ReportWire

Tag: Teaching

  • The joy of teaching and educator well-being  

    The joy of teaching and educator well-being  

    [ad_1]

    Key points:

    Across the country, teachers like you are decorating classrooms, creating lesson plans, and preparing for new students. You have invested numerous hours planning how to help students learn and thrive. While teachers know how to prepare to help their students succeed, too often we forget to focus on what we need to prioritize our overall well-being so we can hold on to the joy of teaching. This back-to-school season is the perfect time to commit to you.

    I recently gave a presentation for Utah-based teachers called The Joy of Teaching: How to Sustain Your Professional Passion. I spent time talking with teachers about the importance of creating practical strategies that were centered on them, their well-being, and how to cultivate joy.

    As teachers, putting everyone else first and caring for yourself last is going to make it hard to sustain your passion for the teaching profession, much less sustain your mental health and overall well-being. The work that teachers do touches every profession and impacts every community. 

    You matter. So, talking about educator well-being and cultivating the joy of teaching must matter too.

    Joy matters not just because it feels good. That’s a bonus. It matters because it is good for you. There is ample research that shows us joy can increase our emotional resiliency, it can increase job satisfaction, can help protect our body from the effects of stress and pain, and can have an overflow factor where it spreads to other people and aspects of our lives.

    But how do we find and embrace joy in our busy worlds?

    We choose to cultivate a mindset that endures over time. In order to do this, we need practical strategies that we can apply no matter the season of life or how many years we have been in the classroom.

    To get started, be clear about your core values. Core values can be our guide and help us be our best selves. Ask yourself these questions:

    What matters to you?

    What is your lived experience?

    Who are your role models and why do you look up to them?

    What gets you up in the morning?

    Intentionally make time to build community with other educators. Communal care is integral to cultivating joy in teaching.  Having a mentor, being a mentor, and getting connected to professional organizations can help you sustain your joy in teaching.  We need safe professional relationships that make space for us to grow and ask for help. 

    Cultivating joy requires self-reflection and self-regulation, in addition to sharing experiences with your community. Make it a point to pause to recognize and understand your emotions to nurture your emotional intelligence. Pausing helps you to see the good, even on the hard days.  It will make you resilient and is like a sponge for integrating joy into your life and your work.

    One question that I often ask teachers is what drains them and what fills them up throughout the day. It’s amazing how many people have not taken the time to reflect on this. Asking yourself this is like putting Google Maps on your mental health journey. You’ll have directions.

    We all have different answers. For me, I get filled up with meaningful connections, seeing students and teachers thrive, and practicing gratitude. I quickly lose energy and mindfulness when I’m in a cluttered workspace, working in isolation, or when I find myself very overcommitted to activities that prevent me from prioritizing my well-being.

    Do some reflection and try to decide each week how you can do more of what fills you and less of what drains you. It’s also useful to ask yourself what your unique contribution is to the teaching space. Pause to reflect on how your voice, knowledge, and experience benefit you as a teacher.  For some of us, it helps to take some time to remember your “why” for getting into this profession. What motivated you to become a teacher? Or maybe who motivated you to step into education? It’s time to get excited about that part again. And the great news is, teacher-leader joy helps your students succeed.

    Another way to hold on to your joy is to know your capacity. Have a plan for when you feel overwhelmed. You’re human. It’s going to happen. Knowing your capacity helps you to identify where to put your time and your focus when life is hard. Think about what you need to do, delegate, and delete.  Take some time to ask yourself if you have what you need to thrive. As flight attendants always say, put your oxygen mask on first before helping others. Focusing on taking care of you doesn’t make you selfish–it helps you be healthy.

    And with all of that, you’ll be ready for the parade of smiling faces coming your way. Thank you for being part of one of the most important professions in our country. Your work has a lasting impact. We respect you and we appreciate you. Be well.

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Dr. Mamie L. Pack, Western Governors University

    Source link

  • Cassella new assistant principal at Collins Middle School

    Cassella new assistant principal at Collins Middle School

    [ad_1]

    SALEM — Eliza Cassella was recently named the assistant principal for Collins Middle School in Salem.

    Cassella served the last two years as the Director of Social and Emotional Learning, Culture and Climate at Collins. She has served in educational leadership for more than a decade and has two masters degrees from UMass Boston and Harvard and several certifications in leadership.

    “We are so excited to have Eliza join our leadership team this school year,” said school principal Gavin Softic in an announcement. “Her experience integrating social emotional learning into the everyday learning environment for staff and students makes her a unique talent that we are very fortunate to have in our community.”

    Among other duties, Cassella will oversee grade 7 and help support the implementation of the new Student Success Advisor model, the integration of restorative practices across the school, and CREW 2.0, a space for Connection, Reflection, Excellence, and making real world connections.

    “I feel an overwhelming sense of joy, gratitude, and excitement to be transitioning into the assistant principal role at Collins Middle School,” said Cassella. “Collins…is cultivating something very special for students and educators, and you can feel and sense that when you walk through the doors. It’s electric.”

    She graduated from Assumption College in 2010 and spent five years at City Year, a Boston-based nonprofit that assists schools in the U.S. and other countries in developing young leaders. She began at City Year as an Americorps member serving in a resource classroom delivering targeted interventions in English language arts and math. She also co-led the extended day program before moving on as the Team Leader at the Dearborn Middle School STEM Academy.

    She held several leadership positions, including National Literary Lead, for which she worked with a team to implement evidence-based literacy interventions for corps members across the country. She was also named City Year’s Team Leader of the Year.

    Her tenure in Boston Public Schools included as a classroom teacher and in leadership positions at the Edwards Middle School in Charlestown and East Boston High School. She was also the girls’ junior varsity basketball coach and an assistant varsity basketball coach for the Jets.

    Cassella is currently a part-time adjunct professor at Assumption, a role she accepted last year, and lives in East Boston.

    [ad_2]

    By News Staff

    Source link

  • The psychology of classroom management: Behaviorist and humanistic theories

    The psychology of classroom management: Behaviorist and humanistic theories

    [ad_1]

    Key points:

    Classroom management is paramount to effective teaching. It sets the stage for a productive learning environment where students can thrive academically, socially, and emotionally. The psychology behind classroom management is rich and varied, and draws from multiple theoretical frameworks that offer insights into how to shape student behavior and create a positive classroom culture.

    Two prominent psychological perspectives that significantly influence classroom management are behaviorist and humanistic theories. While these approaches differ in their methodologies and underlying philosophies, they can be harmoniously integrated to create a balanced and comprehensive classroom management strategy.

    Behaviorist theories in classroom management

    Behaviorism is rooted in the works of BF Skinner, Ivan Pavlov, and John Watson. It is a psychological theory that emphasizes observable behaviors and the ways they can be shaped through reinforcement and punishment. In the context of classroom management, behaviorist principles are often applied through techniques like positive reinforcement, negative reinforcement, and punishment to encourage desirable student behaviors and discourage undesirable ones.

    Positive reinforcement is one of the most widely used behaviorist techniques in classroom management. It involves providing a reward or positive outcome immediately after a desired behavior is exhibited, thereby increasing the likelihood of that behavior being repeated in the future. For example, a teacher might praise a student for meeting their expectations, or the teacher may use a token system where students earn points or other incentives for adhering to classroom rules.   The key to effective positive reinforcement is consistency and immediacy. Rewards should be given as soon as possible after the desired behavior occurs, and the criteria for earning rewards should be clear and consistently applied. This approach not only motivates students to behave appropriately but also helps them develop a positive association with good behavior.

    Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior being repeated. In the classroom, this might involve removing a time-consuming or unpleasant task when students exhibit the desired behavior. For example, a teacher might eliminate a night of homework or classwork (and alternatively provide free time) if students consistently complete their assignments on time. The removal of the unpleasant consequence serves as a motivator for students to maintain their good behavior.

    While reinforcement focuses on encouraging desirable behaviors, punishment is used to discourage undesirable ones. Punishment can be either positive (adding an aversive consequence) or negative (removing a pleasant stimulus). For instance, a teacher might assign extra homework (positive punishment) or take away a privilege like free time (negative punishment) in response to disruptive behavior. However, the use of punishment in classroom management is often debated. Critics argue that punishment can lead to fear, resentment, and a negative classroom environment. Therefore, when used, it should be carefully considered, applied consistently, and balanced with positive reinforcement to avoid an over-reliance on punitive measures.

    Humanistic theories in classroom management

    In contrast to behaviorism, humanistic theories (particularly those of Carl Rogers and Abraham Maslow) emphasize the importance of addressing students’ emotional and psychological needs. Humanistic psychology focuses on the whole person by advocating for a classroom environment that fosters self-actualization, personal growth, and intrinsic motivation. In this approach, the teacher’s role is not just to manage behavior but to also create a supportive, empathetic environment where students feel valued, respected, and understood.

    A core tenet of humanistic classroom management is the emphasis on building strong, positive relationships between teachers and students. Carl Rogers’ concept of “unconditional positive regard” highlights the importance of accepting and valuing students regardless of their behavior or performance. When students feel that their teacher genuinely cares about them, they are more likely to engage in the learning process and exhibit positive behaviors. In the words of former President Theodore Roosevelt, “People don’t care how much you know until they know how much you care.”

