October 2005

NEA Today Home | October '05 Contents | Archives

Grants & Awards

Help the Community with Student Program Grants

Community Learning through America's Schools, or CLASS Grants, are the NEA Student Program's way of building community support for public education and addressing critical educational and social problems that face our communities. Across the country, NEA Student members are making a difference in their own communities, and to support them, NEA provides grants of up to $1,000 to student chapters that want to launch CLASS projects. CLASS Grants have funded local efforts to:

• have a book drive
• conduct a fund-raiser for school supplies and materials
• offer after-school tutoring
• work with a center for at-risk children
• participate in adult-learning programs
• support Big Brothers-Big Sisters of America Inc.

Tell us how your chapter would like to make a difference in the community, and you could be the recipient of our next CLASS grant!  Click here for more information and an application or e-mail Kimberly Anderson.

National Schools of Character

Every year, the Character Education Partnership recognizes 10 K–12 public and private schools and districts as National Schools of Character with awards up to $2,000 each. The National Schools of Character Awards program seeks to: 1) identify exemplary schools and districts to serve as models for others; and 2) help schools and districts improve their efforts in effective character education.

To be eligible, a school must have been engaged in character education for a minimum of three full years, starting no later than December 2002 for the 2006 awards. Districts need to have been engaged in character education for a minimum of four full years, starting no later than December 2001. The application deadline is December 5, 2005. Click here for more info and an application.

Aerospace Educator Grants

The Aerospace Education Foundation's (AEF) Educator Grants provide up to $250 per academic year in support to elementary and secondary classrooms for aerospace education programs, opportunities, and activities when no support is currently available. The program encourages development of innovative aerospace activities within the prescribed curriculum. The program also encourages establishing an active relationship between the school and the local Air Force Association organization.

Applicants may receiveup to $250 if they apply by November 15, 2005. See the online brochure, call 800-291-8480, or e-mail AEFstaff@aef.org for information and an application.

Teachers Study in Japan

The Japan Fulbright Memorial Fund Teacher (JFMF) Program provides U.S. primary and secondary school teachers and administrators with the opportunity to participate in three-week study visits to Japan and to return home with a follow-up plan designed to introduce Japanese culture to American students. Each year, up to 600 teachers and administrators, including participants from all 50 states and the District of Columbia, are selected to participate in the JFMF Program.

The JFMF Program features an orientation to Japan followed by visits to primary and secondary schools, teacher training colleges, cultural sites, and industrial facilities. Meetings with Japanese teachers and students and a homestay with a Japanese family are also key components of the program. Participants return home to share their knowledge with students, colleagues, and the local community.

Click here for an application. The deadline for applications for the 2006 program is December 10, 2005. Send an e-mail to jfmf@iie.org or call 888-527-2636 with questions or to request printed materials.

Awards for Student Doers

Do Something is a national not-for-profit organization that inspires young people to believe that change is possible, and trains, funds, and mobilizes them to be leaders for change. Each year, the Do Something BRICK Awards honor six outstanding leaders age 18 and under and three outstanding leaders ages 19–25 who use their talents to take action that measurably strengthens their local communities in the areas of community building, health, or the environment. Each winner in the "18 and under" category receives a $5,000 scholarship and a $5,000 grant; winners in the "19–25" category each receive a $10,000 grant. All winners receive pro bono services, media recognition, and the chance to attend the annual BRICK Awards Gala.

Applicants must apply online and any accompanying materials must be received at Do Something's office on or before November 1, 2005.

Environmental Excellence Awards

The 2006 SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards recognize the outstanding efforts of students and teachers across the country who are working at the grassroots level to protect and preserve the environment. This year, eight projects will be selected and each winning group will receive:

• $10,000 to benefit the award-winning project
• an all-expenses-paid trip for three students and one adult leader to SeaWorld Orlando for an awards event
• a Fujifilm digital camera
• 100 T-shirts to share with school and community partners
• an award trophy and certificates for every student/ group leader participant.

From the eight projects, one outstanding environmental educator/leader will be recognized and receive:

• $5,000
• an all-expenses-paid trip for themselves and one guest to SeaWorld Orlando for an awards event
• a Fujifilm digital camera
• an all-expenses-paid trip to the 2006 National Science Teachers Association national conference
• an award trophy and certificate.

Project applicants should be able to demonstrate significant accomplishments that have occurred prior to the November 30, 2005, application deadline.

Disney Teacher Awards

Disney is accepting nominations for America's most creative teachers until October 15, 2005. The program honors teachers whose approaches exemplify creativity in teaching and who inspire a joy of learning in students. PreK–12 teachers are eligible. Nominations can be made online or by phoning toll-free, 1-877-282-8322.

Selected honorees will be celebrated at an awards gala and will share teaching strategies with fellow award-winning teachers. Four honorees will be selected as Outstanding Teachers and one will be named the 2006 Disney Teacher of the Year.

Scholarships for Teachers to Become Librarians

Thanks to grants from the federal Institute of Museum and Library Services, 37 universities, libraries, and library organizations across the country are offering graduate scholarships to teachers who want to become librarians. The funds will provide scholarships of 50, 75, or 90 percent tuition reductions for teachers to become certified school library media specialists.

The scholarships are  designed to address the critical shortages of school library professionals by providing financial support for individuals of diverse racial or cultural backgrounds and those whose proximity to library science universities limits their educational opportunities.

Deadlines for applying are November 15, 2005 (for Spring 2006) and March 15, 2006 (for Summer 2006). Click here for more about the LAPIS Scholarship application process. Address questions to: Ms. Debra E. Kachel, LAPIS Scholarship Director, at 717-393-6205.

Take Note

UniServ Intern Program

As part of an ongoing commitment to state and local affiliates, NEA is seeking potential eligible candidates for the 2006 UniServ Intern Program. Individuals who successfully complete the four-and-a-half-week training program and the three-month field experience will be certified by NEA as eligible for UniServ staff work in an NEA state or local affiliate.

All individuals must be committed to residential relocation for the three-month field experience and must:

• be an ethnic minority or female as designated by the U.S. Census
• be an active NEA member for at least one year
• have basic knowledge and understanding of the Association at the local/state level
• be committed to pursuing UniServ staff employment upon successful completion of the program
• have excellent interpersonal skills
• be willing to participate in an intensive training
• be willing to resign all Association offices at the local, state, and national levels
• be willing to work in a laboratory learning environment during day and evening hours and committed to learn new skills and attitudes.

NEA does not guarantee employment of UniServ staff, employment is a state/local decision. Persons who are interested in applying for the program should send a letter of interest to: Brenda Vincent, UniServ Intern Program, NEA State Affiliate Relations/Training And Organization Development, 1201 16th St., N.W., Washington, DC 20036.

All letters of interest must be received at NEA by December 2, 2005, by U.S. mail or Federal Express. Faxed copies will not be accepted. Letters received after the deadline will not be accepted.

Beginning December 5, 2005, an application packet and instructions will be sent only after a letter of interest is received at the NEA office.  The deadline for applications is January 31, 2006. Questions? Call your local UniServ director.

Training on Safety, Bias, and GLBT Issues

Creating great public schools for every child requires that all students are learning and succeeding. Unfortunately, students cannot learn where they do not feel safe and supported. One of the most common forms of bullying and harassment involves differences of sexual orientation and gender, and this targets not only students who are gay, lesbian, bisexual, or transgendered (GLBT), but also students who are not.

NEA is pleased to announce a new training program to address safety, bias, and GLBT issues. This program consists of two workshops, each 90–120 minutes in length, which can be delivered separately or together. The workshops are designed for non-GLBT people who are interested in addressing bias regarding sexual orientation and gender identity.

The first workshop, "Taking A Stand: Creating Safe Schools for All Students," is for all school personnel. It uses video clips and hands-on activities to examine the obvious and subtle ways that bias plays out in schools, and offers resources for creating schools that are safe for all students, regardless of sexual orientation and gender identity.

The second workshop, "Walking the Talk: Classroom Resources for Addressing Bias," is an advanced workshop for K–12 classroom instructors. It examines approaches to designing and integrating activities into the classroom that raise awareness of bias and empower students to advocate for change, especially around anti-GLBT bias.

