k ! an e ide ic e ns er n W ter I Am atio Pos uc 0 ▪ Ed 4-2
N
The
.1 ov
Voice The Nebraska State Education Association November 2010
November 2010 n The NSEA Voice n Page 1
On the Cover: Gretchen Jensen, left, and Rebecca Marks, at right, sign language interpreters for the Omaha Public Schools, spell out ‘NSEA’. They have excellent reasons for their NSEA membership. For their story, see
Page 5. the
VOICE Nebraska State Education Association 605 S. 14th Street, Suite 200 Lincoln, NE 68508-2742 · www.nsea.org (402) 475-7611 · (800) 742-0047
Volume 64, No. 3 ISSN Number: 1085-0783 USPS Number: 000-369 Executive Director Assoc. Executive Director Director of Public Affairs Assistant Comm. Director
Craig R. Christiansen Neal Clayburn Karen Kilgarin Al Koontz
NSEA Board of Directors President Jess Wolf, Hartington Nancy Fulton, Wilber-Clatonia Vice President NEA Director Mark Shively, Omaha Leann Widhalm, Norfolk NEA Director
Official publication of the Nebraska State Education Association, Suite 200, 605 South 14th Street, Lincoln, NE 68508-2742. Periodical postage paid at Lincoln, NE, and additional mailing offices. Postmaster: send address changes to NSEA Voice, Suite 200, 605 S. 14th Street, Lincoln, NE 68508-2742. Published 10 times yearly according to this schedule: September, October, November, December, January, February, March, April, May and August. Payment of annual NSEA membership dues entitles Nebraska educators to receive The Voice. Total cost of producing 10 monthly issues of The Voice each year is about $4.84 per member. Advertising rates of The Voice are available from the assistant communications director. All advertisements and advertisers are screened prior to publication. Appearance of an advertisement in The Voice does not necessarily imply NSEA endorsement of either the product being advertised or the views being expressed.
Great Public Schools For Every Child Page 2 n The NSEA Voice n November 2010
Omaha South’s Pearson Cited by National Group Pearson is GLSEN Educator of the Year gree in secondary education from the Omaha South High School teacher University of Nebraska-Omaha. Ferial Pearson has been selected as A native of Kenya, Pearson moved the Gay, Lesbian and Straight Educato the United States at 19. Up tion Network’s 2010 Educato that time, she had never tor of the Year. read anything written by a An English teacher, Pearperson of color. She cried in son has served as her school’s college when she read a poem Gay-Straight Alliance advisor by a person of color for the since her first year of teachfirst time. Until that moment, ing, more than nine years she had not realized that she ago. She was a member of could be important, too. the GLSEN Omaha Chapter Pearson has made it a point Board of Directors for three in her teaching career to inyears, and also advises Omastill in her students that each ha South’s Unity Club. of them is as valued as the According to a GLSEN other. news release, Pearson helps Pearson “I do it because growing to coordinate dances for area up in Kenya, I saw so many Gay-Straight Alliances, and people not standing up for others,” she helped organize the Omaha area’s said. “I saw a lot of atrocities because Pride Prom, which has moved from people were not understood, and peo75 students to more than 300 in just ple would just stand by and let it hapfive years. pen. I have children now, and when “Ferial embodies all the characthey need someone to stand up for teristics we look for in a visionary them I would hope that somebody else leader who has made her school and would. I feel it’s my duty as a human community safer for all students,” being to stand up for those who cannot said GLSEN Executive Director Eliza stand up for themselves. If a kid asks Byard. me for help, I can’t turn them down; it Pearson speaks six languages fluwould be irresponsible.” ently and is in the process of learning Pearson was nominated by a forSpanish from her students. She is a mer student, and was selected from 2001 graduate of Gustavas Adolphus among 100 nominees. College and has a master of arts de-
What Quote Inspires You? Are There Famous Words Tacked on Your Wall? Everyone has one. Or sometimes two or three. You see them on bumper stickers, at the tail end of emails, and posted on walls in classrooms in every school building. Everyone has a favorite quotation – a sentence or two of inspiration from the past. The quote may have been uttered by a famous author or politician or philosopher, or its origin may have been lost to the passage of time. We’d like to know what quotations
inspire you to teach. We’d also like to know why your favorite quote moves you. So send us your favorite quotation, the quotation’s author, and a couple of sentences about how and why those words move you to excel in the classroom. We’ll publish the results in an upcoming issue of The Voice. To participate, look for the ‘My Favorite Quote’ link on the homepage of the NSEA web site at: www.nsea.org
From the President
Lessons From the 1950s
NSEA President Jess Wolf
Two events that occurred very early in my life taught me the importance of voting. It was so long ago that my Mother doesn’t even remember the events, but they made a lasting, major impression on me. In 1956, I was five years old. I doubt whether I even knew there was such a person as the President of the United States, much less what he did or how he got the job. But something that happened at the supper table on that Election Day taught me that voting was important. And yes, I still call it supper – remember, they don’t call it the Last Dinner. A Serious Matter
“
...their
tone of voice indicated to me that the voting process was something they took very seriously.
”
When my Dad got home that particular afternoon, the election became the topic at the evening meal. Other than on Election Day, politics rarely made the discussion list at family meals. That night my Dad asked my Mother, “Who did you vote for today?” Remember, such a question was a rare occurrence in most homes in 1956. Many women were not asked for whom they would vote; they were told! My Mother paused, and then said, “I voted for Eisenhower.” My Mom had been raised in a Democratic household, as most Catholics were at that time. Dad echoed her pause, and after a few moments said, “I did too, but it was a tough decision.” My Father had been raised in a Republican household and by this time, both of my parents were registered as Republicans. Their tone of voice indicated to me that the voting process was something they took very seriously. I remember it well! Put the Harvest on Hold
A few years later, a neighbor down the road, a very fine person well-liked by nearly everyone, was running for the local school board. His opponent, not a bad person, but someone who was not nearly as well liked, was also on the ballot. Since it was harvest season, my Mother had gone to vote earlier and then to pick up my brother Jack and me from school. My Dad stopped harvesting early so he could also get to town before the polls closed. He stayed in town to hear
the election results – it didn’t take long to count ballots, even by hand, in our small community. When he came home he was very upset. Our neighbor had lost by one vote. He wasn’t upset by the outcome so much as he was by the assumed fact that, while he had ended his harvest chores early in order to vote, so many other neighbors were still in the field and probably had not bothered to vote that day. Whether they had voted or not was not the lesson; the lesson was that every vote counts. And it was another lesson I learned well and remember to this day. The Great Equalizer
Every election is important. This year’s vote is no exception. While there is much to be concerned about, it seems to me that the survival of public education ought to be our major concern. With all the talk taking place about the need to cut services, few of those promoting such action are willing to describe what they intend to cut. Education is sure to be at the top of some of the cutting list for some candidates. Can we get by with less? I don’t think so. Today’s students should not expect or accept the prospect of being shortchanged in terms of education funding. Ample evidence supports the contention that dollars saved on educational spending today are dollars lost many times over in the future in terms of costs for prisons; welfare assistance; lowered income; and other social needs. What the fathers of our country really knew was that education was – and still is – the great equalizer. NSEA-recommended candidates all agree that education is a top priority. Your colleagues on candidate interview teams across the state have ascertained that these candidates are the best choices to provide funding for education, and to fight for public education in the halls of the State Capitol and the U.S. Capitol. Your students and colleagues depend on your support! Please vote – and vote FOR the NSEA-recommended candidates you’ll find beginning on Page 21.
