Toni Konz Tatman’s Post

Today is National Teacher Appreciation Day.  I want to salute all ADULT EDUCATION teachers. Most may be celebrating k-12 or higher education teachers.  Unless you work in adult education, we may not be familiar. This is who we are: ⏺ Adult education teachers serve diverse learners from as young as 18 to as young as 100.  ⏺ Some adults withdrew from school.  ⏺ Others never attended.  ⏺ While entrepreneurs are seeking a change of pace and return to education.  We vastly impact young adults who are stragglers finding their way and land into a highly certified Career and Technical Education pathway.    Many adult learners pursue a GED, HiSet, or high school diploma Or perhaps classes to obtain citizenship their citizenship. You see, we have an array of programs, services, and resources available that make a profound difference and impact on lives.  We use the cliché: We serve everyone 18+! No barriers. No questions asked. No bureaucracy. No judgment. And most in California-no fees. Period. By choosing to teach adults you will see your seeds blossom in a short period of time. Adult Education may be the road less traveled.  Teaching requirements and credentials are vastly different from k-12 and higher education. Do your research. You will be in for a pleasant surprise of being rewarded each day at work. All in all, we have one common purpose, "champions of goal completion." Adult Education teachers, I celebrate you. And an extra shout out to “teachers” that home-school their children. California Council for Adult Education SUHSD Communications Department #suhsd_adulted OTAN - Outreach and Technical Assistance Network for California Adult Education LINC Education CAEP OFFICE California Department of Education GED Testing Service #careertechnicaleducation #suhsdadulted #hisetexam #hsdropout #homeschooled #californiacommunitycolleges California Department of Rehabilitation California Association of School Psychologists #justiceinvolved_ca

Very exciting news coming out of the CSU system. Three primary thoughts about this: 1. It’s about time! I wish this credential existed when I was an undergraduate at CSUN. 2: I wonder what the compensation will be for teachers holding this credential - in other words - how different will the pay scale be from other PK/TK teachers across the state? 3. What impact will this pay disparity have among alternatively credentialed (CDA) teachers? There’s plenty to think about regarding the CSU’s contribution to the ECE workforce.

WHEREAS, providing for the education of Michigan’s school-aged children is a fundamental duty of state government, as stated in Article VIII, Section 2, of the Michigan Constitution of 1963; and WHEREAS, the education of our youth is the foundation upon which the economic, social, and intellectual capital of our state is built; and WHEREAS, locally-elected school boards play an important and vital role in a representative democracy, and decisions made by local boards of education directly influence instruction in Michigan’s public schools; and WHEREAS, our 82 local board members contribute hundreds of hours each year leading their districts whether it is by deliberating important decisions about curriculum; adopting policies; hiring top-notch personnel and administrators; listening to staff, parent, and student concerns; or recognizing outstanding programs- board members always keep their eyes on the goal of student achievement; and WHEREAS, these decisions affect the present and future lives of children, and also set direction to prepare all students to be competitive in a local, state, national, and global 21st Century knowledge economy, and WHEREAS, local school board members are exceptional people who tackle the enormous job of governing school districts, and demonstrate, to the nearly 15,000 K-12 students in Lenawee County, the high character of civic duty and responsibility that all citizens should engage; and WHEREAS, Local School Board Member Recognition Month provides an opportunity to build stronger relationships between the thousands of women and men who champion the cause of public education as board members, their schools, and the communities they serve. THEREFORE, BE IT RESOLVED that the Lenawee County Board of Commissioners recognize the contributions of the local boards of education to the academic success of public school students, and express its sincerest appreciation for their focus on the well-being and achievement of children throughout the county; and BE IT FURTHER RESOLVED, that the Lenawee County Board of Commissioners proclaims January 2024 as Local School Board Member Recognition Month in Lenawee County, and encourage local school districts and community leaders to appropriately recognize dedicated local school board members. PASSED BY ROLL CALL VOTE of the Lenawee County Board of Commissioners at a regular meeting held Wednesday, January 10, 2024, in the Old County Courthouse, Adrian, Michigan.

Charter School **The Rise of Charter Schools: Revolutionizing Education** Charter schools have emerged as a transformative force in the landscape of education, offering an alternative to traditional public schooling. These independently operated institutions are publicly funded but granted greater autonomy in their curriculum, teaching methods, and overall management. Proponents argue that this flexibility allows charter schools to tailor their approach to better meet the needs of diverse student populations, fostering innovation and academic excellence. Critics, however, raise concerns about accountability, equity, and potential diversion of resources from traditional public schools. Despite the ongoing debate, charter schools continue to proliferate, attracting families seeking personalized learning experiences and educational alternatives beyond the confines of conventional schooling. **Navigating Challenges and Opportunities in Charter School Education** As charter schools continue to expand, they face a myriad of challenges and opportunities in their quest to redefine the educational landscape. While some charter schools have demonstrated remarkable success in improving student outcomes, others have grappled with issues such as financial mismanagement, lack of oversight, and disparities in access and enrollment. Efforts to address these challenges include implementing stronger accountability measures, promoting transparency, and fostering collaboration between charter schools and traditional public education systems. Additionally, initiatives aimed at enhancing teacher training, supporting at-risk students, and fostering community engagement are critical for ensuring the long-term viability and impact of charter schools. Despite the complexities inherent in the charter school movement, its potential to drive innovation and improve educational outcomes remains a compelling force in the ongoing evolution of the American education system . #charterschool TalentServe

