Up Front

April 2004 Table of Contents Cover Story The Fix Features When Words Burn We're Back Departments Getting Organized ESP Spotlight Health & Fitness People Last Bell Editor's Note President's Viewpoint Up Front State Report Leading the Way Rights Watch Debate Dilemma Resources Books by NEA Members Reader Services Change your address Write a letter View past issues

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When Words Burn

It's no secret that the Bush Administration has never taken fondly to NEA's slate of ideas about how to improve the Elementary and Secondary Education Act (ESEA), the so-called No Child Left Behind law. For two years the Administration has brushed aside criticism about the law's unfunded mandates and balked at pleas to correct many of its flaws. But when Department of Education Secretary Rod Paige recently described the 2.7 million-member Association as a "terrorist organization" because of its criticism, the depth of the animosity sizzled to the surface.

Paige made the charge in a private meeting with governors, but he was quickly forced to fess up, recant, and reach out. Yet few were feeling the love, mainly because the secretary has been there before—not only with NEA ("the coalition of the whining," he once dubbed it), but with numerous other critics, whom he's called "nihilists" and compared to racial segregationists. Even in his "apology" to NEA, the secretary couldn't bring himself to call a truce, describing the Association's concerns as "obstructionist scare tactics" and attempting to draw a line between the leadership and teachers themselves.

But NEA members would have none of it. At a meeting last month between Paige and Teachers of the Year from across the country, North Carolina middle school teacher Melissa Ellis Bartlett sat next to Paige and discreetly slid a button to his side.

"I am the NEA!" it roared.

It was a measure of just how charged members had become. NEA President Reg Weaver already had panned Paige's terrorist remark as "morally repugnant" and called on President Bush to ask for his resignation. The real work followed as members redoubled efforts to get the word out about the law's flaws. Thousands of e-mails poured into the White House, the Department of Education, and congressional offices, many pleading for true reform that helps kids.

As Arkansas Teacher of the Year Katherine Wright Knight put it after the meeting with the secretary, "It's really not about Secretary Paige. It's about a law that disrupts our classrooms and communities and labels our children and teachers failures." Added James Kerr, Oklahoma's Teacher of the Year: "The [testing provision of the] law fails to demonstrate the growth of students from the beginning of the year to the end. [All you get] is a snapshot." And that "huge flaw," says Lorynda Sampson, Colorado's top teacher, "ends up leaving many kids behind."

Got something to say about ESEA? Contact your congressional reps and encourage support for NEA-backed legislation that makes it live up to its name. As Deborah Smith, Tennessee's Teacher of the Year reminds: "There's not a teacher in the U.S. who doesn't live or breathe by the philosophy of leaving no child behind—long before it was made a policy by this Administration."

Capitol Report Write It Off With April 15 just a few days away, don't forget to claim all of those crayons, pencils, and glue sticks you bought for your classroom in 2003. It's all tax deductible, at least for now. In 2002, Congress enacted a $250 tax deduction for educators' out-of-pocket classroom supply expenses, but it expired at the end of last year. So, NEA is working with members of Congress to extend the deduction for another 10 years, increase it to $400, and expand it to include professional development expenses. More than 180 members of Congress have agreed to co-sponsor a bill in the House of Representatives. Is yours one of them? Find out and let Congress know how much you spend each year on supplies. (The average teacher spends $443.) Teen Readers Middle and high school struggling readers could soon get the help they need to learn to read. The House of Representatives has introduced legislation, which NEA supports, that would provide literacy coaches to students and staff at the secondary level. The goal? Build students' reading skills and help more of them graduate from high school. The Senate is considering a similar program. You can keep an eye on this plan and speak out on the needs of your students. Have a good tip? Send it by e-mail: neatoday@nea.org.

5 Ways to Kick Back— And Relax—During Spring Break

The sun is shining, the birds are singing, and everything is blooming. Spring has arrived! What better way to celebrate than with that ever-precious weeklong break. These ideas will help you maximize your downtime and recharge.

1. Run away from home. Take advantage of last-minute travel deals and escape—to the beach, the mountains, or countryside. Or make a day trip to a nearby city and explore the local attractions.
2. Stay up past your bedtime. An entire week without a school night means there's no reason to set the alarm. So, if you like the nightlife or like to boogie, cut loose—or just catch the end of The Tonight Show for once.
3. Go gourmet. When was the last time you had a civilized midday meal? Forget the brown bag and "do lunch" at your favorite eatery.
4. Putter around the house. Sure, you could repaint the bedroom or fix that leaky faucet. You could also just spend an afternoon on the sofa eating bon bons and catching up on your favorite soap.
5. Connect with your kids. Challenge your son to a game of Monopoly, finger-paint with your daughter, or head to the zoo. Relaxing can be a family affair.

Leap of Faith

Should the religious community and public schools work together to improve the quality of children's lives—and if so, how? Those were just two of the questions representatives from NEA and the National Council of Churches USA (NCC) explored during a daylong interfaith symposium in Washington, D.C. Educators and religious leaders discussed ways to address the funding inequities and achievement gap between urban and suburban schools and teacher recruitment, among other topics.

"The religious community has a responsibility to become an advocate for public education," says the Rev. Oliver "Buzz" Thomas, former legal counsel for NCC and a presenter at the symposium. "This is not optional. It's commandment."

Fowl Play

Tyson Foods, Inc., the world's largest supplier of chicken, beef, and pork, saw its earnings increase by a whopping 46 percent in the first quarter of this fiscal year. But that didn't deter the company from demanding a 10-point list of steep pay and benefit take backs from workers in its pepperoni-producing plant in Jefferson, Wisconsin.

Some 470 members of the United Food and Commercial Workers union (UFCW) were backed to the wall. Until January, they waged an 11-month strike—in the face of 300 "replacement" workers who crossed their picket line—before ratifying an inferior contract that included most of Tyson's take backs. The choice: Settle the contract or watch strikebreakers use their right under federal law to vote out the union.

UFCW members must now continue their battle inside the plant, but they know they've rallied thousands of Wisconsin residents, including members and staff of the Wisconsin Education Association Council (WEAC), to their side. WEAC folks walked the line, spoke at plant gate rallies, and donated money, food, and even toys for strikers' kids during the holidays. Meanwhile, merchants, even those in rural Jefferson, pulled Tyson products from their shelves, neighbors brought coffee and doughnuts to the picket line, and members of other unions picketed alongside the strikers.

The "world's largest protein producer" may have starved its Jefferson workers, for now, of a living wage, but their dignity is intact. "We kept the union in there," says UFCW steward Dave Reed. "They didn't bust us."

For more, go to www.ufcw.org/press_room/ fact_sheets_and_backgrounder/factsontysons.cfm.

Er, Smile? You're On Camera

It sounds like something you'd find in The Matrix or read about in 1984. But this isn't science fiction. For the first time ever, cameras that can recognize the faces of child predators and missing children have been installed in a public school.

The Maricopa County Sheriff's Office in Arizona installed the equipment at Royal Palm Middle School in Phoenix, not because the school has experienced specific problems with sex offenders, says school principal Michael Christensen. It simply wanted to see how well the equipment would work in schools.

"Anything to create a safer environment for kids is a good development," he says.

The cameras, which cost between $3,000 and $5,000 and were paid for by a grant, scan the faces of people who enter the school. It then matches 28 different facial features to images stored in databases. The "stored" faces include those of known sex offenders, missing children, and alleged abductors. Individuals wanted for other crimes are not part of the system, so the school hasn't become a checkpoint for catching anyone and everyone who's on the lam.

But, if the cameras make a match, the sheriff's department receives a notification automatically.

Other images captured by the cameras, such as those of teachers and students coming and going, are not stored. And, so far, parents and staff seem "supportive," says Christensen.

For strangers who get flashed, though, "creepy" may be the better word.

