Today's OEA - Summer 2015

A PUBLICATION FOR MEMBERS OF THE OREGON EDUCATION ASSOCIATION

SUMMER 2015 | VOLUME 89 : NUMBER 4

TODAY’S

OEA R E W O P UDENTS ST to our

N OREGO N I T N E SESSM S A T N E R STUD O F G N NI IS TUR E D I T THE

ALSO IN THIS ISSUE

» OREGON'S TEACHER OF THE YEAR » STRATEGIC ACTION PLAN PROGRESS » RA WRAP-UP

CONTENTS / Summer2015 VOLUME 89 . ISSUE NO. 4

Features

Departments

24

President’s Column

05 / building a better oregon

By Hanna Vaandering, OEA President

Upcoming

06 / Events for OEA Members Newsflash

07 /standing with washington teachers 09 / oregon teachers sought at job fair Organizer's Toolbox

10 / finding the sweet spot Licensure

12 / licensure redesign is coming

On the Cover

24 / Power to OUR STUDENTS

Changing the way we administer assessments goes beyond opting out. It’s about changing how we involve students and advocate for their best interests when it comes to meaningful learning.

By Meg Krugel

Profile

20 / “Teaching has been an amazing journey” A Q&A with Oregon’s Teacher of the Year, Michael Lindblad.

by Laila Hirschfeld

Politics & You

14 / 2015 Legislative Session Winds Down Special Section

16 / SAP Progress Featured Book

18 / Excerpt from Corporate high school OEA Choice Trust

19/ summary Annual report Eye on Equity

23 / Opt-Out in Diverse Communities Sources + Resources

30 / Books and Opportunities

20

On the Web

32 /five free digital tools Association in Action

33 / RA wrapup

ON THE COVER: Imelda Cortez, teacher at Adams Elementary School in Eugene, with her sons Marcos and Sebastián.

PhotO by THOMAS Patterson

Credits: Thomas Patterson

TODAY’S OEA | SUMMER 2015

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• For more information, please visit www.fredmeyer.com/ communityrewards.

OEA FOUNDATION

PRESIDENT’S MESSAGE / Summer2015 Hanna Vaandering OEA President

I

t all starts with you.

We see the realities every day: class sizes that are far too large, high tuition, lack of programs that meet the needs of our students, and mandates that get in the way of a quality education. We have the opportunity to make a difference, and OEA members across the state are stepping up to lead the way.

Here are a few examples of how OEA and our 42,000 members are taking advantage of this opportunity to build a Better Oregon.

This spring, over 500 educators and community members have given feedback on our “A New Path for Oregon: Student Assessment to Empower Meaningful Student Learning” through a series of forums held across the state. The feedback we elicited at these events was both inspiring and informative, and tells us we are on the right path to changing the way we use assessment to enhance (rather than detract from) our students’ educational journeys.

With the support of Gov. Kate Brown and members of the Oregon Legislature —educators, parents, and students’ voices are finally being valued. This Session, an incredible number of our members engaged in the legislative process for the first time — and as a result, some important pieces of legislation passed that will secure a better future for our students. Read more about these successes in “Politics & You,” page 14.

In this issue’s cover story, “Power to the Parents (and Their Students, Too),” page 24, our members tell their stories about how the implementation of the Smarter Balanced Assessment is going this year, how the opt-out movement has impacted their reality as both teachers and parents, and what a better system of assessment might entail. To this end, members from across the state have testified in support of our legislation to create a system of assessment that focuses on student learning, instead of student testing. These bills are the right thing for the students of Oregon and will allow educators to work more effectively with parents and students when it comes to assessments. Thank you to all of our members who wrote emails, made phone calls, prepared

OEA President Hanna Vaandering greets delegates at the 2015 OEA-RA.

testimony, and talked with their legislators about HB 2680 and HB 2655 this session! Your actions have been paramount to OEA’s successes at the State Capitol.

Finally, thousands of OEA members have signed on to support our initiatives to Build a Better Oregon. We now have seven ballot titles being reviewed by the Secretary of State and/or the Supreme Court to help us create our path to success in November 2016.

Our students, our seniors and all Oregonians deserve a chance at success. Our work to lead the way to a fair system that asks everyone to pay their fair share is key to making this happen.

These are a few examples, though there are many more great things happening within your Union. Please get involved. Have your voice heard. Make a difference in the lives of our students, our members and public education. Together we will build a Better Oregon!

OUR STUDENTS, OUR SENIORS AND ALL OREGONIANS DESERVE A CHANCE AT SUCCESS. OUR WORK TO LEAD THE WAY TO A FAIR SYSTEM THAT ASKS EVERYONE TO PAY THEIR FAIR SHARE IS KEY TO MAKING THIS HAPPEN. Credit: Tim McFarland

TODAY’S OEA | SUMMER 2015

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UPCOMING Summer2015

TODAY’S

OEA

OFFICIAL PUBLICATION OF THE OREGON EDUCATION ASSOCIATION Jul. 1-6, 2015

NEA Annual Meeting and Representative Assembly n What: NEA-Representative Assembly delegates will gather from around the country to

elect leaders, review bylaws and policies and set the direction for the NEA in the coming year. n WHERE: Orlando, Florida n how: www.nea.org/grants/1357.htm Jul. 28-30, 2015

OEA’s Summer Conference: Organizing for the Schools Our Students Deserve n What: Hosted by the OEA Union School, the Summer Leadership Conference will be

held at the Sunriver Resort, just outside Bend. Building upon the success of our previous summer conferences, our 5 innovative tracks will reflect our Mission, Vision, and Core Values by providing the necessary skills to build a Better Oregon in 2016, creating a dialogue on social equity and building community allies, enhancing skills to lead the way on educational practices and policy in our locals and community, formulating strategies for offensive bargaining campaigns, and gaining insights on teaching techniques for change. n WHERE: Sunriver Resort, Oregon n how: For more information and to register, go to www.oregoned.org/summerconference Aug. 7-9, 2015

Oregon AFL-CIO 2015 Summer School n What: Throughout the Summer School weekend, participants meet to share insights and

ideas in educational core courses and workshops and small group discussions. There will also be lots of opportunities to connect with union members from around the state. n WHERE: University of Oregon — Global Scholars Hall, Eugene, Oregon n how: For more information and to register, visit lerc.uoregon.edu/events/summer-school Oct. 9-10, 2015

Teaching with Purpose Conference n What: This conference has three goals: 1) Activate equity-focused policy, 2) Support and

inspire leadership for culturally responsive pedagogical and institutional practices; and 3) Develop a network of educators committed to extending culturally responsive pedagogies and leadership practices around the country. n WHERE: Parkrose Middle School, Portland, Oregon n how: For more information and to register, go to www.teachingwithpurposeconference. com.

SUMMER 2015 VOLUME 89 : ISSUE NO. 4 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 meg.krugel@oregoned.org PRODUCTION ASSISTANT Janine Leggett CONTRIBUTORS Laila Hirschfeld, Janine Leggett, Jared Mason-Gere, Teresa Ferrer, Julia Sanders PHOTOGRAPHY Thomas Patterson DESIGN Francesca Genovese-Finch 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 | SEASON YEAR

Newsflash Oregon Teacher Sues Over PTSD From Gunman Drill

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terrifying active shooter drill has left teacher Linda McLean with post traumatic stress disorder, and now, the veteran elementary school teacher is suing the Pine Eagle School District No. 62 in Halfway, Oregon.

The unannounced drill, which occurred shortly after the Sandy Hook Elementary School shooting in Connecticut, took active shooter drills to a new level. As teachers worked during an in-service day, a man dressed in a hoodie and goggles barged into McLean’s classroom, pointed a pistol loaded with blanks in her face and fired. Following the gunshot McLean heard the words, “You’re dead,” as she stood in shock, smelling the gunsmoke.

McLean has been unable to return to work following the incident and has been diagnosed with PTSD. The lawsuit seeks economic damages for her inability to return to work.

Central Point EA Book Giveaway a Success

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ith the support of OEA’s Powerful Locals program, the Central Point Education Association has collected over 2,000 books in a recent effort to get books into the hands of students. Teachers and families contributed to the success of a May 2nd book giveaway by donating and collecting books, contributing supplies, and volunteering their time in the set-up of the book giveaway.

Credits: Rich Wood, WEA

OEA MEMBERS STAND IN SOLIDARITY WITH WASHINGTON TEACHERS DURING STRIKES

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n a show of support, several OEA members joined a group of nearly 2,500 teachers in SW Washington in a day-long strike. Both the Evergreen Education Association and the Washougal Association of Educators were involved in the walkout, along with the teachers unions in Camas and Hockinson. The picketing began the morning of May 13 and was done in visible places, but not in front of schools.

Washington educators across the state are staging one-day strikes against the Legislature over inadequate school funding.

Educators are protesting the House and Senate budget plans for failing to fund smaller class sizes as required by a voterapproved initiative, which is now law and

part of the state’s obligation to fully fund basic education.

And after six years with no state COLA and five years with no increase in health care funding, educators also are protesting budget proposals that fail to provide the competitive pay and benefits needed to recruit and retain qualified school staff. Legislation limiting local control of school districts, along with the misuse of standardized tests, also are top concerns.

As of press time, more than 63 locals have walked out, with more voting as the sense of urgency and frustration with the legislature grows. Students and teachers will make up for the missed class at the end of the school year.

TODAY’S OEA | SUMMER 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.

Record Number of Oregon Students Win Full-Ride Gates Millennium Scholarships

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he distinguished Gates Millennium Scholarship is awarded to 1,000 minority students from low-income families across the nation. This year a record-setting 28 winners of the fullride scholarship were Oregonians.

The winners include many recent immigrants and English language learners who have demonstrated exemplary dedication to achieving their goals.

Among them are Hawi Hussen, an Ethiopian immigrant who arrived at Roosevelt High School bilingual in Oromo and Amharic at age 14.

Another outstanding recipient is Aloha High senior Jose Zarco Rodriguez who left his parents’ home in Mexico at age 15 to pursue his education. Though Zarco Rodriguez arrived knowing almost no English, he is graduating with a 4.0 GPA, all while challenging himself by taking AP Physics, AP Biology, AP Spanish, AP Microeconomics, AP English Language and pre-calculus. Zarco Rodriguez lives with his sister and helps support himself by working in the fields during the summer.

Recipients of the award receive mentoring and leadership training and as of this year, 87 percent of the winners have earned their Bachelor’s degree. In addition to the scholarship, winners can receive full-rides to graduate school if they choose to study computer science, education, engineering, library science, mathematics, public health or science.

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TODAY’S OEA | SUMMER 2015

Career Education Returns to Oregon High Schools After a 15 year decline, Oregon high schools are revamping their career education programs. As programs were cut, the need for skilled workers in Oregon grew, and now new graduates with experience in welding, electrical work and heavy equipment operations are in high demand.

When schools started focusing their efforts on college readiness rather than career readiness, the roughly 35 percent of high school graduates who don’t go to college were left with few options and no

direction. "That's what I wanted to stop," said Guy Marchione, an industrial technology teacher at Reedsport Community Charter School, who created classes to prepare students for apprenticeships. "I wanted to have something in place similar to what we do with college-bound students."

This is a model that districts across the state are adopting and funding through the use of grants and community partnerships to help students have more career options upon graduation.

> QUOTABLE

As we remember the teachers who touched our lives and shaped our futures, let us recommit to supporting those who serve in America's classrooms. By investing in our Nation's teachers, we can build a world where every girl and boy can dream big, hope deeply, and realize a brighter future.

– President Barack Obama on Teacher Appreciation Week 2015

Newsflash WILL YOU BE THERE? » Don't miss OEA's Summer Leadership Conference, July 28-30, 2015! This event is a benefit of membership, and provides in-depth training on both professional and union advocacy issues. You won't want to miss it! www.oregoned.org/summerconference

Oregon Teachers Sought After at Job Fair

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he 2015 Oregon Professional Educator Job Fair saw its best recruiting season in eight years and many of the job openings are in districts that hope to draw Oregon teachers out of state. “We need a lot of teachers,” said Verneita Hunt with Granite School District in Salt Lake City. “They have a great teacher preparation program here in Oregon.”

