration. Engaging in civil discussions and debates is essential. When we approach conversations with respect—especially with those who hold differing viewpoints—we increase our chances of understanding ourselves better and finding common ground with others. Treating individuals fairly and respectfully is essential, as it creates an environment that fosters persuasion and allows for exploring potential compromises. Effective policies are built through critical debates.   ##### 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, 10 Dec 2024 21:18:00 GMT</pubDate>
</item>
<item>
<title>Tennessee Must Prioritize Investment in K-12 Infrastructure</title>
<link>https://www.proedtn.org/news/688427/</link>
<guid>https://www.proedtn.org/news/688427/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TENNESSEE MUST PRIORITIZE INVESTMENT IN K-12 INFRASTRUCTURE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.12.4_tennessee_must_pri.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 Must Prioritize Investment in K-12 Infrastructure Tennessee's school buildings are aging, with an average age of 50 years. The state needs to act more to assist school districts with capital projects. Residents should only bear part of the cost after years of state neglect on this issue. We can only delay addressing this situation for so long. In fact, Tennessee schools require approximately $10 billion for repairs and upgrades over the next five years. A <a href="https://comptroller.tn.gov/content/dam/cot/orea/advanced-search/2022/Capitalspendingreport.pdf" style="font-size: 20px;">recent review</a> by the Comptroller indicates that 57 percent of school buildings are in good or excellent condition. However, this also means that 43 percent need repairs. Building age, maintenance standards, temperature, lighting, noise, and air quality affect students’ health, safety, and psychological well-being. Additionally, high-quality facilities enhance community perceptions and support for public education. Building new schools and renovating those in poor condition entails significant costs. These include renovations and technology costs of $5.4 billion, funding for new schools and additions totaling $3.6 billion, and constructing 70 new schools at $42 million each. Two primary factors drive capital expenditures by local school systems: normal wear and tear on K12 school buildings and facilities and community growth. Some school systems feel the pressure from only one source, while others experience both. In Tennessee, local revenues, including bonds and property taxes, predominantly fund K-12 capital spending. The state does provide some funding for K-12 capital projects through the new TISA funding formula, but this amount is minimal and can only stretch so far. States typically have three methods to support K-12 infrastructure needs: appropriations, financing assistance, and dedicated revenues. While Tennessee utilizes appropriations and financing assistance, it does not allocate dedicated revenues for K-12 capital expenditures as other states do. The state could finance school capital projects by utilizing sales and use taxes, excise taxes, lottery revenue, and proceeds from the sale of state lands for school construction. However, sports betting revenue could also be allocated to support construction efforts. The condition of school facilities significantly impacts student behavior and performance. Research shows that students in newer, well-maintained buildings score higher on standardized tests than those in poorer facilities. As a result, many states are focusing on funding for improving school infrastructure in their education reform efforts. Policymakers must prioritize improving school facilities, as neglecting these environments undermines broader efforts to enhance K-12 education. Urgent action is necessary to ensure every student has a conducive learning environment.  ##### 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, 4 Dec 2024 22:42:00 GMT</pubDate>
</item>
<item>
<title>Words Hurt, and Words Heal</title>
<link>https://www.proedtn.org/news/687990/</link>
<guid>https://www.proedtn.org/news/687990/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WORDS HURT, AND WORDS HEAL 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.11.25_word_hurt_and_wor.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 impact of our words is profound. They represent the most potent force at our disposal as humans. We can wield this power constructively, uplifting others, or destructively, causing harm. Just a handful of words can inflict pain, and while those wounds may eventually heal, the scars often remain. Our words carry significant weight; they can either nurture or damage, mend or injure, elevate or dismantle, connect or isolate, support or challenge. In politics, our leaders have the power to either impose harm or bring healing through their actions and words on the critical issues that challenge us. Many believe that Tennessee public schools are filled with radical educators using their resources—classrooms—for political purposes. However, that narrative is inaccurate and is often used by lawmakers to gain power and control the narrative. This has a certain Justice Potter Stewart feel to it, explaining the definition of obscenity: “I can’t define it, but I know it when I see it.”  Schools often become political battlegrounds, reflecting the values and ideologies of various groups. Politicians and interest groups engage in contentious debates over education policies, funding, and curriculum choices, which can ultimately affect the quality of education. It is essential to strive for a balanced education system that prioritizes the needs and well-being of students over political agendas. Are some teachers liberal? Indeed, many are very conservative as well. They reflect the views found in their community and the general population. Since 2010, Republicans have held control of the Tennessee General Assembly and the Governor’s Office. Governors appoint the Commissioner of Education, who has influenced education policies in Tennessee for the past 14 years. They are now responsible for the education issues and challenges of these policies. Curricula design and implementation can differ widely due to state standards and district policies, often overlooking individual teacher preferences. States establish standards, approve instructional materials, and influence teacher preparation and professional development. A well-structured curriculum should align with these standards, guiding educators to ensure students acquire the essential knowledge and skills for their grade level. However, educators need flexibility, as varying curriculum deployment can impact educational quality. Initially, public education aimed to foster a literate American citizenry capable of participating in democracy. Our founders recognized that for citizens to shape government through elections, they needed a solid knowledge base. Public education is still part of the solution, as today's challenges stem not from a lack of funding but from a lack of trust in our institutions, including government and education. Let’s be clear: there will never be a one-size-fits-all model for public education, and no single academic model can work in a state or nation with a diversified population. That is why it is critical to collaborate among educators, parents, citizens, and businesses to transform education at local levels based on the needs of each community. That is absolute local control. Over the years, I have been critical of many things in public education, including lack of focus, poorly defined goals, disagreement with curriculum, and outside political influence. However, I have always tried to do what my wife always advised: “If you are going to criticize, offer a solution.”  Teddy Roosevelt said, “It is not the critic who counts,” but “the man who is actually in the arena.” Critics of public education often focus on the wrong issues, relying on incomplete or faulty information. Many lack knowledge in the areas they critique, which is concerning. While public education isn't without faults and should continue evolving, we must avoid being change-resistant. With 90% of children educated in public schools, citizens should support public education. We must be transparent. A successful education system is essential for our children's future and the economy. This message deserves more focus. Your words hold incredible power and can impact the lives of those around you—family, friends, educators, and children. You can choose to uplift and inspire or to harm and diminish. Remember, once spoken, words cannot be taken back. Be mindful of your language, whether as an educator or a policymaker. ##### 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, 26 Nov 2024 15:36:00 GMT</pubDate>
</item>
<item>
<title>Hints, Allegations, and Things to Expect in 2025</title>
<link>https://www.proedtn.org/news/687308/</link>
<guid>https://www.proedtn.org/news/687308/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
HINTS, ALLEGATIONS, AND THINGS TO EXPECT IN 2025 
<a href="link " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a> 
Hints, Allegations, and
Things to Expect in 2025 As the second Trump administration gets ready to take office in January 2025 in Washington, D.C., national education policy is poised for significant changes. Analyzing the potential strategies of President-elect Donald Trump and Vice President-elect JD Vance highlights their critical perspectives on public K-12 and higher education, indicating a push for substantial reforms based on their previous statements and actions. Tennessee receives $1.8 billion in Title I, IDEA (Individuals with Disabilities Education Act), and other federal funding each year, supporting low-income students, students with disabilities, and school lunch programs. We need those federal dollars. The Department of Education will likely be reduced or eliminated, as this is the newly stated administration's goal. In that case, there will need to be a transition, and safeguards will need to be put in place to protect students and keep federal funding ongoing or replace it with state dollars. The US Department of Education has struggled to meet its goals; many see it as very politicized. The issues we face stem from the government's tendency to expand, leading to duplicate and unnecessary programs. Bureaucrats often believe they can better serve the public with more power and funding, but the American Dream is not about growing the government. The federal government could implement a block grant system and streamlined approach, allowing states and communities to tailor spending to their needs. This could encourage innovation and accountability, as states must demonstrate academic improvement to access federal funds. There are considerable disparities in funding and resources in every state and community. Donald Trump has long advocated for abolishing the Federal Education Department, arguing that states should regain control over education policies. However, achieving this goal would likely face significant challenges in Congress. Trump advocates for the privatization of K-12 education through voucher systems, enabling parents to use public funds for private schools. This initiative aligns with the broader Republican objective of minimizing federal oversight in education. Donald Trump plans to change school curricula by moving away from diversity, equity, and inclusion (DEI) themes, instead emphasizing workforce readiness. His administration will likely pursue restrictions on the teaching of critical race theory and gender-related subjects. Trump has warned that schools and universities may face funding cuts if they do not align with his views on education, particularly regarding DEI and transgender rights. This has created a sense of uncertainty within academic institutions. Taxing university endowments, as promoted by Trump regarding "wokeism," could have significant impacts on funding for higher education. With Republicans in control of Congress, Trump’s educational goals may receive more substantial support than during his previous administration, potentially resulting in more aggressive actions against various institutions. The Trump administration may seek to expand executive powers to limit federal funding based on compliance with its educational policies, potentially circumventing Congressional approval. Educational leaders are preparing for a challenging landscape for vulnerable student populations while navigating the uncertainty of upcoming policies. The new Trump administration must establish a timeline and clarify what will happen to federal protections of students' rights in education under civil rights laws. The relevant laws include Title VI, which prohibits discrimination based on race, color, or national origin; Title IX, which prohibits sex discrimination; and Section 504, which protects individuals with disabilities. The Age Discrimination Act safeguards against age discrimination, while FERPA allows parents access to education records. The PPRA grants parents’ rights concerning student data, and the Equal Educational Opportunities Act prohibits segregation based on race or national origin. Furthermore, the Department of Education provides technical assistance to enhance the protection of student privacy. For many, this signals a potentially tumultuous educational environment under Trump and Vance, with far-reaching consequences for public education, higher education funding, and the overall academic freedom of institutions. However, if done correctly, we could also create a more responsive education system. We should collect data, research, and best practices on schools and share that information with the public, educators, and policymakers. Every agency deserves regular scrutiny; the US Department of Education is no exception. Like every new administration, now we watch, wait and react. Let the debate continue.                                                                                                                                                 #####<div>
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 call 1-800-471-4867 ext.100.</div>]]></description>
<category>Editorials</category>
<pubDate>Tue, 19 Nov 2024 16:09:00 GMT</pubDate>
</item>
<item>
<title>Leadership Means Responsibility</title>
<link>https://www.proedtn.org/news/687007/</link>
<guid>https://www.proedtn.org/news/687007/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
