Up Front

November 2003   

And Now a Word From the Public

Photo by C Squared Studios

If you're still trying to wrap your arms around the new Elementary and Secondary Education Act, consider yourself in good company. A recent poll by Gallup and Phi Delta Kappa found that most Americans know little about the so-called "No Child Left Behind" Act.

And the more they find out, the less they like it. When asked about some of the law's strategies, turns out many Americans disapprove. Some 66 percent, for example, believe the quality of a school can't be judged by a single test covering math and reading, and 80 percent say they're concerned that the emphasis on testing will narrow the scope of what students learn in school. About three-fourths believe the emphasis should be on improving their child's present school-not transferring to another. Not exactly a rousing show of support, but who's surprised?

Teacher Training: Left Behind?

In all the hoopla over how best to boost student achievement and teacher quality, the real-life professional development needs of educators often get short shrift. So here's something to think about:

The Administration claims it is providing "record support for teacher training and professional development." Yet President Bush's Fiscal Year 2004 budget cuts funding for critical Elementary and Secondary Education Act teacher training programs. Consider what would be snatched if the President gets his way: $81 million in Teacher Quality State Grants, $88 million in Math-Science Partnerships, $15 million for Advanced Credentialing, $63 million for Preparing Tomorrow's Teachers to Use Technology.

Ah, the Holidays...

We know, we know. Life can be maddening during this season of tinsel, teacakes, and too-much-to-do. Then again, it can be downright magical. Here are a few tips for spreading the joy.

1. Help produce your school's holiday program. Note that we say "help"-not do the whole thing yourself. You might discover some latent singing and dancing talent, and end up having a jolly good time.

2. Help your students think of others-in new ways. Food drives and shelter visits are fine, but other possibilities abound. Make holiday cards for retirement or assisted-living homes. Pair your kids with "buddies" in a shelter or hospital and have them pledge the "gift" of a letter a month. Or create a book of "good cheer" poems, copy them, tie with a ribbon, and deliver to a school across town.

3. Easy does it. Don't try to pack in a zillion tests and assignments before the holiday break. And cool shopping stress by hitting the Internet for online buys and the stores midweek at night, when crowds are thin.

4. Throw a party with a purpose. Invite friends and family over to make homemade gifts or decorations-for their friends, for your students, for the sick or needy, or all. Choose simple projects (ornaments, cookies, etc.), stir up a pot of chili, put in a call for favorite holiday music, and laugh until the sun comes up.

Lobbying Against GPO/WEP

More than 150 NEA activists fanned across Capitol Hill on October 1 to urge lawmakers to protect public educators' retirement benefits by repealing the Government Pension Offset (GPO) and Windfall Elimination Provision (WEP). Other members, meanwhile, made more than 6,000 phone calls-and most to good end. As of press time, the House GPO/WEP repeal bill (H.R. 594) had 269 co-sponsors and the Senate version (S. 349) had 25. Now the tough part: getting the bill out of committee and onto the floor in the middle of a budget debate. Go to www.nea.org/socialsecurity for more.

Capitol Report

IDEA Update
As Congress continued the sticky task of revising the Individuals with Disabilities Education Act (IDEA), the Senate handed down a bit of good news in September. It voted to more than double the amount of special education funding provided by the House and recommended by the President for 2004. The amendment, offered by Senator Christopher Dodd (D-CT) as part of the annual appropriations bill, called for a total $2.2 billion in IDEA funds for Fiscal Year 2004. It was a welcome first step toward assuring NEA members and parents that the federal government is approaching its commitment to provide funding needed for a quality education for children with special needs.

Despite this win, NEA remains vigilant. Stay tuned to NEA's Legislative Action Center at www.nea.org/lac for word on what you can do as the IDEA bill moves through Congress. To join the NEA IDEA Activist list, send an e-mail to NEA staffer Patti Ralabate at pralabate@nea.org.

Vouchers in D.C.
It was not a good news vote: House members passed a $10 million voucher plan for Washington, D.C., public schools in September, the first such federally funded program in the nation. The plan squeaked through with a single vote after the Republican leadership extended the official voting time. To NEA's dismay, several members of the House who had been on record opposing vouchers were not on hand for the vote. At press time the Senate was gearing up to have its say. NEA President Reg Weaver said the organization would be watching to see who shows up for the vote.

Taking Names and Saving Jobs

It hasn't exactly been fun and games in Birmingham, Alabama, of late, but the local affiliate has been playing hardball anyway-and winning.

It all started with the revelation last year that the school system was carrying a whopping $25 million deficit, owing to financial mismanagement. Out went the school superintendent and in came a new one, who went for the jugular and quickly RIF'ed nearly 600 teachers and support professionals to avoid a state takeover.

The Birmingham Education Association (BEA) and Birmingham Education Support Professionals were not happy campers. With the help of UniServ directors Phadra Williams and Jeffery McDaniels, members went into high gear with round-the-clock organizing, planning, and strategizing, and within months, developed a seven-point accountability scheme for officials to consider. It included a generous retirement buyout plan the city council ultimately funded, a $20 million emergency escrow account, and several other key money-saving measures. With scores of members rallying, the politicos bought in-and because of a clause BEA had earlier negotiated, guaranteeing the recall of nontenured staff for a year, 387 teachers and 270 support professionals got their jobs back.

"It was an ordeal," says Emma Burnett, president of Birmingham ESPs, "but when officials see big numbers of people coming together, they respond."

Savoring the victory, though, was short-lived. Because of the statewide rejection in September of a much-needed tax increase, thousands of teacher and support professional jobs will be on the line next year. Says Wanda Murray, president of the Birmingham local, "We're already back at the drawing board."

Big Brother Is Watching

When students in Biloxi, Mississippi, returned to classes in September, they gave a welcome nod to their teachers-and to a slew of Webcams installed to keep track of the goings-on in every classroom and hallway.

The cameras sit discreetly in domes on the ceiling and offer school administrators a sweeping view of all classrooms. The $2 million project, paid for with casino revenue, is part of a national trend toward cameras in classrooms, but no other district has gone quite so far.

Biloxi started installing the cameras two years ago-as a preventive measure against mischief and crime, according to officials-and now more than 500 cameras sit perched in district schools. No serious offenses have been captured, just minor thefts and disputes.

A bit too much eyeballin'? Some civil libertarians and privacy advocates think so. But Beverly Sanders, president of the Mississippi Association of Educators, says most parents, students, and teachers seem undaunted. "The school district talked to teachers before they did it," says Sanders, "and so far everyone seems to be really comfortable with it."

--Urmila Subramanyam

Why Good Schools 'Fail'

Still bent on figuring out why so many schools (87 percent in Florida!) are on those "failing schools" lists released under the new federal education act? Here's the secret: The law requires it. Read it yourself at www.ed.gov/policy/elsec/leg/esea02/107-110.pdf. It's in Title I, Part A, Subpart 1, Section 1111, subsection (b)(2)(E). Or try searching for "percentile."

Each state is directed to set a standard so high that at least one out of five students attends a school this year that misses its adequate yearly progress target, or AYP.

Any state that does not have 20 percent of its students in schools labeled below par is breaking the law.

The schools could all be fabulous or making great progress, but it makes no difference. Why? Because they're graded on a curve that gives F's to a very large number.

A host of other provisions can push those numbers much higher, such as a requirement that 95 percent of students in as many as nine subgroups take the required tests on the required day. NEA is working hard to change the law so good schools don't get tarred and schools that really need improvement can get help. Its proposals are included in a bill filed by U.S. Representative Ted Strickland (D-OH), H.R. 3049. Go to www.nea.org/newsreleases/2003/nr030910.html for more. (A tip: Some states show very few schools on their lists. That's because they're not counting all schools that miss their AYP targets. Some are simply listing those that are already subject to ESEA's escalating punishments-that is, Title I schools that have fallen short of academic standards for two years.)

A Whole Lotta Kids Goin' On

The number of children in elementary and high schools alone-more than 53 million-has exceeded the 1969 baby boomer record of 51.6 million. That's the last year the official boomers (born 1946-64) passed through the nation's schools.

Global Takes

Rat races for tots?
Put off by parents trying to teach their three-year-olds their times tables? It appears to be a global phenomenon. According to Education Week, parents at a New Zealand child care center want their two-year-olds in formal learning sessions, which the head of the center calls "ridiculous." New Zealand kindergarten educator Sharon Walch says, "We have three- and four-year-olds going to ballet, music, reading, and they get to school and they are exhausted." Preschoolers, she claims, should play.

Meanwhile, British educators are warning parents not to "hot-house" their little children because it will only lead them to rebel later on. And the Japan Times reports that educator and author Takao Yamazaki believes the violent elementary school bullying that's been making news over there is a reaction to extreme pressure for higher test scores.

African Tragedy
All but 1 of the 25 countries with the world's highest mortality rates for children under five are in Africa, according to the latest UNICEF statistics. The exception: Afghanistan at No. 4. All but one of the five countries with the lowest child mortality rates are Scandinavian. The exception: Singapore, which is tied for second (with Norway). The United States is in 34th place out of 193, tied with Croatia and Malaysia and behind Canada and every country in Western Europe.