Over 1500 educators waited in long lines with resumes in hand, all vying for the opportunity to get noticed by one of the 218 districts and agencies in attendance. “Oregon is still just on the edge,” said fair coordinator Jim Buck.

“Some districts have more jobs and some are waiting for additional funding so they can hire the teachers they want to have in the classroom.”

While Portland Public Schools was still uncertain of how many job openings they will have next school year, Granite School District has more than 500 job openings. “It’s super convenient, it’s overwhelming a bit actually,” said applicant Laura Wickstrand. “There are positions for us available, finally.”

> STATISTICS

Younger Americans Tend to View Unions More Favorably

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he Pew Research Center recently released a report on the public’s outlook on labor unions.

The report found that young people on both sides of the aisle approve of labor unions more than their older counterparts.

55% 45%

of 18-29 year-olds view labor unions favorably. of young republicans view unions favorably.

54% 86%

of republican public school teachers support unions. of democrat public school teachers support unions.

Oregon Parents Opt-Out of Smarter Balanced in Droves

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s families react to the impacts of the Smarter Balanced Assessment across the nation, Oregon parents have become a leader in the movement to opt-out. In Portland Public Schools, 1,219 students opted out of the Smarter Balanced Assessment this year, which accounts for 5 percent of the district’s total student body. At South Eugene High School, 1 in 4 students have opted out of the test this year.

Typically, schools who have less than 95 percent of students participating in testing see a drop in their rating level. Although the Oregon Department of Education is expecting a one-year reprieve from using

the Smarter Balanced Assessment scores on school ratings, it is still unknown what role opt-out rates will play in how schools are assessed by the state.

Other Oregon districts have seen smaller numbers. The Hillsboro School District reported 48 opt-out requests, North Clackamas had 27, and Beaverton reported 107, as example.

One of the reasons for the large response in more metorpolitan areas has been the efforts of an opt-out committee created by the reform group Oregon Save Our Schools, whose members reside mostly in the Portland and Eugene areas.

Three Oregon Educators Awarded NEA Foundation Grants

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ualatin High School teacher Caroline Hay received a $2,000 Learning and Leadership Grant from the NEA Foundation. The grant allows Hay, who is a foreign language and social studies teacher, to attend the National Association for Bilingual Education’s annual conference with the aim of developing new strategies and curriculum for

Credits: Meg Krugel

teaching Spanish to native speakers.

Also receiving an NEA Foundation Grant are co-applicants Krista Williams and Nicole Bernardi, K-3 special education teachers of Sam Case Primary School in Newport, Oregon The Student Achievement Grant they were

awarded will allow the teachers to use 21st century technology to engage students in activities focused on ocean literacy, including a field trip to Ona Beach State Park.

NEA Foundation is awarding grants to 36 educators nationwide across 20 states for a total of $141,000.

TODAY’S OEA | SUMMER 2015

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Organizer's Toolbox

FINDING THE SWEET SPOT How to Organize when the Stakes are High

BY LAILA HIRSCHFELD

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hen Lisa North, a third grade teacher from Medford, thinks about her students, and what it means for them to succeed, their grades and test scores are only part of what’s on her mind.

“I have children who come to me with needs greater than any legislator could even understand,” said North. “They come to me, and the night before they were visiting their Dad in jail, or their Mom was arrested, or they beg me for breakfast because they haven’t eaten all weekend.”

For her students, these experiences are a part of their daily life and it’s one of the reasons she remains so committed to her career. “For these kids,” she said, “it’s more than how they did on a math test.

When they make it to class, and give me a hug, that’s success. That’s why I show up.”

It’s no surprise, then, that when she is recruiting members to the Medford Organizing Committee, she talks to her colleagues about their students.

“I keep my lookout for the passionate ones,” said North, revealing one of her successful organizing techniques.

“There are a lot of facets to the union,” she explained. “There’s some I might not agree with, and a lot I can get on board with. We have to find the common ground, and I guarantee that nine times out of 10, that common ground is our students. At the end of the day, we all want what’s best for our kids.”

North, who is a conservative voter and the newly elected Vice President of the Medford Education Association, said that the key to organizing is to connect to people where they are, find a spot that fits, and start with a small ask. In her case, someone asked her to take photographs at an event.

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TODAY’S OEA | SUMMER 2015

Lisa North brought an apprentice to OEA's Lobby Day — her daughter, Josie. During a meet-and-greet with Gov. Kate Brown that day, Josie asked the Governor, "Why do you expect me to take an 8-10 hour test when I'm pretty sure me and my friends would rather be doing the stuff in class that the test takes time away from."

“I’m a newbie to the union work,” North admitted. Two years ago, she was a member of her local association, but was not active. She began to take an interest when the district went into crisis, and she says that the last year and half has been the most personally transformative time in her professional life.

“I am re-thinking what I believe, what I stand for, and the power of my profession,” she said. “I’m learning that if I want change, I have to get up and make it, and along the way I have to bring as many people with me as I can.”

North maintains that while she and her colleagues never got into teaching for the politics, she understands now more than ever how important politics are to the profession.

“Every single thing that happens in my classroom has to do with a political decision that was made along the line,” she said. “If I want power—if I want to take my profession back—I have to get involved politically. We may not want to be political, but yelling and screaming doesn’t get us there. We have to organize.”

When the organizing and extra work feels overwhelming, North says she thinks about her students. “I’ve learned over the years that if I can change one life, I have changed the world,” she said. “When I have control in my classroom, when I have a voice and the power to teach the kids the way I know they need to learn, well then I see the light bulbs go off. And that’s the joy of teaching.”

Organizer's Toolbox

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nspired by Lisa’s story? Interested in knowing where you can fit in?

Start by telling us your story and what’s important to you.

As a member of the Oregon Education Association, you are part of a broad coalition of parents, educators, small business owners and other unions who are excited about changing Oregon’s economy so that it better serves our families and communities. Together we are organizing support for a ballot initiative to ensure that everyone in the state—including big corporations and wealthy individuals—pays their fair share. This way we can all live in and enjoy a better Oregon.

OEA members are leading the way on this effort. In January and February we gathered over 15,000 signatures in just two weeks toward this goal. It’s a long process, but one we’re not afraid of—the end goal is too important. It’s also not a small task—by fall of 2015 we’ll need to gather over 100,000 signatures to make sure our final ballot measures qualify for the 2016 election.

This process doesn’t happen in a vacuum—it happens with thousands of small conversations, just like the ones Lisa North has with her colleagues in Medford. Together we speak with the voice of 40,000 educators, and that voice is mighty.

To do all of that, we need to organize like we’ve never organized before. Every OEA member can play a role in this historic effort — here’s how: n Register

for the Summer Leadership Conference and select the Organizing for the Schools our Students Deserve track. www.oregoned.org/summerconference Local teams will work on skill-building and planning for the campaign. n Volunteer

with the OEA Action Network – a two-way communication network to make sure every OEA member is informed about the campaign and as involved as they can

Credits: Left: Robert Parish; Right: A Better Oregon

be. Point-people are needed in every building and worksite.

n Sign

n Volunteer

For questions about the campaign, please contact OEA Organizing Director Chad Sullivan, chad.sullivan@oregoned. org or 503.495.2142.

to help gather signatures.

If every OEA member collected three signatures, we would more than reach our goal.

up here: http://bit.ly/iwantabetteroregon

TODAY’S OEA | SUMMER 2015

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Licensure

LICENSURE REDESIGN IS COMING… All Oregon teaching licenses will change to new names when you renew

BY TERESA FERRER / Consultant, Center for Great Public Schools

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EA has been involved in a larger group of education stakeholders and licensed teachers for more than two years in researching, mapping and testing proposals for redesigning all Oregon teaching licenses so that they all are under the same names and rules, are easier to understand and implement, are tied to a broader continuum of practice, match the standards of the profession and will work for Oregon.

OEA members, including Michele Oakes and Carrie Turrell from Bend, have testified in front of the commission while they were deliberating on some of these proposals. Despite some hiccups along the way, OEA and our members are pleased with the final proposal currently under review.

The latest projected date for approval of this proposal is January 2016, though it's possible it could come together sooner.

Now is your opportunity to explore these new concepts and let us know your thoughts. We recommend you attend a local licensure redesign training to find out how you can be in the best position when these changes occur. If you have not already booked a licensure redesign training in your local association, please contact your local President or UniServ Consultant to do so now!

The last comprehensive look at this was published in our magazine in October 2013 and much has changed. Please refer to the two charts on the opposite page for a visual representation of the new three-tier system. Alert: these proposals will affect only teaching licenses at this time. Personnel service and administrative licenses will not be changed, yet!

Three Tier System: Preliminary and Professional (required) The new proposal is for a three-tiered

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TODAY’S OEA | SUMMER 2015

LICENSURE FEES WILL INCREASE: BE PREPARED It is almost certain that licensing fees for teachers will increase. Currently, Oregon teachers pay $100 for a license, whether they hold a three or five year license. So, if you do the math, an Oregon teaching license that is valid for three years cost about $33 a year and a license that is valid for five years cost $20 a year. Since TSPC is a totally autonomous agency (not part of a government agency, governed largely by licensed educators and funded solely by licensing fees) the cost of the license is especially important. There is no other money going into this agency besides our fees. And, as we all know, TSPC needs to fund a computerized online system that can process licensure more efficiently. That being said, we are probably looking at a new fee closer to $40 fixed per year…no matter the license.

So that would mean a three year license would cost $120 and a five year license would cost $200. An increase to be sure but compare it to the fee under the Oregon Massage Board: $150 for two year license ($75 fixed per year).

system where the third tier is an optional license that must be renewed differently than just completing Continuing Professional Development (CPD). The entry or first-tier license will be the Preliminary License (much like the Initial I) and is now being proposed as a three-year license (which OEA strongly supports). This Preliminary License 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. Out-ofstate licensed teachers will be able to obtain this only if they have met all of the criteria, including exams. There will be a Transitional License with limited duration for those who do not. If you currently hold an Initial I license and these rules are in effect, you will qualify for this license unless you meet the requirements for the Professional License, which includes verification of at least four full years of teaching experience. It is also possible that some Initial II licensees without four years of experience will qualify only for the Preliminary until they are able to verify their experience.

And lastly, there are some Basic Licensed teachers who may be lacking either the experience or the required coursework for the Professional, but there will be a Legacy option for those who wish to remain in a three-year license.

The second-tier license will be the Professional License, valid for five years, which the majority of current licensees will be able to transition into. This license requires that you have at least four years of teaching experience while holding a Preliminary license, in addition to meeting advanced professional learning determined

by TSPC. The determination of what coursework or degree is necessary to move to the Professional is the part of the proposal that has undergone the most radical change. The commission voted in the April meeting to remove the Master’s degree requirement and is now talking about requiring a combination of various forms of coursework instead, the details of which depend upon what degree you hold when you obtain your Preliminary license. The revised proposal presented in the charts

Licensure has not had final approval or public hearing yet but OEA believes it has promise.

Under these new proposed rules that have yet to be approved, if you hold only one Bachelor’s degree when you obtain your Preliminary license (Type A) then you must verify four years of experience and any one (or combination) of the following: 20 semester or 30 quarter hours of graduate coursework, or 30 semester or 45 quarter hours of undergraduate coursework, or 40 semester or 60 quarter hours of continuing education credit — all germane to education. This is a change from current rules that require that Bachelor's degree teachers complete a Master’s degree program (with a ten-year timeline).

Under this new system they would instead have a six-year timeline (one renewal of a three-year license) to take 15 quarter hours of graduate credit less than the Master’s requirement…or a combination of graduate, undergraduate and continuing education credit to meet the total. Also under these new proposed rules that have yet to be approved, if you hold a Master’s degree or higher (or even two or more Bachelor’s degrees) when you obtain your Preliminary license (Type B) then you must verify four years of experience and any one (or combination) of the following: 10 semester or 15 quarter hours of graduate credit, or 15 semester or 25.5 quarter hours of undergraduate credit, or 20 semester or 30 quarter hours of continuing education credit… all germane to education. In the same way above, these advanced or multiple degreed teachers have a choice about how to collect their advanced coursework path to the Professional License.

