Dec-20-Jan-21-Advisor

December 2020 – January 2021 • Volume 63, Number 3 • Published by the Connecticut Education Association • cea.org CEA BUILDING MOMENTUM FOR A BRIGHTER FUTURE Pandemic struggles persist, but reasons for optimism in 2021

Education champions elected • 4-5 Teachers advocate for COVID safety • 7-9 Diversity in education gets a boost • 10

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LEADING

Leading: Our Perspective

As we contemplate the end of a year the likes of which we hope never to see again in our lifetimes, we want to extend our heartfelt gratitude and

the teaching profession and how the problems facing our nation, including racial injustice and inequities, the raging pandemic, unemployment, and a slow economy, manifest themselves in our schools and our students’ lives. We know she will have our backs and support what’s best for our

congratulations to all of CEA for doing everything possible to ensure safe and successful schools. We couldn’t be prouder of the many ways you have stepped up. To those of you in the classroom, thank you for the work you have done to provide the best education anyone could possibly expect under almost intolerable conditions. To those of you who take on additional responsibilities as leaders in your local affiliates—wow! You have done incredible work for CEA members, and the countless hours and energy you have spent trying to ensure the safety of your colleagues and students has not gone unnoticed. To our entire CEA staff—you have been there for our

Looking Ahead to Brighter Days

Jeff Leake, CEA President

students, our teachers, and our schools. (See stories, page 5.) At the national level, Congress must pull together to pass a desperately needed COVID relief package—something Connecticut’s delegates are working hard to achieve. At the state legislature, we are also hopeful that the education champions you helped elect to office will work with us and broad- based coalitions to support policies that address the severe inequities that have existed far too long in our schools and that have been exacerbated by the pandemic. We are committed to working with the legislature

leaders and members in ways we have never experienced or requested before. And to our governance leadership team at CEA—members of the Board of Directors couldn’t have asked for more. Thank you for your dedication to our profession and our union. And thanks to all of you who understand that our union is only as strong as its and especially our officer team—we

Tom Nicholas, CEA Vice President

and others to develop revenue systems that support our poorest and least-resourced schools to ensure that all students achieve, regardless of where they live. (See story, page 4.) Without a doubt, 2020 highlighted our dedicated, resilient, and flexible educators who focused on their students’ well-being and did whatever they

Donald E. Williams Jr. CEA Executive Director

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

members and those willing to stand up for what is right. Over the years, collective action by educators has ensured higher wages, better working conditions, stronger pensions, and so much more. (See story, page 8.) We see firsthand today how our members’ actions, from protest rallies in Stratford to email campaigns and flooding board of education meetings in Hamden and other communities across the state, resulted in positive action for teachers. (See stories, page 9.) We have heard you and have been working alongside you and with the governor and education commissioner, elevating your concerns, prioritizing issues, and calling on the state to strictly enforce safety protocols or move to all distance learning and implement other recommendations outlined in the Safe and Successful Schools Now report to keep school communities safe. (See story, page 6.) The new year can’t come soon enough As we bid 2020 a long-awaited goodbye, we look forward to the beginning of the new year with the hope provided by the promise of a COVID vaccine and a gradual return to a life that begins to approach “normal.” We must all dedicate ourselves to rebuilding trust—trust in our nation’s leaders, trust in our school systems, trust in our ability to move our state and our country forward. We enter 2021 with eager anticipation as a new, education-friendly president and vice president whom you helped elect begin to unite our country and move us forward. President-elect Joe Biden has begun reigniting trust in our country’s top leadership and creating a diverse administration that reflects its citizens. He will replace Betsy DeVos, the worst education secretary in U.S. history, with a true public education advocate. Among those identified as potential picks are two of our own—NEA Immediate Past President and former Utah Teacher of the Year Lily Eskelsen García and longtime Waterbury educator, current U.S. congresswoman, and the 2016 National Teacher of Year Jahana Hayes. And let’s not forget, our new first lady, Jill Biden, is an educator and proud NEA member who understands

could to ensure that students were engaged and learning. As we move forward, we must also commit to a multi-year plan that addresses education in a post-pandemic world. We know the virus has hindered our ability to offer the kind of instruction we normally provide, and we also acknowledge that the opportunity to rethink and reimagine the future of our public education system is both challenging and exciting. It won’t be easy, but we welcome President- elect Biden’s call to “build back better.” (See story, page 6.) One of the biggest challenges will be to create the space to talk about race in our schools. However, we must do more than just talk; we must implement an action plan that drives change. Recognizing that racial dynamics, disparities, and divisions permeate our society, communities, schools, and classrooms, we are taking bold steps to implement the resolution passed at CEA’s Representative Assembly in May 2016, which called on CEA to use its collective voice to end institutional racism and demand change to policies, programs, and practices that either condone or ignore it. In this issue, we’re proud to introduce Connecticut’s 2021 Teacher of the Year, Rochelle Brown, whose library of children’s literature by racially and culturally diverse authors and work on equity in her school community are ongoing labors of love and efforts to move that needle. (See story, page 10.) Educators are resilient, and we will get through these difficult times as we always do, with support from our families, our colleagues, and our union, which gives us a voice for making our schools and our world a better place. All of us at CEA send you warm holiday wishes, and we hope that you have a chance to relax and recharge as we look forward to an uplifting 2021! December 7, 2020

