A Message from the President

Your Vote, Your Voice

You've heard it a hundred times: You need to vote. Voting is your civic responsibility and hard-won right.

But if civic duty isn't enough to get you to the polls, here are three good reasons to carefully scrutinize the candidates in your district, to help out with campaigns, and to pull the lever yourself on November 5.

• In two years, we've gone from large federal and state budget surpluses to growing deficits. Forty-four states are cutting budgets this year, and the Bush Administration is overhauling federal programs without adequate funding. We need legislators willing to make the critical investment needed in public education.
• We're facing a crisis in health insurance and drug costs. Health care is increasingly expensive--insurance costs to employees and retirees are shooting up, while pharmaceutical companies are recording bigger profits than ever. At press time, Congress had failed once again to pass a prescription drug benefit linked to Medicare. We need to break this sorry impasse and elect those who will protect the needs of working families and retirees, not HMOs and drug companies.
• Our defined-benefit pension plans, though safer than the privately managed accounts held by many of our country's workers, are hardly immune to the downturn on Wall Street. According to a recent study of pension plans for teachers and other state and municipal employees, more than one-half of all public pension plans were underfunded. Not a good sign as more workers reach retirement age and local and state budgets already are at their breaking point.

We need creative leadership to address these issues and bring about constructive solutions. Getting involved and voting are the first steps toward holding politicians accountable on these critical issues. Now, more than ever, don't miss this opportunity to make your voice heard by voting for candidates who support children, public education, and seniors in this country.

--NEA-Retired President Jim Sproul

People

Prescription for Penmanship

Kathleen Adams of Nebraska makes sure that doctors with poor penmanship dot every i and cross every t. Because when doctors scribble, Isordil can become Plendil, and that's a prescription for trouble.

After 29 years as an elementary teacher and reading specialist for the Omaha public schools, Adams jumped at the opportunity to help doctors prevent prescription errors when invited to work with them by her former school superintendent, who is also the chairman of the board at the Children's Hospital.

"If a physician's writing is illegible, people can die," says Dr. Stephen Lazoritz, one of Adams' pupils. Twenty percent of medication errors are due to handwriting that is misread, he says, admitting that his own handwriting was very poor before working with Adams.

Rushing and jumbling print and cursive writing are common errors of Adams' students. She usually advises them to print because it's clearer.

Her lessons start with an analysis of the doctor's writing sample provided by the nurses from earlier in the week. Then, she circles areas that need improvement and watches the doctor write. She'll point out that the letter j needs to hang below the line and emphasizes the need to "make tall letters tall and small letters small." In one extreme case, Adams could read only a few of 100 words a doctor wrote. After practicing Adams' methods, he improved so much she could read 96 words out of 100.

Adams is proud to use her teaching skills to help save lives. "There's no lesson plan to follow. I've done on the spot diagnosis from working with children needing remediation, so it comes naturally."

--Lorinda Bullock

Ambassador by Mail

Has Flat Stanley made it to your neck of the woods? If Virginia member Katherine Hairston has her way, he sure might.

For those out of the loop, Flat Stanley gets his name from the children's book by Jeff Brown. When Stanley is squashed flat by a bulletin board, he takes advantage of the mishap by traveling in an envelope to visit his friends.

Students in hundreds of schools around the world have taken hold of the idea by creating their own Flat Stanleys and sending them, along with journals, to others. When you receive a Flat Stanley, you're asked to show him around and chronicle his experiences in the journal. You then return Stanley and the journal, so students can see where he's been and what he's done.

"I was substituting at a local school and found that they were sending Flat Stanleys to other people," says Hairston. "So I decided to give them the names of some retired people I knew of to expand the areas where they had made contact." She had students send Flat Stanleys to NEA-Retired members in Nevada, Delaware, and New Mexico, and they, in turn, made sure to include Flat Stanley in their travel plans.

The result? Students got a good geography lesson--as well as a few laughs. "Some of the retired members embellished the journals and made them very humorous," says Hairston. This past fall, Hairston took Flat Stanley on a tour of Mount Rushmore, the Grand Canyon, and other monuments and parks. She phoned from the road to tell This Active Life that she's run into another Flat Stanley fan--from Australia!

An Education Legacy

If you grew up in the Díaz de León family, you learned very early the value of education.

