PAGE One Spring 2023

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EDITORIAL STAFF

Craig Harper Executive Director Ramona Mills Executive Editor/Writer

Dolly Purvis Writer/Photographer/Designer

GUEST WRITER THIS ISSUE

Scotty Brewington

PAGE One

Official Publication of the Professional Association of Georgia Educators

Vol. 44 No. 2

As the largest independent educator association in the state and nation, the Professional Association of Georgia Educators (PAGE) exists to support our members who serve in every Georgia public school. PAGE provides unparalleled legal coverage, legislative advocacy, professional learning, grants, and scholarships. PAGE honors and encourages educational excellence through student programs including Student Teacher Achievement Recognition (STAR), Future Georgia Educators (FGE), Georgia Academic Decathlon (GAD), and PAGE Academic Bowl for Middle Grades.

Barbara

In This Issue

SPRING! It’s here! And with it comes an abundance of thought about what’s next. Perhaps you’re planning postschool-year rest and relaxation, adventure-filled excursions, or both. As part of your preparations, know that PAGE is here for you year-round. Of course, there’s still much to savor during these last few weeks before summer break. So, whether you’re reading this issue of PAGE One during the waning days of the school year or as you settle in this summer by the pool, on a plane, in your tent during a stay in the wilderness, in your kitchen, on your couch, or wherever your heart leads you, we hope you are encouraged and inspired by the articles and stories you’ll find within these pages.

Nothing says “spring” quite like the close of the legislative session of the Georgia General Assembly. This year, an intense session resulted in several positive developments for teachers, schools, and public education. PAGE advocacy – testimony, reporting, interviews, and more – greatly contributed

to these results. The PAGE advocacy team checks in with legislative priorities and session highlights on pages 10 and 11.

Have you put something new into practice this school year that made a world of improvement in your classroom or how you do your work? In this issue’s cover story, PAGE members throughout the state share top tips and techniques for super-powered teaching and learning. On pages 20 through 34, these innovative educators showcase the tools, strategies, and resources they’ve found most effective in addressing post-pandemic challenges.

And, speaking of amazing teachers, Georgia’s longest-serving educator recently retired after nearly six decades in the classroom! Mrs. Barbara Landreth, a PAGE member since the association’s founding, taught at a Coweta County high school for 59 years. On pages 14 through 18, you’ll have the opportunity to get to know this exceptional teacher as she and many of her students reflect

on a career that impacted generations of Georgians.

The state’s 10 finalists for Teacher of the Year 2024 are representative of the incredible talent and dedication in Georgia’s classrooms. Turn to pages 36 through 38 to learn more.

All of us at PAGE recognize and appreciate the extraordinary work Georgia educators do every day. We hope you enjoyed all the messages from PAGE staff this year in the Teacher Appreciation video. We certainly enjoyed making it! Access the video at any time at https://vimeo.com/821442108.

Thank you for the opportunity to serve you as you serve others. n

Mills Executive Editor

Ramona

This SpRinG & SumMer, as alWaYs, PAGE is Here for YoU!

Pathways and Windows to Transformative Relationships and Educational Excellence

Grace. Kindness. Mindfulness. Acceptance. Community. All are words – but they are so much more. They are windows of hope that can be opened to transformative relational landscapes and pathways that lead to excellence.

There are practical applications that have made a significant positive impact in classrooms and schools. When I consider this issue’s cover story and all the wisdom shared by educators throughout the state regarding these practices, I am incredibly inspired and amazed anew at the vast breadth and scope of the child/teacher relationship – a truly unique bond with limitless potential for good. What a glorious gift we have been given as educators!

At Goodyear Elementary, where I have the honor and privilege to serve as principal, there have been many pathways our staff has traveled and numerous windows we have opened in our quest to provide the best possible educational experience to the children of our community.

As I reflect on what has been one of our most rewarding, it has certainly been our adoption of an individualized, whole-child approach to our work. Within this framework, we are not teaching such life-enriching concepts as grace, kindness, mindfulness, and acceptance. Rather, we are living them. And by integrating them into our entire curriculum and daily interactions with students, we are creating a community in which each child is seen, heard, and valued. Within this enhanced relational landscape, they have greater opportunity to excel.

Seven years ago, we began incorporating at Goodyear what is now known as Changemakers – a Pre-K–5 program of differentiated curricula.1 The results were significant.

In an article published last year, the Journal of Research in Childhood Education (JRCE) highlighted positive results identified through a case study conducted during the first few years of implementation at Goodyear.2 From the article:

“By the end of the third year of the partnership, the school made substantial improvements on the district’s annual academic accountability indicators. academic progress index, which measures how much growth students demonstrate on reading and math assessments relative to academically similar students (calculated on a scale from 0 to 100),

Dawson with Goodyear Elementary students.

increased from 61.0 to 87.4. The closing gaps index, which measures whether all students and all subgroups are making improvements in achievement rates (also calculated on a scale from 0 to 100), increased from 37.5 to 97.2.”

Additionally, our students have demonstrated significant improvement as evidenced by state accountability and assessment metrics.3 In 2019, Goodyear was designated a Beating the Odds school by the Governor’s Office of Student Achievement.4

These and all academic gains are wonderful. On behalf of Goodyear students who are now excelling at higher levels, we celebrate with them and for them the new opportunities that have come and will come as a result.

Yet, as all teachers know, academic achievement alone is not the sole indicator of student success. Goodyear has also seen an increase in student attendance, fewer behavior referrals, and stronger school/family/community engagement. Together, all are evidence of the many benefits of differentiated, whole-child instruction.

As an organization, PAGE too has long recognized and reinforced the importance of individualized curriculum design and the transformative relationships and educational excellence to which it leads. As Executive Director Craig Harper explains:

“Every student deserves the best that schools can offer. Individualized instruction and strong relationships between teachers and students are essential. The overarching philosophy of PAGE professional learning places these at the core of instructional design and engagement. This foundational approach to teaching and learning encourages those who adopt it to ensure that students are seen as individuals with unique talents and motivations, not viewed according to academic labels or group identities.”

Long before I served on the PAGE board of directors, my experience with the association’s professional learning programs, and their focus on these foundational principles, greatly contributed to my growth as an educator. In my tenure as board president, I’ve seen their positive impact in even greater detail.

As my term as PAGE president draws to a close, I’m grateful for the opportunity I’ve had to serve in this capacity, and I look forward to continuing to serve on the board. In my work with PAGE, as in my work with the students, teachers, families, and school community of Goodyear, I celebrate the journey of excellence we’re all on together. As educators, may we continue to travel the paths and swing wide the windows of hope! n

1 Learn more about Changemakers at http://www.momentousinstitute.org/

2 Access the full report, metrics, and study parameters at https://www.tandfonline.com/doi/full/10.1080/02568543.2021.1960938

3 College and Career Ready Performance Index (CCRPI) reports available at https://ccrpi.gadoe.org/Reports/Views/Shared/_Layout.html

4 Beating the Odds is a statistical analysis that compares a school’s actual performance on the College and Career Ready Performance Index (CCRPI) with the performance of schools with similar characteristics across the state. Schools that perform higher than similar schools are designated as “Beating the Odds.” Learn more at https://gosa.georgia.gov/accountability/beating-odds-analysis

Oatanisha Dawson received her teacher certification from Armstrong Atlantic University in 2004. She holds a Master of Middle Grades Education (2007), a Specialist degree in Leadership (2010), and a Doctor of Education (2013) – all of which were completed at Georgia Southern University. She presently serves as principal of Goodyear Elementary in Brunswick, Georgia.

Dawson with Goodyear Elementary students and family members.

From the Executive Director

“PAGE Exists to Help You do Your Best for Students Every Day.”

PAGE exists to serve our members in very real ways, with legal representation as one of the most critical services. While the spring season is among the busiest for our attorneys due to evaluation and contract issues, educators experience events that lead to the need for legal consultation from before the first day of school all the way through the end of summer activities. Often, these issues are unanticipated, taking an educator by surprise. Fortunately, PAGE members have the assurance of direct access to one of our six highly experienced attorneys and, if necessary, a statewide network of 40 attorneys with specific experience and passion to represent educators.

Unfortunately, more than 300 times annually in recent years, an educator joins PAGE in a panic AFTER experiencing a career-threatening event in hopes of being represented by an attorney. It’s one of the most distressing situations for PAGE attorneys and our membership team. We listen and provide whatever assurance we can, but, ultimately, can offer only legal referrals that the educator can consider hiring privately. A non-member educator misses out on all the coverage benefits that membership provides.

Many of the educators who join PAGE during a professional crisis are seeking membership for the first time since their college student teaching days. Sadly, way too many are lapsed members who failed to transfer membership when moving from one Georgia school district to another because they didn’t follow through on reminders to submit a new application to update membership at their new location.

Transferring membership takes only a few minutes through use of the membership portal at members.pageinc.org (additional portal detail on page 59). Or you can contact our membership services staff for assistance: 770-2168555 | 800-334-6861. Keeping your member information current ensures continued access to all member benefits.

PAGE wants you, and all educators with whom you work, to be protected. Please ensure your membership stays up-to-date without any lapse in coverage by keeping up with the status of your membership and dues payments – whether payroll deduction, recurring credit card, or annual payment. This is especially important when moving from one district to another. Additionally, take the time to share the benefits of PAGE membership with your coworkers so they can join the state and nation’s largest independent educator association. Benefits of membership go well beyond legal protection, including vital legislative and education agency advocacy, professional learning, coaching, grants, scholarships, and recognition programs. Our wonderful team of Membership Services Representatives (MSRs) are ready to answer your questions and support you. (Additional details and contact information on pages 52 - 53).

ties and responsibilities involve a legal issue. Often, wise counsel from a trusted and experienced colleague can provide resolution and assurance. In response to the needs of educators, the newest member benefit, available now in certain areas and statewide beginning Sept. 5, 2023, is the PAGE Coaching program.

This personalized and confidential one-on-one coaching can be invaluable. Insight and help from a peer who “gets it” can make a vast, positive difference. PAGE began piloting this program in several areas of Georgia last year – with many members in these locations utilizing the service and reporting positive benefits from coaching on such topics as professional development plan resolution, special education processes, career development, peer-to-peer relationship guidance, and classroom management. Look for communication this summer about how to access this new member benefit.

Additional PAGE benefits involve financial support through grants and scholarships, as well as educator recognition through the STAR program. Highlights of these programs are included throughout this issue and throughout the year on our social media platforms.

PAGE exists to help you do your best for students every day.

Thank you for being a member of PAGE. n

Not all professional challenges that arise in the course of an educator’s du-

Your PAGE Legal Team

Contact PAGE legal at 770-216-8555 | 800-334-6861 (and select option 1) or legal@pageinc.org.

Your PAGE Membership Services Team

Contact PAGE membership services by calling 770-216-8555 | 800-334-6861, sending an email to membership@pageinc.org, or reaching out to individual team members using the contact information on page 53.

Executive Director Craig Harper joined PAGE in 2015 after more than 22 years in Georgia public school leadership positions. A certified trainer for Crucial Conversations and host of the PAGE Talks podcast, Harper holds a master’s in public administration from Valdosta State University.

Front row, from left, Kathy Arena, Linda Woods, Bob Heaberlin, Diann Branch, and Jo Breedlove Johnson. Back row, from left, Gina Tucker, Laura Clements, Laurie Provost, B.J. Jenkins, Michele Dechman, Joey Kirkland, Hayley Gilreath, Joy Robinson, Peggy Brown, Larrell Lewis, and Shirley Wright.

