TEACHER SHORTAGE WILL LEAD TO GREATER INEQUITIES

The California Department of Education estimates the need for new teachers is approximately twice the current graduation rate in teacher preparation programs.

Enrollment in California teacher preparation programs fell from 719,000 in 2008-09 to 499,800 in 2012-13. The number of teaching credentials issued in special education dropped by 21 percent between 2011-12 and 2013-14. Over the past four years, the number of credentials issued to new math teachers dropped by 32 percent. As a result, districts have resorted to hiring teachers with less than full credentials. 

According to a new report by the nonprofit Learning Policy Institute, California school districts are grappling with teacher shortages. Credentials issued to new teachers are at an historic low at the very time districts have increased their hiring to expand programs and restore teaching positions eliminated during the Recession.

“When California last experienced severe teacher shortages in the late 1990s, it took a wide array of programs to begin to stabilize the teaching force,” wrote the authors of the report. “Most of these have, unfortunately, been discontinued or sharply reduced since then, leaving the state with few existing tools to use to address the current situation.”

Suggestions to assuage the shortage include recruiting new teachers from colleges, other states, and other careers. It also recommends offering teachers in high-shortage subject areas incentives, such as funds to cover tuition and living expenses or loan forgiveness.

Linda Darling-Hammond, president of the Learning Policy Institute, said in a statement that if California does not address its teacher shortage, it will only get worse and lead to “greater inequities among students in different communities.” This can clearly be predicted in the Bay Area where teacher salaries are much higher in affluent areas. Living in one of the most expensive places in the United States does not bode well for those considering a career in education, especially those passionate about educating children in low-income areas where teacher salaries are less and the work much more demanding.

As important as recruiting new teachers, is retaining the ones we have. Teaching may be one of the most fulfilling professions, but it is also one of the most undervalued. American teachers have been historically paid far less than other professions with comparable education requirements. Couple that with constant criticism. Politicians, parents, and pundits have been demonizing teachers for decades, blaming them for any number of societal struggles.

We need to start offering teachers and those passionate about becoming teachers both internal and external incentives. We need to show them financial and professional respect. We must stop scapegoating them for unsatisfactory test scores, unruly children, or any other blot on society. If we don’t, we won’t attract or retain worthy candidates. If you’re not convinced this is true, ask yourself this. Would you encourage your child to become a teacher?

For more information on The Leaning Policy Institute, visit, http://www.learningpolicyinstitute.org.

Contact Margaret Lavin at elementarydays@gmail.com.

PRIVATIZING THE PUBLIC SCHOOL SYSTEM - LESSONS FROM THE FRENCH

I am by no means a Francofile. I reluctantly admit I know very little about French culture outside of what I read in “A Tale of Two Cities” (great read by the way), and their food - croissants, brie cheese and frogs’ legs, (And yes, they do taste like chicken).  However, I am very interested in their public education system. 

France has over 50 years’ experience with privatizing their public school system. The Debre Act of 1959 made it possible to subcontract educational services to accredited private school, the equivalent of our charter schools. Like our charter schools, France’s reforms revolve around the importance of setting high educational standards through a national curriculum and the enforcement of rigorous testing. Also like our charter schools, France’s attempts at school reform have caused many financial and political-accountability problems. 

So how has France’s children faired? Not well. According to a report by Time Magazine, “One-fifth of 11-year-olds finishing primary school still have serious difficulty with reading and writing. By the age of 16, almost as many — about 18% — leave school with no formal qualifications whatsoever.” In a 2010 report by the Cour des Comptes, the French equivalent of the U.S. Government Accountability Office, French officials stated that although the annual budget for education is the single largest area of government spending, ahead even of defense, the system is failing as many of the 10 million children in its care. The report also stated, "The large number of young people with major problems at school shows that the educational system as it's constituted today isn't capable of responding to their needs. 

After more than a half century of privatizing public schools, France’s school system has not become the great societal leveler, but tragically, a place where children from poor backgrounds do far worse than kids from better-off backgrounds. It turns out that race and class are the major determining factor in student scores. Sound familiar?

So what lessons should take from France’s long standing educational experiment? Privatization of public schools is not the systemic reform that will ensure equitable and efficient public schools. Since the late 1980’s we have implemented similar tactics in the form of charter schools and have had the same results as France, often exacerbating existing inequalities in our schools.

Let’s not waste another 25 years. It is time – past time – to admit that charter school exemptions from public school accountability measures only increase inequality and stratification. We need to improve our existing public schools. Educators and policymakers need to develop future policies that will be more responsive to the needs of all children.

This is not a new message. Historian and Research Professor of Education at New York University Diane Ravitch is a passionate supporter of public schools and prolific opponent of charters, stating, “Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools.” I couldn’t have said it better.

Contact Margaret Lavin at elementarydays@gmail.com.