High School to College: The Great Disconnect

Some 70 percent of American high school grads go to college within two years, but many arrive on campus toting a backpack of misconceptions-mainly because the information they've gotten from their high schools conflict with the college reality.

That's the conclusion of "Betraying the College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations," a six-year national study conducted by Stanford University's The Bridge Project.

According to the study, many high schoolers actually think getting accepted into college is the hardest part of the game. No wonder half are forced to take remedial classes. Why the confusion?

Lack of communication, for one, says Michael Kirst, a Stanford education professor and key researcher. "Of the 49 states that have K-12 standards, not one conferred with public higher education systems as to how they should be teaching the students," he says. "We think these students are set up to fail." Kirst's study suggests that colleges give parents and educators more accurate and high-quality course information; that students get access to courses that prepare them for college; and that educators examine the relationship between postsecondary placement exams and K-12 exit level exams. "This cannot be solved by the two sectors working independently," says Kirst.

[Book Focus]
Try a Lil' Happiness

Is it so farfetched to suppose that schools should be in the business of making kids happy?

Not at all, says Nel Noddings, professor of education at Stanford University and author of a new book, Happiness and Education (Cambridge University Press). Not only is happiness what most parents want for their children, Noddings notes, but people also simply learn better when they're feeling joy.

How to ratchet up the happy quotient in schools? Noddings suggests doing the stuff that allows educators to know students better-developing expanded guidance programs and using multi-grade "looping," for example. She also envisions a curriculum that draws more of its lessons from family life and the natural world, and offers students more chances to explore learning opportunities that pique their interest.

Easier said than done in this frenzied era of high-stakes testing, Noddings concedes. "Both students and teachers are caught up in a deadly serious campaign to amass facts and skills that can be easily tested," she writes. "Even if scores go up in the next few years (and that is by no means certain), it is not clear how much lasting learning will have taken place."

Noddings' ideas for shifting priorities may go against the grain and even sound pie-in-the sky to teachers scrambling to keep up with current demands. Yet one should not dismiss them. However far removed from present school practices, an education that puts a smile on the faces of kids is one clearly worth a fight.

Reaching Out to the Newbies

Help for new teachers in Tampa, Florida, is no more than a phone call away.

This fall the Hillsborough Classroom Teachers Association (HCTA) launched a hotline for rookie educators.

Members manned the phone lines for four weeks, advising and, at times, consoling several hundred callers each night.

But that wasn't the end to the new teacher bonanza. Need a mentor? HCTA can get you one-a National Board-certified one, at that. Looking for a friend to show you the ropes? Sign up for the local's First Buddy program. Want help setting up your grade book or connecting with parents? Check out the weekend workshops. And, by the way, it's all free if you have three or fewer years of teaching experience.

"We saw that new hires needed a lot more support than they were getting," says Jean Clements, HCTA president. "The district wasn't providing enough of it, so we took up that ball ourselves."

HCTA has one more secret weapon for appealing to the district's new teachers-Teia Baker and other building reps like her. As a third-year teacher, Baker understands what beginning educators need, and she knows the Association can provide it for them.

"The important thing for attracting new teachers is for them to see other new teachers recruiting," says Baker, a third- and fourth-grade teacher. "There's nothing like getting information from someone else who just started teaching."

[Nobody Ever Told Me]
I'm Getting Sleeeeepy...oops.

When I began teaching, I worked very closely with an extraordinary master teacher named Kala Stoddard. I still remember the story she shared with me about her early years in the classroom.

Kala was teaching kindergarten in a separate building across from the school. One afternoon Kala was having a difficult time getting the children to take their naps. So she decided to model the behavior she wanted from the students. She found a rug, snuggled on the floor, closed her eyes, and rested with the children. The next thing she knew she opened her eyes and, to her surprise, gazed up at her principal, who was bending over her. She scurried to her feet among the frolicking five-year-olds, who had been playing while she napped. Fortunately the principal had a sense of humor.

Kala recently passed away, but I still smile whenever I think about her story.

--Barbara Harkness
Special education teacher
Council Grove, Kansas

Got a story?

Do you have a funny or interesting story about your early years in the classroom? E-mail kloschert@nea.org. Please include your name, job title, and the city and state where you work.

[First 5 Years]
Two-Minute Tips

You've Got Mail
I teach high school and very few teenagers share important school information with their parents. So, every week I e-mail the following week's assignment and test schedule to parents and students. I also include notes about upcoming guest speakers, field trips, labs, and special events.

The parents appreciate the information and the contact from me. The students find the messages useful if they forget an assignment or miss a school day. Grades have improved overall since I started the program.

--Shelley Mitchell
Stillwater, Oklahoma

Cashing In
I teach basic algebra and had a problem with student tardies. So I implemented a system to reward attendance and participation. Students receive a "math dollar" each day they arrive on time for class and have the appropriate materials.

They earn extra dollars by correctly answering the weekly featured math problem or by meeting with me for extra help. Students use their math money to pay for special privileges during the year and to purchase items in a year-end auction.

--Ryan Hanson
Devils Lake, North Dakota

One Soy Pocket and an Apple, Please

School lunches have long been a hot spot for parents and educators concerned about soaring childhood obesity. Now comes the question: Can the battle against high-fat, high-salt offerings in school cafeteria lines really be won?

Yes, but with effort, says the Physicians Committee for Responsible Medicine (PCRM), a Washington-based nonprofit group that promotes healthy nutrition. PCRM graded 18 large school districts and found that some were serving up a lot more fresh vegetables and fruits, giving vegan and vegetarian entrees a chance and offering more nondairy, calcium-rich foods for kids who don't digest dairy products. The Detroit school district, slapped with an "F" by the committee last year, turned things around this year and landed the only "A" with a menu of nutrient-rich dishes. Miami, Florida; Gwinnett County, Georgia; and Charlotte, North Carolina, weren't far behind.

But good eatin' doesn't always come easy, concedes Jennifer Keller, a dietician at the PCRM. The U.S. Department of Agriculture, she notes, subsidizes the purchase of beef, pork, cheeses, and white bread products, but not fresh veggies or calcium-fortified juices.

"The districts that do well tend to be very creative," she says. "They pick up the extra costs, make deals with food companies, use a lot of textured vegetable product that can be put in veggie chili or taco filling. It's work, but the benefits to kids are incredible." For more information on the report card, go to www.pcrm.org.

And Speaking of Lunch...

It wasn't long ago that schoolchildren had a full hour to eat, socialize with their friends, and play at recess.

But a study out of Lehigh University in Bethlehem, Pennsylvania, shows the time children now have to eat is rapidly declining-it's now on average 15 minutes, less time than people in prisons get for their meals.

According to the study, which examined 400 school districts, by the time children march in to the cafeteria, wait in line, and sort out their money or tickets with the cashier, they really have only about five minutes to chow down. This is a huge contrast to the way children eat lunch in Europe, says researcher Karen Evans Stout. In many European countries, children spend time eating, socializing, and learning how to communicate with others. The fix: Stout suggests giving American kids at least 25 minutes to eat. That way they get "a community experience-one in which they learn from the positive interaction with their peers."

On History's Trail-Two Decades Later

Retirement has brought no let-up for NEA members Elliot Palmer and wife, Juanita. Nearly 20 years ago, the couple co-founded the African-American Cultural Complex in Raleigh, North Carolina-now the most comprehensive resource center on Black history in the United States.

With their own money, the Palmers constructed the museum's facilities-including three exhibition cottages, inventions and photographs of revolutionary politicians, an amphitheatre, and a nature trail on three-acre property. All available to the public for free, the complex attracts some 100,000 visitors each year.

Teachers in the Durham County public school system for a combined 64 years, the Palmers say the project was something they simply had to do. "We had been teaching all kinds of history lessons," said Elliot, "but we didn't think the curriculum offered sufficient information of African-American history."

Their production of "The Amistad Saga: Reflections," an outdoor play based on the slave revolt on the Amistad ship, is the only American play produced, written, and directed by and about Blacks.

The Palmers, to whom NEA awarded the Carter G. Woodson Memorial Award this year, sponsor grade school history scholarship contests and also run a mobile outreach program that this year visited rest homes, correctional facilities, and more than 1,200 schools.

"When we see how far people travel to learn about their heritage, and how many other ethnic groups come to learn about African-American culture, we know we're doing a good job," said Elliot.

Say What?! It's Really a Word?

So you're walking down the hallway and you overhear two of your students laughing about a certain "phat" girl in class. You stop. Should you a) chastise them for being cruel? Or b) keep going because you know they're agreeing the girl looks good?

If you picked b, count yourself tuned in, because "phat" is definitely not "fat"-and it's definitely a word, according to the new 11th Edition Merriam Webster's Collegiate Dictionary. The dictionary, which gets a blockbuster update every 10 years, has officially etched some 10,000 new words into its pages this time around-gems like dot-comer, headbanger (rock musician); dead president (dollar bill), and mockumentary.

Know about those? Don't gloat too much.

"As far as kids go, if it's in the dictionary, it's passé," says Kathleen Doherty, an editor at Webster's. Which means if you're hip to "himbo"-as in bimbo-you're cool. That one hasn't made the cut yet. Turns out it can take up to 10 years of tracking a word in print before it can be considered "real." Same with definitions. The revised dictionary, with its companion CD-ROM, caught up with popular culture and offers up some 100,000 new meanings for existing words. A voucher, for example, is no longer just "a piece of supporting evidence" or "a check against a future purchase."

