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Professional Educators of Tennessee |
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TeachersPET Winter 97/98In this Issue:
For the past two years, we have been watching the dynamic growth of the Association of American Educators (AAE), a newly formed national professional association. Your executive director has attended one of their board meetings (at their expense) and several of our board and other local officers have met with their national and state leadership in order to find out more about this up and coming organization. Since our founding, we have been allied with the National Association of Professional Educators (NAPE), and currently three of our members serve on that board of directors. NAPE was instrumental in helping us start an independent educators' association in Tennessee. NAPE has also provided us with contacts and leadership which have been valuable to our growth to this point. However, in recent years the membership and influence of NAPE have been in decline while the membership and influence of the AAE have been growing across the nation at an outstanding rate. AAE membership in Tennessee is presently about one-third that of PET, but they are the only educator’s group in Tennessee with a faster growth rate than ours. The high growth rate of AAE, in comparison to other national educators’ associations, is attributable to several factors: the publicity they are receiving nationally; the reputation of those serving on their advisory board and the quality of the speakers at AAE sponsored functions; the relationship between the AAE leadership and leaders in congress and the press; and a flexible administrative structure which allows for quick action when needed. The Tennessee leadership of both AAE and NAPE has led a campaign to merge these two national organizations. The philosophies of the two groups are very similar, but the structures are very different. These differences, to this point, have prevented a merger on the national level. When we were first organized, NAPE was the best national alliance for us. Circumstances do change with time, and I am fully convinced, after being involved in meetings with the administrators and boards of each organization, that AAE has more to offer our members than any other national group. The full cooperation of PET and Tennessee-AAE membership is important to the professional educators' movement in Tennessee. Therefore, the board of directors of Professional Educators of Tennessee and the leadership of the Association of American Educators have mutually accepted an Agreement of Cooperation and Mutual Benefit between the two associations that was drafted by your executive director. Over the next year, Tennessee AAE members will be merged into PET, and we will encourage our members to join AAE. Although your membership in AAE is totally voluntary, we trust that you will see how important your membership is in their organization for you and PET. As we have shared in the past, it is vital that we have a national voice speaking on behalf of independent teachers like us. Your support will help the AAE grow big enough to blunt the deleterious influence of the teacher unions and their unrepresentative agendas. The AAE is just three years old, but already five other independent state groups (Oklahoma, Kansas, Iowa, Pennsylvania, and Washington) have joined , or are preparing to align with the AAE to be their national voice. PET will maintain full autonomy both operationally and philosophically at the state level. At the same time, PET leaders will serve on the AAE Executive Committee, which will ensure that the national organization is speaking for our members. AAE dues for members of PET will be only $25. Your executive director has been a member of AAE since the first year of its existence and has found it to be an excellent source of professional inspiration, information and ideas. During the next few months, you will have the opportunity to become more acquainted with AAE. University of Tennessee-Knoxville professor, Dr. Lewis Hodge, a member of the AAE advisory board, has an article in this newsletter. AAE members and speakers will be with us in our annual meeting this June in Nashville. But, the best way to get to know AAE is to invest the $25 for a membership and join today. Simply complete the membership form on page 3 and send it with a check for $25 to our mailing address: PET, 116 W. 7th Street, Suite 234, Columbia, TN 38401. We realize that some of our members, your executive director included, will desire to continue their membership in NAPE as well as the AAE. We will continue to forward all NAPE dues which are paid through PET. NAPE is a good organization with good people in positions of leadership. Tennessee AAE and Tennessee NAPE leaders are hopeful that at some point these two excellent organizations may become one.
