Today's OEA - Fall 2015

A PUBLICATION FOR MEMBERS OF THE OREGON EDUCATION ASSOCIATION

TODAY’S

OEA

ALSO IN THIS ISSUE » RECOVERING AFTER WILDFIRE » REMEMBERING UCC'S LAWRENCE LEVINE » LICENSURE RE-DESIGN JOURNEY NEARS THE END

BUILDING A BETTER OREGON FALL 2015 | VOLUME 90 : NUMBER 1

CONTENTS / Fall2015 VOLUME 90 . ISSUE NO. 1

Features

Departments

28

President’s Column

05 / making oregon better

By Hanna Vaandering, OEA President

Upcoming

06 / Events for OEA Members Newsflash

07 / What you can do about absenteeism » 08 / Free suppers in bend Teaching & Learning

Feature

28 / Trial by fire

Educators from two small towns in opposite corners of Oregon begin to rebuild from devastating wildfires over the summer

By Julia Sanders and Meg Krugel

In-Depth

10 / chief education officer Nancy golden steps down Licensure

11 / Licensure Redesign Odyssey Coming Home Inside OEA

18 / building a better Oregon

OEA launches historic campaign to fund the schools and services we need

By Meg Krugel

Profile

14 / Is it time to turn to oea-retired?

Politics & You

16 / legislative wrap up In Memoriam

24 / First in class

17 / Lawrence Levine, A lover of rivers

First-year teacher Kelly Cowgill finds the happy

By Laila Hirschfeld

2016 OEA/NEA Positions

35 / open for nomination and election Sources + Resources

36 / Books and Opportunities

24 ON THE COVER: Jessica Voodre, a volunteer for OEA's Better Oregon campaign and a substitute teacher in Tigard-Tualatin, drops her daughter Isabella off at school. PhotO by THOMAS Patterson

Credits: Thomas Patterson

TODAY’S OEA | FALL 2015

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PRESIDENT’S MESSAGE / Fall2015 Hanna Vaandering OEA President

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t’s been a rough start to the school year for the OEA family.

Today, as I write this, our Umpqua Community College staff, faculty and students are returning to campus for the first time after the horrifying tragedy on October 1, 2015. We’re all still stunned—even today, it is difficult to believe so much violence could take place in the beautiful, small community of Roseburg.

In that massacre, we lost OEA member Larry Levine, described in a recent tribute as “a wonderful man—very gentle, very caring, and very creative.” His friend said he hoped his legacy would be how much he loved the river, its environs and everything connected to it. You'll find a tribute to Larry on page 17 of this magazine.

We’re also mourning the loss of former OEA Executive Director Bob Crumpton, whose 25-year tenure left several lasting legacies, including the creation of the OEA Foundation.

And, as you’ll read about in this issue of Today's OEA, we have many members in rural areas around Oregon who are picking up the pieces after devastating forest fires wreaked havoc on their communities this past summer.

As I think about how we lean on one another to heal, and move forward from each of these events, I think about the importance of legacies. How can these tragedies—which seem so out of our control—help renew our support for each other, our love for our neighbor, our commitment to the things in which we so strongly believe?

It’s true, we share a profound sadness. But we also share an abiding conviction that together, we can make Oregon Better. What kind of legacy will we leave for Oregon’s students, for our communities?

Together, we have the capacity to make a difference in the lives of so many. The work we do impacts the hearts and minds of each and every student we work with, and will help build their future and our collective future as Oregonians. The challenges can be great, yet the rewards are incredible. Most of us know that feeling—the one when a student you haven’t seen in a long time comes back to see you and says, “You made a difference in my life. Thank you!” It’s a reminder of why we become educators in the first place.

If this is your first year, if you have driven your first bus route,

OEA President Hanna Vaandering launches the Better Oregon campaign to a crowd of activists and signature gatherers in Portland's Jamison Park on Oct. 3.

comforted the first-time kindergarten parent, completed your first bulletin board (one of my nemeses), applied a bandage on the first scrape of the year, or lamented the first mark on the freshly polished hallways, you are now part of our family—a family of educators. You are just beginning to create your legacy.

And your legacy will be beautiful. It will be lasting. We know there are challenges, but we can’t help but dream big and hope big.

That’s because our students dream big and hope big.

So this will be our collective legacy—we will build a Better Oregon for our students. We will build our communities, strengthen our bonds. We will make a difference because we know exactly what difference we have to make.

OEA is so proud to be a huge part of the campaign for a Better Oregon, which you’ll read about on page 18. We are key to the success of this game-changing campaign to raise funds for public education, healthcare and senior services.

There is no doubt that OEA and our coalition partners will be attacked by those who want to protect their profits. But, we are committed to doing the right thing for our students and public education. If our vision is to improve the future of all Oregonians through quality public education, then you are a vital part of that vision. This is our path. This is our shared legacy.

— Hanna

YOUR LEGACY WILL BE BEAUTIFUL. IT WILL BE LASTING. WE KNOW THERE ARE CHALLENGES, BUT CAN’T HELP BUT DREAM BIG AND HOPE BIG. THAT’S BECAUSE OUR STUDENTS DREAM BIG AND HOPE BIG. Credit: Meg Krugel

TODAY’S OEA | FALL 2015

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UPCOMING Fall2015

TODAY’S

OEA

OFFICIAL PUBLICATION OF THE OREGON EDUCATION ASSOCIATION

Nov. 16-20, 2015

American Education Week n WHAT: American Education Week—November 16-20, 2015—presents a wonderful

opportunity to celebrate public education and honor individuals who are making a difference in ensuring that every child receives a quality education. The weeklong celebration features a special observance each day of the week. n HOW: For more information, www.nea.org/grants/19823.htm.

Dec. 5, 2015

OEA-PIE’s Legislative Recommendations Statewide Training n WHAT: Join other OEA-PIE members to determine which candidates measure-up as pro-

public education during this statewide training day. n WHERE: Crowne Plaza Hotel, Lake Oswego, Oregon n HOW: Go to www.oregoned.org/whats-new/legislative-recommendations-training-day.

SAVE THIS DATE! Jan. 30, 2016

OEA Education Symposium n WHAT: Join educators and policy-makers from around Oregon for thought-provoking

conversations about the critical challenges facing students and educators in a time of rising demands and declining resources in our public schools. n HOW: Details will be posted as soon as available at www.oregoned.org/symposium.

March 2, 2016

NEA's Read Across America Day 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 2.

HOW: For more information and resources, go to www.nea.org/readacross.

SAVE THIS DATE! Mar. 4-5, 2016

OEA PIE Convention n WHAT: Join other member-delegates 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: Valley River Inn, Eugene, Oregon n HOW: Details will be posted as soon as available at www.oregoned.org/pieconvention.

FALL 2015 VOLUME 90 : ISSUE NO. 1 OFFICE HEADQUARTERS 6900 SW Atlanta Street Portland, OR 97223 Phone: 503.684.3300 FAX: 503.684.8063 www.oregoned.org PUBLISHERS Johanna Vaandering, President Richard Sanders, Executive Director EDITOR Meg Krugel PRODUCTION ASSISTANT Janine Leggett CONTRIBUTORS Janine Leggett, Laila Hirschfeld, Rebecca Konefal, Teresa Ferrer, Julia Sanders, Thomas Patterson To submit a story idea for publication in Today’s OEA magazine, email editor Meg Krugel at meg.krugel@oregoned.org 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

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TODAY’S OEA | FALL 2015

DESIGN AND PRODUCTION Francesca Genovese-Finch

Newsflash ABSENTEEISM AND WHAT YOU CAN DO ABOUT IT

Do Oregonians Value Education?

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ecent polling points to a growing love for public education among Oregon voters, and the state has followed suit by investing an additional $100 million in education this year. Still, low graduation rates demonstrate that Oregon falls short of the funding our schools need — one of the primary reasons OEA and our coalition partners are putting a ballot measure forward to raise the critical revenue our schools need in 2016.

In 2013, Oregon’s high school graduation rate was the lowest in the country. In 2014 its numbers improved slightly to 72 percent, due in large part to a redefinition of graduation. These low numbers can be attributed in part to decades of spending cuts that have left schools without the adults our students need most. “Missing most are those educators who are specifically trained to mentor and care for children at risk for dropping out,” said OEA president Hanna Vaandering. “There are fewer specialists for children with learning disabilities, there are fewer counselors and mental health providers, and there are fewer college and career advisers.”

Oregon has set the goal that by 2025, 100 percent of high school seniors will graduate, but we have yet to see the change in funding that could make this ambitious goal possible. “Oregon can do better, and we will do better,” said Gov. Kate Brown.

Credits: Andre Petrov/freeimages.com

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recently-released national study conducted

by Attendance Works shows that students in the Northwest are more frequently missing school than elsewhere in the country. “There’s a clear correlation,” said Dana Hepper, who works for Children’s Institute, an advocacy group that focuses on early-childhood education.

“The kids who didn’t regularly attend kindergarten are often the same students who are then not regularly attending in high school.”

Here are a few things educators can do to improve absenteeism in their classroom: n Start every day with a high-interest

n Provide alarm clocks for students who

activity. n Approach parents about absenteeism as partners with a shared interest in their child.

need them (apply for a grant from the OEA Foundation to help offset the costs). n Coordinate with the student’s siblings to assist in the at-home morning routine.

Smarter Balanced Assessment Results Provide Baseline Data

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he data from the Smarter Balanced Assessment has been released by nine states, including Oregon. Students’ overall performance was better than expected, though there is still a lot of work to be done. Compared to the other states who have released their data, Oregon has held strong, with only Washington surpassing it in student performance on the test. Most of the states who have released their data have not historically performed well on

standardized tests.

“For the first time, we have a clear picture of students’ progress on their path to college and career readiness,” said Oregon State Schools Chief Salam Noor. “These results represent a new baseline for our state, underscoring the work we must do together to ensure students reach this higher bar.

Providing all students with critical supports and high-quality instruction must remain our top priority.”

TODAY’S OEA | FALL 2015

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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 webadmin@oregoned.org.

How Are You Celebrating Hispanic Heritage Month?

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early one in four Oregon students is Hispanic and in the next few years, Latinos are expected to make up over 30 percent of America’s workforce. Celebrating and recognizing Hispanic heritage is not just important for our Latino students, but for everyone hoping to keep Oregon strong.

In school cafeterias, university campuses, and classrooms all over Oregon, educators and community members are finding ways to celebrate by sharing their knowledge of cultural traditions and important Latino leaders. “We want to acknowledge the Latino community’s contributions to our university. The heritage month is a way to validate their cultural relevance,” said Antonio Huerta, an outreach manager for undergraduate studies at the UO. Check out NEA’s tools and resources for incorporating Hispanic Heritage month in your classroom or school: www.nea.org/ tools/lessons/hispanic-heritage-month.

