I l l i n o i s E d u c a t i o n A s s o c i a t i o n - N E A

1 0 0 E a s t E d w a r d s
S p r i n g f i e l d , I L 6 2 7 0 4 - 1 9 9 9

M e s s a g e f r o m
I E A P r e s i d e n t
C i n d a K l i c k n a
p a g e 2
P e n s i o n s s t i l l
a n i s s u e
p a g e 8
A l l i n t h e f a m i l y
p a g e 9
i n s i d e . . .
N o n - P r o f i t O r g
U . S . P o s t a g e
P a i d
I L L I N O I S E D U C A T I O N
A S S O C I A T I O N
Advocate
The of f i ci al publ i cat i on of t he 133, 600-member I l l i noi s Educat i on Associ at i on-NEA Vol . 8 I ssue 4 Jul y 2012
S u b s c r i b e t o t h e C a p i t o l R e p o r t a n d t h e i n s i d e r a t i e a l i s t e n s @ i e a n e a . o r g
S t a y i n f o r m e d o n i m p o r t a n t p o l i t i c a l i s s u e s t h a t a f f e c t y o u a n d y o u r s t u d e n t s .
S u b s c r i b e t o t h e C a p i t o l R e p o r t a n d t h e i n s i d e r a t i e a l i s t e n s @ i e a n e a . o r g
S t a y i n f o r m e d o n i m p o r t a n t p o l i t i c a l i s s u e s t h a t a f f e c t y o u a n d y o u r s t u d e n t s .
Teachers take the lead:
Co-workers at one school
collaborate, implement
innovative disciplinary
strategy to lead students
to success page 4
|2| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
Advocate
IEA Advocate, Volume 8, Issue 4, July 2012. 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-
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Send address corrections to Illinois Education
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East Edwards, Springfield, IL 62704-1999
When it was announced that the pension
bill would not be voted on before adjourn-
ment, we all felt great relief.
It didnt last long.
Thats because, though we stopped the
pension attack for the session, all we re-
ally did was buy some time. And not very
much of it.
Where we are
On the morning after we stopped a bad
pension bill, the state of Illinois was still
looking at potentially catastrophic finan-
cial issues. We didnt cause them, but these
issues are the responsibility of all Illi-
noisans, ourselves included.
The core of the pension problem is $83
billion the state of Illinois owes to the state
retirement systems, in-
cluding the TRS and
SURS.
I want to state again
that the pension debt
is not something we
caused. It was caused
by the irresponsible
actions of past gover-
nors and legislatures.
But the problem has
created great resolve
on the part of Gov.
Quinn, Speaker Madi-
gan, Senate President
Cullerton and the top
Republican legislative
leaders to enact dras-
tic pension reform.
And, what we have
seen of their ideas so
far is not what any of
Colleagues,
ON THE LAST DAY of
the Illinois General As-
semblys spring ses-
sion, the IEA dodged a
bullet aimed at the
pensions of active and
retired participants in
TRS and SURS.
It wasnt luck that caused the miss. It was
hard work by the entire IEA family your
elected leaders at the state, region and lo-
cal levels, lobbyists, headquarters/PDC
staff, field staff, and, of course, the local
members who made tens of thousands of
contacts (emails, phone calls, in-person
visits) with their legislators.
Proposed Cuts in State Budget, FY 2013
$208 Million
$271 Million
$113 Million
K-12 Education Higher Education Healthcare
The budget also fails to replace the discontinued fed-
eral stimulus dollars to Medicaid, forcing a massive $1.6
billion reduction in General Funds Medicaid appropria-
tions through services cuts and increased fees.
Continued on page 3
our members want or should have to
accept.
In action on May 30, the state Senate
passed an unfair, and we believe unconsti-
tutional, pension bill aimed at the mem-
bers of State Employees Retirement
System (SERS) and General Assembly Re-
tirement System (GARS).
With that vote, the Senate was sending
a strong message to all public employee
unions. If we ignore that message, it will be
at our own peril.
We must think about what we can/should
do that will ensure the pension systems,
which are not currently sustainable due to
underfunding, are able to deliver the prom-
ised benefits for decades going forward.
Manage change, or be managed?
Weve seen what change looks like when
our ideas and solutions are ignored. That
is why IEA, as a member of the We Are One
coalition, has insisted on participating in
pension discussions with the legislative
leaders. Through surveys and member
feedback, we knew going in that IEA mem-
bers support IEA leaders in their efforts to
develop fair, constitutional solutions in dis-
cussions with state officials.
There are those who would have the en-
tire pension debt problem solved via se-
vere changes to the pensions of active,
retired and future members of the retire-
ment systems. What they have proposed
is not fair and not constitutional.
But, fair, constitutional change is in our
members best interests when it helps en-
sure every past, current and future IEA
member gets the pension he or she has
been promised.
believe quality education is important,
who think government has an obligation
to fund education properly and care for
those who, through no fault of their own,
cant make it alone? No, it isnt.
But its the truth about the situation we
face today.
