teacher town hall. michelle barten was incarcerated and she participated in a course learning how to start and run a company. now out of prison, she started forget me not cards and prints. well, good afternoon. welcome. this is education nation. i am brian williams. for the next two hours, just to

start things off here, we are talking to teachers in this room and across the country about what they know best. our second annual teacher town hall begins now. >> you are looking live at what we like to refer to as the best home field advantage in television and it certainly is true in the business of education today. we are under the big tent at the foot of rockefeller center in what normally is the skating rink, the heart of new york, new york, so nice they named it twice. once again, we are joined by hundreds of teachers, the folks in the trenches every day, and today they are here with us in the rink, and we will talk about what needs to be done when it comes to educating our kids. and hopefully in so many cases, what has already been done. think of what has transpired since we last gathered, since we last spoke a year ago, since our very first teacher town hall last year, the issue of education, and educating our kids as come front and center in the national conversation. remember some of these conversations. the tone of the talk has shifted since we last gathered. last year, everything was about superman, that powerful documentary, "waiting for superman," it was getting a lot of attention and made the case for the charter school movement largely. this year there is new energy in the teacher's union movement, and the press when the white house this week to do away with the education policy package of

president george w. bush. so we have set the stage for you over the next two hours. we plan to talk with teachers about preparing our students for the future, and about innovation in the classroom, and we'll talk about teacher compensation, or pay, as it is also known, and tenure, which is sure to spark some lively debate in this room and with those watching all across the country. we're also going to be joined by melinda gates, coshare of the bill and melinda gates down fact, and the largest single funder of education anywhere in the world. it's their facts that we will be referring to often to help along our conversation. we're getting a first look here today at the results of a survey the foundation has done, about 10,000 of you, 10,000 american teachers. and finally it's very important as it was last year for you to join in this conversation.

and there is many, many ways to do that. my colleagues here in this room ellis and tamron hall will help out with things. and tamron hall, set the scene for me. >> you are up there on the stage, and all the way in the back, every seat is occupied. in this town hall, we have little stations, if you will. mikes set up so these teachers and audience members can walk-up and have their voices heard. i am willing to come to each and every one of you, as brian said, this is an opportunity for your voice to be heard this this conversation. i think brian said it's what you talk about in your teachers' lounges, when none of us are around. well, we want to peek in on those conversations. nbc news chief correspondent, ellis is standing by. this is called the blogger long on how you can participate and be engaged in your home. >> behind me, can you see

messages that are being posted online as we speak. you can join the conversation, our website, educationnation.com. we're hosting a teacher-only live chat. teachers go there and register to join the conversation. over the next two hours, as brian mentioned, we will also keep a close eye on twitter and facebook. on twitter use the handle @educationnation. you may see your comments on the air throughout the next two hours. for now let's send it back over to brian. >> how are we going to keep it clean? >> we have checkers, and we are making sure it's absolutely a clean program. all the messages will be spot on. >> it is amazing. so thank you and we'll be diving back in to both of your realms during the conversation. to start off our conversation, i am joined on stage now by two teachers. sophia is a sixth grade language teacher at indian river middle

school, broward county, florida, and annie -- i just made you a male. >> yeah. i'm not. >> no, you are so clearly not. annie, resource coordinator atethel m. middle school. thank you for being with us. the question is this, is your job as educators and institutions to educate kids, or get them ready for the wider world, and how much does this debate -- obviously there are answers in the gray area between the two polls, but how much does this debate show up where you work? >> well, i work in public schools, and the academy is a school located in a housing project with 100% free lunch so we have a lot of need in our neighborhood. and with my role, educating the student and getting them ready for the real world we talked about a lot. my job is with the community learning centers, and on the national level it's called community schools to have the

wrap around services in the building that help our kids to be success, to learn in school and also to be successful in life. we have partnerships located in the building, like after school programming, health, mental health, after school, extra curricular activities, tutoring and mentoring and business partnerships and relationships, and that topic comes up with the partners that are trying to impact the academics, we need to educate them for the school day and there's so much more out there, and hence we bring in the partnerships to help them be ready for that. >> you said if a student comes to class hungry -- >> yeah. >> or with vision problems, and perhaps the child thinks think will be the way i see, and if a child has a obesity issue -- >> yep. there's a little boy, and he is carrying bags with him, and all the different issues that you