November 2010 n The NSEA Voice n Page 3
Page 4 n The NSEA Voice n November 2010
Why I Belong. These Members Are Vocal in Their Support for NSEA. And With Good Reason. Everyone has a story to tell when asked ‘Why do you belong to NSEA?’ Some join because NSEA is the professional organization for professional educators, and membership is the right thing to do. Many choose membership because of the liability protection and other member benefits. Some have heard stories of unfair job actions against teachers, or teachers who have been targeted with poor evaluations, or of educators who have run afoul of irate parents. And some members have lived those stories. Yes, NSEA is the right membership organization for the education professional. Yes, the liability insurance is a benefit, and NEA Member Benefits products can save members a lot of money. But there are as many reasons for membership as there are members. Here are just a few.
Reasons to belong: Rebecca Marks, left, and Gretchen Jensen, both sign language interpreters for the Omaha Public Schools, have very good reasons for membership in their professional association, NSEA.
well-worth the cost of membership.
‘One of the Best Investments’ In the Spring of 1974, Art Tanderup was, as he tells it, “an excited college senior ready to student teach.” His first encounter with NSEA membership happened at about that time. “During one of those preparatory meetings, a college faculty member handed out student education association membership forms. He asked us to fill out the form and return with a check,” said Tanderup. “No one questioned it; we just did it as part of the student teaching experience.” A short time later, Tanderup accepted his first teaching assignment in a small north Personal Service central Nebraska school district. Five new Gretchen Jensen and Rebecca Marks are sign language inteachers were hired by the district that year. terpreters for the Omaha Public Schools. They are also proud “We soon discovered that we were bemembers of NSEA who joined when NSEA and the Omaha ing paid as much as some teachers who Education Association helped organize the group for bargainhad been with the district for several years ing purposes about 10 years ago. – and we were being paid more than the elMarks said before the interpreters organized, they had no ementary teachers,” he said. say in work matters or rules, and no pay schedule. The district had no salary schedule – just “Everyone got the same pay, whether they had been with a starting salary said to be comparable to the district for one year or 12, or whether they had a bachelor’s other small schools in the area. degree or no degree at all,” said Marks. Tanderup “We had a building meeting and talked That didn’t sit well with some interpreters. Jensen said they about the association,” said Tanderup. “We realized they needed to do something, as a group, to change the were encouraged to attend the county association meeting, and way OPS worked with interpreters. They turned to NSEA. a carload of us went to that county-wide meeting on a Wednes“To be honest, at first, I was a bit leery,” she said. “I wasn’t day evening in September. sure what OEA could do for me. I wasn’t sure what OEA could “The dues seemed high. I had college debt, a new wife, do for us as a group. But I’m glad I joined. Membership has and we wanted to start a family. We were excited about that definitely benefitted us over the years.” first paycheck, even though it was less than I was making at Now, said Jensen, interpreters have a full-fledged contract my summer job. Every penny was important to our budget,” with a salary schedule. When contract talks are under way, inhe said. “However, I realized the importance of membership, terpreters have an NSEA UniServ director at the table. Also and I wrote those checks every important: there is always payday. Yes, it was painful, but NSEA or OEA staff willing it was one of the best investto respond to needs or answer ments that I ever made.” questions, said Jensen. Is there a compelling reason for your membership? Has Tanderup soon moved on “We’d never had anyone to NSEA helped you sort out a job-related issue, smoothed to a larger district – one with respond to our special needs out a dispute with an administrator or parent? Tell us your a salary schedule put in place before,” she said. reasons for membership at the NSEA web site at: with NSEA’s help – where Personal service that you www.nsea.org he earned substantially more just can’t get anywhere else is
Why do You Belong?
November 2010 n The NSEA Voice n Page 5
money. An NSEA member every year he taught, today he is a member of NSEA-Retired. “NSEA and NEA have moved public education forward on so many issues over the past 40 years,” he said. “That has made my membership worth the investment.” ‘Very Comforting’ For Omaha teacher Tamara Bailey, joining NSEA was never in doubt. She knew the value of the $1 million liability policy that comes with membership. “My reason for becoming a member of NSEA was never a question,” she said. “I found it necessary to join because of the liability protection.” Bailey has never had to use the liability Bailey policy, but she’s comforted knowing that she has such backing. And, she says, there are other reasons for her membership. She’s taken advantage of personal development opportunities provided through NSEA – she’s a graduate of the Association’s New Leader Institute, for instance – and through NSEA’s Ethnic and Minority Affairs Committee. “Now my membership with NSEA means professional and personal development, added to the liability insurance,” she said. “It’s very comforting to know that the insurance is there – one less thing to worry about.” That’s extra piece of mind. All About Kids Ken Rigler has belonged to NSEA during each one of his 32 years in teaching. But from the start, he belonged because the NSEA mission, ultimately, was about helping kids. “I’ve always said NSEA needs to be about kids,” said Rigler, who taught for 31 years at Callaway and is in his first year at Gothenburg. Kids are important to Rigler, who retired Rigler from Callaway, but missed teaching. After a year, he returned to the classroom and now teaches and coaches at Gothenburg. Page 6 n The NSEA Voice n November 2010
Benefits and salaries are important aspects of Association membership, he said, but “the thrust, through helping teachers, has to be helping kids. “As long as NSEA helps students, while trying to help teachers, that’s OK,” said Rigler. In the distant past, NSEA may have wavered somewhat in that respect. But Rigler is confident that Association leadership has largely stayed true to the core mission of improving student achievement. Had that not been the case, Rigler’s membership would certainly be in doubt. ‘All the Difference’ An unpleasant experience early in her career solidified Maureen Nickels’ belief in NSEA membership, and focuses her work today as an NSEA UniServ director. Nickels and her husband were living in a basement apartment, struggling to pay bills, hoping to move into nicer digs. “We just couldn’t afford to move into a nice apartment comNickels plex,” she said. So like most teachers, Nickels took on a summer job, working as a cocktail waitress at the local country club. The extra money was making a difference, and Nickels held onto the job into the school year. Then, she said, “it blew up in my face.” Someone in the community felt the job was not appropriate for a young teacher. Soon, she was in her principal’s office facing a lecture. She was told to straighten out, or her job was at risk. It was a trying time, but fortunately Nickels stood up for herself. She kept her job and left the district to accolades 26 years later. “I was a member of NSEA at the time, and I should have called, but I didn’t,” she said. “Would I do it differently now? Absolutely. It was a very difficult process to go through by myself,” she said. “Now, I’d call NSEA right away. The support would have made all the difference.” Statewide Respect Today, Lynne Elwood is a UniServ director for NSEA, serving the northwest quarter of the state. Nearly 35 years ago, she was a
brand-new teacher who had joined NSEA because a long-term member in her school district told her that “here, everyone joins.” Elwood soon discovered that membership was a necessity, not a luxury. Her first semester was smooth sailing, and second semester opened nicely, as well. But in March, trouble surfaced. The school Elwood board president met with local association leaders and gave them the bad news: the district was broke and had no money to pay teachers. Two weeks later, the board president and other board officials were arrested and charged with embezzling funds from the district. “We got paid,” said Elwood. “I don’t recall where the money came from, but our paychecks were good.” While Elwood doesn’t recall how heavily NSEA was involved in the process of getting paychecks to members, she was impressed by the fact that the board president chose to alert the local association to the rough waters ahead. “NSEA is well-respected across the state by board members and administrators,” she said. “I was impressed that the board president chose to let members know of the district’s financial problems by talking to the Association, rather than through a letter or memo.” Statewide respect in high places – another reason for membership in NSEA.