Global Taks No More Scarves The French National Assembly has voted overwhelmingly to forbid girls from wearing Muslim head scarves in school, in an effort to make more of the country's 5 million Muslims accept France's secular culture in public institutions. The new law bans the wearing of any prominent religious symbol in public schools, including Jewish yarmulkes, large Christian crosses, and possibly Sikh turbans. It also provides for complete gender equality and coed gym classes. The law does not apply to France's publicly funded, private religious schools, though, most of which are Catholic. France's first Muslim school opened last fall. Strike the Hikes University campuses in Western Europe have erupted in student strikes and demonstrations recently over who will pay for higher education. College is free in Europe, and students want to keep it that way, reports the New York Times. Students argue that charging tuition will discourage poorer students from applying. But cash-strapped governments across the continent want students to pay up. "You should get higher education based on your academic abilities and not based on your ability to pay," says Edinburgh University student leader Will Garton. "Tuition fees don't lead to a more just and equitable society." Got something to say? Send it by e-mail: neatoday@nea.org.

Some Choice

President George W. Bush may have been hard pressed to find money for arts education and drop-out prevention—and some 38 other education programs he eliminated in his FY 2005 budget. But he had no apparent problem unearthing $50 million for a national voucher program.

It's hardly the first time Bush has funneled federal funds to the voucher movement. Since Bush took office, the Department of Education has doled out more than $75 million in grants to pro-voucher advocacy groups, according to People for the American Way, a pro-public education organization. The grants, many of them unsolicited, focused on educating the public about the school choice provisions of the reauthorized Elementary and Secondary Education Act, the so-called No Child Left Behind law. In reality, though, the grants presented a not-so-veiled opportunity to tout the benefits of vouchers, championing them as a benefit for poor minority children.

Voucher advocates are misguided if they think such programs will help anyone, says Gabriela Lemus, national director of policy and legislation for the League of United Latin American Citizens (LULAC), an NEA partner.

"The perception that vouchers create choice for parents and kids is erroneous," she says. "It really creates choice for private schools, which have the right to pick and choose who they will accept."

Charge It!

More than 20 percent of students between the ages of 12 and 19 have their own credit card or access to a parent's. Hmm... so much for saving allowance.

College Bound

The face of public education in the United States is changing—or, rather, changing complexion.

By 2010, students from ethnic minority groups will represent more than half of all high school graduates in many parts of the country, including the West, according to Knocking at the College Door, a study by The College Board, ACT, and the Western Interstate Commission of Higher Education. Schools in the South will see a comparable shift by 2014.

Chances are more of those students will go on to college as well. During the past 20 years, total minority enrollment in higher education has more than doubled—up from nearly 2 million students in 1980 to 4.3 million in 2000. But the gap in college participation rates between Caucasian and minority students has widened, according to the American Council on Education. From 1978 to 1980 about 30 percent of students of all races attended college. But, from 1998 to 2000, 46 percent of white high school graduates were in college, compared with only 40 percent of Blacks and 34 percent of Hispanics.

No Longer Alone

"The word colored...need not paint our lives. Indeed, by our own definition we were dear colored people, and the colors were the same as the love that our families and friends had for us....And so it was that we were able to spread dignity in the face of indignity, and dignity cannot really be taken away by someone else's poor choice of words."

So writes Leona Nicholas Welch in the final story of Linda Brown, You Are Not Alone: The Brown v. Board of Education Decision (Jump At the Sun/Hyperion Books, 2003), a poignant collection of memories and essays paying tribute to the landmark court case. The book's other nine stories, all from noted children's authors, are equally compelling, each one reflecting on another aspect of segregation and the desegregation of public schools.

Author, poet, and former teacher Joyce Carol Thomas edits the collection, which includes selections from both African-American and Caucasian authors who speak with sometimes-painful honesty. Powerful pastel illustrations from artist Curtis James accompany each piece.

As educators honor the 50th anniversary of the Brown v. Board decision next month, they will find many teaching resources to use in the classroom. But those trying to capture the heart and soul of this era should take a look at this moving collection.

Two-Minute Tips Musical Mouse Pads I am an elementary strings teacher. Cellos and basses have sharp endpins that slip on smooth surfaces. So, I ask colleagues to give me their discarded mouse pads, which make terrific endpin holders to keep the instruments in place. —Stephanie Greenberg Wayne, Pennsylvania Now Serving Number... I use numbered cards to organize students who need my individual attention. I laminate the cards and keep them in order in a basket. When I am busy talking to one student, other students can come up, take a card, and return to their seats instead of waiting in line. When I finish with one student, I call on the next number and a hand goes up to show me whom I will conference with next. —Linda Golomb Valencia, California Daily Tip When students walk into my driver education class they see the "Driving Tip of the Day" on the board, which they must write down in their notebooks. While they do this, they have time to settle down, and I can take attendance. Afterward, we discuss what the tip means. It is a great way to get class started without having to remind students to calm down. —Fred Deutch Vernon, New Jersey Got a story about your first year on the job? Send it by e-mail: neatoday@nea.org.

Teach Again?
You Bet

If they had to do it again, 82 percent of new teachers still would become educators. That's the finding of The Voice of the New Teacher, a new survey from the Public Education Network, a coalition of community-based organizations that support public schools. Beginning educators enjoy teaching, according to the report, and they find their jobs much more satisfying than do their peers working in other professions.

So, then why do nearly half of all new teachers leave the profession within the first five years? The word: poor working conditions. Large class sizes, inadequate resources, and endless paperwork combined with a lack of support, respect, and income force many newbies to move on, they report. And despite finding their work fulfilling—90 percent of new teachers believe they make a difference in their students' lives—many beginning educators feel isolated in their schools.

What will it take to keep these teachers at the head of the class? High-quality mentoring programs, more contact with administrators and fellow teachers, and ongoing support, say novice educators. (A new teacher handbook wouldn't hurt, either. It topped the survey's new teacher wish list.)

[ Nobody Ever Told Me ]

Sparking Interest

As a first-year teacher, I went to a veteran colleague and asked for some advice about keeping my fifth-grade students' attention. "Mr. Barzso" showed me a simple science experiment to perform and told me to dispose of the materials in the school dumpster once I was finished. It sounded easy enough.

The following week I took my students to the sand pit where I had learned the experiment. I positioned a paper cup in the sand and placed two chemicals in it, just as Mr. Barzso had done. But, just when I thought things were going well, the reaction appeared to stop. So I threw the materials in the dumpster and took the students inside to discuss what should have happened.

Later that day, I attended a staff meeting where the school principal announced that the recycling dumpster had caught fire.

Mr. Barzso and I looked at each other and I sheepishly explained about the botched science experiment. "I guess I threw it in the wrong dumpster," I said. The entire staff, including my principal, burst out laughing. Apparently, the experiment worked after all, and my colleagues now call me, "Sparky."

—Anna Hallock
Fifth-grade teacher, Elgin, Illinois

Lending A Helping Hand

Covering life's necessities can be a tall order for members of the Special Education Employees Association (SEEA) in St. Louis County, Missouri. The average paraeducator in the district makes about $17,000 a year— hardly enough to make ends meet when it costs nearly $27,000 a year to care for a family of three in the area.

"Most of our members have two or three jobs because they can't make it on their salary alone," says Sharon Canaday, vice president of SEEA, which serves paraprofessionals, certified occupational and physical therapy assistants, and sign language interpreters. So SEEA is crusading to get its members a livable wage.

And the local is seeing results.

In four years, membership has soared to 800 from 238, with about 150 joining in the past seven months, says UniServ Director Terri Coburn. Meanwhile, new and veteran members have increased their presence in the community by collecting items for the local homeless shelters and food pantries. The local hopes to rally additional community support this month with a petition signing.

"I anticipate it will let the district see we have the community behind us," says Canaday.

