summer_18

CEA

Summer 2018 • Volume 60, Number 7 • Published by the Connecticut Education Association • cea.org

Teachers turn up the heat

• Sticking together in a post-Janus environment Page 2 • Standing strong for safe classrooms Page 3 • Going red for ed at the NEA RA Page 5 • Stemming summer reading loss Page 12 And more!

MOBILIZING

2 CEA ADVISOR SUMMER 2018

IN THE FACE OF SUPREME COURT RULING, TEACHERS, OTHER UNION MEMBERS VOW TO STAND STRONG Anti-union forces behind Janus v. AFSCME seek to undermine workers’ rights, teachers’ freedoms

In its decision in Janus v. AFSCME , the U.S. Supreme Court struck down nearly four decades of precedent and legal protections established by the unanimous decision in Abood v. Detroit Board of Education . The decision attempts to tear down unions. “The Janus case is an effort to take away educators’ freedom to speak with a unified voice about their workplace, their profession, and the well-being of their students,” said CEA Executive Director Donald Williams. “It’s an attempt to take away the rights of men and women to collectively bargain for fair salaries, benefits, and working conditions.” Janus v. AFSCME revolved around the issue of whether nonunion members should benefit from the wages, benefits, and protections negotiated by the union without paying their fair share for the cost of the negotiations. The case was funded by corporate billionaires and special interest groups looking to undermine workers’ rights. In states like Arizona and Wisconsin, where fair share systems have been abolished, teachers’ voices are being silenced, salaries and benefits have been cut, working conditions have eroded, class sizes are larger, and outcomes for students are often worse. “Despite the court’s decision,” said Williams, “our members are standing together, and CEA will continue to be a potent force for good. Teachers understand the importance of union membership

The crowd chanted, “They say, ‘Give back.’ We say, ‘Fight back!’” The U and I in union makes us strong Moments after the decision, the attack on teachers ramped up. Outside groups such as the Mackinac Center in Michigan— funded by the Koch brothers and Betsy DeVos—immediately began contacting teachers and encouraging them to drop their Association membership. They sent slick, friendly-sounding emails designed to look like public service announcements and lure members away from the union. Their goal is to do the same thing they did in Michigan—weaken the teachers union, eliminate pensions, cut teacher salaries and benefits, and privatize public schools. Teachers in Connecticut as well as other states with powerful unions began receiving calls and emails right away, pointing them to “hotlines” and websites where they would be greeted by messages purporting to look out for teachers’ best interests. “These are wolves in sheep’s clothing,” said Dias. “They are not out to protect teachers but to privatize our schools, take away our voice, and reduce our pay, healthcare, and retirement benefits. The easiest way for them to accomplish those goals is to bust teachers unions. They won’t succeed here if Connecticut teachers are onto them and if we stick together with our union,” said Dias. “There’s a saying that it’s the U and I in union that makes us strong.” To learn more about protecting your hard-won rights, visit cea.org or contact your local Association president or CEA UniServ Rep. What happens next? If you are a CEA member, you will remain a member. You’ll still receive all the union benefits you have enjoyed over the years. If you were an agency fee member, that arrangement ended with the U.S. Supreme Court ruling in the Janus case. Agency fee members are now nonmembers, only covered by the specific terms of the collective bargaining agreements, and are no longer eligible for benefits of CEA membership, including • Legal services for DCF investigations, terminations, nonrenewal hearings, workers’ comp, unemployment, and other workplace issues • Professional development • Retirement planning workshops • Assistance with teacher certification • Insurance coverage, including complimentary life insurance • Member discounts through CEA and NEA Member Benefits • Voting rights in union elections and contract ratification votes

Manchester Education Association President Kate Dias calls Janus a rallying cry.

and keeping bargaining power strong. That’s how we best serve our students and ensure a world-class public education system in Connecticut.” United we stand On June 27, when the Supreme Court handed down its ruling, CEA joined other Connecticut unions in a widely covered press conference and rally to show that union members are not taking the threat lying down. “Our members have vowed to fight back against the latest attack on their freedom and their right to collectively bargain,” said Williams. Manchester High School math teacher Kate Dias, president of the Manchester Education Association, led off the rally by reminding those gathered, “The union has long been the vehicle for workers, like teachers, to grow and have power—the power

to negotiate a living wage, to influence working conditions, to speak for our students, and to fight for more funding for our public schools, the greatest social equalizer this country has ever had.” To resounding applause, she declared, “This court decision isn’t a silencing act—it’s a rallying cry!” Paraeducator Shellye Davis, co- president of AFT Local 2221, added, “For more than a century, solidarity is what drove our labor movement to make sure that capitalism actually works for working people—not just the top one percent. Through it all, our unions have faced unrelenting attacks by the rich and powerful, whose aim has been to keep the economy rigged against the rest of us. We see that continuing today, in the assault by a network of dark- money donors who weaponized the

courts to try to take us down. They’re the ones who pushed the Janus lawsuit, specifically to weaken unions like ours— and silence the voices of all paraeducators, classroom support staff, and millions of other public employees.” Connecticut AFL-CIO President Lori Pelletier summarized, “From brave first responders to dedicated public school teachers to life- saving nurses, our community is strong because of those who answer the call to public service. These public service workers are able to serve their communities better because they are union workers, and as a union, they have the freedom to speak up together to help make our communities strong and safe. supported the Janus case are attempting to divide working people and limit our power in numbers. They know that unions give workers a powerful voice in speaking up for themselves, their families, and their communities.” Responding to a reporter’s question about what unions plan to do in response to the court’s decision, one rally attendee put it simply: “We intend to organize more.” The billionaires and corporate CEOs who

TEACHERS UNIONS FIGHT BACK Right after the Janus v. AFSCME decision, anti-union groups began sending emails trying to fool teachers into leaving their union. Unions like CEA and the Massachusetts Teachers Association have quickly pulled back the curtain on these groups, revealing the dark-money funders and anti-public education agendas behind these communications.

