Teachers

Matthew Lynch published in Policy & Reform, Teachers

What Teachers Would Change About Education

It’s no secret that public education in America is not a perfect system, and many teachers are advocating for widespread change. Teachers, more than any other school-related personnel, understand what needs to be changed because they face these issues in the classroom every day. A recent Educators for Excellence survey asked 1,000 full-time public school teachers what they would change about education, and here are their responses:

What teachers would change about education:

  •         More opportunities to make large-scale decisions

Overwhelmingly, teachers agreed that what they would most like to change about education is their ability to influence large-scale decisions such as policy changes at the state level or district changes made by administrators. Teachers are the ones feeling the effects of such changes most heavily, yet they are often the last to influence such decisions.

Teachers know what their students need, and it’s often hard for teachers to accept that these large-scale, significant decisions are being made by people who have never been in a classroom or who have been out of the classroom for 10 years or more.

  •         More opportunities for leadership and career growth while staying in the classroom

In education, it’s understood that if you want to advance your career, you’ll probably need to move on from the classroom and become an administrator instead of a teacher. However, some teachers want to grow and advance their careers but do not want to leave the classroom. Teachers in the survey wanted more opportunities for leadership while remaining in the classroom. 

  •         More time to focus on the things that matter

Teachers also agreed that they want more time to focus on the things that matter. This doesn’t necessarily mean lengthening the school day. Rather, teachers wanted to use the time they already have more wisely.

Often, a teacher’s planning period is taken up by administrative meetings, paperwork, or other things that don’t directly impact the students in the classroom. Teachers are then left to do the bulk of the heavy lifting- grading, lesson planning, etc. – at home, resulting in quick teacher burnout and turnover rates.

Teachers would rather have their planning time treated as sacred so that they can use it to actually plan, to focus on differentiating their instruction, and to think about engaging questions they will weave into their lesson plans.

  •         More flexibility in the classroom

Teachers also desire more flexibility in the classroom. Even veteran teachers with years of experience are often told exactly how they should do certain things, which leaves little room for flexibility and trying out new tactics.

This desire for flexibility also pours over into the curriculum. Teachers want the curriculum to be less focused on passing certain exams and more focused on feeding curiosity and a love for learning. Teachers would rather teach their students how to think than what to think.

Teaching is not an easy profession, and the condition of America’s public education system isn’t making the job any easier. Teachers all over America are advocating for these changes, but it is unknown how long they will be left waiting until these changes are a reality.

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Matthew Lynch published in Education Leadership, School Counselor, Teachers

What Do You Say To A Young Child Who Might Be At Risk For Suicide?

How to deal directly with a situation involving suicide is tough no matter how informed someone might be about what to say, what not to say, where to go, who to refer someone to, or what resources to kill an individual. Sadly, according to the Center for Disease Control and Prevention, suicide rates are rising across all age groups including kids and teens. Suicide is the 10th leading cause of death, the 2nd leading cause of death for youth age 10-24 and is one of just three leading causes that are on the rise. 

Understanding Suicide 

When talking with a child or teen who is, or might be, suicidal it is important to recognize there is no single cause for suicide. The American Foundation for Suicide Prevention discusses that suicide most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. 

This is vital to remember because when talking with someone, and specifically a young child, focusing on just one issue won’t necessarily “solve” anything. Taking a step back, while not diminishing a singular issue, and trying to look at the whole picture of the different factors that are affecting the individual could be a more successful strategy. 

What Next?

The Society for the Prevention of Teen Suicide provides some of the best information for how to talk to young kids and teens who are suicidal. One of the most essential pieces of advice they give is:

“Don’t overreact or under-react. Overreaction will close off any future communication on the subject. […] ANY thoughts or talk of suicide should ALWAYS be revisited. Remember that suicide is an attempt to solve a problem that seems impossible to solve in any other way.”

The Talk and the Aftermath

It takes a lot of courage to broach the subject to a child who is suicidal and is no small task. Starting the conversation, while difficult, is more approachable in today’s world than ever before as nearly 90% of Americans believe mental and physical are of equal value. 

If there is no immediate concern for safety (in such cases, call 911) the best way to begin the conversation is to first show concern for some of the behaviors they’ve been demonstrating such as but not limited to talks about feeling hopeless, being a burden, drug or alcohol abuse, isolation, aggression, depression, or giving away prized items. 

Next, and most surprisingly, it is good to ask directly about suicide. This approach gets right to the heart of the issue and allows you to help the child pursue the next steps whether it is informing their parents, school counselor, or in the case of if it is your child, begin seeing a mental health professional.

 

If you or someone you know is suicidal please seek out the following resources:

 

Emergency Resources

911

 

24/7 Crisis Hotline: National Suicide Prevention Lifeline Network

http://www.suicidepreventionlifeline.org/ 

1-800-273-TALK (8255) (Veterans, press 1)

 

Crisis Text Line

Text TALK to 741-741 to text with a trained crisis counselor from the Crisis Text Line for free, 24/7

 

SAMHSA Treatment Referral Hotline (Substance Abuse)

1-800-662-HELP (4357)

 

RAINN National Sexual Assault Hotline

1-800-656-HOPE (4673)

 

National Teen Dating Abuse Helpline

1-866-331-9474

 

A more extensive list from the American Foundation for Suicide Prevention can be found here.

