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Transforming Education: Ninth in a series

Details: Created: 16 May 2022

TRANSFORMING EDUCATION TODAY
(Ninth in a Series of Interviews with Education Leaders)
Featuring Peggy Brookins--

President & CEO of

The National Board for Professional Teaching Standards

Note from Chuck Cascio: Given the difficult issues facing educators today in the USA, I have been running a series in which I contact established educators and request their insights, in theirown words, on a number of vitally important education issues. Readers who would like to comment on the views expressed may email me at chuckwrites@yahoo.com. My Twitter handle is @ChuckCascio. Not all comments will be responded to by me and/or the individuals interviewed, but all will be read and, if appropriate, forwarded to others engaged in meaningful education reform. I am honored to present as the ninth interview in this series the views of Peggy Brookins, President & CEO of the National Board for Professional Teaching Standards (www.nbpts.org) who has dedicated her incredible career to all aspects of education. Peggy's profile appears below:

Peggy Brookins is President & CEO of the National Board for Professional Teaching Standards and a former NBPTS Board member. Her long career as an educator includes many national leadership positions and accolades. In July 2014, President Barack Obama named Peggy as a member of the President’s Advisory Commission on Educational Excellence for African Americans. Peggy came to the National Board from the Engineering and Manufacturing Institute of Technology at Forest High School in Ocala, Florida, which she co-founded in 1994 and where she served as director and as a mathematics instructor.

In addition to being on the NBPTS Board from 2007-2011, Peggy has served on the board of the Conference Board of Mathematical Sciences Ad Hoc Committee on Teachers as Professionals; the Content Technical Working Group for the Partnership for Assessment of Readiness for College and Careers; as a commissioner on the Council for the Accreditation of Educator Preparation (CAEP); the P21 Executive Board; and the Southern Regional Education Board (SREB) Teacher Prep Commission. She has been a national trainer for AFT (Thinking Mathematics K-2, 3-6, 6-8 Common Core, collaborator, and national trainer for Thinking Mathematics 6-8).

Peggy also currently serves on the Advisory Board of Digital Promise; the National Center on Education and the Economy (NCEE) Executive Board; the Fund for Teachers Executive Board; the Out Teach Executive Board; Bowie State University and the STAR Program Advisory Board; the National Geographic Education Audit Advisory Board; the Eddie and Jules Trump Foundation of Israel Advisory Board; the Class Strategic Advisory Board; the Learning Variability Project Advisory Board; the Global Teacher Leadership Advisory Board; and Teach Plus.

Peggy achieved her certification in Adult and Young Adolescent Mathematics in 2003 and renewed in 2013. She was inducted into the University of Florida Alumni Hall of Fame in 2009, received the Massachusetts Institute of Technology (MIT) “Woodie Flowers” Award in 2016, is a Florida Education Association “Everyday Hero,” and received the association’s Excellence in Teaching Award. In 2013, Peggy was named an Aspen Ideas Festival Scholar.

>>>Recalling your own life as a student, going back as far as you would like, what do you remember as the most positive and most negative educational influences for you personally?

These two things actually occurred at nearly the same time. When I was in the 4th grade, we integrated a school in Florida, which was a foreign thing to me. At this particular school, there were only a few of us who were children of color – myself and my two brothers. You can only imagine the insults that were thrown at us every single day, and there was no punishment for the children, and adults, throwing those insults. I was told that those people in my new school “just need time to get used to this.”

Even as a child, I saw right through that. I saw the overt racism for what it was. But from the minute I walked out of the door, to when we got on the bus, to arriving at the school campus during the school day, and finally, taking the bus home–it was constant. One of the worst parts of those experiences was having a teacher say out loud, “You people shouldn’t even be here with us.” To this day, it horrifies me that an adult would say that to a child. It was unbearable almost to a point, but my parents would sit us down constantly and we would discuss why this was necessary and the better option for our education, and really for our community, in the long-run.

But the best experience, still at the same school, was my 5th grade teacher, Mrs. Cooter. She was a new PE teacher at the school. I thought she was just beautiful; she had blonde hair and blue eyes. And she was married to a Black man and was treated terribly by her peers because of it. She became an ally and a champion, and my brothers and I knew we could find her at any time of day when we needed support and safety and someone we could trust. She met us at the bus each morning, she walked us to the bus after school, she looked out for us and other students who faced discrimination because of how we looked.

We could have just said “no” and gone to a different school, but my parents knew it belonged to us just as much as anyone else. And thanks to the positive influence of great educators, we were able to not just exist but to thrive.

>>>Can you identify an educator (or educators) who provided you with uniquely positive insights into subject matter as well as teaching style? If so, please explain what made them unique.

