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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>Fri, 19 Sep 2025 06:45:55 GMT</lastBuildDate>
<pubDate>Wed, 17 Sep 2025 14:50:00 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>The Debt Dilemma</title>
<link>https://www.proedtn.org/news/710300/</link>
<guid>https://www.proedtn.org/news/710300/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DEBT DILEMMA 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.17_the_debt_dilemma.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
We must have a candid conversation about a delightful little subject that has somehow managed to become the elephant in the room: debt. Yes, that nagging little shadow that follows us everywhere, whispering sweet nothings about how we can have it all—until the bill comes.   In recent years, we have seen our society stumble into a financial funhouse filled with sports gambling debt, credit card debt, medical debt, student loan debt, and probably even that mysterious debt you incurred for that inflatable bounce house you just had to have. The total U.S. household debt recently hit a whopping $18.39 trillion. That’s trillion with a "T," folks!   You see, debt isn’t just a personal problem; it’s a societal one. It’s like a bad reality show —everybody’s involved, and nobody knows how it will turn out. You know things are grim when people are gambling away their futures in sports, as if betting on the Super Bowl is a solid retirement plan. Who knew that our national pastime would turn out to be spiraling into debt while rooting for our favorite team?   Let’s break this down. The average American household is carrying about $152,000 in debt. That’s like trying to carry your entire family’s Thanksgiving dinner in one trip—impossible and likely to end in disaster.   Mortgages are the heavyweights in this debt ring, with $12.94 trillion weighing down our collective shoulders. And then there’s credit card debt, which is like that friend who always asks to borrow money and never pays you back—currently sitting at $1.14 trillion. Add to that $1.6 trillion in auto loans and student loans, and you have a debt buffet that nobody wants to attend.   Now, you might ask, “What’s the deal with all this debt?” Well, it turns out that high household debt is about as fun as getting a root canal. It squeezes our disposable income like an overripe lemon, leaving us with little to spend on the things we actually enjoy, like not stressing about money.   This financial squeeze can lead to real health issues, not just in our wallets but in our minds. Who knew that worrying about credit card bills could be more stressful than watching the Tennessee Titans game?   We must act. Policymakers need to step up and do something dramatic—think of it as a financial superhero moment. They could implement stricter regulations on gambling, reform credit practices, and make healthcare more affordable. Imagine a world where you don’t have to choose between paying your medical bills and buying groceries. It’s a dream worth fighting for!   And let’s not forget about financial literacy. If we can teach young people how to manage their money effectively, we might prevent future generations from falling into the same traps. This is mission-critical in our state and our nation. Our state has established the Tennessee Financial Literacy Commission so that Tennessee students have access to quality financial literacy resources early and often as they matriculate through the educational system.   Our state needs to capitalize more on this valuable resource. Tennessee Treasurer David Lillard, both the visionary and impetus behind the program in Tennessee, told the Elizabethton Star: “It’s a matter of training people early in life.” He added that the new program places emphasis on students in K-8 grades. “We are trying to effect a generational shift in how Tennesseans think about finances.”   As we look to the future, we need to be realistic. If we continue down this path, U.S. household debt could surpass $20 trillion by the late 2020s. That’s a number so significant it makes my head spin. But it doesn’t have to be this way. With the right policies and a little bit of common sense, we can turn the tide.   The debt crisis we face is a comedy of errors that requires a serious rewrite. It’s time for us to come together, tackle this issue head-on, and create an economy that works for everyone. Because if we don’t, we might as well start a new reality show called “America’s Next Top Debt.” And trust me, nobody wants to see that.   ##### 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, 17 Sep 2025 15:50:00 GMT</pubDate>
</item>
<item>
<title>Under Attack: Role of Religious Freedom in Our Schools</title>
<link>https://www.proedtn.org/news/709977/</link>
<guid>https://www.proedtn.org/news/709977/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
UNDER ATTACK: ROLE OF RELIGIOUS FREEDOM IN OUR SCHOOLS 
<a href="https://acrobat.adobe.com/id/urn:aaid:sc:US:d1e3c7ed-9c6e-4879-bf8b-6c57f0888e6f
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A coach at Northwest High School in Montgomery County was removed by the principal during halftime of a recent game. Coach Trey Campbell, a volunteer assistant coach, left amid concerns the principal expressed  about “proselytizing.” 
<a
href="https://fox17.com/news/local/northwest-high-clarifies-coachs-exit-religion-rights-spark-controversy">The school now claims he left voluntarily</a>, but some students and parents feel he was simply praying with players who chose to join him and did nothing wrong. Word of the incident has spread through the school, many students have responded
by bringing their Bibles and publicly brandishing them at the school in support of the coach. 


 
Did his alleged transgression require immediate action? The coach brought a Bible to a game and may have led a prayer for players who volunteered to participate. This act has sparked controversy and a timely conversation about the extent to which public schools can restrict religious expression. 
<p
style="line-height: normal;"> 
President Donald Trump has announced that the Department of Education will soon issue new guidance to protect prayer in public schools. The First Amendment goes to the heart of who we are as a nation. It guarantees freedom of speech, expression, and association for all, including public officials. School board members, teachers, and coaches have the right to express their beliefs and engage in personal religious practices, even in schools and public settings.
<p
style="line-height: normal;"> 
The Establishment Clause was never meant to create sterile, religion-free zones. It exists to prevent the government from favoring one religion over another or, worse, imposing “religion” or opposing religious practices. All voices must be heard in the public square, not just those approved by the government.
<p
style="line-height: normal;"> 
There is widespread confusion about the Establishment Clause. It does not require schools to be policed as religion-free zones. On the contrary, when teachers act privately, even on school grounds and during school hours, their freedoms should not be curtailed. The Supreme Court has made that clear for other government workers. See Lane v. Franks, 134 S. Ct. 2369 (2014); Garcetti v. Ceballos, 547 U.S. 410 (2006).
<p
style="line-height: normal;"> 
The Supreme Court recently upheld the right to personal religious expression. Consider the 2022 case of Coach Joe Kennedy, the former coach who knelt in prayer after games (Kennedy v. Bremerton School District, 597 U.S. 507).  
<p
style="line-height: normal;"> 
Players asked if they could join Coach Kennedy. The coach replied that it’s a “free country” and they can “do what [they] want.” An opposing coach commented, “Each activity has been voluntary. While students and others have either been invited or allowed to join in, you have not actively encouraged or required participation.”
<p
style="line-height: normal;"> 
Coach Kennedy requested a religious accommodation to kneel and say a brief, quiet, personal prayer on the field after football games concluded. The Bremerton School District then banned any employee from engaging in any “demonstrative religious activity” that is “readily observable to…students and the attending public.” It offered to “accommodate” Coach Kennedy by having him pray secretly in a location like the “press box.”
<p
style="line-height: normal;"> 
Subsequently, the Supreme Court ruled that schools must respect religious expression. According to the opinion, “Respect for religious expressions is indispensable to life in a free and diverse Republic—whether those expressions take place in a sanctuary or on a field, and whether they manifest through the spoken word or a bowed head.” The opinion added: “The Constitution neither mandates nor tolerates that kind of discrimination.”
<p
style="line-height: normal;"> 
People should practice their faith without fear of risking their jobs or reputations.
 
