CEA Advisor December 2023 January 2024 web

REKINDLING JOY Bringing joy and laughter back into the classroom | 8–9 December 2023 – January 2024 • Volume 66, Number 3 • Published by the Connecticut Education Association • cea.org Advisor

Meaningful TEVAL | 5 Protecting educators | 6

Recognizing excellence in teaching | 7, 14–15 Welcoming, engaging aspiring educators | 10

LEADING

2 CEA ADVISOR DECEMBER 2023 – JANUARY 2024

Find the Joy As is the norm, the fall proved to be fast-moving and interesting! Election Day was no exception. While the polls were open, we hosted a very successful program, Rekindling Joy, with more than 200 teachers from across the state coming together for a day of professional development where they were able to engage in laughter, reflection, and even a little magic. So many educators mentioned how great it was to pause and really plan for joy. (See pages 8-9.)

special person who goes above and beyond the call of duty. We have an award for that! Teachers don’t often look for recognition, but these are opportunities to uplift those in our profession and show everyone the good work being done by our members. Have a look at our website; the nomination process is simple, and the rewards are great. We hope you will apply. As you enter the holiday season and hopefully look forward to a relaxing break, rest assured that your

Sounds crazy, right? But honestly, we plan

professional association is always in your corner. CEA works hard to fight for all our members, protecting your rights and improving your working conditions. We have staff fighting attempts to outsource teachers’ jobs and pushing

Kate Dias CEA President

for all kinds of tasks that are much less enjoyable, so why not plan for joy? And why not make more room for it and celebrate it in our daily interactions with students and each other?

“Every day, we center our work on you—our members.”

Election Day brought other joy as well. At least 22 CEA members won seats on their local boards of education, town councils, and other boards and commissions. (See the winners on page 4.) How awesome is that?! Having members taking on these important roles ensures our perspective, voice, and experience are in the rooms where it happens. I am so grateful to everyone who takes the journey to elected leadership. If you are considering it, know that CEA’s Government Relations Department is here to support you and help launch a successful campaign. On that subject, politics matter. As we continue engaging around our legislative agenda, we have seen work start on teacher evaluation. CEA has provided a model plan with customizable documents for your district and training support as well. (Details on page 5.) The most important place to start is to ensure you have an active PDEC with member representation. Anyone with questions should reach out to CEA Teacher Development Specialist Kate Field, who has tremendous knowledge about getting a successful program up and running. As for you personally, we encourage you to look around and reflect on your work and that of your colleagues. Applications are now being accepted for a number of awards that recognize our amazing profession and the many shining examples among us. Several of these are described in this issue. CEA Human and Civil Rights Awards go to educators who are steadfast champions for their students and colleagues. Our Public Relations Awards acknowledge excellence in communication, and everyone knows that

back on unreasonable demands by administrators. (Stories, page 6.) Every day, we center our work on you—our members. Speaking of causes, if you are looking for a worthy program to donate this holiday season, consider CEA Aspiring Educators. You can adopt an AE! These are the college and university students working toward Connecticut teacher certification, and our program is growing every day. Your sponsorship provides a student with free membership so that pre-service educators preparing to join us in the classroom never need to decide between AE membership and paying for tests, courses, meals, and gas. Thanks to this legacy program, student members look to join as full, active members as soon as they sign their employment contract— because they know the value of participation. This is a tremendous investment in our organizational future. Please consider becoming a sponsor. And we would be remiss not to mention the Holiday Bear Project, which, thanks to our members, served a record 750 students across the state. Through the nomination process and into the sponsoring process, members and staff stepped up to make sure this year’s holidays are full of joy for all children. CEA does tremendous service through this program, and we are very proud of all the ways our members, staff, and supporters contribute to its success. As we approach the end of 2023, we hope that this year was full of good things and that 2024 brings you nothing but...JOY! December 6, 2023

Joslyn DeLancey CEA Vice President

CEA GOVERNANCE Kate Dias • President Joslyn DeLancey • Vice President Tara Flaherty • Secretary Stephanie Wanzer • Treasurer

Tanya Kores • NEA Director Katy Gale • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Day • Managing Editor Laurel Killough • New Media Coordinator Stephanie Boccuzzi • Graphic Designer Eric Ahrens • Web Designer and Developer Marcus Patterson • Administrative Assistant

Advisor

CEA Members Make the Season Bright The Connecticut Education Foundation’s Holiday Bear Project is the biggest it’s been in many years, with 750 children receiving gifts to make the holidays brighter. The nonprofit charitable arm of CEA, CEF supports students and teachers in various ways ranging from gifts and scholarships to financial assistance for those facing catastrophic illness or other hardships. Holiday Bear is an annual favorite, providing toys, books, games, clothing, and other wish list items for students experiencing hardships that could make it difficult for their families to celebrate. Those children are identified by teachers who know and love them and understand their needs. “We are so grateful to our amazing CEA members who work to make sure every student experiences joy around the holidays,” says CEA Vice President and CEF President Joslyn DeLancey. Sponsors include CEA members and

December 2023 – January 2024 Volume 66, Number 3 Published by Connecticut Education Association 860-525-5641 cea.org

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staff, local businesses, and civic organizations. “Several education associations go all out, year after year, to have their teachers and students collect, wrap, and distribute gifts to those in need,” DeLancey says. One such teachers’ union, the Westport Education Association, topped all others this year, with donations supporting more than 170 Connecticut students in grades preK-12. “It’s the best part of my school year!” says WEA President Stacey Delmhorst, a math teacher at Staples High School. “I started participating by myself with my own children, then realized the

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The CEA Advisor is mailed to all CEA members. 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 USPS 0129-220 (ISSN 0007-8050) is published in August, October/November, December/ January, February/March, April, May/June, and summer 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, Hartford, CT 06106-8001.

