I was attracted to Kentucky by its groundbreaking history of education reform and the tremendous gains it has made in graduation rates and college and career readiness over the past decade. I want to build on those accomplishments and take our Commonwealth even higher, providing each and every child with a world class education that puts them and our state on solid economic footing for the future.
But for all its academic gains, our Commonwealth has fallen short when it comes to addressing disparities in learning among different groups of students. Far too many children are not getting the education they need and deserve to be successful in life. This disparity is called the achievement gap and, despite decades of well-meaning efforts aimed at closing these academic divides, it has not closed in Kentucky or nationally.
We have a moral and ethical obligation to rectify this situation for the well-being of our children, our Commonwealth and our society. A problem this large, this long standing, this entrenched, this so seemingly unsolvable, is understandably overwhelming. Where do we start? What solutions do we employ? Before we can even begin asking and answering these questions, however, I want to suggest that we all – as a state, as parents, as teachers and as community members – undertake what may be the most difficult, but undoubtedly in my mind the most critical step: We must shift how we think about the achievement gap and we must do it in two very specific ways.
First, we need to recognize it is all of our problem, and all of our responsibility to remedy this disparity in student achievement. In this age of accountability, the blame for the achievement gap has often been laid at the school house and classroom door. In turn, educators and others have pointed to out-of-school factors that contribute to gaps and are out of their control. It is time we stop the blaming and finger pointing and acknowledge we all have a dog in this fight. We all contribute to it, and to solve it, we must all share in it and take ownership. I take my part in that ownership and I invite all of you to join me in doing the same.
Secondly, if we are to close gaps, we must own the fact that in the past, we did not offer opportunity or a vision of success to all students. To me, the achievement gap is really an issue of expectations and opportunities. We have to admit that while our standards our good, individual district and school curriculum may be lacking. We’re not holding students to the same level of accountability.
We also have not given our students the same opportunities. For example, a very small percentage of African-American students took an Advanced Placement course last year. We’re not giving equal access to challenging classes for all of our students in the Commonwealth. That is quite simply shameful. Whether that’s because we’re trying to shelter students from the possibility of failure or because educators are trying to shelter their schools from lower passing rates, it isn’t acceptable.
If students are not given a chance to test their limits, then they will never be able to reach their full potential. In this case, it is not the children who are failing; it is the adults who are failing our children by sending the message to some students that, “This is not for you.” It is that kind of thinking and messaging, be it direct or indirect, conscious or not, that creates inequity and disparity in our schools, and until we begin to challenge it and replace it with new thinking and a message of high expectations and equal opportunities, we will never find solutions to the achievement gap.
There is no one size fits all to the achievement gap. Different approaches will work for different students. Before we can begin to try these solutions or create new ones, we need to change our culture and thinking around this issue. As shareholders for Kentucky’s public schools, you are in a perfect position to assist in shifting Kentucky’s thinking about the achievement gap. You can begin sharing the message of shared responsibility and high expectations and equal opportunities for all students at your schools and in your communities. Please join me in helping to spread this message. Together I know we can begin to address these longstanding disparities and inequities, and make a difference for the children of our Commonwealth.
Monday, October 10, 2016
Monday, September 12, 2016
Uniting for a common purpose
This week many of us paused to remember one of the most terrible attacks by a foreign aggressor on American soil. Sunday was the 15th anniversary of a day we now simply refer to as 9-11. Across the internet, Facebook, Twitter, Instagram and every other social media platform we saw the words, “never forget.” Very fitting and I hope the words hold true.
You may be thinking, why would you pick this to talk about in an education blog? Well, like most things in my career, the answer starts in a classroom; my classroom.
The morning of September 11, 2001 started like any other. I was teaching my first period A.P Chemistry class. At 8:46 a.m., the first plane hit the first tower or the World Trade Center in New York City. Many people thought this was a horrible accident, then just minutes later, the second plane hit the second tower. I was in my first period until 9:15, so I had no clue this had happened. A short time later, our principal came over the public address system to tell us the news. Clearly this was no accident. Little could we imagine, more bad news was to come.
Needless to say, my class and I were horribly shaken. Our principal made the decision to cut all ties with the outside world. There would be no TV or internet. This was due in large part because we had many students who had family members in the airline industry and we did not know what airlines were involved. About 10 o’clock, the principal came back on to announce a plane had crashed into the Pentagon. I remember seeing a dear friend of mine who taught special education sprinting up the hall to get to a phone. Her son worked at the Pentagon. Of course, later we learned a fourth plane had been hijacked and crashed in Pennsylvania.
It was a day of fear, mourning, loss and maybe most of all the realization that as a nation, we were not immune to the evil of the world. While we will truly never forget that day, I am afraid we have overlooked an important part of it. As a result of the tragedy, September 11, 2001 united us as a country.
In the days after 9/11, we saw flags hanging from bridges, neighbors spontaneously hugging, churches filled, Congress from both sides of the aisle singing God Bless America in the Rose Garden. We saw a United States of America disregard what divided us and embrace what united us. We had a sense of country, we celebrated the heroes of that tragic day – from the firefighters to the passengers on Flight 93. Signs of “Let’s Roll” and patriotism were everywhere. There were no agendas and no special interests that superseded our need to protect our homeland. This is what should be celebrated, and remember with just as much reverence as the event itself. The fact that we can put aside our differences for the benefit of our nation is what makes us American.
