Spring 2013 ATPE News by Association of Texas Professional Educators

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Building on our momentum

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ATPE members band together on Lobby Day Page 14

How do we keep kids safe? | Page 18 Meet Texas’ 2013 Teacher of the Year | Page 24

ONE-TOUCH

SAVINGS Quickly recoup the cost of your membership dues using ATPE’s services and discounts, which include savings on hotel stays, car rentals, classroom supplies and more. Accessing these valuable discounts is now easier than ever with the ATPE Mobile App. Simply click the Benefits icon at the bottom of the ATPE Mobile App home screen, and you’ll have access to a comprehensive list of ATPE’s services and discounts. (Log in to access necessary phone numbers and access codes.)

The ATPE Mobile App is available for iPhones, iPads and Android devices. Download the ATPE Mobile App for free through iTunes or Google Play.

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14 features

lobby day photo and School safety illustration by john kilpper; teacher of the year photo courtesy of Frenship ISD

Building on our momentum

More than 400 members converged at the Texas Capitol for ATPE’s Lobby Day to serve as a strong and credible voice for public education.

How do we keep kids safe?

The Sandy Hook shooting was a sucker punch, a reminder that safety is largely a state of mind, not a guarantee. Our national attempt to make sense of the chaos has ignited a debate on the Second Amendment. But when you sift through the punditry, a single question remains: How can we keep kids safe? ATPE members shared their thoughts in a recent survey.

The power to “grow people”

When he was 7 years old, 2013 Texas Teacher of the Year Jeremy Wagner—influenced by superheroes— told his grandma that he wanted to save the world by becoming a teacher. Today, he’s completing his mission, one student at a time.

spring 2013

special sections 28 Set Sail at the ATPE Summit This July 17–19, you’re invited to embark on a voyage of educational discovery at the 2013 ATPE Summit featuring keynote speaker Edward James Olmos. Join us for three days of professional learning, leadership development and the 33rd annual meeting of the ATPE House of Delegates. 30 Your Association Introducing the ATPE Leader Code of Ethics · PAC’s Peak Challenge is back · March 15 state officer nomination deadline · Extreme Classroom Makeover winners · Save on spring break, real estate services, and health and lifestyle benefits · ATPE Foundation news · Tenet focus: right to work/oppose strikes · Kudos · ATPE-PAC Honor Roll · Family Album

departments 4 President’s Message

11 Para-educators’ Place

5 Calendar

12 Tech Support

6 News Briefs

47 Snip-its

8 In the Classroom

columns 13 Capitol Comment A day in the life of an ATPE lobbyist

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president’s message

The official publication of the Association of Texas Professional Educators

STATE OFFICERS

Do you have a favorite pair of shoes? That “go-to” pair that’s ever so comfortable and goes with just about anything? Maybe you’ve even had these shoes resoled to keep them around as long as you can. But do you also get excited about a new pair of shoes? That feeling of triumph that comes with finding the perfect shoes to show off with a special outfit? Maybe only my fellow females understand, but I suspect some of you guys can relate as well. (If not, change “shoes” to “easy chair,” and I bet you’ll know where I’m coming from!) If you connected with this scenario at all, you can appreciate where we are in the search for ATPE’s next executive director. Current Executive Director Doug Rogers, who is retiring in July, has been our go-to “pair of shoes” for 24 years now. We’ve mended him and shined him up a few times along the way (just kidding), but eventually the day comes when we have to give up even our most beloved shoes. We share the joy in Doug and his wife Carol’s future retirement plans, but we face the daunting task of finding new shoes. We aren’t trying to replace our old pair. That could never be done. But we are searching for a new pair that shows our character and personality at this stage of ATPE’s existence. A search committee composed of the state officers, a board member elected by her fellow board members and the chairman of the Past State Presidents Council has been working with an executive recruitment company to find the perfect fit for us. This fall, the search committee developed a job description for the position using input gathered through interviews and surveys of board members, staff and members at large. (Perhaps you were one of the randomly selected members to receive a survey.) We are now advertising the position. The recruitment company will narrow the field of applicants. (We anticipate there to be more than 100.) In April, the search committee will interview semifinalists and determine which finalists the ATPE Board of Directors will interview at its May meeting. The board will select a lone candidate to present to the House of Delegates in July for confirmation, and, if approved, the transition process will begin. Letting go of what we hold dear is never easy. But experience has taught us that a carefully selected new pair of shoes will put a fresh spring in our step. Doug has led us down many pathways and even onto the information superhighway, and we need someone to lead us on the next phase of our journey. Your board is working hard to find “shoes” with the right fit.

Deann Lee Ginger Franks Richard Wiggins Cory Colby Cheryl Buchanan

President, Paris (8) Vice President, Pineywoods (7) Secretary, Boerne (20) Treasurer, Willis (6) Past President, Ballinger (15)

BOARD OF DIRECTORS Amancio Garza Jackie Hannebaum Jan Womack Ron Fitzwater Bill Moye Judi Thomas Janie Leath Rita Long Kristi Daws Jackie Davis David Williams Julleen Bottoms Greg Vidal Tonja Gray Sarah Beal Shane Whitten Lynette Ginn Teresa Griffin Socorro Lopez Tina Briones

Edinburg (1) Corpus Christi (2) Goliad (3) Alvin (4) Warren (5) Willis (6) Nacogdoches (7) Mount Vernon (8) Jacksboro (9) Garland (10) Keller (11) Corsicana (12) Pflugerville (13) Abilene (14) Coleman County (15) Amarillo (16) Hale Center (17) Stanton (18) San Elizario (19) San Antonio (20)

ATPE STAFF Doug Rogers Alan Bookman Laura Sheridan

Executive Director Deputy Executive Director Associate Executive Director

ATPE NEWS STAFF Doug Rogers Executive Editor Kate Johanns Communications Director/Editor John Kilpper Senior Graphic Designer Mandy Curtis Senior Copy Editor/Writer Erica Fos Graphic Designer Alexandria Johnson Copy Editor/Writer Jennifer Tuten Communications Specialist/ Advertising Coordinator ATPE News contains legislative advertising contracted for by Doug Rogers, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE. ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring and summer. Subscription rates: for members of the association, $3.32 per year (included in membership dues); non-members, $10 per year. Extra copies $1.25 each. Published by the Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin, TX, 78752-3792. Periodical Postage Paid at Austin, Texas and at additional mailing ofﬁces. POSTMASTER: Send address changes to ATPE News, 305 E. Huntland Dr., #300, Austin, TX, 78752-3792. Advertising rates may be obtained by sending a written request to the above address. Opinions expressed in this publication represent the attitude of the contributor whose name appears with the article and are not necessarily the ofﬁcial policy of ATPE. ATPE reserves the right to refuse advertising contrary to its purpose. Copyright 2013 in USA by the Association of Texas Professional Educators ISSN © ATPE 2013 0279-6260 USPS 578-050

Deann Lee ATPE State President

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atpe news

calendar

March 6 TCEA webinar—iOS Apps for Educators 15 State officer nominations and proposed bylaws amendments and resolutions due in state office

23 Region 1 convention (McAllen); Region 8 spring meeting (Mount Vernon) Register for free TCEA webinars. www.tcea.org/ learn/atpe

April 3 TCEA webinar—Creativity on a Budget 4 ACTIVE Life webinar—Health and Wellness 4 of 4: Coping with Stress Follow-up 6 Region 13 convention (Austin) 13 Region 4 spring assembly (Houston); Region 7 convention (Longview); Region 10 meeting (Garland); Region 15 meeting (Ballinger); Region 18 meeting (Andrews)

14–20 National Library Week 19 Region 5 meeting (Beaumont) 20 Region 3 convention (Victoria); Region 6 convention (Huntsville); Region 19 meeting (El Paso)

©IPAD TEACHER/WAVEBREAK MEDIA/Thinkstock; balloons/hemera/Thinkstock; boy with books, scholarship money/istockphoto/Thinkstock

27 Region 11 convention (Fort Worth); Region 14 meeting (Abilene); Region 16 Volunteer for 2013-14 state committee service by July 19. www.atpe.org/ Committee Service/ cmteService.aspx

meeting (Amarillo); Region 17 mini-conference (Lubbock)

Learn more about this year’s theme: “Communities Matter @ Your Library.” www.ala.org/ conferencesevents/ celebrationweeks/ natlibraryweek

May 1 ATPE-PAC donation deadline for the PAC’s Peak Challenge, William B. Travis and Stephen F. Austin honors, and the Davy Crockett Fundraising Challenge; TCEA webinar—Enhancing Literacy with eBooks and eReaders

3 ATPE Political Action Committee meets 4 ATPE Bylaws, Legislative, Public Information and Resolutions committees meet; Region 2 spring meeting (Corpus Christi); Region 20 meeting (San Antonio)

6 Region 9 board meeting (Wichita Falls) 6–10 Teacher Appreciation Week 8 Texas Public School Paraprofessional Day; National School Nurse Day 17–18 ATPE Board of Directors meeting

June 3 Entry deadline for ATPE Newsletter Award and Fred Wiesner Educational Excellence and Barbara Jordan Memorial scholarships; Region 9 board Administrators: Find resources and ideas to celebrate your fellow educators. www.educationworld.com/ a_admin/admin308.shtml

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meeting (Wichita Falls)

5 TCEA webinar—The iPad in the Science Classroom

Education students: Apply today for these ATPE Foundation scholarships. www.atpefoundation.org/ scholarships.asp

call (800) 777-ATPE to be put in touch with your region officers red dates indicate atpe deadlines

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news briefs

by Alexandria Johnson, copy editor/writer

College success program expands to Houston

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From Candy Land to college First-generation college graduate and Corpus Christi ATPE member Cissy Perez has spent much of her career as a teacher and principal doing whatever she could to help her students thrive. But, last winter she realized that some of her high schoolers were struggling with basic college admissions information, such as the difference between Corpus Christi’s community college and university. Perez says that she felt as though she hadn’t done her job, so she began searching for a more effective way to present college admissions information. To eliminate the learning curve students might face in high school, Perez wanted to give students of all ages an early awareness of the college application and admissions process. Recognizing the ability of board games to make terminology second-nature—everyone knows what “Get out of jail free” means—she invented a college preparation board game that can be played by students from elementary to high school. With business help from her sister, Priscilla Escobar (also a firstgeneration college graduate), and prototype-testing help from her three children, ages 10, 20 and 27, Perez launched “College Ready—The Game,” just one year later. The object of the board game is to earn the most “scholarships” by answering questions about jargon such as “FAFSA” and concepts such as the difference between an associate degree and a bachelor’s degree. A digital graphic of the board game is available online so that whole classes can play with a Smart Board. The game aspect creates a fun environment that prevents students from feeling embarrassed if they don’t know the answer, especially if playing in class. Individuals and school districts may purchase the game for $24.99, plus tax and shipping, by visiting www.collegereadythegame.com.

atpe news

OneGoal, a Chicago-based college graduation program geared toward high school students, will launch in its second city, Houston, this fall. Dedicated to filling the need for college-level education reform, the organization has been commended by The New York Times, Education Week, This American Life and Paul Tough in his book How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. According to OneGoal, only 8 percent of U.S. ninth-graders in low-income communities are expected to graduate from college by age 25. In contrast, 32 percent of U.S. ninth-graders who grow up in the top income quartile are expected to graduate from college. OneGoal recruits educators in nonselective low-income public schools to run a three-year program for selected students who often have below-average GPAs and ACT scores. During their junior and senior years of high school, these students take a class focused on noncognitive skills that the organization has identified as essential for college success: professionalism, ambition, resilience, integrity and resourcefulness. OneGoal teachers then maintain contact with the fellows during their first year of college to provide support. To date, 94 percent of OneGoal fellows have enrolled in college, and 85 percent of program alumni are on track to graduate. Visit www.thisamericanlife.org/radio-archives/episode/474/ back-to-school to learn more about OneGoal and other organizations that are helping children enhance their noncognitive skills. Source: www.onegoalgraduation.org

This snack is a hot topic

GoldieBlox: Engineered for girls

A battle against Hot Cheetos burns on as schools try to eliminate this popular—and possibly addictive—tasty treat. Schools around the country have cracked down on this particular junk food, with all-out bans or “Hot Cheetos-free days.” The main motive for the ban, according to teachers and administrators, is to reduce junk food consumption during the school day, but other reasons include the mess this red-powdered, crunchy snack causes and the germs spread due to the snack’s shareability. Hot Cheetos are so popular that a group of Minnesota schoolchildren created a rap titled “Hot Cheetos and Takis,” which has more than 5 million views on YouTube. On the website www.fooducate.com, which rates foods based on ingredient lists, Hot Cheetos receives a “D,” the lowest grade possible—but so do Doritos, many candy bars and even one brand of granola bars. Perhaps the worries about Hot Cheetos stem from something deeper than its junk food status: Other junk foods don’t have as prominent a fan-following, and reports show that kids might actually be addicted to the spicy, cheesy treats. It’s no longer a supplement to lunch; for some kids it is their lunch. And breakfast, too.