just spoke to, and underneath the caption says could somebody help me with these i'm headed into math class. and these students are coming in and carrying all the baggage. we need to meet them at the dora dressing those needs, if a kid is hungry and sitting in class and that's all they are thinking about is their belly, they will not be able to learn what two plus two is. and really you have those resources be in the building, and colocated and integrated in align with the school goals to see impact. we had partnerships for years, and i am sure lots of people in the audience could talk about different partners they have, and two things that we tried to do in cincinnati, one is community engagement, making sure that we are offering these partnerships that the community need and want because that want

thing is really important. can you have millions of things in that building, but if people don't want them you are wasting time and energy. so really making sure we are aligned with the school goals and getting the resources to the kids that need them. we have seen impact academically, and parent engagement, and behavior incidents, at my school in particular and our district, so we have seen it work. >> how prepared for your kids and how vital is this debate to your life and profession? >> extremely vital. actually i teach college as well as sixth grade art. >> you see when they get there and have some control over for before they get there? >> for sure. one thing we need to recognize, this debate that you refer to is not really a debate. both sides could conform into one opinion based on the fact that sixth graders in eight

years are going to be going to college. and that requires us as teachers to help them make the tremendous gains in six years to be ready. at the middle school level students need to be taking algebra and learning the research model and learning how to read complex text, and if they don't they will not be prepared for what faces them in a higher academic level. i know myself, i have a very wide range of students in my school, lots of different demographics and different socioeconomic levels. one thing that i try to remember is that it's not a level playing field. we as teachers don't know what these children are going home to. we can't expect or depend on support at home in all cases. in an ideal world that would be wonderful. that would be every teacher's dream. but at the end of the day, especially for middle school and high school teachers, most of us

have 50 to 55 minutes with each individual child, and we have to insure that the time we spend with that child is the most we as teachers don't know what these children are going home to. we can't expect or depend on support at home in all cases. in an ideal world that would be wonderful. that would be every teacher's dream. but at the end of the day, especially for middle school and high school teachers, most of us have 50 to 55 minutes with each

individual child, and we have to insure that the time we spend with that child is the most important 55 minutes they have in their entire day. >> i see so many people nodding heads. tamron are you in a head noting area. >> yes, i am. kids are coming to school hungry and having situations at home that certainly affect the learning environment. what did your school do? >> for starters, they built in an in-school health center that addressed for free all those issues like eyesight, and hunger and family problems with medical issues, and in addition to that, educated the family on how to be great learners and how to kind of alleviate some of those issues that arise every day in education. >> you are a young man and young teacher, were you prepared to face some of the obstacles when

you entered the classroom? >> i think that's such a big thing. education courses as great as they are, they don't prepare you as well as you should be for the challenge that you face in the classroom as a new teacher. and that did take me, you know, off guard, but it -- having a charter school behind me that supported me, it made things a lot easier, you know, professional development, and in the field training, it made things training. >> thank you so much, spencer. there were a lot of heads nodding on some of the obstacles you and the panel was discussing. >> this is a big nodding crowd. remember, these are all people, and i assume a good number of those watching either streaming or on msnbc who have shared a calling, and if you are ever in a crowd of those, for me it's a

new york giants football game, and if you are a crowd of people that share a calling, it's a terrific feeling. you share the sadness, the agony of defeat, and all of those things. one other thing, before we go to a break. i tell this story of every gathering of educators, and i will tell it again when we have a poverty panel later this week. several of our presidents have been teachers, and one of them named lyndon johnson, he was a teacher in one-room schoolhouse in texas, and because he was so horrified with kids coming in with dau stended bellies because of hunger, and he said if he had anything to do about it, we would have a national program, to feed students when they arrive at school and that's why it's in place and now it's an accepted standard of measurement, what percentage of your students are free-lunch eligible. we will hear that hundreds of times over the conference, probably useful to remember how we got that way in the first place. as we go to a break, the skau lastic organization is another education nation sponsor. they teamed up with the bill and

melinda gates foundation to organize this incredibly comprehensive survey, over 10,000 teachers from across the country. here is how this is going to work. the national survey done by gates and skau lastic shows on average that teachers think only 63% of their students leave high school prepared to succeed in the next step, if that next step is college. when we come back, we will talk more about whether students are prepared for college, but we also want to show you what is going to happen in this room, what did the teachers here think of that result on the screen. they all have devices in their hands. we will take our own poll right here in the tent while we go away for a break, we are going to post our own results to that very same question when we come back, when the teacher town hall continues, when "education

