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10 tech trends—from “the cloud” to augmented reality—for educators to watch Page 18
What happens after the RIF?
summer 2011 | ATPE.org
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Bills, budgets and brouhaha: The 82nd Legislature Page 26
ATPE Summit preview Page 30
S U P P O R T I N G YO U R F R E E D O M TO T E AC H
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Plan for your future.
ATPE is proud to offer members the opportunity to enroll in the following benefits: Life insurance
Critical illness insurance
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ATPE has enhanced our voluntary group life insurance program for the 2011-12 membership year. Be sure to check your 2011-12 membership packet for important enrollment information. This one-time offer is only available July 1–Oct. 31, 2011. Please note that during the enrollment period eligible members have 60 days from their date of membership with ATPE to enroll.
Help fill insurance gaps with critical illness insurance from Chartis. ATPE members can purchase critical illness insurance for themselves and their families. The lump-sum benefit provided under a critical illness insurance plan can help ease financial burdens and can help fill gaps in traditional life and medical coverage. Enrollment is open July 1–Oct. 31, 2011. Log in to the Services and Discounts page at atpe.org for more information or to enroll.
Now at a reduced rate from ACE, for $11.21 per month, ATPE members can purchase 24-hour-a-day, 365-days-ayear accident protection for themselves and their families regardless of their health history. Enrollment is open year-round. Log in to the Services and Discounts page at atpe.org for more information or to enroll.
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26 22 features
special sections
18 The sky’s the limit
16 ATPE member legal assistance
Today’s technology landscape changes about as quickly as clouds change in the sky. The next big thing is always just over the horizon. ATPE has compiled a list of 10 trends to watch.
22 The next chapter Educators spent the spring in a state of uncertainty. How much money would be cut from public ed? How many jobs would be lost? But now we’re getting answers, and educators can feel a bit more like they control their own destiny. Plus: Continuing ATPE membership if you have been affected by a RIF.
26 Bills, budgets © 2011 Thinkstock
and brouhaha
t press time, a budget deal appeared A close, and the likelihood of a special session was dwindling. So how did we get here?
Save these details on eligible ATPE members’ employment rights and professional liability insurance package. 30 The ATPE Summit Preview the agenda for the first-ever ATPE Summit, get to know the 2011-12 state officer candidates, and check out the business the 2011 ATPE House of Delegates will consider. 42 Your Association Annual membership survey results · Savings on health and lifestyle benefits, long-term care insurance and auto insurance · Important renewal information · ATPE’s amicus brief · Beth Ann Rogers Literacy Initiative grant recipients · Kudos · Family Album · ATPE-PAC Honor Roll
departments 4 Editor’s Message
10 In the Classroom
5 Web Bytes
13 Para-educators’ Place
7 Calendar
14 Tech Support
8 News Briefs
55 Snip-its
columns 15 Capitol Comment Oh, what a session! 17 Legal Opinions Free speech isn’t always free.
Correction: The Lobby Day article in the Spring 2011 ATPE News listed the incorrect office for State Vice President Cheryl Buchanan. ATPE News regrets the error. summer 2011
atpe.org | 3
president’s editor’s message
The official publication of the Association of Texas Professional Educators
STATE OFFICERS
News of Osama bin Laden’s death rocked the “Twitterverse” a good 30 minutes before cable news networks linked the terrorist with the president’s press conference. At 9:12 p.m. CDT, I texted family members saying, “Obama to talk at 9:30, possibly about bin Laden.” My parents called to question my info. I had seen it on Twitter—a friend of a friend who works at NPR, someone I know by reputation to be a responsible journalist, had tweeted that a reliable source had told her the topic was bin Laden. I admit it: I took great delight in watching newscasters wildly speculate while feeling confidence in my “scoop.” The events of May 1 brought back memories of that September morning 10 years ago, the day with the eerily cloudless blue sky. I learned of the Sept. 11 attacks from my mother, whom I had called to ask a mundane question about defrosted chicken. It took me a moment to process what she was saying—that it was two planes, not just one, so clearly not a freakish accident. I watched the events of the day on one TV after another—and even stood in line at a pay phone (!) at the student union to call home. Back then I didn’t often use my newly acquired cell phone. So much has changed. When the Missouri Tigers play football, my fellow alums and I tweet back and forth. When Prince William and Kate Middleton married, I read about an acquaintance’s Prince Harry sighting on Facebook. And when Elizabeth Taylor died, I received six tweets within 30 seconds from news outlets announcing her passing. (Confession time: My exterminator told me Michael Jackson had died.) ATPE has changed, too. I began working here in April 2003, during a contentious Grusendorf-era legislative session. At the time, we relied on a print newsletter and a smallish Legislative Alert Network (LAN) to keep members informed and involved. Today, during another tumultuous session, we have a robust LAN, an e-newsletter, a Facebook page (www.facebook.com/OfficialATPE) and a Twitter feed (@OfficialATPE). The next step in our technological evolution is the release of the ATPE Summit mobile app. This summer, attendees can create their summit schedules and navigate ATPE’s big gathering on their iPhone or Androidpowered device. We have more exciting “technological advances” planned, too, so stay tuned to your ATPE communications. One thing is for sure: In 10 years, I’m sure the ATPE News editor’s message will reflect on the quaintness of that antiquated tool Twitter. I’m excited for the future … and still waiting for my flying car. My commute can be a beast.
Kate Johanns, Editor 4 | atpe.org
David de la Garza Cheryl Buchanan Deann Lee Ginger Franks Sam Spurlock
President, Northside (20) Vice President, Ballinger (15) Secretary, Paris (8) Treasurer, Nacogdoches Co. (7) Past President, Olney (9)
BOARD OF DIRECTORS
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ATPE NEWS STAFF
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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 2011 in USA by the Association of Texas Professional Educators ISSN © ATPE 2011 0279-6260 USPS 578-050
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Do you like us? Have you made it official? Find ATPE on Facebook (through the button on the home page) and “like” us. You’ll be privy to the latest in ATPE and legislative news, along with educational tidbits and some things that are just for fun.
Interested in connecting with other members on a more personal level? Check out the 20 region Web pages to learn more about ATPE activities in your area, connect with your region officers, contact local unit presidents in your region and more.
Will we see you at the top? In preparation for the first-ever ATPE Summit, ATPE staff members have produced a webisode series about all of the great things in store for members who attend the event. Approaching the Summit focuses on the House of Delegates, leadership development, public education advocacy and good times in Austin.
Keeping it under 140 If you’re looking for ATPE info in bite-size bits, look no further than our official Twitter account. Connect with ATPE on Twitter in no more than 140 characters through your personal Twitter account or by texting “follow @OfficialATPE” to 40404.
The ATPE Vision The Association of Texas Professional Educators is the preeminent educator association in Texas and makes a positive difference in the lives of educators and in the lives of schoolchildren. As professionals, our members are committed to supporting quality public education and the professional rights and obligations of the education community. Working in partnership with parents, business, community and government, ATPE provides the programs and services that enable educators and schoolchildren to achieve their highest potential.
summer 2011
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It’s Your Future. What Path Will You Choose? Online Principal Certification with Region 4 There are many ways to a destination, but only one that really prepares you for your arrival. Our Administrator Certification Programs provide you the guidance and tools vital to your success. Both blended and online programs are available. Internships can be completed anywhere in the state of Texas.
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calendar
June Learn how the 82nd Legislature changed public education
6 Region 9 meeting (Wichita Falls) 14 Flag Day
16–17 Teacher Retirement System (TRS) Board of Trustees meeting
17 State Board for Educator Certification (SBEC) meeting
19 Father’s Day
Get the scoop on the legislative session.
19 Last day the governor can sign or veto bills passed by the 82nd Legislature
20 ATPE Summit delegate certification/preregistration deadline
www.atpe.org/advocacy
21 Summer begins
JULY 20–23, 2011 AUSTIN CONVENTION CENTER
July
4 Independence Day (state office closed)
10 Region 13 executive board meeting (Austin)
20 ATPE Educator of the Year, Leader of the Year and Scholarship committee meetings
Ask your local unit president to register you as a certified delegate. www.atpe.org/summit
20–22 State Board of Education meeting Volunteer for 2011-12 state committee service by July 23.
2 0–23 ATPE Summit
29 State office closed for post-ATPE Summit holiday
www.atpe.org/ LeaderCentral/MyTools/ cmteService.html
31 2010-11 membership year and professional liability insurance policy expire*
August Joe Member Member #123456
Make the most of your ATPE membership.
1 2011-12 ATPE membership year and professional liability insurance policy begin* 12 SBEC meeting; TRS Board of Trustees meeting
22–26 Supporting Your Freedom to TeachSM Week
29 Date that bills passed by 82nd Legislature become law
Renew your ATPE membership for 2011-12. www.atpe.org/ JoinATPE
call (800) 777-ATPE to be put in touch with your region officers red dates indicate atpe deadlines
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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 summary at www.atpe.org/Protection/LegalBenefits/inspolicy.pdf. 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.
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summer 2011
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news briefs
by Mandy Curtis, copy editor/writer
Internet use popular among the preschool crowd
The spice mustn’t flow
Although television remains the favorite medium of entertainment for U.S. children—around 90 percent of children under age 5 watch three or more hours per day—the Internet is growing in popularity.
Use of the drug marijuana is illegal in most cases other than medical use, but until recently, certain synthetic drugs and hallucinogenic plants that mimick the drug’s effects were readily available in stores.
A recent study from the Sesame Workshop and the Joan Ganz Cooney Center found that 80 percent of children under 5 use the Internet on a regular basis. This includes all forms of Internet use, including watching TV and movies online, which likely accounts for the high percentage of activity. The study did not factor in Internet access through tablet computers or smartphones. Surprisingly, only 70 percent of children ages 6 to 9 use the Internet on a weekly basis. Source: The Independent, www.independent.co.uk
Called cannabinoids or synthetic cannabis, these products are marketed as incense under the brand names K2, Spice or Ice. When smoked, they serve as a substitute for marijuana due to a spray of a chemical compound similar to tetrahydrocannabinol (THC), marijuana’s active ingredient. In March, the Texas Senate approved a bill by Sen. Florence Shapiro (R–Plano) that would ban K2; four other bills aimed at banning similar synthetic substances were filed during the 82nd legislative session. The U.S. Drug Enforcement Agency also made a ruling on K2 in March, placing it in Schedule 1 of the Controlled Substances Act. Schedule 1 substances are those that are considered unsafe to use, with high potential for abuse and no accepted U.S. medical use. Sources: The Texas Tribune, www.texastribune.org; Lackland Talespinner
Korean study suggests worldwide autism rates might be higher than realized A five-year study of the prevalence of autism spectrum disorders shows a rate of 2.64 percent in South Korean children, a rate much higher than the U.S. Centers for Disease Control and Prevention’s estimate of about 0.9 percent in the United States. The study assessed more than 55,000 children ages 7 to 12 and brings into question the accuracy of estimates in other countries. The higher rate could be attributed to the methodology of the South Korean study, which was funded partly by Autism Speaks, a U.S. autism and advocacy group. Most previous assessments focused on high-risk children from special education classrooms and mental health service organizations; the estimated worldwide rate of autism spectrum disorders in this population of children is between 0.6 and 1.8 percent. The South Korean study looked at children in regular classrooms as well, which increased the prevalence rate to 2.64 percent. Students in regular classrooms are likely higher functioning and therefore undiagnosed; many had Asperger’s syndrome, which results in normal intelligence but poor social skills. Source: Los Angeles Times, www.latimes.com
8 | atpe.org
Students lack civic knowledge Only about one-quarter of U.S. students demonstrate at least a “proficient” level of national civic knowledge, according to the latest results from the National Assessment of Educational Progress (NAEP). The 2010 results show that 24 percent of 12th-grade students, 22 percent of eighth-grade students and 27 percent of fourth-grade students scored at proficient or above on the assessment. These scores represent a three-point drop for high school students—largely due to a decline among girls—and a three-point increase for elementary school students since the 2006 test. Middle school students have been holding steady at 22 percent since 1998. One area of growth highlighted in the 2010 results is the improvement of Hispanic students. Since 1998, the percentage of eighth-grade Hispanic students scoring “basic” or above has grown from 44 percent to 56 percent. The percentage of high school seniors scoring “superior performance,” however, remains at 5 percent or below for all races and ethnicities. The NAEP tests students on civic knowledge, intellectual and participatory skills, and civic dispositions. The section on civic knowledge tests students’ comprehension of politics, government, the foundations of the American political system and U.S. citizens’ role in democracy. As part of the assessment, students are also polled on which topics they study. Ninety-seven percent of 12th-grade students reported that they studied civics topics in high school. Source: Education Week, www.edweek.org
Early reading struggles lead to low graduation rates Students who lack proficiency in reading by third grade are four times less likely to graduate from high school than their peers who read at or above grade level, according to a new study on the correlations among reading ability, poverty level and graduation rates. The study, which analyzed the reading scores of nearly 4,000 students born between 1979 and 1989, found that around 640 of the students didn’t have a high school diploma by age 19. Eighty-eight percent of those 640 struggled with reading early in elementary school. When poverty levels were also examined, the study found that reading skills had a more profound effect on those who didn’t graduate; only 70 percent of those without a diploma had been affected by poverty. The study also found that gaps in graduation rates among white, AfricanAmerican and Hispanic students close when proficiency and poverty are taken into account. Source: Inside School Research, http://blogs.edweek.org
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in the classroom
by Kris Woodcock, professional development coordinator
Book review:
ATPE Summit keynote speaker’s book speaks to educators young and old “In my writings through the course of nearly 40 years, I have always tried to bring the mighty and ferocious educational debates that dominate the pages of the press and academic publications, in which the voices of our teachers are too seldom heard, back from the distant kingdom of intimidation and abstraction—lists of ‘mandates,’ ‘sanctions,’ and ‘incentives’ and ‘performance standards’ and the rest—into the smaller, more specific world of colored crayons, chalk erasers, pencil sharpeners, and tiny quarrels, sometimes tears and sometimes uncontrollably contagious jubilation of which daily life for a real teacher and her students is, in fact, composed.” —Jonathan Kozol, Letters to a Young Teacher
Don’t be fooled by the title Letters to a Young Teacher: This touching and spontaneously humorous book by ATPE Summit keynote speaker Jonathan Kozol reminds teachers— new and seasoned—what it means to be an educator. Kozol’s book captures lessons he learned through a long career in education (beginning as a teacher in inner-city Boston). He eloquently shares these lessons in letters he writes to Francesca, a novice teacher. The book captures the essence of mentoring while providing Kozol a forum in which to share his own feelings about injustices in our public school system, standardized testing, the importance of small class sizes, and making and maintaining connections with students. Kozol aims to help all teachers learn from one another, value their strengths and improve from their mistakes. Kozol even titles one of his chapters: “Teaching the Young, but Learning from the Old: A Cautionary Letter.” Letters to a Young Teacher is the current topic of discussion for educators participating in the ATPE Book Circle—and it’s not too late to join the Book Circle to earn 12 hours of continuing professional education (CPE) credit. To learn more about the Book Circle and its study of Letters to a Young Teacher, visit the ATPE Idea Exchange at http://atpe. websitetoolbox.com/.
Take time to give yourself some TLC this summer As the school year wound down, we asked some of the ATPE Book Circle participants how they like to decompress and rejuvenate over the summer so they’re ready to take on another year in the classroom. Here are some of their answers:
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“I read a lot, mainly fiction books. I am the librarian at Post High School, so I have an abundance of different types of books to read. I also make sure, as I do every day, to do my Bible study and reading. This is truly what keeps me going, no matter what I face.”
10 | atpe.org
—Amy Easterling, Post ISD
“Over the summer, I like to focus on my No. 1 job—being a mom and wife. My children are young—ages 4 and 6—so I really focus on them. We do vacation Bible school, story times, lots of swimming and games. And I hope to have a mini-vacation each month—even if it just means a day in Galveston.”
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—Jennifer GoedkEn, Cypress-Fairbanks ISD
atpe news
Homeless students: Signs you might misinterpret
Given the economic downturn, more students have been affected by homelessness and unstable living situations. However, according to Dr. Vicky Dill, a senior program coordinator at the Charles A. Dana Center’s Texas Homeless Education Office at the University of Texas at Austin, educators often misread the signs of homelessness as an indication of laziness or a lack of interest in school. “Too many [educators] think there are no students who are homeless in their classes,” says Dill, a 40-year veteran educator and the author of A Peaceable School. Dill will be presenting a professional development session at the ATPE Summit July 22. “If you see something that is out of the norm for an individual student, ask the question, ‘Why?’ Don’t jump to conclusions about a child, [but] ask, ‘Why is this behavior going on? Is there something at home that may be
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frequently, and changes in academic performance are evident. • A child suddenly starts misbehaving. According to Dill, some students misbehave as a “reflection of [the] post-traumatic stress disorder that almost all children in homeless situations suffer from.”
contributing to this behavior?’”
