Published by the TENNESSEE EDUCATION ASSOCIATION September 2011 Vol. 43, No. 2 www.teateachers.org
Poll: Public Sides With Teachers
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Help Tweak Teacher Evaluation: Take Online Survey
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Fiscal Reality
Stats show that only irresponsible politicians can call teacher salaries ‘lavish’
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teach (USPS 742-450, ISSN 15382907) is published monthly (except for June, July and December) by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodical postage paid at Nashville, TN. The subscription price of $3.65 is allocated from annual membership dues of $254.00 for active members; $127.00 for associate, education support and staff members; $16.00 for retired members; and $10.00 for student members. Member of State Education Editors Conference (SEE). Postmaster: Send address changes to teach, 801 Second Avenue North, Nashville, TN 37201-1099. MANAGING EDITOR: Alexei Smirnov asmirnov@tea.nea.org PUBLISHER: Alphonso C. Mance MANAGER OF COMMUNICATIONS: A.L. Hayes
Tennessee Education Association 801 Second Avenue North Nashville, TN 37201-1099 Telephone: (615)242-8392, Toll Free: (800)342-8367, (800)342-8262 Fax: (615)242-7397 Web site: www.teateachers.org
BOARD OF DIRECTORS PRESIDENT: Gera Summerford* (800)342-8367 VICE PRESIDENT: Barbara Gray* (901)353-8590 SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392 DISTRICT 1 Leisa Lusk (423)928-6819 DISTRICT 2 Melinda Reese (423)587-2120 DISTRICT 3 Karen Starr (423)628-2701 DISTRICT 4 Vacant DISTRICT 5 Sandy Smith (423)991-8856 DISTRICT 6 Beth Brown* (931)779-8016 DISTRICT 7 Bonnie T. Dixon (931)967-9949 DISTRICT 8 Kawanda Braxton (615)554-6286 DISTRICT 9 Erick Huth (615)973-5851 DISTRICT 10 Guy Stanley (615)384-2983 DISTRICT 11 Melanie Buchanan* (615)305-2214 DISTRICT 12 Debbie D’Angelo (731)247-3152 DISTRICT 13 Ernestine King (901)590-8188 DISTRICT 14 Sarah Kennedy-Harper (901)416-4582 DISTRICT 15 Stephanie Fitzgerald (901)872-4878 ADMINISTRATOR EAST Johnny Henry (865)509-4829 ADMINISTRATOR MIDDLE Margaret Thompson (615)643-7823 ADMINISTRATOR WEST Charles Green (901)624-6186 HIGHER EDUCATION Vacancy BLACK CLASSROOM TEACHER EAST Paula Hancock (865)694-1691 BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls (615)230-8144 BLACK CLASSROOM TEACHER WEST LaVerne Dickerson* (901)416-7122 STATE SPECIAL SCHOOLS Vacancy ESP Christine Denton (931)647-8962 TN NEA DIRECTOR Stephen Henry* (615)519-5691 TN NEA DIRECTOR Diccie Smith (901)482-0627 TN NEA DIRECTOR Diane Lillard (423)478-8827 STEA MEMBER Caryce Gilmore (865)640-6590 TN RETIRED Gerald Lillard (423)478-8827 NEW TEACHER CandraClariette (615)506-3493 * Executive Committee
TEA HEADQUARTERS STAFF EXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST. EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K. Schmoock; ASST. EXECUTIVE DIRECTOR & TEA GENERAL COUNSEL; Bryan McCarty; MANAGER OF BUSINESS AFFAIRS: Stephanie Faulkner; INFORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen Riggs; MANAGER OF UNISERV: Ronny Clemmons; MANAGER OF UNISERV & BARGAINING COORDINATOR: Donna Cotner; STAFF ATTORNEYS: Tina Rose Camba, Katherine Curlee, Virginia A. McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters; GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER & COMMUNICATIONS ASSISTANT: Vacancy; MANAGING EDITOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & INFORMATION ASSISTANTS: Susan Ogg, Vacancy; MANAGER FOR INSTRUCTION & PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION & PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton, Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATERELATIONS:DuranWilliams.
UniServ Staff Contact Information can be found on page 12.
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September 2011
Speaking Out for You
Gera Summerford, President
Al Mance, Executive Director
Now is the Time to Stand United
Denial of Liberty Shall Not Stand
The new school year has begun. We see new faces in the classroom. We take the chance to start again with renewed energy and commitment to help every child reach their potential. And we have a new evaluation system that means every teacher will be observed at least four to six times during the year. The purpose of teacher evaluation is to improve teaching and learning. As teachers and administrators begin this work together, we should keep in mind that no individual can achieve that goal alone. After 30 years in the classroom, I know that I still have room for improvement. I know I’ll need support and guidance from instructional leaders in my school and in TEA to help me be the most effective teacher possible. I also know that some of the changes taking place in education will not have the positive impact we all desire. Some decisions have been made without regard for or understanding of what will truly improve our schools. In the name of education reform, the voice of professional educators is ignored far too often. As we work to correct these errors, we must remember that none of us can accomplish this on our own. The most effective way to impact education decisions and work for true school improvement is to join with our fellow educators and speak “TEA is the only with a collective voice. organization in the state TEA is the only that represents teachers organization in our state that represents teachers at the local, state and at the local, state and national levels.” national levels. We have the experience and the expertise to provide our members with valuable resources and accurate information during these critical times. We strive to create partnerships among education professionals within school systems and across Tennessee. And we’ll continue to push for answers to the questions brought forward by our members. When we combine our efforts to provide what’s best for students, real school reform will be the result. As we start our work with kids for a new year, let’s ask ourselves a few questions. Can we work collectively to make this school year a positive experience for teachers and students? When I need advice with the new evaluation system, will TEA be there to help? Is joining forces with my colleagues the best way to create productive change in public education? “Yes, of course,” is the answer to all these questions! To reach the goal of improving teaching and learning requires a partnership between teachers and principals in schools and classrooms, TEA leadership and staff, and state-level policymakers. We are all interested in an evaluation system that works—one that can identify effective teachers and provide support to help all teachers become more effective. Now is the time to stand united. It takes all of us working together to create the best opportunities for Tennessee’s teachers and students.