MOBILIZING

SUMMER 2018 CEA ADVISOR 3

CEA VOWS TO CONTINUE FIGHT FOR CLASSROOM SAFETY, RESOURCES FOR AT-RISK STUDENTS Governor’s veto of student, teacher protections will not go unchallenged

At the last minute, legislators fell short of gathering enough support to override Governor Malloy’s veto of an important classroom safety bill. In failing to overturn the veto, they failed to protect students and teachers— and lost the best chance Connecticut has had to increase classroom safety and reduce discriminatory discipline for students of color and special education students. Public Act 18-89, An Act Concerning Classroom Safety and Disruptive Behavior, would have helped ensure a safe classroom environment for all students and educators by requiring that students who physically injure others receive appropriate counseling and services. The creation of the bill was a collaborative effort, with input from a variety of education stakeholders, including legislators, the State’s Child Advocate, mental health advocates, the executive director of the Commission on Equity and Opportunity, and the Commissioner of Education. During the legislative session, the bill passed with overwhelming bipartisan support in both the Senate and the House. Lawmakers heard from hundreds of experienced teachers explaining how this bill would help them and their students and avoid discriminatory discipline or a pattern of ignoring at-risk students, which occurs too often at present. Teachers called, emailed, and

first time on July 19 to work on a classroom safety law that will pass the legislature. “CEA will continue to push for accountability from administrators and for much-needed resources and supports for our at-risk students,” said Leake.

testified in person, and legislators listened. Then came the governor’s veto. Major setback The governor vetoed PA 18-89 in response to false information provided by the Connecticut Association of Public School Superintendents (CAPSS). CAPSS objected to the bill’s call for greater accountability and reporting on the part of school administrators. “It is truly disheartening that legislators and the governor denied protections for students and teachers and proactive supports to help students who cause physical injury to others,” said CEA Executive Director Donald Williams. “We are disappointed that legislators, who passed this bill with overwhelming bipartisan support, failed to override the governor’s veto and enact this bill into law.” He added, “Administrators must have greater accountability for reducing violence in the schools and for providing appropriate help for students in need. Responsible administrators should welcome the proactive and supportive approach of PA 18-89 rather than the current system of relying on expulsions and suspensions, or worse still, ignoring the needs of students who would otherwise face discriminatory discipline.” “Legislators failed to take a real step forward to protect students and teachers in Connecticut’s public

school classrooms,” said CEA President Jeff Leake. “Teachers want real solutions, not phony ‘feel-good’ ideas that accomplish nothing and do not really protect students.” The push continues Fortunately, CEA’s persistence on the issue has prompted the creation of a task force, which met for the

CEA Issues Report Cards for Legislators With election season around the corner, it is important to know which incumbents voted with teachers, who went against us, and which new candidates are promising for public education. • Who decided to plug the state’s budget deficit with a payroll tax on teachers? • Who voted to roll back the teacher tax? • Who upheld the standards for teacher certification that you worked so hard to achieve? Who is willing to fast-track certification for less-qualified candidates? CEA is introducing a report card and honor roll system that evaluates legislative candidates’ voting records on issues that matter to you. Just in time for the 2018 election this fall, you’ll see who’s a true ally in the fight for quality public education and whose campaign promises fell short. All Constitutional offices and all 187 Connecticut General Assembly seats will be in play this Election Day, as will five

Congressional House seats and one Congressional Senate seat. It’s important to fill those seats with representatives and officials who will look out for you and your students. Look for details about CEA’s report card in your inbox. Not receiving our emails? Let us know. Call 860-525-5641 or email cheryly@cea.org .

WHY CEA?

“Get involved, check out the opportunities available to you, and spread the word! CEA offers discounts on many things I use regularly, legal protection if and when you need it, support for new teachers, and workshops on teacher retirement.” Beth Hosmer, Southington

We asked members why they think it’s important to belong to CEA and what they want new teachers to know about the value of CEA membership. Here’s what some of them had to say.

“People fought hard for the rights we have now, and we’ll need to continue to fight to keep those rights. It’s strength in numbers. CEA is for the students, not just teachers.” Amy Broad, Bridgeport

“Support whenever you need it.” Jonathan Harder, Cromwell

“I am a member to be a voice for teachers and an advocate for students.” Larry Zankel, Fairfield

“United we stand. Keep unions strong!” Teresa

“They are strong and there for you.” Greg DeNies, Manchester

“CEA is our voice and our strength.” Vidi Gupta, Bridgeport

Mamunes, Mansfield

“Unity is power.” Olga Dominicci, Bridgeport

“It’s the only organization that works for educational progress from childhood through retirement. We continue to work the legislature to improve conditions year after year.” Jeanine Coleman, Retired, Sterling