Alert: These specific semester and quarter hour requirements may change before the final rule is adopted! Stay tuned to our updates!

What will be the same for both types of Preliminary licensed teachers is that progress must be met in completing these requirements before they can renew their Preliminary license. That progress will be defined as completing half of the requirements in three years. For Type A teachers that means at least 10 semester or 15 quarter hours of graduate credit (or

Brand New Licensees

Current Updated proposal for 5-22-15 • June vote • Not formally approved yet

Tier One Preliminary License

Tier Two Professional License

• Three Year License • Can renew one time only if employed • Unlimited renewal with CPD if not employed • No experience needed • Complete teacher education program & required exams • BA/BS Degree

• Five Year License • Renew continuously with CPD • Four years experience • Met requirements for Preliminary License

Tier Three (Optional) Distinguished Teacher Leader License • Five Year License • Must complete advanced renewal requirements ...or... go back to Professional License • Met “effective” or “highly effective” evaluation criteria as a foundation IN COMBINATION WITH other approved leadership criteria set by TSPC: (NBCT, teacher leader program, etc.)

Existing Licensees

Updated 5-8-15 • Not formally approved yet

Tier One Preliminary License (3)

Tier Two Professional License (5)

• Initial I Licenses: When you complete the requirements you have been advised to complete for the Initial II, you can move to Tier Two. • Initial II Licenses with less than four years teaching experience: When you can verify experience you can move to Tier II. • *Basic License with less than 20 sem./30 qtr. hours of graduate credit: You can qualify for Legacy License (treated like a Preliminary) and renew continuously. Or you can submit evidence that you have met the requirement above and can move to Tier Two. • Basic License that meets the requirement above but without 4 years experience: You can move to Tier II once you have verified the experience.

• Initial II Licenses: You can remain at Tier Two and renew continuously. Or you could meet the new requirements for Tier Three.

• Standard License: You can remain at Tier Two and renew continuously. Or you could meet the new requirements for Tier Three.

• *Veteran Out of State/Basic: There may be a graduated scale proposed that would allow you to combine your years of experience and credit to qualify for this license right off the bat.

equivalent combination of other types of credit listed above) must be completed in order to renew. For Type B teachers that means at least 5 semester or 7.5 quarter hours of graduate credit (or equivalent combination of other types of credit listed above) must be completed in order to renew. Holders of the Professional license can continue to renew this license until the end of their career by completing CPD

Tier Three (Optional) Distinguished Teacher Leader License (5) • Continuing License: You can meet the teacher leader requirements by virtue of your approved CTL program or National Board Certification, if you can also show that you have been deemed “effective” or “highly effective” in your evaluations.

or they can, at any time that they qualify, apply for the optional third tier: the Distinguished Teacher Leader License.

Three Tiered System: Distinguished Teacher Leader License (optional) The third optional tier will be the

Continued on Page 15

TODAY’S OEA | SUMMER 2015

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Politics & You

2015 LEGISLATIVE SESSION WINDS DOWN WITH BIG WINS IN SIGHT

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ith most of the 2015 legislative session now in the rear view mirror, the dust is beginning to settle and we are beginning to see some clear victories for our schools, students, family, friends and neighbors.

Education Agenda OEA sponsored two bills this session to help mitigate potentially harmful impacts of standardized testing. Gov. Brown signed HB 2680, and in doing so, validated the role educators should play in the assessment process, by allowing educators and education stakeholders to learn from the Smarter Balanced test and evaluate — in an objective way — whether it is an accurate and effective measure of student learning.

A second bill—HB 2655 —is headed to the floor for a full Senate vote (the vote is likely to occur just as Today’s OEA goes to press.)

The legislation establishes the “Student Bill of Assessment Rights” so students have a clear sense of what assessments they’re being asked to take, what impact it will have on their learning and how their personal data is being used. The bill will also create one of the strongest opt-out provisions in the nation, allowing parents and students to opt out of assessments for any reason, so

OEA Members from Salem-Keizer lobby their legislator during OEA's spring Lobby Day

parents don’t have to lie if they feel the assessment is not right for their child.

The Senate is in the process of considering passage of SB 957 —which will ensure any added instructional time is quality time that will not come at the expense of larger classes and fewer programs. Also, HB 2696, the “upskirting ban,” passed both chambers unanimously and is on its way to the Governor’s desk. It will make recording or distributing recordings of a person’s intimate areas a crime.

Budget OEA’s lobby focus this legislative session has been spent ensuring educators have the resources they need to build the schools our students deserve. And while the K-12 budget continues to increase slightly, legislators have still not approved a budget that meets the growing needs of Oregon’s education system. Class sizes are still among the largest in the nation, Oregon’s school year is still among the shortest, and many of our students still do not benefit from art, music or physical education. Fortunately, the budget forecast was positive, so experts believe that

will be reflected in additional resources being allocated for education. The ideal investment would be $7.875 billion, which would be the first step on a 10-year-plan to reach the recommended funding levels.

Community College Budget The community college budget still remains in the Joint Ways and Means Subcommittee on Education. The Ways and Means co-chairs originally designated $535 million, though community colleges need $550 million to restore the cuts sustained during the Great Recession. We are optimistic that the revenue forecast will allow an increased investment that will get the budget closer to $550 million.

Building a Better Community Earlier in the session OEA was proud to help pass a comprehensive Motor Voter law, which will increase voter engagement and civic participation. Currently, we’re working with partners to pass a number of bills that will give all Oregonians a fair shot, including paid sick days and raising the minimum wage (learn more at www.fairshotoregon.org).

Supreme Court Sides with Educators, Nurses and Firefighters

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n April 30, the Oregon Supreme Court reaffirmed that the state must fulfill its contractual pension promises made to front-line workers and retirees. In Moro vs the State of Oregon, the Court put to rest the notion that the state may back out of its contracts.

PERS Coalition attorney for the plaintiffs,

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TODAY’S OEA | SUMMER 2015

Greg Hartman, explained that the decision will allow educators and other public employees to rest easier knowing that the majority of their retirement is secure. The decision rejects 2013 legislation —designed to cut previously agreed upon cost-ofliving adjustments for retirees—as mostly unconstitutional.

“With this decision, the Supreme Court let them know that they can count on a secure retirement, and will be able to afford day-today living expenses which rise with inflation,” said Hartman.

OEA members Terri Dominigoni, Lane Johnson, John O’Kief and Alison Vickery were plaintiff’s in this monumental case.

Continued from Page 13

Making the Right Investments

T

he recession hit Oregon hard.

Years later, we’re still seeing the effects around us — Oregon has one of the nation’s shortest schools years, biggest class sizes, and lowest high school graduation rates. And while our economy is beginning to rebound, most of the gains have gone to corporations and Oregon’s wealthiest individuals.

Worse, the stage is set for an arcane tax-policy, known as the “kicker”, to eat up $350 million in revenue — the lion’s share of which will go back into the hands of higher-income Oregonians. Those funds could be used in our schools, or to help provide quality care for our seniors or to help lift up entire communities. Instead, we’re going to have to face deep cuts once again, jeopardizing an already unsteady economy.

That’s why a diverse group of Oregonians recently came together to identify ways to make a difference. The group, Invest in Oregon (of which OEA is a member), released a report (oregoned. org/InvestInOregon) that highlights tangible steps the Oregon Legislature can take now in order to raise hundreds of millions of dollars for critical investments.

Your voice matters. Please read the report, and then contact your legislators and let them know what your budget priorities are. Oregon should work for all of us, not just a few.

Credits: Meg Krugel

Distinguished Teacher Leader License valid for five years like the Professional License (another major change that OEA applauds). The current Continuing Teaching License is an optional license as well and this license will act in the same way except for one important difference. Holders of the Distinguished Teacher Leader License cannot use CPD to renew but instead must verify in a manner determined by the commission that they are continuing to lead and contribute to their practice, school or profession in advanced ways. The redesign committee has yet to settle on the specifics of what that should look like, but it appears that the final rule will allow multiple ways to verify this. The requirements for this license are: hold a Master’s degree, and deemed to be effective to highly effective in teaching per the district evaluation in addition to other leadership routes determined by TSPC. What might those routes be? National Board Certification will almost certainly be one of those routes.

Completing an approved Teacher Leadership specialization program or submitting a portfolio of evidence to a commission of peers are also under consideration. If for some reason and at any time, a person holding a Distinguished Teacher Leader license does NOT meet the higher standard for renewing this license, then they will be issued the Professional license which they can renew with CPD.

PK-12 Licenses: Everything Old Becomes New Again

Remember the “old days” when most specialists held PK-12 licensure and could be used to teach their specialty or specific subject at any grade level? Given the demands of proficiency learning, regardless of grade level, the licensure redesign proposals will move all single subject endorsed teachers and specialists to PK-12 authorizations. Traditional elementary self-contained teachers will be authorized to Teach PK-8 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 third 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. Programs that prepare new teacher candidates under this system will have to assure that developmental practice across the full range of students is covered in the program, but they do not have to require practicum and student teaching experiences at all levels. TSPC may decide to require that their field experience placements be somehow noted on their license so that employing districts can readily see where they have had field experience.

How Will Existing Teachers Transition Into New Licenses?

The second chart on page 13 represents how existing licenses are likely to fall into the new ones. Whenever these licenses and rules become officially implemented, all existing licenses will roll over at the point of renewal. So, for instance, if you currently hold a Standard License that does not renew until 2016 then you won’t see any of these changes or names for some time to come! However, the best license to be ready for once your license renews is the Professional License. That is a license you will be able to renew over and over without any new requirements except CPD at each renewal.

If you come to one of OEA’s Licensure Redesign Trainings, we'll go through the most up to date news on what is happening with these changes and what they mean to you. We answer any and all questions and help you determine if there is something you should do NOW to be in the best possible position when these changes occur.

We also use these trainings to dig out any special transition issues we can bring to TSPC’s attention so we can correct as much of that in rule beforehand as possible. Contact your local association President or UniServ Consultant to schedule one near you soon.

TODAY’S OEA | SUMMER 2015

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An annual on update tegic tra OEA’s Stion Ac Plan

F

our years ago OEA approved our strategic action plan— the path that will take us from the union we are, to the union we want to be: stronger, bolder, better positioned to overcome growing threats and challenges and become the leading advocate for our students and public education.

Together we are building on the best elements of OEA’s history and values to create a strengthened organizational culture, with new structures and practices that value participation, professionalism and power.

As we move forward on this path, we are guided by our shared commitment to increase participation and activism: our aim is to harness our passions, hopes and dreams and weave them into the fabric of our union so they permeate through all our work, our programs, our policies and our structures.

Collectively, we have produced significant and important shifts within OEA, and have realized meaningful expansion and improvements in the various ways OEA and its members are perceived by and are able to work with important community, educational and political partners.

We are passionate and inspired, and as we enter year four, we are beginning to see concrete results. The strategic plan has inspired legislative and organizing victories: more than 400 members joined us at last year’s Summer Leadership Conference, hundreds of OEA and community members took part in “Week of Action” events throughout the state and we won 100 percent of local option levies, 75 percent of general obligation bond campaigns and elected two OEA member to the state legislature. These are just a few “by the numbers” examples of our efforts, but change is also happening at a cellular level—far more members are engaged in exciting ways that are re-shaping our legislative policy, our organizing efforts and our influence over professional practice. Here are some of your colleague’s stories.

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DIANA GARCIA, THE DALLES ESP

The thing I love about my job is the students. I want to have a positive impact on their life, and I want them to love school. That’s why I’m here. It’s an incredible feeling, like I made all the right choices for my life. My favorite part of the day is first thing in the morning, when I see my students and work with their families. I’m bilingual, so this is more than a job—I am the connection between the family and the school.

That’s one of the reasons I got more involved with my association—I know that our students deserve smaller class sizes, a quality education, committed staff and good nutrition. To make this happen for my students, education support professionals must be included, and to make a real difference, we need to develop our leadership skills. When I started to be a part of the process it was completely empowering. There are only two states—Delaware and Oregon—who involve ESPs in the leadership training at this level. That makes me proud. And through the process, we were the first local to work collaboratively with the teacher local at the bargaining table. It’s a huge step forward for my local, for OEA, for our students and for our movement.

