Up Close

'A Work in Progress'

With some creative activities, and a focus on the future, Student members build their chapters into thriving campus institutions.

At 650 members, the Kutztown University chapter of the Student Pennsylvania State Education Association (SPSEA) is one of the largest and most active in the nation. But the chapter will not maintain its size and vitality unless members focus as much on growing the chapter as they do on enjoying it, says Loribeth Gruber, the chapter's co-president last year.

"One of the first things I learned as a member was that a great chapter is not a fixture; it's a work in progress that relies on all of us building the chapter for future students," says Gruber, who was active in the group all four years of college. "Kutztown Student PSEA is woven into virtually every aspect of campus life. Faculty members and students alike praise us for the seminars we coordinate, the guest speakers we bring to the college, and the leadership opportunities we give to students, which they carry away in their portfolios once they graduate."

A glance at the Kutztown activity calendar confirms the chapter's commitment to reaching new members and involving them in campus life. Before the school year begins, chapter officers mail letters to all incoming education majors inviting them to a fall picnic. Any freshman who doesn't receive the mailing gets a face-to-face welcome from chapter members at orientation. The chapter also sponsors a string of social events including a Halloween hayride, a Thanksgiving food drive, and a holiday gift exchange to encourage students to attend the chapter's monthly meetings, which feature informative speakers on education topics.

"I became more excited about teaching when speakers would come simply to affirm the importance of the profession," says fifth-grade teacher Laura Luckman, who served as co-president at Kutztown from 2001 to 2002. "It's hard to measure everything you get from the chapter. I just know that Student PSEA was invaluable to me as a job-seeker and a first-year teacher."

Student members at the University of Wisconsin–Stevens Point understand that kind of dedication to their chapter. With 350 members, the group has been the national NEA Student chapter of the year for four straight years, and last year was named best organization on campus, honors the chapter intends to keep. So recruitment is serious business at Stevens Point.

Every incoming freshman who intends to major in education receives an e-mail message about the Student Program, says Amanda Froom, past president of the chapter. Once the students arrive on campus, they receive flyers about the chapter and faculty members encourage new students to join. Offering students experiences and training they can't get in their education classes is key, she says.

"When our members graduate and go out to interview for jobs, there's just no doubt that they're better prepared to land a job than someone who has only experienced the standard college education curriculum," says Froom.

Student members at Stevens Point gain practical teaching experience by supervising children through the chapter's after-school Latchkey program, for which Stevens Point received an NEA CLASS grant. Students also provide English as a Second Language instruction and gain experience working with parents through a project that targets migrant workers. Members also lobby for fair education funding from the state.

"When you add these things together with the leadership experience members get from participating in the chapter, you're looking at a first-rate portfolio," Froom says. "I was hired to teach right out of college, and I know SWEAC had a lot to do with that."

For more ideas visit the Kutztown University Student chapter Web site or the University of Wisconsin–Stevens Point Student chapter site.

—Matt Simon

Guide to Chapter Success

If you want more ideas for building your chapter, check out the Handbook for Local Leaders. This guide includes tips for increasing membership, conducting effective meetings, creating a constitution, and developing successful chapter programs. View it online.

Resources

Great Reads

The First-Year Teacher: Teaching with Confidence (K-8) Revised Edition

By Karen A. Bosch and Katharine C. Kersey
The First-Year Teacher offers a helpful guide for anyone just embarking on a teaching career. The book includes tips for grading and paperwork, pointers for dealing with students and their parents, and methods for planning the class curriculum. You'll even find step-by-step plans for the first four weeks of school. The revised edition features 24 new pages! Available for $16.95.

Classroom Management

Managing student behavior can be the greatest challenge facing a beginning teacher. This kit, which includes a VHS video and CD, will assist new or even experienced teachers with the demanding task of keeping their classroom in order. You'll find suggestions about everything from establishing classroom rules to discussing problems with parents. The kit, suitable for K-12 classrooms, will give you creative solutions to common classroom management dilemmas. Available for $14.95.

Books Your Kids Will Talk About!
A Guide to Children's Literature for Teachers and Parents (K-6)

By Susan Hepler and Maria Salvadore
This comprehensive book list is an easy reference for teachers or parents looking to involve themselves more with their children's reading. The guide divides the books around topics important to children, such as going to school or making friends. Each item includes a short review and recommendations for including the book in the school curriculum. Available for $19.95.

But High School Teaching Is Different! Success Strategies for New Secondary Teachers

By Mary C. Clement
This book provides practical advice to teachers just getting started in a high school environment and includes job search tips, classroom management recommendations, and professional development advice. Available for $5.50.

How to Get Grants and Free Stuff

Teacher-to-Teacher Series
This book is an indispensable resource to schools—and educators—low on funds and supplies. You'll find advice from other classroom teachers about the grant-writing process, developing successful applications, and ideas for securing financial support or even free classroom equipment. Available for $9.95.

Standing in Your Shoes: A Checklist for Classroom and Substitute Teachers

By Doug Provencio
Whether you work as a substitute or a full-time educator, this book is for you. Classroom teachers will find advice on leaving good instructions, preparing students for their substitute, and preparing for last-minute emergencies. Meanwhile, substitutes will find tricks and tips for working with skimpy lesson plans, managing student behavior, and handling long-term assignments. Standing in Your Shoes also provides ideas for improving communication between classroom teachers and their subs. Available for $5.50.