“Having an advocate sitting at the table is my reason for belonging to CEA, 100 percent.” Tiffany Ladson-Lang, Bridgeport

“We are stronger together, and organization is key to success. There will always be someone to help you.” Cindy Rohr, Redding

ADVOCATING

4 CEA ADVISOR SUMMER 2018

CMOs SPELL TROUBLE FOR PUBLIC EDUCATION Charter management organizations continue to flout the rules; CEA demands action CEA Helps Teachers File Unfair Labor Practice, Remove Manchester Charter School Principal for Alleged Sexual Harassment Union calls for stronger oversight, actions against negligent charter officials Nearly three years after

complaints until CEA got involved. The state must now investigate the actions of both the trustees and administrators for their complicity in the case, abject disregard for teachers’ well-being and safety, and not interceding to address or resolve the situation,” said Williams. Teachers notified the SDE of unethical behavior, including sexual

language program • offsetting local property taxes for desperately needed renovations at the high school Not an isolated problem The number of charter schools has increased over the last ten years, and management fees ahead of children’s classroom learning. In fiscal 2016- 2017, the state spent more than $7 million on charter school management fees that did not support students or their education. At the same time, an additional $45 million was spent by the state on charter school construction, renovation, and expansion, while statewide K-12 enrollment has declined and school districts have closed school buildings. “Corporate-run charter schools have made it difficult to account for and follow taxpayer funding,” said Williams. “This is unacceptable and makes no sense. The state must require transparency and hold charter schools to the same standards as traditional public schools. Where public funding goes, public accountability must follow.” fact that they receive state funding,” Williams adds. Several years ago, after an investigation at Jumoke Academy Charter School in Hartford turned up ineffective oversight of the school and its CMO, the state was required to provide systemic oversight for state charters. But continued offenses at Odyssey, Path Academy, and multiple other charter schools run by CMOs demonstrate that little has changed. CEA is calling on the state to create effective oversight to hold charter schools accountable for their actions. “These are serious problems that affect students, teachers, parents and communities, and they cannot be allowed to continue. The state must step up and demand accountability and transparency of all charter schools,” said Williams, “or state funding should be withheld.” CEA continues to monitor CMO- run charter schools and to battle back against their unchecked growth, which compromises public schools as well as students who attend CMO-run charters. CEA staff and members frequently testify at State Board of Education meetings about lower teacher standards and unfair treatment at CMO-run charters, practices that discriminate against English learners and other students, and financial indiscretions. many are run by corporate organizations that put high

are allowed to operate under different rules from other public schools. “Despite receiving millions of dollars in state education funding, these schools are given more latitude than traditional public schools,” says Williams. In traditional schools, he notes, action is taken swiftly in cases of administrator misconduct. Charter

complaints were brought forth about an alleged culture of abuse of power, sexual harassment, bullying, and other unprofessional conduct by the former principal of Odyssey Community Charter School in Manchester, the State Department of Education began proceedings against Christopher Bugbee. Bugbee reached an agreement with the SDE “While we are pleased that action has finally been taken in this case,” said CEA Executive Director Donald Williams, “it is inconceivable that it took three years to address serious reports from teachers victimized by the shocking actions of the school principal. The state must do more to protect our educators, 70 percent of whom are women, from any reported sexual harassment and abuse inflicted upon them.” Known problems As early as 2015, complaints of alleged discriminatory practices and other unethical behaviors were brought to the attention of Odyssey’s then- executive director and president of its board of trustees. Teachers say their complaints against Bugbee fell on deaf ears until they reached out to CEA. “It is outrageous that the Odyssey School Board of Trustees and administrators knew about the problems but ignored these serious to surrender his teacher and administrator certification. After the State Department of Education began the process of revoking the charter for Path Academy Charter School in Windham and its charter management organization (CMO), Our Piece of the Pie, Path Academy voluntarily surrendered its charter. The SDE uncovered shocking practices that included defrauding the state of nearly $2 million, billing the state for 128 phantom students, operating two unauthorized satellite schools, and tolerating excessive absenteeism. On June 19, the school was given one month to submit a proposal to address these deep- seated problems and continue operating—a scenario that State Board of Education Chairman Allan Taylor acknowledged was unlikely. “Unfortunately, closing down Path Academy is the beginning, not the end, of what is needed,” said CEA Executive Director Donald Williams. “The legislature must pass stronger laws that govern charter school management companies to ensure that they follow the law.” Of the students who actually attended Path Academy, 65 percent were absent 50 or more days, and 33 percent were absent 100 or more days, according to an SDE report.

“The Odyssey School Board of Trustees and administrators knew about the problems but ignored these serious complaints until CEA got involved.” Donald Williams, CEA Executive Director

harassment complaints against Bugbee, in May 2016. In July, CEA assisted teachers in filing an unfair labor practice with the State Board of Labor Relations, and in early August 2016, CEA provided the SDE with the teachers’ request for the revocation of Bugbee’s teacher/ administrator certificate, along with supporting sworn affidavits. “This is gross misconduct by the charter trustees and administrators, who knowingly disregarded the endless reports of misconduct, sexual harassment, and other inappropriate behavior by the school principal,” Williams said. He called the Odyssey case a sign of a larger, more systemic problem— the lack of transparency and oversight at charter schools, which

schools, he adds, must be held to the same standards. Patterns of abuse Indeed, unscrupulous activities are not unique to Odyssey. Just last month, the State Board of Education began revocation proceedings for Path Academy in Windham and its charter management organization, Our Piece of the Pie, after reports found blatant misconduct, including defrauding the state of nearly $1.6 million, billing the state for 128 students not enrolled in the school, operating unauthorized schools, and excessive absenteeism. (See story below.) “These are not single incidents but a troubling trend among charter schools able to dodge often lax reporting requirements despite the

Charter School Bilks State, Cheats Students – Set to Close Path Academy surrenders charter after Department of Education begins revocation proceedings

Path Academy charter school in Windham surrendered its charter after serious problems, including chronic student absenteeism and the misuse of millions of public dollars, came to light.