When engineer Debbie Sterling was pursuing her degree from Stanford, she was frustrated by the lack of women in her program. After spending a few years in the business world, Sterling began to look into ways to close the gender gap in engineering from an early age. As she perused toy stores, she noticed that manufacturers’ attempts to market engineering-oriented toys to girls were half-hearted; often, the same “boy” toy was merely sold in a shade of pink. This “give engineering a pink makeover” approach could be detrimental to closing the gender gap. An Education Week article reports that University of Michigan researchers Diana E. Betz and Denise Sekaquaptewa found that: “Submitting STEM [science, technology, engineering and math] role models to Pygmalionstyle feminine makeovers may do more harm than good. A more fine-tuned approach is needed to benefit girls with different levels of STEM interest.” Disinterest in overtly feminine STEM role models doesn’t necessarily translate to a disinterest in pink engineering toys, but Sterling puts it in a less scientific way: “While, yeah, it’s true, girls do like pink, I think there’s a lot more to us than that.” Sterling started from scratch in designing a toy completely from the female perspective that would aid in girls’ development of spatial skills. The result—GoldieBlox—is a construction toy set that uses a coinciding storybook to engage girls in the project. Girls, ages 5–9, read about the main character, Goldie, who solves problems by building simple machines; and as Goldie builds, the girls build, too. The first GoldieBlox set will be available for purchase in April from www.goldieblox.com.

Source: Missouri State Teachers Association blog (http://bit.ly/mstacheetos)

Source: Education Week blog (http://bit.ly/girlsstem) ADVERTISEMENT

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spring 2013

Stephenville Fort Worth Midlothian Waco

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in the classroom

by Alexandria Johnson, copy editor/writer

The creators of the Leander ISD Math Blog: Beth Chinderle, Carol Rogers and Dana Nathanson

Math gone viral

Ready for a math problem? What does one elementary math coordinator plus two curriculum specialists, multiplied by the powers of the Internet, equal? Answer: A fantastic, easy-access resource for teachers across Texas and worldwide, also known as the Leander ISD Math Blog.

In September 2012, Leander ISD Elementary Math Coordinator Dana Nathanson and Elementary Math Curriculum Specialists Carol Rogers and Beth Chinderle created a blog to better support the teachers across the 23 elementary schools they serve. The blog serves as a professional development dashboard that provides lesson ideas and TEKS-integration tips and

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explains education best practices, such as how to approach homework. But more than that, it’s made clear through the blog that these specialists love their jobs, and they spread their zest for math through highenergy posts. “Out there, there are a lot of quick tricks for math—that is something that we do not want,” Rogers says. “Our belief is in building conceptual understanding, doing good, deep math rather than the quick tricks.”

Launching the blog The blog is a solution to a problem. The group leads training sessions and answers questions at different elementary schools, and the educators wanted to find a way for every teacher in the district to benefit from their responses. The trio also sought an easy way to share key takeaways from conferences. “In our district, we believe in lots of professional development,” Nathanson says.

“As we do those trainings we’ll think, ‘This is something we need to share with everybody.’” Chinderle, who runs a personal sewing blog, suggested starting a blog to share new material. “The world is changing in that you don’t have to go to a professional development session to learn about math,” Chinderle says. “We’re trying to use this as one platform so that if we’re not physically there, we can reach you.” The math team also uses the blog to follow up on in-person trainings they’ve taught, which helps to flow the session into the classroom and prevent the information from “going by the wayside.” “I taught a summer professional development session on the math classroom,” Chinderle says. “We decided to document how [strategies are] being implemented in classrooms throughout the year to give people ideas.”

atpe news

photo by Alexandria Johnson

Technology helps Leander ISD spread its resources

Book review: Plugged into the community Teachers have also turned to the blog for a parent communication tool. For instance, if a teacher needs to discuss a student’s struggles with math in a parent-teacher conference, she can develop talking points from the post on math anxiety. Or, if an educator plans to use a Rekenrek (a math teaching tool) in her class, she could email parents a link to “What is a Rekenrek?” The blog has taken root in the community and allows the team to achieve its desire to be as transparent as possible in sharing happenings in the math world with parents. Leander ISD Superintendent Bret Champion praised the blog in a local newspaper column for “opening up an engaging, virtual learning community to anyone excited about math.” “Math is different than when most of the parents of our students were in school, so it’s our job to educate our teachers but also parents on what good instruction should look like,” Nathanson says. “If we’re going to make the movement and change we want in math, we have to be an open book.” And, the team would never have dreamed of the community they’ve found online. As their content gets pinned, tweeted and reblogged, the educators are making connections with other math bloggers and organizations. Dan Meyer, a prominent math blogger, highlighted Rogers’ post “The Powerful Array” on his own blog. Nathanson reports that within 24 hours of Meyer’s mention, the Leander math blog had received more than 600 new hits. Through Twitter, Chinderle connected with the National Council of Teachers of Mathematics, and one of her math tips was featured in the organization’s national magazine.

A developer’s playground For curriculum specialists interested in starting a blog of their own, the Leander team’s advice is to “just do it!” Rogers says: “I do have to say, when Beth said, ‘let’s do a blog,’ I thought, ‘I don’t know about this.’” “She’s our top poster!” Chinderle says. “And she was the most nervous.” The team almost uses the blog as a writers’ notebook, posting partial drafts and jotting down ideas, even if they don’t always come to fruition. “It is still a little intimidating to me because I don’t feel like I’m the best writer,” Nathanson says. “But, it really helps to solidify your own thinking; as you’re writing, you’re making more meaning and transferring your own learning.” A

Linking educator well-being to effectiveness Through social media, I came across an inspiring author and psychologist, Adam Saenz, Ph.D., and began to “follow” him. After learning about his book, The Power of a Teacher, the ATPE Book Circle selected it for its current study, and Saenz himself is participating in the online discussion! The tagline of The Power of a Teacher is “Restoring hope and well-being to change lives,” and in the book, Saenz takes educators on a journey toward overall wellness. He reminds us that we as educators do matter and that we can make a difference. Saenz’s personal journey—“from handcuffs to Harvard”— was ultimately driven by motivation from powerful teachers in his life. He is a product of Texas schools, so this highly relatable book hits close to home. But the book is not just about his story and his teachers. It’s about your influence as a teacher, and it outlines actual strategies to tap into this power by achieving occupational, emotional, financial, spiritual and physical well-being. Saenz believes it’s crucial to “shift your understanding of the stressors you face as a teacher into a broader context— a context that is mindful of variables over which you do have control and variables which you do not.” By identifying these stressors, you can remind yourself that “you do have power to make lives better, including your own.” ATPE members will have the opportunity to hear Saenz speak during Professional Learning and Networking (PLAN) at the 2013 ATPE Summit, July 17–19. To check out the ATPE Book Circle’s discussion of The Power of a Teacher, visit the ATPE Idea Exchange at www.atpe.websitetoolbox.com. —Kris Woodcock, professional learning coordinator

Find math ideas for your classroom at www.lisdelemmath.blogspot.com. And, check out ATPE’s math Pinterest board, which includes pins from the Leander math blog!

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by Paul Tapp, ATPE Member Legal Services Department managing attorney

para-educators’ place

Rules of the road What are the special concerns of bus drivers? Perhaps the most iconic image in public education is the big yellow school bus. The educators behind that iconic image— bus drivers—face concerns that don’t exist in the classroom.

Driving safety Most district policies spell out driving do’s and don’ts. Common prohibitions include cell phone use and dropping students off at nondesignated stops. Violating these policies can lead to immediate termination, so it is important to know and follow your district’s rules. Although terminations can be contested, most bus driving assignments are “at will” and can be terminated at any time for any reason or even no reason. Because driving is considered a safety-sensitive position, districts may require drivers to undergo random drug or alcohol testing, and they can require testing if there is suspicious behavior.

Routes and work time Individual districts determine routes and select drivers. In some districts, a director or dispatcher simply assigns drivers to routes. This can lead to claims of favoritism. Although the law does not require “fairness” in employment decisions, the law does prohibit discrimination on the basis of race, gender, nationality or age, and it does prohibit certain forms of retaliation, so these cannot be the basis for assignments. A district can take seniority into account but is not required to do so.

©Portrait of a mid adult man near a school bus/Stockbyte/thinkstock

Multiple assignments Some bus drivers are also employed as teachers or paraprofessionals. Many districts require coaches to drive buses to offcampus sporting events. These situations can lead to many individual questions, such as whether a coach unable to drive a bus can lose his other assignments because of that inability, or how a district must compensate an educator holding multiple positions and whether the rules differ for the salaried teacher and the hourly custodian who each drive a bus. The answers depend on specific, unique facts, so these questions cannot be answered generally.

Immunity and liability Drivers are often concerned about their financial liability if an accident and injury occur while they are driving a bus. State law provides that the immunity shielding school employees from

liability does not apply to injuries resulting from the use of motor vehicles. The extent to which this immunity applies has been the subject of much litigation, and the courts have split hairs to determine whether immunity applied. In one case, a student was accidentally left on a bus for several hours, and immunity came down to whether the driver had locked the bus doors. The good news: A school district’s bus driver is performing services for the district, so the district would ultimately be financially liable for any injuries to students or third parties that resulted from a school bus accident. That’s why school districts carry liability insurance to limit district and driver exposure.*

Student discipline Like teachers, bus drivers deal with student misbehavior, with the added concern that misbehavior is occurring on a moving bus. Student misbehavior should be addressed at the conclusion of a run, if at all possible, by bringing it to the administration’s attention. In an emergency when a driver must pull over to intervene immediately—such as breaking up a fight when there’s concern about injury—the driver must ensure that the bus is stopped safely, with ample visibility and room for other vehicles to pass, to minimize the danger. Drivers should know district policies and practices before an emergency occurs so they will know how to handle it properly. A

*Please note that under the Educators Professional Liability Insurance Policy available to eligible ATPE members, liability claims related to the maintenance, operation or use of motor vehicles are excluded from coverage with very limited exceptions. For more information, view a policy summary at www.atpe.org/protection. Eligible members who experience employment concerns should contact the ATPE Member Legal Services Department.

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tech support

by Mandy Curtis, senior copy editor/writer

Teach it, maybe Using viral videos in the classroom

Translating entertaining into educating “Gangnam Style” is certainly not the first video to go viral; you might recall the myriad of parodies of Carly Rae Jepsen’s “Call Me Maybe” that emerged during the 2012 Summer Olympics, the video of baby Charlie biting his brother’s finger or the theatrical movements of Dramatic Prairie Dog. It’s not the last, either—currently, “Harlem Shake” videos are popping up everywhere. But the popularity of “Gangnam Style,” which is sung entirely in Korean, does make it unique. (As of this writing, “Gangnam Style” was currently the most-viewed video on YouTube ever, with nearly 4.8 million more views than its closest contender.) Education blogger Larry Ferlazzo suggests that “Gangnam Style” could be used in the classroom to help ESL and ELL students with their language skills. In a September 2012 blog post (http://bit.ly/ PTFOIV), Ferlazzo gives three examples of

Tech Term

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how “Gangnam Style” and, by proxy, other viral videos can help with language acquisition: • You could show the video to students using the “back-to-the-screen” strategy, in which one student faces the screen and the other student has her back to it. The student facing the screen describes what she’s seeing, in English, to her partner. • You could have students create Venn diagrams or short compare-andcontrast essays about the video. • You could put students who speak different languages at home in small groups. Have them use English to plan their own performance of “Gangnam Style.” Having students create a video with the goal of it going viral is another strategy for an educational setting. Educator Jackie Gerstein, on her blog User Generated Education, offers a lesson plan educators can use for student-produced viral videos. Such a project, she says, can foster the “4 C’s”—communication, collaboration, critical thinking and creativity. Per Gerstein, all viral videos should: • Make viewers laugh or cry. “The best way to compel someone to send a video to friends and family is to stir up emotion,” Gerstein writes, “whether it’s laughing or crying.” • Be short. “A video needs to be easily ‘consumed by a multitasking generation’—viewers shouldn’t have to watch a long-form video to get the joke.” Gerstein posits that all viral videos should also connect with the viewers and

move them on a “gut level.” (Read the entirety of Gerstein’s post at http:// bit.ly/viirVF.)

