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30 Years of Professionalism 1975-2005 Vol. 27 No. 4 www.pageinc.org September/October 2005

OFFICERS CONTENTS President Ken Russell President-Elect FEATURES Anna Brown 4 Secretary 04 What’s Ahead for Georgia’s Schools Vickie Hammond by Lee Raudonis Treasurer Lamar Scott DIRECTORS DEPARTMENTS District 1 District 7 Tronya Fulcher Vickie Reed 02 From the President: A History Lesson District 2 District 8 Vickie Joiner Kathy Corwin 03 From the Executive Director: District 3 District 9 PAGE Teacher Academy Will Make a Difference Mary Carzoli Catherine Strickland District 4 District 10 10 Foundation News Tim Mullen Judy Teasley District 5 District 11 Scientific-Atlanta Donation David Brown Richard Thomas District 6 District 12 PAGE and PAGE Foundation Scholarships Awarded Mike Smith Raymechia Smith 10 My Favorite Teacher EDITORIAL STAFF FEA Summer Conference Editor Tim Callahan SPAGE Elects Statewide Officers Associate Editor Erica Driver Academic Bowl Kicks off 22nd Season Assistant Editor Lynn Varner 16 Professional Learning: NEW SOUTH PUBLISHING Professional Insights – President Larry Lebovitz Creating a Quality Volunteer Program Publisher John Hanna New Dates for PRAXIS Workshops Editor-in-Chief Riley McDermid Two Events, One Theme – Graphic Designer PAGE Summer Conference 21 Jack Simonetta Production Coordinator 30 Members In The News Mike Johnson Account Executive 30 PAGE Letters Treacy Gledhill Advertising/Sales 31 PAGE Planner (770) 650-1102, ext.128 NEWS & INFORMATION 23 2005-06 PAGE Legislative Priorties 24 PAGE Legal Team: Your Legal Team 32 2005 GAEL Conference

PAGE ONE magazine (ISSN 1523-6188) is mailed to all PAGE members, selected higher education units and other school-related professionals. Notice to Members An annual subscription is included in PAGE membership dues. A subscription for others is The articles published in each issue of PAGE ONE magazine rep- Contributions or gifts to the PAGE $10.00 annually. Periodicals postage paid at resent the views of the contributors and do not necessarily rep- Foundation are tax deductible as charita- Atlanta, Georgia, and additional mailing resent the views of PAGE, except where clearly stated. ble contributions for federal income tax offices. (USPS 017-347) Postmaster: Send You are invited to submit articles dealing with current educa- purposes. However, under other provi- address changes to PAGE ONE, P.O. Box 942270, tion issues. The editor reserves the right to determine the appro- sions of the IRS code, costs for PAGE lob- Atlanta, GA 31141-2270. priateness of articles for publication. Articles may be edited to bying activities on behalf of members are PAGE ONE magazine is published five times a meet space requirements. Georgia educators are encouraged to not deductible. PAGE estimates the nond- year (January, March, May, September and submit photographs for use as the cover for PAGE ONE maga- eductible portion of your 2004-2005 dues November) by New South Publishing, Inc.; 1303 zine and other photographs to illustrate story subjects. Send allocated to lobbying is .07 percent. Please Hightower Trail, Suite 101; Atlanta, GA 30350; manuscripts and photographs to: Tim Callahan, Editor, PAGE call the PAGE office at 1-800-334-6861 if 770-650-1102. Copyright ©2005 ONE magazine; PAGE; P.O. Box 942270; Atlanta, GA 31141-2270. you have questions.

September/October 2005 PAGE ONE 1 From The President | KEN RUSSELL

A History Lesson

As we all face nother year. Past successes. New oppor- the last two years, PAGE has developed a profes- this new year, tunities. New students-adapted strate- sional learning department with a phenomenal A gies. Mixed challenges. All of the above list of growth opportunities for all educators. remember you phrases roll across the mental teletype at this This year PAGE sponsored its first teacher acad- are a professional time of year. In many ways, this year is like emy and we watched these new teachers prove many others, but it’s also as fresh as the first year themselves as teacher-leaders ready to go back Georgia educator I began teaching. We all have to face these into their classrooms and train their students by touching the school years retrospectively. Perhaps the best example. future. You have lesson I have learned from my mentors and life What is even more exciting about the PAGE experiences is that attitude is mine to influence. story are the educators who made student learn- both blessing Whether positive or negative, it’s my call to han- ing and the quality of educational excellence their and promise dle my days and my year accordingly. It is one primary goal. Individual teachers from around lesson that I constantly have to remind myself the state have come together through PAGE, and at your fingertips. about when looking at that critter I see gazing their collective voice is creating change. Go and make back at me in the bathroom mirror at 5:30 a.m.! As a PAGE member, you are a part of these 30 it happen! On behalf of the 61,000 members of PAGE, I years of achievement. Thank you for the exam- welcome you to this year of adventure, of ple you set every day in your schools and com- opportunity, and yes, of the definite challenge munity. Let me also encourage you to stay in we all wake up to. In many ways PAGE is facing touch with the PAGE network. Get to know your this year with similar sentiments. It is celebrat- elected representatives and let them hear your ing its 30th anniversary as a professional educa- viewpoint frequently. tional organization. Finally, as we all face this new year, remember It’s a time to celebrate, but it’s an occasion to you are a professional Georgia educator touching realize potential as well. In 1975, several Georgia the future. You have both blessing and promise at educators faced with the loss of local control your fingertips. Go and make it happen! and facing demands to comply with forces from outside Georgia organized themselves into PAGE. Growth has been steady and has reflected competence and integrity. Through the various educational and social transitions of the past years, PAGE has remained the class act that takes the high road in educational concerns. In the past few years educators have had numerous demands placed upon them from all around. In many respects, it almost seems that we have more to do with less available resources. PAGE has represented those con- KEN RUSSELL cerns and has picked up the gauntlet to provide professional educators with a variety of educa- tional opportunities. PAGE features a topnotch legislative lobbying team that carries our grass roots legislative agenda into the Gold Dome. In

2 PAGE ONE September/October 2005 From The Executive Director | DR. ALLENE MAGILL

PAGE Teacher Academy Will Make a Difference

Teacher Academy and Teachers of the Year Leadership Institute – Two Newest PAGE Programs

articipants at this June’s Summer announcing soon will be the Teacher of the Our Professional Conference saw something that had Year Leadership Institute which will draw Learning Pnever before been seen at any PAGE con- upon the expertise and leadership of the ference or meeting. They saw the first cohort of state’s teachers of the year. Every year in sys- department is Teacher Academy participants presenting, in an tems across the state a teacher of the year is beginning to entertaining and multifaceted way, all that they named. We believe that this cadre of profes- had learned in this, their first year. sionals represents an outstanding group of realize the promise It was awe inspiring to see those young men teacher leaders who would benefit greatly we envisioned and women benefiting from the learning and from a systematic program that will bring when it was first insights that they achieved this year. They them together, encourage and inspire them enjoyed each other’s company and obviously and provide them with enhanced professional created. relished the fact that early in their professional knowledge and the opportunity to put that lives, someone had cared enough about them knowledge to use. PAGE Past-President Dr. and their future to shower this kind of attention Diane Ray has joined the staff in the position and resources on them. of assistant director for professional learning, It was an historic and meaningful moment and she will be developing this program. for PAGE. For the past few years we have The Teacher of the Year Leadership Institute been developing our Professional Learning will be an investment in these teachers that will department under the leadership of Dr. Edie empower them and provide them with learning Belden. The Teacher Academy has been among opportunities for leadership enabling them to the first initiatives undertaken, and all signs are become influential advocates for public educa- that it is a success. Our first cohort will be enter- tion in their communities. Through the use of ing the second year of work this school year, and national and international presenters the we will name the second “class” in September. Institute will help these gifted teachers enhance We have long known that an extremely high their focus on students and the quality of work percentage of new teachers leave the profession provided to them. They will learn to use tech- in their first five years. PAGE wants to address nology to disaggregate student data and this loss of professionals from our classrooms. improve instruction. Directed by Dr. Ann Stucke, assistant director for Our Professional Learning Department is research and professional learning, the academy beginning to realize the promise we envi- connects high-potential new teachers with sioned when it was first created. These are information, technology, teaching techniques busy and exciting times at PAGE as we and skills, and exemplary veteran teachers to move ahead with a full schedule of confer- help them overcome the challenges that over- ences and workshops in addition to the whelm new teachers. By preparing novice teach- Teacher Academy and the Teacher of the ers for the demands and realities of today’s class- Year Leadership Institute. Years ago the rooms, we believe they will be more effective in question was asked of PAGE: When you DR. ALLENE MAGILL the classroom, view teaching as a rewarding and become the largest teacher organization in long-term career, and assume leadership roles in the state, what will you do with that leader- creating a culture of change in the profession ship position? I believe we have begun to and in the schools in which they teach. answer that question. A second initiative that PAGE will be

September/October 2005 PAGE ONE 3 What’s Ahead for Georgia’s Schools? Educators Look at the Past, By Lee Raudonis In the last decade, public education in Georgia has undergone tremendous chal- lenges, including a massive state education reform bill; the federal No Child Left Behind law; development of a new state curriculum; new testing requirements; growth of char- Present ter schools and home schools; a major increase in the number of immigrant (ESOL) stu- dents; sharp budget reductions; and, recently, a lawsuit filed against the state by low- resource school systems. In light of these major developments, PAGE ONE asked three education leaders to provide their assessment of the current condition of education in Georgia and also to and pick up their crystal ball and project where we will be a few years into the future. Our guest education prognosticators are Gary T. Henry, professor of policy studies, Andrew Young School of Policy Studies, Georgia State University; Pat Stokes, superin- tendent of Morgan County Schools, Madison, Ga; and Carl Glickman, University of Georgia professor and professor of social foundations of education emeritus. Glickman Futureof is also chair of the Program for School Improvement at UGA and president of the Institute for Schools, Education and Democracy.

