Up Close

Meeting Those Special Needs

Students with disabilities need resources and support--and so do their teachers.

When Drew Houlihan entered his classroom his first year of teaching, he thought he was prepared to meet the needs of all his students. His student teaching experience was excellent. He was assigned a part-time classroom assistant and he had only 23 students in his class. How could he have any difficulties?

But soon after that first week, Houlihan realized he couldn't do it alone--he needed help. "My confidence dropped and my vision for my classroom had to be adjusted," says Houlihan, a second-grade teacher at A.B. Combs Leadership Magnet Elementary School in Raleigh, North Carolina. "Eight of my students received special education services and were pulled out of my classroom for 40-50 minutes a day at least four days a week. I needed to keep updated on my students' progress and I wanted to collaborate on strategies."

Adequate time for planning and collaboration is critical when working with special needs students. All classroom teachers--but beginning teachers especially--need time to adapt materials for students who learn differently, to communicate with parents about student progress, and to collaborate with other staff members about appropriate strategies.

While Houlihan was fortunate to work in a school that emphasized collaboration among staff members, not all teachers are that lucky. A recent study conducted by the U.S. Department of Education found that teachers' confidence in working with students with disabilities often depends on their relationship with their schools' special education teachers. While most teachers felt they received the support they needed, more than one-third reported receiving little help. (You can check out the study at www.spense.org/Results.html.)

One of the first things new teachers should do is meet with the special educators in their schools, including related service providers such as speech-language pathologists, school psychologists, social workers, occupational therapists, and school nurses, says Houlihan. "Once they realize you're open to suggestions, they likely will share loads of materials and resources with you," he says. "You may want general information about differentiating instruction or you may need specific information about the students who are receiving special services."

Beginning special education teachers need to reach out to their colleagues as well, says Rhonda Thompson, a former Student Program member. Thompson, who teaches special education at Bolton High School in Millington, Tennessee, encourages other teachers to visit her classroom, observe class activities, and meet her students. Communication between the general education and special education teachers is key, she says.

"Be nice to everyone because your relationships with them reflect on how they relate to your students," she says. "Don't just leave a problem child with a regular education teacher without providing any instruction on how to handle the child. You are the special education expert."

Sometimes new teachers feel unprepared to teach students with disabilities. "My student teaching experience was phenomenal, but looking back, it was very unrealistic at times," Houlihan admits.

Matching the classroom reality with the training preservice programs provide can be a challenge. The Department of Education study discovered that fewer than one-third of beginning teachers received any preservice preparation on collaborating with special education teachers. Although two-thirds learned how to manage student behavior, only slightly more than half received preparation on adapting instruction. Thompson recommends that preservice teachers keep all of the materials and resource guides they receive in college so they can draw on that research-based information in the classroom.

New teachers also can turn to many worthwhile websites and books designed to help teachers address the needs of students with disabilities. (See the Resources section for some suggestions.)

"When teachers have support and resources, they can be successful teaching all their students--including those with special needs," says Houlihan.

--Patti Ralabate

Patti Ralabate works as a senior professional associate in the NEA Student Achievement Department. She also has 25 years of experience as a school speech-language pathologist.

What is IDEA?

The Individuals with Disabilities Education Act (IDEA) addresses the educational needs of students with disabilities. The original law, passed in 1975, gave students with disabilities access to public schools, which in some cases previously had refused to educate them or did not do so properly. The law also required schools to provide educational services, including specialized instruction, and related services, such as busing to and from school, to students with disabilities.

In 1997, Congress reauthorized the law for the first time. The revised law, known as IDEA '97, emphasized educating students with disabilities in general education classrooms--using appropriate aids and services as necessary--instead of restricting students to self-contained "special education" classes. Each student who receives special education services must have an Individualized Education Program or IEP. The IEP outlines the student's educational performance level; the special education services received; the impacts of the student's disability on his or her progress in the general education curriculum; and any supplementary aids, support services, or program modifications for the student.

Congress began the law's second reauthorization last year.

If you work with students with special education needs, be sure to ask these questions:

Which of the student's goals and objectives can be addressed in my classroom? Are there specific materials or equipment that I should use? What accommodations for instruction and assessment does the student need? How do I assess and grade the student's performance? When are reports due and what are my report responsibilities? How can we communicate regularly about the student's program and progress?

Message from the Chair

Building Our Voice

It is my pleasure to welcome you to membership in the National Education Association. I am delighted that you want to become an education professional and have chosen to join the NEA Student Program.

Teaching is a challenging, exciting, and rewarding profession and by joining the Student Program, you are shaping the future of America's educational system now!

Over 50,000 students just like you, who represent the future of public education, join the Student Program every year to take advantage of the many benefits and vast resources that are offered to them. These benefits range from professional publications and research to discounted entertainment. As a member, you can attend NEA-sponsored training and preprofessional development programs to supplement your education and apply for grants from the national Student Program to assist your local chapter and community.

You may be wondering, "What can I do to help give back to the Association?" You can give back by becoming an active member in your local and state Associations and by making a difference. That is what we are all about--making a difference in the lives and communities of the children we teach! If your school does not have a Student local, start one by contacting your state chairperson. Just do it. I promise it will benefit your future career, as well as provide you with a network of preprofessional teachers who share your concerns.

Remember, involved members give NEA the direction and strength it needs to represent the education community. Your involvement in the NEA Student Program will help you both personally and professionally while building the collective strength of our educational voice.

Dawn D. Shephard
NEA Student Program Chair

Resources

Great Reads

Meeting the Challenge: Special Education Tools that Work for All Kids
By Patti Ralabate
This tool kit provides general and special educators effective strategies to help students struggling to overcome academic or behavior difficulties. The book includes useful ideas and practical, timesaving strategies, as well as sample checklists, rubrics, conference planning sheets, and other resources teachers can copy and use or modify to make their own. Available for $15.95.

The New IDEA Survival Guide
By Sabrina Holcomb with Ed Amundson and Patti Ralabate
This easy-to-read book explains the most pressing concerns about IDEA '97 including discipline, developing individualized education programs, managing paperwork, and communicating with parents. Available for $5.95.

Pitfalls and Potholes: A Checklist for Avoiding Common Mistakes of Beginning Teachers
By Barbara A. Murray and Kenneth T. Murray
The revised edition of this popular checklist book, will help you avoid many of the mistakes new teachers encounter. The book includes tips for landing a job, managing student conduct, getting along with administrators, avoiding lawsuits, teaching with confidence, and more. Available for $4.50.

Teaching with Technology
Teacher-to-Teacher Series
In a world where schools are connected to the Web and students surf the Internet with ease, teachers are discovering that it's not enough for kids to be computer-literate. They need to be information-literate as well. In this book, classroom teachers, library/media specialists, and computer resource teachers share the strategies they're using to revamp instruction and help their students develop the critical thinking and interpersonal skills they need to become better learners. Available for $9.95.

The Inspiring Teacher: New Beginnings for the 21st Century
By Robert Sullo
This book is a valuable resource for teachers new to the profession and for experienced teachers who want to revitalize their classrooms. The book includes information on brain-based learning, forming positive alliances with colleagues and parents, and resolving conflicts effectively. You'll also learn how to inspire your students by drawing forth their potential. Available for $14.95.

Quick Clicks

NEA

Check out www.nea.org for Association news; links to NEA publications, state affiliates, and member benefits; information on special events such as NEA's Read Across America; and sites for and about members.

OWL

At www.owl.org, the new online community for NEA members, you'll find lesson plans, classroom management ideas, NEA news, and job search advice. You can register to receive classroom tips by e-mail and for special discounts on online courses, offered through NEA partners.

COMMUNITY OUTREACH

Literacy Connections
This organization offers resources and tips on tutoring and teaching children, adults, and English-language learners basic reading and writing skills. The website includes a list of volunteer opportunities across the United States. http://literacyvolunteer.homestead.com/

Learn and Serve
Learn and Serve America provides grants to community-oriented school projects. The program helps nearly one million students, from kindergarten through college, meet community needs, while they improve their academic skills and learn the habits of good citizenship. Recipients use the grants to create new programs or replicate existing ones and to train staff, faculty, and volunteers. For more, call 202/606-5000 or visit www.learnandserve.org/.