Background checks Educators need to do their due dilligence with videos. Those considering using viral videos in the classroom should be aware of any local policies that need to be followed; many districts require prior approval from administration before videos can be used in the classroom. Regardless of school policy, it is a good idea to keep your administrator in the loop on your projects so that when they hear “Gangam Style” coming from your room, they will know that you’re actually teaching. Educators also need to look into the background of any videos shared. Another video that went viral in 2012 was “Kony 2012,” a video produced by the organization Invisible Children. The video, which details atrocities committed against children by Ugandan warlord Joseph Kony, does break one of Gerstein’s “rules”—at 30 minutes long, it’s not short—but it certainly hit viewers on a gut level. But in a March 2012 article on education website www.edudemic.com, author Jeff Dunn wrote about the video and warned educators to be wary. A sixth-grade science teacher wrote to Dunn about the video’s role in a class discussion about the availability of clean drinking water around the world. The sixth-grade class had watched a video about a Canadian boy working to raise money to drill a well for a school in Uganda, and mention of the country

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a digital video or piece of online imagery, news or commentary spikes in popularity Viral: When and reaches a large number of users (i.e., in the millions) in a short period of time.

atpe news

©Virus-istockphoto/thinkstock

In July 2012, South Korean pop star PSY made huge waves in the U.S. with his song “Gangnam Style.” As of press time, the song’s “viral” (see Tech Term below) music video has been viewed more than 1.3 billion times and spawned many parodies; searching YouTube for “Gangnam Style parodies” returns more than 96,000 results. The original video, which can be viewed at http://youtu.be/ 9bZkp7q19f0, is so popular that it was adapted into a Wonderful Pistachio commercial that aired during the coveted TV time of Super Bowl XLVII. But how can you take advantage of this popularity in a classroom setting?

capitol comment

by Josh Sanderson, ATPE Governmental Relations lobbyist

Life as an ATPE lobbyist What’s it like to be your voice at the Capitol?

We have lots of work to do: introducing new legislators to ATPE, surveying lawmakers on our legislative priorities and, of course, attempting to persuade them to act on behalf of the 5 million schoolchildren of Texas.

Jan. 8, 2013: The first day of the 83rd meeting of the Texas Legislature. It’s much like the first day of school. Among all there is a fair share of excitement and apprehension. The halls are crowded with people you know but haven’t seen in a while—some you are eager to see, others not so much. There are new faces, especially this session, when more than 45 freshmen are being introduced and more than half of legislators are either freshmen or second-year members. During a session, the Capitol is eerily similar to high school. Rumors run rampant; there is an “in” crowd, often consisting of big money donors and industry insiders; and there are even report cards grading officials’ votes according to interest group priorities. Cliques form among lobbyists with similar goals, and the occasional fistfight breaks out in the halls between hearings. (OK, that never happens, but one can hope.) For 140 days, from January until the end of May, the education advocates on the ATPE lobby team will engage our state leaders in policy discussions on topics ranging from funding our education system— whether the current funding regime is adequate and equitable—to testing requirements and educator evaluations. We have lots of work to do: introducing new legislators to ATPE, surveying lawmakers on our legislative priorities and, of course, attempting to persuade them to act on behalf of the 5 million schoolchildren of Texas. Thousands of bills will be filed. Hundreds of committee meetings will be held, and resolutions will be offered for everything from honoring an Eagle Scout to proclaiming that Feb. 16 is Texas Homemade Pie Day (http://bit.ly/ TxPieDay).

By the numbers This is both an exciting and terrifying time for those who work in the legislative arena. Life as a lobbyist has been described as 99 percent boredom interrupted by 1 percent sheer terror. Of the roughly 6,000 bills that will be filed during the session, approximately 800 will be related to public education. We will read, analyze and track nearly every one of those bills. Individually, each ATPE

lobbyist will cover between 25 to 40 committee hearings over a three-and-a-half month period and make far more than 100 visits to legislative offices. In each hearing, we might be involved with one bill or as many as 10. Most of the time, these bills will be on an agenda consisting of 15 to 20 bills. There is no certainty as to when a bill will be called; bills are often taken out of order to meet the scheduling needs of other legislators. As such, we are often confined to waiting through hours of testimony and discussion on bills that have little or nothing to do with our legislative agenda—bills on, say, limiting the disclosures on credit card agreements, the regulation of pawn shops or the sale of cemetery plots. There are multiple varieties of legislative terror, and one is the kind that strikes while providing public testimony before a legislative committee. No matter how many times you have sat before a legislative panel to provide testimony, your survival instinct is still strong, and flight occasionally can appear more appealing than fight. But few things are more rewarding than making a compelling argument and changing a legislator’s opinion through your testimony. You have won, good has triumphed, and you get to publish the news on the Teach the Vote blog. Conversely, getting caught off guard or being challenged by a particularly confrontational senator in front of a crowded room and legislative panel can be nerve-racking, to say the least. But no matter the tenor of the recipient of our message, there is great comfort in knowing that we are fighting the good fight.

Our team includes you As your representatives at the Capitol, our greatest asset is you. When you get involved, we are more effective. We need you to let elected officials know that you are watching, that you are aware of what is happening and that you will remember how they treat our state’s children and your profession. Laws are made by those who participate. In education, as in any profession, laws, rules, guidelines and procedures will be developed that determine the parameters of your professional life. It’s our Continued on page 44

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Building on our ATPE members band together on Lobby Day to serve as a

Members pose with Sen. Kevin Eltife outside the Senate chamber shortly after he sponsored an honorary resolution proclaiming Feb. 11 ATPE Day at the Capitol.

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momentum strong and credible voice for public education. by Alexandria Johnson

his legislative session, the public education community across Texas is united in its fight for the needs of the state’s 5 million schoolchildren. “More so than I’ve ever seen, this is a statewide

movement,” ATPE Governmental Relations Director Brock Gregg says. From chambers of commerce to parent groups, the entire state is talking about education. To further fortify this united front, more than 400 members attended ATPE’s Political Involvement Training (PIT) and Lobby Day Feb 10–11. The first day, members participated in political involvement training so they could most effectively voice the needs of their students and fellow educators to legislators at the Capitol. Sen. Leticia Van de Putte, a member of the Senate Education Committee, and Rep. Jimmie Don Aycock, chairman of the House Public Education Committee, participated in the closing session of PIT. Van de Putte noted: “The real reason I’m here today is because of the immense credibility ATPE has at the Capitol.” Applause punctuated the session as the legislators voiced their pro-education stances and called for collaboration and solidarity when standing for Texas schoolchildren. Aycock said his biggest goal is to convince educators and legislators “that it’s absolutely imperative to have good teamwork.” In between PIT sessions, Gregg emceed a lively auction that brought in $2,215 for the ATPE Political Action Committee (ATPE-PAC). On Lobby Day, legislators around the Capitol heard a pro-public education message from ATPE attendees. Members took a break from their meetings to watch from the gallery as Sen. Kevin Eltife sponsored a resolution in the Senate proclaiming Feb. 11, 2013, to be ATPE Day at the Capitol. Rep. Charlie Geren sponsored a similar resolution in the House. ATPE thanks members who participated in Lobby Day, and we encourage all members to stay engaged this session. Taking part in the political process is quite similar to working with students—it’s sometimes tiring, sometimes maddening, hopefully rewarding, but always crucial. Read on to learn more about the big education issues that were discussed at Lobby Day. And, to continue building a relationship with your legislators, check out the legislative tips on page 17.

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The big issues Funding Just a week before Lobby Day, State District Judge John Dietz ruled the Texas school finance system unconstitutional. This ruling provides educators with strong talking points as we now have a court backing us up when we say that public education funding is inadequate. ATPE Lobbyist Josh Sanderson said during his PIT session that adequate funding for Texas public schools is an issue of political will, rather than a financial issue. Aycock agreed that the money is available but said the challenge this session will be in voting to break the spending cap, which requires a two-thirds vote. Although the state might appeal the school funding lawsuit, ATPE urges the Legislature to act proactively rather than stalling on funding for public education. Van de Putte advises those speaking with their legislators to provide a strong and consistent message: “Have the courage to act now.”

Testing On testing, Lobbyist Monty Exter said: “Something is going to happen this session. Several million mad moms don’t get nothing.” From tea partiers to liberals, every legislator has heard from parents demanding changes to the STAAR exams. Both Van de Putte and Aycock are in favor of finding alternatives to “stoic, rigid and constrictive” high-stakes testing and allowing educators more autonomy in the classroom. Aycock recently filed House Bill 5, which is intended to

serve as the framework for assessment and accountability reform. Visit www.teachthevote.org/news/2013/02/06/house-educationcommittee-chairman-files-broad-reform-bill to learn more about the proposal.

Vouchers When discussing vouchers, Aycock said that he would be extremely surprised if a voucher bill got out of his committee. However, Exter explained that several groups are trying to rebrand vouchers by categorizing them as “tax credits” or “opportunity scholarships.” Despite the name change, these programs would still use dollars intended for public schools, and there would be no way to ensure accountability. Van de Putte advised members: “Don’t let them call it another name.” She explained that legislators could try to manipulate an educator’s love for students, especially students with disadvantages, to push through voucher-like legislation.

EDUCATOR quality ATPE is lobbying to raise the quality standards for educators and create a state-funded mentoring program for new educators. ATPE Governmental Relations Manager Jennifer Canaday explained that by preparing teachers ahead of time and giving them the critical support they need in their first years of teaching, we can simultaneously reduce costly teacher turnover and improve student outcomes.

Learn more about these issues by visiting www.teachthevote.org/issues.

Aycock advises members during PIT: “You have the momentum going in your favor this time. Walk in there and, just like you do with students, say, ‘we can do this.’ Positive attitudes go a long way, not only in the classroom.”—Rep. Jimmie Don Aycock Members watch from the gallery as the Senate passes a resolution in honor of ATPE.

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Region 18 Director Teresa Griffin donates $655 to ATPE-PAC to win the hottest auction item—a University of Texas National Championship cap autographed by Earl Campbell.

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Reinforcing the message Tips for communicating with legislators

Rep. Senfronia Thompson discusses education with her North Houston-area constituents.

If you missed out on Lobby Day, you can still advocate for your profession during the 83rd legislative session. Keep up with the latest developments from the Capitol by following the new Teach the Vote blog at www.teachthevote.org/news. On the blog, you can sign up to receive email notifications of every post, which will be especially helpful when you need timely information about contacting your representatives regarding important votes. You can also stay current with the latest news by following Teach the Vote on Twitter (www.twitter.com/TeachtheVote) and on the official ATPE Facebook page (www.facebook.com/officialatpe). During PIT, ATPE officers and staff role-played the do’s and don’ts of meeting with a legislator. Whether you’re communicating face to face with an officeholder or via email or phone call, following these tips will ensure that you get your message across:

ATPE Governmental Relations Director Brock Gregg plays the role of senator as the state officers practice the do’s and don’ts of meeting with a legislator.

Identify yourself. Introduce yourself as a constituent and an ATPE member. Informing officeholders that you are an educator tells them that you have unique insight. This session, almost one-third of representatives in the House are new to the job, so know that your voice is important. Offer your education expertise as a resource for your legislator. Know your facts. If you don’t feel confident discussing a particular issue, do some research. ATPE Governmental Relations, TeachtheVote.org and atpe.org are great resources. Get to the point, and state your position. Don’t assume your legislator knows what you are talking about or how you feel about an issue. Be clear and concise. Localize your information. Let your legislator know how issues affect her constituents by putting a local spin on issues discussed.

San Antonio-area ATPE members meet with Sen. Leticia Van de Putte.

Get to know THE staff. Legislative staff members are great resources for information, and they also can influence legislators. Legislative staffers are often the only link to the legislator, especially at the end of session. A good relationship with staff members can ensure your opinion gets passed on to the legislator in a timely manner. Proofread. Always check your written messages for spelling and grammatical errors. Be respectful! This is the most important tip of all. No one responds well to name-calling or belligerence, least of all elected officials. No matter how emotional an issue might be for you, always be polite and professional. Let your legislator know you appreciate their work.A

Sen. Wendy Davis meets with her Fort Worth-area ATPE constituents.

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—Ethan Herr, ATPE Governmental Relations communications coordinator

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How can we keep

he morning of May 18, 1927, in Bath, Mich., probably dawned much like the morning of Dec. 14, 2012, in Newtown, Conn. Parents surely prodded children to get out of bed. Teachers surely prodded themselves to get out of bed. It was a morning like any other morning.

