O F F I C I A L P U B L I C AT I O N O F T H E 132 ,0 0 0 M E M B E R I L L I N O I S E D U C AT I O N A S S O C I AT I O N - N E A

Advocate FE B R UA RY 2 0 11

Illinois Teacher of the Year:

Apple of her
students’ eyes
page 3

ESP saves school Movie making to RA agenda

principal’s life solve problems and candidate
page 10 page 14 statements
page 17-22
Ken’s C O M M E N TA R Y
Doing the right thing is not impossible
onvincing the Illinois General As-
C sembly to do the right thing isn’t
impossible. It just takes time.
Lots of time.
In January, lawmakers (all of them De-
mocrats) finally acceded to a request IEA
members had been making for decades;
increase state revenue. Unfortunately,
due to the dire condition of the state
budget, the two-percentage-point tax in-
crease will not, in the short-term, signif-
icantly enhance the resources for school
districts.
But the approval of the tax hike does
begin the process of getting the state
back on track financially; it will help pro-
tect public education at all levels, from
pre-K through higher and continuing ed-
ucation, saving programs and thousands
of jobs. The tax hike also helps ease
pressure on other areas of the budget in-
cluding the state retirement systems.
Very significantly, the General Assem-
bly failed to approve Performance Counts,
an education reform proposal contain-
ing some ideas with merit but also includ-
ing attacks on our collective bargaining
rights.
The attempt to fast-track Performance
Counts failed because, to the surprise of
proponents Stand for Children and Ad-
vance Illinois, education employee
unions offered our own reform proposal,
Accountability for All.
Developed by IEA, the Illinois Federa-
tion of Teachers (IFT) and the Chicago
Teachers Union (CTU), Accountability for
All re-framed the “education reform” dis-
cussion by focusing on proposals to im-
prove teaching and learning while
preserving collective bargaining rights.
Accountability for All was guided by
the IEA legislative agenda and a new poll
of certified K-12 teacher members to as-
sess member opinion about the key is-
sues of tenure, seniority, RIF, recall, and
right to strike.
The poll results confirmed IEA mem-
bers support thoughtful reform.
| 2| Advocate | FEBRUARY 2011
For example:
4 Four of five teachers (80%) said stu-
dent academic growth should be
part of a teachers’ evaluation
4 Two-thirds of those surveyed (67%)
said “Reductions in Force,” should
be based on teacher evaluations
coupled with seniority, rather than
only seniority.
4 Sixty-nine percent support revok-
ing teaching certification for teach-
ers who have “chronically been
found unsatisfactory.”
IEA worked with IFT and CTU to de-
velop Accountability for All when it be-
came clear that, without a viable al-
ternative to Performance Counts, the leg-
islature would pass that package.
When education employees barraged
legislators with phone calls and e-mails
insisting that the voices of teachers be
heard on education reform, the Perform-
ance Counts agenda, whose backers had
sought and expected fast approval, was
suddenly stopped in its tracks for the du-
ration of the lame duck session. The fight
for reform that improves teaching and
learning will resume with the newly-
seated legislature.
Gone are the days when IEA could
adopt a legislative platform and resolu-
tions and expect those to form the guide-
lines for changes in education policy.
To successfully advocate for our
members in the future, IEA will have to
be agile; we must develop procedures
that give our organization flexibility to
act while staying true to the values of the
organization and to the aspirations of the
members.
We stopped bad legislation in January
because our opponents didn’t anticipate
the education employee unions would
work together and offer a meaningful re-
form proposal. They never counted on
thousands of education employees pay-
ing attention throughout the holiday
break and making sure legislators knew
IEA members expected the voices of
teachers to be heard on reform.
Our actions showed everyone that we
not only know what will improve teach-
ing and learning but, far from being re-
form blockers, we support true reform.
Our opponents want the public to be-
lieve that improving education can only
be achieved by diminishing the rights of
school employees. We intend to seize
every opportunity to prove this is not so.
Advocate
IEA Advocate, Volume 7, Issue 4, Feb. 2011. The
Advocate is published five times annually by the Illinois
Education Association-NEA. Send correspondence to:
iealistens@ieanea.org or IEA Department of Communi-
cations, 100 East Edwards Street, Springfield, IL 62704-
1999. The IEA-NEA Advocate (ISSN #1540-482X) is the
official publication of the Illinois Education Association-
NEA as a benefit of membership. A non-member sub-
scription is available at $10 per year. Periodicals postage
paid at Springfield, IL.
The Illinois Education Association-
NEA’s mission is to effect excellence
and equity in public education and to
be THE advocacy organization for all
public education employees.
Ken Swanson Charles McBarron
President Director of Communications
Bob Ray
Media Relations Director
Robert Blade Sarah Antonacci
Vice President Communications Specialist
Mark Ritterbusch
Graphic Designer
Cinda Klickna Denise Ward
Secretary-Treasurer Administrative Assistant
Linda Rice
Secretary
Audrey Soglin Christina Williams
Executive Director Secretary
Illinois Teacher of the Year believes investing
in youth is investment in the future
Brave’s students prepare to video daily announcements
complete with green screen technology and extensive
audio and video production equipment.
A
nnice Brave, an English and journal-
ism teacher from 2000-plus student
Alton High School in the Metro East
area, may be petite, but she’s a powerhouse
when it comes to the subjects of teaching
and her students.
Brave has been named the 2010 Teacher
of the Year and she’s also one of four final-
ists for the national Teacher of the Year
competition held by the Council of Chief
State School Officers. You may also recog-
nize her voice from a series of radio com-
mercials that aired across the state in
January touting the Illinois Education Asso-
ciation and its dedicated members.
In addition, Brave testified on IEA’s be-
half at Illinois House and Senate education
reform committees in December and
January.
Brave has all the qualifications one might
expect the Teacher of the Year would:
4 She holds a Master of Science in Edu-
cation degree.
4 She’s a National Board Certified
Teacher.
4 She’s a member of the Board of Exam-
iners for the National Council for Ac-
creditation of Teacher Education.
4 She brought Instructional Practices In-
ventory to her school.
4 She was instrumental in abolishing
“testing in” to honors classes at her
high school, relying instead on stu-
dents promising to work hard enough
to succeed and then doing so. Now,
honors classes more accurately reflect
the 33 percent minority population of
the school.
4 She serves as a mentor for NBPTS can-
didates and beginner teachers.
4 She’s received a number of awards
both for her community and profes-
sional work, including being inducted
into the Phi Kappa Phi academic
honor society and the Kappa Delta Pi
education honor society at Southern
Illinois University at Edwardsville.
4 She’s a former school board member.
4 And, she’s actively involved with
her local association and a former
president of the Alton Education
Association.
But for Brave, teaching means more than
being a part of professional organizations.
“I believe that the relationships I build
with students are what make my students
better learners and certainly better citizens
in our high school,” she said of Alton high,
which is more than 50 percent poverty, but
also home to kids driving the newest cars
and carrying credit cards in their wallets.
“Great thinkers have stated
this sentiment more elo-
quently than I; my students
may not remember the
words I say to them, but they
will remember how I made
them feel. As their teacher,
a tiny speck of me is forever
incorporated into their DNA.
When a teacher makes kids
fall in love with learning, she
has won the war.”
And, it’s this attitude that has
led Brave to take some of her most hard-
ened students, mostly girls, out to a horse
barn where she houses “Buddy,” a thor-
oughbred she found starving in a pasture,
bought and nursed back to health.
There, she encourages them to bond
with the horse, to gain control of them-
selves and the 1,300-pound animal. And,
when they’ve done so, Brave reminds them
that “they are no longer allowed to tell her
that they ‘couldn’t help myself,’ when they
misbehave. Any girl who can mind her be-
havior and keep a thoroughbred calm has
no excuses not to behave like a lady at
school.”
And, it’s this same attitude that encour-
ages Brave to take a selected group of stu-
dents to Chicago each year to stay, often for
the first time ever, at a hotel, to eat at a
restaurant with tablecloths, and visit Tiffany
& Co. to try on jewelry so they can see that
hard work can pay off.
Brave will find out in May if she wins the
national Teacher of the Year, but even with-
out that award, she says teaching others
has taught her much in the past 23 years. It
has taught her that working with other
teachers is inspiring and a key to doing
great things. And, it’s taught her the impor-
tance of a successful education to the suc-
cess of this country.
“In our great society we need to be talk-
ing about what is right for all of our citizens
and not just a select few,” she said. “There
are answers to America’s failing schools,
and it is as simple as recruiting and retain-
ing high quality teachers.”
See a video of Brave at www.ieanea.org
/video/a-visit-with-teacher-of-the-year-
annice-brave/
www.ieanea.org | Advocate | 3|
 Briefs
Bloom High School students receive
invention grant for oil regenerator
Bloom High School in Chicago Heights was awarded a $10,000
grant to create a machine that will recycle waste cooking oil for
re-use by the restaurant, or for use as fuel.
The school was one of 14 high schools nationwide that
was awarded a Lemelson-MIT InvenTeam grant. InvenTeams are
groups of high school students, teachers and mentors that receive
grants up to $10,000 each to invent technical solutions to real-
world problems.
“place
Our invention could take the
of the oil collection dump-
ster behind your local restaurant.”
BHS teacher Barry Latham started the application process last
spring and attended training at the Massachusetts Institute of
Technology in June to help prepare the final proposal. A panel of
judges made up of educators and researches from MIT and Har-
vard University, representatives from the industry and former
award winners chose the recipients.
Latham and his students were featured in a January 2009 Advo-
cate article for working with his students to build equipment that
changed cooking oil into biodiesel that was then used in a bus for
the school.
“Our invention could take the place of the oil collection dump-
ster behind your local restaurant,” Latham said. “The oil, once
properly filtered, will be reusable by the restaurant, reducing their
bottom line. The cleaned oil could also be collected by individu-
als who use it in waste vegetable oil powered diesel vehicles, or as
a feedstock for biodiesel production.”
The school’s InvenTeam also will work with Apps Communica-
tions to develop their invention.
The Lemelson-MIT program recognizes the outstanding inven-
tors and innovators transforming our world, and inspires young
people to pursue creative lives and careers through innovation.
More information is available at http://web.mit.edu/invent/.
| 4 | Advocate | FEBRUARY 2011
Springfield teacher receives national
educator award from Lions Clubs
A social worker and student support leader at
Fairview Elementary School in Springfield re-
ceived the first ever Lions Quest Educator
Award for her work in and out of the classroom.
Angela Troppa, who works with students
in kindergarten through fifth grade to build chil-
dren’s self-esteem, help them implement prob-
lem-solving skills and learn how to resist peer pressure.
Troppa says using the Lions Quest curriculum has helped lower
the school’s discipline reports significantly over the past year. It
helps teach skills to resist drugs, peer pressure and violence while
building self-esteem, peer relations, decision-making and problem
solving.
Lions Quest is a worldwide initiative of Lions Clubs Interna-
tional. Nearly 12 million youth in 60 countries have taken part in
a Lions Quest classroom, and more than 500,000 educators and
other adults have been trained to implement the program. For
more information, visit www.lions-quest.org or www.lcif.org.
Patti Hodges named to ISU education
Hall of Fame
Patti Hodges, the former IEA director of field services, was
named to the Illinois State University College of Education Hall of
Fame for her work in both teaching and with the IEA.
Hodges is a 1972 graduate of ISU with an education degree and
started her career as a middle school math teacher. In 1979,
she joined the IEA as an organizer and went on to serve as a
UniServ director, field services coordinator and interim executive
director.
She is known for her dedicated work with the IEA, serving more
than 132,000 teachers and support staff throughout the state. She
has been responsible for the planning, coordination and execu-
tion of membership programs ranging from education quality and
organizational and leadership development to advocacy and po-
litical action.
Hodges was one of seven people inducted to the ISU Hall of
Fame in October. ISU was founded in 1857 with the purpose of
training teachers for Illinois schools and its teacher and adminis-
trator preparation programs remain top notch.
ESP gets specialized leadership training By Jenny Celander