Groups such as the ACLU and Americans United for Separation of Church and State recognize the importance of events like See You at the Pole. These events promote voluntary prayer among students, showing that religious expression in schools enriches our educational landscape.
<p
style="line-height: normal;"> 
Individual, voluntary prayer is a protected freedom. It enhances the character and values of students, creating a space for young people to share their beliefs and engage in meaningful conversation. Mutual respect grows from this. As Charles Haynes said, “Far from being ‘kicked out,’ God goes to school today through the First Amendment door.”
<p
style="line-height: normal;"> 
As this issue unfolds, communities must engage in open dialogue about religious expression in education. Conversations born from this incident can lead to reflection and growth. Our freedoms, including the freedom to pray, are fundamental. We expect new guidance from the United States Department of Education soon.
<p
style="line-height: normal;"> 
Faith has always defined us as a nation. Public education must remain a place where diverse beliefs coexist. It enriches the experience for all students and our culture, and both the religious and non-religious should fight to protect the freedoms enshrined in our Constitution.
 
#####
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, 12 Sep 2025 18:03:00 GMT</pubDate>
</item>
<item>
<title>The Final Reckoning and Education Budget Showdown</title>
<link>https://www.proedtn.org/news/709794/</link>
<guid>https://www.proedtn.org/news/709794/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE FINAL RECKONING AND EDUCATION BUDGET SHOWDOWN 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.05_the_final_reckoni.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Let’s dive into the deep end of the pool that is the U.S. Department of Education's budget <a href="https://www.whitehouse.gov/omb/information-resources/budget/the-presidents-fy-2026-discretionary-budget-request/">proposal for FY 2026</a>. It feels like tuning into “Mission: Impossible – The Final Reckoning.”  This time, however, the actors leave out the heart-pounding action, thrilling spectacle, and cinematic flair that the franchise is known for—and then some—no death-defying stunts with global dangers.  The stakes touch upon our children’s education rather than just a fitting adrenaline-fueled farewell for Ethan Hunt and his team.   The Trump administration has unveiled a $66.7 billion budget proposal – a hefty 15% cut from last year's spending. Their mission? To reduce federal oversight. And while I’m not exactly waving pom-poms for any federal control, one has to wonder if states can truly manage education without some guidance. A self-governing school system sounds appealing until you realize your tax dollars might end up funding schools that resemble local coffee shops. How about latte art lessons in math class? Still, block grants to the states are our preferred process.    The <a href="https://appropriations.house.gov/subcommittees/labor-health-and-human-services-education-and-related-agencies">House Appropriations Subcommittee</a> has embraced the proposed Trump cuts with the enthusiasm typically reserved for a Black Friday frenzy. Their approved bill passed with a nail-biting 11-7 vote, aligning closely with the administration’s priorities while adding a few curveballs of their own. They have decided to cut Title I funding, which is vital for low-income students in urban and rural communities, while also eliminating programs like teacher training and English Language Acquisition. Ironically, cutting teacher training seems counterintuitive, given that it should be a state responsibility. Title I cuts? It’s like witnessing a magician sawing a person in half, but this time, the students who need help the most are the volunteers.   Across the aisle, <a href="https://www.appropriations.senate.gov/imo/media/doc/fy26_lhhs_bill_text.pdf">the Senate</a> has taken a more generous stance, proposing a budget of $79 billion for the Department of Education. This is what happens when senators are allowed out for a breath of fresh air and a dose of bipartisan goodwill. Their version maintains more funding for critical programs, offering a lifeline to those who budget cuts might otherwise sweep away. One can almost envision them gathered around a table, sharing coffee and saying, “Smart people on every side are close to panicking!”   What do these budget maneuvers mean for the average American family? Brace yourself for some wild twists! The House’s proposed budget is shaking things up with a jaw-dropping 27% cut to Title I grants.  We are talking about slashing funding for schools that serve low-income students. It’s a move that raises eyebrows and challenges the very idea of equal opportunity. Who needs resources when chaos is on the agenda, right? Get ready for budgetary drama. Whatever you do, don’t cut the red wire.   In a plot twist worthy of political drama, the House has also decided to eliminate the Federal Supplemental Educational Opportunity Grant, which helps low-income students afford college. If you’re keeping track, that means a lack of college access and affordability is only benefiting those who can already afford college and well-connected children in this budgetary game.   Any one action does not define our lives. Our lives are the sum of our choices. As we race toward the September 30 deadline – a date looming over Congress – one can’t help but wonder: will there be a compromise that results in a more palatable budget, or will we face a government shutdown?  I predict compromise.   Desperate times give us desperate measures. So, some advocacy groups are gearing up for battle, and soon the public will be bombarded with appeals to save our schools. There is some reality in that perspective. However, in this farcical dance of fiscal policy, we must remember that education is more than just a line item on a budget sheet. It’s the foundation of our future, the ground upon which the next generation stands.   As Congress debates the merits of funding cuts to some critical programs, let’s hope they realize that education isn’t merely a numbers game – it’s about real lives and real futures. As Luther Stickell might say: “Any hope for a better future comes from willing that future into being. A future reflecting the measure of good within ourselves. And all that is good inside us is measured by the good we do for others. We all share the same fate -- the same future.”    Your mission, should you choose to accept it, is to settle in for this political and budget spectacle and grab your popcorn. Regardless of how the budget turns out, one thing is sure: we are heading toward a final reckoning. This message will self-destruct in five seconds.  ##### 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, 10 Sep 2025 16:12:00 GMT</pubDate>
</item>
<item>
<title>Where Have All the Students Gone?</title>
<link>https://www.proedtn.org/news/709618/</link>
<guid>https://www.proedtn.org/news/709618/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
WHERE HAVE ALL THE STUDENTS GONE? 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.08_where_have_all_th.pdf"" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Ah, chronic absenteeism—a term that sounds like a fancy medical diagnosis but is actually just a polite way of saying, "Hey, where is everyone?" Picture this: kids missing 10% or more of their school days—about 18 days in a year. That's like taking a vacation to Bermuda while your buddies are stuck in math class, and let's be honest, nobody's getting a tan from geometry.   Starting in the 2017-18 school year, the education establishment decided to tackle this epidemic head-on with the introduction of the Chronically Out-of-School Indicator. Yes, it sounds like a new dashboard warning light for your car. Still, it's actually a measure of absenteeism, counting all the days kids miss—no matter if they are home with a cold, stuck in a traffic jam, or just pretending to be sick because they can't bear another day of algebra.   Now, if we are going to solve the mystery of the disappearing students, we need to understand that attendance isn't just about checking boxes. It's not a legal issue, but rather an opportunity to know why kids are missing out. Perhaps they are dealing with health issues, transportation problems, or maybe they can't face another day of cafeteria mystery meat.   The Tennessee Department of Education collects data on unexcused absences, but it's challenging to determine what truancy really looks like. One district might label a kid truant, while the next district is just giving them a sympathetic nod and a cookie. It's like trying to compare apples to oranges, if the apples were occasionally missing and the oranges were just…well, confused.   And let's talk about the wild west we call school policies. Each district has its own rules about what counts as an excused absence. One school might excuse a child for a family vacation, while another might require a doctor's note. It's enough to make you wish for a universal attendance code—like a secret handshake that only educators know.   Post-pandemic, absenteeism shot up like it was auditioning for a reality show. We peaked at a staggering 31% in the 2021-22 school year, which felt like a nationwide "Stay Home Day." Thankfully, we've trimmed that down to 28%—progress in the right direction, but still a reminder that we need to put on our detective hats and figure this out.   So, what's the plan? First, let's assemble an attendance task force. This should be a group of principals, counselors, teachers, and possibly the school nurse, who is probably the only one who knows how to deal with all the sniffles. This team will delve into the attendance data to determine who's skipping school and why.   Next, it's all about engaging families. We need to reach out to those who might be facing health issues or transportation troubles. A friendly call or text can go a long way—after all, no one wants to be that parent who gets a phone call from the school saying, "Your kid hasn't been here in three weeks. Are you sure they're not hiding in the attic?"   And let's not forget about making school a place kids actually want to be. If we can turn the classroom into a fun zone—think pizza parties, cool after-school clubs, and maybe even a mentoring program—we might find kids lining up at the door instead of sprinting in the opposite direction.   Of course, we need to tailor our interventions. A one-size-fits-all approach is about as practical as an inflatable dartboard. We will need universal support, targeted help for those on the edge of chronic absenteeism, and intensive support for students facing serious challenges.   Finally, don't underestimate the power of community collaboration. Schools can't do it alone. By teaming up with local organizations and churches, we can create a support network that helps students overcome the barriers preventing them from showing up.   Currently, the national chronic absenteeism rate sits at 23.5%. That's a lot of empty desks! If we all pitch in, we can encourage kids to return to the classroom where they belong—after all, that's where the magic happens.   Let's join forces to tackle chronic absenteeism and transform our schools into vibrant learning hubs. It's not just a policy issue; it's a mission-critical issue for our future. Because if we want our students to succeed, they need to be in class, not in their pajamas binge-watching their favorite show.   In the wise words of Stephen Hawking, "Half the battle is just showing up." Let's ensure our kids are showing up, learning, and thriving. Because when it comes to education, attendance isn't just important, it's everything! ##### 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, 8 Sep 2025 17:25:00 GMT</pubDate>
