SUMMER 2019 SUMMER a Special Report Special A

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The Teacher Issue Teacher The HARVARD ED. MAGAZINE HED10-FOB-Cover.indd 1

HARVARD ED. SUMMER 2019 Harvard Ed. Summer 2019

ContentsSummer 2019 Features

SUMMER 2019 � ISSUE N 163 A SPECIAL REPORT Editor in Chief Lory Hough [email protected] Creative Direction, Ed. The Modus Operandi Design Patrick Mitchell Melanie deForest Malloy Teacher MODUSOP.NET

Contributing Writers Issue Katie Bacon Andrew Bauld, Ed.M.’16 20 Professionalizing Preschool Emily Boudreau, Ed.M.’19 Early childhood education is critical, yet pre-K Elaine McArdle teachers are often thought of as babysitters, not professionals. What would it take to tranform Illustrators the profession? STORY BY KATIE BACON Chris Koehler Greg Mably 26 The Middle of Somewhere George Wylesol A look at why more teachers should consider working in rural America. Photographers STORY BY ELAINE MCARDLE Jillian Clark Matt Kalinowski 30 Not Just Here for #1 Jonathan Kozowyk Ten teachers in this year’s master’s programs Tony Luong answered a question that Dean Bridget Terry Long Heather McGrath had posed to them several times this year: Who are you Ekaterina Smirnova here for?

Copy Editors “I told a few people I needed to create a succulent 40 Pay Matters Marin Jorgensen Abigail Mieko Vargus club to help educate the East Coast.” When it comes to what we pay our public school RACHEL EISNER, ED.M.’19 teachers, in many parts of the country, the pay is not what it should be. STORY BY LORY HOUGH POSTMASTER Send address changes to: Harvard Graduate School of Education Office of Communications 13 Appian Way Cambridge, MA 02138

© 2019 by the President and Fellows of Harvard College. Harvard Ed. magazine NEWS + NOTES FROM APPIAN WAY is published three times a year. Departments PRINTED IN THE U.S.A. Teacher becomes her student’s student, p. 4 � Time to rethink grading, p. 6 � Ashton Wheeler Clemmons, Ed.M.’09, turns to politics, p. 4 8 � There’s an app for that, p. 11 � Ed.L.D.-created educator pod- CONVO. — READER FEEDBACK 2 cast takes off, p. 14 � East Coast succulents, p. 15 � What Lecturer GRAD. — ALUMNI NEWS + NOTES 45

Aaliyah El-Amin, Ed.M.’13, Ed.D.’15, is reading, p. 16 KALINOWSKI MATT MABLY GREG DEVELOPMENT 49 Cover illustration by Greg Mably

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The “Girlhood” story in our winter 2019 issue about middle on Appian Way, comprising minor- 1 school girls generated a lot of interest. One question raised Past Tense ity group students — virtually all of by a few readers stood out: “What about boys,” they wanted them black — most with firsthand to know. It’s a great and important question. Middle school is dif- By the late 1960s, according to experience in the conditions that ficult for all kids, absolutely, and we hope to tackle a story about “Education and the New Breed,” the others have battled. boys at some point in the future. However, this story, given some a story in the magazine’s spring “What is interesting about all of the very specific issues girls and women still face, felt very tar- 1969 issue, the students coming to three groups of students is not geted to adolescent girls, and so we decided to keep a tight focus. the Ed School to become teachers their experience — for many col- But we hear you, readers: Middle school is no picnic for our boys and were changing in response to the lege students now have similar many stories could be written about their experiences! Also related times. The War on Poverty, summer experiences — but rather their 2 to the story, another reader pointed out that we failed to mention riots, the Vietnam War — these continued vigor, nor to say ideal- 3 two groundbreaking and influential works done by Professor Carol were just a few of the factors influ- ism. Enthusiasm for saving the Gilligan (now at New York University) when she was teaching at the encing incoming students, wrote world through education was Ed School, including an essay she published in the Harvard Educa- CHESTER FINN, M.A.T.’67, ED.D.’70, a always a familiar symptom of tion Review 1977 called “In a Different Voice: Women’s Conceptions doctoral student who was on leave the inexperienced young col- of Self and of Morality,” as well as her 1982 book, In a Different Voice. and working at the White House lege alumnus whose only brush Our apologies to Professor Gilligan on our oversight! under Daniel Patrick Moynihan, and with public schools was his own David Blumenthal, a Harvard Col- suburban education. The startling The issues we cover in the magazine are covered else- lege senior and Harvard Crimson thing is that the same enthusiasm, We don’t do a lot of theme issues here at Ed. There are just too 2 where at the Ed School, including on our website, in Usable reporter. As they wrote: now tempered and more realistic, many interesting, individual stories that we want to cover and Knowledge, and through the EdCast podcast series. Here “The bright naïve graduate still exists in the student who has are a few recent related pieces you can find at gse.harvard.edu: of a ‘Seven Sisters’ college is no already grappled with the frustra- trying to group them into themes can feel limiting. So why did 3 A story in Usable Knowledge called “Preventing Gender Bias” longer a typical student in the tions of social change.” gives parents and caregivers tips on countering stereotyping when M.A.T. Program at Harvard. Neither we do a theme on teachers for this issue? It felt like the right their kids are still young. is the naïve graduate of a small- time, given the ongoing teacher strikes that have become 3 Related to our feature story on Assistant Professor Tony Jack, the but-respectable midwestern men’s CONNECT WITH HGSE national news, the importance of teachers and teaching EdCast talked to Jack about ways that colleges conflate access and school. What is gone is the naïvete. inclusion. In the past few years, the ranks emphasized at the Ed School, and the huge stack of teacher- 3 Just in time for this issue’s story on rural teachers, a story on the of entering students at HGSE has TWITTER.COM/HGSE HARVARDEDUCATION. related stories sitting in a folder on my desk. (Yes, that would school’s website announced the launch of the National Center for been swollen by growing numbers TUMBLR.COM Rural Education Research Networks by the Center for Education of young people hardened by expe- be paper printouts.) Honestly, the problem wasn’t deciding to Policy Research and hosted a related rural ed Askwith Forum. rience, the veterans of long months do or not to do a theme on teachers. The problem was deciding in undergraduate volunteer pro- FACEBOOK.COM/ ISSUU.COM/HARVARD Wondering how you can become part of the conversation? grams, VISTA summer community HARVARDEDUCATION EDUCATION which stories to include in the feature well. When it comes to USABLE KNOWLEDGE 3 You can comment on what you’re reading in the magazine, organization projects, or the Peace writing about teachers, there are literally hundreds of stories or tell us what you would like to read, in a couple of different Corps. A second visible contin- Are you interested in keep- ways: 1. Send an email to our letters account: [email protected]. gent is fresh from student protest YOUTUBE.COM/ MEDIUM.COM/ that could — and should — be written. In the end, we went HARVARDEDUCATION @HARVARDEDUCATION ing up with free, easy-to- edu 2. Add comments on the school’s main Facebook page when a movements, SDS, draft counseling with a mix of feature stories, plus shorter pieces represented digest, usable education story is posted (@HarvardEducation) or on the school’s Twitter page agencies, and the whole medley of research? Check out: www. (@hgse). We’d love to hear from you, so reach out and let us know ‘radical’ activities. Even more vis- by a small schoolhouse icon, that we thought were timely, gse.harvard.edu/uk INSTAGRAM.COM/ LETTERS@GSE. what’s on your mind. ible is another cluster, the newest KOZOWYK JONATHAN HARVARDEDUCATION HARVARD.EDU timeless, and about time. We hope they serve teachers well. x

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Teacher Becomes the Student

HOW GRAD SCHOOL TURNED NEWS + NOTES FROM APPIAN WAY THE TABLES FOR TWO

STORY BY LORY HOUGH

Assistant Professor Jarvis Givens is flipping through a spiral notebook he still has from his 11th grade honors U.S. history class. He reads aloud notes from a lecture his teacher gave on slave culture, pointing out key phrases he had written down, like “slaves developed subcultures” and “done in secret.” “I didn’t remember those things until I started looking through my notebook,” 4 he says, “but when I’m writing about 5 fugitive pedagogy” — the focus of his current research and his forthcoming book — “these are the same questions I see my 15-year-old self engaging in.” The reason the notebook has been unearthed is not only that it resonates with his research, but also because that same U.S. history teacher, the one who started him on the path (unknown to him then) toward a Ph.D. and aca- demia, is now his student. This past fall, Tauheedah Baker-Jones joined the Ed.L.D. Program at the Ed School as a doctoral student. She found out she got into the program shortly after Givens accepted his professorship. “We got to celebrate that moment together,” Baker-Jones says. This Harvard reunion wasn’t the first time they had seen each other since they were both at King Drew Magnet High School in Los Angeles. The two had remained close over the years, after Baker-Jones made a promise to Givens and the other students in her history class: Although she was leaving California to teach in her home state of New Jersey, she would help them with college applications and come back for graduation. And she did.

Photograph by Heather McGrath

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When a handful were accepted to UCLA and a dozen to the University of California-Berkeley, including Givens, Farewell, But she also promised to come to those graduations. “We never had that many students get into those Not So Long schools in one year,” she says. Over the years, she continued to check in with them. “They were my babies.” As this year’s graduates happily line up to accept Givens and Baker-Jones, now both at Harvard, share their diplomas, it will also be a bittersweet moment on stories that show how important teacher-student bonds campus as the Ed School says goodbye to four iconic can be. Givens remembers when students pitched in faculty members who are retiring. Here’s a quick look to buy Baker-Jones a goodbye present, a belt with a at some of their career highlights: buckle that lit up, and how students felt she was both their teacher and their friend. HOWARD GARDNER is senior director of Project Zero. Gardner is best known “There were clear levels of respect and deference, for his theory of multiple intelligences. but there was also room to talk about real-life things,” A MacArthur Prize recipient, Gardner is he says. also a two-time Guggenheim fellow Baker-Jones remembers having students dress in and was twice selected by Foreign costumes related to the class material. Givens always Grade SINCE 1986 Policy and Prospect magazines as one chose a character that was contrary to what most other of the 100 most influential public intellectuals in the students chose. world. He has received 31 honorary degrees and has Expectations written 30 books. Gardner directs the Good Project and “He liked to revel in being the naysayer, the contrar- more recently has undertaken a study of the goals of ian,” she says. “I used to tell him he would be a great WHY WE NEED TO RETHINK GRADING IN OUR SCHOOLS college and the value of a liberal arts education. lawyer. I would have bet money that’s where he would have ended up.” (Givens did initially plan on becoming a SARA LAWRENCE-LIGHTFOOT, lawyer, he says.) STORY BY LORY HOUGH ED.D.’72, a sociologist, pioneered an He remembers dressing up once for the school’s an- innovative social science method nual Black History Month event. Baker-Jones had given called “portraiture” and has written 11 books, earned 30 honorary degrees, him the words for Gil Scott-Heron’s poem The Revolu- Think about the sixth grade the student’s performance on in by the deadline receives a B. they tried to broach the subject and received the prestigious MacAr- tion Will Not Be Televised and asked him to memorize at the school where you the task be included in her grade There’s nothing to distinguish with teachers and were met with SINCE 1972 thur Prize. Upon her retirement, the 6 and perform it at the event. teach or where your kid and, if so, for how much value? those two B grades, although emotional reactions and per- faculty title she held, the Emily Hargroves Fisher 7 “I really took it to task and took a lot of pride in attends. There are three Teachers’ answers to these those students have very differ- haps even threats of formal com- Endowed Chair, will become the Sara Lawrence-Light- performing it. I wanted to deliver on something she felt English teachers. Each has a dif- question are based on deep- ent levels of content mastery. plaints and union grievances. foot Chair, making her the first African American woman I needed to do,” he says. “The following year, I ended ferent grading policy: One seated values and ideas about The second problem is that in in Harvard’s history to have an endowed professorship up coordinating the event, and now I’m writing about counts homework as 40 percent what we each believe students traditional grading, many com- What does work? named in her honor. the person who founded Black History Month, Carter G. of the grade, the other two as 30. are supposed to learn, how stu- monly used grading categories Equitable grading has three pil- TOM HEHIR, ED.D.’90, has spent most Woodson.” (His book on Woodson, fugative pedagogy, One accepts late work; the others dents are best motivated, and invite biases. For example, when lars: accuracy, bias-resistance, of his career focused on policies and and demands of black education is forthcoming.) don’t accept it at all. One deducts what our role and relationship we include a student’s behavior and intrinsic motivation. Grades programs for the education of children These stories, they say, show how full circle their points for sloppy binders.Two in- to students should be. Because in a grade, we’re imposing on all must accurately reflect only a with disabilities. Most notably, during connection has become. Not only is the student now clude participation in the grade, grading is rarely addressed in of our students a narrow idea of student’s academic level of per- the 1990s, Hehir served as director of the teacher, but the student is also researching teach- one offers extra credit. JOE FELD- graduate training or certifica- what a “successful” student is. formance, exclude nonacademic the U.S. Department of Education’s SINCE 2000 Office of Special Education Programs, ers similar to Baker-Jones, teachers who challenged MAN, ED.M.’93, a former teacher, tion programs, each teacher criteria (such as behavior), and where he was responsible for implementing the power with their curriculum and in their classrooms. principal, and district adminis- must create grading policies on Why don’t more educators use mathematically sound cal- Individuals with Disabilities Education Act. Previously, “I’m working through this idea of fugitive pedagogy trator, talked to Ed. about his her own. question grading practices? culations and scales, such as the he oversaw disability programs in Chicago and Boston. during the late 19th and early 20th centuries,” Givens new book, Grading for Equity, Teachers work under incredibly 0–4 instead of the 0–100 scale. He has written several books, including New Directions says, “and the way these educators offered a different and why inconsistent grading What’s wrong with difficult conditions. They are Grading practices must counter- in Special Education. worldview to their students.” isn’t fair for students yet is so deducting points for work asked to serve in so many roles act institutional biases that have Looking back at his notebook, Givens says that’s hard for educators to change. turned in late? besides teacher, and yet they historically rewarded students DAN KORETZ, a developmental psychologist, is a national expert on exactly what Baker-Jones was doing. This approach combines both ac- must adhere to layers of man- with privilege and punished testing policy and educational “I’m seeing so many traces of things that I’m think- Grading: What are we ademic and nonacademic infor- dates and requirements. The those without, and also must assessment. Sponsored research ing about now that might have been planted then,” actually talking about? mation in the grade and creates grade is one of teachers’ last re- protect student grades from our projects have included evaluating the he says. “She wasn’t teaching during Jim Crow, but We mean the way teachers what author Susan Brookhart maining islands of autonomy, own implicit biases. Our grading limits of assessment systems and she was a black woman teaching black students and calculate, describe, and report calls “grade fog” — we’re not perhaps the most concrete and must stop using points to reward SINCE 2001 developing more effective approaches. she was engaging us in writing our own textbook as a student performance. Although sure what the grade means be- respected symbol of their ex- or punish, but instead should He has been a fellow at and member of dozens of critique of the dominant textbooks. She’s one of the we might assume that grading cause we’re asking it to commu- pertise and judgment. When teach students the connection professional organizations, including the American Educational Research Association and the National teachers in the back of my mind as I’m writing. I’ve seen is only a software-driven, end- nicate too much disparate infor- we suggest that their grading between means of learning and Academy of Education. A prolific contributor to journals and experienced the sense of urgency that some teach- of-term calculation, a teacher’s mation. A student who writes an practices could be improved, it’s the ends — how doing homework and popular press, Koretz also wrote several books, ers bring to teach black students. It’s no coincidence grading system is implicated A-quality essay but hands it in no surprise that teachers often is valuable not because of how including The Testing Charade and Measuring Up. LH now that I’m studying these things.” throughout her work every day. late gets her writing downgrad- react with suspicion and defen- many points the teacher doles

