Cover Story

Spring 2005

By Kristen Loschert

For many of you, graduation is less than five months away and you may be thinking, "What have I gotten myself into? Will I be an effective teacher? What will my classroom be like? Can I really manage 30 young people and actually teach them something?"

Relax. You're not the only ones feeling antsy. Tomorrow's Teachers asked five members of the Class of 2004 to share their thoughts as they prepared to graduate last year and begin teaching. The good news: each of them made it through the first semester on the job and lived to tell about it. Yes, some hit a few bumps along the way, but for others the transition from student to teacher couldn't have been easier. Here are their stories, in their own words, about the hopes and fears they experienced as they prepared to take the plunge. Anything sound familiar?

Ready, Set, Go!

By Rhonda Lewis

I can finally see the light at the end of the tunnel, but as I get closer to that light, I am tempted to take a few steps back, unsure that I am ready for what lies ahead. My teaching career is finally at my fingertips. I have passed all the tests and endured all the classes. Yet, in the pit of my stomach, I feel nervous about what being a teacher will require of me.

I think about the teachers who have helped shape my life. They all seemed so wise and always seemed to have the right answers. Now, I will have 30 pairs of eyes gazing into mine each day, looking for answers to all of their questions. What if I don't have all of the answers?

I have been reassured by many friends who already are teaching. "You'll be fine," they say. And I know I will be, but doubt lingers at the back of my mind.

This will not be my first job. After graduating from Pomona College in 1999, I returned to the Bay Area and became a "dot.comer" working for a couple of small Internet consulting companies. But I always wanted to teach. I have an aunt who lived close to us when I was growing up in Trinidad and she was a teacher. I loved when she would take me to her school when my school was on break. I was only 8 or 9, and although her students were much older, she would give me their old notebooks and I would pretend to grade them.

In 2002, I entered the teacher preparation program at the National Hispanic University. Two years later, I feel well trained and supported to become the best teacher I can be. Those two years had seemed like such a long time, but now when I look back, they just seemed to fly by.

Sometimes my theory classes were intimidating. I remember being confused by all the talk about teaching to standards and differentiating instruction. How would I be able to tell which students were ahead, which were behind, and which were right on target, and then support each one? It was hard to fathom.

But when I started my student teaching, I found it was so much easier to do in person—I didn't have to divide myself into 100 different pieces. Student teaching was the best part of the program for me. I had great mentor teachers, welcoming students, and a great school environment. I not only learned how to plan lessons, meet state standards, and manage my class, but student teaching also allowed me courageously to face a classroom full of students looking to me for answers.

I did not have all of the answers, but it didn't matter because part of teaching is learning and I continue to learn something new every day.

And now I am starting my teaching career. My pencils are sharpened, my bulletin boards are ready, and my classroom is organized. Even with the butterflies in my stomach, I am ready for those 30 smiling fourth-grade faces.

Rhonda Lewis teaches fourth grade at North Tamarind Elementary School in Fontana, California.

Moving On

By Ashley Barton

In August 2000, I walked onto the campus of Illinois State University (ISU) as a naïve, quiet girl from a small rural town. There were more freshmen on campus for orientation than the population of my entire hometown. Standing by myself, I was all of a sudden surrounded by strangers from diverse backgrounds. I was not familiar with this place that was supposed to be my new "home," and, for the first time in my life, I felt alone.

As the days went by, I realized that many of the people around me felt the same way. The strangers that surrounded me soon became my friends, and the unfamiliar place transformed into one where I found comfort. Before I knew it, ISU became my home away from home.

The predestined, bittersweet day came when I had to close the college chapter of my life. I thought I would cry, but I didn't. I knew I would have the most important part of my college years, my friends and memories, with me forever. I even had a sense of relief to know that my four years of difficult classes and student teaching finally had paid off.
But reality hit the day after graduation. I didn't have a job or any idea where I would be in three months, not to mention I had student loans to pay off and no source of income. I was unemployed! But, several job interviews and many phone calls later, I got a job offer at a school in Bensenville, Illinois, just outside Chicago—about three hours away from my home.

Although I am now 22 years old, I am pretty sure that I will move up to the Chicago area with the same feelings I had on that first day of college. I will be surrounded with diversity and strangers and begin a life in an unfamiliar place that I am supposed to call home. I am sure I will love it!

Ashley Barton is a special education teacher at Johnson Elementary School in Bensenville, Illinois.

