AN EARLY START

REVIEW JANUARY 2016
JANUARY 2016
NJEA.ORG
AN
EARLY
START
13 CLASSROOM
BEHAVIOR
STRATEGIES
THE CENTER
FOR FUTURE
EDUCATORS
HIPP GRANT
CREATES A
BEAUTIFUL
PLACE TO
LEARN
THE FALL AND
RISE OF
MICHIGAN

I AM NJEA
Members of the Pennsauken Education Association are beginning to attend their board
meetings in increasing numbers as they work under the terms of an expired contract.
Right: NJEA Government Relations Committee members from three counties proudly display
a lawn sign autographed by Assemblyman-elect Andrew Zwicker thanking NJEA members for
working for his win. From left: Erin McCaffrey of Middlesex County, Dan Epstein of Somerset
County, Jack Kimple of Hunterdon County and Grace Rarich of Mercer County.
Below: Vineland Education Association members attended the Mardi Gras dance hosted by the
Boys & Girls Club of Vineland. NJEA was the top sponsor for this fundraising event that helped
fund the renovation of a new teen center.
Above: Teachers and secretaries from Plumsted Township Education Association held a
rally before a contract mediation session in December. From left: Jenn Patricia, Jen Roth,
Heather Collins and Alyse Kreig.
Left: Woodbury Heights EA President Christine Gloeckner and Mantua Township EA co-presidents
Jacky Hill and Kathy Cartwright prepare to discuss common concerns at the UniServ
Region 2 Presidents’ Roundtable at Riverwinds Restaurant in West Deptford.
JOIN
US
Check the events calendar for upcoming events
and conferences you can attend. To see more NJEA
event photos, visit flikr.com/njea.
PHOTO GALLERY ONLINE
flickr.com/njea/sets
JANUARY 2016 3

4 NJEA REVIEW
NJTV Chief Political Correspondent Michael Aron interviews NJEA President Wendell Steinhauer
about his testimony before the Senate Budget and Appropriations Committee on Dec. 10. The
committee was considering a bill to place a constitutional amendment on the 2016 general
election ballot that would make the state’s legal requirement to pay its share into the public
employee pension systems a constitutional requirement. See Page 18 for more.

Resources for your profession and your association.
CONTENTS
JANUARY 2016
FEATURES
20
STARTING EARLY
Meet four early-career members
— and one aspiring teacher —
who benefitted from the many
opportunities provided by the
Center for Future Educators
27
THE FALL AND RISE OF MICHIGAN
Anti-union forces have stripped
public school employees of
their rights, but the Michigan
Education Association is
fighting back
BY KATHRYN COULIBALY
30
STUDENT BEHAVIOR ISSUES?
Check out these 13 strategies for
dealing with behavior problems
in the classroom
BY BRETT NOVICK
32
A BEAUTIFUL PLACE TO LEARN
Thanks to a Hipp grant, Bartle
Elementary School staff,
parents and students turn a
courtyard into a learnscape
BY RACHEL PASICHOW
COLUMNS
PRESIDENT’S MESSAGE 7
Going door to door so we can talk
face to face
THE ADVOCATE 10
Know. Lead. Act.
YOUR TURN 13
Readers respond
THE BULLETIN BOARD 14
Cool stuff to check out
THE NJEA REPORT 16
Education in the news
HEALTH AND SAFETY 34
Science lab fires — disastrous but
preventable
BY ADRIENNE MARKOWITZ AND EILEEN SENN
EVALUATION 37
Respecting, appreciating and
honoring family connections
BY JANET ROYAL
THE TOOLBOX 38
Tech tools to flip reading
BY KATE BAKER
PROUD MOMENTS 43
Locals show their PRIDE
CLASSROOM CLOSE-UP NJ 45
Highlights of NJEA’s Emmy-award
winning show
SUSSEX TO CAPE MAY 46
Workshops, field trips, grants, and
more
RETIRED MEMBERS 48
News and events
MEMBER BENEFITS 51
Get your money’s worth
STAFF NEWS 60
Hires and promotions
COMING UP 61
What’s next at NJEA
FINAL EXAM 62
ESSA: We’ve only just begun
52
2016 NJEA
ORGANIZATIONAL
DIRECTORY
A GUIDE TO NJEA
GOVERNANCE
AND STAFF
ON THE COVER:
Somerset Hills EA
member Daniel
Kaplan
PHOTO BY PATRICK RUMAKER
JANUARY 2016 5

VOLUME 89
NUMBER 6
Editorial Director Steven Baker
Editor
Lisa A. Galley
Associate Editor Patrick Rumaker
Art Director Jennifer C. Marsh
Graphic Designer Ashley L. Dickson
Advertising Liz Murphy
EDITORIAL & PUBLISHING OFFICES
The New Jersey Education Association Review
(ISSN-0027-6758) is an official publication
of the New Jersey Education Association,
published monthly 10 times a year, September
through June, plus one special New Jersey
Education Association Review Convention issue,
which will be published in September. Send
correspondence relating to editorial material,
manuscripts, membership or subscriptions
to: 180 W. State St., P. O. Box 1211, Trenton,
NJ 08607-1211. Periodicals postage paid at
Trenton, NJ 08650 and at additional mailing
offices. E-mail: njeareview@njea.org
EDITORIAL COMMITTEE
Chairperson Erin Hilferty, Gloucester Twp.(Camden);
Susan Butterfield, Passaic; Kristina Fallon-
Tomaino, South Bound Brook; Ann Marie
Finnen, Pequannock; Casandra Fox, E. Windsor
EA; Andrew Lewis, Old Bridge Twp.; Kristene
Miller, Pleasantville; Alexandra Protopapas,
Orange; Miriam Reichenbach, retired;
Roberta Rissling, Franklin Twp. (Gloucester);
Annette Ruch, Toms River; Steven Tetreault,
Holmdel EA; Andrea Vahey, Toms River Reg’l.
EXECUTIVE COMMITTEE
Atlantic: Elizabeth Miller; Bergen: Janet Bischak,
Susan McBride; Burlington: Andrew Jacobs;
Camden: Regina A. Andrews-Collette; Cape May:
Frank Toth; Cumberland: Anita Schwartz; Essex:
Kimberly Scott; Gloucester: Linda Martins; Hudson:
Roy Tamargo; Hunterdon: Ron Burd; Mercer: Heidi
Olson; Middlesex: Lois Yukna, Marilyn Weeks-
Ryan; Monmouth: Victoria D. McKeon; Morris:
Charlotte Bayley; Ocean: Beverly Figlioli; Passaic:
Joseph Cheff; Salem: Susan Maniglia; Somerset:
Gayle Faulkner; Sussex: Susan J. Davis; Union: Ann
Margaret Shannon; Warren: Edward Yarusinsky;
Higher education: Peter Helff; Retired: Patricia
Provnick; NEA Directors: ESP-At-Large: Ashanti
Rankin; Non-Classroom-At-Large: Donna Mirabelli.
NEA State Directors: Gayle Faulkner, Deanna
Nicosia-Jones, Marilyn Weeks-Ryan, Gary
Melton, Andrew Policastro, Christine Sampson-
Clark, Laurie Schorno, Ann Margaret Shannon &
Eric Stinson.
ADVERTISING
Advertising is printed as a service to readers but
does not imply endorsement.
POSTMASTER
Send address changes to:
New Jersey Education Association Review
Attn: Membership Processing
180 W. State St., P. O. Box 1211
Trenton, NJ 08607-1211
NEW JERSEY EDUCATION ASSOCIATION
180 W. State St., P.O. Box 1211, Trenton, NJ 08607-1211 • 609-599-4561 • njea.org
President: Wendell Steinhauer | Vice President: Marie Blistan | Secretary-Treasurer: Sean M. Spiller
NJEA STAFF
Executive Office: Edward Richardson, executive director; Steven Swetsky, assistant executive director; Tom Falocco, associate director;
Matthew DiRado, human resources manager; David Rosenberg, associate director, member rights; Janet Morrison, field rep., family-school
involvement program; Bob Antonelli, field representative, educational support professionals; Marguerite Schroeder, field representative,
external organizing; Deborah Cornavaca, Alfred Beaver & Donnie Johnson, temporary field representatives, field-based organizing;
Michael Saffran, field representative, leadership training/organizing; Jim Boice, field representative, membership and organizational
development; Thomas Hardy II, field representative, organizing issues.
Business: Timothy McGuckin, director of business; John Cottone, information systems manager; Karen Kryven, comptroller, accounting &
finance; Susan Mongold & Michael Caracci (temp.), associate directors, accounting; Damien McKeever, membership processing manager;
Richard Roche, Rick Nachbaur, Howard Bookin, Anthony Leuzzi, Donald Miller, associate directors, information systems.
Communications: Steven Baker, director; Wanda Swanson and Christina Farrell, associate directors, video production; Dawn Hiltner,
associate director, organizing & coalition building; Lisa Galley, editor, NJEA Review; Diane F. Barry, editor, technology-related
communications; Kathryn Coulibaly, Christy Kanaby & Matt Stagliano, associate directors, public relations; Patrick Rumaker, editor, social
media; Jennifer Cohn Marsh, associate director, visual communications.
Government Relations: Ginger Gold Schnitzer, director; Michael Flynn, Francine Pfeffer, Brian Volz, Anna Hanzes (temp), Sean Hadley,
Mike Giglio, Marybeth Beichert, Beth Schroeder Buonsante & Osomo Thomas, associate directors.
Professional Development & Instructional Issues: Michael Cohan, director; Darryl Ensminger, Amy Fratz, Pam Garwood, Janet L. Royal,
Rich Wilson, Michael Ritzius, Camy Kobylinski & Amanda Adams (temp.), associate directors.
Research and Economic Services: Kevin Kelleher, director of research; Ray Vojtash, Phil Lomonico, Peter Vala, Martha O. DeBlieu, Bob
Bobik, Valerie Kazhdan, Dan Goldman, Julie Plotkin, Leigh Smargiassi, Sarah Lynn Geiger, Sarah Favinger & Greg Yordy, associate directors.
UniServ: Zella Felzenberg, director; Jim Loper, assistant director/South, Reg. 1-7 & 29, (856) 234-0522; Carmen Gonzalez-Gannon,
assistant director/Central, Reg. 8-15 & 21, (732) 287-6899; Al Ramey, assistant director/North, Reg. 17-20 & 23-28, (973) 347-0911.
UniServ Regional Offices:
REGION 1....... Cape May & Cumberland Cos......856-696-2670........ Jim Jameson & Rena Kallio
REGION 2....... Salem & Gloucester Cos..............856-628-8650........ Jane Travis-Address, Michael Kaminski & Marguerite Maines
REGION 3....... Camden Co.-East........................856-782-1225........ Donna Maurer & Caroline Tantum
REGION 4....... Camden Co.-West.......................856-964-2800........ Sharon Allen & Nancy Holmes
REGION 5....... Burlington Co..............................856-234-2485........ Patrick Manahan, Deborah Syer & Harry Zakarian
REGION 6....... Atlantic Co..................................609-652-9200........ Vincent Perna & Myron Plotkin
REGION 7....... Ocean Co....................................732-349-0280........ Meredith Barnes, Mary Novotny & Jennifer Raike
REGION 8....... Mercer Co...................................609-896-3422........ Alex DeVicaris, Debbie DiColo & Susan Nardi
REGION 9....... Monmouth Co.............................732-403-8000........ Joseph Keough, Thomas Predale,
Lorraine Tesauro & Ronald Villano
REGION 11..... Middlesex Co.-North...................732-287-4700........ Brian Furry & Nancy Grbelja
REGION 12..... Middlesex Co.-South...................609-860-0771........ Thomas Bohnyak & Thomas Hayden
REGION 13..... Hunterdon & Somerset Cos.........908-782-2168........ Henry John Klein, Jennifer Larsen & Bill Render
REGION 15..... Union Co. ...................................908-709-9440........ Carol Feinstein, Dominick Giordano, Roselouise Holz, George Huk
REGION 17..... Morris Co....................................973-515-0101........ Douglas Finkel, Vickie Walsh & John Williams
REGION 19..... Hudson Co.-North.......................201-861-1266........ Thomas DeSocio & Edward Stevens
REGION 20..... Hudson Co.-South.......................201-653-6634........ John Dillon & Kevin McHale
REGION 21..... Essex Co., except Newark............973-762-6866........ Madelaine Colas, Luis Delgado & Denise Policastro
REGION 23..... Bergen Co.-East..........................201-265-6200........ George Lambert, Richard Loccke & Ray Skorka
REGION 25..... Bergen Co.-West.........................201-292-8093........ Dennis Grieco, Wendy Sistarenik & Joe Tondi
REGION 27..... Passaic Co..................................973-694-0154........ Ron Bivona, William Cobb, Carol Pierce & Sasha Wolf
REGION 28..... Sussex & Warren Cos..................973-347-5717........ Kim Cowing, Pamela Niles & John Ropars
REGION 29..... Higher Education........................609-689-9580........ Chris Berzinski & Ron Topham
MEMBERSHIP
Annual membership dues are: Active professional: $840 (full time); $420 (part time) $420
(on leave). Active supportive $411 (full time) $205.50 (part time) $205.50 (on leave).
Retired: $79; $985 (retired life). Retired ESP: $54; $610 (retired ESP life); Student $32.
General professional (outside N.J. public education employment): $250. Subscribing $250.
Only those in education positions in N.J. public schools and colleges are eligible for active
membership. Payment of annual dues entitles a member to receive the Review for one year,
from January through December. Dues include $5 for the NJEA Review.
6 NJEA REVIEW

PRESIDENT’S MESSAGE
Going door to door so we
can talk face to face
Atlantic City EA member Phillip “PJ” Dollard is happy
to see NJEA President Wendell Steinhauer during a
door-knocking campaign in November.
On a sunny Saturday in late November, I was pleased to join about 50 NJEA
members and staff to conduct a door-knocking campaign in Atlantic City to
talk one-on-one with members of the Atlantic City Education Association.
ACEA members have been struggling as their city has descended into
economic crisis with the closing of four casinos and the layoff of more than
8,000 casino employees in 2014. The ripple effect of the city’s crisis led to a
reduction in force (RIF) among Atlantic City public school employees. At the
end of the 2014-15 school year, 125 members lost their jobs.
While ACEA worked hard to protect members’ legal rights, correct the
district’s inaccurate seniority lists, and provide every member with the information
and support they need, the climate in the schools remains tense,
since the district cannot guarantee that the RIFs will not continue. The ACEA
knew it wanted to engage with its members in a different way. Meeting at historic
St. James A.M.E. Church, the birthplace of many grassroots movements
in the city, the participants were nervous and excited about the campaign.
ACEA members expressed how grateful they were for having the opportunity
to talk about their concerns. One woman was so excited, she said, “I
cannot wait until Monday to tell everyone that you came!”
ACEA members shared their appreciation for their local president, Marcia
Genova, and all the work ACEA has done on their behalf. They continue to
be concerned about job security and their desire to take care of the students
entrusted to them.
Marcia said it was the best experience she has had as a local president. For
someone with 18 years’ experience, that says a lot.
Overall, the group knocked on 124 doors and had 42 conversations with
ACEA members in their own homes.
As NJEA continues to face many challenges with pension funding, standardized
testing, and coordinated efforts to undermine our ability to advocate
for our members and the students they serve, you can believe that we
will engage in many more of these door-knocking projects so that our organization
retains its close connection with members from Sussex to Cape May.
WENDELL’S PICKS
Twitter
@NJEA: Bergenfield EA member
@GabeTanglao is featured on
@edvotes: student advocacy
doesn’t stop outside school
door. buzz.mw/bam0k_f
Gabe Tanglao, the treasurer of
the Bergenfield EA, is featured in
a national online publication.
Event
Legislative conference
The 2016 NJEA Walter J. O’Brien
Legislative and Political Action
Conference is your chance to
speak directly to lawmakers to
fight for public education and
lobby for your economic security.
Register at njea.org.
Resource
NJCORE.org
The N.J. Department of
Education has made available the
Collaborative Online Resource
Exchange where educators can
find and contribute lesson plans,
classroom activities, assessment
items, videos and professional
learning resources.
News
NJEA backs constitutional
amendment on pension funding
The state Legislature is moving
on a constitutional amendment
that would require the state to
make its actuarially required
contributions to the state’s
pension systems. Learn more on
Page 18.
JANUARY 2016 7

JANUARY 2016 9

THE ADVOCATE
KNOW. LEAD. ACT.
NEA RA delegates to head to D.C.
Over 9,000 delegates attend the National Education
Association Representative Assembly
(NEA RA). The delegates are charged with
setting policy for the 3-million-member organization.
New Jersey sends between 600 and
700 delegates to the NEA RA, which this year
will be held in Washington, D.C. on July 3-7.
At the NEA RA, delegates vote on amendments
to the NEA Constitution, Bylaws, and
Standing Rules. They also vote on proposed
resolutions and new business items, setting
forth NEA’s policy and position statements.
Many of these actions have a direct impact
on NJEA members.
Delegates will also elect members to the
NEA Executive Committee. If any vacancies
occur in other NEA officer or Executive
Committee positions, those may also be
filled at the NEA RA.
DELEGATES MUST BE ELECTED
All delegates must be elected — either by
members of their local association, a cluster
of smaller local associations, or as state delegates.
Open nominations for all delegates
are mandatory. Every member must have a
reasonable opportunity to make nominations,
to be nominated, or to self-nominate.
Each local association may elect one delegate
to the NEA RA for every 150 members,
or major fraction thereof. If a local affiliate
has fewer than 76 NEA members, it may
join with one or more other local affiliates,
each with fewer than 76 members, to form
units for the purpose of representation. Allocation
of delegate credentials is based on
active membership in NEA as of Jan. 15.
All local affiliates must hold elections
for local delegates and successor local delegates
and inform NJEA of the results no
later than April 11.
In addition to local association delegates,
NJEA members will elect state delegates
and successor state delegates this spring.
Jersey City EA member Nadine
Collins (l) and JCEA Vice President
Tina Thorp greet their retired Jersey
City colleague, Wade Smith, at the
2015 NEA RA in Orlando.
Candidates nominate themselves for these
positions online. Candidates are placed on
the ballot according to the county where
they are employed or their unit of representation
(e.g., higher education).
To complete the online self-nomination
form, go to njea.org/NJEAelections.
ENSURING ETHNIC-MINORITY REPRESENTATION
NEA Bylaw 3-1.g requires each state affiliate
to develop a plan to send a state delegation
to the NEA RA that reflects the state’s
ethnic-minority proportions. According to
the 2010 U.S. Census, 41 percent of New Jersey
residents identify themselves as part of
an ethnic-minority group. Thus, it is NJEA’s
goal to achieve at least that level of ethnicminority
representation in its delegation.
To assist in meeting the requirements of
NEA Bylaw 3-1.g, the NJEA Delegate Assembly
established ethnic-minority-concerns
positions in counties or units of representation
that have been allocated four more
state delegate positions. One state delegate
seat is set aside from every four seats allocated
to such counties or units.
While it is anticipated that the establishment
of these minority-concerns positions
is likely to increase ethnic-minority participation
at the NEA RA, members need not
be a member of an ethnic-minority group to
be elected to minority-concerns positions.
All NJEA members can self-nominate
for both regular and minority-concerns
positions. If elected in both positions, a
member must decide which seat he or she
will represent so that a successor delegate
can take the open position.
Similarly, members may place themselves
in nomination at the local level and at the
state level. Members who win both local
and state delegate seats must decide which
seat they will represent so that successor
delegates can take the open positions.
For complete rules and procedures, and
to self-nominate for state delegate and
minority-concerns positions, visit njea.org/
NJEAelections.
Understanding your local association
Looking to build up some resources for your local association
bulletin boards? Looking for handouts and brochures that will
work as conversation starters as you engage members one-onone?
Check out the resources posted on njea.org/earlycareermembers.
NJEA has recently added a new page called “Understanding
Your Local Association” under the “About” tab. Here you’ll find
a new 11” x 17” handout that can help members better understand
the structure of their local association and how every
member can have a voice in the association. There are lots of
other great resources posted all over the site, too, so feel free to
look around, download and share.
10 NJEA REVIEW

THE ADVOCATE
NJEA Elections
Calendar 2016
Under the NJEA Constitution and Bylaws, the
Rules for NJEA Elections, and the established
rules and procedures of the NJEA Elections
Committee, the following are some deadlines
and other dates related to NJEA county and
unit elections.
Note that some dates may change as a result
of final calendar approval by the NJEA Elections
Committee. Amendments to this calendar
will be published at njea.org/NJEAelections.
JAN. 15:
Official membership count.
Deadline for notifying NJEA of a change in
unit of representation.
Elections Committee announces positions to
be filled.
Petitions for governance positions available
(NJEA Executive Committee, NJEA Delegate
Assembly, and Delegate Assembly Alternate).
FEB. 1:
Online self-nomination for NEA RA begins.
Voluntary registration to vote online will begin
on or around this date.
FEB. 17: Petitions for governance positions due.
FEB. 25: Last day to submit self-nomination for
NEA RA.
FEB. 26: Nominations for unit positions due
electronically.
FEB 29: Last day for candidates to withdraw or
make changes in how name appears on ballot.
MARCH 9: Ballot positions announced.
MARCH 21-25: Printing and mail preparation of
election ballots.
APRIL 1-15:
Balloting conducted.
Paper ballots due by noon, April 15, at the address
supplied with the ballots.
Electronic balloting closes at noon, April 15.
APRIL 26: Election Committee validates election
results.
NOTE: Failure of a candidate to properly validate
his or her nomination online will result in
disqualification.
Local election results must be received at
NJEA headquarters no later than April 11.
In accordance with NJEA bylaws, the Election
Committee may change the balloting
period. In the event that the balloting period
is changed, the new balloting period will be
published in the March and April issues of the
NJEA Review and posted on njea.org. For more
election rules, go to njea.org/NJEAelections.
SELFIE OF THE MONTH
Mercer County President Christine Sampson-Clark (on wall) “photo bombs”
members of her county’s Human and Civil Rights Committee as they take a selfie at
a recent meeting. Top row, from left: Robt Seda-Schreiber, Jametta Hollaway, Olive
Giles, Grace Rarich and Mada Coles Galloway; bottom row, from left: Casandra Fox,
Paige Hinton-Mason (chairperson) and Vanessa Richardson.
Attending a local, county or state training or meeting? Working a PRIDE event? Send
us your selfies to njeareview@njea.org. Be sure to identify where the picture was
taken and the members who appear in the photo.
NJEA ELECTIONS RULES
For county and unit affiliate elections, such bodies may conduct regular nominating
meetings, however, all information will be transmitted to NJEA electronically
and each candidate will be contacted to validate his or her candidacy.
All self-nominations for the NEA RA will be conducted online. Members
wishing to self-nominate should go to njea.org/NJEAelections to be linked to
the self-nomination site.
Upon successful completion of the declaration-of-candidacy form, each
nominee will receive a validation email, which, when received, will confirm his
or her candidacy. For all election-related rules, visit njea.org/NJEAelections.
Go paperless for the 2016 NJEA elections
NJEA’s 2016 elections will, for the first time, feature the option of online voting.
Members may choose to vote by mail or register to vote online. The initiative
is designed to improve member participation in the democratic process, while
reducing the cost of conducting the annual elections.
Registration for online voting will be available to members starting on or
about Feb. 1, 2016, at njea.org/NJEAelections. Members who do not register to
vote online will automatically receive a ballot in the mail.
Using any electronic device, members who have registered to vote online will
log on and link to their ballot by entering their PIN, which can be found on their
membership card. All ballots will be encoded to ensure both member and ballot
security, while protecting the constitutional principle of one person, one vote.
Information regarding registration and online voting will be published at
njea.org and through electronic and postal mail notification to members.
JANUARY 2016 11

THE ADVOCATE
YOUR TURN readers respond
Dyslexia legislation needs
clarification
Thank you for Dr. Diane Casale-Giannola’s
informative article “From Code to
Classroom” in the September NJEA Review.
It addressed the essentials of the dyslexia
laws and the need for various approaches
to address individual student needs.
However, I would like to clarify some of
the information in the paragraph related to
classification of students with dyslexia.
Child study team members, specifically
learning disabled teacher consultants
(LDTCs), who are responsible for
classifying students for special education
are required to follow the N.J. Code 6A:14.
While the code included the definition
of dyslexia recently, it did not create a
new classification for dyslexia. A student
requiring classification and services must
qualify under a category in New Jersey and
dyslexia has and continues to fall under the
category of “specific learning disability.”
When a parent provides a “diagnosis” of
dyslexia to the child study team (CST), the
student will not be automatically found
eligible for services. The CST must follow
the state-mandated code and investigate
the student’s need for remediation. This
would include additional evaluations to
ensure that all aspects of the student’s
learning profile are addressed. One of the
advantages of having the school’s LDTC test
the student is the opportunity to interact
and observe the student’s approach to
learning. Having firsthand knowledge of
the student provides a better opportunity to
create an effective program. Parents should
be encouraged to access their school staff
first when they suspect a disability.
Again, I appreciated the information
and hope this clarification is helpful to the
teachers who are our “first responders.”
Maureen Mahon, past president of N.J. Association
of Learning Consultants, Mercer County REA
Why must some special needs
students take the PARCC?
Thank you for November’s Speak Out
column, “Special education’s existential
threat,” by Michael Petti.
As a speech/language specialist, I work
with elementary-age children who have
developmental and intellectual disabilities.
My students have IEPs; all have between
eight and 30 educational modifications for
use across the school day and certainly to be
put in place during testing. Without their
IEPs and modifications, their education
would not be equitable. They would not be
getting a free appropriate public education.
Yet they are required to take the PARCC, a
high-stakes standardized test that does not
allow for modifications (except additional
time). Does the PARCC assess their
knowledge in a manner that is fair? I have
REVIEW NOVEMBER 2015
TEACHER
LEADER LAW
STRENGTHENS THE
PROFESSION, SCHOOLS
WHO WANTS TO END
FAIR SHARE?
PARENTS AND
SOCIAL MEDIA
TEACHER
OF THE YEAR
A RECIPE FOR READING
NOVEMBER 2015
students who can barely read, who cannot
follow directions, and who do not type, and
yet this test will assess them? Clearly the
answer is no.
The state dictates that only 1 percent of
special needs students can be exempted
from the PARCC. What is that percentage
based on? Surely not the number of special
needs students, which is rising.
Big business (Pearson and Apple) and
politicians (Gov. Chris Christie) have taken
the place of knowledgeable educators in
running our schools. Administrators must
now be business managers. To test special
education students in a way that does not
allow for their individualized needs is
discriminatory.
Sher DeGenova, Flemington-Raritan EA
NJEA.ORG
7 QUESTIONS
EVERY NEW ESP
SHOULD ASK
The NJEA Review welcomes brief letters from members regarding content that has appeared in the magazine. Email your comments to njeareview@njea.org or fax them to 609-392-6321.
CLEARING THE
RECORD
Latin teachers rejoiced
when they saw that a
placeholder caption wasn’t
corrected on Page 17 in last
month’s Review, but the
winners of the 2015 NJEA
Collective Bargaining
Award may have been a bit
confused. Here’s the actual
caption; the Review regrets
the error.
Both local associations in Princeton received the 2015 NJEA Jim George Collective Bargaining Award. From left: NJEA President
Wendell Steinhauer, PRESSA President Olive Giles, NJEA Secretary-Treasurer Sean M. Spiller, PRESSA Negotiations Chair Louise
Hoffman, PREA President Joanne Ryan, NJEA Vice President Marie Blistan, and PREA Negotiations Chair John Baxter.
JANUARY 2016 13

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Fellowship
Do you love traveling, networking, and learning more about your craft of teaching?
Consider applying for the Bill of Rights Foundation Founders Fellowship.
The annual program brings together teachers from around the country to historic
locations to learn from each other and explore Institute resources.
Participants engage in deep discussions on critical issues, interact with scholars
and experts, visit places of historical significance, and much more. The 2016
programs feature two engaging weeks of fun in Washington, D.C. for you to
choose from. Applications will remain open until March 15, 2016. Acceptances
will be made by mid-April.
Established in September 1999, the Bill of Rights Institute is a 501(c)(3) nonprofit
educational organization that works to engage, educate, and empower
individuals with a passion for the freedom and opportunity that exist in a free
society. The Institute develops educational resources and programs for a network
of more than 50,000 educators and 30,000 students nationwide.
For more information and to apply, go to www.billofrightsinstitute.org, select
“Educate” and scroll to “Founders Fellowship.”
Schedule a Trenton Thunder school
assembly for your school
NJEA and the Trenton Thunder present free school assemblies for students in grades K-5. There are
three options to choose from.
BOOMER’S BOOK BUDDIES (grades 2-5). The Thunder reinforce the importance of reading though a
fun interactive assembly featuring Boomer, the lovable Thunderbird mascot. A Thunder front office
employee will hold up a read-along version of “Casey at the Bat” while Boomer acts out the
poem. Students who participate in Boomer’s Book Buddies Reading Program and complete the
NJEA-approved Thunder reading plan are rewarded with a complimentary Thunder game ticket and
opportunity to throw out a special first pitch on the field.
YOUR TURN WITH DERBY (grades K-1). A feel-good read along assembly where students learn about
the Thunder’s world famous Bat Dogs from a front office staff member. A special read-along session
is held for the students, followed by a meet and greet with the World Famous Golden Retriever Bat
Dog, Derby.
CLOUDMAN’S EVERYDAY HEROES (grades K-5). The Thunder’s new larger-than-life superhero, Cloudman,
is bringing his “Everyday Heroes” program to school assemblies. Students will meet Cloudman
and learn about his high moral character initiatives.
To request an assembly and learn more, visit www.TrentonThunder.com/Schools.
14 NJEA REVIEW
Have you
authored a book
or educational
materials?
Authors’ Alley is an area on the NJEA Convention
exhibit floor that provides preservice, active and retired
NJEA members a chance to showcase materials
they have published that enhance and add value to
the teaching profession or can serve as useful educational
resources for teachers and parents. Members
interested in exhibiting in Authors’ Alley must be
willing to offer members advice on how to go about
publishing authored works. Submissions must meet
NJEA criteria.
The 2016 NJEA Convention will take place on
Thursday, Nov. 10 and Friday, Nov. 11, in Atlantic City.
Member authors will be responsible to exhibit on
both days of the convention — during all show hours
— displaying and selling their published works and
conversing with members. The cost to participate in
Authors’ Alley is $50.
Space is limited. For more information or to reserve
your space, call Cindy Vannauker at 609-599-4561,
ext. 2263. NJEA must receive your space reservation
by June 30, 2016.
Please send copies of your published materials
with the application.

