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A FRESH PAIR OF EYEGLASSES. NEW SCHOOL CLOTHES. A WORKING HEARING AID. WARM WINTER COATS. AN INCREDIBLE EDUCATION. ALL BECAUSE OF YOU. OEA members impact the lives of Oregon students in profound ways – in the classroom, on school grounds, and at home. Through the OEA Foundation, you can contribute to the wellbeing of students whose basic needs – like clothing and medical expenses – are unmet by our state’s social service programs. This year, and particularly in this economy, consider making a tax-deductible donation to the OEA Foundation to ensure all public education students have the resources they need to succeed in school. The Foundation is unique in that 100 percent of all donations go directly back to our students – no overhead cost involved. Make an online donation today (or sign up for monthly payroll deductions if you’re able) at In their own unique way – Oregon’s students thank you.

DO YOU KNOW A STUDENT IN NEED? Apply for a grant from the OEA Foundation. Call 800.858.5505 to request an application, or download one at



Departments President’s Column

05 / time for action

By Hanna Vaandering, OEA President


06 / Events for OEA Members Newsflash

On the Cover

18 / Locals in crisis

From Portland to Medford, educators across the state are standing up for schools all Oregon students deserve


16 / TELL Oregon

Teachers will have an opportunity to anonymously share their perceptions of teaching and learning conditions in our public schools


24 / Working together



07 / poverty calculations adjusted 09 / no child left behind update Politics & You

10 / 2014 Legislative Session Begins Licensure

12 / nea online academy Focus on the Common Core

14 / Implementing the Common Core standards

The anti-union movement comes to Oregon — and OEA members rise up and push back By Jon Bell

Book Review


Sources + Resources

28 / representing Oregon's Educators and Public education

Special Section

Meet OEA's Board of Directors By Matt Werbach

23 / Selection from "he's the weird teacher" 30 / Books and Opportunities 32 / oea board candidates


On the Web

38 /check out these offerings from around the web

ON THE COVER: Hundreds of teachers, students and community members show solidarity at a Portland Public School board meeting as contract negotiations continued. PhotO by THOMAS Patterson

Credits: Gerry Katz , Tyson Ferris, ImagePixel/iStock



PRESIDENT’S MESSAGE / 02.14 Hanna Vaandering OEA President


appy New Year! I hope that your new year is off to a great start and that you had some quality down time with your family and friends. 2014 brings many opportunities for us as a Union. We have the opportunity to stand up and speak out about the learning conditions our students are enduring every day. We have the opportunity to engage parents and students in our quest to ensure that every student in this state has access to a well-rounded education that prepares them for success in life, not just success in test taking. The opportunity to ensure that higher education is affordable and available for all of Oregon’s students. We also have the opportunity to recommend pro-public education candidates who are truly ready to stand up for our students and public educators. We have all heard the demand for student success and seen the 40-40-20 by 2025 goal set by the legislature. Student success is at the core of what we do! 42,000 OEA members go to work every day with the focus of helping each student they work with be successful. With that in mind, let me share the realities our students and members face every day. Class Size: In Oregon, we have a first year teacher in a full day kindergarten classroom with 52 students. She has no less than eight instructional assistants that rotate through to help these 52 students be successful. These instructional assistants are not being given meaningful time to collaborate with the teacher or with each other about how best to meet student needs. These 52 kindergarteners are the class of 2026. Is there anyone who believes that these students are being provided a learning environment that will lead to their success? Over emphasis on standardized tests: As NEA President VanRoekel likes to say, “Teachers invented tests, we use tests on a daily basis to guide our instruction. We are not afraid of tests, we want them used appropriately!” Imagine being the student or the teacher in this true story. A third grade student is sitting at the computer taking the OAKS test with his eyes closed and his fingers crossed. You ask him if he is okay. He responds, “I’m afraid to push the button, I do not want to fail.” You reassure him that he is not a failure and you support him. He pushes the button and the score is one point short of passing; he bursts into tears. Does anyone believe that this is creating a learning environment that will prepare this or the other students who are now fearful of failure? Tuition and Affordability: Right now Oregon students are graduating with an average debt of over $25,000. It is clear, far Credit: Becca Uherbelau

OEA President Hanna Vaandering with the PAT Bargaining Team.

too many Oregon students do not have access to higher education because of the skyrocketing tuition costs. Are we ready to make higher education affordable for everyone, regardless of economic advantage? It’s time for our Union to take action. Your OEA leadership team is dedicated to our strategic action plan and supporting OEA Councils and Locals across the state to take action. We want to work with leaders and staff to engage and empower OEA members to be the voice of public education and improve the learning conditions in our schools. No more mandates without a commitment to our students! There are three things you can do right now to grow our Union and create the movement we will need to ensure our success. • Complete the TELL Oregon Survey – Your voice is essential (see article on page 16-17) • Sign on to the Class Size Campaign – www.oregonclasssize. com • Participate in the 2014 elections – Ensure OEA-PIE recommends only candidates willing to stand up for our students and public education. I am so proud to be working with all of you. Let’s take advantage of the opportunities in front of us! Let’s lead the way and let everyone know that the Oregon Education Association is a proud Union that will stand together and make great things happen! -Hanna TODAY’S OEA | FEBRUARY 2014


UPCOMING / O2.14 FEB. 2014

Black History Month n What: Celebrate Black History month in the classroom. n how: For more information on lesson plans and activities, go to lessons/black-history-month.htm

MAR. 3, 2014

NEA's Read Across America Day n What: NEA provides all the resources and tools you’ll need to plan and implement a reading celebration in your school, classroom or community on March 3. n how: For more information and resources, go to

MAR. 7-8, 2014

OEA PIE Convention n What: More than 300 member-delegates will gather to recommend candidates for statewide and federal offices. The convention is filled with activities, candidate speeches, question and answer sessions, caucuses, and floor debates. n WHERE: Salem Conference Center, Salem n how: For more information and to register, visit

MAR. 7–9, 2014

2014 NEA ESP Conference n What: The 2014 NEA Education Support Professionals (ESP) Conference is designed to provide professional development opportunities for participants to help them gain the skills they need to: build stronger locals, build strong internal and external relationships, organize members, and enhance NEA ESP members' ability to positively influence student achievement. n WHERE: San Francisco Marriott Marquis hotel, San Francisco, CA n how: For more information and to register, go to

MAR. 24, 2014

OEA Symposium n WHAT: This year’s symposium will focus on working together to break the cycle of poverty. Join the discussion with other educators, parents, community leaders and policymakers. n WHERE: Salem Convention Center, Salem Ore. n HOW: For more information, go to

MAR. 23-24, 2014

Oregon School Employee Wellness/Education Conference n What: During this conference, participants will learn how to build personal skills to improve overall health, create a culture of wellness at schools, develop a plan of action for employee wellness and access state and national resources to support school employee wellness. n WHERE: Bend, Ore. n how: For more information, contact Inge Aldersebeas, OEA Choice Trust, 800-452-0914, ext 101, or email:





OFFICIAL PUBLICATION OF THE OREGON EDUCATION ASSOCIATION FEBRUARY 2014 VOLUME 88 : ISSUE NO. 2 OFFICE HEADQUARTERS 6900 SW Atlanta Street Portland, OR 97223 Phone: 503.684.3300 FAX: 503.684.8063 PUBLISHERS Johanna Vaandering, President Richard Sanders, Executive Director EDITOR BethAnne Darby PRODUCTION ASSISTANT Janine Leggett CONTRIBUTORS Hanna Vaandering, Lindsey Capps, Becca Uherbelau, Teresa Ferrer, Thomas Patterson, Jon Bell, Matt Werbach, Colleen Mileham, Gerry Katz, Tyson Ferris, Janine Leggett To submit a story idea for publication in Today’s OEA magazine, email PRINTER Morel Ink, Portland, OR TODAY’S OEA (ISSN #0030-4689) is published four times a year (October, February, April and June) as a benefit of membership ($6.50 of dues) by the Oregon Education Association, 6900 SW Atlanta Street, Portland OR 97223-2513. Non-member subscription rate is $10 per year. Periodicals postage paid at Portland, OR. POSTMASTER Send address corrections to: Oregon Education Association Attn: Becky Nelson Membership Processing 6900 SW Atlanta Street Portland, OR 97223-2513

Newsflash > TAX TIME

Dues Tax Deduction for OEA Members


embers may be able to deduct their union dues for 2013 income taxes. This includes NEA, OEA and Local dues. The deduction must meet the limitations on miscellaneous itemized deductions (deductible when “Miscellaneous” itemized deductions exceed two percent of adjusted gross income). To claim union dues as a deduction you must use the standard Form 1040. Union dues are reported on line 21 of Schedule A (Form 1040) – Itemized Deductions. The amount of the deduction will be based on the actual dues paid in 2013. You will likely be able to find this amount on your final 2013 pay stub listed as dues. If your district provides a detailed Form W-2, you may also find the information there. The $250 Educator Expenses deduction was extended through 2013. The deduction for K-12 educators can be found on line 23 of Form 1040 and line 16 of Form 1040A. Each form refers to specific instructions that explain the qualification for the deduction. The simplest tax return, Form 1040EZ, does not provide for this deduction. If you have qualifying expenses, be sure to use one of the other forms to file your 2013 taxes. OEA does not provide tax advice to members, but you can find more information on the official IRS website: or by contacting your tax consultant.

Credits: Cliclac/iStock



ecently, the Oregon State Board of Education voted unanimously to adjust the method to calculate for poverty in the State School Funding formula. “We have a funding formula that is structured around equity,” said State Board of Education Chair Samuel Henry. “However, the poverty data our system was using was out of date. This change will ensure that the districts with the highest numbers of students in poverty are receiving some additional resources to help meet those students’ educational needs.” The new poverty calculation goes into effect in the 2014-15 school year and will result in a redistribution of $120 million in state funding dedicated to serve students in poverty. According to the Oregon Department of Education, eighty districts will receive additional funding due to an increase in the number of students in poverty. The remaining 117 districts will receive less funding for a variety of reasons including fewer students in poverty, declining

enrollment overall, or as a result of the reduction in funding for each weight. To view funding information by district, visit superintendent/priorities/2014-15-povertyrun.pdf (source: Oregon Department of Education and The Oregonian)

Charles Martinez Joins State Board


he Oregon Senate approved the appointment of Charles Martinez of Eugene to the State Board of Education. Martinez is a an associate professor and department head in the Department of Educational Methodology, Policy, and Leadership at the University of Oregon, where he also directs the Center for Equity Promotion. He replaces outgoing member Artemio Paz Jr.



