Posts Tagged: ESSA

In the Classroom Leadership Professional Learning
Training New Teachers
April 26, 2017
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Training New Teachers

Jessica Childers

For the past seven months, I have had a residency student in my classroom. Prior to this year, I had only had one student teacher who spent about six weeks teaching my classes. At first I was nervous about having another person teach my students for such a long time. But now that she is finishing her last week with me, I know my classroom will not be the same without her. During this school year, I have realized that training a residency student is a great responsibility and a great opportunity. Established teachers have an obligation to help train student teachers and residency students to be the teacher leaders of the future.

Current Education Law
In December 2015, President Obama signed the Every Student Succeeds Act, ESSA, to replace the No Child Left Behind law that was passed in 2002(1). Since that time, states have been working to create their own ESSA plans that follow the guidelines set forth by the new federal law. Here in Tennessee, Commissioner McQueen and the Department of Education have created a plan to build on the current education work in the state. According to the plan, there are five opportunities that the state will focus on. “Opportunity Four: Focus on Strengthening and Supporting Educators” deals with continuing education for current teachers and cultivating new teaching talent(2). To help support future teacher training, veteran teachers need to open their classrooms to residency students and student teachers.

Building Relationships
Future teachers participating in residency or student-teaching programs need to see the benefit of building relationships with other teachers in a school. Teachers can no longer be isolated in their classrooms creating all their own materials and speaking to no one. Teaching should be about sharing ideas, successes, failures, and innovations. Mentor teachers need to model positive relationships with others in a school setting. Hopefully, this will encourage graduates to seek out other teachers in their new schools and build those relationships for themselves.

Student teachers also need to see how veteran teachers build relationships and interact with their students. First-year teachers often struggle with classroom management, which is directly tied to student-teacher relationships. Mutual respect between students and teachers is built over time, starting on the first day of school. However, many residency and student-teaching programs do not start out the school year in their classroom placements. Hopefully, colleges and universities that partner with school districts will start residencies earlier in the school year in the future. Student teachers can still observe positive relationships throughout the school year but would benefit greatly from seeing those as they evolve from the start.

Most college students have no trouble using technology for themselves, but learning to teach with technology is a skill. Mentor teachers who have access to technology in their classrooms should model its use and explain the purpose behind the technology usage. What websites do you like to use with your students? How do you use Google Drive? What technology is the most useful for each subject area?

Also, student teachers need to learn how to monitor students who are using electronic devices in class such as laptops, Chromebooks, or their own cell phones. Many schools have certain sites blocked, but students are always finding ways to access them anyway. This will help prepare student teachers for their own classrooms and the problems that will eventually arise.


According to the ESSA Plan, Tennessee’s goals for education are that “districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life. Our work is focused on preparing students such that they have choice and quality options after graduation. This is how Tennessee succeeds.”(2) One way that Tennessee teachers can help support this vision is by ensuring that residency students and student teachers are fully prepared for their own classrooms after graduation.



Jessica has taught middle school math in Putnam County Schools for the past 7 years. She first worked at Avery Trace Middle School teaching 6th, 7th and 8th grade math. Then she moved to Cornerstone Middle School, which is now Upperman Middle School, to teach 5th grade math. During this time, she has served as the 5th grade team leader, mentor teacher, 2015 school level Teacher of the Year, digital transition team member and mathematics instructional specialist. She holds a Bachelor’s degree in Multidisciplinary Studies – Middle School and a Master’s degree in Curriculum and Instruction, both from Tennessee Tech University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.

Leadership Policy
Opportunity to Learn: TN Teacher Fellows 2016-17 Report
April 25, 2017
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Opportunity to Learn: TN Teacher Fellows 2016-17 Report

Natalie Coleman

Any teacher can tell you that students who miss too much school are at a disadvantage compared to their peers. Regardless of whether absences are a result of illness, personal reasons, or suspensions, missed time in school is detrimental to the individual student’s learning. The Tennessee Department of Education hopes to improve students’ opportunity to learn by reducing absenteeism. In Tennessee’s Every Student Succeeds Act (ESSA) plan, one nonacademic indicator for school and district accountability is the “chronically out of school” metric, which will evaluate progress in reducing the number of students who miss ten percent or more of the school year.

Before finalizing the state’s ESSA plan, the TDOE tasked the Hope Street Group Tennessee Teacher Fellows with collecting feedback from teachers across the state of Tennessee about their experiences with chronic absenteeism and with student discipline. This spring, the Fellows released a report based on the valuable input of over 2,000 teachers who participated in an online survey and nearly 400 who provided their insights in focus groups. The report includes six recommendations that the Fellows presented to Commissioner McQueen and the TDOE and is now available for the benefit of all stakeholders in Tennessee education.

