TEACHERS SEEK MORE SUPPORT TO REDUCE STRESS, AVOID BURNOUT
As a teacher, you hope all your lessons will make an impact on your students. Realistically, though, you know it doesn’t all stick. Much of what teachers do is lay a foundation — maybe your students won’t remember that the 19th Amendment was ratified on Aug. 18, 1920, but they will know that after a lengthy battle, women were guaranteed the right to vote.
But though we have all forgotten more facts than we have retained, there are always those specific, sometimes random things we learned in school that have stayed with us.
I can still sing (badly) “Row, Row, Row your Boat” in Latin, thanks to my Latin teacher Ms. Mary Jane Bickley. That hasn’t been particularly helpful to me in “real life,” but I can assure you that two years of Latin got me through the vocabulary sections of the SAT and GRE, helped me get into graduate school, and thereby affected the course of my career.
“A-squared plus B-squared equals C-squared” is a classic that probably many of us remember. Not just a random geometry factoid for me, I have found many occasions to use it as a quilter trying to figure out how to cut fabric for patterns.
For some reason I’ve always remembered that Nebraska is the only state with a unicameral (one-chamber) legislature. I’ll admit that I haven’t found a particular use for that one, but I’m prepared if it ever comes up on trivia night!
But there is something I learned in school that I have thought about often during my years at TCTA. I believe it has widespread application, if only our policymakers would pay attention to it. Do you remember Maslow’s Hierarchy of Needs, the model for understanding human behavior and achievement? Apparently some scholars have differing views on the details of the pyramid’s levels and even Maslow himself admitted that the model should be more flexible. But the basic idea still seems not only correct but a matter of common sense: In order for humans to reach their full potential (selfactualization), their basic physical and psychological needs must first be addressed.
Teachers know all too well that a student who isn’t eating properly or who is abused at home or bullied at school can’t be expected to ace their assignments and nail their STAAR exams. And yet, according to a Children’s Defense Fund report from 2019, 22% of Texas children lived in food-insecure homes. More than 230,000 schoolchildren didn’t even have a home, and 64,000 were abused or neglected. In 2019, more than 70%
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Texas Classroom Teachers Association
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2022-23 Executive Board President
Eleanore Malone, Chapel Hill
President-Elect
Nydia Alvarez-Alonzo, Mission
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Sherry Miller, Killeen Budget
Vivian Burleson, Northside
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Melody Young, Sherman
Governance
Jennifer Hutchinson, Hays Consolidated Legislation
Cristal Isaacks, Levelland
Membership
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Teacher Personal Services
Melanie Love, Pottsboro
Staff Contacts
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Ann Fickel
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Lonnie F. Hollingsworth Jr.
Attorneys
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The Texas Classroom Teachers Association is an independent association for Texas teaching professionals that was founded in 1927. TCTA is based in Austin and is the only statewide teachers association that limits active-level membership to those directly involved in classroom teaching or teaching support.
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Since the COVID-19 pandemic, schools have placed more importance on student mental health, with new programs to promote social and emotional learning.
School shootings and safety concerns have also spurred calls for better mental health screenings of students and action plans for schools hoping to prevent future tragedies.
But stress and anxiety also greatly impact educators — concerns about their own mental health, including burnout and depression, are a top reason why many are choosing to leave the profession.
Mid-session is a time when things at the Capitol can change dramatically. This session’s most important education topic is the teacher shortage, but rather than simple and direct fixes (raise salaries, limit teachers’ noninstructional time) current proposals on the table — even well-meaning ones — aren’t hitting the mark. With only a few weeks to go before the Texas Legislature adjourns, there’s time to correct the course, but is there the political will?
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TCTA’s eUpdate newsletter won a Gold Star and was named Best of Category in the Texas School Public Relations Association’s annual Star Awards.
The recent redesign of our website, tcta.org, also received a Gold Star at this year’s awards ceremony on Feb. 22 during TSPRA’s annual convention. The awards program recognizes the outstanding education communications and projects of
The Teacher Retirement System of Texas Board of Trustees has selected Express Scripts to be the new pharmacy benefits manager for all TRS health plans. The move was approved during the February board meeting.
The change for TRS-ActiveCare participants goes into effect Sept. 1, 2023, with the start of the 2023-24 plan year. ESI will begin serving TRS-Care Standard and TRS-Care Medicare participants Jan. 1, 2024. Until then, participants will continue to use CVS Caremark for prescriptions.
For an FAQ with more information, go to tinyurl. com/43pwdr3z
TSPRA members. Independent judges evaluate each work and project based on set criteria and they award Gold, Silver and Bronze Star Awards, as well as Best of Categories, Certificates of Merit, Crystal Commendations and the Platinum Award for an all encompassing, year-long communications project.
TCTA competes against other associations and school districts serving more than 40,000 students.
The Texas Education Agency has released its 2022 Texas Prekindergarten Guidelines. Implementation of the guidelines begins in August, with the start of the 2023-24 school year. The published documents (available at tinyurl. com/4n8955k4) include streamlined and comprehensive guides for PK3 and PK4 in English, Spanish and Vietnamese.
To help early childhood educators prepare for the new guidelines, TEA has planned webinars and designated office hours to review changes and answer questions. See the schedule or watch replays at tinyurl.com/4n8955k4.
For additional questions regarding the prekindergarten guidelines, please contact lauren.gomez@tea.texas.gov or contact TEA’s ECE Support Portal.
The Texas Education Agency recently updated its minimum standards for bullying prevention in schools. Along with the revised standards, TEA has updated resources to help districts implement the changes, including the Texas School Safety Center’s bullying checklist and a video for use in classroom
discussions about bullying. Explore the resources at tinyurl. com/3uv42rnx.
The State Board of Education is accepting nominations for the 2023 Heroes for Children Award through July 14. The award recognizes volunteers whose acts of service have significantly contributed to the betterment of Texas public schools and students. For nominating criteria and forms, go to tinyurl.com/ mwx8fs7p
On April 3, the Texas Education Agency emailed eligible firstyear teachers a link to a survey to get feedback about their preparation for teaching and earning a standard certificate. The information provided will assist in improving the preparation of teacher candidates.
Surveys must be completed by June 15. For questions regarding the EPP evaluation, email EPPevaluationbyTeachers@tea.texas.gov.
After three years of implementing Reading Academies, required for all teachers in grades K-3, the Texas Education Agency is making some changes for Year 4 (2023-24) based on lessons learned from the field. One of the major changes recently announced by TEA is that the primary delivery method will be the comprehensive model. The changes will not impact educators who have already completed Reading Academy requirements.
Districts currently choose between two delivery models: comprehensive and blended. Given that the cost per participant for the blended model is $400, while the cost per participant in the comprehensive model is $3,000, many districts chose the blended model.
But after three years of implementation, TEA found there was a much higher rate of timely artifact submission by comprehensive cohort leaders (83.1%) than blended cohort leaders (38.3%), and that 92% of participants in the comprehensive model agree or strongly agree that their cohort leaders provided feedback and support to help with understanding Reading Academy content compared to 76.7% of participants in the blended model.
Beginning in July 2023, TEA said reading academies will shift to primarily comprehensive model implementation. Limited blended pathway options will be available for select
individuals. (See more on these options at tinyurl.com/ mr395sfe.)
