Summer 2015 ATPE News

SUMMER 2015 | ATPE.ORG

D E U R C O A O T D I O T N U O MAKES ALL OF TEXAS A CLASSROOM

A father fights to prevent suicide through education PAGE 14

The single-sex school controversy PAGE 16

Get all the info you need for the 2015 ATPE Summit PAGE 24

Wherever the road may take you

THIS SUMMER…

Make great memories with

ATPE’s TEXAS-SIZED

travel services & discounts!

TEXAS LEGAL P R O T E C T I O N

P L A N

Learn more about saving a bundle at www.atpe.org/summerbreak

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V O L U M E

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N U M B E R

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special sections

ON THE COVER

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Regional Roundup 2015 ATPE Summit

The 2015 ATPE Summit is

July 7-10 in Austin. Preview the summit agenda, meet the 2015-16 state officer candidates, and learn more about what to expect at the 2015 House of Delegates.

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Outdoor Education Makes All of Texas a Classroom Outdoor education inspires students and teachers alike. Discover some of the best spots for outdoor education across Texas.

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features 14 Man on a Mission

PHOTO COURTESY OF: INI PHOTOGRAPHICS; COVER PHOTO BY ERICA FOS

TPE member Coach Kevin Childers has been working A hard to help prevent suicide among students. Coach Childers talks about his journey, the challenges he has faced, and what we can do to make his vision a reality.

16 No Girls Allowed

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ingle-sex public schools are S taking off across the country— and across Texas. Hear from experts on both sides of this controversial trend and go behind the scenes at an allboys public middle school.

Your ATPE Family Album • ATPE-PAC Honor Roll

departments 4 5 8 32 34 43

President’s Message Calendar Recipe for Success Spotlight Members Speak For the Record

columns 10 Texans on Education

Learn more about why Judge John Dietz declared Texas’s school finance system unconstitutional.

12 Your Ally. Your Voice.

The failed rhetoric of “failing schools” • Issues to consider before you start your summer break

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president’s message

The official publication of the Association of Texas Professional Educators

Richard Wiggins ATPE State President

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STATE OFFICERS

Richard Wiggins President, Boerne (20)

Cory Colby Vice President, Willis (6) Julleen Bottoms Secretary, Corsicana (12) Carl Garner Treasurer, Mesquite (10)

Ginger Franks Past President, Pineywoods (7)

Michael Sweet Pharr-San Juan-Alamo (1)

BOARD OF DIRECTORS

Cesarea Germain Corpus Christi (2) Andy Erdelt Palacios (3) Ron Fitzwater Alvin (4) Bill Moye Warren (5) Judi Thomas Willis (6) Janie Leath Nacogdoches (7)

Jimmy Lee Paris (8)

Kristi Daws Jacksboro (9)

Jackie Davis Garland (10) David Williams Keller (11)

Jason Forbis Midway (12)

Jayne Serna Leander (13)

Tonja Gray Abilene (14) Darlene Kelly Ballinger (15)

Dawn Riley Bushland (16)

Lynette Ginn Hale Center (17)

Bridget Loffler Odessa (18)

Socorro Lopez San Elizario (19)

Tina Briones San Antonio (20)

ATPE STAFF

Gary G. Godsey Executive Director

Alan Bookman Deputy Executive Director Elaine Acker Marketing & Communications Director

ATPE NEWS STAFF

Gary G. Godsey Executive Editor

Elaine Acker Editor

John Kilpper Art Director

Leslie Trahan Managing Editor

Erica Fos Senior Graphic Designer Jean Schlitzkus Staff Writer/Editor

ATPE News contains legislative advertising contracted for

by Gary G. Godsey, 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 2015 in USA by the Association of Texas Professional Educators ISSN © ATPE 2013 0279-6260 USPS 578-050

305 E. Huntland Dr, Suite 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) • (512) 467-0071 atpe.org • atpe@atpe.org

atpe news

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SUMMER IS HERE. FOR EDUCATORS, it’s a time to rest, recharge, and reflect on the past year. It’s a time to stop and think about the tremendous impact we have on our students’ lives. And it’s a time to consider ways that we can grow professionally, strengthen our career, and prepare for the coming school year.

As my term as your ATPE president comes to a close, I’d like to thank this talented board of directors and dedicated staff for everything they’ve done to modernize our business practices and ensure that we operate on both a state and local level with efficiency, transparency, and integrity.

We know that over ATPE’s 35-year history, the field of education has changed dramatically, from the way we teach students in my field of special education, to technology in the classroom, to the changing student culture. The future offers numerous challenges, but it also offers infinite opportunities, and I look forward to working with ATPE to support our Texas educators for years to come.

Because we’re educators, we’re also lifelong learners. Here are just a few ways we can recharge this summer: • Network with other educators. The 2015 ATPE Summit is a great way to build relationships that help us excel in our chosen fields.

• Professional learning. I’ll explore ATPE’s online professional learning portal and attend this year’s Special Education Academy with my district.

• Explore new technologies. Technology is a valuable part of the classroom experience. Something as simple as Google Docs can be a powerful tool for teachers, administrators, and students.

• Read. My principal here at Boerne Middle School South, Susan Cleveland, attended the Leadership: An Evolving Vision conference at Harvard last year and shared a list of some of the best recent publications for educators. You can find this list on the ATPE blog at atpe.org/educator-list.

Those of you who know me know I love sports, so in closing, I’d like to share one of my favorite quotes from Coach John Wooden. “The teaching profession contributes more to the future of our society than any other single profession.” Those are the best words to reflect on this summer. Thank you for everything you do—every day—for Texas’s children.

calendar

June

National Safety Month

1 Entry deadline for ATPE Newsletter Award; Sine Die: Last day of 84th Legislature, regular session

9 ATPE Summit delegate certification/preregistration deadline

11–12 Region 10 Convention in Rockwall* Keep up with legislative issues related to Texas public education.

11–12 Teacher Retirement System Board of Trustees quarterly meeting

TeachtheVote.org.

14 Flag Day

12 State Board for Educator Certification meets 13 Region 1 Leader Lab* 15–16 IT’S TIME TEXAS Summit: Health & Wellness Conference 18 Ramadan begins 19 Juneteenth

21 Father’s Day and first day of summer

July

National Parks and Recreation Month

3 State office closed for Independence Day

4 Independence Day

Find out more about the IT’S TIME TEXAS Teach Healthier mobile app.

See page 8

7 Summer Committee Meetings: Educator of the Year and Leader of the Year 7–10 2015 ATPE Summit 13 State office closed for post-ATPE Summit holiday 17 State Board of Education meets 18 Eid al-Fitr (end of Ramadan)

Renew your membership with the association founded by Texas educators and working for Texas educators.

31 2014-15 membership year and professional liability insurance policy expire**

August

National Back to School Month

1 ATPE membership year and professional liability insurance policy begin**

7 State Board for Educator Certification meets

atpe.org/en/ My-Account *These dates are subject to change. Please contact your regional leaders to verify.

© SMARTSPHONE/ISTOCK/THINKSTOCK

**THE EDUCATORS PROFESSIONAL LIABILITY INSURANCE POLICY IS UNDERWRITTEN BY NATIONAL UNION FIRE INSURANCE CO. 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 ATPE STATE OFFICE. Coverage applies to an insured’s activities within his/her professional capacity and does not apply to activities that predate the coverage period. View a detailed summary at atpe.org. Eligibility for ATPE membership benefits is contingent upon ATPE’s receipt of the entire annual 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. ATPE reserves the right to determine eligibility for the appropriate membership category. The membership year runs from Aug. 1–July 31.

Make plans to attend the 2015 ATPE Summit. atpesummit.org

call (800) 777-ATPE (2873) to be put in touch with your region officers red dates indicate atpe deadlines

summer 2015

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regional roundup

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here are more than a thousand school districts in Texas and each one has success stories. Regional Roundup highlights some of the achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.

6 PARIS

5

3

EL PASO

BROWNWOOD

1 4

AUSTIN

DRIPPING SPRINGS

2 BEEVILLE

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atpe news

REGIONAL ROUNDUP:

HEADLINES FROM ACROSS THE STATE

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Documentary produced by Austin team screened at White House

PHOTOS COURTESY OF: 1. ELLIE BREED/THE MAROON NEWS/AUSTIN ISD; 2. KEVIN J. KELLER; 3. BROWNWOOD ISD; 4. DRIPPING SPRINGS ISD; 5. YSLETTA ISD; 6. PARIS ISD

The 2015 White House Student Film Festival included The Archer Hadley Story, produced

by Austin High School’s media arts team.

The documentary follows Archer Hadley’s fight to get accessible doors installed at his school. Hadley, who has cerebral palsy, raised money by making a series of school-wide “wheelchair challenges.” www.austinisd.org

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Beeville powerlifting team wins school’s first team state title

The A.C. Jones High School Lady Trojan powerlifting team won the school’s first-ever team state championship at the Texas High School Women’s Powerlifting Association State Championships. Beeville’s Kaitlyn Pelitire successfully pulled 290 pounds in the dead lift to clinch the 105-pound 4A state title at the state powerlifting meet. www.beevilleisd.net

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Brownwood students raise thousands with Jump Rope for Heart

Woodland Heights Elementary students raised more than $15,000 for the American Heart Association. The school’s principal, Jenny Swanzy, agreed to be taped to a wall by the top donation earners. Jump Rope for Heart is a program that promotes physical activity and heart health through jumping rope. www.brownwoodisd.org

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Dripping Springs school district earns comptroller’s award for third year in a row

Dripping Springs ISD has earned a 2014 Gold Leadership Circle Award from the Texas State Comptroller’s Office in recognition of the district’s financial transparency. This is the third consecutive year that DSISD has been honored with the Gold Leadership Circle Award. www.dsisd.txed.net

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El Paso students create their own campus library

Valle Verde Early College High School’s AVID II class created their school’s first library. Now, there is a “Little Free Library” on their campus. Ms. Laura Fabela’s class organized a drive for book donations to jumpstart the project. www.yisd.net

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Paris siblings are both science stars

Seventh grader Madeline Petrikas and her brother, sixth grader James Petrikas, were both winners at the ExxonMobil Texas Science and Engineering Fair. Madeline won first place in Junior Division Behavioral and Social Sciences for her project “Multitasking: Brain Drain or Brain Gain?”

James was awarded the National Oceanic and Atmospheric Administration “Taking the Pulse of the Planet Award.” www.parisisd.net

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recipe for success

by Caroline Fothergill, Community Outreach Manager, ITâ&#x20AC;&#x2122;S TIME TEXAS

Teach Healthier Today, one in every three children in the United States is overweight or obese, and here in Texas, the numbers are even higher. Educators are well aware of the immediate and far-reaching effects of this epidemic and are seeking tools to make teaching health and physical education easier.

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e are also witnessing a change in the way students live and learn because they are drawn to technology-based activities that don’t require or encourage physical activity.

Advancements in technology have required educators to find new teaching methods that appeal to students and encourage them to move more and make healthier choices.

State physical education standards are becoming more rigorous for the better, but they leave educators seeking a tool to meet those requirements and record their success.

The free Teach Healthier mobile app from IT’S TIME TEXAS has hundreds of nutrition and reinforcing physical activity lessons for all grade levels. Content has been reviewed by experts at the University of Texas School of Public Health—Austin Regional Campus and registered dietitians, ensuring lessons meet national guidelines.

Lessons range from 5-minute energizers to hour-long instructions and are great for coaches, classroom teachers, after-school instructors, and families.

Since discovering Teach Healthier at the Texas Association for Health, Physical Education, Recreation & Dance (TAHPERD) Convention in December, Coach Katie Morris has integrated the app into all of her classes at Harmony Science Academy in Houston. “I teach fifth, sixth, and eighth grade, and this app works for all of them,” Katie said. “Sometimes I modify if needed, or even let the kids make up their own variations—they really enjoy that!”

Since Teach Healthier launched in December, thousands of Texas educators and families have used the app to get students moving and learning about nutrition. Like many schools, Katie’s

doesn’t have separate health classes, so Teach Healthier provides her with a fun, active way to deliver crucial nutrition information her students wouldn’t receive otherwise. Teach Healthier currently serves elementary and secondary students, and IT’S TIME TEXAS is developing early childhood education content to launch next spring.

IT’S TIME TEXAS School Programs Manager Sara Jefferson presented on Teach Healthier at the 2014 TAHPERD Winter Convention, and has since provided trainings on the app all over the state.

“Many districts across the state are going paperless and using technology-based resources for both the educator and the student,” Sara explained. “We found that educators are at times intimidated by the use of technology that is forced upon them, so we designed this app to be extremely simplistic and user-friendly.”

IT’S TIME TEXAS puts the app into practice every day in their Teach Healthier After School Program, in more than 30 Austin-area schools. The IT’S TIME team is proud to provide adaptable, user-informed tools and are continuing to add and refine Teach Healthier lessons. The app even includes a feature for users to contact IT’S TIME TEXAS staff with feedback. They greatly value educators’ insight as they continue to refine this free tool.