Enjoying the Journey

By Mark Joseph

But, this was just the first step. I soon had the opportunity to work as a long-term substitute in a year-round elementary school. My first day of school, I confidently knew I belonged in the classroom. I showed the children that I genuinely cared for them, and they captured my heart instantly. I realized I had to take it to the next level and that meant becoming a certified elementary school teacher.

I knew it wouldn't be easy. Less than 1 percent of all elementary school teachers in South Carolina are Black men—so role models for an aspiring educator like me were few and far between. Fortunately, I connected with "Call Me Mister," a tuition-assistance program that recruits and grooms young Black men to become elementary teachers. As a result of the program, I attended and graduated from Claflin University in Orangeburg, South Carolina.

By the time I began my student teaching, I was excited to become a teacher. But I didn't want to be just any teacher. I wanted to become an effective teacher. Initially, my experience did not reap positive results, which led to many frustrating days and nights. But thanks to the prayers of my parents, and the tough love of a professor named Mrs. York, I realized the experience was not about me—it was about the children. When I began to reflect on those words I regained my focus and my sense of purpose and was able to more effectively teach my students. Through my student teaching experience, I gained so much, and, most importantly, I matured as a young man.

My journey has taught me about preparation and it has allowed me to recognize that living is about making life greater for others. And that is what I intend to do—to make life greater for every child I encounter.

Mark Joseph teaches fourth grade at Westcliffe Elementary School in Greenville, South Carolina.

More Than Just a Job

By Karla Boyce

My professors at Christopher Newport University provided me with every educational theory to carry with me into my classroom. The Student Virginia Education Association took me one step further, arming me with even more tools through numerous professional development workshops. Student teaching provided me with real-life experience under the supervision of my cooperating teacher. But still, nothing has fully prepared me for what I will experience as a first-year teacher, when I am solely responsible for my classroom and my students.

Of course I am a little nervous. After all, I am straight out of college and only 22 years old. But I am also incredibly excited knowing my dream has come true. This first year of teaching will be a trial-and-error experience. I know that not everything I have learned will work for every child. I know I'll have days when I feel I am walking on air, but I'm also prepared for those days when I will just want to close my eyes and make it all go away. But when a student comes up to me and says, "I finally understand" or "I got an A, my first all year," then I will know those good moments outweigh any bad ones.

As I reflect on the years that prepared me for this first year of teaching, I find comfort in the advice I received from my professors and fellow Association members:

• Take part in all of the professional development workshops you can and become a leader in your Student education association. Holding a leadership position not only looks good on your résumé, but it enables you to network.
• Always bring extra supplies to class. Never let a child remain uninvolved if he or she does not have his or her belongings. Not only is the child not learning anything, but you are opening the door for misbehavior
• Come prepared for anything. Have alternate lesson plans ready and keep your portfolio handy for that
  unexpected interview.
• Complete the majority of your portfolio before you start student teaching. This will save you time since you will be swamped with lesson plans and grading once you step into the classroom.
• Remember, you will make mistakes. Never give up on yourself as a teacher. The students are counting on you!
• Enjoy yourself! Teaching is more than just a job.

So, if you are not having fun and do not like being in the classroom, then you probably shouldn't be there.

Karla Boyce teaches U.S. history at Reservoir Middle School in Newport News, Virginia.

Not Just Playtime Anymore

By Katie Venella

It always was my lifelong dream to be a teacher.

I pursued my goal by attending Millersville University of Pennsylvania where I excelled in my coursework and extended my talents to elementary classrooms and early childhood centers. My college years quickly passed me by, like everyone had said they would. During my student teaching, I began applying for jobs, sending out packets of necessary information to 53 different school districts, private schools, and early childhood centers. And then, I waited.

As a recent college graduate entering the real world, I never imagined the competition I would face. Thousands of educators were applying for the same positions that I was. Maybe I was a little naïve, but I didn't believe that it would be so competitive. Much of my future remains a mystery, but at least I know that I will be doing something that I have known and loved for years: teaching! Although the "basement schoolroom" no longer exists and the dolls have been put away for years, I am more than ready to get into my own classroom and have my own students—and of course my own pair of dressy high-heeled shoes.

Katie Venella works as a permanent substitute teacher at Quakertown Elementary School in Yardley, Pennsylvania.

Up Close

Spring 2005

A New Chapter

Starting an NEA Student chapter takes hard work and dedication. But with a little motivation and guidance, any student can do it.

