Sunday, August 6, 2017

Anyone else disturbed by Trump's speech to the Boy Scouts?

It's been over a week since the President of the United States made his grand speech to the Boy Scouts. How hard is it to go give a speech to a room full kids? Just cover the basics. Talk about perseverance and pride. Tell them you are proud of their commitment and their hard work. Give them a little pep talk about all of the amazing life skills they have learned. Tell them they rock at all the boy-scouty-things they do. It's not rocket science.

I know I am late with this post, but I took a break from blogging and reading to go watch my nephew play in the state finals for Little League. I'm really quite glad they didn't secure the president to throw out the opening pitch to the young men of Michigan that worked so hard to get to Charlevoix. I imagine it would have left them all stunned and confused. I imagine that's how some of the Boy Scouts felt after that speech.

The speech has been swirling around in my head for some time. How is this OK? How will it impact the kids in our classrooms? What are we going to say to the kids about sportsmanship and respect? I've taught a lot of social studies during my career. I have REALLY strong opinions about politics. You know who I never talk to about my political opinions??? MY STUDENTS.

It's my job to teach them about the world and let them figure out how to generate their own ideas. It's up to me to give them the freedom to think and analyze, and to decide for themselves what they think. I shouldn't have been shocked my Trump's speech to the Boy Scouts...but alas.

The President of the United States stood up in front of roughly 40,000 Boy Scouts and said some of the most asinine things I have ever heard. He started his speech with some craziness about how the press would say there aren't very many people at the Jamboree. I think someone neglected to tell 45 that the event was not in his honor. They ALWAYS have that many boys. It's a Jamboree. So when he asked the following question, I cringed...

"Who the hell wants to speak about politics when I'm in front of the Boy Scouts?"

Nobody, sir. But I have a feeling you will anyways. And he did. The vast majority of his speech was about his political issues and recounting his perceived successes. I have just one question. Who the hell starts a speech to the Boy Scouts with WHO THE HELL??? They're BOY SCOUTS!!! I did a little research on the Boy Scout Creed and I found this:


From what I can see...POTUS was unable to get through one speech with any of the Boy Scout values in tact. Instead of friendly and courteous, he was rude and obnoxious. Instead of cheerful and kind, he made backhanded comments and presented himself as a sore winner. And I am not sure what is brave about standing up in front of 40,000 adolescent boys and talking about winning the electoral college, particularly since they were unable to vote in the election. They are kids.

I'm pretty sure he wasn't being exactly "clean" either. He talked to them (again, 40,000 teenage boys) about a cocktail party in NYC that happened decades ago, before they were born. He felt the need to recount his glory days in NYC's high society. Sir...these are BOY SCOUTS.

And have no fear...POTUS proclaimed, in front of 40,000 boys aged 12-18, that they need not worry because EVERYONE would be saying Merry Christmas again. And says, "believe me." And when I heard this little gem I wondered about the Jewish Boy Scouts and the Muslim Boy Scouts, and the Atheist Boy Scouts and, well, you get the point.

The lack of respect 45 has for diverse people, cultures, religions and beliefs is not a shock. I shouldn't have been shocked that he gave a speech like this to a room full of kids. And I most certainly shouldn't have been shocked when he blatantly lied and said the Boy Scout leaders called him up and said it was the single greatest speech ever given at a Jamboree. Boy Scouts are supposed to be trustworthy, and it seems POTUS wouldn't make the cut. He wouldn't even come close.

What do we say to the kids? How do you explain to your Hindu students that the leader of our country believes that they, too, should be saying Merry Christmas? How can a teacher make sense of this to kids that are 11 years old? How can we be effective in teaching kids to be respectful when Donald Trump can stand in front of a Jamboree and put Barack Obama down and encourage them to do the same?

This Presidency is a game changer for teachers. I'm just not sure what the rules are yet.

Sunday, July 16, 2017

The Spirit of the Teacher

I am inspired all the time by the people I surround myself with. And they are all teachers. This week, one of my favorite people (Hi Julie!) posted an excerpt from a book I have not read. Yet. And I have been thinking about the words ever since.


I don't know where to start. 

The book is called "For White Folks Who Teach in the Hood...and the Rest of Y'all Too" by Christopher Emdin. I just bought it on Amazon and it is being delivered to my iPad as we speak. If the rest of the book is half as amazing as the one paragraph I have read, we should all read it. Every single one of us. 

I got lucky. Because even though I have been surrounded by my share of unhappy and disgruntled teachers, I have managed to immerse myself in greatness. The disgruntled and unhappy are no match for me. I have had no choice BUT to be surrounded with great teachers. My parents are all teachers. My siblings are almost all teachers. Teaching is what we do. Whether we do it in the classroom, as a principal, or as a superintendent...my immediate family teaches. 

My little sister said something last week that I loved. She was telling us about a colleague that she saw off campus that hadn't really had an opportunity to get to know her. (I hope I get this story right...Alicia you can fact check it and leave a comment if I mess it up) When he ran into her in a different setting than school, he had a chance to find out she's pretty awesome. She's funny and smart and kind. He told her that he thought maybe she was a little "stuck up" because he hadn't spoken to her much while at work. She explained...

She told him that she doesn't always have the time to "chat" while at school, and definitely not when she is with the kids. She said, "The kids are my business. When I am with my kids, I am taking care of my business!" Her words made me so proud. She is almost a decade younger than me. And she has every right to be disgruntled. She will never make the pay she was promised when she graduated from college and accepted her first job. But she maintains the one thing that is most important...the KIDS are her business. The rest of it is just background noise. 

I had no choice but to be the kind of teacher I am. I can't avoid great teachers, they are always right in front of me whether it is during Thanksgiving dinner or out at my nephew's baseball game. I can't escape them. And I don't even want to try. 

My older sister said something to me one year ago that has also stuck with me. She is a teacher and a psychologist, and she said, "We have ten years to transform education." And she meant it. I took her very seriously...and that is my plan. But there are so many obstacles in front of us every day. And one of the biggest ones is ourselves. 



When I read the passage from Emdin's book, so many different faces came to my mind. I remembered all of the unhappy and disgruntled teachers I have been faced with during my 20 years in education. It's easy to be miserable as a teacher in 2017. Every day brings new challenges and laws meant to make our lives harder and our futures more bleak. Just a few days ago in Michigan, our governor signed into law yet another bill that will further gut teacher's pensions and security. The legislation that changed our evaluation system did little more than create a competitive atmosphere and hinder collaboration. It has taken us AWAY from teaching our kids and has us focused on so many other things. 

