April - Tennessee Education Association

Speaking out with you
Gera Summerford, President
“Fixing” Teachers is the Wrong Approach
Too many times in listening to teachers and other educators
across our state, I’ve heard “morale is at an all-time low.” Now a
national annual poll of teachers and parents confirms what we
already know. The MetLife Survey of the American Teacher finds
that job satisfaction among teachers is at its lowest in 22 years. The
number of teachers saying they are likely to leave the profession has
increased by 12 percentage points in only the
past two years.
Educators in Tennessee and across the nation
have been caught in a “perfect storm” in which
state governments rolled out numerous reform
efforts even while the struggling economy
contributed to fewer available resources.
We’re being told to raise standards, be more
accountable and increase student achievement
while school budgets are being cut and families
need more support. No wonder teacher morale is low! Indeed, the
survey reveals that 76 percent of teachers have witnessed decreases
in school budgets and 63 percent are seeing increased class sizes,
both within the past 12 months. More than one-third of teachers
say more children are coming to school hungry, which impedes their
learning, while at the same time technology and learning materials
are not kept up-to-date to meet student needs.
It’s amazing to me that anyone who cares about public education
could believe such
“Educators, like most
humans, respond best to
support, partnerships and
positive reinforcement.”
conditions will contribute
to improved student
achievement.
Teachers know what
will make schools better,
and the MetLife survey
confirms it. Educators,
like most humans, respond best to support, partnerships and positive
reinforcement. We do our best work when we are respected and
treated as professionals in the community, provided with appropriate
training and time to collaborate, and given opportunities to
influence education policy. Just like our students, we’re not likely to
perform well when our environment is insecure and punitive. Even
Wendy Kopp, founder of Teach for America, recognizes that teachers
must feel safe and respected if we are to provide the positive energy
and environment in which children thrive.
Policymakers who seem to think “fixing” teachers will raise
student performance have taken the wrong approach. Making
people feel powerless and inferior doesn’t motivate them to be more
productive and creative. Teachers and students alike will learn and
grow when offered opportunities to build trusting relationships and
strong collaborative teams, and when parents are engaged in the
school community.
It’s clear we’re not being given what we need. Rushing to reform
in a starved budget season has certainly created a poor climate for
school improvement. Individually and collectively, we must act on
what we know will truly make a difference. TEA teachers will stand
together for what is right and best for Tennessee’s children and public
schools.
Stay connected. Stay committed.
Al Mance, Executive Director
Teaching Well is What Matters Most
We have been so hemmed in by poor measurement of complex
performance, lock step “innovative programs” and Common Core
Standards that we are in danger of losing sight of the purposes of
public education. If we do, we also lose our freedom and limit the
future of our descendants. I am a firm believer in Henry Steele
Commager’s abiding purposes of public schools: 1) to provide an
enlightened citizenry, 2) to create national unity,
3) to Americanize immigrants and 4) to overcome
the divisive forces in society and advance
understanding and equality.
His first purpose requires that every
public school be dedicated to high academic
achievement and high expectations for all
students. We must persuade every family that
sends its sons and daughters to public schools
that they will come into a caring environment in
which teachers do everything within their power
to help them develop their gifts to the highest possible level. Further,
this will be accomplished in an environment where they also learn to
respect the varied gifts of their peers and their parents.
It is in this environment—with professional teachers who treat all
students equally yet differently according to their perceptions and
needs—in which our national unity grows and is sustained. In this
environment, American boys and girls learn so much about their peers
that forces which divide people in other countries are destroyed by
understanding.
This high quality public education is possible only if teachers
believe in its purposes so strongly that they will fight for their right to
teach as their training and experience dictates. It only works if those
who teach also fight for appropriate policies (including evaluation),
ongoing professional development, organizational structures,
materials, supplies and decision-making authority.
Without such commitment to principles and willingness to fight
for them, teaching is just another job and students are considered
successful if they fill in the appropriate blanks on a standardized test
answer sheet.
Students will and should be required to take tests. Sometimes they
may be required to take standardized “objective” tests. The quality,
intent and use of the resulting data is the key to their usefulness. If
the quality, intent and use are appropriate, few will fear taking them.
Ultimately, our deepest concern must be for the student who
emerges from our schools. We seek to provide the country with
Archibald MacLeish’s “inquiring, individual human mind.” He believed
America’s strength—our ability to face and master an ever-changing
future—is found there.
I participated in a workshop presented by Jill Pope, a teacher
at Maryville High School, recently. She shared her approaches to
teaching the Common Core Standards while inciting students to higher
order thinking and thinking for themselves. By the time the session
ended, my deep appreciation for the quality of public schools and
public school teachers was renewed.
In two months, we will be one year from the date when the 107th
General Assembly passed legislation to diminish teachers’ voices and
influence on the education of Tennessee’s youths. In November, you
will have an opportunity to help us to correct their errors. Join us.
You count.
teach (USPS 742-450, ISSN 15382907) is published
monthly (except for June, July and December) by the
Tennessee Education Association, 801 Second Avenue
North, Nashville TN 37201-1099. Periodical postage
paid at Nashville, TN. The subscription price of $3.65 is
allocated from annual membership dues of $254.00 for
active members; $127.00 for associate, education
support and staff members; $16.00 for retired members;
and $10.00 for student members. Member of
State Education Editors Conference (SEE).