Fortunately, Murphy had two great resources to fill her in on the benefits of joining: her mother, a paraeducator, serves as president of her local Association, while her father works as an attorney for the Michigan Education Association (MEA). Once she started talking shop with her folks, Murphy knew her college needed a chapter of the Student Michigan Education Association (SMEA). So, she contacted MEA's Student Program organizer, along with students who chaired other SMEA chapters, to learn the basics of getting started.

"They were all very helpful," says Murphy. "They gave me ideas, handouts, and other information on getting things started. It was slow to take off, but after the students found out what kind of benefits they get from SMEA, such as professional development, leadership training, and much more, they became excited and were happy to join. I also recruited a great faculty advisor who really believes in this organization."

Murphy launched the Alma College chapter in the fall of 2003. Since then, its membership has grown to 25 students.

Since founding the chapter, she has recruited 25 members.

"There are four essentials to getting a chapter going," says Farina. "The first is enthusiasm. You have to believe in what you're doing and in education. Second is friendship. Use your friendships to get people together who share the same goals. Third is getting an active faculty advisor who will give you the support you need. Finally, continuity. You must train the next generation of leaders before you leave school."

Farina also advises new leaders to keep their expectations manageable.

"All your goals need to be tangible ones," she says. "Never set out to bring in 50 members if 20 are more realistic. Doing what's realistic is a success."

University students aren't the only ones who benefit from joining the Association. Students at two-year colleges should form their own chapters as well, says Dennis Carpenter, a faculty member in the University of Wisconsin community college system.

"You start building your portfolio the day you enter school, and if you have the chance to take on projects or leadership roles in a student Association at a two-year school, it helps your chances of being accepted at the four-year school of your choice," says Carpenter, who advises the Student chapters at the University of Wisconsin's Baraboo and Rock County campuses.

Students attending technical colleges also gain by forming their own Student chapters, even if they don't plan to teach, says Sandra Jackson, state Student organizer for the Alabama Education Association (AEA). Last year, students started an AEA Student chapter at Bessemer State Technical College, she says. "This kind of chapter is unique because many of the members plan to become ESPs rather than teachers. Of course, they'll face many of the same issues in education, so the Association is every bit as important to them."

Regardless of where they attend school, students need to stay motivated as their chapter evolves step by step.

"Don't think you can't succeed," says Farina. "Even if you're working alone at first, others will join. And it's amazing what even a small group can accomplish."

And the Winner Is . . .

Think your Student chapter is the best in the nation? Then prove it.

Apply for a Student Program award. Each summer, the NEA Student Program recognizes outstanding state programs, local chapters, state and local student leaders, state organizers, and local chapter advisors during the honors dinner at the Student Leadership Conference. Student chapters also receive awards for most outstanding CLASS project, local or state newsletter, and local Web site. Chapters must submit their nominations, applications, and supporting materials by April 15.

—Matt Simon

Do It by the Book

Looking for more tips on starting your own campus chapter? Then check out the Handbook for Local Leaders. This includes ideas for recruiting new members, conducting effective meetings, creating a constitution, and developing successful chapter programs. It also includes a sample meeting agenda and letter of welcome for new students.

Message from the Chair

Spring 2005

Congratulations on steering yourself into a great profession: teaching!

Welcome to the National Education Association. As a Student Program member you belong to a group of 2.7 million educators who work hard for the public schools every day. And I don't mean just teachers. The National Education Association represents elementary and secondary teachers, education support professionals (ESPs), higher education faculty and staff, retired educators, and you—the future of the organization and the teaching profession.

As a member of the NEA Student Program, you have the opportunity to learn more about the world of education. And being involved in the Association will give you the resources to become a better teacher. This isn't just an organization that offers liability insurance to protect you in the classroom. NEA has it all—from print and online publications to tips on writing grants and helping your community to professional development. Not to mention the great discounts available through NEA's Member Benefits program. Staying active also gives you the chance to build leadership skills, make lifelong connections with fellow students and teaching colleagues, and stay up-to-date on the issues that affect classrooms today.

Public education has gone through many changes over the years and, most likely, you'll find yourself changing as well as you learn new things about your chosen profession. The Student Program can help you on that journey through its strong foundation in community outreach, teacher quality, and political action—the cornerstones of our program designed to better prepare you for the opportunities that await you.

I want to welcome you to TEAM NEA! Congratulations again on joining the National Education Association Student Program. You're on your way to great places and we look forward to helping you succeed.

