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<rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom">
<channel>
<title>News & Press</title>
<link>https://www.proedtn.org/news/</link>
<description><![CDATA[ Read about recent events, essential information and the latest community news. ]]></description>
<lastBuildDate>Sun, 13 Jul 2025 05:07:30 GMT</lastBuildDate>
<pubDate>Tue, 8 Jul 2025 20:05:00 GMT</pubDate>
<copyright>Copyright © 2025 Professional Educators of Tennessee</copyright>
<atom:link href="http://www.proedtn.org/resource/rss/news.rss" rel="self" type="application/rss+xml"></atom:link>
<item>
<title>Background on the Tennessee Comprehensive Assessment Program (TCAP) </title>
<link>https://www.proedtn.org/news/705424/</link>
<guid>https://www.proedtn.org/news/705424/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
BACKGROUND ON THE TENNESSEE COMPREHENSIVE ASSESSMENT PROGRAM (TCAP)  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.08_background_on_the.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
TCAP, or the Tennessee Comprehensive Assessment Program, is the standardized testing program managed by the Tennessee Department of Education. It assesses student performance in core subjects—English Language Arts, math, science, and social studies— for grades 3 to 8 and includes high school End-of-Course exams. TCAP started in the 1989–90 school year and aligns with state academic standards.   Tests are given annually, with accommodations for students with special needs. TCAP measures student learning and school performance, providing Lexile measures since 2010 to track reading progress.   Results are classified as Below Expectations, Approaching Expectations, Meets Expectations, or Exceeds Expectations. This year's tests for grades 3–8 and high school were given from April 14 to May 6, 2025.   Third graders scoring "approaching proficiency" in ELA may be held back unless they retest (May 21–30, 2025), attend summer school with 90% attendance, and show improvement, or enroll in year-long tutoring. Appeals for special circumstances were accepted from May 28 to June 27, 2025, with final retention decisions due in July 2025.   Key dates for TCAP-Alternate (ALT) results start on July 9, 2025, on the TCAP Family Portal. Achievement (ACH) and End-of-Course (EOC) results will be available on July 17, 2025, also on the TCAP Family Portal.   Families can check their student's scores on the TCAP Family Portal using the Unique Access Code (USID), which can be found on the Individual Student Report or obtained from the school. For state-level info, you can visit the Tennessee Department of Education’s Data Downloads webpage under the State Assessments section, and you'll find a summary on the State Report Card that's updated in July.   Making Progress in 2025 The state results highlight positive progress in Tennessee's education system, with <a href="https://www.tn.gov/education/news/2025/7/8/tdoe-announces-year-over-year-improvement-across-all-subject-areas.html">data released today</a>. The 2024-25 TCAP results show improvements in student performance across all tested grades and subjects. Notably, there has been an increase in student proficiency in English Language Arts (ELA), with most tested grades showing gains, particularly in English 1 and 2. The percentage of students falling below proficiency has dropped to a historic low for fourth grade. Gains in ELA range from 0.4% to 3.9% across various grades, reflecting the collaborative efforts of teachers, administrators, and the community.   In math, proficiency has increased across all grade levels, with significant gains in sixth grade and an overall rate of 42% for grades three through eight. Science and social studies also saw improvements, with proficiency rates at 46% and 49%, respectively. The updates emphasize the importance of reading and math skills in supporting overall student success. More detailed information will be available shortly, and the overall message is one of optimism about Tennessee students' achievements.   Complete 2025 TCAP assessment data is available on the department’s <a href="https://www.tn.gov/content/tn/education/districts/federal-programs-and-oversight/data/data-downloads.html">Data Downloads webpage</a> in the State Assessments section under the Assessment Files tab.   Ongoing Concerns While the TCAP results for 2024-2025 are impressive, for many high-stakes testing often narrows the focus to English Language Arts and math, neglecting vital subjects such as science, social studies, music, and the arts. We need a statewide discussion and increased transparency in testing, along with a more balanced approach that prioritizes student growth over test scores. Adaptive testing can personalize assessments, providing a more precise measure of student abilities. Tennessee should consider using technology to create tailored evaluations that empower all learners for a prosperous future. However, we are encouraged by the comments and support of Lizzette Reynolds, Commissioner of Education, and her team at the Tennessee Department of Education   Our Comments “This year's TCAP results reflect significant improvements in all subjects. Today is a good day for the students and teachers in Tennessee. We are proud of the hard work of students, educators, districts, and the ongoing support of parents across the state.” -- JC Bowman, Executive Director of Professional Educators of Tennessee.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 8 Jul 2025 21:05:00 GMT</pubDate>
</item>
<item>
<title>Why We Must Prioritize Mental Health</title>
<link>https://www.proedtn.org/news/705283/</link>
<guid>https://www.proedtn.org/news/705283/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WHY WE MUST PRIORITIZE MENTAL HEALTH 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.07_why_we_must_prior.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Mental health services in the United States are facing a critical transformation due to significant federal cuts to mental health grants implemented during the Trump administration. These cuts have heightened concerns about the quality of care and available resources, directly impacting the escalating mental health crisis, especially among our youth. We must address these issues to ensure that adequate support and care are provided to those who need it.   Nationally, one of every five children has a mental health diagnosis in a given year. In Tennessee, rates of Major Depressive Episode among 12-17 year olds increased from 8.5% to 13.7% in the last decade. More than 60% of children who receive mental health services do so at their schools.   The decision to cut about $1 billion from federal grants allocated through the Bipartisan Safer Communities Act (2022) has faced widespread criticism. These funds aimed to enhance school-based mental health services by hiring psychologists, counselors, and social workers—essential roles for addressing the escalating youth mental health crisis, particularly after tragedies like the Uvalde shooting.   The United States Department of Education explained its budget cuts as part of a strategic realignment with current educational priorities. This decision also aimed to address concerns regarding compliance with federal civil rights laws, particularly those that promote diversity, equity, and inclusion.   The Substance Abuse and Mental Health Services Administration (SAMHSA) has also faced significant budget cuts, resulting in layoffs of over a third of its staff and a budget reduction exceeding $1 billion. This restructuring, merging SAMHSA into the new Administration for a Healthy America (AHA), raises alarms about the future of essential programs like the 988 Suicide and Crisis Lifeline.   Local school districts have felt the financial strain, losing millions in funding, which has led to cuts in mental health staff and programs. This threatens vital services such as the Parent Empowerment Program for students with autism. Critics argue that these cuts disproportionately impact underserved students who rely on these services.   Conversely, the Trump administration defends these budget cuts as necessary for reallocating resources. They argue that some programs were outdated or misaligned with current needs. The Bipartisan Safer Communities Act, once supported by both parties, is now viewed through a lens of fiscal responsibility.   The cancellation of nearly 2,500 medical research grants, particularly those focused on mental health in marginalized communities, adds complexity to the issue. A federal judge has ruled these cancellations illegal, but the disruption has affected research continuity and raised concerns about the long-term implications for mental health studies.   Experts warn that retracting funding could reverse progress in combating overdose deaths and supporting addiction recovery programs, especially in rural communities already struggling with limited resources. The loss of funding for crisis response teams and peer support initiatives may have serious consequences for individuals in need.   Looking ahead, the proposed budget for 2026 suggests further cuts, including a 15% reduction to the Education Department, raising serious questions about the future of mental health services. This ongoing debate reflects a struggle between fiscal prudence and the need for comprehensive mental health support.   Mental health challenges are critical issues that deserve our attention and understanding. It’s crucial that we acknowledge and address these struggles, as they impact the lives of many. Ignoring them isn’t an option; we need to create a supportive environment where everyone feels heard and valued.   While the financial challenges facing mental health services are significant, it is essential to approach the issue with balance. Advocates must engage in constructive dialogue with policymakers to find solutions that ensure the well-being of vulnerable populations while addressing responsible budgeting.   We must foster collaboration among educators, healthcare providers, and community members to ensure mental health services are fully funded and accessible. By doing so, we will create a healthier and more resilient society for all.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 7 Jul 2025 17:07:00 GMT</pubDate>
</item>
<item>
<title>Building Our Nation</title>
<link>https://www.proedtn.org/news/704928/</link>
<guid>https://www.proedtn.org/news/704928/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
BUILDING OUR NATION <img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /><a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025._06.30_building_our_nat.pdf"
" target="_blank"> [View/Download P</a><a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025._06.30_building_our_nat.pdf"
" target="_blank">DF]</a>
 
Thomas Jefferson and John Adams will be forever linked by the significance of July 4. They were revolutionaries, the fathers of a new nation. Their bond ran deep, grounded in ideals of liberty, yet it was not without differences of opinion.   On July 4, 1776, Jefferson penned the Declaration of Independence, marking the colonies' break from Britain. Adams stood alongside him, a fervent champion of freedom, defending the document with passionate resolve in Congress. That day became a lasting emblem of their shared battle for liberty.   In a striking twist of fate, both men passed away on July 4, 1826, precisely fifty years after the declaration they helped bring to life. Adams’ final words, “Thomas Jefferson survives,” resonated with the intertwining of their destinies, though Jefferson had already died hours before—a cruel irony.   Both were titans of the revolution. Adams, the Massachusetts lawyer, and Jefferson, the Virginia planter, collaborated in Congress, united by their commitment to independence and the vision of a republic.   Both Adams and Jefferson served as diplomats in Europe, advocating for the new nation, and their families grew close, with Abigail Adams and Jefferson’s daughter forming a heartfelt connection.   However, time and differing ideologies eventually drove them apart. In 1812, they reconciled, thanks to Benjamin Rush’s encouragement. They exchanged 158 letters over a fourteen-year period, rich in mutual respect and reflections on their shared history. The collection is preserved at the Massachusetts Historical Society in Boston, offering a glimpse into their correspondence and the stories behind their relationship.   Yet, they were not without their disagreements. By the 1790s, their paths began to diverge. Jefferson, a Democratic-Republican, championed agrarian ideals, states’ rights, and limited government. Adams, a Federalist, advocated for a strong central authority and the interests of commerce. Their conflicting visions ignited fierce political battles.   The 1796 election saw Adams narrowly defeat Jefferson, who became vice president. The 1800 election was bitterly contentious, with Jefferson emerging victorious amid personal attacks that strained their relationship, leading to years of silence.   Philosophically, they also drifted apart. Jefferson, the optimist, placed his faith in the ordinary person, while Adams adopted a more cautious stance, advocating for safeguards against mob rule.   Their contrasting temperaments, Jefferson’s reserved nature and Adams’ passionate forthrightness, added to their tensions. Adams often felt overshadowed by Jefferson’s celebrated role as the author of the Declaration, a source of resentment.   Their deaths on that fateful July 4th, fifty years after the signing of the Declaration of Independence, stood as a testament to their enduring bond, symbolizing their lasting contributions to American independence. This remarkable coincidence underscored the intertwined destinies of Jefferson and Adams, highlighting the significance of their partnership in the nation's founding.   Their rekindled friendship, expressed through their extensive correspondence, demonstrated that respect could transcend divisions. The 4th of July remains a powerful reminder of their shared vision and the complexities of nation-building, embodying both unity and the challenges faced in forging a new identity for the fledgling country.   July 4th isn't just a date on the calendar; it symbolizes the spirit of American unity and resilience. It's a celebration of our collective strength and determination, bringing people together to honor the values that define us.   Studying the founders is essential for students to connect with their national heritage. This connection fosters pride and instills a strong sense of duty to uphold democratic values, particularly in challenging times.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 1 Jul 2025 17:24:00 GMT</pubDate>