Quick Clicks

Job Market

Teachers-Teachers.com

This free service allows applicants to post their r³sum³s online, search for jobs by location, receive news about available teaching positions, and send application materials electronically.

GreatTeacher.net

This Web site 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 r³sum³s online at the site.

EduTech

This site offers search engines that sort jobs by location, category, and job title. You'll also find information on job fairs, the latest job postings, and frequently asked questions about issues prospective teachers face.

Teachingjobs.com

This site 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.

American Association for Employment in Education

AAEE provides information to college career centers, school districts, and teacher candidates about the education job market. On the Web site, preservice teachers will find job hunt publications, links to online job databases, and information on teacher certification. Check out the annual supply and demand report for information about the need for teachers in your field.

Bureau of Labor Statistics

The Bureau of Labor Statistics, a branch of the U.S. Department of Labor, collects and distributes data about the current job market. Every two years, the Bureau releases a revised Occupational Outlook Handbook, which includes detailed job descriptions, information on working conditions, training and education required, wage estimates, and future job prospects for a variety of occupations. You can search the handbook on the Web site and also find statistical information about education employment.

Call Me MISTER

This teacher recruitment program, based at Clemson University, encourages young African-American men to teach in South Carolina public elementary schools. The project provides tuition assistance and focuses on academic rigor and mentoring. Graduates of the program must teach in South Carolina for one year for every year they received tuition. You can download an application to sign up for the program on the Web site.

Recruiting New Teachers, Inc.

RNT works to bolster the teaching profession, expand the pool of qualified teachers, and promote strategies for effective teacher recruitment, development, and retention.At the Web site, prospective teachers will find quick access to resources such as a national job bank (searchable by state), links to financial aid programs, and information about state requirements for licensure and certification.

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 Web site includes a list of volunteer opportunities across the United States.

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.

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.

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 Web site or go directly to the National Service-Learning Exchange.

Political Action

NEA's Legislative Action Center

Keep up with news from Capitol Hill at NEA's Legislative Action Center. You can track your state senator's or representative's voting record and even send an e-mail message to your state and federal legislators. Don't forget to sign up for the e-mail action alerts!

Center on Education Policy

The Center helps Americans better understand the role of public education in a democracy and conducts research to inform the public about topics such as testing, vouchers, and school improvement.

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.

American Association of University Women

Since 1881, AAUW has focused on expanding women's rights in academia and other areas, focusing 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.

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.

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.

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.

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 protect civil rights through advocacy for supportive legislation.

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.

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 Web site includes programs and resources to help teachers challenge prejudice and discrimination.

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. You'll also find links to labor news publications; labor, employment, and government statistics; and relevant legislation.

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.

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 Web site also offers information on classroom activities, tools, and grants.

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.

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.

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.

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 Web sites.

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.

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. Grant amounts range from $1,000 to $3,000. For more information, go to the NFIE Web site at

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.

"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 Web site also includes links to education stories from daily newspapers.

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.

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.

SchoolGrants

This Web site offers grant-writing tips, free newsletters, sample proposals, and information about dozens of federal, state, and national grant opportunities for K–12 schools.

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.

On the Hill

From Campus to Capitol Hill

Changes to the higher education law could mean more money for college. Find out how you can influence the decision.

If you've never paid much attention to politics and often thought, "What does Washington really have to do with me?" then listen up. Capitol Hill just got a lot closer to your campus.

This September, Congress will reauthorize the Higher Education Act (HEA) of 1965. This federal law controls the government's major student financial aid programs as well as other initiatives that regulate colleges and universities. It has far-reaching impacts on the pocketbooks and professional lives of tomorrow's teachers.

The decisions Congress makes will impact financial aid, student loan forgiveness programs, and college tuition costs, among other topics. So keep an eye on some of these critical areas during the coming months:

Financial Aid

The Federal Student Aid programs provide more than $60 billion a year in grants, loans, and work-study assistance. Loans account for about 75 percent of student aid while grants account for 23 percent and work-study awards for the remainder. Democratic members of the House of Representatives have proposed increasing work-study funds and doubling the maximum Pell Grant award to $11,600 by 2011 in the reauthorized HEA.

Some teachers may also get a break on their college loan payments. The House OK'd a plan that triples the amount some teachers can slice off their loans—from $5,000 to $17,500. But, so far this loan forgiveness plan is limited to highly qualified math, science, special education, and reading teachers who work for five years in high-poverty schools. NEA wants Congress to offer the program to more teachers and to shorten the eligibility time.

College Affordability

College costs are another huge issue in the HEA reauthorization, says Nancy O'Brien, an NEA lobbyist. Some members of Congress blame skyrocketing tuition costs on wasteful spending by the colleges and believe an increase in federal aid to students won't make college any more affordable.

Mike Ryan, a biology professor at Michigan's Ferris State University and a member of NEA's advisory committee for the HEA reauthorization, disagrees and says drastic reductions in state aid have forced public colleges to raise their rates. State funding covers less than 50 percent of a college's expenses in many cases, he adds.

Accountability

Both preservice teachers and their college programs come under more scrutiny in the new legislation as well. Some in Congress want to link the accreditation of teacher education programs to the number of college students who pass teacher licensure tests. NEA supports the use of multiple measures for judging teacher quality and encourages Congress to require states to collect data only on program graduates. However, a measure that passed the House of Representatives requires states to collect data on students who complete as little as 50 percent of their teacher education program.

What You Can Do

So what can college students do to influence the legislation? First, keep track of HEA as it moves through Congress by visiting NEA's Higher Education Web site. You'll find information about new bills and NEA's recommendations to Congress.