Did the lessons stick? Well, four children of Ignacio and Beatrice Reyes de León graduated from college, served for years as teachers in the public schools--and are now members of NEA-Retired in Texas. Combined, the Díaz de León children--from left in photo, Beatrice Sierra, Efrén Díaz de León, Mary Ellen Regalado, and Esperanza Saenz--taught a total of 142 years. Between them, they taught every grade, in subjects like physical education, science, English, and art. Efrén also was a counselor and principal.

"I think this story belongs to our parents," says Esperanza Saenz. Growing up, "it was understood that we'd all go to college." Though the family did without, "we weren't allowed to have jobs during the school year," so that they could focus on schoolwork.

"They deprived themselves so we could be educated, pointed us in the right direction, and gave us a great, big push," adds Efrén Díaz de León. Beatrice Sierra remembers: "My mother only went to school through the fourth grade, but she read the newspaper from cover to cover."

"When my father died he didn't really leave us anything but education," says Sierra, "that's the best inheritance we've got."

--Lorinda Bullock

News Briefs

Recruiting 200,000 Members--One at a Time

George Moore, one of the newest of NEA-Retired's 200,000 members, didn't wait long to make his mark. The Chester, South Carolina, retiree proved so energetic upon joining that he was tapped to become member-ship chair for his local retired organization.

Moore's is one of the success stories generated by a membership drive spearheaded by Janet Agnew, current president of South Carolina Education Association-Retired, and Catherine Dedmon, co-chair of the SCEA-Retired membership committee. The two secured a $600 grant from the SCEA to work on member recruiting in two local Associations that had become inactive. Then they rolled up their sleeves and hit the phones.

"With the grant, we bought a phone card and began calling," says Dedmon. Using rolls of teachers who had been active locally, they hit many dead ends, but when they found a teacher who showed enthusiasm and interest, they convinced him or her to serve as a contact person for a local meeting.

At the local meetings, Agnew and Dedmon discussed the important benefits of membership and highlighted how members could develop their Association. "We promoted that membership gives you a way to keep up with the issues that face education today, to renew old friendships and make new ones, and to still be involved with projects for improving the schools and helping school children," says Agnew. They also stressed member publications and NEA Member Benefits.

Moore was one of those who received an invitation from Agnew and Dedmon. The invitation actually was addressed to his elderly mother, a retired teacher, but Moore, who was caring for her, went in her place.

By the end of the meeting, he was so charged up about the retired program that he paid his dues and joined on the spot. Now he's calling on recent retirees in his area to share his enthusiasm for the program--including his brother and sister-in-law, who have been a hard sell. With Moore's enthusiasm, though, it's a good bet they'll come around.

Member Profiles

Pre-Retired
Michael Marks

Background
I've been an educator for 24 years and am currently drama and debate coach at Hattiesburg High School in Hattiesburg, Mississippi. Among my positions in the Association, I've been a local president and president of the Mississippi Association of Educators for four years. I currently serve on the NEA Executive Committee.

Why Active and Retired Members Should Work Together
We're natural constituents. Active members don't always understand why we have to be politically active, and even when they do, they sometimes lack the time. Retired members are a wonderful resource--they know the ins and outs of political activism and they commit the time to make a genuine contribution. When active and retired members work together, we acc9omplish so much more!

Recently Retired
Bob Emery

Background
In Escondido, California, I was a middle school social studies teacher and yearbook advisor and also taught science and journalism. In addition, I served as a middle school librarian for 15 years. I was active in the Association for my entire 36 years of teaching, serving as bargaining chair, grievance chair, building rep, and for three years as my local's first release-time president.

How the Association has Helped Me
It became apparent very early in my career that teachers had very little say in their profession, and that the Association afforded the opportunity to rectify that situation. As an NEA RA delegate for 16 years, I was able to participate in the governance of the nation's largest union. I sincerely believe that active participation at all levels of the Association creates stronger and better teachers because of their enhanced perspective of the "big picture" and their increased sense of empowerment.

Active Retired
Grace Ing

Background
I was a high school English teacher for eight years and a counselor for 21 years, mostly in Mesa, Arizona. I've been a local president and bargaining spokesperson and served in a variety of roles with the Arizona Education Association. At the national level, I've participated in the NEA Board of Directors, the Resolutions Committee, and the Membership Services and Affiliate Relationships Committee.

How I'm Spending My Time
For three years after retiring, I took care of my disabled mother until she passed away. After learning that I was at risk for osteoporosis, I joined a gym and began working with a personal trainer who helped with the exercises I needed to build my bone and muscle strength. Now, I'm helping to care for my granddaughter after school. Helping her with her homework keeps me young, and I can practice some of the skills I learned when I was an active teacher. I am also traveling with family, including my 90-year-old mother-in-law. Caring for my mother really reinforced to me how we need to spend time with our elders, who really help us carry on our sense of family.

