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  • Fresno teachers vote to strike; negotiations with district continue

    Fresno teachers vote to strike; negotiations with district continue


    Thousands of Fresno Unified educators – a part of the Fresno Teachers Association – started voting on whether to strike during an Oct. 18 rally.

    Credit: California Teachers Association / X

    Thousands of educators in Fresno Unified have voted to strike, the Fresno Teachers Association announced Tuesday morning.

    From last Wednesday to Monday, more than 4,000 FTA members had the opportunity to cast their votes on whether to strike. Nearly 3,700 voted with 93.5%, or over 3,400 educators, voting yes.

    Teachers union President Manuel Bonilla said the vote sends a clear message: “We have a mandate, and we are willing to strike.”

    “Our teachers are tired,” he said. “Tired of the empty promises, the nonsense slogans, the highly paid administrators paying lip service to solving real issues on our campuses.”

    After more than a year of negotiations, four key issues have emerged, Bonilla said: reducing class size, reducing the caseload for special education teachers, paying educators a wage that keeps pace with inflation and maintaining the employee health fund.

    If Fresno Unified School District and the teachers union can’t agree by next week, starting Nov. 1, teachers will strike and form picket lines in front of the district’s 100-plus campuses and district office.

    Besides initiating the strike on Nov. 1, educators plan to be at district schools this Friday to inform parents about the four issues and provide information about the strike.

    The district, according to a Tuesday afternoon statement, are prepared for a strike.

    “Fresno Unified reassures its families, students, and staff that we are prepared to keep our schools open, safe, and full of learning during an active teacher strike,” the statement said.

    Can a strike be averted in the face of mutual disrespect?

    Even though the last teachers strike was in 1978, Fresno Unified and the teachers union have been on the brink a few other times. In 2017, teachers voted to strike, but a third party stepped in and negotiated a compromise.

    This time, even a week ahead of a strike, Bonilla said the union is ready “at any moment to come to the table and reach a fair contract.”

    “As we prepare for a potential strike, we are always willing to be at the table,” Bonilla said. “A strike can be averted.”

    Fresno Unified and FTA leaders were in negotiations Tuesday afternoon, according to district spokesperson Nikki Henry.

    And that dialogue will continue, Fresno Unified’s statement said, because “we support our staff, our families, and our students while remaining fully committed to a mutual agreement.”

    Fresno Unified’s latest proposal includes 19% pay increases over the next three years, expanded medical benefits for the rest of employees’ lives and changes to class size overages.

    “Fresno Unified stands proud of the updated offer we have made to the FTA which includes raising the average teacher’s base salary to $103,000 annually, provides affordable, high-quality medical coverage for life, and continues moving towards lowering class sizes,” the district’s statement says. 

    The teachers union rejected the proposal because the offer does not raise teachers’ pay enough to keep pace with inflation and cost-of-living increases, doesn’t reduce class size and still comes with a cut to the district’s health care fund contribution.

    “During the course of negotiations, it has become abundantly clear that Superintendent Nelson is disconnected from the realities of the classroom, out of sync with our district’s needs,” Bonilla said, “and now, he’s out of time.”

    The district’s revised proposal came after daily negotiations with the union, from the Oct. 5 release of a fact finder’s report until Oct. 13, Superintendent Bob Nelson said.

    Much of what’s in the district’s latest proposal was recommended in the report, including creating a problem-solving team to focus on issues, ways to increase pay, expanded medical benefits for employees working in the district for 20 years and the union-district contract becoming a “living document.”

    But there were so many unresolved items ahead of the fact-finding process in early September that Don Raczka, author of the fact-finding report, said it was as if the district and union had not bargained in the year prior.

    In a matter of days, Raczka said, he witnessed both the district and union be “disrespectful” and exhibit behaviors that are detrimental to establishing trust.

    Ultimately, the report, shared publicly on Oct. 16, focused on salary, benefits and class size, three of the four areas that the district and union remain deadlocked on.

    What happens during a strike?

    If teachers strike on Nov. 1, Fresno Unified will keep schools open. But many programs and services may suffer.

    School transportation and before-and-after-school care will continue during a strike, but all Fresno Unified events — including camps, field trips, community meetings, tournaments and access to health centers — outside of regular school and after-school hours, will be canceled, according to a document shared with families and posted on the district website. The only exception will be high school sports practices and competitions, which will be supervised by administrators and hired security.

    Students’ individualized education plan schedules must be adjusted.

    The district also has made plans to ensure that dozens of medically fragile students have uninterrupted access to services.

    As part of a $3 million allocation, the district will pay $451,000 for student health care services as needed because nurses could also strike as members of the union, which represents over 4,000 teachers, nurses, social workers and other professionals. The allocation will also fund curriculum, security and substitute teacher hiring and orientation, not including their daily pay.

    According to Fresno Unified, the district will pay substitute teachers $500 a day if the strike happens. It has over 2,100 subs who are credentialed, qualified, fingerprinted and have completed background checks. But because that isn’t enough to cover the 3,400 union members who voted to strike, the district also plans to put district personnel in the classrooms.

    Bonilla referred to the substitute teachers as babysitters who would hand out packets of work — $2 million worth of curriculum materials, which was part of the $3 million the district allocated to prepare for the strike.

    “That is not quality education,” he said.

