The article that caught my attention the most in the Hot Topics list was “The End of Police in Schools” from USnews.com. Initially, I was shocked when I read the title. Over the last few years my school has been working closely with the local police department on ways to improve our school safety and to prepare teachers on how to communicate and stay as safe as possible during traumatic events that could happen in the school. I feel safe knowing that we have experienced security guards and that our local police are so invested in keeping our schools safe. 

I am a white female staff member in the school, and I see that I overlooked my privilege in this situation. In class on Saturday morning great points were discussed about how the BLM is opening so many of our eyes to racism that we are exposed to every day and need to be aware of and work to make necessary changes to overcome it. I can see how other staff members, parents, administrators, and students could have different opinions than I do here and could feel unsafe due to police presence in school. 

In the article, the following quote was very eye opening to me: “Research and the experiences of young people of color have taught us that police in schools create a toxic school climate and fuel the school-to-prison pipeline," says Judith Browne Dianis, executive director of the Advancement Project. Police-free schools are essential to the well-being of our black and brown youth”. I never knew this- and I should have as a teacher. When I look at police in our schools from this angle, it is a no brainer to me that we should remove their presence. We could use the additional money to follow the lead of other districts and add social workers and counselors to our staff. This would help all of our students in different ways- largely with their mental health. 

However, even if focusing on our students' mental health and well-being in this way helps to make our schools safer internally, what would happen with external threats? In class, we also discussed how school and police administrators could work together to form a plan to address the racial/other issues with having police in our schools- to try and continue their presence for other safety concerns. This would be highly dependent upon change, discussion, and carefully selecting officers willing to build meaningful relationships with kids and school staff- especially counselors so we can begin to educate and help our students as opposed to simply condemning them for doing wrong.

The following article also helped me to see exactly how flawed our school-police relationships can be: https://www.npr.org/2018/03/08/591753884/do-police-officers-in-schools-really-make-them-safer/

I reviewed the American education timeline. There were many historical events I have never studied and I am grateful to now be aware of them. What stood out to me the most was that in the past five years it seems like every major step forward has been coupled with an opposing two steps backwards. This does not always seem to have been the case according to the timeline. This is frustrating because the changes needed in education are critical to societal reform. 

I feel like the more recent events on the timeline highlight the disaster that our country truly is right now, especially in education. I know that disaster is a strong word, but I am so concerned about the reasons behind decisions being made today. Education is about children and young adults learning, developing, and growing. These scholars become our leaders. Right now, many of the leaders in our country do not seem to be making decisions for children with the same children in mind. The more recent years of the timeline highlight the need for activism and education advocates in our world. 

Additionally, I reviewed the Whole School Reform article. There were some interesting points made from different perspectives. I agree with the idea that reform is denoted by data and that to attain this strong leadership and guidance is needed. However, the only “whole school” model I have ever agreed with is the implementation of School Wide Positive Behavioral Interventions and Supports (PBIS). This model strives to focus on the positives and teaching students to work hard on academics and SEL as opposed to jumping directly to a more commanding style of discipline. However, within this system, I still believe that aspects need to be individualized to meet students' needs. 

Hot Topic:
Ironically the School Nurse from my school called me yesterday to say she disagreed with summer school being in person and also sports starting back up in July. She feels from her medical perspective that the risks are too high for children to be involved in sports right now. 
Fresh Lens:
When I took a look at the "American Educational History: A Hypertext Timeline" I was wondering if George Floyd's death and the worldwide protests would be listed when the link gets updated since the link was last updated in March.

After reviewing 10 audio/video clips posted by my classmates, a few themes emerged. Before I get into the themes, I want to note that this week’s clips were most varied in their responses. Previously, a majority of the interviewees gave similar responses, however this week themes were not as uniform. One topic that was present in 3 of the clips I listened to was the influence of government. Some saw schools as a vehicle for the government to indoctrinate students, while others wanted schools to teach more about governmental reform via civics and protest. The other theme I noted was the emphasis on objective learning. In this learning style, students are presented with the facts and form their own opinions. A conscience effort is made to minimize teacher bias so that students have the opportunity to develop their own thoughts/perspectives. I agree with this attitude, however it is not appropriate in all situations. As a science teacher, I am not going to teach science as if it is a subject that is something to debate. We have seen the effect of this style of science-education in climate change, evolution, and GMOs. 

