Dr. Jeck’s Blog

Woke

Equity

CRT

SEL

…probably missing a few, but these seem to be at least some of the concepts/subjects that have become flashpoints for disagreement regarding how to educate our kids. What they are taught. How they are taught.

I am a profoundly firm believer that our job as educators is NOT to teach kids what to think. Our job is to teach kids HOW to think. In terms of the curriculums we utilize, they are established generally through the Standards of Learning as prescribed by the state. The specific curriculums (example: the textbooks and corresponding material we utilize) are determined by local school boards (which are almost always elected).

In Fauquier County, like all other Virginia school divisions, the School Board must approve all new courses and curriculums. We have a great School Board! One of the things that makes them great is that they educate themselves. In other words, they READ. They study what is presented to them. They make informed decisions. I don’t always agree with the decisions they make, but that doesn’t really matter. I work for them and not the other way around, and I respect the fact that, although we have disagreements, they understand the issues because they take time to do so.

When it comes to controversial topics like CRT, Equity, SEL, and Woke-ism, it is important to READ about these topics in order to gain an informed opinion. You are NOT going to get an accurate understanding via Fox News or CNN. You just aren’t. They have an agenda that, in my view, isn’t motivated by a “just the facts” mentality. Sorry, but they don’t. You have to read, and read plenty…preferably via multiple sources (this is assuming you have a genuine interest in these topics).

Equity

For the life of me, I have not been able to understand where the opposition to providing an equitable education for kids comes from.  It makes no sense to me. I’ve had many conversations over the years with folks who have expressed opposition to providing equity in schools. In some instances, I have asked them to describe what they believe equity means, particularly in schools. They are almost always wrong. They almost always provide and argument rooted in politically beliefs and opinions. That is not what equity is all about. I wrote this a long time ago, and it still holds true:

“Do you believe that we should provide ALL kids with what they need in order to be successful?

Do you believe that kids at the “top” and the kids who consistently struggle BOTH deserve programs, opportunities, and resources necessary to be successful (we can do both, by the way)?

Do you believe that the instructional system that has been in place for over 125 years needs an update?

If you answered yes to these questions, then it is very likely that you believe in instructional equity for kids because this is how we define it.”

Giving kids what they need individually in order to be successful should not be controversial unless the motivation has nothing to do with insuring success for ALL students.

Woke

Confession: I only recently delved into the subject of “woke,” mainly because I keep hearing people use it as if it were a curse word. So, I read about it…a lot.

I’m going top leave this right here. What does “woke” actually mean?

 

I must write about an email interaction I had recently with a member of our community. This individual identified himself as a local clergyman. I received several similar emails within about a 48 hour time period, all of which said approximately the same thing: keep Social and Emotional Learning (SEL) out of our middle schools. I am far, far from a clergyman, but because this gentleman identified himself as one, and because I attended a Christian High School, two Christian Colleges, taught Social Studies and a variety of Biblical courses at two Christian High Schools (Old Testament, New Testament, Romans, and Colossians), and have even done some lay preaching, I cannot let go of some of what was written because it is, in my view, so deeply flawed.

He wrote and shared his disapproval for the Social and Emotional Learning (SEL) curriculum we are proposing for our five middle schools. SEL instruction has been a part of our elementary curriculum (“Second Step”… the same program we are hoping to implement in our middle schools) for approximately three  years. It has been received very positively and I am not aware of a single complaint about the program although a handful of parents have “opted out” of this instructional opportunity.  This is their choice, of course, and is the same choice we intend to offer middle school parents.

I asked this gentleman to please share with me, specifically, which parts of the curriculum he was opposed to. He responded with several bulleted  points….many of the EXACT same points that others had shared (in other words, someone else wrote them and probably encouraged dissemination). While I disagreed with most of what was shared, one piece got my attention and I have not been able to let go of it. Here it is:

“SEL “empathy training” is from a liberal viewpoint and will teach everyone to respect/accept everyone’s ideas as equal. In order to champion diversity they will be taught to affirm everyone’s beliefs and avoid offending them. From this liberal worldview it would teach the kids to accept a boy wanting to be girl and a girl wanting to be a boy. Even to the point of changing in the same locker rooms and using the same bathrooms. Why? Because SEL will teach them to be affirming and accepting of everyone’s ideas and beliefs. Forcing people to believe that someone else’s ideas and beliefs are valid without a debate, without an argument, is an evil dictatorship not a free country. That would be like me telling you to vote no and forcing you to do so without any convincing explanation. ”

Hard to know where to begin, but I’ll take a stab at it. Empathy is not about “respecting/accepting everyone’s ideas as equal.” This is not what empathy is. Let’s consult Webster’s:

“…the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another.” 