Over 30 certified trainers in all regions are available to deliver these workshops at little or no cost to schools and affiliates.  For more information or to schedule a training, contact NEA Human and Civil Rights, 202-822-7700, hcrinfo@nea.org .

This training is an NEA program, in collaboration with the American Federation of Teachers, the NEA Health Information Network, and the Respect for All Project, and is made possible in part by the financial contributions of the Gill Foundation, the Liberty Education Forum, and the National Gay and Lesbian Task Force.

Keep the Light On

On October 20, more than 7,500 communities and 1 million Americans will rally for after-school programs by participating in the sixth annual Lights On Afterschool! This nationwide event calls attention to the importance of after-school programs and the resources required to keep the lights on and the doors open.

Too many children—14.3 million—are missing out on after-school opportunities. When so many families need after-school care, and our young people benefit so greatly from quality after-school programs, these programs should be a national priority.

Click here to find out how you and your school can call attention to this important issue. Those who register will receive free posters, and their events will be promoted to media and the public.

Lights On Afterschool! is a project of the Afterschool Alliance, a nonprofit organization dedicated to ensuring that all children have access to after-school programs by 2010.

Journalism Made Easy

High school students interested in broadcast or online journalism are encouraged to think inside the box—literally. The Radio and Television News Directors Foundation has created "Broadcast in a Box" to give young students a head start in the journalism field.  Free to broadcast journalism educators, the boxed set includes a DVD with actual reporting done by high school students and examples of difficult ethical decisions professional journalists may face, a book with tips for navigating the Internet, a wallet-sized code of ethics, and much more. Teachers will find "Broadcast in a Box" a useful classroom tool with a wealth of resources. Click here to take advantage of this compact opportunity.

CD-ROMs for Recruitment Efforts and New Educators Available to NEA Locals

The "Recruit, Reclaim, Retain" membership organizing CD-ROM provides NEA local associations with resources and tips to build membership models from the ground up and reclaim and retain NEA's current membership base.

Inside you will find:

• innovative membership projects
• training packages
• organizing tips
• NEA resources
• Microsoft PowerPoint presentations on membership
• membership tools and templates.

Be sure to check out the specialized sections on tips and resources to recruit and retain ESP, Higher Ed, Student, and Retired members.

Packed with helpful hints from the real experts—your colleagues across the country—NEA's Wisdom on Demand CD-ROM was developed specifically for NEA members who are new to the classroom. In addition to professional pointers, tools of the trade, and rules of the road from classroom veterans, you'll find the latest on today's hot topics, from No Child Left Behind to Internet-based lesson plans and professional development. Order this interactive CD-ROM today.

For more information, contact Candace Lilyquist or Phadra Williams. To order 10 or more copies, e-mail NEACD@nea.org. "Recruit, Reclaim, Retain" CD-ROMs cost $2 each and Wisdom on Demand CD-ROMs cost $1.50 each, plus shipping and handling.

This I Believe

Have you heard the new series "This I Believe" on National Public Radio (NPR)? It's a series of radio essays based on a program created by acclaimed journalist Edward R. Murrow in the 1950s. Not only are the essays back, but now there are teaching materials to go with them.

NEA was an early supporter and collaborator on the project, which includes a curriculum guide with lesson plans, writing prompts, writing tips, and a discussion guide. The producers hope teachers will use the writing materials with their students and submit their essays for possible broadcast on NPR.

In the original program, Murrow invited Americans from all walks of life (including students) to submit essays on their most strongly held beliefs. The producers of the new program hope the revival will "create a picture of the American spirit in all its rich complexity."

This series can be heard every Monday, alternating between NPR's "Morning Edition" and "All Things Considered." Click here to learn more, listen to essays, and download teaching materials.

Walking on the Moon

Only 12 have walked on the Moon. You could be next—and you only need to head over to an IMAX theater. IMAX, Lockheed Martin, and NASA, along with Tom Hanks and Playtone, have produced the newest IMAX 3-D space film: Magnificent Desolation: Walking on the Moon 3D. Through a combination of newly revealed photographs, previously unreleased NASA footage, as well as CGI and live-action renditions of the lunar landscape, moviegoers will be immersed in the life-changing experiences of the 12 men who walked on the Moon—not just the events captured on the news, but what these men saw, heard, felt, thought, and did while on the lunar surface.

Click here to find out when and where Magnificent Desolation is playing. At this site, you can download an educator's guide to the film and enter the To the Moon sweepstakes for a chance to win a trip for four to the Kennedy Space Center in Florida, trips to Space Camp, From the Earth to the Moon DVDs, and more.

Benjamin Franklin Tercentenary Teaching Materials

On January 17, 2006, Benjamin Franklin will turn 300, and to celebrate this event, the Benjamin Franklin Tercentenary will unveil "Benjamin Franklin: In Search of a Better World," an exhibition of more than 40 interactive multimedia displays and the largest collection of Franklin materials ever assembled. The exhibit opens in Philadelphia on December 15 and will travel to four major museums around the United States.

To augment the experience of visitors to the exhibition, the Benjamin Franklin Tercentenary has developed extensive educational materials for teachers at every grade level:

• Ben Across the Curriculum: This set of interdisciplinary classroom materials identifies Franklin themes across elementary, middle, and secondary level curricula in multiple subjects. These lesson plans can be used to prepare students before visiting the exhibition or as stand-alone plans.
• Educational Activity Guide: This guide includes materials for three educational levels (K–4, 5–8, and 9–12), with customizable activities and materials. The guide facilitates class visits to the exhibition and includes activities to go along with the field trip as well as assessment materials.

The interdisciplinary plans will be posted online by mid-October, and the educational activity guide will be completed in November and posted on the Web site. The exhibition is made possible by a gift to the nation from The Pew Charitable Trusts, celebrating Benjamin Franklin in the 21st century.

Heads Up from NEA Member Benefits

¡Hablamos Espanol!

NEA Member Benefits is striving to better serve the diverse NEA membership, and we're proud to report about our efforts to reach out to Spanish-speaking members!  Programas y Servicios Beneficios Para Miembros De La NEA is the newest brochure available entirely in Spanish that lists all the NEA Member Benefits programs, services, and pertinent contact information.

Our Member Service Center is also on board and able to provide information and answer member questions in both English and Spanish.

To obtain a copy of Programas y Servicios or to inquire in Spanish about NEA Member Benefits programs, call us toll-free at 800-637-4636 and ask for a Spanish-speaking Member Service Representative. NEA Member Benefits: ¡Ayundando A Los Miembros A Tener Una Vida Mejor!

NEA Member Benefits is now offering members a viable alternative or a supplement to basic life insurance with the NEA Preferred Accidental Death Insurance Plan through Minnesota Life. This plan covers members who want a large amount of accidental death insurance for a great rate as well as those who might not qualify for term life insurance coverage. 

The new Preferred Accidental Death Plan is a guaranteed issue plan—no evidence of insurability (medical exam) is required until age 70. NEA members and their spouses (or domestic partners) are eligible to apply for the coverage, which is available in increments of $250,000 up to $1,000,000.

Find out more about this reasonably priced insurance by calling toll-free, 800-637-4636, Monday–Friday, 8 a.m. to 8 p.m. (Saturday, 9 a.m. to 1 p.m.) ET.