Since more than 81,000 educators have already completed Reading Academies, TEA said the expectation is that Year 4 enrollment will be less than 25% of the enrollment in Years 2 and 3. Given the declining number of teachers who will participate, available funds per teacher will increase.
While there is not funding dedicated specifically to paying for Reading Academies, TEA has consistently reminded districts that they can use their early education allotment to help pay for this training. TEA noted that the statewide early education allotment for FY 2024 is expected to total over $760 million.
TEA will begin piloting a program in Year 4 (2023-24) in which educator preparation programs serve as Reading Academy providers. TEA will launch a working group this summer comprised of a broad cross-section of EPP types to pilot Reading Academies with their candidates and contribute to planning for statewide (voluntary) implementation in the 2024-25 school year.
In the 2023-24 school year, 3-6 EPPs will have students complete Reading Academies before graduation so they will meet all requirements when being hired as first-year teachers.
Each year TEA invites educators to provide feedback on the development of state assessments (STAAR, STAAR Alternate 2, and TELPAS) through educator committees across all assessed grades and content areas. TEA is currently seeking applicants for these committees, especially special education teachers.
Selected participants will spend two or three days in Austin to review and approve each potential question for state assessments. TEA will pay for travel, accommodations and substitute coverage for participants, who will also earn continuing professional education credits. To apply, go to tinyurl.com/ye24k2aj
with the average student loan debt being nearly $33,000, according to the Education Data Initiative.
The Supreme Court’s conservative and liberal justices appeared split during arguments. A ruling is not expected until June in either case. Student loan repayments remain frozen pending the court’s decision. For the latest news on loan forgiveness and repayments, go to https://studentaid.gov.
Share your success with us! Were you chosen as your campus Teacher of the Year? Did you win an award or receive grant funding? Email communications@tcta.org and tell us about your recognition so we can share it in The Classroom Teacher
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This article addresses procedures, timelines, remedies and related information concerning the state-recommended appraisal process, the Texas Teacher Evaluation and Support System, including such information pertinent to the end of the school year and annual appraisal cycle. The following information is not intended to address locally developed and adopted teacher appraisal processes.
T-TESS is designed to evaluate teachers through criteria “based on observable, job-related behavior” including teacher implementation of discipline management procedures and student performance. Teachers must be appraised annually, unless a school district formally adopts policies providing for less than annual appraisal. Further, and at the minimum, the teacher must agree in writing to less than annual appraisal and have been rated as at least “proficient” in all areas in their most recent evaluation. Normally school district policies will allow for placing a teacher back on the annual appraisal cycle simply by written notice. Further, a school district may still informally review teacher performance during a school year in which the teacher is not formally appraised, normally at the end of the school year.
Notwithstanding the foregoing, all teachers must be appraised at least once every five years. Advance notice of an appraisal may be given but is not required. The appraisal must be based only on classroom teaching performance and not on performance as to any extracurricular activities. School districts must annually adopt a teacher appraisal calendar.
Sometimes teachers are not aware of their district’s local appraisal calendar, the specifics of such, and/or its importance.
TEA rules provide that the school district must provide (or provide access to) the calendar to teachers within three weeks of the first date of instruction. The calendar must exclude observations in the two weeks following a T-TESS orientation in school years in which such is required.
Observations must be conducted during the required days of instruction for students during a single school year. Local appraisal calendars may provide a window in which initial formal observations of at least 45 minutes should be conducted. An observation post-conference must be conducted within 10 working days after the
completion of an observation. Appraisers in some school districts are conducting initial observations later this school year, which is relevant to the information that follows.
Additional observations, including walkthroughs, conducted at any time during the appraisal period also require a written summary within 10 working days of that observation if such will affect the teacher’s summative appraisal ratings. Importantly, the teacher’s remedial options also involve mandatory timelines (see below).
The appraiser is also responsible for documentation of cumulative data, which may be gathered at any time during the appraisal period. This data is not based on formal classroom observations, but other sources, including third parties and walkthroughs. Any third-party information that the certified appraiser wishes to include as cumulative data must be verified and documented by the certified appraiser. Any documentation that will influence the teacher’s summative annual appraisal report must be shared in writing with the teacher within 10 working days of the certified appraiser’s knowledge of the matter being documented. Receipt of cumulative data may occur at any time, even after receiving a summative report.
An end-of-year conference must be held within a time frame specified on the school district calendar, no later than 15 working days before the last day of instruction for students. The written summative annual appraisal report must be shared with the teacher within 10 working days following the conclusion of the end-of-year conference but no later than 15 working days before the last day of instruction.
Three different remedies may be considered when teachers receive any written appraisal document with which they disagree. The proper remedy will be based on the type, content and timeliness of the document at issue, as well as the teacher’s timeline for asserting the specific remedy sought. Except for the specific restrictions addressed below, requests for second appraisals and written rebuttals must be submitted within 10 working days of the teacher’s receipt of the objectionable document. The third remedy, filing a formal grievance, is best utilized for appraiser procedural errors, including failure to abide by mandatory T-TESS timelines. The specific timeline
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The FY 2024 budget for the U.S. Department of Education is $90 billion — a 13.6% or $10.8 billion increase over the current fiscal year. The two largest spending categories for K-12 education are for high-poverty schools, with $20.5 billion for Title I programs, and $16.8 billion for pre-K-12 special education services. Pillars of the Education Department’s K-12 budget include expanding access to affordable, high-quality child care and early learning, increasing supports for teachers and school-based support staff and strengthening environments for academic achievement. Highlights of FY 2024 program funding include:
• $578 million to increase the number of school-based counselors, psychologists, social workers, and other health professionals in K-12 schools. This funding is in addition to the $1 billion the Bipartisan Safer Communities Act provided to address mental health staffing shortages in schools.
• $368 million to support community schools, a $218 million increase over FY 2023, to improve the coordination, integration, accessibility and effectiveness of support services for children and families.
• A 17% increase for the Individuals with Disabilities Education Act, noting that the pandemic has had a disproportionate impact on children and students with the greatest needs.
• $200 million for a Career-Connected High Schools Initiative that awards competitive grants to partnerships of local educational agencies, institutions of higher education, community colleges and employers.
The Biden administration’s FY 2024 budget suggests over $3 billion in educator preparation, development and leadership programs to address teacher shortages and support mental health and wellness activities. Funding for these programs includes:
• $132 million, an increase of $62 million, for Teacher Quality Partnership grants to effectively prepare aspiring teachers by supporting comprehensive pathways into the profession, such as HighQuality Teacher Residencies and Grow Your Own programs that improve educator diversity, effectiveness and retention.
• $30 million, an increase of $15 million, for the Hawkins Centers of Excellence program to support teacher preparation programs at historically Black colleges and universities, tribal colleges and universities and other minority serving institutions.
• $200 million in Teacher and School Leader Incentive Grants to support school-based models of distributed leadership.
• $303 million to address shortages of special education teachers.
• $40 million to recruit and train school leaders.
