Dan Rather: Dear Teachers

You nurture the flames of democracy  ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌

	Open in browser Dear Teachers You nurture the flames of democracy Dan Rather and Elliot Kirschner Aug 28 One of the great sadnesses of our current age is how politics has polluted so much of our public discourse and spread into realms that once seemed free of partisanship. That this occurs at a time when much of the Republican Party has adopted the posture of a bully and is gripped by extremist ideology and attacks on truth and justice makes it all the more dangerous and dispiriting.  Perhaps nowhere is this more true than in the battlegrounds that our schools have become. We are living in an age when the number of books being banned is on the rise and the willingness to confront America's complicated history is on the decline. We see intolerance worn as a badge of toughness, while inclusion, the great promise of what public education can be, is treated as weakness. We see a concerted effort to take over school boards, especially in deeply conservative areas, with true believers in the culture wars eager to inflict their small-mindedness, bias, and mean-spirited ideology on shaping how young minds are taught.  Teaching, already an underappreciated profession in this country, is becoming an even less appealing line of work. We have educators who have spent decades in the classroom now forced to look over their shoulders, wondering whether the books on their shelves or their carefully honed lesson plans will run afoul of the new draconian mandates. And we have young idealists with freshly minted teaching certificates wondering whether they can impart their excitement and new ideas into the students before them.  Some of these concerns are not new. When I was a student, for example, racial injustice in the form of legally segregated schools was a hallmark of public education. Schools have always been shaped by the larger societal forces that whip around them. Public education is, after all, about molding the minds and the mores of future citizens. Few institutions have more power in determining what this country will become than our schools.  But there have been decades of progress on what and how our children are taught, and today that wave of advancement is retreating in many parts of America. Sadly, there are so many examples of far-right ideology shaping curricula, on issues ranging from race to LGBTQ rights to science, that to call them all out individually is an impossible task. This is a broad movement not confined by school or district; much of the effort is being directed at the state level.  Republican politicians have learned that they can rally their base through bad-faith misrepresentations of school culture, which they depict as out of control with so-called "woke" ideology (which we wrote about in Steady here) and the bogeyman of "critical race theory," which they totally mischaracterize — and which is taught in almost none of the schools where they have made it an issue. Nearly every parent wants good schools for their children, and Republicans are playing to fears they have carefully fanned to lure in voters even beyond their base. This was notably true in the last gubernatorial election in Virginia. Meanwhile, Florida Gov. Ron DeSantis has cultivated his political reputation (and a likely presidential run) by attacking professional educators — and indeed the very idea that schools should be welcoming, tolerant learning environments. The elections that lie ahead — not only the big, marquee ones, but more importantly, those for school boards and other local offices — will do a lot to shape what will happen in our schools in the years to come. But there is another force that is even more powerful, and as we mark the beginning of a new school year, let us recognize it: teachers.  While we should grapple with the political context laid out above, let us shift the tone of this piece now to one of celebration. Writing about teachers, singing their praises, honoring them as American heroes has long been one of my favorite activities. It never gets old, and it never gets less important.  I would like to use whatever platform I have to shine a spotlight of deep respect on these invaluable public servants. And I am pleased that if you search for quotes from me online, one of the most popular is this: "The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called 'truth.'" I believe every word of it. These aren't empty sentiments. They come from my lived history. A while back here on Steady, I shared my own experiences as a student of public schools, including an emotional return to my elementary school in Houston.  For all the challenges our schools face, right now millions of children are learning about the world and themselves thanks to dedicated teachers. Teachers are going the extra mile, reaching out to kids in need, tweaking lesson plans to include new insights, passing their own inspirations to the young people before them.  The work is not easy — far from it. And it can be an incredible grind, especially when it seems that society doesn't value it or is even outright hostile to teachers. With this as a backdrop, it is understandable that many are choosing to leave the profession. This is not a reflection on them, but rather on the nation that is allowing it to happen.  Teachers, you are our inspiration and our hope. You nurture the flames of our democracy. You literally save lives. You work miracles every day. Your resourcefulness, resilience, and creativity are boundless. We saw it during the heart of the pandemic. And we see it now. It is all the more reason you should not be taken for granted.  Dear readers, how many of you can close your eyes and be transported to a classroom from your past? Do you see a favorite teacher? Hear that word of encouragement or hard truth that shaped the course of your life? Teachers are the winds that propel our children's sails forward. They are the North Stars that help guide us all.  I apologize if this reads as a bit trite. I can imagine red ink on the page from some of my previous English teachers marking my excesses. Sadly, those teachers are all now long gone. But in me, as in my classmates, as in all of you, the work of our teachers lives on.  We cannot thank our teachers enough. Each day the gifts they have given us are renewed. We should do everything we can to protect them and value them. A lot of this work must be done at the ballot box, but it can also be accomplished through words of encouragement and support.  To all the teachers out there: thank you. Note: If you are not already a subscriber to our Steady newsletter, please consider doing so. And we always appreciate you sharing our content with others and leaving your thoughts in the comments. Subscribed Leave a comment Share Thanks for subscribing to Steady. This post is public, so please feel free to share it. © 2022 Dan Rather 548 Market Street PMB 72296, San Francisco, CA 94104