It's now...well, you know.

Smile

The first week of school, I was passing out my syllabus for the year to my seventh-grade reading class.
I made a quick comment about the fact that I always disliked it when college professors would read the syllabus to the class word-for-word.

One of my students interjected, "Ms. Riphagen, you went to college?"

"Yes, I did go to college."

"Really? To be a teacher? How long?"

"Well, most people go four or five years," I replied.

"What a waste of time," he shot back.

Annemarie Riphagen
Hickory Hills, Illinois

While surfing the Net for an early childhood special education position, I had to chuckle about a job posting I found: "Emotionally behaviorally disabled teacher for secondary," the ad read.

Linda Reau
Renton, Washington

Recently, I was lecturing to my biology class about the structure of the digestive tract--in particular, the large intestine. I mentioned that this organ had other names, such as the colon or the bowels. One young lady, looking rather perplexed, raised her hand and asked, "But isn't Colon Bowels the Secretary of State?"

Marc Sumberg
Glastonbury, Connecticut

Teaching Religion

November 2003   

Keeping the Faith

With a student population more religiously diverse than ever, future teachers search for answers about what--and how--to teach. Will they be ready?

By Kristen Loschert

Photo by José Luis Villegas

When Dianna Pallack decided to become a teacher, she knew her journey would come with a host of challenges--low pay, long hours, increasing demands. Still, nothing could shake her calling to teach.

"You just have a feeling about it," says Pallack, a student at San Jose State University in California. "It's a lot of work and sometimes it's a struggle to get things done. But I keep thinking, this is what I need to do to get where I need to be."

Pallack knows her struggles won't end when she graduates in two years. Once she steps into the classroom, she will face a unique group of students, a diverse population who speak more languages and represent more countries and cultures than ever.

What she and other future teachers haven't contemplated is the diversity of religious views and faiths that will follow and the impact that diversity will have on what--and how--they teach.

Unfortunately, most schools of education haven't thought about it either, despite increasing demands that teachers protect students' religious rights and teach religious topics. But it's an issue they can't ignore.

Old-Time Religion
While Christianity remains the dominant religion in the United States--more than three-quarters of the population identify themselves as worshippers--the number of Americans following other faiths, or no faith at all, has increased dramatically.

During the past decade, the numbers of self-identified Muslims and Buddhists have more than doubled, as has the number of people who identify themselves as nonreligious. In fact, nonreligious individuals now constitute the second largest "religious" group in the nation. Meanwhile, the number of Hindus has more than tripled. Followers of Native American religions, Sikhism, Baha'ism and New Age traditions also have increased substantially, although they still constitute a small percentage of the total population.

In the midst of these demographic changes, the U.S. Department of Education has renewed interest in protecting students' religious freedoms, issuing guidance to school districts about students' constitutional right to pray in school. (Students may pray or read religious scriptures during noninstructional time, for example, or say grace before a meal.) To receive funding under the Elementary and Secondary Education Act (also known as the No Child Left Behind Act), school districts must annually provide written proof that they do not prevent or otherwise limit these rights.

Meanwhile, study about religion has assumed a larger role in the school curriculum. All national and most state social studies curriculum guidelines require some instruction on the topic, according to a study by the Council on Islamic Education. Literature and fine arts guidelines often require it as well.

But most teachers don't know how to talk about religion or protect their students' religious interests, according to many teacher educators. College professors like Patty Swanson are trying to change that.

'An Issue of Diversity'
"The importance of teaching about religion has to be part of teacher education. It's an area where teacher education needs to have an impact on the K-12 schools," says Swanson, an NEA member at San Jose State University. "It's a huge issue of diversity, but one we don't often talk about."

In response to changing state curriculum standards, many teacher education programs now include content on religion in their courses. But most programs don't educate preservice teachers about ways to address religion in class. Questions about how to handle a student's expression of faith in an assignment or a religious objection to a class activity, for instance, often go unanswered.

So, as part of her social studies methods class, Swanson helps her preservice educators navigate the common dilemmas many teachers encounter in their classrooms: What do I do if a student wants to read her Bible? May a student wear his yarmulke in class? How do I teach about the Puritans?

Discussions about holiday observances, especially for Halloween and Christmas, always make the list, Swanson says. (See "What About Christmas?" on page 37 for holiday dos and don'ts.) Even a Thanksgiving discussion about why students are thankful can be tricky for student teachers, Swanson says.

"One student will always say, 'I'm thankful for God,' and the teachers want to know, 'how do I cope?'" she says.

Reconciling their personal religious beliefs with their obligations as educators poses additional challenges, Swanson adds.

"Students often ask the teacher, 'what do you believe?' so we discuss how to answer the question," she says. "They know a teacher's view has influence, especially with little kids, but for many not to say what they believe is to disavow their beliefs and they find conflict between that."

Swanson provides the legal framework preservice and in-service teachers should use to evaluate their religious questions. But, she also helps them develop the critical thinking skills they'll need to make sensible--and sensitive--judgments about every aspect of their teaching.

"Teaching has to be a thoughtful act," says Swanson. "No one can tell you 'do this.' You need to think about the big picture, the needs of the children, and come to the wisest decision you can."

But for preservice teachers like Pallack, learning how to make those judgment calls about religion can be complicated.

"I am a Christian and a lot of the decisions I make in my life are based around that," says Pallack, an NEA Student Program member. "It does play an important role in my life, but there is a boundary you can't cross."

After spending more than 150 hours in the classroom, Pallack has observed how teachers respect that boundary, especially around the holidays. Through her social science and culture classes, she's also learning about the role religion plays in the community, which she thinks will help her understand the backgrounds her students bring to class.

"It's important for everyone to learn about each other," says Pallack, an aspiring fourth-grade teacher. "It's a way to celebrate diversity. It's part of who people are and the way they choose to live their lives, and we should all be accepting of that."

But in most teacher education programs, diversity lessons don't include religion.

Like many public school teachers, teacher educators avoid religion because they are not sure how to treat the content or don't believe it fits into their lessons, says Axel Ramirez, assistant professor of elementary education at Utah Valley State College in Orem, Utah. Those who do include religion generally address factual information without discussing how to incorporate it into a lesson or deal with it in class, he adds.

By contrast, Ramirez models effective lessons on religion in his social studies content and methods classes. He explores religion's role in history and its influence in shaping different cultures. He also discusses the connection to character education to remind his preservice teachers that many students base their value systems on their faith.

"Religion and religious beliefs are integral parts of people's lives," says Ramirez. "Our challenge as preservice educators is to show not only that religion is available to integrate, but that it is crucial and critical" to understand society.

Graduate Guidance
Although religion is a critical component of teacher education, competing demands in undergraduate classes often push it to the sidelines. Fortunately, prospective teachers can tap into graduate programs, such as the Program in Religion and Secondary Education (PRSE) at the Harvard Divinity School for answers.

Through the Harvard program, preservice teachers pursue a master's degree in either theological studies or divinity and licensure in secondary education. PRSE, now in its 31st year, prepares aspiring educators to teach about religion and incorporate religious worldviews into their fields of expertise.

"This is not about wanting to impose a certain ideology on students. Nobody coming through this program would ever do that," says Program Director Diane Moore. "They come out wanting to inspire young adults to think critically about fundamental questions of meaning, which is what we believe good education should be about."

The program provides little instruction on content, so candidates must bring a solid foundation in their subject area. (Most candidates pursue licensure in English, history, political science/political philosophy, or a foreign language.) Instead, the coursework, taken at both the divinity school and graduate school of education, includes classes on teaching theory and methodology as well as adolescent development, religion and public education, First Amendment guidelines, and world religions. Teacher candidates also create lessons that incorporate relevant religious topics and complete a field experience. The Harvard Divinity School also is developing a summer institute for in-service secondary school teachers and teacher educators.

Changing the Model
While programs like those at Harvard, Utah Valley State College, and San Jose State University give preservice teachers some guidance on addressing religion in the public schools, such programs are the exception. Meanwhile, preservice teachers may be reluctant to pursue religious studies classes on their own, especially if the courses don't count toward their certification.

With the help of professors like Swanson at San Jose State, though, future teachers don't have to face the topic alone. Swanson knows she can't give her student teachers specific solutions to each of the religious dilemmas they may encounter in a class. But, she's raising their awareness about religion and she hopes they will share their knowledge with their new colleagues.

"We have gotten wiser, but we still have a ways to go in terms of our public schools being the inclusive setting that we would like them to be," she says. "But, we keep trying, and I find that very hopeful."

What About Christmas? Advice About Holidays--and More

What are some ways teachers may--and may not--teach about religious holidays?
Lessons about religious holidays may focus on how and when they are celebrated, their origins, histories, and meanings. Teachers may display religious symbols as teaching aids only temporarily and as part of the academic program. Students may choose to create artwork with religious symbols, but teachers should not suggest they do so. Music study and performances may include sacred music, but religious songs should not dominate performances, especially when they coincide with a specific holiday. Dramatic productions should emphasize the cultural aspects of a holiday. Nativity pageants or plays depicting the Hanukkah miracle, for instance, are not appropriate.