</item>
<item>
<title>The Tennessee Teacher Licensure Tango</title>
<link>https://www.proedtn.org/news/709209/</link>
<guid>https://www.proedtn.org/news/709209/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE TENNESSEE TEACHER LICENSURE TANGO 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.09.01_the_tennessee_tea.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 has created a teacher licensure system that could confound even the most determined of souls. Suppose you have tried to navigate the labyrinthine paths of the Tennessee Department of Education (TDOE) to become a teacher. In that case, you might think it's a reality show— "Survivor: Teacher Licensure Edition." Contestants (aka aspiring educators) face challenges like the Praxis exams, background checks, and a complex web of requirements, all while trying to keep their sanity intact.   Let's break this down: the current licensure framework includes the Practitioner License, which sounds like a title you would find in a medieval fantasy novel, and the Professional License, which feels more like a badge of honor for surviving the gauntlet of education. The requirements? A bachelor's degree, completion of an Educator Preparation Program (EPP), and passing the Praxis exams—all while dodging the occasional meteor that might represent the latest legislative change.   Regarding legislation, the Teacher Paycheck Protection Act seeks to raise starting salaries to $50,000 by 2026. This is excellent news for aspiring teachers, but what does it do for those who have been working harder than a cat in a room full of rocking chairs? However, let's not forget the real issue: we still have a significant number of vacancies and underqualified teachers filling those spots. It's like trying to fill a leaky bucket with water while the holes keep getting bigger.   Now, let's talk about the challenges. The licensure process is about as user-friendly as a Rubik's Cube in the dark. Non-traditional candidates, such as career changers or out-of-state educators, must navigate the TDOE's maze, which feels more like a secret society initiation than a straightforward application process. If you think applying for a driver's license is tough, try becoming a teacher in Tennessee. We welcome all elected officials to give it a try.   And what's with all these assessments? The Praxis exams are seen as burdensome and costly, like trying to buy a unicorn at a premium price. Some experienced educators still have to jump through these hoops, even though they can teach circles around the requirements. Meanwhile, the 2021 Tennessee Literacy Success Act adds yet another layer of complexity, leaving teachers frazzled and wondering if they should take up knitting instead.   But wait! There's hope on the horizon! Proposed changes aim to streamline the process, reduce assessment burdens, and enhance support for new teachers. We could see expanded job-embedded programs, reduced requirements for out-of-state teachers, and perhaps even a micro-credential system for those wanting to specialize in niche areas, such as teaching dogs to read. Okay, maybe not that last one, but you get the idea.   The Licensure Review Committee is working hard to improve the situation, proposing the removal of the edTPA requirement and strengthening clinical practice. They're even looking to make the licensure process coherent—like a well-conducted symphony instead of a cacophony of confused educators trying to figure out how to play the triangle.   And let's not overlook the innovative teacher residency programs emerging in Memphis. These programs are producing new teachers at a rapid pace, offering tuition-free master's degrees and housing stipends. It's beneficial for everyone, except for traditional educators who feel they are now competing against a well-funded, high-powered version of themselves that funded their own education. How long will these teachers stay in the classroom?   While Tennessee's teacher licensure system is functional, it's crying out for reform. We need to make it more accessible and supportive while ensuring that teacher quality doesn't slip through the cracks, as was the case with last week's homework.   If we can balance these reforms with a healthy dose of common sense, we might create a system that produces not only qualified educators but also happy ones. Because let's face it, happy teachers lead to happy students—and that's a lesson worth learning! ##### 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, 2 Sep 2025 17:07:00 GMT</pubDate>
</item>
<item>
<title>Embrace the Spirit of Labor Day</title>
<link>https://www.proedtn.org/news/708950/</link>
<guid>https://www.proedtn.org/news/708950/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
EMBRACE THE SPIRIT OF LABOR DAY 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.28_embrace_the_spiri.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
This Labor Day, we take a moment to reflect and celebrate. This holiday, nestled between summer and autumn, honors the American worker—the backbone of our economy and the heart of our communities. Established by President Grover Cleveland, Labor Day is a tribute to the hard work and achievements that have shaped our nation.   Recently, many of us have felt the weight of economic uncertainty. Our budgets are stretched, grocery bills continue to rise, and gas prices are unpredictable. In today's economy, numerous families are facing greater challenges. The financial pressures can be overwhelming, making it difficult to enjoy the small things that once brought us joy and ease.   Labor Day is a celebration of resilience, honoring the spirit of those who work hard and create each day. We must embrace that spirit again.   Tradition flows through this holiday, from parades celebrating our achievements to backyard barbecues filled with laughter and the aroma of grilled food. These gatherings highlight our shared goals and the dedication of American workers, whose efforts have guided us through significant changes. They remind us of our story of progress and possibility.   We often hear that hard work leads to success—a truth that has inspired generations. But as we gather on this Labor Day, we must ask ourselves: do we still believe it? Do we recognize the incredible effort that has gone into building this great nation? It is worth recalling the wisdom of President Calvin Coolidge, a man often portrayed as silent, yet whose words about labor resonate deeply. He acknowledged the dignity of work, stating that this holiday pays tribute to "the worth and dignity of the men and women who toil."   Coolidge understood that honest work represents the American spirit. Collidge spoke of pride in labor and shame in idleness, emphasizing that "no task is menial and no service degrading." In his eyes, all work ennobles the worker, and in that, we find a profound truth: our labor is not simply a means to an end, but a reflection of our character and commitment to each other.   The landscape of opportunity has changed. Success is now influenced by education, timing, and resources, not just hard work. As we celebrate Labor Day, we should acknowledge that the journey to success often presents barriers that some must navigate more skillfully than others.   As we reflect on our nation today, we must address the divisions that have emerged. The "us versus them" mentality hinders collaboration and progress. This Labor Day, let's focus on seeking common ground. Our shared humanity unites us more than our differences divide us. Together, we can find the strength and power to overcome even the darkest times.   Leadership is essential. In a time when silent voices can emerge, we must encourage dialogue and advocate for meaningful change. Our frustrations can drive action, turning discontent into a force for good. We must also listen to each other. John F. Kennedy reminded us, "What unites us is far greater than what divides us." These words ring true today. Amid challenges, let us remember that our common aspirations can light the way forward. In unity, we find strength; in shared purpose, we find direction.   This Labor Day, let's renew our commitment to the ideals of liberty and opportunity that define our nation. As a vibrant tapestry of diverse cultures, we honor those who came before us by striving for both personal success and a collective future that benefits generations to come.   President Coolidge believed that no American who achieved prominence did so without toil. Perhaps he was not as silent as history suggests; his lessons on the dignity of labor and the value of community resonate through time.   As we raise our glasses and enjoy the fruits of our labor, let us reflect on the true spirit of the day, the value of freedom, and the enduring strength of the American worker. Happy Labor Day!   ##### 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, 28 Aug 2025 16:07:00 GMT</pubDate>
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<title>Opinion: It's Time to Start Leading</title>
<link>https://www.proedtn.org/news/708831/</link>
<guid>https://www.proedtn.org/news/708831/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
OPINION: IT'S TIME TO START LEADING 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.27_opinion_it_s_time.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
By: JC Bowman -  Contributing Education Editor, TriStar Daily
 
