Published by the TENNESSEE EDUCATION ASSOCIATION November 2012 Vol. 44, No. 4 www.teateachers.org

NEA RA Election Information

page 10

TEA Members Honored as Tennessee’s Top

Educators page 5

Allyson ChickTennessee Teacher of the Year

Jane WinterTennessee Principal of the Year

Insert: Evaluation Resource for Teachers

teach (USPS 742-450, ISSN 15382907) is pub-lished in August, September, October, Nov/Dec, Jan/Feb, March/April, and May by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodical postagepaid at Nashville, TN. The subscription price of $3.65 isallocated from annual membership dues of $258.00 for active members; $129.00 for associate, education support and staff members; $16.00 for retired mem-bers; and $10.00 for student members. Member of State Education Editors (SEE).

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MANAGING EDITOR: Alexei Smirnov asmirnov@tea.nea.org

ASSISTANT EXECUTIVE DIRECTOR: Carol K. SchmoockPUBLISHER: Alphonso C. Mance

Tennessee Education Association801 Second Avenue NorthNashville, TN 37201-1099

Telephone: (615)242-8392, Toll Free: (800)342-8367, (800)342-8262

Fax: (615)259-4581Website: www.teateachers.org

BOARD OF DIRECTORS PRESIDENT: Gera Summerford* (800)342-8367VICE PRESIDENT: Barbara Gray* (901)353-8590SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392DISTRICT 1 Leisa Lusk* (423)928-6819DISTRICT 2 Lauren McCarty (865)385-3220DISTRICT 3 Karen Starr (423)628-2701DISTRICT 4 Tanya Coats* (865)637-7494DISTRICT 5 Michael Plumley (423)479-8228DISTRICT 6 Scott Price (931)455-7198DISTRICT 7 Allen Nichols* (615)653-6501DISTRICT 8 Kawanda Braxton (615)554-6286DISTRICT 9 Theresa L. Wagner (270)776-1467DISTRICT 10 Guy Stanley (615)384-2983DISTRICT 11 Wendy R. Bowers (731)645-8595DISTRICT 12 Suzie May (731)779-9329 DISTRICT 13 Ernestine King (901)590-8188DISTRICT 14 Sarah Kennedy-Harper (901)416-4582 DISTRICT 15 Tom Emens (901)277-0578 ADMINISTRATOR EAST Johnny Henry (865)509-4829ADMINISTRATOR MIDDLE Julie Hopkins (615)569-5742ADMINISTRATOR WEST Charles Green (901)624-6186HIGHER EDUCATION Clinton Smith (901)230-4914BLACK CLASSROOM TEACHER EAST Paula Hancock (865)694-1691BLACK CLASSROOM TEACHER MIDDLE Kenneth Martin (615)876-1948BLACK CLASSROOM TEACHER WEST LaVerne Dickerson (901)416-7122STATE SPECIAL SCHOOLS VacancyESP Christine Denton (931)647-8962TN NEA DIRECTOR Melanie Buchanan (615)305-2214TN NEA DIRECTOR Diccie Smith (901)482-0627TN NEA DIRECTOR Diane Lillard* (423)478-8827STEA MEMBER Marilauren Anderson (731)478-5106TN RETIRED Gerald Lillard (423)473-9400NEW TEACHER Candra Clariette (615)506-3493* Executive Committee

TEA HEADQUARTERS STAFFEXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE DIRECTOR, Terrance Gibson ; Mitchell Johnson; Carol K. Schmoock; TEA GENERAL COUNSEL; Rick Colbert; MANAGER OF BUSINESS AFFAIRS: Stephanie Faulkner; INFORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen Riggs; MANAGER OF LEGAL SERVICES: Steve McCloud; STAFF ATTORNEYS: Katherine Curlee, Virginia A. McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters; GOVERNMENT RELATIONS COORDINATOR: Antoinette Lee; WEB MASTER & COMMUNICATIONS COORDINATOR: Amanda Chaney; MANAGING EDITOR & COMMUNICATIONS COORDINATOR: Alexei Smirnov; RESEARCH & INFORMATION COORDINATOR: Melissa Brown; INSTRUCTION & PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton, Chelsea McKissack; COORDINATOR OF MEMBERSHIP & AFFILIATE RELATIONS: Duran Williams.

UniServ Staff contact informationcan be found on page 12 or by scannig

the Quick Response code below.

Gera Summerford, President

At this time of year we take time to appreciate the many things for which we can be thankful.

I recently had the good fortune to visit a school in middle Tennessee that could be a model for all of us. The school was celebrating its 25th anniversary and the principal and staff had planned a special celebration for the students and community.

The kids coming into the gym were all wearing school colors, a slide show of school history was presented and cake was provided for all (though the children had to wait until lunch time for theirs)!

It was clear to me that the theme of the celebration had been the focus of this school’s activities for some time. Student work was displayed everywhere throughout the building

and it was all connected to the 25th anniversary celebration. Kindergartners had produced creative representations of the number 25; fourth graders had done a research project on 25 years of culture; second graders had illustrated math skills to calculate what year the school had started or what year it will celebrate its 50th. A former student made a commemorative quilt and a former teacher made benches from some oak trees that had once stood on the property.

Two things became obvious as I walked through the building: learning is relevant and connected to life outside school, and the entire school community shares responsibility for educating its students.

In the front foyer the walls are covered with photos accompanied by “commitment” cards. Parents, teachers, bus drivers, cafeteria staff, custodians and teacher assistants had all written their responses to “What will I do to promote student success in this school?” This was the most inspiring display of all. Imagine what public education can be when everyone makes a commitment to work together for every child’s success.

Creating such a school environment requires exemplary leadership. It happens when education leaders inspire all of us to embrace a shared responsibility, rather than pointing at some of us to take the blame. It happens when we trust one another to have the best intentions, rather than suspect each other of not doing enough. And it happens when people feel empowered to make a difference, rather than fearful for their jobs.