Stephanie Wanzer • Secretary David Jedidian • Treasurer

John Horrigan • NEA Director Tara Flaherty • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Day • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer December 2020 - January 2021 Volume 63, 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, Hartford, CT 06106-8001. Production date: 12-10-2020

DECEMBER 2020 - JANUARY 2021 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

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Remote Learning Can Take the Place of Snow Days This Winter For the first time, Connecticut school districts are allowed to treat weather-related closings as remote learning days. The decision regarding remote learning versus makeup days rests with individual school superintendents, in consultation with local officials. Glastonbury Superintendent Alan Bookman informed staff and families that he plans to make use of the new policy, which was approved for the 2020-2021 school year by the State Board of Education. “Days during the school year, days in November, December, January, February, are truly educationally more valuable than days in June. When you get to June, it gets hot. Students get tired,” said Bookman. On the other hand, Litchfield and Region 6 Public Schools Superintendent Christopher Leone has guaranteed his districts will have at least two snow days. “I think we all need to pause and reflect and remember what it was like to be a child,” Leone said. “In a time of great uncertainty, providing some normalcy towards our kids is essential.” 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

2020 may go down as one of the most challenging years in your career. Looking ahead to 2021, CEA leaders see hurdles ahead, but also—importantly—hope. A new day dawns for public education, as CEA members help send education allies into the General Assembly, Congress, and the highest offices in the nation. DEVELOPING The pandemic has impacted teachers in every setting and every stage of their careers, not least of all those just starting out. Hear how early-career educators are navigating new territory without a map and see what advice they have for their colleagues. ADVOCATING The pandemic has pushed many school communities to the brink, and CEA— along with a coalition of other unions— is pushing back, demanding more protection and less testing, among other things. Read how teachers are stronger together and making a difference. When teachers pull together, the impossible becomes possible. CEA reflects on teacher advocacy that led to historic victories such as the Bridgeport teachers strike and Keep the Promise campaign, and shows how teacher advocacy is needed now more than ever to make learning safer and more equitable in a time of pandemic. Rochelle Brown remembers not feeling represented in the curriculum when she was a student. Today, as Connecticut’s 2021 Teacher of the Year, she makes a practice of ensuring that all of her students see themselves reflected in her classroom. DEFENDING A 30-year veteran teacher with a spotless record was shocked to learn she was the target of a serious DCF investigation. As a teacher, you never think your livelihood could be in jeopardy. Read how CEA’s legal team saved a teacher’s career and how they are ready to protect you against the unexpected. BUDGETING CEA Treasurer David Jedidian gives an update on CEA’s fiscal health. CEA-RETIRED Retired teachers were instrumental in getting out the vote this year, and one of Connecticut’s own was awarded a tech prize for her efforts on the national front this election season. HUMAN AND CIVIL RIGHTS Nominate yourself or a colleague for one of nine CEA Human and Civil Rights Awards, honoring educators whose contributions are making a difference in gender or racial equity, multiculturalism, and more.

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community. Visit cea.org/grants-and-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

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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 26, 2021. It’s easy to nominate yourself, your local association, a colleague, or a member of your

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Call for Nominations: 2021 John McCormack Award for Teaching Excellence Apply or nominate a colleague by January 25

Nominate yourself or an outstanding colleague for the John McCormack CEA Award for Teaching Excellence. This award, which includes $2,000, 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 25, 2021, at cea.org/grants-and-awards .

10 EXCELLING

2020 Holiday Bear Campaign a Success Thanks to the 22nd annual Holiday Bear gift-giving campaign, more than $10,000 in gift cards were collected for schoolchildren in need across the state. A project of the Connecticut Education Foundation (CEF), CEA’s charitable arm, Holiday Bear brightens the holidays each year for hundreds of children. “Because of the pandemic, this year’s campaign had to operate differently,” says CEF President and CEA Vice President Tom Nicholas. “Normally, sponsors purchase toys and other gifts for children whose names were submitted by their teachers. These are children whose families might be struggling to afford gifts. Their teachers have traditionally put together lists of gift ideas based on students’ interests and needs.” Because the pandemic has put safety constraints on holiday shopping, however, CEF collected $50 gift cards

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CEF President Tom Nicholas talks to iHeartRadio’s Renee DiNino about how community members can contribute to Holiday Bear (photo from 2019).

