Arkansas Educator Volume 39 No. 2

ARKANSAS

EDUCATOR PROUDLY PUBLISHED BY THE ARKANSAS EDUCATION ASSOCIATION

VOLUME 39 N O 2 | FALL 2017

THE FUTURE IS NOW ARKANSAS EMBRACES TEACHING WITH TECHNOLOGY

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INSIDE: Setting the Stage Growing Local Associations • Helping Hands ESP Goes Above and Beyond

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EDUCATOR VOLUME 39 NO 2 FALL 2017

CONTENTS 4 A Letter from the President

PRESIDENT CATHY KOEHLER VICE PRESIDENT MARY KNIGHT SECRETARY-TREASURER BRENDA BROWN AEA-NEA DIRECTOR CAROL FLEMING AEA EXECUTIVE DIRECTOR TRACEY-ANN NELSON

6 NLRSD Bargaining Win

16 Feature: The Future is NOW Technology in the Classroom

8 Educators Influence School Board Elections

EDITOR KYLE LEYENBERGER

VISIT US ONLINE AT: aeaonline.org/AREducator Follow us on Twitter @ArkEducation Become an AEA Facebook friend.

ARKANSAS EDUCATOR is published as a service to all members of the Arkansas Education Association 1500 West 4th Street Little Rock, AR 72201 t: 501-375-4611 f: 501-375-4620 tf: 800-632-0624 ADVERTISERS Advertising contents should be addressed to the Editor. Advertising rates are available upon request. Advertising is printed as a service to readers and publication does not imply Association endorsement. The Association reserves the right to refuse any advertising.

20 ESP Profile: Helping Hands 10 Member Profile: Setting the Stage for Local Success

24 AR Educator Q&A Micro-credentials with ADE’s Kevin Beaumont 26 From the Desk of the Executive Editor 28 Rewind: AEA-ATA Merger

14 Back to School Photo Gallery

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The Arkansas Education AssociationĘźs newly redeisigned website includes news and information about benefits and discounts available to AEA members; the digital edition of our member magazine the Arkansas Educator; detailed contact information for AEA staff and field representatives; as well as a way for educators to join the association online.

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WINTER 2018

A LETTER FROM THE P RE S IDE NT Technology is everywhere today, including Arkansas’s classrooms.

Smartphones were (and sometimes still are) seen as a distraction from the day’s lessons, but now we have new ways to use these handheld computers to bolster student achievement.

Many Arkansas educators are finding new and exciting ways to use technology in our school buildings. Fortunately, our state leaders are supporting these efforts and encouraging even more creativity, both by investing in computer science classes, and creating new paths for professional development.

The state has adopted “micro-credentialing,” a digital program where teachers can demonstrate their knowledge in specific skills. You can learn more about this online professional development option in the Educator’s Q&A on page 24.

Arkansas also recently completed a new high-speed network that provides broadband internet access to every student.

As we move forward, we must ensure every school in the state has the hardware, and qualified and committed teachers to help students navigate and take full advantage of this new resource.

We also need to be careful that we don’t attempt to replace educators with video chats, or recorded lessons. While these can be a resource for teachers to add to their curriculum, they are no substitute for in-person instruction.

While the state works to connect students, AEA is working to connect our members, and we are excited to announce a new app and redesigned website where you can learn more about your professional association.

The app, My AEA is available in both the Apple and Android stores, and makes it easy to contact AEA staff and stay up to date on the latest news and events.

AEAonline.org has been redesigned to make it easier to navigate, and the new site is mobile responsive, meaning it will look great on all your devices, from smartphones, to tablets or desktop computers.

AEA has served as the voice of public education for nearly 150 years, and in today’s political climate, it is incredibly important for members to make your voices heard. My AEA and AEAonline.org can both help you find your elected officials and their contact information.

I hope you will download the app right away, and let us know what you think. I can’t wait to see how our members will use these new tools to raise our collective voice and increase student success.

Together, we are the AEA!!

Cathy Koehler, President, AEA

ABOUT PRESIDENT KOEHLER: AEA President Cathy Koehler’s career began as a teacher in Central Arkansas parochial schools, and she spent 24 years as a library media specialist in Little Rock School District. She is a longtime AEA board member and is a national board certified teacher in Library Media/Early Childhood through Young Adulthood. Koehler served as President of the Little Rock Education Association for the last ten years and completed one term as Vice President of the AEA. Koehler led membership through the state takeover of the LRSD in 2015 and kept a professional negotiated agreement in place under 3 different superintendents.