LEADERSHIP MEANS RESPONSIBILITY 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.11.14_leadership_means_.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Leadership Means Responsibility    Winston Churchill said, “The price of leadership is a responsibility,” a principle applicable to all levels of leadership, from the White House to local schools. While educators bear the burden of education reform, those in high offices often escape accountability, which seems unjust. Republicans have controlled the Tennessee General Assembly and the Governor’s Office for 14 years. If public education is struggling, everyone involved should reflect on their roles. Continuing the current administration’s policies would be a mistake. Future gubernatorial candidates should engage with school boards, superintendents, teachers, and parents now. Ask our current occupant: “If Tennessee knows best about our education needs, why are so many out-of-state groups influencing your education policies?” Public affairs consultant Todd Kruse stated, “Our nation can continue tinkering with mandatory testing... or we can start thinking about revolutionary change in our public schools.” Many education reformers have lost their way by focusing on misdirected ideas without firsthand experience, leading to biased opinions and flawed policies. Taxpayers reasonably expect their tax money to fund effective programs. If American education faces challenges, they may stem from federal overreach and states that merely copy policies from other states. Tennessee receives $1.8 billion in Title I, IDEA (Individuals with Disabilities Education Act), and other federal funding each year, supporting low-income students, students with disabilities, and school lunch programs. We cannot lose those dollars. The federal government should not regulate public education. We need to restore control of education to state and local agencies. State education agencies should enhance local control by granting school districts more operational flexibility. The effectiveness of the Every Student Succeeds Act depends on state education leadership, yet many recent Commissioners of Education lacked familiarity with Tennessee. We must also question what role we want our state education agency to play in public education. If the price of leadership is a responsibility, then let’s restore our local school districts and encourage them with adequate resources to accomplish the critical mission they have been charged with undertaking. State agencies must be more accountable to those they are supposed to serve, parents and taxpayers, not federal bureaucrats.   This doesn’t mean state or federal governments should neglect their roles in promoting an educated citizenry. Michael Greve noted, “Federalism requires confidence in the creative energies of a free society.” A centralized approach to public education is counterproductive. Since 1965, a one-size-fits-all federal solution has led to unfunded mandates restricting local educators. We need leaders who embrace their responsibility to educate children, remembering that public education aims to develop moral, productive, and literate citizens, integrate diverse populations, and reduce class conflict. Public education funding is a state responsibility under our state constitution.  To meet the needs of students and parents, we must enhance transparency, allowing parents to participate actively in their children's education. Educators should be equipped with the necessary tools and support.  Public education must be accountable to the community, not to a politically fluctuating bureaucracy in Washington, DC, or Nashville, Tennessee. Increased transparency is essential to being more responsive to the needs of students and parents. Parents need access to essential information and to become active partners in their child’s education. Parent engagement is much more than the “feel good” initiatives that we undertake. In addition, we must provide our educators with the tools they need for their vocation. We need to prioritize local control and flexibility in education funding. A block grant system from the federal government could facilitate essential changes if it offers a streamlined approach that allows states and communities to customize their spending based on their specific needs. In return, states and districts must protect and enforce students' rights. Title VI prohibits discrimination based on race, color, or national origin, and Title IX prohibits sex discrimination. Section 504 prohibits discrimination against individuals with disabilities, and the Age Discrimination Act protects against age discrimination; FERPA gives parents access to education records; PPRA provides parents’ rights regarding student data; and prohibits segregation based on race or national origin. This system will drive innovation and accountability, as states must demonstrate academic improvement to access federal funds. There is a significant disparity in funding and resources across states and communities.  However, careful implementation can create a more responsive and effective education system. Our state's educators can accomplish great things for students when they get the support they deserve and responsible leadership.  ##### 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, 14 Nov 2024 21:14:00 GMT</pubDate>
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<title>Setting Priorities for All Tennesseans</title>
<link>https://www.proedtn.org/news/686179/</link>
<guid>https://www.proedtn.org/news/686179/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
SETTING PRIORITIES FOR ALL TENNESSEANS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.11.05_setting_prioritie.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Setting Priorities for All Tennesseans In late September, Hurricane Helene severely impacted Eastern Tennessee, causing loss of life and billions in damages. Many residents are facing significant uninsured losses and urgently still need assistance. Local organizations and churches stepped up to provide essential support to affected individuals, emphasizing the importance of community involvement in times of crisis. However, it is still not enough. The natural disaster means that in 2025, the Tennessee General Assembly must change its focus and priorities; infrastructure, the state budget, and education reform will garner attention. Tennessee's lawmakers are facing challenges as they prioritize the next state budget. Our current budget is around $53 billion, and it has grown significantly in the last six years under the Lee Administration with stagnant revenue growth. With $144 million previously allocated for a failed universal school voucher proposal, there is hesitance to tap into the state’s $2.15 billion rainy day fund due to potential risks to the state’s bond rating. Tennessee fell $333 million short of tax projections in Fiscal Year 2023, and Lee's budget anticipates collecting a<a href="https://sycamoretn.org/2025-lee-budget/" target="_blank">bout $719 million less in revenue than initially planned for Fiscal Year 2024</a>.  On one hand, Governor Lee is beholden to a special interest lobby advocating for universal vouchers; on the other hand, Tennesseans have never been obligated to pay for the education of 100,000 students already attending private schools. This could ultimately cost taxpayers an additional $700 million annually. The era of big government is alive and well in Tennessee. The introduction of the Helene Emergency Assistance Loans (HEAL) Program, which offers loans for disaster recovery instead of direct aid, has raised concerns among affected residents and advocates who call for immediate financial support rather than loans. Will the funds be returned to TennCare, where the state is taking them from? Public infrastructure needs present an opportunity for significant improvement as we address the existing backlog, estimated at $68 billion. This situation underscores the necessity for focused recovery efforts across the state, paving the way for a more effective disaster response and a building on infrastructure needs for the future. The contrast between the funding for universal vouchers and the urgent need for disaster recovery and public education underscores a disconnect in legislative priorities. Lawmakers must balance the immediate needs of storm-impacted communities with the broader budget implications. It is anticipated that Governor Lee may call a special session of the Tennessee General Assembly to advocate for universal vouchers, raising concerns about prioritizing educational reforms over disaster recovery. The decline in SNAP funding for low-income households and a decrease in economically disadvantaged students qualifying for meal programs reflect deeper systemic issues that threaten educational resources and community stability. Policymakers and media should check with local school districts to determine if schools face any problems with economically disadvantaged students qualifying for meal programs and, if so, what the potential fiscal impact is.     The push for universal vouchers needs critical examination due to potential negative impacts on public education, including widening academic gaps, increased segregation, and diverting funds from public schools. The primary issue will be accountability. If universal vouchers are implemented, private schools accepting them must adhere to the same standards as public schools to ensure educational quality and prevent discrimination against marginalized groups. This should also include open meetings and greater transparency.  Education reform initiatives like the Achievement School District have faced justified criticism for failing to deliver promised improvements. There is a pressing need for practical, personalized intervention strategies in education.  In the past six years, "disruptors" have emerged in the education reform movement in Tennessee, emphasizing testing, competition, and accountability.  This contrasts with traditional reformers who focus on funding, teacher training, and smaller class sizes. Eventually, we must focus on building a system that works as the Tennessee Constitution mandates funding a system of public schools.   As state leaders navigate these complex issues, they must prioritize transparency and community engagement while addressing the urgent needs of all Tennesseans, particularly in education and disaster recovery. The growing demand for government accountability reflects citizens' expectations for a responsive administration prioritizing comprehensive needs, including our focus on education, infrastructure, and disaster recovery. Stakeholders must advocate for a balanced approach that serves the community's best interests and fosters solutions for all Tennesseans.  As lawmakers navigate these complex issues, they must listen to their constituents and address the urgent needs of their communities, especially in education. ##### 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, 5 Nov 2024 17:50:00 GMT</pubDate>
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<title>Whiskey, Car Keys, and Universal Vouchers</title>
<link>https://www.proedtn.org/news/685614/</link>
<guid>https://www.proedtn.org/news/685614/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WHISKEY, CAR KEYS, AND UNIVERSAL VOUCHERS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.10.28_whiskey_car_keys_.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Whiskey, Car Keys, and Universal Vouchers P.J. O'Rourke had a knack for using humor to critique politics and government. O’Rourke illustrated the recklessness that can come with unchecked authority with his deep skepticism about the relationship between government and individual freedoms.  One of my favorite O’Rourke quotes is: “Giving money and power to government is like giving whiskey and car keys to teenage boys.” This highlights the absurdities of bureaucracy and the consequences of the dynamics of political power. Many citizens believe Governor Bill Lee is indifferent to the possible financial strain which will be created by universal vouchers and their detrimental effects on public schools and our communities in Tennessee. The repercussions extend far beyond just public education. Funding for these universal vouchers will ultimately drain state resources, potentially costing taxpayers roughly $700 million or more annually. The spending on the program will undoubtedly threaten other vital services and programs. State leaders are rarely held accountable for failed policies, but the taxpayers end up with the consequences. As Ronald Reagan said, "The most frightening words in the English language are, 'I'm from the government, and I'm here to help.'" He understood that government is often the problem, not the solution. The Achievement School District (ASD) in Tennessee exemplifies a failed approach to school reform. Many prefer more individualized intervention methods. Despite spending over a billion dollars since its creation in 2010 as part of Tennessee’s Race to the Top plan, the ASD has not successfully turned around low-performing schools. It made them worse. You will hear comments like “School choice is on the ballot in the coming days.” You will not hear the term “universal voucher” coming out of the mouths of those pushing universal vouchers. One basic rule of politics is that when buying and selling are controlled by legislation, legislators are the first things to be bought and sold. Align political donations with how people vote; you will almost always find a correlation. Private schools were created to be independent and funded by families who chose them. There are some great private schools within Tennessee, as there are incredible public schools across the state. If private schools receive public funding, they should meet the same standards as public schools, such as requiring educators to hold at least a bachelor's degree in their subject area. However, with proposed universal vouchers, private school educators may not need a degree. We identified flaws in Governor Lee’s voucher program, including a lack of affordable private schools and transportation issues affecting low-income families. Most private school tuition exceeds the voucher amount. If Governor Lee can rally enough votes, Tennessee taxpayers will foot the bill for his universal voucher lobbyists and private schools across the state. The Tennessee Constitution requires the General Assembly to provide for the maintenance, support, and eligibility standards of a system of free public schools. We advocate for expanding public school choice options, including magnet schools, career academies, and open enrollment policies. Public schools should collaborate more with businesses and nonprofit organizations and actively involve homeschooling families. This can include allowing their children to participate in regular classes and vocational programs at their designated or nearby schools. Many states have open enrollment policies that permit school districts to offer various options, such as magnet schools, charter schools, Advanced Placement (AP) Programs, International Baccalaureate (IB) Diploma Programs, and dual enrollment opportunities. These options should be further expanded. So, the issue is not about <a href="https://www.proedtn.org/news/668080/School-Choice-is-More-than-Universal-Vouchers.htm">school choice</a>, and it has never been about school choice. It is about subsidizing private schools with taxpayer dollars. Governor Lee never acknowledges that universal vouchers may hurt public schools and other choice options as well. Policymakers should remember that you can change the zip code where a child attends a school, but they are not changing the home address. You will not address the real issues until you address the impact of factors outside the classroom on student achievement. This is an ongoing debate, but we must get it right, given this issue's critical and costly nature. The Tennessee Department of Education is facing a challenge: it needs to fill critical positions to effectively serve parents, students, educators, and school districts. With many employees working remotely, there are concerns about oversight and effectiveness. How will the department manage a $700 million program long-term? This should be addressed early in the discussion. As P. J. O’Rourke noted, “It is a popular delusion that the government wastes vast amounts of money through inefficiency and sloth; significant effort is required to waste this much money.” We may be about to find out if universal vouchers become law in 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>
