Winter 2015 ATPE News

WINTER 2015 | ATPE.ORG

ATPE Fights Corporate Interests in Public Schools | PAGE 10 A New Approach to STAAR | PAGE 14 Volunteer Dads Go Back to School | PAGE 22

S E E H A T S ON S I T ‘

V A I N S G R S! O F Check out these four ways ATPE members can save for the holidays.

Shop at the Azigo online shopping mall. ATPE members can earn cash back for shopping at their favorite stores, like Kohl’s, Target, Nordstrom, and more.

Shop interest free through PayCheck Direct. ATPE first-time professional, professional, and associate members can buy thousands of brandname products—electronics, appliances, toys, jewelry, and more—with convenient low payments.

Save 15% on gourmet Harry & David products when you spend $30 or more.

Offer valid only through Dec. 2015. Enjoy this special discount for ATPE members while it lasts!

Use the ATPE Visa Signature® credit card, the only card that supports ATPE programs.

With no annual fee, 1,000 bonus points with your first purchase, and one point for every net dollar spent, you’ll earn cash back in no time!

VISIT ATPE.ORG/YOUR-ATPE/ATPE-DISCOUNTS FOR MORE INFORMATION.

W I N T E R

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V O L U M E

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ON THE COVER

special sections 6

Regional Roundup

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Why I Volunteer

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Your ATPE

amily album · ATPE F partners with SXSWedu · Award deadlines · Call for nominations · ATPE-PAC honor roll

departments

35 Years of ATPE:

4

President’s Message

Take a look back at ATPE’s long history of fighting for Texas public school students and educators

5 Calendar

PAGE 18

12 Spotlight

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Recipe for Success

26 Members Speak 43

For the Record

features column

14 Don’t Teach to the Test. Just Teach.

ATPE member Stephanie Stoebe refuses to be

COVER PHOTO BY JOHN KILPPER AND ERICA FOS

held hostage by the STAAR test. She shares her inspiring strategy for managing her classroom during testing season.

22 Leaders of the Pack

Dads across Texas make a difference by volunteering at their children’s schools.

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Your Ally. Your Voice.

TPE Lobbyist Josh A Sanderson explains how private interests threaten public schools and what you can do about it.

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president’s message

The official publication of the Association of Texas Professional Educators

STATE OFFICERS

Cory Colby President, Willis (6)

Carl Garner Secretary, Mesquite (10)

Byron Hildebrand Treasurer, San Antonio (20)

Richard Wiggins Past President, Boerne (20)

Michael Sweet Pharr-San Juan-Alamo (1)

BOARD OF DIRECTORS

Cesarea Germain Corpus Christi (2) Andy Erdelt Palacios (3) Ron Fitzwater Alvin (4)

Suellen Ener Beaumont (5)

Judi Thomas Willis (6)

Janie Leath Nacogdoches (7)

Jimmy Lee Paris (8)

Dale Lovett Olney (9)

Jackie Davis Garland (10)

Karen Hames Lewisville (11)

Jason Forbis Midway (12)

Jayne Serna Leander (13)

Tonja Gray Abilene (14) Darlene Kelly Ballinger (15)

Dawn Riley Bushland (16)

Brenda Bryan Hale Center (17)

Bridget Loffler Odessa (18) Rudy Romero Clint (19) Tina Briones San Antonio (20)

ATPE STAFF

Gary G. Godsey Executive Director

Alan Bookman Deputy Executive Director Elaine Acker Marketing & Communications Director

ATPE NEWS STAFF

Gary G. Godsey Executive Editor

Elaine Acker Editor

John Kilpper Art Director

Leslie Trahan Managing Editor

Erica Fos Senior Graphic Designer Jean Schlitzkus Staff Writer/Editor ATPE News contains legislative advertising contracted for

by Gary G. Godsey, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE.

ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring and summer. Subscription rates: for members of the association, $3.32 per year (included in membership dues); non-members, $10 per year. Extra copies $1.25 each. Published by the Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin, TX, 78752-3792. Periodical Postage Paid at Austin, Texas and at additional mailing offices.

POSTMASTER: Send address changes to ATPE News, 305 E. Huntland Dr., #300, Austin, TX, 78752-3792. Advertising rates may be obtained by sending a written request to the above address.

Opinions expressed in this publication represent the attitude of the contributor whose name appears with the article and are not necessarily the official policy of ATPE. ATPE reserves the right to refuse advertising contrary to its purpose. Copyright 2015 in USA by the Association of Texas Professional Educators ISSN © ATPE 2013 0279-6260 USPS 578-050

Cory Colby ATPE State President 305 E. Huntland Dr, Suite 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) • (512) 467-0071 atpe.org • atpe@atpe.org

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IN OUR RECENT COMMITTEE MEETINGS, about half of the participants were first-time committee members. These new members brought the fresh perspectives of excited first-timers to blend with the enthusiasm and knowledge of experienced ATPE committee members. This created a fantastic new dynamic, something that we hope to replicate in other ways throughout our association.

ATPE is 35 years old; and as we grow and evolve, we must embrace changes that will prepare us for our success over the next three decades. Sometimes this kind of change means doing something completely different, and sometimes it just means bringing new perspectives into the mix. Either way, we must be willing to take steps that are good for the association as a whole and prepare us now for what is to come.

I ask you to join me in preparing for the future. Together, we can: • Fully embrace our core value of being member owned and governed by allowing more of our ATPE membership to have an opportunity to select our leaders through methods like electronic voting.

• Secure the organization’s financial position by addressing the dues increase needed to offset the impending insurance premium increase.

• Implement succession plans to train the next generation of ATPE leaders so that they are fully prepared to step into leadership roles.

• Invest in the Texas Public Education Project (TxPEP) to advocate for education-friendly candidates who will protect public education in upcoming elections.

I am reminded of an old lesson, and it goes something like this: success is not the product of circumstances but the summary of strong planning and successful execution.

I appreciate the hard work and commitment of our committees, our board, and our leaders. Thank you for helping shape the future of ATPE.

Julleen Bottoms Vice President, Corsicana (12)

calendar

Get to know the ATPE Board of Directors by reading their posts on the ATPE Blog at atpe.org/ News/ATPE-Blog.

DECEMBER

JAN 29 State Board of Education meeting

DEC 21 Winter Begins

Keep up with the State Board of Education and stay informed about Texas education news by following the Teach the Vote blog at teachthevote.org/news.

DEC 21-31 State office closed for winter break

JANUARY JAN 1 State office closed for New Yearâ&#x20AC;&#x2122;s Day

PHOTO BY ELAINE ACKER

JAN 18 State office closed for Martin Luther King Jr. Day

THE ATPE

VISION winter 2015

JAN 31 Last day to join ATPE as a professional or associate member; last day to join ATPE via payroll deduction Utilizing payroll deduction is an easy way to make sure your association dues are paid annually. Call the state office at (800) 777-ATPE (2873) with any questions about your membership.

FEBRUARY FEB 1 Nomination deadline: ATPE Educator of the Year Awards Do you know a superstar educator? Nominate them for an ATPE award! Find out more at atpe.org/About-ATPE/ Awards-Grants/Get-Recognized.

FEB 19-20 ATPE Board of Directors meeting FEB 29 Texas Public Schools Week begins

ATPE is the preeminent public educator association in Texas and makes a difference in the lives of educators and schoolchildren. In partnership with all stakeholders, we are committed to providing every child an equal opportunity to receive an exemplary public education.

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regional roundup

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here are more than a thousand school districts in Texas

and each one has success

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stories. Regional Roundup highlights some of the

AMARILLO

achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.

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PLAINVIEW

WICHITA FALLS

4 CORSICANA

5 VICTORIA

6 MCALLEN

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REGIONAL ROUNDUP:

HEADLINES FROM ACROSS THE STATE

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Amarillo school volunteer honored

by State Board of Education

PHOTOS COURTESY OF: 1. AMARILLO ISD; 2. HOMER MARQUEZ/PLAINVIEW HERALD; 3. WICHITA FALLS ISD; 4. CORSICANA ISD; 5. VICTORIA ISD; 6. MCALLEN ISD

The State Board of Education honored Orlando Lopez and 14 other Texans from across the state for their hours of volunteer service to Texas public schools. The Heroes for Children award recognizes volunteers who devote time, talent, and skills to enrich the lives of students and improve public schools. Lopez and his wife volunteer at Sunrise Elementary in Amarillo. amaisd.org

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Corsicana students cash in good behavior

Fannin Elementary students in Corsicana enjoy trading in their “tiger paws” for fun items as part of a school-wide positive behavior support system called “Fannin Pride.”

When students exhibit positive behavior, they earn a paw that can be cashed in at the school store or used for special events. cisd.org

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University mascot thrills Plainview elementary students

The Texas Tech Saddle Tramps and Raider Red himself paid a special visit to Thunderbird Elementary in Plainview. The university support organization and mascot were on campus as part of the school’s No Excuses initiative that encourages students to aim for a post-secondary education. The Saddle Tramps shared Texas Tech traditions, chants, and songs to promote college pride. plainview.k12.tx.us

Wichita Falls student is a finalist in nation’s premier science competition

Kirby Junior High School seventh grader Krishna Reddy is one of 10 finalists in the 2015 Discovery Education 3M Young Scientist Challenge, which comes with a $25,000 prize. Krishna invented a pupillary reflex device that measures pupil dilation to detect the influence of drugs. Krishna hopes his invention will be used to help prevent accidents. wfisd.net

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Victoria schools kick off another Early Act First Knight year

Torres and Schorlemmer Elementary students kicked off another year of the Early Act First Knight (EAFK) character-building program in Victoria. EAFK focuses on building strong character traits and encouraging service through themes of gallant heroes and chivalry. EAFK is offered at 13 elementary schools in the district in conjunction with the three Rotary Clubs of Victoria. cvisd.com

McAllen students work with the superintendent

Students in McAllen offer input and suggestions to their school district’s superintendent as part of the Superintendent’s Student Ambassador Program. Student ambassadors are highachieving upperclassmen involved in a multitude of activities. In addition to collaborating with the superintendent on school issues, the students also participate in marketing functions for the district. facebook.com/mcallenisdpage

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recipe for success

by Allison Venuto, AVID coordinator in North Dallas

Finding the Way Home

TIPS FOR ORGANIZING YOUR CLASSROOM

Y

ou know that time of day after all of the students have gone home and your room looks like a tornado hit? You know how you spend valuable time putting items away? You know how you do not want to do that anymore?

Let’s talk about how to create homes for your classroom items.

Each item in my classroom has a home, and I share this with the munchkins so they can help care for our shared space. I do not advocate becoming the Wicked Witch of the West, but I do think it is important to spend time talking about expectations. Here are a few of mine:

There’s no place like home.

—Dorothy in The Wizard of Oz

CREATE A STUDENT SECTION Set aside a table to hold classroom items for student use, and allow students to use the items freely. Keep a few supplies, notebook paper, and regularly used handouts on the table.

When students are done using the items, they can show heart for the classroom and return the items to their homes.

SET UP MAGAZINE HOLDERS Label each magazine holder with a period, and put makeup work, lost items, and graded papers inside. This system allows you to courageously disagree with that student who thinks you lost a paper. You have a home for papers, so no searching needed.

DESIGNATE A SAFE PLACE

There are times that I have to remind the students about items having a home at the beginning of the year. And at the middle of the year. And…let’s be honest. Sometimes I have to remind them at the end of year. But the reminders become fewer as we walk that yellow brick road toward June.

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PHOTO BY JOHN KILPPER

Because we sometimes lose our brains during the day, keep a file for documents you need to read or process each week. Knowing where to turn for those items saves time because they have a home as well.

atpe news

ALLISON VENUTO, who has a podcast specifically for teachers, has been teaching in the Dallas area for 10 years and owns Ducks in a Row Personal Organizing.

Listen to the Ideal ISD podcast and contact her with questions at ducksinarowdallas.com.

DO YOU HAVE A CLASSROOM IDEA TO SHARE? Email Recipe for Success entries to comm@atpe.org.

winter 2015

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your ally. your voice.

by Josh Sanderson, ATPE lobbyist

TEXAS PUBLIC EDUCATION AS WE KNOW IT It has failed to establish any public system of education, although possessed of almost boundless resources, (the public domain,) and although it is an axiom in political science, that unless a people are educated and enlightened, it is idle to expect the continuance of civil liberty, or the capacity for self government.

Texas Declaration of Independence, 1836, addressing Mexico’s failure to maintain an adequate system of public education The idea that the public education system could completely unravel probably seems alien to many of you. But it can happen with the stroke of a pen, almost overnight.

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Every election season I find myself writing some version of this article or giving speeches that convey the same sentiment, although this time things seem different. After years of being bombarded by anti-public education advocates with corporate funding, after beating back attempts to eliminate teacher contracts, classsize limits, retirement benefits, employee rights, and essentially the public education system as it exists today, our problem isn’t that our opponents’ arguments have become more persuasive or that public sentiment has changed. Instead, there has been a paradigm shift in what Texas public education should mean, ushered in by the ideologies of elected officials and fueled by special interest money.

Recently, State Representative Jimmie Don Aycock (R-Killeen), the outgoing chairman of the House Public Education Committee and a longtime ally of ATPE, stated, “A huge part of what’s going on in education right now is talk of doing away with the public schools. It’s no great secret that, even as we speak, some people, if they had their way, would unwind the fabric of our entire education system.”