Then, contact your state's senators and representatives and urge them to support increased funding for Pell grants and expanding loan forgiveness options to more teachers. You can find contact information and even send a message to members of Congress through NEA's Legislative Action Center. Finally, organize a voter registration event or invite your local politicians to campus to speak. Since this is a major election year, there's a good chance they will take you up on your offer.

—Mary Anne Hess

Money

They've Got Your Number

Every 79 seconds in this country, a thief assumes someone's identity and opens fraudulent accounts or makes unauthorized purchases. Identity thieves can steal your personal information through mail and e-mail solicitations and telemarketing, by stealing a purse or wallet, or by looking over your shoulder at an ATM.

Protect yourself from becoming their next victim by following these tips from the Federal Trade Commission (FTC):

• Never give your credit card or bank account number to unknown organizations.
• If a solicitation looks like a government document, pitch it. The federal government doesn't solicit.
• Save envelopes and keep records of fraudulent solicitations. They provide evidence for mail fraud cases.
• Don't pay anything for a "free" gift, even so-called shipping and handling charges.
• If an offer asks for money in advance to claim a prize or enter a contest, don't do it.
• Check out a suspicious organization with your state Attorney General's office or Better Business Bureau before you send money for any product or service.

If you think you've been scammed, contact the FTC at 877/382-4357 or visit www.consumer.gov/idtheft/. You can download the document ID Theft: When Bad Things Happen to Your Good Name. You also can call the U.S. Postal Inspection Service, Mail Fraud Complaint Center at 800/372-8347.

Know the Score

Your "FICO Score," based on your personal credit information, helps a lender determine how likely you are to repay a loan and make credit payments on time. FICO scores range from 300 to 850—the higher your score, the better "risk" you are to potential lenders. Even if your score qualifies you to obtain a loan, it still affects what interest rate you'll pay. A lower score often means a higher rate.

You can find out your FICO score by ordering a credit report from one of the three major credit reporting bureaus (Equifax, Experian, and TransUnion) or at www.myfico.com. Want to "up" your score? Limit your debt and amount of available credit and pay on time!

Take Your Auto Policy Off Cruise Control

Many of us never look closely at our car insurance policies once we get them. If you haven't reviewed your policy recently, it might be wise to consider the following:

• Make sure you have adequate bodily injury (BI) liability and property damage (PD) coverage. Most states have minimum amounts, but consumer advocates recommend you have 100/300/100 (which means $100,000 of BI coverage per person/$300,000 of BI coverage per occurrence/$100,000 of PD coverage).
• No matter how old your vehicle is, you should carry collision coverage and comprehensive coverage. A higher deductible (above $250) will lower your annual insurance premium.
• Consider medical payments coverage or personal injury protection (PIP) if you do not have adequate health or disability income insurance. Some states require that you get PIP.
• A recent survey noted that one out of every nine vehicles driven in the United States is not insured. Be sure to carry uninsured and underinsured motorist coverage equal to your BI/PD limits.
• If you drive in an area that has gravel roads or where the local jurisdiction uses salt/cinders during the winter, then glass breakage coverage could be useful.
• For additional nominal premiums, all auto insurance policies can include rental car and towing coverage as well.

Spend time with your insurance representative to review your auto insurance policy and evaluate all your coverage options.

NEA Member Benefits offers a variety of money-saving products, including credit cards, auto and home insurance, and savings and loan programs. Visit www.neamb.com or call toll free 800/637-4636 for more information.

Job Hunt

A Great First Impression

That big job interview doesn't have to be a nightmare. With the right tips, you can present yourself at your very best.

You've scouted out the jobs and sent out the applications, and now the big moment has arrived: you've been called for your first job interview. All at once you're overcome with elation, excitement, and extreme terror as your mind races: What will they ask me? What will I say? What am I going to wear?

Take a breath. By following a few reliable tips you'll have the edge you need to wow your interviewers and walk away with the job you want.

A good place to start is with some pre-interview detective work, says Candace Lilyquist, Student Program organizer in Minnesota.

"You can get more comfortable with the interview process if you know some details about it," says Lilyquist. "The more you know in advance, the fewer surprises will come your way, and you'll come off as more prepared and more confident."

Lilyquist suggests calling the school or school district ahead of time to learn more about the interview process. Find out who will interview you. Will it be a panel or one person in the first round? How many rounds of interviews can you expect? And will teaching a lesson or showing a sample lesson plan be part of the process?

But you're research shouldn't end there.

"To appear more relaxed and conversational, it doesn't hurt to know about the colors and mascot of the school and about the community that supports the school," says Lynda Gebhard, Student Program organizer for Washington. "And knowing more important information, like the size of the school and the programs it offers, will make you a stronger candidate."

Once you've done your homework, and you're ready to interview, be confident from the start.

"Remember, all candidates who receive an interview are qualified," says Gebhard. "So just show some genuine confidence, but not egotism."

Dressing professionally also ensures you make a strong first impression. Keep the local community in mind when you decide what to wear on your big day, though, says Lilyquist. While a business suit may be appropriate in an affluent school district, most places are slightly less formal. A jacket and tie for men and a professional dress for women may be the way to go, she says. But, a few rules apply regardless of location: "No hats, no shorts, no tennis shoes," says Gebhard. "And no gum."

Once you're dressed for success, don't forget to bring along the tools you'll need to show you have substance as well as style.

