FOR IMMEDIATE RELEASE
July 4, 2004

Speech

Keynote as Prepared for
Reg Weaver, President,
National Education Association,
to the 2004 NEA
Representative Assembly,
Washington, D.C.

Listen to the speech (Real Audio format)

We are in perpetual – continuous motion:
…moving toward true education reform.
…moving toward teacher and education support professional recognition and respect.
…moving toward parent and community partnership and support.

We are moving toward identifying who we are, and what we stand for.

Team NEA: We are on the move. We are uniting the nation for great public schools.

When you elected me in 2002, I asked that we move forward as one. I said then what I believe now, that we -- you and I, Team NEA -- are everywhere. And we are the right people, in the right places, at the right time, and we will make the right choices as we defend public education.             

And NEA, we have proven that we are the right people. Who are we?

Public school teachers, education support professionals, higher education faculty, retired educators, and tomorrow’s future teachers.

And, in 2004, we are truly in the right place. 

We are gathered here in our nation’s capital on our nation’s birthday, addressing the issues that should be our nation’s priority, and that will affect our nation’s future: Children, students and public education. And we know that this is the right time. 

It is the time in our nation’s history when the people have their opportunity to speak up, and to speak out, and to make their wishes known.

And we will make the right choices. How do I know? I know because I have been with you as you have demonstrated it time, and time, and time again.  I’ve watched you: Defend democracy. Defend public education. Defend the opportunity for all children -– poor, middle or upper class; black, white, brown, red or yellow; immigrant or native born to have access to a quality public education -– to have qualified teachers and education support professionals in environments that are conducive to good teaching and learning.

NEA we are the foot soldiers for democracy’s foundation -– public education -– and we are on the move.

On May 17^th of this year we commemorated the 50th anniversary of the Supreme Court decision in Brown vs. Board of Education. And, while there is perhaps little left unsaid about the unfulfilled promises of Brown, there is still much left to do if we are to actually fulfill those promises.

Let us remember that the true promise of Brown goes beyond the color of one's skin.

As educators we must realize that this decision has a monumental impact on the education of all children.

When you consider the far-reaching expectations and implications of this historic decision, and then contrast that with how far we have to go, it could easily become overwhelming -– almost paralyzing.

But, as educators, the impact of those unfulfilled promises are what you see each and every day in your classrooms across this nation. And, that is why we cannot in good conscience continue to allow policymakers to make empty promises to improve public education whenever they need our vote to get elected.

Folks, we cannot allow the children and students of this nation to be a pawn in the game of politics. So, let me ask you the big question: Will the so-called No Child Left Behind law fulfill Brown v. Board of Education’s unfulfilled promise of equal access to a quality education for all -– as some would have you to believe?

The correct answer on this high-stakes test question is no, it will not.

In fact, this law will do more to undermine the promise of Brown than to bolster or strengthen it. 

Brown’s legacy to this day has not been realized because too many poor and minority children still attend schools that are overcrowded, in ill-repair, lacking in textbooks and other basic supplies, and too many poor and minority children are being taught by inexperienced and, in some cases, uncertified teachers. That is the shameful reality 50 years after Brown v. Board. 

And despite what they tell you, there is nothing in the so-called No Child Left Behind Law that will fix that.

If you want to leave no child behind then you must have a great public school. Unfortunately, there are those who do not want to acknowledge one important factor to making a great public school. Resources.

If you want a safe and orderly school –- you need resources to improve the infrastructure, to fix the leaking roofs, to remove the asbestos.

If you want qualified teachers and support professionals -– you need resources to recruit and retain, develop and train.

If you want to effectuate change that will ensure high standards and accountability -– you need resources.

To realize the promise of Brown is to realize the need for resources. 

And the only thing that Brown and the so-called No Child Left Behind Law have in common is the lack of resources.

As our policymakers debate far-reaching educational policies, we -- the teachers, education support professionals, and higher education faculty -- must be involved; we must be at the table; we must frame the debate.   Because we are in the schools.

Facts and figures are important, and yes, policy alternatives must be fully explored, but:

• unless and until many of our policymakers make the logical connection between quality public schools and qualified public school teachers and education support professionals,
• unless and until they make the logical connection between qualified teachers and education support professionals and high-achieving students,
• unless and until many of our policymakers make the logical connection between a great public school and adequate and equitable funding, we will continue to invest in incarceration instead of education and divest our children of the promise of a free, quality, public education.

When it comes to educating our children, there is nothing more important than getting it right. The importance of getting it right can be evidenced no better than by what occurs when you don’t get it right as with the so-called No Child Left Behind law. 

Now, before word gets out of this hall, let me say today what I have been saying since we were able to analyze this piece of legislation in 2002.

The stated goals of this law are admirable and they are exactly what is needed –- a qualified teacher in every classroom, standards and accountability that make sense, and high expectations for every child. These are goals for which we have long advocated. They are not new to us.

And, if there was a true commitment to accomplishing them, I would be a happy man.

As educators, we value each student and we respect their individuality. Our goal is for every child to achieve and succeed: the physically and mentally challenged; the average and the remedial; the gifted and the talented. 

We are determined to help all children succeed: those who speak not a word of English; those who begin school already one or two years behind their peers; those who come to school needing sleep or food, a bath or clothing; those who come to school beaten and abused; those who are disruptive, unruly and misbehaved. This is what distinguishes public schools and public school educators from all the rest. 

We are committed to educating every child who walks through our doors. We don’t have the luxury of picking and choosing who that is. We take every student who comes to us. Unfortunately, as this law is currently crafted, we cannot achieve the goal of leaving no child behind because it demands that virtually all children meet the same level of achievement in the same amount of time, regardless of individual differences. And, if you think about all of the children that I just mentioned, you will note that they are different, and their “differences” are what determines how we teach them, and how they learn.

Notice that I did not say their ability to learn, but how they learn. And, as we all know, every child can’t learn at the same speed, or in the same way.

The law also relies exclusively on one set of standardized test scores to measure a child’s progress. And the consequence for those children, and the schools that they attend, is that if they do not all learn at the same time and rate, they are negatively labeled.

The result of this is a domino effect.  It will begin to send a signal that says to the child that they can’t keep up with their peers; it will cause parents and the community to question the schools; and to the teacher it begins to force the concept of “teach-to-the-test.” Never mind teaching critical-thinking skills, decoding skills, and creative thinking.

That, my friends, is a disservice to the child, the parent, the community, and an insult to the professional, and to the profession.

If this law is ever going to work -- and we want it to work -- the Administration and the Department of Education must begin to learn how to listen.

The teachers and education support professionals who are in the classrooms could teach them a few things about children and students, and teaching and learning.

But as we all know, when you decide to bring another point of view to the forefront with our current Administration, you must be prepared for the backlash. 

And, that is why two years ago when few dared to openly confront the inconsistencies and the inadequacies of this law, NEA did take a stand, and we even dared to speculate on the what ifs. 

What if we don’t get full funding? What if our schools continue to be negatively labeled? What if our children are bused?  What if there are huge unintended consequences? What if we find supplemental services turn into the bridge to vouchers and privatization? 

What if …?  

It is because of the “what ifs” that NEA has worked tirelessly to fix and fund this law. And, it is because of the “what ifs” that we continue to fight to ensure that voucher proponents and privatizers don’t become the beneficiaries of this law.

NEA has refused to stand by and allow our children and students to be harmed, and the integrity of the profession to be called into question and compromised, so that private interest can flourish on the backs of the greatest public interests of all -– and that is public education.

We have put forth a great deal of effort to work with the Administration and with the Department of Education and have been met with minimal success. We have had meetings with members of the President’s staff and with the Secretary of Education, and despite our best efforts, there seems to be a continued lack of acceptance of the professionalism and the expertise that this organization brings to the table. There seems to be an open disregard, and a blatant disrespect, for the classroom practitioners who day in and day out work with the children and students of this country. 

We have been met with an ongoing campaign designed to try and somehow separate the NEA from you. This demonstrates a total lack of understanding of who we are, and how we work. There would be no NEA without you –- America’s current, past and future educators. We are you. 

They obviously haven’t learned that yet. But, as educators, we understand that they learn at different rates, at different times, and in different ways. But we did not allow this to stop us. We set our sights on educating the policymakers, the public, our partners and allies on the true effects of this law, and on who we are.  And the good thing is that our message has been delivered, thanks to all of you. We have been clear, concise, and most of all effective. 

You have said that “one size does not fit all.”

You have said that this law will cause public schools and public school educators to waste our scarce resources on paperwork, bureaucracy and testing while the important ingredients needed to educate our children are relegated or excluded. NEA, you have let them know that there is no way around it, No Child Left Behind forces us to spend money we don't have, on programs we don't need, to get test results that don't matter. You have said it, and there are many who have heard it, and who understand it. Now, although we have realized small successes in our fight, the fight is not over. And the battle is far from won. A tweak here and a tweak there is not sufficient to remedy the ills of this law.

We need for policymakers to step up, and step out of the box, and loudly proclaim that they will do all that it takes to make public education a national priority. They may have believed in the promise of the law, and they may have believed in the promises of the Administration. Those promises have been broken.

If we are going to make this law work, one of the first things that the federal government has to recognize is that while it has a vital role to play in education, it cannot micromanage 15,215 school districts, with 47.6 million K-12 students, in every state across the country, from Nome, Alaska, to Eastport, Maine, and from International Falls, Minnesota, to Brownsville, Texas.    

And, not only can’t you micromanage every school district in the nation, but you certainly can’t expect to be successful when you aren’t investing the resources necessary for their success.

The Administration claims that more resources are not needed, because public school districts and states have more money than they can spend.

Of course, there are state school officers and superintendents who would love to tell you how this assertion is based on a very creative and totally bogus interpretation of how states and school districts spend money. The Administration talks about student achievement standards while it is actually lowering teacher standards. Their budgetary cuts have made it so that qualified teachers and education support professionals are being laid off. 

How, with fewer qualified teachers and support staff in the classrooms, can you expect to successfully increase student achievement? How, with larger class sizes because of fewer qualified teachers and support staff, can you expect to successfully increase student achievement?

And, how can you justify holding these very same over-worked, underpaid and under-appreciated teachers and support staff accountable when our children and students don’t achieve at their highest levels?

Folks, it is neither reasonable nor responsible to expect us to walk into a school building or classroom that is obviously substandard and to deliver an education at the highest standard, but to be given support and salaries that are below standard. 

This, my friends, is a formula for failure. Teacher quality and student achievement are complex issues, but there is one thing that is very basic and crystal clear. You cannot place unprepared teachers in our classrooms and expect students to achieve. Just because you have a college degree does not make you a teacher. 

And, unfortunately, these unprepared “teachers” are usually assigned to our most challenging schools –- where they will not be successful. And, I find it difficult to believe that the Administration and our detractors don’t know that to restrict resources while cycling unprepared teachers in and out of these challenging, priority schools is a formula for failure.