For any task that we ask of stu- ed to a B, and the student who siveness. Many administrators out, but because those actions READ RETIREMENT TRIBUTES: GSE.HARVARD. dents, we have to decide: Should writes a B-quality essay turned have cautionary tales of when improve a student’s learning. EDU/NEWS-TAGS/RETIREMENTS

Illustration by George Wylesol

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“ Along the way I realized hallelujah moments are needed throughout Looking for Lights people’s lives.” WHY ONE TEACHER DECIDED IT WAS TIME TO RUN FOR PUBLIC OFFICE

REP. ASHTON WHEELER CLEMMONS (NC)

STORY BY ASHTON WHEELER CLEMMONS, ED.M.’09

Last fall, I sat in a fifth- whispered in his ear, “I know you pure light, Jesse said, “On this grade classroom to model want to be at PE. I am trying to page, it says the tiger growls with a guided reading lesson as get you there quickly. I also know clenched teeth, and I made the 20 teachers watched. The you are smart, and I cannot let inference that the tiger is aggres- students were required to miss you miss out on this learning. To sive.” There was an audible gasp; PE. You can imagine how go to PE you will have to tell me Jesse smiled; the students raised thrilled they were to be reading an inference you make from the their eyebrows. We finished the with me instead. One student in reading. I know you can do it. Do lesson and still had 20 minutes particular, Jesse, was furious. you want to go now or later?” left in PE. Jesse represents the hundreds of Jesse did not respond. I came This moment shows the pow- 8 students in my career and in back a few minutes later. “This er of a teacher, where we do what 9 each of our classrooms whose page is really cool because there it takes to bring out a student’s lives give them every reason to is a tiger with some interesting best version. It is this respon- be angry, even without a lady he characteristics. Can you read it sibility that led me to the class- does not know taking his PE to me, so you can learn and get room, where I did that every day time to read. The Jesses of our to PE?” He slid the book to his with children, one hallelujah public schools are why I became chest and began reading quietly moment at a time. But along the a teacher. — the first glimpse of our coming way I realized hallelujah mo- I began by sharing my un- “hallelujah” moment, a moment ments are needed throughout derstanding of their frustration, where we see what each person is people’s lives. promising to move as quickly capable of if given a chance. What about the man who has as possible. This worked for 3 He finished the page, and I been laid off after 20 years on an of the 5 students. The fourth said, “Is there anything in the assembly line? Do we say, “Too came along fairly quickly. But text you find interesting?” He bad,” or do we give him a chance not Jesse. He sat, arms folded, pointed to where the text read, to be the best version of himself? eyes down. I introduced the skill “The tiger growls with clenched Or the woman who made a mis- of inference, where a reader ap- teeth.” I asked what inference he take at age 17 and finds herself plies what they know to the text could make and held my breath. released from prison at 25. Do to make a new idea; students be- “The tiger is aggressive.” our policies make it so that one gan reading, and I planned to Hallelujah. mistake ruins her life, or do we do individual conferences. The “Jesse, that is a brilliant word. help her find her brilliance? It is teachers looked wide-eyed to see Can you share your inference my belief in the light of each per- how I would handle this student, with the group?” son and our collective respon- some secretly hoping to see their “Sure,” he said with a sly sibility to help their lights shine inability to meet the Jesses of smile and a straighter back. that led me to the classroom and their classrooms validated. But I pulled the group togeth- now leads me to our state capitol it is this moment I had learned er and said, “Jesse has a really here in North Carolina. to live for as an educator. smart inference to share.” The Shine on, Jesse, shine on. I read with one student and teachers looked at each other, the ASHTON WHEELER CLEMMONS WAS then walked around to where students side-eyed their grumpy ELECTED TO THE NORTH CAROLINA

CREDIT HERE CREDIT HERE CREDIT Jesse sat, kneeled down, and colleague, and in a moment of GENERAL ASSEMBLY IN NOVEMBER.

Photograph by Jillian Clark

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“ These everyday Be the Upstander verbal and nonverbal acts communicate AN ALUM-CREATED APP HELPS EDUCATORS discriminatory ADDRESS MICROAGGRESSION intent, even if they aren’t intentional.”

STORY BY ANDREW BAULD, ED.M.’16 The Zucks WHY PUBLIC SERVICE-MINDED DOCTORS, LAWYERS, AND BUSINESS PEOPLE COME TO THE ED SCHOOL They can be small and almost “I think of microaggressions as unnoticeable. A casual comment, these everyday verbal and non- joke, or even a compliment. Perhaps verbal acts that communicate dis- it’s the mispronouncing of a name criminatory intent, even if they aren’t STORY BY LORY HOUGH or the assigning of a task that reinforces intentional but come from a place of stereotypical gender or race roles. ignorance,” Liou explains. “It happens Microaggressions are everyday so frequently to students of color, but also behaviors that add up to daily indignities among other identities, in interactions with for people of color, LGBTQ community someone that you don’t realize you’re harming.” members, and women. They are problem- Liou had the chance to test Upstander with atic to deal with in the real world but pres- classmates and faculty in T550 and said the feed- 10 ent an extra challenge when they happen in back helped her refine the user experience. 11 schools. “T550 really helped me piece together what it When ALICE LIOU, ED.M.’17, was just start- would look like and scaffold it for teachers at all lev- ICHAEL KOCHIS, ED.M.’19, was Kochis is one of two fellows at- pedagogy can be optimized and he says. “I was already looking ing out as a sixth-grade science teacher, she often els, from the first-year teacher to someone who has just barely out of middle tending the Ed School this year; leveraged within the clinical en- at education from the equity and encountered the kind of language between students been in the classroom for a long time,” she says. school when he knew he IVANLEY NOISETTE, ED.M.’19, a law- vironment. I’m inspired to think, adequacy lens, but I wasn’t look- and when talking with students that, while not out- The app offers two modes. Liou modeled the was going to become a doctor. So yer, is the second. The goal of ‘How can we do this differently ing at it from the perspective of right racist or sexist, nevertheless left her with a bad Self-Practice mode after GRE flashcard apps, and why, then, did he decide to take the program is for students to or better, not just the way we’ve economics or of the family. This feeling, and in the moment, she didn’t always know it is meant for individual practice. The other mode is leave from his studies at Har- leave the comfort zone of what always done it?’” is where being a Zuckerman Fel- the right way to respond. Team Practice. Reflecting on the burden that is often vard Medical School, after fin- they already know and “become “Zuck” fellows, as they are low helps. We learn from one “I was constantly encountering these sticky placed on teachers of color and women when facilitat- ishing his third year, to spend 10 leaders for the common good.” known, gain these skills formal- another, and we all bring differ- situations,” Liou says. “I knew a student had said ing diversity and inclusion professional development, months in the Specialized Stud- That’s why Kochis is here. Al- ly by taking classes across Har- ent backgrounds to solve serious something or I had said something that I should ad- this mode allows administrators to use Upstander col- ies Program at the Ed School? though he knows he’ll become vard and attending weekly lead- and critical problems.” dress because the implicit message could grow to be laboratively during staff meetings. “I was excited to have the a practicing physician, most ership workshops. There’s also a Noisette plans on working in harmful, but I didn’t have the right language. I wished I After completing the prototype at the Ed School, chance to step out of the medical likely a general surgeon, it’s not field experience: In January, stu- the law world once he graduates, had more time to think, but then it felt like the moment Liou launched the app with the help of a $10,000 grant bubble and look at things from a enough to be trained just for the dents went to Montgomery, Ala- most likely centered on educa- had passed.” from 4.0 Schools, an education innovation invest- different perspective,” he says. medical side of his job. bama, and Atlanta to meet with tion law. It was while taking Associate Professor Karen Bren- ment group in New Orleans. Since going live, she has “I also wanted to develop skills “Nontechnical skills are be- policymakers and local leaders. “So much of my heart is in nan’s Designing for Learning by Creating class (T550) received positive feedback and hopes to make the app very different from what we do ing recognized as more impor- They also met with staff at the education,” he says. “No matter that Liou, a member of the Technology, Innovation, and more accessible by expanding to other platforms and at the medical school.” tant for doctors,” he says. That Equal Justice Initiative and the what is being talked about, it al- Education cohort, began creating a tool that would allowing teachers to add their own scenarios. That chance was possible includes research skills, under- Southern Poverty Law Center. ways takes me back to education. prepare educators for dealing with microaggressions in Liou is currently earning her Ph.D. in social studies because of the Zuckerman Fel- standing what it means to lead, These kinds of experiences, If young people aren’t given the their classrooms. What she designed was Upstander, education from Columbia University, studying peda- lows Program, a 15-year-old full and being a better communica- and being based at an education tools to be active, engaged citi- a free app comprising examples of microaggressions gogy that supports youth activism. Although that work scholarship program that al- tor. He’d also like to teach oth- school, says Noisette, a recent zens, everything policymakers that teachers can use like flashcards to practice their isn’t directly related to microaggressions, she sees a lows people from business, law, er physicians someday, and so law school graduate, have helped and reformers come up with is responses. Categories include gender and sexuality, connection between her research and Upstander. and medical fields to get public learning about learning was key him focus on his interest: equity that much harder to make hap- race, class, and more. “Being comfortable and empowered to address a service degrees at one of three to choosing the Ed School. and inclusion. pen. When we think about chal- A card on Upstander might offer a scenario where a microaggression,” she says, “is a pathway to seeing Harvard graduate schools: the “I also wanted to learn about “Being at the Ed School has lenges of equity, we have to look teacher overhears students saying, “That’s so gay.” The yourself as someone who can make change in your Ed School, the Harvard Kenne- educational theory,” he says, let me dig deeper into the how at housing, jobs, and legislation, deck guides the user through questions to think about. school community or your community.” dy School, and the Harvard T.H. “and I’ve gained a much better and the why around these issues of course, but we also have to For users who are unsure, the app also provides exter- Chan School of Public Health. awareness of how teaching and and has pushed my thinking,” look at schools.” nal resources for further reading for each scenario. ANDREW BAULD IS A FREQUENT CONTRIBUTOR TO ED.

Illustration by George Wylesol Photograph by Tony Luong

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2018–19: School Year Rewind

AN A-TO-Z REMINDER OF THE MEMORABLE EVENTS AND ISSUES FROM THE PAST ACADEMIC YEAR

A D K W Y

The student-run Eight storytellers 7 KAREN K AND THE The YULE BALL, the ALUMNI OF COLOR shared their personal JITTERBUGS held a school’s student fall CONFERENCE was stories at this year’s free concert for Ed formal, brought danc- held again in March. DOUBLE TAKE events. School families in ing and dress-up to This year’s theme was October complete the Hyatt Regency in “Homecoming: Past, with bubbles and bass November. Present, Future.” E player bunny slippers.

ENCOURAGING 1 WON’T YOU BE Z B L MY NEIGHBOR?, a WORDS left on a white 12 board in Gutman on film honoring Mister 13 the Wall of Encourage- LENTILS, courtesy of Rogers, was screened Professor Fernando in Askwith Hall in ment included “you N P S U Reimers, were on the October and included are awesome,” “it gets menu in October at the producer, Nicholas better,” and “keep The new school year 1 The Ed School com- UNDERGRADS need the first official HGSE Ma, and the sweater pushing, it will pay off!” included a NEW DEAN: munity celebrated new not apply. In October, Team Cuisine Potluck professor and former Harvard PRESIDENT the inaugural Harvard and sneakers that Dinner for students. academic dean Bridg- LARRY BACOW in Grad Fest held at the Fred himself wore. F G I J et Terry Long. the fall with welcome newly opened Smith 1 ZIAUDDIN 1 BAN KI-MOON, signs and jump shots. Campus Center was a YOUSAFZAI, the former secretary-gen- M X 5 FORMER FIRST GUTMAN’S RENOVA- J-TERM brought lots chance for grad stu- father of Malala eral of the United O LADY MICHELLE TIONS dominated the of amazing sessions, dents and their fami- Yousafzai, spoke in Nations, stopped by 5 MARTIN LUTHER Q 5 Halloween was made Ed campus scenery this including Improv for lies to meet people December to students OBAMA KING BOULEVARDS X-TRA SCARY this year Professor Fernando academic year. Educators, Ethnic 5 In September, stu- 1 Faculty SNAPPED on campus about be- School counseling across the country, outside their schools. when students took Reimers’ class in Studies and Educa- dents quickly realized QUICK: The adjec- SELFIES for Instagram ing a change maker in students happy in and the role they play a field trip to Salem, October and offered tion, Slow Looking, at the OSA SCOOP- tive many master’s to mark the first day of education. October when she do- H in helping to shape Massachusetts for a advice about the and Thanks for the FEST that grad school students (about to be the school year. V nated much-sought- their neighborhoods, haunted happenings importance of Feedback: The Science includes not just graduates) would use after tickets to her were the focus of a scavenger hunt. education for refugees. HARVARD PAN-ASIAN and Art of Receiving lectures and papers to describe the pace VOTING and the mid- #IAmBecoming tour. 1 course called Beloved GRADUATE STUDENT The school’s new Feedback Well. but something much of their academic year T term elections were a C ALLIANCE hosted ac- INNOVATION STUDIO Streets: Race and Jus- sweeter: ice cream. at the Ed School! big topic in the fall and tors from Kim’s Conve- opened on the third tice in America. TRANSGENDER DAY included the Harvard nience and Fresh off floor of Gutman. The OF REMEMBRANCE Votes Challenge, a #CONSCIOUS R the Boat for a discus- makerspace includes was held on Novem- university-wide effort HARVARD, a project sion on Asian identi- a 3D printer and tools ber 20. Members of challenging students launched in the fall RESEARCH took cen- ties and stereotypes. for laser cutting, sol- hgse_queered and to do their part to by President Bacow’s ter stage in March at dering, sewing, and all the Office of Student increase voter regis- Innovation Fund and kinds of creativity. the annual Student tration and participa- hosted by the Ed Affairs displayed a Research Conference. tion among eligible School in the fall, banner with the names students. invited members of the of people killed by Harvard community to transphobic violence comment about their over the past year. experiences of belonging at Harvard. JILL ANDERSON; IMAN RASTEGARI IMAN ANDERSON; JILL

