Save Our Schools March on Washington

Join us in Washington, D.C. for a little bus ride to Washington, D.c. There on July 30, up to a million teacher and teach supporters will gather to voice their feelings about the state of education today. Diane Ravitch, author of The Death and Life of the Great American School System will be the keynote speaker. There will be music and other speakers. Your professional colleagues from all across the USA will be there. Join us! We'll leave early in the morning and return in the evening.

Click on the link to get our flyer.

Rally Bus

Regarding Teacher Evaluation

Tim Summers, RCEA vice president, recently delivered important comments to the Roanoke County School Board during the public comment section of their regular meeting on May 26, 2011. Summers told the stark truth about the rush to implement nonsensical evaluation measures.

Regarding Teacher Evaluation

May 26, 2011

Roanoke County School Board Meeting

Tim Summers, RCEA Vice President

Good evening members of the school board, Dr. Lange. Thank you for the opportunity to speak tonight. As Vice President of the RCEA, it falls to me to address you as our school year draws to a close.

This year has been a trying one by any measure. With so many obstacles before you, the RCEA wishes to congratulate both the board and administration on shepherding our school system through the most difficult times in the memory of most.

The RCEA would like to express our appreciation for being included as council and confidante in dealing with many of the issues faced by us all in the 2010 – 11 school year. Through our joint lobbying efforts and our several mutual showings of support for our schools and students at rallies, media events and in Richmond, many of the negative outcomes we faced as an educational system were averted.

However, we are speaking tonight to an issue which still needs work.

We have concerns that the decision to modify the evaluation process for teaching staff in Roanoke County was done hastily and failed to take into consideration a variety of factors which render the new policy unwieldy to administer and uneven in its application to the variety of staff involved.

It was decided that the new evaluation process should be implemented for this year’s teacher evaluations based upon incomplete advance information from the state department of education and finally a 200 page document which was released by the Virginia Board of Education on April 28. The rush to implement changes and to formulate new policy hardly seems necessary when you consider the state’s mandated implementation date of July 2012. In other words, the change in localities’ evaluation of teachers at this time remains optional as far as the state Board of Education is concerned. Alleghany and Washington Counties as well as Covington and others around the state have chosen to wait until a future date to consider making these changes. Incidentally, by all accounts, VA board of education officials have failed to be able to provide guidance or to answer questions posed by the VEA and by representatives of various localities regarding the requirements of the 200 page document itself. With the state board lacking sufficient understanding of its own document or, in our estimation, of the basic inner workings of a school setting, perhaps holding off on new evaluations would have been more prudent. In fact on page 68 of the aforementioned document the state board writes “it is critical that teachers understand the requirements before the evaluation cycle begins.” End quote.

Since I am limited in my time for making this presentation, I would like to briefly outline some of the more prescient concerns over this new policy.

First, how is the issue of those teachers who do not teach SOL related subjects to be handled since 40% of the evaluation is to be based on student progress with emphasis on SOL test scores. Yes, teacher evaluations should be reflective of student learning. SOL test scores, however, as often as not, do not equate to student learning. As any teacher knows, student progress is measured in many ways, often quite subjective, but no less valid by having not been given a quantitative assignation.

How will federal government action affect the evaluation process? With NCLB up for renewal and probable modification, will the state modify its stance on evaluations? Common sense indicates that the state of Virginia will be forced to adopt the National Core Curriculum. Will that not necessitate further changes to the evaluation process?

RCEA is particularly concerned with morale issues and teacher effectiveness. The new evaluation process, among other new initiatives, has already begun to stifle collegiality among staff and begun to pit teachers against each other. What incentive is there to teach challenged students when teacher effectiveness is judged by student performance on standardized tests and when teachers are judged against each other as grounds for increased compensation for some.

What we would suggest is that you please review the evaluation process, roll back the new plan and that a committee be formed including RCEA representatives so that together we can develop a more thoughtful system which will address the issues at hand and can still be implemented timely.

Thank you again for the opportunity to speak. RCEA would like to present each board member and ranking central office personnel members with a gift which we hope you will find useful in understanding the RCEA’s position regarding teacher evaluation and the general state of education today. [Each official received a copy of Diane Ravitch’s amazing book, “The Death and Life of the Great American School System.”]