There is no way that these children, students, or “surrogate teachers” (for lack of a better definition) can be successful. The Administration’s unfunded mandates and multi-level budget cuts have effectively reduced education opportunities for all children and students. All of them. It does not matter if they are black, white, brown, red or yellow. Rich or poor. Urban, suburban or rural. For the most part, anyone who goes to, teaches at, or works in a public school today will feel the pinch of the Administration’s budget cuts. And, these budget cuts won’t heal.

Teachers and education support professionals are not afraid of hard work. You do it every day, and stand ready, willing and able to do what it takes to make a great public school for every child. To do what it takes to make the promise of Brown more than a promise, but a reality for all children. 

But this Administration wants to cut you off at the knees, and then blame you when you can't walk.  If what America truly wants is a great public school for every child -- a school where No Child Is Left Behind -- my approach would be to: Use a carrot instead of a stick to improve public education for all children, and to close the achievement gap between minority and majority students. Unwarranted labels and punitive measures will not accomplish our goals.

I would provide real support to the families of poor and minority children and to the schools that serve these children instead of providing empty rhetoric and unfunded mandates. I would substantially increase child care and development block grant funding under the Temporary Assistance to Needy Families law. Because today only one in seven children eligible for child care assistance through this program actually receives it. Each state should be provided with the support needed to create free, universal and voluntary pre-kindergarten programs, staffed by licensed and certified preschool instructors.

The federal government should provide states with the means to integrate universal preschool with existing Head Start programs –- fully funding for the first time the vital family and educational services available through Head Start.

Instead of cutting funding for parental involvement programs, school districts should be provided with what they need to set up parent centers in Title I schools. Financial incentives should be provided to school districts across the country to reduce class sizes, especially in the early grades, much as the state of California has been doing since 1996. 

The federal government should help Title I schools recruit and retain quality teachers by forgiving the student loans of teachers who teach in these schools and by providing tuition aid for education support professionals who want to become teachers and teach in these schools.

• Child care
• Family support
• Universal preschool
• Class size reduction
• Parental involvement
• Teacher quality

Now that’s what I call a positive achievement-gap-closing agenda.

NEA, that’s what I call a can-do agenda that the American public will embrace. Especially when coupled with our continuing support for high standards, expectations and shared accountability -– not just for the students, but for the parents, and, yes, for the teachers and education support professionals as well.

But I can already anticipate the first question: Reg, where is the money going to come from to pay for all of this?

And my answer will always be the same: I don’t care. Yes, you heard me right. I do not care. What I do care about is that every child in this country gets a quality public education. What I do care about is that every young person who graduates from high school has an opportunity to go to a community college, or a four-year college or university, and realize their dream. 

To the politicians who say there is not enough money, I say: If there’s enough money for tax breaks for the corporations and for the rich, then there is enough money for child care and family support. If there’s enough money for every pork barrel, special project in Congress, then there is enough money for universal preschool. If there’s $50.9M to subsidize organizations that seek to circumvent teacher quality assurances, then there’s enough money for legitimate teacher quality initiatives. If there’s enough money to spend $26,000 per prisoner per year to incarcerate them, then there is enough money for class-size reduction, teacher quality and parental involvement. Let’s focus on and fund education -– not incarceration.

You know, I’m a big proponent for advancing technology in education, because I believe that if our children are going to realize success in the 21st century they are going to need to be proficient with technology. I, on the other hand, am getting better at it, but I still have a ways to go. But, if you can imagine, I was out there “surfing the net” and I came across a Web site that I have since been told can be considered accurate. And this site calculates the cost of war. 

I found out that as of that day, for what we have paid for the war in Iraq we could have:

• Paid for 17,066,831 children to attend Head Start.
• Provided health insurance for 51,741,858 children.
• Hired 2,299,310 additional teachers.
• Paid for 3,061,859 four-year scholarships to a public university.

So, I say, if there’s enough money for war, then there’s enough money for us to provide our children and students with that which will ensure that they achieve and succeed. Folks, the stakes for us are incredibly high. And this goes beyond Democrat or Republican -- it goes beyond liberal, moderate, or conservative -- it’s all about public education -- it’s about opportunity for all students from preschool through college, and it’s about respect for all public school educators.

And, it was because the stakes were so incredibly high that we have had to refocus. I will say to you that now, in 2004, I don’t believe that there is anything that I envisioned in 2002 that we have not touched upon. We may not have mastered it. We may not have completely realized it. But we have identified it. We have touched upon it. And while we realize that there is much more work to be done, we are making progress. 

We have an organization that is focused on working collaboratively –- officers, executive committee, state affiliates, and staff. We have demonstrated that we will speak out loudly and clearly to protect the rights of all children to a quality public education. We have demonstrated that when we have a message to deliver ....  it will be delivered effectively and efficiently. Our ESEA/No Child Left Behind message has garnered us the respect and support of many -– parents, educators, administrators, and politicians alike. And we are working on bigger and better messaging.

And, when we began to stand up for what we believed in, there were folks who chose to disrespect us, but we maintained the high ground -– even when they choose to be confused between teachers and terrorists. Because we know that to focus on the negativity is to be distracted from the work that we must do.

We have widened our parent, public, community and business partnering and outreach.  

We’ve begun to look within, and to begin to better integrate all of the good work we are doing, and developing a laser focus on the best strategies to increase student achievement and to close the achievement gap. And, we are determined to grow our membership. We need those numbers if we are to ever influence education reform policy, ensure adequate and equitable funding of public education, defeat vouchers and the privatization of public education, and ensure that as teachers, faculty, education support professionals –- former and future educators -– that we receive the compensation that is representative of our professionalism and our worth.

Team NEA, we are going to begin by energizing and mobilizing our 2.7 million members to elect a pro-public education President -- and to elect a pro-public education Congress -- and it doesn’t matter to us if the candidates are Democrats, Republicans or Independents -- what matters is that they are pro-public education.

Our message to the Democrats is going to be: Don’t take us for granted -- we’ll support you if you demonstrate support for public education.

And our message to the Republicans is going to be: Don’t write us off -- we will do all that we can to support you if you demonstrate support for public education.   

Folks, on November 3rd, the day after the election, we want to be able to wake up, look at ourselves in the mirror and say, “I did everything in my power to preserve our democracy, and to improve opportunities for children, students and public education.”  

I know that if we put forth our very best effort -- we will be winners.

Our 2.7 million members can be the “X” factor in this election. We and our pro-public education allies can and will make a decisive difference.

We cannot match the hundreds of millions of dollars in the Administration’s campaign chest. But we have the advantage at the grassroots -- and you better believe that we are going to activate our grassroots beginning with The National Mobilization for Great Public Schools.    

I believe that our destiny as public educators is not a matter of chance -- it is a matter of choice.   

It is not to be waited for, it is to be achieved. Team NEA, there is so much that you can do. You can talk with your colleagues back home about this election and all that public education has to gain or lose.  

Reach out to your friends and family and talk about the importance of this campaign, especially in terms of the values that are at stake. Ask them to vote for our children and our young people -- by voting for pro-public education candidates. Volunteer to work for a pro-public education candidate. Surveys show that voters are much more responsive to volunteers than paid political operatives. So volunteer. Campaign work can be exciting, invigorating work.  Let’s have some fun –- and let’s get it done.

And we can get a whole lot done if you would just “give me five.”  I want you to join the Reg Weaver “Give Me Five” club. And, there are a whole bunch of reasons to join.

Give me five new members. If each one of you went home and recruited five new members, can you imagine how many new NEA members that would bring to our state affiliates to help them accomplish everything that we want to achieve for our students and our members.  

Give me five because you know the so-called “No Child Left Behind” law will not get fixed, and it certainly won't get fully funded, until we've elected a pro-public education president and Congress. This we know for sure.

TEAM  NEA, give me five extra minutes with a parent or a community member to help them to understand how important a quality public education is to their lives and to their future. Give me five newly registered voters committed to a pro-public education agenda. Give me five full days between now and November 2 dedicated to electing pro-public education candidates.  

Give me five, my friends, give me five. You are the soldiers of democracy. You are the teachers, higher ed faculty, education support professionals, retired and students members of this great association. You are the defenders of public education -- you hold the high ground.

You are the best -- and I know that you will do your best.

GIVE . . . . ME  . . . .  FIVE.

Team NEA, we are going to unite the nation for great public schools.

Team NEA, you are OUTSTANDING. 

# # #
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 professionals, school administrators, retired educators, and students preparing to become teachers.

FOR IMMEDIATE RELEASE
July 6, 2003

Speech

ESP of the Year Address -
Remarks by Marty Meyer

New Orleans, Louisiana

I would like to thank the IEA Board of Directors for having confidence in me to nominate me for such a prestigious award. And I also want to thank the NEA for selecting me, and the IEA and NEA Staff for being so helpful in making arrangements for me to be here. These are first class organizations and I have been treated as a first class person.

This has been a fabulous Assembly. I have heard some wonderful speeches from some very gifted and inspiring speakers. As a school custodian I have spent the last 22 years in boiler rooms, school basements, and whatever closet that I could wrestle away from a speech and language pathologist. There is absolutely nothing in my background that has prepared me for public speaking. However, as an ESP I am used to being asked to do many things without the benefit of any training.  And this has paid better.

I joined the Association in 1989. That was the year after ESPs became eligible to join in Idaho. Shortly after that I was complaining to our Building Rep about our district's health insurance plan. She told me, "You know, the union has an insurance committee. Maybe you should be on it."   Obviously, she wasn't interested in listening to me complain, so I joined the committee.

I felt very good about the work that I did there. In a non-bargaining state for ESPs, I was able to be an advocate for my peers, many of whom work specifically for that health insurance benefit.  I was perfectly comfortable and content on that committee . Six years ago I got a call from then IEA President Robin Nettinga. She asked if I would be willing to serve in the ESP at-large position on the Government Relations Committee. With some trepidation I accepted. I have often heard that "when the student is ready, the teacher will appear." Well, I must have been ready because they appeared in droves.

I knew nothing about organized political action. But I showed up, I listened, and they taught me. One lady in particular began to drag me around to political events and introduce me to people that I really didn't care to meet. At my very first political banquet she informed me that she had over booked our table but she would find a place for me, and she did. After I sat down I looked to see who was sitting next to me.

It was then Congresswoman Helen Chenoweth. And so the journey began.

In 1999 I attended my first National ESP Conference. That was the year that it was in Memphis. I remember everything about it. I remember the breakout sessions, the presenters, the speeches, and the marching ducks at the Peabody Hotel. I just couldn't get enough. And if all that wasn't enough we were just a block from Beale Street and BB King's place. That was also the conference where Gail Rasmussen was named the NEA's ESP of the Year. I remember sitting in the back of the banquet hall watching her receive that honor. To believe that could ever happen to me was more than I could even dream.

