PAGE Celebrates Jemelleh Coes 2014 Georgia Teacher of the Year
Schools Are Everyoneâ€™s Business The New TKES System PAGE Scholarship Recipients
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Schools Are Everyone’s Business
F rom the President:
From the Executive Director:
Directors District 1 District 8 Amy Denty Lindsey Raulerson District 2 District 9 Dr. Todd Cason TBD District 3 District 10 Allison Scenna Shannon Hammond District 4 District 11 Rochelle Lofstrand Dr. Sandra Owens District 5 District 12 Stephanie Davis-Howard Donna Graham District 6 District 13 Dr. Susan Mullins Dr. Hayward Cordy District 7 Kelli De Guire Ex-Officio Megan King
Vol. 35 No. 1 August/September 2013
Heroes Are Among the Many Roles Teachers Are Called to Fulfill To Be Successful, Schools Must Engage Their Students and Their Communities
PAGE and the PAGE Foundation Announce 2013 Scholarship Recipients PAGE Foundation to Honor Georgia Power and President & CEO Paul Bowers
FEAST Inspires and Delights FEA Members and Advisors
Honor Your Favorite Teacher
PAGE Foundation Continues to Host GACE Workshops PAGE Georgia Academic Decathlete Captures Gold at USAD Nationals PAGE Academic Bowl for Middle Grades Celebrates 30th Season 28 Legal: The New TKES System Evaluates Teachers Based on 10 Detailed Criteria
News and Information 14 PAGE Luncheon Launches the “Great Conversation” Among Georgia Educators and Business Leaders Members in the News 30 31
In Memoriam - Paul Copeland, 1933–2013
2013–14 PAGE Officers and Board of Directors
On the cover: PAGE Member Jemelleh Coes, 2014 Georgia Teacher of the Year Photo by Frank Fortune
The articles published in each issue of PAGE ONE magazine represent the views of the contributors and do not necessarily represent the views of PAGE, except where clearly stated. You are invited to submit articles dealing with current education issues. The editor reserves the right to determine the appropriateness of articles for publication. Articles may be edited to meet space requirements. Georgia educators are encouraged to submit photographs for use as the cover for PAGE ONE magazine and other photographs to illustrate story subjects. Send manuscripts and photographs to: Tim Callahan, Editor, PAGE ONE magazine; PAGE; P.O. Box 942270; Atlanta, GA 31141-2270.
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From The President Dr. Emily Felton
Heroes Are Among the Many Roles Teachers Are Called to Fulfill
s I watched the news from Moore, Okla., about Plaza Towers Elementary School that was destroyed by a tornado, I teared up upon hearing numerous stories of heroic teachers. Several reports said that teachers used their own bodies to protect their students. One teacher huddled students underneath her while the wind and the rain roared overhead, and in an instant a wall and a car fell on top of her. Amazingly no one was hurt; she saved her students that day. Responding to a reporter, she stated, “That’s what I needed to do, I needed to be there.” The same stories of heroism were repeated months before at Sandy Hook Elementary School in Newtown, Conn. We often hear of educators putting their own life second to their No. 1 priority—children. When teachers enter their classrooms, they are more than people who fill students with a love for learning. They are mothers, fathers, counselors, nurses, disci-
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plinarians. Heroes are among the many roles teachers are called to fulfill. Teachers are built with resiliency, tenacity and intestinal fortitude. A student of a teacher in Moore recognized this when he gave her a tiara and called her a princess because she saved his life. I acknowledge and support the roles you take on every day, and because of this, you deserve a tiara. My journey with PAGE began in 1999. I have served in many capacities, first as a building contact, promoting PAGE and informing members about legislative updates. I also have worked with Member Services Representative B.J. Jenkins. I had the pleasure of accompanying B.J. to Douglas County’s new teacher orientations. I was available to answer questions, hand out PAGE materials and introduce PAGE to new teachers in the county. Talking about PAGE was easy because this organization is near and dear to my heart. I have also served on the Professional Learning Committee. As a member, I helped develop and implement the PAGE Conferences. In 2009, I was elected to the board to represent District 6. In this capacity, I have witnessed many accomplishments of fellow educators throughout Georgia. I have seen PAGE continually support all facets of education and grow its membership each year. It has been said that education is the gateway to the future. I believe this is true. Therefore, it must be borne in mind that educators, in a very real sense, are trustees of America’s future. As we face more challenges (e.g., furloughs, the shortened school year, larger classes, decreased allotments and resources, etc.), educators year after year continue to rise up to meet our state’s challenges. In the colloquial expression from today’s youth, educators always “step up their game.” I have witnessed this firsthand during my visits to school districts. It’s no coincidence that teachers in Moore and Newtown exhibited heroism. That’s what good educators do; that is what we were BORN to do. As your new president, I look forward to serving you. TOGETHER we will meet the challenges of helping students be the best they can be as we prepare for their future. Take a bow and put on your tiara— n for the best is yet to come. To view an online video about Dr. Felton, scan this QR code or visit www.pageinc.org/ associations/9445/pagetv/?page=872&tab=2
From The Executive Director Dr. Allene Magill
To Be Successful, Schools Must Engage Their Students and Their Communities
n assessing the challenges facing public schools, Jamie Vollmer, former manufacturing executive and author of “Schools Cannot Do It Alone,” says that we do not have a “people” problem, we have a “system” problem. That’s because our schools were designed for the 20th century, when most people were trained to be workers and a minority were groomed to be leaders. The former leader of the Iowa Business Roundtable was once a severe critic of public schools, but Vollmer’s views changed radically once he realized how much more is being asked of schools year after year. He also came to see how most critics suffer from “nostesia”—a combination of nostalgia for the “golden days” of education that never were and of amnesia, which prompts school critics to selectively remember the good things,
For schools to gain the trust and support of their communities, the two parties must collectively address perceptions and misperceptions.