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instead, Nicholas explains. The Connecticut Post Mall in Milford and iHeartCommunities also teamed up to raise cash donations to support the Holiday Bear Program. Teachers will distribute gift cards to students’ families in time for the holidays. More than 10,000 Connecticut public school students have benefited from the Holiday Bear program since its inception, in 1998. “COVID-19 has put an economic strain on so many families this year, not to mention the pandemic’s health impacts and emotional toll,” says Nicholas. “Holiday Bear is one way we can continue to come together and make children’s lives a little brighter this season.”

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It’s never too late to contribute to CEF, which not only supplies gifts through Holiday Bear but also home and school essentials for children and teachers facing extraordinary hardships, as well as scholarships for students pursuing teaching careers. Learn more at cea.org/cef .

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REPRESENTING

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CEA, TEACHERS HELP GET EDUCATION CHAMPIONS ELECTED M uch was at stake on Election Day 2020, and few Americans understood that as well as our nation’s public school teachers, who have witnessed the effects of everything from racial injustice to education inequity on millions of children, their families, and their communities. Fortunately, educators in Connecticut and across the country worked hard—and well in advance of the last election cycle—to ensure that the issues of greatest importance to our young people, their future, and the future of public education remained at the forefront. Rallying under the #RedForEd banner for school funding, denouncing the confirmation of Betsy DeVos as secretary of education, speaking out for our most vulnerable citizens, and sending teachers not only to the polls but into the halls of Congress, teachers made an important difference. From the State Capitol to the nation’s highest office, teachers score major wins

school reopening, teaching during COVID, and the support they need from their legislative representatives. The candidates we spoke with understood the burden COVID has put on teachers and were responsive to members’ concerns, holding them up as the heroes they are. It means so much when candidates hear directly from teachers who live and work in their districts.” Back-home meetings are ongoing, continuing into the upcoming legislative session and ensure that legislators understand teachers’ issues. “We also had a record number of CEA members running for office this year—more than I’ve seen in at least the last decade,” Melita notes. “It’s a great sign that teachers want to be represented and are willing to do the work.” As a result of teachers’ efforts and new year, as we prepare for the

teachers are at the forefront. I plan to continue to work tirelessly on their behalf and make sure that public school teachers and students have a voice at our State Capitol.” State Senator Julie Kushner, a longtime union advocate who co-chairs the Connecticut General Assembly’s Labor Committee, also credits CEA members with helping her get re-elected. “When teachers organize, our students win,” Kushner says. “I can’t believe the incredible support I received in my re- election to the State Senate from the teachers in our district. From the pre-COVID launch party at my house to making phone calls, talking to your colleagues, and dropping literature at the doors of co- workers and neighbors, you made a real difference in this election. Fully funding our schools has been part of my platform since I first sought to be a senator. CEA members have helped me understand the

ALL POLITICS IS LOCAL

Though much of the focus this year was on the presidential election, the outcomes of down-ballot races— from local elected school boards to state representatives—cannot be overemphasized. The impact on our daily lives includes everything from education spending to pandemic protocols in communities and schools. CEA worked diligently to put together a report card for every legislator and a district-by-district comparison of every candidate running for state office as well as an honor roll recognizing high-scoring candidates who supported CEA priorities on key education issues ranging from classroom safety to minority teacher recruitment. Honor roll designees are incumbent state senators and representatives who advocate strongly for education- critical bills and show leadership in bringing those bills up for a vote. Also on the honor roll are candidates who have shown strong support for teachers and public education. Not only did CEA publish its report card and honor roll and distribute them to every member, but its Communications, UniServ, and Government Relations staff also enlisted the help of members in getting out the vote. Record turnout “We saw unprecedented interest in the process, from the top of the ticket on down,” says CEA Political

Engagement Coordinator Gus Melita, who helped members pivot quickly to learn new digital organizing platforms and ramp up their phonebanking skills for safe, effective voter outreach. “Teachers were so motivated to take action and get involved,” says Hamden teacher Kathleen Kiely, a member of CEA’s Political Action Committee. “We normally work with members who are politically active, but we were also seeing fresh faces this year. Newcomers to CEA’s political process were excited and wanted to be part of the change. They took pride in their involvement and took some of that on their own shoulders and ran with it. They took hours out of their already hugely busy days making phone calls and doing other outreach. They turned out. That speaks to how motivated they were to play a role.” Indeed, CEA members volunteered in a major phonebanking effort, making thousands of calls and sending thousands of texts to teachers in targeted legislative districts where member density and involvement could tip the scales. As a result of their efforts, several key races were won by the candidates CEA supported. “Our members talked about issues facing teachers and public education,” says Berlin teacher and CEA PAC member Kelly Dumas. “They shared their concerns about