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RECESS

Rachel Eisner, Pedagogy of Succulentist the Obsessed

A PODCAST STARTED BY FOUR STUDENTS GETS AT THE HEART OF WHAT’S GOING ON IN CLASSROOMS

STORY BY EMILY BOUDREAU, ED.M.’19

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A group of four friends sit that focused on their area of ex- teacher. They’ve brought in par- Though the podcast is gain- at an oval table on the pertise. Peeples took on what ents to discuss special educa- ing an audience, all four students third floor of Gutman Li- makes an effective teacher. tion. And the nature of a podcast will be starting their residencies brary. Instead of gather- Chavarin-Lopez looked at lead- helps draw in an audience. in 2019, and finding time to sit ing over a cup of coffee, as most ership sustainability. Mercer “What I love about a podcast and talk will be challenging, Par- friends might, they are gathered focused on leadership develop- is that it’s literally a voice in your rott-Sheffer says, but worth it. around a large microphone and a ment, Parrott-Sheffer on early head. There’s an intimacy that “Even if it wasn’t being re - tangle of wires. Ed.L.D. students childhood education. comes with podcasting and ra- corded, the conversations have SHANNA PEEPLES, ADRIANA CHAVARIN- Without much prior knowl- dio,” Peeples says. “A lot of our been so valuable. On some level, LOPEZ, JIM MERCER, and ADAM PAR- edge of podcasting, they drew stories talk about risk and loss it’s almost just selfish — we get ROTT-SHEFFER are talking about on their backgrounds to boot- and vulnerability, and podcast- together and chat. Those sorts of the importance of storytelling as strap the project together. Mer- ing brings that alive in people’s things make the stuff like getting a political act. But this isn’t the cer was a DJ and has a nephew voices in a way that couldn’t hap- it uploaded worthwhile.” usual Ed School conversation who is into recording, so he’s pen if we wrote it.” The group is confident that about education as a force of in charge of sound and creat- With 5,000 downloads, lis- future Ed.L.D. students will con- change. This conversation will ed a jingle. Chavarin-Lopez’s teners in 38 states, and down- tinue these conversations. be recorded, edited, and down- daughter helps with Garage loads in every continent except “The biggest compliment will loaded in the form of a podcast Band. Peeples was 2015 Na- Antarctica, Pedagogy of the Ob- be if, years from now, we’re given for listeners across the country. tional Educator of the Year and sessed has a wide reach and is the opportunity to participate in The Succulent Society, as posh as it sounds, actually started as a bit of a joke.  “Being from California, I love my succulents The group started Pedagogy of brings in guests like former being used to spark discussions a podcast, having gone out and — so much so that I was talking to another student about how I was thinking about using them as centerpieces for my West the Obsessed as their final project Secretary of Education John in many schools and districts. changed the ed sector,” Mer- Coast wedding next year,” says RACHEL EISNER, ED.M.’19, an Education Policy and Management student. “My roommate Danielle for one of Associate Professor Jal King. Parrott-Sheffer coordi- Chavarin-Lopez, for example, cer says. “To be the subject of a interjected and asked us what succulents were. Though she was serious, it became a running joke between us, and I told a few Mehta’s classes. The idea came nates scheduling. posted an episode to a social me- podcast that’s still going on here people that I needed to create a succulent club to help educate the East Coast on their woeful lack of greenery knowledge. To to them at Petsi Pies after read- While all four creators have dia group for educators and got would be great.” my surprise, many people responded with excitement and enthusiasm to the idea, and thus the Succulent Society was born.”  In ing the work of educator Paolo worked as teachers and in leader- questions from principals asking time, the club would meet, usually at someone’s apartment, as a way for students to relax and have fun around a no-stress activ- ity related to succulent plants. At the first meeting, they painted flowerpots and learned how to replant. Students later shared Freire. How could they come up ship positions, bringing in other about the topic of leader sustain- clippings from their plants with one another.  Asked why specifically succulents and not another type of plant, Eisner says the WILL BE with a way to start examining voices is a goal. In one episode, ability. “Just sparking that kind EMILY BOUDREAU  GRADUATING THIS SPRING FROM main reason is that they are low maintenance. “A group of us immediately bought plants in our first few weeks here, and just the system constructively? Each they talked with students about of conversation,” she says, “has THE EDUCATION POLICY AND as immediately they all began to die because who has time to take care of a high-maintenance plant with our high-maintenance member put together an episode the importance of having an out been rewarding.” MANAGEMENT PROGRAM schedules,” she says. “We went with succulents because they have the ability to self-propagate and require very little care.” LH

Illustration by George Wylesol Photograph by Matt Kalinowski

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WHO STOLE MY CHILD? GHOSTS IN THE SCHOOLYARD Carl Pickhardt Eve Ewing

With more than 15 books on parent- EVE EWING, ED.M.’13, ED.D.’16, knows Chi- ing, author and psychologist CARL cago. She grew up there. She taught there. PICKHARDT, ED.M.’66, has tackled Now she’s back as an assistant professor everything from screaming to boomer- at the University of Chicago. So in 2013, ang kids to why good kids act cruelly. when Mayor Rahm Emanuel announced ON MY BOOKSHELF In his latest, Who Stole My Child?, that the city was going to close 49 schools Pickhardt wrestles another thorny in an effort to combat massive debt, sag- topic: adolescence. With easy-to- ging enrollments, and schools with low follow language, Pickhardt navigates test scores, and the move was met with parents, caretakers, and teachers fierce opposition, Ewing wondered, “if the Aaliyah El-Amin, Ed.M.’13, through the often confusing stages of schools were so terrible, why did people that age. Being prepared and know- fight for them so adamantly?” In her new ing what developmental changes to book, Ghosts in the Schoolyard, Ewing Ed.D.’15, Lecturer anticipate during this period in a kid’s explores that question and encourages life (roughly ages 8 to 18) can help any district considering closures to ask significantly during what Pickhardt additional questions such as: What does calls “the harder half of parenting.” this institution mean to the community? WHAT ARE YOU CURRENTLY READING? Octavia Butler’s Wild Seed. Who gets to make the decisions? And how do race, power, and identity inform what WHAT DREW YOU TO IT? Octavia Butler is everything. I have read many of happens? her books, but somehow missed the Patternist set. Butler was a genius ICAN! A YOUNG WOMAN’S GUIDE at storytelling, centering blackness, and offering both a deep critique of TO TAKING THE LEAD society and systems of oppression and painting a vision for the possibility Joanne Grady Huskey and Holly Rodgers Wescott of a new world. She was my first introduction to good science fiction and to Afro-futurism. I also have always admired not only her skill and wisdom as For many years, JOANNE GRADY HUSKEY, ED.M.’78, and Holly Rodgers Wescott have been working a writer, but also her profound strength as a black woman. I read an article with young women through the leadership training about her once where they published a list she made for herself of everything organization they started, iLive2Lead. This book is “WE DARE SAY LOVE” she wanted to achieve. Everything on that list, written in her handwriting on based on the training curriculum they developed Jarvis Givens, Na’ilah Suad Nasir, a lined piece of paper, she made happen. If I were a novelist, I would want to and share with young women at their summits. and Christopher Chatmon However, as they write, the book is meant to write with her spirit. If I were living my best life, I would live with her strength. help not just the young women they have already In this collection of essays, the edi- worked with, but also young women around the tors, including Assistant Professor FAVORITE BOOK FROM CHILDHOOD? Gosh. That is an almost impossible ques- world who want to learn the skills necessary to Jarvis Givens, look at what it means tion. I was a voracious reader. A treat in my house was a trip to the bookstore. articulate and execute the ideas they have as they to educate black male students in a Some favorites are anything Nancy Drew (I was into mysteries), most things try to make change in their communities. large urban district. Specifically, they 16 Judy Blume, The Baby-Sitters Club (I was into coming of age stories, too), look at the African American Male 17 A Wrinkle in Time, Anne of Green Gables, I Know Why the Caged Bird Sings, Achievement Initiative in the Oakland Unified School District in California, and Archie and Veronica comics. (Do they still make those?!) a program that is rooted in love and success for black males. “We are FAVORITE BOOK YOU READ TO YOUR STUDENTS WHEN YOU TAUGHT: I loved read- not all the same!” one author writes ing to my kids as an elementary school teacher. We read aloud every day. I in his chapter. “This book offers an truly believe in it as a way to engage young people in the power of books and DARK HORSE anti-deficit, anti-essentialist per- storytelling. I think the best way to answer the question, though, is not what Todd Rose and Ogi Ogas spective of black males’ performance in schools and gives nuance to the I liked to read to them, but what they liked to hear. Some of my kids’ favorites In his latest book, Lecturer TODD ROSE, stark realities that young men face were Bud, Not Buddy; The Skin I’m In; The BFG; and The Lion, the Witch, and ED.M.’01, ED.D.’07, faculty director of the — some thriving, some struggling, the Wardrobe. Mind, Brain, and Education Program, and some making progress, others seek- Ed School visiting scholar Ogi Ogas, look ing a place to be recognized for their WHAT BOOK HAVE YOU ASSIGNED TO YOUR HGSE STUDENTS THAT ALL EDUCATORS at women and men who have achieved full human potential.” SHOULD READ? Carla Shalaby’s Troublemakers. Shalaby, Ed.M.’09, Ed.D.’14, great success despite being, as the title does an amazing job reminding us that this work — education — is human points out, dark horses — the winners nobody saw coming. Some of these dark work. It is fundamentally about humans (teachers and adults) trying to con- horses did poorly in school or dropped nect with and learn alongside other humans (young people). If we think really out at various stages. Some did well hard on that, then we might have some other important conversations in but switched careers and followed an education, like the ones she raises about love, relationships, care, and walk- unorthodox path to success. What they found was that there wasn’t one defining ing alongside people in the struggle. character trait they all shared, such as a desire to prove themselves to the world. FAVORITE SPOT TO CURL UP WITH A BOOK? By myself: in my bed, wrapped in my Instead, the one common thread they did blanket. With my niece: anywhere when she says it is a good time to read. discover: Dark horses are fulfilled. NEXT UP: Wild Seed is the first book in a series, so I am in that one for the long, amazing ride! After that, Bettina Love’s We Want to Do More Than Sur- vive: Abolitionist Teaching and the Pursuit of Educational Freedom.

FOR A FULL LIST OF BOOKS FEATURED IN THIS ISSUE: GSE.HARVARD.EDU/ED. IF YOU’RE PART OF THE ED SCHOOL COMMUNITY AND YOU’VE RECENTLY PUB- LISHED A BOOK, LET US KNOW: BOOKNOTES@GSE. HARVARD.EDU

Photograph by Ekaterina Smirnova

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THE HEADLINES FOR THE past year have been dominated by stories about a group that often doesn’t dominate the news cycle: teachers. We read (and continue to read) pieces about teachers striking all over the country. There were stories about teachers-turned-activists and teachers running for — and winning — political office. Many stories focused on teachers struggling to make ends meet, and polls about American parents who don’t want their children to become teachers for just that reason. Teacher shortages, teacher unions, teacher diversity, teachers armed — the list was nearly endless. This issue of Ed. continues some of those headlines as we focus our feature stories and many of our shorter pieces on the group that we know is the most important factor in 18 Not final art 19 students doing well: our teachers.

The ILLUSTRATIONS BY GREG MABLY Teacher PHOTOGRAPHS BY Issue JONATHAN KOZOWYK

A Special Report HERE CREDIT

Illustration by John Doe

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grams like the one at the Baldwin is becoming stronger and stronger over time. Over the past several decades, research has shown that good preschool programs for three- and four-year-olds can It’s Not Just have significant positive effects on children’s literacy, language, and mathematical skills; and on their ability to regulate themselves and interact success- fully with peers. Two important decades-long lon- a Job, It’s gitudinal studies, the Carolina Abecedarian and Perry Preschool Projects, have shown effects not just on academic skills but on life outcomes. The students enrolled in these intensive programs, over time, have been more likely to complete school, a Profession have earned higher wages, and have been less likely to commit crimes or use drugs. We know that early childhood education is critical. We Policymakers and researchers, including those have the data, we know the science. Yet pre-K teachers are at the Ed School’s Saul Zaentz Early Education Ini- often thought of not as professionals, but as babysitters. tiative, are also coming to understand that the early The pay is low; teachers often don’t need college degrees. childhood years, before children go to kindergar- The quality of programs and centers is varied. What ten, represent a “sensitive” period when children’s would it take to connect what we know with what we do brains are both more receptive to positive learning and actually transform the profession? environments and more vulnerable to negative experiences than at any other time. However, in a STORY BY KATIE BACON 2007 paper put out by the Center on the Develop- ing Child at Harvard University and the National Scientific Council on the Developing Child, the authors highlighted “a persistent tolerance in our society for poor-quality care and education in the 20 N A FRIGID WINTER MORNING in Boston, a group of early childhood period” even though “research prekindergarteners gathered on a cozy rug in their shows that staff knowledge and skills are among bright classroom at the Baldwin Early Learning Pi- the most important determinants of the impact of lot Academy, five of them pretending to be snow- early childhood programs.” men melting in the sun. All of them sang together: As those words suggest, there’s a wide gap be- “Five little snowmen standing in a row, each with tween the importance of a high-quality education a hat and a big red bow. Out came the sun, and it during the preschool years, the knowledge that stayed all day. One little snowman melted away.” teachers are the main drivers of quality, and the One child collapsed to the floor, mimicking a melt- willingness of our society to invest in those teaching snowman, then crawled over to the rest of his ers. As the Zaentz Initiative points out, only two in classmates. The lead teacher asked them how many 10 children have access to a high-quality early edu- snowmen were left. “One! Two! Three! Four!” they cation experience. shouted, punctuating each number by jumping When it comes to salary, the median wage for in the air. “How many snowmen have melted?” all childcare workers is $10.72 per hour, according “One!” The song continued. to the National Association for the Education of Without fully realizing it, the children were Young Children (naeyc), and includes home care practicing math skills and language skills through providers and preschool teachers in all settings. rhyming, all while having fun singing, jumping, “These suppressed wages come at a significant and dancing. Even less obviously, the teachers cost to taxpayers,” the organization reports. More were working with the children on social dynam- than half — 53 percent — of workers in the industry ics too — things like negotiating who got to be the receive public assistance of some kind to support last snowman standing. It was a small moment, but their own families. for the teachers, there was a lot backing up a scene Meanwhile, in most states the only requirements like this one. All of the Boston Public Schools early for teaching young children are a high school de- education teachers have a set curriculum they can gree and a background check. While there is debate draw from. They receive coaching on that curricu- over whether having a bachelor’s degree should lum, professional development, and time to reflect be required for early education teachers, experts on their practice with others — to figure out what’s agree that teachers do need a base of knowledge not working and how to adjust it. about brain development, along with many other The argument for high-quality preschool pro- skills, including the ability to teach using play, to