—Jamie Vollmer, Author of “Schools Cannot Do It Alone”
conveniently forgetting the rest. Vollmer says that to succeed, it is imperative that schools first gain the understanding, trust, permission and support of their local communities. To achieve this, educators and citizens must engage in what Vollmer calls “Great Conversations.” The two parties must collectively address perceptions and misperceptions about their schools. After all, communities are their schools and schools are their communities. In early June, PAGE brought together a statewide group of school, business, foundation and education leaders to hear Vollmer’s riveting message, to engage with him and to begin thinking about how they could launch their own “Great Conversations” across Georgia. The well-attended luncheon was a great success, and hopefully it sparked a platform for change. Following Vollmer’s presentation, PAGE and Regional Education Service Agency leaders from across the state met to explore how we could cooperatively promote “Great Conversations” locally to set the stage for gaining our community’s understanding, trust, permission and support. “Great Conversations” are community-level discussions. PAGE cannot lead them from Atlanta, but we can work with partners such as the Georgia School Boards Association, whose executive director, Sis Henry, is fully committed, as well as with RESAs and their local superintendents. Facilitating these conversations is a priority for PAGE. For too long now, public education in Georgia has been battered by budget cuts and policy decisions coming from Washington and Atlanta. It is time for local communities to take their schools back and work hand in hand with local educators to provide a high-quality, engaging curriculum that will increase student achievement and success. The time is n now. The work is ours to do. To see a short video about Jamie Vollmer’s message to Georgia educators, scan the QR code below or visit www.pageinc.org/display common.cfm?an=1&subarticlenbr=873
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Schools Are Everyone’s By Lee Raudonis
t seems as if business leaders, chambers of commerce and some of their legislative allies often speak a different
language than educators when it comes to assessing schools. Businesspeople often view education as an enterprise that should conform to a business model, and they become frustrated when schools don’t fit the model. Educators, on the other hand, become frustrated when those on the “outside” don’t seem to understand what transpires in our schools and what is expected of our schools. While educators believe that the vast majority of public schools do a good job educating most students and lack only resources and community support to do a better job educating the rest (generally students from low-income and low-education families), many businesspeople believe that, due to poor management and personnel, schools are “failing” most students. They believe the “answer” to improving our schools lies not in providing more resources, but rather in promoting competition and accountability. “The inability of educators and businesspeople to communicate and work together is a loss for everyone,” says PAGE Executive Director Dr. Allene Magill. “All of us suffer from this lack of communication and failure to work together to make sure that all of our students are given the opportunity to prepare themselves for success in the 21st century.” Fortunately, the chasm between the worlds of education and business is being bridged in many American communities, and efforts to bring the two entities together
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permanently are growing. “With a willingness to listen and discuss, as well as forward thinking on the part of everyone, communities can come together to make their schools work for all students and, therefore, for the entire community,” Magill explains. This article describes what happens when the worlds of education and business join forces rather than collide. It is a tale of two businessmen who understand that businesspeople and educators can accomplish far more when they team up than when they fight over education policy.
Tale No. 1: Huddle House and Calhoun Schools: A Great Team
Residents of Calhoun, Ga., can learn about local schools and students in an unexpected way—by dropping into their local Huddle House on Georgia Highway 53 near I-75. While dining, customers have the chance to peruse the writings of local students. “Each month, students from a Calhoun City School display work at this local restaurant for customers to read and enjoy,” says School Superintendent Michele Taylor. High school freshmen, for example, have submitted “I am” poems that communicate via verse the students’ strengths, struggles and successes. Following an introduction to elements of grammar and literacy terms, other freshmen have shared their unique rewrites of nursery rhymes. Eleventh-grade writing samples have included a story analysis, letters to the administration and introductory paragraphs on varied topics. “All of these assignments have provided practice for the Georgia High School Writing Test, which students must pass to
obtain a high school diploma,” adds Taylor. Local residents see firsthand the work of local public schools because Gregg Hansen, owner of eight Huddle House restaurants in Georgia and Tennessee, is committed to helping the schools in the communities his restaurants serve. “In our six-year history with Huddle House, we’ve always been involved with schools, so it was a natural step to reach out to the schools of Calhoun and begin a relationship,” says Hansen. “We want to do our part to help schools with their enormous task of educating our young people. We value that relationship and work hard to participate.” The “Write to Win” program helps schools motivate students to higher levels of achievement. “We change the winning essays each month,” says Hansen. And because Huddle House provides a notebook at each booth, customers may write comments to the students about their writing. “The student author gets a collection of notes from our customers. It is a great self-esteem booster because it encourages students to write even better, and it gives the teacher another tool to motivate the students.” To top it off, Hansen provides a month of free meals for each student whose writing is displayed. “They may come in once each day for a meal, if they wish, and some nearly do. Sometimes regular customers who write notes to students have learned that a student writer is in the restaurant, so they personally congratulate him or her. It is very special for the students, and the customers really make a connection with the students and the schools. It’s good for everyone.” continued on page 8
•••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •Arts-Integrated ••••••••••••••••• ••••••••Programs •••••••••• Literacy •••••••••••••••••••••••••••••••••••• engaging students ••••••••Fun ••and •• ••••for •• •••••••••••••••••• eR•• t• •• •is• •••••• •••in•arts-based ••••• •••• •teachers •••••••• Professional learning strategies for eg R• ••• ••••Artists ••• ••classroom •••••••••••••••••• w••• o• N• Teaching in• your ••••••••Aligned •••• •• •••in•English •••• •••• •• •• •• • •• • with CCGPS Language Arts and GPS in Fine Arts ••••••••••••••••••••••••••••••••••• ••••• ••stART ••••••• •• •••• •••••• ••• •••••• smART Arts for• Learning Lessons Digital Storytelling •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• ••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •••••••••• •more ••• ••••call •• •••••••••••••••• For information 404.733.5330 •••••••••• •www.yawac.org/focus-on-literacy •••••••••••••••••••••••• or • visit •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• 013-14 foR the 2 YeaR! l o o sch
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Local residents see firsthand the work of local public schools because Gregg Hansen, owner of eight Huddle House restaurants in Georgia and Tennessee, is committed to helping the schools in the communities his restaurants serve. Furthermore, Hansen reads to students weekly. “It is important, especially for the older elementary students—fourth and fifth graders—to see adults who enjoy reading.” Huddle House provides coffee for the Calhoun teachers throughout the year so that the schools can save some of their hospitality budgets, and Hansen and his staff provide a made-to-order breakfast for the teachers during the year. At the schools’ request, Huddle House provides incentives for students to help improve behavior, attendance and academic performance. “From the beginning, we made it clear to the schools that we are available,” says Hansen. “We also told them that we can tailor what we do to their individual needs. When we started this several years ago, we had a relatively short list [of ways to be involved], but that list has grown based on the schools’ requests.” Hansen gauges success of his company’s involvement in terms of connections. “If I walk down the hall of a school and a student recognizes me and calls me by name or just calls me Mr. Huddle House, that shows that we’ve made a connection and had an impact. Businesses have a responsibility to help raise our young people, and schools are a natural place to help do that—by reading, providing
H I G H
leadership, being a role model and assisting in other ways.” What would Hansen say to other businesspeople about the value of participating in the schools? “I would say that I always feel good when I leave a school. I would tell them that they should give their time, not just money. We have been involved in schools for years and have written very few checks. It is much more fulfilling to create connections. We benefit from relationships and good feelings as much the schools do.” Hansen is convinced that the adage, “It takes a village to raise a child,” really does apply. “Businesses need to understand that they are stakeholders in the schools. If they become actively involved and see what is really happening, they generally have a higher estimation of how well the schools are doing, and they learn that the schools cannot do all they need to do by themselves.” Hansen cautions, however, that businesses need to understand their role in the partnership. “We don’t pretend to know what the schools need. We just want to help those who know what needs to be done meet their goals. We’ve worked hard not to get involved in setting priorities. We want the schools to tell us their priorities and continued on page 10