New State Law Requires Schools to Test for Dyslexia

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y law, students in kindergarten and first grade will now be tested for dyslexia at school, making it less likely that this common disability will go unnoticed. The law also requires that schools have at least one teacher on staff who is trained in supporting students with dyslexia. As many as one in five people have dyslexia. With early diagnosis comes early intervention, which can make a big impact on a student’s ability to overcome the disability.

“You don't forget kids and you don't leave them behind and you don't just let them struggle on their own," said TSPC's Vickie Chamberlain. It may take several years before the law is fully implemented and the training and testing materials are available.

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TODAY’S OEA | FALL 2015

Bend High School Sets the Table For Free Supper

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s the doors open this fall at Bend High School, students walk into a community that not only gives them a free education, but a free meal as well. The changes are part of a push by the Oregon Department of Education (ODE) to improve nutrition for students in lowincome areas. This school year, Oregon students who previously received a reduced-price lunch will eat for free.

Additionally, schools with afterschool programming, like Bend High School, will be offering a free supper to every student.

According to ODE, “This program is officially known as the At-Risk Program.

An after school program with 100 children could receive over $17,500 each school

year for serving snacks, and over $70,000 each school year for serving meals.”

Katrina Wiest, wellness specialist for Bend-La Pine, explained the importance of providing this service to students who stay after school for sports or academics. “We’ve always wanted to (feed) the sports teams. They are the most vulnerable at this point because of the expenditure of energy. They have lunch at noon and then they don’t eat until 8 p.m. when they get home.”

A federal reimbursement covers the cost of the program including two staff members hired to prepare and serve the food. On the first day of the program, about 100 students ate supper for free at Bend High School.

Newsflash HELP US BUILD A BETTER OREGON! » OEA is looking for member activists to help us collect signatures to put Initiative Petition 28 on the ballot in November 2016. Now is the time to get involved - go to: www.oregoned.org/betteroregon to learn more.

Eugene Teacher Seeks to Rename School

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TEAM-UP for Students Benefits Washington County Schools

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hanks in large part to a group of Washington County educators, Cornelius Elementary School in Hillsboro is starting the year with an additional $3,200 to support its students.

Members of the Washington County UniServ organized the first-annual TEAM UP for Students Run and Walk, which will benefit a different county school each year.

"There are many schools in Washington County that are struggling to make ends meet and meet the needs of their students," co-race director Marcia Camacho said in a

release. "While our first event will help the needs that Cornelius Elementary has, it is our hope that we can spread the benefit of TEAM UP For Students to other schools in the future."

The 5K event took place May 16 at nearby Echo Shaw Elementary School and drew more than 225 participants in its inaugural year. Thank you to Washington County UniServ’s organizing team and all who made this a great event through their participation. We look forward to the second annual!

s Eugene teachers at Roosevelt Middle School see the beginning of construction on their new building, one bold teacher hopes to construct a new identity for the school as well by renaming it after a figure that better represents the community and its values.

Jenoge Khatter, who has taught U.S. History at Roosevelt for four years, feels that though Roosevelt accomplished much during his presidency, his sometimes racist leanings make him a poor choice for a namesake. “I feel like our culture has a lot of blinders up to which narratives are highlighted (in history),” Khatter said.

Khatter noted that Eugene has only one school named after a woman and only one school named after a person of color. According to Khatter, this is despite the fact that 50 percent of the school district is female and about 30 percent of Roosevelt’s students are nonwhite.

“Given that it’s being torn down and rebuilt,” he said, “this seems like a particularly ripe opportunity to claim this name as one that really embodies the community’s values — which I know are not consonant with Theodore Roosevelt’s views on race.”

Four Oregon Teachers Nominated For National Teaching Award

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our Oregon Teachers were nominated for the 2015-2016 Lifechanger of the Year Award, which recognizes K-12 Educators across the US who make a positive difference in the lives of their students. Out of hundreds of nominees, 16 will be chosen for cash awards given to the winners and their schools. One of the awards, the Credits: Left: froelich-engineers.com; Right: Rebecca Konefal

Lifechanger Spirit Award, recognizes the nominee whose community shows the most spirit through pep rallies and social media.

The nominees are: Sherry Farquhar-Joyce, Kindergarten Teacher at James Templeton Elementary in Tigard, Reina Estimo, College and Career Readiness Coordinator at Madras Senior High School & Warm Springs K-8

Academy School in Madras, Julie Becksted, middle school math teacher at Hedrick Middle School in Medford, and Aaron Fox, sixth grade teacher at Jackson Elementary School in Medford.

To help these educators win, post about them on social media using #LCOY.

TODAY’S OEA | FALL 2015

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Teaching & Learning

CHIEF EDUCATION OFFICER NANCY GOLDEN STEPS DOWN

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hen OEA president Hanna Vaandering talks about the work that’s been done over the past 18 months to improve Oregon’s system of assessment, she glows with pride as she reflects on the team of educators who developed the proposal that has put Oregon on the map for assessments. “I’ve honestly never experienced collaboration like this before," said Vaandering. "It is the template for getting it right for our students.

Nancy‘s dedication to valuing educator voice was key in making this happen.”

Vaandering is speaking, of course, of Dr. Nancy Golden, Oregon’s Chief Education Officer, who stepped down from the role at the end of August. Golden provided key leadership to the Assessment Team

in developing an initial proposal of recommendations that will promote student learning and increase teaching time.

Golden was instrumental in constructing a partnership with the Governor’s office, the Oregon Education Investment Board, the Oregon Department of Education, a diverse group of educators, and a handful of other stakeholders.

This dedicated group of educators developed this proposed new system that will prioritize a student’s natural curiosity over a bubble test, and will set students up for success rather than squashing their love of learning.

“Our students have to know what assessments will be used, why the assessment is being used, and how the

results will be used. Our students and their needs have to be the focus, and that’s something Nancy believed and advocated for throughout her career,” Vaandering said.

Gov. Kate Brown announced on Aug. 24 that Golden would retire after 42 years of distinguished public service in Oregon education, stepping down from the post she’d held since 2013.

“Nancy has put Oregon on the road to improve educational outcomes for every Oregon student,” Gov. Brown said. “She has been tireless in her commitment to equity and closing the opportunity gap, making progress toward the goal of a seamless education system from birth to career. While Nancy’s knowledge and inspiring leadership will be missed, she has created an excellent foundation for us to build upon.”

The Governor announced that Lindsey Capps, former Director of the OEA Center for Great Public Schools, will serve as the acting Chief Education Officer.

Moving Forward — and Celebrating Successes — With TELL Survey

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o you have the resources and supports necessary to do your job to the best of your abilities? In early 2016, you will once again have a chance to make your voice heard through the second round of the TELL Oregon survey. This survey (on Teaching, Empowering, Leading, and Learning) allows you to join with thousands of educators across the state and share your perceptions of the teaching and learning conditions in your school. The survey results are a powerful way to share the overall status of teaching and learning conditions as identified by educators.

After the TELL 2014 results were published, many educators throughout the state used their data as an impetus for broader conversations regarding the climate, conditions, and culture of their schools and how these factors affect student learning.

Teams of community members, teachers, principals, administrators, and policymakers used the data as one point of reference

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TODAY’S OEA | FALL 2015

in planning for and taking action toward building the schools our students deserve.

Read about two local successes below, and be sure to participate in the 2016 survey and bring your voice to the conversation!

goals in front of the BEA Representative Assembly. Representatives then had their conversations with principals and reported back the results to BEA leadership, strengthening the collaborative relationship.

Beaverton The Beaverton Education Association (BEA) used the TELL survey results to facilitate productive conversations between building representatives and building administrators on improving teaching and learning conditions. The BEA Executive Board members guided building representatives through an in-depth analysis of two categories on the survey, comparing their building results with district results.

The BEA building representatives identified strengths and weaknesses supported by the data and developed two improvement goals for their school. A principal and a BEA representative modeled a productive conversation by sharing data and discussing

South Lane South Lane Education Association used the TELL survey results to engage in a collaborative discussion with the district administration on strengthening the relationships between staff and the administration with a goal of improving morale. The Superintendent convened several meetings with staff to identify ways to improve the relationship between the administration and the staff. The TELL survey results were also used to elevate the need for improving the maintenance and physical condition of one of the schools.

By collaboratively discussing the survey results and developing a plan of action, the maintenance of the school improved.

Licensure

ITHACA IN SIGHT Licensure Redesign Odyssey Coming Home

BY TERESA FERRER / Consultant, OEA Center for Great Public Schools

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ust as the magical ships finally brought Odysseus within sight of his home, Oregon teachers are finally getting their first personal glimpse of the future of Oregon Teaching Licenses!

For nearly three years, a multi-stakeholder group consisting of OEA members on both the licensure redesign committee and the TSPC Commission has focused tirelessly on researching and vetting a new licensure system that would bring all Oregon teachers into one transparent and coherent system that meets the needs of the profession — teachers and students alike.

This is our third magazine article featuring major steps along the journey, and OEA members (by the hundreds!) all over the state have attended licensure trainings over the last three years to hear the latest developments, offer feedback and become an active part of the trajectory.

Very swift votes by the commission this last summer put some of the major concepts in motion and, although a final vote on these changes and the transition between old and new will be held at the TSPC Commission meeting this November, temporary rules have actually brought some of these changes to some of our members who are renewing now. January 1, 2016 however is the date at which we will no longer see the Initial I license and all the administrative changes kick in. Alert: These changes will affect only teaching licenses at this time.

Personnel service and administrative licenses will not be changed… yet!

So what exactly has changed from our Summer 2015 report to you? One big development is a definitive Jan. 1, 2016 implementation date for the new, increased application fee of $140. Many more teachers will qualify for a five-year license under the new redesign so that fee is a bargain for them. Others will be paying more for the same licensure term. What will it pay for?

Improved staffing and the development of a new computerized, online system is the goal and focus of these funds. Remember: TSPC Credits: Thomas Patterson

OEA Members to Thank

For advancing the redesign of Oregon Licensure and our members' ability to understand and engage Melissa Sass Shirley Blanchard Lea Bates Gary Humphries Kathleen Sundell Mary McGinnis Chris Kuka Jeff Matsumoto Marty Perez Edward Sage Judy Brizendine Michele Oakes Carrie Baisch Anne Goff Cindy Williams Sue McGrory Karen Hoffman Karen Lally Mark Molner Cherene Mills

Robert Markland Sydney Murphy Juliet Safier Eric Miller Maureen Barnhar Katrina Myers Tad Shannon Lynda Sanders Tami McDonald Laura Scruggs Karen Watters Maureen Twomey Lynn Hill Deborah Barnes Loressa Dunn Elizabeth Nordling Jeff Foster Erika Breton Carissa Boyce Claudia Slack

is funded solely on our licensure fees and we have not experienced an increase in fees for over three decades.

Tier 1 and Tier 2: Preliminary and Professional (required) The first chart (on next page) maps out a proposal for a three-tiered system where the third tier is an optional license that must be renewed differently than just completing Continuing Professional Development.