Avoiding the unhappy and disgruntled is impossible. "Teaching is a profession where misery does more than just love company - it recruits, seduces and romances it." OMG It REALLY does. I am so happy that I cannot understand the resistance to transformation in education. The world is changing every single day. We aren't keeping up and we definitely are not teaching ALL of our students. I, for one, will NOT be recruited, seduced OR romanced in an effort to make me more miserable. I know what kind of teacher I will become, because I know what kind of teachers I surround myself with. Some of them are my sisters, and some are my friends. But they are ALL my people. The people I can count on to understand what I mean when I say, "Is that the best thing for the kids?" 

I have seen firsthand the dismantling of the spirit of the teacher. I have watched it unfold in front of me. I have combatted the attempt to destroy my spirit. I have watched our best and most amazing be silenced and become fearful.  I think the destructive political climate, along with the mean-spirited public sentiment that "teachers are the problem," has made it so easy for the unhappy and disgruntled to lead us. There really is so much to complain about....I couldn't even narrow it down to a top-ten list if I tried. 

The passage from Emdin's book is impactful. It reminded me that while we are managing legislation and anti-teacher politics, we are also battling each other...which makes it so much easier for our opposition to further the narrative about public education and makes it so much easier to make sense of the argument that we are the problem.   

Teachers WILL be the solution. But it is necessary for us to fight really hard so that the unhappy and disgruntled among us don't beat us down and break our spirit. Teaching is awesome. But it gets harder and harder every day. 

My spirit has been challenged time and time again. But it will not be broken. 













Thursday, July 13, 2017

Why I create stuff I can't use...

Recently I was asked about what "stuff" I have created for 7th grade social studies, which is the subject and grade level that I teach every day. I make no secret about my love of creating materials for teachers, and most people that know me are clear: If you are looking for me on my day off...you'll find me at Starbucks. With my laptop. And my Common Core standards. School got out weeks ago and I have been working on creating a "Reader's Workshop" toolkit for upper elementary teachers. I can't really even count up the number of hours I have spent with the standards and looking for the best ideas to help teachers to help kids. 

What have I created for 7th grade social studies? Nada. Nothing. Zip. Zilch. 

I don't need to. I have time to plan my daily lesson. I teach the same lesson five times in a day. And I have an hour of planning time each day to make sure I am on the right page. I got it. 

I create ELA materials for upper elementary teachers because I WISH someone had done that for me. I recently wrote about becoming a 5th grade teacher against my will. It's so true.  I was ill-equipped and ill-prepared. While I create, I always think back to those days. I would have thought I had died and gone to heaven if someone had given me the toolkit that I am currently working on for teachers. Nobody gave me anything. Except for some Lucy Calkins books. And, well, you may know that I don't love Lucy. What I needed was guidance and materials that I could use right that second. I didn't need lots of theory thrown at me, or the big ideas from people that have never actually done the job I was being asked to do. If someone had shown me the toolkit I just finished for Narrative Reading and Reader's Workshop, I would have paid $10,000 for it. I'm not exaggerating. I would have welcomed the credit card debt that came with that purchase because I would have had exactly what I needed to teach my 10-year-olds to love reading, but also keep them focused on the really important analytical skills they need to grow as readers.  I needed some help when I was drowning. I create things I can never use because I hope drowning teachers will see it as a life vest. 

So I guess I DO create stuff for myself. But I am creating it for myself...circa 2010. And I think the Tera that was teaching 5th grade then would have really appreciated it. I didn't have the time then to create anything. I was drowning trying to figure out how to get from one day to the next. I was teaching reading, writing, math, and science. I learned so much that year. Like in order to take a day off...sub plans will take roughly four hours. And if that day off is because I was sick...make that six hours. Cause I'm sick. And can't focus. 

Why do I continue to create ELA materials for elementary teachers? Even though I don't teach ELA or elementary school anymore? Because I can. And because they need it. And because I want to be the kind of educator that provides real support...not the kind that creates new tasks and rules for elementary teachers to follow...and then calls it support. I think there is plenty of that kind of help already. 

I plan to keep creating. This is my way of paying homage to the hardest working (and often the most undervalued) people I know: Elementary teachers. 

Wednesday, July 12, 2017

Everything we need to know...we can learn from elementary teachers.

During the spring of 2009, I became an elementary teacher...totally and completely against my will. I was just fine teaching 8th grade history when I found out my school was about to be transformed into an "upper elementary" and we would be welcoming only 5th and 6th graders the following fall. On paper...I WAS an elementary teacher. I am certified K-8, but never had ANY intention of teaching anything but middle school. But...I was given no choice...so just like that...I was about to be a 5th grade teacher.

I did NOT know what I did NOT know! I watched a lot of my MS colleagues resist the transition and attempt to hold onto the structure and organization of a middle school. I decided to do the opposite and go ALL IN. It wasn't going to change and I had a choice to either be sad and miserable or become an elementary teacher. I chose the latter. And it was the best thing that ever happened to me as an educator, and the reason I feel so strongly about teachers as leaders.

I have to break some news to my secondary teacher readers and friends...we don't do the same job that our K-5 counterparts do. There may be some people mad at me for saying this...but it is absolutely the truth. Elementary teachers do a job that the rest of us cannot understand. I doubt that I will ever have firsthand experience to back up my next statement...but I would contend that Kindergarten and 1st grade teachers work the hardest. I think they should get paid double. I really do. I am clear that they do a job I could never do. One of my favorite teachers always says that secondary teachers should spend a week with first graders for professional development. I completely agree.

Before we opened our doors as an upper elementary we hosted ice cream socials for our incoming 5th graders. I helped to organize the events and can remember standing outside while kids ate ice cream thinking..."Why did everyone bring their little brothers and sisters? We may run out of ice cream and there are little kids everywhere." And then I realized...those ARE the students. I trembled in fear. What in the world was I gonna do with a bunch of little kids?!? It took me months to come up with an answer to that question, but I finally did. What am I going to do with them? Teach them. I embraced my new life as an elementary teacher and never intended to look back.

Until I had to.

Just like that...after six years of teaching reading, writing, and social studies (I even taught science and math for a year or two) my school was about to be transformed again. And I returned to my life as a middle school teacher. I love middle school. I love middle school kids. But I can see now what I am missing and just what elementary teachers do.