    Building relationships requires teachers to be empathetic, approachable, and attentive to their students’ individual needs. Open communication, active listening, and showing an interest in students’ lives outside of academics are ways teachers can foster these connections. When students feel understood and supported, they are more likely to develop intrinsic motivation and take responsibility for their own behavior.

    Abraham Maslow’s Hierarchy of Needs provides a framework for understanding the psychological needs that must be met for students to succeed in the classroom. According to Maslow, before students can focus on higher-order tasks like learning and self-actualization, their basic needs for safety, belonging, and esteem must be satisfied. In the classroom, this means creating a safe environment where students feel physically and emotionally secure. It also involves fostering a sense of community and belonging so that every student feels like an integral part of the class. Teachers can achieve this by promoting inclusivity, celebrating diversity, and encouraging collaborative learning activities. Additionally, recognizing and affirming students’ efforts and achievements helps build their self-esteem. This recognition does not have to come in the form of tangible rewards. Often, a simple acknowledgment of a student’s hard work or a note of encouragement can go a long way in boosting their confidence and motivation.

    Integrating behaviorist and humanistic approaches

    While behaviorist and humanistic theories might seem to differ, they are not mutually exclusive. In fact, integrating elements of both approaches can lead to a more balanced and effective classroom management strategy.

    For example, a teacher can use positive reinforcement to shape student behavior (a behaviorist technique) while also focusing on building strong relationships and meeting students’ emotional needs (a humanistic approach). By combining these strategies, teachers can create a structured yet supportive environment where students are motivated both extrinsically and intrinsically.

    In practice, this might look like a teacher who uses a token system (PBIS) to reward good behavior but also takes the time to understand why a student might be acting out. Instead of relying solely on punishment for misbehavior, the teacher might have a conversation with the student to explore underlying issues and work together to find a solution. This approach not only addresses the immediate behavior, but it also supports the student’s long-term emotional and psychological development.

    Conclusion

    The psychology of classroom management is complex. It involves a range of strategies and approaches that draw from different psychological theories. Behaviorist theories provide practical tools for shaping and reinforcing student behavior through external rewards and consequences. Humanistic theories emphasize the importance of addressing students’ emotional and psychological needs to foster intrinsic motivation and personal growth.

    By integrating both behaviorist and humanistic approaches, teachers can create a classroom environment that is both well-managed and emotionally supportive. This balanced approach not only promotes positive behavior, but also helps students develop the skills and confidence they need to succeed academically and in life.

    Ultimately, effective classroom management is not just about controlling behavior. Instead, it is about creating a learning environment where every student feels valued, respected, and motivated to achieve their full potential.

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Dr. Yuvraj Verma, Bessemer City Middle School

    Source link

  • Understanding cognitive development in students via Piaget’s Theory

    Understanding cognitive development in students via Piaget’s Theory

    [ad_1]

    Key points:

    In the ever-evolving landscape of education, it is important to understand how students think and learn so as to be able to teach effectively. Jean Piaget, a Swiss psychologist, profoundly impacted educational theory with his comprehensive theory of cognitive development. His work was developed in the mid-20th century, but it remains highly relevant and influential in today’s classrooms.

    Piaget’s stages of cognitive development

    Piaget proposed that children move through four distinct stages of cognitive development. Each stage represents a different way of thinking and understanding the world. The concepts can be applied in the classroom.

    1. Sensorimotor stage (birth to 2 years)

      In the sensorimotor stage, infants learn about the world through their senses and actions. This stage is characterized by the development of object permanence, which is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

      In early education, incorporating sensory activities and interactive play can greatly benefit infants and toddlers. Sensory experiences (i.e., tactile play with different textures, auditory stimulation through music, and visual exploration with bright colors and shapes) help stimulate and develop the senses of infants and toddlers. Additionally, engaging them in interactive play activities (i.e., peek-a-boo) encourages movement and interaction, which aids in developing essential cognitive skills, such as object permanence.

      2. Preoperational stage (2-7 years old)

      During the preoperational stage, children begin to use language and think symbolically, but their thinking is still intuitive and egocentric. They struggle with understanding the perspective of others and exhibit centration, and focus on one aspect of a situation at a time.

      In early childhood education, fostering language development and utilizing play-based learning are essential. Language skills can be nurtured through storytelling, singing, and conversations, which encourages children to express their thoughts and feelings. Play-based learning (i.e., role-playing games and imaginative play) helps children explore different perspectives and scenarios. Additionally, using concrete examples through visual aids and hands-on activities ensures that abstract concepts are made tangible and relatable thereby enhancing understanding and retention.

      3. Concrete operational stage (7-11 years old)

      In the concrete operational stage, children begin to think logically about concrete events. They understand the concepts of conservation, classification, and seriation, and can perform mental operations, but their thinking is still grounded in concrete experiences.

      In elementary education, incorporating hands-on activities, promoting group work, and using visual aids are crucial for effective learning. Hands-on activities (i.e., experiments, manipulatives, and real-world problem-solving tasks) require logical thinking and reasoning, which helps students grasp complex concepts. Group work fosters collaborative learning through projects and discussions, thereby encouraging students to consider different viewpoints and ideas. Additionally, visual aids like charts, diagrams, and models help students understand and organize information, making learning more accessible and engaging.

      4. Formal operational stage (12 years and up)

      In the formal operational stage, adolescents develop the ability to think abstractly, reason logically, and plan systematically. They can consider hypothetical situations and use deductive reasoning.

      In secondary education, challenging students with abstract thinking, encouraging debate and discussion, and assigning independent projects are key strategies for promoting deeper learning. Engaging students with problems that require abstract thinking (i.e., algebraic equations, scientific theories, and philosophical questions) helps develop their analytical skills. Debates and discussions on complex topics enhance critical thinking and reasoning abilities. Furthermore, assigning independent research projects that necessitate planning, investigation, and synthesis of information fosters self-directed learning and comprehensive understanding.

      Integrating Piaget’s theory into modern classrooms

      Piaget’s theory emphasizes the importance of developmental readiness and individualized instruction. To integrate his principles into modern classrooms, educators can employ several strategies. First, differentiated instruction recognizes that students are at different developmental stages and tailors instruction to meet their individual needs. This approach provides a variety of activities and assignments that cater to different learning styles and levels of cognitive development. Active learning is another key strategy, which involves students in hands-on activities, experiments, and interactive lessons to solidify new concepts and foster deeper understanding.

      Scaffolding offers support and guidance as students learn new concepts so as to gradually reduce assistance as they become more proficient, which allows them to develop independence and confidence. Formative assessment is crucial for monitoring students’ progress and understanding, thereby providing regular feedback to identify areas where additional support or challenges are needed. Lastly, reflective practice fosters a classroom environment that encourages students to think deeper, ask questions, and explore different problem-solving strategies, promoting deeper cognitive engagement and self-awareness.

      In summary, it is important to understand Piaget’s theory of cognitive development because it provides valuable insights into how students think and how they learn. By applying these principles, teachers can create more effective, engaging, and developmentally appropriate learning experiences. Embracing the stages of cognitive development ensures that instruction meets students where they are, thereby fostering growth and maximizing their potential. As educators, recognizing and responding to the cognitive needs of our students is key to nurturing their intellectual and emotional development so as to pave the way for lifelong learning and success.

      Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Dr. Yuvraj Verma, Bessemer City Middle School

    Source link

  • This Teacher Tried To Play Robin Hood With A Student’s School Supplies, And Parents Are Furious

    This Teacher Tried To Play Robin Hood With A Student’s School Supplies, And Parents Are Furious

    [ad_1]

    Parents — I really want to know how you’d handle this tricky school supplies situation.

    Here’s the full story:
    “So I’m (31, female) an adoptive mom to an 8-year-old girl named Lilly. We decided to go school supply shopping because I enrolled her in a before-school-starts program.”

    “A month before school starts, they learn some extracurricular stuff. Lilly really wanted to join the program, so we went out and bought all the school supplies.”

    “I have had problems with people stealing from Lilly, so I made sure to mark everything. We bought all the required supplies, including a clear backpack. To prevent theft, I used E6000 glue to put her name on the clear backpack so no one could take it. It’s bound to happen otherwise.”

    “We got a really cute pencil pouch, and I wrote her name with a Sharpie on the inside of the pouch. I also wrote her name on the box of markers and every individual marker. I did the same with the scissors and the glue stick. I basically wrote her name on everything to prevent theft.”

    “I sent her to the program, but when Lilly came home, she was upset (though not crying). Apparently, we weren’t supposed to write names on the school supplies because everything was going to be mixed up and distributed to everyone.”

    “I called the teacher, and they explained that they didn’t have enough money to get every single kid their own supplies, so they planned on distributing the supplies evenly. The teacher shamed Lilly for it. Now, I don’t know what to do.”

