During the summer of 2015, I spent my time at NC State learning about nanotechnology and sensor devices under the tutelage of Dr. Jess Jur and Dr. Elena Veety as a Kenan Fellow. During my time there, we explored using the Texas Instruments SensorTag CC2650STK to explore the use of sensors in collecting experimental data. As part of the program, we had to create a lesson that could be shared with teachers around the state. I used my experience with the SensorTag to create a lesson to be used by CTE teachers. The overall goals of this lesson included:
During the school year when I first implemented the lesson, I spent a lot of time on the background information. We took several weeks learning about sensors, their uses and why they are important before getting into the meat of the assignment on data manipulation. This year, I trimmed out a lot of the time spent on sensors. I had students research sensors and create infographics, but we forewent guest speakers and extra exercises that involved a lot of data manipulation outside of the actual lesson. By doing this, I trimmed down the amount of time we spent on material that was not part of the lesson and streamlined the completion of the unit on data visualization as whole.
This week, students will only be in school for two days as it is Thanksgiving week. They will spend today and early next week after returning from the break collecting sensor data based on their own experimental design. They will then have slightly over a week of hands-on experience with data manipulation, writing a short report about their data, creating an infographic based on that report, and presenting their results to the class.
Understanding how to manipulate data is important in a wide variety of industries. So, why did I try my best to speed up how we explore this important topic? Being at a magnet school with a focus on the arts, my students took an interest in game design with the expressed interest in artistic side of the industry. While data manipulation is important for game designers when examining the marketability of their game concepts, most of my students are interested in the artistic side of the industry. Up to this point, a lot of the work my students in Sci Vis have completed is related to science and/or other areas outside of art. It is well-passed time to make the move into examining the more artistic side of the curriculum. Besides being the reason students took my class in the first place, doing so as early as possible also encourages them to stay in my concentration right before we start looking at next school year's scheduling in the early Spring. If they do not get some art before then, they may not see the larger picture where it is important to take this class prior to getting into working with games next year. And, that worries me.
The nation is currently deep in another election year and as we are all aware, the commercials for both sides are coming at us fast and furiously in the hopes of drumming up support for their candidate. I will not discuss who I support or who I don't support here, that wouldn't be appropriate in this forum. But, I do want to clear up some misrepresentations I have been seeing in an ever increasing set of commercials that have both myself and many of my fellow educators angry. The commercials I am talking about are local to the NC political races and state a couple of things about teaching in our state that warrant deeper examination. These claims include: average teacher pay in NC has risen to an average of over $50,000, candidate x voted for a 15% pay raise for teachers, and the state of education in NC has improved in recent years.
The NC teacher pay scale is a matter of public record and published online every year by the Department of Public Instruction. So I have no problem stating openly that as a teacher going into my 14th year with a Masters of Education degree, I am not making the average salary of $50,150 as the commercials claim. Nor are many of my colleagues who are veteran educators. In fact, last year, my non-adjusted income after participating in a one-year paid fellowship and including my spouse's part-time income barely surpassed that claim. It is also important to note that this figure is not talking about average salary alone, it incorporates ALL earned teacher income. That includes added pay for earning a Masters degrees (a benefit that was removed for newer teachers a couple of years ago), added pay for those with National Board Certification (this amounts to a small percentage of teachers across the state and provides a 12% pay raise), paid fellowships (which are few and far between, and require the same process and commitment as applying for a second job, which many teachers already need just to make ends meet), and added pay for local supplements (which are neither required of local districts nor standardized across the state). And, they completely ignore stating the increase they gave only to new teachers at the bottom of the scale over the past couple of years to raise the pay scale floor. All of these things compounded together make a huge difference in calculating overall average teacher pay. So, for those who take the time to examine this claim on a deeper level, it should become clear that there are distinct problems with this statement.