In the field of education, I frequently receive emails and letters from educators and parents throughout the state. Among these, some stand out for their clarity and insight. One such letter, authored by the husband of a Tennessee educator, poses critical questions that deserve attention.
 
“As a military veteran, businessman, and husband to an educator, I have seen distinct parallels between our military and the current state of education in Tennessee. I genuinely enjoyed my time in service, and I credit much of my business success to my military journey.”
 
“Yet, I cannot ignore the primary reason I chose not to reenlist: the breakdown between leaders at the top and the men and women carrying out tasks on the ground.”
 
“In the military, laws and regulations are passed by congressmen and generals who likely have never served or haven’t led at the company or platoon level in decades. These leaders create regulations that often feel like metaphorical handcuffs, making our troops’ jobs harder than necessary—sometimes nearly impossible. I argue that the same is happening in education.”
 
“We have state legislators who have never walked a day in a teacher’s shoes, and directors and central office staff who haven’t taught in a classroom in decades. In their efforts to raise test scores, they keep piling unnecessary burdens onto teachers, who are already carrying too much.”
 
“We can pass more laws, increase funding, and find new ways to add 2+2, but at the end of the day, our education system will not change until leaders start leading—investing in and empowering their people.”
 
“It’s fair to assume that most CEOs of successful organizations would tell you that their greatest asset is their people. These CEOs encourage innovation and empower their staff to create simple yet effective processes that yield predictable results. 
 
“They embrace the role of servant leaders, welcome feedback, and take constructive criticism in stride. They are masters of active listening, showing empathy, and are unafraid to delegate. When times are good, great leaders give credit to their teams. When times are bad, they take the blame.”
 
“In education, many so-called leaders seem to have it backward. There is such a laser focus on students and test scores that they forget that teachers are education’s greatest asset. Teachers drive the inputs and processes, while students and test scores are merely the outputs.”
 
“Focusing on inputs and processes has become a lost concept for today’s education leaders. They forget that their roles exist to support teachers, and without teachers, their positions would cease to exist. They rarely, if ever, engage in meaningful conversations with teachers about what is working well, what needs improvement, and how to make their jobs more efficient.”
 
“Empowering teachers to create their own goals, strategies, and processes is not even a thought. Instead, leaders quickly add more planning requirements, more meetings, and stricter dress codes, believing these changes will improve test scores.”
 
“At the end of the day, there will not be sustainable, long-term improvement in education until leaders start leading. Sure, micromanagement may boost test scores in the short run, but it ultimately breeds disgruntled teachers, and the results will not last.”
 
“A key concept in leadership is understanding that people are led while things are managed. Leaders must take a long, hard look in the mirror and ask themselves, “Am I doing everything in my power to lead and serve my people in the best way possible?” The answer is already known. It is reflected in test scores and the morale of educators.”
 
“It is time for the blaming and micromanaging to end. It is time to start leading.”
 
He critiques the focus on test scores over teacher support, arguing that effective leadership should empower educators instead of adding burdens. By comparing education leaders to successful CEOs, he emphasizes the need for servant leadership, active listening, and accountability.
 
The letter warns against micromanagement, which can harm teacher morale and effectiveness. It calls for a leadership shift that supports educators and fosters collaboration, stressing that lasting change in education requires prioritizing the empowerment of teachers.
 