We need to aggressively work to figure
out the best, most fair way to help fix the
problem. As challenging a goal as that may
be, it is a goal that is most worthy of our
very best efforts for our retirees, for our
future retirees, for education and social
services, and for the entire state of Illinois.
The IEA and the We Are One coalition
have not and will not shy away from the
responsibility we share in addressing
the pension issues and stabilizing the re-
tirement systems on which our members
depend.
We have made it clear to the governor
and to the legislative leaders of both
Houses and parties that we are willing to
make some difficult choices that will be
necessary to stabilize the systems, address
our states severe financial situation and
guarantee that those who work in service
to our state and its public education insti-
tutions will receive with certainty their
rightful pension checks when they retire.
My friends, our organization has a long
history of meeting difficult challenges and
finding solutions that benefit education,
education employees and our state. We
are prepared and committed to do likewise
on these urgent matters of retirement and
pensions.
But, fair, constitutional
change is in our members
best interests when it helps
ensure every past, current
and future IEA member
gets the pension he or
she has been promised.

Continued from page 2

Our members have told us repeatedly
that they would be open to paying more
to ensure they receive the pensions they
have been promised. But they also have
made clear that they want safeguards put
in that will, to the extent possible, stabi-
lize the retirement systems and stop the
state from diverting money from the sys-
tems in the future, thereby causing another
crisis.
The bottom line
Unless we adjust pensions as part of a
larger strategy for addressing the states
underfunding problem, the unsustainable
pressure on the state budget will continue
to increase. The states untenable financial
situation will just get worse with more
cuts to education and other vital state
services. Legislators will be certain to take
action on pensions with or without our
support. Eventually, the voters may be
asked to decide whether the constitutional
protection of state employee pensions
should be continued or eliminated entirely.
Is that fair to us? Of course not.
Is it fair to anyone, including those who
STRONG SCHOOLS COMMUNITIES ECONOMY J U L Y 2 0 1 2 |3 |
IEA Fall CORE
Conferences
Southern Regency Conference
Center, Shiloh/OFallon (Lodging at Hilton
Garden Inn)
Suburban DoubleTree Hotel
OHare - Rosemont
Central IEA Professional
Development Center, Springfield
www. i eanea. or g
Advanced leadership skills that
can help build strong locals
and make a difference in the
long haul for our students, our
schools, and our communities.
|4| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
Washington Middle School
W
hen Cecilia Schurman arrived to
teach at Washington Middle School
in the heart of one of Springfields
most troubled neighborhoods in the early
90s, the atmosphere of the building was
complete mayhem.
There were probably more kids in the
hallways than in the classrooms, she said,
noting that as a special education teacher,
she was given virtually no tools to teach
her students.
Washington Middle School has 616 stu-
dents. Of those, 86 percent are free and re-
duced lunch, 28 percent are special ed, 43
percent are African-American and 46 per-
cent are white.
For years, WMS had high failure rates, low
test scores and numerous other problems.
It was always considered the rough
school, Schurman said. When I started
here, I was in for a culture shock. There
used to literally be riots and fires in the
bathroom, toilet paper wars in the hall-
ways. The test scores reflected that.
Eight years ago, something changed. Su-
san Palmer became principal. And she,
along with several teachers in the school,
believed the school could change.
One of the first problems I had to recog-
nize and bring up with staff was that we all
dont believe students can learn. It was ev-
ident in surveys and attitudes among the
staff, Palmer said. Our kids cant do that.
Look at their behavior. It was a process of
time that went into that change.
They decided to take a two-pronged ap-
proach: First, get behavior under control.
Second, improve academics.
Palmer began assembling teams of teach-
ers to do various projects, including one
team that she sent to Kansas City to ob-
serve a program they were using in their
schools. But, those teachers spotted some-
thing they thought would be more helpful
BIST the Behavioral Intervention
Strategies Team.
BIST is a multi-level approach to prevent-
ing bad behavior and keeping students in
a classroom environment should they mis-
behave, said Jeremy Champion, a math
teacher at the school. Students stay in a
classroom setting, allowing them to get in-
struction of some type no matter what.
It allows us to partner with the kids, to
help them instead of allowing them to think
were against them and help them grow,
he said.
Schurman said that implementing BIST
and changing the attitude of the school to-
ward academics empowered staff.
We can make this school whatever we
want to make it. We are in charge. You take
control of behavior and you say, This is
our new culture. This is how it is. Like it or
leave it. And you put the message out there
to parents and to the public. And just get-
ting that behavior under control has
opened doors, academically.
Test scores began improving. In 2005,
27.4 percent of WMS students met or ex-
ceeded state math goals. In 2011, it was 77.2
percent. In 2005, 48.2 percent of students
met or exceeded state reading goals. In
2011, it was 68.3 percent.
A block schedule was put in place. And,
teachers began working together in profes-
sional learning communi-
ties. These are not plan-
ning periods, Palmer
emphasized, in the tradi-
tional sense, but they are
sessions where problems
with students and curricu-
lum are addressed daily.