National Institute for Literacy
Help expand the social and economic opportunities for individuals with few or no literacy skills by teaching them how to read and write. This federal organization supports the development of high-quality literacy services and compiles data about literacy rates among various population groups in the United States. www.nifl.gov/

National Youth Leadership Council
The NYLC promotes service-learning through youth camps, conferences, exchanges, forums, and awards. The Council supports projects that integrate community service with academic curricula and oversees the National Service-Learning Exchange, which connects community service student organizations with 450 volunteer peer mentors with experience on service-learning projects. The mentors offer advice, supervise certain activities, present ideas at conferences or meetings, and provide feedback on proposed projects. Visit the NYLC website at www.nylc.org/ or go directly to the National Service-Learning Exchange at www.nslexchange.org/.

POLITICAL ACTION

Center on Education Policy
As a national, independent advocate for public education and for more effective public schools, the Center helps Americans better understand the role of public education in a democracy and the need to improve the academic quality of public schools. The Center on Education Policy conducts research and informs the public about topics such as testing, vouchers, and school improvement. www.ctredpol.org/

National Association for the Education of Young Children
NAEYC is an organization of early childhood educators and others dedicated to improving the quality of programs for children from birth through third grade. NAEYC works to improve professional practice and working conditions in early childhood education and to build public support for high quality early childhood programs. www.naeyc.org/

American Association of University Women
Since 1881, AAUW has focused on expanding women's rights in academia and other areas. Many projects focus on increasing girls' interest and achievement in math, science, and technology. AAUW staunchly defends civil rights, gender equity, and women's health and reproductive choices. www.aauw.org

American Civil Liberties Union
The ACLU defends the civil rights guaranteed by the U.S Constitution. Some of the ACLU's focus areas include civil rights in schools, the separation of church and state, and the rights of minorities. www.aclu.org/

Close Up Foundation
The Close Up Foundation's programs encourage teachers, students, and young adults to participate in the American democratic process through trips to Washington, D.C., and activities with local and state governments. Close Up uses a hands-on approach to educate people about how the government functions. www.closeup.org/

Association for Supervision and Curriculum Development
ASCD works to improve public education by developing teachers' abilities to solve difficult problems, diversifying school communities, and influencing policies that favor public education. www.ascd.org/

National Association for the Advancement of Colored People
For the past 93 years the NAACP has worked for equity and democracy by opposing discriminatory and unjust policies. The primary focus of the NAACP continues to be the protection and enhancement of the civil rights of African-Americans and other minorities. The NAACP works at the national, regional, and local level to secure civil rights through advocacy for supportive legislation. www.naacp.org/

National Coalition Against Censorship
The National Coalition Against Censorship functions as an alliance of 50 nonprofit organizations. NCAC denounces the suppression of intellectual, artistic, social, and political activities protected by the First Amendment. The group believes that freedom of speech, movement, thought, and expression are fundamental in a democratic society. NCAC works to educate its members and the public about the dangers of censorship. www.ncac.org/

Anti-Defamation League
The Anti-Defamation League combats anti-Semitism, bigotry, and intolerance on various fronts. The organization helps the victims of hate crimes, works to protect individual civil rights, lobbies legislators, and educates people about the danger presented by hate groups. The website includes programs and resources to help teachers challenge prejudice and discrimination. www.adl.org/

Labornet
Labornet compiles online information about labor unions in the United States and abroad. The site highlights workers' grievances and labor campaigns and offers news to keep workers informed about union activities. Visitors to the website will find links to labor news publications; labor, employment, and government statistics; and relevant legislation. www.labornet.org

Human Rights Campaign
The Human Rights Campaign defends the rights of lesbian, gay, bisexual, and transgendered citizens. HRC effectively lobbies Congress, provides campaign support to candidates for federal office, and works to educate the public on a wide array of topics, including workplace, family, and discrimination issues, that affect gay, lesbian, bisexual, and transgendered Americans. www.hrc.org/

Teaching Tolerance Program
The Teaching Tolerance Program is a national education project developed by the Southern Poverty Law Center. It emphasizes the importance of understanding others and creating positive classroom environments. The program celebrates diversity and offers resources for teachers. The website also offers information on classroom activities, tools, and grants. www.splcenter.org/teachingtolerance/tt-index.html

National Dropout Prevention Center
The NDPC provides information for researchers, educators, and policy makers about at-risk students. The NDPC also serves as a clearinghouse on issues related to dropout prevention and offers strategies designed to increase the graduation rate in America's schools. www.dropoutprevention.org/

Coalition to Stop Gun Violence
This group of more than 40 religious, labor, medical, educational, and civic organizations focuses on reducing gun violence. CSGV actively lobbies Congress and state legislatures and supports measures such as handgun licensing and registration, regulating firearms as consumer products, banning assault weapons, and establishing a national one-handgun-a-month purchase limit. Additionally, the Coalition actively opposes gun lobby efforts to weaken America's gun laws, such as limiting state concealed weapons laws or protecting the gun industry from liability. www.csgv.org/

SPECIAL EDUCATION

Council for Exceptional Children
The Council for Exceptional Children (CEC) works with both students with disabilities and the gifted. The organization advocates for sound government policies and offers opportunities for professional development to special education teachers. www.cec.sped.org/

Office of Special Education and Rehabilitative Services
The Department of Education's Office of Special Education and Rehabilitative Services (OSERS) supports special education programs for children, youth, and adults. OSERS also conducts research and publishes information on issues related to special education. www.ed.gov/offices/OSERS/index.html

IDEA Partnerships
This site offers information to help teachers, administrators, families, and policy makers navigate the Individuals with Disabilities Education Act. Other features include articles, professional development resources, a question-and-answer section, and links to other useful websites. www.ideapractices.org/

National Clearinghouse for Professions in Special Education
NCPS gathers, organizes, and disseminates information for recruiting, preparing, and retaining individuals interested in serving children with disabilities. www.special-ed-careers.org/

GRANTS

NEA Foundation for the Improvement of Education
The NEA Foundation awards grants to educators who propose innovative and promising ways to help all students experience academic success and reach their full potential, especially those who have been historically underserved by society's institutions. NFIE conducts research on these efforts and publishes reports on its findings. Grant amounts range from $1,000 to $3,000. For more information, go to the NFIE website at www.nfie.org.

SchoolGrants
This website offers grant writing tips, free newsletters, sample proposals, and information about dozens of federal, state, and national grant opportunities for K--12 schools. www.schoolgrants.org/

The Foundation Center
The Foundation Center collects and organizes the names of hundreds of people and organizations that provide funding for socially significant projects. The Center also provides information and research about grant seeking and philanthropic efforts. http://fdncenter.org/

TECHNOLOGY

International Society for Technology in Education
ISTE helps educators incorporate new technologies, such as the Internet, into their classrooms. The nonprofit organization focuses on using information technology to support and improve learning, teaching, and administration in K--12 education and teacher education. ISTE provides information, networking opportunities, and guidance to teachers on incorporating computers, the Internet, and other new technologies into their schools. www.iste.org/

Network of Regional Technology in Education Consortia
This group includes 10 regional technology consortia, funded by the U.S. Department of Education. Each regional consortium promotes the effective use of technology and helps integrate computer technology into classrooms by providing technical assistance, professional development, and resources to educators in its respective region. http://rtec.org/

Technology and Learning
In addition to offering an online version of Technology and Learning magazine, techlearning.com offers a wealth of articles about professional development and tips for teaching effectively with technology. www.techlearning.com/

eSchool News
Since 1998, eSchool News has informed K-12 educators about the benefits of using technology to accomplish educational goals. Articles about the effects of technology on teaching, and other school-related matters, appear monthly in the publication, which is available online at www.eschoolnews.com/.

