Education- to-Careers

Insight March/April 2006 • Volume 11, Number 4 Educationto-Careers Training at community colleges and high schools helps students join today’s workforce Contents Official publication of the Illinois Federation of Teachers (Founded in 1937) James Dougherty President Ray Mackey Chief of Staff Gail Purkey Director of Communications Managing Editor Amy Excell Publications Director Dave Comerford Media Director John Little Internet Director Sandy Herbert Communications Dept. Secretary Lisa Empleo Gray Cat Design IFT Insight (ISSN 1087-982x) is published five times yearly by the Illinois Federation of Teachers. The mission of the publication is to explore issues that impact union members, helping them understand the uniqueness of their job responsibilities as well as their commonalities as members of the local unions that make up the IFT. Letters are welcomed and encouraged. Readers who wish to respond to articles in IFT Insight or address any union issue are invited to send their comments to IFT Insight, P.O. Box 390, Westmont, IL 60559. Postmaster: Please send address changes to IFT Insight, P.O. Box 390, Westmont, IL 60559. IFT Insight is affiliated with the International Labor Press Association, the Midwest Labor Press Association, the Illinois State Labor Press Association and the American Federation of Teachers’ Communications Association. For students who are unsure about their education or career direction, programs available in many high schools and community colleges can offer students the guidance they need to make informed decisions about their future. This issue of Insight focuses on just a few of the exemplary programs taught by IFT members across the state. 2 4 Working to learn and learning to work 5 IFT Vocational and Technical Education Committee Chair Ted Dallas talks about his experiences with Education-toCareers classes. IVCC automotive program keeps up with latest technologies The demand for qualified automotive technicians has increased as the technology has become more complex. Illinois Valley Community College’s training program has a 90 percent placement rate. Training for the “best jobs in the world” The culinary arts program at Joliet Jr. College graduates students who work around the world in what JJC Culinary Department Chair Mike McGreal calls “the best jobs in the world.” 6 7 Building a future Dawson Technical Institute trains students in apprenticeship preparation programs, to help them succeed in construction trades apprenticeships. If they build it, they will learn West Frankfort High School students are exposed to high-tech action in Pat Sipes’ classroom. (cover shot) Edward Baker threads pipe in his plumbing class at the Construction Technical Center at Dawson Tech on Chicago’s south side. (see story on CTC apprentice prep programs on page 6.) ! Printed on recycled paper. Check the IFT website at www.ift-aft.org for updates or more information. 8 9 Governor’s FY 2007 budget request pinpoints early childhood and higher education for funding boosts Work continues to correct “unintended consequences” of Senate Bill 27 12 Biased tenure series prompts response Recently, Small Newspaper Group ran a series entitled “The Hidden Costs of Tenure” that sought to blame unions for the tenure law. Read how the tenure series “missed the mark.” 19 19 Public Employee News Public employee pay continues to lag behind inflation. 13 14 15 IFT President Dougherty’s response to the series Superintendent shares his true views on tenure Ten reasons to trust teachers with tenure (from the Illinois Times) PSRP News IFT runs “Meeting the Standards for Paraprofessionals” assessment program. 10 IFT Primary Election endorsements 20 21 Kudos Congratulations to IFT members who achieved certification from the National Board for Professional Teaching Standards. Vote. Make a Difference on March 21st. 17 Union News From the president • Illinois receives D+ for school funding equity • IFT member seeks election to Illinois House • AFT sets record straight with new NCLB website • Union members harmed by hurricanes still need our help • Welcome new IFT employee Vote. Make a difference on March 21st. March/April 2006 Insight 1 Working to learn and learning to work More and more students today are deciding to pursue a college education after high school. But for those who are unsure about their education or career direction after grade 12, programs available in many Illinois high schools can offer those students the guidance they need to make informed decisions about their future. Education-to-Careers Education-to-Careers, often referred to as technical or vocational education, is a program that provides students with both academic knowledge and career skills. Often, Education-to-Careers programs provide opportunities not found in typical academic curriculum. Though students enrolled in vocational programs must complete the same course requirements as other students, they also receive training which can create career opportunities. The Illinois State Board of Education (ISBE) website clearly cites the need for vocational programs in today’s marketplace. “To achieve successful economic development and global competitiveness in Illinois, we must create an effective skilled workforce. Preparing such a workforce will require a 21st century educational system connected to realworld marketplace needs and driven by world-class academic standards.” Vocational programs like Educationto-Careers are based upon rigorous and relevant learning standards, career awareness, exploration and development, relevant work experiences, strategies that integrate academic and applied instruction and real-world application and hands-on learning. Called “Next Generation Education” by ISBE, the board asserts that vocational education: • prepares students for lifelong learning by providing them with career exploration opportunities at all grade levels that enable them to select an initial career before completing K-16 education; • recognizes that applied learning through collaborative instruction and work-based experiences improves educational outcomes and better prepares students to become citizens who desire and attain a higher quality life; and • acknowledges that the keys to a skilled workforce that can command higher paying jobs are the contributions of all stakeholders in workforce development – parents, educators, students, employers, civic leaders, labor and government. Federal funding Vocational programs became a major focus in U.S. education in 1984 with the passage of the Carl D. Perkins Vocational and Applied Technology Education Act. The act provided federal funding to states that met the requirements for vocational programs as defined in the act, which included a statewide system of core standards and measures of performance for secondary and postsecondary career education programs. The Perkins Act was reauthorized in 1990 and 1998 with some modifications, but the basic provisions of the act remained. But in his Fiscal Year 2006 budget proposal, President George W. Bush sought the elimination of the Perkins Act. The president described vocational education “as ineffective and having produced ‘little or no evidence of improved outcomes for students despite decades of Federal investment.’” Both democrats and republicans in Congress clearly disagreed with him and rejected, nearly unanimously, his effort to eliminate Perkins. After additional review by the Education Committee and another trip to the floor of the House 2 Insight March/April 2006 and Senate, the 2005 reauthorization bill is likely to be signed by the president before the end of the year. An instructor’s perspective Ted Dallas, IFT Vice President, chair of the IFT Vocational and Technical Education committee and vice president of the Chicago Teachers Union, Local 1, wishes the Federal government would do more to help states expand programs like Educationto-Careers. “We need more Federal funding to keep these programs going,” he said. “Local districts are strapped for cash.” Dallas, a former high school teacher in the Chicago Public Schools, is a strong advocate for Education-to-Careers. In 1990, Dallas secured a Perkins grant which enabled him to create a horticulture program called “Green Streets” at Wells High School in Chicago. “Our kids maintained the school grounds and did other outside work,” he said. Along with learning work skills in the Green Streets program, Dallas’ students learned the importance of work ethics. “I admit that we were hard on those kids,” said Dallas. “We worked to teach them that to succeed in life they had to be responsible. “If they were going to miss class, they had to call