</item>
<item>
<title>Trade School Numbers Are Up!</title>
<link>https://www.proedtn.org/news/704557/</link>
<guid>https://www.proedtn.org/news/704557/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TRADE SCHOOL NUMBERS ARE UP! 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.06.26_trade_school_numb.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The increasing enrollment in trade schools reflects a significant shift in educational preferences among young adults, driven by a desire for job security, financial stability, and the acquisition of practical skills. With a notable rise in vocational training enrollment and favorable job growth projections in skilled trades, many individuals are recognizing the advantages of pursuing these paths over traditional college degrees.   Enrollment in trade schools is experiencing a notable surge, with a substantial 16% increase recorded from 2022 to 2023, according to data from the National Student Clearinghouse. In the current year, over 1 million students have chosen to participate in vocational programs, a trend primarily driven by the increasing demand for skilled labor across various industries.   The Bureau of Labor Statistics projects a remarkable 10% growth in trade-related employment opportunities through 2032, surpassing the growth rates of many white-collar professions. This significant trend is reflected in the choices of high school graduates, with 32% opting for vocational paths in 2023, compared to only 25% in 2018. This shift can be attributed to several factors, including lower costs associated with trade programs and shorter timelines for entering the workforce. Additionally, the role of social media in reshaping public perceptions has played a crucial part in reducing the stigma surrounding trades, showcasing them as viable and rewarding career options.   A clear and growing trend among young adults indicates a strong preference for trade schools as an alternative to traditional four-year colleges. This preference is primarily driven by their aspirations for job security and financial stability in an increasingly competitive job market. A recent survey conducted by ResumeBuilder.com found that an impressive 42% of Generation Z adults are choosing to enroll in vocational training programs as a means of avoiding the significant financial burden of student loan debt that often accompanies a four-year college education.   Moreover, it is significant to note that 37% of individuals who have already earned a college degree are now seeking vocational training, demonstrating a heightened awareness of the value of acquiring specialized skills that can lead to stable and dependable employment opportunities in various skilled trades. As the job market continues to evolve, these young adults are strategically positioning themselves to align with industries that prioritize practical skills and hands-on experience, thereby enhancing their prospects for future financial security.   The rising costs associated with college tuition and the looming threat of student loan debt serve as major catalysts for this shift in educational preferences. Trade schools offer a more affordable and expedited pathway to gainful employment, enabling graduates to enter lucrative fields such as construction and plumbing. Many members of Generation Z are increasingly drawn to the trades due to the high demand for skilled labor and the job security these positions offer, particularly given growing concerns about the impact of automation on various sectors.   Trade schools place a strong emphasis on hands-on training and the development of practical skills, which resonates with many students who favor a more applied learning experience over a traditional classroom setting. Additionally, some individuals within Generation Z view trade schools as a more direct and accelerated route to entrepreneurship, enabling them to establish their businesses in sectors such as construction, automotive mechanics, and culinary arts.   As societal perceptions continue to evolve, trade schools are becoming increasingly recognized as viable and rewarding career options, particularly for those seeking quicker entry into the workforce and opportunities for entrepreneurship. This trend not only highlights the changing landscape of education but also underscores the importance of adapting to the demands of a dynamic job market. Ultimately, the preference for trade schools signifies a proactive approach by young adults to secure their futures in an ever-evolving economy.
<div> #####
JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please call 1-800-471-4867 ext.100.</div>]]></description>
<category>Editorials</category>
<pubDate>Thu, 26 Jun 2025 16:32:00 GMT</pubDate>
</item>
<item>
<title>Memphis is Full of Heart and Soul</title>
<link>https://www.proedtn.org/news/704470/</link>
<guid>https://www.proedtn.org/news/704470/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
MEMPHIS IS FULL OF HEART AND SOUL 
<a href="https://acrobat.adobe.com/id/urn:aaid:sc:us:a882dc77-5000-4ab8-a813-e8b84aa7bea0 " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Memphis is a city full of heart and soul. Education is critical there. To improve education in Tennessee, we must address the issues in Memphis schools.   The state has considered taking over the district. The Tennessee General Assembly is likely to take up that issue when it returns in January.   Tennessee will initiate a $6 million audit of the Memphis-Shelby County Schools. Lt. Governor Randy McNally and Speaker Cameron Sexton have claimed that the district is trying to obstruct the pending audit. Meanwhile, several legislators from Shelby County have rejected these accusations. This is a serious accusation.   The story of the Memphis-Shelby County Schools (MSCS) is one of turmoil. Dr. Marie Feagins was the superintendent. Her time was short and troubled. With a budget of $1.8 billion and over 100,000 students, MSCS should shine. Yet, it faces stagnant grades, a lack of funds, old buildings, and a loss of trust. This is the result of past scandals.   The superintendent's job is not just a title. It requires working with a nine-member school board and many others. Dr. Feagins was appointed in February 2024, following a lengthy search. She was the first outsider to lead the system since the merger of Memphis City Schools and Shelby County Schools.   She arrived with big dreams. She wanted to change the culture. The focus was on student success and stronger community ties. However, her plans often collided with the harsh reality of the district. When she cut 1,100 positions—some vital—the response was fierce. Fears of more job losses grew. There was a loss of trust among some staff.   When social media threats prompted a lockdown, communication broke down. Families were left anxious and unsure. Yet, Feagins did engage with students and families about the high absenteeism rate of 51%. She was praised for that. Still, her plan to close schools created more tension. It felt more like a top-down approach than a collaborative effort.   Ultimately, the conflicts led to her termination on January 21, 2025, in a 6-3 board vote. Complaints of poor communication and misconduct drove the decision. Dr. Feagins filed a lawsuit against the board for secretly meeting to arrange her firing, which allegedly violated citizens' rights and breached the Tennessee Open Meetings Act. She claims political motives were involved and seeks to regain her job. The community appears to be showing initial support for her.   MSCS has a history of instability. Feagin’s short time is just another chapter in a long saga of leadership changes. The key to change lies in directing all your energy not toward battling what is old, but in creating what is new. The district continues to struggle with academic stagnation and a lack of trust.   Her story shows the balance needed in leadership. Decisive action is essential, but so is collaboration. While her goals were reasonable, her sweeping changes alienated many. As of June 2025, her legal battles continue. Dr. Roderick Richmond is now the interim superintendent, highlighting the continued need for reform and trust.   The future of leadership within MSCS is uncertain. While new leadership is essential, an unwavering commitment to collaboration and transparency is imperative.   The next Governor of Tennessee must place a high priority on Memphis and the Memphis-Shelby County Schools. The Tennessee General Assembly could provide the essential resources and legislation to tackle this pressing issue effectively, unless the residents of Shelby County take action themselves.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 25 Jun 2025 17:04:00 GMT</pubDate>
</item>
<item>
<title>Striving to End Violence is a Must! </title>
<link>https://www.proedtn.org/news/703989/</link>
<guid>https://www.proedtn.org/news/703989/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
STRIVING TO END VIOLENCE IS A MUST!  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.06.18_striving_to_end_v.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
I recently spoke at an event for Tennessee Voices for Victims (TVFV), a Nashville nonprofit devoted to empowering crime victims. Founded by two remarkable women, Verna Wyatt and Valerie Craig, who collectively bring over 50 years of experience, TVFV supports survivors of violent crimes and advocates for accountability among offenders.   We need to address the urgent rise in violence in our schools and society. This issue requires our attention and action. It's not just about keeping children safe; it's also about creating a nurturing environment for all. Together, we must tackle the root causes of violence to build a more peaceful future for our communities.   Educators play a vital role in our communities as role models and support systems. However, Tennessee is witnessing a disturbing rise in assaults against teachers. A recent survey found that 10% of educators reported being physically attacked by students, forcing them to choose between their passion for teaching and leaving the profession. This situation is unacceptable.   While the Educator Bill of Rights and the Teacher’s Discipline Act aim to protect teachers, more action is necessary. School districts must confront the escalating violence against educators, as it jeopardizes the entire community and undermines the education system.   Teachers are essential in shaping Tennessee's future, and their safety must be a priority. We cannot tolerate violence in our schools. If districts continue to prioritize appeasing disruptive students over teacher safety, the problem will only worsen.   We need clear disciplinary procedures for students who exhibit violent behavior and to ensure accountability. By holding students responsible and equipping teachers with necessary resources, we can foster a secure learning environment.   Creating safe schools requires collaboration among teachers, administrators, parents, and the community. Tennessee can cultivate an environment where educators thrive, and students learn in a safe and supportive environment.   Schools must be safe havens for both students and teachers. Allowing violence against educators undermines public education and community welfare. Change is essential for the future of Tennessee education, and we must unite in support of our teachers and students.   Behavioral issues in K-12 schools continue to be a significant challenge, with educators reporting increasing severity. Violent outbursts from students pose risks to teachers and peers, yet it is crucial to ensure that students are placed in appropriate educational settings.   We must respect the rights of students, particularly those with disabilities protected by federal laws such as Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), and the Individuals with Disabilities Education Act (IDEA). These laws guarantee equal access to education and prohibit discrimination.   Educators cannot do it alone.  Our collaboration is essential. I look forward to continuing to work with TVFV and other like-minded organizations to address the intersection of law enforcement, mental health, and education in combating violence in our schools and communities.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Thu, 19 Jun 2025 15:52:00 GMT</pubDate>
</item>
<item>
<title>The Swamp Thrives in Tennessee! </title>
<link>https://www.proedtn.org/news/702574/</link>
<guid>https://www.proedtn.org/news/702574/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE SWAMP THRIVES IN TENNESSEE!  
