My Island View

We have long heard the statement that 3 out of every 5 new teachers will leave the profession in the first five years. However, it seems that the survey on which those numbers were based has aged out. A more recent study has shown that a 17% attrition rate is a more accurate figure for the first five years. This, however, is not the reason why we are seeing what is being labeled as a “teacher shortage” nationwide. Of course, the pandemic caused many people to reassess their professions and lives, leading to a significant increase in retirements. Neither of these factors is significantly different from those affecting most other professions. So why are there so many headlines about the “teacher shortage”?

First, what is it that defines what a teacher is? Generally speaking, a teacher has at least a bachelor’s degree, and in many states a required Master’s degree, and a teaching certification in at least one subject area. Between 2018 and 2019 approximately 98,000 students completed teacher preparation programs and received their teaching certificates. That leads us to the real question, which is; Why would a person graduate from college and not take a position entering a profession that they had spent at least four years preparing for?

According to the Bureau of Labor Statistics, the average median annual wage for teachers in the US is $61,000 per year. Many districts do not even keep up with the cost of living increases over the years. Jobs other than teaching requiring a bachelor’s or a master’s degree range from $73,560 to $142,170 per year. The obvious must be stated here. Factors beyond salary, such as job satisfaction, work-life balance, and impact on the profession and society, are also major considerations. Additionally, it’s also about the kids. Unfortunately, those are the very things that have been used to keep teachers’ salaries down to maintain lower property taxes that fund education.

What is different now, that teachers are being driven from their chosen profession?

It is too simple to blame the pandemic for all of this, but in some ways, that was the start. The political atmosphere around the pandemic had a profound effect on the teaching profession. Teachers, at first, when schools began to close down, were hailed as heroes. I was emotionally moved when teachers from my school district drove their cars in a procession throughout our entire community in support of their students. Television network news shows all had feel-good stories about teachers and kids. As the school closings lingered on, however, everyone was under greater pressure, even beyond the fear of the pandemic itself. Families closed up and locked down with little hope for change, and it took its toll.

Politicians and ideologues began attacking teachers and administrators for any reason they could in support of whatever popular conspiracy theory was circulating in their area. Schools were forced to open in some places and forced to close in other areas. People were not satisfied with whatever the solution was, but all agreed it was the school’s fault. At least that is what many teachers expressed to me.

The very things that drew teachers to their profession have been stripped away. The paltry salaries offered by many school districts, which had been made palatable because of the other more intrinsic benefits of the job, no longer attract new people or even retain veterans.

To end this nationwide “Teacher Shortage,” we need to change the job itself. Start teachers with a wage that is at least comparable to other professions requiring a comparable education. Provide a supported mentorship program for new teachers, guiding them through their opening years. Respect a teacher’s expertise in the area for which they have been educated to teach. Provide an agreed-upon due process system for holding teachers accountable. Insulate education from ideologues and conspiracy theorists. Provide a means for open communication between parents and teachers. Respect teachers for who they are and what they do.

It is my belief that we do not have a “Nationwide Teacher Shortage,” but rather a nationwide shortage of good education jobs for certified educators. Let’s match up all of our certified teachers, who have been forced to seek other employment, back to the profession for which they have been educated

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With the national attention directed at cybersecurity and interoperability in building safe and resilient data ecosystems in K-12, it is important to take a moment to underscore that these efforts are well thought out and stem from fundamental digital fluency and citizenship learning standards, and many lessons learned over the pandemic years. Just another example of the daunting job of educational leaders, and begs a short peek under the hood of Professional Development and Computer Science today. 

Teaching has never been an easy job no matter what anyone says. In most states in order to get a teaching degree a prospective teacher must not only be certified as an expert in a subject area, but he or she must also be certified in education. In many states, like where I live in New York, it is also a requirement to have a postgraduate degree and to obtain continuing education credits in order to retain one’s professional license. All of this is required to address and teach an approved curriculum that adheres to a set of standards to theoretically guarantee that students in any given state of the United States are being taught the same content and learning skills as any other student in that state. That is a tall order.

