>> Renee: WELCOME DO TO MENTAL HEALTH IN EDUCATION, I'M RENEE SHAW.

THANK YOU VERY MUCH FOR JOINING US.

KENTUCKY TEACHERS ARE STILL REELING FROM THE PUNCH OF THE COVID-19 PANDEMIC.

HOW DEEP AND WIDE IS JOB-RELATED STRESS AMONG EDUCATORS AND HOW ARE SOME SCHOOL DISTRICTS ENSURING MENTAL WELLNESS AMONG CLASSROOM TEACHERS?

AS ONE EDUCATOR WROTE IN A RECENT EDITION OF "EDUCATION WEEK" "THERE ARE NO WORDS TO DESCRIBE WHAT IT'S LIKE TO BE A TEACHER RIGHT NOW."

HE GOES ON TO SAY THAT TEACHERS IN HYPERVIGILANCE MODE AS THEY HAVE BEEN FOR NEARLY TWO YEARS NOW.

AS WE ARE SEEMINGLY EMERGING FROM THE GRIP OF THE PANDEMIC, WHAT LEVELSES OF FATIGUE AND FRUSTRATION REMAIN AND HOW HAVE ATTRITION AND STAFF SHORTAGES CONTRIBUTED TO EDUCATOR BURNOUT?

A RECENT SURVEY ON TEACHER WORKING CONDITIONS FOUND THAT A TOTAL OF 75% OF RESPONDENTS SAID THEY WERE, TO SOME DEGREE, CONCERNED WITH THE EMOTIONAL WELL-BEING OF THEIR COLLEAGUES BECAUSE OF THEIR WORK.

64% SAID THEY WERE CONCERNED ABOUT THEIR OWN EMOTIONAL WELL-BEING AND A TOTAL OF 40% OF RESPONDENTS FELT SLIGHTLY OR NOT EFFECTIVE AT ALL AT THEIR JOB RIGHT NOW.

AND THAT'S A KENTUCKY STUDY.

TO GIVE GREATER PERSPECTIVE TO THOSE NUMBERS, WE ARE JOINED BY KENTUCKY EDUCATION COMMISSIONER JASON GLASS, DONTRYSE GREER, MENTAL HEALTH SPECIALIST FOR FAYETTE COUNTY PUBLIC SCHOOLS.

WILLIE CARVER, THE 2022 KENTUCKY TEACHER OF THE YEAR AND A FRENCH AND ENGLISH TEACHER AT MONTGOMERY COUNTY HIGH SCHOOL AND ZAIRA SMORSTAD, A MATH AND READING INTERVENTIONIST AT JESSAMINE COUNTY.

JOINING US BY SKYPE IS KAITLYN MULLINS, AN ENGLISH TEACHER AT PULASKI COUNTY HIGH SCHOOL.

WE WELCOME YOU ALL FOR THIS VERY IMPORTANT AND TIMELY DISCUSSION.

I HAVE TO START WITH YOU, COMMISSIONER GLASS ON THIS 2022 WORKING SURVEY I MENTIONED AT THE TOP.

THOSE NUMBERS MAY SAY IT ALL, BUT THERE IS A LOT THAT IT DOESN'T SAY.

HOW SURPRISED WERE YOU TO LEARN ABOUT WHERE TEACHERS WERE WHEN IT COMES TO CONCERN ABOUT THEIR OWN WELL-BEING, MENTALLY AND EMOTIONALLY AND THAT OF EACH OTHER AND THEIR PEERS?

>> WE HAVE BEEN COLLECTING THAT DATA FOR A NUMBER OF YEARS AND SEEING THOSE STRESS INDICATORS CREEP UP YEAR AFTER YEAR.

BUT WE REALLY SAW IT SURGE FORWARD THIS PAST COLLECTION.

I DON'T THINK THAT SURPRISED ANYONE; THAT THE TEACHING PROFESSION AND THOSE IN IT ARE TELLING US THAT THEY'RE UNDER A LOT OF STRESS AND THAT WE SHOULD BE CONCERNED.

WE HAVE SEEN DROPPING NUMBERS OF PEOPLE ENTERING THE TEACHING PROFESSION, NOW WE ARE HEARING STORIES ABOUT WE MAY SEE A LARGE EXODUS THIS YEAR AS A RESULT OF ALL THE STRESS.

BUT TEACHING IS A DIFFICULT CHALLENGING, STRESSFUL JOB ANY TIME.

IT'S AN EXILE ILL RATING AND GREAT CAREER BUT STRESSFUL AND CHALLENGING JOB, WITHOUT RECOVERY FROM A PANDEMIC, WITHOUT SORT OF THE CULTURE WARS AND HYPERPARTISAN POLITICS BEING BROUGHT INTO THE SCHOOLS; WITHOUT TRYING TO TALK TO KIDS AND TEAM IN YOUR COMMUNITY ABOUT GLOBAL CONFLICTS, WITHOUT THE ECONOMIC UNCERTAINTY.

IF WE HELD ALL THOSE THINGS ASIDE, TEACHING IS STILL A STRESSFUL JOB SO RIGHT NOW JUST IN THE CONDITION CONTEXT THAT WE ARE IN, IT FEELS LIKE AN UNPRECEDENTED TIME WHAT OUR EDUCATORS ARE GOING THROUGH.

>> Renee: ONE OF THE PIECES I QUOTED FROM EDUCATION WEEK, HYPERVIGILANT AND HYPERVIGILANCE RIGHT NOW, THAT EVERY SIDE, YOU ARE CONCERNED ABOUT EVERYTHING THAT YOU JUST MENTIONED ALMOST LIKE YOU PENNED THAT.

YOU ARE CONCERNED ABOUT HOW YOUR KIDS ARE DOING, CONCERNED ABOUT ALL OF THE POLITICS THAT IS GOING ON THAT'S CONCERNING THE CLASSROOM.

TO THE POINT ABOUT ATTRITION.

HOW SEEN, SINCE THIS IS THE THIRD ACADEMIC YEAR THAT TEACHERS WOULD HAVE BEEN UNDER THESE CONDITIONS OF THE PANDEMIC, HAVE YOU SEEN GREATER NUMBERS OF ATTRITION THAN PRE-PANDEMIC?

AND CAN IT BE TIGHTLY CONNECTED TO THE PANDEMIC?

>> WELL, THERE IS A LOT THAT WE ARE SEEING WHEN IT COMES TO PEOPLE THAT ARE ABLE TO RETIRE.

SO WE ARE SEEING IT HAPPEN WITH SUPERINTENDENTS, WITH ADMINISTRATORS, A LOT OF THEM ARE LATER IN THEIR CAREERS, THEY'VE GOT A LOT OF YEARS BUILT UP AND THEY HAVE THE OPTION OF RETIRING.

NOW, WHAT WE ARE WONDERING AND WHAT WE ARE STARTING TO HEAR IS THAT WE MAY SEE THOSE SAME THINGS HAPPEN WITH THE TEACHING PROFESSION.

PEOPLE THAT ARE YOUNGER IN THEIR CAREERS THAT MAYBE THEY COULD CHOOSE TO RETIRE OR MAYBE THEY'RE CONSIDERING A DIFFERENT CAREER PATH OR DOING SOMETHING ELSE.

>> Renee: Mr.

CARVER, I WANT TO COME TO YOU BECAUSE, AND CONGRATULATIONS ON BEING THE TEACHER OF THE YEAR.

BUT YOU PENNED THIS PRETTY THOUGHT PROVOKING PEOPLE IN FEBRUARY AND IT WAS HEADLINED "KENTUCKY EDUCATION AND MAKE OR BREAK MOMENT" AND IT MUST BE REMADE AND YOU ASKED, YOU SAID THAT YOU ARE ASKED DAILY, WHY DO YOU STILL TEACH?

AND ARE YOU THINKING OF LEAVING?

I'M CURIOUS, DOES THAT ANSWER VARY DEPENDING ON THE DAY THAT YOU ARE ASKED, BUT OVERALL, I'M SURE THAT IS A CONSTANT QUESTION THAT YOU HEAR.

AND HOW DO YOU RESPOND?

>> I THINK, FOR ME, IT'S A QUESTION OF EFFICACY AND A QUESTION OF SORT OF THE HEART OF WHY A PERSON BECOMES A TEACHER.

SO I'M IN THE CLASSROOM BECAUSE I TRULY BELIEVE THERE IS A PIVOTAL MOMENT IN A YOUNG PERSON'S LIFE, TO USE MY OWN WORDS, THAT IS A MAKE OR BREAK MOMENT, WHEN WE CAN REALLY DO WHAT PLY TEACHERS DID FOR ME.

I SIT HERE AS THE 2022 KENTUCKY TEACHER OF THE YEAR AFTER FAILING FRESHMAN AND SOPHOMORE YEAR ENTIRELY IN HIGH SCHOOL BUT I HAD TEACHERS WHO BELIEVED IN ME.

AND I THINK WHAT I SEE INCREASINGLY REAL IS THAT OUR ABILITY TO BE AGENTS, AS TEACHERS, AGENTS OF EFFICACY, OUR ABILITY TO ACTUALLY CHANGE LIVES IS BEING HINDERED BY THE ULTRAPARTISAN NATURE OF EDUCATION RIGHT NOW.

THAT, TO ME, IS WHAT WOULD SWAY THAT QUESTION, NOT IS YOUR HEART STILL IN THIS BUT ARE YOU ABLE TO DO WHAT YOU HEART WANTS TO DO?

AND I THINK THAT'S A HARDER CHOICE TO MAKE THESE DAYS.

>> Renee: THE PANDEMIC'S TOLL.

DOES THAT HAVE GREAT IMPACT, IF YOU PUT ASIDE SOME OF THE HYPERPARTISAN OR PARTISAN DISCUSSIONS THAT ARE HAPPENING ABOUT EDUCATION, JUST THAT ALONE, WHAT IS THAT IMPACT AND HOW DOES IT STILL LINGER?

>> FOR ME, AND I THINK I WOULD LOVE TO HEAR WHAT THIS SORT OF LOOKS LIKE IN THE YOUNGER GRADES AS WELL.

BUT I THINK THERE IS A LOT OF UNADDRESSED TRAUMA AMONG STUDENTS.

AND I THINK THERE IS A LOT OF DIVIDE-- BRIDGING OF DIVIDES THAT HAVE TO HAPPEN AND ONE OF THE MOST INTERESTING DIVIDES THAT PEOPLE SAY HOW CAN YOU STAND 200 KIDS THAT'S THE BEST PART.