Now, back to education. It is time in Kentucky that we come together for what should unite us – the future of our children. We need to realize that education is complex, diverse in the public’s thinking, and ever changing.
What is universally constant however, is that our children are counting on us. They do not always realize they are, but they are. They are counting on us to make good decisions based on data and not on what we think is just a good idea. They are counting on us to do it together regardless of the things that divide us. They are counting on us to provide them with an education that will prepare them to be the next generation of this great country. We have made great progress in many areas, but we have still not provided each child with the opportunity to realize the American dream.
So, as we continue to move forward with crafting education policy and improving education in the Commonwealth, we should “never forget” the circumstances that started us down the road of education reform, the great strides we have made in the past and the fact that we still have not met the needs of each child. But, we also should make sure we remember what unites us, our children and their future. If we focus on that, we can do just as we did after 9/11. We can forget our differences and do something really special for our children and ultimately the Commonwealth and the world.
I hope you took time to honor the heroes and families of 9/11. They deserve it and we owe them a great deal. In that spirit, I hope you will join me in uniting for Our Children, Our Commonwealth.
You may be thinking, why would you pick this to talk about in an education blog? Well, like most things in my career, the answer starts in a classroom; my classroom.
The morning of September 11, 2001 started like any other. I was teaching my first period A.P Chemistry class. At 8:46 a.m., the first plane hit the first tower or the World Trade Center in New York City. Many people thought this was a horrible accident, then just minutes later, the second plane hit the second tower. I was in my first period until 9:15, so I had no clue this had happened. A short time later, our principal came over the public address system to tell us the news. Clearly this was no accident. Little could we imagine, more bad news was to come.
Needless to say, my class and I were horribly shaken. Our principal made the decision to cut all ties with the outside world. There would be no TV or internet. This was due in large part because we had many students who had family members in the airline industry and we did not know what airlines were involved. About 10 o’clock, the principal came back on to announce a plane had crashed into the Pentagon. I remember seeing a dear friend of mine who taught special education sprinting up the hall to get to a phone. Her son worked at the Pentagon. Of course, later we learned a fourth plane had been hijacked and crashed in Pennsylvania.
It was a day of fear, mourning, loss and maybe most of all the realization that as a nation, we were not immune to the evil of the world. While we will truly never forget that day, I am afraid we have overlooked an important part of it. As a result of the tragedy, September 11, 2001 united us as a country.
In the days after 9/11, we saw flags hanging from bridges, neighbors spontaneously hugging, churches filled, Congress from both sides of the aisle singing God Bless America in the Rose Garden. We saw a United States of America disregard what divided us and embrace what united us. We had a sense of country, we celebrated the heroes of that tragic day – from the firefighters to the passengers on Flight 93. Signs of “Let’s Roll” and patriotism were everywhere. There were no agendas and no special interests that superseded our need to protect our homeland. This is what should be celebrated, and remember with just as much reverence as the event itself. The fact that we can put aside our differences for the benefit of our nation is what makes us American.
Now, back to education. It is time in Kentucky that we come together for what should unite us – the future of our children. We need to realize that education is complex, diverse in the public’s thinking, and ever changing.
What is universally constant however, is that our children are counting on us. They do not always realize they are, but they are. They are counting on us to make good decisions based on data and not on what we think is just a good idea. They are counting on us to do it together regardless of the things that divide us. They are counting on us to provide them with an education that will prepare them to be the next generation of this great country. We have made great progress in many areas, but we have still not provided each child with the opportunity to realize the American dream.
So, as we continue to move forward with crafting education policy and improving education in the Commonwealth, we should “never forget” the circumstances that started us down the road of education reform, the great strides we have made in the past and the fact that we still have not met the needs of each child. But, we also should make sure we remember what unites us, our children and their future. If we focus on that, we can do just as we did after 9/11. We can forget our differences and do something really special for our children and ultimately the Commonwealth and the world.
I hope you took time to honor the heroes and families of 9/11. They deserve it and we owe them a great deal. In that spirit, I hope you will join me in uniting for Our Children, Our Commonwealth.
Tuesday, September 6, 2016
Taking ownership for closing achievement gaps
Achievement gaps have been around for decades. They exist in nearly every school, every school district and every state. The Prichard Committee recently released a report about gaps in Kentucky. And ACT graduating class data released this month confirms gaps continue to persist. Everyone agrees we have to do something about gaps – something that will solve the issue once and for all, but then it grows quiet.
For a long time we have been trying to teach reading and math, testing reading and math, and yet not seeing the gains we want to see. So, what is it that has to change? I have a few thoughts.
First, I think we need to help our most struggling students see they can be successful. They need to see that people like them (in both look and background) are successful. I was very lucky because I had parents who expected me to do well and allowed me to see success. Dad was a first generation college graduate and mom was a teacher, both having come from backgrounds in the copper mining area of Copperhill, Tennessee.