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<pubDate>Tue, 29 Oct 2024 17:42:00 GMT</pubDate>
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<title>The Challenges of Supporting Immigrant Students</title>
<link>https://www.proedtn.org/news/684090/</link>
<guid>https://www.proedtn.org/news/684090/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE CHALLENGES OF SUPPORTING IMMIGRANT STUDENTS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.10.08_challenges_of_sup.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 recent influx of over half a million school-age migrant children since 2022 has created significant challenges for U.S. public schools, mainly due to insufficient resources to meet their specific needs. The existing shortage of teachers is further complicated by a lack of bilingual educators, hindering effective instruction for these students. The need for better resources is urgent. A recent <a href="https://www.reuters.com/investigations/an-american-education-classrooms-reshaped-by-record-migrant-arrivals-2024-10-05/">Reuters survey </a>was sent to more than 10,000 school districts, but only 75 districts responded. The data revealed the staggering scale of the issue. With one-third of the 75 districts that responded, representing about 2.3 million students, they reported a 'significant' impact from the rise in immigrant children. This is a situation that cannot be ignored. Nashville, Tennessee, has seen a significant increase in its foreign-born population, with international migration contributing to over 20% of the city's net in-migration between 2010 and 2020. Within Metro Nashville Public Schools (MNPS), 120 languages are spoken. The district serves students from over 130 countries, and nearly one-third of MNPS students communicate in a language other than English at home. The most common non-English languages were Spanish, Arabic, Kurdish, Somali, Burmese, and Vietnamese. This trend is expected to continue. In response, schools are working to hire more English as a Second Language (ESL) teachers; however, they face obstacles such as communication gaps, inadequate interpreter services, and a scarcity of educational materials available in the student’s native languages. The urgent need for better resources is clear, and action is required to meet this demand. The situation highlights a failure of federal immigration and security policies to address the needs of American citizens and the challenges posed by the increasing number of immigrant students. While the U.S. has a longstanding tradition of welcoming those seeking refuge, the current immigration system is struggling, leading many to anticipate asylum upon arrival. Advocating for a legal immigration process is essential, as the humanitarian aspects of this issue are frequently neglected. Unaccompanied minors, sent by desperate parents, represent their families' aspirations for a better future. However, it is a challenge for the children and the schools. The implications of these children enrolling in public schools are profound, particularly in light of the Supreme Court's ruling in <a href="https://www.uscourts.gov/educational-resources/educational-activities/access-education-rule-law">Plyler v. Doe</a>, which ensures that all children, regardless of immigration status, have the right to an education. States like Tennessee are already feeling the effects, having welcomed a significant number of migrant children.  The plight of migrant children's situation underscores multiple critical challenges and implications. The influx of these students has strained educational resources, further exacerbated by a shortage of bilingual teachers. The absence of adequate support structures, including sufficient ESL teachers, interpreters, and educational materials in the students' languages, reveals systemic shortcomings in addressing this demographic shift. In a <a href="https://oig.hhs.gov/oei/reports/OEI-07-21-00250.pdf">2021 report</a>, it was revealed that 16% of child case files lacked documented sponsor background checks from the HHS Office of Refugee Resettlement. Additionally, in 19% of cases where children were released to sponsors pending FBI or state checks, the case files were not updated with the results. The findings highlight the urgent need for targeted interventions and broader deficiencies in federal immigration and security policies. As schools navigate academics, they have encountered substantial challenges. Federal policymakers must craft a sustainable immigration policy that secures borders and provides legal pathways to citizenship. Neglecting these issues will keep public education at the center of this complex and critical debate, and all students will feel the impact. For years, politicians have avoided the immigration issue. No group is willing to take concrete and credible action on this matter to avoid losing political capital. An easy-to-understand immigration process is necessary, mainly if we address the educational needs of these children and their broader societal implications. Concerns about the safety of these children must include the need for enhanced oversight within the immigration system. To address schools' challenges in accommodating migrant children, we need both specific reforms to address migrant education issues and a balanced immigration policy. Urgent collaborative efforts among educators, policymakers, and community organizations are crucial to support these growing populations. ##### 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 Oct 2024 21:40:00 GMT</pubDate>
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<title>Yes, Your Vote Matters</title>
<link>https://www.proedtn.org/news/684980/</link>
<guid>https://www.proedtn.org/news/684980/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
YES, YOUR VOTE MATTERS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.10.21_yes_your_vote_mat.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Not everyone shares the same perspective on every issue concerning politics, policies, social matters, or differing worldviews. Rather than attempting to stifle political discourse, we should encourage and empower voters to make their own informed decisions. We must have faith in the voters to make educated choices that will help shape a brighter future for our state and nation. Economic concerns and who you trust to handle the economy are cited as the most significant factors influencing voter sentiment for the 2024 presidential election. Education is a crucial driver of economic growth and prosperity, but that has been lost in the discussion. Extensive <a href="https://www.americanprogress.org/article/better-learning-outcomes-can-help-kick-start-economy/">research</a> shows that investing more in education fosters economic development, resulting in higher individual salaries, improved workforce efficiency, and an increased gross domestic product. Evolving party dynamics and changing priorities will shape the electoral landscape. Additionally, crime and health care remain significant issues. Public education is most effective when accountable to the local community rather than a distant bureaucracy in state capitals or Washington, DC. Since 1965, federal one-size-fits-all mandates have burdened local educators. We need leaders dedicated to educating our children and transforming them into moral, productive, and literate citizens. One viewpoint criticizes the government and advocates for dismantling public education. Proponents of this perspective argue for a privately managed system that they believe will be more effective. Regardless of individual opinions, polished marketing messages emphasizing opportunity, innovation, and efficiency can be expected. Ultimately, the goal is to eliminate public education, which they perceive as detrimental. Conversely, another perspective highlights that non-academic skills can significantly impact life outcomes, sometimes even more than academic skills. This does not diminish the essential role of literacy and numeracy education, nor does it lessen the importance of history and science courses; both are critical for informed citizenship and workforce success. However, it’s crucial to recognize that success in various life domains is not solely dictated by a few points on state assessments, which often lack true predictive power. Under both perspectives, it is imperative that parents and community members have a strong vested interest in the success of the schools, and they must co-own the outcomes that are produced. Parents have the right to know how well their children perform compared to their peers nationwide. In addition, taxpayers who support our public school system have the right to know that any system they fund produces the promised results. The education reform movement urgently needs reform. It has become disconnected from teachers and no longer prioritizes students. Many reforms lack solid evidence. We must consider teachers' insights on their development to improve student performance. Raising test scores doesn't guarantee lifelong success, especially if we ignore essential social and fine motor skills vital for cognitive growth. Education “reformers” have lost their path because they focus on the wrong ideas in education and lack direct first-hand experience in public education. Opinions disguised with misinterpreted data create a bias that becomes terrible public policy. Educators recognize that critical thinking, creativity, conflict resolution, communication, and teamwork are essential and should not be overlooked. Research shows that well-rounded individuals pursue personal fulfillment and have greater self-confidence. Education should focus on preparing students for careers and teaching lifelong values, discipline, and independent thinking. Albert Einstein noted, “The true sign of intelligence is not knowledge but imagination.” Winston Churchill taught us that “the price of leadership is responsibility.” This is true of leadership everywhere, from the White House to the state house and even the schoolhouse. While educators have been the ones who have borne the crux of education reform efforts, those in the highest offices of our nation’s capital and state capitols are all too often exempt from being held responsible for their actions. That doesn’t seem fair. Are we using the right metrics for success? How long will education reform continue without accountability? Who do you trust more: a local teacher who works with your child daily or a bunch of non-educators and lobbyists in Nashville or Washington, D.C.?  Yes, your vote matters.  ##### 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 Oct 2024 15:35:00 GMT</pubDate>
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<title>Helene Changed Everything</title>
<link>https://www.proedtn.org/news/684441/</link>
<guid>https://www.proedtn.org/news/684441/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
HELENE CHANGED EVERYTHING 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.10.14_corrected_helene_.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 tropical storm that struck Western North Carolina and Eastern Tennessee on September 26-27, 2024, had a significant and enduring impact. The catastrophic <a href="https://www.economist.com/united-states/2024/10/03/hurricane-helene-was-americas-deadliest-storm-in-nearly-two-decades?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=17210591673&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gad_source=1&gclid=Cj0KCQjwgrO4BhC2ARIsAKQ7zUmA7Ji_mOSSSipv-OjQ_fe1hZNbXwwNeI-bmMpqik_XXA4NGkLsciMaAjDgEALw_wcB&gclsrc=aw.ds">Hurricane Helene</a> caused substantial destruction, loss of life, and billions of dollars in damages in Southern Appalachia. It caused a dangerous interaction between the Appalachian mountains, smaller tributary streams, and major rivers. In East Tennessee, the affected rivers flow through Cocke, Greene, Unicoi, and Washington counties, with reports of substantial flooding in Carter, Hamblen, Hawkins, and Johnson counties.  The recovery from this devastation will be <a href="https://www.youtube.com/watch?v=1EpiU5QV8_A">long and arduous</a> for the residents in and around those counties. Helene pushed the region to its limits, marking it as a generational storm and a millennial event. TVA spokesperson Scott Brooks stated that the Nolichucky River watershed received rainfall equivalent to a rare 1-in-5,000-year event, as the <a href="https://www.knoxnews.com/story/news/environment/2024/10/01/how-helenes-path-spelled-destruction-for-east-tennessee-towns/75449789007/">Knox News Sentinel</a> said.  According to Jake Bittle of the media organization <a href="https://grist.org/extreme-weather/hurricane-helene-flood-damage-cost-insurance/">Grist</a>, storm victims in North Carolina and Tennessee are experiencing a historic scale of uninsured losses and need comprehensive public or private assistance as they rebuild their lives. Their need for help is critical, and your support can make a significant difference. Tennessee <a href="https://www.chalkbeat.org/tennessee/2024/10/08/hurricane-helene-destruction-schools-roads-impact-to-school-voucher-debate/">allocated $144 million</a> in funding to Governor Lee's school universal voucher proposal, but the bill never passed. The money remains available in the budget. The state's rainy day fund is projected to reach a record $2.15 billion, but lawmakers protect it due to its impact on Tennessee's bond rating. There are concerns about FEMA and other federal agencies. Lee stated that there was a <a href="https://nashvillebanner.com/2024/10/03/biden-administration-delayed-hurricane-helene/">prompt federal response</a>, including the <a href="https://www.fema.gov/press-release/20240928/president-joseph-r-biden-jr-approves-emergency-declaration-tennessee">approval</a> of Tennessee’s initial emergency declaration. Various aspects of the federal response and the timing of the state's request warrant careful examination. However, amidst these challenges, many churches and community groups have stepped up and organized volunteers to assist with the rebuilding and cleanup operations in the area. Their efforts are a testament to the power of the local community in times of crisis. There is no one-size-fits-all solution during a natural disaster, as each situation presents unique challenges. To address this situation, Governor Bill Lee announced the <a href="https://www.tn.gov/governor/news/2024/10/10/gov--lee-announces-helene-emergency-assistance-loans--heal--program.html">Helene Emergency Assistance Loans (HEAL) Program</a>, a loan program. However, the program is merely “loaning” money to disaster-affected counties for infrastructure rather than providing outright grants. This lack of direct financial aid is a considerable concern. TennCare Shared Savings fund the no-interest loans. Shifting and diverting Medicaid funds could remove the restrictions on how funds can be used once the counties repay the loans. The need for state legislators to provide immediate and comprehensive oversight is urgent. The headline in the <a href="https://www.nashvillescene.com/news/pithinthewind/bill-lee-heal-program-opinion/article_0da6abc4-88d0-11ef-88c3-b33d2ea8fedc.html">Nashville Scene</a> is the perfect question: Why Is the State Loaning Rather Than Giving Disaster Relief Funds? <a href="https://www.chalkbeat.org/tennessee/2024/10/10/helene-recovery-wont-derail-universal-school-voucher-plan-gov-bill-lee/">Chalkbeat</a> reported that Governor Lee dismissed suggestions to reconsider Tennessee’s budget priorities despite the urgent need to assist northeast Tennessee in recovering from the potential damage of over $1 billion to its public infrastructure. Additionally, per the state's latest assessment, a pressing backlog of at least $68 billion is needed statewide to improve various public facilities. The Lee Administration will continue to pursue a <a href="https://www.chalkbeat.org/tennessee/2024/02/06/governor-bill-lee-universal-vouchers-2024-address-legislature/">universal private school voucher program</a> during his final two years in office. Keeping “universal voucher” funding in place and trying to launch a new program with $144 million available while Tennesseans are dealing with a natural disaster would be tone-deaf to the needs of many Tennesseans.  