Elect
Nancy Fulton NSEA President in 2011
November 2010 n The NSEA Voice n Page 7
Page 8 n The NSEA Voice n November 2010
High-level talks: Bellevue teacher Mike Brodersen, at left in both photos, and Omaha teacher Kathy Lorentz, met with Nebraska U.S. Senators Mike Johanns, at center in photo at left, and Ben Nelson, at right, recently. Brodersen and Lorentz participated in the National Education Association’s fourth Republican Leaders Conference in Washington, D.C.
Courting Both Parties Nebraskans Participate in NEA Republican Leaders Conference
Two NSEA members – Mike Brodersen of Bellevue and Kathy Lorentz of Omaha – were among scores of fellow Republican teachers from more than 40 states who attended the NEA’s Republican Leaders Conference IV recently. The goal: find ways to improve public education by electing leaders who will speak up for education and kids. “Ensuring every child attends a great public school isn’t the preserve of a single party – it’s every elected leader’s responsibility,” said NEA President Dennis Van Roekel. “Educators will work with anyone who wants to pass education reforms that have a proven track record for success.” Brodersen and Lorentz participated in training to develop grassroots lobbying and leadership skills. They also heard from leading Republican officials, including Sen. John Cornyn (RTX), chair of the National Republican Senatorial Committee. Brodersen and Lorentz also met with Sen. Ben Nelson, Sen. Mike Johanns, Rep. Adrian Smith and representatives of Rep. Jeff Fortenberry and Rep. Lee Terry. The message, said Brodersen, was that quality education transcends party lines. That message fit well with Lorentz, a McCook native living in Omaha where she continually represents the Republican party. Like Lorentz, Sen. Nelson is from McCook and has not forgotten his small town roots. Lorentz said the message to Nebraska’s delegation centered on the Elementary and Secondary Education Act. “More control needs to be given back to
local school boards,” said Lorentz. She said Nelson agreed that the control does need to be with the local school boards. Brodersen echoed those concerns. “We discussed with them the importance of having multiple assessments for students to show achievement, rather than a single, standardized assessment.” They also said decisions about teacher evaluations and assessments should be state-level decisions. “The educators in those states know best what those needs are,” said Brodersen. Adequate, sustainable funding is needed for ESEA, he said. Federal funds
currently fall well short of paying for ESEA, straining local school budgets. “The representatives did not have much input on how to remedy that problem, but agreed that it was a major concern for them, as well,” said Brodersen. Johanns, said Lorentz, agreed that there are flaws in ESEA, and cited his concern about multiple assessments that are being put upon teachers and students. Brodersen serves on the Bellevue Education Association’s Executive Committee. Lorentz is a member of the Omaha Education Association’s Board of Directors.
November 2010 n The NSEA Voice n Page 9
BCBS Q&A
Free Wellness Program Offered
By Kurt Genrich EHA Plan Advocate The Educators Health Alliance Board of Directors heard a presentation from representatives of Blue Cross and Blue Shield of Nebraska and WELCOM at its October meeting. During the presentation, a wellness proposal was reviewed to expand a current 2,500-participant pilot plan to all of the EHA’s 32,467 subscribers. The new plan, which will be free to EHA member schools, will be a fantastic tool to promote healthy lifestyle choices. Roy Hunter, wellness coordinator with BCBSNE, said the comprehensive wellness program will empower individuals to take charge of their own health and well-being, which will lead to a healthier workforce and lower health care costs. In the next few months, members of participating EHA groups will be contacted to provide BCBSNE and WELCOM with Personal Health As-
sessments (PHAs). These assessments are personal and confidential to each member, with none of the individual’s personal information to be shared to anyone. Overall group information will be provided to the participating school district to determine what specific behavioral modification programs will be utilized to best meet the needs found in the PHA. With the pilot program that was implemented for 2,500 members across Nebraska last year, a review of the PHAs determined that physical activity was the number one priority according. The members then participated in a Walking Works program, which provided great results in teamwork, health and productivity
NSEA’s Children’s Fund Makes a Difference Children in Need Assisted Through Fund
Last winter was long and cold, and many children who were ill-equipped to deal with the low temperatures were thankful for the NSEA Children’s Fund. One Metro-area teacher in particular thanked NSEA for helping to buy warm clothes, coats and underclothes for several refugee children. “These students are so incredibly needy and yet they are so happy,” she wrote. “We really appreciate the Children’s Fund donation to help.” That testimony explains how the Fund can make a difference in a child’s life. Every NSEA member sees children who face such struggles. They know of children who are underdressed in cold weather; of students who eat well only when school is in session; and of students who can’t see the front of the room clearly because they receive no vision testing. Teachers frequently spend their own Page 10 n The NSEA Voice n November 2010
dollars to help these children. But teachers can’t help every child. That’s why NSEA created the Children’s Fund. Since 1994, donations to the Children’s Fund have provided hundreds of thousands of dollars to help children in need. In just the past two years, the Children’s Fund has provided nearly $120,000 in relief. Contributions to the NSEA Children’s Fund come from teachers and businesses across the state. A golf tournament raises nearly $20,000 a year for the Fund. Contributions are tax deductible — and it’s important to note that every penny contributed goes to help children. NSEA picks up all the administrative expenses. For teachers to receive funding to help a child, there is no red tape, no form to fill out. Simply contact the NSEA at 800-742-0047 and ask for Sally Bodtke. Or e-mail her at: sally.bodtke@nsea.org
