Spring 2020 ATPE News by Association of Texas Professional Educators

cell phone + public records: about the new “Do Not Hire” one Central Texas district 12 Your 13 Learn 26 How What you should know registry for noncertified employees switched to a four-day week

Public Education

Can Win at the Ballot Box In 2018, educators won the hearts and minds of voters. Learn how we can go for a repeat in 2020.

SPRING 2020 | ATPE.ORG

Page 20

TAKING A

TRIP?

Donâ&#x20AC;&#x2122;t Forget Your ATPE Discounts! Take full advantage of ALL of your ATPE benefits. Save money with exclusive discounts on hotels, rental cars, theme parks, cruises, vacations, and much more!

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ATPE News

PRESIDENT'S MESSAGE

The official publication of the Association of Texas Professional Educators

State Officers Tonja Gray. . . . . . . . . . . . . . President, Abilene (14) Jimmy Lee. . . . . . . . . . . . Vice President, Paris (8) Karen Hames. . . . . . . . . Secretary, Lewisville (11) Stacey Ward. . . . . . . . . . . . . Treasurer, Humble (4) Byron Hildebrand. Past President, San Antonio (20)

2‌ 020:

Board of Directors MaElena Ingram . . . . . . . . . . . . . . . . . . McAllen (1) Barbara Ruiz. . . . . . . . . . . . . . . . Corpus Christi (2) Cathy Stolle . . . . . . . . . . . . . . . . . . . Karnes City (3) Eli Rodriguez . . . . . . . . . . . Cypress-Fairbanks (4) Susan Harrell. . . . . . . . . . . . . . . . . . . . . Newton (5) Charles Lindsey II. . . . . . . . . . . . . . . . Magnolia (6) Kim Dolese. . . . . . . . . . . . . . . Northeast Texas (7) Shelia Slider. . . . . . . . . . . . . . . . . . North Lamar (8) Patti Gibbs. . . . . . . . . . . . . . . . . . . . . . . Nocona (9) Meredith Malloy. . . . . . . . . . . . . . . . . . . Ferris (10) Teri Naya. . . . . . . . . . . . . . . . . . . . . . . . Birdville (11) Ron Walcik. . . . . . . . . . . . . . . . . . . . . . . Killeen (12) Christie Smith. . . . . . . . . . . . . . . . .Pflugerville (13) Desirie Ries. . . . . . . . . . . . . . . . . . . . . . Hawley (14) Darlene Kelly. . . . . . . . . . . . . . . . . . . Ballinger (15) Shane Whitten. . . . . . . . . . . . . . . . . . . Amarillo (16) Allyson Haveman . . . . . . . . . . . . . . . . Lubbock (17) Bill Griffin. . . . . . . . . . . . . . . . . . . . . . . Stanton (18) Michael Slaight. . . . . . . . . . . . . . . . . . . . . Clint (19) Yvette Milner. . . . . . . . . . . . . . . . . . Northside (20)

ATPE News Staff Sarah Gray . . . . . . . . . . . . . . . . . . . . . . . . . . . . Editor John Kilpper. . . . . . . . . . . . . . . . . . . . . . Art Director Erica Fos. . . . . . . . . . . . . . . . . . . . . Senior Designer Michael Spurlin. . . . . . . . . . . . . . . Associate Editor Jennifer Tuten. . . . . . . . . . . . . . . . . . . Digital Editor Jesús Chávez. . . . . . . . . . . . . . Contributing Editor Dillon Nelson. . . . . . . . . . . Contributing Designer Kate Johanns. . . . . . . . . . . . . . . . Editorial Director ATPE News contains legislative advertising contracted for by Shannon Holmes, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE. ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring, and summer. Subscription rates: for members of the association, $3.32 per year (included in membership dues); non-members, $10 per year. Extra copies $1.25 each. Published by the Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin, TX 78752-3792. Periodical postage paid at Austin, Texas, and at additional mailing ofﬁces. POSTMASTER: Send address changes to ATPE News, 305 E. Huntland Dr., #300, Austin, TX 78752-3792. Advertising rates may be obtained by sending a written request to the above address. Opinions expressed in this publication represent the attitude of the contributor whose name appears with the article and are not necessarily the ofﬁcial policy of ATPE. ATPE reserves the right to refuse advertising contrary to its purpose. Copyright 2020 in USA by the Association of Texas Professional Educators ISSN ©ATPE 2020 0279-6260 USPS 578-050

the year of vision and clarity. One thing is clear to me: ATPE is filled with people who truly care about the future of Texas public education. We are a unique group of people who care about one another and are willing to give of ourselves to improve our work and learning environments. In August, I challenged each member of our Board of Directors to choose a single word to guide them during the 2019-20 school year. I chose the word “courage” because it takes courage to step out from what is safe and comfortable in order to accomplish the important tasks before us. It takes courage to stand up and speak out when everyone else remains silent or when someone is critical of what is important to you. We currently have an opportunity to be courageous: the 2020 primary elections. I’ve heard the phrase “show, don’t tell” many times over the years, and in our cover story (page 20), we document the courage and strength of the public education community in 2018. Two years ago, we showed up at the polls en masse and made our “teacher voices” heard. Lawmakers took note of our strength, and we finally saw progress on school finance reform and teacher retirement issues during the 2019 legislative session. But 2019 was only the beginning. To ensure sustained progress, we must remain active and attentive. Early voting for the primaries ends February 28, and Primary Election Day is March 3. Let’s keep the momentum going. Our vote is not only for our profession but also for our students and the future of Texas! This magazine also includes information about the ATPE Summit (page 8), a Central Texas school district experimenting with a four-day week (page 26), and ATPE’s Professional Learning Portal (page 34), as well as all of your favorite sections. Let’s stand courageously together this year! I’ll see you at the ballot box.

Tonja Gray ATPE State President

305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org ATPE NEWS 3

Contents ATPE NEWS | Spring 2020, Volume 40, Number 3

FEATURES

On the Cover

Although voter turnout for the 2018 Texas midterms increased by 18%, Texas still has a long way to go to improve its voting record. This infographic breaks down key statistics.

Discover how one Central Texas school district implemented a four-day week.

Public Education Infographic: Solving the Can Win at the Texas Voting by Case of the Ballot Box the Numbers Mondays Meet the grassroots advocates who won voters’ hearts and minds in 2018—and who are looking for a repeat in 2020.

ATPE SUMMIT 2020 A NEW VISION

4 ATPE NEWS

2020 ATPE Summit The ATPE Summit is back in Austin this year! Join us to celebrate the 40th anniversary of the state’s largest community of educators. PAGE 8

EVERYTHING ELSE 6 Calendar 10 Regional Roundup 12 Your Ally

TAFE group photo courtesy of TAFE; School bus photo by John Kilpper; Yoga illustration by Dillon Nelson

Learn about a recent legal change that places additional responsibility on school employees to retain workrelated information on private devices, including cell phones.

13 “Do Not Hire” Registry What should noncertified educators and district employees know about TEA’s process for investigating alleged misconduct?

16 PAC Honor Roll 18 Your Voice

The results of the next elections could have great

effect on Texas public education, and the outcome depends on who shows up to vote.

30 Spotlight: Strengthening the Future of Education

The next generation of educators gets its inspiration from the Texas Association of Future Educators (TAFE), a statewide nonprofit and ATPE partner.

36 Your ATPE

• Classroom makeover winners • Meeting notice for the House of Delegates • Speak with ATPE’s president • $3,000 student debt relief winner • Call for magazine submissions • Nominations for ATPE state office now open

34 4 Things to Know about the ATPE Professional Learning Portal 35 Learning Curve: Amplify Students’ Voices with Flipgrid

THE ATPE VISION The Association of Texas Professional Educators (ATPE) supports the state’s largest community of educators who are dedicated to elevating public education in Texas.

42 Brain Break: Yoga for All

THE ATPE MISSION ATPE advocates for educators and delivers affordable, high-quality products and services that give members the peace of mind needed to inspire student success.

