Who are the Amish?

The Amish are one of the most recognizable and often misunderstood religious communities in the United States. Known for plain dress, horse-drawn buggies, and a careful distance from modern life, they are not frozen in time. Their choices are deliberate, rooted in faith, history, and a strong sense of community.

Where Amish communities live

Amish settlements are concentrated in rural areas where farmland is affordable and communities can remain close-knit. The largest populations are found in Pennsylvania, Ohio, and Indiana. Pennsylvania is especially significant because it was the destination of some of the earliest Amish immigrants, and it remains home to one of the oldest and most well-known settlements in Lancaster County.



Smaller but growing communities exist in states such as Wisconsin, New York, Michigan, Missouri, and Kentucky. In recent decades, Amish families have moved more frequently, forming new settlements as land prices rise or as communities grow too large to manage comfortably.

Ethnic and historical background

The Amish are primarily of Swiss German and Alsatian ancestry. Their roots trace back to Anabaptist movements in Switzerland and southern Germany during the Protestant Reformation of the 1500s. Persecution for their religious beliefs pushed many to migrate, first within Europe and later to North America in the 1700s and 1800s.

Most Amish today speak a dialect known as Pennsylvania Dutch, which is actually derived from German, not Dutch. English is learned in school and used when interacting with non-Amish neighbors.

Why the Amish avoid modern conveniences

The Amish do not reject technology simply because it is new. Instead, they ask a consistent question: Will this technology strengthen or weaken our community and our faith?

Many modern conveniences emphasize speed, individualism, and constant connection to the outside world. Amish leaders worry these traits can erode humility, family life, and mutual dependence. For example, owning a personal car could reduce reliance on neighbors and encourage young people to travel farther from home and church.

Their approach is guided by the Ordnung, an unwritten but widely understood set of rules that governs daily life. The Ordnung differs by community, which explains why Amish practices are not identical everywhere.



Are the Amish adopting some technology?

Yes, but selectively and cautiously.

In many communities, Amish people use technology in limited, practical ways. Examples include:

• Battery-powered tools instead of electric ones
• Diesel engines for farm equipment or workshops
• Shared phones located in phone shanties rather than inside homes
• Computers used for business purposes, often without internet access

Some Amish business owners use smartphones indirectly through hired non-Amish employees or trusted neighbors. Others allow internet access only for specific tasks, such as ordering supplies. The key point is control. Technology is adopted when it serves work or safety without reshaping daily life around it.

Relationships with the outside world

Amish communities are not isolated or hostile to outsiders. They interact regularly with non-Amish neighbors, customers, and local governments. They pay taxes, follow most laws, and often have cordial relationships with surrounding towns.

At the same time, they maintain clear social boundaries. Amish children typically attend Amish-run schools through the eighth grade, and church life remains entirely separate from the wider culture. This balance allows them to function within American society while preserving their identity.

How Amish families earn a living

Farming remains central to Amish culture, but it is no longer the sole source of income. As farmland has become more expensive, many Amish have turned to skilled trades and small businesses.

Common occupations include:

• Carpentry and construction
• Furniture and cabinet making
• Metalworking and machine shops
• Quilting, baking, and food production
• Market gardening and greenhouse operations

These businesses often employ both Amish and non-Amish workers and serve a broad customer base.



Trade, selling, and bartering

Amish people regularly sell goods and services to the outside world. Farmers’ markets, roadside stands, furniture shops, and construction crews are common points of contact. While bartering still occurs within Amish communities, most transactions with non-Amish customers use standard currency.

Trust and reputation matter deeply. Many Amish businesses rely on word of mouth rather than advertising, and long-term relationships with customers are common.

A community built on choice, not nostalgia

The Amish way of life is not about rejecting progress for its own sake. It is about choosing a slower, more deliberate path that prioritizes faith, family, and community stability. Their selective use of technology shows adaptability rather than rigidity, and their economic success demonstrates that traditional values can coexist with modern markets.

Understanding the Amish means recognizing that their differences are intentional. They are not trying to escape the modern world entirely. They are trying to live in it on their own terms.