However, I had a high school counselor who did not see the potential in me. She told me at one point that perhaps I was “not college material.” Oh, how I would love to give her my business card. Luckily, her opinion of me did not change my destiny, because I could see where I needed to go. I knew I needed to go to college to achieve my dreams, and I knew I could be a success if I worked hard.
Role models play a big part in students’ lives, sometimes even if they never meet face to face. Several weeks ago during the 2016 summer Olympics, Simone Manuel became the first African-American woman to win gold in an individual Olympic swimming event. Being the first is a huge accomplishment, but knowing the weight of the future was on her shoulders is just as big. Students of color watching the games saw that if she did it, it was possible for them too.
Last month, longtime educator Bill Twyman became chair of the Kentucky Board of Education. He is the first African-American to hold this position. Bill is extremely modest and I am not sure this was on his mind at the time, but by wanting to do what is right for the students of the Commonwealth and agreeing to serve, he has empowered others to reach new heights in education.
One last example, Senator Ralph Alvarado is the first Hispanic elected to the Kentucky General Assembly. He chose to step up and become a leader. As a result he had the opportunity to speak this summer at the Republican National Convention. Whether you agree with his politics or not, he enabled many students to see that they too someday could achieve this level of success.
So how does this help close the achievement gap? It helps because so many of our students cannot see their way to success. Many may never be exposed to success or may never get the opportunities they need in school to become a success. People like Simone, Bill Twyman, and Senator Alvarado give students hope and courage to move forward. As educators, we must understand these are not flukes, but that each and every child can realize success.
If we really want to see gaps close and diversity increase, we have to own it. I said this at the release of the Prichard Committee report. I publically announced I own the achievement gap and I have to do something about it. I also said if we do not all own it, we cannot begin to see change. It is not just the Commissioner and KDE that has to own it, it’s all of us.
It’s like in CPR training, you are taught to never call out, “Someone call 9-1-1.” If you do, it is likely that nobody will do it, because each thinks the other person will. Instead, you are supposed to point to someone and say, “You call 9-1-1!” In this case there is ownership, and it’s a lot more likely it will be done. This is somewhat like what we have done in the past with regard to the achievement gap – we all agree we have an issue, but everyone thinks it’s up to everyone ELSE to find a solution.
It is time to own the issue of achievement gaps and the fact that a lack of opportunity is at the root of its existence.
There are incredible things going on around our state such as the Black Males Working Academy that I attended in Lexington at the invitation of the Rev. and Mrs. C.B. Akins. They are taking responsibility for guiding greater Lexington’s African-American male students toward success in K-12 and on to success in postsecondary. They partnered with the University of Kentucky to provide scholarships to these young men as an incentive to push them to greater heights. But it is not just the young men who participate in this effort. It also is families and a full network of support.
If we are to see change, we must be that change. If we are to close gaps, we must own the fact that in the past, we did not offer opportunity or a vision of success to all students. Achievement gaps do not just exist for our students of color, economically disadvantaged or our special needs community; they exist in different manifestations across the board. But until we are able to deal with and own the issue, we cannot possible hope that it will change.
Today is a great day to make the difference in the life of a child. We all need to make the commitment to do so.
For a long time we have been trying to teach reading and math, testing reading and math, and yet not seeing the gains we want to see. So, what is it that has to change? I have a few thoughts.
First, I think we need to help our most struggling students see they can be successful. They need to see that people like them (in both look and background) are successful. I was very lucky because I had parents who expected me to do well and allowed me to see success. Dad was a first generation college graduate and mom was a teacher, both having come from backgrounds in the copper mining area of Copperhill, Tennessee.
However, I had a high school counselor who did not see the potential in me. She told me at one point that perhaps I was “not college material.” Oh, how I would love to give her my business card. Luckily, her opinion of me did not change my destiny, because I could see where I needed to go. I knew I needed to go to college to achieve my dreams, and I knew I could be a success if I worked hard.
Role models play a big part in students’ lives, sometimes even if they never meet face to face. Several weeks ago during the 2016 summer Olympics, Simone Manuel became the first African-American woman to win gold in an individual Olympic swimming event. Being the first is a huge accomplishment, but knowing the weight of the future was on her shoulders is just as big. Students of color watching the games saw that if she did it, it was possible for them too.
Last month, longtime educator Bill Twyman became chair of the Kentucky Board of Education. He is the first African-American to hold this position. Bill is extremely modest and I am not sure this was on his mind at the time, but by wanting to do what is right for the students of the Commonwealth and agreeing to serve, he has empowered others to reach new heights in education.
One last example, Senator Ralph Alvarado is the first Hispanic elected to the Kentucky General Assembly. He chose to step up and become a leader. As a result he had the opportunity to speak this summer at the Republican National Convention. Whether you agree with his politics or not, he enabled many students to see that they too someday could achieve this level of success.
So how does this help close the achievement gap? It helps because so many of our students cannot see their way to success. Many may never be exposed to success or may never get the opportunities they need in school to become a success. People like Simone, Bill Twyman, and Senator Alvarado give students hope and courage to move forward. As educators, we must understand these are not flukes, but that each and every child can realize success.