AnnMarie Castle’s fourth graders at Avon’s Pine Grove Elementary School delight in knowing their generous gifts will bring smiles to other children throughout the state.

impact a classroom community could have. We started adopting at least one child for each of my six high school classes and are now up to 11 children. It’s amazing what the kids can do when they work together. They are so proud of the group accomplishment. Once I started talking it up, other teachers joined me and made it an annual tradition. We seem to grow each year as word of mouth travels!” Missed this year’s Holiday Bear? Mark your calendar for 2024 and start a new tradition. Nominations are due in September, and sponsorships begin shortly after. Donations are also accepted year-round at cea.org/cef .

Production date: 12-7-2023

DECEMBER 2023 – JANUARY 2024 CEA ADVISOR 3

Announcing

IN THIS ISSUE

ON THE COVER

CEA’s Highest Teaching Award Seeks Applicants by January 19 Nominate yourself or a colleague for the 2024 John McCormack Award Are you a leader in your union and your school? Do you bring community resources to your students and quality professional learning to your own practice and that of your colleagues? CEA wants to recognize you. The John McCormack Award for Teaching Excellence and Association Activism is presented annually to a Connecticut educator who demonstrates exemplary instruction and service to the profession. All CEA members with at least three years’ experience are eligible to apply, and the winner goes on to become Connecticut’s nominee for the NEA Member Benefits Award.

At least 25 “joy in education” words appear in the word search. Can you find them all?

4

ADVOCATING As CEA continues to push for

improvements in everything from teacher salaries to DCF reporting requirements, Election Day brought big wins for CEA members running for seats where decisions on school budgets and resources are made. IMPROVING CEA persistence pays off with an overhaul of TEVAL that takes effect next school year. See what you need to do now to make sure your district gets it right. DEFENDING Outsourcing your job? Changing your sick leave policy? When district administrators try going outside of teachers’ contracts, CEA steps in. HONORING Meet the 2024 Connecticut Teacher of the Year and district nominees who exemplify the best of the best profession. For many, the joy in learning has been supplanted by the demands of standardized testing and other pressures. Underscoring the truth that joy and learning are mutually enforcing, not mutually exclusive, a recent professional development day offered practical tips for teachers. BEAUTIFYING Aspiring educators look forward to having classrooms of their own, and CEA helps connect them with future colleagues and students through school beautification projects where they can leave their mark. PROTECTING CEA has long pushed for a repeal of old legislation that unfairly reduces or eliminates teachers’ Social Security benefits. We are getting closer to our goal, and you can help. INFORMING See highlights of CEA’s 2023–2024 budget. Also learn how you can make the most of your HSA and avoid costly errors. Enter or nominate a colleague for any number of awards honoring education excellence and activism. Also meet a Connecticut high school teacher whose genocide curriculum was featured in a televised special. BENEFITING Make the most of your CEA membership with benefits ranging from group counseling to discounts on everyday purchases and recreation. CountyPalooza Is Back! Tuesday, January 30, 6–7:30 p.m. via Zoom County forums are a great way of connecting with colleagues in your region, learning about policies and developments that affect you professionally, and building up the bonds that make us union strong. In addition to local county forums, CEA is excited to bring back CountyPalooza—a statewide virtual gathering of CEA members first launched last year. CountyPalooza expands the conversation just ahead of the 2024 legislative session, where we plan to continue advancing 5 6 7 8-9 REKINDLING 10 11 13 14-15 RECOGNIZING 16

CEA’s nominee receives a cash honorarium in the amount of $2,000 and an all-expenses paid trip to the Salute to Education Gala in Washington, D.C., where five national finalists receive $10,000 each and the NEA Member Benefits Award winner is presented with a check for $25,000. Bridgeport third-grade teacher and 2023 John McCormack Award winner Mikeya Stovall encourages CEA members to apply for next year’s award. “We hear so much about the challenges of public education but very little about the path forward from the actual people inside doing the work,” she says. “Being the 2023 John McCormack honoree has elevated my voice and afforded me invitations and opportunities to be in rooms and at tables to share an insider viewpoint and vision for public education with a variety of stakeholders. If you know an educator who is working in excellence and

engaging in union activism, I highly encourage you to nominate them, or if you are the person working to propel the profession forward, nominate yourself for the 2024 John McCormack Award.” Apply or nominate a colleague at cea.org/john mccormack-award . The deadline is January 19.

Who's New at CEA?

Chenge Ma, Data Support On November 6, CEA welcomed Chenge Ma in a data support position for innovation and technology-related projects. In this NEA-funded position, Ma will assist with updating CEA membership information, expanding participation in NEA edCommunities, and soliciting member feedback on digital communications. She has worked on research involving STEM and English at Mass Insight Education & Research and has conducted independent research into labor markets and corporate social responsibility. Ma earned an MA in econometrics and quantitative economics at Boston University and a bachelor’s degree in business administration from China’s University of Macau.