West Virginia

West Virginia is a place shaped by mountains, isolation, and a fierce sense of independence. Tucked into the central Appalachians, it is one of the most rugged states in the country, both physically and historically. Its rivers cut deep valleys through ancient hills, its towns grew around coal seams and rail lines, and its very existence as a state came from one of the most divisive moments in American history.

A land defined by geography

West Virginia’s landscape is not gentle. The Appalachian Mountains dominate nearly every corner of the state, creating narrow hollows, steep ridges, and winding roads that can feel far removed from the rest of the country. This geography shaped daily life from the beginning. Large plantations never took root here, as they did in the flatter Tidewater regions farther east. Farms were smaller, communities were more self-contained, and people relied heavily on neighbors rather than distant political centers.

Rivers like the Ohio, Kanawha, and New helped connect the state to wider markets, but travel was still difficult well into the 19th century. That isolation helped foster a culture that valued local control, personal independence, and suspicion of distant authority.

Life before the split

Before becoming its own state, the region that is now West Virginia was part of Virginia. Politically and economically, however, the two regions were very different. Eastern Virginia was dominated by wealthy plantation owners who relied on enslaved labor and held most of the political power. Western Virginia, by contrast, had fewer enslaved people, fewer large landowners, and far less representation in the state legislature.

Slavery existed in western Virginia, but it was not central to the local economy. The mountainous terrain made large-scale slave-based agriculture impractical. As a result, many residents resented being governed by elites whose wealth and political priorities revolved around slavery and plantation agriculture.

Why West Virginia broke away

West Virginia split from Virginia during the Civil War, and slavery was a key reason why.

When Virginia voted to secede from the Union in 1861 in order to protect slavery, many counties in the western part of the state strongly opposed that decision. They did not want to fight for a system that benefited wealthy slaveholders in the east and offered little to them in return. For many western Virginians, secession felt like a choice imposed on them by a political class that had long ignored their interests.

Union loyalty in the region was driven by several factors, but opposition to slavery’s political dominance was central. Slavery concentrated power in the hands of a few, and western Virginians had spent decades pushing back against that imbalance. When Virginia left the Union, western leaders formed a separate government loyal to the United States. In 1863, West Virginia was admitted as a new state, the only one created by breaking away from a Confederate state.

It is important to be clear: West Virginia was not founded as a pure abolitionist project. Racial equality was not the goal, and discriminatory laws against Black residents existed from the beginning. Still, the rejection of slavery as a political and economic system was a defining factor in the state’s creation.

Coal, labor, and hard choices

After statehood, coal transformed West Virginia. The late 19th and early 20th centuries brought an influx of mining companies, railroads, and workers from across the U.S. and abroad. Coal towns sprang up quickly, often controlled entirely by the companies that owned the mines, houses, and stores.

This era brought prosperity for some and exploitation for many. West Virginia became the site of some of the most intense labor struggles in American history, as miners fought for safer conditions, fair pay, and the right to organize. These conflicts reinforced the state’s reputation for toughness and resistance to outside control.

Culture and identity

West Virginia’s culture reflects its history. Music, especially old-time, bluegrass, and gospel, remains central to community life. Storytelling and oral history are deeply valued. There is pride in self-reliance, but also a strong tradition of mutual aid, born from generations of people depending on one another in difficult terrain.

The state has often been misunderstood or stereotyped, reduced to jokes or political talking points. Yet its history shows a more complex reality: a place that rejected slavery-driven politics, endured industrial exploitation, and continues to wrestle with economic change while holding tightly to its identity.

A state born of conflict and conviction

West Virginia exists because a large group of people refused to follow a path shaped by slavery and elite control. Its creation during the Civil War was messy, controversial, and imperfect, but it reflected a genuine desire for self-determination. That tension between independence and hardship still defines the state today.

To understand West Virginia is to understand how geography, labor, and moral conflict can shape a people. It is not just a state that split from another. It is a state that chose, in a moment of national crisis, to chart its own course.