• A formerly self-confident and talkative student becomes shy or reserved.
According to Dill, homelessness might cause the following situations:
• A student acts tired or hungry.
• A child’s hygiene slowly disintegrates. The child might be washing up at a neighbor’s or friend’s house or even at a restaurant or gas station. • A child wears the same clothing every day or every other day, and his clothing is wrinkled or dirty. • A student turns her homework in less
• A student’s attendance becomes an issue. Frequent tardiness and absences are signs that a student might be moving between family members’ homes or shelters. If you suspect that one of your students might be homeless, consult your administrator about the resources available to help homeless students in your district.
Find more information on homeless students • Texas Homeless Education Office, www.utdanacenter.org/theo • National Association for the Education of Homeless Children and Youth, www.naehcy.org • National Law Center on Homelessness and Poverty, www.nlchp.org • National Center for Homeless Education, www.serve.org/nche • National Coalition for the Homeless, www.nationalhomeless.org
“First, I stack about 10 books that I have collected over the past year in a strategic spot, and I start reading. Goal: Read all the books. Second: I love going to CPE offered by the experts of our ESC 14. They never cease to fill my head with fresh ideas for presenting a lesson. Third: I go to CAMT [Conference for the Advancement of Mathematics Teaching] and find out that I’m not the only one having a problem in class, and I get new ideas. And, finally, I spend as much time as I can with my family—and that includes dreaming about them during an afternoon nap.” —Michael White, Abilene ISD “In order to truly unwind during the summer, I make it a point to focus on my own children. We do our best not to worry about the next school year. We enjoy our time by taking small road trips or a big vacation, but no matter what we are doing, we make sure our focus is on each other and not on the tasks for the next school year.” —Patricia Adams, Aquilla ISD
summer 2011
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“Rejuvenation is critical before I go back into a classroom. Therefore, I take time to read, swim and play. It’s that simple. Yes, I look for things to do in my room. I even access our curriculum (CSCOPE) to see what changes have occurred. But in all honesty, summer is about my family, friends and loved ones.”
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—Tina Quiser, Coldspring-Oakhurst CISD
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Planning to catch up on your CPE hours this summer?
s u p p o r t i n g
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ATPE’s continuing professional education (CPE) opportunities fit perfectly into your busy schedule.
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Essentials—ATPE’s email newsletter delivers the latest Capitol news and legal information right to your inbox (earn 1 hour of CPE credit for reading each issue).
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the bu how did dget crisis: we get he re? page 15
2011 | ATpE.o rg
texas tea cher year da of the niel Leija page 19
spring
ATPE News—Featuring the latest education trends from Texas and beyond, ATPE’s quarterly magazine is your ideal companion at the beach or the airport (earn 1.5 hours of CPE credit for reading each issue).
trouble spots in revised code of the ethics
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Online courses at atpe.org—Complete online courses on topics such as education law, mentoring, psychology and more. The number of credits available per course varies.
How to document CPE credit earned through ATPE: Use the form below (available year-round at atpe.org) to document credit earned for reading ATPE News and Essentials. Keep track of credit earned through online CPE with the printable certificates available when you complete courses.
Continuing Professional Education Certificate of Completion Association of Texas Professional Educators (SBEC CPE Provider ID# 500105) This certificate is issued to the signed holder by the Association of Texas Professional Educators for documentation of the continuing professional education (CPE) experience(s) listed below. Certificate holders should note that the following CPE experiences qualify as independent study. The State Board for Educator Certification (SBEC) defines independent study as the self-study of relevant professional materials such as books, journals and periodicals; independent study is not to exceed 20 percent of required hours.
CPE Experience
Hours Completed
Reading the ____________ issue of ATPE News Reading the ____________ issue of Essentials
1.5 1
Certificate Holder’s Initials
________________________ ________________________
I hereby certify that I have completed the continuing professional education experience(s) described above. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Print Name
Signature
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School District/Employer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Date
This is an official document of verification. Retain this document in your professional certificate renewal file for verification of completed hours. Direct all CPE-related requests regarding renewal worksheets, application forms, additional information or complaint procedures by mail to the Texas Education Agency, Educator Certification and Standards, 1701 N. Congress Ave., WBT 5-100, Austin, TX 78701-1494; by telephone at (512) 936-8400; or via the TEA website, www.tea.state.tx.us.
12 | atpe.org
atpe news
by Kris Woodcock, professional development coordinator
para-educators’ place
Gross-out guide: Pests that plague schools Are you itching yet? You will be after reading this Lice, bedbugs and mites are three persistent pests that often infest schools, leaving nurses, custodians, classroom teachers and principals scratching their heads. Educators must follow applicable district policies as they control these infestations and alert parents about these creepy critters. Consult your supervisor as soon as you suspect one of these pests has invaded your campus.
HEAD Lice
Bedbugs
MITES
Lice (Pediculus humanus capitis) are tan to grayish-white insects about the size of a sesame seed that feed on blood. Head lice can live up to 30 days and feed every three to six hours. The condition is nearly as common as the common cold.
Bedbugs (Cimex lectularius) are wingless reddish-brown insects that feed on the blood of sleeping people and animals. According to the Centers for Disease Control and Prevention (CDC), they are roughly the size of Lincoln’s head on a penny.
The human itch mite (Sarcoptes scabiei var. hominis), aka the scabies mite, is a microscopic parasite that burrows into the upper layer of the skin, where it lays eggs. An infestation of these mites is called scabies. This type of mite is different from the mites that torment your household pets.
The first symptom of head lice is itching, especially behind the ears and at the back of the neck. Lice “nits,” or eggs, might be visible in the hair.
Bite marks on the body are the most telling symptom, but they can take as long as 14 days to develop. Signs of bedbug infestation include bedbug exoskeletons in sheets and the folds of mattresses, rusty-colored blood spots on bedding and furniture, and a sweet, musty odor.
Intense itching and a pimple-like skin rash are the most common symptoms of scabies. The most severe form of the condition is called crusted, or Norwegian, scabies, and it generally affects the elderly, people with disabilities or those with weak immune systems. Individuals might not begin experiencing symptoms for up to two months after infestation.
Head lice are not a sign of illness or uncleanliness. The condition is spread easily in school settings during sports or through the sharing of combs, hats and even locker space. A louse can go without feeding for two days and live on furniture, carpet and stuffed toys.
Most bedbug infestations occur in areas where people sleep, such as hotels or dormitories. However, the New York City schools had 1,019 confirmed cases of bedbugs during the 2009-10 school year. The bedbugs might have hopped a ride to school from infested homes on coats, backpacks and other clothing. Bedbugs can infest classrooms, but they are more likely to invade other homes by traveling home with students.
Although typically spread through prolonged skin-to-skin contact, scabies—like lice—can be spread indirectly by sharing clothing, sleeping in the same bed or living in close quarters with an affected person. Most outbreaks occur in institutions such as nursing homes and prisons, but incidents in child care centers are not uncommon.
Treatment
Affected individuals should use an over-thecounter shampoo treatment approved by the Food and Drug Administration as well as take steps to disinfect combs and brushes and launder bedding on the hottest setting.
Bedbug bites typically do not pose a serious medical threat but occasionally result in an allergic reaction. The redness and itch generally go away in a week or two, and the symptoms may be treated with over-the-counter remedies, similar to those for a mosquito bite. Affected individuals will need to address the infestation in their homes through disinfection, laundering and possibly extermination.
The affected person must see a doctor for diagnosis and a prescription scabicide that will kill the mites and possibly eggs. Treatment is generally complete within two to four weeks.
More info
TDSHS website, www.dshs.state.tx.us/ schoolhealth/lice.shtm “What a Louse Is,” http://kidshealth.org/ kid/ill_injure/bugs/louse.html
CDC, www.cdc.gov/nceh/ehs/topics/ bedbugs.htm “Hey! A Bedbug Bit Me!” http://kidshealth.org/ kid/ill_injure/bugs/bedbug.html
CDC, www.cdc.gov/parasites/scabies/gen_info/ faqs.html “Scabies,” http://kidshealth.org/kid/ health_problems/skin/scabies.html
What THEY are
Symptoms
How THEY are spread
summer 2011
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tech support
by Mandy Curtis, copy editor/writer
Getting started with GIMP Open-source software makes it easy—and free—to edit photos like a pro more. Although the “how-tos” of GIMP are best learned by using the program or studying the user manual, below are a few steps to get you started.
YourImage.jpg
left of your monitor; the layers, channels, paths and undo dock will be on the right. In the center will be the GIMP workspace. From here, you can click on the File tab at the top of the window to open an existing file or start a new project. Alternatively, you can open a file by dragging it onto the workspace.
Rummaging in the toolbox
Launching a project GIMP varies slightly depending on operating system, but most of the steps you’ll take to edit photos are the same, regardless of the version. To get started with GIMP, open the program, and wait for it to load. Please note: This might take a while the first time you run it. The program will open three windows. The toolbox will be on the
Once you’ve opened a photo in GIMP, the image will show up as a thumbnail in the layers, channels, paths and undo dock on the right side of your screen. This dock will be useful when you’re creating multi-layered photo projects, but it’s also handy when you need to reverse a mistake. The yellow arrow located at the top of this dialogue box is the “undo history dialog”; here you can see all of the changes you’ve made to the photo. Clicking one step back reverses the last change you made. You can also start completely over by clicking the top “Base Image” thumbnail. Most edits are controlled through the Toolbox on the left of the screen. One
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Tech Term
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Raster editor:
A photo editing program that performs editing operations on the very pixels that make up a photo, changing the image from its base building blocks.
atpe news
Illustration by cam todd
Toolbox
Not every school district has the funds to provide full suites of the latest Adobe software to every classroom, nor does every classroom need all of the tools Toolbox that a full Creative Suite provides. But when students need to do more than crop and resize photos, where can YourImage.jpg budget-savvy educators turn? To GIMP! GIMP, aka the GNU Image Manipulation Program, was first created for the GNU/Unix open-source operating system. This photo editing program has since been adapted for use on most other operating systems. Much like Adobe Photoshop, GIMP is a raster editor (see Tech Term below), but unlike the Adobe software, GIMP is free to download and free to use. Download the version that’s right for your operating system at www.gimp.org. GIMP is also opensource software, which means that it’s constantly being edited and improved by the people who use the program. GIMP covers the fundamentals of photo editing—resizing, cropping, adding text—but also allows users to create layers, alter colors, rotate and change the perspective of images, and
by Brock Gregg, ATPE Governmental Relations director
capitol comment
The 82nd Legislature (Oh, what a session!) Some things seem so wrong, yet some are still so right
After a session of so many detrimental ideas and efforts, we can look ourselves in the mirror. We have stood up for students and for what we believe—and we have been a positive example for students.
This session has certainly proven one extremely overused statement to be true: Elections have consequences. The 2010 elections featured a Republican landslide with a heavy dose of tea party conservatism—right before the state entered a legislative session facing the biggest budget crisis in Texas history (a $27 billion shortfall). The results are predictable based on the promise candidates made during the last election: Shrink the government in any way possible. That translates to no use of the Rainy Day Fund for future expenditures, an all-cuts budget reaching deep into education and health and human services, and no agreement to fix the growing structural deficit caused by the inadequate business tax, which does not deliver on its promise to fund education now or in the future. As I write, two weeks remain in the legislative session, and no one can predict where we’ll stand when this magazine is finally in your hands. At this moment, the state budget seems to be finalized except for public and higher education, where the size of the cuts and use of the Rainy Day Fund have been the major issues. The Senate budget spends $4 billion more on K–12 education and $1 billion more on higher education than the House budget. Without consensus on these two issues, it is likely that a special session will be called this summer on the education budget and school finance system. If that occurs, educators will have a wonderful opportunity to descend on the Capitol in great numbers to make clear their opposition to massive budget cuts in public education. At this point, however, that prediction and $5 will buy you a cup of what passes for coffee at Starbucks.
Walk like an ATPE member Because all of this is still speculative, let’s discuss what is clear: Without question, ATPE members have stepped up to the plate to respond to the Legislature this session. After a session of so many detrimental ideas and efforts, we can look ourselves in the mirror. We have stood up for students and for what we believe—and we have been a positive example for students.
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Let’s begin with the most successful ATPE Political Involvement Training and Lobby Day in our history. An estimated 500 ATPE members took the time to travel to Austin—on Valentine’s Day!—to renew and build relationships with their legislators. For weeks after our event, we received accolades from legislators, who told us how ATPE members presented educators’ needs in a clear, concise and professional manner. Mostly, legislators from both parties recounted our passion for putting the needs of students first. Then Wisconsin happened. The world got to see the way that unions defend their territory. We all watched while members of the Wisconsin teacher unions embarrassed themselves and public education on national television. If a picture tells a thousand words, then go back to the spring issue of ATPE News to see the group photo of Lobby Day attendees at the Capitol. You will see a professionally dressed, demographically diverse group of educators, with talking points in hand, doing business and getting results. Then find a picture of Wisconsin union members banging on drums, leaving their jobs and screaming profanities at elected officials while their students watch. I want to make clear that I am in no way defending the politicians in Wisconsin, the unions, or the tactics or politics of either side in the Wisconsin fiasco. I just want you to think about what students learned from the actions of the adults in Wisconsin compared with what they learned from the professional educators doing business at the Texas Capitol. Enough said, except for this: After Wisconsin, we again received accolades from legislators of both parties for standing up for education and students without embarrassing the profession. Our members were invited to come back to the Capitol any time.
Can’t take our eyes off of them Then the conflicts began here in earnest. When ATPE asked you to respond to the draconian cuts and illogical methods of finance, such as refusing to use the Rainy Day Fund for its intended purpose, and putting educators’ jobs and students’ futures Continued on page 52 atpe.org | 15
Now—more than ever—Texas educators need professional support When a hailstorm damages your roof, you rely on your homeowners’ insurance to pay for the repairs, right? Yes, but not all insurance is designed or priced equally. Two neighbors might have different deductibles and therefore different outof-pocket expenses. Similarly, during the storm of the just-concluded legislative session, when school districts were forced to make personnel and budget decisions without the benefit of knowing the final state budget, many Texas educators discovered the importance of belonging to a professional organization that provides guidance in navigating the legal maze. Employees are finding that it makes a difference to have the benefit of professional legal support—especially support such as that offered by ATPE. The current membership year and professional liability insurance policy end July 31, 2011. Be sure to renew your membership so you are not subject to interrupted benefits during this tumultuous time for Texas public schools. If your employer has changed, and you have moved to another district, you must submit a new membership application to rejoin in your new school district.
The 2011-12 membership year begins Aug. 1, 2011. Renewing members must rejoin before Sept. 30, 2011, in order to receive continuous membership benefits, including the professional liability and employment rights defense insurance. New members must join before Sept. 30, 2011, in order for their professional liability and employment rights defense insurance to be effective on their membership date. All individuals who join or renew after Sept. 30, 2011, will be subject to a 30-day wait period from their membership date to be eligible for employment rights defense insurance.* The effective membership date for online applicants is 12:01 a.m. the date following the successful transmission of the membership application to the ATPE state office. Don’t be caught without valuable protection. The earlier you join ATPE, the greater your peace of mind will be. Coverage is subject to terms and conditions; view a summary of the insurance policy at www.atpe.org/protection. Insurance policy highlights include:* • Up to $8 million per claim and aggregate in liability insurance, with a $2 million limit for violation of students’ civil rights plus defense costs. • Up to $20,000 aggregate for employment rights defense with a $10,000 per-claim limit, win or lose. • Additional $10,000 aggregate with a $5,000 per-claim limit for favorable outcome dismissal and certification claims that exhaust the underlying win-or-lose $10,000 claim limit. • Up to $10,000 aggregate for criminal defense, win or lose. • Up to $5,000 bail bond reimbursement. Now that’s power in numbers! ATPE’s 11 dedicated staff attorneys may assist eligible members with employment concerns. This assistance is provided through a program separate from the insured benefits highlighted above.
Claims Procedure Except for situations necessitating immediate representation by a private-practice criminal defense attorney, eligible ATPE members must contact the ATPE Member Legal Services Department at (800) 777-ATPE from 8 a.m.–5 p.m. Monday–Friday for legal assistance with employment concerns. Except for criminal defense, only fees from attorneys and law firms approved by National Union Fire Insurance Co. of Pennsylvania may be covered. If members retain attorneys in private practice, they must comply with the claims procedure set forth by ATPE.
*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 summary at www.atpe.org/Protection/LegalBenefits/inspolicy.pdf. 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.
ATPE members may submit recommendations for attorneys to be considered for approval to: Chartis insurance, Jorge Godreau, Claims Director, 175 Water Street, 8th Floor, New York, NY 10038. Visit www.atpe.org/protection to view the list of approved attorneys and the criteria used to select them.
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atpe news
by Paul Tapp, ATPE Member Legal Services Department managing attorney
legal opinions
Nothing in life is free First Amendment rights have strings attached
As an educator, you do not shed your citizenship rights “at the schoolhouse door,” but you must distinguish between your role as a citizen and your role as an educator.