From top: Sen. Mary Daugherty Abrams, Rep. Bobby Gibson, Rep. Joshua Hall, and Rep. Ron Napoli, Jr.

advocacy, nearly three-quarters of CEA’s honor roll candidates were elected or re-elected to the Connecticut General Assembly. Teachers represent Among the Connecticut teachers who won their races were Senator and Deputy President Pro Tempore Mary Daugherty Abrams, who taught special education for 25 years, along with Representatives Bobby Gibson, Joshua Hall, and Ron Napoli, Jr. “I am truly grateful for CEA’s support, working tirelessly to get out my message and the vote,” says Gibson, a middle school science teacher in Bloomfield. “As educators, we expressed what was important to our students and to us as professionals. We came together to support legislation important to our state and ultimately our nation, including Black and Latino studies, minority teacher recruitment, and properly funding our schools. I am looking forward to doing the work our profession demands and helping our nation live up to its promise.” “I would like to thank my brothers and sisters in the CEA and Waterbury Teachers Association who volunteered countless hours to our campaign,” adds Napoli, a Wilby High School world history teacher. “Teachers recognize that what happens in Hartford has a direct impact on their lives and professional practice. It is very important to me that the interests of public school

issues so that I can be a better advocate for our schools and our communities. In this time of COVID, I want to particularly thank teachers for their service and dedication to their students. Teachers have worked harder and taken more risks than many, and we owe them a great debt of gratitude.” Kushner was a vocal opponent of funding a proposed charter school in Danbury that would drain much- needed funds from the town’s education budget. Writing in the Danbury News-Times , she argued, “Danbury schools would lose state funding for students enrolled in the charter but still have financial responsibility for many of the charter’s operational costs, like buses, school nurses, cafeteria workers. A charter school would intensify our existing problems and would only be available to a small and select number of Danbury’s students. We need solid, stable local and state funding of our public schools, not private donations subject to the whims and restrictions of the donors. A plan to address the challenges faced by Danbury schools must be guided by equity, responsibility, and transparency.” “Electing pro-education legislators is key to advancing public education,” says CEA President Jeff Leake, “and helping teachers and students get what they need.”

Subscribe to cea.org/blog for education news and updates from the 2021 legislative session.

Senator Julie Kushner (foreground) with supporters.

REPRESENTING

DECEMBER 2020 - JANUARY 2021 CEA ADVISOR 5

A NEW DAY FOR TEACHERS In one of the most anticipated elections in U.S. history, teachers came out in force to support President-elect Joe Biden and Vice President-elect Kamala Harris,

Our Nation’s New First Lady: Longtime Teacher, Proud NEA Member

psychologists, counselors, nurses, and social workers in our nation’s schools • increase the number of students in community schools that offer a range of services to children and families beyond classroom instruction • fully fund special education • ensure access to high-quality preschool Vice President-elect Harris, for her part, has proposed closing what she calls the “teacher pay gap”—the difference between a teacher’s salary and that of professionals with comparable degrees and experience in other fields. Speaking at the NEA Representative Assembly this past summer, Biden called teaching “the most important profession in the United States,” telling NEA members, “You are the ones that give these kids wings. You give them confidence. You let them believe in themselves. You equip them. And I promise you, you will never find in American history a president who is more teacher-centric and more supportive of teachers than me.” Bye-bye, Betsy Biden has pledged to replace Michigan billionaire Betsy DeVos, the current secretary of education who infamously referred to public schools as a “dead end,” with a teacher. His pick will be instrumental in rolling back DeVos’s agenda of pushing school

On Inauguration Day, January 20, educators will have a colleague in the White House, as Dr. Jill Biden steps into her role as first lady. She will be part of a very small group of union members who have held the title. A former high school teacher, current community college instructor, and longtime NEA member, Dr. Biden has undoubtedly helped shape her husband’s perspective on education and the work of educators.

widely seen as strong advocates for teachers, public education, social justice, and—with our nation in the grip of a pandemic—prioritizing public health and safety. “We are celebrating the historic election of Joe Biden and Kamala Harris—the partners that we and our students need in the White House,” says CEA President Jeff Leake. “This was a critical win for all Americans, and certainly for our nation’s public education system.” Biden’s pro-teacher, pro-public- education platform includes proposals to • dramatically increase federal funds for schools, including tripling Title I funds for schools serving large numbers of low- income students • invest more in teacher mentoring, leadership, and professional development, including helping teachers earn additional certification in high-demand areas such as special education and bilingual education • reduce teachers’ college loan obligations • double the number of

“I am Jill’s husband,” President-elect Biden said in his acceptance speech. “I would not be here without her love and tireless support. Jill is an educator and has dedicated her life to education, but teaching is not what she does—it’s who she is.” As far back as 2010, Jill Biden welcomed the National Teachers of the Year to the vice president’s residence and ensured that her husband was present to greet them. “Dr. B,” as her students refer to her, plans to continue teaching English and writing at Northern Virginia Community College when she moves into the White House in January. She will be the first president’s spouse to continue her professional career as first lady, after becoming the first second lady to do so. Among her many priorities will be new plans to address food insecurity created by the pandemic as well as unequal access to technology and broadband for students.