Gina Beechinor, Finance Assistant Gina Beechinor joined CEA on November 16 as the assistant to the chief financial officer, responsible for processing financial transactions, including accounts payable and receivable. Before joining CEA, she was accounts payable manager for the Northwest Regional Workforce Investment Board, which helps job seekers access employment, education, training, and support services. In that role, she processed accounting entries and payroll and supervised accounts payable and human resources staff. Previously, she worked in accounts payable for Community Systems, Inc., whose mission is helping individuals with disabilities find happiness in their own homes, in their personal relationships, and as contributing members of their communities. Beechinor earned associates degrees in legal assisting and computer science from Mattatuck Community College and Waterbury State Technical College. CEA Communications Takes Best in Show CEA earned seven Mercury Awards for excellence in communications from the Public Relations Society of America (PRSA) for campaigns and materials that elevate CEA members and the teaching profession. Among this year’s awards was the highest distinction—Best in Show—for CEA’s Because of a Teacher campaign, featuring real-life stories

of the positive, lasting influence educators have on their students. “We’re incredibly proud to represent Connecticut’s dedicated teachers, school counselors, social workers, and psychologists and shine a spotlight on what they do,” says CEA Communications Director Nancy Andrews. “Because of a Teacher has earned numerous honors, including the prestigious 2023 Telly Award, and we are thrilled to see both our communications team and our members recognized at the statewide, regional, and national levels.” Other work recognized by PRSA this year included CEA’s new logo and rebrand, CEA Advisor , Stop the Teacher Shortage campaign, Membership Matters booklet, Because of a Teacher video, and yearlong 175th anniversary commemorations.

priorities that make your job more rewarding, your

CEA Advisor editor Lesia Day and Communications Director Nancy Andrews accept PRSA awards on behalf of CEA’s Communications Department, which includes Eric Ahrens, Stephanie Boccuzzi, Molly Ferguson, Laurel Killough, and Marcus Patterson.

profession stronger, and your students’ classroom experience better for it. Register now at cea.org/event/ countypalooza .

ADVOCATING

4 CEA ADVISOR DECEMBER 2023 – JANUARY 2024

CEA Amplifies Your Voice at the Capitol Legislative session begins February 7 With a new legislative session starting in less than two months, CEA continues its push for policy changes that uplift educators and grow the teaching profession. These include measures that address the heart of Connecticut’s teacher shortage: a need for more competitive salaries, better working conditions, respect for the profession, and resources in and outside the classroom that allow educators to serve their students effectively. “CEA’s Legislative Committee and Board of Directors have been hard at work drafting a legislative agenda that addresses these and many more of our members’ needs,” says CEA President Kate Dias. “We will be a strong presence at the State Capitol, helping our members engage with their elected officials, tell their stories, and testify in support of education-friendly bills. Together, we can make these priorities a reality.”

Key 2024 Dates Legislative session begins Wednesday, February 7 CEA Breakfast with Legislators Saturday, February 17 CEA Lobby Day at the Capitol Wednesday, April 3 (tentative) Legislative session adjourns Wednesday, May 8

Watch your inbox for updates and action alerts in the coming months, and save these important dates in your calendar.

CEA Pushes for Changes to Mandated Reporting Law

Current legislation dictating when teachers must report to the Department of Children and Families is not working for educators, families, or DCF itself. As mandated reporters, teachers often feel they must report every minor concern or face a failure to report, which can result in potential Class E felony convictions. Educators’ fear of extreme consequences is leading to overreporting that harms the school family relationship and overburdens teachers and DCF. CEA has been working to address the issue and brought together a panel of educators, DCF leaders, and parents to talk with legislators in October about the human cost of current legislation. Data shows that 94% of cases forwarded to DCF are not substantiated as being true cases of abuse or neglect. “That means we’re overreporting,” said CEA General Counsel Adrienne DeLucca.

“Thank you for putting a spotlight on an issue that many of us have been aware of for some time,” said State Representative and Education Committee Co-Chair Jeff Currey. “Teachers and paras should be trusted to do their jobs. These conversations where we can come together and break down silos are so important. We know we have to address these issues, so let’s just do it.” “This is a big problem, and we need to solve it now,” Dias agreed, calling on legislators to prioritize changes to mandated reporting. Restoring good faith language that was lost due to legislative changes in 2018, she explained, would allow educators to use their professional discretion when it comes to reporting without fearing job loss or other repercussions. It would also ensure that potential cases of abuse or neglect are flagged without unnecessarily

traumatizing children and families or creating an impossible burden on educators or DCF caseworkers. “We can’t have systems that pull us apart where children are involved,” said Dias. “We have to have systems that bring us together.”

Teachers Represent! Election Day 2023 saw dozens of Connecticut educators on the ballot, and a vast majority of those who ran earned seats on their board of education, town council, or other municipal boards or commissions. Meet some of the winners! “Getting active in local politics is a great way to ensure that public schools are well-resourced and that decisions on everything from school indoor air quality to staffing and curriculum are made with teachers’ input and expertise,” says CEA President Kate Dias. “We applaud our CEA members who have taken this step, and we hope to see more educators run in the future!” Thinking of running? CEA and NEA can help you explore your options. Contact CEA Political Engagement Coordinator Gus Melita at gusm@cea.org .

Colchester

Rosemary Coyle Board of Selectmen

Coventry

Coventry

Danbury

East Lyme

East Lyme

Fairfield

Columbia

Christine Sposito Board of Education

Matthew Kyer Town Council

Lisa Thomas Town Council

Juanita Bush Harris Board of Education

Jason Deeble Board of Selectmen

Nick Menapace Planning Commission

Jennifer Maxon Kennelly Board of Education

Greenwich

Haddam

Hamden

Hamden

Montville

Naugatuck

Farmington

Dave St. Germain Planning and Zoning

Charles Costello Representative Town Meeting

Heather Pach Board of Education

Katie Kiely At-Large Councilman

Kate Southard Town Council

Peter Downhour Board of Education

Charley Marenghi Burgess

Portland

Rocky Hill

Southington

Norwich

Stratford

Vernon

Wethersfield

Chris Milton Board of Education

Kim Nagy Maruschock Board of Education

Jessica Loffredo Board of Education

Bob Brown Board of Education

Christopher J. Cormier Board of Education

Phyllis Winkler Town Council

Christina Hernández Williams Board of Education

IMPROVING

DECEMBER 2023 – JANUARY 2024 CEA ADVISOR 5

Teacher Voices Ensure TEVAL Supports Growth What you can do to make sure your district gets it right

