Dec 19-Jan 20 Advisor

December 2019 – January 2020 • Volume 62, Number 3 • Published by the Connecticut Education Association • cea.org CEA CEA, Media Pull Back Curtain on School Health, Safety

Teachers talk mental health | trauma | mold | extreme temperatures | budget | class size | violence | guns | bullying | vaping | second jobs and more See pages 10-11

2 CEA ADVISOR DECEMBER 2019 – JANUARY 2020

LEADING

Leading: Our Perspective

In survey after survey and report after report, Connecticut’s public schools are consistently ranked among the best in the nation. While this comes as no surprise to any of us, we all know there is much more to do in our public

We are so proud of all of our excellent teachers, and this issue of the CEA Advisor celebrates those who have received state or national awards of excellence. (See pages 7-9.) At the same time, we are extremely grateful to every teacher in our state and especially those who took the time to participate in two

Teachers’ Voices at the Forefront

Jeff Leake, CEA President

schools to ensure that our students receive the best education possible, regardless of where they live. Connecticut educators are stepping up in a variety of ways to help improve our classrooms and our students’ educational experiences. Local association members came out in support of their colleagues and helped get dozens of active and

important CEA surveys and share their concerns about the state of education. (See story on pages 10- 11.) Your candid accounts of what is really happening in classrooms across the state became front-page news. Television, radio, and newspaper reports highlighted your concerns regarding sick schools and how mold, rodent droppings, extreme temperatures, and more are jeopardizing the health and safety of both teachers and students and impacting student learning. You also shared how your classrooms and the needs of your students have changed over the years. You highlighted your concerns about the increasing number of students experiencing trauma and the lack of supports to handle the specific needs of these students. Your honest assessments regarding the increasing demand for mental health services and the dire shortage of these supports in our schools was eye-opening for many outside the education community and is a wake-up call that something must be done to get students the supports and assistance they desperately need.

Tom Nicholas, CEA Vice President

Teacher Angie Parkinson (center front) was elected to a seat on East Hartford’s town council. See page 6.

Donald E. Williams Jr. CEA Executive Director

retired educators and education-friendly candidates elected to key seats on town councils, boards of education, and town committees. (See story on page 6.) We have no doubt that these education champions will help our communities reshape policies and priorities that will support Connecticut’s students, teachers, and public schools. We have seen firsthand the benefits of electing education-friendly candidates, including State Treasurer Shawn Wooden, who helped secure our retirement fund and is now tackling the issues of guns and violence. (Read story on page 6.) And of course, Connecticut’s own 2016 National Teacher of the Year Jahana Hayes has brought her years of classroom teaching experience to the nation’s Capitol. Congresswoman Hayes is advancing the conversation surrounding the teaching profession and focusing her efforts on education policies that are student-centric and that address classroom resources and the changing needs of our students. Read about her priorities and her first year in office on pages 4-5.

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

Stephanie Wanzer • Secretary David Jedidian • Treasurer

John Horrigan • NEA Director Tara Flaherty • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Winiarskyj • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer December 2019 – January 2020 Volume 62, Number 3 Published by Connecticut Education Association 1-800-842-4316 • 860-525-5641 cea.org CEA Advisor The CEA Advisor is mailed to all CEA members. Annual subscription price is $5.72 (included in membership dues and available only as part of membership). Institutional subscription price: $25.00. Advertising in the CEA Advisor is screened, but the publishing of any advertisement does not imply CEA endorsement of the product, service, or views expressed. CEA Advisor UPS 0129-220 (ISSN 0007-8050) is published in August, October/November, December/ January, February/March, April, May/June, and summer (online) by the Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street, Hartford, CT 06106-8001, 860-525-5641. Periodicals postage paid at Hartford, Connecticut. Postmaster: Send address changes to CEA Advisor , Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street,

We are seeking solutions to these and other issues in the upcoming legislative session, which begins on February 5, 2020. We will be looking to you, again, to advocate on behalf of your students, share your stories, and help get much-needed legislation passed that will ensure our students receive the supports they need and that our classrooms are safe places to teach and learn. As we enter a new year and new decade in 2020, we urge you to get involved and make a difference. NEA and CEA will be promoting the Strong Public Schools 2020 campaign in the coming year to ensure education champions are elected who will fight for what we believe in. We hope you will participate and be part of the dialogue so that together we can be a strong force in ensuring Connecticut’s public schools continue to be among the top in the nation. December 5, 2019 Danbury teacher Luanelly Iglesias and CEA President Jeff Leake show their support for public schools at the NEA RA in Texas.

Connecticut teachers participated in a panel discussion with WFSB Channel 3 reporter Matthew Campbell. See pages 10-11.

