Teachers United Will Never Be Defeated

I had two intentions when writing this post. The first being for my own mental clarity and processing. There is so much going on in my professional and personal life already; my healthiest way of processing through big emotions is through writing. The second intention, by sharing this work I hope that I can connect or clarify for at least one person. 

As of this morning, Arizona teachers plan for day 3 of a statewide walk out after the five demands were ignored by Legislature for too long (at least that’s how most teachers and many parents feel in Arizona).

The following information is found on the Demand page from www.arizonaeducatorsunited.com.

1. 20% raise for all teaching and certified staff
- 2018-2019 school year

 - Built into the salary schedule at the district level, mandated by the state

2. Competitive wages for all classified staff

- Based on inflation of previous year

 - Aim to pay job families comparatively/competitively with similar jobs in the local market

- Honor years of experience in school district of employment 

3. Return school funding to 2008 levels

- Decrease class sizes to 23:1

- Provide 21st century resources and curriculum materials

4. No new tax cuts until AZ per-pupil spending reaches national average
- Reapportionment of tax revenue should not hurt programs that help the low socio-economic status families and individuals

- Tax revenue should be generated from sources that are generated within the state economy. 

5. Yearly raises until AZ teacher salary reaches the national average

- Steps based on years of experience with no comparison or reduction of years that qualify

- Lanes based on amount of education including work beyond an earned degree

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I’d like to start by filling you on my current career game plan. After four years of teaching, all of which were in Arizona, I am planning to return to my home state at the end of this school year. For the purpose of this piece, the only important detail is that my initial and strongest reason for leaving back to Ohio is due to personal relocation. Something else that is an important factor to understand is the following fact. I will directly receive ZERO benefits of the demands if they are met.

In my eyes, the Walk Out is still something worth fight for. Teaching is very different than what I expected and my actual experiences have been nothing I’ve felt super prepared for. Part of that is due to me gaining my education in Ohio and I have only taught in Arizona. When I think back to my college experience spending countless hours in different classrooms learning and reading about different scenarios, I never guessed this would be my future reality. I would say that I had a pretty great educational experience at Walsh University, and I honestly don’t think they could’ve changed anything to make me more prepared for what I experienced; you just have to learn through experience for some things. 

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The following is a breakdown of the demands and a first or second hand  account of the negative impact on Arizona education.

Demands number one, two, and five are all about providing raises for all school staff.

From the experience of a young educator, I can tell you that I knew going into education, I wouldn’t be rich. However, I can also confidently say that I also didn’t think I would need to find side jobs to make ends meet or to provide for my own students. I also knew that teaching meant spending a lot of hours uncompensated for at home and school to make sure my students had the best learning opportunities tailored to them. As a special education teacher, I spend a lot of time planning and collaborating to ensure my students can access curriculum and to ensure that all adult team members know how to best set each student up for success. I didn’t realize that meant I’d be at work most mornings at 5:30 in the morning and still take work home at the end of the day. I know, I know, not all teachers do that, but I couldn’t successfully provide the best with what I have if I didn’t put in that time and effort. I am one of many teachers that have had to find other ways for additional income in order to pay the bills. Speaking of, I am currently an Usborne Book Lady. I do love that the company’s purpose is to help promote literacy for families. It’s definitely fun to help friends and families earn awesome rewards for their little ones all while earning free books to support my classroom and some extra cash to help with the bills. 

~If you are at all interested in checking out some
crazy awesome books for kiddos or learning
how you can help support my (or start your)
business, e-mail me at c.smithmihi@gmail.com.~

Classified staff also need a livable wage. For both classified and certified staff, no livable wage means higher turnover rates and less people to fill those positions. That also means, less qualified adults working with the children of Arizona... or less adults in schools overall. 

This year, I am teaching a 6th-8th grade self-contained classroom for students with social and/or emotional disabilities. Due to the nature of our classroom and typical student behaviors, my classroom typically has one teacher and two support (classified) staff members. The main reason my classroom needs 3 adults, is because at times, my students can become violent and my number one job, even before instruction, is maintaining a safe learning environment. This school year, I have been short staffed for all but a few months. We have held interviews, but we haven’t found someone qualified that wants the job mainly due to the money.

This year, my students have been negatively impacted due to school staff not making enough money in many ways.