#####
JC Bowman is a Contributing Education Editor for TriStar Daily and 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, 27 Aug 2025 16:32:00 GMT</pubDate>
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<title>The Evolution of Teacher Evaluations in Tennessee</title>
<link>https://www.proedtn.org/news/708704/</link>
<guid>https://www.proedtn.org/news/708704/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE EVOLUTION OF TEACHER EVALUATIONS IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/08.21.2025_the_evolution_of_.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 teacher evaluation system, primarily the Tennessee Educator Acceleration Model (TEAM), represented initial progress in evaluation reform. The state has shifted its approach in teacher evaluation to a structured, data-driven system focused on enhancing teacher performance and student outcomes.  This was influenced by federal initiatives like Race to the Top and the Every Student Succeeds Act that demanded greater accountability.   The Tennessee Value-Added Assessment System (TVAAS) was created in the 1980s by William "Bill" Sanders to measure teachers' impact on student growth, supporting Governor Lamar Alexander's goal of linking teacher pay to performance. The Education Improvement Act of 1992 emphasized the need for monitoring academic progress, but evaluations primarily relied on principal observations that were highly subjective.   The Framework for Evaluation and Professional Growth (FEPG) was introduced in the early 2000s to create structured assessments. However, the 2011 First to the Top Act reforms marked a significant shift by incorporating student outcomes into evaluations, changing how teaching effectiveness was measured.   The TEAM model has provided a data-driven approach to enhance understanding of teacher effectiveness and accountability. Its balanced evaluation system comprises 50% observations, 35% student growth through TVAAS, and 15% student achievement. Research shows that these efforts have improved student performance and increased teacher retention in some districts.   Collaboration and partnerships are essential in the evaluation process. Initiatives aimed at bridging the gap between high- and low-performing teachers show that mentorship and knowledge sharing improve teaching practices. Furthermore, continuous professional development fosters a culture of growth, helping educators enhance their skills.   The TEAM model has notable benefits but also significant criticism, primarily due to its reliance on TVAAS, which uses standardized test scores to evaluate teacher effectiveness. This can unfairly impact teachers in non-tested subjects, as they feel judged based on overall school performance rather than their own contributions. Critics claim this system may penalize teachers for factors beyond their control, such as students' socioeconomic challenges.   Concerns have been raised about inconsistencies in evaluator training and the application of the evaluation rubric. Variations in the evaluation process can undermine trust in the system, leading some educators to feel unfairly judged without a clear understanding of their classroom situations.   The evaluation process is time-consuming and can distract teachers and administrators from instruction. Many teachers find the feedback they receive unhelpful and not focused on professional growth, making evaluations feel more like punishments than constructive tools for improvement.   To enhance the TEAM model's effectiveness, we can refine value-added measures for fair evaluations, especially for non-tested subjects. Additionally, improving and standardizing evaluator training will increase consistency and reduce subjectivity.   Streamlining the evaluation process would allow educators to focus more on instruction rather than preparation. Enhancing feedback and linking evaluations to relevant professional development would further support teachers' growth. Professional Educators of Tennessee and other organizations work to develop quality professional development for educators.       Improving transparency and incorporating educator feedback in the evaluation process can build trust and better meet the needs of teachers and students. Despite advancements in accountability, Tennessee's teacher evaluation system still faces challenges regarding fairness, consistency, and feedback.   Targeted reforms to improve teacher evaluation can establish a fairer evaluation system that aids educators and benefits students. Lessons learned in Tennessee can provide insights for evaluation reforms in other 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>Mon, 25 Aug 2025 20:44:00 GMT</pubDate>
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<title>Surviving the Federal Education Apocalypse</title>
<link>https://www.proedtn.org/news/708335/</link>
<guid>https://www.proedtn.org/news/708335/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
SURVIVING THE FEDERAL EDUCATION APOCALYPSE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.19_surviving_the_fed.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
Ladies and gentlemen, welcome to the thrilling adventure of navigating the wild world of education policy! Picture this: once a sprawling bureaucracy, the U.S. Department of Education has been scaled back to a size so small that it might fit into a shoebox. And what’s left? A chaotic pile of executive orders, Title I funding changes, and many bewildered states and districts trying to figure out how to keep the lights on without federal help.   In this brave new world, schools and districts are like ships adrift on a sea of uncertainty, facing unique challenges based on local conditions. Some are battling budget issues that would make a seasoned accountant weep, while others are clutching their pearls over the prospect of inadequate state leadership. It’s like watching a reality show where nobody knows the rules, and the prize is simply keeping the doors open.   Now, let’s talk about federal cuts. These aren’t just budgetary adjustments; they will bring sweeping changes across the state and nation. Cuts to essential services mean students might not get the support they need, and districts are left wondering if anyone will notice when the wheels start to fall off. Spoiler alert: they will, and it won’t be pretty.   As if that weren’t enough, there’s still confusion about the future of K-12 funding, with questions flying around like confetti at a parade. Will we get block grants? Will the feds change their minds and simply pull the rug out from under us? The suspense is killing us, but not in a good way.   Can Tennessee and its Department of Education step in and fill the gaps left by these federal cuts? It’s a noble quest, but let’s be real—smaller districts may feel stuck in a game of educational Monopoly, waiting for their turn while the big players roll the dice.   Meanwhile, canceling national data systems has left districts floundering in a sea of confusion. This includes the termination of contracts and staff at agencies like the National Center for Education Statistics (NCES) and the Institute for Educational Sciences (IES), impacting data collection and analysis on student performance, school finances, and more.   Should Tennessee revisit its data collection methods? Absolutely! It’s time to look hard at what we gather and why — including TVAAS.   However, if we’re going to avoid the iceberg and keep our heads above water, we need a solid understanding of how we are doing—or at least a lifeboat to cling to. We could have a remake of the movie Titanic, but hopefully, we come out like Rose and not like Jack.   In this chaos, we must prioritize maintaining services and stability instead of chasing shiny new initiatives. Can we allow districts to pilot innovative educational approaches now? The answer is a resounding “maybe.”  We need guidance from our states on funding and compliance, but let’s not drown in red tape while we are at it. We have heard it said, “The government that governs least is the government that governs best." Do we still believe it?   States should promote creative staffing models and cut bureaucratic red tape. We are not running a circus here, folks! And while we are at it, let’s not forget the critical role of literacy and technology integration. If we want our students to thrive, we must equip them with the skills to navigate this brave new world. We also cannot forget those who teach our students.   As we tackle these challenges, education stakeholders and state and local policymakers must remain committed to navigating these uncertainties and seeking opportunities for improvement. After all, it’s not just about surviving the education apocalypse; it’s about thriving despite it. So, buckle up, everyone. It’s going to be a bumpy ride! All aboard.  ##### 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, 19 Aug 2025 16:38:00 GMT</pubDate>
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<title>The Essential Need for Recess in Elementary Schools</title>
<link>https://www.proedtn.org/news/708132/</link>
<guid>https://www.proedtn.org/news/708132/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE ESSENTIAL NEED FOR RECESS IN ELEMENTARY SCHOOLS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.8.11_the_essential_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>
 
