Education Week - May 2, 2018 - 19

"

Perhaps the most
promising fact
about the best
evidence-based
practices is that
they are currently
the least
implemented."

Ross D. Franklin/AP

words, "with amazing speed": from the bottom to the top third
in the state, in a single school year.
Finally, consider working-class Brockton High School, in
Massachusetts. Brockton was among the lowest-achieving
schools in the state. The faculty responded to dire performance indicators by making "reading, writing, speaking, and
reasoning" in every subject area their mantra. In 2001, the
first year of their effort, the state's education commissioner
called to inform them that Brockton had made the largest
gains in the commonwealth. In the next few years, Brockton
rose from the bottom rungs to the top 10 percent in Massachusetts.
Perhaps the most promising fact about the best evidencebased practices is that they are currently the least implemented. Because of that, their use would have a swift and
substantial impact in thousands of schools and on millions of
students. But not if they continue to be supplanted, as they
now are, by innovations like the flipped classroom, studentcentered learning spaces, teaching with mobile apps, gamification, or the now-ubiquitous variations on personalized
learning. Not one of those ranks high on any list of what's
most effective. What researchers Thomas B. Corcoran, Susan
H. Fuhrman, and Catherine Belcher wrote years ago in
their study of professional development is still true: Those
in charge of what teachers learn are not an "evidence-based
community." They are driven, on the contrary, by "whims, fads,
opportunism, and ideology."
When I donated a kidney to my sister, the doctors didn't experiment on her with the latest anti-rejection drugs. They gave
her the best, evidence-based anti-rejection medicine available
at the time-Cyclosporine. And it saved her life.
We have a pretty stark choice: We can either implement the
best we know or continue to treat students and teachers like
lab rats. It's time for education to make the leap to a more
authentic professionalism-by giving innovation its due, but
never letting it supplant or precede those practices that would
produce "stunningly powerful consequences" in our schools and
in the lives of students. n

I'm an Arizona Teacher.
This Is Why I Walked Out
By Donald R. Sheldon

versed much of Brownback's original tax cuts last year.
Minnesota provides an interesting contrast to Kansas. They raised
income taxes in 2013, investing
heavily in education. While the unemployment rate in Kansas fell at
a slower rate than the national average following the state's tax cuts,
Minnesota's drop in unemployment
was above average.
In fact, a 2013 Institute on Taxation and Economic Policy study
found that states with high tax
rates are outperforming no-tax
states, particularly in per capita
gross state product: 8.2 percent per
capita growth in gross state product
compared with 5.2 percent in no-tax
states.
A 2015 study by the Center on Budget
and Policy Priorities in 2015 found similar results. "In the last two decades," the
report concluded, "a number of states
have cut taxes deeply in hopes of spurring economic gains, with unimpressive
results."
The fiscal policies being pursued in many
states-and at the national level with the
tax plan recently signed by the president-
are damaging public education at the expense of tax breaks and tax cuts benefitting
the wealthiest individuals and businesses.
The latest attempt at "tax reform" in Kentucky follows this same model.
Prior to my tenure as superintendent,
I served as a local economic development
professional and worked closely with busi-

Getty

MIKE SCHMOKER is an author, speaker, and consultant. He is the
author of Focus (ASCD, 2011) and Leading with Focus (ASCD, 2016).

ness leaders for more than seven years. I
recognize the importance of a competitive
rate for business, but the evidence simply
does not point to tax policy as the driver of
economic growth. Instead, we must invest
in three areas: K-12 education, higher education, and public infrastructure.
Business leaders know the value of a
good investment. Fiscal policy that supports strong public investments will benefit our economy more in the long run than
tax cuts. n
NICHOLAS BRAKE is the superintendent of
the Owensboro Independent School District in
Kentucky and a member of the national governing
board of the AASA, The School Superintendents
Association.

Teaching is not what someone does
if they don't have the skills for a highpowered career in corporate America. As
someone who has worked in both worlds,
I know that being an educator is a calling
that helps a country develop and defines
the character of its citizens. Character
is what gives educators in Arizona, who
voted yes last month to the first statewide
teachers' strike in the state's history, the
ability to stand confident in the face of fear
and determine their best course of action.
I am a high school teacher in Phoenix,
and I have closely watched the events
around teacher pay unfold. Arizona is
the latest in a string of states-Kentucky, Oklahoma, and West Virginia
among them-whose teachers are walking out of schools to demand higher salaries and more funding and respect for
education. The headlines have provoked
political agendas, economic turmoil, and
views that teachers' actions will inconvenience parents and that they do not have
students' best interests at heart. What
those who criticize teachers' choices don't
realize is that the underlying support
structure to the survival of our country is
its educators-and they cannot continue
to put up with current conditions. Drastic
action is in order.
The experience I bring to my students
as a teacher of career-and-technical
education was hard-earned over a period of 30 years in corporate America.
When I was a software engineer and developer, no one thought twice about my
$750 hourly rates to write programs or
perform system analysis for large corporations. My students now leave my
classroom well-qualified to enter college
or careers as network administrators,
cyber-security technicians, or information-technology support staff. The average starting salaries for these jobs are
anywhere from $60,000 to $90,000.
Yet, my salary as an expert educator
does not even come close, even with three
decades of work experience. We Arizona
teachers make, on average, $48,000 a
year-that's about $10,000 less than the
national teacher average. The state governor has promised that he will encourage the legislature to give teachers a 20
percent raise by 2020. But we're skeptical-and we can't wait.
I, like many of my colleagues in Arizona, am tired of expectations that I
will remain silent and accept the trickle-