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$2,500 BONUS TO ALL FULL-TIME NLRSD EMPLOYEES After weeks of planning, research and lobbying, the North Little Classroom Teachers Association (NLRCTA) successfully obtained a $2,500 bonus for all full-time North Little School District employees.

“Our local association, the NLRCTA, achieved a major victory for all employees in our district,” said NLRCTA President Melissa Mellon-Walls. “It’s always great to know that we are appreciated for what we do each day!”

NLRCTA’s Licensed Personnel Policy Committee (LPPC) negotiated the bonus.

Employees with less than 6 hours per day will still receive a bonus of either $1875 or $1250, based on the number of hours worked per week. The Classified Personnel Policy Committee (CPPC), taking its cue from LPPC, took the same proposal to the board with same success.

The School Board approved the $2500 bonus at its October 19, 2017 regular meeting with a 4-3 vote.

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Kyla Lawrence (NLRCTA Vice President, LPPC Chair and AEA Board member) extends on behalf of NLRSD employees a thank you to School Board members Dorothy Williams, Tracy Steele, Hannah Chambers and Taneisha Richardson-Wiley for their appreciation of the services that NLRSD employees provide its students and their families.

President Mellon-Walls and NLRCTA/AEA members Rojay Moore, Andrea Cochran, and Staci Adams assisted Kyla in bringing in this milestone.

I SUPPORT FRIENDS OF PUBLIC EDUCATION

Q: How can educators support pro-public education candidates?

A: Contribute to the Arkansas Committee for Children and Public Education!

Visit AEAonline.org/accpe to give today! *Donations up to $50 are tax deductible

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EDUCATORS WORK TOGETHER TO INCREASE VOTER TURNOUT, AND INFLUENCE SCHOOL BOARD ELECTIONS Two locals in the North part of the state decided to get involved in local politics and learned just how powerful collective action can be during the last school board election.

When a September election for a school board seat in Mountain Home resulted in a tie, local AEA members knew they needed to get involved. The election was for an at-large board seat, but only about 200 voters turned out for the election in the town of more than 12,000 people.

Mtn. Home Education Association (MHEA) President Sherry Mohler worked with UniServ Director Chris Pearson to determine the role MHEA could play in the runoff. President Mohler spoke with Superintendent Jake Long as well as the two candidates to see if they would be interested in a public debate. Everyone agreed the

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debate would be a great way to bring awareness to the public that a school board election was taking place and that people needed to get out to vote.

President Mohler sent out a request to all MHEA members asking for questions to ask the candidates.

Using that feedback, as well as questions supplied by the Arkansas Education Association, the debate was set, a moderator chosen and a venue secured. The debate was well attended, and also recorded and posted to the MHEA Facebook page for those who could not be there in person.

During the debate, when asked about the possibility of acquiring waivers from the state school board, incumbent Ben Strider answered that if the waivers saved the school money or were best for the school he would be in favor of the waivers. Candidate Daniel Smakal disagreed with Strider, stating that the laws were put in place for a reason. Association members are very concerned about waivers and what they mean for school standards, and these answers caused them to take pause.

WHAT’S THE PLAN TO FUND OUR SCHOOLS?

Smakal won the election that next Tuesday 514 to 486. MHEA was very happy to see the turnout of this vote so much larger than the first vote.

The Huntsville Education Association had been inactive for many years, but in the summer of this year a few members reached out to AEA to ask about revitalizing the local. Members wanted to help ensure the voice of educators could be heard at the local, state, and national level. Soon they held an election within their local and began developing ideas of what accomplishments they would like to make during this school year.

The upcoming school board election was the perfect opportunity for the local to engage in the political process. The newly elected local President, Tracy Prince, sent a School Board Candidate Questionnaire (provided by AEA) to both candidates and set up a date to interview them.

Members were invited to participate and the interview process was set up. Both interviews went well and both candidates were very kind and forthcoming with their answers.

Candidate Kyle Taylor impressed members with his answers, including being open and available to calls from the community. He also said he would be visiting all the schools so he would be able to meet with educators and see firsthand how he could help.

Following the interviews, the Huntsville Education Association endorsed Taylor. They created post cards and went door to door to let community members know about the endorsement, and encourage them to participate in the election. Taylor won the seat, 90-22.