    Parents, he said, must choose between sending their children to school during a strike with “a random babysitter” or keeping their kids home — which would bring the strike to a quick end.

    However, students who miss school during the strike will not receive academic or attendance credit, and the absence will not be excused, according to Fresno Unified.

    Despite the district’s reassurance that learning will take place, Bonilla said education won’t be happening during a strike.

    “Teachers are making a sacrifice – in this case, they won’t be compensated for those days,” Bonilla said. “They’re making a sacrifice on behalf of their students in this community…”





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  • Strike averted for students: Fresno Unified, teachers reach ‘historic’ contract

    Strike averted for students: Fresno Unified, teachers reach ‘historic’ contract


    Fresno Teachers Association President Manuel Bonilla, centered on the left, passes the pen and contract to Fresno Unified Superintendent Bob Nelson to sign a tentative agreement that FTA and FUSD reached less than a day ahead of a potential strike.

    Lasherica Thornton/ EdSource

    This article was updated Nov. 2 to reflect changes in the final version of the contract between Fresno Unified and the teachers union.

    Less than 24 hours before a strike by thousands of educators was scheduled to start, Fresno Unified School District and its teachers union agreed on a tentative contract, the two announced during a joint press conference Tuesday morning. 

    The “historic” agreement, which was still being revised as late as this morning, brings more than a year of negotiating to an end and prevents a divisive strike that would’ve undoubtedly harmed the Fresno community and the district’s over 74,000 students. 

    “Our students have been the innocent bystanders waiting through the difficulties of negotiations,” Superintendent Bob Nelson said. “This deal is really about you (students): it’s our joint commitment to avoid a strike because there’s really nothing more important than making sure our students have the opportunity to be in school every day, all the time.” 

    District and union leaders as well as board members touted the contract for investing in teachers, supporting students and maintaining the district’s fiscal solvency. 

    To Fresno Teachers Association President Manuel Bonilla, the contract meets and exceeds the four requests that emerged as sticking points throughout negotiations: reducing class size, reducing special education caseloads, keeping educators competitive in pay and maintaining certain health care benefits. 

    Bonilla and Louis Jamerson, executive director of the teachers union, highlighted key provisions from the offer, including: 

    • Class size reductions for all grades with investments for new classrooms to continue to reduce class size.
    • A comprehensive guideline for special education caseloads – the first time such guidance has existed in contract language.
    • Competitive salaries.
    • Lifetime medical benefits.

    “Soon a child will walk into their classroom and have the closest connection ever with their teacher, rather than competing for attention and assistance,” Bonilla said about one of many “wins” for students.

    What does the contract offer? 

    Class size

    The teachers union came to the bargaining table with a request to cap class size while the district proposed maintaining class size averages but reducing the number of students over that average for a teacher stipend.

    Starting next school year, the district will reduce class size averages to ratios of 1 teacher for every: 

    • Eight students for prekindergarten.
    • 12 students for transitional kindergarten.
    • 23 students for grades K-three.
    • 28 students for grades four to six.
    • 27 students for grades seven and eight.
    • 28 students for high school grades. 

    The contract language provides guidelines for class size, which say the district will reduce individual class size even more each school year and will reassign 75 non-classroom educators back to the classroom to lower class size. 

    Benefits

    The agreed-upon offer includes what Fresno Unified previously called a bridge to Medicare to meet the same goal as lifetime retiree benefits: 

    • At age 57.5, if an employee has worked in Fresno Unified for at least 20 years, they’ll be offered the same health care plan, and at the same rate, as current employees.
    • At 65, when employees become eligible for Medicare, they will have access to a district health plan that acts as a secondary coverage to Medicare.

    The contract guarantees seven and a half years of the coverage, even if the Medicare eligibility age changes. The contract also includes provisions about the district’s contribution to employees’ health care fund, which, in part, determines health care benefits. The district will contribute less to the health fund, but, according to the contract, it will automatically increase to the previous contribution level within a couple of years. 

    More than 20% in raises and bonuses

    Over the next three years, Fresno Unified educators will receive 21% in raises and one-time payments – up from the previous 11% and 19% offers – which include: 

    • 8.5% raises this school year.
    • 3% raises in the 2024-25 school year with a 2.5% one-time bonus.
    • 4.5% raises in the 2025-26 school year with a 2.5% one-time bonus.

    Educators will also receive a $5,000 one-time payment as part of a side letter agreement to the contract. 

    A win for teachers and students

    The contract allows educators and students to thrive, Bonilla said. 

    “As educators and as a community, we’ve made it clear (that) students thrive when educators thrive,” he said. “And educators thrive when leaders value their hard work — when they value that tireless dedication to adequate support.” 

    While negotiations have ended, many said that the work of building a better Fresno starts now. The district and the union agreed to act as partners in a “collaborative shared decision process (that) will ensure the partners work together in a meaningful way within a timely manner.” Four district leaders, including the superintendent, and four union leaders will be a part of the partnership. 

    Don Raczka, author of a fact-finding report, recommended that Fresno Unified and its teachers union work closely to find solutions so they can address the “transformational student and teacher support systems the (Fresno Teachers) Association believes essential.” 

    The partnership, said school board member Andy Levine, will enable the district and union to continue to work on issues over time, not wait three years for the next contract negotiations to come around. 

    “It’s not over; we start from a different place today,” trustee Valerie Davis said. “Today, our students win.” 