in, just as they would in a job. We treated them just as an employer would,” he added. “One of my students joined the Marines after leaving the program. When he came back he told me that my class was tougher.” During his time as an instructor, Dallas’ school offered a wide variety of vocational options for students. The programs were characterized as “hard” skills (trades) and “soft” skills (professional skills, including programs like business, fashion design and computer technology). The programs were conducted over a three-year period during students’ sophomore through senior years. Internships and work study programs were required to complete the programs. “Our programs helped students see a connection between school and the real world,” he said. “They see a reason for learning and passing their classes that they often didn’t realize before.” In addition to benefitting students, Dallas sees a benefit in the programs for their instructors. He thinks that working with students in an Education-to-Careerstype program offers teachers a unique opportunity to get to know their students better. everyday and sometimes I still miss it. But they know they can call me.” Many of Dallas’ former students stay in touch. “Most kids I see over the years are working or going to college. They’re not on the street,” said Dallas. “They are being productive and, to me, that proves the success of these programs.” Union efforts The American Federation of Teachers, the IFT and its locals are working to support and expand vocational programs like Education-to-Careers. In 2002, the AFT passed a resolution reiterating its support for career and technical education programs and committing to support Federal legislation that directs resources to states (visit www.aft.org/about/resolutions/2002/21st_ed.htm to read the text of the resolution). The IFT continues to convene the union’s Vocational and Technical Education Committee to explore the subject of funding for the programs and is involved with the Illinois Association for Technical Education (IACT). The Chicago Teachers Union, Local 1, is working to bring an in-service workshop about vocational programs to teachers in the Chicago Public School district. The local hopes to offer Continuing Professional Development Units (CPDUs) for teachers who participate. Local 1 is also working to establish partnerships with businesses to provide additional support for vocational programs. “These programs should be in every high school so that kids have options other than a college prep program if they want them,” concluded Dallas. “Some kids need to be a part of something and these kind of programs offer them that.” “Our programs helped students see a connection between school and the real world. They see a reason for learning and passing their classes that they often didn’t realize before.” — Ted Dallas, IFT vice president, chair of the IFT Vocational and Technical Education committee and vice president of the Chicago Teachers Union, Local 1 “We just had a different relationship with our students and their parents,” said Dallas, who has pictures of former students decorating the walls of his office. “We were usually with them for three years, so we became like a family and they knew they could come to us when they needed to. I think that kind of relationship is important to making these programs work,” he added. “I liked going to work March/April 2006 Insight 3 Training for the “best job in the world” JJC culinary arts students make their mark C hef Mike McGreal, an IFT member of AFT Local 604, says that the students who graduate from the culinary arts program he heads at Joliet Jr. College (JJC) and go on to work in the industry have what he considers “the best jobs in the world.” “What other field can you be in where you are part of every important life event?” asked McGreal. “When you celebrate a wedding, or comfort people after a funeral, whether it is a graduation, birthday or retirement, there is always food. It is very rewarding to be able to give students that skill.” The Culinary Arts degree program at JJC started in 1969. At that time, it was one of five programs of its kind nationwide. Today, there are more than 3,800 culinary training programs in the country. The JJC program is one of the best and most affordable. “It can cost as much as $50,000 to $75,000 for a culinary degree from a private school,” said McGreal. “The complete program at JJC costs $5,000.” The chefs who work in the program are multi-certified and the students who complete the program gain important career skills. “The students who come here are focused,” said McGreal. “They ask ‘How do I get on a competition team?’ I am sometimes auctioned off as a chef for charity and the students beg to come and work with me at those events on the weekend.” McGreal has also seen how introduction to culinary arts programs at the high school level can pique students’ interests. “I do cooking demonstrations in high schools and it is great to see how students with no interest in college, or even high school classes, now want to “I do cooking demonstrations in high schools and it is great to see how students with no interest in college, or even high school classes, now want to come to JJC and get their degree.” — Chef Mike McGreal Katie O’Donnell pulls bread out of the oven. JJC culinary students bake fresh bread daily to sell in the student cafeteria. Chef Instructor Keith Vonhoff shows students (l to r) Fronie Watts, Ayrie Kosey and Charlie Postula how to slice pork. come to JJC and get their degree.” At Bolingbrook High School, the culinary program run by McGreal’s wife, Brigitta, now has 17 sections taught in a state-of-the-art kitchen facility. Many Bolingbrook students go on to attend the JJC program. In 2005, McGreal was named the ProStart High School Mentor of the Year by the Illinois Restaurant Association. McGreal mentors students interested in culinary arts at about 20 Illinois high schools so that they can learn what a professional chef’s life is like. The success of the program can partially be measured by where former students are now working. Graduates of the JJC program are in important positions in food service around the globe. Adam Roy, who graduated from the program four years ago, is the Chef de Cuisine at the Novotel Hotel in Bangkok, Thailand. Roy is working with McGreal to set up a program for JJC students to intern with him at the hotel. Graduate Scott Hunnell is now executive chef at Walt Disney World, where he oversees the cuisine at Victoria and Albert’s restaurant in the Grand Floridian hotel there. Victoria and Albert’s is the only five-star restaurant in Orlando, Fla. McGreal, who has been teaching at JJC since 1996, took over as department chair in 1999. The program has the support of chefs like famed Chicago chef Charlie Trotter, who funds scholarships for JJC culinary students. Programs at Illinois community colleges like the JJC culinary arts curriculum show students who might not be interested in a traditional four-year program, “that college can be something that could offer them a great career path after two years,” said McGreal. 4 Insight March/April 2006 IVCC automotive program keeps up with latest technologies O ne of the daily challenges facing Dan O’Connor, a 25-year instructor in the Automotive Technology Program at Illinois Valley Community College (IVCC) in Oglesby, is how to keep up with the rapid pace of ever-changing technologies. “With the technology constantly changing, it’s difficult to determine what components can be effectively taught in a two-year program,” said O’Connor. “Here at IVCC, we stress diagnostic and troubleshooting skills. Our focus has always been on training technicians who are problem solvers, not just parts changers.” Instructor Dan O’Connor (r) assists Jared Wells, a student in the Automotive Technology Program , with troubleshooting a defective electrical component. Art Rought (l), a student in the Automotive Technology Program discuss the results of a computer diagnostic test with Instructor Dan O’Connor. “Cars are not getting easier to work on, so the demand for qualified technicians remains high. Our program has nearly a 90 percent placement rate.” — Art Koudelka, Instructor Students in the program provide a full range of maintenance and repair service on their own and customer vehicles, including engine work, computer diagnostics, electrical system repairs, brake replacement and transmission service – all while seeking either a certificate or a degree from IVCC. Students who wish to pursue an advanced degree can take advantage of a cooperative “two plus two” agreement between IVCC and Southern Illinois University