These are just two examples of the power local associations have to impact politics in their communities. If you would like to learn more, or get involved, visit aeaonline.org.

PUBLIC EDUCATION AND OUR STATE BUDGET AEA LEGISLATIVE CONFERENCE JANUARY 27, 2018 AEA members support students every day, and lawmakers need to hear from experienced professionals when they are drafting new laws that affect education in Arkansas.

All AEA members are invited to join us at the Capitol in January to learn about the state budget and how educators can stand up for their students, their profession and their schools.

The conference is free for AEA members but registration is required.

Lunch will be provided.

Register now: aeaonline.org

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SETTING THE

STAGE FOR LOCAL

SUCCESS TREVOR COOPERESCUE’S PASSION AND ENTHUSIASM BUILD INSTANT RAPPORT WITH HIS STUDENTS, BUT THE THEATER TEACHER’S PERSONALITY ALSO HELPED LEAD TREMENDOUS GROWTH IN HIS LOCAL ASSOCIATION. Fayetteville High School’s Black Box isn’t your average classroom. Stadium seating, stage props, and a professional lighting rig set the stage for Cooperescue’s unique assignments.

“Every theater class we start with an exercise to warm up our body, mind and voice,” he says.

“We stretch because acting is physical. Theater is more than acting, and memorizing lines.”

Students laugh and jump in a circle, led by a teacher who is living his dream.

“Theater is my life,” he says. “I’ve always loved musical theater and I always wanted to be an actor someday.”

Cooperescue’s high school in Harrisburg didn’t have a drama department, so in his junior year, he convinced his English teacher to build one.

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MEMBER PROFILE TREVOR COOPERESCUE

I DIDN’T WANT TO JUST BE FAMOUS ANYMORE. MY DREAM WAS TO GET TO HAVE A KID MAKE IT.” – Trevor Cooperescue

“I begged her and she actually went and got certified in theater,” he says. “We created a drama class and I helped her plan and direct and I acted.”

He left college early to pursue a theater career in Chicago, but ran into the writers’ strike.

“If Julia Roberts couldn’t work, neither could I,” he says.

“I decided it was time to go back to school and finish my degree.”

While studying, Cooperescue says he developed a new enthusiasm for education.

“I always thought of my younger self, if I had known more in high school, if I’d had more help, more support… I wasn’t ready and there was so much more I needed to have under my belt before I made it into the big world,” he says. “I didn’t want to just be famous anymore. My dream was to get to have a kid make it.”

After the warm-up exercise, a student delivers a monologue, but Cooperescue stops him after a few sentences. He asks for a volunteer, and tells the students to lock hands and push against each other during the performance.

“When you have a monologue or a scene every actor has to have a purpose,” he says. “Why are you doing this? What do you have to gain? What do you have to lose? Sometimes until you physically have to push against something that’s fighting against you, you don’t feel that need.”

The teen’s delivery instantly changes from a recitation of memorized lines to a heated fight to get the words out.

“You go ‘Wow! I’m interested,’” he says. “It brings the audience in. If you looked into the audience, all of the kids leaned forward when it started. They’re now engaged, which is the hardest thing as a teacher today with technology at our fingertips. Engagement of students is so difficult.”

One year into his new career, Cooperescue’s desire to learn new ways to engage students and connect with other educators led him to the Arkansas Education Association.

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“FHS is such a large school you can kind of get lost,” he says.

“I was needing a family or somewhere I could go to, because I had my theater colleagues, but I still wanted other connections.”

Cooperescue attended a Fayetteville Education Association meeting and afterwards called his mother, who’s also a teacher, to ask what she thought about AEA. “My mom immediately jumped on me ‘Oh son, you haven’t joined that yet? I’ve been a member of AEA my whole life,’” he says.

“She told me it’s because of AEA that we have duty free lunch, and that AEA is fighting through legislation in Little Rock to make sure public schools are being taken care of.”

– Trevor Cooperescue

When Cooperescue joined, the first monthly meeting he attended had about 8 people at a tiny pizza place on the Fayetteville square.

“Ours is the second Thursday of every month, at the same location, at the same time,” he says. “We tell our members you don’t have to stay the whole time. Come and go as you please.”

“We had a good time,” he says. “We talked about the pulse of the school and I got to voice my concerns and I got to see all the wins that were happening. I got really excited about it because it’s neat hearing other people’s needs or concerns and that I wasn’t alone.”