1. We’ve had a revolving door of adults in and out of my classroom with many substitute Educational Assistants not having proper training to work with students with social/emotional disabilities. This ended up being a trigger for my students and caused more behavioral escalations. My students typically have trust issues and behaviors stem from anxiety or feeling unsafe. How would you feel if there was a different adult in your classroom everyday when you were in middle school? I can imagine feeling overwhelmed getting used to new faces and a whole new set of expectations on the daily. Many of the subs also were not CPI (Crisis Prevention Institute) trained in order to assist with restraints as necessary, nor were they able to maintain the 10 other students independently. Students learned to escalate, so they could evacuate and go to the computer lab and be supervised by pulling staff from other rooms because that was often the option when things become too unsafe for all students to be there. Also, due to lack of trained staff and lack of a safe environment (no padding on any walls or a safe area for de-escalating physically aggressive students), I suffered not one, but two concussions. This impacted my students, because I had to miss work for appointments (that I had very little say in scheduling through the agency my district uses for Workman’s Compensation), and because I attempted to teach with a concussion. Again, I am aware that working with students that struggle processing and appropriately expressing their emotions poses risks; but many of our staff injuries could be prevented with either more trained staff or a safer area.

2. The program I am required to run is based on a point system dependent on an opportunity to purchase daily. There are very few funds to help the teachers that run my program out when filling the store. I have often had to tell my students I am sorry, I have to wait until next Thursday (payday) to restock the store. I have also asked parents and friends/colleagues to donate. That always works for a little while.

3. I teach middle school and 9 of my 11 students are boys. Hello hormone stage, body changes, and body odors! Also, my students eat breakfast AND lunch in my classroom every day. Each classroom gets so many wipes when our school or our PTA has funds for it. Other than that, you’re on your own. There are days that I think we literally go through a whole pack of wipes in its entirety. I’m trying really hard to teach healthy and clean habits and to stop what seems to be the never ending cold/flu/stomach virus that has been playing tag in my classroom since roughly December. Again, sometimes I wait for payday, and sometimes I have to reach out for more donations. Parents that are able to are always willing to help, but I don’t think I mentioned that currently 98% of the students at my school qualify for free and reduced lunch, so they often don’t have a lot of extra lying around either.  Currently, the one Educational Assistant that I do have donates wipes to my classroom all the time. I even have a student that donates hand soap so we can wash our hands before breakfast and lunch without making two daily whole class trips to the bathroom.

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Demand three deals with high class sizes and a lack of resources.

My first three years teaching, I worked at the same school I now. I still worked with students that qualified for special education services, but I provided services through an inclusion model. An inclusion model means that I worked alongside to plan a co-teach with general education teachers to assist all students in their classroom; identified or not. There is much research on the benefits of inclusion. My favorite benefits are that it allows specialized instruction to be more closely aligned with grade level curriculum, sometimes at-risk students have better access to support to find more success, and it allows for general and special education teachers to work together to create opportunities for the most success for each student. Another benefit is that there is a positive correlation on decreasing the achievement gap between identified and non-identified students in comparison to the resource model for services. The resource model is when an identified student leaves their grade level non disabled peers to receive specialized instruction in a separate classroom. There are benefits to the resource model in some situations depending on the individual student. Currently, my school does a combination of both models. Unfortunately, there are still some major roadblocks that negatively impact students (and teachers).

1. High class sizes causes high staff turnover rates, which does not benefit students. 

At one point, I had a caseload of 30 kids among 3 different grade levels. I provided services in up to 7 different classrooms a day, meaning I need to regularly meet and plan with up to 7 teachers. This spread me way too thin and the high caseloads (one of the current positions has 38 identified students on her special education caseload). On top of planning, teaching, and meeting, special education teachers also need to find time for progress monitoring to collect data on IEP goals as well as write IEPs annually for each student.

This negatively impacts students because there are not enough hours in the week for all of those things to happen with 100% effort. For example, federal law allows for states to control whether there are caps on caseload sizes for case managers. Arizona does not have any regulations, meaning there is no limit. This makes it harder for good and qualified special education teachers to stay for numerous years due to burnout. To give you a point of comparison, according to the Ohio Operating Standards for the Education of Children with Disabilities, Ohio has state caps for ALL case managers. This keeps numbers smaller which allow more effort can be put into truly giving each student what they need. This allows for more data to be used for IEP decisions such as service time. I have seen districts choose to determine service minutes based on a teacher’s availability to provide minutes rather than determine minutes based on what the student needs.