West Virginia today

Today, West Virginia faces challenges rooted in both history and geography, but its economy is more diverse than it is often given credit for. Coal is no longer the dominant force it once was, though it still matters in parts of the state. Natural gas, particularly from the Marcellus and Utica shale formations, has become a major energy driver, alongside timber, chemical manufacturing, and advanced materials. Tourism has also grown into a vital industry, supported by outdoor recreation, state parks, whitewater rafting, and destinations like the New River Gorge. These sectors do not fully replace the economic weight coal once carried, but together they form a more balanced and forward-looking foundation.

Education plays a central role in that transition. The state’s public education system has struggled with funding constraints and teacher shortages, yet it remains a critical anchor for local communities, especially in rural areas. Higher education is led by institutions such as West Virginia University and Marshall University, which provide research, medical training, and workforce development. Community and technical colleges have expanded programs in healthcare, energy technology, skilled trades, and cybersecurity, reflecting an effort to align education more closely with modern job markets and keep young people in the state.

West Virginia’s most vital resources remain its land, water, and people. Its forests cover most of the state and support both timber production and conservation. Its rivers supply drinking water, power generation, and recreation across the region. Just as important is the human capital shaped by generations of hard labor, adaptability, and local loyalty. While population decline and outmigration remain serious concerns, many communities are investing in broadband access, small business development, and healthcare infrastructure. West Virginia today is neither frozen in the past nor untouched by it. It is a state still redefining itself, drawing on its resources and resilience to navigate a changing economic and social landscape.

Free resources for business teachers and personal finance teachers

Bring a variety of fresh, ready-to-use business content into your classroom

Free, classroom-ready business + personal finance + entrepreneurship resources for both middle school business teachers and high school business teachers.

Dear Business Colleague,

If you teach middle school or high school Business / Entrepreneurship / Personal Finance, you know the challenge: students learn best when money feels real - but truly engaging activities can be hard to find (and often sit behind paywalls).

That’s why I want to share Mr. Robertson’s Corner - a free, educator-built site with practical, student-friendly resources for business, career readiness, and financial literacy. The goal is simple: help students build real-world money and business skills through clear explanations, discussion prompts, and interactive learning experiences.

What makes Mr. Robertson’s Corner especially useful for business & personal finance teachers

1) Personal finance simulation games you can use immediately
The site highlights hands-on games your students can jump into - perfect for bell ringers, stations, sub plans, or a full-class “life budgeting” day. For example:

• SPENT (a month-in-the-life budgeting survival simulation)
• Build Your Stax (a long-term investing simulation with multiple asset types, life-event surprises, and end-of-game reflection)
• Time for Payback (a personal finance simulation focused on real-life money decisions)

These aren’t just links - posts include helpful context and reflection/discussion questions so you can turn the activity into instruction.

2) Clear, teen-friendly financial literacy explainers
Need a straightforward reading assignment that students actually understand? The site includes approachable guides like this student-centered explanation of credit and credit scores - ideal for introducing responsible borrowing, budgeting habits, and financial decision-making. Here's an article highlighting the differences between stocks and bonds, and another explaining common vocabulary terms used in personal finance.

3) Broader “business mindset” coverage
In addition to finance topics, Mr. Robertson’s Corner spans business, entrepreneurship, careers, and workforce readiness, making it easy to pull in quick lessons on the “why” behind money: work, skills, choices, opportunity cost, and long-term planning.

4) Free access - no subscriptions
Everything is designed to be easy to access and share with students - no logins, no paywalls, no “limited preview” frustration.

A quick way to try it next week

Pick one finance game and run it as a 30-45 minute experience:

1. Students play individually or in pairs
2. Students answer the built-in reflection questions
3. Quick debrief: “What would you do differently next time - and why?”

If you’d like, email me with the course you teach (Personal Finance, Entrepreneurship, Intro to Business, etc.) and your grade level, and I’ll suggest a short “starter path” of posts and activities that fit your scope and sequence.

All the Best,

Aaron S. Robertson

Free resources for social studies teachers

Bring fresh, ready-to-use social studies content into your classroom

Free teacher-friendly lessons, prompts, and guides curated for middle school social studies and high school social studies.

