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Legislative ’ Category
We asked readers which Distinguished Educators Council recommendation they thought would have the biggest impact on making Oregon a great place to teach.
42 readers answered:
- Provide meaningful, ongoing evaluations of teachers that contribute to improved teaching practices and increased student achievement. (24%, 10 votes)
- Ensure that Oregon’s teachers can address the needs of diverse students. (24%, 10 votes)
- Ensure personalized professional learning opportunities tailored to teachers’ needs and the students they teach. (21%, 9 votes)
- Emphasize classroom experience and effective mentors in teacher preparation. (17%, 7 votes)
- Establish new leadership opportunities and career pathways for the most effective teachers. (14%, 6 votes)
As you can see, the results were pretty close. Providing meaningful and ongoing evaluations and ensuring that Oregon’s teachers can address the needs of diverse students were tied for the most votes. Below you can read a little about what the DEC is doing to move forward their recommendations: (more…)
Close to 100 education advocates made February 18th—President’s Day—a day of civic engagement by traveling to the state capitol, meeting with legislators, and discussing important education priorities.
The education advocates—parents, teachers, students, and other community members from districts across Oregon—attended Stand for Children’s 2013 Lobby Day to be a strong voice for all children.
Ann Burgess, a fourth grade teacher from Eugene, came to Lobby Day to share more about how the budget cuts have affected her students and school. Burgess said, “I feel that when Stand joins with me, we come as a team. I have the benefit of being well-prepared, appointments are made, [and] it’s easy to have access to the legislature where we’re meeting in a small group, we are having a close conversation, and we are able to dialogue—and that’s wonderful.” She highlighted that Lobby Day is “an opportunity for my voice to be heard, [and] it’s also an opportunity for me to be informed.” (more…)
Adam Davis is a Founder and Principal of DHM Research, an independent, non-partisan public opinion research and consultation firm in Portland, Oregon. With over 30 years of experience in all phases of public opinion research, Adam’s expertise ranges from survey research design to focus group moderating.
My last two postings presented some issues education reform advocates in Oregon should consider as they work to improve public K-12 education in Oregon and do battle, often with teacher unions, in Salem and in their local districts. Another tool to have in your advocacy tool box are survey findings showing how teachers (as opposed to teacher union leadership) feel about the issues, including an understanding of the motivations that underlie those feelings, if attitudes cut across the full teacher population or if there are certain subgroups of teachers (e.g., newer teachers) that may feel differently than other subgroups, and how these feelings compare to voter attitudes. (more…)
I feel angry, conflicted and frustrated. I know schools took huge cuts (but was this really cuts to growth, but still more than last year?). I know class sizes had to be bigger (but was this really that unions would not budge?). I know specialties have been cut (but was this really staff inflexibility?). I know teachers are underpaid (but was this a balancing effort due to big benefits?).
All the things “I know” because my school district and the media tell me, yet I cannot make the facts fit with the numbers I saw at the legislature. The cuts to school budgets were not huge – the lack of increase was the key. So why so much change? No more library or computers at my son’s school. No more music options at my daughter’s school. Both have classrooms too big for even the best teachers. If we are just working with the dollars of last year, why are these schools so different?
Meeting agreed upon salary and benefit increases seem the answer to me – can any of you show where I am wrong?
CHALKBOARD NOTE: Our President, Sue Hildick, worked closely with Senator Hatfield in the early years of her career. A version of this tribute first appeared on PSU’s Center for Woman, Politics and Policy’s website soon after his death last month. There will be a public tribute to Sen. Hatfield’s life and work later this month at the State Capitol in Salem. Find out more details and read more remembrances on the PSU Center for Public Service memorial site.
Although we lost one of Oregon’s greatest statesmen on August 7, I have been missing Senator Mark O. Hatfield for a number of years. He was my first employer and greatest teacher of my professional career.
