For Further Information:
NEA Communications: (202) 822-7200

EMBARGOED FOR IMMEDIATE RELEASE
October 14, 1998

The National Education Association commends the AAUW Educational Foundation on its important new report. Gender Gaps addresses some of the most critical issues faced by educators today. More importantly, as the 21st Century looms over the horizon, Gender Gaps sounds the alarm and points us in the direction we need to go if we are to prepare all our students to meet the educational challenges ahead.

We know that we have a major responsibility in addressing the needs of all students. When large groups of children, whether they are girls or boys, African-American or Hispanic, whether from urban or rural schools, are not performing to the levels they are capable, then we must find out why and provide answers. As educators we must offer all children the kind of quality education they need to become competent, capable, and productive citizens in our changing world of technology and information. This is what both we and the AAUW mean by equity - helping all students to meet high educational expectations.

In 1992, the AAUW report How Schools Shortchange Girls, identified ways in which gender bias prevented girls from performing well in math and science. In six years, we have come a long way. Changes in textbooks, tests, schools, classrooms, and teaching styles have combined to narrow the performance gaps in math and science. But as Gender Gaps makes clear, educating students in computer technology presents a new round of challenges. Not only must we integrate technology into our classrooms and provide more resources to schools in low-income areas, we must recognize that boys and girls approach technology in different ways. As educators, we must develop strategies and programs to encourage girls to take higher level computer and science courses.

We strongly endorse AAUW's recommendations that states require all students to take Algebra I and geometry; that we increase girls' enrollment in computer science and other high level courses, such as trigonometry and physics; that schools encourage girls to explore non-traditional fields; and that equity become an essential element in teacher education and preparation. To be sure, we must make these and other changes at the K-12 level if we want to provide all our children with the skills and tools they need to navigate the rolling technological seas of the 21st Century.

EMBARGOED FOR IMMEDIATE RELEASE
September 1, 1998

Stay the course. That is the message America's teachers should get from the new SAT scores released today. Scores for 1998 high school graduates show that America's schools are doing the best job yet of preparing young people for higher education and jobs of the future. What we are doing is working. Math scores are at a 27-year high, and verbal scores remain steady, despite an increase in the number of students taking the test.

The stiffer graduation requirements that most states have enacted and the increase in the number of Advanced Placement courses have helped push these scores to their highest levels in years. The average verbal score rose in 31 states, and the average math score went up in 38 states, plus the District of Columbia.

Our hard work is paying off.

But we can't rest on our laurels. Too many children attend overcrowded classes, too many students are taught by teachers with emergency certificates, and too many students still aren't challenged by tough courses. All of us -- teachers, administrators, parents, and the community -- must focus our attention on addressing these problems, to ensure a quality education for all students. Setting high standards for both teachers and students is vital to meeting these challenges.

For Further Information:
NEA Communications: (202) 822-7200

FOR IMMEDIATE RELEASE
August 25, 1998

The real message in this poll is that parents want their children learning in safe, modern schools, with small classes and excellent academic programs, and they want those things now.

Parents don't want to quit on our public schools; they want to improve them. Eighty-eight percent want to invest in smaller class sizes, and 89 percent want to modernize our public schools, so all children will have updated classrooms, small class sizes, and access to computers.

Rather than vouchers for a fraction of students, Americans prefer proven, successful programs that will benefit all students, like the innovative class size reduction program in Milwaukee, which has helped students outperform vouchers students in reading and math. For the same $7 million spent on 1,500 voucher students, Milwaukee could provide Success For All - a proven program emphasizing reading, writing, and language arts - to all 57,000 of its public school children, with $1 million to spare.

This poll also shows that Americans demand accountability for their public education dollars, and that's impossible if we give public tax dollars to private and religious schools.

I hope America's political and educational leaders are listening.

FOR IMMEDIATE RELEASE
July 5, 1998

With today's vote, the NEA Representative Assembly has rejected the Principles of Unity. However, the dream of uniting America's educators in a single organization lives on.

Tomorrow, the delegates will consider proposals that will guide where we go from here in the quest for unity. Meanwhile, we will continue to work closely with the American Federation of Teachers on innovative joint efforts to enhance teacher quality, improve school safety and discipline, and modernize school buildings. Our state and local affiliates will continue to cooperate with their AFT counterparts. We remain steadfast in our commitment to America's children – to providing every single one of them with a quality public education.

Yesterday's debate demonstrated that the NEA family can disagree honestly about the best way to accomplish our goals. As I said to the Assembly this afternoon, we will continue our work on behalf of 2.4 million members and improve public education for 47 million American children.

# # #

Note: The vote was yes, 4,091 (42.11 percent); no, 5,624 (57.89 percent).

FOR IMMEDIATE RELEASE
June 17, 1998

Thank you Senator Kennedy, Representative McCarthy, and Mrs. Brady. The National Education Association (NEA) commends the sponsors and is proud to offer the support of its 2.4 million members for key provisions of the Children's Gun Violence Prevention Act. As my colleagues have already referenced, the recent shootings at schools have deeply shaken us all. In many ways, the shootings are a desperate cry for help from our most troubled and lost youth. It is a cry that we, as a nation, can no longer afford to ignore. Children and teachers are being killed in senseless shootings.

In the past year, we have lost 14 children and 2 teachers to gunfire. While one of the teachers was a member of the National Education Association, all of the victims are part of our extended family.

Shannon Wright was the kind of teacher that any of us would have loved to have had. This public school teacher gave her life to protect her students. Miss Wright didn't think twice about shielding Emma Pittman. She didn't need to -- because she knew the parents of Jonesboro had entrusted their children to her. There are a lot of teachers out there like Miss Wright who would put the safety of their students before their own.

No one knows her dedication to the students of West Side Middle School better than the families of Shannon Wright and Emma Pittman. And no one understands Miss Wright's devotion to her students better than her sixth-grade class who finished this school year without being able to tell her how much she helped them get through the school term -- indeed survive. It was her devotion to her students that put her in the path of a bullet from a high-powered rifle .

And let's not forget John Gillette. Probably one of the most popular teachers at James W. Parker Middle School. The kind of guy who goes above and beyond his duties as a science teacher and takes on the role of chaperone, coach, and advisor. And just this week -- practically in our backyard, in Richmond, Virginia -- another teacher and a volunteer affectionately known as "Grandma" -- were hit by gunfire.

These tragedies have brought us here together today. Never again can a community say, "We didn't think it could happen here." We know it can happen anywhere. Communities have to come together. Responsible adults have to work together to prevent violence from spilling over into our schools. While it will take time to do some soul-searching and honest reflection to get at the root of this problem -- and make no mistake -- the violence we are witnessing is deeply embedded in our society -- we can attempt an immediate disarmament of our children.

Guns have no place in school. Let me repeat. Guns have no place in our schools. To me, as the kids would say, this is a no brainer. But unfortunately there will be those who will try to derail the Children's Gun Violence Prevention Act of 1998.

Already we have in hand the results of the Gun-Free School Act of 1994. That law demanded a one year expulsion for carrying weapons onto school grounds. We know from the U.S. Education Department that the ban on guns has had a tremendous effect already. Last year, over 6,000 students carrying weapons were told to check their gun at the principal's office and go home. Think about it! Six thousand guns were taken out of classrooms. That kind of firepower belongs in a war, not in our schools.

In many ways we locked the barn door after the horse was stolen. It's one thing to expel a student after bringing a gun to school. It is another, and far more logical move to limit access to the very weapons that will provoke expulsion.

The Children's Gun Violence Prevention Act of 1998 will lock the proverbial barn door before the guns are stolen so that kids can't get to them. It provides a variety of ways to limit children's access to guns. And isn't that what we want? How can we expect our kids to learn algebra when they're thinking about whether the student next to them is carrying a Glock? How can we get them to focus on literature when they're worrying about getting to their next class safely?

But we dare not stop at removing guns from our children's hands. We must end America's love affair with violence. And we can start tonight by turning off the television and reading with our children. We can start this summer by not seeing the latest $20 million action film, where its guaranteed that at least two dozen people will be killed, enough cars to fill a dealership's lot will get blown up, and planes will crash after a terrorist hijacking.

The Children's Gun Violence Prevention Act of 1998 is a worthwhile step in our long march toward keeping kids safe and making schools safe havens of learning. The National Education Association looks forward to working with Rep. McCarthy and Senator Kennedy to pass this bill.

FOR IMMEDIATE RELEASE
May 14, 1998

WASHINGTON, D.C. -- "This proposal responds to what parents and teachers know: smaller classes truly make a difference. Smaller classes mean more individualized attention, and improved student learning. Smaller classes also mean fewer discipline problems, and, therefore, safer schools.

"Research on class size -- particularly when class sizes are lowered in the early grades, as this legislation proposes to do -- tells us that smaller classes not only improve student achievement immediately, but that the effects last for years afterward. Quite simply, smaller classes are the best investment this country can make in improving our public schools.

"This legislation also addresses teacher quality, by requiring that all new teachers hired to implement its provisions be certified. Smaller classes alone won't make a difference if they aren't taught by professional educators who know how to capitalize on their inherent benefits.

