Spring 2005 - warrenea.org

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harbinger
Warren Education Association, MEA/NEA
NON-PROFIT ORG.
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PAID
WARREN MI
PERMIT NO. 77
July, 2005
Fund our schools!
K-16 Coalition Rally draws 11,000 supporters
Over 11,000 parents, children,
public school employees, and
lawmakers converged on the State
Capitol steps for the K-16 Coalition
for Michigan’s Future Rally on June
21, 2005. They came in 171 buses
from the Upper Peninsula to the
southern corners of Michigan to stage
the largest rally in Lansing in 20 years.
They had one loud and simple
message for the legislators: “Fund
our Public Schools!”
Carrying signs urging legislative
support for SB246 and HB4582, the
participants are calling for guaranteed
annual funding increases for K-12
schools, intermediate school districts,
community colleges and universities.
SB246, sponsored by Senator Bob
Emerson (D-Flint) and companion
House Bill 4582, introduced by Rep.
Hoon-Young Hopgood (D-Taylor),
guarantees annual increases at 5
percent or cost-of-living, whichever is
less. In addition the bills would also
cap schools’ contributions to the
Michigan Public School Employees
Retirement System at 12.99 percent
with the state paying any retirement
costs above that percentage and
would eliminate language that allows
school funding to be reduced at midyear.
Chartering a bus, Warren
Consolidated Schools took a large
contingent of parents, Board
members, and WEA members joined
by Superintendent Clor and President
Bob Naski. John Cafagna, WEA
Trustee and Carter Middle School
teacher, commented: “We’re here for
the kids. It’s tough to get them what
they deserve because of the budget
cuts. A lot of kids are missing out.”
Led by Governor Jennifer
Granholm, several leaders addressed
the participants. Following are notable
quotes from some of them voicing
their support.
“I have never seen a finer rally
since I’ve been Governor. You are
people who care about public
education in Michigan. It’s our
belief in our children and all the
children of Michigan that brings us
here. What is more important than
the education of our future work
force? We must make the link that
the economy and education are
inextricably bound together. I am
certain you will not let Lansing
escape from funding education in
Michigan. The question is how. We
have to make this Republican
controlled legislature do something
to invest in our children to set
education as the priority not the
special interest tax loopholes for a
few. I’m asking you to be louder
than those special interest lobbyists.
Be the voice for children. Scream to
them to close loopholes for special
interests and fund education for
children.” – Governor Jennifer
Granholm
• “We are here to demand quality
education for every child in
Michigan. Failure is not an
WEA awarded Crystal Apple
political fundraising
praised
WEA members scored kudos
when they were awarded the crystal
apple for achieving 80 percent
by Michele Strojek
participation and contributions to
the MEA-PAC/NEA
Fund for Children and
Public Education. The
WEA has been awarded
six crystal apples, one for
each year when the MEA
has recognized
outstanding political
donations by local MEA
units. Eighty percent is the
minimum level for
achieving a crystal apple.
The WarrenFitzgerald Coordinating
Council was also
awarded the Golden
Apple Award for
MEA President Lu Battaglieri presents the
achieving 71 percent
Golden Applie and Crystal Apple awards to
Michele Strojek, WEA/REA IMPACT
enrollment for
Chairperson.
contributions to MEAPAC/NEA funds. We
option.” – Donna
Oser, president of
Michigan Congress of
Parents, Teachers,
and Students.
• “Twelve years ago I
was proud of putting
together Prop A. But
now we need to put
our money where
our mouth is and
fully fund public
education.” He said
he takes education
funding seriously but
many legislators do not. On the
Tuesday morning of the rally the
senators voted 21-16 against
discussing the bill even though they
knew it was the day of the rally.
“We had more pressing issues,”
he said sarcastically. “They
eliminated nine useless
committees and allowed the
potato commission to
reapportion itself. That’s what I
call a productive day.” – Senator
Bob Emerson, Democrat, Flint,
sponsor of Senate Bill 246.
• “Many school districts are right
this moment standing on the
precipice of financial disaster.
Every school district is walking
toward that cliff and will
eventually be on that precipice.
The legislature needs to fix
school funding, and they need to
do it now.” – Tom White,
executive director of the Michigan
School Business Officials
were the only Coordinating Council
to receive the award this year.
Sixty percent is the minimum level
needed to achieve a golden apple.
The coordinating council has
received this award for six
consecutive years.
Michele Strojek, IMPACT
Chairperson, accepted the awards on
behalf of WEA and Fitzgerald
teachers at the May MEA-PAC
Council meeting in Lansing.
“Warren teachers continue to
demonstrate their strong commitment
to political action in Michigan and
Washington, D.C. We realize the
impact that legislation and regulations
have on our health benefits, working
conditions, certification and
qualification requirements, and
retirement benefits. I am proud to
represent our teachers who make this
financial commitment every year, vote
for teacher-friendly legislators, and
dedicate their lives to educate today’s
children. We are the best!” said
Strojek
l. or r.: WEA members Josh Weston,
Bob Naski, John Cafagna, Jon
Fielbrandt, Karen Abella and Sue Flis
show support.
Superintendent Dr. James Clor
and WCS parents join
K-16 Coalition Rally.
Teacher Feature ......... p. 3
inside
by Judy Locher
From the Nation ........ p. 4
From the State............ p. 4
From the Local .......... p. 5
Getting to Know
Your Union ................ p. 6
From this Corner ....... p. 8
Teacher Highlights .... p. 9
Page 2
The Harbinger
July, 2005
Editorial
Labor Unions Still Work
for Everyone
by Paul F. Clark, guest editorial
Paul F. Clark is a professor in the department of labor studies and
industrial relations at Penn State University
the
Many people today believe that the labor movement has outlived its
usefulness - that it had a valuable role to play in the first half of the 20th century
but is now irrelevant, an anachronism.
My colleagues at the business college, for instance, describe unions as
“dinosaurs” and as support of that idea note that their influence and power are
waning.
It’s true that the proportion of the national workforce represented by unions
has fallen steadily over the last 25 years. And as the economy struggles and
health costs continue to skyrocket, employers - even many of those earning
healthy profits - do hold the upper hand in contract negotiations and are
demanding wage freezes, cuts in benefits and other concessions from workers.
But those critics forecasting the demise of the labor movement are indulging
in wishful thinking. Their arguments are the same ones that were in vogue in
the 1920s, just prior to a half-century in which the union movement won
unprecedented gains for its members and helped shape the nation’s economic
and political landscape.
The fact is, unions continue to play a critical role in our society - and one
that extends well beyond the 16 million people who pay dues.
In recent times, there were two major strikes in the Los Angeles area,
involving public transit workers and supermarket workers. Both strikes
reflected the ongoing struggle over health-care benefits for workers, and both
had a significant effect on life in the city.
Unions exist to serve as a countervailing force against employers - whether
those employers are government agencies, corporations or not-for-profits.
Unions participate through the collective bargaining process in decisions
regarding compensation and benefits, working conditions and job security.
Almost always, the result is higher pay and better benefits, safer working
conditions and great job security for their members, just as it has been
throughout the history of the labor movement.
But union victories are also victories for those workers not covered by a
union contract. This is because nonunion employers often match what’s been
won by unionized employers in the same industry.
Economists call this phenomenon the “union threat effect” because
employers offer these improvements in order to lower the chances that their
workers will organize.
The union threat effect expands the influence of unions well beyond the
14.6 percent of the workforce represented by unions nationally (in California,
18.9 percent of the workforce is unionized). And evidence suggests that not
only are the wages and salaries of nonunion workers often higher than they
would be without the presence of unions in their communities, but many of the
benefits they take for granted were introduced into workplaces only because of
the efforts of unions.
Paid vacations, health insurance, pensions and sick leave did not become
commonplace in American workplaces because of employer generosity but
because unions fought hard for them, and won.
The same is true for laws protecting employees. When proposed, most
employers vigorously fought the eight-hour day, the Social Security system,
overtime and minimum wage laws, workers’ compensation statues, occupational
safety and health protection and bans on child labor. It was the labor movement
that pushed these proposals through and that today fights employer-led efforts
to weaken or undo them.