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  • Invest in high-dosage tutoring to boost student achievement and recruit new teachers

    Invest in high-dosage tutoring to boost student achievement and recruit new teachers


    Credit: Allison Shelley for American Education

    Growing up with a physical disability, I feared that people would only see me on a surface level. I thought teachers, friends and peers would only see me for what I couldn’t do, not what I could.

    I’m fortunate, though. I’m strong, and I found those who believe in me. My teachers helped me overcome obstacles and saw that I am multifaceted — as every student is.

    Now, I’m in a place where I want to be that person — the role model, the cheerleader, the coach — for others. 

    I knew from a young age that I wanted to provide that sort of mentorship to others. While in college studying neuroscience, I heard about a high-dosage tutoring program where I could help students with their schoolwork virtually while fostering strong relationships with them. This form of tutoring creates a strong, sustained bond between the tutor and student and provides at least 90 minutes of direct instruction each week. I’m now in my second year of tutoring, and I’m a better person for it. Every school should invest in high-dosage tutoring programs, and anyone interested in pursuing a career in education should sign up. Here’s why. 

    Tutoring creates a pathway for new teachers. We need more equipped adults in the classroom. My program is the Ignite Fellowship through Teach For America California, which provides robust training so that we have the content knowledge and pedagogical skills we need to feel prepared and sustain our roles. Plus, we are paid stipends so we can afford to focus on this work.

    Teaching is a unique profession, and if we want to attract and retain educators, we should give them opportunities to test-drive the role. My experience with tutoring has shown me what it might be like to be a full-time teacher before committing. Since fellows are all college students, we’re also exposing our students to the possibility of college and beyond. I’m a proud member of Gen Z, and while you might only think of Gen Z as the TikTok generation, I think of our mission-driven sensibilities. We’re motivated to give back. A career in education aligns with this, and we should welcome this cadre of potential new teachers. 

    Relationships matter. Students won’t learn from someone they don’t like. They’re seeking role models who will take the time to get to know them as individuals; tutoring provides space to create that connection.

    I remember tutoring a special-needs student for the first time. At first, it was challenging — he could get frustrated and shut down. I didn’t give up on him. If my educators had given up on me when I was seeking support and validation, I wouldn’t be where I am today. I learned his favorite video games and his favorite Pokémon cards, then integrated those themes into our lessons. It’s key to learn your students’ distinct personalities. I watched him open up, and things clicked. The lesson is valuable: When teachers can relate concepts to students’ interests, it makes a huge difference to their learning. 

    One-on-one attention is powerful. Large classes and high student-teacher ratios don’t always allow teachers to provide the one-on-one attention each student deserves. Enter: tutors. In my program, students receive 45 minutes of personalized tutoring thrice a week. The instruction is research-based and tied into the curriculum. We’re not asking students for extra time or for parents to rearrange their schedules — we’re embedding this high-impact, high-dosage tutoring into the school day.

    As the achievement gap persists, it’s crucial that students receive individualized opportunities to learn and catch up. High-dosage tutoring allows this. Each semester I create close relationships with my students and learn their strengths and areas of growth, allowing me to tailor my teaching style to what’s going to be most effective for each student. And it’s working. At one of the schools where I tutor, Aspire Rosa Parks in Stockton, 71% of students working with Ignite fellows met their reading and math goals, and we provided 437 additional hours of individualized learning in just one semester. Plus, 98% of partner schools report that this tutoring boosts students’ academic achievement and engagement.

    My experience as a tutor has been incredibly eye-opening. In my two years as an Ignite fellow, I’ve been able to work with elementary and middle school students across five different schools, which allowed me to connect with underrepresented students who need extra resources. Plus, I have found an inclusive and supportive community of those who want to inspire future generations. I have become a better leader and have gained a new perspective on educational equity. High-dosage tutoring helps students reach their academic goals while also facilitating a sense of belonging and connection with adults who want them to succeed — it’s a win-win.

    ●●●

    Roxane Knorr is a Teach For America Ignite Fellow and a 2022 UCLA alumna.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • How veteran teachers can support new ones and keep them in the profession

    How veteran teachers can support new ones and keep them in the profession


    Middle school history teachers discuss their lesson plans for teaching about the Great Depression.

    Credit: Allison Shelley / American Education

    My first year of teaching was the worst year of my life. 

    I remember preparing for the new school year, prepping my classroom and making lesson plans. If you know the Central Valley of California, you know the summer heat and heavy lifting in a classroom are not the most desirable combination. However, I had hope in my heart, and I was so excited for my career to finally begin! 

    Then I made the grave mistake of going into the copy room packed with veteran teachers. I was eager to learn from them; they had the experience I lacked. One gave me a tip to “not smile until October” so the kids would know I was a tough teacher. One advised me to stick to worksheets so that I didn’t burn out. 

    While these bits of advice were well-intentioned, they were not what a budding teacher needed. Teaching is an extremely difficult profession, but it is also incredibly rewarding. There is an extreme learning curve for new teachers. Despite the credential program and a mentor teacher’s best efforts, nothing can thoroughly prepare you for your first classroom. 

    It’s no secret that there is a mass exodus of teachers leaving the profession. To keep people in the profession, we need to support them throughout. If the support is consistent and starts when a teacher first enters the school, there can be a shift in the number of people leaving and the school’s overall culture. 