• $90 million to build multilingual teacher pipelines and provide professional development in
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Due to the nature of the legislative session, the bills referenced below may have changed to some extent by the time this issue is published; tcta.org will have the latest information.
school employees who have retired since 2004 have not received a cost-of-living increase through the Teacher Retirement System of Texas. Instead, retirees have received one-time supplemental checks in some years when they have been approved by the Legislature. Although these bonus checks have been helpful, they are not guaranteed, and it is difficult for retirees to budget based on the uncertainty of intermittent bonuses.
TCTA has asked lawmakers during this 88th legislative session that the state balance its responsibility to keep the pension fund actuarially sound with the need to increase pension benefits due to the loss of purchasing power by retirees. A meaningful cost-of-living increase is crucial. We also recommended that the state begin setting aside money to pre-fund benefit increases so that retirees can continue seeing growth in their benefits in the future. Both the Texas Senate and House of Representatives have answered with their own bills that would provide cost-ofliving increases for TRS retirees.
On March 29, the Texas Senate passed Senate Bill 10 by a unanimous vote to provide financial support for TRS annuitants. All 31 Senators also coauthored the legislation. SB 10 proposes a 2% COLA for 176,000 annuitants (TRS retirees who retired between Sept. 1, 2013, and Dec. 31, 2021) and a 4% COLA for 270,000 annuitants (TRS retirees who retired before Sept. 1, 2013). The bill also proposes a $7,500 stipend for TRS retirees aged 75 and older. SB 10 would provide this payment to an estimated 186,000 retirees. The cost of SB 10 is $4.7 billion, and it would be paid for by the state through the Senate versions of the supplemental appropriations bill and the general appropriations act.
As currently proposed in SB 10, retirees would begin receiving the higher benefits starting in September 2023. The $7,500 check for those age 75+ would be issued no later than February 2024.
The Texas House has taken a different approach with House Bill 600, along with a necessary constitutional amendment in House Joint Resolution 2. HB 600 does not take effect unless HJR 2 is approved by voters on Nov. 7, 2023. Both bills passed the House Pensions, Investments and Financial Services Committee on March 29. (The full House had not taken up the bill as of April 21, when this article went to press.)
HB 600 proposes a 2% COLA for 150,000 annuitants (TRS retirees who retired between Jan. 1, 2014, and Jan. 1, 2021), a 4% COLA for 163,000 annuitants (TRS retirees who retired between Jan. 1, 2004, and Dec. 31, 2013), and a 6% COLA for 108,000 annuitants (TRS retirees who retired before Jan. 1, 2004). The bill also proposes a $5,000 stipend for TRS retirees aged 70 and older. HB 600 would provide this payment to 290,000 retirees. The cost for these COLA increases is $3.5 billion and is included in the House’s version of the general appropriations act.
Under HB 600, if the constitutional amendment passes in November, retirees would begin receiving higher benefits in January 2024. The $5,000 check for those 70+ would be issued no later than February 2024.
HB 600 also includes a gain share COLA that would allow retirees to see continued benefit increases if the pension fund’s investment gains meet a specified benchmark. The annual adjustment would range between 1% and 2% beginning Sept.
1, 2028, and TRS would analyze investment returns each subsequent fiscal year to determine whether another 1% to 2% COLA could be authorized.
To help pay for these future ongoing COLAs, the state contribution rate and the active member contribution rate would both increase from 8% (scheduled by previous legislation to rise to 8.25% this fall) to 9% of salary. The constitutional maximum for state contributions is 10%. In addition, each fiscal year the state will make a “legacy payment” determined by TRS’ actuary to fully fund the pension system by Aug. 31, 2054 (paying down the pension’s liability).
HJR 2 proposes a constitutional amendment for voter consideration this November authorizing the Legislature to provide one-time or ongoing benefit enhancements to eligible TRS retirees, including a one-time transfer of funds for that purpose.
TCTA has expressed support for both benefit packages, but our testimony on HB 600 was “neutral” rather than “for” because of our concerns about the requirement that active members increase contributions, at a time when the educator salary proposals in both the House and Senate are inadequate.
We will have more information on which version ultimately passes at the end of May when session concludes.
Either way, it looks very promising that TRS retirees will finally receive a welldeserved cost-of-living increase.
Eight TCTA members were named 2023 Regional Teachers of the Year. The program, run by the Texas Association of School Administrators, honors the best elementary and secondary teachers in all 20 Education Service Centers in Texas. Five of this year’s winners share why they became teachers, what they love most about the profession, what keeps them motivated and what advice they have for other educators. TCTA hopes to feature the other three winners — Maria Mascorro-Domingues of Mission CISD, Ryan Crosby of Colorado ISD and Marle Reynolds of Kermit ISD — in the summer issue of The Classroom Teacher.
Amy Marquez has always wanted to make a difference while working with children. Moving a lot as a child, she found a safe harbor in the library and said she wanted to create that same feeling for others.
“Reading was a way to see the world and explore my interests,” she says. “My passion and love of reading inspired me to be a teacher librarian so that I could help others love reading, feel successful and see that they are not alone.”
As an elementary student, she “fell in love with chapter books,” became a library helper and found inspiration to become a librarian. She’s been an educator for 23 years, spending 21 of them in Pharr-San Juan-Alamo ISD. She’s worked as an elementary teacher, a middle school English Language Arts teacher and as a librarian in elementary and secondary schools.
Marquez is currently PSJA’s library innovation strategist. “I am blessed to work with 40 librarians in our district to provide training, coaching and support on best practices in literacy, libraries and technology.”
Her job gives her a chance to help students find books they love and kindle a passion for reading. “I also love empowering students to lead in student organizations I sponsor, such as library advisory board and yearbook,” she says. “Helping prepare students to be confident and successful in their high school and college courses, career and beyond is very rewarding. I also really enjoy teaching colleagues about best practices in literacy and technology.”
When times get tough, Marquez says she focuses on the wins and strives to take each day as a new chance to see the good in others. “I try not to get stuck worrying about the things out of my control,” she says. “I pray often and keep a gratitude journal. I love learning and trying new strategies and tools, so I put in a lot of effort to be the best version of myself so that I can best support others.”
Marquez says there’s nothing as rewarding as finding a job you love. For her, that’s having a chance to impact future generations by sharing her enthusiasm and love of learning.
“Students will see your passion,” she says. “Teaching won’t be easy, you won’t always have the answers, but it is the most rewarding job in the world.
“Teaching is home to me.”
Pydi Oliver has always enjoyed being around children. “My mother and grandmother were both teachers, so I think it was kind of in my DNA,” she says.
Following in their footsteps was a natural choice, and Oliver is now in her 27th year of teaching. She has taught first, second, third and fifth grade over the years and currently teaches math intervention to first, second and third graders at Penny Elementary in Lindale ISD, her 18th year with the district just northwest of Tyler.
“The thing I love most about teaching is watching children who struggle with a concept finally get it,” she says. “I love making children feel loved and successful. I also like making them laugh.”
Laughter helps in these tough times when students need teachers more than ever, Oliver says. “Knowing that I have been through challenging times in education before helps me to know I can do it again.”
“Teachers are leaving our profession at an alarming rate and it makes me sad,” she adds. “I always tell new teachers that children will learn despite you messing things up sometimes. Find a master teacher and learn, learn, learn! We need you in this profession so don’t burn yourself out.”