"This legislation also complements the Public School Modernization Act, which will help create the modern classrooms that will house these smaller classes. "Parents, teachers and students share a common educational vision: they want modern schools, small classes, and access to modern technology. These criteria, combined with high standards for teachers and students, will spell success for public education."

FOR IMMEDIATE RELEASE
May 7, 1998

WASHINGTON, D.C. -- NEA President Bob Chase issued the following statement following President Clinton's remarks on urban education today to the U.S. Conference of Mayors:

"President Clinton gets it. He understands that improving urban education will require a combination of hard work, accountability, and high standards for students, teachers, administrators, and parents alike.

"He understands that providing excellent teaching and challenging curricula, while putting an end to social promotion, sends the clearest message possible to students and parents that he means business.

"And, by coupling his call for Education Opportunity Zones with his proposal for School Modernization, he is acknowledging that he wants what all parents want for their children: modern schools, with smaller classes, where access to the latest in educational technology will be commonplace.

"Finally, and perhaps most importantly, President Clinton understands that the vitally important continuum of quality early childhood education, public schools, and after-school enhancement programs will give urban students a strong foundation to compete for the jobs of future, while preparing them to be lifelong learners."

The National Education Association urges all members of Congress to support the school modernization and class size initiatives being introduced today.

These proposals address two of the major concerns that parents, students, and teachers all share. Every child deserves the opportunity to learn in a classroom that is modern, and equipped with the latest in educational technology. Too many students -- one in three, according to the U.S. General Accounting Office -- attend classes in schools that fail to meet these criteria. If we want our students to learn the skills they need to thrive in the 21st century, they deserve classrooms that tell them their futures are a priority.

The kind of school modernization legislation filed by Reps. Rangel (D-NY) and Lowey (D-NY) and Sen. Moseley-Braun (D-IL) enjoys broad, bipartisan support among Americans in every state, from rural, suburban, and urban communities alike. In January, NEA commissioned a national poll of registered voters, and it showed that 75 percent of voters from both parties support federal legislation "to help local school districts pay for repair, renovation, and modernization of their schools."

Alleviating overcrowded classes is a key goal of school modernization efforts. That's why the class size legislation proposed by Rep. Clay (D-MO) and Sen. Kennedy (D-MA) is so important. By hiring 100,000 new teachers to help reduce class sizes in the early grades, and providing teachers with the professional development to teach smaller classes with maximum effectiveness, this legislation will have an impact where the most reliable research shows it will do the most good. The highly regarded Tennessee STAR research shows that students who are taught in small classes in the early grades enjoy greater academic success; follow-up research strongly suggests that the benefits of smaller class sizes continue to pay dividends throughout those students' educational experience.

For all of these reasons, NEA is proud to support these initiatives, and we urge Members of Congress from both parties to join in a commitment to modern schools, smaller classes, and better learning for America's children.

Good morning. One year and six days ago, I had the privilege of addressing the National Press Club for the first time. Back then, I made what many felt were startling comments. I talked about teachers pushing beyond traditional "bread and butter" issues in their contracts, to issues of school quality. I spoke of our need to reach out to the community and to work collaboratively with management for the good of children and education. I even suggested that teachers take more responsibility for the performance of their peers.

Yet many questions remain about what exactly "new unionism" is, and where it's going. I cannot provide a map or a manifesto -- because I'm not writing the script. The fact is, National Education Association members are writing it together. And in many cases those of us over on 16th Street are actually playing "catch-up" with what our members around the country are already doing.

What I'd like to share with you briefly this morning are the broad outlines of new unionism as it is emerging -- a new unionism not of theory, but of nuts-and-bolts practice in hundreds, if not thousands, of NEA affiliates.

New unionism is about moving -- where circumstances permit -- from conflict to cooperation with school management. It is about taking responsibility for the quality of education -- and using our advocacy tools to make things better for children, for students. It's about taking risks -- acting in creative, unconventional ways to address some serious challenges.

Taking risks means being willing to make mistakes, so to outside observers it may seem that some of this new unionism concept is moving forward by fits and starts. But let me assure you that the Association's commitment to improving schools is constant. Our desire to bring about change, to work together with parents and other partners, and to set and keep high expectations for students, teachers, and schools is here to stay.

It's important here that I make a key point: NEA members and local leaders did not start engaging in new unionism on February 6, 1997. I think Kim Lewis, the president of the Frederick County (Maryland) Teachers Association put it best. She said, "Bob, we thought we were weird until we woke up the day after your National Press Club speech and learned that there is a snappy name for what we are already doing."

So I'd like to illustrate these concepts -- collaboration, responsibility, and risk-taking -- by sharing with you what some of our state and local affiliates have been working on over the past year.

Collaboration. Just recently, NEA was involved in high-level discussions with organizations representing school boards, administrators, parents, and business leaders. This Learning First Alliance set forth an agenda that includes ending the war over phonics and whole-language. It's never been one or the other. Let teachers teach what works. The Alliance set forth a set of specific action items we will work on together.

Last month, in Kearney, Nebraska, members of the Nebraska State Education Association met with school board members, administrators, and parents to devise strategies to help make sure schools get the resources they need.

In San Bernardino, California, our local affiliate members are working together with parents, business leaders, law enforcement officers, and others to enhance school safety, to better use learning technology, and to improve school assessment. You can't bring about change until you know what your strengths and weaknesses are.

And over the past year, I've met with about 15 of the nation's top CEOs, in an effort to seek ways that business and the education community can work together to see that every child has the best education possible.

Which brings me to responsibility.

In Dayton, Ohio, our local affiliate bargained a contract with the school board that included the right to make decisions about part of the school budget directed to improving student achievement. We've found that when teachers are given decision-making power over the budget, they always direct resources to students' benefit.

In Kentucky, our affiliate is taking part in a teacher intern program that helps new teachers adjust to the difficult challenge of teaching students. Local teachers, working together with resource teachers and school principals, are taking responsibility for making sure new teachers have the knowledge and skills to be effective.

In Illinois, the association has taken responsibility for building broad-based community support for public schools. IEA-NEA has been a leader in the Illinois Learning Partnership, a dynamic coalition of business and civic groups committed to working with educators to improve public education.

In Milwaukee, Wisconsin, our local affiliate negotiated a peer assistance and review program called Teacher Evaluation and Mentoring -- or TEAM. Many other local affiliates are looking at peer review, peer assistance, or both.

Now let's talk about taking risks. NEA is working with a number of charter schools nationwide. The Integrated Day Charter School in Norwich, Connecticut, is a testament to teachers' innovation. Founded by three members of the Connecticut Education Association, with the support of CEA and the NEA, this school provides students with individualized instruction and one-on-one tutoring. A teacher who started out teaching in a basement classroom is today leading a creative program where teachers are grouping children by ability -- rather than age. And a shared goal at Integrated Day is forming a strong alliance among students, families, and the school. Families are involved in establishing academic and non-academic goals for the students, and are expected to stay actively involved in their children's education.

Our affiliates here in the area are risk takers. I'd like to introduce Karl Pence, president of the Maryland State Teachers Association, and Mark Simon, president of the Montgomery County Education Association, to talk a little about what they are involved in.

I'd like to wrap up by talking about a project that I think involves all three elements -- collaboration, responsibility, and risk-taking.

NEA's "Read Across America" campaign kicks off tomorrow, with the Cat in the Hat parading down Mulberry Street in Dr. Seuss' hometown of Springfield, Massachusetts, after which children and adults will participate in a community read-in. This is just one of many events NEA members are involved with, leading up to a national "Read Across America" celebration on March 2nd. On that day -- Dr. Seuss' birthday -- we're working to see that every child is in the company of a book -- and a caring adult reader.

We took a risk with this project, but the response has been tremendous. And the payoff for children, I believe, will be great.

I issued a challenge to the American public in my remarks at the Press Club last year... "Watch what we do, not what we say." I think if you look at our track record, we've kept faith with parents and the American people. And I hope that you'll keep watching with me, keep learning, keep asking. In the words of Dr. Seuss, "Oh, the places you'll go."

We are working on a comprehensive compendium of education reform activities our affiliates are advancing -- scheduled for release in the late summer or early fall. But we would be happy to share some of our preliminary findings with you. If you are interested in a particular topic -- teachers setting school budgets, interest-based bargaining, community collaborations around safety, or any other issue -- we'd be happy to help. Or if you are interested in a particular state or type of community, I'm sure we can provide the information you need.

For More information:
NEA Communications 202-822-7200

FOR IMMEDIATE RELEASE
January 28, 1998

Statement by NEA President Bob Chase in Response
to the President's State of the Union Address

Educators and all Americans know that modern schools are basic to quality education. We know that for our children to succeed in the 21st century, they must be held to high academic standards, while learning in small classes with access to the most modern educational technology. President Clinton clearly agrees.

His proposal to help finance $20 billion in public school modernization will help reduce class sizes, while giving students access to educational technology. Spacious, modern and well-equipped learning environments tell students they are valued and respected, and research tells us that student discipline improves in such settings. NEA has in fact proposed legislation that would go even farther, by providing $30 billion in federal school modernization funding over 10 years. We look forward to helping the President and Congress craft the best legislation possible to help address a national problem that the General Accounting Office acknowledges will require more than $200 billion to resolve.

