Virginia Journal of Education: February 2024 by veanea

VIRGINIA JOURNAL of

EDUCATI N The magazine of the Virginia Education Association February 2024

L A I S R E V O R T N O C G N DISCUSSI

TOPICS IN THE CLASSROOM

Editor Tom Allen VEA President Dr. James J. Fedderman VEA Executive Director Dr. Brenda Pike Communications Director Kevin J. Rogers Graphic Designer Lisa Sale

COVER STORY

Editorial Assistant/Advertising Representative Kate O’Grady

CONTENTS

Advice on what you can say and do when controversial issues crop up in the classroom.

Contributors Alynn Parham Joseph Todd Emerson Bruce Ingram Stephen Sroka

UPFRONT 4-7 This month: ??????

Vol. 116, No.4

FEATURES

The Virginia Journal of Education (ISSN 0270-837X) is published six times a year (October, November, December, February, April and June) by the Virginia Education Association, 8001 Franklin Farms Drive, Richmond, VA 23229.

12 Seven Lessons My Students Taught Me Wisdom gleaned by one veteran teacher.

Non-member annual subscription rate: $10 ($15 outside the U.S. and Canada). Rights to reproduce any article or portion thereof may be granted upon request to the editor. Periodicals postage paid in Richmond, VA.

14 Educating the Rainbow A Virginia teacher shares his journey to bring his authentic self to his work and to his students.

Postmaster: Send address changes to Virginia Journal of Education, 116 South Third Street, Richmond, VA 23219.

17 File This Education support professionals, often the ‘unsung heroes’ of our schools, deserve better.

Article proposals, comments or questions may be sent to the editor at tallen@veanea.org or Tom Allen, 8001 Franklin farms Drive, Richmond, VA 23229, 800-552-9554.

18 The Top of the Mountain Congratulations to VEA’s newly-minted NBCTs!

Member: State Education Association Communicators

DEPARTMENTS

VEA Vision: A great public school for every child in the Commonwealth of Virginia.

20 Membership Matters More historic collective bargaining breakthroughs. 24 Insight on Instruction Some telling facts and figures. 30 First Person What’s the word? Cover design by Lisa Sale

“You can call ‘not it’ when I call on you.”

VEA Mission: The mission of the Virginia Education Association is to unite our members and local communities across the Commonwealth in fulfilling the promise of a high quality public education that successfully prepares every single student to realize his or her full potential. We believe this can be accomplished by advocating for students, education professionals, and support professionals.

UP FRONT

“There was a data breach at school today. Now Lilly Rose knows I like her.”

Sure, we like to think of ourselves as being kind—and acting that way just about all the time. Doing anything all the time isn’t realistic, though. Here are five reasons we sometimes struggle to show kindness, according to Dr. Arthur Schwartz, president of Character.org, a nonpartisan organization that advocates for character. 1. We are too focused on ourselves. Research shows that we’re less apt to show kindness when we’re busy, in a hurry, or facing other stressors. 2. We lack the confidence. Students may not show kindness for fear it will be misinterpreted. Adults can feel it’s easier to stay in the “safe lane.” Research shows, though, that acts of kindness can actually build confidence and ease self-consciousness. 3. Our family members and others don’t model or emphasize kindness. In a Harvard study, 80 percent of the youth surveyed reported that their parents are more concerned about achievement or happiness than caring for others. 4. We only show kindness to family or friends. We are often wary of “outsiders.” 5. We think someone else will show kindness, so we don’t have to. We often don’t stand up or speak out because we think someone else will. An example: “Yeah, I know she looks sad or angry but I’m sure someone will ask her what’s wrong.”l

TASTE “A child develops individuality long before he or she develops taste."l — Erma Bombeck “Do you get overtime pay for keeping me in detention? Is that it?”

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

Being There for Them “Young people spend more of their waking hours in school than anywhere else, so we have a responsibility as a society to make school a place where their mental health is supported and where they’re learning emotional skills that will help them to develop and thrive as adults.”l — Dr. Laura Erickson-Schroth, psychiatrist and chief medical officer at Jed Foundation, which works with schools to support student mental health and prevent youth suicide.

Changing the Stigma In New York state, staff members at West Seneca Elementary School are working to change the way students in special education classes are perceived. Educators there are using the same approach they use with “gifted and talented” students, altering the curriculum to include an increased emphasis on hands-on learning, community service and outreach, and taking students out into the community more often. “We really want our students to feel like the brilliant children that they are and let their strengths shine and really lean into their natural strengths and abilities. When students feel like brilliant little people, they can often surprise us and take their learning in a whole new journey and directions that we never even planned on,” says Taryn Nicosia, a special education teacher at the school.l

Get ‘Em to School! “I don’t think we can overstate to our families how much this needs to be paid attention to.”l — Fairfax County School Board member Ricardy Anderson, discussing the growing number of county students who are chronically absent, which is defined as missing 10 percent or more of a school year.

TOUCHING BASE WITH… ALYNN PARHAM

WILLIAMSBURG-JAMES CITY EDUCATION ASSOCIATIONN BUSINESS AND INFORMATION TECHNOLOGY HIGH SCHOOL HISTORY TEACHER What do you like about your job? Every day, I have the incredible opportunity to share my passion for the past with hundreds of students. It never ceases to amaze me how people become fascinated with all of the incredible and sometimes unbelievable things that humans have accomplished over thousands of years. Witnessing their curiosity and engagement is truly inspiring. Seeing the moment when a student’s eyes light up as they grasp a complex concept is truly a remarkable experience. It’s those moments that remind me why I am so passionate about teaching history. How has being in the Union helped you? Being part WJCEA has empowered me to be at the forefront of finding solutions for the unique needs of our students. Educators have a deep understanding of the challenges our students face, and the union provides a platform for our voices to be heard. Through educator-led initiatives, we have been able to implement innovative teaching methods, introduce new programs and support systems, and adapt our approaches to meet the changing VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024 educational landscape.. l

Photo and illustrations by iStock

Five Reasons We Don’t Always Show Kindness

UP FRONT

VEA, Virginia Say No to Corporal Punishment Yes, this still goes on: Corporal punishment in public schools is still legal in 16 U.S. states, according to the U.S. Department of Education, whose latest data shows that at least 19,395 students experienced such punishment during the 2020-21 school year. Virginia banned the practice in 1989 and VEA has taken a very clear stand in our member-written resolutions: “The VEA believes that corporal punishment should not be used as a means of disciplining students.”l

Change is Possible: Business

Advice that Applies to You, Too

The most dangerous words in the world of business are: “That’s the way we’ve always done things.” This mantra cuts off innovation, advocates for the status quo, and offers excuses instead of solutions. On a personal level, the phrase looks like this: “That’s just how I am.” Fortunately, this statement is a misunderstanding. Our identities are not fixed. Psychology Today says that even our personalities can change. Human beings are wired to adapt, and that means you. Don’t tell yourself a lie and try your best to believe it…Not wanting to change is a matter of preference, not capability. Otherwise, coaching would never work, no one would ever get promoted, and entrepreneurs would never come up with new ideas. “That’s just how I am” is never a true statement, no matter how hard you fight for it. Can you let go of the desire to have a thoroughly crafted 19-step plan for your life, your career and your relationships? If you can, you can get unstuck—by doing the one thing you always have the ability to do: take the first step. Take the first step, nothing more and nothing less, and the next will reveal itself to you.l Source: Forbes.com