Palmer said she truly
believes that these learn-
ing communities are the
key to improving schools. Champion be-
lieves they work.
We get together and look at whats
worked in the past, what will work this
year, he said. We look at homework as-
signments we might want to tier, do form-
ative assessments and catch kids when
problems are small and not after a test
when we say to a kid, Youve failed. Whats
going on?
Bonnie Call, Sherry Daniels and Sarah
Sevener all work on a language arts team
together. They are enthusiastic about the
strides their school has made and contin-
ues to make.
Its an atmosphere of high expectation,
Daniels said. We expect a lot out of our
kids and out of ourselves. Were not afraid
to try new things, to see whats working.
And, staff at the school has one goal
student achievement.
Daniels said that if she were reading
about WMSs changes, shed be incredu-
lous, because students who misbehave or
dont want to learn are difficult to deal with.
You have a group of students who are
intentional non-learners. Here, in this build-
ing, you do it now or you do it later. If you
dont do it now, we have someplace for you
go to so that you are doing your work dur-
ing the school day, she said.
You cant just opt out. There isnt an opt
out on your education. There isnt an opt
out on being successful in life. You do it
now, or you do it later.
Teacher enthusiasm combined with stu-
dent success makes for a great atmosphere,
Champion said.
When you have a student who has is-
sues outside of school and theyre coming
to school and enjoying learning, its the best
feeling in the world because youve
changed that students life.
For more information, contact Gail
Capps at gcapps@sps186.org.
A teacher-led school turnaround success story
Exclusive at
www.ieanea.org
STRONG SCHOOLS COMMUNITIES ECONOMY J U L Y 2 0 1 2 |5 |
W
hen anti-union Govs.
Scott Walker of Wis-
consin and Mitch
Daniels of Indiana were in-
vited this spring to ad-
dress crowds of people in
central Illinois, IEA and
other labor members did-
nt take it lightly.
And they shouldnt have, cautions one
Danville teacher who, along with his wife,
spent three years teaching in North Car-
olina, a right-to-work state.
Walker was invited to speak in Springfield
by the Illinois Chamber of Commerce and
Daniels by the Champaign County Repub-
licans at its annual Lincoln Day dinner.
Walker is famous for taking away collec-
tive bargaining rights and cutting benefits of
teachers and other employees in Wiscon-
sin. Daniels signed right-to-work legislation
in Indiana.
In Illinois, education employees get to
bargain their contracts locally because of
the 1970 Collective Bargaining Act.
Matt Skovran and his wife, Jamie, both
social studies and science teachers at
South View Middle School in Danville, know
that its like to work in a state where your
professional fate is taken out of your hands
and put into the legislatures.
The biggest part is that with collective
bargaining, your contract is dealt with lo-
cally with the people you see in school and
in the community and the school board
members, some we even go to for business
for different reasons.
In a right-to-work state, its much
different.
More or less, you have no say in your
contract, Skovran said. Its handled in the
state Capitol. So, if some type of contrac-
tual issue that any community member
thought up longer school day, teacher
raises and teacher cuts they call their
local congressman who then introduces it
in the legislature. You have no idea whats
going to happen until the governor signs
it.
Skovran felt so strongly about the issue
that he wrote a three-page explanation of
what living in a right-to-work state was like
and why they came home to Illinois.
In it, he talked about high attrition rates
in North Carolina, families who could afford
it fleeing the public schools, large class
sizes, little to no special education for stu-
dents who needed it and other issues that
directly affected students.
In another situation, teachers in North
Carolina were paid once a month. Legisla-
tion eventually passed where lawmakers
thought theyd save money by not printing
or mailing paychecks during the summer
months, when teachers were not at school.
So, teachers ended up getting paid only
nine times a year by state law.
This is the fallout in a right-to-work state.
The impact is on the worker, the people
youre working for and the kids youre
working for. They get negatively impacted
while theyre not even part of the picture,
he said.
He said that by teaching history, hes had
a chance to study why unions started
low pay, long hours.
It affects your work.
It nags at your heart
and brain, he said.
Im hoping theres
enough union strength
among educators and
other public sector
workers and we stand
up for what is right and
control over our own
contract.
Exclusive at
www.ieanea.org
SPEAKING FROM EXPERIENCE
A Danville educator shares his thoughts on teaching in a right-to-work state
IEA activists in Champaign participate in
the Ditch Mitch rally held this past May.
|6| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
IEA Teacher of
the Year and NEA
Foundation Award
for Teaching
Excellence
Josh Stumpenhorst
is a sixth grade social
science and language
arts teacher at Lincoln Junior High School
in Naperville and is the Illinois State Board
of Educations teacher of the year and IEAs
teacher of the year. Stumpenhorst is an in-
novative teacher who is not afraid to use
technology to engage his students in the
classroom. He writes a blog that keeps him
in touch with educators around the world,
sharing ideas and expanding his own
knowledge. (Advocate, January 2012)
Education Support
Professional
of the Year
Sheila Healy, a teach-
ing assistant at Field-
crest High School and
Wenona resident, was
named ESP of the year
for her work promot-
ing safe driving. In 2009, Healy became the
sponsor of a student community activist
group called FOCUSED or Fieldcrest Organ-
ization of Citizens Undertaking Safe and
Educated Driving. Through a grant, Healy
is expanding her cru-
sade across the state
and country.