ATPE NEWS 5

CALENDAR

February March

21–23

2–6

National School Breakfast Week

Texas primary elections

ATPE Board of Directors meeting

#–#

Daylight saving time begins

Early voting ends for primary elections

9–12 15 SXSW EDU Conference in Austin

State officer nominations and proposed bylaws amendments due to state office

April 1

40th anniversary of ATPE’s founding

6–10 10

14–17

16–17

17–18

National Assistant Principals Week

State office closed for Good Friday

Spring committee meetings: ATPE-PAC, Bylaws, Legislative, Resolutions, and Public Information

State Board of Education meetings

TRS Board of Trustees meeting

Early voting begins for local elections; ends April 28

May 1

PAC’s Peak Challenge ends; State Board for Educator Certification Meeting

6 ATPE NEWS

Election day for local elections

4–8

Teacher Appreciation Week

15–17 25 ATPE Board of Directors meeting

State office closed for Memorial Day

Administrative Assistants Day

ATPE SUMMIT 2020 A NEW VISION

July 9–11, 2020 · JW Marriott Austin CELEBRATE THE STATE’S LARGEST COMMUNITY OF EDUCATORS

atpesummit.org

8 ATPE NEWS

All ATPE members are invited to the 2020 ATPE Summit, where we’ll commemorate the association’s 40th anniversary and celebrate the state’s largest community of educators.

Learn & Grow

Lead & Govern

Celebrate & Connect

Enjoy a curated selection of continuing professional education (CPE) opportunities from ATPE and our strategic partners.

Learn what’s at stake in the 2020 elections from ATPE Governmental Relations. Receive training in effective ATPE leadership at the local unit and region levels. Shape the future of your association during the annual ATPE House of Delegates meeting.

Gather with friends old and new at special evening receptions and the ATPE Awards Brunch. Be prepared for some sweet surprises and a roaring good time.

How to Attend All attendees must be registered by their local unit or region president. Learn more at atpesummit.org. Housing and registration/delegate certification open April 1 and close June 9.

Financial Assistance Visit atpesummit.org to learn more about the assistance offered and to apply. ATPE NEWS 9

REGIONAL ROUNDUP

Kansas

exas is home to more than 1,000 school districts, and each one has success stories. Regional Roundup highlights just a few of the many achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.

Oklahoma

SNYDER

IRVING

EL PASO

2 1

3 SPRING

LOCKHART

SOUTH SAN ANTONIO

Gulf of Mexic

10 ATPE NEWS

From Across the State 1 Mental Health Access

Many students across Texas are left without access to mental health services, which can have devastating consequences. That’s why several South San Antonio ISD students worked to create a new center that could bring help to thousands. South San High School students Nathaniel Soto, Marc Mendiola, and Augustin Perez held a student-run symposium and attended a school board meeting to make their case. The center is now open, serving parts of San Antonio with the help of six providers. The center also will host classes to assist parents and promote literacy, nutrition, and physical and emotional health in children, while also providing GED and English education classes for adults.

Arkansas

southsanisd.net

Surprise Shopping Spree 2 Louisiana

HEADLI N ES

Teachers in Lockhart ISD were preparing for the start of the spring semester when the district surprised them with a shopping spree. The district worked with Walmart to order products teachers could use in their classrooms to enhance their learning environments. Nearly 500 teachers had the chance to shop for up to $100 in items ranging from school supplies to furniture. Best of all, it was all paid for by Lockhart ISD. lockhartisd.org

3 Paws to Teach Empathy

A special program in Spring ISD uses rescue dogs to help teach elementary students social skills such as perseverance and compassion. Healing Species of Texas brought the rescue dogs to classrooms at four of the district’s schools. The backstories of the dogs and interactions with students help supplement lessons on concepts such as mutual support and empathy.

4 Dancing Away Tough Times

Michael Berg is a biology teacher at Crockett Middle School in Irving ISD, but he is also the founder and leader of the Crockett Middle School Dance Club. After Berg teaches his students dance moves, he uploads videos of their dances to YouTube, where they have earned thousands of views. The club, which is free and open to all students, is a safe space for students to express themselves. It currently has just over 40 members and meets twice a week after school. irvingisd.net

5 Snyder-Made Trophies

Snyder High School in West Texas recently welcomed debaters from across the area to compete in a World Schools Debate event. It became only the second school in West Texas to successfully host such a tournament. All the trophies presented to the teams and individuals were designed, created, and constructed by students in Snyder High School shop classes. snyderisd.net

6 Finding Allies

El Paso ISD has a bright and colorful way for staff to demonstrate their support for students who are members of the LGBTQ community. The EPISD Counseling and Advising Department distributes rainbow lanyards to counselors and other key personnel with the words “EPISD ALLY” printed on them. The lanyards quickly let students know the staff member is a safe person to talk to at any time should a student experience bullying or harassment. episd.org

springisd.org

ATPE NEWS 11

YOUR ALLY

Alert: You Have New Duties to Retain the “Public Records”on Your Cell Phone

‌Y BY JENNIFER GORDON ATPE Staff Attorney

12 ATPE NEWS

our district may have issued you a lap- to specific exceptions, quickly share records in retop, tablet, or even a smartphone for your sponse to a request. work-related tasks—but you might also be The change in the law reflects the proliferation using a personally owned device to communicate in the use of personal technology. The new rewith co-workers about work issues. sponsibilities set forth in §552.004 of the Texas And though your district might allow or even Government Code require public employees posexpect you to use your own device in the course sessing public information on a private device to: of your job, you should know about a recent legal • Preserve that information in its original form change that gives government employees, includ- in a backup and on the privately owned device; or ing school employees, additional responsibilities • Forward or transfer the public information to to retain work-related information that can be con- the district to be preserved on its server. sidered a “public record”—even if that information Examples of public records you might already is stored on a personal device. The law also created have and need to maintain or transfer include any potential penalties for noncompliance. work-related communications (such as emails and Your district might have texts), downloaded or crealready provided you guidated documents, and social ance on maintaining or media posts. The new law sharing such records on an requires a person to retain ongoing basis. Regardless of (i.e., not delete) such inforBE AWARE YOU ARE NOW whether your district has admation, even after they leave dressed this issue, however, a district, unless the inforLEGALLY CONSIDERED A be aware you are now legalmation is forwarded to the “TEMPORARY CUSTODIAN” ly considered a “temporary district’s public informaOF ANY PUBLIC RECORDS custodian” of any public retion officer. When the inforYOU MIGHT POSSESS AND cords you might possess and mation is requested of you, have new duties to maintain you have 10 days to forward HAVE NEW DUTIES TO such records. Your phone is it, or you could be subject to MAINTAIN SUCH RECORDS. still your personal property, penalties. This duty lasts for and your private informaas long as the district would tion will remain private. However, as a current or retain the information if it were on the district’s former public school employee, you have no right system. The length of time is set in local policy. to keep private any public information you created While the duty to share public records has existed for or received just because it is on your private device. a long time, this new duty to keep records is leading districts to examine their local policies. One Your Responsibilities as a approach public schools may take—and one that “Temporary Custodian” might reduce the number of records you are reSchool districts and their employees have always quired to maintain—is to direct employees to use spebeen subject to the Texas Public Information Act, cific communication apps through district accounts or Chapter 552 of the Texas Government Code. while using personal devices. Such apps could This act gives the public the right to access infor- automatically store data in a place accessible to the mation about public business, including public ed- district, relieving you, the employee, of the obligation ucation. The Texas Attorney General’s Office has to keep it. Districts may also direct employees to use ruled such information is a “public record” regard- district devices when possible, reducing the numless of where it is stored. Districts and their em- ber of records you must maintain or transfer. ployees have an obligation to maintain and, subject continued on page 41

DO NOT

HIRE

Registry

What Noncertified Educators and District Employees Should Know About TEA’s New Process for Investigating Alleged Misconduct BY PAUL TAPP, ATPE MANAGING ATTORNEY

ne of the Texas Legislature’s more significant actions in 2019 was creating a system to investigate alleged misconduct by noncertified educators and establishing a “Do Not Hire” registry that lists the names of individuals who, because of their actions, are not allowed to work in public education. Because there is a high correlation between certification and employment contracts, these changes will mostly affect at-will employees who have a serious allegation made against them. Additionally, these changes will likely affect how allegations are handled locally. We’ve broken down the latest changes and provided a timeline of how we got here.