Take along multiple copies of your r³sum³ to distribute, says Lilyquist, and bring pictures of yourself from your student teaching to complement your explanation of your experience. A video of yourself teaching also can be an asset, but make sure it's high quality. A poorly produced video can hurt rather than enhance the image you want to project, she says. Finally, make sure you have good questions ready to ask the interviewer. You will look more professional if you evaluate the school while the staff evaluates you, she says.

And always answer questions honestly, while still focusing on your positive attributes, adds Gebhard. If an interviewer asks about your weaknesses, for instance, talk about areas where you can grow, she suggests.

Don't forget to discuss your experiences working with parents, either, suggests Amanda Froom, former president of the Student chapter at the University of Wisconsin–Stevens Point. Froom, now a middle school teacher, landed a job last year straight out of college.

"And a final tip: be yourself," Froom says. "That's the only way you'll come off comfortable—and the only way you'll come off as confident and professional."

—Matt Simon

Interview

Finding Her Voice

College student Lieu Tran organizes her peers for political action.

Although only 20 years old, Lieu Tran has survived a lifetime's worth of trauma. As a child, she worked in a factory in Vietnam to support her family. When Vietnamese soldiers invaded Cambodia, they sent Tran to a prison camp where she worked 19 to 20 hours a day, received little food and water, and endured regular abuse from the soldiers.

After two years, Tran fled to the Philippines where she reunited with her parents in a refugee camp. At the age of 12, she emigrated to the United States with her family.

During the past eight years, Tran, a senior at the University of Utah, has distinguished herself as a scholar and humanitarian. She has served on the Salt Lake Youth Government Council and volunteered for Utahans Against Hunger. Her story received national attention on the Rosie O'Donnell Show and earned her an NEA Human and Civil Rights award in 2001.

In 2002, Tran, an aspiring congresswoman, founded the Youth Leadership Coalition, a nonprofit organization designed to mobilize college students around political issues. Tran spoke with Tomorrow's Teachers editor Kristen Loschert about the important role college students can play in the political process.

What was it like coming to a new country and starting a new life?

It was another challenge. It was so difficult, because I had never been to school. In Vietnam, my family was too poor. So, when I came to the United States I didn't even know how to write my name. But, I taught myself, and now I'm hoping to finish school.

What does education mean to you?

I think it means a lot. It's kind of like a miracle happened to me. I never thought I would come to the United States and receive a free education and learn so much. For a poor family of immigrants, like my family, education is the only way that can free us from poverty and help us move up in society.

Why did you start the Youth Leadership Coalition?

When I lived in Cambodia, the Philippines, and Vietnam most of those kids take education very seriously, and they take voting very seriously. But, when I came to the United States, I saw that the youth here, even though we have the opportunity to vote, they never take it seriously. I feel like the youth in the United States are not very involved in government. So, me and my friend started the Youth Leadership Coalition so we could organize young people to go out and vote and get involved in government.

How does the Coalition accomplish that?

We host a big state conference where we get different senators or the governor to come and talk about why it's important for young people to be involved with government and why they should go out and vote. I'm hoping to get more members involved, especially this year because of the presidential election. I want the organization to be national some day. Most of the colleges in Utah are involved.

There are a lot of different operations out there that lobby for young people and youth issues. But, I never see any young people lobby for their own issues. As a young college student, it's better for me to lobby for my own issues, since I know them.

What advice would you give to college students about getting involved in politics?

Try to be involved in as many activities as you can. For us to change things, we need to have a voice. If you just sit around and complain, nothing will happen. And, if you have other people decide things for you, then you're basically giving your rights to other people to make the decisions.

Life is never designed to be easy; but, if you work hard enough, if you believe in yourself, if you believe in the things that you work for, they will happen. I never believed that I would see my family again. And, I never believed that I would receive this amazing education that public education has given me. So, you know, miracles do come true.

From the Trenches

Former Student members share their triumphs—and their trials—in the classroom.

A Little Help From Friends

Although my first year of teaching wasn't unbearable, there were moments I doubted my chosen profession. One such moment involved a student in my special education class. One day he was unable to behave and was disturbing his peers, so I escorted him back to his homeroom. On the way, he shoulder blocked another student then turned and punched me in the face. I had to use my full size and strength to subdue him.

All of my training couldn't prepare me for an event like this. Looking back, the only way I got through it was by turning to my fellow first-year teachers and Association members for help. The tough times I faced made me appreciate the bonds I had with other Student Program members.

Working with the Association helped me develop a network of supportive friends. Now, in my second year of teaching, I still have some trying moments. But, I know I can survive with help from my fellow teachers.

Troi Orias
Special Education Resource Teacher, Honolulu, Hawaii

No Way Out

My first teaching experience was in a self-contained, special education classroom. My six students had a variety of disabilities and some days I felt like I had no control over the students. And then it happened.

One day, one of my students went to the door and it wouldn't open. I called until another teacher came by and, after some probing, we decided the door needed to come off the hinges—a task for a district maintenance worker. It would be about two hours before he could arrive.

I explained the situation to my students and considered my options. I could give in to panic at being locked in a room with students with unpredictable behavior, or I could carry on as usual with the lessons. I chose the lessons. Two hours later, the door came off and the crowd outside witnessed our class deep at work. I now teach second grade and I still try to remain low key in stressful situations. And I never close my classroom door.