<a href="link " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
“Drain the swamp” is a phrase coined by President Trump, signifying the removal of corruption and special interests from government. Many conservatives oppose Penny Schwinn's nomination as Deputy Secretary of Education, believing that she embodies the interests they want to eliminate from the agency. A brief review of Schwinn's controversial profile and record reveals a pattern of conflicts of interest and ethical issues. Sam Stockard of the <a href="https://tennesseelookout.com/2025/05/29/former-tennessee-education-leader-promises-feds-she-will-cut-conflicts/">Tennessee Lookout</a> reports on a May 5 letter to Benjamin May from Schwinn. In the letter, she outlines her plans to avoid any real or perceived conflicts of interest by not participating in matters where she has a financial stake.  Stockard <a href="https://tennesseelookout.com/2025/05/29/former-tennessee-education-leader-promises-feds-she-will-cut-conflicts/">highlights</a>: “Seeking a deputy secretary post in the Trump administration, former Tennessee Education Commissioner Penny Schwinn is promising to eliminate financial conflicts of interest to get the job, including minimizing ties to a Tennessee lobbying firm.”  The lobbying firm in question is BHA Strategy, a company founded by Bill Lee’s former chief of staff, Blake Harris; Lee’s former communications director, Laine Arnold; and Brent Easley, the governor’s former legislative director. The response from the political and education establishment has been utterly dismissive of conflict-of-interest issues. Rick Hess, from the American Enterprise Institute (AEI), a conservative think tank, does not see a conflict of interest as a significant issue. Hess told <a href="https://www.edweek.org/policy-politics/top-trump-ed-dept-nominee-penny-schwinn-makes-her-case-to-senators-next-week/2025/05">Education Week</a>: “I’d be really surprised if, for the No. 2 role in the Department of Education, it suddenly was a big deal.” Hess was likely unaware that on March 24, 2025, Schwinn disclosed on her Executive Branch Personnel Public Disclosure Report that she received $6,000 from the American Enterprise Institute on June 17, 2024.  This was likely for a speaking engagement. However, it is a serious problem if conservatives do not regard conflicts of interest as a significant issue. As Russell Kirk pointed out in The Politics of Prudence, a society in which men and women are morally adrift, ignorant of norms, and focused primarily on the gratification of their appetites will be a troubled society. Addressing conflicts of interest is essential, as they occur when personal interests intersect with professional responsibilities. This overlap can undermine judgment, objectivity, and fairness, emphasizing the ethical implications of the matter. When government policies advantage a select few at the expense of the majority, it raises significant concerns. This often leads to a diversion of resources, drives up costs, and leaves taxpayers footing the bill. Such practices divert resources from public services, weaken trust in our institutions, and diminish the voices of the majority, ultimately undermining the principles of democracy and the common good. As Commissioner of Education, Penny Schwinn experienced a significant disconnect with the Tennessee General Assembly on both sides of the political aisle. John Ray Clemmons, Chairman of the Tennessee House Democratic Caucus, claimed her tenure compromised public school integrity, and current U.S. Representative Andy Ogles, a Republican, had also called for her removal as Commissioner of Education. Penny Schwinn will be confirmed as the Deputy Secretary of Education. Those who benefit from her conflicts of interest will continue to profit. The cheerleaders will continue to push out one failed education program after another, chasing dollars, and the swamp will migrate from Washington, DC, to state capitals. As Ronald Reagan reminded us, “Man is not free unless government is limited.” There is a clear cause-and-effect relationship here that is as neat and predictable as a law of physics: as government expands, liberty contracts. President Trump will not be able to drain the swamp until he stops appointing individuals who benefit from the swamp to positions in government. Those in power greatly influence our lives. Conflicts of interest can have serious consequences, making it essential to address them. We must prioritize ethics, integrity, and accountability to build a stronger, more ethical American society.
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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please call 1-800-471-4867 ext.100.</div>]]></description>
<category>Editorials</category>
<pubDate>Mon, 2 Jun 2025 16:22:00 GMT</pubDate>
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<title>The Power of Parental Engagement in Education: Why it Matters!</title>
<link>https://www.proedtn.org/news/702235/</link>
<guid>https://www.proedtn.org/news/702235/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE POWER OF PARENTAL ENGAGEMENT IN EDUCATION: WHY IT MATTERS! 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.05.27_the_power_of_pare.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Joseph Padilla, a school board member in Wilson County, emphasized the necessity of increased parent involvement in education. Padilla is absolutely right.   Our organization, the Professional Educators of Tennessee, has consistently advocated for the importance of authentic and meaningful parent engagement and dialogue within our educational institutions. Encouraging parental involvement creates numerous opportunities for educators to strengthen connections between parents and community members.   In a community that values education, educators are strongly respected, fostering a supportive environment that encourages their commitment. We promote authentic parent engagement initiatives to create meaningful partnerships between families and schools, allowing parents to collaborate with educators and advocate for their children's needs.   Public policy should empower parents and community leaders to contribute more effectively and efficiently to schools, districts, and the broader community. Parents play a crucial role in instilling values in their children, and children thrive academically and socially when they see their parents actively involved in their educational journeys.   The 1966 report “Equality of Educational Opportunity,” commonly known as the Coleman Report, revealed that the key factors affecting student performance were social class, family background, and parental attitudes toward education. Conducted by sociologist James S. Coleman, this landmark study shifted the focus of educational policy discussions away from inputs such as funding and teacher-to-student ratios, and towards actual student outcomes. Renowned researcher Eric Hanushek highlighted its impact, noting that the report fundamentally transformed how policymakers approached issues of educational quality and student achievement.   Our organization encourages adults, including retirees, to volunteer or mentor in local schools and community libraries, regardless of whether they have school-aged children. Experienced individuals can significantly enhance the educational environment.   Active participation from parents and community members is crucial. This involves attendance at school events, parent-teacher meetings, and support for library programs that promote literacy. By being present in educational settings, adults help create a supportive atmosphere that benefits students and strengthens community ties, ensuring children receive the resources they need to succeed.   The Every Student Succeeds Act (ESSA) aims to enhance educational outcomes, particularly for low-income students, by emphasizing family engagement. Schools receiving Title I, Part A funding must develop a written family engagement policy that outlines strategies for collaboration between schools, families, and communities to boost student achievement.   While ESSA encourages family involvement, local districts and schools must foster meaningful relationships with families. A key step is creating a strong parent and family engagement policy at the district and school levels.   We have advanced beyond simple community involvement; every citizen is a stakeholder. Public education should prioritize fostering community support and engagement. Research indicates active parental involvement can significantly enhance children's motivation, well-being, and academic performance. However, the right level of engagement varies from child to child and across different districts.   Engaged parents serve as critical partners in their children's success in school. Research indicates that students tend to perform better academically when parents are more involved in their children’s educational pursuits. In Tennessee, we are elevating the focus on parent engagement, and parents should embrace this opportunity to become more actively involved.   Professional Educators of Tennessee supports meaningful parental involvement in public education. Active participation from parents strengthens the bond between families and the community. We endorse initiatives that promote genuine parental engagement and believe they should be a top priority in our schools. Parental engagement matters now more than ever. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 28 May 2025 16:46:00 GMT</pubDate>
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<title>It is Time to Make Standardized Testing More Adaptable</title>
<link>https://www.proedtn.org/news/701630/</link>
<guid>https://www.proedtn.org/news/701630/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
IT IS TIME TO MAKE STANDARDIZED TESTING MORE ADAPTABLE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.05._19_make_standardize.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Various standardized tests are used across different states and grade levels. Schools and educators must prepare for student accommodations, testing security, and other related aspects. After 50 years of this approach, it is clear that there must be a better method. This suggests a shift away from high-stakes standardized testing toward competency-based evaluations, utilizing analytics to monitor student progress while ensuring privacy and security. One promising concept on the horizon is adaptive testing.   Many educators and policymakers advocate measuring student performance and accountability in K-12 education. However, are we truly addressing students' needs and outcomes under the current testing system? Or do the results come too late to make meaningful adjustments that benefit schools, educators, parents, and students?   Adaptive testing uses technology to tailor assessments to each student's ability level, providing a more accurate and efficient way to measure knowledge and skills. This technology can be used in K-12 education to create personalized learning experiences and improve student outcomes.   Dr. Nathan Thompson specializes in computerized adaptive testing. He focuses on using AI and software automation to enhance the work of psychometricians and has gained significant experience in software design and programming. Thompson’s <a href="https://assess.com/computerized-adaptive-testing">research outlines</a>that computerized adaptive testing (CAT), an AI-based method, can personalize assessments based on a test-taker's answers. It adjusts question difficulty: if a test-taker performs well, questions become harder; if not, they become easier. The test can end early once an accurate score is reached, making the process efficient, secure, and fair.   Some key aspects of adaptive testing in K-12 and adaptive tests allow for personalized assessments that adjust question difficulty based on student responses, ensuring appropriate challenges for each student. This approach makes assessments shorter and more efficient compared to traditional methods.   Adaptive tests focus on relevant questions and provide a more accurate measure of a student's abilities. They offer valuable data for teachers and administrators to inform instruction and track progress. Examples of computer-adaptive tests used in K-12 education include the Smarter Balanced Summative Assessments and STAR tests.   Adaptive testing has several advantages. It accurately measures student abilities by adjusting question difficulty to individual skill levels. Typically, shorter and more efficient than traditional tests, adaptive assessments create personalized learning experiences and provide valuable data for teachers to track progress. They modify questions in real time: an incorrect answer leads to a more straightforward question, while a correct answer results in a more challenging one.   The primary goal is to accurately gauge a student's abilities, highlighting strengths and areas for improvement. This method helps teachers identify misconceptions and tailor their instruction. Computer-adaptive testing technology enhances the efficiency of this process for educators.   Implementing adaptive testing systems often requires a substantial initial investment. It is essential to ensure student data privacy when using these systems. Additionally, adaptive testing should be accessible to all students, including those with disabilities. Furthermore, teachers and administrators will need training to effectively use and interpret the data generated by adaptive testing systems.   In <a href="https://www.taotesting.com/blog/adaptive-assessment-what-possibilities-do-you-have/">"Adaptive Assessment: What Possibilities Do You Have?"</a>Ed Matthews notes that adaptive testing technology enhances efficiency and scalability compared to traditional methods. It allows for the creation of a large pool of digital questions and provides automatic scoring and analysis, offering immediate feedback to students and teachers. This feedback helps identify strengths and weaknesses, informs instructional decisions, and tracks student progress, leading to improved teaching and learning outcomes.   You cannot build a future with outdated methods. We are currently using a 20th-century measurement to evaluate a 21st-century learner. Standardized tests are often ineffective because they reduce complex subjects to a single score and do not fully assess student learning. They can also stress students and lead to a focus on test preparation that harms educational quality.   Adaptive testing improves K-12 assessments by personalizing the learning experience and accurately measuring student abilities. By using technology, educators can create efficient assessment practices that promote student growth. Tennessee should leverage this technology to tailor assessments for each student's skill level, providing a more precise evaluation of their knowledge. We need a state assessment system that accurately measures student learning more efficiently and effectively.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 20 May 2025 16:34:00 GMT</pubDate>