for the schools. BCBSNE and WELCOM will hire a wellness administrator who will oversee the program and establish Wellness teams in each school in all regions of Nebraska. The wellness administrator will also coordinate training workshops for each participating school’s Wellness representatives. Please watch for more information in the near future. The Educators Health Alliance has contracted with Kurt Genrich to serve as the EHA Plan advocate. Genrich will work with Blue Cross and Blue Shield of Nebraska plan participants to answer questions and promote the plan. The EHA Board is comprised of six NSEA representatives and three each from the Nebraska Association of School Boards and the Nebraska Council of School Administrators. NSEA Associate Executive Director NealClayburn is vice chair of the EHA Board of Directors. Call Genrich at 1-866-465-1342; on his cell phone at 402-217-2042; or e-mail him at: kurt@ehaplan.org
Deadline Nears For Nat. Board More Than 100 Nebraskans Have Certification Now that the new school year is well under way, many Nebraska teachers and counselors are considering candidacy for National Board Certification, the nation’s only advanced teacher certification. Interested candidates must submit their applications to the National Board for Professional Teaching Standards by Dec. 31. To qualify for candidacy, educators must hold a bachelor’s degree, possess a valid state teaching license and have completed three full years of teaching or counseling experience. National certification can offer license portability, and can contribute to continuing education units. In many areas, national certification can also provide higher salary potential. Full or partial financial support is available for most candidates to help pay the costs. Today, there are nearly 100 National Board Certified teachers in Nebraska. For details, or to find a mentor to walk you through the candidacy, call 1-800228-3224, or visit: www.nbpts.org
Truancy: Know Your Role Statute Revision Does Not Add to Duties Truancy laws in Nebraska have been updated, with the provisions of new legislation now in effect. Omaha Sen. Brad Ashford’s LB800 now requires school districts to have in place a written policy on excessive absenteeism, with the policy developed in collaboration with the local county attorney’s office. However, the new legislation does not add to the duties for teachers. “While teachers typically take daily classroom attendance and will continue to do so, NSEA worked extensively with Sen. Ashford to ensure that enforcement and school service delivery responsibilities related to students with excessive absences properly belonged to school administrative staff, and not certificated teachers,” said NSEA President Jess Wolf. “Teachers have a responsibility to teach, and to teach well, the other 20 or 30 children in their classroom. Adding truancy reduction services to a teacher’s workload would be counterproductive,” he said. Specifically, LB800 requires that truancy reduction services are provided by each district to those students who have five or more absences per quarter, or the hourly equivalent. Services shall include, but are not limited to, investigating the possible causes of the excessive absenteeism; referrals to services as needed; and contacting and arranging meetings with the student’s parent or guardian. If your school administration is ordering you to perform the duties that are legally assigned to school administration as set forth in statute, please contact your UniServ director immediately and/or call Trish Guinan, NSEA Member Rights director, at 1-800-742-0047. To read Nebraska Revised Statute 79-209, visit: http://www.nebraskalegislature.gov/laws/browse-chapters.php?chapter=79
Ex-SEAN Members: Remember Your Rebate! Are you a first-year teacher, fresh out of college? If so, and if you were a member of the Student Education Association of Nebraska during college, you may be eligible for a rebate on your SEAN dues. NSEA offers a one-time, $10 rebate for every year you were a member of SEAN. This year, NEA is offering an additional $20 rebate for each year you were a member of SEAN. If, as a student, you were a member of SEAN all four years of college, the rebate of $30 for each year could total $120! For a rebate form, contact your local association president, or download the form from the NSEA web site at: http://www.nsea.org/members/ treasurer.htm November 2010 n The NSEA Voice n Page 11
Educators Make a Difference!
Provide food, water and paper products for class events • Purchase magazines for classroom instruction • Pay school breaks • Prepare individualized education plans for special education students • Learn lifesaving proced colleagues to prepare special curriculum for special education students • Spend hours after school to integrate t our communities • Conduct research for literacy and standards-based teaching methods • Help students schedu equipment such as computers, digital cameras, and VCRs to school to enhance student learning • Attend open hou students are properly supervised • Purchase books for the classroom with personal funds • Supervise students at of the world, our state, or community • Provide supervision when parents cannot • Assist the students’ learning a • Purchase cleaning supplies to keep classroom materials, desks, and other furniture sanitary • Translate for bi are scared and upset • Loan lunch money to students who forgot or otherwise do not have money to eat • Attend caring adult presence in student lives • Work with parents and the community to improve student services and o child abuse to authorities • Provide sign language assistance for students that can’t hear what is being said at sch helping their children in school • Fill the gaps by writing curriculum for integrated programs • Hold after-school r with students one on one to ensure student comprehension • Attend classes to learn the languages that our stude students to do well • Provide students with healthy snacks before standardized tests to boost their chance of doin ress and attendance at the offices • Chaperone school dances and prom • Tutor students before school, during re • Attend classes to learn the customs of other cultures • Help students understand that each one of them is a spe students life skills • Spend hours outside the day correcting papers • Give extra attention to report cards to pro other fixtures to make classrooms functional • Provide variety of creative experiences in classroom to broaden the students return to school tomorrow • Work with parents to give gifted students extra attention • Write job r after school • Provide peer mediation guidance • Supervise student council • Supervise the students after school • Write parent newsletters • Respond to parent e-mail/voicemail • Provide clothing for students • Purchase educ
Great Public Schools: A Basic Page 12 n The NSEA Voice n November 2010
American Education We
e
Nebraska public school employees often go above and beyond what is required to help students succeed. Listed below are activities that teachers and education support professionals perform every school year to make a difference in the lives of your children.