The Long View “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.”l — Chinese proverb

The REAL Agenda… “When we talk about politicization, when we talk about book banning, when we talk about Black history curriculum being picked apart — I think there are deliberate attempts to make sure that our public schools are not functional so that the private option sounds better. It just seems like it’s a constant attack on what I know as a dad, and what I know as an educator, is happening in our schools. Education being used to divide communities is the challenge that we face now as leaders.”l — U.S Secretary of Education Miguel Cardona

A Positive Post-Pandemic Development

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65.7

Percentage of U.S. schools that have access to a full-time (at least 35 hours a week) school nurse who is an RN, LPN, or LVN. This means that a full third of our schools are missing valued services provided by licensed nurses, including the promotion of individual and population-based student health, provision of care coordination, and advocacy for quality student-centered care, all of which are important parts of the academic success of young people.l Source: National Association of School Nurses

Photos and photo- illustration by iStock

“I think Lassie is trying to tell us that Timmy got suspended.”

Something good almost always arises out of bad situations. In the case of the pandemic and its impact on schools, one of the good things to emerge is that more schools have now adopted the services of the community school model, expanding outreach into areas such as health care, housing assistance, child care, and assistance with meals. A survey taken in October 2023 by the U.S. Department of Education found that 60 percent of public schools are now partnering with organizations in their communities to offer non-educational services. That’s an increase from 2022, when 45 percent of schools were doing so. Some examples of new offerings through schools include access to mental, dental, and other health services.l

“There weren’t enough good grades to go around.”

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WHEN THE

TEMPERATURE RISES Some advice on what you can say and do when controversial issues crop up in the classroom. In today’s world, there’s no avoiding the fact that controversial issues are going to come up in our classrooms—there’s just too much swirling around in the world our students and educators inhabit for such issues not to surface in school. When they do, what can you feel safe saying? What kind of materials can you feel safe providing? If you have specific questions about an activity, lesson, or conversation you may be planning, it’s always smart to consult your UniServ Director or VEA representative first. To offer some general guidelines, though, here’s some advice from the National Education Association, excerpted from its 2023 guide, “Educator Rights: Speaking Up for Public Education and Our Students.”

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s a matter of both federal and state law, public schools have the right to control what their employees say on the job. That is so because when an educator is speaking in their official capacity, people may assume she or he is speaking for the school. State laws and court decisions give schools significant control over speech in schools. Moreover, the school has an interest in controlling its own message. Schools also have an interest in running their operations efficiently, which means minimizing disruptions and community concerns. Finally, schools may have an interest in remaining neutral on controversial topics. For all these reasons, you should proceed with caution when engaging in advocacy or tackling controversial topics at school or in your school role. That said, there are still some ways to advocate for your students within the bounds of these constraints. There are no one-size-fits-all rules about what teachers may say in their classrooms. Educators teach about many important historical and contemporary issues, including discussions about racism and LGBTQ+ individuals. But there may be limits to how you can teach certain topics. Your freedom in this context will depend on the rules set by your state, school, and school division. Discussing Controversial Issues in Class Remember, instruction on many controversial issues is part of existing state content standards and teaching students to think critically about difficult issues and develop their own views is one of the overriding goals of public education.

Keep this in mind when you’re developing a lesson plan that engages with controversial issues to minimize the risk of any backlash from your school or community. In general, if you are planning a discussion about current events that may raise controversial issues, be sure that your curriculum is (1) age-appropriate, (2) aligned with state standards, and (3) in line with past practices in your school. If you expect that your lesson will be controversial, run the plan by your principal first. This will give your administrator a chance to suggest changes or prepare for a negative response from the community. Following these steps is particularly important in school districts that skew more conservative or that have been targeted by far-right activists. You should be aware that NEA and its affiliates have pushed back against extreme efforts by school administrators to censor instruction, but the cases can be difficult, and our efforts have not always been successful. For example, a Texas school district told teachers that, in order to comply with their new law, they would have to teach “both sides” of the Holocaust. The district later reversed course, retracted the guidance, and apologized. More recently, a tenured Tennessee teacher was fired over his use of a Ta-Nehisi Coates essay and a spoken word poem called “White Privilege.” The district claimed that the issue was that the language in the works was inappropriate for high school students and that the teacher did not present varying viewpoints on the issue. The NEA and Tennessee Education Association continue to press the teacher’s case to try to win his job back, but during the initial steps of the process—a hearing before an independent hearing officer and the action of the school board in reviewing the hearing officer’s report—the school district has prevailed.

Discussing Acts of Violence Far too often in America, violence rips apart communities. When that happens, students are likely to ask you questions about what took place. As an educator, you want to support your students, acknowledge the pain, fear, or anger they may be feeling, and help those in need to access mental health resources. After one of these events, consider taking time at the start of your day to address recent events and allow students an opportunity to express their feelings. Where possible, coordinate with your school or division administrators to have a consistent response throughout the school. For example, after the mass shooting of Black members of their community at a grocery store, the Buffalo Public Schools district requested that all principals start the day with counseling circle meetings for students and provide safe spaces and mental health resources for students and staff. The National Association of School Psychologists also has tips for teachers on talking to children about violence, and the National Child Traumatic Stress Network has guidance on assisting parents/caregivers in coping with collective traumas. When racism and hate motivate the violence, as in shootings by white supremacists, or when the violence exposes systemic racism within our society, as with a law enforcement officer shooting an unarmed Black person, these conversations are even more difficult but even more important. One helpful resource might be the Anti-Defamation League’s curriculum on responding to violence and hate.

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Illustration by iStock

COVER STORY

As always, make sure your conversations are age-appropriate and in line with school policy or state law on these topics. Choosing Instructional and Classroom Materials Divisions and schools will often prescribe your curriculum, including the textbooks and instructional materials for specific subjects. Teachers’ freedom to supplement that curriculum with materials they choose varies enormously. Some collective bargaining agreements explicitly allow teachers to do so, while others require advance approval of any materials that are outside the standard curriculum. Many educators also have classroom libraries where students can access books on topics that may or may not be related to course materials. In response to recent state laws that restrict teaching in honest and inclusive ways, school districts across the country have increased efforts to ban books touching on subjects of race and gender from school libraries and educators’ classroom libraries.

