Spring 2005 - warrenea.org
Transcription
Spring 2005 - warrenea.org
the harbinger Warren Education Association, MEA/NEA NON-PROFIT ORG. U.S. POSTAGE PAID WARREN MI PERMIT NO. 77 July, 2005 Fund our schools! K-16 Coalition Rally draws 11,000 supporters Over 11,000 parents, children, public school employees, and lawmakers converged on the State Capitol steps for the K-16 Coalition for Michigan’s Future Rally on June 21, 2005. They came in 171 buses from the Upper Peninsula to the southern corners of Michigan to stage the largest rally in Lansing in 20 years. They had one loud and simple message for the legislators: “Fund our Public Schools!” Carrying signs urging legislative support for SB246 and HB4582, the participants are calling for guaranteed annual funding increases for K-12 schools, intermediate school districts, community colleges and universities. SB246, sponsored by Senator Bob Emerson (D-Flint) and companion House Bill 4582, introduced by Rep. Hoon-Young Hopgood (D-Taylor), guarantees annual increases at 5 percent or cost-of-living, whichever is less. In addition the bills would also cap schools’ contributions to the Michigan Public School Employees Retirement System at 12.99 percent with the state paying any retirement costs above that percentage and would eliminate language that allows school funding to be reduced at midyear. Chartering a bus, Warren Consolidated Schools took a large contingent of parents, Board members, and WEA members joined by Superintendent Clor and President Bob Naski. John Cafagna, WEA Trustee and Carter Middle School teacher, commented: “We’re here for the kids. It’s tough to get them what they deserve because of the budget cuts. A lot of kids are missing out.” Led by Governor Jennifer Granholm, several leaders addressed the participants. Following are notable quotes from some of them voicing their support. “I have never seen a finer rally since I’ve been Governor. You are people who care about public education in Michigan. It’s our belief in our children and all the children of Michigan that brings us here. What is more important than the education of our future work force? We must make the link that the economy and education are inextricably bound together. I am certain you will not let Lansing escape from funding education in Michigan. The question is how. We have to make this Republican controlled legislature do something to invest in our children to set education as the priority not the special interest tax loopholes for a few. I’m asking you to be louder than those special interest lobbyists. Be the voice for children. Scream to them to close loopholes for special interests and fund education for children.” – Governor Jennifer Granholm • “We are here to demand quality education for every child in Michigan. Failure is not an WEA awarded Crystal Apple political fundraising praised WEA members scored kudos when they were awarded the crystal apple for achieving 80 percent by Michele Strojek participation and contributions to the MEA-PAC/NEA Fund for Children and Public Education. The WEA has been awarded six crystal apples, one for each year when the MEA has recognized outstanding political donations by local MEA units. Eighty percent is the minimum level for achieving a crystal apple. The WarrenFitzgerald Coordinating Council was also awarded the Golden Apple Award for MEA President Lu Battaglieri presents the achieving 71 percent Golden Applie and Crystal Apple awards to Michele Strojek, WEA/REA IMPACT enrollment for Chairperson. contributions to MEAPAC/NEA funds. We option.” – Donna Oser, president of Michigan Congress of Parents, Teachers, and Students. • “Twelve years ago I was proud of putting together Prop A. But now we need to put our money where our mouth is and fully fund public education.” He said he takes education funding seriously but many legislators do not. On the Tuesday morning of the rally the senators voted 21-16 against discussing the bill even though they knew it was the day of the rally. “We had more pressing issues,” he said sarcastically. “They eliminated nine useless committees and allowed the potato commission to reapportion itself. That’s what I call a productive day.” – Senator Bob Emerson, Democrat, Flint, sponsor of Senate Bill 246. • “Many school districts are right this moment standing on the precipice of financial disaster. Every school district is walking toward that cliff and will eventually be on that precipice. The legislature needs to fix school funding, and they need to do it now.” – Tom White, executive director of the Michigan School Business Officials were the only Coordinating Council to receive the award this year. Sixty percent is the minimum level needed to achieve a golden apple. The coordinating council has received this award for six consecutive years. Michele Strojek, IMPACT Chairperson, accepted the awards on behalf of WEA and Fitzgerald teachers at the May MEA-PAC Council meeting in Lansing. “Warren teachers continue to demonstrate their strong commitment to political action in Michigan and Washington, D.C. We realize the impact that legislation and regulations have on our health benefits, working conditions, certification and qualification requirements, and retirement benefits. I am proud to represent our teachers who make this financial commitment every year, vote for teacher-friendly legislators, and dedicate their lives to educate today’s children. We are the best!” said Strojek l. or r.: WEA members Josh Weston, Bob Naski, John Cafagna, Jon Fielbrandt, Karen Abella and Sue Flis show support. Superintendent Dr. James Clor and WCS parents join K-16 Coalition Rally. Teacher Feature ......... p. 3 inside by Judy Locher From the Nation ........ p. 4 From the State............ p. 4 From the Local .......... p. 5 Getting to Know Your Union ................ p. 6 From this Corner ....... p. 8 Teacher Highlights .... p. 9 Page 2 The Harbinger July, 2005 Editorial Labor Unions Still Work for Everyone by Paul F. Clark, guest editorial Paul F. Clark is a professor in the department of labor studies and industrial relations at Penn State University the Many people today believe that the labor movement has outlived its usefulness - that it had a valuable role to play in the first half of the 20th century but is now irrelevant, an anachronism. My colleagues at the business college, for instance, describe unions as “dinosaurs” and as support of that idea note that their influence and power are waning. It’s true that the proportion of the national workforce represented by unions has fallen steadily over the last 25 years. And as the economy struggles and health costs continue to skyrocket, employers - even many of those earning healthy profits - do hold the upper hand in contract negotiations and are demanding wage freezes, cuts in benefits and other concessions from workers. But those critics forecasting the demise of the labor movement are indulging in wishful thinking. Their arguments are the same ones that were in vogue in the 1920s, just prior to a half-century in which the union movement won unprecedented gains for its members and helped shape the nation’s economic and political landscape. The fact is, unions continue to play a critical role in our society - and one that extends well beyond the 16 million people who pay dues. In recent times, there were two major strikes in the Los Angeles area, involving public transit workers and supermarket workers. Both strikes reflected the ongoing struggle over health-care benefits for workers, and both had a significant effect on life in the city. Unions exist to serve as a countervailing force against employers - whether those employers are government agencies, corporations or not-for-profits. Unions participate through the collective bargaining process in decisions regarding compensation and benefits, working conditions and job security. Almost always, the result is higher pay and better benefits, safer working conditions and great job security for their members, just as it has been throughout the history of the labor movement. But union victories are also victories for those workers not covered by a union contract. This is because nonunion employers often match what’s been won by unionized employers in the same industry. Economists call this phenomenon the “union threat effect” because employers offer these improvements in order to lower the chances that their workers will organize. The union threat effect expands the influence of unions well beyond the 14.6 percent of the workforce represented by unions nationally (in California, 18.9 percent of the workforce is unionized). And evidence suggests that not only are the wages and salaries of nonunion workers often higher than they would be without the presence of unions in their communities, but many of the benefits they take for granted were introduced into workplaces only because of the efforts of unions. Paid vacations, health insurance, pensions and sick leave did not become commonplace in American workplaces because of employer generosity but because unions fought hard for them, and won. The same is true for laws protecting employees. When proposed, most employers vigorously fought the eight-hour day, the Social Security system, overtime and minimum wage laws, workers’ compensation statues, occupational safety and health protection and bans on child labor. It was the labor movement that pushed these proposals through and