• Legislation • Training • Implementation
❝ We are at an exciting time in our state when all arrows seem to be pointing in the same direction regarding literacy. This can mean excellent things for our students and teachers. ❝
–
Amy Denty, Literacy
Director, Georgia Department of Education
For more than 150 years, the University of North Georgia has been developing education leaders who are highly sought after for their skills and experience. Our innovative graduate degrees and endorsement programs help educators advance their education and their careers.
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As the largest independent educator association in the state and nation, the Professional Association of Georgia Educators (PAGE) exists to support our members who serve in every Georgia public school. PAGE provides unparalleled legal coverage, legislative advocacy, professional learning, grants, and scholarships. PAGE honors and encourages educational excellence through student programs including Student Teacher Achievement Recognition (STAR), Future Georgia Educators (FGE), Georgia Academic Decathlon (GAD), and PAGE Academic Bowl for Middle Grades.
Fall. It’s here – and its impact is visible all around us. Though a routine seasonal transition that occurs year after year without fanfare or applause, fall brings great change not only to nature, but to our daily lives as well. From pool days to school days, as the calendar turns the page, so too do we.
With this issue of PAGE One, we bring you information and updates that will be of benefit during this season and throughout the academic year.
Each fall, PAGE awards up to $100,000 in Educator Grants to members. Recipients utilize funds to benefit students and/or their own professional aspirations. Learn more on page 14 of this issue and on the PAGE website at www.pageinc.org/grants. The application window is Oct. 6-20. Make plans today to apply!
PAGE Coaching – launched statewide in Sept. 2023 to assist members facing professional challenges – celebrates its first anniversary. During its year-long progression from new initiative to seasoned program, PAGE Coaching has helped more than 300 members to date. PAGE coaches – all former educators with specialties encompassing regular education, special education, and leadership – meet one-on-one with participants to provide the insight, tools, motivation, and support necessary to overcome obstacles and achieve professional goals. Turn to pages 15-19 to learn more about PAGE Coaching, read the inspiring story of a member who entered the program in crisis and is now thriving, and find out how you can access this exceptional member benefit.
This issue’s cover story, Spotlight on Literacy, is exactly what its name suggests – an in-depth exploration of the literacy legislation, training, and implementation that will affect your classroom this year and beyond. Though focused primarily on kindergarten through third grade, the Georgia Early Literacy Act, passed last calendar year by the General Assembly, will bring change to all grade levels. Through a conversation with Amy Denty, director of literacy for the Georgia Department of Education, Spotlight on Literacy highlights these changes, timelines, and educator responsibilities. The story begins on page 24.
Meet PAGE Foundation Scholarship winners on pages 20-23, Georgia’s Teacher of the Year on pages 32-34, and the newest PAGE board members on pages 38-41.
We hope you enjoy this issue of PAGE One. This fall and always, thank you for all you do every day for Georgia’s students, families, and communities.
Ramona Mills Executive Editor / Writer
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VIRTUAL PROFESSIONAL LEARNING AT YOUR OWN PACE IN YOUR OWN SPACE
Chart your own path with Impact 101, a professional learning experience where YOU decide what to focus on. Community, creativity, and customization are emphasized in this course to help you implement the “one big thing.”
Set a course for encouragement with one or more Uplift! courses, each containing a series of encouraging posts that, when taken together, equate to a sincere statement of gratitude for what you and other great educators do – day in, day out, year after year. Register for Uplift! 1.0, 2.0, or 3.0 today!
Help provide for a better future with High School TAP – Explorations, tailored specifically for high school students (and their TAP or ECE teachers) who are involved in education pathway courses. This pipeline–based course consists of more than 25 lessons, with nearly 90 prompts prepared as discussion and project starters.
Visit www.pageinc.org/professional-learning or scan the QR code to learn more
“Education is the great equalizer. It enables marginalized individuals to advance themselves to become
Newly elected PAGE President Daerzio Harris has always been a teacher. As a student at Georgia Military Prep School, he recalls helping fellow students work through their math problems during class and tutoring others after school. Helping people succeed is his lifelong mission. “I don’t have a specific magical story about becoming a teacher,” says Harris. “It was innate in me.”
Harris is a passionate advocate for student success. A native of Sparta, Georgia, he holds a bachelor’s degree in liberal arts from Georgia Southern University and master’s and specialist degrees in educational leadership from Albany State University. He plans to pursue doctoral studies at South Carolina State University this fall.
During his 16 years as a Georgia educator, Harris has taught elementary and middle grades as well as adult technical education students – and he has loved all of it. “Education is the great equalizer,” he observes. “It enables marginalized individuals to advance themselves to become global citizens.”
Teaching, says Harris, “is the foundation for all other careers.” His greatest joy is to see former students thriving as
adults. Some of those former students are now educators. “The moment I felt really old was when a student in my very first classroom became a teacher,” he says. “She’s a colleague now, and I beam with pride.”
Harris’ current role as assistant principal of instruction at Claxton Middle School “broadens my impact and influence not only on students but also on teachers, to equip them to meet the needs of our students,” he says.
Harris became a PAGE member nearly 20 years ago while a student at Georgia Southern. He has served on the board of directors since 2018. “PAGE does an excellent job advocating for teachers and students throughout the state,” says Harris. “PAGE professional learning is also exceptional,” he continues. “It is innovative and diverse, which enables educators to meet the diverse needs of students.”
“All this, combined with legal protection, professional coaching, grants, scholarships, and so much more, makes PAGE an extraordinary organization for teachers,” says Harris. “I’m proud to serve on the board of directors, and I look forward to this year as president.” n
“The children we teach today are the leaders, innovators, and problem-solvers of tomorrow. The impact we have on their lives will ripple through generations.”
In the bustling world of education, it is easy to get caught up in the whirlwind of lesson plans, standardized tests, and administrative duties. Amidst this organized chaos, we must never lose sight of the heart of our profession – the children we serve. Every child who enters our classrooms is a unique individual with their dreams, aspirations, and challenges. As teachers, we are entrusted with the incredible task of nurturing these young minds and helping them reach their full potential. It is a task that demands not only knowledge and expertise but also compassion, empathy, and a genuine love for learning.
Our classrooms are not merely spaces for academic instruction; they are microcosms of society where children learn to interact with others, develop their social and emotional skills, and discover their passions. It is our duty to create a safe, supportive, and inclusive environments where every child feels valued and empowered.
This means recognizing and celebrating diversity in all its forms. It means fostering a culture of respect, kindness, and acceptance. It means creating opportunities for collaboration, creativity, and critical thinking. It means empowering students to take ownership of their learning and become lifelong learners.
Teaching is not a one-size-fits-all profession. Each child learns differently, and it is our responsibility to adapt our teaching methods to meet the diverse needs of our students. This means differentiating instruction, providing individualized support, and utilizing a variety of teaching strategies to engage and motivate all learners.
“We are partners with parents and families, working together to support the holistic development of our students.”
We must also be mindful of the social and emotional well-being of our students. Children who feel safe, supported, and connected to their school community are more likely to succeed both academically and personally. This means building strong relationships with our students, providing them with a listening ear, and offering guidance and support when they need it.
In today’s rapidly changing world, the skills that students need to succeed are evolving. It is no longer enough to simply impart knowledge; we must also equip our students with the critical thinking, problem-solving, and communication skills that they will need to thrive in the 21st century.
This means embracing technology as a tool for learning, but not as a replacement for human interaction. It means encouraging students to explore their creativity and curiosity. It means helping them develop a growth mindset and a resilience that will enable them to overcome challenges and setbacks throughout their lives
Our role as teachers extends beyond classroom walls. We are partners with parents and families, working together to support the holistic development of our students. This means communicating regularly with parents, sharing information about their child’s progress, and seeking their input and involvement.
The children we teach today are the leaders, innovators, and problem-solvers of tomorrow. The impact we have on their lives will ripple through generations. It is a responsibility that we must take seriously. It is both a privilege and an honor.
So, let us always remember that children are our most important investment and our greatest responsibility. They are the reason we wake up every morning and the reason we dedicate ourselves to this noble profession. Let us strive to be the best teachers we can be for the sake of our students, our communities, and our world. n
A passionate advocate for student success, Harris holds a bachelor’s degree in liberal arts from Georgia Southern University and master’s and specialist degrees in educational leadership from Albany State University. He is an assistant principal at Claxton Middle School in the Evans County Charter Schools System. Prior to his current role, Harris taught elementary, middle grades, and adult technical education. In 2022, he served on the Georgia Department of Education’s Teacher Burnout Task Force.
As summer break closed for the beginning of a new academic year, the familiar excitement of many “firsts” filled the days ahead: The first day you returned to school – or, perhaps your first year as a new teacher or in a new position or district; the anticipation and excitement of students’ first day of kindergarten, middle school, or high school; the unlimited potential offered by a fresh season with first games for football, softball, and volleyball; band students playing the first notes of a half-time performance, showcasing new music and marching skills learned during camp. As quickly as the weeks roll by, homecoming activities are now close on the horizon.