Excitement and anxiety accompanies the opening days of school. Emotions may be closer to the surface this fall in light of the first half of the 107th General Assembly. We predicted that if the General Assembly repealed the Education Professional Negotiations Act (EPNA), teachers would be subject to the ineffective administrative practices of the past. We were right. One West Tennessee school system notified teachers that it’s withholding the 1.6 percent salary increase appropriated by the General Assembly. Another is passing along the increase but freezing teachers at their 2010-2011 steps on the salary schedule. These are two of many changes already occurring in districts where contracts expired on or before June 30, 2011. Both are violations of law. Among the most damaging changes wrought by the 107th General Assembly are those that seek to eliminate the voice of teachers in politics and education policy making. This hardly sounds like America. The Professional Educators Collaborative Conferencing Act of 2011, which replaced the EPNA, seeks to eliminate payroll deduction for dues for organizations that participate in “political activity.” It defines political activity as: Lobbying; making contributions to any entity which engages in any form of political communication, including communications mentioning the name of a political candidate; engaging in or paying for public opinion polling; engaging in or paying for any form of political communication, including communications which mention the name of a political candidate; engaging in or paying for any type of political advertising in any medium; telephone communication for any political purpose; distributing political literature of any type; or providing any type of in-kind help or support to or for a political candidate. An organization that does not participate in these activities cannot serve a democratic society and its members. How can those charged with the responsibility of preparing future generations for their roles as citizens in a democracy be denied the right to fully participate in that democracy? This ill-conceived denial of liberty must not be allowed to stand. English historian Lord John Acton was right when he said, “Power tends to corrupt and absolute power corrupts absolutely.” We have seen it up close. He also said, “… A nation can never abandon its fate to an authority it cannot control.” The question remains: what are we going to do about it? We have a moral obligation to work together to correct the laws passed as political retaliation to diminish the strength of public schools and teachers. While a child can break a single strand of fiber, a 90,000 ton ship can be towed into harbor and held fast to piers with those same fibers bound together into a rope. Now more than ever, educators must stand together and stand strong for Tennessee’s public schools and the state’s future. We must not abandon our fate and the future of Tennessee’s boys and girls to an authority the citizens cannot control. We must change it. You count.
Know Your PECCA Rights
The Professional Educators Collaborative Conferencing Act (PECCA) provides professional employees with the right to self-organization and to form, join or be assisted by organizations, to participate in collaborative conferencing and to engage in other concerted activities for the purpose of other mutual aid and benefit. TEA will continue to protect and defend the numerous rights that still exist.
Under PECCA, professional employees have the right to: * Self-organization and to form, join or be assisted by organizations * Be free of interference, restraint or coercion in the exercise of guaranteed rights * Be free of reprisals or threats of reprisal for exercising their rights * Be free of domination of interference in their chosen organization
Local Associations have the specific right to:
Breaking bread—TEA held a regional membership summit on June 8 at the Rose Center in Morristown. Members brainstormed ideas to use in the 2011-12 membership campaigns. Several TEA vendors and business partners were on hand to share the services, products and discounts available to members.
We invite you to take a secure online survey about the evaluation experience. Visit www.teateachers.org, by September 30, 2011. We want to hear from you! As school begins and teachers prepare to be evaluated under a new system, TEA wants to gather information about your experience. This first in a series of short surveys on the new evaluation system over the course of this year will allow you to share your thoughts about the orientation and training you’ve received on the new evaluation system at the start of school. As we collect your responses to surveys over the coming year, we’ll have data to guide us in working toward improvements and adjustments to the system. TEA offers support and guidance to help you provide the best possible instruction for your students. Let us know how we can help by responding to the evaluation survey today.
Questions? Call 1-800-342-8367.
* Have access at reasonable times before or after the instructional day to areas in which employees work * Use institutional bulletin boards, mail boxes and communication media * Use school facilities, as permitted by policy for community use, for the purpose of holding meetings * Determine organizational rules for acquiring and retaining members * Enter onto school grounds to contact professional employees at times that will not interfere with normal school operations PECCA, in a statement of policy and purpose, ensures the right of professional employees to participate in collaborative conferencing through representatives of their own choosing. It is important to know that under PECCA local Associations maintain specific rights.
