Tag Archives: education

Guns Do Not Kill People?

Guns do not kill people;
A gun on a table never harmed anyone;
People kill people!
Nevertheless, nothing is ever done.
Lives are lost –
Too many lives ARE lost,
Because we fear the loss of our guns.

But did you know?

Airplanes don’t kill people when they crash;
An airplane in a hangar never harmed anyone;
People – pilot error – kill people!
Nevertheless, we mandate air safety regulations.
Lives are saved –
Not all lives, but many lives ARE saved,
And regulations have not resulted in loss of airplanes.

Automobiles do not kill people in collisions;
An automobile left in a garage never harmed anyone;
People – driver error – kill people!
Nevertheless, we mandate and install seat belts.
Lives are saved –
Not all lives, but many lives ARE saved,
And seat belts have not resulted in loss of automobiles.

Trains do not kill people at railroad crossings;
A train parked in the train yard never harmed anyone;
People – engineer error or careless drivers – kill people!
Nevertheless, we mandate and install crossing gates.
Lives are saved –
Not all lives, but many lives ARE saved,
And crossing gates have not resulted in loss of trains.

Guns don’t kill people;
A gun on a table never harmed anyone;
People kill people!
Nevertheless, we refuse to mandate new gun regulations.
Lives could be saved –
Not all lives, but many lives COULD BE saved, but
For the sake of the gun, we forsake the life we might have SAVED.

JL

©Jack Linton, May 20, 2018
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Testing, Budgets, Movies, and Free Days – Oh My!

Since the late 1990’s when the current testing craze first started to dig its heel into the throat of K-12 public school education, I have been an advocate for testing as a means of holding educators and students accountable for learning in the classroom.  I still am, but with growing reservations.  Originally, State Testing was intended as an accountability tool to measure student academic growth and improve classroom instruction; however, regrettably, I have watched it morph into a teacher eating, time wasting monster.  It, along with its local test counterparts (STAR, NWEA, and other commercially designed software programs aimed at remediation, student tracking, and general test taking prep), has become an accountability system of excessiveness void of accountability for the chaos and harm it is causing in the classroom.  I still believe K-12 education needs accountability, but not at the expense of the learning environment and profession it was created to protect and improve.

State Testing, Oh My!

  1. State testing was never intended to cut or waste instructional time! Countless instructional hours are replaced each school year not only by testing but by overboard remediation, test prep, and classroom filler time such as movies and free days.  It is hard to blame school administrators and teachers for short changing instruction in favor of test prep when their careers are judged by marginal black and white data that has little regard for real world data.   Beginning in April, sometimes earlier, and extending to the end of the school year, teachers are busy prepping/remediating kids for the BIG TESTS.  During these months, kids spend classroom time doing little to nothing in class other than prepping for the upcoming state tests, watching movies, and enjoying free days.  What is the use in teaching anything new once test season arrives seems to be a widespread teacher mindset.  As a result, there is very little new material taught the second half of the school year, especially the last quarter.  It could effectively be argued the last two months of the school year are instructionally a waste of time;
  2. State testing was never intended to chase good teachers out of the profession by adding stress, stress, and more stress! Why would any sane young person want to be a grade school teacher or a core subject area teacher in high school?  In today’s test happy, under the microscope world of education, I would strongly consider a non-tested area if I were a young teacher beginning my career.  All teaching can be stressful, but the same money is made for a non-tested area as for a tested area, so taking the less stressful, less scrutinized option makes the most sense; and
  3. State testing was never intended to dehumanize children and teachers. However, data is “black and white.”  It does not consider the gray areas, such as home life, that often have more impact on student success and growth than what the teacher does in the classroom.  I encourage anyone who has never walked in the shoes of a teacher to talk to one or many and hear this all too true side of the testing story.  Humans tend to be much more complicated than the data gathered to represent them.

Testing Budgets, Oh My!

  1. Nationwide, 1.7 billion dollars is spent each year on accountability testing in public schools. Mississippi alone spends over 10 million dollars annually on K-12 standardized assessments.  That does not include the dollars individual school districts spend on assessments such as STAR, NWEA, and ACT;
  2. State testing means Mississippi education dollars are padding the pockets of big testing companies while Mississippi teachers remain the lowest paid teachers in the nation; and
  3. State testing means many school districts, especially larger districts, are forced to hire extra administrative help to handle the volume and logistics of testing. Much of this extra work also falls on the shoulders of counselors and teachers who are already stretched to the maximum limit for time.

Movies and Free Days, Oh My!