"These roles will be critical in a time of recovery"

Brenda Cassellius, superintendent of Boston Public Schools writes:

"Last month, I returned to teaching in a classroom after two decades. As the superintendent of schools in Boston, I got a lot of media coverage for working as a fourth-grade substitute teacher at Nathan Hale Elementary School on a day when more than 1,000 Boston school employees called in sick. Yet I was just one of hundreds of district staffers who pitched in to help.

Like school districts and employers across industries, Boston Public Schools has faced intense staffing challenges for the better part of two years, challenges made worse by the pandemic.

Now, as we enter the pandemic’s third year, America’s public schools are at risk of defaulting on their moral obligation to millions of children. Teachers, aides, principals, bus drivers, school lunch workers, custodians and other school staff are leaving in droves or are out of service due to illness. A dearth of substitutes and backup workers means day-to-day decisions about whether a school can remain open are the norm."

Continue reading the article online (subscription maybe required)

https://www.washingtonpost.com/opinions/2022/02/09/pandemic-teacher-burnout-hurts-kids/?s=03

National Guard Specialist Austin Alt fills in as a substitute teacher at Pojoaque Valley Middle School in Pojoaque, N.M., on Jan. 28. (Adria Malcolm/Reuters)

School Committee candidate John McCormack responds to questions

For the following you can read FM = Steve Sherlock and JM as John McCormack, candidate for School Committee. The answers were provided by John via email in response to the offer made to all the candidates for the Franklin Election Nov 2, 2021. 

Publication of the answers or interview responses does not constitute an endorsement of the candidate. This is my public service effort to enable informed voters for the election Nov 2, 2021.

FM = Briefly, what is your ‘Franklin story’? Tell us briefly about your life here.

JM = My Franklin story has just begun and my family and I could not be more excited! We were living in a smaller home in Norwood, MA and since we have lots of family in the region, we wanted to stay in the area. I always heard great things about Franklin from co-workers as well as Norwood people who moved here, and my wife who grew up in Plainville heard great things about Franklin as well. I have been a high school History teacher for the last 16 years, and my wife has been a guidance counselor for the last 16 years. When we researched the schools here, we made the decision to move to Franklin in 2019 with no reservations at all. Although we looked at homes in other nearby towns, the major deciding factor that drew us to Franklin was the fact that they had high-performing schools. I am running for school committee because I want to ensure that my children and all the children of Franklin are attending a school district that is constantly striving to improve. 

FM = Participating in elections is one of the key freedoms of American life and voting is one of the primary responsibilities of citizens. While the law does not require citizens to vote, voting is a very important part of any democracy. What can you tell us about your own voting record? And if you have not been an active voter, please tell us why? And how important is it that we elect people who are active participants in the election process?

JM = I have consistently voted in local, state, and federal elections since I was 18 years old. My American Government class and AP History classes that I took in high school sparked my interest in history, debate, and politics, as well as inspired me to become a History teacher. At the end of the day voters in a local election are going to elect people based on where they stand on important issues and hopefully not just elect people based on their participation in past elections. Given the fact that local offices are mainly volunteer positions that do not lead to financial gain, I would imagine anyone running for one of these offices would be extremely invested in the future of their community regardless of their previous voting record. 

FM = Have you been vaccinated for COVID-19? Do you think there should be a mask mandate in Franklin? Finally, what measures should the government take to protect the public from the virus, and how should these efforts be delineated between the local, State, and Federal governments?

JM = I am vaccinated for COVID-19. Personally, I have no problem revealing this information, but I realize why many Franklin residents would feel uncomfortable answering this question as it could be interpreted as a violation of medical privacy. Considering there is no federal or state mask mandate and Franklin is not a densely populated city, I do not believe Franklin should have a mask mandate. The state of Massachusetts has access to the most data and resources to effectively protect the people that live in this state. Local governments are obviously very aware of how the pandemic is affecting their regions, but their decisions of how to best protect people have been incredibly inconsistent. Although there is a DESE mandate for masks in schools until November 1st, at some point, local districts are going to be able to make decisions on COVID restrictions and mitigation policies. There is no reason for Franklin to have more COVID-based restrictions than what is being mandated at the state level. 