Make sure that curricular materials and other books in your classroom are age-appropriate and in line with school and division policy. If administrators at your school have directed you to remove specific books from your classroom, remove the books in a timely manner. But contact your local union if it is unclear what books are permitted or if the restrictions are being implemented in a way that disproportionately targets and removes books that cover topics of race or LGBTQ+ issues. There are several lawsuits now pending that challenge various restrictions on instruction on the issues of race, gender, and sexual orientation, and efforts to ban books in libraries or classrooms raise similar issues. For example, the ACLU of Missouri recently filed a lawsuit challenging a school district’s policy that resulted in the removal of a book with a non-binary character before a review process was completed. Expanding the curriculum to ensure it is inclusive and makes all students feel respected and represented is an important tool for building student engagement and learning. Classroom libraries can also

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Bringing In Guest Speakers Guest speakers are a wonderful way to introduce students to new ideas and perspectives. It is easier than ever to bring in guest speakers virtually. But you should exercise good judgment and plan ahead so that you are complying with any school or division rules. Schools may exercise similar control over invitations to guest speakers as they do over teachers’ lessons. Many school divisions require teachers to seek prior written authorization from their school principal before a guest speaker’s appearance. When a speaker is likely to be controversial, schools may require teachers to notify parents in advance and provide opportunities for students to opt out of attending the appearance. For example, a high school teacher in Illinois brought in numerous guest speakers for an elective class called, “Conflicts and Mysteries.” Members of the community were outraged after he invited a practicing Wiccan to speak about the occult. Parents supported the teacher, noting that he sent several notices about the guest speakers and required students to get parental permission. The school board cancelled and then reinstated the course. Similarly, a middle school in

California has Planned Parenthood teach sex education. The school sends notices to the families ahead of time so they can review the curriculum and, if they choose, have their students opt out. Sharing Your Opinions on Controversial Issues Schools may prohibit teachers from voicing their personal opinions, even when they allow teachers to discuss controversial topics in class. For example, a court upheld a school board’s decision not to renew the contract of a teacher who told her students, in response to a student’s question, that she did honk when she passed protestors against the Iraq war holding signs saying, “Honk for Peace.” If your work is covered by a collective bargaining agreement, read it carefully to determine what

your district allows and consult with your union representative. Some CBAs specifically prohibit sharing personal beliefs. For example, the Burgettstown (PA) Area CBA allows teachers to introduce controversial materials and opinions but requires those teachers to make it clear that he or she is not expressing a personal opinion and is not speaking on behalf of the school district. Other CBAs allow teachers to present their personal opinions, but include restrictions. For example, in the Triangle Lake School District in Oregon, teachers may express their personal opinions but only on matters that are relevant to their course content. Moreover, the opinion may not conflict with an established school board policy and/or the approved curriculum. Finally, teachers must explain that they are speaking personally, not on behalf of the school

in any way. In Montgomery County in Maryland, teachers may express their own opinions on controversial issues “provided that the total presentation is essentially balanced and fair” and that the teacher is not promoting their own political aims. If your work is not covered by a CBA, check with your union and school administrators to see what is or is not allowed in terms of sharing your personal views about a controversial issue with students in class. As a general rule, unless you have approval to do so, either directly or in school division policy or practice or a CBA, you should not share your personal views about a controversial issue with students in class. You can download the entire “Speaking Up for Public Education and Your Students” guide at www.nea.org/ advocacy-rights.l

Handling ‘Hot Moments’ Some thoughts on controversial comments or events in class, from the Derek Bok Center for Teaching and Learning, Harvard University: • To help students think productively about issues raised during hot moments, establish discussion norms early in the year, or at the moment if necessary. Don’t permit personal attacks. Model norms that encourage an open discussion of difficult material—by being open to multiple perspectives and by asking all students to argue their point responsibly. • Ask students, when things get hot, to step back and reflect upon what they might learn from this moment. This can move the discussion to a level that helps everyone see what issues are at stake. • Hold steady. If you can avoid being visibly rattled by a hot moment, students will be better able to steady themselves as well and even learn something from the moment. Students can feel safe when you appear to be in control; this enables them to explore the issues. Your behavior also provides a model for the students.l

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provide students with important opportunities to learn using materials that may powerfully engage them by reflecting the experiences of people and families that represent them or by helping them better understand people with different backgrounds and experiences. Talk to your principal about the importance of making sure that all students feel seen and supported in your school and classroom and ways that the school can make sure this happens.

FEATURE STORY

1. If students are not learning the way we are teaching, we must teach the way that they learn. Do all students learn the same? Of course not. So why do we teach and test them all the same? Are all students gifted? Of course they are, but some just open their boxes a little later. All students have different learning styles, so teaching should be tailored to involve all students in activities that are interesting, fun, insightful, and useful and that let them explore their creativity, reflect on their life, and develop relevant life skills that utilize all of their multiple intelligences. Every student needs an individualized education program. There is no one right way to teach all students. The pandemic has made this obvious.

Lessons My Students Taught Me By Stephen Sroka

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2. Students are crying out for help, and we punish them. Many students who put themselves at risk, online or offline, with sex, drugs, violence, and anxiety and depression behaviors are crying for help. But rather than to try to help them, we punish them. Why do we incarcerate when we need to rehabilitate? What good is it that a student can pass a proficiency test and not a reality test? Students need life skills to prevent risky behaviors and interventions to help them overcome problems, which affect their ability to learn and live. A student is a person,

not a point average. With the concept of the whole student, and their mental, physical, social, emotional, and spiritual dimensions, and the importance of the trauma-informed brain and adverse childhood experiences, we can appreciate social-emotional learning to help keep our students safe and healthy so they can learn more and live better. 3. Some students are invisible. Some students do not speak up or act up: They just shut up. They live in the poor neighborhoods and in the rich suburbs. In fact, many students live in the suburbs hiding behind their fences, lawns, and lawyers. One Native American student sent me an e-mail after I spoke on her reservation. It read, “You must be the voice for kids like me who do not have the strength to cry for help.” What you see may not be what you get with some students. 4. If you can’t relate, nothing else really matters — no matter how much you know. Teaching is about relationships. To get to the head, you must go through the heart. As most effective teachers know, students don’t care what you teach if you don’t teach that you care. Trusted relationships help build positive students and better school climate. Little words and little deeds help build strong relationships, make big differences, and change lives. You can help build relationships by addressing the four

challenges of communication, collaboration, cultural awareness, and caring. You cannot give a student a wake-up call in a foreign language. You can’t do it alone. You need to be sensitive to the culture. Caring is crucial. If you can’t relate, everything you do is much harder. 5. We tend to treat symptoms and not the source of problems, which is often about mental health. We frequently try to address problems by treating the behaviors and not the causes. For instance, to teach about bullying behaviors (and set up rules to stop them) without dealing with the underlying mental health issues is like putting a bandage on a cancer. You cover up the problem and it looks good, but the problem is still festering. As we often see with destructive risk behaviors, hurt people hurt people. The use of mental health professionals, such as school counselors, school social workers, school nurses, school psychologists as well as trained school resource officers, may enable us to help people help people. Today, behavioral threat assessment tools offer new solutions for old problems. 6. Students need the “3 F’s” and the “3 H’s.” There are no easy answers, but several variables seem to help our students learn and live. Research suggests students need developmental assets such as a family who loves them, even if it is not a biological family; friends who will pull them up, not down; and faith, a moral compass, a sense of right and wrong.

