THE MAGAZINE of the TEXAS CLASSROOM TEACHERS ASSOCIATION Summer 2022 | Volume 42 | Number 1
Keeping teachers in the classroom
EDUCATORS HOPE TASK FORCE FINDS SOLUTIONS
ALSO INSIDE: Meet TCTA State President Eleanore Malone | Excellence in Education finalists Texas lawmakers seek ways to improve school safety | Teacher Incentive Allotment update
EXECUTIVE DIRECTOR’S MESSAGE
Time to tackle the big issues I
realized a few months ago that this summer’s magazine would include my first column as TCTA’s new executive director. At the time, I thought I would write a light-hearted “introduction to me” — a little bit of my background, how I got here, my hopes for the future of TCTA. But the timing isn’t right for that. The problems facing Texas teachers have reached and exceeded crisis levels, and the horrendous tragedy in Uvalde has filled educators across the state with grief and fear for themselves and their students. Our members need help, and that is mission critical for TCTA right now. So we won’t be delving into my college education or my hobbies in this first column. But I will tell you this much about myself: I’ve been at TCTA as part of the lobby team for nearly 32 years. I loved so many of my own teachers and for a time considered being a teacher myself before becoming interested in policy and politics (thanks to my high school government teacher). I can’t imagine a more perfect marriage of interests, or a greater privilege, than working on legislation to help support teachers. And now, to be charged with managing this association that is completely committed to teachers? What an honor, and what an awesome responsibility. Back when my kids were young, I remember reading suggestions on how best to clean a very messy room when the task seemed overwhelming. The advice boiled down to “start somewhere.” Some recommendations involved a grid approach in which only a section of the room would get cleared or making a commitment to put away only 10 or 20 items at a time. It always made sense to me to start with the biggest items, so you’d see more progress more quickly. I think about those suggestions sometimes when lawmakers are trying to fix all the problems in education. There are so many, how can we possibly address them all? But our state’s leaders have to start somewhere — and preferably with the most important issues. The key is that they need to listen to teachers before taking action. Far too often, education policymaking results in more stuff thrown on the floor, a bigger mess, rather than a reasoned, teacher-informed strategy for clearing up the problems. Teacher salaries need to be addressed, but the legislature’s solution — the Teacher Incentive Allotment program — just added to the clutter. Less than 5% of teachers are projected to receive Teacher Incentive Allotment compensation in the coming years. That’s hardly an assurance to current or potential teachers that they can afford this profession. It’s a distraction from the need for a systemic increase in salaries that will appropriately compensate all teachers and attract new people into classrooms. Teachers barely have enough time in the day to teach, grade and plan. Yet, at the same time that staffing shortages began to result in extra duties and larger class sizes, the state threw reading academies and extra tutoring into the room. Anyone who has ever spent time around teachers knows that you could repair a jet engine with an ACE bandage, a couple of safety pins, and a little WD-40. Despite all the obstacles and setbacks — and acknowledging that we don’t really want to base the idea of “success” on standardized tests — this year’s STAAR 3-8 and end-of-course results show significant progress, with scores approaching pre-pandemic levels almost across the board. Just imagine what you could accomplish with the actual tools you ask for! Most of the remedies we need will have to come via the Texas Legislature, which Continued on page 23 2
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Texas Classroom Teachers Association PO Box 1489, Austin, TX 78767-1489 Office hours: 8 a.m. to 5:30 p.m., weekdays Phone: 888-879-8282 Fax: 512-469-9527 Website: tcta.org
2022-23 Executive Board President
Eleanore Malone, Chapel Hill President-Elect
Nydia Alvarez-Alonzo, Mission Immediate Past President
Sherry Miller, Killeen Budget
Vivian Burleson, Northside Curriculum & Instruction
Melody Young, Sherman Governance
Jennifer Hutchinson, Hays Consolidated Legislation
Cristal Isaacks, Levelland Membership
Debra Helbert, Lamar Consolidated Professional Rights & Responsibilities
Sharron Wood, Deweyville Teacher Personal Services
Melanie Love, Pottsboro
Staff Contacts Executive Director
Ann Fickel
General Counsel
Lonnie F. Hollingsworth Jr. Attorneys
Lonnie F. Hollingsworth Jr. Dohn Larson Holly Eaton Michael Currie Gerald Francisco Julie Leahy Paige Bruton Williams Business Office
Park Brigtsen
Communications
M. Clare Haefner Legislation
Paige Bruton Williams Lonnie F. Hollingsworth Jr. Ann Fickel Holly Eaton Pamela McPeters Membership
Persie Ngo-Hatchie Professional Development and Advocacy
Holly Eaton
Services Corporation
Jan Lanfear
Special Projects
Kate Alexander
Senior Consultant
Jeri Stone
About TCTA
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.
CONTENTS
Summer 2022 | Volume 42 | Number 1
DEPARTMENTS
2
19
On the Cover
Executive Director’s Message
4 TCTA News & Notes
THE MAGAZINE of the TEXAS CLASSROOM TEACHERS ASSOCIATION Summer 2022 | Volume 42 | Number 1
Keeping teachers in the classroom
EDUCATORS HOPE TASK FORCE FINDS SOLUTIONS
6 Legal Notes
8 Washington Watch
ALSO INSIDE: Meet TCTA State President Eleanore Malone | Excellence in Education finalists Texas lawmakers seek ways to improve school safety | Teacher Incentive Allotment update
9 Planning Ahead
Fix a ‘Broken System’ Educators hope the Teacher Vacancy Task Force helps state find solutions After 31 years in Central Texas public schools, middle school teacher Michelle Pickard opted to retire in May — about five years earlier than planned. A number of factors contributed to Pickard’s decision to retire early, including student discipline issues and the lack of support from administrators. “I’m still in love with teaching, and I love the kids,” she said. “Our system is broken. I just can’t do it anymore.”
FEATURES
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16
Four TCTA members selected as H-E-B Excellence in Education statewide finalists reveal what prompted them to teach and what keeps them motivated to stay in the classroom.
In the aftermath of the May 24 shooting at Robb Elementary in Uvalde, Texas lawmakers have begun discussing how to protect students and teachers and reassure parents that their children will be safe at schools. It’s unlikely that Gov. Greg Abbott will call a special legislative session to address school safety issues before the next regular session begins in January. Instead, state leaders have been scrambling to put additional resources into existing mental health programs for children as well as equipment for law enforcement.
In the Classroom
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Meet TCTA’s 2022-23 State President Eleanore Malone shares her path to the classroom and what she hopes to accomplish during the year ahead.
Texas looks for ways to improve school safety
THE CLASSROOM TEACHER (ISSN-0279-2494) is the official publication of the Texas Classroom Teachers Association (TCTA), providing news and opinions in the interest of education excellence. All contents are copyrighted and may not be reproduced without the publisher’s permission. The views and opinions contained in this publication are not necessarily those of the publisher. Copyright © 2022. Publication schedule is quarterly. Annual membership dues for TCTA are $175, $5 of which is allocated to a one-year subscription to THE CLASSROOM TEACHER. Subscriptions for nonmembers are available for $10 per year. POSTMASTER: Please send changes of address, articles and/or photographs to: Editor, THE CLASSROOM TEACHER, PO Box 1489, Austin, Texas 78767-1489. TCTA is located at 700 Guadalupe, Austin, Texas 78701. PERIODICALS POSTAGE PAID AT AUSTIN, TEXAS.
Summer 2022 | THE CLASSROOM TEACHER
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TCTA NEWS & NOTES
TxCAN website offers free tools for special ed teachers TEA’s Texas Complex Access Network website provides resources and professional development for educators working with students with significant cognitive disabilities. The document library contains free downloadable implementation guides, templates, rubrics, fidelity checklists, and more. The library allows educators to filter by topic or course alignment to quickly find what they need. Topics include administration, behavior, classroom climate, communication, inclusion, IEPs, instruction, teaming and transition. Explore the resources at txcan.tea.texas.gov.