For those of us who had a calling to work in Washington, D.C., Oregonians could find an oasis on the seventh floor of the Hart Building. It was a classroom. A museum. A place of hard work and difficult decisions. Most importantly, it was a home for Oregonians who wanted to do good things for their beloved state.
At the age of 26, I was asked to serve as his legislative director; at the time, he was the second most senior Republican on the Hill. I told the Senator that I wasn’t sure I could handle the responsibility and he said, “Don’t worry. We’ll do it together.” He had so much confidence in the people who worked for him and always brought out the best in all of us—an important quality of a great leader.
Pictured: Sue Hildick (upper left) and Senator Hatfield (lower right) and staff in his Hart building office on Capitol Hill in 1995.
Last week Chalkboard joined several partners and national leaders in a powerful and lively panel discussion at the Capitol in Washington, DC.
Judging from the passion of our panelists and thoughtful questions by our audience, “Developing Great Teachers and Leaders: What’s Working and How That Should Inform Policy Decisions” appears to be a timely topic.
Chalkboard President Sue Hildick capably launched the morning, and President Tom Carroll of the National Commission on Teaching and America’s Future successfully facilitated the discussion. I felt very fortunate to join our panelists Rob Weil, Deputy Director of the American Federation of Teachers; Dr. Tabitha Grossman, Senior Policy Analyst of the National Governors Association; Janice Poda, Director of Education Workforce for Chief Council of State School Officers; Joellen Killon, Deputy Executive Director of Learning Forward; and Bend CLASS Project Co-Leader Dan Jones.
Several themes emerged during our two-hour discussion. First, we should note this is a time of exciting change, with many powerful developments unfolding on the national level. We are reminded that Oregon will be well-served to stay dialed into this important national discourse. Our failure to track developments and anticipate these national drivers will leave us vulnerable. Now, more than ever, we must stay connected to this crucial conversation.
Other topics received strong attention. Performance evaluation is emerging as a high stakes initiative in several states, with many moving forward to align with the new InTASC teaching standards. Like Oregon, most states have enacted some form of legislation to add impetus to this effort. The opportunity to align these reforms with concurrent adoption of Common Core Learning Standards will result in a more closely aligned K-12 effort. Teacher preparation, and specifically the quality of college and university programs, will be under the microscope in coming years. And, perhaps most important, all of our panelists reminded the audience that this work must be thoughtful. We cannot sacrifice quality of implementation for political expediency.
Of all the discussion, most rewarding to us is the growing national recognition that teachers want and deserve the opportunity to be at the heart of this reform effort. Indeed, every panelist commended the work of the CLASS Project and pointed to our collaborative model as the best path to pursue this complex work. Dan, Sue and I came away from this event knowing our teachers have pursued the right path, and with the humbling recognition that there is great hope placed in our Oregon-grown CLASS efforts.
State Senator Mark Hass (D-Raleigh Hills) is currently the Chairman of the Senate Education Committee. After teacher Jennifer Singleton discussed summer learning loss and pros and cons of year-round education on the ChalkBloggers last week, Hass further explores the topic and the pending national TIME Act.
In the dog days of summer, it’s great to be a kid. Lazy, sunny days. Family Trips. Summer camps. Not a care in the world.
Actually, this is a myth threatening America’s future in the global economy.
The truth is, more than half of the students in Oregon public schools (50.1 percent) come from “economically disadvantaged” homes, according to the Oregon Department of Education. These students are not spending their days at OMSI Camp. And without the kind of enrichment activities enjoyed by wealthy families, the “summer slide” is deeper.
The “summer slide” is how educators describe summertime months when students forget some of what they learned the previous school year. Research not only confirms this, but reveals that its takes its biggest toll on low-income students.
As Chalkboard’s state government relations team, Phil Donovan and I believe this was an incredibly successful session for Chalkboard Project and its parent foundations. Our partnership with the Oregon Business Association and Stand for Children served us well and resulted in a formidable advocacy team of business, grassroots and research entities. Despite a devastating state budget, CLASS Project and mentor dollars were achieved and a new teacher evaluation system was put on a timeline for implementation in 2013.