May I put a Christmas tree in my room?
The courts no longer consider a Christmas tree a religious symbol, so displaying one does not create a legal dilemma. But for many people the symbol still carries a religious connotation. Educators should strive to create holiday programs that do not make any student feel excluded or forced to identify with a specific religion. Ultimately, the best decision depends on your individual school and community.

May students write about their religious beliefs as part of a class assignment?
Yes. For example, if a teacher asks students to write about a historical figure who greatly influenced their thinking, students can write about people drawn from religious traditions. Their work should be judged by typical academic standards.

What about students' oral presentations? Teachers must ensure that students' presentations of their religious views do not cross the line to proselytizing. For example: If a student giving an oral report on a religious figure in history veers to challenging classmates to believe in a particular religion, the teacher should intervene. Experts suggest that the teacher talk to the student privately about the purposes of the assignment and why schools do not allow proselytizing to a captive classroom audience. It also would be wise to inform the students' parents and school administrators about the incident.

May I invite guest speakers with specialized knowledge to support lessons about religion?
As a first--and essential--step, follow your district's policy concerning guest speakers. Depending on the policy, a local religious leader may be a valuable resource for presenting information on religious issues or history being studied. A guest speaker from a local college or community organization also may be a good choice. Ensure that guest speakers understand both the nature of your assignment and the First Amendment guidelines for teaching about religion.

May school employees wear clothing or jewelry with a religious message?
Teachers may wear modest jewelry, such as a cross or Star of David, but may not wear clothing with a proselytizing message. Schools may permit employees to wear religious attire as well, such as a yarmulke, but the schools are not required to permit it.

May education employees pray on school grounds?
School employees may pray silently to themselves, but may not pray with or in the presence of students. Employees may organize scripture readings or other devotional activities outside the view of students and when they're not on duty.

Source: The above recommendations are drawn from guidelines endorsed by major faith-based and education groups, including NEA, and published in Finding Common Ground: A Guide to Religious Liberty in Public Schools (First Amendment Center, 2001).

State Report

November 2003   

Bargaining '03: About More Than Money

In the Evergreen and Wolverine States, respect for educators--or the lack thereof--determines the pace of contract talks.

Photo by Dave Raczkowski

Let's get right to the point: The 2003-04 school year will be brutal for contract bargaining. "Economic concerns will dominate, particularly salary and health care benefits," says Lynn Ohman, director of NEA's Collective Bargaining and Member Advocacy Department. "On average, private health insurance premiums increased 13.9 percent in 2003, the largest increase since 1990. Rising health costs will squeeze salaries--and both are set against the backdrop of very tight budgets for state and municipal governments."

Add another factor and you've got labor strife. "The bottom line is respect," a striking high school teacher in Marysville, Washington, told the Seattle Times in September. Among the issues driving this dispute: the district's demand for a huge salary cut.

It never had to happen. Right next to Marysville, the Everett School District--which faces the same tight funding as other Washington districts--signed a new contract with the Everett Education Association (EEA) that provides an 8 percent raise over three years and additional district funding for health insurance. The pact also limits high school class sizes, provides elementary teachers more time to prepare for classes, and includes a third-year "reopener" if the state fails to provide a cost-of-living adjustment.

UniServ Director Mike Wartelle says the contract is proof that school districts can make educators a budget priority, even during tough economic times. And the agreement shows that Everett "respects and values its teachers and is responsive to their needs," says EEA President Kim Meade.

By early September, Washington Education Association (WEA) local affiliates had settled most of the state's approximately 140 open contracts, "some with increases," reports WEA staffer Rich Wood. But if respect was in the air in the Evergreen State, the Rockies stalled its flow east to the Wolverine State, where many school boards were howling poverty in negotiations with the Michigan Education Association (MEA).

At press time, more than 600 MEA local affiliates were still in bargaining. MEA had placed 50 bargaining units undergoing difficult, protracted contract talks--the highest number since 1999--on its high-profile "critical list," affording them access to stepped-up MEA bargaining, communications, and "crisis" support.

It never had to happen. While some Michigan school systems are experiencing genuine financial problems, MEA researchers have discovered that many districts on the critical list are nursing healthy fund balances, many in the double digits.

"Contrary to popular belief, districts aren't broke; they are behaving like banks," says MEA President Lu Battaglieri. "Rainy day funds are meant to be used when times get tough and times are tough right now. That money should be spent on children and programs."

A hot spot on the critical list is Kent County, where MEA locals in the Kenowa Hills, Lowell, and Kentwood districts have dug in to win decent contracts. Teachers and education support professionals (ESPs) in Kenowa Hills, a district with a history of protracted bargaining, are doing what they've long done best, bargaining as one and being creative. These educators submitted a spontaneous teacher/ESP vote of "no confidence" to the superintendent--and they're wearing unity stickers, sporting lime green union T-shirts, and packing school board meetings.

And, with MEA training, these teachers and ESPs are running "coffee klatsches" to tell Kenowa Hills residents of the real issues in bargaining: demands for salary/health care concessions from an employer that sits on a rainy day fund exceeding 15 percent. "We've already made more than $3 million in concessions since 1985!" stresses high school teacher Sandra Carter, president of the Kenowa Hills Education Association.

"I tell our members that it's important to keep what we have, including contract language in areas such as transfers, grievability, and the sick leave bank. A lot of new teachers borrow from that sick leave bank," Carter adds.

"We tend to get the same language as teachers," notes high school maintenance worker Sandy Wilson, president of the Kenowa Hills Support Staff Association. "We ESPs feel stronger because we've bargained as one team with teachers since the 1980s. Everybody sees all the proposals. I've sat through discussions on elementary planning time--it's an important issue--and teachers sit through ESP issues. That's unity for you."

--Dave Winans

Alabama
Despite a hard-fought campaign by the Alabama Education Association (AEA) and its allies, voters have rejected ballot Amendment 1, Governor Bob Riley's education reform and accountability program--which would have raised some $800 million in new K-12 funding over five years. In the aftermath, school employees under contract this year "will be safe until the end of the budget year," says AEA Executive Secretary-Treasurer Paul R. Hubbert. But short-term effects will include slashes in everything from classroom supply money to professional development programs, and long-term cuts promise to be "gargantuan."

AEA polling shows that Alabamans still support new funding for schools, so "we must put together another plan and take it to the legislature and the people," stresses Hubbert. "If we don't, 1 of every 10 teachers will be gone next year--and with them, thousands of support professionals."

Montana
On the brink of a back-to-school strike, Butte Teachers Union members signed a contract with their district in August that includes an immediate 4.15 percent raise, $25 more a month to help with insurance costs, and an increase in the number of sick days available for personal use to six a year. The pact also provides $11,000 to be divided equally between the extracurricular coach and advisor stipends.

California
California Teachers Association (CTA) President Barbara E. Kerr has commended the state's appointment of Los Angeles County high school teacher Leslie Littman to the California Commission on Teacher Credentialing. A former mentor teacher with 12 years of teaching experience, Littman was a member in 2001 of the state Joint Committee to Develop a Master Plan for Education.

"The commission is much more effective when teachers are involved in decisions that affect our profession," says Kerr. "Leslie will be a strong voice for educators across the state."

Nevada
The Nevada State Education Association has won educator-friendly language in the state law passed to implement the federal Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act. The statute's savings clause states that specific provisions in the legislation "do not supercede, negate, or otherwise limit the effect or applications" of the state collective bargaining, licensure, discipline, and discharge laws.

Maryland
Ask 'em and they might just join you. During the first week of the school year, the Prince George's County Educators' Association recruited 711 new teachers into its ranks. A warm welcome to the NEA family!

Louisiana
In a newly signed pact with the Calcasieu Association of Educators, the Calcasieu Parish's Special Education Department has agreed to coach its paraeducators for the ParaPro test, which they must take to meet the "quality" mandates of the Elementary and Secondary Education Act (ESEA). "This may be the only parish in the state in which a teacher/paraprofessional team sent to the Louisiana Association of Educators for training is actually working with its district to help prepare paras to become highly qualified," reports UniServ Director Sandra Dvergsdal.

Minnesota
In September, hundreds of Minneapolis Federation of Teachers (MFT) members rallied outside a school board meeting to protest the district's unlawful violations of the collective bargaining agreement--from blocking earned step increases and lane changes to "nongranting" negotiated sabbatical leaves. Even though the current contract expired June 30, state law requires that it remain in effect until replaced. "This is hardly the way to attract the best and brightest to teach in Minneapolis schools," sighs MFT President Louise Sundin.

Wyoming
Legal representation from the Wyoming Education Association (WEA) has saved the job of former Kemmerer Education Association President Cynthia Yantzi. The WEA activist was the only teacher in the Kemmerer district targeted for a reduction in force (RIF), on the bogus grounds that she was "not certified" to teach chemistry.

On the second day of Yantzi's RIF hearing, the school board stopped the process, admitting "mistakes" were made. On July 2, the school board revoked the layoff notice; seven days later, the superintendent--who was wrong about Yantzi's certification--resigned.