Hartford, CT 06106-8001. Production date: 12-10-2019

DECEMBER 2019 – JANUARY 2020 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

2 LEADING CEA’s leadership team commends Connecticut teachers for stepping up and getting active in local, state, and national politics—helping to positively shape the future of public education. With the state’s legislative session convening in two months and the next major election less than a year away, learn how you can get involved. Looking back on her first year in office, 2016 National Teacher of the Year Jahana Hayes shares how being a teacher has shaped her as a congresswoman and why educators’ voices matter. REPRESENTING Connecticut teachers all over the map win key seats on their town councils, committees, boards of education, and more. See why having teachers at the table is critical to public education. Teaching is often called the noblest profession. From the recipient of the prestigious Horace Mann Award to the 2020 Connecticut Teacher of the Year, meet your colleagues around the state who are standing up and being recognized. A CEA pilot study and surveys have pulled back the curtain on a number of issues facing Connecticut teachers—lack of mental health resources for students, sick schools, bullying, unsafe classrooms, and more—and they have garnered widespread media attention. See the results, the press coverage, and how you can make a difference. CONFRONTING Bullying continues to be a problem facing students—but it also manifests itself in relationships between teachers and administrators. See what the data reveal and how you can be a part of the solution. TRAINING A weekend summit brings teachers together around technologies that deliver efficiencies and enhancements in teaching and learning. See how apps, coding, and other tools can help you. BUDGETING CEA Treasurer David Jedidian gives an update on CEA’s fiscal health. GIVING Thanks to the generosity of CEA members, staff, leaders, Member Benefits partner USI Insurance, and supporters, the holidays will be brighter for hundreds of Connecticut schoolchildren. 18-19 HUMAN AND CIVIL RIGHTS NEWS Learn about new state laws that protect educators’ speech in PPT meetings and make Black and Latino studies part of every district’s curriculum. Also, nominate yourself or a colleague for one of nine CEA Human and Civil Rights Awards, honoring educators whose contributions are making a difference in multiculturalism, gender equity, conflict resolution, and human rights and opportunities. 4-5 REFLECTING 6 7-9 HONORING 10-11 EXPOSING 12 13 16 17 WFSB reporter Matthew Campbell interviews teachers for a weeklong series on the challenges they encounter. L-R, back row: Sheena Graham (Bridgeport), David Simon (West Hartford), Stephanie Wanzer (Trumbull), Michael Wight (Newtown); front: Leigh Neumon (Cromwell), Michael McCotter (Torrington), Kristen Record (Stratford). ON THE COVER

Spotlight on You, Your Colleagues, and Your Local Association Each year, CEA recognizes local education associations, their members, and community supporters who make public education a priority. Awards and grants are given for outstanding teaching professionals and advocates, best

association website and newsletter, new public relations projects, best media coverage, and more. The annual competitions are open to all local associations across the state, and the deadline for entries is 5pm on Friday, February 28, 2020. Award winners will be recognized at the CEA Representative Assembly in May. It’s easy to nominate yourself, your local association, a colleague, or a member of your community. Visit cea.org/about/grants-awards and learn more about the following awards: • ABCD Award (Above and Beyond the Call of Duty) • CEA Clifford Silvers Education Advocacy Award • CEA Newsletter/Website Competition • CEA Salutes Award • Charles B. Kelly Local Media Award • Thomas P. Mondani CEA Friend of Education Award • Norman E. DeLisle Public Relations Grant For members of the Enfield Teachers’ Association, three is a magic number. For the third year in a row, teachers have collected books for young readers, giving local families a chance to build their home libraries and shape their children’s future. This year, the group gathered 1,589 titles, all of which were given to local children at Enfield’s Family Fun Festival earlier this fall. “Being a part of this event puts us in the community in a role outside the classroom,” says ETA’s Kelly Shea, who teaches third grade at Prudence Crandall School. “It reminds families and students that we care about being involved in all aspects of their lives.” Books collected range from those suitable for kindergarten all the way through high school. Each year, teachers volunteer to sort the selections by grade level and genre. Getting more books to families pays dividends in the classroom too, says Shea. “We always give reading homework, and we know how hard it can be for some families to get

Manchester teachers Jill Kilgus, Catherine Mazzotta, and Michelle McKnight were among those honored at the 2019 CEA RA for their contributions to the teaching profession.

Enfield Teachers Connect with Community Through Book Drive, Holiday Giving

Prudence Crandall School teachers hand out books at the Enfield Family Fun Festival. L-R: Jessica Soule, Sheree Winans, Kelly Shea, and Rachel Boulette.

books,” Shea said. “This puts the books right in their homes and makes it easier.” Aside from providing choices that include board books, novels, nonfiction, and popular titles and topics for advanced readers, Enfield teachers also set up a special table where children can decorate bookmarks for their new selections. ETA President Emily Hulevitch describes the event as a positive one for both her association and the town, noting that outreach is an integral part of the association’s mission. “We look for community projects where our members can help,” she says. These include raising funds for a bench for local veterans, serving hot chocolate at the Veterans Day parade, adopting families for holiday gift-giving, helping plant a community garden, and donating gift cards to the local teen center. Our efforts show the people of Enfield that we care about our students and our community. As a union, we have been working extremely hard to build positive relationships, and working together on projects like these show that we are united and want what’s best for the children of Enfield.”