Pause for a minute and think about that statement. It isn’t hyperbole. It is the reality of the policy discussions happening in Austin. The idea that the public education system—the place we send our children to be educated, where many of you show up to work every day, where the lights come on during Friday nights in the fall—could completely unravel probably seems alien to many of you. But it can happen with the stroke of a pen, almost overnight. There are powerful

special interest groups who want to do away with the public education system as we know it, along with the profession that many of you have worked to enhance and preserve, and replace it with something that more closely resembles an investment instrument for Wall Street—a bigbox store experiment with schoolchildren. Over the last 10 years, this effort has evolved from supporting a single bill that would institute a small, pilot voucher program, to proposals that would effectively privatize entire districts, create a statewide privately run school district, and allow for more opportunities for billions of public tax dollars to be given to quasi-public schools run by private interests.

Exhibit A of this effort has been talked about extensively, but it deserves to be mentioned again because it is the perfect example of a greedy, selfserving attempt to reduce educators’ benefits to the gain of Wall Street. This fight is far from over.

Former Enron energy investor and hedge fund manager John Arnold (and one of the youngest billionaires in America, who retired at the age of 38) has established a foundation and made a crusade out of attempting to do away with public sector pensions such as the one you are eligible for through the Teacher Retirement System.

There is a very clear financial incentive for those like Mr. Arnold who advocate changing your TRS pension to a 401(k), since they would have access to the more than $130 billion currently dedicated to your retirement. The same motivation is apparent in recent attempts to incorporate private enterprise into public education.

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The problem with hedge fund managers, investors, and venture capitalists getting involved in public education isn’t that they are inherently “bad” or that they don’t have valuable insights to offer; it is that the very explicit goal of these investors is to maximize profit, not student achievement or well-being. As has been well established during the ongoing school finance trial, Texas has very limited public education resources (we rank 38th nationally in spending per student), and it is fair to expect all of those resources to be targeted at students, not investors.

A second example of the push to morph the public education system into a privately managed corporate structure is Texans for Education Reform (TER). TER is backed almost entirely by the corporate founders of Texans for Lawsuit reform (TLR), and while TLR’s motivations and rationale behind the tort reform movement may or may not have been well-founded, their decision to move millions of dollars into the political side of public education is questionable. TLR spent more than $13 million contributing to political races over a 10-year period and was wildly successful. This $13 million was used to cleanse the legislature of anyone who did not support their agenda, and few elected officials who did not fall in line with TLR’s demands survived reelection.

Now that the same interests who ran TLR have decided to turn their sights on Texas’s public education system, it is logical to conclude that those same tactics will be used to defeat candidates who support Texas public education. Signs of this are already beginning to surface.

Texas Ethics Commission reports show that shortly after TER created a political action committee in 2014, two of their board members, along with three other supporters, contributed $950,000. For comparison, ATPE’s political action committee spent $141,000 in 2014. With this war chest, TER and their corporate backers intend to elect candidates who agree with their agenda, with the end result being to ensure that this agenda is enacted into law.

To give you an idea of what TER’s agenda is, these were some of their priorities for the 2015 legislative session: • create an opportunity school district that would allow for private management of schools determined to be low performing based on standardized tests • allow for expansion of virtual schools • require educators to be evaluated and compensated based on state-mandated standardized tests, and eliminate the minimum salary schedule • create local control districts that would eliminate quality measures such as class-size limits There is a middle ground to be found in the education policy discussion among groups like ATPE and TER. It is possible for us to come together to increase the opportunities available to students in our public schools.

But attacking the issues that educators hold dear is not the way to begin.

There isn’t enough room in this article to properly delve into the political issues we face as supporters and employees of Texas public schools, but the root of the problem is that a small number of people wield far too much power in writing the laws that affect millions of Texans, and that power is very simply derived from money.

Those elite few want to tell us what the public education system should look like, and it isn’t anything like what we have today.

It has been said that if you think investing in education is expensive, try ignorance. I will take that a step further and say, if you think investing in our children’s education is expensive now, wait until profit margins are calculated in. There is a very real ideological battle between those of us who value public education and those who have other motivations, those who do not support educators.

What public education supporters, including the more than 100,000 members of ATPE, do at the ballot box will determine what history says to the children of the future about this fight. The good news is that we get to help decide how that story plays out.

Learn more about ATPE’s advocacy efforts by visiting our blog at TEACHTHEVOTE.ORG.

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spotlight

Interview by Jean Schlitzkus

Fighting the

Good

Fight

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Fort Worth ISD Student Engagement School Completion Specialist Sharon Herrera is passionate about advocacy and weaves her belief in the power of relationships and her attention to cultural competency into her career, volunteer work, and personal life.

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he’s been selected for inclusion in an interactive exhibit on strong Latinas, she serves on the Fort Worth Human Relations Commission, she founded a lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth advocacy group, she’s president of Fort Worth ATPE, and she’s a mediator and a professional speaker.

And she’s done all of these things after serving in the military, teaching elementary school, and serving 15 years with FWISD. Sharon Herrera is dedicated to the betterment of working conditions for all employees and is an advocate for a better world, especially for our children.

PHOTO BY JEAN SCHLITZKUS

WHAT LED YOU TO A CAREER IN EDUCATION? Fifteen years ago, I was living in Austin and I had a near-death accident. A man ran two red lights and T-boned my truck. I cracked my skull and had to learn how to walk again. But I’ve always felt guided.

I say a force stronger than myself brought me to the city of Fort Worth because I never would have moved to a town referred to as “Cowtown” (she laughs). And the same force pushed me through the doors of Fort Worth ISD. My background is in human resources, in Title VII and Title IX [of the Civil Rights Act of 1964], in sexual harassment, and discrimination. I wasn’t certified as a teacher, so I went through an alternative certification program, and teaching came easily to me and became fun.

My first year in the classroom, I was recognized as Teacher of the Year. I taught kindergarten and, eventually, third grade. It was an incredible experience, but by the fifth year, I felt that teaching wasn’t 100 percent in my heart. I realized that I wanted to go back to working with adults because I felt if we fix adults’ issues, we can better serve our children. I became an investigator for the school district. Now I’m in student engagement and school completion. We focus on the root cause of why a student is missing school or not doing well in school. We provide resources and interventions.

HOW WOULD YOU DESCRIBE YOUR TEACHING STYLE? I never had discipline problems. I taught my kids the way I was raised. I’m an only child, and I had a very strict upbringing. I only had three rules in my classroom: respect, responsibility, and compassion.

I modeled those. It’s important for educators to role model good behavior because kids are like sponges.

They are watching you 24/7. Now I’m a trainer and

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speaker, and I always tell people, “If your heart is not in this job, kindly leave, gently exit, because you are creating more damage than good.”

HOW DID YOUR RULES ABOUT RESPECT, RESPONSIBILITY, AND COMPASSION TRANSLATE INTO YOUR CURRENT POSITION? I’m a huge advocate for employees. I’ve seen how employees mistreat one another and how supervisors can take advantage of employees. If someone gets promoted and they aren’t qualified, they often rule with the three “ates”—humiliate, intimidate, and manipulate.

If someone is lacking in something they need to be a good supervisor, train them on what they need. I make sure the employee is comfortable and not afraid to share because of fear of being fired or retaliation.

DESCRIBE HOW YOU ARE AN EMPLOYEE ADVOCATE TODAY. I talk about workplace bullying in my speeches and presentations. Everybody knows about it, but no one is willing to do anything about it. There’s a push to pass an anti-workplace bullying bill, but there’s hesitation. People have actually committed suicide because of workplace bullying. Another issue I talk about is sexual harassment because it’s still going on. A lot of our youth going into the workforce suffer sexual harassment. I do diversity training, team building, and focus on building relationships. I just work to bring people together.

WHY ARE YOU SUCH A STRONG ADVOCATE? I’m trying to do my part to make this world a better place. We keep creating a world we don’t want to live in. I’m trying to make a difference. My grandmother raised me to believe that the way you continued on page 40

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Donâ&#x20AC;&#x2122;t Teach to the Test.

JUST TEACH.

BY STEPHANIE STOEBE | PHOTOS BY ERICA FOS

Stephanie Stoebe is a fifth-grade language arts and social studies teacher in Round Rock ISD, and she has been an ATPE member for six years.

Stoebe was the 2012 Texas Secondary Teacher of the Year and the 2014 ATPE Secondary Teacher of the Year.

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atpe news

“ Don’t you dare say it. In my classroom, you cannot say STAAR. I have too many other things that I would rather talk about.”

These words are the exact words I speak to my students on the first day of school. “But I understand that people make mistakes, so let’s make a deal. If you should slip up and say STAAR, you can do 10 push-ups and we’ll call it even.” (Students don’t really have to do 10 push-ups. They can also say STAAR backward three times: RAATS, RAATS, RAATS.) I am so serious about this initial item of classroom management that I tell the students that the same rule will hold true for me; I have done push-ups in a suit and high heels. Twice.

After the kids look around at each other and then me, the climate of the classroom changes. The kids are taller because an enormous weight has been taken off their shoulders. They also begin to wonder what type of crazy teacher I am. In the first 10 minutes of the first day of school, I have managed to throw them their first curveball.

I go on to explain why I don’t want to talk about the test. As a fifth-grade language arts and social studies teacher, it is my job to teach my students how to read and connect their personal lives to the lives of characters and authors. Fifth grade is the best year to have social studies, I tell my kids. Everything that happens in our nation is a potential topic about which we can read, write, and study. The test is secondary to this goal, and I firmly believe that if I teach my students well, they will succeed both on the test and in my class.

Writing is a huge part of my class. I explain to my students that we are going to write so that when they want to ask for a new video game, they will be able to put their request in words so persuasively penned.

Shifting the purpose of our writing practice from the test to something my students personally care about makes our exercises both more fun and more effective.

It is usually when I mention writing that my students start to squirm. “Mrs. Stoebe, the writing test was in fourth grade. We don’t have to do that anymore.” Oh yes we do. And we will. I let my students’ needs, not the STAAR test, dictate what I teach.

This is the perfect time for me to give my students their first reading and writing mini-lesson: the sixword memoir. I tell the kids that they have only

winter 2015

six words to tell the most important thing about themselves. I write my own six-word memoir on the board: I WILL NOT BE HELD HOSTAGE. This is the cornerstone of my educational philosophy. I will not let a test hold my teaching style prisoner. I am a teacher and I teach skills. I am a teacher and I teach kids. Every day there are 44 kids who look at me expectantly, and I teach with my whole heart.

On Lessons and Instruction

I differentiate, accommodate, motivate, moderate, and then decide which skills need to be fine-tuned.

I will share anything and everything I have created with anyone who asks for the materials. Harry Wong, a past ATPE Summit speaker says to “beg, borrow, and steal” any lessons you may need or like.

And where do I get these ideas? From everywhere.

My son came home and threw his books on the dining room table, and I saw the short story “There Will Come Soft Rains” by Ray Bradbury among them.

Even though this is a complicated story, I thought it would make a great challenge for my students. I reached out to friends (Hi, Marcia! Hi, Phil! Hi, Jerry!) to ask their opinion about whether a fifth grader could handle the text. Well, when a fifth grader has an annotated version of the text and an audio version read by Leonard Nimoy, he sure can. My kids experienced a story in which the main character is an

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automated house. But the real take away for me after this lesson are the comments from the kids: “ The theme could be something about responsibility because humans need to take care of the environment.” (Michael) “ The moral is that mankind needs to take care of itself, and not to rely on others because mankind probably relied too much on technology.” (Alex) “ In all honesty this story speaks to me. One day we could all just perish in a blur. If this ever happens or if an apocalypse of any kind were to happen, what would you do, text your friend? We’re all turning into technology zombies and if this ever happens we would not be able to figure out how to stop it.” (Maggie) After our discussion on the story, I realized that my students are a lot like me. They are insatiable. And demanding. And intense. And I love it.

On Teaching Reading and Writing

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My philosophy regarding reading and writing is quite simple: Reading and writing must be taught together seamlessly. The things that students read should be thought-provoking and inspiring. When parents tell me that the whole family sits down and re-reads the short stories from my past lessons together, I know that I have been successful. Would YOU want to do the reading or writing assignments that you have given your students? No? Then don’t make them suffer. Yes? Then forge on. Students will rise to your expectations. Set high standards for your kids, but also for your lessons.

Once I did not thoroughly examine a lesson, and my students noticed. Wyatt said, “This is junk. This makes no sense. We don’t do busy work, and this paper is busy work.” I responded with, “Go get the recycle bin. Go collect all the papers. I’ll read some Edgar Allen Poe for poetry instead.” I am a very proud teacher. My kids at 9, 10, 11 years old know that they are worthy of only the highest quality instruction.

My students got so hooked on writing that they begged for the time to do more. They came in early and shared their stories at home. KJ would rush through his work, and as a reward for doing a good job, he was allowed to write a diary of a pioneer moving west on the Oregon Trail. One day after school, I ran into a friend of mine at the grocery store. I bragged about KJ’s writing and pulled out my phone to read her a section right in the middle of the produce aisle. My friend asked if she could show his writing in her pre-AP English class, and KJ’s parents did not hesitate for a moment to give me the green light to share. His story was eventually shared with high school students to show effective voice in narrative writing. Yes, a fifth-grade boy who didn’t always like reading or writing went on to show high school students what excellence in those very areas looked like. At the end-of-year student conferences, my students shared their goals for the summer: to get a story published, to start a kids’ blog, to design an advertising campaign for their dog-walking business, and to journal their summer adventures.

