Transparency in Teaching (stuff)

As of 2025, 32 states, along with Washington, D.C. and Puerto Rico, have some form of school voucher or voucher-like program (such as education savings accounts or tax-credit scholarships). Seems that voucher programs are spreading across the US like hot TikTok influencer video, captivating, but ya better check your facts first! And I, unfortunately, don't think voucher programs will be retreating back into the Pandora's box of alternate education any time soon. So public school teachers and the folks that love and support them better take notice, because it's coming to a district near you. I fly solo in this quickie episode and bring you the latest on the biggest voucher program in the US so far. Texas, of course! Everything's bigger in Texas! I talk about how the program will run, how oversight will happen and the pros and cons of how this program may affect public schools. Does Texas get it right? Gotta hold for applause, for now.For a deeper dive into this topic, listen to episode 58 Public Money for Private School Choice: Who Benefits and Who Pays the Price (https://open.spotify.com/episode/2KplvYMJgMVy4wjaLnUyKw?si=dWYxKPsjTYqvqy0xw0w27w). Jen and I get in deep on the details of these programs and their consequences. Glad you stopped by for a "quickie" I hope it was as good for you as it was for me! Thanks for listening and thanks a bunch more for your support!

In this episode of Transparency in Teaching, host Anne sits down with Zach, a recent intern turned full-time educator, who opens up about the highs and lows of his first year in the classroom—all while adjusting to life as a new parent.Zach shares the realities of teaching, emphasizing that it's far more than a nine-to-five job. From building meaningful relationships with students to navigating the demanding workload beyond school hours, he offers an honest look at what it takes to thrive in education.Whether you're an aspiring teacher, a seasoned educator, or just curious about what goes on behind the scenes, this conversation provides valuable insights into the challenges and rewards of the teaching profession—especially in those pivotal early years.Tune in for an authentic, eye-opening discussion on the true nature of teaching!Leave us a comment! How did you like today's show? What were your first years in the classroom like? Share your advice for new teachers.Check out our nifty website at https://transparencyinteaching.com

In this episode of "Transparency in Teaching," we tackle the hot topic of school choice and its potential impact on public education. On the surface, letting families decide where to spend their educational tax dollars on the school of their choice seems to make sense. But once we pull back the curtain on the consequences of this financial diversion of public funds, the idea seems more like nonsense. Are the potentially devastating effects school choice can wreak on public school resources and the people they serve worth it? We get into: 00:06:16 - Understanding Different Types of Vouchers 00:08:01 - Arguments For and Against Vouchers 00:10:17 - Demographics of Private School Students 00:12:24 - Access and Limitations of Voucher Programs 00:13:39 - Financial Instability of Voucher Schools 00:15:10 - Teacher Qualifications and Regulations 00:16:02 - Impact on Resources and Facilities 00:17:27 - Concerns About Accountability in Private Schools 00:19:28 - Jen's Anecdote on Her Private School Experience 00:24:28 - Racial and Economic Segregation in Private Schools 00:26:20 - Research Findings on Voucher Effectiveness 00:30:33 - Potential Benefits of Competition 00:32:41 - Quality Concerns in Private Education 00:34:41 - Impact of Vouchers on Public School Funding 00:37:07 - Vicious Cycle of Underfunding Public Schools 00:39:29 - The Business Model vs. Education 00:40:54 - Concerns from Private School Administrators 00:43:05 - Need for Accountability in Voucher Programs 00:44:19 - Alternative Solutions to Vouchers 00:46:04 - Investing in Public School Improvements 00:49:17 - Community Schools and Support Services 00:50:33 - Addressing Systemic Inequalities in Education What do you think? Is it time to “defund” public education? Tune in for a thought-provoking look at the future of education. 

In this episode of the new series The Rookie Report, Transparency in Teaching, host Anne interviews Mark Garcia, a passionate music educator currently teaching at a high school in Rialto. Mark shares his journey from his master's program at the University of Redlands to his current role, where he teaches a diverse range of music subjects, including music education, theory, marching band, jazz band, mariachi, and concert band. The episode aims to provide insights for aspiring educators by highlighting Mark's experiences and the realities of teaching music in a high school setting. Tune in to discover valuable perspectives from a new teacher dedicated to inspiring the next generation of musicians. --- Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Welcome to Transparency in Teaching! In this special episode, Anne introduces an exciting new series that dives into the real-life journeys of brand-new teachers. From navigating the certification process to stepping into their first classrooms, these fresh educators share candid stories, practical tips, and lessons they wish they'd known before starting. Here's a sneak peek at what you'll hear in this series: Mark's Advice: Choosing between the student teaching or internship route. Stephan's Tips: Timing your video submissions for CalTPAs and making them shine. Zachery's Insights: The most valuable preparation for the realities of teaching. Whether you're considering a career in education, currently in a credential program, or just curious about the challenges and triumphs faced by our newest educators, this series offers invaluable wisdom and inspiration. Key Takeaways in This Episode: Honest reflections on the transition from training to teaching. Actionable advice for future educators, straight from those who've just been there. A hopeful glimpse into the future of education through the eyes of passionate new teachers. Who This Episode Is For: Aspiring teachers weighing their certification options. Credential program participants looking for real-world advice. Anyone interested in the personal journeys of the educators shaping the next generation. Call to Action:Grab a notebook, pour a cup of coffee, and get ready to feel inspired by the voices of tomorrow's teachers. Don't forget to subscribe, leave a review, and share this episode with anyone who might find it helpful! Follow Us: Instagram: @TransparencyInTeaching Twitter: @TransparencyPod Website: www.transparencyinteaching.com Next Episode Preview:Get ready to hear Mark's in-depth take on choosing between the student teaching and intern paths—what he learned, what he'd do differently, and what he wishes someone had told him! Thank you, Sunny, for the background music! Find Sunny and more at: Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/ra/sunny License code: NC6ZMUSGOTQIPWQL --- Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Ok, it's just a couple of days before we have to decide what some are calling "the fate of our county." Part of that fate is what's on the slate for public education. Both candidates have education as part of their platforms. I went to each candidate's pages to see their education plans. I am bringing my findings to you in a way that is as unbiased as I can manage. Ultimately we all want the same thing-- for our children to have the best education possible that will help them be adults that contribute to the betterment of society. We just seem to have different opinions on how to get there. (Compromise, anyone??) The result is this episode; Jen and Jimese were busy being teachers, so since the election is literally in just a few days, I decided to throw caution to the wind and just went for it and recorded this episode by myself. I also decided not to spend 6 hours editing it. (Which maybe I should have because I sure say "um" and "uh" a lot. You know how it is thinking on the fly. ) I wanted to get this information out there for anyone concerned about what state our schools may be in after November 5. The links to the websites I used to create this episode can be found on our website, TransparencyinTeaching.com I hope you get some value out of my solo discussion. Please share this episode (soon!) with anyone you think might find value. While you're at it, could you give us a nice rating, too? Now, take your mighty pen and go forth and vote your conscience. --- Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