If we really want to see gaps close and diversity increase, we have to own it. I said this at the release of the Prichard Committee report. I publically announced I own the achievement gap and I have to do something about it. I also said if we do not all own it, we cannot begin to see change. It is not just the Commissioner and KDE that has to own it, it’s all of us.
It’s like in CPR training, you are taught to never call out, “Someone call 9-1-1.” If you do, it is likely that nobody will do it, because each thinks the other person will. Instead, you are supposed to point to someone and say, “You call 9-1-1!” In this case there is ownership, and it’s a lot more likely it will be done. This is somewhat like what we have done in the past with regard to the achievement gap – we all agree we have an issue, but everyone thinks it’s up to everyone ELSE to find a solution.
It is time to own the issue of achievement gaps and the fact that a lack of opportunity is at the root of its existence.
There are incredible things going on around our state such as the Black Males Working Academy that I attended in Lexington at the invitation of the Rev. and Mrs. C.B. Akins. They are taking responsibility for guiding greater Lexington’s African-American male students toward success in K-12 and on to success in postsecondary. They partnered with the University of Kentucky to provide scholarships to these young men as an incentive to push them to greater heights. But it is not just the young men who participate in this effort. It also is families and a full network of support.
If we are to see change, we must be that change. If we are to close gaps, we must own the fact that in the past, we did not offer opportunity or a vision of success to all students. Achievement gaps do not just exist for our students of color, economically disadvantaged or our special needs community; they exist in different manifestations across the board. But until we are able to deal with and own the issue, we cannot possible hope that it will change.
Today is a great day to make the difference in the life of a child. We all need to make the commitment to do so.
Monday, August 22, 2016
Keeping the flame of excitement burning
The 2016 Summer Olympic Games in Rio have come to a close, and what an Olympics it was for the United States!
The U.S. won medals of all colors, but in particular we won gold after gold. An American won the gold in the 1500-m run for the first time since 1908. Winning a medal, no matter the place it represents, is an incredible achievement and great honor.
During the Rio games, we saw athletes displaying way more than their athleticism. They also showed an incredible dedication, respect and love of their countries. Yes, some exhibited embarrassing behavior, but far more represented their individual countries well. Many winners shed tears on the medal stand during their national anthem. U.S. pole vaulter, Sam Kendricks, stopped in the middle of a full run through to stand at attention for our national anthem. And even Usain Bolt, the Jamaican sprinter and fastest man in history, stopped an interview out of respect for the playing of the Star Spangled Banner. It is heartening to know that through the Olympics, every couple of years, the world can come together and people of different nations can forget their respective differences.
Still, this year’s games are over. In some ways, I am glad – I am a complete Olympic junkie. It did not matter what the event was, I was going to watch it. Now that the last lap has been run, the last shot put thrown and the last floor exercise completed, it means I can sleep again. However, it also means we are back to “normal.” How will we handle that? Do we just forget the games happened? How long will the “glow” of the games continue?
As I was watching the closing ceremonies, the focus turned to the future and the 2020 Olympic Games in Tokyo. As I watched this, I couldn’t help but think of our schools. The “glow” of opening day and the excitement of our new students was bright, and maybe still is for some. But invariably, as we get into the school year, that opening day “glow” will begins to dim. The flame of enthusiasm for a new school year burning inside our students and teachers may flicker and eventually be extinguished as the routine of homework, grading, teaching and learning sets in.
Our educators have a very difficult job, but I am going to challenge us, and I mean all of us including me, to remember the excitement from the beginning of the year. I am also going to challenge us to focus on the future as they did in Rio. Our future is a little different, it is not four years from now. It is this year. It is the focus on keeping excitement on learning and not on the stuff that can make our jobs feel like a job and not the honor that it is.
Finally, as we go through our year, I believe we will have a banner year in terms of our achievements. Those achievements do not come without three critical things in my opinion. First, no achievement comes without hard work. Second, no achievement comes without commitment and focus. Third and equally as important, no achievement comes without the competitor (or educators and students in this case) being able to visualize their own success. If they cannot see themselves doing it, they will not be able to do it. We cannot let ourselves be so encumbered by everything else going on that we lose sight of the fact that all students can learn and we can teach them. We must continue to have high expectations for all.
So, have a great year. I am looking forward to working together to improve our system of education in Kentucky.
The U.S. won medals of all colors, but in particular we won gold after gold. An American won the gold in the 1500-m run for the first time since 1908. Winning a medal, no matter the place it represents, is an incredible achievement and great honor.
During the Rio games, we saw athletes displaying way more than their athleticism. They also showed an incredible dedication, respect and love of their countries. Yes, some exhibited embarrassing behavior, but far more represented their individual countries well. Many winners shed tears on the medal stand during their national anthem. U.S. pole vaulter, Sam Kendricks, stopped in the middle of a full run through to stand at attention for our national anthem. And even Usain Bolt, the Jamaican sprinter and fastest man in history, stopped an interview out of respect for the playing of the Star Spangled Banner. It is heartening to know that through the Olympics, every couple of years, the world can come together and people of different nations can forget their respective differences.