    [ad_2]

    Source link

  • 50-year teacher & Lehigh Valley Math Team score championship victory

    50-year teacher & Lehigh Valley Math Team score championship victory

    [ad_1]

    BETHLEHEM, Pennsylvania (WPVI) — With 50 years of teaching experience, coach Don Davis led the Lehigh Valley Math Team to a victory at the 2024 American Regions Mathematics League contest.

    Students practiced hard throughout the spring, devoting countless hours to mastering their individual skills and streamlining their teamwork.

    The finals took place on June 1st, featuring over 100 teams with over 1,000 students competing from the United States, Canada, China and South Korea.

    Davis formed the math team in 1993. Over the years, it has grown to include students from the Lehigh Valley, Greater Philadelphia Area, and New Jersey.

    Davis plans on retiring from his post at Lehigh University this year, but will continue to coach the math team for the foreseeable future.

    To learn more about the Lehigh Valley Math Team, watch the video above and visit their website.

    RELATED: Pa. student, Irish dancing star brings trophy home from Ireland

    17-year-old Zachariah McLaughlin’s fast-tapping feet were heard across the world when he competed in a recent Irish dancing world championship.

    Copyright © 2024 WPVI-TV. All Rights Reserved.

    [ad_2]

    Matteo Iadonisi

    Source link

  • A new airport could spark the economy in a rural part of Florida. Will the workforce be ready?

    A new airport could spark the economy in a rural part of Florida. Will the workforce be ready?

    [ad_1]

    LaBELLE, Fla. — One of Florida’s poorest counties is preparing for the new “Airglades” airport, a $300 million cargo hub that could transform its economy.

    Local leaders see the project as a generational opportunity, one that could bring more than 1,400 new, high-skilled jobs to their largely agricultural community at the edge of the Everglades. But to make good on its promise, the region’s educators will have to overcome some harsh realities.

    A third of Hendry County’s working-age adults lack a high-school diploma, while almost half speak a language other than English at home, among the highest in Florida. Before local leaders can prepare residents for jobs in engineering and manufacturing, educators must first help them earn their GEDs and learn English.

    “We have some of God’s most beautiful country that has never been touched by man,” said Michael Swindle, the county schools superintendent, and yet “by all the metrics you would judge a county on, we’re either No. 1 or No. 2 in the ugly categories.”

    As the airport project pursues approval, community groups and schools are working to fill teacher shortages and make investments in adult education.

    The challenges also include some political headwinds. Most of the county’s workforce is Black and Latino. Efforts to tailor education to serve those demographic groups have drawn scrutiny in Florida, where politicians have forbidden programs factoring race and national origin into people’s treatment. Educators say the political context adds to the difficulties in recruiting teachers.

    The plan to convert the small, county-owned airport to private ownership still has to win approval from the Federal Aviation Administration, which will depend partly on solidifying contracts with vendors in Latin America to prove its potential as a hub for perishable goods.

    Meanwhile, two adult education centers in the county expanded with support from the FutureMakers Coalition, a community organization that has spearheaded education retraining efforts across southwest Florida. It also is paying for a counselor to help adults looking to develop new skills and change careers.

    Spanish-speaking students have filled the adult education center in LaBelle, the 5,000-person county seat.

    Many are working jobs or have kids at home, which has forced their instructor, Silvia Gullett, to get creative to meet their needs. She started a WhatsApp group so students could organize carpooling or split childcare duties. If students don’t show up to class, Gullett texts them to figure out the problem. She doesn’t settle for easy excuses.

    “In the beginning, I had some students who didn’t want to continue. I try to tell people that the only one who can stop them is themselves,” said Gullett, who was born in Peru before starting her teaching career in Florida two decades ago.

    At the country’s other adult education center, in Clewiston, sparks fly as dozens of students in thick gloves and respirator masks work toward industrial certifications needed to enter the workforce. One of them, Samantha Garza, 21, initially studied child care at a community college in Fort Myers but pivoted after watching YouTube videos about female welders.

    “I’m an artsy person, so I have more of a steady hand already, and I love to be down and dirty doing physical things, so I felt like this would be a career for me,” she said.

    Even before the airport arrives, there are still plenty of local employers waiting to hire the students. As current employees near retirement age, U.S. Sugar, the Clewiston-based farming giant, has such urgent needs it started an in-house welding program.

    “We’re trying to close that generation gap between mechanics and welders,” said Nathan Hollis, an industrial skills trainer at the company.

    Finding enough instructors to offer the training has been a challenge. Swindle had to recruit a U.S. Sugar worker to teach welding and coax a school bus mechanic out of retirement to lead the diesel mechanics program.

    Still, the program has been so successful the county is using tuition revenue and donations to open another training facility in LaBelle focused on HVAC and plumbing.

    There has been controversy around some efforts, including a slide on the topic of “white privilege” shown during a teacher training event led by FutureMakers. It sparked an outcry from conservative activists who accused organizers of racism, and a Republican city commissioner in LaBelle suggested it violated the “ Stop WOKE Act ” signed into law by Gov. Ron DeSantis, a Republican.

    The political climate in Florida has made it difficult to attract K-12 teachers, according to Swindle. In a state where DeSantis has harnessed culture war passions in his education policies, Swindle said many of his teachers feel unsupported.

    “The rhetoric around public education is horrible. It absolutely does hurt us,” Swindle said.

    Teacher shortages threaten local schools’ ability to teach not just welders and mechanics, but also construction workers, nurses and other professionals to support the influx of people the airport could bring.

    “We don’t have a chemistry or physics teacher in high school. We’ve left the job openings up for three years, and we can’t even get someone to apply,” Swindle said.

    The county has been running more marketing campaigns to recruit educators and paying paraprofessionals to secure licenses so they can become teachers with help from a $23 million Good Jobs Challenge grant from the U.S. Department of Commerce.

    There is a lot at stake for Swindle’s long-time home.

    The superintendent knows where the alligators lie, sunbathing along the acres of canals that irrigate fields of sugarcane. He knows which sabal palms make the best swamp cabbage, teaching his sons how to cut palm hearts out with his knife, like their ancestors did to survive leaner times.

    Yet there is no way to know if all his retraining efforts will be successful. The airport still might not come, especially if the county can’t prove it will have the workers ready to support it.

    For now, officials are trying to fill current workforce needs while test-driving their ability to spin up new training programs. Once construction begins on the airport, they know they will have about two years to teach a wave of logistics operators, agricultural customs inspectors and other aviation-specific professionals.

    “We’re not just talking about an airport,” Swindle said. “We’re looking at this as an opportunity to move the needle on unemployment, on poverty, to a better place.”

    ___

    Nick Fouriezos covers the role of college in rural America for Open Campus, a nonprofit newsroom focused on higher education. Sign up for his newsletter, Mile Markers.

    ___

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

    [ad_2]

    Source link

  • Trauma-informed teaching strategies can benefit all students

    Trauma-informed teaching strategies can benefit all students

    [ad_1]

    Key points:

    Although our communities strive to maintain safety, nearly half of all American children have experienced some form of trauma. Some of these include everyday Adverse Childhood Experiences (ACES) such as bullying, witnessing violence, experiencing physical, verbal or sexual abuse, or neglect. According to the National Child Trauma Stress Network, these experiences can spark strong emotions and physical reactions that can persist long after an initial trauma event.

    Traumatic events can cause a variety of physical and emotional symptoms and can impact children at home and at school. In addition to struggling with schoolwork, children who’ve experienced trauma may overreact to routine requests, engage in negative outbursts or aggression, show signs of sadness, have difficulty focusing, and may struggle to interact appropriately with peers and teachers.

    Educators don’t necessarily know which students have been affected by trauma. However, because it impacts such a large number of students, you can use specific strategies to help all students develop resiliency and improve emotional regulation. Here are some trauma-informed teaching strategies you can use to intentionally strengthen your relationships with students and support their success.

    Create classroom routines

    Research focused on classroom norms and expectations shows that students want and need academic and behavioral expectations from their teachers. Establishing simple daily routines for your students–such as daily warm-ups or ice breakers–and establishing procedures for asking questions and turning in classwork create a sense of stability and predictability. When you create predictable routines, your students will have an easier time understanding what steps they need to take to be successful in your classroom.

    Set clear expectations

    More than 25,000 schools nationwide already use Positive Behavioral Interventions and Support (PBIS) frameworks to support students’ behavioral, academic, social, emotional, and mental health. By extending your school’s PBIS framework school-wide, your teachers can maintain consistent expectations and reward students for their progress and achievements. For example, some PBIS solutions allow teachers and staff to immediately acknowledge positive student behavior from mobile devices. Students earn PBIS points, which can then be tracked and redeemed. This helps teachers eliminate manual paperwork and reporting which increases instructional time.

    Adopt restorative–rather than punitive–practices

    Zero-tolerance classroom policies that focus on disciplinary actions do not equip students with the skills they need to improve relationships or de-escalate conflict. Instead, they remove students from their learning environments and deny them the opportunity to make positive changes. Conversely, restorative practices, such as mediation or peer conflict resolution, allow students to take responsibility for their actions, engage with others, and develop empathy and understanding.

