As we enter the last weeks of committee meetings for the General Assembly, there are several pieces of legislation TMEA is monitoring:
The "recess" bill from last year's session, mandating a specific amount of daily unstructured physical activity, is likely to be replaced with new language. Several versions were introduced earlier in the session, ranging from full repeal to slight tweaks to the mandated time. The amended bill that will be heard in committees this week shows a good deal of compromise. As currently amended, it would require 130 minutes of daily physical activity at the elementary level and 90 at the secondary level. It does not include the previously specification of "unstructured" activity, so participation in physical education and other structured activities count towards the total.
There may be significant opportunities for music educators to advocate for their programs on the basis of this legislation, should it pass as amended. First, programs that have lost instructional time due to the onerous daily mandates can push to have time reinstated. Furthermore, the inclusion of structured physical activity could provide chances to advocate on the basis of kinesthetic musical activities ranging from dance to choreography to marching band.
Both house and senate education committees will review a bill this week that would officially push forward the use of TNReady data for applications in assessing school ratings and in teacher evaluation following the unsuccessful administration of the tests last school year.
Several competing bills are still under consideration that would create a system of school vouchers in at least a trial form. These come with a variety of labels, including the establishment of "Empowerment Scholarship Accounts." The ESA bill language is particularly notable for supporters of public schools, as it specifically requires that funding in such an account be used to attend nonpublic schools and that the balance of the account would be forfeited if at any time a student enrolls in a public school. Other proposed voucher programs include the ability to attend other public schools, both community governed and public charters. These appear to be targeted primarily at the state's largest urban areas.
It is likely that any substantial use of a school voucher program will have negative budgetary impacts on public districts and may endanger staffing and funding for music teaching positions. If you are aware of any such impacts emerging in your district, please contact TMEA leadership so we can advocate on your behalf.
The "recess" bill from last year's session, mandating a specific amount of daily unstructured physical activity, is likely to be replaced with new language. Several versions were introduced earlier in the session, ranging from full repeal to slight tweaks to the mandated time. The amended bill that will be heard in committees this week shows a good deal of compromise. As currently amended, it would require 130 minutes of daily physical activity at the elementary level and 90 at the secondary level. It does not include the previously specification of "unstructured" activity, so participation in physical education and other structured activities count towards the total.
There may be significant opportunities for music educators to advocate for their programs on the basis of this legislation, should it pass as amended. First, programs that have lost instructional time due to the onerous daily mandates can push to have time reinstated. Furthermore, the inclusion of structured physical activity could provide chances to advocate on the basis of kinesthetic musical activities ranging from dance to choreography to marching band.
Both house and senate education committees will review a bill this week that would officially push forward the use of TNReady data for applications in assessing school ratings and in teacher evaluation following the unsuccessful administration of the tests last school year.
Several competing bills are still under consideration that would create a system of school vouchers in at least a trial form. These come with a variety of labels, including the establishment of "Empowerment Scholarship Accounts." The ESA bill language is particularly notable for supporters of public schools, as it specifically requires that funding in such an account be used to attend nonpublic schools and that the balance of the account would be forfeited if at any time a student enrolls in a public school. Other proposed voucher programs include the ability to attend other public schools, both community governed and public charters. These appear to be targeted primarily at the state's largest urban areas.
It is likely that any substantial use of a school voucher program will have negative budgetary impacts on public districts and may endanger staffing and funding for music teaching positions. If you are aware of any such impacts emerging in your district, please contact TMEA leadership so we can advocate on your behalf.