Teachers, parents, and students
protest in Phoenix on April 25, the day
before the statewide teachers' strike
began in Arizona.

down crumbs from the table of our state
legislature. On the contrary, I am fighting for our collective dignity, having
joined thousands of others in the walkout. What would happen if teachers with
my kind of skill set stopped teaching the
technology experts of tomorrow? Where
would we be if we had no online systems
for defense? When our elected officials
put themselves in a position of elitism
and superiority, I believe they have forgotten how they acquired their skills and
abilities that got them to their elected positions in the first place.

"

We Arizona teachers
make, on average, $48,000
a year-that's about
$10,000 less than the
national teacher average."
Educators across our nation deserve
the right to have affordable living conditions and equitable working conditions-
ones in which rats don't fall through the
ceilings and electrical outlets don't shock
teachers. (Both of these things have happened to me.) No Fortune 500 company
would put up with these conditions. We
shouldn't have to, either.
Yes, I could return to the corporate
community and make two to three times
the amount of money I make now. But I
believe I am making a difference in the
lives of my students by helping them develop the skills and abilities to be tomorrow's technology experts. Teachers turn
unbelievers into believers, fearfulness
into hope, and dreams into reality. I ask
you, America: What price are we willing
to pay to accomplish this? n
DONALD R. SHELDON is a career-and-technical
education teacher at Metro Tech High School in
Phoenix. He is a former software engineer and
developer.

EDUCATION WEEK | May 2, 2018 | www.edweek.org | 19


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - May 2, 2018

Education Week - May 2, 2018
Why Raising Teacher Pay Is So Difficult
Where K-12 Salaries Lag Home Prices, Districts Try to Help
Museums, Teachers Team Up on Science
Disparities Grow for Students of Color, Federal Data Show
Contents
Report Roundup
News in Brief
Teachers Reach Across State Lines For Help Planning Protests
Quality Crucial to Sustained Pre-K Benefits, Studies Stress
Pearson Tests Growth-Mindset Messages In Software
Spec. Ed.Community Assesses Legal Impact After Landmark Case
Florida, California Revamp ESSA Plans In Quest for Federal OK
Where Do States Line Up on Aid for Title I, Title II?
Mike Schmoker: Why I’m Against Innovation in Education
Nicholas Brake: Want to Support Public Schools? Stop Cutting Taxes
Donald Sheldon: I’m an Arizona Teacher. This Is Why I Walked Out
Letters
Ted Dintersmith: What’s Actually Going on in Classrooms?
Education Week - May 2, 2018 - Disparities Grow for Students of Color, Federal Data Show
Education Week - May 2, 2018 - 2
Education Week - May 2, 2018 - Contents
Education Week - May 2, 2018 - News in Brief
Education Week - May 2, 2018 - 5
Education Week - May 2, 2018 - Teachers Reach Across State Lines For Help Planning Protests
Education Week - May 2, 2018 - Quality Crucial to Sustained Pre-K Benefits, Studies Stress
Education Week - May 2, 2018 - Pearson Tests Growth-Mindset Messages In Software
Education Week - May 2, 2018 - 9
Education Week - May 2, 2018 - 10
Education Week - May 2, 2018 - 11
Education Week - May 2, 2018 - 12
Education Week - May 2, 2018 - 13
Education Week - May 2, 2018 - Spec. Ed.Community Assesses Legal Impact After Landmark Case
Education Week - May 2, 2018 - Where Do States Line Up on Aid for Title I, Title II?
Education Week - May 2, 2018 - 16
Education Week - May 2, 2018 - 17
Education Week - May 2, 2018 - Nicholas Brake: Want to Support Public Schools? Stop Cutting Taxes
Education Week - May 2, 2018 - Donald Sheldon: I’m an Arizona Teacher. This Is Why I Walked Out
Education Week - May 2, 2018 - Letters
Education Week - May 2, 2018 - 21
Education Week - May 2, 2018 - 22
Education Week - May 2, 2018 - 23
Education Week - May 2, 2018 - Ted Dintersmith: What’s Actually Going on in Classrooms?
Education Week - May 2, 2018 - CW1
Education Week - May 2, 2018 - CW2
Education Week - May 2, 2018 - CW3
Education Week - May 2, 2018 - CW4
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