The President's proposal to help lower class sizes in grades 1-3 to a national average of 18 by hiring 100,000 new teachers is terrific news. Parents want small class sizes, because they know their children will get more individualized attention. There is ample research to show that student achievement improves when class sizes are reduced. Teachers can better focus on the needs of each student and spend less time on disciplinary distractions that accompany larger classes.

And, by calling for high standards for new teachers -- including the requirement that all new teachers be either certified or on a professional track to certification -- the President assures parents that quality education begins with quality educators. NEA wholeheartedly agrees, because we understand the link between high standards for students and high standards for their teachers. That's why we'll continue our efforts to improve teacher quality through peer assistance, professional development, and improving evaluation procedures.

President Clinton's proposal to strengthen both urban and rural education through grants for Education Opportunity Zones recognizes the fact that economic opportunity and educational opportunity go hand in hand. Teachers look forward to using these grants to develop educational models that work in both settings, and to sharing them with colleagues across the nation.

NEA also applauds the President's proposal for enhanced public school-based after-school programs, which will not only help thousands of young children improve in basic academic skills, but will also help alleviate disciplinary problems by giving "latchkey children" structured after-school activities.

Finally, we wholeheartedly support President Clinton's proposal for additional work-study programs for college students, who need all the help they can get to pay for the rising cost of a college education. And, by involving employers in the process, he is telling Americans that everyone has a role to play in preparing students for success in the 21st century.

# # #

The NEA is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, college faculty, school administrators, educational support personnel, retired educators, and students preparing to become teachers.

Clearly, modernizing our public schools will require an enormous amount of money. Perhaps more than anything, it will require leadership.

But let's remember the fundamental issue, here. This is about our children, and the conditions in which we want them to learn.

It's about educating our children in small classes, with access to the latest in educational technology, so they'll have every possible opportunity to succeed in the 21st century.

And, as the public reminds us, it's about priorities. Giving our children these opportunities entails making some choices, and Americans are clear about what they want.

The American public believes that children and their schools are THE top priority in the next federal budget.

Before we build one more high-tech prison, Americans want Congress to build thousands of high-tech classrooms.

Before we even think about cutting taxes, Americans want Congress to cut class sizes in overcrowded schools.

And before we pave one more mile of highway, Americans want federal funding to put every student on the Information Superhighway, to help pave their path to the 21st century.

This is about the enormous -- and consequential -- inequities you see in the photos we have on display here today.

The most shocking to me is the photo from Leadville, Colorado, showing the open drainage pit in the middle of the hallway at West Park Elementary School. It's an image I find hard to shake. Just last year, a waterlogged section of ceiling collapsed in the kindergarten classroom at West Park. Then, the day before school opened last September, chunks of drywall showered down on an activity center where 5-year-olds regularly play.

Imagine sending your child to West Park every day.

Then look at the photos on the right side of this room.

They tell a different story. There ARE modern, clean, spacious, and well-equipped public schools in America. Lots of them. These are the kinds of public schools every child would be thrilled to attend.

These are the kinds of public schools every child deserves to attend.

I asked Julie Secrest, a veteran fifth grade teacher at the Schultz Elementary School in Delaware Ohio, what she thought of her new building. Her enthusiasm was boundless.

For one thing, all teachers have a phone in their room, making it easier for them to talk to parents.

Modern, well-lit classrooms give students and teachers alike the space they need, and manageable class sizes are the rule.

Julie said: "Everyone loves this building. Teachers feel much more professional, and the children have a new sense of pride in themselves and in their work. This building tells everyone that the community cares about what we do . . . that we count!"

And Cindy Johnson, a special education teacher at Ocean Lakes High School in Virginia Beach, Virginia, raves about her new building. It's light and airy with plenty of natural sunlight streaming through the windows. It has a new technology center, four computer labs, and several hundred personal computers for students.

Cindy says: "We had high expectations for the students when we moved into the building, and the students have risen to the occasion." Test scores and attendance at Cindy's school are up, and a sense of pride permeates the hallways.

Every child in this country -- urban, suburban or rural -- rich or poor -- should be learning in classrooms like these -- spacious, modern, clean, and brimming with the technology that will help them succeed in the 21st century.

As you're about to hear, three out of four voters not only agree with that vision, but they want federal leadership to bring it about.

They know that modern schools are basic for better learning.

Americans understand the impact that class size, discipline, and technology have on the quality of education. They also understand that unless we take steps now to modernize school facilities, classes will only become more crowded, technology more outdated, and students less prepared to meet the challenges of the future.

Because of our shared commitment to this issue, NEA and the AFT commissioned a national poll to assess the support for federal legislation on school infrastructure. We retained two well-respected firms to conduct this poll, to ensure bipartisan design and bipartisan interpretation of its results.

They completed this survey just last week.

I'm pleased to introduce Stan Greenberg of Greenberg Quinlan Research, and Ed Goeas of The Tarrance Group, who will share this new polling data with you at this time. I would ask you to hold on all questions until we present our legislative proposal, and then we'll put everything on the table.

(POLL PRESENTATION)

As you can see, the public is sending a strong message in support of federal legislation.

Accordingly, NEA and AFT are proposing a $30 billion federal expenditure over the next 10 years to help states and local school districts modernize their public schools.

We propose that $28 billion of that amount be made available in the form of subsidies to leverage additional funds for school construction.

In addition, we are proposing $2 billion -- $200 million per year over 10 years -- in direct grants to exceptionally needy school districts for short-term emergency repairs. These grants would be awarded to districts that are unable to borrow additional funds because they have a low tax base or have already exceeded their statutory debt limit.

Details of this proposal are contained in the "Call to Action" in your press kits.

There is considerable support for a federal partnership to modernize America's schools. A broad cross-section of school districts across the country belong to the Rebuild America's Schools coalition. In addition, several individuals representing other members of the coalition are here today, and I'd like to acknowledge them:

First of all, Bob Canavan, chair of Rebuild America's Schools.

Sam Haywood, treasurer of the National PTA.

Stewart Binstock, vice president of federal affairs for the American Institute of Architects.

Laurie Westley, assistant executive director of the National School Boards Association.

Other members of the coalition, who couldn't be here today, but who also strongly support federal school modernization funding, include the Council of the Great City Schools, the National Association of Elementary School Principals, the Bond Market Association, the American Association of School Administrators, and the National Association of Federally Impacted Schools.

Now, Sandy, Ed, Stan and I will be glad to take your questions.

For More information:
NEA Communications 202-822-7200

FOR IMMEDIATE RELEASE
October 14, 1998

MEDIA ADVISORY

NEA President Addresses School Safety Summit

Bob Chase, president of the National Education Association (NEA), will address policymakers and school safety experts at the White House Conference on School Safety on Thursday, October 15 at the White House Conference Center. Chase will join President Clinton, Vice President Gore, First Lady Hillary Rodham Clinton, Attorney General Janet Reno, and U.S. Department of Education Secretary Richard Riley for a day-long panel discussion on improving school safety. Mrs. Clinton will moderate the afternoon panel discussion on best practices and model school safety strategies. The afternoon panel will be broadcast via satellite and will be interactive with the audience both at the White House and at sites across the nation.

Following the conference, NEA and the American Federation of Teachers (AFT) will host a reception at NEA headquarters in Washington, D.C. Members of the press are invited to attend the reception. To RSVP or to obtain a copy of Chase's speech, contact NEA Communications at (202) 822-7200. The NEA headquarters is also a designated site for the satellite broadcast. To attend the conference, contact the White House Press Office at (202) 456-7150.

For More information:
NEA Communications 202-822-7200

October 9, 1998

WASHINGTON, D.C. - Teachers and other public education employees began the new school year armed with more than lesson plans. In school districts from coast to coast, National Education Association (NEA) members went back to work under contracts and agreements emphasizing school quality.

These innovative partnerships for school quality are a new feature of the National Education Association's website, at http://www.nea.org/newunion.

"Organized teachers and other school employees are embarking on a bold new course," says NEA President Bob Chase, "taking a greater responsibility for school quality. Our affiliates are negotiating contracts that emphasize a spirit of trust and cooperation, while protecting employee rights. Today's teachers want a greater role in shaping and improving public education, and they're using collective bargaining to achieve that goal."

In recent years, school quality has been bargained through contract provisions for shared decision making between teachers and administrators, small class sizes, support for National Board certification of teachers, peer assistance and review, and meaningful professional development.

The first new unionism profiles on NEA's website include:

• San Diego, Calif. - Where teachers have won contract language to jointly identify low-performing schools and decide how best to improve them.

• Bellevue, Wash. - Where an agreement between the school district and the local education association has created a new peer assistance and review program to help new teachers refine their skills and help those who are struggling improve.

• Omaha, Neb. - Where the local education association, the school district, and the community have collaborated to put students first, with shared decision making about school needs and development of a peer support program.

• Edmonds, Wash. - Where collaboration on issues of mutual interest and concern sparked an unprecedented trust agreement between the school district and the Edmonds Education Association. The agreement makes education employees partners in decision making, including how best to raise student achievement scores.