Download the Teach Healthier mobile app for free today in the Apple App Store or via Google Play. To learn more about IT’S TIME TEXAS, visit www.itstimetexas.org.

summer 2015

atpe.org | 9

Texans on education

by Leslie Trahan, Managing Editor

Dietz Discusses Past, Present, and Future of Texas Education Judge Explains Why He Ruled Texas School Finance System Unconstitutional

feature the voices of Texans who are outspoken and informed about education in our state. This month, we bring you a write-up of Judge John Dietz’s recent compelling and insightful speech on his historic decision to overturn Texas’s school finance system. In February 2014, Judge Dietz, who recently retired from the bench, ruled the Texas school finance system unconstitutional. The 67-day trial, which began in October 2012, included 250,000 pages of exhibits. This ruling signified a win for 600 school districts in Texas, representing three-fourths of the state’s public school students. Judge Dietz’s ruling made him a hero to educators across the state who had argued that Texas schools were underfunded.

ATPE members got the opportunity to hear Judge Dietz’s rousing speech in person at our Lobby Day and Political Involvement Training in February of this year. But we didn’t want those who couldn’t make the event to miss out on the conversation. Read the write-up that follows, watch the full speech on our YouTube channel, and learn more about how ATPE fights for school funding by visiting TeachTheVote.org.

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atpe news

© MARJORIE KAMYS COTERA

IN THIS COLUMN, we

T

he idea that the government should provide its citizens with a free public education dates back to 1779, when Thomas Jefferson drafted the Bill for the More General Diffusion of Knowledge. In this bill, Jefferson makes the case that a free public education is the best defense against a dictatorship, which many citizens of the new country feared. Jefferson reasoned that teaching children how to recognize ambition and tyrannical behavior would make the nation stronger and more resistant to oppression. And creating a meritocracy—where any citizen can succeed—means educating everyone, despite prosperity level. Unfortunately, Jefferson proposed, the only way to fund this education was through taxation. He knew people would fight against a tax but considered the benefits of free public education worth the battle.

The Texas Vision On March 2, 1836, Texans declared independence from Mexico. In 1845, Texans wrote their own constitution, which contains this clause on public education:

A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools. (Article VII, Section I)

Although the Texas Constitution set the stage for public education, it did not mention how education would be funded.

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It wasn’t until 1863 that a small school tax was established. This was a start, but it wasn’t quite enough. Underfunded schools struggled with financial concerns.

In particular, rural areas complained that they couldn’t provide the same level of education as urban schools because their funds were insufficient.

The struggle over education in Texas continued until after World War II, when Senators A. M. Aiken and Claud Gilmer came together to pass the GilmerAiken Act. This Act established the Texas Education Agency and set up a sustainable method of school finance— the same method that’s in place today.

A Suitable Provision At the heart of Judge Dietz’s ambitious ruling is the phrase “a suitable provision” from the 1845 Texas Constitution. This seemingly simple phrase means that the legislature needs to provide enough money for the more than 1,000 school districts across Texas to offer an adequate education.

After listening to expert testimony and reviewing all the documents, Judge Dietz determined that the state’s funding was not suitable.

There are 5 million schoolchildren in Texas, and 60 percent are economically disadvantaged. These disadvantages, which generally align with educational impairments, can be overcome, but doing so requires 1.5 times the amount of time and money necessary to educate children without these disadvantages. In addition, our state’s approximately 900,000 English language learners require far greater resources than do native speakers.

After reviewing the evidence, Judge Dietz did not find that the state had provided enough funds for the districts to adequately educate these children.

According to Judge Dietz, our state’s reliance on local taxation to fund schools has created an educational disparity. As he says, “The dirt in Alice, Texas, is not worth the dirt in Dallas, Texas.” Dietz believes that where you live should not influence your right to a good education.

Next Steps Judge Dietz’s controversial decision made waves across the state, but its ultimate impact is still unknown. The state is appealing his decision, and the case will eventually be heard by the Texas Supreme Court.

Last year, Texas ranked 46th in the nation for per-pupil spending. As Judge Dietz points out, when adjusted for inflation, we spend less per student now than we did in 2006. Every year, Texas adds more students to its schools than any other state, but we don’t increase our funding to keep up with the demand.

As Judge Dietz says, “We are dooming a generation of our children by providing an insufficient education. And we can do better. It’s in our best interest to do better.”

Read this article online at www.atpe.org/en/News/ATPENews-Archives to see Judge Dietz’s speech on ATPE’s YouTube channel.

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your ally. your voice.

by Jennifer Canaday, ATPE Governmental Relations Manager

The Failed Rhetoric of “Failing Schools” Flawed Logic and Misinformation Hurt Students and Schools

Stigmatizing children attending a school that is struggling under our rising standards and inhospitable budget climate does nothing to support them or the educators working on their behalf.

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Legislative hearings are monotonous, with agendas so long that it takes hours for a parade of witnesses to deliver three-minute speeches. For attendees not invested in every bill being heard, the “hurry up and wait” routine is interminably dull. Years ago, bored lobbyists started passing the time by playing legislative buzzword bingo. They created bingo cards splattered with catch phrases you might hear during a committee meeting. Today, “failing schools” is unquestionably the phrase most likely to ensure a bingo win at an education hearing.

Overused, it’s also one of the most ill-informed, misleading terms bandied about the Capitol.

If you support lowering public education revenue; setting arbitrary spending caps to compel a leaner government; defunding bilingual education and pre-K programs; and diverting tax dollars to private and home schools, it makes sense for you to pontificate about “failing schools.” In fact, voucher proponents openly embrace the strategy of labeling schools as failures so that parents will demand “choice” and support privatization.

Users of this rhetoric ignore the fact that the school’s failing condition was caused by students who were unable to pass standardized tests. In other words, a “failing school” is a collection of “failing students,” which legislators don’t mention because they know testing is unpopular and parents (voters) don’t like their children being called failures.

This is why ATPE has questioned legislation purporting to more clearly identify so-called failing schools. Stigmatizing children attending a school that is struggling under our rising standards and inhospitable budget climate does nothing to support them or the educators working on their behalf. Yet education reformers—particularly those who favor vouchers—keep seeking more provocative labels to slap onto schools, including “A” through “F” accountability grades. It’s an idea Jeb Bush made popular in Florida and that quickly spread to other states.

The stated rationale for “A–F” legislation is that it gives parents a clearer picture of the performance of their children’s schools. ATPE believes parents deserve more useful, accessible information about schools their children attend. In addition to academic

performance, a campus report card should include whether a school is equitably funded, details on its workforce, and its safety record. Unfortunately, state-issued school report cards have typically been complicated, narrowly focused on test scores, and difficult for parents to comprehend. Their designs have recently improved, but legislators continue to debate which labels to assign to campuses.

Reform-minded lawmakers insist that accountability ratings such as “unacceptable” or “exemplary” are meaningless. As I write this column, a bill requiring “A–F” grades for campuses has just been approved by the Texas Senate on a party line vote, but some states that adopted campus grades earlier on are having second thoughts. Virginia, for example, recently ditched “A–F” labels after lawmakers who previously supported them concluded it was unwise to stigmatize students. Instead, the commonwealth is pursuing new reports for parents that will include school safety and funding information.

Proponents of “A–F” contend that accountability grades will pressure school districts to fix problems at their campuses. But the premise that public pressure will lead districts to remove their schools’ obstacles is deeply flawed. It’s insulting to educators, who understand the root causes of those problems: schools that have been underfunded while suffocated by high-stakes testing; a student population that is increasing dramatically, with enrollment ballooning among English language learners and those with special needs, who cost more to educate; and poverty. Considering that 85 percent of students in Texas’s lowest-performing schools are economically disadvantaged, it’s clear that poverty is directly linked to schools deemed as “failing.” No amount of pressure or shaming will change those circumstances or produce wildly different results absent an infusion of resources from the legislature.

Reformers, why not say what you mean and mean what you say? If your goal is to punish a school because its students can’t pass a test, call your reforms “failing students” initiatives. If you truly want to help struggling schools, stop using the F-word and let’s discuss real solutions.

atpe news

by Paul Tapp, ATPE Member Legal Services Managing Attorney

your ally. your voice.

Before You Break Considering These Potential Issues Now Will Make Your Summer More Relaxing It’s summer! You’ve made it through the school year and now you have a couple of months to relax with no thoughts of work, right? Well…maybe.

Here are a number of issues that may impact your summer break.

Evaluations The ATPE Member Legal Services Department can help you with a number of issues that may impact your summer break.

A classroom teacher’s evaluation should be completed well before the last instructional day of the school year. If you received your evaluation late and are unhappy with it, you may be able to have the evaluation invalidated. Local policy determines when non-teaching staff may receive evaluations.

Summer Professional Development Many districts now require training during the summer. It is common for districts to swap two days of summer training for two days of service during the school year. Some districts allow teachers who don’t do the summer training to make it up during the year, but in others, teachers simply lose the compensation for the two days. Be sure you know and follow your district’s policy.

A district may also insist on training that occurs on specific days. If required training interferes with your summer plans, talk to your administration.

If you cannot reach an acceptable compromise, don’t give up—eligible members can call the ATPE Member Legal Services Department for help.

Districts may also require certification that is awarded by attending training. In most cases, such a requirement should apply across the board and come from the school board, not an immediate supervisor. A district may require those who don’t participate in the summer training to receive the training during the school year instead, which may actually be more burdensome for the educator.

Reassignments A new school year means a new budget and changes in student populations or programs that may lead to staff reassignments. Staff employed under a contract should be familiar with the ubiquitous reassignment clause that allows the district to reassign the individual to any position

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within the same professional capacity. Staff not employed under a contract can generally be reassigned to any position at any time.

If you receive notice of an unwanted reassignment, it is important to act quickly. Formal options for protest include short, mandatory deadlines. The closer it gets to the new school year, the more difficult it becomes to change staffing decisions.

Resignations What should you do if you find the perfect job at another district after you have signed and returned your contract for the next year at your current district? Are you out of luck? That depends on timing. Even if you have signed and returned your contract, you can still submit a written resignation to the school board president in care of the superintendent. The resignation must be sent via certified mail with return receipt requested at least 45 calendar days before the first instructional day of the upcoming school year. After that deadline, you risk having your certificate suspended by the State Board for Educator Certification, unless the district agrees to release you from your contract.

Leave What if you know you will be out when school begins? You may be planning an operation or expecting a child. It might be necessary to notify your district of your plans during the summer to qualify for all your leave benefits when school resumes. Family Medical Leave can provide qualified individuals with up to 12 weeks of leave. Federal regulations require that an employee notify an employer of known future requests 30 days in advance or as soon as practicable.

An employer may be able to deny leave if the employee fails to notify them in time. If you know or become aware that you will be out at the beginning of the school year, it is a good idea to discuss the matter with a district’s human resources representative.

Summers in public education aren’t always as relaxing as they should be. But with a little knowledge and the assistance of the ATPE Member Legal Services Department, you can get the rest and relaxation that you deserve. atpe.org | 13

MAN ON A MISSION Interview by Tariq Z. Khan

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evin Childers is an educator with more than 30 years of experience and is currently coach of the Fairfield football team. In 2013, Coach Childers tragically lost his son, 16-year-old Jonathan, to suicide, and he has since been on a crusade to protect other schoolchildren who may be at an increased risk of suicide.

Coach Childers, a longstanding ATPE member, is working with ATPE Governmental Relations and other groups to introduce House Bill 2186/ Senate Bill 1169 (Suicide Prevention Training Act, In Memory of Jonathan Childers). This historic piece of legislation, already implemented in 12 states, will authorize two hours of annual suicide prevention training for all Texas educators.

ATPE News talked with Coach Childers about his personal quest and why he feels HB 2186/SB 1169 will help protect Texas schoolchildren.

Coach Childers with his family.

Getting this on the legislatureâ&#x20AC;&#x2122;s agenda must have required considerable effort on your part.

Could you tell us a little about your journey?

This journey began on August 19, 2013, the day after my sonâ&#x20AC;&#x2122;s funeral.

All I could think of was trying to get in touch with someone from the Jason Foundation. Being a member of the American Football Coaches

Association, I knew that they dealt with youth suicide prevention and awareness. After talking to Clark Flatt, the president, I knew the state of Texas needed this legislation.

We spent many hours last spring educating legislators and different groups related to teaching and finally have bills in both houses. We understand the journey is far from over, but we feel confident that the

Suicide is the SECOND LEADING CAUSE OF DEATH in high-school-age students.

2nd

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need for saving young lives in our great state will override any obstacles to getting this legislation passed.

Why do you feel the present level of training provided to educators on suicide prevention is inadequate?

The problem with the present level of training is it is a one-shot effect. If you take the training one time, you are good for your entire career. The

4 OUT OF 5 who attempt suicide have given CLEAR WARNING SIGNS.

atpe news

Sources: Centers for Disease Control and Prevention (http://www.cdc.gov), CDC WISQARS 2013; National Alliance on Mental Illness (https://www.nami.org); American Foundation for Suicide Prevention (https://www.afsp.org); The Jason Foundation (http://jasonfoundation.com).

reality is that our society is everchanging, which means the problems that young people now face are constantly changing. For example, problems that social media brings to the table. Youth suicide prevention awareness and training needs to be regularly updated just as any other life-saving techniques are updated.