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atpe news

On Teaching to the Test

How do you supposedly teach to the test? My team, my school, and my district practice backward planning and design. The fifth-grade reading test covers the genres of drama, poetry, expository text, biographies and autobiographies, media literacy, and fiction. I searched through the standards tested and compared them to the standards taught in our aligned curriculum, but the only two items in reading that were not tested were research skills and novel studies. It would be very difficult to test these items on a standardized test, so they are not tested. Rather than wring my hands, I’ve chosen to look at this from another angle. If the test offers a complete representation of reading genres, that means I can teach nearly ANYTHING and have it be on the test! Isn’t that wonderful? I can teach ANY genre,

by ANY author, in ANY form! I have no way of knowing the selections that are going to appear. I am free!

While I admit the challenges may be somewhat different in math and science classrooms, my colleagues in those subjects say that breaking free of the testing mindset has opened the doors to more creative ways of presenting their lessons as well. When I reached out to my co-workers in different grades and in different subjects to ask how “the test” influenced their instruction, they indicated that four critical questions drive the conversation of instruction. These questions are universal to teaching, not specific to any content or grade: • What do we want students to learn? (planning and pacing instruction) • How will we know if they have learned it? (collect data) • What do we do if they do not learn it? (intervention) • What do we do if they do learn it? (enrichment)

On Creativity in the Classroom

Some critics say that there is an obsession with standardized testing that is stifling creativity in the classroom. I refuse to NOT be creative. I have instituted a “Genius Hour” once every two weeks in which students get to read and research about an interest they have. “What is your passion?” I ask the kids. “What do you want to know more about? What do you want to be an expert in?” I taught the kids how to formulate a research question and how make a list of possible phrases to help them search. And then I left them alone. “ Can I write a story to show you the true power of electricity? I want to combine narrative writing with the continued on page 40

Read this article online at atpe.org/news/atpe-news-archives to access Stephanie Stoebe’s free vocabulary lesson on STAAR verbs! winter 2015

Plan for success on STAAR with a few simple but purposeful tips.

S hare the standards, objectives, and

lessons with parents. Send home links to videos, Google Docs, and newsletters.

When parents know what is happening in the classroom, they can initiate conversations with their kids. I send home a weekly email that hits all the high notes of the last week and a preview of what we are going to do in the upcoming week. The curriculum should not be a mystery to kids or parents.

T

each the verbs of the test. Some common verbs keep appearing not only in STAAR questions but also in assessments nationwide. (”Predict,” “compare,” “contrast,” formulate,” “describe,” “analyze,” and “infer” are very common!)

A ssess continually and in many different

ways. What are the readiness standards, and what are the supporting standards?

Keep spiraling back to standards that have been previously taught so students make connections.

A ccurately portray the type of questions

that students will encounter. For reading, students need to be comfortable with the length and style of passages. This does not mean that you should only use previously released tests or test-prep materials; rather, pay attention to the word count, page length, and complexity of the reading materials that are on the STAAR.

R

eflect on data and have students reflect on their learning and mastery.

After every unit, my students compare the standards they have mastered to those that they need more work on. They post a reflection in their data binder, and we revisit these data and reflections throughout the year. atpe.org | 17

35 Years M

of ATPE

PHOTOS COURTESY OF ATPE; THINKSTOCK.COM

uch has changed within the public education profession since ATPE was founded in 1980.

Politicians with varying ideologies and quick fixes have come and gone. Businesses with an interest in the quality of our graduates—or most recently for some, with an eye on the profit to be made from public school funding—continue to have their say. Public educators themselves have initiated change because we know we have problems within our profession that require attention.

But ATPE hasn’t changed. For sure, we have adapted. We’ve added and improved services, we’ve modified legislative positions, we’ve adjusted our pricing, and we’ve amended our structure and governance. In fact, we have led change, and we have caused change. But ATPE itself has not changed, at least when it comes to our core principles.

Hundreds of thousands of educators have been members of ATPE throughout the past 35 years. They have been the agents of change within our profession and have defended the core principles that make ATPE uniquely different—and quantifiably better—than any other educator association in Texas or anywhere.

We ARE member owned and member governed. We always have been.

We ARE professional, inclusive, nonunion, Texas focused, student centered, and nonpartisan. These are the principles, the granite blocks of our foundation, established by ATPE’s founders. These remain the principles that define ATPE to this day, and they are the reasons educators become members and leaders.

Within our profession, there is more change coming. Different politicians, new businesses, and a new generation of educators will demand and impose change. We’ll be a key part of that discussion, and we’ll accept change when it is justified to address issues that negatively impact our children’s education.

We will approach our role as advocates without abandoning the principles our founders gave us, the same principles our leaders and members have worked so hard to maintain. We are who we are, and who we are works.

Texas public education is better because ATPE’s been around the past three and a half decades.

With all that ATPE has accomplished, can you imagine what we’ll do in the next 35 years?

—ALAN BOOKMAN, ATPE DEPUTY EXECUTIVE DIRECTOR

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atpe news

A

s a member of ATPE since its inception, I am thrilled to watch our efforts pay off in the growth of our association and positive changes in our profession. I am proud to say that as ATPE continues to move forward and make changes to meet challenging times in Texas education, one important thing has not changed: We work hard for our members and our profession, but never at the expense of the public schoolchildren we serve. That priority is an important key to our continued success. That is why I joined ATPE! —SHARI EMMONS, ATPE STATE PRESIDENT, 1996-97

1975

1977

ATE and TPE begin consolidation talks.

The Texas State Teachers Association (TSTA) unites with a national teacher union, the National Education Association (NEA). Disillusioned members leave to join the Association of Texas Educators (ATE) or Texas Professional Educators (TPE), two groups that formed in response to the TSTA/NEA unification.

1980 April 1, 1980—ATE and TPE officially merge; ATPE’s bylaws adopted (ATPE’s birthday!). Mike Morrow becomes ATPE’s first executive director.

1981 ATPE News transforms from a newsletter to a magazine.

1992

1989

1988

ATPE and 11 other independent educators’ organizations form a loose coalition in order to provide the groups with a presence in Washington, DC.

Membership hits the 50,000 mark; Doug Rogers named ATPE’s second executive director.

With membership at 45,500, ATPE becomes the largest nonunion educators’ association in the country.

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1993 With more than 62,000 members, ATPE becomes the largest educators’ association in Texas; ATPE debuts its professional development program.

#1

1996 ATPE becomes the first educators’ group in Texas to unveil its own website.

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L

ong ago, when I was a young teacher still trying to figure out how to be a good teacher, I became aware that TSTA was trying to push teachers into a mandatory membership with NEA. I was a bit of a rebel and felt this mandatory membership in a national group did not serve me as an educator. So I voted no. Twice I voted no, but without regard to the membership’s votes, TSTA merged with NEA. When a new group, the Association of Texas Educators (ATE) was created, I joined and became my local membership representative and eventually the state vice president. When ATE merged with Texas Professional Educators and became ATPE, I was elected by the board to serve as the new vice president. The thing I remember most about these times and the people I had the opportunity to work with was the strength of their leadership and ongoing mentorship for those of us who were just getting started. People like Alafair Hammett, Floyd Trimble, Judy Coyle, Mike Morrow, Fred Weisner, Bill Crockett, and so many others continually gave support and assistance to everyone. They not only established a great association but also set the roles for those who followed. This mentorship is still alive and well in ATPE, and it is the reason for ATPE’s continued success and amazing growth.

Professionalism at its best.

—CHARLES PICKITT, ATPE STATE PRESIDENT, 1981-82 See more of Charles’s reflections at www.atpe.org/history-pickitt

2006

1997 ATPE secures legislator sponsors for a record 21 bills and defeats first real legislative attempt to pass private school vouchers.

ATPE revamps website and creates Leader Central to support its volunteer leaders.

1998

1999

2003

ATPE begins political involvement training for all members and purchases a five-story building to serve as its Austin headquarters.

ATPE helps secure a $3,000 pay raise for Texas teachers, librarians, nurses, and counselors.

ATPE lobbies to protect quality certification standards for Texas educators.

2000

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ATPE membership reaches 100,000.

2001 ATPE secures first statewide health insurance program for public school employees.

atpe news

2011

2015

First ATPE Summit is held in Austin.

ATPE celebrates 35 years of hard work in support of Texas public school educators.

2012 2009 ATPE hosts Coalition for Independent Education Associations, composed of educational associations across the United States dedicated to a nonunion philosophy; ATPE starts a Facebook page.

ATPE launches TeachTheVote.org to keep educators informed about legislation that affects educators and Texas public schools.

2013

2014

ATPE welcomes its new executive director, Gary Godsey.

ATPE adopts a new logo and tag line: Your Ally.

Your Voice.

W

hen I was asked to describe the early days of ATPE, visions of frantic activity immediately appeared in my mind’s eye; I recalled every sort of communication except texts and emails; and I distinctly remember the visceral feeling of wondering if we knew what we were doing. This was a historical time in the history of teacher associations in Texas, and we could not let the opportunity pass us by.

We were always working and hoping for the best outcome for teachers and the newly-minted association. We pledged that service to our members would guide all actions and deliberations.

The ultimate “problem” we dealt with in the early years was our quick growth. But oh how thankful we were for that problem. We outgrew two office spaces and moved into a third one by the time of my presidency. The new space allowed for an in-house printing press and a new computer system. National education newspapers were recognizing our ATPE News. We were moving on up!

—SALLY WIEDEMANN, ATPE STATE PRESIDENT, 1982-83 See more of Sally’s reflections at www.atpe.org/history-wiedemann

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LEADERS OF THE PACK THE WATCH D.O.G.S. PROGRAM BRINGS DADS BACK TO SCHOOL. PHOTOS AND STORY BY JEAN SCHLITZKUS

It’s a lesson in fatherhood. Every day, a number of dedicated men forgo their usual daily responsibilities and go back to school. These men—fathers, grandfathers, uncles, and other father figures—volunteer on their child’s campus as part of the WATCH D.O.G.S. (Dads of Great Students) initiative. WATCH D.O.G.S., created by the National Center for Fathering, is an international educational initiative promoting fathers’ involvement in schools. The program has two primary goals: to provide positive male role models for students and to provide extra sets of eyes and ears to enhance school security and reduce bullying.

Currently, there are more than 4,000 active WATCH D.O.G.S. schools in 46 states, along with schools in Canada, China, Mexico, Barbados, and Puerto Rico. In Texas alone, there are more than 1,200 WATCH D.O.G.S. schools.

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And what’s happening in these schools is a testament to the power of parental involvement.

After attending an orientation or launch party, volunteers, called WatchDOGS, work with a “Top Dog,” who partners with a school administrator to coordinate scheduling. During the volunteer day, these men, easily identifiable by their WATCH D.O.G.S. t-shirts and “dog tags,” help with a variety of tasks, including unloading and loading buses and vehicles, monitoring the lunchroom, working in classrooms, assisting small groups of students, and patrolling school entrances and hallways.

Volunteers even take the time to play with students during recess. ATPE News visited with WatchDOGS from across Texas and learned that the opportunity to be a positive male role model and help ensure the safety of their children’s school were only the first of many rewards the program offers.

DR. BEAU REES

D

SUPERINTENDENT | MONTGOMERY ISD

r. Beau Rees, superintendent of Montgomery ISD, describes WatchDOGS as superheroes for a day, and his students, teachers, and staff are thrilled when a WatchDOG comes to school. The excitement starts the minute a volunteer sets foot on campus and continues as the day’s WatchDOG is introduced on the televised morning announcements. In addition to being Montgomery ISD’s superintendent, Rees has an alter ego as a WatchDOG at his own children’s schools. From reading with kids to helping students with lessons one-on-one, Rees and his fellow WatchDOGS stay busy on their volunteer days.

Rees helped launch the WATCH D.O.G.S. program district-wide alongside Wendy Graves, Montgomery ISD’s executive director of elementary education.

The volunteer initiative was so successful in Montgomery that in the first year, volunteers signed up to help almost every day of the week, and on some Fridays, there were two volunteers booked at the same campus.

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WatchDOGS come away with an appreciation for what educators do, and that is worth more than anything.

One of the most invaluable aspects of the WATCH D.O.G.S. initiative is that volunteers get a chance to see teachers, aides, counselors, and staff in action.

“WatchDOGS come away with an appreciation for what educators do, and that is worth more than anything,” Rees said. “Most everyone went to school, so everyone thinks they have a good perspective on what a teacher’s day is like, but they don’t have a clue until they’ve been in their shoes. Educators deal with everything from classroom management, to transitioning from one subject to another, to all the chaos that can happen in a classroom or lunchroom.” WatchDOGS see firsthand the hard work that goes in to being an educator. “I think there’s an empathy and understanding that comes from volunteering. Not many men are used to being in a room with 22 eight-year-olds.”

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GEORGE WILLEY

O

PARENT | RICHARD E. CAVAZOS ELEMENTARY | KILLEEN ISD

ne of George Willey’s biggest priorities is being involved in his son’s education.

Willey’s son, Blake, is a student at Richard E. Cavazos Elementary in Nolanville, and Willey has volunteered for three years as part of the school’s WATCH D.O.G.S. program. He continues to volunteer as a WatchDOG in large part because of his son’s excitement about his visits to campus. “I could tell by the look in his eyes that he was excited I was there and that he was proud I was helping them out,” Willey said. Willey enjoys interacting with all of the students and hopes the WatchDOGS will inspire them to be involved parents someday.