Smile As a family and consumer sciences teacher, I constantly am amazed at my students' listening skills and cooking knowledge. I gave my eighth graders final directions for making soup and reminded them to peel the carrots and slice them into bite-size pieces. As I walked around the kitchen I saw a cutting board on the counter with a bunch of carrot slices on it. I then noticed one student with a vegetable peeler in one hand and a slice of carrot in the other. I watched as this student peeled each carrot slice. Needless to say, it took a long time to get those carrots ready for the soup. —Dixie Elmes Westminster, Maryland Our freshmen were working on a project in which they had to find biographical information about Mark Twain from a source other than an encyclopedia. I noticed two girls working diligently, but they appeared perplexed. As I coached them through their thought process, I reminded them that thinking about a person's nationality, occupation, and life could help them determine where to find relevant information. "So," I asked them, "what can you tell me about Mark Twain?" They looked at each other blankly before one said, "Isn't he Shania's husband?" —Terry Burns Bluffton, Indiana Have a funny school story, anecdote, or vignette you'd like to share? Send it by e-mail: neatoday@nea.org.

Buckle Up!

Tune in to your local PBS station on any given day, and you might catch a glimpse of students from Jim Wojcicehowski's broadcasting class talking about the good news of seat belt safety.

The students from Corry Area High School in Pennsylvania snagged the national air time with a 30-second public service announcement (PSA) they created for an annual contest sponsored by an area insurance agency. As winners of the 2003 competition, the students got to star in a professionally produced version of their PSA, which aired on regional television in the fall. When the local PBS affiliate found out about the students' work on the production, it produced a 15-minute television segment about the students, which has since aired on PBS stations nationwide.

But Wojcicehowski's students haven't let fame go to their heads. They already are working on a new PSA about the dangers of drinking and driving for this year's contest.

"I wanted my students to gain a sense of pride in doing a major project like this, and to do it well," says Wojcicehowski, a social studies teacher. "They used all the skills and techniques of broadcasting that we have learned. I was very proud of my students when they won because I was proud of their finished product."

—Urmila Subramanyam

Power Up Your Brain

Need your brain to work better? Don't be a racist.

New research from Dartmouth University shows that people who harbor racist attitudes burn precious thought fuel trying not to appear prejudiced. Truly open-minded people get better mileage.

In a study, white participants completed a test that measured their racial bias, then interacted with an African American. Afterward, they worked on a simple, yet challenging, mental task.

The result: Those who registered higher degrees of racial bias had a harder time with the task. Did the interaction put their gray matter on "E?" Dr. Jennifer Richeson, a specialist in race-relations research at Dartmouth, thinks so. People with racial biases experience stress when they try to hide their true feelings, she says. And that stress wears out your brain, just like a strenuous workout exhausts your muscles. But more frequent workouts can build muscle strength, and people can overcome their biases by spending more time with members of different races, Richeson says.

The verdict? Becoming more mentally efficient could be as easy as freeing your mind.

—Chris Kotterman

Chew On This

Could gum chewing (the bane of teachers and school custodians everywhere) improve learning?

New York University dentistry professor Kenneth Allen hopes to find out.

Allen didn't plan on getting into the Bazooka business. He originally wanted to compare two different methods of teaching dental anatomy, but he couldn't find any funding. When he learned that chewing gum maker Wrigley might underwrite a study, Allen decided to let his students start smacking. Half of his students chewed sugarless gum while they studied, while the others went gumless. After three days of instruction, the gum-chewers scored, on average, a B-minus on a written test while the abstainers pulled only a C-plus.

Because only 56 students took part in the study—too few to be statistically meaningful—Allen's applied for another wad of funding for a larger follow-up.

State Report

California

The longest supermarket strike in history ended in February, when 70,000 members of the United Food and Commercial Workers (UFCW) union in Southern California ratified a new three-year agreement with three grocery chains.

Helping the UFCW achieve this settlement, which preserves affordable health care, was the solid picket line support of other unions—including the California Teachers Association (CTA).

While its members joined the lines and many of its local chapters "adopted" struck stores, CTA ran a statewide radio campaign urging food shoppers to spend their dollars elsewhere. "Grocery workers are part of our communities and their children attend our schools," stressed CTA President Barbara Kerr in one radio spot. "These workers are on strike because giant corporations are trying to destroy their health care."

"If profitable supermarket giants can launch an attack on health care benefits, then every employer is sure to follow," said UFCW President Doug Dority. "We must have national health care reform."

Nevada

The Nevada State Education Association (NSEA) is collecting signatures to qualify a November ballot initiative that, if approved by voters, would require the state the fund public education at the national average.

"We would not presume to tell the governor and legislature how to pay for the increase in per-pupil funding," said NEA President Terry Hickman. "However, we believe it is their job to make such decisions. We expect there will be a mix of budget re-prioritizations, cuts, and/or dedication of new revenue—and we anxiously await the debate."

Wisconsin

A bill that would make subcontracting a "non-mandatory" subject of bargaining came under fire from Wisconsin Education Association Council (WEAC) negotiations specialist Greg Spring during a state senate hearing in January.

Spring reminded lawmakers that firms bidding on school support services often "lowball" their offers, "only to raise their prices once their hands are in taxpayers' pockets. While costs are going up, the quality of service is going down."

Profit-driven subcontractors cut costs by "cutting corners," Spring explained. "They hire inexperienced workers over whom the local governments have no control, because, after all, these workers are no longer their employees."

And ultimately, the WEAC staffer said, subcontracting diminishes school districts' ability to screen, train, and manage "quality employees who will be working with our children."

Massachusetts

Governor Mitt Romney's proposal to eliminate $12.6 million in funding for school-based health programs is "shortsighted and irresponsible" and will lead to nurse layoffs, said Massachusetts Teachers Association (MTA) President Catherine Boudreau. She cited the growing need for health services, stemming from factors such as mainstreaming of special needs students and the increasing number of "social morbidities" and kids without health insurance.

"As educators, we know that children must be ready to learn," Boudreau stressed. "School nurses are in a unique position to help students achieve maximum health and attain the knowledge and skills needed to maintain good health throughout their lives."

Virginia

As Virginia Education Association (VEA) leaders publicly join with partners in the Virginia Education Coalition to call for a "fair share" of state funding for education, VEA members are speaking about the school funding crisis in town meetings held across the state by the Alliance for Virginia's Students.

VEA members are telling taxpayers about teachers who must work three to five extra jobs to survive, textbook shortages, and outdated, leaky schools.

And more.

"Are you surprised that one of every three new teachers leaves within three years?" Loudoun County teacher Claire Scholz said at one town meeting. "Virginia is like a deadbeat parent who is delinquent on child support payments.

"Virginia needs to restructure its tax code," Scholz concluded, "and hold itself accountable to high standards that equal those for teachers and students."

Tennessee

When activists from the Tennessee Education Association's (TEA) "bargaining" locals conferred in November, talk quickly turned to the value of collective negotiations with school employers.

Bargaining gives educators the "freedom of expression" necessary to solve professional problems, said Murfreesboro local President Cathrine Gordon. "Without negotiations, our employment could degenerate into nothing more than a form of servitude!"

TEA President Judy Beasley stressed that bargaining locals can be directly involved in local decisions on implementation of the Elementary and Secondary Education Act (ESEA). In districts where bargaining does not take place, she said, "employees are not guaranteed any voice in those decisions."

The bottom line: You either bargain or you beg.

Spotlight

Mining for Excellence

This Colorado local has just the right formula for growing National Board Certified Teachers.

Photo by Gary Kazanjian

Paige Dersham, in her 10th year teaching at Park Hill Elementary in Denver, Colorado, had pretty much exhausted her bag of tricks—yet her student Malcolm (not his real name) still lagged behind his classmates and just couldn't get motivated. Dersham had tried giving the fifth grader more time for tests, shorter assignments, and increased one-on-one help.

Nothing seemed to make a difference.

Then Dersham herself went "back to school."

She learned about the process of becoming a National Board Certified Teacher (NBCT) from a newsletter published by the Denver Classroom Teachers Association (DCTA). This activist local provides a wealth of support for members seeking Board Certification—and it shows. DCTA boasts the highest number of NBCTs (36) in Colorado.