What skills in particular would you like to see as part of this augmented annual training on suicide prevention for teachers?

How do you feel this will help protect Texas schoolchildren?

Just having a better understanding of warning signs as well as how to get that young person the help they need will be a great start. We have to understand that the idea of taking things for granted with our young people is over. The thought that they are just being a kid is no longer an answer. Based on their problems, we have to learn when to dig a little deeper and how. Understanding these aspects has helped us greatly in Fairfield. We have had several successful interventions over the past 18 months, and we are a small rural community, so the impact in bigger school districts will be immense.

What has been the response from legislators, fellow educators, and the public on this bill?

The response has been positive and open from our legislators. Any community that has had to deal with the tragedy of youth suicide understands the importance of this legislation and of saving lives. Our teachers in Fairfield have been very supportive of the training and feel it has been very educational and effective.

Have there been any particular challenges along the way that you would like to share with us?

The challenge has been the process itself. I have taught government for 31 years, and you begin to understand that teaching the process is a lot different than being a part of it. I say that in a positive sense.

What can educators do to better protect Texas schoolchildren who are more vulnerable to the risk of attempting suicide?

The first step is to be trained on catching warning signs and then be trained on how to aid that young person to get the help they need.

Our educators need to be updated on this topic.

TEEN SUICIDE RATES HAVE TRIPLED since 1960.

2015 1960

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This issue affects children but also has a strong impact on educators.

Do you feel that educators also need support mechanisms to help them cope with this pressing issue?

Guilt is a common emotion for both educators and parents that experience this tragedy. My response to them is the same one that I received: you cannot have guilt for something you have not been educated on. The best support mechanism for this must come from our leadership, by making this silent epidemic a priority. I cannot think of a more important issue than saving young lives in our great state.

This entire quest started as a result of our son, Jonathan Childers, taking his life. Our goal is to do whatever we can so another family, school, and community do not have to go through the effects of such a tragedy. If our efforts can keep one young person from doing this to themselves, then we have succeeded. The great thing is, there are statistics supporting the fact that if this legislation is passed, it will help keep many young people from making this unfortunate choice.

As of press date, this bill had passed the House of Representatives and was going to the Senate. Look for updates on the billâ&#x20AC;&#x2122;s progress on TeachtheVote.org and atpe.org/suicide-prevention.

90% OF ALL TEEN SUICIDES have been linked to TREATABLE PSYCHIATRIC DISORDERS.

90%

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by LESLIE TRAHAN

Walking through the halls of the former Gus Garcia Middle School, one wouldn't immediately guess that there was anything unusual about the school. The hallways are lined with metal lockers, and student artwork adorns the cinderblock walls. At first glance, the schoolâ&#x20AC;&#x2122;s most remarkable features are its abundant natural light and scenic views of Austin.

But when the bell rings and the students flood through the hallways, what really makes this public school unique becomes apparent. Every student wears a dress shirt, slacks, and a tie. Every student is a boy.

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Principal Sterlin McGruder at the Gus Garcia Young Men’s Leadership Academy

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n August 2014, after years of underperformance, Gus Garcia Middle School officially reopened as the Gus Garcia Young Men’s Leadership Academy, the first all-boys public school in Austin. At the same time, nearby Pearce Middle School, which had also struggled for years, transitioned into a corresponding girls’ school, the Bertha Sadler Means Young Women’s Leadership Academy.

Principal Sterlin McGruder, who was hired to lead Garcia when it became an all-boys school, says that after so many years of struggles, stakeholders were eager to try something new. McGruder says, “We know the definition of insanity. We kept doing the same thing over and over again and got the same results, and the results weren’t what we wanted them to be.”

The decision to transition two public middle schools into single-sex academies came with a wealth of publicity—not all of it good. There was a heated

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debate within the community. It seemed like everyone—parents, teachers, community members, politicians, and journalists—had a strong opinion about single-sex schooling.

Then, in September 2014, immediately after the two new schools opened, the American Civil Liberties Union (ACLU) of Texas filed a civil rights complaint against Austin ISD, accusing the district of engaging in sex and racial discrimination.

History of a Movement Although single-sex schools are hardly new, the decision to fund them using public money is controversial. Title IX of the US Education Amendments, passed in 1972, made it illegal for educational programs receiving federal funding to discriminate based on sex. But in 2006, a change in regulations made single-sex classes and schools far more accessible. A reinterpretation of the Title IX regulations, spearheaded by Texas’s own Kay Bailey Hutchison,

allowed for greater leeway in the creation of single-sex programs.

This revision, though seemingly minor, signified a sea change in the public education world. In 2006, there were only 42 public singlesex schools in the United States.

Now there are upwards of 150, with nearly 15 of these schools located in Texas. And the movement shows no sign of slowing down.

For the past decade, supporters and opponents of single-sex education have been struggling to make their voices heard.

Supporters of the movement argue that wealthy parents have long had the ability to send their children to private single-sex schools and that all students should have the same opportunity. Opponents counter that single-sex education has no scientific basis and that federal money shouldn’t be used to support it.

As the debate continues and more schools, parents, and communities get caught in the struggle, an important question is being asked: What’s best for the students?

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The Burden of Proof Perhaps the biggest hurdle that individuals on both sides of the debate face is a lack of solid evidence. Although there is no shortage of studies exploring single-sex education, there is no consensus either. One could just as easily find a report stating that single-sex education results in huge academic gains as one indicating that there are no benefits at all. With experts on both sides making wildly different claims, it can be hard for parents, teachers, and administrators to know whose research to trust.

One of the largest points of contention is whether boys and girls actually learn differently. Brain scans have revealed differences between boys’ and girls’ brains, but how these differences relate to learning is still being disputed.

Opponents say the brain’s plasticity makes it unclear exactly where these differences stem from and that there is simply too much overlap between the sexes to make generalizations, but proponents believe these distinctions are enough to support single-sex education.

The eight scholars who wrote “The Pseudoscience of Single-Sex Schooling,” a 2011 Science article opposing the single-sex model,

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contend that in addition to a lack of brain evidence, there is no well-designed research showing that single-sex schooling works.

Although there have been many successful single-sex schools, it is impossible to determine whether these schools are successful because they are single sex or in spite of it.

UT professor Rebecca Bigler, a staunch opponent of single-sex education and one of the authors of the Science article clarifies: “Single-sex schools often have many more resources, and they’re smaller because they’re underenrolled. They do a whole bunch of things that coeducational public schools won’t do and probably can’t do. There are wonderful single-sex schools; they’re just not wonderful because they're single sex.”

In fact, the most successful single-sex schools function more like magnet schools than traditional public schools—they select students based on test scores and recommendations, rather than using a representative population. Bigler argues that these schools would see the same results if they became coeducational as long as they maintained these additional traits.

Michael Gurian, author of Boys and Girls Learn Differently and a leader in the single-sex

movement, says this is a moot point. Although he believes that the single-sex nature of these schools has contributed to their success, he sees no value in quantifying this. “Education does not succeed because of one thing looked at in isolation,” says Gurian.

“It’s holistic.” Gurian believes that communities and parents, not academics, should have the ultimate say over what kind of public education is available to their children.

For critics like Bigler, though, the lack of clear evidence is a sticking point. She believes that because the schools are funded with public money, single-sex proponents must be able to produce proof that it works. Bigler argues that, without solid evidence, single-sex education should not be offered as a choice in public schools.

To make this point, Bigler likens single-sex schools to racial segregation: “We do not give choices to parents for everything when there’s another compelling interest at stake. Some white parents would prefer for their children to attend an all-white school, but we don’t say, ‘Well, the white parents want an all-white school. We’re going to offer it to them.’ We don’t use tax dollars and public support to fund segregated education.”

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This focus on diversity is key to the argument against singlesex schools. Opponents and supporters agree that one of the reasons single-sex education is a desirable option for some school districts is because creating uniform classrooms makes teachers’ jobs easier. But opponents wonder what the ultimate cost of this strategy will be.

“My despair is that I think where we’re going as a society is to say it’s too hard [to teach a diverse group of students] and we’re just going to make little homogeneous schools—all-white rich schools or all-immigrant, Spanish-speaking schools,” says Bigler. “I’m just such a strong believer that everyone benefits when they walk into that classroom with diverse peers and learn.”

PHOTOS BY ERICA FOS

Avoiding Stereotypes One of critics’ biggest fears about single-sex education is that it will perpetuate gender stereotypes in the classroom.

Bigler argues that single-sex classrooms do a disservice to students who fall outside gender norms and that sex segregation

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discourages boys and girls from learning how to work together.

Bigler maintains that separating by sex teaches children that the opposite sex is “so different from us that they need their own institution.”

According to Bigler, sex segregation will create larger societal problems as these students get older. She worries that boys who attend single-sex institutions will have a harder time accepting women as leaders—and, conversely, that girls who attend these schools will not learn how to lead men. Single-sex schools, Bigler argues, don’t teach students how to cooperate in the “real world.”

Gurian says Bigler’s concerns reflect a “deep cynicism” and a lack of trust in teachers and schools. Although he agrees that all traits exist across the genders, Gurian insists that single-sex education is a “non-stereotyping movement.” Gurian runs the Gurian Institute, which conducts genderfocused training for educators. He says teachers who have received gender training “see the whole spectrum of boys and girls better” and should be able to quickly identify students who fall outside

the norms and address their educational needs individually.

Supporters of single-sex schools have long argued that there is no evidence that they increase sexism. Gurian calls arguments like Bigler’s “academic” and says what’s important is what happens in the classroom, not speculation about students’ futures. According to Gurian, students in single-sex classrooms “learn to lead in their own core groups, and that helps them to have strong core selves.

They get mentored psychologically in ways that they need, and when they come back together, they’re more patient with the other gender, they know how to communicate better with the other gender, they know how to lead and be led.”

At the Gus Garcia Young Men’s Leadership Academy, McGruder confirms that his teachers have received gender-based training, but he is insistent that they know how to adapt the training they’ve received to meet the needs of individual students. McGruder says these trainings have improved his teachers’ ability to understand and interact with their students and that in turn students have become continued on page 40

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D E U R C O A O T D I O T N U O MAKES ALL OF TEXAS A CLASSROOM

by Jean Schlitzkus

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© PHOTO ON LEFT–ERICA FOS; PHOTO OF ISABEL–JEAN SCHLITZKUS

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ranches snap under little feet winding their way through the woods. Kids whisper excitedly while holding a rod and peering into a pond hoping for a bite on their hook. Birds chirp high above in old oak trees. This is what the Irma Lewis Seguin Outdoor Learning Center (SOLC) sounds like. It’s overflowing with life—and well-suited for learning any number of invaluable lessons about the world around us.

Longtime Seguin educator Irma Lewis founded the center in 1995, and it was her passion for outdoor education that helped fuel the nonprofit’s initial success.

Lewis believed a facility focused on education through experience would positively impact the lives of young people and the young at heart. Since opening, the center has grown from a 25acre site established on donated land to more than 115 acres and has been visited by thousands. It’s a beautiful facility nestled in the trees next to Geronimo Creek, just off of Highway 90 in Seguin.

After turning off of the highway onto the center’s gravel road, there are no more billboards or televisions—only wildlife and nature. SOLC’s offerings include school field trips, camps, team-building activities, and adventures.

On a sunny day in April, students from Norma Krueger Elementary-Karrer Campus in Marion ISD were divided into groups and explored different stations and activities—from hiking to archeology—at SOLC. One group was led by science teacher Danielle Gibson, who spearheaded the school’s trip to the center. When she asked students to identify examples of new plant growth, land erosion, and vegetation decomposition, every child in her group was engaged in thoughtful research. The fifth graders anxiously raised their hands to answer questions and made notes on clipboards while bending down closer to observe the world around them.

Pat Bowen works at the center and helped organize the school’s visit. It’s not hard for Bowen to pinpoint her

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favorite class at SOLC. “The fishing class is my favorite,” says Bowen, “because no matter what age students you have, you are always going to meet some kids who have never held a fishing pole. And when they catch a fish, even if it’s small, it’s like they’ve caught a whale. It’s just wonderful.”

The excitement is contagious; you can feel it in the air. Gibson says, “Once somebody sees the joy on the kids’ faces, it’s not hard to be sold on the benefits.”

Some of the benefits of outdoor education are obvious, as the kids themselves can explain. Sunny Knight, one of Gibson’s students, says, “Here, you get to walk around and really look at nature. You don’t just learn it in a book. You get to learn about it on your own.” Sunny is describing “experiential learning,” a concept that means learning by reflecting on doing.

It’s an approach to teaching that University of Texas lecturer Teresita Ramirez knows well. For nearly 30 years, Ramirez has taught teachers how to teach physical education and incorporate outdoor education into their curriculum.