Letters

Squeezed By Drug Costs
Your September cover story, "The Money Crunch," sure rang a bell in this household. Everyone, from cable TV providers to utilities, increases their monthly rates at least 8 percent each year. Plus, prescription drug costs really take a bite out of our discretionary income. If we bought our prescription drugs from the local Kmart, they would cost $690 every three months. We now use a firm in Canada to get our drugs via mail order, and the cost for a three-month supply of the same drugs is $343, plus shipping. Pharmaceutical companies raise their prices by a whopping 17 percent each year. Contrary to their PR, they spend about 3 percent less on R&D compared to other countries. Plus, they build on the research funded by the National Institutes of Health, which is funded by our tax dollars.

Shirley Rosenberg
Willingboro, New Jersey

The Wrong Audience
Though well-intentioned, your article on "The Money Crunch," is addressed to the wrong audience. It is active members who should be working to avoid being put in the situation expressed in the article.

During my last eight years of teaching, I became a de facto retirement guru for our district. The reason people teach for three decades and then find themselves donning the blue vest at Wal-Mart to make ends meet is that they often have no clue how their retirement system works. Retirement is highly complex and varies based on individual circumstances. Experienced teachers need to find out where they stand before they put in their retirement papers.

John Avelis Jr.
White Heath, Illinois

Thank You
I want to thank all of you who wrote and called to express support during the time that my husband, Jack, was ill and after he passed away. We have received more than 500 cards as well as fruit baskets, flowers, and more from so many people. We shall never forget your kindness, support, and love. THANK YOU!

Ann Marie Kinnaman
Newark, Delaware

Editor--Readers may make donations to support young prospective teachers by contacting: John F. Kinnaman Memorial Scholarship Fund, c/o NEA-Retired, 1201 16th St., N.W., Room 410, Washington, DC 20036.

Contributions

This Active Life welcomes your comments on any topic raised in the magazine. We'd especially like to hear from you if you'd like to contribute to one of the following stories. We're looking for members to speak on such topics as:

Caring for a Loved One. With the aging of the baby boomers, many more seniors are providing care for either a spouse or a parent. Tell us what experiences you're having, how you're coping with the challenge, and what advice you can offer those new to caregiving.

Avoiding Fraud and Cons. Senior citizens are common targets of mail and telemarketing fraud as well as old-fashioned con artists. We're looking for the stories of members who have been victimized, so that we can help others avoid becoming victims. Your name will be withheld at your request.

Also, we're always interested in hearing from you about NEA-Retired members we can profile in the "People" column and other features. Contact John O'Neil, Editor, This Active Life, NEA Communications, 1201 16th St., N.W., Washington, DC 20036; e-mail joneil@nea.org.

News Flashes

The Health Care Drain
Active and retired employees are being forced to pick up an increasing share of health care costs, even as the benefits are eroding. That's the gist of the latest survey of employers by the respected Kaiser Family Foundation. Among the findings from the 2002 Employer Health Benefits Survey:

• Premiums increased nearly 13 percent, the largest increase in a decade.
• In the past year, the amount employees pay for single coverage rose 27 percent to $454; the cost for family coverage rose 16 percent to $2,084.
• Nine percent of large firms eliminated retiree benefits for new or existing employees in the past two years.

For the complete report, go to www.kff.org/content/2002/20020905a.

Another study just out, by Watson Wyatt Worldwide, predicts that by 2031 only 10 percent of retirees' health costs will be covered under their employers' plans. More and more firms are cutting or eliminating retiree medical plans, and the study predicts future workers will have to delay retirement as a result.

Low COLA Foreseen
Social Security cost-of-living adjustments next January are likely to be the lowest on record--1.3 percent or lower--according to the TREA Senior Citizens League. One reason? COLAs are based on the consumer spending habits of younger wage earners, whose expenses are markedly different than retirees'.

Going, Going, Gone?
Support for the Administration's call to privatize Social Security is falling as fast as the stock market. Fifty-two percent of those surveyed in September by USA Today/CNN favored putting Social Security payroll taxes into personal retirement accounts, down from 65 percent who supported the idea when polled in June 2000.