It wasn’t long before FEA’s longtime co-presidents decided the local was ready for a new approach, and nominated Cooperescue to take the helm. He declined at first, but after Anna Beaulieu (FEA’s Current President) agreed to be his vice president, he dove into the role.

“We looked at our local constitution that hadn’t been updated since the 80s and we decided to update it,” he says. “I took it on myself to create a local website to really bring the technology in to reach more people, and thanks to our UniServ Director Chris Pearson, we started regular meetings with our Superintendent and Principal.”

Cooperescue built strong relationships with the administrators, and started bringing members’ concerns to the table.

“We went in not with a ‘gripe-fest’ but with a gameplan,” he says.

“We had suggestions of here’s what’s not working and here’s what we want to do as a team to make it better.”

As educators saw their issues being resolved, membership grew.

“Our meetings, we had to actually move locations from that tiny pizza place with 8 people,” he says. “We now have a local restaurant that houses us once a month and we have 30-40 members show up every month.”

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WE WENT IN NOT WITH A ‘GRIPE-FEST’ BUT WITH A GAMEPLAN. WE HAD SUGGESTIONS OF HERE’S WHAT’S NOT WORKING AND HERE’S WHAT WE WANT TO DO AS A TEAM TO MAKE IT BETTER.”

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Cooperescue says holding regular monthly meetings somewhere outside of a school building is key to building a community and engaging membership.

FEA also sends out an agenda the week before to make sure everyone knows what is going on.

“Communication is key in a local,” he says. “You need a strong local website that shows what’s going on with a page dedicated to your minutes or your agenda. Our site also includes an easy way to contact our president and board.”

They’ve also started providing FEA lanyards, so educators can see their fellow members.

“It’s so awesome to walk the halls and know which of my colleagues are a part of FEA and the high school is almost 100%,” Cooperescue says. “It’s amazing. What I love about that is I know they believe in what I believe. By being a member of AEA, they believe in public education, they believe in supporting each other. They believe in being aware of legislation and fighting for what’s best for kids and what’s best for teachers.”

Cooperescue teaches his students acting is connecting with others, and the most important person on stage is your partner. It’s a life lesson that also applies to FEA. “It’s about working together and building something that is of value,” he says. “You have to put in the work and you have to trust each other and make it work together.”

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OL O H C S O T BACK PSHOTS SNA the last weeks

ent er bers sp to put togeth m e m ing AEA ding er work m m u d atten nt S n a of s m Preside roo A s s E A la . c s their tation raveled or orien d staff also t t a c u d e their r an Koehle t members in Cathy e e grow te to m nd help a the sta s g in build school cals. their lo

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THE FUTURE IS NOW

ARKANSAS EMBRACES TEACHING WITH TECHNOLOGY Jessica Watts looks out over her classroom as students cluster around computers organized by the software installed on them.

When a student pitches an idea, Watts encourages them to find a community partner to make sure the project will have an impact.

“I’ve got computer aided design and 3D modeling software here,” she says pointing to a group of desktop machines. “Audio-video software is back there, development here - unity 3D, unreal engine, xcode, dreamweaver - geospatial technology back there, graphic design and this is animation.”

“They can help us make these things an actuality,” Watts says. “We try and solve real world problems, and that’s one of the cool things I don’t think all kids realize when they start EAST they don’t realize we’re actually going to do these things.”

If some of this sounds like Greek to you, there’s no reason to be intimidated. While Watts knows much more than she did 5 years ago, she says there’s no way to keep up with the wide variety of tools today’s students have at their disposal.

In one corner, a small group of students are learning how to use a new set of 3D printers, but Watts isn’t instructing them.

“These kids over here are using software programs that I don’t know anything about,” she says. “They go and they watch video tutorials or find the information on their own.”

“We’re doing a webinar with a company in Fayetteville,” Watts says, pointing to the projection on her smartboard while working with the other 7th and 8th graders spread out across her classroom.

Watts is the EAST program coordinator Pulaski Heights Middle School in Little Rock.

The 3D printing expert is working with an identical model, leading the kids step by step as they put the printers together and print out a plastic set of dice.

“EAST stands for Environmental and Spatial Technology, which doesn’t really tell us anything,” Watts says laughing. “It’s project based learning, and it’s all student driven. They solve problems in the school or community using sophisticated technology.”

“The future is technology,” says middle-school student David Ronnel. “We’re going to be using this throughout our lives, and it’s great we are learning it so early. I’m sure that many kids throughout the world do not know how to set up a 3D printer.”