BULLETIN BOARD
Want to
present at
the 2016
Convention?
You’ve been to other workshops. Isn’t
it time you shared your expertise?
NJEA is now accepting presenter
proposals for the 2016 NJEA Convention
to be held Nov. 10-11, 2016.
NJEA is also seeking proposals for
High Tech Hall at the 2016 NJEA Convention.
We are looking for talented
members to present in the Teacher to
Teacher Learning Lounge.
The Teacher to Teacher Learning
Lounge is an area for NJEA members to
demonstrate how they use technology
in their classrooms. This is an informal
demonstration area for educators to
network with other educators. Programs
are two 50-minute sessions.
All proposals to present at the NJEA
Convention and at High Tech Hall
must be submitted electronically. The
deadline for submission is Feb. 1, 2016.
Go to njeaconvention.org for more
information and application forms.
2016
AID-NJEA can help
The AID-NJEA helpline has served NJEA
members and their families for over 10
years. NJEA members and their families
have access to this free and confidential
service 24 hours a day and seven days a
week. Educators and school counselors are
on the line from noon until 8 p.m. Monday
through Thursday, and until 6 p.m. on
Fridays to provide peer-to-peer support
and information to callers. In addition,
University Behavioral Health Care provides
mental health professionals who answer
the helpline during all other hours for 24/7
coverage.
QUICK TIP
The book that became a
community project
“What a heart-warming story!” “It brought tears to my eyes!” “I fell in love with the main
character!” As colleagues’ comments poured in, I had to take a second look at Daddy’s Heart,
My Heart, The Purple Heart.
I had recently offered three talented sixth graders in my class an option to continue writing
essays or work as a team and write a 5,000 word “book.” The only requirement was that it
must include various examples of figurative language.
Once the students discovered a topic that they were passionate about, the book seemed
to write itself. The girls decided to write a book that honored America’s veterans and their
families, especially those dealing with post-traumatic stress disorder. The students utilized
Google Docs, which allowed them to work at home and at school.
It was a veteran who first read the story and implored us to “do something special with
it.” We reached out to the local community for assistance. Teachers, the American Legion
Post, and even a local author joined in our efforts. Community members sat with the girls
and helped them revise and edit their story. The local author introduced us to Amazon’s
CreateSpace website for self-publishing. CreateSpace allows users to publish their works for
virtually no cost, but if you are not completely tech-savvy then you can pay between $150-
$500 (depending on the services) and they will prepare your files for publishing.
As we finalized the story, we decided to use photographs instead of hand-drawn illustrations.
The students loved being involved in the photo shoot.
After we prepped and uploaded our files, Daddy’s Heart, My Heart, The Purple Heart was
officially available on Amazon.com. Now, the entire community is actively marketing this
powerful book that started with a simple classroom assignment. Why not try it with your
students?
Submitted by Mike Ryan, Cliffside EA
Callers seeking help from AID-NJEA can
count on:
• Help from a staff of education support
specialists experienced in education and
trained in behavioral health
• Immediate personal response — a “real
voice” with no buttons to push
• Access to thousands of resources from
the AID-NJEA Information Directory
• High quality help by telephone with personal,
family and school-related demands.
Why handle tough times alone? Whether
you are a new teacher, a support staff member,
or a retired school employee, AID-NJEA
has people on the line who can provide
guidance and information to help. Dial
866-AID-NJEA (866-243-6532) or email
helpline@njea.org.
AID-NJEA is a partnership between NJEA
and Rutgers University Behavioral Health
Care.
JANUARY 2016 15

EDUCATION NEWS
THE NJEA REPORT
BERGEN COUNTY LOCAL ASSOCIATIONS SCREEN BEYOND MEASURE
With more than 50,000 students refusing to
take New Jersey’s high-stakes standardized
tests last spring — the exams associated with
the Partnership for Assessment of Readiness
for College and Career (PARCC) — six local
associations in Bergen County decided the
time was ripe to take the conversation over
school reform in a new direction.
On Nov. 20, the local associations in
Bergenfield, Fort Lee, Hackensack, Lodi,
Mahwah and Tenafly hosted a joint PRIDE
in Public Education event to screen the
film "Beyond Measure." The film features
schools in urban, suburban and rural communities
across the United States that are
at various stages of implementing a more
progressive model of public education that
de-emphasizes testing and fosters inquiry,
critical thinking, communication, exploration,
experimentation, collaboration,
personal growth and transformation, and
creativity.
Following the film, Hackensack Education
Association member Okaikor Aryee-
Price moderated a panel discussion with
NJEA Associate Director of Professional
Development Mike Ritzius and New York
City teachers and progressive public education
activists José Vilson and Jia Lee.
“This night is about discussing the things
that we should be doing, and moving away
from the things that are harmful to our students,”
Aryee-Price said.
During the panel discussion, Vilson
noted that education reformers create
frameworks and set up systems so that
they have “an answer for everything,” even
though their reforms are of little benefit to
students.
“We need you to create a framework that
adheres to principles that would make progressive
education available for everyone,”
Vilson said. “There’s a thought process that
says all we do is say ‘no’ all the time. But we
say ‘no’ for a reason — the current framework
is not working. We need to come up
with a way to say ‘no’ to the current framework,
but ‘yes’ to another framework that is
all-encompassing, inclusive part of what we
do as educators.”
Ritzius compared the progressive model
of education to the standardized model.
“Progressive education is about moving
into the future — a future that we don’t
necessarily know,” Ritzius said. “Compare
that to the standardization model. You can’t
standardize an unknown future. You have to
Date set for US Supreme Court hearing of Friedrichs v. CTA
The U.S. Supreme Court is scheduled to
hear oral argument in Friedrichs v. California
Teachers Association (CTA) on Jan. 11.
The case deals with the collection of a
representation fee (also called agency fee)
from individuals in a collective bargaining
unit who do not wish to become union
members but who benefit from union representation.
The case asks that the justices
overturn long-standing workers’ rights
that were unanimously affirmed in 1977’s
Abood v. Detroit Board of Education.
In Abood, teachers, firefighters and other
public-service workers were assured the
right to form a union that would be their
exclusive representative for the purpose of
New York City teacher José Vilson, NJEA staffer Mike Ritzius and New York City teacher Jia Lee (l-r) speak on a panel
following the screening of Beyond Measure.
bargaining wages, benefits and working
conditions.
Under Abood, representation fee payers
cannot be charged for a union’s political
activities, but can be charged for their fair
share for union services that benefit them,
such as contract negotiation and enforcement.
Depending on how the Supreme Court
rules, NJEA and its affiliates at the county
and local levels could be forced to spend
much more time and money recruiting
and retaining members, leaving less time
and fewer resources for the things that
matter to members: negotiating strong
contracts, protecting members’ rights,
look backwards in the standardized model,
creating learners who will be unprepared
for a world that has moved on already.”
Lee described the progressive model that
she is able to implement in her New York
City classroom and those of her counterparts
nationwide in the Progressive Education
Network.
“This is the kind of education our students
deserve,” Lee concluded. “This is
the kind of culture and environment all
educators deserve. Teachers deserve the
freedom to control with their students and
their families what they want to learn, how
they will learn it, and not be pressured by
outside compliance measures.”
To learn more about screening "Beyond
Measure" in your community as a PRIDE
in Public Education Event, contact NJEA
organizing specialist Jim Boice at jboice@
njea.org. To learn more about the film, visit
beyondmeasurefilm.com.
fighting for pensions and advocating for
public education.
Friedrichs v. CTA, which was filed on
behalf of a handful of California teachers,
is supported and financed by several
national anti-union groups. A detailed
article on the case was published in the
October NJEA Review. An article identifying
the organizations behind the case was
published in the November NJEA Review.
While U.S. Supreme Court hearings are
not broadcast live, audio and transcripts
of the proceedings are available online
Friday afternoons of the week a given case
is heard. Go to http://1.usa.gov/1QnfVV5
(case sensitive).
16 NJEA REVIEW

EDUCATION NEWS
NJEA funds dozens of
sustainability grants
At an awards ceremony held at NJEA headquarters
on Dec. 3, Sustainable Jersey for Schools
announced 46 New Jersey schools and school districts
that received Sustainable Jersey for Schools
grants funded by the NJEA. Eleven $10,000 grants
and 35 $2,000 grants were distributed to fund a
variety of projects including rain gardens, outdoor
learning classrooms, a winter greenhouse,
an aquaponics system, native habitat gardens,
sustainability curricula and more.
“NJEA is proud to work with Sustainable Jersey
on this important program that directs resources
into our schools,” said NJEA Secretary-Treasurer
Sean M. Spiller. “It is our job to help create a new
generation of engaged citizens and leaders. By
emphasizing the value of sustainability, we also
help ensure that we leave a better world for our
students.”
“It is our job to help create a new
generation of engaged citizens and
leaders. By emphasizing the value
of sustainability, we also help
ensure that we leave a better world
for our students.”
-NJEA Secretary-Treasurer Sean M. Spiller
Earlier this year, Sustainable Jersey formed an
underwriting partnership with NJEA. In addition
to funding this cycle of the grant program, NJEA
provides in-kind support through research and
technical expertise. NJEA’s leadership and members
serve on Sustainable Jersey task forces and
over 137 districts and 328 schools are currently
participating in the Sustainable Jersey for Schools
program.
“We know that schools and districts are in the
best position to determine the needs for their
schools,” said Donna Drewes, who co-directs
Sustainable Jersey with Randall Solomon. “These
NJEA-funded grants will allow school communities
to come together to improve outcomes for
students, teachers and the environment. Collaboration
is key, and we are proud to have support
from important strategic partners like NJEA.”
Proposals were judged by an independent
Blue Ribbon Selection Committee. The Sustainable
Jersey for Schools grants are intended to
help school districts and schools make progress
toward a sustainable future in general, and specifically
toward a Sustainable Jersey for Schools
certification.
To learn more about Sustainable Jersey for
Schools and future grant opportunities, visit
www.SustainableJerseySchools.com. For a full list
of grant winners, read the online version of this
article at njea.org.
Trenton EA Vice President Twanda Taylor accepts this year’s N.J. Work
Environment Council award as fellow members of the Trenton Health
and Safety Network Coalition display photos of the old Trenton Central
High School and plans for the new school. From left: District PTO
President Mike Goodman, parent and TCHS 1980 graduate Ronda Clark,
parent liaison Mack Patterson, and Taylor.
TRENTON HEALTH SCHOOLS NOW
COALITION HONORED BY WEC
The New Jersey Work Environment
Council (WEC) honored
the Trenton Healthy Schools Now
Coalition (HSNC) for its work addressing
health and safety matters
in the Trenton Public Schools at its
annual awards dinner on Nov. 20.
The Trenton HSNC is composed of
union representatives, WEC staff,
district officials, PTO members,
faith leaders, parents, teachers and
community activists.
NJEA Vice President Marie
Blistan, who served as the event’s
emcee, introduced the Trenton
HSN to the audience at the Rutgers
University Labor Education Center
in New Brunswick, where a century’s
worth of labor organization
banners are on display.
“The coalition worked directly
with the Trenton Education Association,
the statewide HSNC and
NJEA to organize a march, rallies,
demonstrations, and national
news coverage to demand action
from the state and the Schools
Development Authority (SDA).
As a result, the state and SDA announced
a plan for a new Trenton
Central High School in February
2014.”
NEA Secretary-Treasurer Princess
Moss, NJEA President Wendell
Steinhauer and NJEA Secretary-
Treasurer Sean M. Spiller joined
Blistan and WEC in honoring the
Trenton HSNC.
Since its formation in 2012, the
Trenton HSNC has organized
school cleanups, hosted informational
presentations for parents,
and organized a community fair to
help promote safety practices and
health screenings.
In 2013, the coalition worked
with TEA to urge the Schools Development
Authority to release
funding to build a new Trenton
Central High School and replace
the former, decaying building.
NJEA organizing specialist Thomas
Hardy, who played a key role in
supporting Trenton HSNC, joined
the coalition as it accepted the
award.
The Work Environment Council
is an alliance of labor, environmental,
and community organizations
working for safe, secure jobs and
a healthy, sustainable environment.
Formed in 1986, WEC is
the nation’s oldest state labor and
environmental coalition. The annual
awards dinner recognizes
the outstanding contributions of
honorees that strive to set worker
and environmental policy, as well
as ensure healthy schools. To learn
more about the Work Environment
Council, visit www.njwec.org.
JANUARY 2016 17

EDUCATION NEWS
Constitutional amendment on pension funding moving in Legislature
On Dec. 10, the Senate Budget and Appropriations Committee
passed SCR-184, which would place a constitutional amendment
on the 2016 general election ballot. That amendment would require
the state to make its actuarially required contributions to
the state’s pension systems. It passed on an 8-5 party-line vote
with Democratic support.
Prior to the vote, NJEA President Wendell Steinhauer addressed
the committee. Steinhauer urged the committee to
pursue the fiscally responsible funding practices included in
the amendment. NJEA Vice President Marie Blistan and NJEA
Secretary-Treasurer Sean M. Spiller also attended the committee
hearing. Representatives of other public employee labor unions
spoke in support of the amendment as well.
“The amendment before you is designed to enforce the discipline
that our governor lacks, so New Jersey can do what we all
agree is necessary,” Steinhauer told the committee. This amendment
provides the legal framework to compel Gov. Christie and
all who come after him to finally obey the 2011 pension funding
law.
"The amendment is also fiscally responsible,” Steinhauer said.
“It does not add a single cent to the state’s pension liability. In
fact, it would quickly begin to reduce that liability, providing real
relief to taxpayers concerned about the fiscal future of our state.”
While the full amendment would affect language in various
provisions of the New Jersey Constitution, voters would be asked
to approve the following:
Do you approve amending the Constitution to require the State
to make its payment to the pension systems for public employees
each year and to establish in the Constitution the rights of public
employees vested in these pension systems to receive earned pension
benefits?
The State would have until July 1, 2021 to start making each
year’s pension payment in full. Until then, the State would make a
partial, but increasing, payment each year. The payment would be
made on a quarterly basis.
THE AMENDMENT’S PATH TO THE BALLOT
To be placed on the ballot, the amendment must either be approved
by a 60 percent majority of the Senate and Assembly in
one legislative session or by a simple majority of both houses in
two separate legislative sessions.
In order for the constitutional amendment question to appear
on the Nov. 8, 2016 ballot, it would have to pass in both houses
of the state Legislature in the session ending Jan. 11, 2016. Unless
it receives a 60 percent majority in that vote, it will be required
to pass by simple majorities again in the new legislative session
that begins on Jan. 12, 2016. The governor cannot veto the legislature’s
action in the amendment process.
For the latest information on the amendment’s progress, visit
njea.org. To be sure that you receive updates to take action to
support the amendment text the word “PENSION” to 738674
and sign up to become a pension activist at http://fundnjpension.
org/become-a-pension-activist. Pension activists receive email
updates and recommended actions on pension-related matters.
SUCCESS
beyond the test score.
Join our 2016 cohort.
Earn a certificate for direct instruction in socialemotional
and character development (SECD).
BETTER MANAGE YOUR CLASS.
Improve student behavior and teamwork.
Create a more positive classroom climate.
BUILD STUDENT RELATIONSHIPS.
Establish meaningful, productive bonds.
Work together toward learning goals.
EARN A CERTIFICATE ONLINE.
Learn from international peers and experts.
Complete a part-time program in one year.
Apply at sel.rutgers.edu.
Our next section begins on February 1.
A Partnership of the College of Saint Elizabeth and Rutgers University
An online certificate program for school leaders is also available at SELinSchools.org.
18 NJEA REVIEW

EDUCATION NEWS
PRESIDENT OBAMA SIGNS NEW EDUCATION POLICY INTO LAW
In a rare show of bipartisanship, Congress
overwhelmingly passed — and President
Barack Obama signed — the Every Student
Succeeds Act (ESSA), putting an end to the
long-discredited No Child Left Behind Act
(NCLB).
Leading up to ESSA’s passage, educators
mobilized in New Jersey and across the
nation, using face-to-face meetings with
lawmakers, phone calls, petitions, emails
and social media to urge Congress to move
away from the failed NCLB regime so that
all students get a well-rounded education.
Educators nationwide made nearly a half
million individual contacts to members of
Congress. Through this effort, the nation is
now turning the page from a failed education
law to one that allows states to create a
new approach.
“I commend President Obama and members
of Congress for putting students first,”
said NJEA President Wendell Steinhauer.
“This new law puts us on the path to begin
to move away from high-stakes testing and
instead help our students develop a lifelong
love of learning.”
Unlike the dictates of NCLB, which created
a rigid test-and-punish system with
little flexibility, ESSA represents a different
approach. The law steps away from federal
mandates by putting decisions on school
performance and accountability into the
hands of states. Much of the law’s success,
however, depends on what New Jersey
chooses to do.
ESSA REDUCES FEDERAL GOVERN-
MENT ROLE IN ACCOUNTABILITY
Under the new law, New Jersey must create
an accountability system not dictated
by U.S. Education Department policy. Unlike
NCLB, which required testing as the
primary measure, ESSA allows a system
of multiple measures as part of a comprehensive
indication of school and student
achievement. The state must determine
which measures to use and what weight to
provide to each inside of broad parameters.
Broadly, the law begins to close the opportunity
gaps for students by providing a
new system that includes an “opportunity
dashboard’ with indicators of school success
and resources for students. The dashboard
goes beyond student achievement on
standardized tests, and looks at equitable
student access to early education, fine arts
programs, libraries, certified teachers, class
sizes that enable individual attention and
other resources. For more about the Opportunity
Dashboard, visit http://bit.ly/
oppdashboard.
ESSA allows states to set a cap on the time
students spend on standardized testing,
and decouples such testing from highstakes
decisions.
ESSA allows states to set a cap
on the time students spend
on standardized testing, and
decouples such testing from
high-stakes decisions.
THE NUMBERS IN THEIR VERY FIRST YEAR
100%
THE PERCENTAGE OF NEWLY HIRED NEW JERSEY TEACHERS, BY YEAR, WHO HAD NOT HELD A PREVIOUS TEACHING POSITION
80%
60%
40%
20%
Other key highlights of the law:
• Eliminates Adequate Yearly Progress
(AYP), the impossible one-size-fits-all goal
driving NCLB’s failed accountability system.
• Incorporates the Support Making Assessments
Reliable and Timely (SMART)
Act to provide funding for states to audit
and streamline assessments, and eliminate
those that are unnecessary or duplicative.
• Creates a state pilot program — in seven
states initially — for local assessments driven
by teaching and learning, not accountability
alone, that could be used in place of
the state’s standardized tests.
• Requires school districts to inform parents
and guardians of opt-out policies, and
allows them to have their children opt out
of statewide standardized tests where state
and local policies permit.
• Allows states to set a cap limiting the
amount of time students spend taking annual
standardized tests.
• Continues annual statewide standardized
tests in reading and math in grades 3-8
and once in high schools, but districts could
seek approval to use the SAT, ACT, another
nationally recognized assessment or Advanced
Placement assessments to fulfill the
high school requirement.
• Decreases the importance of highstakes
testing through the use of multiple
measures in state-designed accountability
plans.
• Prohibits the U.S. Secretary of Education
from mandating accountability parameters
and criteria, the weight given to
different elements of accountability plans,
how teachers are evaluated, and what constitutes
teacher effectiveness.
• ESSA also expands the reach of collective
bargaining and requires consultation
with organizations representing educators,
ensuring that teachers and their local
unions have a say in decision-making.
“While not perfect, this law finally recognizes
that when it comes to knowing
what our kids need to succeed, our nation’s
educators are the best possible resource,”
Steinhauer said. “Moreover, ESSA provides
concrete strategies to close the opportunity
gaps so that educators can maximize the
potential in every child—regardless of zip
code.”
Visit nea.org/hotresourcesesea to learn
more about the new law.
0%
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JANUARY 2016 19

MEET FOUR EARLY-CAREER MEMBERS — AND ONE ASPIRING
TEACHER — WHO BENEFITTED FROM THE MANY OPPORTUNITIES
PROVIDED BY THE CENTER FOR FUTURE EDUCATORS.
Starting early
Only yesterday they were our wide-eyed students who told us they wanted to be
teachers. Soon after that, they were our enthusiastic student teachers, learning
how to manage a classroom. Now, in the blink of eye, they are our talented, young
colleagues ready to lead the profession forward.
Bridget McManus | TRENTON CENTRAL HIGH SCHOOL
Bridget McManus is an Urban Teacher Academy
success story. When she was in high
school, she was looking through her mom’s
TCNJ alumni magazine, which featured an article
on the first Urban Teacher Academy (UTA).
Because McManus knew she wanted to teach
in a high-needs district someday, she applied
for an “experience that would end up having a
huge impact on my career and my life.”
Today, McManus teaches at Trenton Central
High School in the STEM (science, technology
engineering and mathematics) Small
Learning Community. She teaches Literature
III and College Summit, which is an elective
course designed to guide students through the
college application process and prepare them
for life after high school. In addition, she does
college prep work with students every day after
school. On Friday nights she tutors at the Wagner
Youth Correctional Facility in Bordentown
through the Petey Greene Program at Princeton
University.
“UTA is one of the main reasons I am standing
in this classroom today,” says McManus. “It
gave me support and encouragement. Through
this program, I learned more about the unique
issues facing schools in high-poverty districts."
After high school, McManus attended The
College of New Jersey.
“It was at Urban Teacher Academy where I
first fell in love with the city of Trenton, a city
that I now call home. During those two weeks
— and then during college — I got to see the
city up close, including the school system and
various nonprofits working to make the city a
better place.”
McManus is in her third year at Trenton
Central, and she still feels the benefits of the
program.
“Mr. Fieber [Center for Future Educators
executive director] always emphasized the
importance of compassion when it comes to
teaching. Too many people write off my students
because of where they come from, but
I always try to see their potential and get them
to see it too.”
“
Gain as much experience working with young people as you can and know that teaching is one
of the hardest jobs out there. There might be days where you just want to sit in your car and cry
and that is OK! Value the small victories. Last year, a student told me that my English class was
the first one where he was not afraid to read out loud. That made all the challenges worth it.
Remember what it’s all about — the kids.
20 NJEA REVIEW