I had a 6th grade English teacher, who I have since continued to see and keep in touch with as an adult and as an educator myself. Again, I was the only child of color in the classroom. She loved Shakespeare and loved teaching French phrases (even though she spoke them with a Southern accent). In 6th grade, we were learning Shakespeare; we even performed the play, Macbeth. I loved it. I loved the history and the poetry. I memorized every word and I wanted desperately to be in that play. My teacher sat me down and said, “I know you can play Lady Macbeth. But you also know why you can’t play the part.” And I knew what she was referring to. There would be pushback from within my school and throughout our community – there was still segregation and discrimination that impacted these decisions. But she explained why I would be great at playing a different, still important, role.

I can still recite lines from Shakespeare. We were reading what high school students were reading and connecting all of the stories of Macbeth and Shakespeare to real life. And as an educator myself down the road, that’s what I did in my own classroom. I connected with students on an individual level, and I excited students about learning and impacts inside and outside of the classroom.

Then, I had a chemistry and physics teacher (and S.T.E.M. is what I would eventually teach). He was my first teacher of color, and we were the only two people of color in the room. His class was filled with who were thought to be, and were labeled, “advanced” White children, and they very clearly discounted his presence and experience to be teaching at a “high level.” He would set up labs and stay after classes with me to dig deeper into the science. He gave me perspective of how huge the universe is and how small we all are in comparison. This was during the start of the U.S. space program and it evoked a love for science, space and chemistry.

We dwell on things that are so absurd in the big picture, but he connected your head with your heart and your hands and taught us how to apply information in many different ways – and those are life lessons you carry with you.

>>>What inspired your career as a leader in education?

Hands down, what impacted me most were my own experiences, and making sure that people in my presence had a different one. I was determined to make sure my students always felt challenged, and had someone who believed in their ability and gave a sense of belonging. And this is why I became a National Board Certified Teacher and am proud to lead the organization today. Those tenets of teaching are the 5 Core Propositions of NBPTS. It’s about building meaningful relationships. It’s your job to make students feel welcome, challenge them, push them. In order to do that, you have to do that for yourself. And you have to lead by example, even when it may not be comfortable. I was fortunate enough to see that in some of my teachers and in the example my parents set for me and my brothers, and it’s why I do what I do.

>>>What do you see as the major challenges in education today?

There is no shortage of challenges that educators in this country face, especially right now. People think we’re on different pages or different sides of an issue. Everyone wants an incredible education for their children; a respected, well taught, safe environment with a sense of belonging. But it’s a problem when some people think others don’t deserve that. When we start dividing who deserves what, we have a problem. Truth has to be a part of anything we put in front of children, even if that truth is different from untruths they have been told over the years and causes them to begin to examine real truths for themselves.
And, teacher recruitment and retention continues to be an issue, especially with the challenges of COVID, but it is one that can be mitigated. Teachers deserve to be respected, provided with the resources they need, fairly compensated and given a seat at the decision-making table. We value and advocate for these things at the National Board, and Board Certified teachers feel better supported and prepared to face the challenges we face. During the pandemic, as we saw the highest educator burnout and turnover in recent memory, NBCTs had higher than average retention rates and felt more prepared.

>>>What can be done to encourage people to go into teaching or other areas of education?

Elevating and respecting the profession; increasing teacher pay to a liveable wage; working conditions that listen to those of us doing the work; ongoing support and professional development; a seat at the table – just to name a few. These are all things that Board Certification addresses and works toward. If every teacher were a Board Certified teacher, we would solve many of the barriers to entering the profession as well as elevate the profession appropriately. We need the increased and ongoing support of parents, community and our leaders.

>>>What makes you optimistic about education when you look ahead for the next 3-5 years and what concerns you the most over that time period?

The National Board makes me optimistic because there’s nothing stronger than an accomplished teacher. National Board Certification is the most respected professional certification available in education and provides numerous benefits to teachers, students and schools. It was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide. We are lifelong learners. We build respect and relationships. And we prepare our students to be good stewards and citizens.

A concern is not having access to those educators. It’s taking people too long to figure out that teachers need pay, support, resources, etc. Teachers deal with the most precious capital we have--children.

>>>What would you consider to be the single most important key to positive transformation of education in the US?

That’s an easy one: full funding for every teacher in America to be Nationally Board Certified!

Comments? Please write to chuckwrites@yahoo.com

AND BE SURE TO VISIT: www.nbpts.org for more info about the incredible work of the National Board for Professional Teaching Standards!!!