EDUCATION NEWS

NEA Today
Stay up to date on education issues and Association news with NEA Today. The magazine is published eight times a year and is available online at www.nea.org/neatoday/.

Education Week
This weekly publication includes local, state, and national education news and covers issues from preschool through grade 12. Education Week also publishes periodic special reports on topics ranging from technology to textbooks. The website also includes links to education stories from daily newspapers. www.edweek.org

Ed.Net Briefs
This weekly newsletter, available by e-mail, includes condensed versions of the most important education-related news stories found in various print and online sources. The information can be read in less than 10 minutes, which is convenient for students with busy schedules. www.edbriefs.com/

ERIC
The Educational Resources Information Center (ERIC) is a national information system designed to provide ready access to an extensive body of education-related literature. The searchable database contains more than one million documents about education issues. www.eric.ed.gov/

JOB SITES

Teachers-Teachers.com
This free service allows applicants to post their résumés and cover letters online, search for jobs by location, receive news about available teaching positions, view school websites, and send application materials electronically. www.teachers-teachers.com/

GreatTeacher.net
This website offers a free service that allows applicants to search for teaching openings by geographical location. Each ad includes a job description and contact information. Applicants also can post their resumes online at the site. www.greatteacher.net/

EduTech
This site offers search engines that sort jobs by location, category, and job title. Information on job fairs, the latest job postings, and frequently asked questions about issues prospective teachers face is available. www.edutech-1.com/

National Teacher Recruitment Clearinghouse
The National Teacher Recruitment Clearinghouse, hosted by Recruiting New Teachers, Inc., simplifies the task of recruiting, placing, and retaining teachers in America's public schools by helping aspiring teachers find certification and employment information. www.recruitingteachers.org/

Teachingjobs.com
This website maintains information on thousands of available positions in schools in the United States and overseas. Job seekers can receive newsletters and updates by e-mail about the most recent job openings. www.teachingjobs.com/

President's Message

Finding Strength in Numbers

On behalf of the National Education Association, let me welcome you to the NEA Student Program and to your future career in public education. I have been privileged to work with and talk with a number of Student Program members across the country. And I always come away feeling rejuvenated. It's wonderful to be able to interact with a group of people who demonstrate such energy and enthusiasm for public education.

As a member of NEA, you embark on a lifelong career of activism on behalf of your colleagues and the students you teach. This is an Association with members everywhere--2.7 million of them in fact. That's one in every 100 Americans. Our strength lies in our numbers. So I know I can count on you--our future educators and our future leaders--to help us. After all, you are the ones who ultimately will direct the course of the teaching profession.

By 2007, nearly 2 million teachers across the country will retire. We must take aggressive steps to replace these educators and ensure that all students receive the quality education to which they are entitled.

You can help us achieve this vision. You can help us recruit qualified educators, like yourselves, and develop strategies to keep them in the profession. You can help us ensure that every child attends a school free from intimidation and harassment. You can reach out to students on your campus and to people in your community to generate support for public education. The students of America's public schools are counting on you.

So bring your energy, your ideas, and your interests into the NEA house, because that's where we want you to be. This Association will support you in every way it can. Never forget, NEA is here for you--and so am I.

Reg Weaver
NEA President

On the Hill

A Qualified Teacher in Every Classroom

It's the right goal. Will the new federal law get us there?

Politics aside, it would be difficult to find anyone who disputes the need for highly qualified teachers in every classroom. However, since the reauthorization of the Elementary and Secondary Education Act (ESEA) in January 2002, the controversy has grown over just how to get to that goal--a centerpiece of the new legislation. It's a situation that has everybody--from veteran educators to college deans and their students--concerned about the law's lasting impact on the teaching profession.

So, what makes a new teacher highly qualified under ESEA? State certification and at least a bachelor's degree are basic requirements. Elementary teachers must pass state tests in reading, writing, and math, demonstrating content knowledge and teaching skills. Middle and secondary educators must have majored in what they're teaching or pass a competency test. These requirements took effect last fall for teachers in high-poverty (Title I) schools and will apply to all teachers in 2006. But, to encourage professionals, skilled in their subject matter, to enter teaching, ESEA urges states to open up fast, alternative paths to certification.

"We don't question the importance of becoming highly qualified," says Dawn Shephard, national chairperson for the NEA Student Program and a 2002 graduate of North Carolina State University. "It's the ifs and unknowns that are bothering people."

As a dual business and marketing education major, Shephard graduated with the subject knowledge, student teaching experience, portfolio, and PRAXIS I and II scores that qualified her for North Carolina certification. But, she says, state regulations differ, so students worry about what happens if they graduate in one state, but teach in another.

June VanderVeen of NEA's Teacher Quality Department also worries about the certification exams, but not for the same reason. VanderVeen fears that ESEA, while appearing to raise standards, may actually prompt some states to "lower the bar" when defining "highly qualified." In their desperate rush to hire much-needed staff, states could write their own, easier tests and/or set lower passing scores on established exams, she says.

There's also a real concern that ESEA will result in an explosion of alternative certification pathways. Some, such as master's degree programs popular with second-career teachers, offer a good mix of field experience and theory, says Dorothy Harrell, NEA's ESEA coordinator. Others that emphasize on-the-job training "could put lots of unskilled people in the classrooms," she says.

Ultimately, colleges of education have to figure out their roles related to alternative licensure, says Kathy Lake, education division chair at Alverno College in Wisconsin. "If someone is rushed through an alternative certification program are they really as highly qualified as someone else with an education degree?"

VanderVeen expects students in teacher education programs may wonder why they should go through a full load of courses and student teaching when, under ESEA, alternatively certified people--with little or no teaching experience or education coursework--can walk into classrooms, make the same salaries, and get labeled highly qualified.

For VanderVeen, it's an issue of respect. "We want teaching to be a profession," she says. "Other established professions, like engineers, doctors, and airline pilots, don't have alternative routes. This is just a way of filling slots and keeping down salaries."

No matter what kind of preparation the new law allows, "teachers need a definite understanding of cognitive development and methods of assessment," says Harrell.

All the uproar hasn't dissuaded future teachers from enrolling in teacher education programs like Alverno's, says Lake. Students coming right out of high school often say they've always wanted to be teachers, she explains. "For our second-career students, most are coming back to a dream they once had--a dream they deferred," she says.

--Mary Anne Hess

Get Political

Looking for ways to influence the political process? Check out these tips:

• Register to vote. It's your right, so use it.
• Don't forget to vote. Sometimes issues, such as bond referendums or tax increases, must be approved by voters. Also, make sure you know when your legislator is up for re-election. If you attend college outside of your home state or district, request an absentee ballot.
• Keep up with education issues. Check out NEA Today, www.nea.org, and your state affiliate's website for the latest news.
• Know your legislators. You can contact federal and state legislators through the NEA Legislative Action Center at www.nea.org/lac. You can reach members of the U.S. Congress at www.house.gov/writerep/ and www.senate.gov/.
• Meet with your local, state, or national legislators about important education issues. You don't have to live in Washington, D.C., to reach your state's representatives and senators. All members of Congress have offices in their home districts where they can meet with constituents.
• Schedule your meeting in advance. Legislators' schedules tend to fill up quickly, so don't expect to just "drop by" for a meeting. Write or call ahead of time to request a meeting, making sure to state the purpose. Follow up a few days before your scheduled appointment.
• Be prepared. You probably will have only 15 to 20 minutes with your legislator, so express your views clearly and succinctly. Stick to talking points and share real-life stories. Make the issue personal, without exaggerating. Focus on the special needs of your school district or campus. Bring along fact sheets or literature to help make your case.
• Follow up. Always send a thank you letter after the meeting. Then, attend any legislative hearings, committee meetings, or town hall forums about your issue.

How qualified is qualified?

"Just because a person has expertise in a subject area and can pass a test doesn't mean he or she should be a certified teacher and deemed highly qualified. The law allows for that and I don't think that's the way to go."