Programs that inspire and prepare future teachers to understand and meet the needs of every learner are crucial to fill teacher vacancies and meet workforce demand, especially in CTE. Learn more about how programs like the Richmond Teacher Residency connect education preparation and CTE: https://lnkd.in/gX9Mn775 #FutureTeachersofAmericaDay

How To Obtain A Substitute Teaching License In Illinois? Here’s why Illinois stands out as an exceptional launchpad for your substitute teaching journey: High Demand: Illinois schools consistently face a shortage of substitute teachers. This translates to ample opportunities for qualified individuals to find placements and make a real difference. Diverse Learning Environments: From bustling urban centers to charming rural communities, Illinois boasts a rich tapestry of school districts, each offering unique educational settings. This diversity allows you to tailor your experience to your preferences. Competitive Compensation: Substitute teachers in Illinois enjoy competitive pay rates, making it a rewarding way to contribute to your income while exploring your passion for education. Supportive Network: The Illinois State Board of Education (ISBE) provides a wealth of resources and support for substitute teachers, ensuring you feel equipped and prepared for each assignment. #HowToObtainASubstituteTeachingLicenseInIllinois #SubstituteTeachingLicenseInIllinois #HowToObtainASubstituteTeaching https://lnkd.in/gEFtYC9v

Targeted, engaging, and ongoing profesional learning is essential for building teacher efficacy, and clarity is essential so that all the adults that serve students are on the same page. Priceless ❣️ 👉"When I go into the newcomer classroom, I know what I'm looking for. I know what it should look like because of those sessions."👈 #multilingual #instructionaldesign #transformativelearning

Teacher diversity benefits all students, regardless of race or ethnicity (The Education Trust, 2022). However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Data from the state of Tennessee is similar to national data on teacher diversity. Data from 2018–19 showed 83.9% of teachers are White compared to 16.1% of People of Color; however, these numbers are not reflective of the students they teach (62% White and 37.6% People of Color; The Education Trust, 2022). To ensure educator diversity, the state of Tennessee created new policies to address teacher preparation programs, districts, and schools' efforts to diversify the educator workforce (The Education Trust, 2022). As a part of the initiative, Austin Peay State University has become one of the front leaders with the implementation of the Grow Your Own program. This program is working to close opportunity gaps and increase diversity in the local teacher pipeline (Austin Peay State University, 2022). Austin Peay State University. (2022). APSU graduates first students from nationally recognized Grow Your Own teacher residency program. https://lnkd.in/gsEsTmgf The Education Trust. (2022). Educator diversity state profile: Tennessee. https://lnkd.in/gK3ud7Ai

Rhode Island Department of Education is implementing sweeping changes for high school graduation requirements that leaders anticipate will open avenues of opportunity for thousands of students each year, creating college- and career-ready high school graduates equipped with real-world skills and ready to take on the rigors of academia or transition into high-demand professions. Rhode Island Commissioner of Elementary and Secondary Education Angélica Infante-Green said she’d been leading the state’s schools for a little over a year in 2019 when she first came to face-to-face with the reality that Rhode Island wasn’t preparing students for their futures, shortchanging not only the students but potentially crippling the state’s future workforce. A deeper audit in 2020 revealed just how prevalent and pervasive the challenges were. After analyzing thousands of transcripts and surveying students and parents, Rhode Island Department of Education leaders learned that what students wanted and what their high schools provided them didn’t line up. Even more alarming, schools weren't providing the basic requirements to prepare students to thrive in college. When that information was presented to the Rhode Island Council on Elementary and Secondary Education and the state’s education commissioner, they gave an immediate green light to create a new division in the state’s education department with the sole focus of reimagining high school. To achieve this, they recognized they needed data beyond test scores and graduation rates. Policy makers needed to understand what aspirations students hold for themselves, what barriers keep them from reaching those aspirations, what motivates and inspires them, and what skills they need to be successful in college or in the job market. Their marching orders from the top were simple: “We go big.” Here’s what they did. https://lnkd.in/dBb8HJ4F

OPINION by Jeff Rice: State education policies should be changed to allow public charter schools with flex-based hybrid programs that operate facilities for instruction to qualify for funding for facilities and after-school programs. Policies should also be changed to allow more students at traditional schools to take part in flexible independent study programs so that they too can benefit from a more tailored and adaptable education program.