Postmaster: Send address changes to teach,
801 Second Avenue North,
Nashville, TN 37201-1099.
MANAGING EDITOR: Alexei Smirnov
asmirnov@tea.nea.org
PUBLISHER: Alphonso C. Mance
MANAGER OF COMMUNICATIONS: A.L. Hayes
Tennessee Education Association
801 Second Avenue North
Nashville, TN 37201-1099
Telephone: (615)242-8392,
Toll Free: (800)342-8367, (800)342-8262
Fax: (615)259-4581
Website: www.teateachers.org
BOARD OF DIRECTORS
PRESIDENT: Gera Summerford* (800)342-8367
VICE PRESIDENT: Barbara Gray* (901)353-8590
SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392
DISTRICT 1 Leisa Lusk (423)928-6819
DISTRICT 2 Melinda Reese (423)587-2120
DISTRICT 3 Karen Starr (423)628-2701
DISTRICT 4 Tanya Coats (865)637-7494
DISTRICT 5 Sandy Smith (423)991-8856
DISTRICT 6 Beth Brown* (931)779-8016
DISTRICT 7 Bonnie T. Dixon (931)967-9949
DISTRICT 8 Kawanda Braxton (615)554-6286
DISTRICT 9 Erick Huth (615)973-5851
DISTRICT 10 Guy Stanley (615)384-2983
DISTRICT 11 Melanie Buchanan* (615)305-2214
DISTRICT 12 Debbie D’Angelo (731)247-3152
DISTRICT 13 Ernestine King (901)590-8188
DISTRICT 14 Sarah Kennedy-Harper (901)416-4582
DISTRICT 15 Stephanie Fitzgerald (901)872-4878
ADMINISTRATOR EAST Johnny Henry (865)509-4829
ADMINISTRATOR MIDDLE Margaret Thompson
(615)643-7823
ADMINISTRATOR WEST Charles Green (901)624-6186
HIGHER EDUCATION Derek Frisby (615)898-5881
BLACK CLASSROOM TEACHER EAST Paula Hancock
(865)694-1691
BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls
(615)230-8144
BLACK CLASSROOM TEACHER WEST LaVerne Dickerson*
(901)416-7122
STATE SPECIAL SCHOOLS Vacancy
ESP Christine Denton (931)647-8962
TN NEA DIRECTOR Stephen Henry* (615)519-5691
TN NEA DIRECTOR Diccie Smith (901)482-0627
TN NEA DIRECTOR Diane Lillard (423)478-8827
STEA MEMBER Caryce Gilmore (865)640-6590
TN RETIRED Gerald Lillard (423)478-8827
NEW TEACHER Candra Clariette (615)506-3493
* Executive Committee
TEA HEADQUARTERS STAFF
EXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE
DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST.
EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K.
Schmoock; TEA GENERAL COUNSEL; Vacancy; MAN-
AGER OF BUSINESS AFFAIRS: Stephanie Faulkner; IN-
FORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen
Riggs; MANAGER OF UNISERV & BARGAINING CO-
ORDINATOR: Donna Cotner; STAFF ATTORNEYS:
Tina Rose Camba, Katherine Curlee, Virginia A.
McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters;
GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER
OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER &
COMMUNICATIONS ASSISTANT: Amanda Chaney; MANAGING EDI-
TOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER
OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & IN-
FORMATION ASSISTANT: Susan Ogg; MANAGER FOR INSTRUCTION
& PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION
& PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton,
Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATE RELA-
TIONS: Duran Williams.
UniServ Staff contact information
can be found on page 12.
Protect Your Membership, Convert to Automatic Dues Pay
Legislators took away your right to bargain in 2011. What will they
try to take next? Your retirement? Your salary schedule? You can
help stop these injustices by protecting your TEA membership.
The legislature is attempting to limit and control Tennessee
educators’ free speech rights if they use payroll deductions for TEA
dues. There is a way to protect the rights and benefits of your membership in TEA
- sign up for TEA Automatic Dues Pay.
Automatic Dues Pay will automatically deduct your dues from your checking
account two times per month over the membership year. The conversion to
Automatic Dues Pay takes just minutes to complete and is safe and secure. This
simple and easy process allows you to be a continuing member of TEA without
interference, pressure or bullying from the legislature, local school board or the
Tennessee School Boards Association (TSBA).
Do not let the anti-public school bullies silence your voice or take away your
rights. Go to www.teateachers.org to convert your TEA membership today to
Automatic Dues Pay.
After you complete the conversion process, please contact your local
education association and let them know that you converted your dues to
Automatic Dues Pay.
If you have any questions about this conversion process, please contact
Duran Williams at TEA at (800) 342-8367, ext. 213.
Don’t let them silence you!
The Legislature is attempting to limit and control
Tennessee educators’ exercise to free speech rights
if they use payroll deductions for TEA dues.
There is a way to protect your rights and benefits
through your membership in the Tennessee
Education Association!
Sign up for
Safe. Secure. Easy to do!
All it takes is a voided check.
TEA Automatic
Dues Pay!
For more information call TEA at 800.342.8367 ext. 213 or visit www.teateachers.org
Safe and secure — Avoid paperwork and protect your voice as an educator by converting to
TEA Automatic Dues Pay. All you need is your member ID number. If you don’t have it, call TEA
Membership Coordinator Duran Williams at (800) 342-8367, ext. 213.
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