We've been here before, twice! This is our third episode on this topic. It seems some things don't change. Districts are still struggling to hire and retain educators. This job we do and love comes with a price many aren't willing to pay to stay. We dive deep into the ongoing teacher exodus and explore the multifaceted reasons behind it. Joined by new host, Jimese, a seasoned educator from a continuation high school, the discussion covers: AI and Cyberbullying: Discover what Jen learned on her student trip about the nightly "MOO" and alarming new trends in cyberbullying involving AI and how it's affecting both students and teachers. Teacher Pay: Is it really as low as people think? We break down the numbers and discuss teachers' financial struggles, including the burden of student loans. Lack of Resources: From outdated technology to insufficient classroom supplies, learn how the lack of resources impacts teaching effectiveness. High Workload: Understand the extensive, often unpaid duties teachers perform beyond classroom instruction, including grading, planning, and dealing with administrative tasks. Discipline Challenges: Hear firsthand accounts of the increasing discipline issues in classrooms and how they contribute to teacher burnout. Job Satisfaction: We analyze recent statistics on teacher job satisfaction and discuss why many educators advise against entering the profession. Tune in to gain a comprehensive understanding of the challenges teachers face today. Of course, you'll hear our suggestions about retaining good, qualified educators. Visit our website, TransparencyinTeaching.com, for a list of resources used in this episode. --- Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Hey there, amazing listeners! I'm thrilled to share the latest episode of our Transparency in Teaching podcast. In this episode, my fabulous co-host, Jen, and I dive into some hot topics making waves in the education world. We start by discussing Oklahoma's recent mandate requiring the Bible to be given more credit for helping our forefathers create the foundations of this country. We explore its implications and the controversy surrounding it. Next, we delve into the Louisiana mandate requiring the Ten Commandments to be posted in every classroom and discuss its potential impact on students and the school environment. Finally, we tackle the issue of cell phone bans in schools. We share our thoughts on their effectiveness and the challenges schools face in implementing them. If you're curious to hear our take on these important issues, be sure to tune in to this latest episode of Transparency in Teaching. You can also listen to the full episode on our website and find the links to all the resources used to create this episode. Thank you for your continued support and for being part of our podcast community. We appreciate each and every one of you! --- Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In this episode of Transparency in Teaching, Anne and Jen discuss three intriguing news stories that could impact schools across the country. The topics include Tennessee's rethinking of its third-grade retention policy, Ohio school districts buying mobile homes to teach teachers how to shoot guns, and Iowa's potential law requiring the daily singing of the national anthem. Tune in to stay informed about these developments in education. Like what you heard? Please rate and review our podcast so others can find us and tell a friend to give us a listen. We count on all of you faithful to help us keep sharing the truth about what is happening in our schools. Find the resources used to produce this episode at TransparencyinTeaching.com! Leave us a comment about today's show. Let us know what you think. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

YAY! It's state testing time at schools all over the country. We love the inconvenient schedule changes and the disruption of the end-of-year rush to get through our curriculum, said no teacher ever. In this episode, Jen explains the new way state testing is being implemented and how they are trying to increase student engagement. She also empathizes with the trepidation the PE teachers are feeling about having to teach the new sex education curriculum. Key Topics Discussed: Sex Education Program: Jen describes the nervousness among PE teachers about teaching the new sex education curriculum, highlighting the discomfort and reluctance from both teachers and students. State Testing: The episode covers the new approach to state testing at their school, which involves breaking the tests into shorter segments spread over a month. They discuss the potential benefits and drawbacks of this method, including how it impacts student focus and performance. Teacher and Student Engagement: Various strategies to motivate students during the testing period are discussed, such as providing incentives like raffle tickets for prizes, fun activities, and motivational speakers, although the latter received mixed reviews from students. End-of-Year Activities: As the school year winds down, Anne and Jen touch on the flurry of activities and the anticipation of summer break, reflecting on the exhaustion but also the fulfillment that comes with wrapping up the academic year. Remember to stop by our website, TransparencyinTeaching.com. There, you'll find links to all the resources used to create this episode. You'll also find the backstory of how our little podcast was started, as well as pictures, blog posts, and all of our other episodes. Thanks for listening. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Welcome back to another episode of TransparencyInTeaching.com. Today, we're diving into the controversial state takeover of the Houston Independent School District (HISD), which has been making headlines. With me, your host, Miss Anne, and my co-host Jen, we're unpacking the drastic changes implemented in HISD and discussing their potential impact. HISD, the largest school district in Texas and the eighth largest in the country, has been underperforming for years. The state's intervention was triggered by the chronic low achievement across multiple schools, particularly Wheatley High School. The school, serving a majority of economically disadvantaged students, became the face of the district's struggles. The state's response was to fire all teachers and principals, requiring them to reapply for their jobs. This move has sparked fear and uncertainty among educators and parents alike. The state also introduced merit pay, aiming to reward high-performing teachers but raising concerns about fostering unhealthy competition and inequity among subjects. Another significant change is the scripted curriculum, which strips teachers of the autonomy to tailor lessons to their students' needs. This one-size-fits-all approach has been met with skepticism, as it may not address the individual challenges faced by students. The state is also enforcing strict discipline policies, including converting school libraries into detention centers. This decision has been criticized for potentially depriving students of valuable resources and creating an inequitable environment. Throughout the episode, we question the effectiveness of these changes and whether they address the root causes of the district's issues. We also invite listeners, especially those from Houston, to share their insights and experiences with the takeover. As we wrap up, we reflect on the possibility of such drastic measures being implemented in other districts. The HISD takeover serves as a case study for education reform, and its outcomes will likely influence future policies across the nation. Remember to check out our website, TransparencyinTeaching.com for more in-depth analysis and resources related to this episode. Join us again as we continue to explore the complexities of teaching and the education system. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In today's episode, we dove deep into teacher collaboration, discussing the why and how to do it. We explored why teacher collaboration is crucial for both teacher and student performance, and shared personal anecdotes to illustrate our points. Collaboration is not just about meeting once a week; it's about creating a culture where teachers feel supported and are encouraged to share ideas and strategies. It's about building a community within the school that ultimately benefits the students. We encourage all educators to step out of their classrooms, engage with their peers, and embrace the power of collaboration. Remember to share your own collaboration models and experiences with us, as we're all here to learn from each other. Let's not be stingy with our ideas; let's collaborate and make education better for everyone involved. Until next time, keep the conversation going and never stop collaborating! Be sure to visit ⁠TransparencyinTeaching.com⁠ to find all the other interesting and in-depth articles on the teaching topics you want to know about. You'll also find all the resources used to create this episode. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In today's episode, we dove deep into teacher collaboration, discussing the why and how to do it. We explored why teacher collaboration is crucial for both teacher and student performance, and shared personal anecdotes to illustrate our points. Collaboration is not just about meeting once a week; it's about creating a culture where teachers feel supported and are encouraged to share ideas and strategies. It's about building a community within the school that ultimately benefits the students. We encourage all educators to step out of their classrooms, engage with their peers, and embrace the power of collaboration. Remember to share your own collaboration models and experiences with us, as we're all here to learn from each other. Let's not be stingy with our ideas; let's collaborate and make education better for everyone involved. Until next time, keep the conversation going and never stop collaborating! Be sure to visit TransparencyinTeaching.com to find all the other interesting and in-depth articles on the teaching topics you want to know about. You'll also find all the resources used to create this episode. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Jen and I, Anne, sat down for a Zoom interview with Christopher Nesi, the head of the Education Podcast Network. The EPN plays host to a terrific collection of education-related podcasts, which you should definitely check out. Our interview was the first in a series called "Behind the Mic: Voices of the EPN." Christopher is interviewing the podcast hosts and creators of each of the shows you can find on the network. The episodes give listeners a great overview of what each podcast has to offer and can help you find new shows on topics that you can relate to. I have to admit it was a bit disconcerting being on the other side of an interview. I hope you can't tell how nervous I was during this interview. Jen, of course, is her normal, jovial self. Thank goodness! I hope you'll give it a listen and then jump over to the EPN to listen to all the other informative and entertaining shows. Here are some of my favs (after ours, of course) to get you started: Fresh Air at Five: Welcome to FreshAirAtFive, the Podcast. I'm your host, Bryon Carpenter. FreshAirAtFive is my regular attempt to exercise by walking about my neighborhood, taking in Podcast content or an audiobook, and then reflecting on an unedited video, which I finally post to my Twitter channel. EduMagic: The New Educator Podcast: Are you an aspiring teacher? The EduMagic Future Teacher Podcast is a podcast designed for preservice teachers who are using EduMagic to rock their college careers. With each episode, you will learn about what it means to be an educator of excellence. Guests include current teachers, educational experts, and administrators who share their tips and stories to help YOU. Teaching While Queer: Teaching While Queer is a space for 2SLGBTQIA+ educational professionals to share their stories working in academia. We dive into our experiences as students and how this informed our work in academia as adults. Reimagine Schools: Hosted by Dr. Greg Goins, the Reimagine Schools Podcast features many of the nation's top educators, authors, and innovators in K-12 education with an emphasis on leadership development, scaling innovation, and transforming our public school system. Guests have included some of the world's most prolific thought leaders on education. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In this episode, Anne and Jen shed light on the issue of teacher burnout and its prevalence in the education system. We discuss teachers' experiences facing challenges such as an intense curriculum without sufficient resources, mold-infested classrooms, and unaddressed disciplinary issues. We explain how teachers are not burned out simply because of their workload but rather because they are set up to fail by systemic issues. We cover the definitions of burnout, highlighting symptoms like exhaustion, cynicism, reduced efficacy, its cause, and some ideas on how to combat burnout. We also share personal experiences of feeling depleted and unmotivated and what we found worked for us. Stop by our website, TransparencyinTeaching.com, to find all the resources we used to create this episode. You can also find more information about all things education by reading our informative blog entries. We appreciate you stopping by to listen to this critical topic. We'd love to hear your experiences and suggestions. Leave us a comment here and consider joining our new FaceBook group. Your words may be just what a struggling teacher needs to hear! --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