ONE ILLINOIS ESP from Markham Dis-
trict 144 is learning how to make a difference.
India Jones was one of 20 ESPs nation-
wide who was chosen for the National Ed-
ucation Association’s Leaders for Tomorrow
program and one of two from Illinois. The
other was Janice Hoffman from Putnam
County District #535.
Jones said she’s using the opportunity
to participate in the program which
grooms future leaders to make a difference
in her own local.
“We’re learning about ESPs and how to
help our locals. Actually, a lot about our-
selves and how to be good leaders — self
improvement, self awareness, being more
aware of our peers,” she said.
Jones was chosen for Leaders for Tomor-
row after an intense application process,
which involved handwritten statements
and phone interviews, and then a lot of her communicate bet-
waiting for callbacks. She remained hope- ter with her peers and
ful, but was still very surprised when she her administrators.
was selected. Though she recom-
After her acceptance, the hard work be- mends the program,
gan. The program included three meetings she warns, “Be pre-
in July, November and another scheduled pared to work!”
for Washington, D.C. before participants The trainings have
graduate and attend the NEA’s national ESP allowed Jones to meet
conference. Jones said the initial summer ESPs from around the
meeting involved a lot of self-reflection. country and hear about their issues —
“July was the toughest one because we some similar and some different than the
were actually dealing with ourselves and problems she faces in her district. ESPs are
there might be something about yourself given the time to brainstorm with each
that makes you realize, ‘Wow — I need to other to find solutions that might help
make improvements in this area.’ It’s good back in their own districts.
because you need to be able to see what’s “So, kind of getting information and
wrong with you before you can actually bringing it back home. It’s a great pro-
help someone else efficiently.” gram,” she said.
She also says the meetings have helped

Are you a Gleek? Do

you know every episode? Every
character? Every plot twist?
THE SHOW GLEE, A FOX TELEVISION series about a high school
show choir that debuted in 2009, has gripped young and old alike with
its stories pitting awkward teens against popular ones, its sometimes
outrageous humor, its ability to touch on serious subjects with a tender
hand and its ultra-talented cast.
In October, Parade magazine did a story on real-life high school
show choirs and prominently featured Sound Check from Waubonsie
Valley High School in Aurora and its director Mark Myers, IEA member
and director of choral music at the school.
He kindly agreed to do a Q&A:
I saw in the article that you were in show choir when you were in How do you decide on the songs the choir will sing and the chore-
high school. Did you become a teacher with the intent of eventually ography that will accompany them?
leading a show choir yourself? “I choose all the music the show choir performs, but a profession-
“I absolutely loved show choir when I was in high school, so al choreographer comes in and works with the students on the stag-
possibly providing that experience to my future students was defi- ing and choreography. I am mostly inspired to choose music based on
nitely a consideration in planning my career path. I am passionate the specific students in the ensemble. Each group is unique, and so
about many different styles and genres of music and choral singing, are their skills and interests. I always try to pick the best music for
though. Show choir is a great opportunity to offer to kids as part of the unique group of students I am working with each year.”
a balanced and comprehensive school choral program.” How long have you had this position? It looks as if the program has
What is the most rewarding aspect of your job? had much success throughout the 2000s. How do you keep that success
“The most rewarding aspect of my job is the connections going?
I make with my students and the positive impact I hopefully have “This is my 10th year teaching choral music, and my eighth at
on their lives, both musically and otherwise.” Waubonsie Valley. I was lucky to inherit an already excellent program
What are the biggest challenges? from John DeGroot. I try to keep the success of our choirs going
“I feel that my biggest challenges are balancing my profession- by never being complacent. I think it is important to be constantly
al and personal lives, and lately, navigating the complex financial growing and evolving to meet the needs of my students.”
difficulties that our school and our families are facing.”

www.ieanea.org | Advocate | 5 |
Tragedy unites teachers, students,
district to save lives By Jenny Celander

O
ne of the most devastating tragedies
a school community can face is
the loss of a student — especially
when that death comes at the student’s
own hand. After St. Charles school district
lost six students to suicide in a span of
seven years, teachers, students, adminis-
trators and community members knew
something had to be done.
The district became proactive. In May
2009, a month after the sixth student
suicide, St. Charles held a series of four
“Summit on Suicide Prevention” meetings.
“We really just kind of threw open the
doors to the community and school staff
to talk about this issue and what we could
do about it in our community,” said John
Knewitz, assistant superintendent for stu-
dent services.
“The thing that was most significant
was that we had students come in and talk
about their observations of what goes on
in the mental life of an adolescent and what
they experience themselves, or with their
friends, in terms of stress, depression and
thoughts about suicide and things of that ated when the year began by posting it on own an issue,” he said. “And, our teachers
nature.” bulletin boards, and including it in daily here have really owned this issue …
Knewitz said those initial meetings announcements. Information was also they’re the ones making the difference.”
began the conversation. St. Charles admin- shared through social worker and coun- The teachers in the district realized
istrators and school employees took sug- selor classroom visits and was printed in that they had to be comfortable enough
gestions from students and community student planners and on the back of each to say to a student, “Are you thinking
members and from there, the district de- student’s identification card. Additionally, about suicide?” They had to initiate the
veloped a suicide prevention action plan. the resources were also posted on the conversation.
The plan consists of “25 items coordi- school’s suicide prevention facebook page “Part of what it is with teen mental
nated around things we could do for stu- and website. health issues is there’s a lot of stigma with
dents; things we could do for, or with, And, the district took steps to revamp it,” said Annette Boatright, a suicide pre-
parents; things that we could do with, or curriculum. At the high school level, stu- vention specialist at St. Charles East High
for, the community; and things we could dents are now required to receive four School. “And, by going into the education
do with, or for, staff members.” days a year of instruction on the topics of classes and talking to them and bringing
The first step was to make students suicide and depression. awareness to those issues, there’s an
aware of available resources. The goal was The district has made a lot of structural increased knowledge in that they know
to have every student in District 303 know changes to provide support and informa- where to go. It’s not something they need
exactly where to go for support in their tion, but one of the main, emotionally to be ashamed or embarrassed about
schools and the surrounding community. charged, components of this program is get- because those conversations have already
Help was already there, it was just a matter ting teachers and students comfortable been started with the parents and the
of making sure students knew where to talking about these issues. Don Schloman, students.”
access it. St. Charles school superintendent, said one Boatright came to St. Charles, in Decem-
The schools began this process during of the most important steps was to pull ber 2009, from a district in Oklahoma. Her
the summer, after the summits were held, teachers and school staff aside first and position is funded through the end of the
by sending information out to students at ease them into the conversation. 2010-11 school year. She said the district
home. Resources were listed in the home “The amazing thing for me is that teach- took the important first step, before she
mailing and that information was reiter- ers, when they really get behind an issue, got there, with the summits.

