SEP OCT 2016

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(from page 1) That very hatred now seems to have found a mainstream voice. It doesn’t matter which side you are on in the debate, we vilify the other side and are not willing to listen to the reasons behind the blind rage and hatred. Instead of working out compromises we stand our ground and declare we have the only correct path. The art of compromise has been opposed as if it shows weakness instead of providing a strong position to move forward. We are not willing to give up on any point instead of crafting a workable solution to the issues facing us. No wonder the United States Congress has been unable to accomplish very much. The legislators yell across the aisle at each other and say, “It’s your fault; you won’t listen to us!” If, as an association, we were to sit at the negotiations table and declare, “You have to do everything our way,” we would get nowhere and would not have (from page 1) won some important language already in our Master Agreement. The art of win-win is being lost. The simple fact is, in order to get along, we must be able to have some victories on each side. Everyone wants to believe they are getting something valuable when the negotiations are completed, or the laws are written or an agreement is reached. We should not be living by the creed, “I want what I want and I will not settle for anything less.” Sometimes you will get all that you want, but other times you may get part of what you need. This all or nothing attitude works once in a while, but it is unsustainable. It doesn’t have to be this way. I believe that most of us don’t believe public discourse should be handled like this. We need to start speaking up and leading the way to help turn the conversation around to bring about more productive and inclusive outcomes. TABCO-RETIRED, a part of a “Second Life” for educators Staying involved and continuing to make a difference is as important to retired TABCO members as it was when they were in the classroom. In this second year of its existence, the TABCO-Retired Committee continues to work on keeping our fellow retirees informed and connected. We have just mailed out our third edition of the TABCO-R Messenger, a newsletter for retired members and have an entertaining and informative “Fall Forum” planned that will take place on November 1, from 8:30 a.m. to 12:30 p.m. at Oak Crest Village, featuring a keynote address entitled “Redefining Retirement: Finding Passion, Purpose and Engagement.” If you know a retired TABCO member who may not be on our mailing list, let them know that they can contact the committee chair at bookends68@comcast.net to register for this free event. Our membership has grown by 31% since we began in the spring of 2014, but more importantly, we are working to increase participation in a variety of activities. We are off to a good start this year, having once again obtained funding from MSEA after submitting a grant proposal to the Innovative Engagement & Organizing Program. As the retiree population grows, other locals around the state are starting their own retiree branches. There is far too much expertise and talent residing in our retirees to shut the door on those who have the desire to contribute in their “second lives.” Currently, two of our retirees are leading a series of workshops to teach parents to help their children learn to read and write through a joint PTA Council/BCPS/TABCO project called Read for Life. Retired members continue to be a primary source of degreed substitutes for the school system (in spite of the low pay as compared to active employment). Several of our members have come to the rescue already this year in schools with desperate need of long-term substitutes. For those who weather all of the challenges of teaching in today’s difficult climate, retirement is coming...sooner or later. We will be here for you when you arrive—and looking forward to having you join with us and your retired colleagues. TABCO-Retired Committee: Carol Dann, Stephanie Foy, Angela Leitzer, Cindy North, Barbara Tyler, Mary Ellen Vecchioni, Cheryl Vourvoulas who may be unavailable after school for various reasons. In any case, educators cannot avoid being models of attitudes, behaviors, and beliefs. What do we teach our students through our interactions with them and with the other adults around them? How do students perceive their places within the sphere of our influence? What practical skills can we demonstrate to prepare them to stand up for themselves when they face put-downs, bullying, emotional blackmail or worse? We operate in an environment that does not allot time for much beyond covering the curriculum (with lots of problematic requirements related to new grading guidelines), but we can, and in fact, do, teach kids every day who they are. Through an instinctive impulse to prepare the child that she cared for, Aibileen Clark, the maid of the household in The Help, taught her young charge by repeating these simple words to her, “You is kind. You is smart. You is important.” A poem that has been around since the 1950’s expresses pretty clearly the concept that “Children Learn What They Live”—here are a few lines: “If children live with encouragement, they learn to be confident...If children live with approval, they learn to like themselves…If children live with acceptance, they learn to find love in the world...If children live with honesty and fairness, they learn what truth and justice are.” Hopefully, if children live with teachers who model strength and mutual respect, they learn to stand up for themselves--and refrain from harassing others. We’ve all had that teacher somewhere along the way--she (or he) was the one who made us want to follow in her (or his) educator footsteps. Every generation has faced its own version of challenges, but perhaps none has been so bombarded in so many ways by confusing messages as the kids coming through classroom doors today. All the academic rigor that can be stuffed into them will not compensate for a lack of life skills. 1 www.usnews.com/news/articles/2014/04/06/study-sexual-harassmentfrequent-among-middle-school-students 2 www.nwlc.org/sites/default/files/pdfs/ nwlcharassbullying_titleixfactsheet.pdf 2 7