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 | There have been a number of ‘anonymous documents circulating among the TEA locals across our state that are direct attacks on PET. They are full of half truths, outright lies and scare tactics designed to discourage membership in PET. They are vicious and have no regard for truth. Our executive director has taken time from PET affairs to send answers to some of our members who have sent these documents to him. He recently completed a fact by fact rebuttal to one of the more blatant and lengthy attacks. If any of you need this rebuttal sheet to get at the truth for your local membership, send a request to PET Editor, Carole Collier, 284 Todd Rd., Cleveland, TN 37323, and we’ll send you a copy. |
| PET wishes to extend a hearty “Thank You” once again to Paul Copeland for his sustaining membership in PET and for his expertise in building our PET Member Benefits package similar to the one he designed for Georgia’s PAGE. As a former Georgia educator, he is well aware of our needs and our efforts to build a strong professional organization for Tennessee teachers. We appreciate his continuing interest and support. |
| Term Insurance is available for PET members through Chris Slonecker at The Equitable. For a quote, call (615) 791-1146. |
| Many of you have shown interest in the Disney Club. Some of you are currently in a boycott of Disney, but others are not. For those who are not, the Disney club is simply a way to reduce the price you pay at Disney attractions and at the Disney Mall Stores around the country. If you or your children are Disney fans, the discount at the Disney Stores could pay for your PET membership. There is no fee for the Disney Club. All you have to do is call our office (800) 471-4867 Monday - Friday 10am to 6pm (Central) and request your membership from Vanessa. Do not call the number in the benefits brochure. We now have to handle this directly through our office. |
THIS I BELIEVE The teacher should be a positive role model. Character education begins with a teacher who has high moral development. In this day and age, students need more than words of advice. They need to see good ethical behavior. Part of the teacher’s ethics should be excellent preparation and presentation of lessons.
I believe that overall, the best teaching method is whole class, direct instruction, supplemented by individualized attention. Integrated curriculum, whole language, etc. do not work in the elementary school. The students need the fundamentals first. With the right building blocks, they can construct the building.
The curriculum should be the basics. I would support a core curriculum as described by Dr. E.D.Hirsch Jr. A classical education is best for the majority of the students and is advantageous for at risk students. We need a curriculum that seeks to unite us, rather than one which separates us.
Learning requires discipline, therefore all learning is not fun. We need to motivate students to use all their abilities and discipline themselves to learn. They will feel good about themselves based on their accomplishments and earned rewards rather than a bunch of praise and soft soap from feel good teachers who are spineless.
Teachers should respect and follow the educational leaders of the system. The duly elected officials and administrators are essential for effective schools. Teachers are free to teach when strong administrative leaders provide the materials and environment for growth.
I believe that no teacher should have to pay union dues in order to have a teaching position. Forced union dues are contrary to democracy. I am glad to be a voluntary member of the Professional Educators of Tennessee. We are putting pupils prior to politics.
Everyone has “keys for success.” They vary, and each has its advocate and supporting rationale. I write to commend an unusual characteristic or “key” for success- cheerfulness.
This advice comes from a very effective husband and wife team who have worked in international development most of their married lives (nearly 50 years!) They have lived through a number of revolutions and threats of revolution, yet they have maintained favor with one successive government after another. Their radio station has often been suspected of “subversion” or “foreign propaganda,” but they have never been shut down. As leaders or as followers, they have worked with a wide range of people - Latin American bureaucrats, American egotists, local control freaks - and succeeded.
My family went to lunch with this couple, and even though we represented three generations and hardly knew one another, being with them was like being with old friends. Since our children had international aspirations, I just had to ask: What three personal characteristics are foremost for anyone working in international development? The husband’s response was immediate, and two of those values did not surprise me - cooperation and discipline. Everyone who has worked in a non-Western culture has learned that nothing is accomplished alone, and the more people who work willingly together toward common purposes, the better. Of course, progress comes from people who are disciplined to serve as a follower or as a leader, and self-discipline is the stuff that keeps one going when feelings and sensibilities fail. Cooperation and discipline seemed like “important” values to me.
The third value was cheerfulness. Cheerful? I thought cheerfulness was a low level value, a nice but unnecessary commodity in the world of powerful values like justice, respect, perseverance, dependability, integrity, and honesty. I thought that people who struggled with a different culture day after day, survived violent clashes between armies and revolutionaries, and coordinated resources among professionals need not be cheerful. Such people are supposed to be self-motivated; they should be “beyond cheerfulness.” True professionals don’t have to be cheerful, do they?
They should. My friend explained that nearly every day in a “developing nation” brings discouragement, some from the community and some from America. The community can frustrate you with every response from a “Catch-22” to “manana.” Working with fellow Americans who share your goals can also be exasperating because so many of us Americans think that we know best. Additionally, personalities can clash regardless of the best intentions not to do so.
Cheerfulness lubricates. It lubricates egos, touches hearts, sweetens the air, and unruffles feathers. Genuine cheerfulness is more than a superficial stroke or two; it is a permeating attitude. Effective telephone operators smile while talking, persuasive negotiators evoke friendly and positive vibes, and most long-term marriages have at least one cheerful spouse.
Cheerfulness is contagious. Think of entering the workplace every morning. Would you rather meet first with someone who is enthusiastic about the day and glad to see you, or be greeted by someone grimly dedicated to making the most of the day? Both are contagious; surely, cheer is better for you.