This week, Anne shares updates and opinions on the ongoing battle of whether to tell or not to tell on Trans kids. Is this trust-busting practice worth fighting about? And she sheds light on the growing academically deadly pandemic affecting our schools, Chronic Absenteeism. To get all the resources and research used to create this episode, head over to TransparencyinTeaching.com. There, you'll find all of our informative episodes and blog posts to give you the information you need to improve your teaching experience or at least find a place where people get what you're going through. Find us on Instagram at @Transparency_in_Teaching or get in touch with Anne by visiting @L2tchr at Linkin and X. A huge, warm, grateful teacher hug to all of our faithful listeners and a giant welcome to all of you new listeners who may have stumbled upon us through luck or recommendation. We are glad you are here. Pass along the welcoming atmosphere by sharing this episode with others. The more, the WAY more merrier! --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In this episode of EdNews This Week, Anne announces that she and co-host Jen will be featured guests on another podcast called Behind the Mic, out September 1st on the Education Podcast Network. This week's three news stories from the education world share how New Hampshire teachers are getting paid to teach chess, with the state providing funding for training and equipment, how Rhode Island's realignment of graduation requirements created with input from the community ensures all students will graduate ready for careers or college, and a third story about how Kentucky's alternative path to a teaching credential doesn't require a bachelor's degree. All the links to the resources used to create this episode can be found on our website, TransparencyinTeaching.com. Please leave us your comments about this episode and what educational news you have to share. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

The Teacher Workload: Teachers Get Less for More In this episode, Anne, Jen, and their special guest Maria delve into the multifaceted nature of the teacher workload, shedding light on the fact that the profession entails much more than simply standing in front of a classroom and delivering the curriculum.  We discuss the term "teachering." Anne found this term in a blog post on teachbetter.com's site. The curriculum coordinator for 21st Century Teaching and Learning, Alexy Valencic's discussed the term “teachering” in his post.  [00:06:08] Teacher workload Teaching vs Teachering.  [00:10:57] Duties and responsibilities.  [00:25:57] Compensation for extracurricular activities.  [00:29:27] Teacher overtime and FLSA labor laws.  [00:32:48] Teachers' workload and overtime pay.  [00:36:43] Teachers and overtime restrictions. [00:46:14] Saying no and setting boundaries.  According to Valencic's definitions, the teaching workload involves identifying what needs to be learned and guiding the learning process until achieving the desired goal. This encompasses state standards, curriculum instruction, teacher-student relationships, assessment, and progress monitoring. On the other hand, the teaching workload also includes “teachering,” made up of all the additional tasks and responsibilities that teachers are asked or expected to undertake, often without any extra compensation. “Teachering" tasks can range from the many meetings teachers are expected to attend to everyday things like bus and dance duties. Expectations can also include giving up lunch and after-school time for detentions, clubs, professional development, IEP meetings, and parent phone calls. Overall, the episode sheds light on the additional responsibilities and tasks teachers must shoulder beyond their classroom teaching duties.  Did you know that teachers cannot receive overtime payments? We didn't until we learned about the Fair Labor Standards Act (FLSA). If the word “teacher” is attached to your job description, you are not entitled to overtime, no matter how little money you may make. New teachers are in the dark about the extent of the teacher workload. While new teachers may anticipate some meetings, the sheer number of meetings they must attend may surprise them. Teacher education programs fail to prepare teachers for the wide range of responsibilities they will encounter throughout their careers. To address these challenges, we suggest that teachers engage in discussions to identify and evaluate the value of their extra tasks. By collectively determining which duties are essential and which are unnecessary, teachers can advocate for changes and potentially alleviate or reduce the burden of the teacher's workload on specific responsibilities.  Additionally, we emphasize the importance of supporting new teachers and ensuring they can handle these additional duties. Experienced teachers must demonstrate to new teachers that it is acceptable to decline certain tasks, ultimately promoting a healthier work-life balance for educators. This episode underscores the reality that teachers must often go beyond their primary teaching role and assume additional responsibilities. We emphasize the need for awareness, support, and advocacy to address the challenges associated with these extra tasks and to ensure fair compensation for teachers' efforts.  Summertime is the perfect time to start coordinating efforts to reform the expectations on a teacher's time. Now is the time to get the conversation about all the unnecessary “teachering” at your school. Do this before the beginning of a new school year overwhelms your attention and you find out you've been signed up for more than you've bargained for! Thanks for listening! For a list of all the resources used to make this episode, visit https://transparencyinteaching.com/ How do you handle the workload at your school? Should teachers be entitled to overtime? Leave us your comments and suggestions. --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

Welcome to another edition of Ed News This Week. This week I'll share why LAUnifed School District teachers (and a lot of us other teachers) are not happy about mandated discipline changes, What Congress has heard about mental health issues in school (will they finally listen?), and How ChatGPT has a sister AI being born that is supposed to be better for students. This week's question: How does your school or district handle discipline? Is it working? Add your comments below. For links to the sources used to put this episode together and to find other great content on other important education issues, please visit https://transparencyinteaching.com/ Please let us know what you think about this episode and any ideas you have for future shows. We'd love it if you could share our podcast with others who you think might enjoy it. Thank you so much for taking the time to listen!

Ah, summer vacation! The time when teachers can finally break free from the clutches of students, exams, and endless lesson planning. It's a time to kick back, relax, and forget about school... Or is it? Many teachers count the days until the last bell before summer vacation sounds. At my school, our science teacher begins writing the countdown on the teacher's lounge whiteboard the day we return from winter break.  The end of the school year is incredibly stressful, and anticipation of summer freedom doesn't make it any easier to get through. This is the time of year when you begin to panic because you realize you don't have enough time left to get through all your required curriculum. This is partly because state testing and other end-of-year assessments all encroach on the limited days left and because there are the obligatory awards assemblies and the student “fun” days. There's also finding time to wrap up your classroom for the summer, collect textbooks and computers and hand out registration packets for next year.  Next year…. Ugh! The last thing any teacher wants to think about right now.  So when that final bell sounds, ending the school year, lock your classroom door, turn in the end-of-year paperwork, and take some time away from all of it.  Well, enough time to catch your breath and refocus. Because if you are a weirdo like me, you love using summer to jump-start planning for the next school year!  WAIT! Before you roll your eyes and skip to the next podcast, hear me out. This episode actually discusses how to make your summer MORE relaxing and the beginning of the next school year much less stressful. So go get one of those fancy drinks with an umbrella and hit play to find out the secret way Anne and Jen totally forget about school. Sorry, controversial substances are not included! Wanna read it instead? Visit TransparencyinTeaching.com "Maximizing Summer Vacation: How Planning Sets Teachers Up for Success" --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

In this episode of "Transparency in Teaching," host Anne discusses three news stories related to education—the first shares how mastery learning has now been approved in all 50 states in the US. The second story explores why the Carnegie unit, which has defined learning for the past 100 years, is now considered obsolete. And lastly, Anne breaks down how the US spends money on education. Please share any education news stories and links that you'd like to hear covered in the comments section. To view the resources mentioned and used to put together this episode, visit TransparencyinTeaching.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