More recently, the job of watchdog has fallen, in part, to the labor
movement.
For example, American Airlines executives tried to pay themselves huge
bonuses and create a pension plan for top management that would be protected
even in the event of bankruptcy, while at the same time claiming poverty and
asking employees to take significant pay cuts. The scheme was exposed by the
pilots’ union.
It is true that the labor movement is now on the defensive. Unions
historically lose bargaining power when the economy is slumping and
unemployment is high. And their influence in the political arena is diminishing
under the current administration.
The labor movement will survive, but its current struggles should be of
concern to everyone - employees, managers and investors - who believe that
unbridled corporate power is a dangerous thing and that checks and balances
and accountability are desirable in a democratic society.
Unity and teamwork
must remain strong
Unity and Teamwork. These two words are never more meaningful than
during a bargaining year. As I reflect over the thoughts I wish to communicate
to the WEA membership in this article, I keep returning to this theme.
Unity requires harmony and agreement, with the caveat of being one in
purpose. Our unity must remain strong and consistent. Teamwork as defined by
Webster is “joint action by a group of people, in which each person subordinates
his individual interests and opinions to the unity and efficiency of the group.”
You have such a team currently hard at work representing you!
Bargaining is a process that begins long before the two teams sit down to
negotiate. Over the last two years the WEA has sent WEA members to
leadership and bargaining conferences. There they developed new skills and
insight into the bargaining process. They learned about the magnitude and
complexity of the work involved.
Last fall a survey committee was selected and given the task of finding out
what contractual issues were most important to the membership. First, they had
to meet to create a comprehensive survey. The surveys were distributed to the
entire membership, collected and tabulated. While this was going on, I appointed
the Bargaining Team. Then the appointees were presented to the Trustees and
Congress for their approval. I made great effort to ensure that this team
reflected the entire membership. Representatives of the Survey Committee
along with the Bargaining Team calculated the survey results and listed
bargaining issues in order of the priority the membership indicated Also we
established Crisis Committee to prepare and develop possible strategies to use
in the event a tentative agreement is not reached.
For the past two months, the Bargaining Team has spent innumerable hours
at the difficult task of writing proposals. Every issue has been thoroughly
discussed, debated, and researched before the final proposal was written.
Remember, bargaining is a process so there will be a continuous flow of ideas,
discussion and prioritizing.
A well-prepared WEA Bargaining Team recently met on June 23rd with the
Administration’s Team for the first time. General introductions, establishing
ground rules, and setting our bargaining schedule were the priorities of the day.
I am very pleased to inform you that your Bargaining Team has worked
very hard for you and will continue to do so. I am very impressed by the
professionalism, unity, and enthusiasm of this group. They are doing their best to
represent your interests and concerns They are off to an excellent start.
How can you as a WEA Member support this process? Easy. Remain
united and supportive of your team and understand that the bargaining process
takes time. You’ve already expressed the concerns and issues you want
addressed; now remain involved by periodically checking the WEA Bargaining
Hotline (586/573-0522) for updates of current developments.
With commitment to our basic principles of unity, integrity, hard work and
teamwork, I am confident we will achieve our desired objective: a good
contract that will make us proud!
On a different note, I’d like to comment on union involvement. You may
have noticed many new faces, many of them younger, representing the WEA
as building reps, as trustees, on committees, writing for the Harbinger, and on
the bargaining team. This was a goal of the WEA leadership, and I am very
pleased with the diverse membership this past year. The union can only be
enriched by this influx of new, enthusiastic talent.
The WEA comes from a very rich heritage of hardworking, talented
educators who see no conflict in being both a professional educator and a union
activist. Think about sharing your talents, creativity and skills with the Warren
Education Association.
Oppose Senate Bills 55 & 56
Harbinger
E-mail: [email protected]
The Warren Education Association Officers
Editorial Staff
Sandra Kush
Computer Layout
Pat Eisenberger
Art Concultant
Ty Mittelstaedt
Staff Reporters
Michele Strojek
Pamela Kellar
Jon Fielbrandt
Jean Wenner
Nancy Kozlowski
The views expressed by the writers do not
necessarily reflect the official policy of the
Warren Education Association.
Subscriptions are $10 per year to non-members
of the WEA.
President
Bob Naski
Vice President
Jonathon Fielbrandt
Zone Trustees
Carolyn Kiertanis
Lisa Sikoski
Bob Callender
John Cafagna
Congressional Trustee
Joshua Weston
Executive Director
Judy Locher
Ty Mittelstaedt, our outstanding resident cartoonist retired this June
after 40 years of teaching in WCS. His insight, humor, and “right on”
take on crucial issues have helped make the Harbinger a premier
newspaper. He generously plans to continue his expertise and talents
for the WEA.
July, 2005
The Harbinger
Page 3
Teachers Featured
Outstanding teachers honored
Michelle Murphy named Macomb County High School Teacher of the Year
by Pam Kellar and Sandra Kush
Jennifer Sharkey - Elementary
Jennifer Sharkey, Special Education teacher at
Hatherly, was selected as the Outstanding Elementary Teacher of the Year for WCS for 2005.
Sharkey was selected based on her ability to plan
and prepare for the instructional needs of her
students, the ability to create a quality learning
environment, and the ability to engage students in
learning.
Designs Special Program
Sharkey began her teaching career as an
Autistic Impaired teacher in Clarkston.
She came to Warren Consolidated in 1994 where
she has been a Resource Room teacher, a Teacher
Consultant, and is currently the SOARS teacher at
Hatherly. SOARS is an acronym for the “Social
Organizational and Relationship Skills” Program in
Sharkey’s resource room. She designed this unique
program for those students who exhibit characteristics on the Autism Spectrum of special needs. “The
students in my classroom are honest and have an
almost brilliant insight into details and facts,”
Sharkey commented. “They are somewhat higher
functioning students and are capable of spending
part of their day in general education classes.”
Sharkey works closely with the Hatherly
Social Worker and Speech Therapist who
nominated her for this special recognition
because of her development and implementation of the SOARS Program at
Hatherly. These two special education
professionals also work with Sharkey’s
students in her room in a small group
setting.
Michelle Murphy - High School
The Freshman Academy at Warren Mott High
School has an enthusiastic cheerleader: Michelle
Murphy, 3rd year teacher of English and Spanish,
and the WCS plus Macomb County High School
Outstanding Teacher of the Year for 2005.
Organizes incoming freshmen
“In my second year of teaching, my assistant
principal asked for teacher volunteers to teach all
core freshman classes and be involved with a 3 day
orientation for incoming freshmen. I welcomed the
challenge and plunged right in,” said Murphy.
“Freshmen are challenging, upbeat, and just plain
fun. Our biggest challenge in the academy was to
get them to realize the importance of academics in
9th grade.”
Murphy and the other freshman teachers work
with the students during a three day “Rush Week”
before school opens in the fall. “We get the kids to
talk to each other, say hi and ask names. Freshmen
are basically happy-go-lucky so we capitalize on
that.” Last year, with a freshman class of 470, over
400 attended the activities. “They realized that it’s
not Beer vs. Grissom any more,” laughed Murphy.
an opportunity to go to downtown Detroit, and to
other metro Detroit areas during these field trips.”
Murphy supports her classroom learning community by incorporating discussion and mini-lessons
regarding respect, dignity, caring and safety. “I
really don’t have a tough time with discipline,”
admitted Murphy. “In my ‘who am I’ speech at the
beginning of the year, I let it slip that I taught Karate
for several years. I set standards, move closer in
class to one who seems to be having a problem to
keep a situation from escalating. Students who are
challenging keep me coming back to work every
day.”
Finally, Murphy interacts with parents outside
the classroom as Warren Mott’s Play Director and
actively enlists the help of family members in all
aspects of productions.
Rosemarie LeFaivre - Middle School
What makes Rosemarie LeFaivre a great
teacher and Outstanding Middle School Teacher of
the Year for WCS for 2005, goes beyond her
knowledge of math and her desire to help every
student succeed academically. She is set apart from
other teachers by her sincere commitment to help
students become successful adults.