Oliver tells fellow teachers to choose joy. “Smile a lot, even on the days when you are not feeling it! The kids need you! Love the kids and love their parents and things will always work out for you.”
Having a positive attitude has encouraged her to keep going on the hard days. “I feel like God called me into teaching and ultimately I work for him,” she says. “I hope to continue to make him proud.”
Patricia Villarreal strives to make a difference in her students’ lives, but teaching wasn’t her initial career path. Struggling at times as a young student, she realized in college that as a teacher she could help others like her — students who were shy or afraid to participate when they didn’t know the answer to a question — build their selfesteem and self-confidence.
“My goal is to find those diamonds in the rough, the underdogs who would have gone unnoticed had they not had a safe space for them to learn and thrive,” she says.
“I put my heart into everything I do each day, and hearing my name called as a Regional Teacher of the Year made me feel so proud, so happy and so grateful.”
2023 Region 1 Secondary Teacher of the Year
Current job: Library innovation strategist for Pharr-San Juan-Alamo ISD
TCTA member for 25 years
Education: Bachelor’s in Education, the University of Texas Pan American (now UTRGV); Master of Library Science, Sam Houston State University
Certifications held: Elementary English (1-8), Elementary Self-Contained (1-8), English as a Second Language, School Librarian (EC-12)
“Sometimes all it takes is encouragement for them to realize the potential that lies within themselves.”
For the past 26 years, she’s been helping elementary students do just that. “My greatest joy comes from watching my students excel in their learning and reaching their personal goals they have established for themselves,” Villarreal says.
Teaching fifth graders this year at Lamar Elementary in San Felipe-Del Rio CISD, near the southern U.S.-Mexico border, she says the second semester is her favorite part of the year because that’s when her students’ personalities really start to shine. “I love when students start taking ownership in their own learning and when they start helping their peers in class learn when they see them struggling,” she says. “There is nothing more satisfying than seeing your students take the lead while you facilitate the classroom.”
Her desire to see students succeed is what keeps her motivated when teaching gets tough. “When I change my
“Being Regional Teacher of the Year was such an honor because in my building alone you could go in any classroom and see TOYs. I never thought I would win and was so shocked when they called out my name.”
2023 Region 7 Elementary Teacher of the Year
Current job: Math intervention teacher, Penny Elementary School, Lindale ISD
TCTA member for 16 years
Education: Bachelor’s in Curriculum and Instruction, Texas A&M University
Certifications held: Elementary Life-Earth Science Grades (1-8), Elementary Self-Contained Grades (1-8) and Early Childhood Education Grades (PK-KG)
mindset from ‘I HAVE to teach this,’ to ‘I GET to teach this,’ it drives me and helps me focus on what’s really the most important part of my job — the students,” Villarreal says.
“Students deserve the best version of their teacher at all times,” she adds. “When I walk into my classroom, I put a smile on my face and make sure my students feel safe and know they are my top priority before anything else.”
Throughout her career, Villarreal has relied on support from colleagues, and she encourages other teachers to do the same. “Teachers need each other as support systems more than ever,” she says. “Find a good mentor on campus, in your district or within your region to grow and learn alongside and lean on when needed.”
When teachers feel supported, she says, they become better and more confident teachers for their students, which is the main goal. “As Mother Teresa said, ‘I alone cannot change the
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world, but I can cast a stone across the water to create many ripples.’ That’s what we do as teachers. We make an impact together and create ripples in our students’ lives so that they will continue to have the desire and want for learning.”
Growing up in poverty in rural Arkansas, Tiffany Ryals said she needed school to meet her emotional, social and academic needs. After a teacher made her feel valued, Ryals says she grew up believing she could be someone important. That desire led her to become a teacher so every child could see their importance and worth.
“I am a first-generation high school graduate and the first in my family to receive a master’s degree,” Ryals says. “Through my example, I aim to inspire new generations of students to overcome generational poverty.”
After eight years in education, including time as a classroom teacher in grades 2-5, Ryals has found her calling as a school librarian, making it her mission to ensure every student learns to love reading. “Being a school librarian is the most magical and rewarding profession I could have ever dreamed of,” she says. “Instead of teaching 44 students a week, I reach 500.”
She also serves as a dyslexia interventionist for Humphrey’s Highland Elementary in Amarillo ISD, which is a Title I duallanguage campus, and teaches STEAM classes daily.
“A day in our library might include playing a ‘Floor is Lava’ directional coding game or experimenting with erupting clay volcanoes,” she says. “There is no better feeling than seeing students jumping up and down, unable to contain their excitement as they walk toward the library. Nothing is better than library day; I get to provide that every single day.”
Ryals is passionate about foundational literacy and utilizing STEAM education to ensure students can develop skills needed to be successful and competitive in a future workforce. But, she says, it can be challenging to always be on her “A” game to keep students engaged.
“Young children deserve happy teachers who are passionate about their jobs,” she says. “Whenever I don’t feel this way, I think back to my theater days in high school and I prepare for a performance. My classroom becomes a stage, and I aim to deliver the best performance possible.”
She also turns to other teachers on her campus when she needs help. “Teaching different grade levels allowed me to build relationships with many amazing educators around my school. When I have a problem, I need to talk through, I have an arsenal of talented and experienced teachers at my disposal.”
Ryals says one of the reasons she became a teacher is the vast opportunities to continuously grow as a learner. “It’s as easy as picking up a book, attending a local workshop, following other great teachers on social media, observing local teachers, or reading up on the latest in educational research,” she says. “What other careers offer as many opportunities for you to develop into the best version of yourself?”
“Being named Region 15’s Teacher of the Year was surprising and exciting for me, but being selected and named Region 15’s Teacher of the Year twice, 10 years apart, was like being struck by lightning — unbelievable and nearly impossible. I am extremely humbled by these honorable accolades, especially knowing the caliber of teachers that work alongside me on my campus, district and region every day.”
2023 Region 15 Elementary Teacher of the Year
Current job: Fifth grade teacher at Lamar Elementary School in San Felipe-Del Rio CISD
TCTA member for 26 years
Education: Associate’s degree, Southwest Texas Junior College; Bachelor’s in Elementary Education, Sul Ross State University
Certifications held: Elementary Reading (1-8), Elementary Self-Contained (1-8)
Growing up, Brittany Wright had little interest in following her mother’s footsteps to become a teacher. She was passionate about marketing and public relations.
But when she realized she could teach students about marketing, Wright found her true calling.
“The opportunity to provide real-world information and experiences to high school students who may not otherwise have had the opportunity makes the shift into teaching much more meaningful,” she says.
Wright has spent the past 10 years in the classroom, teaching marketing and serving as a DECA adviser at Lubbock-Cooper High School in Lubbock-Cooper ISD. She is also the District 8 Director for DECA, a co-curricular
“A ‘good teacher’ is someone who connects with individual students and strives to deliver the best instruction that meets the needs of all learners. Our schools are full of good teachers who dedicate themselves to their students and I wish they could all receive the recognition and appreciation they deserve. I am incredibly honored to represent this profession.”