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If there is any proposition that defines the United States, it is the idea that its citizens have the right to express their views. This right has been enshrined in the free speech clause of the First Amendment to the U.S. Constitution. But, like the stock example of yelling “Fire!” in a crowded theater, not all speech is legally protected in all situations. And there are some specific situations in which free speech issues affect public school educators.
Political issues As an educator, you do not shed your citizenship rights “at the schoolhouse door,” but you must distinguish between your role as a citizen and your role as an educator. As an educator, you are the academic “expert” in the classroom, and you can generally expect your students to accept what you say as factual and correct if you say that it is. You can also grade your students accordingly. You must therefore temper the expression of your own political views with a conscious consideration of whether your students will understand when you are speaking about your personal beliefs—with which they are free to disagree—rather than speaking as their teacher. You must recognize, too, that your students also have the same right to their own political views, though the expression of their views is also subject to some limitations or restrictions. Your right to express your views to colleagues may be limited to some extent as well. The legal landscape is complicated because multiple factors are considered—first, whether the communication is in an “open forum” with no subject-matter restrictions, a “limited public forum” in which speech is allowed only on certain subjects or a “closed forum” where no speech is allowed, and, second, whether the speech would be “unduly disruptive” to the district’s business. It is generally the district’s prerogative to designate whether a forum (such as the district’s email system) is open, closed or limited, and—if it’s limited—what those limits are. With that caveat, however, your expression should not be limited due to the specific content of your speech. For example, a district
might, by policy, be able to prohibit the posting of all political fliers on the teachers’ workroom bulletin board—considering it to be a designated limited forum, open only to campus-related news—but the district could not allow Republican fliers while prohibiting Democratic ones. As a citizen, you are also free to support any political party, candidate or position that you feel reflects your ideals. As a public school educator, however, specific laws restrict some political advocacy. Texas law prohibits any public school employee from using any type of district resource, including mailboxes, copiers and email systems, to either support or oppose a particular political party, candidate or ballot measure.
Academic freedom Academic freedom is the right of an educator to teach ideas or facts as the educator personally sees fit. Public school teachers might rightfully feel that they enjoy very little academic freedom. The district chooses textbooks from pools accepted by the State Board of Education (SBOE). The SBOE also determines, through the TEKS, what facts and concepts must be taught. The teacher is left with little discretion other than choosing specific teaching techniques and supplemental materials. But even these, as some teachers who have chosen controversial books as assigned reading can attest, may be tightly controlled by the local administration. Negative employment action can result when a teacher uses techniques or materials deemed inappropriate for the subject or the students’ age.
Criticism of supervisors Nothing seems more American than a right to criticize the higher-ups, but educators should beware that they could be subject to negative employment action in some cases for taking part. The Supreme Court has ruled that the First Amendment applies only to speech that is of public, or civic, concern, not to individual employment matters. For instance, an educator complaining that his own salary should be raised would not be protected, yet another who Continued on page 51 atpe.org | 17
The sky’s the
10 tech trends—from “the cloud” to augmented By Mandy Curtis and Kate Johanns
Today’s technology landscape changes about as quickly as clouds change in the sky. The next big thing is always just over the horizon. This spring brought three big technology conferences to Austin—the annual Texas Computer Education Association (TCEA) convention; SXSWedu, a brand-new collaboration between SXSW and the Texas Education Agency, which focused this year on Project Share; and SXSW Interactive, one of the technology industry’s biggest annual gatherings. ATPE was on the scene at each, learning about new tools and ideas to share with members. Look for more coverage of these topics in future publications, and let us know how you’re using them. Send the stories of your experiences to comm@atpe.org.
Project Share The cloud Cloud computing is a term frequently bandied about these days. Its simplest definition is this: accessing files and software over the Internet, thus saving space and power on your network or device, whether that’s a laptop, tablet or smartphone. In essence, using a Web-based email service such as Gmail or Hotmail is cloud computing. So is collaborating on a spreadsheet through Google Docs or editing a photo through Picnik.
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If it hasn’t already, Project Share is coming soon to your school district. Project Share is the project du jour for the Texas Education Agency (TEA). The website is a portal to Web 2.0 resources and applications that provide educators access to professional development and classroom tools. TEA’s ultimate goal is for Project Share to offer online learning opportunities and portfolios to every educator and student in the state—with the portfolios tied to individuals so they follow educators and students from district to district.
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reality—for educators to watch
BYOD policies The concept of “Bring Your Own Device” (BYOD) policies is gaining traction in school districts nationwide. Under such policies, students bring their own iPads, laptops, smartphones, etc. to school for use in class. BYOD policies have pros and cons. Pros: They help school districts provide tech opportunities despite budget constraints, and students are comfortable using their own devices. Cons: Not every student’s family can afford a device, and the use of “outside” devices can leave school district networks vulnerable.
Group texting Group texting apps such as GroupMe and Beluga were the hot ticket at SXSW Interactive this year. The concept is simple: You set up a texting group online or through a smartphone app. The group is assigned a unique phone number. Everyone in the group receives messages sent to that number, and you needn’t own a smartphone to send or receive group messages. Group texting could be used with your students’ parents, PTA groups and more.
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Chat collaboration Chat collaboration—participating in an online chat through your district-provided Moodle, eChalk or Blackboard account, or through a free Web app— allows educators to communicate in real time with colleagues or even hold online “office hours” for students needing help with homework. Another iteration of chat collaboration is the Twitter chat: when Twitter users go online at a predetermined time to discuss a specific topic and mark their tweets with a designated hashtag (e.g., #engchat) so they are easily searchable.
Videoconferencing Chatting using video over the Internet, with programs such as Skype, can be a great way to bring new experiences into the classroom. Educators are using videoconferencing programs to bring experts into the classroom and go on virtual field trips. Skyping with authors—doing a virtual Q-and-A—is one of the many ways educators are using this technology to help students learn.
Augmented reality Augmented reality bridges the gap between the real and virtual worlds by mixing online content with the use of physical items. The technology is currently being introduced into classrooms via games, which researchers believe can help students stay active and better use their imaginations. One example is the PBS Kids game “Dinosaur Train,” in which students are asked to print out pictures of dinosaur eggs and manipulate them in front of a Web camera to make the eggs “hatch.”
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atpe news
Gaming Educational experts have been divided for years on whether video games are beneficial or harmful for children. Regardless of the outcome of that debate, gaming is becoming an ever-increasing way to help students learn and grow, be it through playing educational games online or by using Nintendo’s Wii Fit or Microsoft’s Xbox Kinect for exercise programs.
Open-source programs If software or programs are “open source,” they have been created so that anyone with the technological know-how can alter them. Examples of such programs include GIMP (see “Tech Support,” page 14), Open Office and Moodle. Opensource programs can be useful in classrooms for a variety of reasons: They are easily downloaded off the Internet, they are frequently updated, and they are free.
Tablets Although the most well-known is Apple’s iPad, many other versions of tablets, or small hand-held computers, are available on the market. Tablets aim to bridge the gap between smartphones and full-size computers. Somewhat cheaper than computers, these devices are being used in the classroom to house digital textbooks and bring Internet access to more students.
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very school year has its ups and downs, but it’s probably safe to say that all members of the public education community are ready to turn the page on the 2010-11 school year, given its many uncertainties. Educators rose to the daily challenge of teaching Texas children as legislators tackled a historic budget crisis, and school board members planned their 2011-12 budgets without knowing how much money they would receive from the state. Some parties saw the budget crisis as an opportunity to make sweeping changes to public education in the name of “mandate relief”; one of the most damaging bills to public education, House Bill (HB) 400, made the first of its many trips to the House floor the same week educators administered TAKS for the final time. Many school boards determined their only option was to conduct a reduction in force (RIF)—something largely unheard of in years past, when headlines spoke of teacher shortages. Not so in 2011. Each day brought news of another school district laying off hundreds of faculty members. The most devastating cuts occurred in the ranks of new teachers with probationary contracts, but veteran educators lost their positions, too, due to program changes. Whether you received a RIF notice or not, the situation likely had a huge impact on your workplace stress level. First there was the uncertainty of not knowing who would lose their positions. Then there was the challenge of either finishing out the school year knowing you weren’t coming back or finishing out the school year as a “layoff survivor”—a severely stressful position, according to organizational psychologists. Those educators whose positions weren’t cut are charged with meeting the needs of a student population that only keeps growing. In the midst of the upheaval, you might not have had a chance to keep up with your professional association’s efforts on behalf of educators. ATPE took action by working to persuade lawmakers to fully
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fund public education, by assisting individual members and by communicating with school districts.
ATPE at the Capitol Even before the legislative session began, ATPE advocated for a balanced approach to solving the state’s budget crisis that included some budget cuts, increasing revenue and tapping into the state’s Rainy Day Fund (RDF). ATPE was part of Texas Forward—a coalition of like-minded groups advocating such an approach. ATPE also worked to address the difficult timelines districts faced in making RIF decisions, and although efforts to adjust the timelines ultimately died in the House, the story of the bill developed to provide a temporary solution bears telling. ATPE worked closely with Senate Education Committee member Sen. Royce West (D–Dallas)—along with Sen. Wendy Davis (D–Fort Worth), Sen. Robert Duncan (R–Lubbock), Senate Education Committee Chairwoman Sen. Florence Shapiro (R–Plano) and other statewide educator groups—to develop Senate Bill (SB) 912. SB 912 called for giving teachers and school districts more time than usual before they had to proceed with nonrenewal hearings. The hope was that in the extra time, the Legislature would find a way to send more money to school districts and thus minimize the need for RIFs. The Senate voted to approve SB 912 as an emergency measure March 9, but the bill was never considered by the House.
The ATPE RIF Center During RIFs, rumors fly, and the number of members in need of assistance increases— hence the need for the ATPE RIF Center, an online resource ATPE created in March when districts first began issuing RIF notices. The RIF Center, accessible via the home page at atpe.org, had four components: • A RIF Member Assistance Form members could use to easily request legal assistance once they had received official board notice stating their contracts were being nonrenewed due to a RIF.
•A nswers to common RIF questions, such as: “Can the district terminate employees even if they have done nothing wrong because of a budget crisis?,” “How does the district decide which employees should be let go?” and “Can I appeal the decision if I am notified that my employment is to be terminated?” • A recap of ATPE’s advocacy efforts at the Capitol, with a link to the ATPE Legislative Update page for the latest information. • Links to resources regarding unemployment and COBRA health insurance. The Texas Workforce Commission (TWC) handles all unemployment claims, and the commission’s website explains what benefits are available, how you apply for them and how you can appeal if your benefits application is rejected. TWC offers an online application process and has developed a fact sheet specifically for educators. You can read this fact sheet at www.twc.state.tx.us/ui/bnfts/ school-layoffs.pdf.
Communications with superintendents ATPE also reached out to superintendents across the state. On March 3, ATPE State President David de la Garza and ATPE Executive Director Doug Rogers sent an email to all Texas superintendents expressing the association’s support for school districts during this difficult time. The email respectfully requested that any RIFs be conducted as fairly and objectively as possible, as well as reminded superintendents that ATPE was a resource to members with employment concerns. In April, ATPE received information from an attorney representing ATPE members in one school district that called into question that district’s need to conduct a RIF. ATPE Executive Director Doug Rogers wrote a letter to the superintendent of that district asking that the district reconsider its actions, cancel pending hearings and commit to rehire every employee affected by the RIF before hiring any outside applicants (provided that the individuals were qualified for the positions
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in question). ATPE members in the district received an email linking them to a PDF of Rogers’ letter.
The next chapter Timelines exist in state law that ended some of the uncertainty. Because SB 912 died in the House, districts were required to follow the existing timeline for notifying educators of contract nonrenewals—45 days before the final day of instruction—and, similarly, educators will be required to notify districts no later than 45 days before the first day of school if they don’t intend to return for the following school year. Some districts that conducted RIFs might find themselves in the position of hiring back employees. In whatever situation you find yourself in
August, please make sure that you have renewed your ATPE membership for 2011-12 in the proper category (see sidebar) so that you have access to the benefits you need.
by joining the ATPE Legislative Alert Network (LAN) at www.atpe.org/Advocacy/ LAN/lanpromo.asp. LAN members receive free email news updates as well as alerts calling them to action.
At press time, a summertime special session focused on the budget or school finance was a likely possibility. Stay up-to-date on the latest legislative news
As the saying goes, knowledge is power, and ATPE is committed to providing you that knowledge. The next chapter in your career is one you will write. A
‣Resources
for teachers in transition
The Texas Workforce Commission has developed a Teachers in Transition Web page to direct educators affected by RIFs to helpful resources, including job listings and information about applying for unemployment benefits. Find the Web page at www.twc.state.tx.us/jobs/teachers-in-transition.html.
Thoughts from the
In April, as RIF notices were being delivered, ATPE News editors came across this blog post from Heather WolpertGawron, a California educator who had recently received her own RIF notice. Although different policies govern California RIFs, the feelings Wolpert-Gawron describes are universal, so we contacted her to ask her permission to reprint her post. She agreed. We hope that you enjoy it.
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March 13, 2011: The Ten Commandments of a Pink-Slipped Teacher By Heather Wolpert-Gawron, education blogger at http://tweenteacher.com I recently wrote an article for The Huffington Post [www.huffingtonpost.com/heatherwolpertgawron/pros-and-cons-of-theseni_b_831740.html] that highlighted the history, pros and cons of education’s seniority list. However, little did I know that as I submitted my piece, my own pink slip was in the mail. The deep budget cuts that are bleeding our schools have unavoidably led to my own RIF notice. A copy of the letter arrived yesterday describing my imminent employment doom. To add salt to the wound, the certificated original arrived today, meaning I now have two copies, presumably in case I should lose one. So despite
almost 10 years in the district, my first book coming out this March, and being an award-winning teacher, I will still need to pack up my classroom library at the end of this school year. It’s rather complicated really. I mean, there’s your hire date, of course. Then there’s some arbitrary points system to break ties between teachers hired on the same date. But when it all boils down, it ends up being about people bumping people bumping people and causing a ripple of realignments that can be felt all along a district’s K-12 spine leaving many of us with no position at all.
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ed? F I R n o i t i s Was your protant member of the ATPE impo You are an
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ill be rections. Some w many different di in choose, go u w yo no n ill io w ct r which dire es this spring te tic at m no F No RI d n. ive sio who rece e of transithe profes Texas educators Others will leave ily during your tim of . s m te fa nd da r sa PE te ou AT la e th a e th at Th nt place in classroom ar. As public ill return to the nd your importa 11-12 school ye w ta 20 e rs e m de th So r un fo d. to 0 re u hi $1 re m $35 to ) wants yo n’s advocacy bership dues fro of Directors (BOD on the associatio d em e ar at m -d ic Bo bl -to PE pu up AT ’s e ay PE th ced AT tions, st r by comthe BOD has redu a public membe ive ATPE’s publica d, ce as re en in ill at Jo . w th rs d To be Fe n. RI em e tio ATPE m ions wer nts available to ators whose posit rvices and discou members, educ se y an m e th g r or in money usin substitute teache efforts, and save n at atpe.org. be working as a * tio ill w ica u pl that you yo ap re If e . su lin ry en category to sured catego pleting the on in te an ria t op no pr is ap ry e rship in th hip catego ch membership ur ATPE membe public members tions about whi e yo es w Th : qu ne te ve re no ha to u se ed yo ea Pl ATPE if rict, you ne ices at (800) 777y in a school dist * PE Member Serv another capacit AT ll Ca s. fit ne ur ATPE e insured be iate and value yo have access to th next. We apprec ke ta . to in jo th ld pa ou er hat care category you sh as you decide w ish you the best w D BO d an rs ce n. ATPE’s state offi R INSURANCE public educatio S TERMS OF THE MASTE contributions to d SUBJECT TO THE EXPRES IS an GE iod. View a sump ERA per hi ge COV rs era ALL be cov mem date the TSBURGH, PA. ly to activities that pre category. INSURANCE CO. OF PIT
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After all, our system is set up for teachers to be plug-ins, widgets that are interchangeable. Will the person who bumped me from my classroom be a high school teacher who has never taught middle schoolers because he sees them as just too crazy to be reasoned with, or a 1st grade teacher who has never taught a child with an age warranting anything close to double digits?
So this post is advice for my readers but also for myself.
Regardless, however, I must admit, that when all is said and done, it isn’t MY classroom. I have shown it love. I have designed it to lure in tweens to the love of learning. But next year someone else will most likely be putting their posters on the walls and mug on the desk. And while I could dwell on this prospect, and get saddened by it, for today at least, I chose to write about it. Because while it’s hard not to look ahead at those who will remain behind in a school I’ve grown to love, the fact is that it’s not productive.