Evaluation Answers Trickle In In a series of webinars conducted by the Tennessee Department of Education in late August, some of the many questions TEA members and other educators have been asking were, at long last, answered. Others still remain to be answered, with TDE officials promising additional guidance within the next couple of weeks. TEAM website launched On Thursday, August 25, TDE launched the new TEAM website, www.team-tn.org. At this site, you can find links to a wealth of resources related to the new evaluation system. Many of these resources will be of value to all districts, whether using the state TEAM model or another approved model for teacher evaluations this year. For those using the TEAM model, links to the educator rubric, alternative rubrics for educators in alternative schools and library media specialists, as well as observation forms and the professionalism rating report can be found at this site. Of interest to all districts, a report and chart on alternative growth measures for non-tested subjects and grades is posted, as
well as information and worksheets relative to choosing and calculating the 15 percent student achievement measure. The website provides principal evaluation information and forms, as well as information about additional training opportunities this fall for observers to be trained in the TEAM model. And that’s not all. Additional forms and questions and answers will be posted here as they are developed. This is clearly a website to bookmark and check often to stay up to date on the latest developments with Tennessee’s evolving teacher evaluation system. Stay tuned Be sure to check your email on Tuesdays for the TEA Tuesday Report. TEA will continue to use this vehicle to keep you updated about new developments and decisions relative to the annual evaluation system. Questions? If you’d like to receive a personal reply to your evaluation questions, send them to AskTEA@tea.nea.org. TEA staff members will answer your questions as quickly as they can be researched. 3 www.teateachers.org
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Opinion/Commentary By Alisha Coleman-Kiner hortly after I learned that President Barack Obama would be speaking at my high school’s commencement this spring, I began receiving a great deal of attention. The question on everyone’s lips: How did you make such massive gains at Booker T. Washington? The question revealed an underlying assertion that the presence of my students near the top of lists on high school completion and academic achievement is an anomaly. Although I was thrilled beyond belief by the opportunity to meet the president,
prepared to be a professional educator does on a regular basis. This issue of dehumanizing the work of human development is not restricted to schools. It is part of the fabric of our politics and economics. Saying that our economic future rests on the success of our schools while ignoring the connection between our schools and the daily lives of people living in poverty is fundamentally dishonest. Focusing on schools with laser-sharp intensity without integrating housing, food, health, and other social-policy matters sets a trap for educators and children alike. The way we approach the education and development of children living in poverty is simply unloving. Love is greatly misunderstood in politics and scholarship. From the appearance of women
challenging the status qua The English language is insufficient in the face of love. The mere mention of the word “love” can elicit eye-rolling because it is used so often in meaningless ways. We have reduced the word to the heart symbol and no longer need to spell it out to communicate our shallow intentions. But love is far more powerful than our language can capture. When I was a girl, my father would send me off to school every day by letting me know he loved me, I was special to him, and he expected me to do great things. I let my Booker T. Washington children know I love them, they are special to me, and I expect them to do great things. I hire professionals who are willing and able to communicate the same messages in word and deed. Before we can put any of
a part of me was disturbed, angered even, by the low expectations for my Booker T. Washington High School babies. After all, children rise to the expectations we set for them; they thrive on the support we give them to meet those expectations. But before we set high expectations for children, we have to love them. Education theory and scholarship focus on typologies of effective leadership. Leadership styles and theories sometimes consider the humaninteraction aspects of the work, but the idea of love, especially in school leadership, is largely absent In academics and politics, we try to capture the idea of love by speaking and writing about “the ethic of care,” “caring adults,” and “emotional intelligence.” It is almost as if we are afraid to say that our work is a purely human endeavor—that our jobs are to develop human beings. Debates about how to reform urban public schools overwhelmed by poverty and surrounded by neighborhood violence focus on everything from the quality of the education professionals in the buildings to the specificity and rigor of course standards and content. We spend a great deal of time in education focusing on inputs and outputs as if we were monitoring a manufacturing process. Yes, I monitor student data. Yes, I try to stay on top of research to provide the best instruction and programming for my students. And yes, I make sure what is happening in my school is aligned with state standards and policies. I am a professional. I hire professionals. What we do is what anyone who is well
as teachers in the 19th century, love has been marginalized as a soft and feminine characteristic. But love is hard and defies gender restrictions. For school leaders, it requires rising above the human instinct of self-preservation and exposing oneself to pain and disappointment. It requires seeing other people’s children as valuable and worthy of love even when their parents and communities may not. It
our knowledge and skills to use, we have to love our students. Children cannot eat love, but our love for them directs us to help them find sustenance. Love cannot shelter them, but our love for them directs us to support them by acknowledging the academic challenges that can result from homelessness and, when we can, helping them to secure shelter. Love cannot stand between children and abuse, but it can help them heal. Success with children who have been cast aside by our society begins with love. Typical reforms may succeed through early adolescence when they depend on technical capacity and behaviorist methods, but by the time children reach adolescence and have fully absorbed the negative messages about their value to the larger society, the only thing that will get through is love. We can try to capture love through lists of characteristics and action steps, but until we delve into the real meaning and value of love in education, we will all be spinning our wheels. How did I make such massive gains at Booker T. Washington? I loved my children. I hired people who would love my children. And then I did my job.
Leading With Love
4 September 2011
“How did I make such massive gains at Booker T. Washington? I loved my children. I hired people who would love my children. And then I did my job.” requires weeding out staff members who lack love for other people’s children, even when they are highly skilled teaching technicians. In the political realm, love requires exposing the bigotry and hate that serve corporate wealth instead of addressing human poverty. It requires acknowledging that poverty is indiscriminate and working toward an equally indiscriminate solution. It requires being steadfast in the face of wily political maneuvering intended to capitalize on fear and poor critical-thinking skills. And it requires us to do so with love for those who would seek to do us harm for
Alisha Coleman-Kiner is the principal of Booker T. Washington High School in Memphis, Tenn., which was chosen as the 2011 Race to the Top High School Commencement Challenge winner, entitling it to a graduation address by President Obama. The White House cited Booker T. Washington’s graduation rate — which rose from 55 percent in 2007 to 81.6 percent in 2010 — in announcing the honor. This commentary first appeared in Education Week.
DeWayne Emert: “I Could Retire, But I Can’t”
TEA staff members (left to right) Shannon Bain, Lorrie Butler, Forestine Cole, Jackie Pope, Theresa Turner, Jeff Garrett and Jim Petrie review district-by-district data from last spring’s statewide administration of the TELL Tennessee survey to identify schools with high ratings as well as those with issues to address. More than 57,000 educators responded to the survey, with 1,605 schools meeting or exceeding 50 percent participation so school-level data could be reported. The results are available at www.telltennessee.org.