Hot Topic:
I agree with the article by Camera (2020) that being able to opt out of school reopening is a privilege. In the article, perspectives on both sides of the issue of ‘school reopening’ are voiced. Parents agree that distant/virtual learning has not been as effective as in-class teaching. At the same time, parents struggle with prioritizing health and learning.

It is easier for a wealthy family to hire a private tutor to bridge educational gaps during distant learning, compared with low-income families. Also in the event that students are exposed to Covid-19, families that are wealthier have greater access to quality healthcare than low-income families. These privileges makes the impact of schools reopening variable. The physical conditions of buildings, access to technology, income, and healthcare all contribute toward the privilege that some will have and others will lack when schools reopen. 

Fresh Lens:
For 'Fresh Lens', I chose to review the American Educational History Timeline. I wish I knew about this resource a while ago! I feel that this should be mandatory review for all those pursuing a degree in education. I focused on key events since I started teaching (2011-current). Overall there are three themes; legislation, school shootings, and protests.

I will admit that I had mixed emotions while reviewing recent educational events. Some of the events were a reminder of the dark days we have had; numerous school shootings and legislation passed that does not make sense. At the same time, there are inspiration events such as successful protests to improve schools. I was most proud to read the embedded hyperlink about the number of teachers who ran for office. This inspirational article reminded me that educators are a rare group of people who don't just talk-the-talk, but walk-the-walk. Not only did many educators run for office, a lot successfully won.  With more teachers in education, legislation that hurts student learning can fail and quality schools can become a top priority.

I just really hope that in the near future there will be some type of remedy for this virus so that society can somehow quickly rebound and give our students back a sense of normalcy. I think regardless of having the means and option to opt-out of in person schooling, there are definite disadvantages to keeping students out of schools. Kids need to be able to socialize, build relationships with others and learn within a school environment that is purposely designed to limit distractions, stimulate creative thinking and promote collaborative learning. Outside of school and from a distance, it is very hard for teachers to recreate the experience they provide to their students in school. 

Hot Topic:
The three articles from this week cover a variety of hot topics including the impacts of police in schools, the equity issues created by school closures and parents opting out of in-person instruction for their children and the safety concerns of opening up sports. I think regarding police presence in schools, it is important that police build positive relationships with students. Many of the towns cutting ties with the police report statistical data that appears to indicate that black students are disproportionately ticketed and arrested within the school environment. Rather than forming positive and influential bonds with the students, a struggle of power is being created between students and police and instead of students feeling safer in schools with police present, they are actually feeling victimized and in danger. I do not think this is the case in all schools and I am sure there are many towns who have established positive relationships with their community police, but it is important that school districts address any type of police presence in their school that may not be beneficial for all students and find alternative ways of providing safety while also ensuring equity and acceptance and creating an environment that all students can feel supported and valued.
Just as in-person schooling is important for our students, I think the same applies to sports. Regardless of whether or not sport and school reopen, the reality is that many kids and their family members are socializing with others, whether that be at the beach, in their backyards or dining outside at restaurants. As social distancing regulations begin to loosen in almost every other environment, I think recreational sports should follow suit. Kids need to be able to stay active and engaged in their hobbies and retain some sense of community, especially with their teammates who many have built strong bonds with. I think it is very important to keep health as a priority, but that also includes mental health, which is just as important as physical health. If kids remain too isolated for too long I think their mental health will suffer in many ways. Given that sports can be played outside and in many cases measures can be put in place to keep social distancing possible, I do not see any issue with reopening sports.
Fresh Lens:
How do organizations, large or small, effectively initiate and adopt change? This seems to be a recurring topic of discussion throughout history. The topic of change is a bit of a paradox in the sense that it is rather a fixed pattern. Change is a constant occurrence. Things are always changing. Ideas, concepts, beliefs, societal norms, you name it, they have all gone through some form of change. Education is no different and just like any other organization, schools are in a constant evolution of change. In my opinion change may appear intimidating or overwhelming, but once we realize how often things are actually in a constant state of change, change no longer seems so daunting. Although change is quite familiar, not all change is effective or productive. Many of the whole school reforms that trended in the late 90s and early 2000s were rather ineffective, in large part due to the one-size-fits-all implementation approach. Based on the referenced RAND Report, reform plans that are forced upon schools or rushed into action without enough prior-knowledge or staff training, are widely unsuccessful. I thought the reference to a heart-lung transplant as a means of justifying the need for all school elements to change at once was an ironic comparison given how unlikely such a dual and complex surgery it is. Doctors rarely perform a heart and lung transplant in one surgery for fear of jeopardizing the overall health of the patient and compromising too many vital organs all at once. I think the same applies to reform. People need to be eased into change, given time to digest, understand and make sense of how and why things are changing and when too many things are changed all at once, I think people naturally panic, and reject the plan entirely. The idea of whole school reform also made me think about how such regimented, inauthentic and scripted approaches to teaching often stifle creativity and rein in any sense of autonomy.  