We would like to announce the Million Teacher March in support of free public education and the nation’s teachers which is to be held July 30^th in Washington DC. We have chartered a bus for our members who plan to go. We hope you will attend with us in support of the teachers who work so hard and care so much for the children of this community.

[Please contact your school representative immediately if you plan to join us in Washington. We already have a bus reserved, but we'll get as many as we need. This IS YOUR OPPORTUNITY to make a difference.]

13 Reasons I'm Enraged

This piece appeared in The Washington Post today. In it, Valerie Strauss speaks for the trees. I'm with Valerie...I've about had it. Here in Virginia, the onslaught began in 1994 when Governor Allen was elected. The first thing he did after being sworn in was to initiate the SOL assessment program. Before that time -1988-1994-the SOL's were developed and implemented in a rational, reasoned manner. After that, the SOL's became test-happy. "It's all about the test, baby." (as Kojak might say)

"Who loves ya, baby?"

thom

Public school teacher: 13 reasons I’m outraged

By Valerie Strauss

--

This was written by Kathie Marshall, a veteran public school teacher in California. She is a a member of the Teacher Leaders Network and the Accomplished California Teachers group.

By Kathie Marshall

In May 2005, I wrote an op-ed for one of our Los Angeles newspapers, in which I vented my frustrations about the state of education in my community. Here’s some of what I said:

“I’ve been an educator in the Los Angeles area for more than 30 years in grades two through eight, including general education, second-language learner, gifted, special-education and intervention students. I’ve taught some of the wealthiest families to some of the poorest, in both private and public schools. For the past four years I have been a literacy coach at a middle school in the Los Angeles Unified School District, working with teachers and students to improve instruction and learning. And I have to tell you, many things that have taken place in education over the last decade have me mad!”

Lately I’ve been feeling a powerful urge to vent again. Fellow teachers can probably relate. So here’s an updated version:

Nearly six years have passed, and I’m not just mad – I’m outraged. I’ve been an educator for nearly four decades now, and the current and continuing onslaught against public education is unprecedented.

I’m outraged that President Obama has so let down public educators by enabling the continuing rhetoric against bad teachers and failing schools, all the while neglecting to undo the worst aspects of No Child Left Behind. What happened to those campaign promises for meaningful reform?

I’m outraged that Secretary of Education Arne Duncan continues his laser-like focus on teacher evaluations and monetary rewards based on unreliable standardized test scores, without addressing ongoing problems of “teaching to the test” and the narrowing of curriculum—especially in low-performing schools. Where will Duncan position himself when the achievement gap widens even more?

I’m outraged that Michelle Rhee is still a media darling, appearing on CBS and Fox News to publicize her “Save Great Teachers” campaign and undo teacher seniority in layoffs, as though all or even most great teachers are among the recently hired. Why isn’t Rhee out there exposing the dire state of education financing and its impact on poor and minority children, campaigning for a return to budgetary sanity in public education?

I’m outraged that a handful of extremely wealthy individuals increasingly control the policy agenda and use their big bucks to force corporate solutions on schools where many students are suffering the consequences of poverty and Wall Street’s reckless raids on the economy. How can we continue to allow them to persist in their delusions that they know best what should happen in students’ lives?

I’m outraged that scores of media continue to exclude teacher experts and teacher leaders from substantive conversations about education reform. How do teachers morph themselves into media darlings?

I’m outraged that California politicians have so destroyed the eighth largest economy in the world that we are close to having a third-world educational system in place. Who’s going to want to educate my beloved grandchildren when they enter school?

I’m outraged that the workforce at my large high-needs middle school, where we accomplished the nearly unheard of goal of increasing the state Academic Performance Index score by 47 points last year, continues to be gutted. How are we to make do next year with two assistant principals instead of four? With four clerical workers instead of 12? With one custodian instead of five? No magnet school coordinator? No librarian? No literacy coach? No math coach? No nurse?

I’m outraged that 15 more of my school’s most talented, experienced teachers are going through the turmoil of Reduction in Force notices – informed that they may, in fact, be jobless after June. Who understands how valuable these teachers are to the future of public education?

I’m outraged that the tireless dedication of my principal is being rewarded with the continual spiraling down of paid days in which to perform her job well and the continual ratcheting up of pressures to demonstrate teacher effectiveness and student learning. How is she supposed to support us with so little support herself?