  1. State Testing means classroom instruction in many schools basically comes to a stop in April and May as teachers prep and cram for the end of month and early May tests. In addition to the prep time, classroom movies and free days with no instructional purpose are widespread in the days before and after the state assessments;
  2. State Testing means as much as 25% of a school’s Instructional time is wasted on testing each year; and
  3. State Testing means over the course of a K-12 school career, students lose as much as 2.5 years of classroom instruction due to standardized testing and wasted classroom time. No wonder the United States ranks 14th in the world in education behind South Korea, Japan, Singapore, Hong Kong, Finland, United Kingdom, Canada, Netherlands, Ireland, Poland, Denmark, Germany, and Russia.

Questions all Mississippians need to ask about State Testing?

  1. Is state testing good for kids? Over the years, the testing model has changed frequently, so how effective it is measuring student growth and instructional strengths and weaknesses depends largely on who is asked – teachers or test makers.  Are students better off testing or would they be better served staying in the classroom and receiving the instruction they are currently missing is the question that needs to be seriously studied?
  2. Is state testing good for teachers? The stress of state testing, poor pay, wide spread disrespect for the teaching profession, and lack of or poor administrative support are four major reasons teachers leave the profession and highly intelligent young people choose other professions over a teaching career.  How long can public schools survive the growing teacher shortage is a serious question that needs to be addressed and soon!
  3. Is state testing worth the loss of instructional time? As a grandparent and former educator, the loss/waste of instructional time is my greatest concern with present testing practices.  As a grandparent it concerns me when I talk to my grandchildren about their school day and discover instructional time is being used to review for the state tests.  As a former educator, I understand there may be a need to review the week before the test but shutting down class for a month prior to the test is, in my opinion, bordering on education malpractice.  Also, it concerns me greatly when my grandchildren tell me they have spent a week watching movies and having free time in class!  I am sorry if I step on some teachers’ toes, but that is wrong and unacceptable!  Using class instructional time excessively to prep for state tests as well as waste class time showing movies or allowing classroom free days because teachers feel it is useless to teach anything new during test season is harmful to kids.  Some teachers will argue movies can be educational, and in small teacher guided increments, I might agree, but there is little educational merit in showing whole movies in class or giving students a free day in class for the sake of keeping students entertained and out of the teacher’s hair.  Such practices are babysitting and should be monitored closely and stopped immediately; and
  4. Do state tests hold anyone accountable other than teachers? Under the present accountability model, all accountability lies on the shoulders of teachers and to a small extent the students. For a system to be truly accountable, it must hold all shareholders equally accountable including educators, students, parents, and state and local government.  I bet the state legislature could find adequate funds for public schools if they were held to the same accountability fire as teachers.

    What is the bottom line for State Testing in Mississippi?

  1. State testing has led to wasting significant classroom instructional time that is negatively impacting the education of children;
  2. During the last quarter of the school year, state testing turns the school house into a house of remediation that instructionally short changes all but the lowest functioning students; and
  3. I believe state testing has helped bring about needed improvements and accountability in Mississippi public schools, but I have also come to believe it may be doing kids more harm than good, especially when the loss of instructional time is thrown into the equation. Today’s students may be short in their knowledge of geography, but they can engage in movie trivia with confidence and take a test with the best.

I am deeply saddened and disappointed to say accountability testing in Mississippi may have reached a plateau surrounded by shear drops of rocky hazardous canyons with no bottom in sight and no bridge sturdy enough to cross to the other side.  In the quest for continued improvement, good intentions have pushed public schools to the edge.  Mississippi has grown from a state education system with little accountability to a system so deep in accountability, it has lost sight of what is most important – TEACHING KIDS or DATA COLLECTION?  All too often, too much of a good thing can result in diminished returns, and that is the case, as I see it, for testing in K-12 public schools.  The current state of standardized testing has become too much of a good thing.  Testing has become a good idea gone bad!  As a direct or indirect result of state testing, classroom instruction has been abused.  Schools have traded instruction for data that is compromised by the demise of classroom instruction resulting from an overabundance of data collection.  Some testing is reasonable and needed, some loss of instructional time due to testing is to be expected, but the monster that the present system has become is unacceptable and hurting kids.

Can it be fixed?  Can a device that has morphed into an almost exclusive tool for ranking and calling out teachers be saved?  Is it possible to find a solution that would be more fiscally responsible, learning friendly, less accountability biased, and less stressful?  Is it possible to have an accountability system that doesn’t bring teachers to their knees and public schools to a standstill and maybe to the brink of extinction?  YES, it can be fixed, and it should be fixed.  Like any organization, schools need accountability, but if the accountability model jeopardizes the organization through disenfranchisement of its core practitioners (teachers) and practice (instruction), changes must be made to right the ship before it is capsized, and irrevocable damage is done.