Tennessee has embarked on a transformative journey in education by mandating 40 minutes of unstructured daily recess for elementary students. This new law, which took effect in July, marks a significant increase from the previously allotted 130 minutes per week, recognizing the urgent need for play in the lives of children. The importance of recess extends far beyond mere enjoyment.  It is an essential component of holistic development, addressing critical issues such as mental health, social skills, and student development. The new legislation stipulates that unstructured playtime must occur outdoors and is explicitly separated from physical education and screen time. This distinction is crucial, as it emphasizes the value of free play in a child's daily routine. Research shows that unstructured play allows children to explore their creativity, engage their imaginations, and develop problem-solving skills—tools that will serve them throughout their lives. Furthermore, schools are prohibited from withholding recess as a form of punishment, ensuring that every child has equitable access to this vital aspect of their education. With our world’s increasing focus on technology, daily exercise and play are crucial to students’ overall health. <a href="https://www.cdc.gov/physical-activity-basics/health-benefits/children.html">According to the CDC</a>, physical activity aids children in building muscle, strengthening bones, and improving aerobic fitness. Regular physical activity, fostered by daily recess, is essential for a child’s growth and development. The benefits of physical health, however, extend beyond the physical realm. An outdoor break from the classroom contributes significantly to mental well-being, allowing students to relieve stress, enhance their mood, and improve focus, thereby fostering greater engagement in academic activities. Moreover, recess plays a pivotal role in social development. During these unstructured moments, children learn to cooperate, communicate, and resolve conflicts. These skills are foundational not only in school but also in their future relationships and workplaces. We prepare our children for a collaborative world by nurturing interpersonal connections through play. Despite the clear benefits of this new mandate, educators have voiced legitimate concerns regarding implementation challenges, particularly around scheduling and the availability of outdoor spaces. Finding ways to integrate additional recess time into the school day without compromising instructional time is crucial. Some educators have suggested that reducing state-mandated testing could create the necessary space for these essential breaks, allowing teachers to focus on their students' overall well-being rather than solely on academic performance. Effective enforcement of the new law will be paramount. Schools must creatively utilize available spaces, whether they be playgrounds, fields, or even gymnasiums, to maximize the benefits associated with recess. Consistency in implementing this mandate will ensure that its intended advantages reach every child, particularly those who may benefit most from additional physical activity and social interaction. We expect some challenges in implementation.  Tennessee's new law mandating daily recess is a groundbreaking step toward fostering healthier, happier, and more socially adept children. By prioritizing unstructured play, we not only address pressing health concerns but also enrich the educational experience for our youngest learners. As we move forward, it is imperative that we embrace this opportunity to reshape the school environment, ensuring that every child has the chance to thrive both inside and outside the classroom. #### Kaylee Joslyn and Patrick Basnett 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, 15 Aug 2025 15:45:00 GMT</pubDate>
</item>
<item>
<title>The Education Conundrum: Innovation Over Disruption</title>
<link>https://www.proedtn.org/news/707834/</link>
<guid>https://www.proedtn.org/news/707834/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE EDUCATION CONUNDRUM: INNOVATION OVER DISRUPTION 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.08.07_the_education_con.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 education is at a crossroads, and it seems we’ve inadvertently taken a long detour into the land of disruption. While the buzzwords of the day may sound enticing— “transformative” and “revolutionary”—let’s be honest, what we need is a solid dose of innovation. The kind that doesn’t just flip the script but rewrites it with some good, old-fashioned common sense. Educator-led, student-focused, and parent-supported! Too many education policies are mere cut-and-paste jobs from other states.   First, let’s acknowledge the elephant in the room: fewer than half of U.S. students are reading and doing math at grade level. The NAEP scores have plummeted, with 13-year-olds now performing at their lowest in decades. Tennessee students are outperforming the national average, making significant gains in fourth and eighth-grade reading and math despite a nationwide decline in scores. We need to provide more support for our K-12 students and adopt a more sensible approach to accountability, including testing and evaluation.   However, let’s not sugarcoat it; this isn’t just a statistical hiccup nationally—lower-performing students, particularly Black and Hispanic kids, are getting the short end of the educational stick. There’s a lesson here: aligning education with workforce needs, promoting apprenticeships, internships, and career and technical education (CTE) programs can prepare students for the job market.   Now, let’s talk about the teachers—the backbone of this whole K-12 operation. We’re facing a crisis of epic proportions: teacher shortages, plummeting morale, and an alarming uptick in classroom disruptions. Some people are in denial, but Tennessee opened the school year with about 1,400 vacancies across the state. A Pew survey reveals that a whopping 74% of U.S. adults are in favor of higher teacher pay. So why are we still dragging our feet?   It’s time to prioritize recruitment and retention of high-quality teachers, which means rethinking how we prepare them. Imagine a world where prospective teachers go through paid internships akin to medical training, especially in high-need areas like special education and STEM. Teacher licensure and certification require significant reform. We need to simplify the process to address inconsistencies and outdated terminology. Removing barriers will improve accessibility.   Teachers are the key. Overhyped AI can’t replace the genuine human touch that a good teacher provides. Let’s not get lost in the shiny gadgets while the fundamentals of teaching fall by the wayside. The fundamentals of teaching include key aspects such as a firm grasp of the subject matter, effective teaching strategies, and the ability to create a positive learning environment. It also involves understanding diverse learners and delivering effective instruction, along with a commitment to continual improvement. These elements are essential for successful teaching and student learning.   Speaking of fundamentals, let’s shine the spotlight on early childhood education. This is where it all begins. Expanding access to high-quality early education is crucial for closing readiness gaps before students even set foot in kindergarten. We must invest in programs that promote success and help our youngest learners, especially K-2, get a leg up.   The curriculum is another battlefield. We have worked on literacy for a decade, first under Commissioner McQueen and continuing under Commissioner Reynolds. Mathematics has also been a focus. Keep the emphasis on research-aligned methods, providing demanding content, and improving civic education to better prepare students for the real world. The most critical measure of education success is an informed citizen. School choice is always on the table, but with that comes the responsibility of ensuring accountability and oversight. Everything gets evaluated.   When it comes to education policy and funding, the landscape is a mixed bag. Public resistance to abolishing the U.S. Department of Education is telling; it plays a crucial role in data collection and civil rights enforcement. However, we want our federal tax dollars back; we don’t want additional strings attached to them. Look for block grants as a solution. One constant we must safeguard is that schools must be responsive to parents, not philanthropists or special interest groups. On that front, we have work to do. We need a less invasive federal education system.   Yet, at the state level, priorities can be wildly inconsistent. Some governors focus on funding, while others overlook declining achievement. Some governors look for the exit ramp. Mental health support is becoming increasingly vital, with states like Alabama and Michigan leading the charge in addressing student well-being.   Funding remains a contentious issue. Relying on local property taxes creates a regressive system that favors affluent districts. Simply pumping more money into the system without addressing the underlying societal problems won’t solve the issues. However, Tennessee’s low per-student funding, sitting at a dismal 47th nationally, only compounds the problem.   School safety and discipline issues are significant factors driving teachers away from the profession. Many teachers cite a lack of student discipline, insufficient administrative support, and a lack of respect, alongside salary and working conditions, as reasons for leaving. Placing students with chronic behavioral problems in regular classrooms further overwhelms teachers and leads to lost instructional time whenever discipline issues arise.   What’s the bottom line? Public education should focus on innovation rather than disruption. It's important to give states more freedom at the national level and to allow local school districts greater flexibility at the state level. Innovation is constant. Building requires innovation, time, and effort. Disruption causes lasting damage, and destruction is inevitable. Choose wisely.   We must evolve the system through creative solutions, rather than destabilizing it. Disruption, often fueled by excessive regulatory shifts, diverts resources and attention from constructive changes. The challenge lies in balancing bold ideas with stability, ensuring that public schools remain true to their core mission: educating the next generation.  ##### 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, 11 Aug 2025 16:28:00 GMT</pubDate>
</item>
<item>
<title>The Decline in College Enrollment and the Rise of Alternative Career Paths</title>
<link>https://www.proedtn.org/news/707410/</link>
<guid>https://www.proedtn.org/news/707410/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DECLINE IN COLLEGE ENROLLMENT AND THE RISE OF ALTERNATIVE CAREER PATHS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.31_the_decline_in_co.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 landscape of higher education is evolving rapidly, and several emerging trends demand our immediate attention. In Indiana, for instance, the college-going rate has plummeted to 51.7%, a stark decline from 65% just a decade ago. In Tennessee, the <a href="https://www.tn.gov/thec/news/2024/7/2/cgr.html">college-going rate</a> for the class of 2023 is 56.7%. In 2024, Florida's college enrollment rate for 18- to 24-year-olds was 39%, according to the <a href="https://nces.ed.gov/programs/coe/indicator/cpb/college-enrollment-rate">National Center for Education Statistics</a>.   This drop is alarming, as it signals a shift in the aspirations of young adults. It raises crucial questions about the future of a state's workforce and economy.   Several factors contribute to this decline, with financial barriers being a prominent concern. Despite tuition freezes aimed at making college more accessible, many students find that financial aid has not kept pace with rising costs. This disconnect can deter prospective students, leaving them uncertain about their educational futures.   Recent changes in high school diploma requirements have prioritized work-based learning over traditional college readiness. This shift reflects a broader societal trend that appears to devalue the importance of higher education.   The long-term implications of declining college enrollment could be profound. A less educated workforce may struggle to meet the demands of an increasingly complex job market, ultimately hampering economic growth. As fewer young people pursue higher education, the state risks falling behind in innovation and productivity, which could have ripple effects across various sectors.   The Bureau of Labor Statistics projects a 10% growth in <a href="https://mainstreetmediatn.com/articles/cheathamcountyexchange/education-demand-for-trade-school-education-increases/">trade-related jobs</a> by 2032, outpacing many white-collar professions. This trend is reflected in high school graduates' choices, with 32% opting for vocational paths in 2023, up from 25% in 2018. Contributing factors include lower costs of trade programs, shorter timelines to enter the workforce, and social media's role in improving perceptions of trades as viable career options.   In parallel, a cultural shift is underway among younger generations, particularly Generation Z. Jonathan Haidt, in his book <a href="https://www.amazon.com/Anxious-Generation-Rewiring-Childhood-Epidemic/dp/0593655036">The Anxious Generation</a>, discusses how an overemphasis on safety, termed "safetyism,” has led to heightened anxiety and lower resilience among young people. This generation is actively redefining what constitutes a "safe" career, moving away from traditional paths like college degrees and corporate jobs.   The recently published <a href="https://zety.com/blog/genz-reroute-report">Gen Z Reroute Report</a> by Zety reveals startling insights into how AI and economic uncertainties are shaping the career choices of this demographic. With 65% of Gen Z expressing skepticism about the protective value of a college degree against AI job losses, it's clear they are reconsidering their future. Additionally, 43% have adjusted their career plans in response to AI's potential impact, and more than half (53%) are seriously considering blue-collar or skilled trade careers.   Career expert <a href="https://zety.com/about/jasmine-escalera">Dr. Jasmine Escalera</a> calls this trend the "AIxiety Pivot," as young professionals adjust their paths toward more stable opportunities. Influenced by social media and family support, Generation Z is actively upskilling and moving into industries that promise stability amid rapid technological change.   The implications of these findings invite a broader conversation about the future of work. As we navigate this evolving landscape, educators, policymakers, and employers need to engage with these trends and consider strategies that better align educational opportunities with the realities of the job market.   The decline in college enrollment and the rise of alternative career paths among Generation Z highlight an essential moment for society. We need to ensure higher education remains appealing while also supporting the diverse pathways young people are choosing today. Policymakers and stakeholders need to keep track of the changing nature of work.  ##### 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, 4 Aug 2025 17:23:00 GMT</pubDate>
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<title>The Debate Over Foreign Language Requirements in Tennessee</title>
<link>https://www.proedtn.org/news/706915/</link>
<guid>https://www.proedtn.org/news/706915/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
THE DEBATE OVER FOREIGN LANGUAGE REQUIREMENTS IN TENNESSEE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.25_the_debate_over_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>
 