Mandy Plucker
NEA Student Program Chair

Resources

Spring 2005

Great Reads

Bullyproof: A Teacher's Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students

By Nan Stein and Lisa Sjostrom

This practical teacher's guide offers concrete answers to the dilemmas faced by targets, perpetrators, and so-called bystanders. With 11 engaging lessons, this book will get your students thinking about the distinctions between playful and harmful behavior. In addition, you'll get writing activities, reading assignments, class discussion questions, and homework activities. Available for $15.95.

The Discipline Checklist: Advice from 60 Successful Teachers Revised Edition

By Ken Kosier

This handy checklist puts the advice of 60 teachers—each recognized for his or her highly successful efforts at maintaining discipline—at your fingertips. The educators share their secrets of classroom management, teaching you how to integrate discipline into daily classroom activities and reminding you of the importance of remaining flexible with your discipline strategies. Available for $4.50.

Bright Ideas: A Pocket Mentor for Beginning Teachers Revised Edition

By Mary C. Clement

With practical advice in a handy checklist format, this book offers tips on getting your first job, establishing communication with parents and colleagues, managing your classroom, and preparing lessons—perfect for beginning educators looking for wisdom and guidance. Available for $4.50.

Quit It! A Teacher's Guide on Teasing and Bullying for Use with Students in Grades K–3

By Merle Froschl, Barbara Sprung, & Nancy Mullin-Rindler

This comprehensive teacher's guide contains nine classroom lessons to help you and your students address bullying and teasing in school. The book includes problem-solving activities, reproducible worksheets, games, and engaging exercises. Available for $15.95.

Flirting or Hurting? A Teacher's Guide on Student-to-Student Sexual Harassment in Schools (Grades 6 through 12)

By Nan Stein and Lisa Sjostrom

This A–Z guide presents a multi-dimensional approach to preventing and eliminating sexual harassment in schools. Written by former classroom teachers and extensively pilot-tested in middle and high schools nationwide, this book includes core lessons, reproducible student handouts, supplemental activities, writing assignments, homework ideas, and background teaching notes. Available for $15.95.

Quick Clicks

New Teacher Tips

Works4Me

Whether you're looking for strategies to keep your students on task or just get yourself organized, NEA's Works4Me program has the answer. The online library includes more than 400 tips, submitted by fellow educators, offering practical solutions to just about any classroom issue. Be sure to join the mailing list to receive new tips by e-mail each week.

Survival Guide for New Teachers

The U.S. Department of Education brings together the reflections of award-winning first-year teachers in this handy online guide for beginning educators. The guide focuses on teachers' relationships with their colleagues, university professors, and students' parents, all of which play crucial roles in their success on the job.

First Years

This Web site, started and maintained by two veteran educators, offers classroom activities, sample letters to parents, tips for classroom management, subject-specific lesson plans, and even free classroom posters and school clip art. Visitors can join an e-mail listserv for student and beginning teachers as well.

Yes, I Teach

This site, maintained by the Florida Education Association, offers lesson plans, articles on students with special needs, classroom management tips, message boards, and even a little bit of humor for teachers of all levels. Users can submit stories and ideas of their own to the site and link to other useful Web resources.

Education World

Tips for job interviews, lesson plans, technology integration, professional development, and educator issues are just some of the topics covered on the Education World Web site. You'll also find information on communicating with parents, managing your finances, and even handling holidays in the classroom. Don't miss the icebreaker suggestions and sample worksheets and handouts.

Community Outreach

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. 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'll find updates on bills designed to improve the No Child Left Behind law as well as information about other legislation before Congress. 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

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.

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. 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.

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.

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 remains 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.

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.

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. Visitors to the Web site will 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 Web site features information on classroom activities, tools, grants, and other resources for teachers.

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 lists strategies designed to increase the graduation rate in America's schools.

Special Education

Council for Exceptional Children

The Council for Exceptional Children works with both gifted students and students with disabilities. The organization advocates for sound government policies, helps professionals obtain conditions and resources necessary for effective professional practice, and offers opportunities for professional development to special education teachers.

Office of Special Education and Rehabilitative Services

The U.S. 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.

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.

NEA's IDEA Area Online

Stop by NEA's site on special education and the Individuals with Disabilties Education Act for current research, updates on IDEA legislation, and NEA and other resources for educators working with students with disabilities.