JL

©Jack Linton, May 14, 2018

House Bill 957:  Same Song Different Verse

Does it ever end?  From Mississippi Senator Angela Hill’s bill to do away with the Mississippi Department of Education to Speaker of the House Phillip Gunn’s bill to bounce the MAEP education funding formula for a new less expensive formula, the assault on Mississippi Public Schools goes on, and on, and on.  Since 2013, to inform people of efforts in Jackson to weaken and dismantle public schools, I have written enough for a book on the plight of public education in Mississippi.  For those who have listened, I along with many others have written and warned about what is happening, and true to those warnings, the nightmares are becoming reality.  With little to no input from state educators, legislating and railroading changes to public schools that are not always in the best interests of children and teachers appear to be escalating.  In Mr. Gunn’s case, he has done everything from writing a new education funding formula to handpicking the man who could push his bill through the House to the Senate in record time.  Never mind the bill contains issues, and it is less than complete as acknowledged by the House Education Committee Chair.  According to state leadership, those are trivial things that can be worked out later.  Right, and we can believe teacher pay in Mississippi will be raised to the national average in the near future!  As for Mrs. Hill, buying into the reasoning behind her chaotic idea to do away with the Mississippi Department of Education makes about as much sense as conceding all government control to local independent fiefdoms, but maybe chaos is her end game – at least for public schools.

There is a little more rationality in Mr. Gunn’s proposal.  He argues the MAEP formula was written almost twenty years ago and has failed to keep up with classroom needs.  He is partially right.  MAEP became law in 1997, but what the public does not hear him say is the formula has failed to keep up with classroom needs because it has been fully funded only twice in those twenty years.  It is Phillip Gunn and his fellow legislators who have failed to meet the needs of the classroom – not the current funding formula!

Why should anyone with a lick of common sense believe a new formula will fare better?  Two maybe three years down the road, 2020 maybe 2021, we are likely to hear once again legislators cannot be held accountable to an education funding bill passed by a previous legislature – only then, they will be talking about the 2018 Legislature.  State legislators have successfully gone down that road before, so why should they stray from a proven path.  They won’t, especially when they have duped the public into believing public school educators are the bad guys and private and school choice hungry legislators are the saviors.

I do not suggest all legislators are at war against public schools; there are a few who stand by state educators.  Those few are the reason Richard Bennett, Republican Representative from Long Beach, was handpicked by Gunn as the new House Education Committee Chair.  As a colleague and friend, Gunn knew Bennett was not likely to be swayed to any degree by those few dissenting voices.  From day one, not only did Bennet blindly champion Gunn’s funding bill, he did all within his power to railroad the bill into law.  By his own admission, he has never read the MAEP formula, so he really doesn’t know if the new bill is better or not.  His job was to run Gunn’s bill through the motions and get it to the Senate quickly with as few questions as possible.

Thank goodness there were a few legislators in the House who asked, “Why the rush?” For Gunn and Bennet that was simple, push hard and fast, and don’t allow time for study and knowledgeable pushback that might delay the bill’s passage.  As Democratic Representative Jay Hughes of Oxford noted, the 354-page bill was filed Thursday, January 11; dropped to the House floor Tuesday, January 16; and passed on to the Senate Thursday, January 18.  In comparison to time frames legislators usually work under, that is a remarkable achievement.  Such swiftness and urgency are almost unheard of, especially with a funding bill that should be studied, discussed, and tweaked often prior to any vote.  Instead, Bennet asked the House to fast track the overhaul of the public school funding formula.  He told lawmakers they would have two years to work out any discrepancies or problems in the bill, so they shouldn’t worry about any issues – just pass it.  Does that mean once passed they can manipulate the law anyway they choose?  Of course, it does; they’ve been doing that for years.

This smells strangely of deeds that should be scraped from shoes before entering the house.  Why soil the carpet when it is simpler to clean the mess at the door?  For whatever reason, Mr. Bennett and Mr. Gunn have chosen not to do so, but Mr. Bennet has given his word they will clean up their act over the next two years.  He seems to think his word is good enough, but he has been in Jackson long enough to know better.  Teachers were given the word of state legislators in 1997, but legislators honored their word only twice over the next two decades.  Why should anyone who believes in and supports public education in this state believe Mr. Bennet now?  He is most likely an honorable man, but educators in this state have been bitten too many times in past years by legislators professing to be honorable men.  If you need a reminder of leadership ethics in Mississippi, think back to Initiative 42, and the boatload of mistruths used to confuse and divide the public’s support of public schools.