Every school in our state has the potential to be a model school. Just as teachers provide support and encouragement to students, so must school leaders support and encourage teachers to do their best and reach their goals. When we recognize the importance of shared commitments and responsibility, we provide the best opportunities for our students’ growth and success.

I’m so thankful for tens of thousands of dedicated professionals in Tennessee who choose to educate our children. May we all share the commitment, passion and responsibility for this important work!

wearing school colors, a slide show of school history was presented and cake was provided for all (though the children had to wait until lunch time for theirs)!

celebration had been the focus of this school’s activities for some time. Student work was displayed everywhere throughout the building

Al Mance, Executive Director

Professional teachers who are passionate about all things that help them be effective are Tennessee’s best hope for establishing a world class education. These teachers also hold in disdain the policies, practices and lack of resources that detract from their effectiveness and their efforts to get better. They seek the highest achievement possible

for every student by using the best that is known about teaching and learning. This passion fuels their lives.

Passion is wasted, however, without action. Teachers and public schools have achieved success over the years primarily through the action of a critical mass of educators and public education supporters in pursuit of student success. If we are not alert and consistently engaged, opportunities to achieve academic excellence elude us.

We are living through a period of distraction from effective education policy. Teachers are being evaluated through a system they do not respect and do not believe effectively measures their teaching. Human resource decisions such as tenure, performance pay, transfers and dismissal are being made based on those evaluations. Thus, the results of a seriously flawed evaluation system affect the most important decisions made in public schools.

The state is moving closer to mandating performance-based pay. We anticipate bills to create a voucher system, allow the state to approve charter schools in local school systems, allow parents to force the restructuring of schools and expand the use of virtual schools to be introduced during the upcoming legislative session. None of these measures will do anything to improve teaching and learning in Tennessee.

If you believe teaching is the key to the future for Tennessee’s boys and girls, you must be willing to fight for it.

Pressure through collective action is the core of TEA’s strategy. This can be more powerful than negotiations. It requires a critical mass of educators and allies to join together and speak with one voice. It relies upon the passion of professional teachers, open communication, free exchange of ideas and a willingness to speak truth to power. It requires living with purpose.

Before there was a negotiations law, TEA achieved job security through tenure, retirement benefits for teachers, salary increases, the TEA Code of Ethics and class size limits. Even after the professional negotiations act passed, we still depended upon political action to achieve duty-free lunch, duty-free planning time, state-sponsored health insurance and salary increases.

The stakes are higher than ever for public education, teachers and students. It is my fervent hope that you will have the courage to continue to pursue your passion for teaching through collective action. The future of American democracy is in your heart and hands.

It has been my honor to serve you for the past 29 years. I am appreciative beyond measure. You count.

“A free society cannot avoid an element of risk. It will search in vain for absolute security. It is

based on the assumption that people can be trusted to be free; that a majority of them will not in

the long run persist in acting to their own disadvantage; that, given freedom to think, to act, and to

influence each other, they will . . . do better for themselves than if their direction were entrusted to

a few, however wise, not subject to popular control. This is the traditional faith at the heart of our

political society.”

-American Association of University Professors, Spring 1951

Final Thoughts: Public School Teachers Must Live With Purpose

about teaching and learning. This passion fuels their lives.

Teachers and public schools have achieved success over the years primarily through the action of a critical mass of educators and public education supporters in pursuit of student success. If we are not alert and consistently engaged, opportunities to achieve academic excellence elude us.

Every Tennessee School Can Be a Model School

Speaking out with you

2 November 2012

3 www.teateachers.org

By Amanda Chaney“Breakfast is the most important meal of the day.” Parents

have been using that line on children for generations, but unfortunately, many students across the country are missing out on this important start to their day.

With the help of the NEA Health Information Network (NEA HIN) and Partners for Breakfast in the Classroom, Knox County Schools have increased its school breakfast program from five to 22 schools across the district.

Knox County recently celebrated the expansion of Breakfast in the Classroom with a school assembly at Mooreland Heights Elementary. Students heard from participating partners about the importance of breakfast and also enjoyed a live performance from the band Spencer’s Own.

“When KCEA was first approached about partnering with the Breakfast in the Classroom program, I asked two questions: ‘Is this a good thing for Knox County students?’ and ‘Is this good for Knox County teachers?’” said Sherry Morgan, Knox County EA president. “I received a resounding yes on both questions.”

The Breakfast in the Classroom program takes the traditional school breakfast and improves it by moving it into the classroom. With this program, breakfast is available to all students regardless of family income level. Children are now able to eat a nutritious meal together in the classroom while the teacher takes attendance, collects homework or teaches a short lesson.

“In addition to providing a healthy meal, the program also

eliminates the chaos of the cafeteria in the morning,” Morgan said. “Students now start their day in the calm environment of their classroom. This environment shift leaves students focused and ready to learn.”

According to recent studies, children who eat breakfast at school show improvement in their concentration, alertness, comprehension, memory and learning. Participating in school breakfast also is associated with improved math grades, attendance and punctuality.

Once the program was approved for Knox County, KCEA and NEA HIN got to work last spring training teachers about Breakfast in the Classroom.

“The teachers’ buy-in is a huge part of making the program a success,” said Morgan. “Teachers understand how important a good breakfast is for students. This program gives teachers the peace of mind in knowing that their class is prepared and ready to learn.”

Knox County is the second school district in the state to receive grant funding for the program. Memphis City Schools was one of five inaugural districts that implemented the Breakfast in the Classroom program in the 2010-2011 school year.

The Partners for Breakfast in the Classroom include the Food Research and Action Center, the National Association of Elementary School Principals Foundation, the National Education Association Health Information Network, and the School Nutrition Foundation. Breakfast in the Classroom is funded by the Walmart Foundation.