Since his groundbreaking speech at the National Press Club in Washington, D.C., almost two years ago, Bob Chase has championed the cause of "new unionism," which he characterizes as moving from conflict to cooperation with management, as well as using advocacy tools to improve teaching and learning for students. Chase notes that even in states with laws narrowly defining what can be negotiated in a contract, local education associations are working to forge collaborative relationships with administrators and advance reform.

"The NEA will never abandon its support for decent wages and working conditions for our members," says Chase, because "after all, these important battles won us the ground from which to move forward. But collective bargaining as collaborative negotiation aimed at improving school quality is the way of the future. Our members must become full partners in organizing their schools for excellence, and collective bargaining offers a valuable framework for school managers and employees to come together to advance education reform."

The "new unionism" web area (on the NEA website) will profile different state and local education associations every few weeks, providing an overview of the trend toward union-led efforts between education employees, management, and the community to boost school quality.

For More information:
NEA Communications 202-822-7200

October 9, 1998

WASHINGTON, D.C. - The Board of Directors and the Executive Committee of the National Education Association (NEA) today took action to provide for NEA affiliation of Education Minnesota, effective immediately.

Education Minnesota was created September 1, 1998 when the Minnesota Education Association and the Minnesota Federation of Teachers merged. Action to make the NEA affiliation permanent is expected next July, when the NEA Representative Assembly will consider an amendment to the NEA bylaws.

Education Minnesota is also affiliated with the American Federation of Teachers (AFT). Education Minnesota includes approximately 62,000 members.

"We are pleased to welcome Education Minnesota into the NEA family," said Bob Chase, NEA president. "Together we will be better able to pursue our mission to improve public education for the children of Minnesota and the entire United States. With our enhanced membership, we will fight to improve teacher quality and to secure higher levels of student achievement."

For More information:
NEA Communications 202-822-7200

October 1, 1998

WASHINGTON, D.C. - A report released today provides the most comprehensive report to date of an ultraconservative network that is pursuing an aggressive political agenda nationwide, including "a state-by-state assault on public education." Prepared by the National Education Association (NEA), The Real Story Behind 'Paycheck Protection' -- The Hidden Link Between Anti-Public Education Initiatives: An Anatomy of the Far Right catalogues a sophisticated web of groups and wealthy individuals and shows the direct link between anti-worker and anti-public education initiatives.

"As we work to transform public education to even better meet the needs of the twenty-first century, it is critical that we clearly understand those forces that are actively engaged in deconstructing public education and, in effect, pull back their curtain," said NEA President Bob Chase.

The report is the result of research NEA conducted during the successful defeat of California's Proposition 226, the so-called "paycheck protection" initiative that was rejected June 2 by a margin of 54-46 percent. That measure would have set government strictures on the way union members' dues are collected and spent. Similar proposals have been promoted in Congress and more than two dozen states.

The study drew on information from publicly available sources such as public documents and filings (federal income tax returns, Federal Election Commission reports, etc.), extensive Internet research, interviews, and articles in magazines and newspapers. The research demonstrates that not only are Proposition 226 proponents reaching into virtually every state in the nation, but they also include the network of organizations and individuals pushing tuition vouchers.

The Real Story Behind 'Paycheck Protection' provides extensive information on the funding behind anti-worker initiatives. It outlines the contributions and activities of individuals and organizations - not only the more than $5.5 million raised by three formal pro-Prop 226 committees, but also the independent activities of other organizations.

"Our point is not that this movement does not have a right to fight for its agenda," the NEA report states. "Far from it. Our objective is to help the public, state legislatures, local school boards, teachers, and the news media understand the motivation of the anti-worker initiatives and how they are centralized and funded."

Noting the need for this type of research, Larry J. Sabato, director of the Center for Governmental Studies at the University of Virginia, writes in the report's foreword that "hidden money is dangerous money in politics. . . . In a democracy, the sunshine of disclosure is the best disinfectant, and this report generates some necessary light. The news media ought to increase the wattage." Sabato calls the report "the most thorough guidebook available for charting - and predicting - the influence of the political right in America."

Many of the groups discussed in the report - such as The Heritage Foundation, Americans for Tax Reform, the Christian Coalition, and the Family Research Council - are well known. But the extent of their involvement in state initiatives, the way they work together and coordinate action, and the role wealthy conservative individuals play in funding the agenda is not widely understood.

"We compiled this information because it's important for our members and other education advocates to recognize this extensive, well-funded network and its campaign to de-fund public education," explained Don Cameron, NEA executive director. "We saw in California that the more people understood the consequences of Proposition 226 and the motivation of its proponents, the more they opposed it. The political action of NEA and many other organizations is subject to financial reporting requirements that do not apply to this network. We think more thorough information can put a better balance into future debates."

The Real Story Behind 'Paycheck Protection' delineates the funding and political activities of such wealthy individuals and key movement leaders as California religious right millionaire Howard Ahmanson, Pittsburgh billionaire Richard Mellon Scaife, Indiana insurance magnate J. Patrick Rooney, Wal-Mart executive John Walton, and Texas businessman James Leininger.

"Many otherwise well-informed citizens will be astounded to learn of the breadth and depth of the conservative network across America," writes Dr. Sabato in the report's foreword. "Never before has this puzzle-like structure been assembled and catalogued to such a degree."

WASHINGTON, D.C. - The National Education Association (NEA) has named "Daily Report Card" publisher and columnist Barbara A. Pape editor of Teaching and Change, a quarterly academic journal. The editor and publisher of the popular "Daily Report Card," an electronically delivered education newsletter, will redesign NEA's five-year-old quarterly for teachers. Pape is expected to bring her journalistic experience to bear in updating the journal with a more contemporary tone and look.

As publisher of the "Daily Report Card," Pape is responsible for reporting on education reform, policies, and trends. Her widely read "Spotlight" column influences educators, policymakers, researchers, and editors covering education. Pape also analyzes progress made by states on the national education goals for the "National Education Goals Panel Weekly." In addition to her new role as editor of the journal, Pape will continue to publish the "Daily Report Card."

"NEA's Teaching and Change journal lies at the crossroads of theory and practice," explains Pape. "Far too often, new theories on children remain tucked away in the halls of academia. On the other hand, teachers' hands-on experience with what works in the classroom stays isolated at the school level. We hope the journal bridges the chasm between university and school, providing information that will benefit researchers, teachers, and -- most importantly -- the students they serve."

Pape's career combines journalism, public policy, and valuable classroom experience in a unique mix. She is a former assistant director of public affairs for the American Federation of Teachers (AFT), government affairs director for City Colleges of Chicago, and policy analyst for the Center for Policy Alternatives. She has also taught elementary and middle school and been a substitute teacher for disabled students.

"From the classroom to the national news desk to the corridors of state capitols, Barbara Pape brings a wealth of experience to Teaching and Change," notes Lynn Coffin, director of NEA's Teaching and Learning staff. "Barbara Pape has the talent to transform the journal into a highly readable, accessible, and timely publication for teachers and the education research community."

Teaching and Change publishes the experiences and research of classroom teachers and education researchers. The quarterly journal provides a juried forum for teachers and researchers to share best practices and professional findings. NEA founded the journal in 1993 to help Association members strengthen the learning environment in their schools. Typically, Teaching and Change covers what is taught, how it is taught, and the different ways schools are organized. Pape will introduce thematic issues, beginning with an in-depth look at reading in the Spring 1999 issue.

The editorial review board includes education experts such as Linda Darling-Hammond of Stanford University, Edward Fuentes of the U.S. Department of Education, and the American Society for Engineering Education. The Spring 1999 issue is scheduled to be published in February. Teaching and Change is a joint publication of the NEA Professional Library and Corwin Press, Inc. Review copies are available.

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September 8, 1998

LONG BEACH, Cal. -- Kicking off National School Modernization Day, the president of the National Education Association (NEA) today encouraged Americans to focus on the need for modernizing the nation's public schools - and urged Californians to support a state ballot proposal that would provide $9.2 billion to replace, rebuild, and renovate that state's aging and overcrowded classrooms.

"Two-thirds of America's 80,000 public schools are in need of extensive repair, overhaul, or replacement," NEA President Bob Chase told an opening day audience of Long Beach teachers and education employees. "The average school in this country was built during the Truman Administration. Our children deserve modern schools, with small class sizes, and access to the latest in educational technology.

"The public agrees," Chase said, citing last month's Phi Delta Kappan/Gallup Poll that showed 86 percent of Americans - and 89 percent of parents of public school students - favor increased funding to help modernize the nation's schools.

"Research backs up what we know intuitively," Chase said. "There is a strong and direct connection between the condition of a school building and a child's ability to learn. Yet we do little as a nation to see that our students are learning in modern schools, with small classes, that are wired for technology." Only 27 percent of the nation's classrooms are wired for the Internet, Chase noted. The cost of modernizing the nation's public schools has been estimated at $112 billion by the U.S. General Accounting Office, and an additional $100 billion may be needed for new schools to meet the demands of soaring enrollments.

"It's going to take a national commitment to our kids to tackle this challenge," Chase said. "Here in California, there is an important initiative on the November ballot - Proposition 1-A - that makes that commitment." That measure, supported by the California Teachers Association, would provide an estimated $9.2 billion to rebuild, replace, and renovate the state's schools.