Every new school year offers a time of fresh starts, renewed goals, and the promise of personal and professional growth. And, as the leader in your classroom, school, or district, you serve as a head coach developing those on your team, planning effective instruction and practice to ensure successful outcomes. You make sure students are safe and well-cared-for in facilities that make learning possible.
At a recent conference, keynote speaker Adam Welcome shared that “Education is a team sport. Who’s on your team? Does everyone know they’re on the team?” The visual example he used was the Atlanta Braves celebrating on the field following the final play of the World Series Championship in 2021. The photo showed the bat boy jumping in the midst of the players and coaches around the pitcher’s mound. His
point was that, in that photo, it was clear that everyone associated with the team felt they were part of the championship, whether they were a star player on the field, a coach in the dugout, or … the bat boy.
In PK-12 education, success is not a solitary endeavor but a team sport requiring the concerted efforts of educators, support staff, school leaders, students, parents, and the broader community. Each person in every group plays a
role, contributing unique strengths and perspectives. When the team “plays well with others (together)” success is much more likely, and there is joy in the journey.
What can you do as this year progresses to make sure that others – regardless of role – feel like part of the team? Two areas of individual responsibility make all the difference. The relationships you build and the preparation and performance of your work.
“As the leader in your classroom, school, or district, you serve as a head coach developing those on your team, planning effective instruction and practice to ensure successful outcomes.”
Be a great teammate. Treat others with the respect and support that you wish for yourself. Provide encouragement, acknowledge their efforts, and recognize you need them just as they need you.
Another summer conference speaker, former NFL player Jedidiah Collins, shared his perspective on the importance of being a quality team member who is reliable and dependable. High-performing teams are founded on a culture of trust that each person will fulfill their responsibilities as expected. For that to happen, you have to “Be a Pro.” In his approach, that means that you are competent and confident, build trust, and add value. When others can rely on you to do your work, then great things happen.
Let’s Go!
Embrace the spirit of teamwork that defines success for our students and schools. Take care of the things that educators can control. Be a great teammate who fosters strong relationships. Be a Pro worthy of the trust in your ability to get things done.
A new “season” is well underway with all the potential, expectations, and excitement that comes with it.
Let’s go! n
Executive Director Craig Harper joined PAGE in 2015 after more than 22 years in Georgia public school leadership positions. A certified trainer for Crucial Conversations and host of the PAGE Talks podcast, Harper holds a master’s in public administration from Valdosta State University.
Innovative supplies and resources to enhance an educator’s e ectiveness with students and help propel them to new heights of con dence and achievement are often beyond nancial reach.
In response, PAGE created a program designed to provide recipients with funds to support goals for students as well as further their individual goals as Georgia educators.
Available to all members who haven’t previously received an Educator Grant.
Up to $100,000 in cumulative funds will be awarded this school year! Funds to be disbursed as individual reimbursement grants of up to $500.
Applications open Sunday, Oct. 6, and close Sunday, Oct. 20.
For more details and to apply, visit www.pageinc.org/grants or scan the QR code.
it.
By Dr. Hayward Cordy, PAGE Foundation President and Director of Strategic Partnerships
One of my fondest memories is taking my two grandsons on weekend excursions, especially as toddlers. I learned never to be surprised by the questions they asked or the things they focused on. My oldest grandson usually sat in his car seat on the left while the younger one sat in his car seat on the right – both in the second row of the car. Sitting on the right positioned the youngest for me to be able to see him and what he was doing in the rearview mirror. He was prone to turning around and sticking out his tongue at people in the cars behind us. It also positioned him to be able to see the car instrument cluster and gauges. Without fail, upon getting buckled in, he would look at the instrument cluster and ask, “Grandpa, do you need gas?” Knowing that he had an aversion to a lot of walking, I generally made sure that I had a full tank of fuel when I picked them up. On occasion, after my grandson asked if I needed gas, I would look at the gauge and realize I had been so busy that I was unaware I was running low.
As educators, whether you are just starting out or have been on your journey for many years, you will sometimes find yourself low on fuel – the resources needed to complete the trip. The journey begins excitedly on the first day of school and we endeavor to keep that excitement up for the next 180 days. Life happens. School happens. The challenges of life and school can zap us of our energy and fulfillment, leading us to realize that we are burned out, not sure how to handle a particular situation, in need of a listening ear, low on fuel.
As Georgia’s largest and most trusted educator association, PAGE provides many services that inform, protect, and empower members to teach, lead, and inspire Georgia’s children. And what of the fuel? That’s the role of PAGE Coaching. Now, in its second year, one-on-one professional coaching is a unique member benefit – exclusive to PAGE and available to all PAGE members – that provides the support necessary to refuel in order to reset, re-energize, and resolve dilemmas and problematic issues that encroach on the joy of teaching.
“One-on-one professional coaching is a unique member benefit that provides the support necessary to refuel in order to reset, re-energize, and resolve dilemmas and problematic issues that encroach on the joy of teaching.”
The program provides participants with one-on-one professional support as they hone the knowledge, skills, and abilities necessary to effectively serve students and meet the expectations for their role. In so doing, PAGE Coaching provides the fuel members need to overcome challenges and remain in the profession.
• Recognize strengths
• Endorse effort and growth
• Empower individuals to take appropriate actions
• Understand perspectives of both the educator and the organization
• Develop a healthy work / life balance
• Create sustainable results
• Listen for contextual clues. Help with discovering and removing barriers
• Assist in identifying / clarifying present realities in order to set attainable goals
• Help the educator align individual goals with school / district goals
• Ask questions that help individual educators discover his or her own resolutions
• Provide effective feedback and refinements
• Work with the educator to develop a plan of action
PAGE Coaches have assisted more than 300 members during the last 12 months. They’re ready to serve you too. Turn to page 19 for details of how to connect with a PAGE Coach.
PAGE Coaching is led by and staffed with experienced professional educators with more than 780 years of combined experience at the classroom, school, district, and state level. This in-depth experience encompasses regular education, special education, and leadership. PAGE Coaches are skilled at building relationships, knowledgeable in best practices, and committed to mentoring.
All PAGE Coaches are passionate about providing the confidential one-on-one support that members need when they need it in a trusting and supportive environment. Coaches meet virtually with participants to determine the foundational issues to address, and then make informed recommendations for improvement.
This month, the program celebrates its one-year anniversary. As of this printing, more than 300 members have taken advantage of the service.
During the summer, a teacher who had been working with a PAGE Coach during her job search, landed her dream role in a new school. “Thank you for your support and help,” she tells us. “I will stick with PAGE as you stuck with me … You kept me going!”
Recently, a bookkeeper with more than 22 years of experience sought support and guidance. Through PAGE Coaching, she was able to find her voice and the words necessary to advocate for herself resulting in an additional step being added to her pay scale this school year.
These are two of many incredible PAGE Coaching success stories. On the following page, you’ll hear from a member who is excited to share her transformative PAGE Coaching experience with PAGE One readers. n
“I came to PAGE Coaching in complete turmoil. I left in complete peace. It changed my life.”
A. A. – a PAGE Coaching participant who has chosen to remain anonymous – is very familiar with success. During a career that has spanned more than two decades, she has been selected as her district’s teacher of the year twice. She has served on her superintendent’s advisory committee and is a fellow of the governor’s school leadership academy.
Yet, when an untenable situation arose at work, there was no help to be found in either the years of experience or the many accolades. Feeling completely lost, without an anchor to ground her or a compass to guide her, A. A. sought help everywhere she knew to seek it. All to no avail.
“I was completely without hope,” she tells PAGE One. “I was broken-hearted. I was in pieces. I had given up completely.”
Then, one day, A. A. opened an email from PAGE. The message talked about a one-to-one professional coaching program. She was certain it wouldn’t help. After all, nothing else had, but she knew she had nothing to lose, so she registered for the program.
And when she did, everything changed.
“Each session, I became more and more hopeful.”
“I entered the program in excruciating pain,” A. A. recalls. “It wasn’t 50 percent or 75 or 90. It was 100 percent. In the first session, I couldn’t stop crying. But soon, everything inside me that I had buried began to rise. Each session, I became more and more hopeful. I went from drowning to surviving and then to thriving.”
“I came to PAGE Coaching in complete turmoil,” she continues. “I left in complete peace. It changed my life.”
“I’m in a new role in a new district, and I’ve taken PAGE with me – all because of PAGE Coaching!”
As remarkable as A. A.’s transformation was, it wasn’t limited to her alone. Its impact was far-reaching.
“I was able to be a better mentor to my teachers and a better servant to my students,” she says. “MAP data shows that student improvement grew more during the seven months I was working with a PAGE Coach than it had during my entire time in the school,” she beams.
“I attribute it all to PAGE Coaching,” says A. A. “I grew exponentially – personally and professionally.”