“In addition to providing a healthy meal, the program also eliminates the chaos of the cafeteria in the morning. Students now start their day in the calm environment of their classroom.” Sherry Morgan, Knox Co. EA president

By Amanda Chaney eliminates the chaos of the cafeteria in the morning,” Morgan

‘Breakfast in the Classroom’ A Win-Win for Students, Parents and Teachers

Spencer’s Own performed at the “Breakfast in the Classroom” celebration.

4 November 2012

Price is right—Coffee Co. EA member Scott Price (above) works the phones with friends and colleagues (right) during his fall campaign for State House. While Price lost his race against imcumbent Republican Judd Matheny, he will run again and encourages more TEA members to seek public office.

Election Shapes Political Landscape for Two YearsTwo TEA members elected to General Assembly

Two TEA members will be among the 99 members of the Tennessee House of Representatives when the General Assembly convenes in January. Voters in Knox County elected Gloria Johnson, a special education teacher at Richard Yoakley Alternative School, to her first term representing Tennessee’s District 13. Voters in Shelby County returned Jim Coley, a social studies teacher at Bolton High School, to his District 97 seat.

More than one-third of the members of the new Tennessee House of Representatives were supported by the Tennessee Education Association Fund for Children and Public Education in their election bids this year. In addition, Senators Doug Overbey (District 2) and Jim Kyle (District 30) had the support of TEA FCPE in their successful races to return to the Senate in newly drawn districts.

“While the November election significantly expanded Republican majorities in the Tennessee General Assembly by giving them a supermajority in both the Senate and House, the election of 36 TEA FCPE-supported candidates—along with the election of some new legislators who will hopefully join the ranks of public education supporters—can provide a base on which to build a public education-friendly majority,” notes Jerry Winters, TEA manager of government relations.

While not all education issues are decided strictly on party lines, several legislative challenges lie ahead for public education and public school employees in 2013. Over the past two years, many attacks on education occurred, including: repealing professional negotiations; weakening teacher tenure; implementing a flawed evaluation system; and removing elected representatives from the state retirement board.

“With the changing political dynamics, TEA members should anticipate that 2013 will see more attempts to weaken teacher rights, drain funding from public schools, and move toward further privatization in K-12 education,” warns Winters. Some legislators have already stated that they will push for vouchers for private schools, state-authorized charter schools, and elimination of the state salary schedule to promote merit pay schemes.

TEA as an association—and TEA members individually—are developing plans to effectively move forward with a positive legislative agenda for public schools in 2013 and beyond. To remain a strong voice on Capitol Hill, TEA staff and members will: Work quickly to establish a productive relationship with all legislators

(particularly those who are newly elected) to allow for a continuing dialogue as education issues are discussed. Reach across political party lines to forge “education friendly”

majorities. Public education should not be a Democratic or Republican issue. Expand our influence by forging coalitions with other public

education stakeholders, including school board members and administrators, particularly on issues such as vouchers and charter school expansion. Reach out to parents as partners and stakeholders in the education

debate as their child’s future often depends on decisions made in Nashville. Engage more TEA members in the legislative process. Our members

are not only education employees, they are constituents and taxpayers who deserve to have their voices heard.

With many challenges ahead, TEA will remain a strong voice on Capitol Hill. The future of our state and nation depends on strong public schools. While there are undoubtedly tough legislative battles ahead, public education is worth the fight. For our children and our future, it is a battle we cannot afford to lose!

5 www.teateachers.org

TEA members are the best and brightest educators in the state. So, it came as no surprise to us that the Department of Education honored five of our members at their annual Tennessee Teacher of the Year and Principal of the Year banquets.

Allyson Chick, a second and third grade teacher from Richland Elementary School in Memphis, was named the Tennessee Teacher of the Year and the finalist for the West Grand Division. Chick is a former TEA board member and local leader.

TEA members Mary Pitner, a third grade teacher at Learning Way Elementary School in Bedford County, and Renda Crowe, a theater teacher at William Blount High School in Blount County, were recognized as Teacher of the Year Grand Division winners for Middle and East Tennessee, respectively.

Jane Winter, the principal of Minglewood Elementary School in Clarksville/Montgomery County

Allyson Chick is Tennessee Teacher of the Year and Grand Division winner for West Tennessee.

Mary Pitner was named the Teacher of the Year Grand Division winner for Middle Tennessee.

Schools, was named the Tennessee Principal of the Year and Grand Division finalist for Middle Tennessee. Winter has been a member of TEA for 15 years.

TEA member Frederick Malone was honored as the Principal of the Year Grand Division finalist for West Tennessee. Malone is the principal of Bellevue Middle School in Memphis City Schools.

Among them, these outstanding educators have a combined 63 years of TEA membership.

Crowe said while she was humbled by the honor, she was proud to represent Blount Co. EA and her colleagues, many of whom are more stretched than ever before.

“I’m happy to represent my education association and the teachers of Tennessee. I’m going to continue to encourage colleagues to take pride in our association,” Crowe said.

Please join us in celebrating the successes of these five members. TEA is truly honored to represent Tennessee’s talented, caring and committed educators.

Jane Winter is Tennessee Principal of the Year and Grand Division winner for Middle Tennessee.

If you believe that excellence in education is both an art and a science that cannot be reduced to a number, the Tennessee Education Association invites you to find out how you can recognize TEA members at all levels of service and experience through the Distinguished Educator Awards Program.

Every year, TEA honors educators who inspire students, parents, colleagues and the community through their talents, leadership and service.

This year, all award winners will receive a significant technological gift which they will find useful both in the classroom and at home.

Awards will be issued in the following categories:

• Distinguished Classroom Teacher Awards (9) – All grades with three awards from each grand division of the state;

• Distinguished Education Support Professional Award (1)—Any classified educator;

• Distinguished Administrator Awards (3)—One administrator from each grand division;

• Distinguished Higher Education Faculty Member (1)—One faculty member whose primary assignment is at the college or university level;

• Distinguished New Teacher Awards (3)—Honors educators with five or fewer years of service in the following categories; grades P-K-4, grades 5-8, and grades 9-12.

The deadline for all the distinguished educator award categories is February 15, 2013.