Here is my top ten list of things every teacher can learn from elementary teachers:

1) We teach KIDS. Not curriculum.
2) When they don't get it...you have to teach it again. And again. And again.
3) The kid that challenges you the most isn't leaving when the bell rings. There is no bell.
4) Going to the bathroom is a luxury that you can never take for granted.
5) Parents are a second full time job. And for good reason. We teach their babies.
6) Your planning time WILL get canceled.
7) It's OK to stop everything to sing and dance.
8) You teach everything: math, science, reading, tying shoes, sneezing etiquette, how to cut paper, how to make friends, how to write letters...you get the point.
9) It is entirely possible that the kid hanging off of his chair, upside down, is also fully engaged in your lesson.
10) It doesn't matter what assessments/interventions/paperwork get added to your plate. It WILL all get done. You can't let it take you away from the real work: the kids.

Becoming an elementary teacher against my will was the best thing that ever happened to me. I learned the most important things about teaching. My favorite people are all elementary teachers. if you are a high school or middle school teacher overwhelmed by teaching three different preps...well...what can I say? Elementary teachers just call that school.


Sunday, July 2, 2017

Teachers WILL lead...they MUST

I saw an article this morning about our illustrious Secretary of Education, Betsy Devos. It will come as no surprise that I am not a fan of Betsy. My biggest complaint about her is not that she has destructive ideas about school choice, or that she wants to filter public money into private institutions, or that she has no interest in civil rights or equity. Although...those are pretty awesome arguments for why this woman has no business leading American education. My biggest argument about Betsy??? Her credentials. Or lack thereof.

Betsy, like so many other educational leaders and reformers, knows not of what she speaks. She has absolutely no idea how her ideas and decisions affect me and my kids. I'm clear that she doesn't care and is in this for the power and ability to make herself and her rich friends even richer. The job cost her well over 200 million dollars to secure. Her campaign donations to her party secured her spot as the Secretary of Education.

Some people might say...you don't have to be a teacher to make decisions about education.

Yes...Yes you do. Because if you aren't a teacher, and you are making decisions about teaching, you know NOT of what you speak. And this phenomenon is happening at a state and local level as well. Day after day, year after year, decisions are made about what I will teach, how I will teach it, and what will happen to me if I screw it up.

I contend that if you have not been in a classroom at all during the past decade, you are NOT qualified to make decisions about mine.


I am not qualified to make decisions about engineering simply because I have been driving a car since I was 16 years old. And I can't apply for a job as a prosecutor because I never went to law school. And no...it doesn't matter that I watch a lot of Law and Order. I still can't try a case. And I know this. I accept it. But this message and expectation has gotten lost in the field of education. Teachers have been put in their place on a daily basis for the past decade. Great educators have left the field and are still leaving in droves. And this is why. We are on the verge of bona fide teacher shortages across the country, and there is no end in sight to the reforms that are ruining the education of our children. 

I can't count the number of times I have been asked, "Why are you still in the classroom?" After all, I have a Master's in Educational Leadership and a Doctorate in K-12 Curriculum and Instruction. I could have begun my climb to the top a decade ago. But I chose not to. I chose to do the most important job. I chose to use my education to be the best teacher I could be. I use my curriculum and assessment skills to help kids and other teachers. I'm so glad that I made that decision. If I had left the classroom ten years ago, today I would no longer be qualified to discuss what teachers and kids need. I wouldn't know what it takes to teach the Common Core. I wouldn't know how to use assessment data to drive my instruction. And I would have no idea what it feels like to be required to do 150 things per minute, all while recording and reporting my student achievement data in hopes that I will be rated as effective. 

The world of education has got to change soon. The pendulum MUST swing back and the only people who can effectively lead us all through it??? You got it...TEACHERS. 

Thursday, June 22, 2017

Black Lives Matter

Yesterday I woke up and did my quick scroll through Facebook, just for some highlights. I haven't paid really close attention to what is happening in the world because, frankly, I just can't take it. I clicked on one of the links my friend and inspiration Julie Frame posted and ended up watching 10 minutes and 16 seconds of the most horrifying and tragic thing I have ever seen. I watched the video of Philandro Castile's murder. I have so much to say about this video, this world, this idea that it is ok to shoot Black people when they are driving a car with no brake lights. But I want to stay focused on the teaching aspects of all of this. After all...this is a teaching blog. And the implications for teachers are endless. Julie challenged her friends to say publicly that Black Lives Matter. Challenge ACCEPTED.



Here is the link to the NYTimes article on the shooting.

https://www.nytimes.com/2017/06/20/us/police-shooting-castile-trial-video.html

The video shows the entire thing as it happened. The police pull the car over and explain that the brake lights are out. The driver, Philandro Castile, was a black man from Minnesota. He told the officer that he had a firearm in the car. Within seconds, the police officer is unloading his gun into Mr. Castile's body...in front of the passengers...including his girlfriend and her young daughter. She is the person I want to talk about today. The little 4-year-old girl taken out of the car by the other officer is the reason for this blog post.

If the video of the event is too difficult to watch, watch it anyways. And stop right at the 1:10 mark. The officer has just been informed that Mr. Castile has a firearm on him. A legal one. Within seconds seven shots are fired and you can hear the officer yelling "Get the baby girl out of here!"

That baby girl may be in Minnesota, but she is MY student. She is YOUR student. She is ALL OF OUR students. While I will likely never meet her, I MUST know that she exists, as do countless other children that have seen and experienced things that no baby ever should. She is going to need teachers that understand that she has experienced unthinkable trauma and that her life will never be the same. I stopped the video for a few minutes when she was pulled from the car and just sat in disbelief. I imagined her as a 7th grader, sitting in my classroom, with a chip on her shoulder. I thought about what teachers will likely say about her. I thought about all of the kids I have had throughout my 20 years as a teacher. I can't count the number of times I have been frustrated with a student and then had to remember what my job really is...to teach them. And that doesn't just mean the curriculum. We get so caught up in teaching our curriculum that we forget to teach the kids. We forget that they may be acting out for a reason. We don't always think we have time to sit down and get to know them, or ask them how they are doing. But we must.

I've heard teachers complain about students more times than I can count. I've complained. We get sick of kids that talk back or refuse to do our work. We get exhausted by the kid that rolls their eyes at us, or questions our judgment when we make a decision. Why do some kids have a hard time conforming to some of our basic expectations? Because some of them are that baby girl.