2023 Region 16 Elementary Teacher of the Year
Current job: Librarian at Humphrey’s Highland Elementary School in Amarillo ISD
TCTA member for 2 years
Education: Bachelor’s in Interdisciplinary Studies, West Texas A&M University; Master’s in Library and Information Studies, Texas Woman’s University
Certifications held: EC-6 Generalist, English as a Second Language, School Librarian (EC-12)
program that prepares high school and college students to become leaders and entrepreneurs for careers in marketing, finance, hospitality and management.
She loves seeing her students succeed. “My favorite moments are watching students walk across the stage at a DECA competition, realizing their hard work has afforded them a big trip to the national stage,” she says. She also loves seeing them cross the stage on graduation day. “I cherish the long hug from each one and hold the happy tears back as best I can as we say our last goodbyes.”
Her students are her motivation.
“I have a folder and drawer of kind letters and notes from students in previous classes,” Wright says. “In my most challenging times, I go back and read them. Every time they
“Many other teachers deserve this award as much, if not more, than myself. As a CTE teacher receiving this award, it means so much. I feel honored and humbled to have the opportunity to spotlight just one of the MANY exceptional programs our Texas public schools offer students in CTE programs.”
2023 Region 17 Secondary Teacher of the Year
Current job: Marketing teacher and DECA adviser at Lubbock-Cooper High School in Lubbock-Cooper ISD
TCTA member for 9 years
Education: Bachelor’s in Public Relations with a minor in Business, Texas Tech University; currently working on a master’s in Strategic Communications and Innovation at Texas Tech
Certifications held: Generalist (4-8), Art (EC-12), Family and Consumer Science (6-12), Marketing Education (8-12)
make me smile or help shed a tear to move on to the next moment the day throws at me.”
Wright encourages other teachers to focus on building relationships with students.
“They all have stories, and their stories are defining,” she says. “Allow them to have a voice in their learning and make it real-world and meaningful.”
Doing that has helped her get through the many obstacles and roadblocks she encounters.
“Teaching takes work,” she says, but following her heart and working with her colleagues has brought her joy.
“It takes a team of teachers to create an environment where students can thrive, and I believe our students come to school for our programs in the CTE departments.”
Since the COVID-19 pandemic, schools have placed more importance on student mental health, with new programs to promote social and emotional learning.
School shootings and safety concerns have also spurred calls for better mental health screenings of students and action plans for schools hoping to prevent future tragedies.
But stress and anxiety also greatly impact educators — concerns about their own mental health, including burnout and depression, are a top reason why many are choosing to leave the profession.
In its February report to the Texas Legislature, the Teacher Vacancy Task Force cited a need to “prioritize teacher wellbeing, through mental health supports, expanded access to child care, and other benefits.”
“I would really like to see a focus on providing mental health support for teachers moving forward,” a teacher told the task force. “Two years ago, I started therapy through [an app]. I was drawn to the app because I was unable to make inperson appointments because of my elementary teacher work schedule. With the app, I can make appointments much easier and at a wider variety of times. ...Providing mental health support for teachers is incredibly important. I have spent over $3,000 per year out of pocket to see a therapist.”
A high school teacher in the Houston area said, “The amount of stress and the amount of work has had a real, visible effect on both my physical and mental health. I am now on four medications that I did not need a year ago including something for stress, high blood pressure and high cholesterol.”
The problem isn’t just in Texas. Dissatisfaction over low pay and long hours takes a toll on educators nationwide.
“Teachers’ job satisfaction is at the lowest level in five
decades,” education policy researchers Matthew A. Kraft and Melissa Arnold Leon say in their recent paper, “The Rise and Fall of the Teaching Profession.”
Pandemic stress isn’t solely to blame, they say. “Most of these declines occurred steadily throughout the last decade suggesting they are a function of larger, long-standing structural issues with the profession.”
According to the National Institute of Mental Health, anxiety disorders affect 40 million adults every year. It’s the most common mental health issue in the country, yet only 36.9% of those with anxiety get treatment. During the pandemic, over a quarter of teachers reported symptoms consistent with clinical depression and anxiety, and nearly 20% said they started or increased use of alcohol to deal with stress, according to a report by the CDC Foundation.
Everyone feels stress, says Dennette Gardner, a licensed counselor and retired educator who was the keynote speaker at TCTA’s annual conventions in 2019 and 2021. (You can log in at members.tcta.org to watch replays of her talks and earn CPE credit.) The key is learning to recognize it and train your brain to react in a healthy way.
“Constant high levels of stress lead to inflammation, and
inflammation is the precursor to all modern diseases that are killing us today — heart disease, stroke, cancer, dementia, even diabetes. Chronic stress actually eats away over time at the hippocampus in your brain, which can lead to memory loss and new disorders,” she said.
Gardner says people need to use their superpower — the mind — to control how they react to stress.
“You get to choose where your attention goes, how long it stays there and how deeply you dive into that topic,” she said. “Your thoughts create your emotion.”
Deep breathing and meditation can help, she said. So does dance therapy. “My wish for you is that you can experience life in a way that every moment is precious.”
The Texas Teacher Vacancy Task Force recommended that teachers have access to clinical mental health services, including virtual mental health services, through health insurance plans and district employee assistance programs for no cost.
It also suggests that school systems partner with community organizations and businesses to host a variety of physical and emotional wellness events for teachers and provide
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The National Alliance on Mental Health offers these tips to help focus on self-care:
Pay attention to the signs of stress — You may feel stress bubbling up inside you, making you feel sad, angry, or anxious. But stress and other mental health conditions like anxiety can also affect you physically. Headaches, muscle tension, upset stomach, and trouble sleeping can all be signs of stress.
Take a break — If you feel stress or pressure starting to get to you, disengage. Walk away from the computer, go outside, drink a glass of water, count to 10, or practice some deep breathing. Sometimes all you need is a quick change of scenery or a moment to yourself.
Take time for yourself — Making time for yourself can help. Take a walk, take a nap, or take a bath. A little private, quiet time can be enough to give your brain and body a break.
Know when to say when — Do you overcommit yourself? We often say yes to everyone and everything and forget to say yes to ourselves. Sometimes, saying no is the best thing you can do for your mental health. Keep up your social life — When we’re busy, time with friends often suffers. But those social connections are so meaningful. Even short meetups, scheduled phone time, and Zoom or Facetime calls can help you feel connected.
Make time for the things you love — Taking care of a partner, kids and a full-time job can make it hard to find the time to do the things you enjoy. Setting aside even a small amount of time every week to paint, draw, sing, sew or sink into another favorite hobby can give you a mental lift.
Sleep! — Are you delaying your bedtime because you have too much to do? Lack of sleep can make mental health conditions worse.
Get some exercise — Exercise doesn’t just benefit the body. There are also documented mental health benefits. Run with the dog, dance in your living room, or play tennis with a friend. The endorphin release can improve your mood.
Relax — Yoga is another way to get exercise that is beneficial to your mental health.
Eat right — More and more research shows a connection between the food you eat and how your brain functions. Focusing on eating lean proteins, whole grains, and fresh fruit and vegetables may help keep your body healthy while keeping your mood more stable.
Ask for help when you need it — Raising a hand isn’t always easy, especially when you feel like you’re the glue keeping everything together. But ignoring mental health issues won’t make them go away. In many cases, they’ll only get worse and more dangerous.