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“Businesses have a responsibility to help raise our young people, and schools are a natural place to help do that—by reading, providing leadership, being a role model and assisting in other ways.” — Gregg Hansen how we can help.” After working with schools like those in Calhoun for many years, Hansen is convinced that the Huddle House partnership with the schools benefits the entire community. “Clearly, it benefits the schools, because they need help, and we can provide resources, including people and opportunities. Our involvement is uniquely structured for each school, based on what the school is trying to accomplish at a given time. “We want to do what we can to help the schools improve. If they are great, we want to help them become amazing. If they are good, we want to help them become great. If they are missing something, we want to help them get it.” A true partnership requires all participants to feel as if they are benefiting, and Hansen believes they’ve hit the mark. “This relationship makes my staff and me feel good about positively impacting the community, and it benefits the community because residents positively connect with the schools.” Hansen credits the Calhoun City School System with understanding that business and community participation is vital to school success and for actively encouraging that participation. “I have had great interactions and learned a lot about the schools and students,” says Hansen. “It’s a very successful partnership, and it doesn’t seem like work. We enjoy it.” To learn more about the engaging partnerships showcased in Calhoun City Schools, please visit their Partners in Education page at www.calhounschools.org/PIE. 10 PAGE ONE
Tale No. 2: The Genesis of the “Great Conversation”
Jamie Vollmer, a former executive with The Great Midwestern Ice Cream Company, once shared the popular perception within the business community that public schools were “failing” due to a “people problem.” Like many of his peers, he was convinced that unionized teachers and overpaid administrators were the problem because they were immune to the competitive pressures of the marketplace. Vollmer became engrossed in education reform, quit the ice cream business and became the first executive director of the Iowa Business Roundtable. He traveled throughout the state preaching school reform to anyone who would listen. “In retrospect,” he admits, “I was the perfect double threat [to educators]: ignorant and arrogant. I knew nothing about teaching or managing a school, but I was sure I had the answers.” Vollmer says that it took several years for his perception to change. In his book, “Schools Cannot Do It Alone,” he describes the first of many transformative encounters that crushed his conviction that schools should be run like a business: After telling educators at a staff development session in a small town in Western Iowa that “I wouldn’t be in business very long if I ran my company the way you run your schools,” Vollmer took questions from the not-so-happy audience. A high school English teacher’s hand shot up. “Mr.Vollmer, we’re told that you make good ice cream,” she began. Vollmer replied that it was the “best ice cream in America.” August/September 2013
The English teacher set the trap. “Mr. Vollmer, when you are in your factory standing at the receiving dock and you see a shipment of blueberries that do not meet your triple-A standards, what do you do?” “I send them back,” Vollmer replied. The English teacher sprang to her feet, pointing a finger at Vollmer. “That’s right! You send them back. Well, we can never send back the blueberries that our suppliers send us. We take them big, small, rich, poor, hungry, abused, confident, curious, homeless, frightened, creative, violent and brilliant. We take them of every race, religion and ethnic background. We take them with head lice, ADHD and advanced asthma. We take them with juvenile rheumatoid arthritis, English as their second language and who knows how much lead in their veins. We take them all, Mr. Vollmer! Every one! And that’s why it’s not a business. It’s school!” Says Vollmer, “After that exchange, my world would never be quite the same.” Over time, his other preconceived notions crumbled as well. After countless sessions talking and listening to teachers and after spending a day as a teacher’s aide, Vollmer came to recognize that schools do not have a “people problem.” The real problem, he concluded, is that there is a major flaw in the design of the system: That flaw is that schools are still operating under an industrialage model, which is completely unsuitable in our post-industrial “knowledge age.” As the former ice cream executive told a June gathering of PAGE and business leaders, “If you spend time honestly observ-
ing what goes on in schools, you realize we don’t have a people problem; we have a culture problem.” The primary message of “Schools Cannot Do It Alone” is that schools and communities need to partner if we are to unfold the potential of every child. Vollmer argues convincingly that for a multitude of reasons, including the increasing demands on schools and educators, today’s schools need all the help they can get to fulfill their mission. Instead of blaming schools and educators for failing to properly educate today’s young people, Vollmer now urges communities to recognize that schools cannot do all the things required of them with their current structures and resources. What is urgently needed is for communities throughout the country to participate in a “Great Conversation” about how to structure schools. This “Great Conversation” is essential, Vollmer told PAGE luncheon attendees, because of the powerful forces driving the public away from public schools. These forces include “the silver tsunami of an aging population and the echo chamber of group think among those who believe schools are failing and should be privatized and run like a business.” The “Great Conversation” must be held, he insists, to “convince all citizens that almost every aspect of life is tied to the quality of schools, and that good schools are good not just for kids, but for everyone.” See Q & A with Jamie Vollmer, author of “Schools Cannot Do It Alone” starting on next page.
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Q&A with Jamie Vollmer
Q: Even if communities do come together to try to make their schools more relevant to the 21st century, can they really accomplish that if local schools are required to follow state and federal mandates regarding testing, curriculum and other policies? Jamie Vollmer A: No. This is not an indictment of all state and federal laws and regulations, but there can be legislators know better than local educators no doubt that many regulations and stat- and citizens how to run their schools? I utes are hindering meaningful and lasting believe that most people in government are change and, in some cases, confirming the good people who want to do the right thing, adage that the further a decision is made but they get trapped in the “group think” from those it affects, the dumber it generally bubble with lobbyists who have agendas is. When did we decide that politicians and of their own. To get from point A (where
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Following a presentation to attendees of a PAGE luncheon (see page 14), education advocate Jamie Vollmer sat down with PAGE ONE for a Q&A about the “Great Conversation.”
schools are now) to point B (where schools can help unfold the potential of every child), communities must retake control of their schools. To do this, schools must form alliances within the community—with businesses, clergy and other citizens so that we can utilize these human resources.
Q: Given the massive budget reductions in states such as Georgia over the past decade, along with the state and federal mandates, is it realistic to expect local schools systems to make major changes, such as expanding the school year at a time when many systems have had to reduce the number of days students come to school? (Some systems in Georgia are down to less than 150 days per year.) A: In 1989, then President George H.W. Bush said that the country has the will, but not the wallet, to make our schools great. Shortly thereafter, he launched the first Gulf War, which suggests that we do have the wallet, but not the will, when it comes to funding education. This has certainly been true for several years in virtually every state legislature, and funding priorities will not change until legislators go home and hear their neighbors tell them that educating our children is the most important thing our society must do, and that if [legislators] won’t fund the schools properly, they will be voted out of office. For better or worse, legislators reflect the group consciousness of the people. Society won’t find the wallet until we find the will. Q: Is it too late to save public schools now that many state legislatures have apparently made the decision to privatize education as quickly and thoroughly as possible? A: I think that the pendulum has swung as far as it can go in undermining public education. The problem with the move to privatization is that it doesn’t care about fairness or equalization of opportunity. It is ironic that supporters of the most privatization efforts claim to be conservative, because it is not conservative to destroy an institution that is August/September 2013
The primary message of “Schools Cannot Do It Alone” is that schools and communities need to partner if we are to unfold the potential of every child. central to every community in the country. Destroying public schools is also destroying the culture of a community. Q: The idea of having the “Great Conversation” in communities across the country is exciting and very important, but can such conversations really produce significant changes in the way public schools are run and the way they approach education? Have you seen a great conversation lead to lengthened school years, altered curricula, giving greater flexibility in the time it takes to learn? A: They can produce significant change, but it may take a while before communities begin the conversation and then realize that public education should quit playing defense and start pushing back against the forces preventing schools from helping to unlock the potential of every child. When
I was in school, 77 percent of the jobs did not require a high school diploma. Today a mere 13 percent do not require at least a high school education. Q: Although the idea of the “Great Conversation” is new, can you cite a community that has come together to help their schools make at least some of the changes necessary to prepare students for the information and communication age? A: The community of Beloit, Wis., comes to mind. It is a blue-collar satellite of Detroit where kids without a lot of education used to get good-paying jobs prior to the collapse of the American automobile industry. With unemployment extremely high and no likely replacements for low-skill, high-paying jobs on the horizon, the community’s economic
development council, public school district, community college and other community leaders came together to restructure the schools to remove obstacles to all students succeeding and gaining the skills n needed for today’s high-tech jobs. To learn more about Jamie Vollmer’s conversion from public education critic to strong ally, read “Schools Cannot Do It Alone.” Educators will appreciate the book, businesspeople and legislators should be required to read it, and everyone will find it enlightening: www.enlightenmentpress.com.