The report details the results of the survey and summarizes the trends of teachers’ comments in focus groups, and a look through the report shows many connections between teachers’ experiences and the recommendations made to the Department of Education.

Recommendation 1 focuses on helping schools and teachers address the problem of students chronically missing school. Based on the survey data, even though 95% of teachers affirmed that chronic absenteeism affects student achievement, many teachers also reported that they have received little or no training in how to reduce student absences. 90% of teachers reported that they had not received training on strategies for reducing chronic absenteeism, and 92% reported that they were unfamiliar or only somewhat familiar with the state’s initiatives in addressing this issue. In response to this feedback, the Fellows recommend, “To ensure that teachers are fully aware of TDOE efforts, CORE offices could build teacher awareness of the draft ESSA plan (2016) through trainings that highlight key plan features that are designed to reduce chronic absenteeism.”   

Recommendation 2 seeks to provide schools and teachers with more resources to address this issue. On the Fall 2016 survey, 69% of teachers reported that they believe problems at home are the most significant barrier to student attendance, but only 30% report that they are aware that Family Resource Centers are available to help families and students who struggle with absenteeism. In fact, teachers who chose to write in their own answers about the family support services offered by their schools overwhelmingly responded with none. As a result, the second recommendation says, “To alleviate teacher concerns about this issue, TDOE could build awareness of an increased TDOE focus in 2017 on reducing chronic absenteeism through Family Resource Centers. Additionally, TDOE could remind teachers of the 103 Family Resource Centers in 78 districts and highlight the various needs-based services and training provided to parents and families through these centers.”

Recommendations 3 and 4 focus on student behavior and discipline. In focus groups, teachers shared various obstacles they encounter in implementing effective discipline policies. The third recommendation connects these teacher concerns to resources the TDOE could provide in conjunction with Response to Instruction and Intervention for Behavior (RTI2-B): “Because TDOE focuses on RTI2-B in the draft ESSA plan (2016), TDOE could expand the RTI2-B framework to reach more districts and schools through CORE offices or Tennessee Behavior Supports Project (TBSP), thereby providing additional targeted support in areas highlighted as obstacles by teachers.” The fourth highlights strategies for improving student behavior that are both research-based and frequently cited by teachers themselves in their focus group responses: “Through CORE offices or Tennessee Behavior Supports Project (TBSP), TDOE could emphasize how the following teacher suggestions for improving student behavior are research-based and addressed in RTI2-B: promoting positive behavior and prevention efforts and encouraging restorative behavior practices; involving parents in student behavior efforts; nurturing positive student-teacher relationships; and providing appropriate consequences in response to student behavior issues.” This recommendation encourages the TDOE to promote these research-based practices which teachers also know to be effective.

Recommendation 5 addresses the all-too-familiar concern of bullying in school. 14% of teachers report they feel unprepared or very unprepared to handle incidents of bullying in their classrooms, and 20% rate the effectiveness of their schools’ response to bullying as ineffective or very ineffective. These numbers show that many schools and teachers need additional support in addressing the issue of bullying and validate the fifth recommendation: “Because 20 percent of teachers shared that their schools’ response to bullying is ineffective, TDOE could provide resources to CORE offices for dissemination to districts and schools.”

Recommendation 6 highlights previous Hope Street Group findings about RTI2 and urges using prior teacher feedback to inform implementation of RTI2-B, Response to Instruction and Intervention for Behavior, which features in the state’s draft ESSA plan. This recommendation reads: “TDOE could revisit the recommendations provided in the Spring 2016 Hope Street Group Report on RTI2, including those related to scheduling and structuring RTI2; promoting whole school support and reducing negative perceptions of RTI2 effectiveness; and providing funding for additional RTI2 resources (e.g., professional development) and staffing.” This previous report, detailing teacher feedback regarding RTI2, is also available on the Hope Street Group website.

To learn more, visit the Hope Street Group Tennessee Teacher Fellows website and download the full 2016-17 report. You can also stay connected by liking and following the Tennessee Teacher Fellows’ Facebook page, Tennessee Teacher Voice

Natalie has taught seventh grade language arts at Shafer Middle School for eight years and was named Shafer Teacher of the Year for 2013-14. She sponsors the school literature and arts magazine, was a TNCore Learning Leader for 2014-15, and has served on district planning committees and as part of the Mid-Cumberland CORE Region Teacher Roundtable Discussion. Natalie graduated from Vanderbilt University in 2009 and was awarded Peabody College’s Kevin Longinetti Award for Outstanding Secondary-Level Teaching. Outside of school, she tutors for Begin Anew (formerly CWJC of Middle TN), where she has volunteered for nine years. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.