DIANNE HICKS, SOUTH LANE EA

As a child I was super timid, but I had a third-grade teacher who told me that I was smart, that I can do things—I blossomed from there and knew I wanted to be a teacher. It’s really important to me that folks understand who we are—that we’re not just about bargaining (although that’s important), but that we’re really helping to build a better Oregon and to give students the education they truly deserve.

One of the fun and effective things we did early this year was the week of action, where local associations from across the state held all types of events to energize and activate our communities. In Eugene, we held a big festival—students from the local schools were there, we had music and face-painting. It was very high-energy and it gave us the opportunity to interact with our neighbors. Every event we hold like that makes us stronger, able to organize faster and helps people really understand our shared common values.

PETER BAUER, EUGENE EA

As an educator, I know I might not always see the fruits of my labor this year or the next year, but perhaps in five or 10 years, this little seed that I planted will grow. That’s sort of how I feel about OEA’s strategic action plan. I like that it’s solution oriented. It’s pro-active. It’s about creating the reality we want to have for teachers and students in Oregon—creating a vision and then moving into the future with that vision, as opposed to just reacting to all the bad things going on around us.

The simple truth is, I can’t stand back and let education continue to be undervalued and underfunded. I’m a new parent, but I’m willing to give time away from my family to do the work that needs to be done because I know that I am building a better future for not only my son, but for every child in Oregon.

Credits: Robert Parish

QUICK FACTS n More than 400

members joined us at last year’s Summer Leadership Conference

n Hundreds of OEA

and community members took part in “Week of Action” events throughout the state

n We won 100

percent of local option levies, 75 percent of general obligation bond campaigns and elected two OEA member legislators!

n We had the largest

turnout in more than a decade for our January legislative day: 250 member showed up to lobby their legislators

JUDY HARRIS, DISTRICT 6 EA (CENTRAL POINT)

When you see the impact you’re having, sometimes on a daily basis, it’s so rewarding. Being an educator is part of who I am, and I am very proud of my professional practice.

Our work on the assessment task force has afforded me a different level of professional satisfaction. This is us, coming together as educators, making sure our points of view are heard, listening and understanding so we can make public education better, stronger and more student-focused. These initiatives have been huge in changing the climate around public education in our state, and I’m grateful to have been a part of it.

n We held 25 forums

throughout the state to gain feedback on our “Better Way” plan for assessments

n 150 educators,

elected officials, parents and policy makers attended our 2015 Symposium on assessments

n We gained more

than 11,000 likes on our Facebook page dedicated to Assessments: Parents and Teachers Together

TODAY’S OEA | SUMMER 2015

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Featured Book

ENLISTING STUDENTS TO SAVE PUBLIC EDUCATION Oregon Teacher Publishes 2nd Novel, “Corporate High School” Benjamin Gorman, a high school English teacher from Independence, Oregon, has written a Young Adult dystopia, titled Corporate High School, which asks its young adult readers to join in the struggle to save public education.

The novel describes a world where 100 years of corporate personhood decisions, combined with corporate mergers, have left the planet dominated by a single company. It uses its corporate schools to sort the public and maintain its power.

Harriet, the 17 year-old protagonist, has just moved across the country because her mother has been thrown in a private prison. She starts at a new corporate high school, and there she discovers a plot that might just help her learn to fight back.

The novel will be available from Not a Pipe Publishing on June 12 in print or as an eBook for Kindle or Nook.

Gorman hopes that the novel will play a role in the upcoming election. “My dream is that a student reads the novel and is inspired to ask one of the 2016 presidential candidates where they stand on public education, then really pushes the politician to stand up for our public schools rather than the companies that want to profit from them or privatize them,” he said.

Because Gorman understands how difficult it can be for teachers to get current YA novels for their classrooms, Gorman is making free copies available to teachers and school librarians. He has also set up a page on his website (www.

TeacherGorman.com) where fans can donate to a fund to purchase copies for teachers who have requested free copies.

Gorman’s first novel, The Sum of Our Gods, was released in 2013.

EXCERPT from Chapter 1 of “Corporate High School” Sunday, September 16th, 2114 Mom is in jail. The Corporation put her there. That’s why we had to move, and that’s why I have to start at a new high school tomorrow.

That sounds terrible. It sounds like I’m mostly mad because I have to start at a new school. Of course I’m a lot angrier that Mom is in jail. That sucks so bad I don’t have words for it. Dad has words for it. Lots of four-letter words. He’s super-pissed at The Corporation. He remembers the time before The Corporation ran everything, so, to him, it’s this big giant enemy. Me, I can’t

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get that mad at The Corporation. Getting mad at The Corporation is like getting mad at the ocean or at air or at God or something.

Dad is always talking about how things don’t have to be this way because they didn’t used to be this way. I guess that makes sense, but it’s hard for me to imagine it.

Like, when he was young, if somebody was charged with a crime, they were arrested by the police. Then they went to court. If they were

poor, they were appointed a lawyer who would fight for them. Dad says those lawyers were often inferior or unmotivated, but at least poor people had someone on their side.

That’s not the way it works now. Or, at least, that’s not how it worked for Mom. Mom committed the crime of being too poor. When Dad lost his job (that’s another story), we couldn’t pay the bills. Dad says there used to be something called bankruptcy protection, but that’s been gone for a long time. So there was nothing we could do. We thought they would toss us out of our house, take our car, that kind of thing.

Instead, The Corporation charged Mom with fraud for using her Corporation credit card to buy food and clothes at one of their CorpMarts, then not paying the bill. They said that was like making a promise and then breaking it. So guys came to our house and took her away, but since our town had privatized the police force, it was Corporation Security Guards who came to get her. Then, when it came time for the trial, the only attorney who would defend her was the one provided by the government.

Only, because The Corporation started those corporate law schools a few years ago and then couldn’t find placements for all their grads, they’d contracted with the government to get all the public defender jobs, so they were offering her a Corporation lawyer to defend her from a Corporation charge. When she told the judge she was refusing counsel because of the conflict of interests, I think it made him mad, like she was accusing him of running a sham courtroom where people couldn’t get real justice (which she basically was), but she sounded very respectful when she said it.

Her respectful tone didn’t make any difference, though, because he sentenced her to

three years in a minimum security prison where she could work off the debts. Guess who runs the prison? Yeah, you guessed it.

At the sentencing, Mom cried and begged the court not to take her away from her husband and her “beautiful little girl.”

That’s what she said. She even repeated it; she pointed at me and made the judge look at me and said, “You see her? That’s my beautiful little girl, Harriet. You are taking her mother away, sending her off to debtor’s prison. It’s 2114, not 1814! You know that isn’t right. Don’t do this, please.”

She was crying. I was crying. My dad was even crying, and he’s not a crying kind of guy. He’s more of a ranting and lecturing kind of guy. But in court, he just cried.

Maybe it would have made a difference if my name had been something more generic like Faith or Grace. Weird names are a sign that somebody is trashy. Nobody names their kid Harriet anymore. My parents picked it because they like Harriet Tubman, this bad-ass abolitionist and suffragist who freed slaves with a pistol in her hand and then fought for women’s rights. I’ll bet the judge didn’t even know who Harriet Tubman was, let alone make the connection, but he probably thought my weird name was just one more sign that Mom was a deadbeat.

In retrospect, I like the “beautiful” part of “beautiful little girl.” I don’t really think it’s true, but it was nice of her to say it. I guess I was a beautiful baby, back when I was just soft brown skin and ticklish giggles. Mom probably still sees that baby when she looks at me. That’s why I have mixed feelings about the “little girl” part.

I know I’ll always be her “little girl,” and I know that probably would have received more sympathy than “young woman,” but I’m 16. I’m not a little girl anymore. I know it. The Corporation sure-as-hell knows it.

So I’m pretty sure the Corporation fake court knew it, too. Maybe she would have been better off if she’d told them that I get my clothes in the “Young Women” section of CorpMart, go to a corporate school, text my friends on a CorpMart pre-paid handcom. Maybe then they would have cared about me. I know my mom loves her little girl. The Corporation doesn’t. n

Your Rights To Additional Information

SUMMARY ANNUAL REPORT FOR OEA CHOICE TRUST

This is a summary of the annual report of the OEA CHOICE TRUST, EIN 93-0243443, Plan No. 501, for period July 01, 2013 through June 30, 2014. The annual report has been filed with the Employee Benefits Security Administration, U.S. Department of Labor, as required under the Employee Retirement Income Security Act of 1974 (ERISA).

Insurance Information

The plan has a contract with Unum Life Insurance Company Of America to pay Group long term care claims incurred under the terms of the plan.

The total premiums paid for the plan year ending June 30, 2014 were $9,059.

Basic Financial Statement

The value of plan assets, after subtracting liabilities of the plan, was $65,069,428 as of June 30, 2014, compared to $58,683,424 as of July 01, 2013. During the plan year the plan experienced an increase in its net assets of $6,386,004. This increase includes unrealized appreciation and depreciation in the value of plan assets; that is, the difference between the value of the plan's assets at the end of the year and the value of the assets at the beginning of the year or the cost of assets acquired during the year. During the plan year, the plan had total income of $8,275,812, including earnings from investments of $7,824,001, and other income of $451,811.

Plan expenses were $1,889,808.

These expenses included $1,562,233 in administrative expenses, and $327,575 in benefits paid to participants and beneficiaries.

You have the right to receive a copy of the full annual report, or any part thereof, on request. The items listed below are included in that report: • an accountant's report; • financial information; • assets held for investment; • insurance information, including sales commissions paid by insurance carriers; To obtain a copy of the full annual report, or any part thereof, write or call the office of OEA CHOICE TRUST at 6900 SW ATLANTA STREET, BLDG 2, TIGARD, OR 97223, or by telephone at (503) 620-3822. The charge to cover copying costs will be $0.00 for the full annual report, or $0.00 per page for any part thereof.

You also have the right to receive from the plan administrator, on request and at no charge, a statement of the assets and liabilities of the plan and accompanying notes, or a statement of income and expenses of the plan and accompanying notes, or both. If you request a copy of the full annual report from the plan administrator, these two statements and accompanying notes will be included as part of that report.

The charge to cover copying costs given above does not include a charge for the copying of these portions of the report because these portions are furnished without charge.

You also have the legally protected right to examine the annual report at the main office of the plan (OEA CHOICE TRUST, 6900 SW ATLANTA STREET, BLDG 2, TIGARD, OR 97223) and at the U.S. Department of Labor in Washington, D.C., or to obtain a copy from the U.S. Department of Labor upon payment of copying costs. Requests to the Department should be addressed to: Public Disclosure Room, Room N1513, Employee Benefits Security Administration, U.S. Department of Labor, 200 Constitution Avenue, N.W., Washington, D.C. 20210.

TODAY’S OEA | SUMMER 2015

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TODAY’S OEA | SUMMER 2015

Teaching has been an amazing journey.

A Q&A with Oregon’s Teacher of the Year Michael Lindblad Interview by Laila Hirschfeld

W

hen you meet Oregon’s 2015 Teacher of the Year, Michael Lindblad, the first thing that strikes you is that he is a sponge—a voracious learner. He is a seeker of information, so, for example, when interviewing him, you may instead find yourself doing much of the talking.

This is somewhat typical of high school social studies teachers, but for Lindblad, it feels like an intentional approach to life: learn as much as you can, share what you learn, encourage deeper thought.

Lindblad is not the son of teachers, but he was raised by both his parents and his grandparents, who all were of one mind—real-life experience is as important as traditional learning, and both are very important. His curiosity led him to teach, his teaching led him to Credits: Thomas Patterson

travel, and his travel led him to Gresham High School, where he knew he would have the opportunity to work with a more culturally diverse student population.

He’s been there for nearly two decades, winning the respect of his colleagues and the admiration of his students.

It was in front of this audience—his Gresham High School family—that Lindblad learned he had been selected as the 2015 Oregon Teacher of the Year. It’s been a whirlwind 6 months, culminating recently in a trip to Washington, DC with other State Teachers of the Year to meet President Obama in an intimate Rose Garden ceremony with friends, family and members of the national public education community.

