Insurance Programs
• NEA Complimentary LifeSM Insurance*: No-cost life
insurance and accidental death and dismemberment
insurance while actively engaged in your occupation.
• NEA Guaranteed Issue Life Plan*: Coverage guaranteed
for NEA members and their spouses ages 45 and older.
• NEA Introductory Term LifeSM Insurance*: $15,000 of
life insurance at no cost to eligible new members.
• NEA Auto & Home Insurance Program provides
specially negotiated rates and features.
• Whether you live in an apartment, dorm or house, NEA
Homeowners® Insurance can protect your valuables.
• NEA Group Term Life Insurance* provides up to
$500,000 of decreasing term life at affordable group
rates for members and spouses.
• For peace of mind at home or when you travel, get
NEA AD&D Insurance*.
• The NEA Level Premium Term Life Insurance Plan*.
Coverage amounts up to $1,000,000 are available for
10-year, 15-year and 20-year terms. Premiums won’t
increase or decrease for the entire term.
• NEA Hospital Care Insurance Plan: Two options to help
you pay the “extra” expenses associated with a hospital
stay plus at home recovery.
• NEA Income Protection® Plan: Provides income when
you are unable to work due to illness or injury.
• NEA Long-Term Care Insurance Program: Financial
support in paying for necessary long-term care services like
nursing home, home health and assisted living care.
• NEA Medicare Supplement Program*: Coverage for
hospital and medical expenses not covered by Medicare.
• NEA Dental and Vision Insurance Program now
provides you with substantial coverage for a majority
of your dental care expenses and optional vision
insurance to cover your eyewear needs.
• NEA Pet Insurance: With this plan you can visit any
licensed veterinarian and Pets Best reimburses you 80%
of the vet’s bill for covered services after a deductible.
*Provided through the NEA Members Insurance Trust®
Credit Programs
• NEA Credit Card Program®: Superior benefits exclusive to
NEA members including low introductory annual
percentage rate offers, rewards and competitive APRs.
• NEA Cash RewardsSM Card
• NEASM Platinum Plus® credit card with WorldPoints® rewards
• NEASM Accelerated Rewards® American Express® Card
For more information on the costs and benefits of these cards
or to apply, please call 800-468-7632 or visit neamb.com.
Loan and Mortgage Programs
• NEA Home Financing Program®: New mortgages,
refinances, and home equity loans. Members enjoy
competitive rates and exceptional service. Plus you’ll get
$200 in gift cards after closing on a new purchase
mortgage or refinance loan through this program. To learn
more, please call 800-632-4968.
• NEA Personal Loan®: Borrow from $3,000 to $25,000**
at members-only rates with affordable monthly payments.
No collateral required.
• NEA National Board Certification Loan®: A special
revolving line of credit designed to help cover the
assessment fee for National Board Certification.
• NEASM Smart Option Student Loan® by Sallie Mae®: On
average you can save hundreds, even thousands of dollars
in repayment compared to a 15-year private student loan
where payments are deferred during school. Available to
undergraduate, graduate and continuing education
students who need funds after maximizing free money and
federal loans.
**Upon approval, credit line based on creditworthiness.
Investment Programs
• For competitive yields, the safety of FDIC insurance up to
the maximum amount allowed by law and easy access to
your funds, put your money in the NEA-Sponsored
Money Market Account®, offered by Bank of America.
• The NEA-Sponsored CD®, offered by Bank of America,
features competitive yields and the safety of FDIC insurance
up to the maximum amount allowed by law.
• A Tax-Deferred Retirement Savings Program provides
an ideal tax-deferred rollover opportunity that guarantees
monthly income to you and your spouse.
Bank of America is a registered trademark of Bank of America, N.A. Member FDIC.
© 2010 Bank of America Corporation. American Express is a federally registered service
mark of American Express and is used by the issuer pursuant to license. Accelerated
Rewards and WorldPoints are registered trademarks of FIA Card Services, N.A. programs.