Gary T. Henry, Professor of Policy Studies, Andrew Young School of Policy Studies, Georgia State Education University: The future of education in Georgia is precariously uncertain as we approach the 2005- 06 school year. After years of constant turmoil and well-publicized political battles, the conflicts have quieted, and the constant churning of policies has ground to a halt. But where this leaves our state in terms of educational performance is in the bottom tier, probably the bottom third of the states, according to NAEP data. inGeorgia We are not 49th or 50th in education as the newspapers seem to want us to believe

4 PAGE ONE September/October 2005 when they publish the SAT results each insure that the gains are more uniform spring, but we are not posting gains like across the state, but with tight state budgets other southern states, such as North and a department that was nearly hollowed Carolina or Virginia. The best statistical out after years of maltreatment, the data indicates that just over a quarter of progress is likely to be slow in coming with- Georgia’s students are proficient in math out stronger state intervention. and reading at the 4th grade, where the It appears that Georgia is in a position to state’s students perform their best. On post gains in student learning, if the cur- almost every assessment at the 4th and 8th riculum and assessments remain stable for grade, approximately 30 states post per- the next 10 years or so. In addition, No Child formances that are significantly better than Left Behind provides a structure that may Georgia’s and only a handful of states, make local districts more uniformly respon- mainly poor southern neighbors, have stu- sive to students of all types. Less clear is that dents that perform worse. either the state or federal government will There are bright spots in the educational provide the technical assistance, much less performance of Georgia’s students. The exercise the authority to push localities that percentage of 4th graders who achieved a resist exerting themselves for the best possi- proficient score has jumped from 17 per- ble outcomes for their students. In other cent in 2000 to 27 percent in 2003. Because Gary T. Henry words, expect slow and steady progress as the 2004 NAEP results show that the minor- the best of the state’s teachers and the best ity test score gap is once again on the of the state’s administrators trigger large decline, attributable to larger improvements among minority student performance gains, while smaller gains, but gains youth than white students, this bodes well for Georgia’s posting nonetheless, are achieved in other places. gains in the 2004 data as well. But 2004 is recent history. What about the future? A stable cur- Pat Stokes, riculum and assessment system will lead to improvements in Superintendent of Morgan County Schools, Madison, Georgia reading, math, science and social studies. Changing curriculum Over the past Gary39 years, T. Henry I have witnessed incredible changes in and assessments provides a “shock” to the system, which puts public education in our state. From the perspective of the chil- teachers in position of making changes without clear guidance dren, things are much better than they were in 1966. By the same about what is expected of their students and without confidence token, some things are much more difficult for teachers. that their investments of time and effort to change their learning In 1966, curriculum was driven by textbook publishers, and plans will pay off for the coming years. Changes here are in the many school systems did not have the resources to keep text- hands of our state leaders, and if they can avoid tinkering with books current, even if they had enough to distribute to every the system, we could well enjoy performance improvements sim- child. Now teachers have no choice but to consult the Quality ilar to that high performing state. Core Curriculum and testing objectives as they plan instruction. Additional incentives that have been triggered by requiring As far as the children are concerned, that is a great improvement. students to pass the state assessment, which has already begun Dinosaurs and the moon are not taught in every grade, and we for 3rd and 5th graders, and should encourage teachers and have a better understanding of what has to be mastered when, so school administrators to focus on the curriculum objectives. that we can teach more to the children in a more effective man- These incentives, according to research conducted on Chicago ner. Public Schools promotion policies, should improve performance Another major change has come in the form of educational but the same research indicates that these improvements are less technology that began to influence how we taught in the mid to likely for students who do not pass the tests. Gains here are like- late 1980s. Now we cannot imagine trying to teach without tech- ly, but will only show up on Georgia’s NAEP scores if the content nology, and I suspect that we have only begun to scratch the sur- of the state assessments is similar to NAEP. face in terms of its future contributions to education. The current policy environment in Georgia emphasizes local We have also seen the focus for instructional improvement control of important instructional decisions. This is good and shift from a local initiative to a state initiative to a federal cam- bad—good where the teachers and administrators assess their paign. The advantage to being in the spotlight for the past two students and provide instruction that remedies learning gaps, decades has been the increase in resources and community con- and bad if these steps are not followed. In all probability, it means cern. The disadvantage has been that laymen are convinced that that the improvements will be spotty and that it depends on the they know better than professional educators how to make our local board and local leadership. Also, it means that middle operations more efficient and more effective. No doubt they have school students will still exhibit performance declines relative to some excellent suggestions, and working together we can make their earlier performances and too many high school students some good improvements, but neither group has all the answers. will continue to drop out. Data clearly show that middle school Remember in the early 1980s how business influenced us to con- performance and high school dropouts are the state’s most signif- solidate schools into mega-campuses that house thousands at icant educational issues. the high school level so that operation costs would be so much The state could do more and, perhaps, will do more with tech- less? Costs may have been less, but the unforeseen impact of nical assistance and careful research to determine what really impersonal high schools located in someone’s old cotton field does work to improve student learning. The state can do more to outside of any community has taken its toll on a sense of owner-

September/October 2005 PAGE ONE 5 stopped serving students with emotional incumbent upon educators to formulate a problems and those with severe, multiple vision of public education that incorpo- disabilities and sent them to the public rates technology and all its possibilities schools. Although tensions were high rather than one that limits it to an about dealing with these students in reg- occasional tool to reinforce traditional ular settings, it was probably the right instruction. thing to do. The federal influence on public educa- On the downside, all these changes tion will either revise itself to a more rea- have been accompanied by a flood sonable set of expectations, maintaining of paperwork and recordkeeping. the focus on excellence for all, or it will Technology is helping with those require- destroy the very system it endeavors to ments, but they are still daunting to the improve. Much has been said regarding an classroom teachers who would rather unspoken agenda, but I choose to believe focus on instruction. In many instances that wisdom will prevail and that adjust- those records can give teachers data to ments will be made to make the law more improve instructional planning and manageable for all of us as we strive to delivery, so it is a double-edged sword. educate all the children to their full Currently available software offers help. capacity. The problem with all of this is that some- I see promise in the recent focus on one has to input the data, and the data is families in the media and in our discus- only as good as the input. sions of improving education through Dr. Pat Stokes So where are we? Again and again I hear parental involvement. Even if we have to that Rip Van Winkle would recognize the revise our traditional definition of family ship by students and adults that populate schoolhouse if he woke up today. I beg to (which is already obsolete), I see a resur- those schools, and we have even seen differ. Classrooms are dramatically differ- gence of improved home influence and them split in several locations in Georgia. ent today than they were 39 years ago. involvement in education of children. I The increased mobility of America has Children of all races and ethnic persua- foresee increased involvement in govern- aroused a need for education to be more sions populate those classrooms, and they mental programs for children from birth consistent state to state, and the federal all use technology that would blow old to age five. Chief among those will be an government has seized on that need to Rip’s mind. Teachers are better trained and effort to improve both health care and make education in America a political are more effective. Administrators have early education. Those two improvements issue instead of a moral obligation. No evolved from managers to leaders and will make early childhood education Child Left Behind is a noble endeavor, but have shifted their focus from building in grades K-3 extraordinarily more there is potential to do more damage than maintenance, discipline, and events man- productive. good if it is fully implemented as first con- agement to improvement of instruction. On the downside, I foresee increased ceived. We are all currently scrambling to Of course, they still have to do all the other battles over state funding of public educa- make Adequate Yearly Progress and to duties, they just are not the main focus tion. The lawsuit that has been filed may meet requirements for highly qualified any more. take years to resolve, and even if it is suc- teachers. Ignoring all the contrived silli- We are poised either to succeed extraor- cessful, I have doubts about whether or ness that is embedded in both those dinarily or to be forced into extinction. We not the Georgia General Assembly has the efforts, we are paying closer attention to shall learn in the next five years whether will to order its priorities to benefit the groups of students, trying to close our form of democracy values a quality children. One of our tasks for the future is achievement gaps while increasing education for all its children or whether it to help all of them realize how closely achievement of all groups at the same prefers to educate a few to control the rest. excellent education is tied to excellent time. This is no easy task, but many areas Public schools will either embrace tech- economic development. They give it lip are reporting gains. nological advances or become obsolete in service now, but they do not believe it The most amazing changes I have seen the face of new possibilities to acquire an enough to make the sacrifices it takes to in 39 years revolve around educating spe- education without coming to the school- make it happen. The old argument is that cial needs students. In 1966 in the metro house to get it. The possibility for acquir- you don’t throw money at a problem to system where I began teaching, there ing an education already exists, but it will solve it, and I couldn’t agree more. My were no classes for special needs children. become easier and easier over time. One hope is that there will be a cooperative Shortly thereafter, I remember the first of the most important missing pieces in effort to carefully place badly needed class that was formed. We spent time with that scenario is the guidance of the money into education in ways that will all our classes explaining about how these teacher to shape and direct the learning, make a difference. Educators know more children had feelings and wanted to be as well as, the socialization that the about where the needs are than legislators just like everyone else. In actuality, there schoolhouse offers. Isolated instruction in are willing to accept. That hurdle must be was very little interaction among the stu- front of next-generation computer screens overcome, as well. dents at all during those early years. The cannot provide this. The more isolated My overall view is very positive, proba- next watershed event came when the learners become, the more marked the bly because I have seen so much progress Department of Human Resources social classes will become over time. It is over my career. Much of it has been diffi-

6 PAGE ONE September/October 2005 cult to manage, but we have made trolled by external legislated mandates); progress, nevertheless. Who would have and engaging students in learning con- thought 225 years ago that a country could nected to their community is the only ped- undertake a system to educate the chil- agogical way to improve schools for all stu- dren of all the citizens to any level that the dents and our future citizens. citizens desired? We have proven that it can be done; we are just not satisfied with PUBLIC FUNDS where we are at this point and will have to To improve education for all students work harder and smarter to make it even our state officials must acknowledge that better. public education is a state function and its purpose is to educate all Georgia stu- Carl Glickman, dents to become informed, equal and Professor of Social Foundations of independent citizens willing to partici- Education Emeritus, and Chair of the pate with other citizens to improve their League of Professional Schools, neighborhood, state, region, country and University of Georgia world. Thus the very idea that some After 25 years of working directly with school districts have money to burn for schools in every location in Georgia, I purchasing the latest sophisticated have a difficult time describing how we equipment and to pay higher salaries to are doing. If we compare student attract and keep the best prepared edu- achievement overall in 2005 with 1950, cators, while other Georgia schools have we are doing much better. However, in Carl Glickman crumbling roofs, out of date materials, a the last 20 years, our progress closing the lack of classroom space and teachers achievement gap between students tradi- pass a test. We must deal openly with the caught in deadening routines, is simply a tionally well served with those ill served facts that two-thirds of all student achieve- travesty of the notion of public schools has slowed. Gaps in reference to high ment is related to poverty; bright teachers being in “public trust.” school completion rates have been flourish in supportive environments that If our state representatives can’t decide widening.* value their minds (and they resign or flee how to fairly provide an adequate finan- We can’t run from the fact that our from schools where they are tightly con- cial base to give all students the resources state continues to have one of the highest drop out rates in the country. A recent study by researchers at John Hopkins University found that of all the southern OUR SUPPORT, YOUR SUCCESS. states studied, only Georgia could not identify a single school with at least 40 percent of its students who qualified for free lunch and at least 25 percent of its t Brenau University, we do students black or Latino, that has shown Amore than train our students. success in moving students from grade to We nurture them. Our programs grade successfully over three years (at least 80 percent of the students). We have in education have a reputation for a distastefully large academic achieve- outstanding individual attention. If ment gap among wealthy and poor stu- you want small classes, supportive dents and among white middle to upper income students and low-income stu- classmates, and professors who dents, both white and of color (particu- cheer you on — then you belong larly among black and hispanics and in a Brenau classroom. recent migrant students). So even if we 770-538-4390 or 800-252-5119 can sugar coat the optimistic news of ris- Atlanta Gainesville Waleska Programs include: ing test scores*, these results camouflage [email protected] M.Ed. in Early Childhood, Middle Grades the educational abandonment of many of www.brenau.edu or Special Education (Learning Disabilities, our young. Behavioral Disorders or Interrelated). As a state, many of our schools and dis- Ed.S. in Early Childhood or Middle Grades tricts are healthy but many are severely ill, Education and the reason why some are well and oth- ers are ill is primarily due to a lack of will- ingness to confront the devastating effects of unequal resources, inadequate work conditions for teachers, and thinking about education as drilling students to