Still, this year’s games are over. In some ways, I am glad – I am a complete Olympic junkie. It did not matter what the event was, I was going to watch it. Now that the last lap has been run, the last shot put thrown and the last floor exercise completed, it means I can sleep again. However, it also means we are back to “normal.” How will we handle that? Do we just forget the games happened? How long will the “glow” of the games continue?
As I was watching the closing ceremonies, the focus turned to the future and the 2020 Olympic Games in Tokyo. As I watched this, I couldn’t help but think of our schools. The “glow” of opening day and the excitement of our new students was bright, and maybe still is for some. But invariably, as we get into the school year, that opening day “glow” will begins to dim. The flame of enthusiasm for a new school year burning inside our students and teachers may flicker and eventually be extinguished as the routine of homework, grading, teaching and learning sets in.
Our educators have a very difficult job, but I am going to challenge us, and I mean all of us including me, to remember the excitement from the beginning of the year. I am also going to challenge us to focus on the future as they did in Rio. Our future is a little different, it is not four years from now. It is this year. It is the focus on keeping excitement on learning and not on the stuff that can make our jobs feel like a job and not the honor that it is.
Finally, as we go through our year, I believe we will have a banner year in terms of our achievements. Those achievements do not come without three critical things in my opinion. First, no achievement comes without hard work. Second, no achievement comes without commitment and focus. Third and equally as important, no achievement comes without the competitor (or educators and students in this case) being able to visualize their own success. If they cannot see themselves doing it, they will not be able to do it. We cannot let ourselves be so encumbered by everything else going on that we lose sight of the fact that all students can learn and we can teach them. We must continue to have high expectations for all.
So, have a great year. I am looking forward to working together to improve our system of education in Kentucky.
Monday, August 15, 2016
The Dream
Ask any teacher this week if they’ve had “the dream” and most would say yes.
It all has to do with the start of the school year – the most exciting time of the year in so many respects. Whether it is the smell of new school supplies or the excitement around buying them; whether it is students wondering who their teachers will be this year; or parents knowing that yet another year is ticking away; it is a time of new beginnings.
My daughter loves back to school shopping and always has. She buys what she needs and often what she doesn’t. This year she is a senior and oh the excitement! She loves Kentucky and her school, which as a dad, makes me pretty proud. She and her friends have already planned a pep rally and what they will wear to the first football game.
This same excitement was evident on Sunday, as I had the opportunity to meet most of our wonderful students and their parents at registration for the Kentucky School of the Blind. They are so happy to get the school year started.
So, what does all of this have to do with “the dream” you may be asking? Well the dream for our students is generally wrapped up in the excitement of the new year and all the fun ahead. For our teachers and administrators, “the dream” includes that element, but also usually is symbolic of the large responsibility placed on their shoulders.
Seems amazing, but I have been out of the classroom for 13 years. Yet, I still have “the dream” about this time each year. For me, it starts with me teaching in my lab. All is going well, but a gradually increasing murmur begins in the back of my class and spreads across the classroom until all of my students are completely out of control and they are not paying the least bit of attention. They are running around and throwing paper and to my amazement not interested in learning science at all. At this point, I wake in a cold sweat.
The best “dream” or maybe I should say the worst “dream” I have heard lately was from a Lynette Ballard, a 6th-grade math teacher in Estill County, who told me her version. She and her math colleagues went on a vacation and crash-landed on a desert island. While rescuers saved them, they were taken immediately to the school. Their first day back after surviving this horrible ordeal was the day of the district walk through!
I have heard other teachers talk about "the dream.” For some they cannot find their lesson plans; they don’t have any materials; or no one showed up but them; and even some say they realize they left home without an important piece of clothing!
The pattern always seems to be the same. But why? My interpretation is that, as educators, we realize how important it is to be ready and prepared for our students. We realize that their future depends on our preparedness. It is that concern that manifests itself in "the dream." As with any profession, there are those who see education as a job, perhaps having lost sight of the fact that students are why we do this job, and some that are not prepared to do what must be done to better themselves and their instruction. But, I believe this is the exception and not the rule.
Most of our educators are excited about the new year, and realize that the future successes of our students rely on us to be great at our jobs. Each year we should strive to be better than the last, because our students need and deserve it. As educators, we dream our “dream,” so that our students can realize their dreams.
It all has to do with the start of the school year – the most exciting time of the year in so many respects. Whether it is the smell of new school supplies or the excitement around buying them; whether it is students wondering who their teachers will be this year; or parents knowing that yet another year is ticking away; it is a time of new beginnings.
My daughter loves back to school shopping and always has. She buys what she needs and often what she doesn’t. This year she is a senior and oh the excitement! She loves Kentucky and her school, which as a dad, makes me pretty proud. She and her friends have already planned a pep rally and what they will wear to the first football game.
This same excitement was evident on Sunday, as I had the opportunity to meet most of our wonderful students and their parents at registration for the Kentucky School of the Blind. They are so happy to get the school year started.
So, what does all of this have to do with “the dream” you may be asking? Well the dream for our students is generally wrapped up in the excitement of the new year and all the fun ahead. For our teachers and administrators, “the dream” includes that element, but also usually is symbolic of the large responsibility placed on their shoulders.