3. Thou Shalt Not Close Any Doors.
The Ten Commandments of a Pink-Slipped Teacher 1. Thou Shalt Not Panic. 2. Thou Shalt Not Take Our Misfortune Out on the Kids, Doing the Best Job We Can Until The Final Day in June. 4. Thou Shalt Make All Deadlines of Legal Paperwork to Potentially Keep Yourself in the Game, Even Though It’s Daunting and Depressing. 5. Thou Shalt Not Dwell on How The System is Broken to the Point of Avoiding Your Own Reality.
7. Thou Shalt Be Proactive, Figure Out a Game Plan, and Invest in Yourself. 8. Thou Shalt Find A Job That Appreciates Your Skills. 9. Thou Shalt Remember The Needs of Education When You Are Making the Big Bucks Elsewhere. 10. Thou Shalt Not Forget Those Whose Lives You’ve Changed. Remember to try not to hit a wall of helplessness or anger, because if you were to personify this system, then it would surely win. Instead, toss the wall aside before you slam into it. Better yet, when you see a wall, climb it. Good luck to you all, and know that there are those out there cheering for you.
6. Thou Shalt Not Blame “Them,” Those Who Had Nothing To Do With Your Number on a List.
Reprinted with permission from Heather Wolpert-Gawron. Post originally published at http://tweenteacher.com/2011/03/13/the-ten-commandments-of-a-pink-slipped-teacher/ under a Creative Commons Attribution-NoncommercialNo Derivative Works 3.0 Unported License (http://creativecommons.org/licenses/by-nc-nd/3.0/).
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Bills, budgets and brouhaha The 82nd legislative session is one for the record books by Ethan Herr and Mandy Curtis By the time you read this article, the 82nd regular legislative session will have ended. At the time the article was written, two weeks remained in the session. At press time, a budget deal appeared to be close, and the likelihood of a special session was dwindling. For the most up-to-date information, check atpe.org, where a full session wrap-up covering all of the 82nd Legislature’s actions will be available as soon as all of the loose ends are tied up. A comprehensive session overview will also be published in the fall issue of ATPE News. In the meantime, here is a rundown of everything that has happened thus far.
The state budget The 82nd legislative session was dominated by the state budget. Heading into the session, the state was facing an unprecedented $27 billion budget deficit, including a $4.3 billion budget shortfall for the current biennium. The state had three general options for addressing the massive deficit: raising fees and taxes, tapping into the state’s more than $9 billion Rainy Day Fund (RDF) and cutting spending. From the get-go, ATPE advocated for a balanced approach that incorporated all three options, but it was clear early on that the Legislature would focus primarily on the third. Because public education funding makes up the largest portion of the state’s discretionary budget, schools became a prime target for the Legislature’s budgetary ax. The House Appropriations Committee released the state’s initial budget proposal Jan. 18. This proposal attempted to balance the state’s budget using only the revenue certified by the comptroller without any tax increases or use of the RDF. The result was a budget proposal that cut funding for public education by 13 percent, or nearly $10 billion. Under this proposal, an estimated 80,000 public education jobs would have been lost, along with massive amounts of program funding. Although this was just the base budget proposal, which is always expected to change significantly before final approval, it became clear in the weeks following Jan. 18 that legislative leaders had little
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intention of raising revenue or making use of the RDF to mitigate the negative impact of the proposed budget cuts on public schools. Gov. Rick Perry made clear his opposition to tapping the RDF, as well as his belief that school districts, not the state, were to blame for massive budget deficits.
In an attempt at compromise, Appropriations Committee Chairman Rep. Jim Pitts (R–Waxahachie) brought Perry’s representatives before the Appropriations Committee to discuss House Bill (HB) 275, which outlined the use of $4.3 billion from the RDF to shore up the budget deficit for the current biennium, thus shrinking the deficit for the next biennium by an equal amount. As a result of the meeting, Perry, along with House Speaker Joe Straus (R–San Antonio), announced they had struck a deal with Pitts to release $3.2 billion from the RDF for the current biennium. At the same time, however, Perry vowed that he would not sign a budget for the 2012-13 biennium that used any money from the RDF. That $3.2 billion, along with $800 million in budget cuts and an additional $300 million in revenue certified by the comptroller, freed up an extra $4 billion for the coming biennium. But House Appropriations only allocated $2 billion for public education, which left the House budget cutting public education funding by nearly $8 billion. The House spent several hours debating the education portion of the budget when it was brought up on the floor April 3, but representatives made little to no changes before approving the budget 98–49, largely along party lines. Only two Republicans, Rep. David Simpson (R–Longview) and Rep. Aaron Peña (R–Edinburg), joined House Democrats to vote against the bill. The Senate version of the budget also made deep cuts to public education funding, though not as deep as the House version. Senate Education Committee Chairwoman Sen. Florence Shapiro (R– Plano) was selected to chair the Senate Finance Subcommittee on Public Education Funding. Her goal was to reduce the initial budget cuts for public education down to 6 percent, or roughly $4 billion. This meant that she would have to come up with more than $5 billion above the amount called for in the base bill. Shapiro had Legislative Budget Board staff members produce funding models for the subcommittee in order to devise a school funding bill that would make her budget goals work; the result was Senate Bill (SB) 22. Among the major provisions in the bill is an attempt to reduce target revenue, a hold-harmless provision included in the 2006 school finance reform package meant to ensure schools didn’t lose funding as a result of the reforms. (The target revenue system has been problematic because the 2006 school finance reform package has failed to meet expectations, and the state is obligated to make up for the lost funding.) SB 22 would also repeal the $500 staff salary increase passed in 2006 and reduce program funding by 1.5 percent. After weeks of hearings, the subcommittee voted March 22 to send its recommendations to the full Senate Finance
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Committee for consideration. The Senate Finance Committee as a whole adopted the subcommittee recommendations March 24 after Shapiro reminded committee members that the budget does not work without the passage of a school finance bill. However, at press time, Shapiro did not have enough votes to pass SB 22 out of the full Senate, and House members were frantically seeking legislative vehicles to carry a school finance plan of their own. With the subcommittee’s budget recommendations in place, the Senate Finance Committee approved its version of the state budget April 21. The Senate version recommended spending $3 billion from the RDF. Unfortunately, Senate Finance Committee Chairman Sen. Steve Ogden (R–Bryan) could not muster the 21 votes necessary to suspend the two-thirds rule in the Senate and allow floor debate on the bill (HB 1). To appease the Republican holdouts, a last-minute decision was made to remove the $3 billion RDF provision from the bill through a floor amendment. Due to this change, all Senate Democrats opposed the bill because of its massive cuts to funding for education and health care services. In the end, the Senate had to employ a procedural maneuver to overcome the Democratic opposition and bring the bill to Senate floor for a vote. This procedural ploy is believed to previously have never been used on a bill of such magnitude. Furthermore, the Senate has historically not allowed floor amendments to a budget bill, but Lt. Gov. David Dewhurst allowed the Senate to break from both traditions to bring HB 1 up for a vote without the need for suspension of the two-thirds rule. The Senate approved HB 1 May 4. The 19–12 vote was along party lines, with all Senate Republicans voting for the bill and all Democrats against it. With both House and Senate versions of the budget in place, it became the task of a conference committee made up of both House and Senate members to work out the differences between the two versions. Even after passage of the budget bills, both the House and Senate continued to search for additional revenue and funding. In the Senate, Ogden appointed Sen. Robert Duncan (R–Lubbock) to chair the newly formed Senate Finance Subcommittee on Fiscal Matters. The committee’s charge was to study current spending, obligations and tax exemptions in order to maximize revenue. Ogden stated that he believed the committee could find up to $5 billion in non-tax revenue to help bolster the budget by way of a series of “fiscal matters” bills he and Duncan wrote. In the House, Pitts put together a similar package of “fiscal matters” bills. These bills attempted to generate additional revenue for the state by delaying state payments, speeding up tax collections and suspending the sales tax holiday. At press time, some of the fiscal matters bills were still pending, while others had been allowed to die.
“Mandate relief” and HB 400 HB 400 by House Public Education Committee Chairman Rep. Rob Eissler (R–The Woodlands) was second only to the state budget in terms of significance to public education this legislative session. HB 400 went hand-in-hand with the budget because school districts would need statutory changes in order to manage the massive budget
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cuts. HB 400 was considered by legislators to be “mandate relief,” but the bill really called for eliminating quality-control measures in the education code that are designed to protect educators and students. Specifically, HB 400 called for: • Eliminating the experienced-based minimum salary schedule for teachers, counselors, nurses and librarians, and requiring each district to create new compensation systems based on performance factors such as student test scores and teacher appraisals. • Eliminating the 22:1 student-to-teacher class-size limit for grades K–4 and allowing districts to place up to 25 students in a class. Under HB 400, districts would only have to meet a 22:1 district-wide average student-to-teacher ratio. • Allowing districts to permanently weaken educator contract and due process rights as well as salary protections. The bill changed timelines and notification procedures and eliminated teachers’ right to a neutral hearing officer in a contract termination. • Allowing a district to declare financial exigency for a reduction in force (RIF) without demonstrating that it has exhausted the alternatives, as well as giving districts the permanent ability to furlough educators’ professional development days and reduce salaries. • Making permanent changes even though districts are dealing with a temporary budget crisis. HB 400 would make it easier for districts to terminate educators or reduce salaries indefinitely. Despite heavy opposition from ATPE and other education groups, the House Public Education Committee approved HB 400 April 5. The bill was first scheduled for full House consideration April 21, but the House recessed for the Easter break without taking up the bill. The bill was then brought up on the House floor April 26 but was pulled during debate after Rep. Borris Miles (D–Houston) raised a point of order on the bill. A point of order is a procedural maneuver that sends a bill back to committee because it violates parliamentary rules. In many cases, a point of order spells death for a bill because of the time needed for a bill to be corrected and sent back through the committee process. However, Miles’ point of order on HB 400 applied to the inaccuracy of the bill analysis, a mistake quickly corrected in an impromptu meeting of the committee. The bill was brought up for a second time for debate on the House floor late in the day May 6. Rep. Trey Martinez Fischer (D–San Antonio) stalled the bill again by raising a second point of order. After Eissler went over the bill with a fine-toothed comb to prevent any future points of order, HB 400 was set for floor debate May 12, the last day of the session for the House to pass a House bill on second reading. Due to there being several controversial bills on the schedule, and after being postponed one final time, HB 400 died when the House failed to bring it up before the midnight deadline. Eissler stated almost immediately after the deadline passed that he would attach HB 400 to another bill, using the other bill as a legislative vehicle to pass HB 400’s provisions into law. A good candidate would be SB 12, the Senate’s version of a “mandate relief ” bill. The
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Senate Education Committee approved SB 12 April 18; it has yet to be heard on the Senate floor, largely due to opposition by educators fearful of its long-term consequences. SB 12 is a reworked version of Shapiro’s SB 3. SB 3 contained numerous changes to law, including allowing districts to furlough employees and reduce salaries, as well as changing contract laws to make it easier for districts to lay off teachers. The bill was strongly opposed by ATPE and other education groups when it was brought up in committee March 8. This prompted Shapiro to enter into negotiations with the education community to find ways to improve the bill. The result was SB 12, co-authored by Shapiro and fellow Senate Education Committee members Duncan, Sen. Royce West (D–Dallas), Sen. Wendy Davis (D–Fort Worth) and Sen. Dan Patrick (R–Houston). Although SB 12 was an improvement over the original, it still allowed for districts to furlough teachers and reduce salaries, and it allowed districts to undergo RIFs even after furloughs and salary reductions were used.
The Teacher Retirement System As expected, the budget crisis prompted opportunists in the private sector to once again attempt to get their hands on the Teacher Retirement System (TRS) trust fund. HB 2506, a bill that would have converted TRS and the state Employees Retirement System (ERS) from defined-benefit plans (DBP) to defined-contribution plans (DCP), was heard by the House Pensions, Investments and Financial Services Committee April 26. A DBP is a plan in which participants are guaranteed a certain benefit for meeting vesting eligibility requirements. A DCP is more like a 401(k), where participants’ contributions are subject to market fluctuations and returns are not guaranteed. According to the bill’s author, Rep. Warren Chisum (R–Pampa), converting TRS and ERS to DCPs would be necessary to avoid the types of collapse other states are experiencing. However, according to recent actuarial valuations, the TRS system is one of the best performing systems in the country, and the overall health of the TRS fund is very strong. The bill was left pending and died in committee. Alhough HB 2506 failed to pass, the TRS system will not completely escape the budget crisis unscathed. The initial budget recommendations called for decreasing the state contribution rate to TRS from the current 6.644 percent to the constitutional minimum of 6 percent. However, the Senate Finance Committee adopted recommendations that called for increasing funding for the TRS pension system by more than $101 million above the initial base budget recommendations. This will allow the state contribution rate to be 6 percent in 2012 and 6.4 percent in 2013. Similarly, the initial budget recommendations for TRS-Care proposed reducing the state contribution to the program from the statutory 1 percent of active member payroll down to 0.5 percent. Under the committee recommendations, the state will fund TRS-Care at 1 percent in 2012 and 0.5 percent in 2013, at a cost of $133.68 million. This allows
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the state to receive federal funding in 2012 that can help to offset the decrease in appropriations in 2013. The Senate Finance Committee also added a rider to the budget that states that it is the Legislature’s intent that TRS-Care premiums not be increased during the 2012-13 biennium. This is great news if the actual costs of care are addressed next session by increasing the revenue available for TRS-Care. However, if the state does not increase available revenue for TRS-Care during the 83rd legislative session, this provision could effectively prohibit the TRS board from increasing premiums incrementally to avoid a larger premium increase in the future. The final numbers for TRS will not be known until the state completes the budget.
Teacher preparation, certification and appraisals The Legislature took on two bills aimed at improving teacher preparation and overhauling the appraisal system. SB 1511 by West, filed at the request of ATPE, raises the standards for educator preparation and calls for a state-conducted annual review of staffing characteristics and educator working conditions. Research shows that having access to an effective educator is the most important school-based factor affecting a student’s academic success; minimum standards for educator preparation and certification ensure that teachers are well-prepared and help reduce costly teacher turnover. SB 1511 calls for minimum standards for educator certification and admission to an educator preparation program. These include an overall grade point average (GPA) of at least 2.5 or of at least 2.5 in the last 60 semester credit hours. The original bill requested by ATPE called for a minimum 2.75 GPA, but pressure from outside groups that oppose higher standards resulted in the bill’s being amended to require the same minimum GPA required by current State Board for Educator Certification rules. The bill also calls for increasing the minimum number of credit hours required in the certificate’s content area from 12 to 18. Candidates may pass a state-approved content examination as an alternative to meeting the credit-hour requirement. SB 1511 will require candidates seeking a generalist certificate that covers multiple subjects to demonstrate profeciency in each core subject on the certification exam, rather than an overall passing score. This will ensure that generalist certificate holders are no longer allowed to teach a subject without having passed the portion of the exam that covers that subject. Because working conditions have a major impact on educator effectiveness and retention, SB 1511 also calls for the Texas Education Agency to conduct a survey and report on the staff characteristics and working conditions in public schools and to make recommenda-
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tions for improving working conditions. This requirement will be contingent on the commissioner’s securing private funding for it.
the approval of the State Board of Education. ATPE testified against the bill when it was brought up in committee in March.
SB 4 by Shapiro is aimed at making teacher evaluations more rigorous. ATPE testified against the bill because it calls for tying teacher evaluations to student performance on standardized tests and uses a questionable standard for gauging student improvement. It also spends millions of dollars to create a new appraisal system at a time when education funding is scarce.
Davis offered two amendments to the bill that added some safeguards to ensure charters are not abused. One amendment calls for revoking charters for certain violations, and the other calls for granting charter applicants a provisional license that would allow them to operate for three years. To be granted a full charter, the applicant would have to receive an acceptable rating for two of the three years. Both amendments were adopted, and the Senate approved the bill. As of press time, SB 127 was headed to the House Calendars Committee to be placed on the House agenda.A
Both bills were approved by the Senate and heading toward the House floor at press time.
Charter schools The Texas Senate gave approval April 13 to a bill that would expand the number of open enrollment charters the state can grant each year. SB 127 by Patrick calls for abolishing the cap on charters and allowing the state to grant 10 new charters each year. The bill would also allow charter operators to open additional campuses without
Responding to the call
ATPE members from all over the state took up the call to arms this legislative session and advocated for the benefit of their profession. From calling and writing letters to participating in local and state-level rallies, educators showed the Legislature that they meant business.
Lily Stanford, granddaughter of North East ATPE Secretary Lynn Hurt (pictured), accompanied Rep. Mike Villarreal (D–San Antonio) at a press conference at the Capitol March 14. Following the press conference, Stanford and Villarreal presented apples from Texas schoolchildren to Gov. Rick Perry’s office as part of Villarreal’s “An Apple a Day to Keep the Education Budget Cuts at Bay” campaign. Educators at Stone Middle School in North Lamar ISD wear “Save Texas Schools” T-shirts in support of the March 12 rally in Austin, which they couldn’t attend. ATPE members Jerry Jarrell and Annette Lewis organized the event and sold more than 630 T-shirts to educators in three districts in Lamar County and one in a neighboring county. Profits from the shirt sales were given to a local retired teachers’ organization and the Lamar County’s Coalition on Education, Business and Industry.