Now, A. A. couldn’t be happier.
“I’m in a new role in a new district,” she shares, “and I’ve taken PAGE with me – all because of PAGE Coaching!” n
• You’re weary from the day-to-day responsibilities of being an educator and in need of encouragement and support.
• You’re struggling to build positive relationships with peers, administrators, students, and parents.
• You’re looking at next steps in your career and seeking out opportunities for professional growth and advancement.
• You’re a pre-service or new teacher beginning a career in education.
Connecting with a PAGE Coach is easy.
• Submit a coaching request online by completing a simple form at https://bit.ly/PAGECoachingRequestForm.
• Once the request has been reviewed, a Coach with knowledge and experience who can best respond to your needs will be assigned. You will receive notification of the assignment along with some information about your PAGE Coach, as well as instructions on how to set up the first coaching conversation.
• You and your Coach will work together, at times convenient for you, to meet virtually through video conference or by phone. The initial call establishes the essential details of the issue(s) to be addressed and goal for resolution. From that point, you and your PAGE Coach will work together on steps to success.
An exclusive, members-only benefit, PAGE One-on-One Coaching is available to you for as long as you maintain your PAGE membership. And because it’s completely confidential, you’ll be able to address even the most difficult and sensitive topics. Please reach out when you need us.*
*In some cases, a situation may escalate beyond what coaching support can resolve. When legal resources are more appropriate, a PAGE attorney is always an additional option. And, if your situation is overwhelming and affecting mental well-being, confidential Employee Assistance Programs (EAP) are available through your school district or the State of Georgia: https://www.gadoe.org/External-Affairsand-Policy/Educator-Support-Services/Pages/Employee-Assistance-Program.aspx
The PAGE Foundation provides opportunities that empower educators to further their careers, pursue advanced degrees, and achieve professional aspirations.
This year, the PAGE Foundation awarded 17 scholarships to dedicated applicants throughout Georgia. Since the program began, the PAGE Foundation has disbursed more than $650,000 in scholarship funding. These awards benefit a diverse group of recipients – from first-year college students to doctoral candidates –enhancing their opportunities for growth.
PAGE congratulates this year’s scholarship recipients and expresses gratitude for their dedication to serving the students and families of Georgia.
Akeba Bebley-Calvin
PAGE S. Marvin Griffin Scholarship Student | Scholarship applied at Columbus State University
“To put it simply, the PAGE Foundation Scholarship will enable me to graduate college. However, this phenomenon is anything but simple. I am personally being handed the tools needed to keep the torch of education alive.”
Kassie Dooley-Smith
PAGE H.M. and Norma Fulbright Scholarship
8th-grade ELA Teacher, River Trail Middle School, Fulton County School District | Scholarship applied at Augusta University | Pursuing Ed.S. in Secondary Education, History
“Receiving this scholarship is crucial to continue toward my goal of adapting and innovating for our students. I am so excited to continue improving my instruction and pedagogy in order to meet the diverse needs of my students.”
Amy Herring
PAGE Professional Scholarship
Math Teacher, Lowndes High School, Lowndes County Schools | Scholarship applied at Kennesaw State University | Pursuing Ed.S. in Curriculum & Instruction
“To be selected for a PAGE Foundation Scholarship is such an honor! This organization elevates the teaching profession in Georgia, and it is an honor to receive this scholarship for me to improve my practice. This money will ease the financial burden as I work on an advanced degree to help me improve upon my knowledge and skills in curriculum and instruction.”
Rynna Kidd
PAGE Professional Scholarship
MTSS Coordinator, Gainesville Middle School East, Gainesville City School System | Scholarship applied at Brenau University | Pursuing Ed.D. in Early Childhood Education
“Receiving this scholarship will take a minor portion of the money I owe on my student loan during my retirement years. I appreciate the opportunity to apply for and receive this scholarship to further my education.”
Justin Lindsey
PAGE Professional Scholarship
ESS Instructional Coordinator, Calhoun City Schools | Scholarship applied at the University of West Georgia | Pursuing Tier 2 Leadership Certification
“Thank you to PAGE and all members who serve in public education throughout Georgia. This scholarship will allow me to grow as an educator, improve as a leader, and better serve students and teachers at Calhoun City Schools. It is an honor to receive the PAGE Foundation Scholarship.”
Haleigh Martin
PAGE DeKalb Scholarship
4th-grade Teacher, Montclair Elementary School, DeKalb County School District | Scholarship applied at the University of North Georgia | Pursuing M.Ed. in Elementary Education
“The PAGE Foundation Scholarship is important to me because as an educator, I believe we should be continually learning. I want to give my students the effective education they deserve, and by continuing my education, I am learning how to be a more effective teacher. In the future, I want to be in a leadership role for my grade-level team. Pursuing my master’s degree allows me to refine my knowledge about education so I can be an effective leader for my team.”
Kim Mirsky
PAGE Professional Scholarship
Talented & Gifted Teacher, Esther Jackson Elementary School, Fulton County School District | Scholarship applied at the University of Georgia | Pursuing Ed.S. in Instructional Technology
“This scholarship opportunity through the PAGE Foundation allows me to fuel my journey as an Instructional Technology Leader at my school and across the school district. The knowledge and resources I will learn will enable me to refine my practice within my classroom, share best practices with colleagues, and ultimately empower my students to become innovators, collaborators, and critical thinkers.”
Brandy Moorehead
PAGE Dr. Allene Magill Support Personnel Scholarship
Special Education Paraprofessional, Ridgeland High School, Walker County School District | Scholarship applied at Grand Canyon University | Elementary K-8 Major
“This will take stress off me and ensure that I have more income to start other classes. I am very appreciative of this opportunity.”
Anna Norton
PAGE Support Personnel Scholarship
Paraprofessional, Atha Road Elementary School, Walton County School District | Scholarship applied at Piedmont University | Special Education Major
“This scholarship is a blessing to me, and I feel honored to receive it. To me, it is not just money; it tells me I am seen as having potential for the future of our society. It’s a push to reach my goals of becoming the best Special Education Teacher and giving back to my community.”
Lindy Pals
PAGE Professional Scholarship
Library Media Specialist, Jefferson Middle School, Jefferson City Schools | Scholarship applied at Valdosta State University | Pursuing Ed.S. in Instructional Technology – Tech Leadership
“Pursuing an Ed.S. as an older student has profoundly changed my perspective as an educator. I now have much deeper empathy for the challenges my students currently face in the classroom and for what they will encounter as they enter college. Receiving a PAGE Foundation Scholarship has provided the confidence boost I needed to update my knowledge of instructional technology and design.”
Dana Parker
PAGE Professional Scholarship
Language Arts Teacher, Piney Grove Middle School, Forsyth County Schools | Scholarship applied at Kennesaw State University | Pursuing Ed.S. in Instructional Technology
“I am excited about the prospect of contributing to the field of educational technology and making a positive impact on student learning experiences ... This scholarship will help ease the burden that the cost of pursuing higher education places on public school teachers. Thank you for selecting me as a PAGE Foundation Scholarship recipient.”
Zoë Pike
PAGE Undergraduate Scholarship
Student, Scholarship applied at Point University Elementary Education Major
“Being selected as a PAGE Foundation Scholarship recipient represents an investment in my future. By alleviating some of the financial burden associated with college, this scholarship will allow me to focus more fully on my classes and extracurricular activities. This recognition reaffirms my commitment to the pursuit of becoming an educator.”
Danielle Sapp
PAGE Jack Christmas Scholarship
4th-grade Teacher, Pine Grove Elementary School, Lowndes County Schools | Scholarship applied at Georgia Southwestern State University | Pursuing Ed.S. in Elementary Education
“Receiving a PAGE Foundation Scholarship is crucial for me as it represents both financial support and a recognition of my dedication to education and professional development ... With the support of the PAGE Foundation, I am confident I can achieve my professional objectives and contribute positively to my community.”
Robyn Slay
PAGE Professional Scholarship
Social Studies Teacher, Harris County High School, Harris County School District | Scholarship applied at University of West Georgia | Pursuing Ed.S. in Secondary Education, Social Studies
“The PAGE Foundation Scholarship provides me with the opportunity to better my teaching abilities for my students. I am excited for the opportunity to collaborate with other educators and further develop my skills as a teacher.”
Ryan Slay
PAGE Professional Scholarship
Social Studies Teacher, LaGrange High School, Troup County School System | Scholarship applied at the University of West Georgia | Pursuing Ed.S. in Curriculum & Instruction
“My goal is to earn a specialist degree in curriculum and instruction. This degree will aid me in further learning new and innovative means of better educating this generation of students. This is important to me because I strive to always improve, and students deserve that.”