Transforming Education: Eighth in a series

Details: Created: 04 May 2022

TRANSFORMING EDUCATION TODAY

(Eighth in a Series of Interviews with Education Leaders)

Featuring Marc Cascio

Note from Chuck Cascio: Given the difficult issues facing educators today in the USA, I have been running a series in which I contact established educators and request their insights, in their own words, on a number of vitally important education issues. Readers who would like to comment on the views expressed may email me at chuckwrites@yahoo.com. My Twitter handle is @ChuckCascio. Not all comments will be responded to by me and/or the individuals interviewed, but all will be read and, if appropriate, forwarded to others engaged in meaningful education reform. I am pleased to present as the eighth interview in this series the views of Marc Cascio, my son whose extensive career in education has included a number of key roles that have provided him with unique insights. Marc's profile follows:

My son Marc Cascio has worked for Fairfax County (VA) Public Schools, the same system in which he was educated, for nearly 30 years, beginning as an Instructional Assistant in the Prescriptive Learning Program that brought problematic students together with students who weren’t proficient with the English language. His second role in the classroom came the following year when, at 22 years old, he worked as an Instructional Assistant with a teacher whom he describes as "a caring, competent professional." Marc then took a position in the Safety and Security Office of the same school, spending the next five years in that role, a “job that provided a deep understanding of what goes on behind the scenes of a typical American high school."

Marc completed his Masters Degree in education at night and then student-taught at the same school where he had been working. Of his student-teaching experience, he says, "I couldn’t have had a better mentor teacher; he was very complimentary to me, while simultaneously helping me straighten out some of the rougher edges of my teaching style." In the middle of the school year, Marc was hired at another school as a full-time faculty member to replace two teachers, one who had died and another who had resigned, beginning his novice instructional career with over five ninth grade English classes. After several years, he moved to a school that he calls "pretty much one of the crown jewels of the county as far as educational achievement and affluence go." He continues to teach there, a school he says he loves.

Over the course of his dynamic career, Marc has taught every level of ninth, tenth, eleventh, and twelfth grade English; AP English Language and Composition; English for Secondary Language Learners; and Speech and Debate in addition to coaching high school boys JV soccer, boys varsity soccer, girls varsity soccer, and JV and varsity wrestling. As Marc says in reflecting upon his career, "While I wouldn’t say I am a leader, I can definitely say that I know the educational landscape of high schools very, very well!"

Help spread the word: #TransformEducation

>>>Recalling your own life as a student, going back as far as you would like, what do you remember as the most positive and most negative educational influences for you personally?

I think I had a relatively uncommon experience growing up and going through the school years. Even though I probably never lived more than ten miles away from where I was born, I somehow managed to go to six different schools before graduating from high school. I started my elementary school going to what would be considered a low-income school. Although some of the experiences there only remain in my memory because of the violence (one day a boy in my first grade class physically fought the principal--and he gave him a pretty good battle!), I remain grateful to a teacher there named Mrs. Berger who diagnosed me with an issue that looked and sounded a lot like dyslexia. I recall being pulled out of regular classes and having to go to this thing called SULA (an acronym for “Step Up Language Arts”) and went on to become an English major, an English teacher, and a freelance writer who has sold plenty of articles.

That was a LONG time ago (I am 51 now!), but it introduced a constant in the education I received throughout my elementary, middle, and high school years: I wasn’t all that interested in most subjects, as painful as that is to admit, BUT when I had teachers who I really wanted to impress and who I felt really cared about me individually, I would want to please them. The impact of personality had a great deal to do with what kind of effort I put out. So, as a teacher now, I try to be friendly, outgoing, and understanding. That probably means that kids pull the wool over my eyes sometimes, but I would still rather be the way I am than a stodgy “Sage on a Stage.” Life is too short for that, and you don’t get to maintain the relationships with students if you act that way.

As a teacher for nearly three decades now, I have to also say that my earliest elementary experience was valuable to me in that it taught me how important school leadership was. I have worked at some very rough schools and some very tame and affluent ones, and kids are kids. If a potentially bad environment is managed by an astute, dedicated, and conscientious administrative team, the teachers are happy and so are the students. The micromanagers and/or the ones who just feel their fingerprints have to be on everything can turn even the most functional schools into a hot mess.

>>>Can you identify an educator (or educators) who provided you with uniquely positive insights into subject matter as well as teaching style? If so, please explain what made them unique.

I could do this with several, but I am going to pick one whom I remember very well and whose class I loved to attend. The teacher’s name was Beryl Bolton, and I had her for a Sociology class that was an elective. Mrs. Bolton was amazing: she was energetic, she laughed constantly, and she was remarkably adept at presenting really complex issues in a manner that made us examine them from all sides. We had quite a mix of personalities in that class including some kids who were problematic for other teachers, but nobody wanted to make Mrs. B. angry. I still have friendships with people I hadn’t previously met until meeting them in that class 35 years ago!

>>>Has the remote learning that started as a result of the pandemic become entrenched as a new direction that education will take and, if so, could it have a positive impact?

The pandemic break was awesome for me because it gave me the chance to learn technology that I never would have learned had it not occurred. I hate to admit it, but I was content with the way I was doing things because I had always done them “that way” and my perception was that it would take a Herculean effort to teach this old dog new tricks. Man, was I wrong! Educational technology is probably the one aspect of education that I can say has evolved appropriately with the times. Real time surveys, instantly observable answers from myriad students, and the utter joy of self-grading tests have made lessons so much more engaging and has taken some of the strain off of teachers as far as grading goes.