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Plano ATPE member Sheela Thomas and her 1-year-old daughter show their support for education during the March 12 Save Texas Schools rally at the State Capitol.
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Will we see you
at the top? Join us July 20–23 in Austin for the first-ever ATPE Summit
The delegate certification/registration deadline for the first ATPE Summit is fast approaching. Your 2010-11 local unit president must certify/register you by June 20 in order for you to participate in the annual House of Delegates (HOD) meeting, when certified delegates representing ATPE local units and regions 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 2011-12 state officer candidates and the business before the 2011 HOD. Use this information to prepare for serving as a delegate, or discuss it with the ATPE members who will represent your local unit in the HOD.
www.atpe.org/summit
The ATPE
Summit July 20–23, 2011 Austin Convention Center
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atpe news
Reach new heights at the 2011 ATPE Summit A peek at the peaks on the summit agenda
Wednesday, July 20 11 a.m. Registration opens; ATPE Central opens Visit ATPE Central (open throughout the event) to speak with ATPE’s preferred service and discount providers; learn more about ATPE’s protection, advocacy and resources; purchase promo items; and bid in the ATPE-PAC Silent Auction. Plus: Enjoy entertainment and interactive opportunities. 1:30 p.m. Opening General Session with Jonathan Kozol— 1 hour CPE Kick off your summit experience with award-winning author Jonathan Kozol. For more than four decades, Kozol has been an advocate for public education equality, and he has written some of the most provocative books on public education, including Death at an Early Age, The Shame of the Nation and Letters to a Young Teacher. (Read a review of Letters to a Young Teacher on page 10.) 3:30 p.m. House of Delegates 5:45 p.m. Officer Candidate Meet-and-Greet Get acquainted with the 2011-12 state officer candidates before you vote. 6:45 p.m. An Evening with Jonathan Kozol—1 hour CPE Show your support for the ATPE Foundation during this exclusive event (limited to 100 attendees). Keynote speaker Jonathan Kozol will be interviewed by special guest Evan Smith, the editorin-chief and CEO of The Texas Tribune and the host of PBS’ Overheard with Evan Smith. Your donation of $50 per
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Thursday, July 21
Celebrate your accomplishments as an ATPE leader. We will recognize the members of the Ben Shilcutt Plus Club and the recipients of the Membership Growth Awards, as well as announce the 2010-11 Local Units of the Year, Campus Representatives of the Year and Newsletter Award winners.
7:30 a.m. Voting begins for state officer election
1:45 p.m. ATPE leader training sessions continue
10 a.m. House of Delegates— 2 hours CPE
5:15 p.m. ATPE-PAC Live Auction
ticket will help the foundation fund all five 2011-12 Beth Ann Rogers Literacy Initiative Grants. Look for an email June 22 with ticket details. The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code. All donations are tax-deductible.
7:30 p.m. Awards Banquet Join us as we recognize ATPE-PAC honorees and the recipients of the Judy Coyle Texas Liberty Award, Alafair Hammett Media Awards, Educator of the Year Awards and Sam Houston Award for Political Involvement.
Friday, July 22 8:15 a.m. Professional development sessions begin— 2 hours CPE 10:45 a.m. ATPE leader training sessions begin 12 p.m. Membership Awards Luncheon
Saturday, July 23 8 a.m. Presidents’ Breakfast with Brad Cohen—1 hour CPE (invitation only) Presidents are invited to a special breakfast featuring inspiring educator and author Brad Cohen, who overcame the challenges of Tourette syndrome to become an award-winning Georgia teacher of the year. 11 a.m. Officer Induction Ceremony and Closing General Session with Drum Café Top off your summit experience with the exhilarating, pulsating rhythms of Drum Café, an audience participation experience like no other.
Prepare for your trek to the top June 22 Summit Orientation & House of Delegates Review Webcast At 4:30 p.m. CDT June 22, you’ll have the chance to take a sneak peek at the ATPE Summit and learn what it takes to participate in the ATPE House of Delegates (HOD). Join us for a webcast followed by a live Q-and-A with staff members and ATPE’s professional registered parliamentarian. Participants will earn 1 hour of CPE credit and be entered in a drawing for one of two $100 gift cards. Registration opens June 8; visit www.atpe.org/Summit/hod.aspx for details.
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2011-12
ATPE state
officer candidates Cast your vote Candidates will deliver speeches outlining their skills, backgrounds, qualifications and philosophies beginning at 3:30 p.m. Wednesday, July 20, during the House of Delegates meeting. Delegates will vote from 7:30–10 a.m. Thursday, July 21, at the official polling place at the Austin Convention Center. Only certified delegates may vote. New: Meet the candidates online Visit www.atpe.org/summit in early June to watch videos of each candidate answering questions developed by the ATPE Nomination/Election Committee. Meet and greet the candidates in person ATPE Summit delegates will have the chance to visit with state officer candidates from 5:45–6:30 p.m. Wednesday, July 20 during the Officer Candidate Meet-and-Greet in ATPE Central.
President
Vice President
Cheryl Buchanan
Deann Lee
ATPE leadership experience:
ATPE leadership experience:
State vice president, secretary and treasurer; chairwoman of state Finance Committee; member of ATPE Foundation Board and state Educators Professional Liability Insurance Review, Local Unit Policy Assistance, Professional Rights & Responsibilities and Membership committees; Region 15 director, president, vice president and treasurer; Ballinger ATPE president, vice president, secretary, treasurer, membership chair and campus representative; state convention and Leader U facilitator; state convention teller
ATPE recognition: William B. Travis honoree; Ben Shilcutt Plus Club; president of Local Unit of the Year
Current position: Sixth-grade English and ESL teacher in Ballinger ISD Other leadership experience: Member and chairwoman of district- and campus-level committees; coach, competition director and judge for UIL Ready Writing, Spelling and Modern Oratory; member of Sen. Robert Duncan’s TRS Advisory Committee; Delta Kappa Gamma vice president, membership chair and ritual chair; Beta Sigma Phi president, vice president and recording secretary; Ballinger Beta Sigma Phi City Council representative and president; church lector and past festival publicity chairwoman
Years in ATPE: 20 Years in education: 23
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State secretary and treasurer; chairwoman of state Finance and Education, Policy and Curriculum committees; member of state Educators Professional Liability Insurance Review, Legislative, ATPE-PAC, Public Information and Resolutions committees; Region 8 director, president, vice president, secretary, treasurer and past president; Paris ATPE president, vice president, secretary, treasurer, past president, campus representative and LAN coordinator; state convention and Leader U presenter and panelist
ATPE recognition: William B. Travis and Stephen F. Austin honoree; president of Local Unit of the Year finalist; Secondary Teacher of the Year finalist; Ben Shilcutt Plus Club
Current position: State/federal programs director in Paris ISD Other leadership experience: Linden Heck Howell National Endowment for the Humanities, Region 8 ESC and Daughters of the Republic of Texas District III Teacher of the Year; education consultant to KERA Channel 13 in Dallas; U.S. Department of Education grant scorer; Who’s Who in American Education; Who’s Who of American Women; service on campus and district committees; service on civic and church committees
Years in ATPE: 22 Years in education: 22
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Secretary
Treasurer
Treasurer
Treasurer
Ginger Franks
Rose Perez
Ma Elena Ingram
Richard Wiggins
ATPE leadership experience:
ATPE leadership experience:
ATPE leadership experience:
ATPE leadership experience:
State treasurer; chairwoman of state Finance and Grant for Teaching Excellence committees; member of Educator of the Year and Services committees; Region 7 director, president and secretary; Nacogdoches County ATPE president; Woden ATPE president, vice president, secretary and treasurer
President of ATPE Foundation Board; member of Leader Development, Minority & Diverse Population Recruitment, Bylaws, Grant for Teaching Excellence, Educator of the Year and Services committees; Region 2 director, vice president and secretary; Corpus Christi ATPE president, vice president, secretary and campus representative
Chairwoman of state Public Information Committee; member of state Leader Development and Membership committees; Region 1 president, vice president and treasurer; chairwoman of Region 1 Finance and Bylaws committees; co-chairwoman of Region 1 Membership Committee; McAllen ATPE president, vice president, membership chair and campus representative; Zapata ATPE president, vice president, secretary, treasurer, membership chair and campus representative; Leader U presenter
President and vice president of ATPE Foundation Board; member of state Membership Committee; Region 20 director and treasurer; member of Region 20 convention planning, scholarship and PAC committees; Boerne ATPE president, immediate past president, campus rep and LAN coordinator; chairman of Boerne ATPE’s “Meet the School Board Candidates” Night; state convention nominator; Leader U presenter and panelist; Lobby Day auctioneer
ATPE recognition: William B. Travis and Stephen F. Austin honoree; Ben Shilcutt Plus Club; Grant for Teaching Excellence finalist; president of Local Unit of the Year finalist
ATPE recognition: William B. Travis honoree; Ben Shilcutt Plus Club; Campus Representative of the Year finalist; Educator of the Year finalist (Special Services category)
Current position: Special education teacher in Martinsville ISD for the Nacogdoches County Co-op
Instructional teacher adviser in Corpus Christi ISD
Other leadership experience:
Other leadership experience:
Member of Region 7 ESC Texas Teacher of the Year Selection Committee; member of campusand district-level committees; PTA officer; UIL coach; cheerleading coach; two-time Golden Apple Award recipient; H-E-B Excellence in Education Award nominee; leader and volunteer in church and community activities
Service on district committees, including Committee for the Inclusion of ATPE; PTA president, secretary and parliamentarian; volleyball booster club president; band booster; recipient of Golden Heart, Bilingual Star and UIL Coach awards; Corpus Christi City Councils of PTA’s Educator of the Year; Corpus Christi ISD Secondary Teacher of the Year finalist; Who’s Who Among American Teachers; Disney Teacher of the Year and H-E-B Excellence in Education Award nominee; member of parish council and church lector
Years in ATPE: 25 Years in education: 29
Current position:
Years in ATPE: 20 Years in education: 31
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ATPE recognition: President of Local Unit of the Year finalist; Sam Houston Award for Political Involvement finalist; 2008-09 and 2009-10 Campus Representative of the Year
ATPE recognition: William B. Travis honoree; Stephen F. Austin honoree; Sam Houston Award for Political Involvement finalist; president of Green Apple Membership Growth Award-recipient local unit; Ben Shilcutt Plus Club
Current position: Eighth-grade U.S. history teacher in McAllen ISD
Current position: Special education department chair in Boerne ISD
Other leadership experience:
Other leadership experience:
Member of Region 1 ESC Teacher of the Year Selection Committee; secretary of McAllen ISD Joint Professional Consultation Committee and Intra-district Educational Assembly; Academic Compliance Training Instructor; student council sponsor; member of Gold-Star Recognized Department at Brown Middle School; member of sitebased decision-making committee; State Bar of Texas Teacher’s Law School participant; National Endowment for the Humanities award recipient; “Ready, Set, Teach” student mentor
Retired financial consultant for CIGNA Financial Advisors; statistician for the San Antonio Spurs, ESPN, TNT, CBS and NBC; Lamar University Alumni Association director; distinguished club president for the Boerne Optimist Club; distinguished lieutenant governor for South Texas Optimist International; four-term alderman for city of Fair Oaks Ranch; member of Edwards Underground Water District Advisory Committee; Boerne Education Foundation director; member of Boerne ISD Salary/Budget Committee
Years in ATPE: 29
Years in ATPE: 8
Years in education: 29
Years in education: 8
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2011
House of Delegates
business ATPE members representing local units from across the state will convene as the ATPE House of Delegates July 20–21, 2011, during the ATPE Summit. Delegates will vote on proposed bylaws amendments and resolutions and changes to the ATPE Legislative Program.
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’s operations.
Proposed Amendment No. 1 Article III: Membership Section 1: Definition Amend to read: Where used herein, the following term means: “Member.” Those persons who have paid, or who have received a Board of Directors-approved waiver of, the prescribed ATPE state and local unit membership dues for the current membership year and who have not otherwise had their membership suspended. The requirement to pay all prescribed ATPE state and local unit membership dues in order to be a member of the Association shall apply to all professional and associate members who join beginning with the 2012-13 membership year and who were not members the preceding year. Submitted by: Region 2 ATPE Executive Committee Bylaws Committee recommendation: Do not adopt. Rationale: Local unit dues are the primary source of revenue for local units, yet in some local units a significant number of members do not pay local unit dues. This trend is exacerbated by the fact that an increasing number of members now join online where they are not required to join the local unit. In fact, the number of members who join online has more than tripled in recent years. The state association is but a collection of local organizations. Thus, when ATPE local unit officers or campus representatives address potential members during new-teacher orientations (NTOs) and other events, they should not be put in the position of having to justify why potential members should join the local unit. Fiscal impact: If adopted, this amendment and its companion amendments (Nos. 2 and 3) would require that beginning with the 2012-13 membership year, any educator who was not a previousyear member of ATPE and who submits an application for professional or associate membership in a district with an active ATPE local unit pay both state and local unit dues in order to become a member. Identifying the fiscal impact of this proposed amendment is problematic due to the difficulty in predicting how prospective members would react to the requirement to pay local unit dues. An educator who submits $145 for a professional membership but chooses not to join a local unit would not be eligible for membership, and the state association would be required to reject the educator’s application and the $145 state dues payment. Using 2010-11 numbers, approximately 104,800 of ATPE’s 116,900 members are professional or associate members (89 percent). Of
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the 104,800 professional and associate members, approximately 94,700 work in a school district in which there is an active ATPE local unit. Of that number, approximately 81,000 members (86 percent) choose to pay local unit dues and are members of their respective local units. In a best-case scenario, all future professional and associate members would agree to pay state and local unit dues to become members, thus generating additional revenue for the local unit in which the member resides. The exact amount of additional local revenue realized is difficult to predict because it is unknown how many members would choose to pay the additional local unit dues and how many would not. However, assuming the current 6-1 ratio holds (the ratio of professional and associate members who choose to join a local unit to those who don’t), then one out of six future professional and associate members would choose not to pay local unit dues and thus, under this amendment, be denied an ATPE membership. In addition, passage of this proposed amendment would necessitate increased staff resources related to tracking the following: • Members who joined prior to 2012-13. These members would be grandfathered and would not have to pay local unit dues to retain their membership. • Members who join in 2012-13 or later. These members would need to pay local unit dues to become ATPE members. • Members who work in school districts with active local units. They would be required to pay local unit dues. • Members who work in school districts without active local units. They would be required to pay only state dues. • Mid-year chartering or reactivations of local units in preparation for the following year. New members in these local units would be required to pay local unit dues due to the chartering/reactivation of their local units. Finally, a number of local school districts will not process local unit dues, so a number of local units choose to process local dues themselves and do not submit the dues through the state
office. These are potential obstacles to the implementation of this change that would need to be addressed.
Proposed Amendment No. 2 Article III: Membership Section 5: Dues Amend to read: Members must pay the prescribed state and local unit dues for each membership year. The annual state dues for each membership shall be as follows: (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 state dues for terms of membership of up to one year. The amount of local unit dues to be paid shall be determined by each respective local unit and shall be reported to the state Association by the first (1st) day of March preceding the subsequent membership year. Any adjustments in the amounts of the foregoing annual state dues shall require an amendment to these bylaws. Submitted by: Region 2 ATPE Executive Committee Bylaws Committee recommendation: Do not adopt. Rationale: Local unit dues are the primary source of revenue for local units, yet in some local units a significant number of members do not pay local unit dues. This trend is exacerbated by the fact that an increasing number of members now join online where they are not required to join the local unit. In fact, the number of members who join online has more than tripled in recent years.
Prepare for your trek to the top Approaching the Summit webisodes Visit www.atpe.org/summit to watch Approaching the Summit, our four-part webisode series offering a behind-the-scenes look at the ATPE Summit. ATPE State President David de la Garza discusses the House of Delegates; ATPE Member Services Director Amy White gives us the scoop on keynote speaker Jonathan Kozol and ATPE leader training; ATPE Governmental Relations Director Brock Gregg previews legislative activities; and ATPE Meetings and Conferences Director Andrea Davis shines the spotlight on the summit mobile app.