Health & Fitness

Get Stronger, Stay Healthier

Staying fit and healthy in the golden years takes more than just a walk in the park. As your body ages, the bones become susceptible to muscle loss, arthritis, and osteoporosis. Adding strength training to your routine can prevent broken bones, alleviate arthritis, improve your mobility, and help you lose weight, experts say.

What does strength training do for the body? Increasing your strength helps you avoid many of the debilitating effects of weak bones. Seniors with weak bones experience more immobility, falls, and fractures, according to the American College of Sports Medicine (ACSM). Weak bones are also a precursor to more serious bone difficulties such as calcium deficiencies, loss of cartilage, and osteoporosis. Strength training combats deterioration and reduces pain.

But you don't have to bulk up like a body builder to reap the benefits of strength training. Anyone ages 50--90 (as well as younger folks!) can profit from strength training, the ACSM says. How do you get started? "You can do things at home, at work or at a fitness center," says Dr. Miriam Nelson, author of the Strong Women book series. Begin by using 1- to 2-pound hand weights, canned goods, or even empty containers filled with sand or beans. If you're not comfortable with using weights, resistance cords are a good option.

Check with your local bookstore or on the Internet for safe workout routines and exercises to use (several resources are provided below). The National Institute on Aging (NIA) recommends strength training at least twice a week. To perform an effective routine, NIA suggests doing 8-15 repetitions per set. It also advocates gradually adding more weight as you get stronger to challenge your muscles.

To stay motivated, Nelson suggests keeping a journal. "Keeping track is one of the most important things to do," she says. "The positive reinforcement helps you stick to it."

With any exercise program, be sure to consult your physician before getting started. Persons who have arthritis, hip replacement, or high blood pressure should be cautious not to overexert to prevent pain or strain. You should also stretch before and after exercise and be careful not to lock your joints, experts say.

Strength training is an easy and invaluable way to become stronger and healthier. You are only given one body to live with, Nelson says. Treat it well by staying active, eating healthy, and--most important--remembering to pump it up!

--Lorinda Bullock and Leah Lakins

For More

Read up about strength training in Dr. Miriam Nelson's books: Strong Women, Strong Bones; Strong Women, Stay Young; and Strong Women, Stay Slim (Lothian Publishing Co.). At the bookstore, you might also check out Strength Training for Seniors by Wayne Westcott and Thomas Baechle (Human Kinetics Publishers).

For easy-to-follow routines see The National Institute on Aging's report, Exercise, at www.nia.nih.gov/exercisebook/chapter4_strength.htm.

Quick Tips

Go Slow
Ease into your routine with 1- to 2-pound weights and no more than 8-15 repetitions per set.

Practice Safety
Always stretch before and after exercising, don't lock your joints, drink plenty of water, and avoid jerking and thrusting. Stop immediately if you feel any sharp pain while exercising.

Breathe!
Don't hold your breath during strength exercises. The National Institute on Aging says that holding your breath while working out can increase your blood pressure.

Great Ideas

Going Global with GeoPals

Arizona member Barbara Soto links elementary students with e-mail mentors.

Arizona member Barbara Soto retired after 33 years in the classroom. But she just couldn't stop teaching.

So she developed a program, Multiage GeoPals, that is enriching the lives of students at her old school, Reynolds Elementary in Tucson, Arizona. The program, now in its fifth year, links fifth graders with e-mail mentors from across the United States and around the world. The vibrant literacy and geography curriculum now serves 110 students and involves 39 mentors from more than two dozen states and six countries.

Mentors and students communicate weekly, alternating a social exchange with a writing or geography lesson. Lessons include word games, finding out why a place is famous, analyzing fables, or writing their own. Many of the lessons are about geography, a passion of Soto's. Mentors receive weekly templates to guide them.

Mail call is on Monday, when each teacher in the program passes out the printed e-mail messages. (For safety reasons, teachers screen the e-mails, and mentors and students are not allowed to exchange phone numbers or addresses.) "On mail-call day the room is utterly silent while the kids read their letters," Soto says.

The educational goals are to improve students' writing and keyboarding skills, while promoting cross-generational understanding. Teachers tell Soto it works. "Their sentences become longer. They're more selective about adjectives. They use adverbs correctly," she says. "When you practice something you get better at it. Then you're proud of yourself and you get even better."

Students also benefit from the guidance of their adult mentors. "What I like the most about the GeoPals project is that my GeoPal writes very encouraging letters to me," one boy wrote. "He seems to care about my future."