The entry, or first tier license, will be the Preliminary License (PreL) and has been proposed as a three-year license (which OEA strongly supports). This PreL can be obtained by anyone who completes all of the Oregon requirements for licensure, which include passing all licensure exams, completing an approved teacher education program, holding at least a Bachelor’s degree and passing the background check.

There will be a Transitional License with limited duration for those who do not meet the requirements for the Preliminary License.

The NEW requirements for the Professional License (ProL)

In our last magazine article, and in many licensure workshops around the state, you learned about the proposal to remove the Master’s degree requirement for the second tier of licensure and replace it with verification of additional credit. The commission has now approved temporary rules (for final adoption in November) to accept this newest and most flexible set of requirements to date.

The requirements for the Professional License (ProL) that are currently being applied to anyone who is renewing now are: n Meet the requirements for the PreL n Verification of four years of teaching experience in Oregon (135 contractual days (.66+ FTE for one year) n Evidence of advanced level of educator knowledge.

Meet ONE of the following: n Completion of an advanced degree that is related to education n Completion of TSPC approved endorsement program n Completion of TSPC approved specialization program n Completion of TSPC Advanced Licensure program n Completion of National Board Certification n Washington State Professional License or equivalent n Completion of an advanced professional development plan approved by the district (equal to at least 150 PDUs and meet InTASC Standards) This new set of requirements (which OEA supports) gives flexibility and choice to every Oregon teacher to find the very best route for them to move to the ProL. OEA highly recommends that all local associations begin conversations with their district to determine what is already being done in professional development within the district that qualifies for an advanced professional development plan and what might be included or added to supplement TODAY’S OEA | FALL 2015

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Licensure Existing Licensees

Updated 9-15-15 • Final Vote: November 2015

Tier One Preliminary License (3) PreL

Tier Two Professional License (5) ProL

Tier Three (Optional) Distinguished Teacher Leader License (5) DTL

• ANY license who meets the requirements for the Professional License except for the four years of teaching experience may apply for the ProL once they can verify the experience with PEER forms.

• Initial I/Basic Licenses can move to the Professional once they have met the requirements for the Initial II/Standard Licenses ... or...once they have met the new requirements for the ProL. • Basic Licenses who have not met the requirements for the Standard or the new ProL may apply for the Legacy License (3 year license: one issuance only). Then must qualify for the ProL.

• Initial II Licenses: You can remain at ProL and renew continuously. Or you could meet the new requirements for DTL (at any time).

• Standard License: You can remain at ProL and renew continuously. Or you could meet the new requirements for DTL (at any time).

• Continuing License: You will be issued a ProL but may qualify for a DTL if you can prove that you have deemed "effective" to "highly effective" in your last two evaluation cycles previous to application and provide evidence to verify your current professional leadership practices.

• Two year pilot to calibrate criteria and review of evidence of current professional leadership practices.

• Likely that NBCTs and completers of TSPC approved Teacher Leader programs will have a lighter application process.

it. Special Note: This “Advanced Professional Development Plan” differs from a regular CPD log that is approved by a district in that the only activities that can be counted are those that build advance professional practice specific to teaching students: thus, the requirement to meet the InTASC Standards.

(NBCT, teacher leader program, etc.)

OEA members are a part of a committee to propose possible examples of professional leadership evidence to the commission.

What exactly will be required by educators and the criteria for which that evidence will be judged is yet to be determined. It is likely that some routes like NBCT or completion of approved teacher leader programs may be more streamlined than others. TSPC will be instituting a two-year pilot of this license to calibrate and review the criteria and evidence it will be using.

or higher if in a self-contained environment (like some alternative schools or one room school houses). We'll no longer need to tread carefully around four levels of authorization. Does that mean that a high school math teacher can teach 3rd grade?

NO, but a high school math teacher could be assigned to teach mathematics only at an elementary school. Our licenses will only hold our subject or specialty endorsements and, other than elementary self-contained, there will be no formal authorizations on licenses. Alert: Some specialty areas (like SPED) may have elementary or secondary authorizations.

Third Optional Tier: Distinguished Teacher Leader License (DTL)

This optional Distinguished Teacher Leader License (DTL) will be valid for five years and if, for any reason, you do not meet the advanced renewal requirements specific to the DTL (yet to be determined) you will automatically qualify for the default ProL (also a five year license). The requirements for this license are: n Evidence of “effective” or “highly effective” evaluation for two evaluation cycles previous to application IN COMBINATION WITH n Other TSPC approved evidence of current professional leadership practices:

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PK-12 Licenses: Everything Old Becomes New Again

Remember the “old days” when most specialists used to teach their specific subject at any grade level? Given the demands of proficiency learning, regardless of grade level, the licensure redesign proposals will move most single subject endorsed teachers and specialists to PK-12 authorizations.

Traditional elementary self-contained teachers will be authorized to Teach PK-8

How Will Existing Teachers Transition Into New Licenses?

The second chart (above right) represents how existing licenses are likely to fall into the new ones. You will not automatically be issued a new license with a new name. Instead, when you go to renew you will then be issued the new license for which you qualify. So, for instance, if

Licensure Brand New Licensees

Updated 9-15-15 • Final Vote: November 2015

Tier One Preliminary License (Pre L)

Tier Two Professional License (ProL)

Tier Three (Optional) Distinguished Teacher Leader License (DTL)

• Three Year License

• Five Year License • Renew continuously with CPD

• Five Year License • Must complete advanced renewal requirements ...or... go back to ProL

• Can renew one time only if employed as educator (must complete CPD requirements to renew) • Unlimited renewal with CPD if not employed as educator Requirements • No experience needed • Complete teacher education program • Required exams (Basic Skills Exam eliminated) • BA/BS Degree • Fingerprinting check

you currently hold a Standard License that does not renew until 2016, you won’t see a license with a new name for some time to come!

The Professional License is being issued as we speak to those who qualified and renewed since the temporary rules were adopted this summer. That license is, in fact, the best license to qualify for right out of your current license. Why? Because it is a five year license (a major upgrade for many) that you can renew over and over again until the end of your career based on completing 25 PDUs for each year of the license (for a total of 125 PDUs in order to renew). People who have the Professional License can choose to move to the optional Distinguished Teacher Leader license if they qualify or, alternatively, to remain on the Professional License. Who automatically qualifies for it when they renew? The Standard and Initial II licensee who can verify at least four years of teaching experience in Oregon will be issued the Professional License.

Any licensee who does not have the

Requirements • Met requirements for PreL • Four years teaching experience: 135 contractual days (.66 FTE+) for one year • Evidence of Advanced Level of Educator Knowledge.

Meet ONE of the following: • Completion of an advanced degree that is related to education • Completion of TSPC approved endorsement program • Completion of TSPC approved specialization program • Completion of TSPC Advanced Licensure program • Completion of National Board Certification • Washington State Professional License or equivalent • Completion of an advanced professional development plan approved by the district (equal to at least 150 PDUs and meet inTASC Standards)

If this isn’t as crystal clear as it should be to you, we have a remedy. If you have not attended a licensure redesign workshop yet, ask your local association president or UniServ Consultant to help schedule one near you. This is free to OEA members and can offer assistance on any licensure issue, including understanding redesign. four years of Oregon teaching experience, regardless of whether or not they have met the other requirements of the Professional License, will be issued either the Initial I, Basic or Standard, depending on what license they currently hold. After Jan. 1, 2016, these teachers will be issued a Preliminary License.

It is important to note that those who have met all requirements except for verification of four years of experience teaching will qualify for the ProL as soon as that experience is verified and they apply again. Basic licensed teachers who have not met any of the new requirements of the Professional will be allowed to apply for the Legacy license.

Requirements • Met “effective” or “highly effective” evaluation criteria for two evaluation cycles previous to application as a foundation IN COMBINATION WITH • Other TSPC approved evidence of current professional leadership practices: (NBCT, teacher leader program, etc.)

This one time, three year license can serve as a bridge between their current license and the Professional should they qualify or to the new Preliminary if they do not.

Rough Waters and Adventures to Get to the Calming Sea of Home

This process has been fraught with adventure and adversity, but it is coming very close to the end and the outcomes for Oregon teachers across the state are even better than what we first imagined.

During one of our most recent workshops in Vernonia Schools, an educator stood up afterwards and said “Who is responsible for this new system so I can personally send them a letter of thanks?” Thank the many Oregon educators, teachers and administrators alike, who worked on the ground floor battling the twists and turns of this journey.

They never gave up on a system that could be equitably applied, transparent, easily administered, flexible, relevant and responsive to the needs of the profession, educators and students they serve.

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Inside OEA

STAY INVIGORATED, STAY INVOLVED, STAY IN TOUCH Is it Time to Turn to OEA-Retired?

BY DAN DOMENIGONI AND MARTIN BRONSTEIN / OEA Retired Members “It’s Deja Vu all over again.”

W

— Yogi Berra

hat would compel someone to re-engage in a world they essentially left to move on to the next series of life’s adventures? After all, in the world of education, either you’re “all in” or you’re “all done.”

Well, not so fast. The question can be asked, “Is there a way to be involved without the stress and pressures of the daily grind, the incredibly regimented daily schedule, and the personal sacrifice of being tied to the old agrarian school calendar year after year after year, ad infinitum?”

Interestingly enough, there is a way that one could stay involved, stay invigorated, and stay in touch — without being under appreciated, overly scheduled, and going outright crazy - or as the case may be . . . crazier! Enter OEARetired!

What stays the same for many of us is our lifelong interest in promoting quality public education for all students, support for our active front-line teachers and educational support professionals, our commitment to staying vigilant on legislative politics and priorities, and advocating for accessible health care for all, retirement security, and other senior concerns and issues.

Oh, yeah, and we are also committed to having fun, staying healthy, enjoying family and friends, traveling, and lifelong learning. And, did we mention having fun? Our short-term memory is always being tested.

So, what does OEA-Retired’s multifaceted program look like? We recognize 14

TODAY’S OEA | FALL 2015

The annual Fall picnic convened OEA-Retired members, including State Rep. Margaret Doherty, bottom right.

that retirees and soon-to-be-retirees have different interests, needs, time, energy, and unique skills. Members are welcome

to participate in one or many events and activities. If promoting literacy is your thing, we have a great ongoing literacy

Inside OEA JOIN US!

Come join us as a current retired member or as a preretired life member — where you can join OEA-Retired before actually leaving your current position and become an OEA/NEA member forever (not as daunting a commitment as it sounds).

When you join OEA-Retired as a life member, you are never assessed yearly or additional dues and your level of personal involvement is entirely up to you!

For information on how to become a member, contact OEA Membership Specialist Becky Nelson: becky. nelson@oregoned.org or the current president of OEARetired, Terri Domenigoni: tdomenigoni@comcast.net.

project where we collect new or gently used books and distribute them to classrooms and groups across the state.

We help facilitate great group travel opportunities, local tours of historically and culturally significant places, group wine tasting opportunities, arrange for a wide and diverse group of speakers and presenters at our member meetings, raise money and support the OEA Foundation in many ways, and advocate for our public schools and public school employees. And, we work hard at not being too great a nuisance to our brothers and sisters at OEA (which is, perhaps, our greatest challenge)!