Newsflash DID YOU KNOW? » Today’s OEA’s best story ideas come from you, our readers! Is your school working on a cutting edge concept, or do you know an educator who should be featured? Email your suggestions for articles to

140 Oregon Middle and High Schools Awarded Millions in Grants


early 90,000 Oregon students will start off the New Year with $8.87 million in increased funding for career and technical education (CTE) programs in their districts. In a joint announcement, Deputy Superintendent of Public Instruction Rob Saxton and Labor Commissioner Brad Avakian unveiled a list of 140 Oregon middle and high schools who will receive CTE grants ranging from approximately $250,000 to $500,000. Program awardees include Eastern Oregon Regional Construction Hub, CTE and Career Pathways in Portland Public Schools, and the Junior Apprenticeship in Reedsport. According to the Oregon Department of Education, the 24 funded programs will leverage more than $2.6 million in matching funds from community and business partners. The grants build on an earlier investment by the 2011 Legislature to bring back vocational programs to 21 middle schools and high schools with an initial investment of $2 million (HB 3362). During the 2013 Oregon legislative session, a bipartisan coalition sponsored and passed legislation (SB 498) that quadrupled the initial investment to extend hands-on learning to more Oregon students.

(source: Oregon Department of Education)



March 3rd is NEA’s Read Across America Day N EA’s Read Across America is an annual reading motivation and awareness movement asking every child in every community to celebrate reading on the birthday of beloved children’s author, Dr. Seuss. For the second year, NEA’s Read Across America program is partnering with Renaissance Dental to raise awareness of oral health problems that cause U.S. school-aged children to miss more than 51 million hours of school each year. Through NEA’s Read Across America, three million educators are helping to deliver a very important message to students: “2 x 2 + 20 = good oral health and literacy habits.” The pledge asks children to brush for two minutes, two times per day, plus read for 20 minutes each day—for a daily total of 24 minutes, all focused on developing good oral health and reading skills. To find out more, go to To make sure you are ready to celebrate the joy of reading with your students and fellow NEA colleagues, here are some other resources: 1. Enjoy special discounts at the online Seuss store: The Cat-alog. There are over 100 Dr. Seuss products, reading awards, pencils, decorations,

and so much more. Use promotion code NEAMB to get 20% OFF, no minimum order required and shipping is FREE with an order of $25 or more in all 50 states (including Alaska and Hawaii). Visit 2. Get the latest information at readacross, including how to create a reading event, activity ideas, downloadable information for parents, and your state’s activity/contact information. To download and print the 2014 Read Across America Day Poster, go to www. 3. Stay Connected by joining Read Across America on Facebook or post your videos to SchoolTube to learn what other educators are planning, and help spread the word about building a nation of readers. Facebook:!/ neareadacrossamerica NEA’s Read Across America SchoolTube page is NEAreadacrossamerica *A percentage of the profits from Read Across America sales will be donated to benefit NEA’s literacy program.

Newsflash WILL YOU BE THERE? » Take advantage of OEA's upcoming Summer Leadership Conference on July 29-31, 2014! This event is a benefit of membership, and provides in-depth training on both professional and union advocacy issues. You won't want to miss it!


Feds Say Oregon’s Leadership on Teacher Quality is ‘High-Risk’. Are They Right?


ate last year, the Federal government told education leaders in Oregon it’s sticking with its warning, first issued this past August, that Oregon is at ‘high risk’ of having our state’s ESEA waiver revoked. When Oregon first applied for a waiver from the No Child Left Behind law and its most punitive provisions, a condition for approval was a commitment to implement teacher evaluations in every school in the state and for student growth to be a significant factor in these evaluations Oregon’s strategy to pilot evaluation systems through active collaboration and leadership of teachers and administrators, consistent with our state’s evaluation law, won the blessing of the US Department of Education.  With strong urging from OEA, the 2012-13 school year was established as a year for select schools – teachers and principals – across Oregon to pilot different approaches to evaluation and student growth. Some Oregon schools opted to weight student growth as a percentage in a teacher’s overall evaluation. This model provides for educators setting student learning and growth goals, including goals based on growth in student standardized test scores.  Other schools developed and implemented an alternative model, known as the Matrix, which directly connects educators’ goals for student growth to targeted professional learning and instructional improvement. In compliance with the feds, both models use student growth data.  Both evaluate teacher performance based on the same national standards for exemplary teaching.  Both result in a summative performance rating for each teacher.  And this school year is the first year all schools in Oregon will implement new evaluation systems using one of these

Credits: Dima Gavrysh/NEA, ImagePixel/iStock

models. So why are the feds threatening to revoke Oregon’s waiver? In her Nov. 25 letter to the Oregon Department of Education, Assistant US Secretary of Education Deborah Delisle wrote, “[Oregon] has not met the condition for approval for an ESEA flexibility waiver…to adopt a method for including student growth in its teacher and principal evaluation and support systems...”  The state has until May 1 to correct course. What does this mean?  Oregon is certainly not lagging behind in implementing new evaluation systems which use measures of student learning and growth.  The US Department of Education is simply holding firm to its requirement that the state mandate a single student growth model used by all schools and districts.  The Federal government’s admonishment came on the heels of Deputy Superintendent Rob Saxton asking for Oregon’s ‘high-risk’ status be reconsidered and in support of school and educator-led innovation and flexibility to support professional growth of teachers and principals. To be clear, the negotiation between Oregon and the federal government is ongoing. The leadership and voices of teachers and school leaders will be critical if Oregon wants to chart its own path forward in making sure evaluation and support systems work for better teaching and learning and student success.

Local school district evaluation design teams, notably those like Beaverton, North Clackamas, Oregon City, Ashland, and South Lane school districts who’ve adopted the alternative Matrix model, should not be deterred from continuing implementation of these successful systems. The stakes are high. Looking at other states and districts who have won final approval of their waivers, the feds have demonstrated a preference for student standardized test scores being weighted anywhere from 20% to 50% or higher within an evaluation. There are a number of well-documented problems with this approach, especially when a high-percentage is assigned to high stakes tests that are then tied to high stakes evaluation decisions.  As Rick Stiggins, a longtime national expert in student assessment, wrote in The Oregonian earlier this year, standardized tests just aren’t that accurate or necessarily appropriate to judge good teaching and learning.  As a matter of good practice and policy, Stiggins strongly urges both Oregon and Washington to challenge the federal government’s demands around use of standardized tests in evaluation. To keep updated and learn more on the waiver, contact OEA’s Center for Great Public Schools at



Politics & You



he Oregon Legislative Assembly began their work officially on Monday, February 3, 2014 at the State Capitol in Salem. This session will be short - no more than 35 days, to be exact - but they'll have a lot to do. OEA's priorities this session will be: • House Bill 4150 – Clarifies intent of a law related to assessment and grading systems passed by the 2011 Legislature. • House Bill 4117 – Distributes grant money to high-poverty schools for summer school programs to help struggling learners. • House Bill 4127 – Realigns the Oregon Education Investment Board to expand the voices of public educators. • House Bill 4141 – Holds school districts and Education Service Districts harmless from corporate property tax breaks that reduce local revenue.  • Senate Bill 1538 – Aligns charter school adoption process to educational objectives of some sponsoring • Senate Bill 1551 – Expands the requirement for criminal background checks for firearm transfers. The 2014 short legislative session is an opportunity to stand together to make positive change for our students, our members, and public education.  There are so many mandates and programs impacting educators’ ability to provide the instruction and support necessary for each and every student.   The realities educators and students face every day are not acceptable.  Assessments that do not drive instruction,


Join OEA's Political Activists!


et the know-how to influence your legislators this session! Email OEA’s Government Relations Department at oea-gr@oregoned. org about becoming an OEA Political Activist!

but take away resources needed to reduce class size, fewer support professionals to support our students, proficiency based mandates, Synergy, Common Core implementation, new Teacher Evaluation programs, and the never ending increases in higher education tuition costs. OEA Leaders and your Government Relations team are working with members and staff to bring focus to these important issues over the course of this short legislative session. We are prioritizing our work around assessments, ensuring our members are included in the decision making process for our profession and continuing our work to secure the funding necessary to provide a quality learning environment for EVERY student in Oregon.  Educators from around the state need to join together to tell their stories and use their real work experience in the classrooms and worksites to help shape education policy legislation in Salem. Visit FindYourLegislator/leg-districts.html to find your legislator.

Track It!


s there a particular bill that you're interested in? Check out OEA's Bill Tracking tool. You can monitor the progress of any bill before the Oregon Legislature. OEA’s Bill Tracker can be found on our legislative webpage at: politics/legislature-election



Recommending OEA-PIE ProPublic Education Candidates!


EA’s 42,000 members are active, involved, and interested in the outcome not only of electoral contests, but in the policy debates of the Oregon Legislature. OEA members are K-12 teachers, educations support professionals, community college faculty and retirees, and include a rich diversity of political philosophy in major and minor political parties.   As such, OEA-PIE’s measure-up criteria is policy driven toward public education and public educators.  OEAPIE will carefully evaluate all candidates who request our support in the 2014 primary and general elections.   OEA Members value the local recommendation process as an opportunity to know state legislative candidates better and where they stand on current policy issues important to the Association.  With this in mind, OEA-PIE’s PAC recommendation process consists of:  • A completed OEA-PIE Legislative questionnaire; • A local interview with OEA-PIE members; and • At least 3 hours in a classroom or worksite gaining first-hand knowledge of a day in the life of an educator – scheduled through the local education association. Additionally, local associations may ask candidates to participate in activities or efforts specific to the community and local emerging issues.  Any additional activities will be required of all candidates seeking the same office and seeking an OEA recommendation. The OEA-PIE recommendation process is critical in our efforts to achieving a truly propublic education majority! Any OEA member contributing at least $5 annually to OEA-PIE can participate. Please contact your OEA-PIE Board member through your local UniServ Council office to learn more and to engage in the local recommendation process.