In Print

	Southern Hospitality During a time when Ku Klux Klan members help reinforce Jim Crow laws, "The Ark" provides two young siblings with light-hearted entertainment and small doses of reality. In short chapters, five-year-old Pearl narrates her and her brother Prince's story about leaning on their grandmother for support while their parents search up North for better job opportunities. The two learn how to survive in the segregated South during the Great Depression in Dorothy Carter's touching Grandma's General Store: The Ark. 135 pp.
	Web Page Basics for Kids A computer scientist (Peter Selfridge) and a 13-year-old student (Benjamin Selfridge) teamed up to write A Kid's Guide to Creating Web Pages for Home and School, an easy-to-use primer on using HTML to build projects on the Web. Using a step-by-step approach geared for kids ages 11–16, the book includes plenty of visuals and examples, a glossary, and even touches on the basics of JavaScript. 110 pp.
	Beautiful Beginnings Get lost in this colorful story for readers ages 4 to 8 about the island of Puerto Rico before it was inhabited by Spaniards and when it was known as Boriquén. In The Golden Flower: A Taino Myth from Puerto Rico, Nina Jaffe tells Boriquén's beginning through the eyes of an inquisitive boy. The Tainos and their barren land are given a second chance at life when the boy plants some seeds. 28 pp.
	See Spot Read Rover brings joy to siblings Andy and Amy after a long family discussion about which dog to adopt. But beyond the happy ending, Good Dog, Rover emphasizes vocabulary development. This level two book in the "I'm Going to READ" series includes a word bank that challenges readers to add a few new words to their vocabulary and to comprehend more complex sentences. For ages 6–7. 29 pp.
	Dealing with Death    Marilyn E. Gootman makes learning how to grieve as painless and soothing as possible in When a Friend Dies. Complete with a list of counseling resources, recommended readings, and inspirational quotes from teens who have lost a friend, Gootman's non-preachy and compassionate book gently handles this sensitive topic. Written for teens, the book teaches readers how to cope with death and where to go if they are unable to cope alone. 105 pp.
	The Magic of Words    Colorful illustrations accompany each poem in the anthology Please Bury Me in the Library. Author J. Patrick Lewis expresses his love for literature in this collection of witty and fun poetry written for children ages 6–9. 32 pp.
	Science Secrets Air, Water, and Weather , by William Robertson, provides simple explanations and detailed diagrams for the most scientifically challenged teachers and parents. From the "Stop Faking It!" series, the book mixes wit with its wisdom to give readers not only the knowledge, but also the confidence, to teach some science basics and the mechanics behind air, water, and weather. The book includes accurate explanations, irreverent drawings, and activities that use easy-to-find materials. 134 pp.
	Through Her Eyes In Robin Friedman's The Silent Witness: A True Story of the Civil War , events from the war are told from a child's perspective when young Lula's home is used as headquarters for one of the generals. Battles on her front lawn and meetings in her parlor makes Lula's house seem anything but homey during this difficult time. With her rag doll by her side, Lula and her family have the unique experience of witnessing one of the most monumental events in American history. 27 pp.

Diversity Calendar

October

October 1–31—Czech Heritage Month

Na zdraví! Celebrate the culture and language of Americans of Czech descent by downloading the Homelands Gallery Guide, a primer on Czech history and culture, at the National Czech & Slovak Museum and Library.

October 2—Mahatma Gandhi's Birthday

Read about Mohandas Karamchand Gandhi, India's legendary leader who practiced non-violent resistance and led his country to independence, at the Official Mahatma Gandhi eArchive & Reference Library.

October 9—Anniversary of Benjamin Banneker's Death

Learn more about the African-American mathematician and astronomer who published his own almanac, surveyed Washington, D.C., and corresponded with Thomas Jefferson.

October 10—Columbus Day/ Discoverers' Day

This day honors all explorers and commemorates Columbus's sighting of the New World. Check out 1492: An Ongoing Voyage.

October 13—Yom Kippur

The most solemn day of the Jewish year, and one of the most important, Yom Kippur (Day of Atonement) is typically spent at synagogue in fasting, reflection, and prayer.

November

November 1–30—American Indian Heritage Month

This month observes the contributions and unique heritage of our nation's first Americans. Visit www.infoplease.com/ spot/aihm1.html for links to information about American Indian terms, place names, tribes, notable American Indians, and more.

November 3—Id al-Fitr

Translated as "festival of breaking the fast," this Muslim day of feasting celebrates the end of Ramadan. Presents are given, new clothes are worn, and special foods are served.

November 12—Elizabeth Cady Stanton's Birthday

Along with Susan B. Anthony, Stanton was the driving force behind the women's suffrage movement. On November 2, 1920, more than 8 million American women voted for the first time. Watch their story on Not For Ourselves Alone, a PBS online multi-media movie by Ken Burns.

November 20–26—National Family Week

Sponsored by Alliance for Children and Families, this week highlights connections that strengthen and support families.

Books by NEA Members

	Teaching Children Dance By Theresa Purcell Cone and Stephen L. Cone Written by a children's dance teacher and a university professor, this book contains a practical approach for presenting creative dance lessons to kids in grades K–5. The book features 20 dance learning experiences and clearly explains the benefits of teaching dance, what to teach, and when to teach it. Detailed illustrations and photographs accompany the more complex descriptions to make learning to dance smooth stepping. 173 pp.
	Literacy Play By Sherrie West and Amy Cox A lot can be done to prepare children for learning how to read before they open their first Dr. Seuss book. Teachers Sherrie West and Amy Cox inform parents and educators of more than 300 dramatic play activities that allow children to have fun while learning pre-reading skills. The book is divided into eight dramatic play areas (such as nature, transportation, and science) that help aspiring readers to increase their vocabulary, communicate with their peers, and recognize environmental print. 240 pp.
	Simply Strategies: Addition By Lisa Buchholz Adding is made easy with this book by a first-grade teacher who provides numerous strategies to help elementary students quickly learn the basics of arithmetic. The easy-to-read, reproducible pages allow students to keep a journal tracking their progress and provide flashcards, worksheets so students can practice at home, and many other tools that can lead to excellent performance in elementary math. 97 pp.
	The Curriculum Murders By Marlis Day When a teacher suddenly dies on the day of her school's homecoming celebration, Margo Brown, teacher and amateur sleuth, suspects foul play and begins investigating in this murder mystery from middle school language arts educator Marlis Day. The book shows that teachers aren't one-dimensional professionals as Margo Brown attempts to identify and stop the killer before another of her colleagues becomes a victim. 196 pp.

On the Web

Reaching Latino ELL Students

A Reading Rockets project, Colorín Colorado, is the first major Web site created to help Spanish-speaking parents teach their children to read. A comprehensive "For Educators" section provides an array of research-based resources for teachers and paraprofessionals who work with English-language learners. The resources can help educators better understand and address the needs of their Latino ELL students, providing tips on everything from the placement and assessment of ELL children to the fostering of stronger parent-teacher partnerships.

Guide to Environmental Ed

For information on environmental education programs and resources, the National Environmental Education and Training Foundation's Classroom Earth Web site is a one-stop solution. This site provides educators and after-school providers with up-to-date information on the most effective national environmental education programs and materials available, including a top 10 list that outlines the most popular programs for K–12 classrooms.

Water, Water Everywhere...

If attempts at teaching the water cycle are leaving you all wet, visit the U.S. Geological Survey's new site. Brimming with information, the site features detailed descriptions of the cycle's components in addition to helpful graphs and illustrations.

As an added bonus, the USGS provides diagrams in 57 languages!

Lessons with Maps

Developed by the Hermon Dunlap Smith Center for the History of Cartography at the Newberry Library, this resource for K–12 teachers and students brings historically significant map documents into the classroom. Visitors to the site can access images of historic map documents (from 1482 to 1979) and accompanying lesson plans written for four grade levels and designed to support a variety of social studies, history, and geography curricula.

All About Engineering

Whether you're a K–12 student or a teacher interested in learning more about engineering, ASEE Engineering K12 Center is the site you're looking for. The pages are easy to navigate and filled with information on how to apply engineering principles in the classroom as well as links to numerous university-sponsored outreach programs, profiles of renowned engineers, and accessible engineering articles.

Globalization 101

Designed to help high school and college students learn what globalization is, this site provides unbiased, easy-to-understand information about the complex issue of globalization and offers updates on the latest foreign policy issues, international laws, and more. A project of the non-partisan Center for Strategic & International Studies, the site also provides educators with field-tested lesson plans for teaching cross-disciplinary subjects such as international trade, foreign investment, and global technological changes.

National Resource Center for Paraprofessionals

This nonprofit organization addresses policy questions, provides technical assistance, and shares information on school management practices, regulatory procedures, and training models. Located at Utah State University in Logan, it also strives to improve the recruitment, deployment, supervision, and career development of paraeducators. Click here for online resources and information.

Read Across America

Tools You Can Use!

Looking for Read Across America Day ideas? Check out the new online NEA's Read Across America tool kit and media kit. You'll find event ideas, media tips, sample proclamations, certificates and news articles, all at your fingertips.

And don't forget to celebrate Hispanic Heritage Month with Lea con La NEA, NEA's Latino literacy outreach program.