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PAGE ONE 13
PAGE Luncheon Launches the “Great Conversation” Among Georgia Educators and Business Leaders Photos by Saldivia-Jones Photography
pproximately 200 educators and business leaders from across Georgia gathered at a PAGE luncheon in early June to hear public education champion Jamie Vollmer, author of “Schools Cannot Do It Alone.” Vollmer stressed the urgency for schools and their communities to initiate and sustain connections with each other in order to break down barriers impeding advancements in education. Vollmer calls the process the “Great Conversation.” Everything that occurs in the schoolhouse has ties to the beliefs, values and traditions of the community at large, thus the two entities are naturally entwined, noted Vollmer. Luncheon attendees learned the value of communicating their school’s successes and challenges with their own communities. They also gained insight on how to n start the dialogue. To see a video report about Jamie Vollmer’s message to Georgia educators, scan this QR code or visit www.pageinc.org/associations/9445/pagetv/ ?page=873&tab=3&tab=3
Pete Martin, AT&T Georgia vice president (retired)
Sis Henry, Georgia School Boards Association executive director 14 PAGE ONE
Joe Bankoff, chair, Sam Nunn School of International Affairs, Georgia Tech
Georgia educators and business leaders attending the PAGE Summer Luncheon were inspired by Jamie Vollmer’s charge to engage in the “Great Conversation” Buford Hicks, Heart of Georgia RESA retired director
Jute Wilson, principal, Dawson High; Sheila Wilson, assistant principal, Pickens High; PAGE Executive Director Dr. Allene Magill
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PAGE and the PAGE Foundation Announce 2013 Scholarship Recipients
he PAGE Foundation awarded 16 scholarships in 2013 to PAGE and SPAGE members. The $1,000 awards went to seven veteran educators pursuing advanced education degrees, to one classified support personnel member seeking teacher certification and to eight SPAGE members aspiring to become Georgia educators. In addition to highlighting their achievements and providing recommendations from principals and professors, applicants wrote essays on how learning occurs, how to overcome classroom challenges and the skills and competencies needed by teachers.
Practicing and retired educators from across Georgia scored the applications. “What is particularly gratifying about being able to provide assistance to these deserving educators is that not only do they benefit, but their students benefit as well,” says PAGE Foundation President John Varner. “In tough economic times when education budgets have been hit particularly hard, we are pleased to contribute toward these educators’ professional learning. We thank the members of PAGE and other donors who have made these awards possible.”
2013 PAGE Foundation Scholarship Recipients PAGE Professional Scholarships
Michelle Lynn Baily Teacher, Wilkinson County Elementary School
Benjamin Neal Pitchford Teacher, Colquitt County High School
Pursuing Ed.S. in Curriculum and Instruction at Georgia College & State University
Pursuing Ed.D. in Curriculum and Instruction at Valdosta State University
Sarah D. Barnett English Teacher, Woodland High School, Henry County Pursuing Ed.S. in Instructional Technology at Kennesaw State University
PAGE Jack Christmas Graduate Scholarship
PAGE H.M. and Norma Fulbright Scholarship
James Nicholas Philmon Intervention Teacher for the Gifted, Clairemont Elementary School, Decatur City Schools
Paula A. Flatman Spanish Teacher, Lakeside Middle School, Forsyth County
Pursuing M.Ed. in Early Childhood Education at Piedmont College
Pursuing master’s in Spanish Language & Culture at University of Salamanca, Spain
PAGE Charles “Coach” Cooper Scholarship
PAGE Support Personnel Scholarship
Halee Elliott McElroy Teacher, Bacon County Middle School, Bacon County Schools
Angelia Louise Wood Computer Lab Manager, Chicopee Woods Elementary School, Hall County
Stephanie Marie Puckett Teacher, Woodstock Elementary School, Cherokee County Pursuing M.Ed. in Early Childhood Education at Reinhardt University
Pursuing M.Ed. in Middle Grades Math & Science at Valdosta State University
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Pursuing M.Ed. in Library Media at University of West Georgia
SPAGE Undergraduate Scholarships
Emily Gray Hixon Mathematics Education major at University of Georgia
Scarlette Lee Mason Early Childhood/Special Education major at University of North Georgia
Stacy Lynn Maxwell Middle Grades Math and Social Studies Education major at Georgia Southern University
SPAGE John Robert and Barbara Moore Lindsey Scholarship
SPAGE Betty J. Phillips Scholarship
SPAGE Graduate Scholarship
Arria René Simpson Early Childhood Education major at Georgia Southern University
Mallory Rae Dyal Early Childhood/Special Education major at Mercer University
Petia Koleva Anaya Pursuing MAT in Mathematics and Social Studies Education at Brenau University
SPAGE S. Marvin Griffin Scholarships
Robin Moore Frick Early Childhood Education major at Georgia Gwinnett College
Lataquwalia Lynn Murray Early Childhood Education major at Georgia Southern University
$1,000 Scholarships Available Through the PAGE Foundation The PAGE Foundation offers the following $1,000 one-time scholarships. To apply, download an application from www.pagefoundation. org. Applications must be postmarked by April 30, 2014, and reach the PAGE Foundation office by May 7, 2014. SPAGE Scholarships (college students—rising juniors, seniors or graduate students—not currently employed by a school system) Scholarship recipients must have a minimum 3.0 GPA, attend a college in Georgia and be a member of Student PAGE (SPAGE). Recipients must teach in Georgia for three years upon completion of degree. Categories include: • SPAGE Undergraduate Scholarship • SPAGE S. Marvin Griffin Scholarship • SPAGE DeKalb Scholarship—must be a graduate of a high school in the DeKalb County School System.* • SPAGE Dr. John Robert and Barbara Moore Lindsey Scholarship—must be enrolled or committed to enrolling in the education program at Georgia Southern University. • SPAGE Betty J. Phillips Scholarship—must be a rising college junior, senior or graduate student enrolled or committed to enrolling in the education program at a Macon, Ga., college or university. • SPAGE Graduate Scholarship—must be pursuing an advanced degree in education and not yet employed by a school system. PAGE Scholarships (teachers, administrators and support personnel) Scholarship recipients must have a minimum 3.0 GPA and be a August/September 2013
member of PAGE. Recipients must teach in Georgia for three years upon completion of degree. Applicants must be pursuing a graduate degree in education or content area, pursuing initial certification, working to add a new certification area or endorsement or taking required coursework to be highly qualified under the standards of No Child Left Behind. Categories include: • PAGE Professional Scholarship • PAGE Charles “Coach” Cooper Scholarship—must be pursuing an advanced degree in science education. • PAGE DeKalb Scholarship—must be currently employed by the DeKalb County School System and planning to remain for 2014-15.* • H.M. and Norma Fulbright Scholarship—must be serving as a Future Educators Association of Georgia (FEA Georgia) chapter advisor or a PAGE Academic Bowl team coach. • Jack Christmas Scholarship—must be pursuing an advanced degree in elementary education or reading. • Support Personnel Scholarship—must be employed as support personnel within a Georgia school system and pursuing initial teacher certification. *Contingent upon availability of funds PAGE ONE 17