The bottom line —if there is such a thing as a bottom line — is that we are a cast of characters (and we use the term loosely) who possess an interest in staying involved, staying invigorated, and staying in touch!

Credits: Dan Domenigoni

Working Hand-in-Hand for Social Justice Ethnic Minority Affairs and Human & Civil Rights Committee Promote Equity

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f OEA’s seven core values, the values of Social Justice and Respect for Diversity are paramount to two dedicated committees of the Oregon Education Association, the Ethnic Minority Affairs Committee (EMAC) and the Human & Civil Rights Committee (HCRC). Together, these committees made of dedicated OEA member activists work to eliminate discrimination from the educational system and encourage representation of diverse communities within the OEA family.

The Ethnic Minority Affairs Committee works with OEA Centers to address: n Issues faced as members seek to be successful educators in our diverse society n Issues of diversity to improve Association relationships and participation n Issues facing our members in meeting the needs of diverse students in schools Two members are appointed from each of NEA’s four designated ethnic groups (Asian, Hispanic, Black, and American Indian/ Alaskan Native). Committee members are recommended by the OEA President and

CONTACT

Diana Garcia-Hernandez, EMAC Chair rdhdez@charter.net Patricia Jolly, HCRC Chair pjolly36@gmail.com

approved by the OEA Board of Directors.

They serve a three-year term.

OEA’s Human & Civil Rights Committee was established in 2010 and includes broad representation from members committed to social justice issues across Oregon, including retired members. Specifically, the HCRC focuses on: n Reviewing resources, materials, tools and training currently available to OEA members that promote equity and access to great public schools n Reviewing and promoting the Ed Elliott Human Rights Award n Monitoring and assessment of OEA’s organizational commitment to and active advocacy for human and civil rights

GET INVOLVED WITH EMAC & HCRC! Add these Fall social justice events to your calendar OCTOBER n 23rd, Friday CAUSA’s 20th Anniversary Gala Portland, OR n 24th, Saturday

OEA HCRC Meeting, OEA Headquarters Portland, OR

NOVEMBER n 5th, Thursday, 4:00-6:00pm Identity Curriculum Teacher Workshop Oregon Nikkei Legacy Center, 121 NW 2nd Ave Portland, OR sign up at info@oregonnikkei.org or call 503-224-1458 n 9th, Monday, 12:00 (Noon) Matinee

Nihonmacki: The Place to Be Gerding Theater Cost: $10/student Contact: info@oregonnikkei.org for more information and to receive teaching packet n 16th, Monday 11:00-5:00pm

Office of Equity and Inclusion (OEI) Health Equity Conference Oregon Convention Center Portland, OR TODAY’S OEA | FALL 2015

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Politics & You Get Political: Opportunities to Engage ✩ Oregon Labor Candidate School: One of the best ways to advocate for positive change in public education is to do so as an elected official. If you would like to see your local school board supporting you and your fellow education professionals, then now is the time to start thinking about who the next candidates for office might be—maybe it’s you? The Oregon Labor Candidate School is an OEA-supported program that trains members like you on what it takes to set up and run a successful campaign. The program teaches potential candidates how to get a leg up and gives them the tools they need to win. There are trainings in Portland, Eugene, Medford and Bend.

You can find out more information at www.oregonlaborcandidateschool.org. ✩ OEA-PIE Convention, March 4-5, 2016: OEA-PIE is the Oregon Education Association’s political fund that allows us to elect pro-education candidates.

If you’ve never attended, it’s an experience to remember. There’s never been a better time: this year, OEA-PIE members at the convention will be making recommendations for President, Congress, and The Governor. Mark your calendar for March 4-5, 2016 and join us in Eugene for the excitement! ✩ OEA-PIE Statewide Local Recommendation Training, Dec. 5, 2015: OEA-PIE relies on local affiliates to interview and recommend candidates for the Oregon legislature—no one knows better which local candidates will best promote and protect public education. It’s a wonderful process to be a part of, and it begins with a short one-day training so you can learn more about how to effectively advocate for the best candidates in your area. Visit oregoned.org to sign up!

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TODAY’S OEA | FALL 2015

LEGISLATIVE WRAP-UP

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he 2015 Legislative Session provided an incredible roller coaster ride for everyone! Governor Kitzhaber’s resignation provided a dramatic start to an action packed session, which included a host of victories for Oregon’s educators and students.

Who could forget fifth grader Alfonso Bernal’s moving testimony, calling for increased K-12 education funding for our schools? Testifying before the Education Subcommittee of Ways and Means about how different his experience was from that of his sisters’, he said, “When my sisters were in elementary school, they got to go to music class. I’ve never even had a music teacher. When my sister Priscilla was a 5th grader, she had 24 students in her class. I have 33 students in mine, and we’re not even the largest class.”

Community Colleges saw an increase in funding from the original budget proposal to $550 million, which was the minimum needed to reverse the deep cuts sustained during the recession.

Before session was over, the K-12 budget was successfully increased, and the gap between what we know our schools need (QEM), and the actual

budget ($1.78 billion) shrunk to the smallest it’s been in eight years. OEA was able to help score some huge victories for Oregon students, including Higher Education access for all—an OEA New Business Item—and several laws that will help us forge a new path on assessments in Oregon (see Today’s OEA cover story in our Spring 2015 issue.)

The work on assessment continues, as does OEA’s continued commitment on narrowing achievement and opportunity gaps and supporting our diverse student population and those living in poverty.

More than a dozen workgroups—from ELL, to school transportation, to class size—are underway as we begin to prepare for 2016’s short legislative session.

Elementary and Secondary Education Act (ESEA)

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ationally, there are a number of education related bills, but none as important as the Every Child Achieves Act (otherwise known as the reauthorization of the Elementary and Secondary Education Act—ESEA.) This bill reflects a paradigm shift away from No Child Left Behind, the intense, Washington-dictated one-size-fits-all legislation that created a test and punish culture which hurt students, diminished learning and narrowed curriculum.

Before the summer, the ECAA passed the Senate with unprecedented bipartisan support (81-17), and while it is not perfect, it is a significant step in the right direction toward fulfilling the original goal

of ESEA: to provide more opportunity for all students, but especially those most in need.

The next step is for the House and Senate to confer, and deliver a final reauthorization bill that retains all the important headway we’ve made for students, educators and public education. It’s not entirely clear what the current political climate will allow, especially with the recent resignation of House Speaker John Boehner, but NEA and OEA will continue to lobby for a bill that improves public education and provides opportunity for all of our nation’s students, regardless of their zip code.

Remembering Lawrence Levine, A Lover Of Rivers

In Memoriam

BY AMANDA PEACHER , OPB Reprinted with permission from Oregon Public Broadcasting • www.opb.org/news/article/roseburg-remembering-lawrence-levine

F

riends describe Larry Levine as a quiet man who loved rivers, his fishing buddies and the blues.

Sixty-seven-year-old Levine, an OEA member, was the oldest of the nine victims in the mass shooting in Roseburg at Umpqua Community College on Oct. 1.

Levine was an English instructor at UCC. He even looked the part of a professor, with a grizzled gray beard, and sometimes smoking a pipe.

Levine lived in a cabin on the North Umpqua River and was a steelhead fishing guide.He had a community of close friends in Glide, but he also enjoyed solitude in nature. In the fall, he would disappear into the forest for long stretches. Then he’d show up at his friend’s homes with bags of wild mushrooms as gifts.

“Larry was a wonderful man, he was very gentle, very caring, and very creative.” said Bill Undlin, a friend and neighbor to Levine.

“I’ve known him for decades,” said Undlin. “He used to ride his bike to the store and get his newspaper and we’d talk.

I’m going to miss him.”

Howell: “I just would like his legacy to be how much he loved the river, fly fishing and its environs and everything connected to it.

Joe Howell was Levine’s friend. He says Levine was known for both strong opinions and his generosity.

“He was jovial and always joking and laughing. I never heard him say an unkind word about anybody. He had a big heart.”

Howell last saw Levine a few weeks ago. He says Levine was excited at that Credits: Larry Levine family photo

time because he had finally been assigned to teach a class he really wanted at the college: Creative Writing.

Above all, Levine’s passion was his writing. He published nature essays and wrote several unpublished novels.

In an essay in Fly Fisherman magazine, Levine described a moment while fishing, eating a peanut butter jelly sandwich on a warm day.

He wrote: “Standing in the sun overlooking the river, I think there has never been a more delicious moment.”

Those close to Levine say that’s how they’ll remember him: Reveling in Oregon’s rivers and wild places. And perhaps, smoking a pipe.

Today, I stood where the wide ledge below my house meets the deep part of the river. Where the river ran over it, the ledge was the color of wet sand with a patina of moss green highlights. It was ninety degrees; I was summoning the courage to jump in. As I gazed into the depths, I saw my shadow and rays of light emanating around my silhouette.

The light danced to the rhythm of the breeze on the water; it was all in one and magical, and that was what I dove into.

LARRY LEVINE in an archived post from June 30, 2013 for Steamboaters.org

TODAY’S OEA | FALL 2015

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BUILDING A BETTER OREGON

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TODAY’S OEA | FALL 2015

OEA LAUNCHES HISTORIC CAMPAIGN TO FUND THE SCHOOLS AND SERVICES WE NEED

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n the day before school officially adjourned for the summer in June 2014, Jessica Voodre remembers hearing the bone-chilling news.

There’d been a school shooting at Reynolds High School, located just 20 miles north of the high school where she taught social studies to students in the Gladstone School District. One 14-year-old student had died in gunfire. The news hit Voodre hard: it easily could have been her student, or taken place in her classroom.

She remembers the grief she felt as a member of the broader education community that day and in the weeks following the violence. She remembers the panic she felt as a parent of a young child who was just about to enter the public school system as a Kindergarten student. And, she remembers the anger. The anger at a system that had allowed an individual with severe mental health issues to go unnoticed — perhaps because there were too many students crammed into his classroom, or because counselors and school psychologist positions had been cut from the district rolls due to loss of funding.

Like so many other of her fellow educators and community members, the “what-ifs” loomed large for Voodre that summer.

“My heart broke, because here we are again. I know what it feels like to care so much about the living, breathing human beings who are in your class, that you would do everything in your power to protect them,” Voodre said. “Here is a situation where, with the right support, somebody would have seen ‘he’s not acting right, something has changed.’ But without the right number of adults in the building, things get missed.”

In the fall of 2014, Voodre returned to her classroom at Gladstone High School deeply changed by the tragic event from just a few months prior. She knew Oregon schools were in crisis, and in Voodre’s Credits: Chris Becerra

perception, the impacts of that crisis had manifest in the most tragic way imaginable. That school year, she began to feel a sense of hopelessness about the reality facing Oregon’s schools. In her own classroom, she saw the impacts of year-afteryear disinvestment in public education — in one instance, she remembers sneaking her students in to the nearly-defunct library before and after school in order to complete their social studies research projects.