What can we do when we know that a students is struggling in school? There is one simple answer...kids need to know that you care about them. They need to know their experiences and feelings matter. They need to know that they matter. Kids will do ABSOLUTELY ANYTHING for a teacher when they know you love them and when their voices are heard. We are in a situation right now where Black children are navigating a world the rest of us cannot understand. This is not a world where they feel safe and it is playing out in our schools every single day. They have to hear the argument about ALL lives matter, knowing that if that police officer had pulled over a white man with a gun, this never would have happened. This has to change how we teach. Of course ALL lives matter. It's such an ignorant retort to the message of the Black Lives Matter movement. We aren't experiencing a dramatic increase in violence against white motorists. White motorists aren't getting pulled over only to lose their lives. Black parents have to teach their children things that the rest of us have never considered.



Not only are African-American children more likely to be victims of violent crimes (at alarming rates) but they are also far more likely to have witnessed a murder. One study of seven-year-olds living in an inner-city showed that 75% of them had heard gun shots. I am 45-years-old. I have never heard a gun shot. I have never actually seen a handgun, other than one carried by a police officer. But 75% of little kids in the inner-city have seen or heard gunshots. This changes their lives, and requires that we, as teachers, pay attention.

Kids experiencing trauma like this will lose their sense of safety and trust. Kids that have seen or experienced violence are also far more likely to experience withdrawal, school issues, engage in high-risk behaviors, and display aggression. Of course they are. But there are things we can do as educators to support them. Kids falling behind in reading may not benefit from yet another reading intervention, but they might benefit from an opportunity to connect with an adult, or build a relationship that provides a safe space for them in their school. We have to do this. Test scores are only one measure of a student's abilities.

Teachers: Talk to your kids. Get to know them. Make sure they know you care about them as people. You'll be surprised to see what they can accomplish and become with the right schooling experience.

The little girl taken out of that car, telling her mom not to argue so she doesn't get shot too, is going to be in your class one day. And she is going to need a whole lotta love and a whole lotta patience and understanding.

Next time one of my seventh graders rolls their eyes at me (which makes me crazy) I am first going to seek to understand. It's not acceptable to roll your eyes or argue with a teacher, and it certainly isn't acceptable to fight at school or break the rules that exist for our safety. But sometimes, we can change behaviors...and lives...just by asking a few questions and letting them know that you care about them and will give them what they need. All the reading and math interventions in the world aren't going to turn kids into readers and mathematicians. Loving them, and letting them know you do....will.

To be clear, lots of children experience trauma, black, white or otherwise. And we have to reach out to all kids to find out how they are or what experiences have made them who they are today. But a lot of our Black children are in crisis right now. And for good reason. We have to change it. And I double down on Julie's challenge to say it publicly. BLACK LIVES MATTER.

Saturday, June 17, 2017

SUMMER.

SUMMER VACATION HAS BEGUN.

We did it. We survived another year. I just finished my 19th year as a public school educator, and when I think about how much school has changed since the first time I walked into my very own classroom...I get whiplash. But one thing hasn't changed...the joy and necessity of SUMMER VACATION. Soon...I won't know what day of the week it is. That's how I know summer is really underway.


Yesterday I went down to the front office to sign my teacher evaluation paperwork. I got stuck on the date...I knew it was June, I knew it was Friday and I knew it was the 16th. For the life of me I couldn't remember what year it was! My principal laughed and said, "That's not usually the one people get stuck on." I laughed out loud and added the 2017 to my signature line. And today...I am sitting in Starbucks beginning the process of recovery from the best job on the planet.

People sometimes complain that teachers have the whole summer off. I get it. I love to rub it in the faces of my friends and family when I am not required to go anywhere or set an alarm. That is one of the benefits of teaching! But I know people that work out in the real world have no clue how absolutely necessary summer vacation is. It's OK. We know that you have no idea what it is like to wake up on the first day of summer and know you can go to the bathroom whenever you want to.


These are the simple pleasures of being a teacher. And the things I am celebrating today! I might just get up and go to the bathroom right now. Just because I can. I can sit down and eat lunch in a restaurant instead of running to the microwave during the 25 minutes the kids are not with me. I can slow my brain down. I can stay up late (although I probably won't), and sleep in every day (I definitely won't).


ATTENTION TEACHERS: It's time to be human again. It's time to slow down and stop stressing. You can read ANY book you want! You can even write your own! (That's what I plan to do...) I'm going to spend my summer making teacher stuff, blogging about teacher things, and hanging out with my teacher sisters. I never leave the world of teaching, but I will soak up the sunshine and fresh air and when September is upon us...I'll be ready once again.

HAVE A HAPPY AND PEACEFUL SUMMER, TEACHERS!!! And make a comment below and tell me what you plan to do this summer that you can't do during the school year!

Thursday, May 4, 2017

Bloom and Maslow

I woke up this morning and checked Facebook. One of my favorite people (I love you, Julie Frame!) posted this picture/quote. And I love it. It is such a good reminder that I want to shout it from the rooftops. While kids all over the country are taking hours and hours and hours of assessments, while balancing lots of homework, projects, extracurriculars and all of the other things kids are busy with in these last weeks of school...there are some basic realities that we have to remember. For teachers it may have been a while since you talked or read about Bloom and Maslow...but it is well worth being reminded. We get so caught up in getting as much curriculum in by the end of the year, because we are told we must get those scores UP. BUT...jamming in months worth of curriculum just to say you finished it is not worth the stress it causes the teacher and certainly isn't worth the stress it causes kids. 



The Bloom's Stuff is all the learning. The more we learn, the higher  level thoughts we have. At the bottom of Bloom's taxonomy is the basic understanding and ability to recall facts. As teachers, we are trained to understand these theories (in college mostly...unfortunately I haven't heard anyone refer to Bloom or Maslow in a while). As you move up the taxonomy the skills get harder. The thinking becomes more intense and learners start to make decisions about information they have attained at the lower levels of the taxonomy. We should be striving for students to reach that top level. I contend that we have lost that ability with the inundation of educational reforms and the lack of skills related to those making decisions about teaching and learning. If you are in a race to teach your standards...your students are likely to remain at the bottom of the hierarchy....just jamming facts into their brains...temporarily...so they can perform on an assessment.


We probably all want to be able to say our kids are able to analyze, evaluate and create. But they sometimes can't make it past the first level of basic fact recalling. I think this is our fault. Well...I know it is. We haven't done much to address the thing we REALLY have to address in order to make the learning stuff work. And educational reformers and those writing laws about public education have no idea what they're talking about and never require us to figure out how to help a kid in crisis. Enter Maslow and his hierarchy of needs.