PAGE Foundation to Honor Georgia Power and President & CEO Paul Bowers
eorgia Power and its president and CEO Paul Bowers will be honored at the 2013 “A PAGE Turning Event” for the electric utility’s leadership in and support for public school improvement, according to PAGE Foundation President John Varner. Now in its ninth year, “A PAGE Turning Event” recognizes business, philanthropic and government leaders for exemplary contributions to young people and school improvement. “Georgia Power has been involved in meaningful work to support and improve our state’s public schools and nurture Georgia’s young people for many decades,” said Varner. “Through the hard work of company employees, the financial gifts of Georgia Power and the generosity of the Georgia Power Foundation, our schools, youth associations, educational institutions, teachers, students and parents have been assisted. Early in its history, Georgia Power adopted the motto ‘A Citizen Wherever We Serve,’ and it has certainly lived up to this lofty aspiration in its commitment to public education. The PAGE Foundation is very pleased to honor Georgia Power and Paul Bowers, whose commitment to school improvement is genuine and worthy of emulation.” Varner noted Bowers has just completed a term of service as president of the Georgia Partnership for Excellence in Education, a nonprofit education organization established in the early 1990s by state business leaders, including those at Georgia Power. Under Bowers, the company has also provided support for new teachers and invested significantly in dropout prevention efforts. “As much as or more than other corporations, Georgia Power sees the link between economic development and public education,” observed Varner. “The company has invested billions of dollars in generating plants, transmission and distribution lines, regional and local offices and thousands of employees, and the return they earn on that investment will be determined largely by the state’s economic vitality, which is determined to a large extent by the quality of our public education system. The company and its employees have donated time, money and other resources to help our public schools and the students they serve so Georgia can remain a great place to live with a robust economy now and in the future.” Approximately 350 leaders from business, education, philanthropy and government are expected to attend the September banquet honoring Georgia Power and Bowers. Sharing the spotlight with Bowers at “A PAGE Turning Event” will be Coach Carl Madison of Atmore, Ala. Madison was identified by Bowers as his favorite teacher during the years Bowers was Madison’s student and a player on Madison’s football team in Pensacola, Fla. Individuals honored at “A PAGE Turning Event” are always invited to select an educator who made a significant and positive difference in their lives growing up, and the PAGE Foundation
18 PAGE ONE
recognizes those individuals, making the point that behind every great business, education, government and philanthropic leader is at least one great educator whose influence contributed to the success of the honoree. Previous honorees of “A PAGE Turning Event” include Georgia-Pacific and Georgia-Pacific Foundation President Curley M. Dossman, Jr.; BellSouth and BellSouth Georgia President Phil Jacobs; the Coca-Cola Company and Coca-Cola Foundation Chair Ingrid Saunders Jones; General Electric and GE Vice Chairman John Rice; Southern Company and Southern Company Chairman, President and CEO David Ratcliffe; The Arthur M. Blank Family Foundation and Arthur Blank and Stephanie Blank; Senator Johnny Isakson and Representative John Lewis; and AT&T Georgia and AT&T n Georgia President Sylvia Russell. August/September 2013
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Foundation News FEAST Inspires and Delights FEA Members and Advisors
EA members and their advisors gathered April 11–13 at scenic Epworth by the Sea on St. Simon’s Island to explore careers in education at FEA Spring Training, or FEAST, as it is known. This year’s theme was “Education—Rated E for Everyone.” The event opened with Serena Hall from H.V. Jenkins High School in Savannah sharing her “FEA Moment”—the point at which she knew teaching was her career of choice. Next, keynote speaker Lauren Eckman, 2013 Georgia Teacher of the Year and a teacher at Georgia Academy for the Blind, shared strategies for teaching visually impaired students and introduced specialized equipment. Her motivational presentation set the tone for an informational weekend. After the general session, FEA members became acquainted during a host of social activities. A day of FEAST activities kicked off Friday morning with an FEA Moment from Corrie Jackson of Howard High School in Bibb County. It was followed by a second session from Eckman, in which she discussed reaching all types of learners. When asked why she was willing to make room in her busy schedule to speak to a group of aspiring teachers, Eckman said, “I believe strongly in supporting our future colleagues. … I can share with them all the expertise and wisdom I’ve gained through the years, but I can’t wait to collaborate with them because they are digital natives, and I am a digital immigrant.” Eckman inspired the audience. FEA member Jadzia Hutchings from Howard High School in Bibb County has long dreamt of learning and then teaching sign language, but she was never confident enough to pursue it. Eckman’s speech turned that around. “Now I can really see myself doing what I thought I couldn’t do before,” said Hutchings. The FEAST workshops on how to be an effective teacher are especially popular. This year’s topics included: “Infusing Creativity in the Classroom,” “How to Make Science and Math Fun Through Hands-On Experiments” and “Ain’t Nobody Got Time for That:
I can’t wait to collaborate with them because they are digital natives, and I am a digital immigrant. —Keynote speaker Lauren Eckman How to Keep Your Class from Becoming a Hot Mess.” The weekend included a tour of the Correll Center, an impressive new education building at the College of Coastal Georgia in Brunswick. Dr. Michael Hazelkorn, dean of the School of Education and Teacher Preparation, welcomed the group and also arranged for a tour of the entire campus. After time to explore St. Simon’s, members gathered Friday evening for an FEA moment shared by Anna Marmolejo of Early County High School and for the election and installation of state officers. New officers include SW Region Vice President Caroline Pope, Early County High School; SE Region Vice President Jordon Baker of Camden County High School; and Middle Region Vice President Tyrea Hall of Howard High School in Bibb County. FEA members then participated in what has quickly become a FEAST favorite: the FEA Knowledge Bowl, a spirited competition that this year was won by Ware County High School. The evening concluded with DJ Steve Lusk playing everyone’s favorite tunes. Saturday morning brought another round of workshops, an FEA Moment shared by Bradlie Nabours of Camden County High School and the competition awards ceremony. After enjoying a final meal together, FEA members bid each other farewell n until the October 2013 FEA Fall Conference. To see a video report of FEAST 2013, visit www.pageinc.org/associations/9445/pagetv/ ?page=491tab=1 or scan the QR code.