TEALearn adds free dyslexia training course TEALearn recently added free dyslexia training for teachers and teacher candidates. The four-part course was developed to empower educators to serve and advocate for students with or at risk for dyslexia. • Module 1: Learn more about what dyslexia is and how it impacts student learning. • Module 2: Explore effective schoolwide practices for the identification and support of students with dyslexia. • Module 3: Learn more about how to support students with dyslexia in the classroom through systematic, explicit, and
evidence-based instruction designed to meet the needs of students with dyslexia. • Module 4: Reflect on your learning, create a personal action plan, and review resources. Access the course at tealearn.com. Find more free professional development from TEA at texasgateway.org and check out TCTA’s free online CPE at tcta.org/seminars.
MEMBER ACCOLADES
TCTA members receive awards from Beaumont Foundation of America TCTA members were among the 2022 recipients of the Beaumont Foundation of America’s awards program, which celebrates and recognizes superior contributions of teachers whose leadership and dedication inspire a spirit of learning in students of all backgrounds and abilities.
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Bill Williamson, C.O. Wilson Middle School, Nederland ISD
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Tammi Halliburton, Little Cypress Intermediate School, Little Cypress-Mauriceville CISD
The Gilbert I. “Buddy” Low Excellence in Education Award is given annually to an elementary, middle and high school teacher in East Texas.
TCTA members selected as campus teachers of the year during the 2021-22 school year include: •
Lisia Hampton, DAEP, Tyler ISD
This year’s recipients included Emily Courtney of Lufkin High School in Lufkin ISD.
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Martha Ramirez, A. W. Orr Elementary, Tyler ISD
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Kimberly Jankowski, Smith Elementary, Spring ISD
The Wayne A. Reaud Excellence in Education Award is given annually to 15 teachers in Southeast Texas. TCTA members receiving the award in 2022 include:
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Sarah Wood, IMPACT Center, Hays CISD
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Mindy Marse, Buna High School, Buna ISD
Shannon Stockton, Brushy Creek Elementary, Round Rock ISD
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Sally Rost, Orangefield High School, Orangefield ISD
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Mariah Faust, Hernandez Middle School, Round Rock ISD
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Courtney Courts, Kountze Middle School, Kountze ISD
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Scottye Pannell was named the Paraprofessional of the Year at Deep Wood Elementary in Round Rock ISD.
Several TCTA members named teachers of the year
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. 4
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TCTA NEWS & NOTES
SBOE rejects controversial teacher certification exam After a 5-hour public hearing and a subsequent committee meeting and vote at its June meeting, the State Board of Education voted unanimously (13-0) to reject an SBEC rule that would replace the current pedagogy certification exam with an expensive performance assessment exam, edTPA, starting in 2023-24. In doing so, the SBOE members sent a strong message to the State Board for Educator Certification about the need to enforce program standards for all educator preparation programs. The vote also suggested that SBEC should take notice when there is such strong opposition from the major education organizations (including TCTA). Others expressed concerns that by requiring edTPA for all teacher candidates, TEA was creating a monopoly for a particular testing vendor (Pearson). The SBOE chair expressed the sentiment that TEA and SBEC had not thoroughly explored other possible approaches that would not create all the problems that had been articulated with requiring edTPA as a certification test, and that it was his hope that they would do so before sending the SBOE a new rule to review. At the June State Board of Education meeting, TCTA joined with other major statewide education groups and educator preparation programs to ask the SBOE to reject the proposal. TCTA’s testimony focused on the fact that, despite claims that edTPA will ensure that teacher candidates can demonstrate their readiness prior to teaching, the majority of teacher candidates would not take edTPA until up to a year after they
were already serving as teacher of record in a classroom. TCTA testified that not only does this mean that requiring edTPA as a certification exam will do nothing to ensure the readiness of a majority of teacher candidates prior to teaching, but it would add a significant new burden for these first-year teaching candidates during an incredibly challenging time. The rejection of the rule essentially sends SBEC back to square one in determining the best approach forward. TCTA will continue to be involved in this issue and will report to members as developments occur. Read more at tcta.org/latest-education-news, filtering by category for Certification and Training.
Infusion of funds ensures no increases in ActiveCare premiums The TRS Board of Trustees approved next year’s premiums for ActiveCare health insurance at its April meeting. Rates were originally expected to increase by an average of 9.5% statewide, but state leadership, concerned about the impact on school employees, committed to additional funding totaling $435 million to ensure that no ActiveCare participants will see a base premium increase. This funding does not affect the state’s $75 per month contribution for health insurance and is only directed at those employees participating in ActiveCare. School districts may revise local contributions, though they cannot contribute less than $150 per employee per month plus the $75 contribution from the state. The individual effect on employees will vary throughout the state due to a new regional pricing model, under which premiums in some areas will at worst remain flat, while those
in some parts of the state will decrease — significantly, in some cases. TCTA thanked state leaders for the increased funding in a statement April 28, noting that lawmakers must include increased health insurance funding as a top priority for the 2023 legislative session. TRS staff noted that there will be minimal plan changes to ActiveCare benefits, including a $12 per consultation increase for Teladoc services, and a $25 co-pay for insulin.
HMO plan changes The TRS Board approved premium changes for the HMOs that are available to employees in some areas, as well as some revisions to the benefits offered under those plans. Review the rates and learn more at tcta.org/latest-educationnews, filtering by category for TRS/Benefits. Summer 2022 | THE CLASSROOM TEACHER
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LEGAL NOTES
Teacher Incentive Allotment explained T
he Teacher Incentive Allotment program was created by the Texas Legislature as part of House Bill 3 in 2019. Teachers can generate TIA funds in two ways: by being designated as recognized, exemplary, or master under a local teacher designation system approved by TEA; or by holding National Board certification, in which they are automatically designated as recognized (regardless of whether the district has a local teacher designation system) and generate TIA allotment funds. For teachers designated under a local teacher designation system, the stated intent was to provide a pathway for “top teachers” to earn six-figure salaries and to help attract and retain highly effective teachers at traditionally hard-to-staff schools. Here, we explain the local teacher designation system pathway and offer suggestions for teachers in districts that may adopt or expand a program. As of June 22, TIA allocations totaled $43,047,000 in the 202021 school year and the Texas Education Agency has received at least 240 applications from districts, according to tiatexas.org.
Criteria for designation, allotments
Although local district designation plans must include a teacher observation and student growth component, districts can include additional measures, such as for teachers serving in leadership positions like mentoring. Additionally, there is latitude regarding which student growth measures a district chooses to use, including those not based on STAAR so as to be more equitably available to more teachers. Examples include student learning objectives, teacher-created assessments, portfolios, Fitnessgram, and DIBELS. To achieve a recognized, exemplary or master designation and receive an allotment, a teacher must have (1) T-TESS Domain 2 and Domain 3 average scores of at least 3.7, 3.9, and 4.5, respectively, and (2) students exceeding minimum growth targets of 55%, 65%, and 70%, respectively, of the student pool. Districts can adopt a local appraisal system, and a local plan can include additional criteria such as walkthroughs to supplement formal observations. Allotments vary by designation level, socioeconomic tiers of campus students, and whether a campus is rural. Currently, allotments range from $3,000 to $32,000.
Cohorts, initial schedule
TEA groups districts in cohorts designated by letters according to the year a district files its application. Cohort D districts sent notices of intent to TEA in November 2020 and sent plans to TEA in 2021 for approval by August 2021. Each plan includes details about qualifying appraisal and student performance criteria, including the target group of students and courses from which growth will be measured. For Cohort D districts, teacher and student data was captured during the 2021-22 school year. By October 2022, districts will submit data related to their recommended teacher designations to Texas Tech University for validation. By February 2023, districts will receive final approval of that data. TEA will send 6
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notice of official teacher designations by April 2023. After that official notification, Cohort D districts may pay designated teachers by Aug. 31, 2023. After the initial application, districts can submit plans annually to include more campuses, more teachers and new courses. The plan goes through a similar approval process and the data goes through the process of capture and validation.