in Carbondale, where they may earn a bachelor’s degree in Automotive Technology. Most graduates move directly into the workforce as technicians with deal- erships and independent service centers or become self-employed. “Cars are not getting easier to work on, so the demand for qualified technicians remains high,” said instructor Art Koudelka. “Our program has nearly a 90 percent placement rate.” One of the program’s strengths is its master certification by the National Automotive Technician Education Foundation (NATEF), which is subject to renewal every five years. “Changes in technology drive the national certification standards. We routinely re-examine our program and curriculum to ensure that our students have access to the most up-to-date training” said Koudelka. “Employers look for this certification.” O’Connor and Koudelka, both members of IVCC, Local 1810, also point to the college’s strong commitment to the Automotive Technology Program for much of its success. The college charges list price for vehicle parts and does not charge customers for any labor performed on their vehicles by students. “This is a tremendous resource for members of the campus community and the surrounding communities as a whole,” said O’Connor. “Although the average student is 18 or 19-years old and enters the program straight out of high school, we have also been involved in job retraining for older workers who were displaced when industrial jobs in the area were lost,” said O’Connor. “It’s gratifying to know that so many of our graduates are now working and contributing to the quality of life in our communities.” March/April 2006 Insight 5 Building a future Dawson Tech program helps student prepare for construction trades apprenticeships G raduation day has arrived at Dawson Technical Institute for students in the Construction Technology Center (CTC). Students take measurements and make last-minute adjustments to their projects – scalemodel staircases and furniture made of PVC pipe. In the carpentry class, students learn building skills from footing to roofs to interior work, according to instructor James Murray. Students in the plumbing and pipefitting class display their measuring, joining and installing abilities in their projects. “They learn algebra, trigonometry and the plumber/pipefitter formula to cut steel, cast iron and PVC pipe,” said plumbing instructor Theoda Smith. Michael Sharp, CTC manager, noted that the construction programs at Dawson are based on union guidelines and designed to help students who want to enter apprenticeship programs run by construction trades unions. Classes are taught by journeyman level instructors and the college offers professional development to help the instructors hone their teaching skills. Dawson has one full-fledged apprenticeship program on campus. The International Union of Elevator Constructors, Local 2, oversees a fouryear program for elevator construction run by the local at Dawson. The program, which received official certification as an apprenticeship program by the U.S. Department of Labor in 2002, moved to “Our goal is to partner with union apprenticeship programs to offer degree programs where we offer apprentices the opportunity to gain college credit while achieving journeymen certifications.” — Robert Kelly, Dawson College Dean CTC students at Dawson built this log cabin on the campus grounds to experience working outside in the elements. Dawson in the summer of 2005. There are currently 340 apprentices in the program. Students who complete the apprenticeship can transfer their credit hours to the Illinois Institute of Technology and continue studies to earn a bachelor’s degree. The program also offers continuing education classes for journeymen. Francisco Colmenero completes the final work on his carpentry project. Deril Wood shows the progress on his project of multiple offset copper pipe. Correctly joining multiple offset pipe requires complex math skills. Dawson College Dean Robert Kelly said that the goal of the apprenticeship prep programs is to prepare students to go into union apprenticeship positions. “A good percentage of people in the trades are going to be retiring and they need new people coming in,” said Kelly. “Our goal is to partner with union apprenticeship programs to offer degree programs where we offer apprentices the opportunity to gain college credit while achieving journeymen certifications.” “We want [students] to take this seriously,” said carpentry instructor James Murray. “From day one, I’m on their case about work ethic because it means everything in this business. I do a lot of ‘inyour-face’ teaching.” According to CTC manager Sharp, classes finish at the beginning of construction season and the center is working with contractors to secure placements. The students also work with organizations like Habitat for Humanity on construction projects. Rausan Tamir, Cook County College Teachers Union, Local 1600 chapter chair at Dawson, said that the apprentice preparation programs run at Dawson “help our students prepare to go to the world of work.” 6 Insight March/April 2006 If they build it, they will learn Students benefit from hands-on classroom work Pat Sipes’ classroom at West Frankfort High School in southern Illinois is full of high-tech action. In one corner, students work on robots. In another, students produce streaming video for the Internet. The classroom is divided into four areas: mechanical, electrical, thermal and fluids. Sipes, a member of the West Frankfort Federation of Teachers, Local 817, worked for 20 years in the private sector. Then he decided it was time for a change. “Industry was cutthroat. Get it done, get your money and get out. Here, I’m not making a lot of money but I get a ton of satisfaction,” he said. “I had a former student in London call me to donate 50 computers to my class. He said, ‘I wouldn’t be here if it wasn’t for your class.’” — Pat Sipes, West Frankfort Federation of Teachers, Local 817 Pat Sipes (l), an instructor at West Frankfort High School in Frankfort, Ill., discusses a classroom computer project designed to control a Christmas light display with a student. The classroom lab is full old computers and parts from all sorts of electronic equipment. “A lot of it I brought from my business,” said Sipes, “but I’ve also had success getting donations from many companies in the area.” Students take the donated raw materials and use them to make different projects. Whether it is hydraulic pistons or an oxygen generator, “every lesson has a hands-on component to it because students learn more from failure than anything else.” Students also learn computer programming, website design and graphic arts. The local Internet company is run by a former student and several of Sipes’ current students work there part- time. Students have gone straight from his high school classroom to work in a number of jobs, including a firm that manufactures CDs and a local hydraulics firm. One of Sipes’ students had an essay published in a nationally distributed book on robots and had a chance to work at National Aeronautics and Space Administration (NASA). “He told me his dream was to work for NASA,” Sipes said. “I said, ’Why don’t we call them?’” With the help of a transposed phone number, the student ended up talking to a director at the Ames Research Center and was hired. He spent his summer employment building a robot to help inspire elementary students to study robotics. Sipes notes that his classes help students understand the need for other subjects. “You have to use a lot of trigonometry in computer program- ming. They realized that when you write a game, you have to know math.” Lessons are also connected to current events. After the Asian tsunami disaster, Sipes’ students made sensors that detected water flow so they could better understand how it happened. “We laid sand on the floor, laid plastic and made a little electronic sensor that would go up and down and read out on the computer,” said Sipes. “As the water moved to the more shallow areas the sensors would show that the water was building. “I look forward to coming to work every day because I know we’re going to build something,” Sipes added. His students evidently agree. “I had a former student in London call me to donate 50 computers to my class. He said, ‘I wouldn’t be here if it wasn’t for your class,’” said Sipes. March/April 2006 Insight 7 Governor’s Fiscal Year 2007 budget promotes universal early childhood, PreK-12 and higher education Gov. Rod Blagojevich proposed a budget for Fiscal Year 2007 that includes $400 million new dollars for elementary and secondary education and $40 million for higher