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nation" continues after this.6 wealthy districts definitely have a lot of advantage over districts where they have a lot

of parental involvement and not a high income base. >> i wish people would wake up and find out it's not bad to collaborate, but change the model, because the model being pushed on us is just a disaster. >> that is an example of what has been up loaded to the teacherwall.org, it was set up by the gates foundation. a number of us took part in this and a number of you have as well. the idea came from this gathering last year. it's also part of scholastic, and it launched a few hours ago, and it was inspired by the first ever teacher town hall gathering in this tent last year. we were asked why teachers think students are not prepared for college, and here in the room are an audience of teachers and what they had to say. 52% of%, and 34% lack of student

motivation, and that is interesting, and that's the vote in the room. we wanted to see how teachers voted nationally on this. and the survey found 41% of teachers believe students are unprepared for college because of lack of academic prepare, and 35% of lack of student motivation, and 24% lack of encouragement. interesting differences between the room and the community. tamron? >> i have a line formed on this question. i will get you started over here. i am from philadelphia. >> what do you think is the problem, kimberly? >> i think it would be a lack of student motivation. when they have a lot of baggage, it's a two part process. when they have hunger or gang violence or something, they are -- their motivation is on something else. in our society, when we put athletics over academics, it's

hard to reach them. >> sir, what do you think is the problem? >> i believe student motivation. i teach in harlem, new york. i know that in my students that i have so many problems in their communities, the things they come from and what they see, they are not as motivated as they should be because they don't have examples. >> we have two motivations here, two people believe that motivation is a problem, and you are ready to get in on this. what are your thoughts? >> i am from new jersey, and i am a science teacher, and i don't like the question. >> why? >> i think it goes to what brian started with, and that's the debate of what is our goal in terms of educating kids or preparing them for college. there are not a lot of students to look to go to college to get in trades or other areas, and

they may have other goals. we need to judge the performance of the teacher and the school based on where they go, it should be where are they achieving their goals in life, and where they want to go. if we help to meet that then we do a better job. >> we are talking about a standard, a student that whatever the dreams or goals are, we are prepared to move past the 12th grade. >> students have different standards. i think our job as indicators is to help them realize what they want to achieve in their lives to help them accomplish what they want to accomplish. if we do that, then we have met our goals. sometimes a child won't understand who they are, what

they are supposed to be until way after school, and very often they find the inspirational voice of the teacher inseed of them, and they find an inspirational voice of an educator in spite of them. i did not like the way the question was phrased or choices, and i think they did not like the way the voices were just as important. >> the first controversy of the doi. this is where i say i dropped out of college and regretted that choice -- i think somebody just applauded dropping out of college. let's talk about how socioeconomics change the game here. no two students will look at the takeaway from school the same way. >> well, i think that that's -- yeah, that's the exact point. the school that i am at that i mentioned is 100% free lunch,

physically we're located in a horse shoe housing project, and the families are dealing with basic needs sort of things, and we are a uniformed school, and there was a family that we talked to the other day who had not been at school for the week, and so you know we are doing the engagement and figuring out what the issue is, and it was, you know, johnny fell on the playground and ripped his pants, and we don't have uniforms to send him and we can't send him to school. there are situations like that coming up because of situations and the sociaoeconomic times that we are in now, people are having difficulties whether it's a uniform or don't have food. >> a brief interruption here, because we can show hands. we are educators.

how many people believe since we last met the uniform movement has increased? and how many people feel that last time we met was maybe the apex of the uniform movement? okay. nobody is awake here. >> they didn't like that question. >> it's first period. how about single sex education? do we feel that push is still under way? yes? hands? and do we feel it reached its peak last time we met, because it was a hot topic? absolutely nobody participating, because this is passive aggression. you see, they want to show me what they get every day, that's so killing view of individuals in the classroom who just aren't in the mood to engage today, and that's fine. we should tell the folks watching at home and on the web, we just took a temperature reading here in the tent, 180

degrees. >> yes. >> we're cooking here and we're doing a whole cooking segment later on. rehema ellis is in the area, and things are streaming behind her, all of it clean, and we have not touched the incoming data. what do they have to say? >> we have gotten over 1,900 comments of people sending in comments to education nation. let's take a look at this. people talking about student preparedness. one said ae almost nate standardized tests and specialization. help kids learn to think and question. that's just one comment, which obviously generates a response. perhaps we could move our board on to another comment we are getting from people. i am tired of being held accountable for students who are being pushed out of lower level education and into high school

even though they are not ready. and there was another comment we received that we wanted to share with you about this question about preparedness. it was in response to something annie said on stage, and she said annie is right, the students come in needing so much, services are important, and our school is 99% free lunch as well. this is just a small sampling of what we are getting. the room might be quiet, but they are not quiet online. >> what part of the applause kind of hit home with you on the various questions and issues? >> i think it's empowerment. students, whether they come from a family of many means or a family of very little means, they have to know that they have the power to erect change in their society and that make them feel as though they can meet the