FM = What are the 3 most important actions you believe are needed to move Franklin forward?

JM =  Increase Supports to Address Learning Deficits Due to COVID:
 The teachers of Franklin worked miracles during the COVID pandemic to deliver instruction while keeping students engaged. However, the teachers could not control variables like technology issues and access or the situations in the homes of students. Students during COVID still missed a massive amount of in-person instruction, and this undoubtedly led to learning deficits for all students. While my wife and I were both working during the school day, a very close relative who was a teacher of 35 years sat right next to my 2nd grade son to ensure that he was able to navigate the complexities of remote learning and make sure that he stayed on task. I was teaching remotely this past year until after Columbus Day and I continued to teach remotely every Wednesday until April, so I was an eyewitness to the challenge that remote learning posed to teachers, students, parents, and caretakers. I often wondered what kids were going through that had to sit at a computer completely alone for hours at a time while their parents had to work? I spoke with many veteran and retired elementary school teachers and reading specialists because I was concerned about learning deficits specifically related to reading, and what those deficits might lead to moving forward. These teachers told me that when a student enters 4th grade, if they are significantly behind in reading, those deficits are very likely to follow a student all the way up until their high school graduation. Franklin cannot just pay lip service to addressing learning deficits or think that the mere mentioning of learning deficits due to COVID in a school improvement plan will yield results. Goals and benchmarks related to learning deficits must continue for years to come in order to ensure that a whole generation of Franklin students are not negatively impacted. 

Align Curriculum At The Elementary and Middle School Level:
I have taught high school for the last 16 years, and a consistent issue that I have observed are large discrepancies in how prepared students are when entering high school. I firmly believe that these discrepancies do not begin in middle school, but they begin at the elementary level and these issues arise due to curriculum not being aligned across all schools. This is a systemic issue within school districts, and in no way am I placing the blame on individual teachers for this problem. Franklin public schools need to align the curriculum at the elementary and middle school levels and teachers must be provided with more consistent training for how the complex puzzle of an aligned curriculum fits together. I am not saying that the curriculum needs to be micromanaged to strip all autonomy and creativity away from teachers, but no matter what elementary school a student comes from when they enter middle school, that student should have the same academic access as the rest of their peers, and the same should hold true for when middle school students enter high school. If the curriculum were more consistently aligned at the lower levels, when students entered high school, they would be more prepared to enroll in more rigorous courses. 

Increase Parental Engagement in the Schools by Expanding Parental Voice:
If parents feel that their voices are being heard, they will be more likely to engage in their child’s education.  This will lead to more consistent dialogue between parents and all school staff which will ultimately benefit the child. From my own experience the schools respond well to parent inquiries, but increasing parental engagement goes beyond replying to parent questions or concerns. To increase parental engagement in a way that allows parents to be stakeholders in their child’s education, the school committee and the district must solicit more parental input through the use of parent surveys, public meetings, and parental participation in decision-making groups that determine such crucial issues like curriculum and school-wide policies and procedures. 

FM = What experience or background will help you to serve in this role? Or what do you bring to the table that helps to set you apart from the others?

JM =   My experience as a high school teacher for the last 16 years gives me the knowledge that I need to serve on the school committee. I can approach policies and decisions from the perspective of a teacher that understands how they will affect the instruction of teachers and the learning of students. Being on a school committee should mean that the committee member is not satisfied with the status quo of the school district, but instead, the committee member is constantly striving for the district to be better. As a teacher that has worked on whole school improvement initiatives at both Everett High School and King Philip Regional High School, I feel confident that I can be a committee member that helps Franklin schools improve in the short term and thrive in the long term. I do not feel comfortable saying what sets me apart from the other candidates because I do not want to devalue the work of the members that have served on the committee. All of the candidates can bring unique skills and perspectives to the school committee and like me, I am sure that they are invested in the future of Franklin. Personally, I know that I am not afraid of a challenge or drastic change. Four years ago I started teaching Advanced Placement History and I had to completely immerse myself into a new curriculum and an entirely new method of teaching that I had no experience doing. Although the planning, teaching, and grading for an AP course never gets easier, I can confidently say that the course has solidified my belief that consistent effort leads to results. Any of my former students would say that I consistently try to motivate them by talking about the value of perseverance and taking pride in their work, and I have always believed that even if I do not have the most experience when I start something new, my willingness to work hard day after day will always lead to success. 