I’m outraged that my students, growing up in one of the poorest communities in Los Angeles, are expected to perform better than ever while being provided with fewer and fewer resources in and out of school during these dismal economic times. Who cares about students who’ve lost their homes? Lost a parent? Speak little English? Didn’t eat yesterday?

I’m outraged that after a decade of ill-informed rants against bad teachers and failing schools, now the pundits and politicians are coming after our pensions and health benefits. With the added insult that in 15 states, including my own, Social Security benefits will be reduced by approximately 40% because a partial teacher pension is considered “double dipping.” How is it that my 37 years in this important role now counts for so little as I near retirement?

I’m outraged that so few Americans attempt to understand the dedication and long hours that are required in the teaching profession and so easily accept media portrayals of teachers as being overpaid for their “cushy part time” jobs. Where, oh where is the public outcry against teacher-bashing and the decimation of school budgets?

Most of all, I’m outraged over the growing negative impact on teachers of all of the above. Across the country, teachers are feeling disrespected, unappreciated, threatened, demoralized, and defeated. Nonetheless, we appear daily before our treasured students with a smile and a new, important lesson for the day.

When will those in power and position finally understand that in order to have a strong, vibrant, economically sound future for America, we must give teachers respect, empower them to reform their profession, and support them with adequate finances to realize our dreams for all our students?

Extended School Day

Live blogging: This is an unedited live document. Live the actual meeting in real time.



The meeting was called to discuss extending the elementary school day. As an information session, the meeting was called to discuss the ramifications of extending the elementary school day.

Jerry Canada called the meeting because he wanted to give the issue a fair hearing. He especially wanted to hear from the staff and principals and have a discussion before the budget season "got away from us" in case there any compensation issues.

Drew Barrineau wanted to discuss modified blocks in middle school. He heard from all of his principals in his area.

Mike Stovall say that there are a lot of unanswered questions. He wants to know if the board should act on it, leave it alone, or fight for it.

David Wymer lead the discussion by turning it over to Dr. Lange.

She walked the board through the basic schedule for each level.

Background:
Elementary : 7 hour contract 6 hour 10 minutes instruction

Option #1: Extend the elementary/middle school contract to 7 hours 20 minutes.

Option #2 : Extend Elementary and Secondary schedule within the day by utilizing the end of the day planning time.

Option #3: Keep the schedule as it is and study further.


Change of policy...not contract.

Rebecca Eastwood gave an insight into elementary schedules. She talked about parallel blocks, floating schedules, and traditional schedules as well as the new encore schedule.

She's hearing that the elementary principals want more instructional time.

Jerry Canada asked if teachers aren't receiving a 45 minute "break." Dr. Lange replied that all teachers receive a 45 minute planning time...which is not the same as a break.

Principals spoke: Herman L Horne: Susan Brown spoke. Transition time is an issue. There is none currently built into the schedule. She said that the vote at her school was about 50/50 with 3-5 and special education teachers in favor of altering the schedule. Mike Stovall asked what students do at 7:30. It was explained that breakfast is a big player in the students' time. Ms. Brown suggested that the day run from 7:50 to 2:20.

Drew Barrineau questioned about the 50/50. Did the people who were opposed to it come up with alternative solutions?

Jerry Canada does NOT want to add more without compensating teachers.

Other principals: Mason's Cove voted 50/50.

Dr. Lange and Mr. Barrineau compared the extended elementary day to a middle school teacher teaching an extra class. She replied that elementary school teachers spend less time with children.

Fuzzy Minnix asked how the time would be spent if added. Dr. Lange replied that each principal makes their own schedule. She suggested that Math would most likely be an important focus.

Mike Stovall asked why teachers should be compensated extra for extending the day within their contract day.

David Wymer asked what goes on in the 7:30-7:55 time. Apparently schools don't do things the same. Many schools engage the students from the moment they come in.

Leigh Porter of Mountain View suggested that many teacher wanted to extend the day. She went on to discuss some creative scheduling opportunities.

Jodi Poff shared that the staff has discussed the issue. The majority seems to be in favor of extending the day. She did not take a vote. She shared that the instructional day starts from the moment the children walk in the door.