Maslow said that human needs are levels of a pyramid. He believed that people are motivated to achieve certain needs, and that we are innately motivated to achieve the next level of human need once a level is fulfilled. The very bottom and most basic of needs are food, water, warmth and rest. These ARE our basic needs. You can't move to the next level until you are not fighting to have your basic needs met. A hungry kid is never going to reach self-actualization when their focus is the basic need of food. And all of Maslow's stuff has to be in place in order to deal at all with Bloom's stuff.


What does this all mean? Before you can teach kids about geometry, to write literary essays or physics...they need to be fed, feel safe, have a sense of belonging, feel confident and know themselves as learners and people. We can continue to deliver instruction and then test kids all day every day...if we don't take care of them and their needs, we can forget about achieving top levels of Bloom's taxonomy.


Tuesday, April 4, 2017

Dear White People...

The African-American kids need YOU to start speaking UP and speaking OUT. We've been talking about the "achievement gap" in this country for long over a decade and it only grows. It grows because it is not an achievement gap. It's far more than that. Our African American children (especially the boys) are not getting a fair shake at school and we all know it. The curriculum is designed to cater to white learners. The texts are not culturally relevant, and we are all so focused on our curriculum and assessments that we have neglected to build strong relationships with the kids. And let's all stop pretending that white children and black children are following the same set of rules. They aren't. And WE are the only ones that can make a change for kids that deserve better. If we don't, the disparities will continue to grow. It's not easy to stand up to the dominant power structure that exists in our world, but it is absolutely necessary. This is a serious crisis and it's OUR voices that have to be heard. Silence isn't working.

REMINDER: If YOU have the power to change something you know is wrong, and you CHOOSE not to, you are complicit in perpetuating injustice. 

I am fully aware that this blog post is gonna make some people really uncomfortable.  I'm ok with that...I've been making people uncomfortable for quite some time.  In all likelihood, I am going to continue to make people uncomfortable with all my talk about equity and differentiation, and the issues that arise when we build racist structures in our public school systems. It isn't my intent to make people feel uncomfortable, but I am hard wired to advocate for those at a disadvantage...even when there are consequences for me. (We will get into what that is like at a later date...)



I am nearing my 20th year as a teacher. There is one thing that has remained constant during my career: the disparity between what is provided to white children and children of color. I started my teaching career in the inner-city. I didn't have a single white child during my time there. We also didn't have a library, a gym, transportation, or adequate resources. It was the best four years of my career, and where I learned to teach. I've also worked in a low income district, a district with almost no children of color, and an affluent district with more diversity than you could ever ask for. My own schooling was in a place where I was one of the brownest kids I knew. I had everything I could have ever needed: amazing teachers/principals, well-equipped facilities, safe transportation and updated resources. I know what my world of white privilege has afforded me. It's only recently that I found out that my own privilege is limited. My sister and I talk about our "not-quite-white" status. Most of my life I have lived in the throes of white privilege, but learned recently that it is limited, based on what I can only assume is my status as a brown girl. 

Teaching is my passion and I intend to make educational equity my life's work. I have been to two separate events in the recent past regarding the education of African-American children and closing what we call the "achievement gap." One was hosted by African-American kids and the other by African-American parents. BOTH times I was one of maybe three white people in the room. And BOTH times the conversation took a turn to a discussion about what KIDS and PARENTS of color should do differently to get better results for their children in our public schools. And both times I spoke up about who should be doing something differently, and the answer is: EDUCATORS...especially white educators. It's time to flex our white-privileged muscles and make a real difference.  If you think there is no such thing as white privilege, get your head out of the proverbial sand. And do it now. 

The event hosted by African-American parents was advertised as a "STATE OF EMERGENCY" and yet the room was relatively bare compared to other community events. I was there. I didn't even know it was happening. My BFF called me a week prior. She is a white mother to three white children, but knows it is our COLLECTIVE responsibility to teach all kids and teach them well. She was the only white parent in the room that didn't have black children. There were only two school administrators present, both African-American women. The only classroom teacher in the room was me. This is simply UNACCEPTABLE. 

Here are some facts that may help you to decide to get loud about equity:
  1. U.S News reports that the U.S. Education is still separate and UNEQUAL, even 60 years after Brown v. Board of Education ended legal segregation in schools. 
  2. Because of societal disparities, Black children are more likely to start school already behind their white counterparts. They have a different starting line. 
  3. Characters in children's books are overwhelmingly white. 
  4. Black children are retained at far higher rates than white children.
  5. The school-to-prison-pipeline is a REAL THING. 
  6. Black children in American schools are disciplined (suspended and expelled) at THREE TIMES the rate of white students. 
  7. Schools serving primarily children of color have less money, more inexperienced teachers, and fewer educational opportunities including STEM, the arts, and other important course offerings 
  8. 94% of public school teachers at the high school level are white. 
  9. Black children are more likely to experience trauma or be the victims of violent crimes.
  10. Poverty and hunger continue to plague the lives of African-American children in the United States
This is my call to action for other white educators to speak out and be loud about changing a system designed for only a segment of the population. Black educators have been speaking out for a long time, and nobody listens. It is OUR turn. We can do this. We must. 






Sunday, April 2, 2017

Why you can't understand Spring Break unless you're a teacher.

I am sitting in a Starbucks in Vero Beach this morning...because I am on Spring Break! Woohoo! We made it to Friday...I made it to Florida...and the first thing I can think to do is?!? Blog about teaching.

How many times have you heard someone say that teachers have too many breaks, or that we only work nine months out of the year? I can say with 100% CERTAINTY...they have never been in charge of a classroom full of kids for any length of time. Spring Break is not a gift. It is an absolute necessity. When the countdown to spring break begins, it is a little bit like holding your breath. The week prior you just hold on for dear life and hope for the best...



Once you make it to the last day before break, there is nothing like it. There is a buzz all around you all day long, as kids and teachers watch the clock, waiting for the freedom that comes with this much needed break from school. When the bell rings for the day...and the kids have been sent safely on their way, you might see something like this:


It doesn't hit you right away. Whether you are leaving for a warm destination (like me!), or having a relaxing stay-cation, it doesn't always hit you right away that you have a full week to recover and regroup. But on the very first morning...the reality of spring break crystalizes. There is no feeling like it.


People that work in the "real world" have no clue what a break means to a teacher. You can eat when you are hungry. You can go to the bathroom whenever you need to. You can think about something other than school. You realize that your brain is about to get a minute to recalibrate, and you won't answer the following questions 478 times per hour: "Can I use the bathroom? Can I get a drink? Can I have a pencil? Can I call my mom? Where is the tissue? Where is the stapler? Can I switch seats? What do I do when I am done? Where do I turn this in? Is there any homework? Why can't I sit by my friends? When is lunch?" People with regular jobs in offices can not understand, would never survive, and should NEVER judge us.