More details and nomination forms are available in the Scholarships, Awards and Grants section at www.teateachers.org.

Wanted: Distinguished Educator Award Nominees

State Honors Five Members with Highest Awards

Renda Crowe was named the Teacher of the Year Grand Division winner for East Tennessee.

Frederick Malone was named the Principal of the Year Grand Division winner for West Tennessee.

Photos from by the State of Tennessee

6 November 2012

Looking for BalanceTEA members take measure of the evaluation system

TEA members on the Tennessee Evaluation Advisory Committee made recommendation after recommendation in 2010 and 2011 to ensure that the teacher and principal evaluation system in Tennessee would be a fair process, benefiting students and faculty alike. Now, looking back at the evaluation model’s first year, they say the state would have done well to implement more of their recommendations.

According to the minutes from the January 13, 2011, TEAC meeting, educators pushed for an in-depth review for the evaluation system prior to its rollout. Jimmy Bailey, then principal of Arlington International Leadership Magnet School in Jackson-Madison and a longtime TEA member, asked whether TEAC would review policy recommendations made to the State Board of Education during prior months. Bailey believed such review was necessary, observing that certain recommendations, such as evaluating every teacher in every building, were proving more challenging than expected.

Almost two years after that meeting, Jill Levine, principal at Normal Park Museum Magnet in Chattanooga and member of Hamilton Co. EA, has mixed feelings about the final product and the way it was rolled out across the state.

“We made recommendations,” she says. “But there’s a big difference between making recommendations and the end result.”

Of course, there are many positive aspects of the new evaluation system, such as having principals in classrooms giving immediate feedback to teachers. But the negatives are also evident.

Take, for instance, the rush and confusion surrounding the system’s implementation. Several teachers and TEAC members interviewed about Tennessee’s evaluation model question why our state chose to forego a statewide full-year pilot, instead putting a raw system in place while it was still being tweaked. Many teachers and administrators have compared it to “fixing a plane in mid-air.”

Such comparisons are not lost on Levine, who says TEAC members did not see the actual evaluation model until the last 15 minutes of the final TEAC meeting. “Then our committee was disbanded,” she says. “We received a nice letter from the governor, but we never had a follow-up meeting.”

A year ago, Carter Co. Teachers Association member and TEAC panelist Kenny Lou Heaton expected recommendations made by TEAC to work very well. “I have always been of the personal belief that teachers, just like the students we face each day,

will rise to the occasion and reach for the ‘bar’ when it is raised.” As a teacher at Cloudland High School, Heaton was concerned that some

administrators would not understand the rubric and the procedure in order to do a fair observation of their teachers.

“I had reports from teachers in my system who felt they were evaluated unfairly,” she says. “Some were told by administration that no one would be a ‘five.’ That bothered a lot of teachers, especially in a system where, in another school, there was a composite score of ‘five.’”

Heaton cautions against such treatment of teachers because they will learn that no matter how well they perform, they will never be good enough.

“There was also concern that protocol was not always followed with post-conferences,” Heaton says. “Teachers complained that their observation reports were shared with other people. You’re always going to have people who won’t follow the rules.”

After she moved to become an academic principal at Hampton High School, Heaton says her scores “were left dangling” and she never received a composite score from her prior job. She contacted the State Department of Education about the issue, but did not receive a response, which perplexed her even more.

“I don’t know on which end [the system failed],” Heaton says. “It wasn’t just for me; it was for the entire faculty. When we schedule observations for this year, the number required is based on the composite score from last year. As a result, many people, me included, don’t know where we fall. We know our final score from the observations, but there was no composite score because the final data from the 15 percent was never entered.”

Because Heaton is in a different position this year, having moved from a classroom to the principal’s office, her situation is not as precarious as that of her former colleagues.

Heaton strongly believes that there should have been a trial year for the evaluation system. Heaton says that most evaluation training teachers received during the past year was inadequate.

“This summer I went through the training to become an evaluator,” she says. “Teachers would have done well to have had some practice time before the scores were official.”

Carter County schools currently use the state evaluation model, but Heaton

7 www.teateachers.org

Martin Luther King, Jr.Award

Ellison S. OnizukaAward

Carter G. WoodsonAward

César ChávezAward

Applegate-DorrosAward

NEA Human and Civil Rights

that Honor Human and Civil Rights Champions!

Help us keep the American Teachers Association legacy alive!Identify and nominate exemplary individuals, organizations, and affiliates to celebrate at the

2013 NEA Human and Civil Rights Awards Dinner.

Deadline for submission:Postmarked by December 10, 2012

The nomination forms and step-by-step instructions are available online interactively at

www.nea.org/hcrawards

For nomination forms or questions, contact Sabrina Tines, 202-822-7709

satines@nea.org

Virginia UribeAward

Rosena J. WillisAward

H. Councill TrenholmAward

George I. SánchezAward

Leo ReanoAward

Mary Hatwood FutrellAward

08.12.13531.KC

2013 Nominations for the

HCR Awards

Reg WeaverAward

2013 Nominations for the

HCR Awards

What do you think about

the evaluation process?

Take confi dential survey @

www.teateachers.org

wishes they could afford to buy the one used in Hamilton County dubbed Project COACH, which is based on the work of Kim Marshall, education consultant and author of Rethinking Teacher Supervision and Evaluation.

“That would be so much better,” she says. “With Project COACH, you actually catch teachers teaching.”

Heaton says while the teacher is an important factor in child’s learning, when it comes to teacher evaluation one must also take into consideration what the students are doing, how they are assimilating, sharing and collaborating on a project.

“We love Project COACH,” Levine says. “There’s no paper, it’s all electronic. The focus is on the instruction.”

Levine says Hamilton County is in year three of using Project COACH, which was developed with the involvement of Hamilton Co. EA. The evaluation model has been well-received by principals and teachers, in part because its first year was a trial run.