--Dorothy Harrell
NEA ESEA Project Coordinator

Money

Give Yourself Credit

No doubt you're bombarded with credit card applications every time you open your mailbox or stop in the campus bookstore. Low introductory rates are attractive, but it's the fees and penalties hidden in the fine print that'll make you wish you had reached for your magnifying glass sooner! Prevent surprises by closely examining a card's terms and conditions such as:

Killer Penalty Rates: If you're late on one payment your annual percentage rate (APR) could shoot up to 26.99 percent! So, on-time payments are more important than ever.

Vanishing Grace Periods: The standard interest-free grace period used to be 25 days, but now many card issuers are reducing it to 18. When selecting a credit card, look for the longest grace period you can find.

Cash "Poor" Advances: Watch out! With fees of 2 to 5 percent, or a minimum of $3 to $10, cash advances also can carry an interest rate that soars way beyond your regular APR.

One Cycle IS Better Than Two: Beware of offers with two-cycle billing. If you fail to pay the full balance at the first billing, the interest becomes retroactive to the purchase date--so you pay two months' worth of interest! Definitely look for single-cycle billing.

Whose Wheels Are They Anyway?
A car will probably be your first major purchase, but should you lease or buy? Generally, if you plan to keep the vehicle for less than three years and not drive it hard (i.e., lots of heavy loading or high mileage), then leasing could be the way to go. But don't let high-pressure salespeople or ads promoting low monthly lease costs fool you--most leases have stringent limitations and fees. Before you sign on the dotted line, make sure you understand the differences:

Cover Your Assets
Most renters don't realize that apartment owners insure their buildings only, so if disaster strikes, all your possessions could be history. That's why renters insurance is so important.

Renters insurance (referred to as an HO-4 policy) is economical and provides coverage for your personal belongings, personal liability, and for expenses incurred if your dwelling becomes unlivable. It may also cover loss of possessions due to theft. Many auto insurers also provide renters insurance, and often a multipolicy discount will apply.

Dealing With Federal Loan Debt
The big news about federal student loans is lower interest rates. If you have a Stafford loan from July 1998 or later, your interest rate is now 4.06 percent instead of 5.99 percent. This means a savings of $120 a year on the average undergraduate federal loan debt of $17,000. On the average graduate education loan tab of $23,000, you'll save about $240 annually.

Another boon for borrowers--many private lenders now offer the opportunity to refinance old federal loans and consolidate them into one fixed-rate loan at the new, lower federal rate. You'll need to do this, though, before July 2003, when the rates change again.

Loan consolidation isn't for everyone. If you have only a few years left on your loans, you could end up paying more interest because the repayment term will be extended. You also could lose special lender discounts, like payment deferment options. Check with your lender about your individual situation.

Membership

NEA: What is It and How Can It Help You?

What is NEA?
The National Education Association (NEA) is the nation's leading organization committed to advancing the cause of public education. NEA, with its headquarters in Washington, D.C., proudly claims 2.7 million members who work at every level of education, from preschool to university graduate programs. NEA has affiliates in every state and more than 13,000 local communities nationwide.

At the local level, NEA affiliates offer a variety of services from conducting professional development workshops on discipline and other issues to bargaining contracts for school district employees.

At the state level, NEA affiliates lobby legislators for the resources schools need, campaign for higher professional standards for the teaching profession, and file legal actions to protect academic freedom and the rights of school employees.

At the national level, NEA lobbies Congress and federal agencies on behalf of its members and public schools. The Association also supports and coordinates innovative projects, works with other education organizations and friends of public education, and provides training and assistance to its affiliates.

How does it work?
NEA members nationwide set Association policy, most notably through an annual Representative Assembly--called the "RA"--held every July. NEA members at the state and local level elect some 9,000 RA delegates, who, in turn, elect NEA's top officers, debate issues, and set NEA policy. Between RAs, NEA's Board of Directors and Executive Committee serve as the top decision-making bodies. Staff at the local, state, and national levels help carry out the policies and programs implemented by the governing bodies.

How can NEA help you?
By joining the NEA Student Program, you join a network of more than 50,000 students dedicated to improving teacher education and supporting prospective teachers. As a member of the largest preprofessional Association for future educators, you have the chance to meet practicing teachers and fellow student members at state and national leadership conferences, workshops, and public forums. You also have the opportunity to become a local, state, or national officer or serve as a delegate to NEA's annual Representative Assembly--roles guaranteed to enrich your teaching and advocacy skills. Student members also serve on the NEA Board of Directors and NEA Resolutions Committee, as well as numerous other committees that cover everything from human rights to legislation and membership.

The Student Program offers SOAR (Student Organizing Assistance Resources) grants to help with membership recruitment on your campus and CLASS (Community Learning Through America's SchoolS) grants for community outreach projects. Members also receive information and assistance with student teaching, certification, and professional development.

The NEA Student Program provides many opportunities for you to learn, to share, and to socialize with your peers--and with practicing educators. Your membership in the Association is an investment in your education and your future. So what are you waiting for? Join the Student Program today.

For more information, contact the NEA Student Program Office, 1201 16th Street, N.W., Washington, D.C. 20036, 202/822-7130.

Benefits of Membership

Services
As an NEA Student Program member, you'll receive two publications to help you follow education trends: Tomorrow's Teachers, published annually, and NEA Today, published eight times a year. You'll find resources, job information, and links to other NEA Student chapters on the program's website at www.nea.org/futureteachers/. You also qualify for $1 million of insurance coverage through the NEA Educators Employment Liability Program, which covers you every time you step into a classroom. NEA Member Benefits offers consumer guides, discounts on car rentals, magazines, car insurance, credit card programs, and more. Go to www.neamb.com for details.

Professional Development
The NEA Student Program holds its own national leadership and professional development conferences as well. The Student Leadership Conference, which takes place June 25-29 in New Orleans, Louisiana, features information and training sessions and a community outreach project. Connections, a professional development conference, takes place November 7-9 in New Mexico.

Rebate
You'll also receive a $10 dues credit for each year you spend in the NEA Student Program (up to fours years). You can apply the credit toward continued Association membership during your first year as a teacher.

Job Hunt

Landing That First Job

Planning, preparation, and persistence can snag you that primo paycheck.

About to embark on a teaching career? NEA specialists say a smart approach to presenting yourself and picking the school that's right for you will make a big difference in getting hired--and being satisfied with the job you choose.

Any student eager to begin a teaching career might occasionally think, "I'll take any job, anywhere." Realistically, though, all aspiring teachers have important personal priorities and preferences--just as individual schools have diverse hiring needs and procedures. According to state coordinators of NEA Student Programs, it's important for students to assess their own professional strengths and job needs--and get to know the schools and school districts they're targeting--as they start the job search process.

First, the question of where to apply requires careful attention, because schools and the jobs they offer differ greatly.

"The first thing to ask yourself is what you need out of a job," says Kimberly Anderson of the Virginia Education Association. "You don't want to remake yourself to meet one job posting. You need to remember who you are and what you and your family need most from your employment."

Anderson says an important step is to become an educated reader of salary schedules. "If you're comparing two job openings, it's tempting to place too much emphasis on which has the higher starting salary," she says. "But the starting salary of a job is just a fraction of the important data about that job."

Many districts promote teacher retention by paying higher salaries after about five years, Anderson says. So, if prospective teachers are looking for a community where they can settle down, the long-term salary potential is more important than the starting salary. By contrast, if they plan to move every few years because they have spouses in the military or for other reasons, then a school's starting salary or whether it offers a signing bonus are important considerations, Anderson adds.

Prospective teachers should weigh a job's benefits the same way. "A good health insurance package for you and your family might make up for a low starting salary," Anderson says. "But if you already have good health coverage through a family member, the salary might be your key concern." Students also should find out if their school or district reimburses expenses for any continuing education required by the state.

Working conditions at a school also are important--especially for someone just breaking into the profession.

"A new teacher needs as much support and planning time as possible," says Anderson. "Find out how much time you'll have for peer contact, so you can share ideas with other teachers. And find out if there's a mentoring program, and, if so, how much time is available for working with a mentor."

