These get worse and worse every time you hear them. The victims get younger and younger and the shooters more and more alarming. This time it was a six year old that purposefully brought a gun to school and opened fire on his teacher. She survived the shot and hopefully will make a full recovery. Who knows if the 25 year old first grade teacher will want to teach again. These stories involve the worst parts of our collective humanity and yet they involve incredible acts of heroism. The victim had the presence of mind to successfully get most of the class outside the classroom. When she saw that she didn’t get everyone she went back for the rest. She deserves all of the medals and honors that any of us can bestow on her.

I began teaching in 1997. I was a mere 23 year old teaching kids as old as 18 and 19. Looking back, I shudder at how inept I was. I knew the material and did the best I could to deliver it, but nothing prepared me for the challenges teachers encounter every day. Over the years, I have had numerous successes and numerous failures. Yet, there was never a time when I seriously thought one of my students would want to hurt me. I certainly think some of my ex-students were capable of hurting others. I even had one student I worked with that was charged with murder. I’m not sure how that case is doing at this point.

No one goes into education expecting to make millions. My parents would regale us with stories about how they sold glass bottles back to the store to scrape the pennies necessary to buy groceries. Movie theatres would give them discounts and other businesses would as well. It was just understand that teachers would struggle. This is one of those deals where people in both parties talk about how teachers should make more. Obviously, some think we get enough already. I live a comfortable life. I could complain, but I really shouldn’t and can’t with any intellectual honesty. I’m not turning down more money, but money is not the biggest area of concern.

The biggest area of concern is how a six year old can get their hands on a 9 MM handgun and why they would feel the need to shoot their teacher. The rhetorical questions have answers, but none of them are satisfying. The other area of concern is to somehow reconcile the reverence people have for teachers and yet people outside the classroom interject their values and prejudices into it. Either you trust us with your kids or you don’t. I don’t think any kid really wants to shoot me, but I also don’t give them any reason to do it. Some teachers are more confrontational. Some teachers are more strict. That’s not my job, so I’m fortunate. Those teachers may have to be those things because it ultimately helps the kids in the end. I wouldn’t be foolish to say every teacher has the best interest of kids at heart. It’s an indefensible statement. Yet, that is the default position until proven otherwise.

We don’t need door control. We don’t need a cop in every hallway. We don’t need to wear bulletproof vests or arm the staff. What we need is common sense measures that will keep a six year old from having a 9 MM in his possession. It’s just one area where the rest of the world looks our way and scratches their head. We know what’s causing this and we know how to stop it. That’s only if we are being intellectually honest.

My last piece did not have concrete suggestions for how to improve education and how to make life better for teachers. So, I should go through my credentials first. This is my 25th total year in education. I have taught Social Studies and English in high schools and intermediate schools. I have taught in public and private high schools. I was also an elementary counselor for a few years. I’ve spent the last ten years as a special education teacher, support facilitator, and case manager. I haven’t done it all, but I’m close.

1. No more STAAR and any other state equivalent.

As George W. Bush once said, “is our children learning?” The idea behind standardized testing is okay in theory. We want to know if we are teaching the same stuff and if our students are learning that stuff. Using a company to complete that exam is wasteful spending (to tune of well over a billion per state). Not only that, but these tests take four and five hours. This is especially cruel at the elementary level. You aren’t measuring reading skills, writing skills, or math skills. You are measuring endurance.

Most districts have instructional coaches or what we call instructional specialists. They can write local exams for the district.  These tests would measure those same things but in far less time. If I can sit for a test for 30 minutes to an hour then the chances of me concentrating throughout that entire increase geometrically. What most citizens don’t get is how many days we lose to these exams. You have four different days lost to five STAAR exams. You have a mock exam for each one of those as well. That’s another four days. Then, each class has common assessments usually once a six weeks on average. There are six days right there in that particular class. Then, you get the SAT and PSAT. Seniors will take something called the TSIA. Last year we took a field test for the STAAR that lost us another couple of days. Look up and you are losing a month. That doesn’t even count the days where we specifically cover STAAR strategies.