Data and designation
Cohort D teachers who had qualifying appraisal and student performance data captured in 2021-22 and changed districts would not be eligible for designation in 2022-23. Designation depends on Texas Tech’s validation of the teacher’s appraisal and student growth data submitted by the district. Before TEA issues an official designation, the district must show that the teacher has or will have a year of credit for 2022-23, and the teacher had a teaching assignment on the last Friday in February 2023. A teacher retains a designation for five years. The designation can go up with additional data. A teacher can move to a position that does not qualify for an allotment and still retain the designation.
Payment of a TIA
In its initial application, a district submits a spending plan, a critical part of the application. The spending plan outlines how the allotment will be apportioned and the effect of retirement or resignation on the right to an allotment. It may include other conditions. Teachers in a Cohort D district can receive TIA compensation by Aug. 31, 2023, but a teacher with qualifying data from 2021-22 who leaves the district before 2023-24 may not receive TIA compensation depending on the terms of the spending plan. Some plans state that if a teacher retires before the February date on which a teacher’s assignment is registered, the teacher receives no TIA payment because the state would not send an allotment to the district.
90/10
By law, 90% of each allotment must go to teachers employed at a designated teacher’s campus. A district can retain no more
TCTA’S TAKE ON TIA
TEA promotes the Teacher Incentive Allotment program as a way for teachers to earn six-figure incomes. That may happen for some, but TIA is not an immediate bump to six-figures, nor is it a long-term guarantee of a higher salary. Many districts pay at or near the minimum salary schedule, allotments start small for many recognized and exemplary designations, and only a tiny percentage of teachers receive TIA compensation. On May 24, TCTA testified before the interim Senate Education Committee in support of salary increases for all teachers. TCTA told the committee that the rollout of the TIA program has been slow — of roughly 1,200 school districts in Texas, only 127 were enrolled in the 2020-21 school year, up from just under 50 the year before. Now in its third year of operation, with 240 participating districts, the program only covers 1.21% of teachers. If the goal is to attract and retain teachers, prospective employees need assurances, not “chances” of receiving higher pay. Minimum salaries need to be raised to competitive levels, as do benefits. The data show that fewer people are willing to make the choice to be in a profession that puts them at a financial disadvantage. Read the full testimony at tcta.org/capitol-updates.
than 10% of the designated allotment for costs associated with supporting TIA and teacher development. A TEA exemplar application answer suggests that a spending plan could allocate 10% to the district, 25% to teachers at the designee’s campus, and 65% to the designee. Districts can pay all the TIA funds to the designee. As for the remaining 10% of TIA funds, at least one district used those funds to pay for teachers on the designee’s campus to earn National Board certification, which automatically qualifies those teachers to be designated as recognized and to generate TIA funds.
Appraisals
TIA relies on appraisals, whether T-TESS or locally adopted. The average of T-TESS Domain 2 and Domain 3 ratings during the data-capture year often comprises 40% or more of a teacher’s performance data. Any dimension rating less than proficient in those domains disqualifies a teacher from designation. TIA may impact appraisal policies. For the data capture year, all teachers submitted for designation must have appraisal scores. However, districts can maintain appraisal waivers for teachers once they’ve been designated. A district’s TIA participation could positively impact appraisals. During validation, Texas Tech compares individual teacher scores to campus, district and statewide appraisal statistics. The university then compares those scores to similar student Continued on page 22
Congratulations to the 2022
statewide award winners! TCTA’s 2021-22 statewide awards program honors those who have made outstanding contributions to public education, the teaching profession or TCTA during the past year. This year’s winners are:
State Rep. Chris Turner
Friend of Education, Public Official House District 101
Stacy Clements
Faculty Representative of the Year Brown Elementary, Lubbock CTA
Julie Woelful
Paraprofessional of the Year
Evans Middle School, Lubbock CTA
Elizabeth Pirtle Retiree of the Year North East CTA
Cynthia ‘Cindy’ Bessire Administrator of the Year
Muleshoe High School, Muleshoe ISD Summer 2022 | THE CLASSROOM TEACHER
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WASHINGTON WATCH
Waivers for Public Service Loan Forgiveness end Oct. 31
T
he U.S. Department of Education’s Public Service Loan Forgiveness program, enacted in 2007, is a federal program designed to financially support and encourage students to enter and remain in lower-paying careers such as teaching, nursing, firefighting and public interest law. In general, individuals that enroll in the PSLF program must make 10 years of consecutive payments, for a total of 120 payments, while working in an eligible field or “high-need” location before qualifying for tax-free student loan forgiveness. The College Cost Reduction and Access Act of 2007 specified that direct loan options, only those offered through the U.S. Department of Education, would be eligible for PSLF benefits. Initially, only monthly payments made under the Income Contingent Repayment (ICR) plan or the Income Based Repayment (IBR) plan would qualify for PSLF. But additional direct loan instruments have been made available, which has caused complications in the administration of the program. While there is no limit to the amount of loan forgiveness benefits an individual may realize under the PSLF program, borrowers of Direct PLUS Loans for graduate and professional students generally have larger loan debts than those under an IBR plan. Students also may require multiple loans as they continue their education. Consolidating or refinancing loan instruments may affect PSLF eligibility. 8
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To receive forgiveness benefits under the program, borrowers must apply for forgiveness from FedLoan Servicing, a third-party vendor that reviews the application and determines whether the borrower has met all PSLF requirements. FedLoan Servicing then forwards the application to the U.S. Department of Education for final review. If the application is internally approved, USDE directs FedLoan Servicing to forgive the remaining balance of the borrower’s eligible loans. Problems with the program began surfacing in 2017, when statutes and regulations and interpretations combined to disqualify most applicants. A report provided by USDE showed that between Oct. 1, 2017, and June 30, 2018, 28,913 applications were processed for PSLF by FedLoan Servicing. Of those, 20,521 (71%) were denied due to the individual not meeting program requirements and 8,103 (28%) were denied due to missing information on the application. During that period, FedLoan Servicing approved only 289 applications (1%) for individuals who had met all PSLF program requirements. While borrowers were eligible to resubmit applications, the report exposed
program deficiencies. The denial of benefits became a political issue as members of Congress demanded a resolution from the Department of Education and then ultimately provided a legislative fix. The Consolidated Appropriations Act of 2018 (P.L. 115-141) provided Temporary Expanded Public Service Loan Forgiveness in which $350 million in federal funds were provided to certain loan forgiveness applicants who had made nonqualifying payments. With the limited funding, cases would be considered on a first-come, first-served basis. With continued confusion on eligibility requirements and the ongoing coronavirus pandemic, USDE announced the establishment of the limited PSLF waiver on Oct. 6, 2021. The waiver is effective until Oct. 31, 2022, and stipulates that any prior period of repayment will qualify for PSLF, regardless of the loan program or repayment plan type. For repayment to be valid, all non-direct federal student loans, like Federal Perkins Loans or FFEL program loans, must be consolidated into the direct loan program before the limited waiver deadline. Meanwhile, the Trump administration paused student loan payments and collections on most federal student loans in March 2020, due to the coronavirus Continued on page 22
PLANNING AHEAD
I will not get retirement advice in the teachers’ lounge. I will not get retirement advice in the teachers’ lounge. I will not get retirement advice in the teachers’ lounge. I will not get retirement advice in the teachers’ lounge. I will not get retirement advice in the teachers’ l
Looking for financial advice? Ask an expert. Q: I’m trying to decide whether to retire next year. What should I do? A: [Retired neighbor] Retire as soon as you’re eligible, it’s the best thing I ever did! A: [Sister who taught in Connecticut] Retire early, you’ll take a hit, but you can get another job to boost your income. A: [Teachers’ lounge “expert”] Don’t retire, just withdraw your funds and that way you can still get Social Security benefits. A: [Facebook group commenter] Definitely don’t retire, you’re better off pulling out your money and putting it into a 401(k). A: [Co-teacher] You can’t retire next year, you have to wait until you meet the Rule of 90. A: [School district business office] Hang in there for another few years, we won’t be able to find anyone to replace you. If you’re not talking to the right people, you might as well ask the grocery store cashier whether you need knee replacement surgery. Some advice is completely inaccurate (e.g., there is not
a Rule of 90 requirement for retirement eligibility), some can be downright dangerous, and none of these sources of information know enough about both your personal circumstances and relevant federal and state regulations to appropriately guide you. There are other financial issues besides retirement to consider throughout your teaching career. Are you eligible for student loan forgiveness? Do you qualify for a teacher home loan through the Texas State Affordable Housing Corporation? Should you start putting money into a specific college savings program for your young children? Good information is crucial to determining how best to spend and save, and how to be prepared for retirement. One of the hardest parts of making good financial choices is knowing where to get accurate information. When you ask someone other than an expert for advice, you’re going to get information based on their knowledge, which will not reflect your personal
How to reach TRS and Social Security
You can reach a TRS benefits counselor at 800-223-8778, and access your online information through the MyTRS portal at mytrs.texas.gov. Speak to a Social Security representative or schedule an inperson meeting at https://secure. ssa.gov/ICON/main.jsp circumstances. Your friend the retiree who substitutes every once in a while can tell you about her experiences in working after retirement, but the TRS laws and rules governing employment after retirement are complex. A misstep can cost you your monthly TRS check. We have seen some truly cringeworthy retirement advice in online forums, and the only comments we would fully agree with are the ones that say “Call TRS and/ or talk to a financial advisor.” At TCTA, we often get questions Continued on page 22 Summer 2022 | THE CLASSROOM TEACHER