that today fights employer-led efforts to weaken or undo them. More recently, the job of watchdog has fallen, in part, to the labor movement. For example, American Airlines executives tried to pay themselves huge bonuses and create a pension plan for top management that would be protected even in the event of bankruptcy, while at the same time claiming poverty and asking employees to take significant pay cuts. The scheme was exposed by the pilots’ union. It is true that the labor movement is now on the defensive. Unions historically lose bargaining power when the economy is slumping and unemployment is high. And their influence in the political arena is diminishing under the current administration. The labor movement will survive, but its current struggles should be of concern to everyone - employees, managers and investors - who believe that unbridled corporate power is a dangerous thing and that checks and balances and accountability are desirable in a democratic society. Unity and teamwork must remain strong Unity and Teamwork. These two words are never more meaningful than during a bargaining year. As I reflect over the thoughts I wish to communicate to the WEA membership in this article, I keep returning to this theme. Unity requires harmony and agreement, with the caveat of being one in purpose. Our unity must remain strong and consistent. Teamwork as defined by Webster is “joint action by a group of people, in which each person subordinates his individual interests and opinions to the unity and efficiency of the group.” You have such a team currently hard at work representing you! Bargaining is a process that begins long before the two teams sit down to negotiate. Over the last two years the WEA has sent WEA members to leadership and bargaining conferences. There they developed new skills and insight into the bargaining process. They learned about the magnitude and complexity of the work involved. Last fall a survey committee was selected and given the task of finding out what contractual issues were most important to the membership. First, they had to meet to create a comprehensive survey. The surveys were distributed to the entire membership, collected and tabulated. While this was going on, I appointed the Bargaining Team. Then the appointees were presented to the Trustees and Congress for their approval. I made great effort to ensure that this team reflected the entire membership. Representatives of the Survey Committee along with the Bargaining Team calculated the survey results and listed bargaining issues in order of the priority the membership indicated Also we established Crisis Committee to prepare and develop possible strategies to use in the event a tentative agreement is not reached. For the past two months, the Bargaining Team has spent innumerable hours at the difficult task of writing proposals. Every issue has been thoroughly discussed, debated, and researched before the final proposal was written. Remember, bargaining is a process so there will be a continuous flow of ideas, discussion and prioritizing. A well-prepared WEA Bargaining Team recently met on June 23rd with the Administration’s Team for the first time. General introductions, establishing ground rules, and setting our bargaining schedule were the priorities of the day. I am very pleased to inform you that your Bargaining Team has worked very hard for you and will continue to do so. I am very impressed by the professionalism, unity, and enthusiasm of this group. They are doing their best to represent your interests and concerns They are off to an excellent start. How can you as a WEA Member support this process? Easy. Remain united and supportive of your team and understand that the bargaining process takes time. You’ve already expressed the concerns and issues you want addressed; now remain involved by periodically checking the WEA Bargaining Hotline (586/573-0522) for updates of current developments. With commitment to our basic principles of unity, integrity, hard work and teamwork, I am confident we will achieve our desired objective: a good contract that will make us proud! On a different note, I’d like to comment on union involvement. You may have noticed many new faces, many of them younger, representing the WEA as building reps, as trustees, on committees, writing for the Harbinger, and on the bargaining team. This was a goal of the WEA leadership, and I am very pleased with the diverse membership this past year. The union can only be enriched by this influx of new, enthusiastic talent. The WEA comes from a very rich heritage of hardworking, talented educators who see no conflict in being both a professional educator and a union activist. Think about sharing your talents, creativity and skills with the Warren Education Association. Oppose Senate Bills 55 & 56 Harbinger E-mail: TeachWEA@aol.com The Warren Education Association Officers Editorial Staff Sandra Kush Computer Layout Pat Eisenberger Art Concultant Ty Mittelstaedt Staff Reporters Michele Strojek Pamela Kellar Jon Fielbrandt Jean Wenner Nancy Kozlowski The views expressed by the writers do not necessarily reflect the official policy of the Warren Education Association. Subscriptions are $10 per year to non-members of the WEA. President Bob Naski Vice President Jonathon Fielbrandt Zone Trustees Carolyn Kiertanis Lisa Sikoski Bob Callender John Cafagna Congressional Trustee Joshua Weston Executive Director Judy Locher Ty Mittelstaedt, our outstanding resident cartoonist retired this June after 40 years of teaching in WCS. His insight, humor, and “right on” take on crucial issues have helped make the Harbinger a premier newspaper. He generously plans to continue his expertise and talents for the WEA. July, 2005 The Harbinger Page 3 Teachers Featured Outstanding teachers honored Michelle Murphy named Macomb County High School Teacher of the Year by Pam Kellar and Sandra Kush Jennifer Sharkey - Elementary Jennifer Sharkey, Special Education teacher at Hatherly, was selected as the Outstanding Elementary Teacher of the Year for WCS for 2005. Sharkey was selected based on her ability to plan and prepare for the instructional needs of her students, the ability to create a quality learning environment, and the ability to engage students in learning. Designs Special Program Sharkey began her teaching career as an Autistic Impaired teacher in Clarkston. She came to Warren Consolidated in 1994 where she has been a Resource Room teacher, a Teacher Consultant, and is currently the SOARS teacher at Hatherly. SOARS is an acronym for the “Social Organizational and Relationship Skills” Program in Sharkey’s resource room. She designed this unique program for those students who exhibit characteristics on the Autism Spectrum of special needs. “The students in my classroom are honest and have an almost brilliant insight into details and facts,” Sharkey commented. “They are somewhat higher functioning students and are capable of spending part of their day in general education classes.” Sharkey works closely with the Hatherly Social Worker and Speech Therapist who nominated her for this special recognition because of her development and implementation of the SOARS Program at Hatherly. These two special education professionals also work with Sharkey’s students in her room in a small group setting. Michelle Murphy - High School The Freshman Academy at Warren Mott High School has an enthusiastic cheerleader: Michelle Murphy, 3rd year teacher of English and Spanish, and the WCS plus Macomb County High School Outstanding Teacher of the Year for 2005. Organizes incoming freshmen “In my second year of teaching, my assistant principal asked for teacher volunteers to teach all core freshman classes and be involved with a 3 day orientation for incoming freshmen. I welcomed the challenge and plunged right in,” said Murphy. “Freshmen are challenging, upbeat, and just plain fun. Our biggest challenge in the academy was to get them to realize the importance of academics in 9th grade.” Murphy and the other freshman teachers work with the students during a three day “Rush Week” before school opens in the fall. “We get the kids to talk to each other, say hi and ask names. Freshmen are basically happy-go-lucky so we capitalize on that.” Last year, with a freshman class of 470, over 400 attended the activities. “They realized that it’s not Beer vs. Grissom any more,” laughed Murphy. an opportunity to go to downtown Detroit, and to other metro Detroit areas during these field trips.” Murphy supports her classroom learning community by incorporating discussion and mini-lessons regarding respect, dignity, caring and safety. “I really don’t have a tough time with discipline,” admitted Murphy. “In my ‘who am I’ speech at the beginning of the year, I let it slip that I taught Karate for several years. I set standards, move closer in class to one who seems to be having a problem to keep a situation from escalating. Students who are challenging keep me coming back to work every day.” Finally, Murphy interacts with parents outside the classroom as Warren Mott’s Play Director and actively enlists the help of family members in all aspects of productions. Rosemarie LeFaivre - Middle School What makes Rosemarie LeFaivre a great teacher and Outstanding Middle School Teacher of the Year for WCS for 2005, goes beyond her knowledge of math and her desire to help every student succeed academically. She is set