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support children at different stages of develop- tion built into local public school systems, to com- gram administration in the Massachusetts Depart- ents — inform scalable solutions that best comple- ment, and to spur the complex thinking and prob- munity-based preschools in the local ymca, to a ment of Early Education and Care. “When the state ment our nation’s rich cultural, linguistic, econom- lem solving young children are capable of with the family program in a grandmother’s living room. was supporting childcare through programs like ic, and programmatic diversity?” right scaffolding. As Rhian Evans Allvin, the ceo Within that system, the quality of the programs welfare or wic, it was so parents could go to work, Many experts believe that the key to raising the of naeyc, puts it: “You can’t pluck someone off the varies widely. not so children could learn. As we’ve learned more level of early education lies in thinking carefully street; they have to know how to capitalize on this Suzanne Bouffard, the author ofThe Most Impor- about the development of the brain and about the about how you elevate it to a true profession. phase of life. There’s a pedagogy for early learning tant Year: Pre-Kindergarten and the Future of Our support families need, people’s understanding has “I don’t think that the world has yet fully under- that requires professional preparation.” Children, and a former researcher at the Ed School, grown, but the infrastructure hasn’t grown with it.” stood or embraced the idea that to get to a system According to a 2016 report by the Center for the says that given the range and number of preschool Building a strong infrastructure is the goal of that actually works, that lives up to the science and Study of Child Care Employment, “our system of programs state to state, “to some extent it’s impos- many in the field, as a way to buoy the lives and ex- works for families, that we have to take an approach preparing, supporting, and rewarding early educa- sible to answer how many kids are in the types of periences of both children and teachers. One of the that is about professional support and profession - tors in the United States remains largely ineffec- programs we’d like them to be in,” but points to groups thinking strategically about how to trans- alizing the workforce,” Jones says. “There’s still a tive, inefficient, and inequitable, posing multiple two longitudinal studies that sampled programs form the profession are the people at the Zaentz Ini- kind of ‘let’s get the right curriculum for the kids’ obstacles to teachers’ efforts to nurture children’s over time in a range of different states. The basic tiative, led by Professors Stephanie Jones and Nonie as opposed to ‘let’s build the right system for adults optimal development and learning, as well as risks takeaway, as she described it, was that there was “a Lesaux. They argue that while there’s significant who have the competencies to do the work.’” to their own well-being.” small number of great programs, a small number “ OUR SYSTEM data showing that high-quality early education can She explains that the Zaentz Initiative’s ap- Or, as Lei-Anne Ellis, who is the early childhood of terrible programs, and most of the programs are OF PREPARING, shape people’s lives in a positive way, there’s little proach to building teachers’ competencies is to director for the city of Cambridge, says, “You’re somewhere in between, in the mediocre range.” science to guide us on the specific ingredients that train and develop leaders in the field (directors of asking teachers to be educated on child develop- There are also radical differences in pay and SUPPORTING, lead to such care. centers or groups of centers, policymakers, and ment, on math and science, and to have enough benefits. Boston’s preschool teachers, for instance, AND REWARDING As a way to identify those ingredients, the Zaentz others who influence the working conditions of ed- background knowledge to feel comfortable teach- are on the same pay and benefit scale as teachers EARLY EDUCATORS Initiative is conducting a population-based study of ucators) in the science of early learning and how to ing them to children. And you’re expecting them to in the K–12 system ($59,100 for a first-year teacher IN THE UNITED nearly 5,000 three- and four-year-olds and their child- apply it to early learning settings. “If you are trying clean up, do menu planning, and curriculum plan- with a master’s degree). By comparison, the me- STATES REMAINS care settings, a representative sample of all those in to build capacity, individual teacher by individual ning for peanuts. To me it verges on the insane. And dian hourly wage for all preschool teachers in the Massachusetts. Lesaux points out that while smaller teacher, you would be making an important but tre- yet, we know that the first three to five years are key state in 2017 was $15.71 (71 cents more than the LARGELY studies have been done of formal settings such as mendous investment in a very piecemeal approach. to children’s development. If you believe that, why state’s new minimum wage). INEFFECTIVE, the preschool classrooms within the Boston Public But if you target leadership and strategic decision- aren’t you giving the early educators better pay?” Winifred Hagan, an expert in early childhood INEFFICIENT, AND Schools, this study is the first of its kind in that its goal making, you are influencing the system through a Amy O’Leary, who directs Early Education for education who is an associate commissioner in INEQUITABLE, is to study the whole range of childcare settings. funnel that potentially reaches many, many more 22 All, a campaign of Strategies for Children, and is Massachusetts’ Department of Higher Education, POSING MULTIPLE “There’s been a series of small-scale studies and has a little bit more durability or sustainability 23 president of the naeyc governing board, agrees calls this bifurcated system “really problematic. In OBSTACLES TO of the very formal center, like the Boston Public in the system.” that there’s a gap between what the research tells the public schools you can make a living wage and Schools’ approach to doing it in classrooms. But if Allvin, ceo of naeyc, agrees that a major tool us and what we’re willing to invest. “We as a soci- have benefits, but in the other systems you can’t; TEACHERS’ you think about it, it’s a little boutiquey,” she says. for raising the quality of the system is to address ety don’t believe the research because if we did, we there’s no equity or parity. People are at poverty EFFORTS TO “The issue is that many kids are not even in those the status of the adults who teach in it. “The floor would change the way we spend money. The brain wages, which doesn’t exactly incentivize them to NURTURE settings to begin with. So if we’re going to try to of quality should be such that parents can choose development research is very strong,” she says. increase their qualifications.” CHILDREN’S both improve and scale the system, at least the re- from either high quality or high quality. Right now, But as she sees it, the public’s willingness to in- The current bifurcation of preschool grew out OPTIMAL search needs to reflect the kinds of places where the cost, wages, and quality all don’t match up. vest is slowly changing, in cities and states across of a historical split between nursery schools and DEVELOPMENT kids actually are.” There’s great evidence that quality really matters, the country. O’Leary pointed to a recent announce- lab schools on the one hand, focused on educat- At a time when many states and cities are work- that it really differentiates outcomes. And having a ment by the governor of Rhode Island, Gina Rai- ing young children for a few hours a day, and the AND LEARNING, ing to radically expand their systems for early professionalized workforce is key to that quality.” mondo, that pre-K was her issue and every four- childcare industry on the other, focused on provid- AS WELL AS RISKS childhood education, including Massachusetts; year-old in the state could have a spot. “We didn’t ing parents with a place where their children could TO THEIR OWN Illinois; Washington, D.C.; New York City; and hear governors saying those things before, so we be while they worked. Hagan describes how this WELL-BEING.” Denver, Lesaux argues that “you need to link the WHAT WOULD BUILDING the right system for adults certainly are climbing up a hill of public under- second category was tied into three social-welfare science to the policy in order to get this right.” But mean in practice? What would raising up the pro- standing, but I think we still have a long way to go.” efforts when the government wanted to encourage right now, she continues, “the expansion plans are fession mean? One widespread idea is that in or- Katy Donovan, the director of Harvard Univer- women to enter the workforce: during World War really missing the improvement piece, which is, der to be really recognized as a profession, the field sity’s network of childcare centers, sees this gap II, when the men were off fighting; the War on Pov- how do we do this really well, and when we expand, needs to have an overarching structure, with acces- with parents, too. “I want so hard to believe that erty, when Head Start was created; and the welfare how do we simultaneously improve on this?” sible and clear “on-ramps” to different levels. In the there’s an increasing understanding of the value of to work movement of the 1990s. In all three cases, In a December 27, 2018, piece for The Washing- field of medicine, for instance, doctors, physicians quality early childhood, but for so many families, Hagan explains, the qualifications and wages of ton Post, Jones and Lesaux described the kind of assistants, nurses, medical assistants, and more all this is such a short-term problem,” she says. “It’s workers entering the childcare system were de- features they’re trying to identify with the study. work in the same place, but they get to their posi- a three- to five-year problem: Who’s going to take pressed, in order to create a larger pool of workers “What types of caregiver–child interactions and tions by following different pathways, which are care of the kids, who gets to go to work today.” to choose from while keeping the cost of childcare routines promote young children’s early social- well-defined and carefully regulated. The exact down. Hagan sees a direct line from these policies emotional growth across all of the different setting training they need for each level is clearly delin- to the bifurcated situation of today. types?” they write. “And how do caregiver compe- eated and transferrable from place to place within THE PRESCHOOL SYSTEM in the United States is Over time, society’s expectations for what pre- tencies such as their use of language and their abil- the United States. diffuse, running the gamut from private programs school can and should be have evolved more quick- ity to manage their own emotions impact children’s For early childhood education on a national with very low teacher–student ratios that cost up- ly than the early education system itself, explains growth and development? In turn, how might what level, for example, naeyc is working on a program wards of $2,000 a month, to free preschool educa- Anita Moeller, the deputy commissioner for pro- we learn about these features — the critical ingredi- called Power to the Profession, in which teachers

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could be certified at three different levels, drawing their own ability to self-reflect and say, ‘okay what in Cambridge, “In our 15 sites, there are three pro- quality education, then we believe the public sector from the same core competencies but at different happened in my day today? How can I improve on grams looking for teachers of three- to five-year- plays a role in that marketplace.” depths. In Massachusetts, Hagan pointed to the that tomorrow?’ And you need skills to be able to do olds; they can’t find them with a BA willing to work Some, like Anita Moeller of Massachusetts’s De- state’s Career Pathways Grant encouraging com- that. Because it can be challenging.” for this salary. You raise the quality of our teachers partment of Early Education and Care, talk of how munity colleges to expand offerings in professional The city of Boston has gone a different route, and you lose them, so there’s high turnover.” different the landscape would be if early childhood development and certification — in other words, to creating a link between their well-established pub- Lastly, early education workers, particularly education were considered a right, as is K–12 educa- “figure out on-ramps” for those in the field. One lic preschool program and local community cen- those who work in community-based centers, are tion in this country. such on-ramp would be a coordinated pathway ters that provide childcare. Funded by a federal more diverse than any other group of educators in “If early education was an entitlement, and to an associate’s degree in early education, which Preschool Expansion Grant, the program provides the United States. Maintaining and creating a vi- if the funding was there to support it as such, we would involve a handful of online courses in foun- year-round tuition-free schooling for four-year- brant ecology of high-quality community-based would be in a different place,” she says. “I sympa - dational topics that would be accessible and afford- olds whose families live below the federal poverty care is one way to support this vulnerable part of thize with parents who try to support their kids as able for people in the field. line. The program has provided coaching, profes- the workforce. best they can; I sympathize with programs trying Two cities in Massachusetts have been testing sional development, and, importantly, higher sal - As Bouffard explains, “There’s a really valu- to support parents as best they can with what they out programs that expand access to high-quality aries for teachers while at the same time letting able and vital workforce of people, mostly women, have. We have to combine all our answers.” programs while providing more professional sup- them draw on the curriculum, infrastructure, and staffing those community centers Lesaux points out that there is already a good ports for teachers than they otherwise would have, expertise of Boston’s well-regarded system. who are reflective of the commu- deal of public money and investment going into the as well as drawing some outside funding into the According to Jason Sachs, executive director for nities they serve, so a lot of them system of early childhood education. system. Cambridge is in the third year of a pilot early childhood in Boston Public Schools, the city is 2017 Median Hourly Wage are not necessarily college-educat- “Every year, across every state, millions of dol- program through which families are offered need- hoping to significantly expand the partnership. As ed; many come from low-income lars are spent on childcare in one way or another, based scholarships to private preschools in the city. he describes it, “We have two tracks: Some commu- backgrounds; many are immi- through the federal dollars and the state dollars,” As part of the program, the centers may sign on for nity centers are ready to work with us. Others, we’ll grants; many have a primary lan- she says. “They are pushing out licenses, pushing their teachers to receive a significant amount of make an investment in raising the quality through guage other than English. And we out grants to improve quality, pushing out work- professional development, including free classes, professional development and leadership training, “ ONE OF THE $10.72 don’t want to unintentionally deci- force development to improve strategies, investing helping them to work their way up in the field. In its working with the University of Massachusetts and BIGGEST THINGS FOR ALL mate that workforce.” in more slots, more contracts, and more vouchers first year, Cambridge gave 23 scholarships to chil- other schools to help provide that education.” CHILDCARE $ Hagan agrees and argues that for low-income families.” It’s a matter of really un- WE EMPHASIZE WORKERS 10.35 dren at eight different centers. Next year, the pro- Sachs recognizes that public preschool pro- FOR HOME CARE part of finding a workable solution derstanding the marketplace and using the funds gram will expand to 60 students at 16 sites. grams may not be right for all children — for in- TO OUR TEACHERS PROVIDERS to the problems in our childcare in a smart, strategic way. Ellis, who is running the program for the city, stance, parents may need more childcare hours or IS THAT THE system will be building an edu- But it also may be about drawing on new sources ONLY WAY WE’RE 24 points out that “what we do around the profession- want a smaller setting for their children. But the $ cational system that takes these of funds. Hagan points out that businesses benefit 25 alization of the field is quite unique in the sense of goal is that the quality of the experience is consis- GOING TO GET 13.94 workers, their needs, and their when their employees have high-quality childcare we give people the coaching, the mentoring, the tent. “If the child is not going to go to the Baldwin THERE IN TERMS FOR PRESCHOOL skills into account. to rely on, yet they are not asked to pay into the communities of practice, and free professional [School] and their family chooses Head Start, we TEACHERS IN $ “We don’t want to change the system. “This workforce really matters to the eco- OF FEELING ALL SETTINGS 22.54 development.” It’s one small way of addressing a should make sure that Head Start offers the same FOR PRESCHOOL tremendous asset of the diversity nomic future of Massachusetts and the country,” large systemic problem and offers a model for how quality experience. That’s the commitment.” LIKE THIS IS A TEACHERS IN of this workforce. They are a good Hagan says. “This industry makes a great deal of people can advance in the field in a way that’s both There are several arguments, from both the PROFESSION IS SCHOOLS ONLY match for our youngest citizens,” other work possible. There’s got to be a mechanism affordable and accessible. family perspective and the worker perspective, for TO TREAT she says. “We don’t want to put for the businesses and corporations that benefit to Donovan, with Harvard University’s network of a mixed-delivery system, drawing on many types IT THAT WAY up standards that serve as barri- pay into the system.” childcare centers, which are part of the scholarship of settings. While public schools provide a strong OURSELVES.” ers. Instead, we should focus on Wherever the funds come from, Amy O’Leary pilot program, argues that offering a path for pro- infrastructure and can support higher levels of pay, competency-based education and of Strategies for Children and naeyc argues that fessional advancement benefits not just the teach- most public school principals don’t have experience being able to assign a value to what there’s been an increasing awareness in her field ers but the students as well. in early education, and the pressure that public people already know and do.” that the way to strengthen the system is to focus Source: National “I know so many people who have said, ‘I would schools feel to teach to the test can filter down even Association for Policymakers in this space talk resources on early educators themselves. stay forever if I could.’ Finding a way to sustain to the preschool level, to the detriment of young the Education of about the “childcare trilemma” — “The question is, if we spend more money to our workforce would allow us to increase qual- children’s learning experiences. Young Children trying to find that very difficult- bal support educators, will we see better outcomes for ity all over the place. If I could find a teacher and “Principals are under a lot of pressure to prove ance of quality, compensation, and children, more stability for families? And will this train him or her and have him stay, that option is that children are producing outcomes,” Sachs says. affordability. “It’s a three-legged partnership between community-based programs so much stronger than having people come in and “So they look for the easy things for children to stool,” Denis explains. “You want teachers to get and the public schools materialize?” she says. “And come out,” she says. produce. If you ask kids important questions, give paid well, parents can only provide so much, so the I would say yes, yes, and yes.” Christina Denis, who is a quality coach in the them the room, time, and space to really provoke third leg is the quality piece.” KATIE BACON IS A WRITER WHO HAS WRITTEN FOR THE Cambridge program and formerly directed a cen- their thinking in meaningful ways, they produce Many argue that the only way to provide high- ATLANTIC, THE NEW YORK TIMES, AND THE BOSTON GLOBE. ter, talked about the important role of ongoing pro- great stuff, but teachers need time to document it, quality care in a consistent way is to subsidize the fessional development in the classroom. and it’s not in the form of quick, constrained skills.” system, whether through local funds, state funds, “I think one of the biggest things we emphasize In addition, while it’s obviously good that public or federal funds — or probably some combination to our teachers is that the only way we’re going to preschools are able to pay teachers at a higher level, of all three. As Allvin of naeyc puts it, “What we get there in terms of feeling like this is a profes- that pay level pulls teachers from other parts of the know is that parents can’t pay more and educators 3 READ MORE ABOUT THE SAUL ZAENTZ EARLY EDUCATION sion is to treat it that way ourselves,” she says. “If system as teachers with bachelor’s degrees migrate can’t be paid less. We have to make a fundamental INITIATIVE: ZAENTZ.GSE.HARVARD.EDU teachers don’t get that opportunity for professional toward the higher-salaried jobs. decision about the marketplace of early learning. If 3 FINDINGS FROM THE ZAENTZ HOUSEHOLD SURVEY: development, all they have at the end of the day is Ellis says of her experience working with centers indeed our society wants kids to have a fair shot at ZAENTZ.GSE.HARVARD.EDU/FILES/ELS40H_BRIEF_2.PDF