FM =  With the Franklin Public School District managing the largest portion of Franklin's budget, what are your ideas to help solve the structural deficit in the operating budget?

JM =  My main approach to solving the structural deficit in the district’s operating budget would be for me to learn everything I can about the school budget. A structural deficit in a school budget does not happen overnight, and short term and long term solutions will be needed to fix this complex problem. I cannot say that my ideas to address the budget deficit will magically solve an issue that is plaguing many local districts, but I can ask as many questions as possible to find out which segments of the budget contribute the most to the deficit. Once I have had the chance to learn as much about the budget as I can, my main goal would be finding out if parts of the budget are being mismanaged, or if money could be spent more efficiently to help close the budget shortfalls. 

Some of the questions I would want to ask about the budget would include:

• What is the budget for professional development for teachers, and I want to know how much of this professional development actually relates to teacher instruction and student outcomes?
• What percentage of the budget is made up of transportation costs and is there any way for money to be spent more efficiently related to this?
• How much does Franklin spend on outside placements for Special Education, and are there any programs that the district could implement to bring more students back into the district? 
• How many collaboratives or cost-sharing programs for outside placement or Special Education services is Franklin participating in?
• How did the closing of the Davis Thayer School affect the operating budget?
• According to DESE stats on school enrollment, Franklin had nearly 6,000 students in 2011 and 4,800 this past year. How has this decrease in enrollment affected state aid(since some of state aid is based on enrollment), and what is the projected enrollment over the next few years? Lastly, how many students has Franklin lost over the past few years to Benjamin Franklin Classical Charter School, and why are families choosing the charter school over our district schools? 

For additional information about John, or to follow up on a question, visit his Facebook page ->   https://www.facebook.com/McCormack4SC

School Committee candidate John McCormack

Franklin Public Schools, MA: Reopening Update - March 12, 2021

Franklin Public Schools, MA (@FranklinPSNews) tweeted on Fri, Mar 12, 2021:

Please find the latest update from Superintendent Dr. Sara Ahern here https://t.co/WBbXxufDNr

Dear Franklin Families,

This week marks the year anniversary of our school closure and pandemic response and it is not lost on me. I want to begin this very important informational e-mail acknowledging the collective efforts across Franklin. First, I am incredibly proud of the efforts of each administrator and educator in the Franklin school system and all of our staff. Our employees are serving students in ways we never could have imagined; we’ve learned along the way and there has been much adaptation and growth. I also want to recognize your efforts and resilience as Franklin families. Without a doubt, school closure, remote learning, and hybrid instruction has been very difficult on family life. Community organizations deserve our acknowledgment as they have mobilized to support families including the YMCA, Adirondack Club, and the Franklin Food Pantry, among others. Throughout the entire pandemic, there has been strong collaboration between my office and that of the Town Administrator. I feel so fortunate to be the Superintendent in a town with excellent collaboration and I am grateful for the support from the Health, Technology, Facilities, DPW, Fire, Police, and other town departments. I hope everyone in the Franklin community takes a moment to reflect on the year and pat yourselves on the back for the collective effort. We are not out of the woods yet, and continued diligence is important. But there is light at the end of the tunnel.

I outlined a framework for a return to in-person school for grades K-5 (date: Monday, April 5) and grades 6-12 (target date: Monday, April 12) at the recent School Committee meeting. The presentation can be found on our reopening site: https://sites.google.com/franklinps.net/returntoschoolplan/next-steps

In summary:
○ Hybrid instruction is being phased out in Districts across the state.
○ Students in grades K-5 will begin full and in-person instruction five days a week on April 5.
○ Our target date for students in grades 6-12 to begin full and in-person instruction five days a week is April 12.
○ The Wednesday schedule is still being worked out but will no longer be fully remote.
○ Parents/guardians will continue to have a remote learning option (see below for level-based information).
○ Students will be in school at distances between 3-6 feet, which will depend on classroom square footage and class size. There will be distancing of 6 feet for faculty and staff whenever possible.
○ Distancing during lunch will be 6 feet. 
○ All health and safety practices will be in place: mask-wearing, hand hygiene, symptom screening, ventilation strategies, and daily disinfecting/cleaning. We are also continuing our pool testing pilot; new participants are still welcome to sign up. Please inquire with school buildings on how to do this.
○ Physical distancing restrictions have been lifted on buses, expanding bus ridership capacity. All riders must be masked, hand sanitization will be in place, and windows will be open at least two inches.
○ Attendance requirements will be strengthened and students will be required to be in school for in-person learning. More information will be coming soon.
○ Instruction will be provided for students needing to quarantine. We anticipate larger numbers of close contacts being identified as the standard for close contacts will continue to be based on 6 feet of distance. Cases within the community are trending downwards, however.