Dear Social Studies Colleague,

If you’re looking for reliable, thought-provoking resources that spark discussion and save you prep time, I’d love to introduce you to my blog, Mr. Robertson’s Corner, an educator-run site with free materials across history, civics/government, geography, economics, study skills, and more. The blog’s mission is simple: meaningful reflections, practical classroom ideas, and ready-to-use help for students, families, and fellow educators.

Why teachers keep coming back

• Breadth that fits your course map. You’ll find posts and guides that span U.S. and world history, government, political science, economics, and cross-curricular skills like critical thinking and media literacy - handy for AP, college-prep, and on-level classes alike.
• Ready to deploy, low-friction resources. Lessons, study prompts, and plain-English explainers are written so you can drop them into tomorrow’s plan or a Google Doc with minimal editing.
• Support for diverse learners and pathways. From AP enrichment to GED-track overviews that reinforce civics, geography, economics, and U.S. history, the site offers scaffolds you can adapt for mixed-readiness classes.
• Teacher-authored, classroom-tested voice. Posts reflect a working educator’s teaching philosophy and habit of turning complex topics into accessible, discussion-ready prompts.
• Recognized presence in the educator community. The blog and RSS feed have been highlighted among school-focused resources, and the library continues to grow.

What you can use right away

• Discussion sparkers & mini-lessons on government, historical thinking, and economic reasoning (great for bell-ringers, sub plans, and station work).
• Study guides & learning-how-to-learn tips that help students retain key concepts and prepare for unit or AP-style assessments.
• Pathway-friendly overviews (e.g., GED social studies components) to reinforce foundational civics, geography, and econ knowledge for students who need alternative routes.

A quick way to explore

Start at the homepage and browse by topic - history, civics/government, economics, geography, study skills, and more. You’ll find concise essays, prompts, and teacher-friendly explainers that are easy to adapt for your students.

If you’d like a short, curated starter bundle (e.g., 5 high-impact discussion prompts + 2 mini-lessons for civics or U.S. history), email me and tell me your grade level and unit focus. I'm happy to send a tailored set for you to try!

Thank you for your time, the opportunity, and for all you do for children! God bless you and your important work!

All the Best,

Aaron S. Robertson

Big Joe Turner biography

Big Joe Turner: The life of a blues shouter

Big Joe Turner, known as "The Boss of the Blues," was a towering figure in American music. Born Joseph Vernon Turner Jr. on May 18, 1911, in Kansas City, Missouri, Turner’s robust voice and dynamic performances left an indelible mark on the blues genre and paved the way for rock and roll. His career spanned over six decades, during which he became a pivotal link between the traditional blues of the early 20th century and the burgeoning rock and roll movement of the 1950s.

Early life and influences

Turner’s early life was steeped in the rich musical culture of Kansas City, a hotbed for jazz and blues in the early 20th century. Tragically, his father died when Turner was just four years old, forcing him to leave school at age fourteen to help support his family. He found work in the city's nightclubs, initially as a cook and later as a bartender and bouncer at the legendary Sunset Club. It was here that Turner’s musical journey truly began.

The vibrant nightlife of Kansas City exposed Turner to a plethora of musical styles and prominent musicians. He often worked with pianist Pete Johnson, with whom he formed a successful partnership. Turner’s powerful voice and Johnson’s boogie-woogie piano created an electrifying combination that captivated audiences. This collaboration would later prove crucial in propelling Turner to national fame.

Rise to fame

Turner’s big break came in 1938 when record producer John Hammond invited him and Johnson to perform at the historic From Spirituals to Swing concert at Carnegie Hall in New York City. This performance introduced Turner to a wider audience and cemented his reputation as a premier blues shouter. His commanding voice, capable of delivering both raw power and nuanced emotion, stood out in a sea of talented performers.



Following the concert, Turner and Johnson recorded several tracks, including the seminal “Roll ‘Em Pete.” This song, with its driving rhythm and Turner's exuberant vocals, is often cited as one of the precursors to rock and roll. Turner's ability to project his voice without a microphone in noisy club environments earned him the nickname "Big Joe Turner" and showcased his unique talent.

