A year ago, urged on by my insightful new colleague, Manda Klein, who was born and raised in Texas, I wrote a blog entitled, At Our Core. It praised the bipartisan efforts to discontinue the practice of separating children from their parents and caregivers at our country’s borders.
I wanted to publicize how we came together as a country in a unified national response to say no to this practice. A practice that disregarded children’s fundamental needs and flew in the face of our core beliefs at Teachstone, with our mission of ensuring effective interactions and relationships between children and adults.
Then, fast forward to yesterday, when I was in a meeting discussing a common definition of quality early childhood care and education and blithely agreed that baseline health and safety did not need to be included – too basic, I thought! We needed to raise the bar and elevate the conversation on quality, and in 2019 in the USA, essential health and safety standards should be in place and might distract from the core messages around interactions, teacher compensation and support, family engagement, leadership support, etc.
Then, today hit. I read the Inspector General’s report on conditions at the border. I read Save the Children’s and NAEYC’s powerful statements. Basic health and safety needs of children were once again front and center in my mind (and clearly not every child has access to them). I checked in with my moral compass, my elderly dad, who reminded me of all that he has seen in his lifetime, and who told me he could not believe the conditions in which we are holding children in the USA, today, in 2019. And, he said to me, there is work to do – there are resources to do it. And, I spoke to Manda, who again said, this is too close to home for me, living in Texas. But, in reality, it is too close to home for all of us, and much too close to our Teachstone home where we hold the care and nurturing of children to be sacred.
Please join us and our partners (see this comprehensive list of organizations working on immigration issues affecting children and families) in urging changes to how children and families are treated on our borders.
Whether you are writing your transition plan, preparing to return, or have already returned to in-person learning, you, like many other educational leaders, are likely facing many challenges and unknowns.
As you continue to craft and refine your plans, reflecting on the considerations below can help you more effectively build a blueprint for a successful reopening.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
I recognize and admit to having a chip on my shoulder about the field of early childhood education - and, at times, disbelief that others may not see that period of time as the power-packed years in our developmental timeline which can lay the groundwork and set the course for much of the rest of our lives.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.