On TV

Making Schools Work

PBS, October 5, 9 p.m. ET. Check local listings.
Award-winning reporter Hedrick Smith presents a clear view of the landscape that defines public education reform today. Smith begins by noting that the last four U.S. presidents have pushed for greater nationwide academic achievement, and then carefully gives examples of public schools that have met the challenge. Hour one deals with "turnaround" schools, urban and rural, that have been able to increase test scores in a variety of ways. Hour two deals with school districts that have been able to take reforms at the individual school level and transform whole districts with varying degrees of success. Along the way, there are some recurring themes, voiced by administrators and teachers.  First, all students can learn, regardless of economic or personal circumstances. Second, all the adults in the building,—teachers and parents, staff and school boards—must share the same goal, to improve the learning of students, before reform can happen. Third, there must be a sense of urgency about the work.

Nick News with Linda Ellerbee: Look Before You Eat

Nickelodeon, October 5, 14, and 24, 6 a.m. ET. Check local listings.
Created and produced for kids in grades 4–6, this news magazine special follows Ellerbee as she shares knowledge and tools to help children make healthier eating choices. The program includes kid-friendly recipes demonstrated by chef Emeril Lagasse, and it can be taped and used in the classroom for 10 years with teaching materials.

Discovering Math: Concepts in Geometry

Discovery Channel, October 12, 5 a.m. ET.
This hourlong show introduces triangles, quadrilaterals, circles, polygons, and the history of Greeks and math to students. Can be taped and used in the classroom for one year.

TLC Elementary School: Reading Strategies

The Learning Channel, October 14, 6 a.m. ET.
"Reading Strategies" teaches students how to distinguish words from pictures as they make their way through a town by reading signs. This 30-minute episode is part of a series designed for grades K–6 that consists of segments edited from original documentaries. Can be taped and used in the classroom for two years.

Digging for the Truth

History Channel, October 17 and 18, 6 a.m. ET. Check local listings.In this series, viewers go on archaeological adventures to investigate the world's greatest ancient mysteries.
"Passage to the Maya Underworld" explores the meaning of the Mayan pyramids and airs October 17. "Mystery of the Anasazi" explores the mysterious culture of the Anasazi people and airs October 18. Both shows can be taped and used in the classroom for two years.

Biography—Vincent van Gogh: A Stroke of Genius

A&E, October 19, 7 a.m. ET.
Learn about the iconic artist who, despite being ignored during his own lifetime, created some of the most enduring and treasured masterpieces in history. Can be taped and used in the classroom for two years. Teaching materials are available online.

East Meets West: Americans on the Move

Discovery Channel, October 20, 5 a.m. ET.
This hourlong program explores the Louisiana Territory, the Trail of Tears, the gold rush in the American West, and the effect the War of 1812 had on internal affairs. It can be taped and used in the classroom for one year.

In the Mix—bullying...take a stand!

PBS, October 22, check local listings for times.
Hosted by Erika Harold, Miss America 2003, herself a victim of severe harassment, this solution-oriented program presents a comprehensive and multifaceted approach that includes peer educators in middle and high schools, principals, bystanders, and former bullies. It also raises awareness about the various forms of bullying and harassment (physical, verbal, sexual), and addresses how to deal with the new trend of cyber-bullying. The program has a companion discussion guide.

On TV listings are provided by KIDSNET, a national resource for children's media in Washington, D.C., www.kidsnet.org, and by Cable in the Classroom's Access Learning magazine at www.ciconline.org.

October 2005

NEA Today Home | October '05 Contents | Archives

Seeing Red (and Blue)

Is common sense coming back? After three years and much agony, a national consensus is emerging that the so-called No Child Left Behind law needs major changes, not just small adjustments. That and some serious funding.

While NEA takes the lead with its "fix and fund" campaign, we're joined by states from across the spectrum—from Utah, the most Republican state in the union, to mostly blue Connecticut.

Going Online Ten years ago, your students might have goggled—especially on test days—but probably not Googled. Now, 93 percent of American classrooms are wired for Internet access, according to Education Week's Technology Counts 2005. Illustration: Peter Hamlin

In Utah, despite Secretary of Education Margaret Spellings' threat to yank the state's federal funding, legislators passed a law that puts their own accountability system ahead of the federal rules. Likewise, in staunchly Republican Texas, officials were defying her inflexible standards for students with learning disabilities. And, in Connecticut, state education leaders snubbed Spellings' suggestion that they find the cash to water down their testing program with new multiple-choice-only questions.

But Spellings' financial pressure could be prevented if NEA's lawsuit, filed last spring with school districts from across the country, succeeds. The basis of the suit is a clause in the law that, as NEA General Counsel Bob Chanin pointed out, you don't need a law degree to understand: "Nothing in this act shall be construed to… mandate a State or any subdivision thereof to spend any funds or incur any costs not paid for under this Act."

Illustration: Groff Creative

Seeds of Romance

The structure of romantic relations at "Jefferson High School" Each dot represents a student—pink for girls and blue for boys—and lines connecting students represent a sexual link between the two.

Here's how it goes in high-school romance: Anthony "hooks up" with Britney, then Britney moves on to Craig, who eventually ditches her for Deborah, who leaves him a few months later for Everett (but never for Anthony), and so on down the line.

What you get, according to an Ohio State University professor who studied the sexual habits of teens at a Midwestern high school, is a long chain. Many students have one or two partners—very few are really promiscuous. In all likelihood, it reflects the old standard among teens: You can't date your old flame's new girl's old boyfriend.

The findings don't just make a provocative map—they also should help target sexually transmitted diseases among teens. While it may be possible to stop disease among adults by stopping key individuals, this study shows it's necessary to focus on broad interventions among teens.

Illustration: American Journal of Sociology

Public Schools Rule

Public schools aren't just free and democratic—they're also actually better at boosting student achievement than private schools, according to a new study.

While the average private school student does score better on achievement tests than his or her public school counterpart, researchers at the University of Illinois say it's because private school students come from richer, more educated homes. (Makes sense, no?) With a level playing field, it's the public schools that win. 

To come to this conclusion, the research team looked at math scores from more than 1,000 public and private schools that participated in the National Assessment of Educational Progress. When students had similar parents, in terms of both income and education, public school students came out on top.

Photo: Comstock Images

A Right Turn 

How many verses of "100 Bottles of Beer on the Wall" can one man stand? Most parents would say none. But one remarkable Illinois man listened to everything the students sang, even as he negotiated the streets of Brownstown in his yellow school bus, for—get this—44 years.

"I loved the drive," says Bill Stine.

It was a career marked by the high point of saving a child's life—Stine pulled the boy to safety when a speeding car illegally passed the stopped bus—but also a low when aggrieved students, upset that Stine had assigned them seats, accused him of roughing them up. It was years before one of the

students came clean and admitted the lie.

Both events show Stine's ability to persevere and his commitment to children despite adversity, says Illinois UniServ Director Marcus Albrecht. "He's just a quiet, easy-going guy," says Stine's colleague, custodian Dave Arnold. "He would do anything to help out a child."

—Megha Rajagopalan

Photo: Katie Thaman/Leader-Union

What's not in a name

Expect More from Ebony

Do you think Ebony is as smart as Emily? Unfortunately, the answer might be no.

A University of Florida (UF) professor, who examined academic data on more than 50,000 students with identifiably African-American and Caucasian names, found that Demetrius and Deja paid a price for those handles. When teachers and administrators selected students for gifted programs, a "Jake" was more likely to get the nod than a "Jamal"—even if they had identical test scores.

It's about low expectations, says UF's David Figlio—and eventually it translates into lower test scores for the kids. When checking into sibling pairs, one with a "regular" name and the other with a "racial" name, he found the kids who had names associated with low socioeconomic status scored lower in reading and math. Meanwhile, siblings with Asian-sounding names did better than their Anglo-sounding sisters and brothers!

Photo: Photodisc

Trick or Treat!

Be a good witch this Halloween. Consider taking part in a trick-or-treating tradition that dates back to 1950.

That's when a group of children not only called out for candy but also collected cash for UNICEF. Last year, kids collected $4.6 million, much of it in school groups. And, while students here learned the value of being good global citizens, children around the world benefited too. To order your educational materials for the 2005 Trick-or-Treat for UNICEF campaign or call 1-800-4UNICEF. Also check out year-round resources, including information on the recent tsunami, at www.TeachUNICEF.org.