education. Initiatives recommended by the governor in his address to the Illinois General Assembly include salary incentives for public colleges and universities, as well as early childhood initiatives such as universal pre-school and class size reduction in grades K-3. Money for higher education After several years of flat funding for higher education, the FY 2007 budget request submitted to the General Assembly by the governor includes $18 million more for faculty retention and for an additional $7 million for community colleges and adult education. Class-size reduction To reduce class size in grades PreK-3, the governor is recommending that $10 million of the new education dollars be earmarked for class size reduction grants — $50,000 grants distributed equally between suburban, downstate and Chicago schools. The grants would be awarded to elementary schools with class size averages of more than 20 students in early primary grades. Research has shown that smaller class sizes can result in more engaged students, fewer disciplinary problems and additional time to more deeply cover core academic subjects. Research in the Tennessee Student/Teacher Achievement Ratio (STAR), which began more than 20 years ago, consistently showed that students who were able to attend schools with smaller class sizes scored higher on achievement tests and were less likely to drop out. for committing a violent crime. Dollars spent on early childhood education are a wise investment. Pension funding For pensions, the governor called for proceeds from the sale of a tenth casino boat license to be deposited in state-funded pension systems. Revenue from the sale could total from several hundred million to well over a billion dollars. The sale price would depend on where the license is located, either the suburbs or downtown Chicago. The budget speech also suggested creating incentives for teachers to work longer, earmarking all proceeds from sale of state properties for pensions and working to identify new sources of revenue for pensions. Nursing education The governor proposed expanding nursing services through education, funded with $2.8 million. Three components include nursing educator scholarships, grants to nursing schools and student loan repayment incentives for nurse educators. FY 2007 BUDGET LINES FOR EDUCATION: • $400 million for PreK-12 schools; • $18 million for universities to attract and retain top faculty; • $7 million for community college grants; • $8 million for the Monetary Award Program (MAP) program; • $10 million for K-3 class size reduction; and • $1,000 tax credit for freshman and sophomore students at Illinois higher education maintaining a B average or better. Universal pre-school The governor unveiled a new universal pre-school plan for all Illinois children ages three and four. It will increase pre-school funding by $45 million a year for three years and open pre-school assistance to middle class families. Students better prepared in pre-school will advance and achieve more rapidly in early grades. Students who attend preschool are 41 percent less likely to need special education and 42 percent less likely to be arrested To learn more about the proposed FY07 budget and to track legislation that the IFT is lobbying this session, check the weekly legislative updates on the IFT website, www.ift-aft.org. 8 Insight March/April 2006 Work continues to correct SB 27 problems resulting from the passage of Senate Bill 27 last spring. As part of a group of stakeholders meeting regularly with representatives from the General Assembly and the governor’s office, the IFT’s goal is to reach agreement and pass clean-up legislation as quickly as possible. House Bill 4166 (sponsored by Rep. Dan Reitz, D-Steeleville) and Senate Bill 2151 (sponsored by Sen. Jeff Schoenberg, D-Evanston) each contain the following provisions: T he IFT is continuing its efforts to “clean-up” the unintended consequences National Board for Professional Teaching Standards Those teachers who complete the National Board for Professional Teaching Standards (NBPTS) process earn a $3,000 stipend, payable from the Federal government. This money is paid to school districts, which is then passed along to the teacher and added to his or her salary. According to Teachers Retirement System (TRS), this stipend is subject to the 6 percent salary cap. School districts should not be required to make an additional payment to TRS because a teacher earned “master teacher” status. Education advancement/horizontal movement on the salary scale When teachers go back to school and take additional coursework or earn an advanced degree, they are compensated for it. We want quality teachers in the classroom and encourage them to continue their education. Under SB 27, teachers and school districts are penalized for fulfilling requirements to maintain highly qualified status. Seniority advancement/vertical movement on the salary scale It is not good public policy to penalize a school district for allowing teachers to move through the negotiated and established salary schedule based on their years of experience. It unfairly targets longevity and stability in a school district. Part-timers in SURS and TRS The current 6 percent rule is particularly harmful to part-time teachers and staff at community colleges. For example, an instructor might teach three classes one year and four classes the next year, increasing salary beyond the 6 percent cap. The university, community college or school district should not be penalized for this increased workload. Extracurricular duties assigned in final four years of employment Frequently, administrators ask veteran teachers to return to an activity that they previously supervised. SB 27 discourages administrators from seeking senior staff for extracurricular assignments since that action would undoubtedly penalize the district by pushing the teacher beyond the 6 percent penalty cap. In-district promotions When a teacher is promoted to a department head or administrator, additional coursework if often required. Teachers receive an accompanying pay increase for extra duties they assume. SB 27 discourages promotions from people within the district as no exemptions exist in the bill from the 6 percent penalty cap for those who are promoted. Both bills to correct SB27 are supported by the IFT, Illinois Education Association, the Illinois School Management Alliance and other education organizations. In addition to HB 4166 and SB 2151, several related pieces of legislation have also been introduced. Watch for updates on this and other important legislation on the IFT website, www.ift-aft.org. March/April 2006 Insight 9 2006 Elections IFT leaders review candidates and incumbents; determine primary endorsements based on the issues T he IFT takes very seriously its commitment to advocating for your best interests. A critical part of effectively representing you is working to elect legislators in Springfield and Washington, D.C. who are dedicated to standing up for IFT members and all workers. To ensure that the union is supporting individuals who deserve the IFT’s support, candidates must prove their merits. Throughout the first two weeks of January, IFT members participated in regional Political Action Committee (PAC) meetings to determine where candidates stand on the issues and whether or not they deserved to be endorsed by the IFT. A 60 percent or better voting record on IFT issues is the standard threshold for endorsement. For the primary election, candidates who had no opposition were not generally endorsed. Using voting records, position papers, questionnaires submitted by candidates as well as incumbents, interviews and other information, the regional PACs made recommendations for endorsements in their area. Those recommendations were forwarded the statewide PAC, which is made up of 19 regional PAC chairs representing all geographic areas of the state. The statewide PAC met on January 20 to make a final review of the candidates and their recommended endorsement list went to IFT Executive Board for final approval. The Executive Board delayed consideration of an endorsement for governor another few weeks to IFT leaders meet at a regional PAC meeting at the Chicago Teachers Union office to review candidate information and make recommendations to the statewide PAC. give the Executive Board ample time for study and review of the record. After the primary, the PAC committees will meet again to review the candidates and make recommendations to the Executive Board for endorsements in the Nov. 7 General Election. Members of the IFT Statewide Political Action Committee meet to review recommendations from the regional PACs. After review of the work of the regional committees, the IFT statewide PAC committee members prepare to forward the final list of endorsement recommendations to the IFT Executive Board for final approval. 