Summer 2019 Advisor

CEA

Summer 2019 • Volume 61, Number 7 • Published by the Connecticut Education Association • cea.org

Connecticut Teachers Reflect, Recharge, Re-energize

At the NEA RA, Marlborough teacher DavidWasserman joined colleagues from across the country in a call for #StrongPublicSchools. Story, pages 2-3.

On and off the course, Connecticut teachers are champions for students. Story, pages 4-5.

CEA members get ready to attend this year’s Summer Conference, August 5-6. Details at cea.org.

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#STRONGPUBLICSCHOOLS, ELECTION 2020 FOCUS OF NEA REPRESENTATIVE ASSEMBLY O ver the July 4th holiday, more than 100 CEA members traveled to Texas to represent their fellow teachers at the 157th National Education Association

Representative Assembly (NEA RA), whose theme was Our Democracy. Our Responsibility. Our Time! Galvanized by the historic mobilization of public school educators across the country, nearly 7,000 elected NEA RA delegates convened at the George R. Brown Convention Center in Houston for four packed days, and left ready to carry the momentum of the #RedforEd movement into 2020. “This movement has created presidential hopefuls came out to answer questions from NEA

something better for millions of students and educators,” NEA President Lily Eskelsen García told delegates in her keynote address, urging teachers to continue bringing about real change by pushing back against school privatization schemes that drive Secretary of Education Betsy DeVos’s agenda and by staying politically active. Electing a new U.S. president in November 2020, she said, should be a priority for anyone who cares about public education, and public school educators should not shy away from working toward that goal. “Political action isn’t subversive,” she explained. “It’s the essence of democracy. Showing up informed, engaged, and prepared to make a difference is exactly what democracy looks like.” “We need you to come together and make this country whole,” added John Stocks, in his last address as NEA’s executive director. “Most of all, we need you to embrace your power. Let’s be perfectly honest. An educator can do more for our democracy in five minutes than some lawmakers can do over their entire career.” #StrongPublicSchools To that end, a major highlight of this year’s NEA RA was a two-hour, live #StrongPublicSchools Presidential Forum on July 5, where ten

members about everything from education funding to student debt. Equally important, the candidates listened to teachers’ views on the issues. Participating in the forum were former Vice President Joe Biden, former HUD Secretary Julián Castro, Mayor Bill DeBlasio, Sen. Kamala Harris, Gov. Jay Inslee, Sen. Amy Klobuchar, former Rep. Beto O’Rourke, Rep. Tim Ryan, Sen. Bernie Sanders, and Sen. Elizabeth Warren. The candidates emphatically supported higher pay for educators and increased federal funding for public education—for infrastructure repairs, wraparound services such as mental health counselors and school psychologists, technology, after- school programs, universal pre-K, and special education. Other topics explored during the forum included addressing inequities in public school systems, valuing the teaching profession, providing student debt relief, increasing school safety, protecting against gun violence, strengthening teachers’ unions and collective bargaining rights, choosing a new U.S. secretary of education, and battling back against school privatization, vouchers, and for-profit charters. Visit StrongPublicSchools.org to learn more about the candidates’ positions, watch videos, get news from the campaign trail, and take action to support public education.

CEA’s leadership team—Secretary Stephanie Wanzer, Vice President Tom Nicholas, President Jeff Leake, and Treasurer David Jedidian—attended the 157th NEA RA.

New business With meetings from early morning until evening, delegates were busy creating a detailed NEA education policy blueprint for the upcoming year. State delegations met every morning, prior to the NEA RA, and delegates adopted the strategic plan and budget, resolutions, legislative program, and other policies of the Association. By secret ballot, they

voted on proposed amendments to NEA’s Constitution and Bylaws, and they discussed and debated 160 new business items dealing with topics as far-ranging as the impact of technology on students, the opioid crisis, immigration advocacy, charter school “co-location,” and ethnic studies. Delegates ultimately adopted more than 60 of those new business

Hats off to Greenwich teachers Karen Nagy and Rae Baczek. The two were awarded Texas-style hats for being the biggest supporters of the NEA PAC fund. Nagy announced to the Connecticut delegation that she is retiring from teaching after 47 years. This was her 35th NEA RA.

CEA Vice President Tom Nicholas speaks to a new business item at the NEA RA.

CEA’s delegation to the NEA RA in Houston numbered more than 100.

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items, including one initiated by CEA Vice President Tom Nicholas that calls on NEA to conduct a study examining the feasibility of self- insuring the risks covered by the Educators Employment Liability insurance, a move that could save the union money while ensuring greater security for members. Nicholas also proposed an amendment to a new business item that successfully passed, calling on the government and courts to immediately end detention and criminalization of immigrant children and their families. New leadership The RA was an opportunity to introduce NEA’s incoming Executive Director Kim Anderson, who will take over for John Stocks on September 1. Anderson most recently served as executive vice president of the Democracy Alliance and previously worked for NEA for 15 years. She will be the first woman and first person of color to serve as NEA executive director. “The pursuit of education equity and excellence has always been my greatest passion,” Anderson said, “and I am committed to building on NEA’s strategic vision through collaborative partnerships with our leaders, staff, affiliates, and our many allies. Together, we’ll strengthen our culture of organizing and our commitment to be an active steward of our civic and democratic norms.” She added, “What’s in my heart is what’s in yours: a love of the students we serve, and the responsibility we share to instill the values of democracy and equal opportunity in order to model in our schools what a just society should look like.” Embracing diversity National Teacher of the Year Rodney Robinson, a social studies teacher in a school inside the Richmond Juvenile Detention Center in Virginia, addressed delegates and made an impassioned plea for diversity, inclusion, and greater educational opportunities for our most vulnerable students. “A one-size-fits-all model of equality does not work in education and education funding,” Robinson said. “Equity ensures that the students suffering from multi- generational poverty receive the same resources and education as those born with a silver spoon in their mouths.”