HED10-FEA-CoverPackage.indd 24 4/29/19 11:50 AM HED10-FEA-CoverPackage.indd 25 4/29/19 11:51 AM HED10-FEA-CoverPackage.indd 26 26 Somewhere of Middle The teachers should consider working in them The unique strengths of rural communities and why more STORY BY STORY ELAINE ELAINE MCARDLE misunderstanding about rural America that con- that America rural about misunderstanding as a college adviser in the former coalmining coalmining former the in adviser college a as says. Tieken here,” work will area urban an in worked what that idea the and understanding of lack real a or doing’ be to need you what you tell to panied with attitude this paternalistic of ‘I’m going attention schools to is rural that a lot of it is accom educators recent error, the about me worries that grave a thing say.“One It’s education. rural in work also will schools suburban and urban in work that key in schools urban ways, from yet policymakers often assume that policies Rural different very Maine. in are College schools Bates at education of fessor thor of says them, around regions and towns the do so thrive, schools rural When communities. rural of center nerve the are often schools rural role, dominant a hold tutions there.” live and teach to individuals drawing lems prob- havenever YorkNewwill and Chicago like cities but everywhere, teachers quality deserve not do students that doesn’t mean It place. other any than schools rural these in more needed are teachers that is reality “The ly,Arkansas. Helena, recent more and City York New both in taught has says areas,” politan metro larger of glitz and glamour for the teachers schools. its be may start to place best the America, rural understand really to and it, about little know who people by perpetuated be to tinues tendencies. nativist and racist their to appealed he because Trump supported ers vot and America, white is America rural that ing voters where chose Trump by a 27-point — — margin includ America rural about pronouncements made media the and pundits political many win, N THE WAKE OF DONALD OF WAKE THE N More areas, urban in where so than other insti Rrl omnte otn e oeloe by overlooked get often communities “Rural fundamental there’sa say educators rural But KATHLEENED.M.’19JARMAN, and associate pro associate Why Rural and Matter Schools MARA TIEKEN, ED.M.’06, ED.D.’11 NATHANED.M.’19,WHITFIELD, Trump’s 2016 presidential presidential 2016 Trump’s , who spent three years years three spent who , , au , who ------work in a rural area is that you have so much to much so have you that is area rural a in work husband and Perry, and Harlan sons suburban education policies will succeed in areas areas in succeed will policies education suburban and urban that assume they when especially ful, ap proach that is ineffective,devastatingly evenharm one-size-fits-all a apply often policymakers Yet school, you’ve school,”seen one rural Tieken says. cultural and geographic schools. contexts, so do rural their on depending greatly for education. Just rural vary communities as rural dent group that provides awareness of and support - stu a Alliance, Educators Rural School’s Ed the to according country, the across students million 9 west to farmlands native schools lands, serve rural Mid to Delta Mississippi the to Appalachia From Wide Variety hopefulness.” the out left “They says. she portant, County, while “good,” missed Even something says. she very in im story recent a limited,” “is America of part portant im this of understanding Media Trump.” for voted who miners coal are parents whose kids with work areas] rural of [outside people few very that you guarantee can I “because says, country,”Marietta the of understanding your expand would It learn. community. rural a to moving considering teachers for plus a as this sees and exposed are children her She also likes the socioeconomic diversity to which their neighbors on a ofvariety education programs. work with events,and for community part in used downtown, building historic a buy to able were They Cambridge. in havenever could they lachia mother. grew dying she her for care to where part large area in up, the Kentucky, County, Harlan to Cambridge from family her 2015 in movedwith feel kindest the ings about,’” have says don’t you people the embrace people, most the radical form justice of is to social certain about ideas have you and Trump into not difference. a make to looking educators other and teachers for opportunity of lots and sense of community a strong very cluding in- overlook, typically outsiders that strengths of the problemsnosing from afar.” diag- constantly of “instead says, Jarman areas,” these in happening work innovative and resources minds and a more nuanced conversation and to get “more neededare is what communities, rural and teachers, rural schools, rural support To agrees. Pennsylvania, northeastern in Nanticoke, of town ETTA, ED.M.’13,ETTA,ED.M.’15 “One thing I “One tell is, ‘If people thing the time you’reall have number a communities and schools Rural “There’s a saying: When you’ve seen one rural rural you’veone When seen “There’ssaying: a to someone urge would I reason biggest “The including family, her and she says Marietta about Harlan Harlan about York Times New The SKY MARIETTA, ED.M.’08, ED.D.’12 , have opportunities in Appa in opportunities have , GEOFF MARI- GEOFF Harvard Ed Harvard , who who , 4/29/19 11:51 AM ------. HED10-FEA-CoverPackage.indd 27

CREDIT HERE Illustration by John Doe 4/29/19 11:52 AM 27 Harvard Ed. Summer 2019

where, for example, there is no internet service or school is not necessarily equipped to handle,” Jar- receiving the highest rating for performance. How? education, math, science, and bilingual education, no easy way to travel across vast distances. man says. Yet during her time at the high school, Among other things, by leveraging community the institute found, and in high-poverty schools. Outsiders usually misunderstand the essen- there was not a single teacher or administrator of pride in the school. For rural areas — so many of which are high- tial role that local schools play in the wellbeing of color on staff, she adds. “It was 100 percent without a doubt a testament poverty — the struggle to fill teaching vacancies rural areas, where they are central to community The growing racial diversity is one of the biggest to the efforts of our teachers, to parents really dig- is particularly daunting, according to American cohesion and pride, as Tieken detailed in Why Ru- challenges facing rural schools, and yet “no one is ging in to support their children, and a ton of com- Public Media Reports. In West Virginia, where the ral Schools Matter. That’s why the trend of closing talking about it,” Tieken says. This oversight is an munity support,” says Van Cleve, who, along with majority of counties are rural, unfilled positions small rural schools in favor of sending students to enormous missed opportunity, she adds, because others, made sure the school remained the center of for teachers more than doubled between 2013 and regional schools is so baffling, says Tieken, who is her research shows that “schools can be really im- community identity, including by hosting commu- 2017, it found. With these gaping shortfalls, rural currently studying the effects of school closures on portant forces for either promoting equity or fur- nity events. “More than anything, whether in rural schools often resort to employing substitutes who three predominantly African American communi- thering inequality. I think rural schools are unique- or urban schools, it’s important to have an environ- aren’t certified to teach the subject they’re hired for ties in the Mississippi Delta. While there is scant ly situated to promote racial equity,” not only in the ment where parents, guardians, and other student — if they’re certified at all. In one county in West evidence that transporting students to regional educational opportunities they offer but as com- influencers feel not only welcomed but wanted at Virginia, the report found, students were forced schools automatically enhances academic perfor- munity centers where people interact across racial the school by the teachers, by the kids, by the prin- to learn foreign languages online after the district mance or saves money, there is one clear result: lines. “We need to capitalize on that opportunity.” cipals themselves.” In a small community, “there is gave up trying to find language teachers. closing local schools can harm the community. a true sense of fellowship, and it is breathtaking.” After her stint as principal, Van Cleve became a “It’s amazing that politicians talk about sup- Cummins says, “When I talk about rural com- managing director of teacher leadership develop- porting rural communities but they still have poli- The Draw munities, I think about knowing entire families, ment with Teach For America in Mississippi because cies that close rural schools when we know rural Marietta is not afraid to make a bold statement that them walking in the door and me being able to talk she wanted to determine whether the difficulty her schools are crucial to rural communities,” she says. may shock her Ed School colleagues: Despite Har- “ I THINK A LOT to Grandma about the fry bread she makes that’s elementary school faced in recruiting and retaining And while it’s true that rural areas face serious lan County’s many problems, including few jobs OF URBAN my favorite and talk about the kid’s kindergarten teachers was the same in other communities. “The problems — job loss and economic devastation, and the opioid crisis, “people are much happier COMMUNITIES teacher whom I know. It’s a whole lifestyle, a way answer was a resounding ‘yes.’ We found well over lack of good healthcare and other vital services, here than in Cambridge,” she insists, primarily be- STRUGGLE WITH of being that feels so different from what I know my 700 teaching vacancies across 16 rural districts in the opioid epidemic — outside critics typically over- cause of the strong bond among residents and the friends in cities experience.” Cummins worked as the Mississippi Delta region,” Van Cleve says. look the many assets, especially the strong sense of strong sense of belonging and care for each other. SIMILAR THINGS, the gifted and talented program director in the St. Numerous studies show that most teachers re- kinship and caring for one another that holds these Twenty days after Marietta and her husband DRUGS AND Francis Indian School in South Dakota after teach- turn to work in the areas where they grew up, so one places together and can make teaching in a rural moved to Harlan County, a “radical” decision that ACCESS TO FOOD ing there. Her experience changed her life trajec- answer may be increasing the homegrown pipeline. area appealing. perplexed their friends, she says, Marietta’s mother AND HEALTHCARE. tory: After graduating from the Ed School, she says “Most teachers are likely to teach within 15 miles of 28 “There is some really, really good work happen- died of cancer. “People here embraced and loved BUT WHEN she will definitely return to a rural area. where they graduated high school,” she says. Last 29 ing in rural places,” Tieken says, including around us and supported us in a way that defied anything I EVERYONE IS “My job means families and love and care,” says year she worked with MARIEL NOVAS, a second-year rural sustainability and rural equity. As educators, could have expected,” she says. Cummins, who grew up in urban St. Paul, Minne- Ed.L.D. candidate and education leader in Boston, “we should be getting behind those good efforts Moreover, Marietta adds, “one of the things STRUGGLING sota. “For some of my kids, me showing up every on a plan for expanding homegrown educator pipe- and listening to people who live in rural areas and about an economy in transition is it opens up all TOGETHER, day means stability and survival because they can lines through residency-based and performance- seeing their needs and strengths and what’s going these opportunities to do something, to have an im- ISOLATED FROM call me if they’re in trouble, and I’m a home they based licensure models. Based on their work, the well and how can we support that.” pact in a way” unavailable in more developed parts OTHER PEOPLE can visit if they need to get away.” Mississippi Department of Education was award- of the country. Marietta has created an early child- AND PLACES, IT ed a grant from the Kellogg Foundation to pursue hood program as well as an arts program for the re- BUILDS THAT those initiatives through the Mississippi Teacher Changing Demographics gion. Her husband, former head of the century-old The Hardship Residency Program. Part of the grant will recruit Policymakers often assume rural areas and rural Pine Mountain Settlement School, is also president COMMUNITY.” Yet despite the many benefits of teaching in ru- 35 teachers, pay their undergraduate tuition, and schools are white, and in many areas that is true. of the Harlan County Chamber of Commerce and ral area, there is also hardship. Access to services place them in the classroom of a highly skilled or But about 20 percent of the nation’s 50 million ru - deeply involved in economic development. “You such as good healthcare, not to mention a gym or board-certified mentor. The grant also helps with ral residents are people of color, Tieken says, and in can build things and make it happen.” full-service grocery stores, often requires traveling licensing and these teachers make a three-year some areas, including the Deep South and on tribal Other rural educators also emphasize the sense long distances. It can be hard for a young teacher to commitment to remain teaching in their districts. lands, people of color and Native people predomi- of community they find not only irresistible, and so have a vibrant social life, and for partnered teach- Increasing salaries for rural teachers and pro- nate. The same is true of schools. Even in tradition- different from city life, but an important leverage ers, it can be a challenge for their spouse or part- viding housing — since rentals are often hard to ally white areas, there is also a growing number of for school success. ner to land a job. And rural teachers earn, on aver- find in isolated areas — are other ways to attract immigrant students, says STACI CUMMINS, ED.M.’19, co- “I think a lot of urban communities struggle age, $11,000 less per year than urban teachers and teachers, suggests the Learning Policy Institute. leader of the Rural Educators Alliance, who worked with similar things, drugs and access to food and $13,000 less than suburban teachers, according to The University of Northern Colorado recently for three years at the St. Francis Indian School on healthcare,” Cummins says, “but when everyone a Rural School and Community Trust 2017 report. launched a rural education initiative that, among the Rosebud Indian Reservation in South Dakota. is struggling together, isolated from other people The past several years have witnessed a serious other things, offers stipends for students while they For example, in Nanticoke, Pennsylvania, which and places, it builds that community.” nationwide teacher shortage due to increased stu- student-teach in rural areas, if they pledge to be- for generations has been homogenously white, COURTNEY VAN CLEVE, an Ed.L.D. candidate, spent dent populations, high rates of teacher attrition, come rural educators. Alaska, where most schools there is a recent influx of black and Latinx families seven years in Clarksdale, in the Mississippi Delta, and fewer people entering teaching, according to are in geographically isolated areas, was plagued who left nearby cities to find affordable housing. as a principal and middle school teacher. In less numerous studies. Between 2009 and 2014, there with high rates of teacher turnover. The Alaska “A relatively rapid change in demographics in than three years as principal of the Booker T. Wash- was a 35 percent decrease in enrollment in teacher Statewide Mentor Project connects new teachers a historically isolated and tight-knit community, ington Elementary School, Van Cleve oversaw a prep programs, which translates to 240,000 fewer with high-quality mentors via technology and has combined with the area’s economic woes, has led breathtaking turnaround in performance, from teachers in the pipeline, according to the Learning raised retention rates among early-career teachers to social tensions in the community, which the the school nearly being taken over by the state to Policy Institute. The shortages are worst in special from 68 to 79 percent. 3 CONTINUED ON PAGE 48

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At the end of last summer, on stage at orientation, Dean Bridget Terry Long told the 739 new students what an impres- sive bunch they were. Addressing the “imposter syndrome” many graduate students bring with them when they arrive on Appian Way, Long reassured them that they each belonged at Harvard. But she also asked the students to consider an important question: What about the people who aren’t here? “You didn’t come to HGSE just to get an education for yourself,” she said, “but to improve the lives of those who can’t be here.” She went on to say, “Whatever your greatest wishes and aspira- tions are, I hope they are greater than you. You are here to make a real and lasting difference, and there is a whole world that is eagerly waiting for you.” With this sentiment in mind, we asked 10 current master’s students who are teachers to 30think about Long’s question and 31 to answer another: Who are you here for?