AT NO POINT EVER ARE THE KIDS THE ISSUE.

BUT THERE ARE A LOT OF BEHAVIOR ISSUES THAT ARE CLEARLY TIED TO TRAUMA, NAMELY, I THINK THERE IS AN UNDERCURRENT OF MAYBE VIOLENCE OR DESTRUCTION THAT STUDENTS, WHO OTHERWISE DON'T KNOW WHAT TO DO WITH THEIR FEELINGS, MIGHT BE PLAYING OUT TO MORE SO THAN USUAL.

I DON'T LIKE THE WORD APATHY.

I THINK INSTEAD, IT'S A STUDENT'S LACK OF RESOURCES TO BE ABLE TO ENGAGE.

I SEE MORE STUDENTS WHO NEED MORE HELP TO ENGAGE THAN I'VE SEEN BEFORE AND THAT OBVIOUSLY HAS A TOLL ON THE TEACHER AS WELL BECAUSE ULTIMATELY YOUR TEACHERS ARE THERE FOR THE STUDENTS.

YOUR TEACHERS ARE THERE TO MAKE SURE THAT THE STUDENTS ARE THRIVING AND WHEN THE TEACHER FEELS LIKE THEY CAN'T, IT BECOMES EMOTIONAL.

>> Renee: Ms. GREER, THIS IS AN AREA YOU KNOW VERY WELL.

THIS IS YOUR PROFESSION AS A MENTAL HEALTH SPECIALIST IN FAYETTE COUNTY PUBLIC SCHOOLS.

I MEAN WHAT HAVE YOU NOTICED IN TERMS OF NOT JUST STUDENTS BUT IN HOW EDUCATORS ARE RESPONDING TO THE TIMES AND WHAT THEY SAY THEY NEED MOST OF ALL RIGHT NOW?

>> SO, RETURNING BACK FROM THE PANDEMIC, I HAVE SEEN A LOT OF ANXIETY IN OUR STUDENTS.

I DO BELIEVE I EXPERIENCED ANXIETY WITH SOME OF OUR STUDENTS PRIOR THE PANDEMIC BUT IT'S AT AN ALL TIME HIGH COMING BACK.

IF STUDENTS THAT WERE ALREADY OR DEALING WITH SOME ANXIETY, BEING ABLE TO BE IN THE COMFORT OF THEIR OWN HOME, LIKE FINALLY LIKE I DON'T HAVE TO GO IN THIS LARGE SCHOOL.

I WORK IN A SCHOOL WITH OVER 2,000 KIDS SO THEM BEING ABLE TO BE IN THE COMFORT AND DO THE WORK ON THEIR OWN, THAT WAS-- THEY WERE AT PEACE.

SO THEN THEY HAVE TO COME BACK AND THERE WASN'T DIFFERENT OPTIONS THEY HAD DURING THE PANDEMIC TO DO VIRTUAL IF THEY WANTED TO OR THINGS LIKE THAT.

THEY JUST HAD TO JUMP ALL IN.

SO I'VE SEEN THAT TO BE HARD ON A LOT OF OUR STUDENTS.

BUT GREATFULLY GREAT MYSELF AND OTHER STAFF MEMBERS HAVE BEEN THERE TO HELP THEM AND DEAL WITH ANXIETY AND HELP THEM OVERCOME THAT IN THIS SORT AMOUNT OF TIME.

IT HAS BEEN A JOY TO SEE THE RESILIENCE OF OUR STUDENTS DURING THIS TIME WITH THE TEACHERS AND ALL THE DIFFERENT THINGS WE'VE HAD TO OVERCOME, I FEEL LIKE A LOT OF TEACHERS AND STAFF, WE DO NEED THE TIME TO OURSELVES ONCE WE ARE AWAY FROM THE BUILDING, TO DEBRIEF, TO GET ADDITIONAL MENTAL HEALTH SERVICES FOR OURSELVES.

THERE IS NOTHING WRONG WITH SEEING A COUNSELOR, SEEING A THERAPIST OR KNOWING WHAT YOUR COPING SKILL IS TO BE ABLE TO RELIEVE THE STRESS THAT YOU HAVE HAD TO OVERCOME IN THIS TIME BECAUSE IT'S MORE THAN JUST THE STRESS OF BEING IN THE SCHOOL BUT THEN THERE IS THE STRESS OF BEING AT HOME AND ALL THE OTHER THINGS THAT WE HAVE HAD TO, YOU KNOW, ADJUST TO.

SO I JUST BELIEVE THAT WE JUST NEED TO KNOW, AS A STAFF AND AS A PEOPLE, WHAT OUR RELEASE IS TO GET THAT BREATH OF FRESH AIR AND THAT MOMENT OF SANITY.

>> Renee: DO YOU FIND IT'S EASIER TO TALK ABOUT IN MANY WAYS THAT MAYBE MENTAL HEALTH ISSUES MIGHT HAVE BEEN STIGMATIZED PRE-PANDEMIC BUT NOW THERE IS A CERTAIN AMOUNT OF FREEDOM BECAUSE A LOT OF PEOPLE, MOST OF US HAVE FELT SOME LEVEL OF STRESS DURING THIS TIME, THAT PERHAPS THAT'S CRACKED OPEN A DOOR WIDER THAN BEFORE TO REALLY SAY, ARE YOU FEELING WHAT I'M FEELING AND I REALLY WANT TO TALK TO SOMEBODY ABOUT IT?

>> ABSOLUTELY.

YES.

I ABSOLUTELY AGREE WITH THAT.

I DO THINK SO.

EVEN STUDENTS BEING ABLE TO KNOW THAT, LIKE I'M AN OPTION, TO COME INTO MY OFFICE.

THE FIRST SEMESTER WAS A REVOLVING DOOR.

I WAS SO BUSY AND IT WAS TRAINING IN A SENSE-- IT WAS DRAIN INNING A SENSE BUT LIKE WILLIE SAID, THE STUDENTS ARE NEVER A PROBLEM.

IT'S A JOY TO HAVE A REVOLVING DOOR AND KNOW YOU CAN COME AND TALK TO SOMEBODY.

MY DOOR IS OPEN FOR STAFF.

I GET CALLED INTO THE CLASSROOM.

IF SOMEBODY NEEDS A BREAK OR WHATEVER THE CASE MAY BE.

SO I THINK THE STIGMA HAS BEEN LIFTED IN A SENSE.

THERE IS STILL WORK TO BE DONE AND CERTAIN CULTURES AND THINGS LIKE THAT BUT I DO BELIEVE THAT PEOPLE AND STAFF AND STUDENTS KNOW, AND EVEN PARENTS, LIKE THEY WANT THEIR KIDS TO GET THE HELP THAT THEY NEED AT THIS TIME.

>> SARAH SMORSTAD, THE LAST TIME WE TALKED TO YOU, WAS IT LAST YEAR?

>> I THINK IT WAS A YEAR AND A HALF AGO.

>> Renee: WE WERE TALKING ABOUT HOW YOU WERE DEALING AND YOUR KIDS WERE DEALING WITH THE PANDEMIC WHEN WE WERE REALLY IN THE THICK OF IT.

YOU HAVE EXPERIENCED BECAUSE YOU HAVE BEEN IN EARLY CHILDHOOD EDUCATION.

NOW YOU ARE BACK IN THE CLASSROOM, YOU KNOW, AND SO I WOULD LOVE TO HEAR YOUR PERSPECTIVE, PARTICULARLY OR DEALING WITH KIDS WHO ARE AT THE TRANSITION POINTS AND HOW YOU ARE OR DEALING WITH IT ALL.

>> WHEN I STARTED THE YEAR BACK, AFTER TWO YEARS AT HOME, SO I WAS HOME DOING PRESCHOOL DURING THE THICK OF THE PANDEMIC.

AND I WENT BACK IN AUGUST AND ACTUALLY WAS IN A FIRST GRADE CLASSROOM BEFORE I SWITCHED TO INTERVENTION?

JANUARY.

MY FIRST GRADERS, 10 OF THEM WERE ONLY VIRTUAL INSTRUCTION SO THEY HAD NO IN-PERSON KINDERGARTEN.

THEY EITHER WERE HOME SCHOOLED OR VIRTUAL.

AND THE SOCIAL SKILLS LACKING TO ENTER A CLASSROOM FOR THE VERY FIRST TIME, THEY DIDN'T KNOW HOW TO WALK IN THE HALLWAY.

THEY HAD NEVER BEEN IN A CAFETERIA BEFORE.

THERE WAS LOTS OF CRYING EVERY MORNING BECAUSE NOBODY COULD WALK THEM IN AND THEY HAD BEEN AT HOME AND SITTING IN FRONT OF A COMPUTER MORE THAN HALF MY CLASS.

AND JUST KNOWING,000 TALK TO EACH OTHER ASHED GET ALONG WITH EACH OTHER AND THANKFULLY, THERE IS A LOT OF ITER AT MY SCHOOL AND I HAD COUNSELORS IN MY ROOM A LOT BECAUSE I DID HAVE SEVERAL SOCIAL AND EMOTIONAL AND BEHAVIORAL ISSUES.

AND THE TIME OF DAY THAT WAS FOR SECOND STEPS OR S.E.L.

PROGRAM WAS VERY IMPORTANT BECAUSE THEY HAD NONE OF THOSE SKILLS AT ALL I THINK AS A TEACHER, I FEEL LIKE I HAD AND STILL SOME SECONDARY TRAUMA.

A LOT OF DAYS WHERE I CRIED AT THE END OF THE DAY BECAUSE THESE WERE KIDS AND THEY WERE STRUGGLING AND THEY WERE SIX AND SEVEN YEARS OLD AND THEY HAD MISSED THE BEGINNING OF THEIR EDUCATION, THEY WERE REALLY BEHIND, THEY WERE ANXIOUS, THEY WERE MISSING HOME OR SOME OF THEM WERE WORRIED ABOUT WHAT WAS GOING ON AT HOME.

AND SO IT JUST WAS A LOT TO TRANSITION BACK INTO WORK AND SEE THAT THE FACE OF EDUCATION HAD CHANGED A LITTLE BIT AND THE FACE OF STUDENTS HAD CHANGED FROM JUST WHAT THEY GET AT THE BEGINNING.