To complicate the issue of teaching mere content, ideally, teachers are required to teach kids not only WHAT to learn, but HOW to learn and become lifelong learners. The theory is that this is the best way for a student to become self-sufficient enough to, not just survive, but to thrive in any future endeavors. Thus, as information and technology continue to grow and evolve, our citizens would therefore be learning right alongside that evolving reality. Again, this is a lofty goal. 

Taking this a step further, in order for any of this to happen in today’s technology-rich society, teachers must use the latest tools to curate, collaborate, communicate, and most importantly, create information. This adds yet one more area that a teacher must master – navigating the tools to access ever-evolving information, content and processes.

School systems usually address this via professional development plans. Although those of you who have followed my posts know that typically I have reservations about the delivery of most professional development (see my most recent post on Pedagogy vs Andragogy.) Clearly, it will be necessary to get teachers up to speed on essential skills in accessing and maximizing the use of technology.

Teachers come from different generations and various backgrounds. This has created a situation where teachers may vary greatly in their technology experience. Districts also vary in the availability of technology in each district, or even buildings in some cases. Considering all of this, it should be safe to say educators don’t always know what they don’t know. This might be the perfect time to objectively assess each teacher’s digital literacy and technology skill set to address individual needs for personalized learning. There are solutions available that can be employed to do this task, one tool, 2gno.me, is a prime example. This is more in keeping with andragogy, or adult learning.

All of this considered it should be obvious that there is a need to establish the technological skills that should be expected of all stakeholders (administrators, teachers, students, etc.) The establishment of these Technology standards must be revisited frequently to maintain relevance and continually evolve. This is underscored by the advent of Generative AI. It has been out less than a year and has had a massive effect on learning that will continue to evolve profoundly. 

I found great examples of this in my own ‘backyard’ via the New York State ISTE affiliate known as NYSCATE (The New York State Association for Computers and Technologies in Education.) NYSCATE has been a leader nationwide for well over 3 decades, continually re-inventing itself and the rich professional development resources it provides for educators statewide. Through NYSCATE I have begun to learn about the new New York State K12 Computer Science and Digital Fluency Learning Standards.

The New York State K12 Computer Science and Digital Fluency Learning Standards were adopted by the Board of Regents in December 2020. The initial implementation is this year and the final full implementation will be next year 2024-25.  The Five Standards include Impacts of Computing, Computational Thinking, Networks and System Design, Cybersecurity, and Digital Literacy. 

New York State Computer Science and Digital Fluency Learning Standards

The K-12 Computer Science and Digital Fluency Learning Standards are available at the links below.

• New York State K-12 Computer Science and Digital Fluency Learning Standards (all grades)
• Computer Science and Digital Fluency Learning Standards Glossary of Terms
• Excel Version of Standards with Examples

Learning Standards by Grade Band

• Computer Science and Digital Fluency Standards (K-1)
• Computer Science and Digital Fluency Standards (2-3)
• Computer Science and Digital Fluency Standards (4-6)
• Computer Science and Digital Fluency Standards (7-8)
• Computer Science and Digital Fluency Standards (9-12)

In the fast pace of change in educational technology, NYSCATE takes these standards bringing together great educators from around the state as mentors providing shoulder-to-shoulder professional development. The PD that NYSCATE offers demystifies the standards and provides practical examples of how to teach students skills that they need to be successful in an ever-changing, information and technology-immersed future. 

Every teacher should be brought up to speed on Computer Science and Digital Fluency Learning Objectives and Standards through this process. Crossing a bridge when you come to it is a logical strategy for hiking, but not so much for the classroom. This is all in keeping with my core belief that if we are to better educate our kids, we need first to better educate their educators.