As has been mentioned I am from Idaho. Actually I live in Coeur d' Alene, Idaho, which is in Kootenai County. For those of you who may not know, Idaho is the most Republican state in the nation. Less than a year ago the conservatives were quite proud of saying that Kootenai County was the most Republican county in the most Republican state in the nation.  They don’t say that any more. They can't. We found that as a result of redistricting, Coeur d' Alene was a legislative district where we could make a difference. We went to work and defeated an anti public education incumbent. She was quoted in the newspaper after her defeat as saying, "I lost because the educators were against me."  She was right.

We were also instrumental in defeating another anti-public education candidate in the same district. We won these two races by a total of 88 votes. The remaining senator from that district is a Republican friend of education. We have a good number of Republican friends in Idaho. If those running for office in either party believe that we can make the difference in an election, they'll come looking for us.

As a school custodian my job description lists my duties as cleaning and caring for my school in an orderly manner. I prefer to think of my job as providing a place where learning can occur, where students feel safe and secure, teachers can teach, food service can meet the nutritional needs of kids, and the front office can take care of children and parents. If all that I did was care for and clean my school I'd be back home doing that right now, and somebody else would be standing here. My job description is about a building, but my job is about people.

I read something a while back that struck me.  "Children believe in what they see, and what they believe in they become." I am quite fond of that. It reminds me that when I am at work the children are watching me, whether I give my permission or not. If I am an association leader my peers are watching me.

Since receiving this award in Orlando three months ago, I have been delighted with the contact that I’ve had with so many old and new found friends. I have gotten congratulations from NEA members across the nation; I have been honored at our school board meeting; I have been given a proclamation at the city council meeting; I’ve had a reception at school with my peers, and I’ve had dinner with association friends. It is only fitting that we should celebrate together, because at some point in my association work I have crossed paths with all of these people. One of these people was Chris Gardner. Mr. Gardner is the benefactor whose company donates the cash award to the NEA’s ESP of the Year. I asked him, "What motivates you to do this?"  He gave the question right back to me. "Why do you do what you do?" Still a little overwhelmed, I mumbled something about liking kids. He came to my rescue by saying, "Because it is the right thing to do." No $20 words or long-winded explanation; just a simple response from a very wise man.

I believe that the company that I keep today will influence who I am tomorrow. And for the last few years I have been fortunate enough to hang out with people who don't just work in public schools. They give of themselves in service to public education.

Several years ago I heard a story that I would like to pass on to you today. There was a little girl from a small town who traveled to the big city. While she was there she had a chance to visit the giant cathedrals. She was in awe of the beautiful stained glass windows, and asked someone, "Who are the people in the windows?" A man replied, "Those are the saints." When she got back home the people asked her what she had seen. She told them she had seen the saints. When they asked her who the saints were, she told them, "They are the ones who let the light in."

I recently met a bus driver who spends her own time and money making holiday ornaments or crafts for every child on her route. When she hands them out, one by one, making each child feel special and cared for, she lets the light in.

When the food service worker, who just happens to know every kid in the school, recognizes the child who has an empty stomach and a hungry heart, and serves an extra portion with kind words and caring, she let’s the light in.

I believe that when a young child shows up for school on the first day, looking lost and overwhelmed, and one of us takes them by the hand and says, "Come with me honey, I’ll show you where you belong," we let the light in.

We could all add to the list. The point is this: don’t ever under estimate the power of the things that we do everyday, for free. Because we fight for and deserve things like justice and democracy in the workplace, some would label us as defenders of the status quo, or even self-serving. Those people miss who we are. All of us go beyond our defined jobs to make a positive impact in the lives of the children we work with. And it's not just about the paycheck; we do it because it's our nature. 

When people asked me what I was doing this summer I told them that I was going to New Orleans and give a speech to 10,000 or so people. The usual response was, "My God, why do you want to do that?" Well, a number of reasons. But let me give you one. My daughter was married last September and for the father/bride dance she chose the song, "I Hope you Dance." My favorite line in the song is, "If you have a choice to sit it out or dance, I hope you dance." There was no way I was going to sit this one out. Thank you for allowing me the opportunity to dance.

# # #
The National Education Association is the nation’s largest professional employee organization, representing 2.6 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.

FOR IMMEDIATE RELEASE
July 5, 2003

Speech

Remarks by Betsy Rogers,
National Teacher of the Year
to the NEA Representative Assembly

News Orleans, Louisiana

Thank you so much, Reg.  I had the opportunity to meet him several times this year, for the first time, and enjoyed him each time I met him. Certainly an enthusiastic person and so wonderful for education. And I thank you for being here today, and I'm so happy to be here for my Alabama group that's here with President Kathy McVeigh from Alabama. I'm so proud to be here with you today, sharing this meeting with you. And we also have Chauncey Veatch from California who was last year's National Teacher of the Year, and what a marvelous example he was for all of the teachers in our nation. And with me today, I have someone from the Council of Chief State School Officers, who sponsor the Teacher of the Year program, John Quam.

You know, as an elementary teacher, I used to worry about getting my children to lunch on time. Now I have someone who does all my scheduling. So this is quite a different world for me to live in. But it's been a wonderful experience for me. And I have had many experiences since starting this year as the National Teacher of the Year, and I'm so proud to have the opportunities to do things that I never really dreamed I would have the chance to do.
 
This is my first trip to New Orleans. I have never been down here. Even though I'm a Southern girl, I have never been to New Orleans. Earlier this summer, I went on my first trip to New York. And I have to say I learned a little lesson about New York. I learned a little lesson about when I go somewhere for the first time. Because I have lived sort of a sheltered environment. I have lived in Leeds, Alabama, up until about the last five years. I lived there for about 20 years. The first thing that happened to me when I got to New York was that I saw, right on Times Square, I saw "the naked cowboy." Now, I'm not sure if any of you are familiar with the naked cowboy. I wasn't. Now New York is. But, anyhow, this guy actually has a permit to stand on the street and sing with his guitar, in his underwear, and you can have your picture made with him, and he sings, you drop money in his boots. Well, my eyes were like this when I saw this naked cowboy. And I was going to have my picture made with him, but the closer I got, I thought, "This is too sleazy, I can't do this." Because I wanted to show it to my teachers at school, but I didn't go that far. But I had to make a presentation that week to Scholastic, who also sponsored a Teacher of the Year program. And in my presentation, I mentioned this. And I said, You know, I would never see this in Leeds, Alabama. Well, when I got back home to Leeds, Alabama, I was telling my friends about this, and she said, Betsy, you don't remember?  He came to Leeds.  He was the fund-raiser for opening day of Little League softball and baseball.
 
And so, well, my children were in college at the time. So I wasn't involved in Little League.  And it caused quite a stir. There were many letters of outrage written, sermons preached the next day in church. And so I had to write Scholastic, and apologize to them for being so positive in my attitude because here this man had already been to Leeds, Alabama.  So anything I see this week in New Orleans, I'm not going to say a word about it because I know it's already happened in Leeds, Alabama. So that's a lesson that I have learned, that I think we are so different, but we are really not. We are all so much alike wherever we are. I am so proud to represent my state. I'm the first National Teacher of the Year from the state of Alabama, and very proud of that. And this was the first year that my school ever participated in the Teacher of the Year program. So for me to be here today before you is quite a miraculous journey that I have been on.
 
You know, Alabama has not always been in the top ten for many things in education.  But we're in the top ten for National Board teachers, which I'm very proud to say.  And that's much due to the work of AEA in Alabama for their promoting this program. And when I made that statement to some of the other state teachers, one of them said, Yeah, it's so great, and Miss America. And I said, Well, yeah, it is.  It's actually been in the top ten Miss America 33 times. So we have that Miss America, and this really came home to me when I was speaking at a university, Jackson State University, and I was on my way there, and they had given me all these back roads to take because I was going from one meeting to the other. So they gave me the back roads, and I sort of get lost in back roads. If you have ever been to Alabama, we have beautiful rural landscapes, and I get kind of lost in the whole look of the area. And I was just driving down the road enjoying this scene, and I thought, What if I missed that turn?  Because I have been on this road a long, long time. And Jackson is not too far from the Georgia line. I sure hope I haven't missed it and I'm still in Alabama. And I came to this house that had a huge sign that said, Crowns, Scepters and Tiaras sold here. So I knew I was still in Alabama. I was okay.
 
But we do love our beauty pageants. We do love our football. And recently someone wrote an editorial in the Birmingham News that said that they had done their own poll to see who knew my name. Actually, no one they asked knew my name, but they all knew the name of the Alabama coach. But I felt a little redeemed when one of my friends called me and said that my shirt was hanging up by Ruben's shirt at the mall, the American Idol. So we have been very excited about Alabama having an American Idol winner. So this has been a great year for Alabama, and I am so proud to represent my state and the teachers in the state.

The first week of summer vacation, I spent a day with some teachers in south Alabama who came on their first day of summer vacation to a workshop. And some of them had gotten up at 2:30 in the morning to attend that workshop. So that's the dedication that I know you see in your state, and I see in mine, and how proud I am to represent that. You know, that's one of the great things about when you recognize the work of the teacher. It does involve so many others, and it brings so much good attention, not just to your state, your community, your school, and to your students. And as Reg mentioned, I taught first and second grade at Leeds Elementary for the last 18 years. I had a looping class where I had the students for two years. This past year would have been my second year with my class. And for my colleague who flip-flops with me every year and we go to different grades, she kept my class together since I was not in the classroom this year, and she kept my students so I could go there and see them often. On April 30th, when I was named Teacher of the Year in the White House ceremony, a local bank organized for a large screen TV to be brought in where all the children do this and get to be a part of the ceremony. And they were so excited. And on that day they wrote me some letters. And I just want to share a few of these letters with you that my second graders wrote to me in honor of this occasion.
 
The first one said:  Dear Dr. Rogers: I'm glad you made National Teacher of the Year. You're doing good so far. 
 
This says:  Dear Mrs. Rogers:  We were jumping up and down when we heard you won.  We had prayed and prayed that you would win, and God took care of that.
 
This says:  Dear Dr. Rogers:  I knew you would win. We are going to have this much money, $21 billion and 48 cents.  Well, maybe.
 
This says:  Dear Mrs. Rogers, I'm glad you won. I can't wait for you to come back.  All those people, did you send them? I'm talking about the news people. And they did get interviewed often!
 And I was just amazed when I would go in there, they would step up to the microphone and be interviewed. They have become so media savvy. The last day of school I went in with some videographer from Washington, and this little girl came up to me and said, Ms. Rogers, I am tired of being the star now.  You have got to take over.
 