Harmonie Coleman Mark Dennis 3 PROGRAM I am here for my students — unequivocally. They are the best part of my day, every 3 PROGRAM My work ultimately comes back to me. I teach to promote the growth, healing, and Teacher Education day. I look at them and see an abundance of tomorrows. I’d be remiss, though, if I Higher Education self-actualization of my students, but that is also a part of my own growth healing didn’t mention my family. I’m here for my parents, my little brother, my aunts, uncles, and self-actualization. The work that I challenge my students to do on themselves 3 TAUGHT 3 TAUGHT and cousins. I’m especially here for my grandmothers. My grandmothers were born in is also the work that I push myself to do. During my year at the Ed School, I have Students with disabilities in Atlanta, Psychology at Mission College, the ‘40s. They graduated from high school and immediately became members of the spent a lot of time thinking about the ways in which community colleges can serve Georgia, for three years. Currently teaches a public community college in Santa workforce, housewives, and mothers. My grandmothers dreamed of my life, my talents, not only as spaces for personal and professional growth, but also as individual and seventh grade ELA in Boston and after Clara, in Southern California. and my good health long before my parents resolved to bring me into the world. I am a communal healing spaces. The highest compliment I have received as an educator graduation, will continue teaching in primary benefactor of their love. My victories are theirs, too. I’m here — at this powerful Will continue teaching at Mission was from a student who said, “Your class felt like a semester-long support group.” Brooklyn, New York. place of privilege and prestige — because of them, and now I teach for them. This year, or another community college in the As I think about returning to my campus community, I’m reflecting on ways that I one grandmother will welcome her 82nd trip around the sun; the other will celebrate area after graduation. can cocreate not only classroom space that feels this way, but ultimately depart- her second heavenly birthday. Minnie Coleman Gevedon and Sharon Louise Johnigan ments, divisions, and institutions that promote the healing and betterment of the Pinkston, this is for you. whole person, their families, and communities.

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Woojin Kim Valencia Tilden 3 PROGRAM Who am I here for? My parents. Who could have known that these two im- 3 PROGRAM I was home, in Gallup, New Mexico, for the summer of 2017. I sat with my Learning and Teaching migrants from Korea would stumble upon each other in the States, work in Learning and Teaching mom at a restaurant. A young Navajo boy came to our table with beautiful construction and food services, and have a child end up at Harvard? As Min Jin earrings to sell. In one hand he had his earrings, in his other his “spin- 3 TAUGHT 3 TAUGHT Lee, author of Free Food for Millionaires and Pachinko, points out, in research- ners.” I asked about his spinners, and he lit up with excitement, telling Middle and high school Latin in Fourth and fifth grade and as a ing her third novel, many Koreans place a high value on education and will go me how he saved money for them, but wasn’t able to get the one he Houston, Texas, for three years. After literacy coach in the Reads to Lead to great lengths to attain it for their children. A degree from Harvard, for my hoped for because he had to help his family with gas money. I asked him graduation, will serve as the grades Program, Gallup McKinley County parents, reassures them that their sacrifices were not for naught. A degree from about school. The excitement drained from his eyes. In that moment, 6–12 classics department chair at Harvard indicates job security for their own children when theirs was not always Public Schools, New Mexico, and fourth I knew that I wanted to do whatever I could to be a part of the change in Flint Hill School in Oakton, Virginia. as certain. A degree from Harvard brings my parents honor, and I hope that my grade in Oahu. Will teach in the our local schools to see our Native youth excited about learning, proud life continues to do so as I teach students and colleagues, as I learn for my own Boston area and eventually move of their culture and identity, and filled with a hope for the future. I wanted personal and professional growth, and as I, deo volente, seek every individual’s back to New Mexico. for that young boy to have every opportunity to help his family and his fullest flourishing on this side of eternity. community and achieve his dreams.

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Nathan Whitfield Mandy Lauren Stein 3 PROGRAM I often reflect on why I chose a program that focuses on urban education. I was 3 PROGRAM Our work is based in Uru, a remote village at the foothills of Mt. Kilimanjaro, Teacher Education born and raised in rural Arkansas, and sitting in courses, trying to explain what it Specialized Studies where I lived and worked alongside 7,000 people who were living on less than means to teach in rural America, has been more frustrating than I can articulate. a dollar a day, with no access to running water or electricity. The vast majority 3 TAUGHT 3 TAUGHT When I think of families in towns where schools have been closed and they com- of children do not begin schooling until the age of six or seven, which is well Advanced mathematics for one year In Tanzania, where she founded mute on buses for more than an hour to school each way, every day, it is beyond past the most critical years for child development. Between the total absence in Brooklyn, New York, seven at Neema International, a nonprofit, heartbreaking. I am here for the resilient people and students of the Mississippi of an academic foundation and the trauma and violence to which many of KIPP Delta Collegiate High School in which includes two schools. Taught Delta who are often forgotten in our talk of equity and education. I owe much to them are exposed, these children are at risk of falling further into the cycle Helena, Arkansas. Goal is to teach my community and especially the educators from whom I have had the privilege mostly English, the arts, and life skills of poverty that they were born into. I am here for these children. I am here high school for the rest of his life, more to learn, many of whom were never fortunate enough to sit in ivory tower class- courses. Will move back to Tanzania because I believe that education is the answer. I believe that a strong founda- than likely in the Mississippi Delta. rooms. They remind me that my place here as an African American male math after graduation. tion in life will allow these children to not only become architects of their own teacher is a direct product of those forgotten people and communities of the futures, but it will also empower those around them to lead their country to a Delta. I owe them so much. better and brighter tomorrow.

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Nate Deysher Miriam Hammond 3 PROGRAM Whenever I’m in need of motivation, I reread messages my former stu- 3 PROGRAM I am here for students across the United States who are incarcerated in youth de- Learning and Teaching dents scrawled in Sharpie all over a t-shirt on the last day of school. Teacher Education tention facilities under the supervision of officials who do not believe all students Many students seized the opportunity to critique my sense of humor. are worthy of receiving a comparable education regardless of their legal history. I 3 TAUGHT 3 TAUGHT Ashley reminded me, “Your jokes are super corny but you’re lit like am here for these students because many of them are dehumanized and stripped Eleventh-grade literature for In summer fellowships throughout college a lamp,” while Asinya advised, “Get some new material.” Others, like of their legal right to receive an education because our society likens our incar- five years in New Haven, Connecticut. in Monrovia, Liberia; Denver, Colorado; Amadi, urged me on to “do amazing at Harvard and achieve bigger cerated youth to subordinate, disposable beings — subhuman. Before my time at After graduation, plans to teach and Tuskegee, Alabama. Most recently and better things.” Her message is inspiring and, in a way, impos- HGSE, I knew nothing about the (lack of) education services offered in youth cor- or work in a school as an instructional sible: Since my first year of teaching, I’ve known there’s no bigger and taught ELA to second-year college stu- rectional facilities, but thanks to both the amazing guidance of Adjunct Lecturer coach or, ideally, a blend of both. dents at the Akilah Institute in Rwanda. better thing than working and learning alongside my students every LYNETTE TANNIS, ED.D.’13, and the opportunity to tutor in a local facility, I am leaving day. I’m here because a lit(erature) class isn’t just about the books my Plans to teach and research education- with a completely altered worldview, one that acknowledges that inequities in students read, but about the stories they tell as change agents in their related issues in Washington, D.C. education occur not only in classrooms in traditional schools, but also in class- lives beyond the classroom. rooms inside detention facilities.

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Luis De La Vina Simon Johanny 3 PROGRAM I was in high school when I decided to be a teacher. I didn’t have a I am here first and foremost for me. I was a leader who was leading without having a Learning and Teaching clue about what I was going to teach, where, or to whom, but I was Canada-Hlatshwayo clear understanding of what I stood for. I am here because I put off coming to Harvard certain there was no better way to make my life meaningful. Through- 3 PROGRAM for too long, and I wanted to know it was still a possibility. I came to focus on being 3 TAUGHT out my education, many of my teachers inspired me to be the best Learning and Teaching a learner, find out what makes me who I am, and how I can help others see their true At Anáhuac University, in Querétaro, version of myself, and I wanted to do the same for others in the 3 TAUGHT potential. As a mother, I am here to let my children know they can truly do whatever Mexico, as a lecturer in psychology future. That dream became a reality five years ago when I began my they set their minds to. I am learning how influential past experiences have been in for almost five years, and where Math and science in Salem and Malden teaching career as a lecturer in psychology. I’m here thanks to all the public schools in Massachusetts, then shaping my life. In my courses, I am finding opportunities to deeply explore how these he plans to return after he graduates students I have had in the past, but I’m also here for all the students experiences continue to shape the leader I choose to become. I am becoming in- this year. Cambridge Public Schools since 2004, I will have in the future. Every semester I have the chance to make where she will be returning as a bilingual creasingly aware of challenges my own children could be facing as young American- a difference in the lives of my students, just like my teachers have math coach at the Amigos School. Afro-Latinx students and of some of the indicators we, as teachers, might be missing made a difference in my life. That is a huge responsibility, and I want in order to best support how our students learn. I hope to continue to develop the to be up to the challenge. “me” that’s waiting to emerge and to find opportunities to help others do the same.

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Washington, California, and, more recently, Den- ver and West Virginia (again), teachers and sup- porters took to the streets, pushing for a range of demands: smaller class sizes; more nurses, counsel- ors, and support staff; less severe disciplinary mea- Show Me sures for students; overall school budget increases. There was also one common ask that was part of nearly every protest: higher pay for teachers. The public, for the most part, has been support- ive. A 2018 pdk poll found that 73 percent of Ameri- cans surveyed said they would back up teachers in the Money their community if they went on strike for more Media coverage, ongoing teacher strikes, and money, and 78 percent of public school parents — presidential candidates on the campaign trail point out those most affected by walkouts — agreed. The poll the harsh reality when it comes to teacher pay: In also found that 66 percent believe that teacher sala- many parts of the country, it’s not what it should be. ries in their communities are too low; just 6 percent say they are too high. STORY BY LORY HOUGH So if a huge majority of people surveyed say they support higher salaries for teachers and would get behind them if they walked out over the issue, then why are teachers forgoing doctor’s visits and donat- ing blood plasma just to stay afloat? If lifting teacher AST SEPTEMBER, TIME MAGAZINE ran a story called pay has become a major talking point on the presi- “I’m a Teacher in America.” Focused on teacher pay, dentail campaign trail by Democratic hopefuls like the issue offered three different covers, each fea- Kamala Harris, Beto O’Rourke, and Elizabeth War- turing a photo of a current teacher and a few lines ren, then why are teachers in 17 states, like South of text explaining what that teacher was doing to Dakota, Mississippi, Oklahoma, West Virginia, and stretch paychecks and make ends meet. There were Colorado, paid less than $50,000 a year on average 40 second jobs, renting small apartments — even do- and teachers in another 19 states paid in the $50s, nating blood plasma to cover an electric bill. Inside, according to the most recent figures released by the the story further documented the financial reality National Center for Education Statistics? for many public school teachers across the coun- It’s a complicated issue, starting with the bot- try: skipping doctor visits, ignoring broken teeth, tom line — school funding. Even though many stretching out $20 for spending money after bills states have increased K–12 funding since the end of are paid, driving with a broken windshield or call- the 2009 recession, including a 4 percent increase ing in sick when the car is out of gas, praying that the last year, according to the Center on the Budget and aging car battery holds up a bit longer, missing out Policy Priorities, average teacher pay in 39 states on a friend’s wedding, not registering a kid for Girl declined between 2010 and 2016. The increased Scouts because there’s a fee. Not having kids at all funding in some states has been used to pay down because they are so expensive. pension obligations, hire new staff, and rehire staff Some of these scenarios might seem extreme previously laid off, with teacher paychecks seeing — and they certainly aren’t the reality for all 3.2 little change. million teachers working in public schools across But beyond bottom lines, there are also other America, especially in areas where school-based reasons why pay has stayed low. ARIELLE ROCHELIN, jobs are the most steady jobs in town — but these ED.M.’13, a fifth-year social studies teacher at Camp- scenarios point to a problem that casts a dark shad- bell High School in Smyrna, Georgia, says society’s ow over this country: Given what’s at stake, teacher perception in this country about what it means to salaries are not what they should be. Not by a long be a teacher is one of them. Yes, as surveys show, shot. In fact, accounting for inflation, teachers are the public generally supports teachers, she says, but actually making less than they used to, despite a often only in theory. growing and more diverse student population and “Teachers don’t feel seen or appreciated. The higher-than-ever expectations for what students words come out empty when there’s no action,” she should be achieving. says. “If people really valued and understood what Perhaps it’s no wonder then that there have been it took to be a teacher, the pay would follow.” nearly a dozen teacher strikes in cities and states Part of that understanding is that we think we across the country since the beginning of 2018, know what it means to be a teacher because we’ve starting with West Virginia’s Red for Ed walkout. all been students, and what we think is that teach- In places like Arizona, Oklahoma, North Carolina, ing can’t be that hard. It’s why it wasn’t uncom-