One hundred percent of Path’s students met the legal definition of “chronically absent.” Path Academy gained access to public education dollars because of its mission to help students with challenging life circumstances. Unfortunately, the school failed both its students and the state. The SDE is now working to place Path Academy’s students in new schools. A breach of public trust Testifying at a State Board of Education hearing in June, CEA’s Orlando Rodriguez said, “This was a breach of public trust and a failure to meet the most basic fiduciary duties that all public schools have: to spend education dollars on their intended

purposes and to the benefit of students. This board cannot overlook the egregious lack of accountability at Path Academy by both its administrative staff and board of governance.” Rodriguez and Williams also pointed out that the $2 million collected by Path Academy could have funded any number of worthy education initiatives overseen by the Windham Board of Education, such as • expanding before-and-after-school programs • expanding the Puentes al Futuro (Bridges to the Future) program • increasing enrollment to the much-admired Compañeros dual-

GOVERNING

SUMMER 2018 CEA ADVISOR 5

CONNECTICUT EDUCATORS REENERGIZED BY WORK AT NEA REPRESENTATIVE ASSEMBLY, READY TO FACE NEW CHALLENGES

The more than 100 CEA delegates to the 97th NEA Representative Assembly (RA) in Minneapolis this July 2-5 came home reenergized and ready to harness the power of the growing Red for Ed movement to meet new challenges to public education head on. “We joined more than 6,000 delegates from across the nation as we recognized the courage and fortitude of our colleagues in the Red for Ed movement,” said CEA President Jeff Leake. “Our delegates are ready to lead our CEA members as we stand up for our students, our members, and our profession. We are energized and ready for action.” Teachers spent the majority of their time at the Minneapolis Convention Center debating and adopting new policy statements, resolutions, amendments to existing policies, and more than 100 new business items. Taken together, these create a detailed NEA education policy blueprint for the upcoming year. In support of teachers taking part in the Red for Ed movement who might need to strike to ensure a positive future for their students and public schools, one of the new business items delegates approved establishes a voluntary membership donation of at least three dollars. The voluntary donations would help “to establish a fund to support statewide work actions and/or strikes.” This year’s NEA RA took place just days after the Supreme Court announced its decision in Janus v. AFSCME . The implications of that decision, which sides with corporate interests over working people, were clearly on delegates’ minds.

Showing their union pride at the NEA RA are Marilyn DellaRocco, CES; John Czepiel, Avon; CEA Secretary Stephanie Wanzer; CEA Vice President Tom Nicholas; CEA President Jeff Leake; Katy Gale, Darien; Cate Lunnie, CES; and Doreen Lawson, Waterbury.

Ana Batista, Bridgeport, and Tiffany Ladson-Lang, Bridgeport.

In her keynote address, NEA President Lily Eskelsen García told educators, “These are dark days, but Martin Luther King reminded us, ‘…only when it’s dark enough can you see the stars.’ And we have seen true stars align. We have seen the people march and speak up and refuse to be silent and refuse to pretend; we have seen the resistance rise.” Eskelsen García yielded the RA stage to a well-known student leader, David Hogg, a recent Marjory Stoneman Douglas High School graduate and advocate for commonsense gun laws and school safety. “We have been speaking up, mobilizing, and standing strong because our friends and family mean the world to us,” Hogg told the

delegates. “We are young, and that means we don’t have to accept the status quo. And we never will. We intend to close the gap between the world as it is and what it should be.” 2018 National Teacher of the Year Mandy Manning, a Washington educator, is doing her part to close that gap. Delegates honored her for her unwavering commitment to immigrant and refugee students. “In the past month, we have seen children ripped away from their families, families detained indefinitely as a tradeoff for keeping them together, the Supreme Court upholding the president’s xenophobic travel ban, and naturalized citizens with no assurance they’ll maintain their status. We live and educate in a time when not all students feel wanted, welcomed, loved enough, or that they matter,” said Manning, who teaches at Joel E. Ferris High School in Spokane. While in Minneapolis, Leake and other Connecticut educators showed their support for immigrant students by joining in a march protesting federal immigration policy—part of a wave of over 700 marches that took place across the country.

Standing up for students and the teaching profession is central to what it means to be a teacher, but in some places around the world, it can land you in prison. That’s what happened to Jalila Al-Salman, a Bahraini teacher and vice president of the Bahrain Teachers’ Association who helped to organize teacher strikes in support of pro-democracy protests during the international Arab Spring. Al-Salman was a guest of the CEA delegation to the NEA RA and shared her story with Connecticut teachers.