Sean Devetter

Matthew Pence

Leonard Williams

Lauren Atkinson

Tina Folsom

Jill Hay

PAGE Advocacy in the 2023 Legislative Session

By The PAGE Legislative Team

Throughout the year, and especially during each session of the Georgia General Assembly, PAGE engages lawmakers on a variety of issues that affect educators and students. Perennial focus areas of PAGE advocacy include school funding, educator pay, teacher evaluation, assessment and accountability, the Teachers Retirement System (TRS), protection of planning time, and preventing the expansion of private school vouchers. In collaboration with the PAGE Legislative Advisory Committee, the PAGE legislative team identifies specific issues each session that require legislative action or have emerged as an area of legislative interest. The team promotes policies that aid educators and students, and works to deter those that do not.

Highlights: 2023 PAGE Legislative Priorities

PAGE Legislative Priorities are created and approved by members every year. 2023 short-form priorities follow. Comprehensive priorities are available at www.pagelegislative.org

n Protect educator planning time and reduce class size, allowing educators to enhance instruction and better serve students.

n Foster student health and safety by ensuring student access to mental health and safety professionals & supports:

• Fund more school counselors

• Annually fund school safety in Georgia’s Quality Basic Education (QBE) school funding formula

• Expand the mental health workforce by increasing investment in their training

n Boost state funding for student transportation to ensure students are transported safely and on-time, and enable increased investment of local funds in teaching & learning.

PAGE Director of Legislative Services Margaret Ciccarelli joins a member of the Capitol press corps for an interview. Photo by Dolly Purvis.

PAGE Legislative Services Specialist Josh Stephens shares best practices for effective advocacy with attendees of PAGE Day on Capitol Hill 2023. Photo by Dolly Purvis.

n Restore the Promise I & II Scholarships and the Teacher Scholarship programs to reduce financial barriers to entering the teaching profession.

n Sustain student recovery from pandemic-driven learning disruptions by investing in funding for low-income students in the QBE.

Highlights: 2023 PAGE Legislative Advocacy

Successfully advocated for:

n A $2,000 pay raise for certified teachers and other certified staff members in the Fiscal Year 2024 budget. This brings the total salary increase for certified staff between Fiscal Years 2020 and 2024 to $7,000.

n The addition of $27 million to the QBE formula for school counselors for special education and gifted students.

n School safety grants of $50,000 for each Georgia school in the Amended Fiscal Year 2023 budget. $115.7 million total.

n Preventing creation of a third private school voucher program in Georgia (Senate Bill 233).

n Legislation which provides planning periods at least four days per week for K-12 teachers (House Bill 340 is waivable for charter and strategic waivers systems. This is an issue PAGE will continue to raise.).

How the PAGE Legislative Team Advocates

n Engaging lawmakers: Communicates with policymakers to raise awareness of issues that matter to educators and students.

n Developing and disseminating policy resources: Creates informational resources on relevant policy items including issue briefs, research, survey reports, and bill analyses.

n Monitoring policy landscape: Tracks policy development at the state and federal levels to identify changes that may affect educators and students.

n Collaborating with partners: Communicates and often works collaboratively with other organizations that advocate for public education, including the Georgia Association of Educational Leaders, the Georgia School Superintendents Association, the Georgia School Boards Association, and the Georgia Association of Colleges for Teacher Education.

n Supporting member advocacy: Organizes PAGE Day on Capitol Hill to provide members an opportunity to engage their representatives directly on key education issues.

PAGE Senior Education Policy Analyst Claire Suggs (with back to camera at left) testifies before a committee at the Georgia General Assembly.

Advocacy in Action: PAGE Day on Capitol Hill 2023

By Ramona Mills

Photos by Dolly Purvis

Advocacy in action accurately describes the annual PAGE member event beneath the Gold Dome each session of the Georgia General Assembly. In partnership with the Georgia Association of Educational Leaders (GAEL) and the Georgia Association of Colleges for Teacher Education (GACTE), PAGE welcomed about 175 educators, teacher candidates, and legislators to the Feb. 21 event.

In addition to one-on-one advocacy with members of the House and Senate, attendees heard from numerous

speakers including House Education Committee Chair Chris Erwin, Senate Education & Youth Committee member, and State School Superintendent Richard Woods.

The program also included special recognition of Mrs. Barbara Landreth, Georgia’s longest-serving educator. A member of PAGE since the association’s founding, Landreth recently retired after 59 years of service. As part of her honor, the Senate and the House passed resolutions recognizing her dedication and commitment to education and her community. [Read more about Landreth and her incredible career on pages 14 through 18 of this issue.]

Educators are the most effective advocates for public education. We look forward to seeing you at next year’s PAGE Day on Capitol Hill, Feb. 20, 2024. We also encourage you to make your individual voices heard by lawmakers year-round. You can find your legislator’s contact information by entering your home address on the Open States website at www.openstates.org/ find_your_legislator

To view video highlights of PAGE Day on Capitol Hill 2023, visit http:// bit.ly/3M11zw8.

To reach PAGE legislative staff, email us at legislative@pageinc.org. n

From left (back): Mark Whitlock, director of public policy for Coweta Schools, CEO of the Central Educational Center of the Coweta County School System, and a former student of Landreth; Dr. Bob Heaberlin, PAGE District 6 Membership Services Representative; Craig Harper, PAGE executive director; Dr. Chase Puckett, Newnan High School principal; Amy Dees, Coweta County Board of Education member; Blake Bass, former superintendent of Coweta County Schools, former student of Landreth, assistant head of school, Trinity Christian School; Dr. Steve Barker, director of strategic planning for GSBA and former superintendent of Coweta County Schools; Dr. Evan Horton, superintendent of Coweta County Schools; Buzz Glover, Coweta County Board of Education member; From left (front): State School Superintendent Richard Woods; Barbara Landreth, Georgia’s longest-serving educator; Dr. Susan Mullins, secretary of PAGE Board of Directors and former student of Landreth.

Rep. Chris Erwin (Homer), a former school superintendent, spoke with attendees about education issues .

Sen. Matt Brass (Newnan), third from left, joined a delegation of PAGE members and staff from Coweta County.

PAGE member Otis Enoch asks a question during the opening session of the event.

PAGE Director of Legislative Services Margaret Ciccarelli, left, and GAEL Executive Director Buddy Costley share information with attendees on pending legislation.

PAGE MSR Gina Tucker, left, joins GSU student Maya Mahone, center, and State School Superintendent Richard Woods for a photo.

PAGE member Nan Brown, center, advocates with Rep. Scott Hilton (Peachtree Corners) at the event

PAGE Executive Director Craig Harper opened the luncheon at PAGE Day on Capitol Hill.

From left, PAGE Board Member Mary Case, Sen. Halpern, Sen. Horacena Tate (Atlanta), and PAGE MSR Shirley Wright.

PAGE member Nehemiah Cummings, right, meets with Rep. Bill Yearta (Sylvester) at the ropes outside the House chamber.

PAGE member Barbara Landreth, who recently retired after 59 years, was guest of honor at the event.

PAGE Board President Dr. Oatanisha Dawson, right, spoke with Sen. Sonya Halpern (Atlanta), left, during the advocacy portion of the event.

Georgia’s Longest-Serving Educator Retires After 59 Years of Teaching and Learning

Room 106 of Newnan High School was Barbara Landreth’s home away from home for 56 of her 59 years as a Georgia educator. When she began teaching in the room in 1964, it contained little more than desks and a blackboard. When she retired in 2020, its contents had grown to include computers and printers, but the blackboard remained – retained at her request during a school-wide upgrade to whiteboards. And when a devastating EF4 tornado with up to 200 mile-

per-hour winds tore through the town the following year, taking with it much of the high school, Room 106 and its blackboard – the only one in use at the time in all of Coweta County – survived untouched. But the generations of students who moved through Room 106 during the nearly six decades of Landreth’s tenure were forever touched by a teacher of exceptional rigor and extraordinary heart.

On a recent Newnan morning, against the backdrop of dozens of yearbooks she had guided to publication, and with

“I would always tell my students, ‘I don’t know much. Just let me teach you what I know.’”

By Ramona Mills

Barbara Landreth. Photo by Dolly Purvis.

the steady hum of school-rebuilding construction work as accompaniment, Barbara Andrews Landreth, Georgia’s longest-serving educator and a member of PAGE since the association’s founding, sat down with PAGE One to speak about the profession she loves.

“I’ve always loved teaching and I’ve always loved learning,” said Landreth. “You can’t change a number without changing an answer, but you can change a word and make it a better answer.”

Many who know Landreth wholeheartedly agree with that view. Several of her former students enthusiastically shared with us that their answers to so many things – high school and college assignments, work projects, career challenges, and even storms of life –were most certainly made better by the impact of Landreth’s teaching.

One of those students, Vivian Dunn, attributes her success in post-secondary studies to what she learned from Landreth. “Nothing in college was new for me,” Dunn told PAGE One, including all writing and research assignments as well as studies of poetry and other literature. I had studied all of it under the guidance of Barbara Landreth.”

According to another former student, Landreth’s reach extended well beyond high school and college. “I attribute so much of my love for communication, especially written communication, to Mrs. Barbara Landreth,” said Kelly Hines. “Her impact and influence on me, both through her teaching and through her passion for her students, has remained with me all these years later. I will forever be grateful to have had the privilege of being her student.”

These glowing statements do not stand in isolation. Rather, they are representative of an outpouring of accolades about Landreth and her powerful, lasting influence:

• “Mrs. Landreth taught me to value concise communication,” Mark Whitlock,

director of public policy/CEO, Central Educational Center – Coweta County School System told us. “She showed me ways to unlock the power of language. That knowledge and skill is invaluable!”

• “Her classroom was truly a place of learning about not only grammar and literature but also about life,” observed Bobbi Lynn Moreno.

• “It was Mrs. Landreth’s guidance during my four years on the yearbook committee that shaped my work ethic and attention to detail,” Andrew (Harwell) Eliopulos shared. “I owe her an immense debt of gratitude for that.”

• She “helped me recognize the importance of individualism and creativity,” Gary Leftwich stated. “I am a better person for having been (her) student.”

• “Her dedication to teaching and helping students grow is unmatched,” Christy Van Drew told us.

• “She taught us all to work harder yet smarter in our journeys as educators and as life-long learners,” said University of West Georgia faculty member and PAGE Board of Directors secretary Dr. Susan Mullins. A former student of Landreth’s, Mullins later became her Newnan High School colleague, neighbor, and friend.

Landreth hears from former students frequently. Many send her cards, letters, announcements, copies of published works, and more. Generations of students share testimony of a job well done. Yet, according to Landreth, nothing that she did as an educator was extraordinary. “I was just doing what I was supposed to have been doing all those years,” she said. “I always just came in and did the job to the best of my ability.”

Coming to work every day was an honor and privilege for Landreth. Throughout her

“I always just came in and did the job to the best of my ability.”

Tornado damage to the building in which Room 106 was located. Photo courtesy of Newnan High School.

Taken by Landreth, this photo of the high school entrance has been included in multiple school annuals.

Artist rendering of the post-tornado Newnan High School rebuild, slated to be completed summer 2024.

Photo courtesy of Southern A&E, LLC.

entire career, she was absent fewer than 10 days. For most of them, she told us, “I can tell you exactly what days I was out and why.”

Landreth’s dedication to her students was paramount. “There’s much more to teaching than just standing in front of a room lecturing,” she told us as she explained how critical it is to know and respond to each student as an individual. Long before the concepts of individualized learning and whole-child instruction were part of the education lexicon, Landreth’s teaching exemplified both.

Landreth’s focus has always been on her students – expecting their best effort while giving hers, all with the goal of learning and growth. “I just love learning,” she said. “I’m convinced after all my years of teaching that that’s why teachers teach. They love learning.”

While speaking with us about how she encouraged students to learn all they could from each of their teachers, she shared one of her trademark expressions. “I would always tell my students, ‘I don’t know much. Just let me teach you what I know,’” she recalled.