A school with no library. Students without access to books. Enough was enough.

Voodre submitted her letter of resignation in June 2015, after making the difficult decision that she could not return as a full-time teacher to “give it her all” for one more year under such dire circumstances.

It was one of the hardest decisions she’d ever made. Teaching had been her calling in life, and for 10 years, she’d given the career — and her students — all she had to offer.

Fast forward a few months, and Voodre stands holding a clipboard in Jamison Square in downtown Portland. Under a crisp October blue sky, she’s collecting signatures to put Initiative Petition 28 (IP 28) on the November 2016 ballot. Since stepping down from her full-time teaching position, Voodre has been substitute teaching in Tigard-Tualatin School District.

She's also been doing everything she can for IP 28 — affectionately termed the “Better Oregon campaign,” which, if passed, will raise the corporate minimum tax on corporations with sales exceeding $25 million and put that revenue toward funding education, senior services, and healthcare.

Right now, Voodre is focused on gathering signatures in order to meet OEA’s goal of 60,000 signatures by July 1 to qualify for the 2016 ballot.

What is the Better Oregon Campaign?

Here are the facts: currently, many large

BY MEG KRUGEL

out-of-state corporations (like Wal-Mart, Comcast, and Bank of America) pay just $150 in corporate taxes to the state of Oregon. Nearly 400 companies who do business in this state pay no taxes at all. A corporate minimum tax of $150 puts Oregon in 50th place with the lowest business taxes in the country. The proposed text of IP 28 would increase the minimum tax on corporations that make more than $25 million in Oregon sales, and would raise $5 billion every biennium to support education, healthcare and senior services. That sounds like a huge chunk of change, but the reality is an additional $5 billion will only move Oregon two spots ahead of where we currently are, and will rank us 47th in lowest business taxes across the board.

Official Text Initiative Petition 28: Increases corporate minimum tax when sales exceed $25 million; funds education, healthcare, senior services.

How will this impact small businesses?

Of the corporations who will be impacted by the Better Oregon campaign, 70 percent are headquartered out-of-state. According to Ben Unger, Executive Director of Our Oregon, “This measure only impacts the largest corporations in the world. By doing so, this measure will level the playing field for small businesses. Local businesses owned by everyday Oregonians will now finally have a chance to compete with Wal-Mart and Home Depot, and will have the schools and services that their families and neighbors all rely on.”

Does our state need it?

For educators and parents across Oregon, the answer is a resounding YES. Oregon students are bearing the brunt of TODAY’S OEA | FALL 2015

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years of underfunding our schools; sitting in classrooms that rank third largest in the country; enduring one of the shortest school years in the nation, and suffering deep cuts to elective programs like art, library, PE and music.

Beyond this, Oregon families are struggling to recover from the economic crash that hit us hard in 2008, which means students are arriving to class less prepared to excel — having not eaten breakfast, or without the necessary school supplies to do their classroom assignments. According to the National Center for Children in Poverty, the rate of child poverty in Oregon is up 25 percent from what it was in 2007.

One step inside the doors of an average Oregon school and it’s not hard to recognize that educators are under extraordinary expectations, given the reality of who (and where) they teach.

At Centennial High School outside of Gresham, where Reed Scott-Schwalbach teaches Spanish, more than 65 percent of students live in poverty. For about half of her 16-year-career, Scott-Schwalbach has watched her students’ families struggle to make ends meet. Her students need more services to make it through high school and graduate on time — like college counseling, access to health care on campus, one-on-one attention in class, and attendance monitoring.

Scott-Schwalbach, who’s lost five of her seven full-time Spanish teaching colleagues over the past several years due to cuts, says she still feels “lucky” at Centennial High School. In 2010, she remembers her daily student-load ballooning to 220 students. “It became unbearable,” she said.

“You can not maintain the stamina that it takes to engage with 220 people every single day, consistently between the hours of 7:40 and 2:30.”

While her class size is now significantly smaller because she’s teaching more advanced courses, for many of her colleagues, 200 to 220 students every single day has become the norm. “For people who’ve always taught in Oregon, we have gotten used to dealing with loss. We’ve accepted all sorts of new lows as ‘normal,’” she said.

But there’s hope in the Better Oregon 20

TODAY’S OEA | FALL 2015

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ver the course of the next year, there will be many asks made of OEA members in order to meet the goals of the campaign and win in November 2016. OEA leadership believes our success will depend on every single member doing his or her part to become informed and engaged in the effort.

You can learn more about the signature gathering effort at: www. oregoned.org/betteroregon/ signature-gathering. In this magazine, you’ll find a single-signer signature sheet that you can tear out and return to the Secretary of State.

campaign, which Scott-Schwalbach has fully embraced as a leader in her local East Mulnomah County UniServ Council. “It gives our educators a reason to hope and something to fight for. We’re not saying, ‘No, we don’t like this.’ We’re saying ‘This is our solution and we want to go out and make it happen.’ That is such an empowering message, as opposed to a message that mires you in status quo because you’re not proposing anything different,” she said.

When Scott-Schwalbach first helped roll out the campaign to her colleagues from the Centennial Education Association, she asked them to envision what a fully funded school might look like, should the Better Oregon campaign pass next November.

The dreams these educators shared weren’t “pipe dreams” by any stretch of the imagination. They dreamed of simple things – art supplies, an additional school nurse on staff, band instruments, a library that stayed open after school hours.

“It’s going to take all of us to change the structure within our state, so that we have the money to do what we know our kids need,” Scott-Schwalbach said. “And that’s the part that is most important. Educators see it everyday. They know what our kids are lacking, and what we’ve been missing is

Credits: Better Oregon Campaign

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Multnomah County UniServ Council at their September general membership meeting last month. It was important to her that fellow members hear about the campaign from their own local leader, rather than an outside source. “I want them to connect it to their own union and fully understand that this is something we are doing together,” she said.

What will it take to win?

Jessica Voodre drops her daughter Isabella off at Mary Woodward School Top: Jessica Voodre, clipboard in hand, gathers signatures for IP 28 in downtown Portland;Elementary Bottom: Voodre says in Tigard. goodbye to her daughter Isabella at the start of her school day at Mary Woodward Elementary in Tigard.

Top photo: Meg Krugel; Bottom photo: Chris Becerra

an action tool that can make things happen for students in our classrooms.”

This is a familiar road for ScottSchwalbach, who helped lead OEA’s mobilizing efforts around Measure 66 and 67 back in 2010. Those measures raised the corporate minimum tax from $10 to the 22

TODAY’S OEA | FALL 2015

current $150, and added half a billion into Oregon’s revenue stream. Comparatively, the Better Oregon Campaign seeks to do a lot more — bumping that $500 million up to $5 billion each biennium.

Scott-Schwalbach helped roll out this campaign to fellow members of the East

It seems that for many, the unprecedented effort to pass Measures 66 and 67 was the jumping off point in building a better collective awareness about what we, as an organization, can achieve when we mobilize together. Over the past five years since that important win, Mark Reynolds, a recently retired English teacher from Hood River, has found himself more deeply engaged in his union — serving as a building rep and member of OEA’s Statewide Organizing Task Force. The rollout of the Better Oregon Campaign has coincided with his own deeper involvement in both local and state Association issues. “I’ve seen year-after-year losses in education, and it made it clear to me that we are going to have to act — that the Legislature was not going to be able to truly improve funding for our schools,” said Reynolds.

To follow that, Reynolds points out that the national conversation around education – which centers on issues like teacher pay and inefficiencies in our schools – has diverted the attention from where we need it most. “The real issues are that students are not being funded adequately to have arts, to have second language support, to have programs that allow them to develop their economic potential,” he said. To Reynolds, these are values we share with a lot of like-minded progressive organizations within our own communities. Tapping into those connections is the first step in building our base of support.

For Reynolds, this means opening up about his involvement in the Better Oregon campaign wherever he goes – from a neighborly get-together with friends to a meeting with the local climate action group in Hood River, of which he is a member. “People will say to me, ‘Oh,

Reed Scott-Schwalbach engages a smaller classroom of students at Centennial High School; being able to provide more attention to each of her students has been a huge advantage to her teaching and their learning.

you’re retiring – what are you going to do now?’ And that’s my opening to say, ‘Oh, let me tell you about the Better Oregon Campaign.’”

For Reynolds, it’s about finding your own comfort level, and building your involvement from there. “So many people have said to me, ‘you know, I don’t feel comfortable knocking on doors or making phone calls.’ It’s true. Those kinds of activities can initially be so daunting. I had to find an attitude where I was simply expressing my concerns and hopes for public education. That’s really what we all need to do.”

This is personal

Every morning at 8 a.m., Jessica Voodre, the substitute teacher in TigardTualatin, drops her daughter Isabella off at her second grade classroom at Mary Woodward Elementary. The eager expression that spreads across Isabella’s dimpled cheeks says it all: school is her happy place.

Credits: Chris Becerra

The reality could have been different for Isabella, if not for a last minute decision by Tigard-Tualatin School District to add one additional teacher to that school to help alleviate skyrocketing class sizes, just two days before the year began. Now, Isabella is in a class of 20 kids. “It’s awesome – I’m so happy for her. I know that she is seen; that every kid in that room is going to be seen,” Voodre says.

This year may be off to a good start, but the reality is that for many years, Voodre felt powerless about Isabella’s education.

“It was really shocking how difficult it was to be a parent and a teacher at the same time,” she remembers. She was maxed out teaching full-time and raising her daughter as a single mother, not to mention that systemic change to improve school conditions — for teachers and students alike — just didn’t seem to be afoot.

But the Better Oregon Campaign is changing this narrative. Since stepping down from her full-time position and moving into the subbing realm, Voodre

now has the capacity to serve as a volunteer for the campaign. With the launch of the signature-gathering process on Oct. 3, Voodre plans to hit the streets of Portland with her clipboard in hand at every opportunity to gather signatures and educate voters about the Initiative.

For Voodre, those conversations will go something along these lines: like any parent, she has hopes for Isabella’s education, and like any teacher, she knows what it takes to make school the best possible place it can be for a child. In this dialogue, she stresses the importance of the student/teacher relationship — saying it doesn’t replace family, but comes in at a close second. “A young kid’s sense of self-worth and understanding of the world around them comes from their education.

These are young souls and we want them to experience all of the joys that school can provide,” Voodre said.