    Introduce calming techniques

    Students who’ve experienced trauma encounter significant challenges with emotional regulation. Research suggests that early trauma exposure fundamentally alters the way children process and prioritize emotional information. Other behavioral studies that look at the behavior of children with trauma histories show “enhanced attention to and difficulty in disengaging from emotional stimuli (Tottenham et al., 2010).” By encouraging students to engage in mindfulness practices, you can help them better manage their emotions and behaviors. Some techniques include walking meditation, body awareness, and breathing exercises.

    Engage in social-emotional learning (SEL)

    Children who’ve experienced traumatic events may have an even greater need to master social-emotional learning skills. A strong SEL curriculum not only benefits these students, but it builds skills school-wide. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), the fundamentals of social-emotional learning include:

    • Developing the knowledge, skills and attitudes to create healthy identities
    • Managing emotions and achieve personal and collective goals
    • Feeling and showing empathy for others
    • Establishing and maintaining supportive relationships
    • Making responsible and caring decisions

    In order for SEL to be effective, curricula should be backed by evidence-based research, be age-appropriate, and be engaging for students. Solutions should also be flexible enough to allow districts to tailor their programs to meet the diverse needs of their students. The overarching goal of SEL is to make all students feel safe and supported, which leads to better mental health and greater engagement for all students–including those who’ve experienced trauma.

    Regularly encourage and recognize your students

    Trauma significantly impacts a child’s self-esteem and sense of self-worth. People who lack safety or a sense of belonging develop survival skills to better cope with their situation, according to Psychology Today. These adaptive behaviors can make children prone to loneliness, depression, anxiety, or other self-sabotaging behaviors. By taking the opportunity to acknowledge their contributions to your classroom so that they feel valued, capable, and successful, you can help them develop a positive self-image.

    The prevalence of childhood trauma doesn’t have to result in power struggles, behavior problems, or academic deficiencies. Reaching students who’ve experienced trauma requires education, patience, compassion, and creativity. By creating welcoming spaces and using proven tools and techniques that help you get to know all of your students better, you can guide them toward academic–and lifelong–success.

     

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Melissa Ragan, Navigate360

    Source link

  • 4 strategies that bring nature’s power to your classroom

    4 strategies that bring nature’s power to your classroom

    [ad_1]

    Key points:

    I live in the state of Michigan, which means that a large chunk of the year is dominated by cold, dreary weather. I’ve noticed that my students tend to lack energy during these months. There’s a kind of blanket lethargy that spreads across the classroom and makes it difficult for them to engage with lessons. Then, on the first sunny day of spring, everything changes. All that latent energy suddenly explodes, and my once sleepy students are now bouncing off the classroom walls with unrestrained excitement.

    I’ve found this experience to be quite revealing. Despite the growing urbanization of our society, we humans are still deeply tied to the cycles of nature. As such, I believe the solution for curbing our students’ excess energy lies in reconnecting them with the outdoors.

    This might sound daunting, especially if you live in a city where green spaces are few and far between. However, I’ve devised four simple methods for incorporating nature into existing science lessons that foster student curiosity and creativity.   

    Here are four strategies that will bring nature’s power to your classroom:

    1. Utilize outdoor environments: Taking students outdoors doesn’t necessarily mean taking them into a forest.A zoo, an aquarium, a botanical garden, even a local park can be a source of nature that can help students gain a new perspective on the world. These spaces allow students to experience different plants and animals, which can be leveraged into existing science lessons. For instance, a local garden could serve as the ideal setting for a lesson on pollination and pollinators, while an aquarium could be used to teach students about different marine ecosystems and how animals adapt to survive in their surroundings.      
    2. Bringing nature INTO the classroom: Is it raining outside? Or are there other reasons it’s just not feasible to go outside? That is OK! Bring nature to your students inside the classroom by establishing an indoor nature center that features specimens, artifacts, and models representing local flora and fauna. This can be a great way to teach students about the unique species native to their state, and by encouraging them to bring in specimens of their own, you get them to invest in their own learning.
    3. Take a virtual field trip: Virtual resources became popular during the 2020 pandemic, and many offer students the chance to explore wild environments from the safety of their classroom. Take advantage of wildlife cameras that feature African watering holes or lush tropical forests. Have students take notes on what they observe, as well as how different animals interact with each other. These tools also make for great background content for classroom transitions, work time, or brain breaks! 
    4. Use project-based learning: Through project-based learning (PBL), students work on hands-on, real-world projects that are relevant and interesting to them, fostering a deeper connection to the subject matter. For instance, the Blue Apple project, State of Sustainability, tasks students with designing a book about their state that informs readers about how small changes can develop a more sustainable world. It’s a practical lesson that shows students that they can make a real difference in their community!

    Incorporating nature into science lessons not only enriches students’ learning experience but also fosters a meaningful connection with the environment. This spring, lead your students into the wild green yonder and show them just how interconnected this world of ours truly is. Then step back and let their curiosity and creativity do the rest!

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Cory Kavanagh, Van Andel Institute for Education

    Source link

  • Friday 5: Tracking AI in education

    Friday 5: Tracking AI in education

    [ad_1]

    Key points:

    It seems as if we hear about AI in education every day, if not every hour. AI’s rise in popularity has brought with it questions about ethics, skills students will need for workplace success, and how to balance negatives with positives when it comes to teaching with this new generative tool.

    Here are five insights around AI in education:

    When it comes to AI tools for education, there are a number to choose from. ChatGPT is likely the first to come to mind, but AI is woven into so many tools and helps automate tedious tasks, connects student progress with personalized recommendations, and improved PD feedback. Tools include Canva Magic Write for creative writing, Eduaide.ai for instructional materials, and Google Bard and Microsoft’s Bing Chat.

    How is AI beneficial in education?

    AI is here to stay, and will be an important workforce skill–and many educators want to teach students to work with it, not against it. This makes the future of AI in education intriguing, to say the least. Just as the internet revolutionized learning, AI will be the next game-changer. While the fears of using AI to cheat aren’t unfounded, how many educators have actually tried writing an essay using just AI? Using AI still requires work, and in fact, it often leads to a deeper understanding of the subject matter because you are the one who has to teach AI what to do and say. Just like the internet, AI isn’t going anywhere–so let’s teach our kids to work with AI, not against it. Here are 5 positive ways students can use AI.

    What are the negative effects of AI in education?

    When it comes to the disadvantages of AI in education, educators are increasingly concerned about the influence AI writing tools could have on education and students. The discussion around the influence of AI writing on instruction has never been so active – all thanks to the launch of ChatGPT last year. The tool is so advanced compared to other writing tools of its kind that a lot of people instantly started using it for all kinds of ethically ambiguous purposes. Educators are concerned about the influence AI will have and how its negative effects could be detrimental to learning. Here’s how to counteract the disruptive influence of AI writing on learning.

    What is the role of AI in education?

    There’s a lurking concern that AI is just going to help students find mindless shortcuts for cheating their way to good grades. But that’s only a risk if schools and teachers hold a low bar for what they expect of their students. If schools and teachers want to elevate expectations for their students, the role of AI in education can be powerful for rapid feedback and iterative prototyping. Here’s how AI can make for a sink-or-swim moment in classrooms.

    How can AI be used in teaching?

    Last spring, a high school English teacher challenged her students: “Artificial intelligence can do any of your class assignments,” she told them flatly. “Now prove me wrong.” She wanted to provoke them, to get them to ask questions, and to start using these tools—not to cheat—but to flip their learning on its head. She knew her she and her students needed to learn together. And since that day, they didn’t just shift the paradigms—they sent them into somersaults. Here’s what AI for teachers can look like in the classroom.

    Laura Ascione
    Latest posts by Laura Ascione (see all)



    [ad_2]

    Laura Ascione

    Source link

  • Friday 5: Student learning under the microscope

    Friday 5: Student learning under the microscope

    [ad_1]

    Key points:

    It goes without saying that improving student learning and helping students achieve their learning goals have always been priorities for classroom teachers and educators.

    Today, pandemic-related learning loss is still a very real concern for educators, and student learning is one of education’s biggest priorities as the nation strives to move further away from the pandemic’s impact on education.

    Let’s take a look at some important resources to help classroom strategies support student learning goals:

    Why is it important to involve students in learning?

    Learner-centered education collaborates with learners to design learning experiences and pathways tailored to their interests and needs. Learner-centered education and its teaching methods can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments. K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a report from the Clayton Christensen Institute, offers insight into understanding why schools struggle to change their instructional models, along with 5 models that prioritize learner-centered education.

    What is the most effective method of teaching?

    Can learning centers that put student motivation at the heart of learning reliably lead children to successful careers and life opportunities regardless of their family background and home circumstances? Probably not. But these centers don’t purport to be one-size-fits-all models of education. Their aim is to provide learning experiences that can and do work exceptionally well for many kids but aren’t available in most schools. Rather than viewing models like these with skepticism until they prove that they can guarantee post-secondary success for all learners, maybe it’s time to expand our concept of education. Education doesn’t have to mean students do all of their important learning in classrooms. Education could be an ecosystem of interwoven teaching practices and experiences that occur in various settings and contexts. It’s worth exploring how student motivation can reframe education.

