برچسب: Week

  • Cal State faculty striking next week in series of one-day actions

    Cal State faculty striking next week in series of one-day actions


    Students, faculty and staff protest a potential tuition increase across the California State University system on Sept 12, 2023.

    CREDIT: MICHAEL LEE-CHANG / STUDENTS FOR QUALITY EDUCATION

    Thousands of California State University faculty are preparing to shut down their classes and strike for one day next week as labor negotiations have stalled. 

    The series of one-day rolling strikes will begin at Cal Poly Pomona on Monday, with San Francisco State following on Tuesday, Cal State LA on Wednesday and Sacramento State on Thursday. Some faculty from other campuses are expected to join their colleagues and not teach on those days. 

    Salary remains the largest disagreement between the 23-campus Cal State system and the California Faculty Association, which represents about 29,000 professors and lecturers. The faculty is fighting for a 12% general salary increase for this year and has not specified the size of the raises it will seek after that. However, the university system is proposing a total increase of 15% over three years, including this year. 

    “A lot of what we’ve been offered by management is dependent on the state budget,” said Kate Ozment, an English professor at Cal Poly Pomona who will participate in the strike. “That doesn’t work for faculty who have to pay bills right now.”

    Many faculty members have student loan debt and want to start families or are struggling to support the families they do have, she said. 

    “So many of us chose to work for the CSU specifically because we believed in the mission and we believe in the student body,” Ozment said. “The CSU talks a really big game about recruiting first-generation faculty and underrepresented faculty, but the reality is those populations are less likely to have generational wealth to fall back on, and they’re way less likely to have had good jobs that helped them save before they went to graduate school.” 

    But CSU officials say the system can’t afford to give more than 5% a year to the faculty group. 

    “We recognize the need to increase compensation, and we are committed to doing so. But our resources are limited, and our financial commitments must be fiscally sustainable,” said Leora Freedman, CSU’s vice chancellor for human resources, during a call with media. “CSU is prepared to return to bargaining with CFA at any time.” 

    Freedman added that the university system has already successfully negotiated 5% annual increases with four other labor unions. However, negotiations have also stalled with Teamsters Local 2010 representing 1,100 of CSU’s skilled trades workers. The Teamsters also announced they plan to join the faculty in their strike. 

    “Any larger salary increases would force very difficult and painful decisions on our campuses and would trigger a reopening of salary negotiations with other labor unions,” Freedman said.

    In August, the faculty union and the CSU entered a state labor mediation process. A fact-finding report written by a third-party labor negotiator was released by both sides Friday. The negotiator ultimately recommended a 7% general increase in faculty salaries for one year while noting that this would be below the rate of inflation. 

    In an email to its members, the faculty association said it appreciated the fact-finder’s work but believes the 7% proposal is not enough to address the loss in buying power. 

    The fact-finding report also highlighted that reaching an agreement has been challenging because the union and the university system have “radically different views” of the ongoing financial situation. The faculty union, as well as some student groups, have argued that the university system can use its reserves to cover expenses like faculty salaries. However, CSU has stated that its reserves are intended for one-time emergency purposes and can’t go to salary increases.

    Much of the wage dispute comes as CSU has granted salary increases to campus presidents and hired the new system chancellor with a nearly $800,000 base salary, even as the system faced a budget deficit. 

    As for the series of one-day strikes, Ozment said at the start of this semester that she alerted her students to the potential disruption of their classes in her syllabus. 

    “Being a teacher is about transparency and consistency, so I felt that if I told them from the beginning about a possible disruption they would be emotionally and intellectually prepared for it,” she said. “My students have been really upset when they learn how many of their faculty are not paid a living wage, especially how many classes are taught by lecturers who can’t afford rent or are constantly driving from campus to campus in order to put food on the table.” 

    Ozment said she did receive some concerns about the impact of the strike on grading or the ability to graduate on time even though just one day’s classes will be canceled.  

    “I told them the same thing that I always tell them, which is: ‘I’ve got your back,’” she said. “There’s going to be a disruption. That’s the nature of the thing I have to disrupt, but I’m disrupting management. I’m not trying to disrupt (students). I encouraged them to be a part of it because the better the disruption, the quicker this is over and the quicker they get the education they deserve.” 

    Students have also received communications from the chancellor’s office about the strikes and have been encouraged to speak with their faculty members about the impact on their courses and grades. And not every faculty member will participate in the strike, Freedman predicted.

    The chancellor’s office is caught between “a rock and a hard place,” she added. 

    “We need to be responsible and protect the university and our students and our operations,” Freedman said. “At the same time, we also need to pay our employees fairly and competitively. We are in a very tough situation. I wish we had more money. I wish we had more money to use and to make different choices, but we’re very limited.”