Teaches ability based math
Rosemare LeFaivre
teaches three levels of 7th grade
math at Carter Middle School.
Because it is not unusual for all five
of her classes to be at different
places in the math curriculum,
LeFaivre dedicates the time to plan
separately for each class based on
the majority of the students’
Social skills emphasized
abilities. Her attention to developing
In the SOARS Program, the students
real life examples for her math
participate every day in a group learning
concepts helps her students personenvironment with a strong emphasis on
ally connect to their lessons. If they
social skills training. “The program indon’t “get it” she revisits the lesson
volves the direct instruction of social
and makes sure the students
skills,” Sharkey emphasized. “Because my
understand before going on to the
students spend part of the day in the
next concept. Because she is using
general education classrooms, my teacher
a new math textbook, LeFaivre
aide is invaluable. My aide goes to the
tries to incorporate all the supplegeneral education class with the SOARS
Superintendent Clor, WCS Board of Education, and WEA leadership honor
mental materials and actually
students and helps me monitor their
WCS Teachers of the Year: front row l-r: Michele Murphy, Rosemarie LeFaivre, became part of a committee to
progress, determine their interest levels,
Jennifer Sharky.
more finely align the new math
and identify what skills need to be taught
curriculum to the Michigan benchback in my room.” Sharkey’s classroom
marks.
She
feels
that the new curriculum is very
One
of
Murphy’s
greatest
strengths
in
the
instruction also includes the many challenges her
advanced
but
is
pleased
with the different level
classroom
is
her
ability
to
accommodate
students
students face during the rest of the day at school.
grouping she works with at Carter.
with diverse learning styles and levels while main“We directly address the problems that our
it is important to
students exhibit not only while in the general educa- taining high standards. She feels
th
Students learn respect
have
the
kids
realize
that
“9
grade
counts”. In a
tion class, but also on the playground, at lunch hour,
When
school
begins, LeFaivre establishes
school
with
over
53
different
languages
spoken,
this
and during any social interaction with general
rapport by giving her students the same respect she
is a challenging task for teachers. Murphy realized
education students.” Sharkey mentioned that her
expects them to give to her and others. “When I
the scope of this diversity while working on restudents might have a problem that appears simple
discuss discipline at the beginning of the year, I
search
and
writing
Warren
Mott
High
School’s
Blue
in a general education setting, but can be monumendon’t say ‘Here are the rules’,” said LaFavire. “I
Ribbon
School
application.
Incidentally,
Warren
Mott
tal for a SOARS student. “Just raising a hand at an
talk with my students about what would make a
was named a Blue Ribbon Exemplary School in
inappropriate moment or telling a story instead of
class run well, we work on behaviors together, and
answering a question are all challenges that face the 2004.
we don’t even need to write anything down.” She
SOARS student and have to be addressed in my
connects with her students and each year she
Communicates
with
diverse
community
room. Staying on task is a big issue with my stumentors one or two students, helping them deal with
Communicating with parents posed another
dents.” Role-playing, planning individualized lessons,
very difficult home situations and allowing them to
challenge for Murphy. She believes in calling
studying stories with social themes, and practicing
seek out positive behaviors to cope with their
parents
to
give
good
news
as
well
as
informing
them
skills over and over are just some of the ways in
problems. “I noticed a bright student having probof
problems.
“I
try
to
connect
with
the
student
and
which Sharkey meets the needs of her students.
lems in class early this year,” explained LeFaivre. “I
parent through a progress report if the parent
intercepted a note that led me to send her to the
doesn’t speak English or is not able to attend a
Small groups encouraged
counselor for some individual help. I would talk with
conference.
Out
of
150
students,
I
had
75
parents
Another unique aspect of the SOARS program
her before and after school, because it was obvious
attend
the
last
parent
conferences,”
explained
is that small groups of general education students
she needed a female role model. By the end of the
Murphy. “I think 50% is great!” She actually feels
come to Sharkey’s class and participate in some of
year, she was focusing in class and brought her
the small group activities. These students also serve that these various languages are good springboards
grades up to As and Bs.” She is also available for
when
teaching
and
she
tries
to
use
it
to
her
advanas role models for the SOARS students. Sharkey’s
st
any student both before and after school.
tage
.
.
.
especially
when
teaching
1
year
Spanish.
current goal for the SOARS Program is very
Besides being the math competition coordinator
A popular way to reach freshmen and keep
straightforward, “Ideally I try to get my students
for Carter Middle School, LaFaivre has started
infused as much as possible into general education.” their interest is to make use of field trips. Michelle
helping teachers post homework updates daily on
Murphy and fellow Freshman Academy teachers
A future goal for Sharkey is to implement an
the school’s web page. “Many teachers were asking
did
just
that.
They
took
5
busses
loaded
with
300
effective co-teaching plan with the general educame for help,” said LaFaivre, “so I volunteered to do
students to the Detroit Opera House for a dramatition teachers and the special education team. ‘I am
the daily computer updating for anyone who asks
pleased with the positive response, cooperation, and zation of 5 short stories that included the ubiquitous
me.” In addition, she is a resource for those with
Tell
Tale
Heart
by
Edgar
Allen
Poe,
and
The
understanding exhibited so far by the Hatherly staff
questions about the Integrade Pro computer grading
Legend
of
Sleepy
Hollow
by
Washington
Irving.
for the SOARS Program.” Her special education
program.
Of course, the students read the stories before
team colleagues, Doreen Dickman and Jessica
LaFavire has finished her 9th year in WCS and
attending the plays. Students also encountered the
Brzezinski, admire Sharkey’s dedication to the
powerful and poignant events of World War II while is looking forward to many more. “I love that look
SOARS Program. “Jennifer Sharkey is a very
visiting the Holocaust Memorial Museum this spring. on the students’ faces that shows they finally get a
remarkable and outstanding Warren Consolidated
“It’s amazing how many students haven’t been very concept. That keeps me coming back every single
Special Education Teacher and deserves special
far away from their home,” said Murphy. “They had day.”
recognition for her efforts,” said Dickman.
Page 4
The Harbinger
withhold $76 million of the $107 million that
Utah receives in federal education money.
Connecticut. Attorney General Blumenthal
announced that his state plans to sue the U.S.
Department of Education over lack of funding
for ESEA/NCLB testing mandates. The state
estimates that by 2008 it will have to spend $8
million of its own money to carry out just the
testing requirements of ESEA/NCLB.
Texas. The U.S. Department of Education is
fining the Texas Education Agency $444,282
because the state agency released information
too late for schools to notify parents about their
school transfer options under ESEA/NCLB last
fall.
Maine. A state task force found 26 areas that
need to be addressed to make the law work in
Maine. The state’s U.S. Senators Snowe and
Collins pledged to work to change the law when
it comes up for reauthorization.
NCLB: update
schools sue, states snub law
•
•
Schools Sue No Child Funding
The Pontiac School District joined districts in
Texas and Vermont and several education
associations across the country in a first-ever
federal lawsuit that the NEA filed on April 20.
The lawsuit calls upon the federal government
and the Bush Administration to fully fund the
costs of their own rules and regulations under
ESEA/NCLB. The suit also asks the courts to
rule that the federal government cannot withhold funds from schools that do not comply with
the law because of the funding gap. NEA
President Reg Weaver states: “The principle of
the law is simple. If you regulate, you have to
pay.”
Growing Numbers of States Snub NCLB
Utah. Governor Jon Huntsman signed legislation passed by the Republican dominated
legislature that orders state officials to ignore
ESEA/NCLB provisions that conflict with
Utah’s education goals or that require state
financing. U.S. Secretary of Education Spellings
warned in a letter that the Department might
•
Special Ed. Test Rule Changes
In April, U.S. Education Secretary Spellings
announced that the Department will be more
flexible in evaluating compliance. One change
Spellings mentioned affects rules governing the
assessment of students with cognitive disabilities. States that meet criteria proving they are
serious about raising academic achievement can
now provide an alternative test to the MEAP for
up to three percent of these students rather than
the current one percent. The Department will
allocate $14 million nationwide to help schools
create new tests for those students.