    How do you ensure student learning in your classroom?

    Student engagement is critical in ensuring–and boosting–student achievement. At its heart, student engagement is about tapping into students’ innate curiosity, creativity, and critical thinking skills. A lesson with student engagement at its core can make for the best learning experience as a student. Every teacher hopes to ignite, empower, and engage the students who walk through their classroom door. Ample research has shown that student engagement is crucial to overall learning and long-term success. Still, implementing this is easier said than done. To better ignite student curiosity and interest, teachers should consider trying one of these five strategies that help make student engagement second nature.

    What does student learning look like?

    In education, a big challenge is how to teach students what do to do when they don’t know what to do. What systems are needed for productive struggle to take place in classrooms and schools? How do students learn to struggle so they can eventually problem solve for themselves? Research in neuroscience tells us our brains grow new neuro-pathways when we are at the edge of challenge. It’s often called “The Goldilocks Principle” of learning – it can’t be too easy or too hard, learning activities and strategies must be just right. The term “productive struggle” is used a lot in education, but what does that really mean for teaching and learning? Educators can explore key ways to help build positive relationships while supporting productive struggle in classrooms and across schools.

    What are positive learning experiences?

    Learning should be positive for students, and often, students equate a positive experience with having fun. Here’s where purposeful play comes in. Many teachers feel they can’t easily incorporate purposeful play into the classroom–but doing so is surprisingly easy. A new survey of K-8 teachers and students from LEGO Education found that nearly all (98 percent) of students say purposeful play helps them learn and the majority (96 percent) of teachers believe it’s more effective than traditional methods like lectures or textbooks. Fun activities for students in the classroom are important. On top of that, almost 80 percent of students want more playful learning experiences in the classroom. Learn more about purposeful play’s rightful place in the classroom–and how to incorporate it into your own teaching.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    [ad_2]

    Laura Ascione

    Source link

  • PROOF POINTS: How to get teachers to talk less and students more

    PROOF POINTS: How to get teachers to talk less and students more

    [ad_1]

    Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.

    One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. 

    The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.

    In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25 percent of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. 

    Example of the talk meter shown to tutors every 20 minutes during the tutoring session. Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”

    More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third “control” group which wasn’t shown the talk meter at all for comparison.

    When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7 percent. 

    When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18 percent. Introverts especially started speaking up, according to interviews with the tutors. 

    The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. 

    “It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”

    The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the Society of Learning Analytics in Kyoto, Japan. 

    In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.

    In interviews with the researchers, students said the meter made the tutoring session feel like a game.  One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted:  “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” 

    Some students found the meter distracting.  “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.

    Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. 

    Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42 percent.

    Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. 

    Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.

    Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”

    Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”

    But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.

     “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.

    This story about student participation was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Proof Points newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    [ad_2]

    Jill Barshay

    Source link

  • A Graduate Student's Side Hustle Now Earns $110,000 Per Year | Entrepreneur

    A Graduate Student's Side Hustle Now Earns $110,000 Per Year | Entrepreneur

    [ad_1]

    This Side Hustle Spotlight Q&A features Carter Osborne, who started tutoring students in need of help with college application essays in 2017. Today, Osborne’s business brings in about $110,000 per year — more than his full-time job as a director at a global PR firm.

    Image Credit: Courtesy of Carter Osborne

    When did you start your side hustle, and where did you find the inspiration for it?

    Tuition was my original motivation. I started graduate school in 2017, and my tutoring business was originally meant to be a temporary, small-scale operation to take the edge off tuition.

    I was inspired by two people who ran their own tutoring practices at the time, both of whom advised me during the weeks after I launched. One was a test prep tutor in New York who helped me understand the logistics behind starting my own business. The other was a Seattle-based college consultant who had previously supported me during my application process to Stanford. I only met with her once, but she had such a profound impact on my college search that I was inspired to reconnect, emulate her work and start tutoring college essays.

    Related: The Sweet Side Hustle She Started ‘On a Whim’ Turned Into a $20,000-a-Month Income Stream: ‘It’s Simple, It’s Affordable and It’s Fun’

    What were some of the first steps you took to get your side hustle off the ground?

    Mentorship was key. I reached out to local college consultants and asked for informational meetings, both to understand their business models and to pitch myself as a potential resource. It worked — one of them recommended several clients from her waitlist to help me get started, and another hired me as a part-time writing coach. These were small steps by my standards today, but at the time, they were just what I needed to get off the ground.

    From there, client referrals became the core of my growth. I had three clients in my first year, 14 clients in my second year, 23 clients in my third year and so on. This year, I worked with over 50 clients and referred several families to other tutors after reaching capacity. It was a nice full-circle experience — I owe my start to referrals from established tutors, and this year, I got to provide those referrals to others.

    Related: This Former Teacher Started a Side Hustle That Made More Than $22,000 in One Month: ‘I Have Never Been More Fulfilled’

    What were some of the biggest challenges you faced while building your side hustle, and how did you navigate them?

    I quickly discovered that there are hundreds of qualified tutors in urban hubs like Seattle, including many who work in my core business of college applications. This created a major challenge: How could I build a unique service that stands out from everyone else’s?

    There turned out to be two answers. First, I pivoted away from academic tutoring and test prep and focused entirely on the niche market of college essays. It was a calculated risk — the market for college essays is relatively small, but that’s exactly what made it easier to differentiate myself as a specialist.

    Second, I turned my competitors into partners. College admissions consultants typically advise on the full application process, but many don’t enjoy working on essays. As an essay specialist, I pitched this as an opportunity to consultants in the Seattle area — they could onboard new clients, outsource the essay portion to me, and then continue working with their clients on all other aspects of the application. The result was a win for everyone: College consults got to offload work they didn’t like, students got specialized essay support, and I got a bump in business from people who otherwise would have been my competition.

    Related: This Arizona Teacher Started a Side Hustle That Immediately Earned More Than Her Full-Time Job: ‘Much Better Than $40,000’

    How long did it take you to begin seeing consistent monthly revenue? Did revenue ever surpass that of your full-time income, and if so, when?

    I began seeing monthly revenue right away. It started small: a few thousand dollars in my first year and about $10,000 in my second year. However, by my fourth year, I earned over $113,000, which exceeded my full-time income as a director at a public relations firm.

    You’ve turned your side hustle into a successful business. How much average monthly or annual revenue does it bring in now?

    In 2023, my business generated roughly $115,000 in revenue. Almost all of this comes during the six-month stretch from June to December when college applications are at their peak. I take time off from tutoring from January to May, which allows me to reset and think critically about ways to improve my service for the next application cycle.

    What’s your advice for other side-hustlers who hope to turn their ventures into successful businesses?

    First, develop something unique about your product or service. How can you make your work stand out from the competition? This might mean pursuing a niche market within your field (like college essays within the field of tutoring) or building a variation on your product. It doesn’t need to be revolutionary — I’m always surprised by customer enthusiasm for products that are marginally different from the mainstream.

    Second, stay patient as you grow. There are plenty of stories about side hustles that struck it rich in year one, but for most of us, success takes time. If you have a multi-year time horizon and the persistence to keep at it, your investment will be much more likely to pay off.

    Related: 3 Secrets to Starting a High-Income Side Hustle in 2024, According to People Whose Gigs Make More Than $20,000 a Month

    Finally, remember that there are no prerequisites to starting a successful side hustle. I am hardly the stereotype of a business owner: I studied public policy in college and never dreamed of starting a business. There’s no such thing as a “type” of person who becomes a successful business owner, so go pursue your ideas and see what happens.

    [ad_2]

    Amanda Breen

    Source link

  • Democratic Gov. Andy Beshear calls for unity in GOP-leaning Kentucky to uplift economy, education

    Democratic Gov. Andy Beshear calls for unity in GOP-leaning Kentucky to uplift economy, education

    [ad_1]

    FRANKFORT, Ky. — Democratic Gov. Andy Beshear reached across the partisan divide Wednesday night to urge a unified effort with Republican lawmakers to uplift education, health care and the economy, saying Kentucky has an opportunity to assert itself as an “economic and a moral leader.”

    Beshear, who raised his national profile by winning reelection last year in the GOP-leaning state, renewed his pitch for higher salaries for teachers, state-backed pre-K education for every 4-year-old, increased funding for roads and bridges and efforts to meet the state’s health needs.

    Touting a record pace of economic development, the governor said Kentucky has an unprecedented opportunity to build a top 10 economy offering the security of good-paying jobs. Noting that he’s now term-limited, the governor said it’s a chance to set politics aside. It’s an acknowledgement that he needs support from GOP legislative supermajorities to pass his priorities.

    “This is our chance to push away the division,” Beshear said in his annual State of the Commonwealth speech. “To prove that we can govern without name-calling or scapegoating. To do it without anger, without fear and without hatred. That we can not only talk about our collective faith, we can live it.”

    Beshear had frequent policy clashes with Republican lawmakers during his first term, and prospects are uncertain for there to be less friction in the legislative session that just convened this week.