K-5 Families

We are not going to survey K-5 families. If your child is in the hybrid learning model and you would like to request Virtual Learning Academy for remote-only instruction, please submit a request in writing to your child’s school principal. If your child is in the Virtual Learning Academy and you would like to request a seat for in school learning, please submit your request in writing to the VLA administrator (kaufmane@franklinps.net). Seats in both our current classes and the VLA are limited. Large numbers of requests in either direction may be difficult to accommodate and may require an adjustment of teachers. The deadline to submit a request is 5 PM on Monday, March 15.

Grades 6-12 Families

The middle schools principals are currently collaborating on a survey and will send it to families next week. This survey will ask for a commitment to in-person instruction or remote-only instruction for the remainder of the school year.

High School Families

At this time, the high school is surveying families (https://docs.google.com/forms/d/e/1FAIpQLScGVRAUw-MavKZUlHbilSsNYmFrsPb0MuZGnmNUpAMlbjcMPQ/viewform?usp=sf_link)  about commitments to in-person instruction or remote only instruction for the remainder of the school year.  Returning full and in person with our current schedule is dependent on a percentage of FHS students remaining remote. We appreciate you taking another survey under a new model. Please complete this survey by Wednesday, March 17 by 5 PM. Mr. Hanna will be holding a Q and A session on Monday, March 15 at the PCC meeting 7:30 pm - 8:30 pm. 

At this time, we are holding our plans to collapse the 3 cohorts to 2 so that we can focus on a full and in-person return in April.

________________________________________________________________

If you have questions about District policies/practices about reopening, please email our reopening email account:  reopening@franklinps.net  There will be a virtual “coffee” with the Superintendent at 6 PM on Wednesday, March 17 to answer questions about the overall framework. A link will be sent next week.
Building-based specifics are best addressed by the school administration. They will continue to communicate with you through their regular avenues such as their newsletters and personal communications with you.

To sign up for busing, please visit our website: https://www.franklinps.net/district/transportation

More information will be forthcoming about options for childcare through our Solutions program.

Sincerely,  

Sara Ahern, 

Superintendent of Schools
Franklin Public Schools

Shared from Twitter: https://twitter.com/FranklinPSNews/status/1370410232321556481

Franklin Public Schools, MA: Reopening Update - March 12, 2021

Franklin Art Teachers featured in NEA publication

"We are so proud of the creativity of our faculty and staff! @MsDoherty_ART  #franklinpsnews 

Arts Education During COVID: The Show Must Go On! | NEA 

I must also include

@ArtsyMrsMinor & Ms. Whelan! 

Read the article online = https://t.co/YTdG58qijV"

Shared from Superintendent Sara Ahern's Twitter:   https://twitter.com/saraeahern/status/1365698214322728962

Video link = https://youtu.be/DN2X0ve5paU

Distinguished Service Award from MAEA for FHS' Brenna M. Johnson

Brenna M. Johnson (@johnsonb_ms) tweeted on Mon, Jan 11, 2021:

I am honored to share that I received the Distinguished Service Award from MAEA. This award is born out of the continued support of amazing colleagues, a strong administrative team, and phenomenal students who make going to work each day easy & inspiring. Thank You! @MassArtEd

Shared from Twitter:   https://t.co/Vx7R1ZmC2t

Among the many good things Ms Johnson does for FHS, she is the coordinator of the student Empty Bowls Club. The Empty Bowls Club is working on bowls for this year's fund raising effort. 
 

You can listen to the interview we did last year as they pivoted to do a virtual event instead of the empty bowls dinner. 

https://www.franklinmatters.org/2020/05/fm-263-fhs-empty-bowl-club-stars-50420.html

Distinguished Service Award from MAEA

Tri-County RVTHS’ Michelle Tilden Awarded Leadership Award

Michelle Tilden of Tri-County’s Early Education Program has been awarded the Graduate Student Leadership Award from Fitchburg State University

 

Tri-County's Michelle Tilden, Early Education Teacher, has enjoyed working with a diverse group of learners for nearly thirty years. Since 2002, she has been teaching early education at Tri-County and helping her students train for employment in the human services field.

 

Michelle was nominated for this award due to the numerous contributions she has made in her field, including accompanying students to the national SkillsUSA conference where they placed 4th. Michelle continued to be a lead advisor for several years and continues to coach individuals and teams from the early education program.