September/October 2005 PAGE ONE 7 needed to excel, then the courts will excellence in both their academic objec- decide instead, as they have done in tives learned and their contributions other states. The problem here as John made to a larger community. Dewey said long ago is, “What the best We cannot In public schools adhering to such prin- and wisest parent wants for his own ciples, an observer might see kindergarten child, that must a community want for all educate young children using their pre-reading skills and of its children. Any other ideal for our students learning of geometric designs to develop schools is narrow and unlovely: acted for democracy illustrated books for families of preschool- upon, it destroys our democracy.” ers. The observer might also see 11- and What is needed is to change the fund- unless their 12-year olds using the study of science, ing of schools, address the issue of inter- learning is guided ecology and habitats to protect wildlife in esting and challenging learning, and pro- their local park or middle school students vide a fair test of best practice different by democratic using art, history and English to develop from current legislation and mandates. principles. displays of the history of their own town to Let’s briefly take each in turn. become permanent collections in the PUBLIC ENGAGEMENT IN STUDENT local library. Meanwhile, secondary stu- LEARNING dents could be working on a range of grad- A true democracy must have an educat- uation projects including increasing the ed citizenry, and to be truly educated, learning of schools in the University of census participation in their town, rather than indoctrinated, one must learn Georgia’s League of Professional Schools; increasing AIDS awareness in their state, in a democratic environment. This is why, www.leagueschools.com: developing a new engineering design for a in my mind, democracy must be practiced • Students having escalating degrees of bike path around a restrictive highway, as an education theory of how people choice, both as individuals and as groups, reducing economic and racial stratifica- learn best before it can be practiced as a within the parameters provided by the tion in their neighborhoods, increasing democratic theory of how citizens govern teacher. work options among the unemployed and themselves. We cannot educate young stu- • Students actively working with prob- conducting scientific experiments of ways dents for democracy unless their learning lems, ideas, materials, and people as they to purify the water and conserve the soil of is guided by democratic principles, such learn skills and content. their immediate neighborhood. What one as the following principles of democratic • Students being held to high degrees of sees is students interested in their learn- ing, seeing day by day the relevance of what they do to their later lives, and know- ing that regardless of their circumstances they have an important role in using their education to contribute to others. In the rules and regulations of the act, Title I, No Child Left Behind, it states that states, districts and schools should use scientifically based best practices. The term scientifically based means that an educational program should be adopted only if it has been carefully studied with control or quasi-control groups with simi- lar student populations using programs different than the tested one. The idea is that there must be a controlled study before a program has a scientific basis for further and wider use. Recent federal and state legislation has the future of public education in a box by ignoring its own criteria for using educa- tion practices. The current legislated rules, regulations, testing requirements and sin- gle definition of adequate yearly progress force all educators, students and schools in Georgia to be assessed the same way, to use the same measures and formulas and to comply with yearly state-driven cur- riculum and state standardized tests. The irony of all this is that these regulations about accountability and assessment in

8 PAGE ONE September/October 2005 Georgia (and other states as well) have not harder and smarter to make it even bet- been scientifically validated. With the lack ter.” of openness to different assessments, for- mulas and ways of trying to reach all stu- The only FOOTNOTES dents successfully, we have a non-validat- certainty * We as a state are doing much better ed system of uniform regulations that with students from affluent communi- excludes all other notions, labels all our regarding the ties. I have been a professor at the schools, determines all results, and gob- future of public University of Georgia for more than two bles up all our resources. Eventually, it will decades, and each year our entering implode upon itself. education in class of students is smarter, better pre- All successful corporations know that to Georgia appears pared academically, and more serious survive, there must be advance work of to be the lack of about their learning. These students design teams to develop, create, pilot and can compete with any students at any use new systems, new products and new certainty. private, prestigious college in the coun- services ahead of what already exists. try. Most of these students are white Without such inventions of “prototype and from well educated and middle to work of the future,” a corporation will find upper income parents or caretakers. itself quickly obsolete. Pat Stokes foresees, we are poised to suc- They enter college and maintain their Yet, we have the most important public ceed extraordinarily or be forced into HOPE scholarships for all four years institution to the future of America with extinction, only time will tell. Likewise, it (even though their parents have ample no allowance to test “prototype work” of may be several years before the issues wealth to pay for their tuition). A dis- new forms of assessments, different grade of adequate funding and active and proportionate number of these stu- level configurations, new forms of cur- engaging learning are addressed to the dents are from the northern, wealthier riculum and new ways of gauging overall point that Carl Glickman’s observations towns and suburbs of Atlanta. achievement and closing of the achieve- can be tested. Meanwhile, as Pat Stokes ** Results of scores on single tests are ment gap. What is good for the goose is observes when describing the challenge of dubious at best given that test makers good for the gander. The federal govern- undertaking a system to educate the chil- disavow the validity of their use as ment and the state should not be advocat- dren of all the citizens to any level that the indicators of improved learning, sole ing scientifically based programs for oth- citizens desired: “We have proven that it can criteria for promotion and graduation ers if they are unwilling for their own leg- be done; we are not satisfied with where we of students, and for determining islation to be tested against new and dif- are at this point, and we will have to work adequate yearly progress. ferent ways of promoting learning. The future success of all students in Georgia is dependent on opening up our current sys- tem to responsible and brave districts and schools that believe they have a better way to assess and teach, and for students to learn.

CONCLUSION Georgia can improve education for all its students if it deals squarely with public purpose and adequate funding as well as encourages active and engaging learning on the part of students and teachers, and supports the testing of new forms of edu- cation, assessment and accountability in comparison to its current legislative practice. If we can do the above, we may indeed become the land of the free and the home of the brave, we should not settle for anything less. Whether viewed from the perspective of teachers, parents, principals, professors or superintendents, the only certainty regarding the future of public education in Georgia appears to be the lack of certainty. Whether, as Gary Henry predicts, the state can expect slow and steady progress or, as

September/October 2005 PAGE ONE 9 Foundation News Scientific-Atlanta Foundation Awards $10,000 to PAGE Foundation

Scientific-Atlanta Community Relations Manager Renee Byrd-Lewis (center) presents a $10,000 donation to PAGE Foundation President Tom Wommack (left) in support of the Future Educators of America (FEA) in Georgia program. Joining Wommack in receiving the Scientific-Atlanta Foundation gift is Mary Ruth Ray (right), manager of students groups for the PAGE Foundation.

us to support this worthy initiative.” In receiving the Scientific-Atlanta Foundation donation, Wommack noted that the grant funds are needed and arrive at an important time. “To expand FEA chapters to every The Scientific-Atlanta Foundation Community Relations Manager Renee school system in the state requires a con- donated $10,000 to the PAGE Foundation Byrd-Lewis when the donation to the sistent focus by members of the founda- in July to support continued expansion PAGE Foundation was announced. Byrd- tion staff and Gil Parrish, our contract of the Future Educators of America (FEA) Lewis added that the rapid growth of the consultant. We have made great gains in Georgia program, according to PAGE FEA program in Georgia, especially in since Gil came to work with us, and this Foundation President Tom Wommack. Gwinnett County, was a significant factor generous Scientific-Atlanta grant allows Operating from its global headquarters in the decision to award funds to the us to keep Gil in the field calling upon in Lawrenceville, Ga., Scientific-Atlanta PAGE Foundation. school systems that do not have FEA is one of the world’s leading manufactur- “We called upon the people we know chapters today,” said Wommack. ers and suppliers of products, systems and respect in the Gwinnett County “Through our work with FEA we are and services that help broadband School System,” remarked Byrd-Lewis. helping local school systems develop the providers connect consumers with a “They expressed their support for FEA next generation of teachers from among world of integrated, interactive video, and described the significant commit- today’s capable students. This is really data and voice services. ment their entire school system has important work because teacher shortages “Scientific-Atlanta has found that made to establishing FEA chapters in are growing in Georgia, and our ability to investing in the community and espe- every middle and high school. Their provide a quality education in the future cially its education system is good busi- endorsement of the FEA program and for all children could be in jeopardy. ness. By growing the communities in the obvious need to make sure every We welcome the opportunity to work which we live and work, we also grow our Georgia child has a highly-qualified with Scientific-Atlanta, and thank them for company,” remarked Scientific-Atlanta teacher now and in the future convinced their generous support.” PAGE Foundation Kicks off 22nd Season of Academic Bowl This year marks the 22nd season of the The dates for this year’s PAGE Academic Bowl for Middle Grades. competition are: In early August, packets were sent to every Registration Deadline...... Nov. 4 middle school in the state. If you coach a Late Registration Deadline...... Nov. 11 middle school Academic Bowl team and Regionals...... Jan. 7 did not receive the registration informa- Semi-finals...... Jan. 21* tion, please visit our website at www.page- Finals...... Feb. 11 foundation.org to download a registration form. If additional assistance with infor- *Please note that the January Duke TIP mation is required, please call State SAT test date is normally the same Coordinator Michelle Crawford at (800) Saturday as our semi-finals competition. in taking the SAT, please encourage them 334-6861, or in Atlanta at (770) 216-8555. If you have 7th graders who are interested to register for the December test date.

10 PAGE ONE September/October 2005 Honor Your Favorite Teacher By Phil Jacobs, President, Planned Communities Services, BellSouth Corporation

Mr. Dickson changed my life. Before he accu- I was scared. I didn’t want the stigma of being rately identified my dyslexia, most people left behind. But, Mr. Dickson talked to me and thought I wasn’t very bright. explained the reasons I should. In the end, I He was my 7th and 8th-grade English decided that repeating the 8th grade was the teacher at the Landon School, an all-boy prep right choice. school in Bethesda, Md. Surrounded by a high In tackling a difficult subject with me, Mr. percentage of gifted boys, I stood out. I was Dickson had again demonstrated his commit- embarrassed when I struggled to read simple ment to teaching and just as important, his com- passages out loud. My comprehension was mitment to ensuring that he reached out to an terrible. individual student. And in doing so, he changed In a time when learning disabilities were not the course not just of my educational experi- commonly identified and treated, Mr. Dickson ence, but really my entire future. recognized that I had a reading disorder. I graduated from the Landon School in 1969 He saw the symptoms of it in me after Phil Jacobs and attended Denison University in Ohio. attending a seminar on dyslexia and At Denison, I earned a Bachelor of Arts how it impeded reading ability and degree in English. In fact, I hosted a comprehension. sports show on college radio and had In retrospect, these are two important hoped to make a career as a sports broad- qualities that made Mr. Dickson an caster. Who would have thought the 8th excellent teacher. He continuously grader who struggled to read in class was sought to learn more about his profes- capable of that? sion. By keeping abreast of the latest I know it seems simple, but I challenge teaching techniques and issues affecting educators to consider adopting Mr. learning, he was able to identify my Dickson’s techniques. Continuously learn dyslexia. And he took the time to know more about your profession and what and care about each of his students. It impacts learning. Know your students. would have been easier for him to let me Practice teaching methods that reach out continue to struggle. But he didn’t. to all learning styles. Talk to your stu- He recommended to my parents that dents. Reach out to them as individuals. they enroll me in a remedial reading pro- Mr. Dickson officially retired from the gram to retrain my brain. There, I finally Landon School, but still teaches a learned not just to read, but to like it. Shakespeare class and recently celebrat- I started out reading out loud, slowly, ed his 50-year anniversary with the word-by-word with my finger following school. I know I am not the only student on the page. Once I’d mastered that, my Mr. Dickson who benefited from his talent and unwa- instructor gave me peppermints to eat so I couldn’t read out vering dedication during his tenure. That was just his style. He loud. I read silently, with my finger still tracing each word. I wouldn’t let us fall between the cracks and be left behind. worked up to being able to read silently without my finger emphasizing each word for me. Not every student learns the same way. It can’t be assumed Phil Jacobs is the President of Planned Communities Services that if a student doesn’t thrive under one fashion of teaching for BellSouth Corporation and a PAGE Foundation trustee. For his that they won’t under another. In my case, once Mr. Dickson leadership in BellSouth and extensive community involvement, identified that I just needed to be taught a different way, I went Georgia Trend magazine named Jacobs the Most Respected CEO from being a poor student to one who succeeded. in Georgia for 2005. He currently serves as the board chair of the Untreated, dyslexia can be devastating to verbal skills. When I Georgia Partnership for Excellence in Education and the Georgia learned the proper way to read, my vocabulary, speaking skills Department of Economic Development. He serves on the boards of and comprehension flourished. But, since I’d struggled with my the Georgia Chamber of Commerce, the United Way of reading through the 8th grade, I was behind my peers. Metropolitan Atlanta, the Georgia Aquarium, the CDC Mr. Dickson again intervened. He suggested to me and to my Foundation and the Woodruff Arts Center Board of Trustees. parents that I repeat the 8th grade.