The state's juvenile justice system is also under intense strain due to <a href="https://www.wkrn.com/news/tennessee-news/report-cost-school-threats/">hundreds of school threats</a>.  Some local officials are requesting <a href="https://www.fox13memphis.com/news/mid-south-mayors-rally-to-open-additional-juvenile-detention-center-in-west-tennessee/article_36484e94-6683-11ef-98a0-bf740091126c.html">more juvenile detention space</a>. While we are not obligated to fund private schools under our state constitution, we do have a responsibility to fund public schools. When choosing between universal vouchers, rebuilding our state, and keeping our kids safe, there's no question about our necessary priorities.  It will be curious to see what direction elected officials in Carter, Claiborne, Cocke, Grainger, Greene, Hamblen, Hawkins, Jefferson, Johnson, Sevier, Sullivan, Unicoi, and Washington take on budget priorities moving forward. “If Memphis had an earthquake, I would hope the state’s No. 1 priority would be helping Shelby County and any other counties affected in our region,” said <a href="https://www.chalkbeat.org/tennessee/2024/10/08/hurricane-helene-destruction-schools-roads-impact-to-school-voucher-debate/">Representative Mark White</a>. He then added: “We’re all Tennesseans.” Several school districts have described a concerning reduction in the number of students from low-income households who qualify for free and reduced-priced school meals. State data shows decreased economically disadvantaged (ED) students, reducing predicted district funding. Many districts are reportedly experiencing a 20% to 30% drop in funds for previous ED students, leading to millions of dollars in revenue loss. It's essential to understand the full impact of this funding reduction on schools and to consider potential staff reductions and hindered student success. This will also impact local communities.  Our state government requires talented problem solvers to tackle the significant challenges we face today and the right priorities. Influential leaders motivate others to pursue a shared vision, a quality absent in state government recently.  As the late <a href="https://www.senate.gov/senators/FeaturedBios/Featured_Bio_BakerHoward.htm">Howard Baker Jr</a>. wisely stated, “If we are attuned to the system that can hear and understand what the people say if we give due respect to the collective political wisdom of the American people, then we will make the right decisions.” It’s time for legislators to listen. Tennesseans thrive with better oversight, heightened transparency, and reinforced accountability measures in state government. It's time to empower our citizens with a government that works for 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:audrey.shores@proedtn.org">Audrey Shores, Director of Communications</a>, at 1-800-471-4867 ext.102. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 14 Oct 2024 17:21:00 GMT</pubDate>
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<title>Bullying in Schools Remains a Significant Concern</title>
<link>https://www.proedtn.org/news/683492/</link>
<guid>https://www.proedtn.org/news/683492/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
BULLYING IN SCHOOLS REMAINS A SIGNIFICANT CONCERN 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.10.01_bullying_in_schoo.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Bullying is defined as unwanted and aggressive behavior among school-aged children, often marked by an actual or perceived imbalance of power. This behavior is typically repetitive or may recur over time. Bullying remains a prevalent issue in the United States; in 2022, <a href="https://www.pacer.org/bullying/info/stats.asp">nearly 20 percent of students in grades 9-12</a> reported experiencing bullying on school grounds. According to <a href="https://www.tn.gov/content/dam/tn/education/legal/2022-23_Bullying_and_Harassment_Compliance_Report.pdf">data submitted</a> to the Tennessee Department of Education, there were 13,377 reported cases of bullying to LEAs during the 2022-23 school year. After an investigation, approximately 44% of those cases (5,996) were confirmed as bullying. In 2024, bullying and cyberbullying were made a Class A misdemeanor in Tennessee. Bullying can take various forms, including physical aggression, verbal insults, relational manipulation, and social exclusion. It can also occur in digital spaces, referred to as cyberbullying. While any child can be affected, certain groups are more vulnerable, especially those with disabilities, socially isolated students, and individuals with noticeable physical differences or diverse cultural backgrounds. Bullying can lead to depression, anxiety, sleep issues, lower academic achievement, and school dropout. Cyberbullying occurs on digital platforms such as social media, gaming sites, and through text messages. Many students who experience cyberbullying also face bullying in person. This form of bullying can be particularly harmful, as digital platforms are always accessible, making it difficult for victims to find relief. The longevity of online content can prolong the negative impacts on a victim's mental and emotional well-being. Additionally, because cyberbullying happens online, it can be more challenging for parents, caregivers, and teachers to recognize, monitor, and address these behaviors promptly. Families and educators can combat cyberbullying by educating youth on digital citizenship, setting clear guidelines for online behavior, understanding digital habits, and supporting children in developing emotional intelligence and self-regulation skills. Research indicates that bullying is most common in elementary school, peaks during middle school, and gradually decreases as students transition to high school. The effects of bullying extend beyond the immediate victims, impacting perpetrators, bystanders, and the broader school community. Everyone in the school community must be aware and involved in addressing bullying. Consequences can include mental and physical health issues, increased substance use, academic challenges, heightened violence, and, tragically, even suicide. Signs of Bullying and Cyberbullying Several indicators may suggest a child is involved in bullying. By recognizing these signs, parents, guardians, educators, and other trusted adults can better identify and support affected students. Potential warning signs include: <ul style="list-style-type: disc;"><li>Avoiding social situations or expressing a reluctance to attend school.</li><li>Displaying physical symptoms such as frequent headaches, unexplained injuries, or sleep difficulties.</li><li>Exhibiting changes in eating habits, such as skipping meals or binge eating.</li><li>Expressing feelings of helplessness, low self-esteem, or mentioning suicidal thoughts.</li><li>Altering device usage patterns and hiding screens when others are nearby.</li><li>Losing or damaging personal items like clothing, books, electronics, or jewelry.</li></ul> Promoting a positive school culture, advocating healthy student behaviors, and establishing clear expectations can reduce bullying incidents and address related risk factors. Schools should adopt a comprehensive, community-oriented approach to address and reduce bullying in K-12 settings. This strategy should include immediate interventions, appropriate disciplinary actions, and supportive resources for severe cases. School administrators can be better prepared to tackle bullying by taking this approach. Education leaders can improve their strategy by analyzing the frequency, location, and types of bullying behaviors. This analysis can help in developing targeted prevention and intervention plans. To prevent bullying, school staff should create a positive school environment, establish and enforce clear rules, and train staff to adopt a school-wide approach. In addition, it is essential to engage parents and youth to reinforce anti-bullying regulations. Together, we can make the school environment welcoming for everyone. ##### 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, 1 Oct 2024 20:31:00 GMT</pubDate>
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<title>Fixing a Broken Political System</title>
<link>https://www.proedtn.org/news/683052/</link>
<guid>https://www.proedtn.org/news/683052/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
FIXING A BROKEN POLITICAL SYSTEM 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.09.26_fixing_a_broken_p.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 government's role is not just to lead but to lead by empowering and respecting its citizens. It should listen, not lecture. Citizens are passive recipients of government decisions and active participants in the democratic process. They have the right to be fully informed about matters related to the government's activities, and the government must ensure this right is upheld. Deborah Fisher, executive director of the Tennessee Coalition for Open Government, wrote that <a href="https://tennesseelookout.com/2024/03/13/cronyism-and-corruption-thrive-in-darkness/">“corruption and cronyism need darkness to survive.” </a> Openness is not just about freedom but also about enhancing the efficiency and effectiveness of the government at all levels. It reassures citizens that their government is working at its best. Public trust fails when participation, transparency, and collaboration are absent from the democratic process. Their role in maintaining public trust cannot be overstated. We emphasize the need for these elements in our political process.   Like many in Tennessee, I have observed the pressing need for increased scrutiny of the state's ethics rules and officials' relationships with lobbying groups. This is not just a crucial issue but a grave concern that cannot be ignored. We must address it with a sense of urgency. Under Governor Bill Lee, we have witnessed a deep reliance on <a href="https://www.chalkbeat.org/tennessee/2024/08/02/republican-primary-voters-deliver-wins-losses-on-school-vouchers-2024/">out-of-state money</a> in elections and the so-called infusion of national experts. Throughout history, individuals have been swayed by various forms of incentives. From the infamous thirty pieces of silver to modern-day campaign donations, the power of persuasion remains a constant force. Lee, who heads the Republican Governors Association, was scheduled to appear as a “special guest” at a recent fundraiser for the North Carolina Republican gubernatorial nominee Mark Robinson.  CNN reported that Robinson <a href="https://www.cnn.com/2024/09/19/politics/kfile-mark-robinson-black-nazi-pro-slavery-porn-forum/index.html">allegedly made</a> "a series of inflammatory comments" on a pornography website message board over a decade ago, which Robinson denies. Lee quickly and wisely <a href="https://www.tennessean.com/story/news/politics/2024/09/23/tennessee-gov-bill-lee-pulls-endorsement-for-mark-robinson-in-nc/75354352007/">pulled his endorsement</a> of Robinson. According to <a href="https://www.tn.gov/tec/tec-lobbyist/tec-lobbyist-ethics-training/tec-lobbyist-ethics-training-slide-4.html">state ethics laws</a>, executive branch members are strictly prohibited from accepting gifts, including travel reimbursements, from lobbyists and employers. This regulation ensures that fair and unbiased decisions are made without external influence. However, the Tennessee General Assembly plays a crucial and pivotal role in holding the governor and executive branch accountable. Their role is vital, and if they fail to do so, citizens will not stand a chance. The urgency of this situation cannot be overstated. It is time to get serious about ethics in our state and hold officials accountable.   There is no debate among educators that <a href="https://www.tennessean.com/story/opinion/2019/11/01/public-education-critics-need-constructive-and-deliver-solutions/2501341001/">public education must improve</a>.  We understand change must continuously occur. In Tennessee, the Republican party has been in control for 14 years, including Governor Lee's six-year tenure. Those in leadership must take responsibility for addressing the need for improvement in public education. Governor Lee's policy strategy appears to involve <a href="https://tennesseelookout.com/2024/09/20/stockard-on-the-stump-governors-private-school-vouchers-already-struggling-for-votes/">promoting universal vouchers</a> as a solution and giving up on the promise of an excellent public education for every child. Corey DeAngelis is a prominent advocate for universal vouchers whose message criticizes public schools. Given his prominent role in the voucher debate nationally, including here in Tennessee, DeAngelis's purported involvement in <a href="https://www.the74million.org/article/corey-deangelis-disgraced-not-by-liberals-he-trolled-but-right-wing-parents/">gay adult films</a> has led to new criticism and accusations of hypocrisy. DeAngelis's background is in the libertarian movement, and he has held positions at the Education Freedom Institute, Reason Foundation, CATO Institute, Hoover Institution, and the American Federation for Children. His advocacy and credibility within the education reform movement will be diminished moving forward. It remains to be seen if Governor Lee will distance himself from DeAngelis, organizations like the ones that employed him, and other out-of-state-funded groups. If the allegations are accurate, somebody should have vetted him before bringing him to Tennessee to promote any agenda. The <a href="https://www.federationforchildren.org/corey-deangelis-the-school-choice-wave-sweeping-america/">American Federation for Children</a> has initially removed his references from its website. Mary Lowe, a conservative activist, said she never understood why conservatives embraced DeAngelis after he posted in 2020, “I didn’t vote for Trump — and I’m not a Republican.”  