My experiences suggest students crave honesty, enjoy sensitive humor, and want hope. 7. Facts are forgotten, but feelings last forever. After teaching for 30 years, some of my former students gathered to thank me. I asked them what they remembered about me “back in the day?” Was it the time I jumped up on the desk and took off my shoes to teach the bones of the feet, or the community improvement programs in which we participated during summer breaks? One Hispanic student piped up and said, “We forgot most everything you said, and many of the things we did, but we never forgot the way you made us feel good about being ourselves.” In the end, for many students, kindness, not content or curriculum, is what they remember. Isn’t it interesting that once you get to their heart, you can teach your content and curriculum, but that may not be what they remember? To my former students who have taught me so much, I would like to say belatedly, “Thank you. I now understand. Sorry it took so long.”l

Stephen Sroka has taught K-12 and college for over 50 years. He has been inducted into the National Teachers Hall of Fame, presented The Walt Disney American Health Teacher Award, named the Person of the Year for The International Association for Truancy and Dropout Prevention, and received the first-ever School Health Leader Award from the American Public Health Association. This article first appeared on K-12 Dive (k12dive.com).

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started teaching in 1969 and never stopped learning. After listening to my students tell me what they thought and how they felt while teaching for over 50 years, I respectfully offer these seven lessons my students taught me.

The author works with a student.

hree years ago, this article would never have been written, at least not by me. Why not? What’s happened that precipitated and empowered this lifelong educator to sit down in a bookstore coffee shop and tap this out on my computer screen? Was it the pandemic? No. The Trump administration? No. The election of Joe Biden? No. Our country’s confirmation of the first openly gay member of a President’s cabinet? No, not that, either. Rather, I’m writing this, in large part, because of the forward-thinking, progressive nature of previous members of the House of Delegates and Senate of Virginia, who lifted the ban on the cursory firing of openly

EDUCATING THE RAINBOW:

was more than just an ally. I was also their “brother” who overcame the struggles of the homophobic 1980s, survived a self-imposed imprisonment in the closet when I was their age, In a political era marked by moves to ban books and restrict what’s taught and discussed in classrooms, was wounded by the spoken one Virginia teacher shares his journey to bring his pejoratives starting with the authentic self to his work and to his students. letters “f’ and “q,” and, like them, still continue to pave a meanBy Joseph Todd Emerson ingful path forward. I didn’t have any gay role LGBT public school teachers across models when I was coming of age in what the Commonwealth. was then rural York County. I suspected some When I first heard the news, it of my teachers were also same-sex attracted was liberating to step out of the closet but would never dare to bring up the subject once again, this time with codified in conversations with my classmates, with professional protections, allowing the teachers personally, or even with my me to be fully authentic with my liberal-minded parents. The various pieces of colleagues, open-minded administrafiction and nonfiction I was assigned to read tors, and those discerning students or were available in my school’s libraries were who figured out on their own that I completely void of my desired relationships.

ONE TEACHER’S QUEST

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If those seeking to limit access to such books believed it was because such reading material could cause a person to “become” gay, the opposite is certainly not true: reading the acceptable tomes and essays certainly didn’t make me heterosexual. Television programming was even worse. In fact, the only mention of anything having to do with the gay community was the horrific association of being homosexual with an immediate and lonely death from either disease, rejection, or brutal assault. Movies were somewhat better, but even then, propagated trope stereotypes of effete men who were either the subject of sadistic jokes or were seen as the unsexualized “third wheel” in heteronormative relationships. At least the music of that age saw the emergence of gender-benders such as Boy George, George Michael, and David Bowie, providing some semblance of hopeful optimism. And yet, there I was, a new adult growing into manhood, ready to take on the world and the wonderful challenges of teaching social studies with the knowledge that I had to sacrifice a meaningful part of my life if I wanted to heed my calling as a Virginia public school teacher. Three decades later, society’s opinions about the LGBT community have quantitatively changed for the better. I can eventually get married, and my future husband can be added to my school division’s health insurance plan and receive the survivor benefits afforded by Virginia Retirement System. Elections matter. They mattered then, when a pro-education, pro-educator majority changed the state Code, and they mattered this fall when Virginians cast ballots for all 140 members of

our House and Senate. This election was about more than just whether LGBT teachers can openly and authentically serve in the classroom. It was also about protecting the ability of LGBT classroom professionals with an inherently unique perspective to best serve and mentor sexual-minority students. Fortunately, in a development many didn’t see coming, legislators with more progressive philosophies made great gains in our General Assembly, hopefully heralding better times ahead for LGBT students and educators and for those who don’t fear the truth being told in our classrooms. When I had the honor of serving on the Executive Board of the VEA Fund for Children and Public Education, my colleagues and I were consistently reminded that “every education decision is first a political decision.” Sadly, we are seeing this adage play out badly in states such as Florida, Texas, and Tennessee. And here in Virginia, our current administration has been working to extend its misconstrued anti-Critical Race Theory policy to harming Virginia’s LGBT student population under the guise of a focus-group, bumper-sticker approach to public policy framed under the misleading slogan of “Parents Rights.” Governor Glenn Youngkin’s nod to graywash and bleach the rainbow is permitting local school boards to initiate policies and procedures requiring teachers to use pronouns which don’t comport with students’ cognition, restrict access to bathrooms, and censor the acquisition of learning materials. I can assure our esteemed governor, any member of any school board, concerned citizen, or worried parent who supports such

authoritarian measures that when I was coming of age as a closeted teenager, my fear of using the bathroom, or changing in the locker room, or attempting to tape an ankle as my high school’s student trainer did not come from another gay, lesbian, or gender-bending classmate. Rather, my profound safety concerns arose from hypersexual straight peers and teammates who I feared would beat the pulp out of me, and those teachers and administrators who turned a blind eye when I was sexually assaulted during a hazing incident in an effort to promote “team-building.” Today, across the Commonwealth, local school boards are debating which pieces of age-appropriate literature should be “restricted” or “removed.” As a trained historian, I cannot help but see parallels between arguments these locally elected officials are using to justify their positions with those utilized across Germany in the 1930s. Moreover, I cannot help but wonder if they would agree that my nephews’ parents also have the right to ensure their sons are given equal opportunities to read a diverse set of literature from multiple perspectives, promote their own curiosities, question the strictures and limitations of their community, and challenge the need to revitalize our democratic institutions. “Parents Rights” goes both ways, and it is time for pro-education parents to stand up to adult bullies and say that censorship is not an American value. In a national effort to protect college-level curriculum for AP students from such locally inspired censorship, The College Board indicated it would not revise, edit, or conduct a curriculum audit of the AP Psychology course to

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FEATURE STORY

orientation? Like many of us, ensuring that each student is properly affirmed has been a hallmark of my personal educational practice since I started teaching in 1991. However, the additional layer of having such sacred conversations and providing a safe harbor could not have taken place had the forward-thinking members of a pro-education, pro-teacher majority in our state legislature a few years ago not seen fit to change the law, thus allowing many of us to reveal a tiny shimmer of our full selves in our professional life. Politicians often quip that we should “vote for our hopes and not our fears.” Well, I simultaneously do both when I step into the ballot box these days. In statewide, local school board and other elections, I vote for candidates who believe that access to diverse literature provides hope, opportunity, and validation. And I vote against candidates who believe the Floridication of Virginia is a proper political path. In doing so, I vote for a positive future for my nephews, and all sexual-minority youth who need us as their teachers, coaches, and mentors to be a positive, open, and life-affirming presence in their lives. May it always be so.l

More and more, students have access to quality literature with a greater representation of their lives and their loves. And, to be honest, I actually have a tinge of jealousy when I think about the wonderfully diverse television programming and literature young people today are able to access.