Monday, July 19, 2010
Wednesday, July 14, 2010
What Are The Benefits of UEA/NEA Membership?
What Are The Benefits of UEA/NEA Membership?
Educators are busy preparing Utah's children for the future. Most don't have time to monitor the activities of the Legislature. Utah State Board of Education, local boards of education , and other agencies which set rules and regulations affecting public education. That's where UEA comes in, utilizing the strengths of its 18,000 members to influence policy makers and keep tabs on good and bad legislation.
In addition to serving as the "watchdog" for educators and public education, UEA offers its members:
Legal protection, including a $1 million liability policy.
Assistance with contract enforcement, mediation and fact finding.
Lobbying at the Legislature, in the governor's office, before retirement system boards and other state government bodies.
Training and professional development opportunities, including the annual UEA convention.
Newspapers, newsletters, brochures, handbooks, flyers, video productions and prints, radio and television public service and paid advertising aimed at improving public relations.
Access to numerous member-only benefits - life, health, disability and casualty insurance programs, savings and investment programs, credit programs, loan and special discount programs.
Horace Mann is proud to announce several positive changes to its Association Auto Advantage programs. We are increasing the "Member Only" discount (which applies to every auto we insure in a member's household), from 10% to 13%. In addition, we are lowering our base rates by 9%. When combined with the additional benefits our policy offers to UEA Members, now is an excellent time to contact your Horace Mann Agent.
The cornerstone of UEA's member representation system is the UniServ program - a statewide staffing network which provides members with professional consultant in any one of 11 geographic locations. Fifteen UniServ directors offer on-site service in bargaining and contract enforcement, as well as advice on grievances, explanation of legal rights, political action and communications assistance, representation before administrators and boards of education, direct assistance at the bargaining table, and guidance related to professional development issues.
Educators are busy preparing Utah's children for the future. Most don't have time to monitor the activities of the Legislature. Utah State Board of Education, local boards of education , and other agencies which set rules and regulations affecting public education. That's where UEA comes in, utilizing the strengths of its 18,000 members to influence policy makers and keep tabs on good and bad legislation.
In addition to serving as the "watchdog" for educators and public education, UEA offers its members:
Legal protection, including a $1 million liability policy.
Assistance with contract enforcement, mediation and fact finding.
Lobbying at the Legislature, in the governor's office, before retirement system boards and other state government bodies.
Training and professional development opportunities, including the annual UEA convention.
Newspapers, newsletters, brochures, handbooks, flyers, video productions and prints, radio and television public service and paid advertising aimed at improving public relations.
Access to numerous member-only benefits - life, health, disability and casualty insurance programs, savings and investment programs, credit programs, loan and special discount programs.
Horace Mann is proud to announce several positive changes to its Association Auto Advantage programs. We are increasing the "Member Only" discount (which applies to every auto we insure in a member's household), from 10% to 13%. In addition, we are lowering our base rates by 9%. When combined with the additional benefits our policy offers to UEA Members, now is an excellent time to contact your Horace Mann Agent.
The cornerstone of UEA's member representation system is the UniServ program - a statewide staffing network which provides members with professional consultant in any one of 11 geographic locations. Fifteen UniServ directors offer on-site service in bargaining and contract enforcement, as well as advice on grievances, explanation of legal rights, political action and communications assistance, representation before administrators and boards of education, direct assistance at the bargaining table, and guidance related to professional development issues.
Florida Teacher's Essay Becomes Rallying Cry for Respect
By Cynthia McCabe
When people were attacking her and her fellow dedicated public school teachers, Florida fourth-grade teacher Jamee Miller got mad. And then she got to typing.
The result? An essay called “I Am a Teacher” which caught fire in recent weeks on Facebook and blogs as supporters of teachers attacked by budget-slashing lawmakers and critics trying to score political points took it to heart and then took it online. (Full essay text appears at bottom.)