Apps promoting meditation and mindfulness exercises can help improve well-being and mental health by reducing stress and anxiety and improving sleep.
The Calm app offers guided meditation sessions ranging from 2 to 25 minutes, a variety of Sleep Stories led by celebrities including Matthew McConaughey and music tracks to help you focus and relax. TCTA members can save up to 78% on a 12-month subscription to Calm through our partnership with TicketsatWork. (Login at ticketsatwork. com/tickets or become a member using Company Code SWTCTA to get the deal.)
Other popular apps include Headspace, Moodfit and MindShift. Even fitness apps, like Fitbit and Apple Fitness+, also include meditation tools with some subscription levels.
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job-embedded opportunities to consult with counselors and mental health colleagues for nonclinical emotional support, to practice stress reduction activities, and to process stressful experiences.
While the Texas Legislature has yet to pass any bills focusing on educator mental health during the current session, some districts are making changes.
An elementary campus in Corpus Christi ISD recently added a special employee break room with massage chairs and soft music to create a restorative retreat. Being able to step into the room for 15 or 20 minutes is already making a difference for teachers’ emotional health, the Houston Chronicle reported.
Seeing the toll that the pandemic had on teachers and staff inspired Mesquite ISD to act.
“This overburdened, under-resourced system was starting to collapse on itself because the backbone of that are teachers and they are really struggling,” Kemberly Edwards told KERA in March 2021. “They are stressed to the max.”
Edwards and the counseling team created a mental health clinic for the Dallas area district’s 5,500 teachers and staff. It gave teachers a chance to talk with licensed counselors and helped many get connected with additional resources to help them reduce stress and anxiety.
While Edwards is no longer with the district, the program has expanded into a CARE Clinic that serves Mesquite ISD staff, students and their families.
During the 2021-22 school year, Aldine ISD, near Houston, started giving teachers some Fridays off. The breaks are one way the district is trying to alleviate staffing shortages while also giving educators time to prioritize their own well-being.
Austin ISD also offers mental health days for teachers and is building more early release and teacher workdays into its schedule for the coming school year.
In several districts that have implemented four-day school weeks, teachers say having extra time off is helping reduce their stress.
“I feel more relaxed and energized for the next week,” an Athens ISD teacher told TCTA in a recent survey.
A TCTA member in Mineral Wells ISD says having more family time has improved her work-life balance.
“I don’t feel like the weekend has gone by in a blur and I enjoy the extra time with my family,” Kathleen Bessent says. “My grandchildren go to a different district so I’m able to go have lunch with them when I can.”
Another Mineral Wells teacher agreed, telling TCTA, “The extra time to mentally reset and physically recharge on the weekends has been such a lifesaver. I actually get a day to rest each week.”
Finding time to rest and recharge can be a challenge, but resources are available to help.
All TRS-ActiveCare participants now have coverage to see therapists or psychiatrists at the same rates as medical health visits. TRS-ActiveCare also offers virtual mental health appointments through Teladoc to make it easier to find access to providers.
Through a partnership with Blue Cross Blue Shield of Texas, ActiveCare participants also have access to Well OnTarget, which offers personalized tools and resources for a variety of topics, including wellness and mental health. Well OnTarget begins with a personal health assessment that leads to information and action steps to help work toward goals. Those with other health insurance providers may have access to similar programs through their plan benefits.
Taking advantage of resources like these and making time for self-care is essential to teachers’ well-being, says Jacobē Bell, a network director at Teaching Matters, a national professional learning organization dedicated to increasing teacher effectiveness.
“To create spaces for educators to flourish, we must consider the mind, body and spirit of a person as equally important,” Bell says. She encourages administrators to create a culture of well-being in schools. “If we disinvest in any of these areas, we are contributing to teacher burnout. We must also work in partnership with teachers because well-being is a collective endeavor.”
Mid-session is a time when things at the Capitol can — and do — change dramatically.
Throughout April, committee meetings are in full swing, and our lobby team is pulled in every direction. In the week this was written, about 80 of the bills we are following were scheduled for a hearing.
For each scheduled bill, the team summarizes, discusses and determines a position. If we have suggestions for improvement (which is often) we contact the bill sponsor to see if they will consider a committee substitute or amendment. Beyond committee hearings, TCTA is in frequent meetings with legislative offices, sometimes with other groups, to work out details of other bills. Now that the House and Senate are also considering bills on the floor, we are often working on floor amendments and providing other information to legislators.
This is a time of action and change, so a magazine article that is in your hands two weeks after it is written can’t focus on details. For that, we highly recommend our daily Capitol Updates (tcta.org/capitol-updates) and our weekly summation of Capitol goings-on and other news, the eUpdate newsletter (tcta.org/eupdate).
But here are some insights into how lawmakers are addressing this session’s most important education topic…
Two factors contributing to the teacher shortage are abundantly clear: Overall, salaries are inadequate, and working conditions are increasingly difficult.
TCTA’s approach is simple:
• Provide an across-the-board pay raise for teachers and other nonadministrative personnel.
• Ensure that districts receive new money to meet other needs (such as additional staffing, safety enhancements, etc.).
• Improve the tools available for addressing discipline problems.
• Limit the amount of time that teachers are spending outside of the school day, and on non-instructional duties.
So far this session, lawmakers have a mixed record on addressing these issues.
An early proposal to increase salaries by $15,000 across the board and provide raises for support personnel matched TCTA’s approach with its simplicity and comprehensive provisions, though we knew the recommended amount
When TCTA members visited the Capitol in February, a display showcased State Rep. James Talarico’s goal of a $15,000 pay raise for teachers. By mid-session in April, the House and Senate bills proposing this raise have never received a hearing. Instead, the two chambers are taking very different routes, neither of which is particularly simple or at all comprehensive.
was unlikely to pass. The House and Senate bills proposing this raise have never received a hearing. Instead, the two chambers are taking very different routes, neither of which is particularly simple or at all comprehensive.
Senate Bill 9 does provide an across-the-board increase of sorts, providing teachers in larger districts with a $2,000 raise, bumping that amount to $6,000 in districts with enrollment under 20,000 students. However, it only applies to classroom teachers, and, worst of all, it’s not a true raise but a one-time stipend as it is only in effect for the 2023-24 school year.
HB 100 undertakes a complicated restructure of the state minimum salary schedule, eliminating the 20-step schedule and replacing it with salary ranges, each of which has differing levels depending on the teacher’s certification type
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and whether the teacher has earned a distinction through the Teacher Incentive Allotment program. The minimum amounts are higher for each grouping than current minimum salaries, but the fact that the schedule maxes out at 10 years is concerning to veteran teachers who have experienced salary stagnation at the top of the current schedule.
HB 100 also revises provisions from 2019’s HB 3 requiring that a percentage of new state funding be used for compensation, increasing that percentage from 30% to 50%. TCTA supports the requirement that new funding be directed to salaries, but we found that without language directing that a specified amount of new funding be passed through to all current educators, the benefits of the HB 3 approach varied greatly from district to district in 2019.
Both the House and Senate are proposing to put billions of dollars of new money into education. Both versions of the budget propose $5 billion in new funding, along with another $2.4 billion through the school finance formulas. But that amount is not as generous as it may sound, especially given the extraordinary $34 billion budget surplus that the legislature is dealing with.