Teresa Richardson
Second-Grade Teacher, Elon, North Carolina

Building Your Voice

I attended a small university with a Student organization of only about 30 members. My participation in this small group has impacted my career in a big way. When I entered the teaching profession four years ago, I was anxious to join the local Association. Since then, I have worked on various committees, attended the state Representative Assembly and even the NEA RA. These ongoing opportunities enhance my leadership skills and keep me abreast of trends and issues in our profession. Plus, I love knowing that I have a voice in my profession.

As busy educators we often say that we don't have the time to be active in our professional organization. My philosophy is, "Why not work with the organization that works for you?" I encourage educators of all experience levels to get involved and make a difference. It is never too late when our children and profession are at stake.

Rochelle Douglas
Assistant Principal, Collierville, Tennessee

It's All Political

Being a part of the NEA Student Program helped me fully understand the political aspects of public education. I never realized that everything I do in the classroom is related directly to politics.

While I served as state president of the Texas Student Program I participated in countless trainings on political involvement that became extremely useful last spring when the Texas legislature tried very hard to damage public education. Thanks to the e-mail alerts I received from my Association, I could share information about proposed legislation with other teachers and we could strategize about ways to fight bad bills. Membership in my building tripled because of the great training I could share with my colleagues.

Being a part of the NEA Student Program will prepare you for all aspects of teaching. So, I encourage you to attend as many conferences as you can and take advantage of the numerous resources you'll find.

Clinton Gill
Fifth-Grade teacher, Lubbock, Texas

Becoming Tomorrow's Leaders

Through the NEA Student Program, I learned that I represent the future of the organization. So, when I became an active member, I made member recruitment a priority. I worked hard in my building, making the rounds and recruiting members. And, in my second year, I became president of my local Association. Although it was challenging representing veteran teachers, they appreciated my energy and commitment.

The NEA Student Program truly prepares tomorrow's leaders. New teachers bring new ideas, innovative means to accomplishing tasks, and energy—lots of energy. I encourage students to get involved early with the Association. The NEA needs a new generation of leaders who are prepared to take on the challenges that public education faces. Be willing to use all of the skills that the NEA Student Program has provided because tomorrow's teachers are tomorrow's leaders.

Raphael Waldrop
High School Drama Teacher, Hattiesburg, Mississippi

The Joys of Teaching

Teaching is more enjoyable than I ever imagined possible. It is so rewarding to know that I make a difference in the lives of my students. Public education is one of the greatest gifts we offer to children in America, and, as a public school teacher, I get to offer that gift to my students every day.

Through my experiences in the NEA Student Program, I learned about the importance of supporting public education. I learned how to take on leadership roles and now, as an active NEA member, serve on several

educational committees at the local and state levels where we work on improving aspects of our educational system.

Through the Student Program I learned that, as a teacher, I set the tone in my classroom. So I strive every day to make my classroom a stimulating learning environment and a warm, welcoming place for my students. I want each of my students to look forward to coming to school every morning.

Jennifer Lecy
High School Special Education Teacher, St. Cloud, Minnesota

Cover Story

By Kristen Loschert

OK, what gives? For the past four years your professors, career counselors, and even your Association have told you there is a teacher shortage. And now, as you're about to graduate, all you hear on the news and read in the papers are teacher layoffs and school budget cuts. Where did all the jobs go?

That's a question Amy Simmons wishes she could answer. After she graduated from North Dakota's Minot State University in 2001, Simmons began substitute teaching because of the lack of full-time positions. A year later, her dream came true when she landed a job teaching third grade at a school in Minot.

Her dream job quickly turned into budget crunch reality when she found herself without a permanent assignment the following spring. Facing a declining student population, Simmons' district consolidated three schools into one and reduced the staff, starting with the least experienced teachers like Simmons.

"It's so frustrating when teaching kids is what you know you were meant to do," says Simmons, who substitute teaches and bartends to get by. "It's an absolute roller coaster of emotions. You never know what's going to happen. Is a job going to come along?"

While Simmons' case is extreme, it certainly isn't unique. But that doesn't mean the job market for teachers has dried up. A demand for teachers still exists in most subject areas and in many parts of the country. Finding your ideal job, though, might require some research and flexibility.

Budget Cut Blitz

Nearly 90 percent of education fields have a balanced demand—meaning an equal number of job candidates and job openings—or a shortage of qualified applicants, according to the 2003 Educator Supply and Demand report from the American Association for Employment in Education (AAEE). The annual report surveys college career centers and teacher education programs about the supply and demand for educators in 64 different administrative and teaching fields.

Admittedly, the market for educators has softened somewhat during the past two years, says B.J. Bryant, executive director for AAEE. In 2001, the "peak" for the teacher shortage, all education fields experienced a balanced demand or shortage of educators, she says. Today, 26 fields face shortages, while seven face some surplus. Bryant attributes the market shift to school budget cuts.

"There's no huge new supply. It's not like there is this bulge of teacher education students available," says Bryant. "If a school district had all the money it needed, we'd be right back to the shortages of 2001. I firmly believe that."

States and local communities are struggling with the worst budget shortfalls they've seen since the 1940s. And, in the name of penny pinching, schools have cut extracurricular activities and enrichment classes, purchased fewer school supplies, postponed maintenance projects, increased class sizes, and terminated teachers and staff. On top of that, increasing federal mandates have put the squeeze on schools. With new demands to meet—and few dollars to meet them—many districts have tightened their purse strings, leaving little money to hire new teachers or fill existing vacancies.

Financial pressures have forced many teachers to delay their retirements as well, which means fewer positions have opened up for new grads.

But, no one can teach forever. And states like California, for instance, still face a major turnover in staff within the next decade.

