Proposal - HTAC (Hartford Teachers Advisory Council) PDF

DRAFT This Proposed Hartford Teachers Advisory Council (HTAC) is based on sound research and best practices set forth by Educational Leadership, consultation with Hartford Community of Families & Children, Community Leaders, and in...

DRAFT This Proposed Hartford Teachers Advisory Council (HTAC) is based on sound research and best practices set forth by Educational Leadership, consultation with Hartford Community of Families & Children, Community Leaders, and in Collaboration with Hartford Federation of Teachers, Representing the Expert Voices of 1600+ Professional Educators. A Proposal Initiated & Facilitated by R. de Meij, and Shaped by a Cross-Section of Hartford Public Schools’ Educators. This Proposal has been Researched, Created & Revised: November 2022 – April 2024, in Hartford, Connecticut, USA Contact: [email protected] | cell #: (860) 922-9238 Introduction: The pivotal role that teachers play in shaping the educational outcomes of students cannot be underestimated. By tapping into the expertise, insights, and ground-level understanding of teachers, school boards can become smarter, and can make more informed decisions that prioritize student learning and achievement. To this end, we propose the establishment of a Hartford Teachers Advisory Council (HTAC) that will advise the Hartford Board of Education on practical matters, best practices and the realities of teaching and learning. Advantages and Benefits: 1. Informed Decision-Making: o Benefit: School board decisions will be grounded in classroom realities rather than detached theories, feelings, and hearsay from those who have never been in, or who have long been outside the classroom. o Rationale: Research has consistently shown that understanding classroom dynamics is essential for effective policy-making. o 2. Better Evaluation of Consultant Contracts: o Benefit: With teachers' perspectives and expert insights at the forefront, the school board can ensure that consultant contracts align with the genuine needs of classrooms and students. o Rationale: As research suggests, teacher input helps identify gaps in services and prioritize contracts that offer the highest ROI (Return On Investment) in student outcomes. o 3. Enhanced Communication & Alignment Between the School Board and Classrooms: o Benefit: The Hartford Teachers Advisory Council would serve as a bridge to close the existing gab between the beliefs and practices of school board members and the day-to-day realities and needs of 21st Century classrooms, fostering improved understanding through dialoguing. Rationale: Increased collaboration and understanding between policymakers and teacher-experts in classrooms lead to holistic and sustainable educational reforms. 1. 4. Alignment of Resources with Student Needs in Classrooms and Teacher Needs: o Benefit: Resources will be allocated more effectively, ensuring that teachers and their classrooms of students receive what they truly need. o Rationale: As the studies show, understanding educators' priorities ensures that budgetary and resource decisions support effective teaching and learning that will meet students’ needs. The Imperative Need for Teacher Voices in Decision-Making: The education of our children is not just a responsibility—it's a sacred trust! As the Hartford community, we understand the immense impact that teachers have on shaping our future generations. Their daily experiences, challenges, and successes are a testament to their unwavering commitment. In high-stakes decisions that mold the future of our educational system, teachers’ voices aren't just valuable—they're crucial, vital, and indispensable! Research underscores the undeniable correlation between teacher involvement in policy-making and improved student outcomes! According to studies in Education, policies crafted with significant teacher input tend to be more attuned to the diverse needs of students, leading to more favorable academic outcomes. The Imperative for a Hartford Teacher Advisory Council: Decisions made devoid of ground-level classroom context often result in policies that, while well-intentioned, frequently miss the mark. Teachers, with their fingers on the pulse of day-to-day classroom realities, and who are experts in their fields, hold the key to understanding the intricate mosaic of teaching and learning! Multiple studies confirm that when school board members base their decisions on real-time, relevant classroom information, there is a marked improvement in the effectiveness of implemented policies. Yet, without a structure like the Hartford Teacher Advisory Council, this essential information remains elusive at best! Our Hartford School Board Members must have this invaluable perspective at their fingertips before signing off on pivotal contracts. They need nuanced insights, AND the daily expertise that only teachers can provide! For the sake of our students, for the future of Hartford Public Schools, and for the sake of our communities of families and children in Hartford, and our future as a thriving city, we must weave teachers' voices into the fabric of our decision-making process; NOT as “voting members” with the school board, but rather, and crucially, as the indispensable conduit of real-time classroom experience, understanding, and relevant information. In fact, ignoring such an important resource would be equivalent to making policy decisions in the dark. Furthermore, when one closely examines the "Bylaws of the Hartford School Board," it is clear that there exists an embedded philosophy of continuous feedback, engagement, and reliance on ground-level expertise which can only come from teachers who are indeed the “ground-level experts.” For instance, the School Board acknowledges the importance of “Policy Review and Evaluation,” asserting that the School Board should “rely on the school staff, students, and the community to provide evidence of the effect of the policies which it has adopted.” Who is better than teachers, who are in essence, the frontline expert warriors, to provide this essential evidence? In the section called “Standing Committees,” in the Hartford School Board Bylaws, there's clear emphasis on the necessity of Teachers who understand the intricacies of their designated realms. Notably, the “Teaching & Learning Committee” is dedicated to matters of teaching, learning, instructional programs, and professional development. But to truly elevate the effectiveness and relevance of this school board committee, there must be active input from teachers—the ones who know the children best! To ignore or resist accessing the collective experiential wisdom and expertise of teachers, who are experts in matters of “Teaching & Learning,” is simply put, willful