y for and attend professional development conferences, workshops, and training on weekends, holidays and other dures to help students in crisis • Attend after-hours meetings with colleagues to coordinate curriculum • Work with technology into classroom instruction • Teach students rules used in everyday life, to become successful members of ule their classes • Call parents during the evenings to talk about students’ progress or lack thereof • Bring personal use at school to meet parents • Help build the school community • Supervise the students before school • Ensure that t recess • Provide breakfast for students who otherwise would not eat • Plan field trips to enrich student awareness at school • Buy printer cartridges so students can print out their projects • Purchase educational computer software ilingual students who speak little or no English • Attend after-hours meeting with parents • Comfort students who d in-service meetings to gain knowledge to improve curriculum and subject area • Do hours of paperwork • Supply outreach • Help students with special emotional needs • Monitor hallways to keep students safe • Report suspected hool • Contact community businesses for donations and sponsorships • Make home visits to meet with parents about reading programs to assist struggling students • Explore multi-faceted strategies to keep students interested • Work ents speak • Write recommendations for students to attend colleges and universities • Provide special incentives for ng well • Buy special goodies for students at holiday time • Maintain school websites • Keep track of students progecess and after school • Provide carpets and furniture for children to sit • Work with parents to help needy students ecial person • Volunteer at school fairs, parent nights, and fundraisers • Teach physically and mentally challenged ovide extra information for parents and students • Provide supervision for after-school clubs • Install shelving and the horizons of students • Chaperone overnight camps • Clean the school and help to keep it maintained for when recommendations • Coach/Sponsor before and after school student activities • Supervise detention during lunch or l • Practice drills with students to maintain their safety during a fire, tornado, bomb threat, or unwanted intruders cational videos for classroom use • Translate alternate languages for parents at conferences
Right and Our Responsibility
eek Nov. 14-20, 2010
November 2010 n The NSEA Voice n Page 13
Nebraska’s
CIR
The Nebraska Commission of Industrial Relations is under attack. But from Unfair Labor Practices to contract disputes, the CIR provides a reasonable, fair and even-handed way for public sector employees to solve employment issues. This third in series of articles relates what happens when a case is filed with the CIR. Editor’s Note: Articles in the last two issues of The Voice have discussed issues that would precede the phrase “We are going to the CIR.” This article, by NSEA Attorney Mark McGuire, discusses what you will find once you get there. By Mark McGuire Fundamentally there are three phases of the CIR process. The pretrial; the trial; and the final decision and its ramifications. There are several types of cases that can “go to the CIR.” The most common and well known is what is called the “wage case.” That is when the CIR is asked to determine total teacher compensation consisting of salary dollars and fringe benefits. The continuation, removal, or inclusion of contract language can also be an issue in a “wage case.” The second type of case involves “ULPs” – Unfair Labor Practices. These generally involve claims that
Page 14 n The NSEA Voice n November 2010
the employer has committed a labor practice that is unfair and in violation of Nebraska law. The third type of case involves the certification of a bargaining unit and/ or bargaining agent. These occur generally when an employer refuses to voluntarily recognize the bargaining unit as its agent. Culmination, Not the Start Regardless of the type, all cases begin with the filing of a petition with the CIR. As NSEA’s General Counsel, we prepare the petition and in it identify the local association and school district involved. The petition also identifies the issues we wish the CIR to resolve. This usually involves salaries and employer-paid benefits. However, contract language can be an additional issue, as was demonstrated in the recent Central City case which primarily focused on contract continuation language. Filing a petition with the CIR is sometimes viewed as the beginning of a case. It is in actuality the culmination of the careful scrutinizing process described in the October edition of The Voice. Indeed, the comparability analysis dictates whether or not a petition is filed in a wage case. In other words, by the time a petition is filed we have a very good idea of exactly what our case will look like, as well as its probable outcome. Upon filing the petition, the CIR will order the school district to file an answer within 20 days. Three commissioners will be assigned to the case. One is designated as presiding commissioner. Burden of Proof After the school district files its’ answer, a pretrial conference is held. The presiding commissioner manages the pretrial conference, which includes each party’s lawyer(s) and paralegal. At the pretrial conference, both parties are required to have all of their trial exhibits finalized and exchanged with the other side. Each party must also disclose their witnesses and the matters to which those witnesses will testify. Each party at the pretrial identifies issues that the CIR is being asked to resolve. The parties may stipulate to a variety of facts or issues at the pretrial conference, thus narrowing the scope of the case to be tried.
An order is entered by the CIR memorializing the matters identified and resolved at the pretrial conference. The case is then ready to be tried. Either a local education association or a school district can file with the CIR. The filing party becomes the ‘petitioner’ and carries the burden of proof. The hearing is conducted like a trial in a district court. The presiding commissioner presides. A court reporter records what is being said. Witnesses are sworn to tell the truth. The petitioner presents evidence
“In all cases, a party dissatisfied with the CIR’s decision has a right to appeal the outcome to the Nebraska Court of Appeals.” — Mark McGuire, Attorney through witnesses by the question and answer process. Witnesses are not allowed to make speeches, but must answer the questions asked of them. Having presented the evidence, the witnesses are then subject to cross-examination by the attorney representing the other side. The presiding commissioner may have some questions for witnesses as well. Evidence and Testimony Usually in a wage case we can get all of our evidence received through our expert witness. However, in a ULP case or a bargaining unit determination case, a number of witnesses may be necessary to testify to the factual basis for the claim being made. After witnesses have testified and have been cross-examined, the process moves to the opposition’s presentation. In the case of a school district, the legal counsel offers its evidence, generally through testimony of the school district superintendent or business manager, using the question and answer method. After the district presents its case, we can always cross-examine the school district’s witness. If the school district’s witness has created a record with which we object, we often call rebuttal witnesses. The parties then rest. Usually time is granted to allow each party to submit written briefs for the commissioners.
