In the Classroom

Ritz's view: 'Freedom to teach' bill a 'Trojan horse' for charter school concept

PHOTO: Alan Petersime

Gov. Mike Pence and Republican lawmakers argue that Indiana teachers need more “freedom to teach,” and are pushing a bill that would create special schools, school districts or zones of schools to try new teaching strategies.

“For a long time education has been from the top down,” bill author Rep. Robert Behning, R-Indianapolis, said. “Under freedom to teach, the model would be more bottom up.”

But Superintendent Glenda Ritz’s lobbyist and representatives of teachers unions told the House Education Committee today that the flexibility offered in House Bill 1009, dubbed the “freedom to teach” bill, already is allowed, and they fear the bill is a “Trojan horse” to diminish unions or allow more outside companies or organizations to manage public schools.

“It’s a snappy name for a bill that is kind of sketchy,” said John Barnes, lobbying for Ritz and the Indiana Department of Education. “In school districts all over the state, they have the ability to move forward and try to be innovative. Legislation isn’t required to do it.”

House Bill 1009 allows any two teachers or a principal, superintendent or a combination to apply for grants to create schools, district or zones of schools with with extra freedoms others don’t have to try out plans designed to raise student test scores and pay higher salaries to effective teachers. Pence listed this as one of his legislative priorities in a speech in December.

An amendment to the bill introduced today added a large second element: a section that encourages schools to follow a teacher mentoring model similar to one in use this year by Indianapolis Public Schools. The district is following a program that promotes what calls an “opportunity culture” with Teach Plus, an organization that aims to get teachers involved in education policy making and North Carolina-based Public Impact.

Mindy Schlegel, a former Indiana Department of Education official under Ritz’s predecessor Tony Bennett who now works at Public Impact, said amendment could help school districts create more excellent teachers, build career paths for them and provide better pay.

IPS Superintendent Lewis Ferebee agreed.

“”We believe through these roles and opportunities will elevate the profession,” he said.

Republicans and Democrats favored the idea that school districts should be allowed to experiment with giving teachers leadership roles. Under Public Impact’s model, teachers get paid extra for mentoring others and for teaching larger classes.

Even Vernon Smith, D-Gary, a skeptic of the bill and of school choice-style reforms generally, said he liked the idea of exploring redesigned teacher roles that could allow them to earn more money. Smith is an education professor at Indiana University Northwest.

“I think this kind of bill is onto something, but we may need to study it further,” he said. “I believe in what you are trying to do.”

But on the broader question of freeing schools or school districts from regulation to encourage innovation, union leaders portrayed the idea as essentially allowing whole school districts to act like charter schools to avoid regulations and union rules.

Although the bill was amended today to soften an anti-union provision — a prohibition on union bargaining for schools that operate more independently under the bill was dropped — the bill would still require unions to organize teachers in those schools separately from the union serving the rest of the school district.

Barnes also raised the concern that bill could allow more schools to operate under contracts with outside operators and generally would be less accountable to local voters as they would have separate authority from school boards.

“There seems to be a real overreach here in terms of local control,” Barnes said.

But Behning said teachers are always asking for more freedom.

“Educators have long said we want the ability to teach: ‘Get everything out of the way and let us do our best,’” Behning said.

The committee expects to vote on the bill on Thursday.

Other bills the committee considered were:

  • Accelerated degree programs, House Bill 1231. The bill would provide grants to colleges that established accelerated degree programs. It passed 11-0 and likely will be heard by the full House next week.
  • Higher education financial assistance, House Bill 1333. The bill makes changes to eligibility for National Guard scholarship extensions. It passed 11-0 and likely will be heard by the full House next week.

How I Teach

Crazy contraptions, Chemistry Cat, and climbing stories: How this Colorado science teacher connects with kids

PHOTO: Courtesy of Shannon Wachowski
Shannon Wachowski, a science teacher at Platte Valley High School, holds a toothpick bridge as a her students look on.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in this series here.

Shannon Wachowski once started a parent-teacher conference by sharing that she was concerned about the student’s lack of motivation. The boy’s mother quickly began adding criticisms of her own — alarming Wachowski enough that she started defending the teen.

It was then the student’s behavior began to make more sense to Wachowski, who teaches everything from ninth-grade earth science to college-level chemistry at Platte Valley High School in northeastern Colorado. She realized that school, not home, was the boy’s safe place.

Wachowski is one of 20 educators who were selected to serve on the state Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education.

She talked to Chalkbeat about how she uses parent conferences and classwork to learn students’ stories, why making Rube Goldberg contraptions boosts kids’ confidence, and what happens when she raises her hand in the middle of class.

This interview has been condensed and lightly edited.

Why did you become a teacher?
Originally a practicing chemical engineer, I became a teacher because I wanted a more fulfilling career. I had tutored chemistry in college and really enjoyed it.

What does your classroom look like?
Because my students work in teams 90 percent of the time, my tables are arranged so that students can sit in groups of four. I wrote a grant last summer for standing desks so each two person desk raises up and down. They are convenient for labs or when students need a change of scenery. My walls contain student-made license plates (an activity I do on the first day of school) and other student work from class, including various Chemistry Cat memes!