The NEA-Danbury delegation to the NEA RA enjoys a fun photo op.

Danbury teacher Luanelly Iglesias at the 2019 NEA Human and Civil Rights Awards ceremony with former NEA President Bob Chase and CEA Vice President Tom Nicholas. Watch a video about Iglesias here.

He added, “All students deserve teachers and role models who appreciate and understand the unique gifts they bring to the table no matter their race, religion, gender status, or sexual orientation. We need more teachers of color in America because everyone—and I mean everyone—benefits from diversity.” Connecticut educator Luanelly Iglesias, a bilingual teacher at Danbury’s Rogers Park Middle School, was also honored on the national stage as the recipient of the George I. Sanchez Memorial Award

during the 2019 NEA Human and Civil Rights Awards ceremony at the NEA RA. “Throughout her career, Luanelly has been a tireless champion for her students, creating a bilingual program for those recently arriving in the United States,” said CEA President Jeff Leake. “Her efforts in the school community through family engagement continue to provide

students the opportunity to have pride in their Hispanic heritage. The cultural exchanges that Luanelly brings to the classroom and the school community teach students the importance of honoring the past, embracing their culture and language, and working hard toward a bright future.”

Branford Education Association Vice President Jeff Rizzo is part of the Connecticut delegation.

CEA’s hard-working Resolutions Committee articulates the Association’s core beliefs and positions.

Waterbury Teachers’ Association member Ali Damon Kirchberger channels her inner Rosie the Riveter.

Windsor Education Association members Dewayne Williams and Stacey Paley meet with NEA President Lily Eskelsen García.

Following the presidential forum, Bridgeport Education Association Vice President Ana Batista had the opportunity to speak with Senator Elizabeth Warren.

FUNDRAISING

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25TH ANNUAL HANDS ACROSS THE GREEN GOLF TOURNAMENT Day of fellowship, friendly competition raises funds for children in need

Hundreds of Connecticut teachers, supporters, and CEA staff took part in the 25th annual Hands Across the Green Golf Tournament in Glastonbury on July 15. The event is the largest fundraiser of the Connecticut Education Foundation (CEF)—CEA’s charitable arm—to benefit public school students. “CEF’s Children’s Fund provides public school students across the state with clothing, eyeglasses, help with dental needs, and so much more,” said CEA Vice President Tom Nicholas, who serves as president of CEF. “CEF also awards scholarships to students pursuing teaching careers and helps teachers facing extraordinary hardships. Without the golf tournament, this philanthropic work would not be possible.” Throughout the year, teachers turn to CEF to request money for essential items for students or colleagues experiencing significant financial hardships, and since its inception, the Hands Across the Green golf tournament has raised approximately $700,000 toward these goals. Help when you need it “CEF really helps students in need, and our local Association is happy to support the foundation,” said Region 16 teacher Stephen Jerram. “I inquired once about help for a family whose child had trouble seeing the board in class and needed glasses. CEF responded right away with all the forms we needed and was ready and willing to lend a hand. I was overwhelmed by the support we were shown.” Retired Woodbridge teacher Jim Crawford, playing for the 15th year, said, “This event is well-run, and the cause is terrific. I know a child who benefited directly from the fund when he needed his glasses replaced. They were broken, and he continued wearing them taped together. The Children’s Fund made it possible for us to help him.” “Every year, we come out to support the Children’s Fund,” said Stonington Education Association President Michael Freeman. “We have used the fund to supply book bags, clothes, and other necessities for kids and families in our local. It’s always there when you need it.” Playing in a foursome with other Putnam teachers, Meaghan Wakely remarked, “This is the second year for our group, and we’re excited to

CEA Secretary Stephanie Wanzer, CEA Vice President and CEF President Tom Nicholas, and CEA President Jeff Leake (pictured with his wife, Catherine)— celebrate the 25th annual Hands Across the Green golf tournament.

come back out. We’re fans of all the great initiatives of the Connecticut Education Foundation and the way it supports our kids.” “It’s a fun way to support the Children’s Fund,” Marlborough teacher Jen Wall agreed. “We have families with various income levels and needs. Last year was the first year our local used the fund to help a family around the holidays.” Glastonbury special education teacher Matt Zabroski noted that although the community where he teaches is well-resourced, it is also home to many low-income families who struggle. “We had a student who was frustrated and exhibiting behavior in class because she couldn’t figure out her math problems. We realized she didn’t have a graphing calculator, which is required, and even though the district makes graphing calculators available for loan, there are never enough for all the students who need them. In every community, no matter what the socioeconomic level, there are children who need help.” Natalie Lynn Smith, who has taught both in Glastonbury and CREC schools, agreed. “I have utilized the fund for various students in the past, including the family of student who lost everything in a fire, as well as several students who could not afford graphing calculators. We’d get them when they were freshmen, and they would have their calculators for all four years and beyond, into college. I am passionate about kids, and sometimes they

Teachers enjoy a day on the links to support needy childen.