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Matthew Lynch published in Education Leadership, Teachers

Why School Cops Won’t Fix School Shootings

With the number of deadly school shootings on the rise in recent years, school administrators and lawmakers are actively seeking solutions to the problem of gun violence in schools. One of the more popular solutions is arming schools with police officers. According to this study, only 1% of schools in the United States had police officers on campus in 1975. In 2019 that number increased to around 42% of high schools and 24% of middle schools, yet school shootings remain a huge issue. 

Because this is still such a recent method of gun violence prevention in schools, it is difficult to conclusively determine whether or not a police presence in schools is really helpful in solving the epidemic of school shootings. However, there is already evidence to suggest that although the presence of cops in schools may be reassuring and helpful in some ways, it is not an effective or appropriate solution to prevent school shootings. This article will explore some of the flaws in having police officers in schools and how it can actually do more harm than good for students.  

Students are not treated (or arrested) equally

Black children are arrested more frequently (and in disproportion to their percentage of the total student population) than any other students. This could very likely be due to prejudices held by police officers, teachers, and administrators. Having police on campus could be more beneficial to non-black students, but harmful to black students due to increased arrest rates for non-violent offenses or for unarmed fights. 

More arrests for lower offenses

According to a study from 2009, schools with cops on campus had a higher rate of arrests for lower-level offenses such as possession of alcohol, unarmed fights, and vandalism. In theory, it’s great that crime is being stopped, but this does not necessarily contribute to stopping gun violence and can having damaging lasting effects. A student with an arrest on record for a minor offense like vandalism may have a harder time finishing school and obtaining gainful employment as an adult. 

Increased police brutality

This article from NPR illustrates the ways that having police officers present on school campuses increases police brutality, particularly towards students of color and in schools where a majority of the students are black. Students at these schools report that the only times they see police officers interacting with students is when students are being arrested or police are using stun guns or other violent methods of control over students. This increases the hostility between police officers and minority groups who historically have been targeted by police, and causes students to grow into adults who do not trust or respect the police force. 

Normalizes violence and adds guns to schools

Police officers in schools are often armed, which only adds to the number of firearms on campus. Although it is true that these weapons are meant to be used in defense of school shootings, it still presents an opportunity for students to access a gun that they might not have otherwise. Police presence on campus also reinforces the idea that school is a dangerous place. Although it can be reassuring to some to have officers on campus at all times, other steps could be taken so that they are not needed in the first place. 

Although there hasn’t been sufficient research conducted over time yet, there are clearly both advantages and disadvantages to having a police presence in schools. Ultimately, it appears so far that having cops on campus does not solve the epidemic of gun violence at schools. Lawmakers and educators need to look at other more effective solutions to prevent and stop school shootings. 

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Matthew Lynch published in Education Leadership, School Leadership, Teachers

When Our Teachers Learn, Our Students Learn: Creating a Culture of Coaching and Collaboration

In life when we want to improve, we seek the support of a coach. Whether that is in the sports arena, the health realm, or a personal interest area, a coach can help us achieve our goals. Dweck (2008) notes that the main mission for parents, teachers, and coaches is to develop the potential of others.  Though, when it comes to education, the thought of coaching signifies a deficit, a negative connotation, sometimes even an embarrassment. Yet, we know coaching works with athletes and educators. So, how can we create a culture of coaching in our schools that is truly supportive and seen as a means of showing care and compassion?

In the Meriden Public Schools, we believe that when our teachers learn, our students learn. All educators want to see their students succeed. By recognizing that personalized learning will have a positive impact on increasing students’ learning, our teachers helped design a professional learning model with coaching as an integral tenant. 

Coaching models come in all different shapes and sizes. The district has grade level instructional coaches, student-centered learning coaches, technology integration coaches and is now planning for culturally responsive classroom coaches. Regardless of the focus, successful coaching strategies are universal and benefit all learners. We have found that our teachers welcome the support of a colleague who is non-evaluative, understands students, can adapt to the learning environment, and is knowledgeable about curriculum expectations. 

The key to successful coaching is having a coach with high emotional intelligence.  These individuals focus on the positive, have empathy, and are not perfectionists. They learn from their mistakes, are self-motivated, and set boundaries to avoid burnout. Coaches must be recognized for their area of expertise but also for their ability to establish confidential, trusting relationships.

Ingredients Defined

We started by defining the essential ingredients of successful coaching relationships. Clear accountability expectations as to what will be implemented and how it will be measured were established. Coaches create trusting relationships by being good listeners, being non-judgemental and helping teachers transform their practice. The best coaches are authentic and genuine. Coaches are lifelong learners who continually develop their expertise and are always willing to share best teaching strategies. Embedded professional learning provides teachers with the necessary help required to meet the challenges of transitioning to more effective instruction and engaging all students in learning. Coaches show respect, provide timely, specific feedback, and monitor instruction to enhance student learning. An awareness of collection, analysis, and use of data allow coaches to develop high-level entry points for discussion of effective teaching.