Career highlights

Throughout the 1940s, Turner continued to build his career, performing in clubs and recording with various labels. He moved to Los Angeles in the early 1940s, where he became a regular performer on Central Avenue, a hub for African-American music and culture. His recordings during this period, including “Cherry Red” and “Wee Baby Blues,” further established his reputation as a leading blues singer.

The 1950s marked a significant turning point in Turner’s career. He signed with Atlantic Records, a label known for its roster of rhythm and blues artists. Under the guidance of producers Ahmet Ertegun and Jerry Wexler, Turner recorded a series of hits that brought him mainstream success. Songs like “Shake, Rattle and Roll,” “Flip, Flop and Fly,” and “Honey Hush” showcased Turner’s ability to blend blues with the emerging rock and roll sound. These tracks not only topped the R&B charts but also crossed over to the pop charts, introducing Turner to a new generation of listeners.





“Shake, Rattle and Roll,” in particular, became an anthem of the rock and roll era. Its infectious rhythm and Turner's commanding vocals made it a favorite among both black and white audiences. The song was later covered by Bill Haley and His Comets, further cementing its place in rock and roll history.

Legacy and influence

Turner passed away in California at the age of 74 on November 24, 1985. His influence on rock and roll cannot be overstated. His ability to infuse traditional blues with a contemporary edge laid the groundwork for future rock and roll artists. Elvis Presley, among others, cited Turner as a significant influence on his own music. Turner’s booming voice and energetic performances helped to break down racial barriers in the music industry, bringing black music to a wider audience.



In addition to his contributions to rock and roll, Turner remained a dedicated blues artist throughout his life. He continued to record and perform well into the 1970s and 1980s, often returning to his blues roots. His later work, including albums like The Boss of the Blues Sings Kansas City Jazz and Turns on the Blues, received critical acclaim and reinforced his status as a blues legend. Turner was inducted into the Rock and Roll Hall of Fame in 1987, a testament to his role in shaping the genre.

Conclusion

Big Joe Turner's life and career are a testament to the enduring power of the blues. His ability to bridge the gap between traditional blues and rock and roll helped to shape the course of American music. Turner’s legacy lives on through his recordings and the countless artists he influenced. As “The Boss of the Blues,” Big Joe Turner’s voice continues to resonate, reminding us of the rich cultural heritage of the blues and its profound impact on the evolution of modern music.

William Henry Harrison: A comprehensive biography of the ninth president of the United States

William Henry Harrison, 1835 -

White House Historical Association 

William Henry Harrison (1773-1841)

William Henry Harrison was the ninth president of the United States and the first to die in office. His presidency lasted just 31 days, the shortest in American history. Yet Harrison’s importance does not rest on the length of his time in the White House. He was a central figure in the early republic’s westward expansion, a career soldier and territorial governor, a national political symbol, and the focal point of the first modern mass political campaign.

His life traced the arc of the young nation itself, from the Revolutionary generation through the age of Andrew Jackson. Harrison’s story is one of ambition, military conflict on the frontier, the moral contradictions of slavery and Indian removal, and the growing power of popular politics.

Early life and Revolutionary roots (1773-1791)

William Henry Harrison was born on February 9, 1773, at Berkeley Plantation in Charles City County, Virginia. He was the youngest of seven children born to Benjamin Harrison V, a wealthy planter and signer of the Declaration of Independence, and Elizabeth Bassett Harrison.

Growing up in Tidewater, Virginia, Harrison was surrounded by politics and public service. Prominent figures of the Revolutionary era were regular visitors to his family’s home. This environment instilled in him a sense that leadership and national service were expected, not optional.

Originally planning for a medical career, Harrison studied at Hampden-Sydney College and later began medical training in Philadelphia. His plans changed abruptly after his father’s death in 1791, which left the family estate divided and Harrison without the financial independence enjoyed by his older brothers. Seeking opportunity, he joined the U.S. Army as an ensign and headed west to the Ohio frontier.