apart from other teachers by her sincere commitment to help students become successful adults. Teaches ability based math Rosemare LeFaivre teaches three levels of 7th grade math at Carter Middle School. Because it is not unusual for all five of her classes to be at different places in the math curriculum, LeFaivre dedicates the time to plan separately for each class based on the majority of the students’ Social skills emphasized abilities. Her attention to developing In the SOARS Program, the students real life examples for her math participate every day in a group learning concepts helps her students personenvironment with a strong emphasis on ally connect to their lessons. If they social skills training. “The program indon’t “get it” she revisits the lesson volves the direct instruction of social and makes sure the students skills,” Sharkey emphasized. “Because my understand before going on to the students spend part of the day in the next concept. Because she is using general education classrooms, my teacher a new math textbook, LeFaivre aide is invaluable. My aide goes to the tries to incorporate all the supplegeneral education class with the SOARS Superintendent Clor, WCS Board of Education, and WEA leadership honor mental materials and actually students and helps me monitor their WCS Teachers of the Year: front row l-r: Michele Murphy, Rosemarie LeFaivre, became part of a committee to progress, determine their interest levels, Jennifer Sharky. more finely align the new math and identify what skills need to be taught curriculum to the Michigan benchback in my room.” Sharkey’s classroom marks. She feels that the new curriculum is very One of Murphy’s greatest strengths in the instruction also includes the many challenges her advanced but is pleased with the different level classroom is her ability to accommodate students students face during the rest of the day at school. grouping she works with at Carter. with diverse learning styles and levels while main“We directly address the problems that our it is important to students exhibit not only while in the general educa- taining high standards. She feels th Students learn respect have the kids realize that “9 grade counts”. In a tion class, but also on the playground, at lunch hour, When school begins, LeFaivre establishes school with over 53 different languages spoken, this and during any social interaction with general rapport by giving her students the same respect she is a challenging task for teachers. Murphy realized education students.” Sharkey mentioned that her expects them to give to her and others. “When I the scope of this diversity while working on restudents might have a problem that appears simple discuss discipline at the beginning of the year, I search and writing Warren Mott High School’s Blue in a general education setting, but can be monumendon’t say ‘Here are the rules’,” said LaFavire. “I Ribbon School application. Incidentally, Warren Mott tal for a SOARS student. “Just raising a hand at an talk with my students about what would make a was named a Blue Ribbon Exemplary School in inappropriate moment or telling a story instead of class run well, we work on behaviors together, and answering a question are all challenges that face the 2004. we don’t even need to write anything down.” She SOARS student and have to be addressed in my connects with her students and each year she Communicates with diverse community room. Staying on task is a big issue with my stumentors one or two students, helping them deal with Communicating with parents posed another dents.” Role-playing, planning individualized lessons, very difficult home situations and allowing them to challenge for Murphy. She believes in calling studying stories with social themes, and practicing seek out positive behaviors to cope with their parents to give good news as well as informing them skills over and over are just some of the ways in problems. “I noticed a bright student having probof problems. “I try to connect with the student and which Sharkey meets the needs of her students. lems in class early this year,” explained LeFaivre. “I parent through a progress report if the parent intercepted a note that led me to send her to the doesn’t speak English or is not able to attend a Small groups encouraged counselor for some individual help. I would talk with conference. Out of 150 students, I had 75 parents Another unique aspect of the SOARS program her before and after school, because it was obvious attend the last parent conferences,” explained is that small groups of general education students she needed a female role model. By the end of the Murphy. “I think 50% is great!” She actually feels come to Sharkey’s class and participate in some of year, she was focusing in class and brought her the small group activities. These students also serve that these various languages are good springboards grades up to As and Bs.” She is also available for when teaching and she tries to use it to her advanas role models for the SOARS students. Sharkey’s st any student both before and after school. tage . . . especially when teaching 1 year Spanish. current goal for the SOARS Program is very Besides being the math competition coordinator A popular way to reach freshmen and keep straightforward, “Ideally I try to get my students for Carter Middle School, LaFaivre has started infused as much as possible into general education.” their interest is to make use of field trips. Michelle helping teachers post homework updates daily on Murphy and fellow Freshman Academy teachers A future goal for Sharkey is to implement an the school’s web page. “Many teachers were asking did just that. They took 5 busses loaded with 300 effective co-teaching plan with the general educame for help,” said LaFaivre, “so I volunteered to do students to the Detroit Opera House for a dramatition teachers and the special education team. ‘I am the daily computer updating for anyone who asks pleased with the positive response, cooperation, and zation of 5 short stories that included the ubiquitous me.” In addition, she is a resource for those with Tell Tale Heart by Edgar Allen Poe, and The understanding exhibited so far by the Hatherly staff questions about the Integrade Pro computer grading Legend of Sleepy Hollow by Washington Irving. for the SOARS Program.” Her special education program. Of course, the students read the stories before team colleagues, Doreen Dickman and Jessica LaFavire has finished her 9th year in WCS and attending the plays. Students also encountered the Brzezinski, admire Sharkey’s dedication to the powerful and poignant events of World War II while is looking forward to many more. “I love that look SOARS Program. “Jennifer Sharkey is a very visiting the Holocaust Memorial Museum this spring. on the students’ faces that shows they finally get a remarkable and outstanding Warren Consolidated “It’s amazing how many students haven’t been very concept. That keeps me coming back every single Special Education Teacher and deserves special far away from their home,” said Murphy. “They had day.” recognition for her efforts,” said Dickman. Page 4 The Harbinger withhold $76 million of the $107 million that Utah receives in federal education money. Connecticut. Attorney General Blumenthal announced that his state plans to sue the U.S. Department of Education over lack of funding for ESEA/NCLB testing mandates. The state estimates that by 2008 it will have to spend $8 million of its own money to carry out just the testing requirements of ESEA/NCLB. Texas. The U.S. Department of Education is fining the Texas Education Agency $444,282 because the state agency released information too late for schools to notify parents about their school transfer options under ESEA/NCLB last fall. Maine. A state task force found 26 areas that need to be addressed to make the law work in Maine. The state’s U.S. Senators Snowe and Collins pledged to work to change the law when it comes up for reauthorization. NCLB: update schools sue, states snub law • • Schools Sue No Child Funding The Pontiac School District joined districts in Texas and Vermont and several education associations across the country in a first-ever federal lawsuit that the NEA filed on April 20. The lawsuit calls upon the federal government and the Bush Administration to fully fund the costs of their own rules and regulations under ESEA/NCLB. The suit also asks the courts to rule that the federal government cannot withhold funds from schools that do not comply with the law because of the funding gap. NEA President Reg Weaver states: “The principle of the law is simple. If you regulate, you have to pay.” Growing Numbers of States Snub NCLB Utah. Governor Jon Huntsman signed legislation passed by the Republican dominated legislature that orders state officials to ignore ESEA/NCLB provisions that conflict with Utah’s education goals or that require state financing. U.S. Secretary of Education Spellings warned in a letter that the Department might • Special Ed. Test Rule Changes In April, U.S. Education Secretary Spellings announced that the Department will be more flexible in evaluating compliance. One change Spellings mentioned affects rules governing the assessment of students with cognitive disabilities. States that meet criteria proving they are serious about raising academic achievement can now provide an alternative test to the MEAP for up to three percent