She’s also the president-elect of the Texas Outdoor Education Association. Ramirez says outdoor education works because we retain information better when all of our senses are involved. “What we know about learning,” says Ramirez, “is that when students integrate all the senses— talking, smelling, hearing, seeing, manipulating—they tend to remember better. Outdoor education makes sense.”

Research has also shown that outdoor instruction can improve students’ critical thinking and behavior, and the health benefits of outdoor activity and learning are well-documented. Numerous studies show that kids who aren’t outside enough are at a greater risk of health problems like obesity, diabetes, and depression. Experts have long argued that spending less time outdoors results in a wide range of health and behavioral problems. Places like SOLC exist to prevent those problems and spark

Isabel Chavez shows the biggest catch of the day to Pat Bowen.

enthusiasm about our natural world.

Most educators would agree that outdoor, hands-on learning is a good idea. But creating an opportunity for outdoor education is not always easy. If a teacher wants to plan an off-campus field trip, permission slips must be secured, reservations and food details must be worked out, and there needs to be a plan to pay for the costs. Luckily, most outdoor education destinations will help plan visits. At SOLC, Bowen provides stepby-step instructions for a visit, including liability waiver forms, trip schedules, directions, and site maps. Gibson wants other teachers to make the effort to step outside their classrooms. She says the benefits of outdoor education far outweigh the effort. “When I see the kids’ excitement, it helps my energy level because I become so excited about what they feel,” she says. “That’s what other teachers need to see—you can be rejuvenated in your education career when you see how much fun the kids are having.”

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HIT THE ROAD Trans-Pecos BARTON WARNOCK VISITOR CENTER 1

Terlingua (432) 424-3327 tpwd.texas.gov/ state-parks/ barton-warnock The Barton Warnock Visitor Center serves as the eastern visitor center for Big Bend Ranch State Park. The interpretive center houses artifacts from the Big Bend region. In addition to hiking, biking, and guided tours, the facility features a twoacre botanical garden with plants of the Chihuahuan Desert.

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EL PASO ZOO

El Paso (915) 521-1850 elpasozoo.org Visitors to the El Paso Zoo learn about wild animals, their habitats, conservation issues, and animal preservation. The zoo

offers interactive TEKS and STEM-focused curriculum programs on-site or at your school. All zoo classes include close-up encounters with live animals.

Hill Country 3 THE MEADOWS CENTER FOR WATER AND THE ENVIRONMENT

San Marcos (512) 245-9200 explorespringlake.org The Meadows Center, located on the former site of Aquarena Springs, offers learning programs for all ages. Visitors can learn about sustainable water resources, ecosystem health, and the importance of water to all living things.

The center offers glassbottom boats and kayaks, a wetlands boardwalk, scuba diving, education hiking, and citizen science training.

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4 THE OUTDOOR SCHOOL AT CAMP CHAMPIONS

Marble Falls (830) 598-6282 outdoorschool.com/ camp-champions Since 1996, The Outdoor School at Camp Champions has been providing experiential education field trips for Texas students. The staff works with teachers and administrators to customize programs to fit the needs of students. Some of the activities offered include a ropes course, a climbing wall, a zip line course, archery, fishing, and kayaking.

WESTCAVE OUTDOOR DISCOVERY CENTER 5

Round Mountain (830) 825-3442 westcave.org Programs at the Westcave Outdoor Discovery Center include a guided tour of the preserve and the opportunity to explore

the exhibits at the Warren Skaaren Environmental Learning Center. Teachers can choose a standard program highlighting key hydrology and geology concepts or may request a customized program that fits the needs of their individual class.

South Texas Plains and Gulf Coast 6

SOUTH TEXAS REFUGES

1‑800‑344‑WILD (9453) fws.gov/southwest/ refuges/texas/strc South Texas Refuges includes Laguna Atascosa National Wildlife Refuge, the Lower Rio Grande Valley National Wildlife Refuge, and the Santa Ana Ana National Wildlife Refuge. In all, 180,000 acres provide important habitat for many species, including the highly endangered ocelot,

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© 1-SHARRON REED GAVIN; 2-EL PASO ZOO; 3-THE MEADOWS CENTER FOR WATER AND THE ENVIRONMENT; 4-THE OUTDOOR SCHOOL AT CAMP CHAMPIONS; 5-HEATHER KUHLKEN; 6-US FISH AND WILDLIFE SERVICE; 7-SEA TURTLE, INC.; 8-INI PHOTOGRAPHICS; 9-FORT WORTH BOTANIC GARDEN; 10-DON HARRINGTON DISCOVERY CENTER; 11-CAMP TYLER OUTDOOR SCHOOL

TEXAS OFFERS HUNDREDS OF EXCITING DESTINATIONS FOR OUTDOOR EDUCATION, INCLUDING MANY OFF THE BEATEN PATH. HERE ARE JUST A FEW:

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threatened Texas tortoise and Texas indigo snake, and several types of birds.

The refugess are run by the US Fish and Wildlife Service. Activities include wildlife watching, hunting, fishing, and photography.

Staff offers educational and interpretive programs year round, including a tram tour November through April.

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SEA TURTLE, INC.

South Padre Island (956) 761-4511 seaturtleinc.org Sea Turtle, Inc., offers school groups the opportunity to explore the world of sea turtles. Tours include an age-appropriate presentation about sea turtle conservation, the life cycle of sea turtles, and the five species in the Gulf of Mexico. Guests can visit the sea turtle ICU and rehabilitation center on Tuesdays through Sundays.

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North Central TEXAS DISCOVERY GARDENS AT FAIR PARK 8

Dallas (214) 428-7476 texasdiscoverygardens.org The educational programs at Texas Discovery Gardens include a tour of organic gardens that highlight key science, math, language arts, and social studies concepts. A combination package that includes an educational program and a tour of the Rosine Smith Sammons Butterfly House and Insectarium is also available.

9 FORT WORTH BOTANIC GARDEN

Fort Worth (817) 871-7686 fwbg.org The oldest botanic garden in Texas offers TEKS-based field trips for students in grades K-8. The facility

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features ponds, creeks, wooded acres, and 23 specialty gardens. Free teacher-guided visits are available. Third- through fifth-grade teachers are offered an Audubon Adventures exploration kit with a paid program. For high school classes, the staff offers a Science Concept Investigation based on your classâ&#x20AC;&#x2122;s study.

Panhandle DON HARRINGTON DISCOVERY CENTER 10

Amarillo 1-800-784-9548 discoverycenteramarillo.org The Don Harrington Discovery Center Education Programs are aligned to the most current edition of the TEKS and most have pre- and post-visit support activities to help teachers reinforce studentsâ&#x20AC;&#x2122; new knowledge. Activities include hands-on exhibit

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tours, Space Theater shows, interactive science labs, overnight adventures, and special events such as engineering competitions and themed learning days.

East Texas 11 CAMP TYLER OUTDOOR SCHOOL

Whitehouse (903) 565-4475 camptyler.org Camp Tyler Outdoor School is the oldest outdoor school in Texas and offers opportunities to engage students through day, residential, and summer educational programs.

Programs are designed to meet specific goals for students. All educational programs are TEKS aligned.

Activities include horseback riding, hiking, fishing, wall climbing, and a zip line course.

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ATPESUMMIT.ORG #ATPESUMMIT

JOIN US AT THE 2015 ATPE SUMMIT JULY 7â&#x20AC;&#x201C;10 IN AUSTIN LOCAL UNIT PRESIDENTS: All attendees must be certified by June 9 in order to vote in the annual House of Delegates (HOD) meeting. During HOD, certified delegates representing ATPE local units and regions will consider proposed bylaws amendments and resolutions, adopt the ATPE Legislative Program, and elect a new slate of state officers.

The following pages contain information about the event agenda, the 2015-16 slate of state officer candidates, and the association business that will be considered by the HOD. If you will be attending the event as a delegate, this information can help you prepare; it also might be good to discuss this information with your local unit and those members who will be attending with you prior to the event.

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EVENT AGENDA TUESDAY, July 7, 2015 4–7 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registration/delegate verification 7–9 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ATPE Lounge (including state officer candidate meet & greet)

WEDNESDAY, July 8, 2015 8 a.m.–5 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registration/delegate verification 8:30–9:30 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First timers’ HOD orientation 9:45–11 a.m. . . . . . Opening keynote address with Ralph Strangis—1 hour cont. professional education (CPE) credit 12:45–3:40 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Breakout sessions on best practices for local units 4:25–5:50 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Local unit planning time with regional reps 8–9:30 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Glow-in-the-dark dance party and lip sync battle

THURSDAY, July 9, 2015 8 a.m.–1 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registration/delegate verification 8:30–10:15 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . House of Delegates (nomination speeches) 10:15 a.m.–12:30 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . State officer elections 10:30 a.m.–12:15 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Region caucuses 12:30–4 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . House of Delegates—2 hours of CPE credit 7:30–9:30 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Awards Banquet

FRIDAY, July 10, 2015 8:30 a.m.–1:40 p.m. . . . . . . . . . . . . . . . Breakout sessions on membership recruitment and campaign training

SUMMIT SPEAKERS

Opening speaker Ralph Strangis is a broadcaster, actor, speaker, and writer. Ralph has been a TV and radio play-by-play broadcaster for the NHL’s Dallas Stars for the past 25 years, and has won seven Lonestar Emmy Awards for his work. Ralph has called virtually every sport, and his work has aired on Fox Sports, ESPN, ESPN Classic, NHL Network, Westwood One Radio, and the Armed Forces Network.

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Our closing session will feature comedy group The Water Coolers. For nearly 15 years, The Water Coolers have entertained audiences around the world, as far reaching as Singapore and Australia, with their high-energy, uncommonly funny, authentic take on work and life. Smartphones, conference calls, kids, co-workers, and travel are just a few of the topics this group of top NYC talent turns into hilarious sketch comedy and song. Using their unique mix of music and comedy combined with real-world practical tips, their laugh-out-loud keynote, “Getting to Great Performance,” has been described as engaging, motivational, amazing, relevant, on point, unforgettable, and brilliant by audience members.

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YOUR ATPE STATE OFFICER CANDIDATES

PRESIDENT Cory Colby

VICE PRESIDENT Julleen Bottoms

SECRETARY Carl Garner

ATPE leadership experience: State secretary, treasurer, and vice president; chairman of the state Finance Committee; member of state Bylaws, Educators Professional Liability Insurance Review, Leader Development, Membership, Political Action, Legislative, and Teller Committees; Region 6 vice president and secretary; Willis ATPE secretary and campus rep

ATPE leadership experience: State treasurer and secretary; chairwoman of the state Finance Committee; member of the Local Unit of the Year and Educator of the Year Committees; ATPE Foundation Board vice president and secretary; Region 12 director, past president, president, vice president, and secretary; Corsicana ATPE president and campus rep; Kerens ATPE president, secretary, and campus rep

ATPE leadership experience: ATPE state treasurer; Chairman of the Scholarship, Nomination/Election, and Resolutions Committees; member of the Grant for Teaching Excellence, Legislative, Public Information, and Political Action Committees; Region 10 president, vice president, and secretary; Mesquite ATPE past president, president, and campus rep; Leader U panelist

ATPE recognition: Winner of the 2010-11 Newsletter Award; secretary of the 2010-11 Local Unit of the Year; secretary of the 2009-10 region and 2008-09 and 2009-10 local unit Davy Crocket Fundraising Challenge winners; Ben Shilcutt Plus Club; William B. Travis honoree; Stephen F. Austin honoree Current position: AP and DC government and US history instructor at Willis High; adjunct instructor at Lone Star College; mentor teacher coordinator for Willis High Other leadership experience: Willis High Teacher of the Year finalist; LLMS Teacher of the Year nominee; district Education Improvement Committee chairman; campus Education Improvement Committee member; Lone Star College Heights of Excellence Award nominee Years in ATPE: 8 Years in education: 8 26 | atpe.org

ATPE recognition: President of a Green Apple Membership Growth Award– winning local unit; William B. Travis honoree Current position: K-5 technology applications teacher and campus technical specialist for Corsicana ISD Other leadership experience: Alpha Rho Chapter of Delta Kappa Gamma treasurer and presenter; district and county in-service presenter/ speaker; member of campusand district site-based and technology committees Years in ATPE: 20 Years in education: 23

ATPE recognition: President of a 2010-11 Local Unit of the Year finalist; president of a 2010-11 Davy Crockett Award–winning local unit; Ben Shilcutt Plus Club; William B. Travis honoree; recipient of Region 10 ATPE and Mesquite ATPE political fundraising awards Current position: Interim assistant principal at Mesquite High School in Mesquite ISD Other leadership experience: Member of Mesquite ISD Baldridge Award, Benefit, Professional Consultation, Professional Dress, and Professional Educator Standards Committees; various PTA offices; teacher mentor; student council sponsor; church youth/ music director

TREASURER Byron “Skip” Hildebrand ATPE leadership experience: Chair of the state Grant for Teaching Excellence Committee; member of the state Bylaws, Minority and Diverse Population Recruitment, and Resolutions Committees; Region 20 past president, president, vice president, and treasurer; San Antonio ATPE treasurer and campus rep ATPE recognition: Stephen F. Austin and William B. Travis honoree; Ben Shilcutt Plus Club Current position: Retired math teacher Other leadership experience: San Antonio ISD basketball program athletic staff worker; dropout recovery program teacher and tutor; certified USA Track official Years in ATPE: 21 Years in education: 31

Years in ATPE: 15 Years in education: 15

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2015-16 ATPE state officer candidates will deliver speeches outlining their skills, backgrounds, qualifications, and philosophies beginning at 8:30 a.m. on Thursday, July 9, during the House of Delegates meeting. Delegates will then cast their votes from 10:15 a.m. to 12:30 p.m. Thursday, July 9, at the official polling place at the Austin Convention Center. Only certified delegates may vote.