"This is an investment in our children's future - in all our futures - that we simply must make," Chase said.

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August 11, 1998

WASHINGTON, D.C. -- Stronger discipline ... more involvement by general education teachers ... additional staff training ... increased parental involvement ...and mandatory mediation of disputes with parents.

These are just a few of the sweeping changes in the nation's special education law that will affect every public school in America this fall, impacting most of the 2.4 million members of the National Education Association (NEA).

To help them prepare, NEA, in collaboration with the Caliber Corporation of Baltimore, Md., will conduct a first-ever interactive intranet videoconference from 1:00 to 4:00 p.m. EDT on Aug. 13, allowing NEA members at 19 sites across America to pose questions about the new federal law to a panel of U.S. Department of Education officials and subject matter experts.

The live conference will air from 12 noon to 3:00 p.m. Central time, 11:00 a.m. to 2:00 p.m. Mountain time, and 10:00 a.m. to 1:00 p.m. Pacific time.

Up to 25 people at each site will learn about changes in the Individuals with Disabilities Education Act (IDEA). Originally enacted in 1975, the IDEA was amended in 1997, and IDEA 97, as it is now called, will have a profound impact on all school employees, from teachers and aides to bus drivers and school nurses.

Final regulations will not be promulgated until later this school year, making it all the more important for educators to gain as much understanding as possible of the new law.

"IDEA 97 is both an education law and a civil rights law," said NEA President Bob Chase. "Its goal is to guarantee an opportunity to learn for all students, regardless of disability. It's mandatory that our members understand its complexities, so they can make it work to the best benefit of all students."

Today, three-quarters of the nation's 5.8 million students with disabilities are educated in general education classrooms, and the new law, Chase says, "attempts to balance carefully the interests of students, teachers and parents."

The videoconference, moderated by NEA Communications staffer David Sheridan, will originate from a studio in Baltimore. It will start with an overview of proposed IDEA 97 regulations by Thomas Hehir, director of the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSEP).

Ed Amundson, a special needs teacher from Sacramento, Calif. and chair of NEA's Caucus for Educators of Exceptional Children, will discuss the impact of IDEA 97 on NEA members. He will be joined by Patti Ralabate, a special needs teacher in Connecticut, and Leon Horne, a member of NEA's Legislative Committee.

Hehir and JoLeta Reynolds of OSEP will follow with a description of how the Department of Education can help states and educators implement IDEA 97, through professional development and technical assistance. Participants across the nation will then have an opportunity to submit questions directly to the presenters and subject-matter experts via E-mail. All questions not answered live during the unique intranet-video-teleconference will be answered afterwards on a separate page on NEA's web site at www.nea.org/publiced/idea.

"NEA is committed to answering every member's question about IDEA 97," Chase said. "This is an enormously complicated issue, and we want to ensure that all school employees who work with exceptional children receive the information, cooperation, and training they need to do the best job they can."

A complete list of videoconference sites is attached.

The National Education Association is the nation's largest professional employee organization, representing 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

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August 6, 1998

WASHINGTON, D.C. -- Developing lesson plans. Creating meaningful homework assignments. Encouraging student participation and assessing student learning. Developing effective discipline strategies. Integrating technology into the curriculum. Building partnerships with parents and the community.

Today's public school teachers have a lot expected of them, and those new to teaching may occasionally feel overwhelmed by the challenges they face. But this fall, beginning teachers have access to more resources than ever before, thanks to the work of the National Education Association (NEA) and its affiliates.

Some of the help is decidedly high tech, such as the new multimedia CD-ROM the NEA is distributing free to new members. Teachers seeking advice on topics from teaching strategies to student achievement can find it via the CD-ROM entitled It's All About Kids: Help for New NEA Members in the Classroom. The CD has lots of ideas and resources to help new K-12 teachers and teacher aides become more confident practitioners, giving them ready access to teaching tips on video as well as articles and pamphlets that can be printed out for parents and others.

The NEA has developed other high tech resources as well. Through e-mail, any school employee can subscribe to a new resource called Works4Me, a listserv that sends out weekly short, practical classroom tips contributed by school employees across the country. With Internet access, the staff member (new or not) can visit the helpfrom.nea.org web site for advice on boosting student achievement, building better learning places, and connecting with families and the community.

"NEA is committed to helping improve the quality of teaching in public schools across the nation," says NEA President Bob Chase. "We feel a special obligation to help those new to the profession, for all of us remember only too well how daunting those first few years in the classroom can be."

Teachers can also find help through more traditional means. NEA's Professional Library, the nation's largest publisher devoted exclusively to providing professional development materials for educators, offers several books especially for new teachers. Among them: Countdown to the First Day of School; Pitfalls and Potholes: A Checklist for Avoiding Common Mistakes of Beginning Teachers; and First-Year Teacher: Teaching with Confidence. In addition, NEA's Teacher-to-Teacher books, each written by classroom teachers for classroom teachers, talk candidly about school reform efforts.

All of these resources reflect the spirit of the "new unionism" challenge President Chase issued to NEA members more than 18 months ago. These materials, Chase says, were specifically designed to help teachers improve their skills. They also provide a valuable road map to help newcomers understand school systems, identify valuable resources, and better serve students for the future.

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August 6, 1998

WASHINGTON, D.C. -- When it comes to making sure children get a good education, schools simply can't do it alone. Education, at its best, is a team effort involving schools, communities, students and families.

Successful school-community partnerships look different in every community, depending on local interests, needs and resources. But drawing on the collective experience of schools and districts around the country, the National Education Association offers some suggestions for establishing and sustaining strong links between public schools and their communities:

1. Lower communication barriers.

Two-way communication between schools and communities is critical and should be geared to the various languages and cultures represented in the schools, as well as to the lifestyles and work schedules of school staff and volunteers. Use as many communication channels as possible to reach community members -- websites, radio announcements, open houses, church announcements, town hall meetings, etc.

2. Remember flexibility and diversity are key.

Recognize that effective community involvement in education may not necessarily require adults' presence at a workshop or meeting. The emphasis should be on helping children learn, whether that's in schools, homes, worksites, libraries, or elsewhere in the community.

3. Invest in training.

Effective partnerships are enhanced with professional development and training. Both staff and volunteers need the knowledge and skills to work with one another and with the larger community to support children's learning. Common sources for training include local colleges and universities, neighboring school districts, and state education agencies that provide funding and assistance in community involvement activities.

4. Evaluate your activities.

Set goals and determine what all stakeholders -- family, school staff and community members -- want to accomplish. Developing a school-community partnership requires continued effort over time. Find ways to measure participation levels and satisfaction with school-related activities.

The ever-rising numbers of single-parent homes and homes with both parents working present new, but not impossible, challenges to schools seeking community partnerships. To lay the foundation for a larger partnership effort, there are small steps educators and would-be partners can take to nurture a community's schools and its children. Here a few easy ways anyone can help:

• Recruit friends, relatives, co-workers and community members to volunteer in schools.

• Tutor a child in an after-school/night-time tutorial center.

• Lead Saturday field trips with students.

• Offer to take care of a neighbor's child so parents can attend school activities.

• Help with weekend fundraising projects: car washes, bazaars, carnivals and barbecues.

• Organize Saturday work parties to beautify the schoolyard, plant shrubs or paint murals.

• Hold a potluck dinner to bring parents, students and school staff together.

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August 6, 1998

WASHINGTON, D.C. -- As America's students head back to school, what kinds of buildings will they see? If the National Education Association (NEA) had its way, all youngsters would be learning in modern, sparkling classrooms with small class sizes and new computers linked to the Internet. But for some 14 million American schoolchildren, that vision is an elusive dream.

"The condition of our public school buildings is a national crisis, and it demands a national solution," says NEA President Bob Chase. "The American public agrees - and wants Congress to help states and local school districts address this overwhelming problem."

Almost two-thirds of America's 80,000 public schools need "extensive repair, overhaul or replacement of at least one major building feature," according to the U.S. General Accounting Office. Last March, the American Society of Civil Engineers gave the physical condition of America's public schools a grade of "F" - lower than roads, bridges, or hazardous waste sites.

Government and independent estimates put the cost of modernizing America's public schools - for repairs, replacement, new construction, and making them technology-ready - at more than $200 billion. Rising enrollments are producing large class sizes, and many districts have resorted to purchasing portable classrooms. The U.S. Department of Education estimates that 6,000 new schools will be needed by 2006 to handle the overflow of children.

And, at the dawn of the 21st century, only 27 percent of American classrooms - and only 14 percent of those serving largely poor and minority students - are wired for Internet access.

Congress has thus far blocked passage of the NEA-backed Public School Modernization Act, which would provide investors with tax credits to subsidize some $22 billion in zero-interest bonds for modernizing the nation's schools. Fifty percent of the bonds would go to the states, and 50 percent would be reserved for the 100 school districts with the largest numbers of low-income children. The act would also subsidize school building modernization in designated enterprise or empowerment zones (Qualified Zone Academy Bonds - QZABs). States and local school districts would issue the bonds. The legislation would cost the federal government $3.3 billion between fiscal years 1998 and 2003, and $9 billion cumulatively through fiscal year 2008.