Photo: Rubberball

Survival Shopping

When new teachers walk into their classrooms, it isn't the students that scare them—it's the blank walls and empty supply closet.

Where's the paper? And my stapler? Isn't there supposed to be a cute border around this bulletin board?

In Kansas City, Kansas, the local Association made the shopping easy—and free—at a New Teacher Survival Store in August. Dozens of new teachers filled their shopping sacks with set-up essentials, including paper, tape, files, storage containers, and yes, even bulletin board borders. Items had been donated by local businesses and retiring teachers, said NEA-KCK Vice-president Marsha Longabach.

"We've made so many connections in the community—I'm already looking forward to next year," she says. Plus, with so many grateful members, Longabach already has a bunch of enthusiastic volunteers to count on!

Photo: Nathan Ham

Good reading

On the Web:

After a long, long day in the classroom, in the cafeteria, or behind the wheel of a school bus, what do you want to curl up and read? We want your help in compiling good reading lists for your colleagues. Got any recommendations for new teachers? Who do you read for inspiration? Or for entertainment? What authors help you do a better job? Or fulfill your after-school hobbies? Tell us, please, by sending your lists to neatoday-reply@list.nea.org.

A Hit Melody

Making noise and hitting things are favorite pastimes of any self-respecting third-grader. Now music teachers can combine the two and teach harmonies at the same time using a new addition to the percussion family that has become a staple at elementary schools across the country: Boomwhackers.

These durable plastic tubes range from 8 inches to 4 feet in length and come in seven vibrant colors, one for each note on the do-re-mi scale. By associating each color with its corresponding note, children learn to differentiate between pitches.

Mary-Hannah Klontz, a music teacher at Barrett Elementary in Arlington, Virginia, started using them three years ago—with great success. "I'm always interested in toys that can teach because that's where children's hearts and minds are."

—Megha Rajagopalan

Photo: Whacky music/www.boomwhackers.com

October 2005

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Should teachers express their views on controversial topics in class?

Each month, NEA Today features a debate wherein two NEA members take sides on an issue. This month Rachel Rice of Barre, Vermont, debates Lacy Pitts of Americus, Georgia.

Yes

If those views support civil and human rights, of course they should!

I believe one cannot advocate for children anywhere without advocating for children everywhere. This means advocating for children in Iraq, Afghan-istan, and Palestine as well as in Western and European countries.

Advocating for peace is now considered controversial in my district, as are rainbows and pink triangles ("pro-gay"). Here at Barre City School, I have had a "Safe Space Ally" sign illegally stolen off my door by a former school board member. Our administration forbade me to replace it, citing "controversy."

At one time, the abolition of slavery, desegregation, and women voting were considered controversial topics. But today, we as teachers are freely encouraged to support equal rights around Dr. Martin Luther King's birthday, and to examine the effects of prejudice as we study the Holocaust or slavery. We are encouraged to educate students for participation in the democratic process, which depends so much upon the freedom to express dissent. 

So the truth is that teachers are supported when they express controversial views, as long as their opinions are aligned with those of the majority.

Of course, it is extremely important for teachers who express strong opinions to respect the fact that some students may feel intimidated. That's why I tell all my students on the first day of school not to believe anything I say just because I say it.

I urge them to turn a critical eye toward their teachers as well as toward their studies.

They trust me to help create a safe environment in which unpopular sentiments may be expressed and responded to in appropriate, kind ways.

The best teachers teach students to think for themselves. 

Rachael Rice is an artist and activist who teaches fifth- to eighth- grade art at Barre City Elementary and Middle School in Barre, Vermont.

No

I do not believe teachers should share their opinions on controversial topics in the classroom. Too often teachers attempt to share their views to stimulate conversation, but only end up alienating students.

I am in college and still in a student's position, and I am not far removed from being a high school student. I was in a classroom where a teacher attacked my personal view and I remember how terrible it felt.

I was in tenth grade. The teacher opened a discussion of homosexuality in the classroom by stating that she felt homosexuality was wrong and a sin, implying that supporting such an alternative lifestyle was also wrong.

I was crushed, having family members and very close friends who were homosexual. I felt attacked for my love of these people and for accepting their lifestyle choices.

My teacher was supported by other students, but no one, not even I, advocated homosexuality. I was afraid of being told I was wrong and feared a personal attack by the teacher or other students. My voice was silenced in the classroom.

As educators, we must never allow this stifling to occur. Instead, we must strive to construct and foster environments that support differences in views and opinions by informing students of all arguments involved. We are in the classroom to guide, inform, and inspire our students.

When I become a teacher, I plan to play devil's advocate on controversial topics. I want my students to hear and consider all sides of an issue.

Impartiality is the key to allow-ing our students to think and decide their own stances on these topics individually.

Teachers must correct misstatements of facts, but a student's individual opinion should be allowed expression without fear of judgment. 

Lacey Pitts is an NEA Student member in Americus, Georgia.

October 2005

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A Healthy Contract

New York
While Associations across the country struggle to win solid health insurance coverage, the Oneonta Teachers Association (OTA) recently won a contract for teachers that includes a 4 percent salary increase in each of three years-and adds health coverage for retirees. A yearlong campaign drew the support of education advocates from across the city.

"By taking the high road and running a dignified campaign, we were able to increase positive perceptions of the OTA internally and externally," says Tim Nobiling, OTA president. "The district has shown that it can pay health benefits to retirees, while members are willing to help the district meet the cost."

Speak No Evil

Illinois
Four members of the Illinois Education Association (IEA) were reassigned to teach different grade levels at different schools as punishment for speaking out against school district proposals. Becky Belt, Karen Jenkins, Marsha Land, and Jennifer Lincoln are now suing the district. And IEA is speaking out on their behalf.

"I am appalled that teachers who exercised their right of free speech to speak out in defense of students would be punished for their actions," says IEA President Ken Swanson. " The suit is pending.

Kinder Teaching 101

Connecticut
The Connecticut Education Association  (CEA), working with school superintendents and AFT Connecticut, recently won passage of preK legislation that mandates certification of public and private sector preK teachers, starting in 2015.

"This legislation will have a long-term impact and will truly address the achievement gap," says CEA President Rosemary Coyle. "When a child comes to school prepared for learning, it affects the rest of his or her life."

NEA assisted CEA with polling and helped locate national experts for an in-depth preK symposium attended by top state lawmakers.

Fair is Fair

Tennessee
The Tennessee Education Association and other groups have organized statewide workshops to address inequitable tax policies. A recent report by the Tax Structure Study Commission found that the bottom fifth of Tennesseans pay about 12 percent of their income in state and local taxes while the top 1 percent pays about 3.5 percent. Representatives from Tennesseans for Fair Taxation  note that low-income families pay a much larger portion of their income to keep schools functioning.

Tiger by the Tail

Arkansas
Members of the North Little Rock Education Support Professionals Association (NLRESP) were floored recently when the school board announced plans to review bids to privatize all transportation services. Worse, the board wanted to take action at its next meeting-just four weeks later. So NLRESP hit the ground running, distributing flyers to parents and speaking at church groups, in business meetings, and with journalists.

"The district did not know it had grabbed onto a tiger," says Peggy Nabors, Arkansas Education Association UniServ Director. "We showed [board members] that the only money saved was from sick leave and retirement benefits." Instead of taking bids, the board voted unanimously not to sub-contract transportation services.

Hands in the Cookie Jar

Alabama
The Alabama Education Association (AEA) helped stymie a bid by state officials to divert money from the state's Education Trust Fund (ETF). Earlier in the year, the governor had proposed allocating $70 million from the ETF for non-education programs.

"AEA stands with the people of Alabama who know that their tax dollars for education are earmarked and will not allow diversion of education money for other purposes," says Paul Hubbert, AEA secretary-treasurer. The growth of ETF revenue and endowment funds will help future education funding problems.

To the Rescue

Oklahoma
"School employees may think that they can't afford to belong to the OEA (Oklahoma Education Association), but the truth is that a school employee can't afford not to," says Carolyn Lewis.

She should know. A former teacher, Lewis recently settled a lawsuit with a school district that unfairly dismissed her as part of a Reduction in Force. After 14 years of teaching, Lewis was reassigned to a new alternative education program that was eliminated within weeks of starting up. Lewis was also terminated with no hope of regaining a job with the district. OEA legal services sued the board for improper dismissal. After two years, Lewis settled her case out of court.