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The teleconference is possible thanks in part to the state’s efforts to bring broadband access to every school in Arkansas. In July, Governor Asa Hutchinson announced completion of a 2-year project to upgrade the Arkansas Public School Computer Network to a secure, all fiber, and high speed broadband network delivering internet 40 times faster than the previous network.

The achievement makes Arkansas one of the few states in the nation to provide high speed access for every student in the K-12 system.

“Students now have the world at their fingertips at a high-speed rate,” Arkansas Department of Education spokesperson Kimberly Friedman said in a written statement. “Access to materials from across the globe including course content, videos and virtual field trips open new doors for students, allowing them to compete in a global society.”

In 2015, Arkansas became the first state in the U.S. to require all public high schools to provide classes in computer coding. The governor also allocated $2.5 million a year for four years to train teachers and support K-12 computer-science education.

This school year, more than 6,000 students are enrolled in state high school computer science classes, a 12 percent increase over last year, and a 460 percent increase since 2015.

Friedman says technology is essential to ADE’s vision of transforming Arkansas to lead the nation in student-focused education.

However, students need guidance as they explore these new environments, according to Christopher Clayton, Assistant Director for Education Services with the Pennsylvania State Education Association. Even though kids are immersed in tech daily, they don’t necessarily know how to use it to learn, or become more productive.

“There’s a disconnect there,” he says.

“Students are using it primarily for gaming, socialization. We need really great teachers showing them how to integrate and use technology as a learning aid.”

Clayton travels the country to share ways educators can more effectively use technology to improve student achievement. He says one of the most common questions during these presentations is, “Do you think technology will replace us?”

“People get sort of ‘Terminator’ doomsday scenarios that aren’t applicable at all,” he says. “Technology does not intrinsically add value to the learning process.”

Clayton says simply dropping a set of laptops in a school building without a plan will leave districts disappointed.

“It really takes great teachers saying with a lot of intentionality and a lot of skill and craft, ‘This is how we’re going to use it.’” he says.

“This is how it’s going to help you learn and be a more productive student.”

Watts agrees, and says a computer system can’t compete with one on one human interaction.

“WE’RE TRAINING KIDS FOR JOBS THAT DON’T EXIST YET. IT’S REALLY IMPORTANT THAT THEY LEARN HOW TO FIGURE OUT NEW THINGS AND LEARN HOW TO FIND ANSWERS.” – Jessica Watts

“You’ve got to know your kids, and you’ve got to gain their trust,” she says. “Your computer is not going to know how each child learns, and that’s a big deal. Differentiated education is a huge part of how kids learn and no one computer program is going to make that happen.”

While Watts’ students do learn to use specific computer programs, she says they’re really developing problem solving and critical thinking skills.

“We’re training kids for jobs that don’t exist yet,” she says. “It’s really important that they learn how to figure out new things and learn how to find answers.”

In addition to the 3D printing, her students’ current projects include a team working with English teachers to create a literacy podcast, and another team working with the Arkansas Game & Fish Commission to create a fishing lure to catch invasive species.

“They’re researching all the invasive species that are in Arkansas’ streams and rivers,” Watts says. “They’re going to design their own lure and use the 3D printers to print them out.”

Last year Claire Parsons and Emi Oden partnered with Lucie’s Place, a nonprofit that provides LGBTQ young adults experiencing homelessness in Central Arkansas with safe living environments, job training and counseling services. The teens created a geo-form, or interactive map, to guide people to LGBTQ friendly businesses. Oden says she was inspired by a TV show where a student was bullied for being gay.

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“I would never want to be limited to where I could go or what I could do just because I love someone,” Oden says. “A few people have been viewing our map and I really hope it’s working out for them because they deserve to have their life and whatever they want to do with it.”

Watts says finding out what each student is interested in unlocks their passion, but stepping outside of the classroom takes things to another level.

“I love the technology aspect of it and the research aspect, but what I really like doing is getting them meeting with their community partners,” she says. “When they start seeing the real-world applications of this stuff, it just changes their whole view of things.”

Parsons said meeting with the staff at Lucie’s Place helped her better understand the difficulties faced by the people the organization serves and how to improve the project to suit their needs.

“They were talking about how this could really help people,” she says. “I just thought it was crazy that it was an idea that came to reality.”

The experience was also eye-opening for Oden, and she believes it will help her succeed when she enters a workforce that may look completely different than today’s environment.