Students need to consider how they present themselves to potential employers as well.

"When you're developing a résumé or portfolio, or being interviewed, you obviously want your strengths to outweigh your weaknesses," says Nancy Clark of the Wisconsin Education Association Council. "Everyone looking for their first teaching job has the same weakness--experience--so it's important to identify and present your strengths. If you've been active in an NEA Student Program, chances are you've developed many skills, from leadership in committees to grant writing. It's important to look through your whole college experience and identify what you've gained that is marketable, from mastery of content to foreign language skills or working with special needs children."

Students may want to draft a self-analysis chart to help them identify their strengths and weaknesses, says Anderson. The chart will help them highlight their strongest skills as they prepare résumés and portfolios.

Everyone agrees that the final key to job hunting is persistence.

"If you like several schools, don't hesitate to send out as many résumés as you wish," says Fran Pierce of the Pennsylvania State Education Association. "On the other hand, if you're set on one school, don't stop with sending a résumé. Go to the school, check for job postings on their bulletin board, and stop at the office to ask if your application is up to date. Look for ways to meet with the principal."

Anderson says that it's important, too, to remain flexible in your persistence.

"You may not find what you think is your ideal job, but keep an open mind," she says.

--Matt Simon

Quick Tip

Don't rely just on a school district's website when you're researching potential jobs. School and district websites often serve a promotional purpose and won't give you a complete picture of your potential employer. If you have questions about a school district, check with your Student Program advisor or the local Association that represents school employees in the district. The Association can provide information on working conditions, past bargaining problems, benefits, and salaries.

Wise Up

Looking for additional job search advice? Check out www.owl.org, the online portal for NEA members. Visit the section called "My Profession" and check out the information on career building. You'll find articles and resources on licensure and certification, financial aid, salary, and benefits. You can even start your job search by linking to Teachers-Teachers.com.

Interview

Finding the Joy in Reading

ER's Ming-Na gears up for NEA's Read Across America.

Actress Ming-Na, known for her portrayal of Dr. Jing-Mei (Deb) Chen on NBC's ER, will co-chair this year's NEA's Read Across America campaign. Ming-Na first attracted attention with her performance in the The Joy Luck Club. The actress, who moved from China to New York when she was four years old, also provided the voice of Mulan in the Disney animated musical of the same name. Her other credits include playing Trudy in the television comedy The Single Guy and providing the voice of Aki in the 2001 computer-animated film Final Fantasy: The Spirits Within. Ming-Na spoke with Tomorrow's Teachers editor Kristen Loschert about the role reading plays in her career.

Why did you want to co-chair Read Across America?
Well, I am a new mom, first of all, and I love reading to my daughter. I've always been an advocate of reading to children, and it's a great program that encourages kids to read.

Do you think publishers offer enough diversity in the images portrayed in children's books?
I think more so now than when I was a kid, that's for sure. There's definitely a greater variety to choose from.

Do you have any favorite authors or books?
When I was a kid, I enjoyed Dr. Seuss, which I've passed on to my daughter. I read her The Cat in the Hat all the time. For myself, it runs the gamut from the Harry Potter books to science fiction.

How has your love of reading helped you as an actor?
Acting is all about words. No matter how wonderful an actor can be, if it weren't for the written words there's really not much we can do. I've been trained as a theater actress and trained to respect the written word.

Tell me a little bit about the goals of your music company, Innovazian.
Being Chinese-American, I think it's important to have diversity in all areas. My husband and I both felt that there was absolutely no diversity as far as having Asians represented in the music business. So that was our actual motivation, to produce this Asian-American boy band called AT LAST. Once again, it's about communicating through words, and this is adding music to words, which is probably one of the most powerful forms of communication because it can touch you on so many levels.

Do television and film producers do enough to portray positive images of Asian-Americans?
I think they try. My show, ER, is definitely one of the more diverse ones. It's slow in coming, but it is happening. A lot of it, unfortunately, is based on economics. You can see more diversity in commercials and that's the first step. When you start seeing it in commercials, you start seeing it in the television shows and in movies.

What project in your career are you the most proud of?
The Joy Luck Club, without a doubt. When I read the book in college, it was the first time I felt like I was reading a book that related to who I was and the kind of upbringing I had as an Asian-American. It raised my self-esteem about how I'm valued or how I value myself in this world, that I do have something to contribute and that I am part of the whole. And yet I am very special because I'm Asian. I'm more recognized for that project than anything else I've ever done. So that means that the movie really made the connection for the audience.

Is there any final message about reading you'd like to share?
If you make reading fun and introduce children to it, it opens up such an incredible world for them. When I was right out of college, I volunteered with a literacy program for adults. That was fascinating for me because there were so many adults who would try to hide the fact that they couldn't read. Then they would work one-on-one with a tutor, and I would see their faces light up when they finally were able to read their first sentence. I was always so proud of being part of that program. That's why I wanted to be involved with Read Across. I just think reading is an incredible experience. It's a skill that every human being deserves to have.

From the Trenches

Former Student Program members talk about what it's really like in the classroom.

Changing for the Better
After completing a successful first year of teaching, I became head coach of a high school varsity softball program. From day one, all players had to earn their spots on the field. If a player made too many errors, I pulled him from the game to work on any weaknesses in throwing, catching, or fielding. Unfortunately, some parents didn't agree with my approach. We had just beaten our school rival when a parent confronted me about my coaching strategy. At that same moment, another parent complimented me on the team's victory. The exchange escalated as the parents traded verbal assaults. I finally convinced them to walk away and cool off. Later on, the umpire of our game told me the other umpires were buzzing about the way I had reclaimed the softball program for the school and built a solid new program. The moral of this story--don't give in to the way things used to be. You are the future, make it what you want.

Ryan Dumkrieger
Secondary Business Teacher
Sioux City, Iowa

Culture Shock
After graduating from college and spending a semester substitute teaching, I left my home in Indiana to accept a position at a school in Chandler, Arizona. My most embarrassing moment occurred mainly because I had relocated from an entirely different region of the country.

In Indiana, I taught a diverse population of students, but did not encounter as many Native American students as I found in my class in Arizona. During one lesson in my new school, I wanted all of my students to come and sit in a circle on the floor. So, drawing on what I had heard as a child and what I heard other teachers say, I asked the children to sit "Indian style" on the floor. I received nothing but blank stares from the children. I soon realized what a politically incorrect request I had made.

From that day forward, sitting "criss-cross" became a new part of my vocabulary.

Amy Croston
Second-grade Teacher
Christiansburg, Virginia

What an Appetite
Every afternoon I complimented this one particular student who always began her homework while she waited for her bus; but I never could understand why she never had her homework the next day. Every day she said, "Ms. Averett, my little brother ate my homework." I had been teaching for only a month, and I had heard a myriad of excuses from students for not turning in their homework. I thought this excuse was the most ridiculous one yet. It was not until I walked this student to the bus ramp one day that I discovered the truth for myself. As the student talked with her friends, her five-year-old brother took her homework out of her book bag. The student quickly noticed what her little brother had done and screamed, "Ms. Averett, look! Look! He is eating it!" Seeing was believing. I turned and saw her little brother sitting on the pavement, leaning against a pole, and stuffing his sister's homework into his mouth and eating it.

Shavondra Averett
Fifth-grade Teacher
Savannah, Georgia

Life in the Lab
When I began teaching high school chemistry, I was thrilled about working with juniors and seniors. But, it seems a few students believe I spend all of my free time doing experiments with the supply of chemicals they imagine I have in my home. During a lesson on acids and bases, my students learned how to make an "indicator" out of red cabbage. The cabbage juice turns different colors in the presence of an acid or a base. Later on a test, I asked the students how could they tell if an unknown spilled chemical in their home was an acid or a base, assuming students would say to use cabbage juice. One student said he would use an indicator called phenolphthalein, a chemical available only in laboratories. When I marked his answer incorrect, he argued that the hypothetical spill could have happened at my house, and as a chemistry teacher I certainly would have an ample supply of chemicals on hand.