CEA’s advocacy and persistence paid off this summer when Connecticut’s State Board of Education unanimously passed new guidelines allowing greater flexibility for teacher evaluation. The new guidelines • Move away from mathematical calculations of teacher performance • Eliminate the requirement for ratings • Allow for a differentiated process based on each educator’s role and level of experience • Require no student learning objectives (SLOs) or standardized indicators to measure growth It’s now up to individual school districts and their professional development and evaluation committees (PDECs) to modify or rewrite their TEVAL plans, submit them for approval by their local board of education and the Connecticut State Department of Education, and have them in place at the start of the 2024-2025 school year. “The new guidelines pave the way for TEVAL models that are meaningful and that facilitate educator and student growth,” says CEA Vice President Joslyn DeLancey, who serves on Connecticut’s

Educator Evaluation and Support (EES) Council. She adds, “The extent to which that happens depends on how involved teachers are in shaping these reforms. Talk to colleagues who serve on your local PDEC and tell them what’s important to you when it comes to teacher evaluation. They have significant latitude in creating a plan that best serves you and your students, as opposed to the old system of basically checking boxes.” CEA Teacher Development Specialist Dr. Kate Field, who also serves on the EES, worked with DeLancey to create CEA’s Model Plan for Educator

“Our teachers’ union and our district collaborated to develop a teacher self study,” he says. “This allows teachers to select a goal for their own professional growth, explain how they came to choose it as an area of need, and specify what steps they will take to grow. It’s about the teacher, first and foremost, which is what a teacher growth plan should concentrate on.” The new plan, he adds, highlights the importance of professional collaboration among colleagues. “In the past,” he points out, “this was difficult, because we were locked into the data of our own classes. But now, teachers with similar needs or areas of interest are actively encouraged to collaborate on their self-study plans. Veteran teachers may find that this feels familiar, because before the state-imposed TEVAL model, we had something called professional growth objectives, or PGOs, which let teachers choose a goal and work to improve their skills through a variety of ways. That worked well!” A team of Avon fifth-grade teachers meets with Thompson Brook School’s principal, Noam Sturm, about TEVAL. L-R: Building rep Megan Spencer, Brendan Lynch, Matt Pinckney, Sturm, and Cat Quagliaroli, building rep and negotiations team rep.

A plan in action Moss’s team at Pine Grove Elementary School is working together to better integrate opportunities for students to write about what they read. To that end, they will be identifying ways of better embedding writing within their reading instruction, learning about different ways to help students through the progression of skills needed to write about their ideas, and more. “This is an area of need we identified,” he says, “and it will directly impact student learning.” Avon’s model teacher evaluation plan has also streamlined paperwork, with fewer bureaucratic hoops for teachers to jump through this year— and, Moss, anticipates, even fewer in the future. 2025, and beyond. I’m the co-chair of our district’s PDEC team, and the plan we rolled out this year was truly jointly developed. Our assistant superintendents have also invited me to a series of training sessions on how to conduct observations. All administrators are participating, so we are all hearing the ideas at the same time and maintaining a good line of communication about what would be a good fit for our new plan as well as what we think should be avoided.” CEA’s implementation guide for revised TEVAL plans is available at cea.org/certification . Click “How to Implement the New Guidelines.”

Growth and Support—one that local PDECs can customize as they create their districts’ own evaluation plans. “Our model is a practical example based on Connecticut’s Common Core of Teaching, aligned with Connecticut’s 2023 Guidelines for Educator Evaluation and Support, and rooted in the belief that

“I really appreciate the collaborative approach our district leadership has taken in working with our union to develop the plan for this year, for 2024

promoting students’ growth and well-being means supporting and encouraging the growth and well-being of their teachers,” says Field.

Download CEA’s Model Plan.

Head start During this transition year, Avon Education Association President Jon Moss and a team of colleagues worked with their administrators on a teacher evaluation plan that he describes as authentic and “not simply contrived to complete a task.” In the old model, educators had to come up with student learning objectives that included quantitative data—a stipulation Moss says could prove

challenging for school counselors, social workers, and other service providers. The new self-study model allows educators to determine goals appropriate for their discipline, be more authentic in identifying their areas of growth, and be evaluated using standards directly applicable to their role. “Moving away from the old indicators allowed us to find areas where we need to improve or where our evaluators are

CEA Is Here to Support You and Your District’s Transition to the New TEVAL Guidelines

Request a workshop at myprofession@cea.org . Workshops include PDEC Tune-up (2 hours), Growth Without Ratings (1.5 hours), New Directions in TEVAL (1 hour), and TEVAL Mini Workshops (45 minutes) on goal-setting, dispute resolution, support plans, and feedback.

encouraging us to grow,” says Moss. “That way, we can be more effective, and our students can better learn.” Avon Public Schools decided this year to pilot some of the elements they’re interested in integrating into their plan for next year while still complying with the statutory requirements in effect for the current school year.

DEFENDING

6 CEA ADVISOR DECEMBER 2023 – JANUARY 2024

CEA Protects Teachers’ Jobs Against Outsourcing Labor Board hearing leads to settlement for Stamford Education Association Like many districts throughout the state,