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IN THE CLASSROOM
Encouraging Exploration ALEJANDRA MARTINEZ SHARES HER LOVE OF SCIENCE WITH STUDENTS
A
fter graduating from what so many other teachers do Texas A&M in College for their students every day,” Station, Alejandra Martinez said. “Everything I do Martinez returned to her roots and what I have accomplished is in Eagle Pass to teach science at because of the support I have had the same junior high school she at school including the awesome attended. staff at Memorial Junior High, my “I returned home to teach kids fellow teachers, and my principal. who are just like me,” Martinez They are there to help me focus said. “Every day in my classroom, on what is important and they I try to challenge them to think say, ‘Yes! Let’s do it!’ whenever I scientifically and explore so that have a crazy idea. I am eternally they can broaden their horizons grateful.” and excel in whatever they strive Martinez also strives to build for.” a sense of community for her Getting students at Memorial students that connects them even Junior High to think critically when they’re no longer in her and be curious about the world classroom. keeps Martinez motivated during “We have a class mascot challenging times. named SloMo The Sloth that “I love engaging them in lab the kids follow on Instagram (@ activities and helping them build SloMoLovesScience) and he helps their problem-solving skills,” make us a family, which is what ALEJANDRA MARTINEZ Martinez said. “Their curiosity many students need,” she said. and willingness to learn and “He does labs with the students, H-E-B Leadership Secondary Finalist hunger for connection and participates in dress up days, and School: Memorial Junior High School in Eagle information keep me going.” goes on adventures, pointing out Pass ISD She also excels at bringing the science as he travels. This is current research into the how I connect with my students Subject taught: Seventh grade science classroom. Martinez has had the even when they aren’t in my Years teaching: 16 years opportunity to travel on multiple classroom anymore. It brings expeditions with scientists, silliness into our classroom when Years in TCTA: 16 years including to the Indian Ocean seventh graders can be feeling big Colleges attended: Texas A&M University and and the Arctic. She spent part of emotions as they mature, and it Sul Ross State University June in the Northern Atlantic. helps us remember we are all kids “I bring this science and these at heart.” Degrees/certifications held: Bachelor of Arts, scientists into my classroom so Her next endeavor is starting a Master of Arts; Generalist 4-8 that my students are exposed to robotics club at Memorial Junior current research, and they see High using the prize money scientists as normal everyday from H-E-B. “The students at people, just like themselves, and that it is a profession within Memorial deserve to have these opportunities,” she said. their reach,” she said. And while she has no idea what she’s doing when it comes Going the extra mile to bring science to life for her students to robotics, she knows she and her students will figure it out. is part of the reason why H-E-B named Martinez a 2022 That’s because part of being a successful teacher is being state finalist in the secondary Leadership category of the willing to learn and adapt. Excellence in Education Awards. “(Teaching) will never get old and that is a good thing. If “While no one goes into teaching for any type of you can manage your way through the hard stuff, everything recognition, I am honored that (H-E-B sees) what I do and else makes it worth it.” 10
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IN THE CLASSROOM
Inspiring Lifelong Lessons MEGAN MALONE SHARES PASSION FOR HISTORY WITH HIGH SCHOOLERS
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love of history led Megan make sure she remembers what a Malone to discover her triumph they had in class. passion for teaching. “Teaching is one of the few Initially, she wanted to spend her professions where you see the live in the archives, but as she difference you are making every completed research for her master’s day,” Malone said, pointing to the and doctorate in history, her view personal finance class where she changed. teaches students skills they’ll need “I found much more satisfaction later in life, such as paying bills and in helping students unlock the door how taxes work. to historical inquiry for themselves Malone also serves as the chair than I found in answering a of the social studies department question few people would care to at Townview TAG and is on the read,” she said. campus leadership team. Those Shifting her focus from research leadership skills undoubtedly meant leaving university life behind, helped in her selection as a 2022 and she’s been teaching English state finalist in the secondary or social studies at the high school Leadership category of the H-E-B level in Dallas ISD since 2011. Excellence in Education Awards. In the upcoming school year, “Being a finalist was a huge and Malone will teach AP Government, unexpected honor,” Malone said. AP Economics and Personal “I know I work hard and that I’ve Finance at the School for the created great classes and great Talented and Gifted at Yvonne A. things for my campus, but that MEGAN MALONE Ewell Townview Center, which is outside validation is really nice after nationally recognized for preparing a rough couple of years.” H-E-B Leadership Secondary Finalist students to succeed in college and During the pandemic, Malone School: Townview TAG in Dallas ISD careers. “I love when students get learned to be more flexible, trying passionate about my class,” Malone new methods and creating spaces Subjects taught: AP Government, AP said, explaining that some think her where students felt comfortable. Economics and Personal Finance class will be like learning from Ben “Sensory education and sensory Years teaching: 11 years Stein in “Ferris Bueller’s Day Off.” spots are huge in early education, “While some might find it but at some point (usually in upper Years in TCTA: 7 years boring, I believe that knowing how elementary) we abandon these College attended: University of Texas at Dallas our government and economic tools, especially for our ‘gifted’ system works is one of the more population and we start to criticize Degrees/certifications held: Bachelor of Arts, important things students need to students for needing movement Master of Arts and Ph.D. in History; Social know when they leave high school,” and sensory stimulation.” Studies 8-12 and English Language Arts 8-12 she said. “I love coming up with Her students loved the new ways to teach challenging manipulatives and alternative content to students in a way that seating so much that Malone is they can both understand and enjoy.” using part of her H-E-B prize money to add more. She also Malone’s methods include games and simulations. “You’ll asked her principal to use the funding her campus received to never have a better day as a teacher than when students are help students pay for graduation regalia and senior fees so they passionately debating the federalist papers, voluntarily using can celebrate their accomplishments. It’s another example of time outside of class to create shadow caucuses to upend a how Malone strives to put students first. mock Congress, or looking for loopholes in a trade simulation “To be a good educator you have to embrace change and to get more goods for their fictitious nation.” adapt,” she said. “If you do that, every year may not be great, Her lessons stick. She has had students come back five years but it will be good, and you’ll reach students in a way that is later to reminisce on a successful filibuster or trade deal to meaningful to them.” Summer 2022 | THE CLASSROOM TEACHER
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IN THE CLASSROOM
Sparking a Joy of Learning MELINDA ARMADILLO SEES HOW MUSIC BOOSTS STUDENTS’ SELF-CONFIDENCE
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s a trumpet player all the items that students give in the middle school her, such as drawings, notes and band, Melinda little trinkets. She keeps the box Armadillo paid close attention as near her desk, and the kids have her band director patiently taught noticed that she values what another child how to play the they’ve brought so they bring instrument. her more. Combing through the When the boy finally got it items provides a good reminder and made a sound, she said, “it that students do see your efforts was really cool to see the spark and they have memories with in his eyes.” you, she said. Now an elementary music “Cherish the kids. They teacher in San Marcos CISD, are the best part of it,” said Armadillo helps her own Armadillo, who is enjoying students light that spark. visiting with some of her first Armadillo’s parents, both students, now all grown up and teachers, enrolled her in piano sharing how they’re pursuing lessons in kindergarten and her their own life passions. interest in music soon turned Eight years into teaching, into a passion, she said. Armadillo said it has taken a As she shares that passion long time to be successful, but for music with her students, she has come to understand that Armadillo said she can see how mistakes are just part of the MELINDA ARMADILLO the process of learning music learning process — “as long as and performing it fosters selfyou grow from them.” H-E-B Rising Star Elementary Finalist confidence in her students. In And take time for yourself to School: James Bowie Elementary in San turn, they begin to find their recharge, she said. Armadillo has Marcos CISD own voices. taken up weightlifting recently She credits her father, an and acknowledged that she’s Subject taught: Music accomplished artist and retired getting pretty strong. Years teaching: 8 years high school art teacher, with Armadillo consulted her showing her how to bring students to determine how Years in TCTA: 8 years creativity and her love of music best to use the money she and College attended: Texas A&M University to the classroom. Her mother, the school received as a 2022 Kingsville who taught Melinda in the third finalist in the elementary Rising grade, offered patience and Star category of the H-E-B Degrees/certifications held: Bachelor of Arts, compassion to her students Excellence in Education Awards. Master of Arts in music education; Music EC-12 and focused on building a The consensus: new instruments relationship with each child and audio equipment for the “so we all felt motivated to be classroom. successful in her classroom,” Armadillo said. She is also hoping to use this opportunity to be an “If you are able to truly reach a student, you will leave an advocate for music education, which has taken a hit during imprint on their heart that they will carry with them for their the pandemic, in part because the arts are a great way for entire life. I know that these memories and lessons passed schools to connect with the community. down by my parents are what help me to be the teacher I am “There’s a lot of joy in teaching. You just have to find a today so early in my career,” Armadillo said. place where you find that joy,” Armadillo said. “If you can’t Every school year, Armadillo gets a new keepsake box for find it, try to create it.”