Credits: Name here




NEA ONLINE ACADEMY: IS IT THE ANSWER FOR YOU? BY TERESA FERRER / Consultant, Center for Great Public Schools


n Oregon, teachers are on a track of lifelong learning in order to remain licensed. Licensed teachers must progress to their final stage of licensure by either completing a master’s degree (or an equivalency) or, if they held a master’s degree when first licensed, they must take additional graduate coursework germane to education. And finally once they are in possession of the license they can renew indefinitely…they must complete continuing professional development in order to renew it (see sidebar article on CPD Requirements). Besides the usual issue of the time and money spent to meet these educational demands, what has become an increasing challenge has been the ability to FIND EXACTLY WHAT YOU NEED AND WANT TO LEARN. Many licensed Oregon teachers who are NOT contractually employed but remain licensed (perhaps they are subbing) must also continue to meet these requirements without the benefit of tuition reimbursement, access to ongoing district professional development opportunities and protected salary and benefits. In Oregon we have the added challenge of unequal geographic access and no central hub for vetted professional

development that is occurring around all regions of the state or available online. So Oregon teachers are asking for affordable and high quality graduate courses and master’s degree programs as well as low or no cost meaningful professional development opportunities that they can have easy access to. The NEA Online Academy could be a viable solution for many. Remember, however, that we have 21 approved teacher education programs in Oregon that offer various graduate programs and degrees in education. (See sidebar with names of all Oregon approved programs.) ONLY these instate programs are approved by TSPC to add endorsements to your Oregon license. If you take programs to add

endorsements from other states the only viable way to have that translate to your Oregon license is to obtain the out of state license first and then add it to your Oregon license. That is not very efficient and not guaranteed to meet needs specific to our state or your school. If you are NOT adding an endorsement but looking instead to complete


n Marylhurst University

n Southern Oregon University

n Concordia University

n Multnomah University

n University of Oregon

n Corban University

n Northwest Christian University

n University of Phoenix-Oregon

n Eastern Oregon University

n Oregon State University

n University of Portland

n George Fox University

n Pacific University

n Warner Pacific College

n Lewis and Clark College

n Portland State University

n Western Oregon University

n Linfield College

n Reed College

n Willamette University



Licensure additional graduate credit or to complete a master’s degree (from an accredited institution), then you are safe in looking both out of state and online. If you are looking to add the 6 semester or 9 quarter hours of graduate credit needed to qualify for your second stage of licensure you can shop around a variety of accredited institutions but be sure to take credit that is germane to education (meaningful to YOU) and 500 level or above graduate level. It is also smart to look at the websites for each Oregon approved program to find out which ones offer Continuing Education Credit; either online, face to face or a hybrid of both. Continuing Education credit is often graduate level and often at a substantially lower cost than courses within a program. Few Oregon teachers know about an online opportunity supported and recommended by OEA: NEA Academy ( Here is where your membership really kicks in to provide free or reduced rates, generous scholarships and vetted programs by your peers to meet your needs. (See sidebar highlight of some of their offerings.) The National Education Association developed NEA Academy to provide a vetted and supported venue for online learning for teachers and education support professionals. They have some courses that are available free, and the rest are available at reduced rates for NEA/OEA members. They offer both individual courses for clock hours only and for graduate credit (at reduced rates). The NEA academy has chosen (through a rigorous vetting process) two online master’s (and bachelor’s) degree programs for members to access at reduced cost and supported by NEA scholarships: Walden University and Western Governor’s University. If you join the NEA Academy (free to OEA/NEA members) you can also keep track of all your online professional development through one portal and be informed any time a new course is developed and posted.

CPD (CONTINUING PROFESSIONAL DEVELOPMENT) REQUIREMENTS If you are looking to meet continuing professional development (CPD) requirements you do NOT have to take any academic credit at all, but can instead participate in a workshop for clock hours only. However if you DO take academic credit there are two very important points to remember: #1. Academic credit used to fulfill CPD requirements does NOT have to be graduate (Community college or undergraduate level credit can count for this purpose) and #2. For every one semester hour of academic credit you can count 30 clock hours of CPD and for every one quarter hour of academic credit you can count 20 clock hours of CPD. Considering that, for these teachers, the requirement is to complete 25 clock hours of CPD per year of your license…this is a pretty big bang for your buck! (Teachers with sub licenses only required to complete 10 clock hours per year.)

SAMPLING OF NEA ACADEMY ONLINE CLASSES (prices are for OEA/NEA members) n ”English Language Learners-Culture,

Equity and Language”: Free n “I Can Do It” Classroom Management”: Free n “Managing Asthma in the School Environment”: Free n ”Bullying: The Golden Rule Solution”: $35 n ”Understanding Cyberbulling”: $63 n ”Becoming an Online Teacher”: $255 (Grad credit available) n ”Creative Writing in the Internet Connected Classroom”: $45 (Grad credit available) n ”Inclusion Breakthrough: Practical Ways to Integrate Students with Special Needs”: $69 (Grad credit available) n FOR ESPs: “Conflict Management: Tips for Educational Support Professionals”: $45

These are the things that our members are telling NEA they want in their professional development: flexibility to be accessed 24/7 online, quality content with real classroom issues, guaranteed to meet CPD, graduate coursework

n FOR ESPs: “Basic Skills Tutorials for

Paraeducators (HQ Requirement)”: $185 MORE, MORE, MORE: n 30 online courses specifically

designed for and aligned to the Common Core Teaching Standards n 14 online courses specific to classroom management and highly effective teaching n 20 online courses specific to teacher evaluation including partnering with parents n 18 online courses specific to new teachers including web resources, tips and student motivation n Many online courses specific to SPED, language arts, mathematics, STEM and ESL

or degree requirements for licensure, ongoing savings on fees and tuition and easier access to scholarship funds. NEA Academy provides all of that and more. Visit to register and see for yourself! TODAY’S OEA | FEBRUARY 2014


Focus on the Common Core



EA is asking every teacher for their thinking about the Common Core. And since standards are required to be taught in every Oregon school this year, we’re also asking, what do you need to be supported and for your students to be successful? Every day, teachers are on the frontlines with our students in schools and classrooms, and every teacher has their own valuable perspective on student learning based on hard earned experience, expertise and professional judgment that matters.  The Common Core Standards are intended to help each and every student learn and achieve.   But this promise of learning is only achieved through the skilled instruction of teachers and the genuine opportunity for teachers to lead through practice.   That means teachers and their relationship to student learning has to be our collective focus with a sustained commitment of support. Mandated curriculum, the proliferation of standardized tests and large class sizes are not the path forward.  And, it doesn’t have to be if we empower teachers to teach and create the conditions in schools for teaching and learning to thrive.  The following are some strategies we believe put us on the right track.

Necessary Supports - Transition to Common Core Implementation

Determining “how” to shift instructional practices by analyzing what is currently taught against the focus of the Common

Center on Great Teachers & Leaders American Institutes for Research 1000Thomas Jefferson Street NW Washington, DC 20007



Core Standards, requires professional learning supports that empower educators to address the learning needs of each and every student. These supports, listed below, emphasize the importance of putting both educator learning and student learning at the center of Oregon’s education efforts. • An ongoing belief, demonstrated through consistent support from state leadership, education partners, local communities and school districts that great teaching, the “how” of learning, not the Common Core Standards themselves, will ultimately transform student learning. Teachers have the best perspective on their professional learning needs in implementing the standards. We must ask them to identify those needs and work to provide appropriate learning opportunities. We must also reduce large class sizes and balance increasing demands on educators’ time in order to support development of instructional practices that address the learning demands placed on students.   • Empowering educators to teach and support diverse learning styles of students means creating the time and space for ongoing peer-to-peer professional learning. Resources should be invested in teacher release time to modify or develop new Common Core units, lessons and instructional strategies. In addition, multiple opportunities for teachers to observe other teachers in classroom practice and analyze why instructional practices are, or are not working is crucial for sustained success in student learning. • Empowering educators means creating the time and space to examine, analyze and discuss individual and collective

student progress in each classroom as well as across schools and districts. In reaching the goal of helping each and every student learn and achieve, time for careful examination of individual growth of students will inform the type of instructional practices and resources necessary to help each student learn.

Core Instructional Practices – Strategies to Transition to Common Core Implementation

To support and inform local teacher decisions about instruction, developing or adopting a set of core content specific teaching practices may be an effective approach. If core practices are consistently implemented they should help all students meet the content and skill expectations of the Common Core Standards. Core instructional practices do not detail specific instructional strategies or curriculum. They are intended to provide the foundation that clearly articulates what all teachers need to do well , to teach English Language Arts/ literacy and mathematics. Curriculum and instructional strategies are guided by maintaining integrity to the core instructional practices. The Center on Great Teachers and Leaders (CGTL) at the American Institutes for Research provides a resource for developing or adopting the core practices. The following examples from the CGTL suggest core practices in English Language Arts and mathematics. (For more information, check out the Special Issue Brief: Creating Coherence: Common Core State Standards, Teacher Evaluation, and Professional Learning, October 2013, American Institutes for Research at http://www.

Focus on the Common Core Core Instruction Practices English Language Arts/Literacy

NEA and BetterLesson launch new site with over 3,000 Common Core lessons

• Identify the learning goals for each lesson, align these goals to the Common Core ELA/literacy anchor standards for the grade and content areas, and identify the preceding and succeeding skills and concepts within the appropriate learning progression.

The National Education Association (NEA) and BetterLesson have launched a new web site: The site, where teachers share what works in the classroom, features more than 3,000 classroom-ready lessons that are easily accessible and can be integrated into any curriculum. This new BetterLesson product was built entirely for the Common Core State Standards (CCSS) and features the lessons of 130+ Master Teachers (MTs), who represent every K-12 grade level for math and English Language Arts & Literacy. This is one of several long-term partnerships NEA has pursued to support its members’ professional development and leadership in the teaching practice; members have been recruited around the country to participate and develop comprehensive materials along with these partner organizations.