We can all agree: an education that inspires is something every student in Oregon deserves. n TODAY’S OEA | FALL 2015

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FIRST IN CLASS

First-year Teacher Kelly Cowgill Finds the Happy

By Laila Hirschfeld • Photos by Thomas Patterson

I

EDITO R’S NO We firs TE: t met K e

lly Cow she was gill in A gatherin ugust, w g suppli at Beav hen es for h erton E e d r u classro cation A New Te om ssociat acher G ion’s an iveaway year ed nual —a “fre ucators e s , tore” fo s upplied or retirin r first by dona g educa tions fr tors. Th most diffi o m e first y veteran cult, bu ear is o t can als in an ed ften the o be the ucator’s most tr career. to help iumpha Kelly ha docume nt s a n greed fo t this exp articles r us erience over the in a ser course her firs ies of of the y t impre e a s r s io that wil n her cha s , h e l explor r victorie llenges e s and so . We ho themse m p e e new ed lves in K of ucators elly’s st back fo will see ory, and nd mem that it w ories fo around il l r bring t h a bit lon ose wh o have ger! been

t’s back-to-school night at Barnes Elementary School in Beaverton, and the early evening sun still glows across Kelly Cowgill’s classroom. Miniature chairs are set around half moon tables throughout the room. Under the window, and rounding the corner, are stacks and stacks of familiar titles, some organized in plastic containers, others shoved haphazardly in shelves. Twinkle lights glimmer along the back wall; opposite, a globe is perched proudly on a book case. The room is warm, and everyone who enters does so with a broad smile on their face, clearly pleased to learn that THIS is where their child spends most of his or her day.

Kelly Cowgill, first-year teacher at Barnes School in Beaverton, meets the parents of her new students on back-to-school night.

Credits: Thomas Patterson

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Kelly Cowgill, first-year teacher at Barnes School in Beaverton, meets the parents of her new students on back-to-school night.

A WEEK OF FIRSTS

For Cowgill, this isn’t just any back-toschool night. It’s her first—one in a string of firsts that have marked the past week of her life and her first week teaching in an American classroom.

“Of course there are butterflies, but I’m looking forward to meeting my students’ parents,” says Cowgill. “I find it really interesting to see my kids with their families: some that are shy in class are really outgoing with their parents, and others that are louder and more boisterous, get quiet. Nights like this help you get a fuller picture of who is in your 26

TODAY’S OEA | FALL 2015

classroom.”

She nods toward one of her students, Diego. Switching to Spanish, she begins to flip through a stack of photos of her students.

“Hmmm...¿donde está Diego? Oh, mira.

Este es Diego,” she says as she finds his photograph. “¡Qué Guapo!” Diego’s cheeks heat, turning pink. A small bead of sweat gathers at his hairline and his gaze drops to the floor.

He sneaks a quick look at his mother, to make sure she’s heard, and then sheepishly mumbles, “Oh man, c’mon.”

His mother is pleased.

“It’s important to me that I connect and engage as many parents as I can. Some parents have a lot of concerns, some are shy, some take a minute to warm-up,” says Cowgill. “But, I can‘t do my job as well if they are not a part of this process.”

On the second day of school, Cowgill asked her students to set goals. She laughs as she reports some of the funnier responses: “This year I want to train a garden snake,” or, “I want to become a police officer.”

“If I’m doing my job, I’m bringing them one step closer to their dream, even if it’s a small step. Their dreams are real to them,

so they’re real to me. It’s about building trust—I want them to know who I am.”

WHO IS KELLY COWGILL?

Cowgill’s back-to-school night is divided into two sessions: one in (mostly) Spanish and the other in (mostly) English.

As she runs through her presentation, she explains the basics: the daily schedule; the weekly homework cycle; appropriate snacks.

She struggles to find the right Spanish words to describe Common Core, Smarter Balanced (third grade is the first year students will take the test) and Google docs. And she tells her student’s parents a little about herself: she is from Washington, she enjoys riding her bicycle and she ‘loves speaking Spanish!’

The 28-year-old recently graduated from the Evergreen State College, with a Masters in Teaching. She has travelled extensively, especially through South and Central America, and is fluent in Spanish, making her an excellent candidate for Beaverton’s well regarded two-way immersion program (TWI).

She’s had extensive student teaching experience both here and abroad, and is no stranger to the profession—her mother is a teacher.

“I remember, very clearly, the moment I decided to become a teacher,” recalls Cowgill. “I was 19 years old and had decided to take a quarter off to travel throughout Uruguay. I met so many incredible educators on my trip, visited their schools and met the students. I have this one memory of a student who said his parents listened to American music.

When I asked to hear the song, his voice became low and he crooned, ‘Come on baby, light my fire.’ And there was so much joy there, a common bond, and I just lost it. I realized in that moment that THIS was what teaching was, and right then I knew I would be an educator. My mom was, of course, delighted.”

Cowgill is an anomaly. The number of people entering teacher preparation programs dropped precipitously over the first half of the decade (a 30 percent drop from 2010 to 2014).

Credits: Thomas Patterson

Teacher retention is also a concern: more than 50 percent leave the profession in the first five years. But Cowgill insists the classroom is where she belongs: “In the bad moments, you push through and find the happy. When they [your students] all get it, it’s a joy you can’t explain. It’s why you’re a teacher.”

THE FIRST WEEK

The first week was a roller coaster, says Cowgill. The first day full of excitement, and nervousness. The second day? Well, that was tricky.

“I have a few students who present significant behavior challenges, and of course they found each other,” explains Cowgill. “When something like that happens you have to find balance—the students can’t see you lose your cool, and you can’t take it personally. We’re all learning about each other, learning boundaries.”

Kara Ferris, a 13-year veteran Social Studies teacher at Westview High School, commiserates.

“There is definitely a sense of being thrown in, and having to hit the ground running,” she says. “You’re suddenly responsible for a classroom full of children, and you spend a lot of time thinking, ‘How am I going to teach this, how am I going to fit it all in?’”

Cowgill chuckles, admitting that there were moments her students had the upper hand.

“You just have to be persistent. Time in the classroom is very strange—it moves very, very fast and at the same time, very slow. It can be tempting to throw in the towel, but you just have to keep going. It’s an ongoing decision-making process.”

And then there are the moments of levity that make everything just a little easier.

“On Friday afternoon, everyone has some free time. Since this was our first block, we discussed some of the ways it’s appropriate to use our free time. One of my students raised her hand and asked, ‘Can we use our free time to whip and Nae Nae?’” n

KELLY’S DIARY | A FUN MOMENT! At morning recess today, a student walked with me from the building to the wood chips. He watched our feet traverse the pavement, then looked at me suddenly.

“Why are you wearing those shoes today?” he asked incredulously.

“Oh, these shoes? What do you mean?” I laughed.

“I mean, of all of them, you wore those to school?” he pushed. “For dancing?!”

I had on my Peruvian leather, kiltie flapped, $6 thrift store find, soft-soled, sometimes-for-dancin’ shoes.

“Are you thinking about the purpose of these shoes? Why, I wear these for all kinds of occasions, school too.” I smiled.

My student was referring to the shoe lesson I delivered a few days ago—The Sisters’ Good-Fit Book lesson (CAFE's Gail Boushey and Joan Moser). In the lesson, I compared my own shoes to books, explaining that selecting the appropriate shoes for an occasion (dancing shoes, slippers, sandals, tennis shoes, etc.) is like deciding which is the best book to choose (chapter book, informational text, graphic novel, reference collection, etc.) So, why, my student wanted to know, was I wearing my dancing loafers to work, or the playground, even? Clearly I had forgotten their purpose.

I commended my kiddo for having such a good memory before a pick-up football game captured his attention.

TODAY’S OEA | FALL 2015

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e r fi y b l a i r t

Shae Speth, a teacher and volleyball coach at Grant Union High School, lost her home on Aug. 14 as one of this summer's brutal fires swept through Eastern Oregon, burning dozens of houses in her community of Canyon City and John Day.

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TODAY’S OEA | FALL 2015

Educators from two small towns in opposite corners of Oregon g begin to rebuild from devastatin wildfires over the summer

g Krugel Stories by Julia Sanders and Me tterson Pa as Photos by Thom

JOHN DAY

W

hen Georgia Boethin stepped out of her John Day home on Friday, Aug. 14, she was confronted by a dark plume of smoke in the distance.

The Humboldt Elementary teacher knew instantly that her community was in trouble. Boethin’s son, who fought fires for the forest service, could tell that the fast moving flames were headed directly for their home and called the family to action.

“I got everything ready that I thought I would need,” said Boethin, "but at that point, honestly, what else do you think that you are going to take? How do you prepare for that?”

After gathering family photos and saying goodbye to her pets, Boethin drove to her school to distract herself with work for the next eight hours as the fate of her family, their animals, her home, and her community all hung in the air. “When I drove out of that driveway I cannot explain the sick feeling I had wondering if I would come back to a house and wondering what I would come back to,”

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TODAY’S OEA | FALL 2015

Boethin said.

Over the course of that day, the winds suddenly and unexpectedly changed, sparing Boethin’s property but putting other homes in the path of the fire. “What it took and what it didn’t was extremely strange,” said Boethin. The fire, spurred on by the shifting winds, targeted the communities in Grant County with a cruel sort of randomness. Some homes were left untouched, while other families lost everything they owned.

Another family whose home was in jeopardy was that of Cindy DougharitySpencer, who is also a teacher at Humboldt Elementary. “The day the fire broke out and we had to evacuate, I was actually at my dad’s funeral,” said Dougharity-Spencer. “My sons are on fire crews in the Prairie City Ranger District, and we left the gravesight service and went home to pack up all of our stuff.”

When the Dougharity-Spencers returned home, the community had already mobilized to support one another.

“Three members of my son’s fire crew, who were off duty because they had spent

the last 24 hours on the fire, were at our door when we got there trying to figure out what to pack up because they knew that we were at the funeral,” she said.

Dougharity-Spencer’s sons also worked on the fire, battling flames that their mother could see from their home.

We are a small community, so immediately everyone started helping everybody else,” said Andrea Ferreira, president of the John Day Education Association and Dougharity-Spencer’s fellow teaching colleague at Humboldt.

Even as the fire burned strong, neighbors helped neighbors. Those who had already lost their homes helped to protect the livelihoods of those who were spared, and over the course of the fight a community grew stronger. “I have lived in other communities that wouldn’t do that. We are close-knit. We might fight like cats and dogs, but when emergencies come, we take care of each other,” Ferreira said.

While some communities might buckle under such tremendous and widespread devastation, Grant County community members came together quickly and

efficiently to support one another.

“We pulled together and took care of ourselves,” said Boethin. “I think that since so many people have lost so much, everyone is really coming together to help out their neighbors. I don’t think there is a person in our county who wasn’t affected in some way by this fire.”

The compassion and connectedness that the community experienced was widespread. “Some of the people who have lost the most have also been the same people that have turned around and are trying to help everyone else to get things together and clean things up after the fire,” said Dougharity-Spencer.

“We had to deal with things because of the fire — like evacuating and packing things up and deciding what to leave and what to take. We also had our children — and not just the children we gave birth to, but our students, on all of these fires.

Probably 80 percent of our kids that stay around here and work in the summer work on the fire.”

By the end of its devastating run, the Canyon Creek fire had destroyed 43

homes and damaged at least 50 structures in the small community, making it one of the worst fires in Oregon history.

Thanks to the efforts of the firefighters, the fire was finally contained, but the people and the landscape of the area have been changed forever. Kristine Metcalf, a teacher at Seneca School, worries about the tragic scenes that some of her students pass by on their way to school. “Every day they see houses that used to be there that are nothing but rubble. When you look at a house fire on TV or something, there is usually still part of the house standing.