Hot Topic: 

Discussing the question, Sports to Open, is it safe? After reading Katie’s article, I agree with keeping the conversation to sports not politics. Yes, let the kids play the game! Then, reading further, this list from NJSIAA presents an outline including 2 pages of procedures for conditioning for the two weeks of Phase 1: prescreening, workouts, face coverings, groupings/social distancing, sports equipment, locker rooms/restrooms, and hygiene. Next, there are 2 pages of questions and answers, and finally a ¾ non-exhaustive reference page. To be expected, since business is not as usual, sports is also not as usual. One point that stood out to me was in the groupings/social distance category. It states that once athletes are in a group, they will remain in that group, even for a different sport. Which brings up a new challenge, for the coaches and the players. What if that athlete does not possess the skills necessary to perform as a team player, for the next sport? Many factors to consider, in addition to safety first, which is outlined on the first 2 pages. Published on June 19, 2020 NJSIAA Return to Play Guidelines Phase 1: https://assets.documentcloud.org/documents/6952965/NJSIAA-Phase-1-Guidlines.pdf
                                 

Fresh Lens:
The American Educational History Timeline was especially interesting to me. I love reading that way, little pieces of information to see what gets my interest and then exploring further. I also reviewed the lesson plan format which was used to create the timeline. The assignment was to select the top five areas and topics of interest; which I was already in the process of doing. I am always interested in Education Law, and I am looking forward to our course this summer-

I would love to teach that one day too! This timeline should serve as a great reference for planning ahead. 

Now, to address the question at the end of Fresh Lens, “Does disruption in Education actually work”? Reading the numerous reforms, and “firsts” are always great - and then, a few years later, the policies are revisited, improved, or abolished. How long does something need to be in place for actual change, positive change - growth, occur? Referring back to culture, it could take as long as ten years for culture to be established or changed. During those ten years, what impact has been made on the students who just passed through those ten years of school without a solid and consistent trajectory? Do we learn from history, what to do and what not to do, by watching the other states, or do we become the trailblazer? It appears some strategies, policies, and reforms have worked for a season, but as the seasons change, we must too. So, Yes, I believe there are more people who would like to be a part of the progressive, consistent, good work, known as disrupted education, yet to be done in the ever changing world of Education.

Here is another interesting related resource! 

 

As I listened to my peer’s responses, I noticed a change. This week’s responses were not as unanimous, per say, as the previous weeks responses. There was more of a variety in the answers given. A particular theme I came across was how much the government influences schools. Truth be told, I am not particularly sure how I feel about this. 

Hot Topic: “The end of police in schools?!” is a topic that I was not aware of until our zoom class last Saturday. I was quite surprised and shocked when this was first brought up for discussion. I do not think that getting rid of police officers is going to fix the issue. I think that relationships need to be formed in order to make the issue better, and really not an issue any longer. What I mean is, schools should not have police officers who are present solely to intimidate the students; that is not why they are there. The recourse officers are in schools to help keep our schools safe. The first person I thought of when I read this article was Officer Joe. Officer Joe is the police officer at the high school where I work. Students all throughout the school have such a great relationship with him. He doesn’t give kids “a hard time,” instead, he builds relationships with them. He sits right at the front door and is constantly communicating with students as they walk by. In the morning, he helps greeting the students. He also creates relationships with parents and guardians when they come in. It would truly be sad to see him leaving, not for myself, but for the relationships he has formed with these kids. 

Fresh Lens: I found the timeline to be so neat and very well done. Nonetheless, extremely interesting. I like to learn about history and wonder why somethings happened the way they did. I do not think that education is where or what it should be currently. In New Jersey, the education system really isn’t too bad when comparing with other states. My sister-in-law lives in South Carolina. She often shares with my how bad the education system is there, as her step-daughter is in middle school. I think that the saying “history repeats itself” goes without explanation. We are where we are in this timeline for a reason. I think it is time for change. But, how do we get to that change? 