October 2005

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Will Military Recruiters Get the Boot?

Supreme Court to rule on whether recruiters can be banned from college campuses.

Many higher education institutions deny access to recruiters for employers that discriminate on the basis of sexual orientation, along with race, sex, and religion. Some schools consider the military to be one of those employers, because under its "Don't Ask, Don't Tell" policy, the U.S. prohibits openly gay men and women from serving in the armed forces.

In 1994, Congress attempted to resolve this conflict by passing the so-called Solomon Amendment , a law mandating equal access for military recruiters. Colleges and universities that refuse to comply with the requirement risk the loss of federal funds.

Claiming that the Solomon Amendment violates their First Amendment rights to freedom of speech and association, a group of law schools and law faculties sued. Last year, the Third Circuit Court of Appeals struck down the statute because it requires schools to embrace and disseminate the military's message that discrimination against gays and lesbians is acceptable. 

Now the U.S. Supreme Court has agreed to decide whether the federal government can cut off funds to higher education institutions that refuse to allow military representatives to recruit on campus. The Court's decision in the case, Rumsfeld v. FAIR, also could impact military recruitment in high schools.

A little-known provision of the No Child Left Behind law  (NCLB), Section 9528, requires school districts that receive federal funds to furnish military recruiters with the names, addresses, and telephone numbers of all secondary school students—and it guarantees military representatives the same on-campus access as recruiters for colleges and employers. But parents have the right under NCLB to refuse to allow the release of information about their children, and school districts are required to notify parents of that right. 

If the U.S. Supreme Court invalidates the Solomon Amendment, then Section 9528 would also be vulnerable to legal challenge.

Rumsfeld v. FAIR will be argued in December. A decision is not expected until after the first of the year. 

'Centers of Influence'?

It's no secret that the war in Iraq has hurt military enlistment. One clue: The Pentagon has published a "School Recruiting Program Handbook" to help Army personnel enlist high school students. The guide indicates that faculty and support professionals are key components in the strategy to "ensure...total market penetration" of high schools. And, it proclaims ambitiously, "The goal is school ownership that can only lead to a greater number of Army enlistments."

The handbook further cautions that "the relationship between Army recruiters and educators…is a potential source of comfort and conflict for both parties," and directs recruiters to "cultivate coaches, librarians, administrative staff, and teachers" as "COIs [Centers of Influence] in the school." 

To this end, the handbook recommends that recruiters "[d]eliver donuts and coffee for the faculty once a month," make presentations to faculty meetings, organize "an exhibition basketball game between the faculty and Army recruiters," dole out gifts to support staff ("pen, calendar, cup, donuts, etc."), and "always remember secretary's week with a card or flowers."

In a related development, the Department of Defense has contracted with a private marketing firm to organize and maintain a "private" database of personal information about potential recruits between the ages of 16 to 25—about 12 million youth—including date of birth, Social Security number ("where available"), address, phone number, e-mail address, ethnicity, gender, grade point average, level of education, field of study, and scores on various tests.

Expressing its desire "to protect the privacy rights of students," the 2005 NEA Representative Assembly voted to support amending federal law to require schools to obtain "specific parental or legal guardian consent before turning over student information to military recruiters."

—Michael D. Simpson, NEA Office of General Counsel

October 2005

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Igniting Activists

A program aimed at turning new teachers into young leaders is sparking interest in Florida.

Rokaisha Bell joined the union last year, during her first few months in a Florida high school, but wasn't sure exactly what she was getting out of it. That is, until she met NEA Executive Committee member Becky Pringle.

Last spring, Pringle chatted with 20 or so new Volusia County teachers at a three-day professional development gig facilitated by the Florida Education Association (FEA). It's called the Sparks program—for the young teachers who light up their schools and Association—and it's modeled after a very successful Washington Education Association  (WEA) program.

"It's incredible!" Pringle exclaims. "I wish we could duplicate it everywhere." As it is, this popular, but expensive, approach to developing excellent teachers and new leaders has spread from Alaska to Connecticut.

"Our younger members are telling us they care about professional issues. They want to do their jobs better," Pringle says. "Sparks focuses on giving them tools they actually can use—and they're amazed to see what the union is doing to help them meet their professional goals."

During three days—free from TV and telephones—participants learned how to keep students on task, talk effectively with parents, invest for retirement, and a great deal more about their Association. They began to feel, Bell says, "like I'm worth something. I'm not a peon—I have a voice in what's going on."

Her voice is one that the Association wants to hear more from. And it's not just because Bell is African-American, though that plays a role: In Volusia, Blacks represent a fraction of Association leadership, says Andrew Spar, Volusia Teachers Organization  president. Bell's appeal is also her youth.

"Not only do we have a million of our members retiring in the next five years, but with those members go our leaders," Pringle says. "I can't think of a state where it's not an issue."

Sparks is the answer. Designed to appeal to newer members by offering the kind of professional support they need, the program also helps them feel part of a like-minded, fun group of folks.

"They've got to find that sense of support and community, so that they enjoy the work," Pringle says. Taking on a leadership role in the union is not easy. To attract young people, "they've got to be with each other. You have to build friendships."

The Sparks program starts on a Friday—to do it right, the host Association pays for substitutes, unless the local district will ante up. Then, until Sunday, participants attend seminars, ask questions, and share their own stories.

And it takes money. The Volusia program, which focused on Black and Hispanic teachers, had a $5,000 budget, says FEA's Susan Jones. "It's probably a high-cost item for a lot of locals, but you're building leaders and activism, and you're creating a wonderful environment that is pro-union."

Since then, some "sparks" have attended FEA's summer institute, and all offered to serve on local or state committees. "Even if you get just one more involved, you're doing well," Spar says.

So count Rokaisha Bell as evidence of a job well done.

"After just these couple of days, we felt we'd known each other forever," she says. "It's kind of like a support group—we're all moving in the same direction."

—Mary Ellen Flannery

October 2005

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Double Deadline

NCLB says teachers and Title I paras should be 'highly qualified' by the end of the school year.

The deadlines just keep on coming with the federal so-called No Child Left Behind law (NCLB), and there are two big ones this school year for teachers and instructional paraprofessionals in Title I schools.

Teachers in "core content" areas, including English, math, and many other subjects, must be "highly qualified" by the end of the school year. So must instructional paras. There's no automatic penalty for districts that don't reach this target, but the law allows federal officials to withhold Title I funds.

Most teachers have already qualified, but the rules make it very hard for some, especially special education teachers who teach several subjects in secondary schools. They must show knowledge equivalent to a college major in each field they teach.

Many special education teachers say their years of success in teaching proves they are qualified. But others say the new standards are worthy. "I may know math," says Austin Naughton, a Pasadena, California, special education teacher with a major in history, "but I don't have the mathematical expertise to explain it in multiple ways so the kids who struggle the most will get it." Naughton says he should be helping a trained math teacher reach these children, not teaching math on his own.

That's not an option for many special education teachers, however.

Tom Blanford, associate director of NEA Teacher Quality, says teachers hired under the old rules should get all the financial support and time they need to requalify under the new ones. Instead, he says, most districts are "throwing it all on the backs of the individual teachers."

Rural schools pose another problem because one teacher may teach several subjects. In May 2003, Alaska's Republican Sen. Ted Stevens invited former Education Secretary Rod Paige to see for himself how the rules play out on the ground. The first problem was getting onto the ground—the airstrip at the remote village Paige planned to visit (student population about 35) was a mass of thawing mud. Paige had to borrow a military Black Hawk helicopter. Afterwards, he gave Alaskans an extra year to get qualified.

Many teachers across the country are meeting the new standards by using a provision of NCLB that resulted from intensive NEA lobbying. It lets teachers become "highly qualified" through a "Highly Objective Uniform State Standard of Evaluation" (HOUSSE) instead of a written content knowledge test. The HOUSSE can give teachers credit for successful experience in teaching. NEA state affiliates are working hard to get their states to carry out this part of the law in a practical, common-sense way.

NEA has put together a new flow chart filled with boxes and arrows and extra instructions to help teachers navigate the maze leading to the land of "highly qualified." 