Coaching is about maximizing people’s potential and ensuring continuous growth. We are pleased that the staff is truly buying into the coaching strategy.  It should come as no surprise as most teachers welcome additional instructional support.  Our best teachers are continuous learners who want to improve their skill set. “Highly successful people are more concerned with their own growth than with their comfort” (Sanborn, 2017, p. 54).

Model Designed

Instructional coaches are assigned to work with individuals or teams of teachers based on student performance data. Coaches work to promote best instructional practices by guiding teachers in the planning process, modeling lessons, and providing targeted feedback. Coaches work in their content area and grade level and ensure they are familiar with the curriculum, as well as the students, staff, climate, and culture of the building. Our coaches’ sole responsibility is to coach, thus providing them with greater flexibility to meet the diverse needs of the teacher and provide the anytime support that classrooms need. We collaborated with our teachers’ union, the Meriden Federation of Teachers, to ensure that coaches were supported and valued. Our strong labor/management collaboration was featured in the American Federation of Teachers (AFT) American Educator magazine, “Moving Meriden: A Roadmap for Union-District Relations.”  Empowering coaches as leaders helped achieve our vision and strengthen teaching and learning across our district.

Technology Leveraged

By videotaping lessons and then reviewing focus areas with the coach, teachers see firsthand areas of success, challenges, and opportunities—both attained and missed. Videos are used to provide examples of specific strategies in practice, as well as document the role of the student in the learning or show evidence of what the student has truly mastered. Working with teachers on how to gather and analyze data from online programs allows the teacher to maximize instructional time and target areas that are in need of improvement.  Learning then continues to be personalized so that we can remediate or enrich instruction.  Our teachers increasingly seek support from our technology integration coaches. Coaches ensure technology initiatives translate into enhanced classroom experiences for students. Teachers who exemplify the use of technology in their classrooms are recognized as I’m Charged! educators, providing model classrooms for colleagues and encouraging innovative use of technology tools to facilitate and expand learning activities.  

Coaching Embedded 

Essential to embedded coaching is prioritizing coach and teacher meeting time. This collaborative relationship must respect the confidentiality of the teacher and clarify the roles and responsibilities of both the teacher and the coach. Successful coaches model best practices and gradually release responsibility to the classroom teacher. Coaches are not evaluators. They are peers that support, encourage, and share new instructional strategies. “Coaching is a partnership. It is a collaboration between equals” (Toll, 2018, p. 6).

Building administrators are instrumental in creating a positive coaching environment in their school by fostering a growth mindset and making decisions that elevate coaching.  The coach must coach!  Coaches should not be pulled to help with discipline, substitute for absent teachers, write reports, or prepare standardized testing operations. Principals should encourage all staff members to reach out to a coach and to help them enhance their teaching.  Instructional coaching will only be successful if it is a choice. No one wants to be forced to do anything. We have found teachers are eager to have a coach and regularly set times to meet with them.  Teachers, when having professional conversations with their administrators, frequently mention the significant impact that coaching has had on their teaching.

Strategies Implemented

For school leaders, mentors, and teacher facilitators to incorporate coaching strategies in their work, coaches must understand district, school, and individual learning goals, and motivate and inspire others. Coaches are aware of all different types of learners and share information in multiple ways—visual, auditory, and kinesthetic. Sinek (2009) encouraged us to define the “why” before working together to formulate the “how”.  Coaches ask probing questions, solicit feedback and input from teachers, and encourage self-reflection—rather than just providing answers. When feedback is provided, it is shared privately, and open-ended questions are included in all conversations. We are transparent about our objectives, we include all stakeholders, and we make sure that everyone has a voice in strategies implemented. 

Coach Perspective

Coaches shared that it is essential for them to be present in teachers’ classrooms, interacting with students, viewing classroom routines, monitoring curriculum implementation, and supporting effective instruction. By being approachable for any and all requests, coaches develop trust and are viewed as a highly effective support. Coaches help with instructional pacing, analyzing district assessments, ensuring student growth, and tracking data for trends. All their efforts are designed to implement targeted instruction and tiered intervention. 

Reason for Optimism 

Building administrators have become stronger instructional leaders. The coaches, supervisor, and building administrators meet weekly to collect, review, and analyze individual student and whole class data. This involvement has helped school leaders better understand the curriculum and increased their awareness of implementation challenges. Professional learning opportunities are now personalized to meet the needs of the teachers.  Additionally, teachers have an on-site expert who is readily available. This model provides the supportive accountability system that ensures effective curriculum implementation. With trusting relationships in place, classroom walkthroughs are welcomed and seen as a key lever in student success. 

Again, we know that when our teachers learn, our students learn. Districts are encouraged to support their teachers by embracing a coaching model.  Our experiences, both positive and negative, have led to the following 10 steps to creating a positive culture of coaching and collaboration. 