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  • Teacher Appreciation Week | Teach Like a Champion

    Teacher Appreciation Week | Teach Like a Champion


    The Teach Like a Champion team had a dilemma. Too many team members wanted to write our blog post in honor of Teacher Appreciation Week!

    So we decided to share the mic and asked the whole team to contribute. It’s resulted in one of the longest and most enthusiastic posts of all time and still doesn’t come close to capturing how grateful we are all of you who spend your days in the most important space there is: the classroom. We consider ourselves, collectively, the luckiest to spend our time learning from your brilliance and passion. Thank you!

    Free Joyful party celebration Image | Download at StockCake

    “Teaching is the hardest, yet best, work in the world because it is a gift of service – a gift of the heart. And there are few greater gifts a child can have than the love and care from an educator who knows their work is not simply to teach, but to reach and inspire their same passion and pursuit of greater knowledge in their students. Thank you all for giving your time, energy and hearts to students all over!”
    – Alonte Johnson-James
    Associate Director of Curriculum and School Support

    “…I would gift to all teachers TIME: there are a million different reasons why: teachers need time to get to know all their students as people–to learn about their students’ passions and gifts, to learn about their challenges and needs (both in and out of the classroom), to learn about how best to reach them to help them succeed and grow. Then, teachers need time to implement best practices to serve their students: to study, practice, and reflect on research and techniques to make their classrooms amazing. Finally, teachers need time for themselves to recharge their own batteries, to connect with their own friends and family, so they can re-enter their classrooms as the best version of themselves to continue to shine for their students. ”
    – Beth Verrilli
    Senior Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would give teachers the gift of time. Time to plan and collaborate with intention, time to reflect and grow professionally, and just as importantly, time to rest, recharge, and be present with the people they love. Too often, the demands of teaching stretch far beyond the school day, leaving little room for balance. I’d want every teacher to feel they could show up for their students without having to sacrifice their own well-being or the needs of their families. Because when teachers are supported both personally and professionally, everyone in the school community benefits.”
    – Brittany Hargrove
    Director of Advocacy and Partnerships

    “Teaching is both the hardest job in the world because you are expected to meet or exceed the needs of 100% of your ‘clients’ every year – something no other profession even attempts. But by meeting the needs of the entire classroom, you form relationships that last a lifetime, and all the great work you do with your students increases exponentially as they continue their learning the following year.”
    – Christian Sparling
    Senior Director of Operations

    “I wish we could celebrate Teacher Appreciation week by opening the doors to Staples for unlimited access to post-its, Flair pens, and stickers–the things you can’t live without; installing bottomless vats of Starbucks in every teachers lounge to fuel the endless and joyful energy you bring to your students; and with choirs following you around, singing your praises for doing the hardest, most important work in the world. Teachers, thank you for showing up every day to guide, inspire, and educate. “
    – Colleen Driggs
    Managing Director of Curriculum and School Support

    “Thank you for seeing, valuing, and loving on our students each and every day. Teaching is hard work – but just like any obstacle or task done well, both the process and the outcome yield greater satisfaction. Our world is stronger, more vibrant, and a lot smarter because of the transformative impact of educators. We are forever indebted to you.”
    – Denarius Frazier
    Senior Advisor, Consulting & Partnerships Team

    “I wish we could celebrate Teacher Appreciation Week by having the time and resources to give our teachers a week of doing what most fills their cup. Each week, teachers fill the cups, the minds, the hearts of so many students both in their classroom and in the hallways. It is the absolute best and most rewarding job – but also the hardest job in the world and requires endless patience, practice, decision-making, and more. While we know that Teacher Appreciate Week isn’t spent outside of schools, I hope it is a moment to fill your own cup and to feel the gratitude that exists from students, from parents, from us, and from society! The work you do is unmatched!”
    – Dillon Fisher
    Senior Associate Director of Partnerships

    “If I could wave a magic wand, I would gift to all teachers unlimited books and supplies (because too many teachers have to dip into their pockets), time (for themselves and for their students), peace of mind and unlimited admiration and respect from because the work that they do is truly the hardest and most important in the whole world.”
    – Erica Woolway
    President and Chief Academic Officer

    “If I could wave a magic wand, I would gift all teachers more time in front of their students because it is the most precious resource we have– to make academic impact, to forge lasting relationships, and to learn what helps them most. It is truly incredible how much teachers accomplish with students in just one 180 day school year, one tiny moment in time, and here’s to all of the teachers who maximize that moment with their students every day. Thank you all for your incredible work!”
    – Jack Vuylsteke
    Senior Director of Partnerships

    “If I could wave a magic wand, I would gift all teachers a society that honors and respects teachers for the incredible contributions they make to our communities and along with it a salary that reflects that impact because there is no profession that influences our future as deeply as teachers. “
    – Jaimie Brillante
    Director of Strategy of Curriculum and School Support