10 Insight March/April 2006 2006 Elections 2006 Illinois Federation of Teachers Primary Election endorsements Governor Rod Blagojevich (D) Illinois Senate 1st District 3rd District 4th District 12th District 15th District 31st District 33rd District 36th District 39th District 46th District Antonio Munoz (D) Mattie Hunter (D) Kimberly Lightford (D) Martin Sandoval (D) James Meeks (D) Michael Bond (D) Dan Kotowski (D) Mike Jacobs (D) Don Harmon (D) David Koehler (D) Treasurer Paul Mangieri (D) State Appellate Court 1st District 1st District 3rd District 5th District Michael Murphy (D) Joy Cunningham (D) Lance Peterson (D) Bruce Stewart (D) Illinois House 2nd District 3rd District 7th District 8th District 24th District 25th District 26th District 28th District 29th District 32nd District 33rd District 36th District 39th District 40th District 43rd District 52nd District 53rd District 62nd District 81st District 91st District 106th District Edward Acevedo (D) William Delgado (D) Karen Yarbrough (D) Calvin Giles (D) Elizabeth Hernandez (D) Barbara Currie (D) Lovana Jones (D) Robert Rita (D) David Miller (D) Milt Patterson (D) Marlow Colvin (D) James Brosnahan (D) Toni Berrios (D) Richard Bradley (D) Hollie Kissane (D) Mark Beaubien (R) Michael MacDonald (D) Sharyn Elman (D) Renee Kosel (R) Michael Smith (D) Mike Phillips (D) Congressional Endorsements 1st District 2nd District 3rd District 4th District 5th District 6th District 7th District 9th District 11th District 12th District 14th District 15th District 16th District 17th District 19th District Bobby Rush (D) Jesse Jackson, Jr. (D) Dan Lipinski (D) Luis Gutierrez (D) Rahm Emanuel (D) Tammy Duckworth (D) Danny Davis (D) Jan Schakowsky (D) John Pavich (D) Jerry Costello (D) John Laesch (D) David Gill (D) Richard Auman (D) Lane Evans (D) Danny Stover (D) March/April 2006 Insight 11 Tenure series misses the mark Small Newspaper Group series by reporter Scott Reeder sets out to blame teachers unions T eacher tenure laws have been in force in Illinois since the 1930’s. Before tenure laws were enacted, principals or district officials could replace qualified, experienced teachers with unqualified person to provide jobs for friends or relatives. In 1980, the Illinois General Assembly, recognizing the value of tenure, expanded the provision when the Illinois Community College Tenure Act was passed and signed into law. In 1985, to ensure that highly qualified teachers were in every classroom in Illinois, the IFT successfully pushed for passage of the Education Reform Act that called for mandatory evaluations for teachers and shortened dismissal procedures. Tenure works. Unfortunately, rare instances of gross teacher misconduct are often used to support the contention that no teacher deserves the due process protections provided by tenure. In December, 2005, the Small Newspaper Group, a chain that includes newspapers in Kankakee, Rock Island and Ottawa, launched a series about teacher tenure entitled, “The Hidden Costs of Tenure.” Written by reporter Scott Reeder, the series even had its own website and a Republican political and public relations operative was hired to promote the series to other media outlets. Reeder’s investigation, based on more than 1,500 Freedom of Information Act requests, showed that only a small number of teachers go through the arbitration process before they are dismissed. Of those teachers whose dismissal cases did go to arbitration, 65 percent were dismissed. Those are the facts. Unfortunately, Reeder spun the facts to report that it is nearly impossible to fire a tenured teacher and laid the blame largely on teacher unions. Reeder contacted the IFT and interviewed IFT President Jim Dougherty. But he misrepresented the topic of his story, telling Dougherty he was writing about recertification, not the tenure system. Reeder featured Cicero Elementary School Dist. 99 Superintendent Clyde Senters as a prime example of the problems with tenure. In this issue of Insight, Senters sets the record straight about his true feelings about tenure (see story on page 14). Because there were so many problems with the series, the IFT issued the following points in response: • In many cases, tenured teachers resign before a dismissal hearing is held. That data is not tracked by the ISBE, giving a misleading picture of the number of teachers actually removed from the classroom. • School administrators are required by law to be trained in proper evaluation procedures. There is no reason for an administrator not to give a bad evaluation to an employee who deserves one. • The four-year probationary period for teachers allows ample time for administrators to decide which employees to retain. Nearly half of all teachers leave the profession in the first five years of employment. Again, teachers leaving the profession who decided they could not handle the demands of a teaching career would not show up in the numbers tracked by the reporter. • The IFT does not support keeping bad teachers in the classroom, but believes strongly that every teacher has a right to a fair hearing. • Legal fees for most dismissal cases are less than half of the $100,000 figure used in the newspaper article. Dismissal hearings usually last two to three days. Well-documented cases take even less time for an attorney and the cost is even lower. An attorney is not required for an arbitration hearing. A good case can be won without a lawyer. • In 1997, the IFT supported legislation that reduced the remediation period from one year to 90 days and that mandated continuing professional development for teachers for them to keep their certification. The IFT is committed to helping teachers improve their professional practice. • The Cicero case that the reporter cited involved a school employee – not a classroom teacher – who worked in multiple classrooms and was not supervised adequately. The article incorrectly implied that the dismissal process stretched out over seven years. As soon as the district attempted to dismiss the employee, she resigned. The case did not go to hearing. Tenure played no role in this case. The Illinois Federation of Teachers wants to see the best and most qualified persons teaching Illinois students. Neither teachers nor their union want incompetent teachers in the classroom, despite what the Small Newspaper Group series would have you think. To see the Reeder series, go to: www.thehiddencostsoftenure.com To see the IFT response, go to: http://thecapitolfaxblog.com/2005/12/07/t he-other-side-of-tenure/ 12 Insight March/April 2006 IFT President James Dougherty’s letter to the editor challenged the tenure series “Your series on teacher tenure called into question the commitment of teachers’ unions to teacher quality. I must set the record straight. In the 1980’s, the Illinois Federation of Teachers lobbied for and saw signed into law school reform legislation that required regular evaluation of teachers by administrators and required every school district to submit an evaluation plan to the Illinois State Board of Education. The IFT supported legislation that cut in half the amount of time a teacher can spend in remediation before performance improves or a dismissal hearing is called. Administrators now have four years, more than adequate time, to review the performance of beginning teachers and provide support for them to improve their professional skills. Many teachers are “weeded out” over the probationary period, either by non-renewal of a contract or by the person leaving the profession. When the evaluation system works as it should, deficiencies in a teachers’ performance are identified and professional development provided, so that the teacher can remedy the problems long before they are so serious that dismissal is contemplated. Teachers unwilling or unable to improve their performance often resign before a school district moves toward dismissal. Please remember, it is the responsibility of the administration to give employees an evaluation that truly reflects their work. Nothing should prevent an administrator from making an accurate evaluation and proceeding to the dismissal process when necessary. The tenure law provides a clear process that administrators are required by law to learn. The Illinois Federation of Teachers believes every child deserves to have a skilled and qualified teacher. The IFT also believes that every school employee has the right to a fair hearing. Eliminating due process rights