A busy principal overseeing two campuses, Levine jets between classrooms with her iPad, pushed to conduct eight evaluations of every teacher in a given school year. All evaluations are unannounced, which Levine says relieves teachers from having to put on a special lesson plan for announced visits, which are required under the state model.

“With Project COACH, we’re just looking at the quality of instruction. When we first piloted it, it was optional. When we created [the rubric], we worked with people from our local union, with teachers and principals. We all wrote the model together. It was such a great example of working with the teachers’ union.”

Another advantage of Hamilton County’s evaluation model is in using a four-point scale, which Levine says forces principals to make tough decisions. She recommended this approach during TEAC meetings, and had some support, but the Department of Education ultimately went with a five-point evaluation scale for teachers statewide.

Even so, despite the time crunch surrounding the evaluation system’s rollout statewide, Levine finds a lot to be thankful for in the new system. “Here’s what I think is great: every teacher is evaluated every year,” she says. “Principals are required to have more face-to-face conversations with teachers. They are in the classrooms more. Teachers are getting feedback, and are more focused on the quality of teaching. Only good things can come from that.”

At the end of the day, Levine says good teachers tend to get frustrated when their colleagues aren’t doing their part.

“When the principal is going into every classroom, it elevates the quality of teaching,” she says. “When I as a principal go into every classroom and see great teaching, I benefit from that, too.”

Fifteen percent of Levine’s own evaluation as a principal is tied to the quality of the evaluations she performs. Recently, Levine’s supervisor came to Normal Park to watch as Levine conducted observations, and stayed for Levine’s three post-observation conferences with teachers.

“This is the first time I was observed by a supervisor, in my eleventh year as a principal,” Levine says.

While some of the teachers’ egos have been bruised (and some of them – justly so), Heaton and others believe that the old evaluation model did not point out the weaknesses in teaching. “With the old model, nobody really did a bad job,” Heaton says.

Still, Heaton is concerned for teachers unfortunate enough to teach low-functioning students, which is likely to cause their value-added score to be below three, putting any plans for tenure on hold.

“When the state department does the math, and student value-added scores bring you down, that’s discouraging for teachers,” Heaton says.

Levine agrees that the 50 percent of the evaluation based on student achievement was “really tough for the TEAC.”

“There are so many teachers without their own value-added data,” she says. “It’s not appropriate to assess music in kindergarten with a standardized test. It would be fairer for the school-wide data to be their value-added. It’s a tough call, but I don’t think there’s a great solution for that one.”

Overall, TEA members on the TEAC panel say it fulfilled its charge. As Heaton put it, “I was reminded many times that we were there to make recommendations, not policy, and I sincerely appreciate the opportunity to represent my colleagues.”

8 November 2012

9 www.teateachers.org

Mark your calendar and make plans to join your colleagues at the 17th Annual Spring Symposium on April 5-6, 2013, at the Park Vista Hotel in Gatlinburg.

This teaching and learning symposium offers TEA members an unparalleled opportunity to hone their teaching skills while enjoying springtime in the Great Smoky Mountains. Symposium attendees may earn up to 8 hours of professional development credit during the weekend depending on the number of events and sessions they attend.

Attendees will learn about new education apps they can use in the classroom, bringing science and agriculture into the classroom, new information about Common Core and best practices, using technology in the classroom, as well as economic literacy and retirement for educators.

This year’s keynote speaker, Manuel Scott, is the original freedom writer whose story is told in the Hollywood movie, Freedom Writers.

At the age of 14, Manuel dropped out of school and at one time was classified as an English as a Second Language student because of his poor grammar skills. He began using drugs and alcohol at age 16, but he managed to defy the odds and achieve greatness.

“I was once dismissed as unreachable and unteachable,” says Scott. “But something special happened, and I love sharing that message with others.” The high school dropout now holds degrees from the University of California at Berkeley and Trinity International University. He is currently working on his PhD in Chicago.

Stay tuned for further details regarding this dynamic conference on the TEA website: www.teateachers.org.

A family affair—TEA President Gera Summerford (left) welcomes the Simpson family at the Jefferson Co. EA sign-in table during the JCEA “Night at the Park.” JCEA vice president Melanie Simpson is pictured with her husband Steve, their youngest daughter Emma and her big sister Caroline. Steve, an assistant principal at East Knox County Elementary School, is a member of Knox Co. EA.TEA Spring Symposium

Looks to Inspire, EnergizeLook for your new TEA membership card in the mail

10 November 2012

Just when you thought the elections were behind us, it’s time to consider nominating a colleague or throwing your own hat in the ring for the 2013 National Education Association Representative Assembly in Atlanta, Ga., June 28-July 6, 2013. Nominees may submit pictures and biographical material for publication in the February issue of teach. (See Biographical Information in the third column.)

TEA urges minority educators to apply for delegate positions. TEA seeks at least 17 percent minority representation in its delegation, a goal we regularly exceed.

Nomination/election procedures

Category 1Two delegates are elected from

each of the 15 TEA Board districts. The delegates in each district must be classroom teachers, education support professionals or persons who serve in other non-supervisory positions.

The state nominating committee has submitted the following names: District 1: Leisa Lusk; District 2: Gera Summerford, Lauren McCarty; District 3: Karen Starr; District 4: Tanya T. Coats, Paula Hancock; District 5: Diane Lillard, Michael Plumley; District 6: Scott Price; District 7: Allen Nichols; District 8: Kawanda Braxton; District 9: Candra Clariette, Kenneth Martin, Theresa Wagner; District 10: Christine Denton, Guy Stanley; District 11: Wendy Bowers, Melanie Buchanan; District 12: Suzie May, Clinton Smith; District 13: Ernestine King, Diccie Smith; District 14: LaVerne Dickerson, Sarah Kennedy-Harper; District 15: Tom Emens. Additional nominations shall be by an affiliated local association or upon petition of 50 NEA members from the respective board district. Voting for delegates from each board district shall be restricted to the NEA members employed in that district.