The Tennessee Board of Education is talking about change. They want to eliminate the requirement for high school students to study a foreign language for two years. The idea comes from Bob Eby, the Board Chairman. He believes students might do better if they spent that time on math, science, or computers. It sounds logical. The world is changing fast. But it raises questions.   Learning a foreign language does more than just enable you to communicate with someone from a different culture. It sharpens your mind. Studies show that children who speak more than one language tend to think more critically. They solve problems and remember things more easily. They often perform better on tests, the kind that matter in Tennessee.   English is the primary language of instruction in the USA, as it should be, but there are many children whose primary language is not English. Tennessee has changed significantly. Cities like Nashville and Memphis now host a diverse range of cultures.   Understanding these different cultures is important for fostering connections among people. Approximately ten percent of Tennessee's population consists of Hispanic and Asian communities. Learning the languages of their neighbors can help students better relate to them.   If you can speak another language, you can find work. Tennessee has jobs in healthcare, tourism, and international business. Many jobs here depend on global trade. Speaking another language can open doors.   In school, foreign language credits are often required to gain college admission. It gives students an edge. And through learning languages, students can build connections with immigrant communities, which helps everyone feel included.   Yet, there are problems. Many schools, especially in rural areas, lack sufficient funding or qualified teachers for their language programs. This leads to outdated materials and poor instruction.   Learning a language takes time. It can clash with subjects like math and science, which are crucial for testing. Some students might not see the point in learning a language. In places where few people speak another language, it can feel irrelevant. This can lead to boredom and disengagement.   There’s also the issue of standards. Different districts have different expectations. Some students might graduate with strong language skills, while others struggle. This unevenness complicates the goal of having a population that speaks multiple languages.   The discussion over foreign language requirements in Tennessee reflects a deeper conflict. On one hand, there’s the need to focus on math and science. On the other hand, the benefits of learning languages are clear.   The Tennessee State Board of Education will meet several times to discuss a proposal and may vote on changes before the end of the school year. If the changes are approved, they will start in the 2026-2027 school year.   As Tennessee faces this decision, it needs to be considered carefully. Students must be ready for the world, not just for jobs but for life in a diverse society. It’s a balancing act.   ##### 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, 28 Jul 2025 17:33:00 GMT</pubDate>
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<title>Chase Your Dreams, Embrace Your Purpose</title>
<link>https://www.proedtn.org/news/706422/</link>
<guid>https://www.proedtn.org/news/706422/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
CHASE YOUR DREAMS, EMBRACE YOUR PURPOSE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.21_chase_your_dreams.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 2025-2026 school year is upon us. There is a feeling in the air. The kind of feeling that comes with new beginnings.   Public education is not just about knowledge. It shapes lives. It guides the young as they think of their futures. Teachers and students come together once more, and the question of purpose hangs heavily over them.   Each day is a blank page. An opportunity to create. What makes you rise in the morning? What stirs the fire in your belly? These are not idle thoughts. They define who we are and what we fight for.   To find your purpose is to commit. It is a promise to yourself and to those around you. When life gets tough, it is this purpose that will pull you through.   Vince Lombardi said it well: "Most people fail, not because of lack of desire, but because of lack of commitment." Commitment is the bedrock of dreams. It requires work, strength, and a steady hand.   To commit is to embrace the struggle. It means focus and consistency in all things. We must look within for our motivation, not to the applause of others.   Studies show that when our fire comes from within, we keep it burning longer. External praise may spark a flame, but true commitment runs deeper.   In our quest for mastery, we must seek excellence. Not just success. We dive into the details, not just competing with others but with ourselves. It requires precision. It requires discipline.   Setting goals is essential. Clear goals guide us and mark our way. They turn dreams into plans, directing our energy and showing our growth.   Remember, success is not a moment in time. It is the result of habits. Commitment is not a one-time choice. It is a daily act.   We need to change how we see effort. It is not a burden. It is the reward. Embrace the satisfaction that comes from hard work.   In a world that seeks quick fixes, we must think long-term. Commitment is not about quick wins. It is about lasting outcomes. This shift keeps us focused on what truly matters, leading to achievements that withstand time.   As you pursue your dreams this year, remember your purpose. Take time to define it and keep it close.   The road may not be smooth or straight. But with purpose and commitment, you will find the strength to rise, to embrace the journey, and to chase your dreams with unwavering resolve.  Make this school year your very best. It won’t be easy, but it will be worth it. ##### 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, 22 Jul 2025 16:37:00 GMT</pubDate>
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<title>Teachers on the Edge of Crisis</title>
<link>https://www.proedtn.org/news/706138/</link>
<guid>https://www.proedtn.org/news/706138/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
TEACHERS ON THE EDGE OF CRISIS 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.17_teachers_on_the_e.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, some schools and districts are in trouble. There aren’t enough teachers. Teachers in public schools are required to hold a certification.  Teachers in private schools are usually not certified, although some schools require them to be. If certification were mandatory in private schools, we would likely be in a crisis.   This isn’t just a matter of filling positions. It’s a deeper problem, rooted in the way we approach education. Many factors drive teachers away, including poor training, a lack of support, and a system that prioritizes test scores over genuine learning. The numbers tell a grim story. Our Colleges of Education are not producing enough graduates to replace those who leave the field. Many teachers are now coming from alternative programs. It could be beneficial to conduct more frequent evaluations of these programs. Teachers voice their concerns, and they are valid. High-stakes testing is a heavy burden. It strips away their freedom to teach and connect with students in meaningful ways. To think one test can measure a teacher’s worth is naive. Teachers know accountability matters, but they rightly wonder why they should bear the weight of results shaped by forces outside their control. A former teacher expressed this feeling of being trapped in a no-win situation. This sentiment echoes through the halls of education, revealing a profound dissatisfaction that extends beyond compensation. While salary is often highlighted in discussions about retaining teachers, it often falls behind respect and support. The lack of respect for educators runs deep. It manifests in micromanagement by administrators and unrealistic expectations from parents. Some parents clear every obstacle for their children, but in doing so, they deny them the chance to build resilience. New teachers face even greater challenges. They enter the profession full of hope, only to find themselves in classrooms lacking resources and support. New teachers are overwhelmed by the demands placed upon them. This burden leads to stress and burnout, endangering not only their well-being but also that of their students. To tackle these issues, we need a thoughtful approach. We must strengthen induction programs to give new teachers the guidance they need. We must reduce the administrative weight they carry and ensure they have the resources to succeed. There is no one-size-fits-all solution. We must understand the unique challenges that educators face. By fostering a culture of respect and support, we can keep current teachers and attract new ones. The stakes are high. The future of our children’s education depends on the dedication and resilience of those who teach them. If we ignore these pressing issues, we risk further declines in educational quality, with consequences that will affect us 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>Thu, 17 Jul 2025 19:25:00 GMT</pubDate>
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<title>Lawsuit Filed Over Federal Education Funding Freeze</title>
<link>https://www.proedtn.org/news/706131/</link>
<guid>https://www.proedtn.org/news/706131/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
LAWSUIT FILED OVER FEDERAL EDUCATION FUNDING FREEZE 
<a href="https://www.proedtn.org/resource/resmgr/docs/press_release_pdf_2/2025.07.17_lawsuit_filed_ove.pdf"
" target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A coalition of 24 states and the District of Columbia filed <a href="https://www.chalkbeat.org/2025/07/14/states-sue-trump-administration-over-education-funding-freeze/">a lawsuit</a> against the Trump administration, contesting the freeze of $6.8 billion in federal education funding by the U.S. Department of Education and the Office of Management and Budget. The lawsuit argues that this freeze violates the Impoundment Control Act, which prohibits the executive branch from withholding funds appropriated by Congress. This action threatens essential programs and undermines educational equity for countless students. The funding freeze, enacted by the Trump administration on June 30, 2025, occurred just one day before the scheduled release of nearly $7 billion in approved federal education funds. Key programs affected include: <ul style="list-style-type: disc;"><li>English Language Learners: $890 million for language skill development.</li><li>Teacher Training (Title II): $2.2 billion for professional development.</li><li>Before- and After-School Programs: $1.4 billion, including funding for 21st Century Community Learning Centers.</li><li>Academic Enrichment: $1.3 billion for STEM initiatives and college counseling.</li><li>Migrant Education: $375 million for academic support for children of migrant farmworkers.</li></ul>   The lawsuit, filed in the U.S. District Court for Rhode Island, contends that withholding these funds violates established laws and constitutional principles, impacting vital education programs.   In Tennessee, the freeze could result in a loss of $106 million to $120 million if not restored. The Tennessee Department of Education has yet to provide guidance on the funding freeze, leaving districts to navigate the uncertain financial landscape independently.  Most schools and districts are set to start the 2025-2026 school year in the next few days.    Concerns about executive overreach have arisen, as the reasoning behind the freeze involves unsubstantiated allegations of misuse. Critics view this as an overreach of executive power, infringing upon the legislative authority of Congress to allocate funding. As the lawsuit articulates, it is Congress that possesses the power of the purse, and the executive branch must not unilaterally refuse to spend appropriated funds.    Local organizations, such as the Boys & Girls Clubs, which rely on state funding for after-school programs, may have to reduce tutoring or enrichment services if federal funds are not released. These programs are crucial for maintaining educational support and opportunities for students across the affected 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>Thu, 17 Jul 2025 18:19:00 GMT</pubDate>
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<title>Premature Talk on EFA Expansion</title>
<link>https://www.proedtn.org/news/705776/</link>
<guid>https://www.proedtn.org/news/705776/</guid>
<description><![CDATA[ 
FOR IMMEDIATE RELEASE
 