We sat down with Oregon’s Teacher of the Year soon after his trip, to learn more about him, his teaching style and what he’s learned over the past six months.

Q: Welcome Back, Michael. You recently traveled to Washington, DC to meet President Obama, and other education leaders. What was that like?

A: Obviously, it was an awesome experience. The President is a very warm, very engaged and laid-back person. I

got the sense that he really enjoys being around educators—he holds us in very high esteem. As I stood there and took in the moment, I was very grateful, but also quite humbled. I’m under no delusion that there couldn’t have been a thousand other teachers from Oregon, just like me or better, standing where I was standing. So I was honored to be there, but especially because I was representing the tens of thousands of other educators from Oregon who work very hard in the interest of our students. I also took-away one very important lesson from the trip— it’s inadvisable to travel cross country with 18-month-old twin boys, even if they are your pride and joy.

Q: Why did you become a teacher?

A: When I was an undergraduate I had an opportunity to spend some time abroad, and it was an incredible and eyeopening experience. I remember sitting on a floor in Tunis and being emotionally crushed by the realization of my own personal privilege. At the same time, this unfamiliar place was awakening all my senses, and I thought, certainly there are people way less ignorant than I am about the world—I wish they would have shared their experiences with me. And that’s when it clicked, I just felt called to teaching. I was fortunate enough to have these experiences; I wanted to share what I knew with others, and, more importantly, encourage others to seek their own truths.

Q: Was your family supportive?

A: I think some members of my family were apprehensive when I told them I wanted to teach—I was originally headed to law school. Some were concerned about the earning potential, others were excited that I had chosen a career that would allow me to change people’s lives.

In other countries, there is a tremendous amount of respect and honor that comes with being a teacher, and sadly, I just don’t think that’s the case here, in the United States. There’s a huge perception divide about what teaching seems to be and what it actually is, and unfortunately TODAY’S OEA | SUMMER 2015

21

Michael Lindblad, Oregon's 2015 Teacher of the Year, is an engaging force with students at Gresham High School.

that divide was also present in my family.

What helped them turn the corner was the fact that they knew my mentor, and they all greatly respected him. It’s a decision I have never regretted—teaching has been an amazing journey.

Q: What is your favorite part of the day?

A: Outside of spending time with my family, there are two parts of the day that I love—early morning, and lunchtime. I usually start the day off swimming, which gives me a chance to calm my mind and get ready for the chaos of a school day. I think about my first period—the students in that class and how I’m going to get them engaged. Every new day is a fresh start, and now that I’m old enough and experienced enough, my skills are finally being maximized and that feels really good.

My door stays open, and it gives me the opportunity to connect with my students and understand them as humans. That’s important to me.

Q: What is the most important issue 22

TODAY’S OEA | SUMMER 2015

facing today’s teachers?

A: I was fortunate to meet the other states’ Teachers of the Year, and when you do that, you realize just how much good work is happening all across the country—everyone I met there is doing something phenomenal for their students.

And it made me think of all the lost talent, because the most amazing thing about teaching is when your students return to you in your sixth or seventh year, and tell you about the impact you’ve made on their lives. Unfortunately, we have so many newer teachers leaving after just a few years, they never make it to that point, or get that reward, and when they leave, their students are robbed of the enthusiasm, ideas and talent newer teachers often bring to a classroom.

It’s very important to me that we find new and better ways to recruit, mentor and retain younger teachers. They need our support when it gets tough, they need help with their student debt, they need higher starting salaries and they deserve great mentors.

We also need to do a much, much better job recruiting non-white teachers. And

finally we have to take care of the class size issue we have here in Oregon. This has to happen—I can’t even imagine what it must be like to enter the classroom as a first-year teacher and face 33 students.

When I started we had about 20—now my largest class has been 52. This isn’t good for teachers OR students. It’s an emergency and we have to do something about it immediately.

Q: Before being selected as Oregon’s Teacher of the Year, had you interacted much with your local association or OEA? A: Well, I have always believed that being an active member of the union is a part of being a teacher. I worked closely with the local association and the state during crisis, and I have always been thankful for the benefits and other basic rights our contract protects. But being Teacher of the Year has really opened my eyes to how important it is to be involved with OEA, and how much work is being done to advocate for my colleagues, my students and my school. I am a very proud OEA member. n

Eye on Equity

A CHOICE IN DIVERSE GROUPS: OPT OUT OR NOT

BY MEG KRUGEL / Today's OEA Editor “In the Latino culture, educators are highly respected and revered. We do not tend to question decisions made by our children’s teachers because we believe that they have their best interest in mind.

As I have been administering these assessments, which have taken countless hours away from authentic learning and authentic assessment, I cannot help but think about the second language learners that I have in my classroom currently, and those that I have worked with over past years.

From my perspective, the negative effects of these assessments far outweigh the benefits … it widens the achievement gap; it sends a message to many students, especially the minorities that they lack what it takes to be successful in life. As an educator, I cannot morally support an assessment that promotes a culture of fear, and that demoralizes students and educators.” n Excerpt of testimony delivered to the Senate Education Committee by Imelda Cortez,

fifth grade teacher at Adams Elementary School

A

s the movement to opt out of standardized testing gains steam here in Oregon, parents and students are bearing the brunt of a huge equity gap in our state — one that favors native English speakers, families of higher socioeconomic status, and those who reside in more metropolitan areas. Parents of underrepresented groups struggle to find accurate information about how student data will be used; buried within district websites, these parents have to spend an inordinate amount of time digging for the opt-out provisions that will enable them to move their student out of the testing process and onto a path that better suits their unique learning needs.

According to the National Center for Fair & Open Testing, decades of research demonstrates that African American, Latino and Native American students, as well as students from some Asian groups, disproportionately do poorly on state or local high school graduation exams. Using these test results, students in these groups, particularly African American boys, are disproportionately placed in special education and are more likely to be held back a grade level because of low test scores. High stakes testing causes additional damage to English Language Learners, who, alongside students with disabilities, are those least likely to pass graduation tests.

Credits: Thomas Patterson

Due to a lack of available information from school districts, parents must rely on word of mouth or their parent/teacher organizations to know how — and importantly, why — one might choose to opt a student out of the Smarter Balanced Assessment.

More informed, more affluent parents have information available to them that other communities are unable to access.

Those without an understanding of how to navigate the current opt-out regime and the assessment effort are left disempowered to make the best decisions for their children.

Portland Public Schools’ opt-out rate clearly demonstrates this trend. Abernethy Elementary, which has the highest rate of opt-out in the district (50 percent), is comprised of 82 percent white students, while only 9 percent of all students access the free/reduced lunch program — data that is widely skewed in comparison to district norms. Schools where ethnic demographics are more evenly split across the board fall anywhere between 0-8 percent opt out rate, the upper end of which is still high in comparison to statewide data.

An editorial published in Rethinking Schools put the spotlight on how leaders of the opt-out movement need to examine privilege as it relates to building their power. In The Gathering Resistance to Standardized Tests, the editors wrote, “If the power of solidarity is going to reclaim our schools,

more affluent, predominantly white activists will need to develop an anti-racist understanding of the movement against standardized testing and the barriers that communities of color face to joining.”

With the current overemphasis on standardized assessment, Oregon teachers are yearning for more options on sharing optout information in culturally appropriate ways with their parents. At the 2015 OEA Representative Assembly, members passed a business item that “OEA make a concerted effort to reach out to families of English Language Learners to inform them on the problems surrounding standardized testing, and to support locals in efforts to reach out to families, in their native languages.”

This legislative session, OEA did extensive lobbying on HB 2655, which will provide a uniform, equitable set of standards and information to all parents and families regardless of geography, socioeconomic status, or first language. If and when HB 2655 is signed into law, districts will be required to clearly post opt out information, including a state standardized opt-out form, and teachers will be allowed to talk about optout during school hours if parents approach them. For Imelda Cortez, who provided the testimony on HB 2655, these three components will go a long way in closing the equity gap she sees in her classroom.

“The fact that we’re not giving them the information for accessing opting out — they might not even know that’s an option. I don’t feel like we’re being completely transparent and truthful about these assessments, and what they’re testing,” Cortez said.

Through the new legislation, “teachers will feel like we can finally talk about it with parents. Right now, we feel scared to do that. It’s going to give parents a lot more liberty to decide what works for them and what works for their child,” Cortez said.

For opt-out and assessment materials you can share with parents, go to: parentsandteacherstogether.com.

TODAY’S OEA | SUMMER 2015

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Imelda Cortez works with a student before testing begins for the day at Adams Elementary. The Smarter Balanced exam has changed how much instruction Cortez is able to provide each school day.

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TODAY’S OEA | SUMMER 2015

POWER STUDENTS to our

Changing the way we administer assessments reaches beyond the “opt-out” movement.

It’s about changing how we involve students and advocate for their best interests when it comes to meaningful learning

By Meg Krugel

Credits: Thomas Patterson

(and their families, too)

ust before Imelda Cortez sat down to take the SAT college entrance exam nearly 15 years ago, she was told she would most likely fail the assessment in front of her.

Because she was Latina, Cortez knew the odds were stacked against her: she was expected to score just a 850 out of a possible 1600 on the test. At the time, her self-esteem plummeted. As the daughter of two Mexican immigrants, Cortez dreamed of being the first in her family to attend and graduate from college. “I was essentially told that no matter how hard I tried, I wasn’t going to do well and I wouldn’t be able to go to college,” she remembered.

Luckily, a chance meeting with a Latino activist group reengaged Cortez and helped her realize that her future wasn’t to be measured by a test score.

She did well on the SAT — scoring a 1200 — and was accepted to the University of Oregon with a scholarship.

J

TODAY’S OEA | SUMMER 2015

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Now, Cortez carries that memory with her in preparing her two young sons, Marcos, a fifth grader, and Sebastián, a second grader, for the educational hurdles that lay ahead. “I just remember how awful [that test] made me feel, and that was the last thing I wanted for my kids.

I want them to feel good about school.

Nobody knows my child better than I do, and a test score certainly does not. A score is no indicator of his success in the future,” she said.

So, this spring, when Marcos’ fifth grade class began taking the Smarter Balanced Assessment, Cortez made the heavy decision to file opt-out paperwork on his behalf. Of all students who will take the Smarter Balanced Assessment this year, state officials project that as many as 60 percent of third-graders and 65 percent of high school students will fall short; these numbers don’t include English Language Learners, of whom a whopping 95 percent are expected not to pass the test.

Having remembered what it felt like when people expected her to fail as a student, Cortez wasn’t willing to put Marcos through the same experience.

But she didn’t come to the opt-out decision lightly — as a teacher at Adam’s Elementary School in Eugene, Cortez has spent this spring administering the same standardized test to a classroom full of fifth grade students. “I was conflicted because I am very much morally opposed to this assessment, but at the same time, here I am putting my own [classroom] students through it,” Cortez said. “I felt worse because I know there are students

"My belief is that assessment should be done with students. It should be a seamless part of the educational process. It should be a thoughtful product; it shouldn’t be divorced from curriculum and it shouldn’t be frightening." who didn’t get opted out, not because their parents wouldn’t have wanted them to, but because their parents didn’t have access to the information.”

This Legislative Session, an alternative to current standardized tests is making quick progress through the Oregon Legislature and could help to remedy this significant hurdle for parents, particularly those who don’t speak English as a native

Lisa Kane

Under HB 2655, each Oregon school must notify parents or guardians of the following information about summative assessments: n The purpose of the assessments and how the results will be used n When summative assessments will be administered n The amount of class time required n The learning targets that make up the assessment n How to self-assess and track own progress n When the results will be made available n Notice of the right to opt out of the assessment and explanation of the process for opting out n Who will have access to a student’s assessment data and how it will be used

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TODAY’S OEA | SUMMER 2015

language or who have limited access to technology. If enacted, HB 2655 will strengthen parents’ rights to opt out of high-stakes tests; parents will be allowed to determine what is right for their children without being forced to claim a religious or disability exemption as the statute currently requires.