called “Trends and Issues.” As a certified By DeWayne Emert evaluator who went through the training, The reason I’m sharing this with you I shared with some future teachers who is because I want to encourage you to are about to go into the profession do your best not only for your students, about the evaluation rubric. Our goal in which teachers do every day, but also for Anderson Co. is to alleviate the fear of the the teaching profession. new evaluation and to educate teachers I was one of those teachers who about the evaluation process. was always a member of TEA, loved the I’m a 33-year veteran of Clinton High publications, participated in the inSchool in Anderson County, where I service, but was never truly active in teach English. I have been a dedicated the profession. I never thought of ACEA classroom teacher all those years, and I and TEA as a “union,” I thought of it as a still think it’s a tough job which has given professional organization. me more than I can possibly tell you. I trusted the politicians and I voted Our principal said to our for them. For a long time seniors, “Find a job that you I thought things moved in love passionately and you’ll a pretty good direction. never work a day in your But during the last couple life.” I disagree. If you are of years, things began passionate about something, to change. When First you will work harder. I’m to the Top appeared on working harder now than I’ve the horizon, Tennessee’s ever worked. teachers were very My classroom and my professional. We did exactly students have been my life. what we were asked to do, They still are. But I also felt helping bring the $500 DeWayne Emert a strong need to give back to million grant to Tennessee. my profession. Every teacher We supported the Governor, should do that. TEA did everything we could A professor said to me to make it a successful 33 years ago, “DeWayne, transition. And then came the dedicated teacher this legislative session. It can be the profession’s was just like being hit in worst enemy.” I didn’t the stomach, blindsided. really understand what That’s when I realized that he meant until the last few I should have been giving years. The dedicated teachers this profession more than I suffered the worst under these have. Now I’m trying to make up laws. They’ve been hurt. It’s hard to not for it. Today, I could retire, but I can’t. There take these laws personally. We’ve become too data-driven. We have more statistics are too many outside influences and and data than ever, but we also have more pressures, including the newly mandated chaos. regulations, laws impacting teaching and If public education is in crisis today, learning. it is not because of “generalized” failure. There are too many “unintended In some respects it’s the nation’s most consequences” happening in education, successful democratic institution, which which make me a victim and a warrior. has done more to reduce inequality and Teaching is the hardest job in the to offer hope and opportunity than this world, ranking second in importance country’s financial, economic, political to parenting. President Obama calls and media institutions. teachers “nation builders,” but too As educators, let’s spread this message many politicians are trying to destroy to parents, students and politicians. public education and I don’t want that to happen. DeWayne Emert teaches English at I have been collaborating with Dr. Clinton High School and is a member of Denise Wilburn, director of federal Anderson Co. EA. projects at Anderson County Schools, at the University of Tennessee class Share your story: asmirnov@tea.nea.org
5 www.teateachers.org
General Assembly Loses Popularity Over Anti-Teacher Bills More Tennesseans side with teachers, disapprove of legislature
thirds of those responding said they oppose The 107th Tennessee General Assembly, the cutting back of collective bargaining. marked by the session-long debate over teachers’ rights and other controversial A third of the respondents support the change. issues, slipped in its approval rating in the four months it was in session, according to the The poll found Tennessee residents place education second in importance to Vanderbilt University poll released in June. the economy. The respondents’ opposition “The legislature passed some bills that lacked majority support and that appears to to the change in collective bargaining rights showed that most people didn’t like have eaten away at their approval ratings,” said John G. Geer, professor of political “to see rights taken away,” Geer told The Tennessean. Listening to some constituents science and poll co-director along with Joshua D. Clinton, associate professor of in their districts, the legislators didn’t have a feel for the statewide opinion, he said. political science. From January to June, the Tennessee’s teachers are shocked by the legislative session in May legislature’s approval rating dropped 20 as House majority churns out anti-teacher bills. Teacher tenure percentage points. During its most recent session, the Legislation approved by the General Assembly that did not fare well legislature increased the time from three to five years before public school among the public were bills ending teachers’ collective bargaining, raising teachers can receive tenure. Only about a third of those polled believe the the number of years before teachers can receive tenure, blocking the sale of move will improve the quality of education in the state, while more than half wine in grocery stores, and capping the amount juries can award plaintiffs in believe it will weaken the quality of education or have no effect. medical and other malpractice cases. Conducted between June 1 and June 7, the survey employed a The Center for the Study of Democratic Institutions sponsored the second representative statewide sample via telephones. The second Vanderbilt poll Vanderbilt Poll with The Tennessean as a media partner. The poll is part of an posed many of the same questions as those in the inaugural poll, which was ongoing commitment by the center to field at least two polls a year about administered at the start of the legislative session in January. New to the issues of concern to Tennesseans. poll were questions about guns on campus, obesity, climate change, public The poll addressed the 2012 presidential election, the state of the transportation, the death penalty, abortion, as well as changes to Medicare economy, public education, attitudes about immigrants, the popularity of and Social Security. Congress, the state legislature and a number of elected officials. The Center for the Study of Democratic Institutions, housed within Collective bargaining for teachers The legislation passed by the 107th General Assembly weakens collective bargaining through which teachers negotiate employment conditions. Two-
Vanderbilt’s College of Arts and Science under the leadership of Dean Carolyn Dever, supports the Vanderbilt poll and research on questions central to the survival and flourishing of democratic institutions.
TEA Members, President Featured in Back-to-School Video TEA members and President Gera Summerford (pictured left), a veteran math teacher from Sevier County, welcome students to the classroom in TEA’s 2011 back-to-school campaign coming to the television screen near you. “The Tennessee Education Association is the voice of education in Tennessee,” Summerford says in the video message. “We work hard to help all students reach their full potential. We invite parents to join us as partners in their children’s education, and we hold policymakers accountable for decisions that affect students, educators and schools. Today we eagerly welcome our students back to
6 September 2011
the classroom for another successful school year. The Tennessee Education Association—we are Tennessee’s teachers.”