Several factors account for DCTA's successful support of Board Certification—starting with its contract with the Denver public schools. The district and DCTA together pay $1,500 toward the NBCT fee (approximately $2,300 per candidate) for up to five Denver teachers each year. In addition, teachers who gain Board Certification get bumped up one lane in their pay scale (which can mean an increase of $2,500 or more) or a boost of 7 percent if they're on the doctorate schedule.

The DCTA support framework includes pre-candidate and candidate courses run in partnership with the University of Colorado-Denver. Monthly workshops that enable candidates to confer—and commiserate—about their projects are held with the Colorado Education Association (CEA).

The DCTA also puts a premium on having a mentor, especially someone at a comparable grade and content level. "It's the heart of our program," explains Jane Goff, CEA vice president. "We try not to let anyone do this alone."

Such support is well-deserved, because the workload for candidates is challenging. Applying for Board Certification requires hundreds of hours of research and writing, squeezed into spare nights and weekends. Candidates must arrange to videotape their interactions with students and prepare step-by-step analyses of their teaching efforts. Some liken it to performing the entire workload needed for a master's degree in only five or six months.

Clearly, there are concrete benefits to Board Certification, like higher pay and better job opportunities. Yet Denver teachers say the heightened sense of professionalism and respect they receive should not be overlooked.

"It's similar to a CPA (certified public accountant) or a lawyer taking the bar exam," says Connie White, a kindergarten teacher who earned her Board Certification in 2000. "I always knew I was a good teacher. I wanted something to show other people I was a good teacher."

And, of course, there are the many profound "intangibles" derived from sharpening teaching skills and probing into areas where there is room for growth. "I'd always thought of myself as a reflective teacher," says Dersham. "Going through the National Board process, I found that I'd only been skimming the surface."

When she jumped into the certification qualifying process, Dersham's classroom became her assignment. Her students became her homework. And something clicked—for Dersham and for Malcolm.

At the outset of her NBCT quest, Dersham recognized she needed to let students know about the portfolio she was assembling. Malcolm, to her surprise, insisted that his work be included.

"Then you're going to have to buckle down and give me some," she told him.

Up to that point, Malcolm had rarely completed an assignment. Paige assigned the class to write a piece from the viewpoint of an endangered species.

Malcolm chose tigers. He produced a first draft and read it aloud. Classmates made suggestions. Malcolm re-worked the piece several times. Dersham scrupulously recorded each developmental stage in her portfolio, along with her detailed reflections on the effort to coax him toward proficiency. She was learning. So was he.

"Now you know that this life is hard for me," wrote Malcolm in the concluding paragraph of his account as an endangered tiger. "I have scientists coming for questions."

It wasn't hard to figure out where he got the notion of scientists asking questions.

—Bob Katz

For more on the DCTA's efforts, contact DCTA President Becky Wissink. Learn about becoming a Board Certified Teacher. ]]>http://www.nea.org/neatoday/0404/rightswatch.htmlhttp://www.nea.org/neatoday/0404/rightswatch.htmlMon, 01 Nov 2004 05:00:00 GMT

Rights Watch

'Under God' Under Attack

Will the Pledge of Allegiance be expelled from schools? As the Supreme Court decides, NEA reiterates its position.

Photo by Creatas

Michael Newdow is a doctor, a lawyer, and a self-described Reverend of the First Amendmist Church of True Science. In March, he stepped up to the podium before eight justices of the U.S. Supreme Court and argued, on behalf of his 9-year-old daughter, that the Pledge of Allegiance should be banned from public schools.

Will he win? It's highly unlikely, but he has so far. In a controversial decision handed down in June 2002, the Ninth Circuit Court of Appeals ruled that school sponsorship of the pledge violates the Establishment Clause of the First Amendment.

The court reasoned that the phrase "under God" conveys an improper government endorsement of religion.

"A profession that we are a nation 'under God,'" the court ruled, "is identical, for Establishment Clause purposes, to a profession that we are a nation 'under Jesus,' a nation 'under Vishnu,' a nation 'under Zeus,' or a nation 'under no God.'"

The phrase "under God" did not appear in the original version of the pledge adopted by Congress in 1942. It was added by an act of Congress in 1954 to distinguish the United States from the "godless" Communist countries.

Newdow does not claim that the Elk Grove Unified School District in California, where his daughter attends school, requires students or teachers to recite the Pledge; the challenged practice is voluntary. In fact, the Supreme Court ruled in 1943 that compulsory recitation of the pledge in school is unconstitutional.

Rather, Newdow argues that even though his daughter was not required to recite the pledge, she was harmed by being forced to "watch and listen" as her teacher led her classmates "in a ritual proclaiming that there is a God, and that ours is 'one nation under God.'"

Less than a week after the Ninth Circuit's decision, the NEA Board of Directors voted to "support the Pledge of Allegiance as it is now written." The policy also states that "NEA does not believe that the inclusion of the words 'under God' in the Pledge of Allegiance poses a threat to the principle of separation of church and state."

In line with the Board's policy, NEA filed an amicus brief last December urging the Supreme Court to uphold the pledge in its current form.

The brief argues that pledging allegiance to the flag is a "patriotic observance, not a religious exercise," and that the phrase "under God" is a "ceremonial reference to our nation's religious heritage" akin to the references to God in the national anthem, the Declaration of Independence, Lincoln's Gettysburg Address, and our national motto, "In God We Trust."

If the Court agrees with Newdow, then even the voluntary recitation of the pledge in public schools would be prohibited.

Newdow is predicting victory. "This is the easiest case they've ever had," he told PBS. "If you look at all the case law, if you look at the principles they've enunciated in the past, there's no doubt the Ninth Circuit made the right decision."

But most court watchers agree there is little doubt that the Supreme Court will uphold the pledge.

The current justices have proven sensitive to public opinion, and the lower court decision declaring the pledge unconstitutional was strikingly unpopular. A Newsweek poll found that 87 percent of Americans support inclusion of the phrase "under God" in the pledge, and the House of Representatives voted 400-7 to condemn the court's ruling.

Even more telling, however, is the decision by Justice Antonin Scalia to recuse himself from hearing the case after publicly criticizing the Ninth Circuit's decision at a Virginia rally for "religious freedom." Few experts believe that Scalia would have agreed to sit this one out if he thought there was the slightest chance that the High Court would side with Newdow.

A decision by the Court is expected the last week in June.

—Michael D. Simpson
NEA Office of General Counsel

]]>http://www.nea.org/neatoday/0404/resources.htmlhttp://www.nea.org/neatoday/0404/resources.htmlMon, 01 Nov 2004 05:00:00 GMT

Resources

How To Get Grants and Free Stuff

The Multicultural Resource Series: Professional Development Guide for Educators

Paul Gorski, Gene-Tey Shin, and Martha Green, Editors

136 pp. $13.95 NEA members, $19.95 nonmembers

[ BOOK EXCERPT ]

The old people say being Indian today is like having your feet in two canoes. One foot in one canoe, one foot in another; one foot in one world, one foot in another. Trying to balance both canoes at the same time while the water underneath is constantly changing; trying to live in two worlds while the rules are constantly changing. This is what it is like for my students of color, as well as for me. Trying to live in the Western world while trying desperately to hold on to our cultural differences. Trying to hold on to a language that is not acknowledged as legitimate by the dominant culture, trying to hold on to traditions that appear irrelevant to the Western mind, and trying desperately to hold on to an identity that can become so easily consumed by Levi jeans, TV, and Big Macs.

So I try to integrate my world into my teaching methods. I try to build bridges between worlds instead of trying to exchange one for the other. I try to help students feel pride in where they come from so they don't feel ashamed of who they are or who they want to be. As I encourage them, I become encouraged. As I lift them up, they lift me up. As they become transformed, I become transformed.