STEPS IN A TEA INVESTIGATION OF NONCERTIFIED SCHOOL STAFF STEP 1: Employer required to notify TEA of allegation Public school district superintendents are required to report an allegation of abuse, an unlawful act with a student or minor, or the solicitation of a romantic relationship with a student or minor within seven days of the employee resigning or being terminated. (The reporting requirement for certified educators has not changed and continues to be more extensive, requiring a report in more circumstances; however, 2019’s Senate Bill (SB) 1476 also establishes that a report for a certified educator is not required if the local investigation clears the certified educator.) SB 1230 expands the reporting requirement to private schools. Private schools are now also required within seven days of the employee resigning or being terminated to report criminal history, as well as report allegations of abuse, unlawful acts with a student or minor, or the solicitation of a romantic relationship. A superintendent who fails to file a required report is subject to discipline and possible criminal prosecution. The district is required to ATPE NEWS 13

complete a local investigation into the allegation, even if the employee has resigned or been terminated. TEA will add the employee’s name to an online database indicating they are under investigation. This database is separate from the Do Not Hire registry. It is similar to the “under investigation” notice currently placed on certified educators’ virtual certificates by the State Board for Educator Certification (SBEC) when allegations have been made against a certified educator.

STEP 2: TEA notifies individual of allegation, and individual has right to respond

After receiving a report, TEA will notify the accused individual of the allegation. The notice must include: • An explanation that the accused individual has 10 days from the date of receiving notice to request a hearing; • A request that the person submit a written response within 10 days showing why the commissioner should not investigate the allegations; and • A statement reminding the educator that if they cannot show cause why an investigation is not needed, their name will be placed on the “under investigation” internet portal. If an accused individual does not request a hearing before the deadline, the commissioner shall determine, based on the superintendent’s report, whether the person engaged in the alleged misconduct. If the commissioner determines the person engaged in the misconduct, the person’s name will be placed on the Do Not Hire registry. Under administrative regulations still pending at the time of publication, the notice will be sent to the address the district has provided, so it is all the more critical for all school employees to maintain a current address with their district. (Certified educators are already required to maintain a current address with SBEC.)

STEP 3: Hearing

If the person requests a hearing before the deadline, the hearing will be conducted under rules still pending at the time of publication. The Texas Administrative Code and Texas Government Code have long-standing procedural rules, and it is likely the final hearing process will be similar to the processes in place, involving legal representation and the presentation of evidence and witness testimony to a judge. The judge will rule on whether the evidence establishes the alleged misconduct occurred. If the final decision is the person engaged in the misconduct, the person’s name will be added to the Do Not Hire registry. If the final decision is the person did not engage in the conduct, the person’s name will be removed from the “under investigation” portal and will remain eligible for employment in schools.

14 ATPE NEWS

LITTLE CHANGE FOR CERTIFIED EDUCATORS Nothing has changed regarding: • A superintendent’s duty to report alleged misconduct to SBEC, other than clarification that a report is not required if a local investigation clears the educator. • T he requirement that SBEC permanently revoke the certificate of an educator who has abused a student or minor, committed an unlawful act with a student or minor, or solicited a romantic relationship with a student. The only change is that in addition to notice of revocation being placed on the educator’s certificate, the educator’s name will also be included in the Do Not Hire registry, which is intended to ensure an educator cannot gain employment by accepting a position where certification is not required.

STEP 4: Do Not Hire registry

The Do Not Hire registry is an internet portal developed and maintained by TEA and available to public and private schools. It lists persons not eligible for employment in public education and will include: • A person not eligible for employment due to the individual’s criminal history. Not all criminal history makes an individual ineligible for employment. It must be for a conviction under circumstances established in 2007 (see page 15). • A person not eligible for employment due to the person’s certificate or permit being revoked by SBEC because of a finding the person abused or otherwise committed an unlawful act with a student, was involved in a romantic relationship with a student, or solicited a romantic relationship with a student. • A person not eligible for employment due to a determination by the commissioner of education after an investigation and due process because of a finding the person abused or otherwise committed an unlawful act with a student, was involved in a romantic relationship with a student, or solicited a romantic relationship with a student. TEA has stated that the public will have access to the names included in the registry but will not have access to other personally identifiable information, such as dates of birth.

STILL TO COME

Administrative regulations defining the specifics of this process are still pending. Look for additional information via ATPE’s various communication platforms as these rules are finalized.

Addressing Alleged Misconduct: A Timeline 2003

2019

uperintendents are required to report certain alleged misS conduct by certified educators to the State Board for Educator Certification (SBEC).

Before 2019, SBEC had authority to investigate educators certified by SBEC and, if the investigation led to a determination the educator was guilty of misconduct, take steps to discipline the educator. This authority covered certified teachers, certified administrators, and classroom aides. This has not changed; SBEC will continue to investigate and discipline certified educators.

2007 A criminal history database is created so districts can see if an employee or applicant has a criminal history that prohibits employment in a public school. Applicants and employees are required to submit to fingerprinting to facilitate this database. School districts, open-enrollment charter schools, and shared-services arrangements are prohibited from hiring or employing any employee convicted of: • A felony under Title 5 of the Texas Penal Code, which includes crimes against the person, such as assault and sexual offenses. • An offense requiring the person to register as a sex offender. Employment is prohibited regardless of where the conviction occurred, unless the conviction took place more than 30 years before employment and other conditions are met.

2015 Superintendents’ reporting requirements to SBEC are expanded to include an alleged inappropriate relationship or alleged solicitation of a romantic relationship by a certified educator if the educator resigns or is terminated. Many superintendents report allegations immediately rather than waiting for a termination or resignation. SBEC is required to revoke the certification of any individual found to have engaged in an inappropriate relationship or solicited a romantic relationship.

2017 Principals are required to report allegations of an inappropriate relationship or solicitation of an inappropriate relationship to the superintendent, who is then required to report to SBEC. Penalties for failure to report are expanded to include a fine and possible criminal prosecution. Certified educators are required to complete a preemployment affidavit certifying whether they have or have not been found to have engaged in inappropriate conduct with a student.

SBEC had no authority, however, over the school district employees not certified by SBEC—from support and office staff to noncertified teachers. Changes in public education, from an increase in noncertified teachers to the proliferation of Districts of Innovation, many of which have opted out of certification requirements, created concerns that noncertified educators suspected or with a history of misconduct could be found in classrooms and would have close and unsupervised proximity to students. Because SBEC had no authority over these noncertified individuals, no entity other than the criminal justice system could investigate allegations of inappropriate conduct. But because the criminal justice system only investigates allegations of criminal activity, no mechanism existed to investigate individuals who were not certified but had allegedly acted inappropriately but not criminally with students. This was a problem due to concerns about increased reports of inappropriate teacher-student relationships. As such, SBEC decided an individual who had even solicited a romantic relationship, which is not a prosecutable crime, should not be in public education. The board adopted a rule requiring the permanent revocation of an educator’s certification on a finding the educator had engaged in or even solicited a romantic relationship. But again, this only applied to certified educators, not noncertified staff. And it was also possible educators who had lost their certification due to inappropriate conduct could be hired by an unknowing district for a noncertified position because the district would have had no reason to check an applicant’s certification history for a noncertified position. This rise in noncertified individuals who could have close contact with students led to legislative action. First, Texas legislators authorized TEA to investigate noncertified school employees, just as SBEC was authorized to investigate certified educators. Second, they authorized the creation of a digital Do Not Hire database, giving public and private schools a resource where they could quickly determine whether an individual who applied for any job could be hired. The legal information provided here is accurate as of the date of publication. It is provided for general purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Eligible ATPE members may contact the ATPE Member Legal Services Department.