CEA Student Program Members Honored

For the fourth consecutive year, the Quinnipiac chapter of the CEA Student Program won the Outstanding Chapter Award at the NEA-Student Leadership Conference, which precedes the NEA RA. The Quinnipiac students beat out a number of university groups from across the country. “The Quinnipiac Future Teachers Organization (QFTO) does a great job engaging their members,” says CEA Educational Issues Specialist Michele Ridolfi O’Neill, who serves as the state student organizer. “Chapter leaders provide a variety of activities and experiences for members in a number of different areas, focusing on more than just teacher prep. This award is a great recognition for all their hard work.” Pictured are members of the 2018-19 QFTO Executive Board: Michael Thorp, Jessica Coughlin, Kimberly Day, Molly Mastrianni, and Elissabeth Daniele. Absent from the photo is Joanna Sayed.

Proudly wearing their Red For Ed t-shirts are Jenny Natale, Montville; Nicola Abel, Killingly; Rae Baczek, Greenwich; and Faith Sweeney, Westport.

LEADING

6 CEA ADVISOR SUMMER 2018

IMPLEMENTING LESSONS LEARNED IN FINLAND TO REDUCE STUDENT AND TEACHER STRESS Connecticut teachers share experiences with colleagues to create relaxed, calm classrooms

“The amount of stress trickling down to students is really toxic in our country,” says CREC Education Association member Karen Drake. “We have to pay attention to this.” Drake, an instructional coach at the Reggio Magnet School of the Arts in Avon, says the pervasiveness of stress in U.S. schools was really driven home to her after a visit to Finnish schools this April with other Connecticut educators. Drake and more than 20 of her Connecticut colleagues traveled to Finland as part of the Teacher Leader Fellowship program at Central Connecticut State University (CCSU). In partnership with CEA, AFT-Connecticut, and Duke TeachHouse, the fellowship assists teachers in taking ownership of programs, practices, policies, and priorities that effect change beyond their classroom walls. She was really struck, Drake says, by how much the Finns value mindful, purposeful learning and work to reduce their stress. “That was a really big takeaway. The value Finns place on less stress just kept coming up throughout our trip. The value of nature and finding a balance in their lives—that really trickles down to schools,” she says. Less is more While in Helsinki, the Connecticut educators had a

mindful of cutting myself some slack, letting the process happen, and having expectations that are realistic for myself and my students.” She also tries to find opportunities to get her students outside, even just for a breath of fresh air. “When you’re in the classroom and have windows that don’t open, by the end of the day you’re breathing in more and more carbon dioxide. Getting outside refreshes students’ brains as well, and they’re not as cranky.” Sharing lessons from Finland back home Drake and fellow Finland traveler Sarhanna Smith, the principal at Bridgeport’s Read School, presented key takeaways from their trip to other Connecticut educators at a conference run by the Teacher Leader Fellowship at CCSU this May. “Those breaks Finnish students take throughout the day make learning more effective—that’s where you have to shift your thinking,” Drake told her Connecticut colleagues. “Less is more. I’m a coach, and when I go into a classroom and children have been sitting on the rug too long, it’s clear they’re not learning.” “In my district we have lots of children who have experienced trauma in their lives,” Smith said. “The Finnish approach to education is very mindful and soothing. The schools we visited were very quiet and calm, even though no one was telling students to be quiet.” Smith added that the Connecticut educators found the “less is more” theme carried over to classroom design and decoration in Finland as well. “They don’t cover the walls; they keep things simple,” she said. Derby math specialist Liz Robinson attended Drake and Smith’s session about their Finland trip because her husband’s trips to that country have piqued her interest in the education system there. “My husband has visited Finland for work, and he talks about how relaxed it is there and how happy everyone is.” Robinson says she hopes to apply small lessons from what works in Finland to her own teaching, from having students be more responsible for themselves to creating a classroom that’s comfortable and feels like home. Her experiences in Finland have sold Drake on the importance of giving children breaks to play and explore. “I’ve started taking classes outside to read and then play, and I’m already seeing a difference in my students,” she says.

Karen Drake, an instructional coach at the Reggio Magnet School of the Arts in Avon, and Sarhanna Smith, principal at Bridgeport’s Read School, shared their experiences in Finland with other Connecticut educators at a conference this spring.

chance to meet with Tim Walker, author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms . Walker began his teaching career in Arlington, Massachusetts, and after putting in 12-hour days during his first year in the classroom, he was pushed to the breaking point and was forced to take a leave of absence. “I had always believed that the best educators were the ones who

worked the hardest, even if it meant surviving on a few hours of sleep, skipping lunch breaks in exchange for more time for lesson prep, and never finding any time to socialize with colleagues,” Walker writes. When Walker moved to Helsinki with his Finnish wife and started a job teaching English to fifth graders, he at first disdained the more relaxed, calmer approach to education he found there, despite experiencing severe burnout as a teacher in the U.S. None of his Finnish coworkers worked 12 hours a day teaching, planning, and grading the way he and his Massachusetts colleagues often did, and they appeared stress- free compared with what he was used to in American schools. “Unsurprisingly,” he writes, “their students seemed to experience less stress too.” A new view Eventually Walker realized he had to let go of his ideology that “my worth could be quantified by my productivity.” While Finnish values and culture differ from those in America, the Connecticut educators who visited Finland have taken pieces of what they learned to implement the Finnish approach in their classrooms. Plainville second-grade teacher Wendy Bender was impressed with the way Finnish schools keep students motivated with regular breaks throughout the day and has implemented creativity breaks with her students. In Finland, teachers and students take a 15-minute break every 45 minutes, allowing them to be refreshed and to maintain focus when they come back to the classroom. Bender allows her students 15-minute breaks where they can choose their own activities—for example, to play a game, draw, or build with Legos. The Louis Toffolon Elementary School teacher says the play-based breaks between academics allow her students to be both more relaxed and better able to concentrate on the work she asks of them. “I’ve also tried to reduce my own stress, because that trickles down to the kids,” Bender says. “I’m more

Finnish six- and seven-year-olds receive only one hour of academic instruction each day, Connecticut educators learned. Here they are happily involved in free play centers, which involve lots of laughter. (Photo courtesy of Karen Drake)

For more information, visit ccsu.edu/seps/ TLFP.