The current grading system used in education has been in place for over a century, but it is becoming increasingly clear that it needs reform. In this episode, Jen and Anne discuss the current system's flaws, such as grade inflation, subjectivity, and the lack of standardization. They talk about how students are rewarded for completing assignments or even just showing up rather than demonstrating mastery of the material. They highlight the difficulty of determining what exactly to grade and how to fairly assess student performance. Finally, we argue for adopting mastery learning grading methods to better support student learning. One of the main issues with the ⁠current grading system⁠ is grade inflation. Students are often given high grades for simply completing assignments, regardless of the quality of their work. This leads to a false sense of achievement and can be detrimental to their learning in the long run. It's a system that ⁠rewards "seat time" over the actual demonstration of knowledge. ⁠ Another problem with the current grading system is subjectivity. Teachers can have different standards for what constitutes an A or a B grade. This can lead to unfairness and inconsistent grading, which can be especially problematic for students competing for college admissions or scholarships. An evaluation system based on Mastery learning could be a better alternative to the current grading system. This system would focus on student mastery of the material rather than just completing assignments. Teachers would work with students to help them achieve true mastery of the material, and grades would be based on demonstrated proficiency rather than subjective factors. It is obvious that the current grading system needs reform. Grade inflation, subjectivity, and lack of standardization are all issues that must be addressed. A mastery learning system could be a better alternative to the current grading system, as it would focus on student mastery of the material rather than just completing assignments. By rethinking grading, we can better support student learning and help students achieve their full potential. For a list of all the resources used in this episode, visit TransparencyinTeaching.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

It's Anne here with a mini-episode of Transparency and Teaching Podcast, the News Edition. We used to start our episodes with education news, but you know, uh, we got so long-winded as we talked about the main topics that we decided to cut that out. Well, lucky for you, I'm retired, so I have all kinds of time to update you on what's happening in the education world. The News Edition will share news about the current policies and politics that affect our teaching world. So this little in-between bonus episode will show up in your feed now and then to ensure you're up to date on the latest ED news. This episode features three news stories that I feel may set the tone for schools and districts nationwide. As we know, one district's policies and often the politics that give birth to them can act as a bellwether that encourages other education establishments to adopt them—knowing what is happening and why is vital for being prepared for what might soon be coming to a district near you. Here's a preview of the stories in this episode: 1). The Office of Civil Rights determines penalties for Forsyth County book bans. After a recent review of the situation by the US Department of Ed, Forsyth County Schools has entered into an agreement with the US Department of Education's Office for Civil Rights, the O C R, about how to rectify the creation of what was deemed a hostile environment in schools, due to the removal of certain books from school libraries. The district was accused of removing books from school libraries that dealt with LGBTQ plus and BIPOC topics. The district, however, claimed to be reviewing books for sexually explicit materials they deemed inappropriate for certain age groups. Some students and families complained that this was creating a hostile environment for some students and that the district had made no effort to discuss the impact of book removals with students. 2). Our second story is about Nebraska, which has just approved taxpayer-funded school choice through the Opportunity Scholarships Act. The Opportunity Scholarships Act bill approved last month gives a generous $25 million in tax credits to people who donate to a scholarship-granting organization. These organizations will fund and then distribute the scholarships to parochial and private schools allowing low-income families to afford to attend private schools. This could eventually be raised to a hundred million dollars. Depending on the demand for the credits. Taxpayers can donate half of their state tax liability, up to $100,000, to private school scholarships. Senators on both sides of the aisle have opinions on the possible outcomes of this new tax break on schools. 3). Finally, Tennessee is to implement a retention policy for non-proficient third-grade readers. I recently did a podcast on Tennessee retaining third graders who are not reading on grade level, and I mentioned I'd update you on whether or not the bill was passed. Well, the bill passed on April 20th and was sent to the governor's desk for signing. It is not scheduled to take effect until the next school year, 2023-24. That allows this year's third graders to move along without meeting the grade level mark. Fair warning, this year's second graders and their parents, you best be doing a bunch of reading over the summer because next year, you'll not move on if you are not at grade level! I hope you find this news update enlightening and valuable. Please let us know how you liked the episode by leaving us a comment or voice message. Your feedback helps us improve our show by presenting the information you want. For a list of the resources used to produce this episode, visit our website at www.TransparencyinTeaching.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

A recent article in “The 74” caught my attention this week. It discussed how Tennessee and Michigan are currently debating removing the statute requiring third graders who are reading below grade level to be retained. With state testing starting, people are worried about holding back the potentially large number of these students who may not pass the test. You see, aside from the average number of students that struggle with reading at this grade level, this year's batch of third graders were in kindergarten when the pandemic hit. People worry that the two years of virtual learning and closed schools have potentially created a glut of below-level readers. What would be the consequences of holding back so many students? For one, it is expensive. You will need more teachers and classrooms to manage the overflow. Could an exception be made for this group? The article states, “Parents, advocates, and educators say it's unfair to base the decision on one assessment, especially for students who were in kindergarten when the pandemic hit. But state officials and Republican legislators argue it's wrong to promote students who aren't ready.” Gotta say I'm siding with the state officials on this one. For a written version of today's episode, Click here. For links to all the resources used in today's episode, go to https://transparencyinteaching.com/ and see "Third Grade Reading: The Key to Academic Everything --- Send in a voice message: https://podcasters.spotify.com/pod/show/transparencyinteaching/message Support this podcast: https://podcasters.spotify.com/pod/show/transparencyinteaching/support

I don't think you'll find too many current student teachers who disagree that student teaching needs a revamp. Most teacher candidates spend at least 14 weeks student teaching consisting of 8 hours a day, teaching, lesson planning, and grading; Most teacher candidates attend staff meetings and parent conferences, too. Wait that sounds like what a regular teacher does. Well, that's the point, to give candidates an idea of what they are getting into. It allows them to hone their lesson-delivery skills and learn classroom management techniques. At the same time, student teachers are also paying tuition to a university to access the practice teaching required for a credential. This means that beyond the daily teaching requirement, they also have weekly university supervisor meetings and fieldwork hours to track, plus four time-consuming progress checks to fill out every three weeks. Most also attend a university seminar class in the evenings. And here in California, the ominous California Teaching Performance Assessment, better known as CalTPA, also weighs heavily on their shoulders. Without passing this exam, there is no credential awarded. I know this first hand, as I'm a university supervisor who ensures the teacher candidates turn in all this frivolous paperwork. I'm sure most states have some sort of similar credentialing requirements. This is way beyond what a regular classroom teacher must endure. All of this is without pay. This puts a huge financial burden on candidates, especially those with established families who may pursue teaching as a second career. They have no time to hold down a job to help pay for school, let alone support themselves or their families. If schools want to attract the best to the profession, student teaching needs a revamp. In today's episode, we talk with Ben, a first-year teacher. Ben talks about his teacher preparation program and his student teaching experience (which was fabulous because his cooperating teacher was the one and only Jen!). Ben shares what was difficult and how his pre-teaching experiences benefitted or hindered his time during student teaching. Of course, Jen and Anne have to give their two cents worth as usual, and it's a valuable two cents at that! For more insight into teaching, check out our website at TransparencyinTeaching.com Should student teachers be compensated for their work? Add your opinion in the comment section, or answer our poll question. Again, thanks for taking the time to listen. If you can read this, thank a teacher!... as they say… --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

Welcome to Season 3 of Transparency in Teaching. Anne, here! Thought it might be nice to start off with a little true story that spurred the topic of this episode: Is it time to stop saying the Pledge of Allegiance? I asked myself this question after visiting a high school class I was observing. When the "Please stand for the Pledge" announcement was given over the loudspeaker, I stood up and placed my hand over my heart. To my surprise, I was the only one standing. Not one student, not even the student teacher whom I was observing, stood. Their heads remained diligently bent over their cell phones. I said the words I had repeated every school day for 36 years, alone and out loud, to the silent class. When the Pledge finished, I sat down. The teacher approached where I was seated and whispered, " I think you just freaked everyone out." "No one says the pledge?" I inquired incredulously. "No, never," she replied matter-of-factly. When did this start? In my middle school classroom, all students stood when the familiar words came over the speaker; in recent years, most students stood silently, while a few would mumble the words if I prodded. But in all my years, I had never seen a class where no one stood at all. As we start our third year in this podcasting adventure, we decided to add in some shorter episodes. They've let me loose alone on the mic to spout off my rants and reasons for creating change in our educational system. In this episode, I grab a solo mic and talk about the history of the flag salute and reasons why it may be time to think of a different way to show our support for our country. Let us know if you liked what you hear. What other topics would you like to hear me discuss? Share your ideas in the comments, or leave us a voice comment. Maybe we will share them in our next episode! For links to the resources used for this and all our episodes, check out our website TransparencyinTeaching.com. While you're there, spend a little time reading our new blog posts that discuss other educational issues that are bugging us or that need attention, (or that Anne just wants to blab about. ) As always, thank you for taking the time to listen. And if possible, we'd really appreciate it if you'd share the link to our show with other interested humans. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