of these students rather than the current one percent. The Department will allocate $14 million nationwide to help schools create new tests for those students. July, 2005 Retirement attacked public employees at risk Public employees across the country from Alaska to South Carolina are fending off attacks in their states to move public employees from defined benefit pension systems to risky defined contribution plans. President Bush’s plans to dismantle social security echo these attacks on public employee defined benefit plans. The most serious threat is coming from Governor Schwarzenegger in California. The California Teachers Association is gearing up to defeat a ballot initiative that would convert public employee pension plans to defined contribution plans. State aid unresolved Battaglieri, Salters, and Cook reelected MEA Spring RA Keeps Dues Unchanged by Jon Fielbrandt SB 55 AND 56 headed for demise right to bargain health insurance threatened SB 55 & 56 appear to be headed for death according to MEA lobbyists. The bills, sponsored by Senators Johnson and Sikkema, would have stripped public school employees of the right to bargain health insurance and placed them under a government-run health insurance monopoly controlled by six political appointees. WEA members joined their public school employee colleagues from across the state meeting with legislators and flooding them with letters urging opposition to these bills. HB 4274, which would require insurance providers to release employee medical claims data to school employers, is also opposed by the MEA in its original form. However, MEA supports an amendment offered by Rep. Edward Gaffney, RGrosse Pointe, which addresses member privacy concerns and sets up a pooling system which allows MESSA to continue to provide the best possible value on insurance coverage. If the amendment passes, MEA would support the bill. However, according to MEA Government Affairs Director Al Short, the battle is not over. At the end of July, an insurance study will be reported to the House. This report could spark new bills not unlike the old SB 55 and 56. Members may have to launch another lobby campaign to preserve local collective bargaining rights on insurances. Delegates to the Spring Representative Assembly (RA) approved postponement of percentage dues for one year with implementation now scheduled for September, 2006. This postponement was necessary to accommodate school districts who are still struggling with newly required electronic transfers of retirement withholdings to the state. The RA voted to approve a one-year budget that required a zero dollar dues increase for 2005-2006. All unopposed, MEA President Lu Battaglieri, Vice President Iris Salters, and Secretary/Treasurer Steve Cook were elected by acclamation. Each will serve a three-year term that ends August 31, 2008. Utica teacher Joyce Lalonde was re-elected to a second three-year term on the NEA Board of Directors and Westwood Heights teacher Ric Hogerheide was elected to his first term on the NEA Board. In other business, the RA rejected a proposal that would have eliminated the Fall RA and approved a motion to increase efforts in organizing adult education teachers. GOP House Bill Attacks Retirement propose defined contribution Two Michigan legislators, Republicans Rep. Palmer and Ward, have introduced legislation to convert the current defined benefit pension plan for school employees to a defined contribution paln. HB4947 not only establishes a defined contribution plan for school employees hired on or after July 1, 2006, it also provides for a graded premium subsidy for health insurance for those school employees. New employees would earn a 3 percent subsidy for each year of service up to a maximum 90 percent subsidy with 30 years of service. To qualify for insurance, one would need at least 20 years of service credit. MEA is vigorously opposing the bill. If passed by the State Legislature, it would seriously reduce pensions and health benefits for all new school employees and weaken the current program of pension and health benefits for current employees and retirees. heads to committee As the Harbinger goes to press, the state legislature had not settled on a budget. The Senate and the House have adopted state aid, and it is anticipated that each chamber will reject the other’s version. Thus, both budgets probably will go to conference committee where a final bill will be worked out. The Legislature begins summer recess at the end of June. More than likely there will not be a passage of a state aid bill until they return in August. Both the House and Senate versions set the foundation allowance at $6,875 which is an increase of $175 per pupil as Governor Granholm has recommended. However Granholm’s proposal of an additional $50 per pupil for high school students is not in either chamber’s version. For awhile it appeared that some of the monies for 20j school districts like WCS were in jeopardy. This would have meant a loss of $1,825,000 for WCS. However, both the Senate and House bills have kept the 20j monies intact. For at risk students, the Governor has proposed an increase of $33 million to $347 million. Both houses have kept the amount the same as this year at $314 million. Michigan Supreme Court dismisses lawsuit retirees’ health benefits can be changed The Michigan Supreme Court issued its decision in the MEA challenge to the increase in deductibles and co-pays for retiree health insurance by the Michigan Public School Employees’ Retirement System Board. By a 5 to 2 margin, the Michigan Supreme Court decided that health insurance benefits are not “accrued financial benefits,” within the meaning of Article 9, Section 24 of the Michigan Constitution and that the statute providing for health insurance for school retirees did not create a contract that is binding on future legislatures. Based upon that rationale, the Michigan Supreme Court upheld the actions of the MPSERS Board and dismissed the lawsuit. The decision of the five member majority of the Supreme Court is particularly troubling, because the rationale used by those Republican justices allows the legislature unfettered discretion to change retirees’ health insurance benefits. July, 2005 The Harbinger Ratification process detailed follows tentative agreement by Bob Naski The surveys have been tallied, priorities set, proposals written and bargaining is taking place. What happens next, you might ask? Hopefully the Warren Education Association and Warren Consolidated Schools bargaining teams will come to terms on a new agreement. This new agreement would be tentative pending ratification by the WEA membership and the approval by the Board of Education. The Warren Education Association rules for contract ratification state the membership must have in writing all changes to the contract in the tentative agreement (T.A.) five (5) days before a vote may be taken. The ratification vote would be taken only in a general meeting and only after an open discussion of the tentative agreement. Balloting would begin no earlier. The time, place of the meeting, and ratification procedures would also be posted five (5) days before the meeting. All members voting would be identified as WEA members according to the official vote counting instructions of the WEA. The Bargaining Team would then present its report, followed by any individual members or groups who have requested time according to ratification procedures. The president accepts questions and points of clarification article by article. Finally the president makes his recommendations and then the polls open. Ratification is by secret ballot, and the vote would be taken upon the total body of the tentative agreement. The membership would not be able to vote on individual articles or items. Voting places would be open for forty-five (45) minutes after the president’s report. The percentage needed for ratification is 50 percent plus one (1) of those voting. Only when WEA’s membership and the WCS’s School Board ratify the tentative agreement would it become a new contract. Page 5 Bargaining survey issues highlighted Health care, Schedule A lead Under co-chairpersons Kevin Bullis, Lisa Koziara, and Sue Packla, the WEA Bargaining Survey Committee commenced in March. The committee reviewed previous WEA surveys and solicited issues from members in the buildings to arrive finally with a comprehensive survey to send to the membership in April. The response from the members was excellent with over 655 members returning the survey, significantly more than was needed for reliable results. As in past bargaining years, improvement in Schedule A and maintaining the current health care packages for medical, dental and optical were the most important issues. One member commented, “The most important issue that needs to be considered is salary! We need to have a salary improvement that minimally keeps pace with inflation and keeps our salaries competitive with other professionals.” Although more than half of the respondents have 10 years or less teaching experience, surprisingly improvements in the longevity scale was a high priority. Of even greater importance to most members was keeping the health care package as it currently is. More than one member said: “Please don’t give up ground on health care.” More specifically, many members commented that they were very dissatisfied with the district’s change