Empathy is about understanding the feelings of others and being sensitive to them whether or not we agree with them or not. It is also about showing compassion even if we share significant disagreement. Agreement is not required. In fact, agreement is not even mentioned within the curriculum (or within Webster’s), neither is the affirmation of any behavior or belief, only some degree of understanding and sensitivity. It is simply about helping students recognize that the people we come in contact with are often dealing with some really difficult stuff in their lives, often  things that we know nothing about.  The story of the Good Samaritan is an (almost) perfect example. A traveling Samaritan came across a Jew who had been robbed, beaten, and stripped of his clothing. The Samaritan showed compassion and provided medical attention, shelter, food, clothing, and even left some denarii with the inn keeper so the Jew could remain until well enough to travel.  Important to note that Samaritans and Jews were enemies who had many, many disagreements. The Samaritan, however, demonstrated empathy and compassion. Once Christ concluded the sharing of the parable he said of the Samaritan: “He who showed mercy on him.”…”Go and do likewise.”

So, we should not be teaching kids how to show empathy? Empathy is suddenly a bad thing? I actually agree that it is not the job of our schools to teach radical concepts like empathy and forgiveness. That is the job of the parent, but schools are certainly willing to help if they are allowed to.

Lastly, the mischaracterization of SEL as it pertains to helping kids be more empathic is, frankly, stomach turning. Moreover, if we adopt the same logic as presented, then we shouldn’t encourage kids to forgive either. Using the aforementioned logic, we would be indirectly demonstrating acceptance of “bad” behavior and even encouraging it. The fact is, we are directed to forgive, period. Not to accept, encourage, condone, or validate the behavior of others, but to forgive. I believe this is what Christ had in mind when He said:

“Do not judge others, and you will not be judged. Do not condemn others, or it will all come back against you. Forgive others, and you will be forgiven.”
Luke 6:37

 

I am afraid to say that our generation will not be viewed favorably in terms of our absolute and complete failure to protect students from gun violence during the past 25 (or so) years.  Gun violence is now the leading cause of child and teen deaths in our country. We have failed to protect our children, and with each school shooting we are reminded of our failure.

Maybe if the folks who are able to take swift and decisive action on many fronts (common sense gun control laws/background checks, mental health supports, additional in-school law enforcement, etc..) had to view the crime scene photos of bullet riddled children and adults lying in pools of blood might have a different attitude…but some may not, which is revolting.

It is like Groundhog Day after each shooting: thoughts and prayers, the blame game, political point scoring, and the “polarization of opinion” wherein the people we elect take positions they can’t and won’t move off of because they are apparently incapable of working with those who have different opinions.

As a school superintendent, I am  literally sickened by what I see happening. As a person who recently lost a child, my heart absolutely breaks for the families of the victims. We have got to demand better from our leaders.

Why do so many kids come to school as Kindergartners loving school, and end up disliking school by the time they are finishing high school? Why does this happen and what can we do about it?

I have an idea…an idea shared by many:

When we gradually takeaway a teachers ability and license to teach in creative and interesting ways, our kids gradually lose interest. They recognize what is happening. Teachers are under immense pressure to cover all of the material within a finite amount of time and, as a result, are not able to utilize all of the creative tools in their toolboxes. As Howard Gardner said, “Coverage is the enemy of understanding.” The more there is to cover, the stronger the enemy becomes. In spite of what we know about the problem of teaching in “chunks”, covering quickly, and over-memorization, states continue to add standards. They continue to enlarge the problem.

Coverage is common because high stakes assessments are typically designed with an emphasis on the memorization of facts. The more facts there are to cover, the more pressure to cover all of them. The number of standards in Virginia continues to grow, which means there is more to memorize.

There is nothing wrong with standards. We need them, but we have too many of them and too many that require simple recall and nothing else. Problem solving, collaboration, synthesizing and summarizing information, and analyzing information fall victim to the need to digest short chunks of info and keep moving.  This is a real problem.

 

I came across this chart while researching the teacher shortage issue. I became instantly depressed.

I remember how proud my mother was when I got my first teaching job. She may have been shocked more than proud. I struggled in college, so I suspect she may have simply been thrilled that I found a job.

What this chart tells me is that the perception held by many (if not most) is that teaching is too hard, doesn’t pay enough, and doesn’t have the prestige it once had. Add the frequency of school shootings and one can assume that safety is an issue, also.

How do we flip this chart? What can be done? Teaching is the most important profession in the world, but it doesn’t get the respect it deserves.

What can WE do?

 

You may have read recently that VDOE made an error that may cost school divisions across the Commonwealth a grand total of 200 million dollars. The error was contained in the calculation tool that the VDOE sends to school divisions so they can determine how much state funding they will receive under the Governor’s proposed budget. The hit to FCPS is 1.3 million. The explanation provided by the State Superintendent was that a “human error” had occurred, but information coming from Richmond suggests that the GA will work together and figure out a solution.