Amanda Dell
High School Chemistry Teacher
Mound, Minnesota

First-Year Advice
Life as a new teacher can be challenging. The rewards are greater than the challenges when you reach out to co-workers for materials, supplies, and ideas. Asking, borrowing, and at times begging are great ways to survive your first job. You'll get the items, ideas, and information you need and develop relationships as well.

I keep a journal of all of the neat ideas and advice I collect. I also advise new teachers to attend as many conferences and training opportunities as possible. If you come away with just one new idea for your journal, then the experience was worth your time. Get the ideas, then make your own personalized materials to suit your classroom.

Last, at the end of each day ask yourself, "Did I do all that I could for my students today?" If you can answer "yes," then you can face the next day with renewed vigor.

Jessica L. Flyte
Fourth-grade Teacher
Coloma, Wisconsin

Taking Back Your Class
Four weeks into my first year of teaching, I transferred from a school with low enrollment to a school with five fifth-grade classes of 30 students each. Each teacher sent me five students to create an additional class. Unfortunately, neither my students nor I knew the troubles that awaited us.

It became apparent that I had "the" class--the one other teachers winced at. I felt miserable and overwhelmed because I couldn't gain control of the students. By November I was ready to quit. So, my mentor sent me to a classroom management workshop where I informed the group that if I did not receive any assistance, I planned not to return after winter break.

Two years later, I am grateful for that program. I learned how to manage my time and establish a productive learning environment in my room.

I also learned that it's never too late to take back your class because each day can be the first day of school.

Nicole Kendall
Fourth-grade Teacher
Nashville, Tennessee

Cover Story

High-Tech Teaching

Tomorrow's teachers stay cutting edge by using technology as a tool instead of a teaching gimmick.

By Kristen Loschert

The sight of wasp larvae burrowing out of a hornworm was pretty gross to Anne Bowen's biology students--but it was also pretty cool. Bowen, a student teacher from the University of Virginia's Curry School of Education, didn't want any of her students to miss this one-time event. So she placed the worm under a digital microscope and, using the built-in digital camera, recorded the event with time-lapsed photography overnight. The next day, she shared the digital images with her 10th-grade students at Albemarle High School.

"The kids were definitely grossed out by the worm," Bowen says. "But they were pumped when we told them how we got the time-lapsed images. They were impressed."

With the microscope's capabilities, Bowen could preserve the fleeting event so all of her students could witness it. And by using digital time-lapse photography instead of a camcorder, Bowen did not have to sift through hours of videotape.

Since then, Bowen's students have used the microscope to watch seeds germinate, observe plant cells, and even document the life cycle of a butterfly.

"You can look through a light microscope to check out cells, but you can't take a snapshot and save it. You can't capture what you're seeing," says Bowen. Technology such as the digital microscope lets her students do that.

In the not too distant future, technology-based lessons like Bowen's could become the norm. So teacher education programs, like the one at the Curry School in Charlottesville, Virginia, have transformed their curriculum to prepare future teachers to use much more than basic word processing programs.

Teacher, Teach Thyself
As recently as 1997, the majority of teacher preparation programs still viewed technology as an "add on," according to the National Council for Accreditation of Teacher Education (NCATE). Colleges saw technology as just another topic future teachers needed to know, not a critical component to integrate into the curriculum. Consequently, teachers-in-training received instruction in computer literacy but rarely received guidance on how to use technology in their own classrooms. More importantly, future teachers lacked appropriate role models, since many college professors failed to use technology in their own research and lessons.

By 2000, the scene had changed. That year, NCATE incorporated technology requirements into each of its six accreditation standards, which gave many teacher colleges the incentive to re-evaluate their programs. NCATE-accredited colleges now must demonstrate that preservice teachers can use technology to aid student learning. NCATE also expects college faculty to model effective teaching practices with technology.

The majority of colleges meet the standards, according to NCATE. For some, though, technology remains a weakness, partly because of a lack of resources.

But the technology requirements for prospective teachers don't end on graduation day.

Increasingly, states require teachers to demonstrate their technology proficiency for licensure and certification. Virginia, Idaho, North Dakota, and Rhode Island, for example, require some form of computer literacy from candidates seeking a state license. Meanwhile, states such as Kansas, Michigan, Missouri, Oregon, Texas, and Hawaii expect their teacher education programs to equip future teachers with essential technology skills.

Most often, states refer to the National Educational Technology Standards (NETS), a set of standards developed by the International Society for Technology in Education (ISTE). ISTE, a nonprofit professional organization focused on educational technology, collaborated with NCATE to develop its technology standards for teacher education programs. The NETS outline core technology competencies that students, teachers, and school administrators should meet.

So far, 31 states have adopted, adapted, or otherwise referenced the NETS for teachers in their state technology plans or other state education documents. Many tie the NETS to their licensure and re-certification requirements.

Some states require students to meet certain technology standards as well, which means teachers need those high-tech skills to prepare their students. Twenty-four states have incorporated the NETS for students into their curriculum or technology plans. Some, like Virginia, test students or require them to demonstrate their skills.

At the same time, students use computers and surf the Web more and more on their own. Consequently, many develop skills and a comfort with technology that surpasses their teachers' abilities. A survey by the Pew Internet and American Life Project found that more than 78 percent of 12- to 17-year-olds go online, often for help on their schoolwork. Those same Internet-savvy students, though, say their in-school exposure to technology is not as engaging. Future teachers need the skills to develop interesting and relevant technology-based lessons if they want to keep their students' attention--or just keep up.

Teacher colleges like the Curry School of Education at the University of Virginia (UVA) and Peabody College at Vanderbilt University want to make sure that happens.

Setting the Standard
Technology has played a pivotal role at UVA's Curry School of Education since the mid-1980s. Since then, the school has integrated technology instruction throughout its program and into the classes and field experiences undergraduate and graduate students complete.

"The basic philosophy is, and has always been, that technology is integral to teacher preparation," says Sandi Cohen, director of teacher education at Curry. "If you look at technology as something separate, it's never going to be used. It would become a college text that is put on the shelf that has no meaning."

Curry students begin with a basic technology course where they learn how to use programs such as Microsoft¨ Word and PowerPoint¨ and evaluate educational websites. But they then progress to a course on educational technology where they develop technology-based lessons in their respective content areas.

In addition, professors use technology and model effective teaching strategies in each of the content area methods classes. Some professors also require preservice teachers to incorporate technology-based lessons into their student teaching or other field experiences.

For instance, all elementary education majors participate in a computer tutoring program at a local school where the college students teach the children about webpage design and PowerPoint. Meanwhile, students enrolled in the secondary math education program partner with a local school teacher to integrate technology into the teacher's curriculum.

"In most classes where we create lesson plans, at least one of our lessons has to have some sort of technology component," says Lindsey Desmond, a fourth-year elementary education student. "We focus on that from the beginning, so it really becomes very natural for us."

More importantly, the program encourages preservice teachers to use technology to enhance learning and discourages them from using it simply to attract students' attention.

"They want us to use technology in an effective way," says Karen Walker, a student in Curry's two-year postgraduate master's of teaching program, "because if the students are just watching images on a screen, then they might as well be watching television."

Peabody College at Vanderbilt University in Nashville, Tennessee, takes a similar approach. All education students complete an introductory educational technology course, where students learn how to work with instructional software and incorporate it into lessons. Students also develop their own websites, which later become their electronic portfolios.

The school integrates technology into the various methods classes as well. In the reading methods class, for example, students work with Web-based video case studies as part of their curriculum. Meanwhile, students in an educational psychology class use weekly Web-based discussions to ponder the ways technology impacts student learning.

"I have never been in a Peabody class where the professor did not take advantage of the available technology," says Kristen Quirk, a senior studying secondary math and special education. "We are taught about technology-based practices and technology-based learning, which has given me more confidence in my ability to use technology with my own students."

Peabody faculty also model effective teaching strategies for their students, says Amy Palmeri, director of undergraduate studies. During their classes, professors analyze their uses of technology, she says, and talk with students about why they include it in their lessons.