The House budget specifies that the new funding is intended to address compensation and benefits, increases in the basic allotment, the Teacher Incentive Allotment, school safety, curriculum/materials and/or special education. Given that a $5,000 across-the-board increase for educators alone would cost over $5.5 billion, $7.4 billion in new funding is not going to be the “transformative” fix that lawmakers have touted.
A key provision in the Senate budget makes the $5 billion contingent on the passage of four proposals — a “teachers’ rights” bill (such as SB 9, which includes the salary proposal), a voucher plan, a school safety bill, and a bill regarding special education funding. Under this provision, new school funding is specifically tied to passage of vouchers, a “poison pill” for school districts.
TCTA has met with some success in the area of student discipline, working with legislators (especially Sen. Charles Perry, author of SB 245) to make it easier for teachers to remove disruptive students from the classroom without facing the dreaded “revolving door” that sends the student right back without real consequences for their behavior. One study found that of the 50% of teachers who leave the field permanently, almost 35% report the reason is related to problems with student discipline.
But some groups and lawmakers have concerns about “exclusionary” practices that take students away from the learning environment, and have opposed bills like SB 245. TCTA opposes any efforts that would restrict a teacher’s ability to remove a disruptive student from the classroom.
One of the most crucial aspects of resolving the teacher shortage also seems to be one of the hardest to fix. Countless studies have cited the amount of time that teachers spend outside the school day on both instruction-related duties (grading, planning, tutoring, professional development) and non-instructional requirements (bus duty, staff meetings) as a contributing factor to teacher burnout.
TCTA has proposed that districts should not be able to require teachers to work for more than 30 minutes outside the instructional day for more than two days per month unless the teacher agrees to a supplemental duties contract that specifies and includes compensation for the additional required time. There was an attempt to incorporate language similar to TCTA’s in SB 9, but the language was revised to the point that it would not accomplish the goal. Lawmakers have balked at fully addressing the issue of teacher time and duties, and have so far punted by requiring that TEA conduct a study of teacher time, as recommended by the Teacher Vacancy Task Force.
Retiree benefits are a rare bright spot this session with a benefit increase almost certain to pass, though even the
prospect of increased retirement checks could cause problems for active teachers. Both the House and Senate have plans to increase retiree benefits through a cost-of-living adjustment for most retirees and a supplemental check for older retirees, though the details of the plans differ. The House includes a more ambitious proposal that allows for the possibility of ongoing increases in the future, dependent on how well the fund’s investments perform. That bill, HB 600, is the more expensive option and would require both the state and active employees to increase their TRS contributions from the currently-planned 8.25% (the 2022-23 rate is 8%) to 9%. (Read more about retiree benefits on page 9.)
One of the disappointing aspects of the report from the Teacher Vacancy Task Force was an undue focus on measures that reflect priorities of certain policymakers, including the commissioner of education, rather than the real needs expressed by teachers. These proposals are not all bad — TCTA supports some of them — but they are not fixes for the teacher shortage.
We think legislators should be focusing on the problems that are driving teachers away from the profession, but the bills serving as the main vehicles for recommendations of the task force are rife with these extraneous and sometimes costly propositions. The major teacher bills — SB 9, HB 11 and HB 100 — include these additional programs:
• Rural pathway excellence partnership (HB 100) — a plan to support underserved students and promote economic development in rural areas.
• Retired teacher reimbursement grants (SB 9, HB 11) — funding to cover the surcharge paid by the district for hiring certain retired teachers.
• Teacher quality assistance (SB 9, HB 11) — help for districts from TEA in areas including strategic compensation (this can include TIA expansion/ modification), staffing and scheduling.
• Teacher Incentive Allotment expansion (SB 9, HB 11) — a new base level designation and increases in most of the amounts awarded to the other designation levels.
• Local optional teacher designation system grant program (SB 9, HB 11) — grants to districts for assistance with local TIA plans
• Teacher residency partnership program (SB 9, HB 11) — a program involving partnerships between education preparation programs and school districts that pairs teacher certification candidates with cooperating teachers. The resident completes a yearlong clinical teaching assignment under the supervision of the cooperating teacher before obtaining a standard teaching certificate.
With the session ending on May 29, there is still time to refocus lawmakers on the things that matter. If you haven’t already discussed with your elected state legislators the issues that are making teachers leave and the remedies that would slow or stop the mass exodus, now is the time. Send an email or pick up the phone; have a long conversation with the legislator or leave a short message with a staffer — in the end, your self-advocacy is a much-needed supplement to TCTA’s work at the Capitol.
State President Eleanore Malone of Chapel Hill CTA presided over the Representative Assembly during TCTA’s 2023 Convention on Feb. 10-11 at Kalahari Resort in Round Rock.
Delegates visited with lawmakers at the Capitol, elected new statewide and district leaders, set TCTA’s legislative priorities for the 2023 session and had fun reconnecting during TCTA’s first in-person convention since 2020.
TCTA congratulates the following members elected or re-elected to serve on the Executive Board and Directors’ Council in terms that begin June 1:
President-elect: Melody Young of Sherman CTA
Governance chair: Jennifer Hutchinson of Hays CTA
Legislation chair: Brec Espinoza of Brownwood CTA
Membership chair: Debra Helbert of Lamar CTA
Professional Rights & Responsibilities chair: Sharron Wood of Deweyville ISD
District 1 Director: Erick Hurtado of Edcouch-Elsa CTA
District 3 Director: James Garcia of Victoria CTA
District 5 Director: Keri Hilton of Nederland CTA
District 6 Director: Tonia Walker of Crockett CTA
District 7 Director: Helen Christine Stephens of Diboll CTA
District 9 Director: Holly Lucas of Wichita Falls CTA
District 13 Director: Natalie Tatsch of Gonzales CTA
District 15 Director: Kyra Mills of Brownwood CTA
District 17 Director: Angela Reyes of Muleshoe CTA
District 19 Director: Scott Berkenpas of Socorro CTA
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REGION 5 REGION 15
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multilingual education.
• $10 million for post-secondary fellowships to improve the quality of multilingual educator preparation.
New initiatives
• $100 million to fund a grant program supporting voluntary community efforts promoting racial and socioeconomic diversity in local schools.
• $500 million for a competitive Preschool Incentive Demonstration grant program for local education agencies to expand access to high-quality preschool in school and community-based settings.
The Biden administration’s budget proposal increases the maximum Pell Grant by $820, for a maximum $8,215 for award year 2024-25 and a proposal to double the Pell Grant by 2029. In addition, the department wants Congress to ensure the inclusion of DACA students into federal student aid programs. The budget proposal also outlines a free community college opportunity for first-time students and workers based upon a partnership between the federal government and states.
Senate Appropriations Committee Chairwoman Patty Murray (D-Washington) and Vice-Chair Susan Collins (R-Maine) said they hoped to quickly move through the FY 2024 budget approval process in a bipartisan manner, but they will certainly meet resistance as Republicans have indicated an unwillingness to subsidize program increases based on increasing revenues from new taxes.
In fact, Republicans are seeking to roll back overall spending to FY 2022 levels, which would require a 25% decrease from the current fiscal year. Both the House and Senate Appropriations Committees will work to craft their appropriations bills over the summer and seek an agreement on top-line spending levels.