Bob Haisman
Teacher
of the Year Award
Kristina Uzzo, a five-
year teaching veteran
at Freedom Elemen-
Friend of Education Award
Two Illinois legislators were recognized for
their efforts to improve education in
Illinois, Sen. Kimberly Lightford (D-
Westchester) and Rep. Brandon Phelps
(D-Harrisburg).
Lightford, a longtime proponent of edu-
cation reform and issues for the states
youth, was instrumental in the creation of
Senate Bill 7. In addition, she helped pass
landmark anti-bullying legislation and a law
aimed at re-enrolling high school dropouts.
She sponsored legislation strengthening
the Equal Pay Act for women. She sup-
ported raising minimum wage and reforms
to the states payday loan industry.
Phelps has been a longtime supporter of
IEA and in particular helped to sponsor a
series of bills in 2007 that supported ESPs.
His nominator said Phelps is readily avail-
able to talk to IEA members and to appear
in classrooms to help educate students. In
addition, he intervened during a difficult
2008 strike in Hardin County and urged
both sides to come together to resolve
their issues.
A W A R D W I N N E R S
Congratulations
The 158th annual IEA Representative Assembly was held at the Hilton Chicago March 15-17
tary School in Plainfield, was named
the winner of the Bob Haisman Teacher
Award for her active leadership with in her
local, IEA and the National Education
Association.
Bob Haisman
Student of the
Year Award
Matt Hiser, former
president of the Park-
land College Student
Education Associa-
tion, was recognized
for his undying work
in recruiting new students to the organiza-
tion and breathing new life into it by con-
centrating on projects to better the
community.
Human and Civil
Rights Award
Charlene Temple, a
para-professional in
the pre-kindergarten
class at Mae Jemison
School in Prairie Hills
and an extraordinary
community volunteer, organizing multiple
youth activities for students, volunteering
as a mentor and various other activities
Mary Lou and Keith
Hauge Award
Presented to Linda
Walcher of OFallon
who is incredibly ac-
tive with IEA-Retired,
helped with student
teaching and mentor-
ing and with the Liv-
ing Library project, is vice president of her
local IEA-Retired chapter and maintains its
website.
STRONG SCHOOLS COMMUNITIES ECONOMY J U L Y 2 0 1 2 |7|
EVERYONE KNOWS someone who has
been bullied.
Whats not always clear is how to help.
The National Education Association is
hoping to help with its new Bully free: It
starts with me campaign. The purpose of
the campaign is to allow school personnel
to take a pledge to stop bullying. In return,
they get a pin and a poster indicating to
students that they can be approached and
will help.
There is an abundance of information on
the NEA website at www.nea.org/home
/NEABullyFreeSchools.html, including
how bus drivers, paraprofessionals, cafe-
teria workers and other school employees
can play a huge role in the battle to help
kids and combat bullying. After all, many
ESPs are in better positions to witness bul-
lying than most any other adult.
There is also information on how to help
your school or community become bully
free.
The NEA is also promoting the movie
Bully, a trailer of which is on the website.
Its a heartbreaking documentary about
bullying and its effects.
Its a timely issue, as Illinois lawmakers
failed by one vote to pass anti-bullying leg-
islation that would have forced schools to
spell out how students can file anonymous
complaints, how complaints would be in-
vestigated and what can happen to stu-
dents who bully classmates. It also left it
up to schools to decide how each require-
ment would be met.
The bills sponsor said she would bring
the proposal up again in the November
veto session.
Here are some tips the NEA offers on the
site:
1. Pay attention. There are many warn-
ing signs that may point to a bully-
ing problem, such as unexplained
injuries, lost or destroyed personal
items, changes in eating habits, and
avoidance of school or other social
situations. However, every student
may not exhibit warning signs, or
may go to great lengths to hide it.
This is where paying attention is
most valuable. Engage students on
a daily basis and ask open-ended
questions that encourage conversa-
tion.
2. Dont ignore it. Never assume that
a situation is harmless teasing. Dif-
ferent students have different levels
of coping; what may be considered
teasing to one may be humiliating
and devastating to another.
3. When you see something do
something. Intervene as soon as you
even think there may be a problem
between students. Dont brush it off
as kids are just being kids. Theyll
get over it. Some never do, and it af-
fects them for a lifetime.
4. Remain calm. When you intervene,
refuse to argue with either student.
Model the respectful behavior you
expect from the students. First make
sure everyone is safe and that no
one needs immediate medical atten-
tion. Reassure the students involved,
as well as the bystanders. Explain to
them what needs to happen next
bystanders go on to their expected
destination while the students in-
volved should be taken separately
to a safe place.