“Technology is just getting bigger and bigger, and it’s crazy because 100 years ago they would have thought it was magic or something but now it’s just everyday stuff,” she says. “I feel like it just gives us an advantage because we know how to use technology to help people.”

Watts says the EAST program is also making her a more dynamic teacher.

“When I first found out what EAST was, I was an economics teacher,” she says. “I did not know anything about this. And it really just changed the way that I looked at life. Instead of saying, ‘Aw man, I can’t do that,’ my entire view changed to, ‘How do I do that?’”

ADE offers an Ambassador Academy that trains educators to use the department’s data tools and resources, to provide a digital learning experience to students. Watts says collaboration is key for anyone looking to learn more about bringing technology into the classroom.

“Find the EAST facilitator, or another teacher that uses technology, and just ask them about it,” she says. “I love sharing knowledge. I love going to school and learning new things, and sharing that with other people, so there’s bound to be one person in your school that’s that person.”

Clayton has the same passion, and has spent the last five years developing an online portal with free resources for teachers looking to up their tech game.

“Teachers often feel like they have to recreate the wheel, but you don’t,” he says. “You can really expedite your own professional learning curve immediately and go from there. Having that running start is huge.”

Check out Clayton’s resources at: https://guest.portaportal.com/ chrisclayton32

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ESP PROFILE JUAN RUIZ

ESP REACHES BEYOND BUILDING MAINTENANCE “IF YOU NEED HELP, I’LL HELP YOU.” THIS SIMPLE MOTTO GUIDES JUAN RUIZ THROUGH EACH DAY AT PARSON HILLS ELEMENTARY SCHOOL. After working in different careers, states and countries, the 62-year-old says he’s finally found the right place.

Ruiz works the night shift at Parson Hills. As a custodian, each evening Ruiz makes sure the building is ready for students to return, but his helping hands have a much wider reach.

“Juan is a wonderful coworker,” says Parson Hills Principal Heather Cooper. “He jumps in to support his fellow custodians, but also when teachers need something, whether it’s in his job description or not, he jumps in.”

Ruiz checks in regularly with teachers who are working late and walks them out to their cars after dark.

Cooper says sometimes he won’t take no for an answer.

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“He saw I was working late one night and gave me the dinner his wonderful wife made,” she says. “It was delicious, but I tried to tell him no. He insisted and I saw him later on his break driving to get dinner. He’s just the most thoughtful, kind person.”

“He doesn’t have as much interaction with them as I’d like for him to but in that little time period he is here he’s very student centered,” she says. “He’ll have conversations with kids and if they’re having a problem he’ll listen. He’ll talk to them.”

Ruiz doesn’t see it that way, he’s just doing what makes himself happy.

Cooper says those interactions are especially helpful to some students who don’t have positive male role models at home.

“Some people do much more,” he says.

“I do a little bit, but it’s the best part of my life.”

Ruiz says he’s never stopped learning, but received his formal education in Mexico as a psychologist and later as a gemologist.

IT’S NICE TO HAVE SOMEONE YOU DON’T HAVE TO FIGHT TO GET THINGS DONE. HE JUST DOES WHAT’S RIGHT FOR KIDS AND TEACHERS” – Heather Cooper, Parson Hills Principal

The latter proved to be a profitable profession, but Ruiz says it didn’t fit.

“I started making money but I wasn’t happy,” he says. “I stayed close to the rich people, but I was really young, just 23 or 24 and thought this just isn’t for me. It’s only money, money and corruption.”

Ruiz left Mexico for the United States in the late 80s, and began counseling domestic abuse victims, as well as people addicted to drugs and alcohol in Los Angeles. He then moved to Texas where he worked with the Hispanic community.

“Everywhere I looked there were problems,” he says. “I don’t think we treat all humans equally. People need protection.”

However, Ruiz says this work never paid, because he never obtained a license here in the U.S. “I never charged any money because I love people,” he says. “I never thought, ‘I’ll make money with people,’ especially not poor people.”

Eventually Ruiz made his way to Northwest Arkansas, and found work in the Springdale School District. He’s worked at several different schools, but says Parson Hills is his favorite.

“I’ve got good hours and get to help the kids and when I see them smiling, I think that’s the best for me,” he says. “When I see a smile, this is my pay.”

Principal Cooper says even though Ruiz works the night shift, he’s still a positive influence on the kids each day as they leave the building.