of vision carrier to Spectera this last year. Although the WEA does not bargain the carrier for any of the health insurances except medical, the members would like to see the vision carrier return to the one prior to the change to Spectera. The second highest priority in fringe benefits after the insurance packages was an increase in the Board contribution to an annuity. Surprisingly, given the younger age of the current membership, 6.1 percent chose long term care insurance at retirement as a top priority. Class size still remains a priority among the members. As one member commented: “The district needs to commit to small classes which we know increases learning. We need to stop being a factory school.” And another reiterated this concern: “Lower class sizes are my biggest concern. In this high stakes testing climate, we are doomed to fail. 31 students are too many!” With the changing demographics in WCS, teachers also expressed a growing concern over the number of English Language Learners (ELL), at risk students, and special education students per classroom. In a related matter, 54 percent gave top priority to providing a substitute for teachers attending Child Study Team and Intervention meetings during the school day. Although not as high a priority as salary, health insurance and class size, more than half of the members chose making all days personal leave days (PLD). Notifying teachers of any additions or request for their personnel files showed 68 percent choosing it as a top priority. Providing a teacher records day at all levels had relative high priority, also. In late May, the WEA Bargaining Team reviewed the survey results and formulated proposals that speak to the members’ priority concerns. They also reviewed concerns from special interest groups that were not addressed in the survey such as elementary special services, Schedule B and counselors. They prepared proposals to address some of their concerns. All in all, the Bargaining Survey Committee’s efforts were greatly appreciated. Many members expressed thanks for the opportunity for direct input into the bargaining process. 136 WEA members choose VSIP In early April, the WCS Board of Education offered a Voluntary Severance Incentive Plan (VSIP) to only members of the Warren Education Association. 136 WEA members chose the plan and resigned from WCS effective June 30, 2005. At least 100 teachers had to choose the plan for it to be effective. The participants could choose between two incentive pay options: a $50,000 lump sum directed to their MPSERS retirement account, a 403(b) provider of the district’s choosing or a combination of both; or $60,000 given in payments over 48 months to a 403(b) provider of the district’s choosing. It is projected that the overwhelming success of the VSIP will significantly reduce or eliminate the original projected shortfall in the 2005-06 WCS budget. WCS School Board changes Smith, Hayden move on by Michele Strojek Warren Consolidated Schools bid adieu to Council President Daniel Smith and trustee John Hayden whose terms as school board members expired June 30th. Newly elected Sue Kattula and Brian White are eagerly waiting to assume their positions and responsibilities as WCS School Board Trustees. John Hayden, who has been on the WCS Board for nine years, is especially proud of its accomplishments: 1. playground safety in the elementary schools, 2. construction of the Performing Arts Center, 3. renovations that resulted from the passing of the bond, Sue Kattula 4. the sinking fund, and the recent millage election, 5. balancing the WCS budget without harming classrooms and employees, 6. continuation of the stellar programs in the district, such as CPC, MSMTC, and TAPP, the performing arts program. “I love this district and wish it the best of luck. It has been a wonderful ride,” said Hayden. Dan Smith has served on the WCS Board for eight years. As the City of Warren’s Economic Development Planner, he saw the need to improve the condition of the schools and improve the business climate of the city as two entities that were inextricably woven together. He is proud of the community support for the bond, sinking fund, and millage. “You have to do things for the children of this community that you think are the right things to do, not what other people think is right. Listen and come to a conclusion on what information you have, and know that what is in your heart is the right thing to do,” has been the philosophy that has guided his actions on the WCS Board. Board members Brian White and Sue Kattula are excited and on “cloud 9” about their new positions that officially begin July 1. Mr. White has been active as the president of the Grissom Booster Club. He is still getting his feet wet as he becomes more familiar with the district’s programs. He finds volunteering in the schools an exhilarating experience and wants to “do what is best for the kids”. He sees school funding as a critical issue as the district tries to preserve the same programs with less money. Susan Kattula, who campaigned on the issues she cared most about, brings enthusiasm to the Brian White WCS School Board. She is the president of the Hatherly PTO and is actively engaged in responding to and educating the parents in her community. She feels her greatest challenge is school funding, and NCLB with its requirements but lack of monetary support. She is extremely concerned with the increasing diversity in the schools and how to address a population that speaks 23 different languages. “The population is changing every day. Many of these parents can’t vote as they are still not American citizens. There is a need to educate this population and get them involved in the schools so that they support millages.” Brian White and Sue Kattula have been positive, supportive parents and school leaders. The WEA looks forward to working with them for the next four years. Good luck to you both. Farewell to John Hayden and Dan Smith who worked tirelessly for the WCS community. Page 6 The Harbinger July, 2005 Getting to know your union Meet your WEA Bargaining Team Warren Consolidated Schools and Warren Education teams first met on June 23, 2005 to begin bargaining a successor agreement to the contract which expires on August 28, 2005. Here is a glimpse of the WEA members appointed to serve on the WEA Bargaining Team. Kevin Bullis, a Warren Mott High School English teacher since 1997, graduated with a Bachelor of Science degree in English from the University of South Florida. He also holds a Masters of Education degree in Educational Leadership from Saginaw Valley State University. He has been a Boys Varsity Soccer Coach and is currently the Girls Varsity Volleyball Coach. He has served as a WEA Building Representative for the last two years. In 2002, he was an interim Assistant Principal at Warren Mott. “I have been looking forward to this opportunity of serving our membership. Serving on the bargaining team will present many challenges that I’m anxious to tackle.” Sue Malkowski has taught in WCS for 37 years as an elementary teacher in all grades 1-5. For the past several years she has been at Fillmore Elementary. Although Sue chose the VSIP and retired this June, she graciously has agreed to remain on the bargaining team. She served as an Elementary Trustee for over 10 years. She was also an IMPACT Trustee, and a MEA and NEA Representative Assembly Delegate. She holds a Bachelor of Arts degree n Elementary Education from Michigan State University and a Masters of Art degree in Reading from Saginaw Valley State University. “My goal in serving on the WEA Bargaining Team is to better the teaching conditions of teachers and thus better the education of our students.” Bob Naski is President of the WEA, beginning his second year term. He will serve as Chief Spokesperson of the Bargaining Team. Prior to becoming President, John Cafagna is an 8th Bob was the Middle grade teacher at Carter School Trustee for 18 Middle School. After years and a Building graduating from Oakland Representative for 27 University with a years. He also served as Bachelor’s degree in a MEA and NEA RA Elementary Education in Delegate. Twice he has been Chairperson of the 1997, he was hired in WEA Crisis Committee serving in that capacity for WCS. Before going to the three years the WEA worked without a contract th Carter, he taught 8 from 1992-95. He also was on the WEA Bargaining grade math, social Team for the 1998-2003 contract. studies, language arts and Bob has taught for 35 years in WCS as an reading at Grissom and Industrial Arts and Math teacher at both the high Flynn Middle Schools. He is currently working on his school and middle schools. Most recently, he taught Masters Degree in Educational Leadership at at Grissom Middle School. He earned his Bachelors Saginaw Valley State University. and Masters degrees from Wayne State University. He is in his second year as WEA Middle School “I am very pleased with the energy, Trustee. He also serves on the WCS Curriculum professionalism and dedication this bargaining team Steering Committee. Active in the Democratic Party, has exhibited in the last couple of months. I am he is precinct delegate in Sterling Heights. “While looking forward to the bargaining of a successful education in general is in the midst of tough times contract.” with ESEA/NCLB, funding issues, and legislative attacks on public employees’ bargaining rights, I love