Spring break is about to fly right by. I know this. I am prepared for it. When it is time, I will be right back in my classroom...answering the 478 questions per hour. Even though the answers are always the same. It's what we do. But if I didn't have this break...I might BREAK when answering "Where should I put my work?" because the answer is...in the same spot you ALWAYS put your work. The BIG BUCKET with the number for YOUR HOUR labeled with a BIG NUMBER. And in the SAME SPOT it has been for 8 months.

So what is the point of my blog post today??? To remind you that next time you talk to a teacher on vacation and feel just a little resentful that we have a week off...or two...or ten...remember that if we didn't have that time, the wheels would fall off of the proverbial wagon. Teaching is exhausting. It's the best kind of exhausting, and is not meant for the faint of heart, but exhausting nonetheless. I have seven more days in paradise before I get back to the grind. I will be ready for the final miles of the marathon. But there is only one reason I will successfully survive the last two months of school: SPRING BREAK.



Thank a teacher today. 

Meanwhile....if anyone needs me....I'll be in my office:

Friday, March 10, 2017

A Day Without Heat & Light

Earlier this week...the high winds took out electricity for almost a million homes in southeast Michigan. Including mine. This is just plain awful. My days have been so crazy and I haven't been able to function without power. I slept in my house on the first night, and woke up to go to work when it was around 58 degrees in my bedroom. I had no hot water. All of the food had been compromised in the fridge (let's be honest...there was nothing in there). I was frozen to the core and couldn't even take a one-minute shower without fear of turning into an icicle. For the first time in probably 30 years, I left without showering and headed to school.

Every hour I started my classes by asking my kids who was "electricity-challenged" to raise their hands. I could already tell who they were...just by looking at them. I recognized that "deer-in-headlights" look that I was also feeling. We told our stories of our triumphs and our disappointments as we worked to survive in our powerless world. We all connected around how much we miss our wifi and our TVs. It was like a mini-support group for the light-less.

By the end of the day...I was weathered. I caught a glimpse of myself in the mirror and gasped. My hair looked a little like Kramer's (OK...a lot like Kramer's). My eyes had dark circles under them. I was decidedly disheveled. I was as grateful as a person could be that I had a personal day coming up because I didn't think I could manage another day of getting ready for work without heat and light.

Today my kids are all at school. I am sitting in Starbucks (SHOCKER) writing...because I have an appointment later that I just can't miss. If I didn't...I never would have taken this day off. Never. Because my kids and I were ALL a hot mess yesterday. I feel like I should be there to hear their woes. But alas...I didn't have to get up and brave the day without a shower.

I was laying in my cold bed last night congratulating myself for surviving two days without heat and light. I thought of all the things I couldn't manage because I didn't have my basic needs met. And then I remembered...

Lots of kids show up in our classrooms EVERY DAY having none of their basic needs met. We expect kids to manage seven different teachers a day. Seven different assignments. We expect them to take a big test...or present a big project. And what I remembered is that some of my kids (and yours!) feel like I feel today all the time. EVERY. SINGLE. DAY.

They may not always be without electricity or heat, but they are without so many things that we take for granted. They feel like THIS all the time. And I think too many of us forget THAT too much of the time. Teachers can get so caught up with teaching curriculum and getting through their standards, that kids, especially the most vulnerable kids we serve, get left in the dust.

I am no good to anyone today. I am freezing. I haven't had a hot shower. I had to dig for clothes in the dark. I am totally and completely discombobulated. Some of our kids feel like this all the time. The last couple of days was a good reminder for me about the basics. And just how hard it is to function when you're worried about the basics. Electricity. Heat. Food. Water. Clean and dry clothes.

And often the kids that ARE worried about these things...have the hardest time trying to keep it together in school. I did...just yesterday. And I only had to endure a couple of days in the dark. And I really didn't have to endure...I could have easily just stayed with my sister. Not everyone has that luxury when they are cold and hungry. And understandably, they act out. Or shut down. Or fall asleep.


I'm still freezing as I sit here drinking my $7 latte. I  may even still whine later to my sister. And get her to feel sorry for me so that she will cook me a nice warm dinner while I use her hot shower and heat and cope with my "situation" by using her wifi and watching her cable. But I will try to remember how miserable this made me so I can help a kid to feel less miserable when they are sitting in my classroom. And I will do whatever I can to meet some of their basic needs so they can enjoy school. Even if it's just a little bit. 

My days without heat and light have not been for nothing. 

Saturday, March 4, 2017

It's a W.R.A.P!

It's a W.R.A.P has been my labor of love for the past three years...well one of them. During my journey to learn the ELA standards...I  created so many different things. But I started with an assessment system. I had no way to formatively assess specific skills, and no texts with which to assess them in an interesting way. During the summer of 2014...I started writing and creating. I started with sixth grade, since I was a sixth grade teacher. I have since gone on to develop the system for grades 4-8 and they cover ALL reading literature standards, ALL Informational standards and ALL writing standards. The very best part of doing all of this work is the feedback I have received from teachers all over the country that are using my materials in their classrooms.


I'm not in love with all things Common Core. I fully realize that the standards were not created by teachers. But it doesn't matter. This is what we have to do right now. And there are some awesome things in the Common Core standards. Understanding them is the first battle. I live with the ELA standards every day (even though I no longer teach ELA). I want to do the work that other teachers don't have time for because I love it. A few years ago, when I was working in the most innovative environment I had ever worked, my teacher friends and I had an understanding. Most of my colleagues had little kids at home. I didn't. We used to discuss it. One of my teaching partners and I were ALWAYS willing to do the work that needed to be done for teachers. We wrote assessments and shared them. We collected data to report out. We designed materials for teachers so they wouldn't have to. We did all of that because we could. We could work until all hours, and would prefer that our colleagues spend their evenings with their small children. (It didn't hurt that we loved doing it...) That was the deal. And we were always happy to do it.

The result of that mindset is a plethora of materials that teachers can use in an instant. You will not find any dense narratives in my materials. You won't have to spend six hours reading to prepare for one lesson. It's a W.R.A.P. is the first piece of my ELA puzzle.

I had to study hard in my doctoral program. My degree is in K-12 Curriculum and Instruction. Statistics and assessment strategies were obviously a major focus. I learned that assessments should always be developed BEFORE anything else. Building an assessment is like creating a road map. You need to know where you are headed before you leave. I actually don't think teachers should all be expected to have the skill set to develop assessments and write curriculum. I think people like me should do it. I love it. I have the training to do it. This is one thing that can be taken off of the plates of teachers in order for them to focus on their kids.