And then this last one says: Dear Mrs. Rogers, I'm so glad that you got Teacher of the Year. Today is the best day of my life. This is the most exciting day. I am so proud you won. You are a National Teacher of the Year, and I'm proud to be your student.
 
And just a couple more:
 
Dear Dr. Rogers:  Congratulations.  I can't wait to see your prize.  I'm sort of waiting, too.  
 
However, this last letter is my prize. It says:  Dear Dr. Rogers.  I'm so glad that you made Teacher of the Year. You made me and everyone else feel so special.

And that was what was so special about winning this for my school, my students, the teachers I represent across America, and my state. So it's been quite an experience for me, and a very happy one. I just want to share a little bit about my journey and what's happened to me during the last five years and how it changed me as a teacher, which has been very important to me, and perhaps some of you can relate to this. One of my favorite Alabama heroes is Helen Keller. And if you have seen the new Alabama quarter, it has her picture on it, and it's the first coin to ever have Braille on it. And one of her quotes, it's been very meaningful to me in my life. "When one door of happiness closes, another opens." Often we look so long at the closed door that we do not see the one that has been opened for us.
 
Five years ago, I thought my life was over. I lost my husband at the age of 46 years old to a massive heart attack, and I really thought my life was a closed door. I had just at that time gone back to graduate school. And like Reg said, 24 years I waited to go back to graduate school. And I'm not proud of that, but I want to let you know it's never too late.  But I had always had this desire to be that example of what I wanted my children to be, a life-long learner. I wanted to be that type of professional. So I had just started back in graduate school, a couple days before spring semester started when I lost my husband. I called my school and said, I just can't do it, can't come back anymore. And about two weeks later I thought, yes, I have got to do this. I am going to do this. This is what I need to do. So I went back and I finished my masters that summer. Then I went on and started the EDS program, which is Educational Specialist. I finished that. And then in 2002 I completed my doctorate. And this was something I had longed to do.  This was very important to me; that I could be this type of professional educator. And I will never forget the first time I stood up in front of the parents with my children and talked to them about looping, because I did my masters research on looping, I did my dissertation on looping. I was hoping to say to the parents of my children, this is what research says, because I had actually done the research and read everything I could. And these are the pros and cons about this. And these are the choices you have to make for your children. And that was a proud moment for me as a professional educator to realize I knew exactly what I was talking about. I can reference this.

And this has changed me as a teacher.
 
I understood that there was more to my job. Although I have always been involved in professional development, going back and owning these degrees made a difference.  It made a difference in the teacher I was. I became very data driven. By data driven, I mean I didn't -this is the thing sometimes I say data driven. This drove my structure for my students, as I planned individually for my students, for their needs. It did not drive the curriculum. Because sometimes I feel like in some low-performing schools that we concentrate so much on taking the test, and that becomes the curriculum. But for me, being data-driven in my classroom, meant that I knew exactly where the children were, and I was constantly assessing and using this assessment to guide my individual instruction for my students. But I always maintained, tried to, a very rich curriculum for my students. So that was a difference for me to become that type of teacher for accountability. And that is what going back to the university really exposed me to. And I was just beginning to see what the possibilities could be as a teacher leader.
 
And some people understand this, as I went over my degrees, someone once said to me, you know, You're too qualified to teach second grade. And my thought was, how can you ever be too qualified to teach children to read?  I never feel like that.
 
And then someone else made the comment, What are you going to do when you grow up?  And I said, "Teach." I'm a teacher.  And that's what I am. But I wanted to be that level of a teacher for my children so that I could be the best.  And that's not the end-all of professional development. It's always ongoing. But going back to the university, after all these years, it was not always easy, but it was something I'll always treasure, and it changed me as a teacher. And during this time I also went through the National Board process. And I know we have many National Board teachers here today. And many congratulations to you. As you are waiting to find out if you are going to be certified this year, I know that wait.  I have been through that wait. And I will just tell you, these two things together, going back to school, understanding that I could do research-based teaching, but then, looking at National Boards and understanding, I had a "practice." You know, for so long I thought only lawyers and doctors had a "practice." But I had a practice as a teacher. And I was so excited when I kept reading the National Board, reflect on your practice.  I just love that.  I had a practice.
 
And you know we don't always understand that and look at ourselves in that way. And I know one of my colleagues did a lot of proofreading for my National Board. He would always say, scratch that out. I thought, you know what? He doesn't understand we have a practice. We all have a practice. We are all trying to improve our practice. And going through those two things made me reevaluate not the work of my children, but my work, and what I was asking children to do every day. Was it valuable? And, you know, if you are an early childhood educator, we love cute. We love cute. So I had to make sure, as my colleagues said, that the cute had to count, and I had to make sure that each part of the day was valuable. And that was a real turning point for me. And I didn't teach the same anymore. I was different.  I was better for my children.  And I still strive to do better.
 
And then three years ago, this is another area I realized I was very weak in as a teacher. I went with my son and his church on a mission trip to rural Alabama. And although I had always taught in the Title I school, and I thought I had seen poverty, I really realized the poverty in our rural schools in many areas. And I saw this firsthand.  And, you know, once you have information, you have it. I couldn't ignore it anymore. I had this information. And I thought about, well, you know, I have been so responsible as the teacher for the children in my classroom. That's my accountability. But then I realized I had to be a voice. I had to be an advocate for other children. But now I had information that I knew about things, the needs of children. And then as a teacher, it was my responsibility to be a voice. And that meant that I needed to take time to speak to students, to speak to parents, to talk to the teachers, to talk to church groups and civic groups, about our needs in education. And this was something I had not done.
 
So these were the three things that really turned me around as a teacher the last five years. And I'm finally getting the sense that maybe I'm going to be the teacher I want to be some day. But as we all know, it never stops. We never stop trying to improve our skills as teachers and trying to do the very best to reach every child.
 
And one issue that has really been a great concern to me, after this experience, was equity in education, and the fact that all children don't have the same type of skills. And this was brought home to me so vividly one day this past fall. I had spent the year trying to stay, but also I had worked for my school system in federal programs, so I got to visit every Title I school in my school system, which I loved, and I spent almost one day every week in our most needy school. And I had been in the kindergarten class in that school that morning and just loved going in there and being with those students. That afternoon I went to visit one of my long-time friends. She taught probably one of the most affluent schools in the state of Alabama. And I was walking back to my car and I realized, you know, this was just so vivid, exactly what you read about when we talk about closing the achievement gap, that the students didn't have the same thing. 
 
The high poverty school had a first-year principal, first-year teacher, very few resources. The affluent school had a veteran principal, veteran teacher, and resources that were unimaginable. But the one thing I thought about when I walked to the car that day, and if you have ever taught five-year-olds you will know what I am talking about, was the look in the eyes of those children, that look of hope that they look to us for, that they know that we are going to teach them. We are going to help them to achieve in this world.
 
And I thought about those two groups of children, that one day they would have to compete to go to the same colleges. They would have to compete for the same jobs. They would have to compete for the same success in life. And I knew then that we needed to do something to close this gap. One of the things I think would be so wonderful, if we could change the mind-set that maybe for teachers, the reward to teach in high poverty and needy schools would be such a rewarding opportunity for teachers. You know, sometimes there is more money in other school systems.
 
But if you have a heart for children that you want to make a difference, the challenges are great. But the rewards are so great. I wish we could change that mind-set, especially as we try to recruit the brightest and the best into our field, that this is a need. And I think that teachers can make the difference. And I shared this story with a reporter. And he asked me, said, when I finished, Yeah, but do you really think one teacher can make a difference? And I thought about that. And I thought about Helen Keller. Because, you know, her story is really the story of a teacher. Annie Sullivan left Boston to come to Alabama, to teach a child that many considered hopeless. Now, Annie Sullivan was described as being highly trained, very educated, innovative in her method, and very dedicated to her student. I personally think she was probably highly qualified. 
 
Anyhow, she came to Alabama to teach Helen Keller. And look at the impact her teaching Helen Keller had, because Helen Keller was the first deaf-blind person to ever graduate from college. And she graduated with honors from Radcliffe. She went on to not only change legislation for the handicapped, and laws, but for attitudes for the handicapped. And she helped establish one of the oldest non-profit organizations that still exists today, serving 80 countries to aid and assist the blind. Helen Keller, in her autobiography, wrote that the wordless cry of her soul was light. Send me light. She said that light came to her the day her teacher arrived in Alabama. And every March, in honor of her teacher's arrival, Helen Keller celebrated her birthday. You know, I may not ever teach a Helen Keller or Rosa Parks or George Washington Carver, or change the history in my state or in my nation, but you never know. 
 
And do not all of our children deserve the very best we can provide?
They have to have - our children need the light education can bring them. Our children are our hope. They are a promise for a better day and I want to live in a country where our children are so valued that there would never be any need for legislation concerning no child left behind, or there would never be an issue of equity in education.
 
I want to live in a country where the citizens will be outraged if any child did not have a highly qualified teacher or did not go to a school that had the very necessities to perform. I want to live in a country where our citizens take such pride in educating all of our children that they would see that every child had the resources they needed, unlike some teachers in my state who actually went into a dumpster to get books from another school system when their own school system could not afford new books.
 
I want to live in a country where our legacy to the world is how we have taken care of our children.

One of my favorite poems is Lord Alfred Tennyson's Ulysses.  And in the last line of that poem, he writes: To strive, to seek, to find, and not to yield. That's what we have done as educators. And that's what we must continue to do. We live in times that are tough. We live in times that are hard for all of us. And we live in times that are hard for children. But we must never forget to strive, to seek, to find, and not to yield.

Thank you.

# # #
The National Education Association is the nation’s largest professional employee organization, representing 2.6 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.

For More Information:
NEA Communications: 202 822-7200

FOR IMMEDIATE RELEASE
July 3, 2003

Speech

Keynote As Prepared For
Reg Weaver, President
National Education Association To The 2003 NEA
Representative Assembly
New Orleans, LA

During the course of this very busy year, I've met and listened to NEA members in many different places--on picket lines . . . at mass rallies . . . at local Association dinners . . . in the workplace. And, throughout my travels, I have found that even though far too many of you are underpaid, under-appreciated, and under attack, you continue to exhibit the courage and the commitment to fight for each and every student in your charge.

An Association organizer once told me, "Courage doesn't always roar. Sometimes courage is the voice at the end of the day that says, 'I'll try again tomorrow.'" 

Our members epitomize that "I'll try again tomorrow" courage-even in the face of struggling state economies . . . huge state budget deficits . . . and desperate attempts to cut state budgets, with education being unable to avoid the chopping block.

In state after state, we are facing ballooning class sizes . . . cutbacks in the length of the school year . . . cutbacks in extracurricular activities . . . and layoffs of teachers and education support professionals.  As educators, we know that these are all measures guaranteed to have a negative impact on a student's ability to learn and to achieve.