ascertain whether other teacher work has been contracted out. “Some of our new hires felt blindsided,” said Corcoran, “and for our teachers who have been here in Stamford, giving their heart and soul, the situation was also a morale crusher.” CEA Member Legal Services General Counsel Adrienne DeLucca filed Freedom of Information Act requests and uncovered that more teacher work than was previously known had been contracted out by Stamford Public Schools. After filing an unfair labor practice complaint representatives at an informal hearing before the State Board of Labor Relations. There, SEA reached a new memorandum of agreement with their district—one that ensures that contracted-out positions are posted as employment opportunities on the district’s website and given to qualified teachers in the bargaining unit who apply. “Getting to this point took a lot of organizing and tremendous support from CEA,” said Corcoran. “CEA President Kate Dias, Vice President Joslyn DeLancey, UniServ Rep Sharon Quinn, and so many other CEA leaders and staff have been there for us and have been amazing as Stamford continues to advocate for our 1,600 teachers and their students.” “We’re fighting this battle in other districts as well, and we are not backing down,” said DeLucca. “The solution to the teacher shortage is not a workaround that bypasses the local union and the benefits and member protections it provides.” CEA President Kate Dias points out that plenty of creative solutions are available, including Stamford’s proposed redistribution of caseloads, with stipends for teachers, as well as Connecticut’s new Registered Apprenticeship Program, which provides compensation and union membership for college students training to become certified teachers— along with stipends for their mentor teachers. this fall, DeLucca joined Corcoran, UniServ Representative Sharon Quinn, and district

Stamford public schools face an ongoing shortage of teachers, particularly in high-needs areas such as special education. CEA continues to press for bold, necessary legislative action—such as higher salaries and limits on non-teaching duties—that would bring more people into the profession and ensure they receive the respect and support necessary for success. At the local level, teachers’ unions have been working on additional ways to mitigate the teacher shortage. A recent collaboration between the Stamford Education Association and district administrators resulted in an agreement: when special education caseloads exceeded negotiated student-to-teacher ratios—up to a certain cap— teachers would share the additional responsibilities and receive additional per diem pay equal to 20% of their salaries. To help fill vacant teaching positions, SEA proposed eliminating steps 1 and 2 on the salary schedule—placing incoming teachers immediately on step 3—which SEA President John Corcoran called “a great recruitment and retention tool.” He added, “We understand that special education positions can be difficult to fill, so while the district tried to bring in more educators, our current special education teachers—who have knowledge of the schools and students and can step right into the role—agreed to be compensated for the additional caseload. Together with our administration, we drew up manageable teacher-to-student ratios for specialized elementary, middle, and high school programs.” The board of education was expected to approve the agreement at a special meeting, and both the board and SEA prepared a joint press release announcing their plan. In a surprising move, however, the board tabled the agreement, and the district changed the stipulations—not only increasing teachers’ caseloads but also reducing their stipend from 20% to 5%.

“This prorated daily pay, for a highly credentialed teaching professional handling additional students and responsibilities, amounted to the cost of a sandwich,” said Corcoran. “It was demoralizing.” Tip of the iceberg To make matters worse, the district was outsourcing special education services, including SEA bargaining unit positions, contracting out for teachers who were not part of the Stamford Education Association. In one case, they offered a position to a teacher from another district only to change her school and grade assignment once she had resigned from her previous position. The job she was originally offered was instead outsourced, and SEA has submitted an information request to SEA President John Corcoran and CEA UniServ Rep Sharon Quinn work hard to protect teaching positions at schools such as Northeast Elementary, which has been a target of outsourcing.

CEA Defeats Sick Leave Policy That Treats Teachers Poorly, Unfairly East Windsor teachers push back and win

“Doctors’ notes are not mentioned or required in EWEA’s contract,” said Mitchell, “so we asked the administration and board of education to cease and desist.” When they refused, CEA filed an unfair labor practice complaint with the State Board of Labor Relations. “The district’s unilateral implementation of sick leave criteria outside the collective bargaining agreement and outside any established prior practice constituted a deliberate disregard of the teachers’ contract and negotiated working conditions,” said Mitchell, who requested that the district turn over records showing which teachers were asked to provide medical notes and which, despite similar absences, were not. “The district repeatedly failed to supply this information,” she said, “so we amended our complaint to address this in addition to their failure to bargain in good faith.” Union strength prevails This fall, days before the hearing was to take place, the district withdrew its position. Teachers would no longer be required to provide notes for absences. “We stood in solidarity, we stood behind our contract, and the district saw that we were not backing down,” said Johnson. “East Windsor teachers provided a lot of crucial information, and we were willing to testify at a hearing and see this through. Our position all along was that we should be treated like the professionals we are and allowed to make a judgment call on being well enough to return to

With cold and flu season upon us, classrooms are becoming Petri dishes. But for teachers—whose schools are often short-staffed even on the best days—taking sick leave can be tough. Will a sub be available, or will a colleague have to cover? Will students fall behind? Will the principal be angry? As if these challenges aren’t enough, teachers in East Windsor last year were being asked to provide doctors’ notes when they were out for three consecutive days or if a sick day came immediately before or after a holiday. Some were not allowed back into their

classrooms without a doctor’s note declaring that they had been ill or injured and clearing them to return. “These ‘suspicion of sick time abuse notes’ were a significant hardship for affected teachers, and word quickly traveled,” said CEA UniServ Rep Suzanne Haviland, who represents East Windsor. “Going back decades, no East Windsor teacher had been expected to provide notes for these types of brief absences. East Windsor Education Association members reported to their union that they were disheartened by the mandate and the professional distrust, especially considering the significant physical and mental health challenges teachers faced at the height of the pandemic.” When EWEA President Eliza Johnson began hearing from fellow educators about this new practice, she conducted a districtwide survey to determine its prevalence. A pattern was revealed. Outside the contract Not only were administrators requiring notes—a policy in the district’s employee handbook that was never applied to teachers or bargained with the teachers’ union—but they were applying the rule inconsistently. Johnson worked with Haviland and CEA legal counsel Rebecca Mitchell to address the issue head-on.

work after an illness. I am so proud of everyone in our union and so thankful for Rebecca and Suzanne, who got us a win to be proud of.” “The strength of the East Windsor Education Association and the strength of their case won the day,” said Mitchell. “School boards rely on handbooks all the time, but a contract has more weight.” Know what’s in your contract. CEA works with local teachers’ associations to negotiate strong contracts. Your contract spells out your rights and responsibilities, so take some time to read or refresh— and get active in your union. CEA Attorney Rebecca Mitchell successfully filed an unfair labor practice complaint with the State Board of Labor Relations to protect working conditions established in East Windsor’s contract.