 

 "I was honored to be nominated. When I received a phone call from President Lapidus of Fitchburg State University to congratulate me on being selected for the Graduate Leadership Award, that was a WOW moment for me," says Michelle.

 

Michelle Tilden

At Tri-County, Michelle serves on numerous committees and training projects. She is the vocational representative for a team of teachers and administrators who work together to improve the educator evaluation process for their district. Their vision is for a collaborative coaching model of evaluation, emphasizing reflective practices to promote individual and school development and growth.

 

“Michelle’s enthusiasm for vocational learning makes her an asset to the Tri-County community. For almost two decades, she has shared her passion with our students and faculty, and we look forward to seeing what the future holds.” Stephen Dockray, Superintendent-Director.

 

This honor is awarded to Michelle as she finishes her graduate degree, an M.Ed., in Occupational Education. "My educational philosophy is strongly rooted in the value of vocational education for high school students; this was a natural path for me to pursue so that I can model these values for our students," Michelle said.

 

@OakStElementary shares news on a $5K award from Staples for @mrs_perro

"Congratulations to Mrs. Perro! Thanks to our parent community she was a WINNER in the @StaplesStores #ThankATeacher campaign, and Oak Street was awarded $5,000 worth of Staples supplies.  

Thank Staples Thank you @AngelaKinsey and HUGE Thank you to @mrs_perro!" 

https://t.co/7kXSVUW8c6

@OakStElementary shares news on a $5K award from Staples for @mrs_perro

“just wasn’t what I signed up for when I became a teacher”

From the Milford Daily News, articles of interest for Franklin: 

"With many teachers opting out of returning to the classroom because of the coronavirus, schools around the U.S. are scrambling to find replacements and in some places lowering certification requirements to help get substitutes in the door.

Several states have seen surges in educators filing for retirement or taking leaves of absence. The departures are straining staff in places that were dealing with shortages of teachers and substitutes even before the pandemic created an education crisis.

Among those leaving is Kay Orzechowicz, an English teacher at northwest Indiana’s Griffith High School, who at 57 had hoped to teach for a few more years. But she felt her school’s leadership was not fully committed to ensuring proper social distancing and worried that not enough safety equipment would be provided for students and teachers."

Continue reading the article online (subscription may be required)

https://www.milforddailynews.com/zz/news/20200913/teacher-departures-leave-schools-scrambling-for-substitutes?rssfeed=true 

Mrs Pennell talks about story time (5/20/20)

FM #294 = This is the Franklin Matters radio show, number 294 in the series.

This session shares my conversation with Kathleen Pennell, Mrs Pennell. We had our conversation via conference bridge to adhere to the ‘social distancing’ requirements of this pandemic period.

We talk about Kathy’s background in education, over 30 years teaching at the early elementary levels, and her love of reading to children is still alive.

During these difficult times, she wanted to do something to help the children knowing that some parents are challenged with both working at home as well as supporting the kids with remote learning.

You believe Kathy when she says: “It is something that I truly love”

The recording runs about 18 minutes, so let’s listen to my conversation with Mrs Pennell. Audio file = https://www.hipcast.com/podcast/HXK9jjZ7



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If you want to pull up a comfy spot for a reading, follow Mrs Pennell on Facebook for her live readings, Mon-Weds-Fri at noon https://www.facebook.com/kathy.pennell.10/videos?lst=595187372%3A1321843896%3A1590527320

Follow the YouTube channel as well = https://www.youtube.com/watch?v=dM1oSDYrHOI


We are now producing this in collaboration with Franklin.TV and Franklin Public Radio (wfpr.fm) or 102.9 on the Franklin area radio dial.

This podcast is my public service effort for Franklin but we can't do it alone. We can always use your help.

How can you help?

• If you can use the information that you find here, please tell your friends and neighbors
• If you don't like something here, please let me know

Through this feedback loop we can continue to make improvements. I thank you for listening.

For additional information, please visit Franklinmatters.org/
If you have questions or comments you can reach me directly at shersteve @ gmail dot com

The music for the intro and exit was provided by Michael Clark and the group "East of Shirley". The piece is titled "Ernesto, manana" c. Michael Clark & Tintype Tunes, 2008 and used with their permission.

I hope you enjoy!
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You can also subscribe and listen to Franklin Matters audio on iTunes or your favorite podcast app; search in "podcasts" for "Franklin Matters"

Jamie Barrett makes a slight revision to "Sisu Ubuntu"

Jamie Barrett writes:

"Haste makes waste! As many of you don’t know, I wrote and recorded this song very hastily. In that haste, I forgot 4 words submitted by folks!