HED10-FEA-CoverPackage.indd 40 4/29/19 11:56 AM HED10-FEA-CoverPackage.indd 41 4/29/19 11:56 AM HED10-FEA-CoverPackage.indd 42 42 always technically can employee the their own dime. development classes during the summer, usually on maintain teaching credentials, attend professional months 12 instead of 10. Some teachers, in order to over paycheckout regularspread their have to opt they unless summer the over paycheck a receive don’t they so hours, contracted their for paid get only ready.Teachersclassrooms also getting and year school following the for curriculum revising and writing summer the of portion some least at spend Most both. or — job nonteaching a work or Easy to According imagines. public the as time free much many,as there’sfor not but months, laidback of couple a mean may summer those who have a partner or spouse who also works, unpaid time in order to stay home. daysand sicktogether cobble to haveleave.Most parental paid get districts school individual of ful hand- a and states few a Teachersonly baby? in a home at night and on weekends. And when one has next day, it’s also common for teachers to take work never mind find time to grade papers or plan for the time during the day to even take a bathroom break, no to little with And principal. the and teachers er gram, email or call parents, and strategize with oth pro afterschool the in workclubs, afterschool run ficially ended, most teachers stay to give extra help, the finalbell rings and their contracted time hasof that they breeze in at 8 a.m. and leave at 3 p.m. After hours53 a week — a far cry from the misconception quantify in terms of dollars and cents.” The emotional toll the work of that we do is hard to others. by seen not are things these “Many of ents. surrogate par- even — models role planners, ficers, of coordinators,safetylunch monitors, hall taries, a teacher.” They’re therapists, social workers, secre sons, teachers also play so many more roles than just les our of delivery the and grading, the planning, the to addition “In says. he done,’”never is work teachers are telling the truth when we note that ‘our York City, explains . studies teacher at Harlem Village Academy in New inforces this perception.” babysitter and civil servant, and the salary scale re of hybrid strange a as treated often “areteachers book, her in out points ect, mer teacher and founder of the Teacher Salary Proj number. As a result, as drivers interested in teaching to simply call a 1-800 mon, billboards when he was teaching in Texasurging in teaching was he when billboards WICZ, ED.M.’17 WICZ, And leisurely summers Foroff? some, especially about workteachers school average,public On where professions few the of one “Teachingis as more, much so is teaching But , 42 percent of teachers teach summer school summer teachteachers of percent 42 , JONATHANED.M.’13YUAN, , a seventh- and eighth-grade social social eighth-grade and seventh- a , NINIVE CALEGARI, ED.M.’95 Teachers Have It Easy It TeachersHave , says, to see highway see to says, , eces ae It Have Teachers do more. So So more. do TYLER TARNO TYLER , a for ------, ecig a ln be cniee “women’s considered been long has teaching di Shed, Eric Lecturer more. do to able less, even or investment educational same the require that where Even degree. bachelor’s a and master’s a ner because raising taxes was just about as unpopu with a way to do this basically in an affordable man- up come to had they universal, be should ucation ed- public and school, to kids their send to forced be should parents thatcompulsory, be should ing school- that 1820s the in realize to began formers re school as that is answer “The said. she pen?” huge hap this flip teachersdid how arefemale. So of percent todaythatmale.76 And tually know we in 1800, 90 percent Americanof teachers were ac- “profession” to one more suited for women. profession in America” — moved from being a male controversial most “the calls she what — teaching Wars book, her researching was she when ago, we would not be having this conversation.” two or century a career’ ‘male a labeled been had education if guarantee I quo. status the maintain career,’tosalaries ‘femalelower to sentenced was a as labeled education, of field The enjoyed.have groups other that privileges political and nomic, eco social, the full denied been country have this women,”Tarnowicz in says. “Historically,women the United States, most teachers were, and still are, come in some households. work” — and therefore a second, less in- important That’s unfortunate.” that. offer doesn’tTeaching times. hard on fallen anythingto help my parents had who, at that point, a house. He was paying her mortgage. I couldn’t do buy mother his helped friend another hand, other the on “Butsays. wouldn’twant,’” he I job that’sa with his boss, was getting yelled at. I thought, ‘Wow, phone cell the on guy, One teaching. was I when perienced this as a young teacher in New York. rector of the Harvard Teacher Fellows Program, ex middle class professional to be able to do.” to pay my loans back or do the things we’d expect a around the investment I’ve made, and I’m not able says.“There’s demoralizationof sense definitely a she expensive,”themselves are that tests of tery bat a pass to have also bachelor’s,they a it’s only Principled Resistance book, her for teachers experienced to talked she utes to the sense of demoralization she found when professor of education at Bowdoin College, contrib “A lot of people are surprised to learn that back that learn to surprised are“A people of lot That’s exactly what author Dana Goldstein found in profession the teaching at look “When you that is pay low to contributing factor Another “I had a couple of buddies working on Wall Street fields in people, other see you when Especially hold to required are teachers states, many “In says lastDorisSantoro, This point, associate an . Over time, as she told NPR’s . Fresh Air Fresh The TeacherThe in 2014, ------Secondary Schools Elementary and of Teachers inPublic Average Annual Salary n Constant*2016–17dollars n Current dollars 2016–2017 2015–2016 2009–2010 1999–2000 1989–1990 1979–1980 1969–1970 compare dollar values from dollar value, isanadjusted *A constantdollar, or real value of currency used to one period to another. Harvard Ed Harvard

4/29/19 11:56 AM .

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CREDIT HERE Summer 2019 Statistics, Digest of Education Statistics, Source: NationalCenter for Education U.S. Departmentof Education $59,950 $58,950 $59,426 $58,353 $61,804 $55,202 $59,924 $41,807 $59,944 $31,367 $49,917 $15,970 $55,411 $8,626 lar back then as it is now. So what we see is a of sort ing a higher salary. “The expectation is that you’rethat is expectation salary. “The higher a ing want for shamed Teachers,shouldn’tsays, be she reason.” that for more the all it value should We well. paid be should it that acknowledge also can you but calling, a profession, special a is this that understand “Youcan says. Rochelincalling,” a as percent), percent). lina and (35.5 Oklahoma (35.4 Caro North percent), (36.4 year:Arizona past this walkouts saw that three are gaps biggest the with similarlyother agethan educatedworkers.” States stitute, “teachers in every state are paid less on aver 2017.in cent According PolicyEconomic the to In- per 18.7record a hit even — workerscomparable than less paid are teachers percentage the — gap teacher resulting The development. professional many have advanced degrees, and all take ongoing collegedegrees,teachers earn thatfact the misses for low pay, at least in the United States. It also dis- moral calling — a distinction often used as rationale reer for a well-prepared professional and more as a why, even today, teaching is often seen less as a ca explain could females halo-wearing nurturing, by tended to “elevate the condition of woman.” Powers and of Duties Woman in 1853 in wrotetreads,” he she which on earth the sweetening feet her light, heavenly of halo a with encircled head her come, secretary of education, glorified the female teacher. education reformer of the time and the nation’s first in factories, or taking on piecemeal jobs. farms, on laboring also wivesworking-class many false assumption even then, Goldstein writes, with while a “woman needs support only — for a herself” family,a support to wage higher a earn could they where mills, the in employed off better be would gument when she said that men working in schools ar low-pay-is-fine the cemented Beecher,further to be a great thing for the taxpayer.” going is this and much as percent 50 about women pay can we hey, that, fact the about explicit quite they’re Then level. biological a on almost — kids with time spend to suited naturally more they’re because job better a do can women that argument this make They children. to abusive are who ers teach horrible lash-wielding, of sort intemperate, than men. And they depict men as of sort alcoholic, sense Christian a in moral more are women that argue they “First, said. she women, didn’tbenefit a female profession.” ers in the early 19th century to redefine teaching as alliance between politicians and education reform- “I feel“I deep frustration when we classify job this ways ultimatelyof thatcouple a in this did They This take on teaching as a pious act best done best act pious a as teaching on take This “As a teacher of schools … how divinely does she influential hugely another Mann, HoraceEven Catherine time, the at reformer education An , a series of lectures in lectures of series a , A Few Thoughts on the the on Thoughts Few A ------e tahr’ h sy. Tees mry com martyr a “There’s says. he teacher,’” a be tion. It’s almost as if people say,you ‘Well people if as It’salmost tion. educa in norm the become has it because rifices families? These all require sacrifice, especially of of especially sacrifice, require all families? These of percentage highest the to out reaching is Who most whistles? and bells the the all with activities engaging craft most can the Who on activities? take afterschool can Who education. in plex making a difference and making a living.” teachers shouldn’t have to make the choice between held something called EdTalks. One thing I said was orable we wasSchool, atI Ed profession.When the what I love?” he says. “We’re supposed to be an hon- fessional wage. have to value and invest in them, starting with a pro you teachers, best the attract to and achievement with 2009 the belief that teachers matter to student in started school The year. second the after nuses bo plus — typo a not is this — yes, start to year a $125,000 them pays and teachers qualified highly recruits that school one-of-a-kind funded, publicly a School, Charter Pay Equity The atYork NewCity He decided to take a job teaching and ela debate in bourg, Germany, Switzerland, Denmark, and Spain. Luxem- like countries in better, especially much be can pay the where abroad,teaching or schools vate pri considered Yuan year, a $60,000 under just making was he Texas,where in teaching after and Survey.) cation After graduating from the Ed School Edu of Department 2018 a to according supplies, $500, on average, each year for their own classroom erty. (Beyond low pay, spend teachers of 94 percent doesn’t mean any teacher should take a vow- pov of male-dominated fields.” You don’t see issues like this in the more traditionally teacher, studies longercoincidences.believeno in I social a As system. education including our — tems sys and culture country’s our in embedded deeply norms we set in our society. These beliefs have been idea sacrificeof is directly dependent on the gender mothers. “This on imposed those and pectations ex these between parallel a sees he time.”saysHe a ‘good for you’ but because it’s incredibly vital.” me — it’s good for our society. I’m not doing this as for good it’syou.’No,not for say, ‘Ohgood would they teacher,and a I’m that people tell and party cocktail a to go often would “I says.citizens,”she second-class considered are teachers is, problem The fulfilling. so It’s grow. people other seeing ing. “I thought, I have the greatest job in the world, this for the children?’” ‘Aren’t high. so doing youare stakes the when pay when you’re aperson lesser makingrequests about Yuan says he teaches because he loves it, but that Tarnowicz says teachers often internalize this. “I thought, how can I make more money doing doing money more make I can how thought, “I sac make to expected am I feel I times “Many Calegari felt that disconnect when she was teach chose to to 4/29/19 11:57 AM ------43 HED10-FEA-CoverPackage.indd 44 44 increase since the last poll in 2014. Inadequatepay 2014. in poll last the since increase point percent 11 teacher a — an children become to their want not would they said percentchildren, 54 school-aged of parents 515 including adults, 1,042 off to ask teachers to make.” and I’m still paying back my loans. It’s a tough trade house, a forsave to try to starting — “I’m teaching had.’ In hindsight, being in my 40s now,” — and still take money to your grave. You look at the impact you ‘Youdon’t thinking, was family,I a about thinking wasn’tI when roommate, a had I when cheap, was waswhen 22, I made $30,000 a year, when my rent I When one. tremendous a not issue pay the made able to help financially if needbe. “These two things money,” of says.he At familytime, his also the was dously materialistic, so I didn’t have a need for a lot cial studies in his 20s. the hard way when he began teaching high school so and living check-to-check is something Shed learned but there is not enough to do this right away.” few years ago I started putting aside money for this, a so own, I that condo the in floors the and kitchen dreamed of being able to change the cabinets in my have I her.from rent collect to able being not after financially tighter being things noticed have I and out, moved to since has She income. my helped supplement that rent paid who roommate a had I spend,”I how says.careful she “For be years seven has learned to be thrifty. says she’s not great at budgeting but, like Rochelin, January.in She striketeachersix-school-day city’s geles UnifiedSchool District and participated in the years12 at Sepulveda Middle School in the Los An- chestrating the school’s complex bus schedule. or even tutoring, jobs, coaching on taking comes, many of her colleagues have to supplement their in- thingsabledoI’dto do,liketravel.”liketo saysShe money and not have to count every penny, and I’d be more make and career another into go could I that paycheckpaycheck.to sometimes It’s think to easy living I’mnot where life my in point a to get to like I’dfamily.But my with net safety a have I and get barely.- bud “It’sI work,but makecan I something year, is livable for the state of Georgia, she says, but salary,Her month). extra$50,000under— a just a $100 for work additional on taking department, her chair job(although of become second did shea outside the fieldof education. jobs second have ers Week cation ond jobs or find other ways to live. According to It’s no wonder that in last summer’slast in that wonderIt’s no wasn’t tremen I - teaching, started first I “When you’refuturewhen the about Thinking teachera “I get by, by having the mindset that I need to need I that mindset the having by by, get “I find to hasn’thad she’sshesays Rochelinlucky sec those on taketeachers many why is Which HANNAH PANG, ED.M.’00 , nearly one in five public school teachschool - public five in one nearly , during , has been teaching math for the school year, half half year, school the pdk poll of of poll Edu - - - - says. “It can be done if you have the political will.” money, and put a plan in place,” Behrstock Sherratt the United States and requested the money, got the the field more competitive. made turn in and salaries,teacher raised onboard, politicans and public the got population, educated more a needed they that 2000s early the in alizing highly respected, she says, until the government, re teacher pay was once low and the profession wasn’t marks, academic student high for touted country a Behrstock Sherratt says. For example, in Singapore, Kennedy backed increases during their debates.) John and Nixon Richard when 1960s, the to back the issue has been championed by politicians going trail, campaign the on pay teacher about talking candidates recent (Despite issue.” will political a pay teachers so low “is a public perception issue and to continuing notes, TeacherProject, the Salary of board the on TeachingProfessionaland Standards for Board National the of president vice Sherratt, follow-up with a paycheck worthy of their hard work. alone.” And them leave and teachers good hire we in countries that pay teachers more. reading, and math in better perform students their found that teachers have higher cognitive skills, and ty teachers. A more recent Stanford University study building, beyond family experience — is high-quali school the beyond curriculum, — beyond mance perfor student in factor important most the tion, Report onstrates, going back to the 700-page 1966 any other college. As the research consistently dem or Harvard, to go you that’swhy exactlybe, would ‘Why would you go to Harvard to be a say:teacher?’” to thing one only had dad my Instead, son.’ I didn’t get ‘that’s my boy.’ No, not even a ‘good job, wanted to call was my dad, and I did,” he said. “But acceptance email from the Ed School. teacher. In his EdTalk, he recalled the day he got his cided to go to Harvard — and continue working as a our country.” teacher.’...a become to kid my It’s forproblematic can’t say, ‘Yeah, education is great, but I don’t want helpful,”“Wesaid. can’the ways. Youhaveboth it ated about public schools in our country that is not Week and teaching as percent), a thankless job (6 (12 percent). behavior student by followed percent), (29 why reasons the topped benefits and ED.M.’98, ED.D.’01ED.M.’98, “I feellikethere’s“I narrativecrea been thathas As Rochelin says, “My educational philosophy is “They took all the things we talk about here in in here about talk we things the all took “They happen, can payteacher this on action real But Behrstock Ellen As both. do to it’spossible And answer the teacher, a as working anyone To I person first the naturally and ecstatic, was “I de he when way this Yuan’sexactly felt family that these results are troubling. , commissioned by the U.S. Office of Educa of U.S.Office the by commissioned , , president of of president , pdk, told told pdk, JOSHUA STARR, Education Education Coleman Coleman ------GSE.HARVARD.EDU/EDCAST DEMORALIZED TEACHERS: DENISE SANTORO ABOUT LISTEN TO AN EDCAST WITH

Harvard Ed Harvard

4/29/19 11:57 AM .