All of this works the same in a general education classroom. I have many friends/colleagues who are general education teachers. I also happen to be dating one. The highest class size at my school this year in a general education classroom was roughly 40 students. Also.. They were eighth graders. Eighth grade typically presents with many behaviors and it can be very difficult for one adult to manage/monitor, teach, assist, and create meaningful relationships with 40 students. Having cap sizes on classes would allow for Arizona students to make gains and stop performing at the bottom of the nation. 

This very reason has also caused many great educators to flee the state or even education all together. There are many days teachers end their day feeling defeated because they gave all they kid and it still wasn’t enough. See, I can handle that if we provided the best opportunity that the student had the legal right to access due to his/her disability, but there are just so many factors out of my control that many times, I do everything I can given the available resources, but it is often not exactly what the student needs; and I can’t control that

2. Another negative impact this has is it can decrease the effectiveness of teacher instruction. When there are too many students, often times instruction moves slower and every student can’t get individualized instruction because there aren’t enough minutes in the day. When you’re pulled too thin, you can only do what you can do to push through and make any progress you can. 

3. The third, and potentially most impactful, reason is that when you have high class sizes, often times there are physical and emotional needs of students. Our nation’s youth have been presenting with more mental illness and emotional instability than ever before. Academic gains can’t be expected when a student’s physical or emotional needs aren’t met. The reason being, physical and emotional needs are essential. If they aren’t met, the brain is not capable of being in its best condition to obtain and retain new concepts and skills, nor to demonstrate knowledge or mastery of previous learned concepts and skills.

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Demand four relates to the amount of money Arizona spends per pupil.

Arizona spends more money per inmate than per student, and many people see a problem with that. The people in support of the#RedforEd movement are demanding they there are no new tax cuts until Arizona’s per-pupil spending matches the national average. 

These issues have negatively impacted my students and instruction.

1. We’ve had programs cut due to tax cuts that are extremely necessary to have. For example, we had a Newcomer Program that allowed for us to best support the refugee students and other ESL students that attend our school. When this program was cut due, those students, many of whom have never seen a wall with buildings let alone spoke English, was mainstreamed into a general education class. This meant general education education teachers, often times with zero to limited formal training or experience, were now responsible for teaching English to those students. 

2. Often times, tax cuts impact after school programs such as tutoring, clubs, and sports. These cuts often negatively impact the families and communities that need these programs the most. This further increases the achievement gap between low and high socioeconomic communities. 

3. Similar to a recent proposed plan, often times proposed budget increases actually take money from other necessary departments within education, such as the Special Education Department. Many people are unhappy that there haven’t been proposed solutions that don’t hurt students.

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Honestly, this walk out is hard for many of us and it’s quite inconvenient. We have and continue to put a lot of time into this movement and fighting so that our students and colleagues can have better because they deserve better. I firmly believe I this movement regarding the following negative impacts it has on me personally...

1. I won’t see any direct benefit to me by any changes.

2. This has caused for a lot of impertinent meetings that impact students to be cancelled or rescheduled. 

3. This is actually currently halting my life plans to move. Depending on how long this goes, it has potential to extend the school year.

4. This is prolonging the start of my official transition to teach in Ohio and get things set up with HR for next year.

Teachers aren’t just walking out because they want (need/deserve) more money, they are walking out and staying out because they are sick and tired for giving all that they have and it still not being enough for kids. We are not content nor complacent with the public education system in Arizona and are willing to fight for what’s right. We constantly teach our kids to advocate for themselves and to stand up boldly and confidently for what’s right. It’s our turn to lead by example on a large scale. If we don't stand up and fight and advocate for our students than we wouldn't be providing the best for them.

-Ramblings of a young, determined, passionate educator.

Wolfpack

In Education, things are constantly changing; new research for best practice, curriculum, standards, schedules, laws, funds (or lack there of), programs, etc. Most educators know this before they begin their career. 

While I was in college, Professor Lisa Baylor, who taught one of my Intervention Specialist classes, constantly reminded us that, "Schedules change and that's okay". It was a phrase she had used in her classrooms and it really stuck with me, because I've never really been fantastic at change. Routines keep me sane. The familiarity and repetition can be very soothing so when things change, I really try  to handle it as best I can and I often refer back to that phrase.