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IN THE CLASSROOM
Helping Students Blossom EDUCATORS INSPIRE MAYELA CANALES TO FOLLOW IN THEIR FOOTSTEPS
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ayela Canales first arrived at McAuliffe Elementary School in McAllen ISD as a third grader struggling to read. Years later, after graduating from college, she came back to her elementary school for a photo shoot to mark the moment. Now, she’s a fourth-grade teacher at the same school being honored as a 2022 Rising Star by the H-E-B Excellence in Education Awards program. “It was all because I had great educators,” she said. Canales said her teachers in McAllen ISD were “amazing, loving, caring, and passionate about education,” but she singles out her third-grade teacher, Ms. Snelling, who taught her to read and “made sure that I did not become MAYELA CANALES another statistic.” There’s also Dr. Pitchford, the principal who started H-E-B Rising Star Elementary Finalist at the school when Canales was School: McAuliffe Elementary in McAllen ISD in fifth grade and then hired her as a teacher, and a stable of high Subject taught: Fourth grade, all subjects school teachers, counselors and Years teaching: 5 years administrators who cheered her on and made sure she was OK. Years in TCTA: 5 years They all made her want to College attended: University of Texas Rio become a teacher — she had been Grande Valley planning to be a doctor — so that one day she could be that lifeDegrees/certifications held: Master’s in changing person for a child just like Educational Leadership; Generalist EC-6 with her. a specialization in Bilingual Education Serving the community where she grew up is very special to Canales. It helps her connect with her students because classroom,” Canales said.
they can see in her the endless possibilities for their own futures. In turn, Canales said watching her students persevere and overcome difficult circumstances keeps her motivated. “Hands down, without a doubt, what I love most about teaching is seeing my students blossom and grow and seeing what they are capable of if they put their mind to it and care about their education,” Canales said. Canales’ students were downright giddy and full of big smiles when she was surprised with the news that she was a finalist for the H-E-B award this spring. “These kiddos saw that finalist announcement as their very own. It truly was,” she said. “I would not have been able to get to this point without each and every one of my students. It shows them that taking a long shot can get you to incredible places.” All of the prize money has gone back into classroom resources and some special whatnots that made the students’ last weeks of the school year memorable. Canales acknowledges that teaching and caring for these children can be pretty consuming. So she focuses on taking care of herself and her family, including her own little girl. “I want to be the teacher that I want my daughter to have in the
ABOUT H-E-B’S EXCELLENCE IN EDUCATION AWARDS H-E-B celebrated the 20th year of its Excellence in Education Awards in 2022. Through the program, H-E-B says it “pays tribute to educators who go the extra mile each and every day to serve their students and communities and who inspire others to do the same.” Nominations for the 2023 awards are being accepted now at www.heb.com/static-page/ excellence-in-education-awards. The photos on pages 10-13 are courtesy of H-E-B. TCTA member Jennifer Johnson, a statewide finalist in the secondary Lifetime Achievement category, could not be reached by this issue’s deadline. Summer 2022 | THE CLASSROOM TEACHER
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Voice of Encouragement ELEANORE MALONE FOCUSES ON SUPPORTING STUDENTS
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rowing up in Marshall, Eleanore Malone spent a lot of time with her extended family. Her aunt was a teacher, her uncle a coach, and Malone enjoyed being with her cousins while her parents were at work. “My aunt would let me sit at the table and drink coffee, and I would color while she graded papers,” Malone said. Even though her large family includes several educators, Malone didn’t set out to follow in their footsteps. Her decision to teach came later, after a rough year when her daughter missed a lot of school due to asthma. Feeling like the teacher cared more about her daughter’s time away from class than about her health, Malone decided to get certified. She vowed to always treat her students with empathy to ensure none of them ever felt like her daughter did that year. She’s kept that promise for 16 years, making her classroom a place where students feel supported. “They all become my children,” Malone said. Treating students like her own children came naturally because she had great examples, including the late Doris Nelson, whom Malone affectionately called Dear Dear. Nelson taught Malone’s mother and uncles during her 40-year career as an educator in Jefferson ISD. Malone spent most of her spring and Christmas breaks with Nelson, who passed away in June. “My tribute to her will be to continue to teach and treat the whole child and expose them to as many real-world experiences as I can,” Malone said. Starting her career at Mamie Griffin Elementary in Tyler
Eleanore Malone, back center, with TCTA member Delia Holman, MarTina Andrews and RoChanda Holman. 14
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A young Eleanore with one of her role models, Doris Nelson. ISD, Malone spent 13 years at the school teaching first, second and fourth grade while raising two daughters. She moved to Boulter Middle School two years ago to teach Texas history and athletics. In 2021, she left Tyler ISD for a job in nearby Chapel Hill ISD, teaching teen leadership along with PE, athletics and coaching at Chapel Hill Junior High. This year, Malone will be teaching freshman seminar at Chapel Hill High School’s Freshman Academy. The new program aims to help students prepare for college and careers. Through “enriching opportunities to foster academic and intellectual growth,” teachers hope students will “gain skills and confidence that will positively impact them in high school and beyond.” Malone welcomes the opportunity to support and influence a new group of students. “One of the most challenging things for me as an educator is to see a child give up on themselves and tell me that they’re not going to college,” she said. “I try to be that voice of encouragement they need to help show them that no matter what you have been through, you always have an option. I have a few of my students that come and see me first thing in the morning just to get a hug and talk.” She’s also excited about her role as TCTA’s 2022-23 state president even though she knows many challenges are ahead for educators.