Frontier soldier and rise to prominence (1791-1800)

Harrison entered military life during one of the most violent periods of conflict between the United States and Native American nations in the Northwest Territory. He served under General Anthony Wayne during the campaign that culminated in the Battle of Fallen Timbers in 1794, a decisive American victory that weakened Native resistance in the region.

Wayne recognized Harrison’s administrative talent and promoted him rapidly. By age 24, Harrison was a captain and serving as aide-de-camp. He proved adept not only at military command but also at managing supplies, logistics, and relations with civilian authorities.

In 1798, Harrison left the army to become secretary of the Northwest Territory, and soon after was elected as the territory’s non-voting delegate to Congress. There, he advocated aggressively for land sales and western development, aligning himself with settlers eager for expansion.

Governor of Indiana Territory (1801-1812)

In 1801, President John Adams appointed Harrison governor of the Indiana Territory, a vast region that included present-day Indiana, Illinois, Michigan, Wisconsin, and parts of Minnesota and Ohio. At just 27 years old, Harrison became one of the most powerful territorial governors in U.S. history.

As governor, Harrison negotiated numerous treaties with Native American tribes, acquiring millions of acres of land for the United States. These treaties were often controversial - obtained through pressure, questionable consent, or the exclusion of key tribal leaders. Harrison firmly believed in American expansion and saw Native resistance as an obstacle to progress.

This brought him into conflict with Tecumseh, the Shawnee leader who sought to unite tribes into a confederation to resist U.S. encroachment. Tecumseh and his brother Tenskwatawa, known as the Prophet, became symbols of organized Native resistance.

The Battle of Tippecanoe (1811)

The confrontation between Harrison and Tecumseh reached its climax in 1811. While Tecumseh was traveling to recruit allies, Harrison led a force of U.S. troops toward Prophetstown, a Native settlement near the Tippecanoe River.

On November 7, 1811, Native forces launched a pre-dawn attack on Harrison’s encampment. The battle was fierce and chaotic. Although casualties were heavy on both sides, Harrison’s troops held their ground and later destroyed Prophetstown.

Militarily, the Battle of Tippecanoe was inconclusive. Politically, it was transformative. Harrison emerged as a national hero, while Tecumseh’s confederation was weakened. The battle raised tensions that soon erupted into the War of 1812.

War of 1812 and national fame (1812-1814)

During the War of 1812, Harrison was appointed a major general in the U.S. Army and placed in command of forces in the Northwest. He oversaw the recapture of Detroit and led American troops to victory at the Battle of the Thames in 1813, where Tecumseh was killed.

Tecumseh’s death marked the collapse of organized Native resistance in the Old Northwest. Harrison resigned his commission in 1814 following disputes with Secretary of War John Armstrong, but his reputation as a defender of the frontier was firmly established.

Political career after the war (1816-1839)

After the war, Harrison transitioned fully into politics. He served in the U.S. House of Representatives, the U.S. Senate, and as minister to Gran Colombia. Though never known as a great legislator or diplomat, he was respected as steady, honest, and patriotic.

Harrison struggled financially throughout much of his life. Unlike many Virginia elites, he lacked inherited wealth, and public service offered limited compensation. This struggle later helped shape his political image as a man of the people.

In 1836, the Whig Party ran Harrison as a regional candidate in a strategic effort to deny Martin Van Buren an electoral majority. Though Harrison lost, he performed well and emerged as a leading national Whig figure.

The election of 1840: “Tippecanoe and Tyler Too”

The election of 1840 marked a turning point in American politics. The Whigs nominated Harrison for president and crafted a campaign unlike anything seen before. They portrayed him as a simple frontiersman living in a log cabin, drinking hard cider, and standing against elitism.

This image was largely manufactured. Harrison was a Virginia-born aristocrat. Still, the symbolism worked. Campaign songs, slogans, parades, and mass rallies energized voters nationwide.

The slogan “Tippecanoe and Tyler Too” linked Harrison’s military past with his running mate, John Tyler. Harrison won in a landslide, carrying 19 of 26 states and securing one of the highest voter turnouts in U.S. history.



A presidency cut short (1841)

Harrison was inaugurated on March 4, 1841. Despite cold, wet weather, he delivered the longest inaugural address in American history, speaking for nearly two hours without a coat or hat.