Seems amazing, but I have been out of the classroom for 13 years. Yet, I still have “the dream” about this time each year. For me, it starts with me teaching in my lab. All is going well, but a gradually increasing murmur begins in the back of my class and spreads across the classroom until all of my students are completely out of control and they are not paying the least bit of attention. They are running around and throwing paper and to my amazement not interested in learning science at all. At this point, I wake in a cold sweat.
The best “dream” or maybe I should say the worst “dream” I have heard lately was from a Lynette Ballard, a 6th-grade math teacher in Estill County, who told me her version. She and her math colleagues went on a vacation and crash-landed on a desert island. While rescuers saved them, they were taken immediately to the school. Their first day back after surviving this horrible ordeal was the day of the district walk through!
I have heard other teachers talk about "the dream.” For some they cannot find their lesson plans; they don’t have any materials; or no one showed up but them; and even some say they realize they left home without an important piece of clothing!
The pattern always seems to be the same. But why? My interpretation is that, as educators, we realize how important it is to be ready and prepared for our students. We realize that their future depends on our preparedness. It is that concern that manifests itself in "the dream." As with any profession, there are those who see education as a job, perhaps having lost sight of the fact that students are why we do this job, and some that are not prepared to do what must be done to better themselves and their instruction. But, I believe this is the exception and not the rule.
Most of our educators are excited about the new year, and realize that the future successes of our students rely on us to be great at our jobs. Each year we should strive to be better than the last, because our students need and deserve it. As educators, we dream our “dream,” so that our students can realize their dreams.
Monday, August 8, 2016
Making the Decision to be Great
As I watched the opening ceremonies and first few events of the 2016 Summer Olympics this past weekend, I was reminded what an incredible experience the Olympics is.
In 1996, when the summer games were held in Atlanta, I had the privilege to work at the track and field venue. Through the athletes' eyes, I saw both the happy moments, and the moments of sadness and disappointment when things didn’t turn out the way they wanted.
As we watch this year’s Olympics, we should pause and realize we are seeing greatness. The athletes pursue greatness in terms of medals, but also by dedicating their lives pursuing the opportunity to even participate in the games. The honor to represent your country is overwhelming. We also see greatness in the meaning of the Olympics. It is a time, once every four years, when the world puts its differences aside and comes together to watch and celebrate the hard work of thousands of athletes from across the world.
So, what do we consider greatness in the world of education? What prompts us to "go for the gold?" Is it high test scores? Is it a school labeled Distinguished? Is it a well-rounded graduate ready for a life and who contributes to society? I suppose it could be any of these things, although I would say high test scores should never be the sole measure. Greatness in education, much like with the Olympics, is based on your point of view.
In Kentucky, I have seen firsthand the greatness of our educators. Last week, I attended four opening day kickoffs for staff – something I had never experienced before, since my previous states did not celebrate opening day. The teachers in each district I visited were excited, even fired up, for the 2016-17 school year. They inspired me and have me fired up for the new school year.
For our teachers, greatness is not simply test scores or the number of points they can help accumulate for the school in the accountability system. For them, greatness is embodied in the students they teach and the impact they have.
In my opinion, what makes our educators great is the determination they have, so that instead of a student saying “I can’t” he or she says “I can.” It is their dedication that prompts a student to seek them out at the grocery store to simply say, “Remember me? I want to say thank you.” It is their care that results in a student who was into a bad scene turning her life around and sending a message on social media to say because of you, she was graduating with a degree in nursing. It is their persistence that results in a student, as he crosses the finish line in his last cross country race, lifting up his coach up in a giant bear hug as he whispers, “Thank you for never giving up on me.” It is a teacher’s greatness that prompts students to leave a note that says, “You will NEVER die. The things you have taught us in class and about life will be passed to our children and our children’s children. Your legacy is us, you will live forever.”
I realize to some, this sounds self-aggrandizing, given all we must do in education to close the achievement gap and provide a quality education for each child. Should we even think about greatness in education? Absolutely we should.
Educators do what they do because of students. If things do not get done, it is because we lose sight of that. It is time that we allow our teachers to focus on that greatness. It is time for all Kentucky educators to be great. It is time for us, as an education community, to stop doing what we have a right to do and do what is right. It is time to be great!
That’s right, greatness is a decision. Olympians make a decision each day to work hard in pursuit of a goal so that they can stand atop the medal stand and hear their national anthem. Educators make a decision every day they will provide their students the opportunity that will change their lives. It is time we all make the decision to be great.
I dare you to be great. I dare you to put students ahead of the day-to-day issues that currently face us. I dare you to put student needs above a traditional approach to content. I dare you to put what is right for students ahead of the state test. I dare you to be a bridge for students that allows them to see a new horizon they have never seen before. I dare you to allow students to see themselves in a future they thought was reserved for someone else. I dare you to be great.
Opening day is here. Greatness is in our reach. Our educators inspire me, but more importantly, they inspire greatness. I challenge us all in education to seek greatness and make Kentucky education great!