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<title>The Connection Between Education and Crime </title>
<link>https://www.proedtn.org/news/701126/</link>
<guid>https://www.proedtn.org/news/701126/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE CONNECTION BETWEEN EDUCATION AND CRIME  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.05.14_the_connection_be.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Research shows a strong negative correlation between education levels and crime rates: higher education levels are linked to lower crime. This is primarily due to the opportunities, higher wages, and economic stability education provides, decreasing the likelihood of criminal activity.   The <a href="https://www.nber.org/papers/w29855">“Public School Funding, School Quality, and Adult Crime”</a> research study offers two key policy recommendations. First, it suggests increasing funding for early childhood education to reduce adult crime. Investing in education early can lead to better school engagement and graduation rates, rather than relying solely on policing. Second, enhanced funding improves academic outcomes and generates broader societal benefits.   Students who drop out of high school are more likely to engage in crime, as securing good jobs without a diploma is challenging. Higher education helps prevent incarceration and reduces the appeal of crime, leading to better job prospects and connections with positive influences.   Investing in early childhood education correlates with lower adult crime rates. Literacy is crucial, as poor reading skills often lead to academic failure. Incarcerated youths are less likely to graduate, highlighting the need for suitable educational settings to address behavioral issues.   Students in well-funded schools benefit from experienced teachers and smaller class sizes, leading to a 15% lower arrest rate by age 30. This reduction is linked to improved outcomes, demonstrating that investing in education can yield social savings that outweigh funding costs.   Tennessee faces alarming violent crime rates, with 628 incidents per 100,000 residents, 68% above the national average. The state <a href="https://nypost.com/2025/05/09/lifestyle/americas-most-dangerous-states-revealed-and-this-beautiful-tourist-destination-tops-the-list/">ranks fourth</a> in violent crime, necessitating effective intervention strategies. Cities like Memphis, Bolivar, and Ripley require focused resources, especially as the solve rate for violent crimes is only 39%.   Residents report fear and anxiety due to crime, impacting their daily lives and community trust. In 2024, Tennessee recorded over 51,000 crimes, primarily violent, with Memphis and Nashville experiencing increases. Despite challenges, cities like Nashville have seen a 7% drop in homicides, indicating potential for improvement.   Tennessee's crime rates are a significant challenge, but ongoing legislative efforts and community engagement can lead to progress. Encouraging discussions on crime and safety is essential for fostering a safer environment. Tackling education and crime hand in hand can create safer communities where everyone feels secure. By prioritizing quality education, we lay the foundation for a brighter future for all residents.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 14 May 2025 17:50:00 GMT</pubDate>
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<title>Educators are the Quiet Architects</title>
<link>https://www.proedtn.org/news/700402/</link>
<guid>https://www.proedtn.org/news/700402/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EDUCATORS ARE THE QUIET ARCHITECTS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.05.06_educators_are_the.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Educators are the quiet architects of our future, shaping student minds with their unwavering commitment to igniting curiosity and nurturing dreams. Their role is undeniably challenging, but the most meaningful pursuits in life are rarely easy.   Teaching is fundamentally a collaborative journey, united by the shared experiences of children, educators, and schools. We must protect this sanctum of learning from being exploited as mere pieces in the chess game of politics or as subjects in social experiments, regardless of the ideological perspective at play. Agendas should not tarnish the rich tapestry of education; instead, they should flourish into a nurturing environment where every voice is valued, and every child can thrive.   Effective teachers are the primary influence on student achievement in school. Supporting our educators and leaders—from preparation programs to the classroom and throughout their careers—is essential for ensuring the success of all students.   The significance of teachers in society is profound and diverse. They are the unsung champions who play a vital role in the growth and progress of individuals and communities. The responsibilities of educators involve imparting the knowledge, skills, and values that empower students to thrive in the classroom and beyond. They lay the groundwork for a lifelong journey of learning and personal development.   In addition to academic instruction, teachers frequently act as mentors and role models, providing guidance, emotional support, and a sense of belonging, particularly during challenging moments. Their influence can profoundly impact students' lives.   Teachers are key players in enhancing the academic performance of their students. Educators can help students realize their full potential and excel in their studies through effective teaching strategies, personalized attention, and steadfast dedication.   Beyond academics, teachers are fundamental to fostering strong communities. They cultivate connections among students, families, and the broader community by creating environments for collaboration, dialogue, and shared experiences.   Many educators go above and beyond their official duties, investing extra time and energy to ensure their students succeed. They often take on additional responsibilities and devise innovative ways to engage and motivate their students.   Acknowledging teachers' contributions and positive impact on individuals and society is essential. Students, families, leaders, and communities must recognize and support educators in their vital work.   By nurturing each student's potential and promoting a culture of learning and growth, educators play a crucial role in shaping the present and future of society. The dedication of Tennessee educators contributes significantly to the state's educational advancement and the development of its future workforce, deserving the highest levels of recognition and gratitude.   As residents of Tennessee, every individual has a stake in public education, whether they are students, parents, teachers, taxpayers, or community members. Education plays a vital role in shaping the future of the state, its workforce, and its society as a whole.   Many politicians often overlook the dedication and complexities of teachers' roles, focusing instead on agendas that do not reflect the realities faced by educators. A more effective approach would be to actively listen to teachers, visit them in their classroom, and observe what is happening there. Amid ongoing public criticism, politicians struggle to inspire educators meaningfully.   Education is vital for a strong economy, and educators are key to success. However, many teachers struggle with top-down management, insufficient rewards, and career stagnation, which dampen their creativity and motivation. We must prevent this from happening.   The decisions of elected officials significantly influence public education. To impact our state's education system, citizens must engage by discussing issues, attending meetings, and voting. Your involvement can drive change and help nurture every child's potential.     ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 6 May 2025 16:14:00 GMT</pubDate>
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<title>Is it Time to Reassess Our Grading System?</title>
<link>https://www.proedtn.org/news/699366/</link>
<guid>https://www.proedtn.org/news/699366/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
IS IT TIME TO REASSESS OUR GRADING SYSTEM? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.04.22_is_it_time_to_rea.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
One ongoing challenge in education is finding the most effective way to evaluate student performance, whether through traditional percentage and letter grades or emerging nontraditional methods. This challenge revolves around several critical factors, including how well these systems reflect actual learning, their susceptibility to grade inflation, and their implications for academic integrity.   The traditional grading system, using percentages or letter grades from A to F, has been the standard for educational assessment for decades. Its clarity makes it easy to understand; for instance, a student scoring 85% receives a B, indicating their mastery of the subject. This simplicity enables effective comparison of performances across different contexts and provides a widely recognized measure.   A crucial question needs to be addressed by educators: Can a single letter or number truly encompass the full range of learning? This grading system blatantly oversimplifies complex skills and understanding, pressuring students to prioritize points over authentic knowledge. It fails to account for the diverse learning styles and paces of individuals. As a result, when the focus is solely on outcomes rather than the learning process, it is entirely predictable that shortcuts, including cheating, will become tempting.   Nontraditional grading methods, like pass/fail systems and competency-based assessments, are gaining popularity because they focus on mastery and personal growth rather than just numerical scores. Instead of letter grades, students might receive detailed feedback or compile portfolios of their work. These approaches align better with real-world demands, where practical skills are often more valued than standardized test scores.   There are drawbacks to nontraditional grading systems, such as the lack of standardization and objectivity in traditional methods. Teachers must spend considerable time creating meaningful assessments, and maintaining consistency can be difficult without clear benchmarks. For students used to conventional grading, the absence of a concrete “A” to aim for can be confusing and unsettling.   Grade inflation occurs when grades rise without a corresponding improvement in student performance, impacting both traditional and nontraditional grading systems. In conventional approaches, pressure from students and parents can lead teachers to lower standards, resulting in too many A's. Nontraditional methods may also suffer from vague criteria, inflating the perception of mastery. As more students are labeled "above average," the value of grades declines, making it difficult to assess actual performance accurately.   Cheating, plagiarism, and academic dishonesty are significant threats to grading systems, especially in traditional frameworks. The pressure of achieving a specific GPA can lead students to engage in unethical behaviors. In contrast, nontraditional grading methods may shift the focus from competition to genuine learning, potentially reducing this pressure. However, the subjectivity of these methods complicates the detection of misconduct, such as substantiating claims of plagiarism in narrative evaluations. Traditional grading systems are structured and efficient, but can also be rigid and not fully reflect student learning. In contrast, nontraditional grading offers flexibility and depth but can be vague or labor-intensive. Both systems struggle with grade inflation and academic integrity, which are more influenced by cultural attitudes and enforcement than by the grading methods.   While traditional grading is essential for consistency in contexts like college admissions, nontraditional methods should also be considered, especially when prioritizing skills, such as in project-based learning. A hybrid approach that blends traditional benchmarks with individualized feedback could create a more nuanced evaluation system. This balanced strategy redefines the framework for assessing all learners, compelling us to move beyond the simplistic reduction of education to sheer numbers.   Change is constant in education, prompting a reevaluation of grading systems. Alternative approaches like standards-based, mastery-based, and specification grading can enhance assessments and create a more student-centered environment. Educators and schools should consider: Is it time to reassess our grading practices?   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 23 Apr 2025 15:39:00 GMT</pubDate>
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<title>Public Schools Are a Cornerstone of Our Society</title>
<link>https://www.proedtn.org/news/697922/</link>
<guid>https://www.proedtn.org/news/697922/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