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REFLECTING

4 CEA ADVISOR DECEMBER 2019 – JANUARY 2020

NATIONAL TEACHER OF THE YEAR ON HOW HER CLASSROOM EXPERIENCE SHAPES HER AS A CONGRESSWOMAN

10 QUESTIONS WITH REPRESENTATIVE JAHANA HAYES

1 When you ran for office, what were some key problems you were hoping to address as a member of Congress? I think at the top of my priority list was just equity and access. Even though that started with education, it expands out to all aspects of our community. I realized that for so many kids, like myself, everything they learned about school they learned at school. So really making sure that they at least had a chance. We heard a lot of conversations about the future of education in our country, and they were deeply concerning for me, because it felt like we were setting ourselves back. I also really wanted to advance the conversation surrounding the profession. I think for too long, all our conversations about education centered on student outcomes, but that doesn’t happen without investing in the teaching profession, and that was really important to me. 2 What are your key education priorities now? I am extremely excited that in this Congress we will advance the College Affordability Act. This ties together so many of the things I am passionate about, such as student loan debt. I know for so many young people, especially marginalized communities, first-generation college students, students who identify as minorities, many of them

out in the classroom has been extremely helpful for me to articulate to my colleagues. It is critical to have someone with an extensive knowledge of classroom experience at the table. 4 How do you hope your position as a U.S. Congresswoman for the 5th district is an asset to your constituents? Connecticut has one of the largest equity gaps in education. I represent exclusive boarding schools in my district and some schools in the Commissioner’s network that are the lowest- performing in the state. Some of the wealthiest and the poorest

footprint and do what you know is right, speak up for your students, and in my experience, that has always served me well. 7 Why is it important for teachers to be involved in politics—not necessarily as elected officials but as involved, informed citizens who vote and who share their hopes and concerns with legislators? That is a great question, because I hear so many of my teaching colleagues (my mind keeps going back and forth because I still consider myself a teacher) say, “I don’t get involved in politics,” and my response is,

communities in the country are in Connecticut’s Fifth District. Bridging the gap with resources, reminding people of the importance of partnerships, being a very vocal advocate for public education, but also recognizing there are other choices and options for education, and people should have those choices—just not at the expense of public education: my district needs to hear that. Municipal taxes are the funding source for most

“That’s unfortunate, because you already are involved.” In my committee, we are having hearings and taking votes every day that will directly impact what happens in a classroom, whether it be the services that are provided, the funding that goes into education, or the regulations that are passed. All of that affects the work we do, and it is unfortunate that there are so many people making these decisions without the level of expertise teachers have. So to elevate your voices and let elected officials know what your students need, what this profession needs, what you need, should not be a political thing or a partisan thing. It is advocating for the profession and the work that we love. In the system we have, Congress and our legislators at the state and local levels are the ones deciding these things. The decisions are being made with or without teacher voices, so we have to do a better job of elevating teacher voices, of amplifying teacher voices, of really standing together in a very cohesive and collective way demanding that we have some input in the future of our classrooms. 8 Tell me about a moment you had as a teacher that you’ll never forget. There are so many moments. I had a career that was exceptional and that most people don’t have. Being named National Teacher of the Year gave me this wide-lens perspective of the body of the work I had done. So many students reached back and came to visit me and shared their stories, and I connected with that in a very different way. Oftentimes as a teacher you do the best you can with students, and they go off into the world, and you think, “I wonder what happened to that kid or how they made out,” and I really had a unique opportunity to hear from so many of my former students. But I think the day that really stands out for me is right after I was named Teacher of the Year and I returned to my school. The announcement was made on CBS, and I then was supposed to go to Washington, D.C., for a week of celebration, but I really wanted to see my students post-announcement. I went back to my school, and kids were in the hall, lined up, and it wasn’t even me that the energy was directed to, but they were so incredibly proud of their school. So proud to be students. I had kids come up to me and say, “I just feel so encouraged,” “I am going to try to make it to the end of the school year,” “I’m going to get back on the horse,” “I’m going to enroll in adult ed.” I think sharing my story and saying, “You’re not done, your journey is not over, you have the right to change the scenario” breathed so much life into so many students, and the energy in the

can’t even imagine a future with college or higher education, and that really is a game changer. It changes trajectories, it pulls families out of poverty. So just to have a variety of options to make college more affordable to students is really important to me. Teacher diversity has always been a priority of mine. Really making sure we have a robust pool of candidates going into our teacher preparation programs, being adequately prepared, and going out and being prepared to teach in our most challenging communities and meet students where they are—that was a

school districts, and it really creates this divide. I would remind people to ask themselves, “Is this the education I would want for my child?” and then let’s try to figure out how to ensure that those opportunities are available to every child in your district. 5 You have always been an active member and strong supporter of your teachers union. Why? Yes. I was never a delegate or heavily involved in union activities, but just a strong supporter of the role of the union, the right to organize and

I also really wanted to advance the conversation surrounding the profession. I think for too long, all our conversations about education centered on student outcomes, but that doesn’t happen without investing in the teaching profession, and that was really important to me.