According to Merriam-Webster, the word indoctrinate originated in the 17th century. It meant "to teach," as it comes from docēre, the Latin word for teaching. But by the 19th century, the meaning shifted to signify teaching someone to uncritically accept a particular group's ideas, beliefs, and opinions. The key word is "uncritically." This is supposedly why public schools and their teachers are now called indoctrinators. They are accused of pushing a liberal agenda about race, gender, equality, and history but refusing to let students express opinions that may contradict what is being taught. People who have differing opinions about those topics accuse schools of indoctrination. For example, parent groups have demanded books whose subject matter they don't approve of be removed from libraries and have had schools closed over history lessons they found offensive. And for the most part, schools have complied with parents' demands. This then begs the question, "Who's indoctrinating whom?" If schools bend to the wishes of a few parents, can those parents be accused of trying to indoctrinate others by removing information they disagree with? Aren't schools, by their very nature, indoctrination machines? That is how public schools were designed to be from their conception. (One could also say the same for private religious schools, too, right?) Horace Mann, the man behind the idea of public education, was a lawyer and member of the House of Representatives in 1827. He felt very strongly that a successful nation needs a population educated in basic literacy and a common set of public ideals. Well, someone has to decide what basic literacy entails and what public ideals need to be taught. Today, as long as people feel comfortable with the decisions about what the common set of public ideals are (curriculum), there is no "indoctrination." But as soon as somebody takes issue with a topic or point of view that is contrary to their own, cries of "indoctrination" begin to fly at school board meetings or at political rallies where a candidate can grab votes by jumping on the "indoctrination wagon." Today many teachers cringe at topics that might be controversial and try to avoid or gloss over them to keep from potentially "stepping in it." However, tough topics are at the heart of critical thinking. Being able to analyze multiple sides of an issue and form opinions is part of what schools should be helping students to do. These are skills that help students learn how to problem solve. Students need to learn how to have cogent discussions on current relevant issues with people who may have opposing views. They must practice the art of compromise so that all sides have a seat at the table. However, if students feel they are being shut down or feel they cannot share their points of view, then there IS a problem, but the issue is with the instructor, not the entire system. In today's episode, we discuss whether or not indoctrination really is an issue in today's classrooms, how to tell if there's a problem, and what can be done. You'll get to hear why Jen was accused of "indoctrination"

What comes to mind when someone says, "Oh, that's a really good school?" Is it students all sitting in their seats, diligently taking notes? Is it passing along students who can read and do math on grade level? Or is it graduating students who can immediately join the workforce, or go to college, or interact with others with empathy and respect? Common sense would say a combination of all of those things signals a successful product of K-12 education. But is that what schools are actually producing? For those of us who gauge success as producing graduating students who are at least proficient in reading and math scores, there's not a lot of success here. The National Assessment for Educational Progress (NAEP), a congressionally mandated test, has been testing 4th, 8th, and 12th-grade students since 1969. The test routinely covers reading and math but has also tested history, science, and geography. It breaks down proficiency levels as advanced, proficient, basic, and below basic. (To see what skills each level encompasses, click here for reading and here for math. I'm not sure I'd test proficient in math!

When initially released, the audio volume was sooooo low that listeners had to turn the sound way up even to hear it and then got their ears blasted when the interlude music played. I'm sure that was annoying enough to cause people to stop listening, which is a shame because there is a lot of great information in this episode! So I decided to figure out how to correct the audio so that one can listen at a reasonable volume minus the frustration. I'm happy to announce that I was successful! I hope you will give this episode another go because the topic is definitely one that needs attention, especially since the reports coming from the latest NAEP tests are so dismal. According to an article in the New York Times, "This year, for the first time since the National Assessment of Educational Progress tests began tracking student achievement in the 1970s, 9-year-olds lost ground in math, and scores in reading fell by the largest margin in more than 30 years. " This begs the question, What do we do now? Promote these kids to the next grade, or do we retain them to catch up? I don't think there's any one good answer. We just need to figure out what protocols will give students the most bang for the taxpayer's buck. Why do we look at 9-year-olds' scores so closely? Well, they are third graders. That is the year when education makes a massive shift, from learning to read to reading to learn. If students are not at grade level by the end of the third grade, they tend to struggle to catch up, if they catch up at all. Listen and see where you stand on this issue. Then leave us a comment or answer the poll questions to give your opinion. We'd also love feedback on how were are doing and what you'd like to hear us discuss. This show is nothing without our listeners!! Thanks again for taking the time to listen. We are appreciative of every set of ears that lends itself here. If I could ask a giant favor, can you please forward this episode (or any of our fantastic episodes) to at least one friend you feel might benefit? That is the best way to get our podcast out to a bigger audience. To read the show notes that originally accompanied this podcast, go back to your feed or visit TransparencyinTeaching.com. --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

Don't be surprised if you find someone named "TBA" teaching your child's class. There will apparently be A LOT of TBAs in charge of classes this fall. School districts across the country report record numbers of unfilled positions at the start of this school year. My state, California, reports a shortage of 50,000 teachers going into the 2022-23 school year. It's not just teachers either. Madison, Wisconsin, reports 199 teacher vacancies along with 124 non-teaching positions. This means districts are also short paraprofessionals, bus drivers, cafeteria workers, and custodians. What gives? Desperate districts are trying all kinds of things to lure teachers back. Some are giving raises or retention pay. Others are trying four-day weeks or have resigned to hiring uncredentialed people to fill in the gaps. The reasons for the shortage are not surprising. The Pandemic and remote teaching exacerbated Teacher burnout, which was already affected by low pay, lack of respect, and workload. In today's episode, we discuss in depth the extent of the current shortage and its causes. Then we give some pretty damn good ideas for how to bring teachers happily back to the classroom and keep them there. Someone needs to send this episode to the Department of Ed.  Also, here are the links to the Key and Peele Teacher Draft video that Sharyn mentions. If you haven't seen it, you should

Hey, it's Anne. Welcome to another episode of Transparency in Teaching. As summer vacation is ending, I was wondering if you are beginning to get a nervous tick when you hear, “Back to School Sale?” Or do you find yourself tearing up when you walk by the school supplies aisle? Or do you awaken in the fetal position, gripping the crumpled notification of your preservice professional development days? If any of these situations apply to you, you might be a teacher. I'm retired, but I know Jen, Sharon, and a lot of you are gearing up to go back to the classroom and feeling some anxiety about what the new school year holds. I can't blame you after the way the last school year felt. I was there for that. Today's episode is all about that back-to-school blues. For me, the beginning of the school year was always exciting. New ideas, new lesson plans, new school supplies, and rearranging my classroom were all things that helped me gear up for the new school year. I looked forward to seeing everyone at in-service. But after last year, so many of us are skeptical. We are concerned about how classroom discipline will be handled. We'd like to know the new policies admin will lay on us. We also must contend with the daunting task of bridging COVID-caused educational deficiencies (on top of the weaknesses already there)—also, the decaying public opinion of education in general. However, every new school year does bring a classroom full of promise. The point is to remember why we are here in the first place, the kids! Teachers are change makers! We helped craft the leaders, the scientists, and the parents who will help shape our future. Students need good, caring, intelligent educators more than ever now. Sometimes we are the only bright spot in a child's day. Sometimes we're the only ones a child feels they can talk to. Teaching is so much more than imparting knowledge. What we provide in our classrooms teaches social skills, empathy, critical thinking, organization, responsibility, and citizenship. So, calm your ticks, dry your eyes, and get up. You have a vitally important job to do. The most vital of all occupations, if I say so myself. The future depends on you! No, seriously. So go get your room ready, um, right after you finish listening to our podcast or even better while stapling that new paper to your bulletin board. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

Thank goodness teachers can put the 2021-2022 school year behind them! If ever there was a school year that deserved a "middle finger"