The court reporter transcribes the record made of the hearing, and the three commissioners review that record and the exhibits received into evidence. The commissioners also consider comments made in the briefs of each party. The presiding commissioner then prepares a draft written opinion, which addresses each of the issues that were identified at the pretrial conference. The other commissioners assigned to the case usually sign off on the draft opinion. If novel issues are involved, or if there are differing views or opinions, the case may then be submitted to all five of the commissioners for review. In either event, a final written order is issued, resolving the issues litigated. Right to Appeal In a wage case, the final order will identify specifically the new base salary and benefit contributions. Because the CIR order is issued during the school year, there can be back pay due each teacher and adjustment of compensation for all staff if a new, increased base salary is ordered. If the case involves contract language issues, the CIR will address these issues by deleting or adding contract language based on a comparability standard. In all cases, a party dissatisfied with the CIR’s decision has a right to appeal the outcome to the Nebraska Court of Appeals. From there it may be appealed to the Nebraska Supreme Court. Our cases are filed only when all of the comparability analysis is completed and a favorable outcome is determined to be reasonably likely. The local association is continuously updated on the case status. From filing with the CIR to entry of a written final order can consume a number of months. Patience is required. Hopefully our well-established process, and the system, makes the wait worthwhile. Next month: Having reviewed the historical background of the Commission, the work involved before a determination is made to file with the CIR, and after a trial is conducted, the next edition will discuss the current political climate and its attack on the system we have helped to develop. November2010 2010n nThe TheNSEA NSEAVoice Voicen nPage Page1515 November
Page 16 n The NSEA Voice n November 2010
NEA Member Benefits Snookie’s Snippets Need Holiday All NSEA members should check ifying transaction(s). Savings? out the following NEA Member Benn Cash back on gas, groceries and efits programs. First, financing your home is a big decision. When you’re ready to purchase or refinance a home (interest rates are very low right now!), the NEA Home Financing Program through Wells Fargo Home Mortgage makes it easy to get a competitive mortgage. Krumbiegel For details, call 1-800632-4968 or visit online to enjoy these benefits for NEA members: n A choice gift card when you close on a new, or refinance, loan through the NEA program. n A choice of loan options. n Convenience. Use email, the phone, or in person for loan processing. Second, get more cash back with the new NEA Cash Rewards Card ( use code UABDDA). Benefits include: n $50 in statement credits after qual-
drug store purchases for the first six months. n 1 percent cash back on purchases. n A low introductory annual percentage rate offer. Members should call 1-888-7587946 for legal and specific requirement application information on above offers for the NEA VISA Signature Card. Finally, the NEA Medicare Supplement Program allows NEA members to have exclusive coverage, leveraging NEA’s group buying power to provide lower prices, on average, when compared with the nation’s leading provider. This program is not available to the general public. Benefits include new rates; no health-related questions; users select their doctors and hospitals; spousal enrollment; and no waiting period. Call NEA Member Benefits at 1-800637-4636, or visit this site for details. www.neamb.com Snookie Krumbiegel is Nebraska’s NEA Member Benefits representative.
Check out NEA Member Benefits! This holiday season, save up to 70 percent on your purchases when you shop online starting Nov. 8, on the NEA Member Benefits web site. At the site, you’ll find exclusive offers and discounts on the latest fashions; jewelry; home décor; computers; electronics; games; travel and more. New, timely offers and discounts will be featured every few weeks from Nov. 8 through Jan. 14. Look for emails from NEA Member Benefits and be sure to visit the web site often so you don’t miss any of the great ‘shopportunities.’ Ring in the holidays with extra savings — and extra cash in your wallet at: www.neamb.com
November 2010 n The NSEA Voice n Page 17
Page 18 n The NSEA Voice n November 2010
From the Executive Director
If it Isn’t Broken... My grandfather used to remind me “If it isn’t brovents it [the CIR] from acting with a standard of reaken, don’t fool with it.” It is wise counsel that should son.” Nonsense. The standard of reason is actually be taken seriously by those who propose changing the found in the law; the standard for determining reasonNebraska Commission of Industrial Relations (CIR). able wage rates is based on what is prevalent in compaThe CIR is an important part of an orderly and predictrable public agencies. able system that has worked well for decades to proAnother inaccurate argument is that the CIR “sets vide for stable labor relations in the public sector. the pace for government spending.” In fact, it is just The CIR is composed of five commissioners who dethe opposite. Public agencies determine wages for their termine wages in Nebraska public labor disputes. Eduemployees. Decisions by the CIR are within the range cational institutions of wages that compain the public sector, rable agencies have including state colalready decided. Govleges, community ernment spending, in colleges, K-12 pubfact, determines the lic schools, and Unipace of CIR deciversity of Nebraska sions. are all served by the A Deeper Look CIR. So, what about critSome of the ics’ frequent charge charges against that the CIR ignores the CIR are simthe ability of a public ply wrong. Usuemployer to pay the ally included in the wage that the CIR derhetoric of the varicides? On the surface, ous “institutes” and “foundations” that It Works Well: NSEA Executive Director Craig R. Christiansen in the considering a public purport to represent hearing chamber of the Nebraska Commission of Industrial Relations agency’s ability to pay may seem reasongood government is (CIR) in Lincoln. able. But a deeper exthe charge that the amination of the issue CIR is a “unionstrongly argues against it. The success of the CIR rests friendly” agency that almost guarantees a “hefty” raise on the objective and predictable nature of the process. for teachers and other public employees. The midpoint wage can be mathematically determined Myths, Misrepresentations and reasonably estimated by both parties before going One of the myths is that public unions are very willto the CIR. That feature acts as a curb against exploiting to go to the CIR instead of settling the contract ing the system and is a major reason why the number through negotiations. The fact is that unions are usuof CIR cases is so low. ally very reluctant to seek resolution from the CIR. For public schools, the Commission resolves wage disputes Who Decides? by finding a wage that is at the midpoint of those in But the advantage of predictability is lost if “ability comparable school districts. There is a similar process to pay” is introduced. Simply put, who decides whether for other public agencies. Schools that rank above the the agency can pay? Is it reasonable to allow the CIR comparable wage are understandably hesitant to seek to find that the agency could pay if it reorganizes its help from the CIR. They may lose wage structures or management staff? Eliminates certain programs? Sells fringe benefits that are above comparability. its property? The danger that this simplistic approach Taking a wage dispute to the CIR is not “unchecked entails is a loss of local or agency control…and an exleverage” as one critic has charged. The real story is plosion in the cost, the frequency, and the unpredictthat unions do not frivolously go to the CIR. The stanability of cases in the CIR. dard of comparability can cut both ways. And that is Those who would tell you otherwise are not telling an important part of the success of this system — and the whole story. Don’t buy it. The CIR works. As my what critics often intentionally misrepresent. grandfather would say “If it isn’t broken, don’t fool One state senator recently wrote “our state law prewith it.” November 2010 n The NSEA Voice n Page 19
NSEA-Retired Corner
Taxes and Social Security NSEA-Retired Will Campaign to Lower Tax Rate Members of NSEA-Retired have begun work on an effort to convince state policymakers to lower or abolish the state’s tax on retirement income from pensions and/or Social Security. The campaign will include the formation of a coalition of like-minded organizations, lobbying and testimonial efforts before state senators at the Nebraska Legislature. NSEA-Retired President Roger Rea laid out the reasons for the campaign during the organization’s fall conference, held at the Nebraska Nature Center along Interstate 80 south of Alda. “Nebraska is one of only five states that taxes Social Security to the full extent allowed by federal law,” said Rea. Keeping retirees in the state makes sense, said Rea, who calls retiree spending “green income” for state coffers. Retirees don’t need or demand new infrastructure or services. Furthermore, they spend their retirement income where they live, boosting tax revenues and supporting jobs, as well as medical services, in the communities where they live. Among neighboring states, Wyoming and South Dakota have no income tax, and do not tax any retirement income. In Kansas, Social Security income is exempt from income tax if the recipient’s annual gross income is less than $50,000. Iowa and Missouri, anxious to attract retirees, have passed legislation that will phase out taxes on Social Security as well as public pensions in those states within the next two to four years. Researched Details Rea cited research indicating that between 2000 and 2007, Nebraska lost more retirees than the surrounding states (an estimated 5,000 retirees) to other states. If those 5,000 retirees have an average annual retirement income of $20,000, that means that $93 million in annual income has moved from Nebraska. “Each $1 of retiree income provides $1.32 in economic value to the Page 20 n The NSEA Voice n November 2010
Sharing a smile: enjoying a light moment during a session at the NSEARetired Fall Conference in October were, from left, Laverna Epp, Hastings; Nancy Meyer, Grand Island; and Jean Francescato, Big Springs.