The program’s ability to get parents involved in their children’s education and create a connection between parents and schools is critical to its success.

“When you come for a day and you have time to talk to the teachers, principal, and counselors, a comfort level grows and it makes you feel like you really know the people at the school,” he said. To Willey, working with educators and staff during a

24 | atpe.org

When you come for a day and you have time to talk to the teachers, principal, and counselors, a comfort level grows and it makes you feel like you really know the people at the school. school day is different from visiting the campus for a parents’ open house or volunteering after school because of the personal connection that develops when people work alongside each other. Willey adds that in order for parents to feel comfortable volunteering for a program like WATCH D.O.G.S., the campus has to have an inviting atmosphere. He gives credit to the staff members at Blake’s school for creating such a welcoming environment. “There’s a lot of courtesy here,” he said. “When they see people in the hallway, they welcome them. If you work here, that’s part of your responsibility, and it becomes a habit.”

atpe news

JOHN KILPPER

A

PARENT | CANYON CREEK ELEMENTARY | ROUND ROCK ISD

TPE Art Director John Kilpper has been volunteering at his children’s elementary school for five years. “Sometimes people get wrapped up in their daily lives and normal routine,” Kilpper said. “But knowing what’s going on in your kid’s school allows you to be a better parent because you are more aware of their little world and what’s going on in it.”

Securing a quality education for his kids is a priority for Kilpper, and he believes most great schools will have high levels of parental involvement. “There’s a marked difference,” he said. “The kids are more driven and excited about learning when you have parental involvement.” At Canyon Creek Elementary, where Kilpper’s two children attend school, parental involvement is high—often, two WatchDOGS will volunteer in one day.

Kilpper says the students couldn’t be more excited to see dads on campus, and he works hard to be a

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Knowing what’s going on in your kid’s school allows you to be a better parent because you are more aware of their little world and what’s going on in it. positive role model for all the children he interacts with.

“You have to be a lot more cognizant of the things you do and say,” he said. “You have to be aware that you are setting an example because kids are going to follow it whether you’re aware or not.” One of Kilpper’s favorite parts of volunteering is getting to have lunch with his children. “They want me to sit down and talk with them and their friends. There’s a very small window in childhood when you’re able to go and do that kind of thing. It’s really neat to be able to go and take advantage of that.” continued on page 39

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members speak

by Alice Page, math models and advanced quantitative reasoning teacher, Killeen ISD

Expectations in Education

N

ine years ago, after 17 years in insurance programming, I decided to enter the teaching field. When I got to my first classroom—sixth-grade math—I was shocked. Some of my new students had not mastered basic multiplication and division.

Others were still using the tickdash method for division. So I scratched my head and introduced the long form of division that would benefit them, not only in my class, but also in high school and college.

I now teach seniors, and I require them to use math to solve real-world problems. When I taught sixth grade, I could focus completely on the math, but I now expect my students to become better communicators as well.

So much of what we do in the classroom is motivated by expectations. We have to consider what the state expects, what elementary and high school teachers expect, and what colleges and universities expect.

Thinking about expectations in education can be overwhelming.

At the last ATPE Lobby Day, my legislator told me that his grandson was “doing some strange math” in fourth grade. An elementary teacher who attended

the meeting explained she is expected to teach the students seven different ways to perform division in less than two weeks.

Our legislator was shocked.

His expectations were merely that students should know their multiplication tables up to 10.

our students’ expectations. They often don’t know what questions to ask to make their wishes known.

Another senior told me, “Ms. Page, I don’t want to go to college right away. I need a break.” I said, “Take a break, take a year off, or maybe take just a class or two to

Parents may expect students to focus on reading, writing, and arithmetic, but it’s no longer that simple.”

Few people realize how complex our expectations of Texas’s students are. Parents may expect children to focus on reading, writing, and arithmetic, but it’s no longer that simple. Educators know there is a problem with expectations, but to solve the problem, parents, legislators, and teachers all need to sit in the same room and have a conversation.

And what about the students?

They’re caught in the middle of all of these expectations, and all they expect is to maybe go to college and have a good life.

A student came up to me after a lesson on using math in business.

She asked what she needed to do to get a business degree and said that I was the first teacher to show her something that she was interested in pursuing as a career.

Sometimes we forget to consider

keep your feet wet. It is better to not waste the money if your heart isn’t in it. Use that year to figure out what you really want and then get your training for a career.” This student was shocked because she thought all teachers expected her to go to college. I said I expected her to find a job she would like to do and get the training for that job, whatever that involved. She had time.

I don’t expect all my students to get a bachelor’s degree; I just expect them to make their own decisions, and I want them to be happy with those decisions.

What do you expect of your students, and what do they expect of you? Talk to them.

Do you have a story to share?

Send your Members Speak submissions to comm@atpe.org.

Alice Page is a secondary math teacher in her tenth year with Killeen ISD and twelfth year with ATPE. Prior to teaching, she was a life insurance programmer/systems analyst. She is a movie fanatic and loves spending time with family and friends.

26 | atpe.org

atpe news

why I volunteer

I VOLUNTEER FOR ATPE because I believe in what our organization does and in the way we do it. ATPE re-evaluates all aspects of the public education system on a regular basis. It is member run, encourages members to think and vote for themselves, and is respected by state and federal lawmakers.

As educators, we face many unique and time-consuming challengesâ&#x20AC;&#x201D;from changing teaching methods and classroom activities to classroom management and legal requirements.

ATPE provides us with information, support, legal protection,* professional development, and knowledge of education law.

Volunteering for ATPE brings education professionals together to establish strong relationships and networks.

As a group, we listen to concerns and successes, provide stress relief, promote personal growth, motivate, and support each other. We also have fun! Local meetings, regional meetings, and the annual ATPE Summit offer wonderful opportunities for me to meet and celebrate with my fellow educators.

I enjoy working toward the future of Texas public school education with ATPE.

PHOTO BY EDDIE SEAL

â&#x20AC;&#x201D; AUTUMN CARO, theatre teacher at Kaffie Middle School and vice president of Corpus Christi ATPE

INTERESTED IN BECOMING AN ATPE VOLUNTEER?

* Eligibility, terms, and conditions apply. Visit atpe.org/protection for details.

Contact Kelli Johnson, our volunteer program coordinator, at kjohnson@atpe.org for more information.

your atpe

family album

OUR FAMILY ALBUM SHOWCASES ATPE MEMBERS AT WORK, COLLABORATING, AND HAVING FUN ACROSS THE STATE. Are you or someone you know featured on these pages? If not, send us a photo for the next issue! You can send a high-quality photo to comm@atpe.org. Don’t forget to include the names of the people in the photo and tell us what event was taking place.

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PHOTOS COURTESY OF: 1. CYNTHIA VILLALOVOS; 2. MARY JO BURGESS; 3. BECKI GIROUARD; 4. HEATHER TULEY; 5. HEATHER TULEY; 6. CHANA APPLETON; 7. DIANE POKLUDA; 8. ROGER GUTIERREZ

3

4

5

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atpe news

1 Region 3

4 Region 20

Ulysses Guerra shares the benefits of ATPE with new members Nazeefa Chippa and Zainab Devereaux at the Lone Star College CyFair Club Rush, a campus club recruitment event.

Region 20 officers welcome Yvette Milner as their new vice president.

From left to right: Rosa Linda Santoyo, Marcie Helmke, Yvette Milner, Teri Nail, Mary Reyes, and Tina Briones.

2 Region 5

6

Jasper ATPE members Holly Brewster and Rebecca Dougharty prepare for the school year at Jasper ISD’s convocation.

3 Region 10 ATPE State Secretary Carl Garner and Tim Ryan take a newsroom photo before talking on Fox 4’s Good Day about the Texas school finance lawsuit.

7

5 Region 13 Region 13 officers love meeting at Black’s Barbecue in Lockhart!

From left to right: Connie Hernandez, Phyllis Crider, Jayne Serna, Christie Smith, Michael Perez, and Chris Douglas.

6 Region 18 State officers and ATPE staff enjoy meeting with Region 18 members at the Trueheart-Neill House in Fort Davis.

7 R egion 4 ATPE State President Cory Colby and Steve Pokluda enjoy the ATPE night at the ballpark. ATPE members from several regions enjoyed a game between the Texas Rangers and the Houston Astros.

8 Region 1 Region 1 members present a $1,000 check to Teach the Children at its annual telethon.

The organization buys school supplies for children in the Rio Grande Valley. The money was raised at Region 1’s annual Bowling for Teach the Children event. Front row left to right: Norma Vega, Maria Aguirre, Hector Cruz, Frances Contreras, and Joel Nava. Back row left to right: Janie Ruiz, Craig Weart, and Michael Sweet.

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winter 2015

atpe.org | 29

your atpe

When You Think CPE, THINK ATPE Earn CPE credits at

SXSWedu®!

Starting this year, you can attend the SXSWedu® Conference & Festival and earn continuing professional education (CPE) credits!

The annual SXSWedu® Conference & Festival in Austin fosters innovation in learning by hosting a diverse and energetic community of educators. And for the first time ever, ATPE is pleased to announce that it has partnered with SXSWedu® to approve selected sessions for CPE credits. Now, you can earn valuable CPE while enjoying interactive workshops, hands-on learning experiences, film screenings, and more! After attending each qualifying session, participants will receive a secret code to verify attendance and can log on to the ATPE Professional Learning Portal to receive credit.

Check your ATPE bimonthly email newsletter for more CPE updates! To register to attend SXSWedu®, go to sxswedu.com/attend.

BOARD REPORTS

ARE NOW AVAILABLE ONLINE! We want you to fully understand the issues your board is tackling, so ATPE Executive Director Gary Godsey is sharing his summary reports from Board of Directors meetings online. atpe.org/Board-Reports

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Continuing Professional Education (CPE) is mandatory for Texas educators. But why not earn CPE from the comfort of your home by taking interesting and fun courses through ATPE? The ATPE Professional Learning Portal provides you with access to on-demand webinars and continuing professional education courses for free!

ON THE PORTAL, YOU CAN: • Take courses on multiple devices.

• Generate certificates and reports.

• Track your progress.

•L og CPE hours earned through the ATPE portal or from other sources.

To access the ATPE Professional Learning Portal and view a course, just log in to your ATPE account on atpe.org and head to Professional Development under the Resources tab.

ADVERTISEMENT

United States Postal Service Statement of Ownership, Management and Circulation 1. Publication Title: ATPE News 2. Publication Number: 578-050 3. Filing Date: September 15, 2015 4. Issue Frequency: Quarterly (Fall, Winter, Spring, Summer) 5. Number of Issues Published Annually: 4 6. Annual Subscription Price: $10.00 7. Complete Mailing Address of Known Office of Publication: 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Contact Person: Leslie Trahan Telephone: (512) 467-0071 8. Complete Mailing Address of Headquarters or General Business Office or Publisher: 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 9. Full Names and Complete Mailing Addresses of Publisher, Editor and Managing Editor: Publisher: Gary G. Godsey, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Editor: Elaine Acker, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Managing Editor: Leslie Trahan, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 10. Owner: Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792

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11. Known Bondholders, Mortgagees and Other Security Holders Owning or Holding 1 Percent or More of Total Amount of Bonds, Mortgages or Other Securities: None 12. Tax Status: The purpose, function and nonprofit status of this organization and the exempt status for federal income tax purposes Has Not Changed During Preceding 12 Months.

13. Publication Title: ATPE News 14. Issue Date for Circulation Data Below: Fall 2015 15. Extent and Nature of Circulation Average No. Copies Each Issue During Preceding 12 Months a. Total Number of Copies: 107,316 b. Paid Circulation (1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 104,593 (2) Mailed In-County Paid Subscriptions Stated on PS Form 3541: 0 (3) P aid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales and Other Paid Distribution Outside USPS: 0 (4) P aid Distribution by Other Classes of Mail Through the USPS: 0 c. Total Paid Distribution: 104,593 d. Free or Nominal Rate Distribution

(1) Free or Nominal Rate OutsideCounty Copies included on PS Form 3541: 1,962

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(3) Free or Nominal Rate Copies Mailed at Other Classes Through the USPS: 38

(4) Free or Nominal Rate Distribution Outside the Mail: 109 e. Total Free or Nominal Rate Distribution: 2,109 f. Total Distribution: 106,702 g. Copies not Distributed: 614 h. Total: 107,316 i. Percent Paid: 98.02% No. Copies of Single Issue Published Nearest to Filing Date a. Total Number of Copies: 125,177 b. Paid Circulation

(1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 122,420

(2) Mailed In-County Paid Subscriptions Stated on PS Form 3541: 0

(3) Paid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales and Other Paid Distribution Outside USPS: 0

(4) Paid Distribution by Other Classes of Mail Through the USPS: 0 c. Total Paid Distribution: 122,420

d. Free or Nominal Rate Distribution (5) Free or Nominal Rate OutsideCounty Copies included on PS Form 3541: 2,094

(6) Free or Nominal Rate In-County Copies Included on PS Form 3541: 0

(7) Free or Nominal Rate Copies Mailed at Other Classes Through the USPS: 28

(8) Free or Nominal Rate Distribution Outside the Mail: 65 e. Total Free or Nominal Rate Distribution: 2,187 f. Total Distribution: 124,607 g. Copies not Distributed: 570 h. Total: 125,177 i. Percent Paid: 98.24% 16. Total circulation DOES NOT include electronic copies.