One sample specifically cited that school districts get to select the literary experiences that students will have, which shape the kinds of thinkers that they will become.  I’m drawn to agree with this particular sample, because my own experiences align with its perspective.  Growing up, I attended Ewing Public Schools where the student population was nearly 75% African American.  Considering this, our 10^th grade English class was African American Literature where we read novels such as The Color of Water, 12 Years a Slave, and Little Rock Nine.  These novels helped develop my curiosities for the human experience, and ultimately lead me to pursue a career in counseling where I could listen to individuals with different backgrounds and experiences other than my own.  Had African-American Literature been absent from my high school curriculum, I may never have landed where I am today. With this in mind, I agree with the overall consensus of the samples: Public education has a pivotal impact on societal reform.

Hot Topic:
After reading the article, “The End of Police in Schools” by USA Today, I felt obligated to consider different approaches to school safety.  The article states, “According to a review of federal data by the ACLU, 1.7 million students are enrolled in schools that employ police officers but lack school counselors; 3 million are enrolled in schools that employ police officers but lack nurses; 6 million are enrolled in schools that employ police officers but lack a psychologist; and a whopping 10 million are enrolled in schools that employ police officers but lack social workers.”  This quote particularly invited me to think, are we using proactive measures or reactive methods to address the safety needs of schools?

 

In reading about movements to defund the police, I have learned that officers are often tasked to resolve situations that are outside of their criminological wheelhouse.  Such situations often include responding to the mental and medical needs of community members.  If our society did increase funding for mental health organizations and medical response systems, would it remove the need for police officers to respond to such calls for help?  How can our society know, if we do not try?  Historically, Colorado has always been a progressive state, and I am eager to see how their school systems and police forces will evolve without a memorandum of agreement.  However, I cannot neglect the elephant in the room—How will the absence of police officers in schools effect the rare, but possible, event of a school shooting?  After all, Colorado has had its day(s) with gun violence--- The Columbine school shooting occurred just outside of Denver, and more recently, a movie theatre shooting occurred in Aurora, which is again, just outside of Denver.  Both of these tragic events occurred while police officers were present before gunshots were fired, and yet, deaths of innocent individuals still climbed.  I would be interested to learn more about how the preexisting presence of police officers alleviated school shootings.  Was the shooter taken into custody more quickly?  Was the death rate lower than it would have been if officers were not present?  Can these items be measured, or just projected?  

 

By removing School Resource Officers, and adding School Counselors, School Psychologists, and School Nurses our schools are responding to “defunding the police.”  The article from USA Today suggests that public school districts are reevaluating the role of their officers, making me answer the question, “What do I see the School Resource Officers in my building do?”  From my observations alone, our SRO’s most frequently address drug possession or use with campus arrests, address hate crimes with legal investigations, assist with traffic control, and attend evening events that produce a high volume of community attendance.  In my opinion, this is not aligned with the Denver School Board that described school resources officers as “peace officers.”  My vision of “peace officers” are officers who are present for bullying investigations, bullying prevention activities, school safety team meetings, climate meetings, and peer mediation between students.  However, I have never observed our school resource officers as playing a vital role, or even offering minimal participation in any of such events.

Fresh Lens:
Sometimes finding out what doesn’t work can be just as meaningful as finding out what does work.  An observation that I’ve collected while working as a school counselor is how everyone seems to be on the hunt for an answer.  We offer a menu of solutions in IEP meetings, or parent-teacher conferences because picking from a list of generic solutions is more comfortable than sitting in silence and offering time for the student, family, and teacher to self-reflect.  As often as educators preach their hatred for No Child Left Behind, often citing its “cookie cutter” framework, educators still seek for a golden answer that can solve every child’s learning inadequacies.  And I get it—It’s uncomfortable to be without an answer.  While disruption to our traditional educational frameworks does not offer consistent and reliable answers, it does offer a reason to change, which is really the only constant that we can depend on in education.