THESE FIRST GRADERS HAD NEVER HAD PRESCHOOL OR KINDERGARTEN NORMAL AND THEN NOW I SEE FIRST THROUGH FIFTH GRADERS AND OUR FIRST AND SECOND GRADERS WHO WE SEE THE BIGGEST GROUP OF STUDENTS THAT ARE BEHIND ACADEMICALLY OR SOCIALLY.

AND THEN IN OUR THIRD, FOURTH AND FIFTH GRADERS, A HIGHER LEVEL OF ANXIETY AND OUR COUNSELORS DO A LOT OF SOCIAL SKILLS GROUPS BECAUSE IT HAS BEEN REALLY HARD FOR THEM.

ATTENDANCE IS A MAJOR ISSUE COMING BACK FROM THE METROPOLITAN.

SO THERE ARE A LOT OF FACTORS.

>> Renee: KAITLYN MULLINS JOINING US FROM SKYPE, ENGLISH TEACHER AT PULASKI COUNTY HIGH.

YOU WILL KNOW THAT WE WERE DOWN THAT HIGH AND PUT A POT LIGHT ON THE GREAT WORK THAT YOU AND PEOPLE LIKE LORI PRICE WERE DOING WHEN IT COMES TO POSITIVE BEHAVIORAL INTERVENTIONS AND MENTAL HEALTH FIRST AID FOR KIDS YOU HAVE SET A STERLING EXAMPLE WITH DEALING WITH THE TRAUMA THAT SARAH WAS JUST TALKING ABOUT AND I'M CURE INCLUDES HOW THAT TRANSLATED TO THE EDUCATION STAFF PERHAPS DURING THIS TIME?

AND I REMEMBER REALLY VIVIDLY WHEN WE TALKED TO LORI A FEW YEARS AGO ABOUT HOW BECAUSE OF FOSTER CARE ISSUES AND SUBSTANCE ABUSE THAT WAS GOING ON IN THE AREA AND IN THE REGION, THEY HAD YET TO SEE THE FULL IMPACT OF THAT UNTIL THOSE KIDS WERE TO HIT KINDERGARTEN.

THEN YOU PUT THE OVERLAY OF A PANDEMIC ON TOP OF THAT.

TALK US THROUGH WHAT THAT HAS BEEN LIKE.

>> I THINK IF WE HAVE OUR COUNTY, THERE IS A LOT OF POVERTY.

IT FEELS LIKE THERE IS VERY LITTLE MIDDLE DWROWND GROUPED.

WE HAVE A LOT OF STUDENTS WHO ARE VERY WELL OFF AND A LOT OF STUDENTS WHO ARE LIVING IN DIRE-- I THINK IT'S VERY EASY TO GET TRUSS SFRAIRTED-- TO GET FRUSTRATED WITH KIDS MISBEHAVING BUT TO FIND THE INTERVENTION AND TO MEET THEM WHERE THEY ARE AND LEARN WHY THEY'RE BEHAVING THE WAY THEY'RE BEHAVING BECAUSE JUST TO REACT WITH DISCIPLINE OR ANGER, FRUSTRATION, WILL NEVER SOLVE THE ISSUE AND IT DOESN'T-- IT'S NOT JUST AN ISSUE IN HIGH SCHOOL OR MIDDLE OR ELEMENTARY SCHOOL BUT THEY MOVE ON AND THINGS IN OUR COMMUNITIES AND IF THEY DON'T LEARN THESE SKILLS OR HOW TO REGULATE THEIR EMOTIONS AND TO DEAL WITH SITUATIONS THAT THEY'RE GOING THROUGH, I MEAN WE ARE DOING THEM A DISSERVICE.

I THINK WE ARE HERE TO EDUCATE THEM AND WE HAVE STANDARDS THAT WE NEED TO HIT, OF COURSE, BUT RECOGNIZING THAT THEY'RE PEOPLE AND THAT THEY ALSO NEED TO LEARN HOW TO TAKE CARE OF THEIR MENTAL HEALTH IS IMPORTANT.

AND WE HAD A YEAR AND A HALF WHERE SOME OF THE STUDENTS WE DID NOT SEE IN PERSON PERIOD FOR A YEAR AND A HALF.

IT IS UNSETTLING TO THINK THAT THEY MIGHT BE IN SITUATIONS WHERE THEY DON'T HAVE ANYONE AT HOME WHO CARES ABOUT THE WAY THEY'RE FEELING OR WHAT THEY'RE GOING THROUGH: THEIR TEACHERS AND FRIENDS AT SCHOOL MIGHT BE THE ONLY ONES.

I THINK WE ARE STARTING TO SEE SOME STUDENTS WHO, THEY THRIVED BEING BACK IN THE CLASSROOM.

MAYBE WE DIDN'T HEAR MUCH FROM THEM WHEN THEY'RE VIRTUAL BUT THEY'RE BACK AND BACK TO IT AND OTHERS WHO GOT USED TO THE FREEDOM AND BEING ABLE TO MAKE THEIR OWN SCHEDULE BECAUSE NO ONE WAS FORCING THEM TO DO THEIR WORK OR TO HAVE LIKE A REGULAR SLEEP SCHEDULE AND ROUTINE THROUGHOUT THE DAY AND THOSE STUDENTS WERE STRUGGLING.

SOMEONE MENTIONED ABSENTEEISM EARLIER.

STRUGGLING TO GET SOME STUDENTS BACK IN THE CLASSROOM AND TO GET THAT ROUTINE DOWN AS WELL.

>> I WANT TO ASK YOU BECAUSE YOU ARE IN HIGH SCHOOL AND ONE QUESTION IS ABOUT THOSE WHOSE SENIOR EXPERIENCE WAS ABBREVIATED AND MAYBE THE LESS WHOLE FULL EXPERIENCE YOU GET AS A SENIOR TRANSITIONING TO COLLEGE OR CAREER.

AND WROI LIKE TO GET YOUR PERSPECTIVE ON THAT AND TALK ABOUT WHEN YOU FINALLY DID GO BACK, YOU KNOW, YOU ARE WORRIED ABOUT THE CLEANLINESS SCHEDULES AND THE PROTOCOLS AND JUGGLING ALL OF THAT.

WHAT WAS THAT LIKE FOR YOU ALL AS WELL?

>> FOR SENIORS, IT WAS DEVASTATING.

I TEACH A. A.P.

LIT SO HAVE I SOME SENIOR IN THAT CLASS.

MOSTLY SENIORS AND TO NOT HAVE THE LAST FEW MONTHS WITH THEM IN THE SPRING, IN HIGH SCHOOL, ESPECIALLY, IT IS SO EXCITING.

THEY HAVE PROM AND GRADUATION AND, YOU KNOW, SPORTS AND IT WAS OVER AND I THINK THE OTHER PEOPLE IN THE ROOM CAN ATTEST NO ONE KNEW WHAT WAS HAPPENING.

IT WAS SCARY OF COURSE.

WE GOT THE CALL THAT SCHOOL WAS CLOSING AND GOING VIRTUAL SO THE PROSPECT OF TRYING TO MEET OUR STUDENTS NEEDS WHEN WE WERE NOT PREPARED FOR THIS.

BUT TO ALSO KNOWED THAT WHAT WAS SUPPOSED TO BE TWO WEEKS ENDED UP BEING THE REST OF THE SCHOOL YEAR.

WE DIDN'T GET TO SEE THEM I.

WAS HARD FOR, NOT JUST THEM BUT FOR US AS WELL TO JUST LOSE THOSE LAST FEW MONTHS, ESPECIALLY WITH THE STUDENTS WHO WOULD BE GRADUATING AND MOVING ON.

WE DID HAVE AN OUTDOOR GRADUATION.

WE HAVE A DRIVE-IN HERE IN SOMERSET SO THEY RECORDED THE STUDENTS WALK AGO CROSS THE AUDITORIUM RECEIVING THEIR DIPLOMA AND WE DID A WHOLE BIG PARADE FROM THE HIGH SCHOOL DOWN TO THE DRIVE-IN AND TEACHERS WERE ON THE SIDE OF THE ROAD CHEERING AND FAMILY AND FRIEND AND THEY GOT TO THE DRIVE-IN AND WATCHED THE CEREMONY.

IT WAS SCHOOL.

IT IS NOT THE TRADITIONAL GRADUATION CEREMONY BUT I THINK IT WAS SPECIAL FOR THEM SO WHILE IT WAS HARD, THEY HAD A SPECIAL MOMENT TO CLING TO AND AS FAR AS COMING BACK AND GETTING USED TO THE NEW SCHEDULE, IT'S SOMETHING WE JUST DO WHAT HAVE YOU TO DO AND ROLL WITH THE PERSONS AND KNOW THAT THINGS CAN CHANGE AT THE DROP OF A HAT SO IT'S A LITTLE MORE STABLE THIS YEAR BUT LAST YEAR KNOWING WE COULD BE IN PERSON AND QUICKLY MOVE TO VIRTUAL INSTRUCTION OR, YOU KNOW, OTHER MANDATES COULD CREATE BIG DIFFERENCES AND UPSET IN THE CLASSROOM.

YOU LEARN TO ROLL WITH IT.

>> Renee: ROLLING WITH IT IS THE THEME.

THAT'S HOW YOU COPE.

A FEW DAYS AGO WE TALKED TO ANGIE WATTS, WHO WAS A SECOND GRADE TEACHER IN FLOYD COUNTY.

SHE HAD LOST A STUDENT AND EXPERIENCED THAT AND SHE HAS DEDICATED HERSELF TO SOCIAL AND EMOTIONAL LEARNING.

SO TALKED ABOUT HOW SHE IS DOING THAT WITH HER STUDENTS AND OTHER ED EDUCATORS.

HERE IS WHAT SHE HAD TO SAY.

ANGIE WATTS, THANK YOU VERY MUCH FOR A FEW MINUTES OF YOUR TIME TODAY.

>> THANK YOU FOR HAVING ME.

>> Renee: WELL, I KNOW, IT HAS BEEN A TOUGH COUPLE OF SCHOOL YEARS FOR YOU AND YOUR KIDDOS AND IN FLOYD COUNTY, I KNOW THAT YOU HAVE BEEN REALLY INTENTIONAL ABOUT MAKING SURE THAT AS MUCH AS YOU CAN, THAT YOUR KIDS ARE GOOD FROM THE NECK UP AND TAKING CARE OF THEIR SOCIAL AND EMOTIONAL NEEDS.

CAN YOU TALK TO BUS THAT?