About the Multicultural Resource Series

Real multicultural education is ongoing, inclusive teaching that validates the lives and experiences of all children. The Multicultural Resource Series is a practical guide for educators committed to quality learning for all students. The first book in the series, Professional Development Guide for Educators, features personal essays by educators who describe how multicultural education has transformed their teaching. The guide also serves as a comprehensive source for multicultural organizations, publications, videos, and Web sites. Resources for A Multicultural Classroom, the second book, is an annotated resource guide to help teachers choose the best print, video, and electronic resources for students.

To order, contact the NEA Professional Library or800-229-4200.

Commemorating Brown v. Board

If you're planning a lesson on the Supreme Court's 1954 ruling banning segregation in public schools, celebrating the 50th anniversary of the Brown v. Board of Education of Topeka decision next month, or just looking for good civil rights resources, take advantage of the range of lesson plans, Web sites, videos, and publications focused on this event.

On the Web

Horizons of Opportunities

For a brief overview of Brown v. Board, a summary of the state of desegregation in the nation today, and a school integration timeline, check out NEA's jam-packed site 'Horizons of Opportunities: Celebrating 50 Years of Brown v. Board of Education, May 17, 1954–2004.' The site features a diversity timeline of NEA's support of and contribution to school integration and diversity, as well as a nationwide calendar of events commemorating Brown v. Board.

At the site you may order a classroom poster, in addition to accessing links to key reports, including:

• Brown at 50: King's Dream or Plessy's Nightmare?—NEA co-sponsored this 2004 Harvard Civil Rights Project report that examines the state of segregation in today's schools.
• Parsing the Achievement Gap—An ETS study presenting the links between student achievement and core factors that are often related to students' racial, ethnic, and socioeconomic status.

Horizons of Opportunities also links to another notable resource—the Smithsonian Institution. In May, the National Museum of American History debuts a new exhibit co-sponsored by NEA: "Separate But Not Equal: Brown v. Board of Education." To complement the exhibit, the museum will offer education programs and materials, including teacher resources for grades 4–12; school tours beginning fall 2004; a teacher workshop in the summer of 2004; and a Web site with a virtual exhibition and educational materials.

Teaching Tolerance Special Issue

Published twice a year, Teaching Tolerance magazine showcases innovative tolerance initiatives in schools across the country. The spring 2004 issue is a special anniversary edition of the Brown v. Board decision. Five articles and a timeline help students in grades 7–12 understand the legacy of the Supreme Court decision and the continuing struggle to integrate U.S. schools. Of particular note is a Q&A with prominent Americans (including Reg Weaver), who reflect on the legacy and impact of Brown v. Board. The magazine also includes classroom activity suggestions, project ideas, and resources that accompany the articles. The issue may be downloaded in PDF format. To subscribe to Teaching Tolerance, send a written request on school letterhead by mail or fax to: Teaching Tolerance, Order Dept., 400 Washington Avenue, Montgomery, AL 36104; fax 334-956-8486. Magazine subscriptions are free to educators.

National Archives Lesson Plans

The National Archives and Records Administration presents lesson plans built around key documents in its collection, including the judgment rendered in Brown v. Board. The site's activities let students work with the documents to discern the Court's intent. Issues from Eisenhower's presidency that may have affected the outcome of Brown v. Board are also addressed, such as the nomination of Chief Justice Earl Warren.

Another section on the site, "Frontiers in Civil Rights," discusses a different 1950s civil rights court case, outlining activities in which students analyze historic photographs. Teaching activities are correlated to national standards and include bibliographies.

Dialogue on Brown v. Board of Education

The American Bar Association offers a guide to conducting a dialogue on Brown v. Board. The packet, which can be downloaded in PDF format and printed, includes discussion questions about the effects of the decision on students both then and now, as well as a series of discussions about other racial issues in education. Issues include the true nature of equality under the law, the role of schools in social change, racial preference in college admissions, and a discussion of who is guilty for the harms of slavery and segregation. The material can be used together or separately. Also included is a set of ground rules for participants, outlining appropriate behavior for discussing different viewpoints.

Civil Rights Chronology

A companion to Yale Law professor Jack Balkin's What Brown v. Board of Education Should Have Said (NYU Press, 2001), this Web site provides an exhaustive timeline of civil rights history. Covering the time period from 1502 when the first slaves arrived in the New World through 2000 when the Confederate flag was lowered from the state capitol in South Carolina, the timeline succinctly traces the steps leading to how we got to where we are today.

Civil Rights Lecture Notes

Educators can review this set of lecture notes from an online history class taught at the University of Wisconsin in Madison by Stanley Schultz. "Civil Rights in an Uncivil Society" describes the history of the civil rights movement from the 1920s through the presidency of John F. Kennedy. Also be sure to check out the "Hitchhiker's Guide to American History," which includes hundreds of links on various topics, including African Americans and civil rights.

Jefferson and Brown v. Board

This Web page from PBS discusses Brown v. Board of Education with Thomas Jefferson's belief in universal education in mind. In addition to providing a succinct summary of the issues facing the court, it urges students to consider the issue of de facto segregation, pointing out that—just as Thomas Jefferson believed in equal rights for all but still owned slaves—simply saying that something is wrong does not necessarily solve the problem.

Civil Rights and Our National Parks

Ever wanted to visit the places you read about in your history books? The National Park Service has compiled a map of important civil rights venues from the National Register of Historic Places. A click on any of the locations on the map reveals photos and a description of the events that transpired there. An overview of the civil rights movement can also be found on this site.

Examining the Issues

Help students understand the key issues of the Brown v. Board decision by visiting the Landmark Supreme Court Cases site. The site includes background information, excerpts from the Court decision, and student activities. Activities are organized according to how much instruction time a teacher has and range from simple reading and discussion assignments to moot court activities, political cartoon analysis, and Web site evaluation.

For the Younger Crowd

Created by The Brown Foundation, the Brown v. Board online activity booklet for young children includes a word search, an object hunt, and a maze that leads students to the U.S. Supreme Court. Each page includes a brief description of the activity's relevance to Brown v. Board and the civil rights movement. An online exhibit, "In Pursuit of Freedom: Kansas and the African American Public School Experience, 1855–1955," accompanies the booklet and features photographs with captions describing notable schools and figures in Kansas' struggle for equal opportunity in public education.

Monroe Elementary

The Web site of the Brown v. Board of Education National Historic Site of Monroe Elementary gives information about the historic school. Also, find out about Bolling v. Sharpe, Briggs v. Elliot, and other cases related to the Brown v. Board case.

Ruby Bridges Foundation

The official Web site of the Ruby Bridges Foundation brings visitors face-to-face with the now-grown 6-year-old girl who integrated New Orleans' schools. Articles by and about Ruby Bridges are on this site.

NAACP Honors Brown

The NAACP Legal Defense and Education Fund Web site commemorates Brown v. Board with a chronology of the case, background information, and articles describing the legacy of the famous ruling after 50 years.

NPR Series

National Public Radio presents a three-part series, which can be listened to online, that looks behind the scenes at the Supreme Court deliberations that produced the landmark 1954 ruling. Segments include:

"Bringing the Case to the Supreme Court," "The Court Gets a New Leader," and "The Justices Rule, and Face New Challenges." The site also links to other related NPR stories and Web resources.

Hear the Brown Decision

Tired of reading about the court case? Then listen to an excerpt of the Brown v. Board of Education decision as it is being read. This site also gives a brief background on Linda Brown and the Brown case.

In Print

Through Her Eyes

In Through My Eyes, Ruby Bridges tells her own story about how she, as a 6-year-old, became the first Black student ever at the William Frantz Public School in New Orleans, Louisiana, on November 14, 1960. 64 pp. $5.95 from Scholastic. To order.

History of Brown

Brown v. Board of Education: A Brief History with Documents by Waldo E. Martin Jr. can supplement lessons on Brown. It offers versions of relevant legal briefs and court decisions. The paperback provides the social history brought to life by newspaper editorials, political cartoons, and other materials from the Brown decision era. 254 pp. $16.95 from Bedford/ St. Martin's. To order.