Meriden Public Schools’ 10 Steps to Creating a Culture of Coaching

  1. Create a culture of collaboration
  2. Value a growth mindset
  3. Identify coaches’ supervisors
  4. Hire for emotional intelligence
  5. Clarify coaching responsibilities
  6. Establish universal agreement on how success will be determined
  7. Break down barriers of teacher isolation
  8. Ensure coaching is consistent
  9. Coaches coach; evaluators evaluate
  10. Learning is a continual process for all

Education provides the best opportunity for students to be successful, enjoy a productive life, and develop a passion for lifelong learning. What better way to do this than for students to see a coaching model in their classroom.  As an urban district, we recognize the importance of education in breaking the cycle of poverty and leveling the playing field for all students. We cannot operate in silos of excellence but must collaborate and share best practices to overcome challenges in providing equitable access for all students. Embrace the challenge, foster collaboration at all levels, and make sure all stakeholders view coaching as an integral part of the learning process!  

References

Dweck, C.S. (2006). Mindset The New Psychology of Success: How We Can Fulfill Our Potential. New York, NY: Random House, Inc. 

Sanborn, M. ( 2017) The Potential Principle. Nashville, TN: HarperCollins Christian Publishing, Inc. 

Sinek, S. (2009). Start With Why: How Great Leaders Inspire Everyone to Take Action. New York, NY: Penguin Group.

Toll, C. (2018). Educational Coaching A Partnership for Problem Solving. Alexandria, VA: ASCD.

Mark D. Benigni, Ed. D., superintendent of the Meriden Public Schools, was recognized as the CoSN 2019 Empowered Superintendent and as a 2015 Education Week Leader to Learn From.  He is the author of Mentoring Matters: A Toolkit for Organizing and Operating Student Advisory Programs (Roman & Littlefield Education, 2011) and numerous journal articles.  Follow him on Twitter @mpsbenigni

Barbara A. Haeffner is director of curriculum and instructional technology for the Meriden Public Schools. She is an advisory member of the CoSN Driving K-12 Innovation Committee and CoSN Emerging Technologies Committee. Her collaborative work has led to the district’s recognition by Edutopia Schools that Work and by Google as a Reference District. Follow her on Twitter @bhaeffner

Susan T. Perrone is supervisor of curriculum and accountability for the Meriden Public Schools. She is a former teacher, reading coach, and building leader. Follow her on Twitter @SusanPerrone

 

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Matthew Lynch published in Education Leadership, First Year Teachers, Teachers

Teacher Burnout or Demoralization? What’s the Difference and Why it Matters

A study led by Dr. Ingersoll of the University of Pennsylvania showed the staggering reality of the American education system; 15% of teachers leave the profession every year and 45% of new teachers leave within the first five years. The burning question behind these results is why?

When talking with educators, a common discussion topic is the soul-crushing, depressive, and futile nature of the profession. Now, many teachers are lucky enough to be in school districts where they are supported, listened to, valued, and not scapegoated by the administration, parents, and students for items that are not under their control but it seems this is becoming few and far between. In Ingersoll’s study, he focused one portion on first-year teachers who left their current school and polled them on the reasons why. The results, as seen in Figure 15 of the study linked above, are as follows:

  • 32% → School Staffing Action
  • 39.7% → Family or Personal
  • 31.7% → To Pursue Other Jobs
  • 44.4% → Dissatisfaction

Ingersoll and Perda state “On the other hand, high levels of employee departures are worrisome not only because they can be a symptom of underlying problems in how well organizations function, but also because departures can entail costs and other negative consequences for organizations and for the larger system (Ingersoll & Perda, forthcoming).”

Understanding the Difference

The important distinction to make is that these statistics are focusing more on teacher burnout than teacher demoralization. At first glance, these words may seem to be two ways to say the same thing but there is an important distinction to be made. When a teacher is burnt out it more than likely means that they are done. Gassed. Finished. Nothing left. Whether this burnout happened within those first five years of entering the profession or is the culmination of decades of their willpower, desire, and love of teaching being ground down the result is the same; leaving the profession. Ingersoll’s study focuses primarily on this issue.

What is not often discussed, is teacher demoralization which is really what goes on before teacher burn out happened. Teacher demoralization results in teacher burnout. This distinction is vital in addressing the problem within the profession because it allows intervention to be focused on the problem, teacher demoralization, instead of the symptom of the problem which is teacher burnout. 

Doris A. Santoro, an associate professor of education and chair of the education department at Bowdoin College, in her publication Is It Burnout? Or Demoralization? addresses this sentiment by saying “we know that teachers are experiencing dissatisfaction (Keigher, 2010), but, like doctors, we must be careful to look for the true source of the problem in order to properly treat it. […] similarly, school leaders need to get to the root of teacher dissatisfaction so it can be diagnosed and treated properly.”