The mentors also enjoy the program. One senior from Ireland wrote that, "I doubt if many fifth graders even know where Ireland is--and here they are finding the little dot on the globe. I can almost feel their amazement that I live on a tiny island, not even as big as Arizona, and yet there are millions of people in the United States we can claim as descendants."

Mentors join in by word of mouth, but Soto needs more. Her pitch is simple: "If you're thinking no one needs you anymore, that's not true. The kids do."

The program is a lot of work for Soto, who revises the curriculum each year, but she doesn't mind. "I like knowing that this small little program is effective in making an intergenerational connection and helping the kids develop their communication skills."

Adapted with permission from the Arizona Education Association Advocate.

For More

Contact Barbara Soto, 5312 East 20th Street, Tucson, AZ 85711. E-mail msplace@earthlink.net.

Also, a GeoPal mentor created a webpage highlighting the project and how to get involved. You can find it at www.geocities.com/geopalsproject/.

Cover Story

Mentoring a New Generation

You made education your cause--not just your career. Here's how retired members retain the spark as they guide a new generation of educators.

By John O'Neil

Laura Kirchner became a teacher for the same reason most people do--to make a difference in the lives of children.

Now retired, she continues to touch lives--but as a mentor to a new generation of educators learning their way toward becoming teachers.

"It's definitely a cause of mine," says Kirchner, who taught in Louisville, Kentucky, for 31 years before retiring last year. "You go into teaching because you want students to have the best possible experience. When you retire, mentoring new teachers is a great way to reach students by supporting the new ones."

Don't doubt how much novice teachers need you. Twenty percent of new teachers leave the profession within three years; in some urban districts, close to 50 percent of newcomers leave within five years, says Linda James of the NEA Department of Teacher Quality. As many quit, "new teacher mentoring is the one thing that keeps people in the profession."

Kirchner, who mentors educators teaching on an emergency basis as they earn their credentials, has a very personal reason for doing so.

"I began teaching with an emergency certificate back in 1968 during our first big teacher shortage," she says. "I came into the classroom after two years of college, and I had a terribly rough time. But some other experienced teachers took me under their wing and really helped me."

Kirchner soon established herself in the classroom and in her local, and when she became president of the Jefferson County Teachers Association (JCTA), she made addressing the problems faced by new teachers a priority.

Kirchner now participates in the project she helped get off the ground. A partnership of JCTA and the Jefferson County Public Schools, the "RENEW" project (Retired Educators Nurturing Early Educators Well) links approximately 60 retired teachers with more than 100 newcomers with emergency credentials. The district pays for the program's coordinator, who is housed at the JCTA office, as well as the $20 per hour stipend to the retirees.

Kathy Jo Pullen, who mentors at Farnsley Middle School, says the teachers she worked with last year "absolutely loved the program." She helped the novice teachers develop systems for dealing with paperwork and also served "as a shoulder to cry on," she says.

In addition to showing new teachers tricks of the trade, Kirchner says she and other retired teachers offer something else: a perspective, honed by years of reflecting on life in schools, about how to survive those crazy first few years. That's just as important as a lesson plan to newcomers, who often are overwhelmed by the paperwork, the demands of administrators or parents, and the long hours.

"I tell the people I work with that they need to work hard, but they have to have some fun, too, and they should try not to take it home with them," says Kirchner. Experts say that such encouragement can help make the difference between a new teacher who sticks it out to become an accomplished professional and one who quits.

Like many mentor programs that involve retirees, the Jefferson County program focuses on providing support, not evaluation of performance. (Others carry out the formal evaluations.) The distinction is critical, because new teachers say they need a friend and coach with whom they can be completely candid.

"The new teachers like having someone they can discuss problems with, without any fear of an evaluation," says Su Lively, president of the Hampton (Virginia) Education Association (HEA), which launched a mentor program using retired teachers last year.

HEA's program, which grew to involve about 20 mentors and 60 novice teachers last year, is supported by the HEA, the Virginia Education Association (VEA), VEA-Retired, and NEA-Retired, as well as the local school district and universities. A grant from NEA-Retired, in addition to an NEA Urban Initiative Grant and a grant from the NEA Teacher Quality Department, helped to jump-start the program.