National Dissemination Center for Children with Disabilities

The Center provides information on disabilities in children and youth; programs and services for infants, children, and youth with disabilities; IDEA; the No Child Left Behind law; and research-based information on effective practices for children with disabilities. Also included on the site are parent materials and links to professional associations.

Grants

THE NEA Foundation for the Improvement of Education

The NEA Foundation awards grants of up to $5,000 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. The NEA Foundation conducts research on these efforts and publishes reports on its findings.

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.

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.

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, a plus for students with busy schedules.

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, and its Web site lists links to education stories from daily newspapers.

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.

Job Market

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 Web sites, 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 résumés 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 on issues prospective teachers face.

Teachingjobs.com

This Web 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 its Web site, preservice teachers will find helpful 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. In the Bureau's Occupational Outlook Handbook, you'll find 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 online for statistical information about education employment.

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 can access a national job bank (searchable by state), links to financial aid programs, and information about state requirements for licensure and certification.

President's Message

Spring 2005

In a very short time, you will be charged with providing a quality education for every child who comes into your classroom. That's a huge challenge, an awesome responsibility, and, frankly, a daunting task. But the good news is that as an Association member, you are not alone. You have the support and expertise of 2.7 million colleagues who, like you, are committed to creating great public schools for every child.

Some of you have come to teaching through a traditional route, from high school to college, where you made the decision to become teachers. More and more of you are coming to the profession somewhat later in life, following successful careers in other areas. Many of you are
parents or caregivers. I encourage all of you to value your very different backgrounds and life experiences and find ways to share and learn from each other—not only in classroom settings, but outside the school day as well.

Through the Association, I also encourage you to allow those of us who have been in the profession to serve as mentors. Seek us out when you need help or assistance, whether it's with a personal or professional concern.

Use the NEA Student Program to help you achieve your professional goals. Build your leadership skills, make lifelong connections with fellow students and teaching colleagues, and stay up-to-date on the issues that affect classrooms today. Most of all, make sure you do the best job you can possibly do to help every student achieve.

America's students need you. America's students are counting on you. Thank you for answering the call. Thank you for caring about students and their future.

I appreciate your enthusiasm, your energy, and your talents. And I look forward to working with you on behalf of America's public school students.

Reg Weaver
NEA President

On the Hill

Spring 2005

From Campus to Capitol Hill

Want to make a difference in public education?
Talk to your state legislators.

"As an educator, your job is all about politics," says Michele Devereaux, Missouri-NEA Student chairperson and a senior elementary education major at Missouri Baptist University. As part of a statewide political education committee, Devereaux spent the past year urging students to register to vote. She also was one of many students who partnered with local school districts to rally for education in the state capitol.

"We're trying to get students educated on the issues when they're still in college," she says. "The curriculum, state testing, the budget—everything depends on political decisions."

Since organizing her campus NEA chapter, Devereaux says she's discovered a range of political leanings at her traditionally conservative university. She had to prepare herself for confrontations, both with professors and fellow students. "I had to do research to support myself, but I found that when people speak up for what they believe, others come out," she explains.

"They always start out very nervous," says Gail Watts, SCTA's organizer. "They don't know what to say. Some get blank stares, some get challenged. After their first meeting they get much more confident." To further smooth the way each spring, SCTA pays transportation costs and makes appointments with legislators in advance so that each student gets to visit about four offices. Then students regroup for a debriefing late in the afternoon.

Students discovered that lobbying is "all about building relationships," says Aragon. And, they also learned a thing or two about politicians: "They can do a good job of talking without answering the question," Aragon laughs. "In fact, sometimes students came out of an office unsure whether the politician supported them or not."

Overall, though, the legislators and their staffs turned out "to be really nice people, open to hearing about our experiences," she adds. "It's valuable for them to hear about an average student's life, about how tuition increases and university budget cuts are impacting us."

But lobbying isn't just a one-day event. So the SCTA newsletter keeps students in the loop with political action alerts, boiling legislation down into digestible chunks that emphasize how proposals will impact readers, both as students and as future educators. Meanwhile, the Web site gives students an easy way to e-mail legislators.

"Once students realize everything in education is determined by politics, once they make that connection, they realize the importance of getting involved—not just for their own careers, but also for the children," says Watts. "If they aren't going to advocate on behalf of a child's education, who is?"

—Mary Anne Hess

Take Action

Ready to climb those capitol steps and try your luck at lobbying? Here are some tips for having a successful meeting with your legislator.