Within weeks, Harrison fell ill, likely from pneumonia, though modern historians debate the exact cause. On April 4, 1841, he died in the White House, becoming the first U.S. president to die in office.

His death created a constitutional crisis. The Constitution was unclear about whether the vice president became president or merely acted as one. John Tyler asserted full presidential authority, setting a precedent that would later be codified in the 25th Amendment.

Legacy and historical assessment

William Henry Harrison’s presidency was too brief to shape policy, but his broader legacy is significant.

He helped define American expansion into the Old Northwest, for better and worse. His actions accelerated settlement and statehood while contributing to the displacement and suffering of Native peoples. His military victories made him a national hero, but also tied his name to a violent era of conquest.

Politically, Harrison’s 1840 campaign reshaped American democracy. It demonstrated the power of mass participation, branding, and emotional appeal in elections. Modern presidential campaigns owe much to the model first perfected in his run for office.

Harrison died before he could govern, but his life reflected the ambitions, conflicts, and contradictions of early America. He remains a figure remembered not for what he accomplished as president, but for the world that elevated him to the office, and the precedent his death created.

Substitute teaching in South Dakota

Note: The following is taken from a letter recently sent by me via email to several elected officials in South Dakota regarding the state's current system - or arguably, lack thereof - for handling substitute educators.

Dear _______________,

My name is Aaron Robertson, and I moved to Sioux Falls from the greater Milwaukee area in Wisconsin back in August 2024. I hope all is well, and I thank you for your service and leadership.

I'm reaching out regarding what I see as an obstacle to those who may wish to serve our state's K-12 students as a substitute teacher and/or substitute special education paraprofessional in multiple districts/systems, and to propose, what is hopefully, a viable solution.

To begin, I've worked in K-12 education as a special ed para and sub teacher for eight school years now, since 2018. Prior, I held various roles in private sector business. Recently, I began applying to work as a sub educator in multiple public districts here in the state, to be met by the financial burden of needing to pay $50 to the DCI for a background check with each new application.

In Wisconsin, the state Department of Public Instruction (DPI) has a license category specifically for sub teachers. These sub teaching licenses in Wisconsin are typically good for three years, and each renewal of the license requires a fresh background check. The fee for this once-every-three-year-check is covered by the license fee paid by the applicant. The South Dakota Department of Education (DOE), on the other hand, does not have a sub teaching license category. Those wishing to serve as subs, then, must submit to a fresh background check with each new application to an individual district/system, regardless of how recently their last check was. In my particular case, I'm about to have 2-3 checks run within days of each other, and I plan on applying to more districts in the coming weeks. For those wishing to work as a sub teacher and/or sub para in service to multiple districts/systems, this can certainly present financial barriers. It can also needlessly inundate the DCI by having to run multiple checks on the same applicant; and it delays the completion of the hiring process, forcing families and the public interest to wait longer while would-be new hires are cleared by DCI.

Respectfully, I propose that the viability of the South Dakota DOE's abilities to institute a licensing process for subs and to take over the background check process be investigated. The Wisconsin sub teaching license and subsequent renewal also carries with it a modest training requirement, which professionalizes the pool of subs across the state, ensuring both a basic level of uniformed training and the abilities of districts/systems and the general public to quickly and easily verify the status of a license holder. Wisconsin's credential simultaneously qualifies the holder to work as a special ed para, as well.

For purposes of this letter and your valuable time, I'm somewhat simplifying various details here in order to begin a dialogue. Normally not a fan of expanding government-issued licensing and regulation systems, I believe a legitimate business case can be made here for all this. At your convenience, I would love to further share my experiences, insights, and observations with you, and/or members of your staff, and/or other state legislators. As South Dakota, particularly the greater Sioux Falls area, continues to grow and thrive, I see this as a great opportunity to streamline inefficiencies, knock down barriers, and expand the labor pool of qualified educators looking to serve the families of multiple school districts and systems.

I thank you so much for your time, the opportunity, and your service.

All the Best,

Aaron S. Robertson

Sioux Falls