educational negligence and malpractice! Hence, to reject, or even hesitate to embrace and work with a Hartford Teacher Advisory Council would be tantamount to sheer absurdity! Such an act would reflect gross dismissal of established educational research, a willful act of educational malpractice, and an alarming display of conceitedness. Can we truly, with good conscience, ignore the very individuals who are most intimately familiar and experienced with the needs, challenges, talents, and triumphs of our students? To the esteemed members of the Hartford School Board: let's tap into our collective common sense, lean into our civil responsibility, and acknowledge our inherent sense of decency and honor. The proposal to integrate a Hartford Teacher Advisory Council (HTAC) is not just a procedural suggestion—it is a clarion call to uphold the best interests of Hartford’s children! They deserve decisions that are informed by the very people who dedicate their lives to understanding, nurturing, and guiding them. They deserve decisions informed and shaped by their teachers. A Four-Step Process for Creating & Implementing the Teacher Advisory Council: Step 1: Stakeholder Mobilization & Awareness Raising Objective: Create an understanding among educators, community members, and school board members regarding the purpose of, and crucial need for a Hartford Teacher Advisory Council, and its purpose, which is: to provide school board members with key insights from untapped teachers’ expertise in the classroom, and thereby making them (school board members) smarter, and ultimately to then make smarter decisions. Action: Organize info-sessions, meet with individual school board members, members of the superintendent’s cabinet, administrators, high school students, community members and leaders (i.e., City Council members and the Mayor of Hartford) and other important voices in Education. Additionally, share research-backed data, and employ local media and social media to spread the word and raise awareness. Supporting Research: studies show that stakeholder engagement is crucial at the outset of any major educational initiative. Ensuring buy-in from all involved stakeholders guarantees smoother execution down the line. Step 2: Nomination & Selection Process Objective: Formulate an inclusive and transparent process to identify and select teachers who will serve on the Hartford Teacher Advisory Council. Action: Independent of the superintendent and his/her cabinet of administrators, utilize a mix of teacher nominations, community recommendations, union, and board vetting, to select members who are representative of the broader teaching community. Supporting Research: As studies show, a diverse and representative selection of teachers to form a Council will ensure a myriad of classroom perspectives is considered. Step 3: Onboarding & Training Objective: Equip the selected Hartford Teacher Advisory Council members with the necessary skills, tools and knowledge to liaise effectively (establish an effective working relationship) with the Board of Education. Action: Conduct mini-workshops that provide insights into policymaking, contract evaluations, and effective communication for both school board members and selected teacher-experts. Supporting Research: Studies underscore the importance of proper training for educators stepping into advisory roles, emphasizing that prepared teachers can offer more actionable insights. Step 4: Integration & Continuous Feedback Loop Objective: Seamlessly integrate the Hartford Teacher Advisory Council (HTAC) within the decision-making processes of the Hartford Board of Education (HBoE) in a manner that is streamlined, efficient and effective. Action: Establish the opportunity for regular attendance of the HTAC at the BoE Committee Meetings to offer alternative expert voices, to the information presented to the HBoE, in addition to Central Office’s voices. This helps facilitate open channels of communication and ensures a feedback mechanism is in place between the HBoE members and teacher representatives on the HTAC. Such “regular meetings” (referred to earlier) need not be outside or separate from the already scheduled HBoE’s “Committee Meetings.” The HTAC would be present and have a voice during the HBoE’s Committee Meetings. Again, for the expressed purpose of clarity, this proposal advocates for teachers' voices to be woven into the fabric of policy decision-making, and contracts approval processes that impact students, teachers, teaching and learning in Hartford’s classrooms; This proposal is NOT proposing that teachers be nor become “voting members” with the HBoE, but rather and crucially, that teachers be acknowledged, respected and embraced as the indispensable conduit of real-time classroom experience and understanding. In fact, ignoring such an important resource would be equivalent to making policy decisions in the dark. Supporting Research: Studies assert that ongoing feedback is the cornerstone of effective policy implementation, enhancing adaptability and outcomes. Conclusion and Appeal: To our esteemed Hartford School Board Members, It's time to harness the power of collaboration, to intertwine the professional, experiential wisdom and expertise of teachers, with the vision and mission of our Hartford School Board (Members). By instituting and embracing a Hartford Teacher Advisory Council, we aren't just prioritizing our educators' perspectives—we're prioritizing the future of our Hartford’s students, the children of Hartford’s families who deserve no less! They deserve the very best- and best-informed decisions being made on their behalf, and for their sake! In the words of Helen Keller, “Alone we can do so little; together (teacher-experts + dedicated school board members) we can do so much.” Let us come together, ensuring that every decision we make is rooted in the rich soil of classroom experiences, cultivated by indispensable teacher expertise and insights, and harvested for the betterment of every student in Hartford! For the bright future of our children and the vision of, and commitment to excellence for our educational system, let's ensure that the voice of every teacher is heard, acknowledged, and acted upon! In Unity for the Future of Hartford's Children in Hartford Public Schools, and on behalf of approximately 1500 Educators, Richard de Meij | Initiator & Facilitator of the Present Proposal World Languages Educator in HPS | for 18/33 years in Education Hartford Federation of Teachers, Executive Board Member Facilitator of the HFT Teacher Leaders Program | 2023 - Present 2019 Connecticut Language Teacher of the Year Member of the E4E National Teacher Leader Council Founder and Webmaster of CelebrateLanguages.com Cofounder of The Northeast Festival of Languages