Education support professionals, meanwhile, are doing some navigating of their own. Last summer, federal officials agreed to postpone the deadline for instructional Title I paras to the end of the school year, in sync with the teachers' deadline. It had  been January 8, 2006.

Even the new deadline will be hard for many paras. "Highly qualified" for a para means two years of college, an associate's degree, or equivalent academic skills. The law allows for a local evaluation of skills, but most states are using paper-and-pencil (or computer) tests. Several NEA state affiliates offer programs to help paras qualify.

—Alain Jehlen

October 2005

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Professional Pay for Professionals: A Cause Worth Fighting For

By NEA President, Reg Weaver

The facts speak for themselves.

Teacher salaries are falling further and further behind the salaries of non-teacher professionals. College-educated non-teachers now make over 50 percent more than the average earnings of a teacher. And male college-educated non-teachers make 60 percent more than male teachers.

In 1960, the gap between a college-educated non-teacher and a teacher was $1,585. Today it is more than $18,600.

The only question is, what are we going to do about it? History teaches us that trend is not necessarily destiny. Good people working together on commonly agreed upon goals can create their own destiny.

And that is exactly what Team NEA aims to do. We are going to crank up the volume on the issue of salaries. We are going to activate our members. We are going to reinvigorate the culture of advocacy within our organization—one where educators are neither embarrassed nor ashamed about standing up for themselves and their profession.

And there's plenty to motivate us. Low teacher pay comes at a very high cost. It is one of the major contributors to high teacher turnover, which has a very negative impact on all students, but especially the poor and minority students.

 More than one-third of teachers who do not plan to stay in teaching blame low pay. For male teachers that number is 43 percent, for teachers under 30 it is 47 percent, and for minority teachers it is 50 percent. In other words, the very groups we are aiming to recruit and retain are leaving the profession because of poor compensation.

Low teacher pay is a quality of education issue—a student achievement issue. And the good news is that the public understands this. A Phi Delta Kappa-Gallup Poll found that 88 percent of the public would support raising teacher salaries to address the teacher recruitment and retention challenge. What's more, the recent Teaching Commission survey shows that 70 percent of the public favors raising teacher salaries across the board, even if it requires higher taxes.

Team NEA is calling for a minimum starting salary of at least $40,000 for all teachers and a living wage for all education support professionals. But improved salaries for all school employees are not going to just happen—we are going to have to fight for them.

The research is clear. By increasing teacher pay, we will increase teacher quality, which, in turn, will increase student achievement. Poor and minority students in particular will benefit as caring, experienced, and skilled teachers replace the revolving door faculty.

And by becoming the "go to" organization on school employee compensation, NEA will also build its membership.

But let's face it, there are serious obstacles to overcome along the road to higher school employee salaries. 

While we are fortunate that the public understands the realities of the classroom and the importance of a quality public education, we must focus our attention on the policy makers. Many would say that the intrinsic rewards of teaching justify paying teachers less. And it is true that teaching can provide professional satisfaction and warm your heart in ways other professions cannot. But how can you expect educators to be focused, committed, and at their best on a daily basis when they are fearful of the consequences of not earning enough to support their families?

Many policy makers profess their devotion to children and public education, yet they have failed to support legislation that would provide the funds necessary to pay teachers and other education employees salaries that reflect their professionalism. We must give them the courage, and the incentive, to do what they know is right.

TEAM NEA is proud to advocate for professional salaries for you—you deserve it!

photo: Calvin Knight

October 2005

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Find It on Freebay

On kindergarten teacher Randi Beckmann's Freebay Web site, generosity is contagious.

Beckmann knows a little kindness can go a long way. That was the motivation behind her Web site freebayforus.org . Now, one year after its launch, this New York teacher's creation has provided dozens of Ithaca City educators with the classroom supplies they sorely needed and some they couldn't even have imagined getting.

"It popped into my mind just how often teachers want something for a lesson and how often people have things to offer," says Beckmann. "The problem was, no one knew how to get things to where they needed to be."

Beckmann solved that problem with a little ingenuity: a Web site that allows visitors to offer or request a variety of regular and unusual school supplies that can make all the difference in a cash-strapped classroom. There's no buying or selling; all transactions are acts of charity.

The listings go far beyond your standard classroom supplies. One donor offered a parakeet as a classroom pet. Another volunteered a baby grand piano. The Cornell Veterinary College provided medical gear and stuffed animals for a classroom "veterinary" center. 

As parents and community members become more aware of teachers' needs, they're becoming increasingly involved with the site. "Some people have been so kind as to go out and purchase requested items," Beckmann says. "I call them Freebay Fairies."

Now Beckmann's trying to alert neighboring businesses to the site. She believes corporations have plenty of items they can no longer use but that could be valuable to a school.

"There is a really wonderful feeling of goodwill associated with our site," she says. "When you mention Freebay around here, people smile.

—Daniel Moise

Compassion Through Art

Nicole Gnezda hands her problem children paint brushes instead of detention slips.

Gnezda, a visual arts teacher at Worthington Kilbourne High School in Ohio, spent her career developing alternatives to conventional models of discipline. In 29 years of teaching art, she's discovered that troubled students often benefit more from compassion and freedom to create than from punishment. That's what inspired her to begin Creative Mondays, a weekly after-school group that allows students to use art as an outlet for their emotions.

Each week, students choose a social issue and get their hands dirty confronting it with paint, markers, newspaper, and other expressive media.

Gnezda has outlined her methods in a book, Teaching Difficult Students: Blue Jays in the Classroom, which explains how to work with difficult students and help them with their behaviors. Gnezda peppers her philosophies with colorful anecdotes of her experiences with "blue jays," students she likens to the cackling, aggressive birds whose beauty is often difficult to find. 

But is Gnezda's altruistic approach successful? Her blue jays' stories speak for themselves. One is of an emotionally troubled boy who drew violent images. Later, he explained that drawing the pictures kept him from acting them out.

"Students show me," says Gnezda, "in their artwork and in our conversations, very poignant examples of what it means to be a student these days.

—Megha Rajagopalan

The Sound of Music

After years of writing songs with her sons, Wisconsin educator Maria Simpson has given her students something to sing about.

The staff at Dean Elementary School, in Wisconsin, discovered an unlikely resource when trying to find fresh material for an annual music concert. Much to their surprise, one of their own second-grade teachers has a hidden knack for songwriting.

"When music teachers write programs, it's expected, explains the school's music teacher, "but when a second-grade teacher writes them, that's pretty special!"

Maria Simpson's penchant for penning tunes led to "What Will I Learn Today?" a collection of original music performed by Dean Elementary's entire second-grade class last February. All of the tunes applied to the students' curriculum, including making change and telling the time.

Simpson first began writing music, mostly ballads and gospel hymns, at age 13. When she became a parent, she drafted instructive ditties to further her sons' development. Now that her boys, Jaron and Taylor, are teenagers, writing music is a collaborative effort. "Writing children's songs with my sons has created a special bond between us," she says. "We have special memories from their toddler years to the present day that have kept us smiling and singing." 

Both sons witnessed their mother's labor of love come together at the second-grade concert. The auditorium was filled to capacity with parents, school staff, and students who raved about the magnificent melodies. The program was such a hit, Simpson is already slated to write next year's concert about character development.

"I was teary-eyed throughout the concert because it was a dream come true," says Simpson. "My sons and I have always believed other children would enjoy the songs as much as we did.

—D.M.

Talking Up Family on TV

Retiree Ken Musko tackles the airwaves to help marriages and families.

After retiring from a teaching job that had him working with troubled kids and broken families, Ken Musko had one question for his wife, Sandy, "What can we do to help families and keep marriages together?"

Their answer—a faith-based TV talk show featuring experts on marriage and family living—hit the airwaves last month. Musko, a Pennsylvania State Education Association-Retired member who taught for 32 years, hosts Family Magazine TV, which airs on select networks (see www.familymagazinetv.com for details). Musko has recorded some 60 episodes of the program, which he says aims to help viewers "keep the love alive for life."

Preparation makes things run smoothly. Musko reads up on his guests, who include well-known authors, artists, and entertainers. He also enlists their help. "We ask them to come up with five questions they would want us to ask them concerning their area of expertise," says Musko. "It's a lot better that way because they know some of the important points."