• Create literacy-rich classroom environments to support language and literacy learning for diverse student populations, including English language learners, students with disabilities, gifted students, and others—as identified by teachers or schools • Implement integrated, text-based instruction: • Assign increasingly complex reading, listening, speaking, language, and writing tasks that engage students with increasingly complex literary and informational texts. • Demonstrate close and critical reading strategies. • Ask higher-order, text-dependent questions. • Implement explicit writing instruction, focusing on writing to and from sources: • Assign grade-appropriate writing tasks (including opinion, narrative, argument, and research). • Demonstrate writing processes such as prewriting, drafting. • Facilitate student discussion and peer review. • Provide continuous, specific feedback on individual student writing projects. • Implement integrated, explicit language instruction: • Emphasize conventions of standard English grammar and usage and demonstrate and explain examples. • Provide multiple opportunities for language practice in small- and largegroup discussions. • Making connections between students’ informal and home language usage and standard English. • Teach vocabulary: • Regularly embed grade-appropriate

• • • •

academic vocabulary and domainspecific vocabulary in tasks and assignments. Question and lead discussions with individuals and groups of students. Encourage the accurate use of terminology through guidance and feedback. Demonstrate how to acquire new vocabulary through reading. Demonstrate and guide students in the appropriate and strategic use of technology Teachers of Grades 6–12 History, Social Studies, Science, and Technical subjects implement text-based instruction specific to their subject areas. Use questioning and formative assessments to gather evidence of learning throughout every lesson to monitor student learning and assess the

degree to which each student has met the learning goals

Core Instruction Practices Mathematics • Identify learning goals for each lesson, relate these goals to the Common Core Standards for mathematical practice and content, and identify the preceding and succeeding skills and concepts within the appropriate learning progression. • Select, modify, sequence, and assign tasks, activities, and problems that are aligned with the lesson’s learning goals. • Use rich, problem-based tasks; encourage students to persevere in reaching solutions and to grapple with the tasks. • Embed the mathematical content being taught in contexts that connect mathematics to the real world, and emphasize the use of mathematics in modeling real-world phenomena. • Promote reasoning and sense-making through consistent use of questions such as “Why?” “How do you know?” and “Can you explain your thinking?” • Use and elicit multiple representations to support the visualization of mathematical skills and concepts, and make explicit the connections between and among these representations. • Elicit and value multiple approaches to solving mathematical problems, and use these different approaches to facilitate discussions. • Emphasize the importance of precise mathematical communication, and connect students’ informal language to precise mathematical terminology. • Guide students to select and use appropriate tools and technology to complete mathematical tasks. • Use formative assessments to gather evidence of learning during and at the end of every lesson to monitor student learning and assess the degree to which each student met the learning goals. TODAY’S OEA | FEBRUARY 2014


TELL Oregon This February and March, teachers in Oregon will have an unprecedented opportunity to anonymously share their perceptions of teaching and learning conditions in our public schools BY THE CENTER FOR GREAT PUBLIC SCHOOLS


f you were to be asked the question, “Does your school have the positive teaching conditions research shows are necessary to student success?,” how would you answer? What would your school colleagues say? While the answer to this question may vary among educators and across schools, our collective response can help us to both envision and endeavor to create the kind of schools in Oregon where teaching and learning thrives. Beginning on February 24th, all schoolbased, licensed educators in Oregon will have an opportunity to address this critical question through an anonymous, online survey known as TELL Oregon. TELL Oregon, which stands for Teaching, Empowering, Leading, and Learning, is based on research demonstrating a close connection between teaching conditions and student learning and teacher retention. The purpose of TELL Oregon is to document and analyze how teachers and other educators view the teaching and learning conditions at their school, and empower teachers and administrators in working together to strengthen their school, classroom, practices, collaborative leadership and culture. By taking the survey, educators will provide critical data to help identify supports educators need to ensure student success. The survey provides valuable data statewide for educators, district leaders, policymakers, and education stakeholders



to make evidence-based decisions on policies, practices and resources needed to strengthen student learning and our public schools. Ultimately, TELL Oregon has as its outcome to ensure all educators have the supportive environment necessary to help students achieve at the highest levels. TELL Oregon is a key initiative called for in OEA’s Strategic Action Plan, approved by the OEA Representative Assembly in April 2012. OEA led the coalition to establish the survey in Oregon, which is being launched statewide by the Oregon Department of Education in partnership with OEA and the Confederation of Oregon School Administrators, among other partners. The survey will be administered by the New Teacher Center (NTC), a national organization founded by teachers, dedicated to supporting new teacher mentoring, teacher retention and the development of a high-quality teaching force. The TELL Oregon survey consists of a

core set of questions that have been externally validated, covering topics from time, professional development and teacher leadership in school decision-making; to facilities and resources, school leadership and community support and involvement; to instructional practices and support and new teacher induction and mentoring. Research has shown that the quality of teaching conditions can encourage or constrain good teaching and has a powerful influence on student achievement. Understanding and improving teaching conditions can result in increased student success, improved teacher efficacy, motivation and retention. Research undertaken at Duke University has shown that a 10 to 15 percent of variation in school performance can be attributed to teaching conditions surveyed using the same instrument as TELL Oregon. Oregon’s survey follows similar TELL surveys that have been administered across twenty states in the last decade, gathering

“Every public school teacher and principal in Oregon has the opportunity to shape the future of our schools. This survey gives teachers and administrators the chance to tell policymakers what educators need in order to do their jobs well.” — ROB SAXTON, Deputy Superintendent of Public Instruction

the perceptions of over 1 million educators. Survey results have provided more than 26,000 schools with data to incorporate into school improvement planning as well assisting state policymakers with information and research to transform education policy and practice. Starting in North Carolina in 2002, data and analysis from TELL surveys have been commonly used in schools to assist school improvement. These analyses show a common finding: strong connections to student achievement and teacher retention, especially in the constructs of Community Engagement, School Leadership and Managing Student Conduct. By documenting and analyzing how educators view critical teaching and learning conditions, this initiative will focus on providing each Oregon school with its own data that can become a part of the ongoing improvement planning processes in our buildings and school districts. Results will be made available at the school level, if at least 50 percent of educators in a school respond to the survey. At the state level, results of the TELL Oregon survey will be aggregated and reported approximately five weeks after the close of the survey window. As in other states that have previously conducted their own survey of teaching conditions, TELL Oregon data can also be used for a number of purposes at the school, district and state-level. This includes providing data to support local school bonds and levies, establishing additional funding for professional development and Credit: Thomas Patterson

“The findings will be a critical resource as we gauge the impact of current investments and determine the most effective mechanisms to support educators in helping Oregon students succeed.” — NANCY GOLDEN, Chief Education Officer

“I encourage every teacher and administrator to invest the time in completing this very important survey, and to stay involved in creating the schools our students deserve.” — HANNA VAANDERING, OEA President

more teacher autonomy in selecting growth opportunities, and training for school leadership in which survey data is directly applied to school-level decisions. Two states – Kentucky and North Carolina – have adopted statewide teaching conditions standards based on the survey. At the state level, the data will be useful to the Governor, the state’s Chief Education Officer, the Oregon Education Investment Board, the State Board and Department of Education, legislators, and other policymakers who have not previously had a systematic way of gathering the perspectives of educators as they develop and implement education policy and fund public education. Through TELL Oregon, there is clear agreement that we need to hear directly from those who work most closely with our students as all Oregonians work together to improve the public education system. We encourage all educators to participate in this unprecedented opportunity for Oregon’s educators, schools, and ultimately, our students. n

WHO: TELL Oregon is an anonymous survey of all K-12 schoolbased, licensed educators. WHAT: TELL Oregon survey topics include: • Time • Facilities and resources • Teacher and School Leadership • Professional development • Instructional practices and supports • Managing student conduct • Community involvement and support WHEN: February 24March 24, 2014 WHERE: Take the survey online at www. beginning Feb. 24 HOW: Each licensed educator will receive an anonymous code at their school building prior to the start of the survey. WHY: TELL Oregon is an opportunity for every licensed educator to address conditions in your school and what you need to ensure student success.





« Mara Kieval makes her voice heard. Hundreds of teachers, students and community members disrupt a Portland Public School board meeting, showing solidarity as contract negotiations continue.


Katie Adams MEA member, on Day 1 of the Medford Education Association’s strike.

CRISIS Credits: Thomas Patterson, Gerry Katz

From Portland to Medford, educators across the state are standing up for schools all Oregon students deserve TODAY’S OEA | FEBRUARY 2014



ll across the state, Oregon Education Association members are fighting to ensure that every student has access to a quality learning environment. With the third largest class sizes in the nation, Oregon students are not getting the individual attention they need and deserve. From Medford to Portland educators are taking action to engage parents and their local community to fight for lower class sizes, better quality time with students and improved working conditions – including more time for collaboration and professional development. Join our movement and get some tools to help by signing-up at

OEA Vice President Tony Crawford joins PAT members at a Portland public school Board meeting.

The Medford Community packed Central Medford High School’s gym at a school board meeting and spoke passionately on behalf of Medford teachers to demand the Medford Board settle a fair contract.



FROM MEDFORD TO PORTLAND, OEA MEMBERS ARE FIGHTING FOR THE SCHOOLS EVERY OREGON STUDENT DESERVES PAT and MEA members need your help and support. Here’s how: • Contact your substitute pool and encourage them not to cross a picket line. • Show your support directly to Portland and Medford educators by sending encouraging words by mail, email or Facebook • Send contributions that will help support organizing efforts to PAT and Medford Locals «

House Speaker Tina Kotek attended PAT's rally on the bridge in November. She joined PAT member Matthew Oleson to rally for the schools all students deserve. « Laura Kimball (holding sign) and Juliemarie Thomas talk to their community about why MEA members are on strike.

MEDFORD EDUCATION ASSOCIATION MEMBERS ARE ON STRIKE! Medford Education Association’s 600 members went on strike on Thursday, February 6, 2014.  You can get updates at www.iteachMedford. org, and direct members to check out and post messages of support on: www. MEA members are on strike to ensure quality learning conditions for their students and quality working conditions for their members.  They know what their students need—quality teachers who have time to prepare for their classes, give feedback, and communicate with parents. PORTLAND TEACHERS VOTE TO STAND UP FOR THEIR STUDENTS Nearly 3,000 Portland teachers voted by an overwhelming majority to call for a legal strike in order to support the schools Portland students deserve.  As a result of the vote, the Portland Association of Teachers will issue a strike notice to the Employment Relations Board (ERB) and the Portland Public Schools District calling for a strike beginning Thursday, February 20, 2014. Like PAT on Facebook and visit their websites ( to keep updated. Portland teachers have been negotiating for 10 months for a contract that: • results in meaningful class size relief, • does not force teachers to teach to the test, • supports the students and schools who need it most, and • provides fair compensation after years of sacrifice

Credits: Thomas Patterson, Michael Endicott and Gerry Katz



Hundreds of teachers, students and community members show solidarity as contract negotiations continue at Portland Public Schools.