Lisa Sikoski earned her the position our Warren Education Association is in. Bachelor of Science The balance that can be found in experience in our degree and Masters of union today is having a tremendously positive effect Arts degree in education on our teachers. I am very excited to be a part of from Wayne State it.” University. She has taught for 13 years, 4 of Christine Stone graduated from Central Michigan them in the Detroit University with a Bachelor of Arts degree in Public Schools and 9 in elementary education and early childhood. She also WCS. Currently she is holds a Masters of Arts degree in elementary teaching in upper eleducation from Saginaw ementary at Cromie Valley State University. Elementary. She serves She has taught for 7 on the Professional Staff Development Policy Board years in WCS as a first and has been a WEA Building Rep for the last 3 grade teacher at Wilde years. Recently she was newly appointed as an Elementary. For the past Elementary Trustee to fill the vacancy created by 5 years, she has been a Sue Malkowski’s retirement. WEA Building Represen“I come from a heavy family background in tative. union and union affairs. I never thought that I would “I am honored and get involved at this level so I guess one never says excited to work hard for never. To bring about changes, you have to be the membership to get the practical and get involved.” best contract possible.” Jon Fielbrandt is the newly elected Vice President of the WEA. Prior to his election, he was the Senior High Trustee since 2001 and a Building Representative since 1998. He currently serves on the MEA Board of Directors and is on the MEA Budget and Finance Committee, the MEA Governance Committee, and the MEA Staff Retirement Committee. He is also Region Six Treasurer. Jon has a Bachelor of Science degree in Chemistry from Michigan Technological University and a Masters of Education degree in Educational Leadership from Saginaw Valley State University. He hired in WCS in 1997 at Sterling Heights High School where he has taught Algebra I, Physical Science, Chemistry I, II and AP, Integrated Math, Physics, and Earth Science for the past eight years. He is also the Stage Manager at SHHS. “After five years of training, I am looking forward to the challenges of bargaining a contract.” Dawn Ross has taught for 15 years. Prior to coming to WCS 4 years ago, she taught in the East Detroit Public Schools in physical education, health, and biology. In WCS she taught for 2 years as an elementary physical education and health teacher at Black, Wilde, Thorpe and Angus. In the past 2 years, she has been a physical education and health teacher at Warren Mott High School. She has been a coach for 20 years and has coached every level 7-12 and the NCAA Division I. She earned her Bachelor of Arts degree in physical education, health and biology from the University of Detroit and her Masters of Arts degree in Sports Administration from Wayne State University. In East Detroit, she served as a head building rep for the EDFT and was on the negotiations subcommittee for athletics. She currently is an alternate WEA Building Representative at Warren Mott High School. “I am excited to serve the membership of the WEA. It is important that we all stick together and continue to support our union leadership.” Judy Locher, WEA Executive Director, will also serve on the bargaining team in an advisory capacity. She is a former Cousino High School English teacher and served as WEA President from 1977-2001. tion Warren Educa n o ti a ci o Ass WEA Bargaining Hotline 2 586/573-052 July, 2005 The Harbinger Wal-Mart is anti-public education Highly Qualified? HOUSSE can help NEA urges boycott by Michele Strojek The NEA Executive Committee approved the Association’s support for a national campaign, organized by other unions, to educate the public about the effects of Wal-Mart on its employees, their communities and the economy, as well as the anti-public education activities of founder Sam Walton’s family. NEA is enlisting its members to join the national campaign to buy backto-school supplies at stores other than Wal-Mart this August. Why not to buy at Wal-Mart • Wal-Mart profits fund the anti-public education movement. The founding family of Wal-Mart, which is worth more than $90 billion, has dedicated the bulk of its philanthropy to pushing school vouchers and tuition tax credits. The Walton family has given more than $250 million to such efforts over the past six years. In Michigan alone, the Wal-Mart family contributed $2 million to the pro-voucher campaign. • Taxpayers subsidize Wal-Mart. Wal-Mart fails to provide health insurance for sixty percent of its employees. The American public pays more than $200 million for Wal-Mart’s failure to provide health care. In some areas 25 percent of Wal-Mart workers are on food stamps. Wal-Mart’s average hourly wages, an average of three dollars per hour less than union supermarket employees, are below the federal poverty level wages. Why buy at Costco as an alternative • Costco’s wages higher with better health insurance and allows unionizing.. A full time Costco clerk or warehouse worker earns more than $41,000 a year with health care coverage. About one in six employees is represented by a union. Wal-Mart workers earn a third of that pay with lousy health care coverage. Costco’s CEO Jim Sinegal has been quoted: “I don’t see what’s wrong with an employee earning enough to be able to buy a house or having a health plan for the family. • Costco rejects offshoring jobs. Sinegal believes this doesn’t give a good message to Costco’s employees. Join the campaign and get involved NEA is working with companies that support public schools to offer discounts on school supplies to school employees. To find out more, visit www.nea.org/topics/walmart.html. The next time you are tempted to walk into a Wal-Mart or Sam’s Club, ask yourself, “What do I expect from my employer?” If you like what your union bargains for you, then think twice before supporting a non-union, low paying employer who supports vouchers. It’s the Law Protect Your Identity A corporate attorney sent the following to the employees in his company. It’s a good idea to keep a copy of this in your files in case you need to refer to it some day. 1. The next time you order checks have only the initials of your first and middle name and your last name put on them. If your checkbook is stolen , your bank will know how you sign your checks. 2. Do not sign the back of your credit card. Instead put “Photo ID Required.” 3. When you are writing checks to pay on your credit card accounts, do not put the complete account number on the “For” or “Memo” line. Instead, just put the last four numbers. The credit card company knows the rest of the numbers. 4. Put your work phone number on your checks instead of your home phone. If you have a P.O. Box use that instead of your home address. If you do not have a P.O. Box, use your work address. Never have your social security number printed on your checks. 5. Place the contents of your wallet on a photocopy machine. Do both sides of each license, credit card, etc. You will know what you had in your wallet and all of the account numbers and phone numbers to call and cancel. Keep the photocopy in a safe place. Carry a photocopy of your passport when you travel either here or abroad. Page 7 Here’s some critical information to limit the damage in case this happens to you or someone you know: 1. Have the toll free numbers and your card numbers handy so you know whom to call. to immediately cancel your credit cards. 2. File a police report immediately in the jurisdiction where your credit cards, etc. were stolen. This proves to credit providers you were diligent, and is a first step toward an investigation if there ever is one. But here’s what is perhaps most important of all: 3. Call the three national credit reporting organizations immediately to place a fraud alert on your name and social security number. The alert means any company that checks your credit knows your information was stolen, and they have to contact you by phone to authorize new credit. Here are the numbers you need to contact if your wallet, etc. has been stolen: 1. Equifax: 1-800-525-6285 2. Experian (formerly TRW): 1-888397-3742 3. Trans Union: 1-800-680-7289 4. Social Security Administration (fraud line): 1-800-269-0271 by Bob Naski If you are a teacher who entered the profession prior to 1992 and still are not “Highly Qualified” in all of the areas in which you would like to teach, HOUSSE can help. You must have a bachelor’s degree, full state teacher certification in the area in which you want to be highly qualified, and meet one of the following High Objective Uniform State Standards of Evaluation (HOUSSE) options. 1. Have at least three years of teaching experience and have completed, after receiving the Michigan provisional certificate, a program of study with a minimum of 18 semester hours in a planned standards-based State Board of Education approved program or a Master’s or higher degree in an area appropriate to elementary education or secondary education depending on the level of the individual’s teaching certificate. 2. Have at least three years of teaching experience, and between April 24, 2003, and the end of the 2005-06 school year, complete an individual professional development program consisting of 90 contact hours or 6 semester hours of coursework in the subject/content area related to the current teaching assignment and documented with the local school district on a form approved by the Michigan Department of Education. 