Another claim some of these commercials make involves supporting a 15% pay raise for teachers. And, on face value, these claims are correct. But, what they fail to point out is that this raise is only true specifically for a subgroup of all teachers: those just starting their careers in the classroom. And, it is also only true when combining the individual raises that starting teachers received over the past three years. Veteran educators saw no raise whatsoever during the previous two years, despite the increasing cost of living and personal out-of-pocket expenses due to shrinking employee benefits. Although, it must be stated that our politicians do claim they gave veteran teachers a small raise one of those years. But, what they really did was play a shell game where they provided a raise in place of the one bonus that veteran teachers receive in the form of longevity pay, which we used to get annually on top of our salary for remaining in the classroom longer than 10 years. So in place of a raise on top of an anticipated bonus, we lost the bonus and received what actually became a loss of income under the disguise of a raise. And, they did offer veteran educators a small raise if they would relinquish their contracted rights to career status, better know to most people as tenure. This school year, teachers across the board will receive a 4.7% raise. This is clearly different than the stated 15% the ads mention and far less than the rejected proposal of a 10% raise for all teacher that was made by the state superintendent, which is the amount needed to get NC to the national average for teacher pay. But please, don't misunderstand this information, teachers are very happy to receive the raise we are getting this year.
The third claim made is with regard to improving the education system. I am curious about their definition of improved vs. what most people would agree is an improvement. After examining teacher surveys which the Department of Public Instruction collects from teachers annually and posts publicly online (latest data is for the 2014-15 school year), it becomes clear that NC just experienced the largest loss of teachers in over eight years, with a turnover rate of 14.84%. More importantly, this loss has increased nearly every year since the 2008-09 school year. When looking at the reasons teachers list for leaving even closer, it becomes clear that 16% of them stated the decision came as a result of dissatisfaction with the state's public education system. These teachers either left teaching entirely or moved to teach in another state. Granted, it is often said that 40-50% of all new teachers leave the profession in their first five years. But I wonder how many of those who left were veteran educators (note that the above number does not include those retiring) and if this loss is a result of the extended low pay scale in NC (most people don't realize teacher salary is capped at $50,000 for 30 years of experience, though this will increase to $54,000 over the next three years), loss of career status or Masters degree pay, the increased focus on high-stakes standardized testing, or the ever increasing class sizes and shrinking amount of support that results from educators leaving the career or state. And this decrease in the number of teachers doesn't solely relate to those currently in the classroom. There is also a 30% reduction in the number of college students enrolling in schools of education due to program cuts and their belief that there is little-to-no future or chance for advancement when working in public education. This combined shortage of teachers has resulted in several schools across the state lacking the staff needed to provide equally for all students as the current school year approaches. So this brings me back to asking: how has the state of education in NC been improved?
But even with all that being said, I don't want to end this post with a completely negative outlook on the state of education in NC. It's not all doom and gloom. Every so often, my commitment to remain in the NC public education system is reaffirmed. Earlier this week, I received an email from a parent thanking me for all I have done for their son. I am very blessed to work in a school that contains students from grades 6-12. I have taught this particular young man every year since the 8th grade and will do so once again during his final year in high school. As a result, he has taken every computer-based course we offer in order to learn as much as he possibly can about the tools and techniques that are relevant to the game industry. As a game design teacher, I am always thrilled to learn how I have helped further a student's passion to pursue such a career. But what truly made my day was when his mom divulged that while he was going through the college interview process over the summer, his passion and knowledge of game design was so evident that it impressed the interviewer enough for them to comment on how well our game design concentration prepared him for their program. This friendly email of gratitude absolutely increased my objective to be the best teacher possible for my students and helped to energize me for the coming year.
You see, like so many other educators, although pay is an important thing (I do have bills and a family to support), it is the experiences like the one above and the difference I can make in a student's future that matters most to me. I truly enjoy working with my students, fellow educators, and administrators to make a difference in both our state and the country as a whole, even if I do on occasion get grumpy. Am I happy with the current state of education in NC? Not in the least. But...is that dissatisfaction so deep that I would leave my current/future students whom I have developed a deep connection with over many years together? Once again, the response would have to be: Not in the least!
I am a high school Career & Technical Education (CTE) teacher located in Durham, NC with a focus on game art and design. This blog provides a place for reflection on relevant classroom practices.
The views and opinions expressed in this blog are solely those of the author and do not represent those of my employer or anyone else associated with Durham Public Schools.