You have probably all heard about the “education package” that passed and the concerns that many have voiced about the politics that engineered the seemingly disparate group of policy reforms. It is this kind of “horse trading” that turns so many off from politics, but such is the basis of how things get done, especially with close margins in the party makeup.
The new annual sessions and the House divided 30-30 for the first time made this session part of Oregon history on two accounts. Politically, the House makeup and the very close margins in the Senate (16 Democrats and 14 Republicans) led to “bipartisanship” being the term most used by the media, pundits and the legislators themselves.
But to many, “bipartisanship” connotes a friendliness and agreement of important issues—a common sense, middle-of-the-road route to public policy. Publicly that may have been the image portrayed, but others describe the drama behind the scenes more along the lines of a hostage situation where bills advanced that one party did not like in order for them to see their own issues move ahead. Is this a strong-arm strategy, rather than a philosophical meeting of the minds?
Education policy was the key area where one might ask this question. But certainly it cannot be denied that the legislative leaderships’ choreography of the process was masterful, the trading intense, and even the purported strong-arming effective in leading to significant changes for Oregon.
It’s been a dramatic time for education in Oregon. We have seen lots of change, coming fast and furious from the Legislature, and much of it remains to be sorted out in terms of its actual impact on student achievement. But it certainly gives us hope—hope that Oregon can have a public school system among the best in the nation.
We give thanks to our state’s leaders for feeling the urgency we believe has been building all across this state for a higher quality system of K-12 schools. We give thanks to the teachers and leaders who are on the front lines of our schools every day, helping point the way to the supports children need to learn to their full capacity. We give thanks to the parents and citizens of this state who continue to send their children to public schools and have a collective will to make them strong. Together, we make up a community that has faith that every child can learn, and now, more commitment and momentum to make that goal a reality.
Our task ahead is perhaps harder than pushing these reforms through the legislative process—we must work together to implement them in a way that improves the learning experience for each child. We are delighted that among the reforms passed to do this are two of Chalkboard’s priorities to ensure we have an effective, quality teacher in every class, every school day.
. . . Made weak by time and fate, but strong in will to strive, to seek, to find, and not to yield.
Lately I’ve been thinking back to an earlier part of my life and using those experiences as a lens for our current efforts around school system change. For about ten years, I was a teacher with Outward Bound. OB’s name has nautical roots—when a ship leaves the safety of the harbor and heads out in to the unknown it is said to be outward bound. Their motto “To Serve, To Strive, and Not to Yield” comes from the amazing Ulysses by Tennyson (as does the quote above). It is about balance—between self-reliance and being part of a larger community; between tenacity and sensible self-denial; and between compassion for others and taking care of one’s own. So, with that in mind…
Let’s take a moment to celebrate. I am truly excited by our opportunity to begin the process of public school system reform that is possible through SB 909. All is not fixed, everything didn’t go our way, there is so much to do, but there are moments of beauty in small victories. As I often find myself saying these days, we now have the possibility of possibilities. Once we’re done with this brief self-congratulation, let’s get to work.
One thing I know is that commitment is not enough. In my heart of hearts I believe that we are all committed to our kids—the work ahead will require determined single-mindedness, and it will certainly take a deep collaboration that is unusual and unlike any other we have attempted. It is not left and right, rural and urban, black or white, across this or that aisle—it is a moral imperative and it is for our kids. We are leaving the safety of this moment, the security of this small but important victory and heading into uncharted waters. We must build and maintain unwavering collective capacity for systemic change and we can accept no excuses. The legislative session that brought us to this time was filled with moments of political will, charismatic leadership, and fierce advocacy, while we also glimpsed petty infighting, fear mongering, misinformation, and other devils of our nature.