Credits: Thomas Patterson

Book Review



eaching, like music, is a performance art. Good performers are aware of and engaged with the audience. They draw the audience in and make them want to participate. Make them want to be a part of the show. Infect them with the energy. Is the energy always there? No. Bands have off nights. The key is that the audience never knows if you’re off or not. That’s professional. That’s part of being a Rockstar Frontman. Teaching is experimental theater. I don’t know if a lot of the things I try in front of my class are going to land. Some of them will fail. Some will fail hard. But that is always better than teaching the same thing in the same way for years on end. Teaching is a never-ending quest for perfection. I try different things all the time. If I’m bored then I know the students are bored. I know teachers who have taught the same grade at the same school in the same classroom for years and years. One opinion on that would be, “Well, then they must be very good at what they do.” And that’s true. Repetition

breeds familiarity. Malcolm Gladwell, in his amazing book Outliers, said that it takes 10,000 hours of doing something before you can be truly great at it. There is a line though, especially in something like teaching, where you become too set in your ways. Teachers become part of their classrooms and even teachers with the best of intentions stagnate. “Because this is how we’ve always done it,” is a common refrain when teachers push back against change. It is also just about the worst reason for doing anything I can think of. It’s not that these are bad teachers, it’s just that these are teachers who have stopped growing and experimenting. Those ideas and more will be explored throughout the pages of this book. As a bombastic rock star frontman of a never-ending education funk machine I embody intensity in ten cities. I have to bring it every day because my audience expects nothing less than my best. I should be on my game even when I feel off because rock stars don’t miss a gig. The class isn’t just the audience, though. Not in my room, not with how I view learning. The class is my band and I am their band leader. I set the tone, I tell them when to bring it up and I tell them when to break it down. I wave the stick and they bang the drum. Together we make music. The education funk machine is all about finding that deep groove and settling in until something moves you out of it. A new kid, a different set of standards, a change in the tests, boredom, the need for new. A machine never stops; it doesn’t rest. I listen for creaks and squeaks and rattling and strains. I care for the machine, constantly oiling, constantly improving, constantly updating. An education machine can crank away all day, a Terminator-like AI, learning the best way to teach you. I have detailed files to make me a more effective information imparting organism. Knowing that I’m forever striving to be a bombastic rock star frontman of a neverending education funk machine keeps me positive in the classroom. Funk is not angry.

THE CLASS IS MY BAND AND I AM THEIR BAND LEADER. I SET THE TONE, I TELL THEM WHEN TO BRING IT UP AND I TELL THEM WHEN TO BREAK IT DOWN. I WAVE THE STICK AND THEY BANG THE DRUM. TOGETHER WE MAKE MUSIC. Funk doesn’t shout at you when you mess up. Funk is love. Teaching is love. Author Bio: Doug Robertson has been an elementary school teacher for seven years now. As low man on the totem pole he moved around a lot (3rd in CA, then 3rd, 6th, 3rd, and 4th in HI), but it has given him a chance to experience all kinds of teachers and students. He now resides in southern Oregon with his wife and son, where he teaches third grade (again). For fun he trains for triathlons, rides his motorcycle, and makes small children cry at the mall. Doug vehemently resists the negative stereotype of teachers and fights for teacher rights as often as he can. He advocates for his students and loves and believes in each and every one of them. Doug has a grand plan to become a famous teacher and infect future generations of educators and students with his philosophy, which will lead to a joyous education renaissance, flying unicorns, and rock and roll for all. Doug will be at Bloombury Books in Ashland, Ore. on Thursday, May 8, 2014 at 7 p.m. for a book reading/signing/Q&A.




TOGETHER Ben Gorman is worried.

An English teacher at Central High School in Independence for the past 10 years — and a teacher’s assistant for three years before that —  Gorman has seen his fair share of attacks on unions and attempts to undermine their effectiveness. It’s just something that, while not always front and center, is always lurking. But a few years ago, in a state far away from Oregon, union matters took a turn for the worse. It happened in Wisconsin, under Republican Gov. Scott Walker. In 2011, Walker pushed through a budget bill that greatly limited the collective bargaining rights of some union workers, including those in the state’s teachers union, the Wisconsin Education Association Council. The bill, known as Wisconsin Act 10, requires public employee unions to vote to re-unionize every year and limits collective bargaining to wage increases only. It also prevents them from automatically collecting dues from members. In the two years following the passage of Act 10, unions in Wisconsin lost thousands of members. The American Federation of State, County and Municipal Employees District Council 48 went from more than 9,000 members to less than 3,500, and one estimate suggests that the WEAC may have lost up to half of its 98,000 dues-paying members. “This is new and different,” said Gorman, who’s also president of the Central Education Association. “There has always been anti-union sentiment and maneuverings in different legislatures. But Scott Walker really went out of the way to destroy unions in Wisconsin. That was the wake-up call, and now it’s scary times for us.” 24


The anti-union movement comes to Oregon — and OEA members rise up and push back By Jon Bell Photos by Tyson Ferris

What’s got Gorman and other educators and workers around the state on edge is that the overt move to weaken public employee unions around the country — it’s also visited Michigan, Ohio, Indiana and other states recently —  is now coming to Oregon. It comes in the form of an initiative filed in March 2013. Called the “Public Employee Choice Act” or initiative 9, the initiative would require that unions and members pay the cost of representing workers who choose not to join or pay dues. On its face, the initiative makes it seem like employees are being given the freedom to either join the union or not. But there’s more to it than that. In Oregon, there is nothing that forces an employee to join a union. Anyone can opt out. Because they still receive the benefits of being represented by the union, however, those employees still make “fair share” payments to cover the cost of representation. Under the initiative, however, those payments would be eliminated and unions would still be required to represent those employees. Fewer resources for

OEA Organizing Task Force Back Row: Ben Gorman, Mark Reynolds, Peter Bauer, Michael Endicott and Cat Brasseur Front Row: Helen Jacobs, Caryn Houchen, Jamie Zartler and Sarah Logue

unions like OEA means less and less leverage when it comes to collective bargaining and fighting for all that educators and other workers stand for. “It is a direct attack on public employees and all working people, really,” said Scott Moore, communications director for Our Oregon, a nonprofit organization that advocates for economic and social fairness in Oregon. “It’s an attempt to undermine the ability of people to come together and negotiate for their wages, for safe working conditions, not to mention the ability to advocate for things that are important to them in their communities.” Called Initiative Petition 9 at this stage, the initiative has yet to qualify for the November 2014 ballot; backers will need to gather more than 87,200 signatures

by July before that can happen. Even so, OEA, public and private sector unions like Oregon AFSCME Council 75, Service Employees International Union Local 503 and the AFL-CIO, and other nonprofit and advocacy organizations have banded together with Our Oregon and launched the “Keep Oregon Working” campaign. The goal, according to Trent Lutz, a public affairs consultant for OEA, is to mount an early defense and start spreading the word throughout communities across the state. “The strategy is early engagement,” he said. “This is a real fight, one that we have to engage in and take seriously.”

In other states where these kinds of anti-union campaigns have been waged,

there are often large, corporate, moneyed interests behind them. Billionaire brothers Charles and David Koch have been known to fund political candidates with an aversion for unions, including Walker in Wisconsin. Similarly-minded organizations are often involved as well. Among them: the American Legislative Exchange Council, a group of corporate interests that draft legislation ideas for state legislators to pursue and the State Policy Network, a collection of think-tank organizations that advocate for reduced government spending and weaker public employee unions. In Oregon, political activist Bill Sizemore has long been behind some of the more controversial anti-tax measures in Oregon. Loren Parks, a wealthy businessman who now lives in Nevada, has funneled

money into Oregon in support of various ballot measures and political candidates, including former gubernatorial candidate Kevin Mannix. “It’s not a coincidence that this initiative in Oregon is being pushed by the same interests,” Moore said. “They’ve picked up on some of Bill Sizemore’s worst ideas filed here in Oregon, and now it’s getting some money and momentum from these big corporate interests.” The initiative here in Oregon was formally filed in March of 2013 by Jill Gibson Odell and Libby Braeda. Odell is a Portland attorney who specializes in administrative, education, political and election law. Parks contributed $6,000 to the initiative soon after it was first filed, and the Freres Lumber Co. in Lyons had contributed $45,000 TODAY’S OEA | FEBRUARY 2014


Stay informed

Sarah Logue, a member of OEA's Organizing Task Force

as of mid January, according to the state elections division. While supporters of the initiative have said that it’s designed to give workers a choice, Lutz said the real motivation is twofold. For starters, backers of the initiative want to weaken employee unions and limit workers’ ability to organize. “The biggest reason is their bottom line for business,” he said. “The more unionized workforce they have, the less they can get away with.” But beyond that, there’s a political motivation as well. For the most part, labor and corporations are on the opposite side of the aisle when it comes to politics. Any damage that can be inflicted on unions will have a detrimental effect in the bigger political arena. “It’s a blatant political move to take out the opposition,” Lutz said. “Their thinking is that if you take the legs out from under labor, it will take out the progressive movement.” Additionally, Gorman said these kinds of initiatives, which require plenty of defensive action, are distractions that don’t do anyone involved any good. “They’re draining the energy of the people who are teaching our children,” he said. 26


“These people do not have our interests at heart when they’re trying to wear out their children’s teachers.”

What this initiative could do to workers in Oregon — all workers, not just those in unions — is really the important piece of the picture. Unions stretched thin by diminished financial resources won’t have the strength or the power needed to effectively negotiate for workers, whether that be teachers or firefighters, policemen or nurses. Wages and benefits for all workers could take a hit — research has found that states that pass these kinds of initiatives have lower wages than more pro-union states — as could standards like safe working conditions. According to the Keep Oregon Working campaign, workplace deaths are 45 percent higher in states that have passed similar laws than in Oregon. “These really do compromise the safety of our service providers, like nurses and firefighters, and how teachers can teach and deliver services,” Lutz said. “In that sense, there’s a whole societal impact. It’s not just monetary.” Limiting unions can also impact class sizes and the number of school days in the

With nearly 28,000 followers, Keep Oregon Working’s Facebook page is the place to find out more about the campaign against the current initiative and other related information. Find it at www.facebook. com/keeporegonworking. The campaign’s website, www.keeporegonworking. com, also has lots of information, including a twopage guide on how to spread the word about the campaign and the issues involved.

year, further burdening an educational system constantly faced with reductions. “We’ve seen years and years of cuts to the classroom and funding to education,” Lutz said. “This will only further strain that line.” Gorman said that an initiative like this means that instead of spending time meeting members’ requests and needs for representation, he’d have to spend all his energy trying to get members to voluntarily pay their dues. “All the protections in the classroom that we fight for, all that would erode,” he said. “Eventually what would happen is that the management side would be able to look at how many dues-paying members there were and say that we aren’t actually representing that many people. You lose your pressure, and it takes away teachers’ ability to demand high-quality working conditions in our schools.” For Gavin Meyers, an engineering teacher at Bend Senior High School and a representative in the local association, the initiative’s impacts could be far-reaching if it ends up becoming law. Depriving the union of financial resources yet still requiring it to represent everyone — dues-paying or not — means there likely wouldn’t be