Cheerfulness is related to other important values. If one is truly cheerful, one is hopeful about what can be accomplished today, however small or great. If one is genuinely cheerful, one has respect for other people. The honestly cheerful person believes that things will soon enough work for the collective good of others.
I have remembered my friend’s counsel many times because I tend not to be one of those cheerful people you meet in the mornings. I am not a morning person, and if you’re not either, you know that too much cheer early in the a.m. can startle your senses. Nonetheless, an authentically pleasant, gracious person who can smile and speak a few encouraging words in the opening hours of the day is the personification of that “Good Morning!” everyone needs.
There are two basic ways to cultivate your own good cheerfulness. One is to practice it until it becomes a habit; good habits perpetuate themselves, and often times the habit will penetrate deep into one’s attitudes. The better way to cultivate that cheerfulness is to alter your world view; this can include good reading, associating with healthy friends, quiet and reflective thinking, and religious disciplines. Neither way is easy; but both are achievable with the same time and work you give to everything else in life.
If you are one of those cheerful, good morning people, Thanks. We need you. Your effectiveness in the workplace produces immeasurable effects. If you are not one of those naturally cheerful people, why not work to become one? Then when you and I meet in the morning, we will both be the better for it.
Work at being cheerful for one month. When it becomes familiar, you will feel better about the workday, your friends, and yourself. As your friends return your cheer, everyone in the workplace profits emotionally, socially, and professionally. Be of good cheer!
Former Governor Lamar Alexander left his mark in education in Tennessee as the creator of the career ladder program for teachers.
“A teacher should be paid more for teaching well,” Alexander said. Critics of the career ladder program say Alexander’s criteria for judging a good teacher are too elusive and lack peer and student evaluation. The criteria, they say, for judging a good teacher are far more complex than a paper evaluation report coupled with a one-day observation.
While the critics may be on to something, Alexander’s career ladder program focused on identifying master teachers. Alexander’s career ladder program was a great leap forward for recognizing master teachers.
Reflecting back and remembering the master teachers I had while completing my formal education, I have concluded that a master teacher is one who motivates students to learn and keep on learning throughout their lives. How do we identify teachers who do that? The answer is somewhat an educational mystery. As a former student, however, along with thousands of others, I have no difficulty in identifying master teachers.
It is an accepted maxim among professional educators that the influence of a master teacher never ends. That influence flows onward forever, like an evolutionary stream, through succeeding years. The greatest task of educators today is to implant this truth in their minds as they go about their daily task of trying to motivate students to learn.
If you were asked to identify teachers who influenced you the most, who would they be? Could you list the things they did that influenced you the most?
Having spent a third of my life as a student, hundreds of teachers have crossed my academic path. But only four linger in my memory as “master teachers”: two college professors, one high school teacher and one elementary teacher.
Dr. J.M. Hall, professor of education at George Peabody College, Vanderbilt University, was stern and all business. The first day I attended his history and philosophy of education class, he shook me to my foundation. Briskly stepping to the front of the class, he started lecturing in Latin. He went on for five minutes speaking only in Latin. Thinking I had made a mistake and entered the wrong class, I began to gather my books to leave. At that point he said, ”Now, let me translate.” His translation was one of the most profound and eloquent statements on the philosophy of learning that I had ever heard up to that point. He hooked me from that point on, and I soaked up his lectures like a sponge.
Dr. Isaac Copeland was the college librarian who taught one course on the History of the Old South. His course requirements were so overwhelming I felt I could not meet them. When I told him I wished to drop his course, he looked at me with kindness and said: “Come by my office this afternoon and help me select the books we will use in this course.” I was so flattered, I forgot about dropping his class.
I made an “F” on the first test. He wrote on my paper, “Baird, you show reasonable promise. Your writing skills are acceptable, but your structure is weak.” That angered me because I had done my very best. On the next test, he gave me a C, and on each test thereafter my grade steadily improved. He motivated me to do my level best.
Mrs. Kate Vermillion was my 9th grade English teacher at Jellico High School (Jellico is a Tenn.-Ky. border town about 60 miles north of Knoxville on I-75). She would take her unmotivated students to the library and help them select books to read. With her eyes fixed on me, she asked what type of story would interest me most. She challenged my interest, not hers! She helped me read at least 25 books before the end of the year. My heart was broken the next year when she died in childbirth. I will never forget her. I have her picture in a prominent place in my home.