Brett Gagliardi and Dustin Waldron credited veteran teachers and golfers for getting them out to Hands Across the Green this year. “I’ll never pass up an opportunity for a good day of golf,” Gagliardi said. Bonding time The Glastonbury Education Association, a sponsor of the first hole, had strong representation at the tournament, with three foursomes participating. “Our union representatives are strong, and they talk up this event and make sure to get the word out,” explained Glastonbury teacher Steve Nicastro. Nicastro, who has been participating in the tournament for the last five years, said he enjoys the time spent socializing with other teachers, including educators from other districts. Dave LeFevre, who teaches in neighboring Hebron and has played in the tournament for 15 years, says he has gotten family members as well as teachers from other districts to participate. This year, LeFevre’s foursome included his son and teacher friends from Barkhamsted and Madison. “It’s super fun,” said Ashford science teacher Dory Moore, who golfed with her special-education teacher husband, Chris, and their colleagues. “We love helping out and raising money for children in need. We feel very appreciated here.” Suffield Education Association Vice President Kevin Courchesne said, “Obviously the tournament helps kids, but also it brings us back together over the summer months. Our local president—Mark Janick— and I invite different members every year to come join us, including new building reps.” “It’s a good gig,” said retired Cheshire teacher John Williams. “We have a saying: It’s the best day of the year. We get to reconnect and bond with the people we work with all school year.” Anthem Blue Cross/Blue Shield has been the tournament’s platinum sponsor for the past 20 years, and Janney Capital Wealth Advisors was this year’s gold sponsor.

Y E A R S

need our help.” Smith, who sets up the Hands Across the Green raffle table, has been volunteering for the golf tournament for decades and enjoys the camaraderie. And she’s in good company. Newcomers and regulars “I’ve been playing in Hands Across the Green for all of its 25 years,” said retired Avon teacher John Czepiel, adding that it’s an excellent way not only to support a charity close to teachers’ hearts but also to increase union engagement. “We started out in Avon with one foursome, and over the years it grew from four players to eight. This year we have a dozen players at the tournament.” Indeed, in addition to many faithful tournament regulars—some who have been playing for decades— this year saw a number of new players. First-time participant Diana Halas, who golfed with fellow Nonnewaug 2019 HANDS ACROSS THE GREEN GOLF TOURNAMENT TO SUPPORT THE CHILDREN’S FUND

teachers, said, “It’s gorgeous out here. The conditions are great, and I’m planning to do it again.” Likewise for Westbrook’s Brian Dailey, who just logged his 13th

tournament and noted, “Every year, while we’re at Hands Across the Green, we go ahead and book for the next year. It’s an excellent course, a lot of fun, and something we look forward to.” Region 16 first-timers

Marlborough teacher David Wasserman gets a high-five from colleague Jen Wall after winning the putting contest sponsored by California Casualty.

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Teachers Score for Students Teachers and supporters competed for overall scores as well as prizes in several categories, including a 50-50 raffle; closest to the pin and a putting contest, sponsored by California Casualty Auto and Home Insurance; long drive, sponsored by Wood-n-Tap; and a poker run, sponsored by Mohegan Sun. • First-place gross winners , with a score of 57, were the Bridgeport Education Association team of Andrew Grasso, Gary Diaz, Brian Sullivan, and John Dailey. • Second place (60 MC) went to CBRE’s team of Gary Schless, Steve Zajac, Dan Donohue, and Todd Rudner. • Fairfield Education Association’s team of Dave and Mike Abraham, Pete Shanazu, and Justin Henry took third place (60). • First-place net winners , with a score of 50, were Westbrook Education Association teachers Brian Dailey, Ryan Percival, Tim Marshall, and Bill Gombos. • In second place (53 MC) were Hebron Education Association’s Tony Pitrone, Michael Corona, Steve Hurley, and Chris Lapsis. • Third-place net (53) went to the AFSCME Local 1565 foursome of Eric August, Mike Tuthill, Joe Stone, and Luke Leone. • Winners of the long drive were Fairfield teacher Justin Henry (men) and Hebron teacher Kathy Jurgelas, with AFSCME Local 1565 (women). • Closest to the pin went to Salisbury teacher Zim McAuliffe, with 2’6” on the 3rd hole, Stonington teacher Dane Lewis, with 2’1” on the 6th hole, Glastonbury’s Adam Lefkowitz, with 1’3” on the 11th hole; and Jason Krug, playing for CEA legal counsel Melanie Kolek’s team, with 5’3” on the 18th hole.

The Bridgeport Education Association foursome of (L-R) Andrew Grasso, John Dailey, Brian Sullivan, and Gary Diaz were this year’s first-place gross winners.

Region 16 teachers Steve Ruhl (far left) and Stephen Jerram (far right) welcome colleagues Dustin Waldron and Brett Gagliardi to their first Hands Across the Green tournament. Says Jerram, who has reached out to the Connecticut Education Foundation to help students in his district, “Our local Association is happy to support the foundation.”

2019 marks the inaugural Hands Across the Green tournament for Nonnewaug teacher Diana Halas, who says she’ll be back next year.