large part of my platform even during my time as National Teacher of the Year. To be able to be a part of legislation that moves that along is extremely important to me. I think making sure we have opportunities beyond college, whether it be trades, programs, internships, or career training— just helping more people, more students to be self- sufficient adults—is very important to me. 3 How has your experience as a public school teacher influenced your work as a legislator? Being a teacher is probably the best experience to have coming into this space. In a classroom, you can’t pick your students. Whoever comes into your classroom becomes your student. Whatever families you interact with become your families, and I take that same approach here in Congress. I treat people respectfully. I try to have conversations that invite further discourse and to be respectful of opposing viewpoints and opinions. You know, I always ask myself, “Is this a conversation you would have in front of your students?” or, “Is this something you would say in front of a class?” and that really is my gauge. I laugh, because when people said, “She doesn’t have the experience to go to Congress; she’s never done this type of work,” I think we would be fortunate to have more people with classroom experience as legislators. We, teachers, literally have a front-row seat to the future. We know the conversations that are emerging. We know the dissenting opinions and arguments. Students have those discussions in a really unadulterated way— uncensored. So, you have the opportunity to tackle those raw issues happening in the community and do it in a respectful way. That has probably influenced me the most. And then, on my Committee on Education and Labor, just understanding with fidelity how legislation plays

collectively bargain. We had gone through several negotiations and contracts in my district. We had an oversight board that came in and aimed to constrain all the finances in the city, and that was at the expense of teachers and education. I saw the union elevate their voices and insist that teachers got the resources they needed, that our students had the best and most qualified teachers in front of them, and I saw the power of that collective voice, and it just played out in real time in front of me. So, I come from a state and a community where we can fully appreciate what our teachers union has done to elevate the voices of teachers. 6 Last year saw a lot of educators running for office. What advice would you give your teacher colleagues who are considering taking this step? My advice would be to just do it. I can definitely tell you I gained courage by seeing teachers across the country stepping up and trying, but initially there was some self-doubt about what that would look like: How will I raise the money? I don’t have a network. I don’t have what it takes to enter this world. But then I reminded myself that I have something very important to say, and I have the stories of my students to bring forward, and I will figure the rest out, like teachers usually do. We

figure things out. And as far as not having a network, I didn’t have a political network, but I had a network of teachers all over the country. So, this was a fairly new experience for me, and it’s a fairly new experience for most teachers. Thinking that there will be a footprint or a blueprint for how it’s done is the unrealistic part. You just have to blaze a trail and create your own

building that day being palpable. That was probably the best day of the whole Teacher of the Year experience. 9 What about your freshman year in Congress—was there a moment that sticks out to you? In Congress, I would say the moment that sticks with me so far is the day that H.R. 8, which

I think we would be fortunate to have more people with classroom experience as legislators. We, teachers, literally have a front-row seat to the future.

REFLECTING

DECEMBER 2019 – JANUARY 2020 CEA ADVISOR 5

requires universal background checks for gun sales, got voted out of committee. I watched the roll call vote and I could feel my heart pounding, and at the moment where the clerk read the roll and said that the amendment was adopted, I had a surge of all of these feelings over the past decade when the needle wasn’t moving and nothing was happening, that

American, and I take it back to that fundamental belief that good people identify with good people and really celebrate our diversity. This idea that we try to mash it all together and say we are all the same is detrimental. We have to have those difficult conversations, those uncomfortable conversations, and remind people it is OK to be different. It is OK to

when I meet young people, black and white, all walks of life, male and female, who are just saying, “You inspire me to at least try to pursue this as a dream, pursue this as an outcome.” I think what binds us together is this idea that as long as you have hope, as long as you’re still inspired, as long as you can believe that something is achievable, then it is. No matter how difficult things seem or feel, I will never surrender that idea.

I come from a state and a community where we can fully appreciate what our teachers union has done to elevate the voices of teachers.

finally we’ve broken through at least on some level on delivering for students and families. 10 ‌ The teaching profession is not as ‌ diverse as the student population it serves, and Congress is not as diverse as the constituents it represents. As a teacher of color and a Congresswoman of color, what insights would you share? What are your hopes for the future, and how do you think those goals could be realized? Just to empower people to take that first step. When I was considering being a teacher, I didn’t know a lot about the profession. Most of my colleagues were second- or third-generation educators. No one in my family had even finished college, so I didn’t really know what that looked like. I got a lot of bad information. I think just starting much earlier and celebrating the profession and talking to people and letting them know that, even though you may not check every box, or you check different boxes, that is OK. You don’t have to change who you are to enjoy this profession. That would have been helpful for me as a student. We need to do a better job of that moving forward, to attract young people much earlier by saying, “You have a gift in this particular area—have you ever considered teaching?” Even as a Congresswoman of color, my district is 73 percent white and only 5 percent African

have different cultures, different backgrounds, different religious beliefs. But we all operate in the same space, we all deserve to be here, and we all have value. The idea that we can’t say that, or we can’t speak to a specific group or

…especially now, it is critical to have someone with an extensive knowledge of classroom experience at the table.

legislate in a way that addresses the areas of the most need without it being offensive is part of the problem. We have to look at where those gaps are and work hard to close them. Particularly in Congress, it’s the same as in teaching, for far too long there have been people who did not see themselves represented and couldn’t imagine the possibility of what they could do if they were to pursue this as a career. That’s starting to change. At least, that is what I hear when people call my office,

CEA Vice President Tom Nicholas, CEA President Jeff Leake, and Waterbury Teachers Association President Kevin Egan with former Waterbury teacher Jahana Hayes, now a U.S. congresswoman.