I think every teacher I know would say that creating lessons is more fun than it ever has been and when you are having fun, it doesn’t seem like work. I love watching students really engage in lessons, and technology is an inexorable part of that. Plus, we all HAD to learn it just to survive, and it turned out to be a hell of a lot easier than I thought it was going to be!

>>>Do you think the holistic method of student evaluation that seems to be taking hold is as effective as the more traditional, categorical evaluation that used to be the norm? Please explain why or why not.

Yes! I hope someday grades are just gone and we teach kids using benchmarks or something similar. As it is, the grading scale in my county has become all but useless. The scale is now 50-100. There are so many problems with that that I can’t even begin to detail them because they all dovetail into each other.

I would love to see students learn through action! Let’s say we give students a murder mystery: You could include physics in by looking at blood spatter (gross, I know), you could teach biology through DNA evidence, you could get English in by creating faux press releases, etc.

Three in five kids are obese in America and seventy percent are considered sedentary based on data supplied by students themselves, but what do we do with them at school? We plunk them into chairs in the same manner kids were treated in the 1800s. Is there any wonder we see so many ADD and ADHD issues? There are better ways to learn, better ways to create productive students, and better ways to assess students than what we have. Just take a look at how creative companies like Pixar run their businesses—if you do, you will wonder why we are so archaic in our teaching and assessing methodologies.

>>>Are standardized testing and traditional roles to teaching and evaluating in need of transformation and, if so, what should they look like?

Yep. They should be bailed on, and we should start anew. The first thing that should happen is that we should invest money in ways that benefit all students. People hate it when I say this, and even my own dad (LOL) somewhat disagrees with me, but I feel we should get rid of high school sports (and remember, I was a coach!) for several reasons:

1. With the surging importance of club sports, many high school sports have ceased being an avenue to collegiate athletics. Many high level athletes view high school sports as being “just for fun” which further emphasizes how unfair it is that they are funded by the entire tax base.

2. High school sports are funded by all taxpayers, but only those whose children make teams enjoy the benefits of them.

3. They also use funds that could be applied elsewhere.

Instead, I believe with the funds saved by eliminating high school sports, every school could be given top-notch exercise equipment with enough variety to meet the needs of every student. In that manner, the taxpayers’ money would benefit all students and the undeniable link between physical activity and academic achievement would be addressed much more efficiently. For example, the athletic fields could be changed into agricultural fields, and kids could learn nutrition, math, biology, horticulture, botany etc., while creating farm-to-table food situations for the schools.

There are so many ways to do things better—all we need to do is to admit that what we are doing is antediluvian and look for realistic ways to change things for the better.

>>>What can be done to encourage people to go into teaching or other areas of education?

As much as I have enjoyed my career I am reluctant to recommend it to anyone. I have three children, and the financial strain of affording a family on a teacher’s salary can be taxing on every aspect of life. In my nearly thirty years as a teacher, I have never worked just one job. I have always had to supplement my income, and even then my family and I have never been on a vacation for just the five of us. By the time we pay for everything we need to pay for, there just isn’t enough money left to take a vacation. The only way to entice people into this profession is to pay them more.

People SAY they value teachers, but recently in my county a restaurant tax was proposed and the revenue was supposed to bolster teachers’ salaries. The tax was voted down. It seems that saving a few dollars while going out to eat was more important to the majority than keeping quality people in education. What does that tell you?

>>>Looking first at K-12 and then at higher education, name at least three things that you hope will occur within the next two years to help strengthen them.

Get rid of standardized tests, update assessment methods, and begin having REAL conversations about how to make U.S. education better.

Comments? Please write to chuckwrites@yahoo.com

Transforming Education: Seventh in a series

Details: Created: 21 April 2022

TRANSFORMING EDUCATION TODAY
(Seventh in a Series of Interviews with Education Leaders)
Featuring Wendell Byrd

Note from Chuck Cascio: Given the difficult issues facing educators today in the USA, I have been running a series in which I contact established educators and request their insights, in their own words, on a number of vitally important education issues. Readers who would like to comment on the views expressed may email me at chuckwrites@yahoo.com. My Twitter handle is @ChuckCascio. Not all comments will be responded to by me and/or the individuals interviewed, but all will be read and, if appropriate, forwarded to others engaged in meaningful education reform. I am pleased to present as the seventh interview in this series the views of Wendell Byrd, former elementary school teacher, coach, and education entrepreneur who has dedicated his career to all aspects of education. Wendell's profile appears below:

Wendell Byrd, a renowned teacher for 31 years at Hutchison Elementary School in Herndon, VA, in 2003 founded the non-profit Readers Are Leaders, a program that trains high school athletes to tutor elementary school students in reading. The program's goal is to "promote growth for both our student-athletes and our young readers" and the statistics it has achieved in improving student reading skills are truly impressive. As head basketball coach at South Lakes High School in Reston, VA, Wendell amassed more than 450 victories, nine district championships, and six regional championships. Wendell continues to apply his coaching and teaching skills to his Readers Are Leaders program. For more information about Reader Are Leaders, and to make a donation, go to https://www.readersareleadersnonprofit.org.