    “You are content experts, attentive listeners, role models, diligent planners, creative problem-solvers, meticulous multi-taskers, guiding lights, and helping hands; you are teachers, and we appreciate you!”
    – Jen Rugani
    Director of Curriculum and School Support

    “Thank you ALL for being the exceptional teachers that you are! Your continued dedication and devotion does not go unnoticed. Your guidance and support will make a difference in your students’ future.”
    – Michelle Wagner
    Associate Project Manager

    “You juggle lesson plans, life advice, and lost pencils like a superhero, only with more coffee and fewer capes. Beneath all that multitasking is a heart that gives endlessly, reminding every student they matter and that every challenge is worth it. Thank you for all you do!”
    – Patrick Pastore
    Associate Director of Curriculum Development and School Support

    “If I could wave a magic wand, I would gift to all teachers more respect and support for all the tireless hours of heroic work you put into making sure your students get the best instruction every single day.”
    – Rob Richard
    Chief Video Officer

    “If I could wave a magic wand, I would gift teachers an inexhaustible well of respect, empathy, and recognition. Teachers make the world go around their daily lives should reflect that truth.”
    – Sarah Engstrom
    Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would gift to all teachers the time, resources, and respect they deserve—because they shape the future every day, often with too little support and too much asked of them.”
    -Teneicesia White
    Senior Associate Director of Partnerships

    “I wish we could celebrate Teacher Appreciation YEAR! Thank you for inspiring and empowering our youth!”
    – Tracey Koren
    Associate Director of Operations



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  • Casey Clementson’s Reflections on What to Do in Music Ensemble + Happy Teacher Appreciation Week!

    Casey Clementson’s Reflections on What to Do in Music Ensemble + Happy Teacher Appreciation Week!


    Give clear, concrete directions. Scan for follow-though

     

    Happy Teacher Appreciation Week! Casey Clementson, author of the following post, is a middle school music teacher at Rosemount Middle School in Rosemount, MN.

    As part of her work as a Teach Like a Champion Fellow, Casey studied the What to Do Cycle, using its principles and adapting them to the challenges of doubly-complex settings like Concert Band.

    Her reflections (below) are so helpful… they’re our Teacher Appreciation Week gift to you!

    Meanwhile if you’re interested in learning more about What to Do Directions or other elements of productve and orderly classrooms, join us for our Building Strong Classroom Cultures workshop in Tarrytown, NY, on June 5th and 6th; info here.

    And if you are interested in finding our more about becoming a TLAC Fellow, applications for our fourth cohort are open and available here: https://teachlikeachampion.org/teach-like-champion-fellows/ and are due by May 30, 2025.

    Meanwhile, here are Casey’s insights:

     

    The Concert Band or Orchestra is a complex environment. Not only are students responsible for their personal materials needed for learning, they are also in charge of a musical instrument (one that costs hundreds of dollars). In my subject area – Concert Band – there could be over ten different types of musical instruments being used among the students, up to four different key signatures, and two different clefs used for reading music notation. To top it off, most percussionists are required to perform musical tasks completely independent but at the same time as the other students in the ensemble!

     

    Self-regulation and self-discipline from the students is essential to making this type of classroom shine. The best Instrumental Music teachers know how to harness these challenges to shape the attention of their student musicians to keep everyone learning and helping every student become an independent musician.

     

    During my time as a TLAC Fellow, I tried on many techniques to see how they fit in a class where nobody sits at a desk to learn. The technique that I fell in love with most was the What to Do Cycle. The What to Do Cycle is a sequence of moves that provides students clarity so they can experience success and belonging in the classroom.

     

    See Casey use the What to Do Cycle here: 

     

     

    Here are a few things I learned during this process:

     

    What To Do Cycles take planning, practice, and refinement.

     

    There is a potency in consciously naming a What to Do Cycle. Teachers may say they are giving clear instructions when they are really not. Teachers may assume the students will magically do what is asked of them no matter what. I was this teacher.

     

    For example, I have been teaching out of the same rhythm workbook for years. This year, I carefully craft my explanations, my examples, and my directions each day we have a rhythm lesson. I learned to change the register and tempo of my voice to make the ask exciting, or magical, or to harness middle school energy into concentration.

     

    Sometimes Be Seen Looking and Correct When Necessary are the most important part of the What to Do Cycle.

     

    A What to Do Cycle is more than just giving clear concise directions. By using Be Seen Looking and some positive narration: “The flute section has really got their pencils moving” or using an Anonymous Individual Correction such as, “Waiting for two saxophones to get their Scale sheet out,” while circulating the room is effective.