Opinion/Commentary
Charter Schools Tackle the Suburbs
By Jerry Winters Charter schools have been part of the education landscape since 1991, when Minnesota became the first state to authorize them. The Tennessee General Assembly passed a charter school law in 2002 that appropriately focused attention on “low-performing” students or students in “lowperforming” schools. The theory behind charter schools involved exchanging deregulation and independence for improved outcomes in student achievement. Importantly, while they receive public funding, the local school board is not directly in control, since these schools are run by a non-elected board that develops the transportation and other support services. budget, employs staff, and adopts the curriculum. Maybe more importantly, which students will Charter schools nationwide and in Tennessee now be chosen to attend the schools? Charters have the have a sufficient record to evaluate their effectiveness opportunity to cherry-pick the highest-achieving — and that record is truly a mixed bag. One of the most students while leaving behind the less fortunate. Now comprehensive studies of charter-school effectiveness was conducted in 2009 by Stanford University’s Center for that Tennessee has moved away from requiring charters to focus on the students who need special attention, we are Research on Education Outcomes. at risk of seeing the charter-school law used to establish That study of several thousand charter schools found that only 17 percent of charter schools reported academic “boutique” schools — in essence, publicly funded private schools in affluent gains that were significantly communities. better than traditional public The state has a schools, while 37 percent “As with some other education compelling interest to showed gains that were worse “reforms”, the legislative provide all students an than traditional schools. Seeing majority ignored the research equal opportunity to learn, that charter schools were no and forged ahead with decisions not a select few. If charter academic “magic bullet,” and in schools are the key to more some cases experiencing serious that were politically motivated parental involvement, smaller problems with mismanagement but not educationally sound.” classes and individualized and financial accountability, instruction, why not seek some states, including this for all schools? If Minnesota, began to rein in the relieving charters from rules and regulations improves growth of charters. performance, why not give this flexibility to all schools? Amazingly, the Tennessee General Assembly, while If we move away from the original concept that charter seemingly obsessed with “data-driven” decisions to schools should be narrowly focused “laboratory” schools, promote education “reform,” did exactly the opposite. The legislature passed a law earlier this year that basically we do so at great risk to equity, funding, accountability writes a “blank check” to charters by allowing all students and local control. The Tennessee legislature seems to have an irrational to attend and removing the caps on the number of schools enthusiasm for charters. As with some other education that can be created. “reforms,” the legislative majority ignored the research Recent articles in The Tennessean have focused on efforts to use this new law to expand charter schools from and forged ahead with decisions that were politically their traditional urban setting to more affluent suburban motivated but not educationally sound. Expanding charters into suburbia may prove to be a costly neighborhoods. This should cause serious concerns on a educational mistake — a mistake brought on by passing number of fronts. laws that place the future of the politicians above the First, charter schools have a significant impact on future of ALL our children. the budgets of school districts. The funding follows the student, and they leave behind the expenses of running Jerry Winters is the manager of government relations at a school —costs associated with teachers, utilities, TEA. This commentary first appeared in The Tennessean.
www.nea.org/tools/Works4Me.html
Works4Me Laminating the Seating Chart
I laminate my seating charts and use them in a variety of ways. With my laminated charts, I can check daily attendance, record homework, monitor participation and document student behavior. I also use my seating chart as I distribute textbooks. I write the textbook number next to the student’s name on my chart. I put a sticker next to each child’s name, and as I do a check for covered books, I put the sticker on their book cover. This also lets me test myself on their names. I am amazed that I really do know all their names after only two days! Never underestimate the power of a sticker. My high school students go crazy over them! Nicole Honour is a world geography and AP government teacher at Keystone Heights Junior/Senior High School in Keystone Heights, Fla.
Learning Names
I photocopy my seating charts onto transparencies and put colored paper behind them, using a different colored paper for each class. The charts are magnetized and I leave them up on the blackboard all year for the students to see. I write the students’ names on Post-it notes and place them on the charts so that I can easily change them if their assigned seats don’t work out. I make a copy of the seating chart and staple it to a matching colored folder so that the names of the students are facing me. I use this to take roll and call each student by name from the very first day. This system allows me to learn up to 150 names in a week! Donna Bailey is a health education teacher in Chester-Upland School District, Penn. 7 www.teateachers.org
Tennessee’s Teachers Make Their Voice Heard During National Assembly in Chicago Delegates vote in support of workers’ rights, cause
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TEA Executive Director Al Mance and Tennessee delegates support Wisconsin legislators who stood up for their teachers in the spring. Sevier Co. EA delegation, left to right: Melena Brackins, Michele Bowman, Carrie Clabo and Melinda Derrick.
ore than 200 Tennessee teachers and education support professionals attended the National Education Association’s Annual Representative Assembly (NEA RA), which was held in Chicago, Ill., in late June and early July. In its 90th year, this year’s assembly brought together some 9,000 educators from across the nation. The delegates took action on a number of policy items aimed at helping teachers fight against the unreasonable attacks on public education. One of the highlights was this year’s guest speaker, Vice President Joe Biden, who said that NEA members’ fight for their rights as workers is “about our children.” “Your fight is about giving them the best chance,” said Biden. “Because of you the American dream will grow faster and further than ever before.” Biden’s words resonated with the delegates, who gave him a standing ovation when he said, “We should be listening to you, not lecturing to you! We should be embracing you, not pushing you aside! You are not the problem!” Delegates also cheered for Wisconsin Senator Mark Miller and the 14 Wisconsin legislators, dubbed “Wisconsin 14,” who won the Friend of Education Award for defending teachers’ rights and boycotting the hostile legislative session when they
TEA President Gera Summerford applauds with Ten teachers at the end of the RA as confetti rains on d
LoMay Richmond (left) of Shelby Co. EA with mothe and TEA vice president Barbara Gray; TEA President Summerford with daughter Caryce Gilmore, STEA p
Metro Nashville EA President Stephen Henry sings NEA choir before the national assembly. Williamso EA member Kawanda Braxton also sang in the cho
Tennessee delegation deliberates during morning caucus meeting.
Knox Co. EA delegation. 8 September 2011
For more NEA RA photos, visit www.flickr.com/teateachers
nnessee’s delegates.
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chose to leave the state rather than vote for the bill that stripped workers of their collective bargaining rights. NEA delegates gave the visiting Wisconsin legislators an emotional welcome. They held “Thank You, 14” signs, wore T-shirts bearing their nickname and chanted, “We are one!” In addition to an early endorsement of President Barack Obama for the 2012 elections, delegates voted for the first time to adopt a policy on teacher evaluation and accountability. NEA President Dennis Van Roekel said he believes the new statement signals a commitment to a new, more prestigious teaching profession and reflects the first broad endorsement by NEA of the need for evaluation and accountability reform. “As more states and districts seek to improve teacher evaluation, the risk is that reform is done to teachers rather than with them,” said Van Roekel. “This policy statement was written by and for teachers while heeding others’ expertise as well. It outlines a system to help teachers improve instruction and meet students’ needs. It offers sweeping changes to build a true profession of teaching that is focused on high expectations.” The policy statement is based on a recommendation of a workgroup of NEA leaders convened in the spring by Van Roekel and led by NEA Secretary-Treasurer Becky Pringle. It outlines guidelines for an evaluation and accountability system that focus on enhancing the practice of teachers, instead of identifying teachers for dismissal. Among the many resolutions weighed during this year’s assembly, the delegates supported a marriage proposal. California teacher Jose Alcala proposed to Ashley Bettas, also of California. After meeting at the 2009 RA in San Diego, Alcala realized there was no better place to profess his love than at its source—the Representative Assembly. As Alcala awaited the response on his knee, NEA President Van Roekel asked the crowd, “All those in favor of the proposal please say ‘aye!’” “Aye!” the delegation roared in response.