In fact, when I first began my career at GESD, in an induction group we were asked to come up with a mantra or message for the year to share with everyone, and I used that phrase. Sure enough, my schedule constantly changed my first year. With the help of amazing colleagues, leadership, and administration I coped pretty well. Now, changes in my schedule don't affect me.. as much. ;) 

This year, I'm really struggling with changes because of how it is affecting me students. For example, a few weeks into the school year, we lost a position and had to change the entire middle school schedule. I was really mostly okay with the schedule change for myself, but I was very nervous for some of the students. Since the schedule change, things have definitely felt overwhelming. The students are somewhat adjusting to their new teachers, but instructionally we've had to start from the beginning to build up procedures and protocols as some teachers have new students or have lost students or have even changed content. This has been extremely difficult. The cool thing, is that the school I work has built up and continuously fosters a positive, we-can-and-we-will-together attitude. Amidst the changes, we have been able to rise and carry on. 

The collaboration and spirit among the staff is inspiring. It's cool working at a place that genuinely supports each other and works together on a daily basis in order to improve student and staff growth. We care about each other in a genuine manner, not in the 'oh, we're work friends' kind of way. It really does make a difference on those real rough days, to know that you are have an entire wolf pack behind you getting their hands dirty for the betterment of our entire school community.

This weekend, yet another big change. Due to architectural issues, our buildings are not deemed safe until some construction is done. That being said, these changes are not new, but there has been a lack of educational funding to fix things before they reached this point. Reality is this is where we are at, so what are we going to do,

There is a plan in place that seems reasonable and as good case scenario as this situation could be. I'm nervous about how it will affect our kiddos and I have tons of questions. Will all my students be able to make it? Will they be able to bus all students to the new location? What all will I need to bring to put in the shared classroom? How much instructional time will we lose? Will my students that struggle with routines be okay? Will I still be able to hit all of my service minutes? Questions flooding in the whole meeting.

Though it is scary, I do firmly have faith that things will work out. We will get through this. There is always something, but as a staff/team/wolfpack, we've become pretty great at fulfilling our school pledge as 'problem solvers and lifelong learners'.  We will rise from this, together. It is a change and it will affect things for a little while, but we'll pull through because we always do.

​​

 

Look at the FACTS!

Data Data Data!

It really is so incredibly important to constantly be looking at the data. Personally, I think one of the worst mistakes that are made by teachers is when we look at a child and bring preconceived notions to the table. Collecting data provides facts about the students and allows us to look at what we know; not what we think about the student. I have multiple different trackers that I use for different types of data… behavior trackers/small group trackers/specific skill trackers/overall progress trackers… etc. Here are a couple of pictures of my different forms of trackers I use for data collection. I also have provided links to blank versions of these resources.

I use different trackers for small group instruction in various areas. I have a math intervention group that I see 3 days a week. I track all of that data filling out these forms I’ve created. They are easy to use/read and allow me to have evidence and notes to share with my colleagues to keep everyone on the same page about the progress of this group.


This next one I use in a class that I co-teach in using small group instruction two days a week. I have one sheet for each group. Each filled out sheet goes into a binder with student samples directly behind it. This allows my colleague and I to review student work and plan for future groups. All of this data helps us learn how we can improve and to praise our students when they have made progress. :)This is a version of blank trackers that you could manipulate to collect data of any small group.



I also work with many different students on behavior trackers. The picture below shows how I track all of that data throughout the weeks. I have each daily tracker filed behind this sheet in a binder, in order, with parent signatures. This allows me to have easy access to the information when it comes to parent and/or team meetings about this individual.



What types of data collection trackers do you use?

-C

What I've Learned from my Students

Here we are, a week after the second quarter has finished of my first year of teaching. I can not believe what my students have taught me already. They continue to amaze me each and every day.

1. Respect is EVERYTHING.

For the majority of the students at my school, respect is literally all they have. All they have to offer; to take away; to lose; to earn. Respect drives every interaction. If you have their respect, that means they feel that you respect them. Respect is such a big deal because of their home lives. All they know is who has been there and who hasn’t. Once you lose that respect, it will take a very, very long time for you to earn it back; if ever.