17. Publication of Statement of Ownership: Required. Will be printed in the Winter 2015 issue of this publication.

18. Signature and Date: Elaine Acker, Marketing and Communications Director, September 15, 2015 I certify that all information furnished in this form is true and complete. I understand that anyone who furnishes false or misleading information on this form or who omits materials or information requested on the form may be subject to criminal sanctions (including fines and imprisonment) and/or civil sanctions (including civil penalties).

atpe.org | 31

JOIN US FOR THE 2016 ATPE SUMMIT

July 20–22, 2016, at the Austin Convention Center in Austin, Texas With his keynote speech, “You Make a Difference!,” Dr. Adolph Brown III will help us celebrate the unique opportunity educators have to make a meaningful, lasting difference in the lives of students.

To learn more about Dr. Brown, please visit www.docspeaks.com.

NEW FOR 2016:

The agenda has been reduced by one full day to help save you time and money!

2016 ATPE LEAD. LEARN. CONNECT. Stay tuned for more details! #atpesummit 32 | atpe.org

atpe news

your atpe

ATPE STATE OFFICER NOMINATIONS

Julleen Bottoms presents Kenneth Poppe with the 2014-15 Educator of the Year Award/Secondary Teacher.

ATPE Awards

ATPE is committed to honoring the hard work that our members and leaders do every day. That’s why there are several opportunities to either apply for or nominate someone for an award from your association. Find out more about ATPE awards at atpe.org/ Member-Benefits/Awards-Grants/Get-Recognized.

EDUCATOR OF THE YEAR AWARDS Educator of the Year Awards are presented in five categories: Administrator, Associate, Elementary Teacher, Secondary Teacher, and Special Services Educator. Recipients each receive $5,000.

February 1 is the nomination deadline for the ATPE Educator of the Year Awards. Nominees must submit completed applications by March 4. Self-nominations are not accepted.

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LOCAL UNIT OF THE YEAR AWARDS The Local Unit of the Year Awards honor exceptional local units in four categories: 1-200 members, 201-500 members, 501-plus members, and university local units. Each winning local unit will receive a check for $1,000. March 4 is the application/nomination deadline for the Local Unit of the Year Awards. Self-nominations are allowed.

DOUG ROGERS CAMPUS REPRESENTATIVE OF THE YEAR AWARDS The Doug Rogers Campus Representative of the Year Awards recognize volunteers in three categories: 1-200 members, 201-500 members, and 501-plus members. Local units may nominate one or more campus representatives. Each winner will receive $1,000, and their local units will each receive $250 for future local unit activities. March 4 is the nomination deadline for the Doug Rogers Campus Representative of the Year Awards. Self-nominations are not accepted.

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The ATPE Nomination/ Election Committee is seeking qualified state officer candidates with excellent leadership ability.

As the elected leaders of the organization, state officers speak and act on behalf of ATPE’s more than 100,000 members and Texas students.

State officers participate in all ATPE Board of Directors meetings and represent ATPE at region meetings and other functions. The vice president, secretary, and treasurer travel 15 to 20 days per year on ATPE business; the president devotes considerably more time to representing ATPE. Per the ATPE State Bylaws (available at atpe.org/AboutATPE/Governance/Houseof-Delegates), professional, associate, and retired members are eligible to run for office.

Call (800) 777-2873 or email Diana Hamad at dhamad@atpe. org to request a nomination form. Self-nominations are allowed. Nominations must be received in the state office

by March 15. The election will be held during the 2016 ATPE Summit.

QUESTIONS ABOUT ATPE AWARDS? Call the ATPE state office at (800) 777-ATPE (2873).

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your atpe

THANK YOU FOR YOUR DONATION!

Alief Jorge Cavazos Alvin Ron Fitzwater Amarillo Shane Whitten Andrews Tina Hardarson Arlington Ada Eigbobo Jo Kelley Carole Lemonds Austin Elizabeth Abrahams Axtell Janice Hornsby Ballinger Cheryl Buchanan Big Spring Janet Sloan Birdville Bill Monty Boerne Margie Hastings Teri Nail Kimberly Stewart Pamela Wiggins Richard Wiggins Bryan Jennifer Bergland Leah Riggs Burleson Mary Bryan

atpe-pac honor roll

The following ATPE members invested $50 or more to ATPEâ&#x20AC;&#x2122;s Political Action Committee (ATPE-PAC) from June 23, 2015, through October 13, 2015.

CarrolltonFarmers Branch Ginny Welch Columbus Charlotte Tilotta Concho Valley Roseann Webb Corpus Christi Libbie Payne Corsicana Julleen Bottoms Crowley Steve Pokluda Kitty Smith CypressFairbanks Stephanie Bailey Donna Gibbon Eli Rodriguez Dallas Julie Fore Becky LeBreton Gabe Veliz Eagle MountainSaginaw Lisa West East Central Bernadette Navarro Ector County Olga Garza Edinburg Benjamin Lozano

Falls City Patricia Startz Galena Park Jeff Miller Garland Donita Potts Jed Reed

Krum Betty Ann Plunkett

MonahansWickett-Pyote Vicki Greenfield

La Grange Beverly Albers

North East Lola Miller Olga Rubio

La Joya Norma Vega

GrapevineColleyville Kelley Walker

Lackland Ninfa Aguirre Mary Friday

Northside (20) David De la Garza Bobbye Patton Evelyn Hardaman

Harlandale Lee Amende

Lake Worth Gina McNeely

Odessa Tommy Harrison

Humble Stephanie Baker James Ellis

Leander Jayne Serna

Paris Jimmy Lee

Lubbock Ranelle Baldwin Gail Carter Allyson Haveman

Pasadena Charlotte Anthony

Irving Connie Kilday Kristin Kilday Miranda Madden Gary Schepf Jacksboro Elizabeth Reynolds Joshua Keri Henderson Kaufman Michael Shane Huff Killeen Barbara Graham Steve Harris Eileen Walcik Melissa Walcik Ron Walcik

Lytle Irene Robbins Leslie Tucker McAllen Twila Figueroa Ma Elena Ingram Dwight Smith McKinney Richard Edwards Mesquite Kay Young Jerry Bonham Carol Davies Janice Houston Midway (12) Jason Forbis

Pittsburg Gay Cooley Plano Mindy Dember Bill Freeman Jennifer Martinez Doris Ratenski Julie Riggs Dennise Schuler San Antonio Teresa Akers Norma Cantu Annie Perez Nelly RosalesNino San Marcos Genie Rolfe

Invest in the ATPE Political Action Committee today! Itâ&#x20AC;&#x2122;s easy to set up recurring monthly or quarterly donations online at atpe.org/pac-donate.

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Spearman Sherry Boyd Spring Ranti Adio Stanton Teresa Griffin Sweeny Jeanette Hlavaty Tyler Betty Berndt Thana Parker Waco Jane Sykes Maria Elena Tovar Warren Kay Daniels Weslaco Hector Cruz Scott Frampton Wichita Falls Belinda Wolf Woden Carl Franks Malinda Holzapfel Ysleta Jennifer Adams Public members Bickie Coffey Deryl Elms Sandra Rosinbaum

POLITICAL ACTION COMMITTEE

atpe news

ATPE IS COMMITTED TO PROTECTING YOU * ATPE values honesty. We want you to understand the superior protection your membership affords you.

That’s why we think it is important to provide you with the details of your insurance policy. There are many ways we share this with you, and we choose to print it in ATPE News in the interest of transparency. We’re proud of the protection we offer, and we think you deserve to know exactly what you’re getting for your membership.

Your insured protection benefits are outlined in the following detailed summary of the 2015-16 Educators Professional Liability Insurance Policy. Please read the summary carefully, and save it for future reference. You may also view it and other valuable information at www.atpe.org/protection. *Eligibility, terms, and conditions apply.

INSURANCE POLICY* HIGHLIGHTS INCLUDE: • Up to $8 million per claim and aggregate in liability insurance, including a $2 million limit for civil rights claims plus defense costs.

• Up to $20,000 aggregate for employment rights defense with a $10,000 per-claim limit, win or lose.

• Additional $5,000 per claim for favorable-outcome certification and termination claims.

• Up to $15,000 aggregate for criminal defense.

• Up to $5,000 per claim for bail bond reimbursement.

• Up to $10,000 aggregate for successful appeals beyond the school board or commissioner of education.

THE INSURANCE COMPANY APPROVES THE FOLLOWING ATTORNEYS AND FIRMS:

For assistance, members must call (800) 777-2873. For more information, visit www.atpe.org/protection.

• Birdsong and Armstrong P.C. • Brim, Arnett & Robinett P.C. • How Frels Rohde Woods & Duke P.C. • The Law Office of Daniel A. Ortiz • The Law Offices of Shane Goetz • The Law Offices of James Darnell • The Law Offices of Ruben Peña • The Lungwitz Law Firm P.C. • The McCormick Law Firm • Oscar Alvarez • Tony Conners, Attorney at Law • Tritico & Rainey PLLC • Upton, Mickets & Heymann LLC • Watson, Caraway, Midkiff & Luningham LLP

CLAIMS PROCEDURE

The approved list above is subject to change at any time and without notice.

In addition to the above insured benefits, ATPE’s staff attorneys are available to assist eligible members with professional concerns.

Except for situations necessitating immediate representation by a privatepractice criminal defense attorney, eligible ATPE members must contact the ATPE Member Legal Services Department at (800) 777-2873 from 8 a.m.– 5 p.m. Monday–Friday for legal assistance with employment concerns. In some cases, eligible ATPE members are referred to private-practice attorneys on the approved list (see right).

Except for criminal defense, only fees from attorneys and law firms approved by National Union Fire Insurance Co. of Pittsburgh, Pa., may be covered. If members retain attorneys in private practice, they must comply with the claims procedure set forth by ATPE. To access benefits, you must be an eligible member in the appropriate insured category at the time of the activity that leads to the action against you.

ATTORNEYS AND LAW FIRMS ARE SELECTED USING THE FOLLOWING CRITERIA: • Experience in education and employment law.

• Quality of services and responsiveness to clients’ and ATPE’s needs, as demonstrated by user feedback.

• Efficiency, billing practices, and compliance with claims procedures.

• Competitive rates.

• Availability and geographic location of practice.

• Ability to constructively interact with all components of the program.

• Cooperation with the claims administrator and insurance carrier.

• Philosophy and approach compatible with those of ATPE. • Demonstrated sound judgment.

ATPE members may submit recommendations for attorneys to be considered for approval to: AIG, Jorge Godreau, Errors & Omissions/Financial Lines Claims, 175 Water Street, 8th Floor, New York, NY 10038.

The Educators Professional Liability Insurance Policy is underwritten by National Union Fire Insurance Co. of Pittsburgh, Pa., with more than $6.6 billion in net surplus and more than $26 billion in total admitted assets as of Dec. 31, 2014. The insurer may not be subject to all insurance laws and regulations of this state. The foregoing notice is provided pursuant to Texas Insurance Code Article 21.54. ALL COVERAGE IS SUBJECT TO THE EXPRESS TERMS OF THE MASTER LIABILITY INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE ATPE STATE OFFICE. Coverage applies to an insured’s activities within his/her professional capacity and does not apply to activities that predate the coverage period.

View a detailed summary at atpe.org. Eligibility for ATPE membership benefits is contingent upon ATPE’s receipt of the entire annual membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year retroactive to Aug. 1 or your membership date. ATPE reserves the right to determine eligibility for the appropriate membership category. The membership year runs from Aug. 1–July 31.

*

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IMPORTANT NOTICE

AVISO IMPORTANTE

To obtain information or make a complaint: You may call the Company’s toll-free telephone number for information or to make a complaint at: 1-800-553-6938

Para obtener informacion o para someter una queja: Usted puede llamar al numero de teléfono gratis de la compania para informacion o para someter una queja al: 1-800-533-6938

You may contact the Texas Department of Insurance to obtain information on companies, coverages, rights, or complaints at: 1-800-252-3439

Puede comunicarse con el Departamento de Seguros de Texas para obtener informacion acerca de companias, coberturas, derechos o quejas al: 1-800-252-3439

You may write the Texas Department of Insurance: P.O. Box 149104 Austin, TX 78714-9104 Fax: (512) 475-1771 Web: http://www.tdi.state.tx.us Email: ConsumerProtection@tdi.state.tx.us PREMIUM OR CLAIM DISPUTES: Should you have a dispute concerning your premium or about a claim, you should contact the agent first. If the dispute is not resolved, you may contact the Texas Department of Insurance.

ATTACH THIS NOTICE TO YOUR POLICY: This notice is for information only and does not become a part of the attached document.

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Puede escribir al Departamento de Seguros de Texas: P.O. Box 149104 Austin, TX 78714-9104 Fax: (512) 475-1771 Web: http://www.tdi.state.tx.us Email: ConsumerProtection@tdi.state.tx.us DISPUTAS SOBRE PRIMAS O RECLAMOS: Si tiene una disputa concerniente a su prima o a un reclamo, debe comunicarse con el agente primero. Si no se resuelve la disputa, puede entonces comunicarse con el departamento (TDI).