“

of finding love and living an authentic life sparked a series of meaningful conversations about a sense of worthiness and safe and proper methods of finding happiness, which have continued beyond his recent graduation. What prompted the emergence of these series of profound, meaningful, and sometimes daily conversations? Was it the Progress Pride flag hanging in my classroom? Was it my

hand-drawn caricature of Secretary of Transportation Pete Buttigieg and his husband sharing a sweet kiss? No. It was a book. And not just any book–a novel about two men who learn to grow into love and care deeply and passionately about each other. Isn’t that what we want for all children, irrespective of their sexual

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

Joseph Emerson, Ed.D., a member of the Newport News Education Association, teaches social studies at Denbigh High School.

educated: On average, ESPs have been in their field for 13 years; 65 percent say they’ll stay until retirement; and more than half have an associate’s or more advanced degree. • They’re involved in their school community: Two-thirds of ESPs live in the communities where they work and many volunteer for community events and organizations; and 64 percent volunteer in activities that benefit children and schools, such as reading books to students or lobbying.

FILE THIS: EDUCATION SUPPORT PROFESSIONALS, OFTEN THE ‘UNSUNG HEROES’ OF OUR SCHOOLS, DESERVE BETTER.

ducators understand that to teach children effectively these days, a “whole child” approach, one that takes into account the safety, engagement, and health of young people, works best. Here’s another thing everyone in schools knows—we can’t make a “whole child” approach happen without education support professionals. So, why don’t we treat them better? ESPs meet many of the health, safety, nutritional, technology, hygiene, transportation, and other needs of our students, making optimal learning possible. They’re invaluable in our public schools, and here’s just some of what we know about them, compiled by the National Education Association:

• ESPs make up almost half of NEA’s more than 3 million members and they serve in nine “career families”: clerical services, custodial and maintenance services, food services, health and student services, paraeducators, security services, skilled trades, technical services, and transportation services. • They’re committed to students: 62 percent are assigned activities involving special education students; 76 percent are involved in school safety; and 63 percent have spent money out of their own pockets to buy food or school supplies for students.

• Eighty-four percent of ESPs work full-time (although 65 percent are paid hourly), with 43 percent working in elementary settings and 49 percent working as paraeducators. • While the contributions of ESPs are amazing and indispensable, their value isn’t reflected in their paychecks and in other areas. It’s not right. Here’s some of what ESPs deserve: • Better salaries: More than two-thirds (68 percent) of ESPs say they’re not making a living wage and 51 percent report a problem paying for food. • Better professional development: Only 23 percent say they’re satisfied with the training and growth opportunities they’re getting; 77 are not. • Adequate staffing: A large majority of ESPs (76 percent) are asked to perform duties outside their job descriptions. • More respect and inclusion: Only 33 percent of ESPs are very satisfied with the respect they receive on the job.l

• They’re both experienced and

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Photo by iStock

accommodate Florida’s “Don’t Say Gay” law. Thankfully, the culture has changed for the better since my adolescence. More and more, students have access to quality literature with a greater representation of their lives and their loves. And, to be honest, I actually have a tinge of jealousy when I think about the wonderfully diverse television programming and literature young people today are able to access that did not exist when I was a teenager. Shows such as “Young Royals,” the adaptation of Alice Oseman’s Heartstopper graphic novels, and the upcoming film adaptation of “Red, White, and Royal Blue” are wonderful examples of strides made in progressive offerings by popular streaming services. Every teacher knows the power the written word has on the human mind. We can expand our students’ consciousness and foster positive mentoring relationships with just the right word. Case in point, this past school year, a self-identified, initially closeted bisexual student of mine purchased a copy of Boyfriend Material, by Alexis Hall, because he saw me reading it during my lunch break. His purchase of that specific novel and the themes

FEATURE STORY

The Top of the Mountain Congratulations to VEA members who earned National Board Certification this year!’

National Board Certification from the National Board for Professional Teaching Standards (NPBTS) is widely recognized in our schools as the gold standard in teacher certification credentials. With good reason, too: Not only is it a hard-won badge of honor for the teachers who earn it, it also translates into better results for students. A decade of research backs the impact NBCTs have on students: Their students learn more than those taught by non-NBCTs, especially if they are members of a minority group or economically-disadvantaged. NBPTS has recently released the 2023 class of new and newly-recertified NBCTs, and we want to offer our congratulations to our members who have achieved this milestone in their training and education. NEWLY CERTIFIED Jennifer Baitinger Arlington Education Association Brandy Bowles Education Association of Alexandria Gregory Campbell Arlington Education Association Emily Chaumont Prince William Education Association Brian Costa Prince William Education Association Andrea Eisenberger Virginia Beach Education Association Bethany Farrell Fairfax Education Association Rachel Grover Fairfax Education Association Tammy Hinkle Prince William Education Association Tamara Ingalls Prince William Education Association Sonya Kepner Prince William Education Association Olivia Lawson Williamsburg-James City Education Association

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Wendy Lucy Williamsburg-James City Education Association Paul Mock Fairfax Education Association Marisa Pappas Fauquier Education Association Catherine Reidenbach Virginia Beach Education Association Kate Roessler Williamsburg-James City Education Association Stephanie Slough Stafford Education Association Lauren Paz Soldan Fairfax Education Association Luisa Tio Education Association of Alexandria Michelle Weeks Hanover Education Association RECERTIFIED Florina Abott Fairfax Education Association

Marie Aronson Virginia Beach Education Association Megan Bishop Virginia Beach Education Association Nicole Boissiere Prince William Education Association Danielle Bottesch Loudoun Education Association Jennifer Brady Henrico Education Association Connie Burgess Education Association of Suffolk Tara Cahak Loudoun Education Association Maritza Carpenter Arlington Education Association Trisha Christopher Education Association of Alexandria Kelly Davis Education Association of Alexandria Tara Dembitz Virginia Beach Education Association Kristine Elsener Fairfax Education Association Christine Fasick Prince William Education Association Ashley Field Gloucester Education Association Allison Fleming Hanover Education Association Jennifer Fortune Loudoun Education Association Karen Freeman Stafford Education Association Donna Garzione Prince William Education Association Catherine Gray Charlottesville Education Association Gregory Hackenberg Martinsville Education Association Gretchen Hiort Henrico Education Association Teresa Jones Stafford Education Association Megan Landmeier Education Association of Alexandria Suzanne Lank Education Association of Alexandria Larissa Lemp Loudoun Education Association Brandy Loomis Education Association of Alexandria Rebecca Madrona Arlington Education Association Maren Mapp Arlington Education Association Anne Mooring Williamsburg-James City Education Association Kelly O’Boyle Loudoun Education Association Kenneth Parker Arlington Education Association Rochelle Peasley Louisa County Education Association Tina Pitts Williamsburg-James City Education Association Laura Richardson Albemarle Education Association Rosalyn Roberts Williamsburg-James City Education Association Andrea Rowanhill Albemarle Education Association Adrienne Rozier Richmond Education Association Valerie Schwarz Richmond Education Association Christina Sienkiewicz Chesterfield Education Association Valerie Smith Williamsburg-James City Education Association Amelia Snapp Frederick County Education Association Elizabeth Snead Arlington Education Association