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The state association is but a collection of local organizations. Thus, when ATPE local unit officers or campus representatives address potential members during new-teacher orientations (NTOs) and other events, they should not be put in the position of having to justify why potential members should join the local unit. Fiscal impact: If adopted, this amendment and its companion amendments (Nos. 1 and 3) would require that beginning with the 2012-13 membership year, any educator who was not a previous-year member of ATPE and who submits an application for professional or associate membership in a district with an active ATPE local unit pay both state and local unit dues in order to become a member. Identifying the fiscal impact of this proposed amendment is problematic due to the difficulty in predicting how prospective members would react to the requirement to pay local unit dues. An educator who submits $145 for a professional membership but chooses not to join a local unit would not be eligible for membership, and the state association would be required to reject the educator’s application and the $145 state dues payment. Using 2010-11 numbers, approximately 104,800 of ATPE’s 116,900 members are professional or associate members (89 percent). Of the 104,800 professional and associate members, approximately 94,700 work in a school district in which there is an active ATPE local unit. Of that number, approximately 81,000 members (86 percent) choose to pay local unit dues and are members of their respective local units. In a best-case scenario, all future professional and associate members would agree to pay state and local unit dues to become members, thus generating additional revenue for the local unit in which the member resides. The exact amount of additional local revenue realized is difficult to predict because it is unknown how many members would choose to pay the additional local unit dues and how many would not. However, assuming the current 6-1 ratio holds (the ratio of professional and associate members who choose to join a local unit to those who don’t), then one out of six future professional and associate members would choose not to pay local unit dues and thus, under this amendment, be denied an ATPE membership. In addition, passage of this proposed amendment would necessitate increased staff resources related to tracking the following: • Members who joined prior to 2012-13. These members would be grandfathered and would not have to pay local unit dues to retain their membership. • Members who join in 2012-13 or later. These members would need to pay local unit dues to become ATPE members. • Members who work in school districts with active local units. They would be required to pay local unit dues. • Members who work in school districts without active local units. They would be required to pay only state dues. • Mid-year chartering or reactivations of local units in preparation
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for the following year. New members in these local units would be required to pay local unit dues due to the chartering/reactivation of their local units. Finally, a number of local school districts will not process local unit dues, so a number of local units choose to process local dues themselves and do not submit the dues through the state office. These are potential obstacles to the implementation of this change that would need to be addressed.
Proposed Amendment No. 3 Article VII: Local Units Section 2: Procedure for Association with ATPE Amend to read: (a) A ll members of a local unit who have paid the prescribed state and local unit dues to the Association are members of ATPE. Submitted by: Region 2 ATPE Executive Committee Bylaws Committee recommendation: Do not adopt. Rationale: Local unit dues are the primary source of revenue for local units, yet in some local units a significant number of members do not pay local unit dues. This trend is exacerbated by the fact that an increasing number of members now join online where they are not required to join the local unit. In fact, the number of members who join online has more than tripled in recent years. The state association is but a collection of local organizations. Thus, when ATPE local unit officers or campus representatives address potential members during new-teacher orientations (NTOs) and other events, they should not be put in the position of having to justify why potential members should join the local unit. Fiscal impact: If adopted, this amendment and its companion amendments (Nos. 1 and 2) would require that beginning with the 2012-13 membership year, any educator who was not a previous-year member of ATPE and who submits an application for professional or associate membership in a district with an active ATPE local unit pay both state and local unit dues in order to become a member. Identifying the fiscal impact of this proposed amendment is problematic due to the difficulty in predicting how prospective members would react to the requirement to pay local unit dues. An educator who submits $145 for a professional membership but chooses not to join a local unit would not be eligible for membership, and the state association would be required to reject the educator’s application and the $145 state dues payment. Using 2010-11 numbers, approximately 104,800 of ATPE’s 116,900 members are professional or associate members (89 percent). Of the 104,800 professional and associate members, approximately 94,700 work in a school district in which there is an active ATPE local unit. Of that number, approximately 81,000 members (86 percent) choose to pay local unit dues and are members of their respective local units.
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In a best-case scenario, all future professional and associate members would agree to pay state and local unit dues to become members, thus generating additional revenue for the local unit in which the member resides. The exact amount of additional local revenue realized is difficult to predict because it is unknown how many members would choose to pay the additional local unit dues and how many would not. However, assuming the current 6-1 ratio holds (the ratio of professional and associate members who choose to join a local unit to those who don’t), then one out of six future professional and associate members would choose not to pay local unit dues and thus, under this amendment, be denied an ATPE membership.
adopted by the HOD. Specific guidelines that outline the nature of the issues that the BOD is charged with addressing, along with the procedure for addressing them, will be developed by the BOD in cooperation with the BOD’s general counsel. Fiscal impact: The fiscal impact of this change is difficult to estimate due to the uncertainty of the number or types of issues that might be reported to the BOD.
Proposed Amendment No. 5 Article VII: Local Units Section 7: Operational Year
In addition, passage of this proposed amendment would necessitate increased staff resources related to tracking the following:
Amend to read:
• Members who joined prior to 2012-13. These members would be grandfathered and would not have to pay local unit dues to retain their membership.
Local unit officer terms shall be established by each local unit independently.
• Members who join in 2012-13 or later. These members would need to pay local unit dues to become ATPE members.
Bylaws Committee recommendation: Do not adopt.
• Members who work in school districts with active local units. They would be required to pay local unit dues. • Members who work in school districts without active local units. They would be required to pay only state dues. • Mid-year chartering or reactivations of local units in preparation for the following year. New members in these local units would be required to pay local unit dues due to the chartering/reactivation of their local units. Finally, a number of local school districts will not process local unit dues, so a number of local units choose to process local dues themselves and do not submit the dues through the state office. These are potential obstacles to the implementation of this change that would need to be addressed.
Proposed Amendment No. 4 Article V: Board of Directors Section 3: Duties Amend to read: (m) To address ethical issues and disputes of regions and local units, including but not limited to instances of alleged financial malfeasance, when reported. Submitted by: ATPE Board of Directors Bylaws Committee recommendation: Adopt. Rationale: The 2010 ATPE House of Delegates (HOD) adopted a resolution that directed the ATPE Board of Directors (BOD) to “address ethical issues and disputes of regions and local units.” This proposed bylaws amendment would codify in the association’s bylaws the BOD’s authority reflected in the resolution
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Section 7: Local Unit Officer Terms
Submitted by: Ron Fitzwater, Alvin ATPE, Region 4
Rationale: The rationale for this amendment is quite simple. It clarifies the duties of local units and gives them flexibility for what works best for each local unit for its officer terms. For the past 30 years, ATPE has operated under the premise that ATPE local units, for the most part, were able to conduct local business as it best met the needs of that particular educational community. Granted, no system works perfectly. Over the years some local units have had difficulty complying with the State ATPE’s request of submitting their officer lists for the upcoming year. There is a movement by members of our association to standardize officer terms on the local level. What works well for state officers’ terms may not work for all local units. For some local units, it will work best to have the officer elections in the spring and have the new officer slate take office before the summer vacation begins. By doing so, the new officer team will be the ones going to convention and planning the recruitment strategy for the upcoming year. It makes sense to have the people in place at the beginning of the summer break that will do all the planning and work. Local Control. To some, this is almost a disdainful phrase. As we are in our realignment process of ATPE, the local unit officer term is one area that still needs to be left in the hands of the local unit. It makes sense to have local units do what works best for them instead of trying to create “cookie cutter” local units where we all do it the same way. This amendment keeps common sense in place. As for fiscal impact, no definite fiscal amount can be offered by opponents of the amendment. Keeping track of local unit officer lists is one of the tasks that our ATPE staff currently does. If this amendment passes, local units will have the option of continuing to hold elections in the spring with their officers taking office before summer break. Other local units may decide to have their
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officer terms begin in August if that works best for them. Let each local unit decide what works best for them, and keep common sense in ATPE. Fiscal impact: The fiscal impact of this proposed amendment will depend on the actions of ATPE’s local units should the amendment be adopted. Most local units have adopted the Aug. 1 to July 31 officer time frame, while a few local units retain the June 1 to May 31 time frame. This proposed amendment, if adopted, would allow local units to set their own officer terms. It is unlikely that all 500-plus local units would set their own officer terms, so the actual fiscal impact would likely be minimal. However, the possibility would exist that a number of different local unit officer terms could be created, which would require substantial staff time to monitor and maintain the potentially large number of different local unit officer terms.
ATPE levels—state, region and local unit—will operate under the same membership, fiscal and officer term years of Aug. 1 to July 31. Fiscal impact: The change to uniform terms of office for local unit officers can be accomplished with minimal cost. Currently there is no prescribed time period for officer terms, though a large majority have adhered to ATPE’s alignment plan and adjusted their officer terms to the Aug. 1 to July 31 timeframe.
Proposed Amendment No. 7 Article VIII: Regional Organizations Section 6: Term of Office
Proposed Amendment No. 6
Amend to read: The president, vice president, secretary, and treasurer of the regional organization shall hold office from June August 1 following their election to the next May July 31. The Director shall be elected for a two-year (2) term as provided in Article V, Section 9.
Article VII: Local Units
Submitted by: ATPE Board of Directors
Section 7: Operational Year
Bylaws Committee recommendation: Adopt.
Amend to read:
Rationale: In 2008, the ATPE Board of Directors determined that establishing a uniform operational year for ATPE’s primary functions of finance, membership and officer term years would be more efficient for the association. At that time, ATPE operated under different years for its fiscal and officer terms (June 1 to May 31) and its membership year (Sept. 1 to Aug. 31).
Section 7: Operational Year All chartered local units of the Association shall operate under an August 1 to July 31 year for their membership, fiscal and officer terms. Submitted by: ATPE Board of Directors Bylaws Committee recommendation: Adopt. Rationale: In 2008, the ATPE Board of Directors determined that establishing a uniform operational year for ATPE’s primary functions of finance, membership and officer term years would be more efficient for the association. At that time, ATPE operated under different years for its fiscal and officer terms (June 1 to May 31) and its membership year (Sept. 1 to Aug. 31). The board approved a two-phase alignment plan that involved proposing the new Aug. 1 to July 31 year to the House of Delegates for consideration and approval. Phase one of the alignment plan occurred in spring 2009 when the ATPE House of Delegates voted to amend the association’s bylaws to synchronize ATPE’s membership and fiscal years to the same Aug. 1 to July 31 timeline. Phase two of the board’s alignment plan occurred in spring 2010 when the ATPE House of Delegates voted to amend the association’s bylaws to align ATPE’s state officer term years with its fiscal and membership years.
The board approved a two-phase alignment plan that involved proposing the new Aug. 1 to July 31 year to the House of Delegates for consideration and approval. Phase one of the alignment plan occurred in spring 2009 when the ATPE House of Delegates voted to amend the association’s bylaws to synchronize ATPE’s membership and fiscal years to the same Aug. 1 to July 31 timeline. Phase two of the board’s alignment plan occurred in spring 2010 when the ATPE House of Delegates voted to amend the association’s bylaws to align ATPE’s state officer term years with its fiscal and membership years. This bylaws amendment will align the ATPE regional officer terms with the ATPE state officer terms. If adopted along with Proposed Bylaws Amendment No. 6, then for the first time since its founding in 1980, operations at all ATPE levels—state, region and local unit—will operate under the same membership, fiscal and officer term years of Aug. 1 to July 31. Fiscal impact: If adopted, the change to the terms of region officers can be accomplished with minimal cost.
This bylaws amendment is a continuation of the alignment effort and will align the ATPE local unit operational years (membership, fiscal and officer terms) with the ATPE state and region operational years. If adopted along with Proposed Bylaws Amendment No. 7, then for the first time since its founding in 1980, operations at all
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Proposed Amendment No. 8 Article VIII: Regional Organizations Section 9: Finances Amend to read:
Proposed honorary resolution If approved by the 2011 House of Delegates (HOD), ATPE will issue an honorary resolution to Immediate Past State President Sam Spurlock.
Section 9: Finances In order to receive a full rebate, each region shall: (a) P repare an annual financial statement and shall present said statement to the members of the region at the annual region meeting and to the ATPE Region Director; and (b) U ndergo a mandatory biennial financial review coordinated with the state association and present the results of the financial review to the members of the region at the annual region meeting. Submitted by: ATPE Board of Directors Bylaws Committee recommendation: Adopt. Rationale: Each year, the state association distributes close to $500,000 in rebates to its region affiliates. Currently, there is no obligation for each region to present to its members a report that outlines how the region members’ dues money, distributed in the form of the rebate, is spent. This proposed bylaws amendment would require each region to present to its members an annual financial statement, thereby enhancing the transparency regarding finances between the region and the members the region serves. Financial reporting to members is a common practice among nonprofits and will also allow regions to model financial reporting best practices to the local units within the region. Additionally, this proposed amendment would codify the board’s position that each region should undergo a financial review every two years. This financial review, which has been an option for regions the past three years, provides instruction and guidance to regions about how best to allocate and spend their members’ money each year. The portion of the rebate to be withheld from a region that does not meet the expectations outlined in this proposed amendment will be determined by the Board of Directors, but the board will make every effort to ensure compliance before initiating any effort to withhold a region’s rebate. Fiscal impact: The requirement that regions report their finances to their members annually can be accomplished with minimal cost. The requirement that regions undergo a financial analysis once every two years means that 10 region analyses would be conducted each year. The primary cost would be in staff time and travel costs, which are estimated to be approximately $10,000 per year.
Proposed action on standing resolutions Resolutions Committee recommendation: Readopt Standing Resolutions Nos. 1–12, and adopt Proposed Standing Resolution No. 13. Rationale: Standing Resolutions Nos. 1–12 reflect ongoing issues or pertain to ATPE House of Delegates procedures. See Proposed Standing Resolution No. 13 for a detailed rationale regarding the recommendation for its adoption.
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.
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,
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the Pledge to the Texas Flag and a prayer, excusing those whose beliefs are in conflict with this act.
Standing Resolution No. 3
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.
SUBJECT: Business and Education
Standing Resolution No. 8
YEAR ADOPTED: 1991
SUBJECT: Professional Status
RESOLVED, that ATPE supports business and education communities working together for an excellent education system that will prepare public school students to meet the needs of a highly technical, industrialized and global environment.
YEAR ADOPTED: 1992
Standing Resolution No. 4 SUBJECT: Consultation Training
RESOLVED, that ATPE accept both the obligations and rights of professionals; and be it further RESOLVED, that future legislative action by the association seek to secure for Texas educators the rights, privileges, benefits and respect befitting a true professional.
YEAR ADOPTED: 1992
Standing Resolution No. 9
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
SUBJECT: Professional Rights
RESOLVED, that it be the official policy of ATPE to include consultation committee member training at its leadership workshops and state conventions.
Standing Resolution No. 5 SUBJECT: Cooperation with Other Independent Educator Organizations
YEAR ADOPTED: 2000 RESOLVED, that ATPE supports vigorous enforcement of due process laws.
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.
Standing Resolution No. 11
YEAR ADOPTED: 1992
SUBJECT: Student Members
RESOLVED, that the experience and history of ATPE be shared with other independent educator organizations throughout the country in an effort to establish and continue nonunion influence in education policymaking in the United States.
YEAR ADOPTED: 1992
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.
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.
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.
Standing Resolution No. 7
Proposed Standing Resolution No. 13
SUBJECT: Political Participation
SUBJECT: Overturning Exclusive Consultation
YEAR ADOPTED: 1992
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
RESOLVED, that it be the official policy of ATPE to encourage
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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. Rationale: Proposed Standing Resolution No. 13 contains the content of Current Resolution No. 2. During the annual review of ATPE’s standing and current resolutions (a process outlined in Standing Resolution No. 1), the ATPE Board of Directors (BOD) assigned this resolution to itself for study. The BOD reviewed a history of association activities regarding ATPE involvement in the issue of exclusive consultation in school districts. ATPE has been training members on exclusive consultation at state events pursuant to a standing resolution adopted in 1992. Since that time, several local units have worked to overturn exclusive policies in school districts and worked to implement inclusive policies that allow all recognized associations in the district to participate in consultation. Local units have engaged in the political process by working to elect school board members who agree with ATPE’s philosophy on this issue. Following the successful effort to overturn El Paso ISD’s exclusive policy in 2008, the BOD authorized ATPE Political Action Committee (ATPE-PAC) donations for local school board members in select districts where the board members were being opposed by union-backed candidates. Since that time, the BOD has authorized additional ATPE-PAC donations that meet these criteria. The Resolutions Committee agrees that ATPE has made this issue a priority over the years and recommends that Current Resolution No. 2 become a standing resolution due to its critical importance to ATPE interests now and in the future.
Proposed action on current resolutions Resolutions Committee recommendation: Allow Current Resolutions Nos. 1–3 to expire. Current resolutions expire after one year unless readopted by the HOD. These resolutions will not be voted on by the HOD unless a delegate moves to present an expiring current resolution as a new resolution.
Current Resolution No. 1 RESOLVED, that ATPE support pre-algebra being allowed as a math credit in the 4x4 curriculum at the high school level. Rationale: Following the 2010 House of Delegates, the ATPE Board of Directors assigned this current resolution to the Legislative Committee for review. The Legislative Committee chose not to propose it for addition to the ATPE Legislative Program (see the committee’s report for its rationale). The Resolutions Committee supports the Legislative Committee’s decision.