I’ve added them, fixed a few flubs, and here it is... again!"

Franklin Action Needed: YouTube limits what Jamie can do as a performer until he has 1,000 subscribers to his YouTube Channel. He has 665 as we write today. Franklin can do this for Jamie! Let's get Jamie to 2,000.
 

YouTube link = https://youtu.be/02aAoxlNYyg



Listen to Jamie and I talk about the writing of the song
https://www.franklinmatters.org/2020/04/fm-237-jamie-barrett-sisu-ubuntu-40220.html

Jamie Barrett makes a slight revision to "Sisu Ubuntu"

FM #237 Jamie Barrett - "Sisu Ubuntu" 4/02/20 (audio)

FM #237 = This is the Franklin Matters radio show, number 237 in the series.

This session of the radio show shares my conversation with Jamie Barrett, Franklin teacher and singer/songwriter. We had our conversation via conference bridge to adhere to the ‘social distancing’ requirements of this pandemic period.

We jump right into the making of “Sisu Ubuntu”, his new song, collaborated on with over 100 word suggestions, and as we find out, it came together once he picked up his guitar to work on the music to frame the lyrics.

We also talk about TuNesDay and his “Wake up with Mr Barrett” Live concert that he performs on Tuesday mornings at 8 AM. We also raise another challenge for Franklinites to help Jamie get more than 2,000 subscribers to his YouTube channel. He really needs 1,000 but we believe Franklin can do better than that, so let’s go for 2,000.

This recording runs about 15 minutes, so listen to my conversation with Jamie and get some insights into the creative process for this teacher and singer/songwriter.   https://www.hipcast.com/podcast/HyZXbC07



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If you haven't heard it, you can listen to the “Sisu Ubuntu” song here 
https://www.youtube.com/watch?v=HVP2eDzQGnQ

Please subscribe to Jamie’s YouTube channel here:
https://www.youtube.com/channel/UCiitAGAChXLE-lzyzPxauhg

We are now producing this in collaboration with Franklin.TV and Franklin Public Radio (wfpr.fm).

This podcast is my public service effort for Franklin but we can't do it alone. We can always use your help.

How can you help?

• If you can use the information that you find here, please tell your friends and neighbors
• If you don't like something here, please let me know

Through this feedback loop we can continue to make improvements. I thank you for listening.

For additional information, please visit Franklinmatters.org/
If you have questions or comments you can reach me directly at shersteve @ gmail dot com

The music for the intro and exit was provided by Michael Clark and the group "East of Shirley". The piece is titled "Ernesto, manana" c. Michael Clark & Tintype Tunes, 2008 and used with their permission.

I hope you enjoy!
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You can also subscribe and listen to Franklin Matters audio on iTunes or your favorite podcast app; search in "podcasts" for "Franklin Matters"

FM #237 Jamie Barrett - "Sisu Ubuntu" 4/02/20 (Twitter photo)

"Teachers eventually get to a living wage, but it takes 20 years to get there"

From the Milford Daily News, articles of interest for Franklin:

"Paul O’Donoghue, 24, was sporting sunglasses and a Franklin Recreation Camp T-shirt on a humid July afternoon at King Street Memorial Park.

“I can’t complain – I get to play dodgeball and kickball with little kids,” he said.

O’Donoghue has been a camp director for the last four years, earning about $17 an hour. But during the school year, he goes by “Mr. O’Donoghue,” a math teacher at Franklin High School, earning about twice as much.

“I’m in the career that I think I’m meant for,” said O’Donoghue, a second-year teacher and Worcester resident who started at Franklin Recreation as a camper, then as a counselor in 2011. Teachers had a “really big impact” on his life, and he wanted to do the same for his students, he said."

Continue reading the article online (subscription may be required)
https://www.milforddailynews.com/news/20190803/area-teachers-supplement-modest-salaries-with-second-jobs

Details on the Pew Research Center can be found
https://www.pewresearch.org/fact-tank/2019/07/01/about-one-in-six-u-s-teachers-work-second-jobs-and-not-just-in-the-summer/

During the school year, roughly a quarter (26%) of male teachers had a second job, compared with 15% of female teachers.

Benjamin Franklin Classical Charter Public School - now hiring

BFCCPS is growing and over the last few months we have completed phone screens, first round interviews, second round interviews and model lessons in the classroom. We are so thankful for the support of teachers, faculty and students for participating in this process.

We have met a number of incredibly talented and passionate educators that we are thrilled to add to the team for the 2019-2020 school year. 