In 1996, when the summer games were held in Atlanta, I had the privilege to work at the track and field venue. Through the athletes' eyes, I saw both the happy moments, and the moments of sadness and disappointment when things didn’t turn out the way they wanted.
As we watch this year’s Olympics, we should pause and realize we are seeing greatness. The athletes pursue greatness in terms of medals, but also by dedicating their lives pursuing the opportunity to even participate in the games. The honor to represent your country is overwhelming. We also see greatness in the meaning of the Olympics. It is a time, once every four years, when the world puts its differences aside and comes together to watch and celebrate the hard work of thousands of athletes from across the world.
So, what do we consider greatness in the world of education? What prompts us to "go for the gold?" Is it high test scores? Is it a school labeled Distinguished? Is it a well-rounded graduate ready for a life and who contributes to society? I suppose it could be any of these things, although I would say high test scores should never be the sole measure. Greatness in education, much like with the Olympics, is based on your point of view.
In Kentucky, I have seen firsthand the greatness of our educators. Last week, I attended four opening day kickoffs for staff – something I had never experienced before, since my previous states did not celebrate opening day. The teachers in each district I visited were excited, even fired up, for the 2016-17 school year. They inspired me and have me fired up for the new school year.
For our teachers, greatness is not simply test scores or the number of points they can help accumulate for the school in the accountability system. For them, greatness is embodied in the students they teach and the impact they have.
In my opinion, what makes our educators great is the determination they have, so that instead of a student saying “I can’t” he or she says “I can.” It is their dedication that prompts a student to seek them out at the grocery store to simply say, “Remember me? I want to say thank you.” It is their care that results in a student who was into a bad scene turning her life around and sending a message on social media to say because of you, she was graduating with a degree in nursing. It is their persistence that results in a student, as he crosses the finish line in his last cross country race, lifting up his coach up in a giant bear hug as he whispers, “Thank you for never giving up on me.” It is a teacher’s greatness that prompts students to leave a note that says, “You will NEVER die. The things you have taught us in class and about life will be passed to our children and our children’s children. Your legacy is us, you will live forever.”
I realize to some, this sounds self-aggrandizing, given all we must do in education to close the achievement gap and provide a quality education for each child. Should we even think about greatness in education? Absolutely we should.
Educators do what they do because of students. If things do not get done, it is because we lose sight of that. It is time that we allow our teachers to focus on that greatness. It is time for all Kentucky educators to be great. It is time for us, as an education community, to stop doing what we have a right to do and do what is right. It is time to be great!
That’s right, greatness is a decision. Olympians make a decision each day to work hard in pursuit of a goal so that they can stand atop the medal stand and hear their national anthem. Educators make a decision every day they will provide their students the opportunity that will change their lives. It is time we all make the decision to be great.
I dare you to be great. I dare you to put students ahead of the day-to-day issues that currently face us. I dare you to put student needs above a traditional approach to content. I dare you to put what is right for students ahead of the state test. I dare you to be a bridge for students that allows them to see a new horizon they have never seen before. I dare you to allow students to see themselves in a future they thought was reserved for someone else. I dare you to be great.
Opening day is here. Greatness is in our reach. Our educators inspire me, but more importantly, they inspire greatness. I challenge us all in education to seek greatness and make Kentucky education great!
Monday, July 25, 2016
We need your help!
Communication, ironically, is something we always seem to be discussing. Whether you are a Kentucky Department of Education (KDE) employee, a teacher, an administrator or in the business sector, communication is a big deal. So, why is it that communication can be so difficult? And quite frankly, how is it that as a whole, the profession of education tends to be so bad at it?
Perhaps part of the reason is that educators are typically neither taught the art of communication beyond pedagogy, nor are we given a sense of urgency around it. Here at KDE I am lucky that I have a staff that focuses on communication, but admittedly we do not always get it right. I think that sometimes the issue in education is that we tend to think of communication as a one-way street or maybe even a one-party obligation. If the communication is to be effective, it’s not that easy. The communication must be two-way and that, like everything else, takes effort and intentionality on everyone’s part.
The case in point is our new accountability system under the Every Student Succeeds Act (ESSA). We have tried to communicate two major issues to this point. One, we are working on a new system with lots of diverse individuals; and two, the deadline for commenting on many of U.S. Department of Education (USED) proposed regulations that would govern implementation of ESSA and a new accountability system is coming to an end on August 1. Kentuckians must comment if we want to do what we believe is right by our students. We have communicated through social media, emails, news releases, the KDE website, articles in Kentucky Teacher, held a dozen town hall meetings (one virtually, available on demand) on the subject, and I have blogged about both of these issues almost non-stop. Yet still, I received a few emails over the weekend telling me about the new ESSA and how they “heard I might be considering making changes to the accountability system.”
How is that possible? How is it that we are still having Kentuckians who do not know about this work? After some reflection, I think the answer is threefold.
One, we at KDE, have to redouble our efforts to communicate with the key people who can help distribute our messages, such as the Kentucky Association of School Administrators to whom I had the honor to speak last week.