What Landreth knew, taught, and shared was invaluable. “No matter what decade they attended, when people speak about Newnan High School, the name Barbara Landreth always comes up,” principal Chase Puckett told us. “She embodies the essence of what good teaching was and still is. She is truly one of a kind, and even as we rebuild Newnan High School, we will never forget the legacy that is Barbara Landreth.”

As part of that legacy, Landreth was named STAR Teacher five times. In each instance, Newnan High School’s STAR Student selected Landreth as the teacher most influential

to his/her success. When asked about how it felt to receive such recognition, Landreth placed all the emphasis on the students rather than herself. “They were all delights,” said Landreth. “I was really honored to be chosen, but I don’t know why I was the one picked out of all the great teachers at Newnan High School.”

In addition to her extensive positive influence on hundreds of students throughout her career, Landreth greatly impacted her fellow educators as well. She was never too busy to listen, help, and inspire:

• “Barbara’s influence extended far past the atmosphere of literature and grammar she created in her classroom,” Susan Smith told PAGE One. “As a first-year teacher especially and even after, her advice in classroom management and preparing lessons was priceless. She always had an ear to listen to the problems that I and others encountered and we had an ear to listen to her wisdom and expertise.”

• “She was one of the best teachers around,” Leesa Bates observed. “She is one of the most caring and generous friends that I have ever met. She demanded respect, good work ethic, dependability, and promptness. She made us all better students, co-workers, and friends.”

Landreth with State School Superintendent Richard Woods in Room 106 during a 2015 Teacher Appreciation Week visit in honor of her many years of service.

Photo courtesy of the Georgia Department of Education.

PAGE Executive Director Craig Harper welcomes Landreth to the podium at PAGE Day on Capitol Hill 2023.

Photo by Dolly Purvis.

“There’s much more to teaching than just standing in front of a room lecturing.”

• “I taught Family & Consumer Science next door at Newnan High School to Barbara for about 20+ years,” said Kristan Sweet. “I always enjoyed going next door into Barbara’s classroom on a regular basis just to talk and regroup from the school day. She gave a listening ear, and shared advice and great food. Barbara is one special friend that I am super lucky to have!”

• “Barbara Landreth is a treasure,” Susan Quesinberry told us. “For 59 years, Barbara not only taught hundreds and hundreds of students, but she also encouraged, befriended, and helped hundreds of colleagues. Her love of learning has far-reaching influence as it ripples through the halls of education.”

The halls of education are extremely important to Landreth – especially those within her beloved Newnan High School. In addition to teaching generations of students, she enjoyed being yearbook sponsor for more than five

decades. “I loved it,” said Landreth. “I loved taking the photos and knowing about all that was going on. The yearbook was from the first day of school to the last day of school, so I knew about everything. It was a lot of fun!”

It was fun, meaningful, and lasting. Allison Rogers, Landreth’s former student and colleague, is now yearbook sponsor. Her predecessor continues to inspire the work. “No one can ever replace Mrs. Landreth’s legacy at Newnan High School,” Rogers told us. “The fact that I received her stamp of approval to follow her as the yearbook advisor is by far one of the greatest compliments I could ever receive. Each year, my students and I work hard to make her proud.”

The year following her retirement, the school dedicated the yearbook to Landreth. Dr. Steve B. Barker, former Newnan High School principal and Superintendent of Coweta Schools, wrote:

“It is altogether fitting for this yearbook to be dedicated to Mrs. Barbara Landreth … She spent countless hours meticulously making sure that each edition of the yearbook was unique and special and that it brought to life the culture and the experiences at Newnan High School for all who viewed it. The richness of her influence continues to be crisply evident in each edition … Generations continue to tell of her positive influence on their lives and on their understanding of the written word. There are many of us who can say Mrs. Barbara Landreth helped us become who we are today. It is good for us to remember this fact, and it is good for her to know it. Thank you, Mrs. Landreth. We are all better people because of you.”

Landreth’s wisdom is vast, her contributions immense, and her positive impact evident. She is certain of much, including the decision to retire. “All those years, I went to work every day and taught what I knew,” she told us. “I always said I’d retire when I got the job right one time.” On June 15, 2020, at the age of 80, after turning in the final pages of the Newnan High School yearbook, Georgia’s longest-serving educator knew she had achieved her goal. n

This photo of Landreth from early in her career is taken from a Newnan High School annual.

The 2020 annual, which was dedicated to Landreth, is open in front of the large collection of annuals she oversaw during her time as yearbook sponsor. Photo by Dolly Purvis.

“All those years, I went to work every day and taught what I knew.”

Barbara Andrews Landreth, Georgia’s Longest-Serving Educator

• Landreth taught for 59 years – all at Newnan High School.

• She was recruited in 1961 to fill a vacancy in the English Department.

• Except for the first few years of her career, she taught Junior English/ American Literature in Room 106.

• Landreth became yearbook co-sponsor in 1962 and continued as co-sponsor until 1967 when she became head sponsor. She remained yearbook sponsor until her retirement in 2020.

• When PAGE was founded in 1975, Landreth quickly saw the value in becoming a member. “As soon as I could join, I did,” she said.

• She was selected as STAR teacher five times.

• She has taught numerous state and national leaders, educators, truck drivers, business men and women, healthcare professionals, mechanics, persons in the service industry, members of the military and law enforcement, clerks, band directors, several county officials, the late writer Lewis Grizzard, and country music superstar Alan Jackson.

• Many of her students, several of whom contributed to this article, have kept in touch with Landreth over the years – sending her gifts, letters, copies of books they’ve written, and birthday cards every four years. (Landreth was born on Leap Day, February 29.)

• Landreth has edited dozens of books and dissertations, most of which were written by former students and colleagues.

• Landreth served with seven Newnan High School principals – two of whom were once her students.

• During her nearly six decades of service, Landreth worked with nine Coweta County Schools superintendents – one of whom had been her student.

• In 2015, State School Superintendent Richard Woods made a surprise visit to Room 106 to meet with Landreth during Teacher Appreciation Week. This year, at PAGE Day on Capitol Hill, Woods presented her with special commendations of recognition and appreciation on behalf of the Georgia Department of Education.

• Also at PAGE Day on Capitol Hill, Landreth was honored with resolutions by both the Georgia Senate and the Georgia House of Representatives. [Read more on page 12.]

• In March, Landreth received a special commendation from Gov. Brian Kemp in recognition of her dedication to excellence in the teaching profession and of her many years of service to Georgia’s children.

Landreth, with friend and former student / colleague Dr. Susan Mullins, reviews a special commendation from Gov. Brian Kemp. Photo by Dolly Purvis.

Landreth with Sen. Matt Brass (Newnan), one of the sponsors of the Senate resolution in her honor. Photo by Dr. Chase Puckett, Newnan High School principal.

By Scotty Brewington

Effective teachers are always looking for innovative ways to improve instruction and help their students succeed –and when they find something that really works, they are excited and eager to share new super-powered tips and tools with their peers.

Though the past few years have brought many unprecedented difficulties and challenges to teaching, it has also inspired educators to try new things. In some cases, technologies that were adopted during the pandemic out of necessity have since been expanded into everyday use in the classroom. In others, teachers have found new ways to build classroom community and create safe spaces where students feel comfortable engaging with lesson material. Younger students, who may lack social-emotional development due to missed time in the classroom, are now benefitting from new strategies used to improve their ability to relate and collaborate with fellow students. And, teachers have found innovative ways to inspire timid students to

speak up in class, and to get all students to try new and hard things.

From science teachers who are using digital publishing and podcasting to engage students through new mediums to English teachers who are going back to the basics and helping students improve their confidence inside the classroom and beyond, Georgia educators have continued to find ways to reach students and create environments that make it easier to learn.

In this issue, PAGE members from throughout the state share with us the favorite technologies, strategies, practices, and tools they have incorporated into their classrooms that have made the most positive impact on students. Most are inexpensive or even free and they are simple to adopt. All of them benefit students. We asked, “what is the single most exciting and effective tool, strategy, or resource you are using in your classrooms today?” This is what they said…

Susan Curtis Baldwin County dIGItAL BOoK CrEatORs

For Susan Curtis, a science teacher and department head at Oak Hill Middle School in Baldwin County, showing students the practical applications of what they are learning in class is a critical part of the education process.

“When I was a student, there was really never a real-world application to what we were learning in class,” said Curtis. “For me, I put a big emphasis on how what we are learning applies to the real world.”

Curtis – who has been teaching for over 30 years and was recently named the 2023 Baldwin County School District Teacher of the Year – regularly invites guest speakers to her classes to share information about their careers and experiences.

When her students studied cell analogies, for example, a microbiologist visited to share his work in the field. For a recent unit on the human body, Curtis had an artist visit her class to help students create medical illustrations. For a forensics unit, she invited a member of the Georgia Bureau of Investigation to talk with students about investigative techniques. Recently, while students worked through a unit on genetics and blood typing, Curtis invited a local lawyer to share with the class how to effectively use forensic evidence to argue a case in court.

The students used synthetic blood to learn about blood type. Then, they had to solve a case using clues around the classroom and their new crime-scene investigative skills. Afterwards, the mock district attorney in their group had to argue who was guilty in front of a jury of their peers.

In addition to bringing in working experts to share their experiences, Curtis also uses the free Book Creator app in her classes so students can work together to create digital books to share what they have learned. Students work collaboratively to create digital books on each unit which are then shared through a class digital library.

Curtis said she learned about the app several years ago from a school technology specialist.

“We have created books with the Book Creator app for years,” said Curtis. “But with COVID, we were having to do so many things long distance that this

was a great way to collaborate and have experts talk to us through Zoom, so we started making the books a required part of every project we do.”

Students use the app to create books to add to the class library. There are currently 14 books in the library – four of which were created this school year.

“The books aren’t graded – we’re just showing what we are learning. We have a good time with it,” said Curtis. “Some students really enjoy the programming piece, while others tend to write more of the content. Then we have strong math students who like to analyze what is in the book to make sure it’s right.”

For the next unit on evolution, the class won’t have a formal in-person speaker, but Curtis will share a three-part video series created by a human anatomy professor at Harvard. Students will watch the videos and write him letters with their questions. Another unit on interdependence of life will include a visit from a scientist who works on the Wolves & Moose of Isle Royale research project, the longest continuous study of any predator-prey system in the world.

For Curtis, the speakers and digital books are a culmination of her own career experiences. She started

as an English Language Arts teacher and then taught math before eventually moving into STEM. After serving as a STEM instructional coach for several years, she returned to the classroom.

“I wanted to go back into the classroom to try out some of my ideas about teaching science more effectively,” said Curtis, “So that’s what I did.”

“ I wanted to go back into the classroom (after serving as a STEM instructional coach for several years) to try out some of my ideas...So that’s what I did!”

JenNifer Barmore dalton City SchoOlS

Jennifer Barmore is a fourth grade teacher at the Brookwood School, a STEM-certified school in the Dalton City School District. Last year, school leadership asked educators: “What are your students doing to be producers of technology and not just consumers of technology?”

Barmore took the question to heart. She wanted a way to integrate technology into the work her fourth grade students were already doing with the school’s nearby wetlands at Lakeshore Park, trapping and studying turtles and testing the water quality.

Starting in the 2021-22 school year, she created a class podcast with a small group of students.

“One podcast was about plastics and how disposability is disposing us. Another was about the AstroTurf that was getting into the water in the park,” said Barmore. “We have this whole world of things in our backyard. The kids are curious. They want to research and learn more about it – and they want to tell people about it.”

That first year, Barmore chose the podcast groups. This past school year, she made it optional. Ten of her 22 students accepted, each working on his or her own individual podcast. While some chose to focus on en-

mrS. BARMORE’SPOdcASt CrEW

“It’s a great thing for (students) to take a sense of ownership in what they are doing and to realize how powerful their voices are.”

vironmental issues, others chose topics outside of the scientific field. One student chose to explore the salary differences between NBA and WNBA players.