THANKS TO OUR SPONSORS

HOLE SPONSORS ACES Education Association Aqua Turf Bloomfield Education Association CEAPSO CES Education Association CT Education Association–New Milford Education Association of Norwich Free Academy East Granby Education Association East Hampton Education Association Education Association of Preston Farmington Education Association Friends of Feeney Greenwich Education Association Hamden Education Association Kent Education Association Killingly Education Association Ledyard Education Association Lisbon Education Association Monroe Education Association Motion Inc. NEA Ridgefield Newington Teachers’ Association Orange Teachers’ League Plainfield Education Association Pomperaug Education Association Redding Education Association

For more photos from the tournament, visit CEA’s Flickr page. Torrington Education Association Gould Killian LLP Shepaug Valley Education Association West Hartford Education Association

Regional Education Association District 10 Rocky Hill Teachers’ Association Simsbury Education Association South Windsor Education Association Sprague Teachers’ League Stamford Education Association

PLATINUM Anthem Blue Cross/Blue Shield GOLD Janney Capital Wealth Advisors SILVER SPONSORS AFSCME Local 1565 All Waste, Inc. Avon Education Association California Casualty CBRE ConnectiCare Education Association of Cheshire Frontier Employees Fund Glastonbury Education Association Hebron Education Association Manchester Education Association Putnam Education Association RM Bradley Stonington Education Association USI Insurance/Plymouth Rock Assurance Westbrook Education Association BRONZE SPONSORS Hartford Restaurant Group Hooker & Holcombe Ryan Business Systems WFSB Channel 3 Eyewitness News SPECIAL ASSOCIATION PATRONS Ashford Education Association Bridgeport Education Association CEA Region 4 Education Association CESEA Fairfield Education Association LEARN Education Association Ledyard Education Association Marlborough Education Association Nonnewaug Teachers Association Region 16 Education Association Salisbury Education Association Southington Education Association Suffield Education Association West Hartford Education Association

Marking Anthem’s 20th year as the tournament’s platinum sponsor are John Bryson, Billy Porto, Kate Klarman, Jeff Haggerty, Marty Kilcourse, James Ranney, Elizabeth Bossidy-Tobin, and Scott Millea.

Representing Janney Capital Wealth Advisors, the tournament’s gold sponsor, are (left) Bob Macca, Ed Blumenthal, Jamie Marinan, and Taylor Henderson, and (right) Ned Manuel and John Lange.

EDUCATING

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BRINGING CREATIVITY, PLAY AND JOY BACK INTO THE CLASSROOM Teacher symposium, legislative session examine how students learn and thrive

Play is one of the primary ways young children learn, but as elementary school teachers well understand, the time allowed for play-based learning in school has diminished as demands related to standardized tests and Common Core State Standards (CCSS) have increased. The educational benefit of play was one of several key topics addressed at the 2019 Empowered to Lead Symposium, hosted by the Connecticut Teacher of the Year Council, where teachers also did a deep dive into issues including equity, leadership, and social and emotional learning. Keynote speakers included Dr. Marc Brackett, founding director of the Yale Center for Emotional Intelligence, and Mandy Manning and Sydney Chaffee, the 2018 and 2017 National Teachers of the Year, respectively. “This conference is a great way for teacher-leaders, administrators, and other educators to participate in collaborative discourse and to share ideas and resources aimed at elevating our profession,” said David Bosso, president of the Connecticut Teacher of the Year Council. Bosso, who was named Connecticut Teacher of the Year in 2012, was inducted into the National Teacher Hall of Fame this year. The symposium drew teachers from every corner of the state, with breakout sessions exploring everything from the effects of play on healthy brain development in young children to building students’ capacity for promoting equity. (See story on page 9.) Thinking outside the box Kate Miserocchi, a fourth-grade teacher at Parkway Elementary School in Greenwich, conducted a workshop titled Magnificent Minds of Quirky Kids . “I’ve worked with children who think in ways we might not expect, whether they have been identified as gifted or special education students,” she said. “The biggest stumbling block is that there is so much curriculum that they have to get through, and so much is laid on us teachers so that students meet CCSS. But kids are not necessarily ‘standard.’” Miserocchi’s workshop provided a forum for considering unconventional approaches and classroom resources that tap into children’s creative thinking. “Young people are frequently the authors and inventors of big ideas,

socialization and the development of interpersonal skills,” said Merrill, “is now spent on reading and mathematics, which may be contributing to the dramatic increase in student misbehavior and aggression in the early grades. This perfect storm of more content and standards and less play equals a spike in anxiety and behaviors.” “With budgets being cut, we’re cutting out social workers, and we’re losing resources,” said Region 10 teacher Christina Flaherty. DeLeo told teachers, “CEA lobbies to protect and improve public education, but legislators also need to hear from you—their constituents. Send a handwritten letter. Invite them to your school. They need to know how you feel.” “Many districts are recognizing the need to bring back play, but it’s not happening globally or consistently,” Merrill said. “Goals are often cognitively inappropriate and unrealistic, setting children up for failure.” Beth Horler, president of the Groton Education Association, said she could relate. “We had to fight to get back blocks, dress-up, and play centers in our elementary schools,” she said. “It’s been a long struggle.” “In weeks where we play less, teacher Jess Papp observed. “Even teachers feel it. At this young age, more academic content is being pushed down, but play is the most important piece.” Papp teaches at Cherry Brook Elementary School. Presenting on a related topic, CEA teacher development specialist Kate Field talked about building a culture of joy and empathy in school. “Social media, divisive politics, and the frenetic pace of modern life are impacting how we interact as a society and contributing to an epidemic of loneliness and social anxiety,” Field said. “Our children are experiencing these emotions as well, which can impact cognitive development, academic performance, and social-emotional well-being.” Her workshop—relevant for teachers of all grade levels and subjects, as well as school administrators—explored practical strategies for promoting a school culture of kindness and inviting joy back into the classroom. For more on this and other CEA workshops, visit cea.org/pla . there is a dramatic increase in anxiety, behaviors, and mood changes in students,” Canton