"Without the Association, there is little chance I could have challenged this," says a relieved Yantzi. "My Association dues paid for that. There's no way I could have found as good a lawyer on my own."

Spotlight

November 2003   

Teaching Kids About Hurt

One middle school found the keys to stop bullying and violence--and is setting a national example.

By Bob Katz

Photo by Garik Parmele

He was a mid-term transfer from another town. But with a massive wine-colored birthmark nearly covering his face, the eighth grader quickly stood out. Worse, his school file was thick with reports of fights and suspensions.

And so upon his arrival at Walnut Middle School in Grand Island, Nebraska, counselor Mary Ann Richards didn't waste time. "Were you ever teased or taunted at your previous school?"she asked the boy.

Yes, he nodded.

"What did you do?"

"I punched them," he said.

Richards saw a classic set-up for the familiar middle school cycle of taunting and reactive violence.

But Walnut was ready.

Over the past four years, this school of 780 kids has transformed itself from a place all too familiar to local police to a celebrated winner of a National Schools of Character award for 2003. Walnut was the only middle school of 10 so honored by the Character Education Partnership, a consortium of groups focused on developing moral character in students. But the transformation was not easy, or accidental.

With its ethnically diverse population (30 percent Hispanic and 5 percent Asian), the school faced some formidable challenges. Then, as today, most of its students received free or reduced lunch and many were transient--their families drawn to the commercial hub by opportunities in the agricultural and meat-packing industries.

They also fought--a lot. In the year before launching a character education program, Walnut reported nearly 150 incidents of assault and fighting, of which almost 50 were referred to police for possible prosecution. "Basically, this was us being desperate and saying, 'enough's enough,'" recalls Richards. Adds Walnut principal Vikki Deuel. "We had a whole vipers' nest of bullies, and nobody was helping our kids make better choices."

Using methods developed by the Bully B'ware program and by Tom Jackson's Activities That Teach, Richards and Deuel, along with Rick Ressel, a police officer on full-time loan to the school, set out to systematically re-educate the students. Here's what they started:

• Bully prevention classes. Every new sixth grader attends three such classes early in the fall and seventh and eighth graders receive "refresher" classes. The goal: to redefine bullies as weak not strong, activate bystanders to be part of the solution, and create an atmosphere that inspires respect for differences. Importantly, students are also taught that verbal and sexual harassment and taunting--which some think is a "normal" part of growing up--are forms of bullying and may be illegal.

• Anger management groups. Kids who teachers and staff identify as bullies, or the targets of bullies, join support groups, which meet weekly to discuss issues of self-awareness.

• The Purple Hands Pledge. This national campaign centers around a pledge that students recite at the start of each school day: "I will not use my hands or my words for hurting myself or others!"

"It seems simplistic," says Deuel, but it's been a great tool for building an atmosphere of tolerance and peaceful problem solving. The measures of success: assaults have plummeted to a fraction of what they were before--and kids are making marked achievement gains.

While only the counselors and Ressel conduct anti-bullying workshops, the entire faculty has played a role. But not all accepted the responsibility at first. "One math teacher told me he wasn't interested in teaching social skills," recalls Deuel. "My answer was, if we don't start teaching social skills, we won't have time to teach math."

And what became of the transfer student with the temper?

Richards recalls walking the hall with him on his first day and watching students gawk at his birthmark. She could feel the tension and anger rising in him.

But a strange thing happened. Nobody teased him. Nobody taunted. Some kids actually said hi. The boy then enrolled in classes to build anger management skills. But while at Walnut, says Richards, he rarely had to use them.

For more, contact: Mary Ann Richards at mrichard@esu10.org or Vikki Deuel at Vdeuel@esu10.org.

Rights Watch

November 2003   

Judges Reject 'Parental Rights'

Federal courts rule that parents have no constitutional right to 'dictate individually what the schools teach their children.'

Photo by DigitalVision

Claiming a violation of their "parental rights," some parents have recently hauled public school officials into court and asked federal judges to overturn educational decisions they don't like. Their lawyers argue that parents have a constitutional right "to direct the upbringing and education" of their children, including the right to override the decisions of democratically elected school board members.

To date, they've not enjoyed much success. A sampling of recent decisions:

In May, a federal judge in Texas rejected Tom and Traci Jeffrey's claim that the Bells Independent School District violated their parental rights when it refused to reschedule a Spanish III class at a time of day that would enable their daughter to enroll, even though the refusal hurt her chances to be valedictorian.

"Put simply, Ms. Jeffrey's parents do not have a constitutional right to direct, control, or determine what classes or curriculum the Bells ISD will offer its students," the court declared.

The Second Circuit Court of Appeals ruled in June that a Connecticut parent has no right to have his child excused from a mandatory health education course.

Turk Leebaert removed his seventh-grade son from a Health and Family Life course after the Fairfield Board of Education refused to excuse him from the fourth quarter of instruction. As a result, he received an F for the course.

Leebaert then sued the board in federal court claiming a violation of his "parental rights." He specifically objected to class lessons "defining self-esteem," discussing "the negative consequences of using drugs, marijuana and alcohol," promoting "respect for others' feelings, rights and differences," and "practicing social pressure resistance skills."

In ruling against Leebaert, the court declared: "If all parents had a fundamental constitutional right to dictate individually what the schools teach their children, the schools would be forced to cater a curriculum for each student whose parents had genuine moral disagreements with the school's choice of subject matter. We cannot see that the Constitution imposes such a burden on state educational systems."

To rule otherwise, the court warned, "would make it difficult or impossible for any public school authority to administer school curricula responsive to the overall educational needs of the community and its children."

In May, a federal court in Maine rebuffed efforts by home-schooling parents to force the state to allow their children to compete in state-sponsored track meets as part of the team for a religious school.

Although Maine requires local school districts to allow home-schooled students to participate in their athletic programs, Sammy and Susan Pelletier didn't want their children to be associated with the public school program and sought a court order requiring the state to allow them to compete on behalf of Seacoast Christian School, which they did not attend.

While the state's rule "may have unhappy consequences for the Pelletier family," the court said, it does not violate their "parental rights."

In July, a California federal judge rejected a "parental rights" lawsuit seeking monetary damages from a volunteer school counselor and her principal for surveying students at a Palmdale School District elementary school about sex.

Although the counselor had obtained signed parental permission slips for almost all of the students, several parents who had consented complained that the slips did not adequately explain the sexually explicit nature of the questionnaire.

In dismissing the case, the court ruled that parents individually don't have the "right to control a public school district's curriculum simply because they have chosen to send their children to public school."

There is one caveat, however. As most educators know, the Individuals with Disabilities Education Act (IDEA) grants to the parents of special needs students a much larger say in how their children are educated--through their involvement in the development of Individualized Education Programs.

--Michael D. Simpson
NEA Office of General Counsel

Resources

November 2003   

Standing in Your Shoes

A Checklist for Classroom and Substitute Teachers

NEA Professional Library Book Cover

By Doug Provencio
NEA Checklist Series
64 pp. $4.50 NEA members, $5.95 nonmembers
NEA Professional Library

[Book Excerpt]
Quality public education depends on many different professionals assuming roles to support each other, and substitute teachers are a critical element in the ecology of the teaching pool.

This checklist outlines the roles and responsibilities of classroom teachers as they prepare for substitute teachers and helps them anticipate what those guest teachers will experience. It also covers the roles and responsibilities of substitute teachers in taking assignments, teaching and motivating the students of other teachers, and dealing with some of the bigger challenges substitute teachers often face, such as highly unsettled classes or unengaged students.

Special Situations
Substitute teachers specialize in flexibility. Some situations put that flexibility to the test, and there are days when substitutes have to go above and beyond the call of duty. You should know which situations needs special instructions, preparation, or warnings.

Anticipating Challenges
Be aware of factors that could make for a tough or different kind of day. Warn the substitute teacher and work out strategies for handling these kinds of events.

1. Give the substitute realistic news about a class that is either unsettled or unengaged.
   • Describe the strategies you're using with students and which educators the guest teacher can rely on around campus for some help.
   • Identify "helper" students who will provide the substitute with reliable information about class and school procedures.

Understanding Different Developmental Levels
A substitute teacher might be more familiar with teaching a different grade level or type of class than yours. Take this into account and give reminders about what works best with your students. Point out that:

1. Primary students have shorter attention spans and need activity changes every 20 or 30 minutes. These classes will involve much more parent contact.

2. Upper elementary and intermediate students are developing more independence and interpersonal skills but need close monitoring for conflicts.

3. Secondary students need more space, but also reminders about the rules and frameworks they know exist.

4. High school students' attention can easily wander. They may need frequent reminders to focus on their work.

5. Special education students may need modifications for different learning styles.

Preparing for a Long-Term Substitute
Life happens! There may be a new baby, a serious illness, or some other major event. You might be out for weeks or even several months. In these cases, you will want to find a good person for a challenging job. You need to discuss several issues with your guest teacher.

1. Go over the curriculum you've covered so far this year and what needs to done during the time you're gone.

2. Decide what you'll be available to do, such as preparing lesson plans or answering questions from the substitute. Can you do this by phone, computer, or in occasional meetings?