“We’re going to work through it,” Bennett said.  “This is not something cut in stone.”  Maybe so, but I for one will have to see it to believe it.  True, HB 957 may be an attempt by the legislature, as some have suggested, to apologize for years of inadequate funding and compromise with a formula that provides a watered down though more realistic funding formula in the eyes of legislators.  If that is so, House Bill 957 may be a bullet all educators have to bite and learn to live with at some point.  However, it does not make it easy when the process is surrounded by haste, isolation, and secrecy.  Trust means inclusion and respect, which is something public school educators have rarely received from state legislators.  It’s not easy to trust when educators have watched helplessly as other legislative promises that were cut in stone crumbled under them.

JL

©Jack Linton, January 20, 2018

The Continued Success of the Petal School District is not Luck!

Is the only constant in this world the success of the Petal School District?  I was blessed to serve twenty-five years as a teacher, coach, and administrator in the Petal School District, and it was a great school district before I arrived on the scene, it was a great school district while I was there, and it is a great school district today.  Recently, the state released school accountability scores and rankings, and the Petal School District was once again ranked in the top five school districts in the state (number one in mathematics).  No one was surprised because no one can remember when or if there was a time in its history that Petal was not ranked at the top.  The mark of a great school district, athletic team, or great business is the ability to sustain success over time regardless of who is at the helm or in the trenches, and the Petal Schools have done a remarkable job of maintaining success even when key personnel have changed.

In the past four years, the District has had two superintendents, changes in directorships, and multiple changes in school principals and assistant principals, yet, it has remained a top-rated school district.  That is amazing!  However, what is more amazing is the District has maintained its success even with the loss of some great teachers who have retired or moved elsewhere due to family and career decisions.  Common sense says for a school to be successful it must have great teachers in the classroom.  In fact, research supports a quality teacher in the classroom is the most crucial factor in the education of a child.  However, in an era of state and nation-wide teacher shortages, it is not easy to find quality teachers to replace outgoing quality teachers even for a school district, like Petal, with a strong discipline and academic reputation, so how does Petal do it?

Having worked in the school district, I am very familiar with the “movers and shakers” (great educators) among the teachers and administrators, but until recently, while browsing the District website I was unaware of the turnover that has occurred over the past four years.  The school websites are filled with new teacher and administrator faces at almost every school.  Most of the old guard is gone!  The people I always believed made the schools great were missing, but success marched on without them.  How could that be?  Maybe, there is truth to the adage, “One monkey does not stop the show.”

Before I retired, I often bragged, the key to my success at Petal High School was the quality of teachers that lifted me and the students on their shoulders and made what sometimes appeared impossible possible.  Although many of the administrators and teachers who carried me to success are now gone, Petal High School and the District continues to be successful.  That is not only a tribute to the recruiting efforts of the District, it is a tribute to the foundation on which the District is built.  Superintendents, directors, staff, teachers, principals, and school board members come and go, but the two constants, the two non-negotiables, that never change in the District are “everyone is accountable for learning” and an undying attitude that “ALL children can learn.”  These constants result in a successful school district year after year regardless who leads the way in or outside the classroom.

Faces change, but as the battle-scarred veteran teachers gradually move on to another phase in their lives, fresh faces arrive to grow into their shoes.  Like those before them, they pick up the banner of excellence, refuse to lower standards for themselves or their students, and rise above the crowd.  They do so because that is the PETAL WAY; the only WAY for a Petal educator!  Petal educators expect the impossible of themselves and the children they teach, they rise above their imperfections and the imperfections of their students and show them what may seem impossible is but a grain of sand in their shoe.  They lift kids – their own and the kids of others – on their shoulders and carry them – sometimes kicking and screaming – to heights they would never know unless their teacher sacrificed a piece of their life, their heart, and their soul to show them the way.

However, where does the district continue to find quality teachers who have the ability to pick up where the masters left off and walk in their shoes?  Contrary to widespread belief, good teachers are not a dime a dozen; they are few and far between.  They cannot be contracted through Amazon and arrive in the classroom in two days, so where are they found?  Maybe, there is a secret door hidden under a green moss laden bluff somewhere along the Tallahala Creek where teachers with iron nerves who do not know the meaning of “quit”, teachers with hearts of glass kids can look into and learn trust, and teachers with eyes that say, “I am here for you – take my hand” stand waiting patiently for their time to step forward and cultivate our tomorrow.  Or, maybe quality teachers are born somewhere off the Gulf Coast in emerald waters salted lightly with rock flour and wisps of dreams and hope.  More likely, there are no secret doors or emerald waters, only a one-time school boy or girl who grew up to be a teacher with dreams to save the world one child at a time, and was fortunate enough to find like-minded people in a place that has yet to give up on its children and their dreams – the Petal School District.