ATPE NEWS 15

PAC HONOR ROLL

THANK YOU FOR YOUR INVESTMENT IN TEXAS PUBLIC EDUCATION! The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) from October 1 to December 31, 2019.

Abilene Tonja Gray Suzanne Kehret Kay Loftin Aldine Tiffiiany Thomas Alvin Ron Fitzwater Amarillo Michael Renteria

Cooper Jerrica Liggins Corsicana Julleen Bottoms Brooke Roberts Crowley Steve Pokluda Cypress-Fairbanks Eli Rodriguez

Axtell Janice Hornsby

Dallas Dianne Reed Maria Slette

Ballinger Darlene Kelly

Del Valle Cristela Rocha

Big Spring Russell Mullins

Ferris Meredith Malloy

Boerne Margie Hastings Richard Wiggins

Forney Wendy Smith

Bushland Dawn Riley Clear Creek Ryan Nassif Conroe Judi Thomas

Galena Park Sharon Dixon Lynn Nutt Hale Center Brenda Bryan Lynette Ginn Houston Julia Reyes

Humble James Ellis Gayle Sampley Stacey Ward Industrial Miriam Patton Ingram Chris Moralez Irving Teri Daulton Connie Kilday Jim Ned Consolidated Brenda Fuller

Lubbock Allyson Haveman

Plano Lindsay Robinson

McAllen Twila Figueroa

Round Rock CaRita Forte

Mesquite Jerry Bonham

Spearman Sherry Boyd

Millsap Deann Lee

Stanton Bill Griffin Teresa Griffin

Northside (20) David de la Garza Madonna Felan Bobbye Patton

Keller David Williams

Olney Dale Lovett Becky Spurlock Sam Spurlock

Killeen Eileen Walcik Melissa Walcik Ron Walcik

Pasadena Charlotte Anthony

Weslaco Hector Cruz Willis Jennifer Richter Woden Teresa Millard ATPE Staff Ginger Franks Shannon Holmes Kate Johanns

Krum Kristy Phillips La Joya Yessica Garza Leander Jayne Serna Lewisville Karen Hames

Be recognized for your donations through the ATPE-PAC awards program. Learn more at atpe.org/pac-awards.

Invest in the ATPE Political Action Committee today!

It’s easy to set up recurring monthly or quarterly donations online at atpepac.givesmart.com. 16 ATPE NEWS

Take the

PAC’s Peak Challenge! Help public education reach the top when you:

Teach.

ou commit yourself to your profession and your students every day—whether you’re Y ensuring students arrive safely at school, keeping the campus running smoothly from the secretary’s desk, or instilling knowledge in the classroom. You give Texans reasons to be proud.

Give.

You shape the makeup of the Texas Legislature. Your financial support enables ATPEPAC to make strategic contributions to candidates and officeholders who will fight for your profession. Need proof? Three out of four pro-public education candidates who received an ATPE-PAC donation during the 2018 general election won their races.

Vote.

You make your voice heard. The 86th legislative session was dubbed the “session of public education” by Capitol insiders. Public education advocates witnessed our hard work pay off as legislators voted to boost funding for public schools, increase salaries, and provide retired teachers a 13th check.

Give today at atpepac.givesmart.com. What happens next

About the PAC’s Peak Challenge

If you want public education issues to remain at the forefront of the 2021 legislative session, we must work together in 2020 by voting and backing ATPE-PAC.

The 10th Annual PAC’s Peak Challenge kicked off February 1 and runs through May 1. Our goal is to raise $20,000 for your ATPE-PAC. Help public education allies win in 2020! Remember: None of your dues dollars go to ATPE-PAC. In order to stay funded, ATPE-PAC depends solely on voluntary donations from ATPE members like you!

DEPENDS ON YOU!

ATPE-PAC solicits contributions only from members, employees, and their families. Participation in ATPE-PAC is voluntary.

YOUR VOICE

The Importance of Keeping Public Education in the Majority

e do not have government by the majority. We have government by the majority who participate.” Who would have thought these words— often, and perhaps incorrectly, attributed to Thomas Jefferson—would bear so meaningfully upon our current state of politics here in Texas? The Texas of today wields an outsize influence on American politics, yet even after 200 years of change, the statement still rings true. Simply look at the results of the past two election cycles in Texas.

“ ‌

BY MARK WIGGINS ATPE Lobbyist

The Old Problem

The 2016 elections proceeded much the same as many before, without much focus on education, so it came as no surprise when the subsequent 2017 legislative session saw the same tired attacks on educators. Lawmakers passed a budget that continued a decade-long decline in the state’s share of overall funding for public education. Outside of presidential election years, relatively few people show up to vote in Texas elections—a circumstance that has historically allowed small groups of highly motivated people to have a significant impact on state policy. More than 700,000 Texans work for a school or school district—not many people’s definition of a “small” group. And though educators are definitely a “highly motivated” group in most every regard, traditionally they have not shown up to the polls in great numbers. With so few educators exercising their right to vote, and as long as the majority of voting Texans have little interest in public education, why would legislators have any incentive to pay attention to schools and educators? Following the challenges of the 2017 legislative session, some public education supporters began to circulate a new hypothesis based on simple math: If enough educators turned out in the next round of elections, could they make a difference in key races and ultimately alter state-level public education policy? After years of being ignored and abused, educators tested this theory in 2018 by banding together with parents, school board trustees, and other 18 ATPE NEWS

public education supporters to maximize their influence. They made public education their priority issue and spearheaded get-out-the-vote initiatives across the state in both the primary and general elections. (For more on this story, see page 20.) The result: Voters booted a slew of anti-public education lawmakers out of office—and gave those who narrowly survived reelection a scare they won’t soon forget. With pro-public education legislators in the driver’s seat and newly energized education voters paying close attention, the 2019 legislative session focused on increasing school funding and teacher pay. This marked a massive shift in the way public education had been prioritized in the Texas Capitol, yet it was still accomplished by a relatively small amount of people. Texas is home to about 29 million people today. Nearly 20 million Texans were of voting age during the March 2018 primary elections, and about 15 million of those were registered voters. However, only 1.5 million actually voted in the Republican primary, and 1.1 million others voted in the Democratic primary, which means the crucial 2018 primary elections were decided by just 9% of Texans. Because Texas is heavily gerrymandered, most elections to the Texas House of Representatives and Texas Senate are decided in the March primaries. That means the membership of the Texas Legislature—and by extension the Legislature’s agenda—was determined in large part by just one in 10 Texans. One in 10! Those who participated in the 2018 elections sent a clear message: Legislators had to stop attacking educators and get serious about funding public education. Legislators responded by passing House Bill (HB) 3, an $11.6 billion bill that added $6.5 billion to the public education system and ordered districts to spend a portion of that new money on increasing educator compensation.