challenges that are faced in front of them. i try to talk to my students about real life issues, the environment and genocide and ask them to think about issues and ask them what their feelings are, because once they learn that they are part of the world and they can effect change, there is no telling where they can go as an adult in their future, and what kind of influence they can have in the society around them. >> tamron hall? >> i am here, brian. we have a line of people with us as well. let me make sure we have a camera scumming to us. what are your thoughts? >> as an educator you go beyond educating students, and you set the bar high and they will meet it, if you set it low they will meet the low bar. to say we can only hit one point

is not accurate. we should hit multiple points throughout the day, whether it's reading or writing scores or setting them up for success beyond the school day. >> i would like to go back to the issue of baggage and where the students are coming from. i believe a lot of students do have issues at home that are hard for them to face but it's our job as educators to make sure we are keeping the same high standard for all students, otherwise, we can't just pity them. the whole world has low standards for -- or many of my kids, the whole world has low standards for them. i understand things are going on at home, and when you come in here, you need to focus because i am not going to lower the bar for you. >> i think we miss a lot when we say a test score determines

success. it's not a test score, it's having the skills and the ability to function in the world to be a good human being, to have a good heart, and to be able to apply your thoughts where you believe in yourself. you can't do anything successfully until you believe you can be successful. >> all right. that is right. brian, you heard it there. can't believe in yourself, how can you succeed? >> while i have you, tamara, which teacher changed your life? >> earn steen rose. she told me to believe in my self. i receive add paper that had so much red on it and i thaurt it meant something good, and it was a c minus, and i went back in and took it again and changed my life. thank you, ms. rose. >> it's the most dependable question you can spring on life,

because everybody knows the answer to that question, who changed your life. all those years we saw you guys smoking, and you open the door, and just like puffs of smoke, first responders, stop drop and roll, it was like a hazmat room in there, but our goal today is to hear the talk, and where these teachers are when i need them, i have no idea. we want to thank our first two educators up here on stage. we will have several more as the day goes on. coming up, as we work on the temperature here in the tent we will shift the focus a little bit and look at how the american classroom has changed and whether the changes have been for good or for ill, and a reminder, you are watching the second annual teacher town hall live from education nation here from rockefeller plaza, here in new york. 8gg@ú

welcome back live from education nation, under the big tent in new york city. hundreds of teachers in this room, and thousands watching across the country on msnbc, and streaming on the web. we want to talk about innovation. obviously you are handed what you are handed in life, and in the classroom, but it's what you do with that opportunity and those students that can make a huge difference. i am joined here on stage by two more educators, john hunter is with us, he has been teaching for over 30 years and an elementary school teachers for gifted and talented kids, charlottesville, west, and john

crosby, teaching 30 years himself in sparks, november. we will turn our attention to this subject, and look at it through the eyes of both of these gentlemen, and we will hear what the folks in our audience have to say. we have two microphones set up, and we have already seen there is no shortage of opinion in this room. what is your story? it's kind of legendary among educators who have seen it. what did you choose to do? you said when you first became a teacher you viewed it as a blank slate and through spaghetti against the wall. >> i asked the supervisor what to do, and she said what do you want to do? and as given that open space, it allowed me to create a template for my students that i can ask them, what would you like to do

today, what is your passion and what drives you? if you build towards that they come with more position? >> >> you started a game? yes, it's a world peace game. it's a towering plexiglass structure. they try to do without reading "sun of zuez." >> we allowed the students to experience the things as they go, so they can include the failures. they have the luxury to fail because that's really part of the learning process. >> how many people you have freaked out because that's not any part of a course curriculum, we don't read it in the catalogue? >> you know, i think most of them. the nice thing is we had great visionary principals and administrators that i have been in touch with that allow you and trust you as a professional and know you know what to do and

supporting you with resources to help make that possible. that kind of support, and that kind of visionary leadership and teachers who are professionals, we know we can do the job and help us to do that. >> imagine that. what a revolutionary thought. so brian, this debate is so interesting, socioeconomically. kids come into the classroom in the morning, putting away a number of things, blackberries, ipads, and certainly ipods. they stow them as if preparing for take off, and sit in linear rows and face one type of media in front of the room. children without the means don't come into the classroom with the electronics-based life, and sometimes the classroom is the only place they are exposed, including your classroom in nevada. tell us about it.