We all know what happened in Newtown, but lost in the history books is what happened in Bath. That day, a school board member enraged by a property tax dynamited the Bath Consolidated School, killing 45 people, including 38 children. We tend to idealize the past, particularly the pre-1960s past, preferring to remember it through a Leave It to Beaver filter. But issues of school safety have always been with us and will always be with us. The tragedy at Sandy Hook Elementary in Newtown has reignited debate on gun control and the Second Amendment. On one side, officials are calling for stricter regulations on gun ownership; on the other, lawmakers talk of arming teachers.

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The story of the Bath Consolidated School is a reminder, however, that the sanctity of the learning environment is in peril not only from guns. ATPE is taking a leading role in the school safety conversation. ATPE was the only educator employee group invited to testify at the Legislature’s first discussion on the issue, a Jan. 29 joint hearing of the Senate Education Committee and the Senate Committee on Agriculture, Rural Affairs & Homeland Security. There, ATPE State President Deann Lee emphasized ATPE’s longstanding commitment to the local public control of public schools, a commitment codified in the ATPE State Bylaws. “Our position on school safety is that local educators should respond to the unique circumstances in their communities,” Lee testified. “We believe each school community should make safety and communication their first priority and tailor their processes to the unique circumstances of the community, based on best practices that currently exist and with the knowledge that safety issues are constantly evolving.” Lee testified that although ATPE members have not created a specific policy through their governance process on the issue of training educators to deal with active shooter situations,

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kids safe? ATPE leadership was seeking their input on the topic. To seek that input, ATPE sent an online school safety survey to each member who has provided an email address to ATPE. More than 3,000 members completed the survey, and printed here are selected responses to the survey’s open-ended question: In your opinion as an educator, what measures should school districts take to keep educators and students safe? The responses varied widely—lending credence to the position that local school districts know best the safety procedures they need to put in place. But underlying all of the responses was a common concern. As Lee testified: “This is about student safety and how we can best equip teachers and staff to care for our most precious possession—our children.”

Listen to the memories of a survivor of the Bath school explosion at http://storycorps.org/listen/ willis-cressman-and-his-niece-johanna-balzer.

Watch Lee’s testimony at www.teachthevote. org/news/2013/01/29/atpe-state-presidentdeann-lees-school-safety-testimony/.

p Behind the design As the graphic designer for the school safety feature, I knew that whatever design approach I took needed to be chosen carefully because of the topic’s sensitive nature. After racking my brain and coming up with various mediocre ideas, I decided to take my kids and the dogs for a walk at the local elementary school for some inspiration. As we walked, I asked my kids what makes them feel safe, and my 7-year-old daughter Leah said (without any hesitation) that it was the people who made her feel safe—hence the concept for this feature’s design. —John Kilpper

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Selected responses from members in

rural areas

At our school, we have no cell service. We could not call out if we needed to get help. We do have an intercom system to contact the office, but that would not help if an intruder got to the office personnel first. —First-grade teacher

There should be a gun in the front office, locked in a secure place. Every office personnel should be trained on its location and how to use it. —Fourth-grade teacher

The use of a Taser or stun gun should be considered instead of using deadly force. That way, if there’s a mistake or a bad shot, more innocent people would not be killed. —High school teacher

Is the answer

stricter gun control? I am a teacher in a state jail facility. I am pat-searched/scanned on my way inside the building routinely. Unauthorized personnel are not allowed beyond a certain point. Public schools could operate in the same manner as I see it. I believe I teach in a safer, more controlled environment than those teaching in public schools. Airport security works similarly. Many people would complain if we began to do this. However, if you want your children safe at school, this is one obvious way to start! —Literacy (GED) teacher

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Whatever it takes. I believe it falls on the lawmakers to allow God back into the schools since the history and founding of the education system in the U.S. originated there. Also, allow for relationships to be obtained through love and discipline. We have become a too politically correct society—and look where it has taken us. —Middle school history teacher

We should do everything possible to ensure the safety of both our students and our educators. No educator wants to be faced with the decision to take deadly action against an intruder, but that should be available as a last resort. —Middle school teacher (math and reading lab)

School districts are already doing a very credible job keeping their students secure. Knee-jerk reactions to isolated school tragedies, however horrible they might be, will always be counterproductive. —Retired school administrator/current university student teacher supervisor

I am a teacher and former correctional officer for the Texas Department of Criminal Justice, but I do not think firearms should be brought inside school buildings. There is a reason that correctional officers do not carry firearms inside a prison. If the person carrying the weapon is overtaken, the weapon falls into dangerous hands. Mental instability is not just a danger from outside sources (as Columbine proved to us). I have been trained and qualified with

firearms and personally own several that I keep at home; however, I would not want the liability of carrying a weapon to school, and I don’t think the school district wants that liability, either. —Secondary English/language arts/ reading teacher

Administrators should take the staff more seriously when we tell them about troubling students. —Teacher

I think schools need to look into having bulletproof windows in all areas of the school and having devices that will keep doors from being opened if the windows are broken/shot out so that an intruder cannot enter the classroom. —Teacher

I do not think guns will solve all of the problems, but I do think they would at least slow down those who come in our schools to shoot innocent, helpless individuals. I have a concealed handgun license (CHL) and think that if we could protect ourselves and others, we would have fewer deaths on school campuses. If we think about it, every place that is attacked and where lives are taken is a place where we as citizens are not allowed to carry our concealed handguns. —Teacher and dyslexia coordinator

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Selected responses from members in

suburban areas I am in a portable and do feel that my students and I are vulnerable. My greatest fear is for those of us in portables. I am very far from my building. Something could happen, and no one would even know until my kids and I didn’t show up for lunch. For that reason, I feel strongly that all portables should be removed and those classes brought inside the building. That would mean more money allotted to build schools or to expand existing schools. Preferably, more schools would be built. Our schools are too large now. I have always taught in schools with student populations of more than 700—way too large. —Elementary teacher

The American family is breaking down. Back the problem up to the “shooter” and the problems that he/she has due to family dysfunction. [These are] manifested in our students, too. Our country needs to return to godly standards and allow God and prayer back in our schools. That is our best defense and best offense in a culture that is becoming more about self than helping those around us. Our classrooms are a reflection of our society, and we need to work at the root of the problem. Our families are in trouble. We need to help them. Then perhaps some of the problems we deal with in education will be eased. —Elementary teacher

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Educators who hold a CHL should be allowed to bring their firearms to school and place them in secure lockboxes in their classrooms. —ESL teacher

Is the answer

arming educators? I believe districts are doing all they can do with the funds available to them. If more security is needed, then the state needs to come through with monetary support. —K–5 intervention teacher

Build caring relationships with students and parents. Have a better understanding of mental illness and easier opportunities to obtain treatment for children. —Paraprofessional

Quickly ID and follow through with treatment of students with mental issues while they are young. Throw out the automatic stigma associated with the term, and get kids help in kindergarten and first grade before they hurt others and themselves. —Paraprofessional

I feel local police should have an armed presence on our campuses. They should come to the school at random times and days so a shooter cannot plan around them. —Student teacher

Administrators should be trained and licensed to carry a firearm. —Teacher

Educators need to be trained how to spot an armed student or to identify the type of behavior that precedes these incidents. They should receive all the training of an air marshal, but they should not carry weapons. —Teacher

Is the answer

increasing security? Put real emergency action plans in place. Be consistent—rules are only in place for a few weeks following a tragedy but then become lax. Ensure more secure entrances. Install better security cameras. Empower students with knowledge about how to handle a crisis. —Teacher

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Selected responses from members in

urban areas

At the very least, there should be armed security at every campus, and we need to stop advertising that schools are a gun-free zone. That is like painting a bull’s-eye on schools and telling the bad guys/crazies that if they go in shooting, no one will be shooting back! —Classroom teacher

Is the answer

more focus on mental health? Random acts of violence should not dictate our approach to everyday safety. Have an emergency operations plan, know your plan, and follow it if anything should happen. Making a school a fortress is not the environment our children need at school. —Director of transportation

Firearms are not the answer to school security problems. Common sense, locked-door policies, ID checks or background checks for visitors, and emergency plans are what will help. Add a panic button and bulletproof glass to the lobby area to protect the receptionist and alert the school staff and students of an intrusion. The chances of an accident or a shooting involving a concealed weapon are greater than the chances of an armed attacker. Human tempers can flare, and having a gun that can be accessed by mistake or on purpose is an invitation to trouble. How would a teacher with a CHL feel if his or her gun was involved in an accident or altercation at the school? —Kindergarten teacher

Parents should and will refuse to allow their children to attend a school with armed teachers. As a professional, I will not work in a school where my peers are carrying concealed handguns. —Kindergarten teacher

Decide if all of the “beautiful” windows at entrances and other doors could be improved for better safety. —Elementary teacher

Secure our buildings. Keep all doors locked, exterior and interior. Continue to practice drills for all types of disasters. Administration should constantly walk the building, as should ISD police. Do not put guns in our buildings. I will not teach when I need to worry about a co-worker with a gun, period. —Elementary teacher

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I feel that armed security personnel, not armed teachers, will improve the security of our schools. I want my child’s teacher to be concerned about keeping my child safe first and not attempting to get her gun. Teachers have enough that they are expected to do; let’s not add one more thing to their plates. Let the professional security personnel take care of this for them. —Student teacher

All schools should have either one armed guard at all times or teachers qualified to carry arms. The fact that schools are armed should be advertised to the general public so they are no longer known as “gun-free” zones. —Substitute teacher

Individual school districts should decide rather than one size fits all. —Teacher

Is there an answer? I know too many teachers who are already “loose cannons” at school, and I shudder to think what they would do if they snapped or were pushed too far. —Retired educator

There is no way to make a school entirely safe without compromising the vision of a school where everyone—students, teachers, parents and community—works together for students. —Teacher

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What educators need to know

A brief review of laws regulating firearms on school grounds

he law regulating the possession of firearms on school grounds and at school events—as it exists at the time of writing—is difficult to easily decipher because federal law and the state Penal Code, Labor Code and Education Code all include provisions that affect who can possess a firearm and when and where a firearm can be possessed. The following information synthesizes all of the separate statutory provisions into one document. Please note that the rules described here do not apply to commissioned peace officers or a limited number of other specifically designated state officials.

If your district does not have a policy As explained below, the law allows a school district board to adopt a local policy that can either restrict or expand a district employee’s ability to lawfully possess a firearm on school grounds or at school events. But if a school district has not adopted a local policy regarding the possession of firearms, the law creates a distinction between employees who possess a current, valid Texas concealed handgun license (CHL) and those who do not:

u A school employee who does not possess a valid Texas CHL may not intentionally, knowingly or recklessly possess a firearm on school property, on school grounds, in school vehicles or at school-sponsored events.

u A school employee who does possess a valid Texas CHL may bring a firearm into the school parking lot, into a garage or another parking area, onto the street, or onto the sidewalk or walkway. An employee may not, however, intentionally, knowingly or recklessly carry a firearm into a school building or any portion of a building or possess a firearm at a sporting event or an interscholastic event unless the firearm is used in the event and the holder is a participant in the event.

If your school district has a policy The law allows individual school districts to adopt official policies that either restrict the rights of a school employee to possess a firearm on school grounds or at school events or expand that right. Thus, current law allows for a high degree of local control over the issue.

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A school district can adopt an employment policy that prohibits possession of a firearm on all school grounds—including parking areas and sidewalks and even by staff members who hold a valid Texas CHL. Violation of such a policy can lead to negative employment action against the staff member who violated the policy— just like the violation of any other district policy. A school district can also adopt a policy that authorizes designated staff members to bring a firearm into locations, such as school buildings, that would be otherwise off limits. The law only provides a general statement that the general prohibition of firearm possession exists “unless pursuant to written regulations or written authorization,” so there is very little in guidance or regulation as to what a district contemplating a policy should consider.

Liability for firearm-related injury As anyone who drives a car knows, we can be held liable or financially responsible for injuries for which we are held legally responsible. There is great potential liability for anyone carrying a firearm simply because of the risk of serious injury. These risks are only increased in a school setting where children are present. The danger to educators who possess a firearm at school is magnified by the fact that the immunities that shield educators from financial liability in much of their professional lives are much weaker in the context of firearms. Again, the law is complex because there is potential liability under both federal and state law.