Amy Shank said that Burlington was overwhelmingly in favor of extending.

Drew Barrineau then shifted the discussion onto how the extended time would be used.

Math was the number one choice on an area to bolster.

David Wymer asked the same question. He noted that there really is no transition time built into the basic schedule. By having Encore time this year, the pressure on the afternoon planning time has been relieved.

Fuzzy Minnix asked about the support personnel and how it would affect their contracts.

Mike Stovall suggested that he would feel uncomfortable making decisions without giving the teaching staff the opportunity to have input. (Teachers and RCEA)

Jerry Canada feels like the idea of extending the contract without additional compensation doesn't make sense. How much more can we expect our teachers and support staff to extend the contractual day without compensation especially since they haven't receive any additional compensation for three years.

Dr. Lange said that elementary principals would be happy to go back to their staffs to discuss the extension of the day with compensation. (Survey Monkey)

Mary Wagner from Cave Spring Elementary spoke passionately about our needs in elementary. She believes that we are doing well already. Why are we rushing them from place to place? When do we actually have time to get to know them?

Jan Nichols at Glen Cove spoke to the problem with transitions and the lack of time between classes.

Drew Barrineau tried to boil it down to two issues. He questioned whether any further polling is necessary. Do we want to extend the day? Yes or No. If yes, then are we going to compensate them?

Jerry Canada spoke passionately in reply to Mary Wagner's words.


Moving on to Middle School

This live blogger is more in tune with elementary so please forgive him for playing a bit of catch up with the secondary issues.


Each principal spoke in favor of extending the day but only if the teachers are compensated for the additional time. One of their main concerns is that whichever plan is adopted, five minute transition time must be preserved.

******************************************************

David Wymer wants this item to be kept on the information agenda for Thursday night.

Jerry Canada wanted to know what fair compensation would be for teachers if the day is extended. Dr. Lange thought that perhaps 2%.

David Wymer wants to act on this item at the school board meeting. The discussion clarified that this extension is not a budget issue.

Drew mentioned that this would NOT be a RAISE. It's a contract adjustment for certain people.

Survey Monkey was ditched... in favor of a an update on Penny Hodge's Budget Blog concerning what the board will be voting on Thursday night.

Boiled down: Look at policy 3.17 and will add on a report that teachers will be compensated for additional time.

• Elementary Impact: Extend the student day 20 minutes (7:50 to 2:15). Extend the teacher contract time by 20 minutes and compensate the teachers for the extra time.

• Middle/High School Impact: Extend the day by 10 minutes and extend the teacher contract time by 10 minutes with compensation.

Breaking News From Wisconsin...

A statement from Mary Bell, President of the Wisconsin Education Association Council(WEAC)

Tonight, Senate and Assembly Republicans pushed forward an extreme power grab with an unconscionable maneuver that split collective bargaining off from the fiscal items in the budget repair bill – rigging an 18-to-1 vote in the Senate. The Assembly will vote tomorrow.

This is heart wrenching and unconscionable – and we won’t back down. For weeks our members have pushed forward with aggressive advocacy to have their voices heard about the need to protect their rights. We’ve won the battle in the court of opinion – and we’ve exposed the truth behind Governor Walker and Legislative Republican’s motives.

I know this isn’t over. We are outraged, hurt and betrayed – but he will not break us.

I ask Wisconsin’s educators to be at work tomorrow as we coordinate with the Labor Coalition to determine next steps to make the voices of Wisconsin workers heard. This includes legal avenues, preparations for this weekend’s rally and recall efforts.

In talking about this, my message is that this isn’t what Democracy looks like and this won’t stop us from fighting for what’s right.

Mary Bell is correct. Democracy should not look like this.

No Sale

Tim Summers, RCEA vice-president recently shared his thoughts on the current state of education with the VEA Journal. Maybe one day, we will publish the actual whole piece where Tim told it more like it is.

No Sale

Why a school can't be run like a business.

by Tim Summers

This just in—public schools are to be run like businesses. Hallelujah! Finally, a model that will save failing schools, motivate apathetic students and teachers, and catapult America’s educated citizenry to the top of the world’s list of overachievers.