GUILFORD TEACHER RIDES WITH A LITTLE HELP FROM STUDENTS, FRIENDS, AND COLLEAGUES School community comes together for teacher diagnosed with cancer

In 2018, very sick with stage 3B cervical and uterine cancer, Guilford teacher Heather Bradley saw a Facebook post that made her smile. One of her students was holding up a sign at the Smilow Cancer Hospital’s Closer to Free Ride. Cameron’s sign read, “I ride for you, Ms. Bradley.” “I was really moved by that,” the middle school English language arts teacher recalls. “I felt less alone.” At the time, a friend told her, “If you’re well enough, we’re going to do this ride next year.” During her treatment in 2018, Bradley’s weight plummeted. At 90 pounds, she couldn’t walk. But by the time September 7 rolled around this year, she had taken her friend up on her challenge. Captaining her own team of supporters—Heather’s Peddlers—at the Closer to Free Ride, Bradley and her fellow cyclists clocked 65 miles, with colleagues out on the Guilford green cheering them on as they passed. Heather’s Peddlers included friends and colleagues dedicated to raising funds for treatment and research at the Smilow Cancer Hospital in New Haven. “It was great,” Bradley says. “Seeing one of my students ride for

me last year inspired me to do the same for others.” HB Strong “Teachers really rallied behind Heather,” says Guilford Education Association President Regina Sullivan, who has known Bradley for more than 20 years—both are alums of Guilford Public Schools. “We see each other as friends and family,” Sullivan says of Bradley and their GEA colleagues. “We support each other, and we wanted to be there for Heather in good times and bad.” Indeed, throughout Bradley’s treatment, Guilford teachers visited her in the hospital; sent cards, texts, emails, care packages, and books; took care of her dogs; and cooked meals. “So much food came into my house!” Bradley says. “We do consider ourselves a family here,” says science teacher Kristen Meyerjack. “When someone is hurting or in need, it’s what we do. Whether it was meals, activities that she could bring to chemo with her, fundraisers, or emotional support— whatever she needed was what we were willing to give.” During her treatment, Bradley

Friends and colleagues rode with Guilford teacher Heather Bradley at this year’s Smilow Cancer Hospital Closer to Free Ride. Pictured are science teacher Diane Stevens, a cancer survivor; Heather Bradley; principal Mike Regan; and Guilford Education Association President Regina Sullivan.

missed 11 months of school, and in that time, faculty and staff not only helped her at home but also wore shirts at school that read, “HB Strong.” “We had 100 percent participation to honor Heather,” says Spanish teacher Eileen Buccaro, who ordered the shirts. At their annual faculty-student basketball game in February, everyone— teachers, custodians, cafeteria workers, secretaries, and the principal—wore the shirts. “It was really

down Fridays and presented Bradley with a photo album of everyone wearing the shirts while she was in the hospital. “It kept me going when I was in a dark place,” Bradley says. Back in the saddle Bradley was finally able to return to teaching in November 2018. “It was tough, because I didn’t start the year off with those students; they had a sub. This year it’s been fantastic to be with my students from day one.” Before her diagnosis, Bradley had been a long-distance runner but had never done any serious road cycling. She continues treatment at Smilow, has returned to running, and has kept up her cycling since the ride, usually getting out on her bike at least once a week. “Next year I’m trying the 100- mile ride,” she says.

powerful to see more than 100 people all in HB Strong shirts,” says English language arts teacher Mary Lamberton. Teachers also wore their shirts on dress-

All faculty and staff at E.C. Adams Middle School wore HB Strong shirts in support of Heather Bradley while she was out for 11 months, receiving treatment for cancer.

REPRESENTING

6 CEA ADVISOR DECEMBER 2019 – JANUARY 2020

TEACHERS WIN KEY SEATS ON TOWN COUNCILS, BOARDS, COMMITTEES How educators in politics are reshaping education policies, priorities

In cities and towns across the state, teachers are making their schools and communities stronger by joining town councils, serving on boards of education, and taking on other municipal leadership roles. “Teachers recognize that even outside the classroom they can have a communitywide impact when they help set education goals and policies,” says CEA President Jeff Leake. “Civic engagement is so important. When teachers serve as selectmen and committee members, they’re helping ensure their students, their profession, and their public schools get the attention they deserve and the resources they need to thrive.” From Avon to Windsor, active and retired teachers stepped up to the challenge this past election season and successfully campaigned for a range of offices throughout Connecticut.

L-R: East Hartford teachers Kim Knapp and Annie Irvine (EHEA president) and CEA President Jeff Leake come out in support of teacher Angie Parkinson, who won a seat on East Hartford’s town council.

Using social media to reach out and to celebrate her election victory, CEA-Retired teacher Lisa Bress (center) encourages friends, neighbors, and colleagues to vote.

Below, re-elected to Southington’s town council, teacher Chris Poulos gets support from Congressman John Larson.