    As I said, the copy room was a hot spot for negative talk. At every school I have worked in, this has reigned true. Instead of continuing to let the negative talk fester, I propose making the copy room a hub for ideas to be shared and support to be given. Dedicating a space on the wall where teachers can “shout out” each other can quickly change the room’s vibe. Having funny memes posted by the printer about how it’s always “jammin’.” A designated space where teachers can drop off or pick up extra supplies. Best yet, make every first Monday a little treat day. Each department takes turns bringing small treats. These little things can help build a culture and safe place for teachers, especially the newer ones, to feel supported. 

     Another method to support new teachers is to create a partnership between them and a veteran teacher. This veteran does not even need to be in the same content area. Instead, an experienced teacher that matches a new teacher in personality or classroom management style can be extremely beneficial. I distinctly remember the veteran teachers who guided me through my first few years, and I’m eternally grateful for them.

    One important aspect, however, is that veteran teachers must volunteer for this. Pushing this vital role on somebody who doesn’t want it would not work. This partnership can look like once a week, 30-minute check-in meetings. It can be regular, short observations. Maybe the two teachers team-teach a lesson while an administrator covers one of their classes. This partnership, however it is laid out, can be rich in growth for the veteran and new teacher. 

    Teachers of all ranks need to continue to grow and update their methods. This can be done by creating a culture of observation without the “gotcha!” feeling. Administrators can simply pop in, offer compliments, support, and notes in general, and then leave. Teachers working on the same content can observe others, offer feedback, and see new methods. The frequency of observations can help spot any areas of growth and strengths. As new teachers learn their individual teaching styles, it’s important that they be observed constructively, and it should be done often. 

    Inundating new teachers with supplemental training, resource books and websites can be overwhelming and exhausting. The goal is to support new teachers so they stay in the profession and feel appreciated. They do not need to hear horror stories constantly, receive unhelpful criticism or feel isolated. This will only increase the number of teachers leaving the profession.

    Teachers, administrators and support staff can all make an effort to openly welcome and support new teachers. Inviting a teacher to the staff outing, getting them the school shirt, helping them staple borders on the walls and supporting them however they need will make a difference in their career.

    •••

    Kati Begen is a high school biology educator and credential coach in Fresno and has earned a multiple-subject credential, a single-subject credential and a master’s degree in teaching.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Commission decision could move thousands of new teachers into the workforce quicker

    Commission decision could move thousands of new teachers into the workforce quicker


    A teacher helps a student with a math problem.

    Credit: Sarah Tully /EdSource

    Thousands of teachers could be added to the state’s workforce next school year because of a California Commission on Teacher Credentialing decision to offer teacher candidates who almost pass their teaching performance assessment a chance to earn a preliminary credential without retaking the test.

    Beginning early next year, teacher candidates who come within -1.0 standard error of measurement — generally about two or three points — of passing either the California Teaching Performance Assessment or the edTPA, can earn their credential if their preparation program determines they are prepared, commissioners voted on Friday. This decision will not impact teacher candidates who take the Fresno Assessment of Student Teachers. 

    “To be clear, the recommendation is not proposing lowering the standard, rather it would expand the ways in which candidates could demonstrate their readiness to begin teaching,” said Amy Reising, chief deputy director of the commission on Friday.

    Performance assessments are required to earn a teaching credential in California. Candidates demonstrate their competence by submitting evidence of their instructional practice through video clips and written reflections on their practice. Student candidates who select the CalTPA must complete two assessments or cycles.

    “The secondary passing standard would be targeted toward candidates who fell just short of the current adopted passing standards set for these assessments, but may have demonstrated classroom readiness through other measures at the local level and within their programs,” Reising said. 

    Preparation programs can recommend eligible candidates for a preliminary credential by documenting that they have demonstrated proficiency in each of the seven domains in the state Teaching Performance Expectations, according to the commission.

    The decision came after commissioners reviewed a report at their October meeting that revealed that a majority of teacher candidates who failed performance assessments over the last five years were extremely close to passing. If the new standard had been used over the last two years, 2,000 of the 2,731 teacher candidates who failed cycle one of the CalTPA , 953 candidates of the 1,152 who didn’t pass cycle 2 of the CalTPA, and 360 of the 1,124 candidates who failed the edTPA would have passed the assessment and earned a credential, according to the commission.

    Teacher candidates whose score is too low on their performance assessment to take advantage of the secondary passing standard can work with their teacher preparation program to revise or resubmit their work, said Anita Fitzhugh, spokesperson for the commission. The assessment can be submitted at any time at no cost because the state waived the fees. It takes about three weeks to receive a score.

    Commission staff also plan to work with teacher preparation programs to develop a formal process to identify and support programs with low teacher performance assessment passing rates, according to staff reports.

    An enduring teacher shortage has put pressure on the state to remove hurdles to earning a teaching credential. In July 2021, legislation gave teacher candidates the option to take approved coursework instead of the California Basic Education Skills Test, or CBEST, or the California Subject Examinations for Teachers, or CSET.  

    The commission’s new plan isn’t without controversy.  One concern from speakers at Friday’s meeting was that the decision would undermine Senate Bill 488, which requires the commission to replace the Reading Instruction Competence Assessment with a teaching performance assessment.