Eleanore Malone with her parents, Claude and Bonnie Andrews, and daughters Stacey and Shelby Malone. “Despite what you’re going through, you’re not alone,” not turned in an assignment or to remind her about a meeting. Malone said. “I see many positive things being done in “She hated me at first,” Malone said. “But she told me that different districts and I want to be a part of helping teachers’ because of me fighting for her son, he received additional voices be heard.” skills he needed to be successful as a student.” He graduated School safety is foremost in her mind right now. from high school and is now enrolled in college. “Many districts don’t have the resources they need to Another student wrote Malone a letter thanking her for upgrade their schools without passing bonds because these being a great coach. “Thank you for encouraging me, making are older facilities. Also, many don’t me laugh, helping me try my best, and have enough qualified security on staff,” so much more,” the student wrote. “I Malone said. hope you know you changed my life in so She also wants to see districts get more many positive ways, and I will be forever resources for counselors to help students thankful.” with mental health. “Many counselors She also influenced her daughters to are being pulled to help with lunch duty, achieve their dreams: Stacey is a teacher state testing and other issues that take up and coach in Austin, and Shelby is a the time they need to help students.” student at the University of Houston. Finding ways to retain teachers is When she’s not working, Malone another challenge. loves spending time with her family and “There was a young teacher this year friends. “I like to go fishing with my dad who went to work at one of the prisons and tubing with my daughters. Also, I because it paid more and it was less love to go shopping with my mother.” stressful,” Malone said. She also considers TCTA family. She thinks supporting teachers will go Malone joined Tyler CTA the same week a long way to make the profession more she started teaching. “Lisia Hampton Eleanore Malone and Lisia Hampton attractive. represented Tyler CTA at a TCTA convention. [a longtime TCTA leader and former Part of that support should come District 7 director] was one of my from fellowship with other teachers in organizations like mentor teachers and explained to me the importance of being TCTA. Malone said she’s made lifelong friends who always a member as a teacher.” offer encouragement and advice when she needs it. An active member for the past 16 years, Malone plans to Her tenacity and passion for TCTA mirrors the example pay the support she’s received from TCTA members like she sets in her classroom, inspiring students to do their best. Hampton forward with the next generation of teachers. She Not too long ago, the mother of a second grader Malone encourages others to do the same by talking with colleagues taught early in her career reached out on Facebook. “She to share the importance of belonging to an organization that thanked me for being a teacher willing to fight for her students.” supports teachers’ best interests. “We need to let them know Malone often called the woman to tell her that her son had our ‘why.’ ” Summer 2022 | THE CLASSROOM TEACHER
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Seeking Solutions
TEXAS LOOKS FOR WAYS TO IMPROVE SCHOOL SAFETY AFTER ANOTHER MASS SHOOTING TCTA MEMBERS ON SAFETY Regarding student mental health:
69% 60%
think schools need more counselors and/or should free up more time for counseling services for students think enhanced social-emotional learning programs could be effective at preventing school shootings
Regarding campus behavioral threat assessment teams’ ability to identify students who pose potential threats:
70%
are not aware of their school’s behavioral threat assessment team
Regarding “school hardening” strategies:
69%
think strategies such as limiting entrances and exits and employing metal detectors make schools safer
What should be done to keep students and teachers safe? “Administration should be transparent about threats to teachers. Students that pose a threat to teachers should be taken out of that teacher’s classroom. Teachers should be given the same protection that students are given when threatened.” “Teachers and staff should have ID badges that can be used to enter the building. The doors should be kept locked at all times. This includes the door to enter the front office. There should also be a fence to enclose a path to the classes that are in other buildings such as the gym. This will keep people from walking onto campus.” “We need to use our school counselors as counselors, not testing coordinators or for other school duties. The counselors need to be able to spend time talking with students, going into classrooms and providing mental health lessons, and being available any time during the day for students and teachers.” “More support in dealing with behavioral issues from students and parents, including verbal threats.”
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nfortunately, we’ve been here before. A tragic school shooting takes the lives of innocent children and teachers. A community mourns and looks for answers to understand why it happened. And state leaders vow to prevent it from happening again. In the aftermath of the May 24 shooting at Robb Elementary in Uvalde, Texas lawmakers have begun discussing how to protect students and teachers and reassure parents that their children will be safe at schools. It’s unlikely that Gov. Greg Abbott will call a special legislative session to address school safety issues before the next regular session begins in January. Instead, state leaders have been scrambling to put additional resources into existing mental health programs for children as well as equipment for law enforcement, committing $105 million in a late June announcement. Education Commissioner Mike Morath assured lawmakers in June that all 340,000 exterior school doors would be checked before the next school year, and Abbott directed the Texas School Safety Center to conduct “in-person, unannounced, random intruder detection audits” to test access control measures at schools around the state. “The state must work beyond writing words on paper and ensuring that the laws are being followed; it must also ensure that a culture of constant vigilance is ingrained in every campus and in every school district employee across the state,” Abbott wrote. Abbott also underscored the importance of the iWatchTexas reporting system, which was created in the wake of the 2018 school shooting in Santa Fe. Suspicious activity can be reported at iwatchtx.org, through the iWatchTexas mobile app, or by calling 844-643-2251.
EARLY DISCUSSIONS BY LAWMAKERS
The May 2018 shooting at Santa Fe High School prompted the Texas Legislature to invest in school security as well as several child mental health programs. Despite early discussions about enacting red-flag laws and other gun control measures, there was no appetite to adopt such policies when the Legislature convened in 2019. This time around, it appears that gun control proposals are still off the table in Texas — though President Joe Biden recently signed into law bipartisan federal legislation to close some gun loopholes and strengthen background checks for gun buyers under 21. Early legislative hearings are focusing heavily on the law enforcement response in Uvalde as well as the implementation of laws passed after the Santa Fe shooting, including the
TEA UPDATES RULES ON EMERGENCY SCHOOL DRILLS AND ACTIVE THREAT EXERCISES
In response to Senate Bill 168, TEA released two sets of final rules for emergency school drills and active threat exercises that go into effect June 26. The rules regarding best practices for conducting emergency school drills include stipulating that mandatory school safety drills do not include persons acting as active aggressors or other simulated threats and a list of suggested drill and exercise design elements. The rules also specify the frequency with which each type of drill must occur. The rules for active threat exercises include requiring that school districts provide and post notice of upcoming exercises at least two weeks prior to the exercise. Schools also must make an audible announcement over the campus public address system to signal the start of the exercise, noting that it is only an exercise and not a real emergency. Read more at tcta.org/latest-education-news and filter by category for School Safety.
creation of the Texas Child Mental Health Consortium and the School Safety Allotment. One program offered by the Texas Child Mental Health Consortium taps the health care expertise at Texas universities to work with school districts and connect students with mental health professionals through telemedicine — if a parent consents. Lawmakers are discussing how to accelerate the expansion of that program, which was not yet available in
Uvalde at the time of the shooting. The School Safety Allotment provided state funding to school districts to pay for school hardening and other security measures. The initial $100 million appropriation for the School Safety Allotment came out to $9.72 per student, which provided $69,000 to Uvalde CISD. Potential changes include increasing the allotment and expanding how it can be used. In the Texas Senate, the Special Committee to Protect All Texans — formed in response to the Uvalde shooting — held two days of hearings in late June to discuss school safety, mental health, social media, law enforcement training and firearm safety. “Protecting our schoolchildren is the most pressing issue facing our state today,” said Chairman Robert Nichols, R-Jacksonville. Nichols noted that the Legislature has previously dug into school safety issues, particularly in the wake of the Santa Fe school shooting in 2018, but “clearly it has not been enough.” As lawmakers discussed how to prevent such tragedies in the future, some zeroed in on addressing teacher concerns about discipline problems in the classroom. Sen. Charles Perry, R-Lubbock, questioned multiple witnesses about the lack of administrator support for teachers, pointing out that behavior issues hinder the education of the other students in the classroom. In response to questioning from lawmakers, Commissioner Morath conceded that administrators often tell their teachers not to refer students for student discipline to reduce the numbers reported to the state. TCTA is working with key legislators to help maintain or expand teacher authority in addressing discipline matters. Sen. Royce West, D-Dallas, said the key consideration for the Legislature must be whether parents believe their children Continued on page 18 Summer 2022 | THE CLASSROOM TEACHER
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TCTA MEMBERS WEIGH IN ON SCHOOL SAFETY Which of the following school safety measures do you believe have been or would be the MOST EFFECTIVE at improving security at your school?