PREMATURE TALK ON EFA EXPANSION 
<a href="https://acrobat.adobe.com/id/urn:aaid:sc:us:d3680252-d7b0-4166-a56a-2d62496e08c2 " target="_blank"><img alt="" src="https://www.proedtn.org/resource/resmgr/Images/PDF_icon.png" style="margin-left: 5px;" /> [View/Download PDF]</a>
 
A <a href="https://www.tnfirefly.com/news/new-poll-tennessee-republican-voters-strongly-back-school-choice-academic-accountability">recent poll</a> from the TennesseeCAN Action Fund shows support among 500 likely Republican voters for expanding the Tennessee Education Freedom Scholarship Program (EFA).  The poll was conducted from June 8-10, and the survey reflects a desire for expansion. However, we must question whether this is wise before the program has even launched or been evaluated.   The EFA aims to provide 20,000 scholarships worth about $7,295 each for the 2025-2026 school year, with nearly 38,000 families applying, about half of whom are likely to meet income criteria. However, the poll's timing raises doubts about the survey of “500 likely GOP voters” understanding of the issue and the consequences of hasty actions.   While 66% of respondents back extending the EFA, and 70% trust parents to make educational choices, the issue of school choice often suffers from vague rhetoric. Clarity is essential.   Concerningly, only 31% rate Tennessee's education as "excellent" or "good," prompting scrutiny of policymakers, including Governor Bill Lee, over the past seven years. Accountability for their decisions is crucial.   Chelsea Crawford, TennesseeCAN Action Fund’s executive director, previously served as chief of staff to Penny Schwinn at the Tennessee Department of Education. Given her four years in leadership at the Tennessee Department of Education, should she also be held accountable for the education system's perceived shortcomings? It’s a fair question.   Polls can offer insights but may be manipulated to fit political agendas, making careful interpretation vital. The EFA raises significant transparency and accountability concerns. Supporters and critics alike need to ensure accountability for taxpayer dollars.   To spend money wisely, we must demand clarity in funding and safeguard against mismanagement. Every dollar should lead to genuine improvements in student performance for all taxpayer-funded programs. If the program is here to stay, supporters should recognize the need for a measured approach that upholds accountability and transparency, core tenets of conservative values.   The program's lack of requirements for families to disclose prior school enrollment could skew benefits toward those already in private education. A fiscal analysis suggests that up to 65% of vouchers may favor these families, and the Tennessee Department of Education (TDOE) has not clarified data collection practices, raising oversight concerns.   Additionally, the management of $7,295 scholarships is troubling, with some key TDOE positions still unfilled, increasing fraud risk. Student First Technologies, the program vendor, has faced challenges in similar programs in other states, casting doubt on the EFA's effectiveness. A careful evaluation of their delivery of services should occur regularly.   Conservatives must champion accountability and transparency in taxpayer spending. Enhanced transparency within the EFA is essential, with robust data collection necessary for evaluating its success or failure.   Advocating for expanding the untested EFA program without measurable results based solely on polling data would be premature. Thoughtful deliberation must take precedence over expedient action as we address any critical educational issue, especially as we head into an election year in 2026.   ##### 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, 14 Jul 2025 16:52:00 GMT</pubDate>
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<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>
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<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>
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<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"
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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>
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<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.
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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>Thu, 26 Jun 2025 16:32:00 GMT</pubDate>
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<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>
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<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>
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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 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.
<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>Mon, 2 Jun 2025 16:22:00 GMT</pubDate>
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