-- CAN YOU TALK TO US ABOUT THAT?

>> THE LAST THREE SCHOOL YEARS HAVE BEEN TRYING AND DIFFERENT.

WE HAVE REALLY TRIED TO PUT RELATIONSHIPS FIRST AND KEEP THAT AT THE CENTER OF OUR FOCUS.

IN PARTICULAR, WE ARE TRYING TO LOOK HEAVILY AT THEIR SOCIAL AND EMOTIONAL NEEDS OUR DISTRICT AS A WHOLE HAS DONE AN EXCELLENT JOB.

THEY HAVE PURCHASED A WONDERFUL S.E.L.

PROGRAM AND IT'S VERY USER FRIENDLY AND EACH MORNING FROM 8-8:20, WE DO THIS-- IT'S A COMPUTER WEB-BASED LESSON, BUT IT TALKS ABOUT THE SEVEN DIFFERENT MIND SETS AND IT'S VERY MOTIVATIONAL AND ENCOURAGING.

WE ALSO TRY TO REALLY HELP STUDENTS WHO TYPICALLY ARE NOT STRUGGLING WITH SCHOOL.

FOR EXAMPLE, I PERSONALLY HAVE A STUDENT WHO HAS A WONDERFUL FAMILY AND A WONDERFUL BACKGROUND THAT SHE JUST STRUGGLED TO COME BACK INTO THE BUILDING.

SO EACH MORNING SHE WAS FULL OF TEARS AND ANXIETY AND SO SPEAKING WITH HER ONE ON ONE, COMFORTING HER AND HELPING HER TO KNOW THAT IT IS AN ADJUSTMENT FOR EVERYONE AND WE ARE ALL IN THIS TOGETHER.

THAT'S THE THING THAT IS SPECIAL ABOUT THIS TRAUMA IS THAT WE ALL ARE EXPERIENCING IT AND IN THE PAST, WHEN MY STUDENTS WOULD GO THROUGH SOMETHING IT WAS SOMETIMES HARD TO RELATE BECAUSE I HAD NEVER EXPERIENCED THAT TRAUMA BUT IS SOME SOMETHING WE ARE ALL IN THE SAME BOAT IN A SENSE AND WE ARE ALL EXPERIENCING IT TOGETHER.

>> Renee: SO WITH ALL OF THE, I WOULD IMAGINE, THE FATIGUE OF FIGURING OUT HOW TO TEACH KIDS AND TO MAKE SURE THAT THEY'RE STILL ENGAGED AND YET TENDING TO THEIR SOCIAL AND EMOTIONAL NEEDS, HOW EXHAUSTING IS THAT, ANGIE?

I MEAN CAN YOU TALK ABOUT EDUCATOR FATIGUE AND MAYBE EVEN COMPASSION FATIGUE?

HOW WOULD YOU DESCRIBE IT?

>> IT IS EXHAUSTING.

WE ARE DEPLETED AND OFTEN FEEL DEFEATED.

AND AS POSITIVE AS WE TRY TO BE, THE REALITY IS IT IS DRAINING PHYSICALLY, MENTALLY AND EMOTIONALLY.

THERE ARE SOME DAYS THAT WE WORK 12-HOUR DAYS IN A MASK.

FOR EXAMPLE, ONE DAY TWO WEEKS AGO I WAS HERE FOR SEVEN A.M.

BUS DUTY OUTSIDE.

A FEW WEEKS BEFORE THAT I WAS OUTSIDE IN 12° WEATHER FOR 45 MINUTES BEFORE SCHOOL STARTED.

THEN WE HAVE OUR FULL SCHOOL DAY, BUS DUTY FOR AN HOUR AND 15 MINUTES TO AN HOUR AND A HALF AFTER SCHOOL.

AND THEN I HAD TO WORK VOLLEYBALL GAMES FOR THE CONCESSION.

THOSE THINGS ARE JUST PART OF A TEACHER'S DAY ANYWAY, ABSOLUTELY.

BUT ADD TO THAT THE STRESS OF NOT BEING ABLE TO IMPLEMENT BEST PRACTICES AND STILL KEEPING OUR SEATS THREE FEET APART.

THIS IS NOT BEST PRACTICES IN THE CLASSROOM.

AND FOR THESE STUDENTS.

THEY HAVE BEEN IN SCHOOL THREE YEARS, MY SECOND GRADE STUDENTS HAVE BEEN IN SCHOOL THREE YEARS AND EACH YEAR COVID HAS INTERRUPTED A NORMAL SCHOOL RUE TEAM.

AND TEACHERS ARE EXHAUSTED.

THEY AREMENT AND THEY'RE DOING WHATEVER IT TAKES TO MAKE THIS HAPPEN.

THE PROBLEM IS, WE'VE ALWAYS HAD IMPOSSIBLE EXPECTATIONS FOR TEACHERS THAT THEY SOMEHOW SEEM TO MEET.

BUT NOW WITH ALL OF THESE RESTRICTIONS, IT'S TIME TO OFFER TEACHERS THE SAME LIKE STA STABILITY, GRACE AND EMPATHY THAT WE WANT THEM TO SHOW THE STUDENTS.

>> Renee: WELL, I THINK THAT THAT'S A WISE WAY TO END OUR CONVERSATION, ANGIE WATTS.

I THANK YOU FOR YOUR SERVICE TO NOT JUST THE KIDDOS IN FLOYD COUNTY BUT WE KNOW IT HAS RIPPLE EFFECTS AND WE REALLY APPRECIATE ALL THE HARD WORK YOU ARE PUTTING IN.

THANK YOU SO VERY MUCH FOR SPEAKING WITH US.

>> THANK YOU.

I APPRECIATE YOU ALLOWING OUR VOICES TO BE HEARD.

THANK YOU.

>> Renee: IMPOSSIBLE EXPECTATIONS, WILLIE CARVER.

IS THAT WHAT YOU ARE DEALING WITH ALL THE TIME?

>> I FEEL LIKE WE ARE ALWAYS OR DEALING WITH IMPOSSIBLE EXPECTATIONS BUT IT IS ON A DEGREE THAT I LOVE THAT SHE SAID IT'S A CONSTANT STRUGGLE OR THIS CONSTANT FEELING OF NOT MEETING YOUR EXPECTATIONS.

I WILL READILY ADMIT I HAVE CRIED MORE THAN ONCE BECAUSE I THINK I CAN'T POSSIBLY BE THE TEACHER OF THE YEAR BECAUSE I FEEL SO UNSUCCESSFUL.

BECAUSE I KNOW WHAT THESE HUMAN BEINGS IN MY CLASSROOMS ARE CAPABLE OF AND BECAUSE OF THEIR TRAUMA, BECAUSE OF QUARANTINES TAKING 15-20% OF MY STUDENTS ANY GIVEN DAY, BECAUSE OF TRYING TO DO THE BALANCING ACT OF GIVING THEM WHAT THEY NEED ACADEMIC A&M AND WHAT THEY NEED EMOTIONALLY AND ACADEMICALLY, I THOUGHT I'M A FAILURE.

SO HOW CAN I POSSIBLY BE THE KENTUCKY 2022 TEACHER OF THE YEAR?

THAT'S AN IMPORTANT THING FOR ME TO SAY OUT LOUD BECAUSE I THINK A LOT OF US ARE FEELING IT AND I THINK IT'S REALLY IMPORTANT FOR TEACHERS TO KNOW, BECAUSE I THINK TEACHING, ESPECIALLY BECAUSE IT REQUIRES US TO DO THE IMPOSSIBLE, FORCE SMILING FACES, TO GREET PEOPLE AT DOORS WHILE THINKING THIS CAN'T BE DONE, RIGHT?

NOW MORE THAN EVER, WE NEED TO SAY IT REALLY CAN'T BE DONE AND LET'S ACKNOWLEDGE THAT AND THEN FIGURE OUT THE BEST PATH FORWARD FOR WHAT WILL BE DONE.

>> Renee: SARAH, BUT YOU ALWAYS WEAR A CAPE THOUGH.

TEACHERS ARE SUPERHEROS NOT PAID WHAT THEY'RE DESERVED AND I KNOW WILLIE, WHEN YOU WROTE YOUR PIECE, YOU LISTED SOME THINGS THE WAY WE COULD IMPROVE THE CONDITIONS FOR TEACHERS, ONE OF THEM BEING INCREASED PAY.

BUT IT IS ALL ABOUT MONEY?

WHY IS IT TEACHERS FEEL MAYBE UNDERAPPRECIATED OR OVERLOOKED OR EVEN TAKEN FOR GRANTED?

>> I THINK BECAUSE IT'S ALWAYS SOMETHING NEW THAT IS BEING ASKED OF US AND THERE IS NOT A LOT OF THANKS.

WE HEAR THE COMPLAINING MORE THAN WE HEAR THE VOICE OF APPRECIATION.

AND I WORK AT A SCHOOL WHERE MY PRINCIPAL SHOOTS EMAILS AND SENDS TEXTS AND PUTS POST-IT NOTES AND DOES APPRECIATE BUT YOU STILL HEAR THE LOUDER VOICES ON SOCIAL MEDIA OR PARENTS WHO ARE NOT HAPPY.

THOSE VOICES RING LOUDER AND MOST TEACHERS ARE PERFECTIONISTS AND WE WANT TO DO THE VERY BEST AND WE ARE CONSTANTLY TRYING TO CHASE THAT.

FOR ME, SOMETHING I FEEL LIKE IRMEAN I THINK A PAY INCREASE SHOWS APPRECIATION BUT EVEN SOME FLEXIBILITY IN DAYS OFF.

A MENTAL HEALTH DAY FOR A TEACHER.

RIGHT NOW I HAVE ONE PERSONAL DAY A YEAR.

OTHERWISE JUST SICK DAYS AND I HAVE FOUR KIDS SO THOSE SICK DAYS ARE USUALLY NOT USED FOR MYSELF.

AND EVEN I TRY NOT TO USE THEM FOR MY KIDS I TRY TO HAVE A GRANDPARENT STEP IN BECAUSE TEACHERS ARE TOLD DON'T TAKE A SICK DAY BECAUSE WE HAVE A SHORTAGE OF SUBS SO WHEN YOU ARE NOT THERE IT CAUSES A RUCKUS IN THE BUILDING.