TO GO TO COLLEGE, OR TO NOT GO TO COLLEGE - THAT IS THE SIX FIGURE QUESTION

Graduations at every level have taken place throughout the Bay Area and the country. From completion of preschool to post graduate degrees, proud family and friends get together to offer congratulations and best wishes. Then comes the stark reality of moving on to the next chapter. Okay, maybe not so overwhelming for preschoolers, but many young adults are concerned about career opportunities and many parents are stressed about becoming encumbered with large sums of financial debt. The truth is, not every high school graduate wants or needs to go to a very expensive, very exclusive university. There are still many careers that afford very comfortable life styles and don’t require a 4-year college degree and do not necessitate encumbering mounds of financial obligations.

So how does one decide what career path is right? You can check out the Bureau of Labor Statistics, www.bls.gov, to see what occupations have the largest job growth. You can also look for appealing internship opportunities, which expose you to the day-to-day ups and downs of a profession. Also, think about how your part-time job or summer job enhances your work skills and might further your goals.

Whatever you decide, don’t leave your career options to luck or fate. Professional success is about putting yourself in the most advantageous position for numerous and varied opportunities.  

Last, but certainly not least, if you’re actively job-hunting, clean up your social media portfolios! Employers can conduct social media background checks going back seven years. Do you remember what you posted 7 years ago? 7 days ago? Review your photos, videos, and other posts and remove any that can be misconstrued or damaging to your reputation.

Contact Margaret Lavin at elementarydays@gmail.com.

BULLY FREE SUMMER

For most kids, summer is filled with fun and adventure. Most parents, however, still have to work, which means their children will have a lot more free time on their hands. Whether kids are at summer camps, babysitters, or home with siblings, there tends to be less supervision which can be concerning in regards to the potential for bully behavior. It’s never a fun subject, but one that needs to be addressed at least a few times a year.

First, kids need to know what bullying is. It’s not always clearly defined. Dan Olweus, creator of the Olweus Bullying Prevention Program, defines bullying in his book, Bullying at School: What We Know and What We Can Do, "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons, and he or she has difficulty defending himself or herself."

Direct bullying is the easiest to detect. It includes hitting, kicking, shoving, name-calling, and using threatening or obscene gestures. Indirect bullying is much more surreptitious. Often bullies will get someone else to do the bullying for them. Rumor spreading, ostracizing, and Cyber-bullying (using email, social media sites, and text messaging) can be particularly difficult for adults to monitor.

Like most things in life, signs of bullying and the roles people play are rarely clear-cut and when kids are involved in bullying, they often play more than one role. Kids can bully others, they can be bullied, or they may witness bullying. However your child is involved, it’s important to encourage them to speak to a supervising adult if they are bullied or see others being bullied. If the adult doesn’t help, find another grownup and keep telling until the bullying stops. Ideally, adults at camps or at home will give comfort, support, and advice even if they can’t solve the problem directly.

Although parents may not be with their children during the day, they can still help prevent bullying. 

Checking in often, talking with the kids, and asking about friends and any concerns is proactive and preventative. If they child seem reluctant to open up to you, encourage them to talk to another responsible person that you, as a parent, trust. Get your kids involved in things they like such as sports, hobbies, and community activities. Also, instruct your kids to stay away from places where bullying happens. Most bullying happens when adults aren’t around.

If there is no adult around, children of all ages need to know how to stand up for themselves. Advise your kids to look at the kid bullying and tell him or her assertively to stop in a calm, clear voice. If speaking up seems too hard or not safe, the best thing for anyone being victimized to do is to walk away and stay away.

There is no silver bullet to eradicate bullying but we can reduce existing bullying problems, prevent the development of new bullying, and foster better relationships at school, at home, and in summer camps by being well informed and involved.

For more information on the Olweus Bullying Prevention Programs, visit, www.violencepreventionworks.org.  

Other resources include, http://www.stopbullying.gov.

Contact Margaret Lavin at elementarydays@gmail.com.

SUMMER MATTERS INITIATIVE

State Superintendent of Public Instruction Tom Torlakson’s Summer Matters Initiative Supports Summer Leaning and Provides Meals for Low-Income Families

The research is well documented despite many naysayers. Schools are doing their job. According to a study by John Hopkins University, students’ learning gains during the school year were nearly equal regardless of socioeconomic status. However, those who do not engage in educational activities over the summer experience learning loss. Moreover, summer learning loss is cumulative and contributes substantially to the achievement gap between low-income and higher-income students. And, while some families in Silicon Valley can afford to spend a year’s college tuition on summer camps, many, many many more are working 2+ jobs just to make ends meat. 

Superintendent Torlakson plans to eradicate summer learning loss while providing nutritious meals for kids with his Summer Matters Initiative, but he needs referral networks to get the word out and urge families to participate. "Only one in five low-income children who eat subsidized meals during the school year are taking advantage of the summer meal program, meaning a lot of kids are unnecessarily going hungry this summer," said Torlakson. "I urge families to use this free service so their children will have access to the healthy, fresh food they need to grow, learn, and succeed in school."

Parents and referral agencies can find a list of locations where children may receive free nutritious meals by going to www.cde.ca.gov, and searching summer meal sites or by calling 1-800-952-5609. For summer reading and math resources, go to www.cde.ca.gov, and search “summer math and reading.”