Current Resolution No. 2 RESOLVED, that ATPE state staff work proactively and provide financial support to local units to overturn exclusive consultation
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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. Rationale: Proposed Standing Resolution No. 13 contains the content of Current Resolution No. 2. During the annual review of ATPE’s standing and current resolutions (a process outlined in Standing Resolution No. 1), the ATPE Board of Directors (BOD) assigned this resolution to itself for study. The BOD reviewed a history of association activities regarding ATPE involvement in the issue of exclusive consultation in school districts. ATPE has been training members on exclusive consultation at state events pursuant to a standing resolution adopted in 1992. Since that time, several local units have worked to overturn exclusive policies in school districts and worked to implement inclusive policies that allow all recognized associations in the district to participate in consultation. Local units have engaged in the political process by working to elect school board members who agree with ATPE’s philosophy on this issue. Following the successful effort to overturn El Paso ISD’s exclusive policy in 2008, the BOD authorized ATPE Political Action Committee (ATPE-PAC) donations for local school board members in select districts where the board members were being opposed by union-backed candidates. Since that time, the BOD has authorized additional ATPE-PAC donations that meet these criteria. The Resolutions Committee agrees that ATPE has made this issue a priority over the years and recommends that Current Resolution No. 2 become a standing resolution due to its critical importance to ATPE interests now and in the future.
Current Resolution No. 3 RESOLVED, that the House of Delegates affirm the obligation and responsibility of the Board of Directors to create a system to address ethical issues and disputes of regions and local units. Rationale: The ATPE Board of Directors (BOD) has submitted the content of Current Resolution No. 3 to the Bylaws Committee as Proposed Bylaws Amendment No. 4, and the Bylaws Committee has recommended its adoption. The Resolutions Committee supports the actions of the BOD and the Bylaws Committee.
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 www.atpe.org/Summit/ hod.aspx.
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your association
membership survey results
Pearls of wisdom ATPE’s annual survey is a portrait of our membership Each year, ATPE surveys members to find out who makes up the membership and what they think are the most pressing issues facing today’s Texas educators. The survey is mailed to a stratified, random sample of 1,200 professional and associate members. Below are the responses to a few of ATPE’s 2010-11 survey questions.
Our voice gets heard at the Capitol
ATPE is an original “social network”
Although many educators join associations for the legal protection they provide, our members also join because of the strong voice ATPE has at the State Capitol, with state agencies and in Washington, D.C. Forty-two percent of those surveyed said they joined because they had confidence in the strong representation provided by the ATPE lobby team.
When asked how they first were introduced to the association, 33 percent of members said they were told about ATPE by a colleague and 18 percent by an ATPE representative.
Even through years filled with job-threatening budget cuts, ATPE members are educators with passion. Fifty-one percent of members have been in the profession for more than 15 years. Eighteen percent have worked for 11–15 years, 14 percent for 6–10 years, and 9 percent are just starting out, having been educators for 1–5 years.
Half of ATPE members help the students of Texas get a good start on their futures through positions at elementary schools. Nineteen percent help them bridge the gap of middle school; 23 percent ready students for college and beyond in positions at high schools; 1 percent help students through their higher education; and 6 percent work outside of a traditional school setting or are education majors.
About the ATPE membership survey The 2010-11 ATPE Membership Survey was conducted under the supervision of Creative Consumer Research of Houston. It had a 23-percent response rate and a margin of error of plus or minus 4 percent.
ATPE MEMBERS amancio garza, sheri merritt, kristin kilday, connie kilday, shirley crow and mike dennett
Members are in for the long haul
We educate from beginning to end
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your association
Pinpoint your proper 2011-12 membership category Which ATPE membership category should you join? I f you are a 2010-11 college student member who will be student teaching in 2011-12, renew in the teacher trainee category so you have access to the insured benefits.*
Maximize your ATPE membership ATPE members have access to a variety of services and discounts. By using just a few, you can actually recoup the cost of your annual membership dues. Check out the opportunities listed below, and then visit www.atpe.org/Resources/Services AndDiscounts for enrollment information and details on other benefits.
Health and lifestyle benefits For a low monthly fee, ATPE members have access to a variety of discount health and lifestyle benefits including vision, dental, doctors by phone, personal wellness, pet care, identify protection, entertainment and roadside assistance.
Long-term care insurance ATPE is pleased to work with our long-term care insurance partner, Long Term Care Resources (LTCR). With an elite network of LTC specialists representing the industry’s leading providers, LTCR offers ATPE members: • Pricing advantages … with the special ATPE 10-percent discount. • Unmatched flexibility and carrier options to get the protection that is right for you. • Superior benefits that emphasize customized care plans.
Auto insurance As a member of ATPE, you may be eligible for special rates on Nationwide® auto insurance. Call today for a free, no-obligation quote. Find out how much you could save! Contact The Fowler Agency at (888) 549-4922 or Fowler_Agency@nwagentc.com, or visit www.atpeauto.com. Products underwritten by National Mutual Insurance Company and Affiliated Companies, Columbus, Ohio. Products and discounts not available to all persons in all states.
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I f you are a 2010-11 teacher trainee member and will be teaching in your own classroom during 2011-12, renew as a first-time professional member so you have access to the insured benefits.* If you will be substitute teaching, renew in the associate category to have accessed to the insured benefits.* I f you are retiring at the end of the 2010-11 school year, continue your relationship with ATPE by renewing in 2011-12 in the retired category for only $10. Please note that the retired category is not an insured category, so if you will be substitute teaching, you need to renew in the associate category to have access to the insured benefits.* I f you do not have a position for 2011-12 due to a reduction in force (RIF), you can remain a part of the ATPE community by renewing in the public category. In order to reach out to educators whose positions were eliminated, the ATPE Board of Directors has reduced the 2011-12 dues for this category to $10. As a public member, you will receive ATPE’s publications, stay up-to-date on our advocacy efforts, and save using our services and discounts. Please note that the public category is not an insured category, so if you will be substitute teaching, you will need to renew in the associate category to have access to the insured benefits.* Even if your situation is not changing in 2011-12, please visit atpe.org and click on the Members: Update Your Contact Info button to log in and make sure that ATPE has your correct information on file. Please contact ATPE Member Services at (800) 777-ATPE or member_services@atpe.org if you have questions about which membership category you should join. * 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 summary at www.atpe.org/Protection/LegalBenefits/inspolicy.pdf. 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.
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your association
atpe news
BOD honors its attorney for 20 years of service The ATPE Board of Directors (BOD) adopted a resolution at its February meeting honoring attorney Clarke Heidrick for 20 years of service as the association’s counselor at law. Heidrick is an attorney with the Austin law firm Graves Dougherty Hearon & Moody. The BOD has relied on Heidrick’s counsel as it has considered many milestone decisions, including the purchase of the ATPE Building at 305 E. Huntland Dr. in Austin and the establishment of the ATPE Foundation. “All former and current members of the ATPE Board have grown to appreciate those 14 simple words that we so often want to hear Clarke repeat at every Board meeting: ‘Ladies and gentlemen, I am pleased to report that there are no pending legal matters,’” the resolution reads. Attorney Clarke Heidrick and ATPE State President David de la Garza
Watch our new webinar series in August ATPE is excited to announce a new series of webinars exploring the many benefits available to members. Be on the lookout for promotional emails this summer listing the dates and times of the webinar series, which begins in August. Not only will you receive continuing professional education (CPE) credit for participating in these free webinars, but also you will learn how to make the most of your ATPE membership. The webinars will be open to all ATPE members.
ATPE weighs in on issue of qualified immunity ATPE provides employment-related legal services to its eligible members through the ATPE Member Legal Services Department. Occasionally, however, the department goes beyond individual representation to weigh in on a matter of importance to all educators through an amicus brief. An amicus brief is written by an amicus curiae, which is Latin for “friend of the court.” The brief includes information to assist the court in making its decision in a case, and such a document may only be submitted by a person or group with a proven legitimate interest in the case’s outcome. ATPE’s most recent amicus brief was submitted March 28 to the 5th U.S. Circuit Court of Appeals regarding the case Morgan v. Swanson. The case itself is
44 | atpe.org
about students’ First Amendment rights (specifically, whether students have the right to distribute objects with religious messages at school), but ATPE did not weigh in on the First Amendment issues. Of interest to ATPE is the issue currently being appealed: whether the principals involved have a monetary liability to the parents and students alleging the rights violation. The principals’ attorney had contacted ATPE Executive Director Doug Rogers about the case and to suggest that ATPE might want to submit an amicus brief. “The reason we wrote the brief, and
our argument, is that it’s not fair to hold an educator financially responsible for simply enforcing district policy in an area as legally unclear as the area in this case,” says Paul Tapp, managing attorney in the ATPE Member Legal Services Department. ATPE is more likely to do an amicus brief in a case with an outcome that will affect all educators than in a case affecting an individual. “We look for the balance between the significance of the issue to all educators and the resources that we have available,” Tapp says.
atpe news
foundation news
Beth Ann Rogers Literacy Initiative recipients The ATPE Foundation presented $1,000 grants to five school libraries this spring as part of the Beth Ann Rogers Literacy Initiative. Through the initiative, which is named for a late ATPE state president and school librarian, the foundation helps school libraries purchase literacy materials and modernize their resources. Five $1,000 grants will be awarded during the 2011-12 school year; applications will be available in late June at www.atpefoundation.org.
Congratulations to our 2010-11 recipients: Booker T. Washington High School Houston ISD Burbank Elementary School Houston ISD Meridith-Dunbar Elementary School Temple ISD Sam Houston High School Arlington ISD Seymour Middle School Seymour ISD
your association
Help students succeed by donating to the ATPE Foundation The ATPE Foundation is dedicated to the advancement of public education through literacy initiatives, technology programs, and educator recruitment and retention efforts. Supporting the ATPE Foundation is easy! You can make taxdeductible donations to the ATPE Foundation online using your Visa® or MasterCard, or simply print a donation form and mail it with your cash or check. Donations of any size are appreciated and can be given in honor or in memory of family members, friends or colleagues. Show your support for public education by donating today! Donate and learn more about the ATPE Foundation at www.atpefoundation.org. The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code.
Follow ATPE In no more than 140 characters
Stay up-to-date with the latest in association and education news and find interesting information on ATPE’s Twitter feed: ATPE Executive Director Doug Rogers (left) and ATPE Foundation Director Julleen Bottoms (second from left) present a $1,000 Beth Ann Rogers Literacy Initiative grant April 11 to representatives from Temple ISD’s Meridith-Dunbar Elementary School.
summer 2011
@OfficialATPE
atpe.org | 45
Hit a hole-in-one for
public education Save the date for the 2011 ATPE Foundation Golf Tournament
When: Friday, Oct. 21
Where: Teravista Golf Club, Round Rock
Why: To have fun and win great prizes while supporting literacy, technology, and educator recruitment and retention programs in Texas public schools
More info: www.atpefoundation.org
The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code. ADVERTISEMENT
Thinking of Buying a Home? The Texas State Affordable Housing Corporation offers two programs to help first-time homebuyers become homeowners. The Professional Educators Home Loan Program provides a 30-year fixed rate mortgage loan to eligible firsttime homebuyers* and a grant for down payment and closing cost assistance. The Mortgage Credit Certificate (MCC) Program provides eligible first-time homebuyers* with an annual tax credit. The qualified homebuyer is eligible to take a portion of the annual interest they paid on the mortgage as a special tax credit of up to $2,000 each year they occupy the home as their principal residence. The MCC Program has the potential of saving the homebuyer thousands of dollars over the life of the loan.
*To find out if you’re eligible for either program, please visit www.tsahc.org or contact Paige McGilloway at pmcgilloway@tsahc.org or 1-888-638-3555 ext. 3561. www.tsahc.org
kudos
your association
Bravo, ATPE members
Congratulations to all ATPE members who go the extra mile to achieve great heights in their field. AUSTIN
NACOGDOCHES
In January, Nancy Douglas, a fifth-grade teacher at Andrews Elementary School, was named a Texas finalist for the Presidential Awards for Excellence in Mathematics and Science Teaching.
Nacogdoches High School swim coach Carrie Scroggins was named the district’s Coach of the Year for swimming.
CORPUS CHRISTI Zavala Elementary School fifth-grade teacher Tom Martin was recently honored as the Corpus Christi ISD Elementary Teacher of the Year.
GARLAND Jackie Davis, a fifth-grade teacher at Walnut Glen Academy for Excellence, was pictured in Rep. Angie Chen Button’s (R–Richardson) newsletter in February. Davis was a member of Button’s education roundtable. Heather Glen Elementary literacy specialist Carol Phelps was awarded the With Our Youth! 2010 Dedication Award from NRTA, AARP’s educator community.
B
SPRING BRANCH Several Spring Branch ATPE members were voted teachers of the year on their respective campuses. • Hanne Rodriguez teaches kindergarten at Housman Elementary School. • Jennifer Gilbert teaches art at Memorial Drive Elementary School. • Carmen Peña teaches third grade at Cedar Brook Elementary School.
WILLIS Lynn Lucas Middle School educators were recently awarded grants from the Willis Education Foundation. Les Peacock received funds for the creation of a fully functional multimedia lab. Seventhand eighth-grade math teacher Nancy Goodlander and teacher Glenn Frey held a Math and Science Family Night at the school with their grant money.
cog e r e
Cannan Elementary School teacher Jodi Christie received a grant from the Willis Education Foundation and was nominated for Who’s Who in North American Education. Several Willis ATPE members were chosen as their campus’s teachers and para-educators of the year. The 2010-11 Teachers of the Year were: • Eric Burns, technology teacher at C.C. Hardy Elementary School. • DeAnna Murrell, teacher at Lucas Middle School. The 2010-11 Para-educators of the Year were: • Lourdes Adame, registrar at C.C. Hardy Elementary School. • Lucy Alexander, attendance clerk at Lucas Middle School. • Suzi Griffin, aide at A.R. Turner Elementary School.
nized for your eff
ort
s
If you know an ATPE member who deserves recognition (it could even be you!), let us know. Kudos covers awards, scholarships and other education-related achievements only; promotions, retirements and non-educationrelated personal achievements will not be included. Email submissions to ATPE Communications at comm@atpe.org or send them to ATPE News, 305 E. Huntland Dr., Ste 300, Austin, TX 78752-3792.
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atpe.org | 47
your association
family album
Region 9
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North Lamar–Jerry Jarrell
El Centro College–Doug Eckart
Region 9–Doug Eckart
Jacksboro ATPE member Lynn Anderson plays an ATPE-PAC fundraising game during the Region 9 ATPE convention March 7 in Wichita Falls. Olney ATPE member Becky Spurlock watches Anderson try to knock down cans featuring pictures of ATPE Past State President Sam Spurlock (Becky’s husband).
El Centro College
North Lamar
El Centro College ATPE members meet to launch their local unit, which was chartered at the February ATPE Board of Directors meeting. Pictured are President Tiffanie Johnson, Secretary Andrea Hill, Hien Phan and Treasurer Azarel Gonzalez. The local unit’s vice president is Shawn Ezell-Davis. The Region 10 local unit has 17 members.
Member Melissa Arnold (left) receives legislative information from North Lamar ATPE President Alison Hayter at the local unit’s March 29 letter-writing “party” at the Stone Middle School library. Fifteen members attended and wrote letters to their legislators on the public education budget and other issues.
atpe news
welcome back University of Texas–Tyler ATPE in Region 7 has reactivated.
Region 7–Lacey Denton
President Rodney Gouldthorpe and Vice President Jennifer Reed lead the 134-member local unit. Its sponsor is Wesley Hickey.
highlights Region 7 About 40 members attended the Region 7 ATPE convention Feb. 26 at Papacita’s in Longview. Pictured are East Texas Baptist University ATPE Vice President Jennifer Hargraves, San Augustine ATPE Secretary Tharasa Netherly-Thomas, Nacogdoches ATPE Membership Chair Katherine Whitbeck, San Augustine ATPE President Falbert Garrett and Hemphill ATPE Secretary Gloria Holmes.
Azle ATPE was the host of a roundtable discussion on school finance issues Jan. 31 at Azle Elementary School. Azle ISD School Board President Bill Lane and Trustee Marsha Scott attended. Texas A&M University– Central Texas ATPE held a pancake breakfast fundraiser March 26 at Applebee’s in Copperas Cove.
Boerne–Courtesy of Beth Manz
In January, Odessa ATPE awarded 10 members $100 each for classroom supplies. The names of five elementary teachers and five secondary teachers were randomly drawn. Recipients were Hilary Cohn, Pablo Davila, Rocio Davila, Larry Gaines, Pamela Lewis, Donica Short, Marsha Sowell, Stephanie Tercero, DeAnn Weekly and Shannon Wilson.