SO I THINK THERE HAS GOT TO BE SOMETHING DONE WHERE TEACHING IS MORE COMPARABLE TO OTHER PROFESSIONS AND MAYBE THOSE DAYS CAN JUST BE DAYS, PAID TIME OFF.

DID IT-- IT DOESN'T HAVE TO BE NECESSARILY A SICK DAY AND YOU DON'T HAVE TO FEEL GUILTY WHEN YOU INTO ED A PERSONAL DAY, A MENTAL HEALTH DAY OR YOU NEED A LONG WEEKEND AWAY WITH YOUR FAMILY TO RECHARGE, JUST LIKE OUR STUDENTS SOMETIMES GET.

AND OTHER PROFESSIONS GET.

AND I JUST FEEL LIKE WE ARE KIND OF LIKE PUT IN A LITTLE BOX OF YOU HAVE THESE SICK DAYS BUT WE WANT TO YOU TAKE YOUR APPOINTMENTS AFTER SCHOOL AND WE REALLY DON'T WANT YOU TO USE SICK DAYS UNLESS HAVE YOU TO AND IF POSSIBLE, DON'T CALL IN BECAUSE WE DON'T HAVE A SUB FOR YOUR POSITION.

SO I THINK THOSE KINDS OF THINGS MAKE YOU FEEL UNDERAPPRECIATED AND COULD BE CHANGED.

I'M NOT SURE WHAT THE ANSWER IS.

>> Renee: COMMISSIONER GLASS, THERE ARE SYSTEMIC CHANGES THAT WE ARE GETTING TO.

THERE IS SO MUCH THAT KIDS CAN DO OR CERTAIN SCHOOL DISTRICTS CAN DO BUT 9 SYSTEM MAYBE NEEDS TO BE REMADE AS WILLIE CARVER HAS SAID.

YOUR THOUGHTS ABOUT THAT.

>> THE CORE REASON THAT PEOPLE GO INTO TEACHING IS ALTRUISTIC.

THEY WANT TO SUPPORT STUDENTS.

THEY BELIEVE IN SERVING OTHERS.

THEY WANT TO BE PART OF SOMETHING BIGGER THAN THEMSELVES.

THAT'S THE CORE DRIVER FOR BEING AN EDUCATOR BUT EDUCATORS ARE ALSO RATIONAL PEOPLE SO THEY DO THE CALCULOUS ON BALANCING THAT ALTRUISM VERSUS CAN THEY MANAGE THEIR OWN FINANCES AND STRESSES AT HOME, WHAT SORTS OF SUPPORTS AROUND THEM TO HELP THEM BE SUCCESSFUL AT THEIR JOBS AND THOSE THINGS HAVE ERODED, ESPECIALLY IN LIGHT OF INFLATION OVER THE PAST FEW YEARS HERE IN IN KENTUCKY.

SOMETIMES IT'S NOT A RATIONAL CALCULATION.

THERE IS THE SAYING IF YOU DON'T TAKE CARE OF YOUR WELLNESS, WILL YOU HAVE TO TAKE CARE OF YOUR ILLNESS.

THAT'S HAPPENING TO OUR EDUCATORS AS WELL.

SOME OF THEM ARE NOT ABLE TO MAKE THE RACKSAL CALCULATION AROUND CAN I CONTINUE MY PASSION VERSUS WHAT I GET OUT OF IT.

THEY ARE HAVING PHYSICAL OR MENTAL BREAKDOWNS AND NOT ABLE TO CONTINUE.

EDUCATION LIKE HEALTHCARE AND NURSING IS SOMETHING WHERE THE EDUCATOR NOT ONLY FEELS THEIR OWN STRESS AND TRAUMA.

THEY ALSO FEEL THE STRESS AND TRAUMA OF THEIR STUDENTS BECAUSE THEY'RE EMOTIONAL CONNECTED AND INVESTED IN THEM SO THEY CAR CARRY THAT AROUND AS WELL.

THE COMPOUNDING OF THOSE TWO THINGS IS THE ROOT AND I'M VERY CONCERNED THAT IN ADDITION TO THE SHORTAGE OF THE NUMBER OF PEOPLE COMING INTO THE TEACHING PROFESSION, WE ARE SIMULTANEOUSLY GOING TO HAVE AN EXODUS AND FACE A REAL PROBLEM.

WE HAVE BEEN TRYING TO RING THE ALARM BELL FOR SOMETIME.

I THINK OUR LEGISLATORS ARE STARTING TO HEAR THAT THERE IS INTEREST TO START SUPPORTING THE TEACHING PROFESSION IN THE SAME WAY THERE IS INTEREST IN SUPPORTING THE NURSING PROFESSION BUT I WONDER IF WE HAVE TO HIT ROCK BOTTOM ABOUT OF THERE IS AN AWAKENING TO WHAT IS GOING ON.

>> Renee: WHAT WOULD ROCK BOTTOM LOOK LIKE?

>> I THINK WE ARE RIGHT ON THE EDGE RIGHT NOW OF THAT.

SO WE KNOW THAT WE HAVE SHORTAGES OF SUBSTITUTES, OF HOURLY PEOPLE THAT WORK IN SCHOOLS OUR SCHOOLS ARE HAVING A HARD TIME RECRUITING PEOPLE INTO WHERE WE USED TO HAVE A GLUT.

NOW WE ARE HAVING A HARD TIME FINDING PEOPLE FOR THOSE KINDS OF ROLES.

WHEN WE HAVE TO START COMBINING CLASSES INTO 40 OR 50 OR 60 STUDENTS IN A CLASS BECAUSE WE DON'T HAVE TOUGH TEACHERS TO COVER IT, I THINK THE PUBLIC IS REALLY GOING TO GET A SENSE OF WHERE WE ARE AND AGAIN WE ARE ON THE EDGE OF THAT RIGHT NOW.

I'M WORRIED THAT IT IS THAT SAYING AROUND HOW DID YOU GO BROKE?

IT WAS GRADUALLY AND THEN SUDDENLY.

WE MAYING FEELING THAT RIGHT NOW.

WE HAVE HAD ALL THESE STRESSORS AND REMOVAL OF SUPPORTS AROUND THE TEACHING PROFESSION THAT HAVE BUILT UP OVER A NUMBER OF YEARS.

AND IT'S SORT OF COMING TO A HEAD NOW.

>> Renee: KAITLYN MULLINS, IF YOU HAD A RECIPE FOR HOW YOU CAN REVERSE THIS TREND AND KEEP THE EXODUS FROM HAPPENING OR SLOWING THE EXODUS WHILE TRYING TO RECRUIT MORE INTO THE FIELD, WHAT DO YOU THINK IS THE RIGHT RECIPE TO MAKE THAT HAPPEN?

>> I MEAN I DON'T KNOW THAT I HAVE THE PERFECT ANSWER THERE.

I WOULD SAY THAT I AM REITERATING WHAT WE HAVE HEARD QUITE A BIT, A LOT OF IT IS THE RESPECT.

I THINK AT THE START OF THE PANDEMIC WHEN PARENTS WERE HAVING TO DO PART OF THE TEACHING AS WELL, YOU HEAR A LITTLE BIT OF WOW, TEACHERS SHOULD BE MAKING A MILLION DOLLARS A YEAR.

THEY'RE DOING THIS AMAZING THING AND THN THEN VERY QUICKLY, THEY GOT FRUSTRATED AND OVERWHELMED AND ALSO NOT BEING PAID FOR THAT JOB AND THEY SORT OF START SAYING THEY NEED TO BE BACK IN SCHOOL AND TEACHERS NEED TO BE DOING THEIR JOBS.

THAT'S THE THING I HEARD A LOT AND IT JUST BECAME VERY CLEAR THE OPINION OF TEACHERS-- YOU'VE ALSO HEARD THE BREAKS AND THIS AND THAT.

A GENUINE UNDERSTANDING OF WHAT THE JOB ENTAILS AND THAT TEACHERS WHO ARE IN IT FOR THE RIGHT REASONS YOU KNOW, WE DIDN'T GET INTO THIS FOR THE MONEY BUT WE ALSO SHOULD BE ABLE TO LIVE AND WHEN YOU CONSIDER THE LEVEL OF EDUCATION THAT WE HAVE, I DO THINK THAT AN INCREASE IN OUR COMPENSATION VALID.

IT'S SOMETHING WE DESERVE.

I THINK TO HAVE MORE OF A VOICE, I KNOW THERE HAVE BEEN SURVEYS BUT AT TIMES IT DOES FEEL LIKE WE ARE THE LAST PERSON OR THE LAST GROUP OF PEOPLE TO BE ASKED WHAT SHOULD CHANGE AND WHAT ARE OUR STUDENTS NEED AND WHAT WE NEED.

I THINK ASKING WHAT WE NEED IS A QUESTION THAT YOU DON'T HEAR SUPER OFTEN OR AT LEAST I DON'T.

I WOULD BE INTERESTED SEEING MORE PEOPLE COMING IN AND SUBBING SO THAT THEY CAN SEE WHAT THE SITUATION LOOKED LIKE.

I THINK IF PEOPLE HAVE A GENUINE UNDERSTANDING OF WHAT OUR JOB LOOKS LIKE AND WHAT WE DEAL WITH ON A DAILY BASIS, NOT ONLY THE 7:45-3 DLN 30 BUT THE PREP TIME AND GRADING AND EXTRA DRINK LAR-- EXTRACURRICULARS, A BETTER UNDERSTANDING FROM THE PUBLIC WOULD HELP A LOT.

I WOULDN'T SAY NO TO A RAISE.

HONESTLY.

>> Renee: UNDERSTOOD.

DONTRYSE FROM YOUR PERSPECTIVE, WHEN IT COMES TO THE PRIMARY AND SECONDARY TRAUMA THAT EDUCATORS ARE FACING, THERE IS NO SUCH THING AS A SILVER BULLET, RIGHT?

BUT IF YOU COULD IMAGINE A BEVY OF RESOURCE ARE AVAILABLE.

WHAT WOULD THAT LOOK LIKE TO HELP TEACHERS BE MENTALLY MORE WHOLE?

>> I LIKE WHAT I'VE HEARD JUST A FEW MOMENTS AGO ABOUT A MENTAL HEALTH DAY.

I'VE EXPERIENCED A POSITION WHERE THAT WAS A THING, WHERE YOU GOT A MENTAL HEALTH DAY.

THAT WOULD BE USEFUL, ESPECIALLY IN THIS TIME.