There are examples everywhere of excessive-destructive-actions being taken that affect our students, teachers and education support professionals-our entire communities. 

In Oregon, nearly half of the school districts chopped days . . . and in some instances weeks . . . off the school year.  In Eugene, Oregon, 50 parents donated blood plasma in an effort to raise $30,000 so their school wouldn't lose a math teacher!

But Oregon is hardly alone: 

• In Oklahoma, bus service for more than a thousand students has been discontinued.

• In South Carolina, two thousand teachers have received pink slips for the new budget year.

• In Indiana, art, music and foreign language courses have been axed.

• In California summer school and after-school programs have been slashed, and tens of thousands of teachers have been laid off.  

• In Illinois, some schools have classes with close to 40 students, and school districts are laying off thousands of teachers and education support staff. 

• In Florida, pre-kindergarten programs have been eliminated.

• In Cleveland, Ohio, schools are being closed and class sizes are rising.

There are many more examples that demonstrate that children, students and public education have yet to become our nation's priority!

During the 1990s, when tax revenues were rolling in and budget surpluses were piling high, almost every politician and policymaker in America declared his or her undying support for children - and for their education.  You would probably be hard pressed to find a campaign speech that did not include a vow that led you to believe that the forces to improve education were on the march - that the movement would ensure every child receives a quality education, and that educators would be respected and revered.  But now we see those commitments being abandoned - too many of those same politicians and policymakers are in retreat!

It is a sad day when the richest nation in the world-the United States of America-refuses to provide every child with a quality public education.  You will notice, I didn't say can't provide every child with a quality public education-I said "refuses."  And therein lies a significant distinction, and a significant problem.

The richest nation in the world can afford to provide every child with a quality public education.  But there are too many that we have elected who have chosen not to do so.

I believe we must demand that no more time is wasted!  We can no longer stand idly by while a nation that could easily be recognized by its commitment to education-a nation that could easily be known as the United States of Education-insists on providing excuses to the children-students-parents-and educators of America!

We are experiencing cutbacks in education at a time when Washington has enacted huge tax cuts-almost two trillion dollars in tax cuts over the last three years.  We are experiencing cutbacks in education at a time when Washington proclaims education reform.

The newly re-enacted Elementary and Secondary Education Act-ESEA-has been given a very deceptive yet affable title-No Child Left Behind  (NCLB). 

"No Child Left Behind" is a Dr. Jekyll and Mr. Hyde . It is a wolf in sheep's clothing. It is rhetoric not reform.

Now, this causes our critics to say that NEA is focused on keeping the status quo. They will say that NEA isn't for anything. They will say that NEA is against everything!  Well, my friends, they are either misinformed, uninformed, ill-intentioned, or a combination thereof.  NEA supports that which will ensure every child receives a quality public education. NEA supports the goals of "No Child Left Behind." As a matter of fact, we have long appealed for and advocated for that which would lead to:  

• Improving academic achievement

• Closing the achievement gap

• Ensuring every child has a 'highly qualified' teacher in every classroom, and

• Having high expectations and "shared" accountability.

NEA has always been dedicated to leaving no child behind - that is nothing new for us!

The stated goals of NCLB are a page from our very own book!  NEA's concern with this legislation lies with the implementation of, and the lack of adequate and equitable funding, for these laudable goals . . . This law has an implementation plan that is critically flawed, and funding that is woefully inadequate. 

As those who hold the responsibility for educating America's students - we know the needs of public education . . . and of public educators.  We also know that creativity and flexibility are necessary ingredients for an education reform plan to be successful, and these are ingredients that are missing in this plan!    

We have been educating policymakers and politicians for years on what it takes for "Great Public Schools."  Unfortunately, too many have been selective on what they chose to remember and what they chose to forget.  They have chosen to overlook a critical element for success . . . resources.  Reform without resources equals rhetoric.

To echo what countless teachers, ESPs, administrators, parents, community and religious leaders and others from all across the country have told me: NCLB, as currently written, is:

• Setting up public schools to fail.  It is setting up children to fail.  It is setting up teachers and other education professionals to fail.

• It will force many teachers to do nothing more than teach to the tests.

• It will drive inspired and experienced teachers and paraprofessionals from the classroom.

• It will pave the way for privatization and voucher proponents.

• And it will definitely leave millions of children behind. Millions! 

It is becoming quite clear that "No Child Left Behind" is shaping up to be the granddaddy of all under-funded federal mandates-much bigger even than I.D.E.A.

The federal government has dumped the NCLB program into the laps of the governors, state legislators, and local officials, saying, "You pay for our promises!"  And they are saying to you, the ones on the front lines of education, "You perform the miracles - or be labeled." 

Yes, you will be labeled as a person working in a school that is also labeled as "persistently dangerous," or "in need of improvement," or "failing."  Now you tell me, which one of those schools would you like to work in-or send your children to?  Then, do we truly believe that parents will want their children to attend these schools-or, that children will want to go to these schools?  Do you believe that they are going to want to be taught by us when we wear such labels as "unqualified"?

There are those who will say that our criticism of the law is premature ... They will say that the law hasn't had a chance to work. In response to that, I must say that the impact of this law has already begun to negatively affect our members and their ability to teach our children-and the time to respond is now!

• If we are going to fix and fund NCLB; 

• If we are going to achieve adequate and equitable funding for all schools;

• If we are going to ensure compensation that reflects our worth;

• If we are going to realize our dream of a quality education for every child; 

Then, we will have to organize, mobilize, and maximize our members as we have never organized, mobilized, and maximized them before.

In all of my decades as a teacher, an NEA member, activist and leader, I have never witnessed the challenges, and the alphabet soup of threats that we face today: ESEA/NCLB . . .  GPO-WEP . . . the lack of funding for IDEA . . . Higher Ed Re-authorization . . . attacks on Affirmative Action . . . 
Title IX . . . Vouchers . . . Privatization . . . and the list just goes on!

Our members are angry and they are frustrated.  But behind all of that emotion there is energy!  As association leaders and activists, it is our job to help our members to unleash that energy and channel it into positive and purposeful action.

In other words, we've got to get our members riled up! 

NEA - What does it take to get you riled up?

• Does it rile you up that the public schools which serve poor and minority and immigrant children-the schools with the greatest needs-are the very schools that are chronically under funded?

• Does it rile you up that our nation would rather incarcerate than educate?  That in many states, prison guards make more money than you? 

• Does it rile you up that all of your good work in the classroom will be judged by the result of a single 'high stakes' test score?

• Does it rile you up that many of you-our seasoned, honored, successful, educators and paraprofessionals-may be considered "unqualified?"

• Does it rile you up that Washington's latest round of tax cuts will leave no millionaire behind-but will actually leave millions of children behind?

What does it take to get you riled up?

• Public school systems across the nation are losing literally billions of dollars every year due to the property tax breaks given to corporations by local and state governments!

• Community college budgets are being slashed while state universities are becoming too expensive for many low-income students to attend!

Does it rile you up that in response to NEA's preparation of a lawsuit challenging unfunded mandates imposed by NCLB, Secretary of Education Rod Paige in today's news claims that NEA wants to assemble a "coalition of the whining" because of our principled criticism of this new law?  Let me set the record straight: We have assembled a coalition of the willing-a coalition of educators committed to ensuring that the promise of the law is kept.

Let us harness the energy that comes from realizing and experiencing inadequate and inequitable circumstances and situations that affect our students-that affect our classrooms-that affect our professionalism! Let us harness that energy because we can't afford to let it take us off course.  We need to get riled up - and we need to stay riled up!   

We need to stand together as one!  This is a time that cries out to each of us to remember who we are . . . and what we stand for!  We are the NEA!  We are educators!  We are committed to educating children-all children-and to ensuring that every child receives a free, quality, public education!

We have come too far, worked too hard, and sacrificed too much to allow all that we have achieved to be swept away by people who would not last a day in our classrooms . . . nor would they know what to do on a school bus, or in a cafeteria with our students. 

So, I say to you that the National Education Association stands committed to working toward:

• Reversing our nation's retreat from its commitment to provide every child with a quality public education;

• Fixing and funding the No Child Left Behind Act;

• Defeating the privatizers and voucherites.

And, I continue to believe what I said to you a year ago-we will ensure a quality public education for every child by: 

• Becoming a more united, focused, and energized Association;

• Reaching out to parents, friends, neighbors, communities, and community-based organizations, and . . .

• Electing more pro-public education candidates, regardless of their political party affiliation.

And, I am happy to report that the re-united, re-focused, and re-energized NEA is already in motion.  We are Team NEA-working with a plan to make every public school a great public school!

We are tightening our message around-Great Public Schools for Every Child-and are prepared to maximize our media exposure.

We have launched a full-court, legislative press to fix and fund the new federal law.  We call our effort the "Great Public Schools for Every Child Action Plan."

We have proposed specific amendments to the law.  We've drafted a new bill, The Great Public Schools for Every Child Act, and we've communicated directly with every member of Congress the specific action steps necessary to:

• Fund - fully -- No Child Left Behind programs;

• Grant flexibility to states and schools to put in place workable accountability systems;

• Grant flexibility to states and school districts to target help to schools with the most severe problems;

• Close loopholes in the definition of a "highly qualified" teacher;

• Ensure that paraprofessionals are provided with the resources to pay for the required professional development; and

• Require all entities receiving NCLB funds to fully comply with federal civil rights laws.

Let's not allow any more pages to be taken from our book without having a say in how they are used.  Let's educate the policymakers and politicians.  Let's ensure that they read and learn from the entire book!  Let us make certain that they understand that the goals of "No Child Left Behind" represent just a few pages, but that our book is filled with knowledge on what it takes to make a Great Public School for Every Child!  It is not acceptable to conveniently leave out the pages that address:

• Small class sizes;

• To leave out high-quality teachers and education support professionals with access to ongoing professional development;

• To leave out mentoring programs for new teachers;

• To leave out safe, orderly, modern and well-equipped facilities;

• To leave out quality after-school programs; and

• To leave out compensation and benefits that reflect your true professionalism and worth.

We know what it takes-and we know how to implement it-and we will let them know by:

• Communicating with our Members of Congress and informing them on exactly how to fix the No Child Left Behind Act.  Or, better yet, prepare them to support the "Great Public Schools for Every Child Act";

• Voting for strong pro-public education candidates and urging others to do the same;

• Re-energizing our colleagues and local Associations;

• Making membership everyone's responsibility; and

• Reaching out to our communities to win support for our public schools.

We will make sure that our elected officials know that we are monitoring their "adequate yearly progress." And when they don't measure up, we will hold them accountable on Election Day.

Team NEA-we would love to stay out of politics and in the classroom, but as long as Washington favors millionaires over children, we have to fight!

To govern is to choose-and to choose to give more money to the rich instead of investing it in our public schools-in our nation's future-is a cause worth fighting for!