Oral History Guide

Keeping the Struggle Alive: Studying Desegregation in Our Town by Bernadette Anand, Michelle Fine, Tiffany Perkins, and David Surrey chronicles how students in a New Jersey public middle school learned about their community's history of desegregation through a project that had them not only researching, but interviewing townspeople who participated in the struggle to desegregate schools up North. The volume includes a curriculum guide for teaching oral history that can be adopted to any classroom and shows teachers how to perform social action projects that involve youth in the complex issues concerning race relations and integration. 96 pp., $12.95 from Teachers College Press. To order.

On Film

The Road to Brown

This 56-minute video from California Newsreel details the story of Black lawyer Charles Hamilton Houston, guiding high school students step by step from the world of "separate but equal" sanctioned by the Plessy Supreme Court decision through Houston's precedent-setting cases, which chipped away at Jim Crow education and set the stage for the Brown ruling. Schools can purchase the video for $49.95. Free preview copies are available for two weeks. To order.

A Separate Place

This hourlong documentary from the Hagley Library outlines the ambiguous legacy of segregation and desegregation in African-American education, focusing on schools built by P.S. du Pont. The video features contemporary images and compelling interviews with teachers and students. $10.95. To order.

Grants and Awards

The NEA Foundation June Grants

Do you have an innovative idea that will improve student achievement, but lack the funds to bring it to life? The NEA Foundation's Innovation Grants can help.

Have you discovered a professional development opportunity that will benefit you and your colleagues, your students, and your school? Look to the Foundation's Learning & Leadership Grants.

Apply by June 1 for Innovation Grants and Learning & Leadership Grants and you will be notified by November 15. Applications are accepted on an ongoing, year-round basis, so proposals received after June 1 will automatically be included in the next review cycle. Grants fund activities for 12 months from the award date.

NEA members just like you have applied for and received over a thousand grants through the years. Read about their projects at www.nfie.org, and then submit your own idea. Innovation Grants and Learning & Leadership Grants are available for all subjects, including the arts, literacy, science, and technology.

All members who are practicing U.S. public school teachers in grades K–12, education support professionals, or higher education faculty and staff at public colleges and universities are encouraged to apply. We now offer bigger and better grants—up to $5,000 per project—to fund your BIG ideas.

Applying for a grant is easy, so why wait? Visit the NFIE Web site today for more information on all of our grant programs, including guidelines and an application, or call 202-822-7840.

Holocaust Remembrance Essay Contest

The Holocaust Remembrance Project is a national essay contest for high school students designed to encourage the study of the Holocaust. Scholarships and other prizes will be awarded to students in first, second, and third place categories. First place winners will participate in an all-expense-paid trip to Washington, D.C., to visit the U.S. Holocaust Memorial Museum. In addition, scholarships of up to $5,000 will be awarded to the first place national winners.

Students entering this year's contest should study the Holocaust and then, in an essay of no more than 1,200 words: (a) analyze why it is so vital that the remembrance, history, and lessons of the Holocaust be passed to a new generation; and (b) suggest what they, as students, can do to combat and prevent prejudice, discrimination, and violence in our world today.

Contest rules and submission requirements.

Send essays to Holocaust Remembrance Project, Holland & Knight Charitable Foundation, Inc., P.O. Box 2877, Tampa, Florida 33601. Essays must be received at the address above no later than 5 p.m., ET, on April 30, 2004.

Books for Rural Libraries

The Libri Foundation helps rural libraries acquire new, quality, hardcover children's books they could not otherwise afford to buy. Libraries are qualified on an individual basis but should serve a population under 10,000, have a limited budget, be in a rural area, and have an active children's department.

The Foundation works with the library's Friends of the Library or other local organizations to encourage local support of libraries. The Friends, or other sponsors, can contribute from $50 to $350, which the Foundation matches on a 2-to-1 ratio. Thus, a library can receive up to $1,050 worth of hardcover children's books through the Foundation's Books For Children program. The local librarian then selects the books from the Foundation's 700-title booklist, which has been highly praised by participating librarians for the quality and variety of titles offered.

Applications are accepted from independent libraries; libraries that are part of a county, regional, or cooperative library system; and school libraries only if they also serve as the public library.

To request an application packet, e-mail your name and your library's name and mailing address to librifdn@teleport.com. Or contact The Libri Foundation, P.O. Box 10246, Eugene, OR 97440; 541-747-9655; fax: 541-747-4348.

Unsung Innovators in Education

ING's Unsung Heroes program awards funds to K–12 educators generating new methods and techniques that improve student learning. Educators submit applications describing projects they have initiated or would like to create. Applications are judged on teachers' innovative teaching methods, creative educational projects, and ability to have a positive influence on students.

One hundred finalists will receive $2,000 awards made payable jointly to the recipient and to his or her school. Of the 100 finalists, three are selected for additional awards.

Download an application or call 866-464-8727. The application deadline is April 30, 2004.

Help Fight for Global Literacy

About one in five children around the world are not in school today, according to UNESCO. It's a sad reality, but NEA and Education International (EI), the world organization of educators' unions, are working to change it, and you can help.

As part of the Global Campaign for Education, an organized global literacy drive supported by EI and other organizations, NEA is working to encourage the U.S. government to honor its international commitment to fund Education For All in developing countries with $1 billion a year by 2006, roughly three times the current level.

To support this effort, you can celebrate Global Action Week, April 19–23, by talking with your students about what governments can do to achieve universal basic education by 2015. Links to information and lesson ideas for teaching about the global education drive, which features the Biggest Lobby Ever in 2004, can be found at www.nea.org/international. This year's campaign poster shows TV's West Wing actors Bradley Whitford (Josh) and Dulè Hill (Charlie) with photos of two girls who are not in school. The lesson materials include the stories of the girls.

Education is the key factor in economic development and human rights, particularly for those children most likely not receiving education—girls. And universal quality public education supports development and avoids the misery that can lead to terrorism, notes NEA staffer Joanne Eide.

To bring awareness to this situation and its remedy, teachers can celebrate Global Action Awareness Week, April 19–23, by talking with students about what their governments can do to achieve universal basic education by 2015. Education International, the world organization of educators' unions, and the Global Campaign for Education are organizing this project, called the Biggest Lobby Ever. In the United States, NEA is working with the Basic Education Coalition to have our government honor its international commitment to funding education for all in developing countries with $1 billion a year by 2006, roughly three times the current level.

Links to information and lesson ideas you can use to teach about the global literacy drive. You can also get posters that portray TV show West Wing actors Bradley Whitford (Josh) and Dulè Hill (Charlie) holding photos of two young girls from India and Kenya who are not in school. The lesson materials will include the stories of these two girls and other children.

OWL.org

Too Busy for Professional Development? Try an Online Course

Spring—and an educator's mind turns to thoughts of—professional development!

Every year, educators across the United States participate in professional development courses to attain an advanced degree or obtain continuing education credits to meet state licensing requirements. As a busy teacher or education support professional, you may be thinking about taking a course or two yourself, but you know how daunting it can be to take classes on weeknights and weekends in addition to keeping up with your other responsibilities. That's why we've created an online solution for busy educators. Through OWL.org, NEA's professional Web site for members, you can enroll in a wide variety of online education courses provided by widely recognized companies such as Cantor and Associates, Pearson Education, and the Center for Online Professional Development. Best of all, NEA members receive special course discounts available nowhere else. Check out the convenience and savings at www.OWL.org.

What's Up at HIN

Tips for Dealing with Crisis, Trauma, and Loss

When a traumatic event happens, how do you handle it with kids? Decisions about how to respond can be a very personal matter for teachers and families. Much depends on one's personal style, past experience, nature of the crisis event, and the social/emotional climate. With support from the Substance Abuse and Mental Health Services Administration, the NEA Health Information Network has developed a one-page handout that offers guidance on turning crisis events into teachable moments. For more information on the topic, e-mail mentalhealth@neahin.org. View or download a copy.