 

For more academic stimulation that is entertaining and free there’s always a lot happening at your local library. For San Mateo County, check out, http://www.smcl.org. 

Kids do not thrive on food and schoolwork alone! They need exercise, fresh air and sunshine. Thankfully there are plenty of fun, free activities that don’t require extra funds for expensive theme parks or travel. Cut the tether to your children’s iPad, cellphone, or Xbox and take a bike ride, blade or stroll to the local park, pack a picnic and play Frisbee, freeze tag, or hide-n-seek. Trust me, even your pre-teens will act silly and revert to kid mode.

Many Bay Area cities and towns put on free concerts in the park. It’s a great way for you and the kids to groove to live performances. No need to spend your hard earned cash on gas, driving hours to go camping. Let the kids invite friends for a sleepover in the backyard or even in the living room.

However you spend your sweet summer months, I hope there is plenty of family time, fresh air, good food, and tons of fun. 

Contact Margaret Lavin at elementarydays@gmail.com.

HOW DO WE CLOSE THE LEARNING GAP THIS SUMMER?

The National Summer Learning Association is intent on spreading awareness about the importance of summer learning in helping close achievement gaps – a lofty and very necessary goal. There is ample research that shows summer learning loss is measurable and quantifiable and the cumulative effects directly contribute to broadening achievement gaps between low-income and middle-income students.

Summer learning programs aren't just keeping kids busy over the summer. For many students they’re the difference between academic success and falling far behind their peers. High quality summer learning programs lead to greater student achievement and increased student academic and social engagement both in and out of school. They also help build the skills needed to excel in school and life.

Tom Torlakson, California’s Superintendent of Public Instruction and a former science teacher agrees. “The price of summer learning loss is too high,” he said. “We need to make summer learning part of the equation and invest in effective efforts to continue the good progress our students are making during the school year.”

There are steps parents can take that do not cost money but do require time. The local library is a great, free resource. Check out books that interest your child and participate in free library summer programs. Encourage your child to read every day and discuss or write about the books he or she is reading. With your kids, keep a journal of events, activities and reflections throughout the summer months.

Many museums have free or almost free weekday admission. To give math meaning, measure items around the house or yard, track daily temperatures and weather, add and subtract at the grocery store, and learn fractions while cooking. It’s never too early to start preparing for the next grade level. Find out what your child will be learning in the fall and introduce the curriculum over the summer.

No matter how well teachers, schools, and districts facilitate learning during the school year, the gains in skill development will be undermined if students do not have engaging summer learning opportunities. We know that low-income students are the most vulnerable and that over time, recession of learning leads to widening gaps in achievement. Because access to summer learning programs is so important and the stakes are so high, we should not only celebrate National Learning Day on June 21, but continually herald learning and advocate for top-notch educational programs year round.

For more information about summer learning programs and how to combat summer learning loss, visit, www.summerlearning.org and http://summermatters2you.net.

Contact Margaret Lavin at elementarydays@gmail.com.

BULLY PREVENTION THIS SUMMER

CALIFORNIA’S ANTI-BULLYING LAW

                                                                                        

The school year is winding down and kids are looking forward to a long leisurely summer. However, most parents still have to work which means kids will attend various summer programs. For the most part, summer camps are a great way for kids to enjoy their summer and are beneficial socially, emotionally and academically. They also tend to have less supervision which can be concerning in regards to the potential for bully behavior.

Public schools are required by law to have strong anti-bullying policies and programs. In 2012 California legislatures passed Seth’s Law, requiring all California public schools to update their anti-bullying policies and programs. This may not be true for summer camps but you can still ensure your child’s well being.

I recently spoke with Patricia Marquez, Bullying Prevention Coordinator for San Benito County and certified Olweus Program Trainer. The Olweus Bullying Prevention Program is a multi-level approach to bullying prevention that focuses on changing social norms. “If a parent suspects their child is being bullied, it’s important that they focus on the child,” she said. “Be supportive and gather information that will help determine if the bullying is occurring. Also, pay close attention to their daily habits.” For more information, you can visit their website, www.violencepreventionworks.org.

What constitutes bullying? Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying.

When enrolling your child into a summer camp look at what anti-bullying programs they have in place. There are loads of outreach services in San Mateo County and the Bay Area.

The Peninsula Conflict Resolution Center (www.pcrcweb.org) works to provide "non-adversarial problem solving in San Mateo County." They have an extensive list of school services they provide, including Building Empathy and Respect, Bullying Awareness and Prevention, and Freshman Transition. In addition to programs directed at students, the Center offers parent and staff workshops.

Parents Place (www.parentsplaceonline.org) offers training for teachers and administrators in their "Steps to Respect" program aimed at third-sixth grades. This program also includes options for parent workshops on topics like "Relational Aggression: How Girls Bully" and "Cyber-Bullying."

Common Sense Media (www.commonsensemedia.org) is an organization that reviews a lot of the media available and rates it by age appropriateness. They also provide education for parents and teachers.www.commonsensemedia.org.

Contact Margaret Lavin at elementarydays@gmail.com.