At this time, hiring for the following position and job postings are available on our website, learn more and apply here: https://tinyurl.com/y5p8ckxj

• Inclusion Assistants
• Inclusion Teachers
• Grade 5 Teacher (2 openings)
• Grades 7/8 Science Teacher
• Library/Technology Teacher
• Grade 1 Classroom Assistant
• Grade 2 Classroom Assistant
• Grade 4 Classroom Assistant
• New Teacher Coach
• Speech-Language Pathology Assistant
• EL Teacher
• French Teacher (grades 3-5)
• Technology Specialist
• Lunch Coordinator
• Lunch Server
• Maintenance Staff

Benjamin Franklin Classical Charter Public School - now hiring

This was shared from the BFCCPS Facebook post

https://www.facebook.com/BFCCPS/photos/a.1778965215669977/2474232769476548/?type=3&theater

Staff Spotlight: Ms. Waters

From Pantherbook, we share this acknowledgment of Ms Waters by Halle Goldsmith:

Ms. Waters has been teaching at Franklin High School for a total of twenty-three years and has put on around 115 productions, but has finally decided to retire. 

When she first started teaching, she wanted to teach inner-city kids. At the time, Mayor Menino only allowed people who lived in Boston to teach in Boston. So after her student teaching period at Dorchester High in Boston, she started teaching at FHS. 

Waters wasn’t always a teacher though. Before teaching, she worked in retail merchandising in the fashion industry and had the hopes of being an actress. When asked why she decided to start teaching she answered, “I became a single mother with three children, I was divorced, retail is 364 days a year job and I never thought I would remarry. I thought I should pick a profession that I could enjoy while taking care of my children. I ended up remarrying, but I fell in love with teaching.”

Continue reading the article
https://franklinpanthers.us/student-life/2019/06/12/staff-spotlight-ms-waters/

Ms. Waters (Pantherbook photo)

FSPA Introduces New Faculty

The Franklin School for the Performing Arts (FSPA) is excited to welcome three new faculty members this fall. 

Meghan Love joins FSPA’s ballet faculty. Love has taught ballet, tap and jazz to 3-14 year olds in after-school programs throughout New Mexico and was an Adjunct Professor at New Mexico State University teaching Jazz Technique I. She served on faculty at the Jacqueline Kennedy Onassis School at American Ballet Theatre for the Children’s Division and at the Mason Gross Extension Division at Rutgers University. In 2012 she became full-time National Training Curriculum staff for ABT. 

Meghan Love joins
FSPA’s ballet faculty

In the spring of 2018, she was chosen to be part of a competitive professional development program, Boot Camp for Emerging Leaders in Arts Administration, offered through New York Foundation for the Arts. Most recently, Love was the Manager of the National Training Curriculum and the ABT/NYU Masters Program, instructing in both programs, and she is currently an ABT Affiliate Examiner.

Joining FSPA’s voice faculty this year is Sam Jones. Jones received both his Bachelor of Music in Jazz Studies and Vocal Performance as well as his Master of Music in Contemporary Improvisation (with Honors and a Music-in-Education Concentration) from New England Conservatory of Music (NEC) in Boston. 

Jones won the competitive “Spark” Grant Award to launch his album, as well as NEC’s Entrepreneurial Musician Grant to direct, produce, and star in a gender-blind production of Jason Robert Brown’s The Last 5 Years, benefiting the local Boston nonprofit BAGLY to support LGBTQ+ youth.

The music department also welcomes guitar instructor Andres Abenante. Abenante holds Bachelor of Music and Master of Music degrees from New England Conservatory. Specializing in Jazz, Rock, Improvised, Classical and Latin styles, Andres has extensive performing experience throughout the east coast. He has recorded two albums and has served as served as Music Copyist and Transcriber for Eddie Palmieri. Andres currently teaches at the Warren-Prescott School in Cambridge as well as the North End Music and Performing Arts Center.

It is not too late to register for all programs at FSPA. Complimentary trial classes are encouraged and enrollment is ongoing throughout the year. An All-Access Pass is available for prospective students and includes tickets to an upcoming FSPA production, a tour of the school and trial group classes. FSPA, founded in 1985, is located in The Felix Cataldo Block in downtown Franklin. The facilities includes extensive studio space, Recital Hall, The Spotlight Shop and the new Intermission café. FSPA Academy, a full-time academic program, is housed next door at 32 Main Street.

For more information about all programs visit www.fspaonline.com, call 508-528-8668, or stop by the school at 38 Main Street in Franklin.