3. Demonstrate competence in subject matter, knowledge and teaching skills through Warren Consolidated Schools Teacher Portfolio. The portfolio includes four sections with credit given for teaching experience, college level coursework in the content area, content specific professional development and service to the content area. The forms and instructions for both the Teacher Portfolio Assessment Record and Professional Development activities are available at the Human Resource Department of Warren Consolidated Schools. WCS MEAP scores published WCS Exceeds standards by Josh Weston In May, the Michigan Department of Education reported the MEAP scores for all districts in the state. Warren Consolidated students demonstrated averages at or better than Macomb County and state averages in the top two of four levels measured, meeting or exceeding Michigan standards. MEAP Test and Grade Level (Winter of 2005) Math—Grade 4 Reading—Grade 7 Writing—Grade 4 ELA—Grade 4 % of students meeting or Michigan Standards (Level 1 & 2) 79.1% 74.3% 55.1% 76.3% For the entire Macomb County, The Macomb Daily reported: “76 percent of Macomb’s fourth-graders met or exceeded state standards in math compared to 72 percent statewide. In reading, 77 percent of the county’s seventh-graders hit the mark, 4 percent more than students across the state. In writing, an area where most students struggled because of a problem in how the questions were posed to students, Macomb’s fourth-graders still managed to score 53 percent proficiency compared to 46 percent across Michigan.” Although the WCS administration and Board are not disappointed with the 2005 scores, they intend to keep focusing the district’s collective attention on improving overall student achievement. In fact, current state and federal regulations prohibit inaction and demand increasing improvement in the scores over the next few years. Because of these mandates, WCS administrators and teachers formed a district-wide Student Proficiency Advisory Board (SPAB) which has been meeting to develop and recommend initiatives that streamline assessment, improve learning environments, better allocate resources, and implement policies that promote a high level of learning. Through polls, it is apparent that WCS teachers already are rising to the challenge. Pearl Lean teachers report a commitment that targets school improvement efforts in writing, math problem solving and social studies. Jefferson teachers in grades 2, 3 and 4 created summer packets for students. Packets will have sample MEAP questions, reading selections, and writing prompts with mathematics and language arts as the focus. Cromie fifth grade teachers have realigned novels to match language arts benchmarks, written position papers to support the ELA writing aspect, and used rubrics aligned with MEAP rubrics. In addition, they matched their math program to cover Michigan Grade Level Content Expectations. Carter teachers shared a school effort to improve writing across the curriculum by implementing a WRITE NOW program, modified from the popular “Drop Everything and Read.” Grissom colleagues have planned a summer Grissom Grizzlies transition program for incoming fifth graders so they are acclimated to the middle school concept prior to the start of the school year. As a pilot project, Warren Mott High School assigned fourteen teachers, a counselor and administrator to staff a Freshman Academy within the high school charged with improving 9th grade student performance during the critical transition year. The theory is that if WCS high school 9th graders have a successful academic start to the high school experience, then greater student achievement will be attainable. Beginning next year, the MEAP will be given in the fall. Additionally, MEAP scores will be linked directly to the No Child Left Behind statute’s Adequate Yearly Progress reporting measure. It appears that WCS teachers are prepared to meet the challenge of increasing improvement in student achievement. Page 8 The Harbinger From this Corner Unionism and Professionalism by Jon Fielbrandt Teaching as a profession has taken a path different from that of other professionals. Where other professionals received fair compensation for their work, it was not until teachers gained the right to unionize that they were paid fairer wages. Although the administration and state treat us as labor, we have a duty to ourselves, our profession, and, most importantly, our students to strive to be professional. Being a unionized professional can be a tricky road to follow, and the balance between the two is the topic of this column. Teachers must be professional in many ways. First and foremost we must be the best teachers we can be every day of the year. We must have high expectations and motivate our students to learn everything they can. We have no other higher calling than to teach our students and prepare them for all the changes they will face once they graduate from school. But the job of being a professional does not stop there. We must act ethically and professionally; publicly showing respect to our colleagues, the administration, and our students. We cannot attack our colleagues in front of others, but can only settle disputes within our ranks and without involving others. This is how a professional acts. Lawyers, for example, have a board of reference that adjudicates disputes between its own members. This blends perfectly with our unionism requiring us to handle our internal disputes privately, away from the eyes of the administration and students. This is our responsibility: to settle issues between our colleagues as professionals and not to involve the administration. Advocacy for students is yet another aspect of our professionalism that works harmoniously with our unionism. I would venture to say that a majority of the issues for which we assume responsibility involve bettering the educational setting of our students. Whether it is fighting for smaller class sizes, against vouchers, or for adequate funding of schools, we are fighting for a better education for our students. We must work tirelessly to this end by writing letters to our legislators encouraging proper funding of education, giving money to the union’s political action arm to help us elect friends of public education. We must also advocate policies that ensure our students’ learning will not be hindered by a single student not being removed from class for being a continuous disruption. We must never waver in our dedication to be an advocate for our students. Unfortunately, unionism and professional do not always have this harmonious relationship. Let’s look at an example: what are teachers to do when they are pressured by administration to start a new club? This would involve the teacher staying after school and working with a group of students. Any other professional would automatically be compensated for this time. However as teachers we are not automatically compensated for our time. This must happen at the bargaining table. The disagreement is not that clubs are beneficial for students; all teachers would agree that clubs are very beneficial. If we allow ourselves to be guilted Parent support promotes student success Involvement a key By Jean Wenner At the January 19, 2005 Board of Education meeting, the WCS board adopted a formal Parent Involvement Policy to meet the requirements of PA 107 of 2004. This policy and administrative guidelines include more than 50 district or school activities for parental involvement. The new policy also includes a section on parental responsibilities relative to providing guidance and assistance to their children through homework help and discussion of behavior expectations in school. What does this mean to teachers? In recent months, newspapers have published several articles on the need to encourage parents to have a positive attitude about their children’s education. In an editorial in the Detroit News Sunday, May 1, 2005 by Jennifer Granholm, she states “In the last century, Michigan achieved economic greatness by manufacturing the world’s best products. In this century, to build on that greatness, we must create the world’s most educated work force.” In the same edition of the Detroit News, an article titled “Parents Fail to Push for Education,” a survey of Michigan parents, found that almost half of parents do not trust the judgment of teachers and do not believe that college education is necessary. Three out of five parents could define success for their children without ever mentioning education. (If you wish to check out the complete survey, it is available www.epicmra.com.) The WCS Board of Education, the governor, and local newspapers are letting teachers know that they Wilde PTO volunteer, Jill Glinski, made green eggs for Read Across America Day believe parent communication is important. How do WCS teachers feel about this topic? In a recent survey about parent participation conducted among WEA members, this is what teachers reported: l They definitely communicate with parents regularly (in order of most responses) via telephone (389), conferences (347), email (297), written notes/agenda (278). l The reaction to parent involvement in the classroom is mixed. 