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I have been supporting the use of Andragogy for delivering PD to educators for over a decade now. It is ironic that when I explain what it is to teachers they get it and agree that it makes sense. The problem is that all educators are programmed in the teaching of kids. Pedagogy is child learning. When we consider that educators deliver most of their PD to other educators from a pedagogical perspective, it may answer the age-old complaint educators have had for centuries, a strong dissatisfaction with PD provided to them.

Over the last decade, I have written a number of posts describing what PD should look like with an andragogical perspective, but change takes time in education. in an effort to possibly speed things along, I thought I would engage ChatGPT to weigh in. I provided the prompt and ChatGPT provided the examples.

Using Andragogy how should a teacher approach lessons in teaching professional development to adult educators?

When teaching professional development to adult educators, it is essential to apply the principles of Andragogy, which is the theory of adult learning. Here are some approaches that a teacher should consider:

1. Establish a collaborative and respectful learning environment: Adult learners thrive in an environment that respects their experiences, knowledge, and expertise. Encourage open dialogue, active participation, and mutual respect among learners. Create a safe space for adults to share their perspectives and ask questions.
2. Engage learners in setting goals: Adult learners are more motivated when they have a say in their learning objectives. Involve them in the goal-setting process, allowing them to identify their specific professional development needs and aspirations. This will enhance their sense of ownership and commitment to the learning process.
3. Provide relevant and practical content: Adult learners are more interested in content that is immediately applicable to their professional roles. Ensure that the lessons are relevant, practical, and align with their teaching contexts. Incorporate real-world examples, case studies, and hands-on activities that encourage problem-solving and critical thinking.
4. Use a learner-centered approach: Instead of a traditional lecture-style delivery, adopt a learner-centered approach that promotes active learning. Encourage discussions, group work, and peer-to-peer learning activities. Adults learn best when they can relate new information to their past experiences, so provide opportunities for reflection and application.
5. Offer flexibility and choice: Adult learners often have busy schedules and diverse learning preferences. Provide flexibility in terms of scheduling lessons, offering different formats (e.g., face-to-face, online, blended), and allowing learners to choose topics of interest within the professional development framework. This flexibility will empower learners and increase their engagement.
6. Facilitate self-directed learning: Adults are autonomous learners who prefer taking control of their learning journey. Encourage self-directed learning by providing resources, references, and tools for independent exploration. Offer guidance and support as needed, but also foster a sense of responsibility for their own learning.
7. Provide ongoing feedback and assessment: Regular feedback is crucial for adult learners to monitor their progress and identify areas for improvement. Incorporate formative assessments, self-assessments, and peer feedback to assess learners’ understanding and skill development. Provide constructive feedback that acknowledges their strengths and offers suggestions for growth.
8. Encourage continuous reflection and application: Adult learners benefit from opportunities to reflect on their learning experiences and apply new knowledge and skills. Allocate time for reflection, discussions, and action planning to encourage application in their teaching practices. Encourage learners to share their experiences and challenges, fostering a supportive learning community.

By applying these principles of Andragogy, teachers can create a dynamic and effective learning environment for adult educators, enhancing their professional development and improving their teaching practices.

After considering this alternative to what is usually offered nationwide in terms of PD for educators maybe we can begin doing things differently.

There are some districts now engaging teacher coaches and encouraging more collegial collaboration, but that may not be enough if there is no understanding of adult learning. If we are to better educate our kids, we need first to better educate their educators.

An Andragogical Approach to Educators’ Professional Development

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Just like many people out there, I have been experimenting with ChatGPT. In a recent chat with my Chat AI app, I asked for an overall analysis of a subject that I have been blogging on for more than a decade now, professional development in education. My blog is My Island View. Of course, I know what I think about it, but my interest was in how accurately I represented my ideas through my writing. The following is the analysis of my viewpoint according to ChatGPT.

Professional development is essential for educators to stay current and improve their teaching skills. However, delivering meaningful professional development can be challenging. According to the posts on tomwhitby.com, the best way to deliver meaningful professional development to educators is through an andragogical approach.