Ahead of the Curve
Even as colleges of education graduate more and more tech-savvy teachers, many K-12 schools still struggle to incorporate technology into their curriculum.

"I hear a lot of frustrations when teachers leave the technology-rich environment at the university and go into a school to implement it," says Palmeri. "The school's equipment is out of date and when student teachers encounter that, they see it as more frustrating than it was worth, and they are less likely to use technology in the future."

Although 99 percent of schools have access to the Internet, only about one-third of current teachers describe themselves as "well-prepared" or "very well-prepared" to use computers or the Internet for instruction, according to the Center for Education Statistics. And despite the increasing presence of computers in schools, student access to those computers remains limited, which hinders teachers' abilities to use technology in their lessons.

"One of the big myths out there is that students have good access to computers and high technology. That's not really true," says Randy Bell, professor of science education at Curry. "Most computers are in labs, not in classrooms. So even if a teacher has the inclination and ability to do creative things with computers, he or she doesn't have good access."

Consequently, when teachers do use computers with their students, they focus on business applications, such as word processing, or searching the Web for reference information, Bell says.

But the situation isn't hopeless. In fact, preservice and beginning teachers can influence the ways schools use technology.

"Our students recognize that what they're getting at Curry is not what they automatically--at this point--see out in the field," says Cohen. "But what we keep telling them is that they are part of the change process, and so they see themselves as the ones going out and might be the very ones who bring the technology to their school or school division."

Future teachers, like Angie Ashby, realize that. So they seek out technology resources during their student teaching assignments and even borrow equipment from their universities to provide engaging, technology-based lessons. In the end, they get results with their students.

"Whenever I use computers, the students are 120 percent motivated, so that helps get them excited about learning, which is our goal as teachers," says Ashby, a student teacher in the elementary education program at Curry. "Access can be a problem, so it means investigating what is available. It takes some extra effort, but it's worth it."

The Wired University

Universities across the country have integrated technology into their teacher education programs. Here's a look at how four universities did it:

The University of Northern Iowa puts a new spin on classroom observations. Instead of visiting schools on their own, education students observe classes together--on television. Through the university's televised observation system, pre-service teachers watch live broadcasts transmitted from a laboratory school located a quarter mile away. The technology allows students to conduct real-time conversations with the teacher they observe and to share observations with their professor--all from the comfort of a college classroom.

The University of San Diego in California has partnered with the Chula Vista Elementary School District to offer preservice teachers a weekly "multimedia academy." Staff from a local elementary school and former student teachers show the college students how to work with a variety of media, including scanners, laser disks, the Internet, music CDs, graphics, clip art, and video systems, in an education setting. When they begin their own student teaching assignments, the preservice teachers conduct a multimedia project with students from the school district.

At Wake Forest University in North Carolina all education faculty and undergraduate students receive new laptop computers every two years. The laptops come in handy since the university has aligned its education methods classes with its educational technology courses and integrated technology into the entire teacher education curriculum. The approach provides more opportunities for students to practice their technology skills across several courses and reinforces appropriate uses of technology. In addition, all preservice teachers complete an online technology portfolio to demonstrate their technology competence. The project helps future teachers develop technology-based instructional strategies they can use in the classroom.

At the University of Texas at Austin, the education faculty prepares preservice and in-service teachers to work with technology. The College of Education provides training and technology resources to mentor teachers from the Austin Independent School District who work with the university's education students during their field experiences. The training allows the mentor teachers to model effective uses of technology. It also provides an opportunity for the mentor and student teacher to collaborate on technology-rich lessons.

--Sources: NCATE and ISTE

Classroom Connection

Hooking Up With the Experts

NEA initiative pairs Student members with local classroom teachers.

When Nela Foster saw an agenda item labeled "speech by a local Association member" at a meeting of the University of Central Oklahoma's (UCO) Student Association, she didn't expect much. "I had little knowledge about local Associations or NEA--anything beyond the campus," she says.

But that changed when Martha Wissler, a local veteran teacher and president of the Edmund Association of Classroom Teachers (EACT), finished her 20-minute presentation to the college students.

"I suddenly 'got it' that being a teacher wasn't all pink petals," Foster says. "In school we were learning about theories and hearing about ideal classroom settings for 18 children, while Martha shared with us the teacher's reality--day-to-day stories about her own classroom with 30-plus students."

Wissler's presentation represented one aspect of a partnership she and Jenny Cartwright, then president of the UCO Student Oklahoma Education Association (SOEA), created through an NEA initiative called Hook Up. Hook Up, which debuted in 2001, helps Student Program locals build cooperative relationships with nearby teacher, education support professional, higher education, and retired affiliates.

Under the partnership, Cartwright and Wissler attended the meetings of each other's locals. Cartwright attended a hands-on training for emerging leaders through EACT, and Wissler helped her arrange for speakers at her chapter's meetings.

When Foster succeeded Cartwright as president of the campus SOEA chapter, she and Wissler were so impressed with the success of the blooming partnership that they began a mission to encourage other student chapters and local Associations across Oklahoma to "hook up" the way they had.

With an $11,600 NEA Student Organizing and Assistance Resources (SOAR) grant in hand--the largest single SOAR grant ever awarded--the duo funded a statewide retreat for Student Program members and classroom teachers to learn more about the initiative. They also shared their success story at several national conferences.

"Hook Up is a win-win for Student and local Association chapters," Wissler says. "It's a great investment for teachers because Student members are our future colleagues. There is so much we can share now about the teaching profession that will help them become better teachers later."

Foster, who also chairs Oklahoma's statewide Student Program, calls the partnership a plus for students. "There's a feeling of belonging in being able to call upon practicing teachers or even help them with simple school events," she says. "The relationships we've established are preparing us for our own teaching roles."

Annemarie Riphagen, a first-year teacher in Illinois, agrees. Last year as vice chair of the Illinois Education Association Student Program (IEA-SP), Riphagen played a key role in launching a Hook Up program with a unique spin--partnering with NEA-Retired members.

"College students across Illinois are paired with retired teachers in a mentoring-type program, and many retirees also attend our annual Student Program conference," says the new sixth-grade teacher. "It's another support system, an outside perspective that can offer real classroom advice about the teaching experience."

Through e-mail exchanges, weekly lunches, or telephone calls, the more than 100 participants develop "deep relationships that go beyond the classroom," Riphagen adds. In addition, retired and student teacher leaders pair up at the statewide Representative Assembly and participate in a series of community service projects.

Jenny Weter, vice chair of IEA-SP this year, stresses that any amount of "hooking up" with current or retired teachers is a good thing. "At Illinois State, we work with a local school, Prairieland Elementary, to celebrate every Read Across America," she says. "It's becoming a simple tradition that we all look forward to."

North Dakota's Kelly Torgerson agrees. Her Student chapter at Minot State University works hand-in-hand with members from the Minot Education Association, also supporting their efforts in NEA's Read Across America.

"While Student chapters are great for meeting other students, the Hook Up program is helping us network with people already out there doing what we're going to be doing, and showing us what is on the other side," Torgerson says. "There's no better education than that."

--Dina Gómez

Get Hooked Up

Do you want to connect with other Association members? These tips can get you started.

Call your state Association's Student organizer or talk to your local UniServ director. These people can put you in contact with practicing or retired teachers. Ask for names of classroom teachers who serve as Association trainers and invite them to conduct workshops for Student members.

Ask a local school if your chapter can sponsor a reception honoring staff for American Education Week. Use the event to network with teachers and education support professionals.

Volunteer at a local school. Schedule a meeting with the principal and ask if you can observe a classroom in action or help the teachers. This is a great way to introduce yourself at a school where you might want to teach.

Invite local classroom teachers to sit on a panel at one of your chapter meetings. Education students can ask questions about teaching today and get feedback on ideas they might have for their own classrooms.

Get Ready To SOAR!