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“In our building, we believe everyone is a teacher and he’s one of them,” she said. “To see someone who works so hard, who’s committed to a team, who drops what they’re doing – even if they already have a heavy load – to help out.

He really leads by example. Our kids see that.”

Ruiz joined the Arkansas Education Association for the legal services offered, but quickly realized that was only a small part of his membership.

“When I started I thought, well everyone needs protection,” he said. “But after that I liked it because I like to help you guys when you do something for the others.”

And when another co-worker was having trouble at work, he connected him to AEA and even paid for part of his membership fee.

“I just helped a little bit,” Ruiz said.

“It was no big deal.”

But Cooper says Ruiz’s attitude is a big help at the high poverty school.

“We do ask him regularly to do things that aren’t on their nightly list,” she said. ”It’s nice to have someone you don’t have to fight to get things done. He just does what’s right for kids and teachers.”

Let us help you buy or refinance a home

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Receive an award from Wells Fargo!

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Contact us today by calling the NEA Home Financing Program at 1-800-541-2105 or visit us online at www.neamb.com/hf

NEA, NEA Member Benefits and the NEA Member Benefits logo are registered service marks of NEA Member Benefits Corporation.

1. The NEA Home Financing Program has been developed for NEA members and their families. Parents, spouse or domestic partner, and children are eligible family members.

2. Eligible individuals can receive the Wells Fargo My Mortgage GiftSM award approximately 6 weeks after closing on a new purchase or refinance loan secured by an eligible first mortgage or deed of trust with Wells Fargo Home Mortgage (“New Loan”), subject to qualification, approval and closing, when identifying themselves as eligible. The My Mortgage GiftSM award is not available with The Relocation Mortgage Program® or to any Wells Fargo team member. Only one My Mortgage GiftSM award is permitted per eligible New Loan. This award cannot be combined with any other award, discount or rebate, except for yourFirst MortgageSM. This award is void where prohibited, transferable, and subject to change or cancellation with no prior notice. Awards may constitute taxable income. Federal, state and local taxes, and any use of the award not otherwise specified in the Terms and Conditions (available at wellsfargo.com/mmgterms and provided at receipt of award) are the sole responsibility of the My Mortgage GiftSM recipient. Wells Fargo Home Mortgage has a services agreement with NEA’s Member Benefit Corporation in which NEA’s Member Benefit Corporation receives a financial benefit for providing agreed upon services. You are encouraged to shop around to ensure you are receiving the services and loan terms that fit your home financing needs.

Information is accurate as of date of printing and is subject to change without notice. Wells Fargo Home Mortgage is a division of Wells Fargo Bank, N.A. © 2015 Wells Fargo Bank, N.A. All rights reserved. NMLSR ID 399801. #108185 REV 8/17 HF041017 aeaonline.org

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MICRO-CREDENTIALS OFFER NEW PROFESSIONAL DEVELOPMENT OPPORTUNITY FOR EDUCATORS

with KEVIN BEAUMONT Director of Professional Learning at the Arkansas Department of Education’s Division of Educator Effectiveness.

What is a micro-credential?

Beaumont is working to engage educators in competency-based learning through micro-credentials, a new way to demonstrate mastery of a subject.

A micro-credential is a competency-based form of professional learning where the learner has to apply what he or she has learned and provide evidence of mastery. The process of earning a micro-credential includes reflection, action research, submission of evidence of mastery assessed with a rubric, and coaching to competence as needed.

Can you give a few examples of the credentials educators might earn?

Hundreds of micro-credentials are currently being utilized by educators across the country. Some of the most frequently awarded in Arkansas include the following: observation skills, providing targeted feedback for administrators, managing behavior and using assessment in instruction for teachers.

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Once you earn a microcredential, what can you do with it?

Micro-credentials aid educators in enhancing their craft and becoming more effective in their classroom, as well as developing skills to become teacher leaders in their buildings and districts. Micro-credentials can become part of a digital portfolio and be recognized in a variety of ways, potentially influencing hiring decisions.

How will this change teaching and learning in Arkansas’s classrooms?

As Arkansas transforms to lead the nation in student-focused education, adult learning should mirror the same transformation. It is important to provide the learner with flexibility in time, pace, and place of learning with an integration of personal competencies in academic standards and instruction, which should also be incorporated in adult learning.

Micro-credentials can facilitate this transformation.

Why is Arkansas adopting this approach at this time?