Outside of the appropriations process, Senate Education Chairman Bernie Sanders (I-Vermont) introduced the Pay Teachers Act (S 766) in early March. It would ensure public school teachers earn at least $60,000 annually along with pay increases over the course of their career. House Education Chairwoman Virginia Foxx (R-North Carolina) said she agrees that teachers deserve a raise, but this should not be dictated by the federal government.
The Pay Teachers Act is estimated to cost $450 billion over 10 years, essentially tripling federal Title I funding, and would be paid for by increasing estate taxes on higher income individuals.
House Democrats introduced a similar bill last year, the
American Teacher Act, in which states could opt in to a federally funded short-term grant program that would raise teacher salaries over a four-year period.
Some members of Congress said teacher compensation should be tied to performance and not provided across the board. Republicans and Democrats disagree with how teacher pay should be handled and generally look to states to take the lead in addressing this issue. Congressional members often remind governors that the COVID relief funds provided under the American Rescue Plan could have been used to increase teachers’ salaries.
In January, Reps. Garret Graves (R-Louisiana) and Abigail Spanberger (D-Virginia) reintroduced the Social Security Fairness Act (HR 82). The bill eliminates both the government pension offset, which reduces Social Security benefits for spouses, widows and widowers who receive a government pension for work in which they did not contribute to Social Security, and the windfall elimination provision, which reduces Social Security retirement payments for those who earned Social Security benefits through their own employment but who qualify for a government pension for non-Social-Security work. The bill, which TCTA supports, has over 200 co-sponsors in the House, including 18 members from the Texas delegation.
The Congressional Research Service recently published a new report, which summarized that the Social Security benefit formula generally cannot distinguish between workers who worked for many years at low earnings in Social Securitycovered employment and workers who held jobs not covered by Social Security.
The CRS analysis suggests that the WEP reduces benefits disproportionately for lower-earning households, although agreement on a fix has been elusive.
Sen. Sherrod Brown (D-Ohio) and Collins introduced a Senate version of the Social Security bill in March. Despite consistent bipartisan support in the House and the Senate, the legislation has been difficult to advance due to the increase in mandatory costs and concern about the solvency of the Social Security trust fund.
The Parents Bill of Rights Act (HR 5) passed the Republican-led House in March on a 213-208 vote. While the bill does not dictate curriculum or access to educational materials, it would require local schools to notify parents of various policies and activities, conduct parent-teacher conferences twice annually and increase transparency of the school’s curriculum. It is highly unlikely that the Democraticcontrolled Senate chamber will take up the measure, but it will be a point of reference in the next election cycle.
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of Texas students reported having been bullied at some point while at school.
Clearly, too many of our students are at the bottom levels of the pyramid, with basic physical and emotional needs unmet. But our education system and our state leaders seem to expect that they will learn as though those unmet needs are not a problem.
And teachers rise to the occasion again and again. In addition to helping your students toward their full potential, so many of you are spending money, time and emotional capital to fill the gaps and try to meet at least some of those needs. You bring snacks and meals to school, provide clothing, invite students to your classroom for a bully-free place to eat lunch, lend emotional support, and much, much more.
But it’s not just students whose unfulfilled needs are impeding the path to
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for filing a grievance will depend upon the school district grievance policy — DGBA [LOCAL] — and may be as short as 10 calendar days.
The T-TESS rules are specific as to remedies that are available at the end of the annual appraisal cycle and relative to those available earlier during the school year. A teacher may submit a written response or rebuttal for Domains I, II and III, after receiving a written observation summary or any other written documentation related to the ratings of those three domains. For Domain IV, a written response or rebuttal may be submitted after receiving a written summative annual appraisal report. Any written response or rebuttal must be submitted within 10 working days of receiving a written observation summary, a written summative annual appraisal report, or any other written documentation associated with the teacher’s appraisal.
A teacher may not submit a written response or rebuttal to a written summative annual appraisal report for the ratings in Domains I, II and III, if those ratings are based entirely on observation summaries or written documentation already received
success. Teachers who can’t afford decent health insurance, or who have so many additional duties that there is no home-life balance, or who constantly feel degraded by administrators/politicians/parents/ students, must find it difficult to always be at the top of their game. And yet, you still keep at it.
Teachers defy the principles of Maslow’s model every day — but you shouldn’t have to. The toll that the job takes is wearing out many of our best educators. (See our article on page 14 for a look at the importance of self-care.)
Who’s stepping in to take care of your unmet needs? Sometimes it’s other teachers — again. Reading about this year’s Regional Teachers of the Year (see page 10), I noted that they pour praise on their fellow teachers. Teachers provide each other with a level of emotional and psychological support that is unlike any other profession I’m aware of. But continually propping up others when
you yourself need reinforcement isn’t sustainable — and our teachers are leaving the profession in droves.
I like to think that TCTA has a place on the pyramid — providing you with a measure of job security and protection, offering opportunities for peer support and professional growth. And we’ll keep working to elevate the profession at all levels.
Our state’s policymakers apparently didn’t retain the lesson on Maslow. Too often they’re focusing on the wrong things, insisting that teachers and students reach the top of the pyramid without the foundational aspects of health, safety, security, respect. When you read our midsession update on page 17, you’ll see how lawmakers, even well-meaning ones, are neglecting the basics. But I still have hope that we’ll see some progress this session — some steps in the right direction that will allow you all to remain in the profession that you love and in which you excel.
by the teacher earlier in the appraisal year for which the teacher already had the opportunity to submit a written response or rebuttal.
A teacher may request a second appraisal by another certified appraiser for Domains I, II and III, after receiving a written observation summary with which the teacher disagrees. For Domain IV, a teacher may submit a written response or rebuttal after receiving a written summative annual appraisal report with which the teacher disagrees. The second appraisal must be requested within 10 working days of receiving a written observation summary or a written summative annual appraisal report.
Again, a teacher may not request a second appraisal by another certified appraiser in response to a written summative annual appraisal report for the ratings of dimensions in Domains I, II and III, if those ratings are based entirely on observation summaries or written documentation already received by the teacher earlier in the appraisal year for which the teacher already had the opportunity to request a second appraisal.
As such, there are not only strict timelines for remedies regarding a T-TESS document with which the teacher disagrees,
but also limitations as to when a teacher may utilize the applicable remedy. Failure to seek remedies, including a grievance, at the proper time during the appraisal cycle will result in waiver of such. This is why it is important to call the TCTA legal department right away if you receive written documentation with which you disagree.
As discussed above, filing a grievance is best utilized for appraiser procedural errors, including appraiser failure to abide by mandatory T-TESS rules and timelines. For instance, inclusion in the summative annual appraisal of information that was not documented within 10 working days by an appraiser would constitute a procedural error. The commissioner of education has in the past repeatedly held that under the state-recommended appraisal process, rules and procedures are mandatory and the remedy for an appraiser’s failure to abide by such is the that the teacher may elect to void the affected appraisal document. This remedy may be sought through a timely filed grievance if necessary.
This article is not a substitute for legal advice. TCTA members with questions about their appraisals should call 888-879-8282 to speak with a staff attorney.