“They feel like they have a voice relevant to what they are learning and living and they are developing 21st century skills by going out and interviewing people and collaborating with each other and people in the community,” said Barmore. “It’s a great thing for them to take a sense of ownership in what they are doing and to realize how powerful their voices are.”

At the beginning of the school year, Barmore had her students – many of whom had never heard a podcast before – listen to various podcasts and summarize what they learned. They listened to different formats, some with one speaker and others based on conversations between two people. They then began learning to record and edit by recording audiobooks for younger students.

From there, any time students wrote an essay or a piece of poetry in her class, Barmore had them record it and add sound effects to build their editing skills.

PrOduCING uNIQue tECH!

“By January, they knew how to record and edit and they had the option to create a podcast,” said Barmore.

A fellow educator and friend of Barmore’s has a program called Speak Up Whitfield that features podcasts created in local classrooms. A group of Barmore’s fourth graders entered the program’s podcast competition in 2022, competing against middle and high school students.

Barmore’s goal is to eventually get enough students involved to create an elementary school category.

“We’re trying to create a movement,” said Barmore. “This is a great way to open the door for writing for my kids. It has made such a difference in their confidence and how they feel about writing.”

Each year, all of Barmore’s students work together on the State of the Ecosystem class podcast about the wetlands. Students visit the park weekly to observe the turtles, as well as water quality, changes in the ecosystem, macroinvertebrates, and more.

Those students working on their own individual podcasts are part of Mrs. Barmore’s Podcast Crew and wear lanyards when they are around campus interviewing subjects. Barmore created editing bays out of boxes in her room so students can have a quiet place to focus. Several teachers around campus have also offered their rooms during planning periods for podcasters to use their space to record.

Once the podcasts are complete, QR codes are posted around campus that allow others to listen.

“What we do has completely changed them,” said Barmore. “My students now spend their recess time looking for insects and worms. Once you light that fire, they take it and they go.”

myriAn hunter Clayton County

AmINO ACId SEQueNcING

“We don’t have to worry about having the money to run these tests or carve out so many days to run a lab. I know students can get the information they need, and it’s reliable and free.”

As a biology and environmental science teacher at Mt. Zion High School in Clayton County, Myrian Hunter is always looking for creative ways to engage her students and implement the use of argument-driven inquiries (ADIs) into the curriculum.

A technology resource she incorporated this school year is The Universal Protein Resource (UniProt), a free publicly available database of protein sequence, function and variation information.

Students can use their Chromebooks to log-in to UniProt (uniport.org) to learn more about the amino acids and protein sequencing of different animals so they ultimately can discover how different living organisms evolved.

“UniProt allows you to put in different organisms or animals and then trace their amino acid sequence and compare different organisms to see which animals have commonality or common ancestors with other animals,” said Hunter, who has been a science teacher for 14 years.

In a recent science class, Hunter asked students to compare the amino acid sequencing of two different animals with that of a sperm whale. Students could choose any animals they wanted to compare to the sperm whale, and their selections ranged from a horse to a dolphin.

“They have free range to choose, so they can use their imagination. Some students picked a horse because of its size. They said a horse is big and a whale is big and the snout on a horse is kind-of squared-off like the nose portion of the whale,” said Hunter. “Others chose a dolphin because of the color and the fact that they are both in the water.”

Students worked in groups, entering their animals into the UniProt database to see how the amino acid sequencing compared to the sequencing of the sperm whale. In many cases, Hunter said, students are shocked to learn that certain animals they thought were related based on what they look like or what they eat are actually not related at all.

“The horse and the sperm whale actually had some amino acids in common. I was actually surprised by that. The dolphin and the whale, of course, had a lot in common,” said Hunter. “I like it because there isn’t a definitive answer. Students work in groups of four, so one group may choose three animals and the other could compare three totally different animals.”

Once students analyze their findings, they present what they learned about the different amino acid sequencing.

“This allows everyone to learn about more than just the animals they chose. They learn about the other animals the other students chose as well,” Hunter said. “The students really like it. They wanted to load more animals into the program to compare them. Once you pique their curiosity about something, they are determined to find out the truth. You also get to observe their thought process.”

Hunter said she is always looking for new technologies that can help students dive deeper into a subject and illustrate scientific concepts in a practical and entertaining way. One of the best things about UniProt, she said, is that – unlike many scientific resources –UniProt is free and easily accessible.

“By having access to this information, we don’t have to get a tissue sample and break it down ourselves. We can do a search and it gives us everything we need,” said Hunter. “We don’t have to worry about having the money to run these tests or carve out so many days to run a lab. I know students can get the information they need, and it’s reliable and free.”

matt redmond musCoGeE County

During the first two weeks of each new school year, Matt Redmond, a high school science and engineering teacher at Northside High School, has a strategy for getting to know his students – and getting his students to know each other. At the beginning of each class, he poses a new “seating challenge” that engages students in daily team-building exercises.

“I came from a business background and had taught adult learners in my private sector jobs before that,” said Redmond. He wanted to incorporate some of what had been effective in his former role into his new role as classroom teacher. He knew he was looking for something proactive, fun, and impactful. Redmond found all that in an article entitled Teaching Secrets: Get to Know Students through Seating Challenges by Arizona-based educator and blogger, Sandy Merz.*

Redmond’s version of seating challenges range from having students group themselves by hometown or by height (shortest to tallest) without talking to arranging themselves by birthday, with January 1st at the front of the class. Once everyone is in place, students are instructed to have a seat and the person in the third seat should let the teacher know the challenge is complete.

“I sit back and observe, watching who the leaders and followers are, who is not participating, who is clowning around, and who is getting along or not getting along with each other,” said Redmond. “As teachers, we know every class is different, but you get to see how they are different.”

An additional benefit of the approach, says Redmond, is the identification of non-academic factors

“No one on a team should not know who the other people on their team are — and no one in a class should not know who their classmates are.”

INnOVAtIVE SEatING CHALlENGES

that may help or hinder student performance, as well as requiring the teacher to learn students’ names more quickly because they are sitting in new locations each day.

“I tried a seating chart at first and it was efficient –I did learn their names – but I didn’t learn anything about their personalities,” said Redmond, who has been teaching high school for 13 years. “I started doing the seating challenges about five years ago and I noticed that the students started to anticipate what the challenge would be each day. It wasn’t the same old routine every day and we got to know each other better. We learned more than just each other’s names. We also learned things about each other’s families and interests – things like that.”

The ultimate result, Redmond said, is the accelerated establishment of a classroom culture for the rest of the school year.

“It requires students – especially those who are very timid coming out of COVID – to come out of their comfort zones to negotiate these challenges,” Redmond said. “No one on a team should not know who the other people on their team are –and no one in a class should not know who their classmates are.”

After two weeks of daily challenges, Redmond issues the final instructions to “seat yourself where you will be most productive,” he said. “Generally, that works. Every class is different, but for the most part, they are able to find a spot and get to work and we settle into a seating arrangement for the year.”

Redmond shared his seating challenge method with colleagues over the summer at a district-wide professional development

conference. In Redmond’s session, he presented the seating challenge to two separate groups of educators who he required to participate in several of the same challenges Redmond’s students engage in.

“We were with teachers from all over the district who didn’t know each other. They got to experience it as if they were students and understand what it would feel like for their students during the first week of school,” said Redmond. “I’ve heard from other teachers in the session who said they tried it in their own classrooms and liked it, so others in our district have adopted it.”

tEam-BuiLdING EXERcISES

*You can access the article at https://www.edweek.org/teaching-learning/opinion-teaching-secrets-get-to-know-students-throughseating-challenges/2012/06

KelLy hudSon CarRolLton City

tHE SOCIaL CONtRACt

and paying attention, Hudson said, and the contract is constantly referenced throughout the day.

Kelly Hudson, a first grade teacher at Carrollton Elementary School, has been teaching for 20 years. In her two decades of experience, she has learned that building relationships and student engagement are keys to academic success.

To help build that trust and connection, she works with students to create a Social Contract at the beginning of each school year that outlines the rules and expectations in her classroom.

“They come up with what they feel is important so that they can learn in our classroom. I want them to feel like they are a part of it,” said Hudson.

First, Hudson has students create a list of what they feel is important to having a successful classroom and learning environment. Then she works with them

to refine the list and create a final draft of a Social Contract that they all sign.

Examples of contract items could include listening to others, keeping hands and feet to yourself

“When I catch them doing those things, I will tell them how much I love that they are following the Social Contract,” Hudson said. “We also talk about it when they break the contract. I will remind them that they signed it and ask them to explain what they were doing, what they were supposed to be doing, and then we talk about how they will fix it.”

The contract, which is printed and posted on the classroom wall, is talked about and referenced throughout the year and students read it aloud every day at the beginning of the school year until they have learned it. At Hudson’s school, positive behavior is also rewarded with points that can be redeemed in a classroom and school stores. Her students work hard to follow the Social Contract so that they can earn additional points, Hudson said.

“When you allow them to come up with the rules and expectations, they are more bought-in,” said Hudson. “They want to follow it because they created it.”

“They want to follow it because they created it.”

KelLey moOn ElBert County SECONd StEPPrOGrAm

After 24 years of teaching preschool in Elbert County, Kelley Moon says she definitely noticed the impact of COVID on the district’s youngest students.

“After COVID, especially that first year we came back with new students, many of them had not been anywhere. This was their first time back with a group of people,” said Moon. “Since then, kids have had a harder time with their emotions and managing how to interact with other students and people outside of their families. We’ve had to reteach those social skills that may have been lost during that time.”

One thing that has been especially helpful for Moon’s preschoolers at the Paul J. Blackwell Learning Center is

the Second Step program designed to help students understand their feelings.

“It helps them learn, when they are having strong feelings, how to talk through them and calm down,” said Moon. “It also helps them learn how to play fair and talk to their peers to problem solve, which has helped with classroom management. We’re helping them to help themselves.”

The program, which the school implemented five years ago, is used schoolwide and is practiced every day. In Moon’s class, the 10-minute daily lesson is included in the morning activities.

“Each week, there’s a program all laid out for you and you have all of the materials you need, which is very helpful,” said Moon. “There is a large photo that goes with each week. We ask the students, ‘What do you think is happening in the photo? How do you think the child in the photo is feeling?’ There are also puppets – a girl and a boy puppet – that go along with it. The kids get to name them at the beginning of the year and we act out skits with them. They enjoy it.”

The Second Step program is used by all of the school’s preschool teachers and everyone is typically studying the same lesson on any given week schoolwide.

“It actually helps me manage the class,” said Moon. “I can remind them what steps they need to calm down or help themselves feel better. Or, if they are having a conflict with another child, we can talk through what we can do to fix the situation.”

Moon said she also incorporates a little yoga in the mornings to help students start their day.

“I love teaching preschoolers because this is their first experience with school,” said Moon. “We’re teaching them how to get along with others, how to be successful, and laying that groundwork.”

“It helps me manage the class. I can remind them what steps they need to calm down or help themselves feel better.”

BecKy AMmonS APPlinG county

COBuiLdING mMuNIty

greet them by their first name,” said Ammons. “That rapport with my students is a big deal and goes a long way in building community – especially in AP, which is a new subject for our school. I have to have their buy-in when I ask them to do tough things.”

The morning practice of greeting her students by name is something Ammons adopted a few years ago and it has since grown organically.

quiet ones who like to hide,” she said. “Building relationships helps me pull more out of them.”

Ammons’ students are not allowed to have cell phones in class. The absence of devices also helps build community – requiring students to make connections and interact with one another.

In her 22 years of teaching – most of it in Appling County –Becky Ammons has learned how important it is to build community in the classroom.

Ammons, an ELA teacher who teaches American Literature as well as AP English Language and Composition at Appling County High School, says building relationships with students is her number one goal each day.