UNA ESTE A VISO A SU POLIZA: Este aviso es solo para proposito de informacion y no se convierte en parte o condicion del documento adjunto.

ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS EDUCATORS PROFESSIONAL LIABILITY INSURANCE Underwritten By National Union Fire Insurance Company of Pittsburgh, Pa.* This insurance is only available to eligible members of the Association of Texas Professional Educators (ATPE) through a Purchasing Group. All coverage provided under the terms of the Educators Professional Liability Insurance Policy in the event of a loss or occurrence is subject to the express terms of the Master insurance policy issued to ATPE by National Union Fire Insurance Company of Pittsburgh, Pa. (NUFIC) and kept on file with ATPE, including all terms, conditions, exclusions and endorsements. The following is a summary provided by ATPE of the policy issued to ATPE.** The endorsements and/or provisions that form a part of the policy but which are not reproduced herein include: Rate and Premium, Policy Holder Notice 91222(12/09), ATPEDIV(2/99), Notice 53365, Choice of Counsel.

DECLARATIONS POLICY NUMBER:32456606 ITEM 1. NAMED INSURED:

ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS

MAILING ADDRESS: 305 E. HUNTLAND DRIVE SUITE 300

AUSTIN, TX 78752-3792 ITEM 2.POLICY PERIOD: From: August 1, 2015(12:01 A.M. standard time at the address stated in Item 1. above) To: August 1, 2016 (12:01 A.M. standard time at the address stated in Item 1. above).

ITEM 3. LIMITS OF LIABILITY: Coverage A $ 8,000,000 per Insured per occurrence subject to

$ 2,000,000 per Insured per occurrence for civil rights claims

$ 8,000,000 aggregate per Insured Coverage B $ 10,000 per claim per Insured under B(1)(a)

$ 20,000 aggregate per Insured under B(1)(a)

$ 10,000 per claim and aggregate per Insured under B(1)(b)

$ 5,000 per claim per Insured under B(1)(c)

$ 10,000 aggregate per Insured under B(1)(c)

$ 15,000 per claim and aggregate per Insured under B(2)

$ 200,000 aggregate for any class action suit subject to the limit per claim and aggregate limit per Insured under B(1a) Coverage C $ 5,000 per Bail Bond per Insured.

Coverage D $ 2,500 per claim per Insured.

Coverage E $ 2,500 per claim per Insured subject to:

$ 2,500 aggregate per Insured The Company agrees with the Insured, named in the Declarations made a part hereof, in consideration of payment of the premium and subject to the limits of liability, exclusions, conditions and other terms of this policy;

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INSURING AGREEMENTS Coverage A - Liability Coverage To pay on behalf of the Insured all sums, in excess of any other valid and collectible insurance, including but not limited to, the Insured’s employers general liability or errors and omissions coverage, which the Insured shall become obligated to pay by reason of liability imposed by law for damages resulting from any claim made against the Insured arising out of an occurrence in the course of the activities of an Insured in his/her professional capacity [as set out in definition (b)] and caused by any acts or omissions of the Insured or any other person for whose acts the Insured is legally liable, and the Company shall defend any suit seeking damages on account thereof which are payable under the terms of this policy, even if such suit be groundless, false or fraudulent; but the Company may make such investigation, negotiation and settlement of any claim or suit as it may deem expedient.

In the event no other valid and collectible insurance exists this policy shall pay on behalf of the Insured all sums which the Insured shall become obligated to pay by reason of liability imposed by law for damages resulting from any claim made against the Insured arising out of an occurrence in the course of the activities of an Insured in his/her professional capacity [as set out in definition (b)] and caused by any acts or omissions of the Insured or any other person for whose acts the Insured is legally liable, and the Company shall defend any suit seeking damages on account thereof which are payable under the terms of this policy, even if such suit be groundless, false or fraudulent; but the Company may make such investigation, negotiation and settlement of any claim or suit as it may deem expedient.

Coverage B - Reimbursement of Attorney Fees (1) To reimburse an Insured on account of such attorney fees for services as are reasonable and necessary which the Insured is legally obligated to pay to an attorney approved by the Company to whom the Insured has been referred by the Named Insured for the defense of any action brought against such Insured arising out of the following activities, but without obligation to furnish such attorney: (a) I Incurred in the defense of any action or proceeding involving such Insured’s salary, dismissal, contract nonrenewal, change of assignment, tenure, leave of absence, resignation or other

atpe news

professional rights, duties and responsibilities, allegations of intentional or negligent sexual conduct and arising within the scope of employment; involving the issuance, suspension, cancellation or revocation of such Insured’s credential, life diploma or certification document issued by the State Board of Education, State Board of Educator Certification or Commission on Credentials; based upon an alleged violation of such Insured’s civil rights guaranteed by the Constitution or civil rights statutes of the United States or any state arising out of activities of an Insured in his/her professional capacity and not otherwise covered; as a result of an Insured’s service on an appraisal and/or a career ladder select committee. (b) Incurred in the appeal of a decision by the governing board of a school district or the commissioner of education resulting from defense of an action or proceeding under Coverage B (1)(a), provided, however, final judgment is rendered in favor of the Insured. (c) i n addition to any amount reimbursed pursuant to Coverage B(1)(a), incurred in the defense of any action or proceeding involving dismissal, contract renewal, or suspension, cancellation or revocation of any credential, life diploma or certification document issued by the State Board of Education, State Board of Educator Certification or Commission on Credentials, provided that the final outcome in such action or proceeding is in favor of the Insured.

(2) To reimburse an Insured on account of such attorney fees for services as are reasonable and necessary which the Insured is legally obligated to pay to an attorney for the defense of any criminal action or proceeding brought against such Insured, but without obligation to furnish such attorney, arising out of the Insured’s activities in his/her professional capacity on the property of an educational institution while performing duties of employment or during an event to which the Insured is assigned by the educational institution. The reimbursement of attorney fees shall be according to the following schedule and subject to the limit of liability stated under Coverage B(2) of the Declarations: 1. Up to $10,000 (including an initial amount of up to $5,000 for a retainer), regardless of the final outcome of such criminal action or proceeding; and 2. Up to an additional $5,000, but only if the Insured is found not guilty or otherwise acquitted of all charges in such criminal action or proceeding, or if all criminal charges in such criminal action or proceeding are withdrawn or dismissed with prejudice. Deferred adjudication, a plea of no lo contendre, or a plea to or conviction on lesser charges in such criminal action or proceeding shall not constitute a not-guilty finding, acquittal, withdrawal or dismissal.

Coverage C - Bail Bonds To pay the premium for Bail Bond required of the Insured arising out of activities of the Insured in his/her professional capacity, as hereinafter defined, not to exceed $5,000 per bail bond, but without obligation to apply for or furnish such bond. For purposes of this coverage, a series of continuous or similar actions by the Insured shall constitute a single claim regardless of the number of indictments.

Coverage D - Assault-related Personal Property Damage To pay an Insured up to $2,500 for damage to or destruction of the Insured’s personal property which is caused by an assault upon the Insured arising out of an occurrence in the course of an Insured’s authorized course of activities in his/her professional capacity to the extent that such damages exceed the coverage provided by any Homeowners, Personal Property Floaters or other similar valid and collectible insurance.

This coverage does not apply to damage or destruction of a vehicle of any kind, or to damage to or destruction of leased or loaned property.

Coverage E - Personal Identity Theft Coverage To reimburse the Insured up to $2,500, for reasonable and necessary attorney fees which the Insured is legally obligated to pay to an attorney, as a result of a Stolen Identity Event occurring during the policy period but without obligation to furnish such attorney, to the extent that such fees exceed the coverage provided by any other benefit, program or policy available to the Insured.

SUPPLEMENTARY PAYMENTS The Company will pay, in addition to the applicable limit of liability for Coverage A: a. all expenses incurred by the Company, all costs taxed against the Insured in any suit defended by the Company and all interest on the entire amount of any judgment therein which accrues after entry of the judgment and before the Company has paid or tendered or deposited in court that part of the judgment which does not exceed the limit of the Company’s liability thereon; b. premiums on appeal bonds required in any such suit, premiums on bonds to release attachments in any such suit for an amount not in excess of the applicable limit of liability of this policy, but the Company shall have no obligation to apply for or furnish any such bonds; c. expenses incurred by the Insured for first aid to others at the time of an accident for bodily injury to which this policy applies; d. reasonable expenses incurred by the Insured at the Company’s request in assisting the Company in the investigation or defense of any such claim or suit, including actual loss of earnings not to exceed $50.00 per day.

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DEFINITIONS a. The word “Insured” wherever used shall mean a person who is a professional, associate, teacher trainee or life member of the Named Insured. If the policy is a renewal, the word “Insured” includes members covered under the expired policy who reapply within sixty days of the inception of this policy. b. The phrase “activities of an Insured in his/her professional capacity” wherever used shall mean activities of an Insured in the course of his/her duties of employment with an “educational institution” or activities of an Insured in the course of his/her duties as a student in a teacher education program in an accredited college or university. With respect to Coverage A, “activities of an Insured in his/her professional capacity” shall not include services rendered in the practice of law, construction, accountancy, financial or other similar professionally licensed services. c. The term “occurrence” only applies to Coverage A. It means an event, which results in damages to someone other than the Insured. An occurrence can involve a single, sudden event or the continuous or repeated exposure to the same conditions. If a Claimant or Claimants allege to have sustained damages caused by repeated exposure to the same conditions caused by the Insured during different policy terms, then the exposure shall be deemed to have occurred as of the most recent exposure to said conditions, and shall becovered only by the last of all policies issued by the Company to the Insured and not by more than one policy issued by the Company. d. The term “membership date” means the date on which a person becomes a professional, associate or teacher trainee member of the Named Insured. e. The term “membership year”, for purposes of use in this policy, means the period for obtaining membership in the Named Insured, beginning August 1st and ending on August 1st, twelve months following f. The term “educational institution” means a public school district, institution of higher education, Regional Education Service Center, or the Central Education Agency. g. The term “attorney fees” means costs incurred by an attorney approved by the Company in accordance with policy terms and the claims reporting procedures as set forth by the Named Insured. h. The term “civil rights claims” where used shall mean any claim against an Insured alleging a violation of any person’s civil rights, as protected by: the Constitution of the United States or of any state; The Civil Rights Acts of 1866 and 1964, as amended; the Americans with Disabilities Act; and any state or federal statute, regulation or executive order. i. The term “Stolen Identity Event” means the theft of non-public information about the Insured (including, without limitation, the Insured’s social security number) which has resulted or could result in the wrongful use of such information. j. The term “criminal action or proceeding” means any: (1) criminal proceeding against an Insured which is commenced by the return of an indictment or receipt or filing of a notice of charges in a court of law and alleges one or more violations of any federal or Texas criminal laws; or (2) investigation by a law enforcement agency or other authorized governmental entity, including an educational institution, of one or more alleged violations by an Insured of any federal or Texas criminal laws.

EFFECTIVE DATES OF INSURANCE The effective date as respects an “Insured” is the “membership date” in the “membership year” except as follows: 1. If this policy is a renewal, the word “Insured” includes members covered under the expired policy who reapply within sixty (60) days of inception of this policy, and coverage for such members is effective on the inception date of this policy.

2. As respects new and renewal members who join after the annual enrollment period (August 1 to September 30) and who were otherwise eligible for membership during the enrollment period, the effective date of coverage under Coverage B, C, D and E of this policy shall be thirty (30) days after the “membership date”, and coverage is not provided for actions resulting from activities of an Insured which begin prior to the effective date of coverage.

POLICY PERIOD 1. As respects Coverage A, this policy applies only to occurrences (as defined) during the policy period.

2. As respects Coverage B, C and D, this policy applies only to actions resulting from activities of an Insured (as defined) which begin during the policy period.

3. As respects Coverage C, this policy applies only to any bail bond required as a result of an event or series of events which happen or are alleged to have happened during the policy period.

4. As respects coverage E, this policy applies only to Stolen Identity Events occurring during the policy period.

This policy period shall begin August 1, 2015 and end August 1, 2016 (12:01 A.M. standard time at the address stated in Item 1., of the declarations) POLICY TERRITORY Anywhere in the world with respect to an occurrence arising out of the covered activities of any Insured permanently domiciled in the United States of America though temporarily outside the United States of America, its territories and possessions or Canada, provided the original suit for damages because of any such injury or damage is brought within the United States of America, its territories or possessions or Canada. Anywhere in the world with respect to a Stolen Identity Event, but only attorney fees incurred in the United States of America.

Payment of loss under this policy shall only be made in full compliance with all United States of America economic or trade sanction laws or regulations, including, but not limited to, sanctions, laws and regulations

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administered and enforced by the U.S. Treasury Department’s Office of Foreign Assets Control (“OFAC”).