OEA Organizing Taskforce 

The OEA Organizing Taskforce is charged with working to develop goals, strategies, tactics and support needed to ensure the success of statewide and local campaigns that advance the goals of OEA. The Organizing Taskforce also supports education and training needs, and is available to work with locals and UniServ Councils to develop local organizing activities.

money to bring in professionals when it comes time for negotiations. “I think it would be basically crippling us and there wouldn’t be a lot of power for us to have our say,” he said. “Honestly, I don’t know how long I would stay in teaching if it passes.”´

With the success that similar anti-union movements have had in other states, it’s not surprising that their sights would eventually settle on Oregon. This is not the first time that they have. Moore said similar coalitions came together in 2008 to defeat Sizemore’s Measure 64, which would have impacted payroll deductions, and also in recent years to support adequate revenue for schools and health care. Coming out on top always takes a massive effort, Moore said. “The other side will rely on very misleading messages, there will be some slick campaign ads and messages that tug at your heartstrings,” he said. “It will sound very simplistic, but it will be convincing. Our job will be to have real conversations with people over what the impacts would be to all working people in the state.” If the initiative makes it to the ballot — its campaign has been making payments to

Ben Gorman and Peter Bauer talking to the OEA Board of Directors about the work of the OEA Organizing Task Force.

a signature-gathering firm — the fight will not be an easy one. Backers of the initiative have lots of money and plenty of resources to tap into. By bringing together other public and private unions and advocacy organizations, however, the Keep Oregon Working campaign will be able to leverage strengths from across a varied coalition. “We don’t doubt the depth of their pockets,” Lutz said. “We have the resources we have and will get to the finish line if we have to.” The coalition’s real strength will come from the concentrated groundwork of union members, workers all over the state and others committed to the cause. That will mean having teachers, firefighters, nurses and others talk to their friends, neighbors and communities about the potential impacts of this kind of initiative. There will likely be tons of phone calls and knocks on doors. It could also mean spreading the word about two other initiatives that have been filed and may potentially land on the November ballot. Filed in October by Joe Baessler, political director for AFSCME in Oregon, Initiative Petition 35 would let workers negotiate agreements requiring all employees who receive representation to

share in the costs. A second one, Initiative Petition 36, was filed in October by Arthur Towers, political director of SEIU Local 503. It would address payroll deductions. The two unions filed the initiatives partly as a defensive measure against Initiative Petition 9, though it’s not known yet if those two initiatives will proceed through the signature-gathering and ballot process. Gorman said it may be helpful to the Keep Oregon Working campaign to not only dispel the misleading pieces of the Initiative Petition 9 message, but to simultaneously advocate for some of the OEA’s other efforts, namely the “Class Size Campaign.” That campaign aims to raise awareness about the state’s overcrowded classrooms. Oregon now has the third-largest class size in the nation. “This is absolutely winnable,” Gorman said, “but it’s also an existential crisis.” Throughout the battle that’s very likely on the horizon over initiative 9, Meyers said it will be important to remember what’s truly at stake when all is said and done. “I think it’s an important time to come together and stand up, organize and do right by ourselves — and for our students,” he said. “It always comes down to our students.” n TODAY’S OEA | FEBRUARY 2014


Oregon Education Association's Board of Directors at their January meeting.

By Matt Werbach


he Oregon Education Association’s Board of Directors is a group as diverse as the many regions, districts, and schools that make up Oregon’s education system. Forty two members strong, this team is guided by the mission and vision adopted by OEA members. This incredible group of educators work to keep the OEA moving — between our annual representative assemblies — to fulfill the mission, vision and goals adopted by OEA members. Moving forward on this ambitious agenda would not be possible without this dedicated group. So who are these members and how did 28


they get on the Board? OEA Board Directors come from school districts with less than 100 members to more than 3,000. They are counselors, bus drivers, classroom teachers, head secretaries, community college faculty, psychologists, and elementary specialists who volunteer their time to our union on behalf of our members. Each Board Director was elected by OEA members in their Board District using a mail-in ballot (see pages 3237 for this years’ candidates). The OEA Board of Directors is a non-profit organization. Each member has a duty to bring information from their local district to the Board, discuss and debate issues that come before the Board, and make decisions based on what is best for ALL 42,000

members of the Oregon Education Association. Not an easy job when you have the difficult decision to make, but this Board has come together and is hard at work. Current work includes overseeing the implementation of the Strategic Action Plan adopted by the OEA Representative Assembly and organizing the way to revenue reform through the OEA Class Size campaign. While each personal story is different, all board members share a passion for public education and a dedication to the members they represent. Ensuring that the voice of each Board District is heard — as difficult conversations take place about education reform, upcoming policy decisions and internal budgets — makes each Board

meeting an opportunity to see how diverse both Oregon and OEA membership are. It is also an opportunity to build a stronger OEA for all 42,000 members. Michael Endicott is serving his final year of his three year term. Endicott is an art teacher in the Grants Pass school district. “I ran for the OEA Board for the same reasons I sought election as a rep and local president: to be a more effective advocate for our members and quality education in Oregon,” Endicott says. He described the outlook as a bit glib, but Endicott really does champion the value of representing those who need a voice, and continually improving education. “When you see one of your colleagues getting a raw deal or see bad education policy implemented it makes you want to do something about it, and becoming a board director helped me do that,” he says. By taking on the added work of a director, Endicott was able to work within the system. His role helps to bridge the expansive gap between policy makers and those who teach. “Individual directors represent the interests of their members to the Board and together the Board of Directors ensures the work of the OEA gets done,” he explains. “We are a vital link between the leadership element of the OEA and members through our interaction with local presidents and UniServ Councils.” Endicott and his colleague in Corvallis, Marsha Lincoln, share a common hope for the coming year in their work with the Board. As Endicott put it, “My biggest goal is for a successful Class Size Campaign culminating with a win in November 2014 that helps establish more stable funding for education and public services.” Rather than constantly battling the system as it has stood, the Class Size Campaign seeks to end the practice of cutting one program to fund another by increasing and improving the revenue stream that would allow for more purchasing and spending without having to eliminate important facets of education in Oregon. Simply put, it would help put more money in the bank, thus allowing for additional programs without having to cut current ones to make the budget work. “Ultimately, the budget in the state has been a shell game,” Lincoln says. “Everybody needs and deserves the funding that Credits: Tyson Ferris

Michael Endicott, OEA Board Director.

has been allocated.” Rather than playing the game, the Class Size Campaign should allow schools to step outside of the cut and spend fray. “I'm all in on that,” Lincoln adds with a laugh. “I am excited that the OEA decided to take a bold step to be a leader in trying to propose some legislation that will improve the funding of our schools in Oregon.” In Pendleton, Gary Humphries is working to give the members of the OEA a strong say in their future and in shaping the direction of education initiatives. Like any democracy, representation only works with the regular involvement and empowerment of the citizenry. Humphries wants more perspectives at the table, and he is working through the Board to accomplish just that. “We are looking at our strategic plan,” he began, “how to get it move member driven — get more members involved.” Involvement and equal representation are exactly what Tami Miller is seeking in her term as the Ethnic Minority Board Director. Miller, who teaches language in the Hillsboro district, was asked to take on the Board role, and says she wouldn't have done it if she didn't believe it was important to ensure a stronger voice for the less represented

portions of the Oregon teaching community. As she put, plainly and clearly, “Their voice matters.” Miller will work to amplify those important voices, making for a much more well-rounded leadership and representation. Her primary concern is ensuring her new role is one of action and impact, not one of symbolism. She wants to improve the equality situation on the Board, not cultivate the appearance of equality. While each member of the OEA's Board of Directors strives toward a unique set of goals, their collective mission is the same: Unite the public education profession and advocate for those professionals to ensure quality public education for students in Oregon. There are dozens of ways to address the many nagging problems of the education system, and thanks to the Board's many approaches and personalities, those problems are being attacked from a variety of angles. The Board of Directors is working to represent the concerns of its members and locals so that future education policies and initiatives will be crafted with the best interest of the OEA's membership in mind. It is a mission as noble and important as it is challenging. n TODAY’S OEA | FEBRUARY 2014


Sources + Resources The following information is provided as a resource to members of the Oregon Education Association. Their publication within Today’s OEA is not to be construed as a recommendation or endorsement of the products or services by the Oregon Education Association, its Board of Directors or staff. AWARDS, GRANTS, SCHOLARSHIPS

Funds for Teachers

WHAT: This website offers direct grants to preK-12 teachers to support summer learning opportunities of their own design. Maximum award: $5,000. n WHO: Pre-K-12 teachers. n WHEN: Deadline varies by state. n HOW: For more information on eligibility and how to apply, go to www. n

2014 ING Unsung Heroes Awards

WHAT: Applications are being accepted for the 2014 ING Unsung Heroes Awards Program. Each year, 100 educators are selected to receive $2,000 to help fund their innovative class projects. Three of those are chosen to receive the top awards of an additional $5,000, $10,000 and $25,000. n WHO: All K-12 education professionals are eligible. n WHEN: Application deadline: Apr. 30, 2014 n HOW: For more information on how to apply, go to https://unsungheroes. n


Children’s Clean Water Festival

WHAT: The Children’s Clean Water Festival is an environmental education event that reinforces STEM, Common Core and Next Generation Science concepts through water-focused classroom presentations, exhibits and stage shows. n WHO: Students in 4th/5th grade n WHEN: Mar. 11, 2014 n where: University of Portland n HOW: For more information, go to www. n



TESOL 2014: International Convention and English Language Expo

WHAT: The 2014 TESOL International Convention and English Language Expo offers attendees over 900 educational sessions in between hearing from guest speakers and collaborating with colleagues from all over the world. Keynote speaker is NEA Vice President Lily Eskelsen García. n WHO: K-12 educators n WHEN: Mar. 26-29, 2014 n WHere: Portland, Ore. n HOW: For more information and to register, go to: convention2014. n

Project Archaeology Leadership Academy

WHAT: Project Archaeology is offering a select few the opportunity to learn about Investigating Shelter, an inquiry-based Social Studies and Science curriculum. Participants leave empowered to educate peers on how to implement the curriculum in the classroom. Graduate Credits are available. n WHO: Social Studies and Science teachers n WHEN: Jun. 23-27, 2014. Application deadline: Apr. 15, 2014 n where: Montana State Univ., Bozeman, Montana n HOW: For more information on this leadership academy and how to apply, go to: teachers n

Child Abuse and Family Violence Summit

WHAT: The Summit’s goal is to educate professionals on the complex issues associated with child abuse and family violence, to broaden each professional’s knowledge base in multiple areas, and to increase understanding of the other agencies’ roles and responsibilities with the latest research and promising practices.