Fill in the blank. I couldn’t teach without my ________. Why?
My heart. Initially I became a teacher because I loved my content. I soon realized however, that while content is important, developing relationships with students is paramount. No learning will happen if positive relationships are not established first. When I am frustrated with student behavior, I try to put myself in their place and respond in a caring and compassionate manner.

What is one of your favorite lessons to teach?
One of my favorite lessons is when my students build Rube Goldberg devices. It gets somewhat chaotic because they are working in teams and materials are everywhere, but every single student is engaged. In the end, they can apply what they know about energy to design a multi-step contraption. I have seen very low-confidence students excel at this activity, and it is very rewarding to see them experience success in a science class.

How do you get your class’s attention if students are talking or off task?
One strategy I’ve recently started using came from my experience leading professional development for other teachers. I will be somewhere in the middle of the room (usually not the front) and raise my hand. When students see me raise my hand, they will raise theirs and pause their conversation. Then other students see those students and raise their hand, etc. Once everyone is quiet, then I’ll make my announcement. Like all other strategies, I need to practice being consistent with it.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I always plan the first couple of days for “get to know you” activities. My students design their own paper license plates using whatever letters, numbers, or design they would like. They then have 30 seconds to talk about their license plates.
I noticed that in some of my more challenging classes I needed a way to better connect with my students. At the beginning of most class periods I share some sort of funny story about what happened to me the evening prior — for some reason, I am never short of these stories — or a picture of my dog, or my latest climbing adventure. Sharing this information does not take long and eventually, students will ask if I have a story to share if I haven’t done so in a while. This also leads to them sharing stories with me, and finding that we may have more in common than we think.

Tell us about a memorable time-good or bad-when contact with a student’s family changed your perspective or approach.
At parent-teacher conferences one year I had a parent come in with their student. This student was not the most motivated individual — not disrespectful, just did not seem to want to do anything with his time. As I was explaining this to his parent, the parent started talking very negatively to and about the student, so much so that I found myself trying to defend the student and bring up positive qualities about his character. This interaction helped me to understand some of the student’s behavior in class, as well as realize that for some students, school is their safe place. There are often lots of reasons for a student’s behavior that I may not be aware of, which is why it is important to get to know each student and their situation as best as possible.

What are you reading for enjoyment?
When I have time outside of school, one of the things I enjoy doing is throwing pottery. I am currently reading “Science for Potters” by Linda Bloomfield. It combines my love of science and art into one book.

What is the best advice you ever received?
Since I teach a variety of levels, I often have one class that challenges my classroom management skills. This can be frustrating as I am the type of person that would like to achieve perfection in every circumstance. When I have a discipline issue in my class, I often see it as a personal failure. My husband often reminds me that “You can’t control other people’s behavior, you can only control your response to it.”

behind the music

‘We just wanted to help the movement’: Meet the NYC teacher whose students wrote a #NeverAgain anthem

PHOTO: Kyle Fackrell

Among the many creative displays of protest that stood out during Wednesday’s national student protest against gun violence was an original song by Staten Island students: “The truth: We need change.”

The song, uploaded to YouTube Wednesday morning, features John W. Lavelle Preparatory Charter School students in a soaring anti-gun counterpoint, led by seniors Jerramiah Jean-Baptiste and Aeva Soler.

“Don’t run away from the truth,” Soler sings during one exchange. “If we don’t act now, what should we do?”

Jean-Baptiste picks up where she leaves off: “We need change in this time of doom. It shouldn’t be the case that we’re losing lives too soon. I shouldn’t feel afraid inside my school. We need change.”

We checked in with Kyle Fackrell, Lavelle Prep’s longtime music teacher, who has worked with Jean-Baptiste, Soler, and their classmates for nearly five years, since their introductory eighth-grade music class. Here’s what he told us about the song, his students, and their ambitions.

How the song came to be: “I knew that my students were very passionate about this subject. When I learned about the walkout coming up and that it would be coming up soon, I was aware of these students and their songwriting abilities, and I suggested the idea of writing a song. They really just ran with it.”

What the process was like: “We’ve worked together a lot and have made a lot of music together. When I proposed this idea it was like clockwork. It was really exciting to see how fast Jerramiah could come up with the ideas.”

On the students’ goals: “We just wanted to help the movement. I was having that conversation with my students today, should the song get the success we hope it gets, that would be great, but really want we to maintain our genuine interest in making a difference with the song. I’m just supporting them.”

What the reaction has been: “It’s been very positive. … Everyone who hears the song is blown away. It really is thanks to the talent of the young students that I’m blessed to be helping them develop.”

On what motivates his students: “None of them were coming at it from knowing people who were in a shooting. They’re just very aware and intelligent students. I think the point that the students in Florida are making is that a lot of people underestimate kids and youth, and I think these students are also underestimated — about how much they are aware of what’s going on in the world, and that they should have a say.”