Teresa Williams
PAGE Professional Scholarship
English Teacher, Brantley County High School, Brantley County Schools | Scholarship applied at Valdosta State University | Pursuing M.A.T. in Secondary Education, English
“Receiving a PAGE Foundation Scholarship means the world to me because it is a positive affirmation that my decision to transition from support staff to lead teacher is the right path ... I have had the goals to achieve teacher certification and eventually earn a doctorate for a while now, and this scholarship helps me take one step closer toward accomplishing them.”
Makayla Wills
2024 PAGE Future Educator Scholarship Recipient / PAGE Dr. Alton Crews Future Georgia Educators Scholarship Student | LaGrange High School graduate
Scholarship applied at Savannah State University
“Receiving the scholarship is important to me because this was the very first scholarship I received out of all the scholarships I applied to. I believe it will contribute greatly to my professional goal of becoming a teacher by relieving some of the financial stress.” n
By Amy Denty, Claire Suggs, and PAGE One Editorial Staff
The Georgia Early Literacy Act, enacted in 2023, represents a significant legislative effort to transform early literacy instruction throughout the state. This initiative addresses the persistent challenges in reading proficiency by mandating comprehensive reforms that span high-quality instructional materials, universal screening, tiered interventions, and professional development for educators. At the heart of this act is the commitment to equip educators with the tools and knowledge necessary to improve literacy outcomes for all kindergarten through third-grade students. The Georgia Department of Education (GaDOE) oversees the implementation of these measures, ensuring alignment with state standards and the latest research in literacy education.
To better inform readers about the requirements of the Literacy Act, its timelines, and educator responsibilities, PAGE One talked with Amy Denty, GaDOE director of literacy. In the following pages, Denty provides an in-depth overview of the legislation, training, and implementation, while addressing the most important elements of the GaDOE’s efforts to provide professional learning and resources for educators to best meet the needs of students. While the Literacy Act focuses on K-3 students, Denty also highlights the impact it can have across all grade levels and content areas.
Several Georgia school districts established comprehensive literacy efforts before the legislative requirements were passed. At the close of this article, former PAGE Senior Policy Analyst Claire Suggs shares the experiences of Fulton County Schools, Grady County Schools, and Marietta City Schools as illustrative examples of the transformative potential of literacy reforms. These districts have proactively implemented structured literacy approaches and are diligently evaluating outcomes. Their initiatives emphasize comprehensive teacher training and the deployment of instructional coaches to support classroom implementation. By fostering a shared vision of literacy instruction and prioritizing professional development, these districts have set a precedent for successful literacy reform, aligning with the broader objectives of the Georgia Early Literacy Act
“We are at an exciting time in our state when all arrows seem to be pointing in the same direction around literacy. This can mean excellent things for our students and educators.”
– Amy Denty, Literacy Director, Georgia Department of Education
Literacy coaches and principals collaborate during a student-focused coaching training.
Last month, PAGE One editors sat down with Georgia Department of Education Director of Literacy Amy Denty. We asked for her insights on literacy legislation, training, and implementation – and what it all means for Georgia educators. Here’s what we learned:
PAGE One: What are high-quality instructional materials as defined by the Georgia Early Literacy Act?
Denty: High-quality instructional materials are resources and curricula that are evidence-based, align with state standards, and support effective literacy instruction. These materials are designed to enhance students’ reading and writing skills through structured, systematic approaches.
The Georgia Early Literacy Act (House Bill 538)1 required the State Board of Education to approve a list of core, high-quality instructional materials.2 Local Education Agencies (LEA) must choose core materials from the approved list. Districts that do not adopt core materials for teaching reading in grades K-3 and instead bundle supplemental materials, must vet the supplemental materials for compliance with the legislation and certify with the Georgia Department of Education (GaDOE) that they have done so. GaDOE has provided a rubric and guidance3 for this process.
PAGE One: What are universal screeners and why are they important in the context of the Georgia Early Literacy Act?
Denty: Universal screeners are assessment tools used to evaluate K-3 students’ literacy skills to identify those who may be at risk for reading difficulties. These screeners are important as they enable early detection and intervention, helping to ensure that all students have the support they need to develop strong literacy skills.
The State Board of Education has approved 13 screeners4 for use this school year in addition to the free screener provided by GaDOE. The School Supplies for Teachers Program (Senate Bill 464)5 requires narrowing the approved list of screeners to no more than five with one being offered to districts at no cost.
The Sandra Dunagan Deal Center for Early Language and Literacy is leading the work of selecting up to five screeners on behalf of the Georgia Council on Literacy, a group established by Senate Bill 2116 during the 2023 legislative session. The narrowed list of screeners will be used beginning with the 2025-2026 school year.
LEAs are required to administer the universal screener to all K-3 students three times per year with the first administration within the first 30 days of school. The results of each administration must be reported to parents and the GaDOE.
“Screeners are important as they enable early detection and intervention, helping to ensure that all students have the support they need to develop strong literacy skills.”
Denty reviews the components of Georgia’s Early Literacy Act with a group of educators.
PAGE One: Can you explain what tiered intervention plans are and how they function under the Georgia Early Literacy Act?
Denty: Tiered intervention plans are structured frameworks that provide varying levels of support based on students’ specific literacy needs. These plans typically include three tiers: Tier 1 for all students with core instruction; Tier 2 for students who need additional support; and Tier 3 for those requiring intensive interventions.
The Act requires that students who exhibit a significant reading deficiency on a universal screener be provided with a reading intervention plan which must be implemented no later than 30 days after the student has been identified as having a significant reading deficiency. GaDOE has provided guidance7 for these plans, along with resources8 that can be shared with parents regarding ways to improve students’ literacy at home.
PAGE One: What role does professional learning play in the implementation of the Georgia Early Literacy Act?
Denty: The legislation requires all K-3 teachers to complete an approved professional learning program on the science of reading, structured literacy, and foundational reading skills. Professional learning is crucial for equipping educators with the knowledge and skills necessary to effectively teach literacy and implement the components of the Act.
Ongoing professional development ensures that teachers are up to date with the latest research and best practices in literacy instruction. GaDOE has partnered with the Rollins
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Center for Language and Literacy and its Cox Campus to provide all educators with access to the K-3 Structured Literacy courses that have been accredited by the International Dyslexia Association. These courses, branded as the Georgia Literacy Academy, are offered free of charge to all Georgia educators. GaDOE has provided a course manual9 that includes instructions for accessing the Georgia Literacy Academy, along with easy access to the resources and tools10 within the courses.
In addition to the Georgia Literacy Academy, teachers may also fulfill the professional learning requirement by completing any of the independent professional learning programs accredited by the International Dyslexia Association11 or by completing a Georgia Professional Standards Commission (GaPSC)-approved dyslexia12 or reading13 endorsement.
PAGE One: How does the Georgia Early Literacy Act address teacher preparation?
Denty: The Georgia Early Literacy Act requires that, beginning July 1, 2025, the Georgia Assessments for Certification of Educators (GACE), or any other assessment required by the GaPSC for teacher certification, shall be aligned with developmentally appropriate evidence-based literacy instruction.14
PAGE One: Do you have any insight into how, when, and where LEAs will administer the screener?
Denty: The Georgia Early Literacy Act requires local school systems to administer a universal reading screener to all K-3 students three times per year with the first administration occurring within the first 30 days of school. Best practice for the administration of universal screeners in-
“Ongoing professional development ensures that teachers are up to date with the latest research and best practices in literacy instruction.”
cludes a beginning of year, middle of year (MOY) and end of year (EOY) administration. Universal screeners are assessments that can be administered in the classroom by the classroom teacher.
PAGE One: I’m a K-3 Georgia educator. How should universal screener results impact my day-to-day work with students?
Denty: A universal screener provides insight into areas in which a student may have gaps or deficits and provides information about areas where a student is performing well. When screener results suggest a deficit, teachers can conduct more diagnostic probes to determine specific areas where a student may need intervention. When educators are able to intervene and close gaps quickly, students have the opportunity to make positive progress.
PAGE One: When, how, and from whom should I anticipate detailed information about the mandatory professional learning and the expectations for when and how I’ll be required to complete it?
Denty: Teachers should receive detailed information about mandatory professional learning from their principal or district professional learning leader. Many districts have already begun this work. The Georgia Early Literacy Act requires all K-3 teachers to participate in training on the science of reading, structured literacy, and foundational literacy skills by July 1, 2025.
PAGE One: Beyond the professional learning, should I expect additional impact or requirements? If so, how and when should I anticipate learning more and receiving guidance?
Denty: The Georgia Early Literacy Act has five main components: high-quality instructional materials, universal screeners, tiered intervention plans, professional learning, and teacher preparation. Each of these components has requirements that were detailed in the first section of questions. GaDOE has published the Aligning State Literacy Policies and Practices document15 to keep educators informed of the requirements and deadlines.
“Universal screeners are assessments that can be administered in the classroom by the classroom teacher.”
PAGE One: Since the first certification process for high-quality instructional materials does not occur until December, should K-3 educators expect that there could be mid-year changes? When should we anticipate having insight into whether such changes may occur?