Ruthann Kellum, former president of the HEA, was instrumental in launching the program. Kellum says retired mentors:

• Bolster confidence. By talking it out with a veteran, new teachers realize the issues they're facing are shared by most novices. Mentors "help these people hang in there and alleviate their frustration," says Kellum.
• Serve as advocates. New teachers often are afraid to make waves, or pepper their colleagues with questions. Without support from a mentor, they may suffer in silence. A mentor "helps them see that if something isn't working properly, they can ask questions."
• Offer practical strategies and tips. With so many teachers pressured to prepare students for tests, newcomers face even greater pressure to organize and deliver the curriculum. Mentors "can help to prepare lesson plans, offer tips for teaching particular concepts, and help new teachers with daily organizational skills," says Kellum.

Bettyrene Pope, who serves as a mentor in the Hampton program, says their work begins before the school year starts, when she helps her mentees plan lessons and get the classroom organized. She remains in close contact with the teachers she helps throughout the year.

Pope's guidance "made a huge difference," says Amy Link, a second- year teacher who was one of Pope's mentees last year. "She provided an unbiased opinion; I knew that if I talked to her about something, it wouldn't get back to everyone," she adds.

For her part, Pope says that Link blossomed during their year together. "She developed more confidence. She knew from the start what she wanted to do, but she needed to figure out how to get from point A to point B. I helped her through the rough patches."

The program had other benefits as well. About one-half of the mentors, who had not been members of VEA-Retired or NEA-Retired, joined during the year, says Kellum.

Helping Them Early

What better way to recharge your batteries than to work with energetic teachers-to-be? That's one of the benefits for Illinois retired members participating in an innovative program linking the Illinois Education Association (IEA) Council of Retirees and the IEA Student Program.

The program, now in its fifth year, was designed to build a bridge between student and retired IEA/NEA members, says Marietta McManus, the retired liaison to the program. Close to 100 retired mentors are available, and they are matched with students seeking a mentor. The mentoring relationship continues until the participating student graduates.

"We talk with them about real-life experiences in their courses or student teaching--student behavior, scheduling, or dealing with the principal," says Keith Hauge, one of the mentors. Mentors meet face-to- face but also continue the relationship via phone or e-mail. Working with those about to step out into the teaching force "really energizes you."

Annemarie Riphagen, a former student member who chaired the program last year, says students benefit from "the kind of information you won't get in your university methods classes."

Jennifer Weter, vice chairperson of the IEA student program, says her mentor, Jerry Abern, helped her think through a tricky course assignment. "I had to write a paper on my teaching philosophy, and I had no idea what I was going to write about," she says. "I talked to Jerry and he asked me the right questions about experiences that I've had in the classroom as a student, and we used those to formulate what I would and would not do as a teacher."

The Iowa State Education Association-Retired program (ISEA-R) and the student program are teaming up to create an intergenerational mentoring program, says Barb Cunningham, ISEA Retired Committee Chair. The program targets college seniors headed for student teaching, she says. The program, which received grant support from NEA-Retired, will kick off this year.

"New teachers still need the ear of an experienced teacher," she says, "and retired teachers can listen, talk, and advise. We give ideas, motivate, and spark the new teacher."

For Hauge, mentoring the new generation of teachers means reconnecting with the calling that first drew him into teaching.

"You have to have a purpose or a cause in life,"he says. "Mentoring is another way of sharing your expertise. It keeps you alive."

Support is No TALL Order for Minnesota Retirees

When teachers retire, too often they take their vast knowledge and skills with them out the door, says Tom Siebold.

"We're celebrated by our colleagues and parents, but there's no exit interview, no real tapping of our experience," Siebold says.

That's changing, thanks to programs such as Teachers as Learners & Leaders (TALL), an innovative project launched by Education Minnesota in which retirees play an integral part. A group of about 30 retired teachers, Siebold among them, serve on a TALL support team, training local "professional development activists" in an effort to strengthen staff development programs statewide.

Education Minnesota launched TALL in 2001, with the support of a Best Practices grant from the state department of children and families. One of the program's aims is to work with school districts and local unions to create high-quality professional development programs that reflect current research. Last year, more than 70 percent of the local unions in the state participated.

Retired teachers participating on the support team receive training to hone their skills in working with groups. Then they go out in pairs to provide training to the professional development activists around the state, says Sara Gjerdrum of Education Minnesota. They address such topics as the knowledge base for professional learning. Each support team member also serves as a contact for 20 or more locals to answer questions or facilitate their work.

Sue Greenberg, a former local president and support team member, says she sees teachers taking charge of their professional growth. In one local, two members who received the training asked their administration if they could plan the district staff development day. They were initially rebuffed but kept pushing and finally got the go-ahead. "I talked to them afterward, and they said it was the best day they ever had," Greenberg says.