So, yes, the opposition will push back, but we'll keep on pushing forward toward our goal of providing every child in America with a quality public education!  We will push forward as a focused, member-driven, community-involved, and politically bipartisan organization.  We will push forward as one-in support of one another!

I would like to share a story with you--it's a story about a mousetrap.  Some of you may have already heard it before, but you've told me how much you enjoyed it, and that you would like to hear it again-so I will share it with you. 

Once upon a time, a mouse looked through a crack in his farmhouse wall to see the farmer and his wife opening a package.

"What food could it contain?" the mouse wondered.

He was shocked to discover that it was a mousetrap!

Retreating to the barnyard, the mouse proclaimed the warning: "There is a mousetrap in the house, a mousetrap in the house!"

The chicken clucked and scratched, raised her head and said: "Excuse me, Mr. Mouse, I can tell that this is of grave concern to you, but it is of no consequence to me. I cannot be bothered."

The mouse turned to the pig and told him: "There is a mousetrap in the house, a mousetrap in the house!"

"I am so sorry, Mr. Mouse," the pig sympathized, "but there is nothing I can do about it but pray. Be assured that you will be in my prayers."

The mouse turned to the cow.  "There is a mousetrap in the house,
a mousetrap in the house!" 

The cow said: "Like wow, Mr. Mouse. A mousetrap. Like I am in danger ... Not!"

So the mouse returned to the house, head down and dejected, to face the farmer's mousetrap alone.  And that very night a sound was heard throughout the house, like the sound of a mousetrap catching its prey.

The farmer's wife rushed to see what was caught. In the darkness, she did not see that it was a venomous snake whose tail the trap had caught.  The snake bit the farmer's wife.  The farmer rushed her to the hospital.  She returned home with a fever.

Now everyone knows that you treat a fever with fresh chicken soup, so the farmer went to the barnyard for the soup's main ingredient.

His wife's sickness continued. Friends and neighbors came to sit with her around the clock. To feed them, the farmer had to butcher the pig.

Well, unfortunately, the farmer's wife did not get better, and a few days later she passed away.  So many people came to the funeral that the farmer had to have the cow slaughtered to provide meat for everyone to eat.

NEA, the moral of this story is: the next time that you hear about someone facing a problem, and you think that it does not affect you, remember, when there is a mousetrap in the house, the whole barnyard is at risk!

When another state establishes a tuition voucher program . . . we are all at risk!

When ESP members are faced with the threat of their jobs being contracted out to nonunion companies that pay the minimum wage and hire and fire employees at will . . . we are all at risk!

When teachers and school nurses and social workers are laid off . . . we are all at risk!

When higher education faculty members are forced to teach more for less pay . . . we are all at risk!

When retired educators and their spouses are denied Social Security benefits . . . we are all at risk!

We are all in this together, my friends, and if one of us is under attack . . . we all are under attack!

Your elected Executive Committee and officers are working as a team-we are all reading from the same page, walking through the same door, and carrying the same message. 

NEA is demonstrating a commitment to working in a more collegial and collaborative way with our state affiliates.

We are utilizing more effective ways of communicating who we are, and what we stand for.  As I said a year ago, public opinion is largely driven by image and we are working to eliminate misconceptions about the Association, its mission, its policies, and its direction.

And yes, we are more energized.

We have forged new and revitalized existing partnerships with community-based organizations, national minority organizations, key advocacy organizations, as well as with other organizations and businesses.

We have kicked off new and creative efforts to expand the size, depth and breadth of our Association.  

Teamwork, solidarity, and cooperation built our great association-and teamwork, solidarity, and cooperation will see us through the crises of today! 

As we move forward, we must never buy the claim of many politicians and policymakers that their hands are tied, and that there is no more money for education.  It is not money or choices that many politicians lack, but courage-the courage to match rhetoric with resources, the courage to do right by America's children.

When politicians and policymakers really want something-money is no object.  We've seen it time and time again.

When the politicians wanted to cut taxes last year-no problem! They came up with $1.3 trillion to make it happen.  And this year they came up with another $350 billion.  Can you imagine what we could do for our children if we were provided with that level of investment in public education?

When the politicians wanted Turkey's support before we invaded Iraq-no problem!  The politicians came up with $30 billion to offer to Turkey.  But what's interesting is that the Turkish government turned down the $30 billion.  So I say to you, there is $30 billion out there -- somewhere -- that should go immediately into public education!  We know it's available. Let's put it to good use right here at home by investing it in our public schools!

NEA-as we move forward, we must not underestimate either the strength . . . or the resources . . . or the zeal of our opposition.  Our opponents have deep pockets!

As we move forward, we must not underestimate the challenges that we face:

• The voucher movement is resurgent--last year's Supreme Court decision gave it renewed life.

• The state budget crisis is in fact the worst since World War II.

• And it is true that there are powerful people in Washington and elsewhere who are hostile to public education and who oppose any changes in the "No Child Left Behind Act."

There are those who are against fully funding I.D.E.A. and the Higher Ed Reauthorization Act. 

There are many who are comfortable with Head Start being on the chopping block.

It has become chic to attack affirmative action. It barely survived its most recent attack, but we know that we must be ever vigilant. The Supreme Court could change at any time, and the affirmative action opponents will be back!

Team NEA, please realize that we are in for the fight of our lives, and I deputize you - yes, I deputize you-in the name of children, students and public education! 

Team NEA, it is time for us to show them who we are, and how it's done. It is time to show them that NEA is back on track! 

Team NEA, we are back in the business of membership!  And, membership is everybody's responsibility!

We are 2.7 million-plus students, teachers, professors, education support professionals, and retirees. 

We are the families in every community across this great nation.

We are focused, committed, energized and deputized. 

We are the ones who will make Great Public Schools for Every Child.

Team NEA - as the song says, there "Ain't No Stoppin' Us Now"! 

# # #
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 professionals, school administrators, retired educators, and students preparing to become teachers.

FOR IMMEDIATE RELEASE
July 5, 2002

Speech

ESP of the Year Address - Remarks by JoAnn Falk

Dallas, Texas

Thank you NEA for selecting me for the Education Support Professional of the year and thank you, the Colorado Education Association ESP Council, for nominating me for ESP 2002 of the year.

My name is JoAnn Falk. I am the President of the Association of Classified Employees, or as we call ourselves, ACE, a local affiliate of the Colorado Education Association and the National Education Association. I have been President for seven years of our local Association. I am also an employee of Pueblo School District 70. I work in the Administration Building as a central office secretary under the supervision of the Associate Superintendent in the Human Resource Department.

During my terms as president of ACE, I helped organize the local Association in a state that does not have a collective bargaining law. We had to compel the local school board to recognize us as a bargaining agent for the classified employees of District 70.

We started from scratch. We first had to elect a Board of Education that was willing to support the classified employees to form a union. During the time we were involved in the political organizing I was accused of violating the campaign laws. Two weeks before the election, Dr. Michael Johnson, Superintendent of District 70, called me into his office and informed me that I had violated the campaign laws by campaigning on school premises during school time. He asked me if I had anything to say. I told him yes, two things. First, prove everything you are accusing me of. Second, we'll see who is still here when the smoke clears. Dr. Johnson told me to pick up my belongings and leave the building, and that I was not allowed on any District 70 property; I was fired.

My attorney notified him that as a taxpayer I could enter any school facility at any time. Dr. Johnson did not challenge this response.

During the two weeks I was fired from the district, I worked diligently to elect the two candidates that support our causes. We made 1,500 calls to parents in the District and in one day we distributed 10,000 flyers to every household in the District. District 70 covers an area the size of Rhode Island, which goes from the farming land in the east to the mountain areas in the west.

By a majority of 89 percent of the vote we won the election with our candidates.

It was the biggest turn out of votes in the history of District 70 School Board elections. The night the board members were sworn in and took office there was standing room only with a crowd of supporters. The two newly elected board members joined one other board member who was supportive of our cause. Their first order of business was to ask Superintendent Johnson to vacate his seat next to the President's chair and move to the side. The second order of business was to rehire me. At that time I had 17 years in the district. At the next scheduled board meeting, we went before the board to ask for recognition as the bargaining unit to represent over 300 classified employees. The board voted 3 to 2 to recognize us as a union.

Five months later Superintendent Johnson and both associate superintendents, as well as legal counsel, were no longer with the District.

From that time on, our local UniServ Office trained a team of nine representatives to begin bargaining our first contract. Since that time we have worked to improve on the negotiated agreement. It is upheld as one of the best ESP contracts in the state of Colorado and used by many groups as a model. We still have work to do to continue to improve on wages and benefits for our members, but we will continue to represent our members to the best of our abilities.

We have now formed a progressive working relationship with our new administration. We have entered into an Interest-based Strategies process that helps the Association and the District problem-solve issues and negotiate win-win solutions.

As the leader of the Association, I have worked to improve working conditions for our members. Our members represent everyone from secretaries, to custodians, to food service workers, to paraprofessionals, to maintenance, and to the bus drivers that safely pick up and deliver our students from home to school. We have worked to develop professional training to improve the skill of our members. We have negotiated job security that requires just cause to discipline any of our members. We have improved the wages and benefits that allow our members to make a decent living.

As a union, we are politically active in electing Friends of Public Education. We participate in election campaigns and will be very involved in Election 2002. In Colorado, we have one of the most important elections before us. We must elect candidates that will support and measure up to our standards for public education.

I have been an active community member. I have been involved with the Colorado Council Reading Association, Library Media Association, Curriculum Coordinating Council, and I have been a Charter member of the Board of Directors of the District 70 Foundation, member of the St. Joseph's Catholic Church Council, and on the Advisory Board of ACOVA (Community Organization for Victims Assistance). You must all become involved in your community.

I recommend that all the education support professionals continue to strive for better working conditions and job security. Don't give up no matter how hard it gets. I have been through the toughest of times, which has made me a stronger leader. I recommend to all the teachers in the audience that you value the support staff in your school buildings and classrooms. We must work as teams to improve the education for our students. We all have the responsibility to the students we teach, to model the leadership qualities our students will need to become productive citizens in our society.

Thank you for this opportunity to represent the education support professionals of our Association. It is both an honor and a reward to be your representative.

# # #
The National Education Association is the nation’s largest professional employee organization, representing 2.6 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.

FOR IMMEDIATE RELEASE
July 5, 2002

Speech

Remarks by NEA President-Elect Reg Weaver to the NEA Representative Assembly

Dallas, Texas

There have been few occasions where words have eluded me. But as I stand before you I find that there are no words that will effectively communicate the range of emotions that I'm feeling - the humility, the pride, the appreciation - for the honor that you have bestowed upon me and the confidence you have shown by electing me NEA President, and for the hard work, loyalty, and commitment that you show each and every day, to every student, in every public school throughout our nation.