According to reports in the Washington Post, U.S. News & World Report, NEA Today, and others, a teacher shortage has evolved in status from impending to arrived. Factors cited in various articles include: Teachers resigning or opting for early retirement due to dissatisfaction with their jobs; Reduction in enrollment in teacher preparation programs (35% decrease, according to the Learning Policy Institute); Declining salaries; Budget cuts resulting in larger class sizes and fewer classroom materials and resources; Lack of respect and support by elected officials and policy makers; Emphasis on test preparation, resulting in significant loss of teacher autonomy. From the Washington Post article by Joe Heim, dated September 14, 2016: “The United States is facing its first major teacher shortage since the 1990s, one that could develop into a crisis for schools in many parts of the country, according to a new study by the Learning Policy Institute, TEACHER SHORTAGE ~it’s here an education think tank...Linda Darling-Hammond, president of the Learning Policy Institute and one of the study’s co-authors, pointed out that teachers make about 20 percent less than other college graduates and that teacher salaries have lost ground since the 1990s. That despite increased teaching hours and less time for classroom preparation.” The study was accompanied by a report on a shortage of minority teachers, authored by Richard M. Ingersoll, who wrote Who Controls Teachers' Work?: Power and Accountability in America's Schools in 2006. “Teacher turnover is especially high in poor and disadvantaged schools,” said Richard Ingersoll, ‘What the data tell us is that we need to focus on more recruitment of minority teachers but also more retention of minority teachers if we ever want to have the teaching force look like the student population in schools.’ Although compensation was a factor for minority teachers, it wasn’t the only one, Ingersoll said. ‘We need to work on working conditions,’ he said. ‘Among the key conditions that drive out minority teachers are a lack of autonomy and discretion in the classroom.’ “ Baltimore County Numbers Each time that the Baltimore County Board of Education meets, they receive reports on resignations, retirements and appointments that have occurred since the last meeting. The resignation numbers below cover ONLY four of those reports, dated August 23, September 11, September 28 and October 11. RESIGNATIONS FROM BCPS (Aug 23-Oct 11) 7 days to 1 month of service: 8 1 month, 1 day to 1.9 years of service: 10 2 years to 6.1 years of service: 15 7 years to 10 years of service: 10 11 years to 20 years of service: 9 Total: 52 “Teaching conditions have hit a low point in the United States in terms of salaries, working conditions and access to strong preparation and mentoring — all of which would attract and keep a stronger, more sustainable teaching pool.” -Linda Darling-Hammond To read the full report, entitled “A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.,” see https://learningpolicyinstitute.org/ FROM THE TRENCHES From time to time, we receive commentary from members who are dealing with various concerns “in the trenches.” “UNION THUGS” Excerpt from MSEA VP Cheryl Bost’s letter to members: “I have been an elementary classroom teacher in Baltimore County for more than 20 years. Just like you, I care about kids and I want to give them every opportunity to succeed. I think we do that best when we come together as professionals and organize for the resources we need for our students. Governor Hogan has some different opinions about us and our association. On Friday night, he took to Facebook to call educators advocating for fully funding our schools “union thugs.” Well, here are the facts. Our state has a significant budget surplus and instead of sending $25 million to our classrooms and students, it’s staying in Annapolis to sit untouched in a state bank account. That makes two years in a row that he’s withheld school funding despite budget surpluses. I think that’s wrong and as advocates for kids, I think it is our duty to stand up and be their voice.” TABCO member Serafina DeVita’s letter to Governor Hogan: “I feel it absolutely necessary to express my deep disappointment in your words and actions regarding the latest lack of funding for our state's public schools. It is outrageous to me that you would not only insult the incredibly hard-working teachers in this state, but also attack our union which I know is fighting hard to get us the rights and funding we deserve. MSEA seems to be the only organization that understands the struggles of educators in this state to provide students in overcrowded, underfunded schools with the resources every already highly-qualified teacher needs to provide them with the most thorough, well-rounded education. I was raised in Baltimore County Public Schools and am proud to be serving as an educator now in that same county because I believe in the power to change children's lives. Unfortunately, I am increasingly disappointed with the aloof attitude of my state government, expecting high-quality education without being willing to put any money toward the betterment of schools. I spent the last six years teaching in a Title I school. The experience grew me as both a teacher and a person, but I also faced the challenges of working in a building with mold, asbestos, and very limited classroom resources. It is so important to make the schools in communities like this safe, clean, healthy environments for the many children who do not experience those life necessities at home. By withholding funding from education, you are hurting the children who will make the most important decisions for the trajectory of our country for decades to come. And by using such ignorant, bullying language toward the teacher's union, you are alienating the people who will shape those children.” I hope that you will read this and reconsider how you address the people who work so tirelessly and thanklessly for the benefit of our country's future.” NOVEMBER 8 TA B C O B u l l e t i n Circulation 7,600 Volume 40, Number 1, SEPTEMBER/OCTOBER 2016 The newsletter of the Teachers Association of Baltimore County, an affiliate of the Maryland State Education Association and the National Education Association Teachers Association of Baltimore County 305 East Joppa Road Towson, Maryland 21286-3252 President: Abby Beytin Vice President: John Redmond-Palmer Treasurer: John R. Wilkins Secretary: Lora Zerrlaut Board of Directors: District I ~ Nicole Caple, Jane Sacks, Seth I. Rich District II ~ Amber Gaede, Vernon Fains, Cindy Sexton District III ~ Lisa Norrington, Roxann Russo, Frank Soda Bulletin Editor: Angela Leitzer bookends68@comcast.net The Bulletin is published bi-monthly during the school year. Your suggestions and letters to the editor are welcomed. Publication of submitted materials is subject to approval, editing, and/or space availability. Names will be withheld upon request. 6 3
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