Some critics blame television and other media for eroding traditional values. Musko's outlook? "Television can be an evil, but it can be a blessing and a good thing too," he says. "Our program is going to bring wholesomeness, it's going to bring values and standards, and these are things that have been neglected."

—Emily Goodman

Photos: Cheryl Covell; Will Schilling; Peter Zuzga; Steven Dietz

October 2005

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A Field Guide to Parents

Famed for its vast appetite for information and ability to protect its offspring, the parent genus has nonetheless eluded scientific study. Until now.

By Mary Ellen Flannery

Sometimes it seems like the classroom is a whole world away from your students' homes, and that parents speak another language. (Often they really do.) Making them full partners in their children's education is a challenge—and it can be particularly difficult for new teachers. In this year's MetLife Survey, new teachers said parent communication is tougher than classroom discipline! But you know it's worth the effort—98 percent of educators say they need to work well with parents to be effective—and it is a goal well within reach. So put on your safari boots and take a hike through our guide to understanding that species of human that sometimes confounds us.

No. 1 Parentis Hardtofindis

The Elusive Parent

Characteristics: Fears predation, retreats fearfully from Teachis species. 
Habitat: Prefers burrows.
Mutations: Characteristics often grow exaggerated as its offspring age.
How to approach: It's best to reach out early, in a friendly fashion, to P. hardtofindis. During the summer, visit every burrow, just to say hi. Unbelievable but true, sometimes parents are elusive because they're actually afraid of you! When school starts, consider a switch to student-led parent conferences—attendance rates are often higher at those—and offer baby-sitting. (Note: All Parentis love snacks!) At school events, give them something: new books, math games, great tips on getting homework done, or just a fun time with the school's bingo cards. Consider calling in Grandparentis—they are often eager to explore the school habitat.

No. 2 Parentis Aggresivis

The Angry Parent

Characteristics: Prickly hide, venomous bite.
Markings: Reddened face.
Calls and signals: "Not my child!"
How to avoid attack: The Angry Parent can seem threatening, but do not delay encounters! When offspring first shows signs of problems make contact—P. aggresivis will have reason to be angry if left out of the loop. If their child's issue isn't immediately resolved, make an appointment to talk and provide evidence of the problem—poor test papers, discipline referrals, etc. Then try to enlist their help by asking questions that make them feel like partners and also the expert on their child: "What can we do?" And don't forget to sincerely thank them for their help. Know there are risks to asking an administrator to join you at the meeting—the parent may feel ambushed or wonder if you lack authority—but definitely do it if you feel at all unsafe.

No. 3 Parentis Enthusiasticus

The Eager Parent

Characteristics: Very able hunter and gatherer.
Size: Appears larger than actual.
Food: Loves cupcakes. Avoids peanuts.
How to cultivate: The Eager Parent is a ball of energy—enthusiastically baking for birthdays and serving sodas on Field Day. These parents will want to yap with you frequently, and likely require a great deal of your time to keep happy and healthy. But P. enthusiasticus can be a valuable community member. At the start of the year, survey all Parentis to find out where they work, what they do for fun, and whether they have specific interests that you can use in your classroom. Take that information, tap their resources, and you'll be able to start newsletters; have career day at the firehouse; and teach your kids where the money in the bank goes.

No. 4 Parentis Officina

The Busy Parent

Characteristics: Very fast land speed, rivaling the great cats.
Habitat: Spends most time in large, messy vehicles.
Calls and signals: "Just a minute!"
How to catch: The Busy Parent is usually a working parent. (You understand this because many of you are too!) On parent conference days, you may have to extend hours from the early morning to late evening to accommodate their schedules. P. officina probably want to stay in touch, but believe they don't have the time. Get their cell phone numbers and e-mail addresses, and provide yours too. Regardless of response, continue to send home their children's work on a regular basis, including writing samples, artwork, and test copies—and try taking photos of class activities to include.

No. 5 Parentis Diffralingua

The English-Learning Parent

Characteristics: Frequent inability to speak Teachis language, often difficult to attract to classroom environment.
Habitat: Traditionally urban areas, but migratory patterns are wide-ranging.
Population: About 1 in 15 U.S. children live in P. diffralingua homes.
How to reach: First learn more about your parents' homeland, language abilities, and their expectations of the school environment. Often, parent liaisons can help. Then reach out with genuine invitations—ask them to celebrate their holidays or share their folktales in your classroom. Make their culture and history a legitimate part of your curriculum. Translate anything you send home and when you host events, make interpreters available and invite the extended family. Consider offering language lessons for parents or other evening classes that might help them help their children.

Related Resources from NEA

Why Some Parents Don't Come to School
What keeps them away.

Parent Partners
Parent-teacher communication is key to student success.

Take the E-Line
The best way to communicate with parents is through e-mail.

Involving Parents
When families get involved, children have a better chance at success.

When Parents Come Complaining
How to handle these delicate, challenging situations.

NEA: Parents & Community
When parents are involved in their children's education, kids do better in school. Find resources for helping your child achieve and succeed.

October 2005

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Robots Rule

How immigrant kids from low-income families beat MIT

 by Allan Cameron

As Luis pays out a few more meters of tether, Cristian and Lorenzo manipulate the robotic operating vehicle's (ROV) liquid extraction tube into the toxic stew where it must suck up a witch's brew of dangerous chemicals. The ROV is operating under 3.5 meters of water, and time is running out.

Even if the team can get the toxins on board, they still must maneuver the robot back inside its submarine delivery vehicle—fast. Will the gasket they jury-rigged last night give way, flooding the electronics? The pressure on the vessel's hull is nothing like the pressure on the crew—rookies from the Arizona desert who designed and built the ROV for this one mission.

A new tale from Tom Clancy? No, it's Carl Hayden High School's ROV team competing against the country's top universities for the Marine Advanced Technology Education (MATE) Center's national ROV title .

Since 2001, several teachers at our inner-city Phoenix public school have created a culture of hands-on engineering that inspires students to exceed their wildest expectations. By building full-sized, pumpkin-throwing trebuchets (catapults), robots, and electric race cars, and entering them in demanding competitions, our students learn what hard fun engineering is.

At the 2004 MATE competition, that gasket held and the Carl Hayden Falcons won the national championship, surpassing MIT and other colleges.

Carl Hayden High is in a poor part of town. Students seldom venture from their neighborhood. Most do not know any adult who graduated from college, except for their teachers. They certainly are not aware of the career opportunities available to them in engineering.

Let me be clear that they are not all diamonds in the rough. Our national champions have a wide range of abilities—which they discover they can put to extraordinary use.

Most kids, by the time they are 13, "know" they are not smart enough to get those great technology jobs. But they are wrong. We have taken kids with D's and F's, and in two years, they are college-track.

Incidentally, half of them are girls.

If we can do this, so can others. If a school has a football team, it should have a robotics team.

Of course, our robotics program doesn't eliminate social inequalities. As reported in Wired magazine, some of the students who beat MIT went on to hang sheetrock, not to engineering school. But some did go to college, which would never have happened otherwise. Most of our kids have exceeded their parents' education by the time they're in 10th grade.

How do we do it? Instead of lectures and textbooks with the answers in the back, we do the real deal. Our kids are like apprentices. They come in saying, "I don't know anything about robotics." But they see other kids working, and soon they're saying, "What are you doing? Can I help?"

We're doing this for our kids and also for our country. Remember when people talked about "Yankee ingenuity"? Americans were on the cutting edge. But today, a majority of the students in our engineering schools are international. As a nation, we are not producing the technical talent required to sustain our standard of living. But at Carl Hayden High, I'm proud to say we are. 

The teachers put in many, many extra hours to make this program go. But we have the pleasure of working with students who are motivated, who want to do more.

...It's the last day of the spring semester and three teachers are working with a dozen students preparing this year's ROV for a June competition. The volunteer team still has to finish waterproofing the electronics case and editing their technical documents. We will postpone vacations until July.

Fredi puts down the soldering iron and says, "Did you see where a California high school competed in the Department of Defense Autonomous Vehicle competition?"

And I'm shaking my head, thinking, "Here we go again…."

Allan Cameron teaches computer science. He can be reached at N7UJJ@cox.net.

photos: Stanley Leary

October 2005

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