Shawna Christenson, a teacher in West Palm Beach, Fla., wrote on Facebook after posting it to her own profile last week: “Some folks need to be reminded that we do so much more than leave and enter when the bell rings when they think achievement is the only way to measure us.”
Miller, a National Education Association and Florida Education Association member who has been teaching for seven years, wrote the essay a year ago largely for herself and then put it away. But when the controversial Senate Bill 6 was recently careening through the GOP-controlled legislature, she dusted it off and posted it on Facebook. Education experts said SB6, which Gov. Charlie Crist ultimately vetoed last week to support teachers, would have made Florida one of the most teacher-hostile states in the country. Even though it was vetoed, similar anti-teacher efforts are cropping up in other states from like-minded opponents.
“I was just getting so enraged because there was such ignorance from the people attacking teachers,” says Miller. “Especially these misconceptions about what it is we can actually control as educators.”
Her essay, which in recent weeks was referenced on the Florida House floor, reprinted by several Florida newspapers and went viral online, has taken on a life of its own, Miller says. ”What I’m saying isn’t unique. It’s just that the heart of that message resonates with everyone in our world.”
That’s because in the past year they’ve been slammed by a troubling development: political opportunists attacking public education professionals.
“I feel more than ever I have to be on the defensive to prove I’m not a bad teacher,” she says. “It’s really unfortunate. Even five years ago it was assumed a teacher was great until a teacher wasn’t doing their job.”
And when critics broadly paint today’s teachers as ineffective, there’s no better way to show how wrong they are than pointing to Miller’s own resume. She was Seminole County Teacher of the Year in 2008. Each year she spends $1,000 of her own money on classroom supplies and her students. Last year, she and her husband donated $30,000 to create a fellowship at the University of Florida that helps elementary education majors working toward a master’s degree in education technology.
One of the more noxious provisions of SB6 that upset Miller and her colleagues was a mandate that standardized testing be the primary basis for teachers’ employment, certification and salary. In Florida, students are subjected to a high-stakes test called the FCAT. The law would have further reduced children to a test score and ignored that their lives and their achievements are more complex and nuanced than that.
“To have all that I pour into my students every year come down to just one test is so frustrating,” Miller says. “I have zero problems with accountability. But come into my classroom. I’m eager to show you the realities.”
For instance, this past year, Miller’s realities included having a student who missed 30 days of school, a student whose parents were arrested right before the standardized test day, and a third student who vomitted on her test booklet and was unable to retake it.
What teachers who contact her with their heartfelt thanks want to convey is that they’re just as concerned about the state of public education as anyone else.
“We all want education to be fixed, we just want to be in on that problem solving,” Miller says.
Full text of Jamee Miller’s “I Am a Teacher” essay:
I am a teacher in Florida.
I rise before dawn each day and find myself nestled in my classroom hours before the morning commute is in full swing in downtown Orlando. I scour the web along with countless other resources to create meaningful learning experiences for my 24 students each day. I reflect on the successes of lessons taught and re-work ideas until I feel confident that they will meet the needs of my diverse learners. I have finished my third cup of coffee in my classroom before the business world has stirred. My contracted hours begin at 7:30 and end at 3:00. As the sun sets around me and people are beginning to enjoy their dinner, I lock my classroom door, having worked 4 hours unpaid.
I am a teacher in Florida.
I greet the smiling faces of my students and am reminded anew of their challenges, struggles, successes, failures, quirks, and needs. I review their 504s, their IEPs, their PMPs, their histories trying to reach them from every angle possible. They come in hungry—I feed them. They come in angry—I counsel them. They come in defeated—I encourage them. And this is all before the bell rings.
I am a teacher in Florida.