This is just burnt metal on the ground. It is total devastation,” said Metcalf. “I have students who didn’t come to school on Friday because they were helping sift out their grandparents’ house.”

Concern for the children's mental health is growing as teachers are seeing the effects of daily stress in their students’ lives. “I think we are seeing kids more stressed in general. Their parents are stressed, the community is stressed, even if they weren’t directly involved,” said Boethin. “I believe we are going to see

more PTSD than we can even imagine. I don’t think we’ve even touched it yet.”

Even with all that was lost, however, many people still feel fortunate in the wake of the fire. “Stuff can be replaced; people cannot be replaced. We are very grateful that we did not lose any lives,” said Ferreira. “It’s not about the material items that were lost. It’s about lives and people, and those are the most important things.”

Feeling empowered to help the fire victims rebuild their lives, Ferreira and the teachers in the area turned to their union to help facilitate fundraising for those affected. “I went to the OEA foundation and got $100 for each of the fire victims,” Ferreira said. “I am a big believer in the foundation and I knew that there were funds available to help kids and as soon as I could find the kids, I was trying to get a grant for them,” said Ferreira. “I am still trying to disseminate that, which is a challenge. Families have been inundated with help and the hardest part is to accept the help and admit that you really need it.”

From left: Speth finds an old ceramic cup that survived the fire. • The OEA Foundation donated $100 to every fire victim in the Grant Union Schools • The basketball hoop at Speth's house melted in the fire.

Credits: Thomas Patterson

TODAY’S OEA | FALL 2015

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PERSPECTIVE FROM THE PHOTOGRAPHER

A

s Shae Speth pulled out of the Grant Union High School parking lot, the Friday afternoon sun slanted through her Ford truck’s passenger window, on which two lines and a curve had been painted to form a smiley face. The school week over, Speth and Humbolt Elementary teacher Andrea Ferreira drove south out of John Day and Canyon City on the state highway.

Soon the passing Eastern Oregon scenery turned from green to brown, dry forest to grey ash and charred trees. The canyon walls that lined the highway had been burnt black by the brutal Canyon Creek Complex fire in August — along with dozens of homes, of which only the chimneys remained: brick columns standing in the ash.

“Gosh, parts up here look just like a moonscape,” Ferreira said.

After driving a short distance up the hill, Speth parked her truck on a flat expanse of dirt and rock and climbed out. Ferreira joined her and hugged her.

“They must have just cleared it,” Speth said, looking at the flat space of emptiness where her home used to be. “Last time I was up here, the chimney still stood and rubble was everywhere.”

Now only certain things remained: the concrete cellar in the hillside beneath blackened trees; two vacuums and a metal trash can; a charred propane tank that somehow did not explode; and a basketball hoop on its pole, the fiberglass backboard melted into a modern-art sculpture. (In addition to teaching, the Speths are also coaches at Grant Union: Shae coaches volleyball and her husband, Steve, coaches basketball.) Somehow, part of the net survived, and the Speths cut it down to keep; half as souvenir, half as emblem of resilience.

Toward the end of the visit, Shae Speth found a blue and white china cup, a family heirloom, dirty but somehow unbroken and very old. She dangled it from a finger, then gripped it tightly with both hands and lifted her head to take in her view of the burnt canyon below.

— Thomas Patterson 32

TODAY’S OEA | FALL 2015

Andrea Ferreira, a fourth-grade teacher at Humbolt Elementary in Canyon City, embraces Shae Speth on the land where Speth's house once stood.

Kristine Metcalf saw the impact that the new materials had on students.

“School supplies were provided for the students and our superintendent went out and got gym shoes and things like that. One of our students has special sensory needs and so they were able to get shoes that will hopefully help with that sensory issue,” she said. “It is really important as a union to keep the human perspective in mind. When so many people have lost so much it is really nice when our community can come together.”

In addition to providing support for students, Ferreira helped coordinate an effort to help high school teacher and volleyball coach Shae Speth and her husband, who lost their home in the fire. “I tried to get her a grant through OEA, but she decided that she would not need it,” said Ferreira.

Kristine Metcalf described the other ways people helped the Speths.

“They received an outpouring of gifts from other schools’ coaching staff and players because Shae and her husband

are both coaches. Other teams sent them sports equipment and that sort of thing to help them get back to normal as fast as they could,” said Metcalf.

As community members in John Day and the surrounding areas take stock of the possessions they have lost, they are also taking note of the unexpected friendships they have gained. It is the same sentiment that Metcalf sees in the changed landscape her students now call home.

“Students realize the general loss of things,” Metcalf described. “There is some [land] that is still green that the fire didn’t get and then there are also portions that are just charred trees and ash. It’s devastating for students, but we are starting to see more green popping through.”

Ferreira also finds hope in her fellow community members. “We have to go forward and care for each other. Things will grow back. For a while it is not going to be easy, but you keep going forward and don’t look back.”

— Julia Sanders

DAYS CREEK

D

ays Creek, Oregon is a “don’t blink while you’re passing through” type of town — where a single road leads you past a small post office and a K-12 schoolhouse. It’s a place where surnames run deep; where generations upon generations have stayed to raise timber, and then raise families.

Mary Moore’s connection to Days Creek is perhaps one of the deepest of them all — her great, great, great grandparents, who were pioneers, founded the small school from where she graduated and has now worked for more than 18 years — the majority of that time as an educational assistant, and most recently, as a custodian. Her three children graduated from Days Creek Charter School, and now, several of her grandchildren are students there. It’s more than a familiar school; for Moore, this is home.

In late July, ashes started falling from the sky onto Days Creek and the air grew thick with the scent of burning land.

Practically overnight, a small fire (some speculated to have been started by a lawnmower) had quickly erupted to massive size, shocking many residents from Days Creek and the neighboring communities of Milo, Tiller and Drew. Named the Stouts Creek fire, the burn had spread 13 square miles in less than 24 hours — with no sign of it slowing down. On the night that she learned about the fire, Moore made the heavy decision to pack a small cardboard box with a few family photos and important documents, and head to a friend’s house about 30 miles away. She didn’t think her home was in real danger, but there was also no telling how the wind might shift. A strong gust could easily cause the fire to “jump” three or four miles in a single instance.

“I had incredible respect for the firefighters who were out there risking their lives to save my playground, our community, our homes, and our families.

The head of that fire was less than five

Credits: Thomas Patterson

Dr. Mark Angle, a firstyear Superintendent at Days Creek School, agreed to use the school as Incident Command post for the Stouts Creek Fire in July and August.

mountain miles from my home at the time I decided to leave. If the wind had shifted, it would have been a whole different situation,” Moore said.

Moore was no stranger to the threat of forest fire — in 2002, she’d volunteered to help fight the Tiller Complex fire, which had threatened the community and burned roughly 66,000 acres surrounding Days Creek and Canyonville. It was some

of the hardest — and most courageous — work she’d ever done, she said. But, this year, Moore knew her body wasn’t up for the task of jumping onto the line of fire again. She’d have to find a new way to support the effort. This time, she reached for her custodian mop.

Up until that point, Moore, who also serves as president of the Days Creek Association of Classified Employees

TODAY’S OEA | FALL 2015

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Mary Moore's great, great, great grandparents founded the school that she once attended and where she now works as a custodian.

(ACE), had been busily cleaning every classroom in preparation for the coming school year. She was just one of a handful of staff members who worked the summers at Days Creek; her daily custodial tasks included waxing floors, washing walls, and mowing the grass around the school building. She wanted to be sure the school was in sparkling condition when teachers arrived for in-service week on Aug. 17. Little did she know, though, that those recently waxed floors would soon be covered in a dusting of soot and work boot prints; that the solitude of a school during summer vacation was about to wane — quickly.

As in many small towns, Days Creek Charter School is the literal hub of the community. Just a day after the fire began on July 30, Douglas County Fire Protective Agency approached District Superintendent Mark Angle about using his school as an Incident Command center for fire relief efforts. He wasn’t surprised by the request — the convenient location and size of the building made it a natural fit for serving as a resource to centralize firefighting efforts.

What Angle wasn’t prepared for, 34

TODAY’S OEA | FALL 2015

though, was the intensity of the experience – overnight, this small rural school with a play structure out front was completely transformed. Cell towers were brought in; dozens of fire trucks and police cars lined the front of the building.

Portable toilets were delivered on flatbed trucks; nearly a hundred camping tents were pitched in the ball field outside the school. Every bulletin board was stripped and news updates and maps of the growing line of fire were posted. Hundreds of staff and firefighters from agencies across the country descended on the grounds and made themselves at home in the school, exactly as Angle had hoped they would. For the newly appointed Superintendent, a recent transplant from Virginia, this was unlike anything he’d ever experienced before. He’d been on the job for less than two weeks and was already in the eye of an incredible storm.

“I learned that our community is really close-knit, and when the going gets tough, they do what they need to do to help one another out. In terms of what I learned about Incident Command — open the doors and get out of their way. Let them do what they need to do,” Angle said.

“It was like a beehive — there was all of this activity swarming around, all day every day. It was a coordinated dance move; everybody doing their own thing, in the rhythm of their own beat. It was fascinating.”

Incident Command remained at Days Creek’s school for 13 days; during that time, Moore, Angle, and three other school staff members worked inside the building, helping in whatever capacity they could muster. For Angle, this meant attending briefing meetings from the fire agency and updating his teachers via daily email correspondence about what was taking place at Incident Command, and what he learned about the firefighting effort.

Moore, who generally works a swing shift from 2:30 to 10:30 p.m., helped return the classrooms (now being used as fire department payroll offices and training centers) to normalcy each evening, to ensure the next day, firefighters had everything they needed to do their job well.

To everyone’s great relief, no houses were lost in the Stouts Creek fire, although the fire came dangerously close to several

2016 OEA/NEA POSITIONS OPEN FOR NOMINATION & ELECTION The following positions are open for nomination for the 2016 elections:

Social studies teacher Jesse Jackson's grandfather helped begin the Cow Creek Band of Indians tribe, based in Douglas County.

family properties whose students are enrolled at the school. In one instance, a teenage boy had to defend his family’s investment timber with his bare hands as the fire jumped his property line. To date, the fire has burned more than 26,000 acres and has racked up a net cost of $36 million in firefighting efforts. But beyond the dollars, it’s the loss of beloved and historic land that’s hitting Days Creek residents the hardest.

Social studies teacher Jesse Jackson feels this loss in a way not everyone else might. Jackson’s grandfather helped begin the Cow Creek Band of Indians Tribe, based in Douglas County. Jackson grew up in the home his grandfather built, and now, he’s planning to build his own home on the same land where the family homestead still stands.

Every year, Jackson — who has a dual degree in archaeology and education — takes his students on archaeological surveys, passing on his understanding of the history of the specimens they find in the soil surrounding Days Creek and Canyonville. His rapport with kids is strong, because he understands what it’s like to live a day in their shoes. That being

Credits: Thomas Patterson

said, “It’s important for me to give these kids experiences that will transcend this high school directly. I want them to know that there’s a future outside of Douglas County, and if it brings you back, even better,” he said.