    Commission staff said that the secondary passing standard for the two performance assessments will not impact the literacy performance assessment that is under development and is expected to be piloted in the spring and field-tested the following school year.

    “A separate standard-setting study will be conducted in Spring 2025 to recommend passing standards for the literacy performance assessment,” Reising said in an email on Monday.

    According to commission staff, a work group made up of teachers, administrators, mentor teachers and university faculty will convene in July to study and make recommendations on how to improve all three of the state’s performance assessments. It will consider best practices, the challenges of implementation and how to ensure reliable scoring. 

    More than 50 people submitted comments to the commission on the state’s performance assessments. Most urged commissioners to either eliminate or revamp the performance assessments. 

    “TPAs are vastly subjective, depending on who is scoring the assessment; rubric-based explanations and feedback upon results are very vague,” said Aly Gerdes, a teacher at Evergreen Elementary School District in San Jose. “I truthfully do not see the inherent value in CalTPA and believe it needs to be abolished or replaced with something that is worthwhile and will do more than add an extra stressor to teacher-candidates’ lives.”

    Many speakers and letter writers said the high-stakes assessment is detrimental to teacher candidates.

    “On a personal level, the stress and pressure associated with the TPA can be overwhelming,” wrote teacher Cheena Molsen.

    “The weight of high-stakes evaluations can adversely affect the well-being and morale of educators, potentially diminishing their effectiveness in the classroom. The toll it takes on the personal lives of teachers should not be underestimated, as the pursuit of excellence in education should not come at the cost of educators’ mental and emotional well-being.”





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  • Substitute teachers can serve as mentors; we need more of them

    Substitute teachers can serve as mentors; we need more of them


    Credit: Allison Shelley for American Education

    When most people think of a substitute teacher, they think of a temporary fill-in for a job that is difficult to secure and difficult to do. They might think that a substitute is simply there to monitor a classroom or, worse yet, put on a video for the class and then sit at their desk.

    I know substitutes are so much more.

    The best substitutes are passionate mentors who play a role in student success. As a substitute teacher with 14 years of experience in public and private schools in Oakland, I believe my commitment to students and my experience outside of teaching enable me to be a valuable guide in the lives of the K-12 students I have the privilege of working with, and I want more school leaders to recognize that role.

    Before I started teaching, I served in the Air Force, went to law school, became a paralegal, and launched my own clothing line. I bring every aspect of these experiences — the ups and the downs — with me to the classroom to provide a fresh perspective to students. When I substitute in math classes, I can talk about how interpreting numbers helps entrepreneurs understand their profit margin in the future. In language arts classes, I can talk about how persuasive arguments are the basis of a strong legal case. And, in all my classes, I’m always quick to discuss the importance of critical thinking, adaptability, and a strong work ethic, no matter where a student’s life will take them.

    Each time I bring my personal experience into the classroom, I know I’m showing students more about the world around them and helping them connect what they’re learning to their future. It’s something so many mentors did for me. I was fortunate to be surrounded by caring adults when I was growing up. When I needed great life advice, I knew I could turn to them. Their support is part of the reason I started teaching. Sharing knowledge is contagious. When I share knowledge with a student or show them how to do something, then they have the knowledge I have and can share it with someone else.

    Even though I know the value of sharing knowledge, students aren’t always ready to accept it. Especially from a substitute teacher. I have to earn their trust first. That means the role of a substitute is more than simply managing a classroom in the absence of a regular teacher. Students have to be able to trust that a substitute is emphatically inclined to believe in them and their purpose. I’ve found that starting with a joke, posing a tough question, or asking students to say one fun thing about themselves during introductions can break the ice and form a strong mentor-mentee relationship.

    It is true that it can be difficult to navigate the paperwork needed to become a sub, but for me, it is important to take these steps to be a mentor to students because of the impact it can have on them. A survey found that 95% of teachers say mentorship benefits students, with a majority noting that supportive relationships boost academic outcomes and help students develop critical skills. It’s why great substitutes know teaching class is about more than just following the lesson plan. We actively listen to students, help them access knowledge, and encourage their curiosity — just as great permanent teachers do.

    Consider becoming a substitute teacher in California schools despite any preconceptions you may harbor that the job is difficult or unrewarding. The job is sometimes difficult, but it is never unrewarding. Students need caring adults in their lives, especially in a world where young people face new heights of academic and social pressures. Passionate substitute teachers have the opportunity to make a difference. Leading school districts, where I’ve been fortunate to serve, already recognize the value of exceptional substitute teachers, and the process is easing a bit. There are groups out there that help navigate the paperwork or that make it easier to find and sign up for substitute positions.

    I hope many more people will soon realize this transformative potential and embrace the positive influence we can bring to the lives of our students.

    •••

    Thelonious Brooks is a substitute teacher in Oakland.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Special education teachers need more mental health initiatives

    Special education teachers need more mental health initiatives


    The federal government has not fully funded special education in decades, leaving the bulk of the costs to school districts and the state.

    Alison Yin/EdSource

    When Erica Mazariegos heard that a shocking number of special education teaching positions remain vacant, she was not surprised. With over 27 years as a special educator, Mazariegos is dedicated and passionate, yet says “the stress of recent years has led me to question my ability to carry on. There will come a point when I must prioritize my health over my career.”