     

    One of the greatest benefits has been the use of Private Individual Correction. Anything from softly saying “Check you counts in measure 1” to “Do you have something in your mouth that needs to go in the garbage?” to the more urgent “I need you to turn your body to the front and participate” allows students to feel safe while they practice the expectations of the task at hand or of the classroom in general.

     

    Purpose not Power.

     

    One of my most impactful take-aways from a training of the What to Do cycle was the phrase “Purpose not Power.” In my 26 years of teaching, I certainly remember many instances of power struggles between me and a student. Being able to reframe my thinking that everything I do to guide behavior and culture is for the service of learning music versus trying to control young people has resulted in powerful outcomes:

     

    • Our rehearsals are calmer.
    • My emotional constancy has been easier to maintain.
    • Our students are visibly and audibly improving at a rate we have not seen since pre-pandemic.

     

    My “thank yous” and smiles to students have been more genuine than ever after a Be Seen Looking, an Anonymous Individual Correction, or in celebration of a job well-done.

     

    The purpose of the TLAC Fellows program is a two-way street: The TLAC team learns from the Fellows and receives a ton of great video from us to work with. And, in return, I was inspired to improve my craft, thus reigniting my love of teaching.

     

     

    Post script 1: Since adopting the use of strong WTD cycles, Cold Call has become a natural extension/part of our classroom (even without a roll out). After a Be Seen Looking and making eye contact with multiple students, I can engage in successful Cold Calls, but that’s for another blog post.

     

    Post script 2: Our school is a 1:1 iPad school. After reading the book The Anxious Generation by Jonathan Haidt over the summer, my colleague and I decided the Band Area would be an iPad-free zone. Students turn their iPad in at the beginning of class and don’t pick it up until the bell rings. For 52 minutes, our musicians get to engage in something truly collective – learning music together – without the distraction of gaming, doing work for another class, or communicating with peers online. Could this be another factor in a successful classroom this year? Probably, yes!

     



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  • Texas: Religious Leaders Condemn Governor Abbott’s Decision to Hold Vote on Vouchers During Holy Week

    Texas: Religious Leaders Condemn Governor Abbott’s Decision to Hold Vote on Vouchers During Holy Week


    Pastors for Texas Children has been working hard to defeat vouchers, which would not only eliminate separation of church and state but destroy the state’s rural schools.

    Pastors for Texas Children said the following:

    FOR IMMEDIATE RELEASE

    Contact: Jay Pritchard, 214.558.6656, jay@upwardpa.com

    April 14, 2025

    Faith Leaders Condemn Voucher Vote During Holy Week as an Affront to Religious Liberty

    Austin, TX — Pastors for Texas Children (PTC) strongly condemns the Texas House’s decision to schedule a vote on HB3—the Governor’s private school voucher bill—for this Wednesday, squarely in the middle of Jewish Passover and ChrisHan Holy Week.

    “This is an outrageous assault on religious liberty,” said Rev. Charles Johnson, ExecuHve Director of Pastors for Texas Children. “Governor AbboP is exploiting sacred days of worship and family observance to silence faith leaders who have led the opposiHon to his dangerous voucher scheme.”

    For months, clergy and faith communiHes across Texas have spoken out against diverHng public funds to private and religious schools. By scheduling this vote during the holiest days of the year, Governor Abbott and House Public Education Chair Brad Buckley are showing calculated disrespect for those religious tradiHons.

    “By forcing this vote during ChrisHan Holy Week and Jewish Passover, Greg Abbott and Brad Buckley aredefiling our sacred Hme and silencing prophetic voices,” said Rev. Johnson. “It’s a cynical and cowardly political tacHc.”

    Let the People Decide

    PTC calls on Governor Abbott and Chair Buckley to reschedule the vote or, better yet, put the issue on the November 2025 ballot and let Texans decide whether public tax dollars should fund private and religious schools.

    Momentum is growing to place a school voucher referendum before the voters. Texas law allows for ballot initiatives with a simple majority vote in the Legislature—a far more democratic path than ramming this bill through during a religious holiday week.

    “God is God is God—not Greg Abbott,” said Rev. Johnson. “We have a divine and constitutional mandate to protect free, public education. To schedule this vote when clergy are in the pulpit and families are at the Seder table is a disgrace. If the Governor believes in his plan, he should put it before the people—not hide behind a holiday.”

    Pastors for Texas Children urges lawmakers of all faiths and parties to stand up against this manipulaHon and vote NO on HB3. Let Texans decide the future of their schools—not politicians exploiting the calendar for poliHcal gain.

    About Pastors for Texas Children

    Pastors for Texas Children is a statewide network of nearly 1,000 churches, synagogues, and other houses of worship working to protect and support public educaHon. We equip faith leaders to advocate for fully funded public schools and oppose efforts to divert public dollars to private and religious institutions.

    Learn more at pastorsfortexaschildren.org



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