September/October 2005 PAGE ONE 11 Foundation News

PAGE and the PAGE Foundation Announce 2005 Scholarship Recipients PAGE and the PAGE Foundation have announced the winners of advanced degree in elementary education or reading. its annual scholarships for experienced and aspiring teachers. Seven • Support Personnel Scholarship—must be employed as veteran educators were awarded $1,000 each to be used to pursue support personnel within a Georgia school system and pursuing advanced education degrees. Two additional scholarships were teacher certification. awarded to paraprofessionals seeking teacher certification, and six 2005 PAGE Foundation Scholarship Recipients student PAGE (SPAGE) members earned $1,000 scholarship to help them realize their dream of becoming educators in Georgia. Jack Christmas Scholarship A panel of judges consisting of practicing and retired educa- Valerie Elizabeth King, 3rd grade teacher, tors from across the state scored the applicants on the basis of Big Shanty Elementary School, Cobb Co. academic achievement, record of school and community service, Schools—Attending Kennesaw State recommendations and essay. Mary Ruth Ray, director of PAGE University, Kennesaw—Pursuing M.Ed. in Foundation Scholarship Program, commented that the program Early Childhood Education provides valuable assistance to those students who may not be eligible for HOPE scholarships. H.M. and Norma Fulbright Scholarship “PAGE is a strong advocate of the HOPE scholarship program; Melanie Pannell Bradberry, 7th grade however, there are some students who are ineligible for various teacher, Oconee County Middle School, reasons,” said Ray. “We are pleased that the PAGE Foundation Oconee County Schools—Attending scholarships are there for these students to assist them in pursu- University of Georgia—Pursuing M.Ed. in ing their professional development.” Reading Education The following scholarships are available through the PAGE Foundation. The scholarships are one-time awards of $1,000 PAGE Graduate each. To apply, use the application available for download from Jamie Franklin Barragán, Spanish teacher, www.pagefoundation.org beginning in September 2005. All Buford Academy, Buford City Schools— applications must be postmarked no later than April 29, 2006, in Attending Georgia State University— order to be eligible to win. Pursuing Ed.S. in Teaching and Learning

SPAGE SCHOLARSHIPS (college students—rising juniors, seniors or graduate students—not currently employed by a PAGE Graduate school system) Rylan Kathleen Taylor Smith, economics & Scholarship recipients must have a minimum 3.0 GPA, attend social sciences teacher, Swainsboro High a college in Georgia and be a member of Student PAGE (SPAGE). School, Emanuel County Schools—Attending Recipients must teach in Georgia for three years upon comple- Georgia Southern University, Statesboro— tion of degree. Pursuing M.Ed. in School Counseling Categories include: • SPAGE Undergraduate Scholarship PAGE Graduate • S. Marvin Griffin Scholarship Beth Kirkeby Bennett, 5th grade teacher, • Dr. John Robert and Barbara Moore Lindsey Scholarship— Allatoona Elementary School, Bartow must be enrolled or committed to enroll in Georgia Southern County Schools—Attending Nova University. Southeastern University, Orlando, Fla.— • SPAGE Graduate Scholarship—must be pursuing an advanced Pursuing Ed.S. in Instructional Leadership degree in education and not yet employed by a school system. PAGE Graduate PAGE SCHOLARSHIPS (teachers, administrators and sup- Cathy H. Falzone, 4th grade teacher, Sara Harp port personnel) Minter Elementary School, Fayette County Scholarship recipients must have a minimum 3.0 GPA and be Schools—Attending Lincoln Memorial a member of PAGE. Recipients must teach in Georgia for three University, Harrogate, Tenn.—Pursuing Ed.S. years upon completion of degree. in Leadership and Administration Categories include: • PAGE Graduate Scholarship—must be pursuing an PAGE Graduate advanced degree in education or be a provisionally certified Philip Melvin Brown, middle school teacher pursuing professional certification. teacher and coach, Echols County Middle • H.M. and Norma Fulbright Scholarship—must be serving School, Echols County Schools—Attending as a Future Educators of America in Georgia (FEA in GA) chapter Valdosta State University, Valdosta— advisor or a PAGE Academic Bowl team coach. Pursuing Ed.S. in Educational Leadership • Jack Christmas Scholarship—must be pursuing an

12 PAGE ONE September/October 2005 PAGE Support Personnel John Robert and Barbara Moore Lindsey Amelia “Amy” Elizabeth Miller, paraeducator, Scholarship Futral Road Elementary School, Griffin- Ashley Lynn Gregory, Early Childhood Spalding School System—Attending Mercer Education Major—Attending Georgia University, Henry County—Early Childhood Southern University, Statesboro Education Major

PAGE Support Personnel SPAGE Undergraduate Rita Marie Gunter, Bus Driver, Fayette Christin Eileen Barnes, Secondary County School System—Attending Mercer English Education Major—Attending University, Douglas County—Middle Grades Mercer University, Macon Education Major

SPAGE S. Marvin Griffin SPAGE Undergraduate Kathryn Marie Ward, Early Childhood Katherine Brown Backes, Early Childhood Education Major—Attending Mercer Education Major—Attending Valdosta University, Eastman Campus State University, Valdosta

SPAGE S. Marvin Griffin SPAGE Undergraduate Kelly Leigh McGonigle, Middle Grades Amber Leigh McGowan, Early Childhood Math & Language Arts Education Major— Education Major—Attending Columbus Attending Clayton State University, Morrow State University, Columbus

SPAGE Elects Statewide Officers

In June Student PAGE (SPAGE) held its annual business session during the PAGE Summer Conference at the Atlanta Marriott Gwinnett Place. During the ses- sion, SPAGE members elected seven col- leagues from various colleges and uni- versities to serve as its slate of officers for the 2005-06 school year:

President - Elizabeth M. Getha, Augusta State University 1st Vice President - Nikki S. Lee, Mercer University, Macon 2nd Vice Presidents - Anne M. Pollock, Mercer University, Atlanta Front row, left to right: Nikki Lee, Ashley Wheelus, April Radomski. Secretary - Katie Greene, Back row, left to right: Shannon Horn, Elizabeth Getha, Anne Pollock, Katie Greene. Mercer University, Atlanta Parliamentarian - April Radomski, The statewide SPAGE officers serve as tion for college students in Georgia’s Covenant College, Walker County an advisory board to determine direction teacher preparation programs,” com- Graduate Delegate - Ashley Wheelus, for the 7,500-member student organiza- mented Mary Ruth Ray, State SPAGE graduate of Wesleyan College tion. “By acting as a voice for the pre- Director. Past President - Shannon Horn, service teachers, these officers play a The SPAGE officers will meet again at graduate of Piedmont College vital role in making SPAGE a vicarious the PAGE Fall Conference in Savannah (automatic appointment) and meaningful professional organiza- this November.

September/October 2005 PAGE ONE 13 Foundation News FEAST Conference Offers Students Insights to “Teachers as Leaders”

The second annual FEAST (Future Teachers of America Conference, which will be held at the Hyatt Regency in Atlanta Summer Training) conference was held June 6-8, 2005, at the on Feb. 17-19, 2006. Georgia College and State University campus in Milledgeville, FEA student members had the opportunity to learn more Georgia. This year’s program focused on “Teachers as Leaders,” about the qualities needed to become an excellent educator with guest speakers 2003 National Teacher of the Year Dr. Betsy through workshop sessions led by the faculty of the John H. Rogers, 2003 Florida Teacher of the Year Randy Scott and Senior Lounsbury School of Education. FEA chapter advisors attended Vice President and PAGE Foundation Trustee Bennie Boswell sessions on advisor training and the creation of an FEA website. talking with students about the important role of educators as The two-day conference also featured outdoor team- leaders. The conference was funded through donations from building activities, a picnic, poolside activities, an ice cream AT&T Foundation, BellSouth, Copeland Insurance Services, social and skits. An annual highlight of the conference is the PAGE, The UPS Foundation and Wachovia. FEAST banquet, this year featuring guest speaker Bennie FEAST also welcomed PDK International’s FEA National Boswell. As a former educator, Boswell spoke from person- Director Erin Young and Dr. Christian Chérau, director and al experience about the responsibility educator’s have to district VII representative of PDK International. Young invited connect with all their students and foster leadership in their FEAST participants to attend the 2006 FEA National students.

123456 Featured Speakers: 1. Bennie Boswell, Senior Vice President, Wachovia 2. Dr. Betsy Rogers, 2003 National Teacher of the Year 3. Randy Scott, 2003 Florida Teacher of the Year 4. Erin Young, FEA National Director, PDK International 5. Dr. Christian Chérau, Director and District VII Representative of PDK International 6. Robert Maxson, Georgia Professional Standards Commission Students learned...

1. How to Make Slime! South Gwinnett High School FEA Member Belinda Dennis successfully masters the sticky concoction dur- ing the 2005 session. 2. “The Who, What, When, Where, How and Why of Teaching” with GC&SU Instructor Becky McMullen. 3. Trust: Students weigh in on working together as they balance on top a bed of nails strategically placed on Randy Scott, 2003 Florida Teacher of the Year. 4. Teamwork: Working together can build a stronger bridge. 5. Invention: Building a better mousetrap during the Junkyard Wars competition.

123 45

14 PAGE ONE September/October 2005 Advisors learned...

1. Whether the egg is raw or hard-boiled, thanks to Bleckley County High School FEA Advisor Andrea Williams. 2. How to create your own FEA website, as instructed by Chuck Sears, FEA Advisor, Norcross High School in Gwinnett County.

12

2005 FEAST attendees included: Casey Allen and Andrea Williams (advisor) of Everyone Bleckley County High School; Brooke Hallowes and Teresa Hughes (advisor) of Gainesville High School; CeCe Cain of Morgan County High School; Jasmine had fun... Underwood and JoAnn Wren (chaperone) of Grayson High School; Jamie Taylor and Glinda Twilley (advisor) of Henry County High School; Sandra Thompson (advisor) of Marietta High School; Linda Dotson (advisor) of Murray County High School; At the picnic... Shirley Bouie of Carver High School; Belinda Nyarku and Blanca Gomez, of Norcross High School; Belinda Dennis, Dupe Adebayo and Stacy McLean (advisor) of South Gwinnett High School, Ashley Harkins, Jennifer Sullens, and Patsy Lewis (advisor) of White County High School; Tondrea Harris, Brittany Hill, April Pilkerton, Marcos Gomez, Tylisha Hill, Alicia Benton (advisor) and Clovis Barber, (advisor) of Willie J. Williams Middle School; Charis McWhorter, Mary Hobbs, Yachi Battle, Brittany Primas, Kenyatta Simmons, Tamara Devereax and Cora Warren (chaperone) of Hancock Central High School; and Crisiauna Nelson and Monique Nelson (chaperone), both out-of-state guest participants. Also pictured are Mary Ruth Ray and Michelle Crawford of the PAGE Foundation staff.

At the pool... And together...