How did they make this transition? The simple answer is
an undergraduate teacher preparation program. But thanks
to the programs of the Center for Future Educators at The
College of New Jersey, many early-career members have had
additional learning and support in high school and college.
WHAT IS THE CENTER FOR FUTURE
EDUCATORS?
The Center for Future Educators (CFE) at The College of
New Jersey was established in 2010 and is funded by NJEA.
Its mission is to inspire, encourage and recruit high school
and middle school students who are considering teaching as
a career. CFE achieves these and other goals through three
main programs: the New Jersey Future Educators Association,
the Tomorrow’s Teachers high school course elective,
and the Urban Teacher Academy at The College of New Jersey.
“These programs are critical to early identification and
nurturing of young people who have a passion for teaching,”
says CFE Executive Director Larry Fieber. “Teaching
requires not only specific, well-honed skills in pedagogical
techniques and deep content knowledge, it also requires
a special kind of dedication to the betterment of society
through the development of young people in whose hands
we place our futures.”
CFE especially seeks future educators interested in teaching
in high poverty and hard-to-staff schools and/or high
shortage subject areas such as math, science, special education,
world languages, technology, bilingual and English as a
second language.
“We want to get students on track early to successful educational
programs at the post-secondary level,” adds Fieber.
“Through STEM teaching we can keep our country competitive
in high-tech, complex fields; world language and
bilingual education help us gain understanding of ourselves
and our neighbors in our increasingly complex and global
society.”
NEW JERSEY FUTURE EDUCATORS OF AMERICA
The New Jersey Future Educators Association (NJFEA) currently
has 60 high school chapters. Chapters elect their own
officers and must have an advisor. NJFEA supports Educators
Rising, formerly the national Future Educators Association.
“
It is OK if you don’t have teaching all figured out — nobody does. Lessons will go off the rails and
some days will go much better than others. What is important is that you constantly strive to
improve. Use those less-than-stellar days to grow as a teacher. I guarantee that your appreciation
for sleep will greatly increase, but that is all part of what makes teaching the most amazing job in
the world.
Daniel Kaplan | BERNARDS HIGH SCHOOL
By the time he was in high school, Daniel Kaplan
knew he wanted to teach. So he joined his school’s
Future Educators Association (NJFEA) chapter
because he was eager to learn about becoming an
effective educator.
“NJFEA presented me with a perfect opportunity
to do that,” says Kaplan. “It gave me a chance to
figure out what it meant to teach and collaborate
with others who shared my passion.”
Today Kaplan shares his passion with his colleagues
and students at Bernards High School in
Bernardsville where he teaches social studies.
Although Kaplan’s high school did not offer a
Tomorrow’s Teacher course, he heard about the
Urban Teacher Academy through NJFEA. He credits
the academy with reaffirming his career choice.
“The Urban Teacher Academy provided me with
a multitude of valuable lessons, but most of all it
introduced the idea that children are children everywhere,”
says Kaplan. “I learned about classroom
management and planning lessons, but more than
that, I learned that your students each have their
own, unique situations that directly impacts their
performance in school. Knowing your students is
absolutely pivotal.”
Kaplan attended The College of New Jersey,
where he became a member of the New Jersey
Student Education Association (NJSEA).
“I attended as many NJSEA meetings as I could,”
Kaplan recalls. “NJSEA provided me with a less formal
environment to talk about current educational
trends. Education classes are great, but sometimes
it’s refreshing to just chat with some friends about
teaching.”
Kaplan also credits NJSEA with helping him understand
the structure of public education in New
Jersey.
“NJSEA introduced me to the union. There is a
lot to familiarize yourself with at your first job, and
NJSEA shortened that list for me because I already
understood the importance of NJEA.”
The first-year teacher knows he has a lot to learn,
but is convinced that NJFEA and NJSEA gave him a
head start.
“These programs allowed me to start refining my
philosophy at a young age,” Kaplan believes. “That
is not to say that I have it all figured out — not by
a long shot — but NJFEA definitely helped me to
feel more prepared when I finally walked into a
classroom for the first time.”
JANUARY 2016 21

"TEACHING... IS NOT
JUST ABOUT SUBJECT
MATTER KNOWLEDGE AND
PEDAGOGICAL SKILLS, BUT
A DEEP UNDERSTANDING OF
WHAT IT TAKES TO GET THAT
KNOWLEDGE ACROSS TO
STUDENTS, WHETHER THOSE
STUDENTS ARE WEALTHY OR
POOR, SELF-MOTIVATED OR
DISAFFECTED, SUPPORTED BY
PARENTS AND FAMILY OR
SELF-RELIANT."
NJFEA offers the following programs and opportunities for
aspiring future teachers:
• Regional conferences for high school and middle school
students with a wide array of breakout sessions on important
topics presented by leading educators.
• Urban-suburban student exchange visits that allow NJFEA
members to experience the differences in culture, resources
and programming.
• Education-related service learning project opportunities
that invite local chapters to develop meaningful projects to serve
the needs and interests of schools and/or the local community.
NJFEA has a bimonthly newsletter, The Smartboard, a Facebook
page (facebook.com/centerforfutureeducators), and can
be followed on Twitter @njfea.
The following NJFEA conferences are scheduled for the
remainder of this school year:
• Jan. 15 at The College of New Jersey
• March 14 at Monmouth University
• April 6 at Rutgers-Newark
• June 7 (middle school NJFEA) at Montclair State University
“
Seek out opportunities to enhance your educational experiences. Say yes whenever you can. I
attended as many workshops and trainings as possible. In addition, seek every chance to work
with children. I was in child development classes in high school and I worked after school with
students. Every summer in high school and college, I worked at a day camp.
Andrew Lewis | SOUTHWOOD ELEMENTARY SCHOOL
“Although I was always confident in my career
choice, the Center for Future Educators prepared
me for what to expect when I entered the classroom,”
says fifth-grade teacher Andrew Lewis.
“Through the presentations and workshops, I was
well aware of the current educational environment
and what it would take to succeed in the classroom.”
Lewis is in his third year teaching at Southwood
Elementary School and his fourth in Old Bridge
Township. He also serves as the Student Council
advisor, chair of the Science Fair Committee, and is
a member of the Character Education Committee.
When Lewis was a junior in high school, his child
development teacher presented the class with a flier
for the Urban Teacher Academy. Lewis applied and
credits the program with giving him “a first glimpse
at college.” More important, the academy “gave me
my first experience with college level work related to
teaching children.”
Lewis attended The College of New Jersey
(TCNJ). While he was there, he served as the founding
president of TCNJ’s chapter of the New Jersey
Student Education Association (NJSEA). Eventually,
he was elected president of the state NJSEA.
“NJSEA provided me with an opportunity to
develop and enhance my leadership skills,” says
Lewis. “These vital skills not only prepared me to be
a leader in my school building but in my local and
county associations from day one of my membership.”
Lewis is already vice president of his local association
and has been elected to the NJEA Delegate
Assembly. He is a member of NJEA’s Editorial Committee.
“NJSEA was also a network,” Lewis explains. “I
was able to meet other current and future teachers.
That ability to network made the transition from
NJSEA member to NJEA member easier.”
The Urban Teacher Academy and NJSEA also
helped make him a better teacher. Lewis was
selected as the 2014-15 Southwood Elementary
School Teacher of the Year.
“The Center for Future Educators and NJSEA
allowed me to enter my classroom on day one
knowledgeable about the current state of public
education. I had a deep understanding of current
educational issues from my experiences within
these programs.”
Lewis also credits these programs with enhancing
his speaking skills. “This allowed me to feel more
confident in my teaching,” he believes.
22 NJEA REVIEW

TOMORROW’S TEACHERS
Many schools that have an NJFEA chapter also offer Tomorrow’s
Teachers, an elective course for juniors and seniors who
are considering a career in teaching. As of July 2015, teachers
from nearly 220 schools in New Jersey were trained to implement
this program.
The course is taught for a minimum of one class period a
day for a year, or the equivalent in contact hours. It includes
four themes:
• Experiencing Learning
• Experiencing the Profession
• Experiencing the Classroom
• Experiencing Education
A variety of hands-on activities and a strong emphasis on
observations and field experiences are provided. Emphasis
is also placed on teaching critical shortage subject areas.
College credits for this course are offered by Rider, Richard
Stockton and Fairleigh Dickinson universities.
Instructors for Tomorrow’s Teachers are recommended to
have a minimum of three years of successful teaching experience.
Training is offered at no cost to school districts; there is
a charge for the required curriculum materials.
URBAN TEACHER ACADEMY
The Urban Teacher Academy (UTA) is a two-week, intensive
summer program for high school juniors. The first UTA in
New Jersey began in 2006 at The College of New Jersey. Today,
as part of the work of CFE, the original academy model
has been replicated at four universities across New Jersey:
Fairleigh Dickinson, Richard Stockton, Rider and Rowan
universities.
Participants explore the teaching profession as they are
guided through issues pertinent to urban education and
the functions of schools. Additionally, students experience
the classroom as they become acquainted with teachers and
teaching on a personal and professional level. Working in
small groups, students plan and teach mini-lessons to urban
elementary school children. Each participant is required to
Kayla Jerman | TCNJ STUDENT
Kayla Jerman has participated in the full
complement of programs offered by the
Center for Future Educators, and thanks
to these experiences, her future is very
bright. Jerman is currently a junior at The
College of New Jersey (TCNJ).
While attending Burlington Township
High School, she joined the New Jersey
Future Educators Association (NJFEA) in
her sophomore year. Her chapter’s activities
ranged from providing babysitting
services during Back-to-School Night to
attending NJFEA conferences to assisting
with Teacher Appreciation Week events.
She eventually served as an officer in her
chapter.
At the end of her junior year, she participated
in the Urban Teacher Academy,
an experience she calls “empowering.”
“It really opened my eyes to the importance
of teachers, who serve as mentors,
cheerleaders and more,” says Jerman.
“They are everything to these kids. And
when teachers get those wheels turning
in the kids’ heads, it’s amazing to see.”
As a senior, Jerman took the Tomorrow’s
Teachers course, which was
taught by her NJFEA advisor, Yvonne
Francis. During the half-year class, Jerman
learned about lesson planning and
child development and even observed
a kindergarten class three days a week
for a couple of months. Jerman recalls
that not all of the students in Tomorrow’s
Teachers were sure they wanted to major
in education, but it gave everyone in the
course a much better appreciation of
what it meant to be a teacher.
After her high school graduation, she
chose to attend TCNJ and major in early
childhood education and English. She
works part time for the Center for Future
Educators (CFE) where she plans and
participates in the Urban Teacher Academy
every year.
“All of these experiences have opened
my eyes to the realities of education and
helped me improve my people skills,”
says Jerman. “It was heartbreaking to see
schools that didn’t have enough books for
their classrooms and libraries, so the UTA
organized a book donation project.”
Jerman will be doing her practicum
this spring and is anxious to student
teach next year. She has just joined the
New Jersey Student Education Association
and is on track to graduate in spring
2017.
“I know that all of these experiences
have better prepared me for my career,”
Jerman believes. “I’ve always known
I wanted to be a teacher and CFE has
helped me get there.”
JANUARY 2016 23

complete assignments, keep a portfolio and write a summary
report of his/her experiences in the Urban Teacher Academy.
This summer’s UTA at The College of New Jersey will be
held July 18-29. Admission is based on a minimum grade
point average, essays, and teacher recommendations.
SUPPORTING ASPIRING TEACHERS
The New Jersey Student Education Association (NJSEA)
is affiliated with NJEA, and CFE and NJSEA work closely to
provide aspiring teachers with a seamless line of support as
they move from middle and high school through college.
Many members of NJFEA and Urban Teacher Academy attendees
join NJSEA during their undergraduate years because
they have already seen the value of NJEA-backed programs in
preparing them for this challenging career.
“Teaching is recognized by NJEA as a profession that one
must come to — and grow into — with a full understanding
of its complexities,” notes Fieber. “It’s not just about
subject matter knowledge and pedagogical skills, but a deep
understanding of what it takes to get that knowledge across
to students, whether those students are wealthy or poor, selfmotivated
or disaffected, supported by parents and family or
self-reliant.
“NJEA knows that teachers make the difference,” Fieber
adds. “I’m so pleased that NJEA’s officers, staff and in particular
its Minority Leadership and Recruitment Committee,
are committed, through CFE, to inspire young people with a
special passion for teaching to become tomorrow’s teachers
and tomorrow’s leaders.”
If you are interested in starting an NJFEA chapter at your
school, learning more about future teacher programs such
as the Tomorrow’s Teachers course elective, urban teacher
academies, and a host of additional resources, visit the CFE
website at https://futureeducators.tcnj.edu.
In the meantime, read about these four young teachers —
and one aspiring teacher — who benefitted from the many
opportunities provided by the Center for Future Educators.
Be sure to check out their advice to young teachers.
Lillian Ruffo | ANN C. SCOTT ELEMENTARY SCHOOL
Lillian Ruffo teaches third grade at Ann C.
Scott Elementary School in Leonia, a small
diverse district in Bergen County. The fourthyear
teacher believes that even though she
had wanted to be a teacher since she was a
child, it was the programs of the Center for
Future Educators (CFE) that “ignited a fire”
in her.
Ruffo attended West Windsor-Plainsboro
High School-North, which did not have a
New Jersey Future Educators Association
chapter. It did, however, offer a course called
“Youth Teaching Youth,” which had students
observe classes throughout the district,
including a preschool program.
But it was a new program being piloted
in 2006 that really made a difference — the
Urban Teacher Academy at The College of
New Jersey (TCNJ).
“I was intrigued and I made it my mission
to put myself out there,” recalls Ruffo.
“I loved the academy. It touched my heart,
especially its focus on social justice.”
Soon afterward, Ruffo was accepted at
TCNJ, majoring in elementary education and
English. During her college years, she worked
part-time in the CFE office and assisted at
every Urban Teacher Academy.
“I began to see my purpose as a teacher
was to try to lift up that demographic,” says
Ruffo. “Schools have challenges and inequities.
I would never assume that I understand
what these students face, but I can try to
make a difference in their lives by igniting
their passions.”
Ruffo says it was the UTA that has given
her the drive to always better herself. After
graduating from TCNJ, she went to graduate
school at Teachers College at Columbia
University. She wanted to hone her literacy
teaching skills and believes the additional
classroom experience made her stand out
when she started applying for jobs.
She has stood out during her young
career, serving as the lead teacher for her
grade level and kindergarten to grade two
for two years. Her principal sends her to programs
sponsored by the Reading and Writing
Project at Teachers College. Ruffo shares
what she learns with her grade level team
and turnkeys it with others.
“I’ve always been self-conscious about
my teaching but they share my excitement,”
Ruffo notes. She enjoys coaching others to
be more reflective and collaborative.
“Larry Fieber’s programs at the Center
for Future Educators directed my compass,”
concludes Ruffo. “I’ll always be grateful for
that opportunity.”
You have to really want it. This career has to be something that is a part of you. It’s not just an
eight to three job. Not only do I take work home, but sometimes I can’t help but think about the
“ kids and what they need. Put your heart and soul into it and the payoff will be without measure.
JANUARY 2016 25

BY KATHRYN COULIBALY
The fall
and rise of
MICHIGAN
How antiunion
forces
systematically
stripped
public school
employees of
their rights
— and how
the Michigan
Education
Association is
fighting back
In 2013, Michigan became the 24 th state in the nation to enact “Right
to Work” for less legislation, which was being promoted by the Koch
brothers and the American Legislative Exchange Council (ALEC) over the
strenuous objections of the general public.
Prior to “Right to Work” for less,
Michigan was hit with a series of unionbusting
tactics by the Legislature. They
took longstanding collective bargaining
rights away. They changed tenure,
removed just-cause provisions, and
eliminated the union’s ability to bargain
disciplinary practices, evaluation, seniority
rights, recall and assignment.
While unions across the state felt the
impact, legislative attacks on public
employee unions had deep roots — and
a long history.
Republican legislators and far-right
corporations began their coordinated attacks
on public school employee unions
after the success of those unions in preventing
private school vouchers and the
widespread privatization of educational
support services in public education.
Vouchers transfer public tax dollars
into the hands of parents for private
school tuition. They have historically
been attractive to corporations and the
politicians who support big corporations
because they enable companies to tap into
public school funding, always the largest
line item in any state or federal budget.
In privatization, essential public
school services such as custodial, maintenance,
transportation, food, technology,
security, and more are outsourced
to private companies who pay employees
a fraction of union-bargained salaries
with significantly reduced — or nonexistent
— health and retirement benefits.
The result is a revolving door of lessqualified
employees with no commitment
to the schools or the students.
These groups resented that public
school employee unions had the clout
to prevent vouchers and privatization,
so they set out to remove unions as an
obstacle.
THE MACKINAC CENTER
In 1987, the Mackinac Center was founded
in Midland, Mich. The stated mission
of the Mackinac Center was to make
Michigan a better place to live and work.
The truth is that it was among the first
anti-union think tanks in the country.
For decades, the Mackinac Center
worked to undermine the professional
rights of public school employees, the
ability of school employees to advocate
JANUARY 2016 27

“Once a week, I
get a call from
a teacher who is
stressed out and
wants to quit;
they just can’t
continue.”
Renaye Baker, the executive director of the Michigan Education
Association office in Midland, Mich., told her state’s story to NJEA
members at the NJEA Jim George Collective Bargaining Summit in
October.
for educationally sound practices, and
funding for their benefits and wages.
The center successfully advocated
for charter schools and the privatization
of essential school services.
In 1997, the Mackinac Center advocated
for the reform of the Michigan
State Employees Retirement System,
pushing all new hires into a definedcontribution
system and dividing
school employees by date of hire into
two very different — and unequal —
pension systems.
It also advocated for tuition tax credits,
changing standardized testing to
financially benefit private corporations
and merit pay.
A LONG-TERM STRATEGY
It did not happen overnight. The
Mackinac Center worked doggedly to
undermine the union with the public
and its members. In 2011, when Republicans
took control of the House,
Senate, governor’s office, and the Supreme
Court, they had the lineup they
needed to enact even more devastating
legislation.
The attacks on collective bargaining
rights in June 2011 changed the culture
in the state’s public schools; in particular,
how the Michigan Education Association
(MEA) was able to advocate
for members, as well as how members
were able to advocate for themselves.
The power of grievance arbitration
diminishes when you have fewer things
that you have the legal power to discuss.
In March 2012, the Legislature enacted
a bill that banned public school
employee unions from collecting
union dues through automatic payroll
deduction. Gov. Rick Snyder signed it.
In December 2012, “Right to Work”
for less was enacted.
In response to the passage of
Michigan’s “Right to Work” for less
law, President Barack Obama said,
“These so-called ‘Right to Work’ laws,
they don’t have anything to do with
economics, they have everything to
do with politics. What they’re really
talking about is giving you the right to
work for less money.”
MACKINAC CENTER EXPLOITS
ECONOMIC CRISIS
Like most of the rest of the nation,
Michigan was hit hard by the economic
crisis of 2008. People moved to
where there were jobs, and they took
their children with them. Enrollment
fell, and the students who remained
were in many cases needier than they
had been before the recession.
With most people feeling the impact
of the crisis, it was easy for the Mackinac
Center to play off people’s worst
fears. The situation gave politicians
a convenient target for inflammatory
rhetoric that blamed public employees
— and not the corporations behind
both the economic crisis and the attacks
on public employee unions.
The result was an unmistakable opportunity
for big corporations to assert
themselves.
“It’s hard to get people to vote their
interests rather than the smoke and
mirrors of political theater,” said Renaye
Baker, who is the executive director
of the MEA’s Midland office. She
joined the MEA after a 32-year career
as a middle school English language
arts teacher at Bullock Creek School in
Midland, Mich.
According to The Detroit News, Gov.
Snyder switched sides on the “Right
to Work” for less issue after Grover
Norquist, president and founder of
Americans for Tax Reform, and others
contacted him. As United Auto Workers
President Robert King put it, “the
Koch brothers and Amway owner Dick
DeVos bullied and bought their way to
get this legislation in Michigan.” Michigan’s
bills mirror the ALEC model
language nearly word for word.
In a move that further highlighted
the undemocratic forces pushing
“Right to Work” for less, the bill was
even amended to make it impossible
for the voting public to undo the policy
by referendum.
SCHOOL EMPLOYEES PAYING
THE PRICE
In a “Right to Work” for less world,
Michigan educators are struggling.
The think tanks and corporations
fund campaigns whose strategy is to
discredit union leadership among
members to weaken the organization,
erode confidence among members and
the public, and diminish their ability to
advocate for public education.
“Life for educators has changed dramatically,”
Baker said. “It’s high stress,
all of the time. Schools have moved
from an instructional model to a testing
model, which is a sign that we’re
on the wrong track. How do students
do well on a test if there’s no time for
28 NJEA REVIEW

instruction?”
The testing in Michigan is highstakes
for the teachers. MEA was
successful in reducing the proposed
percentage that test scores would
count toward evaluations from 50 percent
to 25 percent, but it still has huge
ramifications for teachers in tested
areas.
“Once a week, I get a call from a
teacher who is stressed out and wants
to quit; they just can’t continue,” Baker
said. “I represent about 1,200 members.
That’s a high percentage of people who
are not only feeling overwhelmed, but
are reaching out to talk about it.”
Baker noted that her members
went into the profession thinking
they would work hard for 30 years and
then retire with a decent pension, but
they’re not sure they’re going to make
it now.
“People still love teaching when they
can close the door and shut the world
out, but that’s gotten a lot harder to
“The Mackinac
Center
successfully
advocated
for charter
schools and the
privatization of
essential school
services.”
do,” Baker said.
Politicians have devalued the profession
so much through reductions
to pension and health benefits and
through high stakes testing and punitive
evaluations that college teacher
prep programs are not seeing sufficient
numbers.
According to federal data, enrollment
in teacher preparation programs
in Michigan declined 38 percent from
2008 to 2012.
“Our school systems can’t even get
people to come in and substitute,”
Baker noted.
But educators aren’t the only ones
suffering. According to analysis done
by the Economic Policy Institute,
“Right to Work” for less laws decreased
hourly wages for all workers by three
percent.
CHALLENGES OFFER OPPORTUNITIES
The Mackinac Center and other special
interest groups are still not satisfied.
There is a bill currently before the
Michigan Assembly that would eliminate
release time for association business.
It has already passed the Senate.
“They come at us from every angle
they can think of,” Baker said. “And it’s
all in an effort to diminish the union.
We’ve moved from a nation state to
a corporate state.” Baker said. She
believes that free public education
is in jeopardy. But she is hopeful that
Michigan educators are turning a corner
— one that will benefit themselves,
their students and their communities.
“The challenge of ‘Right to Work’
opens the doors to opportunity that
MEA is taking advantage of as we move
forward,” Baker said. “We are organizing
our members around these newly
prohibited subjects of bargaining,
advocating for each other in the buildings,
engaging in community action
and more. Instead of just concentrating
on providing good quality services
to our membership, we are concentrating
on organizing our membership.
We are getting them to feel the power
they possess when they take collective
action.”
Overall, the MEA lost about 10 percent
of its membership as a result of
decreased school enrollment, privatization
of services, the defunding of
public schools, and “Right to Work”
for less, but it continues to strenuously
advocate for members and for the students
they serve.
“At first, it was a shock. People had
this belief that we were too strong a
union state for this to happen,” Baker
said. “But now, people are really starting
to see the value of collective action.
We need it, nationwide, for all the issues
facing us, and then maybe we can
turn this country back into a nationstate.”
Kathryn Coulibaly is an NJEA associate director
of public relations. You can contact
her at kcoulibaly@njea.org.
MICHIGAN
a timeline
1987 — Mackinac Center is established
in Midland, Mich.
1988 — Mackinac Center recommends
public charter schools.
1993 — Michigan Legislature enacts one
of the nation’s first charter school laws.
1994 — Michigan Legislature enacts a
law preventing unions from bargaining
language that would prevent privatization
of non-instructional services in public
schools. This led to 60 percent of school
districts privatizing educational support
professionals’ jobs.
1997 — New hires are locked out of the
Michigan State Employees Retirement
System and forced into a defined-contribution
system, a less valuable benefit.
2009 — Michigan public schools are
required to incorporate merit pay when
determining teacher compensation.
2012 — New laws abolish retiree health
care benefits for future public school
retirees and require current retirees to
contribute 20 percent toward the benefit
cost.
2012 — Michigan Legislature enacts a
law preventing unions from automatically
deducting dues from payroll.
2013 — Michigan becomes the nation’s
24th “Right to Work” for less state.

BY BRETT NOVICK
DEALING WITH
BEHAVIOR PROBLEMS
IN THE CLASSROOM:
13 STRATEGIES
As classroom teachers adjust to changes in
standards, testing and evaluation, the real
work of teaching remains. This includes
behavior issues in the classroom. Regardless
of the reforms that come down the pike, as long
as there is teaching and as long as there are
students, there will be behavioral difficulties in
every class, in every district and in every state.
And educators will do their best to deal with
these problems so that learning can take place.
I have gathered these classroom management skills by trial and
error and sometimes the hard way. After almost 20 years of working
with students, I have found certain interventions that were successful,
while others simply frustrated all involved. As a consultant
within classrooms specific to behaviors in both alternative and public
schools, I have been mentored by great teachers who knew what
to do and — just as important — what not to do. Additionally, my
work with educators as an adjunct instructor at Rutgers University
has reinforced what works in classroom management and what creates
larger discord. As a therapist working in homes and in private
practice, I understand the frustration of parents when addressing
behavioral issues that spill out into the classroom.
The following are some ways of addressing these behavioral issues
within the classroom setting. These suggestions focus on practicality
over theory.
1. STOP TALKING
You only have a certain amount of verbal ammunition. The more
you speak, the less effective that ammunition becomes. Keep comments
brief and to the point — anything more and you risk sounding
like the teacher from Charlie Brown! If you have a consequence,
warn once then do it.
2. DON’T BE A BAD MIRROR
When a student is having a tantrum, remember he/she will reflect
your reaction. If your emotions are escalated, the tantrum escalates.
Stay calm and repeat the same mantra over and over again (i.e.,
“sit down and take out your pencil”) to avoid getting into a power
struggle or being drawn into an emotional vortex.
3. “DO-DO” DON’T “DON’T…DON’T”
When we provide classroom direction, we can do it in two ways –
negatively (“don’t do that”) or positively (“I want you to do this….”).
By telling students what not to do you are not providing information
on what you want them to do. You may think, “but they should
know what to do.” Still, when a child is angry or distressed, being
direct and staying positive is your best bet.
4. IF YOU HAD PIZZA EVERY NIGHT YOU WOULD
EVENTUALLY WANT SOMETHING ELSE
We often question why behavioral contracts and awards don’t work.
Well, if we have a student with attention issues who can’t focus
on one thing for more than a few minutes, the same is true with
rewards. If you give a student the same reward each time, he/she
will become bored. Therefore it is better to have an inventory of re-
30 NJEA REVIEW