Denty: School districts have some flexibility with this rule. Some districts are opting to begin the 2024-25 school year using their newly vetted instructional materials. Other districts plan to select and vet their materials in fall 2024 and begin professional learning for teachers on the use of the materials in January 2025 with implementation with students to begin in fall 2025. In this scenario, GaDOE recommends that districts vet the materials they are currently using to ensure that during this implementation phase, students and teachers are still using high-quality instructional materials.
PAGE One: I’m a Georgia educator but not a K-3 teacher. Should I expect any of this to impact me and my classroom?
Denty: While the Georgia Early Literacy Act is mainly focused on K-3, other Georgia educators will likely notice a difference in the focus on literacy across all grade levels and content areas. Literacy is a foundational building block for all content areas.
PAGE One: Is there additional work that GaDOE is doing around these new requirements?
Denty: GaDOE has partnered with Regional Education Service Agencies (RESAs) to host bi-monthly Heads Together meetings during which district and state curriculum/literacy leaders collaborate on curriculum and literacy issues. In June, GaDOE partnered with the Rollins Center for Lan-
Engagement is key to success during training.
“While the Georgia Early Literacy Act is mainly focused on K-3, other Georgia educators will likely notice a difference in the focus on literacy across all grade levels and content areas.”
guage and Literacy to host Georgia’s Lit Link, a teacher-facing conference focused on literacy. Dr. Jennifer Lindstrom, statewide dyslexia coordinator, and I host monthly Literacy and Dyslexia Technical Assistance chats for district and school personnel throughout Georgia.
PAGE One: Have any Georgia teachers been provided with an opportunity to give input into process and implementation?
Denty: Yes. The Georgia Council on Literacy has several members who are classroom teachers, instructional coaches, district curriculum leaders, and superintendents. I met with Superintendent Woods’ Teacher Advisory Committee to discuss the literacy legislation and hear their questions and suggestions for implementation.
PAGE One: Have other states implemented similar requirements? If so, is there data available as to how it is impacting students, teachers, and communities?
Denty: Many states have implemented early literacy legislation. The Reading League has provided an interactive state map16 that shows legislative requirements across the country. The “Mississippi Miracle17” is the most-often-cited example of how literacy policy and legislation can shape a state’s literacy trajectory. However, the educators in Mississippi will
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tell you that “Mississippi Marathon” would be a better moniker as the growth and positive results came from much hard work on the part of dedicated educators.
PAGE One: Is there anything else I should know about this and how it might impact my work, my students, and/or my school?
Denty: The best way to keep up with changes is to use the Aligning State Literacy Policies and Practices document15 published by GaDOE. This document is updated regularly
1 https://www.legis.ga.gov/legislation/64710
so that it is always current and includes the information necessary to ensure strong implementation.
The implementation of Georgia’s new K-12 ELA standards will impact literacy work across the grade levels. We are at an exciting time in our state when all arrows seem to be pointing in the same direction around literacy. This can mean excellent things for our students and educators. n
2 https://lor2.gadoe.org/gadoe/file/cb32ad8c-2e31-4d2f-847c-c70cf1b35aee/1/High-Quality-Instructional%20Materials-Committee-Report.pdf
3 https://lor2.gadoe.org/gadoe/file/3b153cdc-11a7-4ee6-b569-d8f4140de485/1/GaDOE-Literacy-Guidance-Rubric-for-Vetting-Supplemental-and-Intervention-Resources.pdf
4 https://url.gadoe.org/kbmod
5 https://www.legis.ga.gov/legislation/66770
6 https://www.legis.ga.gov/legislation/64512
7 https://url.gadoe.org/udarp
8 https://lor2.gadoe.org/gadoe/file/fa6a6c3b-02de-466a-a615-d20e2bac2dbd/1/Parent-Resource-Supporting-Reading-Development.pdf
9 https://lor2.gadoe.org/gadoe/file/6837f8ec-f078-4fd3-b486-41373d471022/1/Georgia-Literacy-Academy-Course-Manual.pdf
10 https://inspire.gadoe.org/collection/CC1416/8052
11 https://dyslexiaida.org/accredited-teaching-training-programs/
12 https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.112.pdf?dt=%3C%25
13 https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.96.pdf
14 Lines 278-280, Georgia Early Literacy Act: https://www.legis.ga.gov/legislation/64710
15 https://lor2.gadoe.org/gadoe/file/c117a66e-1d47-4727-b6df-5563b7e0d4ce/1/Aligning-State-Literacy-Policies-and-Practices.pdf
16 https://www.thereadingleague.org/compass/policymakers-and-state-education-agencies/
17 https://www.edweek.org/teaching-learning/mississippi-students-surged-in-reading-over-the-last-decade-heres-how-schools-got-themthere/2023/06
Fulton County Schools, Grady County Schools, and Marietta City Schools are changing how children learn to read. These districts began reforming reading instruction before lawmakers passed the Georgia Early Literacy Act in 2023, and their efforts show promising results with improvements in reading on Georgia Milestones in multiple grades and student groups. As part of its CARES Impact Study1, the Georgia Partnership for Excellence in Education2 recently visited these districts to better understand how they are transforming literacy instruction. Though Fulton County, Grady County, and Marietta City differ in size, location, and student population, their approaches to improving reading instruction share critical components including high quality training for educators and school-based coaches.
Each of the three districts provides both high quality training to teachers on how children learn to read and explicit and systematic reading instruction. Many teachers had been trained in and relied on a different approach to reading instruction, often referred to as “balanced literacy,” but it became clear to leaders in each district that this approach does not work for many students. A new instructional approach grounded in the pillars of early literacy – phonemic awareness, phonics, fluency, vocabulary, and comprehension – was needed. Fulton County Schools and Grady County Schools turned to Language Essentials for Teachers of Reading and Spelling, or LETRS, a nationally recognized comprehensive program in structured literacy, to train their teachers. Marietta City Schools partnered with the Rollins
Center for Language and Literacy at the Atlanta Speech School to train its teachers through a similarly comprehensive model, which is now available to Georgia educators through Cox Campus3. Educators from all three districts compared both training programs to an intensive graduate-level class in reading instruction.
District leaders, principals, coaches, and other staff supporting reading reforms in each district also went through training. In Fulton County, even school board members completed it. The broad participation in training by staff in different roles fostered a shared vision of reading instruction and reinforced effective reading instruction as a top priority across each district. It created a common language for educators in each district, and it gave principals, coaches, and other staff the information they need to understand and support teachers as they shift to structured literacy.
Fulton County, Grady County, and Marietta City Schools also put instructional coaches in their schools. These coaches assume multiple responsibilities: supporting the training process including helping teachers stay on track and master training content; working with teachers to apply the knowledge and strategies from the training in their classrooms, including modeling instructional strategies and providing feedback when teachers use them; and collaborating with teachers in team meetings and Professional Learning Communities (PLCs) to plan how to use instructional strategies and to revise them if needed. Coaches are problem solvers, finding information or resources to work through challenges teachers encounter. They also identify and communicate emerging problems that school or district leaders may need to address.
High quality training and instructional coaches are essential elements of broader plans to transform literacy instruction in Fulton and Grady County Schools and Marietta City Schools. Other common elements in the districts’ approaches include increased time for literacy instruction, additional instructional resources and tools that align with structured literacy, frequent assessments to quickly identify students who are struggling and their specific instructional needs, and additional support from central office staff. More information about the work underway in these districts and learnings from them is available from the Georgia Partnership for Excellence in Education.2 n
Claire Suggs, Education Policy & Budget Consultant
H I J K L M N O P Q R
1 https://gpee.org/programs/cares-impact-study/
2 https://gpee.org/
3 https://coxcampus.org/
“I love, love, love what I do. It’s the best job ever!”
PAGE member Holly Witcher, a special education teacher at Tesnatee Gap Elementary School in White County, “hasn’t quite found the words to describe” how exciting it is to have been named the 2025 Georgia Teacher of the Year. “It’s a unique opportunity, and I’m so honored,” she tells PAGE One. “To be a voice for other teachers is humbling.”
The 23-year veteran educator says that teaching was “always a part of who I am, even before I recognized it as a potential career.” Growing up in Rockdale County, Georgia, she was the oldest – “and probably bossiest,” she says with a laugh – of four children. Her favorite thing to do was setting up classrooms and teaching her dolls – and sometimes her younger siblings.
Witcher majored in early childhood education at Georgia College and State University, then returned to Rockdale and taught with the same teachers who had taught her. “They wanted me to be successful and cheered me on,” she recalls fondly. She taught first grade, early intervention, and accelerated math for grades three through five, and was named Teacher of the Year at her school in 2006.
From there, she moved to Georgia Cyber Academy for 10 years where she served as a lead teacher and then elementary school assistant administrator of special programs. “I loved it,” she says. “I learned a ton there.”