Help spread the word: #TransformEducation

>>>Recalling your own life as a student, going back as far as you would like, what do you remember as the most positive and most negative educational influences for you personally?

My most positive influences as a student would be two people, one in elementary school and one in high school:

In 1964, schools in the City of Falls Church, VA, became integrated. I attended Madison Elementary for fifth and sixth grades (one of five Black students in the school). At the end of fifth grade I was named co-captain of the patrols. During those times each school would send their captain(s) to a patrol camp for developing young leaders. Mr. Chuck Koryda, our principal, provided all of the paperwork to share and to be signed by our parents (the camp was held in southern Maryland). After returning the paperwork a few weeks later, Mr. Koryda called me down to his office and said, “There is a problem with camp--I was told that they will not allow Black students to attend.” He followed up with, “So I will find a camp were you and Larry (the other co-captain) can attend together.”

We sat there a while talking about how important it is to see people for who they are, not by what they look like. I learned a lot from Chuck Kordya in my two years at Madison, encouraging me to be the best. And, believe it or not, Chuck Koryda became my principal at Hutchison Elementary in Herndon, VA, for a few years where I taught for 31 years!

Second of the positive influences would be Bernie Bronstein, a teacher in 1966 at George Mason High School, also in Falls Church, VA. Bernie and I made a connection the first day we met. He was the true definition of a mentor – a person that teaches or gives help and advice to a less experienced younger person. I was lucky to have Bernie in my life to share so many life lessons with me. Our relationship continued to grow throughout high school and college, and he remains a life-long friend.

When I became a teacher/coach I was determined to always be the best example and provide the needed support to all of the students that I came into contact with.

>>>Can you identify an educator (or educators) who provided you with uniquely positive insights into subject matter as well as teaching style? If so, please explain what made them unique.

I was very fortunate to work with many outstanding educators. In 1975, I started my career in teaching at Hutchison Elementary in Herndon, VA. It was a brand new school and the principal was unique in staffing—half the staff were women and half were men. I was teamed with a veteran teacher, Kay Bean, and she became a mentor and friend. In education, teaching styles and strategies come and go (the vicious circle). Good educators like Kay, would take the good out of all of the styles and strategies and provide their classrooms with the best learning situation.

>>>What inspired your career as a leader in education?

Being surrounded by strong educators who were in the profession with the main goal of supporting all students.

>>>Who should have the final say in what is taught in schools?

Final say has to come from elected leaders who should have a heartbeat of what is going on in their district. That is why voting for representatives who meet your needs is essential. Your School Board should be listening to administration, teachers, parents and, really, their community as a whole. They are elected to make the best overall decisions for everyone.

>>>Should high school and college students be encouraged to participate in internships to help enrich their learning? If so, what can be done to stimulate this participation?

Yes, I agree that high school and college students should be encouraged to participate in internships to help open their eyes to a great profession. High schools should promote “Teaching Clubs” and provide opportunities for those students to intern under strong professionals who will endorse the educational field (and not just have them grade papers!).

Transforming Education: Sixth in a series

Details: Created: 07 April 2022

TRANSFORMING EDUCATION TODAY
(Sixth in a Series of Interviews with Education Leaders)

Featuring Lindsay Trout

Note from Chuck Cascio: Given the difficult issues facing educators today in the USA, I have been running a series in which I contact established educators and request their insights, in their own words, on a number of vitally important education issues. Readers who would like to comment on the views expressed may email me at chuckwrites@yahoo.com. My Twitter handle is @ChuckCascio. Not all comments will be responded to by me and/or the individuals interviewed, but all will be read and, if appropriate, forwarded to others engaged in meaningful education reform. I am pleased to present as the sixth interview in this series of the views of elementary school principal Lindsay Trout, recipient of the 2021 Fairfax County (VA) Public Schools Principal of the Year Award as well as a Best of Reston (VA) honor. Lindsay’s profile appears below:

For the past 10 years, Lindsay Trout has served as the principal of Terraset Elementary School in Reston, VA, the school she attended as a child. Her passion as an educator started as an elementary school special education teacher in Fairfax County (VA) Public Schools. Lindsay coached high school basketball and soccer at South Lakes High School in Reston before becoming a special education and leadership teacher there, which is also her high school alma mater. After earning a Masters in Educational Leadership from George Mason University in Fairfax, VA, Lindsay became an assistant principal at South Lakes. When Lindsay became eligible to seek a principal position, she was selected to fill that opening at Terraset. Lindsay prides herself in a lifelong mission of giving back to the children and families of Reston, because she says the lessons she was “showered with there hugely impacted the servant leader” she strives to be every day.

