Charter schools are independent public schools, designed and operated by educators, parents, community leaders, educational entrepreneurs, and others. They are sponsored in California by school districts and county boards of education that monitor their quality and integrity but allow them to operate free from the traditional bureaucratic and regulatory red tape that hog-ties public schools. Freed from such micro management, charter schools design and deliver programs tailored to educational excellence and community needs. – Kimberly B. Born, California Department of Education
Month: July 2014
It is clear that the U.S. still has a major unemployment problem, and yet there is a lack of computer programmers. To solve this problem, many technologists are calling on schools to teach computer science within schools. But, for all the talk about STEM (Science, Technology, Engineering, and Math) in education, the reality is that thus far our schools continue to not truly teach the Technology portion of STEM.
For the past several days I’ve been posting about the discrimination against Career Technical Education teachers in California, and some solutions to this problem, and yesterday explained how CTE teachers can be recognized as being Highly Qualified by the standards started with “No Child Left Behind”.
And while all of this clearly affects the teachers involved, I want to make clear that this discrimination dramatically affects our children’s future, and hence our nation’s future.
One other hurdle that CTE teachers have to teaching academic subjects, beyond the misunderstanding of what their credential allows, and also the bad policy of not allowing them to gain supplementary authorizations, is that many administrators and CTE teachers may not realize that California Designated Subjects credential holders can be recognized as “Highly Qualified” by federal/state standards, which originally came from No Child Left Behind. (I should note my personal opinion that the Highly Qualified designation or lack thereof does not necessarily mean one truly is qualified or not, as it is clear that there are many Type I and Type II errors that can occur, but none the less, getting this designation is an important legality for schools to keep federal funding.)
UPDATE: Since writing this original post, I have discovered that in California CTE teachers who are teaching applied academics are automatically considered Highly Qualified, as I will be posting about soon. But for anyone who is interested in knowing more about how to potentially get the Highly Qualified designation, I have kept this article online.
Yesterday, I posted about the clear discrimination that occurs with Career Technical Education (CTE) teachers in California. Today, I want to talk a little more about solutions to the problem, as I’m not usually the type of person to just whine about something. Further, I suspect that most administrators and academic teachers don’t even realize that they are discriminating.
There are two solutions that can help alleviate this problem.
In California, and probably in most other states, there is a clear discrimination that occurs against Career Technical Education, where CTE instructors and students are looked at as second class citizens. While I will share more in the future about this broader problem, today I am going to focus on how the California’s Commission on Teacher Credentialing and School Districts discriminate against Career Technical Education teachers, and how with the loss of ROP, this has meant a huge number of layoffs to these teachers, and could mean a lot more losing their jobs, if this illegal discrimination doesn’t stop.