"Working Together, So Everyone Can Breathe Better"

Mark your calendars—May 2004 is Asthma Awareness Month and May 4th is World Asthma Day. NEA HIN is joining with the U.S. EPA and other federal and nonprofit organizations to sponsor asthma education events around the country. The events will raise awareness about the indoor and outdoor pollutants that trigger asthma episodes and how to avoid or eliminate them. Join NEA HIN and the EPA by sponsoring an asthma awareness program

in your school, local association, or community. Free copies of EPA's World Asthma Day Event Planning Kit. To learn more about NEA HIN's asthma initiative or contact Jennie Young to learn how to sponsor an asthma event in your school.

Good Health Boosts Test Scores

New research emphasizes the strong connection between student academic achievement and student health and well-being. A new promotional poster from NEA HIN sends this key message and highlights programs available to NEA members. If you would like to receive a free copy of the poster for your school, contact NEA HIN at 202-822-7570. You can also visit the HIN website to download a free 8 1/2- by 11-in. copy and to learn more about the link between student achievement and health.

On TV

The True Story of Seabiscuit

A&E Classroom, April 26, 7 a.m., ET. Seabiscuit was a smallish brown "runt" with an attitude some teachers will know quite well. His lack of interest in racing changed when he was purchased by enigmatic horse trainer Tom Smith, who "read" Seabiscuit and understood that he had to be coaxed rather than prodded. Smith gave Seabiscuit plenty of rest, plenty of animal friends, and better food. Seabiscuit repaid the kindness by winning most of his races. He would race to the front, slow down to let the second-place horse catch up, and then race off again. This documentary includes many interviews: a horse trainer who befriended Smith, a jockey who trained with him, and a fan present at the famous Santa Anita race when Seabiscuit finally won the $100,000 purse. A&E Classroom has developed a teacher's guide for middle and high school social studies students (Look under "T" for the lesson plans).

Confident for Life: Kids and Body Image

Disney, April 6, 3 a.m., ET. Designed for kids and teens, this documentary explores the relationship between body image and self-esteem as well as the influence of peers and the media on self-worth. Can be taped and used in the classroom for one year with teaching materials.

Restore America: A Salute to Preservation

HGTV, April 19, 5 a.m., ET. In partnership with The National Trust for Historic Preservation, this series recognizes restoration efforts at 12 national sites. This month's program features the Conservatory of Flowers, the oldest public conservatory in the Western Hemisphere, boasting a collection of rare tropical plants; the Bodie Island Lighthouse, a classic example of an American light station; and Cranbrook House, an outstanding example of early 20th century design and craftsmanship, still in use for its original purpose. The show can be taped and used in the classroom for one year.

General George C. Marshall: Soldier and Statesman

A&E Classroom, April 22, 7 a.m., ET. Marshall never led a major military engagement, but as Roosevelt's Army Chief of Staff, he did create the order of battle during World War II. Marshall was a visionary who understood that the army had to mature and that this second war had to be fought globally. Later, as Truman's Secretary of State, he envisioned a plan to help win the peace in Europe. Marshall's reasoned and stirring speech to Congress led to what became known as the Marshall Plan, and the rebuilding of Europe began. This documentary makes great use of actual footage of important events, along with interviews of Colin Powell, Paul Nitze, and others. A study guide is available.

The Call of the Wild

Hallmark, April 26, 3 a.m., ET, check local listings. Rick Schroder stars in this 1993 adaptation of Jack London's story of self-discovery in the Yukon, which can be taped and used in the classroom for one year. Teaching materials can be found online.

The Legacy of the Roman Empire

Discovery Channel, April 29, 9 a.m., ET, check local listings. This hourlong program chronicles Rome's growth, downfall, and legacy, including its expansion from military conquests, letters from Roman soldiers, and the Byzantine Empire. Can be taped and used in the classroom for one year.

American Perspectives

C-SPAN, Saturdays, 8 p.m. and 11 p.m., ET, check local listings for specific dates and times. This program includes coverage of cultural and historical events, such as tours of unique museums or speeches by notable figures. Can be taped and used in the classroom forever. Teaching materials are available.

Books by NEA Members

Texts and Tests: Teaching Study Skills Across Content Areas

By Rona F. Flippo

Developed for teachers of grades 1–8 by a professor of reading education, this book is a primer of strategies for studying and learning from text. You will be able to enhance your current teaching techniques to improve students' reading, writing, thinking, and learning across the curriculum. Chapters include test preparation and test-taking skills, as well as strategy systems for reading, studying, and learning. Each chapter has reflection and "try it out" activities, plus an appendix of the most-used studying and learning forms. 144 pp. $17 from Heinemann. To order, call 800-225-5800 or e-mail customer service.

Grandparent Poems

Compiled by John Micklos Jr., illustrated by Layne Johnson

In honor of the love and strength that grandparents bring to their families, John Micklos presents this collection of 22 poems by Lee Bennett Hopkins, Jeff Moss, Nikki Grimes, and Micklos himself, among others. The poems depict the fun and generosity that grandparents provide, focusing on the special bond that exists between children and their grandparents. 32 pp. $15.95 from Boyd's Mill Press. To order, call 877-512-8366 or fax 800-874-8817.

Paris by Bistro: A Guide to Eating Well

By Christine Graf and Dennis Graf

Here's a charming guide for anyone planning a trip to Paris who wants to experience a distinctive aspect of Parisian life, a leisurely meal in a bistro. Christine Graf, a French teacher for over 20 years, recommends where to find extraordinary (and inexpensive) service, food, and atmosphere, while avoiding the tourist traps. She also throws in a bit of history on each bistro. Included is a glossary of useful terms on French cuisine. 280 pp. $17.95 from Interlink Publishing Group, Inc. To order.

To see more, visit Books by NEA Members.

Heads Up From NEA Member Benefits

The NEA Home Financing Program®, provided exclusively by Wells Fargo Home Mortgage, proudly introduces the Home Asset ManagementSM Account! It's a revolutionary new home financing tool that allows you to make the most of your home ownership investment from day one.

The Home Asset ManagementSM Account is a home equity line of credit that's taken out simultaneously with a new first mortgage or a refinance. As your home increases in value, or the mortgage is paid down, the home equity line of credit automatically increases. You won't need to re-apply for a larger line of credit down the road, and you'll receive detailed statements that will track important changes in your equity.

Call 1-800-NEA-4-YOU (1-800-632-4968) to learn more!

Always Felt You Were 'Above Average?'

Well, it's true! Statistics show that educators have better than average driving records: fewer accidents and fewer claims than the general population. To recognize this, the NEA Members Auto & Home Insurance Program®, underwritten by California Casualty, offers NEA members preferred rates and discounts to cover their auto and home insurance needs. Features include:

• low rates with your NEA member discount
• multi-policy discounts for Auto & Home coverage
• discounts for family members who are good students or mature drivers
• theft of personal property from your vehicle covered up to $250—including school supplies

It's easy to get a quick, no-obligation quote over the phone by calling toll-free: 1-888-744-9717. Start saving now!

Diversity Calendar April

April 2—International Children's Book Day

This day helps young children develop an understanding of other cultures through literature. For more, go to www.ibby.org.

April 6–7—Passover

This Jewish feast, which begins at sunset on April 5, celebrates the emancipation of Jews from Egyptian rule.

April 6—Mormon Church Founded

On this day in 1830, Joseph C. Smith and Oliver Cowdery founded the Church of Jesus Christ of Latter-Day Saints.

April 11—Easter

Christians celebrate the resurrection of Jesus Christ on this day, observed on the Sunday following the first full moon that occurs on or after the vernal equinox.

May

May 5—Cinco de Mayo

The anniversary of the Mexican victory over the French army in the 1862 Battle of Puebla.