Finding the Cause

The underlying problems that Ingersoll and Perda refer to are precisely the issues that result in teacher demoralization whether it is unruly parents with no administrative support, absurd class sizes with no mandated support, low pay, general lack of administrative support, forced to follow a rigid curriculum, overarching desire for better test scores at all costs, lack of autonomy, etc. The list is nearly endless and is what results in teachers having self-reported stress amounts equal to nurses and physicians according to Gallup’s 2013 State of America’s Schools Report. 

Once the difference between teacher burnout and teacher demoralization is made more clear, it can be more easily addressed. It will not be a quick change nor one without growing pains as the profession continues to suffer from these systemic problems but as the reality of these problems become more apparent and felt more by those outside of education, the policies and legislation hamstringing many of these ailments felt by teachers can be changed. 

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Matthew Lynch published in Education Leadership, Teachers

How To Retain Great Teachers: Start With Leadership Opportunities

Great teachers are an invaluable asset to any school. Principals should go to great lengths to retain these teachers. But what steps can administration reasonably take and how will this be received by teachers?

What does the teacher want?

The first step should definitely be to have a conversation with that great teacher. Make the time to sit with him or her and discuss their goals with regards to their educational career. It is essential to realize that not all teachers have an end goal of becoming the school principal. So it makes sense to consider this when approaching a great teacher. Once your teachers tell you where they see themselves someday, you can begin to tailor some job growth opportunities for them.

Start with the grade level

If you have a teacher who is really looking to stay in the classroom for the duration of their professional career, that’s perfectly fine. The teacher has an obvious love and hopefully a talent for the grade level or subject they teach. This teacher is the perfect candidate to lead the grade level or subject department.

Perhaps you can assign this teacher to be the head of the grade. This will be a perfect opportunity for him or her to work with other grade level teachers. It is an opportunity to mentor new teachers. And your teacher will thrive and be enthusiastic about seeking out other professional development opportunities. Be sure to schedule time regularly to talk to them about new ideas and figure out ways to implement them.

Be a mentor

If your teacher has aspirations of being a principal someday, you need to foster that goal. Make time and opportunities to mentor that teacher. Be available to discuss policy and education trends. Let the teacher give you their thoughts and opinions. It is also a good idea to allow this teacher to experience professional development days that are for principals and administrative staff.

Recognize and encourage initiative

Here is an ideal opportunity to encourage teachers to expand. Let your teachers have some freedom and encourage them to develop their own professional development programs. This is an excellent chance to listen to what they have to say and see if you can offer constructive guidance.

For teachers not interested in an administrative path, encourage them to take part in or develop a peer-based program at school. This gives the teacher a chance to take a leadership role within the grade level. A perfect opportunity to take on a leadership role.

Create a welcoming environment for all

Let your teachers know that you value them and their thoughts and opinions. This gives teachers the freedom and opportunity to share thoughts and ideas without fear of not being taken seriously. A supportive community is essential for encouraging teachers to explore their professional goals.

Along the same line, support your teachers. Teaching often involves walking a fine line when dealing with parents. Teachers need to know that their principal supports them and will stand by them. You can accomplish this by treating your teachers as professionals with the courtesy they deserve.

A respected and well-treated teacher is a happy teacher.

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Matthew Lynch published in Parental Involvement, Parenting, Teachers

How Do I Check the Status of an Educator’s Teaching Certificate?

We like to think of teachers as being altruistic, compassionate, and competent. But this is not always the case. There are tons of educators that give the profession a black eye. For instance, do you know whether your child’s teachers are certified to teach? If not, this could be an issue. Certification signals that a teacher meets the academic requirements of the position.

Also, do you not whether or not your child’s teacher has been reprimanded or faced disciplinary action because of inappropriate conduct? Of course, you don’t. You believe that just because a teacher has been hired by your local school teacher, they must ok. Maybe, maybe not.

For instance, many school districts start the year in desperate need of teachers. Especially to fill areas such as math, science, and social studies. If they can not fill the position, they will consider a candidate that has not proven that they are highly qualified. What do I mean by that? I am referring to people who have not passed their licensure exam, but they have completed a teacher education program.

Schools looking to fill a critical needs area may ask the state department of education to issue the individual a 1-year emergency license to teach. They can fill the position, and the teacher has one year to pass their licensure exam, or they lose their job. However, I have seen districts continuously ask for an extension for the teacher in question, and before you know it, this unqualified teacher has been teaching for 3-5 years.

When it comes to teacher misconduct, teachers fired by one district for inappropriate conduct may simply move to another district. If the next district doesn’t do its due diligence, your child could be in the presence of someone unsafe.

You need to be proactive as a parent and research the teachers at your child’s school. Not just the ones that they come in contact with on a day to day basis. You need to know if they are fully certified and if they have faced disciplinary action before. Luckily most states have a mechanism for doing so.

Many have websites that allow you to look this information up. Even if they don’t, you can call or visit the state department of education. This information is protected by the Freedom of Information Act, which means that anyone can request it.

For your convenience, I have provided a listing of states they have an online database that you can search. If you need to contact them directly to request this information, I have placed and N/A under the state’s name.