Cabinet selection will take some time, potential picks include NEA Immediate Past President Lily Eskelsen García, Congresswoman Jahana Hayes, and longtime AFT President Randi Weingarten. Educators instrumental in election victory Biden and Harris received the largest number of votes of any presidential ticket, and teachers across the country played a major role in that victory. In Connecticut alone, CEA members volunteered hours of their time calling thousands of their NEA colleagues in swing states such as Nevada and Wisconsin and urging them to vote. Biden won both of those states, as well as other key battlegrounds. “In 2021, we will have leaders in the White House who respect teachers and are serious about supporting them, their students, and returned to their classrooms, oftentimes with little assurance for their personal safety. It is time we make investments to protect educators from the massive job losses we are almost certain to experience as a result of this crisis. Teachers are essential to our society, and protecting them should be non- negotiable.” Since the start of the COVID-19 pandemic, Hayes has been fighting for increased resources for K-12

their schools,” says Leake. “They are committed to investing in public education, crafting education policy shaped by teachers, ensuring educational equity and eliminating school funding gaps so that every student can succeed, fighting for racial and social justice, working with scientists and doctors to guide public health decisions, and listening to educators about how best to support our students during this challenging time.” Biden, who has pledged to restore “the soul of America,” addressed teachers specifically in his acceptance speech. “For American educators, this is a great day for you all,” he said. “You are going to have one of your own in the White House.” Biden’s wife, Jill, is a longtime educator and NEA member. (See story, this page.) schools to ensure that students and teachers are safe, including the Coronavirus Aid, Relief, and Economic Security (CARES) Act, which included $13.5 billion in funding to support online learning, purchase computers and Internet access, support educational and related services for children with disabilities, provide mental health services, and sanitize school buildings. The CARES Act brought back millions of dollars for schools in Connecticut. In June, Hayes led 111 of her colleagues in sending a letter to Congressional leadership strongly urging the inclusion of at least $305 billion in K-12 education stabilization funding, noting, “States are experiencing, and will continue to experience, increased healthcare and unemployment-related costs that will further put pressure on state education funding. Without federal support, the fallout from state budgets will have drastic consequences for education, particularly students’ access to teachers.” Indeed, Congress will need to come together to pass a much- needed, long-overdue COVID relief package. The 117th United States Congress is scheduled to begin meeting in Washington, D.C., on January 3, 2021.

vouchers and for- profit education and in guiding education policy for the upcoming administration. While Biden’s

President-elect Joe Biden and Vice President-elect Kamala Harris

Connecticut’s Pro-Education Congressional Delegation Re-Elected

All five of Connecticut’s incumbent Congressional delegates earned the endorsement of CEA and NEA, and this November, Connecticut voters re-elected them. Returning to Congress to represent our state are Representatives John Larson (1st District), Joe Courtney (2nd District), Rosa DeLauro (3rd District), Jim Himes (4th District), and one of CEA’s own, former Waterbury teacher and National Teacher of the Year Jahana Hayes (5th District). “These five lawmakers have consistently listened to teachers’ concerns and effectively advocated for students and teachers,” says CEA President Jeff Leake. “They understand the issues facing educators and are deeply committed to working on our behalf for legislation that strengthens our public schools. We are thrilled that they are all returning for another term in Congress.” This fall, Congresswoman Hayes introduced the Save Education Jobs Act of 2020, legislation to save nearly four million education jobs, spur economic growth in the midst of an economic crisis, and help mitigate the impacts of student learning loss as a result of the COVID-19 pandemic. “As a member of Congress with

extensive classroom experience,” says Hayes, “I have seen firsthand how state and local budget cuts can decimate education funding. These cuts result in slashing essential programming, halting critical school construction, and devastating cuts to the educator workforce. We have lauded our teachers as heroes during these unprecedented times, as they have switched to virtual and hybrid learning to keep students safe during a global pandemic and have recently

EPSLA, EFMLA set to expire Emergency paid sick leave and family/medical leave benefits under EPSLA and EFMLA are set to expire on December 31 unless the federal government acts to extend those protections and provide a new COVID relief package. All members of Connecticut’s Congressional Delegation are in favor of doing so, and NEA is working with other state education associations to bring their U.S. senators and representatives on board. In a letter to all members of Congress, NEA has asked senators and representatives to • Approve at least $175 billion for the Education Stabilization Fund to distribute to states for public pre-K through post-secondary education to fill budget gaps caused by declining state revenues, pointing out that a safe return to in-person learning means schools must adapt facilities for social distancing, provide PPE for students and educators, and adjust staffing and schedule patterns • Bridge the digital divide and homework gap by helping schools procure and distribute Wi-Fi hotspots, connected devices, and other technology for the 16 million K-12 students who lack Internet access at home • Provide funding for PPE for students, teachers, faculty, education support professionals, and other staff who interact with students and their families

