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Dr. Elaine D. Jenkins January 11, 2014 Nu Chapter Presentation.

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Presentation on theme: "Dr. Elaine D. Jenkins January 11, 2014 Nu Chapter Presentation."— Presentation transcript:

1 Dr. Elaine D. Jenkins January 11, 2014 Nu Chapter Presentation

2  TO ADVANCE the professional interest and position of women in education  TO INITIATE, ENDORSE AND SUPPORT desirable legislation or other suitable endeavors in the interests of education and of women educators  TO INFORM the members of current economic, social, political, and educational issues so that they may participate effectively in a world society

3 Together, We Are Stronger - Committing, Collaborating, Celebrating! Pat Taylor Eta State President

4  How important is public education to the health of a representative democracy?  How important is the education of the least and most vulnerable children for the economic health of North Carolina?  What is the importance of placing the most qualified teachers before all children, including the poorest and most vulnerable?  When considering the legislative actions of 2013 and the potential further actions of 2014, who will want to teach in North Carolina?

5  Eliminated tenure  Left salaries at the same level  Removed the pay increase for graduate degrees  Authorized the first voucher program  Increased growth of charter schools  Increased class sizes  Eliminated a significant number of teacher assistant positions

6  Devised a plan to identify and provide four year contracts for top 25% of teachers  Created a plan to grade public schools  Made permanent cuts in LEA funding that previously had been left to superintendents’ discretion.

7  Began to discuss moving more fiscal responsibility for funding public schools from the state level to local governments

8 Section 2. Uniform system of schools (1)General and uniform system: term. The General Assembly shall provide by taxation and otherwise for a general and uniform system of free public schools, which shall be maintained at least nine months in every year, and wherein equal opportunities shall be provided for all students.

9 (2)Local responsibility. The General Assembly may assign to units of local government such responsibility for the financial support of the free public schools as it may deem appropriate. The governing boards of units of local government with financial responsibility for public education may use local revenues to add or to supplement any public school or post- secondary school program.

10  The U.S. Constitution leaves the responsibility for public K-12 education with the states.  The Federal government, through the legislative process, provides assistance to the states and schools in an effort to supplement, not supplant, state support. U.S. Department of Education

11 At what level of government do your issues fall? If you don’t know, (for heaven’s sake!) find out before you take action!!

12  Effective schools can make a substantial difference in the achievement of students.  …the one factor that surfaced as the single most influential component of an effective school is the individual teachers within that school. Marzano, R.J. (2007) The Art and Science of Teaching. Page 1

13 The research indicates that the number of well-qualified, certified teachers within the state is a consistent and significant predictor of student achievement in math and reading on standardized tests. Furthermore, one of the best predictors of low student performance in individual schools is the number of uncertified teachers in the building. Stronge, James H. (2002). Qualities of Effective Teachers. p. 7.

14  By the end of the year, superintendents must submit to BOE’s a plan to identify the top 25% of the teaching staff to receive 4-year contracts.  As the contracts are accepted, these teachers must give up tenure.  In return, they will receive an addition $500 per year which compounds over 4 years to be $5000 per teacher.

15  What procedures will be used?  Must have been with the district for 3 years or be in the third year.  Must have been given “Proficient” on all evaluations and observations.  Then it gets interesting!! What should be considered?  Certification + National Boards?  Certifications, Evaluations + Extra Activities?  25% of every school or 25% across the district?  Do you put everyone who qualifies in a hat and draw out the top 25%?

16  What will this do for cooperation and collegiality among teachers?  What will this mean for future contracts?  What other opportunities for a pay raise will be considered in the future?  Who qualifies as a “teacher?”

17  Legislation goes into effect in 2013-14  Grades every school on a scale A to F  Elementary and Middle Schools:  EOG scores at proficient  Growth may be factored into the formula  MS may count any EOC scores

18  High Schools:  EOC performance composite  Graduation Rate  Work Keys Proficiency Rate  ACT Indicator - % of students scoring 17 or better (UNC standard for entrance)  Math Course rigor - % completing Algebra II  Take a straight average and then add in growth

19 How will DKG Respond?

20  Suggestions: Keep it LOCAL!  Find out how the 2013 legislative session impacted your system by inviting the superintendent or designee to give a program.  Make sure you know who your representatives are. Email and/or call them with your priorities.  Try to meet with him/her before the spring legislative session.  Invite them to a chapter meeting and have your questions ready.  Share the local impact with your representative.  Share the local impact with friends and neighbors.

21  Consider framing your points with reference to the greater economic good.  Become familiar with the innovative businesses in your area.  Attend Chamber of Commerce events for teachers.  Invite a member of the Chamber to speak to your chapter.  Promote STEMS projects.  Begin talking with your students (however young) about their future jobs!

22 1. Always thank the legislator for doing something that you appreciate. 2. Prepare carefully in order to be succinct. 3. Don’t come in large groups to overwhelm the legislator, and never corner them! 4. Don’t raise your voice at them, it puts them on the defensive. 5. Make an appointment, and prepare to have a well-organized meeting.

23 6. See them locally if possible. Many of them offer office hours within their home district. 7. Phone calls can be more effective than emails because they receive so many of emails each day. 8. A written letter is effective and often better than an email. Dr. Hope Williams, President N.C. Independent Colleges & Universities

24  When contacting a state legislator, make sure you tell them that you live in his/her district.  Use the new Eta State Protocol to guide your communications whenever you represent Delta Kappa Gamma!  Be a positive representative of the profession wherever you go (church, bank, dry cleaners, grocery store, neighborhood parties, etc.).  Read a good newspaper on a regular basis.  Read messages from your supporters as well as your critics.

25  Get involved with your party.  Work in a volunteer organization and bring to the attention of legislators your issues.  Lobbyists are trying to get a point across about the effects of legislation on their industry (what would be the consequences?) Pitch in with an organization.  The challenge of moderates is that we’re less likely to make the calls! Former Governor Jim Martin Charlotte Observer Community Forum November 30, 2012

26  We have heard much conversation about shifting financial responsibility for public schools to local communities. Which state funding plan would you like to emulate?  (If they support more local responsibility) Would you support allowing local Board of Education to have taxing authority?  Remembering that all educators contribute to the state retirement system, do you support the continued funding of a state retirement system for all future public school employees?

27  Should retiring educators receive state funded medical benefits?  In what ways will you protect the state retirement system from risky investments?  Do you support “for profit” charter schools?  Do you support “for profit” private schools?  Why are some charter schools allowed to “expel” their students and then send them back to public schools?  Why are charter schools not required to share the behavior record of students with any receiving school?

28  Please do not:  Discuss your political beliefs with your students  Send messages that contain political information or opinions to school email addresses  Resort to sarcasm in your conversations with and about politicians  Get discouraged when critics of public schools come back at you!

29  Are all your members registered to vote?  How many members vote?  How are you educating yourselves on the 2013 legislation?  Are you developing your questions for politicians in advance? Remember: you may not learn what you want to know simply because you do not ask the question properly!

30  According to an Associated Press report, the consumer-finance industry spent more than $1.8 million to hire at least 20 lobbyists and push a flood of donations to political leaders. (They got results!)  What we lack in money, we make up in numbers of voters. How can we work together?

31 You have a voice. Where will your voice be heard?

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