5. Deal with students individually.
Dont attempt to sort out the facts
while everyone is present, dont al-
low the students involved to talk
with one another, and dont ask by-
standers to tell what they saw in
front of others. Instead, talk with the
individuals involved including by-
standers on a one-on-one basis.
This way, everyone will be able to
tell their side of the story without
worrying about what others may
think or say.
6. Dont make the students involved
apologize and/or shake hands on
the spot. Label the behavior as bul-
lying. Explain that you take this type
of behavior very seriously and that
you plan to get to the bottom of it
before you determine what should
be done next and any resulting con-
sequences based on your schools
anti-bullying policy. This empowers
the bullied child and the by-
standers to feel that someone will
finally listen to their concerns and
be fair about outcomes.
7. Hold bystanders accountable. By-
standers provide bullies an audi-
ence, and often actually encourage
bullying. Explain that this type of be-
havior is wrong, will not be tolerated,
and that they also have a right and
a responsibility to stop bullying.
8. Listen and dont pre-judge. It is very
possible that the person you suspect
to be the bully may actually be a bul-
lied student retaliating or a bullys
cry for help. It may also be the result
of an undiagnosed medical, emo-
tional or psychological issue.
9. Get appropriate professional help.
Be careful not to give any advice be-
yond your level of expertise. Refer
the student to a nurse, counselor,
school psychologist, social worker,
or other appropriate professional.
10. Become trained to handle bullying
situations. If you work with students
in any capacity, it is important to
learn the proper ways to address
bullying.
It
starts
with
me
BULLY FREE:
|8| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
In many ways, the 2012 legislative
session was representative of a
typical election cycle session.
What do I mean by that? Well, it goes
something like this. There is a lot of talk
about tackling big issues coupled with the
fear that any major and or controversial
vote could have a residual effect in the
form of a campaign flyer in the months im-
mediately following session and into the
fall. So, as a precaution, not too many hard
votes are taken and those that are seem to
have a bipartisan roll call, so that no one
has the upper hand. While there were
some minor deviations from that formula,
it was pretty much business as usual.
The General Assembly first had to get
their hands around the budget. After Gov.
Pat Quinns budget address, it was pretty
clear that this session was going to be
about keeping what you had rather than
to get anything new. As they did last year,
the House began the budget process by
handcuffing themselves with a revenue
projection significantly lower than the
numbers the Governor was using. In the
end, this would mean that they would be
forced to make cuts more severe than their
counterparts in the Senate. At the end of
the day, K-12 education saw a reduction
slightly less than 4 percent.
Then came the parade of tough issues
that needed to be addresses. And, in keep-
ing with the election-year formula, there
were just a few items that were really at
the top of the list: Pensions and Medicaid.
On the issue of Medicaid, I will have to
give the General Assembly credit for get-
ting it done. They approved a bipartisan
package of Medicaid reforms that reduced
Medicaid liabilities by $1.6 billion. More
specifically, the proposal included $1.36
billion in benefit cuts and $240 million in
provider rate reductions. Governor Quinn
has pledged to sign it.
Another major issue was gaming. This is
a big-ticket item that has lingered for years
and has become more geographically par-
tisan. This piece that had been brewing
throughout the session finally came to life
during the final hours of the legislative
a more limited reform that was only appli-
cable to state employees and members of
the General Assembly. The bill passed the
Senate but was never called in the House.
This might be the one vote that seemed a
departure from the usual election cycle
formula. Senate leaders had their members
take a vote on a controversial bill that was
not called in the House. I guess time will
tell whether or not constituents will
be reading about that vote in election
material.
For IEA, the time between now and the
veto session, scheduled for the end of No-
vember, gives us an opportunity to re-
group and formally present a pension
reform proposal that meets our criteria for
constitutionality, fairness and system sus-
tainability. Your tireless phone calls and
emails during the session made it possible
for us to live another day. Thank you and
be at the ready!
Legislative session pitted big issues
against re-election concerns; pensions
still an issueBy Jim Reed, Director of Government Relations
IEA Lobbyist Janette Weatherall engages
Sen. John O. Jones (R-Mt. Vernon) in
conversation during one of the May We
Are One coalition statehouse rallies.
session. The final piece included a Chicago
casino to be operated by a Chicago Casino
Development Authority appointed by the
mayor. Most of the casino revenues would
go to Chicago, but it has four new river-
boat licenses for Rockford, Park City (next
to Waukegan), Danville and the south sub-
urbs of Cook County as well as gaming at
the states six horse racing tracks. Most
importantly, the bill will provide nearly
$200 million new dollars for education.
And last, but certainly not least, was the
multi-tiered pension reform debate. There
was really one proposal that emerged, with
variations depending upon which cham-
ber it was introduced in. House Speaker
Mike Madigans began by promoting a plan
(SB 1673) that would have shifted pension
costs from the income tax pocket to the
property tax pocket. After not being able
to win over the House Republicans to sup-
port his proposal, the Speaker relinquished
control of the issue, leaving it in the lap of
Minority Leader Tom Cross. By the end of
session, the bill had still not been called
for a vote.