    The governor called for a renewal of the unity that prevailed in the response to deadly tornadoes that hit western Kentucky in late 2021, followed by massive flooding that swamped eastern parts of the state in the summer of 2022.

    “How we dealt with these historic challenges wasn’t red or blue,” Beshear said. “It wasn’t ‘R’ or ‘D.’ It was just us, Team Kentucky, where everybody matters.”

    The governor focused on his immediate priorities in the current legislative session but also took a longer view at the start of his second term.

    “Improving life right here at home is the most important focus we can have,” Beshear said. “And these next four years are our chance — Kentucky’s chance — to be the difference, to be both an economic and a moral leader in this country.”

    The governor outlined his wish list for the next two-year state budget in a televised speech last month. He reiterated those priorities Wednesday night, calling for an 11% pay raise for teachers and all other public school employees and the funding for pre-K.

    Beshear called it unacceptable that Kentucky ranks 44th nationally in average starting teacher pay and 40th in average teacher pay. The governor has previously said the pay increase would lift Kentucky to the middle of the pack nationally in both categories.

    In pitching his pre-K initiative, he said: “We are rightfully concerned about learning loss. So we should address it where it begins.”

    Beshear’s pre-K proposal made no headway with lawmakers in the past, and top Republicans signaled again Wednesday that such resistance appears unchanged.

    “I don’t think there’s much appetite in our chamber for it,” House Speaker David Osborne said.

    The governor also made another pitch for child care assistance, with funding to help cushion child care programs from the loss of pandemic-era federal subsidies, and called for another massive infusion of funding for transportation and clean water projects.

    Republican Senate President Robert Stivers echoed Osborne’s remarks about the governor’s pre-K plan but said in a post-speech interview on Kentucky Educational Television that there’s a “strong desire to look at how we create day care for the working-class people.”

    Passing the next budget will be the top priority for lawmakers in this year’s 60-day legislative session.

    Osborne said Wednesday that the House budget plan will likely be unveiled in the next week or two.

    “I expect it to be built largely like we’ve built the last several budgets, which is to find places that we feel like that we can invest people’s money wisely but also remain very fiscally responsible,” he said.

    The governor said a commitment to meet the mental and physical health needs of Kentuckians is an investment not only to improve lives but to bolster the state’s workforce.

    “We need all of our people healthy enough to be a part of this future and the prosperity it will bring,” he said. “So let’s continue to expand access to quality health care for all of our people.”

    To bolster law enforcement, Beshear called for increased pay for Kentucky State Police troopers and officers. He proposed an increase in the training stipend for local law enforcement officers and requested $35 million to fund grants for body armor.

    [ad_2]

    Source link

  • #1 Best Selling New Book Addresses the Real Reason Teachers Are Leaving Education

    #1 Best Selling New Book Addresses the Real Reason Teachers Are Leaving Education

    [ad_1]


    CENTENNIAL, Colo., December 19, 2023 (Newswire.com)
    –
    In the wake of a global pandemic, widespread staffing shortages, and declining enrollment, educational leaders face a complex and demanding landscape. Higher Ed Change introduces a new book, From Teacher to Leader: Paving Your Path to Education Administration by Dr. Eric Goodman and Dr. Kim Nugent. It is already making waves, reaching #1 bestseller status in multiple categories on Amazon, including Business Leadership Training, Education Administration, and School Management.

    From Teacher to Leader provides a practical and inspiring guide for educators, faculty members, and aspiring school leaders who want to make a difference in the face of unprecedented challenges. The book offers a clear path to leadership, with step-by-step guidance, reflective questions, and practical exercises to help readers develop their leadership skills and reach their full potential.

    “Historically, there has been little emphasis on investing in leadership development for educators and unleashing the leadership potential within every educator is the key to transforming education. Having a strong pipeline of future leaders is critical to ensuring the long-term success and sustainability of not only our education system but also our economy,” says Dr. Goodman. 

    “From Teacher to Leader is a grand collection of what is needed in educational leadership. It clarifies the task areas and competencies needed, has an A-Z structured pathway to navigate the shift in roles, includes insights from many who have taken this path, and the great learnings of the authors in their own transitions. Most importantly, throughout societies, the education sector has become more critical and disrupted by serious types of changes. Leadership in these organizations will be paramount!” -David W. Jamieson, Ph.D., Past President of: the American Society of Training and Development (ASTD now ATD) and the NTL Institute

    “The approach of this book is a game-changer for any teacher ready to step into educational leadership.” – J.W. Wilson, Executive Director, The Learning Code Institute

    About the Authors:

    Dr. Eric Goodman: Educational leader, speaker, consultant, and coach with decades of experience. President of Higher Ed Change. Former leader of one of the nation’s largest college of business, now empowering educators and leaders.

    Dr. Kim Nugent: Talent development expert, speaker and certified leadership coach. Passionate about mentoring and guiding aspiring leaders, including those in education.

    They are available for media inquiries, speaking engagements and podcasts. In addition, they offer courses, workshops and resources to develop leadership skills.

    For information or to schedule an interview, please contact: Eric@higheredchange.com

    • Available at https://teachertoleader.com, Amazon and in bookstores.
    • ISBN: 978-1-960995-36-0 (Paperback)
    • ISBN: 978-1-960995-37-7 (eBook)

    Source: Higher Ed Change

    [ad_2]

    Source link

  • In 2024, education will build systems that champion the science of reading

    In 2024, education will build systems that champion the science of reading

    [ad_1]

    Key points:

    Driven in part by Mississippi’s success in improving student literacy scores, educators across the country have been discussing the science of reading and working to align their materials and practices to this research into how students learn to read. In the coming year, that broad trend will continue, with a shift to looking beyond knowledge building as schools, districts, and states begin improving capacity and creating systems aligned to the science of reading.

    Here are a few specific predictions about what that could look like in 2024 for policymakers, schools and districts, educators, and publishers.

    Policymakers

    When it comes to policymakers, much of the action related to the science of reading in the coming year is likely to be at the state level. While there are individuals at the federal level eager to know more and ready to act, there hasn’t been a lot of policy movement at that level yet.

    At the state level, policymakers and decision-makers will continue to develop guidance around the science of reading and evidence-aligned practices. Many states that have recently begun this work start with initiatives focused on building knowledge, which is a great first step. According to conversations in a community of practice that I convene with state education agency literacy leaders, a major focus will be building capacity for coaches to become the conduit between building knowledge and implementing practices aligned to the science of reading.

    I hope that they will continue to draw support from national nonprofit organizations like The Reading League, The Path Forward, and ExcelinEd, as well as tap into the expertise of those who are volunteering their time and energy with The Reading League chapters across the United States. These are people with deep expertise in the science of reading who have worked in schools as coaches and administrators, and who are eager to be resources for state education agencies and other policymakers.

    Recently, I’ve also seen a trend of people I refer to as “reading research legends,” such as Reid Lyon, Doug Carnine, and some of the researchers from The Reading League’s virtual lecture series, finding new energy and excitement as they share research to inform practices. I’m hopeful that their knowledge, experience, and expertise will be leveraged to shape and influence policy, whether it be at the state or national level.

    Schools and districts

    The move toward aligning literacy instruction with the science of reading has largely been a grassroots movement without federal support. Because of the lack of strong national guidance and support, some schools used their Elementary and Secondary School Emergency Relief funds to adopt a curriculum that purports to be the “science of reading.”

    No curriculum, however, is the science of reading, and I believe schools and districts are beginning to understand this. The science of reading is not a set of practices. It is a body of research from multiple disciplines that helps us understand how people learn to read. If a curriculum is focused only on one component of literacy development, or if a district hasn’t worked to build knowledge of the science of reading within its faculty, they may not see the kind of reading growth they’re expecting.

    To address some of those concerns, The Reading League Compass features a page for administrators to provide direction on all of the essential components required to build an entire evidence-aligned literacy system. I predict that in the new year, more administrators and other educators will focus not just on building knowledge and ensuring their materials are aligned to the science of reading, but they will go beyond to examine hiring practices, multi-tiered systems of support, assessments, the science of learning and implementation, and more. If they do, I also predict that they will be rewarded progressive and worthwhile growth in student literacy outcomes.

    Educators

    Educators, including teachers, specialists, and practitioners, have been an essential driving force in the movement to know more about the science of reading. Based on the inspiring work that has been supported by educators leading The Reading League chapters, I can confidently predict that educators will continue to be hungry to understand how to bring evidence-aligned practices and materials into their classrooms. They will continue to be empowered with knowledge of how to support their students’ literacy needs through professional development, curriculum implementation, data-based decision making, and individual learning from professional learning communities.

    Unfortunately, there has been and will continue to be a trend in media and social media attempting to discredit work connected to the science of reading, particularly by companies whose market shares are threatened by shifts in literacy learning and teaching.

    Those organizations are well-resourced and they fan the flames of dissonance by focusing on areas of misconception. The Reading League predicted this, and outlined it ahead of time in our free ebook, Science of Reading: Defining Guide. The guide explains that the science of reading is not an ideology or philosophy. It’s not a political movement or a one-size-fits-all approach to teaching. It’s not a program of instruction or a specific component of instruction such as phonics. As the backlash continues, fueled by moneyed interests and misconceptions, advocates, researchers, and educators will continue to push back on those misconceptions with scientific evidence and, in time, improved student outcomes.