Liability under federal law A student or other person injured by a firearm can claim that the incident violated his federally protected right to be free from bodily injury. Qualified immunity protects an educator performing discretionary functions in good faith so long as the act does not violate a clearly established right. Note that the immunity applies only to discretionary acts, or things the educator can choose to do or not do. Here’s an example of why this is so crucial to understand: Say local policy requires that guns be kept in a locked cabinet. An educator forgets to lock the cabinet, and a student gets the gun and injures herself or someone else. The educator could well be held liable because she was required (in other words, there was no discretion) to lock the cabinet but failed to do so. continued on page 44

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The Power to

“Grow People”

eremy Wagner has always wanted

in his sixth year in the classroom—

to save the world. At one point, he

remains true to what first interested him

thought he would do so by being

in education. “As a teacher, the honors and

an astronaut. But the love of teach-

awards mean a lot,” he wrote, “and provide

ing he discovered at an early age stuck

me the motivation to keep going, but

with him. “When I was young,” he wrote

my ultimate goal of ‘saving the world’

in his application for Texas Teacher of the

will always lie in the children that come

Year, “I always had a dream to do some-

through the door each August and leave

thing important. I have always wanted

a little better, a little brighter and a little

to make some kind of positive change.”

more prepared to face a rapidly changing

And even after receiving accolades

world in May.” Wagner is an example of a

for his teaching, Wagner—who is only

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image courtesy of Frenship ISD

true education superhero.

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■ Jeremy Wagner ■ 2013 Texas Teacher of the Year ■ Eighth-grade science teacher

at Frenship ISD’s Heritage Middle School

■ ATPE member ■ Texas Tech University alumnus When not teaching, volunteering at Texas Tech student summer camps or sponsoring Heritage’s robotics club, Wagner enjoys Frisbee golf, computer gaming and cooking with his wife. “I am—there’s really no [other] way to say it—I’m a nerd. I try to pull that into my classroom a little bit. I’m trying to redirect kids, and I think TV’s helping, with shows like The Big Bang Theory. It’s kind of cool to be a nerd now.”

ATPE visited the 2013 Texas Teacher of the Year—a Frenship ATPE member—in January to discuss his dedication to education and the students he teaches. ■ ATPE: How did your experience attending Texas public schools influence your desire to become a teacher? ■ WAGNER: For as long as I can remember I’ve always wanted two things: to either become an astronaut or a teacher. The astronaut clearly fell through. But I had a conversation with my grandmother

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not that long ago, and she told me a story about when I was 7 years old. My main mission in life has always been to save the world—I think I was influenced by superheroes. [When I was 7], my grandmother asked me how I was going to do it, and I very proudly answered, “I’m going to be a teacher.” ■ ATPE: You talked in your essay about your two role models—your mom and your high school history teacher. Your mom, who went back to school in her

mid-30s to earn her education degree while working a full-time job, is also a teacher. How have these role models helped you become the educator and person you are today? ■ WAGNER: My mom was the first person in our family to have a college education. For her to go back and be the first Wagner to have a college education was a really good way for her to be a role model. While she was earning her teaching degree, I learned a lot about life. Money was

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tight. I helped her budget; when we went grocery shopping, I was her calculator. I learned pretty quickly to never complain about what I had or didn’t have, [partly] because I got to see what my mom was doing in her job. She was impacting more

kids coming into my room could one day become someone or do something that could make a massive impact on the world. People do it all the time in history; Martin Luther King Jr., Mother Teresa—all of these important historical figures who

“I firmly believe that I’m not teaching a subject,” Wagner says. “I’m helping grow people. And I’m using my subject to do it.” lives in a more fundamental way than I thought was ever possible. Kids would just hang around her classroom at the end of the day because they felt safe there. She provided them the spiritual nourishment they really needed to try to grow. And seeing the way she was impacting those kids really made me think, “That’s how I’m going to save the world.” ■ ATPE: And your high school teacher? ■ WAGNER: Mr. Franklin drug me through the mud. He saw me struggling with some things in my life. He didn’t even do anything particular; he just paid attention. I didn’t really have a father figure at that point, and he provided that for me. Because of his influence, I started to really reach my potential [on both an] intellectual and academic level. I’d always done well in grade school, but high school hit, and my attention got diverted. [Mr. Franklin] got me back on track. He helped me apply for colleges; he taught me how to problem-solve; he taught me how to think on a real-life level. Watching my mom and Mr. Franklin solidified in me that I had to be a teacher so that I could do that for someone else. ■ ATPE: Why do you think education is the way to change the world? ■ WAGNER: Before the Teacher of the Year competition, I’d always felt like it was because of the impact I was making on kids as an individual. One of the

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made huge waves. I wasn’t necessarily looking to make the waves myself but to help nurture someone to make those waves. I was going to change the world by giving that needed push to a kid and hopefully help them reach their fullest potential and do something amazing. As I’ve moved [up in] the Teacher of the Year competition, it’s become more and more apparent to me that not only is that true for educators, that aspect of trying to push the children, but also it’s the connections that we have with community [that matter]. We can do so much more than just push the kids. We can be the role models. We can be the advocates. We can be the voices who stand up and do some really amazing things, locally, and even further than that if we have the right momentum. I’m trying to use my skills and talents to help as many people as possible make small changes all over the place, because the small changes add up. ■ ATPE: How do you work toward reaching aha moments in your classes? ■ WAGNER: One of the things that I try to do—and some days I’m a lot better at it than others—is start each day with the understanding that although I do have 130 students to teach, I really need to think about each of them as individuals. When I’m lesson planning, I have kid X, kid Y and kid Z in mind. [I ask myself,] “How am I going to teach this so that this kid gets it?” I try to get to know them on a more

personal level. If I know Johnny is really into baseball, and I’m linking [the lesson] to baseball somehow, he’s going to connect to it and get into it a whole lot better. ■ ATPE: You wrote in your Teacher of the Year application about your strong emphasis on the power of collaboration. Can you tell us more about that? ■ WAGNER: I’m the department head here at this campus. I’m very lucky that I work with teachers who are seasoned and well-established with their sense of collaboration. I work closely with my eighth-grade partner, and we plan lessons together all the time. We are good about sharing equipment and ideas. We’ll come next door and say, “Yeah, this didn’t work, try this.” That’s the kind of collaboration I’m always trying to foster. On a philosophical level, teaching is a lot like a team sport. There are a lot of people out there that are star players, but a star player’s not going to help the entire team win the game. It’s working together, sharing ideas, getting over the “it’s mine, it’s mine, it’s mine” mentality and helping each other out that’s going to help us get the kids to where they need to be. ■ ATPE: What was the experience like when you found out you had moved through the ranks to win Texas Teacher of the Year? ■ WAGNER: It’s surreal even now. I’m still kind of halfway expecting a phone call telling me, “Sorry, we got the wrong guy.” I’m not a person who likes to toot my own horn; I’ll talk until I’m blue in the face, but the reason I like to talk about what I’m doing is because I think it’s making an impact. And it’s not because I genuinely feel like I’m doing a good job; it’s because I think I’m seeing a difference in the little things. It became clear to me as I was going through everything that becoming teacher of the year for the state is not so much about the fact that I’m a better teacher than any other teacher. I work with probably some of the best educators on the face of the planet within my own building. They are motivated; they are

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plugged in; they are about the kids, they are about doing what’s best. It started to become clear to me as things were advancing that it was much less about the fact that I’m a phenomenal educator and much more about the fact that I’m a good educator with a positive message. I think it was that combination that got me to where I am. ■ ATPE: What will your message be as Teacher of the Year? ■ WAGNER: That whole save-the-world mentality that I’ve got … maybe I can do more than just push a kid. Maybe I can start pushing some politicians. It’s not so much that I want to be pushy, but I want to drop the seed. I just want to drop it and run and see what happens. That’s what my motivation has turned into recently. I’m trying to keep the good that’s going on in my classroom, but with of all these extra responsibilities, I’m trying to see what can I do and what can I say and who can I say it to that will start that ripple. I’m the stone in the pond. And I want to see what kind of ripples I can start creating. I think that’s what the Teacher of the Year program, nationally speaking, is

designed to do. It’s supposed to get people that have not only a passion and a talent for the job, but also have a very positive message and can start opening people’s ears and people’s minds, and hopefully start changing the way public schools are viewed—and start changing the way teachers in general try to approach kids. It’s time to motivate teachers to start making the changes we need to happen from within. For too long teachers have been waiting for something to happen; we’ve gotten into a rut. We’ve almost become stagnant. One of my goals is to motivate people to try to understand that [educators are] probably one of the strongest voting groups in the country. If we want changes to happen, let’s decide what we want them to be, and let’s go make it happen. Let’s stop waiting. ■ ATPE: Why did you choose ATPE as your professional association? ■ WAGNER: ATPE has a really good way of actually getting in touch with people on a personal level. We have a representative on our campus who represents ATPE on a volunteer basis, and if a person’s

willing to do that on a volunteer basis, you must be doing something right. That’s what initially drew me to it, because none of the other organizations have personal reps at individual campuses. And every school I’ve ever visited—there’s an ATPE rep there voluntarily. They know about the organization, they can answer your questions, and they know what’s going on. ■ ATPE: How do you think you’ve changed as a teacher since you started teaching? ■ WAGNER: One of my mantras every day is to pray about the fact that I need to continually change. Personal growth is a must, especially in the teaching profession. The kids are growing; they’re changing every day. Every year, you get a bunch of kids who are different than the kids from the year before. The kids six years from now [will be] way different than the kids I’ve got this year. And when I was a kid, that generation’s way different than the kids I’m teaching now. I have to continually tell myself that I’m growing, I’m changing, so that I can grow with the kids I’m teaching. A

Still reaching for the stars For the past five years,Wagner has been the sponsor of a robotics and engineering club. Last semester, his students built a robot named Poseidon. “This robot was a simulation of the kind of robot that you could build to climb the space elevator and take equipment from the bottom up to the top,” Wagner says. Over the course of the semester, he spent two hours after school, three days a week—plus a lot of Saturdays— working on Poseidon with the students in the club. “When they see the final product, their sense of success makes every single hour well worth it,” he says.

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July 17-19 • Austin Convention Center • atpesummit.org Embark on a voyage of educational discovery with three days of professional learning, leadership development and association governance.

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Summit highlights • An opening general session with TV and film star Edward James Olmos, who will guide attendees through his inspiring story of surviving the barrio and succeeding on his own terms by making his own choices. Emphasizing the need for all races to work together, Olmos will also explain how diversity in our society works to everyone’s advantage.

• Professional Learning and Networking (PLAN) sessions featuring ATPE’s partners—the Texas Computer Education Association, the Texas Association for the Gifted and Talented, and ACTIVE Life—as well as sessions in our Acclaimed Speakers Series by authors Alfie Kohn, Ruby Payne and Adam Saenz. • Award celebrations recognizing ATPE members’ professional and leadership success. • The 33rd annual meeting of the ATPE House of Delegates (HOD) and 2013-14 state officer elections. • ATPE leader training opportunities, including a presidents’ dinner with motivational speaker Greg Risberg.

How to attend Ask your local unit president to register you and certify you as a voting or alternate delegate. Local unit presidents can begin certifying delegates online this spring. The registration fee is $125 until June 19. (Registration for some attendees, such as ATPE Ambassadors, college students, teacher trainees and university sponsors, is free. Learn more at atpesummit.org.) Registration includes access to PLAN presentations, the opening general session, ATPE Central, the HOD, ATPE leader training sessions, and snack and beverage breaks. You may also register for additional meals and award ceremonies (separate fees apply).

$125 registration fee

Key dates March 15 Proposed bylaws amendments and resolutions must be postmarked by this date. State officer nominations must be received in the state office by this date.

May 1 ATPE-PAC donations must be made by this date to count toward 2012-13 ATPE-PAC honors (William B. Travis, Stephen F. Austin and the Davy Crockett Fundraising Challenge).

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June 3 Entries for the Newsletter Award must be submitted/ postmarked by this date. June 19 Local unit presidents must certify local unit voting and alternate delegates by this date. The registration fee increases to $135 after this date.

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atpe news

Introducing the ATPE Leader Code of Ethics and oath of office B oard adopts guiding principles for volunteer leaders

“ATPE has a really good way of actually getting in touch with people on a personal level. We have a representative on our campus who represents ATPE on a volunteer basis, and if a person’s willing to do that on a volunteer basis, you must be doing something right.” —2013 Texas Teacher of the Year Jeremy Wagner, a member of Frenship ATPE, on his impression of ATPE’s member-owned, member-governed structure

regions a specific list of expectations for their volunteers. The expectations are consistent throughout the association, and it’s important that volunteers be aware of this code.” The Best Practices Committee drafted and revised the code and oath before presenting it to the full BOD at its February 2012 meeting, when it was approved. This code and oath were printed in 2012-13

leadership materials and in the 2013 ATPE Summit program. Leaders attending the summit took the oath of office during a 2012-13 officer induction ceremony, and local units and regions are encouraged to use the oath of office in their own ceremonies. This emphasis on the code and oath will continue henceforth. Brown points to the value of the code of ethics as a conversation starter when unfortunate situations and conflicts arise among volunteers. “The code gives volunteers a clear idea of what is expected of them,” he says. “It also gives leaders a perfect chance to bring up each item on the list and have an open discussion.” Brown is proud of his role in the early stages of the code’s development and hopes that all members—not just leaders—learn about its existence. “It gives a member security knowing that we only want the highest quality of leaders at all levels,” Brown says. “Everyone is held to the same standards.”