"The time is now for school modernization," says Chase. "The need is crystal clear. Polls show Americans want this problem solved, and they want the federal government to be an active partner with state and local governments in solving it."

Chase contrasts the stalled school modernization effort with Congress's recent swift passage of a massive highway construction bill: "If we can afford $220 billion to rebuild the nation's highways, we can afford one-tenth that amount to educate our children in modern schools, with small classes and new computer technology."

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August 6, 1998

WASHINGTON, D.C. -- The beginning of a new school year can be the start of a journey toward success if parents, students and teachers work together. Here are some suggestions from the National Education Association for parents who want to help their child start the new school year right.

The First Day Jitters

Start talking now about the upcoming school year and the first day of classes. Discuss what to expect on the first day - catching up with old friends and meeting new ones, learning classroom rules, and finding out what's ahead. Take note of how you feel about your child going off to school. If you're anxious, try not to communicate it.

If you're new to the area, take time to visit the school before classes begin. Walk, drive, or show your child the bus route to familiarize him or her with the trip to school.

Getting to Know You

Make time to get to know your child's teacher and classroom aide. Let the teacher know that you appreciate feedback on your child's progress - both positive and negative. Alert the teacher to anything out of the ordinary that's going on with your child or family. Make a point of meeting other school staff members: the principal, school secretary, bus driver, cafeteria staff and others who work at the school. The better you know the school and how it operates, the more likely your child will be to have a productive and positive school experience.

A Place of One's Own

Whether it's a bedroom desk or the kitchen table, every child needs a regular place to study and complete homework. This area should be well lighted and equipped with school supplies like paper, pencils, and a dictionary. Siblings should respect the time set aside for studying and not distract the child who is doing homework.

Kids (and Parents) Love Routines

Set aside a specific time for studying every night. Discuss with your child what time of day would work best. Right after school? Just before dinner? Immediately following dinner? If your child attends an after-school program, find out if students will be expected to do homework there. If your child completes homework assignments away from home, plan to review the work at a set time every night. If homework has already been completed, have the child use study time for reading or reviewing problem areas.

Create High Expectations

To learn, children must believe that they can learn. As the parent, you are the most important adult in your child's life. The feedback you give your child - what you say and do about his or her abilities - will have a lasting impact on your child's self-confidence. Be encouraging, and praise your child for the amount of effort that he puts into a project. Let her know that doing her best is what counts.

Reading Can Be Contagious

Research shows that children who are read to in their early years do better in school. Make reading a habit in your home, for both you and your child. Each night before bed, read to your child for at least 20 minutes. If the child is learning to read, ask him or her to read to you. For older children, set 30 minutes aside each night for family reading time when everyone reads together silently. Keep plenty of reading materials available -- books, magazines, and newspapers. Let your kids see you reading and they're more likely to pick up the habit.

Be Prepared for Your Next Parent-Teacher Conference

Talk with your child beforehand about what she thinks are her best subjects or what he likes least. Find out if your child has anything that he or she would like you to ask. Write down your own list of questions. Feel free to ask about your child's progress or about anything you don't understand about the school program. Expect the teacher to show you samples of your son's or daughter's work and to discuss how student progress is measured. Ask how your child interacts with other students. Most importantly, talk to the teacher about ways you can work together to help your child.

Schools + Communities = Success

To be effective, schools need the support of parents and the community. Find out key dates during the year when there will be opportunities for you to participate in school events. Mark your family calendar and your personal datebook now to hold those dates.

Look for specific ways that you can support your child's school. Volunteer a few hours a week in the classroom. Offer to speak to your child's class (or others) about a special hobby or area of expertise. Encourage a local business to adopt your child's school. Join the PTA to ensure that you have a voice in the work of the school. Offer to help with a special school project. Organize a school beautification day.

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July 23, 1998

WASHINGTON, D.C. -- A short and snappy tip book on personal and professional development for teachers is now available from the National Education Association (NEA) Professional Library. In MegaSkills Moments for Teachers, popular author and educator, Dorothy Rich describes realistic scenarios in which everyday problems are resolved with a positive attitude and pragmatic advice.

Dr. Rich is the author of the well-known "MegaSkills" series widely used by schools nationwide to improve children's achievement in the classroom. Her earlier books identified 11 "MegaSkills" essential to student success: confidence, motivation, effort, responsibility, initiative, perseverance, caring, teamwork, common sense, problem solving, and focus. In her latest offering, at the urging of NEA, Dr. Rich applies her practical strategies to situations facing the classroom teacher.

"MegaSkills Moments for Teachers is the ultimate user-friendly self-help book for teachers," says NEA President Bob Chase. "It covers both personal and professional issues - and it's already flying off the shelves. Thanks to her strong following and plain-speaking advice, Dr. Rich has become the Dear Abby of teachers."

Dr. Rich's new self-help book is a valuable addition to a growing body of professional development resources designed to improve teacher quality and efficiency. In an easy-to-follow format, MegaSkills Moments for Teachers presents a problem and provides a solution using one of the 11 "MegaSkills." The scenarios cover a variety of professional concerns ranging from classroom discipline to working effectively with parents. The author also bravely tackles personal issues, such as helping teachers beat classroom burnout.

In 1972, Dr. Rich founded the Washington, D.C.- based Home and School Institute (HSI) and the MegaSkills Education Center to improve children's achievement in school and beyond. HSI offers teacher training and materials for use in parental involvement programs and in the classroom. Dr. Rich's "MegaSkills" program is in use by over 3,000 schools across the country and abroad. To date, special school workshops have reached more than 100,000 families from all ethnic groups.

Dr. Rich's work has received the "A+ for Breaking the Mold Award" from the U.S. Department of Education, as well as recognition from the MacArthur Foundation and other distinguished foundations. Her ideas have been tested and found to be effective in raising student achievement, reducing academic problems, increasing time spent on homework, and decreasing time spent watching television.

Dr. Rich's previous books include MegaSkills: Building Children's Achievement for the Information Age and Survival Guide for Today's Parents.

MegaSkills Moments for Teachers, stock no. 2006-5-00-KS, can be ordered from the NEA Professional Library by calling 1-800-229-4200. Price is $12.95 to the general public and $9.95 for NEA members.

The NEA Professional Library is devoted exclusively to providing professional development materials for educators and education support personnel. The library offers innovative products and more than 200 titles covering early childhood development, elementary, middle, secondary and higher education. Bestsellers include Pitfalls and Potholes: A Checklist for Avoiding Common Mistakes of Beginning Teachers and Countdown to the First Day of School. A full catalog of the NEA Professional Library is available upon request.

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July 23, 1998

WASHINGTON, D.C. -- More than 1,100 global leaders and activists in the education field will come together here July 25-29 to renew international efforts to make free and equal education available to all of the world's children.

The occasion is the Second World Congress of Education International (EI), which will meet at the Washington Hilton and Towers. Founded in 1993 to improve school conditions and the status of education workers worldwide, EI represents 284 organizations from 150 countries and territories. It has a combined membership of 23 million. EI headquarters is in Brussels, Belgium.

Children under age 15 account for nearly 2 billion of the world's 5.9 billion population. A third of them do not complete primary school, and 130 million have no access at all to school, according to EI General Secretary Fred van Leeuwen. As many as 200 million under age 12 are exploited by industries employing child labor.

Prominent on the World Congress's agenda are resolutions and special sessions addressing education and human rights concerns.

On July 24, a pre-conference morning forum will speak to the schooling needs and rights of 250 million indigenous peoples living in some 70 countries. A full afternoon discussion conducted by EI's women's caucus will review international equity issues involving women and girl children in education.

Resolutions will be heard and decided on July 28. They include actions to promote the collective rights of indigenous peoples to self-determination and recognition of their cultural identity, including the right to learn and use their own language. The body will vote on supporting a proposal to create within the United Nations a Permanent Forum of Indigenous Peoples.

Resolutions condemning child labor and numerous countries' failures to offer adequate schooling to girl children will also be considered, as will remedial proposals.

Elections of officers will also be conducted. Mary Hatwood Futrell, who served as NEA president from 1983 to 1989, is running unopposed for re-election as EI president. Current NEA President Bob Chase is running for the EI Executive Board as an officer representing the North American-Caribbean region.

EI's two major honors for courageous action in defense of international labor and education rights will be presented at a July 28 banquet.

The Albert Shanker International Education Award will be bestowed on Dr. Shantha Sinha of the M. Venkatarangaiya Foundation in Andhra Pradesh, India, for her success in returning to school thousands of children who had been held in bonded labor.

The Education International Human and Trade Union Rights Award will be given to Ethiopian education leaders Dr. Taye Woldesmiate, presently imprisoned for his reform activism, and posthumously to Assefa Maru, a trade union organizer who was murdered by his government. The award will be accepted on their behalf by a member of the Ethiopian Teachers' Association.

In a noon ceremony on July 25, Dr. Federico Mayor, director general of UNESCO, will present his organization's Gandhi medal to MTV/Nickelodeon for its work to promote tolerance and diversity. Accepting will be MTV President Mark Rosenthal.

The National Education Association, an active member of Education International and co-host with the American Federation of Teachers of the 1998 EI World Congress, is the largest professional employee organization in the United States, with more than 2.7 million members.