Hey, it's Anne here to introduce today's episode all about social promotion, you know that practice where schools promote students to the next grade based on age instead of mastery. The idea is that keeping kids with their peer group is better for their self-esteem, not to mention promoting students with behavior problems provides some sense of relief to the teacher knowing that the student who made class crazy won't be back in their class next year. The alternative has been retention. The idea is that repeating a grade will let struggling students improve skills that weren't at grade level. Research, however, doesn't back this idea up. Instead, retention increased the dropout rate and lowered students' self-esteem. And though initially, it did boost student performance, the gains didn't continue over the long haul. So what's a teacher to do? In this episode, we discuss what Ed code and district policies say about retention and promotion. We explore what research is saying and what's happening in our own classes. Then, of course, we explain our suggestions for how to fix this mess. Oh, and a new voice joins us this episode. Welcome, Yvonne, who shares her elementary school teacher perspective. Now we have voices from grades K through 12. Unfortunately, Yvonne's audio isn't as clear as it should be and some of her insightful comments may be difficult to hear. AND, Sharyn was mobile on headphones and left us when her phone died. Although she did get in her usual insightful comments in the beginning. Again, as always, thank you dear listeners for tuning in and sharing our podcast with friends, family, teachers, and others who are interested in knowing what is really happening in our classrooms. Rate and review us on your favorite platform as it really does help listeners find us. Leave us a voice comment and we just might use it on our next show! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

Happy 2022! Let's hope this year makes up for the last two! It's always good to be hopeful. And on that note, I hope public education survives. Last year brought educators and their curriculum under the microscope in a way I don't remember ever seeing. Much of the hullabaloo seems to come from the usual media rabble-rousers and pot-stirrers. Today's episode delves into our side of this twisted narrative. Listen and see where you land. For years, some politicians have claimed to be "education candidates." Their platforms promise money and better school facilities. But these good intentions go to the bottom of the "to-do list" once the ballots are counted and their campaign coffers are filled. Today, these "education-loving" candidates are promising a different kind of help to schools and it's getting them elected. Now officials win by going after the evil wizards of indoctrination, TEACHERS, and their textbooks of evil spells! They rally their pitchfork and torch-carrying followers with cries of "No CRT!" and "Don't hurt my child's feelings!" Frenzied crowds storm school board rooms and drown out meetings with cries of "Foul!" and various other four-lettered words. If this were a movie, it might be akin to Frankenstein's Monster or The Purge. This whole thing plays like Twilight Zone's "Monsters on Maple Street". The main characters hear rumors of something evil that has come to live in their neighborhood. They spread the news, and like the telephone game, it gets bigger and more distorted as it gets passed along. Before you know it, everyone believes it's true. And when they finally beat down the door and blow up the house, they find they were wrong all along. However, the damage is done. The city is burning and innocent people have been disposed of. Today we talk about this scary movie, only the movie is really taking place in our schools. Some very vocal parents and politicians are claiming teachers are working to indoctrinate children, forcing them to bend to the will of CRT, and mind-meld with liberal ideologies. They want to ban certain curriculum and regulate what teachers can and cannot say. Makes about as much sense as if I were to go to the dentist and tell my hygenist which tools to use and how to properly hold the mirror. Jen, Sharyn, and I share our in-the-trenches view of what is really going on and I swear there are no monsters under your beds. Teachers want parent involvement. They want politicians who truly care. What we don't need are people who are largely uninformed and who get their misinformation from the Internet, Aunt Sally's Facebook page, and from those with hidden agendas. Put down the pitchforks and get involved with your school. Get to know the teachers, join the committees, volunteer, go to the school and spend some REAL time in the classroom. There's power in seeing things for yourself. When you do decide to take a real look, I'm pretty sure that you'll find the monster you think is hiding under your bed is really just a big clump of dust-bunnies you forgot to sweep up. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

I'll be honest, in 35 years of teaching, this has been the hardest year so far. And that's not just because I'm old and kind of worn out. I think this whole Covid thing did way more damage to kids than just their academic abilities. A year and a half of unsupervised living and no responsibility to live up to any standards has ruined so many kids' abilities to cope with structure and navigate in a socially productive manner. Distance learners turned off their cameras and microphones and did God knows what for an entire year and a half. They could leave when they wanted, eat when they wanted, go to the bathroom when they wanted, and speak in whatever swear-word-laden way they wanted to whomever they wanted whenever they wanted. They are more addicted to social media than ever. Their phones have become a new appendage. And there were no consequences for any of this. We weren't allowed to fail students or hold them accountable for their schoolwork. 10 weeks into in-person learning, Schools are struggling with an increase in student fighting, depression, and other social-emotional-related issues. This has caused districts to implement mandatory social-emotional learning courses and interventions to help students re-learn how to navigate positive social interactions. Remember, our seventh graders were last in school at the end of 5th grade. They have lost a year-and-a-half of the social Interactions and the learning that happens through those. This isn't just happening at my school. This is a nationwide issue.  But it's not just the students who are casualties of this period. Teachers are struggling with their social-emotional matters. This is a toll on teachers' energy levels and ability to want to interact with kids. There is a daily barrage of students bad language and berating that is often directed toward teachers and other adults. Some students just up and walk out of classrooms, talk over lessons, refuse to work, break out crying. There are staff members risking injury breaking up students' physical fights daily.  But it's not only these in-school issues. Teachers and staff also lost family members and loved ones to Covid. Teachers spent a frustrating amount of time alone trying to teach to blank screens (Try talking to yourself for 5 hours a day for 180 days and see how you feel). And let's not forget about those teachers who have their young kids at home who are dealing with their emotional wellness. Teachers have Covid related social-emotional issues, too. But I haven't seen much talk about how to support those that support our kids.  Where's our emotional support? Where do we go when we need to take a break? Our students have a wellness center where they can go to relax, color, play with fidget spinners. Teacher's need a wellness center, too. Many would just take a mental-wellness day off, but there are not enough substitute teachers to cover classes, and writing substitute lesson plans is more trouble than it is often worth. Not to mention the clean-up required when you return. There are all kinds of parent phone calls to make and detentions to mete out as a consequence of sub-induced student bad behavior. Hardly a mental break when worried about what they will come back to.  In today's episode, Sharyn, Jen, and I give the lowdown on the new-normal (Oh, please God, don't let this be normal). It's a lot of venting (and a lot of swearing, just saying) People must realize that it's not just the students that are troubled, but the teachers who are trying their best to help their students recover and thrive again. More attention to the welfare of teachers must be given because otherwise there will be more casualties in the classroom. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

The very first episode we produced remains one of our most popular. Why teachers quit should be something every would-be teacher should ponder before taking out loans to pay for college. You don't want to be one of the 44% of newbies who quit within the first five years, because then what will you do with all that useless college loan debt you accrued? We contacted a teacher friend of ours who had recently fled the classroom to preserve her sanity. She gave up the wear and tear of teaching for a position helping teachers avoid the stress that caused her to leave in the first place. We've known Carolyn since her first days in the profession. Now as the middle school curriculum math specialist for her district she's able to share her experiences with new teachers and offer them the kind of support all new teachers should have. So today we revisit the day-to-day issues teachers have to negotiate. Believe me, if it were just teaching we had to do, there wouldn't be the quitting issue But teachers deal with so much more than delivering the curriculum. There are discipline issues, extra duties before and after school, lesson planning and grading that follow you home, parent phone calls, meetings... Those are just the physical issues. Let's not forget the emotional toll of caring for kids who come from all kinds of homes and deal with all kinds of unknowns. The teacher may be the only positive connection in a student's life. This job has no quitting time. We also give our two cents about what can be done to avoid the problems in the first place. Unfortunately, credentialing programs don't really do the best job of preparing virgin teachers for the classroom. You can listen to our other podcast on that topic here. If you're thinking of becoming a teacher, this episode is required listening. Teaching is the toughest job you'll ever love. I know that's pretty cliche, but it's true. It's really THE most important job on the planet --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