Alabama     

Teacher credentials lookup: https://tcert.alsde.edu/Portal/Public/Pages/SearchCerts.aspx

Alaska          

Teacher credentials lookup: http://education.alaska.gov/TeacherCertification/CertificationsSearch.cfm

Arizona       

Teacher credentials lookup: https://oacis.azed.gov/PublicOACIS/NormalPages/Educators.aspx

Arkansas     

Teacher credentials lookup: https://adeaels.arkansas.gov/AelsWeb/Search.aspx

California

Teacher credentials lookup: 

https://educator.ctc.ca.gov/esales_enu/start.swe?SWECmd=GotoView&SWEView=CTC+Search+View+Web

Colorado

Teacher credentials lookup: https://www.colorado.gov/cde/licensing/Lookup/LicenseLookup.aspx

Connecticut              

Teacher credentials lookup: http://sdeportal.ct.gov/CECSFOI/FOILookup.aspx

District of Columbia

N/A

Delaware

Teacher credentials lookup: https://deeds.doe.k12.de.us/certificate/deeds_decredsys.aspx

Florida

Teacher credentials lookup: https://app2.fldoe.org/publicapps/edcert/public.asp

Teacher disciplinary actions lookup: http://www.myfloridateacher.com/discipline/summary.aspx

Georgia

Teacher credentials lookup: http://www.gapsc.com/Certification/Lookup.aspx

Hawaii

Teacher credentials lookup: https://htsb.ehawaii.gov/htsb-renewals/public-search.html?p1=0

Teacher disciplinary actions lookup: http://www.htsb.org/wp-content/uploads/2015/05/License-Actions_v2.pdf

Idaho

N/A

Illinois

Teacher credentials lookup: http://webprod.isbe.net/ELISInquiry/NormalPages/Educators.aspx

Indiana

Teacher credentials lookup: https://licenselookup.doe.in.gov

Iowa

Teacher credentials lookup:  https://www.iowaonline.state.ia.us/boee/

Teacher disciplinary actions lookup: https://www.iowaonline.state.ia.us/ppd/ 

Kansas

Teacher credentials lookup:  https://online.ksde.org/TLL/SearchLicense.aspx

Kentucky

Teacher credentials lookup: https://wd.kyepsb.net/EPSB.WebApps/KECI

Louisiana

Teacher credentials lookup: https://www.teachlouisiana.net/teachers.aspx?PageID=416

Maine

N/A

Maryland

N/A

Massachusetts

N/A

Michigan

Teacher credentials lookup: https://mdoe.state.mi.us/MOECS/PublicCredentialSearch.aspx

Minnesota

Teacher credentials lookup: http://education.state.mn.us/MDE/EdExc/Licen/TeachLicLook/index.html

Mississippi

Teacher credentials lookup: https://sso.mde.k12.ms.us/Login/Login.aspx

Missouri

Teacher credentials lookup: https://apps.dese.mo.gov/HQT/CredentialListerChecker.aspx

Montana

Teacher credentials lookup: https://apps3.opi.mt.gov/MSEIS/NormalPages/Educators.aspx

Nebraska

Teacher credentials lookup: https://dc2.education.ne.gov/tc_lookup

Nevada

Teacher credentials lookup: http://nvteachersearch.doe.nv.gov

New Hampshire

Teacher credentials lookup:  http://my.doe.nh.gov/profiles/educators/search.aspx

New Jersey

Teacher disciplinary actions lookup: http://www.state.nj.us/education/legal/examiners

New Mexico

Teacher credentials lookup: http://164.64.166.19/LicenInq/search.asp

New York

Teacher credentials lookup: http://eservices.nysed.gov/teach/certhelp/CpPersonSearchExternal.do

North Carolina

Teacher credentials lookup: 

https://vo.licensure.ncpublicschools.gov/datamart/searchByNameNCDPI.do

Teacher disciplinary actions lookup: 

http://stateboard.ncpublicschools.gov/legal-affairs/disciplinary-process/revoked-license

North Dakota

Teacher credentials lookup: https://secure.apps.nd.gov/dpi/ndteach/schoolstaff/publicSearch.aspx

Ohio

Teacher credentials lookup:  

https://coreprodint.ode.state.oh.us/core2.3/ode.core.EducatorProfile.UI/EducatorSearch.aspx

Teacher disciplinary actions lookup: 

https://coreprodint.ode.state.oh.us/core2.3/ode.core.EducatorProfile.UI/DisciplinaryInfoView.aspx

Oklahoma  

N/A

Oregon

Teacher credentials lookup: http://www.tspc.oregon.gov/lookup_application/lookup_query.asp

Teacher disciplinary actions lookup: http://www.tspc.state.or.us/discipline_list.asp?year=9999

Pennsylvania            

Teacher credentials lookup: http://www.teachercertification.pa.gov/Screens/wfSearchEducators.aspx

Teacher disciplinary actions lookup: 

http://www.education.pa.gov/Teachers%20-%20Administrators/Certifications/Pages/Certificate-Actions.aspx#.Vp5ofFQo6po