PUBLIC SCHOOLS ARE A CORNERSTONE OF OUR SOCIETY 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.04.01_public_schools_ar.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Public schools are a cornerstone of our society, profoundly influencing the lives of countless students and remaining the preferred choice for many families across the nation. They provide crucial educational pathways but require continuous innovation and fresh perspectives to effectively fulfill their mission and enhance the learning experience for all.   Though public education faces numerous challenges, it is vibrant and evolving. Ongoing efforts aim to improve the system by addressing issues such as funding, teacher shortages, and student achievement. New technologies, teaching strategies, and policy reforms are continually reshaping the educational landscape.   In Tennessee, everyone—students, parents, educators, taxpayers, and community members—has a stake in public education. It plays a pivotal role in shaping the state’s future, workforce, and overall society. Given that elected officials significantly influence public education through their policy decisions, individuals need to engage actively in shaping its direction.   Active engagement, advocacy, and strategic involvement are crucial in education. This can include participating in local and state elections to select representatives who will influence education policies. Engaging with elected officials, attending public meetings, and participating in community discussions enables individuals to express their views.   Connecting with schools, attending parent-teacher conferences, and participating in school improvement committees promote effective initiatives. Staying informed about educational trends and policies is vital for making informed decisions, advocating for change, and collaborating with educators and stakeholders to enhance the quality and accessibility of education.   By participating in these activities, Tennesseans can help shape the policies that govern public education, ensuring they align with the needs and aspirations of their communities while supporting the state’s overall development.   Although the political landscape may not always meet our expectations, our commitment to supporting students and advancing education in Tennessee remains steadfast. We will continue to advocate for the critical issues that ensure every student receives the quality public education they deserve.   To outsiders, our industrial model of public education may appear essentially unchanged over the past fifty years. However, those within the system would dispute this view. There is a broad consensus on the necessity for an education system that serves all students, upholds democratic values, and prepares them for future success.   Educators have long challenged the misconceptions that public schools are failing and that teachers are at fault. Meanwhile, outsiders—often lacking educational experience—attempt to take control of our schools. Unfortunately, many policymakers, including state leaders, have embraced misleading narratives propagated by disruptive education movements. School boards must actively counter these narratives and become more visible and proactive in their communities.   Currently, educators find themselves caught in a cultural conflict exacerbated by political pressures from policymakers who may not fully understand the realities of education. These challenges include deteriorating infrastructure, inequitable funding, and insufficient mental health support, particularly for marginalized students. Educators feel their contributions, especially in shaping policy, are undervalued.   Ultimately, we must foster a deeper conversation about the transformative potential of public education. We need to empower teachers to teach effectively and create an environment conducive to student success and growth. The success of our education system relies heavily on parental support and involvement, including at the legislative level.   Education is the bedrock of life and a pathway to the future. Like all Tennesseans, state policymakers should continually reflect on the kind of community they want to live in, work in, and raise families in. What type of schools do we need to achieve that vision?   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Fri, 4 Apr 2025 19:49:00 GMT</pubDate>
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<title> Policymakers Need to Listen to Educators</title>
<link>https://www.proedtn.org/news/696285/</link>
<guid>https://www.proedtn.org/news/696285/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
POLICYMAKERS NEED TO LISTEN TO EDUCATORS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.17_policymakers_need.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
When it comes to understanding the pulse of education, no one has a better grasp than those who are on the front lines. They experience the challenges and successes firsthand. Yet, the failure of policymakers to incorporate teacher voices and experiences into decision-making has led to policies that often miss the mark, resulting in less effective education systems and, ultimately, a disservice to students.  For instance, educators have been instrumental in developing inclusive education policies that cater to different learning styles and implementing effective teaching strategies that have significantly improved student outcomes. By engaging with these seasoned professionals, policymakers can better understand the educational landscape and make more informed decisions that benefit students.  Educators must emphasize their professionalism and deep-seated expertise in child development and explain the intricate learning processes to policymakers. Despite possessing this valuable knowledge, they often find themselves marginalized in the decision-making processes that shape educational policy. This is a weakness in the system.  Teachers and school administrators must fervently urge and advocate for policymakers to actively engage them in discussions about creating educational policies, as their firsthand insights are crucial for developing effective and practical solutions that truly resonate with the diverse needs of students. While educators are always willing to lend their voices and expertise, their primary concern is the establishment of sound educational policies rather than becoming entangled in political debates.  Moreover, educators draw attention to their students' complex realities, recognizing that many external factors, including poverty, trauma, and other societal challenges, significantly influence learning outcomes. They would implore policymakers to adopt a broader perspective, advocating comprehensive societal support systems, such as mental health services and nutrition programs, to enhance students' overall well-being and create a more conducive learning environment.  The mission of teaching extends well beyond mere academic instruction; it is a vital process that fosters personal growth, creativity, and resilience among students. Many educators argue for a substantial reduction in standardized testing and rigid curricula, which can inhibit creativity and innovation in the classroom. They call for educational systems that promote flexibility and collaboration, emphasizing cultivating critical thinking and problem-solving skills—abilities essential for students' success in an ever-evolving world.  Many educators face significant challenges, including excessive paperwork and the demands of managing student behavior, often without adequate support. They seek constructive solutions, such as smaller class sizes, fair compensation that accurately reflects their workload, and improved resources to effectively address the needs of students who may exhibit disruptive behaviors.  Educators also would emphasize the importance of parental engagement in fostering a collaborative educational environment. Research shows that strong relationships between schools and families positively impact student outcomes. Children with involved parents often have better attendance, behavior, grades, and improved social skills. This involvement also encourages a lifelong love of learning, which is key to long-term success.   Ultimately, educators wish policymakers would actively listen to their insights and trust their expertise. They urge decision-makers to confront the root causes that impact students' learning experiences and foster an environment that enables effective teaching and learning. By taking these steps, policymakers can significantly and positively impact the educational landscape, bringing hope and motivation to educators and students alike.   Policymakers must acknowledge the crucial role of listening to educators. This is not just a reminder; including teacher voices and experiences in decision-making is paramount for better education policy.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 18 Mar 2025 15:52:00 GMT</pubDate>
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<title>Celebrating the Beautiful Chaos of Fatherhood</title>
<link>https://www.proedtn.org/news/703291/</link>
<guid>https://www.proedtn.org/news/703291/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CELEBRATING THE BEAUTIFUL CHAOS OF FATHERHOOD 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.06.10_celebrating_the_b.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Father's Day serves as a poignant reminder to reflect on the intricate connections we share with our fathers, often revealing the deep complexities and rich layers that characterize these relationships. For many individuals, these ties can carry emotional burdens and scars that linger long after childhood.  Throughout our lives, especially in the realm of fatherhood, we often grapple with lessons that come to light far too late. If only I had grasped the insights I possess now.  In my journey with my father, I found a relationship that was both challenging and immensely rewarding. What remains most vivid in my memories is his unwavering presence. He was a steadfast figure in my life, a reliable source of support who remained by my side until his passing. My father, like all individuals, was not without his flaws, and I, too, carry my share of imperfections.   This kind of enduring presence is a privilege that many children never experience, particularly those who grow up with fathers who choose to abandon their families. Such abandonment leaves behind emotional scars and financial voids that reverberate throughout their lives.   To take on the role of a father requires a profound sense of commitment and responsibility—qualities that, regrettably, some men fail to embody. Yet, countless others rise to the occasion, stepping in to nurture and care for children who are not their biological offspring.   These exceptional individuals truly exemplify the essence of fatherhood. If more men would embrace their parental roles with the dedication and seriousness they warrant, I believe we would witness a remarkable transformation in our society.   No one can truly prepare for the journey of parenthood. Children do not come with a manual, and parenting is not about achieving perfection; it’s about embracing the beautiful messiness of life together.   We must navigate through an imperfect world, and it is through our shared experiences and unconditional love that we grow both as individuals and as a cohesive family unit.  The most profound act a man can undertake is to love the mother of his children and to participate actively in their upbringing. My sincere hope is that when my children look back on my life, they will recognize that while I may not have been the quintessential father, I was always present for them. Above all, I wish for them to understand that I loved their mother and them with every ounce of love I possessed.   As I embrace my roles as both a father and a grandfather, I acknowledge that perfection is a distant dream; no man can claim to be without fault. However, I have committed myself wholeheartedly to the responsibilities that accompany fatherhood. Recognizing and valuing these relationships is essential, as they shape our identities and profoundly influence how we fulfill our roles as parents.   At the close of each day, take a moment to reflect on the lessons learned and the love shared. This journey of love and growth is what shapes your experience as a parent. Remember, you are doing your best, and that is what truly matters in the grand scheme of things.   This weekend, as we take the time to honor our fathers, let us also extend forgiveness for their shortcomings, offering them grace for their imperfections. It is equally vital to celebrate the men in our lives who have loved us deeply, guided us with their wisdom, and invested their time and effort into our growth and development.   Fatherhood is a journey of ups and downs, where perfection is less important than the messy moments that shape our experiences. Embracing these imperfections strengthens our bonds with our children and helps us grow together. Let’s celebrate the beautiful chaos of parenthood, where laughter and love matter more than flawless execution. Ultimately, it’s the small mishaps and cherished memories that make this adventure truly worthwhile!   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 11 Jun 2025 15:22:00 GMT</pubDate>
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<title>The Connection Between Education and Crime </title>
<link>https://www.proedtn.org/news/701127/</link>
<guid>https://www.proedtn.org/news/701127/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE CONNECTION BETWEEN EDUCATION AND CRIME  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.05.14_the_connection_be.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Research shows a strong negative correlation between education levels and crime rates: higher education levels are linked to lower crime. This is primarily due to the opportunities, higher wages, and economic stability education provides, decreasing the likelihood of criminal activity.   The <a href="https://www.nber.org/papers/w29855">“Public School Funding, School Quality, and Adult Crime”</a> research study offers two key policy recommendations. First, it suggests increasing funding for early childhood education to reduce adult crime. Investing in education early can lead to better school engagement and graduation rates, rather than relying solely on policing. Second, enhanced funding improves academic outcomes and generates broader societal benefits.   Students who drop out of high school are more likely to engage in crime, as securing good jobs without a diploma is challenging. Higher education helps prevent incarceration and reduces the appeal of crime, leading to better job prospects and connections with positive influences.   Investing in early childhood education correlates with lower adult crime rates. Literacy is crucial, as poor reading skills often lead to academic failure. Incarcerated youths are less likely to graduate, highlighting the need for suitable educational settings to address behavioral issues.   Students in well-funded schools benefit from experienced teachers and smaller class sizes, leading to a 15% lower arrest rate by age 30. This reduction is linked to improved outcomes, demonstrating that investing in education can yield social savings that outweigh funding costs.   Tennessee faces alarming violent crime rates, with 628 incidents per 100,000 residents, 68% above the national average. The state <a href="https://nypost.com/2025/05/09/lifestyle/americas-most-dangerous-states-revealed-and-this-beautiful-tourist-destination-tops-the-list/">ranks fourth</a> in violent crime, necessitating effective intervention strategies. Cities like Memphis, Bolivar, and Ripley require focused resources, especially as the solve rate for violent crimes is only 39%.   Residents report fear and anxiety due to crime, impacting their daily lives and community trust. In 2024, Tennessee recorded over 51,000 crimes, primarily violent, with Memphis and Nashville experiencing increases. Despite challenges, cities like Nashville have seen a 7% drop in homicides, indicating potential for improvement.   Tennessee's crime rates are a significant challenge, but ongoing legislative efforts and community engagement can lead to progress. Encouraging discussions on crime and safety is essential for fostering a safer environment. Tackling education and crime hand in hand can create safer communities where everyone feels secure. By prioritizing quality education, we lay the foundation for a brighter future for all residents.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 14 May 2025 17:50:00 GMT</pubDate>