According to Linda Jacobson, in <a href="https://www.the74million.org/article/corey-deangelis-disgraced-not-by-liberals-he-trolled-but-right-wing-parents/">The 74</a>, Sarah Fields, who runs the Texas Freedom Coalition, was one of the first to expose DeAngelis. "School choice is a tactic for government control of education through regulations tied to public funding," Fields wrote in her July post about DeAngelis.  State officials must prioritize empowering and respecting our citizens. Their vision for education in Tennessee must take precedence. According to the state constitution, the General Assembly must provide for the maintenance, support, and eligibility standards of a system of free public schools. Quality public schools are essential for the flourishing of Tennessee's economy. All citizens must support the success of public education, especially considering that 90% of our state's children are educated in public schools. Ronald Reagan <a href="https://www.govinfo.gov/content/pkg/CREC-2004-06-08/html/CREC-2004-06-08-pt1-PgS6604-2.htm">stated elegantly</a>, “History comes, and history goes, but principles endure and ensure future generations will defend liberty not as a gift from the government but as a blessing from our Creator.” Individual liberty is crucial for the moral and physical strength of our state. When we elect individuals to public office, we expect them to be accountable for the people they represent and the laws by which they are governed. We must insist on ethical leaders, policies based on timeless principles, and individuals of integrity to serve our state as servant leaders. If we fail to hold <a href="https://www.pewresearch.org/politics/2019/07/22/americans-struggles-with-truth-accuracy-and-accountability/">politicians accountable</a>, we jeopardize our political futures. Where the people fear the government, you have tyranny. Where the government fears the people, you have liberty.  Fixing a broken political system will require the collective effort of all of us. ##### 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, 26 Sep 2024 15:50:00 GMT</pubDate>
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<title>All Threats Must be Treated as Credible</title>
<link>https://www.proedtn.org/news/682389/</link>
<guid>https://www.proedtn.org/news/682389/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
ALL THREATS MUST BE TREATED AS CREDIBLE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.09.18_all_threats_must_.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
All threats must be treated as credible. To ensure school safety, we must foster strong student-educator relationships and implement security measures such as bulletproof materials, security badges with panic buttons, metal detectors, and clear backpack mandates. These actions aim to prevent violence and ensure the safety of students and staff. These measures must be constantly reviewed to ensure the highest level of protection, making schools generally safe. Technology has revolutionized the American education system, making it more accessible than ever. However, the emergence of various social media platforms has also introduced new vulnerabilities and security challenges within schools. In the U.S., threats stemming from social media are increasingly impacting schools and school districts. It's crucial to understand that while schools are generally safe, the misuse of technology can pose serious threats. The juvenile court must also place a threatening student in a secure facility for up to 72 hours, with the state covering the cost. The state could bill parents to recapture costs. In Tennessee, we are facing an unprecedented wave of threats. Even jokes can lead to felony charges, as false threats waste significant resources and create frustration among law enforcement and school officials. This is a serious issue that demands our immediate attention and action. We cannot afford to wait or be complacent. We must act now to ensure the safety of our schools and communities. With the increased volume of school threats across Tennessee, the Tennessee Sheriff’s Association sent a statewide letter to parents, parents, students, and citizens “that we will not tolerate anyone making threats and inciting fear within our schools and community. Those responsible will be prosecuted to the fullest extent of the law.” Making a fake threat of violence is not a joke. It is a severe criminal offense that can lead to imprisonment. Whether communicated verbally, through text, written messages, or social media posts, students who issue threats face severe consequences. Even if intended as a joke, such false threats can be prosecuted under state and federal laws. This is a fact that everyone should be aware of and take seriously, as the consequences are severe and can have a lasting impact on the lives of those involved. The surge in fake threats has become a critical issue, prompting schools to partner closely with law enforcement to inform students and parents about the profound implications of these hoaxes and to work toward prevention. This partnership ensures that every threat is taken seriously, as authorities cannot differentiate between real and false threats. It's a collective effort, and your vigilance is crucial in maintaining a strong safety net for the community. Each incident requires significant investigative resources, disrupts the school day, and incurs costs to taxpayers. Moreover, fake threats can negatively affect attendance and have long-term repercussions on a student's future. All threats must be considered credible until law enforcement can confirm otherwise, ensuring the safety of the community, students, and staff. Many such threats ultimately prove to be baseless, often originating from jokes or pranks by students. Regardless of their validity, a single threat can incite misinformation and lead to similar threats in the area, resulting in event cancellations and additional strain on community resources. This cycle, coupled with an actual rise in school violence, adversely impacts students' mental health, frequently contributing to issues such as depression and anxiety. False threats strain resources, with most rumors of violence unfounded and part of a more significant trend of misinformation spread on social media. Experts note that threats can originate from students or outsiders and often lead to lockdowns, diverting police from real emergencies. Schools are adopting threat assessment teams and monitoring social media to identify genuine threats. Everyday distractions such as medical emergencies, student altercations, unauthorized visitors, suspicious activity, and especially threats can disrupt learning and challenge the dedication of educators and school staff. We need to be proactive on this subject to keep all students and adults safe in our schools.  ##### 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, 18 Sep 2024 17:10:00 GMT</pubDate>
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<item>
<title>Why Colleges of Education Matter</title>
<link>https://www.proedtn.org/news/682073/</link>
<guid>https://www.proedtn.org/news/682073/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WHY COLLEGES OF EDUCATION MATTER 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.09.13_why_colleges_of_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>
 
A teacher's journey, which begins as a student, is transformative. Colleges of Education play a pivotal and urgent role in this journey, equipping aspiring educators with the skills, knowledge, and experiences to build successful careers and positively impact the world. This noble pursuit demands dedication and commitment, which deserves our respect, appreciation, and unwavering support. Some have criticized Colleges of Education, and some state leaders have neglected them. Former Commissioner of Education Penny Schwinn never tried to engage Colleges of Education. She had her agenda regarding teacher recruitment, and it was not built around strengthening Colleges of Education. It was also concerning that Governor Bill Lee did not address or defend the state's 80,000 teachers or teacher training programs after Hillsdale President <a href="https://www.newschannel5.com/news/newschannel-5-investigates/revealed/revealed-teachers-come-from-dumbest-parts-of-dumbest-colleges-tenn-governors-education-advisor-tells-him">Larry Arnn's derogatory remarks</a> to mock teachers with education degrees. The lack of respect for teachers cannot be tolerated. As someone who served my country in the United States Marine Corps and used the money I saved, along with veterans benefits, to attend college, I was offended on numerous levels. Like Veterans, being a teacher is more than just a job; it is a calling. Adults working to educate children are the backbone of any school or system. Coupled with wanting to serve my community using my skills as an educator, I was one of the people targeted directly by Larry Arnn's vile comments. I could have chosen many professions, but I have never regretted teaching. As a former history and special ed teacher, academics have never taken a back seat. To their credit, many state leaders across both sides of the political aisle did rebuke Larry Arnn’s self-serving comments.        It's crucial to prioritize the pipeline for teachers and school leaders. In Tennessee, there is a pressing need for qualified professionals amid a national shortage in the education sector. A focused effort must be made to support the creation and retention of our educational workforce. The insufficient support provided to Colleges of Education is a concern we must urgently address. Colleges of Education are crucial in empowering teachers and leaders to improve student outcomes. They play a foundational role in developing educators, addressing the national shortage of qualified professionals, and shaping the next generation of education leaders. Additionally, they promote innovative teaching methods and prepare students to be lifelong learners and active community members. Colleges of Education must not just provide academic experiences but unique, rigorous, and learner-centered ones. This approach values students' potential and empowers them to achieve their fullest potential as lifelong learners, professionals, and engaged citizens. There will always be detractors, specifically people who do not understand the mission and those who exploit the goals of Colleges of Education. They are, in fact, valid criticisms of Colleges of Education, from low graduation rates to political involvement. We need to examine teacher preparation regularly. EdTPA seems impersonal, costly, and subjective; it's a drain of time and doesn't predict good teaching. Our Praxis exams must be aligned with Tennessee Standards and cannot create barriers that prevent people from receiving their teaching licenses. Those may be issues in the next Tennessee General Assembly. There is no denying that education continues to be the most powerful engine of economic opportunity and mobility. Education is needed for economic growth. Teachers are the most crucial classroom factor in a child's learning achievement, and colleges of Education prepare those teachers.  So, Colleges of Education matter. That is something even a politician can understand. ##### 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, 13 Sep 2024 20:26:00 GMT</pubDate>
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<item>
<title>School Resource Officers are Critical</title>
<link>https://www.proedtn.org/news/681645/</link>
<guid>https://www.proedtn.org/news/681645/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
SCHOOL RESOURCE OFFICERS ARE CRITICAL 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.09.06_school_resource_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>
 
Now more than ever, it is crucial that onsite law enforcement be available to every school in America. The role of law enforcement in education must be considered in every school safety discussion. School safety is not just a school responsibility but requires community collaboration. The shooting at Apalachee High School in Winder, Georgia, has left the community in mourning, with four individuals—two teachers and two students—tragically losing their lives. Countless other individuals were injured, and the psychological scarring will impact the whole community for generations.  The suspected shooter, 14-year-old Colt Gray, is facing murder charges and will be tried as an adult. This incident is one of the deadliest school shootings this year, bringing renewed attention to the issue of school safety in schools. Students could relay real-time information about the tragedy to their parents through their smartphones. Panic buttons hidden on Apalachee High School teachers' employee badges likely prevented a much larger tragedy. School Resource Officers made the difference in apprehending the suspect before more deaths could occur. The panic buttons and SROs saved countless lives.   Eyewitnesses recount a chaotic scene as students and faculty tried to find safety amidst the gunfire. Many students were locked down and communicated their distress to parents while emergency responders worked urgently at the scene. The FBI had previously investigated Gray due to online threats, raising concerns about the effectiveness of preventative measures in such cases. This investigation needs further analysis and should be provided to the media. Investigators are now examining the connections between Gray and the victims, as well as how the 14-year-old acquired the AR-15-style rifle used in the shooting. In the wake of this tragedy, schools in Barrow County were immediately closed, and support resources were mobilized for those affected. Community leaders, including Georgia's governor and national leaders, have extended their condolences and support during this difficult time. Two school resource officers, Tanner Good, and Brandon King, played a crucial role in apprehending Gray. With nearly 2,000 hours of combined law enforcement training, they responded quickly to the situation after alerts about the active shooter. Their swift actions, alongside the police response, helped bring the situation under control, preventing further escalation. These men are heroes. <a href="http://www.proedtn.org/" style="font-size: 18px;">Professional Educators of Tennessee</a> and our members have been strong advocates for School Resource Officers (SROs) in Tennessee from the onset. Addressing school violence is a national priority, but there is often a disconnect between school officials and law enforcement on police roles. Tennessee has a good safety record, but ongoing incidents require greater vigilance. Threats such as assault and drug possession demand law enforcement involvement. The Federal Commission on School Safety reports that many students carry weapons. Concerns about SRO training and educators' understanding of criminal laws indicate a need for better communication. According to Kyle Mallory, Stewart County Board Education Safety and At-Risk Population Coordinator, “A tailored approach is essential, as law enforcement is better equipped for confrontations. Well-trained SROs often act as counselors, aiding conflict resolution on the front end. SROs are critical.”  The Center for Problem-Oriented Policing has identified three primary roles of an SRO: Safety Expert and Law Enforcer, Problem Solver, and Liaison to Community Resources. SROs also serve as educators and ex-officio advisors on law. The primary focus should be law enforcement and safety. SROs are not meant to handle minor school discipline issues or act as emergency instructors. It's essential to define SRO programs clearly, set specific goals, and assess their effectiveness accurately. All schools need upgraded security, whether as simple or reasonable as inside locks on classroom doors. It is also time to consider the installation of metal detectors in schools. The federal government could absorb the cost by simply eliminating any of the already wasteful programs it is funding. Public school safety must be a priority at every level of government. If you see something, say something, and then someone in authority must do something. Educators and most parents understand that intense and immersive training is required before engaging an armed assailant. Law enforcement possesses this skill. ##### 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, 9 Sep 2024 16:21:00 GMT</pubDate>
