June 22, 2020
Fellow Pennsylvanians,
Last month, a Philadelphia high school senior opened a borrowed Chromebook for the first time, frustrated that he didn't know how to engage with the new technology necessary for remote learning. A student in rural Pennsylvania wanted to send an email to his teacher explaining that he was struggling to complete his schoolwork because of the hours he was spending at his new job at the grocery store, but couldn’t because he had no internet connection at home. A teacher in the suburbs of Pittsburgh couldn’t sleep because she was worried about the students she had not heard from despite repeated attempts - more than 50% of her class.
Pennsylvania has some of the most severe race and income disparities in educational access and opportunity in the United States. These disparities were exposed and amplified by the shift to remote teaching during the COVID-19 Pandemic, despite the intrepid efforts of teachers who adapted to remote teaching with unprecedented speed.
The 2020-2021 school year will undoubtedly continue to present many challenges, and a crisis is not a time to take chances with our children. Therefore, in this critical time we must look to those who best understand the learning needs of our students and ensure that the expertise of teachers is driving education decisions.
To that end, since the disruption of education in mid-March, PTAC has conducted surveys and held dozens of online meetings to gather thousands of perspectives from Pennsylvania teachers in urban, suburban, and rural areas. Based on these trends, the highly recognized classroom teachers that compose the membership of PTAC make the following recommendations.
Education must focus on the holistic wellbeing of children to ensure our students are mentally, emotionally, physically, and academically healthy.
Teachers are educational experts, and thus all decisions about teaching and learning must be driven by their input.
Districts and schools must prioritize the support and wellbeing of teachers, because teachers cannot help students be successful if they are not well themselves.
Sincerely,
The Undersigned Members of the Pennsylvania Teachers Advisory Committee
Fellow Pennsylvanians,
Last month, a Philadelphia high school senior opened a borrowed Chromebook for the first time, frustrated that he didn't know how to engage with the new technology necessary for remote learning. A student in rural Pennsylvania wanted to send an email to his teacher explaining that he was struggling to complete his schoolwork because of the hours he was spending at his new job at the grocery store, but couldn’t because he had no internet connection at home. A teacher in the suburbs of Pittsburgh couldn’t sleep because she was worried about the students she had not heard from despite repeated attempts - more than 50% of her class.
Pennsylvania has some of the most severe race and income disparities in educational access and opportunity in the United States. These disparities were exposed and amplified by the shift to remote teaching during the COVID-19 Pandemic, despite the intrepid efforts of teachers who adapted to remote teaching with unprecedented speed.
The 2020-2021 school year will undoubtedly continue to present many challenges, and a crisis is not a time to take chances with our children. Therefore, in this critical time we must look to those who best understand the learning needs of our students and ensure that the expertise of teachers is driving education decisions.
To that end, since the disruption of education in mid-March, PTAC has conducted surveys and held dozens of online meetings to gather thousands of perspectives from Pennsylvania teachers in urban, suburban, and rural areas. Based on these trends, the highly recognized classroom teachers that compose the membership of PTAC make the following recommendations.
Education must focus on the holistic wellbeing of children to ensure our students are mentally, emotionally, physically, and academically healthy.
- We recommend every school district develop locally relevant, comprehensive, and sustained Social-Emotional Learning (SEL) plans that prioritize the holistic wellbeing of students. These plans must involve families and communities, focusing on activities that promote relationships and student wellness, especially during the first weeks of school.
- We recommend school districts support access to arts, humanities, physical education, and electives, as well as mental health professionals, school nurses, and school librarians. A holistic education prepares children for a 21st-century workforce, develops engagement in learning, supports social and emotional wellness, and allows students to understand how learning applies to the world. These programs must be equitably accessible to all children.
- We recommend every school district embrace culturally responsive teaching and learning. This should incorporate history inclusive of marginalized perspectives and literature that represents and celebrates diverse cultures and individuals.
- We recommend district leaders reject any efforts to restrict access to the above-mentioned resources and curriculum areas. Additional trauma cannot be inflicted on students by cutting school programs that help them find their identities and passions.
Teachers are educational experts, and thus all decisions about teaching and learning must be driven by their input.
- We recommend every school district create avenues for teachers to help shape teaching and learning for the upcoming school year.
- We recommend all education decisions at the state level be informed by teachers from diverse backgrounds. Teachers, who understand the practical implications of policies, must be included in conversations with decision makers and guide the decision-making process.
- We recommend differentiated instruction (teaching that meets the needs of each individual student) continue. Teachers must be allowed to create their own lessons. Scripted and standardized instructional programs that do not account for teacher expertise limit students' learning and exacerbate equity gaps.
- We recommend determining student needs, designing interventions, and assessing student growth next year be done through teacher-created or local assessments. Standardized tests cannot account for inequitable access to education this spring and should not be administered in the upcoming academic year.
Districts and schools must prioritize the support and wellbeing of teachers, because teachers cannot help students be successful if they are not well themselves.
- We recommend all teachers receive training to meet all children’s needs. All school staff must have ongoing support in promoting social-emotional learning, identifying children who have experienced trauma, and creating inclusive classroom spaces protective of all children.
- We recommend teachers receive training on relevant new technologies. If remote teaching must occur, teachers should have access to professional development on effective remote teaching practices and technologies for their content areas.
- We recommend teachers have the ability to self-identify and access professional development that will help them better meet the needs of students.
- We recommend that districts develop and implement a plan that gives teachers sustained access to mental health professionals and creates safe working conditions.
Sincerely,
The Undersigned Members of the Pennsylvania Teachers Advisory Committee
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Amy Amendola
Paul M. Bakner Jolene Barron, EdD Joshua Block Rebecca Brownell Larry Ciarelli Melanie Cole Mairi Cooper Jane Cordero Tim Dzurko Colleen Epler-Ruths Alice Flarend Tracey Fritch Carol Aten Frow Stacy Gasteiger Adam Gebhardt Karen Gennaro Pamela Gregg Anthony Grisillo Brice Hostutler Karey Killian Cordelia Kao |
Allison Mackley
Tamar McPherson Jake Miller Maryann Molishus Jeffrey Patrick Rachelle Dene Poth Marilyn Pryle Andrea Redinger Colleen Reiner Deborah Reynolds Ann Schmidt Rebecca Snyder Lori Soskil Michael Soskil Danielle Spisak Kevin Wagner Joseph Welch Daniel Woleslagle Hollie Woodard Christian Wrabley Felix Yerace Heather Zajdel |
PTAC members, representing every region of Pennsylvania and all subject areas, are active K-12 classroom teachers who have been recognized for teaching excellence at the state, national, and/or international level. During the pandemic PTAC developed professional networks to bring together members, non-member teachers, and stakeholders to address educational problems of practice. Learn more about PTAC and our work at PTACvoice.org.