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<title>Navigating Complex Education Legislation in Tennessee</title>
<link>https://www.proedtn.org/news/699816/</link>
<guid>https://www.proedtn.org/news/699816/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
NAVIGATING COMPLEX EDUCATION LEGISLATION IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.04.28_navigating_comple.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Education policies can be like a game of Jenga: one wrong move can cause the whole system to fall apart. The challenge is not just in the details of the policies but also in how policymakers overlook issues affecting our education system. Elected officials need to focus on what their communities truly need. At the same time, education stakeholders should share their ideas for improvement. If they don’t speak up, their voices might get lost among others.   Media coverage shapes public views of K-12 education and influences opinions about teachers and student advocacy. Teachers, parents, administrators, stakeholders, and policymakers must engage in the education conversation to create real change.   Legislative Developments: What Passed   Several significant pieces of legislation emerged from the 114th Tennessee General Assembly in a session marked by action and inaction. Governor Bill Lee's new $447 million voucher program has been approved. It will start in the 2025-26 school year and is designed for families who have already chosen private education. The program will offer state-funded scholarships to families of all income levels, including a one-time $2,000 bonus for teachers.   The Lee administration did not apply for $75 million in federal funding for a summer food service program. Instead, legislators provided about $3 million to help support this initiative, which serves around 650,000 low-income children.   The bill to close the state-run Achievement School District will introduce a new approach for low-performing schools in the 2026-27 school year. The governor supports this change, as the failed <a href="https://www.proedtn.org/news/664554/The-Achievement-School-District-is-a-Failed-Approach-to-School-Reform.htm">Achievement School District</a> should have been shut down years ago.   Regarding student welfare, a unanimous behavioral bill mandates local education agencies (LEAs) to transfer student records, including disciplinary history, within specified timeframes. Additionally, in response to a tragic school shooting, lawmakers reversed confidentiality laws to make juvenile records public in cases of school shootings involving minors.   Other passed legislation includes reducing youth vaping by creating strict rules and adding a sales tax on vapor products, allowing school staff to provide basic medical care without needing parental consent, and approving instructional recordings and screenings for students who may be victims of human trafficking, which shows a dedication to student safety.   Additionally, recess has been extended for elementary students, social media access has been blocked on public school networks, and internet safety lessons for grades 6-12 will begin in the 2026-27 school year. Also, a new law bans cellphones during class time, with some limited exceptions.   Legislative Developments: What Did Not Pass   Despite some progress, several proposed bills failed to gain traction. A controversial measure requiring schools to verify students' citizenship or legal status—potentially jeopardizing federal funding—was ultimately rejected. This proposal was designed to challenge the U.S. Supreme Court’s Plyler v. Doe ruling, which guarantees K-12 public education to all children, regardless of immigration status.   A bill to lower the minimum age for school bus drivers from 25 to 23 was rejected due to safety concerns from a 2016 accident. Efforts to place Memphis Shelby-County Schools under state control were stalled.   Other failed proposals included a ban on schools displaying flags other than the U.S. and Tennessee flags, and a plan to eliminate Common Core materials. A proposal to extend the Tennessee HOPE scholarship to out-of-state students and legislation to build sidewalks around public schools also did not pass. Multiple bills for universal free school meals were not approved during this session.   New Debates for Next Year   As the dust settles from this legislative session, it is clear that policymakers need to refocus their attention. The belief that ineffective policies are the primary reason for our educational challenges often distracts us from the core issues that educators and schools face.   Tennessee will elect a new governor in 2026, and we can expect some fiercely contested legislative races and shifts in the political landscape. These debates may occur next year, either in the legislature or on the campaign trail. The education community must collaborate to navigate the complexities of future educational efforts. Only through this united approach can we hope to create a strong educational system that benefits ALL students in Tennessee.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 29 Apr 2025 16:42:00 GMT</pubDate>
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<title>Challenging Plyler in Tennessee</title>
<link>https://www.proedtn.org/news/698764/</link>
<guid>https://www.proedtn.org/news/698764/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CHALLENGING PLYLER IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.04.15_challenging_plyle.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
Our nation was founded on principles that support legal immigration. All immigrants should learn and embrace American culture and values. Those who come to our shores should uphold American ideals and support our Constitution and laws of the United States.  The federal government regulates U.S. immigration policy, with Congress having the ultimate authority. The Executive Branch, particularly the Department of Homeland Security, enforces these laws but has faced criticism for its performance. The federal government is essential for securing our borders.   In the 1982 case <a href="https://supreme.justia.com/cases/federal/us/457/202/">Plyler v. Doe</a>, the Supreme Court ruled that states cannot deny undocumented children access to free public education. This decision arose from a Texas law that denied funding for their education and allowed local districts to refuse enrollment. The Court found that such a denial based on immigration status violated the Equal Protection Clause of the Fourteenth Amendment. As a result, undocumented children have the same right to attend public schools as citizens, and this ruling affects all states, including Tennessee.   Tennessee's General Assembly is reviewing legislation, SB0836/HB0793, that challenges Plyler v. DOE. The House version allows school districts to check a child's immigration status for enrollment, while the Senate version requires checking every student's status and demands proof of U.S. citizenship or legal immigration status. If the state is serious about the legislation, it must cover the cost to enforce it and defend districts if they face lawsuits. The bill’s impact on school funding and the costs of educating undocumented children in Tennessee is still unclear. The state should also bear the cost of any loss of funding.   Transitioning from an initial trial to the Supreme Court incurs various costs, including filing fees, court expenses, and attorney fees. While the Supreme Court generally does not charge filing fees for most cases, legal representation and preparation can be expensive, potentially reaching millions—even if victorious. This issue would escalate to federal courts and possibly the Supreme Court, burdening local communities with legal costs.   Interestingly, even the dissenting opinion in Plyler suggested that denying education to undocumented children is unreasonable, noting that the long-term costs of excluding them could outweigh the expenses of providing an education. If the state wishes to challenge this ruling, it should be prepared to shoulder all financial implications. Public schools can overcome challenges, but personnel involved in student enrollment face significant constraints.   Since the 1982 Plyler ruling, various states and localities have attempted to implement measures that breach the spirit of the decision. For example:           •  In 1994, California's Proposition 187 sought to stop public schools from enrolling students who were not legally present in the U.S. and required reporting to immigration authorities. It was later overturned in federal court for violating Plyler v. DOE.          •  In 2006, a school district in Elmwood Park, Illinois, initially denied a student's enrollment due to an overstayed tourist visa but reversed its decision after intervention from the Illinois State Board of Education.          •  In 2011, Alabama passed a law mandating school administrators to verify the immigration status of all new students and report this annually. A federal appellate court later halted the law's implementation, and it was ultimately blocked after Alabama settled the lawsuit.          •  Local school districts have created unofficial policies that bypass Plyler v. Doe by requiring immigrant students or their parents to provide Social Security numbers or additional documentation for enrollment. A 2011 letter from the Department of Education and the Department of Justice stated that students cannot be denied enrollment for lacking a Social Security number or foreign birth certificates. Additionally, the number of English as a Second Language (ESL) students does not necessarily indicate the number of undocumented students, as many legal citizens also need language assistance.   Since the Plyler decision, schools have not been able to collect or report on students' immigration status. Disclosing this information without parental consent may violate the Family Educational Rights and Privacy Act (FERPA). To receive federal funding, the Tennessee Department of Education must comply with civil rights laws like Title VI, as violations could risk over $1.1 billion in federal support for the state.   Federal policymakers need to create a practical immigration policy that secures borders and offers legal pathways to citizenship. Otherwise, ineffective policies will continue, and should this legislation pass, public education will be at the center of the immigration debate. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.]]></description>
<category>Editorials</category>
<pubDate>Tue, 15 Apr 2025 21:08:00 GMT</pubDate>
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<title>The Latest Education Legislation: Positives and Negatives</title>
<link>https://www.proedtn.org/news/698388/</link>
<guid>https://www.proedtn.org/news/698388/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE LATEST EDUCATION LEGISLATION: POSITIVES AND NEGATIVES 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.04.09_positive_and_nega.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Tennessee's education system is undergoing significant changes as the 2025 legislative session concludes. The 2024 Nation's Report Card, released in January 2025, revealed that Tennessee students are excelling, surpassing national averages in reading and math for both 4th and 8th grades. Despite ongoing debates over school vouchers, this positive trend in proficiency rates since 2022 highlights the state's continued investment in public education.   This legislative session's significant development was the passage of Governor Bill Lee’s Education Freedom Act, establishing a universal school voucher program. Starting in the 2025-26 school year, this law will allocate $7,000 in taxpayer funds for up to 20,000 students to attend private schools, with plans to make it available to all K-12 students by 2026, pending budget evaluations. While supporters view this as a significant advancement, critics express valid concerns about accountability, particularly regarding the absence of mandatory testing for voucher recipients and the potential impacts on public school resources.   An announcement on April 5, 2025, indicated that tuition at Tennessee's community colleges and Colleges of Applied Technology will increase, averaging 3.25% and 3.26%, respectively, for the upcoming fiscal year. This adjustment aims to balance funding needs to maintain accessible higher education.   Additionally, on April 7, 2025, the Tennessee Higher Education Commission announced an expansion of the Advise TN program, which aims to improve guidance for students pursuing higher education and career paths. This demonstrates the state's commitment to postsecondary success.   On the same day, the Tennessee House passed a bill requiring public schools to implement the “success sequence” curriculum starting in the 2026-27 school year. This curriculum outlines steps toward economic achievement, focusing on high school graduation, employment or further education, marriage, and parenthood. Proponents argue that it fosters family stability, while critics argue it oversimplifies the complexities of economic challenges.   In a controversial legislative move, a new proposal allows Local Education Agencies (LEAs) and public charter schools to deny enrollment to current students in the U.S. This action could risk federal funding, although the actual effects remain unclear. Reductions in enrollment could impact the Tennessee Investment in Student Achievement (TISA) funding formula, but advocates assert that savings from not educating these students may offset potential funding losses. Complicating matters, Title VI of the Civil Rights Act of 1964 prohibits discrimination based on national origin, which could challenge the legality of such restrictions.   On the athletic front, lawmakers are proposing a rule allowing student-athletes to transfer schools once without facing eligibility restrictions. House Bill 25 and Senate Bill 16 have gained traction, although the Tennessee Secondary School Athletic Association (TSSAA) has expressed opposition, warning that these bills could lead to legal disputes. The fate of this legislation now depends on the House's final vote.   At the beginning of the session, we posed several key questions, including: What policy approaches can impact teacher supply, demand, and retention? How can Tennessee better support its teachers and students? Teacher attrition, a major contributor to teacher shortages, disrupts student learning and increases costs for schools and districts. What practical strategies can be implemented to address teacher attrition? How can we tackle critical infrastructure needs? Most of these questions remain unanswered.   As the 2025 legislative session ends, education continues to be a central focus, with attention on key bills affecting education policy. Although the session is ending, further education-related proposals are expected despite the lack of precise details.#####JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867.  ]]></description>