Now We Have a Different Problem

Under HB 3, the Legislature required school districts to spend 30% of any increase in their state funding on increased educator compensation. Of

that amount, 75% must be spent to increase compensation Each voting district is almost guaranteed to elect the candifor full-time classroom teachers, nurses, counselors, and li- date of one party over the other based on the political makeup brarians, prioritizing differentiated compensation for teach- of its residents. Legislators redraw voting maps and district ers with more than five years of experience. The remaining boundaries every 10 years following each U.S. census. This 25% of a district’s funding increase may be spent at its discre- process—called “redistricting”—has become an extremely tion on increased compensation for any full-time employees partisan affair in Texas. 2021 will be a redistricting year, which who are not administrators. Districts are required to report means many legislators’ focus will be almost exclusively on their compliance with these requirements to the Legislature protecting their seats by securing a “safe” voting district for by December 1, 2020. themselves and their respective parties for the next 10 years. This might sound cut and dry, but in legislative terms, it’s This often leads to unsavory alliances and backroom deals legactually vague. For example, what is “compensation”? Most islators would prefer not see the light of day. people would think it’s take-home Under these circumstances, pubpay, but it could also include emlic education will occupy an exployee benefits such as retirement ceedingly precarious position. In and health care contributions. the 2021 legislative session, a vote Furthermore, individual districts on school funding or educator pay received widely varying increases could conceivably end up being EDUCATORS DEMONSTRATED in funding under HB 3, and each traded for a more favorable electordistrict is allowed to decide how to al map. It would not be the first time IN 2018 THEY ARE FULLY spend that money on educator comgood legislation was quietly exterCAPABLE OF DETERMINING pensation. As a result, whether an minated as part of a grand bargain THE COURSE OF AN ELECTION, educator received a raise and how to further the ambitions and party YET OUR OPPONENTS COULD substantial it may have been has loyalties of those in charge of drawvaried widely. HB 3 also required ing the maps. JUST AS EASILY ERASE THOSE districts to “prioritize” veteran The sole defense for educators GAINS IF EDUCATORS TAKE teachers, but what exactly does that and their allies next session will be THEIR FOOT OFF THE GAS. mean? It all adds up to confusion the presence of legislators whose about just how much change, if any, commitment to public education individual educators should expect is without question. Electing more to see in their paychecks. legislators who will prioritize support for education is the That’s a headache. But legislators must address a more fun- best way to inoculate our public school community against damental problem with HB 3 when they return for the next the inevitable horse trading of a redistricting session. The legislative session. The increases to educator compensation 2020 elections represent our only opportunity to fortify our required by HB 3, like the $6.5 billion school funding increase defenses. from which they stem, are built on sand. Taken as a whole, the effects of the next round of elections HB 3 was passed without a crucial component to ensure its on student resources and educator pay could be profound. longevity: a funding mechanism. The bill spends $11.6 billion Whether schools receive more, less, or the same amount of of general revenue untethered to any dedicated source that funding depends entirely upon whom voters elect this year— would protect it from changes in budget demands in future and that depends on who shows up to vote in both the primayears. Legislators committed $11.6 billion to fund HB 3 for ries and general election of 2020, as well as any runoffs. the 2020-21 budget cycle. Growth in the state’s population In a state where few people tend to vote, it doesn’t take much and school enrollment are expected to increase the cost of to turn the tide. That, of course, works both ways. Educators the same HB 3 provisions in future years. It’s estimated the demonstrated in 2018 they are fully capable of determining price tag for maintaining HB 3 in light of this growth will be the course of an election, yet our opponents could just as eas$13.4 billion for the 2022-23 budget cycle, and legislators will ily erase those gains if educators take their foot off the gas. arrive at the Texas Capitol in January 2021 confronted with It’s hard to imagine what the founding fathers would think the question of whether to continue to fund this increasingly about the current state of the American experiment, but they expensive commitment. would probably have something to say about our overall rate of voter participation. That brings us back to the beginning. And There's Another Wrinkle Like it or not, we are governed not by the majority but by the We mentioned earlier that Texas is heavily gerrymandered. majority who participate. ATPE NEWS 19

Public Education

Can Win at the Ballot Box Meet the Grassroots Advocates Who Won Voters’ Hearts and Minds in 2018—and Are Looking for a Repeat in 2020 By Sarah Gray

or Laura Yeager, it was her longstanding passion for the importance of voting combined with understanding the policies affecting her children. For Dinah Miller, it was watching a voucher bill narrowly fail passage alongside four other PTA moms, and together realizing that phone calls and visiting lawmakers weren’t enough, that it would take new talent in the Texas Legislature to keep voucher bills from becoming law. For the Rev. Charles Johnson, it was the conviction that public education is a gift from God for all children. What, exactly, was it about public education that propelled these concerned citizens to become grassroots advocacy leaders? Their individual catalysts aside, the heart of the answer centers on the idea that public education serves as the backbone for Texas communities, and when educators and their supporters show up at the ballot box, public education comes out on top. But the climb to the top has included numerous obstacles, and more challenges lie ahead. The 2018 midterm elections showed promise in terms of voter turnout and as an indication of how much Texans value public education. But the improved results of November 2018 didn’t happen overnight. They were a result of the tireless efforts of many pro-public education groups, including ATPE and its experienced lobby team, working together to get out the vote among the public education community.

20 ATPE NEWS

Coming Together

f you spend much time at the Texas Capitol, you’ll start to see the same people—especially if you share similar goals. This is the situation in which ATPE and other pro-public education groups such as Texas Educators Vote, Texas Parent PAC, and Pastors for Texas Children found themselves when they realized how much they could achieve by collaborating. A visit to their Facebook or Twitter pages shows just how often these groups cross-post each other’s content and share information to the masses. Long considered a trusted voice in Texas public education policy, ATPE has worked with many of these organizations since their inceptions. With its extensive statewide member base and non-endorsement policy, ATPE is uniquely positioned to help public education allies harness voter power. “I think all of these groups were doing their own thing individually, and then over time, we just figured out, ‘Hey, we can partner and get more done,’” explains Jennifer Mitchell, ATPE Governmental Relations director. “As the largest educators’ association, we have access to the most active educators and are able to funnel information between them.” ATPE is the largest educator organization among Texas Educators Vote’s official coalition of 21 partners. Laura Yeager launched Texas Educators Vote (TEV) in 2015 with a focus on how and why to vote. Because Yeager focuses strictly on voting, neither TEV nor its growing list of partners endorse candidates or political parties. TEV’s sole mission is “creating a culture of voting and modeling civic behavior,” Yeager explains. “I would see cars with bumper stickers saying they’re [the driver] voting for someone, left- or right-leaning, but then [educators would] go into the classroom and ask why aren’t they [politicians] funding our schools, why are the sinks falling apart, why are we testing kids out the wazoo, and why did they give me this rating, but they didn’t realize it had anything to do with how they were voting,” Yeager says. “The big issue for me was to move out of last place in voter turnout and for people to really connect their vote with what happens in their schools and take ownership of it.” Yeager has broken down the model for civic engagement into three steps: register, research, and vote. To accomplish TEV’s mission, Yeager leans heavily on resources such as ATPE’s public education advocacy website, TeachtheVote.org, which is available to any Texan, and ATPE’s lobby team. “I love Teach the Vote,” Yeager says, citing it as one of two resources she points supporters to. “It’s a fantastic resource and something unique we can lead people to make their own decisions.” TEV got another boost of support in 2017 when the League of Women Voters of Texas became a partner, allowing more election tools to reach the public education community, such as the League’s nonpartisan Voters Guide and VOTE411.org. “The schools and the educators are the cornerstone of every community, so they should be the leaders in getting out the

vote,” says Grace Chimene, president of the League of Women Voters of Texas. “The public schools should be where people learn about voting and civics, and they should encourage staff, educators, and students to participate in voting. That’s why we choose to get involved in this [TEV’s coalition].” Public education supporters want to make informed choices; they also want to see good options on the ballot. Enter Texas Parent PAC, which was formed when five PTA moms watched a private school voucher bill be defeated by only one vote. After they saw how close Texas came to having vouchers, the women formed a political action committee (PAC) to elect new faces to the Texas House. Texas Parent PAC is not beholden to any political party and takes care only to get involved in races where there is a clear choice between a candidate who is solid on public education issues and one who is not. The group also spreads the word that many Texas elections are decided by the outcome of the primary rather than the general election. “It was a big process to teach people how important the primaries are,” explains Dinah Miller, Texas Parent PAC co-founder and co-chair. “Many districts are gerrymandered to favor one party or the other, and the decisions of who wins is made at the primary. When we first formed, there were very few competitive general elections.” Texas Parent PAC has eight guiding principles pro-public education legislators and candidates must adhere to (see txparentpac.com/principles.html); conducts candidate interviews; and raises money for its endorsed candidates. Knowing how vital voter turnout is to its success, Texas Parent PAC also coordinates with other pro-public education groups on get-out-the-vote (GOTV) initiatives. “You could say it [the 2018 momentum] was a perfect storm of all different kinds of grassroots people coming together for public education—parents, teachers, pastors, and even businesspeople,” Miller says. “Public education is in our [state] constitution. We’re the real ones standing up for authentic Texas values.”