September/October 2005 PAGE ONE 15 Professional Learning Professional Insights

DR. EDIE BELDEN

special attention—the presence of an adult role model. Tutoring, mentoring, and career guidance are only a few of the needs. Another trend in society is that Creating many older citizens now have an Creating income level that does not require them to work after retirement leaving a Quality them with many hours of unfilled and unfocused time. Many small business- es and corporations require employ- Volunteer ees to work with schools on a regular basis through the commitment of a designated number of hours. Some Program civic clubs also offer as part of the community outreach programs spe- cial services to schools. Lastly, many families feel disconnected from the By Dr. Edie Belden schools and are seeking ways to be more involved in their children’s lives. Succinctly stat- ed, there are more children in our public ost schools or school systems have a schools that need special help and attention volunteer program of sorts. It is rare, than teachers have the time or expertise for, Mhowever, that a school has analyzed given the current class size and diversity. its existing program with a focus on the needs of Secondly, there are many able, but unsolicited, its students and the utilization of the resources providers of assistance in the communities. available in the community. Several emerging Some schools are using these phenomena to and converging phenomena in society and in create powerful, articulated, coordinated volun- communities have the potential for providing teer programs. the foundation of an exemplary volunteer A quality volunteer program has standards, program. requirements and procedures. The beginning of A phenomenon that is generally recognized a new school year is an appropriate time to among educators, local citizens and corporate assess the quality and effectiveness of the vol- executives alike is that today’s public schools unteer program in your school. have perhaps the greatest diversity of students at anytime during our nation’s history. In today’s SCHOOL SYSTEM POLICY AND PROCEDURES schools there is a multiplicity of languages and Every school system having a volunteer pro- cultures, children in the regular classroom who gram needs a board approved policy addressing are mentally or physically challenged, and the existence and scope of the volunteer pro- growing numbers of children are latchkey, in gram. The policy should be accompanied by foster care or in extended family situations. procedures which spell out in detail the mission There are also very bright, articulate children or goals, standards, and requirements of the who need to be academically challenged and volunteer program. The Mentoring Act of 2000, socially enriched. All of these students need which became law on July 1, 2000, states: “Every

16 PAGE ONE September/October 2005 child in this state is encouraged to have a their homes, transporting students to and caring adult who, along with parents and from events, or meeting students off teachers, is able to offer support, friend- school grounds. [4] ship, encouragement, and motivation to A volunteer is Almost all school systems reference the help the child excel academically and lead a person who works importance of a volunteer respecting a productive lives… Untapped human regularly in schools child’s privacy and remaining confidential resources exist in local communities about classroom and school matters. throughout the state that can provide to support the efforts Volunteers do not have access to school or many children with an additional caring, of a professional person permanent records. [4] [5] positive role model or mentor.” and serves without While this law is grant-driven, the JOBS FOR VOLUNTEERS underlying principles and requirements compensation School systems can be too limiting in are consistent with quality volunteer pro- or employee their volunteer program. The program is grams. The Mentoring Act of 2000 can be often limited to the elementary school accessed at www.legis.state.ga.us/legis/ benefits. level or at least concentrated at that level. 1999_00/leg/fulltext/sb290_ap.htm. A quality volunteer program provides jobs Topics and information presented in for volunteers at all levels and for a variety this article will also be helpful in formulat- of interest. Some of the more interesting ing and developing a quality volunteer WHO CAN BE A VOLUNTEER? jobs found on various school system web- program. It is important to define the concept of sites include: writing coach, literacy pal, volunteer and the scope of responsibility. school garden coordinator, technology PURPOSE, MISSION AND GOALS Generally speaking, a volunteer is a per- buddy, special events volunteer, bilingual A volunteer program must have a stated son who works regularly in schools to sup- tutor, music tutor, art assistant, field trip purpose or mission and goals. Some pur- port the efforts of a professional person assistant, lunch buddy, first day friends poses include: to support academic and serves without compensation or and storyteller. These are in addition to achievement, to assist teachers in provid- employee benefits; however, there are the usual math and reading tutor or men- ing basic skills in instruction, to enrich other requirements for the job which vary tor. Some of these jobs require nothing quality of instruction, to enhance inter- from school system to school system. more than conversation skills while others personal experiences for students, and to Some of the most common, listed for vari- require specialized skills. [6] [7] [8]. assist school staff with support services. ous schools systems, include: tuberculosis Regardless of the job, it is important to [1] Another aspect of the purpose or clearance, positive attitude, ability to work match the interest and comfort level of the mission of a volunteer program is cooperatively with school personnel, ade- volunteer to the school level and to the strengthening school-community rela- quate communication skills, and an abili- skills the job will require. Volunteers who tions. Anderson School District in South ty and willingness to participate regularly. are matched with young children who do Carolina has stated it this way: “We make a One of the most recent requirements is not like the noise and activity of young living by what we get, we make a life by that a prospective volunteer submit to a children or the volunteer who is matched what we give. One of life’s greatest gifts is background check and fingerprinting. The with high school students and does not the opportunity to give. Volunteering to National Child Protection Act (1993) understand the bravado and “I don’t care serve others is the rent we pay for the authorizes states to establish procedures attitude” of a non-reader will soon drop space we occupy in this world.” [2] requiring organizations serving youth, the out of the volunteer program. Strom and elderly and individuals with disabilities to Strom recommend that volunteers should Examples of goals for a volunteer request a nationwide criminal history be able to choose their jobs. [9] The program include: background on prospective employees dropout rate among volunteers is higher • Increasing parent involvement and and volunteers. Georgia law does not when they are placed in a position rather interest in public education; require that volunteers be fingerprinted, than being allowed to choose their place- • Encouraging other segments (senior but this requirement is being increasingly ment. When the volunteer does not keep citizens, non-parents) of society to added to board policies and applications his/her commitment, students often per- contribute to the betterment of the throughout the country. If this require- ceive this to be rejection. schools and its students; ment is added, volunteers should be • Providing assistance to teachers and informed and told that similar investiga- TRAINING FOR VOLUNTEERS other educators; tions are done routinely in the certifica- A quality volunteer program must have • Improving communication between tion of teachers. [3] training for its participants. The training schools and the communities they serve; In addition, some school systems should include information on: and require that the volunteer always work • Child growth and development, • Fostering a better understanding of within the auditory and visual proximity specifically behavioral characteristics at the diversity, problems and achievements of the teacher and are prohibited from each grade level; of today’s schools telephoning students, visiting them at • School policies on dress, use of inap-

September/October 2005 PAGE ONE 17 Professional Learning propriate language with children, appropri- the procedure for determining the eco- puts public schools in an undesirable ate; contact, medication, first aid and use of nomic impact of the volunteer program is light. Through school volunteers, public board approved instructional materials; somewhat simplistic, the amount of good schools can have first-hand accounts of • Procedural rules and regulations, will and positive public relations is incal- the professionalism of the teachers in the such as student use of phones, hall passes; culable. classroom, the time and effort put into • Parking spaces, fire drills, eating and helping children learn, and the overall smoking at the school, wearing of ID ASSESSING YOUR PRESENT VOLUNTEER superior quality of the children taught. badges; PROGRAM • Demonstrations by teachers on how The Ball Foundation has created a self- ENDNOTES specific tasks are to be done. assessment tool that can assist local 1. Administrative Procedures, San Diego The training should be very specific school systems in determining the Unified School District, Partnerships in about what volunteers are allowed to do strengths and weaknesses of their present Education Program, School Volunteer and not to do. Volunteers must under- programs. The instrument is a Likert Scale Programs, Revised 9-13-04. stand that they supplement and support using 1-4 ratings. The respondent is asked 2. Anderson School District, [Anderson, the professional staff. They do not have to assess the volunteer program on mis- South Carolina] Community Involvement- the authority to discipline students, have sion, written policy for volunteers, bud- Volunteering. www.anderson5.net/ access to student records or databases, geted funds, written position descriptions, comminv/Volunteer.htm. diagnose students’ needs, evaluate reference check of potential volunteers, 3. National Child Protection Act (1993). achievement, counsel students or discuss health screenings for volunteers, orienta- www.casanet.org/library/juvenile- student progress and concerns with par- tion and training sessions and a host of justice/ncpa93.htm ents. Volunteers must understand if they other topics. [11] 4. Volunteer Program, Mora engage in these activities, their services to The Building Bridges Project website Public Schools, Mora Minnesota. the school may be terminated. has valuable information and links on www.mora.k12.mn.us/Mora/ Volunteers must also have a procedure partnership checklists, skills checklists, volunteers.html for reporting incidents in school when hints for volunteers, sample lesson plans, 5. Handbook for Volunteers, Jefferson they feel actions are inappropriate or put a career exploration material and local and Elementary School, Valley City, North student at risk. This must be a written national partnerships. [12] Dakota. www.jefferson.valleycity.k12.nd.us procedure, discussed with the volunteers, /JeffersonElementary/handbook/ and volunteers should be given a copy. MANAGING A VOLUNTEER PROGRAM volunteerhand.html [2] [4] [5] [9]. The demise of school volunteer pro- 6. Special Helpers in Public Schools. York grams is very frequent. The general con- Schools. [York, Maine] www.yorkschools.org; RECOGNITION OF VOLUNTEERS sensus is that it is labor intensive. School click on Volunteer Program. It is important to recognize volunteers systems seeking to improve or maintain 7. Tulsa Public Schools Needs School for the contributions they have made to the vitality of their volunteer program Volunteers! [ Tulsa, Oklahoma] the school or school system. Systems hav- employ a Volunteer Coordinator. The per- www.tulsaschools.org/volunteer1.shtm ing a quality volunteer program recognize son has the responsibilities of coordinat- 8. Berkeley School Volunteers. Berkeley their volunteers annually; some recognize ing all volunteer activities, providing Public Foundation. [Berkeley, California] all volunteers; some recognize only volun- training for the volunteers, and develop- www.bpef-online.org/volunteers.html teers that have performed in an outstand- ing new partnerships with community 9. Strom, R. & Strom, S. Establishing ing manner. Others recognize volunteers and corporate leaders. According to the School Volunteer Programs. Child and by categories such as parent, students Report on the State of Volunteer Centers in Youth Services, 20 (1/2), 1999, 175-188. who tutor or mentor, seniors (older 2003, a Volunteer Coordinator’s median 10. Outstanding School Volunteer adults), civic organizations, business/ salary is approximately $38,000 excluding Recognition 2004. St.Vrain School industry, and volunteer program organiz- benefits. [13] District (Longmont, Colorado), 2004. ers. Having the school staff and the volun- There are also several software packages www.stvrain.k12.co.us./indexmain.htm teers nominate persons/businesses for on the market that can schedule volun- 11. Education Initiatives. The Ball these awards builds a sense of pride in and teers by events, dates and time, send Foundation. commitment to the volunteer program. It reminders to volunteers, record and mon- www.ballfoundation.org/ei/tools/volun- says to the participants and to the com- itor total volunteer hours, and match vol- teer/phase3.html munity that the school values the contri- unteers to events. 12. Building Bridges Project. butions made by the volunteers. [10] www.buildbridges.net/educators/index.htm Most school systems require the main- VALUE OF VOLUNTEER PROGRAM 13. Report on the State of Volunteer tenance of a service log by every volunteer. One of the most valued outcomes of a Centers in 2003. Office of Planning, At the end of the year the hours and min- volunteer program is that it will develop Research and Evaluation, Points utes are compiled. The hours logged are in new and positive perceptions toward of Light Foundation, 2005, p. 17. thousands of hours. Some school systems today’s youth and their schools. With more www.pointsoflight.org/downloads/pdf/ take the median hourly wage of non-cer- than 75 percent of the public having no resources/research/2004_VC_Survey_ tificated staff members working in the dis- direct connection to the schools, citizens Report.pdf www.pointsoflight.org, click trict and multiply the median wage times only know what they read or hear from the on report. the total number of hours worked. While mass media. Practically every day’s news- cast or newspaper carries some story that

18 PAGE ONE September/October 2005 New Dates for Praxis Workshops Are you preparing to take a Praxis exam? PAGE offers prepara- The workshop covers how the Praxis series of exams differs from tion workshops for Praxis I and Praxis II for our members. The other standardized tests and how to prepare specifically for Praxis I workshops are all-day sessions that cover reading, writing Praxis II tests. A subject area-specific question and answer period and mathematics. We have contracted with ARS (Academic follows the general presentation. There is no fee to attend. Resource Services) to provide the workshops and have negotiat- Optional study guides will be available for $15 each. ed a deeply discounted rate for PAGE and SPAGE members. The In order to attend a PAGE Praxis workshop, you must register in PAGE-sponsored Praxis I workshop will be $35 to cover the price advance. Online registration is available at www.pageinc.org. of the materials. For more information about the Praxis I Registration closes at noon, five days before the workshop date. Combination Series workshop please visit the ARS website at Please try to register as far in advance as possible; seating is www.arspraxis.org. limited. PAGE Praxis II workshops, provided by Estrada Consulting, are Workshop dates are specified below. For locations and approximately three hours long and are appropriate for anyone registration information, log onto www.pageinc.org. Click on preparing to take any Praxis II exam, regardless of subject area. Professional Learning.