"For me, the revolutionary thing about TALL is not its content, it's the fact that it fully integrates retired teachers," says Siebold. "The passion that brought us into education to begin with is still aflame."

--J.O.

Why You're Needed

Across the nation, more than 2.2 million teachers will be needed in the next 10 years because of teacher attrition, retirement, and student enrollment.

Odds are, some of them will be working in a school near you.

If you think you may be interested in sharing your know-how with newer teachers or teacher candidates, here are a few suggestions:

• Check with your local and state Associations for existing mentoring programs that tap retired teachers. If such programs do not exist, or if they do not involve retired teachers, you might suggest creating a program and get involved in setting one up.
• Consider contacting a local principal, such as the principal at the school you worked in, to see how you can help new teachers.
• Find out what kind of orientation your district provides to newcomers. Volunteer to take part in summer orientations or to serve as a contact to handle questions and calls from new teachers during the school year.
• Work with your local Association or with individual active teachers to secure grants to support classroom innovation or mentoring activities. The NEA Foundation for the Improvement of Education (NFIE), for example, gives more than 300 small grants each year to active members, so you'll need to develop your ideas in concert with your local active colleagues. (For more information about NFIE grants, go to www.nfie.org or call 202/822-7840.)

Computers

Ready. Set. Click!

If you've been putting off using a computer, consider taking a class geared for seniors.

You go to the local library and find--to your dismay--that the card catalog has been replaced by a computer with wires sticking every which way. Or maybe you've got a personal computer (PC) given to you by a well-meaning son or daughter, now tucked away in a closet or gathering dust on an old table.

Whatever the case, it's clear that while seniors are taking to computers and the Internet in increasing numbers, some remain reluctant, timid, or just unsure about how to take that first step.

A solution? Take a low-pressure class on using computers designed for seniors.

The first goal of such classes should be to help you overcome any anxiety about using the machinery, says Susan Manley, program director for senior computer classes at Bradley University. Her beginner's course is called "Computers for Scaredy-Cats" because she found so many seniors were nervous about using the equipment. Students in the class learn such basics as turning the computer on and off, how to put together new equipment, how to start programs, and how to use a menu.

One early lesson focuses on using the mouse, the small tool you use to point and click at various functions on the computer screen. "I use solitaire as my starting point, and we learn to click and drag" the mouse around the screen, Manley says. Using the mouse requires sharp vision and steady hands, so it's important for her students to become comfortable with this essential skill.

Michigan member Phyllis Rule has taken several computer courses and is now using the computer to send e-mail, compose letters, and manage the photos she takes on her digital camera.

"I think the biggest step is discovering that you can use it, and that you're not going to wreck it," says Rule. "It just takes time to adjust to how the computer works." Her recent successes? She created invitations to her daughter's wedding and learned how to manage a member record database for her local retired organization.

When choosing a class, be sure to ask questions about the content of the course, the pace, and whether the instructors have experience working with seniors. Manley advises not relying on a friend or family member to provide basic instruction because they "tend to zip around on the screen and do all the work for you." However, more experienced users can be a great resource once you've got your feet wet and have some specific questions needing answers.

--Lorinda Bullock and John O'Neil

For More

SeniorNet is a great place to start if you want to begin learning about using the computer. Contact SeniorNet, 121 Second Street, 7th Floor, San Francisco, CA 94105; tel: 415/495-4990; fax: 415/495-3999. SeniorNet can link you with one of their 220 learning centers, where computer courses are available for a modest fee. Once you're up and running on the computer, SeniorNet's webpage (www.seniornet.org) offers free online tutorials and a wealth of other resources.

Quick Tips

Quell Your Anxiety
It's natural to be nervous. Just think about the first time you went into deep water! But rest assured that everyone else probably has the same jitters. If you join a class with other seniors, you're likely to find everyone else in the same boat.

Be Selective
Although many commercial firms, community colleges, and adult education programs offer computer classes, look for one that takes your needs into account. Classes designed specifically for seniors have the added benefit of linking you with a ready-made support group.

Ask the Expert

The Scoop on 'Full-Body Scans'

Q: What is a full-body scan?
Some medical imaging facilities are promoting the use of a new type of computed tomography (CT), also called computerized axial tomography (CAT), scanning. Known as whole-body CT scanning or whole-body CT screening (or "full-body scans" for short), it's marketed to healthy individuals who have no symptoms or suspicion of disease as a preventive health care measure. The cost of these scans ranges from $500 to $1,500. Unless required by a doctor, it's not likely to be covered by your health insurance.