Connecticut educators tagged along with Finnish three- and four-year-olds at an early learning center during a daily excursion into the forest. Young children spend time outside every day, no matter the weather, epitomizing the value Finns place on nature. (Photo courtesy of Karen Drake)

COMMUNICATING

SUMMER 2018 CEA ADVISOR 7

MEET MICHELE RIDOLFI O’NEILL, CEA EDUCATIONAL ISSUES SPECIALIST

Members in search of professional development or help with teacher certification need look no further than CEA Educational Issues Specialist Michele O’Neill. O’Neill, who celebrated 10 years with CEA this year, is a former classroom teacher, former Montville Education Association vice president and president, and one-time member of CEA’s Board of Directors. “Once I was bitten by the union bug, advocacy became my passion,” she says. “I joined CEA’s staff in 2008, as a UniServ Rep in Torrington.” In addition to developing and presenting workshops, assisting with teacher certification issues, and working with pre-service educators through the CEA Student Program, O’Neill monitors statewide legislative committees and the State Board of Education, testifies for pro- public education policy and legislation, and acts as staff liaison to the Connecticut Advisory Council for Teacher Professional Standards (CACTPS) and the DiGiovanni Scholarship Fund. “I can’t believe how lucky I am to work with teachers and college students looking to enter the profession,” she says. “I’m passionate about advocating for them and helping them improve their practice. One of my proudest moments was in 2013, when our Student Program was recognized as the Outstanding State Affiliate by

NEA. It’s always very gratifying to be recognized professionally. That same year, I was named Outstanding State Student Organizer—an award that was totally unexpected, because our CEA Student Program members nominated me without my knowledge!” Trick or treat No stranger to the unexpected, O’Neill received one of the biggest surprises of her life while she was a classroom teacher. “I was teaching in Montville, where I had previously worked as a paraprofessional and a substitute teacher. At the time, I was at Tyl Middle School, where I had met my future husband, Casey, when he spoke at our school’s Career Day. Two years after we met, we got engaged in my classroom, in front of all my seventh-graders. Everyone had gathered in my room, supposedly to broadcast a ‘Happy Halloween’ message for a local radio station. Parents were listening in from home and work. Unbeknownst to me, Casey secretly planned to propose over the airwaves the entire time. My former students from that year still message me from time to time reminiscing about that day.” Having spent time as a substitute teacher, says O’Neill, gave her an opportunity to teach “virtually every grade and subject before getting my own classroom—which really helped prepare me for the day-to-day work of being a teacher.” She adds, “Because teachers often wear many hats, over the years I also served as a club advisor for three after-school clubs, a summer school teacher and then head teacher, a team leader for my instructional team, an instructor for the Institute for Future Teachers (ECSU), and an instructor and then the director of the Summer Institute for Future Teachers at ECSU. I also taught a couple of evening courses as an adjunct professor at ECSU.” O’Neill graduated from ECSU magna cum laude with a major in English and a dual certification in English, grades 7-12, and grades 4-8, all subjects. “I’m really proud of this,” she says, “because I was the first person in my immediate family to finish college, and I had to work full-time Using Technology at Eastern Connecticut State University the Roaring Twenties-themed awards ceremony. “The categories changed, and there are now only three groups: small, medium, and large Associations. We had some very stiff competition from the likes of Nebraska, Texas, Maine, Virginia, Indiana, Oregon, Missouri, North Carolina, and Georgia. I am proud of the work we do, happy to be acknowledged for it, and most of all, proud to represent our state’s great teachers.” CEA’s Communications Department, headed up by Andrews, comprises CEA Advisor editor Lesia Winiarskyj, new media coordinator Laurel Killough, graphic designer Sandra Cassineri, and web developer/designer David Canales.

A former teacher, O’Neill (second from right) is a passionate advocate for her colleagues in the profession.

years ago, she also started to run recreationally and competitively. “As often as my schedule allows, I race as a member of the Run 169 Towns Society, a group whose goal is to run races in every Connecticut city and town. I’ve raced in 106 towns so far and hope to hit them all by late 2019. This group has given me valuable friendships, the drive to run longer races and improve my speed, and the goal of eventually running in all 50 states. I’ve even talked one of my CEA colleagues, my son, and several teachers and former student members into joining the group. Racing is something we often do together on the weekends.” Michele O’Neill may be reached at micheleo@cea.org .

while taking 17-21 credits each semester in order to graduate within four years.” Years later, she earned her master’s degree in curriculum and instruction at St. Joseph College (now the University of St. Joseph). Hit the road When they’re not working or studying, Michele, Casey, and 10-year-old son AJ are usually playing—literally. “We’re part of a children’s music group called Steve Elci and Friends. We perform all over the country, with our biggest gig to date being our performance earlier this year at the Pilgrimage Festival in Tennessee, where we shared the spotlight with Justin Timberlake, Walk the Moon, and Eddie Vedder.” O’Neill sings lead and background vocals and plays the tambourine. Five

O’Neill and her husband have starred in and written episodes of a children’s web series called Kidsploration, which was produced by theday.com. Check it out on YouTube or kidsploration.club .