May 3—World Press Freedom Day

The independence of the international press and of journalists is celebrated on this day. For more, contact UNESCO at 212-963-5995.

May 17—50th Anniversary of School Desegregation Ruling

The Supreme Court unanimously ruled racial segregation in public schools to be unconstitutional on this day in 1954.

President's Viewpoint

NEA: Democracy in Action

You are the NEA! For 147 years, through boom and bust, war and peace, and one education craze after another, the National Education Association has supported the teachers and education support professionals who are in America’s classrooms and workplaces, so that you can focus on democracy’s greatest promise—providing a free, quality, public education to all children. We have served as your national voice for public schools.

Photo by Sandy Schaeffer

How have we managed through all these years to not only survive, but thrive?

I believe that democracy has been the key.

Our headquarters are in Washington, D.C., but we derive all of our power and influence from our members—2.7 million teachers, education support professionals, college faculty, and student and retired educators located in every state of the union. It is our members and our democratic process that keep us strong and relevant.

NEA's budget, dues structure, and strategic plan are all a part of our democratic process. Policy positions and legislative programs are voted on by democratically elected representatives of our 2.7 million members during our annual meeting—the NEA Representative Assembly. Candidate recommendations for the U.S. House of Representatives and the Senate are approved by NEA's PAC Council, which comprises democratically elected presidents of our state Associations. An NEA recommendation for a United States presidential candidate is approved by both the NEA PAC Council and the Representative Assembly. And, among NEA's strongest testaments to its democratic process, is the secret ballot vote for NEA officers.

I remind you of our processes because I believe that you must be prepared when NEA detractors try to separate you from your Association. NEA's commitment to democracy enables every NEA member to say—"I am the NEA"—and know it is true. You must always be mindful of this—especially now, when you are under attack.

For whatever ideological reason, this Administration put NEA in their crosshairs and made a conscious decision to exclude you from the education reform table—yet expects you to reform education. And, despite our continual efforts to engage and work with the Administration, we remain absent from their education table and targets of their wrath.

The so-called No Child Left Behind law (NCLB)—as it is currently crafted—will leave millions of children behind and do immeasurable harm to public education and public school educators. The fact that NEA has a laser focus on fixing and funding NCLB does not make us terrorists. And, because we have always stood fast for that which enhances educational opportunities for all children and students does not make us obstructionist, or segregationist, or a coalition of the whining.

Fortunately, since sounding the alarm about the pitfalls in the implementation and funding of this law, we have received a groundswell of support in our efforts.

NEA has worked to bring about common sense flexibility to the implementation of this law—such as the recent changes in regulations that affect special education students and students with limited English—and we expect to accomplish more positive results in the future. We appreciate all of the hard work of our NEA friends and colleagues who are committed to enlightening the Administration to the needs of children, students, and public education.

NEA's leadership answers to NEA's membership—and when I speak, I am the collective voice of teachers and educators who are in America's classrooms, focused on teaching America's children. Our members are in countries all around the world, teaching the children of America's servicemen and women. And, lest we forget, our members are members of the armed forces, fighting for the rights and privileges that we all share!

Thanks for being a member of Team NEA, and please know that I appreciate you for who you are and for what you do. This year will be a challenging one for all NEA members because there is so much at stake in this election and beyond. Energize, organize, and mobilize for children, students, and public education! You are the NEA!

NEA President Reg Weaver

People

Conquering Fear Factor

Is Ryan Rettke crazy or courageous?

Photo by Chris Haston/NBC

He carried cockroaches in his mouth, drank a mixture of lard and cow parts, and performed other outrageous acts to win the $50,000 grand prize on NBC's Fear Factor, a reality show known for its gross and gruesome antics. The Minnesota teacher credits his feat to one trait, "my mental toughness—my ability not to get shaken or rattled by anything."

Rettke, an eighth-grade Earth science teacher at Centennial Middle School, used visualization and his athleticism to conquer Fear Factor, which aired in November. "The toughest part was probably drinking the mixture. It was like nothing you ever tasted before," he says. Fortunately, he didn't taste the cockroaches. "I just noticed they stuck to my mouth."

Rettke gained his athletic ability and mental strength as a two-time All-American college wrestler. He needed both when he walked across 8-inch planks from a 9-story building even though he has a fear of heights.

Yielding to pressure by friends, Rettke showed up at the Mall of America in Minneapolis last spring after hearing auditions for the show would be there. Although he had more than 1,000 competitors, Rettke was not surprised he was singled out for additional interviews. "When I do something, I expect it to happen," he says. "That's the mentality I have."

After the show aired, students bombarded their teacher with questions. "I didn't get my lessons done for the next couple of days," he says.

So what has Rettke done with his prize money? He's paid off loans and bought a new TV and computer. He's also planning a trip to Jamaica, where adventurous pursuits like parasailing, jet skiing, and cliff diving will seem like tame stuff after those cow parts.

—Deitrich Curry

Lake Savers

As a college freshman in the late 1960s, Terry Vencil rallied with other 'greenies' to advocate for federal environmental protection laws.

Photo by Shawn Street

Today, Vencil brings her rally closer to home as she and hundreds of students fight to save Lake Estonoa in Wise County, Virginia.

Vencil's crusade began five years ago when she and students in her Appalachian ecology and physics class at St. Paul High School set out to save the town's coal-producing wetland from being turned into a parking lot or a softball field.

The lake is vital for keeping pesticides from flowing into the nearby Clinch River, says Vencil. So she and her students, known as Team Estonoa, intervened with a proposal that garnered $140,000 for a new lab and materials to landscape, sanitize, and maintain the lake. They also had the lake designated a federally protected conservation area.

The true "sweat equity" comes from 4th- to 12th-grade students who support the project by planting flowers, pulling weeds, writing new grant proposals, educating the community about the lake, and traveling to neighboring schools and national conventions to make presentations. The students have logged nearly 1,000 hours of volunteer service.

"It gives them a sense of accomplishment and ownership in their hometown," Vencil says. "It will make them environmentally conscious adults and good citizens."

—Tiffany Mitchell

Renaissance Tool Man

Dave Arnold is Mr. Fix-It with a flourish, a tool man with a knack for nuance.

Photos by Carlos Miranda

He's also custodian, mentor, teacher, author, artist, and friend to the students and faculty at Brownstown Elementary School in Illinois.

When he's not keeping the grounds pristine for the kids, Arnold might step into a classroom to share what he knows about electricity or Native American history. Last year, he had a full-size tepee brought in and set up on the school grounds.

"A custodian's job is pretty much the same day after day," Arnold says. "Adding and doing a few things extra keeps the job fresh."

Whether it's wearing a Dr. Seuss hat to promote reading while waging the battle against grime, hunting with a handmade musket while floating in a homemade canoe, or writing his weekly column for OWL.org, NEA's online community for members, Arnold is constantly proving his own mantra, "There's always more you can do."

Although Arnold was named the Illinois Education Association's ESP of the Year in 2003, he says he is most humbled by the students. Last year, a fifth grader won a reading contest and was offered a choice of prizes. He declined them and asked, "Can I just spend a day working with Dave?"

—Chris Kotterman

A Course in Classic Cars

If you ask Pennsylvania member Fran Shore about her dream car, she'll tell you that it's already sitting in her driveway.

"Brandy," as Shore affectionately calls her 1936 Buick Century convertible, is one of the half-dozen antique cars she and her husband, John, have restored over the past 30 years.

"I call her Brandy because she's a beautiful wine-colored car, but she also drinks gasoline like alcohol," explains Shore. Only 717 such cars were made in 1936, and Brandy is one of five remaining today. In addition to the Buick, the Shores have restored a 1929 Model A Ford, a 1922 Durant Touring car, a 1931 Willis Ford roadster, a 1962 Corvette, a 1978 Indy Racecar Corvette, and a 1946 Cushman motor scooter, all of which have been named national winners by the Antique Automobile Club of America (AACA).