TEA Calendar of Events
September 2011 September 5 September 9-11 September 17 September 23-24 September 23-24 Sept/Oct
Labor Day TEA Board Retreat TUEAC, TEA Building STEA Leadership Conference, Nashville NEA Board of Directors, Washington, DC UniServ Advisory Meetings (as scheduled by UniServ Staff)
October 2011 October 1 October 1 October 14-15 October 21-23 October, TBD October 28-30
Deadline for sending UEP Membership Dues Payment Agreement TEA Committee-Commission Weekend, TEA Building TEA Board of Directors, TEA Building NEA Southeast Regional Minority Leadership Conference, TBD East Tennessee Education Association, Knoxville TEA Bargaining Conference, Murfreesboro
November 2011 November 5 November 13-19 November 16 November 24
New Teacher Conference, TEA Building American Education Week ESP Day Thanksgiving
9 www.teateachers.org
How Do Teacher Salaries Measure Up?
P
By Sue Ogg & Melissa Brown eople find satisfaction in their work for many reasons. Salary is one way of indicating to people that they are valued and are doing a good job. A look at salary trends over time indicates which careers are valued based on salaries earned and which are jobs that you have to love just for the job. Teaching has typically been one of those jobs you do because you love it. That tradition continues today. Looking at 10 occupations tracked by the Bureau of Labor Statistics, all requiring a four-year college degree, teaching falls consistently at the bottom of the pay scale. In 2004 teachers were earning $33,100. By 2010 that figure had only increased by $5,840 to $38,940. During that same period, the salaries of occupational therapists increased by $16,630 and registered nurses by $13,510. Only market research analysts had a lower salary increase than teachers, at $3,860. The accompanying graph illustrates what’s happened to average annual incomes over a seven-year period for each occupation. The dark blue teacher line on the graph remains significantly below the average salary compared to all the other careers. A certified teacher is required to have a four-year college degree and to take continuing education courses in order to keep one’s license current. While most of the other occupations require a college degree, practitioners in those fields are often not required to take continuing coursework, although some may do so to keep current. Teachers are professionals who demonstrate their professionalism daily in their interaction with students, parents and communities. Nonetheless, teacher salaries are clearly not comparable to those of other professionals. In fact, they are falling further behind each year. At the same time, teachers’ jobs are getting tougher with increased standards, annual evaluations and loss of job security. Sue Ogg is research coordinator at TEA; Melissa Brown is manager of research.
Historical Comparison of Average Teacher Salary to Other Occupations $120,000
Actuary Computer Systems Analyst
$100,000
Occupational Therapist Computer Programmer
$80,000
Registered Nurse $60,000
Accountant Market Research Analyst
$40,000
Insurance Sales Agent Graphic Designer
$20,000
Teacher $0 2004
2005
2006
2007
2008
2009
2010
Bottom of the barrel — According to the bureau of Labor Statistics, teaching falls consistently at the bottom of the pay scale among the 10 occupations requiring a four-year college degree. 10
September 2011
TEA members know how to stretch their dollars — Jefferson Co. EA member Becky Lindsey of Rush Strong Elementary takes advantage of the JCEA change purses event in August during county-wide in-service.
Five School Systems Institute Alternative Pay Schemes Five school systems in Tennessee have developed alternative salary schedules for implementation beginning in the 2011-12 school year: Johnson County, Knox County, Lexington City, Putnam County and Trousdale County. All five plans have been approved by the Commissioner of Education and the State Board of Education as required by the Tennessee First to the Top Act. Only teachers and principals rated as Only teachers and prineffective or highly cipals rated as effective effective under the or highly effective will evaluation system receive salary increases and/ qualify for pay raises. or bonuses under the plans. New teachers and principals are required to participate in the alternative salary structure, while existing staff may choose to opt into the new salary structure or not. The alternative salary structures are made possible initially by federal grants supporting strategic compensation. While districts are required to plan for sustainability for alternative salary plans once the federal monies are gone, only one district, Lexington, has taken significant steps to achieve that goal to date. TEA’s Research staff members are assigned the responsibility of monitoring all teacher compensation in Tennessee school districts, including alternative salary schedules.
Opinion/Commentary
Merit Pay Is Not Merited
By Walt Gardner It’s tempting for teachers to gloat when evidence does not support claims made by outsiders regarding school policies. But doing so would only exacerbate the resentment that too many taxpayers already feel about the profession. Take the debate over merit pay for teachers. Throughout the history of merit pay, it’s Despite what reformers maintain, teachers have interesting to note the reluctance of advocates long argued that it will do little, if anything, to of such plans to comment once the evidence is improve student achievement. The latest evidence finally available. In Education Myths (Rowman & that teachers were right all along came from a Littlefield Publishers, 2005), Jay P. Greene calls National Bureau of Economic Research working the belief that “education is somehow protected paper. It concluded that student achievement from incentives that shape human behavior in actually declined in schools participating in New every other area” a “meta-myth.” He goes on to York City’s $75-million teacher incentive plan that claim: “Any honest person would have to admit was announced in 2007. that at least sometimes — at some point, in some The program, which was initially funded by situations — the absence of financial incentives private foundations and then by taxpayer dollars, would make a difference.” also had a “negligible” Greene is not alone. effect on student Corporate CEOs agree attendance, graduation “Throughout the history with him because rates and behavioral that’s how business of merit pay, it’s interesting problems. Moreover, works. But the evidence merit pay did not to note the reluctance of flatly contradicts influence whether advocates of such plans to their assertions about teachers stayed at their comment once the evidence is teachers. Nevertheless, I schools or whether they finally available.” seriously doubt that they reported greater overall will pay more attention job satisfaction. to what classroom The study looked practioners say. at 200 high-needs schools and 20,000 teachers Outsiders have the luxury to pontificate without between the 2007-08 and 2009-10 school years. having to examine the consequences. The sample is considered large enough to allow valid inferences to be drawn about merit pay. Realizing that the experiment did not produce the expected outcomes, the Bloomberg administration quietly retired it last year. Then there was Texas. What began as a pilot program known as the Texas Educator Excellence Grant in the 2005-06 school year was subsequently expanded to a statewide program a year later by the Legislature, which earmarked $100 million for teacher bonuses tied primarily to standardized test scores at 1,150 schools. An evaluation of TEEG by the National Center on Performance Incentives at Vanderbilt University, however, found that evidence of TEEG’s positive effect on student achievement was “inconclusive.” In May 2009, the plan was terminated.