2012-13 state officers take the ATPE Leader’s Oath.

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photo by john kilpper

any Texas educators are drawn to ATPE because of its member-owned, member-governed philosophy. This tenet is at the core of ATPE operations, which are guided by volunteer leaders and implemented day to day by a modest-size staff. Approximately 5,000 volunteers serve as ATPE leaders annually, and in 2011, the ATPE Best Practices Committee, a subcommittee of the ATPE Board of Directors (BOD), began discussing the need for guidelines to assist volunteers in their leadership roles. The end result of a multimeeting conversation was the ATPE Leader Code of Ethics and the ATPE Leader’s Oath. “This was a step toward making us a more ‘professional’ organization,” says Kirk Brown, a Beaumont ATPE member and the 2010-11 chairman of the Best Practices Committee. “The ATPE Leader Code of Ethics gives local units and

The ATPE Leader Code of Ethics  An ATPE leader is committed to demonstrating and promoting the highest standards of ethical behavior.  An ATPE leader exercises his office for the good of the association rather than for personal benefit.

 An ATPE leader is accountable for prudent fiscal management.  An ATPE leader maintains a professional level of courtesy, respect and objectivity.

 An ATPE leader faithfully abides by the association’s guiding documents.

 An ATPE leader offers membership to all public educators without discrimination.

 An ATPE leader exercises due diligence in making decisions that affect the association.

 An ATPE leader respects the diversity of opinions expressed by fellow leaders and professionally registers dissent.

 An ATPE leader acquires the training to meet the requirements of his position.

 An ATPE leader promotes collaboration, cooperation and partnership.

The ATPE Leader’s Oath

I solemnly promise that I will, to the best of my ability, faithfully perform all of the duties belonging to the office to which I have been elected. As I carry out my duties, I will uphold the values expressed in the ATPE Leader Code of Ethics.

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atpe news

Let’s climb PAC’s Peak again Help ATPE-PAC raise $14,000 by May 1

PACS PEAK

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March 15: ATPE state officer nomination deadline Ever thought you’ve got what it takes? The ATPE Nomination/Election Committee is seeking qualified state officer candidates with excellent leadership ability. As the elected leaders of the organization, state officers speak and act on behalf of many educators and students. State officers participate in all ATPE Board of Directors (BOD) meetings and represent ATPE at region meetings and other functions. The vice president, secretary and treasurer travel 15 to 20 days per year on ATPE business; the president devotes considerably more time to representing ATPE. Per the ATPE State Bylaws (available at www.atpe. org/AboutUs/stateBylaws.aspx), professional and associate members are eligible to run for office. Call (800) 777-2873 or email dhamad@atpe.org to request a nomination form. Nominations must be received in the state office by March 15. The election will be held during the ATPE Summit.

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ATPE members like you have made the PAC’s Peak Challenge so successful that we’ve decided to make it a yearly fundraising effort. The ATPE Political ’ Action Committee (ATPE-PAC) is issuing the third annual PAC’s Peak Challenge. C H A L L E N G E The goal is simple: Raise $14,000 for ATPE-PAC by May 1. The members and local units contributing the most money will receive special recognition in ATPE publications and at the 2013 ATPE Summit. Making financial contributions to candidates and officeholders is a critical part of building relationships with elected officials and a major component of ATPE’s advocacy efforts. With another legislative session underway, now is the time to get involved and make a donation to ATPE-PAC. If you make a contribution during the challenge, the amount will also count toward your yearly and cumulative totals for the ATPE-PAC awards program. You can make donations with your Visa or MasterCard at www.atpe.org/Advocacy/ ATPEPAC/PACDonateForm.aspx. We’ll see you at the peak!

say he

llo to

ATPE welcomes new teachers with Extreme Classroom Makeovers Now in its seventh year, ATPE’s Extreme Classroom Makeover promotion helps new educators stock their first classrooms with educational materials. Eligible for this year’s three $500 drawings were those 2011-12 teacher-trainee members who renewed as 2012-13 first-time professional members. This year’s three recipients are:

Three o newest f Texas’ educato rs

Norma Alvarez, Plano ISD Alma mater: Marymount College in Tarrytown, N.Y. What she teaches: Second grade What she bought: Games, bean bags and skill-building activities for language arts and math What has surprised her about teaching: “The amount of time needed to be well-prepared for lessons and the paperwork involved.”

Ellen Hamilton, Mesquite ISD Alma mater: Texas A&M University–Commerce What she teaches: Sixth-grade English, language arts and reading What she bought: All sorts of classroom essentials and supplies What she appreciates about ATPE: “The opportunity for support and that help is always available.”

Whitney Jopling, Fort Bend ISD photos by max deane and doug eckart

Alma mater: Texas State University What she teaches: High school world geography, psychology and sociology What she bought: National Geographic maps, books and DVDs Meant to be: Jopling has wanted to teach since preschool, when she had workbooks for her imaginary students. “It’s not just a career; it’s a calling,” she says.

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atpe news

Give your wallet a break with Explore the health and lifestyle benefits available to ATPE members For a low monthly fee, ATPE members have access to a variety of discount health and lifestyle benefits including vision and dental benefits, doctors by phone, personal wellness, pet care, identity protection, entertainment benefits and roadside assistance. For more information or to enroll, log in to the Services and Discounts page at atpe.org.

Looking to buy, sell or refinance a home?

ATPE travel discounts

If you’re traveling this spring break, stretch your dollars by taking advantage of the travel discounts available to ATPE members. Log in to the Services and Discounts page at atpe.org for more information, including necessary ID numbers, reservation links and telephone numbers.  Auto rental: Members receive discounts on rental cars through Avis®, Alamo®, Enterprise Rent-A-Car and National Car Rental.  Hotels: Members save on stays at Comfort Inn®, Comfort Suites®, Quality®, Sleep Inn®, Cambria Suites®, Clarion®, MainStay Suites®, Econo Lodge®, Suburban Extended Stay®, Rodeway Inn® brands and Ascend Collection® properties, La Quinta Inns and Suites, Baymont Inns and Suites®, Days Inn®, Hawthorne Suites by Wyndham®, Howard Johnson®, Knights Inn®, Microtel Inns and Suites®, Ramada®, Super 8®, Travelodge®, Wingate® by Wyndham and Wyndham Hotels and Resorts®.  Theme parks: ATPE members can purchase discount tickets to Sea World Orlando, Sea World San Antonio, Sea World San Diego, Busch Gardens Tampa Bay, Busch Gardens Williamsburg, Adventure Island, Aquatica, Water Country USA and Sesame Place by using the Worlds of Discovery Parks online ticket order program. Members can also purchase discount tickets to Schlitterbahn Waterparks through Schlitterbahn’s online ticket program.

If you have a move or a refinancing in your future, the ATPE Home Savings Program can save you money! You can save hundreds or even thousands of dollars each time you buy, sell or refinance a home. Save on realtor commissions, closing costs, title insurance and moving companies. Log in to the Services and Discounts page at atpe.org for more information.

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Tip

Use ATPE’s services and discounts to save more money than you pay in annual dues. Track your savings to see how quickly they add up! atpe news

<© image description/Collection/Thinkstock> © exercises with dumbbell/hemera/thinkstock; Real Estate Sign For Sale by Owner/istockphoto/thinkstock; Joyful family at the beach/ Wavebreak Media/thinkstock

C’mon, get healthy

Everybody find a buddy! It’s the first step to ATPE leadership “The buddy system is the best way to first get involved. Walk with a leader in their shoes, go to the officer meetings and be present as much as possible to see if volunteering is something you would enjoy.” —Cassandra Have you ever wanted to become an ATPE leader? Ask to shadow a seasoned volunteer. Leaders on your campus like Cassandra are happy to help you become more involved with ATPE.

photo by john kilpper

Talk to your local unit leaders or contact ATPE Member Services (member_services@atpe.org) to find a “buddy.”

Cassandra Carter, Northside (20) ATPE ATPE campus representative ATPE elementary membership chair Educator, 24 years; ATPE member, 17 years; volunteer, 13 years

your association

foundation news

2012-13 Technology Grants awarded A dose of inspiration

city view-courtesy of pam miller; © Fresh apple/istockphoto/thinkstock

Some days, you just need to be reminded why you became an educator. The November 2012 issue of Enrich, the ATPE Foundation’s e-newsletter, includes an inspiring interview with Naveen Cunha, a 2010-11 Technology Grant recipient from Bryan ISD. Read the interview at www.atpefoundation. org/ENewsletter.aspx.

Former ATPE Foundation Director Pam Miller and City View ISD’s Keven Robertson

Each year, the ATPE Foundation awards two $2,500 technology grants to help Texas public schools purchase technology resources for classroom use. The ATPE Foundation congratulates its 2012-13 recipients:  Northside (20) ISD’s Christian Evers Elementary. Campus instructional technologist Karen Dunlap was the applicant.  City View ISD’s City View Elementary. Gifted-and-talented teacher/coordinator Keven Robertson was the applicant.

Apply for $1,500 scholarships by June 3 The ATPE Foundation has two scholarship programs, and the 2013 deadline for each is June 3.



The Barbara Jordan Memorial Scholarship was established to honor the late Texas congresswoman and distinguished educator. Up to six $1,500 scholarships are awarded each year to outstanding junior, senior and graduate students enrolled in educator preparation programs at predominantly ethnic-minority institutions.



The Fred Wiesner Educational Excellence Scholarship honors one of ATPE’s founding members. Four $1,500 scholarships are awarded to outstanding college students currently enrolled in educator preparation programs. If the number and quality of applicants allow, three scholarships are awarded to undergraduates and one scholarship to a graduate student.

Find applications and more information, including the list of institutions where students qualify for Barbara Jordan scholarships, at atpefoundation.org.

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May: The month to remember mom—and the ATPE Foundation

ark your calendar for the ATPE Foundation’s Donation Month in May. The foundation’s first donation month in 2012 was a tremendous success; public education supporters donated more than $2,000 to the foundation’s literacy initiatives, technology programs, and educator recruitment and retention efforts. To build on that success, the foundation’s board has declared May 2013 to be the second ATPE Foundation Donation Month. The foundation’s goal is to raise more than $5,000 during the month of May. You can help reach the goal by making a tax-deductible donation at atpefoundation.org using your Visa or MasterCard, or you can print a donation form to mail in with your cash or check. Donations of any size are appreciated and

can be given in honor or in memory of family members, friends or colleagues. Since 2008, the ATPE Foundation has provided $37,000 in literacy and technology grants to Texas public schools and $75,000 in scholarships to current and future Texas educators. None of this would be possible without the generous support of donors. With your help, the ATPE Foundation can make a real impact in the lives of Texas students and educators.

The ATPE Foundation

Golf Tournament

Tee up the formula for sucCess

Save the date—Friday, Oct. 18, 2013

45˚

start time: 1:30 p.m.

Why: To have fun and win great prizes while supporting literacy,

r2 r3 swing plane

See, you really do use geometry in real life.

technology, and educator recruitment and retention programs in Texas public schools

Where: Teravista Golf Club, Round Rock More info: atpefoundation.org

The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code.

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10 ATPE tenets

Exploring ATPE’s 10 tenets ATPE was founded in April 1980 with a distinct set of philosophies. In this ATPE News series, we’re taking an in-depth look at each of ATPE’s 10 tenets and explaining how they act as the building blocks of the association. This is the fifth article in the series.

Right to work/oppose strikes ATPE members believe:

Professionalism

Member-Owned/ Member-Governed Right to Work/ Oppose Strikes

Superior Services to Members

All-Inclusive

Leadership

•E ducators have the right to teach without being forced to join any particular organization; and •S trikes or work stoppages are detrimental to children, the community and the profession. According to the Texas attorney general’s website: “Texas is a right-to-work state. This means that under the Texas Labor Code, a person cannot be denied employment because of membership or non-membership in a labor union or other labor organization. (Tex. Labor Code Ann. §§ 101.001, et al.) “Texas laws protect employees from threats, force, intimidation, or coercion for choosing to either participate or not participate in a union. In other words, the choice of whether to join a labor union is yours; you may not be required to join or pay dues to a union as a condition of employment, nor may you be denied employment because you have joined a union.” ATPE strongly believes in the law-given right of an educator to choose the professional organization that best fits his needs and philosophies. Our members also believe in this right, as illustrated by the following essay by Kenneth Poppe, a science and math teacher at Fort Worth ISD’s Carter-Riverside High School.