for teachers will not improve the quality of education in the classroom.” James Dougherty, president Illinois Federation of Teachers March/April 2006 Insight 13 What Supt. Senters really thinks about tenure Cicero School District 99 Superintendent Clyde Senters was featured in a story that was part of the series, “The Hidden Costs of Tenure,” written by Scott Reeder of the Small Newspaper Group. Unfortunately, what was not featured in the article were his real views on tenure. Senters, who teaches a graduate level class at Lewis University for educators seeking a Type 75 administrative certificate, printed the article off the special website the Small Newspaper Group designed to promote the series and took it to his class. He used it as a “don’t let this happen to you” object lesson to show his students the result when a reporter lets an underlying agenda taint what should have been an unbiased look at the system of tenure. Here’s what Supt. Senters really thinks about tenure. Clyde Senters, Cicero School District 99 “Tenure is in place to prevent administrators or bosses from making whimsical decisions regarding staff,” said Senters. Senters added that he preferred the previous state law that granted tenure in three years rather than the current four. “It forced us to make decisions as employers and administrators sooner rather than later. “Some administrators look at a teacher gaining tenure as the end of their responsibilities,” he said. “I look at it as the beginning. All of us can stand mentoring and guidance, no matter where we are in the continuum of our employment. I’ve been in this business 35 years and I need to refocus at times.” He feels strongly that it is the administrator’s job to help teachers regain their focus when they are struggling rather than dismiss them out of hand. “We can all lose our way…maybe a teacher has lost the focus on the children, our product. But if administrators aren’t going in, seeing what is going on in classrooms, if we have to be told what is going on, that is not going to work. We have to be educational leaders. “We are working with human beings and we have to have a high level of accountability.” Senters also said that it is important to remember it’s not always what goes on in the classroom that affects what goes on in the classroom. Teachers, like any employee with a personal issue or problem that might be affecting their work, deserve assistance to work through the problem and continue as a successful teacher. He disputes the notion that eliminating tenure would save districts money. “Even if you were dealing with solely atwill employees, a district could still find itself with legal bills for dismissed employees.” And the idea that the ability to remove teachers at will would improve education? “I believe you’d have chaos — people would come and go and staff development and group involvement would go out the window. You’d have individuals acting as individuals rather than as team players. There would be no structure for the boss to deal with. “When you create a swinging door, the stability of a district is harmed and the ability to meet the demands placed on teachers today, like meeting Adequate Yearly Progress (AYP), would be hampered. “When I was a new administrator, I relied on veteran teachers,” said Senters. “They knew the school building, they knew what had been tried, what worked and what didn’t. “In order to implement any substantive change in school, you need veteran, tenured staff invested in the school to make the changes.” 14 Insight March/April 2006 Ten reasons to trust teachers with tenure This article written by Rich Shereikis, which originally appeared in the Illinois Times in 1997, is as valid today as it was nearly a decade ago. P oliticians, as we’ve learned, can be myth-makers. All it took was one wily public figure to express alarm at welfare recipients, for example, and before long half the country believed the other half was on the dole, driving Cadillacs, buying Chivas and filets with food stamps. Facts have no chance once a myth has gained momentum. Now Michael Madigan and Pate Philip, the legislative “leaders” we’ve inflicted on ourselves in this past election, are creating a new myth: that tenure for teachers is nothing but a safety net for incompetents, a lifetime guarantee of employment for those who pass through a brief apprenticeship, no matter how lazy and stupid they turn out to be. Despite what Madigan and Philip want us to think, tenure wasn’t created to give oafs and sluggards permanent jobs. It was created to insure schools and universities were places where people could talk about ideas freely and fully, even if the ideas weren’t held by the majority. It evolved to protect faculty members from political, religious, and ideological threats. And it has become even more necessary in times like these, when proponents of narrow and extreme viewpoints have become more vocal, visible, and powerful. So let’s consider a few hypothetical situations, all of them based on real-life cases involving teachers or librarians, just to remind Speaker Madigan and President Philip why, now more than ever, teachers need the protections of tenure: 1. Because someday, in towns like Carbondale, some high school English teacher might assign Nathaniel Hawthorne’s The Scarlet Letter, and some parent, a rabid religious fundamentalist, could ask that the teacher be fired for teaching about adultery. 2. Because someday, in a suburb like Elmhurst, some high school history teacher may show John Ford’s classic movie of John Steinbeck’s The Grapes of Wrath in a unit about The Great Depression. And some Limbaugh-loving parent, a corporate CEO, might demand the teacher’s dismissal for contaminating his child with socialism. 3. Because someday, a school administrator and former coach in, say, Decatur, might bend to pressures from parents who want a teacher fired for assigning To Kill a Mockingbird. It’s “too inflammatory,” say the parents, because it encourages racial mingling; and the administrator, who hasn’t read a novel since freshman English, might agree. March/April 2006 Insight 15 4. Because someday, in a city like Chicago, a black parent might demand that a white teacher be fired for teaching Huckleberry Finn, in which the word “nigger” is used profusely. And some administrator, who has never read the book and so doesn’t understand that it’s largely about the harm and hurt caused by racism, might begin action against the teacher. 5. Because some day, in a place like Mt. Vernon, some biology teacher might get into trouble for explaining evolution in her class. Creationist parents might start a drive to have her fired, and the new school principal might begin dismissal action because two board members have signed the petition. 6. Because someday, in a place like Pittsfield, an English teacher, developing a unit on the Holocaust, might assign The Diary of Anne Frank. One parent might object because the book is “a real downer”; another, because, he says, “The Holocaust never happened.” Both might have powerful friends on the school board, and the teacher might be forced to resign. 7. Because some day, in a place like, say, Rochester, a teacher might be threatened because her lifestyle is “unorthodox.” Rumors might swirl about the teacher’s sexual preferences, and the school board might decide to dismiss her, despite her successful record and popularity. 8. Because someday, in a place like Charleston, a teacher might take a leading role in the teachers’ union, speaking out for smaller classes and more money for books. The principal might find this embarrassing and have her relieved of her duties. 9. Because someday, in a place like Champaign, a mathematics teacher might give a star athlete an “F’ for getting zeros on all his tests. Powerful coaches and willing administrators might work to have the teacher dismissed for “disloyalty.” 10. Because someday, in Springfield, demagogic politicians might decide to make political hay by attacking the commitment of teachers and suggesting they should sign some sort of pledge never to rock any boats. As long as even one of these scenarios is possible, teachers will need tenure to help them make schools what they should — marketplaces for ideas and opinions of every sort, and places where students learn to think critically. The current system isn’t perfect, and of course tenure needs reform to ensure only the best and brightest teachers are encouraged to stay on. But abolishing tenure is nothing short of a guarantee that only the most docile, most obedient, least creative teachers would survive. Not even cynics like Madigan and Philip would want that to be their educational legacy. Or would they? Reprinted with permission of the Illinois Times. 