    Like Erica, special education teachers throughout U.S. public schools have been vocal about their concerns regarding working conditions after the pandemic, particularly the shortage of resources and staff support. The attrition rates among special education teachers soared following Covid-19, and educators have endured heightened levels of job-related stress, prompting an increasing number of them to exit the profession.

    This exodus has left schools grappling with severe teacher shortages. According to the National Center for Educational Statistics, 45% of schools reported unfilled positions in special education roles, with 78% citing difficulties in hiring special education staff for the current school year. The situation in California closely mirrors the national shortages, with the Learning Policy Institute describing the teacher shortage in California as a “five-alarm fire.”

    The stress experienced by special educators is not only deeply ingrained in the inherent nature of their roles but also in the perceptions surrounding them. A key contributing factor is the idealization of special education teachers by schools, often portraying them as extraordinary individuals who are characterized as nurturing and self-sacrificing, willing to prioritize their students’ well-being over their own. It’s commonplace to hear general education teachers express sentiments like, “I could never do what you do.” This portrayal creates unrealistic expectations for special educators, adding to the systemic sources of stress, which include unequal resource allocation and a shortage of adequately trained support staff.

    Padma Vajhala, an early-career special education teacher with two years of experience, highlights many stressors in her job, such as individualized education program meetings, conducting paperwork checks, navigating uncertainties about parental consent, encountering subtle racism in schools, and adhering to the core mission of special education — differentiated teaching for each student. But, she underscores that these stressors are overshadowed by the primary source of stress: daily management of challenging behavior exhibited by her students in class without enough staff support. She points out that her stress affects students by hindering effective instruction, classroom management and the modeling of social-emotional skills. Stressed teachers are more likely to react unpredictably and employ ineffective behavior management strategies.

    While it remains crucial to address such systemic causes of stress as lack of staff support in the classroom, schools must simultaneously implement programs dedicated to teaching self-care strategies and allocate resources to support these educators’ mental health and overall well-being. These initiatives should involve professional development programs that prioritize physical wellness, encompassing exercise, dietary choices, and sleep, to sustain energy levels and enhance emotional resilience.

    Additionally, it is imperative to equip special educators with training in social-emotional learning skills. This training should cover the establishment of clear boundaries between their professional and personal lives, mindfulness practices, participation in yoga, and learning relaxation techniques. Acquiring these skills can significantly reduce stress levels among special educators while providing positive role models for students concurrently learning these skills in their classes.

    Most importantly, special education teachers can create communities of practice informally with their colleagues based on shared interests, facilitating connections with colleagues, mentors, and therapists to seek guidance and share their experiences. Moreover, these communities of practice can leverage self-reflection practices to recognize and manage stressors effectively.

    A notable approach is reflexive visual journaling, a creative process that intertwines written reflection with images, drawings, and other visual elements. This practice has demonstrated considerable effectiveness in early detection of burnout indicators, pinpointing triggers, and aiding individuals in navigating and coping with stress. Zachary McNiece, assistant professor of counselor education at San Jose State University, emphasizes the importance of visual journaling, stating, “In today’s post-Covid world, while teachers act as front-line mental health advocates, they can experience the after-effects of trauma their students have faced over the last few years; visual journaling creates a means for teachers to slow down, allow space for their feelings and reactions, and let go of the emotional residue of secondary trauma exposure, so they can improve their wellness and support their students.” These self-reflective practices can also be embedded into teacher preparation programs to support new special education teachers.

    Preventing burnout in special education cannot be solely an individual responsibility; it requires collaboration from schools, districts and policymakers. Special educators are pivotal in fostering an inclusive and equitable education system.

    It is essential that schools prioritize special educators’ well-being by supporting and implementing targeted self-care strategies to sustain their passion and dedication. This approach not only safeguards the mental and emotional health of educators but also enriches the educational experience for students with disabilities, ultimately contributing to the development of a stronger and more compassionate society.

    ●●●

    Sudha Krishnan is an assistant professor at San Jose State University’s special education department, Lurie College of Education, and a Public Voice Fellow with the OpEd Project.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • California needs to do more to ensure teachers can teach kids to read, national study says

    California needs to do more to ensure teachers can teach kids to read, national study says


    Melissa Ramirez, a first grade teacher at Lockeford Elementary in Lodi, holds up a flashcard while students say and spell the word ‘water.’

    Credit: Andrew Reed / EdSource

    Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the National Council on Teacher Quality. 

    Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report, “Five Policy Actions to Strengthen Implementation of the Science of Reading.“

    “While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”

    The report rated states as strong, moderate, weak or unacceptable, based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.

    California received a moderate rating.

    The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.

    Not all teachers are trained in the science of reading

    While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.

    Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.

    About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest California test scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade. 

    “Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills? said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.” 

    The report comes as California and other states are renewing their focus on the science of reading, which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said. 

    Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.

    California puts renewed emphasis on reading

    But that could change soon. By July 1, California will require teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating dyslexia guidelines for the first time.

    The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.

    “This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”

    More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy says that is not the case. Teacher preparation programs in California must be reviewed every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards, or have a background or credential in the subject being reviewed, she said.

    Teacher preparation programs that want a national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.

    California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.

    California’s changes to teacher preparation and emphasis on the science of reading were taken into consideration by National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.

    The council has provided a guide to help states implement and sustain strong reading instruction.