I am told that every student in my realm must score on or above grade level on the FCAT each year. Never mind their learning discrepancies, their unstable home lives, their prior learning experiences. In the spring, they are all assessed with one measure and if they don’t fit, I have failed. Students walk through my doors reading at a second grade level and by year’s end can independently read and comprehend early 4th grade texts, but this is no matter. One of my students has already missed 30 school days this year, but that is overlooked. If they don’t perform well on this ONE test in early March, their learning gains are irrelevant. They didn’t learn enough. They didn’t grow enough. I failed them. In the three months that remain in the school year after this test, I am expected to begin teaching 5th grade curriculum to my 4th grade students so that they are prepared for next year’s test.
I am a teacher in Florida.
I am expected to create a culture of students who will go on to become the leaders of our world. When they exit my classroom, they should be fully equipped to compete academically on a global scale. They must be exposed to different worldviews and diverse perspectives, and yet, most of my students have never left Sanford, Florida. Field trips are now frivolous. I must provide new learning opportunities for them without leaving the four walls of our classroom. So I plan. I generate new ways to expose them to life beyond their neighborhoods through online exploration and digital field trips. I stay up past The Tonight Show to put together a unit that will allow them to experience St. Augustine without getting on a bus. I spend weekends taking pictures and creating a virtual world for them to experience, since the State has determined it is no longer worthwhile for them to explore reality. Yes. My students must be prepared to work within diverse communities, and yet they are not afforded the right to ever experience life beyond their own town.
I am a teacher in Florida.
I accepted a lower salary with the promise of a small increase for every year taught. I watched my friends with less education than me sign on for six figure jobs while I embraced my $28k starting salary. I was assured as I signed my contract that although it was meager to start, my salary would consistently grow each year. That promise has been broken. I’m still working with a meager salary, and the steps that were contracted to me when I accepted a lower salary are now deemed “unnecessary.”
I am a teacher in Florida.
I spent $2500 in my first year alone to outfit an empty room so that it would promote creative thinking and a desire to learn and explore. I now average between $1000-2000 that I pay personally to supplement the learning experiences that take place in my classroom. I print at home on my personal printer and have burned through 12 ink cartridges this school year alone. I purchase the school supplies my students do not have. I buy authentic literature so my students can be exposed to authors and worlds beyond their textbooks. I am required to teach Social Studies and Writing without any curriculum/materials provided, so I purchase them myself. I am required to conduct Science lab without Science materials, so I buy those, too. The budgeting process has determined that copies of classroom materials are too costly, so I resort to paying for my copies at Staples, refusing to compromise my students’ education because high-ranking officials are making inappropriate cuts. It is February, and my entire class is out of glue sticks. Since I have already spent the $74 allotted to me for warehouse supplies, if I don’t buy more, we will not have glue for the remainder of the year. The projects I dream up are limited by the incomprehensible lack of financial support. I am expected to inspire my students to become lifelong learners, and yet we don’t have the resources needed to nurture their natural sense of wonder if I don’t purchase them myself. My meager earning is now pathetic after the expenses that come with teaching effectively.
I am a teacher in Florida.
The government has scolded me for failing to prepare my students to compete in thistechnologically driven world. Students in Japan are much more equipped to think progressively with regards to technology. Each day, I turn on the two computers afforded me and pray for a miracle. I apply for grants to gain new access to technology and compete with thousands of other teachers who are hoping for the same opportunity. I battle for the right to use the computer lab and feel fortunate if my students get to see it once a week. Why don’t they know how to use technology? The system’s budget refuses to include adequate technology in classrooms; instead, we are continually told that dry erase boards and overhead projectors are more than enough.
I am a teacher in Florida.
I am expected to differentiate my instruction to meet the needs of my 24 learners. Their IQs span 65 points, and I must account for every shade of gray. I must challenge those above grade level, and I must remediate those below. I am but one person within the classroom, but I must meet the needs of every learner. I generate alternate assessments to accommodate for these differences. My higher math students receive challenge work, and my lower math students receive one-on-one instruction. I create most of these resources myself, after-hours and on weekends. I print these resources so that every child in my room has access to the same knowledge, delivered at their specific level. Yesterday, the school printer that I share with another teacher ran out of ink. Now I must either purchase a new ink cartridge for $120, or I cannot print anything from my computer for the remainder of the year. What choice am I left with?