 

While reading about whole-school reforms, I felt far away from how I understand and see the world of education.  Just reading about whole-school reforms made me feel like a square peg, forced into a round hole.  It felt like I was reading about education from the world of business--- Like I had to read these programs and select one, as if I were reading about advertising pitches for a new product that I had created.  Although whole-school reforms felt foreign and uncomfortable to me, I still think that I can find some value in their roots.  I think they can be used to direct localized conversations about the needs and desires of public schools.  One of the researchers in the Whole-School Reform article stated, “We want to have a 'buyer beware' sign out there. Don't think you can just buy this off-the-shelf technology, plug it into a school, and then things are going to improve.”  I wholeheartedly agree with this researcher—I think for education to be successful, it needs to fit the unique needs of the local students and community.  Furthermore, I think it is imperative that educational professionals be willing to adapt, adjust, and change to the growing world of education that surrounds them.  The educational timeline article shares the perspective that since the 1600’s education has continued to change.

An example of how school has changed societal norms over time is how today it is socially acceptable to have interracial couples and relationships. If we look back in history, individuals would only have relationships with individuals that looked like themselves. Back then, schools were separated based on race. Then schools started to integrate and no longer become segregated by race. This gave individuals exposure to others who do not look like them. Over time people were able to form their own opinions about other races and get exposure to them. People were able to see other races as humans like themselves and develop relationships with them. Slowly this caused interracial relationships to stop being viewed as taboo. 

Hot Topic:
I chose to focus on Katie’s article “Reinstatement of youth-sports in New Jersey amid COVID-19”. I agree with her that the lack of sports has negatively contributed to children’s mental wellbeing. As a school counselor, I have spoken to many students that have expressed feelings of grief and loss over missed opportunities. Students are feeling overwhelmed by the sadness of missing out on things like prom, a senior class trip, and spring spots. A lot of students who are athletes use it as a form of healthy copping. There is nothing like a good work out when you have had a bad day, or you are stressed. The inability to play has left students unsure of how to cope and feel hopeless.  

There are so many moving parts and things to consider when trying to reallow sports. However, as Katie put it, if adults can leave the politics at the door, maybe some real conversations that will create the ability to open sports up can happen. As long as the conversations stay focused on the safety of the individuals involved, I think we can start to allow sports teams to practice and compete. 

Fresh Lens:
I found the educational timeline fascinating. I chose to focus on the end chunk of the timeline where I was in school or working in a school. The main thing that surprised when looking through the significant events was a lot of the “undoing.” It seemed very counterproductive and was frustrating to read. If every time a policy won to force change, but then it is removed, the change is never allowed to happen. When a policy is put into place, the change does not happen overnight; it takes time, so removing it stops the change. 

In recent years, the timeline seems to be filled with strikes and school shootings. It is sad that so many states and school districts must go on a mass strike in order to be heard. It is also concerning how common school shootings are becoming. A school shooting has been normalized in America, and that does not sit right with me. Although there have been lots of talks about gun laws and how to stop this trend, they continue to happen. The last thing on the timeline was the COVID pandemic and states closing schools. It will be very interesting what gets added to this timeline as September comes around, and school directs being to reopen. I am sure many new policies will develop from this health crisis. 

            Overall, I believe it does start with public schools. They are the foundation that can give students hopes and beliefs. Educating the young on all sides and views of policy and change letting them make their own educated decisions is what should separate America from other countries. It can be a tough task sometimes because children can be influenced at a very young age but it is the education systems responsibility to educate the whole student and ensure they are can make their own individual decisions. Schools should be the foundation of reform, but children and the people may need to educate themselves on more specific matters. Especially since, as one sample mentioned, this is one of the first generations growing up their whole lives with all information in their hand with a tap of a button.

Hot Topic
After reading Katie’s article on app, I have to agree with her. I am a coach and I am bias but I do believe that children do need sports. Especially sports that can be done outside seem to be safe. As long as everyone is being smart and taking the necessary precautions outdoor activities are minimal risk. Along with children being able to be active again, we can take this opportunity to teach them about health and safety. While teaching about hygiene and good health practices, coaches can implement that this is important and is for the greater good. Just like in sports you want to work as team. Right now we want to work as a nation to combat the pandemic and hopefully get rid of COVID-19. Use this time as a learning experience that an individual should think of the collective when it is something as simple as wearing a mask or washing hands. 

            A slow transition will help students get back into a routine and give them something to be excited about. I know for me being able to go outside and go golfing has had a huge impact on my well-being during this time. It has given me something to do that is productive and active. Instead of sitting home or sitting outside wondering when or if this will be over it gives me an outlet. Children may not realize they need an outlet but I am sure they do. They need something that is “normal” and “routine” for them to get back to. A transition back into sports and athletics that can be controlled in a environment that has a low transmission rate.