16 Insight March/April 2006 Union News Illinois receives D+ for school funding equity National reports confirm Illinois continues to shortchange its neediest students (from the A+ Illinois website) T he State of Illinois fails to ensure every child gets a highquality education supported by adequate resources, a fact highlighted in two recently released national reports. In Education Week’s “Quality Counts 2006” report, Illinois earned a D+ for equity in school funding. The Ed Week findings are similar to those reported in Education Trust’s “Funding Gap 2005” report, which states that Illinois continues to be one of the worst perpetrators of inequitable spending, with some of the largest gaps in per-student spending between high-poverty and low-poverty school districts in the nation. Dropping from a C- to a D+ in school funding equity Education Week’s “Quality Counts” report grades states on education systems in various areas, including student achievement, standards and accountability, efforts to improve teacher quality, school climate and resource equity. While scoring close to the average national grade in most areas, Illinois received a D+ for resource equity, with the ninth worst score in the nation. Last year, Illinois earned a C- for resource equity, after having earned an F in each of the previous four years. These grades point to Illinois’ persistent problem of overrelying on local property taxes to finance education. Second largest funding gap in the nation The Education Trust’s recently released “Funding Gap 2005” report shows that Illinois continues to rank as one of the worst states in terms of shortchanging its low-income students, spending $2,065 less per pupil in highpoverty districts compared to low-pover- ty districts. This is the second worst spending gap in the nation and a gap much larger than neighboring states. School funding reform: A key ingredient to closing the gaps Additional funds to struggling schools and students, especially in property-poor areas, are needed to allow schools to invest in effective programs to close the achievement gap, such as early childhood education and teacher training. State leaders and policy makers must address Illinois’ funding gaps through comprehensive reform of the property-tax dependent school funding system to ensure every school has adequate resources. The IFT will continue to work with the A+ Illinois coalition to pass real school funding reform in 2007. For additional information, go to www.aplusillinois.org. IFT member seeks election to the Illinois House Mike Phillips, a member of the Illinois Valley Community College (IVCC) Faculty Association, Local 1810, is seeking the 106th District House seat currently held by Rep. Keith Sommer (R-Morton). Phillips, a geology instructor at IVCC in Oglesby, is unopposed in the March 21 Democratic primary. He has received the endorsement of the IFT and Illinois AFL-CIO. In a press release announcing his campaign, Phillips cited school funding reform as one of his top campaign issues. "More attention needs to be paid to our local schools," said Phillips. "Springfield asks a lot of our schools but rarely backs up its requests with adequate funding. Because our schools are the heart of our communities in Central Illinois, we need to ensure they receive the support they deserve. I will work hard to get our fair share and increase state funding for our schools." The 106th District is comprised of portions of LaSalle, Livingston, McLean, Tazewell and Woodford Counties in Central Illinois. Over 60 percent of the district's residents live in small towns or unincorporated areas. Phillips, a resident of Lostant, has been politically active for many years and has led the voter registration drive at IVCC since 2002, registering nearly 1,000 voters. IFT member Mike Phillips is seeking the 106th District House seat. In addition to his duties at IVCC, Phillips is a Licensed Professional Geologist and serves as president of the Lostant School Board. March/April 2006 Insight 17 Union News AFT sets the record straight with new NCLB website There are some major flaws with the No Child Left Behind (NCLB) Act and the AFT is working to get out the facts with the recent launch of a new website, www.LetsGetItRight.org. The site is based on the AFT campaign of the same name, which is designed to address the problems with NCLB. The goal is to work for constructive changes in the NCLB before its 2007 reauthorization. The centerpiece of the website is a blog, or members’ forum, about the subject intended to encourage public dialogue and generate informed discussions about the law among members and the public. The blog, at www.lets- getitright.org/blog/, will offer union leaders and members — as well as policy makers and public education advocates — a place to go to learn the facts as documented both by research and the real people who deal with the law every day through their work in the classrooms. Become a part of the conversation by exploring the site, signing a petition and sending the link to friends and family. Visit www.letsgetitright.org. Welcome to the IFT Beth Musser joined the IFT as a member of the professional support staff in the Fairview Heights office in January. Musser has been substitute teaching for the last three years at schools in the Metro-East area. She says that first hand experience has given her knowledge about the issues IFT members face on a daily basis. Union members still suffering from effects of hurricanes need our help S adly, the media coverage of hurricanes Katrina and Rita has dropped off the front pages, but the great need of the residents in the affected areas along the Gulf Coast remains. The AFT and its affiliates across the country are continuing their efforts to assist thousands of our union colleagues who lost their homes, jobs and families as a result of the tragedy. Our national union has worked to raise more than 1 million dollars to provide direct grants to every member whose life was devastated by the hurricanes. Through the AFT Disaster Relief Fund, every penny of the contributions made is provided directly to members. No administrative costs or other expenses are deducted from the monies received. If every IFT member contributes just $5 — the cost of a fast-food meal or a gourmet cup of coffee — our union could contribute about $500,000 to the AFT Disaster Relief Fund and help our colleagues along the Gulf Coast to rebuild their lives. Donations are tax deductible to the extent permissible by law. Please consider making a donation in whatever amount you can afford. To contribute, visit the AFT website at https://secure.ga3.org/08/aft_relief_ fund or mail your check payable to the AFT Disaster Relief Fund, 555 New Jersey Ave. N.W., Washington, DC, 20001. 18 Insight March/April 2006 Public Employee News Public employee pay continues to lag behind inflation T he salaries of public employees exhibited sluggish growth for the second straight year according to the 2005 AFT Public Employees Compensation Survey, the only national survey that tracks such trends. At a time when most states continue to struggle with budget crises, the survey raises concerns that inadequate workforce investments will diminish the quality of already strained public services and hamper recruitment and retention efforts. The new report reveals that the median salary increase across the 45 jobs surveyed was just 1.2 percent from 2004 to 2005, significantly below the inflation rate of 3.1 percent for that period. From 2002 to 2005, the median cumulative increase was only 4.6 percent, which compares to an inflation rate of more than 8 percent. The survey further finds that public sector professionals are significantly underpaid compared to their private sector peers. This private/public sector salary gap could exacerbate a growing recruitment and retention crisis in state government workforces. In many states, it is estimated that more than 20 percent of state employees will retire in the next five years, heightening the need to attract highly skilled workers to the public sector. Yet, the AFT analysis shows that private sector salaries exceed public sector salaries in 18 of the 21 cases in which job matches were made — in two cases (attorney and geologist) — by as much as 90 percent. Across all 21 occupations, salaries in the private sector are, on average, almost 30 percent higher than those in the public sector. “With so many experienced professionals expected to retire in the near future, certain states run the risk of a major ‘brain drain’ if they don’t make their salaries more competitive,” said