Maria Sotomayor Arlington Education Association Shannon Speights Prince William Education Association Lydia Stewart Prince William Education Association Sarah Switaj Arlington Education Association Wanda Taylor Roanoke Education Association Christine Thai-Pappa Prince William Education Association Elisabeth Thompson Alleghany Education Association Amber Tiernan Prince William Education Association Casey Tyler Henrico Education Association Schuyler VanValkenburg Henrico Education Association Lynnmarie Wasinger Chesapeake Education Association Kristin Weaver Loudoun Education Association Matthew Wester Richmond Education Association Valerie Wick Stafford Education Association Meredith Williamson Louisa County Education Association James Winterer Salem Education Association Laurie Witt Martinsville Education Association Katherine Woodard Henrico Education Association Rebecca Woodside Stafford Education Association Rashmi Wright Loudoun Education Association James Zarro Arlington Education Associationl

National Certification’s Underpinning The National Board for Professional Teaching Standards bases its standards and certification process on what it calls the Five Core Propositions, drawn from a document it created called “What Teachers Should Know and Be Able to Do.” The propositions, similar to the Hippocratic Oath taken by medical professionals, spell out the profession’s vision for truly accomplished teaching. They are: • Teachers are committed to students and their learning. • Teachers know the subjects they teach and how to teach those subjects to students. • Teachers are responsible for managing and monitoring student learning. • Teachers think systematically about their practice and learn from experience. • Teachers are members of learning communities.l

How VEA Can Help Your union offers options for teachers considering National Board Certification, including a cohort that meets monthly, one-on-one mentoring, and Jump Start training. To learn more, go to veanea.org/nbct/.l VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

MEMBERSHIP MATTERS

VEA’s Fitz Turner Commission Fights for Equity for All

More Historic Steps Forward! Members of the Falls Church City Education Association and the Montgomery County Education Association have become the latest Virginia educators to hammer out contracts with their school divisions, coming to tentative agreements slated to take effect July 1, 2024. Ratification procedures are underway in both communities, where educators overcame obstacles in getting to the table and completed successful negotiations.

UPDATE

In other bargaining news around the state: •

Major progress in Loudoun, where Loudoun Education Association members will now be part of a joint committee, along with school division leaders, to craft a bargaining resolution. Previously, working with an anti-labor law firm, the school division had proposed a resolution that was completely unsatisfactory to LEA, who resisted it and convinced outgoing school board members to drop it and direct incoming members to work with LEA on a new one.

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A similar situation has developed in both Albemarle and Petersburg, where union members are now a part of the resolution writing process after unacceptable versions proposed by local school boards, leading AEA to break off negotiations and PEA to hold protests.

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In Richmond, where the state’s first education union-school division contract was negotiated under Virginia’s new collective bargaining law, REA members in both central office and school-based support staff bargaining units are currently working on their own agreements with Richmond Public Schools. Negotiations are also underway between Arlington Education Association members and the county’s school system.

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In Henrico County, HEA members have been vocal at school board meetings as they accelerate their efforts to begin the bargaining process, and have been holding public meetings and information sessions to get more county school employees on board with the effort.l

One of the most pivotal ways that VEA promotes member rights and joins the broader struggle for human and civil rights is the work of Fitz Turner Commission (FTC), a specialized group of members within VEA’s Department of Human and Civil Rights (HCR), focused on societal issues and systemic challenges that impact education. FTC draws its name from the former Virginia Teachers Association President, who became the VEA’s first Black professional staff member after the 1967 VEA-VTA merger. Turner, an accomplished educator and civil rights advocate, is considered a The mission continues: Manassas City Education Association member pioneer in bringing human relations programs to public education. Shaniqua Williams, chair of the Understanding that all systems are intertwined, FTC seeks to dismantle sysFitz Turner Commission, gives an temic barriers and promote a fair and just society by actively engaging in social update on FTC activities at the VEA justice initiatives. This includes addressing issues such as poverty, housing inequalconvention. ity, access to healthcare, and intersectionality and inclusivity, which recognizes the need to advocate for policies that consider the unique challenges faced by individuals with multiple marginalized identities, ensuring inclusivity for everyone. In the fight for equity and justice, HCR and FTC work together, creating a formidable force to bring the VTA’s vision of the Virginia Teachers Association—addressing racial disparities and ensuring access to a quality education for all students, regardless of background—to Virginia’s public schools. These entities strive to create a more inclusive and equitable educational environment through their multifaceted initiatives, contributing to the broader societal shift toward justice and fairness. In the spirit of Fitz Turner’s legacy and fueled by the collaborative strength of the merged association, they continue to inspire positive change and empower educators to be champions of human and civil rights in their classrooms and communities. FTC is currently chaired by Shaniqua Williams of the Manassas City Education Association and co-chaired by Brad Hutchinson of the Bristol Virginia Education Association. Tammy Potts, also of the Manassas City Education Association serves as secretary.l

Montgomery County Education Association members celebrate last year after officially winning the right to negotiate contracts.

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

Photo page 20 by Olivia Geho, photo page 21 by Lisa Sale

You Read, You Win! The ability to read is absolutely essential to opening young people’s doors to success in life, and kids need to know that the adults in their lives encourage and value reading. In addition to being important, reading is also great fun—and when kids read books featuring characters of different races, genders, and backgrounds, they can discover their own voices while also learning from the voices of others. All this is what NEA hopes will happen through its annual Read Across America Day. Learn more about this nationwide celebration of reading and literacy at www.nea.org/readacross.l

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

MEMBERSHIP MATTERS

Your Union’s Legal Want to Know When You Can Team Has You Retire and How Much You’ll Covered Receive? As a VEA member, you’re never alone in your school or your classroom—VEA Legal Advocacy has your back. You have solid protection, provided by both VEA staff attorneys and outside counsel when needed. You never set out in your career thinking you’d need legal protection, but it can be a lifesaver when unexpected situations arise in our litigious world. So, it may be more important than ever for you to know and understand the variety of ways your union’s legal experts look out for you. Here are a few pieces of the safety net you’re working with: •

Access to consultation and representation from within a network of VEA-approved attorneys around the state.

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Legal representation if you face dismissal with cause.

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Legal representation if you are accused of abusing a student and, therefore, investigated by social workers.

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Legal representation if you are accused of committing a crime during the course of your school duties.

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The Attorney Referral Program, which offers discounts for legal representation in matters not related to your school employment, such as wills, real estate, and traffic court matters.

To learn more, contact your local UniServ Director’s office.l

To live comfortably in retirement, experts estimate that you will need 80 percent of your pre-retirement income. Creating a financial plan can help you stay on track. So will dedicating a little time to understanding your VRS retirement plan. Want to know when you can retire and how much you will receive? Log in at myVRS.varetire. org for a deeper dive into your retirement readiness, and save time with efficient self-service applications. You’ll be able to quickly view account details, such as: •

Your plan type.