Help spread the word with:#Transform Education

>>>Can you identify an educator (or educators) who provided you with uniquely positive insights into subject matter as well as teaching style? If so, please explain what made them unique.

When I think of “those” two teachers whose way of teaching profoundly impacted me as a human being and future educator, I discover a common theme: authenticity. I was lucky enough to have the same teacher, Ms. Anne O’Hara, in third grade and part of fourth at Spring Hill Elementary in McLean, VA. She was a mom first and a teacher a close second. What made me want to be my best self was how she emulated being “real.” She often shared how her high school-aged daughter did in her track meets, and occasionally her son would run by the classroom window during the school day. She laughed at herself; she laughed with us; she cried and showed us how to always have space for emotions while we learned about the State of Virginia, played (competitive) kickball, or stuck up for each other in the cafeteria. Because of these lessons, we wanted to do our best and be our best…and for me, that meant wanting to be a teacher—just like her.

Similarly, when I was a junior at South Lakes High School in Reston, VA, I had the great fortune of being chosen for the newly formed Leadership Class. The class was unique to South Lakes with no established countywide curriculum; therefore, the curriculum and focus was left to the teacher, Mrs. Faye Cascio. Our first assignment of the year set the tone that this was going to be a space of vulnerability as a way of learning authenticity. Like all exemplary educators, Mrs. Cascio modeled the “work” for this assignment. We were to bring in a song that revealed something about us/our lives/our paths as a way of introducing ourselves to each other…a way of creating a powerful classroom community. Mrs. Cascio was not above this work; rather, she courageously shared a song (a Kathy Mattea song, I still remember it!) that expressed the difficult, yet hopeful, time that was her current reality. We walked into that special classroom as strangers, and through her raw vulnerability we were instantly committed to each other, ourselves, and the work of servant leadership. (And that’s not easy to do with 22 self-absorbed teenagers!)

>>>What inspired your career as a leader in education?

When I was 13 my mom went back to school at George Mason University in Fairfax, VA to get her teaching degree in physical education. As a student in that program, she had the opportunity to volunteer at a huge Special Olympics Track and Field meet. I asked if I could go with her to volunteer. When we arrived and checked in, we were told that we were designated “huggers” and that I was assigned to any and all athletes in Lane 4 on the track. A few races in, an eight-year old named Chuckie came through the finish line in his wheelchair powered by a lever on the right side of his cheek because he was born without arms or legs. Chuckie’s affect was flat—no smile, no glimmer in his eyes and the second I lifted away from the hug I gave him, I decided I was going to stay with him through his events until he smiled. I abandoned Lane 4, checked Chuckie’s schedule of events and together we went from one event to the next. Finally we were at the softball throw station where he took his spot next to a catapult device that he could operate with his head and neck. He hoisted back the catapult, released it and that softball launched, and so did his smile for the first time all day.

After the event, Mom and I got back into her Oldsmobile Omega and I said, “Mom, I want to be a special education teacher.”

>>>Identify a couple of accomplishments that you and/or members of your school and/or organization achieved that you feel have had a lasting impact on education.

When I taught leadership in Mrs. Cascio’s footsteps at South Lakes High School, some of my students with special needs were part of the class. It was an ‘integration’ that most students had not been privy to before. Students with significant intellectual disabilities and students with severe physical impairments were integral members of our classroom community rooted in servant leadership. I created safe spaces and opportunities for students to tell their own stories about what it is like to have severe cerebral palsy or to have learning difficulties. We learned profound lessons like how to be comfortable in really long wait times so that students could attempt (and often fail) intelligible speech only to be relegated to an assistive communication device in order to participate in a classroom discussion.

Students learned that sometimes it is blatantly obvious what someone has to offer to a situation or a cause and sometimes it takes locking arms, opening ears and being patient to learn what special contribution a person can make. As a result of living (not just learning) servant leadership, students learned to act when there was a need—a lesson I believe many of them took with them into their post-high school lives. They raised thousands of dollars for victims of Hurricane Katrina, as well as for a classmate going through cancer treatment, and also hosted a bone marrow drive (the biggest the area had ever seen) for someone they didn’t even know. These opportunities obviously impacted those in need at the time and put the students on a path of making a difference.

As principal at Terraset Elementary, through the course of the pandemic, we developed a mission called “Terraset Together.” The idea came during the aftermath of the George Floyd murder as the pandemic forced us all to be isolated in our homes. We badly needed connector pieces in a time where we felt unreachable to one another. These connector pieces especially had to reach those who felt disconnected BEFORE Covid and the George Floyd killing. We created forums where voices were not just heard but were invited to share. We didn’t just invite families who did not feel part of the conversation, we truly listened to and embraced what they had to say. We summarized our mission as a need to “do better and be better for all of our children and families” and to feel like we are making progress…in an area where there is lots of work to be done.