    Additionally, there has been some historic divisiveness between science of reading advocates and some advocates who support diverse learners including English learners and emergent bilingual students (ELs/EBs). This year, The Reading League and the National Committee for Effective Literacy (NCEL), which is an organization that supports ELs/EBs, partnered on a joint statement on the effectiveness of the science of reading for ELs/EBs, hosted on The Reading League Compass’ English Learner/Emergent Bilingual page. I predict that in the coming year, partnerships like the one between The Reading League and NCEL will begin to help heal divisiveness and welcome new, diverse voices into the conversation on evidence-aligned literacy instruction.

    Publishers

    Publishers will continue to work toward aligning their instructional materials to the science of reading in 2024. The Reading League remains hopeful as we hear of publishers using resources, such as our Curriculum Evaluation Guidelines, to refine their materials.

    As I look forward to the new year, the success of schools, districts, and states like Mississippi’s student literacy turnaround is exciting and inspiring, but they didn’t accomplish it by building knowledge alone. They did it through a comprehensive overhaul of their approach to literacy learning. Right now, schools and districts are poised to make 2024 the year the rest of the country puts in the work to follow their example and share in their success.

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Kari Kurto, National Science of Reading Project Director, The Reading League

    Source link

  • In 2024, education will move to adopt AI—but slowly

    In 2024, education will move to adopt AI—but slowly

    [ad_1]

    Key points:

    In education, we tend to move pretty slowly when it comes to adopting new technology, and that pattern won’t change with artificial intelligence (AI). In the coming year, early adopters will continue to play with new AI tools to see how they can be used in education. They will have some amazing successes—and some failures—as they light the way forward and the rest of us endlessly discuss the potential uses and abuses of AI in our classrooms.

    Here is a bit about why we’ll have to wrestle with AI, the barriers we will face in adopting it in the coming year, and a few resources to help educators begin exploring AI.

    Why teachers need to catch up with students

    Students are already introducing themselves to AI tools, so teachers need to help them discover all the ways these tools can benefit their learning in a safe and supportive manner.

    Artificial intelligence tools also have great potential to automate a lot of the grunt work in teaching. I have colleagues who have used AI tools to create rubrics and to offer feedback on rubrics they’d already created. AI can be helpful in creating lesson plans, assessment tools, presentations, seating charts, or letters to your students’ families for back-to-school night. Putting AI to work on administrative tasks will free up their time to focus on supporting students.

    Concerns over privacy and cheating

    Right now, the biggest barrier to adopting AI tools is the fact that many schools simply can’t download or access them because of privacy concerns. In New York, where I work, Education Law 2-D places restrictions on schools’ ability to use software that takes personally identifiable information.

    Here and in other states with similar laws, until AI tools that comply with such laws are more widely available, teachers may have to use their own AI tools on their own computers while they show students what they are doing. Some educational software is beginning to integrate AI tools for student use, like the Canva graphic design suite, and features like that might be another avenue for teachers to safely and legally support student practice with AI.

    While it is important to safeguard personally identifiable student information, some bans on AI in the classroom have nothing to do with that and are more focused on AI as a poor academic source or as a means of cutting corners or outright cheating. These bans are similar to earlier bans on tools like Wikipedia, YouTube, or calculators.

    Wikipedia may be a poor academic source itself because anyone can edit it, but it’s a great place for a student to go learn the basics about a subject, complete with a list of sources for further reading. YouTube may be the largest collection of how-to videos on the planet and, contrary to the insistence of every teacher in the 1980s, you do in fact carry a calculator in your pocket with you everywhere you go these days. Just as with AI, we’re not really afraid of the tools themselves, but what we imagine students will do with them. The answer, then, is not to ban the tools, but to teach students appropriate ways to use them.

    Worries that students will cheat with AI don’t strike me as much different than worries that they would copy from the encyclopedia. Everyone is looking for the AI version of Turnitin, but the best way to prevent students from cheating with a tool is to introduce them to it. As soon as their teacher is using something, it won’t be cool anymore, so you’re already halfway there.

    Give your students a short writing assignment and give ChatGPT the same one, then have your students compare them and talk about the differences. Ask if it really seems like an efficient way to get information, given that you have to read it, vet it, and revise anyway. Then talk about more legitimate ways you might use it. AI tools are great for creating a table of contents or an outline to help get ideas flowing. They can also provide helpful feedback and suggestions for revision. There are many different ways to bring AI tools into the writing process, and as long as students have plenty of discussion about the differences between writing something themselves and having the software do it, they are all potential learning opportunities.

    Getting the conversation started

    The best way for teachers to get started with AI is just to play around with it. I was a little nervous to jump in myself, but you can use it for low-stakes personal stuff at first if it makes you more comfortable. Ask it to give you a trip itinerary for a vacation you’re taking, or to plan a romantic dinner for an upcoming anniversary. If you’re really stumped, just ask an AI tool for a list of fun and useful ways to use AI, then give a couple of your favorites a shot.

    I would give administrators the same advice. Just jump in and start playing on your own time,  then introduce a tool at a faculty meeting and have some fun. We all need to be on the same page and using the same language, so get some experience with AI tools until you know the meaning of phrases like “machine learning” and “generative model” inside and out before you come up with a plan to introduce these tools to students.

    Once teachers do introduce AI tools to the classroom, it’s important to focus on process, not product. AI still gets facts wrong all the time. It hallucinates information that never existed. It can be prone to biases and discrimination, can’t understand emotions, and is incapable of creativity. Students will need digital citizenship skills—along with traditional soft skills like critical thinking—to critique the output of these systems. Rather than focusing on the product AI gives us, assignments related to these tools should focus on the process of vetting them. How do you check facts? How might the output of this tool be affected by the samples it was trained on?

    Just getting a conversation about AI started in a professional learning community can go a long way toward getting good ideas out there. Pretty much any edtech organization these days offers resources to help teachers learn about AI as well. ISTE has several resources, including books, pamphlets, and a whole class. I participate in a podcast called AI Café, hosted by BAM Radio, where we’ve talked about a plethora of topics connected to AI in education. Even looking at your own state’s standards to see how AI is incorporated to them could be eye-opening.

    If you haven’t already, don’t be afraid to get your toes wet in the new year. Artificial intelligence has the potential to change the world and, if we let it, to improve education. We just have to dive in and get ready to support our students.

    Latest posts by eSchool Media Contributors (see all)

    [ad_2]

    Julianne Ross-Kleinmann, Instructional Data Analysis & Technology Specialist, Ulster County BOCES

    Source link

  • Schools in Portland, Oregon, reach tentative deal with teachers union after nearly month-long strike

    Schools in Portland, Oregon, reach tentative deal with teachers union after nearly month-long strike

    [ad_1]

    PORTLAND, Ore. — Oregon’s largest school district said late Sunday it had reached a tentative agreement with its teachers union and roughly 45,000 students would be back in school Monday after more than three weeks without classes.

    The agreement must still be voted on by teachers who have been on the picket line since Nov. 1 over issues of pay, class sizes and planning time. It must also be approved by the school board, but the union agreed that classes could resume while those votes go forward. Portland Public Schools students missed 11 days of school before the district began its weeklong Thanksgiving break.

    “We are relieved to have our students returning to school and know that being out of school for the last three weeks — missing classmates, teachers and learning — has been hard for everyone,” Superintendent Guadalupe Guerrero said in a statement.

    The teachers’ union said the tentative deal was a big win for teachers and students alike in areas of classroom size, teachers salaries, health and safety and mental health supports for children still struggling from the pandemic. Students will make up missed school days by cutting a week off winter break and adding days in the new year.

    “This contract is a watershed moment for Portland students, families, and educators” said Portland Teachers Association President Angela Bonilla. “Educators have secured improvements on all our key issues. … Educators walked picket lines alongside families, students, and allies – and because of that, our schools are getting the added investment they need.”

    The deal would provide educators with a 13.8% cumulative cost-of-living increase over the next three years and about half of all educators would earn an extra 10.6% from yearly step increases, PPS said. The agreement would also add classroom time for elementary and middle grades starting next year and increase teacher planning time by 90 minutes each week for elementary and middle-aged classrooms.

    The district would also triple the number of team members dedicated to supporting students’ mental and emotional health.

    Students last attended school on Halloween.

    Many parents were supportive of the striking teachers, but as the school closures dragged on, some raised concerns about learning loss among students, especially after the long school closures during the COVID-19 pandemic. There was no online instruction during the strike.

    Tensions escalated as talks continued during the Thanksgiving break, with teachers marching on Tuesday across a major bridge and stopping rush-hour traffic for about 15 minutes. One school board member’s rental property was vandalized and another had posters taped to his car, Oregon Public Broadcasting reported.

    Even celebrities, including several actors who portray beleaguered and underfunded teachers on ABC’s hit comedy show “Abbott Elementary,” posted videos of support on the teachers union’s Facebook.