3. Describe what the grading policy will be: what you already have in place and how your absence could require some modifications to that policy

About the Author

Doug Provencio has taught at 62 schools in Oakland, California, in all grades, K-12. President of the NEA Substitute Teachers Caucus and a site representative in the Oakland Education Association, Provencio holds an M.A. from Yale and a B.A. from Carleton College.

NEA Professional Library Resources

Getting a handle on discipline and classroom management can help make a substitute's job easier.

Classroom Management
VHS Video and CD
$14.95 members
$19.95 nonmembers
Whether you're new to the profession, a veteran teacher, or a long-term substitute, maintaining a safe and orderly classroom can be a daunting task. This kit is designed to help you sharpen your skills in managing student behavior both in and outside the classroom. You'll get tips on how to create a good classroom floorplan, establish and reinforce rules, communicate with parents, write behavior contracts, and create effective time-out strategies. For use in K-12 classrooms, this kit gives creative solutions to common classroom challenges.

The Discipline Checklist
Advice from 60 Successful Teachers
Revised Edition
By Ken Kosier, 56 pp.
$4.50 members
$5.95 nonmembers
Want to consult with dozens of your colleagues without leaving your desk? This checklist lets you do just that. Sixty teachers--each recognized for their successful efforts at maintaining discipline--share their secrets on classroom management and suggestions for motivating students. This practical checklist will help you better prepare for beginning the school year, coach you on modeling positive interactions, and remind you to maintain flexibility in your discipline strategies.

Innovative Discipline
Revised Edition
Teacher-to-Teacher Series
96 pp., $9.95 members
$12.95 nonmembers
Updated to include a section on school safety! You'll find an extensive resource list of books, videos, audiotapes, Web sites, and organizations that promote school safety. This popular book also covers peer mediation, self-help sessions, a student-operated court in middle school, and other discipline problems that have transformed the culture of schools.

To order these resources, or to check out more materials from the NEA Professional Library, go to www.nea.org/ books or call 800-229-4200.

Books by NEA Members

Phantom Stallion: The Wild One
By Terri Farley
Readers 10 and up might want to check out this series about a 13-year-old girl and wild mustang who become friends. Written by an English and reading teacher, the first book tells how Samantha returns to the ranch where she was thrown in a near-fatal horse accident. Sam must readjust to life on the ranch and learn to ride again. 216 pp. $4.99 from HarperCollins. To order, go to www.harper-childrens.com.

Arithmetic Magic
By J.C. Page
Okay, so maybe it's not magic, but this high school and college mathematics teacher will walk educators, students, and parents through easy-to-learn, practical methods for performing the basics: addition, subtraction, multiplication, and division. Developed over 20 years, the techniques aim to change the way you deal with numbers--for the better. 104 pp. $9.50 from 1st Books. To order, visit www.1stbooks.com.

Classroom Management with Music
By Deborah Morse Scala and Cheryl Terhune Cronk
Twenty activities and 12 companion songs address classroom management techniques in this book and CD-ROM set. The songs, such as "We Make a Line," help keep preK-2 children on task. Kindergarten teacher (Scala) and musician (Cronk) designed the set for new or seasoned teachers. 56 pp. $29.95 from Foxglove Music Press. To order, go to www.foxglove-musicpress.com.

Heads Up From NEA Member Benefits

This holiday season, shop smart and shop early for gifts your loved ones will value throughout the year!

The NEA Magazine Service® offers more than 600 magazines at up to 85 percent off newsstand prices--lowest introductory prices are even guaranteed. Please the readers in your family by picking among titles covering news, sports, fitness, entertainment, hobbies, family, and education. Ordering is convenient and simple using the toll-free number: 1-800-YOUR-MAG.

A cell phone plan from NEA Cellular is just the gift to help your family members stay connected in busy times. Choose plans from AT&T Wireless, Cingular, Nextel, Verizon, or T-Mobile and cell phones from Nokia, Sony-Ericsson, Motorola, and others. Each plan comes with a free phone (after rebate) and hands-free kit, belt clip, and in-car charger. For help selecting the best plan for you, call our friendly representatives toll-fee at 1-866-327-2219. You can also order online at www.neamb.com/discount/inphonic.html.

Great news for members who are seeking National Board Certification! NEA Member Benefits, through MBNA America Bank, N.A., has just reduced the interest rate on their National Board Certification Loan to an annual percentage rate (APR) of 6.99 percent.* This is a special line of credit designed to help you cover the full $2,300 assessment fee. There's no application fee and no collateral is required. For more information or to apply, call 1-800-603-3953 from 8 a.m. to 10 p.m. Monday-Thursday, 8 a.m. to 8 p.m. Friday, or from 8 a.m. to 5 p.m. Saturday (ET).

*Upon approval, MBNA will set your annual percentage rate (APR) at 6.99 percent.

What's Up at HIN

Air Quality Symposium a Success
In October, 18 teams of NEA members and UniServ staff learned how to implement a successful IAQ program in their school and school district during the 4th Annual Indoor Air Quality (IAQ) Tools for Schools Symposium in Washington, D.C. The symposium was preceded by a day of training that addressed IAQ issues from the union perspective and provided a platform for members and staff to share strategies and solutions in winning the battle. To find out if a team from your state was trained, and to access materials and presentations, visit www.neahin.org/programs/environmental/index.htm.

Help Parents Discuss Drugs and Bullying
"Can We Talk about Drugs?" and "Can We Talk about Bullying and Harassment?" will soon be available from the NEA Health Information Network. The new modules are designed to offer more flexibility to trainers and can be used with parents of 5- to 15-year-olds. These modules continue the Can We Talk? series and our philosophy that young people's academic achievement is directly influenced by their emotional, physical, and sexual health, and that outcomes can be improved through effective family education. For more on the program or on ordering the modules, visit www.canwetalk.org.

Tools for Teaching Resilience
How can we help our students succeed even when life's challenges threaten to interfere with their learning and achievement? Kids need resiliency to get through the tough times. Fortunately, resilience can be taught. Download the activity booklet for K-5 kids (PDF file) that parallels our pamphlet, "Dealing with trauma and loss: Practical strategies for enhancing resilience," for adults. You can find both the adults' pamphlet and the kids' activity book under Mental Health programs on HIN's Web site at www.neahin.org.

Grants, Awards, and Competitions

NEA Fine Arts Grant Program

The NEA Foundation awards 10 grants of $2,000 to secondary (grades 6-12) fine arts teachers to enable them to create and implement fine arts programs that promote learning among students at risk of school failure. Programs must address the arts (e.g., painting, sculpture, photography, music, theater, dance, design, media, or folk arts). Applicants must be an NEA member in a U.S. public secondary school that is at risk of school failure. The local affiliate will be responsible for accepting and administering the grant funds.

Grant funds may be used for resource materials, supplies, equipment, transportation, software, and/or professional fees. Funds may not be used to pay indirect costs, grant administration fees, or salaries, or for lobbying or religious purposes. A majority of the funds may not be used to engage an artist-in-residence.

Applications must be received by February 2, 2004. If you want confirmation that the proposal was received, enclose a self-addressed, stamped envelope with the application.

The NEA Foundation will notify applicants of their status by mail by July 2004. NEA Fine Arts grants will fund activities for 12 months from the date of the award. (Note: Elementary and secondary fine arts teachers are eligible in alternate years.)

Visit www.nfie.org/programs/finearts.htm, call 202-822-7840, or write to The NEA Foundation, 1201 16th Street, N.W., Suite 416, Washington, DC 20036 for more information.

Wild Kingdom in the Classroom

Mutual of Omaha's Wild Kingdom Kids' Summit, an essay program for children ages 9-12, encourages kids to use their creative energy and love of animals to think of ways they can help save endangered species. In one page or less, kids must answer this question: "What threatened or endangered species in North America do you most want to save and how would you help save it?"

One aspiring conservationist from each state and the District of Columbia will receive a trip to attend the Wild Kingdom Kids' Summit next May in San Diego. For more information, including a special site for teachers with a suggested curriculum and classroom activities, visit www.wildkingdom.com.

Calling All Heroes

Do you know a hero? If you do, consider nominating your hero for the Volvo for Life Awards, a program that honors individuals making outstanding contributions in the areas of safety, the environment, or quality of life. For example, winners may be people who have a opened a community center for needy kids or developed recycling programs for their schools.

From 100 semi-finalists, Volvo will select three finalists in three categories: Safety, Quality of Life, and Environment. From these finalists, celebrity judges will name one winner for each category. Winners will receive $50,000 to be donated to the charities of their choice. The remaining six finalists will each receive a $10,000 charitable donation. The three category winners will attend the Volvo for Life Awards Ceremony in Times Square Studios on April 7, 2004, where an overall winner will receive a Volvo car or SUV for life. Go to www.volvoforlifeawards.com to nominate an individual. Nominations will be accepted until January 16, 2004.

NEA ESP Conference

Mark your calendar. The 2004 NEA ESP Conference--ESP Call to Action: Making Public Schools Great for Every Child--will take place March 12-14 in Charlotte, North Carolina, at the Westin Charlotte (400 S. Tryon Street, Charlotte, NC 28285). For more information, visit the ESP Web site at www.nea.org/esphome/ or call 202-822-7131. Register by January 15, 2004.