Are you an ATPE member? Look in the mirror! By Kenneth Poppe

Collaborative

Issues-Oriented Advocacy

Independent Association

Local Control of Public Schools

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It has been said that we are in the best position to evaluate our own self-concept but in the worst position to evaluate our own personality. I wholly agree. For example, take the beleaguered lady in the store with the spoiled and undisciplined child throwing a tantrum. Despite the fact that the rest of us are thinking, “If only she could see how ridiculous this looks,” only she knows what she really thinks of her parenting ability. Or take how we come across as teachers to our students, our clients—or our parents, our customers. Their perceptions of the product we deliver in the classroom are much more accurate than ours, and only they know the impact of our efforts over time. Need proof? Have you ever seen students parody a staff, as in a skit? We know they “get it right” in a way we never could, and hopefully we laugh in spite of ourselves. So how does an unbiased outsider see ATPE as an organization and as individual members? I’m qualified to answer that, because having recently relocated to Fort Worth after a 40-plus-year teaching career in three other states—and after seeing the

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tenet focus

myriad of other groups teachers join for protection and support— I can tell you how you come across. After seeing how you (make that y’all now) conduct yourselves, the ATPE motto of Supporting Your Freedom to TeachSM is clearly focused on your freedom to teach … students. When asked that age-old question “What do you teach?” an appropriate answer for an ATPE member would not be to say “fourth grade” or “geometry,” but … “Kids. I teach kids.” By comparison, the bottom line of members of other organizations often seems to be the aspects of their contracts, the battle over some political agenda or the sanctity of their content area. As an example, I watched a familiar pattern play out in 2012 when the Chicago teachers’ union went on strike. When the union’s demands weren’t being met, its first approach was to encourage members to do no more for students than the absolute contractual minimum. And then when they didn’t get the proper concessions (which included a rather hefty pay raise in these tough economic times and less emphasis on teacher accountability), they walked off their jobs. This left the chaos of some 350,000 K–12 students and parents without education and all other school services such as breakfast and lunch for seven days. When such events take place, it seems to me that teachers abandon the very reason they supposedly entered the profession and also forget they affixed their signatures to a contract for a certain amount of pay that year in exchange for their services. Like the woman in the store with the free-wheeling child, only these teachers know how they reconcile their actions with their professionalism. But the business leaders who hire their students, the officials who answer for their performance and the parents who hope children can someday be successful adults often see their professionalism differently. At any rate, I have found that losing the focus on the student is not the ATPE member’s way. I have found ATPE to have the integrity of a true professional organization more in line with the American Medical Association (AMA)

Psst … If you follow ATPE on Pinterest, you can call “pinning” professional research.

whose members would not use a patient currently on the operating table as contractual leverage or support an unskilled doctor who was an obvious blight on their professed high standards. Even in informal gatherings of ATPE members, I hear a very different agenda discussed. Whether you see it in yourselves or not, your topics of conversation are very student-centered, progressive as far as meaningful reform, sensibly reasonable and not boastful, and yet visionary and proactive. Furthermore, among ATPE members in public and private, you will hear natural and near automatic references to that spiritual and faith-based component that anchors so many teachers, a concept we all know you do not even dare mention in other circles. Finally, it has also been said that when you intercept a comment about yourself never intended for your ears, you can trust that it is accurate. Well, the above comments have been said by me to other people in private never knowing that someday I would make them this public. Granted, in 40-plus years I have met many stellar teachers in every professional organization, and when each of us thinks of that one special teacher that made all the difference in our lives, those teachers have come from a variety of backgrounds. But for me, the average ATPE member/teacher validates the “80/20 rule” on school staffs, gives at least a dollar’s worth of teaching for a dollar’s worth of taxpayer money, and keeps business people, responsible officials and parents believing that public education is still the hope for our children. In addition, all other factors being equal, if I were a hiring administrator, I would put an ATPE member at the front of the interview list. So that’s it—that’s what I see in ATPE—and I was proud to become an ATPE member last year, which for me is significant in and of itself. Now not only is my freedom to teach students supported, but so is the level of professional integrity I hope to bring to the job. Look to the next issue of ATPE News for information on ATPE’s local control of public schools tenet.A

Get inspired with classroom tips and lesson ideas by following ATPE on Pinterest, Facebook and Twitter.

www.pinterest.com/ atpe

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www.facebook.com/ officialatpe

www.twitter.com/ officialatpe

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kudos

Bravo, ATPE members

Congratulations to all ATPE members who go the extra mile to achieve great heights in their field. BRYAN Kristi Hancock, an art teacher at Johnson Elementary School, was named Region 6 ESC’s Elementary Teacher of the Year.

BURKBURNETT Audrey Ash, a reading specialist at John Tower Elementary School, was named Region 9 ESC’s Elementary Teacher of the Year.

HALLSVILLE ATPE Past State President Sue McGarvey was honored as one of the 2013 Stars of Longview. McGarvey, who served as a Hallsville ISD educator for 35 years before retirement, was honored for her work with ATPE and as a Court Appointed Special Advocates (CASA) volunteer.

JEFFERSON Jo Duncan, who teaches world history, biology, AP biology and integrated physics and chemistry at Jefferson High

School, was named Region 8 ESC’s Secondary Teacher of the Year.

PECOS-BARSTOW-TOYAH Mary Helen Carrasco, a business management and communications teacher at Pecos High School, was named Region 18 ESC’s Secondary Teacher of the Year. Carrasco is also the on-the-job-training coordinator and a UIL accounting, computer applications and spelling coach.

PLANO Ronnie Cantu, a fifth-grade teacher at Forman Elementary School, was named Region 10 ESC’s Elementary Teacher of the Year.

SAN ELIZARIO Irene Salom, a special education resource teacher at Josefa L. Sambrano Elementary School, was named Region 19 ESC’s Elementary Teacher of the Year.

TARKINGTON Tarkington ISD Girls Athletic Director Denise Johnson was named Volleyball Coach of the Year by the Texas Girls Coaches Association for 1A-2A-3A. In the past year, she was also selected as the Volleyball Coach of the Year by the Southwest Texas Coaches Association. Johnson, who started the Tarkington High School volleyball program in 1986, has coached student-athletes through 15 years of playoffs, several undefeated seasons and two state championship tournaments.

UNIVERSITY OF TEXAS Mary Ledbetter, a fifth-grade language arts and social studies teacher at the University of Texas Elementary School, was named Outstanding Elementary Social Studies Teacher of the Year by the National Council for the Social Studies in September.

In Memoriam ATPE is saddened to announce the passing of Robert Corley Jan. 26, 2013. Robert was a long-time ATPE volunteer and represented Region 12 ATPE on the ATPE Board of Directors from 2002–06. Robert recently retired from education after 37 years as a teacher and counselor; over the course of his career, he worked in Palestine, Terrell, Corsicana and Hubbard ISDs. He was also the Tally Master of the Central Texas Tolbert Chili Group and an avid golfer. “The sudden passing of our dear friend Robert brings to us a tangible example of what we mean when we say, ‘We are family,’” ATPE State President Deann Lee says. “Whether we reflect on Robert’s service to ATPE, his place in the infamous Dark Side, the swings on the golf course, rides on the motorcycle or tastes of his chili, Robert strove to make sure that we all knew life was to be embraced for the joy we share with each other. Save a spot for us, Corley. We’ll all have a bowl a chili at the clubhouse together one day soon.” ATPE extends its sympathies to Robert’s family and to all who knew and loved him.

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atpe news

atpe-pac honor roll

The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) between October and December 2012.

your association

Thank you for your donation!

Alvin

Dallas

Mansfield

Plano

Ron Fitzwater

Linda James

Donna Sibila

Andra Harris

Mesquite

Retired educators

Del Valle

Carol Davies

Mildred Bates

Mary Hopkins

Debbie Massey

Mary Pate

Margie Hastings

Garland

North East

Richard Wiggins

Robert Jackson

Linda Kallies

Jeri Willis

Julia Lepek

Dianne Reed Blanco Mike McClure Boerne

Sandy Riddles

Mary Strayhorn Burleson Mary Bryan Corpus Christi

San Antonio Carlos Perez

Northside (20)

Nelly Rosales-Niño

Kathy Day Killeen

Evelyn Hardaman

State office

Eileen Walcik

Bobbye Patton

Brock Gregg Kate Johanns

Melissa Walcik

Jackie Hannebaum

Ron Walcik

Crowley

La Vernia

Steve Pokluda

Clay Bordner

Olney Dale Lovett Pflugerville Greg Vidal

Cypress-Fairbanks

Lewisville

Stephanie Bailey

Greg Alexander

Pineywoods

Karen Hames

Ginger Franks

Learn more about ATPE-PAC and make donations at www.atpe.org/ Advocacy/ ATPEPAC/PAC.asp.

Help ATPE-PAC meet the PAC’s Peak Challenge of raising $14,000 by May 1. See page 32 for details.

spring 2013

atpe.org | 41

your association

family album

McMurry University

photo by Kathy Lanfer

Members of McMurry University ATPE pose after their monthly meeting in November 2012. ATPE Field Representative Kathy Lanfer attended the meeting to provide pizza and discuss the benefits of belonging to a professional association.

photo courtesy of Merry Creager

Photo courtesy of Julie Mihalko

McMurry University

Lackland Ennis Region 10 Past President Merry Creager and Ennis Past President Nanette Moyers had another successful year with their local unit’s annual Operation Christmas Child project. This year, Ennis ATPE coordinated with student council groups and the local community to collect 154 shoeboxes filled with goodies that were delivered to children in need worldwide during the Christmas season.

42 | atpe.org

McMurry University ATPE poses after its monthly meeting. ATPE Field Representative Kathy Lanfer also attended the meeting to provide pizza and discuss the benefits of belonging to the association.

In November 2012, Lackland ATPE officers treated custodians and maintenance workers to a “thankful meeting.” Julie Mihalko, Region 20 secretary, reports that maintenance staff members work tirelessly to keep schools clean and comfortable, so the local unit gave each custodian and maintenance worker a $25 HEB gift card in an ATPE stadium cup as a thank-you for their hard work. Pictured from left, Lackland ATPE Secretary JoAnne Moulder enjoys chips and dip with Lackland ISD head custodian Irma Moreno and custodian Blanca Rodriquez at the gathering. “During a recent move, which involved 98 percent of the classrooms,” Mihalko says, “the custodial and maintenance staff carried boxes, pushed carts, dumped tons of trash and never complained.”

atpe news

highlights

Photo courtesy of Humble ATPE

Region 12 made a donation to Gateway Middle School’s educators after their school was affected by a fire. In conjunction with Waco ATPE, Temple ATPE, Killeen ATPE, Gatesville ATPE and West ATPE, Region 12 was able to send $2,090 to the school to help cover any expenses that educators might have incurred.

Humble At a Humble ISD Board of Trustees meeting in December 2012, Humble ATPE President Stacey Ward presents a check to the Humble ISD Education Foundation for $1,195—representing one dollar for each Humble ATPE member. Humble ATPE officers thanked the board on behalf of their local unit for a recent pay increase. From left: Humble ISD Education Foundation Chair Scott Brady, Humble ISD Coordinator of Philanthropic Resources Katherine Wade Smith, Ward, Humble ATPE Vice President Gloria Reidlinger, Humble ATPE Treasurer Allan Griffin, Humble ATPE Past President Melissa Crizer and Humble ATPE Legislative Chairman Gayle Sampley.

Nacogdoches County ATPE has been renamed Pineywoods ATPE, and the local unit now includes Excelsior ISD. Before the winter break, Humble ATPE’s executive committee showed appreciation for its volunteers by presenting each campus representative with a Starbucks gift card and note that said “thanks a latte.”

welcome back The following local units have recently reactivated:

photo courtesy of Valley View (1) ATPE

• ALPINE ATPE in Region 18. President Twila Hardaway and Treasurer Jennifer Jimerson lead the 63-member local unit. •P RESIDIO ATPE in Region 18. President Stacey Harris, Vice President Polly Luna and Treasurer Lucia Acosta lead the local unit, which has 83 members.