Further Doubt About Bonus Pay for Teachers
By Walt Gardner So many of the proposals put forth by reformers come from billionaires who have never taught a day in public schools. But because they have deep pockets, their ideas are given credence far beyond their value. Take the example of bonus pay for teachers, one of their favorite strategies. The RAND Corporation
compared the performance of about 200 New York City schools that participated in a $56 million, three-year bonus program with that of a control group of schools (“NYC teacher bonus program abandoned,” The Wall Street Journal, Jul. 18). It found no positive effect on either student performance or teachers’ attitudes about their jobs. I’ve written before about this subject, arguing that what affects the behavior of employees in other fields does not necessarily affect the behavior of teachers. Of course teachers want higher salaries, but they place greater importance on the satisfaction they derive from seeing their students learn. Jay P. Greene disagrees. In Education Myths (Rowman & Littlefield, 2005), he calls this belief a “meta-myth.” As he put it, “It is the belief that education is different from other policy areas in that the types of incentives that normally shape human behavior do not shape educational behavior.” Greene represents those who rely on ideology rather than on empirical evidence. They’re entitled to their opinions, of course, but not to their facts. Bonus pay continues to have great appeal largely because taxpayers assume that billionaires must know what they’re talking about. If I had not taught for 28 years, I would probably also buy into the message they deliver. When hundreds of private philanthropies together spend almost $4 billion annually to reform K-12 schools, they’re able to produce a convincing campaign. But repeating something often enough does not make it true. Certainly that’s the case with bonus pay. The Big Three are the Gates Foundation, the Broad Foundation and the Walton Family Foundation. As Joanne Barkan wrote in Dissent (“Got Dough? How Billionaires Rule Our School”), they “sustain a crusade for a set of mostly illconceived reforms; and determine pubic policy at the local, state and national levels.” Their outsized influence is not limited to bonus pay alone. In an upcoming column, I’ll show how their faith in unfettered competition among teachers and schools, coupled with dire consequences for losers , is also flawed. Walt Gardner taught for 28 years in the Los Angeles Unified School District and was a lecturer in the UCLA Graduate School of Education. He is the author of the well-known blog, Walt Gardner’s Reality Check. As first published on EdWeek. org, March 14 and July 20, 2011. Reprinted with permission from the author. 11 www.teateachers.org
Ready for Tennessee Space Week?
Grant application deadline: September 23 If you are interested in the Tennessee Space Week (TSW) 2011-12 learning grants, don’t forget the application deadline is September 23. TEA will award TSW learning grants to teachers for instructional projects and materials in grades K-12. This is a great opportunity to demonstrate your local Association’s commitment to academic excellence through local publicity for the program and sponsorship of supporting activities. Our Tennessee Space Week celebration will be held January 22-28, 2012. What on earth is Tennessee Space Week? TSW is a statewide project designed to increase student interest and performance in science and mathematics through a focus on aerospace programs and accomplishments. Activities are cosponsored by TEA, the Tennessee Space Grant Consortium and the National Aeronautics and Space Administration (NASA). Originated in 1986 by TEA, the TSW project includes many learning opportunities for both students and teachers. TEA generally offers workshops that deal directly with teaching math and science at the annual TEA Spring Symposium in March. Information concerning other available training opportunities is disseminated to members through TEA publications and the Scholarship, Grants & Awards section at www.teateachers.org. Every teacher who applies for a grant automatically receives notification of training opportunities sponsored by the Tennessee Space Grant Consortium and NASA. TEA awards TSW Learning Grants to members each year, prior to Tennessee Space Week. Since 1999, TEA has awarded over $170,286 to association members and various school systems across the state. These grants fund special TSW materials and activities. Grant awards vary in amount to a maximum of $1,000. Applications are available annually on the TEA website, www.teateachers.org, with a deadline in late September. Awards are mailed directly to winners in late November or early December. The goal of TSW activities is to increase student interest and performance in math and science. Keeping this goal in mind, TEA strongly encourages interdisciplinary project development as well as traditional proposals within math and science departments across the state. When does TSW take place? Following the Challenger tragedy on January 28, 1986, TEA acted to honor the life and teaching of fellow NEA member, Christa McAuliffe, who was aboard the Challenger as America’s first teacher