Praxis I Workshops Dates: 2005 2006 Thursday, April 20, Kennesaw State University Saturday, Sept. 3 - Clayton State University Thursday, Feb. 16, Brewton-Parker College Thursday, May 18, Georgia Highlands Saturday, Sept. 10 - East Georgia College Saturday, Feb. 18, Kennesaw State College University Saturday, Sept. 24 - Valdosta State Thursday, May 25, Brewton-Parker College University Thursday, Feb. 23, Atlanta Christian College Thursday, July 20, TBD Saturday, Oct. 1 - Kennesaw State Thursday, April 6, Columbus State University University Saturday, Oct. 22 - Brewton-Parker College Saturday, April 8, Brewton-Parker College Saturday, Oct. 29 - Reinhardt College 2006 Saturday, Jan. 14 - Darton College Saturday, Jan. 28 - Augusta State University Saturday, Feb. 11 - Georgia Highlands College Saturday, Feb. 18 - Kennesaw State University Saturday, March 11 - Reinhardt College Saturday, March18 - Atlanta Christian College Saturday, March 25 - Clayton State University Saturday, April 8 - Brewton-Parker College Saturday, April 22 - Kennesaw State University

Praxis II Workshop Dates: 2005 Thursday, Sept. 1, Columbus State University Thursday, Sept. 8, Clayton State University Wednesday, Sept. 28,Berry College Saturday, Oct. 22, Kennesaw State University Saturday, Oct. 29, Augusta State University Thursday, Nov. 10, University of West Georgia

September/October 2005 PAGE ONE 19 Professional Learning Two Events, One Theme-- PAGE Summer Conference 2005

AGE continues to expand profession- al learning opportunities to all educa- Ptors across the state and strong evi- dence of that was found at the PAGE Pre- Conference and Summer Conference 2005. Prior to the Summer Conference, PAGE held its first pre-conference, Mentoring Matters. Thirty-eight educators from across the state were trained by Dr. Laura Lipton in skills and techniques that will enable them to assist their colleagues in becoming effec- tive teachers. Dr. Lipton sees mentoring as a learning-focused relationship meaning that mentoring is about nurturing learning and being involved with a colleague’s profes- sional growth and effectiveness as a teacher. The pre-conference was held over a three day period to meet the state standard for Dr. Shelly Billig, vice president, RMC Tom Wommack’s daughter and Research, discusses Impacting the internationally acclaimed singer Kathleen awarding Professional Learning Units Future Through Service Learning. Bryant treated the audience to her (PLUs), one PLU for every 10 hours of acappella version of “The Lord’s Prayer.” instruction. Attendees received two PLUs for attending the pre-conference. One service learning improves academic Road Elementary School in Columbia, S.C. attendee summed up the three days by say- achievement because it connects the stu- The Nursery Road Elementary School fac- ing, “This was a great workshop. Everything dent to the worlds of work, community ulty, with the leadership of their principal, is useful to me.” and society. The concurrent sessions Dr. Mary Kennerly, wanted their diverse PAGE opened the Summer Conference offered educators a choice of topics rang- student body to have a better understand- with Dr. Shelley Billig, whose keynote ing from the legislative committee meet- ing of citizenship’s responsibilities and its address immediately validated the theme, ing, to the presentation of new retirement freedoms. Using the First Amendment “Nurturing Learning and Involvement.” information by the Georgia Teachers Program, their students wrote class and Dr. Billig, a renowned researcher in service Retirement System to the real-life imple- school constitutions, conducted a voter learning, presented compelling data that mentation of service learning in Nursery registration among high school seniors at

Dr. Ann Stucke (front) with her 2005-06 Teacher Academy participants.

20 PAGE ONE September/October 2005 Diane Ray presents gifts of appreciation to retiring PAGE directors Luann Avery (left) who has served on the board since 1996 and Jan Godwin, (right) who served on the PAGE board since 2002.

Jason Kamras, 2005 National Teacher of the Year, gave a poignant keynote address.

Tricia Hamilton, 5th-grade teacher at White County Middle School, tossed “gold nuggets” (candy) into the crowd, during her presentation with colleagues Lynda Byrd and Michelle Gunnin

Tabitha Martin, who serves on the PAGE Professional Learning Committee and the nearby high school, and broadcast major concepts and strands of learning teaches at Centennial Place Elementary daily to the school’s citizens–its students. they have focused on during their first School in Atlanta, introduced the panel for The Friday night banquet was preceded year in the academy. They received a Saturday’s presentation, “Striking Gold – by two distinguished events. The Teacher standing ovation. Immediately before the Discovering Nuggets through Service Academy, Class of 2006, presented through banquet, a reception for all conference Learning.” multi-media, testimonial and parody the attendees was held to celebrate the 30 plus years of professional service to Georgia educators. At the banquet, Jason Kamras, 2005 National Teacher of the YEAR, shared his story of teaching in an inner city school in Washington, D.C. He raised math test scores by writing a hands- on curriculum featuring familiar places in Washington D.C. and doubling instruc- tional time. Two presentations on Saturday Morning continued to emphasize the importance of nurturing learning and involvement. Dr. Peter Levine, empha- sized the important civic mission of Swearing in of the 2005-06 officers and directors

September/October 2005 PAGE ONE 21 Professional Learning The gavel is schools. He said, “Teachers must recognize that individuals do not auto- passed from matically become free and responsible citizens. Students must be edu- outgoing PAGE cated—nurtured in their learning and involvement—to participate in President civic engagement.” Schools are critical to carrying out the civic mission Dr. Diane Ray to current because they are the only institution with the capacity and mandate to president Ken reach the current and future generations Russell. Teachers from White County Intermediate School (Tricia Hamilton, Michelle Gunnin, and Linda Byrd) provided the closing program session by sharing highlights of their service learning activ- ities. These teachers shared their personal knowledge, expertise and commitment to service learning through stories, artifacts, and a powerful PowerPoint presentation. Their presentation was aptly titled, “Striking Gold! Discovering Nuggets through Service Learning,” but it was conference attendees who struck gold because of the wealth of information shared by this dynamic trio at the Summer Conference. The benefits of the PAGE Summer Conference are best summed up by one attendee, “This was my first time at a PAGE conference. I have met many wonderful educators and PAGE staff. It has reinforced my professional goals for involvement in PAGE and in my school and classroom.”

Representative Ben Bridges (District 7), receives his Outstanding Legislator award from (left to right) Margaret Price, PAGE Legislative Services Manager, Dr. Allene Magill, PAGE Executive Director and Tom Wommack, PAGE Director of Legislative Services.

22 PAGE ONE September/October 2005 WHAT ARE YOUR LEGISLATIVE PRIORITIES? PAGE Wants To Hear From You...

PAGE is a democratically run association, relying on input from its members at the local level. Please review PAGE’s Tentative Legislative Priorities that were discussed at the 2005 Summer Conference. The legislative priorities will be finalized at the Fall Conference. PAGE lobbyists will work for these priorities at the 2006 Georgia General Assembly. Please rate each item from 1 (lowest) to 4 (highest) on the ballot below and fax to the PAGE office (770) 216-8589 by Oct 15, 2005. 1 - unimportant 2 - could be considered but not necessary 3 - important 4 - very important

I. STUDENT LEARNING & ACHIEVEMENT ______E. Continue enhancement of salaries and retirement benefits Through the QBE Formula, provide the following: of educational-support personnel in the Public School Employees Retirement System. ______A. Fully implement the lower pupil-teacher ratio as mandated ______F. Provide for optional retirement with full benefits after by current Georgia law by providing for the required teachers and completing 25 years of creditable service in the Georgia Teacher permanent facilities. Retirement System (five-year phase-in). ______B. Enable districts to employ paraprofessionals in grades 1-8 ______G. Increase the TRS multiplier from 2% to 2.5% (five-year phase-in). for the purpose of enhancing the academic program, permitting teachers to focus on the instructional needs of individual students. IV. PROFESSIONAL LEARNING ______A. Provide increased program expansion and state support for ______C. Provide students with art, music and physical education the Teacher Support Specialist Endorsement Program. teachers in grades K-8 at the rate of at least one of each for every ______B. Make the National Board salary incentive program available 345 students (five-year phase-in). to certified counselors, audiologists, social workers, and school psychologists. ______D. Preserve the middle school program by allowing for ______C. Provide additional support for professional learning and a curriculum that includes the core subjects but also provides for music, leadership opportunities for educators. the arts, physical education, and connections. ______E. Fully implement and fund the Early Intervention Program. PAGE POSITIONS (Do Not Rate) II. ATTENDANCE & STUDENT SERVICES Through the QBE Formula, provide the following: Support... ______A. At least one school counselor for every 400 students • Continued support of the National Board Teacher Certification Program. in grades K-8 (In addition, funding formula to include Special Education and Gifted). • Utilizing alternative sources of funding for public education. ______B. At least one school social worker for every 1,200 students. • Maintaining a state salary scale for certificated personnel. ______C. At least one school psychologist for every 1,200 students. • Application of the Fair Dismissal Act to all educators. ______D. Expand the alternative education program to include Grades K-5. • Use of retired teachers to alleviate Georgia’s teacher shortage. • Transfer of full experience from one school system to another LET YOUR VOICE BE HEARD! for all personnel. • Increase funding for technology (hardware and software). III. ATTRACTING & RETAINING QUALITY EDUCATORS Oppose... • Using Georgia lottery proceeds to supplant existing resources for ______A. Improve state support of the State Health Benefit Plan to educational purposes and programs. reduce the rate of premium increase and maintain the integrity of the plan. • Collective bargaining, legalized meet and confer, legalized permissive ______B. Add educator and state employee representation on the professional negotiations, binding arbitration, strikes, sick-outs, school Department of Community Health Board of Directors. closings and other militant tactics. ______C. Ensure that Georgia teacher salaries reach and remain above • Diverting K-12 public school tax dollars to private schools or home schools. the national average and lead the Southeast by increasing the state base • Merging the Teachers Retirement System of Georgia with the Employees’ scale by ten percent. Retirement System of Georgia. ______D. Add steps to the state teacher salary scale to extend salary • Investing Teachers Retirement System funds or Employees’ Retirement steps through 30 years. System funds into venture capital.