When Cortez made the decision to opt her son Marcos out of the Smarter Balanced Assessment this spring, she struggled to find the opt-out form on the Eugene 4J District website. When she finally unearthed the form online, she had to wade through a seven-page document that, even to a teacher, seemed unclear in terms of learning expectations and processes. Under the new HB 2655 law, districts will be required to post clear notice of the right to opt-out of assessments and explanation of the process for opting out (see box below).

National attention has certainly honed in on the opt-out movement as a way of voicing opposition to the use of standardized testing in measuring our students, teachers, and schools. Coast to coast, grassroots groups have sprouted to create a groundswell of parents who are becoming more informed about their optout rights. Locally, groups like Parents and Teachers Together, Oregon Save Our Schools and the PPS Parents Opt Out Facebook page have amassed thousands of followers. In regional pockets across Oregon, the numbers speak for themselves. At South Eugene High School, 1 in 4 students have opted out of the 11th grade assessment — fueled by a strong base of parents who understand the social and political consequences of standardized tests.

In another example, students at Lake Oswego High School started their own student union this year to put a stop to standardized tests; they mailed letters to the parents of more than 300 LOHS juniors, urging them to opt out and including a link to an opt-out form they’d created. To date, more than 115 students at the high school have opted out. And then, of course, there’s Portland Public Schools — where nearly 1,200

of the district’s 25,000 test-takers have submitted opt-out forms.

There’s no denying that opt-out is having its Hollywood moment right now, which (in addition to a lot of OEA member phone calls and emails) helped HB 2655 breeze through the Oregon House with a majority vote and pass the Senate Education Committee. Currently, the Bill awaits a vote in the Oregon Senate and if all goes according to plan, it will be signed by Gov. Kate Brown by the end of the month.

What Do We Want? Rights!

Still, as “hot” as opt-out is right now, for many teachers in Oregon, there’s an even more exciting component of HB 2655 than the opt-out provision. Affectionately called the “Student Bill of Assessment Rights,” this new component of HB 2655 will provide clear, equitable, and uniform information for students and parents about the assessments they will take each year. The Bill of Assessment Rights will put students and their families in the driver’s seat as they make informed decisions about what is truly best for them on their educational path.

Lisa Kane teaches fifth grade at Abernethy Elementary, a more affluent neighborhood school in Portland, where 50 percent of the school’s students have opted out of taking the Smarter Balanced Assessment this spring.

She is also part of OEA’s Assessment Workgroup, which (in partnership with staff from the OEIB and the Oregon Department of Education) have written an extensive proposal titled “A New Path for Oregon: System of Assessment to Empower Meaningful Student Learning” that seeks to change the way we assess students — moving toward a system built on the belief that assessment should be used to guide instruction, not punish schools and teachers. As stated in the executive summary, this new proposed system of assessment “will increase time for learning, emphasize the use of assessment in support of learning, and rely on the most authentic balance Credits: Left: Sara Logue; Right: Meg Krugel

of assessments to encourage student success.”

Kane has spent the last year helping write this new proposal — a key part of which included a Student Bill of Assessment Rights that inspired the legislation behind HB 2655. “My belief is that assessment should be done with students. It should be a seamless part of the educational process. It should be a thoughtful product; it shouldn’t be divorced from curriculum and it shouldn’t be frightening,” she said. “The Student Bill of Rights [is about] fundamentally understanding the nature of assessment, and what it does and what it doesn’t do.”

For Kane, there is value in the assessment process. “I am somebody who believes that summative assessment is a good tool for us to use to calibrate the system. It’s been helpful for me in identifying places where perhaps our district

"As a teacher, I feel pretty powerless to do anything, but as a parent, I know that I have power to say, ‘my kid’s statistics are not going to be included in your grand study.' " Celeste Pellicci

Read more about OEA’s new system of student assessment online: www.oregoned.org/stayinformed/student-assessment

curriculum is not as strong as it could be,” she said. A self-described “data geek,” Kane said that before the state moved to the Smarter Balanced Assessment this year, she used to print out the full report of the OAKS test for each of her students; she found the reports to be very helpful in helping her decide where she needed to focus her classroom teaching.

“The goal is to know what children know. Parents should be involved in that, students should be involved in that, and it shouldn’t be a mystery to them.

Ultimately, that’s what the Student Bill of Assessment Rights is. [Assessment] should be a participatory event in order for you to demonstrate what it is that you know — but it’s broader than that, too,” Kane said. “At its heart, the Bill of Assessment Rights questions what assessment is, and who owns it. It brings ownership of the process and product back into the hands of students and their families. And really, that’s where the data belongs — with the people whom it is meant to serve.”

Smarter Balanced Concerns

Oregon teachers are not shy to tell you that they’re struggling with the implementation of the new Smarter Balanced Assessment this year. Primarily, there’s frustration about the amount of time that Smarter Balanced takes from classroom instruction — on average, a full TODAY’S OEA | SUMMER 2015

27

Jan Well, pictured in front, convenes with a group of students and parents who support opt-out of the Smarter Balanced Assesment outside Welches Elementary School after school hours.

two weeks for both the English Language Arts and the Math components of the test.

For Oregon students — who already bear one of the shortest school years in the country — that’s a huge instructional loss.

Cortez, the fifth grade teacher in Eugene, says she’s been assessing her students non-stop this spring, and won’t finish testing until a week before school gets out. She opted to spread the tests out over a longer period of time because she didn’t feel comfortable spending more than an hour a day on testing. “I want to be able to actually teach every day, and if I spend 4 or 5 hours on an assessment, there’s not much teaching that can take place and not much learning happening.”

On another level, Cortez says the Smarter Balanced Assessment is exacerbating the equity gap, which she sees in her own classroom. Beyond language barriers, the overreliance on computer skills to physically take the test separates those who have access to technology at home from those who do not. Students are then asked to write on expository topics that they may have never even encountered in their own lives.

As a teacher, Cortez tries to empower her students to advocate for themselves in all 28

TODAY’S OEA | SUMMER 2015

"I have a lot of parent volunteers who have been in my classroom. They have good kids — kids who should be considered at grade level. But we’ve changed what we expect, and they’re now considered behind. So the message they’re getting at eight years old is: they’re a failure."

avenues of their education — from fair recess play to the tests they’re required to take. Students have started to question why they need to take the Smarter Balanced Assessment, since they find little connection to it and the lessons they’re learning in Cortez’ classroom.

“For some people, they feel like it’s important that we have these assessments because it’s going to keep the laser-eye focus on minority groups who aren’t achieving well. But how long have we been doing standardized testing? How long

Jan Well

has this lens been on minority student groups? And how much have we seen the achievement gap lessen? It’s just gotten bigger over the years, and is it really worth it? Is it worth harming a child’s self esteem this early on, when they’re so excited about school and life?” For Cortez, the answer is unmistakably ‘no.’

These concerns aren’t unique to elementary students. For eighth grade science teacher Celeste Pellicci, her students at Kraxberger Middle School in Gladstone have struggled with similar issues in this year’s rollout of the Smarter Balanced Assessment. Pellicci said the school has seen a dramatic increase in behavior issues. “Kids are burnt out.

Having to concentrate for 50 minutes at a time on a computerized test is frustrating to them because they feel unsuccessful, and then they act out,” she said.

Pellicci said the new format of “overtesting” every year between grades 3 through 8 contributes to this burn-out.

This has even trickled into her own home with her son, Tucker, who is 13. Last summer, Tucker told his mom he was really nervous about taking the Smarter Balanced test in the coming year. Pellicci and her wife, who is also a teacher,

agreed that they didn’t want their son spending his summer worrying about a standardized test, and made the decision to opt him out of Smarter Balanced this school year. This spring, while his peers were taking the test, he participated in an independent study to learn computer programming — something his parents see as far more beneficial a life skill than test-taking.

“As a teacher, I feel pretty powerless to do anything, but as a parent, I know that I have the power to say, ‘my kid’s statistics are not going to be included in your grand study’,” Pellicci said, referring to what she sees as a gag order of sorts that’s placed on teachers in preventing them from talking to parents during school hours about opt out.

Armed with the belief that there is a better way for measuring student growth than through the Smarter Balanced Assessment, Pellicci became a vocal advocate for HB 2655 this Legislative Session, making several trips to Salem to lobby her legislators and provide testimony on the bill as it moved through the House of Representatives. Though Pellicci is highly active in her local association — rounding out a 4-year term as President of the Gladstone Teachers’ Association this year — this was the first time in her 10-year career as a teacher that she was compelled to add her voice to the legislative process.

“It feels good to be pushing for something that I think is the right thing to do; the thing that can make a difference for me and my students, and something that federally is just such the wrong way to go,” Pellicci said of HB 2655. “Somehow this little bill in Oregon can help add fuel to the fire to change the mandates that are coming from Washington D.C.” In her ideal world, Pellicci says that teacherdesigned classroom assessment could be used in place of current standardized assessment measures that silence teacher voice and expertise.

Kane agrees, and notes that the new Student Bill of Assessment Rights provision provides our first step in getting there. “Through the Bill of Rights, Credits: Thomas Patteson

we’re taking back what it means to be involved as a parent and as a student in determining the course of education for our schools and our communities. And that to me, apart from any legislation that we’re going to get, is such a fundamental and basic step that transcends any kind of step-by-step policy,” Kane said.

When Enough is Enough

Educators across Oregon are finding a piece of hope in OEA’s new assessment proposal released earlier this year, as well as the new legislation from this session.

In a sea of standardized testing that many teachers say provides little value on how to improve their professional practice (results of the Smarter Balanced test, for example, won’t be made available until August-October of next school year, long after this year’s crop of kids have departed the classroom) — this new proposal paints a picture of a better way for teaching and learning. This spring, Assessment Workgroup members like Kane took the “New Path for Oregon” on a roadshow — hosting forums in communities across Oregon to garner feedback on how to improve the proposal from parents, teachers and students.

In the audience of one assessment forum sat OEA member Jan Well, an elementary teacher from the small community of Welches, Ore. She came to the event feeling a huge sense of despair about the current testing climate in Oregon’s schools — particularly with the adoption of Smarter Balanced this year.

A 31-year veteran of Welches Elementary School, many of Well’s former students now have kids of their own in her classroom. She's built deep and trusting friendships with these second generation parents in the community. At the forum, she was encouraged by the new proposal that moves away from the test-andpunish culture.

But for her, this sense of ‘light at the end of the tunnel’ just isn’t enough to keep her in the classroom next year.

“I have good kids — kids who should be considered at grade level. But we’ve

changed what we expect, and they’re now considered behind. So the message they’re getting at eight years old is: they’re a failure,” Well said. “I had known parents who were going to opt-out, and I thought, how do I betray their trust in me in doing the right thing for their kids?

Well told her Principal that she wasn’t willing to administer the tests this year.

“I said, “I am not going to do that. It’s not right to put me between parent rights and state rights.” Her comment was considered insubordinate, and she was forced into a series of meetings with union and district representatives to shake out what lay ahead.

For the remainder of the year, Well was able to work out a system with her teaching partner, with whom she currently shares a second/third grade blend classroom. Her teaching partner administers the third grade assessment for part of the day while Well takes the combined class of second graders.

She’d planned to continue teaching for a few more years (she is helping put her daughter through college right now), but instead, this will be her last year in the classroom. She has filed her intent to retire at the end of June.

“The lack of respect, the lack of teacher voice, and the overwhelming stress — it’s a no win for me. It’s a long road and I’ve been waiting 31 years for it to get better,” Well said. “Just changing things doesn’t necessarily mean it’s the latest and greatest. I’ve been through enough change. You have to prove that there’s something valuable here.”

“My obligation is to the parents. And they have the right to opposition,” she said. In retirement, she plans to do what she can to continue supporting the parents who’ve been such an important piece of her career. “For them, it’s not just about opting out — it’s about helping change the system as a whole.”