July, 2005
Retirement attacked
public employees at risk
Public employees across the country from
Alaska to South Carolina are fending off attacks
in their states to move public employees from
defined benefit pension systems to risky defined
contribution plans. President Bush’s plans to
dismantle social security echo these attacks on
public employee defined benefit plans. The most
serious threat is coming from
Governor
Schwarzenegger in
California. The
California
Teachers
Association is
gearing up to
defeat a ballot
initiative that
would convert
public
employee
pension
plans to
defined
contribution
plans.
State aid unresolved
Battaglieri, Salters,
and Cook reelected
MEA Spring RA Keeps
Dues Unchanged
by Jon Fielbrandt
SB 55 AND 56
headed for demise
right to bargain health
insurance threatened
SB 55 & 56 appear to be headed for death
according to MEA lobbyists. The bills, sponsored by
Senators Johnson and Sikkema, would have stripped
public school employees of the right to bargain
health insurance and placed them under a government-run health insurance monopoly controlled by
six political appointees. WEA members joined their
public school employee colleagues from across the
state meeting with legislators and flooding them with
letters urging opposition to these bills.
HB 4274, which would require insurance
providers to release employee medical claims data
to school employers, is also opposed by the MEA in
its original form. However, MEA supports an
amendment offered by Rep. Edward Gaffney, RGrosse Pointe, which addresses member privacy
concerns and sets up a pooling system which allows
MESSA to continue to provide the best possible
value on insurance coverage. If the amendment
passes, MEA would support the bill.
However, according to MEA Government
Affairs Director Al Short, the battle is not over. At
the end of July, an insurance study will be reported
to the House. This report could spark new bills not
unlike the old SB 55 and 56. Members may have to
launch another lobby campaign to preserve local
collective bargaining rights on insurances.
Delegates to the Spring Representative Assembly (RA) approved postponement of percentage
dues for one year with implementation now scheduled for September, 2006. This postponement was
necessary to accommodate school districts who are
still struggling with newly required electronic transfers of retirement withholdings to the state. The RA
voted to approve a one-year budget that required a
zero dollar dues increase for 2005-2006.
All unopposed, MEA President Lu Battaglieri,
Vice President Iris Salters, and Secretary/Treasurer
Steve Cook were elected by acclamation. Each will
serve a three-year term that ends August 31, 2008.
Utica teacher Joyce Lalonde was re-elected to a
second three-year term on the NEA Board of
Directors and Westwood Heights teacher Ric
Hogerheide was elected to his first term on the
NEA Board.
In other business, the RA rejected a proposal
that would have eliminated the Fall RA and approved a motion to increase efforts in organizing
adult education teachers.
GOP House Bill
Attacks Retirement
propose defined contribution
Two Michigan legislators, Republicans Rep.
Palmer and Ward, have introduced legislation to
convert the current defined benefit pension plan for
school employees to a defined contribution paln.
HB4947 not only establishes a defined contribution
plan for school employees hired on or after July 1,
2006, it also provides for a graded premium subsidy
for health insurance for those school employees.
New employees would earn a 3 percent subsidy for
each year of service up to a maximum 90 percent
subsidy with 30 years of service. To qualify for
insurance, one would need at least 20 years of
service credit. MEA is vigorously opposing the bill.
If passed by the State Legislature, it would seriously
reduce pensions and health benefits for all new
school employees and weaken the current program
of pension and health benefits for current employees
and retirees.
heads to committee
As the Harbinger goes to press, the state
legislature had not settled on a budget. The Senate
and the House have adopted state aid, and it is
anticipated that each chamber will reject the other’s
version. Thus, both budgets probably will go to
conference committee where a final bill will be
worked out. The Legislature begins summer recess
at the end of June. More than likely there will not be
a passage of a state aid bill until they return in
August.
Both the House and Senate versions set the
foundation allowance at $6,875 which is an increase
of $175 per pupil as Governor Granholm has recommended. However Granholm’s proposal of an
additional $50 per pupil for high school students is
not in either chamber’s version.
For awhile it appeared that some of the monies
for 20j school districts like WCS were in jeopardy.
This would have meant a loss of $1,825,000 for
WCS. However, both the Senate and House bills
have kept the 20j monies intact. For at risk students,
the Governor has proposed an increase of $33
million to $347 million. Both houses have kept the
amount the same as this year at $314 million.
Michigan Supreme
Court dismisses lawsuit
retirees’ health benefits can
be changed
The Michigan Supreme Court issued its decision
in the MEA challenge to the increase in deductibles
and co-pays for retiree health insurance by the
Michigan Public School Employees’ Retirement
System Board. By a 5 to 2 margin, the Michigan
Supreme Court decided that health insurance
benefits are not “accrued financial benefits,” within
the meaning of Article 9, Section 24 of the Michigan
Constitution and that the statute providing for health
insurance for school retirees did not create a
contract that is binding on future legislatures. Based
upon that rationale, the Michigan Supreme Court
upheld the actions of the MPSERS Board and
dismissed the lawsuit. The decision of the five
member majority of the Supreme Court is
particularly troubling, because the rationale used by
those Republican justices allows the legislature
unfettered discretion to change retirees’ health
insurance benefits.
July, 2005
The Harbinger
Ratification
process detailed
follows tentative agreement
by Bob Naski
The surveys have been tallied, priorities set,
proposals written and bargaining is taking place.
What happens next, you might ask? Hopefully the
Warren Education Association and Warren
Consolidated Schools bargaining teams will come to
terms on a new agreement. This new agreement
would be tentative pending ratification by the WEA
membership and the approval by the Board of
Education.
The Warren Education Association rules for
contract ratification state the membership must have
in writing all changes to the contract in the tentative
agreement (T.A.) five (5) days before a vote may
be taken.
The ratification vote would be taken only in a
general meeting and only after an open discussion of
the tentative agreement. Balloting would begin no
earlier. The time, place of the meeting, and
ratification procedures would also be posted five (5)
days before the meeting. All members voting would
be identified as WEA members according to the
official vote counting instructions of the WEA. The
Bargaining Team would then present its report,
followed by any individual members or groups who
have requested time according to ratification
procedures. The president accepts questions and
points of clarification article by article.
Finally the president makes his recommendations and then the polls open. Ratification is by
secret ballot, and the vote would be taken upon the
total body of the tentative agreement. The
membership would not be able to vote on individual
articles or items. Voting places would be open for
forty-five (45) minutes after the president’s report.
The percentage needed for ratification is 50 percent
plus one (1) of those voting.
Only when WEA’s membership and the WCS’s
School Board ratify the tentative agreement would it
become a new contract.
Page 5
Bargaining survey issues highlighted
Health care, Schedule A lead
Under co-chairpersons Kevin Bullis, Lisa
Koziara, and Sue Packla, the WEA Bargaining
Survey Committee commenced in March. The
committee reviewed previous WEA surveys and
solicited issues from members in the buildings to
arrive finally with a comprehensive survey to send
to the membership in April. The response from the
members was excellent with over 655 members
returning the survey, significantly more than was
needed for reliable results.
As in past bargaining years, improvement in
Schedule A and maintaining the current health care
packages for medical, dental and optical were the
most important issues. One member commented,
“The most important issue that needs to be
considered is salary! We need to have a salary
improvement that minimally keeps pace with
inflation and keeps our salaries competitive with
other professionals.” Although more than half of the
respondents have 10 years or less teaching
experience, surprisingly improvements in the
longevity scale was a high priority.
Of even greater importance to most members
was keeping the health care package as it currently
is. More than one member said: “Please don’t give
up ground on health care.” More specifically, many
members commented that they were very
dissatisfied with the district’s change of vision
carrier to Spectera this last year. Although the WEA
does not bargain the carrier for any of the health
insurances except medical, the members would like
to see the vision carrier return to the one prior to the
change to Spectera. The second highest priority in
fringe benefits after the insurance packages was an
increase in the Board contribution to an annuity.
Surprisingly, given the younger age of the current
membership, 6.1 percent chose long term care
insurance at retirement as a top priority.