• Be prepared. Understand your issue, the bill you support or oppose, and the legislative process before you arrive.
  Be punctual, introduce yourself, and don't overstay your allotted time.
• Be positive, professional, and polite. Never threaten, lie, or conceal facts. Stay calm and be tactful if contradicting others.
• Stay focused. Do not stray from the issue you came to discuss. Keep your message simple and say exactly what you want the legislator to know. Help your legislator understand why your position is important to constituents. You may want to designate a single speaker for your group.
• Say thanks. No matter how you feel, always thank the legislator or staff member for the meeting. Express a willingness to continue talking, to send information requested, and to commit to a future district office meeting. Leave a fact sheet or business card.
• Follow up. Send a letter of appreciation that summarizes your visit, repeats the action you want taken, and outlines any promises the legislator made.
• Stay committed. Keep fighting until you get what you and your school need. Work through grassroots organizations at home and build coalitions with other students and colleges.

Lobbying in Cyberspace

Don't forget to visit NEA's Legislative Action Center. Here you can learn about education-related issues facing Congress and find information on NEA's legislative priorities. You also can track your state senator's or representative's voting record and even send e-mail messages to your state and federal legislators. Be sure to sign up for the weekly e-mail legislative update!

Money

Spring 2005

Sweet Forgiveness

If you received aid through the Federal Perkins Loan Program, you may qualify to cancel up to 100 percent of your loan. But you must work full-time in a public or nonprofit school system as a

• teacher in a school serving students from low-income families,
• special education teacher, or
• teacher in mathematics, science, foreign language, bilingual education, or
  other field your state determines has a shortage of qualified educators.

If you received a Stafford Loan on or after October 1, 1998, and teach full-time for five consecutive years in a designated low-income school, you also might be able to have up to $5,000 of the loan forgiven. This applies to FFEL Stafford Loans, Direct Subsidized and Unsubsidized Loans, and, in some cases, consolidation loans.

Check with your university financial aid office or visit http://studentaid.ed.gov to learn more.

Ready to retire?

You may not be teaching yet, but it's never too soon to prepare for the far side of your career: retirement. Depending on where you work, you likely will participate in either a 403 (b), 403 (b)(7), or 457 retirement savings plan. Each plan is a tax-deferred account, a contract under which you make periodic contributions (usually from each paycheck) through your employer to a company that invests the funds. Your objective? Build as much retirement income as possible in the account in exchange for your investment.

If you start investing in your 20s, you could accumulate a substantial sum by retirement age through the discipline of regular contributions and the beauty of compounding interest. If you invest $2,000 annually for the next 35 years and the retirement plan earns 8 percent every year (annualized), then you will accumulate $344,634. That's pretty impressive given you would have invested only $70,000 during that time!

So don't wait. Talk with a qualified retirement specialist as soon as you start pulling down that long-awaited paycheck, and lock in your future financial security.

What's your life worth?

None of us likes to think about what would happen if we died unexpectedly, but planning ahead can provide you—and your family—with peace of mind. And that means getting life insurance. But how much and what kind?

First, see if you get life insurance as a benefit of employment. Employers often provide a set amount or one to two times your annual salary in life insurance as part of your compensation.

Second, determine if this amount of life insurance meets your needs. If you're single and have no dependents (and you don't own any property other than a vehicle), then you probably do not need additional coverage.

If you own property and/or have dependents, though, or your employer doesn't provide any coverage, you definitely should consider purchasing it. Term insurance, where you purchase a policy with a specific benefit amount for a specific time period, is usually the most economical type. A good rule of thumb for most consumers: obtain enough life insurance to equal approximately six times your annual salary.

Job Hunt

Spring 2005

Looking Good on Paper

Having a stellar résumé and portfolio will set you apart from the crowd.

While individual states and even school districts may have their own guidelines for these written snapshots of your career, there are many tried-and-true techniques for developing these tools that anyone trying to land a teaching job will find useful.

Career professionals agree that job seekers should keep their résumés and portfolios as concise as possible and use that precious space to highlight the job applicant's most valuable experiences and skills.

"A résumé is read for an average of 10 to 30 seconds by people before they decide whether to toss it aside or put it away for further consideration," says Liz Saylor Castelgrant, who conducts résumé workshops for the New Jersey Education Association. "That means you have to grab their attention and grab it fast."

Because making a good impression quickly with a résumé is so important, Linette Branham, Student Program organizer for the Connecticut Education Association, tells job seekers to consider parting with the traditional résumé format that places experience in reverse chronological order. Skills come first, she says.