Difference Makers

“

ollaboration, partnership, cooperation, and solidarity,” begins the Rev. Charles Johnson, founder and executive director of Pastors for Texas Children. “No group can do it alone—however large and influential they may be. We are so much more effective when we are in solidarity with each other. This is a spiritual principle, but it works in an advocacy arena, too.” Johnson started Pastors for Texas Children after watching the Legislature cut public school funding in 2011. The organization “mobilizes ministers and faith leaders for public education, ministry, and advocacy,” according to Johnson, and anyone “motivated by faith to support public education” is welcome. Approximately 2,400 faith leaders from all denominations have joined the group’s network. Pastors for Texas ATPE NEWS 21

2020 ELECTIONS CALENDAR Primary Elections

W First day of early voting: February 18 W Last day of early voting: February 28 W Primary Election Day: March 3

Local Elections

W Voter registration deadline: April 2 W First day of early voting: April 20 W Last day of early voting: April 28 W Uniform election date for local elections: May 2

Primary Runoff Elections

W Voter registration deadline: April 27 W First day of early voting: May 18 W Last day of early voting: May 22 W Primary runoff election date: May 26

General Election

W Voter registration deadline: October 5 W First day of early voting: October 19 W Last day of early voting: October 30 W General Election Day: November 3

Children forges relationships with education leaders and local churches and encourages faith leaders to form relationships with their Texas House and Senate members, further establishing the church as another resource for the school districts. “We have played a role in forging a much more collaborative spirit and engagement among all these community groups and education groups,” Johnson explains. “And it’s just impossible for the government to ignore us.” The sense of community engagement blossoming among pro-public education groups has started to show results. Working with TEV partners, Yeager prepares a variety of resources with increasing reach in the education community—blogs, weekly voter updates, and social media all play a key role. Voter turnout in Texas for the 2018 midterms increased by 18%, and a number of pro-public education candidates were elected. As of January 2020, Texas Parent PAC had helped elect 84 new members to the Texas Legislature and defeated 31 incumbents since its inception. Texas Parent PAC results show how much confluence there is between educator and parent interests. 22 ATPE NEWS

“Accountability/testing and teacher pay are issues where parents and teachers found common ground,” explains ATPE Senior Lobbyist Monty Exter. “Commonalities on these issues had been building and bubbling up. TEV was the spearheading group, but other organizations met their stride and fed into that momentum and helped create the links between all of those constituencies of administrators, teachers, parents, and businesses to create that sort of mass get-together that moved forward.” The most talked-about bill coming out of the 86th Legislature was House Bill (HB) 3, the school finance and public education reform bill—and a bill that might not have passed without the grassroots efforts of pro-public education groups. Texas Parent PAC’s Miller calls HB 3 a “good start,” but something that must be sustainably funded no matter the economy—a feeling Pastors for Texas Children’s Johnson echoes. “We need to sustainably fund HB 3, and then we need another infusion of money into our public schools for several consecutive sessions in a row,” Johnson explains. “And we can do it.” TEV’s Yeager agrees. “The fact that educators voted [in the 2018 primary] made Dan Patrick say he wanted to give them a $10,000 raise,” Yeager points out. “Suddenly they [lawmakers] were all tripping over what they could do for teachers. If they [educators] can keep growing the voter turnout and build the next generation of voters, who knows what good things can happen?”

Challenges & Looking Ahead

uccess often puts a target on your back. Pro-public education candidate wins in the 2018 primaries buoyed the enthusiasm of educators. ATPE, TEV, and similar organizations pressed on with GOTV and voter education efforts, while grassroots movements such as the Texans for Public Education Facebook group, organized by individual Texas educators, urged educators to support a slate of pro-public education candidates in the general election, regardless of party affiliations. As the momentum leading up to the 2018 general election gained steam, those less friendly to public education used scare tactics to discourage educators from voting. A wealthy dark money group known for funding extremist candidates and officeholders—those who work to starve public schools of funding and promote private school vouchers— launched a “whistleblower” campaign. After its lawyer sent intimidating letters to individual teachers across the state, the group hoped to expose widespread, improper electioneering by school employees—evidence of which never materialized. The Texas Attorney General, at the request of a conservative lawmaker, sent ominous letters to school districts warning them to “cease and desist” certain efforts to drive up voter turnout among their staff and even students. “For those who would prefer that educators stay home on Election Day, encouraging teachers to wear an ‘I voted’ sticker

VOTER RESOURCES

DID YOU KNOW?

W A TPE’s TeachtheVote.org has the latest Texas education news and candidate profiles so you can research the education positions of elected officials and candidates.

W Texas has open primaries. Any eligible registered Texas voter can vote in either of the two primaries. W Local elections often include school board races and bonds, and have little, if anything, to do with the primary elections. W You can vote in a primary runoff election even if you didn’t vote in the primary itself. If you did vote in the primary, you must vote in the same political party’s primary for the runoff. W For each race on the November general election ballot, voters can choose any candidate—Republican, Democratic, independent, or affiliated with a third party— regardless of whether or how they voted in the primary. W Starting with the 2020 general election, “straight ticket” voting is no longer an option for the general election. Voters who previously chose the simplicity of a straight ticket—voting for all candidates on the ballot representing the same party—must now make individual choices in each race.

W Vote411.org lets you build a personalized ballot before you head to the polls and so much more. W The League of Women Voters of Texas Voter’s Guide at my.lwv.org/texas/ voting-elections/voters-guide allows you to compare candidates and other ballot measures. These resources are nonpartisan and public-facing. For more information on the organizations mentioned in this piece, visit texaseducatorsvote.com, txparentpac.com, pastorsfortexaschildren.com, and my.lwv.org/texas.

at school or talking about elections on one’s personal Twitter account was tantamount to an act of aggression,” ATPE’s Mitchell recalls. “Their fear of a million active and retired educators, not to mention parents and other community supporters, becoming energized and showing up together at the polls was palpable.” The November 2018 election brought more gains, with pro-public education candidates toppling others who were not as supportive of public schools, reshaping the focus of the Texas Legislature as a result. The legislative session began with “fixing school finance” as its top priority. HB 3 naturally took the spotlight, but ATPE’s lobby team also helped defeat legislation that not only would have affected an educator’s right to free speech but also would have made it nearly impossible to teach students about civics and elections, even when required by the Texas curriculum standards. Without question, the 2018 elections spurred those bills. Pro-public education groups anticipate these voter intimidation attempts to continue as questions linger about the next Legislature’s willingness to continue funding and build on the improvements made by HB 3. Answers to those questions hinge on the outcome of the 2020 elections. Says ATPE’s Exter: “We often tell our members, ‘Vote for your profession.’ It’s so important because public education is

one of few professions that is almost exclusively determined by elected officials’ policymaking. Elected officials decide almost everything about your job as a public educator and the impact the system is going to have on your students. Your best way to influence and interact with that is by voting for people who are going to be in your corner.” If public education advocates want to see more success, the way there is clear: Vote. Texas Parent PAC’s Miller offers a stern warning: “Our freedoms, the quality of our life, and [the ability] for everyone to have equal opportunity are what public education provides, and if we don’t stand up for this institution, we’re going to lose it to the profiteers, the privatizers, and the monetizers.” Our kids deserve the educator vote, according to TEV’s Yeager. “Every day educators devote their lives and work to make a better world for kids, and the one additional thing they can do that will really bring better opportunities for kids is to be a voter,” she says. “I really appreciate the sacrifices of educators—it’s a real public service. To multiply that would be to be consistent voters and think about the kids when voting.” ATPE NEWS 23

Texas Voting by the Numbers Voter turnout for the 2018 Texas midterm elections increased by 18% compared to previous midterms, according to the United States Elections Project. But Texas, known for having low voter turnout historically, still has a long way to go to improve its record. Here’s a breakdown of some key statistics.