state,” said Rea. “That’s an important consideration.” Stay tuned. State Revenue Windfall Rea also noted the benefits of maintaining the defined benefit retirement plan that NSEA and its members have fought for over the past 80-plus years. Between the Nebraska Public Employees Retirement System (covering school employees, state patrol and judges), and the Omaha schools retirement plan, more than $30 million in retirement benefits flow into the state’s economy each month – that is more than $360 million per year! Also at the fall conference, more than 50 NSEA-Retired members enjoyed breakout sections on health insurance and Medicare changes; Facebook; cooking for two; preserving family history through poetry; digital cameras; estate planning; and dementia. The keynote speaker was Timothy Anderson, associate professor and journalism sequence head at the University of Nebraska-Lincoln’s College of Journalism and Mass Communications. Anderson is author of a soon-
to-be published biography of famed Nebraska writer John Neihardt. Watch The Voice for details on the next NSEA-Retired conference, scheduled for the Omaha area in midApril 2011. A Reminder for Pre-65 EHA Subscribers Any pre-65 EHA subscriber who wants to move from a $600 deductible plan to a different plan, must complete and return an application by Dec. 1, 2010, if they wish to have an effective date of Jan. 1, 2011. The phone number to request a new enrollment packet from Blue Cross is 1-800-562-6394. Unless members send in the new application form, they will remain on the current $600 deductible plan. A mailing from Blue Cross and EHA should have been received by mid-October giving additional details. Find details on pages 4-5 of the September issue of the NSEA-Retired Advocate, or check this web page: http://www.nsea.org/members/ retired/index.htm — Tom Black, Editor wpc6296@cableone.net
tuesday
Governor Gov. Dave Heineman Gov. Heineman, seeking a second full term, has established himself as a supporter of a strong system of public education. He has backed better pay for Nebraska’s public school teachers; the state’s tuition forgiveness program for teachers; parental involvement in education; and strong anti-truancy programs. He has met to discuss education issues with NSEA members around the state, from the NSEA Board of Directors, to small groups of teachers in school settings. Heineman rightly believes that quality education today drives the state’s economic engine tomorrow.
Heineman
nov. 2 Make Your Vote Count! We’ve all heard the stories of an election lost by a single vote, of the oh-so-important election at hand. Those stories are true. Elections have been won or lost by the narrowest of margins, and the Nov 2 General Election is another very important election. When teachers vote, they tend to support candidates who support them, and what they do. Teachers know that educational opportunities for our children are gained — or lost — depending on the results of every election. That’s because, ultimately, everything a teacher does in his or her job is the result of a decision made by an elected official. And those decisions affect our children. So please vote. And please consider voting for the candidates on these pages.
State Board of Education District 5: Patricia Timm, Beatrice Timm, a six-year member of the board, is a former teacher who spent nearly 20 years on the Beatrice Board of Education. She was appointed to the board in 2004, and won election in 2006. Timm is a strong advocate for early childhood education, and has been supportive of NSEA positions during her board tenure.
Timm
Cronk
District 6: Lynn Cronk, Grand Island Cronk has spent 16 years on the Grand Island Board of Education, the past 11 as president. She is a strong proponent of public education, and understands that every child is unique, every classroom is different, with different challenges daily. She looks for student growth as opposed to how many students were proficient on a standardized test, said the interview team. O’Holleran McIntyre District 7: Molly O’Holleran, North Platte The interview team said O’Holleran has the following attributes: She is ‘competent and confident’ and a ‘good communicator,’ and is also familiar with the P-16 concept and has a passion for education. A former teacher who maintains her teaching certificate, O’Holleran is a two-term member of the North Platte Board of Education. District 8: Dennis McIntyre, Omaha McIntyre has a passion for educational issues, and places emphasis on the student, rather than elsewhere.The interview team said his experience, education and background would serve him well on the State Board. McIntyre also understands the difference – and the importance of that difference – between merit pay and performance pay.
The following pages include the list of candidates that have been recommended by NSEA. In each case, the candidates were interviewed face-to-face by local, bi-partisan teams of NSEA members. Those teams then selected the candidate that best exemplified NSEA’s stance on education issues. November 2010 n The NSEA Voice n Page 21
Nebraska Legislature Legislative District 2 Sen. Dave Pankonin, Louisville Sen. Pankonin has the respect of his constituents and, as chair of the Legislature’s Retirement Committee, has served school employees well. He is well-read, knowledgeable and works to compromise. His four years in the Legislature are an asset, and Pankonin has developed valuable contacts in Lincoln that serve his district well. Legislative District 4 Sen. Pete Pirsch, Omaha Sen. Pirsch is supportive of NSEA positions, and is a good listener, both to fellow senators and to citizens in his district. He sees the ‘broader picture’ in terms of priorities for education and human services.
herself, having taught at Creighton University. She is personable, has excellent speaking skills and is at ease with people, said the interview team.
Pankonin
Pirsch
Legislative District 16 Sen. Kent Rogert,Tekamah With a very strong campaign and a strong support for public schools, the local interview team recommended that Tekamah farmer and agri-businessman Kent Rogert be re-elected in District 16. Rogert is energetic, bipartisan and good on all educational issues. He also has broad support in the education community.
Harr
Legislative District 18 No recommendation The interview committee decided not to recommend a candidate in this district. Krist
Lathrop
Whitehead
Ashford
Schumacher
Legislative District 6 No recommendation The interview committee decided not to recommend a candidate in this district. Legislative District 8 Burke Harr, Omaha Harr is well-connected in the educaRogert tion community, and also has a strong social justice orientation, with a demonstrated track record of social justice support.Well organized, Harr has shown strong support for education issues. Legislative District 10 Sen. Bob Krist, Omaha Appointed to fill a vacancy last year, Sen. Krist quickly earned the respect of his colleagues. He is very well informed, politically savvy, and has a good understanding of budgeting and the financial needs of the state and of education. Krist is an advocate for children and education.