944 | Increased presence of school resource officers and/or district police at my school 872 | Better access to mental health services 853 | Additional school security equipment (alarms, metal detectors, etc.) 784 | More counselors and/or more time spent on counseling services 678 | Established behavioral threat assessment teams 604 | Enhanced social-emotional learning programs 601 | More trained/armed school marshals/guardians 488 | More training and safety drills (Note: The 1,507 respondents who answered this question as of June 26 could select as many options as they wanted.)
Continued from page 17 will be safe in schools. He added that the needs of teachers must also be front and center in the school safety discussion. “We must reassure the teachers that we’re not going to ask them to be armed guards,” West said. “But what we’re going to do is to make certain that when they’re in the classroom, they’re focused with laser certainty on teaching our kids.”
SUPPORT FOR MORE COUNSELING
In a TCTA survey conducted in June, there was little consensus among members for further arming teachers and other gun-related policies. More than 1,500 TCTA members responded to the survey that focused on different approaches to school safety that are being explored by the Texas Legislature. The results will inform TCTA’s policy suggestions and testimony before legislative committees. Just under 40% of survey respondents said they did not feel safe on their campus and almost two-thirds of all respondents reported that they would feel safer with increased law enforcement presence. Similarly, 69% agreed that school hardening, such as metal detectors and limiting entrances, makes schools safer and most did not believe such measures would harm the learning environment. There was also strong support for additional school counselors and allowing them more time to provide counseling services to students. “We need more counselors/mental health individuals to work on our campuses and train staff to be able to identify those individuals that ‘fly under the radar’ and to identify them and get the help that they need before situations like 18
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Sandy Hook and now Uvalde happen,” one respondent said. The survey also showed that more work is needed to inform teachers about the behavioral threat assessment teams that were mandated as part of the 2019 legislation. The campus-based teams are tasked with identifying individuals who may pose a threat and intervening, but 70% of survey respondents were not aware of their campus team. Another 16% said their team was not effective at identifying students who pose a potential threat. One survey respondent said when asked what more could be done to keep students and teachers safe: “We need it all.” “We have to be safe and secure before any learning can take place,” the respondent added. “This should be everybody’s HIGHEST priority in terms of funding. Enough innocent lives have been lost. This needs to stop now.”
Fix a ‘Broken System’ EDUCATORS HOPE THE TEACHER VACANCY TASK FORCE HELPS STATE FIND SOLUTIONS
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fter 31 years in Central Texas public schools, middle school teacher Michelle Pickard opted to retire in May — about five years earlier than planned. A number of factors contributed to Pickard’s decision to retire early, including student discipline issues and the lack of support from administrators. But she said the financial reality of teaching hit her hard when her husband died several years ago. “I’m still in love with teaching, and I love the kids,” said Pickard, who joined TCTA in 1991. “Our system is broken. I just can’t do it anymore.” It is too early to determine how many other teachers across the state have chosen to leave the profession after another chaotic school year. But teacher attrition statewide was notably higher this past year when compared to the pre-pandemic period, and the production of new teachers is not keeping up, according to TEA figures. Individual school districts are reporting alarming rates of departure. In Austin ISD, for example, the number of teacher resignations after this school year was 30% higher than last year, according to the Austin Chronicle. Gov. Greg Abbott directed TEA in March to create the
Teacher Vacancy Task Force to examine the issue and develop recommendations for the agency as well as potential legislative changes. “The ongoing and increasing shortage of full-time and substitute teachers in schools across the state demands a thoughtful, creative conversation to develop strategies to attract, train and retain the teachers our students need,” Abbott wrote. Whether the task force will produce solutions that address the actual problems is yet to be seen. In a March statement, TCTA Executive Director Jeri Stone pointed out that the focus of the task force seemed to be on the needs of school districts, rather than educators and students. “That allows state leaders to avoid the fact that teachers are leaving due to poor working conditions, low pay, a lack of support from administrators and hostile political rhetoric directed at teachers for simply doing their jobs,” Stone said in her statement. “All of it has sapped the joy out of teaching for so many talented, experienced educators. The best way to determine how to keep qualified teachers in the classroom is Continued on page 20 Summer 2022 | THE CLASSROOM TEACHER
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Continued from page 19
NO MORE PATCHWORK REPAIRS
The Southern Regional Education Board, which works with Texas and 15 other states to improve public education, to ask them what they need and show them the professional recently noted in “A Blueprint to Solve Teacher Shortages” respect they deserve.” that this crisis demands much more than a quick fix: “At the statewide level, many solutions are short-term HOPING FOR ACTION at best — marketing campaigns, licensure test waivers, The task force got off to a bumpy start. emergency certifications, retiree hiring, small pay raises, The initial composition — only two teachers among the one-time bonuses and the like. Some immediate response 28 appointees — prompted a public backlash, leading TEA strategies, like allowing more uncertified teachers in the to expand the group with additional teachers to create parity classroom, result in lower quality instruction for students. with administrators. The full complement of 52 appointees District policies and practices play into the equation as states met for the first time in early June. navigate which short- or long-term strategies to employ. “Teachers are the single most important school-based Patchwork repairs are not solving our leaky pipeline problem, factor affecting student outcomes,” Education Commissioner nor are they attracting new talent.” Mike Morath said in a statement The SREB blueprint calls for announcing the additional members. a “renovation” of the teaching “And the Teacher Vacancy Task profession “to attract and retain Force will further ensure our ability an ample, high-quality and diverse to provide the best guidance, support, teacher workforce.” and resources to help schools find Improving teacher training to and retain the teachers they need reduce the churn of new teachers for all their students. Having these has been a key focus of education two-dozen additional perspectives experts working on this issue. from a diverse and talented pool of “We know that the quality of Texas classroom teachers is going teacher preparation is one of the to immensely benefit the important most important predictors of considerations before the Task student success. At the same time, Force.” Texas continues to see a mass exodus TCTA member Jean Streepey, of teachers leaving the profession who was one of the initial teacher for a host of reasons — poor pay, appointees, said she’s glad that challenging teaching conditions, people pushed for greater teacher and lack of support and career representation on the task force. She’s development — putting pressure also encouraged that TEA responded on teacher preparation programs to the criticism, and the agency has to respond to the shortage,” Dr. — SOUTHERN REGIONAL now put together a group that better Charles Martinez, dean of the reflects the state and the differing EDUCATION BOARD University of Texas College of perspectives around these issues. “A BLUEPRINT TO SOLVE Education, wrote in a recent report The root causes of high teacher comparing teacher preparation TEACHER SHORTAGES” turnover were issues long before the pathways. pandemic, but the repeated COVID The most cost-effective way to disruptions exacerbated the challenges. And teachers also have manage the teacher vacancy crisis is to keep highly qualified, a lot more professional options than they did in the past. experienced professionals from leaving. Streepey said teachers want to stay if policymakers can
“At the statewide level, many solutions are shortterm at best. ... Patchwork repairs are not solving our leaky pipeline problem, nor are they attracting new talent.”
work with them on these challenges, such as working conditions, pay structure and public support. And people are listening now about how to do that. Valerie Haywood, a TCTA member from Bastrop ISD, had been following the media coverage around the task force and thought her master’s degree in organizational development and training might be of use in those discussions. When TEA opened the appointment process, she nominated herself and was selected after an extensive interview process. Haywood said there are a lot of skeptics of the task force, even among the appointees, but she is keeping an open mind for now. “My hope is for action,” Haywood said. 20
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TCTA’S TAKE
TCTA has urged members of the task force to examine the factors contributing to teacher dissatisfaction and develop recommendations that keep quality teachers in the classroom, in particular the role that pay and benefits play in this crisis. The task force itself cannot mandate a pay raise for teachers nor reduce the exorbitant out-of-pocket health insurance costs paid by many. That responsibility lies at the feet of the Texas Legislature and school boards across the state. However, the recommendations of the task force are expected to carry weight with policymakers as they prepare for the 2023 legislative session that begins in January.