Class size still remains a priority among the
members. As one member commented: “The district
needs to commit to small classes which we know
increases learning. We need to stop being a factory
school.” And another reiterated this concern:
“Lower class sizes are my biggest concern. In this
high stakes testing climate, we are doomed to fail.
31 students are too many!” With the changing
demographics in WCS, teachers also expressed a
growing concern over the number of English
Language Learners (ELL), at risk students, and
special education students per classroom. In a
related matter, 54 percent gave top priority to
providing a substitute for teachers attending Child
Study Team and Intervention meetings during the
school day.
Although not as high a priority as salary, health
insurance and class size, more than half of the
members chose making all days personal leave days
(PLD). Notifying teachers of any additions or
request for their personnel files showed 68 percent
choosing it as a top priority. Providing a teacher
records day at all levels had relative high priority,
also.
In late May, the WEA Bargaining Team
reviewed the survey results and formulated
proposals that speak to the members’ priority
concerns. They also reviewed concerns from
special interest groups that were not addressed in
the survey such as elementary special services,
Schedule B and counselors. They prepared
proposals to address some of their concerns.
All in all, the Bargaining Survey Committee’s
efforts were greatly appreciated. Many members
expressed thanks for the opportunity for direct input
into the bargaining process.
136 WEA members
choose VSIP
In early April, the WCS Board of Education
offered a Voluntary Severance Incentive Plan
(VSIP) to only members of the Warren Education
Association. 136 WEA members chose the plan and
resigned from WCS effective June 30, 2005. At
least 100 teachers had to choose the plan for it to be
effective. The participants could choose between
two incentive pay options: a $50,000 lump sum
directed to their MPSERS retirement account, a
403(b) provider of the district’s choosing or a
combination of both; or $60,000 given in payments
over 48 months to a 403(b) provider of the district’s
choosing. It is projected that the overwhelming
success of the VSIP will significantly reduce or
eliminate the original projected shortfall in the
2005-06 WCS budget.
WCS School Board changes
Smith, Hayden move on
by Michele Strojek
Warren Consolidated Schools bid adieu to
Council President Daniel Smith and trustee John
Hayden whose terms as school board members
expired June 30th. Newly elected Sue Kattula
and Brian White are eagerly waiting to assume
their positions and responsibilities as WCS
School Board Trustees.
John Hayden, who has been on the WCS
Board for nine years, is especially proud of its
accomplishments:
1. playground safety in the elementary schools,
2. construction of the Performing Arts Center,
3. renovations that resulted from the passing of
the bond,
Sue Kattula
4. the sinking fund, and the recent millage election,
5. balancing the WCS budget without harming
classrooms and employees,
6. continuation of the stellar programs in the
district, such as CPC, MSMTC, and TAPP, the
performing arts program.
“I love this district and wish it the best of luck.
It has been a wonderful ride,” said Hayden.
Dan Smith has served on the WCS Board for
eight years. As the City of Warren’s Economic
Development Planner, he saw the need to improve
the condition of the schools and improve the
business climate of the city as two entities that were
inextricably woven together. He is proud of the
community support for the bond, sinking fund, and
millage. “You have to do things for the children of
this community that you think are the right things to
do, not what other people think is right. Listen and
come to a conclusion on what information you have,
and know that what is in your heart is the right thing
to do,” has been the philosophy that has guided his
actions on the WCS Board.
Board members Brian White and Sue Kattula
are excited and on “cloud 9” about their new
positions that officially begin July 1. Mr. White has
been active as the president of the Grissom Booster
Club. He is still getting his feet wet as he becomes
more familiar with the district’s programs. He finds
volunteering in the schools an exhilarating
experience and wants to “do what is best for the
kids”. He sees school funding as a critical issue as
the district tries to preserve the same programs with
less money.
Susan Kattula, who campaigned on the issues
she cared most about, brings enthusiasm to the
Brian White
WCS School Board. She is the president of the
Hatherly PTO and is actively engaged in responding
to and educating the parents in her community. She
feels her greatest challenge is school funding, and
NCLB with its requirements but lack of monetary
support. She is extremely concerned with the
increasing diversity in the schools and how to
address a population that speaks 23 different
languages. “The population is changing every day.
Many of these parents can’t vote as they are still
not American citizens. There is a need to educate
this population and get them involved in the schools
so that they support millages.”
Brian White and Sue Kattula have been
positive, supportive parents and school leaders. The
WEA looks forward to working with them for the
next four years. Good luck to you both. Farewell to
John Hayden and Dan Smith who worked tirelessly
for the WCS community.
Page 6
The Harbinger
July, 2005
Getting to know your union
Meet your WEA Bargaining Team
Warren Consolidated Schools and Warren
Education teams first met on June 23, 2005 to
begin bargaining a successor agreement to the
contract which expires on August 28, 2005. Here
is a glimpse of the WEA members appointed to
serve on the WEA Bargaining Team.
Kevin Bullis, a Warren
Mott High School English
teacher since 1997,
graduated with a
Bachelor of Science
degree in English from
the University of South
Florida. He also holds a
Masters of Education
degree in Educational
Leadership from Saginaw
Valley State University.
He has been a Boys
Varsity Soccer Coach and is currently the Girls
Varsity Volleyball Coach. He has served as a WEA
Building Representative for the last two years. In
2002, he was an interim Assistant Principal at
Warren Mott.
“I have been looking forward to this opportunity
of serving our membership. Serving on the
bargaining team will present many challenges that
I’m anxious to tackle.”
Sue Malkowski has
taught in WCS for 37
years as an elementary
teacher in all grades 1-5.
For the past several
years she has been at
Fillmore Elementary.
Although Sue chose the
VSIP and retired this
June, she graciously has
agreed to remain on the
bargaining team. She
served as an Elementary
Trustee for over 10 years. She was also an
IMPACT Trustee, and a MEA and NEA
Representative Assembly Delegate. She holds a
Bachelor of Arts degree n Elementary Education
from Michigan State University and a Masters of
Art degree in Reading from Saginaw Valley State
University.
“My goal in serving on the WEA Bargaining
Team is to better the teaching conditions of teachers
and thus better the education of our students.”
Bob Naski is President
of the WEA, beginning
his second year term.
He will serve as Chief
Spokesperson of the
Bargaining Team. Prior
to becoming President,
John Cafagna is an 8th
Bob was the Middle
grade teacher at Carter
School Trustee for 18
Middle School. After
years and a Building
graduating from Oakland
Representative for 27
University with a
years. He also served as
Bachelor’s degree in
a MEA and NEA RA
Elementary Education in
Delegate. Twice he has been Chairperson of the
1997, he was hired in
WEA Crisis Committee serving in that capacity for
WCS. Before going to
the three years the WEA worked without a contract
th
Carter, he taught 8
from 1992-95. He also was on the WEA Bargaining
grade math, social
Team for the 1998-2003 contract.
studies, language arts and
Bob has taught for 35 years in WCS as an
reading at Grissom and
Industrial Arts and Math teacher at both the high
Flynn Middle Schools. He is currently working on his
school and middle schools. Most recently, he taught
Masters Degree in Educational Leadership at
at Grissom Middle School. He earned his Bachelors
Saginaw Valley State University.
and Masters degrees from Wayne State University.
He is in his second year as WEA Middle School
“I am very pleased with the energy,
Trustee. He also serves on the WCS Curriculum
professionalism and dedication this bargaining team
Steering Committee. Active in the Democratic Party,
has exhibited in the last couple of months. I am
he is precinct delegate in Sterling Heights. “While
looking forward to the bargaining of a successful
education in general is in the midst of tough times
contract.”
with ESEA/NCLB, funding issues, and legislative
attacks on public employees’ bargaining rights, I love
Lisa Sikoski earned her
the position our Warren Education Association is in.
Bachelor of Science
The balance that can be found in experience in our
degree and Masters of
union today is having a tremendously positive effect
Arts degree in education
on our teachers. I am very excited to be a part of
from Wayne State
it.”
University. She has
taught for 13 years, 4 of
Christine Stone graduated from Central Michigan
them in the Detroit
University with a Bachelor of Arts degree in
Public Schools and 9 in
elementary education and early childhood. She also
WCS. Currently she is
holds a Masters of Arts degree in elementary
teaching in upper eleducation from Saginaw
ementary at Cromie
Valley State University.