TREASURER Lynette Ginn

TREASURER David Williams

TREASURER Hector Cruz

ATPE leadership experience: Member of the state Best Practices, Finance, Leader of the Year, Membership, Professional Rights and Responsibilities, and Nominations and Elections Committees; Region 17 director, president, vice president, second vice president, and treasurer; Hale Center ATPE president, vice president, treasurer, and past president

ATPE leadership experience: Member of the state Finance Committee; secretary of the ATPE Foundation; chair of the Educator of the Year Committee; member of Resolutions, Bylaws, and Public Information Committees; Region 11 director, president, vice president, and secretary; Keller ATPE president, secretary, and campus rep

ATPE leadership experience: Member of state Membership and Leadership Development Committees; Region 1 president and vice president, chair of Elections Committee, member Bylaws Committee, and at-large recruiter; Weslaco ATPE president, membership chair, and campus rep

ATPE recognition: William B. Travis honoree Other leadership experience: Member of the Campus Site Based Committee at Akin Elementary; Nursery coordinator, Sunday school teacher, GA leader, Fellowship chair, and coordinator for the Annual Womenâ&#x20AC;&#x2122;s Luncheon at the First Baptist Church in Hale Center, TX Current position: Second-grade teacher at Hale Center ISD Years in ATPE: 23 Years in education: 23

ATPE recognition: Stephen F. Austin and William B. Travis honoree; Ben Shilcutt Plus Club Current position: Journalism teacher and yearbook advisor at Keller High School Other leadership experience: Member of Keller ISD Teacher Advisory, SiteBased, and District Financial Committees; elder in the Presbyterian church; member of the Grace Presbytery Administrative Committee; statistician for the University of North Texas and Texas Womanâ&#x20AC;&#x2122;s University athletic teams Years in ATPE: 31 Years in education: 31

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ATPE recognition: Campus Representative of the Year finalist; Ben Shilcutt Plus Club

Get to Know the Candidates Online All candidates had the opportunity to create short videos responding to questions about their qualifications and vision. Any submitted candidate videos will be posted at atpesummit.org/ candidates after May 30.

Current position: Language arts/English teacher at Weslaco High Other leadership experience: TAEA Region 1 representative; TCTELA Bilingual Committee member; Weslaco High School Teacher of the Year; Past Relay for Life chair; dyslexia tutor; EOC tutor; campus/district photographer at large; owned and operated a professional photography studio; independent yearbook sales representative for Newsfoto/ Taylor Publishing Company

atpesummit.org

Years in ATPE: 8 Years in education: 28

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2015 HOUSE OF DELEGATES BUSINESS PROPOSED BYLAWS AMENDMENTS If approved by the HOD, these amendments will be made to the ATPE State Bylaws, the set of definitions, rules and procedures that guide ATPE operations.

PROPOSED AMENDMENT NO. 1 Article III: Membership Section 4: Classes of Members

ATPE shall have classes of membership that shall be set and defined yearly by the Board of Directors. ATPE shall have six (6) classes of members. The classes and their qualifications are: (a) P rofessional Members. Those educators who are employed in Texas in a certain capacity (as defined yearly by the Board of Directors) by a public school district, institution of higher education, Regional Education Service Center, State Board for Educator Certification or the Texas Education Agency, or who are life members. (b) Retired Members. Those persons who are retired from an active position in the public education profession after working in the public education profession for at least 10 years and who receive, have received, or are eligible to receive a benefit from a recognized pension program. (c) Associate Members. Those paraprofessional and support persons who are employed in Texas in a certain capacity (as defined yearly by the Board of Directors) by a public school district, institution of higher education, Regional Education Service Center or the Texas Education Agency. (d) Teacher Trainee Members. Those students enrolled in a teacher education program in an accredited college or university who will be engaged in student teaching and/ or field experience in Texas during the calendar year of membership. (e) Public Members. Those persons other than the foregoing who are interested in public education. (f ) College Student Members. Individuals enrolled in an accredited college or university training program who are preparing to enter the field of education but who will not be involved in the student teaching experience.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: This proposed amendment would authorize the ATPE Board of Directors (BOD) to set and define ATPE’s membership classifications by transferring the authority to do so from the House of Delegates (HOD) to the elected BOD.

Currently, any amendment to an ATPE membership classification designation or definition requires a minimum

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of 16 months to propose, adopt, and implement. Proposed bylaws amendments must be submitted by March 15 each year, and the HOD meets in July to consider proposed bylaws amendments. Due to the timeline for printing and distributing membership recruitment materials to our members and volunteers by mid-summer each year, any proposed bylaws amendment adopted in July of one year could not be properly implemented until the following membership campaign, meaning there would be a 16-month gap between when the amendment is initially submitted until the time the change can be implemented.

In these times of high competition and immediate communication, ATPE must have the ability to adjust quickly and responsibly to the changing dynamics of our profession and our competitive environment. This proposed amendment would give ATPE the ability to quickly respond to any changes to our defined membership classifications that are needed.

Finally, the BOD is a representative body elected by the members in each of ATPE’s 20 regions, and transferring the authority to set and define ATPE’s membership classifications remains true to ATPE’s member-owned, member-governed philosophy in that members elected to lead this association would remain in control of the designation and definition of ATPE’s membership classifications.

Fiscal impact: If adopted, granting the Board of Directors the authority to name and define state membership classifications will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 2 Article III: Membership Section 4: Classes of Members (d) Teacher Trainees Student Teachers. Those students enrolled in a teacher education program in an accredited college or/ university or alternative certification program who will be engaged in observation, student teaching and/or field experience in a Texas public school during the membership calendar year of membership.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: Based on input from ATPE’s YES Texas! advisory council and other sources, “Teacher Trainee” is a term that is being used less within the profession, and “Student Teacher” is a more accurate description of an individual who is in the final stages of his/her teacher preparation program.

Additionally, this amendment would clarify that individuals who are enrolled in an alternative certification program, and who haven’t entered the profession but are engaged in

observation, student teaching, or field experience in a Texas public school, are eligible for Student Teacher membership.

Fiscal impact: If adopted, changing the Teacher Trainee membership classification to Student Teacher will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 3 Article III: Membership Section 5: Dues Members must pay the prescribed state dues for each membership year. The annual dues for each class of membership shall be as follows: established annually by the Board of Directors. (a) Professional Membership: $145.00 per year (b) Retired Membership: $10.00 per year (c) Associate Membership: $70.00 per year (d) Teacher Trainee Membership: $20.00 per year (e) Public Membership: $35.00 per year (f) College Student Membership: $12.00 per year The Board of Directors may prescribe lesser dues for terms of membership of up to one year.

Any adjustment in the amounts of the foregoing annual dues shall require an amendment to these bylaws.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: This proposed amendment would authorize the ATPE Board of Directors (BOD) to set the annual dues amounts for each of ATPE’s membership classifications by transferring the authority to do so from the House of Delegates (HOD) to the elected BOD. Throughout ATPE’s history, each proposed dues adjustment adopted by the association has originated with the BOD. As fiduciaries and dues-paying members of the association, BOD members understand the need to maintain affordable dues while at the same time producing the amount of revenue required to maintain the quality services and benefits that have helped make ATPE the largest educator association in Texas. The BOD’s judicious approach to recommending higher dues is reflected in ATPE’s dues history; ATPE has not had a dues increase since 2008-09 and has had only one dues increase in the past 13 years.

Currently, any amendment to ATPE members’ dues amounts requires a minimum of 16 months to propose, adopt, and implement. Proposed bylaws amendments must be submitted by March 15 each year, and the HOD meets in July to consider proposed bylaws amendments. Due to the timeline for printing and distributing membership recruitment

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ATPE members representing local units from across the state will convene as the ATPE House of Delegates (HOD) July 9, 2015, during the ATPE Summit. Delegates will vote on proposed bylaws amendments and resolutions as well as changes to the ATPE Legislative Program. ATPE will publish a final version of the rationales for the proposed bylaws amendments and resolutions on atpesummit.org after the May 15 board meeting and in the HOD Program.

materials to our members and volunteers by mid-summer each year, any proposed bylaws amendment adopted in July of one year could not be properly implemented until the following membership campaign, leaving a 16-month gap between when the amendment is initially submitted until the time the change can be implemented.

In these times of high competition and immediate communication, ATPE must have the ability to adjust quickly and responsibly to the changing dynamics of our profession and our competitive environment. This proposed amendment would give ATPE the ability to quickly respond to any changes to our member dues amounts that the BOD determines are needed.

Finally, the BOD is a representative body elected by the members in each of ATPE’s 20 regions, and transferring the authority to set ATPE members’ dues amounts to the BOD remains true to ATPE’s member-owned, member-governed philosophy in that members elected to lead this association would remain in control of the amount of dues our members pay to ATPE. Fiscal impact: If adopted, granting the Board of Directors the authority to alter membership dues amounts will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 4 Article V: Board of Directors Section 3: Duties The Board of Directors shall have the power to: (d) Subject to the confirmation by the House of Delegates as hereinafter provided, hHire the Executive Director. (e), and e Establish all other employment positions.

NOTE: If proposed bylaws amendment no. 4 is adopted by the HOD, the remaining items in Article V, Section 3 (items f through p) will be re-lettered accordingly.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: This proposed amendment would authorize the ATPE Board of Directors (BOD) to hire the association’s executive director by transferring the authority to do so from the House of Delegates (HOD) to the elected BOD. ATPE’s executive director interacts frequently with the BOD, including the five state officers with whom the executive director has at least weekly, and often daily, contact. The BOD and state officers have a working knowledge of the demands of the position, the qualifications required for the position, and the performance of the executive director, making the BOD better equipped to handle the matters associated with employing an

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executive director.

Finally, the BOD is a representative body elected by the members in each of ATPE’s 20 regions, and transferring the authority to hire the executive director to the BOD remains true to ATPE’s member-owned, member-governed philosophy in that members elected to lead this association would remain in control of whom is hired to lead this great association.

Fiscal impact: If adopted, granting the Board of Directors the authority to hire the association’s executive director will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 5 Article VI: Executive Director Section 1: Contract The Board of Directors may employ an Executive Director.

The selection shall be subject to confirmation at the next meeting of the House of Delegates. The Association shall execute a contract with the Executive Director on such terms and conditions as may be agreeable to the Executive Director, and the Board of Directors, and the House of Delegates.

Provisions for annual evaluation of the Executive Director shall be included in the contract.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: This proposed amendment would authorize the ATPE Board of Directors (BOD) to execute a contract with the executive director and to establish provisions for the annual evaluation of the executive director, by transferring the authority to do so from the House of Delegates (HOD) to the elected BOD. ATPE’s executive director interacts frequently with the BOD, including the five state officers with whom the executive director has at least weekly, and often daily, contact. The BOD and state officers have a working knowledge of the demands of the position, the qualifications required for the position, and the performance of the executive director, making the BOD better equipped to handle the matters associated with employing an executive director through the approval of the executive director’s contract.

Finally, the BOD is a representative body elected by the members in each of ATPE’s 20 regions, and transferring the authority to execute a contract and evaluate the executive director to the BOD remains true to ATPE’s member-owned, member-governed philosophy in that members elected to lead this association would remain in control of whom is hired to lead this great association.

Fiscal impact: If adopted, granting the Board of Directors

the authority to execute and approve a contract with the association’s executive director will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 6 Article VI: Executive Director Section 3: Duties The Executive Director shall be the principal executive of the Association with the responsibility for the general supervision and day-to-day management and direction of the business affairs of the Association. In so doing, he shall be organizationally responsible to the Board of Directors and the House of Delegates. He shall perform all duties specified in his contract and such other specific duties as shall be assigned to him from time to time by either the Board of Directors or the House of Delegates.

Submitted by: ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: This proposed amendment would clarify that the responsibility to supervise the duties of the executive director in his/her day-to-day management of the association resides with the ATPE Board of Directors (BOD).

ATPE’s executive director interacts frequently with the BOD, including the five state officers with whom the executive director has at least weekly, and often daily, contact. The BOD and state officers have an intimate working knowledge of the day-to-day duties of the executive director, making the BOD better equipped to handle the matters associated with supervising the executive director.