Change is indeed afoot. For teachers and parents who are frustrated by what Well calls a system of "test-ocracy," putting power in the hands of students is a much-needed glimmer at the end of what's been a long and winding path. n TODAY’S OEA | SUMMER 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

Toshiba America Foundation: Grants for Math and Science

WHAT: The Toshiba America Foundation makes grants for projects in math and science designed by classroom teachers to improve instruction for students in grades K-12. Maximum award: $5,000. n WHo: Grades 6-12 Science and math teachers. Endorsement from a school official is required. n WHEN: Application deadline is Aug. 1, 2015. n HOW: For more information and to apply online, go to www.toshiba.com/ taf/612.jsp.

nctm.org/Grants-and-Awards/grants/ Pre-K-6-Classroom-Research-Grants/ OPPORTUNITIES FOR EDUCATORS

n

Siemens High School Competition WHAT: This competition fosters intensive research that improves students' understanding of the value of scientific study and informs their consideration of future careers in these disciplines—for team or individual students. Maximum award: $100,000 college scholarship. n WHo: High school students (grades 9-12) enrolled during the 2015-16 school year, individually or as a team. n WHEN: Application deadline is Sep. 22, 2015. n HOW: For more information, go to https://siemenscompetition.discoveryeducation.com n

NCTM: PreK-6 Classroom Research Grants

WHAT: These grants support and encourage classroom-based research in precollege mathematics education in collaboration with college or university mathematics educators—a mathematics education researcher or a mathematics teacher, and one or more PreK-6 classroom teachers. Maximum award: $6,000. n WHEN: Application deadline is Nov. 6, 2015. n HOW: For more information on eligibility and how to apply, go to www. n

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TODAY’S OEA | SUMMER 2015

Portland Art Museum’s Teacher Advisory Council

WHAT: The Education Department is accepting applications for the Teacher Advisory Council. The Council meets four times each year and members collaborate with Education staff to promote student and teacher engagement with the Museum and to support arts integration across the curriculum. Members serve two-year terms. n WHEre: Portland Art Museum, Portland n WHEN: For years 2015-2017. Application Deadline is Jun. 22, 2015 n WHo: Educators across disciplines and grade levels (kindergarten through college). n HOW: For more information and to complete an application, go to http:// portlandartmuseum.org/eventsprograms/educator-programs/. Look for ‘Teacher Advisory Council’. n

Summer Institute for Social Studies Teachers THE POLITICAL CLASSROOM: from YIKES to YES!

WHAT: Research shows that with the right classroom climate students are more engaged, more interested in politics, and more willing to listen to other points of view. This Institute will help teachers create a place where students can become well-informed about politics. PDUs provided. Optional continuing education credit from Lewis & Clark College is available. n WHEre: Central Oregon Community College, Bend n WHEN: Jun. 23-26, 2015 n who: For Educators/Educator teams, grades 5-12. n HOW: For more information and to register, go to www.classroomlaw.org and n

click on calendar.

A “Post-Racial” America?

WHAT: Part One of this workshop series covers Oregon’s history of Black exclusion and discrimination as well as the vibrant Black culture that helped sustain many communities throughout the state. Part Two’s workshop details the history of institutional racism as a system and things to do to create a cultural shift into a more positive reality for everyone. n WHEre: North Salem High School, Salem n WHEN: Part 1: Jun. 25, 6:00-8:30 p.m.; Part 2: Jul. 9, 2015, 6:00-8:30 p.m. n HOW: To download a flyer with more information, go to OEA’s calendar of events, www.oregoned.org/action-center/ events or contact Paul Krissel, pkrissel@ alumni.upenn.edu. n

Arts Integration Summer Institute

WHAT: Lucy School, an arts-based (ages three through fifth grade) school and teacher training center is offering a Summer Institute titled, ‘Integrating the Arts into the Early Childhood Curriculum’.

Through multisensory hands-on arts experiences in drama, creative movement, music, and visual arts, participants will experience the rich linguistic and cognitive potential of using the arts as a learning medium. n WHEN: Aug. 10-14, 2015 n WHEre: Lucy School Campus, Middletown, Maryland n HOW: For more on tuition, registration deadline, and registering, go to http:// lucyschool.com/teacher-training. n

Breakthrough Strategies to Teach and Counsel Troubled Youth

WHAT: This Workshop offers hundreds of innovative strategies to prevent or manage student behavioral, social, emotional, and academic problems, including bullying, cyberbullying, disrespect, poor academic performance, school failure, n

Sources + Resources truancy, work refusal, school violence, poor motivation, delinquency, and more. $50 college credit and 10 free clock hours are offered. n WHo: Open to teachers, educators, school counselors, psychologists, juvenile justice court workers, social workers, foster parents, principals, and anyone who works with difficult children and teens. n WHEN: Oct. 9-10, 2015 n WHEre: Holiday Inn, Portland, Ore. n HOW: For more information or to register, go to www.youthchg.com/ teacher-workshops.

OPPORTUNITIES FOR STUDENTS

POWGirls Summer 2015 Workshops

WHAT: Portland Oregon Women’s (POW) Film Festival is offering two Media Workshop sessions this summer for girls, age 15-19. The purpose of the workshops is to encourage girls, age 15-19, to be creative, tech-savvy leaders — and to make a film and screen it at POWFest. Local filmmakers, mentors and MetroEast will provide guidance, equipment and support.

Enrollment limit for each workshops: 12 n WHEN: Advanced Workshop – Aug. 1014, 2015; Intro to Filmmaking – Aug.17-21, 2015. Registration Deadline: Jul. 15, 2015 n WHEre: MetroEast Community Media, Gresham, Ore. n HOW: For more information and to register, go to http://powfest.com/ summer-workshops/. n

FOR THE CLASSROOM

Free Plasma Cutting Curriculum Kit WHAT: Proper training on the latest plasma cutting technology is critical for today's welding and metal fabrication students. Hypertherm is providing the electronic contents of their ‘Plasma Cutting Technology: Theory and Practice’ curriculum kit for download on their educational resources web page, at no charge. n HOW: Learn more at www.hypertherm. com/en-us/Training_and_education/ Resources_for_educators/. n

BOOKS

The Test: Why Our Schools Are Obsessed With Standardized Testing — But You Don't Have To Be

By Anya Kamenetz PublicAffairs, 2015; ISBN-13: 9781610394413; $25.00 (List Price); Available at www.barnesandnoble.com The author examines the history of high-stakes standardized testing, the impact of testing on learning, the roles of parents in the growing opposition to high-stakes testing, and alternative models of assessment.

Becoming Scientists: Inquiry-Based Teaching in Diverse Classrooms, Grades 3-5 By: Rusty Bresser and Sharon Fargason Stenhouse Publishers, 2013; ISBN-13: 9781571109781; $20.00 (List Price); Available at www.stenhouse.com Using inquiry science, students discover answers to their questions in the same way that scientists do — they design experiments, make predictions, observe and describe, offer and test explanations, and share their conjectures with others. In essence, students construct their own understanding of how the world works through experimentation, reflection, and discussion.

Worth Striking For: Why Education Policy is Every Teacher's Concern (Lessons from Chicago) By: Isabel Nunez Teachers College Press, 2015; ISBN: 0807756261; $32.95 (List Price); Available at www.tcpress.com The book identifies the significant shifts in education policy, including how policy has helped or hindered the broader educational purposes of schools. Using the 2012 Chicago teachers strike as a framing device, the book features individually authored vignettes that juxtapose the authors' personal experiences with the issues, bringing policy and policy activism to life.

Teaching the Tough Issues By: Jacqueline Darvin Teachers College Press, 2015; ISBN: 0807756539; $34.95 (List Price); Available at www.tcpress.com The author introduces a four-step method to help English, social studies, and humanities teachers structure discussions and written assignments around culturally and politically sensitive issues while still addressing Common Core State Standards.

These practices are designed to honor the diverse students' voices and lead to critical, transformative thinking and will enhance any humanities curriculum.

TODAY’S OEA | SUMMER 2015

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ON THE WEB / Summer2015 » www.oregoned.org

MY TOP-FIVE FREE DIGITAL TOOLS Advice From a Technology Teacher For Students of All Ages

BY JULIA SANDERS / OEA Member

W

ith educational technology resources on the rise, it is nearly impossible to sort through those apps that are worth downloading, especially when you have little to no budget. Finding engaging online teaching tools that are free of ads and easy to use can be a full-time job in and of itself, which is why I did the work so you don’t have to! The apps in this list are my favorite tried and true digital tools that I use as a technology teacher in a Title I school in North Portland.

1. Haiku Deck

There is an overwhelming amount of presentation software out there and while most of it is usable, nothing matches the ease of use that Haiku Deck offers. The app, which is available for iPads and personal computers, has a database of beautiful pictures, allowing users to construct a presentation without the hassle of copying and pasting. I use this app with students as young as second grade, but I also use it to create my own presentations as an educator. It saves time and infuses my presentations with sleek modern design that would take hours to achieve in Powerpoint.

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4. Prezi

2. MindMeister

This app allows users to create graphic organizers enriched with links, notes, images, and tasks. The mind maps created with MindMeister can be used with just about any grade level and can be shared online with teachers and classmates. This app is available for Apple and Android devices and has an online platform for use with your personal computer. The first three mind maps are available free of charge. I use this app to visually connect ideas for my lessons and also as a prewriting exercise for my students.

3. Socrative

Socrative allows teachers to administer quizzes, check in with students by asking quick questions, engages students in collaborative work, and provides a tool to use as an exit ticket. The app provides live results, allowing the instructor to quickly and accurately adjust instruction on the fly. It is easy to use, contains excellent graphics, and is ad-free. This app has truly changed how I teach. It allows me to know exactly where my students are at at the end of each lesson and instantly aggregates the results. The students enjoy it, so quizzes are now a high-point in their day.

This app expertly combines presentations with graphic organizers, giving users and viewers a unique experience that goes beyond your typical presentation. It will wow your students if you use it to deliver instruction and is easy enough to use that any student can access it. Prezi syncs between devices and is available online as well as for Apple and Android products. I have used Prezi to teach concepts, which helps students connect and categorize ideas and access dynamic content with ease, but it is also a great tool for student use as well.

5. Khan Academy

Whether you are an elementary school teacher hoping to integrate standardsbased technology into your classroom or a calculus professor who wants to assign online homework on partial derivatives, this app is for you. I use the Kahn Academy app to help teachers enrich their instruction in the classroom. This blended learning approach helps teachers with differentiation and is engaging for students.

Students get their direct instruction from the computer and are able to work on projects or ask clarifying questions while with their teacher.

Association in Action TAKING ACTION FOR THE SCHOOLS OUR STUDENTS DESERVE

T

he roaring applause of more than 600 OEA member delegates was almost deafening as Gov. Kate Brown descended the stage of the OEA Representative Assembly (OEARA), flanked by educators as she walked down the aisle to the tune of “ABC” by the Jackson 5. When she took to the podium, her upbeat message was clear: there is a better future for Oregon educators and our students, and she, as Oregon’s new governor, is determined to do everything in her power to help us realize a better day for our classrooms and schools.

With that, the tone of the 2015 OEA-RA had been set: Oregon educators are deeply passionate about the work we do in our schools. We know what works best for our students; and we have the vision to make change that is in the best interests of the diverse students we serve. With a new Governor, a pro-public education majority in the Oregon House and Senate, a proposal to change Oregon’s system of assessment and pave a new way for our students around standardized testing, and a coalition behind us that will help us build a better Oregon through a ballot measure campaign in 2016 — we are poised to make real and lasting change for Oregon’s public schools. In effect, by electing new officers and putting forth New Business Items, the OEA-RA is the gateway in which we begin this critical work.

The 2015 OEA-RA was held at the Red Lion Jantzen Beach Hotel, Portland on April 17-18. At this year’s assembly, delegates gathered to adopt changes to OEA’s Bylaws, Policies, Resolutions and legislative objectives. Delegates also proposed, debated and acted on new business, and elected officers to serve as OEA President, OEA Vice President, ESP Director and NEA Director.

“The RA affords you opportunities you may never have had otherwise as an educator. This year I was able to ask Gov. Kate Brown a direct question. I mean, c’mon! When would I have had the

Credits: Name Top: Tim here McFarland; Bottom: Robert Parish

Gov. Kate Brown speaks to the OEA-RA delegation

chance to do that any other time? It was a proud moment for me, and I am thankful to my OEA family for making it happen.

It’s experiences like that which keep me involved and active,” said delegate Sarah Coyle.

OEA’s Representative Assembly provides one of the most unique and empowering

OEA Member Keith Ayres

outlets for voicing your opinion on issues relative to you as a professional educator.