Elementary. She serves
She has taught for 7
on the Professional Staff Development Policy Board
years in WCS as a first
and has been a WEA Building Rep for the last 3
grade teacher at Wilde
years. Recently she was newly appointed as an
Elementary. For the past
Elementary Trustee to fill the vacancy created by
5 years, she has been a
Sue Malkowski’s retirement.
WEA Building Represen“I come from a heavy family background in
tative.
union and union affairs. I never thought that I would
“I am honored and
get involved at this level so I guess one never says
excited to work hard for
never. To bring about changes, you have to be
the membership to get the
practical and get involved.”
best contract possible.”
Jon Fielbrandt is the
newly elected Vice
President of the WEA.
Prior to his election, he
was the Senior High
Trustee since 2001 and a
Building Representative
since 1998. He currently
serves on the MEA
Board of Directors and
is on the MEA Budget
and Finance Committee,
the MEA Governance
Committee, and the
MEA Staff Retirement Committee. He is also
Region Six Treasurer.
Jon has a Bachelor of Science degree in
Chemistry from Michigan Technological University
and a Masters of Education degree in Educational
Leadership from Saginaw Valley State University.
He hired in WCS in 1997 at Sterling Heights High
School where he has taught Algebra I, Physical
Science, Chemistry I, II and AP, Integrated Math,
Physics, and Earth Science for the past eight years.
He is also the Stage Manager at SHHS.
“After five years of training, I am looking
forward to the challenges of bargaining a contract.”
Dawn Ross has taught
for 15 years. Prior to
coming to WCS 4 years
ago, she taught in the
East Detroit Public
Schools in physical
education, health, and
biology. In WCS she
taught for 2 years as an
elementary physical
education and health
teacher at Black, Wilde,
Thorpe and Angus. In
the past 2 years, she has been a physical education
and health teacher at Warren Mott High School.
She has been a coach for 20 years and has coached
every level 7-12 and the NCAA Division I. She
earned her Bachelor of Arts degree in physical
education, health and biology from the University of
Detroit and her Masters of Arts degree in Sports
Administration from Wayne State University. In
East Detroit, she served as a head building rep for
the EDFT and was on the negotiations subcommittee for athletics. She currently is an alternate
WEA Building Representative at Warren Mott High
School.
“I am excited to serve the membership of the
WEA. It is important that we all stick together and
continue to support our union leadership.”
Judy Locher, WEA Executive Director, will also
serve on the bargaining team in an advisory
capacity. She is a former Cousino High School
English teacher and served as WEA President from
1977-2001.
tion
Warren Educa
n
o
ti
a
ci
o
Ass
WEA
Bargaining
Hotline
2
586/573-052
July, 2005
The Harbinger
Wal-Mart is anti-public education
Highly Qualified?
HOUSSE can help
NEA urges boycott
by Michele Strojek
The NEA Executive Committee approved the Association’s support for a
national campaign, organized by other unions, to educate the public about the
effects of Wal-Mart on its employees, their communities and the economy, as
well as the anti-public education activities of founder Sam Walton’s family.
NEA is enlisting its members to join the national campaign to buy backto-school supplies at stores other than Wal-Mart this August.
Why not to buy at Wal-Mart
• Wal-Mart profits fund the anti-public education movement. The
founding family of Wal-Mart, which is worth more than $90 billion, has
dedicated the bulk of its philanthropy to pushing school vouchers and tuition
tax credits. The Walton family has given more than $250 million to such
efforts over the past six years. In Michigan alone, the Wal-Mart family
contributed $2 million to the pro-voucher campaign.
• Taxpayers subsidize Wal-Mart. Wal-Mart fails to provide health insurance for sixty percent of its employees. The American public pays more
than $200
million for
Wal-Mart’s
failure to
provide health
care. In some
areas 25
percent of
Wal-Mart workers are on food stamps. Wal-Mart’s average hourly wages,
an average of three dollars per hour less than union supermarket employees, are below the federal poverty level wages.
Why buy at Costco as an alternative
• Costco’s wages higher with better health insurance and allows
unionizing.. A full time Costco clerk or warehouse worker earns more
than $41,000 a year with health care coverage. About one in six employees
is represented by a union. Wal-Mart workers earn a third of that pay with
lousy health care coverage. Costco’s CEO Jim Sinegal has been quoted: “I
don’t see what’s wrong with an employee earning enough to be able to buy
a house or having a health plan for the family.
• Costco rejects offshoring jobs. Sinegal believes this doesn’t give a good
message to Costco’s employees.
Join the campaign and get involved
NEA is working with companies that support public schools to offer
discounts on school supplies to school employees. To find out more, visit
www.nea.org/topics/walmart.html. The next time you are tempted to walk into
a Wal-Mart or Sam’s Club, ask yourself, “What do I expect from my employer?” If you like what your union bargains for you, then think twice before
supporting a non-union, low paying employer who supports vouchers.
It’s the Law
Protect Your Identity
A corporate attorney sent the
following to the employees in his
company. It’s a good idea to keep a
copy of this in your files in case you
need to refer to it some day.
1. The next time you order checks
have only the initials of your first
and middle name and your last
name put on them. If your
checkbook is stolen , your bank
will know how you sign your
checks.
2. Do not sign the back of your
credit card. Instead put “Photo
ID Required.”
3. When you are writing checks to
pay on your credit card
accounts, do not put the
complete account number on the
“For” or “Memo” line. Instead,
just put the last four numbers.
The credit card company knows
the rest of the numbers.
4. Put your work phone number on
your checks instead of your
home phone. If you have a P.O.
Box use that instead of your
home address. If you do not
have a P.O. Box, use your work
address. Never have your social
security number printed on your
checks.
5. Place the contents of your wallet
on a photocopy machine. Do
both sides of each license, credit
card, etc. You will know what
you had in your wallet and all of
the account numbers and phone
numbers to call and cancel.
Keep the photocopy in a safe
place. Carry a photocopy of your
passport when you travel either
here or abroad.
Page 7
Here’s
some critical
information to
limit the
damage in
case this happens to you or someone
you know:
1. Have the toll free numbers and
your card numbers handy so you
know whom to call. to
immediately cancel your credit
cards.
2. File a police report immediately in
the jurisdiction where your credit
cards, etc. were stolen. This
proves to credit providers you
were diligent, and is a first step
toward an investigation if there
ever is one.
But here’s what is perhaps most
important of all:
3. Call the three national credit
reporting organizations
immediately to place a fraud alert
on your name and social security
number. The alert means any
company that checks your credit
knows your information was
stolen, and they have to contact
you by phone to authorize new
credit.
Here are the numbers you need to
contact if your wallet, etc. has been
stolen:
1. Equifax: 1-800-525-6285
2. Experian (formerly TRW): 1-888397-3742
3. Trans Union: 1-800-680-7289
4. Social Security Administration
(fraud line): 1-800-269-0271
by Bob Naski
If you are a teacher who entered
the profession prior to 1992 and still
are not “Highly Qualified” in all of the
areas in which you would like to
teach, HOUSSE can help. You must
have a bachelor’s degree, full state
teacher certification in the area in
which you want to be highly qualified,
and meet one of the following High
Objective Uniform State Standards of
Evaluation (HOUSSE) options.
1. Have at least three years of
teaching experience and have
completed, after receiving the
Michigan provisional certificate, a
program of study with a minimum
of 18 semester hours in a planned
standards-based State Board of
Education approved program or a
Master’s or higher degree in an
area appropriate to elementary
education or secondary education
depending on the level of the
individual’s teaching certificate.
2. Have at least three years of
teaching experience, and between
April 24, 2003, and the end of the
2005-06 school year, complete an
individual professional development program consisting of 90
contact
hours or
6 semester hours
of
coursework in
the subject/content area related to
the current teaching assignment
and documented with the local
school district on a form approved
by the Michigan Department of
Education.