Finally, the BOD is a representative body elected by the members in each of ATPE’s 20 regions, and transferring the authority to execute a contract and evaluate the executive director to the BOD remains true to ATPE’s member-owned, member-governed philosophy in that members elected to lead this association would remain in control of whom is hired to lead this great association.

Fiscal impact: If adopted, granting the Board of Directors the authority to supervise the association’s executive director will have no significant financial impact on the association.

PROPOSED AMENDMENT NO. 7 Article X: Committees Section 1: Standing Committees The Standing Committees of ATPE shall be the following: (a) Nomination/Election (b) Resolutions (c) Legislative

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(d) Bylaws (e) Membership (f ) Services (g) (f) Public Information (h) Minority and Diverse Population Recruitment (i) (g) Leader Development Section 2: Duties of Standing Committees The Standing Committees of ATPE shall have the following duties and responsibilities: (a) N omination/Election. To receive all nominations for state officers, to propose a slate of candidates as provided in Article IV, Section 3 and to recommend for approval by the Board of Directors the rules to govern the election of state officers at the annual meeting. These rules are to be presented to the Board of Directors prior to the date necessary to give notice as provided in Article IX, Section 4. (b) Resolutions. To review and/or propose resolutions to be considered by the House of Delegates. (c) Legislative. To research, draft, and promote legislation to be endorsed, or opposed, by ATPE; to represent ATPE in any appropriate activities involving legislation; and to monitor political activities that would affect the membership of ATPE or education in Texas. (d) Bylaws. To present all proposed changes in the bylaws of the Association to the House of Delegates for its consideration; to place the proposals in the proper wording for inclusion into the bylaws; to correct all grammatical errors; to combine proposals of like substance; to recognize authors of proposed amendments during the committee presentation to the House of Delegates; to work with the State Treasurer to develop a fiscal impact statement for each proposed amendment; and to offer the recommendations of the committee regarding the usefulness and propriety of each proposed amendment.

The author of a proposed amendment shall have five (5) minutes to speak before the House of Delegates in defense of the change. (e) Membership. To promote the growth of ATPE by reviewing and providing input and recommendations on the development and implementation of recruitment programs and materials and other member services. (f) S ervices. To review and provide input and recommendations on all programs involving services for the membership of ATPE including, but not limited to, discount programs, placement, insurance and travel programs. (g) (f) Public Information. To recommend to the Board methods that would increase public awareness of the association’s goals, objectives and accomplishments; and to recommend to the Board the recipients of the annual Alafair Hammett Media Award. (h) Minority and Diverse Population Recruitment. To promote the growth of ATPE among diverse populations such as

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urban-area educators, ethnic minorities, new teachers and student teachers by the development and implementation of recruitment programs and materials targeting these groups. (i) (g) Leader Development. To review and make recommendations regarding association programs related to the identification, recruitment, training, maintenance and recognition of ATPE’s volunteer leader corps.

Submitted by: The ATPE Board of Directors Bylaws Committee Recommendation: Adoption Rationale: ATPE’s standing committees serve to provide input to ATPE’s governing entities, including the Board of Directors, Executive Committee, and House of Delegates.

Based on a review of the meeting minutes of previous year’s meetings, and the input from members who served on each committee, it has been determined that the Services and Minority and Diverse Population Recruitment Committee no longer warrant standing committee status, and the focus areas previously addressed by these committees will be rolled into the Membership Committee’s charge.

Fiscal impact: If adopted, removing the Services and Minority and Diverse Population Recruitment Committees from the list of standing committees will slightly reduce the financial impact on the association.

PROPOSED HONORARY RESOLUTION If approved by the 2015 House of Delegates (HOD), ATPE will issue an honorary resolution to Past State President Ginger Franks.

PROPOSED ACTION ON STANDING RESOLUTIONS Standing Resolution No. 1

SUBJECT: Resolution Process YEAR ADOPTED: 2006 RESOLVED, that the ATPE Board of Directors and officers administer the resolution process to facilitate timely consideration of resolutions and written notification of prefiled resolutions prior to discussion on the floor of the House of Delegates.

RESOLVED, that the ATPE Board of Directors shall review the status of standing and current resolutions following each annual House of Delegates meeting and direct the appropriate action. Standing resolutions shall be limited to philosophical positions and/or procedures related to the ATPE House of Delegates business. Current resolutions or motions will be directed to the appropriate committee and/or placed in the ATPE Governance Guide as administrative procedures. In the event that the Board determines to place a current resolution in the ATPE Governance Guide, or to discontinue a resolution that has been placed in the ATPE Governance Guide, that action will be reviewed by the next year’s Resolutions Committee.

Current resolutions adopted by the House of Delegates will be in effect and in force for a period of one year, after which time they will expire, unless renewed by a majority vote of the House of Delegates.

BE IT FURTHER RESOLVED, that the Resolutions Committee shall review progress and content of all resolutions and present its annual report to the House of Delegates.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 2 SUBJECT: ATPE Convention YEAR ADOPTED: 1991 RESOLVED, that ATPE will open the state convention with the Pledge of Allegiance to the Flag of the United States of America, the Pledge to the Texas Flag and a prayer, excusing those whose beliefs are in conflict with this act.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: ATPE practice that should be continued.

Standing Resolution No. 3 SUBJECT: Business and Education YEAR ADOPTED: 1991 RESOLVED, that ATPE supports collaboration between business and education communities collaborating to provide an innovative education system that will prepare public school students to meet the needs of a highly technical, industrialized and global environment.

RESOLUTIONS COMMITTEE RECOMMENDATION: Amend RATIONALE: Committee recommends updating the language of the resolution for clarity of meaning and to emphasize the word “collaboration.”

Standing Resolution No. 4 SUBJECT: Consultation Training YEAR ADOPTED: 1992 RESOLVED, that it be the official policy of ATPE to educate members of ATPE as to the pros and cons of consultation committees and communication committees at the district level. Additional leadership may be provided to locals that may demonstrate a need for special assistance beyond the program of general education; and be it further RESOLVED, that it be the official policy of ATPE to provide consultation committee member training.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 5 SUBJECT: Cooperation with Other Independent Educator Organizations YEAR ADOPTED: 1992 RESOLVED, that the experience and history of ATPE be

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shared with other independent educator organizations throughout the country in an effort to establish and continue nonunion influence in education policy-making in the United States.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 6 SUBJECT: Legislator Involvement in Public Schools and Classrooms YEAR ADOPTED: 1997 RESOLVED, that ATPE encourage and support regions and local units in developing ways to actively involve legislators in local public schools and classrooms to keep them knowledgeable about current educational issues and conditions such as effects of poverty on educational outcomes.

RESOLUTIONS COMMITTEE RECOMMENDATION: Amend RATIONALE: Committee recommends including the effects of poverty as an example in the language of the resolution.

Committee feels legislators should be made more aware of the effects of poverty as they relate to educational outcomes.

Standing Resolution No. 7 SUBJECT: Political Participation YEAR ADOPTED: 1992 RESOLVED, that it be the official policy of ATPE to encourage members to be politically active individually; and be it further RESOLVED, that it be the official policy of ATPE to discourage local units from endorsing candidates in the name of the organization.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 8 SUBJECT: Professional Status YEAR ADOPTED: 1992 RESOLVED, that ATPE accept both the obligations and rights of professionals; and be it further recognizes educators as professionals who accept and exemplify the obligations and responsibilities of the profession. Therefore, ATPE seeks RESOLVED, that future legislative action by the association seek to secure for Texas educators that secures the rights, privileges, benefits, and respect befitting a true professional.

RESOLUTIONS COMMITTEE RECOMMENDATION: Amend RATIONALE: Committee recommends updating the language of the resolution for clarity of meaning.

Standing Resolution No. 9 SUBJECT: Professional Rights YEAR ADOPTED: 2000 RESOLVED, that ATPE supports vigorous enforcement of due process laws.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt

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RATIONALE: Ongoing issue

Standing Resolution No. 10 SUBJECT: Right to Work YEAR ADOPTED: 1992 RESOLVED, that ATPE supports networking with other state and national nonunion groups that support the right-to-work philosophy.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 11 SUBJECT: Student Members YEAR ADOPTED: 1992 RESOLVED, that the local and regional units of ATPE work in conjunction with the state staff to continue efforts to support, educate and provide funds to help college students within their respective regions attend the region and state convention each year.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 12 SUBJECT: Election Process YEAR ADOPTED: 2010 RESOLVED, that ATPE shall begin conducting runoff elections for state officer positions 15 minutes after the need for a runoff election is announced to the House of Delegates.

RESOLUTIONS COMMITTEE RECOMMENDATION: Expire RATIONALE: Committee recommends expiring Resolution No. 12 as a Standing Resolution and transferring to the standing election rules.

Standing Resolution No. 13 SUBJECT: Overturning Exclusive Consultation YEAR ADOPTED: 2011 RESOLVED, that ATPE state staff work proactively and provide financial support to local units to overturn exclusive consultation in districts where it exists and work to prevent it in districts with an increased potential for exclusive consultation.

Financial support can include political action committee (PAC) monies (where not prohibited by state and federal laws) for school board candidates aligned with ATPE’s belief on exclusive consultation.

RESOLUTIONS COMMITTEE RECOMMENDATION: Expire RATIONALE: The ATPE Board of Directors and the Resolutions Committee recommend this resolution be allowed to expire.

ATPE has a current legislative position opposing exclusive consultation, and standing resolution 4 stipulates that ATPE offer training, leadership, and additional help for local units in districts where exclusive consultation exists. Since the adoption of this resolution, ATPE has worked proactively to overturn exclusive consultation in three school districts. Although we have been successful in overturning several policies and have

dedicated substantial state resources to do so, ultimately, the results have not produced an increase in membership or influence in these districts. Additionally, when ATPE has successfully overturned school district exclusive consultation policies, our local units have not been able to maximize the benefit of the change because ATPE’s volunteer leader system is not conducive to working within a local school district consultation system where our competitors’ paid staff and significant financial resources make it difficult for our local unit volunteer leaders to level the playing field. Finally, with only a handful of exclusive consultation school districts in the state, ATPE would be better served using its resources to pursue state-wide efforts to increase our membership and combat collective bargaining. The board feels that we can continue to uphold our philosophical and material opposition to the concept of exclusive consultation without designating explicit resources.

PROPOSED ACTION ON CURRENT RESOLUTIONS Current Resolution No. 1

SUBJECT: Voting in Elections SUBMITTED BY: 2014 ATPE Resolutions Committee RESOLVED, that ATPE will work to ensure that all ATPE members who are eligible to vote are also registered to vote in every election and understand the effects of voting to public education and our profession; RESOLVED, that ATPE will work to ensure that our members are informed voters who have the tools and information needed to choose candidates for public office who will support the ATPE legislative program and public education; BE IT FURTHER RESOLVED, that ATPE will strive to educate and motivate all Texas educators and the general public to vote for candidates who support the ATPE legislative program and public education.

RESOLUTIONS COMMITTEE RECOMMENDATION: Amend RATIONALE: Committee recommends updating the language of the resolution and recommends Current Resolution No. 1 become a standing resolution.

PROPOSED ATPE LEGISLATIVE PROGRAM The HOD will also vote on amendments to the ATPE Legislative Program, a list of the association’s positions on education policies under the purview of the Texas legislature, state agencies, and the federal government. The program guides ATPE Governmental Relations in its work. Delegates and other members wishing to view the proposed changes should visit atpesummit.org/hod-business.

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spotlight

interview by Jean Schlitzkus

OUTSIDE THE LINES ART TEACHER CHRIS DOUGLAS HAS AN UNCONVENTIONAL APPROACH TO PAINTING AND PEDAGOGY. Chris Douglas grew up on a farm. He says you can fix anything with barbed wire and duct tape. But today he worries that the drive to “make something happen” is missing. He says too many people lack a sense of responsibility and a strong work ethic. Luckily for students at Canyon High School in New Braunfels, Texas, Chris has been making good things happen since he set foot on campus. He has a reputation for hard work, and the students filing into Chris’s classroom know he expects the same effort from them. In addition to teaching, Chris coaches soccer, works as a professional artist, serves as president of Comal ATPE, and was recently elected vice president of Region 13. ATPE News talked to Chris about his high expectations for himself and his students.

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atpe news

Why do you think it’s important for teachers to be involved in school activities and to advocate for their profession? Why go above and beyond?

I can be slow when I’m dead. I have a constant need to better myself and the people around me. At the schools I’ve been at, I’ve created new programs. For example, we are starting a new ceramics program here this year.

I develop programs because it’s what these kids need. At the end of the day, I want to give them an opportunity I didn’t have. I went to a small school and we didn’t have very many opportunities. But I want to make things better for my students, for myself, and for my daughters.

PHOTOS BY JEAN SCHLITZKUS

How would you describe your first year teaching at a public school in northeast Houston?

War. I dealt with more fights as a teacher than I did in six and a half years in law enforcement.