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<title>We Are All in the Same Boat</title>
<link>https://www.proedtn.org/news/681157/</link>
<guid>https://www.proedtn.org/news/681157/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WE ARE ALL IN THE SAME BOAT 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.08.30_we_are_all_in_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>
 
While policymakers continue to deliver mixed messages, parents nationwide are increasingly concerned about their children's education. During campaigns, politicians highlight their educational policy accomplishments. However, once they are in the office, they become overly critical of the schools for these failed policies.  Their easy political solution is outsourcing K12 education to another unproven entity without taxpayer accountability. Author Carey Nieuwhof aptly characterizes our era as marked by "strong opinions, weakly formed." Because of our shared values, the U.S. has attracted those pursuing the American dream for centuries. Education is one of the most cited reasons. The national motto, E Pluribus Unum (From Many, One), is now interpreted in various ways. Today's public schools reflect a tapestry of cultures, presenting opportunities and challenges for parents regarding their children's education. Humans tend to form tribes, often aligning with those who share similarities. Our nation lacks a common language and shared ethical framework, raising concerns about opportunities for all citizens. We have witnessed a movement toward the extremes within both political parties, with each tribe convinced their stance is correct. America was born from a revolution demanding great sacrifices. My ancestors, including Native Americans, played vital roles as soldiers, educators, and more. Bernard Baruch’s words resonate: “We did not all come over on the same ship, but we are all in the same boat.” Acknowledging our evolution as a melting pot is vital. Our country is politically fragmented, grappling with conflicts that impede collaboration. Tackling urgent issues requires unity now instead of deferring challenges to future generations. The absence of critical thinking and leadership amplifies our current difficulties. In the U.S., subjects like science, social studies, and electives like art and music are disappearing, leading to a lack of basic skills in grammar, writing, math, and knowledge about history, culture, government, and civics. True equality cannot thrive where individuals fear expressing their views. Cultivating open dialogue and welcoming diverse perspectives is essential, as this forms the backbone of a healthy society. We can bridge divides and discover common ground by promoting critical thinking and respectful discourse. Adversity can unite us as a state and nation. As John F. Kennedy wisely noted, "What unites us is far greater than what divides us." Our shared unity strengthens us and fosters resilience against societal and educational challenges. We can find hope and optimism for the future in these trying times. Currently, educators are caught in a cultural conflict fueled by heightened political influence from policymakers who lack a genuine understanding of educational challenges. These challenges include crumbling infrastructure, uneven funding, and insufficient mental health support, particularly for marginalized students. Educators feel their contributions, especially in shaping policy, are undervalued. While discussions about educational priorities are vital, children should not be the battleground in our cultural wars. We must protect public education and the American Dream for future generations. If we define Tennessee's educational priorities, why do we let out-of-state interests dominate the political conversation? For the most part, policymakers do not want to hear from educators. State policy is dominated by those making political donations. To return government to the people, we need an honest debate on campaign finance reform in our state.    Most citizens still aspire to a better life for themselves and their children. We must dedicate ourselves to passing on the legacy of liberty to the next generation. As David French asserts, “Every American, regardless of race, ethnicity, sex, religion, or sexual orientation, can and should have a home in this land.” Our future hinges on our ability to unite to enhance humanity—the one tribe we all belong to.  At Gettysburg, Abraham Lincoln asserted that our government was “for the people.” Cynics might twist that to suggest it’s only for those who make their voices heard. Therefore, make yourself heard---and you should not have to make political contributions to be heard. Otherwise, the boat we find ourselves drifting aimlessly in a sea of lost hope.   ##### 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, 3 Sep 2024 15:45:00 GMT</pubDate>
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<title>Cell Phone Bans in Schools is a Growing Trend</title>
<link>https://www.proedtn.org/news/680717/</link>
<guid>https://www.proedtn.org/news/680717/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CELL PHONE BANS IN SCHOOLS IS A GROWING TREND 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.08.27_cell_phone_bans_i.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 complexities of smartphone use in K-12 education is a collective effort that requires ongoing adaptation as technology evolves. We expect the Tennessee General Assembly to draft legislation on this issue in the next session. There is an increasing push to safeguard young individuals from spending too much time in front of screens.States and public school districts are advocating cellphone bans in schools, driven by concerns about distractions and their adverse effects on student well-being. This growing trend should not just be about restrictions but about creating a more focused and conducive learning environment. Teacher buy-in is critical to this process. The focus is on the potential positive impact on student interactions and social development, particularly among younger students. The debate is fueled by the recognition of the negative impact of excessive cellphone use on students’ mental health and academic performance. However, with the right policies in place, there is a significant potential for improvement, giving us hope for a better future. State laws should empower local education agencies and schools with the authority to regulate their own students. This should be done in a way that values and incorporates community input, making each member of the audience feel valued and integral to the implementation of smartphone regulations. Lawmakers in California and New York want to ban smartphones in public and charter schools. Some states, like Florida and Indiana, already regulate wireless device use in schools. Florida prohibits student access to social media on school-provided internet, except for educational purposes. The Village School of Naples in Florida reported improved student outcomes after banning mobile phone use during school hours and requiring participation in sports or arts programs. A school official noted a 94% improvement in mental well-being and significant academic gains, inspiring and motivating other schools to consider similar measures. Advocates for phone-free schools argue that bans reduce distractions, combat cyberbullying, and promote healthier social interactions. Many campaigns highlight the mental health crisis linked to social media, especially smartphones. The U.S. Surgeon General suggested warning labels for social media due to its harmful effects on adolescents. Conversely, opponents argue that enforcing no-phone rules can be challenging, limit opportunities for integrating technology into learning, and deprive students of essential skills for responsible device use. For example, children can use mobile medical apps targeting diabetes self-management. Significant pushback has come from parents concerned about their inability to contact their children during emergencies. Critical considerations for schools contemplating a "no-phone" policy include the need for clear definitions regarding which devices are affected—whether just smartphones, tablets, and smartwatches are included. The implementation of the policy is essential. Schools must decide between a complete ban or allowing restricted usage during specific times. While some institutions opt for a total ban, others may permit device use during non-structured periods, which requires careful management. Use of a device in a bathroom or locker room should not occur. Policies might mandate that students store devices in secured bags upon arrival or, alternatively, allow teachers to manage phone use within their classrooms. The bags should not cost the district but rather the person who uses the phone. This flexibility can help maintain a phone-free environment while accommodating necessary device use during commutes. Any cell phone policy needs to be clearly defined—whether it targets all students or specific age groups and whether it is consistent across different divisions. Enforcement strategies must be clearly outlined, detailing how staff will manage checks for prohibited devices and handle confiscations. Consequences for violating the policy should also be established, considering the student's age and incorporating a tiered response for first-time and repeat offenses. Finally, the policy must allow for reasonable accommodation for students with medical needs who depend on their devices for health monitoring By addressing these elements, schools can create effective policies that balance the need for a focused educational environment with the realities of modern technology use. This balance is not easy to achieve, but it's the goal that guides the policy-making process, ensuring that all factors are carefully considered and weighed. This approach values the perspectives of students, families, and the broader school community, making them integral to the decision-making process. It's not just about imposing rules but about creating policies that reflect the needs and values of the K12 community and benefit the children we educate. ##### 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, 27 Aug 2024 15:55:00 GMT</pubDate>
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<title>The Importance of Communication in Public Discourse</title>
<link>https://www.proedtn.org/news/680323/</link>
<guid>https://www.proedtn.org/news/680323/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE IMPORTANCE OF COMMUNICATION IN PUBLIC DISCOURSE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.08.21_the_importance_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>
 
As an educator, I often reflect on the fundamental nature of effective communication. This concept mirrors our kindergarten lessons: play fair, avoid physical conflict, return items to their rightful place, apologize when you hurt someone, and maintain good personal hygiene. Our public discussions have overshadowed the seemingly simple principles found in Robert Fulghum's book, which taught us to navigate the world. It's time to return to these basic principles and counter the decline in reasoned political conversations and the influence of partisanship. How did we veer so far off course in our public discourse? Many individuals have perceived a decline in reasoned political conversations in the United States by avoiding them to sidestep personal conflict. A Pew Research Center survey reveals that while most individuals acknowledge the threats of aggressive rhetoric, partisanship influences expectations for behavior, resulting in double standards. Hungarian linguist Bela Banathy noted that dialogue is not the conventional method of communication, as many are unfamiliar with how to engage in it. People recognize the need for social media companies to remove offensive content but often lack confidence in defining what constitutes such content. Currently, there is a significant deficit of constructive political dialogue among policymakers. However, this is not a situation we should accept as the norm. This lack of engagement stifles effective communication and obstructs the pursuit of consensus or compromise for the common good. But it's not too late. It's time to reinvigorate our political discussions with a renewed focus on constructive dialogue. This shift will motivate us and keep us engaged in the process of public discourse, inspiring hope for a more constructive future. Instead of perpetuating the trend of adversarial debate in political circles, we should strive for a more inclusive dialogue. While the current discourse has its merits, it often prioritizes winning over finding solutions that benefit everyone. A more inclusive dialogue, on the other hand, can lead to solutions that are truly beneficial for all. Carol Watson and others emphasize the importance of collaboration in dialogue. This approach values the unique insights that various individuals hold. The objective is to weave together these diverse perspectives into a cohesive understanding, making each contribution significant. This inclusivity is crucial in fostering a sense of respect and belonging in our political discourse. This collaborative mindset fosters something more significant than anyone could envision alone. It offers a hopeful avenue for growth and learning in political discourse, instilling optimism about the potential for positive change. Genuine dialogue cannot simply involve a scenario where one authoritative figure dictates decisions to a subordinate without regard for their input. Such interactions are better categorized as lectures, mainly when they come across as reprimands. Our goal should be to find common ground. However, many politicians prioritize outcomes reflecting their viewpoints over engaging in constructive dialogue. Consequently, most politicians on both sides of the political aisle contribute little new information to discussions; their positions are typically well-established, leading to predictable outcomes. Constructive dialogue requires openness to critique and a willingness to listen, which can lead to better results. Individuals should feel free to express diverse perspectives within an atmosphere of trust and respect. Healthy political discourse is essential for effective governance, characterized by integrity and the ability to balance varied interests to reach compromises. All viewpoints should be valued, and decisions must be based on evidence of the public interest. Ultimately, we need to foster better conversations and embrace the courage to communicate with one another. As Robert Fulghum aptly points out, “If all governments had as a basic policy always to put things back where they found them and to clean up their own mess,” the world would be better. He was right. ##### 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:audrey.shores@proedtn.org">Audrey Shores, Director of Communications</a>, at 1-800-471-4867 ext.102. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 21 Aug 2024 17:16:00 GMT</pubDate>