3. Demonstrate competence in
subject matter, knowledge and
teaching skills through Warren
Consolidated Schools Teacher
Portfolio. The portfolio includes
four sections with credit given for
teaching experience, college level
coursework in the content area,
content specific professional
development and service to the
content area.
The forms and instructions for
both the Teacher Portfolio
Assessment Record and Professional
Development activities are available at
the Human Resource Department of
Warren Consolidated Schools.
WCS MEAP scores published
WCS Exceeds standards
by Josh Weston
In May, the Michigan Department of Education reported the MEAP
scores for all districts in the state. Warren Consolidated students demonstrated averages at or better than Macomb County and state averages in
the top two of four levels measured, meeting or exceeding Michigan
standards.
MEAP Test and Grade Level
(Winter of 2005)
Math—Grade 4
Reading—Grade 7
Writing—Grade 4
ELA—Grade 4
% of students meeting or
Michigan Standards (Level 1 & 2)
79.1%
74.3%
55.1%
76.3%
For the entire Macomb County, The Macomb Daily reported:
“76 percent of Macomb’s fourth-graders met or exceeded
state standards in math compared to 72 percent statewide. In
reading, 77 percent of the county’s seventh-graders hit the
mark, 4 percent more than students across the state. In writing, an area where most students struggled because of a
problem in how the questions were posed to students,
Macomb’s fourth-graders still managed to score 53 percent
proficiency compared to 46 percent across Michigan.”
Although the WCS administration and Board are not disappointed with
the 2005 scores, they intend to keep focusing the district’s collective
attention on improving overall student achievement. In fact, current state
and federal regulations prohibit inaction and demand increasing improvement in the scores over the next few years. Because of these mandates,
WCS administrators and teachers formed a district-wide Student Proficiency Advisory Board (SPAB) which has been meeting to develop and
recommend initiatives that streamline assessment, improve learning environments, better allocate resources, and implement policies that promote a
high level of learning.
Through polls, it is apparent that WCS teachers already are rising to
the challenge. Pearl Lean teachers report a commitment that targets school
improvement efforts in writing, math problem solving and social studies.
Jefferson teachers in grades 2, 3 and 4 created summer packets for
students. Packets will have sample MEAP questions, reading selections,
and writing prompts with mathematics and language arts as the focus.
Cromie fifth grade teachers have realigned novels to match language arts
benchmarks, written position papers to support the ELA writing aspect, and
used rubrics aligned with MEAP rubrics. In addition, they matched their
math program to cover Michigan Grade Level Content Expectations.
Carter teachers shared a school effort to improve writing across the
curriculum by implementing a WRITE NOW program, modified from the
popular “Drop Everything and Read.” Grissom colleagues have planned a
summer Grissom Grizzlies transition program for incoming fifth graders so
they are acclimated to the middle school concept prior to the start of the
school year. As a pilot project, Warren Mott High School assigned fourteen
teachers, a counselor and administrator to staff a Freshman Academy
within the high school charged with improving 9th grade student performance during the critical transition year. The theory is that if WCS high
school 9th graders have a successful academic start to the high school
experience, then greater student achievement will be attainable.
Beginning next year, the MEAP will be given in the fall. Additionally,
MEAP scores will be linked directly to the No Child Left Behind statute’s
Adequate Yearly Progress reporting measure. It appears that WCS
teachers are prepared to meet the challenge of increasing improvement in
student achievement.
Page 8
The Harbinger
From this Corner
Unionism and
Professionalism
by Jon Fielbrandt
Teaching as a profession has taken a path
different from that of other professionals. Where
other professionals received fair compensation for
their work, it was not until teachers gained the
right to unionize that they were paid fairer wages.
Although the administration and state treat us as
labor, we have a duty to ourselves, our profession,
and, most importantly, our students to strive to be
professional. Being a unionized professional can
be a tricky road to follow, and the balance
between the two is the topic of this column.
Teachers must be professional in many ways.
First and foremost we must be the best teachers
we can be every day of the year. We must have
high expectations and motivate our students to
learn everything they can. We have no other
higher calling than to teach our students and
prepare them for all the changes they will face
once they graduate from school. But the job of
being a professional does not stop there.
We must act ethically and professionally;
publicly showing respect to our colleagues, the
administration, and our students. We cannot attack
our colleagues in front of others, but can only
settle disputes within our ranks and without
involving others. This is how a professional acts.
Lawyers, for example, have a board of reference
that adjudicates disputes between its own
members. This blends perfectly with our unionism
requiring us to handle our internal disputes privately,
away from the eyes of the administration and
students. This is our responsibility: to settle issues
between our colleagues as professionals and not to
involve the administration.
Advocacy for students is yet another aspect of
our professionalism that works harmoniously with
our unionism. I would venture to say that a majority
of the issues for which we assume responsibility
involve bettering the educational setting of our
students. Whether it is fighting for smaller class
sizes, against vouchers, or for adequate funding of
schools, we are fighting for a better education for
our students. We must work tirelessly to this end by
writing letters to our legislators encouraging proper
funding of education, giving money to the union’s
political action arm to help us elect friends of public
education. We must also advocate policies that
ensure our students’ learning will not be hindered by
a single student not being removed from class for
being a continuous disruption. We must never waver
in our dedication to be an advocate for our students.
Unfortunately, unionism and professional do not
always have this harmonious relationship. Let’s look
at an example: what are teachers to do when they
are pressured by administration to start a new club?
This would involve the teacher staying after school
and working with a group of students. Any other
professional would automatically be compensated
for this time. However as teachers we are not
automatically compensated for our time. This must
happen at the bargaining table.
The disagreement is not that clubs are beneficial
for students; all teachers would agree that clubs are
very beneficial. If we allow ourselves to be guilted
Parent support promotes
student success
Involvement a key
By Jean Wenner
At the January 19, 2005 Board
of Education meeting, the WCS
board adopted a formal Parent
Involvement Policy to meet the
requirements of PA 107 of 2004. This
policy and administrative guidelines
include more than 50 district or
school activities for parental
involvement. The new policy also
includes a section on parental
responsibilities relative to providing
guidance and assistance to their
children through homework help and
discussion of behavior expectations in
school.
What does this mean to
teachers?
In recent months, newspapers
have published several articles on the
need to encourage parents to have a
positive attitude about their children’s
education. In an editorial in the
Detroit News Sunday, May 1, 2005
by Jennifer Granholm, she states “In
the last century, Michigan achieved
economic greatness by manufacturing
the world’s best products. In this
century, to build on that greatness, we
must create the world’s most
educated work force.” In the same
edition of the Detroit News, an article
titled “Parents Fail to Push for
Education,” a survey of Michigan
parents, found that almost half of
parents do not trust the judgment of
teachers and do not believe that
college education is necessary. Three
out of five parents could define
success for their children without ever
mentioning education. (If you wish to
check out the complete survey, it is
available www.epicmra.com.)
The WCS Board of Education,
the governor, and local newspapers
are letting teachers know that they
Wilde PTO
volunteer, Jill
Glinski, made
green eggs for
Read Across
America Day
believe parent communication is
important. How do WCS teachers
feel about this topic? In a recent
survey about parent participation
conducted among WEA members,
this is what teachers reported:
l They definitely communicate with
parents regularly (in order of most
responses) via telephone (389),
conferences (347), email (297),
written notes/agenda (278).
l The reaction to parent
involvement in the classroom is
mixed. 236 indicated that it is
important to the success of
students in their class/program
while 97 said no and 84 said it
did not apply. Interestingly, they
feel overwhelmingly (372 yes/17
no) that parent involvement at
home is important to the success
of students.
l 394 of those surveyed felt that
teachers need to explore more
ways for parents to be involved
and 416 of us believe that parent
involvement in their child’s
education has an impact on the
future success of the students.
We are fortunate that our union
leadership, district leadership, and
board of education support the time
necessary to communicate with
parents by specifically allocating time
to meet with parents. It seems that it
is imperative to the success of our
students and public education that we
begin to explore additional ways to
keep parents informed and involved.
July, 2005
into working
overtime without
compensation, then
we take a step
backwards to a time
when teachers were
not paid a fair wage
and a time when
teachers could not be
an advocate for their
students without the
risk of being fired for
upsetting the apple
cart. Therefore we
must speak out for
both our students and ourselves and put pressure on
administration to pay for this club, benefiting both
the teachers and the students.