Each opportunity that I have had as a candidate for various NEA offices has been quite a challenge. It has required that I reflect deeply on the many issues that affect all of us. The depth that I must search is often equal to the challenge that I face. This campaign has been no different. I thank Denise Rockwell, from the great state of California, for inspiring us all to dig deeply in search of that which will enhance our profession, our mission, and our focus.

I wish to also take this time to thank the members of my campaign committee as well as the members from the great state of Illinois for their hard work and dedication. This campaign required their extraordinary and best efforts, and they gave nothing less.

I wish to also thank my family for their continued understanding and support of me, my passion, and my commitment to our Association and to public education. I want to thank the person who I have worked with for the past six years. I'd like to thank Mr. Bob Chase for all that you have done, my friend, as President of the National Education Association.

The position of NEA President holds enormous responsibility, and it is a position and a responsibility that I accept while I continue to seek your support and input as we usher in a new era within NEA.

I will remain committed, motivated, energized, and engaged to the cause of public education.

This is a time when public education is faced with an environment of unprecedented critical adversity, and we must respond in an unprecedented manner.

Ladies and gentlemen, we have our work cut out for us.

How are we going to convince the public that, despite what they hear, we know what works?

What steps are we going to take to diminish the negative impact of what, to many, will be perceived as a great gift, and that is vouchers?

How are we going to attract and retain quality teachers and education support professionals under the cloud that currently envelops public education?

How are we going to ensure compensation that reflects our worth? How are we going to ensure our security in retirement and excellent health benefits for now and the future?

In other words, what are we going to do to ensure that public education survives in America?

I believe that it is imperative that NEA not lose sight of the fact that our primary interest and focus should be solidifying the institution of public education and public education professionals.

This is a trademark, and this is a tremendous task and we - the NEA - must be united.

We must work within an environment that recognizes that we are one in the fight for a quality education for all students, not just some.

An environment where we can disagree, but not disengage.

An environment where NEA and its state affiliates effectively focus on and do what is best for children, students, and public education.

We must never forget or underestimate the fact that NEA's strength, influence, and future are in our numbers.

The stronger we are, the more effective we will be as we face the many challenges that lie ahead.

Essential to NEA increasing its strength in membership is the crystallizing of our image.

It is critical that people understand who we are, and what we represent, before we can expect them to join and support us.

Public opinion is largely driven by image. Therefore, we must eliminate misconceptions about the Association, its mission, its policies, and its direction.

We are faced with eroding confidence in public education, and now is a critical time in the development of a public relations agenda that will provide positive and accurate information as to who we are and what we do.

It is essential that we unify our message and maximize our media exposure opportunities.

Another essential element to accomplishing our goals is community involvement.

If we are to ensure success in our efforts we must not hesitate to initiate contacts and engender strong commitment and support from the entire community - family, civic, labor, civil rights, minority, religious, business, and corporate leaders and organizations.

It is my belief that we will experience enormous success if we collaborate with others who are in support of public education. We cannot do it alone.

We must realize that until our communities respond with a genuine commitment to public education, we will see limited tangible results from our policymakers.

It takes a community to ward off challengers, and it takes a community to advocate for and advance the cause of public education.

My colleagues, it is imperative that NEA is ever vigilant and resolute in this new political environment.

We must be committed to a bipartisan, pro-public education agenda. We don't care which side of the aisle you are on. We don't care whether you are a Democrat, Republican, or Independent. You must be on the side of public education.

Let us not lose sight of the fact that the President of the United States, the Congress, the governors, the state legislators, the mayors, and the school board all have an enormous impact on our daily lives.

We must mobilize our staffs, our 2.7 million members, and our community partners.

We must identify and support those policymakers whose commitment is in the best interest of public education and public educators.

We must seek those who realize that you cannot develop an effective public school reform agenda without input from public school educators.

The recent Supreme Court decision on school vouchers, ESEA reauthorization, and the need to repeal the Government Pension Offset and Windfall Elimination Provision are examples of just how crucial bipartisan support is going to be and how important it is going to be for us that we work diligently to ensure that the upcoming elections are a win for children, students, educators, and public schools.

Our focus, our commitment, and our message must be clear and unwavering.

My friends and colleagues, let us step it up, turn it up, and pump it up as we move forward - united, determined, and dedicated to embracing that which we feel will reestablish public education and public educators as the preeminent resource for educating America.

NEA is everywhere, and we are the right people, in the right places, at the right time, and we will make the right choices as we defend public education. NEA, let us move forward, let us move forward as one because we are the ones who know what is best for our schools.

Thank you.

# # #
The National Education Association is the nation’s largest professional employee organization, representing 2.6 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.

FOR IMMEDIATE RELEASE
July 5, 2002

Speech

Remarks by Chauncey Veatch,
National Teacher of the Year
to the NEA Representative Assembly

Dallas, Texas

Thank you very much. Thank you. You know, that was awfully kind in terms of the schedule, because I would be happy to miss my plane.

This is a great lesson in democracy. And since I teach American government, I would be able to point out to my students that the political parties do this every four years. But the NEA does it every year.

I'm relatively new at this, a new kid on the block, but I can't tell you how proud I am to be here today.

The program of National Teacher of the Year is important to us because it gives us the opportunity to remind the nation why we are teachers. For 22 years I was proud to wear the uniform of my country in the United States Army. My last assignment was in Panama engaged in nation-building on behalf of the United States of America.

But today is the 4th of July, and I can't help but think back on July the 4th, 1968, when I was an E-1, not even a private, but a recruit at Fort Ord, California, and I needn't remind anyone what was happening in 1968. Those were uncertain times. But it also took me back as I thought about this 4th of July to the day at Fort Benning, Georgia, when I went from a recruit, and a private, and a corporal, and became a second lieutenant in the infantry. And then later, at Fort Sam Houston, Texas, where I became an officer in the Medical Service Corps.

Having served my country wearing the uniform in our Armed Forces, it is important that I share with you and all of our citizens, there is no work in my entire life that I have done that is more patriotic than to be a teacher. Thank you.

The most potent weapon that we have in our armament, in our culture and our society, is education. It is fundamental to the survival, much less the thriving of our democracy that we have, a populace that is literate and that is educated.

Now, in education, just as in the military, we don't get things done unless it's teamwork.

As a former military officer, I understand the importance of logistics. And we want to take time here today also to thank those who work in education, support services as professionals, who cook our meals, who drive our buses, who, where I live, repair our air conditioners. Let's thank those who are part of the logistics team. Thank you!

They have had me pretty busy today. And I'm glad for that. I have been coming in and out of the session and able to catch parts of it because I have been engaged in interviews, about 40 percent of which have been on Spanish language networks. And I was doing one interview with CNN in Español, and it went fine, but at the end I had to say to the lady who was interviewing, "De dónde eres?"

And she said, "Why?" And I said, "Well, your accent is a little different. I don't hear it every day." And she said, "Oh, I'm from Argentina." And I said, "Portena." She said, "Oh, you have been there?" I said, "No, that's it. That's all I know." But it was slightly different accent and I was having to adjust.

Well, you know, in recent days, we have had a Supreme Court decision, and I would like to pause and think and share some thoughts. Thomas Jefferson-important day today in his life-Thomas Jefferson once wrote that a nation that hopes to be ignorant and free never was, and never will be.

Well, what is the entity in this culture, our democracy, that has set as their task, and their goal, to educate every child? And that is our public education system.

I began as a new teacher a few years ago. This is my seventh year of teaching. This is my second career. I applied in a district where I hoped I could be of some contribution. I considered being a substitute teacher and hoping that they might hire me for that. Well, as I left the interview process, they said, "Ah, Mr. Veatch, congratulations, you have got the job. Don't interview with anybody else."

Well, I didn't really know at this time this district which I entered, which I loved so dearly, was hemorrhaging teachers. The school where I went to teach lost one half of its teachers and had to fill those gaps, those missing teachers.

Our test scores were quite low. In fact, a few years ago we had in our district the lowest test score in the state of California. And our district was financially bankrupt and being taken over by the state. I went to this district, and in this district I taught at a K-8 school. I taught seventh and eighth grade math and science and social studies and English. I teach adult education. I teach citizenship to our senior citizens and to younger adults who want to become citizens. And I teach ESL in night school in our adult program at all four levels of English as a second language. And now I teach at the high school. I teach ninth graders through twelfth graders.

But I'll tell you, that second day of school, the second day of school, I knew that this was the most wonderful work that I have ever had the privilege to participate in in my life.

Now I did say the second day. I did. Eureka was the second day, not the first.

On that first day, it was six days from the start of school. And I thought I must get ready, to be ready for my students the first day. Well, I did something that day that has served me in good stead ever since. I thought, What do I do the first day of school, which is the most important day?

I looked at the list of the names of my students. And those wonderful, rich names provided the portal, the entry point, for our studies that year, and for every year since.

What great names the parents and the families of my students have given their children. These are names of history. These are names of destiny. These are great names. Like Héctor. Well, with Héctor, we have a portal to the Iliad, the study of this great Occidental important work in literature. Alejandro. With Alejandro, not only talked about Alexander the Great, but his tutor, Aristotle. Then we go on to Julio César, or Marco Antonio, or Marco Aurelio. With Julio César, the opportunities are limitless. With Marco Antonio, the drama and the passion that can be part of recorded events, that is part of history. Or Marco Arellio. It's not just the character in the beginning part of The Gladiator, but rather the philosopher King, the person who tried to model himself after Plato.

But we have wonderful names from these wonderful young ladies in my classes as well. Juana. With Juana, we can study Joan of Arc. Or even as some of the kids will chuckle, Juana la Cubana. We could study Juana de la Cruz. In my opinion, her literature, her poetry is the greatest written by any woman in the Spanish language who wrote during the time of Spain controlling Mexico. Then we have a lot of Elenas. Elena. What a great opportunity she provides us for study. Elena was, of curse, Helen of Troy. But, lena was the mother of the First Christian emperor, Constantino. And with Elena, we can enter, just as she did, Jerusalem where she was persuaded that this one site was the burial place of Jesus Christ, and she said on this site I will help you build the church of the Holy Sepulcher.

Today, as we think about our events today, and what's happening in the world, we can go but a few steps from the church of the Holy Sepulcher and come to the Wailing Wall, so important to the Jews of the world, to the Jews of the past, and to our own cultural heritage, which is Judeo-Christian. The Wailing Wall, parts of which many believe were put there during the reign of Solomon, and certainly many parts of which were put there in the re-built Temple.

But we can go but a few steps further. And we encounter the third of the world's great monotheisms, the Dome of the Rock, where it is believed by those who are Muslim that Mohammed ascended into paradise, received and was dictated the Koran, and returned. And why did Mohammed select this site? Because as the peoples of the Book, Jew, Christian, or Muslim, believed, the book in this case being the Old Testament, in Islam it is believed that is the site where Abraham was to offer his own son Isaac.