“Every day when my students come in, I stand by my door and

“Even if I miss someone, I will search them out in the room and greet them individually. It is very intentional and they now expect me to do it,” she said. “By the second semester, they will try to beat me to it. They’ll say, ‘good morning’ and say my name back. It’s all about making those connections.”

Having that connection also helps some students feel more confident to speak-up in class, Ammons said.

“I think it helps them feel safer with me because they know they have my support. It helps bring out those

“A lot of them are getting back to talking to one another – learning how to have conversations and disagreements without the safety net of their phones,” said Ammons. “We lost a lot during COVID. In the classroom, we are not just here to pass tests. We are creating the next generation of kids who will go out into the world. They will need these skills and this may be the only place some students will learn them.”

“They will need these skills and this may be the only place some students will learn them.”

Elizabeth “LibBa” Waldron LeE County

In Elizabeth “Libba” Waldron’s fourth grade class at Lee County Elementary School, students can earn class rewards for good behavior through The Key System.

With this behavior management system that Waldron just implemented this school year, students decide on something they want to improve such as “talking at appropriate times” and a reward they want to earn. Some class-chosen rewards this year have included lunch with the teacher in the classroom and “donuts and downtime.”

Waldron then identifies six requirements the class must achieve to earn the reward. When they earn five of the six, they get to unlock their prize.

“We work as a group. It’s something the class earns as a whole,” said Waldron. “For example, if the class comes in rowdy in the morning, they don’t get to check off anything to earn their key. But if they come in quietly, sit down and put things away and start their daily language assignment, I will compliment them on how

well they are doing and give them a check.”

Rewards and goals are visual –both are posted in the classroom – and the keys can take weeks to earn. Each time a prize is unlocked, a new goal is set.

“They absolutely love it. They are always asking if they earned a key and when they do earn one, it’s a really big deal,” said Waldron. “I really push the idea that we have to be responsible for one another so that we can help to create an environment where other students can learn.”

Waldron, who was named the 2022-23 Lee County School Systems Teacher of the Year, got the idea of The Key System from her partner teacher. They use the system in both of their classrooms, which helps build consistency, Waldron said.

“If the classroom environment is not managed – if students don’t feel like it’s safe or if it’s out of hand – I don’t feel like learning can happen,” said Waldron. “If there are too many distractions that cause other students to not be able to focus, then no one is learning.”

tHE KEySyStEm

“They absolutely love it! It’s a really big deal!”

michelLe ParKerSon LowNdes county

only does the method help teachers evaluate reading comprehension and teach mechanics like grammar and punctuation, but it also teaches students valuable skills like sentence expansion and how to create complex sentences.

“I’m a firm believer in it,” said Parkerson. “It requires students to use previously learned information and add the who, how and when to the sentence. It also teaches those language arts skills.”

The Writing Revolution is not limited to language arts. The skills taught can be used in many other academic classes and environments – social studies, science, and even math, Parkerson said.

er social studies topics and writing about those subjects as well. The skills taught through the resource helps students create stronger outlines and more effectively organize their thoughts so they can develop

Michelle Parkerson has been teaching language arts, reading, and writing to elementary school students for almost two decades.

Parkerson uses The Writing Revolution in her fourth grade classrooms at Scintilla Charter Academy. The Writing Revolution is a resource teachers can use within their curriculum to help students become more effective writers. Not

“Students can use sentence expansion – that process to talk about solving a problem – in cross-curriculum writing,” Parkerson said. “We just started using this tool last year and I really bought into it. I probably use it the most at our school, but I encourage others to use it – even our math teachers. Every content area can use the strategies.”

Though Parkerson’s students are constantly writing in her class, her students are also learning about a myriad of other topics including the American Revolution and oth-

stronger paragraphs, stay organized, and take better notes without having to create full sentences.

“We use it at every grade level and have seen improvements, especially with students’ ability to summarize,” said Parkerson. “I’ve been teaching writing for 15 years and wish I had been doing it all along.”

“We use it at every grade level and have seen improvements, especially with student’s ability to summarize.”

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Georgia Teacher of the Year 2024 Finalists Announced

By Ramona Mills

Photos courtesy of the Georgia Department of Education

Each spring, the Georgia Department of Education announces 10 Teacher of the Year state finalists. Selected from district Teacher of the Year winners from throughout the state, the finalists will meet with a panel of judges for formal interviews and speeches prior to the 2024 Georgia Teacher of the Year (GaTOTY) selection in June.

State winners serve one-year terms as ambassadors for the teaching profession. The present GaTOTY, PAGE member Michael Kobito, will serve through June 30, 2023. The 2024 program winner will serve July 1, 2023, through June 30, 2024.

The 2024 GaTOTY finalists are:

Veena Black, DeKalb County Schools

Black is a second-grade teacher and STEM lead at Briarlake Elementary.

Black models her passion for learning in her classroom by empowering students to be proud of their education and accomplishments. After originally pursuing an engineering degree, she became a teacher. Black then attended Emory University and received her Masters of Divinity. In her last year of seminary, inspired by child advocacy classes, she chose to return to her first love: teaching. Black recently received the 2023 Don Cargill STEM 8 Scholar Award for integrating effective STEM education into the classroom.

education from Auburn University, and is enrolled in the Doctor of Philosophy in career and technical education program at Auburn University. Brock serves as the Central Middle School FFA Chapter Advisor, where he trains 19 different competitive teams and assists members in developing student-led agricultural projects. His students have won numerous area and state awards.

Inga Cashon, Tattnall County Schools

Brock, Carroll County Schools

Lucas

Brock is an agricultural educator at Central Middle School. He believes that assisting students in discovering their passions and celebrating their accomplishments can have lasting impacts on their development. He holds a Bachelor of Science in agriculture and environmental education and a Master of Science in agriculture and environmental education from the University of Georgia, a Specialist in agriscience

Cashon is a Science, Technology, Engineering, and Math (STEM) teacher at North Tattnall Middle School. Cashon, a member of PAGE, believes in differentiating lessons to enable all students to learn. She earned her Bachelor of Science in education with an emphasis in technology education, and a Master of Education in Teaching and Learning with an emphasis in engineering and technology education, from Georgia Southern University. She is pursuing a Doctorate of Education in curriculum studies, focusing on engineering and technology edu-

Veena Black

Lucas Brock

Inga Cashon

cation. In 2020, she received the Georgia STEM Scholar Award for her hard work integrating effective STEM education in the classroom.

Vanessa Ellis, Muscogee County School District

Ellis is an eighth-grade social studies teacher at Veterans Memorial Middle School. History has always been Mrs. Ellis’s passion, and she knew from a young age that she was destined to become a teacher. After graduating from college, she was hired in the school district she attended as a student – teaching alongside many of the same educators who once impacted her. Mrs. Ellis received her Bachelor of Arts in history and secondary education as well as her Master of Education in secondary social sciences from Columbus State University. In 2017, she was named a Georgia Economics Teacher of the Year by the Georgia Council on Economic Education.

Katie Jenkins, Butts County Schools

Jenkins is an Early Intervention Program (EIP) teacher at Stark Elementary. Jenkins, a PAGE member, has more than 20 years experience in the classroom and currently works with kindergarten, second, third, and fifth-grade students helping them enhance their

math, reading, and life skills. She also works with teachers in all grade levels to support them and helps mentor new teachers. She holds a Bachelor’s degree in early childhood education from Mercer University, a Master’s degree in integrating technology from Walden University, and a Specialist’s degree in technology management and administration from Nova Southeastern.

Laura

Lambert, Newton County Schools

Lambert is an AP biology and biotechnology teacher at Newton College and Career Academy where her primary focus is on creating project-based learning experiences that enable her students to connect classroom learning with real-world application. Professionally, she is most proud of the industry relationships she has been able to build for her students, the expansion of the STEM program in which she teaches, and the capstone research projects her students have produced. A member of PAGE, Lambert holds a Bachelor of Science in neuroscience from Georgia State University and a Master of Arts in teaching from Piedmont University.

Jennifer

Lean is a third-grade teacher at Park Elementary. She received her Reading

Specialist from Auburn University, Master of Education in early childhood from Valdosta State University, Bachelor of Science from Berry College, and an Associate of Arts from Young Harris College. She is certified as an Early Childhood Teacher, Reading Specialist, and holds a Gifted Endorsement. She has taught grades K-5 in a variety of settings throughout Georgia. Lean, a PAGE member, shares that her teaching is framed by a desire to help students think creatively, carefully, and critically. She is interested in issues such as teacher retention, school culture, maximizing learning opportunities, classroom culture, STEAM, and all things related to literacy.

Lean, Harris County School District

Vanessa Ellis

Katie Jenkins

Laura Lambert

Jennifer Lean

Nearhoof is an art teacher at McAllister Elementary. A member of PAGE, Nearhoof teaches with the goal of developing learners who think like artists – creative learners who ask questions and generate

ideas. She strives to make art fun, inviting, and achievable for all. Nearhoof holds a Bachelor of Fine Arts with teacher’s certification from Edinboro University in Pennsylvania and a Master of Arts degree from Nova Southeastern University. She is a leadership team member and chair of the Fine Arts Night Committee.

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Stewart is a seventh-grade language arts teacher and gifted coordinator at Chattanooga Valley Elementary. She earned a Bachelor of Arts in English education from Lee University and a Master of Education in educational leadership from Kennesaw State University where she is currently enrolled in the Doctorate of Education in teacher leadership program. In 2012, she was one of 12 teachers chosen to participate in the University of Iowa’s Belin-Blank Fellowship program in gifted education.

Christy

Todd is a music technology teacher at Rising Starr Middle School. A PAGE member, she strives to enable all learners to find their creative superpowers. She founded Fayette County Public Schools’ Community for Creativity (CFC) initiative. As a CFC teacher, she facilitates the program at Rising Starr where she teaches classes and supports schoolwide creation of songs, podcasts, videos, audiobooks, and more, which are then released through the school’s label, Hall Pass Entertainment. Before teaching, Todd worked in nonprofit consulting and business development. She received a Bachelor of Music Education from Shorter College and a Master of Music Education from Florida State University.

Brittany Nearhoof, Bryan County Schools

Katherine Jane Stewart, Walker County School District

Todd, Fayette County Public Schools

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STARs Shine at State Banquet

Tito Alofe of Starr’s Mill Is PAGE State STAR Student, Michelle Li of North Oconee Is State Runner-Up

Text and photos by Dolly Purvis

Georgia’s STARs lit up the academic sky at the PAGE Student Teacher Academic Recognition (STAR) state banquet this year.

Tito Alofe, a senior at Starr’s Mill High School in Fayette County, won the State PAGE STAR Student award. He named Starr’s Mill’s John Campbell, as his STAR Teacher. Alofe won a $5,000 scholarship from PAGE, and Campbell received a $2,500 cash award from the Frances Wood Wilson Foundation. Both received engraved glass bowls to commemorate the moment.

Michelle Li, a senior at North Oconee High School in Oconee County, is the Runner-up State PAGE STAR Student. She named North Oconee’s Jackson Huckaby as her STAR Teacher. Li received a $1,000 scholarship from the PAGE Foundation, and Huckaby won the $500 Mozelle Christian Endowment Award. They both received engraved glass vases to commemorate the achievement.

The PAGE Student Teacher Achievement Recognition (STAR) program honors Georgia’s highest-achieving high school seniors and the teachers they consider most instrumental in their academic development. Open to every accredited high school in the state, the program named its first winners in 1958. Since then, PAGE STAR has honored nearly 29,000 students and teachers.

To qualify for the state competition, each of the students won at both the school and region levels. Of the more than 1,2000 students and educators honored at individual schools, a total of 20 region winners competed to be named PAGE State STAR Student.

“PAGE is proud to be a part of providing these awards. STAR is one of the highlights of the year for me and for everyone at PAGE,” said Executive Director Craig Harper. “These students are the state’s brightest and best, and their STAR teachers are masters of their craft and leaders in their schools and communities.”