Q: What does the U.S. Food & Drug Administration (FDA) say about full-body scans?
The FDA says it is unlikely that CT screening will benefit an individual lacking signs or symptoms of disease by detecting a serious disease early enough to treat it and alter the outcome significantly. The FDA does not endorse any such presumed benefit of whole-body CT screening.

Q: What are the outcomes of a full-body CT screening?
CT screening of a healthy person who has no symptoms of illness results in either normal findings or suspicious findings requiring follow-up tests. Normal findings carry the possibility of inaccuracy and false reassurance. For suspicious findings, follow-up may involve simple, non-invasive testing. It may also involve invasive procedures associated with surgical risks of anesthesia, bleeding, infection, and scarring, or it may entail radiological exams that could have associated radiation risks and potential risks of allergic reaction to injected contrast material.

Q: What should I do if I'm solicited for this procedure?
As with any type of medical procedure, you should first consult with your physician to discuss your options. With your doctor, you can deter-mine what kinds of tests may or may not be necessary to keep you healthy.

--Doug Terwilliger
NEA Member Benefits

For More

Statements by CT imaging facilities implying they have FDA "approval," "clearance," or "certification" of CT for screening procedures are misrepresent-ations. The FDA has never approved, cleared, or certified any CT system specifically for use in screening individuals without symptoms, because no manufacturer has ever demonstrated to the FDA that their CT scanner is effective for screening for any disease or condition.

There are no data demonstrating that whole-body CT screening of individuals without symptoms provides a greater probability of benefit than harm. Nor is there any study known to be under way to develop such data.

To obtain additional information from the FDA, go to www.fda.gov/cdrh/ct/index.html or call toll-free at 888/463-6332 between the hours of 8 a.m.--4:30 p.m. ET. The FDA will have the latest details on this questionable practice.

Quick Tips

Be Skeptical
If you are approached about having a full-body scan conducted, don't be swayed by arguments about their presumed benefits without first researching the facts.

Consult Your Doctor
Work with your physician to ensure you have regular checkups and screenings appropriate for your age and medical profile. These research-proven methods help doctors diagnose potential problems. And, if you are seriously considering having a full-body scan, by all means consult your doctor about the usefulness and medical necessity of the procedure.

10-Minute Activist

Get Involved: Now More than Ever

In January, the 108th Congress will convene. When it does, the members of Congress that you've elected this month will be facing a largely unfinished agenda when it comes to legislation to assist retired Americans. That's why it is so critical that you get involved in whatever way you can to elect leaders--at the local, state, and national level--who will develop effective solutions to the issues that affect you.

As we review the record of the 107th Congress, there are many disappointments. Congress has not yet repealed the unfair Government Pension Offset and Windfall Elimination Provision, nor has it passed significant legislation protecting patients' rights or ensuring more affordable prescription drugs.

The 108th Congress will bring another chance to right these wrongs, as well as to pass needed legislation that would address the in-creasing costs of and limited access to quality health care.

But winning the passage of new laws won't be easy. For the first time in five years, education is not one of the top two issues of concern to voters. Four out of five states are facing significant budget crises, creating problems for public schools and their employees, who rely on roughly half of their funding from state budgets. At the federal level, the emphasis after September 11 has swung from domestic issues to defense and security needs.

What's the answer? Remaining engaged in the important political processes at every level: local, state, and federal. First, and foremost, this means voting to elect people who best represent your interests as retired education employees. Your local and state affiliate offices will have the best, up-to-date information on the candidates who support the Association's positions. If you feel you can do more, participate in a campaign in these last weeks before the elections. Our colleagues in the local and state affiliates can certainly use your help to support candidates working to advance pro-public education policies.

--David Bryant
NEA Government Relations

What You Can Do

Educate Yourself--and Vote
Learn all you can about candidates' positions on the issues critical to retired employees and to public education. Your local and state affiliates have important information to share about candidates, and NEA's Legislative Action Center (www.nea.org/lac/) also provides a wealth of data on the issues. And, of course, make sure to vote!

Volunteer
Many deserving friends of public education need our help getting their message out and building support through Election Day. Contact your local and state Association offices and offer your support for our "Get Out the Vote" Activities!

Speak Out
Education employees are held in high esteem for their commitment and integrity. Share information with your friends and family members about why these issues, and the candidates who support them, are important to you. Then ask them to join you as you work to make a difference in November.