Boerne Approximately 70 people attended Boerne ATPE’s March 31 legislative update at the Boerne High School Auditorium. Speakers included ATPE Governmental Relations Director Brock Gregg, Boerne ISD Superintendent John Kelly and Boerne ISD School Board President Alan Rich. The local unit financed the event through the ATPE Local Unit Initiative Fund. Pictured with Boerne ATPE members are Gregg (third from left), Kelly (seated on stairs) and Rich (far right).
summer 2011
submissions Send your stories and high-resolution photos to comm@atpe.org for possible publication.
atpe.org | 49
your association
Thank you for your donation!
atpe-pac honor roll
The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) between January and March 2011.
Austin Kay Platis
Fort Worth Steve Pokluda
Leander Joe Ciccarelli
Ballinger Cheryl Buchanan
Friend of public education Lynn Allen Sara Connaway
Lewisville Karen Hames
Beaumont Bickie Coffey Boerne Richard Wiggins Bowie Toni Stone Carrollton-Farmers Branch Dana Carroll Coleman County Sarah Beal Conroe Labana Berry Corpus Christi Jackie Hannebaum Corsicana Doris Corley Robert Corley Peggy Wren Crowley Diane Pokluda
Garland Angie Arey Julia Lepek Carol Phelps Gatesville Skip Omenson Harlandale Nancy Tom Houston Ann Petrillo Humble Gayle Sampley Yvonne Waggoner Huntsville Sandra Bounds Brenda Lynch Jacksboro Elizabeth Reynolds
Deer Park Angela Garcia
Killeen Alice Page Eileen Walcik Melissa Walcik Ron Walcik Archie Woody Sharon Woody
Ennis Nanette Moyers
La Vega Norma Burns
Forney Wendy Smith
La Vernia Clay Bordner
Dallas Dianne Reed Beverly Stone
Mabank April Coker Manor Shemon Bailey Mesquite Jerry Bonham Debbie Massey Nacogdoches Katherine Whitbeck Nacogdoches County Ginger Franks North East Lola Miller Northside (20) David de la Garza Sylvia Lopez Cynthia Sloan Lynda Stark Odessa Olga Garza Olney Charlotte Mahler Becky Spurlock Sam Spurlock Paris Jimmy Lee Pflugerville Greg Vidal
Plano Ken Eckler Diane Porter Robinson Janine Duncan San Antonio Glenn Ellison Debbie Holzman Stanton Teresa Griffin State office Brock Gregg Tyler Eddie Hill University of Mary Hardin-Baylor Ashley Fox Waco Sandra O’Connor Jane Sykes Waxahachie Dale Kriegel Kim Kriegel West Janice Hornsby Sue Melton Willis Nancy Blackwelder Judi Thomas Woden Malinda Holzapfel
Learn more about ATPE-PAC and make an online donation at www.atpe.org/Advocacy/ATPEPAC/pac.asp.
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atpe news
Continued from page 14—Tech Support
Continued from page 17—Legal Opinions
of the nicest things about GIMP is that when you move your mouse’s cursor over the icons in the Toolbox, text will appear that tells you what each one does. • To crop a photo, select the icon that looks like an Exacto knife. Mouse back over to your photo, and then click and drag your mouse until you’ve selected the desired area of the photo you want to keep. Click inside the green lines, and your photo will crop to size. • To scale, or make the photo smaller or larger, click the icon that looks like a square getting bigger. Click on your photo, and a dialog box will appear. You can resize a photo by pixels, percentage, inches, millimeters and more. Select the measurement you want to use from the dropdown box, and then type your new size into the Width and Height boxes. If you’d like to keep the same ratio and not distort your photo, enter only the new width you’d like and make sure the little chain link to the side of the boxes is closed. Hit the Scale button, and your photo will automatically enlarge or decrease to your preferred size. • To add text, click the icon of the black capital letter A. Click on your photo, and the GIMP Text Editor box will appear. Type in your text, and it will appear on your photo. To change the font, size or color of your text, look back to the Toolbox. Under all of the icons, you’ll find the options to alter the text. Once you’re satisfied, click Close on the Text Editor. Once you’ve finished your edits, don’t forget to save! Click on the File menu, and scroll down to Save. GIMP automatically saves your photos in the format in which they were imported and saves new projects as XML files. If you want to save in a different format, select Save As … from the File menu. At the bottom of the dialog box that appears, there’s a small plus sign followed by the words “Select File Type (By Extension).” Click on the plus sign, and a window will appear with the different format options. (JPEG files are the most common photo files.)
exhorted a school board to raise salaries to attract better teachers for the good of the community’s children likely would. The Supreme Court later clarified that when public officials are acting within the scope of their normal duties, they are not acting on a public or civic concern, even if the public would be very concerned about the issue. The case involved a California district attorney who claimed he suffered negative employment action after reporting a deputy’s false testimony. The district attorney sued, claiming that he was protected by the First Amendment because possible perjury by a law enforcement officer was of great public concern. The Supreme Court disagreed and dismissed the case on appeal, arguing that as a district attorney he was obligated to report the perjury; it was a part of his job, so he had no First Amendment protection. Closer to home, a Texas court refused to recognize a legal claim brought by a Texas public school coach who claimed that he had suffered negative employment action in retaliation for reporting to district officials misuse of district funds by another educator. The court held that even if it were true, the coach’s rights had not been violated, and therefore the claim was dismissed. There may be other laws, such as the Texas Whistleblower Act, which protects those reporting illegal conduct, and Title VII, which protects those making or assisting in a discrimination claim, that might provide protection in many cases, but these laws have their own requirements and limitations. They will not apply in all circumstances. Educators should be aware that free speech is not free in all circumstances.A
Online options If you can’t download GIMP on your school computers, consider one of these online options, which allow you to perform many of the same photo edits: • Picnik, www.picnik.com, and FotoFlexer, www.fotoflexer.com, which allow users to upload photos to edit or pull photos from online photo storage and social networking sites such as Flickr, Picasa and Facebook. • Photobucket, www.photobucket.com, is an online photo storage space with built-in editing capabilities.A
The legal information provided in ATPE News is for general purposes only. It is not intended as a substitute for individual legal advice or the provision of legal services. Accessing this information does not create an attorneyclient relationship. Individual legal situations vary greatly, and readers should consult directly with an attorney. ATPE members should call (800) 777-ATPE or access the Member Legal Services Intake System (MLSIS) at www. atpe.org/protection.
” us Will you “like k? on Faceboo
Yes No
—ATPE
www.facebook.com/OfficialATPE
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Continued from page 15—Capitol Comment on the chopping block, you responded with gusto (and still are, for that matter). You called, you emailed, you wrote letters, you visited, you rallied—without embarrassing your profession—and you stood up for what you know in your heart is right. You did it again and again. You did not give in to sending easy form letters, which are categorically ignored at the Capitol. You listened when ATPE traveled the state to local unit and region meetings to spread the message that these cuts have less to do with the budget than with politicians’ plans to run for national office. You continued to respond, regardless of your political party and, in some cases, in spite of it. Why? Because you truly care about the future of this state, and you are willing to put yourself on the line for your students. Why would you do that? Because you are true professionals whose dedication transcends personal interest. The result: With the help of our allies in the House and Senate, we were able to derail House Bill 400 and other misguided legislation that will set us back for generations. (Here I would be remiss if I did not point out that during this session, more than ever before, the Senate and House Democratic caucus stood with us from beginning to end, regardless of the political consequences.) I cannot tell you at this time whether we will succeed to the bitter
end or if those who put tax cuts before people will prevail. The plain truth is that no matter how you slice it, when any Legislature, regardless of majority party, chooses to cut billions of dollars from education, nothing good is going to happen. However, because of your efforts, the dedicated members of ATPE should hold their heads high; you put students first. You should also pay attention to the legislators who stood up for students to do the right thing for education—and that includes those few legislators who were willing to vote against the state and party leadership. Of course, it ain’t over till it’s over, but when it is, we hope you will maintain this momentum and pride. Carry it through to any special session and, most importantly, to the next election. Look to the July Essentials for session coverage and to the fall ATPE News for a comprehensive overview of the what, why, how and also who of this session. Until then, keep up the good work, and keep your heads up. In the end, the citizens and voters of this state will notice when schools still open up and when educators still show up every day from morning till night to keep the future leaders of this state on track toward a brighter future. A
Volunteer to serve on an ATPE state committee
The ATPE Public Information Committee meets April 30 in Austin. Pictured are Skip Omenson, Gatesville; State Treasurer Ginger Franks; Jackie Totten, Austin; Steve Pokluda, Fort Worth; Jimmy Lee, Paris; Chairwoman Carol Davies, Mesquite; Myra Cantu, Corpus Christi; and Angie Trevino, Mission.
State committee service is an excellent way to become more involved in your member-owned, member-governed association. The members who serve on ATPE’s standing and special committees fulfill vital roles in the association. They prepare proposed bylaws amendments, resolutions and legislative program changes for consideration by the ATPE House of Delegates (HOD); they offer input on ATPE’s services and discounts, membership materials, publications and more; and they select the recipients of ATPE awards. To volunteer, complete the form on page 53 and return it to the state office by July 23.
52 | atpe.org
atpe news
2011-12 ATPE STATE COMMITTEE SERVICE INFORMATION FORM Your Region Number
The ATPE state office must receive this form by July 23, 2011.
➤ I f you have questions regarding the duties of any of these
committees, please call (800) 777-ATPE. ➤ I ndicate your preferences by numbering the committees in
the spaces below, with 1 being your top choice. ➤ I f you know of ATPE members who might be interested in
serving, please give them copies of this form.
Please print Name (last, first) _____________________________________________ Home address___________________________________ _____________________________________________ City/state/ZIP___________________________________
___ I am interested in serving on any committee.
Home telephone_________________________________ Home email_ ___________________________________
Standing Committees
Local unit name_ ________________________________
___ Bylaws
Current employment position_ ______________________
___ Leader Development ___ Legislative ___ Membership ___ Minority & Diverse Population Recruitment ___ Nomination/Election ___ Public Information ___ Resolutions ___ Services
Other Committees ___ Educator of the Year (Summit) ___ Grant for Teaching Excellence ___ Leader of the Year (Summit) ___ Scholarship (Summit)
_____________________________________________ q Elementary
q Secondary
q Other_______________________________________ Age range (Please circle one): 21–30
31–40
41–50
51–60
over 60
Years of education experience_ ______________________ Comments_ ____________________________________ _____________________________________________ Ethnicity: q Anglo
q African-American
q Hispanic
q Asian
q Native American
q Other
I pledge that if I am selected to serve on a committee, I will make every effort to attend its meetings and be an active participant. I understand that submitting this form does not guarantee an assignment, but it does guarantee consideration for the committees I’ve selected. (It is not necessary to send more than one information sheet per person.) Applicant’s signature _________________________________________ MAIL THIS FORM TO: ATPE, 305 E. Huntland Drive, Suite 300, Austin, TX 78752-3792. You may also fax it to (512) 467-2203.
2011-12 atPe Membership application If paying by personal check, mail this entire page along with your check to ATPE. If paying by payroll deduction, complete the payroll deduction authorization below and mail the entire page to ATPE, or join at atpe.org to pay by credit card. Soc Sec # XXX-XX-____________ (only last four digits) Previous member?
Female
Member ID # First
Professional
$145 00
$ ______
(optional)
First-time Professional
$90 00
$ ______
ISD
$70 00
$ ______
Middle
Campus
City/State Home Phone (
Have never been a Professional member
Associate
Home address
(MM)
Insured categories*
Male
Name Last
Enter amount
State DueS
Paraprofessional and classified positions
ZIP
Teacher Trainee
)
Free
Student teacher in Texas
School email Uninsured categories
Home email
Yes! I want information about becoming an ATPE volunteer! Of the amount of dues paid toward your membership in ATPE, $3.32 pays for a subscription to ATPE News (published four times per year) and includes all state and local sales taxes. A portion of ATPE members’ dues (up to $24.00 for Professional and Associate members, and up to $4.00 for Teacher Trainee members) pays for the Educators Professional Liability Insurance Policy. The ATPE Political Action Committee (ATPE-PAC) accepts voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to 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. *LIABILIT Y & EMPLOYMENT RIGHTS DEFENSE INSURANCE 2011-12 MEMBERSHIP YEAR 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 summary at www.atpe.org/protection/legalbenefits. 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. For paper applications, your membership date is established when your application is received in the state office, or when your application is received, signed and dated by a designated local unit representative. For online applications, your membership date is established at 12:01 a.m. C.s.T. on the date following successful transmittal of your online application and payment at atpe.org. Coverage begins on the later of 8/1/11 or your membership Date and expires on 8/1/12 except for the following: COvErAgE Is EFFECTIvE ON 8/1/11 IF yOU rENEW mEmbErshIP ANyTImE DUrINg AUgUsT Or sEPTEmbEr 2011, AND EmPLOymENT rIghTs DEFENsE INsUrANCE Is NOT EFFECTIvE UNTIL 30 DAys AFTEr yOUr mEmbErshIP DATE IF yOU jOIN AFTEr 9/30/11 AND WErE ELIgIbLE FOr mEmbErshIP FrOm AUgUsT 2011 ThrOUgh sEPTEmbEr 2011. For further information, call (800) 777-ATPE. 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 August 1 or your membership date.
Retired
$10 00
$ ______
Retired former school employee
College Student
Free
Non-teaching college student
Public
$10 00
$ ______
Friend of public education
Local unit dues
$ ______
ATPE-PAC
$ ______
Suggested $12 donation
TOTAL Payroll deduction
$ ______
or
Check enclosed
Complete authorization below
Professional and Associate membership is open to persons employed in Texas by a public school district, institution of higher education, regional Education service Center, the state board for Educator Certification or the Texas Education Agency. You must join in the appropriate insured category in order to qualify for coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Please review a list of eligible job descriptions at www.atpe.org/joinatpe/ jobdesc.aspx, or call (800) 777-ATPE. Commissioned peace officers are eligible for public membership only. Dues are not deductible as charitable contributions for income tax purposes but may be deductible as miscellaneous itemized deductions, subject to Irs restrictions. It is estimated that 12 percent of your dues dollar is used for lobbying activities and is therefore not deductible. Arrangements for payroll deduction are the responsibility of the applicant.
Payroll Deduction Authorization I, the total amount of $
,
authorize the
school district to deduct
in order to pay for ATPE state dues, local dues and political action donations I further authorize the Association to notify the
school district of changes in the annual dues amounts and the school district to deduct the new amount The number of pay periods over which deductions may be made is
Upon termination of my employment, I authorize any unpaid balance to be deducted from my final check This authorization,
for the deductions referenced above, will continue in effect until I give notice to the school district to revoke Payroll authorizations for 2011-12 will not be accepted after Feb. 29, 2012. Employee Signature
Soc Sec # ATPE applicant must sign
Or Employee ID #
Date 2011/12 AP8
by Mandy Curtis, copy editor/writer
snip-its
A blogger’s tips on using technology with young students Edutopia blogger Mary Beth Hertz recently posted seven technology tips to help elementary educators move past their fears and frustrations of using technology with younger students. Her suggestions:
4 It’s likely that some students, regardless of age, are
1 Play around with each new tool before introducing it to
6 Pair students who can’t yet read or students who have
your class.
familiar with technology. Use these students as helpers. 5 Work up to larger projects by first teaching students the
basics. trouble writing with students who have stronger skills.
2 Choose one or two goals to complete at a time with
each new tool.
7 Use a spreadsheet or create a checklist to track student
progress.
3 If you have students who quickly master the initial
goals, let them help their peers or move on to individual exploration.
Read Hertz’s original post at www.edutopia.org/blog/ technology-tips-younger-elementary.
“ When you discover your mission, you will feel its demand. It will fill you with enthusiasm and a burning desire to get to work on it.” —W. Clement Stone, American author, businessman and philanthropist (1902–2002)
Study the women of science In March, the Smithsonian Channel began airing a series focused on women in scientific fields. To complement the TV show, the channel also commissioned five Web comics that introduce the women featured: Elizabeth Blackburn, who discovered an enzyme in an Australian pond that can keep cells young; JoGayle Howard, a veterinarian working to save the native cat species of southeast Asia; Nan Hauser, a whale conservationist whose life’s work is to study and protect whales and dolphins; Elisabeth Kalko, a member of the Batwomen of Panama, who studies bats in their native habitats; and Gudrun Pflueger, a field biologist who studies wild wolf populations in Canadian parks.
Figments of their imaginations When creating the online literature website www.figment.com, Jacob Lewis, a former managing editor of The New Yorker magazine, and Dana Goodyear, a staff writer at The New Yorker, realized early on that another Facebook was not what teenagers wanted. Instead, Figment became a place for young people to read and write their own fiction. Users can post their own novels, short stories and poems, collaborate with others, and comment on others’ posts. The site also features writing tips, interviews with authors, serialization of published novels and a blog.
Read and download the comics, watch episodes of the series and further explore the science behind the stories at www. smithsonianchannel.com/site/sn/women-inscience.do.
summer 2011
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