    “Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”





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  • Teachers need a better way to ensure their curricula are culturally relevant

    Teachers need a better way to ensure their curricula are culturally relevant


    Credit: Allison Shelley/The Verbatim Agency for American Education

    In a 2023 survey, Educators for Excellence found that only 26% of educators nationally believe that their classroom curriculum is culturally relevant for their student population, and the truth is no different in Los Angeles Unified, where I teach. I have been in the classroom for 25 years, and I agree. 

    Culturally responsive education refers to the combination of teaching, pedagogy, curriculum, theories, attitudes, practices, and instructional materials that center students’ cultures, identities, and contexts throughout educational systems. What’s more, culturally relevant education increases the sense of community and builds trust and connection between educators and students, resulting in better academic outcomes. 

    This is important for students because we do not live in isolation. The world is growing smaller as we connect through different types of media and are constantly introduced to different cultures, beliefs and customs. A 2019 report shows that since 2000, classrooms in our country have become increasingly diverse, with the Latino student population growing from 16% to 25%. This is especially pertinent in LAUSD classrooms. 

    My classroom is made up of approximately 20% African American students and 80% Latino students. As a kindergarten teacher, my focus is on the social-emotional development of my students, and I try to build a strong cultural competency, where students become familiar with aspects of other cultures. This helps to expose students to the differences and similarities that exist within their identities, and therefore within our classrooms. One age-appropriate way I do this is by focusing on different holidays and cultural celebrations. I will bring in food or showcase dances, arts and crafts that represent various cultures and allow the students to immerse themselves with their senses, trying to expand their knowledge and understanding.  

    Unfortunately, I do not feel supported in my culturally relevant education efforts in the classroom. There must be ways to create more welcoming classrooms and foster understanding and appreciation among students for each other’s unique identities and backgrounds. I need more support to do this, more understanding of how to embed cultural awareness and relevance into my curriculum and teaching.

    That’s why I have joined a teacher action team with some of my colleagues and the help of Educators for Excellence – Los Angeles. This group allows us to come together to discuss ideas and put together a plan to help improve cultural relevancy throughout LAUSD. We’re calling for a public rubric to help the district succeed with its commitment to safe, inclusive learning environments. This rubric would list requirements for curricula to be culturally relevant and would be a way for schools to ensure that what they are teaching meets a predetermined district standard. 

    For example, over 50 of my colleagues and I from across LAUSD have evaluated our curriculum with a rubric developed by the New York University Steinhardt school. This process has allowed us to determine that our curriculum was satisfactory when it came to connecting the local community to the texts, but it falls short when it comes to the representation of LGBTQ+ and disabled identities, as well as in providing opportunities for students to bring their own community experiences to the classroom. If this rubric were used districtwide, we could improve our implicit-bias training, give teachers more support, and have a specific long-term vision for the type of curriculum we’re using in LAUSD, all leading to the achievement of the goals outlined in the district’s strategic plan.  

    Meeting these standards will not only give educators a guiding light in making their classrooms more inclusive, but it will also give students the opportunity to expand their knowledge and understanding of society. As I mentioned, I already incorporate diverse practices and lessons into my classroom. In return, I see students being more understanding of one another, and I see students from all backgrounds connecting to the material we are learning. It helps me to build a love of learning and a tolerance for others’ differences. 

    Having a higher level of cultural relevancy in our district-approved curriculum would allow students to meet their differences with an open mind and heart, and help them to build a foundation for acceptance and inclusion. Additionally, seeing themselves represented in the classroom allows students to connect better with lessons and demonstrate more interest in their academic success. 

    Even in a district as diverse and progressive as LAUSD, the long-term quality and inclusiveness of classroom curriculum is under attack. Efforts to attack student learning environments are no longer just distant issues that confront other districts and other states; it is here in California. This problem is not going away. LAUSD has already committed to increasing inclusion efforts in the classroom. My colleagues and I want to help this commitment come true. By collaborating with the district to develop a rubric that contains the cultural relevancy we are demanding, we are giving the district a recommendation directly from LAUSD classroom teachers on what needs to happen to improve our classrooms and create a more robust curriculum.

    Our schools need culturally relevant education to educate tolerant, understanding, knowledgeable and successful students. We need more educators on board with calling on the district to partner with us and update the curriculum in our classrooms. Speak up to your administrations, and collaborate with colleagues on a way to build more inclusive classrooms throughout LAUSD. Our students and our future generations deserve it.

    ●●●

    Petrina Miller is a longtime educator in Los Angeles Unified, and is an active member of Educators for Excellence – Los Angeles, a nonprofit organization of more than 30,000 educators united around a common set of values and principles for improving student learning and elevating the teaching profession.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Aspiring bilingual teachers gain new perspectives by crossing the border

    Aspiring bilingual teachers gain new perspectives by crossing the border


    The U.S.-Mexico border is a fraught topic in political debate in Congress and between presidential candidates. But crossing it is a key part of training for some prospective bilingual teachers in California to get insight into their future students’ lives.

    The dual language and English learner education department at San Diego State University has taken student teachers on four-day trips to visit schools in Tijuana for about 10 years. The goal is for the prospective teachers to learn about some of the experiences that students from Mexico and other countries in Central and South America face and how those experiences might affect students in the classroom.