Category 2Three supervisor/administrator/

retired NEA life member delegates are elected in a statewide vote. The state nominating committee has submitted the names of Barbara Gray, Charles Green, Johnny Henry and Margaret Thompson. Additional nominations shall be by an affiliated local association or upon petition of 50 NEA members.

DefinitionsAn NEA member is one who on

Jan. 15 is an active, education support professional or retired NEA life member. An active member is any person who is engaged in, or on a limited leave of absence from, professional education work or who is serving as an executive

officer of the association. Active members shall hold or shall be eligible to hold a baccalaureate or higher degree or the regular teaching, vocational or technical certificates required by their employment. Active membership is limited to persons who support the principles and goals of the association and maintain membership in the local and state affiliates where eligible.

An education support professional member is any employee of a school district, college or university or other institution devoted primarily to educational work who is not eligible for active membership.

A classroom teacher is any person who is certified, where required, and a major part of whose time is spent in direct contact with students or who performs allied work which results in placement of the person on a local salary schedule for teachers.

A supervisor and administrator is any person who has continuing authority to hire, evaluate, transfer, discipline, dismiss or otherwise direct employees or to officially recommend any of these actions.

A retired NEA life member is a retired NEA life member who holds membership in the Tennessee Retired Teachers Association (TRTA).

General InformationNominations

Nominations shall be made by a letter signed by a local association president and secretary reflecting the name of their association’s nominee or by a separate petition for each nominee containing 50 legible signatures of NEA members and the local association to which they belong.

It is suggested that each petition include a few extra signatures in the event a signature is challenged or is illegible.

Each petition shall carry the name, address, Social Security number and phone numbers (school and home) of the nominee, along with the name of the local association of which he/she is a member and the category for which he/she is being nominated. Nominees shall be added to the proper category in the order in which nominations are received at the TEA headquarters.

For retired NEA life members to be eligible to be a state delegate, they must be a member of the Tennessee Retired Teachers Association. In lieu of submitting nominations, the Board of Directors may function as a nominating committee for the purpose of nominating board members.

ElectionsThe appropriate number of nominees

receiving the largest number of votes in their respective categories shall be declared delegates. If the number of nominees for delegate positions is equal to or less than the number of positions to be filled, elections shall be waived, and the nominees declared elected to the delegate positions.

Successor delegatesSuccessor delegates shall be chosen in

the order of the number of votes received by those nominees within the appropriate category and district who were not elected delegates. Successor delegates outside districts in which fewer district delegates are elected than called for in this plan shall be assigned as delegates in those districts in the order of the number of votes received.

Deadline for nominationsAll nominations must be received at

TEA Headquarters, 801 Second Avenue North, Nashville, TN 37201-1099 by Jan. 2, 2013.

Biographical informationAll nominees are eligible to have

condensed biographical data printed in the Feb. teach. The deadline for receiving biographical materials is Jan. 2, 2013. Biographical information should contain no more than 75 words. A photograph may also be submitted. Information should be typed double-spaced with verbs, articles, prepositions, and conjunctions omitted. No abbreviations are acceptable except TEA, NEA and the abbreviation of the nominee’s local association. (Upon request, TEA will provide a form for listing biographical information.)

Total number of delegatesThis plan is based on a state

allocation of 46 delegates; three non-teacher (supervisor/administrator/retired NEA life member) and 43 non-supervisory (classroom teacher/education support professionals or persons who serve in other non-supervisory positions). If membership reports indicate that the number of non-teacher delegates must be revised, the number will be adjusted up or down, as appropriate.

If either membership figures or non-teacher delegate allocation requires that the number of non-supervisory delegates be revised, an adjustment will be made by adding or deleting a delegate position for as many board districts as necessary to achieve the proper allocation of delegates. Such adjustments will be made first in any board district not having its full allocation

of delegates nominated. Any additional adjustments will be made in the board districts whose turn it is according to the following rotation plan.

Order Board District number1........................................District 132........................................District 123........................................District 114........................................District 105........................................District 96........................................District 87........................................District 78........................................District 69........................................District 510.......................................District 411.......................................District 312.......................................District 213.......................................District 114.....................................District 1515.....................................District 14

The TEA Executive Director is responsible for maintaining the rotation records for use in determining which board district is in line for delegate adjustment when necessary.

ExpensesTEA provides expenses for delegates

according to policies adopted by the TEA Board of Directors and TEA Representative Assembly.

BallotsBallots are mailed to each local

association president prior to March 1. Each association shall distribute the ballots to the NEA members of that association. Marked ballots shall be collected and either counted by the local association or sent to TEA for tabulation. The local association’s tabulation of the votes cast by its NEA members or the untabulated ballots must be received at TEA headquarters no later than April 10.

Modification of procedureThe TEA President and Executive

Director are authorized to temporarily modify this procedure in order to comply with NEA requirements if time does not permit the suggested changes to be considered at the next regular board meeting.

Clustering of delegatesThe TEA Board of Directors has

established the following cluster procedures for the election of non-teacher delegates, NEA-Retired delegates and delegates from small associations (fewer than 75 members) to the NEA Representative Assembly.

Bio and Photo Deadline for Candidates: January 2, 2013TEA Announces NEA RA State Delegate Nomination Procedures

11 www.teateachers.org

Non-teacher delegatesA non-teacher is any person who has continuing

authority to hire, transfer, discipline, dismiss or otherwise direct employees or to officially recommend any of these actions. A statewide cluster of non-teacher members shall be established. The cluster shall be achieved by combining the number of non-teacher members of each eligible local association (those with fewer than 10 local delegates), according to the following guidelines:

The number of non-teacher members shall be subtracted from the total local association membership for purposes of local delegate allocation determination. The number of non-teacher members will not be subtracted from local association membership totals if it is determined, based on membership as of Jan. 15, that the subtraction would cause the allocation of local delegates to decrease. This provision may be waived if said local association does not send its full allocation of delegates.

Non-teacher members included in the cluster will not be allowed to vote in the election of their local association delegates; however, they will be eligible to vote in the election for state delegates to the NEA Representative Assembly.