EXCLUSIONS This policy does not apply:

a. To activities of an Insured that are not activities of an Insured in his/her professional capacity, as defined above.

b. To activities of an Insured that are carried on in a private business, private professional endeavor or private school, other than an Institution of higher education, except this exclusion does not apply to activities of a teacher trainee doing practice teaching in a private school.

c. To the ownership, maintenance, operation, use, loading or unloading of (a) vehicles of any kind, other than farm tractors not operated on public highways, (b) watercraft, (c) aircraft, except, however, coverage would apply to: (1) a driver training instructor while riding as a passenger in the course of duties as an employee of a school system and (2) a vocational education instructor in the course of regular instruction carried on in a shop provided by the school and (3) an Insured while supervising students entering or exiting a school bus. The coverage afforded herein does not apply when the Insured has any other Insurance of any kind, whatsoever which affords coverage as to such liability.

d. To liability assumed by the Insured under any contract or agreement.

e. To injury, sickness, disease, death or destruction due to war, whether or not declared, civil war, insurrection, rebellion, or revolution, or to any act or condition incidental to any of the foregoing.

f. To any obligation for which the Insured or any carrier may be held liable under worker’s compensation, unemployment compensation, disability benefits or similar laws.

g. To the rendering, teaching or supervising of medical, surgical, dental, nursing, or other similar services of the omission thereof; except however, coverage would apply to:

1. F irst aid and regular nursing services rendered by a school nurse employed for the purpose of rendering such services;

2. First aid and regular nursing services rendered by a certified health aide employed for the purpose of rendering such services under the supervision of a school nurse;

3. Physical therapy rendered by a licensed physical or occupational therapist, or licensed athletic trainer, employed for the purpose of rendering such services;

4. The administration of oral prescription medicine to a student by an Insured, provided the Insured has advance written authorization for such administration from the parent or guardian of the student;

5. E mergency first-aid services rendered by the Insured when a school nurse or other medicallytrained person is not readily available; or

6. P sychological therapy or treatment rendered by a licensed practitioner employed for the purpose of rendering such services.

h. Under Coverage A. to criminal acts other than corporal punishment.

i. Under Coverage A. to the defense of any civil suit for criminal acts other than corporal punishment.

j. To liability in respect of claims brought by any employee or former employee of any educational institution against an Insured, as defined by the policy, except to the reimbursement of attorney’s fees as provided under Coverage B. The following three exceptions apply to this exclusion:

1. This exclusion shall not apply to any claim made or suit brought against an Insured by or on behalf of another employee of an institution of higher education if the claim or suit arises out of an occurrence in the course of activities of the Insured in his/her professional capacity as a participant in the peer review system of an Institution of higher education; however, this exclusion shall apply to an assault upon an Insured by another employee of an Institution of higher education if the assault arose out of an occurrence in the Insured’s aforementioned peer review activity.

2. This exclusion shall not apply to any claim made or suit brought against an Insured by or on behalf of another employee of an educational Institution if the claim or suit arises out of an occurrence in the course of activities of the Insured in his/her professional capacity as a member of a board of commission, established by the Insured’s state government, which has as its purposes the licensure or certification of educators, or the setting of standards for the licensure or certification of educators.

3. This exclusion shall not apply to any claim made or suit brought against an Insured by or on behalf of a minor or incompetent child of an employee of an educational Institution, if the claim or suit arises out of an occurrence in the course of activities of the Insured in his/her professional capacity.

k. To punitive damages in excess of $5,000.

l. E xcept as provided under Coverage B, this policy does not provide coverage to claims arising out of occurrences in which the Insured intentionally causes damage of any nature to another person or entity, except for claims arising from corporal punishment of any student or pupil administered by, or at the direction of, the Insured in his/her professional capacity.

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m. To the defense of any action of declaratory judgments, injunctive relief, or other similar proceeding, except as provided in Coverage B, unless the relief prayed for therein also seeks damages which are covered under Coverage A.

n. To activities of any Insured while acting as a member of any school board or similarly constituted body.

o. Except as provided under Coverage B, this policy does not provide a defense or coverage to damages resulting from any claim for actual sexual action or conduct or harassment.

p. To any claims, accusations or charges brought against any Insured, and to any obligation or duty of the Company to afford defense for such claims, accusations or charges, which are made because of any damages or injury arising out of Human Immune Deficiency Virus (HIV) Acquired Immune Deficiency Syndrome (AIDS), no matter how transmitted, except to reimbursement of attorney’s fees as provided under Coverage B.

q. Under Coverage B, to any claim involving health, disability, unemployment or retirement benefits including such benefits payable, under any Workers Compensation law whether payable by an insurance company, trust, self insurance benefit plan of any school district, any similar carrier or provider or device arranged to handle such benefits, or to any action involving the payment or refund of premium(s) for such benefits. Neither the term “salary” nor the phrase “other professional rights, duties and responsibilities” under Coverage B(1)(a) shall be inclusive of such benefits. This exclusion shall not apply to claims involving the continuation of the insured’s group health coverage solely as provided in Texas Education Code §22.004, subsections (k) and (l).

r. To bodily injury, property damages, personal injury or advertising injury arising out of the removal, transport, storage, installation or use of asbestos for any purpose whatsoever. This includes any loss, cost or expenses related to asbestos.

s. With respect to Coverage E, to any dishonest, criminal, malicious or fraudulent acts if the Insured personally participated in, directed, or had knowledge of such acts.

t. U nder Coverage A, to any claim, defense or activity whatsoever involving a firearm, explosive weapon or device, stun gun or other device.

u. To misuse, embezzlement, misappropriation, or breach of fiduciary duty, in the handling or managing of public and/or private monies, investments, securities or other funds held in a trust capacity, except as provided under Coverage B.

v. Under Coverage A, to employment practices liability, including without limitation, wrongful dismissal, discrimination, harassment, retaliation or any activity of an Insured in connection with an educational institution’s employment, discharge or termination of any individual.

w. Under Coverage A, to any claim against an Insured whose position requires administrator certification, or who is acting in a supervisory capacity, where such claim arises out of the Insured’s supervision or employment of any individual, the conduct of the Insured’s subordinate, or any alleged failure to report, prevent, address or remediate such subordinate’s conduct.

x. Under Coverage B, to any action against an Insured arising out of the Insured’s actual or alleged activities in a supervisory capacity, or relating to the Insured’s role in the creation or interpretation of any employment policy or procedure.

CONDITIONS 1. L imits of Liability The limits of liability stated in the Declarations are the limits of the Company’s liability for all damages, including damages for care and loss of services, arising out of one occurrence.

2. N otice of Occurrence When an occurrence takes place written notice shall be given by or on behalf of the Insured to the Company or any of its authorized agents as soon as practicable. Such notice shall contain particulars sufficient to identify the Insured and also reasonably obtainable information respecting the time, place and circumstances of the occurrence, the names and addresses of the injured and of available witnesses.

3. N otice of Claim or Suit If claim is made or suit is brought against the Insured, the Insured shall immediately forward to the Company every demand, notice, summons or other process received by him or his representative.

4. N otice of Stolen Identity Event When a Stolen Identity Event occurs, a report shall be filed by the Insured or on the Insured’s behalf with the appropriate police authority. Any claim for attorney fee reimbursement shall contain particulars sufficient to identify the Insured and also reasonably obtainable information respecting the time, place and circumstances of the Stolen Identity Event.

5. A ssistance and Cooperation of the Insured The Insured shall cooperate with the Company, and upon the Company’s request, shall attend hearings and trials and shall assist in effecting settlements, securing and giving evidence, obtaining the attendance of witnesses and in the conduct of suits. The Insured shall not, except at his/her own cost, voluntarily make any payment, assume any obligation or incur any expenses other than for such immediate medical and surgical relief to others as shall be imperative at the time of the occurrence.

atpe news

6. Action Against Company No action shall lie against the Company, unless as a condition precedent thereto, the Insured shall have fully complied with all terms of this policy, or until the amount of the Insured’s obligation to pay shall have been finally determined either by judgment against the Insured after actual trial or by written agreement of the Insured, the claimant and the Company. Any person or organization or the legal representative thereof who has accrued such judgment or written agreement shall thereafter be entitled to recover under this policy to the extent of the insurance afforded by this policy. Nothing contained in this policy shall give any person or organization any right to join the Company as co-defendant in any action against the Insured to determine the Insured’s liability. Bankruptcy or insolvency of the Insured or of the Insured’s estate shall not relieve the Company of any of its obligations hereunder.

7. Other Insurance If other insurance, excluding policies issued by the Company, is available to the Insured covering a loss also covered by this policy, then this policy shall apply in excess of, and shall not contribute with, such other insurance.

If any other policy issued by the Company also applies to a loss which would be covered by this policy then this policy will pay its share of the loss based on the percentage this policy’s limit of liability bears to the total limits of liability of all insurance available to pay the loss.

Other Insurance includes but is not limited to:

(a) I nsurance, coverage or benefits provided by school boards, school districts or any similar entity including, without limitation, the Texas Association of School Boards (TASB);

(b) Insurance, coverage or benefits provided by the National Education Association or any other national or local professional association or similar organization;

(c) Insurance, coverage or benefits provided by self-insurance, trusts, pools, risk retention groups, captive insurance companies, or any other insurance plan or agreement of risk assumption; and

(d) Insurance , coverage or benefits provided by an Insured’s homeowner’s, renter’s or personal umbrella policy.

8. Subrogation In the event of any payment under this policy, the Company shall be subrogated to all the Insured’s right of recovery therefor against any person or organization and the Insured shall execute and deliver instruments

continued from page 25 LEADERS OF THE PACK AMEET SANDHU, Parent | Lone Star Elementary | Keller ISD Ameet Sandhu’s daughter invited him to be a WatchDOG at her elementary school in Keller. He says his volunteer experiences at Lone Star Elementary are priceless. “I wanted to participate in the program because I wanted to take an interest in my child,” he said. “That’s the number one priority for us. For me, just being in her class and getting to know her friends, it’s a fantastic feeling.”

Sandhu grew up in India and wasn’t familiar with the American public school system when he began volunteering. He immediately noticed a difference from the educational system in his home country. “The school here is so open. In India, you don’t actually find out what your kids are learning in school unless the kid tells you. Here, it is completely different. The staff [at Lone Star Elementary] told me exactly how to help out and they explained how classes were divided

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and papers and do whatever else is necessary to secure such rights. The Insured shall do nothing after loss to prejudice such rights.

9. Changes Notice to any agent or knowledge possessed by any agent or by any other person shall not effect a waiver or a change in any part of this policy or estop the Company from asserting any right under the terms of this policy; nor shall the terms of this policy be waived or changed, except by endorsement issued to form a part of this policy.

10. Cancellation This policy may be canceled by the Named Insured for any reason by surrender thereof to the Company or any of its authorized agents or by mailing to the Company written notice stating when thereafter the cancellation shall be effective. This policy may be canceled by the Company only for non-payment of premium by mailing to the Named Insured at the address shown on the policy, written notice stating when not less than fortyfive days thereafter such cancellation shall be effective. The mailing of notice as aforesaid shall be sufficient proof of notice. The time of surrender of the effective date and hour of cancellation stated in the notice shall become the end of the policy period. Delivery of such written notice either by the Named Insured or by the Company shall be equivalent to mailing.

If the Named Insured or the Company cancels the policy, earned premium shall be computed on a pro rata basis. Premium adjustment may be made either at the time cancellation is effected or as soon as practicable after cancellation becomes effective. Any other premium adjustment or return premium as would apply had cancellation not been affected shall be computed substituting the date of cancellation for the expiration date of this policy.

11. Terms of Policy Conformed to Statute Terms of this policy, which are in conflict with the statutes of the state wherein this policy is issued, are hereby amended to conform to such statutes. * NUFIC is located at 175 Water Street, New York, New York 10038-0150 ** The description of coverage herein is a summary only. It does not include all provisions of the policy issued to ATPE by NUFIC. Please refer to the master policy kept on file with ATPE for complete details of coverage.

and what they were doing.” During one recess, Sandhu participated in a lively match of the children’s game Duck, Duck, Goose. He not only had fun but felt accomplished when he was able to hold the attention of 35 students.

One of the biggest benefits of the WATCH D.O.G.S. program is the effect it can have on kids who don’t have positive male role models. “Being there not only benefits your own child, it benefits some of the other students that probably don’t have this kind of interaction with their parents,” he said. Sandhu considers his experience as a WatchDOG to be a gift that keeps giving. “Every time I go have lunch with my daughter, kids come and say ‘Hi’ to me—every single one of them. I ask them, ‘how is school?’ or ‘how is soccer going?’ and they respond, ‘It’s great! How are you?’ I don’t talk to them like kids. I talk to them like regular people, and they connect with me. It brings a lot more trust into their world.”

Hear from Lone Star Elementary principal, Steven Hurst, on the ATPE blog at www.atpe.org/Watchdogs.

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continued from page 13 FIGHTING THE GOOD FIGHT treat another human being is going to reflect upon your life and the lives of your loved ones.

You’re also an advocate for LGBTQ rights. How does that play a role in your career in education?

I’m openly gay at the district because of all the bullying and suicides in our world. In 2010, there was a rash of suicides by LGBTQ youth. It woke me up because at the age of 16, I attempted suicide. I was raised Catholic, I’m Latina, and there was no one to talk to. I’m 52 years old. Back in the day, there was no counselor, there was no teacher. A priest told me I was going to Hell. Who could I talk to? There weren’t any guns or drugs in the house, so I was going to take a bottle of Drano [and ingest the liquid]—Bible in one hand, Drano in the other. My favorite aunt walked in. Again, there was a force stronger than myself. She knocked it out of my hand and said seven words that saved my life: “I know mija, you don’t like boys.” That helped me survive from the age of 16 to 20, when I did come out of the closest. And the reason I’m openly gay is because kids need role models, and I’m not afraid. I was instrumental in changing policy at Fort Worth ISD to add gender identity and gender expression to our board policies to protect staff and children. I also started an organization called LGBTQ S.A.V.E.S (Students, Allies, Volunteers, Educators Support). We provide social events and resources for LGBTQ youth. It’s important that they meet others because it’s about saving lives. I advertise through campus GSA (Gay-Straight Alliance) groups and through their sponsors throughout Tarrant County. I’m very connected to students. They have my phone number.