I HAVE SEEN A LOT OF TEACHERS AND SUPPORT STAFF, COUNSEL OORS HAVING TO TAKE DAYS AND SOME DUE TO COVID AND OTHERS DUE TO BEING OVERWHELMED AND JUST NEEDED A DAY.

AND A SICK DAY IS A SICK DAY AND SOMETIMES YOUR MENTAL HEALTH IS THAT.

SO I DO THINK THAT JUST BEING ABLE TO JUST HAVE THE RESOURCES AND THE AVAILABILITY TO HAVE THAT EXTRA SUPPORT.

I MENTIONED BEFORE I'M AN ADVOCATE FOR THERAPY SORE COUNSELING JUST TO HAVE THAT OUTLET.

I THINK THAT WOULD BE, YOU KNOW, JUST, TO THRAIK THAT STIGMA OFF AND TO KNOW IT'S OKAY TO DO SO.

BUT I REALLY BELIEVE THAT JUST THOUGHING THAT IT'S OKAY TO TAKE CARE OF YOURSELF LIKE I HAVE HAD TO TELL A TEACHER, I SAID CAN YOU NOT GET A SUB.

THE BREAKDOWN THAT I HEARD, I HAD A TEACHER COME IN MY OFFICE AND JUST BREAK DOWN AND I'M LIKE CAN YOU GO HOME TODAY?

IS THAT OKAY?

COMING FROM A MENTAL HEALTH PERSPECTIVE, LIKE YOU HAVE TO TAKE CARE OF YOURSELF.

WE CAN'T FLOW FROM AN EMPTY CUP.

TEACHERS, EDUCATORS, SUPPORT STAFF NEED TO KNOW IT'S OKAY TO FILL THEMSELVES UP FIRST, SECURE YOUR OWN MASK IF YOU WILL, LIKE ON THE AIRPLANE.

YOU CAN'T HELP SOMEBODY ELSE IF YOU ARE NOT OKAY.

SO I THINK JUST TO KNOW IT'S OKAY TO NOT BE OKAY AND THEN TO BE ABLE TO, YOU KNOW, DO WHAT YOU NEED TO DO TO BE OKAY FOR YOU, YOUR FAMILY AS WELL.

TEACHERS AND SUPPORT STAFF GIVE A LOT IN THE CLASSROOM IN THE SCHOOL AND SO SOMETIMES GOING HOME LOOKS EMPTY, YOU KNOW.

THERE IS NO NOURISHMENT FOR THEIR FAMILIES BECAUSE THEY'VE GIVEN A LOT IN THE BUILDING.

SO TO KNOW THAT IT'S OKAY TO TAKE THAT TIME, I THINK.

>> Renee: IT'S OKAY TO NOT BE OKAY.

WELL WE TALKED TO CHRISTINA DALTON, A SOCIAL WORKER IN DAVIS COUNTY AND SHE TALKED TO US ABOUT HOW THEY PRACTICE TRAUMA INFORMED CARE THERE AND SHE SHARED WITH US ABOUT A MINDFULNESS PROGRAM THEY IMPLEMENTED IN DAVIS COUNTY THAT PROVIDES SAFE SPACES FOR TEACHERS AND STUDENTS.

THANK YOU VERY MUCH FOR GIVING US A FEW MINUTES OF YOUR TIME TODAY.

>> I'M SO GLAD TO BE HERE.

>> Renee: AS YOU KNOW, WE ARE FOCUSING ON THE EDUCATOR EXPERIENCE IN THE CLASSROOM DURING THESE PAST, NOW IT'S BEEN THREE ACADEMIC YEARS IN THE CLASSROOM.

DEALING WITH ALL THAT COVID HAS BROUGHT AND THE CHANGES YOU HAVE ENDURED.

HOW ARE YOU DOING AND HOW ARE YOUR PEERS IN OWENSBORO AND DAVIS COUNTY HOLDING UP?

>> YOU KNOW, I THINK WE ARE ALL DOING PRETTY GOOD.

ESPECIALLY THIS TIME OF YEAR, YOU KNOW, FROM THE JANUARY TO APRIL, YOU KNOW, IT'S A DIFFICULT LITTLE PIECE IN A NORMAL YEAR, SO YOU KNOW, WE ARE TRYING TO TAKE EXTRA GOOD CARE OF OURSELVES HERE.

>> Renee: I KNOW YOU HAVE A KINDNESS CAMPAIGN TO HELP KIDS BE KIND TO EACH OTHER, BUT I AM CURIOUS, TOO, ABOUT, YOU KNOW, ARE YOU ALL KIND TO YOURSELVES, RIGHT?

ARE YOU TRYING TO MAKE SURE THAT YOU ARE SPENDING ADEQUATE TIME WITH YOUR FAMILY AND TAKING CARE OF YOUR PHYSICAL AND EMOTIONAL NEEDS AND PRACTICING THAT TYPE OF SELF CARE AND NOT WORKING AROUND THE CLOCK.

ARE YOU ABLE TO DO THOSE TYPES OF THINGS?

>> I THINK THAT'S A DIFFICULT CONCEPT BECAUSE I FELT LIKE WHEN WE WERE STAYING HOME, I WAS WORKING MORE, YOU KNOW, BECAUSE EVERYONE KNEW THAT WERE YOU AT HOME SO YOU FELT LIKE YOU WERE ACCESSIBLE 24/7.

SINCE WE HAVE BEEN BA INCOME PERSON, I FEEL LIKE DAVIS COUNTY DOES SUCH A GOOD JOB PUTTING FAMILIES FIRST.

OUR MOTTO IS KIDS FIRST BUT WE ARE ALSO FAMILIES FIRST AND WE HAVE TRIED TO DO THINGS IN DAVIS COUNTY TO SUPPORT THE FAMILIES OF STAFF HERE.

WE HAVE SOMETHING THAT HAS GONE OVER REALLY WELL IN SOME SCHOOLS WE HAVE WHAT IS CALLED STAFF WELLNESS ROOMS.

AND THOSE ARE SPACES DEDICATED TO STAFF THAT THEY CAN GO WHEN THEY NEED TO TAKE A BREAK, YOU KNOW, WHEN THEY NEED THAT FIVE MINUTES OF PEACE AND QUIET.

AND THOSE HAVE BEEN VERY SUCCESSFUL IN OUR DISTRICT.

>> Renee: LOTS OF MINDFULNESS HAPPENING AND SAFE SPACES LIKE YOU JUST MENTIONED, THE STAFF WELLNESS ROOM.

I CAN IMAGINE THOSE BEING QUIET, SERENE SPACES FOR TO YOU GATHER.

I KNOW YOU ARE INVOLVED IN THE UMBRELLA SUMMIT.

CAN YOU TALK TO US REALLY QUICKLY ABOUT WHAT THAT EFFORT IS.

>> YES.

>> THAT'S ONE OF MY MOST FAVORITE PROJECTS.

WE WORK VERY SCHOASLY WITH OUR LOCAL HOSPITAL OWENSBORO HEALTH, WE WORK CLOSELY WITH.

AND IT HAS BEEN THREE YEARS AGO WE APPLIED FOR A GRANT THROUGH THEIR COMMUNITY INVESTMENT PROGRAM.

AND THAT IS ACTUALLY HOW WE STARTED IMPLEMENTING SAFE SPACES IN OUR SCHOOLS, IN THE CLASSROOMS.

AND IT HAS TURNED INTO THIS, YOU KNOW, SUCH A BIGGER PROJECT.

AND LAST YEAR WE HAD WHAT IS CALLED OUR MENTAL HEALTH SUMMIT AND IT'S CALLED PROJECT UMBRELLA.

AND WE HAD OVER 500 EDUCATORS THAT WERE ABLE TO COME TO OWENSBORO AND WE PUT ON A ONE-DAY CONFERENCE WITH NATIONAL SPEAKERS AND BREAKOUT SESSIONS AND WE HAD SPEAKERS FROM ALL OVER THE STATE OF KENTUCKY AND IT WAS WHERE TEACHERS AND EDUCATORS AND FAMILY RESOURCE, MENTAL HEALTH STAFF, THEY COULD ALL COME AND GET, YOU KNOW, EVIDENCE-BASED STRATEGIES.

AND THEY COULD LEAVE WITH TOOLS IN THEIR TOOL BOX THEY COULD IMMEDIATELY GO AND IMPLEMENT WITH STUDENTS AND FAMILIES.

AND SO IT WAS SUCH A SUCCESS LAST YEAR THAT WE ARE HOPING TO MAKE IT AN ANNUAL EVENT AND WE HAVE OUR NEXT ONE SCHEDULED THIS YEAR FOR AUGUST 2.

SO WE ARE REALLY EXCITED BECAUSE WITH COVID, YOU KNOW, COMING DOWN A LITTLE BIT, THAT WE CAN OPEN IT UP TO HAVE MORE EDUCATORS BE PART OF IT AS WELL.

>> Renee: WE'LL HAVE TO KEEP OUR EYES OPEN FOR THAT AUGUST 2.

OWENSBORO.

THANK YOU CHRISTINA DALTON FOR ALL YOU ARE DOING AND AS A DISTRICT SOCIAL WORKER THERE TO HELP STAFF AND TO HELP STUDENTS.

YOU ARE REALLY CATERING TO THE WHOLE PERSON THERE IN BOTH RESPECTS, CHILD AND THE STAFF AND FACULTY SO THANK YOU SO VERY MUCH FOR YOUR TIME.

>> THANK YOU VERY MUCH FOR HAVING ME HERE AND BEING ABLE TO TALK ABOUT ALL THE GREAT THINGS THAT WE ARE TRYING TO DO TO SUPPORT STAFF AND OUR STUDENTS AND FAMILIES HERE IN DAVIS COUNTY.

>> Renee: IT SOUNDS LIKE COMMISSIONER GLASS, THAT THERE ARE GREAT THINGS HAPPENING.

NOT JUST SUCCUMBING TO THE CHALLENGES BUT SAYING HOW CAN WE HELP RISE ABOVE, WHAT CAN WE DO?

MAYBE THESE ARE GRASSROOTS EFFORTS BEING TAKEN.

WHAT CAN THE DEPARTMENT OF EDUCATION HELP FACILITATE AND PUSH ALONG WHEN IT COMES TO PROGRAMS LIKE WE HEARD CHRISTINE TALK ABOUT?

>> WE ARE SEEING A LOT OF POSITIVE REACTIONS TO THESE SORTS OF STRESSORS AS WELL, SOME OF WHICH YOU HEARD THERE.