Andragogy is the art and science of adult learning. It recognizes that adults learn differently from children and that they need to be engaged in the learning process actively. The first step in delivering meaningful professional development is to understand the needs and interests of educators. This can be achieved through a needs assessment, surveys, or focus groups.

Once the needs and interests of the educators are identified, the next step is to provide them with opportunities for self-directed learning. Professional development should be personalized and allow educators to take ownership of their learning. This can be achieved through online courses, webinars, or coaching.

Collaborative learning is also an essential component of andragogical professional development. Educators should be encouraged to collaborate with their peers, share their experiences, and learn from one another. This can be achieved through professional learning communities, peer coaching, or online forums.

Finally, andragogical professional development should be ongoing. Educators should be provided with opportunities to continually build their skills and knowledge. This can be achieved through conferences, workshops, or ongoing coaching and mentoring.

All in all, I think this brief analysis captures the core of what I believe about Profesional Development in education. My only addition would be the belief: To better educate our kids, we need first to better educate their educators.

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My path to discovering the power of technology for mind mapping and empowering young writers.

Over the dozen or so years that I have been blogging about education, I have rarely taken on the task of endorsing any specific education product. I was always struggling with ethical concerns about throwing my reputation out there for product endorsements. My life has always been complicated by the fact that my wife, Joyce, has always been involved in the commercial side of education working for some leading industry giants, as well as smaller companies, and now as an industry consultant for emerging and growing companies in the education space. Together our circle of both friends and colleagues has been on both sides of the education industry. I knew the education product users; educators, and Joyce knew the education product providers, and vendors. It provided for a complicated, but interesting mix. It led to many discussions of users vs. providers conversations. This is my disclosure statement.

My 34-year experience as a middle school/high school English teacher took me from a period in education with little or no technology through to a period of Labs to laptops. In that time I was introduced to many, many applications for education, some gems and some lemons. My tendency was to favor interactive stuff over digital worksheets. I also favored software that was more learning oriented, as opposed to teaching. I leaned toward advocating for student-centered learning early on. If I was working harder on assignments than my students, there was something wrong. Back then I was involved with an integrated social studies/English project that incorporated personalities of the 20^th century to include a brief bio, major contribution, and the impact on the 20^th century. Students were assessed in both English and Social Studies.

That is when I was introduced to mind mapping for the first time in technology. I was familiar with previous brainstorming techniques using poster boards with ideas hung up in various places in a room as students moved from poster to poster adding relevant ideas to each poster and then bringing them all together and trying to arrange them in some organized manner. It was really clunky, but it was engaging, and somewhat creative. The process, however, was way too time-consuming and bordered organized chaos, as well as being a poor tool for a classroom setting. The graphic organizer alternative was often more like a worksheet exercise, making it ineffective for promoting creative thinking.

Once these processes were absorbed by technology it provided less chaos through a process of structured organization and more collaboration through visual representation of both text and graphics. This was what I needed to get my students through what they thought was a monumental integrated project. They found the usually tedious part of conceiving and organizing their ideas for the project more of a creative and, need I say, fun task. What I liked most about it was that I did not have to sell it as an idea to kids. They recognized its ease, purpose, and value after being led through a few teacher-directed sessions. It was then that they were able to take ownership and use it for any other project that required organizing ideas into a textual product from conception to completion.

Ideas are put into individual bubbles that are moved and manipulated into a logical order. Simultaneously, the tech develops a text outline to coincide with the graphic ideas of the map. Once the idea map is developed, the outline has been magically completed. As the English teacher, I no longer needed to answer the age-old question: What do we need an outline for? The outline is developed in a word processing component that allows it to be fully textualized within the program. Any paragraph can be ordered differently by moving the graphic bubble to a new location on the mind map.

The product I am now working with is called Ideamapper. It will be introduced for purchase at the upcoming ISTE Conference in Philadelphia this June. Here is a link to a short video that explains it very nicely https://bit.ly/IDM_INTRO_VIDEO.