And while our workplaces may be similar, our opinions can widely vary. As members stand up to share their experiences at microphones across the floor of the RA, the debates that result are inspiring and thought-provoking.

If you are interested in attending the OEARA next year, you are encouraged to work with your local president on securing your spot as a delegate for 2016. And take it from OEA member (and first-time delegate) Jade Wilson — the experience will be memorable, to say the least.

“Wow! Just wow. People told me what this would be like, but there is no way you can truly prepare yourself to be a first time delegate. I appreciate all the support I had from my delegation. I was honored to speak at a mic, and as I become more experienced, I will definitely approach the mic more often.

This is a fantastic way to get involved in the organization, and to feel like you’re really making a difference for your colleagues and your students. My first RA was an unforgettable experience.”

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Association in Action OEA MEMBERS GOVERN AT THE 2015 OEA-RA Serving a two-year term beginning July 10, 2015

n Hanna Vaandering, OEA President n C. John Larson, OEA Vice President Serving a three-year term beginning September 1, 2015

n Reed Scott-Schwalbach, NEA Director Serving a two-year term beginning July 10, 2015

n Kathleen Coon, ESP Director

ELECTED BY MAIL-IN BALLOTS 2015 OEA Board of Directors

n District 03b: John Scott n District 04: Laura Scruggs n District 05: Tina Leaton n District 07: Janelle Rebick n District 10a: Diana C. Collins n District 14: Paula Nelson n District 17: Helen Jacobs n District 18: Kevin Calkins n District 19: Cori Swan n District 20: Lily Wagner n District 26a: Nanci Stauffer

2015 NEA RA DELEGATES Region I

n Elizabeth Nahl n Kristin Fouts n Emma Jackson Ford n John Wickham n Suzanne Cohen n Katrina Ayres Region II

n Chuck Albright n Anne Goff n James “Mike” Cook n Jo Cooper Region III

n Michael Endicott n Gary Humphries n Karen Watters

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APPROVED BY DELEGATES OEA member delegates approved revisions to OEA’s Legislative Objectives, Resolutions, Bylaws and Policies. They also approved the following New Business Items (NBIs): NBI 2: That the OEA President will create a Special Education Task Force that includes teachers, education support professionals and specialists to investigate and report on the state of special education and recommend actions that better the educational environment for our students and members.

NBI 3: That the OEA President will work with Today’s OEA staff to run a story that highlights the involvement and activity of our OEA-Retired membership and their continuing commitment to education, our active members and senior issues.

NBI 4: That the OEA President will direct the Center for Great Public Schools and the Assessment Task Force, in conjunction with appropriate organizations and public entities, to create a common assessment language for policy makers and educators.

NBI 5: That the OEA will continue to lead in the Fair Shot Campaign and engage members in the fight for economic fairness. The Center for Public Affairs will develop a plan to inform members about the Fair Shot Campaign and what they can do to promote the Fair Shot legislative agenda.

NBI 6: That OEA set up opportunities for Oregon Governor Brown and legislators to take the 3rd grade Smarter Balance Assessment.

Each legislator and the Oregon Governor will be given an invitation to not only take the SBAC but also share their experience to all education stakeholders. This will happen before the end of this year’s legislation session. OEA publish in OEA magazine a list of people requested to take SBAC with who completed the request and who didn’t. Investigate and make efforts to provide the actual test from makers of the test.

NBI 7: That the Center for Advocacy & Affiliate Services will work with its Cabinet to create a training manual focused on nontraditional bargaining training programs, both introductory and advanced. In addition a multi-day training will be developed. The work will begin in 2016 and be implemented no later than 2017.

The intent is not to displace materials and training for traditional bargaining NBI 8: That the OEA research and develop a program that qualifies educators for the new Distinguished Teacher Leader License that includes National Board certification as one of the supported routes. At the 2016 RA the program and its financial implications will be presented for consideration.

NBI 9: That the Promising Practices Grant be renamed the Barb Drennan Promising Practices Grant.

NBI 11: That the OEA, using established communication methods such as OEA Today and the OEA website, will provide information to members on Green Cleaning, on Oregon’s adoption of an “all green janitorial state agency purchasing contract” that schools and all OEA facilities can use to buy products, and information on how to select healthy products to create healthy schools.

NBI 12: That the Center for Great Public Schools actively work with education partners such as COSA, OSTA, OSPA, TSPC, and the OEA-Retired to develop comprehensive strategies to avert a substitute crisis and actively recruit subs for all subject areas and grade levels to support student learning. An update on the strategies will be shared with delegates at the 2016 Representative Assembly.

NBI 13: That OEA make a concerted effort to reach out to families of English Language Learners to inform them on the problems surrounding standardized testing, and to support locals in efforts to reach out to families, in their native languages. Furthermore, schools will inform parents, with written notice, in their native language, their right to opt their children out of Smarter Balanced Assessment and a clear process will be available for parents or legal guardians to opt out. Intent is to advocate schools to inform and communicate in writing in native languages.

NBI 14: That OEA shall be mindful of the needs of all members and their constituencies when bringing forward a statewide ballot measure.

NBI 15: That OEA will identify criteria used to measure Strategic

TODAY’S OEA | SUMMER 2015

Action Plan programs’ success and effectiveness prior to moving programs into the General Budget for funding. The criteria will be shared by the 2016 RA. NBI 16: That OEA collect from locals examples of successful programs that engage and support new members, and make the examples available on a state-wide level for locals to use as a resource.

NBI 17: That OEA include substitutes as a distinct category when conducting surveys, i.e. not everyone has a building from which they work.

NBI 18: That the OEA RA request an article to be written to members in Today’s OEA informing them of the looming threat of climate catastrophe and the financial threats this poses to the fossil fuel industry and, therefore, to the Public Employee Retirement System, if it remains invested in fossil fuel companies. With the article a survey link will be sent to gauge how members would feel about divesting PERS from fossil fuel companies. At the next RA results from the survey would be reported out. Authors of the survey will be Tom Kane, the OEA President or designees.

NBI 19: That OEA meet with other unions who have an interest in the Public Employee Retirement System to discuss how we might responsibly divest our retirement funds from fossil fuels.

NBI 20: That winning on revenue to build the schools our students deserve and a better Oregon will be a top priority of Oregon Education Association.

NBI 23: That OEA investigate ways to provide an option for members to opt out of receiving Today’s OEA magazine in print and receive only an electronic version.

NBI 26: That OEA advocate for healthy, nutritious food for healthy schools by asking the governor and legislators to assess the nutrition equity of school lunches in schools of high poverty compared to those in affluent neighborhoods. OEA will also advocate for a move from big companies to a more local approach with food that has higher nutritional value, non-GMO, and supports the local economy.

NBI 27: That with the support of the Ethnic Minority Affairs Committee and Human and Civil Rights Committee, that the Oregon Education Association Center for Public Affairs, utilizing all Association publications, promote and highlight the ongoing goals and accomplishments of the Ethnic Minority Affairs and Human & Civil Rights Committees. The distribution and publication should include availability throughout the year, including at the PRAMs held prior to the 2016 OEA RA. NBI 28: That OEA supports legislation which will remove any time constraints for DACA (Deferred Action for Childhood Arrivals) students that will allow them to earn a degree at any Oregon public university, and allows students to receive financial aid if student qualifies.

NBI 31: That the OEA Board of Directors will advise the Assessment Task Force to include the Kindergarten Readiness Assessment in the “System of Assessment” project, to ensure meaningful student assessment.

NBI 32: That OEA leadership engage in equity/anti-racism training.

This would include the OEA Board, and strongly encourage UniServ and Local presidents to attend the Equity Strand during OEA Summer Leadership Conference or other offerings. This would occur on a regular and yearly basis.

NBI 33: That OEA support efforts to opt out of SBAC by giving information/toolkit to locals with talking points and facts about the SBAC that locals can use to inform members and parents.

NBI 35: That OEA will reinstate a periodic system of administrator evaluation so that members have an opportunity to provide meaningful feedback to their administrator. The OEA Cabinet for Advocacy and Affiliate Services will develop this system and make available for use in the 2015-16 school year.

NBI 36: That OEA publicize and inform OEA members and the larger community about the strike votes authorizing one day strikes in Washington State, especially in Bellingham, Mount Vernon, Lakewood, Arlington, Stanwood-Camano, Sedro-Woolley, Ferndale and Blaine. OEA will use social media, press releases, and newsletters to show solidarity and support to our sister and brother teachers.

Association in Action OEA HONORS OUTSTANDING MEMBERS AND SUPPORTERS OF PUBLIC EDUCATION MAJOR AWARDS

PRESIDENTIAL CITATIONS

n TRICIA SNYDER-NEIWERT,

Barss/Wohlers Member Rights Award

OEA President Hanna Vaandering recognized the following OEA members with Presidential Citations at the 2015 Representative Assembly:

n LIZA VELIZ-TORRES,

n TERI POPONI,

Brookings-Harbor Education Association Noel Connall IPD Award n SHANNON BAKER,

Portland Association of Teachers Robert G. Crumpton Organizational Excellence n JUDY CHRISTENSEN,

Grants Pass Association of Classified Educators Excellence in Education n LISA KANE,

Portland Association of Teachers Political Action Award n PETER BAUER,

Eugene Education Association Kevin Forney ESP Award n CARLA LIVINGSTON,

Association of Salem-Keizer Education Support Professionals Ruth E. Greiner Membership Award n CHERENE MILLS,

Woodburn Education Association Deanna Conner Award n BARRY EDWARDS,

MT Hood CC Part-Time Faculty Teacher Association Willie Juhola Award

n DIANA GARCIA-HERNANDEZ,

North Wasco Education Support Professionals

2015 Friends of the Foundation n JANINE LEGGETT,

OEA Staff

n CARLA NORDSTEN,

OEA Staff

2015 Teacher of Year Award n MICHAEL LINDBLAD,

Gresham-Barlow Education Association Bargaining

n FORREST COOPER,

Fern Ridge Education Association Community Service Award

n JANET JACKSON,

OEA-Retired

n KATHRYN WARRIOR,

OEA-Retired

Lifetime Achievement Award n LESLIE LINDBERG-HARPER,

Association of Salem-Keizer Education Support Professionals Leadership Award

n LYNN HILL,

Glide Education Association n TAD SHANNON, Eugene Education Association Leadership Award Assessment Team Members n MEGAN FREE, Coos Bay Education Association n LYDIA GUTIERREZ,

Salem-Keizer Education Association

Ed Elliott Human Rights Award

n JUDY HARRIS,

OEA-Retired

n DIANE HICKS,

n RAY JOHNSON,

Education Citizen of the Year Award n LEEANN MEAD,

District 6 Education Association

n DAVID WILKINSON,

Beaverton Education Association n BETH YARBROUGH,

Sutherlin Education Association Member Advocacy Award n MARIE TRAEGER,

Silver Falls Education Association n DOUGLAS WATSON,

Clackamas CC Part-Time Faculty Association Political Organizing Award n ERIC MILLER,

Salem-Keizer Education Association

OEA PIE Awards:

Washington County: UniServ with highest average contribution per OEA-PIE member = @ $60 average.

Beaverton EA: UniServ with highest percentage of members who are OEA-PIE contributors = @ 38% participation.

PAT: UniServ with largest percentage increase in OEA-PIE contributors = with an 8% increase.

Fern Ridge EA: Local Association with highest percentage of members who are OEA-PIE contributors = @ 65% participation.

Communications Awards: Newsletter Award

n EDITOR: LESLIE LINDBERG-HARPER, PRESIDENT,

‘ASK ESP The Situation’

Website Award

n WEBMASTER: CARRIE SCAIFE, PRESIDENT,

Wy'East website

n DAN JONES,

Bend Education Association

News Media Award

Portland Association of Teachers

Reporter, OPB

West Linn Education Association

South Lane Education Association

Founder of Sparks of Hope n ROB MANNING,

Reynolds Education Association

n LISA KANE, n DIANE MATTISON-NOTTAGE,

Springfield Education Association n JENNA MILLER,

Salem-Keizer Education Association

Credits: Robert Parish

TODAY’S OEA | SUMMER 2015

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