A letter shall be sent to local association presidents informing them of the statewide cluster. A form will be included with the letter which is to be returned if a local association does not desire to participate. The deadline for returning the form is January 2.

The TEA Board of Directors serves as a nominating committee for the statewide cluster of non-teacher NEA delegates in the same manner that it does for NEA state delegates. Subsequent to the completion of the above process, nomination shall be by an affiliated local association or upon petition of 50 NEA members.

Nominations shall be received at the TEA office after Dec. 1, but no later than January 2.

Nominees are placed on the ballot in the order in which nominations are received at the TEA headquarters. The number of non-teacher delegates to be elected shall be based upon one delegate for each 150 non-teachers in the cluster.

Ballots are mailed to each non-teacher member in the cluster prior to March 1. Marked ballots must be received at TEA headquarters no later than April 10. If the number of nominees for delegate positions is equal to or less than the number of positions to be filled, elections shall be waived and the nominees declared elected as delegates.

The appropriate number of nominees receiving the largest number of votes shall be declared delegates. The TEA Executive Director is responsible for compiling election results and notifying non-teacher delegates of their election.

Successor non-teacher delegates are chosen in the order of the number of votes received by those nominees who were not elected delegates. The TEA is not responsible for any expenses of the clustered non-teacher NEA delegates, unless the person is a member of the TEA Board of Directors when elected.

NEA-Retired delegatesAllocation of NEA-Retired delegates is based

on NEA-R membership as of January 15. Only NEA-R members are eligible to nominate or serve as delegates. A letter shall be mailed to all NEA-R members no later than December 15 inviting them to submit a nomination for the allocated position(s). The nomination shall contain the name, address, phone number, and Social Security number of the nominee as well as the name and address of the NEA-R member making the nomination. Nominations must be postmarked no later than January 2.

Nominees are placed on the ballot in the order in which nominations are received at the Tennessee Retired Teachers Association office, 801 2nd Avenue North, Nashville, TN 37201-1099.

Ballots are mailed to each NEA-R member prior to March 1. Marked ballots must be received by the TRTA no later than April 10. If the number of nominees for delegate positions is equal to or less than the number of positions to be filled, elections shall be waived and the nominees declared elected to the delegate positions.

The appropriate number of nominees receiving the largest number of votes shall be declared delegates.

Successor delegates are chosen in the order of the number of votes received by those nominees who were not elected delegates.

The TRTA is responsible for compiling election results and notifying NEA-R delegates of their election.

The TRTA and TEA are not be responsible for any expenses of NEA-R delegates.

Small association delegatesA letter will be sent to each local education

association whose membership on January 15 (according to NEA membership records) contains fewer than 76 members. This letter will list the names, addresses and

phone numbers of the presidents of these local associations as well as the number of members in each association.

A local education association desiring to send a delegate initiates the cluster process by contacting the president of one or more local associations listed whose membership, when added to that of the local association initiating the cluster, totals at least 76.

Local associations desiring to cluster will be responsible for making their own arrangements regarding nominations, elections and finances. NEA’s requirements for election of delegates, which is mailed to local association presidents in October of each year, applies to clustered delegates.

TEA shall be provided the names of the delegates and the local associations involved in the cluster when the selection is made and will in turn file the appropriate form with NEA. Such form must be submitted to TEA no later than April 10.

Expenses of delegates elected through this cluster procedure are borne by the local associations involved in the cluster or by the clustered delegate.

Timeline for Electing DelegatesThe timeline for the allocation and election of

delegates to the NEA Representative Assembly in Atlanta, Ga., June 28-July 6, 2013:

January 2 — Deadline for receiving state delegate nominations (except student members), candidates’ photographs and biographical information for publication in teach.

January 15 — Date on which the number of NEA delegates is established based on the number of membership applications on file with NEA.

February 15 — NEA sends report forms containing delegate allocations based on membership figures as of January 15 (March 15 for student members) to all affiliates.

March 1 — Latest date to mail state ballots to presidents for distribution to members. (Ballots will be mailed earlier if possible.) Instructions for voting procedures are also mailed.

April 10 — Local affiliates send local delegate and successor delegate report forms to TEA office.

May 15 — Deadline for TEA to certify state election results to NEA and deadline for forwarding to NEA the delegate report forms for all elected local and state delegates and successor delegates to the NEA Representative Assembly.

May 15 — Deadline for filing with NEA. Report forms for delegates and successor delegates representing student, higher education, retired, and educational support members are due.

June 1 — Based on review of delegate report forms submitted by May 15, NEA Credentials Committee issues credentials or notifies affiliates of reason for withholding credentials.

June 5 — NEA sends credentials and registration packets to delegates.

12 November 2012

Need information, services?Tennessee Education Association

801 Second Avenue N., Nashville, TN 37201-1099

(615) 242-8392, (800) 342-8367, FAX (615) 259-4581

UniServ CoordinatorsDistrict 1 — Harry Farthing, P.O. Box 298, Elizabethton,

TN 37644; phone: (423)262-8035, fax: (423)262-8053;

Assns: Carter, Hancock, Hawkins, Johnson, Sullivan. District 2 — Jennifer Gaby, P.O. Box 70, Afton, TN

37616; (423)234-0700, fax: (423)234-0708; Assns: Cocke, Greene, Unicoi, Washington, Johnson City. District 3 — Tina Parlier, P.O. Box 74, Corryton, TN 37721; (865)688-

1175, fax: (865)688-5188; Assns: Claiborne, Grainger, Hamblen, Jefferson, Sevier, Union. District 4 — Jon White, Knox County Education Association, 2411 Magnolia

Ave., Knoxville, TN 37917-8289; (865)522-9793, fax:

(865)522-9866; Assns: Knox, TSD. District 5— Jason White, P.O. Box 5502, Oak Ridge, TN 37831; (615)521-