I am a teacher in Florida.
I went to school at one of the best universities in the country and completed undergraduate and graduate programs in Education. I am a master of my craft. I know what effective teaching entails, and I know how to manage the curriculum and needs of the diverse learners in my full inclusion classroom. I graduated at the top of my class and entered my first year of teaching confident and equipped to teach effectively. Sadly, I am now being micro-managed, with my instruction dictated to me. I am expected to mold “out-of-the-box” thinkers while I am forced to stay within the lines of the instructional plans mandated by policy-makers. I am told what I am to teach and when, regardless of the makeup of my students, by decision-makers far away from my classroom or even my school. The message comes in loud and clear that a group of people in business suits can more effectively determine how to provide exemplary instruction than I can. My expertise is waved away, disregarded, and overlooked. I am treated like a day-laborer, required to follow the steps mapped out for me, rather than blaze a trail that I deem more appropriate and effective for my students—students these decision-makers have never met.
I am a teacher in Florida.
I am overworked, underpaid, and unappreciated by most. I spend my weekends, my vacations, and my summers preparing for school, and I constantly work to improve my teaching to meet the needs of my students. I am being required to do more and more, and I’m being compensated less and less.
I am a teacher in Florida, not for the pay or the hardships, the disregard or the disrespect; I am a teacher in Florida because I am given the chance to change lives for the good, to educate and elevate the minds and hearts of my students, and to show them that success comes in all shapes and sizes, both in the classroom and in the community.
I am a teacher in Florida today, but as I watch many of my incredible, devoted coworkers being forced out of the profession as a matter of survival, I wonder: How long will I be able to remain a teacher in Florida?
When people were attacking her and her fellow dedicated public school teachers, Florida fourth-grade teacher Jamee Miller got mad. And then she got to typing.
The result? An essay called “I Am a Teacher” which caught fire in recent weeks on Facebook and blogs as supporters of teachers attacked by budget-slashing lawmakers and critics trying to score political points took it to heart and then took it online. (Full essay text appears at bottom.)
Shawna Christenson, a teacher in West Palm Beach, Fla., wrote on Facebook after posting it to her own profile last week: “Some folks need to be reminded that we do so much more than leave and enter when the bell rings when they think achievement is the only way to measure us.”
Miller, a National Education Association and Florida Education Association member who has been teaching for seven years, wrote the essay a year ago largely for herself and then put it away. But when the controversial Senate Bill 6 was recently careening through the GOP-controlled legislature, she dusted it off and posted it on Facebook. Education experts said SB6, which Gov. Charlie Crist ultimately vetoed last week to support teachers, would have made Florida one of the most teacher-hostile states in the country. Even though it was vetoed, similar anti-teacher efforts are cropping up in other states from like-minded opponents.
“I was just getting so enraged because there was such ignorance from the people attacking teachers,” says Miller. “Especially these misconceptions about what it is we can actually control as educators.”
Her essay, which in recent weeks was referenced on the Florida House floor, reprinted by several Florida newspapers and went viral online, has taken on a life of its own, Miller says. ”What I’m saying isn’t unique. It’s just that the heart of that message resonates with everyone in our world.”
That’s because in the past year they’ve been slammed by a troubling development: political opportunists attacking public education professionals.
“I feel more than ever I have to be on the defensive to prove I’m not a bad teacher,” she says. “It’s really unfortunate. Even five years ago it was assumed a teacher was great until a teacher wasn’t doing their job.”
And when critics broadly paint today’s teachers as ineffective, there’s no better way to show how wrong they are than pointing to Miller’s own resume. She was Seminole County Teacher of the Year in 2008. Each year she spends $1,000 of her own money on classroom supplies and her students. Last year, she and her husband donated $30,000 to create a fellowship at the University of Florida that helps elementary education majors working toward a master’s degree in education technology.