| 6 | Advocate | FEBRUARY 2011

Tragedy unites teachers, students, district to save lives
“When there are suicides, emotions are
so raw initially. And, I think a large part of
those summits was getting out those feel-
ings and emotions.”
Boatright’s position involves gauging
the needs at her school and then match-
ing them. This was an exceptional chal-
lenge at St. Charles East because the last
four suicides in the district were students
who were either at the school or who had
attended the school. She said her previous
experience helped prepare her for the sit-
uation at East.
“I do feel like through my experience in
Oklahoma I was given several tools to
know what students do respond to and
what typically works in prevention across
the board,” she said.
One thing she identifies as working in
St. Charles is the role of students as “gate-
keepers.” The term means that students
are able to identify warning signs in their
friends.
“It’s common among suicide prevention
work to have a Gatekeeper Model where
you educate students on looking for red
flags among their peers and making refer-
rals. And so for a couple of years now they but I’m also seeing an
have been going into health classes in increase in self-refer-
the middle schools and high schools edu- rals. Which allows us
cating students on those risk factors and to intervene much,
how to seek out help for your friends,” she much sooner before a
explained. crisis level hits.”
Student participation is a huge compo- Knewitz is in agree-
nent in the St. Charles action plan. After ment. The exact suc-
the summits, students organized suicide cess is hard to
prevention clubs in order to continue to measure but he
have a voice in the implementation of the said, “Students
district’s action plan. Through that partic- have been recep-
ipation the district can hear straight from tive and they have come forward
the source what is working and what is not. and staff have been able to intervene on a
“Across the board in prevention work number of those occasions.”
you see a lot of youth advisory councils,” He said he knows the district has had
Boatright said. “One way or another they some success and is doing some good
are either directly involved with a club or things but he also recognizes that there is
they serve on an advisory council. And, always room for improvement. St. Charles
what I’ve seen in District 303 is both. continues to keep an eye out for things
They’ve included the youth voice to get that can be added to their plan or sugges-
the ideas.” tions that can be made.
So is this plan successful? Boatright said St. Charles is pushing in
“To me, the self-referrals speak vol- the right direction though, because the dis-
umes,” Boatright said. “I am seeing more trict understands that “with suicide pre-
peers referring friends to get them con- vention the stakes are so high.”
nected to the student service department,

E-WU adjuncts
win round in
fight to organize
A
djunct faculty organizers at East-West University in Chicago won
a significant victory in December when the university agreed to
settle an Unfair Labor Practice (ULP) charge on the terms of
union supporters.
In the settlement, the university agreed to provide back pay and
new job protections to five adjunct faculty members who had been
unfairly denied classes because of their union organizing activities.
The university also must post legal notices assuring other employ-
ees that they will not be subject to dismissal or reprisals if they support
the adjunct faculty’s continuing union organizing effort. The settlement
was achieved after a judge from the National Labor Relations Board
strongly advised university officials to settle in lieu of having the ULP
decision go against them.
For Curtis Keyes, Jr., and the other adjunct faculty organizers for
the United Adjunct Faculty Association (IEA-NEA), the settlement comes
as relief and vindication of their efforts.
Five adjunct faculty organizers at East-West University received
back pay and job protections in the settlement of an Unfair Labor
Practice charge. Left to right, they are: Pamela Morgan, Erma
Faire-Doeing, Elvert Howard, Ken Peterson and Curtis Keyes, Jr.
“This is a major victory,” said Keyes, “and there is still much to do.
We are continuing to circulate authorization cards in order to get an
election this winter quarter. Our faculty members deserve fair repre-
sentation and we’re going to do all we can to make it happen.”
Keyes and other faculty members started the organizing drive last
year based on the adjunct faculty’s lack of job security, poor working
conditions and inadequate pay. IEA has assisted the effort since its
inception.

www.ieanea.org | Advocate | 7|
Schiller Park boosts technology, test
scores follow
W
alking through the halls of elemen-
tary schools in the Schiller Park
School district, you wouldn’t
notice right away what’s so different
at these buildings than many others in
Illinois.
Student artwork lines the halls. Class-
rooms are filled with colorfully decorated
bulletin boards and miniature chairs.
And, at Washington and Kennedy
Elementary Schools students learn com-
mon elementary level curriculum. Fourth
graders work on reading comprehension
and vocabulary. Third graders are quizzed
on books they have just finished reading.
In kindergarten classrooms, students prac-
tice reciting the months of the year and
days of the week.
What sets this district apart is not what
the students are learning it is how they are
being taught. They are being taught in new
and innovative ways, thanks, the school
superintendent says, to the hard work of
the schools’ teachers.
Each teacher is armed with technology.
Students learn reading and vocabulary
| 8 | Advocate | FEBRUARY 2011
By Jenny Celander
with the assistance of iPods. They practice
spelling on iPads. They learn about the cal-
endar through interactive lessons on their
classroom Promethean Board.
These Schiller Park students are given
an opportunity not every district gets —
they are immersed in technology and the
lessons that come with it.
The push for technological resources
came to Schiller Park about five years ago
when a number of teachers applied for a
grant for tablet computers, classroom pro-
jectors, printers and digital cameras. Once
the grant was awarded, things took off from
there.
“That first year the equipment was used
constantly,” explains Kathleen Risolvo, one
of the teachers who helped write the origi-
nal grant. “The projectors were used at as-
semblies, they were put on carts and
wheeled around and we realized what a
need it was for everyone to have a com-
puter and everyone to have a projector.”
Teachers worked together to write a sec-
ond grant, which lead to a Promethean
Board for all fourth grade classrooms.
“Then the district said, ‘You’re right,
this is important. We’re going to go ahead
and get this,’” Risolvo continues.
Since then, the district has equipped
every classroom with a Promethean Board;
with the help of a National Education As-
sociation grant, 15 iPod Touches were pur-
chased; each classroom was given five
laptop computers; and with what money
was left, each teacher received an iPad.
“The engagement level is huge. Look,
we could walk out of here right now
and no one would even notice,” Risolvo
laughs as she stands in a classroom full of
students.
A number of her students are paired off,
crouched over iPads playing a spelling
game. A small group of students work to-
gether on identifying synonyms and
antonyms at the Promethean Board.
“The engagement level has really im-
proved. The other thing we’ve found is that
you can do a better job of individualized
instruction.”
Electronic quizzes with
the push of a button
In Elizabeth Albandia’s room, each stu-
dent has chosen a book to read and they
are then grouped according to the diffi-
culty level of that book and their reading
abilities. Albandia reveals her students’ lat-
est book club projects through the help of
the Promethean Board and devices called
Activotes. Each student uses a controller
to register their answer with the press of
a button when prompted by their teacher.
“We need to gather some information
before we talk about our projects,” Alban-
dia explains. “We need some fast informa-
tion, folks, about whether you liked doing
‘Book Talk.’ Did you like it so far?”
A colorful display pops up onto the
board with three choices.
“If we choose A, we say, ‘Yes we did like
it.’ B, I need to wait and see. I’m not quite
sure if I like it. Or C, I don’t think I’m going
to like it.”
Students tap their controllers and the
Promethean Board reveals when each stu-
dent has responded.
“Alright, thank you. I can see that you
Schiller Park boosts technology, test scores follow
have all voted. We’re go-
ing to stop and see what
happens. What do you
think? What do you
think?”
Albandia clicks into a
spot on the board and
the result pops up in the
form of a bar graph.
“Oh! Wow! Many of us
chose A. ‘Yes! We liked
it!’ B, some of us are
waiting … and then a
few of us said we don’t
really like it … and that’s
okay. Alright, well that’s very interesting
for me to know. Thank you for sharing
that.”
Each child in Albandia’s class is as-
signed a number. If she wants to see which
students choose which response, she is
able to do so by tracing the number back
to the student’s name.
“I need to ask you another question,”
Albandia continues.
A person, place or thing
In Michelle Erickson’s classroom stu-
dents take turns identifying nouns, verbs,
and adjectives using the Promethean
Board’s interactive pen to drag words into
the correct category. When one student
gets hung up on “brother,” another gently
reminds him that a noun is a “person,
place, or thing.”
“Sometimes we share by going in a
line,” one student explains. “But today
we’re doing it this way.”
They each take their turn and when one
student takes an extra turn to explain how
the board works, they decide to even
things out by each going twice in a row.
Teacher leaders make a
difference
The district’s superintendent, Roberta
J. Taylor, says the use of technology is “just
another tool in our tool box.” And, the
tools seem to be working. The district’s
reading and math scores are up more than
20 percent from 2004.
“I think the most dramatic thing for me
is that we’ve closed the gap,” Taylor ex-
plains. “There isn’t a significant difference
between economically disadvantaged and
all white, or second language and all white.
That’s harder to do.”
She says the technology puts students
on a level playing field because some kids
may not have access to this kind of equip-
ment at home. When they come to school
everyone has the same tools. Taylor also
says the technological integration was so
smooth because the teachers led the
charge.
“It is teacher led. It truly is. It can’t be
top down. I couldn’t have said to these
teachers next year you will have a
Promethean Board. It would not have been
the same implementation as coming from
the teachers. And, it was a huge expendi-
ture so we had to know they were pre-
pared and ready to use it.”
Taylor says the district provided staff
development for teachers through a train
the trainer model. Lead teachers attend
training sessions and then return to in-
struct the rest of their team on what they
have learned.
“It was all developed by teacher lead-
ers,” Taylor said. “They had a plan. They
knew what they were doing. It’s amazing
what teachers — when you give them the
opportunity to be in leadership positions
— will do, where they’ll go, and where
they’ll motivate their peers to follow
them.”
Although making important leaps with
the use of technology, teachers at Schiller
Park schools are not reinventing the wheel.
They say much of the technology they use
comes with ideas for lesson plans. Because
Promethean Boards are web-based, they
come with a library of resources that can
be tweaked to fit a teacher’s needs.
And, technology doesn’t stop with the
elementary schools. At Lincoln Middle
School, which opened this year in a brand
new state-of-the-art building, students
learn piano and guitar through the help of
technological tools.
In half of the room, chords and finger
positioning flash across the Promethean
Board while Erin Mullarney, Schiller Park
Education Association president and mu-
sic teacher, plays “I Got a Feeling” by the
Black Eyed Peas from her iTunes account.
Students strum along in unison. In the
other half of the room, students learn pi-
ano on keyboards hooked up to Apple
computers. They are given an opportunity
to compose their own music through Ap-
ple’s Garage Band program.
“It has really changed how we teach,”
Mullarney explains. “Technology is not a
separate — it’s definitely integrated into
our classrooms.”
www.ieanea.org | Advocate | 9 |
ESP saves school principal’s
life after hunting accident