But, you know, it goes on and on. We have Benjamin, and Rubén. Rubén, the oldest son of Jacob who became Israel. We have Benjamin, the youngest of those sons. We have later Mateo, Pablo, or Andres, all of whom, 12 tribes of Israel, 12 Disciples, as we understand why we have trial by a jury of 12. But it works for any population. We could take, for example, Lee Po, the first famous poet in Chinese history and Chinese culture. Lee, the most common surname on the globe, and Po, which stands in Chinese for bright white star. What is that bright white star that illuminates the sky? It's the planet Venus. Or Germane.

Or, we can talk about pseudonyms, pseudonyms like George Elliott, using our Greek heritage again, and the lead word, the prefix pseudo. Mark Twain, or Voltaire, and even my students' favorite pseudonym, Snoop Doggy Dog.

Because as we say, I said, "Now, class, these are pseudonyms." And they go, "Yo, Mr. Veatcho, his mom is Mrs. Doggy Dog?" And I say, "Of course not." So the idea of pseudonym.

When I went to the White House for the announcement as National Teacher of the Year, three captains heavily decorated who are aides to the president came up to me and said, "Sir, Colonel Veatch, we would like to thank you, and congratulate you. You're our hero."

Well, I told them, "I'd like for you to come where I teach and meet my heroes."

César Chávez, said, "the end of education should be service." And he continues to say "al oltros," "to others."

When we have a Supreme Court decision, or when we talk about achievement, or we talk about testing as a way of measuring achievement, let's talk about what achievement really should also include. The goal in education, in a democracy, in a civilization, should be service to others. I'd like to share with you the achievement of the wonderful students who are my heroes.

Against 19 other schools, our students were selected to produce a documentary on the life of César Chávez that will be aired on KCET Public Television in Los Angeles in September during National Hispanic Heritage Month. This was quite an achievement, and they have done a magnificent job. And when you watch this-you will see the future Barbara Walters and Sam Donaldsons of the world, because they are spectacular.

We participated in building and working on a Rose Bowl float. I want our students to be involved in as many activities as we can and in many places. This year when one of the floats we were working on won, my students were offered 20 seats in the Grand Marshall's rows at the best location in the Rose Bowl Parade. What did my wonderful students do? They said, Mr. Veatch, could we offer half of them to our friends in South Central Los Angeles, and our friends in Little Saigon in Orange County? That's achievement. That's service to others.

I'd like to share with you the achievement of Rigoberto. Rigoberto is in his late 60s. He's one of my adult students. He wanted to become an American citizen. He was born in Mexico. And Rigoberto has children, grandchildren, and great grandchildren. In fact, he has 19 children. Well, he's a very charming man. And as we were going through his papers, over and over, I said, "Okay, Legoberto, we are done."

"No, we are not done yet." So I was helping on his application for citizenship because you have to list all your children as one of the parts of the form. I was running out. I had an addendum to appendix. And we kept going. And he said, "Well, you know, Mr. Veatch, you know how I learned English the best?" He said, "I followed your advice." I said, "What was that?" He said, "I watched soap operas." Well, that's what I did. When I started, I wanted so badly to improve my Spanish, the Spanish that I was able to practice in Panama, but that I still needed to improve to try to minimize my accent, to try to improve my vocabulary, to try to augment my vocabulary. So I was watching reruns of Spanish language telenovelas myself, and so I watched re-runs, and, of course, what all of those have in common, if you watch Spanish-language television, that was with "talilla." So I really said my first teacher in Spanish was "talilla." So, "Oh, Mr. Veatch, I watched those American soap operas, and I got the most important language I need." And I had no idea where he was going with this. I said, " Rigoberto, what is it?" "Oh, I love you!"

And when I think of those Spanish telenovelas, it was te quiero, te quiero, te quiero, but I also want to tell you about the achievement of not only Legoberto, who signaled to his children, and his grandchildren and his great grandchildren, many values, but one value was the value of learning. He addressed himself to the project of learning so that he could pass the test and become an American citizen. What another fitting thought today on the 4th of July. But it's a gift that keeps giving.

One of my students is Eduardo. Now, in my class, I asked for those students who have not been successful academically. A third of all of my classes are special ed on entering freshmen. I really want to be a mainstream teacher that welcomes them, and where they want to be a part of the class, because I certainly want them to be a part of our class. Thank you. Thank you very much.

And perhaps those who have been involved with gangs or drugs, or, in fact, tragically had a child already, or those who, in fact, are exceptionally bright, but their English level for testing purposes and understanding and comprehension is still below the fourth grade. These are the students that are achieving the Chavez documentary and some of the following examples.

One of my special ed students, a young man named Eduardo, every time we practice for the History Day competition, his lines were different. Every single solitary time. And one day, he finally just threw down the book. He said, "Mr. Veatch, this is so messed up, I can't get it right." And I said, "Eduardo, you do get it right." He says, "But it's different every time I say it." And I said, "But, Eduardo, you have the same idea every time, and besides which, the judges don't know that that's not the original version." And you know what? They won. But this is still a gift, education that keeps giving.

Eduardo's parents, Juana and Eduardo, Sr., went to Riverside for this competition with us. And Eduardo was up there. They were magnificent. It's a ten-minute performance. Then they have an interview afterwards, have to have made their costumes, have to have done their own dialogue, written the dialogue. All of this. And the interview for 15 minutes afterwards really is a way of ensuring that the work was not done by a parent or a teacher. And they were, in the interviews, this was fabulous. This was outstanding. Not one of the participants in our group had begun learning English before the sixth grade. And they were in strong competition to win. But that wasn't still the best part of that day for me. I was sitting between Juana and Eduardo, and Eduardo, Sr. I felt a touch on my forearm, and I have never seen this at any time in my life. As I turned toward Eduardo, Sr., not a word was spoken, the tears were welling in his eyes and streaking down his face. He knew his son was doing great.

These are moments that America needs to know. These are moments of achievement. These are moments that teachers know that these are successful moments. And what a great moment, not only for Eduardo, Jr., but for his parents and our community. Thank you.

Then I have Gabriella, wonderful Gabriella, and this isn't her real name for obvious reasons. She had a baby when she was in the eighth grade. Now she's my student as a senior. And I come back from Dallas, Texas, at another event in January, and it's finals, and I'm watching my students take their finals in American government. Gabriella, who writes eight pages on an essay in 50 minutes, comparing and contrasting the roles of President Eisenhower and President Jackson as it related to executive power and how President Eisenhower, and what he did in his relations to Brown versus the Board of Education, and Jackson as it related to the removal of the five civilized tribes to keep the Cherokee from Georgia and other southeastern states. This is college-level work. This is beyond high school AP or honors. And this is from a young lady who could have given up at the end of eighth grade.

But then another. Reyes was another one of my special ed students who had been in so much trouble at school. In fact, this is true. If Reyes heard the word "fight" anywhere on campus, that was like a personal, engraved invitation to attend. There was not a fight or social event that he ever wanted to say he had missed.

Well, Reyes is one of those students who really did need special help. He had trouble spelling in English and in Spanish, and trouble forming sentences. But Reyes was learning and progressing. And we were keeping him out of fights. This exam, this last January, Reyes raises his hand. And I come over and he says, "Mr. Veatch, who is that French dude who talks about the checks and balances where the president can't be too strong or the Congress guys can't be too strong or the judges?" And I said-he actually said "the French dude." "Who is that French dude?" And I said, "Well, Reyes, truly the name doesn't matter to me. You have the concept. I wish more Americans did." Thank you.

I said, " Reyes, I think you know more about American government than the man or woman on the street. And I'm proud of you." He says, "Okay, Mr. Veatch." Then he would say a few more things about checks and balances. He pointed to his paper. In the interim, all the other seniors in my class rose on their feet and applauded Reyes. And Reyes blushed and got embarrassed, and they applauded more. And so talk about achievement. Talk about values. Talk about success in school. This nurturing environment is one where the other seniors are so proud because they know how Reyes has struggled. So then they were done and they sat down. I looked back to Reyes, and he said, "Mr. Veatch, this is cool, but who is the dude?" So I wrote on his paper in little pencil, "Montesquieu."

But what a passion to own not only the idea, but the name of the person who was the proponent. In front of the Oval Office, in the Rose Garden, I called our children, America's children, "la gente con destino," because they are "the people of destiny." People with a destiny.

I talked about those pseudonyms. And one of those pseudonyms was Voltaire. Well, Voltaire is a giant in French and in world literature, and Voltaire had a character named Candide, and Voltaire sent that Candide around the globe, and one of the places he was going was to look for El Dorado. Not only did Candide look for El Dorado, but it was the goal of many of the conquistadors who also came to "the new world." And what was this El Dorado? A place of wealth and gold and endless opportunities, if you should discover it, to live the rest of your life with no financial worries or needs. Well, El Dorado was never found.

But during my tenure as your representative as Teacher of the Year, I am going to share with everyone that I can that I found El Dorado. El Dorado has bright eyes and big smiles. And it's my privilege to rediscover it every day. Thank you. Thank you very much.

In our community, I get my haircut at a place called "Joe's." And Joe is "José." And José is a marine veteran. He's a very good friend of mine. And I was getting my hair cut after the announcement from the President. My first haircut since coming back to our desert communities after the announcement as National Teacher of the Year. As I was getting my hair cut in the barber's chair, two young men walked up to me. The tattoos on their body told me that they had served hard time, that their life had endured some hard times. That alone made me very sad as they walked towards the barber chair where I was actually getting a haircut.

One of the young men takes off his dark glasses and said, "Mr. Veatch, my name is Carlos, and you have never met me, but I went to Coachella Valley High School." He said, "I asked everybody, where were you when I was a student? I found out that you weren't at the high school yet." He said, "Well, Mr. Veatch, I want to tell you that I'm a mechanic over in Cathedral City. And all over our work area are the pictures in the paper that have been about you becoming National Teacher of the Year." And I tell everybody, "That's my school!"

That also is achievement. That's success of our educational system. A system in public education where our goal is to educate every child. Then his partner, Enrique, came forward, and Enrique said, "Mr. Veatch, my homies in Thermal tell me that you're down for us. And they tell me that you love us." Now, mind you, all of this is happening in the barber shop. And these guys felt comfortable enough to come up to me. And I'm about to just choke. I'm hanging on the edge of this wonderful moment.

And I said, "Well, Enrique, I am down for you, and I am-and I do love all of you in our community." And he said, "Well, Mr. Veatch, when you were there at the White House, it just happened to be on CNN, and when you spoke Spanish, there in front of the President, at the White House," he said, "for the first time I felt I belonged here, and this is my country."

I have not met the parent who does not want their child to learn English. But I never want to meet the child who wants to forget where they've come from and who they are. The