What would you tell Texas lawmakers in regard to education?

I want legislators to help ensure that all kids are safe in our school districts and that our school employees are culturally competent. People should understand all cultures, all walks of life. Our kids are listening to adults’ every word like a preacher behind a pulpit—especially our elementary and middle school students. Educators need more than a teaching degree. They need to be culturally competent. Right now, educators aren’t being provided that. Many corporations are getting culturally competent training in order to better serve the customer. We are failing in the education world. To me, it is about making this world better and saving lives!

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continued from page 17 DON’T TEACH TO THE TEST. JUST TEACH. facts.” Sure. (Carolyn) “I have had a great idea. I am going to make a comic strip that details the major battles of the Civil War. Is that okay?” Sure. (Wyatt) “Can I make map out of Legos to show you how the trade routes are affecting fishing habitats?” Sure.

(Kenny) “Mrs. Stoebe, can I write Larry Hogan, the governor of Maryland? I want to let him know that I would have chosen to come to Maryland if I had been a settler in 1640.” Go for it. (Aiden) (Larry Hogan wrote back, by the way!)

I have learned a lot during Genius Hour. For instance, I have learned that research is messy. What seemed like a clear trail to the discovery of the golden zebra led to both an image of a 1955 Daimler DK 400 “‘Golden Zebra” Coupé and an image of a scantily clad model in a, you guessed it, golden zebra print bikini. There are so many things that I have learned the hard way!

But my students have learned, too. The results of the fifth-grade reading STAAR test showed that our campus’s students had achieved a 95% passing rate (the third highest percentage increase in our district), and that in nearly every category our students surpassed the district average.

And Lastly, My Thoughts on Teacher Morale I think I missed the memo that told me I was supposed to be disgruntled. I leave at the end of the day tired, but happy. I have the best kids in the world.

I love them for who they are when they enter my classroom. I love them not in spite of any difficulties or “atypicalities” they may exhibit but because of these differences. Each student is unique, and I am a better person for being in their world. I had a mentor once who said, “Sometimes you take the kids home with you.” Yes, I love my 44 kids so much that I mentally take them home with my every night. I find a book for Maddie and a joke for Tristan and a poem for Gracey.

There is always room at my dinner table for them.

If you’re demoralized, ask yourself why, and then do something about it. When I spoke to aspiring teachers at the 2015 ATPE Summit, I said that I used to wonder why somebody did not do something about (insert problem here), and then I realized that I was somebody. You are somebody, too.

atpe news

2015-16 ATPE Membership Application 3 Ways You Can Join The Association of Texas Professional Educators:

1 Print and mail this completed application to the ATPE state office.

2 Give this completed application to a designated ATPE representative.

3 Join at atpe.org (and pay by credit card after 6/1/15).

1 Provide your contact information.

Last 4 digits of your Soc. Sec. #: XXX-XX-__ __ __ __

Female

Male

School District Employee ID# _______________________________________ Yes, I have been an ATPE member in the past.

Member ID# _______________ (Optional—If you don’t remember it, no problem.)

Name_________________________ _______________________ _________ Last

First

Middle initial

Job title _________________________________________________________ ISD ___________________________ Campus __________________________ Home address ____________________________________________________

2 Select your membership category.

(MM)

Refer to the chart on the back of this application to find your appropriate category.

Insured* categories

*

See back for details.

Professional

$145.00

$ ______

First-time Professional

$80.00

$ ______

$70.00

$ ______

Renewing members and new members who join after 10/31/15

I have never been a Professional member. This reduced rate is valid only until 10/31/15

Associate

Paraprofessional and classified positions

FREE

Teacher Trainee Student teacher in Texas

City/State ____________________________________ ZIP _______________ Cell ( ____ ) _____________________Home ( ____ ) _____________________ Required**

Retired

$10.00

$ ______

Retired former school employee

Home email _____________________________________________________ Campus email ____________________________________________________ One email address is required for application processing.** **

Uninsured categories

When you become a member of ATPE, you are granting permission for ATPE to contact you via the information provided on this application, including email and text, which are required to effectively administer your account. You will also receive important information about your membership and benefits.

FREE

College Student Non-teaching college student

$35.00

Public

3 Invest in public education. (optional) Local unit dues

$ ______

ATPE Political Action Committee

$ ______

Support ATPE in your school district.

Yes, send me information about volunteering for ATPE!

$ ______

Friend of public education

Support Texas candidates and officeholders who prioritize our profession and public education.

Suggested donation: $12.

4 Select a payment method.

Check enclosed Payroll deduction

305 E. Huntland Dr. • Ste. 300 Austin, TX 78752-3792 (512) 467-0071 • (800) 777-2873 atpe.org • atpe@atpe.org

Complete the authorization below. Detach and submit to your ISD’s payroll office. Arrangements for payroll deduction are the responsibility of the applicant.

TOTAL

$ ______

Payroll Deduction Authorization 2015-16 professional, first-time professional and associate memberships will not be accepted after Jan. 31, 2016.

(See reverse side for details.)

I, ______________________________________________ , authorize the _____________________ ISD to deduct the total amount of $ _______________ over ______ payments in order to pay for ATPE state dues, local dues, and political action committee and foundation donations. I further authorize the Association to notify the ISD of changes in the annual dues amounts and the ISD to deduct the new amounts. If my employment with the district ends, I authorize any unpaid balance to be deducted from my final check. This authorization for the deductions referenced above will be effective until I give notice to the ISD that I want to revoke it.

____________________________________________________ __________________________________________________ _______________ Applicant’s signature

Applicant’s Social Security number or employee ID number

________ I wish to cancel deduction of membership dues for:

Initial Here

Texas AFT

TCTA

Date of signature

TSTA

UEA

Other 2015-16 AP8

Questions You Might Have About ATPE Membership What does the Professional Liability and Employment Rights Defense Insurance cover?

When is my ATPE membership effective?

Insurance coverage applies to your activities as a Professional or Associate member in the course of your duties of employment with an educational institution, or to your activities as a Teacher Trainee member in the course of your duties as a student in a teacher education program in an accredited college or university. Coverage is underwritten by National Union Fire Insurance Company of Pittsburgh, Pa. ALL COVERAGE IS SUBJECT TO THE EXPRESS TERMS OF THE MASTER INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE STATE OFFICE. View a detailed summary at atpe.org. The policy applies only to activities that begin during the period when coverage is effective and does not apply to activities that predate the coverage period.

When is Professional Liability Insurance coverage effective?

Insurance coverage begins on the later of 8/1/15 or your Membership Date and expires on 8/1/16 except for the following: COVERAGE IS EFFECTIVE ON 8/1/15 IF YOU RENEW MEMBERSHIP ANYTIME DURING AUGUST OR SEPTEMBER 2015, AND EMPLOYMENT RIGHTS DEFENSE INSURANCE IS NOT EFFECTIVE UNTIL 30 DAYS AFTER YOUR MEMBERSHIP DATE IF YOU JOIN AFTER 9/30/15 AND WERE ELIGIBLE FOR MEMBERSHIP FROM AUGUST 2015 THROUGH SEPTEMBER 2015. Eligibility for membership benefits is contingent upon receipt of the entire membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year, retroactive to Aug. 1 or your membership date. Professional, first-time professional, and associate memberships will not be accepted after Jan. 31, 2016. For further information, call (800) 777-2873.

For paper applications, membership is generally established when the application is received in the state office. Alternatively, membership may be established when a designated ATPE representative receives , signs, and dates an application then forwards the completed application for processing at the ATPE state office. For online applications, the membership date is established at 12:01 a.m. CST on the date following successful transmission of your online application and payment at atpe.org. Faxed or emailed applications are not accepted. In all cases, ATPE reserves the right to research and verify the earliest date of membership or to reject or cancel membership retroactively should all application elements not be completed.

Are ATPE membership dues tax-deductible?

ATPE membership dues are not deductible as charitable contributions for income tax purposes but may be deductible as miscellaneous itemized deductions, subject to IRS restrictions. Approximately 95 percent of your dues dollar is considered deductible; 4.6 percent is used for lobbying activities and is therefore not deductible.

What does ATPE-PAC do?

The ATPE Political Action Committee (ATPE-PAC) solicits voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to ATPE-PAC are not a condition of employment or membership. A member may donate more or less than the suggested amount or may choose not to make a donation without it affecting his or her membership status, rights, or benefits with ATPE. Donations are not deductible for federal income tax purposes.

How does ATPE spend my membership dues?

• $3.32 pays for a subscription to ATPE News (published four times per year) and includes all state and local sales taxes.

• Up to $26 of Professional and Associate member dues and up to $6 of Teacher Trainee member dues pays for the Educators Professional Liability Insurance Policy.*

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for Professional Liablilty coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only.

Professional and Associate membership is open to persons employed in Texas by a public school district, institution of higher education, Regional Education Service Center, State Board for Educator Certification, or the Texas Education Agency.

If you have a question about the eligibility of job descriptions not listed below, call (800) 777-2873.

Insured Categories

Uninsured Categories

PROFESSIONAL MEMBER ($145)/FIRST-TIME PROFESSIONAL MEMBER ($80)

ASSOCIATE MEMBER ($70)

COLLEGE STUDENT MEMBER (FREE)

• Administrator/ Supervisor

• Department Head/ Chair

• Regional Service Center Staff

• Aide to position in Professional category

• Educational Aide/ Technician

• Athletic Director/ Coordinator

• Diagnostician

• School Psychologist/ Associate

• Alternative Center Aide

• Maintenance Worker

RETIRED MEMBER ($10)

• Instructional Officer

• Bus Driver

• Nurse (LVN)

• Retired former school employee

• Athletic Trainer

• Intern Teacher

• Social Worker

• Cafeteria Worker

• At-Risk Coordinator

• Superintendent/Asst.

Supt.

• Clerk–General

• Regional Service Center Aide

• Audiologist

• IT Director/ Coordinator

• Band/Choral Director

• Librarian

• Teacher

• Computer Programmer/Entry

• Coach

• Nurse (RN)

• Custodial Worker

• Security Guard (Unarmed)

• Counselor

• Deaf Interpreter

• Substitute Teacher

• Curriculum Director

• Parent/Community Coordinator

• Therapist/ Pathologist

• Dean of Instruction

• Principal/Asst. Prin.

• University Professor • Visiting Teacher

• Secretary

TEACHER TRAINEE MEMBER (FREE) • Student teacher in Texas

• Non-teaching college student

PUBLIC MEMBER ($35) • Friend of public education

by Gary G. Godsey

for the record

ATPE’S BOARD OF DIRECTORS WORKS FOR YOU It became clear to me at this year’s summit that many ATPE members don’t know what our Board of Directors does or how they work for our organization. I want to let you know that I heard your concerns, and I’d like to take this opportunity to clear up some misperceptions.

T

he ATPE Board of Directors is made up of 20 elected representatives—one from each region—along with the immediate past president and four state officers, who are elected by the entire House of Delegates at summit.

Because ATPE is member owned and member governed, we rely on our members to step up into leadership positions and guide their association.

The members of the ATPE Board of Directors have done just that. These individuals have committed themselves to the time- and workintensive task of governing this organization, and they have taken on this role in addition to their already heavy workload as Texas educators. All of the work the board does is on behalf of all our members; their work benefits the organization as a whole, not just certain people.

Board members meet in Austin four times a year to conduct association business, and they engage in committee meetings between these quarterly board meetings as well. In order to make the best decisions for our organization, they prepare for meetings in advance (no small task—before the August meeting, board members had to familiarize themselves with 188 pages of

winter 2015

material), and a well-crafted agenda helps them come to the meetings ready to discuss business and take action when necessary.

Take the time to get to know your board representative (you can find their contact information at www.atpe.org/Board-ofDirectors). Your board member is your elected representative, and if you have questions or concerns throughout the year, you should feel free to contact him or her. You can also always contact me at ggodsey@atpe.org if you have questions or concerns about the board.

I encourage you to follow the board’s progress throughout the year by reading the quarterly board reports at www.atpe.org/Board-Reports.

To help you stay as informed as possible, we will continue to publish this link in our newsletters, magazine, and social media, but it is up to you to read the reports and make your opinions known.

Gary G. Godsey ATPE Executive Director

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Association of Texas Professional Educators

305 E. Huntland Dr., Suite 300 Austin, TX 78752-3792

Robyn Routh • • • •

★

Amarillo ISD Emerson Elementary Third-grade teacher ATPE member for one year

I

got into education because I wanted to help students realize that they do have a choice in how their life goes and that education and school can be fun and exciting. To see something click and a student finally understand, when students make choices that move them from under the oppressions of their everyday life and into an enlightened life—that is what makes it all worthwhile!

It’s vital to have legal protection* for your career because we live in a flawed world. Mistakes happen. We all have the mentality of “nothing bad will happen to me if”…if I just work hard enough, if I plan enough, if I’m prepared for everything. But bad things happen to good and bad people, bad things happen because of good and bad people, but most of the time, bad things just happen.

“It’s vital to have legal protection* for your career because we live in a flawed world.” *Eligibility, terms, and conditions apply. Visit www.atpe.org/protection for more information.