Learn more about the PAGE STAR program at https:// www.pageinc.org/star/

Tito Alofe of Fayette County’s Starr’s Mill High School, right, is the 2023 PAGE State STAR Student. With him is PAGE State STAR Teacher John Campbell.

From left, PAGE Foundation President Dr. Hayward Cordy, 2023 State STAR Teacher Runner-up Jackson Huckaby, 2023 State STAR Student Runner-up Michelle Li, and PAGE Executive Director Craig Harper. Li and Huckaby represented Oconee County’s North Oconee High School

Other STAR Students and STAR Teachers (in parentheses) who qualified for state were:

Region 1

• Yujean Esther Shin (Jason Fields) Bremen High School

Region 2

• William Treyden Greene (Adam Greiving) Tallulah Falls School

Region 3A

• Aran Sonnad-Joshi (Amy Leonard) Midtown High School

• Emma Elizabeth Neville (Allison Tarvin) Pace Academy.

• Tianyue Xu (Alan Farnsworth) George Walton High School

• Matthew Edward Cargill (Ashley Kirby) Lassiter High School

• Ashwin Mudaliar (Kristen Carwile) Milton High School

• Rebecca Yu (Eric Hogya) Milton High School

• Eric Liu (Frank Yeats) Northview High School

• Aditi Venkatesh (Katie Massey) North Gwinnett High School

Region 4

• Victor Huang (Steven "Zach" Beebe) Oconee County High School

Region 5

• Sampan Ray Bhattacharyya (Lisa Mills) Columbus High School

Region 6

• Vishal Venkata Pothuraju (Leigh Moore) West Laurens High School

Region 7

• Sachi Priya Sharma (Eric Miller) Augusta Preparatory Day School

• Gracelynn Jieyun Xia (Jerry Meitin) Lakeside High School

• Song Ting Tang (Katelyn Hamilton) John S. Davidson Fine Arts Magnet School

Region 8

• Edward Olmsted Henneman III (Paula Swart) Savannah Country Day School

• Nicklaus Downing Owens. (Sara Huntley) South Effingham High School

Region 9

• Eric Sebastian Bergrab (Vicki Davis) Sherwood Christian Academy

Region 10

• Clint Martin Wixson (Robert Garber) Fitzgerald High School

• Pearce Andrew Persaud. (Joy Owens) Valwood School

Region 11

• Griffin Lee (Jennifer Brashear) Glynn Academy

PAGE Future Georgia Educators Rebounds From Pandemic, Works To Close Gap in Teacher Pipeline

By Dolly Purvis

Future Georgia Educators (FGE), a PAGE initiative for high school students designed to enhance the teacher pipeline in Georgia, witnessed a resurgence – and then some – of activity this year, especially at popular FGE Days.

The uptick in activity resulted from:

• Higher-than-expected attendance

• Expansion to include some college first-year students and sophomores in a pilot project PAGE developed with Dr. Judi Wilson, Dean of the Augusta University College of Education and Human Development

• The addition of Georgia State University as an FGE Day site

In 2022-23, FGE Days returned to pre-pandemic-level participation with more than 1,700 high school students attending 10 events around the state. From September through March, students and their FGE advisors traveled to universities to hear thought-provoking keynote speakers, compete in Knowledge Bowl, attend hands-on workshops, and participate in college fairs. FGE would have broken its annual attendance record if Georgia Southern University had not cancelled due to Hurricane Irma.

“We are thrilled that – despite the busing and transportation challenges so many schools are facing – we hosted 1,733 attendees, the second-highest participation ever,” said PAGE FGE coordinator Mary Ruth Ray. “This kind of

participation following the pandemic is very encouraging about the future of education in Georgia.”

The “good problem” of higher attendance expressed itself best at Columbus State University. As the day’s attention turned to the Knowledge Bowl, Ray watched as teams approached the reserved seats at the front of the room. Those seats filled up, but many more teams than planned wanted to join in. Eventually, more than a dozen teams made room for each other to participate.

In addition to Augusta University, Columbus State, and Georgia State, colleges sponsoring FGE Days were Georgia Southwestern State University, University of North Georgia, Georgia Gwinnett College, Valdosta State University, University of West Georgia, University of Georgia, and Middle Georgia State University.

“The generous outpouring of support we receive from these colleges of education makes FGE Day accessible to all of Georgia’s high school stu-

Georgia Teacher of the Year, PAGE member Michael Kobito, meets with students at FGE Day at Middle Georgia State University. Kobito was the day’s keynote speaker.

dents, and we appreciate very much their commitment to developing our future Georgia educators – even before they’ve decided where they will earn their degree,” Ray said.

This year, for the first time, two colleges — Augusta University and the University of West Georgia — included first-year students and sophomores in FGE Day activities to bridge the gap in the teacher pipeline that exists between high school graduation and admission into teacher preparation programs. West Georgia added the component to its FGE Day after hearing a presentation from Ray and Dr. Wilson at the Georgia Association of Colleges for Teacher Education (GACTE) fall conference.

Because of the early success of the strategy, Ray says PAGE hopes to expand the program to other universities next year.

“All of the colleges of education and PAGE are very interested in ensuring that becoming a teacher remains top of mind with students from the time they declare their major as an incoming freshman until the time they enter their teacher preparation program as a junior,” said Ray. “Dr. Wilson at Augusta University and her colleagues are paving the path toward achieving this goal, and early signs indicate that this new initiative will help keep students in the teacher pipeline.”

Finally, FGE’s expansion to Georgia State University meant nearly 150 high school students had the opportunity to interact with one of the state’s few downtown, urban colleges of education.

“The Georgia State College of Education and Human Development gave us one more thing to cheer about this year,” Ray added. “Producing more than 400 educators every year, Georgia State plays a vibrant role in training Georgia teachers and adding it to the FGE Day schedule bolstered our efforts this year substantially.” n

Photos by Dolly Purvis

A group of students share a moment of mirth at FGE Day at Georgia Gwinnett College.

Dr. Judi Wilson, Dean of the College of Education and Human Development at Augusta University, welcomes students to FGE Day.

Students experience virtual reality during a workshop at FGE Day at the University of West Georgia.

Dr. Ja’net Bishop, a life coach and former educator, was the keynote speaker at FGE Day at Augusta University.

Georgia Teacher of the Year, PAGE member Michael Kobito, was keynote speaker at the GSU FGE Day.

Students attend a college fair at FGE Day at Columbus State University.

PAGE staff improvised to accommodate all the teams that wanted to participate in the Knowledge Bowl at FGE Day at Columbus State University.

Columbia County’s Greenbrier High School took top honors at the state FGE Knowledge Bowl.

Elite Scholars Academy Caps 2023 Georgia Academic Decathlon as State Champion – Again

By Dolly Purvis

Coached by PAGE member Jack Smith, Elite Scholars Academy of Clayton County Public Schools earned a rare Georgia Academic Decathlon three-peat, capturing the Howard Stroud Championship trophy this spring at the state competition at Kennesaw State University. The team also took top honors in 2021 and 2022.

With the win, Elite Scholars Academy won the right to compete as the Georgia representative to the annual United States Academic Decathlon® (USAD®) National Competition in Frisco, Texas.

Going into the final round of competition, the eventual outcome was uncertain. Elite Scholars Academy had to make up significant ground against Muscogee County’s Columbus High School – coached by Maribeth Hood. Though Columbus fell short in the final score tally, as the next highest-scoring team in a division other than the state champion’s division, the team was also invited to attend USAD’s Nationals to represent Georgia.

High school students from throughout the state competed in this unique academic event composed of nine-member teams divided into three groups based on grade point average.

Each year, the program features a different overall curriculum topic, and this year’s curriculum is The American Revolution and the New Nation.

Jack Smith, left, celebrates with his students from Elite Scholars Academy.

From this subject matter, students are tested in seven content areas (economics, art, literature, mathematics, science, social science, and music), participate in three communication events (public speaking, personal interview, and written essay), and battle for a year’s worth of bragging rights – in addition to team points – in the Super Quiz, comprised of questions from all seven testing areas.

Three other teams earned bids for the Online National Competition held in conjunction with the national finals:

• Carroll County’s Villa Rica HS (Large School Online Competition), coached by Russell Bennett and Sarah Triplett

• Catoosa County’s Lakeview Fort Oglethorpe HS (Medium School Online Competition), coached by Lisa Beck and Jessica Chandler

• Floyd County’s Armuchee HS (Small School Online Competition), coached by Melanie Floyd and Tammy Boston

The top three finishers at state in Division I (large school) were:

• Champion — Columbus HS

• First Runner-up — Villa Rica HS

• Second Runner-up — Muscogee County’s WH Shaw HS

The top three finishers at state in Division II (small school) were:

• Champion — Elite Scholars Academy

• First Runner-up — Armuchee HS

• Second Runner-up — Lakeview Fort Oglethorpe HS

Winners in the Super Quiz competition were:

• Champion — Columbus HS

• First Runner-up — Lakeview Fort Oglethorpe HS

• Second Runner-up — Model HS

For a complete listing of all awards and individual medal winners, visit www.pageinc.org/gad/gadstatewinners/. n

PAGE Board member Lamar Scott, right in photo at left, receives an award for his many years of services to Georgia Academic Decathlon from PAGE GAD Coordinator Michelle Crawford. PAGE Foundation President Dr. Hayward Cordy presents medals to Decathletes in the top photo below. Students celebrate a correct answer during the Super Quiz portion of the state GAD competition in the middle photo below, A student greets a judge during the interviews at GAD state competition in the bottom photo below. Photos by Dolly Purvis.

South Forsyth Regains Top Spot at PAGE Academic Bowl for Middle Grades After Pandemic Lull

Calloway is quick to give credit for South Forsyth’s tradition of success to two of her colleagues, Stephanie Chanoski, who joined the team as a coach four years ago, and Liz Ruston, now a South Forsyth assistant principal who started the team and “laid the groundwork for what it is today,” Callaway added.

The other top finishers at this year’s Academic Bowl are:

• Second Place: River Trail Middle School, Fulton County School District, coached by Scott Fowler.

• Third Place: North Gwinnett Middle School, Gwinnett County Public Schools, coached by Scott Johnson.

• Fourth Place: Riverwatch Middle School, Forsyth County Schools, coached by Ann Hicks.

• Fifth Place: David T. Howard Middle School, Atlanta Public Schools, coached by Jessica Hughes, Abbi Hurt, and Colin Heydt.

By Dolly Purvis

Before entering the auditorium to pick up the PAGE Academic Bowl for Middle Grades state champions’ trophy, South Forsyth Middle School’s Academic Bowl coach Ashley Calloway wiped a tear from her eye as she described to her team the last time the school won the competition.

The emotional 2023 win came after South Forsyth experienced setbacks from the pandemic, missing the top spot after winning the championship

in 2017 and 2019. The team’s response this year to that adversity is one of the reasons this team is special, Calloway said, and she is grateful this group of students have an “enduring memory” to look back on, she continued.

“They are such amazing kids: talented, smart, kind, and funny,” Calloway, who has coached Academic Bowl for 12 years, eight of them at South Forsyth, said. “They worked very hard for this. They try to get knowledge from anywhere they can, and I’m so proud of them. It means a lot to them too.”

• Sixth Place: Richards Middle School, Muscogee County School District, coached by Andrea Bingham, and Troy McGarr.

• Seventh Place: Jefferson Middle School, Jefferson City School District, coached by Lindy Pals.

• Eighth Place: The Westminster Schools, an independent school in Fulton County, coached by Jon Hathorn and Robert Cochran. n

Photos by Dolly Purvis

The South Forsyth MIddle School academic bowl team celebrates its win at the PAGE Academic Bowl for Middle Grades state competition at Georgia College.

PAGE Academic Bowl for Middle Grades Coordinator Michelle Crawford addresses the teams prior to competition.

A fist bump marks a correct answer.