Canton teacher Jess Papp and Superintendent Kevin Case share takeaways from a workshop on the emotional and behavioral impacts of diminished play on young children in the classroom.

with insights that emerge unexpectedly when given the right stimulus or environment,” she said. “They don’t always color inside the lines of our expectations or perform successfully when responding to the demands of curriculum objectives. With an increasing emphasis in schools on standardized test scores and summative assessments, we are possibly missing a vital component in our methods for finding out what kids really know beyond what we want them to. Whether in math, reading, writing, science, or social interactions, children are eager to demonstrate their understanding of abstract ideas in practical as well as imaginative ways. Their social- emotional well-being may be at risk if they’re perceived as ‘off task.’” Too much, too soon? Retired Bolton teacher Victoria DeLeo and Beecher Elementary School teacher Doreen Merrill, who serves as president of the Woodbridge Education Association and chairs CEA’s Commission on Instruction and Professional Development, co- presented on the topic of developmentally appropriate instruction for the early elementary grades. “Children in grades K-2 are under significantly more stress than in the past, as more and more academic content is pushed down to the early grades,” said Merrill. “High academic standards and increased time on direct instruction in the early grades have resulted in less play- based learning and fewer hands-on activities.” In focus group interviews of nearly 200 Connecticut teachers, 72 percent linked CCSS with an

Beth Horler shares her personal experience as a teacher when play- based learning was de-emphasized in her school. increase in direct instruction and a decrease in hands-on, play-based learning in the early grades; 73 percent stated that CCSS set unrealistically high standards for the majority of students in grades K-2. Though a cause-and-effect relationship may be debated, 75 percent of K-2 teachers surveyed have observed an increase in student anxiety or stress, and 76 percent reported a rise in serious student misbehavior and aggression since the implementation of CCSS. School psychologists, too, have seen their caseloads explode over the last few years. “Cognitive science suggests that children between the ages of 4 and 7 learn best through play, which is also an important stress reliever and necessary for healthy brain development,” DeLeo explained. Teachers surveyed overwhelmingly noted that when play is incorporated into learning, the result is higher student enjoyment and satisfaction. “Time that used to be spent on

New Connecticut Law Recognizes the Value of Unstructured Play

This legislative session, Connecticut lawmakers enacted into law a bill that would allow for more unstructured playtime in elementary schools. CEA Government Relations Coordinator

Susan Williams explains that An Act Concerning the Improvement of Child Development Through Play allows local and regional boards of education to substitute unstructured play for physical activity and exercise in elementary schools. (Current law mandates at least 20 minutes of daily physical exercise in public elementary school, and the new law expressly allows boards of education to include more than 20 minutes of physical exercise or undirected play in their elementary schools’ regular daily schedules.) The law also requires boards of education to adopt a policy by October 1, 2019, addressing any school employee who prevents, as a form of discipline, an elementary school student from fully participating in the required period of physical activity or undirected play during the regular school day.

After splitting up and attending various sessions, Wallingford teachers Mike Green, Jessica Harris, and Anne Porier compare notes.

RECOGNIZING

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FIVE STUDENTS AWARDED CONNECTICUT EDUCATION FOUNDATION SCHOLARSHIPS TO PURSUE TEACHING CAREERS Five Connecticut students pursuing teaching careers have been awarded scholarships from the who need extra help. I was put in an elementary classroom as an assistant, and the part of the day I enjoyed diversity,” she says, and after volunteering in urban classrooms, she believes she has found her place.

my country. Last April, my family migrated to the United States, to Connecticut, in order to have a better future. Though things have changed constantly in my life, I still do not forget my love of teaching. I want to teach in Connecticut because I found love, acceptance, and peace in this state, and I want to be one of the people who will inspire students and help them achieve their goals. I may not be born or raised here, but Connecticut and the people here have a great part in my heart.” Casucog would like to teach mathematics and accounting. Ethnic Minority Scholarships were also renewed for six participants from the previous year. Three students have been named recipients of CEF’s Phil DiGiovanni Future Teacher Scholarship , aimed at encouraging highly qualified students to enter the teaching profession. The scholarship is awarded to students with a parent or legal guardian who is an active or retired teacher and member of CEA. Lauren Noble , who graduated from Weston Public Schools and is a student at Rhode Island’s Roger Williams University, says she is often asked why she is pursuing teaching and not a higher-paying profession. “Teaching is in my heart,” she Noble interned in a kindergarten classroom during high school and helped conduct math and literacy lessons. “It was my first experience in a classroom full-time,” she says, “and I could not envision my life any differently.” As a college student, she has tutored in an urban elementary school, providing additional support for students with IEPs or 504 plans. “My most rewarding memory was being able to teach a third-grader addition, subtraction, and multiplication without counting on his fingers. While there were days that were not easy, seeing his excitement at being able to solve an equation he struggled with just a few weeks before made it all worth it.” She adds, “I would not be where I am in my life today without the schools in Connecticut, and that is why I want to return to Connecticut to teach.” Michelino Gali , who graduated from Rocky Hill High School— where his mother, Adele, is a math teacher and a building rep—is attending Central Connecticut State University, where he has been accepted into the School of Education and Professional Studies. Originally planning to major in accounting, Gali switched gears after his freshman year. He explains, “The summer after I finished high school I volunteered for Rocky Hill Public Schools’ summer program, Celebration of Learning, for students Lauren Noble explains. “It was my mother and some of my own teachers who helped me realize that this is the profession for me.” Her mother is an elementary school teacher in Weston.