In 2015, Witcher and her family moved to White County, where she volunteered at her sons’ school and was impressed by the things happening there. When an opportunity arose to teach special education, she jumped at the chance. In 2023, she was named White County Teacher of the Year.
Witcher works with kindergarteners through second graders who have been identified as having significant developmental delays, and she enjoys the support of her fellow teachers and her school’s administrators. “I love, love, love what I do,” she says. “It’s the best job ever!”
Many of her students have difficulty regulating their bodies, so it’s challenging to take the skills they learn in the classroom and apply them in situations outside of school. Witcher uses community-based instruction (CBI) to help them overcome their fears and master new concepts.
Each school year, she and her fellow special education teachers create a “dream list” of different places to visit with students so they can practice their skills in a variety of settings. Recent CBI locations have included a hair salon and a dentist office.
“A lot of students could not handle getting their hair cut,” says Witcher. “It’s too much.”
So, in partnership with a local high school, the students accompanied their teachers on three visits to the in-school hair salon. They first familiarized themselves with the salon by playing with the chairs and smelling the shampoo, beginning to think of it as a fun place to go. On the second visit, they got their hair washed. The third time they went, the students got their hair washed and cut.
The students and teachers have made similar successful CBI visits to a local dentist office. “This is life-changing stuff for them,” says Witcher. “A lot of my families are unable to do common things together. Through our work, we’re expanding the list of things they can do as a family.”
For Witcher and her fellow teachers, the field trips are incredibly demanding yet filled with great purpose. “CBI days are some of the hardest work I do all year long, but some of the most rewarding,” she shares. “It’s so worth it.”
“We’re changing the lives of families.”
Recently, she received a text from a parent who said it was a student’s birthday and they were going to see a movie together – something the family had never been able to do previously. “We’re changing the lives of families,” she says.
Because her students have significant developmental delays in the area of language, which is so crucial to learning to write and communicate, her classroom is “language-rich.” Every day, the students participate in “song time,” playing with how words sound, as well as pitch and volume. They also have “story time,” to make reading and listening to stories something they love.
During “circle time,” the focus is on intentional conversations, helping students learn how to listen to others and wait for their turn to talk. Watching their progress from the beginning of the school year until the end “is the sweetest thing in the world,” says Witcher. “We talk a lot. It’s so critical to their development. It trains them to listen, engage, and interact.”
Parents help by consistently providing Witcher with information that she uses as the basis for her questions – and she sends home similar information about each child’s day so the question-and-answer process can continue at home.
“When I go home every day, I know I’ve done critical work,” she says.
Witcher’s students never cease to amaze and inspire her. “They have hurdles in front of them that I can’t comprehend,” she observes. “They are my inspiration. I persist because they persist.”
A PAGE member since college, Witcher remembers sitting in the auditorium when representatives of the association came to speak with future teachers. “I knew I wanted to partner with an organization that advocates for needed change,” she recalls. “As a teacher, I can’t take the time to go to the Capitol and advocate. I love that PAGE keeps us informed and provides ways for us to give input.”
Her status as Georgia Teacher of the Year will provide Witcher with the opportunity to celebrate the excellent work teachers are doing throughout the state. Her platform for the
“There’s something so contagious about being able to bring joy to someone else.”
“When I go home every day, I know I’ve done critical work.”
year is You Matter. “There’s so much teachers are doing that changes lives,” she says.
Witcher plans to emphasize emotional wellness and selfcare. “You have to meet your basic needs before you can do anything else,” she observes. “I love that word is getting out about the importance of taking care of yourself.”
Because special education is so important to her, Witcher shares that she also wants to “partner with the Department of Education to make sure students receiving special education services get the things they need.”
And, what’s next for Witcher following her tenure as Georgia Teacher of the Year? She plans to continue making a positive impact on the children and families of White County. “There’s something so contagious about being able to bring joy to someone else,” she says. “Paying it forward is huge.” n
• Wondering who to reach out to when you have questions about your PAGE membership?
• Have an issue or concern that you need to bring to PAGE’s attention — but aren’t sure which department or staff member to contact?
• Interested in scheduling a Code of Ethics presentation for your school or district office?
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• Need to know the name of your PAGE building contact or how to subscribe to PAGE Capitol Reports?
For answers to these questions and more, call or email your PAGE Membership Services Representative (MSR) or College Services Representative (CSR). You’ll find MSR contact information on the map to your right and CSR contact information below. If preferred, send an email to membership@pageinc.org.
B.J.
District 5, and Spalding
bjjenkins@pageinc.org
Michele Dechman District 2 mdechman@pageinc.org
“If we’re equipping teachers with the tools and resources to be successful, then we’re pouring back into students to help them be successful.”
When Ashley Beil was in second grade, she had a teacher who encouraged her and brought her out of her comfort zone. That teacher was one of several influential educators in her life, and an inspiration for Beil’s favorite playtime activity as a child: being the teacher in a pretend classroom.
Beil was recently sworn in as a new member of the PAGE board of directors, representing District 6. “I hope to be a teacher voice for my district and help others realize the importance of PAGE,” she shares. She was inspired to serve by reading PAGE One regularly, she adds. “I read each issue of the magazine, and I knew I wanted to apply.”
After finishing her third year of teaching, Beil is now starting her fourth at a new school, with a class full of kindergarteners – a new grade level for her, with new challenges. Until now, second grade has been her favorite. “I loved the way my second-grade teacher inspired me,” she recalls.
“I hope to be a teacher voice for my district and help others realize the importance of PAGE.”
Beil looks forward to helping build foundations for reading for her kindergarten students at Willis Road Elementary School in Sharpsburg, she says. “That’s something I’m very passionate about.”
She loves using picture books as “windows and mirrors,” she shares. “A story might be a window because it takes them places like the beach. Or it might mirror what their life looks like now. Books connect them to the world as a whole.”
Beil always tries to meet her students where they are – exactly the way her inspiring teacher did. “My biggest thing is building their confidence and making them feel comfortable” she says with a smile.
Beil
was inspired to serve on the board by reading PAGE One regularly. “I read each issue of the magazine, and
I knew I wanted to apply.”
Born in Houston, Texas, Beil moved four times with her family before settling in Newnan in 2014. She’s the oldest of five children, all of whom served as her first “students.”
In middle school, the aspiring teacher participated in Future Georgia Educators, where she met with a counselor and read to elementary school students. By the time she was in high school, Beil had joined PAGE and was in the Teacher Pipeline program in the Coweta County School System.
While in the program, Beil first met her mentor, PAGE Board Secretary Dr. Susan Mullins. Through their conversations, Beil learned much about the association. “I saw that the heart of the PAGE organization is in impacting student’s lives,” she recalls. “If we’re equipping teachers with the tools and resources to be successful, then we’re pouring back into students to help them be successful.”
Mullins helped guide her from high school to college, says Beil, who enrolled at the University of West Georgia, where she earned all three of her degrees: a bachelor’s with a concen-
“Teachers and families all work together to impact the lives of students and invest in the community.”
tration in special education, a master’s with a reading endorsement, and a specialist degree in elementary education.
She didn’t have a typical student teaching experience, she notes. Instead, she worked as a paraprofessional for two years during college.
Beil was the inaugural recipient of the PAGE Foundation’s Dr. Allene Magill Scholarship in 2020. “There are a lot of parallels between Dr. Magill’s story and mine,” she says. “Eventually I want to go into administration and leadership. Her example set the bar for me. She modeled the definition of servant leadership.”
For Beil, being able to effect change in the world is both rewarding and empowering. “Teaching is definitely a calling,” she explains. “It’s all-encompassing, but at the end of the day, it’s worth it. Teachers and families all work together to impact the lives of students and invest in the community.”
In her spare time, Beil enjoys the beach, reading, and going for walks. “I’m also pretty involved in my church,” she says, noting that she recently led a discipleship class for high school girls.
Beil is excited to serve on the PAGE board of directors. “PAGE helps equip teachers professionally,” she observes, adding that she hopes, through her service, to demonstrate to the next generation of Georgia educators the career-enhancing positive impact of PAGE. “I want to show newer teachers what it’s all about,” she says. n
“If we produce positive, upright, globally competitive people, our communities prosper. If we don’t, the inverse is true: our communities suffer.”
Shiona Drummer knows from experience the incredible impact PAGE can make on a teacher’s career. When she was just starting out in the profession, she graduated from a PAGE professional learning program for new teachers. “Early on, being part of PAGE helped me a lot,” says Drummer. “The things I learned then, I still use to this day.”
Through the program, and by serving as PAGE ambassador to her school during those early years, Drummer says she also made invaluable connections that have helped her succeed as an educator.
It’s no surprise, then, that she felt called to become even more involved with the association. When a central Georgia board of directors’ position became available, Drummer was quick to apply. “The PAGE board of directors is made up of people who are serious about helping the educators of Georgia, representing them, and making sure their voices are heard,” she observes.