wards. Ask questions such as, “What books would you like to read?
What activities would you like to do? If you had one-on-one time
with me what would you like to do?” In this way, you have several
banked opportunities that you can provide or take away as needed
in a rapid fashion.
5. REMEMBER THAT ANGER HAS TWO SIDES
Anger and frustration have two components: the physiological
and the emotional. This is important to remember because a
seemingly calm student may still have the physiological feelings of
anger (rapid heartbeat, clinched fists, “fight or flight” reactions).
Therefore, if you agitate the student during this phase, he or she
may rapidly become angered again. It is like taking a pot of water
off the flame, putting it back on two minutes later and expecting
it not to boil quickly. Give a student 15-20 minutes of time to cool
both emotional and physical anger.
6. IF A STUDENT IS REMOVED FROM THE
CLASSROOM DO NOT GIVE HIM/HER
ATTENTION WHEN HE/SHE RETURNS
When students return from an angry episode, they are embarrassed
and now will have all eyes on them upon return to the class.
Breaking your routine and addressing them adds to that and risks
another behavioral issue. Continue with your lesson. If the student
has a question, allow him/her to ask it.
7. GO DEEPER THAN ANGER
When a student is angry it is rarely the only emotion being felt. For
instance, when a student has been teased by classmates, he/she
may be angry and sad. If a student has difficulty with the work, he/
she may be frustrated and angry. When we address the student we
are best to address the secondary underlying feeling because we are
able to allow the student (especially boys) to learn that there is a
spectrum of feelings, not just anger. Also, sometimes the secondary
feeling may be easier to address.
WHEN A CHILD IS
ANGRY OR DISTRESSED,
BEING DIRECT AND
STAYING POSITIVE IS
YOUR BEST BET.
8. MAKE SURE THE CONSEQUENCE FITS
THE ACTION
When giving consequences, make certain that the consequence
logically fits what the student has done. Look for a “real world”
example that you can apply within the classroom. For instance, if a
student interrupts the classroom for 15 minutes, then he/she should
owe you 15 minutes of time during recess doing his/her work.
Sometimes we provide consequences based on our “pet peeves” or
tend to be harsher if we are having a bad day. Consequences are
best understood if they are consistent, logical and make sense to all
involved. Using an egg timer in the classroom is sometimes a good
concrete reminder for students to realize the importance of time.
IF YOU KNOW THEY DID IT
— SAY IT AND SELECT
A CONSEQUENCE
ACCORDINGLY.
9. DO NOT KEEP PUTTING WATER IN A
LEAKY PIPE
The reality of education is sometimes you will get less parental
involvement than you would like and, in some cases, none at all.
Yet, we call the parent each time and hope for assistance with the
child only to be told (either verbally or in action) that this is the
school’s responsibility and the parent does not wish to be involved.
When this is the case, it is crucial to realize that the rewards and
consequences need to be internal. That is, everything that you do to
be effective must be done within the school setting.
10. TEACH THE STUDENT TO BE ASSERTIVE
Students can be extremely passive to very aggressive when dealing
with conflict. The goal is for students to be somewhere in the middle
and be assertive. To do so, students need to be taught to express
how they are feeling, why they feel that way and (most important)
what they need in order to solve the problem. Students who are angry
often need help realizing that others cannot help them without
direction on how to do so.
11. DO NOT TRY TO “CATCH” A STUDENT
IN A LIE
We often set students up to lie. “Did you do that?” is a loaded question.
The student figures if they say “yes” they are in trouble; if they
say “no,” then they have a chance of getting out of it. If you know
they did it, say it and select a consequence accordingly.
12. PICK AND CHOOSE YOUR BATTLES
Again, if everything is a critical issue then nothing is a critical issue.
Decide the two or three issues that you want to work on with this
student and stick to them.
13. CHECK WITH THE PARENT TO FIND OUT
IF THE FAMILY NEEDS SUPPORT
In our districts there are families that do not have electricity, water
or food. If a family is struggling to survive, they are less likely to be
able to provide the elements necessary for the student to thrive.
Keep your sanity in the sea of upheaval in education! I have
found that these strategies help when confronted with student behavior
issues. I bet you can add more to this list. Effective classroom
management is the best way to ensure that you’ll be able to do the
work you love and that students have the opportunity to learn as
much as possible.
Brett Novick, MA, LMFT, has worked as a school social worker/counselor for
15 years in Brick Township Schools and is an adjunct instructor at Rutgers
University. He was awarded Brick Township District Teacher of the Year, the
Inclusive Educator Fellowship by N.J. Council on Developmental Disabilities
and N.J. School Counselor Association Ocean County School Counselor of the
Year. He can be reached at iambrettj@gmail.com.
JANUARY 2016 31

a beautiful place to learn
BY RACHEL PASICHOW
How does one transform a weedy,
unattractive space into one of natural
beauty and value to its surroundings?
Day in and day out as I walked past our school courtyard, I wondered:
how could we make this wasted space into a useful venue?
What could be done so that students and staff would find it more
comforting and alluring? Parent Nikki Gonzalez and I decided to
take on this task and collaborate in the renovation of the courtyard
at Highland Park's Bartle Elementary School. Our goal was to
transform it into an outdoor classroom with various zones of instructional
space that were available for our second through fifth
graders.
Through a $5,000 grant from the NJEA Hipp Foundation, our
Bartle Garden Team has developed a “learnscape” masterpiece
design for the blank canvas that was our Bartle courtyard. This
unique garden will provide students with an inspiring environment
that will include a garden/environmental zone, a quiet reading/
reflection nook and a discussion/lecture area with seating in the
round. In addition, we will create a variety of indigenous planting
zones throughout the years.
This outdoor area is safely surrounded on all four sides by classrooms,
away from vehicles, strangers or possibilities of vandalism.
It will provide unique, inspiring environments for creative, handson
learning for generations of students. Most profoundly, we hope
that through this project, our students will further cultivate a love
for learning.
A TEAM EFFORT
Our innovative, hardworking Bartle Garden Team consists of
educators Tracey Maiden, Jewel Seroka, Kimberly Crane and me;
parents Nikki Gonzalez, Meredith Carman (a landscape architect),
and Irene Marx; and administrator Anthony Benjamin. The team is
networking with community clubs and other local groups to extend
the impact of the learnscape project well beyond the school.
Students also play a role. They will be encouraged to take ownership
of the learnscape in its upkeep and maintenance. Students will
be responsible for tending the garden, monitoring the compost,
accessing the rain barrel and other activities through a rotation of
opportunities. These cross-grade responsibilities are also intended
to instill in our students a sense of pride, responsibility and teamwork,
developing a positive outlook about themselves, their peers
and their school.
Work in the courtyard is done during the school day, after school
and during the summer.
Phase 1 of the project, which included weeding, mulching,
removal of dead trees and weedy shrubs, trimming of trees and
movement of rocks, was completed in September , 2015. Phase 2
will be ongoing through May 2016. It will include repair of a water
spigot; securing materials such as a hose, hose container, hose
nozzle, benches and planters; planting herbs, decorative plants and
bushes; the formation of indigenous planting zones; the creation of
tic-tac-toe and chess board from tree stumps (students will create
the game pieces from river rocks); and a ribbon-cutting ceremony.
WHAT IS A LEARNSCAPE USED FOR?
In the short time the courtyard has been cleaned up, it has been
used as a lunchtime getaway for teachers, a pumpkin patch project
for second graders, an area for class instruction, a venue for administrative
observations, and a safe haven for students needing a “calm
space.” Parents, teachers, school board members and visitors have
offered accolades for the work completed so far. The area is free
32 NJEA REVIEW
SEVEN THINGS YOU NEED TO KNOW ABOUT NJEA’S
1 2
Applications
for 2016-17
grants are due
by mail on or
before March
1, 2016.
The application,
tips for applying,
and descriptions
of past winning
projects can be
found on
njea.org/Hipp.
3
Grants of $500
to $10,000 are
awarded to
New Jersey
educators
every year.
4 5
The foundation
has awarded
more than
$1.8 million in
support of 342
innovative educational
projects
since 1994.
Hipp grant recipients
are featured
in segments
of “Classroom
Close-up NJ,”
NJEA’s Emmy®
Award-winning
television show.

Thanks to a Hipp Foundation grant, Bartle
Elementary School staff, parents and students
turned a courtyard into a learnscape
from weeds and appealing to all those
who walk by the windows looking out
on this garden revitalization project.
All current and future students of
Bartle Elementary will benefit from
this learnscape project. The lessons
that can be incorporated into and
inspired by the various zones are
limitless. All areas of instruction —
from science to math to Spanish to
art to language arts — can utilize the
space for creative, inspired projects.
In the environmental/garden zone,
for example, students will actively
plant and maintain herbs, vegetables
and fruit. Classes will network with
local soup kitchens to donate fresh
ingredients. In the lecture/discussion
area, an additional seating area will
be added to accommodate intimate,
academic discussions and promote a
sense of unity and teamwork among
the students. The quiet reading/
reflection area may inspire detailed, creative journaling or be
the location for nature-inspired artwork. Online and written
resources will be provided for teachers, with additional lesson
plans designed specifically for use in an outdoor classroom
setting.
SEED MONEY FROM NJEA’S HIPP FOUNDATION
This project would never have been fully possible without the
NJEA Hipp Foundation. NJEA staff helped make the process of
applying for a grant easier than we imagined it would be. So, if
you have a “seed” idea, consider making your dream grow with
the help of this valuable resource for educators.
The renovated Bartle courtyard garden promises to become
an oasis of possibilities and to open a plethora of opportunities
for students and teachers. Blossoming flowers and the
natural greenery of nature are just a few of the benefits of this
project that will inspire our community for years.
Rachel Pasichow has been teaching since 1997, and she currently teaches
grades 4 and 5 at Bartle School in Highland Park. You can contact her
at rpasichow@hpschools.net.
HIPP FOUNDATION GRANTS
6 7
You can like the
Hipp Foundation
on Facebook
at www.
facebook.com/
HippFoundation.
GOT
QUESTIONS?
Contact the
foundation at
hippfoundation@
njea.org.
The Bartle Garden Team, top row from left: paraprofessional Jewel Soroka,
teacher Rachel Pasichow and teacher Tracey Maiden; bottom row: Principal
Anthony Benjamin, parent Irene Marx, parent Nikki Gonzalez, and parent and
the project's landscape architect Meredith Carman.
JANUARY 2016 33

HEALTH & SAFETY
SCIENCE LAB FIRES
— DISASTROUS BUT
PREVENTABLE
BY
ADRIENNE MARKOWITZ
AND EILEEN SENN
Educational chemical demonstrations in the lab or classroom are valuable because they help teach important science concepts
in ways that make lasting impressions and help inspire students to become involved in science. But flammable liquids such as
methanol or other alcohols used in such demonstrations are capable of igniting and forming fires that can cause severe burn
injuries and property damage.
In yet another preventable science lab fire,
five students and their teacher were injured
at W.T. Woodson High School in Fairfax
County, Va. on Oct. 30. A chemistry demonstration
went out of control with a flash
of flame engulfing a group of students,
leaving two with serious burns and sending
three others to the hospital. Unfortunately,
the accident at Woodson is just one of
many that occur around the country.
Every one of these events could have
been prevented. The root problem is school
districts shirking their responsibility to
develop and adopt comprehensive lab
safety programs despite long-standing legal
requirements to do so.
Pressure on school districts is ramping up
as outrage over student and teacher burn victims
increases. In response to three serious
accidents over an eight-week period in 2014,
the U.S. Chemical Safety Board (CSB), an independent
federal agency, issued a strongly
worded safety bulletin. The National Fire
Protection Association (NFPA) added requirements
for students to the 2014 edition
of their lab fire prevention standard. And
the National Science Teachers Association
(NSTA) issued a safety alert and position
statement after the Woodson High School
incident. These are listed along with other
resources under “For more information.”
“Incidents such as the one at Woodson
High School reinforce the common sense
lessons articulated in the CSB’s 2014 safety
bulletin,” stated CSB board member Kristen
Kulinowski, who holds a doctorate in
chemistry and has experience as a chemical
educator. “Teachers can demonstrate the
same chemistry principles in an inherently
safer way by minimizing or even eliminating
the use of bulk solvents near open
flames.”
DEMAND THE BEST PROTECTIVE MEASURES
It is imperative that local associations work
with their UniServ field representatives to
make sure administrators are providing the
most effective protective measures possible
to control lab fire hazards. The best solutions
are those that permanently eliminate
or correct hazards at their source. Less
desirable are those that require members
to use protective equipment or fight fires.
Sometimes, short-term solutions will be
needed until money can be obtained for
longer-term repairs. Critical to any plan is a
commitment to a deadline from the district
for each proposed improvement.
USE CSB AND NFPA RECOMMENDATIONS
Among the key recommendations that local
associations can cite are:
Containers of flammable chemicals
should not be in close proximity to potential
ignition sources such as open flames.
Employers should implement strict
safety controls when lab demonstrations
include handling hazardous materials.
Prior to performing any activity with
flammable chemicals, conduct a thorough
hazard review.
Provide a safety barrier between any
activity involving flammable chemicals and
any audience or bystanders.
Any person inside the barrier during a
chemical demonstration activity must wear
all appropriate personal protective equipment.
USE PEOSH STANDARDS
Local associations can make good use of the
Public Employees Occupational Safety and
Health (PEOSH) Laboratory standard, 29
CFR 1910.1450, adopted in 1990 and updated
in 2011. The PEOSH Right to Know (RTK)
and Hazard Communication standards
would also apply. See the May 2013 NJEA
Reporter article, “Manage lab chemicals
safely,” for all the PEOSH standards that
school districts must follow to ensure lab
safety.
USE NSTA POSITION STATEMENT
Locals can also make good use of the 2015
NSTA position statement on safety and
school science instruction. Among many
MOST EFFECTIVE
Eliminate the
hazard – Perform
demonstrations that
do not use hazardous
chemicals
or use minimal
amounts. Use video
demonstrations.
Substitute
something less
dangerous – Use
chemicals that
are less hazardous.
PROTECTIVE MEASURES – BEST TO WORST
Safety technology
– Perform
demonstrations
in lab hoods or
behind barriers.
Training and procedures
– Conduct a
safety review, prepare
written procedures,
train teachers and
students.
Personal protective
equipment
such as goggles,
gloves, aprons.
Fire response
equipment such
as sand buckets,
blankets,
extinguishers.
Emergency
eyewash stations
and showers.
LEAST EFFECTIVE
34 NJEA REVIEW

HEALTH & SAFETY
excellent recommendations, the most
useful may be those concerning occupancy
load and overcrowding in labs,
the need for one adult to supervise
every 24 students, and the need to
provide adequate individual student
workspace areas. It cites research
showing that accidents rise dramatically
as class enrollments exceed 24
students or when inadequate individual
workspace is provided.
FOR MORE INFORMATION
Key Lessons for Preventing Incidents
from Flammable Chemicals in Educational
Demonstrations, October 2014,
14-page booklet, U.S. Chemical Safety
Board. http://bit.ly/labsafetybulletin
“After the Rainbow,” December 2013,
five-minute video, U.S. Chemical
Safety Board. Features a student burn
victim from a rainbow experiment.
www.csb.gov/videos/after-the-rainbow
“Unsafe Science,” by Andrew
Minister, protection engineer, October
2015, NFPA Journal. http://bit.ly/
unsafescience
“NFPA 45: Fire Protection for Laboratories
Using Chemicals,” November
2014, National Fire Prevention Association.
Free access with registration.
http://bit.ly/chemfireprotection
“NSTA Urges Science Educators to
Halt the Use of Methanol-Based Flame
Tests on Open Laboratory Desks,”
Nov. 4, 2015, two pages, National
Science Teachers Association.
http://bit.ly/methanolflametests
“Safety and School Science
Instruction: An NSTA Position Statement,”2015,
six pages, National Science
Teachers Association. www.nsta.
org/docs/PositionStatement_Safety.pdf
OSHA Health and Safety Topic Page
on Laboratories. www.osha.gov/SLTC/
laboratories/standards.html
“Manage lab chemicals safely,” NJEA
Reporter, May 2013, Page 9.
http://bit.ly/managelabchemicals
Adrienne Markowitz holds a Master of Science
in Industrial Hygiene from Hunter
College, City University of New York. Eileen
Senn holds a Master of Science in Occupational
Health from Temple University
in Philadelphia. They are consultants with
the New Jersey Work Environment Council,
which is a frequent partner with NJEA on
school health and safety concerns.
JANUARY 2016 35

36 NJEA REVIEW

EVALUATION
EVALUATION: RESPECTING,
APPRECIATING, AND
HONORING FAMILY
CONNECTIONS
BY JANET ROYAL
The family and community outreach
component in the various evaluation
models rarely garners the attention
that it should. Most of the energy and
focus has been on the interaction between
the teacher and the students with less on
parents, families and communities. When
respected and honored partnerships are
formed, students achieve at a much higher
level and are better armed for life-long
successes. Isn’t that the goal of everyone
involved? Educators have everything to
gain by forming connections to the family
and community. Some of these positive
outcomes, just to name a few, are:
Better grades and test scores
Fewer behavior problems
Improved attendance
More positive attitudes towards learning
and increased classroom participation
Years ago, inviting families and community
to visit the school was a “nice thing to
do.” Parents attended Back-to-School night
and parent-teacher conferences and assisted
with field trips, field days and other
activities. This school-home connection
was considered an add-on rather than part
of the teaching and learning practice. Today,
parental and community involvement
encompasses so much more than that. The
relationship is vital to bring about positive,
favorable results.
The knowledge, wisdom and support
parents and the community can offer the
teacher make them integral parts of the
educational community. Who knows the
student better than the parent: their likes,
dislikes, their preferred way of learning and
interacting with others and what makes
them tick? Positive working relationships
are fostered when educators begin to accommodate
parents by meeting them
where they are, not where educators think
parents should be. All judgments have to be
put on hold and a conscious effort made to
understand the family’s perspective. Educators
must be sensitive to the demands put
on the families and families must understand
the demands put on the educators.
JUST GET STARTED
When I was in elementary school, my
teacher asked me questions about my likes
and dislikes. I remember thinking, “Why is
she so nosy? Why does she want to know
SUGGESTIONS FOR FOSTERING
POSITIVE RELATIONSHIPS
WITH PARENTS
Make it known to parents that you want to
partner with them and appreciate their support.
Develop frequent, two-way communication
between home and school. Find out which
format they prefer: phone call, email, text, faceto-face,
or mail.
Make your introductory interactions positive.
When you do have to connect with parents
about something negative, make every effort to
lead with good news first.
Survey parents to better understand their
needs when it comes to supporting their child.
Be mindful of their interests, skills and talents.
They can support you in ways you never thought
possible.
Respect cultural differences: Spoken words
are only one way to communicate. It is often
difficult to understand nonverbal messages
because different cultures have different expectations
about eye contact, physical touch
and body gestures. Facial expressions, voice
tone, and overall posture tell more than words
at times.
Be open to different definitions of “family.”
The conventional nuclear family is no longer the
standard. Family is defined differently by different
cultures.
what I did over the summer?” Fast forward
to when I became a teacher and it finally
made sense. Now I understand she was
planting the seeds of trust, acceptance and
understanding in our classroom. Over time,
this allowed all of us to share without the
fear of being judged.
Some years back I had a phenomenal
principal who instructed us not to give out
text books for the better part of the first
week of school. He believed this was the
most important window for us to build
trust, respect and community in our classroom.
This was the time to get to know
our students: who they were, what role(s)
they played within their family structure,
their likes and dislikes, and their hopes and
dreams. These were the building blocks
that helped us to understand how to best
instruct our students. This was also the first
step in bridging the gap between school,
home and community. It was a big change
for many of us who wanted to jump right
into instruction, but he knew what he was
talking about.
As with any relationship or partnership,
there will be obstacles and challenges. They
are not necessarily negative. These episodes
can present an opportunity to change practices
in ways that bring about better understanding
between educators and families.
This might be as simple as accommodating
a parent's request to meet with you at a time
that is different than what you anticipated
or working with his/her child in a way you
had not considered. Do your best to resolve
the challenge and move on — you, your
student and the parent will all be better off
because of it.
Janet Royal is an NJEA associate director of professional
development and instructional issues.
She can be reached at jroyal@njea.org.
JANUARY 2016 37

BY KATE BAKERFLIP
TOOLBOX
TECH TOOLS TO
READING
Maya Angelou said, “Any book that helps a child to form a habit of reading, to make reading one of his deep
continuing needs, is good for him.”
With the advent of educational technology, teachers can extend reading opportunities for students and
further develop the habit of reading. Whether it is making a complex text more accessible or modeling
close reading skills, the following tools and instructional techniques will foster student learning.
FLIPPED LEARNING
As defined by the Flipped Learning Network and pioneers Jon Bergmann
and Aaron Sams, flipped learning is “a pedagogical approach
in which direct instruction moves from the group learning space
to the individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning environment
where the educator guides students as they apply the concepts and
engage creatively in the subject matter.” Essentially, the responsibility
for learning is “flipped” from the teacher to the student with
the emphasis on the best use of face-to-face time and higher-order
thinking skills in a flexible learning environment that promotes a
positive learning culture.
To flip reading, students need to do more than read a book at
home and discuss the text in class. For some students, reading is
a difficult task and using educational technology,
the teacher can model close reading skills
and deliver instruction to the students using a
flipped approach. Effective flipped digital reading
requires the reader to engage with the text,
and tools such as Screencast-o-matic, Librivox,
Booktrack Classroom, Google Docs, and Curriculet
can engage students while reading.
MODEL WITH SCREENCASTS
Screencast-o-matic (http://screencast-o-matic.
com/home) is a free screen recorder tool that
provides educators with 15 minutes of recording
time. The screencasts are saved to your files or
uploaded to YouTube. Additionally, educators
can post the files or links to the videos on class
websites or learning management systems.
Students can watch the screencasts on personal
devices, tablets, or computers at home or in the
classroom as needed.
Screencasting enables the teacher to record a
video of a lesson rather than repeat it for every
class. Instead of standing at the whiteboard or
using an overhead projector with the teacher
controlling the learning of the group, screencasting
provides a model for students and allows
them to process the information at their own pace. If a student
missed an important piece of information, he or she can rewind
and play the video until the information is retained.
For example, students can view my video explaining the prologue
to The Wife of Bath’s Tale (https://youtu.be/M840kkHaek8) while
they mark up and annotate a paper copy of the text. By pairing the
viewing of the screencast with an instructional activity, I see proof
that the students watched the video and understood the information.
You can also have students show proof of watching the video
by pulling the screencast into EDpuzzle (https://edpuzzle.com) and
embedding questions as checkpoints within the video. That way
you can view the data to see if students understood the material
presented in the video and follow up with additional live or recorded
lessons to address deficiencies in comprehension and analysis.
38 NJEA REVIEW

TOOLBOX
ACCESS AUDIOBOOKS ONLINE
Students are often plugged into their mobile devices listening to
music, so why not capitalize on that by having students listen to
audiobooks? Librivox (https://librivox.org) is a website and app
for listening to free public-domain audio books. You can play an
audiobook version of Shakespeare’s Romeo and Juliet for the whole
class or allow students to listen with headphones on a computer
or personal device while they read along with the text. As with
the screencast, students can pause and rewind the audiobook as
needed, while listening to fluent reading.
LISTEN TO SOUNDTRACKS FOR BOOKS
Just as narration can aid in comprehension of a text, audio cues can
also help students comprehend and remember what was read on
a screen. Booktrack Classroom (https://booktrackclassroom.com)
allows students to read and write audio-enhanced texts. Teachers
can assign free public-domain texts and uploaded texts that are
enhanced with a soundtrack to classes of students to listen to and
can allow students to upload their own writing into the Booktrack
Studio platform for classmates to read.
The opening brawl sequence of Romeo and Juliet can be enhanced
with the sounds of clashing swords, and other audio cues
can be heard to denote the tone or mood of the scene. Teachers can
assign texts to read independently or allow students to choose from
the library of audio-enhanced texts to supplement whole-class literature
study.
PRACTICE DIGITAL LITERACY SKILLS WITH GOOGLE DOCS
By transferring paper-based active reading skills to a digital format,
Google Apps for Education and Google Classroom provide
users with tools and a management system for practicing digital
literacy in a collaborative setting. In Google Classroom, teachers
can generate copies of Google Docs for the whole class, groups and
individuals. On a shared Google Doc, students can annotate a text
and insert comments while having a close-reading discussion on
a text. Instead of using physical highlighters or colored pencils,
students can practice digital
literacy skills and fine motor
Whether
blending paper
with digital
formats or
shifting entirely
to digital,
get students
reading and
have them
drive their
learning.
skills as they select text and
click to change the highlighted
color. You can also teach the
basics of hypertexts and train
students to slow down their
vertical scrolling on a screen
so that they take the time to
understand a digital text.
FORMATIVELY ASSESS STUDENT
READING
Just as EDpuzzle allows teachers
to insert checkpoints for understanding
in a video, Curriculet
(www.curriculet.com) is a free,
web-based reading platform
that allows the teacher to embed
questions, annotations and
quizzes within a text. Students
can read free public-domain
texts or teacher-uploaded
content in addition to renting
publisher-controlled texts or
subscribing to USA Today.
Using Curriculet, my freshmen English students independently
read Charles Dickens’ A Tale of Two Cities during a three-month
period. I was able to track their progress and monitor their understanding
and alignment with Common Core without having
to distribute or collect a single worksheet or book. In addition to
canonical literature, students can read USA Today articles and answer
Common Core-aligned questions. My reluctant readers enjoy
having the choice to read articles that interest them during silent
sustained reading periods. Because the annotations feature content
that I embedded, my students realize that I am delivering my
instruction to them while they are reading and that I am reading
alongside them through the screen.
DRIVE THE LEARNING
By providing students with access to texts and tools that will bolster
their reading skills, teachers can capitalize on students’ inclination
toward digital formats. And, by using a flipped learning approach,
teachers can encourage students to be active in the learning of the
content. Whichever tool you choose to use, familiarize students
with the digital tool, scaffold the process, and allow students to
personalize the learning experience. Ultimately, the technology
does not drive the learning in a class; technology is merely a vehicle
for learning. Whether you are blending paper with digital formats,
or shifting entirely to digital, get students reading and have them
drive their learning.
Kate Baker, a ninth-grade English teacher at Southern Regional High School
in Manahawkin, is a contributing author of Flipping 2.0: Practical Strategies
for Flipping Your Classroom. Baker has been recognized as a PBS Learning-
Media Digital Innovator, a Jacobs Educator and an Edmodo Certified Trainer.
Connect with her on Twitter @KtBkr4 and read about her teaching techniques
on her blog, Baker’s BYOD (kbakerbyodlit.blogspot.com).
JANUARY 2016 39

40 NJEA REVIEW

JANUARY 2016 41

42 NJEA REVIEW

NJEA PRIDE
PROUD MOMENTS
PRIDE IN OUR
GREAT PUBLIC SCHOOLS
The RIVERDALE EDUCATION ASSOCIATION (Morris) is proud to have been part of the
Riverdale Labor Day Street Fair. In addition to great connections with members of the
community, Congressman Rodney Frelinghuysen visited REA’s booth.
The PARSIPPANY-TROY
HILLS EDUCATION ASSOCIA-
TION (MORRIS) is proud of
Emma’s Angels and its
leaders, PTHEA members
Jacqueline Forte and
Stephanie Staples. Emma’s
Angels support one-year-old
Emma Wyman, who is under
treatment for a rare sarcoma.
Emma’s mother is member
Lindsey Wyman. PTHEA’s
750 members, as well as
support staff and administrators,
marked Oct. 16 as
“Emma Gold Out Day.” Halls
and classrooms were a blaze
of color as staff and students
in all 14 district buildings
wore gold, the color associated
with childhood cancer
awareness. Contributions
from members, staff and
the broader community to
support Emma and her family
have exceeded $117,200.
The EAST WIND-
SOR EDUCATION
ASSOCIATION
(MERCER) is proud
to have been part
of the Hightstown
Harvest Fair on Oct.
10. EWEA distributed
giveaways,
held conversations
with community
members, gathered
contact information
and strengthened
relationships with
community partners.
Assemblyman Dan
Benson visited
EWEA’s booth.
The Cinnaminson Education Association (Burlington) is proud to
have been one of several community and school organizations to
participate in Family Math and Literacy Night at Eleanor Rush Intermediate
School on Oct 21. CEA provided snacks, prizes, pencils and
other giveaways. CEA First Vice President Kimberly Kelly is pictured.
Submit your best local association PRIDE photo to ProudMoments@njea.org.
JANUARY 2016 43