On the other side of the Capitol building,
the Senate moved forward with HB 1447,
STRONG SCHOOLS COMMUNITIES ECONOMY J U L Y 2 0 1 2 |9|
EVERYONE KNOWS one of those
families: The parents are doctors and they
spawn doctors. There are families with
three generations of police officers or fire-
fighters, and families full of teachers, too.
The Gabric family could go head-to-head
with any of them.
Kaity Gabric is studying to be an early
childhood special education teacher at
Eastern Illinois University and won one of
this years college scholarships at the IEA
Representative Assembly.
Her mom knew from an early age that
Kaity would be a teacher, as did her grand-
mother.
My mom and I both, without saying any-
thing to her, told each other Kaity would
be a teacher, said Kaitys mother, Kath-
leen Gabric.
Of course they knew. Kathleen and Kath-
leens mother are also teachers.
In fact, all four of Kathleens grandpar-
ents were teachers at some point. And,
three of Kaitys are. They can trace their
educators lineage back to at least 1900
when Elizabeth Emay Stewart received her
teachers certificate in Mays, Indiana.
Then, if you passed a test, you got to be
a teacher, Kathleen Gabric said. She
taught in a one-room schoolhouse. She got
married and had to quit. Her daughter, my
grandmother, Ruby Stewart Beabout, had
to go to school for two years, taught in a
one-room schoolhouse and once she got
married, she had to quit.
But time passed and Ruby was able to
return to the classroom. She taught third
grade. Her husband was the principal of
the school. She eventually earned a four-
year degree, as requirements changed.
Their daughter, Jane Beabout Mohan,
went to school to become a doctor. While
going to school, she realized all she really
wanted to do was teach. On much the
same path, Kathleen went to school to be-
come a biology researcher and came to the
conclusion oh, you already guessed it.
Kathleen is an honors biology teacher at
Hinsdale Central high School where shes
been teaching for 24 years. Before that, she
taught three years in Waukeegan.
Is it something in the genes?
Im not sure. There has to be. I do be-
lieve, that to some extent, teachers are
born, not made, Kathleen said.
Kaity said that whether genetics play a
role is unclear, but the way shes been
raised to feel about education has defi-
nitely been a factor.
The way we grew up is that weve been
taught to value our education. Its always
All in the
f amily
been my focus. I was in school to learn. I
have had some great teachers growing up
who have influenced me, she said.
Shes had the added benefit of hearing
her mother share stories and enthusiasm
for the craft of teaching.
Every day is different. Even though Ive
been doing it for 26 years, theres always
something new you can try. Every kid is
different. Every combination of kids is dif-
ferent. Kids have an enthusiasm and it rubs
off on you, said Kathleen.
Its fun! It is fun. I think thats it.
Its not always easy, Kathleen noted with
retirement up in the air and
so many people ready to
bash education at every
turn.
They want us to be
everything to their child
but then dont value that.
They are willing to pay a car
mechanic more per hour to
fix a car than educate a
child, she quipped.
You could go into a job
where you make a lot of money, but if
youre not happy, who cares?
Exclusive at
www.ieanea.org
Top left to right: Lizzie Emay Stewart, Jane Beabout Mohar and Kathleen and Kaity
Gabric. Bottom: Ruby Stewart Beabout.
Grade school
knitting program
builds pride,
community
|10| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
tern. I told them they could knit during cer-
tain portions of their instructional time as
long as they paid attention and didnt let
the knitting become a distraction. I hoped
it would settle them down.
At about the same time, the art teacher
at school, Kathy Leeseberg, was also intro-
ducing knitting into her creative curricu-
lum. She, too, had ordered some knitting
spools and yarn for the art club and had
introduced knitting to her students as a
means of creative expression.
Student enthusiasm for their knitting
projects followed quickly. Everyone at the
school, including the parents and princi-
pal, sees the benefits.
The students are truly engaged with
their knitting, said John Gustafson, interim
principal at the school. They love to show
their work. It helps them settle down and
control their actions. One little guy even
knitted me a cap that I wore on the play-
ground throughout the winter. He was so
proud, and so was I.
Since then, with help from the two teach-
ers, knitting as a practice in the school has
grown steadily.
Some students work on knitting every
day. Because there are only so many looms
to go around, the teachers have taught the
students how to finger knit so all can par-
ticipate even when a loom is not available.
Friendly competitions among siblings have
started. Student-made knit caps and
scarves have become fashion statements.
Banek says the obvious instructional
benefit of the knitting, for many students,
is that it helps them settle down and con-
centrate during listening portions of in-
structional time. But, she says, there have
been many other benefits that she never
expected.
Weve had some children connect in
new ways with their mothers and grand-
mothers who have shown them new
stitches and even how to use needles in
knitting, Banek said. Weve engaged the
parents at conferences who want to know
where to buy looms. Some students even
asked for looms and yarn for Christmas
presents. Weve had students helping each
other, teaching each other, learning from
each other. Its really been amazing.