Honoring Writers and Readers

November is a perfect month for writers and readers alike and NEA's Read Across America offers a cornucopia of resources. To help you celebrate American Indian Heritage month, we have compiled an American Indian children's book list featuring 100 classic and new children's books. To help you celebrate Family Literacy Day and Children's Book Week (November 17-23) this month, check out NEA's Read Across America Web site for reading tips, birthdays of your favorite authors, booklists, and a year-round reading promotion calendar. And don't forget to check out NEA's bilingual project with Major League Soccer, Get a Kick Out of Reading!/Lee y Marco un Golar! You can find this and much more to help you plan your own reading celebrations at www.nea.org/readacross. And don't forget to check out NEA members-only features on OWL.org.

Reminder: The Youth Leaders for Literacy Grants deadline is coming up on December 1.

For more information, visit www.nea.org/readacross/youthleaders.html.

In Print

Holiday Stories
Written by renowned storyteller Kendall Haven, New Year's to Kwanzaa contains original stories about the holidays of different cultures represented in the United States. This book discusses the historical significance of holidays--such as the Fourth of July, Juneteenth, Passover, and more--across different cultures and perspectives. An activities guide for grades 3-8 can help readers get more involved in the celebrations and customs explored. 240 pp. $16.95 from Fulcrum Publishing. To order, go to www.fulcrum-books.com.

Words of Wisdom
How do you keep going when the pay is low, the hours are long, and you feel you just can't get through to students? Author Frank Sennett asks the best teachers in the business these questions and others in Teacher of the Year: More Than 400 Quotes of Insight, Inspiration, and Motivation from America's Greatest Teachers. The more than 400 quotes from Teachers of the Year across the nation use grace and wit to encourage and inspire other teachers. 248 pp. $12.95 from McGraw-Hill. To order, go to www.mcgraw-hill.com or call 877-833-5524.

Stories from Puerto Rico
Puerto Rican folklore abounds in this compilation of songs, riddles, stories, and games by Carmen T. Bernier-Grand. Shake It, Morena! and other Folklore from Puerto Rico teaches children the country's culture and language while progressing through a full day of one young girl's usual experiences. Don't forget to search for the 27 hidden lizards painted by artist Lulu Delacre. 48 pp. $24.90 from Millbrook Press. To order, visit www.millbrookpress.com or call 800-223-2336.

Picking up the Pieces
The Usual Rules by Joyce Maynard tells the fictional story of Wendy, a 13-year-old Brooklyn girl, who loses her mother on the morning of September 11, 2001. The book, written through Wendy's eyes, is an account of putting the pieces back together of her life, which now include a father who has been absent for years. He relocates Wendy to the west coast. In her new life, she struggles with the memories of her mother and the developing relationship with her father, but through it all Wendy gains a strong sense of survival and empathy in this unexpectedly hopeful story of healing and forgiveness. 320 pp. $24.95 from St. Martin's Press. To order, go to www.amazon.com.

The Blame Game
The Not Me Monster, the second book in the Willowbe Woods Campfire Stories series, teaches kids ages 2-8 to tell the truth and learn responsibility. Ila Wallen's rhyming prose and Robert Sauber's vivid illustrations tell how Bunny has been making a lot of mistakes in preparing for a birthday party, like ruining the sign and cake. She tells her friends that it was a big purple monster instead of owning up to the truth. Young readers can learn from Bunny that accepting responsibility for your mistakes is the right thing to do, and your friends will continue to care about you when you tell them. 32 pp. $16.95 from Bent Willow Publishing. To order, visit www.bentwillowpublishing.com or call 805-381-1033.

A History of Horses
In the first book of his new series, Transportation in America, Martin W. Sandler tells the history of horses. From American Indians and conquistadors to urban police forces, Americans have long used horses as a means to travel, transport goods, and above all, prosper. Galloping Across the USA: Horses in American Life illustrates various uses of and dependencies on horses throughout North American history. 64 pp. $21.95 from Oxford University Press. To order, visit www.oup-usa.org or call 800-451-7556.

Use Your Smarts
Using eight different categories to classify a child's aptitude, You're Smarter Than You Think: A Kid's Guide to Multiple Intelligences by Thomas Armstrong, breaks it down in layman's terms what it means to be smart and it's more than just a score on an IQ test. Based on Howard Gardner's theory of multiple intelligences and geared for ages 8-12, this book explains different categories children can excel in and how to nurture and develop their talents, whether they're in words, music, logic, picture, body, people, self, or nature smarts. 192 pp. $15.95 from Free Spirit Publishing. To order, go to www.freespirit.com, or call 866-703-7322.

Food Fun
It's important to develop good eating habits from an early age, and Julie Appleton, Nadine McCrea, and Carla Patterson help early childhood educators teach good nutrition with Do Carrots Make You See Better? A Guide to Food and Nutrition in Early Childhood Programs. The book contains easy individual recipes for kids to try like mini pizzas and celery boats. For parents and educators there are extensive notes and tips about instilling the values of good nutrition, cleanliness, and safety in the kitchen, as well as dental safety. 192 pp. $19.95 from Gryphon House. To order, visit www.ghbooks.com or call 800-638-0928.

On TV

A Ring of Endless Light
The Disney Channel, November 4, 3 a.m., ET, check local listings.
This 2002 adaptation of Madeleine L'Engle's book tells the story of a teenager who discovers she has a gift for communicating with dolphins. Can be taped and used in the classroom for one year. Teaching materials are available at http://psc.disney.go.com/disneychannel/cableintheclassroom.

American Valor
PBS, November 11, 9 p.m., ET.
This documentary starts out quietly...just some American men saying where they were born, who their parents were. Then you notice the ribbon with the gold medal around each man's neck, recognizing service "above and beyond the call of duty." These men are Medal of Honor recipients. Their stories are mostly of rescuing a buddy or an officer, but most assert the medal doesn't belong to them, with one man saying, "I'm a guardian of this, temporarily...it represents everyone I served with." This broadcast reminds us that "freedom isn't free" because of the huge cost in human lives. PBS has a companion Web site at www.pbs.org/americanvalor.

Teddy Roosevelt: An American Lion
The History Channel, November 11-13, 6 a.m., ET.
Called the first modern President, Teddy Roosevelt transformed every landscape he encountered. From his days as a Dakota cowboy to his years as New York's Police Commissioner and then the White House and beyond, TR became known as the reformer who met most every challenge. The documentary employs dramatizations of his life and interviews with TR's grandchildren and several biographers. This series can be viewed online at www.historychannel.com/classroom/tr_webcast/main.html, along with a comprehensive teacher's guide.

Biography--Michelangelo: Artist and Man
A&E, November 24, 7 a.m., ET.
Learn about the life and works of the great Renaissance artist in this 60-minute episode. Can be taped and used in the classroom for two years. Teaching materials are available at www.aetv.com/class.

Howard Goodall's Big Bangs
Ovation, November 25, 1 p.m., ET.
As part of Goodall's series reviewing the history of music, the hour-long "The Invention of Recorded Sound" examines the invention of the phonautograph, paleophone, and phonograph. Can be taped and used in the classroom for one year with teaching materials available at www.ovationtv.com/artszone.

Listings are provided by KIDSNET, a national resource for children's media in Washington, D.C., www.kidsnet.org, and by Cable in the Classroom's Access Learning magazine at www.ciconline.org.

Diversity Calendar

November

November 1--All Saints Day
Roman Catholic and Protestant holiday that commemorates all the saints.

November 20--Anniversary of the Mexican Revolution
This celebration marks the anniversary of the beginning of the 1910 war that began on this day to overthrow dictator Porfirio D�az and start a social revolution. For more information, see www.mexonline.com/revolution.htm.

November 26--Id al-Fitr
This Muslim day of feasting celebrates the end of Ramadan, the Islamic holy month during which Muslims fast from sunrise to sunset each day. For more, visit www.religioustolerance.org/isl_rama.htm.

November 27--Thanksgiving
Celebrated in the United States on the fourth Thursday in November when Americans commemorate the first feast with the settlers of Plymouth, Massachusetts, and American Indians in the area. For more, see www.holidays.net/thanksgiving/.

December

December 1--World Aids Day
A day set aside to promote AIDS awareness and education. See www.worldaidsday.org/ for more information.

December 20-27--Hanukkah (Festival of Lights)
Eight-day Jewish celebration commemorating the dedication of the Temple of Maccabees. These days are marked by gift giving, songs, and dance. For more information, see www.factmonster.com/spot/hanukkah.html.

December 25--Christmas
This holiday celebrates the birth of Jesus Christ and typically includes attending religious services, gift giving, decorations, and songs. For more, see www.holidays.net/christmas/.

December 26-January 1--Kwanzaa
Kwanzaa is a seven-day African-American cultural and spiritual celebration that promotes family building, teaches history, and develops unity. For more, visit www.holidays.net/kwanzaa.

OWL.org

OWL.ORG--Your Online Education Community

Our Web Location for Education--that's the tagline that's displayed with the OWL.org logo, because building an online community of NEA members is exactly what OWL is about. OWL.org's focus is members helping members, and the Web site offers several opportunities for members to connect with each other.