September/October 2005 PAGE ONE 23 The PAGE Legal team (left to right) General Counsel Jill Hay, Staff Attorneys Margaret Price and Leonard Williams, Legal Assistant Winona Hartung, Assistant General Counsel Margaret Elliott and Director of Legal Services Tom Wommack The PAGE Legal Team: Your Legal Team

By Lee Raudonis

Imagine yourself in one of the following have been assigned a class of 30 students. ents tell your principal that you should be situations: What can you do about this situation? reprimanded for failing to properly • You have just administered a • There is a very disruptive child in your address the child’s special needs. What can Criterion Reference Competency Test eighth grade class who you have requested you do to improve the learning environ- (CRCT) to a class of third-graders when be removed to an alternative learning ment in your classroom? you spot two fourth-grade students slug- environment, only to have the child’s par- • You are a school bus driver who has ging it out in the hallway outside your arrived at the last stop on your route, but classroom. You quickly place a book over Jill Hay and Margaret Price review there is no parent waiting for the final the answer sheets you have just collected recent case law for educators. rider, a child in the first grade. You wait 15 and run out into the hall to break up the minutes, but no one arrives. You wait 15 fight. You are gone only two minutes, but additional minutes and still, no one when you arrive back at your class, the arrives. The child claims that she has a key principal is standing at your desk with a and wants to be let off the bus so she can scowl on her face, and she informs you go home and use the bathroom. Instead, that you are being reprimanded for violat- you take the child back to school and have ing testing procedures by leaving the the office call her parents. The next day answer sheets unattended. Given the cir- you find out that the parents have filed a cumstances, you do not believe that you complaint against you for not leaving the deserve to have a reprimand in your files, child at her house. What should you do? but what can you do about it? • You have just received a letter from • You and another teacher, who just the Georgia Professional Standards happens to be the relative of a board Commission asking for an explanation member in your school system, both teach regarding an issue that could lead to second grade. She has a total of 15 chil- suspension of your teaching certificate. dren in her class. You, on the other hand, How should you answer the letter?

24 PAGE ONE September/October 2005 lot of time reviewing letters and Although these examples are all Staff Attorney Leonard Williams fictitious, they are similar to many taking one of the hundreds of documentation, assisting members real issues faced by PAGE members legal calls that come into the in making their cases to adminis- each school year—the kinds of PAGE office every week. trators. issues that keep PAGE’s four full- “Our goal is to help members time in-house attorneys and 60+ resolve problems at the lowest level network attorneys extremely busy. and as easily as possible,” says Hay. “In an average month, our “We attempt to help the member office receives approximately 500 work through the proper chain of inquiries (phone calls and e-mails) command, first, and then if the from PAGE members concerning problem remains unresolved, we legal matters,” says General get involved more directly, which Counsel Jill Hay. “The type of issues may include assigning the case to differ somewhat depending on the one of our network attorneys in the time of year. For example, at the member’s area of the state. These their case to a local union representative beginning of the school year most of the are all excellent attorneys who are experts who then writes up the facts and decides questions involve matters such as class in education law.” whether to forward the file to an attorney. size and teaching assignments, while When there is an issue affecting an “In one situation, I had a call from a toward the end of the year, contracts are entire school system, PAGE’s legal depart- PAGE member whose wife was a member the major concern. And in the spring, we ment will speak on behalf of PAGE mem- of another organization. He asked if we hear from a lot of members regarding bers regarding the issue. could give them some advice, because the accusations of testing procedure viola- “For example, the board of education in local union representative was away on tions.” one local system wanted to require that all vacation and his wife could not find any- Still other issues that generate contacts employees be paid through direct one who would listen to her. We believe to the legal services department include deposit,” says Elliott. “PAGE talked with very strongly that our members should be such matters as student violence, parent- the board attorney who advised the board able to talk to an attorney on the same day teacher conflicts, principal-teacher con- that they could not impose such a require- that they contact us.” flicts, certification issues with the ment. Another hallmark of the PAGE legal Professional Standards Commission and “Another school system decided to pay team is sensitivity to the long-term effects accusations of inappropriate behavior or their employees only on the last day of of the advice they give and actions they inappropriate relationships with students. each month, which meant that teachers take. Because most legal issues involve “The vast majority of the questions we would not receive their checks for some matters related to employment and in- get involve issues relating to employment, months, such as April, until after a long school relationships (with administrators, including termination, suspension and holiday break. We were successful in get- other teachers, parents and students), reprimand,” says Hay. “Only a very small ting this practice changed per the local PAGE attorneys seek the least disruptive percentage involve any alleged criminal school board policy.” solutions possible. behavior by PAGE members or any PAGE’s legal team also provides a lawsuits against members. considerable amount of useful However, our PAGE members do information to members on cur- face criminal charges involving rent legal issues and how to avoid potential jail time and civil lawsuits having legal problems. demanding large sums of money “Our philosophy is that an ounce from time to time.” of prevention is definitely worth a Even though most legal issues do pound of cure,” says PAGE attorney not involve criminal charges or Leonard Williams. “We produce expensive lawsuits, they often do articles for PAGE ONE magazine concern a member’s employment and speak at PAGE conferences and security and work environment. school system events to keep our For that reason, PAGE’s legal servic- Assistant General Counsel members informed about current es team believes that every mem- Margaret Elliott prepares for issues and provide them with the a speaking engagenent ber’s legal issue deserves to be information they need to avoid taken seriously and handled having legal difficulties.” “We like to work behind the scenes to promptly. “For example,” says Elliott, “one of the resolve problems in the most professional “One of the major differences between current major issues involves the adminis- and positive way possible, because it does PAGE and the other education organiza- tration of standardized tests, particularly no one any good to create or exacerbate a tions is that our members actually talk to the CRCT. Teachers are being watched rift in the workplace,” PAGE attorney an attorney immediately or within 24 very carefully in regards to how they han- Margaret Elliot explains. “Once you create hours of contacting our office,” Hay dle these tests, so we tell teachers to pay a rift among colleagues, you often have explains. “Members of the other major very close attention to what they are created something you can’t fix.” teacher organization must first explain For this reason, PAGE attorneys spend a Continued on page 27

September/October 2005 PAGE ONE 25 Looking for some Georgia Aquarium great places to take Downtown Atlanta georgiaaquarium.org your students for fun The Georgia Aquarium’s school group programs are scheduled to begin in February 2006. Education lessons will be aligned and educational field with Georgia Performance standards. Sign up for their Educator’s Mailing List at: trips this year? georgiaaquarium.org/educatorsregistration Here’s a list of exciting and Georgia State Parks and interesting field trip destinations in Historical Sites 2 MLK Jr. Dr., Suite 1354 the Georgia and Atlanta area: Atlanta, GA 30334 (404) 656-2770 GeorgiaStateParks.org Atlanta Braves CNN Studio Tours High Museum of Art Turner Field One CNN Center 1280 Peachtree Street, N.E. Atlanta, GA 30302 Atlanta, GA 30348 Atlanta, GA 30309 (404) 614-2310 (877) 4 CNN TOUR (404) 733-HIGH atlantabraves.com cnn.com/StudioTour/ www.high.org/teachers Atlanta Symphony Elachee Nature Science Center Imagine It!— 1292 Peachtree Street, Suite 300 2125 Elachee Drive Children’s Museum of Atlanta Atlanta, GA 30309 Gainesville, GA 30504 275 Centennial Olympic Drive (404) 733-4870 (770) 535-1976 Atlanta, GA 30313 atlantasymphony.org elachee.org 404-659-KIDS childrensmuseumatl.org

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26 PAGE ONE September/October 2005 THE PAGE LEGAL TEAM Continued from page 25 Jimmy Carter Presidential Library and Museum doing. If they have been told to ‘clean up tification issues, to testing issues, to issues 441 Freedom Parkway the answer sheets,’ they should have of student conduct, including violence Atlanta, GA 30307 another teacher watching them so that against teachers. Even though most PAGE (404) 865-7101 someone just walking past their room members thankfully do not need an attor- jimmycarterlibrary.org won’t be able to accuse them of changing ney in a given year, the legal issues facing answers. professional educators today have never “And even though most accusations of been more numerous or more complex. Port Columbus ‘inappropriate behavior’ by teachers are Having someone available—if needed—to Columbus, GA 30075 not true or are blown out of proportion, help navigate through complex legal (706) 327-9798 teachers—especially young males—need waters has never been more important.” portcolumbus.org to be extremely careful how they conduct And what is the one piece of advice that themselves. Sometimes they try so hard PAGE’s lawyers would like to leave with all Roswell Magnolia to be liked by their students that they may PAGE members? Storytelling Festival cross lines that they should not cross,” “Don’t wait until it is too late to contact Elliott said. us,” the attorneys agree. “If you believe 617 Atlanta Street How important is it for PAGE members your principal or a parent is about to Roswell, GA 30075 to have access to legal representation? take some action against you, or if you (770) 640-3253 “I believe it is extremely important,” ever receive a letter from the Georgia says Hay. “When I started at PAGE in 1994, Professional Standards Commission rais- PAGE had approximately 28,000 members ing any questions about your certification, Stone Mountain Park and no attorney on staff. Now we have call PAGE before you respond. The time to Stone Mountain, GA approximately 61,000 members and four call PAGE is before, not after, you have (770) 498-5636 full-time attorneys plus our network provided information or engaged in a stonemountainpark.com attorneys. It is an inescapable fact that the confrontation.” number of legal issues confronting educa- “We are your lawyers,” says Hay. tors has increased dramatically, from cer- “Do not hesitate to contact us.” U.S. Space Camp One Tranquility Base Huntsville, AL 35805 (800) 637-7223 spacecamp.com

World of Coca-Cola 55 Martin Luther King Drive Atlanta, GA 30303 (404) 676-6074 woccatlanta.com

September/October 2005 PAGE ONE 27 PAGE Membership e hope you have met and worked with your membership services representatives (MSRs). They are critical W members of the PAGE staff, working full time to recruit, serve Services Staff and retain PAGE members in their respective areas of the state. Please refer to the map below for the name and toll-free telephone number of the membership services representative who is serving your system.

Sonja Jackson Marietta, 5th District 888-413-1087 770-428-1727

David Swinford Flintstone, 7th District 888-413-1098 9th Jean Cooper 706-820-9777 Demorest, 9th District 423-280-6776 cell 877-564-4971 706-344-8428 cell 7th Heather Grafton Chamblee, 3rd District 770-458-3132

5th 4th 10th 3rd Elizabeth Kidd Atlanta, 4th District 770-402-0238 Rachel C. Jones 6th Athens, 10th District 888-583-1789 11th 706-583-8002 706-308-6519 cell

12th 1st

B.J. Jenkins Riverdale, 6th District 888-413-1091 Jimmy Jordan 770-412-1017 Monticello, 11th District 770-815-7660 cell 800-706-8668 2nd 706-207-8612 cell

8th

Wendy Pooler Macon, 12th District Linda Woods 800-945-8307 Larry Rawlins Kenneth Colson Glennville, 1st District 478-788-8407 Hahira, 8th District 800-506-0704 478-960-4831 cell Cairo, 2nd District 888-413-1093 888-860-0111 912-654-9617 229-377-2183 229-794-8102 912-237-2600 cell 229-378-0230 cell 229-563-5364 cell Effective July 1, 2005

28 PAGE ONE September/October 2005 2005-06 PAGE Officers and Directors Terms of Office Officers Board of Directors The president, president-elect, secretary and treasurer are PAGE board members are elected by the Delegate Assembly elected by the PAGE Delegate Assembly during the annual for a three-year term on a staggered basis. summer conference and serve for a period of one year.