Connecticut Education Foundation (CEF) to help them realize their dreams. Soribel Torres-Jimenez , an incoming UConn freshman, is one of two students to receive the CEF Ethnic Minority Future Educators Scholarship this year. She will receive $2,000 for every year of undergraduate study leading to obtaining Connecticut teaching credentials. Torres-Jimenez is a graduate of Waterbury Career Academy High School, where world languages teacher Rebecca Pellot describes her as mature, responsible, diligent, and a wonderful role model, adding, “I am sure that she will carry these traits with her as she pursues higher education and in her future career as an educator. I have no doubt that Soribel will be an enthusiastic, talented, and successful teacher.” Torres-Jimenez says, “Ever since I understood the concept of school, I’ve dreamt of being a teacher. As a child growing up, I loved school and my teachers. They kept the spark of being a teacher in me because of the difference they made in my life. Oftentimes, school was an escape for me whenever I felt alone, because my teachers always made time for me and checked up on me.” She plans to pursue special education for bilingual students, she says, “because it combines both of my passions and is a career in very high demand. It may be challenging, but it is also very rewarding and would bring a lot of joy into my life. I especially want to focus on teaching in inner cities in Connecticut, where it becomes very difficult for families to educate their children when they’re focusing on working to keep their family in a home. I believe my purpose is to teach in Connecticut in order to give back to the community that raised me. Teachers create the future.” Franchesca Casucog , who graduated this spring from Norwich Free Academy, has also received a CEF Ethnic Minority Scholarship this year. She will begin her undergraduate studies at Three Soribel Torres- Jimenez

most was helping students one-on- one with math.

In addition to working summers as a substitute paraprofessional in Torrington, Vega has volunteered at Dunbar Elementary School and Discovery Magnet School in Bridgeport. “I would love to teach in an inner city, because I feel as though these students are the ones who need the most. They may not have the best life at home and are unable to express how they feel 100 percent of the time. Not only are these students making an impact on my life, but I would be making an impact on theirs, and I want to be that teacher.” Vega’s mother, Valerie, teaches at Kent Center School, where Vega was a student and recalls small class sizes. “This meant there was more time for individual attention, and students’ needs were more easily met,” the aspiring educator and scholarship recipient observes. Gabrielle Vega The Connecticut Education Foundation is a nonprofit, charitable foundation that was established in 1991 to help teachers and children with extraordinary personal hardships as well as students planning teaching careers. Click for more information about the Ethnic Minority Scholarship Fund or the DiGiovanni Future Teacher Scholarship Fund.

Sometimes I had to explain a problem a few different ways until students could understand the concept.” With one student who struggled, Gali often used sports analogies, like, “If a basketball player made four three-point shots, how many points did he score in total?” That always did the trick. When Gali needed to take a few days off to have dental surgery, the boy he worked with so closely was disappointed—so much so that Gali returned to summer school the very next day. “I did not want to miss the opportunity to help this boy, and I could not bear his disappointment to think I abandoned him.” One of his recommenders noted, “In a profession with relatively low male representation, Michelino will likely inspire other young men to pursue this profession. I also believe his patience and cognitive abilities will have a positive impact on even struggling learners.” Changing majors has required Gali to take summer courses in order to graduate on time. The DiGiovanni Scholarship, he says, will help defray those extra tuition costs. Gabrielle Vega , a graduate of Torrington High School, is a current student at Fairfield’s Sacred Heart University, where she is preparing for a career teaching elementary students. “I attended schools with very little Michelino Gali

CEA Aspiring Educators Attend NEA RA in Houston

Rivers Community College in the fall. Casucog was born and raised in the Philippines, where she recalls crying at the sight of four children “happily sharing a small biscuit in a medical relief operation in the

From left to right in the first row are State Aspiring Educators Secretary Cameron Bulk, State Chair Katie Grant, State Vice Chair Kim Day, and State Student Organizer Michele Ridolfi O’Neill. Left to right in the back row are Quinnipiac Aspiring Educator chapter officers Elissabeth Daniele, Joanna Sayed Ahmed, Michael Thorp, and Jessica Coughlin. CEA Aspiring Educators’ Program state officers and Quinnipiac University chapter officers joined CEA State Student Organizer Michele O’Neill for the NEA Aspiring Educators’ Conference in Houston from June 29 to July 2, where they participated in chapter and state program development, team building, and networking events. QU’s chapter was awarded NEA’s Certificate of Excellence for Outstanding Local Excellence in Social Justice, beating out university chapters from across the country. QU has won a Certificate of Excellence award each of the last five years they’ve attended the NEA-AEC.