The longtime Macon resident returned to the classroom this school year as the computer science teacher for her district. She also serves as Personalized Learning Director and Online Academy Facilitator, and she supports the district’s Instructional Technology integration. Previously, she taught 7th grade life science – which she calls the “sweet spot” of her career.
As a child, Drummer’s parents both served in the military, so the family moved around a lot. She has lived in
“Early on, being part of PAGE helped me a lot,” says Drummer. “The things I learned then, I still use to this day.
Macon for 30 years – longer than she’s ever lived anywhere. She still stays in touch with her English teacher and PAGE Academic Bowl advisor, Dr. Violet Jones, who has greatly impacted her life. “I never would have thought I’d be friends
“The PAGE board of directors is made up of people who are serious about helping the educators of Georgia, representing them, and making sure their voices are heard.”
with my teacher,” she says with a smile, “but at this point, she’s family.”
Drummer majored in biology at Paine College in Augusta, then went on to earn a master’s degree in public health from Mercer University. That’s when a friend told her how rewarding he found teaching to be and how much he enjoyed helping children in his community. She changed her career path and never looked back.
“Early on, being part of PAGE helped me a lot,” says Drummer (back row, second from right) with several fellow board members following her swearing in ceremony at the June 2024 meeting.
She holds a specialist degree in Curriculum and Instruction from Georgia College and State University, and is currently finishing her doctorate in curriculum instruction from Columbus State University. She expects to earn that degree this December. She is also pursuing her Computer Science Endorsement through the University of North Georgia.
“Teaching is important because we have an opportunity to make those connections a lot of children are missing,” she says. “We can boost their self-confidence, applaud their curiosity, inspire them, and challenge them to greatness. If we produce positive, upright, globally competitive people, our communities prosper. If we don’t, the inverse is true: our communities suffer.”
Every child who is fortunate enough to have her as a teacher becomes part of “Ms. Drummer’s garden,” where they’re nurtured so they can grow and bloom. “We’re all about growth,” she says. “As they progress, they become my master gardeners who support their peers because they get it.”
She emphasizes collaboration in the classroom, encouraging students to work together. “Sometimes when we work
“We as educators have a great responsibility to students and to one another as well, to lift each other up.”
alone, we work wrong,” she says. “We need checks and balances along the way.”
Her motto is “I do, we do, you do.” She expects students to become frustrated in the “you do” phase. Sometimes when they try to understand something new, the “productive struggle” leads to understanding new concepts, especially in complicated topics such as coding language, she explains.
Drummer’s only child is a third grader she describes as “pretty phenomenal, if I do say so myself.” He is, she tells PAGE One, the inspiration behind everything she does. “That little gentleman is number one on the list of things I don’t deserve,” she says. “God favored me.”
When she’s not teaching, Drummer loves to travel and cook with her son, and spend time with their family and friends. She’ll have a lot more time for doing things like that, she notes, once she finishes her doctorate and computer science endorsement.
In the meantime, she is leaving herself “open to the myriad opportunities ahead” in the field. in the field. Helping children learn while supporting adults at the same time “would be my dream position,” she says.
“We as educators have a great responsibility to students and to one another as well, to lift each other up,” she says. Being of service to others is one of the main reasons she’s proud to be serving on the PAGE board. n
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• PAGE engages lawmakers on a variety of issues that affect educators and students throughout the year and especially during each session of the Georgia General Assembly.
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*Coverages are subject to industry standard exclusions. For specifics of coverage and exclusions, visit the self-service member portal at https://members.pageinc.org.
• One-on-one coaching enables you to overcome professional challenges.
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PAGE is the nation’s largest independent educator association with members serving in every Georgia school district and the best option for your professional future. Membership is available to all Georgia educators and school employees as well as college and high school students enrolled in education courses. Learn more at www.pageinc.org.
“I’ve loved working for PAGE, the staff, the board of directors, and all of our partners,” says Lusk. “It’s really been a pleasure because of the relationships I’ve built over the years.”
Steve Lusk may be the nicest, most accommodating chief financial officer to have ever developed a budget or calculated a spreadsheet. And, not only can he forecast revenue and reconcile bank statements, he can spin the discs as a DJ for special events.
After nearly 20 years of service as CFO to PAGE, the PAGE Foundation, and PAGE Legal Defense – the three legal entities that form the PAGE organization – Lusk will retire Sept. 30. His work with PAGE followed more than 30 years in accounting management with North Carolina State Government.
“I’ve loved working for PAGE, the staff, the board of directors, and all of our partners,” says Lusk. “It’s really been a pleasure because of the relationships I’ve built over the years.”
Connecting with PAGE was fortuitous and mutually beneficial. After all, the path to Atlanta for a retired government financial administrator who was Raleigh-born, raised, and educated (NC State) didn’t seem likely. Following his first retirement, Lusk accepted several contract and consulting positions. While at a state conference, a passing comment from a colleague informed him of the CFO opening
at PAGE. Within a week, Lusk had applied, was interviewed, and hired.
Lusk interviewed following the second posting for the job after an initial search was unsuccessful, recalls Gayle Wooten, then the director of human resources. At their first meeting, Wooten, former PAGE Executive Director Allene Magill, and General Counsel Jill Hay all immediately recognized that Lusk was the ideal candidate.
“Within just a few minutes, it was like old home week,” says Lusk of that initial meeting.
“Through my long career, I worked with many good people,” notes Wooten. “However, I must admit that one of my all-time favorites will always be Steve Lusk.
“Steve is always the same courteous fellow with excellent interpersonal skills,” says Wooten. “He has never met a stranger, and that has always been a plus for PAGE.”
Beyond the move to Atlanta and resuming full-time work, Lusk also adjusted from supervising a staff of 50 to becoming a department of one. He had the challenging task of reorganizing and establishing a more complex accounting system for an organization experiencing significant growth that has continued throughout his time at PAGE. In 2005, PAGE’s membership was 55,000 with a $4 million budget. It’s now more than 90,000 and $14 million. The “department” of one expanded with the promotion of Nicole Ross to assistant to finance in 2019. The expansion coincided with the necessary transition from small business accounting software to a more robust financial accounting system that can handle the intricate accounting needs of an organization with multiple legal entities and a high volume of financial transactions, investments, donations, and payroll and benefits tracking for nearly 50 employees.
“Steve is a wise and intelligent man,” says PAGE Board of Directors Treasurer Lamar Scott “He took over the reins as CFO of PAGE in a time of change for the organization, and he has done a phenomenal job! He quickly became an integral part of PAGE, taking on many tasks beyond his primary duties as he always sought ways to help others.”
For Lusk, it is the mission, leadership, board of directors, and staff that have made his work at PAGE so enjoyable and fulfilling. “I especially appreciate that we exist to meet the needs of our members,” he says
Lusk shares that he has truly enjoyed “getting out from behind a desk” and meeting many PAGE members at conferences. Hearing from members and understanding their needs makes it even more rewarding when funding scholarships, grants, and supporting benefits programs that support their work, he says.
Lusk is beloved by PAGE staff. Though we could fill this entire issue with recognitions of his contributions to the organization and our well wishes for his future, we’ll share just a few:
• “It has been a pleasure working with Steve as a member of the PAGE board of directors and now as president of the PAGE Foundation,” says Hayward Cordy. “I have found Steve to be consistent, approachable, caring, and a champion for PAGE and the work of PAGE.”
• Steve is truly irreplaceable,” notes Hay. “His love of PAGE and commitment to our work, as well as his kind nature and warm smile has set the bar high in our family culture at PAGE. I will definitely miss working with him.”
• “It’s been a privilege to work alongside Steve,” shares Ross. “He holds a wealth of knowledge and has been a wonderful mentor over the years. He will truly be missed by all.”
• “Steve has been a steady, guiding hand who is always thinking of the best interest of PAGE,” says Executive Director Craig Harper. “He will be missed in so many ways beyond his role as CFO.”
Lusk now lives on the North Carolina coast. In his second retirement, he plans to DJ, do more volunteer work in his community with social services organizations, golf, and exercise. He and his wife Jane have four sons – one of whom is a high school teacher, athletic director, and coach – and five granddaughters.
“All of us who have been part of the PAGE family with Steve for the past 19 years wish him and his family well in his retirement,” says Harper. n
Like all professionals, educators are, at times, affected by medical challenges ranging from relatively minor to serious. The Americans with Disabilities Act (ADA) was created to protect and assist those with disabilities on the job and in other areas of life.
The ADA was signed into law July 26, 1990. It is a federal civil rights law that prohibits discrimination against an individual with a disability in several areas of public life, including, but not limited to, employment, housing, public accommodations, and education.
An “individual with a disability” under the Act is defined as one with a physical
or mental impairment that substantially limits one or more major life activities (e.g., walking, seeing, standing, etc.), having a record of such impairment, or being regarded as having such an impairment (even if it doesn’t necessarily limit a major life activity). Individuals with both
“transitory and minor conditions” (i.e., minor conditions with a duration of six months or less) might not be considered disabled under the Act.