>>>What do you see as the major challenges in education today?

Public school systems’ way of educating children is antiquated and horrifically slow to change. Simply put, we still teach too much to one type of child/learner. We, as public school educators, do not have enough options/pathways/entry-points for students to learn their strengths in order to have something strong to build upon. Instead, we ask all students to enter a narrow pathway and hope that they have some success along the way. When they don’t (because of different learning styles and abilities, vastly different interests and needs), in essence they “fail” right to a dead end. The reality is that we, as educators, have failed to find them their path—the one that goes and goes and goes.

>>>Who should have the final say in what is taught in schools?

In essence, students should have the final say about what is taught in schools. There is grave disproportionality between how times have changed and how public schools have not evolved since the creation of public schools in the early 1800’s. At that time, schools had a singular purpose of preparing people for democratic citizenship; we now need schools to have a space for every single child to discover their path to a productive, kind, contributing citizen. We, as a public school system, need to create more and different entry points that meet children and families where they are. We need to help children create their own paths instead of having all paths converge into one common walkway.

Send comments to chuckwrites@yahoo.com

Transforming Education: Fifth in a series

Details: Created: 25 March 2022

TRANSFORMING EDUCATION TODAY

(Fifth in a series of interviews with education leaders)

Featuring Paul Thomas

Note from Chuck Cascio: Given the difficult issues facing educators today in the USA, I have been running a series in which I contact established educators and request their insights, in their own words, on a number of vitally important education issues. Readers who would like to comment on the views expressed may email me at chuckwrites@yahoo.com. My Twitter handle is @ChuckCascio. Not all comments will be responded to by me and/or the individuals interviewed, but all will be read and, if appropriate, forwarded to others engaged in meaningful education reform. I am pleased to present as the fifth interview in this series of the views of education entrepreneur Paul Thomas (www.docentlearning.com Email: docentlearning@gmail.com), whose profile follows:

Paul Thomas is the Chief Learner for Docent Learning. Paul started out as a high school math and computer science teacher at Thomas Jefferson High School for Science & Technology in Northern Virginia. Since then, he has spent the past 26 years developing research-driven curricula for small startups, public corporations, and nonprofits. His work includes dozens of courses for virtual, blended, and traditional classroom contexts as well as a dozen textbooks. Paul attended Hunters Woods Elementary (VA), Herndon Intermediate (VA), and South Lakes High School (VA) before attending MIT and George Mason University.

Help spread the word with: #Transform Education

>>>Recalling your own life as a student, going back as far as you would like, what do you remember as the most positive and most negative educational influences for you personally?

I had one great teacher in middle school and a long list of great teachers in high school who were positive influences on me as a person and as an educator. Kathy Leis taught me French in 7th and 8th grade. She knew her stuff and was great at teaching it, but her love for her subject and the connections she made with her students were what created a lasting impression on all of us. Madame Leis still inspires me to connect with students and help each student know that I see them, value them, and believe in them.

Thanks to the all-star cast of teachers who were assembled to open South Lakes I had amazing teachers for math (Jerry Berry, Katherine Rowe, and Celeste Penkunas), English (Tim Isaacs three times), History (Dave Rousch twice), and Science (Lisa Wu (nee Lyle), Carolyn Lavallee, Leon Hawkins, and Faye Cascio). Each had a passion for their field that was absolutely infectious, and they cared about us students so much. I’ve spent every day of my professional life trying to be as kind as Jerry, as passionate as Carolyn, and as good at conveying big ideas as Faye.

The lone negative influence I can think of is my 7th grade math teacher. I won’t name the teacher or go into details except to say that they were not happy to be teaching math. They cared only about answers (and not at all about how anyone thought). The most enduring thing I carry with me from that teacher is having seen the form on which, when asked if I should take Algebra in 8th grade, was the reply, “NO!!!!” I counted the exclamation points.

>>>Can you identify an educator (or educators) who provided you with uniquely positive insights into subject matter as well as teaching style? If so, please explain what made them unique.

Faye Cascio was (and is) remarkable. She did such an amazing job of conveying the big ideas of biology that I still remember a stunning amount of what she taught me. The way she wove stories with the content to make everything such a beautiful, coherent whole has stayed with me to this day. Literally. I still have my AP Biology notebook on a shelf. I’ve thrown away every other notebook from SLHS and MIT and GMU, but I have kept that one.The others worth noting are Jerry Berry and Katherine Rowe. Jerry was as kind and affable as Katherine was tough and strict. No two teachers could have been more different, but both were amazing. When I taught Algebra II/Trig at Thomas Jefferson, I leaned heavily on the methods Katherine showed me. When I taught Computer Science at TJ, I did it as a team with Jerry. Each influenced me profoundly.