As we go into bargaining, it is important that we
stand together and show our support of the union.
Our union works tirelessly to improve the working
conditions in which we teach and in which our
students learn. We must stick together through thick
and thin in order to ensure that we get a contract
that benefits both us as teachers and our students.
This is the philosophical struggle we face daily. We
must remember that only through our solidarity in
the union are we truly treated as professionals. It is
the only way we can be effective advocates for our
students.
Jon is Vice President of the Warren Education
Association, a member of the Bargaining Team,
and a MEA Board of Director.
Teachers have deep pockets
Spend own money on students
Nancy Kozlowski, Jefferson Elementary Media Specialist
A bag of Jolly Ranchers here, a
packet of stickers there, more merrily
wrapped Scholastic paperbacks for
Christmas gifts, and oh, that pizza
party for the job well done . . . all
these extras add up, and mostly they
are “out of pocket” expenditures
taken in stride by teachers.
Recent surveys taken by the NEA
show that nationwide, teachers
average $1,180.00 per year in nonreimbursed classroom expenses, with
one California teacher going whole
hog with a bill for $13,000.00 for
dance equipment and resources for
her economically disadvantaged
modern dance students. Closer to
home, a Lansing survey produced
somewhat lower spending results for
about one thousand Michigan teachers
queried. Their figure of $466.00 on
average that goes for books, supplies,
and snacks roughly coincides with the
figures gathered from WCS’s,
Jefferson Elementary. Statewide, that
$466.00 per teacher multiplied by
more than 100,000 teachers turns into
a total of $47 million dollars of
personal money.
Budget cuts are upon the state
and district. Teachers are all feeling a
pinch in provisions for student
supplies, and also for necessary
teacher supplies like ink cartridges,
which they rely on increasingly as
classroom projects become more
technologically advanced. Seventyeight percent of respondents to the
Lansing survey say their classroom
budgets have been cut while sixty
percent say their class size has
increased. That means a few extra
dollars coming out of their own wallets
for those little treats.
Aside from appealing to PTOs
and holding fundraisers, a measure of
relief can be found in the federal tax
break for out-of-pocket purchases.
Starting in 2002 and now extended to
include the 2005 school year, teachers
can deduct up to $250.00 in supplies
for the classroom. This is a
reimbursement teachers shouldn’t be
shy to ask for!
Why do teachers shy away,
though, from asking for more money
at school, especially in a district like
WCS which has fiscally healthy and
very generous PTO groups to help?
Many teachers receive a PTO stipend
at the beginning of the school year to
be used for classroom supplies and
incidental decorations. They typically
do ask for extra funds only if they
anticipate a need for a “big ticket”
item like a set of die cuts or extra
books on tape. Or they organize a
fund raiser themselves. Jefferson
teachers responded that usually they
make snap decisions while out
shopping on small, one-at-a-time items
and can’t find the time or place to
save up all their receipts for
reimbursement. Another answer is
that, especially for snack purchasing,
those items get totaled on the family
grocery bill and it’s too timeconsuming to check off every food
purchase for payback. The greater
reason, though, is that they buy little
things naturally and without question
for family, friends, and other loved
ones and view WCS students all of
these. They pick things they know
their students will like, use, and
possibly
remember in
years to
come in the
context of a
generous
learning
environment
in every
way.
July, 2005
The Harbinger
Page 9
Teacher Highlights
(Left) Jerilynn
Kirchinger, Carolyn
Moon and Carole
Chotkowski celebrate
“being wilde about
teaching” at the WEA PR
Rep dinner.
(Right) Sharon Katarba,
Harwood, celebrated
“Read Across America”
with a miniature Statue of
Liberty.
(Below) Jessica Kuhn and Kerri
Collier, PR Committee, along with Bob
Naski, WEA President, checked in
students at the annual poster contest for
American Education Week.
Jessica Kuhn and Kerri Collier,
PR Committee, along with Bob
Naski, WEA President, checked in
students at the annual poster contest
for American Education Week.
(Below) Wilde
kindergarten teacher,
Diane Golden, served
green eggs and ham for
breakfast on Read Across
America Day.
(Above) Stacy Figurski, Fillmore,
taught the concepts of counting and
spending money at a class store.
(Right) Cousino teachers Lynn
Macieczni, Cindo Dodero, and
Lois Parent pause on the green at
Maple Lane Golf Couse during the
WEA Women’s Golf League.
(Left) Matilda Vranovich,
Harwood, marched with
“Clifford” in a parade on Read
Across America Day.
(Right) Andrea
Millar, Fillmore,
poses with her student
who won the State of
Michigan Zanier
Bloser Handwriting
Contest.
(Above) Fillmore teacher,
Nancy Hatherly, participated
in the Stream Leaders Program
of the Clinton River Watershed
Council.
(Above) Pat Jaskiewicz, Hatherly,
celebrated with other Cats in the Hat
for Read Across America.
(left) Jean
Wenner, Green
Acres, painted
faces on students
on Read Across
America Day.
Page 10
The Harbinger
Participations
July, 2004
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Rose Marie Acord
Ilene Arnold
Valerie Bakker
Larry Banish
Marcia Banish
Jean Marie Banta
Sandra Bashaw
Phyllis Bayer
Patricia Beninati
Don Bietler
Robert Bigelow
Cecelia Bolz
Mary Bonawitz
Lynda Bozin
Diane Brandt
Sandra Butler
Ellen Ann Cantu
Carole Chotkowski
Suzanne Cleveland
Delena Cohrs
Karin Collet
Gary Collins
Sharon Cook
Susan Craft
Grace Dalton
Cathy D’Andrea
Lucile Demanski
Sandy Demery
Lois Deneau
Ann DiVirgilio
Patricia Domka
John Dorr
Dennis Doucette
Dennis Dunn
David Durney
Ann Eads
Ahmed Elgammal
Sylvia Fabrizio
James Farrand
Lawrence Finn
Margaret Flaker
James Fouts
Phillip Francis
Patricia Fullerton
Michael Gleason
JoAnn Gralewski
Annabel Grey
William Guisinger
William Hager
Dorothy Hannum
Nancy Hatherly
Christine Hensch
Mary Heppner
Katherine Hess
Shirley Hogan
Marsha Holmes
Ann Hootner-Jones
Eva Joy
Robert Kalbfleisch
Beatrice Kaniarz
Carlene Keller
Diane Kendzier
Ann Marie Kolinski
Edward Kozloff
Anna Marie Lawrence
Daralene Laskowski
Peter Long
Shirley Macko
Susan Malkowski
Evelyn Marossy
Peter Martin
Patrick McAleer
Gloria McGahanLanstra
Linda McGarry
Max McKay
Raymond Michalak
Barbara Miks
Audren Miller
Mary Lynn Miller
Ty Mittelstaedt
John Morabito
Rhoda Morks
Peter Morrison
Mary Murray
Mary Jo Naski
JoAnn Nelson
Naida Okray
James Oleniczak
Ellen Pardick
James Parise
Patricia Petronski
Marilyn Pintar
Marsha Pizzo
Carole Procissi
Leonard Remy
David Rickstad
Suzanne Rielly
Linda Salminen
Mary Sargent
Carol Schafer
Christine Schilling
Deborah Schlater
Martha Schultz
Ruth Schumann
Sherry Sellinger
Theodore Sepke
Joalene Sepke
Michael Serafinski
Barbara Sikora
Lois Skibins
Anita Smokevitch
Joseph Solack
Joanne Stemer
James Stogdill
Fernado Suarez
Marie Szpytman
Marcia Tekelly
Karolyn Telford
Penelope Theis
Sally Thomas
Carolyn Treiber
Carol Ann Tuzzo
Charlene VandeVrede
Georgette Verbit
Matilda Vranovich
Janet Wagner
Janet Way
Laura Wiencek
Gary Wilkie
Marjorie Williams
Robert Wrosch
Gertrude Wycech
John Zautcke
Barbara Zolnierczak
plus two more...