I hope that with this blog post I can show teachers what my formative/summative assessment does, and provide an opportunity for me to get feedback so that I can continuously improve it. It's a WRAP is a fluid document that changes with new information or ideas. I WANT to hear from teachers that use it. I want to know how to make it better for them.

It's a W.R.A.P. (Writing and Reading Assessment Program) covers the Common Core Standards for reading and writing. There are three categories for the CCSS: Reading Literature, Reading Informational, and Writing. (Language standards are covered in a separate document...) I created four different assessments for each category. The assessments are not just tests...they can be used as reading activities, they can guide instruction on any of the CCSS, and they are appropriate for use as formative and/or summative assessments.


It's a WRAP includes:

4 assessments for reading literature
4 assessments for reading informational text
4 assessments for writing

(They are also available separately...by category...see above!)

12 total assessments + Bonus assessments to use with student choice texts.

Each assessment/activity has the same components.

1) They are based on original (and hopefully interesting!) texts. The following is part of the assessment for narrative writing. It's a true story about one of my favorite days ever. My nephew has been dealing with the fact that LOTS of my stories are inspired by him.

Narrative writing example

2) Standard tracker for students - Each assessment begins with this standard tracker. The numbers let the student and teacher know which standard(s) each question is measuring. They are divided into three different depths of knowledge. I tried to include questions that begin with basic knowledge, but also questions that show a deeper understanding and ability to apply knowledge. And finally, the higher-level questions that show a student has mastered a concept thoroughly. When students get a question correct, they can shade in the appropriate box on the chart. They will see their own growth as they master each concept, and also see which skills they need to sharpen and practice. When I used this in my classroom, I had students check their own quite often, so that they could discuss and learn as we go.

Student Standard Tracker
 3) Assessment questions aligned to the CCSS. Each assessment (or activity, however you choose to use it) combines different types of questions including multiple choice, short answer, and constructed response. This can be used for test prep too!
Multiple choice questions aligned to the CCSS

Constructed response questions

4) A series of activities/assessments that are standard specific and can be used with student or teacher selected texts. These can also be used with any of the texts provided. Some grade levels include this portion as the 4th assessment (in reading). In sixth grade it is the "bonus" section. 
Each document is aligned to ONE of the standards and can be used with any text

This is an example of the generic portion of this assessment. Students can search for opportunities to make inferences and find evidence from the text. 

Example #2: Analyzing "plot" and can be used with any narrative text
 5) Answer keys! Every assessment comes with an answer key, when possible. Answers will vary depending on the type of questions asked.
Answer keys are provided wherever possible

I created It's a W.R.A.P. to help teachers teach and to help students learn. It is available for 4th grade, 5th grade, 6th grade, 7th grade and 8th grade. Yes, this is what I do for fun. I am a nerd...a CURRICULUM NERD! If you have used it, please comment and let me know what you think! It is so cool getting emails from teachers all over the country that use my curricular materials and assessments. I love it!

Wednesday, March 1, 2017

My first official blog comment...is from MY 4th/5th grade teacher!!!

I started 4th grade in 1981. I went to the most amazing elementary school in Canton, Michigan. Field elementary is where I started my educational journey. We had the coolest school song.

I'm in right out right down right down right up
right happy all the day
Since I came to Field Schooooool
I'm HAPPY all day
I'm in right out right down right up
Right happy ALL THE DAY! HEY!

I had the BEST elementary experience. My teachers were amazing. Maybe not my third grade teacher...she was kind of mean. She loved that I had a huge retainer in my mouth because she said then I couldn't talk too much. (Believe it or not...I wasn't a talker then)

My elementary years were amazing. Absolutely incredible. I don't remember exactly what topics we studied, or which vocabulary words I defined, but I remember the adults that treated me like I was their own. Mrs. Bastion ran the cafeteria. She fed us all. Kids helped to run the cafeteria on "service squad." And Mrs. Bastion always knew what we needed. She was among the first to read my blog and tell me she was proud of me.

I've received exactly ONE comment since I sent my post about Betsy Devos out on my Facebook page. It was from Mr. Farquharson. He was my teacher in 4th and 5th grade. And we are still in touch today...35 years later. He remains my hero! He commented on the first post I shared, and said I articulated my point well, and that I was setting a good example for what people can do when they want to make change.

Why is this a big deal??? Because he was my teacher a loooooong time ago. And he set the bar high. And what made him such an amazing teacher? The list is long, but it all comes down to this: He really cared about his students. Every year on my birthday he posts a picture of me (he does this for all of his former kids) on Facebook with a Happy B-day message. He never misses it. And always has a new picture!



I think sometimes we forget the simple things that teachers do that really work. Mr. F differentiated instruction. He did what WE needed. Each one of us mattered to him. And THAT is why we were successful. It's simple.

I'm 44-years-old...and I LOVED getting that comment from him. In this new world of assessments and interventions and data tracking...we sometimes lose sight of the things that really matter.

Kids. And making sure they know you care about them.

Saturday, February 25, 2017

If I wanted to read a script...I would have been an actor!

I love teachers. I really love them. When we go to college to become teachers, we know we will never be rich. We know we won't have the luxury of going to the bathroom whenever we need to, and we are clear that we will be buying pencils for our kids. It's part of the deal. And we get it! But...we also thought that we could be creative every day and make decisions that help our students to become contributing members of society.

When I first started teaching...there weren't "canned programs" handed to me. I got a list of standards that I was responsible for teaching and was sent on my way. And TEACH I did. Yesterday I was talking to a couple of my colleagues after a hard day's work and a teacher I value said to me, "I don't want to read a script.

I've said it before and I will say it again...if I wanted to follow a script...I WOULD HAVE BEEN A ACTOR. I am not like other teachers I know. I challenge the rules. I literally cannot follow the "scripts" provided by people that haven't been in a classroom in decades...IF EVER.


Some days it seems like the battle to actually teach again will never be won. My conversation with that awesome teacher I mentioned earlier made me feel pretty good about how I spend my free time. I create things to HELP teachers and kids. I write assessments and develop curriculum that requires NO SCRIPT. Because I know that doesn't work. I want a teacher to be able to download something I created and use it instantly. They say you can sell lots more stuff if you blog about it...or explain how to use it. I don't need to blog about HOW to use my materials...they are all meant to be self-explanatory and Student/Teacher friendly. When I created this argument unit...it was for MY KIDS. And they were all at different places in their writing journey. My intent was to create anything that someone might need to find success. I didn't use all of the parts. I used the pieces my kids need! But I knew I was teaching the standards because I aligned it to the Common Core...and then some. 