Miss Hazel Ayers was my second, third and fifth grade teacher at Elk Valley School, ten miles south of Jellico. I remember her as a pretty young woman who wore print dresses and sensible shoes. She was consistently serious in the classroom, a strong disciplinarian with little toleration for unmotivated students. If her students failed to do their homework, a measured use of the paddle or hickory switch motivated them to get it done. I am not advocating this motivating technique today, however.
Miss Ayers says she remembers me as a “shy little boy with blond hair.” But I remember her as a master teacher who pounded in the basics. When a student was absent, she would insist on knowing why. This impressed me because her interest came through as genuine, always concerned not only about the academic progress of her students, but about their personal welfare. I remember one student by the name of Andy “Sharky” Lay that she was constantly worried about. Her special attention helped him over the rough spots in his school life. Today, he lives in Hawaii and operates a macadamia nut farm.
Only one of my master teachers is alive today. Mrs. Hazel Ayers Hicks lives in Knoxville. I saw her last year on Memorial Day in Elk Valley. I sent her a bouquet of roses in recognition of her master teacher status. Shakespeare immortalized the fragrant rose as a symbol of love and affection. Not only is it one of God’s most eloquent expressions of beauty, it represents the ultimate appreciation that transcends words or music...Mrs. Hazel Ayers Hicks, Master Teacher
On October 25, 1997 of this school year, PET played host to an event at Lee University’s Brown Auditorium in Cleveland, Tennessee which we hope will become an annual affair. Topics such as character education, charter schools, and school-to-work were featured subjects. Also included was a presentation of the organization’s legislative goals for the upcoming year. Those in attendance also heard a presentation from Charles Hazelwood, of the Tennessee Federation of Teachers, an AFT affiliate, on teachers’ retirement pensions.
The career-to-work initiative attracted the most interest of educators, many of whom admitted they had no idea what the bill contained. “I am totally confused,” stated PET member Greg Cain from Bradley County. He added, “Are schools supposed to exist to train workers for our economy, or are our schools supposed to provide our students with a strong foundation of knowledge so that they can become well rounded citizens?”
Senator David Fowler (11th District) advised the gathering of educators that there are some serious problems with “Education Edge” which is Tennessee’s career-to-work initiative. “I would encourage all the teachers in this auditorium to get a copy of the proposal and then read it,” he warned.
Representative Chris Newton (22nd District) received an enthusiastic response as he discussed character education. Teachers nodded their heads in agreement when he said, “Character without knowledge is weak, but knowledge without character is dangerous.” Representative Newton relayed that the General Assembly was concerned about the rise in juvenile crimes and behavior, particularly in public schools across Tennessee. He also sees a correlation with shared core community values such as honesty, respect for others (including their property), and respect for life, to possibly reducing some of these problems.
Charles Hazelwood of the Tennessee Federation of Teachers shared with the teachers that he was looking forward to a joint effort with PET to address the continuing problems with the Tennessee Consolidated Retirement System (TCRS). Hazelwood challenged the Tennessee General Assembly to “make the salary contribution and monetary retirement benefits symmetric to the AFC salaries!”
“TCRS should end the discrimination between the different salary levels, and every investor in TCRS should receive the same percentage of benefits,” according to Kenneth Treadway, a TFT official. PET is very aware of this discrepancy, and to correct the problem and protect the hard working teachers of this state we are making it a high priority. We would also like to see the TCRS Board become more inclusive with teachers being added to it, the elimination of all non-contributors, the lowering of years of service for retirement from 30 to 25, and creditable service for teachers’ unused sick leave days. The TFT proposal is being given our immediate attention.
The Lord has commanded it, and it certainly does make for a nicer day. Let us all be of good cheer with our families, with our colleagues and with our students.
Qualifications:
| D-2 The board of directors shall be composed of nine class one (Professional) members, who have been members for at least the two full preceding years, and shall be elected by class one members. |
| D-4-a No more than two members of the board of directors shall be from any one local unit or potential local unit. Directors elected before January 1, 1997 are excluded from this provision. |
| In accordance with bylaw D-4, only Larry Clark from Knox County Schools and only Carole Collier from Bradley County Schools may be nominated from those systems. |
Those members of the board whose term is to expire are:
_____________________________________of__________________________
name school system
Mail to: PET Nominations
Suite 234, 1116 West 7th St.
Columbia, TN 38401
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