Yes, year after year, it amazes me how superintendents, directors, staff, principals, teachers, and even school board members can change, yet, the school district continues to not only be successful but thrive.  Working hard and smart with kids as the bottom line while plugging in a sincere love for them and passion for learning is a surefire formula for success, and that success becomes even more sustainable when everyone from the superintendent to the custodian understands everything a school district does is about kids.  “Doing what is best for kids” is what ensures success for the District regardless of who the superintendent or the teachers in the classroom may be.  When a school district asks, “What is best for the kids?” prior to every decision it makes, it cannot not help but be successful year after year.  That single question puts every decision and every action in the proper perspective for a school district.  It enables a small, underfunded (by the state) school district like Petal to succeed where others fail.  My hat is off to those who laid the foundation, to the old guard who remain as models of commitment and excellence, and to those brave new faces that are carrying on the tradition of Petal excellence.  My hat is off to the Petal School District for always putting kids first.  By doing so, the District will always be a success!  Congratulations, Petal educators for another successful school year! You deserve every accolade laid upon you!  Your success is not luck!  You work hard for your success, so take a few minutes to enjoy a job well done, then get back to work – the kids need you.

JL

©Jack Linton, August 24, 2017

Cashing in on Fear:  The Catalyst Behind the Trump/Devos Education Budget?

The current focus on public school improvement is flawed.  Politicians, the public, and even some educators are caught up in a oversimplified mindset that lumps all public schools into one huge cesspool of incompetence.  It is dangerous to generalize anything, and public schools are no different.  It is not public schools in general we need to fix, but what is happening within each individual public school that needs our attention.  Many public schools are doing an excellent job educating children, but unfortunately, they are being dragged down the rabbit hole with those that are doing a poor job.

To say all public schools are bad and in need of improvement is a generalization that is simply not true.  According to education researcher John Hattie, the single biggest variance between a good school and a bad school is the quality of the teacher in the classroom.  Dismantling public schools in favor of charter schools and creating an open-door policy for parents to send their child to the school of their choice will not resolve inconsistent quality issues in the classroom.  Due to the human element, classroom quality issues are as likely to show up in charter schools as they are in public schools.  It is not a public school or charter school that makes the difference in a child’s education.  As Hattie points out, it is the quality of what transpires in the classroom that makes a difference.  Simply being hired by a charter school will not make a person a better teacher.  Enrolling a child in a charter school is not a guarantee of academic success or teacher competence in the classroom.  With the future of public schools in jeopardy and a shrinking teacher pool, it stands to reason today’s public school teachers will be tomorrow’s charter and private school teachers, so unless we resolve the quality issue we are doing little more than transferring the problem from one school to another.   Proponents of charters will argue charter schools will only hire the best teachers and cull the weaker ones.  They may try, but I am afraid they may find as the public schools have found, there are not a lot of master teachers walking around looking for a job.  Pile that problem on top of current hiring practices in many charter schools such as hiring unlicensed and inexperienced teachers and you have a recipe for disaster waiting in the wings.  Unless, charter schools can find the magic teacher formula that has eluded public schools, their savior status will quickly fade.  Unfortunately, at that point, we will have to sleep in the bed we have made due to a misplaced focus.

Some will say I am putting the blame on teachers, and yes, I am, but there is enough blame to go around for everyone including school administrators, school boards, politicians, parents, the public, and the students.  Everyone must share in the blame when students do not learn, but in rank order, teachers, students, parents, and school administrators are the most responsible.  Sorry, educators, but that is the bottom line truth in a nutshell.  Sorry, parents and politicians, but charter schools and private schools will not resolve the issue, especially since those schools have the same problem of finding quality teachers as the public schools.  At least, public schools have minimum standards teachers must meet to teach while most charters and privates schools can and often do hire almost anyone off the street.  Therefore, being called a charter school does not make a school better.  Regardless of what politicians say, and many parents believe, parent choice is nothing more than a distraction that takes away from the real education focus needed to fix schools and ensure students learn.  For any school to be successful – public, charter, or private –  the focus must be on quality, attitudes, and commitment. Promoting dismantling public schools shows a lack of commitment in any of these areas, and that lack of commitment has escalated over the past 16 years mainly for one reason – fear.

Since 9/11/2001, America has been at the mercy of fear.  Fear is the root of our current state of dysfunction in all areas of our lives including education.  We are currently in a state of dysfunction that is more dangerous than maybe anything this country has ever faced; we fear terrorists, we fear immigrants, we fear the Republicans, we fear the Democrats, we fear conservatives, we fear liberals, we fear any belief outside our own, and we fear and mistrust the color of a man’s skin.  This is not the first time in our history we have been in such a state of distress, but it is one of the few times in our history we have allowed fear to rule our lives and distract our focus.   In the 1960s, we feared thermonuclear warfare with the Soviet Union, but instead of allowing that fear to distract us, we used it to sharpen our focus.  Out of that fear, we put a man on the moon, built a national highway system second to none in the world, put greater focus on math and science in our public schools, and created the Internet as part of national defense.  Fear created a constructive response rather than the unconstructive response we are seeing today.  Since 2001, we have used fear as an excuse to fight two wars against terrorism with little to show for the loss of blood of the brave men and women who served our country, used fear to turn our political system and nation upside down, used fear to turn citizen against citizen, used fear to isolate ourselves from the world, and used fear to create a dysfunctional education dialogue that threatens to destroy an institution that helped make America great – our public school system.  In the 1960s, we turned fear into productive action while today we have allowed fear to drag us into uncooperative thinking and inaction.