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- - - - 4/29/19 12:29 PM 45 Grad. Harvard Ed. Summer 2019

Ed.M.’99, Ed.M.’07, Ed.D.’13. lenges and engage faculty in the 1964 1976 1995 IN MEMORY Reimers is a professor at the Ed internationalization process. received the School and director of the Interna- is on the board 1950–1959 Walter McDonald, M.A.T., Rashid Silvera, Ed.M., Fred Birkett, Ed.M., coauthored a book, Reward- Harlem School of the Arts Inaugural tional Education Policy Program. of directors of the Alakai O Kauai CHARLES PHILLIPS, M.A.T.’51 2000 ing Work: A History of Boston’s Distinguished Teacher Award in Oc- Charter School at Kahili Moun- THOMAS GRAVES JR., GSE’52 North Bennet School. It was tober 2018. Silvera began his teach- tain Park in Koloa, Hawaii. He has Noelle Hendrixson, Ed.M., joined COAN (BELL) HANSON, M.A.T.’52 1992 published in December 2018 by ing career at Buckingham Browne worked in charter schools for many Foxborough (Massachusetts) Public EDMUND GLEAZER JR., ED.D.’53 the North Bennet Street School, & Nichols School in Cambridge, and Belle Brett, Ed.D., a former director years and was principal at the Uni- Schools in April 2018 as K–8 direc- JOAN HORRIGAN, M.A.T.’53 a Boston-based school founded went on to teach at schools in New of career services at the Ed School, versity of Hawaii Laboratory School. tor of math and science. Prior, she ALICE FRAENKEL, M.A.T.’54 in 1881 that provides hands-on Jersey, San Francisco, and New York. retired from her consulting busi- was an instructional math coach VIVIENNE KALMAN, ED.M.’54 training for people for careers in He taught at Scarsdale High School ness as an educational program Tasha Johnson, Ed.M., was ap- in Franklin and at the Renaissance JILL COGAN, ED.M.’55 traditional trades. until his retirement in 2017. In the evaluator and is now a writer and pointed to the board of directors of Charter Public School in Boston. VIRGINIA JOHNSON, M.A.T.’55 fall, Silvera also voiced one of the artist. Her novel, Gina in the Float- the National Afterschool Associa- LORRAINE GREENSPAN, ED.M.’56 characters in the audiobook Black ing World, set in 1981 Japan, was tion. Johnson is the senior director Colleen Keirn, Ed.M., recently SYLVIA MENDENHALL, M.A.T.’56 1966 Hearts White Minds by Mitch Margo. published in September 2018 by of the Character Development earned her Doctorate of Educa- DOROTHY (DUTTON) SCOTT, M.A.T.’56 Carl Pickhardt, Ed.M., recently She Writes Press. Learning Institute of the national tion from Northeastern University FREDERICK DANKER, M.A.T.’57 published Who Stole My Child? Par- office of the YMCA, where she in Boston. She currently works at 1980 MARY (ALFORD) WILLIAMS, enting Through the Fours Stages of Veronica Guerrero-Macia, Ed.M., supports social emotional learning Saint Mary’s College of California in M.A.T.’57 Adolescence. (See page 17.) Karen Kugel, Ed.M., was asked started the Wilson-Kindelan and character development for Moraga, and is actively involved in MARY ANNE LADD, ED.M.’58 to serve last fall as a delegate for School, a private elementary school adult youth development practitio- statewide university accreditation SAMUEL POWERS, ED.M.’58 Rutgers University at the inaugura- focused on educating low-income ners in local YMCA associations. and educator credentialing. 1967 RUTH (GRIFFITH) SHOLES, tion of Larry Bacow, Harvard’s 29th minority students. The school, ED.M.’59 John Miller, M.A.T., recently coed- president. Kugel is an active alum, free for students who meet federal ANN WHITTIER, ED.M.’59 1997 2001 ited the International Handbook involved in the Student-Alumni Men- income guidelines, is located in of Holistic Education. Miller is a toring Initiative (SAMI), the Alumni of Milton, Massachusetts. Much of its Dennis Holtschneider, Ed.D., Tyler Lewis, Ed.M., was named 1960–1969 professor in the Department of Color Conference, the Harvard Club curriculum and approach are based became president of the Asso- head of school at Kimball Union ELGIN BOYCE JR., M.A.T.’60 Curriculum, Teaching, and Learning of Concord, and the Harvard Public on Professor Howard Gardner’s ciation of Catholic Colleges and Academy, a boarding school in RUDOLPH CARCHIDI, ED.M.’61 at the Ontario Institute for Studies Interested Conference. theory of multiple intelligences. Universities in 2019. Meriden, New Hampshire, starting 46 BARD (ROGERS) HAMLEN, 47 M.A.T.’61 in Education at the University of in July 2019. Currently, he is head Toronto, Canada. of Bishop’s College School in Sher- STUART DECOVSKY, M.A.T.’62 1981 1993 1998 ROBERT SHIVELY, ED.M.’62 brooke, Quebec. HELEN POPP, ED.M.’60, ED.D.’64 David Sortino, Ed.M., recently pub- Joe Feldman, Ed.M., published Kimberly Dow, Ed.D., recently took 1972 MICHAEL CURLEY, M.A.T.’65 lished A Guide to How Your Child Grading for Equity. (See page 6.) on the role of head of the middle 2004 DENNIS WALSH, M.A.T.’66 Brian Ibsen, M.A.T., was appointed Learns: Understanding the Brain and upper school at Khan Lab in September 2018 as director of from Infancy to Young Adulthood. Tamara Michel Josserand, Ed.M., School, an independent school Rebecca Blouwolff, Ed.D., writes Nathan Glazer, 1923–2019 1970–1979 philanthropy in the Office of Univer- He is the director of the Neurofeed- became vice president for advance- associated with Khan Academy that she “finally followed the advice SPOTLIGHT Nathan Glazer, considered to be one of the foremost urban 2010 sity Advancement at the University back Institute in Grafton, California. ment at the University of Redlands in Mountain View, California. Reach of HGSE professor Kitty Boles” and sociologists in the country, and a professor emeritus at the SALLY LUNT, ED.D.’74 of Alaska Anchorage. in California, in October 2018. Since out to her if interested in learning achieved national board certifica- Ed School, died on January 19, 2019 at the age of 95. To JAMES SLATTERY, ED.D.’74 graduating from the Ed School, more about Khan Lab or in teach- tion at the end of 2017. In October, read a longer piece about Glazer’s life and career at the Ed EDWARD TAYLOR, ED.M.’75 1988 Josserand has held key positions ing or interning at the school. kim@ she was selected as the Massachu- School, go to gse.harvard.edu/news-headlines. MARTIN HUNT, ED.D.’76 1973 JUNE BARNHART, ED.M.’78 Fernando Reimers, Ed.M.’84, in development at the University of khanlabschool.org setts Foreign Language Associa- DONALD BURGESS, ED.M.’78 Joanne Grady Huskey, Ed.M., Ed.D., recently published Prepar- Nevada, the University of Chicago, tion’s Teacher of the Year. She has JANET BAKER-CARR, ED.M.’79 recently published iCan! A Young ing Teachers to Educate Whole Northwestern University, Yale Uni- Mignonne Pollard, Ed.D., was ap- taught French at Wellesley Middle tary of the Department of Children Pursuit of Fulfillment. Rose is di- MARGARET CESARIO, ED.M.’79 Woman’s Guide to Taking the Lead. Students with Connie Chung, versity, and Concord Academy. pointed in November 2018 as the School in Wellesley, Massachu- and Families under Wisconsin rector of the Mind, Brain, and Edu- DOROTHY FRAUENHOFER, (See page 16.) education sector outreach manager setts, since 1998. Governor Tony Evers. Amundson cation Program at the Ed School, ED.D.’79 for the California Complete Count/ was chief of staff at the Wisconsin where he leads the Laboratory for Katherine Jelly, M.A.T., coedited NEED TO CHANGE YOUR ADDRESS OR Census 2020 by the Office of Gov- Julie Vultaggio, Ed.M., transitioned Department of Public Instruction. the Science of Individuality. (See 1980–1989 Principles, Practices, and Creative UPDATE YOUR INFORMATION? ernor Jerry Brown. from her role as associate dean for page 17.) There are a couple of ways you can do that: JAMES CURLEY, ED.M.’82 Tensions in Progressive Education: doctoral programs at the Ed School Sophia Gorgodze, Ed.M., recently JOSEPH JACKSON, C.A.S.’83 One Institution’s Struggle to a newly created position in Dean became the director of the National 1999 2011 FREDERICK GREENE, ED.M.’84 to Sustain a Vision. The book Bridget Terry Long’s office: associ- Assessment and Examination Cen- SHER LAKHANI, ED.M.’89 is a self-study of Empire State Lisa Childress, Ed.M., recently ate dean for strategic academic ter with the Ministry of Education, Erica Mosca, Ed.M., is the founding Through the main Send an EMAIL to SNAIL MAIL: College, located in Saratoga published the second edition of The initiatives. Science, Culture, and Sport in Geor- director of Leaders in Training, a DAVID LUSTICK, ED.M.’89 HARVARD ALUMNI alumrec@gse. Harvard Graduate Springs, New York. PORTAL, harvard.edu School of Education Twenty-First Century University: gia, her home country. Las Vegas-based nonprofit that 1990–1999 using your Alumni Relations, Developing Faculty Engagement empowers first-generation stu- 2007 Steven Lorch, Ed.M., is head of Harvard Key: G012 Longfellow Hall in Internationalization. This book Todd Rose, Ed.M.’01, Ed.D., dents to get into college, graduate, RUTH TROMETER, ED.M.’92 alumni.harvard.edu 13 Appian Way ULLA MALKUS, ED.D.’95 school at the Kadima Day School in Cambridge, MA identifies what successful universi- Emile Amundson, Ed.M., was ap- recently published Dark Horse: and then become leaders in their

West Hill, California. 02138-3705 UNIVERSITY SOCIOLOGY/HARVARD OF DEPARTMENT COURTESY ties have done to overcome chal- pointed in January 2019 to secre- Achieving Success Through the communities.

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Vanessa Monterosa, Ed.M., is co- Eve Ewing, Ed.M.’13, Ed.D., sistant professor. Prior, she spent a 2014 chair for digital citizenship with the recently published Ghosts in the year at Berkeley as a visiting scholar. International Society for Technol- received Schoolyard: Racism and School WHAT IS THE ALUMNI COUNCIL AWARD? Christine DeLeon, Ed.L.D., ogy in Education. Monterosa is also a grant through the Boulder Fund Closings on Chicago’s South Side. Stephany Cuevas, Ed.M.’15, Ed.D., The Ed School first established the Alumni Council Award for Outstanding Flores, a scholar of diversity and equity, was chosen for the award a program and policy specialist from Education Leaders of Color. (See page 17.) @eveewing joined the Academic Pathways Contribution to Education in 1985 in order to recognize graduates who because of her career devotion to improving college access and success with the Los Angeles Unified School DeLeon is CEO of Moonshot edVen- Postdoctoral Fellows Program have made a significant mark on the field of education. Based on nomi- for underrepresented and low-income students. As an associate professor District. @EdTech_FTW tures, a Denver, Colorado-based is getting a at Vanderbilt University in Nash- Alana Matos, Ed.M., nations submitted by the larger alumni body, the school’s Alumni Council at the Steinhardt School of Culture, Education, and Human Development organization that is building a pipe- master of science degree in entre- ville, Tennessee, as a fellow at the selects one recipient each year, and honors that individual with the award at NYU, Flores also serves as associate dean for faculty development line of diverse leaders to design and preneurship at Aston University in Peabody College of Education and 2013 at the school’s Convocation ceremony in May. In thinking through who and diversity and director of access and equity at the Steinhardt Institute launch schools in metro Denver. Birmingham, England. Human Development. they will honor, the council considers: for Higher Education Policy. In her work, using quantitative methods to Midhat Aqeel, Ed.M., and her hus- examine large-scale databases in grades K–20, Flores investigates the band, Asad Husain, welcomed their Elizabeth Micci, Ed.L.D., is the • how the nominees have conducted their work in the field of educa- 2015 2018 impact of state and federal policies on college access and completion for daughter, Syeda Sumaiyyah Husain, high school principal at the garden tion above and beyond the basic requirements of their professions, on November 15, 2018, in Toronto. Marc Johnson, Ed.M.’99, Ed.D., Tolani Britton, Ed.M.’15, Ed.D., campus of the Harbour School, a underserved student populations. became the associate dean for joined UC Berkeley Graduate School preK–G12 international school in • how far-reaching their impact has been, and The HGSE Alumni Council is a group of volunteer representatives of Connie Chung, Ed.M.’99, Ed.M.’07, degree programs at the Ed School, of Education in July 2018 as an as- Hong Kong. • whether they have had a consistent track record of continued dedi- the school who provide a valuable connection between the school and Ed.D., recently published Prepar- overseeing the master’s, C.A.S., and cation to education-focused issues. its growing body of alumni. Members work to strengthen the relationship ing Teachers to Educate Whole doctoral degree programs. Prior, between the school and its alumni through engagement and outreach, in- Students with Professor Fernando Johnson served as the school’s as- The most recent recipient is STELLA FLORES, Ed.M.’02, Ed.D.’07, an cluding event development and support, admissions recruitment, strength- Reimers, Ed.M.’84, Ed.D.’88. Chung sociate dean for master’s studies. The Middle of Somewhere associate professor of higher education at New York University (NYU) who ening volunteer opportunities, and broadening alumni networks. Members is a group leader for the Education CONTINUED FROM PAGE 29 was named “One of the Top 25 Women in Higher Education and Beyond” serve as both representatives of the larger alumni body and as sources of 2030 Project with OECD. Prior, she Babe Liberman, Ed.M., manages by Diverse Issues magazine in 2017. information for the Office of Development and Alumni Relations. was an associate director of the the Research@Work project at And the positives — the stun- And for educators interested in Harvard Global Education Innova- Digital Promise. The project helps ningly beautiful vistas in many truly understanding a major aspect tion Initiative. education leaders and researchers rural areas, the low cost of living, of American life, working in a rural Stella Flores speaks with NYU students last year. collaborate by building a shared which helps when paying off stu- area is an invaluable experience. Nancy Gutierrez, Ed.L.D., was understanding of priority education dent loans, and most important, “Honestly, there is a beauty to 48 the keynote speaker at this year’s challenges and addressing them in the tremendous sense of commu- rural America that is difficult to Alumni of Color Conference. She partnership. nity — are worth considering. explain,” Whitfield says. “Know- is the president and CEO of NYC “I wish that young people ing that you work in the same Leadership Academy. Doannie Tran, Ed.L.D., become the thinking about becoming educa- town, shop at the same grocery assistant superintendent of innova- tors knew about the level of sup- store, and frequent many of the Philip Lee, Ed.D., was recently tive programs in Fulton County, port they will have as humans in same functions as your students granted tenure and promoted to full Georgia, in October 2018. Prior, Tran rural communities,” Van Cleve is more beneficial than one can professor at the University of the was the assistant superintendent for says. “It is incredibly tough and imagine.” District of Columbia David A. Clarke academics and professional learning challenging work to be a first-year Living and teaching in rural School of Law. for Boston Public Schools. In his new teacher, but the work can be a lot America “is uplifting,” Marietta role, he will manage the process for easier when you have neighbors adds. “That might be the thing Alexandra Thomas, Ed.M., recently Fulton’s new science, technology, who will see that your lights are that surprises people the most. accepted a position as managing engineering, and math high schools. on way too late at night and say, ‘I I’m glad to live here and that my director for NiHaoZhongWen, a new made you some food.’ And when children are enrolled in local pub- EdTech venture providing Mandarin things go sideways, as they do in lic school. One of the reasons it 2016 Chinese language programs for life sometimes, with a death in the is so uplifting is because I have K–12 schools. In September 2018, Sammi Cannold, Ed.M., was named family or you’re sick, there is a be- such a range of friends, and I see she joined their executive team to the Forbes 30 Under 30 last fall. lief, at least within my rural com- how we aren’t that much differ- to help develop a network of U.S. She is a theater director whose munities and schools, that you ent. People really fundamentally schools interested in developing recent credits include Ragtime on have to take care of your family, want the same things, and when Chinese-language programs. She Ellis Island and Violet and Endlings, yourself, and your community.” you step away from divisiveness can be reached at ali@nihaozhon- both at the American Repertory Marietta says that if she were of politics and spend time around gwen.com/. Theater. speaking to an Ed School student, people, you get to see the beauty “I would say rural education is very of humanity — and how much we Curious which alumni have won the award in the past? important, but not for the reasons share common goals and hopes Read the full list online at gse.harvard.edu/alumni/council/recipients WANT TO SUBMIT A CLASSNOTE? you imagine. Being a teacher is one for our country and communities of the best, highest-paying, most and families.” And our schools. Want to nominate a graduate for next year’s award? Have you recently graduated (again)? Did you get married stable positions locally, so there are You can start by filling out the nomination form at gse.harvard.edu/alumni/council/nomination (again)? Land a great new job (of course, again)? We want to some phenomenal local teachers. I ELAINE MCARDLE, A WRITER BASED IN PORTLAND, OREGON, IS COAUTHOR know, so that everyone at the Ed School can share in the good think my kids are getting a better OF THE NEUROSCIENTIST WHO LOST Questions? Contact HGSE Alumni Services at [email protected], or call 617-496-3605 news! Send your updates to [email protected]/. education than in Boston.” HER MIND

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