"We still have a need for teachers," says Gail Watts, Student Program organizer for the California Teachers Association (CTA). "Fifty-four percent of CTA members are over 42 years old and a third are over 50. So in terms of retirements in the next 10 years, we will need to replace those teachers in the classroom."

Where the Jobs Are

But what if you need a job today? Where should you look?

Major teacher shortages still exist in special education, math, the sciences, English as a Second Language, and some foreign languages like Spanish, according to AAEE. That's good news for students like Amanda Macdonald, a sophomore chemistry major at Dickinson College in Pennsylvania.

"I'm probably not as worried about finding a job, but more finding a job that I will be happy with or finding a job in a state that I will be happy with, not having to settle," she says.

Fortunately, student teachers in shortage areas have that luxury, says Bryant. These aspiring teachers still need a diligent job search, but they can spend more time searching for the right job in the right school for them.

Students planning to teach kindergarten, dance, social studies, health, or physical education, though, face a more difficult job search since these areas already have a surplus of candidates.

"Some of my classmates are already teachers and they are saying they can't find a job because nobody is hiring," says Monica Masino, a doctoral student at Argosy University in California, who wants to teach the social sciences. "I think I will be able to find a job after graduation, but I know it will be challenging in the beginning."

Attending job fairs and working with your college career center can help you locate the vacancies, especially if you want to teach in one of the more competitive subject areas, says Bryant. Students can maximize their job opportunities by looking outside of their region and state as well, because finding the perfect job often comes down to one thing: location, location, location.

Urban and rural areas still have a great need for educators, says Bryant. States in the South such as Florida, Georgia, and the Carolinas also have some shortages, she adds.

Meanwhile, states in the Midwest and Northeast, which have a large number of teacher colleges and, consequently, plenty of new graduates, generally have an overabundance of teachers.

That's what worries Rena McCartney, a graduate student at Edinboro University in Pennsylvania.

"A lot of my friends who are out there now found themselves having to move extremely far away for the job opportunities," says McCartney, an aspiring elementary school teacher. "I'm concerned that if I don't find any jobs available within a few hours of home, I'm going to have to move out of state, which I would be willing to do if I had to, but it would not be my first choice."

McCartney's sentiments are not unusual. More than 75 percent of teacher education

graduates take a job within 50 miles of their hometown or the college from which they graduated, according to Bill Loadman, associate dean for research at Ohio State University and a contributor to the AAEE report.

But, if they live in a tight market, graduates should keep an open mind about geography.

Nela Foster, past chairperson for the Oklahoma Education Association Student Program, knows how difficult it can be to find a position if moving isn't an option.

After graduating from the University of Central Oklahoma last May, Foster moved to Texas when her husband accepted a position in Fort Worth. Since then, she has worked as a substitute teacher because she has not found a full-time position in any of the surrounding school districts.

"It's disappointing and disheartening," says Foster, who wants to teach high school English. "But, I feel optimistic about the next school year. I'm substituting anywhere they will let me sub and I'm substituting every day so I can get my foot in the door and make those contacts."

Getting Connected

In a competitive market, networking and building your contacts often make the difference between kick starting your career and settling for a paycheck.

Fortunately, NEA Student members can tap into Association resources to build those connections, which gives them an edge over other prospective teachers.

"You need to network with as many teachers as possible. It opens doors for you that way," says Rudy Jimenez Ortiz, president of the Student California Teachers Association (SCTA).

To encourage students to network, SCTA holds its membership meetings in conjunction with those for active teacher members. This way, students can talk with current classroom teachers about hiring trends and job openings in their districts, says Ortiz. Meanwhile, regional and national meetings like NEA's annual Student Leadership Conference give students the chance to talk with experts, NEA staff, and other preservice educators about hiring trends nationwide.

"It's very important for us to go out and find out what's going on in the market," says Ortiz, a graduate of California State University San Marcos. "It varies around the state how the job market is going to be. There are still jobs out there, but now it means doing more homework."

Students need to take responsibility for their job search and do everything they can to make themselves more attractive to school districts, he adds. Although state budget cuts have reduced the number of formal internships available to preservice teachers, college students can gain practical experience as school volunteers or through classroom observations, Ortiz suggests. Ortiz, for instance, works as a teaching assistant at a child development center in San Diego to gain experience teaching preschool students. He's also worked with school-age and middle school students to build his qualifications. Students also can attend professional development programs, like the Student Program's Connections conference, to learn about the latest education research and new teaching strategies, knowledge that's sure to set them apart from the competition.

"If you bring that type of experience and you are informed and well rounded, you will be able to choose where you want to work because so many districts are going to want those qualifications," says Ortiz. "You can't let budget cuts stop you. If this is what you truly want to do, you'll find a way."

Classroom Connection

Put to the TEST

It seems scary, but passing Praxis isn't impossible. With workshops and tutoring, students can build the skills they need to succeed.

For many future educators, Fear Factor is much more than just a wildly popular reality stunt show. Too often it's a major obstacle to surviving the dreaded Praxis I and II, tests 35 states require for certification as a highly qualified teacher.

Coupled with the fear is poor preparation and that's the dual problem NEA hopes to crack by awarding $10,000 teacher testing support grants to state affiliates in South Carolina, North Carolina, Tennessee, Missouri, Vermont, and Indiana.

The Praxis failure rate is particularly high among minority college students who attended high-poverty rural and urban secondary schools in the South, says Nesa Chappelle, a policy analyst in NEA's Teacher Quality Department supervising the grant program. As part of NEA's ongoing effort to increase teacher diversity, much of the grant money will focus on assisting these students.