DEVELOPING

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Q&A WITH EARLY CAREER EDUCATORS COVID-19 and New Teachers: How They’re Making It Work

New teacher preparation programs typically cover curriculum and instruction, educational psychology, and technology in the classroom—but teaching during a pandemic is something no educator was prepared for. What was it like preparing to enter a classroom according to one set of expectations and facing a reality that looked much different? How are Connecticut’s newest educators managing an already challenging time in their careers— those first years—while navigating a global health crisis? We talked with two of them.

Doug Henton

An eighth-grade teacher at Bennie Dover Multi-Magnet Middle School, Doug Henton is in his fourth year teaching English language arts for New London Public Schools. The pandemic has made it harder for many families in his district to access support services and has taken an economic and emotional toll. Henton does his best to make his virtual and in-person classroom environment a safe, predictable space. The pandemic has turned everything upside down for teachers and students. How is this school year different for you and your students, and how are you making it work and feel normal? At this time, our school is using a hybrid instructional model, which 60 percent of our families have selected. Forty percent have opted for their children to be at-home distance learners. One of the many things that comes with school is structure. Our students benefit tremendously from consistency. Unfortunately, given the circumstances of COVID-19, we as teachers are limited. There are times where I go days—and in some cases, weeks—without seeing some students. I can’t imagine how chaotic some students’ lives have been. That said, I see it as my duty to remain consistent in establishing a positive learning environment where we respect and care for one another. I try to teach this to my students not only through my lessons but my actions as well. During the end of my work day I am provided time to reach out to my students’ families. When students aren’t attending, this is my way of not only helping make sure they don’t fall too far behind but also checking in on their families— notifying them of the several support services our district has to offer. I typically reach out to families by phone; I think this is the most effective way of communication. In terms of student engagement, at the beginning of the school year I assigned a “get to know you” form, inviting them to share interesting qualities about themselves. One of the last questions asked students to reflect on the things they found challenging last school year. Many expressed how their high level of confusion led to frustration. I see students are bound to be more engaged when they are given simplified instruction. Have you observed any changes in your students’ social-emotional needs since the pandemic? I have noticed a change in their social and emotional needs. The outbreak has introduced a new set of challenges for my students as well as their families. My students now have to adjust to new routines, social distancing being the most prevalent. In addition, closures of on-site education and care services—the same supports many New London Public School families have relied

Katie Grant

Entering the profession in the midst of a global pandemic has been a series of curve balls that first-year teachers like Katie Grant were both unprepared for and uniquely equipped to handle. Grant, who teaches freshman English and seminar at Manchester High School—and is the yearbook advisor— talked to CEA about what these first months have been like. What’s been your biggest surprise? It’s kind of a strange thing to say, but it’s both a blessing and a curse being a first-year teacher in all of this. Obviously, you don’t have a repertoire of material that experienced teachers have, and it’s so challenging to not have that while you’re learning curriculum and how to teach. But you’ve gotta rock with it. I’ve been grounded immediately in a hybrid format or full remote setting, and the advantage is that I experienced fully remote learning as a graduate student last spring—so I’m closer to the technology, and I know what it’s like to be on the other side of the desk. What do you think is the biggest challenge your colleagues are facing? One of the things that immediately comes to mind is that it’s very isolating to be a first-year teacher in a pandemic. That’s true not just for first-year teachers but everybody in the profession. Sometimes I need to talk to someone about a lesson that fell flat, or I want to share a breakthrough I had with a student. During COVID, that interpersonal communication you would have with your colleagues is harder. It’s the same with students. Teachers develop relationships with their students not just in the classroom but in the hallways, in those few minutes before class or when students are on their way to a sporting event. Those informal spaces are so important for building relationships. Before becoming a teacher, you chaired UConn’s chapter of the CEA Aspiring Educators program and served as state chair. Why