<category>Editorials</category>
<pubDate>Thu, 10 Apr 2025 16:14:00 GMT</pubDate>
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<title>Teacher Mentoring in Tennessee</title>
<link>https://www.proedtn.org/news/697174/</link>
<guid>https://www.proedtn.org/news/697174/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TEACHER MENTORING IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.27_teacher_mentoring.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
In Tennessee, teacher mentoring requirements for teachers vary depending on the licensure pathway and the specific program or district policies in place. While the state does not mandate a universal, standalone mentoring requirement for all teachers, mentoring is often integrated into the licensure and professional development process, particularly for new or transitioning educators.   For new teachers pursuing the Practitioner Teacher License (the initial license valid for three years), mentoring is commonly provided through approved Educator Preparation Programs (EPPs) or as part of a job-embedded licensure pathway. For example: <ul style="list-style-type: disc;"> <li style="line-height: normal;">Job-Embedded Programs: Candidates with a bachelor’s degree who are hired as teachers of record while completing their EPP requirements often receive mentoring from experienced educators within their school or district. The employing school system typically arranges this support and is a practical component of the program rather than a strict state mandate. The Tennessee Department of Education encourages districts to provide guidance and supervision to ensure these teachers succeed during their first years.</li></ul> <ul style="list-style-type: disc;"> <li style="line-height: normal;">Transitional License: For individuals teaching under a transitional license (valid for one year, renewable up to two additional years), the employing school district must commit to providing mentoring. This is explicitly required as part of the licensure application, where a Tennessee director of schools signs an "intent to hire" statement that includes a commitment to mentor the teacher during their transition to full licensure.</li> </ul>   For traditionally prepared teachers completing an EPP (e.g., through a bachelor’s degree program with student teaching), mentoring typically occurs during the clinical experience phase, such as student teaching or internships. A licensed teacher supervises and provides feedback, but this is structured within the EPP rather than as a post-licensure requirement.   Once teachers advance to the Professional Teacher License (valid for six years after three years of experience under the Practitioner License), there is no formal state-wide mentoring requirement. However, districts may offer voluntary mentoring programs, and professional development opportunities, such as those provided by the Tennessee Department of Education, often include mentorship components, like support for National Board Certification or participation in the Tennessee Academy for School Leaders (TASL).   In general, mentoring in Tennessee is not a standalone, universally mandated requirement for all teachers but is embedded within specific pathways, particularly for new or alternatively certified educators. The nature and extent of mentoring depend on the teacher’s licensure route and the policies of their employing district.   My question to policymakers: Where can we find high-quality mentors for teachers and administrators? We often assign our new teachers the most challenging assignments. Then we wonder why discipline suffers and our teachers experience burnout and fatigue, ultimately leaving the profession. Administrators are often in the same boat. Sadly, we are lacking the essential ingredient of mentorship in our schools today.   Our suggestion is to ensure that funding is included in the future state funding to facilitate mentorship, either by utilizing highly effective retired educators or granting stipends to experienced classroom teachers with a proven track record in classroom management. <a href="https://tnedreport.com/2019/05/the-case-for-new-teacher-mentors/">This strategy</a> is likely to have a positive impact on teacher retention efforts and create a better school environment, characterized by more consistent discipline and improved student behavior.   For the most accurate and up-to-date details, it’s best to check with the Tennessee Department of Education or the specific school district, as local practices can vary.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Thu, 27 Mar 2025 17:28:00 GMT</pubDate>
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<title>Changes are Still on the Horizon at the U.S. Department of Education</title>
<link>https://www.proedtn.org/news/697046/</link>
<guid>https://www.proedtn.org/news/697046/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CHANGES ARE STILL ON THE HORIZON AT THE U.S. DEPARTMENT OF EDUCATION 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.26_changes_are_still.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The U.S. Department of Education is currently experiencing significant transformations following an executive order signed by former President Donald Trump. This order aims to dismantle the Department, thereby reducing federal oversight and returning authority to states and local communities. The implications of these changes have sparked widespread debate and legal challenges, marking a pivotal moment in the American education landscape.   President Trump has issued an executive order to facilitate significant changes within the federal government. Education Secretary Linda McMahon is tasked with closing the Department of Education without seeking congressional approval.   Responsibilities will be reassigned, with the $1.6 trillion student loan portfolio moving to the Small Business Administration (SBA) and special education and nutrition programs transitioning to the Department of Health and Human Services (HHS). There has been a 50% reduction in the Department's workforce, which raises serious concerns about its capacity to operate effectively.   The response to these changes has been swift, with Massachusetts filing a lawsuit claiming the administration is overstepping by trying to dismantle the Department without congressional approval. Advocacy groups and some lawmakers are worried about potential chaos in managing student loans, special education services, and civil rights protections. The Department plays a crucial role in distributing federal funds, such as Title I and IDEA grants, and upholding protections like Title IX, making its role essential in education.   In contrast to the opposition, other lawmakers support the dismantling effort, viewing it as a necessary step to eliminate what they perceive as ineffective bureaucracy. They point to stagnant student test scores over the years, despite increased federal spending, arguing that state and local governments are more suited to handle education policy. This perspective underscores a fundamental belief in local control over educational matters.   Lamar Alexander, a former Tennessee Governor and Secretary of Education, believes that the federal Department of Education could be eliminated, as it has had limited success in improving student progress over the past 45 years. The department serves three main purposes: producing "The Nation's Report Card" to assess student performance, addressing civil rights violations, and distributing federal education funding, ideally in the form of block grants to states. Specifically, in addressing violations of students’ civil rights. Alexander is addressing actual violations, not "disparate impacts" that have often occupied enforcement in recent years.   As the process unfolds, congressional action is required to shutter the Department completely, a step fraught with uncertainty given the intense opposition. Immediate risks loom, including potential disruptions to the Free Application for Federal Student Aid (FAFSA) system and oversight of student loans, exacerbated by workforce reductions.   Penny Schwinn's nomination as Deputy Secretary of Education is pending confirmation by the Senate. Tennessee Senators Marsha Blackburn and Bill Haggerty have not indicated how they would vote on a Schwinn nomination.   The process includes hearings, committee votes, and a final vote. As the former Tennessee Education Commissioner, Schwinn implemented various initiatives, but her record has received mixed reviews. While supporters praise her experience, critics view her as a "bureaucrat" unfit for the role. Additionally, controversies related to a contract tied to her husband and notable staff turnover during her tenure have fueled the debate.   The Republican-controlled Senate gives Schwinn an advantage in the confirmation process; however, her approval is not guaranteed due to the potential influence of swing votes from moderate Republicans and conservatives. No hearing date has been set, and possible legal challenges to Trump’s education plans may impact on her nomination. While Deputy Secretary confirmations typically face less scrutiny, Schwinn’s polarizing profile could complicate her approval.   As the situation evolves, it remains too early to predict the outcome of Penny Schwinn's nomination or the ultimate fate of the Department of Education. Stakeholders and observers alike will need to closely monitor developments, particularly those from the Senate Health, Education, Labor, and Pensions (HELP) Committee, in the coming weeks. The ongoing debates and legal challenges will undoubtedly shape the future of education policy in the United States. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Wed, 26 Mar 2025 18:24:00 GMT</pubDate>
</item>
<item>
<title>Restorative Practices: Effective Solutions or Additional Burdens for Educators?</title>
<link>https://www.proedtn.org/news/696908/</link>
<guid>https://www.proedtn.org/news/696908/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
RESTORATIVE PRACTICES: EFFECTIVE SOLUTIONS OR ADDITIONAL BURDENS FOR EDUCATORS? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.24_restorative_pract.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Restorative justice in education aims to resolve conflicts and address misbehavior through dialogue and accountability rather than relying solely on punitive measures such as suspensions or expulsions. While it has gained significant traction as an alternative to traditional discipline, its implementation falls short of expectations for several key reasons.  A significant challenge is the insufficient training provided to teachers and administrators involved in restorative practices. Many are introduced to these methods without adequate preparation, leading to ineffective application. Many educators also do not buy into the concept.  Restorative practices involve more than just gathering in a circle to discuss issues; they require skills in mediation, emotional regulation, and a thorough understanding of trauma. Without proper training, the approach can become superficial or chaotic, ultimately diminishing its effectiveness.  A cohesive strategy for integrating restorative justice into educational settings enhances its transformative potential. While many schools acknowledge its benefits, they often struggle to establish a clear framework for implementation.  By uniting the entire staff around a commitment to restorative practices instead of traditional disciplinary measures, schools can cultivate an environment of trust and understanding. This clarity will help students understand behavioral expectations, and teachers will feel more secure in their roles, collectively contributing to a supportive learning atmosphere. However, achieving this goal can be challenging and time-consuming.  Most schools and districts face stretched resources and limited time. Implementing restorative justice often requires time-intensive interventions, such as one-on-one discussions or group sessions, to resolve conflicts. In underfunded schools with overworked staff, this can pose a significant hurdle. Consequently, quicker punitive measures, like detention, tend to be preferred, even if they are less effective in the long run.  Restorative practices also struggle with severe or repeated offenses. While effective for minor issues—such as classroom disagreements-the "let's talk it out" approach may fall short in cases involving violence or ongoing disruptions. Victims often feel unsafe, and offenders are frequently not administered practical consequences, leading to re-offenses.  The acceptance of restorative practices is currently tenuous. Many parents, students, and even some educators still equate punishment with justice, viewing disciplinary actions like suspension as necessary responses to misconduct. For example, if a student bullies another and receives only a "restorative chat" instead of a suspension, it may be perceived as overly lenient, especially if the bullying continues.  This perception can create considerable tension within the school community. Without a widespread commitment to and understanding of the restorative process among all stakeholders—parents, educators, and students—the initiative is likely to struggle and fail to make a meaningful impact. A shift in mindset is vital for effectively adopting restorative practices that prioritize accountability and healing over mere punitive satisfaction.  An analysis by the Rand Corporation of restorative practices in Pittsburgh schools revealed a significant decline in suspension rates, suggesting that these methods can foster student accountability and reduce disciplinary actions. However, despite this positive trend, academic outcomes did not improve significantly, raising questions about the overall effectiveness of the approach.  Teachers also expressed concerns about feeling unprepared to manage their classrooms effectively under this new framework. This feedback suggests that while the concept of restorative practices is valid, the execution and support surrounding these initiatives often lack substance. Max Eden wrote: “When it comes to studies of ideologically preferred policies like restorative justice, the logic all too often is: ‘Heads, I win. Tails, I would have won if it were implemented correctly.’”  For restorative practices to succeed, schools need adequate funding for resources, comprehensive training programs that equip all educators with essential skills, and a strong commitment from all stakeholders. Without these critical elements, restorative practices risk becoming a well-meaning initiative that struggles to withstand the realities of modern educational settings, even when implemented correctly.  ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 25 Mar 2025 16:17:00 GMT</pubDate>