WHEN: Apr. 22-25, 2014 where: Portland, Ore. n HOW: For more information, go to www. n n

Earthwatch Institute

WHAT: This Institute offers fully funded fellowships for hands-on learning with leading scientists doing field research and conservation on projects around the world. Maximum award: fully funded fellowship. n WHO: K-12 classroom educators n WHEN: Deadline: NLT May 1, 2014. n HOW: For more information, go to n


Oregon Blue Books for Your Classroom

WHAT: The official Oregon fact book and almanac offers information on Oregon’s economy, executive, legislative & judicial branches, election history, state history, public education, facts about Oregon’s nine federally recognized Indian tribes, physical dimensions, Oregon’s Olympic medal winners, state symbols and more. n HOW: To access the Oregon Blue Book, go to n

NAACP Interactive Historical Timeline

WHAT: The NAACP Interactive Historical Timeline is a multimedia site that tells the story of the 101-year-old organization and documents the civilrights movement in general through words, pictures, and video. Each point on the timeline includes a written narrative, historic video or photos, and an audio narrative read by a celebrity. n where: Visit n

Sources + Resources WEBSITES

The Oregon Encyclopedia

WHAT: An online free resource, this website offers a comprehensive and authoritative compendium of information about Oregon's history and culture. n HOW: Go to www.oregonencyclopedia. org. n

Free Resources for K-12 Teachers

WHAT: TeAchnology offers lesson plans, free printable worksheets, rubrics, teaching tips, worksheet makers, web quests, math worksheets, and more. n WHO: K-12 educators n WHere: For more information, go to n

Finance and Economics

WHAT: EconEdLink provides over 696 free classroom-tested, Internet-based economic and personal finance lesson materials. n WHO: K-12 educators and their students n HOW: Learn more at www.econedlink. org. n

Educational Websites and Apps

WHAT: This website offers independent reviews of educational websites, apps, and online math games. Search by subject area, grade, and cost. n WHO: Grades K-12 n HOW: For more information, go to www. n

Improve Vocabulary

WHAT: This website offers a way to improve vocabulary through word games. Register for free and track your progress or try out some of the word games. n HOW: For more, go to www.vocabulary. com. n


WHAT: This website offers a Teachers’ Resource section with games by subject, grade, standards, etc., and provides students a safe gaming environment that bridges learning and entertainment. n WHO: Grades preK-8 n HOW: Visit n


Celebrating Writers By Ruth Ayres and Christi Overman Stenhouse Publishers, 2013; ISBN: 978-157110-950-7; $15.00 (List Price); Available at This book shows how to build celebrations throughout the writing process, encouraging students to respond, reflect, rejoice, and support each other in their writing. Geared for grades K-8, the book includes tips for using online social networks and 40 end-of-unit ideas.

Why Race and Culture Matter in Schools: Closing the Achievement Gap in America's Classrooms By Tyrone Howard Teachers College Press, 2010; ISBN: 0807750719; $28.95 (List Price); Available at Building on three studies that investigated schools successful in closing the achievement gap, the author shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes.

Students at Risk By Cheryll Duquette Pembroke Publishers Ltd, 2013; ISBN-13: 9781551382869; $22.00 (List Price); Available at This book explains how to deal with the different academic strengths and needs, learning styles, intelligences, interests, and cultural backgrounds of all the students in the classroom and provides case studies that illustrate how simple accommodations lead to positive student outcomes.

Becoming Scientists: Inquiry-Based Teaching in Diverse Classrooms, Grades 3-5 By Rusty Bresser and Sharon Fargason Stenhouse Publisher, 2013; ISBN: 978-157110-995-8; $20.00 (List Price); Available at Using inquiry science, children discover answers to their questions in the same way that scientists do—they design experiments, make predictions, observe and describe, offer and test explanations, and share their conjectures with others.



O EA BOARD CANDIDATES OEA MEMBERS SEEK ASSOCIATION POSITIONS » Candidates’ statements are printed exactly as submitted and have not been corrected for spelling, grammar, or punctuation. PLEASE NOTE: Candidate statements that exceeded the 100-word limit were cut off at the District 01b (3 year term) Cat A. Brasseur Photo Unavailable

4th Grade Teacher Howard Elementary Medford School District

STATEMENT I believe strong quality public schools are vital to a strong democratic society. I also believe that educators can and should be instrumental in determining the policy that impacts our profession and our students. We deserve the right to participate as equal partners in every decision that affects us and the work we do. As Board Director, I will work tirelessly to be the voice of our members as I represent their priorities and perspectives on the Executive Board. By working together, we can make the future brighter for ourselves, our communities and our students. QUALIFICATIONS Local » Organizing Team Communications Chair » Building Representative State: OEA » Southern Oregon Political Cadre » Statewide Organizing Team » OEA Representative Assembly Delegate » Summer Leadership Conference presenter Personal » Elementary educator, 18 years » District Professional Development Instructor » District Writing Task Force » District PBIS Task Force » Social Media Savvy and Technology Junkie

District 02 (3 year term)

District 03a (3 year term)

Nabil A. Zerizef

Eric E. Miller

Multimedia Professional Development TOSA Hillsboro School District

Vice President Salem-Keizer Education Association

STATEMENT I am immensely grateful and humbled to be nominated to serve on the OEA Board of Directors. In this role, you will see that I am deeply committed to being a strong voice, advocating for teachers as we address key issues. Having worked in high needs schools, I have seen the issues first hand and will fight for realistic and equitable outcomes. Teaching diverse learners in the 21st century comes with unique challenges. I believe my past experiences and ability to genuinely listen to the concerns of others will help meet those challenges and get our message across.

STATEMENT OEA needs to continue to advocate for public education. We need to continue energizing our membership so we can speak with a loud clear voice on important issues. Local associations need to be listened to so and supported so they can better organize their members. We should strive to move away from crisis management and focus on long-term sustainable strategies and solutions. Education is an investment in everyone's future. Let's do our part now so we and future generations can reap the dividends of our efforts.

QUALIFICATIONS Hillsboro Education Association » Building Representative » Organizing Committee » Social Media Relations

QUALIFICATIONS » 28 years of OEA involvement in three school districts with the last 17 years in Salem-Keizer.

National: NEA » National Leadership Summit Personal » Podcast Creation/Host » Multimedia Professional Development » ODE Education Portal Project

Local Involvement » Vice President » Board of Director » Executive Board » Treasurer » Bargaining Team member for six bargaining teams » Budget Committee » Contract Maintenance Committee » By-Laws and Polices Committee » Organizing Committee » Building Representative » NCUEA and Promising Practices Grant Recipient » P.I.E. Member State Involvement » Current OEA Board Director » Legal Defense Committee Member » Cadre Bargainer » RA Delegate National » RA Delegate Other » Salem-Keizer Wal-Mart Teacher of the Year » Stayton Middle School Teacher of the Year » Presenter International Conference on Critical Thinking » Founder/CEO of Capitol City Medical Teams (



100th word. Elections for OEA Board Directors and NEA RA State Delegates are determined by mail-in ballots, due to OEA Headquarters received or postmarked by March 10th (Bylaws, Article 7, Section 4, C.1.)

District 04 (1 year term) Laura Scruggs

Coordinator of the Global Institute for Teacher Advancement Springfield School District

District 06 (2 year term) Jeff Foster

4th Grade Teacher Coquille School District

STATEMENT My goal as an association leader is to build understanding between our locals whether large or small; urban, suburban or rural; K-12, Community College, or Educational Service District (ESD); certified or classified. I believe the intentional use of technology is key to increasing our communication and thereby our knowledge of education across Oregon. Additionally, I believe in supporting our members as educators first. We can then weave in an understanding of the need for and means by which we advocate for one another.

STATEMENT When Sam Aley asked if I would accept the nomination for a one year interim position on OEA's Board of Directors I was a bit apprehensive. I was excited for the new opportunity to serve the teachers and students of the South Coast, but I was worried that with my responsibilities as the President of the South Coast Education Council that I might be overwhelmed. I have found that these two positions work well in tandem. I would appreciate your vote, and I look forward to continuing to serve the fine folks of Oregon's beautiful south coast.

QUALIFICATIONS Local: Springfield Education Association » Bargaining Chair (2008-Present) » OEA-RA Representative (2000-Present) » NEA-RA Representative (2004-2008) » Bargaining Team Member (2001-2008) » Middle School Representative to the Executive Board (2003-2007) » New Member Representative to the Executive Board (2000-2003)

QUALIFICATIONS I have been involved in union work over the last eight years. Proudly serving my local association as building rep, secretary, and my current position as vice-president. I also have been South Coast Education Council President for two years as well. For the last year I have enjoyed serving as the South Coast's representative on the Board of Directors. I look forward to continuing to be a voice advocating for the teachers and students of the South Coast.

District 08 (2 year term) Karen Laurence

Elementary Educator Elgin School District

STATEMENT I am running for OEA District 8 Board Director because I am passionate about living in Eastern Oregon and representing members from this rural area. Our district represents a LARGE physical area, Wallowa, Union, Baker, Malheur and Grant Counties! Our successes and challenges often differ from metropolitan areas. I will seek to have our voices heard, statewide! QUALIFICATIONS » Elementary Educator, Elgin School District, 30 years » Local President/Leader » OEA RA Representative » District 8 Board Member » OEA President Award 2013

Local: Bandon Education Association » South Coast UniServ President (1998-1999) » President (1997-1999) » OEA-RA Representative (1997-1999) » Vice President (1995-1997) » Building Representative (1993-1995) State: Oregon Education Association » Board Member District #4 (2013-Present) » Cabinet: Center for Advocacy and Affiliate Services (2013-Present) » Structures Committee (2012-Present) » New Member Award – 1998?