Just one problem: Schools are not now, nor have they ever been, remotely like a business. The business model cannot be made to fit the art and science of education. The process of awakening the mind and nurturing the growing intellect and natural curiosity of the student fares not at all well in a numbers-based business environment.

Students learn at different rates and, by nature, become prepared to receive information cognitively at different times. Given these real variables, and our emphasis on testing, only superficial understanding of concepts can be attained. In fact, only superficial understanding of concepts is required under the law. Which brings me to the point: Education is a process so dependent upon such a diversity of variables that the word “business” should be anathema to anyone associated with it.

This is the way I used to see it: Education cannot be seen as a business and cannot be subjected to the mechanics of applied business philosophy because education, as a system, is not designed to turn out a product with any degree of uniformity. Nor should this ever be its goal. That’s what businesses are for.

A business manufactures or markets a product which is economically produced and by its nature, therefore, exactly like or very similar to products of the same function. As long as similar models, be they Chevys, mouse pads or insurance policies, are produced and sold to consumers, everyone is happy and successful. In fact, theoretically, the longer a company is in business, the better it becomes at producing uniformity.

In education, there is no uniformity in product. If we consider the product of education to be an adequately educated student, we find that the raw materials required to produce it are so dissimilar that each individual unit is a different product altogether. A human being is a thinking, feeling, dynamic organism. Each child comes to education with different cognitive, emotional, social and economic resources. To expect each unit produced to possess the same attributes is ludicrous—not to mention the fact that I think most of us would agree that we expect and indeed celebrate differences among people.

Like I said, that’s the way I used to see it. Lately I have come to see things somewhat differently. The way the business model is actually being applied today is quite a different story. The product under this model is not the student: It is a score. The score determines the success of the business. A score fits much more easily into the concept of uniformity of product than does a human being. Very little consideration is given to individual circumstances and qualities of the raw materials. Bauxite makes aluminum, therefore children’s sub-cranial electro-fatty matter makes a score.

Let’s take this a little further. If the student is no longer the product, what is she? She is the employee. Her job is to produce the score. She works for the teacher who, in this analogy, is like a middle manager of a company, responsible for the productivity of the workers under him and beholden to the executives above him. The teacher could be rewarded lavishly if his team delivers an excellent product or, conceivably, be sanctioned or lose his job if productivity falls.

Now in the real business world, the middle manager assembles his own team of workers through the interviewing and hiring process and can fire employees who are hurting his team’s productivity. A teacher cannot do this, but must soldier on, seeking a way to reach every student, keeping all together in a protective, nurturing work environment, and never giving up on a single one.

There are, of course, other reasons why business and education don’t mix. Recently I heard it said concerning the preponderance of paperwork teachers are experiencing that, “You’re just getting a taste of what we in business have always done.” Poppycock! This extra work requires teachers who, by the way, are already working far in excess of their contracted hours out of a sense of responsibility (and for free), to put even more hours into the job, to the further neglect of their families and personal lives. Unfortunately, since there are only 24 hours in each day, students may begin to suffer as preparation time for their lessons and time for remediation opportunities fall victim to time spent by the teacher in test analysis and test administration itself.

When businesspeople put in extra hours, it’s usually to curry favor with one’s superiors, seek a promotion, or get some other purely materialistic reward. Businesspeople with comparable levels of education or even less than that of teachers, are as a rule given paid vacation and bonuses. Teachers are not paid for their “time off,” commonly viewed as vacation time. Actually, teachers are not paid for any time beyond their contracted hours spent in the school building. I have to work a couple of other jobs all year just to survive while supporting a family of four. I defy you to find a business professional who would be motivated to pursue a career with these excellent benefits.

While corporations typically sponsor trips, conventions, seminars and other training opportunities for their employees, teachers are often required to dip into their own pockets to pay for mandated training for license renewal. Some are forced to resort to the use of credit cards and other high-debt instruments in order to fulfill these obligations.

By the way, I realize that there are exceptions. There are people in business who are not rewarded in the aforementioned ways and there are teachers—not many—who refuse to work beyond the particulars of their contract.

But teachers do not teach for the money. Certainly not in Virginia, where in the 7th most prosperous state in the nation, teachers are paid near the bottom of the salary rankings among states. Teaching is done in service to society in general and to our communities specifically. Teaching is a service occupation and as such it once again does not fit the corporate model. Teachers ask for little in return for this service: Only that they be given the opportunity to teach as they know best how to do, that their students be successful in a variety of ways, and that they be afforded a modicum of the respect that they richly deserve.