2. Let Educators Write the Curriculum 

For a brief moment let’s ignore critical race theory and issues specifically related to social studies. Focusing on Texas for a second, we have stuff we call Texas Essential Knowledge and Skills (TEKS). Each course has over 20 with some as many as 30. How in the hell does anyone expect to adequately address all of those thoroughly in a school year? Remember, we are losing a month to standardized testing. We miss more class time with lockdown drills, fire drills, shooter drills, and all of the other nonsense that normally occurs.

Teachers have been trained to identify those things which we would call “power standards.” In other words, they are non-negotiables that we want every kid to know. Each course will have between 6 and 12 of those a year. Focusing on those allows each kid to demonstrate mastery and people to grow up actually knowing and understanding things. Collectively we know a lot about how people learn. We know what they need to know and what is more trivial. We’ve been trained to do this. Let us do it. You don’t call a carpenter to fix your toilet. You don’t go to a podiatrist to remove your appendix. Politicians don’t know what we do. They may have reading skills, writing skills, and math skills but they don’t understand how you effectively teach this to children. Don’t tell us what to teach. Don’t tell us how to teach it unless you happen to be an expert.

3. Pay Veteran Teachers More

This will be an unpopular opinion, but rookie teachers are fairly compensated. I mentioned this yesterday, but I get less than 15,000 more than a rookie teacher 25 years in. I have a masters degree and a special education stipend that augments my salary. The “steps” between years end up being about 600 dollars a year. When I get to year 25 in most districts I no longer get steps. In short, the difference between me today and me when I was a rookie is night and day. I knew a lot about my content but I knew very little about how to get that knowledge to the students. Furthermore, there is a ton of accumulated wisdom that has nothing to do with teaching directly, but makes me far better at my job.

If a teacher gets a masters in their teaching field I would give them an extra 5000 a year instead of just one. I would double the gap between steps. Teachers normally bail before their fifth year. I’d give bonuses at five year intervals to reward teachers for staying. In short, you want wiser and more experienced teachers. Youth and enthusiasm is great, but we need teachers to stay. They will stay if you reward them with something more than jeans days and breakfast tacos in the lounge.

The headlines create the kind of stir you want. As they always say, the devil is in the details. The goal of modern journalism is to get more eyeballs and clicks. Oh heck, who I am kidding? That has always been the goal of journalism. As we were told in school, “if it bleeds it leads.” Well, I would suppose race-baiting is a close second there.

The Oak Park and River Forest administrators (Chicago) have decided to change their grading system. The operative phrasing that catches the eye is that they will make allowances for skin color and the ethnicity of students. Of course, without getting into the details of the report we have no idea of what this actually means.

In the “do your own research” era of our culture we are left with probably the least amount of actual scrutiny possible. Most will watch a video on YouTube, do a quick Google search, and call themselves experts on reverse discrimination. Clearly, school officials are reacting to inequities they see in student achievement. Of course, the question is whether the changes proposed will make things better or worse.

What I can do is acknowledge what I have seen in 24 years in education. That involves the difficult process of taking a giant step back to avoid the “back in my day” portion of the proceedings. All of us walked five miles to school, in the snow, uphill and uphill both ways. We had to beat off grizzly bears with our Trapper Keepers, and we always got docked for late assignments and were ever kept at bay with the fear of the dreaded zero.

One of the barriers to progress is the memory of how “tough” we had it. That toughness was always seen as an important rite of passage. It was something we needed to learn to be fully functioning adults. It taught us responsibility. It matured us. It made us who we are. Then again, maybe that wasn’t the best way for us to learn. Maybe there was a better way to do things. Maybe a different way would actually measure learning more accurately.

Education (like most other fields) evolves slowly over time. Over the course of those 24 years, I have seen education evolve from assessing zeroes and taking off points for late work, to simply grading for mastery. Students can retake tests to demonstrate mastery. They are not assessed penalties for late work. Absences matter less and less. We have students that miss 20, 30, and sometimes 40 days that somehow get credit anyway. They get that credit if they demonstrate mastery.

Is this a good thing? That is the ultimate question and it is a loaded question for those in the profession. Older teachers remember the days when students were docked for missing school and missing assignments. They were docked for tardies and dress code violations. They were docked for disrupting class and other minor infractions. Docking in all of these scenarios felt like the right thing to do. How else will someone learn responsibility?