Valley View (1) Valley View (1) ATPE, a 38-member local unit in Region 1, recently reactivated. New officers, from left to right, are: President Melissa Anzaldua, Secretary Yesenia Trevino, Treasurer Rosa Cruz, Membership Chair Mary Alvarez and Vice President Leticia Ojeda.

spring 2013

•T ERRELL ATPE in Region 10. President Jason West, Treasurer Lisa Jenkins and Membership Chair Felicia Robinson lead the 55member local unit.

atpe.org | 43

Continued from page 12—Tech Support spurred a student to bring up the Kony video. “To the teacher’s credit,” Dunn writes in his article, “he started to ask questions and look into the Invisible Children video. He learned about what makes videos go viral, and he examined the authenticity of the Invisible Children foundation, learning that their practices are not as clean and clear as the students had led him to believe. “And, most importantly, he contacted the parents to let them know the buzz around the video, and he included links to articles and explanations.” At the end of the article, Dunn offers advice for any educator looking to include viral media in the classroom. “More and more, schools face the onslaught of social media, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about a new viral video or cause,” Dunn writes. “Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate [them about] the exciting, yet sometimes thorny issues surrounding social media.” (Read the rest of Dunn’s article at http://bit.ly/X51KXW.)A Continued from page 13—Capitol Comment responsibility to get involved and share our viewpoints. The good news is that as an ATPE member, you are an active participant in the legislative process. Still, what happens every other year from January to the end of May is largely determined by what happens in November. No matter how much work is put into making the sausage, the ingredients determine whether it is palatable. It doesn’t matter if you are in Beaumont or Ballinger; you have people working for you at the Capitol in Austin to make sure no

elected official or lawmaker can ever say, “I didn’t know what educators wanted for public schools.”A Continued from page 23—School safety

Liability under state law Like federal law, the Texas Education Code provides immunity from liability for an educator’s actions taken within the scope of employment that involve the exercise of judgment or discretion, but it provides no immunity for ministerial acts (i.e., required actions that do not involve discretion). So again, an educator could find himself held financially liable if an injured party can claim that the educator failed to do something he was required to do under local policy or did something that was prohibited by local policy. Although it is left to an individual district to establish its own policy, it is likely that most policies will have many specific requirements in order to limit the district’s liability. This can result in increasing the educator’s liability. So, firearms dramatically increase the risk of injuries, which increase the risk of claims for financial responsibility, while simultaneously decreasing the strength of the immunity protections that normally limit educators’ risk of financial liability. Of course, we all engage in one activity that involves risk—driving to work. We mitigate the risk by obtaining auto liability insurance. The final piece to this puzzle is that it is unlikely that an educator would be able to obtain insurance to cover the potential liability of firearms. Because of the great risks involved, it is unlikely that an insurer would be willing to provide anything but minimal coverage.A

Official notice of the 33rd annual meeting of the ATPE House of Delegates The ATPE House of Delegates (HOD) will meet during the 2013 ATPE Summit this July 17–19 at the Austin Convention Center. HOD proceedings, including state officer elections, will occur July 19.

Please visit atpesummit.org for more information about the summit and the HOD, including delegate certification information. The wording of proposed bylaws changes will be published in the Summer 2013 ATPE News and made available at atpesummit.org at least 45 days prior to the HOD meeting.

This notice is published pursuant to Article IX, Section 4, of the ATPE State Bylaws.

44 | atpe.org

atpe news

2012-13 ATPE Membership Application 3 Ways You Can Join ATPE:

1 Mail this completed application to the ATPE state office. 2 Give this completed application to your ATPE campus rep. 3 Join at atpe.org (and pay by credit card).

1 Provide your contact information.

2 Select your membership category.

This information helps us maintain your unique member record, a tool that allows us to provide member services more efficiently.

Last 4 digits of your Soc. Sec. #: XXX-XX-__ __ __ __

Female

Male

Refer to the chart on the back of this application to find your appropriate category.

Insured categories*

*See back.

Professional

$145.00

$ ______

First-time Professional

$80.00

$ ______

$70.00

$ ______

Yes, I have been an ATPE member in the past. Member ID# _______________ (Optional—If you don’t know it, no problem.) Name_________________________ _______________________ _________ Last

First

(MM)

I have never been a Professional member.

Middle initial

Associate

ISD ___________________________ Campus __________________________

Paraprofessional and classified positions

Home address ____________________________________________________

FrEE

City/State ____________________________________ ZIP _______________

Teacher Trainee

Home phone ( ____ ) _____________________________________________

Uninsured categories

Student teacher in Texas

Retired

School email ____________________________________________________

$10.00

$ ______

Retired former school employee

Home email _____________________________________________________

FrEE

College Student

Submit your email addresses to receive the latest news on member benefits.

Non-teaching college student

Yes, send me information about volunteering for ATPE!

Public

$10.00

$ ______

Friend of public education

3 Invest in public education. Support ATPE in your school district.

Local unit dues

Support candidates and officeholders who prioritize public education. Suggested donation: $12.

$ ______

ATPE-PAC

4 Select a payment method. Check enclosed. Payroll deduction Complete the authorization below. Arrangements for payroll deduction are the responsibility of the applicant.

TOTAL

$ ______

Payroll Deduction Authorization Payroll authorizations for 2012-13 will not be accepted after Jan. 31, 2013. I, ______________________________________________ , authorize the _____________________ school district to deduct the total amount of $ _______ over ______ payments in order to pay for ATPE state dues, local dues and political action donations. I further authorize the Association to notify the school district of changes in the annual dues amounts and the school district to deduct the new amounts. If my employment with the district ends, I authorize any unpaid balance to be deducted from my final check. This authorization for the deductions referenced above will be effective until I give notice to the school district that I want to revoke it.

VOI

I wish to cancel deduction of membership dues for:

Texas AFT

TCTA

TSTA

UEA

Other

____________________________________________________ __________________________________________________ _______________ Applicant’s signature

Applicant’s Social Security number or employee ID number

Date of signature

2012-13 AP8

Questions You Might Have About ATPE Membership

1 Are ATPE membership dues tax-deductible?

4 When is my ATPE membership effective?

ATPE membership dues are not deductible as charitable contributions for income tax purposes but may be deductible as miscellaneous itemized deductions, subject to IRS restrictions. It is estimated that 4.6 percent of your dues dollar is used for lobbying activities and is therefore not deductible.

For paper applications, your membership date is established when your application is received in the state office, or when your application is received, signed and dated by a designated local unit representative. For online applications, your membership date is established at 12:01 a.m. C.S.T. on the date following successful transmission of your online application and payment at atpe.org.

2 How does ATPE spend my membership dues? • $3.32 pays for a subscription to ATPE News (published four times per year) and includes all state and local sales taxes. • Up to $24 of Professional and Associate member dues and up to $4 of Teacher Trainee member dues pays for the Educators Professional Liability Insurance Policy.*

3 What does the Liability and Employment rights

Defense Insurance* for the 2012-13 membership year cover?

*Coverage applies to your activities as a Professional or Associate member in the course of your duties of employment with an educational institution, or to your activities as a Teacher Trainee member in the course of your duties as a student in a teacher education program in an accredited college or university. Coverage is underwritten by National Union Fire Insurance Company of Pittsburgh, Pa. ALL COvERAGE IS SUbJECT TO THE EXPRESS TERMS OF THE MASTER INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE STATE OFFICE. view a detailed summary at atpe.org. The policy applies only to activities that begin during the period when coverage is effective and does not apply to activities that predate the coverage period.

5 When is coverage effective? *

*Coverage begins on the later of 8/1/12 or your Membership Date and expires on 8/1/13 except for the following: COvERAGE IS EFFECTIvE ON 8/1/12 IF YOU RENEW MEMbERSHIP ANYTIME DURING AUGUST OR SEPTEMbER 2012, AND EMPLOYMENT RIGHTS DEFENSE INSURANCE IS NOT EFFECTIvE UNTIL 30 DAYS AFTER YOUR MEMbERSHIP DATE IF YOU JOIN AFTER 9/30/12 AND WERE ELIGIbLE FOR MEMbERSHIP FROM AUGUST 2012 THROUGH SEPTEMbER 2012. Eligibility for membership benefits is contingent upon receipt of the entire membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year, retroactive to Aug. 1 or your membership date. For further information, call (800) 777-ATPE.

6 What does ATPE-PAC do? The ATPE Political Action Committee (ATPE-PAC) accepts voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to ATPEPAC are not a condition of employment or membership. A member may donate more or less than the suggested amount or may choose not to make a donation without it affecting his or her membership status, rights or benefits with ATPE. Donations are not deductible for federal income tax purposes.

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only. Professional and Associate membership is open to persons employed in Texas by a public school district, institution of higher education, Regional Education Service Center, State board for Educator Certification or the Texas Education Agency. If you have a question about the eligibility of job descriptions not listed below, call (800) 777-ATPE.

Insured Categories*

Uninsured Categories

Professional MeMber ($145) /first-tiMe Professional MeMber ($80)

associate MeMber ($70)

college student MeMber (free)

• Administrator/ Supervisor

• Department Head/ Chair

• Regional Service Center Staff

• Aide to position in Professional category

• Athletic Director/ Coordinator

• Diagnostician • Instructional Officer

• School Psychologist/ Associate

• Alternative Center Aide

• Athletic Trainer

• Intern Teacher

• Social Worker

• Bus Driver

• Nurse (LVN)

• At-Risk Coordinator

• Cafeteria Worker

• Audiologist

• Superintendent/Asst. Supt.

Public MeMber ($10)

• IT Director/ Coordinator

• Regional Service Center Aide

• Friend of public education

• Band/Choral Director

• Librarian

• Teacher

• Nurse (RN)

• Therapist/Pathologist

• Computer Programmer/Entry

• Secretary

• Coach • Counselor

• University Professor

• Custodial Worker

• Substitute Teacher

• Curriculum Director

• Parent/Community Coordinator

• Dean of Instruction

• Principal/Asst. Prin.

• Visiting Teacher

• Clerk–General

• Deaf Interpreter • Educational Aide/ Technician

retired MeMber ($10)

• Maintenance Worker

• Retired former school employee

• Security Guard

teacher trainee MeMber (free) • Student teacher in Texas

• Non-teaching college student

by Mandy Curtis, senior copy editor/writer

snip-its

Keeping students on the right track

Spring cleaning in the classroom Spring is a time of fresh starts and renewal—and the overwhelming urge to organize. If you feel like your classroom could use a little seasonal sprucing up, follow these steps: Formulate a plan—Divide the classroom into numbered sections, and clean them one at a time. Declutter—Throw out or recycle any garbage, and get your students to help. © Clean the Slate/Female student holding books/Istockphoto/ZigZag Warning/Hemera/Thinkstock

Create piles—Create separate piles, or put things into separate boxes. Label these piles “donate,” “trash” and “return.” Clean from top to bottom—Use nontoxic cleaning supplies to clean the walls, floors and furniture. Redesign—Once the classroom is spotless (or close to it), refresh bulletin boards, art on the walls and even furniture arrangements. Maintain—The hardest part of all is not undoing all of your hard work. Enlist the help of your students, and work together to keep your communal space spick-and-span until summer arrives. (List adapted from www.pearsonschoolsystems.com/blog/?p=743.)

spring 2013

Texting while driving has become a major cause of traffic incidents in recent years. If you’re looking to infuse traffic safety tips into your classes, check out Driving on the Right Side of the Road, a collaborative effort from the Texas Municipal Courts Education Center, the State Bar of Texas’s Law Focused Education Inc. and the Texas Department of Transportation. Driving on the Right Side of the Road is a set of TEKS-aligned lessons and resources that focuses on citizenship education and traffic safety. The project’s website, www.tmcec.com/drsr, is home to a variety of free resources for educators of all grade levels, including ideas for research projects and online games.

“Nothing is so contagious as enthusiasm.” —Samuel Taylor Coleridge, English poet, literary critic and philosopher (1772–1834)

Send a virtual note home Remind 101 is a new smartphone app that allows educators to send text messages to students and parents free of charge. “I started using Remind 101 about three weeks ago as a means of contacting my students via text or email,” Lewisville ATPE Vice President Samantha Castillo says. “I don’t like giving my personal info out, and this is a way to communicate with my students and even create classes or distribution lists. It’s amazing!” The free app is currently available for iOS and Android devices; find out more at www.remind101.com. Please note: ATPE recommends that before you use an app like this, you be sure to know and follow any applicable district policies regarding texting students.

atpe.org | 47

The Teach the Vote blog Your source for the latest news from the Capitol

Every day, lawmakers are making decisions that impact your students, your rights and your retirement. Stay up to date and share your opinions on ATPE’s new Teach the Vote blog. 4 easy ways to follow Teach the Vote: Sign up to receive each blog post by email. Subscribe to the blog through your RSS reader. Follow Teach the Vote on Twitter @TeachtheVote. Like ATPE on Facebook.