Discussion among team members is key to success at PAGE Academic Bowl for Middle Grades.

Pencil and paper is often required to get the correct answer.

Bonus questions allow teams the opportunity to discuss their final answers.

PAGE Academic Bowl for Middle Grades participants doublecheck an answer.

Participants eagerly await the next question.

PAGE Board Member Daerzio Harris serves as a timer with reader John Donegan, a retired educator who was a longtime academic bowl coach in DeKalb County.

South Forsyth gathers for a team selfie prior to the PAGE Academic Bowl for Middle Grades awards ceremony.

Diane Ray to Retire After Nearly 50 Years of Service to K-12 Education

By Dolly Purvis

June 30 will mark the first time in nearly 50 years that PAGE College Services Representative (CSR) Diane Ray will have no plans to be in a classroom. Come July 1, she will turn her full attention to travel, family, friends, former colleagues, and volunteering in various capacities as she begins the next phase of her journey – her retirement.

Throughout her five-decade career, Ray has held many titles: teacher, principal, PAGE board member and president, and PAGE staff member.

A PAGE member since 1988 and on staff for 18 years, leaving PAGE and her interactions with educators – especially younger teachers and teacher candidates – will bring enormous change, she said. But Ray firmly believes change is necessary and inevitable and asks us to grow, often in ways we cannot imagine at first.

“Change is difficult but inevitable,” Ray said. “Resistance is natural, but change brings tremendous growth. Sometimes, we don’t understand how valuable change is. Look at all the great opportunities we get with it!”

On the other hand, Ray knows she will miss being a teacher every day.

“I’m going to miss the classroom, but I’m really going to miss all the contacts terribly,” she added. “It takes a village to teach a child, and it takes a village to be an educator. We rely on

family, colleagues, parents, the people in schools, and PAGE. As educators, we need to hang on to our village. It will always carry us through.”

Ray started her career in education after graduating from her beloved University of North Georgia (North Georgia College at the time). She taught a single year in Sierra Vista,

Ray with State School Superintendent Richard Woods at PAGE Day on Capitol Hill 2023. Photo by Dolly Purvis.

“It takes a village to teach a child, and it takes a village to be an educator.”

Arizona, before spending the next 31 years as an educator in Cobb County, where she grew up, eventually becoming a principal. At PAGE, she has served in various capacities –always teaching or facilitating teaching. Most recently, her attention has been laser-focused on ensuring that teacher candidates and novice educators are ready to meet the challenges of their first years in the classroom.

Hundreds of teacher candidates throughout north Georgia have benefitted from PAGE College Services’ signature Teaching 411 and Career Launch learning modules, which Ray has taken into colleges of education from the largest to the smallest.

Ray says she is humbled by the growth she has witnessed at PAGE.

“We have made tremendous strides at PAGE,” she said “When I first came on board, we were not working with other agencies, but we became highly involved with GAEL (Georgia Association of Education Leaders), GACTE (Georgia Association of Colleges for Teacher Education), and the RESAs (Regional Education Service Agencies). All of them really embraced what we wanted to do. They embraced the quality of professional learning we provide, and it hit the needs within Georgia classrooms.”

What advice does Ray want to leave to the education community she has served so diligently for so long? Never stop caring and never stop learning.

“Care for each of your students as individuals and care about their success,” Ray explained. “It’s important to have a deep connection with students, and the way to get that is to understand them and see what they need.”

“And professional learning is key,” she continued. “It may come from an education guru, or it may come from your colleague next door. Do not be afraid to ask for help. We all need help! Go after it. Get all the joys out of it. Keep growing and learning!”

“It’s important to have a deep connection with students, and the way to get that is to understand them and see what they need.”

By Dolly Purvis

Andrea Bridges, an educator at Lowndes High School, is the latest teacher-leader to join the PAGE Board of Directors, and, for her, “teacher” and “leader” are two words that belong together.

Leadership is a natural outgrowth of Bridges’ work and, as the member representing District 8 on the PAGE board, she looks forward to working “with like-minded people who share a passion for kids, and who work to be a voice to and for Georgia educators and students.”

“My first meeting as a PAGE board member was one of the most positive experiences I have encountered in education,” said Bridges. “Everyone was positive, helpful, and the epitome of what I believe an educator should be. I’m a lifelong PAGE member,” she continued, “and the best aspect is knowing that I have a collective group that advocates for me, my career, and my students. Our PAGE leaders advocate for quality educational opportunities for Georgia students and quality work environments for educators.”

LEADER IN LOWNDES COUNTY: Bridges Joins PAGE Board of Directors

In recent years, as Bridges has assumed leadership roles to work for the betterment of her school and community, she has turned her attention to shepherding students who want to be educators.

Bridges answered the call in 2018 to become Lowndes’ Teaching as a Profession Pathway (TAPP) Coordinator. She also said “yes” when Leadership Lowndes asked her to join its class of 2020. Her leadership as an educator includes several additional distinctions:

“Teachers change lives, every day, one student at a time.”

Andrea Bridges

“My first meeting as a PAGE board member was one of the most positive experiences I have encountered in education.”

• Lowndes High School Teacher of the Year (2009)

• Lowndes High School Parent and Community Involvement Focus Team (2018 - 2020)

• Literacy Design Collaborative (2012 - 2013)

• Georgia Leadership Institute for School Improvement (2009 - 2010)

• National Council on Teaching and America’s Future (2008 - 2009)

But it’s not simply being a leader that Bridges relishes. Rather, it’s being the kind of leader who moves people and organizations forward.

“Everyone, regardless of occupation, is a leader in the community in some capacity,” Bridges said. “Now, whether or not everyone is leading in a positive direction is different.

Bridges, center in top photo, with her students at the Future Georgia Educators Day at Middle Georgia State University. In the bottom photo, Bridges, left, takes a moment to pose with one of her students during state Future Georgia Educators competition.

Teachers are the connection between students and parents, businesses and schools, and between students themselves.”

In her role as Lowndes’ TAPP instructor, Bridges hopes to model leadership for her students as they become educators.

“I hope that when they leave my classroom, they understand how important being a teacher truly is,” she said. “Sometimes, one teacher is the only thing that keeps a student going. This realization is essential whether they choose to pursue a career in education or not. Regardless, I want them to leave with the understanding that teachers change lives, every day, one student at a time.”

Bridges has been a faculty member at Lowndes High School since 1998 where she was an English/ Language Arts teacher prior to moving to CTAE as the TAPP Coordinator.  Prior to that, she was retention coordinator, evening adjunct teacher coordinator, and lead English and psychology teacher at Valdosta Technical College from 1995-1998.

She earned her degrees from Valdosta State University: Bachelor of Science in education, secondary English, and English (1995), Master of Education in instructional technology (1997), and education specialist in educational leadership (2001). She added a gifted endorsement in 2010 and her CTAE certification in Family and consumer sciences in 2018.

Bridges, however, did not set out to become an educator. As an undergraduate student, she aspired to be an accountant, but a desire to interact with and serve others changed her plans.

“I craved interaction with people and knew I was not going to get that sitting in an office most days,” Bridges said. “I enjoyed reading and writing, so I changed my major to Secondary Education, English. My innate desire to help, to fix, to mend lends itself well to education. I genuinely enjoy my students!” n

“Teachers are the connection between students and parents, businesses and schools, and between students themselves.”

Who Are They and How Can They Help?

• Wondering who to reach out to when you have questions about your PAGE membership?

• Have an issue or concern that you need to bring to PAGE’s attention — but aren’t sure what department or staff member to contact?

• Interested in scheduling a Code of Ethics presentation at your school or district office?

• Looking for information about a Future Georgia Educators (FGE) program or event?

• Need to know the name of your PAGE building contact or how to subscribe to PAGE Capitol Reports?

For answers to these questions and more, call or email your PAGE Membership Services Representative (MSR) or College Services Representative (CSR). You’ll find MSR contact information on the map to your right and CSR contact information below. If preferred, send an email to membership@pageinc.org.

College Services Representatives

Mary Ruth Ray maryruth@pageinc.org

Diane Ray dray@pageinc.org (through June 30, 2023)

Michele Dechman District 2 mdechman@pageinc.org

Linda Woods District 1 lwoods@pageinc.org

Laura Clements District 13 lclements@pageinc.org

Joey Kirkland District 12 jkirkland@pageinc.org

Peggy Brown District 11 pbrown@pageinc.org

Gina Tucker District 4B gtucker@pageinc.org

Shirley Wright District 5 swright@pageinc.org (through June 30, 2023)

Hayley Gilreath District 7 hgilreath@pageinc.org

Dr. Bob Heaberlin District 6 bheaberlin@pageinc.org

B.J. Jenkins Spalding County bjjenkins@pageinc.org

Breedlove -Johnson District 3A jbreedlove@pageinc.org

AdvocAcy Growth

Protection economy

We’ve Got You Covered.

PROTECTION

• $1 million liability coverage

• $10,000 coverage policy for legal defense of employment, criminal, and ethics cases with the Georgia Professional Standards Commission

• All coverage is “win or lose” with no reimbursements, deductibles, or up-front costs.

• Direct access to one-on-one, privileged, and confidential guidance from an expert legal team with more than 75 years combined education and labor law experience

• Interactive Code of Ethics presentations, FAQs, and informative resources

• See page 53 for this month’s legal column.

ADVOCACY

• Your voice at the Capitol — and with policymakers at the local, state, and national level

• PAGE engages lawmakers on a variety of issues that affect educators and students throughout the year and especially during each session of the Georgia General Assembly.

• Advocacy focus areas include salary increases and pay supplements, school funding, teacher evaluation, assessment and accountability, the Teachers Retirement System, and preventing the expansion of private school vouchers. More on 2023 advocacy highlights and events on pages 10 - 13 of this issue.

GROWTH

• Growth-focused professional learning opportunities throughout the state.

• Grants to support your classroom and growth as a Georgia educator. PAGE Educator Grants have assisted 800 members to date. Awarded funds total more than $350,000. An additional $100,000 will be awarded in 2024. Applications for 2024 awards open Jan. 3

• Scholarships to support your continuing education and career goals. More than $600,000 awarded since program inception. Applications for 2023 awards open through May 30. Visit www.pageinc.org/scholarships to learn more and apply.

• Teacher and student recognition programs and academic competitions: STAR, Academic Decathlon, and more

• Future Georgia Educators initiatives support Georgia’s teacher pipeline.

• PAGE One magazine, educator resource materials, and more to keep you informed

ECONOMY

• More benefits than any other Georgia educator association

• Your best value:

— Less than $15 monthly for certified personnel

— Less than $8 monthly for support staff

• Dues support you — not political action committees; local, state, or national candidates; national organizations; or non-education issues

• Dues stay in Georgia to work for you.

• Turn to page 53 to locate contact information for the PAGE representative in your area.

PAGE is the nation’s largest independent educator association with members serving in every Georgia school district and the best option for your professional future. Membership is available to all Georgia educators and school employees as well as college and high school students enrolled in education courses. Learn more at www.pageinc.org.

Employment Contracts: What Every Georgia

Educator Should Know

By Tina Folsom

Georgia is a “right to work” state. The effect of that is that unless you have a contract for a definite term, either you or your employer may terminate the employment relationship at any time, with or without cause, for any reason or no reason at all. This is generally known as employment at will. The only exception would be if there is illegal discrimination under federal law. Therefore, there is no entitlement to continued employment for a certain term without a written contract.

Despite this, most Georgia school systems require a contract of employment, which generally negates at-will status. This is the contract educators sign prior to starting the school year. This employment contract is a legally binding document. It is very important to review your contract prior to signing to make sure you understand all the terms in the document. Some charter and private schools have indicated in their contracts that employees are “at will” and, therefore, fall under the general rule above of no entitlement to the job, even for a specified time period. However, if your employment contract does not specifically state you are an at-

will employee, you have a right to employment for the stated term of the contract, usually one school year. As such, you and your employer must have “cause” to terminate the contract prior to the end of the contracted term.