Franchesca Casucog

wake of a typhoon.” The children were impoverished, uneducated, and determined to go to school and earn diplomas for a better future, she says. “As an immigrant, most of my dreams are inspired of poverty and the challenges that we faced living in

LEARNING

8 CEA ADVISOR SUMMER 2019

ENCOUNTERING DIFFERENCES Teachers, students, and community members combat racism by building relationships

Five years ago, a small eastern Connecticut community made headlines for all the wrong reasons. When the town, which is 94 percent white, hosted a high school football game, African American students on the other team were greeted with racial taunts. Jerry Fisher, who is executive director of the Jewish Federation of Eastern Connecticut, was dismayed not only by the hurtful comments but also by the fact that they went unchallenged. “I was anxious to do something to rectify the situation,” Fisher says, “to change things and approach the racism that seemed to be inherent in our towns. It wasn’t the students who were the problem,” he adds. “It was the parents. We wanted to address the way those parents were modeling for their children. And that’s how our program was born.” Encountering Differences The program he is referring to is Encountering Differences, which connects high school students with African American host mentors living in southeastern Connecticut. “Our country has a long history of oppression that did not end with the Civil War and did not end last week,” Fisher says. Through a series of close conversations, student participants learn the personal histories of African American community members and their experiences relating to race. Topics include segregation, the migration North, the Civil Rights movement, and systemic racism. Current acute manifestations of racism are also explored. “The program strives to help students draw lessons from current and past events, break down cultural barriers, and confront hatred and prejudice,” says Old Saybrook High School library media specialist Christine Bairos, who facilitates the program for her school. “Students are encouraged to think about how they can promote change and advocacy in their school and the greater community as well as examine their own responsibilities in creating a just society.” This year, 23 high school students participated from East Lyme, Fishers Island (NY), Ledyard, and Old Saybrook.

“What’s vital to the success of this program,” says Bairos, “is that students visit with mentors in their homes. They see their personal artifacts, their family pictures, the things that are special to them, and they hear their stories. The small groups foster relationships and a comfort level that makes it easier to ask and answer some of the difficult questions.” Personal stories Retired teacher Florence Clarke, one of the volunteers who opened her home to students, attended segregated schools and remembers as recently as the 1990s being served restaurant meals with plates and silverware different from those used to serve white people. These are among the experiences she shared with program participants. “If you’re going to make a difference, you have to feel it in your gut,” she says. “These young people will make their corner of the world the best it can be.” Fellow mentor Donetta Hodge recalls an evening when she was seven years old and visiting relatives in Georgia. She awoke to strange sounds in the yard and a bright light that she believed to be Jesus. When she looked out her window, she saw men in long, white cloaks and felt her intuitions were confirmed. She did not understand then why her family quickly evacuated. Only years later did Hodge come to learn the meaning of the burning cross that destroyed part of the family home. “It may be painful, but it’s real and not something you sweep under the rug. It’s good for people to share their personal histories. We can learn from each other, and maybe my story will enlighten others about people of color.” Janae June, one of the program’s student participants, moved in seventh grade from a New York City school with a predominantly African American student body to Old Saybrook, where she was one of the few African American children in her class. “It was intimidating,” she admits. “At first I tried to fit in by changing my appearance, my dress, and the way I talked.” As time went on and she made friends, she became comfortable being herself.

Attorney Lonnie Braxton, shown here having lunch with students, serves on the board of the New London Public Library, where he runs an annual film festival with significant films relating to African-American history. He has visited nearly every site on the Civil Rights Trail.

Donetta Hodge opens her Waterford home to Old Saybrook students and library media specialist Christine Bairos, along with program coordinator Tammy Kaye, of the Jewish Federation of Eastern Connecticut. Hodge, who recently retired as a compliance officer at Sonalysts, was president of the National Council of Negro Women. When she was seven, she encountered the KKK at a family home.

Connecting with African American mentors inside and outside her community through Encountering Differences, she says, was affirming, eye-opening, and exciting. For fellow student Lily Petrucelli, who attended primarily white shools, meeting with mentors of color and hearing their personal stories was also very moving. Jeune, Petrucelli, and other student participants also visited historic sites in Harlem, including the Apollo Theater; Canaan Baptist Church of Christ, where Dr. Martin Luther King, Nelson Mandela, and other prominent leaders preached; and the site of the former Audubon

Ballroom, where Malcolm X was assassinated. The group also visited the Museum of the City of New York to view their Activist New York exhibit, which explores the city’s history of social activism on issues including civil rights, wages, sexual orientation, and religious freedom. In a culminating program at the end of the school year, students presented slide shows and videos showcasing highlights of their mentor’s family story and what impacted them the most. “I hope you will all become stalwarts for what Martin Luther King had as his dream,” Fisher told the group.

PROFESSIONAL LEARNING OPPORTUNITY Unconscious Bias: Its Powerful Effect on Instruction and Learning Racial discrimination is not always deliberate. Many of our beliefs and actions are informed by unconscious bias. In fact, social psychologists and scientists have found that all of us, regardless of race, have cognitive biases that influence how we perceive and make decisions about other people. Implicit attitudes regarding race, stereotyping, and prejudice are a few of the many factors that can prevent African American, Latino, and EL students from achieving in school at the same level as their white counterparts. CEA’s workshop Unconscious Bias raises teachers’ awareness of unconscious bias and its powerful effect on student learning and teacher/ educator performance. It also explains how unintended thoughts can contradict our beliefs and how acting according to our values can require more than good intentions. To schedule a workshop in your district, talk to your local president or CEA UniServ Rep. For more workshops, check out CEA’s Professional Learning Academy at cea.org/pla .

The son of sharecroppers, attorney Lonnie Braxton (center) meets with East Lyme students, as well as teachers Henry Kydd, Matthew LaConti, and Shannon Saglio at his home. Braxton discussed poll taxes—fees that made it difficult for poor people to vote in the Jim Crow South, disproportionately keeping African Americans from the voting booths. Braxton is holding his mother’s Missouri poll tax receipt from 1962.