TEXAS RANKS

41 50

According to FairVote.org, Texas’ voter turnout ranked:

OUT OF

W 48 out of 50 states and D.C. in 2012 W 50 out of 50 states and D.C. in 2014 W 48 out of 50 states and D.C. in 2016 W 41 out of 50 states and D.C. in 2018

STATES IN VOTER TURNOUT

Selected characteristics of Texas’ voting-age population, according to Census.gov:

48% 35% 12% 5% 1%

Non-Hispanic white Hispanic Black

Asian

Other

24 ATPE NEWS

are ages % 52 18–44

% 32 are ages

45–64

16%

are ages

65+

Midterms vs. presidential elections W 4.6 million Texans voted in the 2014 midterms W 9 million Texans voted in 2016’s presidential election W 8.3 million Texans voted in the 2018 midterms W 4 counties out of 254 saw a lower turnout in 2018 than in the last midterm in 2014

Texas’ early voting numbers

Voter turnout in Texas’ 10 largest counties, 2018 midterms

W4 .8 million-plus Texans voted early in the 2018 midterms WG enerally, more than 50% of those who vote do so before Election Day W Nearly 74% of voters voted early in 2016 W 5 4% of voters voted early in 2014 W6 3% of voters voted early in 2012

County Turnout Harris . . . . . . . . . . . . .51% Dallas . . . . . . . . . . . . 54% Tarrant . . . . . . . . . . . 56% Bexar . . . . . . . . . . . . 50% Travis . . . . . . . . . . . . 61% Collin . . . . . . . . . . . . 61% Denton . . . . . . . . . . . 59% El Paso . . . . . . . . . . . . 43% Fort Bend . . . . . . . . . . 59% Hidalgo . . . . . . . . . . . 42%

According to VoteTexas.gov:

1,068,463 Texans voted in the 2018 Democratic primary which is 7% of registered voters and 5% of the voting-age population

1,549,573 Texans voted in the 2018 Republican primary which is 10% of registered voters and 8% of the voting-age population

In the 2018 general election:

19,900,980

Texans make up the voting-age population, of which 79% are registered to vote

8,371,655 Texans voted, which is 53% of registered voters and 42% of voting-age population

Texas voter turnout by age group, 2018 general election

25%

31%

38%

49 %

60 %

Ages

18–24

25–34

35–44

45–64

65+

Percentages displayed denote the percentage of each age group who voted.

Census.gov Texas voting-age population data as of February 2016. Percentages are rounded to the nearest whole number. Sources: FairVote.org; Census.gov; The Texas Tribune; and VoteTexas.gov and sos.texas.gov.

ATPE NEWS 25

SOLVING THE CASE OF THE MONDAYS:

HOW ONE CENTRAL TEXAS SCHOOL DISTRICT IMPLEMENTED A

D A Y W E E K WORDS BY MICHAEL SPURLIN

ATPE NEWS ATPE NEWS 26 26

PHOTOS BY JOHN KILPPER

Kaylie Clare-Sherman teaches first grade in Dime Box ISD and has seen positive results after the district switched to a four-day week.

Nobody really enjoys Mondays. It can be hard to wake up and start moving after sleeping in over the weekend. People can be grumpier. Educators not only have to overcome their own dislike of Mondays but also find a way to motivate students who might not be excited about another week of school. But Mondays are just a fact of life. Or are they? One small school district in Central Texas has found a way to make them a thing of the past.

t the beginning of the 2019-20 school year, Dime Box ISD implemented a four-day school week where Mondays are now optional. Students are only required to be on campus Tuesday through Friday. On Monday, the district campus is open for what it calls a “flex day.” Parents can send their children to school if they have no childcare options, and students who need extra academic help can work with teachers and tutors to catch up. Switching to a four-day week may sound radical, but it’s actually not a new concept. According to research from the Center for Reinventing Public Education, 550 school districts in 25 states have a four-day week. However, it’s significantly rarer in Texas.

Dime Box Superintendent Nicholas West had heard about these types of schedules before, and the idea intrigued him. It could allow both students and staff more time to spend with their families. Yet the main reason more schools don’t adopt this schedule is due to childcare concerns when parents are still working five days a week—a concern West shared when he first considered proposing this type of schedule. “What do you do about the off day, when all the parents have to work?” West recalls asking himself. “I knew that this would be dead on arrival if we didn’t have a solution to that. There is no way I would ever support this if we could not answer that question.” West did not have an answer until he met Superintendent Gabriel Zamora of Olfen ISD, the first district in Texas to switch to a four-day week, at an education conference. Zamora was motivated to switch to the four-day week in order to help his rural West Texas district grow its enrollment and compete with larger districts across the state. “I wanted to inspire growth,” Zamora says. “The first year we made the change, we were such a tiny district. I think we had about 60 students. Now we have over 130. We are ahead of schedule of where we want to be. We have more students applying than we have space for.” Zamora attributes this growth to the improved quality of life created by the shorter week. Students and their families now have more time to spend together. Zamora also credits this with his district’s ability to compete for top educators with larger, more well-funded districts. “The staff we have been able to put together despite being a rural district that underpays compared to the state is in large part because of the quality of life that we have been able to offer,” Zamora says. Before Olfen implemented the four-day week, Zamora faced the predictable questions about what to do with students on that fifth day. “We heard over and over again, ‘What are we going to do ATPE NEWS 27

Candi Becker, special education coordinator and English II teacher in Dime Box ISD, has noticed both teachers and students seem more relaxed with the four-day week.

with our children on that fifth day?’” Zamora recounts. “I was brainstorming and thought, ‘What if we go to school that day, but it is not a school day, and it’s not mandatory?’ That’s how I came up with the idea for the flex day.” After Zamora described how the flex days operated, West knew that was the solution he needed to implement a fourday week in Dime Box ISD. “When he explained how the flex days work, I realized that would solve the issue of the childcare,” West says. Still, West was concerned about taking Friday off. “People always take [off ] Friday, but the problem with that is there is a lot of school business that takes place on Friday. You have basketball games, you have football games, you have all these events that are taking place on Friday. If you are here in the evening for those events, does anybody really get the day off?” For that reason, and not a hatred of Mondays, West proposed making Monday the flex day for Dime Box ISD. INITIAL APPREHENSION Although the initial reaction by the faculty, staff, and community was one of shock and apprehension, once West and district officials explained how the flex day would work, the plan was approved by the school board. Beginning in fall 2019, Dime Box ISD officially moved to a four-day week. Still, before the first day there were a lot of unknowns about the plan, and West was nervous. “That was probably my longest drive to work,” West remembers. Students would have the option to go to campus, and nobody knew how many students would show up. If all of the district’s 170 students attended school on the flex day, the plan might not work. Teachers, including first grade teacher Kaylie ClareSherman, shared that apprehension. “My initial reaction was, ‘How is this going to work?’” ClareSherman says. “I was so confused and had so many thoughts 28 ATPE NEWS

running through my head. I really thought Mondays would just be a normal day of the week. I felt like I knew the parents, and I knew they would send their kids on Mondays. I knew that no matter what, every single kid in my classroom would be here, and I would still be teaching five days a week.” In actuality, only about 35% of the students showed up that first day. Since then, the numbers have settled a little lower at a consistent 25% to 30% of students. Predictably, the majority of those students are from the younger grades, with the older middle and high school students rarely attending on flex days. Those who attend school are grouped together for the day with students a grade above or below. Teachers are allowed to choose eight of the flex days to take off. The remaining days, they oversee the smaller number of students. The structure of the day also allowed teachers working the flex days more time for planning. ADAPTING TO THE SCHEDULE Many of the educators also wondered how the change would affect the rest of the week. “I was concerned about whether or not all of our teachers would be able to teach the full curriculum with fewer days available,” says Candi Becker, special education coordinator and English II teacher. “Teachers definitely had to rethink their lesson plans a little, but they mostly had to focus on what the most important things are that we wanted our students to learn.” For some teachers, the way they had taught in the past was no longer possible. “In the lower grades, a lot of the curriculum that is provided is structured for five days a week,” Clare-Sherman adds. “Everything is laid out Monday through Friday, with Monday being the beginning of the week to introduce the content and then Friday testing over the content that was learned continued on page 41