Leeseberg, too, sees the great benefits
to the school and especially to her art
students.
For many of our students, the knitting
has been a beautiful form of their self-ex-
pression, said Leeseberg. Many of our
students are on free and reduced lunch
programs. Knitting is relatively inexpen-
sive. Its something they can do for them-
selves without a lot of equipment,
something they can teach with pride to
their siblings. It really gives them a sense
of accomplishment.
Though there are instructional times in
which knitting in Baneks first-grade class
is prohibited such as when students
need to use their hands she tries to
leave it to the students to decide when it is
and is not appropriate for them to knit.
I sometimes have six to eight students
knitting at a time, she said. As long as
they can pay attention, its OK with me.
One of her star knitting students, seven-
year-old Katie Ballew, says knitting is one
of her favorite things about school.
Its awesome because you get to make
a hat or a scarf, she said. I made a hat for
my kitty but now its for my baby doll. My
kitty doesnt like hats on his head.
First-grader Isael Huitron agrees.
Its fun because you get
to make stuff you never
made before, he said. I
made a hat. My parents
didnt believe it. They
were very proud.
As well they should
be, said Banek.
More photos at:
www.ieanea.org
Teacher Gail Banek demonstrates knitting
techniques to students Jashua Pacheco and
Eman Ali.
W
hen first-grade teacher Gail Banek
invited her students to bring out
the yarn and do some knitting dur-
ing class time, she had no idea what kind
of a trend she was starting.
She certainly does now.
The knitting adventure at Greenbrook El-
ementary School in Keeneyville District 20
(Hanover Park) started about four years
ago when Banek first introduced knitting
to her students as part of an effort to calm
them and keep them from being too fidg-
ety during certain class times. Since then
her students in successive years have
taken knitting to entirely new levels.
This years class has been packed with
the most prolific group of knitters ever.
And even now when the weather is warm,
you can find samples of the students
handiwork throughout Baneks class and
the school.
I just cant believe how its spread, said
Banek. The students are always so excited
about it. They take real pride in their work.
It helps them focus and learn during class
time. Its really connected them with each
other and their families.
Banek has been a teacher for 38 years.
Shes a member of the Keeneyville Educa-
tion Association, has served in the past as
local president and negotiator, and cur-
rently serves as secretary for IEA Region
33 Council.
She says the knitting idea came to her
when she had a small group of particularly
high-energy first graders, a class of stu-
dents who needed to keep their hands
busy in order to stay out of trouble. As an
experiment, she decided to bring a couple
of knitting looms from her home to school,
just to see if some creative handiwork
could help the students engage and focus
during classroom time.
I had a couple of students who, if their
hands werent busy, were causing havoc,
she said. So I pulled out the knitters and
showed them how to make a simple pat-
S UMME R L E ADE RS HI P ACADE MY AGE NDA
I L L I N O I S S T A T E U N I V E R S I T Y
Day 1, Tuesday, July 24
7:30 a.m.............................Conference registration begins
and Continental Breakfast
8:30 a.m. - 4:30 p.m. ..........................SLA Schools begin
Association Effectiveness
Association Representative (AR) School
Bargaining Behaviors: Processes and Impacts
Best Practices for Teaching and Learning
Emerging Leaders
Grievance
Preparing to Bargain
School Finance
SPARKS Training
Strategic Communications
Problem-Solving Skills for Experienced Negotiators
Noon - 1:00 p.m. ...................................... Lunch provided
5:00 p.m. - 7:05 p.m............................. Pizza and a Movie
The Pursuit of Happyness with an exclusive video
introduction to the film by Chris Gardner
Day 2, Wednesday, July 25
7:30 a.m. ............................Continental Breakfast
8:30 a.m. - 11:45 a.m. .... SLA Schools continue
11:45 a.m. - 1:45 p.m. ..Organizational Priorities
............................................Summit and Lunch
Keynote: Chris Gardner
1:45 - 4:30 p.m. ..............................SLA Schools continue
5:00 - 6:00 p.m. .................... Wine and Cheese Reception
6:00 p.m. ............................................ Dinner on your own
Day 3, Thursday, July 26
7:30 a.m. ..............................................Continental Breakfast
8:30 a.m. - 4:30 p.m. ..................Presidents Schools begin
Taming the Lions, Walking the Tightrope, and Avoiding the
Knife-Throwers: Basic and Advanced Presidents Schools
Noon - 1:00 p.m. ...................................... Lunch provided
4:30 - 6:00 p.m. ....Cocktail and Hors doeuvres Reception
Board of Directors and Presidents
Day 4, Friday, July 27
7:30 a.m............................................... Continental Breakfast
8:30 a.m. - 1:00 p.m. ............ Presidents Schools continue
1:00 p.m. .......................................... 2012 SLA concludes
Registration Fee: $125
Scholarships available

For details, housing information and to register, go to www.ieanea.org
Look for this icon on ieanea.org
STRONG SCHOOLS COMMUNITIES ECONOMY J U L Y 2 0 1 2 |11|
February 24-25, 2012
To have the dues for 2012-13 at $427 for every full-time certified member, and
$214 for every full-time ESP.