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Years of VRS service.

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Voluntary contribution percentage (Hybrid Retirement Plan members only).

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Earliest unreduced retirement benefit. In other words, the earliest age you can retire with your full benefit.

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Defined benefit member contribution account balance.

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VRS Defined Contribution Plan account balances, if you participate or if you are in the hybrid plan.

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Information about other benefits, such as life insurance coverage and your health insurance credit amount, if applicable.

You can project post-career income using the myVRS Benefit Estimator. A benefit estimate is crucial in making informed retirement decisions, like choosing when to retire or selecting a benefit payout option. Once you’ve generated an estimate, use the Retirement Planner to determine if your monthly benefit and other income sources, including Social Security and supplemental savings, will support your desired lifestyle. The planner will highlight potential shortfalls in your estimated income and recommend action steps, such as filling out a budget worksheet, making additional contributions to your supplemental savings plan, or scheduling to meet with a VRS counselor, which you can do at varetire.org/education. Review your annual Member Benefit Profile (MBP). This is a more detailed income analysis to help bridge potential gaps in your target retirement income and identify additional savings needs. Located under Annual Statements, your MBP is a snapshot of your account as of June 30. When you’re ready, don’t forget about online retirement and other self-service options available to most VRS members. Retire online to save time, bypass paper forms, and receive pre-retirement counseling through informative videos and step-by-step guidance. After you retire, return to myVRS to easily maintain certain account details, such as beneficiaries, contact information, direct deposit and more.l

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

PRESIDENT’S MESSAGE

CALENDAR OF EVENTS

VEA is There for Your Instructional Needs

Summit on Educators of Color February 16-17 Richmond Marriott Fund Our Schools Rally and Lobby Day February 19 State Capitol

— Dr. James J. Fedderman Nobody fights for students, schools, and educators like the VEA does. There is simply no other organization in Virginia who does what we do on the scale that we do it. Every day. We stand up for safety, the rights of vulnerable students, the rights of all who work in our schools—and for the quality of instruction that our young people need and deserve. One recent example: When the Virginia Board of Education released its revisions to the state’s Standards of Quality, which set the minimum requirements for our public schools, it woefully neglected our students. We were the ones who pointed out that instead of the $2 billion in revisions suggested by the previous Board, this Board of largely Youngkin appointees proposed $35 million, plus other unspecified potential funding Board members could not agree on. Money matters: these SOQs will hurt English Learners, students with disabilities, economically disadvantaged students, mental health support, safety and staffing measures, and keep teacher compensation well below the national average salary (still). And when Gov. Youngkin released his ideas for the state budget, we were the ones letting the world know that it did little to address our educator shortage or help with some of the

most glaring needs of our students. Our members held policymakers’ feet to the fire on these issues, and continue to do so. We’ll never stop. Your union also remains very proactive about instructional needs in our schools. Our Department of Teaching & Learning has launched the VEA Learning Portal, which gives our members the chance to hone their professional skills on topics of their own choice and on their own schedule. T&L also publishes a monthly electronic newsletter, called Teaching & Learning Today, which keeps members up-to-date on the latest updates and resources available through your union, including workshops available to locals and conference information. The portal and newsletter can be found on our website, veanea.org, as well as information about National Board Certification, education equity resources, and a host of other materials. Two of our locals are also participating in a new NEA program called the Early Learning Institute, a six-month project to help assess the needs of early career educators and develop plans to meet those needs. No other organization is doing all this. VEA has your back in the classroom!l

VEA’s MemberPalooza February 24 Richmond Student VEA-Aspiring Educators Convention March 23 Virginia Beach VEA Convention April 11-13 Hampton

“And this one is for Bravery in Substitute Teaching.”

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INSIGHT ON INSTRUCTION

Numbers Don’t Lie: Some Telling Facts and Figures ON OUR TEACHING FORCE: Some of the latest data from the National Center for Education Statistics: 77 percent of public school teachers were female and 23 percent were male in 2020–21. The percentage of male teachers at the elementary instructional level (11 percent) was lower than the percentage at the secondary instructional level (36 percent). In 2020–21, of all public school teachers, • 80 percent were White; • 9 percent were Hispanic; • 6 percent were Black; • 2 percent were Asian; • 2 percent were of two or more races; • Less than 1 percent were American Indian/Alaska Native; and • Less than one-half of 1 percent were Pacific Islander. From 2011–12 to 2020–21, the share of public school teachers in each of the racial/ethnic groups changed by 2 percentage points or less. Specifically, lower percentages of public school teachers in 2020–21 than in 2011–12 were White (80 vs. 82 percent) or Black (6 vs. 7 percent). In contrast, higher percentages of public school teachers in 2020–21 than in 2011–12 were Hispanic (9 vs. 8 percent), Asian (2.4 vs. 1.8 percent), or of Two or more races (2 vs. 1 percent). In 2020–21, the proportion of K–12 public school teachers who were White (80 percent) was higher than the proportion of K–12 public school students who were White (46 percent),

ON SCHOOL SEGREGATION: From a 2022 study by the federally-based Government Accountability Office (GAO), where researchers were asked to investigate the state of segregation in American public schools: It is widely recognized that a history of discriminatory practices has contributed to inequities in education, intertwined with disparities in wealth, income, and housing. Because district boundaries typically define the schools a student can attend and public education is partially funded by local property tax revenues, lower-income communities generally have fewer resources available for schools. For example, GAO previously reported that students who are poor, Black, and Hispanic generally attend schools with fewer resources and worse outcomes. As the K-12 public school student population grows significantly more diverse, schools remain divided along racial, ethnic, and economic lines throughout the U.S. These divisions span school types, regions, and community types (urban, suburban, and rural). More than a third of students (about 18.5 million) attended a predominantly same-race/ ethnicity school—where 75 percent or more of the student population is of a single race/ethnicity—according to GAO’s analysis of Department of Education data for school year 2020-21. GAO also found that 14 percent of students attended schools where 90 percent or more of the students were of a single race/ethnicity. GAO’s analysis of 10 years of education data shows that district secession—a process by which schools sever governance ties from an existing district to form a new district— generally resulted in shifts in racial/ethnic composition and wealth. Compared to remaining districts, new districts had, on average, roughly triple the share of White students, double the share of Asian students, two-thirds the share of Hispanic students, and one-fifth the share of Black students. New districts were also generally wealthier than remaining districts. Specifically, the percentage of students eligible for free or reduced price lunch—a proxy for poverty—was half that of the remaining districts.l

An Editorial that Nails It What can be done to attract new teachers and retain experienced ones? On the state level, more competitive salaries and generous bonuses are one obvious answer… legislators should not let compensation be a place to skimp at budget time. Virginia teacher salaries are below the national average, and teachers in Virginia typically earn about 32 percent less than college-educated workers in other fields — one of the worst “pay gaps” in the nation. Streamlining the certification process and making it more flexible could help. Virginia Teachers for Tomorrow and other “grow your own” programs that attract, mentor and help prepare high school students to become teachers should be expanded. At the local level, school districts should strive to improve working conditions, keep extra duties to a minimum and treat teachers as valued professionals. When possible, local bonuses to supplement salaries are a plus. Strong volunteer programs and other efforts can improve support for teachers and free them to focus more on the job they prepared for. Good public education is essential for the futures of our children, our communities and the nation. We expect a great deal of teachers; we should be willing to pay them accordingly, and we should treat them with the respect these skilled professionals deserve.l — From an October editorial published in the (Norfolk) Virginian-Pilot and (Newport News) Daily Press