Teacher Angie Parkinson

won a seat on the town council in East Hartford. Former science teacher and retired CEA Government Relations director Vincent Loffredo was elected to Middletown’s common council before being appointed deputy mayor. Former third-grade teacher and former CEA President Rosemary Coyle was elected to Colchester’s board of selectmen. Southington voters gave Redding high school Spanish teacher Chris Poulos a seat on the town council and put retired teacher and current CEA board member Bob Brown on the board of education. Windsor’s town council welcomes retired teacher Lisa Bress . Granby teacher Sean Passan earned a spot on West Hartford’s board of education. West Hartford teacher and building rep David Peling has taken a seat on Granby’s board of education. West Hartford teacher Anthony Weber ran a successful campaign for a seat on Avon’s town council. Windsor elementary school teacher Lisa Thomas earned a spot on Coventry’s town council. Fairfield English language arts teacher Mick McGarry is Hamden District 1 councilman. Plainfield Education Association Vice President Joyce Rice won a board of education seat in Griswold. Canterbury elementary school teacher Courtney Langlois and recently retired Sterling teacher Holly Wood won BOE seats in Sterling. Andover teacher Laura Bush won a seat on Vernon’s town council. Elected to a full four-year term on Litchfield’s board of education, Thomaston school counselor Steve Malo was the top vote-getter, while Region 10 world languages teacher Jodiann Tenney won a seat on the board of finance. Patricia Mechare , who retired from teaching in Kent, chairs the Canaan Board of Education (Falls Village) and won re-election to the Region 1 BOE. In Clinton, high school social studies teacher Eric Bergman was elected to the town council, Waterford teacher Jason Adler was the top vote-

getter for the board of education, and retired teacher Don Hansen was the top vote-getter for the board of assessment appeals.

CEA Backs Treasurer’s New Policy to Divest Pension Funds from Irresponsible Gun Manufacturers CEA President Jeff Leake joined State Treasurer Shawn Wooden, AFT- Connecticut, and gun violence prevention advocates for a press conference announcing the treasurer’s new Responsible Gun Policy—a plan that includes divesting state pension funds from irresponsible gun manufacturers. Annually in Connecticut, the cost of gun violence averages $1.2 billion and claims 180 lives. The new policy aims to divest Connecticut’s pension funds for teachers and state employees from civilian firearms manufacturing companies and prohibits future investments, with flexibility to invest in gun safety technologies. It also encourages companies to adopt safe gun policies, requests that financial institutions wishing to work with the Office of the Treasurer disclose their policies on guns, and seeks to partner with and promote good corporate behavior on safe gun policies. “Teachers applaud the treasurer for taking these steps to reduce gun violence in our communities,” said Leake. “Treasurer Wooden’s decisions involve billions in investments, and we are pleased he is choosing to use the power of those decisions to promote responsible gun policies.” “If money talks, then we want our policy to speak loud and clear—the status quo must change to produce better returns and safer communities,” said

Wooden. “Through divestment, disclosure, and decision-making at the Connecticut Treasury we will change the way we do business and work to be part of the solution in reducing gun violence.” The new policy must be formally approved by the Investment Advisory Council, which will take up the changes in February. CEA President Jeff Leake (far right) joins State Treasurer Shawn Wooden (fifth from right), AFT-Connecticut, and gun violence prevention advocates for a press conference announcing the treasurer’s new Responsible Gun Policy.

HONORING

DECEMBER 2019 – JANUARY 2020 CEA ADVISOR 7

EDUCATORS DISTINGUISHED FOR PROFESSIONAL EXCELLENCE New London teacher brings home CEA’s highest honor; finalist for $25,000 NEA prize

“There are 3.2 million public school teachers in the United States, and there are only five Horace Mann Awards for Teaching Excellence given out in any year,” CEA Executive Director Donald Williams told New London teachers during their convocation earlier this fall. “Representing the New London Public Schools, Connecticut has one of those five.” “I’m just one person, but I’m the voice of all of you, and I absolutely Enter or Nominate Someone for the McCormack Award— Deadline: January 24 Nominate yourself or an outstanding colleague for the John McCormack CEA Award for Teaching Excellence. This award, which includes $2,000 and an all- expenses-paid trip to the NEA Foundation’s Annual Salute to Excellence in Education Gala in Washington, D.C., honors teachers who are creative, student-focused, culturally responsive, dedicated to lifelong learning, and strong advocates for public education. The winner of the McCormack Award goes on to become CEA’s nominee for two additional prestigious honors: the Horace Mann Award and the NEA Member Benefits Award, with prizes up to $25,000. Applications are due January 24 at cea.org/about/grants-awards .

couldn’t be prouder than to be representing all of us,” Sked told her fellow educators. Horace Mann awardees receive a $10,000 prize and an all-expenses- paid trip to the NEA Foundation Salute to Excellence in Education Gala in Washington, D.C., in February. Sked and the other four Horace Mann Award winners are also finalists for the NEA Member Benefits Award for Teaching Excellence and $25,000. A proud public school educator and union leader, Sked is dedicated to her students and to fortifying the foundation of her practice. “I am passionate about helping teachers become the best educators they can be,” she says, “and, in turn, positively impacting many students. Every decision I make, every day, starts and ends with students.” “Elizabeth is soft-spoken,” said Williams, “but she is fierce in her defense of students and the teaching profession. She’s a role model in a time when civility and kindness are needed more than ever. She shows students the importance of standing up for what’s right, even when it’s hard, and doing so with grace and determination. Because of her work for the children of New London, she’s earned the respect of her students, parents, colleagues, and the public.” “Elizabeth is a shining example of the highly qualified, skilled, dedicated teachers in Connecticut,” said CEA President Jeff Leake. “She promotes excellence in teaching and service to the profession by mentoring new