CEA UniServ Rep Suzanne Haviland and East Windsor

Education Association President Eliza Johnson worked with a team of East Windsor teachers to protect the sick leave protocol negotiated in their contract.

HONORING Connecticut Teachers Honored for Excellence, Bringing Lessons to Life 2024 Teacher of the Year, district honorees recognized

DECEMBER 2023 – JANUARY 2024 CEA ADVISOR 7

“I stand before you all with a heart full of gratitude, joy, and appreciation as we gather not only to celebrate the profession of teaching but also the spirit that defines our community,” said New London fourth-grade teacher Kiana Foster-Mauro at the Connecticut Teacher of the Year awards ceremony held earlier this fall.

distinguished themselves in the profession. Your unwavering commitment truly warrants a well-deserved, resounding round of applause.”

Making magic Leading the pledge of allegiance in both English and Spanish and delivering a cappella chorus and dance performances at the awards ceremony were students from Nathan Hale

Foster-Mauro, Connecticut’s 2024 Teacher of the Year, noted that her new title is “a reflection of the collective efforts of every educator who makes our state shine.” The ceremony, which took place November 15 at The Bushnell Center for the Performing Arts, honored more than 100 district-level teachers of the year. Where education comes alive “A school is just a building until you, we—the teachers—get in there,” said emcee Blaise Messinger, 2013 Connecticut Teacher of the Year. “To you, that

Arts Magnet School, where Foster-Mauro teaches. “Thank you for being you in all of your beautiful and different ways, keeping me on my toes, and teaching me just as much as—if not more than—I have taught you,” she told students in attendance as well as those at home. “My fellow educators,” she continued, “you are the heart and soul of education in our state. You are magic. Through a variety of paths, we

have each chosen to take on this uniquely special role. Every day, we celebrate the innate brilliance that resides in every one

empty space is full of promise and opportunity. You take those bare walls and create a vibrant hub of learning. You take that curriculum and that scope and sequence off the page and turn it into lessons, activities, and experiences that

of our students. We dedicate our lives to preserving and growing that brilliance and magic and empowering children’s souls and minds. We create new roads and opportunities where none existed. We learn and grow for, with, and from our students on these unexplored paths.” She added, “The world around us is always evolving, and social change, new policies, global events,

“My new title is a reflection of the collective efforts of every educator who makes our state shine.” Kiana Foster-Mauro, 2023 Connecticut Teacher of the Year

energize, elevate, enrich, alter, and infuse the lives of students. Just like in this theater, you bring the world of knowledge alive for your students, and that’s why you’re here tonight. You’re being honored for the experiences you create in your classroom every day, live and in person.” Acknowledging the often difficult conditions under which today’s educators work, Connecticut TOY Council President and 2012 Teacher of the Year David Bosso told honorees, "Amidst the tumult and turmoil of our world, you are a source of strength, stability, inspiration, and hope. Our students, colleagues, and school communities rely on us far more than we may ever know." Best of the best “I’m super excited, because she deserves this,” fifth-grader Zoe Reyes-Soto said of Foster-Mauro, her former teacher. “She’s the best teacher in the world and multiverse. She’s super kind to all of her students, and she cares about everybody.” Inspired by her example, Reyes-Soto plans to follow in her footsteps. As a Black biracial educator, Foster-Mauro says she knows firsthand how important diverse representation and culturally sustaining practices are to student success. An active member of the National Association for Multicultural Education, she has presented numerous times at their annual conference on the development and facilitation of critical conversations on topics such as identity, human rights, current events, and mental health. “We are so proud to honor all our amazing educators throughout the state and to celebrate Kiana, a bright light for her students, her community, and her colleagues,” said CEA President Kate Dias. “By uplifting students with lessons that

and legislation all have the potential to either strengthen or weaken the magic that occurs in our classrooms. Educators’ roles have never been more crucial. We are the keepers of hopes and dreams. We work to ignite passion, encourage growth, create relationships, and build new realities. Undoubtedly there are a lot of difficult days that put us to the test in unexpected ways. We spend our days pushing past and against limitations imposed on us—past the limits of space, time, and resources and past the limits of burnout. Although we are under constant pressure and pushing, we still choose to show up and make magic happen.” Foster-Mauro will represent Connecticut in the National Teacher of the Year Program, serving on a variety of state and national advisory committees as an ambassador for public education.

empower, that center joy, and that tackle critical and relevant topics, she reflects the very best of our profession.” Recalling his own beloved seventh-grade history teacher, Governor Ned Lamont noted, “I remember that he made history come to life for me;

“A school is just a building until you, we—the

that’s what a teacher does. As I always say, Texas has oil and gas, and Florida sells sunshine to tourists, but Connecticut has the best-trained workforce in the world and the best citizens, and that’s because we have the best teachers. That’s our oil and gas; that’s our sunshine.” State Department of Education Commissioner Charlene Rusell-Tucker added, “The Teacher of the Year Program celebrates excellence in teaching by recognizing teachers who inspire a love of learning in their students and who have teachers—get in there.” Blaise Messinger, 2013 Connecticut Teacher of the Year

Pictured, left to right, starting with the front row, are finalists Olivia Petersen (East Granby) and Marco Cenabre (New Haven), CEA President Kate Dias, 2024 Teacher of the Year Kiana Foster-Mauro (New London), and finalist Angela Fragoso (Meriden); 2nd row, semifinalists Sharon Huynh (Weston), Laura Laflamme (Suffield), Nancy Nelson (Farmington), Marissa Nall (Region 5), and Holly Pugliese (Bristol); 3rd row, Tom Feige (Region 6), Natalie Geeza (Brooklyn), Maria Rivera (CREC), Steven St. Onge (Cromwell); 4th row, Timothy Sanderson (Glastonbury), Melissa Batulevitz (Mansfield), and Danielle Lingo (Redding).