Jeff Rabida, president of the Mt. Olive

Education Support Professional Association,
right, with Principal Doug Smith.

not for Rabida’s quick response, calm fo- camouflaged deer stands on prime turf in

T
he president of the Mt. Olive Educa-
tion Support Personnel Association,
Jeff Rabida, doesn’t consider him-
self a hero. To his thinking, he just did what
anybody else would have done if they’d
faced the same situation.
Doug Smith, his school principal and
hunting friend, sees things quite a bit
differently.
“He’s a hero,” said Smith. “I don’t know
what else to say about him. He stepped up
and did things that were extremely hard
to do. He was right there on the spot and
saved my life.”
Smith’s recognition of Rabida as a hero
began the morning of Nov. 19, the first day
of firearm deer hunting season. An acci-
dental blast from Smith’s 12-gauge shotgun
had left the principal critically injured,
bleeding and fighting for his life. Were it
cus and willingness “to hurt” his wounded
friend, Smith most surely would have died.
Rabida has been a custodian for Mt.
Olive public schools for 30 years, currently
serving as administrator of building and
grounds. As local union president, he rep-
resents some 27 custodians, secretaries
and teaching assistants. He describes Mt.
Olive as: “A small town. Good schools.
Everybody knows everybody. A very nice
place to live.”
Smith is the K-8 principal at the single
building K-12 school district, with super-
visory responsibilities for support profes-
sionals as well as 30 of the district’s 50
teachers. He’s been there for seven years.
The men are good friends and avid
hunters. For months they had planned the
hunt, scouted the woods, built several
the heavy timber, and awaited the season’s
opening. They talked about it in passing as
their paths crossed at school.
“Lots of guys deer hunt,” said Rabida.
“The custodians and teachers — some of
the women do too. It’s a big deal. We all
look forward to the start of the season.”
The hunt on Nov. 19 started early. By
5:30 a.m., Rabida, his adult son, and Smith
had each arrived at their chosen sites on a
friend’s land in the deep forest (Shoal
Creek trail) near Walshville. They spaced
themselves about 200 yards apart in sepa-
rate deer stands and waited.
The first shots were fired sometime be-
tween 8:30 and 9 a.m.
Principal Smith text-messaged the
two others, notifying them that he was
confident he’d shot a deer. Through text

|10 | Advocate | FEBRUARY 2011

ESP saves school principal’s life after hunting accident
communications, the three agreed to wait
for half an hour or so before starting the
search for the animal.
After about 15 minutes, Rabida decided
to start the trek out of the heavy woods to-
ward the all-terrain “Bad Boy Buggy” he’d
parked near the trail, a 10-minute walk just
to get to the vehicle. He knew the trail
would take him in the general direction of
Smith and the deer, and the men would
need the vehicle to transport the animal.
Around 9:30, Rabida received another text
message from Smith notifying him that he
had located his fallen deer.
A frantic cell phone call
All seemed fine at that point, but just
as Rabida was arriving at the buggy, he re-
ceived an urgent cell phone call from
Smith. There had been a terrible accident.
Smith’s shotgun had accidentally dis-
charged. He’d been shot point blank with
a 12-guage slug that entered near his left
wrist then ripped through his forearm and
upper arm, shattering the bone above his
elbow. An artery had been severed.
“I knew I’d done a massive amount of
damage,” Smith said. “I screamed. I
grabbed my cell phone, called Jeff and told
him to get here as fast as he could. I started
thinking about my first aid training and
what I had to tell Jeff when he got there.”
“I could tell from the sound of his voice
that something was terribly wrong,” said
Rabida. “He told me he was shot. My heart
just dropped. Fortunately, I was already
right at the buggy.”
The accident had occurred in heavy
woods. While the critically injured Smith
made his way through the timber some 25
yards to the trail, where he knew he’d be
found, Rabida jumped in the all-terrain ve-
hicle and sped over the rough trail in the
direction of his friend.
In a minute Rabida arrived at the spot
where his friend lay bleeding, his arm al-
most completely severed and wrenched
under him. Both men knew that Smith was
in real trouble.
“When I got there, he was lying on the
ground in a pool of blood with his arm
stuck under him,” said Rabida. “He was
calm and that kept me calm — exactly the
kind of person you’d want running a
school if there was an emergency. He said
call 911. My phone wouldn’t connect with
911 emergency so I called someone else
and told him to call an ambulance, maybe
even a helicopter.”
Applying a tourniquet
By that time, Smith, who had learned a
good deal about first aid procedures
through scouts and the military, had man-
aged to remove his belt. He told Rabida he
had to get a tourniquet on the arm quickly.
“You’ve got to help me get a tourniquet
on this arm,” Smith told Rabida. “If I
scream with the pain, you just have to do
it, no matter what.”
“I knew we had to lift his arm and that
it was going to hurt very badly,” said Ra-
bida. “He said, ‘I don’t care. You’ve got to
do it.’ He was as calm as could be. The way
he handled the situation was really some-
thing as far as I’m concerned.”
Knowing the intense pain the proce-
dure would cause, Rabida pulled Smith’s
damaged arm from under him, wrapped
the belt around and shoved his shoulder
hard in order to tighten the tourniquet and
reduce blood flow. The principal screamed
and told him it wasn’t tight enough. He did
it again, harder, tightened it up and tied it
off.
Fighting dizziness, and with Rabida as-
sisting and holding him steady, Smith
struggled to his feet and into the buggy.
With his right hand, Rabida held Smith’s
shoulder to keep him in the vehicle as
he drove over rough trail about a quarter
mile to the trailhead. An ambulance, game
warden and emergency medical technician
(EMT) arrived within minutes. As soon as
the EMT saw the injury, he radioed for an
emergency medical helicopter.
The emergency airlift arrived minutes
later, loaded Smith into the helicopter, and
flew him to Memorial Medical Center in
Springfield. He was in critical condition,
having lost massive amounts of blood. He
arrived at the hospital about 11 a.m.
According to Smith, the last thing he
remembers before surgery was a doctor
reaching into his wound, pinching off an
artery, and stating, “I got it. Let’s go.” The
principal passed out quickly thereafter. He
spent the next eight hours on the operat-
ing table, the first of some 20 hours in sur-
gery over the next two days.
Quick response and
calmness under pressure
Doctors confirmed after the fact that
every second counted in the fight to save
Smith’s life. The principal’s knowledge of
first aid was essential. Equally so was Ra-
bida’s quick response, calmness under
pressure, and willingness to do what was
necessary to aid his friend during the
emergency in order to stop the bleeding
— even if it meant putting his friend
through excruciating pain.
“It wasn’t easy for him to do that,”
Smith said of Rabida. “He knew he had to
hurt me to tighten down the tourniquet.
It was very difficult, given the mass of the
situation and the massive amount of blood
that I’d lost. I’d be hard pressed to do that
to someone I know, put them in that much
pain.”
Smith has since endured several addi-
tional corrective surgeries. His arm, now
about an inch shorter than before the ac-
cident, is slowly getting better. He still
must keep it elevated so it doesn’t swell
with blood. The physical therapy is
painful, but coming along. His return to
his principal duties depends on his med-
ical progress, but it could be as early as
February.
In perspective, that’s all good news.
“If he (Rabida) hadn’t been there, I
wouldn’t be here,” said Smith. “I know that
for a fact. He’s a great guy. He did what he
had to do, and that’s what heroes do.”
www.ieanea.org | Advocate | 11|
From the chair By Jack Tucker
I’M SURE THAT BY THIS TIME, Illinois legislators are overtaken
by a sense of satisfaction that against all odds they have done
Wind farm trip
the “right thing” and modernized the pension system. I’m sure
they anticipate a flood gate of changes in other retirement sys-
whips up interest
tems based on the stand they took. I am also certain that law-
makers have the expectation that over time, teachers and other
public employees will come to understand their actions.
However, after some study, I would like to ask the legislature a few ques-
tions regarding the new, modernized two-tier pension system.
Topic 1
What response is there for those entering the profession under Tier II ben-
efits who are asking:
4 Is it true we have the worst funded teacher pension system in the coun-
try? If so, who is responsible for the underfunding?
4 Is it true, contrary to media reports and editorials, that Tier I benefits are
comparable to other state teacher retirement systems and that Tier II
are significantly lower than other states?
Topic 2
What considerations were given when teachers were lumped into the same