Looking for a way to fund your membership recruitment project? Apply for an NEA SOAR grant. SOAR--Student Organizing and Assistance Resources--grants recognize NEA locals and state affiliates for their recruitment of student members. Student locals working with UniServ units receive priority consideration. SOAR projects generally focus on areas such as minority teacher recruitment, urban college and university recruitment, community college recruitment, and high school future educator programs. For an application, visit www.nea.org/futureteachers/apform.html.

Standing For Children

Lloyd Elm could not escape his destiny to teach. His American Indian name means "He who stands for children," and by age 14 he knew where his life was headed.

"Most of the men in my family were iron workers, but I knew that I was going to be different." And different he is. For more than 30 years Elm, two-time winner of NEA's Leo Reano Memorial Award for Human and Civil Rights, has transformed the lives of his students by teaching innovative reading skills and pursuing a compassionate quest to ensure that all children are treated equally.

As principal of Mounds Park All Nations Magnet School in St. Paul, Minnesota, Elm rescued the school from academic decline with his Balanced Literacy Program. Through the program, children learn to read by learning a whole concept and then breaking the idea into smaller parts. For example, for a lesson about animals, Elm recommends presenting all the animals together and then allowing children to learn about each individual animal as it relates to the group. "We have to shift from teacher-centered learning to child-centered learning," Elm says. "We must allow students to see themselves within the process."

When children connect their environments to what they are learning, reading becomes natural, he says. This concept has been a pivotal teaching tool for American Indian students as the children recognize themselves in American Indian stories and lessons infused with American Indian culture and customs. "You have to let the children guide you through their learning and allow them to have ownership," he says.

While Elm has garnered praise for his work with American Indian students at Mounds Park in St. Paul and the Native American School in Buffalo, New York, he doesn't attribute his exceptional career to test scores. His career rests on the belief that all children are sacred.

"We have to make children the center of everything," he says.

Closing the Achievement Gap

Study after study shows that minority students lag behind their white peers in mathematics. So why, after decades of research, does the achievement gap persist? Lee Stiff, past president of the National Council of Teachers of Mathematics and a professor of mathematics education at North Carolina State University, addresses this question.

Why is there an achievement gap?
There's a gap because lots of students don't have the opportunity to learn mathematics. We have a tendency to separate children into distinct groups and these groups have different access. I think with increased access the gap can close.

Why has the gap closed between girls and boys but not between minority and white students?
When teachers have been given the opportunity to see how they interact in the classroom, they see that they have treated girls differently from boys. When it's called to teachers' attention they are more willing to put in place changes to their approach. It's more sensitive when you bring to teachers' attention that disparities exist along racial or ethnic lines. There is a tendency to say that those don't exist. It's not that teachers intend to harm the students, but we need to be willing to see the differences when it comes to race. Society values these children less. They are more likely to get teachers who are less prepared to teach them.

How can we eliminate the disparity?
Recognize that there is one--and that it may be caused by something we are doing. Don't blame the students. Put qualified teachers in front of these kids.

What can individual educators do?
They need to make sure they are attending to the needs of their students. You don't find teachers who don't want kids to do well. The problem is the system wants those kids to be successful effortlessly. We have a cultural attitude that some kids can't do math. A lot of kids can understand the fundamentals. They may not become mathematicians, but they can have great success in math.

The Process of Knowing and Learning

"I arrange the classroom seating into a circle as often as possible throughout our time together. The talking circle is a concept that is foreign to many Western students. Often they feel awkward, exposed, or self-conscious. However, the more they participate in the circle, the more they expect and look forward to the seating arrangement. I explain to my students that the circle represents honesty, respect, and equality. We are all equal when we come to the circle and we respect each other's voices. The circle also allows us to look at the spirit of another instead of the back of another. This creates and encourages respect for others and their differences. The circle is a safe place where students begin to be honest with themselves, thus allowing them to be honest with others. Indeed, a cultural acknowledgment begins to take place, almost silently, as we begin to trust the process of the dialogue and see one another as peers rather than as competitors fighting for a grade. The circle is also inclusive in that the students begin to recognize that their voice is important. It encourages even the most silent student to participate. I sit in awe as I watch the simplicity--and power--of respect give voice to those students who dared not speak in class prior to the talking circle.

The more we talk, the more we explore and question the power that culture has in shaping us, the more we discover who we are and who we hope to be."

From "The Process of Knowing and Learning: An Academic and Cultural Awakening" by Brenda Collins in Professional Development Guide for Educators. Available from the NEA Professional Library for $13.95. Call 800/229-4200 or visit http://home.nea.org/books/.

Fast Fact

According to the 2000 U.S. Census, 28.4 million people (10 percent of the U.S. population) were born in foreign countries. That's up from 9.6 million people in 1970. About half of those people immigrated from Latin American countries.

Beyond the Classroom

Positive Change Takes Root

Outreach to Teach plants long-term improvements.

When NEA members visit a city, they leave it in better shape than when they found it--with long-term effects.

On June 26, 2002, more than 260 NEA members descended on N.W. Harllee Elementary School in Dallas, Texas, for the Student Program's sixth annual Outreach to Teach event.

For six hours, volunteers painted classrooms, assembled playground equipment, designed bulletin boards, landscaped the grounds, cleaned and arranged furniture, and organized the school's literacy library.

"It's an awesome opportunity to come together and make a difference in these students' lives and the environment that they learn in," says Jennifer Koterba, a sophomore at Michigan State University.

A wide range of NEA members, including active, retired, ESP, and higher ed, volunteer with Student Program members for the cause. Kari Reinert, a senior at Peru State College in Nebraska, says the project provides a great opportunity for teachers to work together.

"I think it gives a lot of pride to both students and teachers," Reinert says. "We've seen a lot of people from this area come in and they are so excited about the project."

Outreach to Teach started in 1996, when a group of 35 Student Program leaders organized a school beautification project during the Student Leadership Conference in Atlanta, Georgia. Since then, attendees of the annual Student and NEA-Retired conferences, along with other NEA members, have volunteered at a local school during the week preceding the NEA Representative Assembly (RA).

All schools chosen qualify as Priority Schools or have other tremendous needs, says Malcolm Staples, organizational specialist for the NEA Student Program. Through its Priority Schools Initiative, NEA provides resources and support to low-performing schools. At Harllee, which serves 288 students in prekindergarten through sixth grade, about 97 percent of the students qualify for the federal free and reduced price lunch program, and about 10 percent are English-language learners.

By improving the school environment, beautifying the grounds, and enhancing the appearance of the facility, the program builds morale, which ultimately impacts student achievement, Staples says. The program also works with community members and local affiliates of the Urban League, NAACP, the National Council of La Raza, and the Organization of Chinese Americans to gain support for the project and maintain the facility improvements, Staples says.

Outreach to Teach targeted Jordan High School in South Central Los Angeles during the 2001 RA. Members of the United Teachers of Los Angeles continue to work with the school. The Texas State Teachers Association also has committed to sustaining the Association's relationship with Harllee Elementary. This summer, NEA members will volunteer at a school in New Orleans during the 2003 Student Leadership Conference.

"Students can learn a lot from teachers and adults by seeing them participate in the community," says Jenny Weter, a senior at Illinois State University. "If they see you volunteering, they will want to do it too."

--Kristen Loschert

What is the CLASS grant?

Looking for a way to fund your chapter's community outreach project? Apply for a CLASS grant (Community Learning through America's SchoolS). CLASS projects address a specific community need and involve a local NEA Student Program chapter and a preK-12 teacher, education support professional, higher education, or retired affiliate. The NEA Student Program will provide up to $1,000 to chapters who help launch CLASS projects in their communities. Want more info? Contact Malcolm Staples at 202/822-7123 or e-mail him at mstaples@nea.org.

Try some of these ideas for your next community outreach project:

• Support NEA's Read Across America campaign
• Sponsor a book drive
• Conduct a fund-raiser for school supplies
• Have a clothing drive
• Start a food bank
• Volunteer in an adult literacy center
• Help out with Special Olympics and similar programs
• Volunteer with an after-school tutoring program
• Offer skill-building seminars for members of the community
• Start a recycling program