Many who want to teach can't get past Praxis I, the basic skills test necessary for entering many teacher education programs.

"Students get very nervous and fearful," says Mark Joseph, chairman of the South Carolina Education Association Student Program, a partner with the state affiliate in the testing grant. Joseph, a senior at Claflin University in Orangeburg, sees poor preparation in high school as the reason for the failures; but, he puts some of the onus on students as well. "They often don't take the necessary time to see where their weaknesses lie," he says.

For many students, reading comprehension presents the biggest stumbling block, says Chappelle. "They need a lot of work to reach the high level of analytical and creative thinking that the test requires," she says. Meanwhile, many needy students, some of whom are English-language learners, also lack the vocabulary necessary for a passing score, she adds.

So, the South Carolina grant project will focus on strengthening those skills. At least 350 education students at Allen University, Benedict College, Claflin University, Morris College, and South Carolina State University—all historically black colleges and universities—will have access to a Praxis study guide, on-campus test-prep workshops, and tutorials to build their reading, writing, and math skills.

Although Joseph, an aspiring third-grade teacher, already has passed Praxis I and II, he urges his fellow students to take advantage of available tutoring and continuously use the practice programs in the university computer lab to prepare for the test. "I try to get students to believe in themselves, to have a positive outlook, and to expect that with preparation great things will happen," he says.

A few hundred miles away in Indiana, students also are struggling with Praxis and feeling the same test anxiety, says Marilynn Edwards, grant project coordinator for the Indiana State Teachers Association (ISTA). Math seems to be the greatest hurdle. So, ISTA will use its grant funds for testing support classes that address test anxiety and mathematics skills development, targeting minority students on three urban commuter campuses.

"It's difficult," she says. "Many other things, family and jobs, are going on in students' lives. They're fragmented and brains can absorb only so much. But, if retirements go as projected, Indiana will be in a real bind by 2010. We need to increase the number of teachers who look like the students they're teaching."

Many states exempt students with good SAT scores from Praxis I and that's just what happened to Shannon Monette and many of her cohorts at the University of Vermont. Much of Vermont's grant will go toward workshops and training to help these students and some teachers already in the field pass Praxis II—the licensure portion of The Praxis Series—in their content areas. "There's so much uncertainty," says Monette, a junior and chairperson of the state's Student Program. "We all wonder how well the classes we've taken in college will prepare us for what's on the Praxis."

Many students encounter problems when writing what are called "constructive responses" to the case studies presented on Praxis II, says Chappelle. Students' essays need to show they understand content plus educational theory, which can pose a problem for alternative-route teachers who haven't taken education courses, she says. NEA helps them find the resources to learn the theory they need to know.

"Because someone does not pass the test doesn't mean he or she wouldn't be a good teacher," says Chappelle. "But, given the times we live in, it is a requirement. We have no choice."

—Mary Anne Hess

Calling All Teachers

Cassandra Montgomery's 12th-grade teacher in Montgomery, Alabama, was more than a teacher to her—she was the person who inspired her to become an educator. When Montgomery, a special education major at Alabama State University, graduates in May she hopes she'll influence her students in the same way and spark their interest in teaching.

With African Americans and Hispanics comprising only 21 percent of teachers in the state, educators like Montgomery are hard to come by. But, the Student Alabama Education Association (SAEA) hopes to change that with help from a $5,000 NEA minority recruitment grant.

"Minorities and males have traditionally stayed away from teaching because of monetary issues and lack of respect for the teaching profession," says Sandra Jackson, state organizer for SAEA. "We are hoping to show everyone what a rewarding profession this truly is."

Ready for the Test? Then visit the Educational Testing Service (ETS), which administers The Praxis Series. Here you'll find information about registering for the test, cost, testing dates and locations, and licensure details for states that require Praxis. You also can download sample questions, content outlines, and purchase study guides.

The SAEA will target minority students at Alabama State University and encourage them to pursue teaching and join the Association. Training workshops on test anxiety and developing good writing and reading skills will play an integral role in this effort and prepare students for Praxis II and the state-mandated Alabama Prospective Teacher Test, a basic-skills tests students must pass to receive a teaching certificate. Montgomery, the central regional coordinator for SAEA, says the workshops could help more students overcome their apprehensions about taking the tests.

"Many students get so worked up about this test that they forget they actually do know the information and probably will do well," she says.

Montgomery hopes the workshops and other recruitment strategies will convince more minority students to consider teaching. If students see more minorities in education it might encourage them to follow in their favorite teacher's footsteps, just like Montgomery did. Jackson agrees.

"By having more minority teachers in the classroom, there is a potential for children to see their teachers as role models, someone they can look up to and become aware of their own possibilities," says Jackson.

—Urmila Subramanyam

Fast Fact During the 2002-2003 year, the NEA Student Program increased its membership by 12.6 percent (6,713 members)—the highest percentage increase of all NEA member groups.

