Where we are When Matters.

Just like music is the synthesis of all the things we learn in Language, Math, Science, Art, etc., the specialist teacher's role is a complicated web spun from many component skills: knowledge of one's content material, long and short-range planning, record-keeping, performance/presentation skills, and managing the group-dynamics of a class. Specialists are also part of the building community, contributing to the school-wide culture both with staff and students.

To engage each student in the short time allotted and keep them engaged when not in class so that they will continue learning independently takes careful planning and reflection, attention to detail, knowledge of each student's strengths, and a huge amount of energy.

A schedule has a huge impact on how effective a specialist can be.

1 Program- We teach a spiral curriculum. Each concept and skill is introduced, then revisited many times as students grow, develop skills and gain deeper understanding. This requires the long view. Being at a different school every year makes tailoring lessons to students impossible, as does sharing students between teachers in a non-co-teaching situation.

2 Knowing Students- there is a limit to the number of student names one can learn, never mind learning styles, personalities. 500-800 students as a caseload is not feasible. Having to look up a child's picture so you can give them a grade is not quality instruction.

3 Workload - Providing 500-800 individual learners with quality instruction is not feasible. It is a big challenge to manage one school when scheduled 9 classes a day. To simultaneously be asked to begin a program at a second school with completely different needs, requiring a completely different set of lessons and strategies is more than one person can manage. To be asked to plan for lessons with three different combinations of teachers, none of whom are scheduled to ever meet is counterproductive.

4 Teamwork - Specialists are isolated, being the only person in their role in their building. Communication with colleagues, both in the building and across the district is key for effective instruction. Being at a second school, sometimes a new one each year, precludes being part of a community. Being at a school one day a week means we are not on the same page with that building, or that we are being asked to attend more meetings and do more than our contract requires in order to achieve inclusion.

Scheduling is important for students. Consistency helps them to develop a sense of time management. Having time between class meetings to process, prepare, and practice concepts and skills but not enough time to forget what they have learned before the next class boosts achievement.

Scheduling is important for teachers to keep track of who has learned what. Each class coming in requires a reset of equipment, resources, and mindset. When this is happening 9 times a day with little time between, and we factor in holidays, assemblies, fire drills and other disruptions, it is easy to get it wrong. When we are doing this in two buildings, the problem is more than doubled. When we are sharing students with other teachers, it increases exponentially. Having to bounce back and forth in the continuum of lessons, or over to a completely other set of lessons reduces the quality of instruction.

Where we are when matters.

Here are some examples how schools are scheduling shared positions

From Christa Erolin:

We are all familiar with the phrase, “Out of sight, out of mind”. The Specialist Advocacy Council has identified specialist concerns regarding safety, quality, and equity. TEA’s job is to advocate for Tacoma teachers during contract bargaining and throughout the year.

We are currently 'out of sight' regarding specialist representation on TEA. The formula for representation on TEA’s Representative Assembly(RA) is 1 rep. per 10 teaching staff. Given the formula, there should be 75 reps for elementary schools on TEA/RA. To the best of our knowledge only one specialist (1.3% of total reps) is on TEA/RA. Specialists make-up 12% of the total number of elementary school teachers, therefore we should have 9 reps on TEA/RA. That number would put us in plain sight and strengthen our voice so our concerns are heard and addressed. It is our job to educate TEA and fellow representatives as to the concerns we have as specialists and how it impacts our students’ academic, social, and emotional growth. If we remain out of sight, we will be out of TEA’s mind, and how will that benefit us?

Staffing levels are inequitable within buildings and across the district.

Click below to see how your school and schools across the district will be impacted. Current as of 7/23