THERE ARE EFFORTS AROUND COMPASSION AND RESILIENCE AND INTENTIONAL EFFORTS AROUND THAT AND WHAT THAT LOOKS LIKE IS CREATING OR PULLING TOGETHER A GROUP OF EDUCATORS EXPERIENCING ALL THESE STRESSES WHERE THEY CAN PROCESS THROUGH.

HERE ARE SOME OF THE THINGS I'M EXPERIENCING.

SEE THAT OTHERS ARE GOING THROUGH THE SAME THINGS.

SHARE RESOURCES, IDEAS, LEAN ON EACH OTHER SO YOU BUILD A COMMUNITY OF BEAM GOING THROUGH SOME OF THE SAME THUNKS TOGETHER SO I THINK THAT WE ARE SEEING THAT TAKE OFF.

THAT'S A VERY POSITIVE RELAX ACTION-- REACTION TO THIS.

ANOTHER IS THE FOCUS ON THE CONCEPT OF WITH EL BEING, BUT YOU CAN'T JUST SAY TAKE CARE OF YOUR WELL-BEING AND WALK AWAY.

THAT CREATES ANOTHER STRESS.

WHAT DOES THAT MEAN?

WHAT AM I SUPPOSED TO DO.

THERE NEEDS TO BE INTENTIONAL SUPPORTS AROUND THAT COMPASSION AND RESILIENCE I MENTIONED SORT OF A SOCIAL AND EMOTIONAL SUPPORT BUT ALSO ALSO AND WITNESS WE GO BEING.

SOCIAL CONNECTIONS, HAVING RELATIONSHIPS, CONNECTING WITH OTHERS, FINANCIAL WELL-BEING.

THAT'S A MAJOR STRESSOR, ONE OF THE LARGEST STRESSES IN PEOPLE'S LIVES ARE THEIR OWN PERSONAL FINANCES.

WE KNOW THAT EDUCATORS ESPECIALLY AT THE BEGINNING OF THE YEAR, THEY STRUGGLE WITH THAT ESPECIALLY AS THEY START TO HAVE FAMILIES.

SO THAT'S A STRESSOR THAT'S ON.

AND WE HAVE HEARD FROM THE OTHER PANELISTS HERE ON THIS PROGRAM HOW IMPORTANT IT IS FOR THEM TO BE STABILIZED FROM A FINANCIAL STANDPOINT SO THEY DON'T HAVE THAT ADDITIONAL STRESS ON TOP OF THE OTHER THINGS THAT THEY'RE DOING.

AT LEAST A RAISE AT THE LEVEL OF INFLATION THAT SEEMS LIKE A REASONABLE THING TO ASK FOR AND EVEN IMROND THAT BECAUSE WE HAVE GONE NUMEROUS YEARS WITHOUT MEETING THAT BENCHMARKS.

OUR EDUCATORS ARE FALLING BEHIND, ESPECIALLY INFLATION AND THE HEALTHCARE COSTS HAVE RISEN SO MUCH.

CAN WE DO SOMETHING AS A STATE WITH THIS LARGE UNPRECEDENTED BUDGET SURPLUS WE HAVE TO ALLEVIATE PART OF THAT STRESS IN OUR EDUCATORS LIVES?

THE LAST THING I THINK WE COULD DO IS, AND I WROTE A PIECE ON THIS A FEW WEEKS AGO, THAT WAS USED THE WORDS OF THE NATIONAL TEACHER OF THE YEAR, AND IT WAS SEE TEACHERS THRIVE AND THAT OUR KIDS NEED TO SEE TEACHERS THRIVE.

WE WANT PEOPLE TO COME INTO THE TEACHING PROFESSION, THEY NEED TO SEE THEIR OWN TEACHERS THRIVING.

AND PART OF WHAT I THINK THAT COULD LOOK LIKE IS WE HAVE TO STOP DOING THINGS THAT ARE MAKING LIFE WORSE FOR OUR TEACHERS AND THAT COMES FROM A LOT OF OUR POLITICAL ACTORS WHO ARE INTENTIONALLY POLITICIZING THE EDUCATION SPACE.

BRINGING HYPERPARTISAN POLITICS INTO P LOCAL COMMUNITIES, INTO SCHOOLS AND ALL THOSE THINGS ON SOCIAL MEDIA THAT WE HEAR ABOUT BLOWING UP.

WE'VE GOT TO STOP THOSE THINGS.

AND IT'S EASY TO GO INTO ANY COMMUNITY, ANY SCHOOL AND FIND SOMETHING WRONG AND MAKE A BIG DEAL OUT OF IT.

IT'S JUST AS EASY, IT'S EASIER, TO FIND MIRACLES THAT HAPPEN IN SCHOOL EVERY DAY SUCCESSES THAT HAPPEN IN SCHOOLS EVERY DAY.

THOSE HAPPEN BY THE THOUSANDS ACROSS KENTUCKY AND WE'VE GOT A SEASON COMING UP OF GRADUATIONS.

IF YOU WANT A RESTORATION IN HOPE GO TO A NURSERY OR HIGH SCHOOL GRADUATION BECAUSE IT WILL RESTORE YOUR BELIEF IN HUMANITY WHEN YOU SEE SOME OF THE THINGS THAT YOUNG PEOPLE HAVE COME THROUGH TO GET TO THAT POINT BUT I THINK WE'VE GOT TO STOP POLITICIZING THE TEACHING PROFESSION AND GET TO HOW CAN WE SUPPORT THE PEOPLE DOING THIS IMPORTANT WORK.

>> Renee: WE KNOW, Mr.

CARVER, TOO, THAT PARENTAL ENGAGEMENT HAS BEEN PERHAPS AN ALL TIME HIGH THESE LAST FEW ACADEMIC YEARS AND THAT HAS PLUSES AND IT CAN ALSO HAVE SOME FALL BACK.

SO WHEN YOU THINK ABOUT THE PARENTAL ENGAGEMENT PIECE, WHILE YOU WANT THAT, HAS THAT BEEN AN ADDED STRESSOR ON TEACHERS IN THE CLASSROOM.

>> IT HAS, I THINK FOR REASONS THAT ARE SELF EVIDENT.

SOMETHING GOVERNOR BESHEAR SAID TO ME IS THAT ANGER IS EASY BECAUSE IT IMMEDIATELY MAKES US FEEL PROTECTED.

LOVE IS HARD BECAUSE IT INVOLVES LAYING DOWN THE ARMOR FOR A SECOND AND WE TALK A LOT ABOUT NEEDING TO EXTEND EMPATHY TO STUDENTS, EXTEND EMPATHY TO TEACHERS AND WE HAVE TO REALIZE PARENTS HAVE GONE THROUGH SOMETHING TRAUMATIC AS WELL SO IF I TIE THAT TO THE KENTUCKY DEPARTMENT OF EDUCATION IDENTIFIED THREE MAJOR STRESSORS FOR TEACHERS AND TWO OF THE TOP THREE WERE FEELING ORGANIZATIONAL TRUST AND SUPPORT AND FEELING AUTONOMY HAS AS A TEACHER.

RIGHT NOW BECAUSE OF THIS HYPERPART SON ANGER, THERE ESPECIALLY FROM THE EXPERIENCES I'VE HAD FROM TALKING WITH TEACHERS.

THE WORRY THAT DOING ANYTHING CAN CAUSE PUSH BACK SO THE RESPONSE IS DO SOMETHING WHICH DOESN'T SOLVE ANYTHING.

IT JUST MAINTAINS THE STATUS QUO OR WORSENS IT.

WHAT I THINK WOULD BE BEAUTIFUL IS MORE ENGAGEMENT IN WHICH WE GET THE OPPORTUNITY TO HUMANIZE EACH OTHER BOTH OF THOSE PARENTS WHO HAVE REALLY FEAR AND ANG ANGER THAT DESERVE TO BE HEARD.

PERHAPS IT'S BASED ON HYPERPARTISAN STUFF BUT I CAN IMAGINE, IF I WERE IN A SITUATION IN WHICH I FELT LIKE LIFE WAS OVERWHELMING AND SOMEONE WAS SAYING HERE'S THE PROBLEM I WOULD PROBABLY FEEL THE SAME WAY, RIGHT?

SO PARENTAL ENGAGEMENT IS AT AN ALL TIME SHY.

IT NEED TO BE HIGHER.

I WANT TO IMAGINE A KENTUCKY WHERE EVERY PARENT HAS MET EVERY TEACHER, NOT JUST WHEN THEY EXCHANGE SCHEDULES BUT LET'S HAVE CHILI TOGETHER.

>> Renee: AND NOT JUST A P.T.A.

OR SCHOOL BOARD MEETING.

I WANT TO ASK YOU THAT, TOO, SARAH, ABOUT WHAT MESSAGE, BECAUSE WE ALL HAVE A PART HERE, HOW CAN WE EACH SUPPORT TEACHERS SO TO PARENTS, WHAT WOULD BE YOUR MESSAGE AND ASK OF THEM?

>> I THINK JUST SHARING WITH TEACHERS.

WHEN THEIR KID COMES HOME AND HAS SOMETHING GOOD TO SAY ABOUT THE DAY, IT TAKES 30 SECONDS TO SEND A REMIND MESSAGE TO A TEACHER TO JUST SAY HEY, THEY TOLD ME THIS REALLY GREAT THING TODAY THAT YOU TAUGHT THEM THIS OR THAT YOU MADE THEM FEEL BETTER WHEN THIS HAPPENED.

JUST TO LET TEACHERS KNOW THAT THEY HEAR THE GOOD THINGS, TOO.

THE FAMILIES ARE HEARING THE GOOD THINGS ABOUT THEIR KIDS' SCHOOL EXPERIENCE AND THAT WHAT WE ARE DOING MATTERS; THAT THAT MOMENT THAT YOU FELT GREAT ABOUT WENT HOME AND THE FAMILY GOT TO HEAR ABOUT IT ALSO.

SO JUST KEEPING THAT POSITIVE COMMUNICATION OPEN THEN WHEN THERE IS A CONCERN, IT'S NOT SO HARD.

THAT'S SOMETHING TEACHERS DO WE TRY TO COMMUNICATE POSITIVE THINGS SO WHEN WE HAVE TO HAVE A TOUGH CONVERSATION, IT'S A LITTLE BIT EASIER AND THE BLOW IS SOFTENED BECAUSE YOU HAVE A RELATIONSHIP.