2. They are way older than junior high.

My students have seen so much more life than most of us did when we were their age. They know (and care) more about surviving on the streets than about annotating and paraphrasing the Declaration of Independence. They can’t see past tomorrow. They’ve grown up way too fast without learning how to think about their future. One sad reality for me was when we asked one seventh grade class what one of their life long goals were.. and the majority of them said they wanted to make it to high school.

3. I have a bigger impact than I thought.

One of the eighth grade teachers has her students write appreciation letters to different people at the school. Last week I received eight letters from eight different students. Two of the students have actually never experienced me in the classroom. It’s really cool watching students open up and begin trusting in you; they gain confidence and begin trusting in themselves. I try to instill in each one of my students that they matter; through my actions and words.

4. I care about them way more than I thought I could.

My students are the reason I teach. They really do listen to what I have to say and they work their butts off… even when they don’t want to. They brighten my darkest days. My favorite part of my warning is when two sisters come in through the gate beaming and running down to hug me. They are both much younger than the students that I work with… but every morning they hug me and tell me good morning. Over long weekends, I worry about my students. I genuinely care about them and want them to be successful in all areas of their life.

5. I really can do this.

Whenever I am doubting myself; my students and their hard work and progress remind me that I can. They remind me that I’ve worked hard for where I’m at; that we have worked hard together this year… pushing ourselves and each other.

My students really are amazing. I am so proud of them and everything that they have been doing and working for.

-Giddy First Year Teacher Moment-

I'm Only Human

So I have this warped concept in my head that goes something like this...

Caroline. You are now an adult. You have a career. You're a big girl. Get your stuff together. No excuses. No exceptions.
And then... I remind myself that I really am only human. Nobody is expecting me to be perfect.

This really reminds me of Christina Perri's song: I'm Only Human.

     **Please let me preface this section with the understanding that I am completely aware that this song was not written to be viewed/compared with any type of job/career... but bear with me.



I can hold my breath. I can bite my tongue. I can stay awake for days if that's what you want. Be your number one.

I can hold my breath and I can bite my tongue. There are many times throughout my week that I am reminding myself to breathe and bite my tongue.. and that is typically because I might be too tired to process through rational thinking for that given situation in that moment. It seems that I often wake up exhausted no matter how early I get to bed the night before. I argue that the 'you' (at least in my situation) is actually representing myself. I am asking myself to do too much. I'm expecting myself to do everything.

I can fake a smile. I can force a laugh. I can dance and play the part if that's what you ask; give you all I am.

I can fake a smile and force a laugh. I can play 'teacher' and ditch my personal life at home. Sometimes that's a good thing.. sometimes I avoid too much and put my personal life too much on the back burner until I am forced to deal with it.

I can do it. I can do it. I can do it

Hey Thomas the Train.. 'I think I can. I think I can. I think I can.' This reminds me of the Mondays.. like when I get to work and my mindset is it's only Monday... I think I can make it through today.. and tomorrow.. and all the way to Friday.. I think I can do this. I'm working on changing that mindset to.. I know I can do this. I will be successful; no actually, I am successful. (still learning.. but seeing successes none the less).

But I'm only human; I bleed when I fall down. I'm only human; I crash and I break down. Your words in my head, knives in my heart; you build me up and then I fall apart cause I'm only human.

I am human. I hurt when I fall. When life happens both professionally and personally and both positive and negative... I'm allowed to have emotions; in fact, I am human and I should have emotions. I will break down. I am the one putting 'words in my head' and 'knives in my heart' because I am expecting myself to be this supernatural goddess with no boundaries/limits. It is imperative that I remind myself that I am going to mess up and that I am going to have those days that are just meh or blah. Even if my students, myself, or my colleagues/friends build me back up... it is inevitable that I will slip and fall again. And most importantly.. I must recognize that all of that is perfectly acceptable.

I can turn it on; be a good machine. I can hold the weight of worlds if that's what you need; be your everything.

I can totally go through the motions. I can put so much on my shoulders and deal with so much because I put all of those weights on my own shoulders. There are times that I wear way too many more hats than I have heads because I think that that is what is expected of me. I can flip that smile on and push through and get what needs to be done regardless of what's happening at home. Once again.. this can be good thing.. but it is important to allow myself to be human.