new retirement age under Tier II benefits, including issues like:
4 Is it reasonable and good education policy to require all teachers to re-
main in the classroom up to age 67? Is there a difference between what
a state employee working a desk job is required to do on a daily basis
versus a teacher in a classroom? Was any thought given to the impact on
the quality of instruction in all classrooms at all age levels when every-
one will be required to stay until 67?
4 Is it true those entering under Tier II will be teaching their last decade or
so with no significant increase in their retirement benefit? If so, is that an
intended or unintended consequence?
Topic 3
The unfunded liability is a huge concern to all annuitants, participants, and
future participants. What are the long term actuarial impacts of contributions
under Tier II being maintained at 9.4 percent while paying out a lower sched-
ule of benefits? Does this have an impact on the unfunded liability? If so, how
much of an impact and when it is realized?
Topic 4
There are reports in the media that the Tier II benefits may be so much
lower than Tier I that at some point in the future they will not meet the stan-
dard required to maintain Social Security exemption.
4 Is this true? Do projections show that at some future point the benefits
will not meet the threshold for exemption from Social Security?
4 If this is true, what is the impact on both employees and employers? Will
it not INCREASE retirement costs significantly for EMPLOYERS if they
have to begin mandated contributions to Social Security in addition to
the TRS benefits? Even voices demanding pension reform have stated it
is in the state’s interests to maintain a TRS system that is exempt from So-
cial Security inclusion, so why would anyone want to put the system at
risk for not meeting the minimum benefit standards?
The need for teachers to stay politically involved is more desperate today
than ever. It’s time for the legislature to get educated and realize that legisla-
tion is not something that you do to someone; it’s something that you do with
someone. There has to be a place for us at the table of legislative change.
H
ave you ever driven through Illinois and noticed
the large white windmills spotting the highway
and wonder what work they are doing and
what’s being done with the energy they’re creating?
The IEA-Retired Lincoln Chapter got an up close
and personal look at the Horizon Rail Splitter Wind
Farm in Hopedale in September.
And, they’re sharing their experience with you. Click
on http://gallery.me.com/chuson#100133 and watch
as Dave Sinn, a farmer with two windmills on his prop-
erty, teaches retirees about what happens on wind
farms.
Some of the tidbits? Wind is a form of solar energy
that leaves no harmful emissions or pollutants in the
environment.
The ups and downs
of teaching
LOOKING FOR INSPIRATION in
your career? A 34-year-veteran teacher
from Monmouth High School is serv-
ing up a healthy dose by retelling sto-
ries from her career in “The Education
of a Teacher: Including dirty books and
pointed looks.”
Told as creative stories based on real events, you’ll
read about author Susan Van Kirk’s early fears as a
rookie teacher, student plots to overthrow her and
other tales that tell the sad and funny story of the
school, the town and the students who Van Kirk say
taught her as much as she taught them.
Go to www.susanvankirk.com to learn more.

|12 | Advocate | FEBRUARY 2011

 Capitol Report
Upcoming General Assembly to address Help available to understand state’s
many education-related issues new two-tier pension system
DECEMBER AND EARLY JANUARY proved to be busier By Cinda Klickna
than normal months for
Illinois legislators and WONDERING ABOUT THE STATE’S
the next few months new two-tier pension system and
should be no different, who it may affect?
especially for those in- There is information avail-
volved in education. able on the Teachers’ Re-
Many of the issues that tirement System website
were addressed in the to help you understand
lame duck session of the who qualifies and what it
96th General Assembly In testimony to the education reform com- means.
will be reintroduced in the mittee of the house and senate from left to The new pension ben-
97th General Assembly. right: IEA President Ken Swanson, ISBE efit law went into effect
Some of the more Teacher of the Year, Annice Brave, and IEA Jan. 1 for those in all sys-
Executive Director, Audrey Soglin.
prominent issues will be tems affecting our members
education reform, pension — Teachers’ Retirement System,
modernization for current employees, limits on campaign contribu- State Universities Retirement System
tion, efforts to curtail collective bargaining rights and even propos- and the Illinois Municipal Retirement Fund, even though IMRF is
als to repeal the recently imposed income tax. not a state-funded plan.
And those issues are just bills that have been introduced in The pension law creates two tiers of benefits. A comparison
the first two weeks. We anticipate that we will need your help in chart explaining Tier I and Tier II can be accessed on the TRS
responding to all sorts of issues that impact our members and website http://trs.illinois.gov.
the students you serve. Click on Legislative Information on the left panel and the first
So, as we prepare for what will certainly be a session that will item Pension Legislation Enacted will take you to the chart.
stretch the organization in many ways we want to offer some sug-
gestions on how to make sure you stay informed: Q and A
1. Check the IEA website (www.ieanea.org) on a regular ba-
sis. Not only will you find timely information about what is 1. Who is in Tier I?
going on at the Capitol, it will also be a resource for fact
Teachers and administrators who first contributed
sheets, calls to action and the weekly Capitol Report.
to TRS prior to Jan. 1, or teachers and administra-
2. Read the Capitol Report (CR). The CR is compiled weekly tors who had any previous service credit with TRS,
and provides a thorough summary on what has happened or a reciprocal pension system prior to 2011, even if
legislatively. We report on committee action, floor action they left TRS or a reciprocal pension system at any
and issues that may be on the move. time and then returned to a TRS-covered position.
3. Start thinking about what kind of a network you have es-
2. Is everyone hired after Jan. 1 in Tier II?
tablished to reach out to your local legislator. As we often
say, our job in Springfield is significantly enhanced if state Absolutely NOT. It is important to check whether a
lawmakers hear from their constituents. person had any prior service, reciprocal service with
any other pension system — see question 1. A stu-
4. Prepare to make your voice heard on Lobby Day. This year,
dent teacher who subbed (even one day) after fin-
Lobby Day will be held on Wed., May 4. More information
ishing student teaching in 2010, an aide who became
surrounding the details of Lobby Day will be coming forth
a teacher, a person who worked in another job in an-
over the next month.
other system any time prior to Jan 2011 would all be
If you have questions about legislation or the General Assem- covered under Tier I.
bly, do not hesitate to contact someone in the Government Rela-
tions Department. We can be reached at 217-544-0706.