Ken Russell Anna Brown Vickie Hammond Lamar Scott President-Elect President-Elect Secretary Treasurer Dalton City Hart City Oconee County Elbert County

Tronya Fulcher Vickie Joiner Mary Carzoli Tim Mullen Director, District 1 Director, District 2 Director, District 3 Director, District 4 Screven County Lee County Fulton County Gwinnett County

David Brown Mike Smith Vickie Reed Kathy Corwin Director, District 5 Director, District 6 Director, District 7 Director, District 8 Paulding County Fayette County Murray County Camden County

Catherine Strickland Judy Teasley Richard Thomas Raymechia Smith Director, District 9 Director, District 10 Director, District 11 District 12 Hall County Columbia County Jones County Muscogee County

September/October 2005 PAGE ONE 29 New Employees PAGE Past-President Dr. Diane Ray joined the staff in the position of assis- tant director for Teacher Leadership Development. Recently Dr. Ray retired from Cobb County schools with 32 years of experience as a teacher and princi- pal. Her responsi- Dr. Diane Ray bilities include facilitating the National Board Certification program, Praxis I and II workshops, and the development and Hosie Waters retired this summer after 43 years as an educator, 12 of which were implementation of the Teacher of the spent as Macon County School Superintendent. Hosie has been an integral part of Year Leadership Institute. PAGE where he served as state treasurer for the past six years. He was recognized Beverly Treadaway became a perma- for his years of service to Macon County schools at a retirement luncheon, held in nent PAGE employee in April, as admin- July at Macon County Middle School. istrative assistant to the executive director. She comes to PAGE with over (Left to right) Tom Wommack, Dr. Allene Magill, Hosie Waters, Mary Louise Waters eight years of inside and Dr. Diane Ray. sales, customer service and admin- istrative experience. She also has an extensive back- ground in meeting ONLINE ADVANCED planning. Her Beverly Treadaway DEGREES AND attention to detail COURSES FOR and level of professionalism made her TEACHERS the ideal candidate for this high profile position. Jessica Minyard joined the PAGE Staff • Master of Science in July. She is an integral part of the in Education–M.S.Ed. Member Services • Doctor of Education– department, where Ed.D. she works as mail room manager. In • Ph.D. in Education addition to handling • Graduate Courses the daily influx of mail, she also man- ages large mailings, You need ways to help more students such as renewals, succeed. Our online programs are As your handles check pro- developed specifically to help you cessing, and Jessica Minyard reach this goal. Continue teaching knowledge grows, updates member while you learn new skills you can data. Prior to coming to work at PAGE, your influence apply immediately in your classroom. she spent six years as administrative multiplies. assistant for ARRIS, a telecommunica- Accredited by The Higher Learning Commission tions company. She is currently com- and a member of the North Central Association. www.ncahigherlearningcommission.org; pleting her Associates Degree in 312-263-0456 Business Administration from Georgia Perimeter College. Call now. Ask for Marcus. 888-627-1153 www.degrees4educators.com

30 PAGE ONE September/October 2005 PAGE Planner 2005-06 September 2005 December 2005 March 2006 24 NBPTS Workshop – Callanwolde Fine Arts 2-3 Teacher Academy – Session II, Macon, Ga. 3-4 Teacher Academy – Session IV, Macon, Ga. Center, Atlanta 3 NBPTS Workshop – Northside High School, 4 NBPTS Workshop – Callanwolde Fine Arts 30 Teacher Academy – Session I, Macon, Ga. Columbus Center, Atlanta 8 Leadership Institute for 2005-06 District 4 Leadership Institute for 2005-06 District October 2005 Teachers of the Year, TBA Teachers of the Year, Georgia Southern 1 Teacher Academy – Session I, Macon, Ga. 10 NBPTS Workshop – Turner Co. Specialty University 1 NBPTS Workshop – Northside High School, School, Ashburn; Bibb Co., Macon State 9 Leadership Institute for 2005-06 District Columbus College; Ellijay, North Georgia RESA; Kingsland, Teachers of the Year, TBA 8 NBPTS Workshop – Turner Co. Specialty St. Marys Elementary School; Callanwolde Fine 11 NBPTS Workshop – Turner Co. Specialty School, Ashburn; Bibb Co., Macon State Arts Center, Atlanta; and Columbia County School, Ashburn; Bibb Co., Macon State College; Ellijay, North Georgia RESA Columbia Admin. Complex College; and Kingsland, St. Marys Co. Admin. Complex; and Kingsland, Elementary School St. Marys Elementary School January 2006 14 FEA in GA Day on Capitol Hill 13 Leadership Institute for 2005-06 District 7 NBPTS Workshop – Kingsland, St. Marys 14 “Brain-Based Research – Research and Teachers of the Year, University of Georgia Elementary School and Northside High School, Strategies for Your Students” Drive-in 14 GAD Registration Deadline (last date to Columbus Conference Fort Valley State University submit test order) 7 Academic Bowl Regionals 15 “Brain-Based Research – Research and 14 Leadership Institute for 2005-06 District 9-14 GAD District-level Competition (Test B) Strategies for Your Students” Drive-in Teachers of the Year, Kennesaw State 11 Leadership Institute for 2005-06 District Conference Georgia Southern University University Teachers of the Year, Georgia Southern 16 “Brain-Based Research – Research and 14 NBPTS Workshop – Columbia Co. Admin. University Strategies for Your Students” Drive-in Complex 14 NBPTS Workshop – Turner Co. Specialty School, Conference Oglethorpe University 17 Leadership Institute for 2005-06 District Ashburn; Bibb Co., Macon State College; and 18 NBPTS Workshop – Ellijay, North Georgia Teachers of the Year, Georgia Southern Callanwolde Fine Arts Center, Atlanta RESA and Northside High School, Columbus University 18 Leadership Institute for 2005-06 District 25 NBPTS Workshop – Bibb Co., Macon State 18 FEA in GA Fall Conference Teachers of the Year, Kennesaw State College and Callanwolde Fine Arts Center, 18 “Using Instructional Data to Achieve and University Atlanta Maintain AYP” Drive-in Conference Albany 19 Leadership Institute for 2005-06 District State University Teachers of the Year, University of Georgia April 2006 19 “Using Instructional Data to Achieve and 19 GAD Deadline – submit Wild Card score sheets 1 NBPTS Workshop – Kingsland, St. Marys Maintain AYP” Drive-in Conference Clayton 20 GAD Notification to teams – Wild Card Elementary School State University Invitational 8 NBPTS Workshop – Turner Co. Specialty 20 “Using Instructional Data to Achieve and 21 Academic Bowl Semi-finals School, Ashburn Maintain AYP” Drive-in Conference 21 NBPTS Workshop – Ellijay, North Georgia RESA 15 NBPTS Workshop – Bibb Co., Macon State Oglethorpe University and Columbia Co. Admin. Complex College 21 Leadership Institute for 2005-06 District 26 PAGE State STAR Banquet Teachers of the Year, Valdosta State February 2006 26-29 USAD Competition – San Antonio, Texas University 2 GAD Hotel Reservations – Deadline 29 PAGE Foundation Scholarship application 22 NBPTS Workshop – Callenwolde Fine Arts 3 GAD State Competition – Deadline for deadline Center, Atlanta Registration 31 GAD Deadline for registration refund 3-4 Teacher Academy – Session III, Macon, Ga. May 2006 4 NBPTS Workshop – Northside High School, 13 NBPTS Workshop – Turner Co. Specialty November 2005 Columbus School, Ashburn 3 GAD Advisory Board Meeting 11 Academic Bowl Finals 4 Academic Bowl Registration Deadline 11 NBPTS Workshop – Turner Co. Specialty June 2006 4-6 PAGE Fall Conference, DeSoto Hilton-Savannah School, Ashburn; Bibb Co., Macon State 20-22 PAGE Pre-Conference 5 NBPTS Workshop – Ellijay, North Georgia RESA College; Ellijay, North Georgia RESA and 23-24 PAGE Summer Conference and Northside High School, Columbus Columbia Co. Admin. Complex 7-11 GAD Scrimmage Test (Test A) 14 PAGE Day on Capitol Hill 11 Academic Bowl Late Reg. Deadline 18 NBPTS Workshop – Kingsland, St. Marys 12 NBPTS Workshop – Turner Co. Specialty Elementary School School, Ashburn; Bibb Co., Macon State 22 Leadership Institute for 2005-06 District College; and Kingsland, St. Marys Elementary Teachers of the Year, Kennesaw State School University 19 NBPTS Workshop – Callanwolde Fine Arts 23 Leadership Institute for 2005-06 District Center, Columbia Co. Admin. Complex Teachers of the Year, University of Georgia 24-25 GAD State Competition (Test C) 25 NBPTS Workshop – Bibb Co., Macon State College b September/October 2005 PAGE ONE 31 ADVERTISEMENT

Graduate Programs • Bagwell College of Education Kennesaw State University • 1000 Chastain Road Box #0120 • Kennesaw, Georgia 30144-5591

About KSU Kennesaw State University is a dynamic, rapidly growing institution that is committed to excellence in teaching, research, and service. KSU currently has an enrollment of more than 18,000 students. With a long-standing tradition of outstanding education, KSU is an institution committed to serving the continuing academ- ic, professional, cultural, and social needs of local, state, national, and international communities. The Bagwell College of Education at Kennesaw State University is a leading producer of educators and educational leaders in the state of Georgia. Education is a rapidly changing profession. The graduate programs in education in the Bagwell College of Education and the Professional Teacher Education Unit offer you the opportunity to learn the latest strategies to bring students to high levels of learning through effective, candidates in intial and advanced pro- research-based practices in classroom grams as teachers and leaders who possess instruction and to enhance the structures the capability, intent, and expertise to that support all learning. facilitate high levels of learning in all of The Collaborative Development of their students. Expertise in Teaching and Learning Finally, the Bagwell College of The Master of Education degree Education and the Professional Teacher program at the Bagwell College of Education Unit recognize, value, and Education is delivered through a conceptual demonstrate collaborative practices across framework known as the Collaborative the college and university and extend Development of Expertise in Teaching collaboration to the community at large. and Learning. This model is designed to Through this collaboration with enhance the professional knowledge, professionals in the university, the public skills, and dispositions of graduate and private schools, parents, and other students in education. To that end, the partners, the ultimate goal is to assist Bagwell College of Education and the Professional Teacher Georgia schools in bringing all students to high levels Education Unit are committed to developing expertise among all of learning. The Bagwell College of Education • Interrelated Special Education (IRR) • The availability of faculty to work offers the following Programs in • Preschool Special Education with candidates in need of assistance Graduate Education: • Reading • The highest degree of competency • M.Ed. Adolescent Education (4-12) Benefits of the M.Ed. Programs demonstrated by the Bagwell • M.Ed. Educational College of Education faculty and Leadership/Technology • Classes scheduled to accommodate graduates • M.Ed. Elementary and Early working and non-traditional age • The diversity of practical training Childhood Education (P-5) candidates available at the Bagwell College of • M.Ed. Special Education • Many classes scheduled for one Education night a week Non-Degree Programs Graduate programs in education at • Expert advisement Kennesaw State University are fully Certified teachers may apply for • Timely completion of your degree– accredited by the National Council for admission to pursue non-degree course usually within two years the Accreditation of Teacher Education work leading to endorsements in the Praise for M.Ed. Programs in and meet the Georgia Professional following course work: the Bagwell College of Standards Commission Program Education • Educational Leadership Standards (PSC). Source: Kennesaw State • English to Speakers of other • The high quality of relationships at University 2004-2005 Graduate Catalog Languages (ESOL) Kennesaw State University

For further information contact: Graduate Studies in Education, (770) 423-6043 or www.kennesaw.edu/education Nearly 400 of Georgia’s finest educators have enrolled in our graduate programs in Education since May, 2003.

We offer Master’s, Specialist, and Doctoral degree programs in Curriculum & Instruction and Educational Leadership. These programs are designed to help you raise your level of professional education to the highest degree.

Leading practitioners teach small classes, with an emphasis on contemporary issues of critical importance to educators in Georgia.

Day, evening, weekend, and online classes are available year round at our Atlanta Campus.

New programs in all disciplines are currently enrolling. Call the Admissions Office for details.