Critical Race Theory (CRT) has become the latest way to demonize public schools. I admit when I first heard CRT I thought it was some medical test for the heart. Now it has become the fear-raising focus of concern among many people inside and outside of education. To better understand what CRT is I spent a lot of hours looking at where it came from in the first place. The research makes me believe that most people don't really understand what CRT is or its purpose. An article from The JournalistsResource.org tries to help journalists learn how to better cover this controversy. The author quotes Dorinda Carter Andrews, chairperson for the Department of Teacher Education at Michigan State University She explains that “Critical race theory is not an ideology or a political orientation that assumes white people are bad; it assumes white supremacy is bad in all of its forms. It's a practice or approach that provides language and a lens for examining racism at institutional and structural levels, Underlying this is the premise that racism is endemic to American society and that white supremacist ideas and practices should be dismantled.” Janel George. who teaches CRT as part of a graduate course called Racial Justice in K-12 Education Policy at Georgetown University's McCourt School of Public Policy, says CRT is a theory devised by legal scholars in the 1970s. CRT initially was taught in law schools but eventually was adopted in other fields such as education and sociology.” She believes, and so do I after doing the research, "there is some mischaracterizing going on here.” George says, “Because critical race theory has the word ‘race' in it, perhaps [people] are intentionally equating critical race theory with anything having to do with race or the teaching [about] racism.” Some parents fear that CRT is increasing not decreasing the idea of racial inequity. David Ryst notes in an article in the Daily Bulletin that, "'These concepts are not unifying students, they are reinforcing negative division. They are not giving teachers proper training. A lot of teachers who are vocal with their liberal ideas are pushing those ideas on students. It's a good theory to examine maybe at a college level,' he said. 'But, what they're teaching here leads to guilt, shame and victimhood. And everything is viewed as oppressor versus the oppressed. I'm all for inclusion, but this is not it.'” Now the fear for teachers is states are beginning to regulate what can and cannot be said about race, racism and slavery. But finding elementary, middle, and high schools that actually teach CRT has been near impossible. So where does that leave teachers now? What is actually happening in the classroom? How can discussions that are bound to come up be dealt with? What history is allowed to be taught and what history must be skipped? Is there really a problem or is this just politics to gin up the 2022 elections? Listen to our take on this controversial topic. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message

My husfriend and I just got back from a trip to Hawaii. It was his birthday gift to me. Nice huh! We had to jump through a few hoops to get there. Our vaccination cards made it possible to avoid a 10-day hotel quarantine. (Get vaccinated, already!!

What makes an effective teacher effective? That's a pretty subjective question, isn't it? I'm beginning to believe that so much of what people think makes education good is subjective. Like, who decides what kids need to know for state tests and how to decipher those scores? Or who decides what is important and should be taught in schools. Not to mention, who comes up with the best way to prepare college students to become teachers? It's all someone's opinion. Somehow the "Powers the Be" (and whoever decides who they are) have to agree on what it means to be educated and who is best qualified to educate. So what does make a teacher effective? In today's podcast, we delve into how districts decide who stays and who goes? We examine the various qualities an "effective" teacher should have and who sets those standards. We also discuss the board certification process! Ummm, did you know there was a board certification procedure for teachers? (pssst, I didn't until recently). Why aren't districts and universities doing more to help teachers along that path? But wait! Is certification even the ultimate sign of effectiveness? Sharyn, Jen, and I get into what we think makes teachers effective. Surprise! Basically, it is a big mix of many factors that cannot truly be quantified in some objective way. There are too many variables. Too many moving parts contribute to a teacher's ability to make a difference in their students' lives. So what's a parent, an administrator, or district to do to be sure their students have the best teachers possible? Listen, and see if you agree with our take on what makes an effective teacher effective! Leave us a voice message! Visit TransparencyinTeaching.com to get all the resources used in today's episode --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

This school year is FINALLY ending (thank god for small favors) and we are packing up our minimally used classrooms. For many teachers, this will be their last time having to do this. Covid caused many to throw in the eraser this year and turned in keys. They will look forward to new challenges this coming fall that don't entail lesson plans and students. But for others, who are holding newly minted diplomas and teaching credentials, this summer offers time to plan for a new classroom and get ready for the beginning of an exciting, rigorous, and rewarding profession. With that in mind, today's episode will be especially interesting and informative. We depart a bit from our usual back and forth banter to welcome a guest, Victoria Lucido! Vickie has recently retired after 33 years as a middle school History and Drama teacher. Her teaching ability has been recognized by “Who's Who of American Teachers” seven times, and she was awarded “Monterey Teacher of the Year” in 1999 by Monterey Rotary. Now, she has a new book out called, Classroom Confidential: How I survived 33 years in a public school classroom, and you can too! This book gives new teachers access to 33 years of experience in just 160 pages! Today Victoria joins Jen and Anne to share her best advice for beginners. Even us old pros can pick up a new insight or two. So grab a notepad and pencil and get ready for the advice you wish you would have learned in all those fancy college credential classes, but didn't! Stay tuned! For more about Victoria: You can find her book on Amazon Her website, VictoriaLucidoBooks.com where you can find out about appearances and her many accomplishments. YouTube interview here and Read an article from the Monterey Herald --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

The National Center for Education Statistics reported that in the 2017-18 school year there were 3.3 million full and part-time traditional public school teachers. That is the most recent count available. That's a lot of college tuition and credentialing fees. So does all the investment in a piece of paper that supposedly certifies a person is a competent teacher really mean anything? What does a teaching credential really prove? Every state requires public school teachers to jump through the hoops to earn a credential. This usually means earning a bachelor's degree, performing a few months of practice teaching, and passing a test or two. In my humble, 34 years of experience, opinion, the way colleges prepare teachers for life in a real classroom lacks enough real experience. Course work and student teaching hardly mimic what it is really like to be in charge of one's own group of pre-formed student minds. I remember my first year of teaching. I cried a lot. Like every day. My then-husband would pat me on the back and say, "You'll be Ok. We need the money," as he guided me out the door. I was the first one on campus and the last one to leave. I brought home a box of work and papers to grade every night. More than the sheer weight of the responsibility of imbuing knowledge into middle school minds was the struggle with classroom discipline. That, more than anything else, was the biggest headache of my early career. I don't remember anything in my credential courses that prepared me for that! Earning a credential does not a good teacher make! Jen, Sharyn, and I talk about what it takes to get a credential. We discuss what it means, and more importantly, what it doesn't mean. Of course, as always, we give our suggestions as to how to fix the credential process. If you're considering a teaching career, this is a definite "must listen." And if you've already gone through the gauntlet, I'm sure you'll be doing a lot of head nodding in agreement. If we can only pass on these brilliant suggestions to those credential gatekeepers, we might lower the number of new teachers who turn in their classroom keys when they figure out what it really means to be a teacher. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

Here's how the school year progressed. It started as "We won't likely be returning to campus this year." Then it changed to "I doubt it will happen." Which changed to, "Maybe it will happen." Then to, "It's happening," and finally... "It happened!" Last week we were back in our classroom with students! Well kind of... Families had the choice of returning to campus or continuing with the distance learning protocol we had been following since school started. We weren't sure how many would show up on Tuesday (Mondays are still virtual for all students). Turns out, not many! The biggest class I had was 11 students, which considering each cohort has only 15, seemed large. It was all downhill from there. My other classes had 6, or 3, and in one class, one lonely student was forced to spend two and a half hours alone in a classroom as if it were after-school detention. (I sincerely hope he didn't feel that way

In 2005 then-governor Arnold Schwarzenegger wanted to make changes to California's teacher tenure, increasing the time to achieve tenure from 2 to 5 years. He also proposed that teacher pay be based on merit, not length of tenure, and that continued employment be tied instead to performance, not, as he put it, “just showing up.” He called the system, “an educational disaster” “Our education system,” he said, “is in desperate need of reform with the current tenure system locking problem teachers into our schools, and making it nearly impossible for principals to make employment decisions based on the needs of students,” Proponents have their reasons for supporting tenure. Lily Eskelsen Garcia, MEd, President of the National Education Association (NEA) explains, “These policies don’t prevent bad teachers from being fired; they prevent good teachers from being fired for bad reasons.” The topic of teacher tenure remains a contentious one, and In this episode we delve into its history, why it’s so hard to fire a bad teacher, and what are the benefits and problems associated with tenure. Of course, it’s not all seriousness. Not when Jen and Sharyn have opinions. So grab a seat at the table in the virtual teacher’s lounge and see if you agree with us about what to do about teacher tenure. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

We are rapidly approaching the end of our 3rd quarter and it looks like a pretty done deal that after spring break, we will be going back to school for real this time! So what does that really mean? We've been polling our students and so far it seems like most will be opting to stay right where they are, at home on Google Meet. So does that mean I'll have a class of three little people sitting at their desks staring at me through their plexiglass barriers and mumbling answers through their masks? No idea.