Leading By Example JEAN STREEPEY PLAYS BIG ROLE IN TEACHER POLICY DEBATES
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CTA member Jean Streepey has unexpectedly landed in the middle of some of the biggest discussions about education in Texas right now. In March, Streepey was named to TEA’s Teacher Vacancy Task Force — one of only two teachers appointed initially. And after serving on the State Board for Educator Certification since 2020, she was recently elected by the board members to serve as the chair. “Being the chair is a huge honor and opportunity for sure,” said Streepey, a STEAM coach in Highland Park ISD. “It’s a great opportunity to help the teacher voice at a time when we need that teacher voice.” Streepey, who has both a bachelor’s and a master’s degree in business administration, worked in finance and accounting in a variety of roles before going back to school to get her teaching certificate. She later earned a master’s degree in educational leadership and policy from the University of Texas at Arlington. Her decision to go into teaching stemmed from her experience as a parent, diving coach and school volunteer, where she had seen the difference a good teacher could make in the life of a child. Now as a teacher, she feels a sense of purpose that was lacking in her previous career. “In this (career), every day something important happens with kids,” said Streepey, who added that she loves the energy and sense of hope that come from the students at school. After completing her student teaching in Dallas ISD, Streepey started as a long-term substitute in Highland Park ISD and then took a full-time position as a middle school math teacher in 2005. For the coming school year, she’ll be
teaching business leadership and design at the high school in addition to her coaching work. Nine years after she started teaching, Streepey was named the Region 10 Secondary Teacher of the Year by the Texas Association of School Administrators. In 2019, she earned the Presidential Award for Excellence in Mathematics and Science Teaching. It was on a trip to Washington, D.C. to receive the PAEMS award when Streepey met teachers from all across the country and realized “we were all having a lot of the same challenges.” She decided to get more involved in state policy as a result and applied for an appointment to the State Board for Educator Certification in 2020. During her term, SBEC has been grappling with a host of contentious issues, including new rules for contract abandonment and proposed changes to the teacher certification exam. As a member of the Teacher Vacancy Task Force, Streepey has been tapped to lead the working group on educator preparation along with the Lampasas ISD superintendent. The working group is focusing on issues such as teacher quality, high-quality mentoring and supports for newer teachers. Streepey said she’s encouraged by the discussions of the task force, which had its second meeting in early June after TEA added more teachers to create balance with the administrators. It’s such a critical time in education and teachers need to be at the forefront of the discussion about how to move forward, Streepey said.
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LEGAL NOTES Continued from page 7 performance results. Discrepancies between appraisal scores and student performance could invalidate district data and cause Texas Tech to reject district recommended designations.
Portability
A teacher retains their designation when moving to another campus or district. Designated teachers can increase their TIAs by changing districts or campuses. For example, if a district pays a designee 65% of the TIA, the teacher could move to a district that pays the designee 90% or more of the TIA. Minimum allotments adjust upward based on a campus designation as rural and on student
socioeconomic data. A teacher could increase a TIA by moving from a wealthy urban campus to a rural campus with a significant low socioeconomic tier.
Recommendations
As districts develop plans, they should include teachers on the committee. There are critical points in plan development for teachers to watch. For example, until House Bill 1525 passed in 2021, teachers were required to hold active Texas teacher certification to be eligible for TIA. If an underlying tenet of the local plan is to value the profession of teaching, then whether the local plan should apply only to certified teachers is something that should be examined. An important detail is the size of
the student pool used to assess teacher performance. Class sizes can fluctuate. If a plan states that student performance data is drawn from a pool of 25 students and a teacher teaches only 22 students, the teacher will not have sufficient data to receive a designation. That is a detail that teachers on the committee can correct. Teachers on the committee can also recommend that the district’s spending plan pay earned TIA compensation to teachers who resign or retire at the end of the year. This article is for information only and is not a substitute for legal advice. TCTA members with questions about TIA or other job-related issues should call the Legal Department at 888879-8282 to speak with a staff attorney.
WASHINGTON WATCH Continued from page 8 pandemic. While the pause has been extended several times, as of press time, student loan repayments will begin again in September. The Biden administration also is considering a plan to offer $10,000 in student loan forgiveness to individuals making less than $150,000 per year. There has been pushback by Republicans on this effort, pointing to Biden’s lack of constitutional authority to do so, and some Democrats argue
that the amount of loan forgiveness should be higher. A decision is expected before the repayment pause expires on Aug. 31. Education Secretary Miguel Cardona said in June that USDE would be “ready to roll” with whatever Biden decides. To apply for the waiver or to learn more about whether your student loans may qualify, go to https://studentaid.gov/pslf. This article is provided by Van Scoyoc Associates, TCTA’s retained lobby firm in Washington, D.C.
PLANNING AHEAD Continued from page 9 like these: Should I put money into an annuity? Should I take a lump sum distribution of my TRS account to try to boost my Social Security benefits? Should I waive my health insurance and get onto my husband’s plan? Should I buy a Medicare supplement? These are situations in which you are asking for advice — and that word is the key to your information gathering. You need an advisor. TCTA can’t provide financial advice, nor will TRS or Social Security. These are, however, places you can go for information. If you call TRS and ask, “Should I retire now?” they won’t answer that question. But they can tell you if you’re eligible, what benefits you 22
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would be entitled to, what your insurance options are, and more. A Social Security representative can talk to you about how you will be affected by the Government Pension Offset or the Windfall Elimination Provision. TCTA can give you some information on the state and federal regulations that might apply to you, and suggest some questions that might help you get the best information when you’re talking to TRS and SSA. A financial advisor can be a welcome relief when you’re struggling to navigate the world of investment accounts, retirement benefits and insurance plans. If you are on the hunt for an advisor, this may be a place where your friends can help, as word of mouth can be a useful way to find someone who is experienced in teacher-specific issues.
If you don’t know who to ask, there are online search tools — even Google is a reasonable place to start — that can guide you to financial experts who have experience working with educators. One thing you may wish to consider is a certified financial planner. A key advantage of this certification is that it requires the advisor to be a “fiduciary” — someone who must act in your best interests and avoid conflicts of interest (such as selling you a lesser quality investment product because they will earn a higher commission from it). With so many online and conferencing options available, you may not even need someone local. But it would be wise to stick with an advisor in Texas as they will be more familiar with the intricacies of state laws and TRS policies.
EXECUTIVE DIRECTOR’S MESSAGE Continued from page 2 is scheduled to convene in January. Our top priority will be finding the most effective ways to let them know what kind of help you need, and which so-called fixes will just make the mess worse. Until then, I want to meet as many of you as possible through our summer workshops and any local or regional meetings I can attend. I’m excited to get started on this new school year with our hard-working state and local leaders, and our inspiring members. TCTA benefited so much from the calm and steady hands of former presidents Twila Read and Sherry Miller during the heights of the pandemic, and our new state president Eleanore Malone (learn more about her on page 16) is a go-getter who is looking forward to a productive year. Tell us more about what we can do to support you! Before I close, I need to say a few things about our departing executive director, Jeri Stone. She has resisted any formal attempt to honor her, but she no longer has control over this column, so I get to say my piece here.
Jeri has been at the helm for more than 40 years, and it’s hard to imagine TCTA without her. Fortunately, she’s sticking around a while longer as a senior consultant on some major projects, and we talk on a near-daily basis. The overarching lessons I’ve learned from Jeri that will guide my work for TCTA every single day are: 1. Make decisions based on what’s best for our members. Sometimes it’s tempting to take an easier route, or to go along with what other groups are doing, or to try to appease a powerful lawmaker. But we have never been led astray when we come back to this principle. What’s best for teachers? Let’s do that. 2. Take care of the staff. Hire good people and do what it takes to keep them there. Wouldn’t you love it if you had a boss who insisted on excellence and expected peak performance, and supported and helped you along the way? Who cultivated good employees and found ways to utilize their best attributes? That’s the kind of boss Jeri has been, and the longevity and quality of our staff speak to her success. Jeri, it’s been double great. We’ll talk tomorrow.
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