Arkansas, among many other states, has adopted micro-credentials for many reasons. Micro-credentials align with Learning Forward’s national standards for professional learning, as well as the Arkansas Department of Education’s vision to transform Arkansas to lead the nation in student-focused education.

Will micro-credentials work together with, or replace, the current system of professional development?

Micro-credentials fit well in the current cycle of professional learning, which should be differentiated and personalized for each adult learner.

How can educators earn professional development credit through microcredentialing and is it universally recognized?

Act 745 was passed in the last session to allow micro-credentials to be recognized for professional development credit in Arkansas.

Arkansas is currently networking with other states for universal recognition.

Will a move to microcredentialing impact teacher licensure and/or compensation?

Educators could use microcredentials to reflect continued learning and mastery as educators move through the career continuum.

Currently, micro-credentials can be counted for professional development credit toward license renewal.

KEVIN BEAUMONT

Yes. More than 1,000 microcredentials were awarded in the 2016-17 school year.

How can educators support state and local policy leaders to advance microcredentials?

Q&A

Are Arkansas educators already participating?

Educators should begin exploring how micro-credentials align with their professional learning needs and with the vision of their district. Educators can then appropriately advocate for micro-credentials to become an integral component of their system’s professional learning cycle.

How can educators start participating in the program?

Arkansas currently has a partnership with Digital Promise and BloomBoard to provide micro-credentials at little to no cost. Visit the website (https://bloomboard.com/) and explore the resources and available micro-credentials.

How can educators take part in developing these credentials?

Educators can contact my office to collaborate on a plan for developing micro-credentials.

Kevin Beaumont Arkansas Department of Education Division of Educator Effectiveness Director of Professional Learning Four Capitol Mall, Room 404B Little Rock, AR 72201 P 501.683.0401 F 501.682.1193 kevin.beaumont@arkansas.gov

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IGITAL LEARNING FORWARD Technology in education is as fundamental these days as being able to turn on the lights in our homes. We are at a critical point where access should be infused in our daily life in the same way we have access to water or electricity.

Technology continues to usher in fundamental structural changes that can be integral to achieving significant improvements in student learning and delivery. When it is used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and handheld devices; expands course offerings; and provides students with different learning experiences and materials. Technology supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and can accelerate learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, colleagues and systems to help them improve their own instruction practice.

Broadband access, hardware and platform are especially important in the K-12 realm of technology use. In Arkansas we have to work to ensure the state develops the infrastructure so every child from Piggott to Ashdown to Lake Village, Eureka Springs and everywhere in between has broadband access at school and at home. Then how do we ensure students have the hardware to plug into the internet?

Finally, what platform will students access to engage in online learning?

In 2017 the legislature decided it was time to evaluate what digital learning looks like in Arkansas. What is the quality like? How successful are students in online classes? How do we assess providers and what kind

of investment have districts made? How do we plan for the future of digital learning? All these questions will have to be answered in a report to the General Assembly in December of 2018. AEA is included on the Digital Task Force and I represent us at the committee’s monthly meetings.

It is essential that educators define the appropriate use of technology in education, rather than entities driven by for-profit motives. There is no one perfect way to fold technology in with traditional education methods. Every class, and at some level every student, needs a different approach. Professional educators are in the best position to determine what combination works best for their students.

We also need to remember the importance of in-person instruction. The face to face relationship between student and educator is critical to increasing student learning, and students’ interactions with each other are an important part of their socialization into society.

Arkansas must also carefully develop assessment and accountability measures to ensure academic integrity and provide an accurate picture of the impact on students.

I look forward to continued work on the Digital Taskforce for Arkansas on behalf of AEA, as we try to create much more access, quality and equity for students statewide. We will continue to ensure the practitioner’s point of view is included in the delivery mechanism.

Tracey-Ann Nelson AEA Executive Director

EDUCATOR This is YOUR magazine – Let us know what you would like to see.

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REWIND: Looking back at AEA’s past From their founding until the late 1940’s, the Arkansas Teacher Association (ATA) and the Arkansas Education Association followed separate paths to the same goal – excellence in education. Their paths were destined to meet as Arkansas and the nation entered the era of civil rights in the 1950s and 1960s.

their efforts and dreams into one firm ideal of quality for the students, teachers and schools throughout Arkansas.

This front page shows some of the challenges both organizations overcame during the years long effort to promote racial unity and educational quality.

The culmination of this educational journey was more than just the merging of two groups of people. The ATA/AEA merger united

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