This is obviously open for debate. We want students to learn responsibility and become fully functioning adults. We also want them to master the content we teach them. The question is whether these two things should be married together. It sounds like this is what the schools in question above are aiming to do. They are aiming to make sure that student achievement is separated from student behaviors. Clearly, that’s not the way we were brought up. Sometimes we just have to learn to accept that and move on.

I first saw it on my Facebook feed. I belong to one of those somewhat politically active teacher groups that’s ultimately a place where teachers can safely complain. It’s the end of the year, so there will be a lot of complaints. This year feels kind of different and it was hard to put my finger on it, but I think I noticed it when this story popped up.

I really didn’t take notice until I saw it on a different news source. It’s not that the teachers on social media lie. However, they are subject to hyperbole every now and then. However, more than one source has verified it, so I get to bring it to you.

For those that don’t want to go down the rabbit hole, essentially the bill proposes outlawing the teaching of anything deemed anti-religion and allows for parents to be able to pull books from the bookshelves that they deem to be offensive. The kicker was the following,

“Teachers could be sued a minimum of $10,000 “per incident, per individual” and the fines would be paid “from personal resources” not from school funds or from individuals or groups. If the teacher is unable to pay, they will be fired, under the legislation.”

People at school seem to think I know how to write for some reason, so I primarily support English classes. We hold meetings once a week to make sure everyone is on the same page. Social studies classes are even worse. They teach via Power Point and all of them are on the same Power Point.

Earlier in the year we had to take a workshop on the “teaching of controversial topics.” Essentially, we don’t. It isn’t so much that we teach the Bible so much as not teaching anything at all. Far be it for us to actually hit a topic that would force students to think critically about anything at all. Fortunately, we aren’t getting sued in Texas quite yet, but I’m sure Greg Abbott, Dan Patrick, and the rest of the dream team will copy Oklahoma before too long.

I’ve been in education for 24 years now. With the way teacher retirement works, I am almost vested and simply am too far in to really do anything else. Many of my colleagues are not and are choosing to get out. This is different. Most of the time they simply have had enough of a certain campus or principal and want to go to a different campus. Sometimes a better opportunity just comes along. In this case, they are leaving education all together.

I promised myself a long time ago that I would never become one of those “back in my day” guys. Yet, here I am. When I started teaching history we had a rough timeline they wanted us to follow, but ultimately we had the autonomy to veer off the beaten path every now and then to hit a unit we cared deeply about. It’s what made teaching history fun. Everyone had their own time period they enjoyed teaching.

Seeing an entire hallway of history teachers on the same Power Point every day is just demoralizing. The only way I can make it through six or seven more years is to remind myself that it is about the students. Those relationships are crucial for their success and our sanity. We just have to watch what we say for now on.

There are moments when I simply have to put a story down and come back to it at another time. It seems in the estimation of our illustrious governor that I and my colleagues are regularly committing crimes against humanity. At least that was the implication of his latest letter.

I have to suspend disbelief for a moment and dedicate mental bandwidth to something that doesn’t deserve it. Essentially, the thought process is that children do not have the mental capacity to determine that they want to become a boy or girl. Therefore, a parent has to consent to any procedures that they may have.

If we further suspend disbelief we would have to come out and say what all of this means. It means that being transgender is a crime. So, what the governor expects us to do is to call Child Protective Services and tell them about the transgender students in our school.

This includes students that have nearly completed their transition and students in the beginning of the transitioning process. It assumes a world view where kids (or parents) wake up one day and just think, “I’d like to be a girl today.” Maybe dad was tired of watching John come in seventh at his track meet every week, so we’ll make John Jennifer and she will win the blue ribbons we’ve been expecting.

It ignores the truth about the transgender experience. It trivializes the transgender experience. I wouldn’t even begin to speak for anyone on this regard, but I can’t imagine it would be easy. It certainly isn’t something you dream up on a Tuesday and then go have the surgery on Thursday. It’s a difficult and painful process.