REKINDLING

8 CEA ADVISOR DECEMBER 2023 – JANUARY 2024 D r. Judy Willis, a board-certified neurologist specializing in the science of learning, did something unusual after 15 years in medical practice. She became an elementary and middle school teacher. “The truth is when we scrub joy and comfort from the classroom,” she writes, “we distance our students from effective information processing and long-term memory storage.” Learning and ‘a-ha’ moments, she adds, come “not from quiet classrooms and directed lectures but from classrooms with an atmosphere of exuberant discovery.” Bringing joy into the classroom was the subject of a daylong professional development conference, Rekindling Joy in Schools: A Day of Laughter, Learning, and Collaboration, organized by CEA and the Teacher Leader Fellowship Academy at Sacred Heart University. More than 200 CEA members across every subject and grade level participated, choosing among 13 breakout sessions that explored everything from playful

A new principal at his school was similarly committed to improving the culture, such that they went from 6,000 student disciplinary referrals a year to only 400.

What’s in your toolbox? “Here’s a 15-second fix for your classroom, something that can change the

whole mood,” Siebold told conference attendees. “I once bought up a bunch of kids’ joke books. Start every class with a joke. It’s a simple, corny thing, but kids come to look forward to it. They’ll ask for it. It brings oxygen and energy into the room.” New Jersey fifth grade teacher Edward Pietrzak also has an amazing side hustle. This 18-year veteran educator is a magician. “It’s actually not that different from teaching, if you think about it,” he told

conversations with artificial intelligence to transforming classrooms into spaces of equanimity, empathy, and love. Love, laugh, learn Attendees were asked to think about moments in their own childhood when a teacher infused an extra measure of joy into their school experience. Andover

Rekindling Jo When laughter and learning share

the group. “You’re connecting with others and performing in ways that make them think and go, ‘Wow!’” Pietrzak says the way he evaluates his work is the same whether he’s in the classroom or on stage. “I ask myself, ‘Would I want to be in the audience at my own magic show?’ The same goes for teaching. Ask yourself, ‘Would I want to spend the whole day as a student in my own classroom?’ I don’t know about you, but I want to be able to laugh without getting into trouble. I want to be able to take risks. I want choice and agency. Do that for your students.” In school, Pietrzak started “Make Me

speech/hearing therapist Sabrina Hosmer recalled a treehouse. Several

educators remembered musical and theatrical

performances where they felt seen, heard, and—importantly—included. One presenter told the story of an elementary school teacher who had dated a pilot; to her students’ delight, sometimes she’d extend their recess so that when they looked up into the afternoon sky, they’d see his plane fly over. Comedian Devin Siebold and magician Edward Pietrzak are keenly aware of the power of wonder and laughter in classroom learning. These guest presenters— experienced public school teachers themselves—had always channeled the energy of live magic and comedy shows into their own teaching. At the conference, they shared some of the tricks up their sleeves and showed how joy makes learning stick. “Sometimes

we get pushback because people wonder, ‘Can truly rigorous learning be joyful?’” said TLFA Director Dr. Betty Sternberg. “We know the answer is yes. Joy and learning

Laugh” Fridays, where students

are challenged to get a chuckle out of their teacher. He also uses what he calls a ‘grabber toolbox’—ideas and attention-getters to spark curiosity

are mutually reinforcing— not mutually exclusive.”

and wonder in his students. Grabbers might include music, a mystery box, a magic trick, a story, a workout, riddles, curious statistics, a call for volunteers, games, video clips, a

Laughter not only brings joy but also signals safety, said Siebold, sharing that like many kids with a knack for comedy, he dealt with abuse and dysfunction in his home growing up. “Realizing this opened my eyes to my own students who were funny,” he said. “In some cases, that’s their way of releasing stress or showing that a threat has passed.” Before switching to comedy full-time last year, Siebold taught for 13 years in Title I schools in Florida, including through the pandemic and beyond, where— like many public school teachers—Zoom rooms gave him an inside look into students’ living conditions. “We learned a lot about what our students

real-life question, or even a lie. “I once told my students I was buying and renovating a local movie theater,” he

said. “That got them interested enough to help me problem-solve seating in a way that used math and complicated measurements, and we went on like that for a while until a student finally asked, ‘Are you really buying that theater?’ and I admitted I wasn’t, but it didn’t matter by then. The kids were immersed.”

needed during the pandemic, and things shifted because of that,” he said. For his part, Siebold routinely sprinkled jokes throughout tests— which not only provided comic relief for students but also helped keep them going.

“This PD was really exciting,” said Windsor K-2 humanities coach Keva Griggs, a 28 year teaching veteran who participated in a breakout session on mental health response. “Joy is what we have been looking for. A lot of stress in the outside world manifests in students in ways that we

haven’t seen before, and we have more students struggling academically, so bringing joy and laughter into the school environment is key. That can happen in little ways, with little things.”