Under the ADA, an employer must provide a reasonable accommodation
“Under the ADA, an employer must provide a reasonable accommodation to a ‘qualified individual’ (defined as one who can perform the essential functions of the job) with a disability.”
to a “qualified individual” (defined as one who can perform the essential functions of the job) with a disability. A “reasonable accommodation” is defined as an alteration that accommodates an employee with a disability so they can perform the job without causing the employer undue hardship. Deference is usually given to the employer regarding which functions of the job are essential. A written job description, for example, may be considered evidence of which duties are essential. Which accommodation is implemented should be the result of an interactive process between the employee and employer. So long as the modification that is provided is reasonable, the employer will have satisfied its mandate under the law – even if it is not the employee’s preferred accommodation.
For educators who have a disability and need a reasonable accommodation to perform their duties: If your disability is not obvious, your first step should be to provide written notification of your disability to your employer. Next, con-
tact your human resources department (HR) and inform it that you are requesting a reasonable accommodation for your disability under the ADA. If HR is not responsive, you should also submit that request in writing. Typically, there will be some paperwork you and your doctor(s) will be given to complete and submit. Your employer may also seek a second opinion from a medical professional of its choosing. If you believe that you are entitled to a reasonable accommodation under the ADA but your employer is refusing to provide one, you may need to file a grievance or other similar complaint according to local board policy or, ultimately, file a
complaint with the United States Equal Employment Opportunity Commission (EEOC) for illegal employment discrimination based on a disability.
The ADA can be quite helpful to educators and other employees who may need adjustments to their work environments. If you have questions or concerns about the ADA or related matters, or should you need assistance with any legal issue related to your work as a Georgia educator, PAGE attorneys are here to help. Contact the PAGE legal department at 770-2168555 (and select option 1) or email us at legal@pageinc.org. n
Leonard D. Williams is a PAGE staff attorney.
A graduate of Georgia State University College of Law, Williams has a wealth of knowledge in and experience with education and employment law. Williams has served PAGE members since 2002.
District 1
Bivins Miller
Serving members in Bryan, Bulloch, Candler, Chatham, E ngham, Emanuel, Evans, Glynn, Jenkins, Liberty, Long, McIntosh, Screven, Tattnall, Toombs, and Wayne counties
District 4
Rochelle Lofstrand
Serving members in DeKalb County and Atlanta and Decatur cities
District 7
Lance James
Serving members in Bartow, Catoosa, Chattooga, Dade, Floyd, Gilmer, Gordon, Murray, Pickens, Walker, and Whit eld counties
District 10
To Be Filled
Serving members in Clarke, Columbia, Burke, Elbert, Glascock, Greene, Hancock, Je erson, Lincoln, McDu e, Oconee, Oglethorpe, Richmond, Taliaferro, Warren, and Wilkes counties
District 13
To Be Filled
Serving members in Appling, Bacon, Ben Hill, Bleckley, Crisp, Dodge, Dooly, Irwin Je Davis, Johnson, Laurens, Montgomery, Pulaski, Telfair, Treutlen, Turner, Twiggs, Washington, Wheeler, Wilkinson, and Wilcox counties
Directors Representing Retired Members
President Daerzio Harris
District 2
To Be Filled
Serving members in Baker, Calhoun, Clay, Colquitt, Decatur, Dougherty, Early, Grady, Lee, Miller, Mitchell, Quitman, Randolph, Seminole, Stewart, Sumter, Terrell, Thomas, Tift, Webster, and Worth counties
District 5
Dr. Shannon Watkins
Serving members in Cherokee, Cobb, Haralson, Paulding, and Polk counties
District 8
Andrea Bridges
Serving members in Atkinson, Berrien, Brantley, Brooks, Camden, Charlton, Clinch, Co ee, Cook, Echols, Lanier, Lowndes, Pierce, and Ware counties
District 11 Amy Carter
Serving members in Baldwin, Butts, Clayton, Henry, Jasper, Jones, Morgan, Newton, Putnam, Rockdale, and Walton counties
The PAGE Board of Directors is made up of ve O cers (President, President-Elect, Secretary, Treasurer, and Past President), 13 District Directors and two retired Georgia educators. A District Director must be an active member of the association and have his/her place of business and o ce in the district, which such member represents.
Nominations for District Directors and O cers are made by a nominating committee after an interview process of those who have been recommended or expressed interest in serving. District Directors and O cers are then elected for a three-year term via the annual online business
District 3
Mary Case
Serving members in Fulton and Gwinnett counties
District 6
To Be Filled
Serving members in Carroll, Coweta Douglas, Fayette, Heard, Lamar, Meriwether, Pike, Spalding, Troup, and Upson counties
District 9
Jennie Persinger
Serving members in Banks, Barrow, Dawson, Fannin, Forsyth, Franklin, Habersham, Hall, Hart, Jackson, Lumpkin, Madison, Rabun, Stephens, Towns, Union, and White counties
District 12 TaKera Harris
Serving members in Bibb, Chattahoochee, Crawford, Harris, Houston, Macon, Marion, Muscogee, Peach, Schley, Talbot, and Taylor counties
meeting of the Association by a majority vote of the members. The two retired Georgia educators who serve on the Board are appointed by the President and approved by the Board for a three-year term.
The Board of Directors meets four times a year in November, February, April, and June.
Each year, there are four or ve District Directors with expiring terms that are up for election. To express interest or apply for a District Director position, please contact your MSR (information on page 37 of this issue and on our website at www. pageinc.org) or Dr. Hayward Cordy (hcordy@ pageinc.org).
The articles and advertisements published in PAGE One represent the views of the contributors and do not necessarily represent the views of the Professional Association of Georgia Educators, except where clearly stated.
To submit a topic for consideration, visit www.pageinc.org and select PAGE One Magazine.
For advertising rates and opportunities, contact Sherry Gasaway of New South Publishing: 678-689-8303 or sherry@newsouthpublishing.net
Contributions/gifts to the PAGE Foundation are deductible as charitable contributions by federal law. Costs for PAGE advocacy on behalf of members are
Passionate about clear, engaging communications, Ramona is an alumna of UCLA who honed her craft in the film industry before founding a Georgiabased creative agency. An education policy fellow and former district II chair of the Georgia School Public Relations Association, Ramona led DeKalb County School District’s stakeholder engagement initiative – launching an award-winning magazine and branding campaign. Ramona joined the PAGE Communications team in 2019.
not deductible. PAGE estimates that seven percent of the nondeductible portion of dues is allocated to advocacy.
PAGE One (ISSN 1523-6188) ©copyright 2024 is mailed to all PAGE members, selected higher education units, and other school-related professionals. An annual subscription is included in PAGE membership dues.
A subscription for others is $10 annually. Periodicals class nonprofit postage paid at Atlanta, GA, and additional mailing offices. (USPS 017-347) Postmaster: Send address changes to PAGE One, P.O. Box 942270, Atlanta, GA 31141–2270.
PAGE One is published quarterly by the Professional Association of Georgia Educators. ©Copyright 2024.
A member of the PAGE staff since 2020, Dolly brings to PAGE experience in the Atlanta news media, in higher education, and at several non-profits.
An Agnes Scott College alumna and Leadership DeKalb graduate, she has garnered top awards for writing and photography from Georgia Press Association, Suburban Newspapers of America, Georgia PTA, and others. She is NW Metro Atlanta Habitat for Humanity’s photographer and an avid dog enthusiast in her spare time.
As the newest member of PAGE Communications and a recent graduate of Kennesaw State University, Abbey contributes her creativity, insight, and passion to the PAGE One team. Prior to joining PAGE staff, Abbey contracted with various clients, non-profits, and businesses, developing innovative initiatives and strategies to take their communications and marketing campaigns to the next level.
To contact the PAGE One team, email us at pageone@pageinc.org.
Cover design by Dolly Purvis
Keeping pace with your needs, PAGE has streamlined the system for joining, renewing, and updating your member profile. Visit https://members.pageinc.org or scan the QR code below to create an account and access this new, easy-to-use portal.
ENSURE THAT YOUR MEMBERSHIP REMAINS CURRENT
If you transfer from a school system where you are on payroll deduction, you’ll need to provide PAGE with this new information in order to maintain membership and prevent a lapse in coverage and benefits.
STAY IN-THE-KNOW BY KEEPING YOUR CONTACT INFORMATION UPDATED
Review your contact information, updating if needed, to ensure accuracy. Providing a personal email rather than a work email address is preferred as some school system filters will prevent receipt of messages.
CHANGE FROM STUDENT MEMBERSHIP TO PROFESSIONAL
When transitioning from student to teacher, ensure continued coverage by also transitioning your membership to professional. And you’ll receive your first year at half price! Visit https://members.pageinc.org or
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