One Week that Could Change Everything An idea from Cultures of Thinking, an initiative of Project Zero at the Harvard Graduate School of Education designed to improve learning and collaboration through improved group and individual thinking processes: Institute a “What if…Week”: Sometimes teachers are reluctant to take on new ideas for fear trying something new will harm students’ preparation for important tests. Other times there is just a reluctance to try something new because it will feel uncomfortable. You can send a message to teachers about the importance of experimentation in teaching and learning about the effects on students by designating a “What if… Week” in which everyone agrees to try something new, not just for day, but for a whole week that they feel has the potential to foster students’ engagement, independence, understanding, or thinking. This point is important. It isn’t just trying something new, it is having a hunch that this new thing might have a specific benefit and then actually testing it out. For example, letting students come up with their own homework assignments to nurture independence and engagement or trying to ask more facilitative questions to uncover students’ thinking. Everyone then tries their ideas out on the same assigned week: At the end of the week everyone reports back on what they learned. Some schools have extended this idea by instituting a “Risky June” at the end of the year.l

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

Photos by iStock

whereas the proportion of teachers of other racial/ethnic groups was lower than the proportion of students in those groups. For instance, 9 percent of public school teachers were Hispanic, compared with 28 percent of public school students.

INSIGHT ON INSTRUCTION

An Evolving Definition

Percent of 13- to 17-year-olds with access to a smartphone Source: Pew Research Center

Helpful information for educators, from the American Foundation for Suicide Prevention: In the CDC’s most recent Youth Risk Behaviors Survey, 10.0 percent of young people in grades 9-12 reported having

Virginia’s spot in a Scholaroo ranking of the most educated states in America. The company used 19 metrics to compare states in two main categories: school quality and educational attainment. Only Massachusetts, Minnesota, and Connecticut were ranked higher. Scholaroo is an organization that helps students find scholarship opportunities.l

made at least one suicide attempt in the past year, and about 3 percent of all students say they’ve made a suicide attempt that required treatment by a doctor or nurse. Suicide is the second leading cause of death for children ages 10-14 and the third leading cause of death for young people ages 15-24. If you suspect one of your students may be contemplating suicide, have an honest conversation: • Talk with them in private • Listen to their story • Tell them that you care about them • Ask them directly if they’re thinking about suicide • Encourage them to seek treatment or to contact their doctor or therapist • Avoid debating the value of life, minimizing their problems, or giving advice.l

Photos by iStock

The National Council for the Social Studies has updated its definition of what social studies actually means. Here’s how it defines the field now: Social studies is the study of individuals, communities, systems, and their interactions across time and place that prepares students for local, national, and global civic life. The rationale for updating the definition includes that social studies helps students examine vast human experiences through the generation of questions, collection and analysis of evidence from credible sources, consideration of multiple perspectives, and the application of social studies knowledge and disciplinary skills. As a result of examining the past, participating in the present, and learning how to shape the future, social studies prepares learners for a lifelong practice of civil discourse and civic engagement in their communities. Social studies centers knowledge of human rights and local, national, and global responsibilities so that learners can work together to create a just world in which they want to live.l

You Could Save a Life

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

FIRST PERSON: NARRATIVES FROM THE CLASSROOM

What’s the Word? Letting Students take Risks

Illustration by iStock

— Bruce Ingram

“I first changed ‘frustrating’ to ‘argumentative’ then I went from ‘argumentative’ to ‘vexatious,’” the young man in my English 10 A.S. class told me. “I was kind of proud of that last change.” A sophomore girl also weighed in with what she had accomplished with her editing of her paper on William Golding’s Lord of the Flies. “When I was describing the character Roger, I went from him being described as practicing ‘mindless sadism’ to ‘vacuous schadenfreude,’” she said. “I think that that last phrase really sums up how evil Roger was.” The genesis for these responses came about a year ago when I was struggling with how to improve the writing of my English 10 Advanced Studies and Creative Writing classes at Lord Botetourt. A point of emphasis in our English department is how we can help students improve their word choice and thus make their papers more stimulating to read and more collegiate as well. My problem was, though, that my young charges didn’t want to take that proverbial leap of faith to experiment with their writing…no matter how much I encouraged them to do so. It was then that I realized why they were reluctant: They were probably afraid that I would lower their grades if they incorrectly used the vocabulary words I gave them or the words they discovered from online dictionaries. After all, isn’t that what we teachers have always done? So for the last three semesters, I have emphasized that for

VIRGINIA JOURNAL OF EDUCATION | FEBRUARY 2024

every paper assigned students who “gamble” with their word choice decisions will not be penalized if they initially use those words incorrectly. Furthermore, I promise the students that they will have a second chance to find and use creative, new college-level words… no points deducted again. And if they are still struggling to locate just the right word after several attempts, they and I will work together at their desk to come up with a new “big word” before I leave them to help someone else. The above responses were not the only triumphs my students enjoyed. Recently, my English 10 A.S. and Creative Writing I-IV students have been working on major writing activities. The former had an SOL analytical paper to prepare for, and the latter penned their Big Project (the nine weeks’ major writing assignment). I asked my charges what words they had discovered by being free to pursue building their vocabulary without penalties. Or what words they selected when I requested that they “write more collegiately.” One sophomore female said she changed “clear” to “palpable,” and “covered to draped.” Another young writer told me she swapped “evil” for villainous” while describing a character. She also changed the phrase “breaking your morals is bad” by switching the last word in the phrase to “sacrilegious.” Another English Honors student told me that she substituted the phrase “blithely indifferent” for the common word “carefree.” And as is often the case in a high school classroom, when one student experiences success by accomplishing something, others feel encouraged and liberated to try to do the same. Soon other voices were weighing in. In Creative Writing, a senior female rhapsodized that she had changed “worn out to “dilapidated,” and “shadow to umbra.” A sophomore girl in the same class gave me an entire list of her word choice victories: “trapped to confined,”“evil to devilish,”“very to immensely,”“go into to delve,” and “covered to draped.” Just as rewarding as my students’ improved word choice was the pride they were displaying in their writing journeys. I too was proud of what the young people had accomplished. So much so that when Principal Beth Mast asked teachers to come visit her during their planning periods to talk about their school year and what they were doing differently in class, I told her about my word choice instruction and my students’ successes. Giving students the freedom to make mistakes and experiment is not just something that can be accomplished in English classes. Any classroom can be a place where ideas percolate, vocabulary improves, and young people can become lifetime learners. Freeing students from the shackles of being afraid to experiment offers tangible benefits to them and a satisfying experience to us as well.l Bruce Ingram (bruceingramoutdoors@gmail.com), a member of the Botetourt Education Association and a veteran educator, teaches English and Creative Writing at Lord Botetourt High School. He’s also the author of more than 2,700 magazine article and 11 books.

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