New London Public Schools Superintendent Cynthia Ritchie, Horace Mann’s Jeff Larrow, and CEA’s Donald Williams congratulate Elizabeth Sked (at podium) on being a recipient of the 2020 Horace Mann Award for Teaching Excellence.

teachers, advocating for resources that teachers and students need, facilitating professional development presentations, and speaking to legislators about issues that impact public education.” This marked the second time this year that Sked has been recognized before her peers for her teaching excellence. In May, she received CEA’s highest honor, the John McCormack Award, which recognizes and promotes excellence in teaching and service to the profession. The award, which is highly competitive, examines teachers on five criteria: professional practice, community engagement, leadership in professional development, attention to diversity, and advocacy for the profession.

Jennings School instructional literacy coach Elizabeth Sked stands with CEA Teacher Development Specialist Kate Field.

Norwich Educator Makes Finals for National History Teacher of the Year The Norwich Free Academy community is proud

of fixing that. Social studies teaches you how to use the political process.” CEA Executive Director Donald Williams met with Cook to congratulate her and brought a special gift to commemorate her achievement. Williams is the author of Prudence Crandall’s Legacy: The Fight for Equality in the 1830s, Dred Scott, and Brown v. Board of Education . He presented her with a signed copy.

recent arrivals, they think of Norwich as ‘my city,’ and they were on both sides of the issue. Even the following year many students came up to me to continue discussions about the city’s decision.” Fellow social studies teacher Joseph Lewerk, who teaches at Killingly High School, nominated Karen for the National History Teacher of the Year award. “Karen was the first person who came to mind when I saw the call asking for nominees,” he says. “I met her through a Teaching

of one of its own—social studies teacher Karen Cook, who has earned both state and national awards and was named a finalist for this year’s National History Teacher of the Year. Cook, who has taught at NFA since 1998 and now heads the social studies department and honors program, was first inspired to study history as a child growing up in the town of Canterbury, home to New England’s first school for African-American women. The school was established in 1833 by Connecticut’s official state heroine, Prudence Crandall. “As a young person living in Canterbury, learning how the town was so different back then raised many questions for me,” she says. “It made me wonder, ‘How did everything change so much?’” Cook now uses local history to inspire her own students. “We integrate local history into the U.S. history curriculum,” she says. “We look to make connections and encourage students to do independent research related to local history. We do a lot of projects with local history groups.” Every March, NFA students participate in a Women’s History Month Tea that takes place in town, dressing up as famous women from history and giving presentations in character. Cook says that teaching a U.S. history class to English learners recently “was one of the most surprising, rewarding, and enjoyable experiences I’ve had.” She asked students to debate what Norwich should do with a fire-damaged, historical building downtown that some thought needed to be demolished. “I didn’t know if they were going to care about this issue,” she says. “They passionately cared about it. Even though they’re immigrants to the city, some

American History program run out of EASTCONN eight or nine years ago, and I was impressed at the time because she and other NFA teachers had a specific, multi-year project planned.” Later, Lewerk’s own children attended NFA, and his daughter took a class with Cook. “The social studies program was challenging, and my kids got a lot out of it,” he says. “Social studies often gets pushed to the back burner, and it’s really a credit to Karen for running such a stellar program.” Cook agrees that social studies receives less attention than other subjects but believes the tide is turning. “This discipline concentrates on

NFA social studies teacher Karen Cook was first inspired to study history when she learned about Prudence Crandall, the schoolteacher and activist at the center of a book by CEA Executive Director Donald Williams.

teaching critical thinking and problem solving, and those are the skills employers are telling us they want,” she says. “First and foremost, we’re in the business of helping create effective citizens. It’s not enough to know what causes climate change. If you don’t know how lawmaking works, there’s no chance

HONORING

8 CEA ADVISOR DECEMBER 2019 – JANUARY 2020

MEET 2020 CONNECTICUT TEACHER OF THE YEAR MEGHAN HATCH-GEARY Region 16 English teacher committed to young people, social justice

Woodland Regional High School’s 600-plus students rose to their feet and cheered as beloved teacher Meghan Hatch-Geary was honored in a surprise ceremony announcing Connecticut’s 2020 Teacher of the Year (TOY) earlier this fall. The announcement came at the Beacon Falls school where she and her husband, building rep Paul Geary, teach English. “We are so proud to see Meghan recognized for the invaluable work she does and for the talent, passion, and dedication she brings to the teaching profession,” said CEA President Jeff Leake. “Her work, like that of her peers, does not begin and end when the bell rings; it extends well beyond the school day and well beyond the walls of her classroom, into extracurriculars and the community sphere. Connecticut’s teachers truly enrich the lives of their students and delight in their personal and academic achievements, and we are pleased to honor Meghan as an ambassador for the profession. She is an exemplar and an inspiration.” CEA Vice President Tom Nicholas, who serves on the TOY selection committee, explained, “So many things impress me about Meghan, including her commitment to social justice—not only promoting social justice in her classroom and sponsoring school clubs and activities On young people’s side Hatch- Geary helped found the Woodland Worldwide Club for students and teachers as a way of taking action on human trafficking and advancing women’s and girls’ issues locally and globally. She also served as an advisor to her school-based gay/ straight alliance, establishing the GSA’s signature field trip to the True Colors convention hosted each year at UConn. As a supporter of the arts, she regularly attends her school’s fine arts evenings and participates in faculty and student book clubs. “I’ve created my own reading challenge, #MRSGEARYREADS, for faculty and students,” she says, “in which I encourage readers to explore world cultures and diverse voices. I have built a classroom library over the years that reflects the lives and stories of ethnically diverse people.” “Ms. Geary is such a positive but also doing work in the community and beyond.”