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July 10, 1998

WASHINGTON, D.C. -- Quality education starts with quality teaching. Building on this premise, the National Education Association (NEA) pledged to help 100,000 teachers over the next five years achieve National Board Certification, the nation's finest system to assess accomplished classroom practice.

Currently there are fewer than 1,000 nationally certified teachers. But with a commitment at the local, state and national levels, NEA's goal is to increase the number of teachers holding National Board Certification by a hundred-fold. The target of 100,000 National Board Certified teachers was originally proposed by the National Commission on Teaching and America's Future and later endorsed by President Clinton in his 1997 State of the Union Address.

"The single most important factor in enhancing student achievement is teacher quality," said NEA President Bob Chase. "Without quality teachers in every classroom, learning can't go very far. Informing and mobilizing our members to take this professional challenge will strengthen the teaching profession and improve student learning in America's schools."

Founded 11 years ago, the National Board for Professional Teaching Standards has revolutionized the teaching profession by defining the knowledge and skills that add up to teaching excellence. Like physicians, architects and other professionals, teachers now have clear and objective standards for identifying accomplished teaching and recognizing those who practice it.

NEA's national campaign will provide educational materials, workshops and mentoring assistance to entice teachers to obtain National Board Certification. Using state incentives as a model, the Association will also advocate for salary recognition for teachers who successfully complete the National Board process, as well as credit toward recertification.

A nationwide network will be established to promote and support Board certification through various NEA channels, including tapping the minority leadership training program to increase the number of minority teachers ready to sit for National Board assessments, developing guidebooks through the NEA Professional Library, and highlighting the benefits of national certification at regional conferences.

Grants of up to $5,000 each will also be disbursed to 15 state affiliates for forums to prepare teachers to meet the Board's rigorous standards. Many states and localities have put in place programs to make National Board Certification more attractive to teachers -- among them North Carolina and Oklahoma, which provide peer mentoring, release time for assessment activities, and payment of the $2,000 registration fee.

"Teachers themselves cite this process as one of the biggest challenges of their teaching careers," explained NEA's Chase. "They come away stronger, more enthusiastic, and more committed to their profession. For our members, National Board Certification is the ultimate professional development experience."

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July 6, 1998

NEW ORLEANS – As the 9,968 delegates to the 1998 National Education Association (NEA) Representative Assembly head for home, they take with them a renewed focus on quality teaching and learning in America's schools.

"The stars we're following are reforms that will help us reach our destiny: schools fortified by excellence; schools that are safe and well-equipped; schools where every student has a qualified teacher and schools that provide all of America's children with the best our nation has to offer," NEA President Bob Chase told the delegates in his keynote speech.

The delegates overwhelmingly approved a new business item directing NEA to continue working with the American Federation of Teachers (AFT) in the pursuit of unity between the two organizations--and to continue the year-old NEA/AFT Joint Council's efforts to enhance teacher quality, improve school safety and discipline, and modernize America's school buildings. The floor action affirming the commitment to unity came the day after delegates, in a secret-ballot vote, rejected the proposed Principles of Unity that had been hammered out in merger talks with the AFT. Debate on unity was lengthy and spirited, but delegates left even more strongly committed to the concept of a single, national organization that represents teachers and other education employees.

Echoing the assembly's theme, "New Roads to Excellence," Chase said NEA's 2.4 million members are embracing his call for "new unionism" – and its overarching commitment to quality teaching and learning – in rapidly growing numbers.

This trend was reflected in the overwhelming support for new resolutions on teacher preparation and professional development. In a strongly worded policy, the Association called for clinical practice for prospective teachers, similar to residencies in the medical profession, which include internships and post-hiring residencies to achieve full licensure. Language regarding teacher professional development was also strengthened to advocate specific criteria for such programs, and a new policy was approved outlining professional development for educational support personnel throughout their careers.

"This year, NEA has proposed using its budget to help 100,000 new teachers earn National Board Certification," Chase said. "Our mission is enlightened – and necessary. We've embarked on our new mission with gusto."

Delegates showed their commitment to children and community early and often:

• 50 NEA members voluntarily staffed two health centers in New Orleans for a day, distributing information to more than 400 children and families on how to keep children healthy. Retired and student members of NEA spent a full day at Beauregard Middle School in St. Bernard Parish, painting, landscaping, sweeping, and cleaning it inside and out to create a healthy environment for students there.
• For two days the "Camp Green Eggs Read-In" celebrated NEA's commitment to reading, as more than 1,200 area youngsters delighted in stories read by 370 people, including President Chase, teachers from across America, and celebrities including New Orleans Mayor Marc Morial, actor Doug E. Doug (Griffin on the "Cosby" show), and singer Howard Hewett. Delegates donated 3,140 new books to the New Orleans Reads Program, the New Orleans Health Department Read Reach Out Program, and the St. Bernard Parish School System.
• On July 4, with Dr. Seuss's beloved "Cat in the Hat" making his way to the podium, every delegate donned a striped top hat and recited a "Declaration of Reading Independence" committing NEA to again celebrate "Read Across America" on March 2, the birthday of Dr. Seuss. Earlier this year, more than 10 million children were read to by teachers, parents, grandparents, friends, celebrities, professional athletes, and others in this year's first-ever NEA "Read Across America" event.

On July 3, Vice President Al Gore received a rousing welcome. He spent an hour conducting a "town meeting" with delegates, answering questions on topics including teacher recruitment and training, early childhood education, vouchers, and school modernization.

Delegates re-elected two members of the nine-member NEA Executive Committee. Denise Rockwell (Woods), a middle school teacher from Los Angeles, and Roger Sharp, a high school math teacher from Marion, Ind., were each re-elected to three-year terms.

Delegates honored Georgia Governor Zell Miller with 1998 Friend of Education Award, the Association's highest honor. During his tenure as governor, Miller has fought vigorously to expand educational opportunities for Georgia students and to improve the status of the teaching profession. He implemented the HOPE Scholarship Program and the state's pre-kindergarten program, allowing every four-year-old child to attend pre-school.

Education issues were front and center inside and outside the convention hall. More than 1,000 delegates attended NEA's Instructional Issues Conference, where a dozen workshops focused on teacher quality and student achievement. Officials from the U.S. Department of Education held a forum on IDEA '97, the revised federal special education law that goes into effect this fall. Several hundred delegates attended the three-hour session, asking questions about the law's new regulations.

New and collaborative approaches to labor relations aimed at consensus-building are central to NEA's "new unionism," and collaboration was the focus of a day-long bargaining conference and of the second annual Saturn Partnership Awards. Chase and UAW/Saturn Vice President Emeritus Don Elphin presented these awards to recognize cooperative school management-employee union efforts in Lincoln, Nebraska; Long Beach, California; Mishawaka, Indiana; Flint, Michigan; Queen City, Texas; and Santa Maria, California during the Representative Assembly.

The Assembly also included an appeal for international peace – and a dedication to the world's children – by former NEA President Mary Hatwood Futrell, who now serves as president of Education International (EI), the umbrella organization representing 23 million educators in 170 nations.

"My friends, the future of our nation and the destiny of our planet hang in the balance," Futrell told the delegates. "We must learn to live together. We must put brotherhood and sisterhood in place of suspicion and mistrust. And we must never permit any issue to distract us from our sacred obligation to children. As educators, our pledge of allegiance must be to children. That has always been NEA's pledge. We speak with integrity when we say: 'every child is my responsibility'."

Next year's Representative Assembly will be held in Orlando, Florida.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

The National Education Association is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

For More information:
NEA Communications (202) 822-7200

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July 6, 1998

NEW ORLEANS – Delegates to the National Education Association's (NEA) Representative Assembly today set the Association's course for continued cooperation and collaboration with the American Federation of Teachers (AFT), proclaiming their commitment to pursuing unity. After a vigorous three-hour debate by almost 10,000 delegates, NEA members voted overwhelmingly to move ahead toward uniting the two organizations to better serve children and education.

"Today, delegates have charted a clear direction," said NEA President Chase. "The dream of uniting America's educators in a single organization is very much alive. NEA delegates will leave this Representative Assembly with a single voice, and that is a strong voice for unity. The NEA family is fully committed to reaching that shared goal."

Overwhelming adoption of a New Business Item (NBI) directed the Association to continue the NEA/AFT Joint Council's efforts to enhance teacher quality, improve school safety and discipline, and modernize America's school building. The measure also established a procedure to set guidelines under which state affiliates could unite. Several states -- Montana, Florida, New Mexico, and Minnesota -- are at various stages in developing unification agreements. As part of the action, delegates voted to encourage the NEA and AFT to continue their "no-raid" agreement, which discourages representational battles between local affiliates of both organizations.

The action today affirms the Representative Assembly's commitment to the concept of a single, national organization that represents teachers and other education employees. The previous day, the delegates had voted down the Principles of Unity, which proposed a method to merge the two organizations.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

The National Education Association is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

For More information:
NEA Communications (202) 822-7200

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July 4, 1998

NEW ORLEANS -- Roger Sharp, a mathematics teacher at Marion High School in Marion, Indiana, was re-elected to the National Education Association (NEA) Executive Committee today. He was one of two Committee members elected to lead the nation's largest teachers organization, by delegates to the Association's Representative Assembly July 3-6 here.