Fresh Lens:
I think school reform can work but whole school reform is destined for familiar. Even in neighboring towns, schools completely different. The demographics can be different, the amount of students in the school, the diversity of the teachers and the school culture. How one school needs to change should not be consistent for all schools in the state of New Jersey and especially not across the Country. Schools need to change individually and the people within those schools should have input on what needs to change. I do believe outside help may be needed because many times when you are on the inside its hard to determine what needs to change.  A collaboration and an individual school plan to reform can work. 

            Disruptions in education may help on the surface because it may give students and parents a newfound appreciation for the education system but overall, I believe it is detrimental. Change can be very tough on people and some individuals do not handle it well. A transition for change may be helpful and can make change and disruption easier and beneficial. But a quick change can be detrimental like the one we are currently in. I believe the current disruption in education is a setback for these students and it will be a tough time to get back on track. There will be positives that come out of this and it may be about integrating new technologies into classrooms but overall this change will be tough.

Although there isn't a specific pattern across these samples, the overall message stays the same: the students of public education must have quality education that focuses on diversity, is open-minded about sharing potentially controversial history that affects today's society, and providing opportunities for all students through platforms such as extracurricular activities.

As educators, we must embrace that everyone has a connect to past history. We will not be able to make everyone happy with what we share, what literature is shared, etc. unless we ensure that history of our diverse population is accounted for.

Hot Topic:
The article "The End of Police in Schools" was very interesting to me. When I was in high school in Woodbridge Township, I remember there were police officers in the school. These officers were there to ensure no fights would break out in large, crowded areas of the school (for example when students were going to the cafeteria during lunch periods) or to disperse crowds to ensure students got where they needed to be rather than just finding their friends in a common area. The police presence in my high schools never made me, or my friends, uncomfortable- the officers did not get involved in any aspect of daily school life unless there was a need based on a physical altercation. 

In Manalapan schools, we have retired Manalapan police officers in the elementary schools and middle school who are hired to be armed security. These officers do not wear police gear, rather they wear khakis and a security polo shirt. These officers are loved by the students and staff because they often get involved in all of the fun activities that the schools have. This includes participating in band assemblies, participating in school-wide PBIS programs, dressing up for school spirit days, etc. These officers are not seen as an intimidating presence in these buildings. If anything, they make both the teachers and students feel safe. They do not get involved in discipline, they are only in the building in case they need to react to a threat. Active Manalapan police officers also drop in and do walk-throughs in each building twice a day. These officers are different every day, however, students have gotten used to seeing an officer walking through the hallways. Teachers explain to the students that these officers are here to ensure everyone is safe. They check the doors to make sure they are secure. Just as we have emergency drills, the officers are practicing in case they ever had to come to the building for help.

I believe the presence in the school buildings are what the culture of the building makes it. If teachers and students believe the officers are there to be intimidating, that is what they will be viewed as. I do not believe the officers should have any role in discipline, they should only get involved when necessary for safety and bring the individuals involved to the appropriate administrator who should be in charge of the discipline. I, personally, feel as though the presence should be embraced. Let's be honest: if all of the police presence was eliminated and there was a threat in a school, it would be criticized that there were no officers stationed in the building. There is no way to make everyone happy all at once. 

Fresh Lens:
The article about whole-school reform was a bit rigid in my opinion. I, personally, felt as though it places schools in a one-size-fits-all model. This, as we know as educators, is a model that is rarely effective. It goes back to the whole fair doesn't mean equal. 

The timeline, on the other hand, was an effective way to portray a lot of information- centuries worth! The information has been presented to us in blurbs. Rather than giving a ton a details, the information is presented giving enough information for interested parties to further research on their own, if desired.  

It goes without saying that, in 2020, professional educators have a really important job. Not only do they have to ensure that students learn to read, write, think critically, and have good character. They also need to make sure that their students know how to apply these skills to their real lives. With all the information that students have access to at virtually all times via their smartphones and other devices, knowing how to process information objectively and being able to draw their own rational conclusions is perhaps the most valuable skill teachers can teach. It is crucial to discuss conflict and change, because professional educators need to have processed this type of information themselves so that they can present it to their students in an objective way in order to help them process and understand it.