on—are affecting families tremendously. Adjusting to these abrupt changes has more than likely introduced new mental, social, and emotional hurdles for many of my students. I find this year tougher than ever to tell when students are struggling with social-emotional needs, especially when they aren’t engaging or attending classes at all. This is why community within my class every single day. I want students to know my classroom is their space. I try to do this through a number of lessons and activities during class. Men and women of color are largely underrepresented in the teaching profession, which can be isolating. What has been your experience? There are few teachers of color in my building simply because there are few individuals of color within the profession itself. I like to think if teaching were more diverse, my district would have more teachers of color. I do realize that as a male of color, I am a minority within the profession. I wouldn’t necessarily say I feel isolated, but I would love to see more people like me involved. In terms of connecting with my colleagues, I am very fortunate to work with the staff I do. I know I’ll always have a space to talk, if needed. That is never in question. What attracted you to the profession, and what do you think might draw more men and women of color to teaching? Well over half of our school’s student body is either Black and/or Latino. It is extremely important for those students to be able to see someone like them in a teaching role. This is why I got into the profession— to inspire. If you look at the scary history of this country, someone like me shouldn’t even be in the position I’m in. These same thoughts inspire me, and I see it as my duty to inspire every student in some way. My appearance alone can turn the impossible possible for many. Many of the lessons I bring to the classroom go far beyond anything like academic content and pedagogy and contribute to my students’ success in ways beyond traditional grading. I see it as necessary to build relationships and a sense of

did you take on that role, and how did it help you as a student and, later, as a professional? I love the organization. I thought about everything I got out of the program myself as a member, and that was what motivated me to run for chair. Those meetings were where I found my first professional home and a group of people to whom I never had to explain why I wanted to be an educator. They are the best community. While I was a member, I started my own position as the political director of the UConn chapter, because I knew how scary political advocacy could be for people, and I wanted to support them. You do a little work and a lot of research. Chairing CEA Aspiring country. How cool is that—to be a first-year teacher and have a solid friend group of educators from all over the country? I got to go back recently and talk to chapter members, and I realized how much I missed it. What advice do you have for other new teachers in this time of COVID-19? Any of the principles of good teaching still apply—like how important it is to build relationships with students. Gain their trust and respect, and you’ll foster the best and most empowering learning experience, even if you’re doing it in a remote or hybrid format. Educators, you get to meet colleagues from all across the

Are you a new teacher? CEA is here to help you! Find great resources and answers to frequently asked questions at cea.org/new-teacher-resources .

ADVOCATING

DECEMBER 2020 - JANUARY 2021 CEA ADVISOR 7

CEA HEARS, ELEVATES EDUCATORS’ CONCERNS DURING CRISIS S i nce the beginning of the COVID pandemic, CEA leaders and staff have been meeting regularly with State Education Commissioner Miguel Cardona and

Education Community Coalition Petitions, Urges Stronger COVID Protections for Schools

With a surging COVID-19 infection rate in Connecticut, the highest since May, a coalition of education stakeholders including CEA has called on the governor and education commissioner to establish and strictly enforce consistent statewide safety, response, and reporting protocols for schools. Absent those actions, the Board of Education Union Coalition is urging a shift to full-time remote learning until after the holidays. The group’s recommendations are detailed in a report, Safe and Successful Schools Now, released to state leaders and media. “All of Connecticut’s eight counties are reporting COVID-19 cases at levels that state guidance says should require hybrid or remote learning, yet many schools continue with full-time in-person classes,” CEA President Jeff Leake points out. “Guidance from the Centers for Disease Control indicates that schools are not the safest place during this pandemic and that in- person learning is a high-risk activity. Indeed, many schools are severely short- staffed due to quarantines, and closing with little notice, all of which introduces other risks and challenges for students and families.” “Every district has its own process for responding to coronavirus cases,” says CEA Executive Director Donald Williams. “That makes the response inconsistent and difficult to oversee. We need assurances that districts are uniformly following the health and safety procedures established by the CDC and SDE, because right now, they are not.” Safe and Successful Schools Now outlines specific actions to address COVID issues, including • Timely public notification by districts (within 24 hours) of COVID cases , exposure, and quarantines by building, and inclusion of that information in the SDE COVID-19 school dashboard • Timely notice (within 24 hours) to all employees potentially exposed to COVID-19 • Teacher and staff input into contact tracing, ensuring that teachers and bargaining unit representatives selected by their associations are included on local