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<title>Let’s Amplify the Teacher’s Voice in Education</title>
<link>https://www.proedtn.org/news/679885/</link>
<guid>https://www.proedtn.org/news/679885/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
LET’S AMPLIFY THE TEACHER’S VOICE IN EDUCATION 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.08.14_lets_amplify_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>
 
It is essential to treat teachers as professionals as they help students think critically and develop a love for learning. The focus should be on elevating teachers' voices and judgment and allowing them to create a rich and fulfilling learning experience for their students. We have made education too standardized and diminished the role of educators in the process. Educators need room for creativity or variation to connect with students and respond to their unique needs. A teacher and education blogger from Georgia, Vicki Davis, wrote: “In our rush to make teachers accountable, we have made them accountable for the wrong things. We are pushing them to turn kids into memorizing automatons who remember a lot of facts only to forget them right after the test.” It is essential to recognize that children are not widgets, so education reforms aimed at making better widgets are (not surprisingly) a failure. Teachers are not widgets either. Teachers are more than just content deliverers; they are facilitators of learning who can inspire and engage students. When confined by inflexible curricula, their expertise may be underutilized, leading to a lack of enthusiasm in the classroom. It's crucial to understand that education is a dynamic process that requires adaptability. With freedom, educators are fully capable of meeting the diverse needs of their students. The challenges surrounding school curricula highlight a significant gap between the materials provided and the actual needs of teachers and students. A curriculum that doesn't allow for personalization can result in a one-size-fits-all approach that overlooks individual learning styles and cultural contexts, thereby failing to meet the unique needs of each student. Many educators feel that off-the-shelf materials often lack relevance and inclusivity, essential for engaging a diverse student body. When curricula are designed without input from those directly involved in the classroom, they may not resonate with students' experiences and perspectives. Additionally, the importance of professional development cannot be overstated. It is a crucial support system for teachers, helping them modify the materials to fit their classrooms. Without adequate training and support, the profession will not grow continuously. Curriculum developers and educators should collaborate more strongly to address these issues. Involving teachers in the development process ensures that materials are practical and user-friendly. This collaborative approach values educators' expertise and empowers them to improve the curriculum. Additionally, providing ongoing professional development would enable teachers to use curricula more effectively, benefiting student learning outcomes. The design and implementation of curricula can vary significantly based on various factors, including state standards and district policies, but rarely individual teacher preferences. A well-structured curriculum should align with state standards and provide a clear roadmap for educators to follow. This alignment is crucial for ensuring students obtain the necessary knowledge and skills for their specific grade level and subject area, but educators also need some flexibility.   However, the variability in how curricula are rolled out and utilized can lead to inconsistencies in educational quality. In some districts, a robust support system may include training and resources to help teachers effectively implement the curriculum. In others, teachers might be left to navigate the materials independently, potentially resulting in a disjointed educational experience for students. Moreover, the flexibility of a curriculum is crucial. It should allow teachers to adapt lessons to meet the needs of their classrooms, considering factors like varying learning styles, cultural backgrounds, and individual student experiences. Teachers empowered to modify the curriculum can create a more engaging and relevant learning environment for students. Amazing in arguing for universal vouchers and pushing differentiation in education, Governor Lee wants even more standardization in public education.   A successful curriculum should meet state standards and resonate with teachers and students, fostering an inclusive and practical educational experience. We must strive for excellence in curriculum design and implementation while allowing educators the freedom to use their expertise to do what’s best for their students. Tennessee urgently needs to reduce its reliance on out-of-state organizations, contractors, and bureaucrats to restore teacher and parent autonomy. Empowering teachers to innovate and adapt is crucial for a more effective educational environment. This involves guiding without being overly prescriptive and supporting collaboration and creativity. Valuing teachers as professionals improves the educational experience for both educators and students. Let's amplify the teacher's voice in education! ##### 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, 14 Aug 2024 22:22:00 GMT</pubDate>
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<title>Professional Educators of Tennessee Invites Participation in Voucher Survey</title>
<link>https://www.proedtn.org/news/679580/</link>
<guid>https://www.proedtn.org/news/679580/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
PROFESSIONAL EDUCATORS OF TENNESSEE INVITES PARTICIPATION IN VOUCHER SURVEY 
<a href="link " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
<table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" align="left" width="100%" style="background: white; width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <div style="text-align: center;"> <table border="0" cellspacing="0" cellpadding="0"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="width: 7.5pt; padding: 0in; text-align: left;"></td> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 7.5pt; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr><td style="padding: 0in; text-align: left;"> </td></tr> <tr> <td style="padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table> </td> </tr> </tbody></table> </td> <td style="width: 7.5pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table><a href="https://proedtn.informz.net/z/cjUucD9taT0zMTA0NDEzJnA9MSZ1PTUyOTE2NjIwOSZsaT0zNDYyNDA2NQ/index.html" target="_blank" data-informz-link="true" data-informz-link-name="ProEd Website" data-informz-do-not-track="false" style="color: #990000; text-decoration-line: none; font-weight: inherit; text-align: left;"><img alt="" width="200" height="101" id="_x0000_i1025" src="https://proedtn.informz.net/PROEDTN/data/images/_ProEd%20logos/ProEd_logo_RGB_outline-wht.png?cb=158944" class="img" style="border-width: 0px; border-style: solid;" /></a> </div> </td> </tr> </tbody></table> </td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" align="left" width="100%" style="background: white; width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <div style="text-align: center;"> <table border="0" cellspacing="0" cellpadding="0"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="width: 7.5pt; padding: 0in; text-align: left;"></td> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 11.25pt; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <div style="text-align: center;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="background: #990000; width: 100%;"> <tbody><tr style="height: 7.5pt;"> <td colspan="3" style="height: 7.5pt; width: 7.5pt; padding: 0in; text-align: left;"></td> </tr> <tr style="height: 7.5pt;"> <td style="height: 7.5pt; width: 7.5pt; padding: 0in; text-align: left;"></td> <td style="height: 7.5pt; padding: 0in; text-align: left;"> <a href="https://PROEDTN.informz.net/z/cjUucD9taT0zMTA0NDEzJnA9MSZ1PTUyOTE2NjIwOSZsaT0zNDYyNDA2Ng/index.html" target="_blank" data-informz-link="true" data-informz-link-name="ProEd Home Page" data-informz-do-not-track="false" style="font-weight: inherit;">Survey: Universal School Vouchers </a> </td> <td style="height: 7.5pt; width: 7.5pt; padding: 0in; text-align: left;"></td> </tr> <tr style="height: 7.5pt;"> <td colspan="3" style="height: 7.5pt; width: 7.5pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table> </div> </td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr style="height: 4.5pt;"> <td style="height: 4.5pt; width: 0.75pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> Professional Educators of Tennessee Invites Participation in Voucher Survey Nashville, TN — August 8, 2024 — Professional Educators of Tennessee, a nonpartisan statewide teacher association headquartered in Nashville, Tennessee, announces<a href="https://PROEDTN.informz.net/z/cjUucD9taT0zMTA0NDEzJnA9MSZ1PTUyOTE2NjIwOSZsaT0zNDYyNDA2Nw/index.html" target="_blank" data-informz-link="true" data-informz-do-not-track="false" style="font-weight: inherit;"> a survey to gather valuable insights on universal vouchers</a> in Tennessee to inform stakeholders and policymakers. The survey is open to all Tennessee K-12 educators and parents and will run from August 8, 2024, to August 15, 2024. Tennessee parents and educators need a say in education policies. Out-of-state funding is influencing public policy, including education. Millions of dollars have been put into political campaigns to change our state's education policies. The survey will focus on proposed universal vouchers. Participants can share their thoughts and experiences, ensuring their opinions are heard and valued. Kaylee Joslyn, Member Services Coordinator for Professional Educators of Tennessee, states "By engaging with the K-12 education community through this survey, we can better understand their needs and preferences. This feedback is crucial for us to align our efforts with the expectations of those we serve." Participants can access the <a href="https://PROEDTN.informz.net/z/cjUucD9taT0zMTA0NDEzJnA9MSZ1PTUyOTE2NjIwOSZsaT0zNDYyNDA2OA/index.html" target="_blank" data-informz-link="true" data-informz-link-name="ProEdTN Voucher Survey" data-informz-do-not-track="false" style="font-weight: inherit;">survey</a> through our website at <a href="https://PROEDTN.informz.net/z/cjUucD9taT0zMTA0NDEzJnA9MSZ1PTUyOTE2NjIwOSZsaT0zNDYyNDA2NQ/index.html" target="_blank" data-informz-link="true" data-informz-link-name="ProEd Website" data-informz-do-not-track="false" style="font-weight: inherit;">www.proedtn.org</a>. The anonymous survey will take approximately 3 minutes to complete. For further inquiries, interviews, or additional information, please contact us at<a href="mailto:%20info@proedtn.org" target="_blank" data-informz-link="true" data-informz-do-not-track="false" data-informz-email-address="info@proedtn.org" style="font-weight: inherit;"> info@proedtn.org</a> or call 615-778-0803. </td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr style="height: 4.5pt;"> <td style="height: 4.5pt; width: 0.75pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr style="height: 0.75pt;"> <td style="height: 0.75pt; width: 0.75pt; padding: 0in; border-top: none; border-right: none; border-bottom: 1.5pt solid #eeeeee; border-left: none; text-align: left;"></td> </tr> <tr style="height: 0.75pt;"> <td style="height: 0.75pt; width: 0.75pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table> </td> </tr> </tbody></table> </td> </tr> </tbody></table>   <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td valign="top" style="width: 225pt; padding: 0in; text-align: left;"> <div style="text-align: center;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr style="height: 0.75pt;"> <td style="height: 0.75pt; width: 0.75pt; padding: 0in; text-align: left;"></td> </tr> <tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table> </div> </td> <td valign="top" style="width: 225pt; padding: 0in; text-align: left;"> <div style="text-align: center;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr style="height: 0.75pt;"> <td style="height: 0.75pt; width: 0.75pt; padding: 0in; text-align: left;"></td> </tr> <tr> <td style="padding: 0in; text-align: left;"> <table border="0" cellspacing="0" cellpadding="0" width="100%" style="width: 100%;"> <tbody><tr> <td style="padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table> </div> </td> </tr> </tbody></table> </td> </tr> </tbody></table> </td> <td style="width: 7.5pt; padding: 0in; text-align: left;"></td> </tr> </tbody></table> </td> </tr> </tbody></table> </div> </td> </tr> </tbody></table> </td> </tr> </tbody></table> ]]></description>
<category>Editorials</category>
<pubDate>Fri, 9 Aug 2024 21:24:00 GMT</pubDate>
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<title>Words Matter: the First Amendment and Public Education</title>
<link>https://www.proedtn.org/news/679177/</link>
<guid>https://www.proedtn.org/news/679177/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WORDS MATTER: THE FIRST AMENDMENT AND PUBLIC EDUCATION 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.08.06_words_matter_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>
 
This is a complex and challenging time in our nation’s history. The issues swirling at the local, state, and national levels are not to be underestimated, and tempers are running high. Many educators contemplate their rights when expressing their opinions about the issues our state and country are facing. The answer, as we will discover, is not simple.