Over the last 16 years, fear has ruled our lives and governed how we respond to events and issues.  Our answer to just about everything today is to lash out negatively, cast blame, and think in short term solutions.  The current dysfunctional focus on public schools is an excellent example.  In the 1960s, when we were caught up in an arms race with the Soviet Union, we did not scrap our education system or try to improve it with our heads in the sand.  Of course, back then, there was an “us versus them” mentality in America and not the present “us versus us” mentality.  Today, there is a political venom flowing through the veins of our country that no amount of antidote is likely to cure.  We are trapped in pockets of group think where outside views are considered a threat and too often solutions are reactions to distractions rather than the real issues.  Charter schools and vouchers are prime examples of such distractions.  These vehicles of parent choice distract from issues such as teacher quality and child poverty.  Such distractions can easily be seen in the education cuts proposed by President Trump and Secretary of Education Betsy Devos in their 2018 education budget.  Instead of cutting vital education programs that support millions of public school children across the nation, they could have easily used a portion of the $21 trillion saved by dropping out of the Paris Climate Accord to fund their pet charter school and voucher projects, yet they chose to cut public education by over 9 billion dollars or roughly 14 percent.  Why?  Could it be they understand the best time to push a personal agenda is during times of fear?

Any budget is a statement of values, and the Trump/Devos education budget is no exception.  Anyone who looks closely at the suggested budget cuts and to the areas the cuts are redirected can see the ultimate goal is to dismantle public education in favor of parent choice options.  If passed, the Trump/Devos budget will cut the United States Department of Education funding by $9 billion and redirect $1.4 billion of that money to school choice.  The cuts will eliminate at least 22 programs including $1.2 billion for after school programs which will have a negative impact on 1.6 million, primarily poor, children; $2.1 billion for teacher training which is a vital component for developing quality classroom teachers in both charter and public schools; $27 million for arts education; $72 million dollars for international and foreign language programs; and $12 million dollars for Special Olympics programs.

President Trump and Betsy Devos say the federal government does not need to be involved in these programs.  According to them, the programs being cut can be more effectively handled and funded at the state and local level.  Maybe, they can be handled more effectively at the state level, but how can a poor state such as Mississippi fund these programs when it cannot afford to adequately fund the state public school programs it has?  Mississippi can’t, so where does that leave after school programs, arts education, foreign language programs, and the Special Olympics in the state?  It means either the citizens of Mississippi will pay higher taxes to foot the bill, or those programs will be discontinued.  Likely, the programs will be dropped or phased out.

Most people in Mississippi will feel some concern for losing after school programs, arts education, and especially the Special Olympics, but in a state where so many believe English is the only language needed in America, the loss of foreign language will barely be given a passing thought.  That is a shame.  I have a PhD, but by global standards I am illiterate.  I regret to say I speak one language, English, and although that has been good enough for me, it most likely will not be good enough for my grandchildren and especially my great grandchildren.

I recently read over 80% of the world’s population has access to a cell phone or mobile device, and within a year – a couple at the most – that number will grow to 90%.  According to David Rothkopf, author of The Great Questions of Tomorrow, we are possibly only a couple of years from every man, woman, and child in the world being connected for the first time in history through a man-made system.  Companies like Amazon have already gone global, and others will soon follow.  I am not talking about moving companies overseas; I am talking about Internet presence.  Amazon can touch anyone in the world whenever they please.  That is the future for all of us.  Our kids better be able to communicate with the world when that happens.  They will not only need the latest and the greatest technology tools, but they will also need a second language and preferably a third language if they hope to compete in the world market.  Speaking only one language will no longer be good enough even for Mississippi, yet, we have a President and Secretary of Education who want to cut foreign language programs.  Why?  How does that make any sense at all unless we are in such fear of the world that we plan to remain isolated indefinitely.