www.ieanea.org | Advocate | 13 |
Teacher uses movie making
to solve classroom problem
hen there is a problem to
W solve in the classroom, teach-
ers know that the best way to
solve it is with student participation.
When students help create the
solutions they are more likely to em-
brace them.
After years of lecturing to my K-
5 Dryden Elementary art students
to stop ruining their paint brushes,
to put their art supplies away cor-
rectly, and to conserve resources
during clean up, I found that I was
the only one who cared about these
issues and student compliance was
mainly based on my directives.
I thought to myself, these are is-
sues I’m going to have to deal with
as long as I’m an art teacher. There
must be a better way to communicate the
importance of caring for the art room so
that students will internalize the solution
and act based on their own initiative. This
is how Fugleflicks began.
I had video editing software on my
school computer (iMovie) and had dab-
bled with movie-making for the school mu-
sicals in the past. So, I began to offer
special opportunities to my students to
make videos during lunch recesses that
would create solutions to common art
room dilemmas.
I used a problem-based learning ap-
proach where I proposed one problem to
a group of movie-makers and asked them
to work together to produce a movie that
clearly demonstrated the solution to the
problem with our entire K-5 population as
the target audience. I took on the role as
facilitator, showing the students how to
create a storyboard, write a script, create
an original song, record it on the computer
(using Garageband), film the movie and
edit it.
Young Sloppy Brush, 2007, the tragic
musical story of a once handsome brush
who succumbed to the evils of sloppiness
in the hands of a careless artist, was our
first Fugleflick. This googly-eyed crusty-
haired brush won the hearts of my stu-
dents and gave a “face” to the horrors of
carelessness.
The rich learning that took place dur-
ing the movie-making experience for my
filmmakers, coupled with the rest of my
|14 | Advocate | FEBRUARY 2011
students’ positive response, convinced me
that the time and effort of movie-making
was well worth it.
After the premiere of Young Sloppy
Brush, students had a way to visualize the
consequences of mismanagement and vo-
cabulary to express why it was important.
Best of all, I wasn’t alone in my desire to
maintain clean and useful paintbrushes in
the art room. I soon heard students en-
couraging classmates to paint neatly and
warning each other against damaging the
brushes.
With this success there began a culture
of creative problem-solving through movie
making in my classroom.
4 Swept Away, 2008, the story of what
happens when art supplies are left on
the floor at the end of the day, was
produced the following year.
4 Let’s be Green When We Clean
made in 2009 tackled the problems
of wasting paper towel, water, and re-
cycling paper scraps during clean up.
Each movie-making experience was of-
fered to new groups of students giving
more and more opportunities to my Dry-
den School population to use their higher-
level thinking skills as they worked
collaboratively to problem-solve. (See Cre-
ate: The Highest Level of Thinking). Film-
making began evolving into an extension
of my art program since it combines the
use of dynamic media, creative story-
telling, with visual literacy skills.
By Tricia Fuglestad
Fugleflicks are not just about
classroom management. My
students have also produced
movies to answer questions
such as “What is art?”(see I AM
ART), “What if colors fell in
love?” (see Complementary in
Every Way), “What happens
when you draw past the edge of
your paper?” (see La La Land),
and “How do glue bottles feel
when they get clogged?” (see
The Glue Blues). Each movie is
a tribute to the creative minds
of students who when given op-
portunity and guidance have so
many wonderful ideas to share.
Many of my students’ movies
have won national awards, been
screened in local and international film fes-
tivals, been the subject of articles and blog
posts across the world, featured in a col-
lege art education textbook, and have re-
cently been distinguished with a second
runner up Edublog Award. All of our Fugle-
flicks are posted online on vimeo and in-
dexed on my fugleflicks.wikispaces.com
site to give access to students and teach-
ers anywhere.
Sadly, I have more students begging
to make movies than I can accommodate
during a school year. But, as more teach-
ers embrace digital storytelling and the use
of dynamic media in the classroom, the
more opportunities there will be to give
students a voice, exercise their 21st cen-
tury learning skills, and expand their mul-
tiple intelligences.
Tricia Fuglestad, NBCT, 2010 PBS Teachers Innovation
Awards Winner, is a K-5 elementary art teacher at Dryden
Elementary School, Arlington Heights, Illinois who is always
looking for creative ways to teach her students to draw
from life.
PBS Teacherline course: Dynamic Media and
Digital Storytelling
Dryden Art Program Site:
www.sd25.org/~tfuglestad/art/Drydenart.html
Why make Fugleflicks: CREATE: The highest level
of thinking
Fugleflicks Index and Tutorials:
http://fugleflicks.wikispaces.com/Fugleflick_Index
Fugleflicks Channel on Vimeo:
http://vimeo.com/channels/fuglefun
Problem-Based Learning:
http://en.wikipedia.org/wiki/Problem-based_learning
Follow Tricia on Twitter: http://twitter.com/fuglefun
IEA Presents
by Mark Michaels,
SOS/IIE Project Organizer
W
hat will it take to fix Illinois’
economy? That was the ques-
tion asked of five distinguished
economists at IEA’s economic summit,
“Moving Illinois Forward: Real solu-
tions for a broken economy,” and their
answers surprised many in attendance.
The summit was held Oct. 8 at
Chicago’s Union League. About 200
attended.
The economists, Fred Giertz, creator
of the Illinois Flash Index of economic
activity; Jon Shure, from the Center for
Budget and Policy Priorities, Richard
Longworth, author of “Caught in the
Middle: America’s Heartland in the Age
of Globalism;” former U.S. Labor Secre-
tary Robert Reich; and Ralph Martire of
the Center for Tax and Budget Account-
ability, presented their findings. IEA
President Ken Swanson summed up
their comments, recognizing that there
is no simple answer to our current
financial crises.
So what will it take to fix the
economy?
4 Everyone must participate in
bringing about a recovery.
4 According to Martire, a balanced
approach to resolving the state’s
budget crises that includes strate-
gic cuts and increased revenues.
4 Taking actions which energize
consumer spending. As Reich
stated, businesses grow when
people buy things, not when taxes
are reduced. Reich further ex-
plained that it is easy to increase
employment by paying people
less money, but such actions do
not increase consumer spending.
4 Being careful not to reduce state
expenditures which would reduce
consumer spending. Main Street
is hurt every time a teacher, fire-
fighter, police officer or other pub-
lic sector employee is laid off.
4 States throughout the Midwest
must work collectively to rebuild
a Midwest economy, explained
Longworth. Competing for com-
panies that stay around only as
long as incentives continue does
not provide for long-term eco-
nomic stability.
4 When corporate incentives are
used, they must be strategic. Re-
ducing corporate incentives is one
way to reduce expenditures.
4 Ultimately, the state needs to con-
vert to a more progressive tax
structure.
As IEA President Ken Swanson told
those gathered at the summit, the
organization has fought for years to im-
prove education and will continue to do
so. But, IEA cannot succeed at this in
the current economic climate.
To achieve this solution, the conver-
sation cannot just be about “cut, cut,
cut.” It has to be much more. IEA is
committed to fostering this conversa-
tion, to develop real world solutions to
fixing Illinois’ very broken economy.
And, to make these efforts succeed,
we must all take part. As Swanson ex-
tended an invitation to the audience to
participate, I do to you. Tell us what you
think it will take for Illinois to dig its way
out of this mess. We’re listening. E-mail
at iealistens@ieanea.org.
The summit was funded with a grant
from the NEA.
ON THE WEB AT :
PART ONE: “Good Jobs v. Low Wages…”
www.youtube.com/watch?v=IlbiZZXMXD0
PART TWO: “Invest in Education…”
www.youtube.com/watch?v=64QDW-dxcH8
PART THREE: “Education Critical in Global Economy…”
www.youtube.com/watch?v=W7x_sKNmIF8
PART FOUR: “Questions & Answers”
www.youtube.com/watch?v=2YogWNPCWb4
www.ieanea.org | Advocate | 15 |
Kirby para educators create
cookie jar project, help
struggling students, families
It wasn’t lost on leaders of the
Kirby Para Educators Association (KPEA)
when more and more students this year be-
gan coming to school seemingly in need of
new clothing, warm coats, a winter hat,
gloves or maybe even a square meal.
So when the KPEA council got together
for an association meeting, they decided
as a union to do what they could to help.
They created the “Cookie Jar Project.” And
what began in September as one simple
good idea has now become a program of
great pride and accomplishment for the 112
members of the local and within Kirby
School District #140 in southwest subur-
ban Cook County.
The cookie jar project is a fundraiser
created and administered through the
KPEA that’s designed to provide monetary
assistance to district students and families
in need.
About once a month at each of the
seven schools in the K-8 district, para edu-
cators organize a “cookie jar day.” Local as-
sociation members, as well as some
teachers and administrators, bake and pro-