“There are so many people who don’t live in the community where they teach – people who have no connection to the geography. But me? You’ll never meet anybody who values this turf more, because I’m Cow Creek,” Jackson said.

As quickly as the hundreds of fire crew members had arrived in Days Creek, they were gone. The resources that had flooded in to the small community during that two week window provided a huge economic boon that would last a while, but not forever. Jackson has seen it happen before, and will likely see it again in his lifetime as a Days Creek resident.

“We have a vested interest in making sure we recover from this as quickly as possible, and if not as quickly, as best as possible – you know what I mean?"

He continued, "Because we’re the ones who will be here when [the crews] leave, picking up the pieces.”

— Meg Krugel

ELECTED AT OEA RA: n Region I Vice President: 1 position for a 2- year term n Region II Vice President: 1 position for a 2-year term n Region III Vice President: 1 position for 2-year term n Ethnic Minority Director: 1 position for a 3-year term n NEA Director: 1 position for a 1-year term (term begins September 1, 2016) ELECTED BY MAIL BALLOT: n State Delegates to the NEA RA: 11 positions: Region I: 4 positions for a 3-year term Region II: 4 positions for a 3-year term Region III: 3 positions for a 3-year term.

(The number of delegates per region may be adjusted as the number of members within the region dictates as indicated by the January- February NEA membership report.)

OEA BOARD OF DIRECTORS: (strikethrough = not eligible for re-election) n 10 positions for 3-year terms in Board Districts: 01a (Christensen), 06 (Foster), 08 (Laurence), 10b (Baker), 12 (Humphries), 15a (Hunnicutt), 19 (Swan), 20a (Wagner), 20b (New Position), 21 (Hill), and 30a (DeRoest) n 1 position for a 1-year term in a Board District: 01 (Harris)

TODAY’S OEA | FALL 2015

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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

California Casualty Thomas R. Brown Athletics Grant

WHAT: The California Casualty Thomas R. Brown Athletics Grant program is accepting applications for public high schools whose athletic programs are in jeopardy and in great need of funding. Applications must be submitted by an active employee of the public high school for which the grant is being requested. n WHEN: Application Deadline: Jan. 15. n HOW: For more information and to apply, visit www.CalCasAthleticsGrant.com n

Pets in the Classroom Grants

WHAT: The Pets in the Classroom grant program offers 8 different types of educational grants so educators can choose the right grant for their classroom, whether it’s to purchase new pets, pet environments or pet food and supplies for existing classroom pets. n WHO: Pre-K through 8th grade educators n HOW: Go to www.PetsintheClassroom. org n

Fulbright Distinguished Award in Teaching Program

WHAT: This program seeks to improve mutual understanding among teachers, their schools and communities in the U.S. and abroad by providing teachers with international professional development opportunities for three to six months abroad. n WHO: U.S. K-12 educators are eligible. n WHEN: Application deadline is Nov. 4, 2015. n HOW: For more information, go to www. fulbrightteacherexchange.org n

Toshiba/NSTA: ExploraVision Awards

WHAT: The ExploraVision program challenges teams of 2-4 students sponsored and lead by a teacher to research the technologies and scientific principles that n

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TODAY’S OEA | FALL 2015

could have great impact 20 years from now. Winning teams will receive savings bonds and an expenses-paid trip to Washington, DC. WHO: K-12 students are eligible.

WHEN: Deadline is Feb 1, 2016.

HOW: For more information and to register, go to www.exploravision.org/whatexploravision.

OPPORTUNITIES

Identity Curriculum Workshop

WHAT: This workshop offers a social studies curriculum that is suitable for students in grades 3-5 and is tied to the Common Core Standards. A copy of the Identity Curriculum is provided to participants, with classroom ready lessons and other resources such as Augmented Reality and iBooks, which connects the history of the Japanese Americans with a specially designed student tour of the Oregon Nikkei Legacy Center. n WHERE: Oregon Nikkei Legacy Center, Portland 97209 n WHEN: Nov. 5, 2015, 4:00-6:00 pm n HOW: To register, email: info@oregonnikkei.org or call 503-224-1458.

n

The Reading Association 2015 Fall Institute

WHAT: During this institute, co-presenter Carol Jago will present a practical strategy-based message to middle and high school ELA teachers to empower students.

Co-presenter Carl Anderson will present performance tasks that enable students to independently plan, draft, revise, and edit by 3rd grade. Registration Fee: Member–$150, Non-Member–$175. PSU graduate credit is available for this institute. n WHO: Grades 6-12 teachers and administrators n WHEN: Nov. 6, 2015 n WHERE: Embassy Suites Portland Airport, Portland, Oregon n HOW: For more information and to register, go to http://oregonread.org

n

Wordstock Book Festival WHAT: This festival features more than 80 authors writing in all genres and for all ages and focuses on discussions about literature and the intersections between themes of the books celebrated. Also offered is a series of writing workshops on crafting the scene, writing humor, collagemaking, and much more. Two free classes for youth will be available (advance registration required). n WHEN: Nov. 7, 2015 n WHERE: The Portland Art Museum n HOW: For more information, go to http:// portlandartmuseum.org/wordstock/. n

Oregon Civics Conference for Teachers

WHAT: This conference provides an insider’s view of Oregon government, from those who make laws to those who interpret them. Participants will return to schools knowing more about the Oregon Constitution and initiative system, key landmark cases from Oregon courts, and our elected officials and what they do.

Teachers also receive lessons, materials, and ideas that can be put right to work in classrooms. n WHERE: State Capitol Building, Salem n WHEN: Dec. 4, 2015, 8:30 am–4:15 pm n WHO: Teachers of grades 5-12 n HOW: To learn more, go to www.classroomlaw.org/programs/oregon-civicsconference/. n

FOR THE CLASSROOM

School Tours at the Portland Art Museum

WHAT: The Portland Art Museum offers free docent tours and self-guided visits for K-12 school groups. n HOW: Learn more by visiting http:// portlandartmuseum.org/plan-your-visit/ tours/school-tours/. n

Resources for Physical Education n

WHAT: This website provides

Sources + Resources curriculum, staff development, followup support, and equipment to teachers of Pre-K through 12th grade students for evidence-based physical activity and nutrition programs. Sign up for their monthly newsletter and other resources. n HOW: For more information, go to www. sparkpe.org.

Teacher Resources from The Library of Congress

WHAT: The Library of Congress offers classroom materials and professional development, such as webinars and summer teacher institutes, to help teachers use primary sources from the Library's digital collections in their teaching. n HOW: To access the resources that are available, visit www.loc.gov/teachers/. n

Achieve the Core Resources

WHAT: Access free resources for assessment, planning, supporting all students, and professional development. n HOW: Go to http://achievethecore.org/ n

Primary Sources for Teaching WWII Japanese American Incarceration

BOOKS

Power Up: Making the Shift to 1:1 Teaching and Learning By: Diana Neebe and Jen Roberts Stenhouse Publishers, 2015; ISBN: 978-162531-013-2; $24.00 (List Price); Available at www.stenhouse.com Using detailed classroom examples, questions, and suggestions, the book offers a framework for shaping the transformation of a traditional classroom into a student-centered, technology-rich learning environment. Readers will come away with a clear sense of how a fully implemented 1:1 classroom operates. A study guide is available at under Free Resources.

Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5 By: Mary Cappellini Stenhouse Publishers, 2005; ISBN: 978-157110-367-3; $32.50 (List Price); Available at www.stenhouse.com.

This book provides effective strategies for a balanced reading program, while at the same time valuing the native culture and first-language skills of the English language learner. This resource helps educators meet the challenges and reap the rewards of teaching students to read as they learn the language.

n WHAT: This free online course will give

you the historical background, primary source materials, and instructional strategies needed to teach the World War II incarceration of Japanese Americans in the secondary school classroom. Each learning activity in this online course is meant to give a sense of the learning experience students will experience in the classroom. n HOW: For more information and to register, go to www.densho.org/onlinecourse.

Celebrate Black History Month and President's Day

WHAT: The Center for Civic Education offers free lessons for grades 6-12 that are focused on the civil rights movement and the power of nonviolence. Lesson plans are also available for George Washington, James Madison, Abraham Lincoln, and Ronald Reagan. n HOW: Go to www.civiced.org/resources/ curriculum/black-history-month. n

In the Best Interest of Students: Staying True to What Works in the ELA Classroom

By Kelly Gallagher Stenhouse Publishers, 2015; ISBN: 978-162531-044-6; $23.00 (List Price); Available at www.stenhouse.com This book looks at how recent educational reforms have driven changes in classroom instruction that are counter to what educators know works. The author helps educators navigate Common Core standards and the realities that accompany them while not neglecting proven literacy practices. Dozens of practical lessons and instructional strategies are offered.

Time Saving Art Projects for the Busy Teacher, Book 1 By: Diane Robbins Xlibris, 2014; ISBN: 978-1499073393; $15.99 (List Price); Available at www.barnesandnoble.com This book aims to facilitate art projects in the classroom that are simple and easy to follow. The projects can be used to reinforce many skills including following directions, measurement, matching, and sorting and eye-hand coordination.

TODAY’S OEA | FALL 2015

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Sources + Resources Black History Month Resources

WHAT: Learn about the role of African Americans in the military during World War II, and on the Home Front through special photographs, artifacts and information from the National WWII Museum's collection. n HOW: Go to www.nww2m.com/2015/01/black-historymonth-at-the-national-wwii-museum/. n

WEBSITES

Grant Alerts for Teachers

WHAT: This website offers free access to available grants for K-12 teachers and schools for funding needed to educate students. n HOW: Go to www.grantsalert.com/grants. n

Free Access to Grant Announcements

WHAT: At Teacher Planet, access a complete and current database of Federal, State and Private Foundation grants available to schools. This website also offers lesson plans, templates, rubrics and more. n HOW: For more information, contact the Grant Hotline at 1-800-642-7354 ext 2375 or email grants@ssww.com, or go to www.Grants4Teachers.com. n

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TODAY’S OEA | FALL 2015

Use your everyday purchases on amazon.com to support students in need!

AmazonSmile is a simple and automatic way for you to support your favorite charitable organization every time you shop, at no cost to you. When you shop at smile.amazon.com, Amazon will donate .5% of the purchase price to your favorite charitable organization.

As a registered charity with AmazonSmile, the Oregon Education Association Foundation will use 100 percent of all contributions to ensure students come to school ready to learn.

Signing up is simple.

1

Go to: smile. amazon.com

2

Sign in to your amazon. com account

3

In the field “pick your own charitable organization” type in “Oregon Education Association Foundation”

4

Select the top result

That’s it! You’re ready to begin helping students meet their most basic needs.

For more on the OEA Foundation, go to: www.oregoned.org/ OEAFoundation

OEA FOUNDATION

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 www.oregoned.org

Periodicals POSTAGE PAID at Portland OR