Adams
Legislative District 12 Sen. Steve Lathrop, Omaha Sen. Lathrop, said the interview team, took a lot of personal time to listen and learn from the committee. “He has been a consistent proponent of teachers and the NSEA,” wrote the committee. He supports improved salaries for educators, and his voting record indicates strong support for teachers and children. Legislative District 14 Teresa Whitehead, Omaha Whitehead strongly supports NSEA positions, including extending due process to all education employees. She is a teacher Page 22 n The NSEA Voice n November 2010
Legislative District 20 Sen. Brad Ashford, Omaha Ashford has a broad knowledge and understanding of educational issues, and has a proven record of support for education, having served in the Legislature from 1987-95. He was a sponsor of LB89 – a teacher pay bill that passed the Legislature in the late 1980s. An attorney, Ashford is also a former judge on the Commission of Industrial Relations.
Legislative District 22 Paul Schumacher, Columbus Schumacher has a strong constituency and base of support, and is a strong supporter of public education and teacher rights. He is viewed as a creative thinker who is not satisfied with the status quo. In addition, he has expressed a desire to build a working relationship with NSEA.
Legislative District 24 Sen. Greg Adams,York Sen. Adams – a retired social sciences teacher from York High School – was first elected in McGill 2006, and quickly became a leader in the Legislature. He is chair of the Legislature’s Education Committee, has helped shape and guide effective public education policy, and has been a keen watchdog over legislation that affects public schools. Legislative District 26 Sen. Amanda McGill, Lincoln Sen. McGill is articulate, has excellent knowledge of issues, has experience and is energetic, said the interview team. She has garnered the respect of her colleagues in the Legislature, as demonstrated by her election as chair of the Urban Affairs Committee. She has also done excellent work as chair of the Children in Crisis Task Force.
Legislative District 28 Sen. Bill Avery, Lincoln Avery is seen as articulate and a coalition builder with a broad knowledge base. He is viewed as a strong supporter of public education and teachers, and is viewed as very qualified to serve in the Legislature. Avery is a professional lecturer, author, teacher, and trade consultant. He is a professor at the University of Nebraska-Lincoln, where he has taught political science for more than 30 years. Legislative District 30 Sen. Norm Wallman, Cortland Sen. Wallman’s experience, his history of involvement in education and his belief in local control are reasons for Wallman’s recommendation. The interview team reported that Wallman’s “qualifications so strongly outweighed the other candidates that the Association should do everything in its power to re-elect Sen. Wallman.”
the senator’s first term has given him a growing understanding of educational issues. Carlson, the team said, is supportive of raising teacher salaries, albeit without raising taxes. Carlson has been supportive of many NSEA issues and has a good working relationship with Sen. Adams, chair of the Legislature’s Education Committee. Avery
Dubas
Wallman
Wightman
Legislative District 32 Sen. Russ Karpisek, Wilber Sen. Karpisek is well-liked in his district, and has been a strong supporter of NSEA and education positions. His 12 years’ experience as mayor of Wilber, his business background and his communityoriented interest in education have been an asset in the Legislature.
Karpisek
Carlson
Legislative District 40 Sen. Cap Dierks, Ewing The interview team saw the veteran Sen. Cap Dierks as very knowledgeable in the “people, policies and workings of the system” within the Legislature. His experience benefits public education, and he has shown a willingness to communicate with NSEA. Legislative District 42 Sen.Tom Hansen, North Platte Seeking a second term, North Platte’s Sen. Hansen has been generally supportive of NSEA positions on education issues. He’s worked well with NSEA representatives and listens to all sides before making a decision. He received the NSEA recommendation in 2006, as well. Legislative District 44 Sen. Mark Christensen, Imperial Sen. Christensen has developed a good working relationship with NSEA, and has shown by his deeds that he believes education is important. He is believed to be the only candidate in this race that will support public education.
Dierks Hansen Christensen Legislative District 34 Sen. Annette Dubas, Fullerton Sen. Dubas has gained valuable experience Legislative District 46 the past four years in the Legislature, and has Sen. Danielle Conrad, Lincoln built a reputation for fairness and reasonableSen. Conrad has gained valuable experience in ness in considering issues discussed by senators. the Legislature over the past four years, and is a She is viewed as organized and is well-liked in promoter of public education and teacher rights. the district and the Legislature, and she has been She’s enthusiastic and knowledgeable on social isa strong supporter of education issues such as sues, and serves on the powerful Appropriations improved teacher pay, the collective bargaining Committee. She stands up for Nebraska’s workprocess, and an improved state aid program that ing families, and comes from a teaching family. would take more burden off property taxes. Conrad Harms Dubas is “a true advocate and supporter of Legislative District 48 public education,” wrote the interview team. Sen. John Harms, Scottsbluff Sen. Harms is seen as an extraordinary candidate and a leader Legislative District 36 in the education field. A former president of Western Nebraska Sen. John Wightman, Lexington Community College, Harms spearheaded the development of a Sen. Wightman has developed a reputation as having a true technology center at the college. He is articulate, thinks globopen door policy for any NSEA member who needs to meet ally and has clearly-stated goals. Local association presidents in with him on an education issue. Several members noted that ehis district gave him the ‘thumbs-up’ for a recmails to Sen.Wightman usually receive a quick response.Wightommendation for the second time, as he was man’s long resume includes much involvement in local governalso recommended in the 2006 election. ment, and he is seen as a strong advocate for public education.
Legislative District 38 Sen.Tom Carlson, Holdrege The interview team that recommended Sen. Carlson said November 2010 n The NSEA Voice n Page 23
Mailed By: The Nebraska State Education Association Suite 200, 605 S. 14th St., Lincoln, NE 68508-2742
Vote Nov. 2: Support Candidates Who Support Public Education NEBRASKA LEGISLATURE
LD 02 Sen. Dave Pankonin
LD 28 Sen. Bill Avery
LD 04 Sen. Pete Pirsch
LD 30 Sen. Norm Wallman
LD 08 Burke Harr
LD 32 Sen. Russ Karpisek
LD 10 Sen. Bob Krist
LD 34 Sen. Annette Dubas
LD 12 Sen. Steve Lathrop
LD 36 Sen. John Wightman
LD 14 Teresa Whitehead
LD 38 Sen. Tom Carlson
LD 16 Sen. Kent Rogert
LD 40 Sen. Cap Dierks
LD 20 Sen. Brad Ashford
LD 42 Sen. Tom Hansen
LD 22 Paul Schumacher
LD 44 Sen. Mark Christensen
LD 24 Sen. Greg Adams
LD 46 Sen. Danielle Conrad
LD 26 Sen. Amanda McGill
LD 48 Sen. John Harms
STATE BOARD OF EDUCATION District 5
District 7
Patricia Timm
Molly O’Holleran
District 6
District 8
Lynn Cronk
Dennis McIntyre
GOVERNOR
Gov. Dave Heineman Page 24 n The NSEA Voice n November 2010