It should have been expected that the attack on the Capitol last month (has it been that long already?

So it's Winter Break and we've had a little time to collect ourselves and get refreshed for round two of Online Learning. I wish.... I don't know about other teachers but, Sharyn, Jen, and I are feeling a little burned around the edges. Actually, I think a lot of teachers are feeling like toast. Covid is raging on. Here in California, it doesn't look like the end is anywhere in sight, vaccine, or no vaccine. But, forget Covid. A viral teacher depression pandemic is killing us. Ok, maybe not literally. But it is killing our spirit, our enthusiasm, and our drive. Many teachers are feeling like they are dying -- inside. This is not what we signed up for. It's not only teachers who are worn out. Parents, who were so full of praise and admiration for what we were trying to do back in the spring and summer, have lost their patience, too. They are fed up with Johnny being home. They are tired of monitoring their child's work and online behaviors. They've realized that teachers were lying when report cards said, "Pleasure to have in class." They are hungry for someone to blame. So that early praise and admiration for educators' work has morphed into "When are you going to stop your damn messing around online and get back to some real teaching?!" I'm not making this up. A parent really did say this to one of our colleagues. In today's episode, we reveal Biden's choice to replace Ms. DeVos, and what this candidate for Secretary of Education has to offer. Hopefully, bringing some light to the end of that dark tunnel. Later, we discuss how we are feeling and what can be done to help get us through the depression, frustration, or whatever "-tion" you want to label it. Sharyn harps on "having balance," (listen for her guinea pigs agreeing in the background). Anne discusses how her home situation makes her feel obligated to do more, and Jen explains how "'therapy" walks help her cope. Feeling like you need a place to commiserate and have a "Me Too" moment? Then this is the episode for you! Leave us a voice comment about what is really bugging you right now. Let it out! It's good for you! We promise to validate your feelings! We may even use your comment in an upcoming episode. As always, thank you so much for taking the time to listen! We appreciate you more than you can know! Check out all our episodes at TransparencyinTeaching.com. There, you can also find links to all the resources we used in this episode. Rate and review us on your favorite listening platform. It helps others find our podcast and makes us happy, too (If that matters to you

So the election is over (or is at least supposed to be over...) and Biden has a lot of work to do to help put the country back together. Of course being teachers, we're rather focused on Mrs. DeVos's replacement. In this episode we discuss a few of the possible people who are on the radar to replace her. Sharyn shares a little history lesson on the Department of Education and Biden's education platform. Biden has pledged to choose a public education teacher to fill the Secretary of Education position. We discuss a few names of potential candidates. The top contenders are Randi Weingarten, a former high school history teacher and now president of one of the biggest labor unions, the AFL-CIO, and Lily Eskelsen Garcia (Who we have affectionately nicknamed L.E.G.). L.E.G , who actually started as the school lunch lady before becoming an elementary school teacher, is currently president of the National Education Association (NEA). Both are pro union, anti-voucher, and are big fans of public education. This is a big swing in the opposite direction as DeVos, a fan of vouchers, pushed to redirect federal monies to help fund charter and private schools. Of course a lot can change between now and January 20th, so we'll have to wait and see who ultimately gets the privilege of working to improve the education situation in the United States. There's a great deal of work to be done on so many education fronts. From helping to rebuild unsafe school buildings to working to avoid a teacher shortage, the Secretary of Education will surely have a long, uphill road to walk. Let's hope that whomever fills Mrs. DeVos's shoes is not wearing some red-soled Louboutin heels but rather a good pair of sturdy of work boots. Anything that will help to get a L.E.G. up, or a Weingarten or a Jahana Hayes or Denise Juneau or .... --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

Hello Faithful Listeners! So, yeah, this episode is a bit late, (or a bit early if you want to pretend last week didn’t happen). Here’s why: The end of our first quarter of distance learning has just come to a close. If you’re a teacher you know that means it’s student desperation time. The students who never looked at their grades the entire quarter, decide to the night after everything is due. Then it’s the “Huh? How come you gave me a D (or F)?” reaction. (emphasis on the YOU GAVE like it’s my fault the work was never turned in) This is then followed by the “here’s my 20 late assignments. Please grade them now” email. Then come the parent emails explaining how Johnny is crying and if there is any possible way to bring his grade up please let me know.” Since Jen, Sharyn, and I are real teachers with real (virtual) classes with real (virtual) students, and this podcast is our side hustle, it took a backseat to the job that pays our bills. So we’d like to extend our appreciation that you are still here and listening. Today Heather, the principal, and Anne (#2), our teacher’s Union representative, are joining us to discuss the topic of teacher evaluations. You know, that lovely time when an administrator sits in the back of your classroom taking copious notes while watching you attempt to be completely natural while teaching. We discuss: What admins are really looking for, the purpose of these evaluations, rights teachers have if they receive a bad evaluation, and of course, our suggestions for how to make evaluations more effective. Speaking of evaluations… We’d LOVE it if you’d evaluate us. Please rate and review our podcast on your favorite platform so more people can find us. And share this podcast with other education-minded people (which means everyone, because everyone should care about education!) By the way….anyone else find it interesting that education was hardly mentioned in the run-up to this election? I remember when claiming to be the “education candidate” was a thing.  Just sayin’   Hope you enjoy today’s show and thanks again for listening! Please visit www.TransparencyinTeaching.com for more episodes! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

Our guest co-host, fellow co-worker and single parent, Angel, joins us today to share her unique (or not so unique, depending on your family dynamic) situation of juggling two elementary school aged children during distance learning, while also wearing the seventh grade science teacher hat. She discusses how she often must excuse herself from teaching her junior high students, to help her daughters as they stand just off camera, staring at her, while quietly mouthing the word " Mom...Mom...." and how she must deal her first grader's melt down when things go south during an online session. Angel gets real about how today's current demands can bring feelings of inadequacy in both her roles as teacher and mother. The girls go off on blank assignments students turned in for credit and how students seem to think this level of work should count. They discuss the value of boredom and Angel and Jen share a game they played with their students that increased engagement and helped develop a better class dynamic. Anne also shares a lesson that reminded her why she loves teaching. Finally, Anne gets on her pulpit to remind us that teaching is the most important profession of all. The sharing of knowledge, the passing down of wisdom, admitting our errors and helping others learn from our mistakes, is the basis for improving and developing a working society of intelligent, empathetic humans who have the common goal of making sure all people have the opportunity to succeed. So, go proudly forth into yet another Google Meet and get after it. For more fun and adventures, go to WWW.TRANSPARENCYINTEACHING.COM Leave us a voice comment to share on our next episode https://anchor.fm/transparencyinteaching/message Let us know how you like (or dislike, or are mildly annoyed by, perhaps even incredibly delighted by) our new shorter format. Share your thoughts in the comments. PLEASE rate and review us on your favorite listening platform. Your comments are extremely helpful! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app · Charity Promotion: Democracy Works: This advertisement is part of a charitable initiative in partnership with Democracy Works. howto.vote --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support

We are feeling swamped with back to school Covid Style. Planning lessons for 2 1/2 hour synchronous classes and 150 minutes of weekly asynchronous work is time consuming. So until we find our rhythm we are bringing you mini lunchroom conversations about topics that are on our minds now and updates on how teaching virtually is virtually killing us. Today we discussed what our first week back in front of our computer monitors was like. We talk about what is good, getting to interact with our students, and what is bugging us , taking attendance and not being together. We talk about how the tech we are supposed to be using is not working properly, (Blocksi is a program we use to monitor student screens ) or how that tech is a pain in the backside. (C'mon Google Meets? What's up with no integrated breakout rooms???) We hope you enjoy our mini version. Don't worry, Sharyn still has time to drop a bunch of F-bombs! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/transparencyinteaching/message Support this podcast: https://anchor.fm/transparencyinteaching/support