I’m writing this post not to bash VDOE or the State Superintendent. On the contrary. Kudos to VDOE for owning the error and working to find a solution. As much as I hate to (potentially) lose 1.3 million, I appreciate leadership that owns their mistakes. We don’t see a lot of that these days, possibly because so many out there are so anxious to capitalize on the errors of others.  What we saw coming from Richmond was an almost immediate effort by some to score points politically. I get it…that’s politics and that’s what happens when blood appears in the water.

We all make mistakes, some big and some small. Certainly, this was a huge mistake, but a repairable one. The willingness and courage to admit when we’ve made a mistake should always be applauded.

Full disclosure before promoting therapy dogs in schools: I am a HUGE dog person! I take my dog to work occasionally, primarily because students and staff enjoy seeing him…but also because he is therapeutic for me. He has been a true “life saver” for me this past year.

We have a couple of schools with therapy dogs and I’ve witnessed first hand what a huge and positive influence they are. It is quite amazing. They can transform a stressful and volatile environment into a calm, welcoming one…just by being there.

We have designated $30,000 from our ESSER Grant to begin division-wide therapy dog program. I believe it will be money well spent, but if you’d like to see for yourself please stop by Auburn Middle School and visit Dude and Gus, the AMS therapy dogs.

My dog “Sutton”

My first year teaching in a public school was 1994, Louisa County High School (I taught in private school my first five years). Louisa was a poor community and the high school was old, over-crowded, and plagued by racial issues. Poor school, poor community, but really great people. The kids were particularly unique and, well, fun to be around.

I taught economics among other things, and in one of my econ classes sat a girl named Patricia. Patricia was my best student. Hard working, smart, conscientious, and anxious to learn. She was a wonderful kid, and Patricia ALWAYS did her homework…with only one exception. I was collecting completed assignments one day and she very quietly told me that she had not done her homework because there were no lights in her house. With tears in her eyes, she shared that the electricity had been cut off and she wasn’t sure when it would be turned back on. I smiled, told her not to worry, and started teaching…but I’ve never forgotten that moment. It was my first personal experience with genuine poverty and how it can impact kids concretely.

I kept in touch with Patricia sporadically. Six years after I began teaching there I became the principal of LCHS. I reached out to Patricia and offered her a secretarial job, but she said she was making too much money working in one of the local banks. I was so happy for her. I am sure she continues to be successful.

Educators can never forget what some of our students are experiencing at home. Many struggle but never show it…just like Patricia. For many students, however, their struggles manifest themselves much more obviously. Behavior issues are an excellent example. So are detachment, hopelessness and depression. We’ve got to understand AND recognize that the support systems for our students can vary dramatically from home to home.

 

My coaching days are but a distant memory. Most of my memories are good, but not all of them. I don’t miss the bus rides to and from away games. Having to wait until late at night for all of my players to get picked up. The time I missed with my own kids. The tough loses. The angry parents. Truthfully though, most of that stuff is overshadowed by the positive memories, and there are plenty of those.

I am a firm believer that the best coaches are often the best teachers…and I have a theory as to why. My theory comes in three parts:

1. Coaches have plenty of time to build great relationships with kids. Players get to know their coaches more intimately than any other adult in their school
2. Coaches teach team work and the importance of working together, relying on each other, and taking care of each other
3. Coaches are able to identify specific areas needing improvement and are able to address them during practice

These skills and opportunities manifest themselves in classrooms. Way back when I coached, just about every coach in the school also taught in the school. That is no longer the case. In Fauquier, roughly 50% of our coaches are parents and/or community members. Nothing whatsoever against them. We greatly appreciate their willingness to work with our kids and we would be in big trouble without them, but we need more teachers who are also willing to coach. It makes a huge difference in the lives of our kids. They need that positive influence, that person who can teach the importance of team work, practice, and building relationships both in the classroom and on the practice field.

 

One of my professional heroes, Sir Ken Robinson:

“What we do know is, if you’re not prepared to be wrong, you’ll never come up with anything original — if you’re not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatize mistakes. And we’re now running national education systems where mistakes are the worst thing you can make.

And the result is that we are educating people out of their creative capacities. Picasso once said this — he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out if it.”

Can you imagine being educated out of creativity? Hard to believe, right? Well, no, not really. We do it all the time. It begins about the time we start preparing kids for high stakes standardized tests. I’m convinced that is when many students start wondering what school is for. What the point of school really is. They perhaps don’t articulate it in those terms…it probably sounds more like “I hate school.” The older kids get, the worse this problem gets for some students (some, not all). We  are guilty of squeezing the creative juices from our kids in the name of teaching to tests that have little or no value to them.