The teachers were just trying to survive between the gangs and the fact that Humble High School was overgrown. We had 61 temporary buildings. And I was on the freshman campus by myself. Most of the art teachers were on the main campus and that was a quarter of a mile away. Those teachers said, “Let us know what you need, we are here for you, PLC meetings are on these dates, good luck.” I learned about classroom management my first semester teaching—by doing it. And now I’m in my 10th year of teaching.

How have you changed since that first year?

Between teaching and finishing my master’s degree in instruction

and curriculum and school administration, I understand the big picture. I understand psychologically and physiologically what these kids are going through— which I didn’t understand and wasn’t sympathetic to when I first started teaching. Most of my students at Humble High were worried about where their next meal would come from, and school was not their primary focus. They were dealing with their basic needs. And when you look at the big picture and try to help that child, the job is more about being a mentor and making personal relationships. If you don’t build those personal connections, the students will not perform.

and they trust me. Building trust with kids is key because it opens the door for them to let their guard down and engage in what you’re teaching. I also think how you carry yourself is very important. On the first day, I give them who I am. I open myself up to let them know that I’m a real person. I let them know that I didn’t always know where my life was going and I didn’t have everything planned out. Making yourself vulnerable makes connections. It’s a different dynamic than just standing in front of the class lecturing. That’s not personal. Today, with all of the technology, everything is personal and intertwined. You have to adjust yourself and your teaching to match the times.

YOU CAN’T MAKE A WELL-ROUNDED STUDENT WITHOUT CULTURE, AND THAT’S WHAT ART IS—IT IS CULTURE. What makes a great teacher?

Being honest and real. When my kids walk through the door, they know they are going to get an honest question—about a family problem at home, about their getting arrested over the weekend, or about a job or college. We’ve got the background to support my asking the question,

Do you worry about being too forthright?

I begin my semesters a bit more on the strict side. Then I loosen up as we go—but I can always go back. It’s easier to start out firm and then loosen up, because you can go back. Because of ATPE, I don’t worry too much. I’m covered. I’ve

continued on page 40 summer 2015

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members speak

by Cathy Duvall, Reading Recovery Teacher Leader at Ford Bend ISD

FOUR TIPS FOR ENERGIZING YOUR TEACHING For educators, it can be a challenge to stay motivated.

Here are four ways to add some positive energy to your day.

MAKE THEIR DAY

In The Energy to Teach, Donald Graves says a lack of support is an “energy drain.” Teachers who have strong emotional connections with colleagues have high teaching energy.

Supporting team members serve a variety of roles: guides are strong in areas where you are weak, challengers stimulate and question your thinking, comrades share your concerns and have similar objectives, sponsors provide opportunities to challenge and test you from higher organizational levels, and opposites want to help you but have differing viewpoints.

We need to feel that our work matters and that our colleagues appreciate us.

Thoughtful recognition that shows true appreciation for a job well done motivates employees and colleagues.

Make a plan to write and deliver a thank-you note every day. Mary Kay Ash, of Mary Kay Cosmetics, has said, “There are two things people want more than sex and money: recognition and praise.”

Draw a circle on a piece of paper and put your name in it. Draw smaller circles around it, some near the center and some farther away, to represent your support network. Write the names of the people closest to you in the nearest circles. Write the names of people you can lean on, but not necessarily confide in, in the farther circles.

What does your network look like? Do any relationships need to be strengthened or renewed?

Are there enough circles on your paper?

A public ceremony is one way to provide recognition and praise. Celebrations offer social support, making people happier, healthier, and higher performing. They honor individuals, groups, or organizations while giving them an opportunity to publicly thank those who helped them. How frequently does your school celebrate accomplishments?

Do people have enough opportunities to get to know each other? What are you doing to encourage networking and social support?

PLAY: IT’S NOT JUST FOR CHILDREN Because challenge and novelty stimulate the brain, we should take time to play in ways that will help the brain grow. Make your environment more stimulating with handson materials, aromas, or music. Laughter is one of our greatest energy sources. Learn to play, create, celebrate, learn, and laugh—and spend time with people who learn and laugh. Let this limerick serve as a reminder to make time for fun: There was a cautious principal Who never romped or played; He never drank or even smoked Or kissed a pretty maid; So when he passed away, His insurance was denied.

For since he never really lived, They claimed he never died.

CHOOSE YOUR ATTITUDE An individual’s performance is directly related to his or her state of mind.

Harvard professor Robert Rosenthal experimented with the notion of the selffulfilling prophecy and found if we expect to succeed, we probably will. If we expect to fail, we probably will. Changing our interpretation of events can make a difference for ourselves and the children we teach.

As Norman Vincent Peale said, “Change your thoughts and you change your world.”

Cathy Duvall is a reading recovery teacher leader at Fort Bend ISD. She has been an ATPE member for 35 years.

DO YOU HAVE SOMETHING TO SAY?

Email comm@atpe.org with Members Speak submissions.

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atpe news

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BOOK NOW: LQ.com - Promo Code: ATPE

800-SLEEPLQ | LQ.com (753-3757)

*Special rates are valid at participating inns only and subject to availability. Not valid during blackout or special event periods. ©2015 La Quinta Worldwide, LLC. All rights reserved. LA QUINTA, LQ.com and the Sunburst Q are registered trademarks of La Quinta Worldwide, LLC in the US and certain other countries.

Looking for some CPE over the summer?

GOOD NEWS: The ATPE Book Circle is back!

Visit the ATPE Idea Exchange for more details on how you can participate and earn 12 hours of CPE discussing Harry K. Wong and Rosemary T. Wong’s The Classroom Management Book starting June 1:

atpe.websitetoolbox.com

ATPE RETIRED MEMBERS— Did you know you could earn a $100 VISA gift card just for sharing the wisdom you’ve gained from years in the education field? Young educators could really use your help.

As a retired ATPE leader and educator, your experience and enthusiasm are invaluable resources. We invite you to put those resources to use by spreading the word about ATPE at new teacher orientations during the month of August.

We’ll supply you with everything you need, and as a thank you, you’ll receive a $100 VISA gift card if you attend three orientations (limit five gift cards per person).

ATPE can’t cover every school district without your help! If you would like more information about how you can participate, please contact Chris Chodacki at cchodacki@atpe.org or (800) 777-2873.

summer 2015

atpe.org | 35

your atpe

family album

OUR FAMILY ALBUM SHOWCASES ATPE MEMBERS AT WORK, COLLABORATING, AND HAVING FUN ACROSS THE STATE. Are you or someone you know featured on these pages? If not, send us a photo for the next issue! You can send a high-quality photo to comm@atpe.org.

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PHOTOS COURTESY OF: 1. ROGER GUTIERREZ; 2. DIANE POKLUDA; 3 CHANA APPLETON. ; 4-5.CYNTHIA VILLALOVOS; 6. GAYLE G. SAMPLEY; 7.MARY JO BURGESS; 8. GAYLE G. SAMPLEY; 9. ROGER GUTIERREZ; 10. DIANE POKLUDA

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atpe news

1 Region 2 Berta Roca and Marisol Montemayor participate in a hands-on activity during their local unit’s professional development.

2 R egion 11 Officers meet for the Region 11 ATPE Connect event in Grapevine. From left to right: Vicki Storrie, Karen Hames, and Teri Naya.

3R egion 16

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Amarillo local unit members pose with #FlatAlvi. Top left to right: Debra Perry, Rose Kelley, and Shane Whitten. Bottom left to right: Jennifer Schmitt, Courtney Warren, and Cynthia Williams.

4 University of Houston New ATPE members Barbara Villarnovo and Susan Caceres demonstrate the University of Houston Cougar hand sign.

5U niversity of Houston New University of Houston ATPE members Arlene Davila, Heber Ramirez, and Jennie Nguyen meet #FlatAlvi.

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6 Region 4 The Humble ATPE Executive Committee meets Rep. Dan Huberty (HD 127). Front row left to right:

Melissa Crizer, Stacey Ward, and Rep. Dan Huberty. Back row left to right: Emily Garcia, Gloria Reidlinger, Cindy McAndrews, Bob McAndrews, Stephanie Baker, James O. Ellis, Erika Mitcham, Tess Mustain, Allan Griffin, and Shawn Mustain.

7R egion 5 Glen Rabalais, Janice Brent, and Sue Allen take part in the Heart of Education reception for faculty of Little Cypress/Mauriceville ISD, West Orange Cove ISD, and Bridge City ISD.

8R egion 4 The Humble ATPE Legislative Chairman Gayle Sampley holds the gavel used to pass HB5 during the 83rd Legislative Session. Sampley visited Rep. Jimmie Don Aycock’s (HD 54) office during ATPE’s Lobby Day at the Capitol.

9R egion 2 Cesarea Germain and Michael Sweet take part in professional development coordinated by the Corpus Christi local unit.

10 T exas Woman’s University New officers are introduced at a Texas Woman’s University local unit meeting. From left to right: Chaniah Orphey, K’Leigh Watts, Melissa LeCompte, Sarah Gerken, and Anna Smith.

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atpe.org | 37

your atpe

WHICH MEMBERSHIP CATEGORY Should You Join in 2015-16?

If your employment status will be changing during the 2015-16 school year, you need to make sure that you renew your ATPE membership in the correct category.

YOU ARE: A 2014-15 college student member • If you will be student teaching or doing classroom observations in 2015-16, renew in the teacher trainee (student teacher) category to have access to the insured benefits.* • If your 2015-16 coursework will not include classroom observations, renew in the college student category. This is not an insured category.

YOU ARE: A 2014-15 teacher trainee (student teacher) member • If you will be teaching in your own classroom in 2015-16, renew as a firsttime professional member to have access to the insured benefits.* • If you will be substitute teaching, renew in the associate category to have access to the insured benefits.*

YOU ARE: Retiring at the end of 2014-15

<© IMAGE DESCRIPTION/COLLECTION/THINKSTOCK>

• If you are retiring at the end of 2014-15, continue your ATPE membership in 2015-16 by renewing in the retired category for only $10.

• This is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to insured benefits.*

YOU ARE: Planning not to work in education in 2015-16 • If you will not be working in education in 2015-16, remain a part of the ATPE community by renewing in the public category for only $35.

Public members receive ATPE publications and save money using our services and discounts.

• This is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to the insured benefits.* Please contact the ATPE Membership Department at (800) 777-2873 or member_services@atpe.org if you have questions about which membership category you should join.

Terms and conditions apply. Visit atpe.org for further information.

*

THE ATPE VISION

38 | atpe.org

ATPE is the preeminent public educator association in Texas and makes a difference in the lives of educators and schoolchildren. In partnership with all stakeholders, we are committed to providing every child an equal opportunity to receive an exemplary public education.

atpe news

atpe-pac honor roll

The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) from January 1, 2015, though March 31, 2015.

Abilene Tonja Gray

Conroe Edith Taylor

Aldine Wanda Giles

Corpus Christi Michelle Barabino Cesarea Germain Jackie Hannebaum Barbara Ruiz

Alvin Ron Fitzwater Amarillo Kristel Sexton Shane Whitten Andrews Melisa Burnett Tina Hardarson Ballinger Cheryl Buchanan Beaumont Suellen Ener Glen Rabalais Big Spring Cheryl Whitaker Boerne Margie Hastings Teri Nail Richard Wiggins Jeri Willis Brownsville Jose Garza Bushland Dawn Riley Calallen Vienna Delagarza College Station Joyce Green ColumbiaBrazoria Bess Simple Comal Carla Carter Kim Farlow

Corsicana Julleen Bottoms Cindy Stouff

Garland Jackie Davis La’Taisha Stinnette Nichole Waggoner Hale Center Brenda Bryan Lynette Ginn Hawley Desirie Ries Humble Stephanie Baker James Ellis Gayle Sampley

Magnolia Charles Lindsey II

Paris Jerrica Pruitt

McAllen Twila Figueroa Ma Elena Ingram Daisy Palomo Maria Trevino

Pflugerville Christie Smith

McMurry University Leslie Ward

Hurst-EulessBedford Dayla Beauchamp

Mesquite Carol Davies Carl Garner Debbie Massey Diane Nix Larry Rojas Kay Young

Crowley Steve Pokluda

Irving Gwendolyn Craig

Nacogdoches Janie Leath

Dallas Dianne Reed Beverly Stone

Jacksboro Kristi Daws

Navasota Sue Meisel-Harer Susan Stanfield

Cypress-Fairbanks Stephanie Bailey Roman Nunez Eli Rodriguez Yvette VickersJones

Denton Vicki Storrie Dickinson Elaine Cates Edinburg Michael Balderas Amancio Garza El Paso Katherine Cepeda Amada Hernandez Falls City Phyllis Jarzombek Cathy Stolle

Keller David Williams Killeen Alice Page Eileen Walcik Ron Walcik Melissa Walcik La Joya Norma Vega Leander Connie Hernandez Jayne Serna Lewisville Karen Hames

Ferris Meredith Malloy

Lorena Misty Houston

Fort Bend Cathy Duvall

Lubbock Ranelle Baldwin

North East Lola Miller North Lamar Alison Hayter Northside (20) David de la Garza Elizabeth Turner Odessa Olga Garza Bridget Loffler Olney Dale Lovett Becky Spurlock Sam Spurlock Palmer Gina Godding

Help support the ATPE Political Action Committee. It’s easy to set up recurring monthly or quarterly donations online at atpe.org/pac-donate.

summer 2015

Pharr-San JuanAlamo Mike Sweet Pineywoods Ginger Franks Teresa Yarberry Plano Janice Cordray Katy Matthews Julie Riggs Robinson Mary Betke Kimberly Cowart Robstown Adrian Guerrero Round Rock Pamela Farley Monica HuffDixon Stephanie Stoebe San Antonio Teresa Akers Tina Briones Norma Cantu Desiree Davila Skip Hildebrand Debra Holzman Raul Ortiz Annie Perez San FelipeDel Rio Jose Delgado San Marcos Alicia Jordan Genie Rolfe

your atpe

THANK YOU FOR YOUR DONATION!