Just Go 'Click!' Joining the NEA Student Program has never been easier. With a few keystrokes and a click of the mouse, prospective members can now join online and get immediate access to NEA programs and resources. Shelley Christ, a master's student at South Carolina's College of Charleston, led the way as the first member to join when the new format debuted in August. Nearly 4,000 students joined during the first month alone! "I would have enrolled regardless of it being online or not, but it did make the process easier," says Christ, an aspiring elementary teacher. "Several people in my classes have inquired about how to sign up and I simply direct them to the Web site." Until now students who joined often would not get their bonanza of Association perks for several months. That's because forms for active members typically get processed first. Now, through online enrollment, student information is fed into the general database and members get immediate access to Tomorrow's Teachers, NEA Today, OWL.org, NEA Member Benefits, and $1 million of liability insurance. They also receive e-mail welcome messages from NEA President Reg Weaver and Student Program Chairperson Dawn Shephard, as well as a new member CD-ROM. "The benefits of NEA are great," says Christ. "Being a part of NEA has helped me build rapport with my fellow students and has helped demonstrate my commitment to education." Sign up now with a credit or debit card.

From the NEA Professional Library

Teacher to Teacher

"Welcome to the profession that makes all other professions possible! You're embarking on a career that's exciting and challenging, and the fact that you've chosen to be a teacher says a lot about the kind of person you are.

Perhaps the most defining characteristic of people entering the teaching profession is a unique brand of pragmatic idealism. Teachers have a real desire to do some good in the world. They realize that a teacher's dedication, enthusiasm, and genuine concern have the power to change the course of a student's life.

Over the next decade, two million new teachers are expected to join America's work force. Yet many of these beginners feel that the training they've received has not prepared them for the demands of today's real-world classrooms. In addition to ageless issues such as classroom management and student discipline, they face a number of contemporary challenges, such as the demand of high-stakes testing and greater accountability, the growing number of students from widely diverse backgrounds and cultures, and the inclusion of special-needs students in general education classrooms.

As new teachers tackle these challenges, they often find that veteran teachers are their most valuable resources. These seasoned practitioners are in the trenches every day. They've asked the same questions and faced the same dilemmas as the teachers who are just starting out."

—Sabrina Holcomb

From The Ultimate Beginner's Guide, part of the NEA Professional Library Teacher-to-Teacher series. Available for $12.95. For a copy, call 800/229-4200 or visit http://store.nea.org/.

Beyond the Classroom

Reaching Out

Student members get down and dirty at Outreach to Teach.

When it comes to school improvement, NEA members aren't afraid to get their hands dirty.

Residents of Garyville, Louisiana, witnessed that first hand last June when nearly 300 members spent a day cleaning, painting, and planting at the St. John Child Development Center. The event, known as Outreach to Teach, targets a different high-needs school each year in the host city for the NEA Representative Assembly (RA).

"It's an exceptional experience where soon-to-be teachers, current teachers, ESPs, and retirees can truly make a difference," says Dawn Shephard, chairperson of the NEA Student Program, which sponsors the event. "Whenever we do something to advance a school, we make the community better and that enhances the level of education the students receive."

For seven hours, the volunteers painted classrooms and hallways; planted trees, flowers, and shrubs; decorated bulletin boards; organized storage areas; and even created a teachers' lounge at the school, which is located about 30 miles from New Orleans.

"It will be refreshing for the students to come into a new environment," says April Chen, an elementary education major at the University of Illinois at Champagne. "When they come to school it's like home, so it should be a place they enjoy."

The program benefits the preservice teachers as well by providing hands-on experience in a school and connecting them with students and parents in the community.

"They see that you're not just a teacher in the classroom Monday through Friday," says Laquitta Walker, a Student Program member at Georgia Perimeter College. "They see you as someone who cares about their neighborhood."

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 RA.

All schools chosen for the project 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 the St. John Child Development Center, which serves 250 preschool students, 99 percent of the children participate in the federal free and reduced price breakfast and lunch programs.

By improving the school environment, beautifying the grounds, and enhancing the appearance of the facility, Outreach to Teach builds morale, which ultimately impacts student achievement, Staples says. The program works with community members and local affiliates of the Urban League, NAACP, the National Council of La Raza, and the Organization of Chinese Americans as well to gain support for the project and maintain the facility improvements, Staples says. The Parent Teacher Association at the St. John Child Development Center also committed to maintaining the improvements, he adds.

Outreach to Teach helped N.W. Harllee Elementary School in Dallas, Texas, during the 2002 RA. Since then, the Texas State Teachers Association has supported the school, which has become a popular after-school playground for children in the area. This summer, volunteers will target a school in the Washington, D.C., metropolitan area during the 2004 Student Leadership Conference.

"It's a great program to get out in the community and help schools that really need it," says Mike Mackie, an elementary education major from Eastern Connecticut State University. "If teachers participate more in projects like this it will spread the word. And maybe all those schools that really need the help will get it."

—Kristen Loschert

Do you have CLASS?

Make an impact on your local community with a CLASS grant (Community Learning through America's SchoolS). CLASS outreach 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.

Get That Project Started

Thinking about organizing your own Outreach to Teach event? Then check out these tips from Kelly Torgerson, past chairperson of the Student North Dakota Education Association (SNDEA). During her tenure as state chair, Torgerson organized SNDEA's first Outreach project.

• Start early. Commitment from members could take some time, even if they really want to get involved with a project.
• Once members have committed, find out how many will come. This will give you a general idea about how much food, supplies, and equipment you'll need.
• If you are the chairperson of the event, delegate responsibilities. Designate a food manager, a supplies manager, and a public relations manager, for instance.
• Seek out donations from local businesses. See if a sandwich shop in your area will support your cause by donating lunch, or if a hardware store will donate paint, garbage bags, brushes, or other supplies.
• Remember to breathe and enjoy the planning of your event! You are doing a valuable thing for the community, and it will be a truly gratifying experience!