Rhode Island            

Teacher credentials lookup:  http://ecert.ride.ri.gov/public

South Carolina         

Teacher credentials lookup: 

https://ed.sc.gov/educators/teaching-in-south-carolina/current-south-carolina-teachers/view-licensure-status/

Teacher disciplinary actions lookup: http://ed.sc.gov/policy/state-board-of-education/additional-resources/state-board-of-education-orders-of-disciplinary-action/

South Dakota

Teacher credentials lookup: https://apps.sd.gov/de04public/teacherlookup/teachersearch.aspx

Tennessee

Teacher credentials lookup: https://apps.tn.gov/eli

Texas           

Teacher credentials lookup: https://secure.sbec.state.tx.us/sbeconline/virtcert.asp

Teacher disciplinary actions lookup: 

http://tea.texas.gov/Texas_Educators/Investigations/Disciplinary_Actions_Taken_against_Texas_Educators/

Utah

N/A

Vermont

Teacher credentials lookup: https://alis.edlicensing.vermont.gov/Protected/ADM/EducatorSearchMember.aspx?&TotalPerameters=5&LikePopup=N&URL=Protected/LIC/DOE/EducatorView.aspx

Teacher disciplinary actions lookup: http://education.vermont.gov/licensing/disciplinary-actions

Virginia       

Teacher credentials lookup: https://p1pe.doe.virginia.gov/tinfo

Teacher disciplinary actions lookup: http://www.doe.virginia.gov/teaching/licensure/license_actions.pdf

Washington              

Teacher credentials lookup: http://www.k12.wa.us/AboutUs/ContactUs.aspx.

Teacher disciplinary actions lookup: http://www.k12.wa.us/ProfPractices/investigations/DisciplinaryAction.aspx

West Virginia

Teacher credentials lookup: http://wvde.state.wv.us/contact.html.

Wisconsin

Teacher credentials lookup: http://tepdl.dpi.wi.gov/licensing/license-lookup-introduction

Wyoming

N/A

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Matthew Lynch published in Education Leadership, First Year Teachers, Teachers

Reducing the ‘Toxic Stress’ of Starting High School

The transition from middle school to high school is a big step, so most students get overwhelmed and stressed as they go through the process. This can cause them to be less successful at school, and it can cause their grades to drop significantly. So, how do we reduce this stress?

What is the ‘Toxic Stress’ of Starting High School?

Each student has a different mindset and a different way of handling stress, but it is no secret that the start of freshman year is a rough transition for most high school students. These stress levels can actually be tracked by looking at the hormone cortisol of students, which is also commonly referred to as the ‘toxic stress’ hormone.

Students with a fixed mindset, meaning that they believe fixed traits cannot change, were found to have higher stress levels than students with a growth mindset, which is an individual that believes skills can be developed. This is because students with a fixed mindset were not prepared for the drastic changes of high school, which made them not want to adjust their ways of learning.

Why is Starting High School Stressful?

Even though many middle schools try to create an environment that prepares students for a high school setting, it is usually much easier and less stressful for students, so when they get to the actual high school, they are usually hit with a surprising amount of work.

When starting high school, students are given more difficult assignments and a larger workload. This alone is a huge factor as to why students get so stressed. Since the work is more difficult, they have a fear of failure and may work themselves too hard while trying to do something that shouldn’t even take much time.

Plus, high school is also more stressful socially. Teenagers work so hard to fit in and be popular, which can often distract them from focusing on their classwork. Students work hard to be someone they’re not just to fit in, which can easily become exhausting.

On top of everything else, high school is a step closer to college. A lot of high school students still have no idea what they want to be when they grow up, so trying to decide where to go to college can be a huge cause of stress for them, even if it is still years away.

How Can We Fix This?

There is no way to remove the stress of every student completely, but there are ways that parents and teachers can help to reduce the stress of students. The easiest way to do this is to make sure you are accessible to them.

However, many parents are so worried about reducing the stress of their kids that they hold them back and don’t allow them to be challenged enough. But no matter what, there will be challenges in life that kids have to face, so instead of holding them back, the best thing to do is to be there to help students face these challenges.

Conclusion

Yes, high school can be stressful for incoming freshman, but with the help and support of those around them, they can ease into the process better.  Stressful situations are much easier to get through when you have someone by your side to help out. Parents need to teach kids that change is okay and teach them how to adapt to their new high school schedule.

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Matthew Lynch published in Education Leadership, Policy & Reform, School Leadership, Teachers

What are the Pros and Cons of 4-Day School Weeks?

The four-day school is a phenomenon that has been sweeping across the U.S. When I was a teacher, many moons ago, this was a fringe schooling schedule only practiced by rural school districts. Why did they switch to 4-day school weeks? It was a kneejerk response to dwindling education budgets and the belief that schools could save a ton of money by operating Monday through Thursday, which in theory would lower their operating expenses. So what are the pros and cons of 4-day school weeks? I am glad that you asked. In this article, we will examine this question in depth.

Pros of the 4-day School Week

Adds flexibility to teacher’s schedules. Teachers report that the flexibility of the 4-day work week helps them get more done. This added flexibility is why they are such staunch proponents of the 4-day school schedule.