Schertz-CiboloUniversal City Sherry Reiser Stanton Teresa Griffin Bill Griffin Tyler Betty Berndt Yesenia Garcia Eddie Hill Andrea Middendorf Van Alstyne Abby Rogers Waco Sandra O’Connor Patty Reneau Warren Bill Moye Waxahachie Kim Kriegel Weslaco Aggie Aguirre Hector Cruz Joel Nava Westwood Linda Moran Willis Judi Thomas Woden Shelly Watson Ysleta Jennifer Adams Edana Slaight

POLITICAL ACTION COMMITTEE

atpe.org | 39

continued from page 33 got the association behind me, I’ve got my teaching experience and background, so I don’t worry. Many teachers teach in fear. I have nothing that anyone can take from me and I put myself out there. I do what my morals, ethics, integrity tell me to do. I do what my grandparents and parents taught me.

What do you think art can do for young adults?

Once you get the basics out of the way—which is all problem solving and tenacity—and master the technical side of things, it’s like learning a different language. You are then able to describe things through symbol and metaphor. I find that once the students master the material and they are comfortable, they start taking chances. When you put your art out there, it can be a scary thing.

You’re putting a small part of yourself out there for judgment. So, art teaches confidence and it teaches problem solving. You have to self-analyze. You have to be critical of yourself and have the personal tenacity to say, “I’m going to fix it. I’m going to keep working at it and do it over and over again.” You have to develop an internal drive to keep going.

How important is it for lawmakers to fund art programs in public schools?

Legislators should walk out into the State Capitol rotunda and look around. They are surrounded by art. Art is what was used to document history. It’s not just something fun. We document who we are as a civilization through art. It would be a very blank world without artwork and architecture. Creative thought and process is what shapes countries. Our country’s forefathers had to have creative ideas and problem-solving skills. Benjamin Franklin and Thomas Jefferson had to create something from nothing.

It’s the same set of skills we teach in the arts. To cut money for the arts would be a huge injustice to creating well-rounded students. You can’t make a well-rounded student without culture, and that’s what art is—it is culture.

continued from page 19 more mature and resilient. “The young men shake hands. They aren’t afraid to talk to adults anymore.

They say, ‘yes, ma’am’ and ‘yes, sir,’” says McGruder.

“That’s one thing I love.”

40 | atpe.org

One Year In For Gus Garcia, becoming a single-sex school meant not just a change in population but a change in culture as well. McGruder works hard to instill a spirit of respect in his students. In addition to the brandnew dress code, the school has a creed in which each student declares himself “a college man, a global citizen, and a lifelong learner.” Students also meet with McGruder every Monday to discuss important topics—authority, etiquette, and social media, for example. McGruder says these changes have helped students find pride in their school and understand the importance of protecting their “brand.”

Although the ACLU’s complaint has not been resolved (the US Department of Education officially opened their investigation in March of this year), McGruder is pleased with the results he’s seen so far.

Students still have progress to make, but scores on their benchmark tests have been “inching up,” and the school’s football and basketball teams have both had a successful year.

McGruder recalls visiting the school before its transition to single sex. One day alone saw eight fights between students, and it wasn’t uncommon for students to swear and yell at teachers. McGruder will be the first to admit that the school still has its fair share of problems, but his pride in the progress that his students and staff have made is palpable.

“I’ve seen more students taking ownership of their behavior,” McGruder says. “And when they get in trouble, they man up instead of getting angry and walking away. We’re always able to talk to them. It’s all a teachable moment.”

Gus Garcia is not one of those single-sex schools that essentially functions as a magnet school. Test scores and recommendations are not required for admission, although McGruder acknowledges that this may be necessary in the future. For now, though, McGruder is happy that the school has the opportunity to prove itself. “Anybody can take kids who have As and Bs and perfect discipline and put them all in a school together and say, ‘We’re a great school,’” says McGruder, “but a real school functions with kids with discipline problems and kids who are underperforming. That’s always been my motto.”

ATPE does not have an official postion on single-sex schools but feels it is important to explore all issues in public education.

atpe news

2015-16 ATPE Membership Application 3 Ways You Can Join The Association of Texas Professional Educators:

1 Print and mail this completed application to the ATPE state office.

2 Give this completed application to a designated ATPE representative.

3 Join at atpe.org (and pay by credit card after 6/1/15).

1 Provide your contact information.

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

Female

Male

School District Employee ID# _______________________________________ Yes, I have been an ATPE member in the past.

Member ID# _______________ (Optional—If you don’t remember it, no problem.)

Name_________________________ _______________________ _________ Last

First

Middle initial

Job title _________________________________________________________ ISD ___________________________ Campus __________________________ Home address ____________________________________________________

2 Select your membership category.

(MM)

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

Insured* categories

*

See back for details.

Professional

$145.00

$ ______

First-time Professional

$80.00

$ ______

$70.00

$ ______

Renewing members and new members who join after 10/31/15

I have never been a Professional member. This reduced rate is valid only until 10/31/15

Associate

Paraprofessional and classified positions

FREE

Teacher Trainee Student teacher in Texas

City/State ____________________________________ ZIP _______________ Cell ( ____ ) _____________________Home ( ____ ) _____________________ Required**

Retired

$10.00

$ ______

Retired former school employee

Home email _____________________________________________________ Campus email ____________________________________________________ One email address is required for application processing.** **

Uninsured categories

When you become a member of ATPE, you are granting permission for ATPE to contact you via the information provided on this application, including email and text, which are required to effectively administer your account. You will also receive important information about your membership and benefits.

FREE

College Student Non-teaching college student

$35.00

Public

3 Invest in public education. (optional) Local unit dues

$ ______

ATPE Political Action Committee

$ ______

Support ATPE in your school district.

Yes, send me information about volunteering for ATPE!

$ ______

Friend of public education

Support Texas candidates and officeholders who prioritize our profession and public education.

Suggested donation: $12.

4 Select a payment method.

Check enclosed Payroll deduction

305 E. Huntland Dr. • Ste. 300 Austin, TX 78752-3792 (512) 467-0071 • (800) 777-2873 atpe.org • atpe@atpe.org

Complete the authorization below. Detach and submit to your ISD’s payroll office. Arrangements for payroll deduction are the responsibility of the applicant.

TOTAL

$ ______

Payroll Deduction Authorization 2015-16 professional, first-time professional and associate memberships will not be accepted after Jan. 31, 2016.

(See reverse side for details.)

I, ______________________________________________ , authorize the _____________________ ISD to deduct the total amount of $ _______________ over ______ payments in order to pay for ATPE state dues, local dues, and political action committee and foundation donations. I further authorize the Association to notify the ISD of changes in the annual dues amounts and the ISD 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 ISD that I want to revoke it.

____________________________________________________ __________________________________________________ _______________ Applicant’s signature

Applicant’s Social Security number or employee ID number

________ I wish to cancel deduction of membership dues for:

Initial Here

Texas AFT

TCTA

Date of signature

TSTA

UEA

Other 2015-16 AP8

Questions You Might Have About ATPE Membership What does the Professional Liability and Employment Rights Defense Insurance cover?

When is my ATPE membership effective?

Insurance 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.

When is Professional Liability Insurance coverage effective?

Insurance coverage begins on the later of 8/1/15 or your Membership Date and expires on 8/1/16 except for the following: COVERAGE IS EFFECTIVE ON 8/1/15 IF YOU RENEW MEMBERSHIP ANYTIME DURING AUGUST OR SEPTEMBER 2015, AND EMPLOYMENT RIGHTS DEFENSE INSURANCE IS NOT EFFECTIVE UNTIL 30 DAYS AFTER YOUR MEMBERSHIP DATE IF YOU JOIN AFTER 9/30/15 AND WERE ELIGIBLE FOR MEMBERSHIP FROM AUGUST 2015 THROUGH SEPTEMBER 2015. 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. Professional, first-time professional and associate memberships will not be accepted after Jan. 31, 2016. For further information, call (800) 777-2873.

For paper applications, membership is generally established when the application is received in the state office. Alternatively, membership may be established when a designated ATPE representative receives , signs and dates an application then forwards the completed application for processing at the ATPE state office. For online applications, the membership date is established at 12:01 a.m. CST on the date following successful transmission of your online application and payment at atpe.org. Faxed or emailed applications are not accepted. In all cases, ATPE reserves the right to research and verify the earliest date of membership or to reject or cancel membership retroactively should all application elements not be completed.

Are ATPE membership dues tax-deductible?

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. Approximately 95 percent of your dues dollar is considered deductible; 4.6 percent is used for lobbying activities and is therefore not deductible.

What does ATPE-PAC do?

The ATPE Political Action Committee (ATPE-PAC) solicits voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to ATPE-PAC 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.

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 $26 of Professional and Associate member dues and up to $6 of Teacher Trainee member dues pays for the Educators Professional Liability Insurance Policy.*

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for Professional Liablilty 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) 777-2873.

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

• Educational Aide/ Technician

• Athletic Director/ Coordinator

• Diagnostician

• School Psychologist/ Associate

• Alternative Center Aide

• Maintenance Worker

RETIRED MEMBER ($10)

• Instructional Officer

• Bus Driver

• Nurse (LVN)

• Retired former school employee

• Athletic Trainer

• Intern Teacher

• Social Worker

• Cafeteria Worker

• At-Risk Coordinator

• Superintendent/Asst.

Supt.

• Clerk–General

• Regional Service Center Aide

• Audiologist

• IT Director/ Coordinator

• Band/Choral Director

• Librarian

• Teacher

• Computer Programmer/Entry

• Coach

• Nurse (RN)

• Custodial Worker

• Security Guard (Unarmed)

• Counselor

• Deaf Interpreter

• Substitute Teacher

• Curriculum Director

• Parent/Community Coordinator

• Therapist/ Pathologist

• Dean of Instruction

• Principal/Asst. Prin.

• University Professor • Visiting Teacher

• Secretary

TEACHER TRAINEE MEMBER (FREE) • Student teacher in Texas

• Non-teaching college student

PUBLIC MEMBER ($35) • Friend of public education

by Gary G. Godsey

for the record

ATPE VOLUNTEERS MAKE A DIFFERENCE Many members don’t realize how powerful the ATPE volunteer network can be. Our volunteers make a difference on their campus, in their regions, and across Texas.

N

ot only do ATPE volunteers play a key role in helping educators influence legislation, they work alongside staff to represent the organization at the local, regional, and state level. Most of all, they help ensure that educators are treated fairly on campuses across the state, and that our Texas schoolchildren receive the quality education they deserve.

ATPE was founded by Texas educators, and our volunteer model is somewhat unique for an organization like ours. Many of our competitors hire people to do the things that we rely on our volunteers to do. But being member-owned and member-governed means we trust our volunteers to help run our organization—and it means that we can keep our dues low. Our volunteers’ commitment to the organization translates into savings for all ATPE members.

But volunteering is about more than saving money. Our volunteers report that learning new skills, taking on unfamiliar roles, and meeting and

summer 2015

bonding with new people as an ATPE volunteer has helped them grow both professionally and personally. Volunteers make the most of their ATPE membership when they seize the opportunity to expand their skills and knowledge and grow their connections—as well as their friendships—by becoming a committed member of the ATPE family.

ATPE has members on almost every campus in the state, and we’re looking for volunteers who are ready to lead. We’ll provide the training, resources, and networks to ensure you can truly make a difference in the lives of Texas educators and students. Interested in learning more? Please contact Kelli Johnson, our volunteer program coordinator, at kjohnson@atpe.org.

Gary G. Godsey ATPE Executive Director

atpe.org | 43

Association of Texas Professional Educators

305 E. Huntland Dr., Suite 300 Austin, TX 78752-3792

ATPE—FOUNDED BY TEXAS EDUCATORS. WORKING FOR TEXAS EDUCATORS. Visit atpe.org to find out more about ATPE’s: • Superior legal protection* (we encourage you to read the fine print) • Affordable dues (why pay more and get less?)

• Unmatched influence at the Capitol (in both Austin and Washington, DC) • Member benefits (savings on products and services and free professional learning that help recoup the cost of your dues—and then some!)

*Terms, conditions, and exclusions apply. For more information, visit atpe.org.