</item>
<item>
<title>Final Countdown at the Department of Education?</title>
<link>https://www.proedtn.org/news/695743/</link>
<guid>https://www.proedtn.org/news/695743/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
FINAL COUNTDOWN AT THE DEPARTMENT OF EDUCATION? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.07_final_countdown_f.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Will President Trump issue an executive order directing Education Secretary Linda McMahon to dissolve the Department of Education?  While this initiative will likely require congressional approval, it reflects a longstanding commitment to dismantling the federal agency.  In her memo titled "Our Department's Final Mission," McMahon highlights the need to create a lasting impact on American education. However, she faces significant public opposition, with 63% of respondents in a Marist Poll expressing their disagreement. These individuals cite concerns about ensuring educational opportunities for all children.  The United States Department of Education has become a vital component in the U.S. educational system, overseeing the distribution of federal financial aid to support various programs. However, we would suggest that federal money plays a more significant role than the agency itself.  The US DOE also collects and analyzes data on student performance to inform policy decisions and enforces non-discrimination policies to ensure equal access to education for all students. Although its funding represents less than 10% of public school financing, its impact on educational equity and quality is considerable.  Linda McMahon's confirmation signifies a shift towards less federal involvement in education. McMahon aims to eliminate bureaucratic inefficiencies and enhance educational freedom. Trump seeks to transfer educational responsibilities to the states, although complete dissolution requires congressional approval.  It is also unclear how much authority the administration has to redirect funds without congressional approval. Additionally, the Department has initiated significant cost reductions, including terminating contracts and laying off staff. Our main concerns are the school meal programs, Title I educational funding, and the Individuals with Disabilities Education Act. Our state cannot educate children without those dollars.  Any effort should be focused on improving the efficiency of educational programs rather than implementing budget cuts. The administration aims to use targeted strategies to enhance program performance, maximize student outcomes, and support educators. By prioritizing operational improvements, the Trump Administration seeks to strengthen funding for educational programs and create a more effective learning environment.  The Trump administration prioritizes expanding school choice by enhancing parents' access to private school vouchers and other educational options. However, the extent of legal and political opposition to this goal is still uncertain.    Each state has unique educational needs, and the federal government's role in education is increasingly questioned. The U.S. Constitution does not address education, with the 10th Amendment reserving state powers. However, the 14th Amendment requires states to provide equal protection under the law, emphasizing the importance of equal opportunity.   Worries surrounding possibly dismantling the U.S. Department of Education are undoubtedly valid. Such an action could seriously affect students who depend on key federal initiatives. For instance, programs like Title I, which provide essential funding to improve educational opportunities for low-income students, could face significant disruption. Similarly, the Individuals with Disabilities Education Act (IDEA) ensures that students with disabilities receive appropriate services and support tailored to their needs.   The loss of these federal protections and resources could adversely affect the quality of education for millions of children across the country, exacerbating existing inequalities and denying vital resources to those who need them most. The full implications of these initiatives remain unclear. Congress has yet to act on many proposals, leaving educational policies in flux.   Proponents passionately contend that diminishing federal oversight is essential, citing the troubling stagnation of educational outcomes as a persuasive rationale for their stance. They highlight that despite significant investments and policies, students are not experiencing the growth and advancement that should be expected. This stagnation serves as a clarion call, urging a reevaluation of federal involvement in education. We understand that no matter what happens, there will be substantial changes.    Without legislation, the Education Department's legal authority and programs would likely remain in place, even if the headquarters shut down. The laws governing federal student loans, K-12 funding, and school civil rights would still exist and could only be changed by Congress repealing them or reallocating responsibilities to other agencies.   As we await what is next for the United States Department of Education, we wonder if it’s on a final countdown to closure or its final mission?  We will find out shortly.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 11 Mar 2025 16:33:00 GMT</pubDate>
</item>
<item>
<title>Equipped for Educational Success </title>
<link>https://www.proedtn.org/news/695646/</link>
<guid>https://www.proedtn.org/news/695646/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EQUIPPED FOR EDUCATIONAL SUCCESS  
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.07_equipped_for_educ.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The most significant battles we often face occur within our own minds. Overcoming this internal conflict can pave the way for success in various aspects of life. As Erwin Raphael McManus aptly states, "every battle you face in the outside world must first be won in your inner world," emphasizing the importance of this inner struggle.   In the realm of public education, there is a troubling trend of neglecting fundamental subjects such as reading, writing, and arithmetic. These foundational skills are vital for effective communication and problem-solving. Unfortunately, distractions from secondary issues like technology integration and standardized testing detract from these core subjects, leading to diminished public support. To enhance our educational system, we must redirect our focus to these essentials, ensuring that every student is equipped with the necessary tools for academic and life success.   Martin Luther King Jr. believed that character development is a cornerstone of education. He viewed education as a means to foster academic growth, critical thinking, and ethical reasoning. By nurturing character, we encourage society to reflect on its values and appreciate personal contributions, helping individuals cultivate their sense of right and wrong.   Many educators feel overwhelmed and ill-equipped to tackle the daunting challenges posed by traumatic events like school shootings, as well as pressing societal issues such as poverty and the complexities surrounding single-parent families. Our goal is to empower these educators by providing the knowledge and resources they need to nurture and guide the next generation through these turbulent times.   Concerns about external influences and funding in public education have been raised frequently. While some motivations may be well-intentioned, they can overshadow the fundamental goals of education. Such influences can divert focus from fostering critical thinking and creativity, prioritizing donors' interests over the holistic development of students. This shift threatens to compromise the essence of education, which is to empower individuals to think independently and cultivate a love for learning.   Many educational challenges are best addressed in specialized contexts. Moreover, funders of educational initiatives often lack the necessary expertise and may harbor ulterior motives that could undermine the integrity of programs. It is essential to closely monitor these influences to prioritize the genuine needs of students and educators.   In the rich tapestry of American society, we find ourselves divided into distinct voting blocs. However, we must not allow this polarization to permeate our classrooms. Education should serve as a great equalizer, a beacon of hope that embraces every child with unwavering fairness, regardless of their background or circumstances. Within the walls of our schools, we have the power to foster unity, creating an environment where every learner is valued, empowered to thrive, and equipped for success.   Quality education is vital for everyone in society, and it is imperative that we maintain high standards for all, irrespective of race, gender, or nationality. Lowering our expectations only hinders everyone's progress. Let’s advocate for a future where education empowers every individual to succeed!   We must strive for excellence and concentrate on helping students master the basics. A child who struggles to read will find it challenging to lead. Our responsibility is to educate children to become responsible citizens.   Policymakers must collaborate with parents and educators from the community, prioritizing their voices. Our history and traditions remind us of the belief in local control of education and the importance of opposing federal or state government interference in local decisions. We must equip the next generation for success.   ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Mon, 10 Mar 2025 16:38:00 GMT</pubDate>
</item>
<item>
<title>Equipped for Educational Success</title>
<link>https://www.proedtn.org/news/695263/</link>
<guid>https://www.proedtn.org/news/695263/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EQUIPPED FOR EDUCATIONAL SUCCESS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.03.04_equipped_for_educ.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
The most significant battles we often face occur within our own minds. Overcoming this internal conflict can pave the way for success in various aspects of life. As Erwin Raphael McManus aptly states, "every battle you face in the outside world must first be won in your inner world," emphasizing the importance of this inner struggle. In the realm of public education, there is a troubling trend of neglecting fundamental subjects such as reading, writing, and arithmetic. These foundational skills are vital for effective communication and problem-solving. Unfortunately, distractions from secondary issues like technology integration and standardized testing detract from these core subjects, leading to diminished public support. To enhance our educational system, we must redirect our focus to these essentials, ensuring that every student is equipped with the necessary tools for academic and life success. Martin Luther King Jr. believed that character development is a cornerstone of education. He viewed education as a means to foster academic growth, critical thinking, and ethical reasoning. By nurturing character, we encourage society to reflect on its values and appreciate personal contributions, helping individuals cultivate their sense of right and wrong. Many educators feel overwhelmed and ill-equipped to tackle the daunting challenges posed by traumatic events like school shootings, as well as pressing societal issues such as poverty and the complexities surrounding single-parent families. Our goal is to empower these educators by providing the knowledge and resources they need to nurture and guide the next generation through these turbulent times. Concerns about external influences and funding in public education have been raised frequently. While some motivations may be well-intentioned, they can overshadow the fundamental goals of education. Such influences can divert focus from fostering critical thinking and creativity, prioritizing donors' interests over the holistic development of students. This shift threatens to compromise the essence of education, which is to empower individuals to think independently and cultivate a love for learning. Many educational challenges are best addressed in specialized contexts. Moreover, funders of educational initiatives often lack the necessary expertise and may harbor ulterior motives that could undermine the integrity of programs. It is essential to closely monitor these influences to prioritize the genuine needs of students and educators. In the rich tapestry of American society, we find ourselves divided into distinct voting blocs. However, we must not allow this polarization to permeate our classrooms. Education should serve as a great equalizer, a beacon of hope that embraces every child with unwavering fairness, regardless of their background or circumstances. Within the walls of our schools, we have the power to foster unity, creating an environment where every learner is valued, empowered to thrive, and equipped for success. Quality education is vital for everyone in society, and it is imperative that we maintain high standards for all, irrespective of race, gender, or nationality. Lowering our expectations only hinders everyone's progress. Let’s advocate for a future where education empowers every individual to succeed! We must strive for excellence and concentrate on helping students master the basics. A child who struggles to read will find it challenging to lead. Our responsibility is to educate children to become responsible citizens. Policymakers must collaborate with parents and educators from the community, prioritizing their voices. Our history and traditions remind us of the belief in local control of education and the importance of opposing federal or state government interference in local decisions. We must equip the next generation for success. ##### JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact <a href="mailto:info@proedtn.org">info@proedtn.org</a> or 1-800-471-4867. ]]></description>
<category>Editorials</category>
<pubDate>Tue, 4 Mar 2025 20:41:00 GMT</pubDate>
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