Accustomed to wearing many hats, O’Neill volunteered for CEA’s Read Across America 2018 bus tour in northeastern Connecticut.

SUPERFECTA! CEA WINS FOUR COMMUNICATIONS AWARDS CEA earned four prestigious Awards of Excellence in Category 2 (Medium Size Association) at the 2018 State

Education Association Communicators (SEAComm) Conference in Pittsburgh, June 13-16. • Best Newspaper: CEA Advisor • Best Editorial: “Enough!” (op-ed about gun safety in schools) • Best Internal Newsletter: CEAgo • Best Government and Political Affairs Campaign: “Keep Your Promise” (campaign against shifting state funding for education and teacher retirement onto cities and towns) “This year, competition was tougher than ever,” says CEA Communications Director Nancy Andrews, pictured at

CEA’s Nancy Andrews (left), pictured with SEAComm President Cyndi Menzel, accepts one of four awards given to CEA’s Communications Department at the 2018 SEAComm Conference in Pittsburgh. The theme of this year’s awards ceremony was the Roaring Twenties.

CELEBRATING

8 CEA ADVISOR SUMMER 2018

#BESTSCHOOLDAY CHARITABLE DONATION TURNS TEACHERS’ WISH LISTS INTO GIFT LISTS

America’s public schools, thanks to this gift,” he added. “We think that classroom teachers know their kids better than anybody else in the system, and if we can tap into their frontline expertise, it will unleash better-targeted, smarter micro solutions than what someone would come up with from on high in the central office or an ivory tower. At the same time, we know that public school teachers spend about $1.5 billion every year out of their own pockets, and as an organization, we’re just scratching at that challenge and at that problem.” The CEA Advisor caught up with several Connecticut teachers whose requests were met through Ripple’s donation to DonorsChoose.org. We asked about their projects, and here’s what some of them had to say.

This spring, the public school crowdfunding platform DonorsChoose.org, where teachers ask for contributions to fund classroom needs, fulfilled 35,647 requests by 28,200 teachers at more than 16,500 schools. Funding for all these projects was made possible by a surprise $29 million donation from the digital currency startup Ripple— the largest contribution of electronic currency ever to a single charity. “It was honestly the biggest day in our 18-year history,” said DonorsChoose founder and CEO Charles Best, who notes that teachers’ requests included everything from books, microscopes, and basic classroom essentials to robotics kits, field trips, and guest speakers. “There’s never been a day when more classroom dreams came to life in

Melissa Saliva, Brookfield High School | Let’s Read Like We Are At Starbucks! Melissa Saliva believes students should have a comfortable classroom with flexible seating arrangements. DonorsChoose.org made that happen for her. “I teach at a rigorous high school that promotes literacy across the content areas and strives to support all students’ individual learning needs. My students are struggling readers in grades 9-12 from a variety of backgrounds. They come to my reading intervention class with a wide range of educational needs, reading levels, talents, and capabilities. Most of these students have struggled with reading their whole lives and shuffle from class to class trying to navigate the literacy demands of a high school curriculum. They need a classroom environment that promotes engagement and motivates them to come to class despite their reading difficulties.” Saliva wrote a grant called, “Let’s Read Like We Are At Starbucks!” in the hopes of creating a classroom community she described as “a soft place for students to fall, where they can read enjoyably on their instructional level—which is often several years below their grade level—and where they can use technology at a nice café-style table to remediate their learning difficulties.” She requested that her classroom be furnished with a futon, café table

Author Regina Calcaterra, a former foster child, shares her story with STRIVE High School students.

prevailed in a landmark case—the first of its kind in the U.S.—that allowed her, as an adult, to determine her true parentage via DNA paternity testing. Now an attorney, she devotes much of her time advocating for young people in situations similar to her own. In submitting her project for funding, teacher Elisabeth Peterson says, “When I first went on DonorsChoose.org, I was going to request, pens, paper, and pencils. Then I saw that they fund projects. Many of my students will never have a chance to meet an author, and my hope was that they would feel inspired to meet Regina Calcaterra and hear her motivational story.” When they learned her project was funded, she says, “My class was absolutely thrilled, preparing their questions and getting excited to actually talk to an author who can relate to their difficulties. Words cannot express my gratitude.” The real deal Calcaterra visited Peterson’s students this spring, had breakfast with them, and shared details of her difficult past and her bright future. “EVERYTHING she said impacted me!” beamed one student, Aine. “She’s the only successful person I’ve met who was a foster kid, like I am. She told me she was proud of me and that I’m making the right choices.” “Something that impacted me was when she said that no matter what you go through, you will be able to overcome everything that had happened to you,” said classmate LyAsia. “The students were so engrossed in Ms. Calcaterra’s story, you could hear a pin drop,” said Peterson. “Having her come speak about her journey was nothing less than amazing. All the students reacted with empathy and admiration for her strength, courage, and self- determination. Hearing her gave many students hope and encouragement that they too can create a better future for themselves. This was everything that I wanted to achieve for my students.”

and chairs, yoga ball chairs, beanbag chairs, a rug, and two wobble stools. “My students have higher rates of absences and discipline issues, and they are more likely to have difficulties being college- and career- ready and employed. Studies show that students who have reading difficulties are less motivated and even more likely to get arrested. I wanted to motivate my students by providing a welcoming environment. They deserve a classroom retreat that makes them want to engage in becoming better readers and come to school every day.” Saliva received about $1,600 in classroom furniture and says, “My students now have many options to choose from. Picture your favorite coffee place!” She is confident the new setup will improve engagement and attendance and make struggling readers more willing to come to class with a positive attitude.