One of the more noxious provisions of SB6 that upset Miller and her colleagues was a mandate that standardized testing be the primary basis for teachers’ employment, certification and salary. In Florida, students are subjected to a high-stakes test called the FCAT. The law would have further reduced children to a test score and ignored that their lives and their achievements are more complex and nuanced than that.
“To have all that I pour into my students every year come down to just one test is so frustrating,” Miller says. “I have zero problems with accountability. But come into my classroom. I’m eager to show you the realities.”
For instance, this past year, Miller’s realities included having a student who missed 30 days of school, a student whose parents were arrested right before the standardized test day, and a third student who vomitted on her test booklet and was unable to retake it.
What teachers who contact her with their heartfelt thanks want to convey is that they’re just as concerned about the state of public education as anyone else.
“We all want education to be fixed, we just want to be in on that problem solving,” Miller says.
Full text of Jamee Miller’s “I Am a Teacher” essay:
I am a teacher in Florida.
I rise before dawn each day and find myself nestled in my classroom hours before the morning commute is in full swing in downtown Orlando. I scour the web along with countless other resources to create meaningful learning experiences for my 24 students each day. I reflect on the successes of lessons taught and re-work ideas until I feel confident that they will meet the needs of my diverse learners. I have finished my third cup of coffee in my classroom before the business world has stirred. My contracted hours begin at 7:30 and end at 3:00. As the sun sets around me and people are beginning to enjoy their dinner, I lock my classroom door, having worked 4 hours unpaid.
I am a teacher in Florida.
I greet the smiling faces of my students and am reminded anew of their challenges, struggles, successes, failures, quirks, and needs. I review their 504s, their IEPs, their PMPs, their histories trying to reach them from every angle possible. They come in hungry—I feed them. They come in angry—I counsel them. They come in defeated—I encourage them. And this is all before the bell rings.
I am a teacher in Florida.
I am told that every student in my realm must score on or above grade level on the FCAT each year. Never mind their learning discrepancies, their unstable home lives, their prior learning experiences. In the spring, they are all assessed with one measure and if they don’t fit, I have failed. Students walk through my doors reading at a second grade level and by year’s end can independently read and comprehend early 4th grade texts, but this is no matter. One of my students has already missed 30 school days this year, but that is overlooked. If they don’t perform well on this ONE test in early March, their learning gains are irrelevant. They didn’t learn enough. They didn’t grow enough. I failed them. In the three months that remain in the school year after this test, I am expected to begin teaching 5th grade curriculum to my 4th grade students so that they are prepared for next year’s test.
I am a teacher in Florida.
I am expected to create a culture of students who will go on to become the leaders of our world. When they exit my classroom, they should be fully equipped to compete academically on a global scale. They must be exposed to different worldviews and diverse perspectives, and yet, most of my students have never left Sanford, Florida. Field trips are now frivolous. I must provide new learning opportunities for them without leaving the four walls of our classroom. So I plan. I generate new ways to expose them to life beyond their neighborhoods through online exploration and digital field trips. I stay up past The Tonight Show to put together a unit that will allow them to experience St. Augustine without getting on a bus. I spend weekends taking pictures and creating a virtual world for them to experience, since the State has determined it is no longer worthwhile for them to explore reality. Yes. My students must be prepared to work within diverse communities, and yet they are not afforded the right to ever experience life beyond their own town.
I am a teacher in Florida.
I accepted a lower salary with the promise of a small increase for every year taught. I watched my friends with less education than me sign on for six figure jobs while I embraced my $28k starting salary. I was assured as I signed my contract that although it was meager to start, my salary would consistently grow each year. That promise has been broken. I’m still working with a meager salary, and the steps that were contracted to me when I accepted a lower salary are now deemed “unnecessary.”
I am a teacher in Florida.