FEAST 2013 Workshops and Presenters Infusing Creativity in the Classroom Dr. Ruth Ference, chair and teacher education professor; Dr. Nancy Edwards, teacher education professor; Student teachers: Kelsey Cross, Sara Niemeir, Aimee Renshaw, Chelsea Wegesin and Courtney Wisted, all from Berry College How to Make Science and Math Fun Through Hands-on Experiments Sarah Hartman, College of Coastal Georgia
20 PAGE ONE
Sugar, Spice and Everything Nice: Three Characteristics of Effective Teaching Dr. Michael Borders, professor of teacher education; Donna Borders, college supervisor of teacher field experience, Gordon State College Use Your Brain to Teach Valley Rogers, assistant professor of education, Bainbridge College; Rayna Andrews, graduate of Dewar College of Education at Valdosta State University
Ain’t Nobody Got Time for That: How to Keep Your Class from Becoming a Hot Mess Megan King, Spanish teacher, Houston County High School Cool Tools for Schools: Utilizing Technology in the Classroom Timmi Shawler, FEA advisor, Gilmer High School
FEAST 2013 Competition Winners Individual Competitions Brochure Winner – M ary Allison, Ware County High School Runner-up – J ordan Adison, Howard High School Essay Winner – Jadzia Hutchings, Howard High School Runner-up – J ennifer Thigpen, Ware County High School
Impromptu Speaking Winner – B illy Ritter, Howard High School Runner-up – L ogan Bertrand, Early County Lesson Planning and Delivery Winner – C orrie Jackson, Howard High School Runner-up – K alena Black, Ware County High School
Chapter Competitions Knowledge Bowl Winner – Ware County High School Runner-up – Early County High School Public Service Announcement Winner – Howard High School (No runner-up) Webpage Design Winner – Gilmer High School Runner-up – Ware County High School
3 1. 2013 Georgia Teacher of the Year Lauren Eckman shares strategies for reaching all types of learners. 2. Interactive workshops allow FEA members to explore teaching methods. 3. 2013 FEAST participants outside the new Correll Center at the College of Coastal Georgia
4. Newly installed FEA state officers (pictured left to right): Jordon Baker, Caroline Pope and Tyrea Hall continued on page 22
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FEAST Inspires and Delights FEA Members and Advisors
11 22â€‚ PAGE ONE
5. Workshop presenter and PAGE Board Member Megan King (far right) with FEA Advisor Kristen Wilson (far left) and FEA member Hayley Peregoy (center) from H.V. Jenkins High School 6. (Pictured left to right) Brochure design winner Mary Allison from Ware County High School with newly elected Middle Region Vice President Tyrea Hall 7. (Pictured left to right) Tyrea Hall presents a certificate to essay winner Jadzia Hutchings from Howard High School.
8. (Pictured left to right) Billy Ritter of Howard High School accepts the first place award in the impromptu speaking competition from Tyrea Hall. 9. Lesson planning and delivery winner Corrie Jackson from Howard High School shares her FEA Moment. 10. Knowledge Bowl competitors demonstrate their understanding of teaching excellence. 11. Ware County High School took first place in the Knowledge Bowl competition. 12. The public service announcement competition was won by Howard High School.
13. Gilmer High School won first place in the website design competition.
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Honor Your Favorite Teacher By Gina G. Williams, Ed.D., Tattnall County Superintendent Williams served as the first president of the Georgia Southern SPAGE Chapter
Bus Driver Turned Superintendent Steered My Life at Every Turn
y favorite teacher has influenced my life every step of the way. As a first grader at Tattnall Elementary School in Reidsville, Ga., school was a bit scary for me, and riding a bus home was terrifying. Because my father was a correctional officer at Georgia State Prison, we lived in prison housing, so my bus ride home was long, and it was made longer by the fact that I was the last person to be let off every afternoon. My bus driver, Coach Gregg Maybin, was kind. He sat me near the front of the bus and kept a watch over me. Gina Williams Sometimes, he even let me pull the stop sign on the last few stops. During the 10 years I rode the bus, Coach Maybin took the time to get to know me, and he saw potential in me that I did not. By the time I was 16 and driving myself to school, Coach Maybin was a science teacher at Reidsville High School. I had him for physics, geology and household chemistry. He made science so much fun that we didn’t realize we were learning. He also helped us see the connection between school and the real world. During my senior year, Coach Maybin became Dr. Maybin and assumed the role of principal. He encouraged me to continue my education and tried to convince me to return to Reidsville to teach. But there was one thing I knew for certain: I was not going to teach. There were too many teachers in my family! Of course, by this time, Dr. Maybin knew me better than I knew myself. Over time, my resistance to teaching dissolved, and I majored in English Education at Georgia Southern University. As college graduation approached, I visited Dr. Maybin to see if he might have a job for me at Reidsville High School. I was fortunate that a position was opening, and Dr. Maybin took on yet another role in my life: my boss. I taught English in one of the very rooms where I had studied English a few years earlier. Soon after I began teaching, Dr. Maybin encouraged me once again
24 PAGE ONE
to further my education. Eventually I decided to pursue a master’s degree. Dr. Maybin suggested that I major in leadership, but I was adamant that I did not want to be an administrator. I wanted to teach English for the rest of my career. He even suggested that I pursue a minor in leadership to keep my options open, but I would not listen. He was, of course, right again. Soon after earning my master’s in English Education, I decided that I did want to be an administrator, and I was off to earn an Ed.S. in Educational Administration. Gregg Maybin Dr. Maybin hired me in my first administrative position as an assistant principal at Tattnall County High School. He then moved to the central office and later became the superintendent. Once again, Dr. Maybin influenced my life course. He was among those who pushed me to complete my doctorate at Georgia Southern University. He hired me as principal of Reidsville Middle School and then encouraged me to move to Reidsville Elementary School to gain experience at all levels … just in case I ever needed it. I resisted the move to elementary principal because I was happy at the middle school, but after a few talks with Dr. Maybin, I realized that his advice had always been correct. I took the job, and those years as an elementary school principal were some of the best of my career. As I now begin my fifth year in the superintendent’s chair in Tattnall County in what used to be Dr. Maybin’s classroom, I can clearly see Dr. Maybin’s impact on my life. I don’t know when he recognized my potential as an educator, but I am grateful. Dr. Maybin’s influence has spanned my lifetime—from that quiet little girl who sat in the bus seat behind him to the confident woman who now sits in the superintendent’s chair where he once sat. I am where I am in my career because of his instrucn tion, guidance and belief in me.
Jemelleh Coes, Langston Chapel Middle School, Statesboro, GA
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Foundation News PAGE Foundation Continues to Host GACE Workshops Website Provides Information and Resources to Test Takers
lthough this fall will bring a change in supplier of the GACE exams, the PAGE Foundation
continues to offer preparation workshops in both the Program Admission and Content exams. The 2013-14 workshop schedule and online registration is located on the PAGE GACE Help Zone: www.page foundation.org/gace then click on the “PAGE GACE Workshops” link. The PAGE-sponsored workshops are open to everyone, however, because of the tremendous demand, you must register in advance. PAGE GACE Program Admission Workshops
The GACE Program Admission workshops are all-day sessions covering reading, writing and mathematics. The workshops are free, but there is a $35 workbook fee. PAGE contractor Academic Resource Services provides the workshops. The materials used are not the property of PAGE and are sold only at the workshop.
PAGE GACE Content Workshops
The GACE Content workshops, pro-
vided by Estrada Consulting, are approximately three hours long and are appropriate for anyone preparing to take any GACE content exam, regardless of subject area. The workshop covers how the GACE series of exams differs from other standardized tests and how to prepare specifically for GACE tests. This is a study-strategies workshop: It will not address any one specific subject area, but a subject areaspecific question and answer time follows the presentation. This workshop teaches how to assemble your own study materials and prepare for the content assessment. It is important to allow ample preparation time between the workshop date and your exam date. To register for a workshop or access resources such as study tips and links to the official GACE website, the Georgia Professional Standards Commission website and others, visit www.page foundation.org/gace or n scan the QR code.