44 NJEA REVIEW

CLASSROOM CLOSE-UP
A CLOSER LOOK monthly highlights
JAN
10
This month, the NJTV Pledge Drive pre-empts several
air times of “Classroom Close-up NJ,” so be
sure to tune in at 7:30 a.m. Sundays to catch the
show. The dates for the drive are Jan. 17, 24 and
31. January’s shows can already be downloaded
from classroomcloseup.org and feature Camden
Teacher Jamal Dickerson, art projects in Monroe
Township, Wayne Township and Hamilton, and
science projects in Trenton, Medford, Bridgewater
and Montville.
watch
JANUARY 10
Representatives from The White House Initiative
on Educational Excellence for African
Americans, NEA Secretary-Treasurer Becky
Pringle and civil rights activist Al Sharpton
visited Trenton Central High School. The New
Jersey Center for Teaching and Learning’s Progressive
Science Initiative has been implemented
there. For more on the Center for Teaching
and Learning, go to www.njctl.org.
JAN
24
JANUARY 24
Community Supported Agriculture (CSA) is an
important part of Montville teacher Matthew
Myers’ science curriculum. The seventh-grade
teacher shares lessons on organic and sustainable
farming techniques in one of the courtyard
areas of Robert R. Lazar Middle School.
JANUARY 31
A new program at Glassboro Intermediate
School engages students through hands-on
STEM experiences. Science teacher Denise Barr
instructs her students to build miniature catapults
out of rubber bands, wooden sticks, and
plastic spoons to see who can launch a candy
pumpkin the farthest.
classroomcloseup.org
Visit online to watch individual segments,
entire shows, or to find out what’s coming
up. On Twitter follow @CCUNJ and “like”
Classroom Close-up, NJ at facebook.com/
crcunj.
JAN
31
AIR TIMES
“Classroom Close-up, NJ” has won 14 Emmy® awards. It inspires and
educates the public about the great things happening in New Jersey’s public
schools. The show airs on NJTV on Sundays at 7:30 a.m. and 12:30 and
7:30 p.m., on Wednesdays at 11:30 p.m., and Saturdays at 5:30 a.m. It is
sponsored by PSE&G.
JANUARY 2016 45

SUSSEX TO CAPE MAY
SUSSEX TO
CAPE MAY:
Workshops, field trips,
grants and more
highlights
PD opportunities in Savannah and
the Dominican Republic, the annual
NJAHPERD convention, free mock trial
programs, math workshops & more
showcase
These
Build Global Connections in the Dominican Republic
Nobis Project Inc. is sponsoring “Building Global Connections,”
an eight-day program in the Dominican Republic, July 23-30,
2016. This professional development opportunity is open to teachers
of all grades.
As part of this excursion, teachers will immerse themselves in another
culture; examine personal experiences and understandings of
power, history, and relationships; engage in critical conversations
about social justice and global citizenship with other educators;
and receive training and ongoing support for bringing social-justice
thinking and project-based service learning back to their classroom
and school community. As part of this program, teachers will travel
to the small, Caribbean beach village of Cabarete on the northern
shore of the Dominican Republic. Teachers will engage in service
learning with organizations whose work centers on the education,
health and welfare. Teachers will establish reciprocal partnerships
with the community for future collaboration with their classrooms.
The cost is $2,500, which includes shared accommodations, all
meals, excursions, and activity fees. Additional costs include airfare,
insurance and passport/visa fees. Nobis World professional
development programs require teachers to complete a pre- and
post-program learning component as well as hands-on workshops
while on site. Contact Christen Clougherty at 912-403-4113 or info@
46 NJEA REVIEW
experiences have been endorsed by NJEA’s Professional Development Institute and are also posted on njea.org.
Providers seeking endorsement should call NJEA’s Professional Development Division at 609-599-4561.
nobisworld.com, or visit www.nobisworld.org for more information.
The registration deadline is March 1, 2016.
Race, Power & Preservation of African-American History
and Gullah-Geechee Culture
Nobis Project Inc. is sponsoring “Race, Power & Preservation
of African-American History and Gullah-Geechee Culture,” a fiveday
program in Savannah, Ga, July 24-28, 2016. This professional
development opportunity is open to teachers of all grades.
Program participants will explore the preservation of African-
American history and culture in historic Savannah and on Sapelo
Island. Through a service-learning project and cultural immersion,
teachers explore how different museums and heritage organizations
preserve the history of African-Americans in the Low Country.
The cost for this program is $1,250, which includes shared accommodations,
all meals, excursions and activity fees. Additional costs
include travel to Savannah and parking fees.
Nobis World programs require teachers complete a pre- and
post-program learning component as well as hands-on workshops
while on site. Contact Christen Clougherty at 912-403-4113 or info@
nobisworld.com, or visit www.nobisworld.org for more information.
The registration deadline is March 1, 2016.

SUSSEX TO CAPE MAY
more to learn across the state
NJAHPERD convention to address
healthy, active lifestyles
The N.J. Association for Health, Physical
Education, Recreation and Dance (NJAH-
PERD) will hold its annual convention,
themed “Promoting Healthy, Active Lifestyles,”
Feb. 21-23, at Ocean Place Resort
and Spa, Long Branch.
Sessions are planned to focus on lifetime
sports and activities, fitness education,
technology, dance, health, inclusion, assessment
and many other topics to provide
teachers with varied and valuable resources.
The national, eastern district and NJAH-
PERD teachers of the year from elementary,
middle and high school levels will share
their expertise and motivate attendees to
return to their students with new ideas to
promote lifetime wellness.
The preconvention offerings on Sunday
include FitnessGram training, a curriculum,
instruction, and assessment workshop
(gr. 6-12), and a SPARK NEW’s for Elementary
workshop. Preconvention workshops
are free to NJAHPERD members.
To register or for more information
on fees, schedule and hotel, visit www.
njahperd.org and click on the “annual
convention tab” or contact Jackie Malaska,
NJAHPERD executive director, at njahperd@verizon.net
or 732-918-9999.
Registration open for free spring mock
trial programs
Students and teachers in grades 3-8 will
serve as jurors in mock trials at the New Jersey
Law Center in New Brunswick in May
at a program sponsored by the New Jersey
State Bar Foundation.
Registration is now open for the Law Fair
(grades 3-6) and Law Adventure (grades
7-8) interactive programs where students
and teachers will hear original, winning
mock trial cases presented by their peers
and will render verdicts. Judges and lawyers
will preside over the trials.
Programs for grades 3-6 will be held May
23-26, and for grades 7-8 on May 16-19. All
programs are free of charge.
To register visit www.njsbf.org. For more
information contact Sheila Boro, director
of mock trial programs, at 732-937-7519 or
sboro@njsbf.org.
WPU presents “Mixed-Race Mixtape” and
Theater for Children with Autism
William Paterson University (WPU) will
present “Mixed-Race Mixtape” on Thursday,
Feb. 25. The performance will run from
12:30-2 p.m. at the Shea Center for Performing
Arts in Wayne. Tickets cost $5.
“Mixed-Race Mixtape” is an interactive
performance that focuses on complex
issues, such as race, class and identity
by melding rap, monologues, and instrumentals
into a powerful theater show. The
production concludes with a post-show
discussion. Note: this show contains some
strong language. Reserve tickets by Feb. 1.
Also at WPU, the Theater for Children
with Autism and Theatreworks USA present
“Junie B.’s Essential Survival Guide to
School” on Friday, March 18, at 10:30 a.m.
Tickets are $8.
This sensory-friendly musical is open to
classes and families with children on the
autism spectrum. Reserve tickets by Feb. 26.
The Theater for Children with Autism
and Theatreworks USA will also present
“Seussical,” another sensory-friendly musical
open to classes and families with children
on the autism spectrum. Tickets are
$8; reserve by March 31.
For tickets, call 973-720-3178 or email
Lavene GassYoumans at gassyoumansl@
wpunj.edu.
Math workshops offered at Rutgers
The Rutgers Department of Mathematics
and the university’s Center for Discrete
Mathematics and Theoretical Computer
Science (DIMACS) are offering math workshops
for elementary, middle, and high
school teachers. The workshops are held on
Rutgers’ Busch Campus and run from 8:30
a.m. to 3 p.m.
The following workshops will be offered
in March; workshops given in January, February,
and April (and the summer) can be
found on the websites below.
High school topics include: Instructional
Strategies to Meet the New Math Standards
for Middle and High School Mathematics
(March 3); Mathematical Forensics: Solving
Crimes Using Mathematics, Grades
10-12 (March 4); How to Break into the
World of (Mathematical) Modeling, Grades
8-11 (March 11); 30th Annual Precalculus
Conference (March 18; see dimacs.rutgers.
edu/precalc-conf for details); and Thinking
about Calculus before “Calculus,” Grades
9-12 (March 25).
Middle school topics include: Methods
for Engaging Middle School Math Students
with Technology, Grades 6-8 (March
2); Instructional Strategies to Meet the
New Math Standards for Middle and High
School Mathematics (March 3); How to
Break into the World of (Mathematical)
Modeling, Grades 8-11 (March 11); and
Mathematical Expeditions in the Middle
School, Grades 6-8 (March 14).
Elementary school topics include: Activities
and Games to Enhance Mastery of the
Measurement, Geometry and Data Standards
in Grades 3-5 (March 10).
To register for or obtain more information
about these and other workshops, go to
http://dimacs.rutgers.edu/k12-prof-dev/.
Mini-courses look at nutrition and fitness,
opera and the Hitler phenomenon
The Camden County College Center for
Civic Leadership and Responsibility (CCLR)
is sponsoring five-week mini-courses starting
in January. The cost is $25 per course or
$50 for unlimited courses through August
2016.
The following evening courses will be
held on the Blackwood campus:
• The Hitler Phenomenon (Tuesdays, Jan. 23-
Feb. 23)
• One Percent Better: An Introduction to
Nutrition and Fitness Basics (Tuesdays, Jan.
23-Feb. 23)
These courses will be held at the Rohrer
Center in Cherry Hill:
• Marching Through Old Dominion: Battleground
Virginia (Mondays, Jan. 25-Feb. 22)
• Opera - Passion, Politics, and Power (Thursdays,
Jan. 21-Feb. 18)
• Discovering New Worlds (Fridays, Jan. 22-
Feb. 19)
Don’t miss the free lecture on Thursday,
Feb. 11, titled “Return to Iwo Jima.” CCLR is
also sponsoring a free 15-week course, titled
“Topics in History: America and the Middle
East.” It will run on Wednesdays from Jan.
20 through May 4.
Visit www.camdencc.edu/civiccenter or call
856-227-7200, ext. 4333, for further details.
JANUARY 2016 47

RETIRED MEMBERS
NJREA past, present and future
MEDICARE PART B PREMIUMS FOR
2016
The Centers for Medicare and Medicaid Services (CMS)
have announced the 2016 premiums for Medicare Part B
programs.
For most Medicare beneficiaries who are already collecting
Medicare benefits, there will be no increase in Medicare Part
B monthly premiums from 2015. There will also be no Social
Security cost of living increase for 2016. As a result, by law,
most people with Medicare Part B will be “held harmless”
from any increase in premiums in 2016 and will pay the same
monthly premium as last year.
The Medicare Part B monthly premium will remain
$104.90 — the same as in 2015, 2014, and 2013 — for most retirees
who are currently receiving benefits and made below a
certain amount in 2014. Retirees will pay a different premium
amount in 2016 if they meet one of these four conditions:
• You enroll in Part B for the first time in 2016.
• You do not get Social Security benefits.
• You have Medicare and Medicaid, and Medicaid pays
your premiums.
• Your modified adjusted gross income as reported on your
IRS tax return from two years ago is above a certain amount.
If you’re in one of the above groups, to determine how
much your Medicare Part B premium will be, find the scenario
that best describes your 2014 tax return filing below:
File individual tax return File joint tax return You pay in 2016
$85,000 or below $170,000 or below $121.80
$85,001–$107,000 $170,001–$214,000 $170.50
$107,001–$160,000 $214,001–$320,000 $243.60
$160,001–$214,000 $320,001–$428,000 $316.70
above $214,000 above $428,000 $389.80
The Social Security Administration uses the income
reported two years ago to determine a Part B beneficiary’s
premiums. So, the income reported on a beneficiary’s 2014
tax return is used to determine whether the beneficiary must
pay a higher monthly Part B premium in 2016. If a beneficiary’s
income decreased significantly in the past two years,
he/she may request that information from more recent years
be used to calculate the premium.
For those members receiving post-retirement medical
benefits paid for by the State of New Jersey, the standard
Medicare Part B premium for them and their dependents is
reimbursed in the member’s pension check. Any incomerelated
adjustment that a member or his/her dependent pays
is reimbursed at the end of the year in which the adjustment
is paid, after the proper paperwork is filed with the Division
of Pensions and Benefits.
If you have questions about your Medicare Part B premium,
call 800-MEDICARE (800-633-4227). Any questions
regarding the reimbursement process should be directed to
the Division of Pensions and Benefits at 609- 292-7524.
At the convention in Atlantic City, NJEA Secretary-Treasurer and NJREA
liaison Sean M. Spiller shows a recent issue of the NEA Today for NEA-
Retired Members, which featured an article on NJREA.
2016 MEDICARE PART D PREMIUMS
All Medicare-eligible retirees enrolled in the School Employees’
Health Benefits Program (SEHBP) are automatically enrolled in Express
Scripts Medicare Prescription Plan. This program includes the
Medicare-eligible retiree becoming automatically enrolled in Medicare
Part D. While there is no standard Medicare Part D cost associated with
the program, enrollees whose incomes exceeded the legislated threshold
amounts ($85,000 in 2016 for a beneficiary filing an individual income
tax return or married and filing a separate return, and $170,000 for a
beneficiary filing a joint tax return) will pay a monthly income-related
payment.
To determine your payment, find the 2014 scenario that best describes
your situation:
File individual You pay You pay
tax return File joint tax return in 2015 in 2016
$85,000 or below $170,000 or below $0.00 $0.00
$85,001–$107,000 $170,001–$214,000 $12.30 $12.70
$107,001–$160,000 $214,001–$320,000 $31.80 $32.80
$160,001–$214,000 $320,001–$428,000 $51.30 $52.80
above $214,000 above $428,000 $70.80 $72.90
The Social Security Administration uses the income reported two
years ago to determine a Part D beneficiary’s monthly income-related
payment. In other words, the income reported on a beneficiary’s 2014 tax
return is used to determine whether the beneficiary must pay a monthly
income-related payment in 2016. If a beneficiary’s income decreased
significantly in the past two years, he/she may request that information
from more recent years be used to calculate the payment.
For those members receiving post-retirement medical benefits paid
by the State of New Jersey, the monthly income-related payment for
them and their dependents is reimbursed at the end of the year in which
the payment is paid, after the proper paperwork is filed with the Division
of Pensions and Benefits.
If you have questions about your Medicare Part D monthly income
related payment, call 800-MEDICARE (800-633-4227). Any questions
regarding the reimbursement process should be directed to the Division
of Pensions and Benefits at 609- 292-7524.
48 NJEA REVIEW

RETIRED MEMBERS
Around the
counties
For questions, call your county
REA. For trip details, check the
county newsletter.
ESSEX COUNTY REA welcomes
you to its annual winter
luncheon/meeting on Wednesday,
Feb. 17, at the Hanover Manor in
East Hanover. The cost is $25. For
more information and to reserve,
contact Beverly Johnson Showers
at 862-955-4133.
MIDDLESEX COUNTY REA’S
spring luncheon/meeting will be
held on Thursday, March 10, at
the Grand Marquis in Old Bridge.
The cost is $30. To attend, contact
Susan Jaysnovitch at 732-925-1606.
MORRIS COUNTY REA welcomes
you to its upcoming spring
luncheon/meeting on Wednesday,
March 9, at the Zeris Inn in
Mountain Lakes. The cost is $26.
To attend, contact Nancy Condit
at 973-335-0990.
SALEM COUNTY REA’S upcoming
luncheon/meeting will
be held on Wednesday, Feb. 17, at
the St. John’s Episcopal Parish in
Salem. The cost is $15. To attend,
contact Pam McNamee at 856-
293-1808.
NJRE-CENTRAL FLORIDA
invites you to its next luncheon/
meeting on Wednesday, March
2, at the Chesapeake Bay Grille at
the Arlington Ridge Golf Club in
Leesburg, Fla. To attend or learn
more, contact Steve Mockus at
352-638-2609.
JANUARY 2016 49

50 NJEA REVIEW

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JANUARY 2016 51

NJEA ORGANIZATIONAL DIRECTORY
NJEA OFFICERS
PRESIDENT
WENDELL
STEINHAUER
VICE PRESIDENT
MARIE BLISTAN
SECRETARY
TREASURER
SEAN M. SPILLER
EXECUTIVE COMMITTEES
EXECUTIVE COMMITTEE
The NJEA Executive Committee includes the three officers, plus one or more representatives elected from each county or equivalent unit of representation,
based on membership enrollment. County and unit representatives serve for three-year terms, except as necessary to stagger terms of office. Weighted
voting is utilized to reflect the one-person, one-vote principle. The committee meets monthly to conduct Association business.
Atlantic: Elizabeth A. Miller; Bergen: Janet S. Bischak, Susan A. McBride; Burlington: Andrew M. Jacobs; Camden: Regina A. Andrews-Collette; Cape May:
Frank E. Toth; Cumberland: Anita Schwartz; Essex: Kimberly L. Scott; Gloucester: Linda Karen Martins; Hudson: Roy S. Tamargo; Hunterdon: Ronald G. Burd;
Mercer: Heidi M. Olson; Middlesex: Marilyn W. Ryan, Lois Yukna; Monmouth: Victoria D. Mc Keon; Morris: Charlotte J. Bayley; Ocean: Beverly A. Figlioli; Passaic:
Joseph F. Cheff; Salem: Susan C. Maniglia: Somerset: Gayle K. Faulkner; State Officer: Wendell Steinhauer, President, Marie Blistan, Vice President,
Sean M. Spiller, Secretary-Treasurer; Sussex: Susan J. Davis; Union: Ann Margaret Shannon; Warren: Edward S. Yarusinsky; Higher Ed: Peter Helff, Retired;
NEA ESP At Large Director: Ashanti Rankin; NEA Directors: Gayle K. Faulkner, Gary P. Melton, Deanna J. Nicosia-Jones, Andrew Policastro, Marilyn W. Ryan,
Christine Sampson-Clark, Laurie A. Schorno, Ann Margaret Shannon, Eric L. Stinson; NEA Director-At Large: Donna Mirabelli; Non Classroom Teacher:
Vacancy; Retired: Patricia A. Provnick
DELEGATE ASSEMBLY
The NJEA Delegate Assembly (DA) formulates Association policies. The DA
includes 127 representatives proportionately elected from the counties for
two-year terms. Each county is represented by its affiliated county association
president plus one delegate for each 1 percent of the state total of active
members of the Association. In addition, one delegate each represents
retired, student, and administrative members who do not otherwise have
the representation through normal channels
Atlantic: Brenda Braithwaite, John R. Carlson, Barbara B. Rheault, Debra
Steinder, Stephanie Tarr; Bergen: Randi L. Allshouse, Gerard L. Carroll,
Jennifer B. Clemen, Joseph A. Coppola, Ferdinand A. Frangiosa, Mariann
Kronyak, Debra J. Kwapniewski, Robert M. LaMorte, Marion S. Luthin,
Andrew Policastro, Patricia Wulster; Burlington: Elizabeth A. Brotherton,
Doriann E. Dodulik-Swern, Tamara Y. Gross, Brenda D. Martin Lee, Donna
O’malley, Judith M. Ruff, Mary K. Steinhauer; Camden: Beverly J. Englebert,
Kathleen Howley, Paul C. Reagle, Eric L. Stinson, Nancy Turner, Marguerite
M. Vallieu, Abby A. Zahn; Cape May: Kathleen Parker, Charlotte B. Sadler;
Cumberland: Charlene G. Cheli, Aaron P. Honaker, Deanna J. Nicosia-
Jones; Essex: Jennifer E. Bailey, Peter C. Blodnick, Priscilla P. Burke, Linda
D. Kelly-Gamble, Anthony M. Rosamilia, Linda J. Siddiq, Eileen C. Weiss-
Wesley; Gloucester: Joan M. Beebe, Susan E. Clark, Ryan Griffin, Judith L.
Putnam, Deborah S. Wilson; Hudson: Antoinette M. Fellowes, Anita Kober,
Donna R. Middlebrooks, Andrea A. Pastore, Kevin Reed, Shareen Shibli,
Beth Tomlinson; Hunterdon: Marie Corfield, Peter J. Moran, Susan R. Vala;
Mercer: Francis G. Morino, Ellen S. Ogintz, Christine Sampson-Clark, Janice
A. Williams, Alan K. Wilson; Middlesex: Karen C. Asson, Andrew C. Hibell,
Wendy Jaworski, Marleen Lewandowski, Andrew Lewis, Frank J. Paprota,
Maureen A. Strzykalski, Cheryl Willis, Diane Yeager; Monmouth: Kathleen
A. DeWitt, Lynda K. Fox, Christopher Johnson, Denise J. W. King, Patricia A.
Pollack, Diane Vistein, James A. Weldon, Erin E. Wheeler; Morris: James F.
Dunckley, Kerri Lee Farrell, Amal M. Hussein, Joan G. Jensen, Ed.d., Rosemary
McHugh, Patricia A. Ressland, Laurie A. Schorno; Ocean: Kathleen
M. Eagan, Virginia M. Hoden, Susan R. Morgan, Carol A. Mould, Annette
Ruch, Michael Ryan; Passaic: Steve Boudalis, Susan S. Butterfield, Dennis
P. Carroll, Marvin L. Fields, Patricia A. Kebrdle, Cassandra L. Lazzara, Carrie
Anne Odgers; Salem: Donald R. Aikens, Ryan W. Tirrell; Somerset: Steve M.
Beatty; Frances L. Blabolil, Daynon S. Blevins, Laura S. Bochner, Andrew
T. Coslit; Sussex: Frances Schatteman, Debra Simmons, Stacy A. Yanko;
Union: Diane Lee, Herbert Levitt, Kelee A. Mitchell-Hall, Lisa D. Palin,
Chrystal V. Parr-Allen, Franklin Stebbins, Linda M. Weinberg, John R. Zurka;
Warren: Michael J. Kruczek, Valerie C. Reynolds; Higher Education: Michael
E. Frank, Laurie W. Hodge; NEA Director: Gary P. Melton; Non Classroom
Teacher: Donna Mirabelli; Retired: Rosemarie J. Jankowski, Joanne M. Palladino,
T. Charles Taylor; Student NJEA: Hannah Pawlak
D. A. ALTERNATES
The NJEA Constitution provides for elected alternates for Delegate Assembly
members. Members of the Delegate Assembly who cannot attend a
meeting may designate an alternate from their county to act in their respective
places. Alternates must bring written statements from the Delegate Assembly
member whom they represent.
Atlantic County: Vacancy (4); Bergen County: Esther A. Fletcher, Howard D.
Lipoff, Marie F. Papaleo, Allyson M. Pontier, Michael S. Ryan, Wendy L. Sistarenik,
Gabriel A. Tanglao, David Walsh, Vacancy (2); Burlington County:
Joy H. Goldberg, Anthony M. Rizzo, Vacancy (4); Camden County: Rosemarie
Casey, Charles W. Pildis, Larry Zahn, Vacancy (3); Cape May County:
Jerry D. Roth, Paul J. Schirmer; Cumberland County: Donna M. Grasso,
Ashanti T. Rankin; Essex County: Barbara A. Jennings, Joyce A. McCree,
Michael A. Rollins, Gloria Stewart, Carol Thomas, Virginia Weaver; Gloucester
County: Sonya Cramer, Christina V. Dare, Jeannie M. Long, Maureen
A. Mercogliano; Hudson County: Andrew C. Bove, Erica Cucco-Campbell,
Frank R. Mazzone, Milagros A. Perrine, Edwinta L. Rhue, Vacancy; Hunterdson
County: Ray Braun, Jack R. Kimple; Mercer County: Jerell A. Blakeley,
Thomas Harrington, Daniel A. Siegel, Edward P. Tkacs; Middlesex County:
Susan J. Berkey, Kimberly Bevilacqua-Crane, Natalie S. Gerald, Patricia J.
Lieberman, Mary Ann Miller, Sonja Paprota, Timothy F. Simonitis, Francine
Wilden; Monmouth County: Kimberly A. Barber, Donna Clause, Mary J.
Fabiano, Pamela M. Koharchik, Michael T. Marino, Margaret M. Watkins,
Tracie M. Yostpille; Morris County:brian M. Adams, Valerie Ciaburri, Mark
Eckert, Anne M. Simon, Raymond A. Vikete, Vacancy; Ocean County: Alicia
M. Intromasso, Susan D. Loveland, Lisa M. Simone, Daniel J. Staples,
Vacancy; Passaic County: Rosa M. Astacio, Thaddeus O. Chestnut, Pamela
B. Fadden, Edward S. Lesser, Susan M. Nebiker, Lauren R. Spiller; Salem
County: Colleen C. Gilmartin, Stacy Sherman; Somerset County: Maria K.
Delucia, Daniel R. Epstein, Kristina Fallon-Tomaino, Rhonda A. Sherbin;
Sussex County: Susan Langan, Susan J. Sawey; Union County: Michael L.
Boyd, Catherine M. Francis, Eleanor Hemphill, Catherine I. Sharp, Vacancy
(3); Warren County: Scott C. Elliott, Ann M. Kaspereen; Higher Education:
Enid S. Friedman, Brandon Gramer; Non Classroom: Vacancy; Retired: Barbara
J. James; Susan Jaysnovitch; Martha Liebman
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NJEA ORGANIZATIONAL DIRECTORY
ALL NJEA COMMITTEES
AFFILIATION
The Affiliation Committee: 1. reviews, investigates, and
makes recommendations on the applications of local, county,
and special interest associations requesting NJEA affiliation;
2. periodically reviews affiliation standards and a random
sampling of local and county affiliates to ensure compliance
with NJEA and NEA affiliation and Local Association Financial
Assistance Program (LAFAP) standards; 3. reviews problems
involving disaffiliation; 4. makes recommendations for appropriate
action by the Delegate Assembly.
Chr: Ferdinand Frangiosa, Bergen; Joan Beebe, Gloucester;
Gabriel Ben-Nun, Bergen; Gerard Campione, Middlesex;
Rosemarie Casey, Camden; Keith Coston, Union; Carolyn
O’Connell, Essex; Daniel Rodrick, Monmouth; Anne Simon,
Morris; Barbara Toczko, retired; Staff Contact: Tom Falocco
BUDGET
Working with data and suggestions provided by staff, officers,
the Executive Committee, the Delegate Assembly, and other
committees, the Budget Committee: 1. prepares and recommends
an annual budget for consideration by the Delegate
Assembly; 2. examines trends related to membership growth,
revenues, and program expenditures; 3. regularly reviews
the expenditures within cost centers for compliance with
D.A. policy; 4. makes recommendations to the Delegate Assembly
or Executive Committee, as appropriate, for transfers
between cost centers; 5. reviews the auditor’s report on all
NJEA accounts and expenditures; 6. reviews NJEA investment
policy; 7. reviews NJEA capital assets.
Chr. Charisse Parker, Union; Charlotte Bayley, Morris; Christine
Candarella, Essex; Traci Davis, Gloucester; Daniel Fallon,
Monmouth; Peter Helff, retired; Aaron Honaker, Cumberland;
Kathleen Howley, Camden; Andrew Jacobs, Burlington; Carol
Kadi, retired; Gregory Panas, Passaic; Andrew Policastro,
Bergen; Amy Salinger, Somerset; Ann Margaret Shannon,
Union; Debra Simmons, Sussex; Michael Wildermuth, Middlesex;
Staff Contact: Karen Kryven
CERTIFICATION, EVALUATION, AND TENURE
Certification, Evaluation and Tenure Committee: 1. studies,
reports on, and makes recommendations concerning program
improvements, training opportunities, and problems
in pre-professional education, certification, evaluation,
and tenure; 2. monitors State Board of Education and other
agencies related thereto; 3. develops strategies to educate
the general population about the purpose and necessity of
tenure, academic freedom, and the evaluation process; 4.
works in conjunction with the Instruction and Professional
Development committees to disseminate information to the
profession.
Chr. Monica Herits, Middlesex; Fontella Best, Somerset;
Lisa Chiavuzzo, Burlington; Barbara Clark, retired; Kerri Lee
Farrell, Morris; Marvin Fields, Passaic; Esther Innis, Essex;
Geraldine Lane, Cumberland; Dayna Orlak, Bergen; Chrystal
Parr-Allen, Union; Grace Penn, Mercer; Patricia Pollack, Monmouth;
Aaryenne White, Camden; Jon Woodward, Gloucester;
Jeanne Woerner, Salem; Staff Contact: Richard Wilson
CONGRESSIONAL CONTACT
Composed of at least one representative from each county,
the Congressional Contact Committee: 1. maintains contact
with New Jersey’s congressional delegation regarding NEA/
NJEA’s legislative program; 2. makes NJEA members aware
of the Association’s federal legislative program and the need
for membership activity in support of that program; 3. chairs
screening committees in congressional races; 4. maintains
a close working relationship with NJEA lobbyists and NJEA
Government Relations.
Chr. Patricia Kebrdle, Passaic; Diego Alvear, Union; Madeline
Avery, Atlantic; Jennifer Bailey, Essex; Kimberly Bevilacqua-
Crane, Middlesex; Patricia Bland, Burlington; Laurie Boyle,
Gloucester; Joseph Cifelli, Mercer; Christopher Collins,
Monmouth; Richard D’Avanzo, Union; Beth Egan, Camden;
Gayle Faulkner, NEA Director; Eda Ferrante, Passaic; Carol
Friedrich, retired; Henry Goodhue, Somerset; Donna Grasso,
Cumberland; Jennifer Herrick, Middlesex; Debra Kwapniewski,
Bergen; Mike Mannion, Ocean; Gary Melton, NEA Director;
Donna Mirabelli, NEA Director at Large; Peter Moran,
Hunterdon; Deanna Nicosia-Jones, NEA Director; Andrew
Policastro, NEA Director; Ashanti Rankin, NEA ESP at Large;
Valerie Reynolds, Warren; Brian Rock, Essex; Marilyn Ryan,
NEA Director; Michael Ryan, Bergen; Carol Sabo, Cape May;
Christine Sampson-Clark, NEA Director; Laurie Schorno, NEA
Director; Ann Margaret Shannon, NEA Director; Eric Stinson,
NEA Director; Ryan Tirrell, Salem; Roseanne Versaci, Hudson;
James Weldon, Monmouth; Samantha Westberg, Morris;
Staff Contact: Sean Hadley
CONSTITUTION REVIEW
The Constitution Review Committee: 1. reviews and coordinates
suggestions for study of constitution or bylaw changes;
2. works in conjunction with other NJEA committees requiring
their review of amendments; 3. prepares language for proposed
constitutional changes; 4. reviews and makes recommendations
to the Delegate Assembly concerning proposed
amendments to the constitution or bylaws.
Chr. Christopher Carpenter, Mercer; Laura Bochner, Somerset;
Lee Brensinger, Morris; Katherine Chance, Atlantic; Annmarie
Dunphy, Gloucester; Emil Ferlicchi, retired; Andrew
Hibell, Middlesex; Kathleen Hurley, Hudson; Michael Kaminski,
Burlington; Cassandra Lazzara, Passaic; Pansy LeBlanc,
Essex; Gail Maher, Monmouth; Barbara Medley, Camden;
Heather Musto, Cumberland; Andrew Policastro, Bergen;
Ronald Sanasac, Mercer; Christopher Vitale, Cape May; Staff
Contact: Thomas Falocco
CONVENTION
The Convention Committee: 1. reviews themes and general
convention program plans; 2. promotes and evaluates member
participation and attendance; 3. develops procedures for
and evaluates programs offered by NJEA-affiliated groups; 4.
develops standards for exhibits and evaluates compliance of
exhibitors; 5. evaluates overall program scheduling; 6. recommends
to the Executive Committee the NJEA Convention
dates, location, and program.
Chr. Susan Davis, Sussex; Charlotte Bayley, Morris; Gerard
Carroll, Bergen; Lynn Cianci, Gloucester; Doriann Dodulik-
Swern, Burlington; Iris Elliott, retired; Carolyn Flynn, Passaic;
Patrick Frain, Somerset; Linda Golden, Mercer; Leah Hardaway,
Monmouth; Diane Kelley, Warren; Watina Kennedy,
Camden; Susan Maniglia, Salem; Cassandra Montague, Atlantic;
Peter Moran, Hunterdon; Mary Padula, Cape May; Gina
Pizzuto, Ocean; Michael Rollins, Essex; Tonya Scott-Cole,
Union; Maureen Strzykalski, Middlesex; Stefanie Wheaton,
Cumberland; Staff Contact: Janet Royal
D. A. RULES
The D.A. Rules Committee considers and recommends the
rules under which the Delegate Assembly conducts its business.
Chr. Patricia Ressland, Morris; Ryan Griffin, Gloucester;
Robert Lamorte, Bergen; Patricia Pollack, Monmouth; John
Zurka, Union; Staff Contact: Thomas Falocco
DISTINGUISHED SERVICE AWARD
The Distinguished Service Award Committee considers and
evaluates candidates for the NJEA Ruthann Sheer Distinguished
Service Award for Education and makes appropriate
recommendations to the Executive Committee.
Chr. Danielle Clark, Camden; Kimberly Barber, Monmouth;
Christopher Capodice, Union; Maureen Mercogliano,
Gloucester; Stacy Morgan Santo, Mercer; Staff Contact:
Thomas Falocco
EDITORIAL
The Editorial Committee: 1. supervises the NJEA Review, and
other Association publications designed for internal communications
with the membership, within the framework of
policy laid down by the Delegate Assembly or the Executive
Committee; 2. reviews printing contracts, advertising rates,
and policies; 3. sets and maintains a continuing evaluation
of standards for articles, illustrations, and style; 4. reviews
polling and survey data to determine and recommend issues
to be addressed to the membership; 5. supervises the NJEA
Newsletter Incentive Program.
Chr. Erin Hilferty, Camden; Susan Butterfield, Passaic; Ann
Marie Finnen, Morris; Casandra Fox, Mercer; Andrew Lewis,
Middlesex; Alexandra Protopapas, Essex; Miriam Reichenbach,
retired; Roberta Rissling, Gloucester; Steven Tetreault,
Monmouth; Andrea Vahey, Ocean; Staff Contact: Lisa Galley
EDUCATIONAL SUPPORT PROFESSIONALS
Consisting of representatives from support and teaching
staff, the Educational Support Professionals Committee: 1.
examines and makes recommendations on active-supportive
member needs, services, and programs; 2. recommends
activities and programs to organize groups not yet affiliated
with NJEA; 3. reviews efforts to develop all-inclusive local
organizations; 4. gathers and reviews data related to privatization
initiatives and reports these findings to the Delegate
Assembly and Executive Committee; 5. develops and initiates
training opportunities for school personnel.
Chr. Patricia Lieberman, Middlesex; Randi Allshouse, Bergen;
Nancy Cogland, Middlesex; Traci Davis, Gloucester; Michelle
Difalco, Cape May; Mark Eckert, Morris; Carolyn Flynn, Passaic;
Nina Garrett, Atlantic; Regina Jagoo, Monmouth; Barbara
Kazimierczak, Warren; Jack Kimple, Hunterdon; Patricia
Lieberman, Middlesex; Gregory March, Essex; Barbara Newman,
retired; Donna O’Malley, Burlington; Donna Pitman,
Mercer; Gillian Raye, Sussex; Eileen Roche, Cumberland;
Annette Ruch, Ocean; Marguerite Vallieu, Camden; Staff Contact:
Robert Antonelli
ELECTIONS
The Elections Committee: 1. sets standards and procedures,
subject to the general policies of the Delegate Assembly, for
all elections under the NJEA Constitution, and for the conduct
and eligibility of candidates for elective office; 2. oversees
NJEA elections procedures within counties or units; 3.
conducts any necessary state elections; 4. provides oversight
for the tabulation and certification of ballots; 5. resolves state
elections disputes.
Chr. Christopher Carpenter, Mercer; Leslie Anderson, Middlesex;
Ray Braun, Hunterdon; Eleanor Clark, Camden; Sonya
Cramer, Gloucester; Lynda Fox, Monmouth; Esmeralda Garcia,
Mercer; Toni Guerra, retired; Mary Jane Hurley, Atlantic;
Mary Karriem, Essex; Diane Mackay, Hudson; Michael Morton,
Cumberland; Kerrian Palmieri, Passaic; Charisse Parker,
Union; Anthony Rizzo, Burlington; Ann Rock, Somerset; Annette
Ruch, Ocean; Michael Ryan, Bergen; Judy Sholtis, Cape
May; Theresa Snyder, Sussex; Darla Waters, Warren; Samantha
Westberg, Morris; Staff Contact: Thomas Falocco
EXCEPTIONAL CHILDREN
The Exceptional Children Committee: 1. proposes and reviews
legislation that impact children with special needs; 2.
designs NJEA efforts to implement and enforce existing legislation,
rules, and regulations that require adequate programming;
3. relates such concerns to educational and community
groups with similar interests; 4. disseminates information to
school personnel regarding issues that affect programs and
children with special needs; 5. coordinates efforts with affiliate
groups on areas of concern; 6. develops and initiates
training opportunities for school personnel.
Chr. Sarah (Sally) Blizzard, Cumberland; Alice Barnes-Vasser,
Cape May; Karen Brower, Monmouth; Shirley Chamberlin,
Morris; Adriane Freudenberg, Bergen; Lynn Gold, Higher
JANUARY 2016 53