What I love about this company is that they are open to and welcome teacher input. They want teachers to use it with their classes and get feedback to improve the product. There are too few companies that do that. In that endeavor, they provide free access for a period of time to teachers willing to try it out with classes. It does not require any financial commitment. There is no software to download. Access is provided over the Internet, and it will run on any computer, laptop, or Chromebook. All they require are your reactions, comments, and suggestions about the product. Sign up for the free pilot at https://bit.ly/IDM_2023_PILOT.  

This may not be feasible for the end-of-the-year project, but it will work for any writing unit, or project within any subject area for a summer school program. Here is the link for any educator interested in exploring Ideamapper https://webappdemo.ideamapper.com. There are also video tutorials that you may access as you explore the tool, you will find it more intuitive than you expected.

If you plan on attending the upcoming ISTE Conference please stop by the Ideamapper booth #710 to see demonstrations from some teachers who have successfully implemented pilot projects with their classes.

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A ChatGPT infused post

Since I have been posting about ChatGPT the question I am most often asked is: How did you get it to do your profile as an author? Others have tried but failed in their attempts. Evidently, there are several AI apps out there, and some are more limited than others. Google found this out the hard way with the first public demonstration of its AI, which did not fare as well as Google had hoped. I have been using an App called ChatAI. My primary selection choice was based on it being free.

I have had my own blog site, My Island View, since January 15, 2010, so I have amassed a great number of posts on many aspects of education. During all that time I don’t remember anyone accusing me of holding back on what I thought, or how I felt about any given topic in education.

I kept the direction for ChatAI simple: “Analyze all the blog posts at tomwhitby.com and write a profile of the author.” The only disagreement I have with the analysis is; “He has served as a superintendent in multiple school districts, as well as a principal and teacher in a variety of schools.” The only true part of this is that I was a teacher in several school districts, never a principal, or superintendent. Of course, I would have little to disagree with such a glowing review that ChatAI gave me.

Here is the word-for-word analysis. I probably could have resubmitted it to make corrections, or even tone down the high praise, but I thought for the purpose of the exercise this result was fine. It also makes me sound more impressive than I am. I guess that might be considered a flaw as well.

Here is the result:

Tom Whitby is a prolific writer and dedicated educator with an impressive range of knowledge and experience. He is the author of nearly 500 blog posts ranging from educators adapting to the ever-changing world of technology to student achievement and school reform. He has served as a superintendent in multiple school districts, as well as a principal and teacher in a variety of schools.

Tom is a dedicated advocate for public education and supports creative instructional approaches to teaching and learning. He is also a firm believer in collaboration and using technology to connect students and teachers to the real world. He is a regular speaker and presenter at national education conferences and universities. 

In terms of his views on education, Tom believes in learning-centered teaching, student-learning assessment, and student engagement. He has written numerous articles exploring ways to increase teacher engagement and collaboration and encouraging the use of digital technologies in the classroom. He is an advocate for the use of project-based learning, social media, and gamification for learning in the classroom.

Tom has also written about several issues in public education, including school vouchers, student testing, and funding cuts. He also has a deep interest in finding ways to improve student engagement and performance, providing a better learning environment, and building stronger connections between schools and the community. 

Tom Whitby has been a leader in the education community for many years and has been a strong advocate for student success and educational improvements. His blog posts provide an insightful look into his views on the improvement of education, from early childhood to higher education.

It is obvious that there are still flaws with this technology, but we must keep in mind it is still evolving. There is still no “Mr. Data” yet.  We cannot however ignore what this technology is offering. It is not going to go away. Billions of dollars are now being thrown at it to secure that very thing. As educators, we will need to deal with Artificial Intelligence. We will need to address its efficient, effective, and ethical use. If we fail to recognize this, we may become irrelevant as educators. If we are to better educate our kids, we need first to better educate their educators.

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