As required by Board Policies, a roll call vote was taken and is recorded as follows:
Voting Yes (67): Almgreen, Austin, Bailey, Beaulieu, Borge, Bradish, Brave, Ann Brooks,
Frank Brooks, Brown, Carnall-Freaner, Heim for Collette, Courson, Darin, Dwan, Engfer,
Everding, Grimes, Gunn, Hagemaster, Hiatt, Hile, Horne, Hoynes, Ivey, Jesuit, Johnson,
Kaplan, Kurtzhals, Lartz, Love, Lucke, Mayer for Ludden, Mahrt, Matariyeh, McCleary,
McMillon, Mikos, Miller, Moore, ODonnell, Olofson, Flowers for Peoples, Pinzker, Pomykala,
Reppen-Lucas, Ruggless, Schultz, Sernus, Meneghetti for Sholtis, Siegel, Stewart, Stodola,
Susberry Hill, Travis, Tucker, Tully, Turner, Valenta, Wallace, Waltmire, Washington, Weber,
Westerman, Wycislak, Vice President Griffin, and President Klickna.
Voting No (14): Blade, Cassens-Mickle, Clark, Conro, DeFalco, Henry, Klausing, McGinness,
Meyer, Partridge, Piechocinski, Sexton, Sheehan, and Shiller.
Absent (9): Heindricks, Marks, Palombit, Rahman, Ricks, Tudor, Veach, Zumbrook, and
Llorens.
THE MOTION CARRIED.
March 14, 2012
To adopt the 2012-2013 budget and set the dues at $422 for every full-time certi-
fied member and $211 for every full-time ESP.
As required by Board Policies, a roll call vote was taken and is recorded as follows:
Voting Yes (75): Almgreen, Bailey, Beaulieu, Borge, Bradish, Brave, Ann Brooks, Frank
Brooks, Carnall-Freaner, Collette, Courson, DeFalco, Dwan, Engfer, Everding, Grimes, Gunn,
Hagemaster, Henry, Hiatt, Hile, Horne, Hoynes, Ivey, Harris for Jesuit, Johnson, Kaplan,
Kurtzhals, Lartz, Love, Lucke, Ludden, Mahrt, Marks, Matariyeh, McCleary, McMillon, Meyer,
Mikos, Miller, Moore, ODonnell, Olofson, Piechocinski, Pinzker, Pomykala, Rahman, Reppen-
Lucas, Ricks, Hiser for Ruggless, Schultz, Sernus, Sheehan, Dawson for Shiller, Sholtis,
Siegel, Stewart, Stodola, Susberry Hill, Travis, Tudor, Tully, Turner, Valenta, Veach, Wallace,
Waltmire, Washington, Weber, Westerman, Wycislak, Zumbrook, Secretary-Treasurer Llorens,
Vice President Griffin, and President Klickna.
Voting No (8): Blade, Cassens-Mickle, Clark, Conro, Klausing, McGinness, Partridge, and
Sexton.
Abstained (1): Brown.
Absent (6): Austin, Darin, Heindricks, Palombit, Peoples, and Tucker.
THE MOTION CARRIED.
May 18-19, 2012
For authorization for the leadership to move ahead on behalf of our members, to
proceed as discussed in Executive Session.
A roll call vote was taken and is recorded as follows:
Voting Yes (68): Almgreen, Austin, Bailey, Beaulieu, Borge, Ann Brooks, Frank Brooks,
Brown, Clark, Collette, Conro, Darin, DeFalco, Dwan, Engfer, Everding, Grimes, Triplett for
Henry, Hiatt, Hile, Horne, Hoynes, Ivey, Kaplan, Kurtzhals, Lartz, Love, Lucke, Ludden, Mahrt,
Young for Matariyeh, McCleary, Meyer, Mikos, Miller, Moore, ODonnell, Madson for Olofson,
Palombit, Partridge, Flowers for Peoples, Piechocinski, McGrath for Pinzker, Pomykala,
Rahman, Reppen-Lucas, Ruggless, Schultz, Sheehan, Shiller, Siegel, Stewart, Susberry Hill,
Leikin for Travis, Tucker, Tudor, Tully, Turner, Valenta, Veach, Wallace, Waltmire, Weber,
Westerman, Wycislak, Zumbrook, Vice President Griffin, and President Klickna.
Voting No (9): Bradish, Brave, Cassens-Mickle, Courson, Hagemaster, McGinness, Ricks,
Sernus, and Sexton.
Abstained (0)
Absent (13): Blade, Carnall-Freaner, Gunn, Heindricks, Jesuit, Johnson, Klausing, Marks,
McMillon, Sholtis, Stodola, Washington, and Llorens.
THE MOTION CARRIED.
|12| Advocate STRONG SCHOOLS COMMUNITIES ECONOMY
IEA Board of Directors Roll Call Votes
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