Elisabeth Peterson, STRIVE High School, West Hartford | Author’s Circle Elisabeth Peterson is a special education teacher and reading specialist at an alternative public high school in West Hartford. “The students I work with have social, emotional, and behavioral disabilities,” she explains. “They come from foster care, adoptive families, and sometimes an environment where education is not valued. Many have reading difficulties.” Several of Peterson’s students have lived in homes where abuse and neglect separated them from their parents, and in some cases, even their siblings. Parents and caregivers often struggle with addiction or mental illness. Knowing the challenges her students face, Peterson chooses books that they can relate to. The New York Times bestselling memoir Etched in Sand , by Regina Calcaterra, was just such a book. It tells the true story of five siblings who grew up with a severely abusive, alcoholic mother, absentee fathers, and a revolving door of foster parents who often continued the destructive patterns of behavior that had come to define the family. With funding from DonorsChoose, Peterson invited the author to share her experiences with her students. The middle child in the family, Calcaterra lived through much of the tumult and fear that Peterson’s students face on a daily basis. She remembers parents on the playground keeping their children away from her. She also remembers teachers who took her under their wings and gave her reason to hope in spite of her dire circumstances. Her relationships with her teachers were some of the most important in her life; teachers, she says, were always the adults she could count on. At age 14, Calcaterra asked to be legally emancipated from her mother—and her request was granted. After many more struggles, she eventually made it into college, went on to earn a law degree, and

When it’s not exam time (above), Brookfield students get to enjoy café and lounge seating to make reading more relaxing.

CELEBRATING

SUMMER 2018 CEA ADVISOR 9

Kristine Emond, East Hartford High School | YA Literature for Everyone Library media specialist Kristine Emond created two projects funded through DonorsChoose, both with the goal of expanding young adult literature options at her school. “My first project was for YA books written in Spanish to fill a need we had in our high school library to have books that represented all our students. My second project, funded by Ripple’s #BestSchoolDay donation, was one where I received 35 copies of a new YA book called Damselfly , written by a Connecticut author, Chandra Prasad. I created a book group, distributed the books to students, and invited the author to come meet with our students. My project was called Teens Read + Author Visits = Reading Rocks. I was excited about this amazing opportunity, since many of our students would not have the personal funds to purchase her book for themselves. Thanks to Ripple flash-funding the entire DonorsChoose website, I received funding for all 35 copies of Ms. Prasad’s book. Ali Damon Kirchberger, Hopeville School, Waterbury | Responsive Classroom “The project I had funded was for five large round tables, a 6’ x 8’ world map rug, 30 book bins, and a mailbox system,” says Waterbury fifth-grade teacher Ali Kirchberger. “This will help my classroom space become more family-friendly and more of a responsive classroom— something that we will implement next year, to align closely with our district initiative of social emotional learning. One major initiative of social emotional learning is to give students lots of opportunities to work in partnerships or small groups.” The round tables will replace the individual student desks in Kirchberger’s classroom, she explains. “Having students sit at tables will help foster an environment in which they work collaboratively and feel a sense of family. A few other classrooms in my school are set up this way, and while I hear that it will be an adjustment, it will help us be a responsive classroom. There will still be a few separate desks in my

Prasad and student Stephanie Sesenu (above). Students attending the author talk hold up their copies of Damselfly (below).

Connecticut author Chandra Prasad presents to a book group at East Hartford High School.

“Ms. Prasad spoke about what influenced her to write the story, gave us details about her story’s characters, and told us what it was like being a writer and how to get a book published. Students asked great questions, interacted with her, and were able to personally meet her and get their books autographed. I was proud and pleased to get them interested and excited about reading, while giving them the chance to add a new book to their own libraries that now had a personal connection.”

NBC and Telemundo Connecticut have set up a DonorsChoose.org giving page, Supporting Our Schools, for the month of July, just for Connecticut’s public school teachers. Visit their page and add your own project!

room just in case a student or two from time to time needs to sit out from a group. The rug will create an area for our morning meetings.” Kirchberger highlights American history and world events in her classroom and says the new rug will facilitate class conversations “and offer us another place to look when involved in lessons of geography.” Students currently store their notebooks, folders, and pencils in their desks, so the bins—which will be organized on a bookshelf and easy for students to take down and transport to their seats—will solve the storage problem. “Each student will be given a bin,” Kirchberger says. As for the mailbox system, she says, “We send home Friday folders. Throughout the week, student work and flyers are put into mailboxes. Each student has one. On Fridays, students clear them out and bring everything home. It’s an organizational system that works well for our school. Mine needed a major upgrade!”