NJEA ORGANIZATIONAL DIRECTORY
Ed; Kristofer Gould, Mercer; Tracy A. Leal, Warren; Debra
O’Reilly, Somerset; Gina Pizzuto, Ocean; Tomeka Sanders,
Atlantic; Carolyn Schultz, Camden; Marcia Stetler-Klock,
Burlington; Jennifer Verme, Gloucester; Linda Weinberg,
Union; Francine Wilden, Middlesex; Staff Contact: Marybeth
Beichert
GOVERNMENT RELATIONS
The Government Relations Committee: 1. reviews and considers
state and national legislation; 2. carries out the legislative
policy of the Association; 3. lobbies legislators and other political
leaders and decision makers; 4. works with county and
local education associations to establish continuous lobbying
efforts with legislators and representatives of state agency
policy-making boards and commissions; 5. oversees county
and local legislative action team efforts; 6. educates leaders
and members about the necessity of political action efforts
to make legislative advances; 7. maintains a close working
relationship with the NJEA lobbyists and NJEA Government
Relations; 8. networks with other unions, organizations, or
special interest groups to secure legislative goals established
by the Delegate Assembly; 9. chairs screening committees in
N.J. legislative races.
Chr. Steve Beatty, Somerset; Brian Adams, Morris; Madeline
Avery, Atlantic; Dennis Carroll, Passaic; Charlene Cheli, Cumberland;
Angela Crockett Coxen, Passaic; Christina Dare,
Gloucester; Michael Dlugosz, Somerset; Mark Eckert, Morris;
Beverly Engelbert, Camden; Daniel Epstein, Somerset;
Esther Fletcher, Bergen; Colleen Gilmartin, Salem; Jacqui
Greadington, Essex; Ryan Griffin, Gloucester; Tamara Gross,
Burlington; Lance Hilfman, Union; Elaine Holleran, Ocean;
Esther Innis, Essex; Jack Kimple, Hunterdon; Howard Lipoff,
Bergen; Nancy Lucas-Miller, Union; Susan Maurer, retired;
Frank Mazzone, Hudson; Erin McCaffrey, Middlesex; Tammi
Jean McGarrigle, Cape May; Susan Morgan, Ocean; Will
Potter, Monmouth; Grace Rarich, Mercer; Steven Redfearn,
Camden; Lisa Rispoli, Monmouth; Jerry Roth, Cape May; Susan
Sawey, Sussex; Debra Steineder, Atlantic; Lynn Szczeck,
Hunterdon; Renee Szporn, Mercer; Staff Contact: Francine
Pfeffer
HEALTH BENEFITS
The Health Benefits Committee: 1. reviews the operations
and administration of the N.J.State Health Benefits Plan; 2.
recommends changes needed in the N.J. State Health Benefits
Plan’s administrative guidelines to ensure the highest
quality coverage for NJEA members; 3. studies proposals relating
to the health insurance funds and joint insurance funds
offered by employers; 4. assesses members’ needs related to
basic health insurance coverage and supplemental coverage;
5. reviews legislation and regulations governing health insurance
coverage in New Jersey and makes recommendations
for changes to better meet members’ needs; 6. proposes
initiatives to ensure the maintenance of health benefits for
retirees; 7. develops and initiates training opportunities for
school personnel.
Chr. Debra Steineder, Atlantic; Elizabeth Brasor, Mercer;
Nicole Carminati, Cumberland; Guadalupe Ferreiro, Union;
Debra Kwapniewski, Bergen; Maryellen McLeod, Morris;
Suzanne McNally, Gloucester; Yvette Pruitt, Camden; Daniel
Rodrick, Monmouth; Anthony Rosamilia, Essex; Michael
Salerno, Salem; Stacey Salerno, Cape May; Harriet Sausa,
retired; Staff Contact: Sarah Geiger
HEARING-CENSURE, SUSPENSION, AND EXPULSION
The Hearing Committee on Censure, Suspension, & Expulsion
of Members: 1. conducts due process hearings when charges
are filed against a member related to censure, suspension,
and expulsion; 2. reviews and considers proposed changes
to the standards and procedures for censuring, suspending,
and expelling members; 3. reviews charges and hears cases,
when appropriate, concerning censure, suspension, or expulsion;
4. makes recommendations, as necessary, to the Executive
Committee.
Chr. Esther Innis, Essex; Jennifer Bailey, Essex; Patricia
Bland, Burlington; Rosemarie Casey, Camden; Ferdinand
Frangiosa, Bergen; Edward Novak, retired; Andrew Policastro,
Bergen; Edwinta Rhue, ESP; Vacancy (2); Staff Contact:
Tom Falocco
HIGHER EDUCATION
The Higher Education Committee: 1.studies and reports on
issues in higher education such as member advocacy, funding,
regulations, and legislation; 2. monitors the Commission
on Higher Education; 3. makes recommendations for appropriate
strategies and actions; 4. assists in implementing NJEA
policies on higher education; 5. reviews legislation impacting
higher education; 6. develops and initiates training opportunities
for school personnel
Chr. Alan Kaufman, Bergen; Maureen Behr, Essex; Paul Belmonte,
Union; Tobyn DeMarco, Bergen; James Digennaro,
Gloucester; Michael Echols, Bergen; Kristina Fallon Tomaino,
Somerset; Michael Frank, Essex; Brandon Gramer, Monmouth;
Sandra Greco, Atlantic; Stephen Kaifa, Morris; Joanne
Kinzy, Camden; Marcia Kleinz, Atlantic; Charles Larkin, Essex;
Kathleen Malachowski, Ocean; John Martin, retired; Neil
Schiller, Ocean; Arthur Schwartz, Mercer; Cathie Seidman,
Hudson; William Whitfield, Burlington; Alvin Williams, Essex;
Ned Wilson, Essex; Anthony Yankowski, Bergen; Staff Contact:
Christopher Berzinski
HUMAN AND CIVIL RIGHTS
The Human Rights Committee: 1. studies and recommends
how members and their associations can contribute to equal
opportunities and improved human relations; 2. develops and
publicizes teaching strategies to promote diversity education
for children and adults; 3. reviews timely issues such as diversity,
ethnicity, human relations, and discrimination; 4. conducts
the annual human rights conference and recommends
Human Rights Award winners, if any; 5. develops and initiates
training opportunities for school personnel.
Chr. Jacqui Greadington, Essex; Sheri Bradshaw-Newton,
Morris; Ramona Brown, Middlesex; Adam Collik, Burlington;
Carmen Cooper, Camden; Paige Hinton-Mason, Mercer;
Bridget James, Monmouth; Geraldine Lane, Cumberland;
Betty Meeks-Manning, retired; Kelee Mitchell-Hall, Union;
Yolanda Salazar, Bergen; Lateefah Scott, Atlantic; Gayl
Shepard, Essex; Deborah Wilson, Gloucester; Staff Contact:
Thomas Falocco
INSTRUCTION
The Instruction Committee: 1. recommends programs to
aid members with instructional issues and accommodating
student learning styles; 2. recommends programs to be presented
at NJEA conferences and the annual convention; 3.
monitors activities of agencies related to instructional issues;
4. stimulates and reviews research and proven innovations
in its area of interest; 5. identifies instructional concerns
and researches solutions; 6. considers long-range problems
and policies affecting the profession and the Association; 7.
works in conjunction with the Certification, Evaluation, and
Tenure and Professional Development committees to disseminate
information within the profession; 8. studies, reports
on, and makes recommendations concerning programs
addressing problems in instruction.
Chr. Mary Steinhauer, Burlington; Priscilla Burke, Essex; Sara
Clark, Monmouth; Susan Dalrymple, Warren; Crystal Dibetta,
Hunterdon; Ellen Fatcher, Atlantic; Karli Fratz, Cumberland;
Roxanne Jastrzembski, Camden; Wendy Jaworski, Middlesex;
Joan Jensen, Ed.D., Morris; Edward Lesser, Passaic; Lisamarie
Marotta, Monmouth; Maureen Mercogliano, Gloucester;
Carol Mould, Ocean; Judith Ruff, Burlington;p Paul Schirmer,
Cape May; Rhonda Sherbin, Somerset; Stacy Sherman, Salem;
Vernon Spencer, Union; Alamelu Sundaram-Walters,
Burlington; Beth Thompson, Mercer; Beth C. Tomlinson, Hudson;
Alison Weatherwalks, Sussex; Staff Contact: Amy Fratz
LEADERSHIP
The Leadership Committee: 1. assesses training needs of
NJEA affiliates and leaders; 2. makes recommendations concerning
development, evaluation, and revision of leadership
training programs; 3. oversees the planning of the Summer
Leadership Conference, its programs, and logistics; 4. develops
and initiates leadership training opportunities for Association
members and leaders.
Chr. Paul Reagle, Camden; Nicole Carminati, Cumberland;
Andrew Coslit, Somerset; Doriann Dodulik-Swern, Burlington;
Paul Eschelbach, Monmouth; Ann Kaspereen, Warren;
Melanie Lemme, Union; Wendy Mesogianes, Salem; Sturae
Meyers-Grier, Camden; Minnie Mozee, retired; Allyson Pontier,
Bergen; Judith Putnam, Gloucester; Michael Rollins, Essex;
Annette Ruch, Ocean; Lateefah Scott, Atlantic; Twanda
Taylor, Mercer; Kathleen Wood, Morris; Stacy Yanko, Sussex;
Lois Yukna, Middlesex; Staff Contact: Michael Saffran
MEMBER BENEFITS
The Member Benefits Committee studies and makes recommendations
on: 1. insurance programs; 2. education programs
on financial products; 3. car leasing or purchasing;
4. consumer buying plans; 5. travel programs; 6. any other
consumer service plans benefiting the membership; 7. retailers
who offer discounts to members; 8. programs available to
members provided by boards of education and local, county,
state, or national associations.
Chr. Laura Bochner, Somerset; Lisa Bruno, Mercer; Paulette
Chiolan, Burlington; John Cox, Middlesex; Brian Currie, Atlantic;
Michel DeOrio, Bergen; Nina Garrett, Atlantic; Heather
Joyce, Gloucester; Jeanne Kiefner, retired; Nancy Kordell,
Somerset; Annette Kuehn, Essex; Gillian Raye, Sussex; Eileen
Roche, Cumberland; Allison Russell, Union; Stacey Salerno,
Cape May; Karen Schwing, Ocean; Anne Simon, Morris; Joseph
Smallheer, Passaic; Kimberly Taylor, Camden; Diane
Vistein, Monmouth; Michael Wichart, Salem; Staff Contact:
Phil Lomonico
MEMBERSHIP
The Membership Committee: 1. promotes and maintains
unified Association membership; 2. reviews appropriateness
of membership categories and dues categories; 3. secures
members for NJEA and the National Education Association;
4. reviews and studies the means used to orient members to
the programs and services of NJEA; 5. gathers data on membership
projections and makes recommendations for creating
membership growth; 6. coordinates activities of county and
local membership chairpersons; 7. reviews and maintains
names, addresses, and organizational information of NJEA
members.
Chr. Christine Onorato, Gloucester; Kevin Bloom, Middlesex;
Frances Davis, retired; Edward Dubroski, Hunterdon;
Latanya Elias, Atlantic; Sheri Fitzpatrick, Burlington; Lynda
Fox, Monmouth; Lygia Haye, Camden; Nancy Jubert, Ocean;
Linda Kelly-Gamble, Essex; Anita Kober, Hudson; Melanie
Lemme, Union; Tammi Jean McGarrigle, Cape May; Rosemary
McHugh, Morris; Wendy Mesogianes, Salem; Gregory Panas,
Passaic; Deborah Polhemus, Warren; Nancy Richeda, Sussex;
Jill Schwerd, Bergen; Lagina Womack, Somerset; Patricia
Yaple, Mercer; Staff Contact: James Boice
MINORITY LEADERSHIP AND RECRUITMENT
The Minority Leadership & Recruitment Committee: 1. encourages
multi-ethnic members to become active in all levels
of Association work; 2. recruits multi-ethnic members for
Association involvement; 3. identifies and recommends ways
to attract multi-ethnic members to the school employees’
professions; 4. develops and initiates training opportunities
for school personnel.
Chr. Charisse Parker, Union; Jeania Adams, Higher Ed; Sabrina
Austin, Burlington; Alice Barnes-Vasser, Cape May; Michael
Boyd, Union; Shirley Chamberlin, Morris;Danita Corsey,
Camden; Karen Ellis, Somerset; Nina Garrett, Atlantic; Shirley
Hicks, Mercer;Louis Hill, Passaic; Arnetta Johnson, retired;
Isabella Pagan, Sussex; Stacey Robinson, Ocean; Sarina Roman,
Warren; Mary Scott, Monmouth; Joyce Ship-Freeman,
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NJEA ORGANIZATIONAL DIRECTORY
Middlesex; Tiffanie Thrbak, Cumberland; Brenda Walker,
Bergen; Deborah Wilson, Gloucester; Staff Contact: Thomas
Hardy
NEA ACTIVITIES
The NEA Activities Committee: 1. promotes attendance and
other activities of local and state association delegates to the
NEA-R.A.; 2. reviews and coordinates financial and logistical
information related to NJEA’s delegation to the annual NEA
convention.
Chr. Amal Hussein, Morris; Steve Boudalis, Passaic; Andrew
Bove, Hudson; Linda Calandra, retired; Danielle Clark, Camden;
Karen Ellis, Somerset; Ferdinand Frangiosa, Bergen;
Tamara Gross, Burlington; Mary Jane Hurley, Atlantic; Gina
Pizzuto, Ocean; Shirley Santos, Cumberland; Renee Szporn,
Mercer; Diane Vistein, Monmouth; Charlene White, Gloucester;
John Zurka, Union; Staff Contact: Thomas Falocco
NEA ISSUES
The NEA Issues Committee: 1. advises the Association on issues
relating to the NEA; 2. initiates the screening of candidates
for NEA positions; 3. provides information to the NJEA
delegation regarding issues and programs being promoted by
the NEA.
Chr.Laurie Schorno, Morris; Charlotte Bayley, NEA Resolutions
Com.; Marie Blistan, State Officer; Brenda Brathwaite,
NEA Resolutions Com.; Gayle Faulkner, NEA Director; Ryan
Griffin, NEA Resolutions Com.; Lance Hilfman, NEA Resolutions
Com.; Amal Hussein, Resource Person; Joan Jensen,
NEA Resolution Com.; Gary Melton, NEA Director; Donna
Mirabelli, NEA Director; Michael Morton, NEA Resolutions
Com.; Deanna Nicosia-Jones, NEA Director; Heidi Olson, NEA
Resolutions Com. at Large; Andrew Policastro, NEA Director;
Jessica Quijano, NEA Resolutions Com. at Large; Ashanti
Rankin, NEA Director; Marilyn Ryan, NEA Director; Christine
Sampson-Clark, NEA Director; Paul Schirmer, NEA Resolutions,
Com.; Ann Margaret Shannon, NEA Director; Michele
Shields Buono, NEA Resolutions Com.; Sean Spiller, State
Officer; Wendell Steinhauer, State Officer; Eric Stinson, NEA
Director; Michael Wildermuth, Resource Person; Alvin Williams,
NEA Resolutions Com.
Staff Contact: Thomas Falocco
NJEA PAC OPERATING
The NJEA PAC Operating Committee: 1. supports candidates
for state and federal offices ,on a nonpartisan basis, who are
proven or potential friends of education; 2. takes a leadership
role in NJEA/NEA PAC fundraising; 3. coordinates candidate
screening, selection, campaign, and support efforts;
4. reviews PAC guidelines for appropriateness; 5. educates
the membership about the need for political involvement and
the rationale and process used for selecting endorsed candidates;
6. supports the general operations in statewide political
action efforts and campaigns.
PAUL DIMITRIADIS RIGHTS FUND
The Paul Dimitriadis Rights Fund Committee: 1. investigates
and recommends ways to raise funds for the Paul Dimitriadis
Member Rights Fund; 2. oversees the expenditure of funds to
locals and members in crisis; 3. identifies efforts required to
raise these funds.
Chr. George Wood, Morris;p Cynthia Colalillo, Middlesex;
Robert Markel, retired; Kelee Mitchell-Hall, Union; Alexandra
Protopapas, Essex; Roberta Rissling, Gloucester; Romaine
Street, retired; Lois Jean Tarr, retired; Staff Contact: John
Williams
PENSION POLICY
The Pension Policy Committee: 1. studies and makes recommendations
on problems and solutions relating to teacher retirement
and other pension or benefit programs designed to
help members and their dependents attain financial security
upon retirement, disability, and/or death; 2. reviews legislative
proposals related to changes in the Teachers’ Pension
and Annuity Fund and Public Employees Retirement System
pension systems; 3. reviews actions of the respective pension
boards of trustees.
Chr. Howard Lipoff, Bergen; Marvin Fields, Passaic; Paul Hrebik,
Ocean; Kathleen Hurley, Hudson; James Joyner, retired;
Joyce McCree, Essex; Kathleen Paterek, Monmouth; Jeffrey
Philhower, Monmouth; Barbara Rheault, Atlantic; Daniel Siegel,
Mercer; Cynthia Weil-Panas, Cumberland; Richard Wolf,
Gloucester; Staff Contact: Julie Plotkin
PROFESSIONAL DEVELOPMENT
The Professional Development Committee: 1. researches,
initiates, and promotes appropriate activities in continuing
professional education, in-service professional development,
and professional standards; 2. stimulates research and proven
innovations in its areas of interest; 3. considers long-range
problems, policies, and solutions required in areas affecting
the profession and the Association; 4. makes recommendations
concerning programs to be presented at NJEA conferences
and the annual convention; 5. works in conjunction
with the Instruction and Certification, Evaluation, and Tenure
committees to develop recommendations related to furthering
professional “best practices”; 6. reviews and recommends
legislative and regulatory proposals; 7. disseminates
such information among the profession; 8. develops and initiates
training opportunities for school personnel.
Chr. Jennifer Clemen, Bergen; Elizabeth Brotherton, Burlington;
Teresa Ciotto, Camden; Sonya Cramer, Gloucester; Lisa
Crate, Ocean; Lance Hilfman, Union; Greg Jablonski, Sussex;
Donna Jacobson, Middlesex; Christopher Johnson, Monmouth;
Earl Kights, retired; Anita Kober, Hudson; Kelly Montgomery,
Atlantic; Renee Ring, Cumberland; Steven Schultz,
Hunterdon; Linda Siddiq, Essex; Lauren Spiller, Passaic; Ryan
Tirrell, Salem; Laura Walker, Mercer; Kathleen Wood, Morris;
David Yastremski, Somerset; Staff Contact: Michael Ritzius
PROFESSIONAL RIGHTS AND RESPONSIBILITIES
The Professional Rights and Responsibilities Committee: 1.
promotes and protects the legal and professional rights of
members; 2. investigates the legal status of members who
are in contest regarding their rights and responsibility as
school employees and as citizens; 3. reviews cases involving
affirmative litigation in such areas as rights for non-tenured
employees, academic freedom, negotiations, and hardship
cases resulting from member rights efforts; 4. supervises
staff investigations and assistance for members and associations
when warranted; 5. recommends appropriate action to
the Executive Committee, including the granting of financial
assistance.
Chr. John Carlson, Atlantic; Peter Blodnik, Essex; Marguerite
Cahill, Somerset; Colleen Curren, Camden; Kathleen Dewitt,
Monmouth; Joyce Farr, Gloucester; Amal Hussein, Morris;
Naomi Johnson-Lafleur, Mercer; Carol Mould, Ocean; William
Pavlu, Bergen; Brenda Pryor, Union; Arlene Volkin, retired;
Kathy Wales, Middlesex; Staff Contact: David Rosenberg
PUBLIC RELATIONS
The Public Relations Committee: advises on NJEA’s statewide
advertising and public relations programs; on affiliate
organizations’ public relations projects and programs; on programs
to improve the external public’s perception of public
schools, school staff, NJEA, and professional organizations as
transmitted by the media — newspapers, magazines, radio,
television, and films; on media materials and organizational
efforts to involve members and affiliate leaders in public
relations, community action, and association campaigns for
reaching parents and other citizens; and on training opportunities
for school personnel in public relations and community
organizing.
Chr. Edwinta Rhue, Hudson; Daynon Blevins, Somerset;
Susan Butterfield, Passaic; Lynn Cianci, Gloucester; Danita
Corsey, Camden; Nancy Greener, Mercer; Mildred Johnson,
Cumberland; Brian Kenyon, Union; Annette Kuehn, Essex;
Lisa Lamendola, Morris; Robert Lamorte, Bergen; Teresa
Morrissey, Monmouth; Patricia Niehaus, Burlington; Claudia
Robinson, Middlesex; Susan Vigilante, retired; Staff Contact:
Dawn Hiltner
SCHOOL FINANCE
The School Finance Committee: 1. studies school funding
proposals; 2. reviews the source of revenues used to provide
state, county, and local funding to public education – nursery
through graduate level; 3. develops strategies to create community
and citizen awareness as to how educational funds
are utilized; 4. suggests legislative changes or modifications
required to ensure adequate funding for our public education
system, nursery through graduate level; 5. makes recommendations
regarding legislative initiatives designed to improve
the financing of all forms of public education in the state.
Chr. Michel Salerno, Salem; Michelle Fox, Gloucester; Christopher
Gabbal, Mercer; Christopher Grimes, Middlesex;
Cheryle Haynes, Monmouth; Aaron Honaker, Cumberland;
Paul Hrebik, Ocean; Mariann Kronyak, Bergen; Staff Contact:
Dan Goldman
SEXUAL ORIENTATION AND GENDER IDENTITY
The committee deals with sexual orientation and gender identity/expression
issues pertaining to all persons in the school
community
Chr. Thomas Tamburello, Burlington; Nadine Anderson, Warren;
Kenneth Bassett, Cape May; Elizabeth Brasor, Mercer;
Candice Cabel-Dlugosz, Middlesex; Rosemarie Casey, Camden;
Elizabeth Cleary, Sussex; Paul Eschelbach, Monmouth;
Paulette Fox, Ocean; Char-Len Gorski, Passaic; Karen
Hughes, Bergen; Philip McCormick, Essex; Charles Moses,
retired; Christine Onorato, Gloucester; Terron Singletary,
Union; Staff Contact: Thomas Hardy
STAFF PENSION FUND TRUSTEES
The Board of Directors of the NJEA Employees Retirement
System, consisting of the president, secretary-treasurer,
executive director, one staff member, and two association
members elected by the Executive Committee, is responsible
for administering and carrying out the provisions of the pension
program for NJEA staff members.
Chr.Wendell Steinhauer; Marie Blistan; Sean Spiller; Edward
Richardson; Staff Contact: Timothy McGuckin
TECHNOLOGY
The Technology Committee: 1. studies the impact of technology
on educational programs; 2. reviews technology curricula
proposals and initiatives for educational appropriateness;
3. reviews state-supported funding proposals and makes
recommendations for funding improvements to provide the
equipment, personnel, programs, and training necessary to
institute all aspects of technology education; 4. educates
NJEA members, legislators, and policymakers about the varied
components of technology education; 5. recommends the
types of programs needed in every school district to ensure
students become technologically literate; 6. develops and
initiates training opportunities for school personnel.
Chr. Virginia Hoden, Ocean; Diego Alvear, Union; Jennifer
Baker, Hunterdon; Paulina Bedoya, Passaic; Stephen
Bouchard, retired; Christopher Bowman, Burlington; Pamela
Burnell, Atlantic; Gerard Carroll, Bergen; Neils Clemenson,
Cumberland; Sabina Ellis, Essex; Edward Filipski, Somerset;
Olive Giles, Mercer; Shera Goldstein, Camden; Bethany Hannah,
Salem; Jessica Hoertel, Morris; Keith Presty, Middlesex;
Maryanne Rodriguez, Monmouth; Karen Schwing, Ocean;
Jasmine Slowik, Warren; Stephen Whitehead, Gloucester;
Staff Contact: Darryl Ensminger
UNISERV
The UniServ Committee: 1. hears suggestions and appeals,
and makes recommendations about the UniServ Program to
NJEA’s Executive Committee; 2. collects the data needed to
effectively evaluate current program and service offerings
to local and county affiliates and members; 3. evaluates
the UniServ staff’s training program; 4. evaluates the entire
UniServ Program in terms of service to unified local and
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NJEA ORGANIZATIONAL DIRECTORY
county associations.
Chr. Ellen Ogintz, Mercer; Brian Adams, Morris; Joseph
Becker, Passaic; Frances Blabolil, Somerset; Ray Braun,
Hunterdon; Anthony Cappello, Gloucester; Valaida Doyle-
Smith, Camden; John Graham, Monmouth; Frank Harsanyi,
retired; Renee Irwin, Atlantic; Ann Kaspereen, Warren; Donna
Middlebrooks, Hudson; Deanna Nicosia-Jones, Cumberland;
Charlotte Sadler, Cape May; Yolanda Salazar, Bergen;
Catherine Sharp, Union; Ryan Tirrell, Salem; Diane Yeager,
Middlesex; Staff Contact: Zella Felzenberg
URBAN EDUCATION
Identify problems such as, but not limited to, student mobility
and attendance, educational environment, external influences
and violence that arise in urban and similar environments
by studying pertinent data and members’ needs. Recommend
changes and programs needed to address problems in
all school settings, establish relationships with other institutions,
increase parental involvement, improve school funding
and make recommendations to other appropriate NJEA committees
and governance bodies.
Chr. Michael Kruczek, Warren; Michelle Aristote, Union; Andrew
Bove, Hudson; Susan Clark, Gloucester; Latanya Elias,
Atlantic; Michael Esposito, Middlesex; Thomas Harrington,
Mercer; Lawrence Hickman, Cumberland; Ronald Koernig,
Burlington; Gayle Nelson, Somerset; Dawn Nichol, Essex;
Debra Smith, Warren; Brenda Walker, Bergen; Margaret Watkins,
Monmouth; Larry Zahn, Camden; Staff Contact: Carmen
Gonzalez-Gannon
VOCATIONAL, CAREER, AND TECHNICAL EDUCATION
The Vocational, Career, and Technical Education Committee
1. makes the Association aware of changes occurring in
vocational education; 2. reviews federal and state legislative
proposals and regulations that impact vocational education
and educators; 3. reviews certification requirements and
makes recommendations for improvements; 4. considers
problems in vocational education in New Jersey; 5. makes
recommendations for solutions to the Executive Committee
and Delegate Assembly.
Chr.Kevin Rager, Bergen; Donald Aikens, Salem; Sam Bell,
Mercer; Michael Crane, Cape May; Charles Gurnari, Passaic;
Ellen Higgins, Atlantic; Mark Howie, Gloucester; Dennis Mc-
Carthy, Sussex; Mabel Ocasio, Cumberland; Frank Paprota,
Middlesex; Larry Tisdale, Burlington; Erin Wheeler, Monmouth;
Staff Contact: Francine Pfeffer
WOMEN IN EDUCATION
The Women in Education Committee: 1. reviews organizational
and social policies for their impact on gender equity; 2.
reviews curricula and instructional programs and their impact
on health and social issues; 3. recommends strategies, programs,
and policies promoting gender equity; 4. develops and
initiates training opportunities for school personnel.
Chr. Joan Jensen, Ed.D., Morris; Katharine Chao, Hudson;
Kimberly Crum, Gloucester; Kim Edwards, Somerset; Esther
Fletcher, Bergen; Laura French, Middlesex; Antoinette Hopkins,
Mercer; Lisa Imbro, Monmouth; Jeannine Ingenito, Atlantic;
Deborah Ingersoll, Cumberland; Stacy Kasse, retired;
Martha Martinez, Passaic; Susan Morgan, Ocean; Tracy Stephens-Austin,
Camden; Gloria Stewart, Essex; Staff Contact:
Pamela Garwood
WORKING CONDITIONS
The Working Conditions Committee: 1. studies and recommends
procedures for collective negotiations, salaries and
fringe benefits, and seniority rights; 2. studies working conditions
problems and issues identified by the Delegate Assembly
or other NJEA committees; 3. reviews and makes recommendations
for improvements in all matters relating to the
working conditions of school employees in order to improve
their employment status and working environment; 4. recommends
training opportunities for school personnel.
Chr. Barbara Rheault, Atlantic; Asia Brown, Camden; Joshua
Eckersley, Ocean; Kristina Fallon Tamaino, Somerset; Frank
Foulkes, retired; Joyce Hartmann, Morris; Susan Lasanta,
Gloucester; Marion Luthin, Bergen; Dawn Nichol, Essex;
Barbara Rheault, Atlantic; Susan Tamubrro, Union; Margaret
Watkins, Monmouth; Cynthia Weil-Panas, Cumberland; Alan
Wilson, Mercer; Staff Contact: James Loper
WORKSITE SAFETY AND HEALTH
The Worksite Safety and Health Committee (formerly Environmental
Issues): 1.serves as a watchdog on environmental
issues; 2.monitors and recommends policy regarding environmental
health issues in school facilities; 3. monitors curricular
developments in New Jersey and the nation; 4. recommends
training programs and the dissemination of pertinent
instructional information in the interest of all members.
Chr. Susan Lawrence-Hinlicky, Atlantic; Rhondaleigh Austin,
Union; Katharine Chao, Hudson; Paulette Chiolan, Burlington;
Olive Giles, Mercer; Patricia Houterman, Sussex; Surinder
Kaur, Camden; Kathleen Manzo, Monmouth; Gregory March,
Essex; Denise McDermott, retired; Ashanti Rankin, Cumberland;
Catherine Schofield, Gloucester; Staff Contact: Thomas
Hardy
YOUTH SERVICES
The Youth Services Committee: 1. recommends and implements
initiatives, strategies, and programs related to vandalism,
alcoholism, drugs, physical abuse, and other areas affecting
children’s school life and ability to learn; 2. develops
and reviews legislation impacting children in correctional
institutions; 3. recommends improvements and appropriate
funding of social support programs; 4. disseminates information
to educational and community groups with similar
interests; 5. develops and initiates training opportunities for
school personnel.
Chr. Mary Karriem, Essex; Lee Brensinger, Morris; Francis
Morino, Mercer; Alnetta Price, retired; Lou Randazzo,
Gloucester; Mary Scott, Monmouth; Elaine Thurmond, Somerset;
Patricia Wulster, Bergen; Abby Zahn, Camden; Staff
Contact: Michael Flynn
NJEA STAFF
EXECUTIVE OFFICE
The Executive Office is the primary link between governance
and staff, oversees implementation of policies adopted by
the Delegate Assembly, and acts as a resource on all governance
matters. Under the Executive Director’s supervision,
the Executive Office is responsible for overall staff direction
and management. It supports the Delegate Assembly and
the Executive Committee and maintains the official records
of these two bodies. It conducts NJEA elections and county
association elections where appropriate. It provides staff
support on issues related to the NJEA Constitution and Bylaws,
organizational structure, the conduct of meetings, and
the NEA Convention and offers assistance and training to affiliates.
It also maintains liaison with the National Education
Association and Education International and works with the
NEA directors. In addition, it coordinates the NJEA Frederick
L. Hipp Foundation for Excellence in Education, the Bolivar
L. Graham NJEA Intern Foundation, and the NJEA Ruthann
Sheer Distinguished Service to Education Award.
NJEA Member Rights, which comes under the Executive Office,
coordinates the NJEA Legal Services Program, directing
and managing the NJEA Legal Services Network and the Attorney
Referral Program. The office also manages the crisis
assistance loan program. Also under the Executive Director’s
supervision are business operations, which include personnel,
business management, information systems, and purchasing/production.
These functions cover all aspects of the
Association’s fiscal, facilities, equipment/technology, membership
records, and personnel needs.
The Human Resources Office deals with personnel functions,
including affirmative action and employee benefits.
56 NJEA REVIEW
Executive Office: Edward J. Richardson, Executive Director;
Steven Swetsky, Assistant Executive Director; Thomas J.
Falocco, Associate Director; Karen M. Berry, Executive Assistant
/ Office Manager; Patricia A. Haberstick, Confidential
Assistant; Kathleen A. Mathews, Administrative Assistant;
Catherine M. Raffaele, Administrative Assistant
Advocacy-Family Involvement: Janet L. Morrison, Field Rep;
Linda Calehuff, Secretary
ESP: Robert A. Antonelli, Field Rep; Kimberly Lipcsey, Secretary
Governance: Wendell F. Steinhauer, President; Marie E.
Blistan, Vice-President; Sean M. Spiller, Secretary-Treasurer;
Virginia (Ginny) O’Donnell, Executive Assistant; Annalisa
Russell, Confidential Assistant; Colleen Anderson, Confidential
Assistant
Human Resources: Matthew DiRado, Manager; Joan Hanrahan,
Employee Benefits Administrator; Annette Ilagan, Employee
Benefits Administrator
Leadership Organizing: Alfred H. Beaver IV, Field Rep For
Field-Based Organizing; Deborah Cornavaca, Field Rep
For Field-Based Organizing; Donnie Johnson, Field Rep For
Field-Based Organizing; Antoinette Boyle, Administrative Assistant;
Marguerite Schroeder, Field Rep; Conswalo (Sway)
Gilbert, Secretary
Leadership Training: Michael R. Saffran, Field Rep; Mary Kemery,
Secretary
Member Rights: David L. Rosenberg, Associate Director;
Carla Bram, Secretary; Michele Oliver, Senior Clerk; Dawn
Pisauro, Senior Clerk
Membership and Organizational Development: James E.
Boice, Field Rep; Kathleen Byrne, Program Assistant
Organizing: Thomas Hardy II, Field Rep; Yvonne Holmes, Secretary
BUSINESS
Under the Executive Director’s supervision are business operations,
which include business management, information
systems, and purchasing/production. These functions cover
all aspects of the Association’s fiscal, facilities, equipment/
technology, and membership records.
The business management function handled by the Accounting
Office encompasses the organization’s financial and
bookkeeping, property, and membership records activities.
The staff trains local affiliates on organizational management
and supports affiliates on dealing with affiliation standards,
agency fee, bonding, and auditing, incorporation matters,
and filing of tax reports. Working with the Association’s secretary-treasurer,
the office handles NJEA’s financial records,
payroll, taxes, paying bills, and auditing. Budgeting, investments,
insurance, bonding, and inventory of assets also are
coordinated. The NJEA Membership Processing unit maintains
up-to-date membership records and dues accounting.
The Information Systems unit meets data processing needs
and oversees the computer network used by staff throughout
the state.
The purchasing/production function includes coordinating
office supplies and equipment acquisition, duplicating and
mailing (including shipping/receiving and storage of NJEA
materials), and buildings and grounds operations and management
(including parking, security, reception, telephone
services, catering, maintenance, and custodial services).
Business: Timothy McGuckin, Director; Stacey Williams, Ad-