An advocate of NEA President Bob Chase's "new unionism," where teachers and administrators work in a collaborative, cooperative manner to ensure quality teaching, Sharp used his candidacy to call for a strong partnership between students, educators, families and communities. "The NEA has a tremendous role in making that partnership a success," he said. "And when we do that, we make public education a source of pride in community after community."

Sharp has held several NEA affiliate positions, including Marion Teachers Association president and member of the Indiana State Teachers Association board of directors and executive committee. Sharp has also served on the NEA board of directors. He was first elected to the NEA Executive Committee in 1995.

A member of the National Council of Teachers of Mathematics, Sharp earned his bachelor degree in mathematics from Taylor University in Upland, Indiana, and a master's in math education from Purdue University in Fort Wayne.

Sharp and his wife, Kathleen Orrison Sharp, an elementary school principal in the Indianapolis public school system, have one son, Kenneth.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers. The NEA Executive Committee consists of nine members – three executive officers and six members elected at large by the Representative Assembly.

The National Education Association is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

For More information:
NEA Communications (202) 822-7200

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July 4, 1998

NEW ORLEANS – Denise Rockwell (Woods), Ed.D., a computer teacher at Palms Middle School in Los Angeles, was elected to a second term on the nine-member National Education Association (NEA) Executive Committee today by delegates to the Association's Representative Assembly here. She was one of two Executive Committee members re-elected to lead the nation's largest teachers organization.

Rockwell is an advocate of the "new unionism" promoted by NEA President Bob Chase, where teachers and administrators work in a more collaborative, less confrontational manner to ensure quality teaching. In her bid to retain her Executive Committee seat, Rockwell said she would work to guarantee education employees a voice in policy and curriculum decisions. "If you can't make school a great place for staff," she said, "it won't be a great place for kids."

First elected to the Executive Committee in 1994, Rockwell was named chair of the NEA's Emergency Commission on Urban Children in 1996. The Commission works to find effective ways to meet the social, human, and health needs of children, and to ensure that children come to school ready and able to learn. Under Rockwell's leadership, the Commission has begun literacy campaigns and reading celebrations in dozens of cities across the country -- and in the coming months will work on a number of community projects aimed at boosting the reading level of third graders. Rockwell was an integral part of the NEA's national "Read Across America" campaign, which brought together ten million children, adults and books on March 2 – the birthday of Dr. Seuss.

Denise Rockwell has served in numerous positions with the United Teachers of Los Angeles (UTLA) – ranging from chapter chair to a member of the board of directors. In 1989, while serving on the NEA Board of Directors, she was elected vice-president of UTLA.

Before becoming a teacher, Rockwell traveled extensively, visiting more than 45 countries as a student, resident assistant, and associate dean of students in the "World Campus Afloat" program. She began her career as a classroom teacher in the Los Angeles Unified School District in 1973 and received her Ed.D. from the University of California at Los Angeles in 1996.

Combining her love of teaching with a strong sense of civic responsibility, Rockwell works with the United Negro College Fund, Alpha Kappa Alpha, Phi Delta Kappa, Project Teach, and the Black Women's Forum. She has also served as a member of the California Attorney General's Task Force on Child Abuse and the Governor's Task Force on School-To-Career Options. Rockwell lives in Venice, California, with her husband, George Woods, who is also a teacher.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers. The NEA Executive Committee consists of nine members – three executive officers and six members elected at large by the Representative Assembly.

The National Education Association is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

For More information:
NEA Communications (202) 822-7200

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July 3, 1998

NEW ORLEANS -- National Education Association (NEA) President Bob Chase, a middle school social studies teacher, today gave a history lesson on the values that have defined this nation, to urge support for a single organization representing America's school employees.

Speaking before more than 10,000 delegates attending the NEA's Annual Meeting here, Chase praised the nation's founding fathers who had the courage to sign the Louisiana Purchase nearly 200 years ago. "They, like us, were engaged in creating a greater union," he said. "They, like us, were facing the prospect of expanding their world by one third. But they had faith that the benefits of expansion would far outweigh the risks."

Chase challenged his audience to rekindle that spirit and support unification with the American Federation of Teachers (AFT) for the sake of children and public education. Acknowledging the magnitude of this decision, Chase conceded that some uneasiness and discomfort are inevitable. Nonetheless, he urged educators to overcome their fears and "put our concern for children ahead of our own uncertainties."

The move toward unification is a natural evolution of the NEA's renewed emphasis on quality teaching and learning, Chase explained. As an example, he outlined local Association efforts to reduce class size, improve technology, and reconnect families and schools – all of which would be enhanced within a united organization.

"Focus, strength, intellectual resources, and a more effective voice for children and schools" are the proven gains from unity, Chase said, pointing to NEA locals that have been united for years.

Calling attention to the external attacks on teachers and their unions, Chase said it was time to set aside internal rivalries and create a unified family of educators. With many teachers reaching retirement age and millions of new teachers needed over the next decade, he told the delegates to look to the future. "We must create a better organization for these two million educators who will come after us. We cannot pass on to them a legacy of bitterness towards their peers, especially when we have it in our power to pass on to them a legacy of cooperation."

The NEA delegates, who represent Association members from across the nation, are expected to respond to Chase's call for unity by voting favorably on July 5 for a set of principles that lay the foundation for a new organization. His keynote address was delivered at the opening session of an historic NEA meeting that will include a visit from Vice President Al Gore.

The National Education Association is the nation's largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

For More information:
NEA Communications (504) 670-8005

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July 3, 1998

NEW ORLEANS – Ever wonder what it would be like to sit down for a chat with the Vice President? Teacher Theodore (Teddy) Taylor of Berea had just that opportunity today, as he and nine other education employees from across the country met with Vice President Al Gore for a roundtable discussion on public education. The Vice President was in New Orleans to address the more than 10,000 delegates to the National Education Association's Representative Assembly, where he announced the first federal grants in a new school improvement program.

The Vice President met for nearly an hour with the small group, asking questions about the hot education topics of the day, including class size, school modernization, technology, and improving teacher quality.

Taylor, a 24-year veteran of the classroom, is a physical education/wellness teacher at Madison Southern High School. He is one of 160 delegates from the Kentucky Education Association at the 77th NEA Representative Assembly. An NEA member since 1977, he also attended the NEA annual meeting last year in Atlanta.

The NEA Representative Assembly attracts over 10,000 delegates, who attend professional and organization workshops, elect NEA officers, debate NEA policy, and set the organization's budget.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers. The NEA's annual meeting runs through July 6 at the Ernest N. Morial Convention Center.

The National Education Association is the nation's largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers. The National Education Association is holding its annual Representative Assembly in New Orleans, La., from July 1 through July 6.

For More information:
NEA Communications (504) 670-8005

FOR IMMEDIATE RELEASE
July 2, 1998

NEW ORLEANS – The second annual Saturn Partnership Awards will be presented Sunday, July 5 at the National Education Association's (NEA) Representative Assembly in New Orleans. The Saturn Partnership Awards were created by the NEA, the United Auto Workers (UAW) and the Saturn Corporation to honor dynamic collaborations between school districts and local education associations that result in improved student achievement.

The awards are named for the Saturn Corporation in recognition of the groundbreaking contract negotiated between management and labor relations 11 years ago that led to increased automobile production, better quality, and employee and customer satisfaction.

Before 10,000-plus delegates, NEA President Bob Chase and UAW/Saturn Vice President Emeritus Don Elphin will salute six successful partnerships between school districts, a community college, international unions, and NEA local affiliates in Lincoln, Nebraska; Long Beach, California; Mishawaka, Indiana; Flint, Michigan; Queen City, Texas; and Santa Maria, California.

The "NEA-UAW/Saturn Partnership Award" honors partnerships between school management and employee unions that improve the quality of public education, both K-12 and postsecondary. The six communities to be honored have demonstrated joint decision-making, long-standing collaboration between staff and management, and increased student achievement.

"The Saturn Partnership Awards represent the 'can-do' spirit of 'new unionism' that NEA embraced a year ago and the startling success of the Saturn Corporation's new management-labor relations," said NEA President Chase. "NEA and Saturn salute these six pioneering communities who put students' academic achievement ahead of narrow self-interest. Everyone is a winner when students achieve."

Chase popularized the term "new unionism" over a year ago to describe the new collaborative, consensus-building approach that NEA affiliates are taking in labor-management negotiations -- and the Association's renewed emphasis on professional development and student achievement. This year's award-winning partnerships are in the following communities.

• Lincoln, Nebraska, where the Lincoln Public Schools and the Lincoln Education Association (LEA) created a grassroots collaboration. Through the "Ventures in Partnership" and School to Work programs, LEA members, administrators, and members of Lincoln's business community work collectively to decide program direction and content. In ten years the partnership has grown from 14 members to over 800 companies, organizations, and agencies. Volunteers from the community have contributed more than 30,000 hours during a single semester. LEA President Dan Studer and Barbara Hopkins, director of Ventures in Partnership, are expected to accept the award on Friday.
• Long Beach, California, where the Long Beach Unified School District and the Teachers Association of Long Beach (TALB) are equal partners in decision-making. The eight-year partnership has led to i