I spent $2500 in my first year alone to outfit an empty room so that it would promote creative thinking and a desire to learn and explore. I now average between $1000-2000 that I pay personally to supplement the learning experiences that take place in my classroom. I print at home on my personal printer and have burned through 12 ink cartridges this school year alone. I purchase the school supplies my students do not have. I buy authentic literature so my students can be exposed to authors and worlds beyond their textbooks. I am required to teach Social Studies and Writing without any curriculum/materials provided, so I purchase them myself. I am required to conduct Science lab without Science materials, so I buy those, too. The budgeting process has determined that copies of classroom materials are too costly, so I resort to paying for my copies at Staples, refusing to compromise my students’ education because high-ranking officials are making inappropriate cuts. It is February, and my entire class is out of glue sticks. Since I have already spent the $74 allotted to me for warehouse supplies, if I don’t buy more, we will not have glue for the remainder of the year. The projects I dream up are limited by the incomprehensible lack of financial support. I am expected to inspire my students to become lifelong learners, and yet we don’t have the resources needed to nurture their natural sense of wonder if I don’t purchase them myself. My meager earning is now pathetic after the expenses that come with teaching effectively.
I am a teacher in Florida.
The government has scolded me for failing to prepare my students to compete in thistechnologically driven world. Students in Japan are much more equipped to think progressively with regards to technology. Each day, I turn on the two computers afforded me and pray for a miracle. I apply for grants to gain new access to technology and compete with thousands of other teachers who are hoping for the same opportunity. I battle for the right to use the computer lab and feel fortunate if my students get to see it once a week. Why don’t they know how to use technology? The system’s budget refuses to include adequate technology in classrooms; instead, we are continually told that dry erase boards and overhead projectors are more than enough.
I am a teacher in Florida.
I am expected to differentiate my instruction to meet the needs of my 24 learners. Their IQs span 65 points, and I must account for every shade of gray. I must challenge those above grade level, and I must remediate those below. I am but one person within the classroom, but I must meet the needs of every learner. I generate alternate assessments to accommodate for these differences. My higher math students receive challenge work, and my lower math students receive one-on-one instruction. I create most of these resources myself, after-hours and on weekends. I print these resources so that every child in my room has access to the same knowledge, delivered at their specific level. Yesterday, the school printer that I share with another teacher ran out of ink. Now I must either purchase a new ink cartridge for $120, or I cannot print anything from my computer for the remainder of the year. What choice am I left with?
I am a teacher in Florida.
I went to school at one of the best universities in the country and completed undergraduate and graduate programs in Education. I am a master of my craft. I know what effective teaching entails, and I know how to manage the curriculum and needs of the diverse learners in my full inclusion classroom. I graduated at the top of my class and entered my first year of teaching confident and equipped to teach effectively. Sadly, I am now being micro-managed, with my instruction dictated to me. I am expected to mold “out-of-the-box” thinkers while I am forced to stay within the lines of the instructional plans mandated by policy-makers. I am told what I am to teach and when, regardless of the makeup of my students, by decision-makers far away from my classroom or even my school. The message comes in loud and clear that a group of people in business suits can more effectively determine how to provide exemplary instruction than I can. My expertise is waved away, disregarded, and overlooked. I am treated like a day-laborer, required to follow the steps mapped out for me, rather than blaze a trail that I deem more appropriate and effective for my students—students these decision-makers have never met.
I am a teacher in Florida.
I am overworked, underpaid, and unappreciated by most. I spend my weekends, my vacations, and my summers preparing for school, and I constantly work to improve my teaching to meet the needs of my students. I am being required to do more and more, and I’m being compensated less and less.
I am a teacher in Florida, not for the pay or the hardships, the disregard or the disrespect; I am a teacher in Florida because I am given the chance to change lives for the good, to educate and elevate the minds and hearts of my students, and to show them that success comes in all shapes and sizes, both in the classroom and in the community.
I am a teacher in Florida today, but as I watch many of my incredible, devoted coworkers being forced out of the profession as a matter of survival, I wonder: How long will I be able to remain a teacher in Florida?
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