NJEA ORGANIZATIONAL DIRECTORY
ministrative Assistant
Accounting: Karen Kryven, Comptroller; Michael Caracci, Associate
Director; Susan Mongold, Associate Director; Brenda
Pabon-Guadarrama, Chief - Business Services; Bonnie Weiss,
Chief - Business Services; Deschela Davis, Principal Clerk -
Bookkeeper; Shirley Jones, Principal Clerk - Bookkeeper;
Verlencia Waring, Principal Clerk - Bookkeeper
Building and Grounds: Robert Ruffis, Chief - Buildings and
Grounds; James Buckley, Assistant - Buildings and Grounds;
Artie Eischeid, Assistant - Buildings and Grounds; Ryan Eischeid,
Assistant - Buildings and Grounds
Information Systems: John Cottone, Manager; Howard
Bookin, Associate Director; Anthony Leuzzi, Associate Director;
Donald Miller, Associate Director; Richard Nachbaur, Associate
Director; Richard Roche, Associate Director; Thomas
Gallagher, Computer Technician; Denise Hamilton, Computer
Technician; R. Mills, Principal Data Processor
Mailroom / Printshop: Karen Laning, Chief - Duplicating And
Mailing; Stephen Feuerstein, Principal Offset Operator; Paul
Washington, Principal Clerk; Gloria Lugo, Senior Clerk – Receptionist;
Andrew Mathis, Senior Clerk; Eric O’Donnell, Senior
Clerk; Latonya Reid, Senior Clerk; Zann Williams, Senior
Clerk
Membership: Damien McKeever, Manager; Evelyn Dones,
Membership Specialist; Marisol Ruiz, Chief - Business Services;
Tammi Antonelli, Principal Clerk - Bookkeeper; Linda
Descaro, Principal Clerk - Bookkeeper; Tamika Elder, Principal
Clerk - Bookkeeper; Marjorie McGowan, Principal Clerk
- Bookkeeper; Karyn Snyder, Principal Clerk - Bookkeeper;
Colleen Stevens, Principal Clerk - Bookkeeper
Purchasing: Melody Martin, Chief - Business Services; Andrea
Meshofski, Chief - Business Services
COMMUNICATIONS
NJEA Communications is responsible for all aspects of the
Association’s communications efforts, both internal and external.
It uses all media platforms to inform NJEA members,
education policymakers, New Jersey residents, and public
opinion leaders about the Association’s objectives and involve
residents in New Jersey public education. The division
deals with all media outlets and handles NJEA’s advertising
campaigns. NJEA’s monthly all-member magazine the NJEA
Review, is produced within the division. All other print and
audiovisual materials — including brochures, pamphlets, and
leadership publications — are also produced by the division.
In addition, NJEA Communications helps local and county
affiliate leaders create and utilize internal communications
structures, public relations plans, and various media strategies
to fulfill their organizational objectives.
The Division also:
· Co-produces Classroom Close-up, a weekly television program
promoting the outstanding work of NJEA members, as
well as other original video productions for both internal Association
use and for external use on TV and online media;
· Produces technology-based communications, including the
NJEA website njea.org and NJEA’s social media properties;
· Produces targeted membership publications;
· Develops and coordinates coalitions and alliances with
business, civic, and other organizations to promote NJEA, its
members, and New Jersey’s public schools; and
· Handles administration, fundraising and promotion of the
Hipp Foundation.
Communications: Steven Baker, Director; Mimi McHale, Administrative
Assistant
Graphic Design: Jennifer Cohn Marsh, Associate Director;
Gregg Poserina, Lead Design Assistant; Vacancy, Graphic
Design/Publications Assistant
NJEA Review: Lisa Galley, Associate Director; Patrick Rumaker,
Associate Director; Liz Murphy, Secretary
Organizing and Coalition Building: Dawn Hiltner, Associate
Director; Nora Lenahan, Typesetter
Public Relations: Kathryn Coulibaly, Associate Director;
Christy Kanaby, Associate Director; Matthew Stagliano, Associate
Director; Jennifer Wilkins, Secretary
Targeted/Electronic Publications: Diane Barry, Associate Director;
Mary Frans, Administrative Assistant
Video Production: Christina Farrell, Associate Director; Wanda
Swanson, Associate Director; Elizabeth DeBarr, Secretary
Communication Consultants: Kimberly Bevilacqua-Crane,
Brenda Brathwaite, Jennifer Clemen, Joseph Coleman, Jessica
Hoertel, Mariann Kronyak, Ani McHugh, Sharon Milano,
Kevin Parker, David Yastremski
GOVERNMENT RELATIONS
NJEA Government Relations coordinates NJEA’s legislative
activities and political campaigns and is responsible for the
monitoring functions of government departments, bureaus,
and agencies. It also is responsible for working with Association
committees which study educational legislation and
regulations, which recommend educational policy, and which
deal with such issues as certification, evaluation, tenure,
environmental issues, special education, and vocational education.
The legislative and political action activities include,
but are not limited to: legislative analysis and reporting, testimony
before legislative committees, coordination of all legislative
and congressional lobbying, state and federal political
action efforts, and legislative/political action training for
NJEA members. The division also monitors the State Board
of Education, lobbies and reports on proposed regulations,
and responds to member inquiries and problems related to
agency activities.
Ginger Gold Schnitzer, Director; Marybeth Beichert, Associate
Director; Michael Flynn, Associate Director; Michael Giglio
III, Associate Director; Sean Hadley, Associate Director;
Francine Pfeffer, Associate Director; Beth Schroeder Buonsante,
Associate Director; Osomo Thomas, Associate Director;
Brian Volz, Associate Director; Anna Hanzes, Associate
Director (Temp); Linda Jones, Administrative Assistant; Carol
McWilliams, Secretary; Christie Procell, Secretary; Elizabeth
Rylak, Secretary; Carol Schwartz, Secretary; Iris Star, Secretary
PROFESSIONAL DEVELOPMENT & INSTRUCTIONAL ISSUES
NJEA Professional Development and Instructional Issues
oversees the professional and instructional interests of the
organization and its members. The division is responsible
for the NJEA Professional Development Institute, which endorses
and promotes high quality professional development
programs. Of particular importance is the NJEA Priority
Schools Support and Intervention Program, which provides
support and resources to program schools, using research on
effective school practice to improve the culture of learning to
reduce learning gaps to the benefit of all students.
In addition, the division acts as a resource on a wide variety
of instructional subjects and professional issues, extending
from such topics as certification, evaluation, standards, assessment,
special education, gender equity and technology
integration. In each of these areas, the division works in collaboration
with a wide range of interest and advocacy groups
across the state that share NJEA’s vision for effective practice.
The division also focuses on a wide range of professional
development and continuing education issues. It works
extensively with the N.J. Department of Education (DOE)
to promote effective professional development practice
consistent with NJEA policy. The division provides support
to the State Committee on Professional Learning which
advises the DOE on continuing education in the state.
The division coordinates major statewide instructional issues
conferences and scores of specialized meetings. It plans
and administers the NJEA Convention — the Association’s
premier professional development event — developing and
coordinating professional programs and activities, as well as
overseeing facilities arrangements, logistical services, and
exposition services. Division staff assists members and local
and county affiliates in the field on these issues as needed
through the NJEA-NEA UniServ network.
Michael Cohan, Director; Amanda Adams, Associate Director;
Darryl Ensminger, Associate Director; Amy Fratz, Ed.D,
Associate Director; Pam Garwood, Associate Director; Camy
Kobylinski, Associate Director; Michael Ritzius, Associate
Director; Janet Royal, Associate Director; Richard Wilson,
Associate Director; Felicia Davis, Administrative Assistant;
Kristin Hunt, Administrative Assistant; Janet Bush, Secretary;
Theresa Mura, Secretary; Carolyn Thompson, Secretary;
Cindy Vannauker, Secretary
Consultant: Renee Ahern, Consultant; Rick Brenner, Deborah
Ciambrone, Paul Daniele, Genevieve Di Trani, Consultant;
Edward Dubroski Jr, Jennifer Dubroski, Esther Innis, Greg
Jablonski, Donna Jacobson, Brian Janik, Joan Jensen, Ed.d,
Pamela Koharchik, Danielle Kovach, Sharon Krementz, Brenda
Martin-Lee, Linda Marton, Margaret Novicki, Milagros
Perrine, Jason Pukel, Andrea Scaturo, Mary Steinhauer, Lois
Jean Tarr, Stephanie Tarr
Priority Schools Consultant: Deborah Adams, Michelle Adcock,
Pam Allen, Linda Carman, Barbara Gary, Margaret
Haynes, Dorothy Kohrherr, Patricia Lieberman-Sharp, Julia
Mahoney, Janet McCoid, Virginia Murphy, Candida Palmieri,
Patricia Pillsbury, Sally Ann Ruggiero, Teresa Stallone, Marianne
Titus
RESEARCH AND ECONOMIC SERVICES
NJEA Research and Economic Services Division gathers,
organizes, and presents factual information to support state
and local association programs and activities. The Division
provides analytical and statistical information for other NJEA
divisions including determination of fiscal impact of proposed
legislation, evaluation of workshops and conferences, review
of education research, guidance on issues of member benefits
and retirement, and consultation on local fiscal operations
impacting the bargaining process.
Kevin Kelleher, Director; Dawn Goatley, Administrative Assistant
Education And Evaluation Research: Julie Plotkin, Associate
Director; Lori Legette, Administrative Assistant; Linda Gould,
Secretary
Library: Martha DeBlieu, Associate Director; Michele Baranek,
Administrative Assistant
Member Benefits: Phil Lomonico, Associate Director; Lorraine
Jones, Administrative Assistant
Negotiations Assistance: Leigh Smargiassi, Associate Director;
Peter Vala, Associate Director; Gregory Yordy, Associate
Director; Charisse Huff, Secretary; Patricia Major, Secretary
Pension and Benefits: Robert Bobik, Associate Director;
Sarah Favinger, Associate Director; Sarah Geiger, Associate
Director; Valerie Kazhdan, Associate Director; Roxie Muhsin,
Secretary; Felicia Tard, Principal Clerk; Jack Cancalosi, Pension
Consultants; Rita Carnival, Maryann Del Duca-Cinque,
Barbara English, Alan Gilbert, Lewis Maul, Erland Nordstrom,
Clarence Osborne, Linda Ruth, Joanne Sanferraro, Debra
Schweiger, Gary Wikander, Kathleen Wollert
Statistics And School Funding: Dan Goldman, Associate Director;
Raymond Vojtash Jr, Associate Director; Crystal Inman,
Principal Clerk; Celia Wolf, Secretary
UNISERV REGIONAL OFFICES
The NJEA-NEA UniServ Network provides extensive field services
to members and local and county affiliates throughout
the state. Operating on a coordinated, statewide basis, the
UniServ field representatives and office staff members work
out of 22 regional offices to supply doorstep service to members.
The UniServ director coordinates the UniServ network
of regional offices and is assisted by three assistant directors
and administrative assistants.
The 63 professional and 49 associate UniServ staff members
JANUARY 2016 57