>>>What inspired your career as a leader in education?

My mother was a teacher who became an administrator, and it was through her that I realized that there were other ways to make a difference in students’ learning besides teaching them directly. I was also lucky to work on summer projects with an authoring team led by Saul Garfunkel, who had a real passion for re-thinking what we teach and how.

>>>What do you see as the major challenges in education today?

One major challenge is the perceived battle between equity and out-dated ideas of “merit.” So many people are stuck on the idea that standardized test scores are the be-all and end-all of merit. I disagree with the implicit assumption that the point of our public education system is to make the absolute best and brightest achieve as much as they can. Rather, I believe that our public schools have to help every student acquire what my friend and mentor Bror Saxberg would call “the academic keys to the kingdom.”

As a culture, we focus so much on the students who aspire to attend MIT, Stanford, and the Ivies, but I think we should spend more time on everyone else. Those at moderately and less selective public schools, those at community colleges, and those who get sucked into the relentless maw of for-profit universities. Our education system has driven more students into higher ed, but we haven’t improved 5-year graduation rates, and this has saddled poorly served students with crippling debt. We need to do better by the middle 80%.

>>>Has the remote learning that started as a result of the pandemic become entrenched as a new direction that education will take and, if so, could it have a positive impact?

The pandemic has disrupted K-12 education. I think one upside is that it has helped teachers and students explore new ways to work. Students need to master more than the specific content standards for their courses. They also need to learn how to communicate and collaborate. They need to learn critical thinking and how to be creative. Ultimately, students need to be able to do all these things in digital contexts, so I think that adding digital tools to teachers’ and students’ toolboxes is a good thing.

>>>Are standardized testing and traditional roles to teaching and evaluating in need of transformation and, if so, what should they look like?

Our assessment methods need to be transformed, but I think that transformation is underway. More and more colleges and universities are moving to test-blind and test-optional admissions. Still, the battles continue.

A few thoughts: First, people who want to keep old admission tests aren't defending some true idea of merit, but rather “a particular idea of merit.” People with the time/gumption to prepare their kids for standardized tests think that eliminating them is an attack on some grand idea of merit. What if MIT, Stanford, Stuyvesant, TJ, and other super-selective schools set minimum GPAs and generalizable measures of high academic rigor, and then selected randomly from the resulting pools? No preference for race. No preference for test-prep. Universities could set aside some slots for recruited athletes. GPA and rigor are FAR better predictors of future success than standardized tests.

One last thing: Subjective measures of student success are very susceptible to teachers’ explicit and unconscious biases (e.g., “NO!!!!”), so as a fan of equity, I tend to lean toward objective measures of student goals and learning. That said, I don’t think standardized assessments should be used to fire or pay teachers. They can still provide valuable information and set standard benchmarks.

>>>What do you consider to be the appropriate line between politics and education--including the role of Federal, state,and local governments as well as school boards--in establishing standards, content, and policy, particularly in K-12 public education?

I believe that state boards of education have reasonable roles defining standards and corresponding assessments. The federal government should support education research, and then assemble and disseminate guidance on what works. When it comes to specific content and policy, that should be driven primarily by local school boards.

>>>Who should have the final say in what is taught in schools?

Educators.

>>>What can be done to encourage people to go into teaching or other areas of education?

No teacher goes into the profession expecting to get rich, but most know that job security and a pension often help compensate for the low salary that goes with their calling. Should they get paid enough to live reasonably close to their school? Yes. Not every school district meets this low bar, but even this low bar is not sufficient.

We need to respect the professionalism of educators. Everything we do to diminish their professionalism pushes them away from teaching.

When we ask them to make unreasonable exceptions for our kid, we push them away. When we ask to review every lesson plan and resource they will use for a year, we push them away. When we put their health and safety at the bottom of our priorities, we push them away. When we say that we will judge them based on how affluent and educated their students’ families are, we push them away. When we give them insufficient resources to do their jobs, we push them away.

We need to stop pushing educators away. We need to show that we appreciate and respect them as people and professionals.

>>>What makes you optimistic about education when you look ahead for the next 3-5 years and what concerns you the most over that time period?

I see some organizations identifying problems and trying solutions. Colleges are dropping the SAT. Selective high schools are dropping test requirements. High schools are creating ways to prepare students for careers – not just college. More blended instruction/learning.

I also see young teachers coming into the profession with great energy, ideas, and passion. They are going to do great things and create amazing relationships with students.

>>>What would you consider to be the single most important key to positive transformation of education in the US?

Funding. Having school funding driven by state laws, and ultimately by local taxes creates massive inequities in educational outcomes.

Email your thoughts: chuckwrites@yahoo.com and/or docentlearning@gmail.com

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