others, we strive to emulate her.” The daughter of two public school teachers, Hatch-Geary notes, “Few people outside of our profession truly understand the complexities and demands of our work.” Those demands, she says, include • Making students feel valued and supported and safe • Being rigorous but flexible, firm but fair, patient and passionate • Helping students analyze multiple perspectives even when they don’t want to know other perspectives exist • Remaining neutral—but not irresponsible in that neutrality • Challenging students’ thinking and helping them find the nuance and the contradictions • Nurturing creativity and curiosity, teaching skills, empathy, and kindness • Meeting benchmarks and objectives • Implementing new initiatives • Entertaining, facilitating, collaborating, and inspiring “It’s a lot,” she says, “and that list just scratches the surface. Ask any teacher: some days it feels like we’re engaged in a Sisyphean task, the boulder getting bigger and heavier as it rolls back down the hill. It is a massive responsibility to be a teacher. Thus, we are held to a high standard —higher, it would seem, than many of our government’s leaders, which can be galling—but we do this work because we love it, even when it’s messy—especially when it’s messy. We do it because we care, and because we believe it is the most powerful profession in the world. “When I first imagined being a teacher, I saw myself in a room full of students reading with rapt attention, discovering the power of literature, making connections to their society, and passionately discussing universal themes and nuanced characters. Don’t get me wrong, there are days when this tableau sort of comes to life, but most of the time, it’s messier than this. Most of the time I’m competing with the myriad distractions boomeranging around my room: the Snapchat story, the subtweet, the air pods, the insecurity, the hungry belly, the lost sleep, the parent separation, the anxiety, the depression. “I know all of this and more is happening in the lives of my kids, and so I recognize how important it is when a 14-year-old finds the energy and focus to care about The Odyssey , or about nouns and verbs or thesis statements, when his home life is falling apart. And I recognize that in order to get kids to commit and engage like that, I have to create a space in which they can. And I have to make sure they know I care, because sometimes they’re only doing it for me, because I’ve asked. Sometimes the only thing keeping that kid in the room with their brain on the book and not on their personal tumults is me. That is a staggering realization, but this is what teachers are charged with every single day. That is what it means to be a teacher. Teaching is so much more than a job—it is a life.”

Region 16 Education Association President Stephen Jerram, CEA President Jeff Leake, and CEA Vice President Tom Nicholas greet 2020 Connecticut Teacher of the Year Meghan Hatch-Geary, shown below in her classroom at Woodland Regional High School.

influence on the entire student body,” said Woodland High School freshman Kayleigh Budnick. “I always see her in the hallways initiating conversations with students that show how much she cares about us. She deserves all the love and attention she is getting today.” Like dozens of her peers—and teachers—senior Madelyn Vallillo wore a T-shirt in the school’s colors emblazoned with the words “Team Hatch-Geary” on the front and “I’m with her” on the back. “I absolutely adore Ms. Geary,” Vallillo said, holding up a special journal she purchased and passed around for students to write their own personal messages of congratulations and thanks to their Teacher of the Year. “It was the least I could do to support a teacher who has made such an impact on me.” Vallillo has never had Geary as a

teacher but says, “She is always stopping me in the hallway and talking to me about journalism, which is what I do, and she has been such a great influence on me.” “There is nobody more valuable in the world than a great teacher,” said Governor Ned Lamont, congratulating Hatch-Geary on her award. “Nothing is more important than a teacher who inspires you and helps you find something you love. Judging by the reaction of this crowd, we got it right.” Education Commissioner Dr. Miguel Cardona offered his congratulations to the school community and commended Hatch- Geary for her passion for equity and elevating the work of educators. “She serves as a living example of what we know: that teachers save lives,” Cardona said. Embracing the challenge Taking the stage, Hatch-Geary thanked her colleagues and reminded her students, “You give my life purpose. Maybe some of you will become teachers and experience the profound gratification of a career you love—one that humbles and inspires you. This is where I found my true self, my calling, my life.” Woodland High School student Emma Flaherty followed Hatch- Geary to the podium to offer this assessment of her teacher: “Anyone who has had the privilege of knowing her knows how much she deserves this. She is involved in everything. As students, we feel welcomed and safe, and we feel her dedication to us. She focuses on what we do right, and she also insists that we challenge our worldview and examine how we treat others. Because she is so kind, poised, intelligent, and accepting of

Woodland senior Madelyn Vallillo holds a journal she purchased for fellow students to write personal messages of congratulations to Ms. Geary.

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