The rest of the lyrics are pretty repetetive.. however, it all goes back to I am only human; and I need to allow myself to make mistakes; to feel something (both good and bad); and to pull myself together and recognize that it's okay that I don't have it all together; that nobody expects me to be perfect; and that I must seize every opportunity to grow and to learn and continue moving forwarding.



-Happy thoughts of a first year teacher mooching off the internet at Starbucks on a Tuesday night.

A Little Self Reflection

This is more of a personal update from the perspective of a first year teacher that made it to her first long break.

Fall Break 2014
The first two months of school have flown by... I just keep thinking to myself:

I can't believe that I have a career... and that I have all of these responsibilities... and that so far, I actually think I'm doing pretty okay.
I've already grown and learned a lot these first 2 months of teaching. I think it is important to take time to reflect upon your progress/shortcomings. In order to be the best teacher I possibly can be, I must reflect upon the first 2 months of school.

What I wish I knew two months ago...
but am lucky to have figured out now.
1. It's okay to ask for help.
I have an amazing team of colleagues and admin that really are there to answer questions and to support me. I've learned quickly that it is okay to ask for help.. in fact, it's a MUST. It's my FIRST year, nobody expects me to have it all figured out yet. As much as I struggle admitting when I am wrong, when I need extra guidance, I have been showered with support and affirmations from my colleagues. At first... it was scary, really scary; like, first day of high school scary. Now, if you walk into a professional development workshop that I am in... I am constantly writing down questions on post-it notes and raising my hand. I am so grateful to my PD instructor for always stopping to answer my questions. :) She's pretty amazing.

2. There will ALWAYS be more work.
For the first couple of weeks, I was sinking in work; mainly paperwork, developing assessments, trying to stay organized. I would leave work to go home/Starbucks.. to do more work. Even if I relaxed right after work... I often felt like I wasn't prepared the following day and struggled with leaving work at work. Thus far, I have learned that there will ALWAYS be more to do tomorrow. No matter how long I work today... I won't be finished... and that is okay. I'm not superwoman; as long as I work my butt off and get what absolutely needs to be done... it's going to be okay.

3. Hope for the best and be prepared for the worst.
Things aren't going to go as planned. Some days some absolutely amazing things happen. Your students might finally understand something; they might just make you smile; or whatever it is... it may just be the best day yet. Maybe your plans went swimmingly or you got a great eval from your observation. However, be prepared that there are days that don't exactly work out. When this happens... take a deep breath. even cry a little if you need to. But put your head back up and try again. Remember why you started teaching in the first place.

4. Always remember that you are still learning.
Sometimes.. we screw up. We don't quite hit the mark; we fail. I can ALWAYS improve. No matter what... I can always learn from other people/situations if I let myself.



Keep setting goals and working hard. You totally got this ;)

The Importance of Goal Setting

This past week, I learned SO much! I held my first IEP meeting on Tuesday, had a full day of professional development on Wednesday, and had four crucial meetings with my colleagues between Thursday and Friday. Holy Cow!

I'm going to mainly focus on the successes of those four crucial meetings with my colleagues for this post. I met with four of my general education co-teachers to strategize and set solid goals with deadlines. These were extremely beneficial and rewarding. I am already starting to feel greater successes within those classrooms.

Something about sitting down with a team member and laying everything out is extremely satisfying. It was so great having the opportunity to work on developing our dream environment to implement inclusion in. Each individual meeting had different things on the agenda.. however, the main focuses revolved around what we wanted to implement in that specific classroom, and what it would look like to implement said things. We also developed specific goals and deadlines in order to keep each other accountable and to push ourselves to move forward to create the best learning environment possible.

It was so exciting to end the week having a sound plan of implementation in 4 of my 7 inclusion-model classrooms. The plan is to tackle the other 3 classrooms this next week prior to leaving for fall break.

I feel like each of those meetings were crucial for the development of each professional relationship. Coming in with a game plan allowed for us to discuss some concerns that we had and almost forced us to problem solve and work through those concerns to develop clear and measurable goals.

I definitely feel that those were positive discussions and experiences and I encourage all of you to take the time to map out clear and measurable goals. Each meeting ended with us agreeing on one success we wanted for this upcoming week and how we were planning on achieving that success.

Do you have any ways that you work on goal setting with your team members or within your own classroom?