Increases student attendance. Rural areas report that their student attendance has increased since switching to the 4-day school week. Since many of the families in these areas run farms, it gives families extra time to get work done during the week. As a result, students don’t have to miss school to help out.

School districts save money. In the 4-day school week schedule, the district adds 40 or so minutes to make up for the time lost on the traditional 5th day. Some school districts have reported saving over 1 million dollars on utilities, busing, and labor costs.

Easier to recruit employees. 4-day school weeks add flexibility to teachers’ schedules and as a result, makes their jobs more manageable in a myriad of ways. Because of this, school districts don’t have a hard time attracting qualified applicants.

Cons of the 4-Day School Week

A potential decline in academic performance for vulnerable groups. Research has shown that in this configuration, students who are low-income, minority, or special needs don’t fare too well academically. Well, at least initially. It takes about 4-years for schools to get these students back on track academically. This is a big con for me, as sacrificing the futures of our most vulnerable students is not worth the trivial benefits of 4-day school weeks.

Potential for juvenile crime to increase. In Colorado, juvenile crime increased by 73% whenever a school changed their school schedules from 5 to 4 days. These crimes occurred all during the week, not just on the weekdays when students were out of school.

It might help school districts save money. The Oklahoma Department of Education examined the economic effect of going to a four-day week across 16 school districts. What they discovered was unexpected. They found out that seven school districts saved money under the new configuration, but nine districts were actually spending more.

A 4-day school week is misleading. Many school districts think they will save tons of money by cutting operational costs on the fifth day, but they forget, they will still be open and running activities on those days off. Administrative staff are required to be on-site, sports teams may need to practice, professional development sessions may convene, etc. Also, since special populations fare poorly in this configuration, the costs of remediating them begin to take a bite out of the budget.

Do 4-day school weeks positively affect student outcomes?

As you can see, there are a lot of pros and cons to the 4-day school week, but in terms of its long-term effect on academic outcomes, the jury is still out. There have been several studies that reported the 4-day school week had positive effects on student’s math and reading scores. On the other hand, there have been studies that found no significant difference in overall academic achievement between four-day districts and five-day districts. Also, there have been studies that found that special populations do not thrive under this configuration. Because the four-day school week has only been around for a decade or so, we simply don’t have enough time, data, or research to make a definitive declaration.

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Matthew Lynch published in Education Leadership, Teachers

Teacher Shortages: Too Many Subs, Not Enough Learning

Whenever there’s a substitute in class, kids either get excited because they won’t have to do much work or sad because they won’t have their usual teacher. This is a common trend with classes, and while some kids might be excited to have a simple day where they don’t learn anything, having a substitute may be harming their education more than helping it.

Teachers vs. Substitutes

With teachers, there is always a lesson plan. They always have what they’re going to teach their students planned out ahead of time, and as the school year goes on, they get to know their students better, allowing them to adapt their lesson plans to fit the needs of their class.

However, everyone gets sick from time to time and needs to take off work once in a while, even teachers. So, this is usually when substitutes come in. They are either replacing a teacher for a day or for a longer period of time, such as a vacation or maternity leave.

The Problems with Substitutes

Substitutes are oftentimes just a last-minute replacement. This means that they usually don’t know the content as well as they should and sometimes, not at all. For example, there could be a substitute for a Spanish class that doesn’t even know a word of Spanish because they were the only one available. When this happens, the substitutes generally just hand out worksheets and show videos instead of actually teaching the students new information. This also often happens because not all schools have strict requirements for their substitutes.

If a student doesn’t learn anything from a substitute though, then what’s the point of it? Every day in class, a teacher is supposed to provide them with new content and new ways of learning. But if the substitute is not knowledgeable about the content assigned, then students really are not benefiting from school that day.

Plus, large classes of students are hard enough to control and get the attention of as is. It is difficult for a substitute that is unfamiliar with the class to just step in and be able to be the authority right away. Because of this, it is also easy for students to get distracted and goof off while a new teacher is in the classroom. They feel like they can get away with more things because their teacher isn’t around.

How Do We Fix This?

There are lots of simple ways that teachers can help make an absent day go more smoothly, but it may not always be as effective as they’d hoped.

One of the best ways to go about this issue is to have more assistant teachers or even second teachers in some classrooms. This would allow everything to stay more organized, and if the primary teacher is sick, then there is still someone around that is familiar with the class and the content. Even if it is just an assistant teacher, they can help a substitute out to be able to actually teach the class something valuable that day. Plus, having additional help would allow for a more personalized experience for students. They would get more one-on-one interactions if there was more than one teacher helping out in the classroom.

Also, there should be more substitutes that are knowledgeable in a variety of classes and topics. Therefore, even if there is no teacher in the class to help them, they will still be able to better assist with the learning of the students.

Conclusion

Substitutes are needed to cover for teachers when they are sick, but the way that schools handle this could be done differently. By having more qualified subs or more assistant teachers, students will still benefit on the days that their teacher is unable to come in.

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