PAGE Georgia Academic Decathlete Captures Gold at USAD Nationals
ompeting in the essay event, Larry He from Parkview High School took home Georgia’s first-ever gold medal in the United States Academic Decathlon held in April in Minneapolis. PAGE Georgia Academic Decathlon (GAD) co-champions Berkmar High and Parkview High, both in Gwinnett Country, represented the state in the nationals and competed in Division I, the large-school division. Berkmar placed 12th in Division I and 30th overall out of 51 teams; Parkview placed 13th in the division and 34th overall. The GAD Fall Workshop, which kicks off our 2013-14 season, is Sept. 6, 2013. Kennesaw State University will host the workshop at the KSU Center near the main campus. The focus will be World War I, this year’s competition topic. n For information, please visit www.pagefoundation.org/GAD.
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Larry He August/September 2013
PAGE Academic Bowl for Middle Grades Celebrates 30th Season
he PAGE Academic Bowl for Middle Grades, conceived in 1983, was the first program supported by the PAGE Foundation. Since then, thousands of Georgia middle school students have participated in the program that encourages participants to excel academically, boosts their confidence and self-esteem through high academic achievement and stimulates a
competitive spirit. As we celebrate our 30th season, we encourage your school to compete. Deadline dates and registration fees: • Oct. 15: Early bird registration, $50 • Nov. 15: Regular registration, $70 • Nov. 16–Dec. 6: Late registration, $80 Regional competition will be held
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throughout the state on Jan. 11, 2014. The top two winning teams from each region will be invited to participate in the State Championship on Jan. 25, 2014, at Georgia College & State University in Milledgeville. For more information or to register for competition, please visit the website at www.pagefoundation.org/ n academicbowl.
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The New TKES System Evaluates Teachers Based on 10 Detailed Criteria By Matthew Pence, Staff Attorney
ouse Bill 244, passed by the 2013 Georgia legislature, mandates that beginning in the 2014-15 school year, all Georgia teachers will be evaluated under the Teacher Keys Effectiveness System. This represents a huge change for both teachers and administrators. TKES began as part of Georgia’s involvement in the United States Department of Education’s Race to the Top Initiative. During 201213 school year, 26 Georgia school systems piloted the program. The PAGE Legal Department has fielded many calls from members regarding the new evaluation process. Implementing a new, complex evaluation instrument across the state will not be without glitches, and it is imperative that teachers begin to acquaint themselves now with the new system. Under the Georgia Teacher Evaluation Program, two instruments
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were used: the Georgia Teacher Observation Instrument and the Georgia Teacher Duties and Responsibilities Instrument. Some systems even used local evaluation tools. Going forward, all teachers in Georgia will be evaluated on their level of effectiveness as it relates to 10 specific factors under TKES. The Teacher Keys Effectiveness System will change both how the teacher is observed and the evidence the evaluator uses to determine the level of performance. TKES includes the Teacher Assessment on Performance Standards (TAPS), and this component accounts for 50 percent of the evaluation. Student performance data accounts for the other 50 percent. A later issue of PAGE ONE will explain the student performance portion in depth. During the TAPS process, each teacher will receive a minimum of two 30-minute formative observations and four 10-minute walk
through observations. TKES focuses on 10 specific standards: • Professional knowledge • Instructional planning • Instructional strategies • Differentiated instruction • Assessment strategies • Assessment uses • Positive learning environment • Academically challenging environment • Professionalism • Communication During a 30-minute observation, a teacher will be evaluated on each standard as either exemplary, proficient, needs development or ineffective. During a 10-minute walk-through observation, the administrator is to choose only one or two of the standards to observe. Evaluation Will Measure Performance over the Year
The new system is meant to promote dialogue, professional growth and student achievement. Administrators should begin
with the assumption that the teacher being observed is proficient in all areas. After all, the teacher has a degree, is certificated by the Professional Standards Commission and is employed under a teaching contract issued to him/her by the local board of education. There should be no assumption that a teacher needs development or is ineffective. Moreover, TKES envisions a summative evaluation that will capture a teacher’s performance related to each standard over the year. It will consider the totality of evidence and consistency of practice. As such, no one should receive all observations in one lumped time period. At year end, the teacher will receive a summative evaluation. The expected level of performance on each standard is “proficient.” On the summative, a teacher will receive an overall score between 0 and 30. Each standard is weighted between 3 and 0 points (3 for exemplary, 2 for proficient, 1 for needs development and 0 for ineffective) based on the annual rating of each of the 10 standards. Each teacher should strive to reach, at the minimum, a score of 17 (as this will result
in an overall evaluation of “proficient”). A score of 27–30 results in an overall rating of “exemplary.” A score of 17–26 results in an overall rating of “proficient.” A score of 7–16 results in an overall rating of “needs development,” and a score of 0–6 results in an overall rating of “ineffective.” Anything 16 and under—the equivalent of an unsatisfactory on the GTEP—will be reported to the Professional Standards Commission. Currently, those systems piloting TKES are only required to report to the PSC an overall score of “ineffective” on the TAPS. With the state rollout of TKES in 2014-15, an overall score of “ineffective” or “needs development” will be reported to the PSC. This overall score includes the TAPS rating as well as the student performance data. As was customary under the GTEP, any PAGE member who receives an observation with which he or she disagrees should first call the PAGE Legal Department to speak with an attorney on staff. Everyone’s situation is unique, and our staff attorneys can evaluate your particular set of circumstances and advise you on what actions are best n going forward.
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Approval Prod. Final PAGE ONE 29
Members in the News Jemelleh Coes named Georgia Teacher of the Year
Photo by Frank Fortune
Jemelleh Coes of Langston Chapel Middle School in Bulloch County has been named the 2014 Georgia Teacher of the Year. The special education English language arts and reading teacher is now on a year-long sabbatical from the classroom and serving as an ambassador for Georgia educators. Coes is the site coordinator for the 21st Century Community Learning Center, an after-school program serving 100 at-risk
students. As chair and facilitator of the Delta Academy program, she mentors 30 middle schools girls to foster an interest in science, technology, engineering and math. Coes is also active in Kiwanis and Toastmasters, and she leads a monthly craft program for underserved children. The daughter of immigrants from Guyana, Coes is a graduate of Georgia Southern. She has spent her entire teaching career at Langston Chapel, where she is the youngest staff member. A teacher in the classroom and in the community, Coes “is concerned about students’ academic and personal growth,” said school principal Dr. Evelyn GambleHilton. “She helps students become successful and feel good about themselves,” added Bulloch County Schools Superintendent Charles Wilson. According to Coes, “It is important that lessons are choice-driven, authentically student-centered and goal-oriented.” Her mantra to students is: “You have a choice. Choose wisely.” As Georgia Teacher of the Year, Coes is a contender for the 2014 National Teacher of the Year. Outgoing Bibb Principal Earns National Award
Dr. Amy Duke, principal of Springdale Elementary in Bibb County, was named Georgia’s
Georgia’s 2014 Budget in a Nutshell For a condensed guide to Georgia’s 2014 budget, take a look at the Georgia Budget and Policy Institute’s “Budget Primer 2014.” It is an easy-to-read guide to understanding the state’s revenue collections and spending plan. The Institute does the math and the report tells the story of the numbers. The primer also describes how budget decisions are made under the Gold Dome and provides an analysis of how budget cuts, especially in education and human resources, are harming everyday Georgians. See the full report at gbpi.org/georgia-budgetn primer-2014 or scan the QR code
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Dr. Amy Duke
2013 National Distinguished Principal on May 15 during a surprise ceremony. The award is from the National Association of Elementary School Principals and the U.S. Department of Education. Duke was nominated and selected by fellow principals through a statewide search conducted by the Georgia Association of Elementary School Principals. Duke will accept the award in Washington, D.C., in November. The ceremonies will include a meeting with U.S. Secretary of Education Arne Duncan. Duke is a three-time winner of the Governor’s Bronze Award for student achievement, and she has earned both the School Bell Award and the Education Patron Award from the Georgia Association of Elementary School Principals. Duke is moving back to her hometown of Dublin to serve as principal of Northwest n Laurens Elementary School.
