As we begin the new school year, we decided to speak with the new president of Colorado's largest teachers union. Kevin Vick leads the Colorado State Education Association, which has about 40,000 members. He served as vice president for six years and was a high school social studies teacher before that.
He spoke with CPR News education reporter Jenny Blanding about the beauty of the teaching profession, the challenges, social media and how schools can get more creative.
Read the interview
Editor's note: This interview transcript has been edited for length and clarity.
Jenny Blandin: Kevin, what is the best thing about being a teacher?
Kevin Vick: When you have a difficult kid who is really troubling you at times and then finally they have a breakthrough, it's always one of the most amazing and rewarding experiences. This can also happen with an entire class, so you have a difficult class and you're struggling a little bit, and then all of a sudden at some point in the year you have a big breakthrough and it turns into an amazing experience.
And what's even more rewarding is when someone who looks vaguely familiar comes up to me in the grocery store and says, “Dr. Vic, you were my favorite teacher. You changed my life. Your class is what got me interested in this.” These are all reasons we are in this profession.
Brundin: I'd love to hear your thoughts on how teachers are doing. What are you hearing as we head into the new school year?
Vic: One of the great things about our profession is that every year is an opportunity for renewal, so there's always this sense of optimism when we go back to school that this is going to be a really great year. But I think teachers have really struggled over the last few years in that they're constantly having to fill holes and cover up issues because of staffing shortages in certain areas within our current system.
BRUNDIN: Do you know how big the teacher shortage is this year compared to last year?
Vic: First of all, we don't necessarily see this as a talent shortage. There are more than enough licensed teachers in Colorado who could join our system. At this point, we see this more as an exodus. We have people who were in the system but found it challenging or left because they found opportunities elsewhere. But it's very variable, so it depends on where you are in the state and what specific position you're looking for.
The shortage of psychologists is more acute for small, remote school districts because they likely don't have any psychologists. But it's also a logistical challenge for larger districts if they need 10 psychologists and only have three.
Brundin: To put it in perspective, there were about 1,400 faculty positions vacant last academic year. Another stress point is working conditions. There are a ton of new initiatives and programs that faculty have to incorporate into their workflow. Speaking of improving working conditions, do you think some of them could be streamlined? Is that part of what's weighing on faculty and their time?
Vic: That's right. I think there are some prescriptions that have been put into the system in the last few years that create a clash of priorities. Not only are there restrictions on standards for things like math, but now there are even restrictions on certain types of curriculum or certain programs that you have to follow when teaching math. And those restrictions create a lot of clash of priorities because you get the message that everyone has to be at the same level on the same day, at the exact same time, and you teach them in the exact same way, but kids don't work that way. So when you try to differentiate (teach to different ability levels), you end up trying to stick to the obligation to be in a certain place at a certain time no matter what, and that creates a lot of stress and anxiety for educators.
Blundin: There's very little research on the impact of screen time outside of school on academic performance or mental health. The Centers for Disease Control and Prevention reports that 8- to 10-year-olds spend six hours a day watching screens, 11- to 14-year-olds spend nine hours a day watching screens, and 15- to 18-year-olds spend seven and a half hours a day watching screens. And that's screen time outside of school. Are teachers talking about this, and do they think it's affecting achievement, for example, in reading and writing?
Vic: I agree. I don't know if there's a ton of studies specifically on academics. What we've found is that screen time is a whole component of trying to achieve effective classroom management, engagement, and other things that are really important in school. To be honest, these devices are made for entertainment. So trying to counter that level of certain sophistication and entertainment value is a new dimension in education and something that educators have to manage as well.
Brundin: Since last year, eight states have restricted or banned cell phone use in classrooms, and several school districts in Colorado have done the same. Would you like to see legislation proposing a statewide ban and why?
Vic: We need to look a little bit more into what the impact is in the actual classroom. One of the things that's always difficult for educators is when something is banned or mandated and the only people who can enforce it are the educators themselves, and there's nothing in the system to help them in some way that's enforceable.
In fact, teachers have gotten into the habit of using their mobile phones for a variety of purposes in the classroom, and if they are not careful, they may inadvertently disrupt some very good educational opportunities in the classroom.
Brundin: Local non-profit organizations Roadmap Helping teachers incorporate artificial intelligence into schools. What feedback have you heard from teachers on this and has your organization taken a policy position on this?
Vic: Our national organization came out with a policy statement on artificial intelligence and education, and the policy is that education is the most human thing we do, so we should use artificial intelligence as much as possible as a tool, not as a replacement, because if you take away the human element, you lose the most important element of education.
Brundin: I want to talk about chronic absenteeism. CPR just did a deep dive on chronic absenteeism, and Colorado has the fifth highest rate in the nation for students who frequently miss school, at 31 percent. This is for the 2022-23 school year, and Alabama's rate is 17 percent. Do you have any thoughts on why Colorado's rate is so high?
Vic: Like most things in education, I think the answer is incredibly complicated and there are a lot of factors at play, and one thing that maybe doesn't get as much press or as much appreciation is the idea that the strict standardization and strict standardized testing regime that we have can create an environment that's just not fun, that's not enjoyable, and that can lead to harmful labeling of kids.
“If you're a 6- or 7-year-old child and you're labeled as incompetent or ineffective, you quickly assume that school isn't for you and why would you want to be there. I think we need to rethink how we approach education, especially early on, to help kids understand that school is a place they want to go. If we don't pay attention in the early years, kids will have these internalized messages that will follow them for the rest of their lives.”
Brundin: There's an accountability task force going on right now that's looking at ways states can hold schools accountable. As you mentioned, there's criticism that Colorado's approach places too much weight on standardized test scores. Are there other states that have had success with a different approach that's less standardization and more creativity?
Vic: There are some states that are adopting a dashboard-type approach and incorporating more observational elements in determining whether a school is meeting state standards, and I believe our state is one of the last that still relies strictly on test scores.
Brundin: Colorado's elementary and middle schools are graded solely on test scores and academic growth. High schools also include graduation, dropout and college enrollment rates. This year, the Legislature allocated more funding to schools every year. For the past 14 years, the Legislature has reduced funding to schools to balance the budget. During that time, schools have suffered a total shortfall of $10 billion, but lawmakers have promised there will be no more shortfalls. Will that ensure schools are adequately funded?
Vic: The state stopped borrowing from the education department to meet budgetary amounts, which are now adjusted for inflation at 1989 budget levels. If you think about everything that's been put into the school system, all the expectations that are now placed on school districts, what they're expected to deliver, you see that the budget is really inadequate. It's last in terms of competitiveness…
Brundin: When it comes to teacher salaries…
VIC: Yes, teacher salaries are correct, and obviously these factors impact how well we can get good, qualified, knowledgeable staff into our education system to serve our children.
Brundin: Kevin, I've asked about a number of issues that are often major issues. Is there anything else you'd like to add or point out?
Vic: We need to start thinking seriously about schools as workplaces. We need to start thinking about schools as workplaces for kids, not just as workplaces for adults. What kind of workplace do we want our kids to be in? Do we want a creative, opportunity-driven workplace where kids can explore and find their strengths, try different things, and learn how to deal with problems and become resilient? Or do we want to stick to a one-size-fits-all model that doesn't allow for much creativity and doesn't allow kids to use their strengths?