A contributing factor to fear is the unknown, and since 2001, as a nation we have been grappling with fear of the unknown:  fear of unseen and often unknown terrorists, fear for our livelihoods amid fluctuating markets, fear of leaders who so often put their personal agendas above the good of the people, fear of losing our guaranteed rights as citizens, fear of changing attitudes and values, and fear our public schools are no longer in capable hands.  We have seen our leaders grasp at straws for solutions, and turn against each other in the process.  We have witnessed politicians wage war on science somehow ignorant to the facts that throughout history governments who denounced science often lost.  We have watched as our leaders and our people have grown closed minded to the diversity that made us the greatest country in the world.  And, now rather than focus on the real issues, of teacher quality, academic support systems, and poverty, we are watching helplessly as our leaders slowly dismantle a once proud education system that produced Americans who revolutionized land and air transportation for the world, turned simple farmers into a skilled labor force for industry, and lay the knowledge foundation that led to the world’s first heart transplant, harnessing of nuclear energy, put the first man on the moon, and produced some of the world’s greatest literary giants.  Unfortunately, our leadership is in the market for a new vehicle, and they will not be satisfied until that vehicle is sitting in the garage with or without wheels.  It is sad, they do not understand there is no need to reinvent the wheel; all that is needed is to fix a spoke or two in the old wheel, so we can focus on what really matters – our children’s future.

JL

©Jack Linton, June 18, 2017

Ten Teachers Schools Need to Fire Immediately

I am a firm believer there are many more good, even outstanding, teachers than bad teachers.  However, I sadly admit there are teachers who need to be chased out the school house door as far from teaching as possible.  They are not necessarily bad people, but they lack the “want to,” the “get up and go,” and in some cases the “content knowledge” to be a good classroom teacher.  Their lack of capacity to be a good teacher, their lack of passion for their profession, and for some, their lack of compassion for their students shows in their poor preparation for class, wasting student time showing movies and assigning busy work, and their disregard for school policies and procedures.  Such teachers are a black eye to the teaching profession and fodder for those who badmouth the profession.

As much as I hate to speak negatively about teachers, there are a few nauseating rotten apples that give all teachers a bad name.  The good teachers know who they are, but they won’t say anything, and the students know who they are, but no one in the schools will listen to them.  However, being retired, I can say who they are and even call them by name!  With all the negatives floating around about public schools,  it is imperative these deadbeats, these non-professionals, these blights on the good name of teachers be sought out and identified.  It is time someone told these poor excuses for teachers they are paid to be prepared for class, they are paid to teach and not show movies, and they are paid to enforce and follow school policy.  If being prepared is too difficult, if teaching takes too much effort, or if they don’t like the policies of the school district paying them, they need to find employment elsewhere – preferably outside teaching.  It is time the bad apples were called on the carpet to either put their classroom in order or pack their bags!

Ten Teachers Schools Need to Fire

Schools Need to Get Rid of these teachers . The teacher who . . . WHY?
MOVIE DIRECTOR uses class time to show movies from beginning to end under the pretense of teaching, but all they are really doing is wasting valuable instruction time. This person does not understand how to utilize movies as a teaching aid and needs to be trained, this person is lazy and looking for ways to kill time, or this person is incompetent in his/her content area.  The bottom line is either train this person or show him/her the door.
SLOTH regularly comes to class unprepared to teach. This person is lazy, has too many irons in the fire to prepare properly, or has other priorities over teaching.  Not replacing this person is an injustice to students.
 LOST DUCK hates his/her job as a teacher. This person is in the wrong profession and needs help finding something he/she will like better.  Take care to steer this person as far as possible from teaching.
DREAMER doesn’t hate teaching, but would rather be somewhere else teaching. Rather than cultivating green pastures where he/she is, this person is looking elsewhere for greener pastures.  Help this person locate that pasture – quickly!
BABYSITTER regularly gives busy-work assignments to keep students occupied rather than teach. This person doesn’t know how to teach or doesn’t want to teach.  Schools need teachers, not babysitters!  Get rid of this person and hire someone who wants to teach!
PLACE HOLDER teaches for a paycheck until something better comes along; It would be cheaper and the kids would be better off with a substitute teacher than this dud.
WARM FUZZY does not support or enforce the school rules and policies. This person makes things harder for everybody – themselves, colleagues, students, parents, and administrators.  Part of a teacher’s job is to support and enforce school rules and policies.  If a teacher cannot do that, the teacher should be assisted in finding another profession.
SCROOGE does not like kids. A person who does not like kids should not be a teacher.  This person needs a one-way ticket on the first train out!
BORN PERFECTION  

does not see a need to read or study professionally to become a better teacher – knows it all.

 

Teaching is a life time commitment to personal and professional learning.  Over time, those teachers who think they are above such a commitment, refuse to make such a commitment, or do not have the capacity to commit to personal and professional growth become a liability to the school learning environment and should be replaced.
LOUNGE JOCKEY is negative about kids, colleagues, parents, and the administration. This person is a cancer.  Cut this person before he/she sours everybody.  The Lounge Jockey loves to ride gossip, talk about everyone, and meddle negatively in everyone’s business.  Over time, this person’s negativity can ruin a school.