236 indicated that it is important to the success of students in their class/program while 97 said no and 84 said it did not apply. Interestingly, they feel overwhelmingly (372 yes/17 no) that parent involvement at home is important to the success of students. l 394 of those surveyed felt that teachers need to explore more ways for parents to be involved and 416 of us believe that parent involvement in their child’s education has an impact on the future success of the students. We are fortunate that our union leadership, district leadership, and board of education support the time necessary to communicate with parents by specifically allocating time to meet with parents. It seems that it is imperative to the success of our students and public education that we begin to explore additional ways to keep parents informed and involved. July, 2005 into working overtime without compensation, then we take a step backwards to a time when teachers were not paid a fair wage and a time when teachers could not be an advocate for their students without the risk of being fired for upsetting the apple cart. Therefore we must speak out for both our students and ourselves and put pressure on administration to pay for this club, benefiting both the teachers and the students. As we go into bargaining, it is important that we stand together and show our support of the union. Our union works tirelessly to improve the working conditions in which we teach and in which our students learn. We must stick together through thick and thin in order to ensure that we get a contract that benefits both us as teachers and our students. This is the philosophical struggle we face daily. We must remember that only through our solidarity in the union are we truly treated as professionals. It is the only way we can be effective advocates for our students. Jon is Vice President of the Warren Education Association, a member of the Bargaining Team, and a MEA Board of Director. Teachers have deep pockets Spend own money on students Nancy Kozlowski, Jefferson Elementary Media Specialist A bag of Jolly Ranchers here, a packet of stickers there, more merrily wrapped Scholastic paperbacks for Christmas gifts, and oh, that pizza party for the job well done . . . all these extras add up, and mostly they are “out of pocket” expenditures taken in stride by teachers. Recent surveys taken by the NEA show that nationwide, teachers average $1,180.00 per year in nonreimbursed classroom expenses, with one California teacher going whole hog with a bill for $13,000.00 for dance equipment and resources for her economically disadvantaged modern dance students. Closer to home, a Lansing survey produced somewhat lower spending results for about one thousand Michigan teachers queried. Their figure of $466.00 on average that goes for books, supplies, and snacks roughly coincides with the figures gathered from WCS’s, Jefferson Elementary. Statewide, that $466.00 per teacher multiplied by more than 100,000 teachers turns into a total of $47 million dollars of personal money. Budget cuts are upon the state and district. Teachers are all feeling a pinch in provisions for student supplies, and also for necessary teacher supplies like ink cartridges, which they rely on increasingly as classroom projects become more technologically advanced. Seventyeight percent of respondents to the Lansing survey say their classroom budgets have been cut while sixty percent say their class size has increased. That means a few extra dollars coming out of their own wallets for those little treats. Aside from appealing to PTOs and holding fundraisers, a measure of relief can be found in the federal tax break for out-of-pocket purchases. Starting in 2002 and now extended to include the 2005 school year, teachers can deduct up to $250.00 in supplies for the classroom. This is a reimbursement teachers shouldn’t be shy to ask for! Why do teachers shy away, though, from asking for more money at school, especially in a district like WCS which has fiscally healthy and very generous PTO groups to help? Many teachers receive a PTO stipend at the beginning of the school year to be used for classroom supplies and incidental decorations. They typically do ask for extra funds only if they anticipate a need for a “big ticket” item like a set of die cuts or extra books on tape. Or they organize a fund raiser themselves. Jefferson teachers responded that usually they make snap decisions while out shopping on small, one-at-a-time items and can’t find the time or place to save up all their receipts for reimbursement. Another answer is that, especially for snack purchasing, those items get totaled on the family grocery bill and it’s too timeconsuming to check off every food purchase for payback. The greater reason, though, is that they buy little things naturally and without question for family, friends, and other loved ones and view WCS students all of these. They pick things they know their students will like, use, and possibly remember in years to come in the context of a generous learning environment in every way. July, 2005 The Harbinger Page 9 Teacher Highlights (Left) Jerilynn Kirchinger, Carolyn Moon and Carole Chotkowski celebrate “being wilde about teaching” at the WEA PR Rep dinner. (Right) Sharon Katarba, Harwood, celebrated “Read Across America” with a miniature Statue of Liberty. (Below) Jessica Kuhn and Kerri Collier, PR Committee, along with Bob Naski, WEA President, checked in students at the annual poster contest for American Education Week. Jessica Kuhn and Kerri Collier, PR Committee, along with Bob Naski, WEA President, checked in students at the annual poster contest for American Education Week. (Below) Wilde kindergarten teacher, Diane Golden, served green eggs and ham for breakfast on Read Across America Day. (Above) Stacy Figurski, Fillmore, taught the concepts of counting and spending money at a class store. (Right) Cousino teachers Lynn Macieczni, Cindo Dodero, and Lois Parent pause on the green at Maple Lane Golf Couse during the WEA Women’s Golf League. (Left) Matilda Vranovich, Harwood, marched with “Clifford” in a parade on Read Across America Day. (Right) Andrea Millar, Fillmore, poses with her student who won the State of Michigan Zanier Bloser Handwriting Contest. (Above) Fillmore teacher, Nancy Hatherly, participated in the Stream Leaders Program of the Clinton River Watershed Council. (Above) Pat Jaskiewicz, Hatherly, celebrated with other Cats in the Hat for Read Across America. (left) Jean Wenner, Green Acres, painted faces on students on Read Across America Day. Page 10 The Harbinger Participations July, 2004 (Below ) Jason Bob Naski, John C Carpen Callen afagna t e r , K e d v Fielbra er, Christy S in Bullis, Bo , t suppor ndt participa one and Jon b te in a t of the p Lakevi ew teac i c k e t i n hers. irs nt Affa e m n r e Gov ed ) MEA Gripper, talk d e v o b A ( ry an ercier st, Ger Lobbyi ith Robin M es, at the w cr politics iara, Green A Dinner. z s o (Above ongres Lisa K C A E ) Cong lW a u n re n curren a t politi ssman Sande cal rL IMPAC T Trus events with F evin discusse t d Macom ee, at a ern Co h b r teache County polit ecent dinner en, WEA rs. icians meetin and M acomb g of County s n o i t a r b Cele chel ski, Ra the o s i K joy Lisa aens en .I.F. ancia, i t L s i a r s i h .G )L yC (Above and Kimberl ppreciation T A k Gurjac S Employee C W WEA/ 2005 ees r i t e R WEA ns o i t a l u t a Congr JOY! and EN Rose Marie Acord Ilene Arnold Valerie Bakker Larry Banish Marcia Banish Jean Marie Banta Sandra Bashaw Phyllis Bayer Patricia Beninati Don Bietler Robert Bigelow Cecelia Bolz Mary Bonawitz Lynda Bozin Diane Brandt Sandra Butler Ellen Ann Cantu Carole Chotkowski Suzanne Cleveland Delena Cohrs Karin Collet Gary Collins Sharon Cook Susan Craft Grace Dalton Cathy D’Andrea Lucile Demanski Sandy Demery Lois Deneau Ann DiVirgilio Patricia Domka John Dorr Dennis Doucette Dennis Dunn David Durney Ann Eads Ahmed Elgammal Sylvia Fabrizio James Farrand Lawrence Finn Margaret Flaker James Fouts Phillip Francis Patricia Fullerton Michael Gleason JoAnn Gralewski Annabel Grey William Guisinger William Hager Dorothy Hannum Nancy Hatherly Christine Hensch Mary Heppner Katherine Hess Shirley Hogan Marsha Holmes Ann Hootner-Jones Eva Joy Robert Kalbfleisch Beatrice Kaniarz Carlene Keller Diane Kendzier Ann Marie Kolinski Edward Kozloff Anna Marie Lawrence Daralene Laskowski Peter Long Shirley Macko Susan Malkowski Evelyn Marossy Peter Martin Patrick McAleer Gloria McGahanLanstra Linda McGarry Max McKay Raymond Michalak Barbara Miks Audren Miller Mary Lynn Miller Ty Mittelstaedt John Morabito Rhoda Morks Peter Morrison Mary Murray Mary Jo Naski JoAnn Nelson Naida Okray James Oleniczak Ellen Pardick James Parise Patricia Petronski Marilyn Pintar Marsha Pizzo Carole Procissi Leonard Remy David Rickstad Suzanne Rielly Linda Salminen Mary Sargent Carol Schafer Christine Schilling Deborah Schlater Martha Schultz Ruth Schumann Sherry Sellinger Theodore Sepke Joalene Sepke Michael Serafinski Barbara Sikora Lois Skibins Anita Smokevitch Joseph Solack Joanne Stemer James Stogdill Fernado Suarez Marie Szpytman Marcia Tekelly Karolyn Telford Penelope Theis Sally Thomas Carolyn Treiber Carol Ann Tuzzo Charlene VandeVrede Georgette Verbit Matilda Vranovich Janet Wagner Janet Way Laura Wiencek Gary Wilkie Marjorie Williams Robert Wrosch Gertrude Wycech John Zautcke Barbara Zolnierczak plus two more...