In Memoriam Paul Copeland 1933–2013 The PAGE family mourns the passing of co-founder Paul Copeland. Paul’s vision, determination and energy launched PAGE in 1975 as a professional alternative for Georgia educators. For nearly 40 years, he nurtured PAGE with his talent, time, boundless enthusiasm and generous donations to our foundation. From the start, educators responded enthusiastically to the choice Paul presented to them, and today PAGE is the second-largest independent educator group in the nation. It has been noted that the 84,000-member organization “stands on the shoulders of giants.” Paul Copeland was one of those giants.
2013-14 PAGE Planner September 2013 6 PAGE GAD Fall Workshop, Kennesaw State University, KSU Center 8-9 Principal Leadership Network, PAGE Office, Atlanta 14-15 Teacher Leadership Institute, First District RESA 14-15 Teacher Leadership Institute, NE and Pioneer RESA 16 “A PAGE Turning Event,” Fox Theatre, Atlanta 22-23 Assistant Principal Leadership Academy, PAGE Office, Atlanta 28-29 Teacher Leadership Institute, NW RESA and N GA RESA 28-29 Teacher Leadership Institute, Griffin and West GA RESA
October 12-13 Teacher Leadership Institute, Metro RESA at PAGE Office
12-13 Teacher Leadership Institute, Costal Plains RESA and OK RESA 19-20 Teacher Leadership Institute, Middle GA and Heart of GA RESA 19-20 Teacher Leadership Institute, SW and Chatt Flint RESA 26-27 Teacher Leadership Institute, CSRA and Oconee RESA
November 3-4 Assistant Principal Leadership Academy, PAGE Office, Atlanta 6 FEA Fall Conference, Middle Georgia State College, Macon 7 SPAGE Fall Conference, Middle Georgia State College, Macon 10-11 Principal Leadership Network, PAGE Office, Atlanta
January 2014 11 PAGE Academic Bowl for Middle Grades Regionals
14 Teacher Leadership Institute, First District RESA 14 Teacher Leadership Institute, Griffin and West Georgia RESA 15 Teacher Leadership Institute, SW and Chatt Flint RESA 15 Teacher Leadership Institute, NW and N GA RESA 16 Teacher Leadership Institute, Middle GA and Heart of GA RESA 16 Teacher Leadership Institute, NE and Pioneer RESA 17 Teacher Leadership Institute, Metro RESA 22 Teacher Leadership Institute, Coastal Plains and OK RESA 22 Teacher Leadership Institute, CSRA and Oconee RESA 25 PAGE Academic Bowl for Middle Grades State Championships, GA College & State University, Milledgeville 26-27 Principal Leadership Network, PAGE Office, Atlanta
2-3 Assistant Principal Leadership Academy, PAGE Office, Atlanta 7-8 High School Redesign Initiative, PAGE Office, Atlanta 11 Teacher Leadership Institute, NW and N GA RESA 12 Teacher Leadership Institute, NE and Pioneer RESA 13 Teacher Leadership Institute, CSRA and Oconee RESA 18 PAGE Day on Capitol Hill, Twin Towers, Floyd Room, Atlanta 21-22 PAGE Georgia Academic Decathlon State Competition, Berkmar HS, Lilburn 25 Teacher Leadership Institute, Griffin and West GA RESA 26 Teacher Leadership Institute, Middle GA and Heart of GA RESA 27 Teacher Leadership Institute, First District RESA
6 Teacher Leadership Institute, SW and Chatt Flint RESA 7 Teacher Leadership Institute, Coastal Plains and OK RESA 11 Teacher Leadership Institute, Metro RESA 16-17 Assistant Principal Leadership Academy, PAGE Office, Atlanta 23-24 Principal Leadership Network, PAGE Office, Atlanta
April 22 State PAGE STAR Banquet, Crowne Plaza Ravinia, Atlanta
June 6-7 PAGE Summer Conference, Crowne Plaza Ravinia, Atlanta *Please check website https://m360.pageinc.org/ frontend/portal/ viewcalendar.aspx for the most current PAGE Planner.
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2013-14 PAGE Officers and Board of Directors
Dr. Emily Felton President
Dr. Tim Mullen Past-President
Kelli DeGuire District 7
Leslie Mills President-Elect
Lamar Scott Treasurer
Rochelle Lofstrand District 4
Allison Scenna District 3
Shannon Hammond District 10
Stephanie Davis-Howard District 5
Chris Canter Secretary
10th Mc Du
Dr. Hayward Cordy District 13
Dr. Susan Mullins District 6
Amy Denty District 1
Dr. Sandra Owens District 11
8th Lindsey Raulerson District 8 Donna Graham District 12 Dr. Todd Cason District 2
32â€‚ PAGE ONE
Megan King Ex-Officio August/September 2013
• Master of Arts in Liberal Studies
Concentrations in English, History, Political Science, Criminology, and Liberal Arts
• Master of Science in Nursing
Concentrations in Education and Leadership
• Master of Health Administration • Master of Business Administration
Concentrations in Accounting, International Business, and Supply Chain Management
• Master of Arts in Teaching English • Master of Arts in Teaching Mathematics • Master of Education with a Major in Teacher Leadership • Master of Archival Studies • Master of Science in Psychology
Concentrations in Applied Developmental and Clinical Psychology
For more information, call (678) 466-4113.
Information about Open House for graduate admissions is available at http://graduate.clayton.edu.
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Mercer. Building Leaders in Education.
Mercer University, one of the South’s premier institutions of higher learning, brings academic excellence to undergraduate and graduate education programs through its highly acclaimed Tift College of Education. With locations in Macon, Atlanta, Henry County, Douglas County, Eastman, Newnan and Savannah, Mercer’s Tift College of Education prepares more educators than any other private university in Georgia. Programs Available: Bachelor of Science in Education • The Holistic Child • Early Care and Education • Early Childhood /Special Education • Middle Grades Education • Secondary Education
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School Counseling Programs* • M.S. School Counseling
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Initial Certification Programs
Mercer’s Tift College of Education is one of only 14 institutions currently approved by the Georgia Professional Standards Commission to offer initial certification programs for Georgia’s school leaders. TIFT COLLEGE OF EDUCATION
*Offered jointly with Mercer’s College of Continuing and Professional Studies – ccps.mercer.edu/