You spend more than ten years developing an identity of your child in your own mind and experience. You see them as a boy or girl. That identity comes with certain assumed experiences and they tell you they don’t see themselves the way you see them. It ignores the grief that must come when a parent comes to grips with the fact that their child needs to go through this transition to be happy. Your conception of them must die and rise up out of the ashes as something different.

So, what the governor and his cronies want us to do is to tell a government agency that what they’ve just done is a crime. We are supposed to report that student because their parents obviously don’t know what’s best for their child. We are calling another human being a crime. In case that didn’t sink in, it needs to be repeated. We are calling another human being a crime.

I hope I don’t have to spell this out, but I’m not doing that. Even if I for one second believed that being transgender was wrong or even somehow a sin against God, I wouldn’t dream of telling a kid that. Doing so would be absolutely cruel and would be antithetical to everything we should be about as human beings.

Of course, when we stop suspending disbelief we start to understand what this is really about. It’s about scoring cheap political points with a base that doesn’t need it. They don’t need their ego massaged. They don’t need to feel better about their bigotry. These kids deserve the love, respect, and kindness that Abbott is showing to his base. I’m sorry that they feel uncomfortable with the idea of transgender people. I don’t say this lightly, but they can go to hell if they think I’m about rat out a transgender kid just to make them feel better.

Turning a kid from a kid into a functioning adult is harder work than one imagines. At least, it’s harder than one imagines before they are tasked with the job. Life is full of firsts and each one brings its own interesting twists and turns. Yesterday, my daughter got her first high school tardy. For someone that hardly ever gets in trouble, it was a lot more traumatic than it needed to be.

That combined with a complaint about how much playing time she is getting on the volleyball team sets up the perfect template for a life lesson. The tardy wasn’t completely her fault. Somehow, they never are. The lack of playing time is not completely fair. I’ve been on the other end of that argument and I know it really never is.

The challenge for any parent is determining which (if any) of these situations to get involved in and which to let go as a learning experience. We’ve decided to split the difference. We offer advice on how to deal with the situation so she can get more playing time or get her tardy expunged, but ultimately she is going to have to do it for now. That may change if an adult doesn’t respond responsibly, but that rarely ever happens.

The question of whether to allow children to fight their own battles is an important one. It’s an important question that brings us to where we are right now. Millions of children grew up with helicopter parents. I know because I’ve taught a few of them over the years. Naturally, the reverse is also true. Many children grow up with absentee parents. That somehow fits more of the parents I’ve worked with.

Discovering that life is not fair is an important life lesson. Discovering that we have to do things that may not make immediate sense is also a life lesson. It’s a lesson that obviously needs to be learned based on what we are experiencing now. I’m fully vaccinated and yet I wear a mask at work. That combination doesn’t make sense to millions around this country.

Millions also don’t get the concept of inoculating yourself against a disease they cannot see. They may not know anyone that’s had it. If they do then they can excuse themselves because that other guy (or girl) is a lot less healthy than they are. Besides, their buddy at work told them about a new drug they can take that’s much easier than the vaccine. Sure, they have to go down to the feed store to pick it up, but that’s not a big deal.

The apple doesn’t fall far from the tree. Our children tend to reflect our values. They are a reflection of the values we raised them with. We are a reflection of our parent’s values. Even when we didn’t get along and cursed them under our breath we still unwittingly became them in many ways.

Yet, there’s a difference. Teachers especially know one thing to be true. We often remember the worst thing a teacher ever did to us and we vow that we will never ever do that to a kid. We may remember the worst thing our parents did. For many this became a shield to ward off life’s most unpleasant experiences.

Losing the big game turned into everyone getting a trophy. Not getting picked for the team became everyone participating at the YMCA and getting equal playing time. Getting stuck at a school that doesn’t fit me became school choice, charter schools, and magnet schools.

Then, there is the vaccine. We have become a victim of our own success. No one my age knows anyone that has had the measles, mumps, small pox, or polio. They hear stories from the old folks, but it becomes a “back in my day…” kind of thing and gets quickly tossed aside. So, it shouldn’t surprise anyone that many have determined they don’t need it. Except you hear stories every day about someone you know (or someone that someone you know knows) going to the hospital or dying. If only we had been forced to live through those difficult times maybe we’d turned out differently. Sometimes fighting your own battles is a valuable experience.