NJEA ORGANIZATIONAL DIRECTORY
are assisted by 44 professional and 76 associate staff members
in other divisions who work out of NJEA Headquarters in
Trenton and 96 part-time UniServ consultants.
The NJEA-NEA UniServ field representatives train local leaders
and assist in: coordination of state-national resources,
including professional development, instructional improvement,
and human relations; negotiations service; contract
administration and grievance adjudication; local member
consultation and individual service; public relations and
communications; legislative and political activity; leadership
development skills; organizational management and membership
promotion; “inclusive” local training, organizing assistance,
and goal development.
Zella Felzenberg, director
Gabrielle A. Danyluke, chief-administrative assistant
UniServ South (Regions 1-7 & 29)
509 S. Lenola Rd., Bldg 4, Moorestown, NJ 08057-1556;
(856)-234-0522
Jim Loper, assistant director-south; Susan L. Schroeder, administrative
assistant
UniServ Central (Regions 8-15) & 21)
Durham Center, 1 Ethel Rd., Suite 107C, Edison, NJ 08817-
2838; (732)-287-6899
Carmen Gonzalex-Ganon, assistant director – central; Ruth
Kaplan, administrative assistant
UniServ North (Regions 17-20 & 23-28)
23 Route 206, Stanhope, NJ 07874-3264; (973)-347-0911
Al Ramey, assistant director – north; Brenda Champion, administrative
assistant
Region 1 (Cape May & Cumberland counties) – 1318 S. Main
Rd., Suite 2B, Vineland, NJ 08360-6516; (856)-696-2670
UniServ reps: James Jameson & Rena Kallio; Office Staff:
Beth Georgette,administrative assistant; Vacancy, office assistant;
Consultants: Salvatore Emburgia, Curt Nath, Louis
Russo, Martha Septynski, Stefanie Wheaton & Judith Zirkle
Region 2 (Gloucester & Salem counties) – 6 N. Broad St.,
Suite 325, Woodbury, NJ 08096-4635; (856)- 628-8650
UniServ reps: Michael Kaminski, Marguerite Maines & Jane
Travis-Address; Office staff: Donna Pacetta, administrative
assistant; Elizabeth Parker, secretary; Consultants: Sandra
Beals, Mona Bennett, Alison Braun, Anthony Cappello, Michael
Salerno, John Staab & vacancy
Region 3 (Camden Co-East) – 1020 Laurel Oak Rd., Suite
101, Voorhees, NJ 08043-3518; (856) 782-1225
UniServ reps: Donna Maurer & Caroline Tantum; Office staff:
Gale Quinn, administrative assistant; Jacqueline Candy, office
assistant; Consultants: Christine Lentz, Philip Magazzo,
Angela McDermott, Judith Myers, John Rodden & vacancy
Region 4 (Camden Co-West) – 1 Port Center, 2 Riverside Dr.,
Suite 503, Camden, NJ 08103-1003; (856) 964-2800
UniServ reps: Sharon Allen & Nancy Holmes; Office staff: Roxanne
Hawkins, administrative assistant; Murjani Andrews, office
assistant; Consultants: Christine Lentz, Philip Magazzo,
Angela McDermott, Judith Myers, John Rodden & vacancy
Region 5 (Burlington Co) – 509 S. Lenola Rd., Suite 4, Moorestown,
NJ 08057-1566; (856) 234-2485
UniServ reps: Patrick Manahan, Debbie Syer, Harry Zakarian;
Office staff: Linda Sacks, administrative assistant; Patricia
Fair, secretary; Consultants: Deborah Bruhn, Joseph Coleman,
Michael Kaminski (leave), Mary Brennan-Farnen, Lisa
Trapani & vacancy
Region 6 (Atlantic Co) – 314 Chris Gaupp Drive, Suite 103,
Galloway, NJ 08205-4464; (609) 652-9200
UniServ reps: Vincent Perna; Myron Plotkin; Office staff:
Jennifer Donaghue, administrative assistant; Linda Wallace,
office assistant; Consultants: Constance Baker, Brian Currie,
Jean Hovey & Thomas Patterson
Region 7 (Ocean Co) – 1433 Hooper Avenue, Suite 225,
Toms River, NJ 08753-2200; (732) 349-0280
UniServ reps: Meredith Barnes, Mary Novotny & Jennifer
Raike; Office Staff: Catherine Quilty, administrative assistant;
Arleen Ferro, secretary; Consultants: Michael Fletcher,
Christopher Johnson, Patricia Lieberman, Michael Mannion &
Diane Vistein
Region 8 (Mercer Co) – 133 Franklin Corner Road, Lawrenceville,
NJ 08648-2531; (609) 896-3422
UniServ reps: Alexander DeVicaris, Deborah DiColo & Susan
Nardi; Office staff: Evelyn Procell, administrative assistant;
vacancy, secretary; Consultants: Naomi Johnson-LaFleur,
Pamela Koharchik, Patricia Korp & Jason Pukel
Region 9 (Monmouth Co) – 1345 Campus Parkway, St. A-9,
Wall Twp., NJ 07753-6828; (732) 403-8000
UniServ reps: Joseph Keough, Thomas Predale, Lorraine
Tesauro & Ronald Villano; Office Staff: Debbie Pukel, administrative
assistant, Anne Elluzzi, secretary; Consultants:
James Huebner, Denise King,Erin Wheeler, Tracie Yostpille
& vacancy
Region 11 (Middlesex Co-North) – Durham Center, 1 Ethel
Road, Suite 107-A, Edison, NJ 08817-2838; (732) 287-4700
UniServ reps: Brian Furry & Nancy Grbelja; Office Staff: Margaret
Fudacz, administrative assistant; Consultants: Douglas
Dale & Brian Geoffroy, Theodore Tympanick & vacancy
Region 12 (Middlesex Co-South) – 104 Interchange Plaza,
Suite 103, Monroe Twp., NJ 08831-2038; (609) 860-0771
UniServ reps: Tom Hayden, Thomas Bohnyak; Office Staff:
Administrative assistant vacancy; Ileana Rivera, office assistant;
Consultants: Douglas Dale, Brian Geoffroy, Theodore
Tympanick & vacancy
Region 13 (Hunterdon & Somerset counties) – 27 Minneakoning
Road, Flemington, NJ 08822-5726; (908) 782-2168
UniServ reps: Henry John Klein, Jennifer Larsen, William
Render; Office Staff: Lynne Nelson, administrative assistant,
Carmela Inghilterra, secretary; Consultants: David Bacon,
Antoinette Blaustein, Margaret Clifford, Adrienne Harley,
Joyce Hartmann & vacancy
Region 15 (Union Co) – 312 N. Avenue East, Cranford, NJ
07016-2464; (908) 709-9440;
UniServ reps: Carol Feinstein, Dominick Giordano, Roselouise
Holz & George Huk; Office Staff: Diane Gourley, administrative
assistant; Holly Smith, secretary; Consultants: Nancy
Coppola, Eda Ferrante, Esther Innis, Maryanne Rodriquez &
vacancy
Region 17 (Morris Co) – 601 Jefferson Road, Suite 105, Parsippany,
NJ 07054-3790; (973) 515-0101
UniServ reps: Douglas Finkel, Vickie Walsh, John Williams;
Office Staff: Heather Marsh, administrative assistant; Chanae
Phifer, secretary; Consultants: Lee Brensinger, Peter
Lazzaro, Linda Marton, John McEntee, Steven Spangler &
Deirdre Falk
Region 19 (Hudson Co North & Newark/Essex)
6600 Kennedy Blvd., East, Suite 1L, West New York, NJ
07093-4218; (201) 861-1266
UniServ reps: Tom Desocio, Edward Stevens; Office Staff:
Kristy Lorusso, administrative assistant; Jo-ann Watson, office
assistant;Consultants: Thomas Favia, Lois Tarr & Gerald
Caputo
Region 20 (Hudson Co South/Jersey City) 1600 John Kennedy
Blvd., Suite B, Jersey City, NJ 07305-1702; (201) 653-
6634
UniServ reps: John Dillon, Kevin McHale; Office Staff: Veronica
Pereira, administrative assistant vacancy, office assistant;
Consultants: Gerald Caputo, Thomas Favia & Lois Tarr
Region 21 (Essex Co) – 70 S. Orange Avenue, Suite 250, Livingston,
NJ 07039-4902; (973) 762-6866
UniServ reps: Madelaine Colas, Luis Delgado, Denise Policastro;
Office Staff: Crysty Jenkins, administrative assistant;
Shaunesa Walker, secretary;Consultants: Michel DeOrio, Patricia
Kebrdle & vacancy (2)
Region 23 (Bergen Co-East) 110 Kinderkamack Road, Suite
2B, Emerson, NJ 07630-1828; (201)265-6200
UniServ reps: George Lambert, Richard Loccke, Raymond
Skorka; Office Staff: Karen Cummings, administrative assistant;
Dawn Valentine, secretary; Consultants: Paul Daniele,
Kelly Epstein, Ferdinand Frangiosa, Harris Hirsch, James Mc-
Guire, Margaret Novicki, Wendy Sistarenik & Christina Ventre
Region 25 (Bergen Co-West) Heights Plaza, 777 Terrace
Ave., Ste 108, Hasbrouck Heights, NJ 07604-3111; (201)
292-8093
UniServ reps: Dennis Grieco, Wendy Sistarenik & Joseph
Tondi; Office Staff: Joanne Cannon, administrative assistant;
Laura Pometti, office assistant; Consultants: Paul Daniele,
Kelly Epstein, Ferdinand Frangiosa, Harris Hirsch, James Mc-
Guire, Margaret Novicki, Christina Ventre and vacancy
Region 27 (Passaic) – Preakness Valley Office Park, 504
Valley Road, Suite 150, Wayne, NJ 07470-3534; (973) 694-
0154
UniServ reps: Rob Bivona, William Cobb, Carol Pierce & Sasha
Wolf; Office Staff: Kathryn Maron, administrative assistant;
Karen Mattioli, secretary; Consultants: Deborah Ciambrone,
Lori Cintron, Marc Foti, George Illenye, Edward Lesser & vacancy
Region 28 (Warren & Sussex counties) – 23 Rt. 206, Stanhope,
NJ 07874-3264; (973) 347-5717
UniServ reps: Kim Cowing, Pamela Niles & John Ropars;
Office Staff: Lori Garofano, administrative assistant; Anne
Chirico, secretary; Consultants: Greg Babbitt, Richard Dispenziere,
Nancy Richeda, Susan Sawey, Frances Schatteman
& Frederick Skirbst & vacancy
Region 29 (Higher Ed) – Golden Crest Corporate Center,
2279 State Hwy 33, Suite 508, Hamilton Square, NJ 08690-
1750; (609) 689-9580
UniServ reps: Christopher Berzinski, Ronald Topham; Office
Staff: Karen Perry, administrative assistant, Jean DiQuinzio,
office assistant; Consultants: Richard Comerford, Marcia
Kleinz, Mingyon McCall, Oron Nahom & Luis Salgado & vacancy
58 NJEA REVIEW

NJEA ORGANIZATIONAL DIRECTORY
NJEA COUNTY ASSOCIATIONS
NJEA COUNTY ASSOCIATIONS
The county education associations, affiliates of NJEA, coordinate
activities in political action, training, bargaining, and
organizing with local associations, as well as social activities.
They provide a vehicle for local associations to network within
the county and coordinate activities with NJEA. The elected
county association presidents serve on the policy-making
NJEA Delegate Assembly.
Atlantic County Council of Education Assns.
PO Box 156, Egg Harbor City, NJ 08215-0156, (609) 593-
3293
Bergen County Education Assn.
210 W Englewood Ave, Teaneck, NJ 07666-3512, (201)
833-9166
Burlington County Education Assn.
621 Beverly Rancocas Rd, East Ridge Plaza Suites 3A & B,
Willingboro, NJ 08046-3727, (609) 871-2232
Camden County Council of Education Assns.
2 Sheppard Rd, Sheppard Office Park, Ste 700, Voorhees, NJ
08043-4787, (856) 489-1267
Cape May County Education Assn.
300 East Atlantic Ave, Cape May Court House, NJ 08210-
2443, (609) 465-1852
Cumberland County Council of Education Assns.
Dandelion Plaza, 1672 N. Delsea Drive, Vineland, NJ 08360
(856) 794-1221
Essex County Education Assn.
350 Main St, West Orange, NJ 07052-5726, (973) 736-5650
Gloucester County Education Assn.
190 North Evergreen Avenue, Ste. 108, Woodbury, NJ
08096-1050, (856) 853-6673
Hudson County Education Assn
1600 John F Kennedy Blvd, Jersey City, NJ 07305-1749,
(201) 451-0705
Hunterdon County Education Assn.
84 Park Ave, Suite G-103 A, Flemington, NJ 08822-1172,
(908) 284-1640
Mercer County Education Assn.
6 Colonial Lake Dr, Ste F, Lawrenceville, NJ 08648-4126,
(609) 882-9228
Middlesex County Education Assn.
43-44 Brunswick Woods Dr, East Brunswick, NJ 08816-
5601, (732) 390-5222
Monmouth County Education Assn.
28 Buckley Rd, Marlboro, NJ 07746-2110, (732) 308-2285
Morris County Council of Education Assns.
Plaza 447 Suite 12, Route Ten East, Randolph, NJ 07869,
(973) 366-0202
Ocean County Council of Education Assns.
401 Lake St, Lakehurst, NJ 08733-2801, (732) 657-3200
Passaic County Education Assn.
401 Hamburg Tpke, Ste. 209, Wayne, NJ 07470-2139,
(973) 595-7232
Salem County Education Assn.
106 N Broadway, Pennsville, NJ 08070-1617, (856) 678-
4886
Somerset County Education Assn.
1140 Rt. 22 East, Ste. 100, Bridgewater, NJ 08807-1218,
(908) 393-9000
Sussex County Education Assn.
Visions Plaza, 47 Route 206, Suite 2, Augusta, NJ 07822,
(973) 579-2797
Union County Education Assn.
77 Central Ave, Ste 201, Clark, NJ 07066-1441, (732) 574-
0033
Warren County Education Assn.
315 W Lafayette St., Easton, PA 18042-1535, (610) 737-
8044
JANUARY 2016 59

STAFF NEWS
CSJLMTIadNovember2015adNJEAreformattedV9.qxp_C
Holocaust
Education
Professional
development courses
for middle and
high school teachers
Spring 2016
“Anti-Semitism:
History and Myth”
Topics include blood libel allegations,
propaganda, conspiracy theories,
cartoons and visual images,
and anti-Semitism in Europe today
Five Wednesdays
4:30–7:30 p.m.
Feb. 17, March 2, 30, May 4, 18
Summer 2016
Mini-Course
“History of the Holocaust"
June 27–July 1
9:00 a.m.–3:30 p.m. daily
STAFF NEWS
NEW HIRE
NJEA welcomed MICHAEL KAMINSKI on Dec. 1 as a temporary
UniServ field representative in the Region 2 office in Woodbury.
Kaminski has worked as a high school social studies teacher
at Delran High School. He also served as an NJEA consultant
assigned to the Region 5 UniServ office in Moorestown. Kaminski
was president of the Delran Education Association and has
served as its grievance chair and the negotiations chair. In addition
to his teaching and local association work, Kaminski did
extensive work to combat high-stakes standardized testing.
Kaminski holds a Bachelor of Arts degree in Education from The College of New
Jersey and a Master of Arts in Military History from Temple University. He resides in
Mount Laurel with his wife, Jennifer, and two daughters, Jessica and Ericka.
Use the NJEA app
to look up and add events
to your calendar!
FREE COURSES
Resource Materials
PD Credits
Meals Provided
LOCATION
Bildner Center, 12 College Avenue
New Brunswick, NJ
Advance registration required
BildnerCenter.rutgers.edu
848-932-4165 • jmarcou@rutgers.edu
The Allen and Joan Bildner
Center for the Study of
Jewish Life
EMPLOYMENT
OPPORTUNITIES
VISIT njea.org/jobs
REGULARLY FOR THE
LATEST POSTINGS
QUESTIONS? CALL THE NJEA
HUMAN RESOURCES OFFICE AT
609-599-4561.
NJEA IS AN EQUAL OPPORTUNITY/
AFFIRMATIVE ACTION EMPLOYER
60 NJEA REVIEW

COMING UP
JANUARY for more information go to njea.org
1/9
SATURDAY
1/16
SATURDAY
1/22
FRIDAY
1/23
SATURDAY
1/29-30
FRI & SAT
NJEA HEALTH & SAFETY
CONFERENCE CENTRAL
MLK HUMAN AND CIVIL
RIGHTS CELEBRATION
EXECUTIVE COMMITTEE
AND COUNTY
PRESIDENTS’ COUNCIL
MEETINGS
DELEGATE ASSEMBLY
MEETING
WINTER LEADERSHIP
CONFERENCE SOUTH
deadlines
1/4 1/16
1/15
HEALTH & SAFETY CONFERENCE CENTRAL REGISTRATION
Event date: Jan. 9, 2016
1/8 1/29
ESP CONFERENCE REGISTRATION
Event Date: Feb. 5-7, 2016
WINTER LEADERSHIP NORTH REGISTRATION
Event Date: March 4-5
NJEA VOTING REGISTRATION FOR NON-CLASSROOM TEACHERS
Visit njea.org
LEGISLATIVE AND POLITICAL ACTION CONFERENCE REGISTRATION
Event Date: Feb. 20, 2016
& BEYOND
2/5-7 2/6
FRI, SAT & SUN SATURDAY
2/20
SATURDAY
3/4-5
FRI & SAT
3/5
SATURDAY
ESP CONFERENCE
PRIORITY SCHOOLS
CONFERENCE
LEGISLATIVE AND
POLITICAL ACTION
CONFERENCE
WINTER LEADERSHIP
CONFERENCE NORTH
STATEWIDE PRIORITY
SCHOOLS CONFERENCE
Why handle tough times alone?
Free and confidential help with personal,
family and school-related demands.
JANUARY 2016 61

FINAL EXAM
ESSA: We’ve only just begun
The reauthorization of the Elementary and Secondary Education Act was seven years overdue — and its 2002
incarnation, No Child Left Behind (NCLB), lasted 13 years too long. But with President Barack Obama’s signature
on the Every Student Succeeds Act (ESSA), NCLB is no longer the law of the land.
It might be tempting to declare victory
and go home, but the truth is that NCLB’s
demise is not an end, but a beginning. Repairing
the damage wrought by more than
a decade of misguided federal education
policy may well take at least a decade.
Regulations to support ESSA must still
be written, and the policies and procedures
already in place for this school year
must wind down. The 2016-17 school year
will be a transitional one in which the
Obama administration and Acting Education
Secretary John King initiate a process
that will be completed
by a subsequent
administration. In
New Jersey, policies
under the NCLB waivers
will be in effect
until Aug. 1, 2016, and
it will take until the
2017-18 school year
before ESSA is fully
implemented.
Moreover, there
is work to be done to make sure that the
New Jersey Department of Education (NJ-
DOE) and the State Board of Education
use their authority over school accountability
to support public schools and the
staff who work in them.
ESSA does not guarantee that New
Jersey will move past the test-and-punish
policies of NCLB. It only opens up that
possibility. The new federal education
law no longer requires the punitive measures
of NCLB, but it doesn’t outlaw them
either. It is now up to states to determine
how schools will be held accountable. It is
up to us to advocate for the right approach
in New Jersey.
ESSA requires states to include five
indicators in their accountability systems:
(1) annual reading and math assessments
that are administered every year in grades
three to eight and once in high school, (2)
graduation rates, (3) a state-determined
indicator for elementary and middle
schools, (4) English language proficiency,
and (5) at least one indicator of school
success or student support.
Those indicators of school success or
student support are part of the “opportunity
dashboard” that NEA proposed. They
It is now up to states to
determine how schools
will be held accountable.
It is up to us to
advocate for the right
approach in New Jersey.
include a variety of measures such as
student access to certified teachers, class
sizes that allow for one-on-one attention,
Advanced Placement courses, modern
facilities, art and music instruction, and
other programs and practices that address
the whole child and set students up for
success.
It is up to states to determine how
much weight is given to each of those
five indicators with the caveat that the
“one indicator of school success or student
support” cannot outweigh the total
weight of the other
four.
This means that
weight given to
student test scores,
which under NCLB
were the only
measure of school
success, can be
drastically reduced.
The NJDOE will determine
the weight
of each indicator. What the department
eventually proposes to the State Board of
Education will reveal what it values.
During his session at the 2015 NJEA
Convention, New Jersey Commissioner
of Education David Hespe said that
the exams associated with the
Partnership for the Assessment
of Readiness for College and
Career (PARCC) were tools
to support teaching and
learning.
“PARCC is just a
test,” he said. “We
shouldn’t glorify it
and we shouldn’t
vilify it.”
Deeply cutting
the weight given
to PARCC as an
accountability
measure would go
a long way toward
proving that it is
only a test meant
to support teaching
and learning, not
punish schools.
Upon its enactment,
NJEA President Wendell Steinhauer
cheered the opportunity ESSA presents to
place those who know what works best at
the forefront of education policy.
“Educators’ voices will now be heard
when it comes to making decisions that
affect their students and classrooms,” he
said.
NJEA members will be called upon over
the course of the next year to lobby the
State Board of Education as it approves
state education regulations to implement
ESSA in New Jersey. It is incumbent upon
NJEA members to follow the process as it
unfolds and be ready to write letters and/
or deliver in-person testimony at State
Board meetings.
NJEA and NEA have both declared
the passage of ESSA a victory for public
education, but preserving that victory will
require vigilance. ESSA is now the education
law of the land. Let’s work to make
sure its enactment is remembered as the
beginning of a new era for public education
and a true victory for students and
educators.
62 NJEA REVIEW

NJEA
Cruises
ALASKA BERMUDA CARIBBEAN EUROPE
Spring-Summer-Fall 2016
EUROPE
Tour Samples Include: LAND ONLY prices from:
London Paris Rome Barcelona Vienna
or many combinations of European cities!
FROM:
Bonnie Scotland .......................................... $1739
Britain Sampler ........................................... $1939
Spectacular Spain ........................................ $1749
Intro to Ireland ............................................. $1439
Normandy, Brittany, Chateau Country ....... $2139
Switzerland .................................................. $2349
Budapest to Prague ..................................... $1879
Poland, East Germany & WWII ................... $2459
Munich, Salzburg, Vienna ........................... $1849
Moscow & St. Petersburg ............................ $1879
Italy’s Great Cities ........................................ $2169
Italy
Escorted Tours (many to choose from)
Customized Itineraries
Fly-drive Ireland (Air/car/B&B’s)
EUROPEAN RIVER CRUISES
AUSTRALIA, ORIENT, SOUTH AMERICA
China The Orient South/Central America
Africa Australia & New Zealand
Tours & customized itineraries available throughout
Europe, Asia & South Pacific!
USA & CANADA
Spectacular Alaska land tour ....................... $3289
Glacier Park & Canadian Rockies ................ $2379
Great Canadian Rail Journey ...................... $4239
California Classics ........................................ $2499
Canyon Country Adventure......................... $1949
America’s National Parks ............................. $2389
Maritimes & Scenic Cape Breton ................ $2059
HAWAII Escorted tours Custom Vacations
Airfare additional for all of the above tours. All rates are
per person, double occupancy and subject to change and
availability.
ALASKA BERMUDA CARIBBEAN EUROPE
ASIA/PACIFIC GALAPAGOS
We also book Tauck Tours, CIE Tours, Perillo
Tours, Caravan, Alexander & Roberts & other
companies! Call for details.
All tours listed here are samples & many other
options are available for Europe, the Orient, South
Pacific, U.S. & Canada!
Save if you are a Globus Journeys Club
member PLUS your NJEA savings on
all Globus/Cosmos tours when you
book through NJEA Reservations!
Call BRAVO TOURS/
NJEA RESERVATIONS
800-222-7439
For more information,
CHECK APPROPRIATE ITEMS
Clip & fax to: 972-644-8430
Mail to: Bravo Tours/NJEA Reservations
503 Sheffield Dr., Richardson, TX 75081
NAME
PHONE#:
EMAIL:
ADDRESS
CITY ST ZIP

Exceptional Children
C O N F E R E N C E
SATURDAY, APRIL 9, 2016
EAST BRUNSWICK HILTON
REGISTRATION AND CONTINENTAL
BREAKFAST BEGIN
AT 7:30 A.M.
CONFERENCE
ENDS AT
3:45 P.M.
CREATING LEARNING
ENVIRONMENTS FOR
ALL STUDENTS
Conference workshops will cover topics of
interest to teachers and educational support
professionals, including dyslexia, co-teaching, gifted
education, least restrictive environment, autism and
behavior management.
Keynote speaker JUSTIN CANHA is an accomplished artist who happens to have autism.
Canha’s work first appeared in 2005 on the New York art scene at the Autism-Asperger Art
Exhibition at Ricco/Maresca Gallery. He has since been exhibited in many galleries, museums
and universities. Canha is the subject of three documentary films, including the recently
released “Don’t Foil My Plans,” which chronicles his dream to become an animator.
REGISTRATION FEE:
$60 FOR NJEA MEMBERS;
$30 FOR NJSEA MEMBERS
ONLINE REGISTRATION ONLY:
WWW.NJEA.ORG/ECC2016
REGISTER BY FEB. 24 FOR A 50 PERCENT DISCOUNT | REGISTRATION DEADLINE IS MARCH 18