The second, we need folks to meet us half way. We need Kentuckians to want this knowledge and be willing to sometimes seek it out, but sometimes simply to open an email. I was told recently when I was being scolded by an educator for not communicating enough that he “doesn’t read email unless it looks interesting.” This is one of the most historic times in our careers, nothing should be more interesting right now than making sure our accountability system is the right thing for our students. We must stop living in a world of “I heard that…” or “Someone told me…” without doing our own research. Rumors only hurt the truth. It was the same in middle school as it is as an adult.
Third, we need everyone to communicate what they know about the process and eventually the system itself. We are posting PowerPoints that keep everyone up to date on process and key milestones as the work progresses. I have asked all administrators to take 20 minutes at the end of each faculty meeting to update staff on the process, but people do not have to wait. They can go to the website http://bit.ly/ESSAKYhttp://bit.ly/ESSAKY to get all the information they need.
We all may not be happy when this is over, but at the very least, we all need to be informed.
Finally, I need to make one more plea about the proposed regulations from USED. August 1 is the deadline for comment on the portion of the regulations dealing with accountability, state plans and data reporting.
I know we are all busy, but this is a critical time. I am challenging Kentuckians to make their feelings known to USED and lawmakers on these regulations – my goal is for at least 1,000 Kentuckians to share their thoughts – positive or negative through the Federal Register website. As the State School Officer for Kentucky, I will be submitting my thoughts, as I have shared with Congress on two occasions. But my comments count as only one voice and hold no more value than anyone else’s. We need everyone to comment by the August 1 deadline. You do not have to agree with me, but if you do, feel free to use a portion of my written testimony. As with everything, if we do not take the opportunity to voice our opinion, we will be stuck with what we have, with no one to blame.
Thank you all for what you do for our students in your various roles. Now is the time for courage and communication, we can do this together. Remember, it may take a village to raise a child, but it takes a Commonwealth to educate one.
Perhaps part of the reason is that educators are typically neither taught the art of communication beyond pedagogy, nor are we given a sense of urgency around it. Here at KDE I am lucky that I have a staff that focuses on communication, but admittedly we do not always get it right. I think that sometimes the issue in education is that we tend to think of communication as a one-way street or maybe even a one-party obligation. If the communication is to be effective, it’s not that easy. The communication must be two-way and that, like everything else, takes effort and intentionality on everyone’s part.
The case in point is our new accountability system under the Every Student Succeeds Act (ESSA). We have tried to communicate two major issues to this point. One, we are working on a new system with lots of diverse individuals; and two, the deadline for commenting on many of U.S. Department of Education (USED) proposed regulations that would govern implementation of ESSA and a new accountability system is coming to an end on August 1. Kentuckians must comment if we want to do what we believe is right by our students. We have communicated through social media, emails, news releases, the KDE website, articles in Kentucky Teacher, held a dozen town hall meetings (one virtually, available on demand) on the subject, and I have blogged about both of these issues almost non-stop. Yet still, I received a few emails over the weekend telling me about the new ESSA and how they “heard I might be considering making changes to the accountability system.”
How is that possible? How is it that we are still having Kentuckians who do not know about this work? After some reflection, I think the answer is threefold.
One, we at KDE, have to redouble our efforts to communicate with the key people who can help distribute our messages, such as the Kentucky Association of School Administrators to whom I had the honor to speak last week.
The second, we need folks to meet us half way. We need Kentuckians to want this knowledge and be willing to sometimes seek it out, but sometimes simply to open an email. I was told recently when I was being scolded by an educator for not communicating enough that he “doesn’t read email unless it looks interesting.” This is one of the most historic times in our careers, nothing should be more interesting right now than making sure our accountability system is the right thing for our students. We must stop living in a world of “I heard that…” or “Someone told me…” without doing our own research. Rumors only hurt the truth. It was the same in middle school as it is as an adult.
Third, we need everyone to communicate what they know about the process and eventually the system itself. We are posting PowerPoints that keep everyone up to date on process and key milestones as the work progresses. I have asked all administrators to take 20 minutes at the end of each faculty meeting to update staff on the process, but people do not have to wait. They can go to the website http://bit.ly/ESSAKYhttp://bit.ly/ESSAKY to get all the information they need.
We all may not be happy when this is over, but at the very least, we all need to be informed.
Finally, I need to make one more plea about the proposed regulations from USED. August 1 is the deadline for comment on the portion of the regulations dealing with accountability, state plans and data reporting.
I know we are all busy, but this is a critical time. I am challenging Kentuckians to make their feelings known to USED and lawmakers on these regulations – my goal is for at least 1,000 Kentuckians to share their thoughts – positive or negative through the Federal Register website. As the State School Officer for Kentucky, I will be submitting my thoughts, as I have shared with Congress on two occasions. But my comments count as only one voice and hold no more value than anyone else’s. We need everyone to comment by the August 1 deadline. You do not have to agree with me, but if you do, feel free to use a portion of my written testimony. As with everything, if we do not take the opportunity to voice our opinion, we will be stuck with what we have, with no one to blame.
Thank you all for what you do for our students in your various roles. Now is the time for courage and communication, we can do this together. Remember, it may take a village to raise a child, but it takes a Commonwealth to educate one.
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