OWL features updated and improved discussion forums where members can share ideas and questions with their colleagues. These members-only discussion forums cover a variety of education topics, such as the reauthorization of the Individuals with Disabilities Education Act, professional development, and education support professional issues.

In addition to the discussion forums, Works4Me--one of the most vibrant online communities of educators--can be found on OWL. Works4Me contains practical classroom and workplace tips submitted by educators from around the country.

NEA members can participate in Works4Me in three ways:

• By visiting the OWL.org home page. Weekly tips are found right below "Education News," and members can also browse through the Works4Me library of previous tips.

• Through the weekly Works4Me e-mail newsletter. NEA members can sign up for Works4Me by following the instructions found at the end of each Works4Me article, or registered users can visit the "Change Preferences" area and then click on "To subscribe to free OWL e-mail newsletters."

• By participating in the interactive Works4Me discussion forum found in OWL's discussion forum area.

Finally, members can participate in the OWL professional community by becoming contributing writers. NEA members have a vast amount of expertise and a lot of stories to tell. If you would like to submit an article or become a regular contributor to OWL, send an e-mail today to asktheowl@owl.org.

Take Note

Celebrate American Education Week

Get ready for American Education Week, November 16-22, when we recognize the educators and school staff who keep our children safe and healthy, as well as help them achieve. This year's theme is "Great Public Schools for Every Child--America's Promise."

Wednesday, November 19, will be a special day to honor the school bus drivers, cafeteria workers, teachers' aides, and other education support professionals who positively impact our schools.

New to this year's celebration is a special day to honor the work of substitute educators on Friday, November 21.

NEA offers several resources to help schools and communities celebrate American Education Week. The official artwork and poster bearing the theme can be downloaded at www.nea.org/aew/. The Guide to Celebrate National Education Support Professionals Day can be ordered by e-mailing ESPSupport@nea.org or calling 202-822-7131.

NEA's Professional Library recently released Standing in Your Shoes: A Checklist for Classroom and Substitute Teachers, which offers helpful techniques for substitute teachers and classroom teachers using substitutes. The checklist book can be ordered online at www.nea.org/books. Visitors can also download tools to help launch a successful American Education Week celebration in their own community at www.nea.org/aew/.

ESProfessionals

"Support professionals are often thwarted from turning their jobs into careers, or gaining promotion opportunities, because of a lack of professional development and advanced training," states the introduction of The ESProfessionals: An Action Guide to Help You in Your Professional Development. This new publication from NEA's ESP Quality Department helps ESP members around the country create and lead professional development opportunities in their schools and districts.

Readers will learn how to put their ideas into action, tap into local resources, and make staff training and development a part of their everyday lives. Divided into sections tailored for specific ESP job categories, the publication debunks popular myths about ESP careers, offers success stories of ESPs around the country who used grassroots actions to implement professional development opportunities for support professionals, and includes a list of career resources and action tools for getting started.

To get a copy of the action guide, contact your local UniServ director or the instructional and professional development or communications staff persons in your local affiliate.

Resources from Teaching Tolerance

Hatred and intolerance can be overcome only when citizen activists stand up and make a difference. Educators can order two free booklets to help fight intolerance in their community and school. 101 Tools for Tolerance provides simple ideas for promoting equity and celebrating diversity. The booklet offers steps specifically designed for individuals, schools, businesses, and communities. Responding to Hate at School contains strategies that can help teachers, administrators, and counselors react effectively to incidents of hate, bias, and prejudice. For more information, or to download or order these publications, visit www.tolerance.org/order_forms/index.html.

Immigration Resources

The American Immigration Law Foundation's (AILF) Immigration Curriculum Project teaches young children about the immigrant experience in America and helps them develop an appreciation for the unique contributions and fresh perspectives immigrants add to our society. AILF has begun to develop a Web-based clearinghouse of immigration-related teaching materials, identifying dozens of lesson plans and organizing them into a searchable database.

In addition to these education programs, AILF manages a nationwide creative writing competition for fifth graders on the subject "Why I'm Glad America is a Nation of Immigrants."

Educators interested in the Immigration Curriculum Project may order an informational brochure at the foundation's Web site at www.ailf.org. For more information on the writing competition or to view immigration-related teaching materials, visit the site or contact AILF at 918 F Street, N.W., 6th Floor, Washington, DC 20004 or e-mail: info@ailf.org.

Integrated Spelling

Middle school teacher Nancy Beattie was tired of the low success rate of the spelling program she used in her classroom. So she created her own. After much research, Spelling: An Integrated Approach for Middle School became a reality. Beattie's workbook includes teacher-recommended words, frequently misspelled words, and commonly used words. Students practice writing antonyms, synonyms, compound sentences, possessives, and more. More than 25 skills are reviewed throughout the year. The program comes in three levels to accommodate students' varying needs. To order, call 248-689-5317 or visit www.bteducationalprograms.com. Workbooks are $2.85 each (less with orders for 100 or more).

On the Web

Science News for Kids
Scientists are finding ways to make a better French fry. Gecko feet inspire a new kind of adhesive. Astronomers have discovered the oldest planet in the universe. Find this and other science news at Science News for Kids, maintained by the nonprofit Science Service organization. The site also includes suggestions for hands-on activities, Web resources, math puzzles, and the chance for kids to submit their work for possible Web publication. Go to www.sciencenewsforkids.org/.

More CNN Headline News
CNN Student News, a commercial-free educational program for middle and high schools that airs on CNN Headline News, has revamped its site, www.CNNStudentNews.com. The new site includes curriculum resources and program transcripts that are updated daily, learning activities correlated to national standards, and daily classroom discussion questions. Also new is a section that archives a month of daily programs, making it easier for educators to find lessons on recent events.

Scholarships Online
FastWEB lets students search for scholarships online and has access to 600,000 scholarships. Once students fill out an extensive online form, the search engine provides regularly updated information on scholarships, grants, and fellowships suited to students' goals and qualifications, all for free. However, students should be advised that FastWEB collects and sells information (such as name, address, e-mail address, date of birth, gender, and country of citizenship) collected through their site. Go to www.fastweb.com/.

Monster Facts
FactMonster.com, a site for kids ages 9 to 14, has essential reference materials, fun facts and features, and individualized homework help. Highlights include an encyclopedia, dictionary, atlas, quizzes, and crossword puzzles. Kids--along with their parents and teachers--have easy access to just the right facts on topics ranging from science to sports to people in the news. Go to www.factmonster.com.

President's Viewpoint

November 2003   

Who's Rescuing You?

NEA President Reg Weaver

By deciding to embark upon a career in education, you know that you have signed up for serious rescue work.

And through this rescue work, you'll inspire children, you'll challenge them, and sometimes--quite literally--you'll save their lives.

Where else can you find a motivator, a problem-solver, and a heart-mender, all in one place--and often in one person?

Some people call it multitasking; I call it an average day at school.

More than merely working late, on weekends, and through summers, you write the recommendation letters, coach the athletic teams, prepare the meals, ready the building, and shield the vulnerable from harm.

From sacrificing your own paycheck to make sure students don't suffer from a truncated school year, to digging deeply into your pockets to pay for supplies--sometimes to the tune of $400-$600 during a year--your example directly influences students and your community.

All of this you do willingly, and your students and communities depend upon you. But what happens in those quiet moments when you realize that you're the one needing help? Where can you find safe harbor when the seas of your professional life turn treacherous?

While your work is both noble and necessary, that's not enough to protect good education professionals from bad people or bad policy. Sometimes, even the rescuers need rescuing.

And that's why you have NEA.

Whether fighting for fair compensation that reflects your professional worth, or for decent retirement benefits when it's time for a dignified and well-deserved rest--we're working to protect your financial bottom line.

We're proud to be working to ensure that the U.S. Department of Education is not undermining collective bargaining rights through the mandates of the Elementary and Secondary Education Act's (ESEA) so-called "No Child Left Behind" (NCLB) law.

And, we will continue to fight against the rhetoric of education reform espoused by the so-called "No Child Left Behind" law because we see it as a one-size-fits-all policy mandate that demands that all children meet the same level of achievement in the same period of time.

By relying solely on standardized tests to measure student achievement, we know the negative effect this law will have on our children and students.

But consider this law's effect on you professionally. This law is a mandate that will drive inspired and experienced professionals--teachers and education support professionals--from schools and classrooms where they are needed most.

This law, in effect, demonstrates that some Washington bureaucrats believe that they know how to perform your job better than you do. They presume to waltz into our profession and, without the benefit of appropriate study and training, assume they know how to be an educator.

It's akin to assuming that anyone who knows how to use a knife can be a surgeon!

That's why we launched a legislative strategy to fix and fund ESEA's NCLB with the Great Public Schools for Every Child Act. We are re-introducing your voices into the debate--the voices of teachers and ESPs--and working to defend our profession from those who know nothing about performing the rescue work we do daily.

Frankly, if there wasn't an NEA, we'd have to create it, and quickly. Luckily, there is no need to! I'm proud that we're able to fight for our members who give so much to their schools and their communities. And, although we may not always agree, we should never disengage.

Whether it's protecting our members or staving off policies injurious to our children, you can depend on your Association. We pride ourselves on rescuing the rescuers--the teachers and education support professionals working every day to make great public schools for every child.

Reg Weaver
NEA President