"With a skills-based résumé, you can list your most important and relevant skills right at the top," says Branham. "If you must use a chronological résumé, you can still include a ‘special skills' section."

Regardless of the format you use, though, keep it short—just one page if possible. "This is not a laundry list of everything you've done," Branham says. "Focus on what you truly have accomplished that is needed by a particular school."

Prospective teachers should remember that a résumé essentially serves six purposes, Castelgrant says: "It introduces you and invites an interview; it serves as a screening tool for employers; it sets the agenda for your job interview; it's a reminder of information covered in the interview; it's a calling card; and it's a self-analysis."

"And remember," Castelgrant adds, "most job postings will result in a huge stack of résumés, most of which will be on white paper. If an applicant uses off-white or gray—but absolutely nothing garish—his or her résumé will stand out prominently."

Portfolios should be equally professional and compact. But many job applicants simply include too much information, says Sandra Jackson, Student Program organizer for the Alabama Education Association.

"A portfolio is not a scrapbook," says Jackson. "It's not a place to list church awards or other activities that don't sell your abilities as a teacher. Always look to pull things out that don't need to be there."

When Kimberly Anderson, Student Program organizer for the Virginia Education Association, gives a portfolio workshop, she requires students to justify each entry.

"I ask them to do an assessment of each artifact in the portfolio," says Anderson. "Why did you choose the lesson you included? Did you learn anything from the lesson? How might the lesson reflect on your performance as a teacher? And, finally, why or why shouldn't this lesson be highlighted in your teaching portfolio?"

Presentation also plays an important role in a résumé or portfolio, especially with electronic versions, which a growing number of school districts request.

"Applicants must be aware that anything sent by e-mail will look different on every computer," says Castelgrant. "Don't type a résumé as an e-mail message. Write in a simple Microsoft Word file and use a common font such as Arial or Times Roman. And don't use tricky formats like indents or bullets. You don't know how they'll look when the file is opened."

The same goes for an electronic portfolio, which may require special software. Job seekers should check with the state or school district to which they are applying for specifics on formatting. Then they should contact their local Association or college career center to see if training is available.

—Matt Simon

Résumé and Portfolio
Dos and Don'ts

• Keep your résumé to one page. If absolutely necessary use a second, but head it with your name and a page number.
• Design a résumé that prominently emphasizes your most valuable assets.
• Have a friend read your résumé. Make changes if he or she doesn't clearly understand your skills and experience.
• Test the contents of your portfolio to see if they truly sell you as a teacher. Remove items that fail the test, even if you think they're interesting.
• Don't include needless information in résumés or portfolios. Be sure a potential employer can spot your strongest points quickly.
• Don't use your portfolio as a scrapbook. Review your portfolio from time to time and remove any outdated items. Something that once seemed magnificent may seem irrelevant months or years later.
• Don't e-mail a résumé with lots of formatting. Create a simple Microsoft Word document instead that does not use any unusual fonts or features.
• Don't rush to produce an electronic portfolio. Find out what format your potential employer requires, then take a college course or a workshop so you can get up to speed.

Remember, your résumé serves six basic purposes:

• To introduce yourself to potential employers and invite an interview
• To serve as a screening tool for employers
• To set the agenda for your job interview
• To remind the employer about information covered in your interview
• To serve as your calling card
• To help you analyze your skills and experience

Interview

Spring 2005

Respect for All

Kevin Jennings raises awareness for LGBT students.

Through more than 2,500 high school clubs known as Gay-Straight Alliances, GLSEN empowers students and educators with the skills and resources they need to stop anti-LGBT bullying—work that earned Jennings an NEA Human and Civil Rights award. He spoke with Tomorrow's Teachers editor Kristen Loschert about the issues LGBT students face and ways educators can make a difference.

Why did you start GLSEN?

I sort of came out in sixth grade, but like a lot of kids who get harassed for "being gay," it wasn't anything about my sexuality that prompted the harassment. It was because I was a boy who did his homework and paid attention in class and did all the things boys weren't supposed to do. I was harassed relentlessly through my junior high and high school years.

When I graduated from Harvard, I decided to become a teacher. I was pretty much forced out of my first job at a school in Providence, Rhode Island, because I was gay. And when I went to my second job I had a gay student who was really struggling. I saw how miserable he was and how my own staying in the closet was conveying to him a very damaging message that this is something to be ashamed of.