DECEMBER 2023 – JANUARY 2024 CEA ADVISOR 9

Wit and whimsy “Playful” isn’t the first word that comes to mind when you think about artificial intelligence, but former teacher Luke Forshaw, now director of professional development services for Cooperative Education Services, says that could change. “There’s a lot that educators can do with AI to their make lessons richer and

Learning Is Child’s Play Play-based learning was one of many priorities CEA successfully advocated for in the 2023 legislative session, and a new law on the books makes play based learning mandatory for Connecticut’s kindergartners and preschoolers. Boards of education are also now required to allow play-based learning through fifth grade. So, what is play-based learning, and how can you address concerns among parents and colleagues who worry it could undermine academic rigor or usurp the teaching of necessary skills such as reading and math? Elementary school teacher and Hebron Education Association Co-President Christopher Lapsis, who was instrumental in advocating for play-based learning as a legislative priority, explains. “Fred Rogers famously said, ‘Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.’” “Among our youngest students, learning Why Play? and participation strategies at Rekindling Joy. “When play-based learning is squeezed out by test prep and direct instruction, teachers report a dramatic increase in student behavioral problems and anxiety in the early grades.” An avenue for all students At CEA’s Rekindling Joy conference, CEA Vice President Joslyn DeLancey led a session on how play can make curriculum more accessible to students with 504 plans and IEPs. She opened with a discussion of play and rigor, explaining that rigorous lessons are those that push boundaries and encourage students to question assumptions and think deeply. “Somewhere along the way, people in charge of education decided play and rigor were not the same thing, but I would argue that play is one of the most rigorous things we could be doing with our students.” In her fifth-grade classroom, DeLancey set up math stations for free play activity centers where students enhanced their math vocabulary and came up with their own games and challenges. “Sometimes we feel pressured because we have so much curriculum to cover, but there are ways to do it through play more organically,” DeLancey said. She added, “We have kids who struggle to sit still. They may not have needed an IEP if they’d gotten those early literacy skills through play. They couldn’t sit and listen to someone do Fundations, but maybe they would have been able to access those skills through play.” Children with IEPs who are given opportunities to play are often more successful at learning concepts, she adds. “For a lot of kids, it’s not that they’re not smart; it’s that we haven’t given them a way to access the learning.” All work and no play Lapsis, who started as a third-grade teacher in 2002, says he began to feel the pressure of No Child Left Behind. “With the emphasis on standardized testing, I saw the pendulum shifting and an overfocus on teaching skills that were on ‘the test.’ As a result, we were buying new reading, math, and writing curricula, and when you added up how many minutes of instruction you needed for each program, there weren’t enough minutes in the day. With that, other things had to go.” Those other things, Lapsis says, “were fun, meaningful, and important for children to develop into successful citizens. They were also what made children want to show up and learn each day.” Around the same time, Lapsis began to see a decline in students’ ability to work together with partners, solve problems, and think outside the box. “More children were struggling with fine and gross motor tasks, too,” he says, “and all these lagging skills correlated with the academic rigor being pushed down. First grade was becoming the new second grade, and kindergarten was the new first grade.” By contrast, Lapsis says his own children—who were preschoolers then— were having fun at school and learning through play. “I began to see the benefits of play and the focus in preschool on educating According to child development expert Dr. Karyn Purvis, it takes about 400 repetitions to create a new synapse in the brain—unless the task is associated with joyful engagement, in which case it takes only 10–20 reps. through play is not only more developmentally appropriate than direct instruction but also more durable,” adds CEA Teacher Development Specialist Kate Field, who presented on student engagement

their lives easier,” he said, adding that games he once played as a child he can now code using ChatGPT.

Presenting at the conference, Forshaw guided teachers in using ChatGPT 4—the latest version, available free through Microsoft Bing’s Create Mode—to develop and refine lessons and assessments in a way that’s easy and conversational. “You can ask your AI to consider specific contexts, and you can give it certain constraints,” he explained. One teacher experimented with ChatGPT to create lesson plans around Caldecott-winning children’s book author– illustrator Leo Lionni. “Great,” said Forshaw. “Now what are some special circumstances in your classroom? What are some added directives you can give your AI?”

oy in Schools e classroom space, magic happens

“Help me with students who aren’t decoding,” she replied. “What else?” Forshaw asked.

“Help me assess nonverbal students.” Though AI can be a powerful tool for educators—from generating potential lessons, assessments, and report card comments to quickly creating custom graphics, 3-D models, sticker packs, and coloring book pages—Forshaw says it will not displace teachers. “AI has a long list of limitations, which include inaccuracies, a lack of deep understanding, limited context, potentially inappropriate content, and more,” he explained. “You—the teacher—are the one steering the ship.” “This session was amazing,” said Naugatuck High School technology teacher Melissa McInvale. “I don’t know a lot about ChatGPT yet, so I was curious about how it could help me produce better lessons and activities.

When I saw the announcement about Rekindling Joy, I thought, ‘We lost that over COVID,’ and this is the first year I feel like things are getting back to normal. I really want to bring that joy back for myself and my students. It was great to start with a comedian, who got everybody laughing.” Andover K-6 reading

the whole child in a developmentally appropriate way,” he says. Twelve years ago, he switched to teaching preK and says he is fortunate that his school district supports a play-based model of preschool learning. “I know my preK colleagues in other districts have not been as lucky. I would attend workshops and hear about districts implementing writing prompts and mastering a certain number of sight words per semester in preschool. This pushdown into preschool scared me, and that’s when I knew I needed to do more.” When he met DeLancey, he says, “I felt I actually had a platform to advocate. Over the last couple of years, I’ve had the opportunity to work with Joslyn and many other amazing people at CEA to advocate for play and what’s developmentally appropriate.”

specialist Krysta Cariboni added, “I love the tools we got for using AI to generate materials for our kids. Every teacher has the experience of trying something that isn’t working in the classroom, and AI can produce alternatives, so it’s another resource we have.” “AI can also be useful with IEP objectives,” said colleague and special education teacher Kathy Hartnett. “It’s not perfect—you have to personalize it and make it work for your students and your situation—but it can be very helpful.”

Fun fact! Laughter promotes learning. Humor activates the brain’s dopamine reward system, increasing goal-oriented motivation and promoting long-term memory retention.