Steve Porter, director of the AFT Public Employees division. “And the stakes are high. The quality public services that we’ve come to depend on — everything from clean air to safe bridges to health and human services — are at risk.” One factor that helps reduce the public/private sector salary gap is collective bargaining. The AFT report finds that, for 43 of the 45 occupations surveyed, the average salary in collective bargaining states exceeds that in states where public employees are denied collective bargaining. On average, collective bargaining salaries exceed non-collective bargaining salaries by more than 16 percent. The full report and supporting data can be found at http://www.aft.org/ pubemps/news/2005compsurvey.htm. PSRP News IFT helps paraprofessionals meet NCLB “highly qualified” requirement M eeting the Standards for Paraprofessionals (MSP) Assessment program is a program designed by the American Federation of Teachers. The IFT has collaborated with East St. Louis Federation of Teachers, Local 1220, and the East St. Louis School District 189 to bring this free training and assessment program to paraprofessionals MSP is an alternative option available for paraprofessionals designed to help them meet the “highly qualified” requirements of the No Child Left Behind Act. The course meets the requirements of the NCLB option to “pass a rigorous local assessment and have state approval.” The MSP Program contains a 48-hour, research-based course designed for paraprofessionals that covers the foundations of effective teaching, the teaching of reading and of math and the management of student behavior. Paraprofessionals are assessed on the material covered in teaching reading and math. Christine Jackson (l) and Millie Nave get ready to work on the activity assigned to them by MSP instructor Tammy Alves, member of the Belleville Grade Federation of Teachers, Local 673. Roger McWherter and Gracie Gates review materials on the foundations of effective teaching. (All class participants pictured are members of General Service Employees, Local 382, an IFT support staff local at the E. St. Louis school district.) Photos by Amy Alsop Edelmira Boutista (l) and Janice Jeffries have fun as they work to achieve NCLB “highly qualified” status. March/April 2006 Insight 19 Kudos Congratulations to these IFT members who completed the rigorous process required to achieve National Board for Professional Teaching Standards (NBPTS) certification. Those members who achieved the distinction in 2005 are: Christine Alexander-Fromme, Local 1 Denise Allen, Local 1 Mary Amato, Local 1 Andrea Anders, Local 1 Maura Ardam, Local 1 Melynda Bahrmasel, Local 1 Lynn Bailey, Local 1 Sonia Barillas, Local 1 Lucy Barraza, Local 1 Jodie Bell, Local 3939 Tami Bell, Local 1 Jean Black, Local 1211 Larkyn Blume, Local 1 John Boggs, Local 1 Violeta Bosworth, Local 1 Lorelei Burkhardt, Local 1 Jennifer Butler, Local 1 Julie Buzza, Local 1 Mary Cadigan, Local 1 Linda Campen, Local 780 Sara Carroll, Local 1 William Carroll, Local 1 Angela Charlow, Local 1 Maria Chavez, Local 1 Marilyn Cortes, Local 1 Jan Cory, Local 809 Jane Cotts, Local 3939 Julie Courson, Local 3957 Donald Davis, Local 1211 Della Deme, Local 1 Michael Doyle, Local 1 Elizabeth Drake, Local 1 Cheryl Dudeck, Local 1 Marie Durkee, Local 1 Sonya Ellis-Loyd, Local 1 Jason English, Local 1211 Dawn Evans, Local 1 Maryan Fine, Local 1 Viktoria Ford, Local 1925 Jason Franklin, Local 1925 Basilis Giannetos. Local 1 Kristina Greene, Local 3939 Debra Griffith, Local 1 Joanne Groshek, Local 1 Douglas Gross, Local 1211 George Gutierrez, Local 1 Beth Hagan, Local 4487 Scott Hagel, Local 1211 Patrick Hasenstab, Local 3939 Elora Hayes, Local 1 Deborah Hayes-Miller, Local 1 Christina Henrichs, Local 780 James Herrington, Local 3939 Lisa Hinton, Local 1 Therese Hodgetts, Local 1 Mary Horan, Local 1 Jeannette Irby, Local 1 Seju Jain, Local 1211 Maeva Jankovich, Local 1 Susan Jasutis, Local 1 Aubrey Jennings, Local 1 Kimberly Joggerst, Local 3939 Jamie Johnson, Local 1 Patricia Keating, Local 1 Craig Kersemeier, Local 1211 Carol Klein, Local 1 Johanna Klinsky, Local 1 Julie Kramer, Local 1 Maureen Langholf, Local 780 LuAnn Lawson, Local 1 Kathryn Lehuta, Local 4328 Libby Levandoski, Local 1 Stefanie Long, Local 780 Marjorie Maclean, Local 1 Dianne Malueg, Local 1 Elizabeth Margetich, Local 1 Karen Markham, Local 1 Diane Martin, Local 1 Andrew Martinek, Local 1 Dawn McCarthy, Local 1 Heidi McDonald, Local 1211 Kemberly McKenzie, Local 1 Damaris Miles, Local 1 Maria Mooney, Local 1 Stephanie Mulder, Local 1 Evelyn Murdock, Local 1 Deborah Niederhauser, Local 809 Nancy Ocampo, Local 1 Linda O'Kane, Local 1 Katherine Owens, Local 1 Marisol Pelaez, Local 1 Kimberly Praser, Local 683 Aurora Ramos, Local 1 Idella Reed-Davis, Local 1 Ralph Renfro, Local 1 Talyia Riemer, Local 1 Jessica Rogers, Local 1 Maria Ruiz-Blanco, Local 1 Rosemary Ryan, Local 1211 Paula Schonhoff, Local 4640 Patricia Scott, Local 1 Kimberly Shade, Local 1211 Tami Shields, Local 1 Mark Shoub, Local 1211 Valerie Smith, Local 1 Tammy Stegeman, Local 809 Latisha Styles, Local 1 Gia Super, Local 1 Christine Swiderski, Local 1 Susan Termini, Local 1 Leslie Travis, Local 1 Marla Tuggle, Local 780 Kenneth Turner, Local 1211 Nadine Tyson, Local 1 Elizabeth Vallejo, Local 1211 Heather Vonoesen, Local 1 Raynell Walls, Local 1 Hannah Walsh, Local 1 Kelly Wamser, Local 3939 Keshia Warner, Local 1 Gary Werner, Local 1 Judith Wertheimer, Local 1 Laura Westervelt, Local 1 Jennifer Westfallen, Local 1 Nicole White, Local 1 Robert Williams, Local 1211 Valerie Willuweit, Local 1 Mary Wolf, Local 1 Charlotte Wood-Harrington, Local 1 Terri Zachary, Local 1 For more information about NBPTS certification, please visit www.nbpts.org. 20 Insight March/April 2006 From the president Vote. Make a difference. Primary election 2006 is almost upon us and it’s not easy working up any enthusiasm for candidates when you feel sometimes as if you cannot tell who your friends are. Our pensions are threatened, school funding reform seems an eternal “wait until next year” proposition, higher education limps along with 1990’s level funding and public employees struggle to do more and more with fewer employees. In response to the situation, the IFT Political Action Committees and Executive Board could have taken the path of least resistance and withheld endorsements until the general election. But the IFT did endorse candidates in the March 21 primary in those races where there was a contest, and in a few others. We did that because removing ourselves from this process would do nothing to help the IFT achieve its legislative goals. In spite of our frustrations, involvement in the political and legislative process remains the single best way for the IFT and our members to have influence in the final outcome. It hasn’t been all that long since the mid-1990’s, when the IFT and other unions were totally shut out of any discussions by a Republican governor and Republicancontrolled General Assembly. In recent years, our union has been able to achieve success in the General Assembly because of our involvement in the legislative and political arenas. And we have been successful: • The worst of the pension proposals floated last year — a two-tiered system, loss of compounding — were defeated and ERO was salvaged. • IFT members at City Colleges and Chicago Public Schools regained collective bargaining rights and many pro-labor bills have been signed into law. • Health care coverage has been expanded for children and families. • Universal access to early-childhood education is being proposed. • In an era of limited resources, PreK-12 funding was a priority. Endorsements would be simple if politicians marched in lock-step with our views. But they don’t. They say and do things that infuriate us and make us wonder why we ever supported them. But we are realists and we base our endorsement on a candidate’s total record and position on the issues, knowing we will never find a candidate who agrees with us 100 percent of the time. So, on March 21, my message to IFT members is: Vote. Make a difference. IFT President Jim Dougherty March/April 2006 Insight 21 I am the IFT Jim Chamness 5th grade teacher, Zeigler-Royalton Elementary School President of the Ziegler-Royalton Federation of Teachers, Local 4123 “The IFT has always been there for us. Whether it’s a local issue here in Southern Illinois or new developments in Springfield, we’ve seen the benefits of IFT membership at the bargaining table and in our classrooms.” Insight Illinois Federation of Teachers P Box 390 .O. Westmont, IL 60559 NON-PROFIT U.S. POSTAGE PA I D PERMIT NO. 40 OAK BROOK, IL