As public support for education dwindles, as the media portray our schools as if they are all failing – it is always the schools that are failing, not the children, their parents or our society – teachers struggle to maintain their composure in the classroom, their morale in general and their love for their chosen profession. It’s a battle that, sadly, many of us seem to be losing.

Summers, vice president of the Roanoke County Education Association, teaches second grade at Oak Grove Elementary School.

Jobs, Roads, Transportation and Overall Government Reform

[Unsanctioned Commentary]

Your Governor spoke with Bob Gibson on WVTF this past Tuesday, Febraury 1. I heard his lecture while on my way home from parent/teacher conferences around 7:30pm.

One of Governor McDonnell's first callers was a teacher in higher education (perhaps in the community college network). She was letting the Governor know that higher education instructors had been frozen out of any recent wage increases. (Listen around the 11 minute mark)

The Governor apparently misinterpreted the caller's background and launched into a long VRS lecture.

He volunteered that the State of the Commonwealth did not allow him the opportunity to speak about the plight of K-12 teachers. Then he went right to VRS.

It's $17.6 billion underfunded. By 2014, it will be funded at 61% (bad news). He claimed that he will try to get it fixed, and he will not pass the problem along to the next Governor. He said that "IOU" the truth. Teachers currently pay NOTHING (his emphasis) and with "a little bit of sacrifice to pay a little bit more" he can right the VRS ship.


It was at that point that I began hurling expletives at the North Lake Drive hill. I'm sorry. The hill shouldn't have had to hear that sort of language coming out of my mouth; neither should my car nor neighbors.

The fact is that the REASON the VRS program is in jeopardy is that the State KNOWINGLY and WILLFULLY starved then robbed the system.

The "reforms" that the Governor supports, which would basically turn VRS into a "Defined Contribution" program, would NOT address the short funding issue. What needs to happen is for the Commonwealth to partake on a path to restore their advised JLARC contributory levels over the next twenty or so years. If they do that, the program would have NO solvency problems.

Which brings me to "just a little sacrifice"....

Why is it that I, a public school teacher for the past 29 years, have to sacrifice when no one else does? Look at our country. Right now, we are involved in two wars, one is winding down. How much have the American people sacrificed? (Other than those actually directly involved). It's the same with VRS.

I recall that when times were good back in the early 2000's, our local school board was already putting away assets and saving up for a rainy day. Big raises...nope...gotta save. Then the economy turned south. $17 million was cut from our budget. Salaries were frozen. Class sizes increased as 150 positions were eliminated. Good times became make-up times. Bad times became dark times.

The sad point is that THIS IS THE WAY IT HAS BEEN over the past thirty years. We, the employees, rarely get the goose. There's always something, some sacrifice-a building, a shortfall; something to derail anything beneficial for us. We have been bred to be second class citizens.

When the Governor told the listeners that teachers need to give "just a little sacrifice" I felt that he ripped what was left of my heart out. I've very little left to give. I'm just a stump. Stumps are good for sitting on, you know?



~Thom

VEA's Robley Jones Spells VRS Out

I hope Rob won't mind that I've taken his Daily General Assembly Report verbatim and added it to this blog. Rationality is what we need in the debate to save our VRS, and Rob has posed the real questions that should be answered before anyone goes off, willy-nilly, to change our solid retirement program.

~Thom

Think Before You Mess With VRS!

There seems less certainty now regarding how the session will address VRS reform. That is good news. A knee-jerk reaction to the Governor’s Chicken Little rhetoric could have a negative impact upon the ability of the commonwealth to attract and retain high quality personnel and, there are legitimate questions regarding the adequacy of some of the proposals on the table to afford retirees some dignity in their final years.

It seems that if we are going to take a rational approach in regard to Virginia Retirement System reform, some questions should be answered regarding the pending retirement legislation and the degree to which they will “fix” VRS.

1. Does changing who pays the 5% employee contribution add one cent to the fund?

2. Is there a danger that current retirees won’t get their checks in the years ahead?

3. Does creating a defined contribution plan for future hires, be it optional or mandatory, reduce the $17.6 billion unfunded liability of VRS?