vide cookies, muffins, pastries and other
treats in the employee lunch and break ar-
eas. A cookie jar is placed on the table.
Those who enjoy the treats are asked to
make small donations which are then col-
lected and distributed to students and/or
families that are identified as having a spe-
cific need.
The cookie jar fundraising effort was ex-
panded over the holidays. KPEA volunteers
wrapped gifts for patrons at a local Borders
Book Shop in Matteson. Gift-wrap dona-
tions were then added to the cookie jar.
So far, the cookie jar project has raised
more than $2,000 (with most already
dispersed) for the purpose of providing
clothing, groceries and other necessities
for District #140 students and fam-
ilies that are challenged by the current
economy.
Local association organizers say the pro-
gram has been energizing and has con-
tributed a great deal to the local’s goal of
making a positive difference in the lives of
students.
|16 | Advocate | FEBRUARY 2011
Katie Jamraz and Audeen Gloede,
both KPEA members and volunteers
for gift wrapping at Borders.
Carol Dwyer, KPEA vice president, came
up with the original idea.
“The teachers’ association already pro-
vides a scholarship for some graduating
seniors in our community,” Dwyer said.“We
thought about doing that too. But we
wanted to do something for current stu-
dents and families who are having a tough
time now rather than wait for high school.”
Dwyer said the need for the program is
evident.
“Our community is a fairly affluent or
middle class community,” Dwyer said . “But
we still see kids coming to school with
shoes that don’t fit, no hats, no gloves, and
it’s not because they left them at home. It’s
because they don’t have them. We wanted
to do something about that.”
The cookie jar project, she said, is aptly
named because of its reliance on small do-
nations and gifts.
“That’s what you get from a cookie jar,”
she said, “small treats.”
Elaine Lesniak, KPEA president, noted
that the program operates a little differently
at each school. KPEA members at each
work site are in charge of the program.
They organize the cookie jar dates, sign up
volunteers to provide the treats, and col-
lect the donations.
If any staff member at a school becomes
aware of a student who may be in need of
clothing or have another specific need,
she/he will contact the school principal or
social worker. The principal and/or social
worker looks into the matter. If the need is
confirmed, with concurrence of the family,
KPEA then makes a contribution to the fam-
ily. The association and school district take
great care in maintaining privacy around
the program.
“Every school except one has requested
funds for someone,” said Lesniak. “We’ve
capped the donation level at $100 for fam-
ilies with more than one student and $50
for single student families. If we have funds
remaining after Christmas, we may decide
to re-gift some families. That’s a hard time
for many because that’s when the bills
come due.”
Both Dwyer and Lesniak note that KPEA
members have been overwhelmingly sup-
portive and energized in making the idea
come to life. Association leadership meet-
ings have become exciting events as build-
ing organizers share successful cookie jar
fundraising stories.
KPEA members are not the only ones
who support the program.
Michael Byrne, District #140 superin-
tendent, shares the local’s enthusiasm for
the cookie jar project and offers a great deal
of support.
“We’re extremely proud as a school dis-
trict about what the KPEA is doing,” said
Byrne. “The whole spirit of giving and
meeting the needs of students adds to the
positive climate and morale here. These
folks are not paid as much as others. But
they’ve taken it upon themselves to go
above and beyond the call of duty, to really
meet the needs of students. It’s the kind of
thing that creates the kind of atmosphere
we’re looking for — one of cooperation and
the empathy that goes along with it.”
See the accompanying video at:
www.blip.tv/file/4658099
157th IEA-NEA Representative Assembly TENTATIVE
AGENDA
ome 1,250 delegates representing IEA K-12 teachers, higher education Saturday, March 12, 2011
S personnel, educational support professionals, retirees and student
members will attend the 157th meeting of the IEA Representative
Assembly (IEA RA) this March at the Stephens Convention Center in Rosemont.
7:00 a.m. - 8:45 a.m.....................................................................Voting
8:30 a.m. - 5:00 p.m. ..................................Registration and Information
The RA, the highest policymaking body of the association, will bring together 8:30 a.m. - 5:00 p.m. ....................Parliamentary Assistance Committee
representatives from your IEA regions and local associations to act on resolu- 9:00 a.m. -................................................................................Vote Tally
tions, reports and recommendations of the IEA Board of Directors and motions
FOURTH BUSINESS SESSION............................................ 9:00 a.m. - Noon
by fellow delegates. The meeting is the culmination of a yearlong effort to en-
sure that members’ needs and interests are integrated into the daily workings President Ken Swanson Presiding
of the organization.
• Recognition of Committee Chairpersons
The days are spent conducting crucial association business and making pol-
• Action on Resolutions
icy, including the all-important discussions on how your dues dollars will be
• Action on Bylaws (as time permits)
spent.
• Action on Budget
The IEA Representative Assembly is your assembly. Contact your leaders now
• Action and Adoption of Legislative Platform
and make sure they carry your concerns to this policymaking body. Your involve-
• Illinois Municipal Retirement Fund (IMRF) Report
ment gives life to our democratic traditions.
• Teachers’ Retirement System Report
• State Universities Retirement System (SURS) Report
Thursday, March 10, 2011 • NEA Directors’ Report
6:00 p.m. - 11:00 p.m. .............................. Registration and Information • Action on New Business Items (as time permits)
7:30 p.m. - 8:30 p.m. ..............................................Candidates’ Meeting • Presentation of IEA-R Mary Lou and Keith Hauge Award
• Presentation of Human Services and Civil Rights Award
8:00 p.m. - 9:00 p.m.......................................Board of Directors’ Dinner
• Presentation of Illinois’ NEA Foundation Award For Teaching Excellence
9:00 p.m. - 10:30 p.m. ................................Board of Directors’ Meeting
• Presentation of IEA Friend of Education Award
• Presentation of Bob Haisman Student of the Year Award
Friday, March 11, 2011 • Presentation of Bob Haisman Teacher of the Year Award
• Presentation of ESP of the Year Award
8:00 a.m. - 8:00 p.m. ................................ Registration and Information • Presentation of Illinois Teacher of the Year Award
(Registration closes at 8:00 p.m. for delegates and successors.
Non-delegates may register through Saturday.) FIFTH BUSINESS SESSION ........................................1:30 p.m. – 5:00 p.m.
8:30 a.m. - 7:15 p.m. .................... Parliamentary Assistance Committee President Ken Swanson Presiding
FIRST BUSINESS SESSION .............................................. 9:00 a.m. - Noon • IEA-NEA Scholarship Awards Presentation
• Action on New Business Items (as time permits)
President Ken Swanson Presiding • Membership Awards
• Welcome • Legislative Update
• Call to Order • NEA Representative Assembly Chicago Advance Organizer
• Invocation • IEA Student Program Report
• Flag Salute • Illinois Association of School Nurses Report
• National Anthem
• Report of State Teacher Certification Board
• First Report on Credentials
• Adoption of Standing Rules • Retired Program Report
• Adoption of Agenda • Final Report on Credentials
• National Landscape Overview • Introduction of Newly Elected Officers
• Nomination of Candidates • Closing Remarks
• Candidates’ Forum
ADJOURNMENT
SECOND BUSINESS SESSION.................................... 3:00 p.m. - 5:30 p.m.
The program will be interrupted to recognize
President Ken Swanson Presiding special guests and to announce election results.
• Introduction of Podium
• Introduction of Executive Committee How your delegates are chosen
• Presentation of Proposed Budget
• Presentation of 2011-2012 Legislative Platform Each IEA-NEA region is allotted delegates on a formula of one delegate per 100
• Presentation of Proposed Resolutions members. In addition to regional delegates, each region will be allotted an addi-
• Presentation of Proposed Bylaws tional delegate position, which has been designated a regional ethnic-minority rep-
• Action on Resolutions (as time permits) resentative who is pledged to represent ethnic-minority members within the regions
• Action on Bylaws (as time permits) and will be elected regionwide.
• Executive Director’s Report
• Action on New Business Items (as time permits) The number of retired delegates attending the IEA RA is based on the number of
retired members as of July 31 preceding the annual RA meeting. One delegate rep-
THIRD BUSINESS SESSION ........................................5:45 p.m. - 7:00 p.m. resents 500 retired members.
President Ken Swanson Presiding The number of student delegates attending the IEA RA is based on the student
• Secretary-Treasurer’s Report program membership population as of the October preceding the RA. One dele-
• Action on Budget gate represents 100 student members.
• Action on New Business Items (as time permits) To further understand the RA, visit www.ieanea.org for a short video presenta-
• President’s Address tion of RA activities, as well as an overview of delegate responsibilities.