in space. In her honor, Tennessee Space Week is held each January, the last school week preceding, or the school week including, January 28. If you would like to be the TSW contact for your local Association, e-mail A.L. Hayes at (alhayes@tea.nea.org). Provide your name, address, e-mail address (home preferred), and name of your local Association. 1. Application must be typed and submitted as directed on the application form. 2. Individual K-12 teacher members, groups of members or local associations are eligible to apply. Applications for collaborative projects should be made in a single application. Only current members holding professional certification are eligible. Special consideration is given to those proposals from first-time applicants or proposals that include matching funds from other school and/or community sources. 3. Grant amounts up to $1,000 will be awarded to purchase aerospace teaching and learning materials to be used in instructional projects for classrooms, departments or schools. Reusable materials are preferred, but not required. TEA encourages incorporation of matching funds from other sources wherever possible. Learning grant funding can change annually, and matching funds increase the impact of your proposal. 4. Field trips, salary supplements and professional development courses are not eligible for funding; however, they can be part of a total project. 5. Applications are due at TEA by 5 p.m. (CDT), Friday, September 23, 2011. A joint committee of TEA and the Tennessee Space Consortium will select and notify winners. Grant winners will receive checks in November and are responsible for making all purchases for their projects. 6. Grant report forms and any unspent funds must be returned to TEA by Friday, May 4, 2012, as part of the final report for each grant project. Tennessee Space Week – January 22-28, 2012. Please mail the completed application to: Tennessee Space Week Learning Grant Attn: A.L. Hayes Tennessee Education Association 801 Second Avenue North Nashville, TN 37201-1099
Need information, services? Mitchell Johnson Assistant Executive Director for Affiliate Services Ronny Clemmons & Donna Cotner Managers of UniServ
Tennessee Education Association, 801 Second Avenue North, Nashville, TN 37201-1099 (615) 242-8392, (800) 342-8367, FAX (615) 259-4581
UniServ Coordinators
District 1 — Harry Farthing, P.O. Box 298, Elizabethton, TN 37644; phone: (423)262-8035, fax: (423)2628053; Assns: Carter, Hancock, Hawkins, Rogersville, Johnson, Sullivan, Bristol, Kingsport, Northeast State C.C. District 2 — Jennifer Gaby, P.O. Box 70, Afton, TN 37616; (423)234-0700, fax: (423)234-0708; Assns: Cocke, Newport, Elizabethton, Greene, Greeneville, Unicoi, Washington, Johnson City, ETSU. District 3 — Tina Parlier, P.O. Box 74, Corryton, TN 37721; (865)688-1175, fax: (865)688-5188; Assns: Claiborne, Grainger, Hamblen, Jefferson, Sevier, Union, Walter State C.C. District 4 — Jim Petrie, Knox County Education Association, 2411 Magnolia Ave., Knoxville, TN 37917-8289; (865)522-9793, fax: (865)522-9866; Assns: Knox, UT-Knoxville, Pellisippi State C.C., TSD. District 5— Vacancy, Assns: Anderson, Clinton, Oak Ridge, Campbell, Cumberland, Fentress, Morgan, Scott, Oneida, TSD, York Institute District 6 — Reba Luttrell, 503 Cardinal St., Maryville, TN 37803; phone/ fax: (865)983-8640; Assns: Blount, Alcoa, Maryville, Monroe, Sweetwater, Loudon, Lenoir City, Roane, Roane State C.C. District 7 — Jim Jordan, P.O. Box 4878, Cleveland, TN 37320; phone/fax: (423)472-3315; Assns: Bledsoe, Bradley, Cleveland, McMinn, Athens, Etowah, Meigs, Polk, Rhea-Dayton, Cleveland State C.C. District 8 — Theresa Turner, 4655 Shallowford Rd., Chattanooga, TN 37411; (423)485-9535, fax: (423)485-9512; Assns: Hamilton County, Chattanooga State C.C., UT-Chattanooga, Department of Higher Ed. District 9 — Jeff Garrett, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 228, or (800)342-8367; Assns: Coffee, Manchester, Tullahoma, Franklin, Grundy, Marion, Sequatchie, Van Buren, White, Warren. District 10 — Shannon Bain, 1001 Rhett Place, Lebanon, TN 37087; phone: (615)547-7769, fax: (615)547-7879; Assns: Clay, DeKalb, Jackson, Macon, Overton, Pickett, Putnam, Smith, Trousdale, TTU. District 11 — Arthur Patterson, 101 Copperas Court, Murfreesboro, TN 37128; phone: (615)907-9912, fax: (615) 907-5490; Assns: Cannon, Sumner, Wilson, Lebanon S.S.D., Volunteer State C.C. District 12 — Susan Young, P.O. Box 422, Madison, TN 37116-0422; phone/ fax: (615)865-9700; Assns: Cheatham, Rutherford, Murfreesboro, MTSU, TSB, TN Department of Education District 13 — Forestine Cole, Ralph Smith, Metro Nashville, 531 Fairground Court, Nashville, TN 37211; (615)726-1499, fax: (615)726-2501; Assns: Metro Nashville, Nashville State C.C., TSU, Department of Higher Education District 14 — Rhonda Thompson, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 321, or (800)342-8367; Assns: Clarksville-Montgomery, Robertson, APSU District 15 — Miley Durham, P.O. Box 10, Lawrenceburg, TN 38464; phone/fax: (931)766-7874; Assns: Bedford, Giles, Lawrence, Lincoln, Fayetteville, Marshall, Moore, Motlow State C.C. District 16 — Jackie Pope, 2326 Valley Grove Dr., Murfreesboro, TN 37128; (615) 898-1060, fax: (615) 898-1099; Assns: Lewis, Maury, Williamson, Franklin S.S.D. District 17 — Cheryl Richardson Bradley, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 233, or (800)342-8367; Assns: Decatur, Dickson, Hardin, Hickman, Houston, Humphreys, Perry, Wayne District 18 — Maria Uffelman, P.O. Box 99, Cumberland City, TN 37050; phone/fax: (931)8273333; Assns: Benton, Carroll (West Carroll) Central, Clarksburg, Huntingdon, McKenzie, Gibson, Bradford, Humboldt, Milan, Trenton, Henry, Paris, Stewart, Weakley, UT-Martin, FTA District 19— Lorrie Butler, P.O. Box 387, Henderson, TN 38340; (731)9894860, fax: (731)989-9254; Assns: Chester, Hardeman, Henderson, Lexington, Jackson-Madison, McNairy, Jackson State C.C. District 20 — Karla Carpenter, P.O. Box 177, Brunswick, TN 38014; (901)590-2543, fax: (901)382-1433; Assns: Crockett, Dyer, Dyersburg, Haywood, Lake, Lauderdale, Obion, Union City, Tipton, Dyersburg State C.C. District 21 — Zandra Foster, 3897 Homewood Cove, Memphis, TN 38128; phone/fax: (901)377-9472; Assns: Fayette, Shelby, Southwest Tenn. C.C., University of Memphis. District 22/MEA — Ken Foster, Executive Director; MEA UniServ Directors: Marilyn Baker, Susanne Jackson, Terri Jones, Tom Marchand, Herman Sawyer, MEA, 126 South Flicker Street, Memphis, TN 38104; (901)454-0966, fax: (901)454-9979; Assn: Memphis.
www.teateachers.org www.nea.org 12
September 2011