I made a little promise to myself right there, and said, "I will do whatever I can so that the next generation has it better than we had it." So, I started GLSEN.

How does the harassment impact students?

We know that students who are subjected to frequent harassment have demonstrably lower grade point averages—almost a full letter grade. We also know that they are much more likely to skip school. Over 31 percent of LGBT students have skipped at least one day of school in the past month because they are simply too afraid to go.

Why has harassment of LGBT students been tolerated for so long?

Primarily because nobody has ever told young people it's wrong. And sadly, according to our National School Climate Survey, in 83 percent of cases where students are harassed because of their sexual orientation, teachers rarely or never intervene.

I'm not saying teachers are the problem. Very few teacher education programs address these issues in any way. And when they do, it is at the discretion of individual instructors and is not woven into curriculum. So we continue to send teachers out there who have no training, trying to figure it out on their own. And that's a recipe for disaster.

Today, the average LGBT high school student comes out between 15 and 17. So they're coming out in school systems that have no more policies than they did when I was in high school, with teachers who have no more training.

Is there anything preservice teachers can do?

Start asking your professors, "When are we going to talk about this?" Then take advantage of the many resources that exist now. GLSEN has a program called the GLSEN Lunchbox with a do-it-yourself teacher training program. Teach yourself, if you have to. Because, in the end, our job is to make sure that all kids can achieve their potential and to remove whatever barriers exist to them being able to do so.

For more on GLSEN's work, as well as educator resources, visit www.glsen.org.

Beyond the Classroom

Spring 2005

With lots of enthusiasm and elbow grease, NEA members turn out in record numbers for Outreach to Teach.

"This is the first time I've heard about this school," McGee, an aspiring elementary school teacher, admits. "You want the kids to have a special environment. We're improving the school conditions and they will enjoy the school atmosphere a lot more because of it."

Fortunately, he wasn't alone. Last June, more than 325 NEA members spent a day cleaning and painting classrooms, decorating nearly 100 bulletin boards, and landscaping the school grounds. The volunteers couldn't have arrived at a better time. A recent fire had destroyed three classrooms.

"To have NEA embrace a school community in this way is nothing short of phenomenal," says school principal Yvonne Crawford. "The experience itself will help us a great deal, but the positive feedback we will get from this after you leave is going to be tremendous."
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 NEA's Representative Assembly. The collaborative effort gives Student members an opportunity to learn from more experienced educators.

"It's really cool when you get so many people together in one place dedicated to the same thing—public education," says A.J. Heroux, a senior at the University of Wisconsin Whitewater. "It's good especially for new Student members to get an idea of how vast the organization is. By bringing in the multigenerational aspects, they learn what the organization is all about and what education is all about. We can see where public education has been and think about where we want to take it."

The event also lets students network with fellow NEA members from other states, says Meeghan Dietrich, a senior at Nebraska Wesleyan University. "And it's fun," she adds.

All schools chosen for the Outreach project have tremendous needs, says Malcolm Staples, manager for the NEA Student Program. Longfields Elementary School serves 589 students, about half of whom participate in the federal free and reduced-price lunch program. In addition to a comprehensive curriculum, the school also has a gifted and talented magnet program and three self-contained special education classes that draw students from other parts of the school district.

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 Parent Teacher Student Association at Longfields and several local business and community partners already have agreed to sustain the improvements.

Outreach to Teach targeted the St. John Child Development Center in Garyville, Louisiana, during the 2003 RA. Since then, the school has become a community landmark, Staples says, and representatives from the state and local Associations, the Urban League, the NAACP, and the Chamber of Commerce have helped maintain the school improvements. This summer, volunteers will help a school in Los Angeles during the 2005 Student Leadership Conference.

Ready To Reach Out?

• Collect books and classroom supplies for a local school.
• Start an after-school tutoring program for students in your area.
• Collect clothing and nonperishable food for a neighborhood shelter.
• Volunteer at a center for at-risk or gifted children or with an adult learning program.
• Get involved with Special Olympics, March of Dimes, Big Brothers/Big Sisters or other community organizations.
• Start a recycling program.
• Offer skill-building seminars on topics such as child care or conflict resolution for local residents.
• Serve as tour guides and field-trip chaperones.
• Visit the children’s ward at the local hospital and read to patients.

—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 that help launch CLASS projects in their communities. Want more info? Contact the NEA Student Program at 202-822-7130.