Hot Topic:
          The scenarios that were described in the U.S. News and World Report article about police in schools are very different from what I witness on a daily basis. I have only witnessed positive interactions between community police officers and students. Police presence ensures the safety from any external threat as well as maintains order and calm inside the building. Officers do not intervene with discipline and strive to improve students’ views of police via regular positive interactions and calm, positive exchanges. After reading the article, it is clear that this is not the case in all places. As school leaders are faced with big decisions regarding police presence in schools, it is important for them to remember that police presence in public schools provides the opportunity for systemic reform. Placing officers in schools in order to set a positive precedent for interactions with police in tandem with larger scale reform has the potential to create positive change. 

The issue brought up by the U.S. News and World Report article on opting out of returning to school in September as well as the Op Ed  about school sports shows that there is still a long way to go until the start of school in September. A lot can change over the next several weeks; therefore, it is hard to say what the correct answer regarding what to do is. In fact, there may not be a “correct” answer. If schools remain closed, parents will have to arrange childcare so that they can work or risk not being able to go back to work. In addition, students will fall behind academically. If schools open up in September, it may not yet be safe for students and teachers to be in close contact and many public school facilities will not provide adequate physical environments for students to return to in-person learning. The same goes for resuming school sports. These are unprecedented times and difficult decisions will have to be made in the coming weeks.

Fresh Lens:
          Disruption in education has happened many times in our nation’s history. It has clearly worked, because there have been massive changes to our education system time and time again. Oftentimes, change in education is very slow, because of the way the system is set up. Even the smallest, most mundane decisions need board of education approval. While this process provides safeguards against rash spending of public funds, it also slows change and prevents education from being truly dynamic. Disruption in education occurs when a group can organize and demand what is right, just, and fair. History shows that it works when it is carefully thought-out and well-implemented.

Take, for instance, the various teacher strikes that have occurred in order to fight for fair and livable wages. The timeline shows that these have been relatively successful. They may not have been as successful, however, if they were not organized properly, implemented effectively, and given the proper amount of attention from the news media. Oftentimes, when a situation gets to the point in which people have to protest, there are things about the culture of the place that need to be assessed and addressed. When the establishment listens to the people fighting for better treatment, it goes a long way towards improving the culture of a place.

Perhaps one could argue that educators have more freedom to discuss controversial topics, in contrast to private schools. Let’s truly be honest, in most cases, our curriculum and content is chosen for us; leaving little room to truly expose the nature of the world around us. 

Hot Topic:
The end of police in schools?! -

 

This particular article is interesting because it combines two very critical issues within our school system. Being a teacher in the midst of many societal issues, we have seen many mass shootings, especially within our schools. Those events fueled the desire to have more of a police presence, in an effort to avoid death of students and staff. However, after viewing the data presented in this article, it is safe to say the objective has mutated. In turn, students are becoming more exposed to the justice system, rather than being rehabilitated within the school itself for behavioral problems. Working with students coming from urban communities who are classified as emotionally disturbed; I myself have seen firsthand how an emotional breakdown can lead to a student exiting the school in handcuffs; rather than the student being given the skills needed to cope with their emotions. In settings such as those, especially in the high schools, there are police throughout the entire school. Where at times it could be necessary, I do feel as if the mass funding could be used to implement more rehabilitation rather than punishment. 

Privilege of Opting out? -

This article is extremely heavy-weighted and aligns to my current personal situation. I work in Lakewood Township, where 100% of our students receive free lunch. Most of our parents are current immigrants, working several jobs to make ends meet. After having our discussion in class a few weeks and hearing some of my peers insight on how their districts are reacting to schools having the choice to run ESY in-school; I noticed a trend. I noticed that the districts with more of a white higher socio-economic demographic where opting out of having ESY in-school. I was curious to ask my administration if our district deciding to opt in had anything to do with funding. She said no. She mentioned it is more about the students needing resources, access to food, childcare, and their need to be in school to avoid broadening the learning gap that already exists within low-income communities. While this choice can be looked at as using children of color and children living in poverty as “guinea pigs”, we must also look at it as a positive thing, that the children with the correct precautions, will benefit from being inside the classroom once again.

Sports to open, is it safe? -

This article mentions the necessity of reintegrating sports back into children’s lives. After spending months in quarantine, I feel as if this is crucial for the mental health of children who are use to spending their time playing a specific sport. For many kids, sports become their life; and in some cases are an escape from an unhealthy home setting. Of course with the proper precautions and following the guidelines, sports should certainly resume for children.