Press

“There are components of this report that we can all agree on, including areas that we have been and will continue to advocate for, including: accessibility to key academic courses, college and career planning, and attention to different types of learners.

“This preliminary report is just that—a starting point for discussion. We aren’t at the stage of endorsement or opposition.

“Whether or not the educators we represent can fully endorse this plan will depend on the final product.

“There are a number of outstanding questions that must be addressed, including those around the implementation process, the resources schools will need to support this new framework, and a clear understanding of exactly what will be required of our students and how their work will be measured."

The American Federation of Teachers Massachusetts joined the Healey-Driscoll Administration last week for the release of a first-of-its kind state report on post-college earnings for students who attended Massachusetts’ 29 public colleges and universities.

Five years after graduation, graduates of Massachusetts public colleges or universities make $20,000 to $30,000 more per year than their peers who did not pursue higher education.

"Higher education has long been seen as the great equalizer, but getting a degree is increasingly out of reach for far too many. We are proud to work with the Healey Administration and our Legislative allies to increase affordability and equity at our public colleges and universities,” said AFT MA President Jessica Tang. “Providing the resources and support to ensure our students are able to be successful not only puts them on a pathway toward economic mobility, it is an important investment in our economic security as a state that relies heavily on an educated workforce."

“While we have the utmost confidence in the virtue and facts of our case, we know the damage is already being felt in our schools, with our most vulnerable students suffering the most.

“The Department of Education plays one, very important role in public education - to fill opportunity gaps and ensure every child in America has the ability to succeed.

“Spreading services across multiple departments has nothing to do with increasing efficiency. It is just the latest effort to sow confusion in a way that makes it harder for our students, educators, and schools to access the support they need.

“The White House is not above the law and we will never stop fighting on behalf of our students and our public schools and the protections, services, and resources they need to thrive.”

Establishing alternative pathways to support those interested in becoming educators - a long-standing priority of the American Federation of Teachers Massachusetts to strengthen and diversify the Commonwealth’s pipeline of educators – is now a reality.

The Board of Elementary and Secondary Education voted unanimously to establish alternative assessments to the Massachusetts Tests for Educator Licensure (MTEL), creating a broader range of pathways for those aspiring to be teachers.

"This is a critical step forward to address the current teacher shortage we're facing and, more importantly, increase the diversity of our pipeline of teachers,” said AFT Massachusetts President Jessica Tang. “Research has shown time and time again that all students benefit from a diverse educator workforce – one that accurately reflects the wonderful diversity of our communities. As we build a stronger, more diverse pipeline, more students will be able to identify with their teachers and will be more likely to consider becoming teachers themselves. We look forward to working with the state and Legislature to continue to identify ways to make stronger, more supportive schools for all."

“Teaching students to read is one of the most important things we do as educators. Literacy skills are foundational skills - ones that are crucial to supporting student development and long-term success.

“The needs of our students vary from district to district, from school to school, even from desk to desk. Strong literacy instruction is responsive to the unique learning needs of individual students and can be complex.

“As passed today, this bill establishes a limited, blanket curriculum that is concerning, particularly to veteran educators who have developed rich and effective evidence based literacy curriculum over the years. Even more concerning is that it bans important, proven tools our educators currently use and use successfully, particularly with our English language learners and students with special needs."

“My colleagues and I love being a part of the Lynnfield community and want to be able to provide the same level of support and service to the community that we’re providing now,” said Katherine Decker, a Lynnfield resident and Head of Circulation at Lynnfield Public Library (LPL). “We are asking our neighbors and friends to vote yes to safeguard the programs and resources thousands in our community can access when they walk through our doors.”

The LPL provides programs for all ages, story-times and promotion of literacy, print and electronic materials, research assistance, technology help, book groups, as well as a place for locals to connect and engage with their community. Last year, LPL hosted nearly 400 programs with over 7,460 participants.

“Each day, the Lynnfield Public Library welcomes nearly 400 residents who can rely on us to provide their entire community with the educational, informational, cultural, and recreational opportunities they’ve come to enjoy and, in some cases, rely on,” said Patricia Kelly, who has worked at LPL for nearly three decades and is currently serving as LPL’s Head of Reference and the President of the Massachusetts Library Staff Association. “Whether it be through creating community spaces to bring people together, connecting residents with outside cultures and histories, or helping people navigate critical services through our ever-expanding digital world, we’ve worked hard to ensure the library serves as a cornerstone of the Lynnfield community.”