This is how I help kids and teachers now. There is no canned program. I certainly didn't create another one. I create things teachers can use easily and have everything at their fingertips that would support their kids. It's not rocket science...

Teaching is an art...but the canvas has been hijacked by people that think they can control what we do in our classrooms each day. I'm looking forward to the day the pendulum swings back in the direction of allowing teachers to create and make their own decisions...for their kids. 

In the meantime...I'll be in my classroom. Going OFF-SCRIPT. 

No Such Thing As a Free Lunch...

I want to make this blog funny. I want to make it relevant. But I HAVE to make it honest. Last week the Secretary of Education stood up in front of a cheering crowd of Americans to say that there is "NO SUCH THING AS A FREE LUNCH." She bragged about being the first person to say these words to Bernie Sanders and pledged to change it.

http://www.huffingtonpost.com/entry/actually-betsy-devos-there-is-such-a-thing-as-a-free-lunch_us_58afb3a3e4b0780bac2805d4

WHAT??? REALLY??? Are we really in a place where we are going to talk about taking away lunch provided to millions of American children that may not eat otherwise? I wonder if the people in the crowd cheering her on have ever watched a 10-year-old stress out about an upcoming vacation from school, or dread summer because they KNOW food will become their greatest challenge. I have. And I live and work in an affluent community.

So...Dear Betsy...if it isn't too much trouble...could you PLEASE refrain from standing in front of a crowd of uninformed and misguided Americans and demonizing hungry kids? I really don't think this is asking too much of you. If you took the time to read one article about hunger, or one study about poverty and how it has led directly to the decline in test scores for so many of our nation's children, you might not be willing to say these things with such delight in your eyes. Does it delight you that 21.7 million American children have to rely on the Federal lunch program for food? It bothers me a lot. I stay up at night and think about what else I can do to help hungry kids.



But don't worry Betsy. People like me will keep on keepin on. When I see hungry kids...I'll give up my lunch like I always do. I'll bring double because I KNOW someone will need it. I'll keep stashing fruit and crackers and yogurt around the schools I work in...just in case. I'll order an extra sandwich when I order my Jimmy Johns to be delivered to my door so I can pretend it was an accident and give it to a kid I know didn't have lunch...and probably didn't have breakfast either. I'll raise more and more money (www.operationcommongood.org) so I can buy grocery store gift cards for families to use during school breaks. I will continue to do these things because I can. AND because it is the RIGHT thing to do.

I will fight you every step of the way while you work to dismantle public education in the name of religious freedom. Last time I checked...a good Christian is someone that sees a hungry kid and feeds them. I'm not sure what that makes you.




Saturday, February 18, 2017

Best. Email. EVER.

Three years ago...I embarked on a mission to learn the Common Core Standards for ELA. I wanted to be able to teach my own kids...and teach them well. I created It's a W.R.A.P because I wanted to have interesting stories for my kids to read while they learn how to analyze the elements of a story. I have sold quite a few assessments, but last week I received an email that was the true evidence of my success.

"Hi Tera. My name is Lana (I changed it to protect her identity!) and I am a sixth grade student in Louisiana. I have been reading your passages and I have fallen in love with The New Girl. In my opinion, this story has a really good theme. My class has been going over theme for a while. I am not trying to say my class is bad at recognizing theme. We just like going over things once in a while. I was just introducing myself and wanting to get to know you."

The subject line said "Author" and it occurred to me later that she meant ME! I responded to her email and I asked her why my story, The New Girl" had such an impact on her. I also asked her what she thought the theme of the story was since that is the reason I wrote it in the first place. Her response blew me away.

"Hi Tera! It's me Lana. Thank you so much for reading my email! The New Girl had an impact on me because the same thing happened to me on Instagram. Someone had photoshopped a picture of me to make me look bad. The theme we discovered from The New Girl was accepting cultural differences is important. Hopefully this is the true theme. I am really glad that Emma stood up for herself and for her new friend Noor."



YES!!!! I just finished responding to her to let her know that the story could have several different themes, but if I had to select just one, I would choose the exact same one that she did. This amazing little sixth grader had the same experience as the fictional "Emma" from the story, and she connected with her as she became friends with the also fictional "Noor" that I wrote about three years ago.

I have received TONS of amazing feedback from teachers all over the country that use my curriculum and assessment resources. And I LOVE hearing from teachers that have found them helpful and useful in their classrooms. It is the reason I have continued to create new things and write new stories. I want teachers to have valuable resources that their students can connect to while they learn all of the different skills they need to be strong readers. But this email, from this amazing young reader in Louisiana, is the VERY best piece of feedback I could have ever received. It's from a KID!!! Not only did she learn to identify the theme of a story, which will make her a stronger reader, but she connected with the characters that way I hoped kids would. I love this. I just love it.

Ironically, this is a story about a young Muslim girl who recently immigrated to the United States from Syria. Who knew how important this topic would be three years later...


Sunday, February 12, 2017

Where are the PENCILS??? Seriously???

I don't think you can blog about education right now without politics rearing its ugly head. This week...we watched Betsy DeVos become the most influential person in the world of school. Her first question was, "Where are the pencils?"

Sorry Betsy. We buy our OWN pencils. I get that she has never stepped foot in a public school before...but come on.


We buy our own EVERYTHING, dear Betsy. 


I have to talk about this. This is crazy! We have a woman in charge of ALL public education (the most important thing we have to offer our kids) and she has never been to one. She didn't go to public school. Her kids didn't go to public school. She has no formal training in anything related to education. And she has absolutely NO knowledge of how the public schools work. She can't say she believes kids with disabilities deserve an education....but she DOES think we should have guns in schools, just in case of a grizzly attack. 


Grizzlies are the LEAST of our worries now that Betsy is in charge!

 The world has gone mad. And this is one of the things that must be discussed. I am from Michigan. I have worked for a public school system for 15 years. Before that...I spent four years at a charter school in the city of Detroit. I've seen both sides. I even loved my charter school. But I can tell you the charters that are popping up every day in Michigan are WRECKING the public schools. And their  student achievement data is not better that traditional public schools. In fact. It is WORSE...far worse. 

Buckle up America...Betsy bought herself a position as the Secretary of Education...and it ain't gonna be pretty.