TRAINING

SUMMER 2019 CEA ADVISOR 9

TEACHING SOCIAL JUSTICE Third grade teacher shares tips and tools

When Tracey-Ann Lafayette enters her classroom, she sees not only students but also citizens and activists. The third grade teacher at East Harford Public Schools’ O’Brien STEM Academy, who just finished her third year of teaching, is spending part of her summer in South Africa learning new ways of empowering children in grades three through five. “I am going to Cape Town and Johannesburg as part of a Fund for Teachers trip and will bring back lessons that help my students find their own voice and use it for causes they believe in,” she says. One of the causes near and dear to Lafayette is ensuring that students of color see themselves reflected in their teachers, a major initiative of CEA . “Teachers of color represent about eight percent of the teaching force in Connecticut,” she says, “and that’s far smaller than the percentage of students. Often, teachers of color are the only ones in their schools.” In a workshop she presented at the Connecticut Teacher of the Year Council’s Empowered to Lead Symposium this spring, Lafayette noted that when it comes to teaching about the contributions of ethnic and racial minorities, “We often get stuck in Black History Month or Hispanic Heritage Month. We talk about Rosa Parks, we talk about Martin Luther King and Ruby

learning about apartheid and the leaders who fought back against it. Our goal is that when we return from our trip, we will use what we learned to create lessons with a social justice focus that can be integrated into the third through fifth grade literacy curriculum at our school.” She adds, “I will be working double time when it comes to posting, using my teacher Instagram account, @learningwithlafayette, to share information with fellow educators about my adventures. My blog, dearlafayetteleaders.wordpress. com , is going to be written to my students past and future to tell them about the things I am learning during our trip.”

Bridges. Instead of integrating lessons into what we are teaching throughout the year, we focus on a few key people over a few weeks.” Lafayette’s workshop, Empowering Students as Activists for Social Justice, focuses on literacy, weaving activism into the curriculum, and strategies for classroom conversations that motivate and prepare students to work for equity and justice. Clearing the hurdles “So, what gets in the way of our teaching about social justice and activism?” she asked workshop participants. Some responded that it can be uncomfortable, they fear blowback from parents or administrators, testing leaves little time, resources are lacking, and there is often uncertainty about how to include something that is not part of the curriculum. Lafayette shared some strategies for empowering students as social justice advocates: • Provide good literature. Some of Lafayette’s go-to reads are short, impactful books such as Peaceful Fights for Equal Rights , by Rob Sanders, or Martina Freeman’s If You’re Going to a March . • Define activism. Discuss different forms of activism and the idea that young people can be activists. You don’t have to wait until college or adulthood. Share with your students stories about

various activists and the specific causes they have advanced. • Ask kids what their causes are. Ask them what makes them sad or what they want to change. • Have students research the topics that interest them and educate themselves and others; encourage them to articulate their positions and share their opinions. Lafayette’s trip to South Africa with fellow O’Brien teacher Nicole Campbell will include visits to various schools to learn more about restorative practices, she says, “in order to bring some of that knowledge back to our school community.” Additionally, she says, “Our trip will have a heavy focus on

East Hartford teacher Tracey-Ann Lafayette shares tips with colleagues on how to empower their students to be social activists.

TEACHING IN THE PRESENT TENSE: USING MUSIC TO ENGAGE STUDENTS ACROSS THE DISCIPLINES Connecticut’s two teachers unions, CEA and AFT CT, joined forces to cosponsor a professional learning workshop, TeachRock: Music Across the Disciplines. Thirty teachers from around the state, representing nearly every grade level and subject area—from physics to culinary arts— attended the free training. TeachRock is an arts integration curriculum created by the Rock ‘n Roll Forever Foundation, founded by Steven Van Zandt, better known as Little Steven of Bruce Springstein’s E Street Band. Van Zandt is a strong supporter of both unions and teachers, whom he describes as “underappreciated and underpaid.” As a child, Van Zandt did poorly in school until a teacher helped him realize that music—his passion—often connects different school subjects into a coherent whole. With that realization, Van Zandt became far more engaged in school and began to look at learning through the lens of music. It was this experience that eventually led him to found the Rock ‘n Roll Forever Foundation, a nonprofit organization whose mission is to empower teachers to infuse music into the curriculum to better engage students and build their cultural competency. It’s what Van Zandt calls “teaching for the present moment” rather than “learn this now, because you’ll need it later.” The TeachRock curriculum consists of over 140 interactive lessons, curated by subject and theme and aligned with Common Core State Standards and/or Next Generation Science Standards. Many different genres of music—from rap and hip hop to rock, reggaeton, and more—are included. This extensive resource is free for teachers and contains lessons for all grade levels and subjects. Bill Carbone, an ethnomusicologist who grew up in Connecticut and attended Wesleyan University, facilitated the workshop, providing an overview of the curriculum and engaging participants in several TeachRock activities, including an environmental lesson, a social- emotional learning lesson, and a history lesson. Lessons required collaboration, critical thinking, and creativity, as well as singing, dancing, and a sense of fun. To access free lesson plans and activities, register at teachrock.org . Teachers who register can also attend any of Steven Van Zandt’s concerts for free.

Educators learn how to use popular music to promote cultural competence and student engagement across the disciplines.

Teachers work together to create

a playlist that gives clues to

the identity of a famous historical figure.