    The Portland Association of Teachers, which represents more than 4,000 educators, said it was the first teachers strike in the school district. The union has been bargaining with the district for months for a new contract after its previous one expired in June.

    Teachers were angry about growing class sizes, lack of classroom support and planning time, and salaries that haven’t kept up with inflation. The annual base salary in the district starts at roughly $50,000.

    Portland Public Schools repeatedly said it didn’t have the money to meet the union’s demands. Oregon lawmakers approved in June a record $10.2 billion K-12 budget for the next two years, but school district representatives said that wasn’t enough. Earlier this month, some state lawmakers held a news conference on the steps of the state Capitol to urge a resolution.

    The district urged voters in its statement to press state lawmakers for better school funding and said it would have to make budget cuts to afford the concessions to the teachers’ union.

    [ad_2]

    Source link

  • Democratic governor spars with Republican challenger over pandemic policies in Kentucky debate

    Democratic governor spars with Republican challenger over pandemic policies in Kentucky debate

    [ad_1]

    Democratic Gov. Andy Beshear defended his sweeping COVID-19 pandemic restrictions as he faced an onslaught of criticism from Republican challenger Daniel Cameron in a high-stakes debate Monday night, coming about two weeks before Kentucky’s closely watched gubernatorial election.

    Cameron acknowledged, meanwhile, that if elected he would sign legislation that included school vouchers, after being pressed for his stand on the divisive education issue.

    The bitter rivals sparred over the economy, education policies, abortion and transgender issues during the hourlong debate shown statewide on Kentucky Educational Television. They were pressed to drill down on many of their policy positions during the latest in a series of faceoffs before the Nov. 7 election.

    Some of their sharpest exchanges came when questioned about pandemic and education policies.

    Beshear, who is seeking reelection to a second term, was asked to critique his policies during the height of the deadly COVID-19 pandemic, while Cameron was pressed on what he would have done differently.

    The global health crisis dominated the first half of the governor’s term, and his restrictions on businesses and public gatherings have come under constant attack from Cameron, the state’s attorney general. The virus has killed more than 19,000 Kentuckians since early 2020.

    Beshear said he believed he made the best decisions he could have with the information he had at the time. Talking about the health crisis in personal terms, the governor noted that he mentioned every pandemic death in Kentucky during his daily press conferences to update people about the virus.

    “I showed people during the pandemic I was willing to make the hard decisions, even if it cost me,” Beshear said. “I put politics out the window, and I made the best decisions I could to save as many lives as possible.”

    Cameron countered that the governor infringed on constitutional rights with his restrictions.

    “This governor, because of pride, won’t tell you that he has regrets,” Cameron said.

    As the state’s attorney general, Cameron successfully led GOP-backed court fights against the governor’s pandemic actions, which essentially halted the COVID-era restrictions. Cameron said the governor’s policies amounted to executive overreach. Beshear said his actions saved lives and that he leaned heavily on guidance from former Republican President Donald Trump’s coronavirus task force.

    Cameron said Monday night that the restrictions hurt small businesses, many of which haven’t recovered. School closures during the pandemic led to widespread learning loss among students, he said.

    “Your kids are behind because of this short-sighted decision,” Cameron said, blaming it on Beshear.

    Beshear responded that he made vaccinations a priority for teachers to get schools reopened. Sending teachers back to classrooms before having access to the vaccine would have put them at risk, he said.

    “It was real,” Beshear said during another exchange about the pandemic. “And acting like we shouldn’t have taken those steps is a slap in the face at all those health care workers that marched into the COVID wings when they didn’t have enough PPE, knowing they could take it home to their families.”

    Education became another flashpoint in the debate, especially when the focus turned to school vouchers.

    Asked repeatedly for his stance, Cameron eventually said that if elected he would sign legislation that included school vouchers or scholarship tax credits. Cameron said he wants to “expand opportunity and choice,” while noting that the education plan he unveiled earlier in the campaign focuses on public schools. Democrats say that was a strategic omission meant to mask his support for school choice measures they say would weaken public education.

    Beshear, meanwhile, reiterated his staunch opposition to vouchers Monday night, saying “they steal money from our public schools and send them to our private schools.”

    As attorney general, Cameron’s office unsuccessfully defended a Republican-backed measure to award tax credits for donations supporting private school tuition. Kentucky’s Supreme Court struck down the legislation in 2022. Bills promoting charter schools and private school-related tax credits were among the most contentious faced by Kentucky lawmakers in recent years, splintering Republican supermajorities.

    Each candidate touted his plan for public education during the debate.

    Beshear has proposed an 11% pay raise for teachers and all other public school personnel, including bus drivers, janitors and cafeteria staff. The governor said the raise is needed to get enough teachers in the classrooms to help students in need catch up. Kentucky lags behind most of the country in average teacher starting pay and average teacher pay.

    Cameron has proposed raising the statewide base starting pay for new teachers, saying it would have a ripple effect by lifting pay for other teachers. Another key part of Cameron’s plan would develop an optional, 16-week tutoring program for math and reading instruction to help get students caught up.

    [ad_2]

    Source link

  • Candidates wrangle over abortion policy in Kentucky gubernatorial debate

    Candidates wrangle over abortion policy in Kentucky gubernatorial debate

    [ad_1]

    Democratic Gov. Andy Beshear and Republican Attorney General Daniel Cameron accused each other of taking extreme stands on abortion policy Monday night as they wrangled over an issue that’s become a flashpoint in their hotly contested campaign for governor in Kentucky.

    During an hourlong debate at Northern Kentucky University in Highland Heights, Kentucky, the rivals fielded questions over education, taxes, public safety and the monthlong strike by auto workers, which has spread to Ford’s highly profitable Kentucky Truck Plant in Louisville.

    The candidates tried to one-up the other in their support for public education. Some of their sharpest exchanges during the televised debate, however, came when asked to lay out their stands on abortion.

    Their remarks, which took place about three weeks before the Nov. 7 election, came against the backdrop of Kentucky’s current abortion law, which bans the procedure except when carried out to save a pregnant woman’s life or to prevent a disabling injury.

    Beshear said that his challenger celebrated the abortion ban’s passage and pointed to Cameron’s long-running support for the law as written, without exceptions for pregnancies caused by rape or incest.

    “My opponent’s position would give a rapist more rights than their victim,” Beshear said. “It is wrong. We need to change this law. We need to make sure that those individuals have that option.”

    Once Roe v. Wade was overturned by the U.S. Supreme Court, the state’s trigger law — passed in 2019 — took effect to ban nearly all abortions.

    Cameron reiterated Monday night that he would sign a bill adding abortion exceptions if given the chance, a position he revealed during a radio interview last month.

    Cameron went on the attack by pointing to Beshear’s opposition to abortion restrictions passed by the state’s GOP-dominated legislature. As attorney general, Beshear refused to defend a law imposing a 20-week ban on abortion, and later as governor he vetoed a 15-week ban, Cameron said.

    “That is Andy Beshear’s record on the issue of life,” Cameron said. “It’s one of failure for the unborn.”

    Beshear responded that he has consistently supported “reasonable restrictions,” especially on late-term abortions. Beshear also noted that the 15-week ban lacked exceptions for rape and incest.

    Abortion polices have been at the forefront of the campaign. Beshear’s campaign released a TV ad last month featuring a Kentucky woman who revealed her own childhood trauma while calling for rape and incest exceptions. The woman, now in her early 20s, talked about having been raped by her stepfather when she was 12 years old. She became pregnant as a seventh grader but eventually miscarried.

    Meanwhile, the candidates took turns touting their plans to improve public education.

    Cameron accused the governor of mischaracterizing his plan to help students overcome learning loss when schools were closed during the pandemic.

    “We need a governor that is going to lean into this issue to fight for our kids and make sure that they have the best education system here possible in Kentucky,” Cameron said.

    Beshear highlighted his own plan calling for an 11% pay raise for teachers and all public school personnel, including bus drivers, janitors and cafeteria staff. He said he’s supported educators “every step of the way” to raise their pay and protect their pensions as governor and previously as attorney general.

    “If we want to catch our kids up in math, you have to have a math teacher,” the governor said. “And it’s also time for universal pre-K for every four-year-old in Kentucky.”

    Beshear criticized Cameron for supporting a Republican-backed measure to award tax credits for donations supporting private school tuition. The Kentucky Supreme Court struck down the measure last year. The governor and other opponents of the bill said the program would have diverted money from public schools. Supporters said the measure offered opportunities for parents who want new schooling options for their children but are unable to afford them.

    “He (Cameron) supports a voucher program that would take tens of millions of dollars out of our public school system,” Beshear said. “Out of the paychecks of our educators, out of the resources that they need, and again send them to fancy private schools.”

    Cameron has proposed raising the statewide base starting pay for new teachers, saying it would have a ripple effect by lifting pay for other teachers. Cameron’s plan also would develop an optional, 16-week tutoring program for math and reading instruction.

    “We need leadership that’s going to catch our kids up,” Cameron said.

    [ad_2]

    Source link