4. If we adhere to the ten year repayment schedule, in regard to last year’s VRS contribution shortfall, and; from this day forward, honor the VRS Board of Trustee’s certified rate; won’t we achieve a sounder funding status? If we follow this path, isn’t it likely that we will move to a much firmer footing within a decade?

5. Isn’t the actuarial horizon of the $17.6 billion rather long? Consequently, don’t we have decades to address this problem?

6. I keep hearing that the current system is not sustainable. Isn’t it a fact, that if we bite the bullet and pay the certified rate that the system is sustainable?

7. Aren’t the high anticipated contribution rates, which will be a burden in the short-run, just a repayment for our failure to make appropriate contributions most of the time over the past twenty years?

8. In the 2008 JLARC report on state compensation, PricewaterhousCoopers found that the defined contribution model in the report d would provide 52% of the replacement income of the current defined benefit plan. Shouldn’t we take the time to do this same kind of analysis on each proposal to know the expected consequence of each on those that will retire after years of honorable service to the commonwealth?

Your legislators, both delegates and senators, are heading home for the weekend. Look for a chance, by letter, call, email or in face-to face conversation to ask them if this isn’t just too big an issue to address in a short session when so many questions remain unanswered.

Speaking Out For Education

It's happening. People across the state are speaking up for education!


Public radio station, WVTF, carried a news piece this morning regarding public school education. The report drew heavily on comments by the state PTA and VEA. This is a transient link, so it may be rotated off the main page soon.

WVTF News

http://www.wvtf.org/news_and_notes/




Today in the Roanoke Times, the editorial board blasted Governor McDonnell's approach to public school education funding in Virginia. The editorial board backs up their claims with solid facts and irrefutable information. It is THE MUST READ of the budget season.

Roanoke Times Editorial

http://www.roanoke.com/editorials/wb/274284

It's Coming...

On January 9, the RCEA led a "Rally for Education" at Northside High School. The purpose of our meeting was to bolster our membership and send our local legislators to Richmond with our message clearly articulated.

The event was attended by approximately 300 RCEA members, central office personnel, parents, and students. We were loud and unwavering as several speakers addressed the crowd. Tammy Wood, President of the RCEA, Chuck Lionberger, Chairman of the Roanoke County Council of PTA's, Superintendent Lorraine Lange, School Board Chairman Mike Stovall, and State Senator John Edwards all spoke to the enthusiastic crowd.

Attendees were encouraged to stay engaged in the political process by joining VEA's cyber-lobby army.



Since the rally, there have been several key developments. Thom Ryder, ex-RCEA president (me) was interviewed by a news organization for a state-wide piece on the impact of negative education support. Ryder recounted facts that Dr. Lange taught the rally participants. Roanoke County supports its schools, but thanks to cuts from the state, we've had to cut $17 million from the education budget and lose 150 positions over the last two years in addition to closing three effective schools. This radio spot played heavily here in the Roanoke area, especially on WFIR.


*****

And now a personal comment...

Today, news is being distilled from Richmond that our Governor is calling for a merit-pay scheme. Personally, I have no problem with merit pay as long as I get it. But how do you fairly distribute such prizes? Are you going to base it on my homeroom class' test scores? My Math class' scores? My Reading class' scores? Some kind of sort of quasi kind of combination of all of the above?

In some respects, I'd support such schemes IF AND ONLY IF the cost of education, as defined by the Virgina Standards of Quality, is FULLY met. Until then...sorry. Can't support such poppycock. Read more about it here...Oh and remember, please write your governor. Tell him who you are and what you do for our state. Tell him what you think. Tell him where you vote. Tell him what you're going through this year. Tell him your story. You'll feel better. While you're at it, tell your story to your local state legislators (Senator Edwards, Delegate Ware, Delegate Cleaveland, Senator Smith). Let them know what it's like to be a teacher today!

Rally For Education!

RCEA will lead a "Rally For Education" this Sunday, January 9, 2pm, at Northside High School's auditorium. We will have speakers from our organization, the school division, the school board, the county supervisors, and the state legislature. We want everyone to know that Public School education is IMPORTANT and needs to be fully funded!

Please join us and bring your family and friends.