SAME WITH A PARENT.

IF THE FAMILIES CAN SHARE THE GREAT THINGS, IT'S EASIER WHEN THEY HAVE A CONCERN ABOUT SCHOOL ALSO.

>> Renee: WHAT WOULD YOU SAY?

>> I WOULD SAY HAVING AN OPEN MIND OF THE NEW THINGS WE HAVE BEEN TALKING ABOUT THE STIGMA OF MENTAL HEALTH.

I THINK IT'S HARD FOR PARENTS TO HEAR THAT STUDENTS SH STRUGGLING WITH DIFFERENT THINGS.

I THINK TO HAVE AN OPEN MIND AS ME AS A STAFF MEMBER TO REACH OUT MORE AND COMMUNICATE MORE SO THEY HAVE A RELATIONSHIP WITH THEIR STUDENTS AND ME SO THEY HAVE THE TRUST TO BE ABLE TO RECEIVE THE INFORMATION THAT I'M GIVING THEM CONCERNING ANXIETY OR DEPRESSION OR OTHER THINGS OF THAT NATURE I WANT TO COMMUNICATE WITH THEM BECAUSE SOMETIMES IF THEY DON'T TRUST ME, THEY DON'T WANT TO RECEIVE THE INFORMATION.

SO JUST OVERALL BUILDING THAT RELATIONSHIP, COMMUNICATE CAN BECAUSE IT'S EASY FOR ME TO BUILD A RELATIONSHIP WITH STUDENTS BECAUSE I'M WITH THEM ALL DAY, BUT THERE IS THAT MISSING PIECE OF CONNECTING WITH THE FAMILIES.

>> Renee: KAITLYN MULLINS, SAME QUESTION TO YOU.

HOW DO YOU ENSURE OR STRIVE OR ATTAIN A HIGHER LEVEL OF PARENTAL ENGAGEMENT THAT'S POSITIVE AND SUSTAINABLE?

>> I WOULD JUST LOVE MORE THE PARENTS OF MY STUDENTS TO KNOW THAT WE WANT WHAT IS BEST FOR THEIR CHILD JUST LIKE THEY DO AND EVERYTHING WE ARE DOING IN THE CLASSROOM IS TO TRY TO NOT ONLY TEACH THEM SPECIFICALLY IN THE CONTENT AREA BUT MAKE THEM EVEN MORE WELL ROUNDED PERSON AND SO.

I SEND OUT REMIND MESSAGES, I TRY TO ANSWER EMAILS QUICKLY SO THEY KNOW IF THEY HAVE A QUESTION THEY CAN ASK AND FEEL THEY WILL BE HEARD.

PHONE CALLS, GOOGLE MEET.

I'VE HAD PARENTS THAT I HAVE WELCOMED THAT THEY'RE ALLOWED TO COME IN THE CLASSROOM IF IF THEY WANT.

IT HAS YET TO HAPPEN.

I TELL THEM THEY'RE WELCOME TO COME TO THE CLASSROOM AND TAKE A LOOK AND SEE WHAT IS HAPPENING WITH YOUR CHILD.

AND SO I THINK THAT'S JUST KNOWING THAT THE DOOR IS OPEN AND YOU KNOW, WE SPEND SO MUCH TIME WITH THE STUDENTS SO IT'S HELPFUL JUST TO LET THEM KNOW HER IS WHAT MY KID NEEDS.

>> DO YOU FEEL LIKE NOW YOU CAN WRITE A COURSE ON HOW TO TEACH DURING A PANDEMIC BECAUSE YOU SERDLY DIDN'T GET THAT COURSE BEFORE YOU ENTERED THE PROFESSION.

DO YOU HAVE ALL OF THE KNOWLEDGE THAT COULD REALLY HELP PEOPLE IF YOU WERE TO WRITE YOUR OWN PLAYBOOK ON HOW DO YOU THIS?

WHAT WOULD IT SAY?

WHAT WOULD BE THE MAIN POINTS?

>> I THINK UNFORTUNATELY THINGS WILL ALWAYS BE CHANGING AND EVOLVING SO I DON'T, YOU KNOW, WHAT WE ARE DOING CURRENTLY MIGHT BE OUTDATED IN THE NEXT 10 YEARS.

I THINK WE ARE VERY BLESSED TO BE ONE TO ONE IN THIS COUNTY AND WE HAVE THE GOOGLE CLASSROOM THAT WE UTILIZE.

I JUST THINK FROM THE LOGISTICS OF IT BEING WILLING TO TAKE WHAT YOU ALREADY DO AND, YOU KNOW, FLIP IT ON ITS HEAD.

FIND A WAY TO DO THAT VIRTUALLY, I THINK A BIG PART, SOMETHING THAT WE ALL MENTIONED AS WELL IS RECOGNIZING THE STUDENT AS THE WHOLE PERSON EXTENDING THEM AS MUCH GRACE AS WE WOULD LIKE FOR THEM TO EXTEND TO US AND KNOWING SOME OF THESE, ESPECIALLY AT THE HIGH SCHOOL LEVEL, SOME OF THESE STUDENTS WERE TAKING CARE OF THEIR YOUNGER SIBLINGS OR WORKING WITH THEIR FAMILY.

THEY HAD TO DO THAT AND SO JUST HAVING DIFFERENT EXPECTATIONS THAN YOU HAD IN THE TRADITIONAL CLASSROOM THAN AND CHECKING IN MORE FREQUENTLY BECAUSE YOU ARE NOT SEEING THEM AS REGULARLY.

>> Renee: Mr.

CARVER, HOW HAS THE PANDEMIC CHANGED EDUCATION AND TEACHING FOR THE BETTER?

ENDING ON A POSITIVE NOTE.

>> I DID WRITE A CURRICULUM.

I CO-WROTE A FRENCH TEXTBOOK WITH A COLLEAGUE AND WE MADE AN ENTIRELY DIGITAL CURRICULUM.

SOME BEAUTIFUL PARTS IS WE HAVE REALIZED WE CAN BE WAY MORE FLEX FLEXIBLE IN TERMS OF WHAT THE CLASSROOM MEANS, WHAT A TEXT MEANS AND THAT IS REALLY AWESOME.

JUST BECAUSE IT EXTENDS WHAT IS POSSIBLE AND THEN THE SECOND PART IS IF THE CLASSROOM DOESN'T HAVE TO BE HERE, THEN WE CAN EXTEND IT, WE CAN SUPPLEMENT IT, WE CAN DO MORE INTERESTING DYNAMIC AND IMPORTANT WORK, AND ESPECIALLY IF WE ARE TALKING ABOUT BRINGING IN THE COMMUNITY.

IT HAS NEVER BEEN EASIER FROM A DIGITAL STANDPOINT TO HAVE PARENTS IN.

WE CAN ZOOM WITH THEM DAILY IF WE WANTED.

AND I THINK ANY TEACHER IS CAPABLE TECHNOLOGY LOGICALLY OF I AM PLEMENTING IMPLEMENTING THAT GLSH COMMISSIONER GLASS, I'LL GIVE YOU THE LAST WORD ON WHAT THE SILVER LININGS, THE BRIGHT SPOTS IN THE LESSONS LEARNED.

>> I THINK WE LEARNED CLEARLY THE CAPACITYIES, HOW WE COULD USE TECHNOLOGY FOR LEARNING AND HOW STUDENTS CAN WORK INDEPENDENTLY FOR THAT.

IN WAYS THAT WE NEVER WOULD HAVE IF WE HAD NOT GONE THROUGH THE EXPERIENCE AND WE LEARNED THE LIMITATIONS THAT IT IS NOT A REPLACEMENT FOR THE RELATIONSHIPS THAT YOU BUILD IN THAT FACE TO FACE ENVIRONMENT.

I ALSO THINK THERE IS A MOMENT HERE FOR SCHOOLS TO ENGAGE PARENTS IN WAYS THAT WERE FAR BETTER THAN WHAT WE HAD BEFORE.

EVERY KINDERGARTEN TEACHER CAN TELL YOU WHEN STUDENTS COME INTO THEIR CLASSROOMS ON THE FIRST DAY OF SCHOOL, THERE ARE VAST DIFFERENCES IN SKILLS THAT THE KIDS BRING IN AND ALL THE DIFFERENCES DEPEND ON WHAT KIND OF EARLY CHILDHOOD EDUCATION OR PRESCHOOL EXPERIENCE THEY HAD BUT EVEN MORE DEPEND ON WHAT WAS THEIR LEARNING ENVIRONMENT AT HOME.

DID THEY HAVE PARENTS WHO READ TO THEM?

WHO TALKED TO THEM WHO LISTENED TO THEM, LOVED THEM AND RESPECTED THEM?

WE, FROM THE SCHOOLS' PERSPECTIVE, WE CAN REACH OUT TO PARENTS AND HELP SUPPORT THEM ON HOW THEY CAN BE MORE INVOLVED POSITIVELY IN THEIR CHILD'S EDUCATION FROM AN EARLY CHILDHOOD PERSPECTIVE ALL THE WAY THROUGH UP WHERE KIDS ARE LEAVING AND GOING TO COLLEGE.

WE NEED AND WANT MORE PARENTAL ENGAGEMENT.

IT MAKES A HUGE DIFFERENT IN THE SUCCESS OF OUR STUDENTS.

>> Renee: WELL, GOOD ADVICE.

GOOD WORDS TO END ON.

THANK YOU ALL FOR ALL YOU DO AND FOR BEING HERE AND FOR SHARING YOUR EXPERIENCES AND HOPEFULLY WE ALL LEARNED A LITTLE SOMETHING AND WE WISH YOU THE VERY BEST FOR THE REST OF THE SCHOOL YEAR.

WE HAVE SOME GREAT RESOURCES ON OUR WEBSITE AT ket.org.

OUR EDUCATION UNIT.

IT HAS BEEN A GREAT PARTNER WITH US HERE AT KET TO BRING YOU THIS TYPE OF PROGRAMMING ON SOCIAL AND EMOTIONAL LEARNING AND TRAUMA AND WE WILL HAVE MORE OF THESE DISCUSSIONS TO COME WITH DIFFERENT POPULATIONS ABOUT STUDENTS AND FAMILIES AS WELL AND WE HOPE THAT WILL YOU STAY TUNED FOR THOSE CONVERSATIONS TO COME.

I'M RENEE SHAW.

THANK YOU FOR WATCHING.