By Tom

My colleague Kelly posted a wonderful review of HB 1410/SB 5444, which, as she pointed out, is causing quite a stir among teachers, especially within the WEA. Kelly challenged us to "Pick a passion and carve out a piece of the negotiation." So that's what I'll do.

There's a lot to like and a lot to dislike about these bills. (Frankly, there's a lot to read, which is why it's taken us so long to respond to them.) What I like most is the focus on early education. What I dislike most is the timing. Our state is looking at an $8 billion budget hole. Therefore, everything in these bills (and every other bill brought up during this session) will be evaluated in that context. That said, let's assume that parts of these bills will actually be judged solely on their merit, regardless of cost. (Author's note: I've since learned that there isn't any money at all in this bill.)

Given that premise, I'll focus on something that disappoints me more than I thought it would. If passed, Washington State will phase out the practice of compensating teachers for getting a master's degree. Instead, there'll be a new salary scale, which will reward teachers based almost entirely on their demonstration of effective teaching skills. Now, I certainly don't have a problem with paying for those skills that will lead to increased student learning. I've already put up several posts to that effect. But I like things in balance. Specifically, these things: knowledge, skills and dispositions.

Yes We Can build a comprehensive long-term vision for basic education funding while dealing with the current economic crisis in a way that supports school funding.

Two months ago, I went to Olympia to testify before the Basic Ed Funding Task Force. As the proposal was finalized, I was shocked to learn the policymakers had not been more inclusive of the Full Funding Coalition (WEA, AWSP, PSEW, WASA, WSSDA). The members are essential to any education policy decision. What were you thinking?

Last night, I came home from yet another 12-hour day to a slew of emails from my state association against HB 1410/SB 5444. I don’t expect to agree on every topic, but I do expect my association to refrain from setting up win/lose situations, especially on a policy that isn’t a simple, isolated item. These bills are attempting to address deep inadequacies in basic education funding in a comprehensive way. What are you thinking trying to kill them rather then negotiating through their content? Legislators and union leaders – We Can Do Better! Our students do not need a political battle to the death that leaves them the losers. They need an honest negotiation of a multi-faceted policy. That’s the most important message I have, but if you’d care to hear more about a few specifics in HB 1410/SB 5444 and the Full Funding Coalition’s bill SB 5607 that will soon be discussed in Olympia, read on.

By Travis & Tom 

The plan to replace the WASL was unveiled on the OPSI site yesterday. For many, this headline will create a smile. But dig deeper, read the press release and overview and see what you think.

It’s hard to get the image of shiny, brightly colored cereal packages emblazoned with cartoon characters out of our heads, each with their own self-indulgent promise of  “Tasting great!” or “10% more!” or “New and Improved!”  It seems like the world’s use of exclamation marks can be found in the cereal aisle. But of course, when you open the new box and pour it into your old bowl and eat it with your old spoon, it usually tastes a lot like the old cereal.

Some days I feel like Sisyphus, carrying the same basket of laundry upstairs just to have it end up downstairs to be washed, or picking up toys just to have them appear on the floor as if a godly punishment for hubris. Again and again, day in and day out. Some days are better than others. However, this week, it was especially Sisyphistic.

Yep, that’s right. I just used that adjective. Check it out on Google in a month and see if it has caught on with the teenagers, “Hey Jennifer, you are looking totally Sisyphistic with your physics textbook.”

Anyway, I do have a point. And an education point at that. It goes like this . . . 

By Tom

Homework's making headlines. After enjoying a heady period as a great way to boost test scores, it's starting to take some heat, most notably on the Today Show by the authors of an anti-homework blog and companion book. According to them, homework is hurting our children.

Where were they when I needed them?

By Tom

A new report, commissioned by CSTP, was just released on science education in Washington State's elementary classrooms. It was conducted through interviews with 34 experienced teachers, many of whom are NBCTs.

The title speaks volumes: Science Education in Washington's elementary Schools: A System at Risk. Among the findings:

• It takes time and money for school districts to build a strong science program in the early grades.
• Most districts are investing in kit-based curriculum and providing appropriate professional development.
• Literacy and math instruction trump science education, in terms of both district and teacher priority. Teachers spend as little as 45 minutes per week teaching science.

I wasn't personally involved with this survey, but I see evidence of the findings all around me. After a huge literacy renaissance two years ago, my district adopted a new math curriculum this year, and the two subjects seem to be consuming everyone's attention. In many classrooms, science is the first "horse thrown off the ship."

So what?

by Tom

Five years ago, Washington Superintendent of Public Instruction Terry Bergeson was running for re-election in what was to be her second-toughest campaign. She was challenged by Judith Billings, who had the job before Terry took over in 1996. My mom called to tell me that there was going to be a debate between the two candidates at our local community college and she wanted me to take her to watch it. So I did, and on the way over she asked which candidate I was supporting. "Billings," I told her, but mostly because she had the support of the WEA, and I've always been a union guy.

I have to admit, I have a bias here. I feel comfortable around technology and use it for education and social learning. I teach two online courses and use technology in my classroom for podcasts, vidcasts, and instruction; my students use technology as well for more than word-processing. So when I saw that Michigan was leading the way in online courses, I had to read the article, oh, and by the way, the article is online.