    “We want them to understand, basically, the students we share. Sometimes there could be a student in Tijuana that the next day is in a classroom in San Diego,” said Sarah Maheronnaghsh, a lecturer in the department who helps organize the trips. 

    She said the opposite is also true. San Diego State students have also met children in Tijuana who had previously been living and attending schools in California but have since been deported.

    “A lot of the issues are the same on both sides,” Maheronnaghsh said. “Knowing and having a deep understanding of the kids and where they’ve come from and what they’ve been through is only going to help them in the classroom.”

    The San Diego State bilingual credential program was identified by the California Commission on Teacher Credentialing as a model for preparing bilingual teachers. The department offers both online and in-person classes and boasts having the largest graduating class of bilingual teachers in the state.

    During the latest trip in November, student teachers visited and taught classes in English and Spanish at three different schools — a school in a very low-income neighborhood on the outskirts of the city, another that has a program for blind students, and a third school inside a migrant shelter. They also visited a local university and watched a documentary about children who travel through Mexico on the top of a cargo train to reach and cross the border.

    “We want them to understand, basically, the students we share. Sometimes there could be a student in Tijuana that the next day is in a classroom in San Diego.”

    Sarah Maheronnaghsh, SDSU lecturer

    The experience was powerful for Erika Sandoval, who was born in a small town in the state of Jalisco in western Mexico and migrated to California when she was 9 years old.

    “I cried a lot because it kind of made me connect to what I encountered as a kid, leaving my country and coming here to start over again,” Sandoval said. “I was once that child.”

    Sandoval, who is 39, is enrolled in San Diego State’s online bilingual credential program part time, while also working as an aide with special education students in Saugus Union School District in Santa Clarita, in Los Angeles County. She first heard about the program through her son’s kindergarten teacher.

    “I knew I wanted to be part of the program, especially because it gave me an opportunity of using my Spanish,” Sandoval said. “Within my friends’ circle, I’m one of the only ones who continues to speak Spanish to my kids. Even my niece and nephew I’m starting to see the language be forgotten and it kind of makes me sad.”

    The trip to Tijuana highlighted for her why it’s important for schools to provide resources and support for immigrant children and families.

    “A lot of the kids that come to the United States have a story and a reason why they left their country, and because of those reasons they are going to struggle when they go to school,” Sandoval said. “A lot of them didn’t know how to read or didn’t go to school because they were working at a young age.”

    She said the trip was also a reminder to not make assumptions about children’s home lives. 

    “A lot of times we assume that every child has a mom and a dad. But that’s not the reality for a lot of us. A lot of us have left so much behind to be in this country,” Sandoval said.

    Aspiring bilingual teachers and professors from San Diego State visit a school in Tijuana.
    Credit: Courtesy of Rick Froehbrodt

    Another student in the bilingual teacher program, Clarissa Gomez, said her parents and grandparents migrated from Mexico, and she grew up in the Central Valley with many other immigrant families around her. Still, she said meeting the children and families at the migrant shelter was eye-opening.

    Many of the students were fleeing violence in other parts of Mexico or in Central America, and some had to leave family behind. One young girl said she was about to cross the border to the United States the next day.

    “We had a student who said, ‘Tomorrow we wake up and we make a long journey. I feel so sad that I’ve met you guys and tomorrow I have to leave. I’m scared,’” Gomez said. “That was heart-wrenching.”

    Despite all that the children had endured, Gomez said they were eager to learn and share their own knowledge.

    She said visiting the shelter and hearing about the children’s experiences will help her as a teacher to understand her students. She’s currently student-teaching at an EJE Academy, a dual-language immersion charter school in El Cajon, in San Diego County.

    “I’m expecting that some of the students that I did meet at the shelter will most likely be the students in my classroom,” Gomez said.

    Overall, she said, the visit was a reminder of the importance of learning about and respecting students’ cultures and life experiences.

    “I know that getting down the standards is important, but there’s so much we can implement by building this culture of, ‘You’re welcome in my classroom and I respect you and your family and your family dynamic,’ and that’s me respecting you as a person.”

    Student teachers prepare lessons to teach on the trip, but they also have to be ready to change plans at a moment’s notice. For example, Sandoval and a group of her peers had prepared to teach second grade, but ended up teaching fifth graders at one school and preschoolers at another.

    It’s crucial for teachers to learn that they have to be flexible, said Rick Froehbrodt, a lecturer in the department who helps organize the trips.

    Aspiring bilingual teachers work with children at a migrant shelter in Tijuana.
    Credit: Courtesy of Rick Froehbrodt

    “With this experience, something always happens, something changes,” said Froehbrodt. “It’s understanding that this is not, ‘Here’s my lesson plan, here’s what I’m going to teach, this is how it’s going to go from start to finish,’ understanding there are so many factors involved that you always have to be prepared.”

    Sandoval said at one school, they were able to tour the campus and see fruit trees that staff planted for kids to learn outdoors, as well as Day of the Dead altars that gave her ideas for how to celebrate the holiday at her own school in California. 

    She said she was struck by how much teachers and children were able to do with the few classroom supplies they had. 

    “The few things that they have, they make use of them to the best of their ability, and they’re not concerned about sharing their things,” Sandoval said. “Seeing that community was really nice, and it makes you wonder how come a lot of our students in the United States struggle to give much to each other. With the abundance of supplies, they still have such hesitation to share even a pencil with a classmate.”





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