www.ieanea.org | Advocate | 17|

 M E E T T H E C A N D I D AT E S • P R E S I D E N T
Bob Blade
A couple of years
ago in a technology
workshop, the pre-
senter said, “We are
moving from an era
of rapid change to
one of rabid change.”
I think that education
is entering that same
era. Like it or not, change is coming.
IEA has options in the face of change.
IEA can just say no, let change occur,
and play victim. Alternately, IEA can be
a player in the game helping shape the
changes that otherwise will be thrust
upon education and IEA members.
I prefer the second alternative.
Frankly, that’s why I got involved in IEA
to begin with. Early in my career I grew
tired of having my work life controlled
by inept principals and bean counter
superintendents who did not really
appear that interested in education. I
wanted more control over my profes-
sional destiny. Knowledge and skills
acquired attending Regional and state
IEA trainings empowered me to have
that professional control I craved. As
local president I helped bargain my lo-
cal’s first signed contract and all subse-
quent ones until I became vice-
president. It was through my involve-
ment with IEA and NEA that I learned
about NBPTS and chose to pursue Na-
tional Board Certification; I sought
opportunities to improve my teaching
and professional skills.
I believe in the power of collective
action. While bargaining salaries and
working conditions and member protec-
tion must remain the touchstone of IEA
work, there is so much more IEA can do
to evolve into true leaders in the field of
education.
|18 | Advocate | FEBRUARY 2011
Cinda Klickna
Building support
for public education,
educators, and our
association, protect-
ing our pensions,
mobilizing members,
strengthening our
political clout, reach-
ing out to communi-
ties, expanding our work in teaching and
learning, accomplishing school funding.
These issues must be our focus for
the next few years.
I believe in you, the members of IEA,
and in our cause, public education.
I refuse to be defeated by the groups
trying to stop us. Continuing to fight, ad-
vocate, speak up and speak out for all of
you are reasons I am running for IEA
president.
It has been my honor to serve as IEA
secretary-treasurer. Thank you for the
work you do every day — for students,
for public education, and for the union.
From the cafeteria to the classroom, the
bus barn to the business office, from
pre-k to higher ed, I have visited with
many of you and know how hard you
are working.
As a TRS trustee, I know we must
help our members understand their
pensions and then mobilize everyone to
be politically active in protecting what
the state has promised.
As an IEA officer, I know we must also
inform members about the groups mo-
bilizing resources to take away our hard-
earned collective bargaining rights
as well as the very existence of public
education.
Building our internal strength
and reaching out effectively to our com-
munities will be essential if we want
to change the public perception of
education and accomplish more in the
legislature.
Together, we can be successful.
 M E E T T H E C A N D I D AT E S • V I C E P R E S I D E N T
Kathi Griffin
I am Kathi Griffin,
candidate for IEA vice
president.When I be-
came an educator,
I knew that teaching
and being an advo-
cate for my profession
would go hand in
hand. I am currently
an elementary teacher in Schaumburg,
serving as NEA director, a member of the
IEA Board of Directors, IPACE executive
committee, GPA sub-committee, NEA
Friend of Education committee and NEA
Member Benefits board. I also serve as a
member of our region council and my
local’s executive board.
There are many areas that IEA needs
to focus on during the years ahead of us.
We need to make sure that IEA mem-
bers’ voices are heard, our retirement
systems are funded, the IEA budget is
prepared and spent wisely, our expert-
ise in education is considered in any leg-
islation that impacts education, and our
concern for the funding of education —
so all students are able to receive a qual-
ity education no matter their age or
where they live — is addressed.
Your IEA vice president has the op-
portunity to be your voice and to advo-
cate on your behalf, the responsibility
to communicate with the members of
IEA, the ability to work with many peo-
ple and maintain a budget that focuses
on members’ needs. I would be honored
to bring who I am and what I’ve done to
this esteemed position and to be able to
represent you as IEA’s vice president.
Jim Grimes
The vice president
chairs the budget
committee and deals
with financial issues
facing IEA. The bud-
get sets the founda-
tion for protecting
members’ rights and
fighting for great pub-
lic schools and colleges for all students.
As a budget committee member, I
saw the impact of dues on certified and
ESP members across the association.
Having been a local president and nego-
tiator — I know how critical IEA services
are. I served on IEA’s contract team, bar-
gaining with our staff union, addressing
many issues that concern our employ-
ees. And, as an NEA director, I have also
seen the impact of our national associ-
ation budget.
There is a wide disparity in pay, taxes
and cost of living across the state. This
makes funding education difficult, and
makes the development of our budget
and dues a challenge.
Our transparent budget process
should be maintained. IEA should con-
tinue to adopt best practices. A line-by-
line review of our budget should be part
of those procedures. A significant effort
should be made to achieve the recom-
mendations of the Committee to En-
hance Organizational Effectiveness and
find economies in providing services.
The vice president can also be an im-
portant voice for association members.
As a broadcaster and media educator, I
have worked with media across Illinois
for decades. The IEA needs to be recog-
nized as the leader in school reform and
innovation. Our members know what
works and should be heard.
Together, we’ll prevail in these
challenges.
Thank you for the honor to be con-
sidered for vice president.
www.ieanea.org | Advocate | 19 |
 M E E T T H E C A N D I D AT E S • V I C E P R E S I D E N T
Fredricka Hatfill
I am a seventh
grade reading teacher
from Jersey Commu-
nity Unit District #100,
in the St. Louis Metro
East area. I have been
a member of IEA for
22 years and have
served the local and
region in a variety of positions, such as
treasurer and membership chair and I
currently serve on the board of directors
as well as the executive committee. I
have also served on several state com-
mittees including the budget committee
and, therefore, have experience prepar-
ing budgets.
The attacks on public education,
labor unions in general, and public em-
ployee unions in particular are unprece-
dented and increasing.
The only way IEA can effectively pro-
tect its membership is with the mem-
bers and leaders fully informed and
mobilized to fight on their own behalf in
a coordinated and focused effort in
which the members, leaders and staff of
IEA are all delivering the same message
across the state to the public and politi-
cians alike.
Defending public education and our-
selves is not a spectator sport. Every-
one must get involved. We have to be
able to instantly contact thousands of
members and mobilize rapid responses
in a matter of minutes and hours, not
days and weeks.
We must continue the IEA image
building media campaign we began this
year. We either define ourselves or we
will continue to be the victims of ene-
mies who define us.
By working together we can regain
that spirit of how we evolved more than
150 years ago. As a family we will be
working together for our students.
| 20 | Advocate | FEBRUARY 2011
Mike Orr
I am Mike Orr, an
IEA active member
and full-time class-
room teacher for 27
years, 19 of which
were in special edu-
cation and the last
eight as a driver edu-
cation instructor. My
mother and sister both retired from bus
driving responsibilities. My brother
retired from a career as an administra-
tor and his wife a retired special educa-
tion teacher. My daughter is head cook
in my district. My five children all
attended public school, as do my 15
grandchildren.
We have many challenges ahead of
us, none more important than the cur-
rent budget crisis. The Illinois State
Board of Education has reduced its
budget by $311 million this year. Grant
programs have been cut from 10 percent
to 100 percent. Our hope and challenge
will be to work with the Governor and
General Assembly to make positive
changes for fiscal year 2011. This will
take experienced leadership. I currently
serve you as an NEA director. I have
been active in IEA through the terms of
four IEA presidents. I have had the op-
portunity to learn positive qualities from
each of those leaders. I have been a part
of many IEA crises and remember how
those challenges were remedied.
The state’s fiscal challenges will af-
fect the IEA’s budget and a positive team
effort will be needed to adjust the IEA
budget to maintain the services to our
members the IEA takes pride in.
I look forward to continue to serve
you. My guiding principle is to support
you as best I can with a commitment of
advocacy.
M E E T T H E C A N D I D AT E S • S E C R E TA RY - T R E A S U R E R
Rainy Kaplan
Public school em-
ployees have come
under attack on sev-
eral fronts by differ-
ent interest groups.
IEA faces challenging
issues at the local,
state and federal lev-
els. Our association
leadership must be proactive in fighting
these attacks. In order to be the advo-
cate for public school children we must
defend what we know is best for every
public school in Illinois, while protect-
ing our hard-earned rights as a union.
In order to accomplish this, IEA must
be relevant to every member, in every
local in the state. We must be able to ac-
tivate our entire membership to show
legislators, special interest groups and
our other opponents that we are a
strong force to be reckoned with. When
IEA has a call to action on any issue,
whether it is protecting our pensions,
fighting for our tenure rights, or ensur-
ing that all schools are funded fairly, our
legislators should hear our mighty roar
as an organized group.
I believe that IEA leadership must
make a concerted effort to visit locals
and regions around the state regularly
in order to hear and understand con-
cerns and to establish a strong connec-
tion and trust with the grassroots
membership.
For 20 years I have served my local
and IEA. I have been a local president,
negotiated numerous contracts, chaired
state committees and have been a mem-
ber of the IEA board and executive com-
mittee. I believe that a strong team of
grassroots members can accomplish
any goal when we work together as a
united group.
Al Llorens
Our organizational
goals must reflect:
Community account-
ability: Everyone is
accountable for stu-
dent and school dis-
trict success, not only
educational person-
nel, but also the busi-
ness and political communities, state
and federal government, and parents.
We are all responsible for helping stu-
dents achieve success.
All learners matter: Our vision must
be inclusive of all learners and embrace
their diversity. There must be flexibility
in program and curricula which would
address a variety of student needs. Our
goal is to have a great public school for
all students.
Restoration of dignity and respect to
the education profession: We must con-
sistently and persistently advocate for
students, association members, and our
profession.
Enhancement of educator resources:
Educators must be given the appropri-
ate tools and resources to do their
jobs. We must have support from stake-
holders to further educators’ and ESPs’
professional growth.
Saving our jobs and pensions: We
have no choice but to fight RIFs when
they affect educational excellence and
to defend positions that are earned and
deserved. We have to unite at both the
state and the national level against these
attacks before it’s too late.
www.ieanea.org | Advocate | 21|
 MEET THE CANDIDATES • NEA DIRECTORS
Joyce Bailey
My name is Joyce
Bailey and I am run-
ning for NEA director.
I have been married
to my educator hus-
band Mark for 24
years and have two
grown children. My
children have chosen
career paths that reflect a well-rounded
public education. I have been a music
educator for more than 30 years and
have been involved in union work for the
last 10 years. I currently teach k-5 gen-
eral/vocal music at Elmwood Elemen-
tary School in Naperville.
Education is facing many challenges
and as union education personnel, we
continue to face growing public criticism
and an outcry for reform.
Communication is crucial, as is the
need to promote positive accomplish-
ments in public education. It’s time to
show how public education produces
self-reliant, contributing members of so-
ciety. Educators must participate in
shaping 21st century education. We
must show active support to one an-
other and demonstrate that as profes-
sionals we are continuously working to
improve ourselves in order to best serve
the needs of our students.
Inadequate and unbalanced funding
for education has caused negative im-
pact on our students. Politicians should
know that as educators we cannot pro-
vide the services our students require
without proper resources and support.
Education should be seen as our future
and not a budget item.
We are all responsible for helping the
children of this nation reach their poten-
tial and become contributing citizens
able to carry our nation forward. Educa-
tion is a noble profession that deserves
respect and needs to remain focused on
educating the whole child.
| 22 | Advocate | FEBRUARY 2011
Tom Tully
My name is Tom
Tully, and I am run-
ning for one of the
three NEA director
openings. I currently
teach drivers’ educa-
tion at Glenbard East
High School in Lom-
bard and have been
president of the Glenbard Education
Association for the last six years.
During this time, I have worked in a
variety of leadership roles. To outline a
few, I have chaired the Race to the Top
committee and the Professional Learn-
ing Community committee, bargained lo-
cal contracts, and served as a member
of the Minority Student Achievement
Committee.
I have been excited to work on your
behalf and to push to see that public ed-
ucation is what it is supposed to be: “A
Free and Great Public Education for
Every Child.”
I have been involved with lobbying
our state representatives regarding our
local issues and have had the opportu-
nity to build relationships with elected
officials to assist my school district. Your
NEA directors use such advocacy and
relationship-building at the national level
to help address larger issues, such as
the ESEA reauthorization, social secu-
rity offsets, and funding for public edu-
cation and pensions.
We must advocate on behalf of all IEA
members and push for NEA priorities to
be relevant and meaningful to every
member. There is an incredible amount
of support for teachers and ESPs in our
communities, and we need to improve
our image as a union with the public.
Thank you and it would be an honor
to serve you.
Alex Wallace Jr.
I am Alex Wallace,
a bus driver from Os-
wego, and I am run-
ning for Illinois NEA
director.
The members of
IEA-NEA who sup-
port public educa-
tion — those who
teach students pre-k through college,
serve their meals, provide intervention,
help them across streets, transport them
to school and maintain their facilities —
these members inspire me to serve on
the NEA Board of Directors. As we face
the re-authorization of ESEA, the contin-
ued efforts of your NEA Directors to re-
peal the WEP-GPO, and the challenging
economy, I would be honored to repre-
sent all of you and be part of the team
which is a strong voice, focusing and
communicating our message to the NEA
and governmental leadership in Wash-
ington, DC.
I've been a local president and chief
negotiator. I am Region 65 vice-chair. I
serve on various association commit-
tees including NEA resolutions, IEA-NEA
subcontracting/outsourcing task force,
of which I am presently chair, and the
IEA-NEA ESP Council. I have a law en-
forcement background.
I would be privileged to serve and
use my experience as one of your NEA
directors.
 2010-11 PROPOSED BYLAW
PROPOSED BYLAW CHANGES
AMENDMENT #3
T he following bylaw changes have been presented to the IEA-NEA Executive Committee. The
IEA-NEA Bylaws provide that all proposals which have been presented to the Executive
Committee and published 30 days prior to the Representative Assembly need approval by a two-
thirds vote of RA delegates. Additional proposals may be made to the RA at least one business
meeting prior to the meeting at which the final vote is taken; however, proposals made in this
fashion must be approved by at least three-fourths of the delegates. Below, present bylaws are
printed in the left-hand column. New bylaws or additions to present bylaws are printed in under-
lined type in the right-hand column. A blank space to the left of a proposed bylaw indicates no
current bylaw addressing that subject.

2010-11 PROPOSED BYLAW

AMENDMENT #1

2010-11 PROPOSED BYLAW

AMENDMENT #4

2010-11 PROPOSED BYLAW

AMENDMENT #2

www.ieanea.org | Advocate | 23 |
 Illinois Education Association-NEA Non-Profit Org
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March
s Finish your program in less than two years start!
s Use technology that is intuitive and easy-to-use
s Complete coursework online where and when it’s best for you
s The program is affordable
s Financial aid and payment plans are available
Features of the online continuing education courses:
s Immediately applicable concepts and skills for your classroom
s 25 courses to choose from: math, reading, assessment and many more
s Self-paced
s Accessible from any computer with Internet access
s Three NEW courses are now available!
- The Thinking and Learning Brain, K–8
- Inquiry Based Science, K–12
- The 21st Century Learner, K–12

Visit us online at www.teachscape.com/IEA

or call toll-free 1-877-987-8748
meonline@stritch.edu
Cardinal Stritch University is accredited by the Higher Learning Commission and is a member of the North Central Association (HLC-NCA).
Cardinal Stritch University’s Teacher Education Program is accredited by the National Council for Accreditation of Teacher Education (NCATE).
HLC-NCA is located at 30 North La Salle Street, Suite 2400 Chicago, IL 60622. Ph: (312) 263-0456, Fax: 312-263-7462, www.ncahigherlearningcommission.org
CSU IEA Ad 1/11