If you find yourself wanting to depart your employment prior to the expiration of the stated term of your contract, the best practice is to talk with your principal or other direct supervisor and request to be released from your contract, stating your reason for the request and the desired date of release. This step should be followed by your written confirmation of the conversation, including the details of your request and the dates specified. Your principal or other direct supervisor will then, most likely, forward your request to the system’s Human Resources (HR) department. Usually, HR will then inform the superintendent of the request. The superintendent would then present your request to the board of education for consideration. School boards in Georgia generally meet monthly, so it is important that you are aware of meeting dates in order to make sure, from a timing standpoint, that your request is included on the board agenda for consideration. Remember this is a request, so it may be denied. Also remember, your principal does not have

“If you find yourself wanting to depart your employment prior to the expiration of the stated term of your contract, the best practice is to talk with your principal or other direct supervisor and request to be released from your contract, stating your reason for the request and the desired date of release.”

authority to release you from your contract. Though you are employed by the board of education, your principal will be very influential in this decision and his/her opinion matters. For this reason, your communication with your principal is very important and must be your first step. In light of current teacher shortages, we are not seeing many Georgia systems approve requests for release from contract. In instances where they do grant the request, it is only when the system is able to find a replacement. That process may take some time, so patience is key.

The process of obtaining a release from your contract is very important. A written release from your contract with the school system is necessary to avoid two consequences for breach of your employment contract. First, you may be sued by your employer for breach of contract if you depart your employment sooner than the expiration of the stated

term. Through a lawsuit, a district can seek monetary compensation for the damages they incurred because of your breach. In lieu of a lawsuit, an employer can include a liquidated damages clause in the employment contract. This type of clause estimates the expected damages and sets forth a specific amount that the employee would be obligated to pay the school system in a case where the employee seeks to leave employment prior to completion of the school year. Liquidated damages are not considered penalties but rather a predetermined amount of money that must be paid as damages if you do not work the entire time period of your employment contract. The second consequence, and possibly the more damaging, is that the school system may file an ethics complaint with the Georgia Professional Standards Commission (PSC) for abandonment of contract.

continued on next page

In 2018, abandonment of contract was moved from Standard 8 and placed in Standard 9 of the Code of Ethics for Georgia Educators. If reported, you can be sanctioned by the PSC for not fulfilling your duties through the end of the term under the employment contract. The PSC has issued guidelines with regard to breach of contract. You may choose to familiarize yourself with these date-specific guidelines by visiting the PSC website. Keep in mind that, as these guidelines are specific to the PSC, school systems are not required to follow them when making decisions about whether to release you from your contract.

The PAGE legal staff wish each of you the best throughout your careers. As PAGE members, you have access to privileged and confidential legal guidance regarding any topic in the teaching profession, so please contact us if you have

questions or concerns. Whether it’s a “what if” scenario or an “I need help” situation, PAGE attorneys are here to help you process what’s happening and get you through it. To reach PAGE legal, call 770-216-8555 and choose option 1, or email us at legal@PAGEinc.org. n

Tina Folsom is a PAGE attorney. A graduate of Mercer University Walter F. George School of Law, Tina has a wealth of knowledge and experience in K-12 education law. Tina has been an attorney since 1999 and has served PAGE members for many years.

GENERAL INQUIRIES

770-216-8555 (option 3) 800-334-6861 (option 3) info@pageinc.org

PAGE ATTORNEYS / LEGAL SERVICES

770-216-8555 (option 1) legal@pageinc.org

PROFESSIONAL LEARNING

334-734-0430 pl@pageinc.org

For your Membership Services Representative’s contact information, turn to page 53 of this issue or visit www.pageinc.org/membership

LEGISLATIVE SERVICES

770-216-8555 legislative@pageinc.org

MEMBER SERVICES

770-216-8555 (option 2) membership@pageinc.org

“In light of current teacher shortages, we are not seeing many Georgia systems approve requests for release from contract. In instances where they do grant the request, it is only when the system is able to find a replacement. That process may take some time, so patience is key.”

JOIN. RENEW. UPDATE.

Keeping pace with your needs, PAGE has streamlined the system for joining, renewing, and updating your member profile. Visit https://members.pageinc.org or scan the QR code below to create an account and access this new, easy-to-use portal.

It’s Now Simpler Than Ever To:

ENSURE THAT YOUR MEMBERSHIP REMAINS CURRENT

If you transfer from a school system where you are on payroll deduction, you’ll need to provide PAGE with this new information in order to maintain membership and prevent a lapse in coverage and benefits.

STAY IN-THE-KNOW BY KEEPING YOUR CONTACT INFORMATION UPDATED

Review your contact information, updating if needed, to ensure accuracy. Providing a personal email rather than a work email address is preferred as some school system filters will prevent receipt of messages.

CHANGE FROM STUDENT MEMBERSHIP TO PROFESSIONAL

When transitioning from student to teacher, ensure continued coverage by also transitioning your membership to professional. And you’ll receive your first year at half price!

Visit https://members.pageinc.org or scan the QR code below to access the portal.

The PAGE One Team

PROFESSIONAL ASSOCIATION OF GEORGIA EDUCATORS

PAGE OFFICERS

President

Dr. Oatanisha Dawson

President-Elect

Khrista Henry

Treasurer

Lamar Scott

Past President

Lindsey Martin Secretary

Dr. Susan Mullins

PAGE BOARD OF DIRECTORS

District 1

Bivins Miller

District 2

Dr. Brecca Pope

District 3

Mary Case

District 4

Rochelle Lofstrand

District 5

Dr. Shannon Watkins

District 6

To Be Filled

District 7

Lance James

District 8

Andrea Bridges

District 9

Jennie Persinger

District 10

To Be Filled

District 11

Amy Carter

District 12

TaKera Harris

District 13

Daerzio Harris

DIRECTORS REPRESENTING RETIRED PAGE MEMBERS

Vickie Hammond

Dr. Sheryl Holmes

The PAGE Board of Directors is made up of ve O cers (President, PresidentElect, Secretary, Treasurer, and Past President), 13 District Directors and two retired Georgia educators. A District Director must be an active member of the association and have his/her place of business and o ce in the district, which such member represents. Nominations for District Directors and O cers are made by a nominating committee after an interview process of those who have been recommended or expressed interest in serving. District Directors and O cers are then elected for a three-year term via the annual online business meeting of the Association by a majority vote of the members. The two retired Georgia educators who serve on the Board are appointed by the President and approved by the Board for a three-year term. To express interest or apply for a District Director position, please contact your MSR (info. on page 53 of this issue and at https://www. pageinc.org/contact-us-3/) or Dr. Hayward Cordy (hcordy@pageinc.org). Each year, there are four or ve District Directors with expiring terms that are up for election.

Ramona Mills Communications Director Executive Editor/Writer

Passionate about clear, engaging communications, Ramona is an alumna of UCLA who honed her craft in the lm industry before founding a Georgia-based creative agency. An education policy fellow and former district II chair of the Georgia School Public Relations Association, Ramona led DeKalb County School District’s stakeholder engagement initiative – launching an awardwinning magazine and branding campaign. Ramona joined the PAGE Communications team in 2019.

Dolly Purvis Communications Specialist Writer/Photographer/ Designer

Dolly brings to PAGE experience in the Atlanta news media, in higher education, and at several non-pro ts. An Agnes Scott College alumna and Leadership DeKalb graduate, she has garnered top awards for writing and photography from Georgia Press Association, Suburban Newspapers of America, Georgia PTA, and others. She is NW Metro Atlanta Habitat for Humanity’s photographer in her spare time.

To contact the PAGE One Team, email us at info@pageinc.org.

The articles and advertisements published in PAGE One represent the views of the contributors and do not necessarily represent the views of the Professional Association of Georgia Educators, except where clearly stated.

To submit a topic for consideration, visit https://bit.ly/3oh86DM

For advertising rates and opportunities, contact Sherry Gasaway of New South Publishing: 678-689-8303 or sherry@newsouthpublishing.net

Contributions/gifts to the PAGE Foundation are deductible as charitable contributions by federal law. Costs for PAGE advocacy on behalf of members are not deductible. PAGE estimates that seven percent of the nondeductible portion of dues is allocated to advocacy.

PAGE One (ISSN 1523-6188) ©copyright 2023 is mailed to all PAGE members, selected higher education units, and other school-related professionals. An annual subscription is included in PAGE membership dues. A subscription for others is $10 annually. Periodicals class nonpro t postage paid at Atlanta, GA, and additional mailing o ces. (USPS 017-347) Postmaster: Send address changes to PAGE One, P.O. Box 942270, Atlanta, GA 31141–2270.

PAGE One is published quarterly by the Professional Association of Georgia Educators. ©Copyright 2023.

Cover Design by Dolly Purvis

THE BEST GO WEST

SINCE 2013, SIX OF GEORGIA’S SUPERINTENDENTS OF THE YEAR - AND THREE NATIONAL FINALISTS - HAVE BEEN UWG ALUMNI - A RECORD UNMATCHED BY ANY OTHER INSTITUTION

I am a proud graduate of the University of West Georgia’s Educational Leadership program. The preparation I received from UWG allowed me to complete coursework that was relevant and applicable to my role as instructional leader. The professors provided a combination of experience, content expertise, and coaching. The UWG helped set me on a journey to excellence, and as I continue in my 33rd year as an educator, I am forever grateful.

The UWG Educational Leadership program gave me a greater understanding of leadership, research, and the school improvement process. My interactions with the instructors and faculty have been transformative and allowed me to continue working to ensure every child fulfills their potential. Because of the comprehensive program, I am better prepared to have a positive, lasting impact on PK-12 education.

Trent North | Superintendent, Douglas County School District | Georgia Superintendent of the Year (2023) | Finalist, National Superintendent of the Year (2023)

UWG’s Educational Leadership program equipped me with the knowledge and skills to become a thoughtful, innovative, and reflective educational leader and an advocate for public education. My professors struck a balance between the challenges, opportunities, and support I needed to thrive. UWG fully prepared me to step into a leadership role at the completion of my program and degree. I am so glad I made the decision to attend the University of West Georgia!

Samantha Fuhrey | Superintendent, Newton County School District | Georgia Superintendent of the Year (2020) | Finalist, National Superintendent of the Year (2020)

Michele Taylor | Superintendent, Calhoun City School District | Georgia Superintendent of the Year (2014) | Finalist, National Superintendent of the Year (2014)

DR. MICHELE TAYLOR `93

MR. TRENT NORTH `91

MS. SAMANTHA FUHREY `00

how to engage my community, and how to instruct to the “whole child,” but also how to lead by following.

SHENÉE JOHNSON HOLLOWAY

M.A.T. Secondary Education, ’09 M.Ed. Educational Leadership, ’19 Coordinator, Office of Family Engagement Gwinnett County Public Schools

MERCER UNIVERSITY IS HERE TO HELP YOU LEAD THE WAY IN EDUCATION THROUGH OUR M.ED. IN EDUCATIONAL LEADERSHIP (P–12 TIER I) AND ED.S. IN EDUCATIONAL LEADERSHIP (P–12 TIER II) PROGRAMS .

Tuition benefit with Enterprise Learning Partnership program

Programs are approved by the Georgia Professional Standards Commission (GaPSC)

Blended combination of online and on campus classes

THE TIER I AND TIER II PROGRAMS ENROLL STUDENTS THREE TIMES PER YEAR IN JANUARY, MAY, AND AUGUST. TAKE THE NEXT STEP AND APPLY TODAY

CONTACT US 800.762.5404

mercereducation@mercer.edu education.mercer.edu

“

”

I attribute my well-roundedness to Mercer. I was taught the art of teaching and instruction, but more importantly how to teach with my heart. I learned