>> i lucked out. we had 30 of the original i-book computers when they first came out with fire wire, and they would go wireless. and we had those computers for a while and they got checked out throughout the school but then we got a new set of laptops for that and the batteries in the i-books were dead and i went to the principal, and i said how would you like to pilot the only one to one laptop program in the district and all we have to do is buy batteries and we were off and running. all my students had their own blogs. we used flicker to host our pictures and video clips we take throughout the day. and then we have done -- we have been part of huge projects that

have been mind blowing. the one i have been best known for is the one that fell in my lap. at my school if you are called down to the office 15 minutes before school starts, you know you are getting a new student. i was not supposed to get a new students because i had three more students than both of the fourth grades, and the second tells me you are getting a new student but don't worry because you will never see her. she is undergoing chemo and can't come to school, but by law she has to be placed in a classroom and then she will get home schooled. so to make a long story short, we got her a computer, and we skyped her into class every day, and we just put a laptop computer in the front row --

[ applause ] >> thank you. and what was great about it, her head showed up on the laptop the same size as all the other kids' heads, and she could hear and see, and she would raise her hand to ask a question or answer a question, and if we were doing cooperative learning of some kind, we would hurl that around and the kids would talk to her, and the sister would come to school and we would send books home, and anything that we did like that was reason to write on our blogs. within two weeks of the first day we did that, we produced a five-minute video on how we do that and the kids wrote all the parts to it and narrated it, and that has been on the web over 200 times. >> and this sounds familiar to the audience because our oddens are educators, and these are the victories and breakthroughs happening on a daily basis. when we come back, we will hear from some of the educators in the room when our town hall continues. [ male announcer ] you've climbed a few mountains during your time.

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we are back under the big top in the education tent here at the teacher town hall "education nation," rockefeller plaza here in new york. we got the temperature down to a

manageable 170 and a lot of educators reminded me, so few schools have air-conditioning, and we will have to try a lot harder to make them sweat. excellent point. i have been talking to the audience about all kinds of things. we have microphones set up, and this is a four-minute segment, and i am sharing our dirty laundry to you to make comments brief, but let's make this a lightning round. the teachers are tweeting while waiting to talk, and the tweets show up behind elliss, and it's the circle of life. it's incredible. so sir, you have been waiting at the microphone tweeting, and doing everything under your power. go ahead, your question and comment. >> i am matt, and my comment about the digital device, and i

send some home, and it's the internet access, and many don't have internet access and it's hard to get to a place where there is free internet access. if we have a rural electrification act, why can't we have something like that? >> you are harkening back to the great works programs in the past in the united states. if you have not taught tva, ccwp, i know you all have, you are nodding. >> 2600 people dialled into our line here. let's go to the board here. one saying student's voices should be asked about their school experiences and the feedback should be used for school improvement. that's one. another one coming up on the board in just a moment because we heard a lot of people who chimed in saying, for example, nobody openly recognizes that

changes in science and technology are a huge part of any readiness gap that exists. that's something they are saying we have to be mindful of as well. and then this one says i am not against students on facebook or twitter, it's real world. how can we use it as a tool? to that point we had somebody tweet who said how delighted we were with your teacher on stage that talked about using skype to connect to the student who had leukemia. that was wonderful and got a lot of response for that and want to see more people doing it. 2,600 messages so far. keep them coming. >> and over to tamron hall. >> what is your name. >> i am from manhattan. i would like to put the spotlight on science education in the lower grades. i think it gets lost in the math

and literacy testing. how do we make sure there are robust science programs, because this is when we have to hook them and not middle school or high school. >> you got applause. >> i am the colorado state teacher of the year, and i am here with my colleagues who are the state teachers of the year, who are on the cutting edge of innovation every single day. it's important that we look at the innovation happening inside and outside of the classroom, so as we talk about the students, we are talking about multiple measures of achievement and multiple ways to bring excellence to the classroom. >> thank you, and what is your name? >> i am john and district of columbia state teacher of the year. >> congratulations. >> thank you. one thing interesting is males,

and it may actually be a shift in the actual school day, because it's not just adding a computer into a classroom and getting the technology, it's making sure that we are doing the things we need to make those males successful, and preparing the teaches and putting everybody in a situation where they can be successful. >> a few more people in line, and we will come back and back to you. >> really unbelievable. we are going to take a break, and among the things that we are going to talk about when we come back, the funding of educational improvements, the reform from my worst allergy symptoms. so lily and i are back on the road again. movement, and we will hear on this stage from melinda gates. our conversation, our teacher town hall continues from new york right after this. as the years go by, some questions loom large.

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