If you recognize a teacher on this list, try to talk to them, but be careful.  Confronting such an individual could be like telling a mama one of her babies comes from bad seed.  No matter how true or how nice you try to say it, you better be ready for fireworks and heavy duty explosives.  Therefore, it might be wiser to discreetly share this list with a bad apple teacher by circling one of the ten names in the chart and placing it in the teacher’s mailbox or leaving it on the teacher’s desk.  Will such action make the teacher change for the better?  Probably not, but it might encourage them to move to a charter school (Just joking – bad teachers don’t belong in any school).  The bottom line is that either colleagues or administrators need to get the attention of these people and help them change or move on.

JL

©Jack Linton, March 30, 2017

Riding Tall in the Saddle

As a young principal, I wish someone had sat me down, unscrewed the top of my hard head, and poured some common sense into my empty skull.  I would have been a much better leader if they had.  I learned about leading through trial and error with, unfortunately, more error than I would like to admit.  I now realize what many of my colleagues and staff could have told me years ago if I had been more inclined to listen – I blew it as often as I got it right.  Looking back at those early years, I thank the good Lord in heaven for having a sense of humor and allowing me to continue to learn and grow – heaven knows I didn’t always deserve it.   However, leadership is a journey, and learning from your mistakes is as much a part of the journey as getting it right – maybe even more so.

I learned the hard way that leading people is basically the same whether you are motivating a class full of middle school or high school students, coaching an athletic team, or involved in leading an organization with hundreds of employees.  Leadership is about being prepared to lead, establishing and building a foundation or platform from which to lead, and sustaining a clear focus on the cornerstones that lead to success.  Leadership is about knowing when to build fences and when to tear them down.  Leadership is about leading, not controlling, and most of all, it is about understanding THERE IS NOTHING SACRED ABOUT LEADERSHIP.  It is a people thing that will and should change to some degree as often as the people may change.  However, this takes time to learn, and although I wish I could say otherwise, I was a slow learner.

Being a leader is hard sometimes rewarding work, but more often frustrating and tedious work.  It is never ending, and it is all consuming.  It is unfortunate, but when you take a leadership role, such as principal, more often than not everything else takes a secondary role in your life.  That is why it is so important to have a spouse and family who understand the commitment and sacrifices leadership demands.  A supportive spouse and family are a must, especially if they understand the rank order of family and work are more often blurred than concise.  Family should always take precedence over work, but there are times when for a leader to function effectively, his job may briefly take priority.  The leader, on the other hand, must guard against such moments of necessity becoming the norm; he must always remember relationships are about balance, and he must do whatever it takes to maintain the balance between work and family.

Although I never did it well, I learned balancing relationships is crucial to successful leadership.  It is difficult to move an organization forward if relationships are rocky at work or at home.  Leadership is the art of moving people toward a common goal, and that cannot be accomplished effectively without strong relationships both at home and on the job.  Although there may be nothing sacred about leadership, relationships are the glue that holds everyone and everything together and enables the leader to focus on leading.  Relationships are critical and must be nurtured and cared for carefully as well as tenderly.

Relationships can be scary, especially for a first-time leader.  Relationships take trust, and at first, trusting anyone other than yourself is hard to do.  Therefore, the young inexperienced leader tends to read, research, and pray – pray a lot – for a secret formula or magical spell that makes his job easy.  In the beginning, I knew such formulas and magic had to exist.  Everywhere I turned, I saw people in leadership roles that carried themselves with such confidence that I knew there was something I was missing.  They possessed a confidence to ride tall in the saddle that was magical almost majestic.   I wanted what they had!  Fortunately, after years of trial and error, I finally discovered that great leadership is the result of an uncompromising work ethic, perseverance, getting up when you are knocked down, and luck as well as maintaining relationships that cushion the falls and brush you off when you climb back to your feet.  It wasn’t magical at all!

As my experiences grew, I learned through osmosis and hard-knocks when it was okay to bend and break the rules, when to stand alone, how to pick my battles, and when to challenge and cross over established boundaries.  It probably took too long, but I finally learned the secret to leadership lies in the ability of people in leadership roles to do whatever it takes to make positive things happen around them.  Leaders make things happen even when it is not popular, and they do not compromise success by taking a wait and see approach; they are proactive.  In other words, leaders learn to do two things: they learn to build relationships with others and they learn to build a relationship with themselves.  They do that by developing an inner confidence and trust as well as confidence and trust in others.  It is that trust that gives a leader the courage and confidence to ride tall in the saddle.

JL

©Jack Linton, October 23, 2016