O EA BOARD CANDIDATES District 10c (3 year term)

District 11 (3 year term)

Suzanne Cohen

Teacher 7th Grade Peninsula Elementary Portland School District

STATEMENT As Head Organizer in the fight for the schools Portland students deserve, my priority is to keep members involved in reaching the full potential of our public schools. I am involved in our union at the local, state and national level. I want to continue to capitalize on the strengths of our members so we are more proactive in advocating for our students and our profession. Together, we can continue to grow as a member driven organization and ensure high quality education for our students. I would be honored to represent you. QUALIFICATIONS Teaching » 12 years of teaching experience at Title I schools including elementary, middle, and special education » Part of the district Math Team for 5 years National » NEA RA Delegate » NCUEA training » Pacific Regional Training State » OEA RA Delegate » PIE Convention Delegate » PIE Board » Summer Leadership Training Local » Building Rep » Legislative Committee Chair » TVIP board member and co-chair » Executive Board » Head of Internal Organizing



Marsha Lincoln Photo Unavailable

.5 Teacher/.5 Corvallis Education Association President Corvallis School District

STATEMENT I was recruited by Chintimini UniServ Council to represent the teachers in our region. I am pleased that our council sees me as an individual that can listen and seek to understand all our members’ needs and concerns in our diverse region. I strive to be a voice on the OEA Board of Directors for the members and students of Region II. QUALIFICATIONS » Classroom teacher – 29 years » Local Building Representative – 5 years » Local Executive Council Member – 3 years » Bargaining Team Member – 7 years » RA Delegate – 5 years » Local Association President – 5 years » Interim OEA Board Member – 1 year » Local Political Action Chair – 5 years

District 15b (3 year term) R. Keith Ayres

4th Grade Classroom Teacher Fir Grove Elementary Beaverton School District

STATEMENT I am excited for the opportunity to represent Beaverton educators as an OEA Board Director at this critical time. I will continue to work to increase member involvement, and to pass ballot initiatives preserving union rights. QUALIFICATIONS Union Experience: • Hawaii » Building Rep and State RA Delegate, 1997-1999 • Beaverton » Building Rep at Fir Grove since 2001 » Review Committee » Executive Board OEA » State Rep Assembly Delegate since 2002 » Executive Board, 2013-present NEA » National Rep Assembly Delegate since 2003 » Committee work includes: Constitution and Bylaws, Photography, Walking, Mentoring and Hospitality

District 16 (3 year term)

District 17a (1 year term)

Helen Jacobs

Susan Huffman Teacher North Marion High School North Marion School District

Photo Unavailable

Bus Driver Transportation Greater Albany School District

STATEMENT As a classroom teacher who joined OEA in 1978, I have been active in the association as a member and leader for many, many years. While serving in my local, at the UNISERV level, and on the OEA and PIE Boards, I have always believed that individual members are the key to a strong and effective organization. All voices must be heard and all members must feel engaged so OEA can continue to thrive as the demands on educators increase. I am committed to representing and serving all licensed members.

STATEMENT I believe in OEA’s Mission, Vision, and Core Values for its members and the fight for great public schools for all students. I have spoken to legislators about our issues and campaigned against harmful ballot measures. I would like to continue to bring the voices of our educators to state and federal legislators and to OEA. I have and would like to continue working to improve member involvement in OEA. I will do the work and fight the hard battles for all OEA members. I am Helen Jacobs, your candidate for Santiam UniServ Board Director.

QUALIFICATIONS Local » Bargaining Chair » President » Vice President » Secretary » Grievance Chair » Building Rep » Delegate to RA » Insurance Committee

QUALIFICATIONS Local: GA-ACE » President » Vice President » Treasurer » Bargaining team » Building Rep » Santiam UniServ Chairperson

UniServ » OEA PIE Director » OEA Board Director » Vice President » Treasurer State » PIE Board » OEA Board

District 24 (3 year term) Doris Jared Photo Unavailable

Transportation Specialist Transportation Department Salem-Keizer School District

STATEMENT As your current OEA Board Director, I have the commitment and energy to serve as an effective voice for all ESPs. I will continue to work to strengthen and improve our organization for all OEA members. I appreciate your support. QUALIFICATIONS Local » Executive Officer/Secretary » Pace Committee » Vice Chair for Grievance Committee State » OEA Board Director for District 24 – 3 years » OEA RA Delegate » Trainer for OEA Leaders for Tomorrow 2013-2014 National » NEA RA Delegate » Organizing for Power » Leaders for Tomorrow Graduate 2013

State: OEA » OCESP treasurer » OCESP board director » Delegate to the representative assembly » PIE delegate » LAC Rep » Board Director National: NEA » Delegate to the representative assembly » Delegate to the Pacific regional conference » Delegate to the NCESP national convention



O EA BOARD CANDIDATES District 27 (3 year term) Debra Wiskow

District 09 (3 year term)

No Name Submitted – Write-in ballot


Photo Unavailable

District 13 (3 year term)

No Name Submitted – Write-in ballot

District 20a (2 year term) STATEMENT Many changes are in store for our membership as the legislatures attempt to hold us all accountable for providing the best education for our students. A board director representing OEA R provides a much needed voice on the OEA Board. They must provide historical perspectives for all decisions being made for our members as well as have current knowledge of the needs of active members. Good decisions must be based on knowledge and experiences at all levels. As a former OEA board director I believe I am qualified to be that representative voice for the OEA R. I would appreciate your vote. QUALIFICATIONS Local » Building Rep » Grievance Committee/Chair » Bargaining Team/Chair » Vice President » President UniServ » Vice President » President » Bargaining Council: President » OEA RA Delegate » NEA RA Delegate » OEA Board Director » Chair Exec Director Evaluation Committee » Advocacy and Affiliate Services Committee OEA-R » Region II Director » NEA RA delegate elect » OEA RA delegate



No Name Submitted – Write-in ballot

District 30 (3 year term)

No Name Submitted – Write-in ballot

NEA RA STATE DELEGATE CANDIDATES Region I Candidates 7 Positions (3 year terms)

Photo Unavailable

R. Keith Ayres

Classroom Teacher (4th) Fir Grove Elementary Beaverton School District

Paula DePass-Dennis TOSA BESC Portland School District

Photo Unavailable

Jennifer Dorsey

Art Teacher Canby High School Canby School District

Scott Wallace

Accounting Instructor Blue Mountain Community College

Photo Unavailable

Jamie Zartler

Language Arts and Social Studies Teacher Grant High School Portland School District

Region II Candidates 4 Positions (3 year terms)

Photo Unavailable

Patricia Jolly

Early Childhood Education Specialist Tualatin Early Childhood Center Northwest Regional Education Service District

Cherene Mills

Teacher Valor Middle School Woodburn School District

Laurel Ross

Music Specialist Page Elementary Springfield School District

Katie Shumway

Teacher, Grades 1, 2, 3 Oakdale Heights Elementary Dallas School District

Region III Candidates 3 Positions (3 year terms)

Photo Unavailable

Cat A. Brasseur

4th Grade Teacher Howard Elementary Medford School District

Photo Unavailable

Kelvin Calkins

Teacher May Street Elementary Hood River County School District

Kathleen Coon

Special Educational Support Professional Allen Dale Elementary Grants Pass School District

Cheri A. Howard

Bookkeeper Klamath Union High School Klamath Falls City Schools

Kathryn Huerta

Special Education Lifeskills Para Professional Parkside Elementary Grants Pass School District



ON THE WEB / 02.14 »


Resources for Parents

ant to be in the know? Then check out the latest “Hot Topics” and “OEA in Action” sections located on OEA’s homepage. n Hot Topics, located toward the top right-hand side, lists the areas of interest we think you should visit— such as the Class Size campaign. n OEA in Action, located below “Hot Topics”, provides news briefs about the latest in education news, OEA’s upcoming events, and where to go to “Take Action” on issues impacting educators and their students.

ooking for resources for parents to help ensure your student is successful in school? Then visit the Parents page, parents, where you will find several resources to investigate. Here are just a few: OEA offers downloadable Parent Guides—written by teachers—that provide some practical tips on challenging parenting issues—especially when it comes to your child's success in school. Subjects covered vary from Discipline for Teenagers, Help Your Child Take Tests, to Helping Your Child Learn to Read, and more National Education Association (NEA) provides a comprehensive list of information links for parents. National PTA offers links to the state and local parent-teacher associations in Oregon. These local web sites have event schedule and contact information.


OEA Promising Practices Grant Program


ave a plan that could enhance your classroom skills or boost student achievement? An idea for a site-based professional development activity that could build partnerships? OEA's Center for Great Public Schools' Promising Practices program awards grants to individual OEA members and UniServ Councils around the state to test just these kinds of concepts. Grants for this program are rolled out across the year. For more information, go to


Training Opportunities for OEA members Educator Driven Professional Development

OEA is commitment to leading the way to establish OEA members as the driving force for education and professional excellence. Toward that end, OEA is a resource and a provider of effective professional development for educators. Through OEA's Center for Great Public Schools, we provide professional development, leadership trainings, and tools and resources on school-wide collaborative professional learning; mentorship and peer assistance; educator evaluation; equity and diversity; special education and more will be provided through the center at the local and statewide level. For more information on this and other opportunities for professional development, go to

OEA Union Education and Training Catalog

The OEA Union School offers various training materials. Whether you are looking to brush up on your own skills, preparing a training for others, or are looking to share and learn from others’ 38


best practices, this site is designed for you. The Education and Training Catalog offers: n “Organizing the Workplace” and “Strategic Planning” — trainings and manuals generated by OEA and other Unions to build strong Unions in the workplace, as well as preparing for a variety of campaigns. n “Advocacy and Representation” — runs the gamut of “Know Your Rights” to tips for Building Representatives preparing cases moving to arbitration. n “Public Affairs” — addresses ways we can build power through political activism. n “Bargaining” — provides information geared for Bargaining Committees looking for the basics in preparing for negotiations. n “Leadership” — designed to contain the “how to” information needed for elected officers of the Union. n “Professional Practice” — contains training and best practices designed to promote the profession, as well as assist educators. These trainings, manuals, and resources will help OEA members navigate the ever-increasing demands placed on our vocation.

The Official Publication of Oregon Education Association

OEA • NEA 6900 S.W. Atlanta Street Portland, OR 97223 tel: (503) 684-3300 fax: (503) 684-8063

Periodicals POSTAGE PAID at Portland OR

“You might be poor, your shoes might be broken, but your mind is a palace.”

- Frank McCourt

OEA’s 4th Annual Symposium on Transformation in Public Education Center for Great Public Schools


Working Together to Break the Cycle of Poverty | Monday, March 24, 2014


Today's OEA, February 2014  
Today's OEA, February 2014  

Oregon Education Association February 2014 edition of Today's OEA magazine