1333, fax: (865)200-5254; Assns: Anderson, Campbell, Blount, Morgan, Scott. District 6 — Jim Jordan, P.O. Box

4878, Cleveland, TN 37320; phone/fax: (423)472-3315;

Assns: Rhea, Roane, Meigs, McMinn, Monroe, Loudon, Bradley, Polk. District 7 — Theresa Turner, 4655

Shallowford Rd., Chattanooga, TN 37411; (423)485-9535,

fax: (423)485-9512; Assns: Hamilton County. District 8 — Jeff Garrett, P.O. Box 1202, Lebanon, TN 37088;

(615)630-2605, fax: (855)320-8755; Assns: Coffee, Cannon, Bledsoe, Franklin, Grundy, Manchester City, Marion, Sequatchie, Tullahoma City, Van Buren, White, Warren. District 9 — Shannon Bain, 1001 Rhett Place,

Lebanon, TN 37087; phone: (615)547-7769, fax: (855)715-

0824; Assns: Clay, Cumberland, DeKalb, Fentress, Jackson, Macon, Overton, Pickett, Putnam, Smith, Trousdale. District 10 — Jackie Pope, 2326 Valley Grove

Dr., Murfreesboro, TN 37128; (615) 898-1060, fax: (615)

898-1099; Assns: Bedford, Marshall, Moore, Williamson. District 11 — Susan Young, P.O. Box 422, Madison,

TN 37116-0422; phone: (615)865-9700, fax: (615)865-

9701; Assns: Rutherford, Sumner. District 12 — Cheryl Richardson-Bradley, 801 Second Avenue North,

Nashville, TN 37201; (615)630-2601, fax: (888)519-4879;

Assns: Cheatham, Dickson, Hickman, Wilson. District 13 — Forestine Cole, Ralph Smith, Metro Nashville, 531

Fairground Court, Nashville, TN 37211; (615)726-1499, fax:

(615)726-2501; Assns: Metro Nashville. District 14 — Rhonda Thompson, 801 Second Avenue North, Nashville,

TN 37201; phone: (615)242-8392, ext. 321, fax: (615)259-

4581; Assns: Clarksville-Montgomery, Robertson. District 15 — Miley Durham, P.O. Box 10, Lawrenceburg,

TN 38464; phone: (931)766-7874, fax: (913)762-9391;

Assns: Giles, Lawrence, Lincoln, Hardin, Lewis, Maury, Wayne. District 16 — Maria Uffelman, P.O. Box 99,

Cumberland City, TN 37050; phone: (931)827-3333, fax:

(931)827-3330; Assns: Benton, Carroll (West Carroll) Central, Henry, Stewart, Weakley, FTA, S.S.D. Decatur, Houston, Humphreys, Perry. District 17 — Lorrie Butler, P.O. Box 387, Henderson, TN 38340; (731)989-

4860, fax: (731)989-9254; Assns: Chester, Hardeman, Henderson, Jackson-Madison, McNairy. District 18 — Karla Carpenter, P.O. Box 177, Brunswick, TN 38014;

(901)590-2543, fax: (901)382-1433; Assns: Crockett, Dyer, Gibson, Haywood, Lake, Lauderdale, Obion, Tipton. District 19 — Zandra Foster, 3897 Homewood

Cove, Memphis, TN 38128; (901)377-9472, fax: (855)320-

8737; Assns: Fayette, Shelby. District 20 — Memphis Education Association — Ken Foster, Executive Director; MEA UniServ Directors: Susanne Jackson, Terri Jones, Tom Marchand, Herman Sawyer, MEA, 126

South Flicker Street, Memphis, TN 38104; (901)454-0966,

fax: (901)454-9979; Assn: Memphis.

www.teateachers.orgwww.nea.org

Scan this Quick Response code for UniServ contact information

While educational services are delivered at the local level, increasingly the power has shifted to state or national control. With the passage of No Child Left Behind (NCLB), the politics of education were nationalized to an unprecedented degree. A recently published report concludes the concept of local control “has all but disappeared” in discussions of education policy.

Democracy Left Behind: How Recent Education Reforms Undermine Local School Governance and Democratic Education, a report by Kenneth Howe and David Meens of the University of Colorado Boulder, examines the impact on democratic ideals of vanishing local control over education. The study reviews the

making of education policy as well as the decisions about what schools teach and how they teach it.

The authors suggest that many contemporary reforms “run afoul of democratic principles in several critical ways.”

While local discretion is allowed for how to comply with state and

federal mandates, the constraints imposed by those mandates have been enormous. Consequently, Howe and Meens contend, NCLB and its progeny have been fundamentally anti-democratic. The same is true of the reform policies advanced by President Obama and Education Secretary Duncan.

The authors warn that current reform approaches are marginalizing community involvement. “Democratic reform should involve local stakeholders, especially marginalized members of society, because inclusion is a democratic value that

increases not only the likelihood that policies will be just, but also the likelihood that reform will succeed,” Howe and Meens write. “Such inclusion also helps create the conditions in which all students can attain the democratic threshold.”

The authors conclude with a series of recommendations, urging schools and education policymakers to take three key steps.

1. Move away from a punitive model based on threats to withhold funding. This should be replaced by a participatory model, such as support and incentives for school employees, parents and community members to collaborate together to resolve educational problems.

2. Encourage states and local communities to adopt curriculum standards “that include a conscious and substantive focus on developing the deliberative skill and dispositions required of democratic citizenship.”

3. Curtail the privatization of public education resources. Instead, build up democratic values by holding schools receiving public funds accountable to the public through democratically elected school boards and other democratic institutions.

“If the future reauthorization of ESEA is to safeguard and strengthen democracy, it should make education for democracy a fundamental aim of public education,” according to the study.

Find Democracy Left Behind: How Recent Education Reforms Undermine Local School Governance and Democratic Education at http://www.greatlakescenter.org.

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Report: Federal Education PoliciesUndermine Democracy, Local Control

“Curtail privatization of public education resources. Instead, build up democratic values...”