As citizens of the United States, teachers and other school district employees have legal protections crucial to expressing their opinions. The First Amendment to the U.S. Constitution is a powerful tool, especially regarding public issues. It's important to remember that educators, like all public school personnel, do not lose their First Amendment rights. This knowledge should empower you and instill confidence in your role.

The First Amendment protects <a href="https://firstamendment.mtsu.edu/article/public-figures-and-officials/">speech about public figures</a>,
 such as celebrities and politicians. This understanding clarifies the rights of educators to express their opinions.
 Nowadays, it is extremely difficult for the government to bring charges against individuals for seditious libel or for criticizing the government. 

Educators must know that First Amendment protections are not absolute and do not apply in every situation. Understanding these limits is crucial when deciding whether to express an opinion or how to express it, whether on social media or when speaking to a group of co-workers. This knowledge empowers you to navigate these situations with confidence and awareness, ensuring you feel in control and confident in your actions and, therefore, more prepared to exercise your rights responsibly.

First, the U.S. Supreme Court has ruled that the First Amendment does not apply when a government employee (all public school employees are government employees) comments on a matter involving their job duties. The First Amendment only applies to comments made by citizens. Teachers need to be acutely aware that if their comment relates to their job, supervisor(s), campus, or district leadership, the First Amendment may not apply. This awareness is crucial in empowering educators to make responsible decisions.   You are not just a citizen as a teacher or other school district employee. Even when the First Amendment does apply, the U.S. Supreme Court has ruled that there is a
<a href="https://constitution.congress.gov/browse/essay/amdt1-7-9-4/ALDE_00013549/">“balancing test”</a>
 where the public employee’s right to express an opinion is weighed against the disruption at school or work that results from that opinion. Understanding this 'balancing test' is crucial, as it makes you feel knowledgeable and aware of the complexities
involved, and it should empower you to make informed decisions.


For instance, if the teacher’s comment causes a substantial disruption at school, that teacher could experience serious negative consequences. This emphasis on potential consequences is not meant to discourage expression but to make educators cautious and aware. For example, a district might have a legal basis to take employment action if your comments interfered substantially with your ability to teach students successfully or get along well with colleagues, supervisors, and student's parents.

As a practical matter, a teacher or other employee may want to consider 
<a href="https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1191&context=wmer#:~:text=School%20districts%20can%20consider%20installing,policies%20(Russo%2C%202009).">limiting access to social media</a>
 accounts to only their close friends and family members to avoid the situation where a more distant “friend” decides to report the teacher to their employer. However, teachers need to be aware that if a friend shares the post and disruption ensues,
there may again be employment consequences. Also, remember that even something as casual as a “like” on a controversial meme may appear across Facebook, X, or Instagram, so there is no expectation of privacy—no matter how strict your settings
are. Educators, school employees, and other district personnel must know their 
<a href="https://firstamendment.mtsu.edu/article/community-standards/">community standards</a> and expectations. Again, a teacher can experience serious consequences simply because of the community's response to their expression. The critical issue is not what was said but the reaction to what was said. You cannot control the narrative once a comment is “out there.”

The response to a comment is at least as necessary or potentially more critical than the comment itself. Everyone should consider the reaction before exercising their right to express their opinion on a controversial topic. This reiteration is not to instill fear but to make educators feel thoughtful and considerate in their expression.
 Consulting a local attorney or contacting <a href="http://www.proedtn.org/">Professional Educators of Tennessee</a>
 legal staff as a member can provide tailored support based on specific circumstances, especially in areas like education law. 

Choose your words carefully. Words can inspire, and words can destroy. Words do matter. 
#####
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, 6 Aug 2024 18:04:00 GMT</pubDate>
</item>
<item>
<title>Teachers and Students, Get Your Sleep!</title>
<link>https://www.proedtn.org/news/678762/</link>
<guid>https://www.proedtn.org/news/678762/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TEACHERS AND STUDENTS, GET YOUR SLEEP! 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.07.30_teachers_and_stud.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
As we gear up for the new school year, educators and students must prioritize their sleep. The intricate link between sleep, mental health, and chronic disease is not to be underestimated, as sleep plays a pivotal role in our overall well-being. Sleep is not just a passive state but an active process that aids in brain <a href="https://medicine.yale.edu/news-article/sleeps-crucial-role-in-preserving-memory/#:~:text=Based%20on%20his%20work%20and,homeostatic%20balance%20in%20the%20brain.">restoration and regulation</a>. The National Sleep Foundation advocates for <a href="https://www.sleepfoundation.org/sleep-news/later-school-start-times-what-do-we-think">later school start times</a>. In 2022, they surveyed parents, teachers, and other adults. The survey found that only about one-third of the parents who responded wanted later start times. The adults and teachers responded slightly more favorably, but less than 40% of each group supported delaying the start of the school day. Numerous studies have highlighted the associations between sleep and mental, behavioral, and developmental disorders, as well as chronic diseases. Recognizing the importance of sleep, organizations like the American Heart Association, the American Academy of Sleep Medicine, the National Sleep Foundation, and others have released guidelines and <a href="https://pubmed.ncbi.nlm.nih.gov/29073398/">recommendations for sleep duration</a> across different age groups. However, a significant proportion of adults in the US still fail to meet the recommended hours of sleep.  The 24-hour lifestyle and the use of electronics and social media have also contributed to inadequate sleep among children and adolescents. Insufficient sleep has been linked to adverse cardiometabolic health, cognitive health, and an increased risk of dementia among older adults. Inadequate sleep disrupts critical neural processes and impairs cognitive functioning, contributing to mental health disorders and chronic diseases. Tackling sleep disturbances and disorders and implementing comprehensive strategies to enhance sleep health is a joint responsibility. By working together, schools and parents can effectively address the factors that affect students' sleep, thereby reducing the risk of chronic conditions such as heart disease, kidney disease, high blood pressure, diabetes, stroke, obesity, depression, and the likelihood of injury. Most research focuses on sleep duration and disruptions, but further studies should explore other aspects of sleep, such as sleep timing or schedules. In general, to improve our sleep, we should: - Keep a regular sleep schedule by going to bed and waking up at the same time every day. - Avoid caffeine, nicotine, or alcohol for at least four to six hours before bedtime. - Relax before bed by writing down worries, reading a book, or listening to music. - Keep our bedroom comfortable and at a pleasant temperature. Research in the field of sleep is a dynamic and evolving area, with ongoing studies focusing on sleep patterns and their influence on overall health. By giving due importance to sleep, addressing sleep disturbances and disorders, and promoting comprehensive approaches, we can significantly impact the well-being of individuals and communities and reduce health disparities. As the saying goes, 'Early to bed and early to rise makes a man healthy, wealthy, and wise.' ##### 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, 31 Jul 2024 17:02:00 GMT</pubDate>
</item>
<item>
<title>School Attendance is Critical for Success</title>
<link>https://www.proedtn.org/news/678376/</link>
<guid>https://www.proedtn.org/news/678376/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
SCHOOL ATTENDANCE IS CRITICAL FOR SUCCESS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2024.07.25_school_attendance.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Improving school attendance addresses many educational challenges, including poor reading skills, chaotic classrooms, and learning loss. However, truancy, chronic absenteeism, and school dropouts <a href="https://www.attendanceworks.org/chronic-absence/the-problem">often go unnoticed</a> and are not given enough attention by policymakers. School attendance is just not a sexy policy issue. Unlike testing, there is no industry like the highly profitable testing companies that <a href="https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/">spend millions lobbying policymakers</a> for more taxpayer dollars to fight for these kids. No highly financed political campaigns are focused on promoting “showing up for school” as an alternative to universal vouchers. Stephen Hawking once said, “Half the battle is just showing up.” If we want to elevate public education and see children achieve their potential, we must ensure that students show up in classrooms and learn daily. We must ensure that our schools have a <a href="https://www.timesnews.net/opinion/columns/j-c-bowman-help-wanted-seeking-qualified-teachers/article_29334eb4-dd6e-11ee-8b16-cb11683cd46a.html">teacher in each class</a> and that students receive the support they need to know and succeed. School attendance is one of the most important indicators of school success. Many schoolchildren experience enormous hardships in their lives, including abject poverty, complex health challenges, neighborhood violence, and challenging family circumstances. These obstacles make it hard for students to make the most of their schooling opportunities. Mike Martin emphasized the need for policymakers to address <a href="https://www.the74million.org/article/to-fight-chronic-absenteeism-its-time-to-rethink-the-yellow-school-bus">transportation issues</a> impacting chronic absenteeism to ensure no students are left behind. School absences nearly doubled during the <a href="https://apnews.com/article/reading-phonics-grade-level-pandemic-53b0f3de56de526ead7a356bd7b853e0">COVID-19 pandemic</a>, posing a significant educational threat. Chronic absenteeism is particularly concerning, as it can become the new norm and hinder students' academic progress. Studies have shown that chronically absent students perform lower in reading and mathematics. Although schools have implemented strategies like attendance-tracking systems and community outreach to tackle absenteeism, the problem persists. While some states have managed to reduce chronic absenteeism rates, they remain higher than pre-pandemic levels. The availability of <a href="https://www.governing.com/finance/the-end-of-federal-covid-money-means-shortfalls-for-states-and-schools#:~:text=All%20told%2C%20states%20received%20an,by%20the%20end%20of%202024.">COVID relief funds</a> for attendance campaigns has also diminished, making it challenging for school districts to continue their efforts. States like <a href="https://www.nga.org/news/commentary/governor-mckee-hosts-statewide-event-to-address-chronic-absenteeism/">Rhode Island</a> have taken proactive measures to address chronic absenteeism, such as using billboards to catch students' attention and implementing a public dashboard to monitor daily attendance rates. However, reducing chronic absenteeism requires tailored approaches that consider the unique circumstances of each region. The <a href="https://www.apa.org/pi/families/resources/school-dropout-prevention">consequences of high school dropout rates</a> are far-reaching, including lower wages, limited employment opportunities, increased reliance on welfare and public services, and higher incarceration rates. Tennessee, for example, has experienced high dropout rates in urban areas such as Memphis-Shelby County and Davidson County. Inconsistent policies and practices across states, districts, and schools hinder combatting chronic absenteeism and truancy. <a href="https://www2.ed.gov/datastory/chronicabsenteeism.html">The lack of a standardized classification of absences</a> as excused or unexcused and variations in truancy laws prevent accurate data analysis and comparison. When students drop out of high school, it creates challenges that most kids never understand. These include lower wages, lost productivity, lack of employment opportunities, dependence on welfare and public services, and <a href="https://slspotlight.com/opinion/2018/03/19/high-school-dropouts-more-likely-to-go-to-prison/">higher rates of incarceration</a>. For the state, lost wages for citizens mean a loss of tax revenue. To address these issues, a common language and <a href="https://learningpolicyinstitute.org/blog/attendance-essential-ingredient-educational-equity">stable attendance policies</a> are needed. It is essential to prioritize school attendance as a critical indicator of success and ensure students have access to teachers and the support they need to thrive. We can elevate public education and empower students to reach their full potential by confronting truancy, chronic absenteeism, and dropouts. It is time we start having those conversations. ##### 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 Jul 2024 17:49:00 GMT</pubDate>
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