committees that decide who requires COVID contact tracing and/or quarantining • Consistent statewide school protocols for social distancing, COVID testing, and PPE availability and guidelines that do not make schools the exception to the state’s COVID safety rules and guidelines • Quarantine pay or the ability to teach remotely for educators who must quarantine • State assistance for schools to provide regular COVID-19 testing of students and staff to check for both symptomatic and asymptomatic cases • Reduced density in red zone districts or a shift to hybrid or full remote learning • Adequate planning time for teachers —an additional hour per day or one day per week • A phaseout of the dual-teaching model so that teachers are no longer conducting remote and in-person instruction simultaneously • A moratorium on annual standardized testing for the 2020-2021 school year • Consistent State Department of Public Health protocols for cleaning schools , with a checklist for specific tasks, and a requirement that schools maintain and post cleaning logs • Inspection (by December 31) and upgrade (as needed) of all school HVAC systems to minimize the spread of COVID-19 droplets View the complete Safe and Successful Schools Now report at cea.org/plan-to- protect-our-schools-safe-and-successful- schools-now . recommendations in the coalition’s report. CEA has circulated an online petition, to be delivered to the governor, urging him to take actions to ensure consistent statewide safety protocols for schools are strictly enforced, or if that can’t happen, shift to full-time remote learning until after the holidays. The petition has garnered more than 14,000 signatures so far. CEA has been meeting with the education commissioner to adopt increasingly seeing themselves reflected in their teachers and leaders • Relational trust at the center of school reopening post-COVID • A safe, inclusive, welcoming environment for all students Culturally responsive schools and curriculum are crucial, said Sneed, adding, “Connecticut has some really good things happening there.” (See story, page 10.) She urged participants to “interrogate the curriculum to see if it’s culturally responsive, and engage teachers and parents in that interrogation.” “Now is the time to transform— not reform—public education,” said Darien teacher and NEA Director Katy Gale. “This evening has given us a great start as we consider the future of public education here in Connecticut. It is the very bedrock of our communities. This begins our conversation, and it is an important one that can drive true change. Our children and our communities are counting on us.”

COVID Demands New Rules—CEA Demands Protections For Teachers, Students n Strengthening Your MOU CEA’s UniServ Reps have been working with district leaders on memoranda of understanding to protect teachers’ safety, their rights, and their working conditions. n Explaining Your Rights CEA’s legal team offers guidance on everything from school safety to accommodations, sick leave, and other important issues regarding teachers’ rights during COVID-19. Learn more at CEA successfully fought for educator evaluation flexibilities that waive summative ratings; no longer require that observations be formal or that goals be SMART; focus on social-emotional learning for students and teachers instead of solely on academics; and more. Visit cea.org/certification for specifics. n Improving Your Practice CEA offers a variety of timely webinars on topics such as engaging students in distance learning, equity, designing and assessing lessons, and more. Check out the Professional Learning Academy cea.org/covid-19-what-are-my-rights . n Providing TEVAL Flexibility communicating with Governor Lamont to address teachers’ concerns and provide recommendations to keep teachers and students safe. When teachers’ safety, working conditions, and instructional quality are compromised, CEA brings those issues not only to district administrators and government leadership but also to media outlets, helping keep the pressure on to make schools safe. With conditions changing day to day in many districts, CEA staff and leaders maintain close contact with local association leaders to gain real-time knowledge of the challenges teachers are facing. CEA has also held multiple listening forums, free and open to all members, to ensure every voice is heard and every concern is brought to decision-makers from local school boards to the State Department of Education (story, page 9).

offerings at cea.org/professional-development . n Addressing Social-Emotional Learning

In partnership with CEA, the Yale Center for Emotional Intelligence is offering a free, self-paced, 10-hour certificate program to help teachers recognize and address student trauma. Register by December 31 at ycei.org/selcourse .

Redefining the Future of Public Education

Dozens of teachers, parents, policymakers, and community stakeholders participated in a virtual symposium, Redefining the Future of Public Education, hosted by the Bridgeport Public Education Foundation and CEA. The December 2 symposium explored topics such as special education, social-emotional learning, engaging parents and other caregivers, technology, and the future of distance learning in a pandemic and post-pandemic world. Addressing participants, keynote speaker and NEA Foundation President Sara Sneed asked, “As teachers prepare for what school will look like in 2021 and beyond, when a vaccine becomes widely available, will we return to normal, will we nibble around the edges, or will we seize the moment and rethink what school can be and how we can transform learning opportunities for both students and educators?” Pointing out that our current educational model was shaped over a century ago, she noted that it

perhaps unintentionally sifted and sorted students based on deep-seated racial, economic, and cultural prejudices. “There are new cries for justice in this moment,” said Sneed. “They include achieving systemic

schoolhouse door, knocking and knocking,” she said. “Education is an engine for social progress.” Building back better The disruptions created by the pandemic have made clear that returning to business as usual in education is not an option, Sneed said. Borrowing a phrase from Joe Biden, she

NEA Foundation President Sara Sneed

changes that put equity at the center of all we do so that all students have an educational experience we can all be proud of. At least in our rhetoric today there is a greater social commitment to equity, and we can view these last months as an opportunity to reinvent our systems of education.” In determining how we might transform what hasn’t been working experienced educators, students, and their families and redesigning schools to achieve more equitable teaching and learning. “Justice is standing at the for children, Sneed proposed considering the wisdom of

suggested we must “build back better.” In small breakout sessions, symposium participants discussed what educational transformation might entail, including • A new digital infrastructure to make distance and blended learning available to all students; technology, teachers agreed, is here to stay • An equitable distribution of educational funding, resources, and opportunities across the country • Black and brown children

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