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Important policy information is available in the University Policy Handbook at https://www.gcu.edu/academics/academic-policies.php. The information printed in this material is accurate as of April 2017. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at gcu.edu/disclosures. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Grand Canyon University is regionally accredited by the Higher Learning Commission (800-621-7440; http://hlcommission.org/). GCU, while reserving its lawful rights in light of its Christian mission, is committed to maintaining an academic environment that is free from unlawful discrimination. Further detail on GCU’s Non-Discrimination policies can be found at gcu.edu/titleIX. 17COEE0071

SPOTLIGHT

Strengthening the Future of Education How one student organization hopes to inspire the next generation of educators

INTERVIEW BY JESÚS CHÁVEZ eaching is facing a profound shortage of new blood. The average age of teachers across the country is around 42, per the National Center for Education Statistics, with the majority of teachers aged between 30–49 years old. The number of college students attending and completing teacher preparation programs dipped 23% between 2007 and 2016, according to a 2018 report by the American Association of Colleges for Teacher Education, and about half of all college graduates who went into the teaching profession ended up leaving it altogether in less than five years. Commonly cited factors such as low pay, lack of support or autonomy, changing curricula, and stressful working conditions have added to the perception among students that entering the teaching profession might not be worth the hassle. 30 ATPE NEWS

Whatever the case may be, it’s become clear young people are increasingly resistant to the idea of becoming teachers, at least for the long term. Enter the Texas Association of Future Educators (TAFE), a statewide nonprofit student organization focused on giving middle and high school students the opportunity to explore teaching as a profession early on so they know what to expect when they begin their careers. With approximately 7,000 members across Texas, TAFE’s goal of inspiring young people to become dedicated teachers might be key to ensuring the future of the profession. ATPE is a professional learning partner to TAFE and spoke with Donita Garza, the TAFE state program director, about the organization, its goals, and more. Garza has been with TAFE for 16 years and is in her sixth year as director.

SPOTLIGHT

What is the goal of an organization like TAFE? Our goals are the following: Recruit qualified youth to become teachers to help eliminate the shortages within the profession and strengthen requirements for teacher candidates; provide students with experiences in high school that will keep them committed to becoming teachers throughout their college careers; strengthen the image of the teaching profession by providing information and counseling to students; encourage personal growth of future educators through participation in region and state meetings, organizations, and workshops; and increase student involvement and foster pride in their schools and contributing to the educational experience.

Photos courtesy of TAFE

How does TAFE membership help future educators successfully transition to the teaching profession? [TAFE members] get a chance to experience different aspects of education they may not have ever had the opportunity to experience. They get an opportunity to connect with multiple university personnel who can help them decide where they want to continue their teacher preparation. They get to know what teaching is about before they spend four years in college and realize during student teaching that it is not for them. When they start teaching, they are better prepared for [its rigors] and know more about what to expect. Why should students interested in the teaching profession consider joining? TAFE is the only Texas Career and Technical Student Organization that has the central focus of providing opportunities for [middle and high school] students to develop skills necessary for becoming effective educators.

We provide opportunities for students to develop service and leadership skills focused specifically on education. A majority of our students are highly motivated and fully invested in the teacher education field; we also help students meet with personnel from colleges and schools of education [at] multiple universities so [they can] make informed decisions about where they want to pursue teacher preparation. What are some benefits specific to TAFE members? TAFE members can explore their interests and abilities related to the various teaching fields, learn how to become a teacher, and develop character, service, and leadership skills that are essential to becoming effective educators. Our members can apply for scholarships and awards. They can be a part of a growing network of middle school, high school, and college students pursuing a career in education and make lifelong friendships. What’s been your favorite thing about being a part of TAFE? It’s seeing students grow and develop their teacher skills [and] then become educators.

What are some ways in which current educators can become involved with TAFE? If there is not a chapter in your school, you can start a chapter. If you have a chapter, you could volunteer to help the local chapter. Help promote TAFE in the classroom by identifying students who you think will make great educators and informing them about TAFE. When students are preparing for their competitive events, teachers and/or administrators could help the students by letting students job-shadow them, or they could listen to them [the students] practice and give pointers to help them polish their presentations. Teachers could volunteer to judge our competitive events at region and/or state conferences or do breakout session presentations at the region and/or state conferences. Is there anything you’d like our members to know? TAFE works hard to provide opportunities to students to develop their teaching skills starting in middle school, continuing through high school, and on into college. It is the hope of TAFE that with the ATPE partnership, the collegiate-level students will have more opportunities for continued support and professional development into their teaching careers. We are hoping with all the early training and support, the new teacher dropout rate will lessen. For more information about TAFE, including how to get involved with TAFE at your school, visit tafeonline.org. For more information about ATPE Professional Learning Partners, visit bit.ly/ATPE_TAFE. 2019-20 TAFE State Officers

ATPE NEWS 31

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4 Things to Know about Using ATPE's Professional Learning Portal As an ATPE member, you have access to our online learning portal, where you can earn continuing professional education credits on your own time.

ou worked hard to earn your teaching certificate. Now, as you work hard in the classroom for Texas students, it’s important to keep up certain requirements for when you need to renew your certificate—and ATPE can help! Every Texas educator holding a standard certificate must complete a minimum number of continuing professional education (CPE) hours through approved providers every five years for certification renewal purposes. (Visit tea.texas.gov for full details.) Luckily, as an ATPE member, you have access to our Professional Learning (PL) Portal, where you can earn many of these CPE credits on your own time via on-demand courses.

34 ATPE NEWS

COURSE ACCESS IS INCLUDED IN YOUR MEMBERSHIP.

WE HAVE MORE THAN 80 VIDEOS AVAILABLE.

YOU MUST COMPLETE A QUICK COURSE EVALUATION TO EARN YOUR HOURS.

Access to the PL Portal is one of your ATPE membership benefits. All you need to do is create a web account on atpe.org. Once you’re logged in to ATPE’s website, head to atpe.org/cpe and click the “Continue to the Portal” option. That’s it; you’re in! Note: Members must access the portal through atpe.org, not a bookmarked link.

As an educator, your schedule is already packed, and completing CPE hours on top of that can seem overwhelming—but have no fear because ATPE currently has more than 80 videos available to members. We have dozens of SXSW EDU sessions going back to 2016 and up to 2019. The portal includes several presentations from ATPE staff attorneys, as well as courses on college preparation, digital literacy, leadership, project-based learning, and social and emotional learning by various partners and members.

After you finish each course, you must complete a short evaluation statement in order to officially complete the course and receive your CPE hours. This is a mandatory requirement for all education taken on the PL Portal, so don’t forget!

USE THE EDUCATION TRACKER TO RECORD YOUR PROGRESS.

You can track your CPE hours and certificates through the Education Tracker in the PL Portal, making it easy to maintain a comprehensive history of your professional learning throughout your career. Additionally, you can record activities completed outside of the portal, including practice hours, offline courses, and seminars. (Another ATPE membership benefit!) Records are held for 10 years, and you can access, print, and download your history and course certificates at any time.

LEARNING CURVE

CREATE A GRID First, create a Grid to serve as the “home” for your class in Flipgrid. You can create as many as you want or need. Students can access the Grid either through a school email or assigned student IDs. You can also create a public Grid to allow those outside the classroom to connect with a unique access code.

Amplify Student Voices with Flipgrid

POST A TOPIC Within each Grid, you post discussion prompts called Topics. You can include additional resources for students in each Topic, including videos, links, GIFs, or emojis. Flipgrid even has a library of subject-specific prompts for all ages to help you start your discussions. SHARE WITH STUDENTS Once you have set up your Grid and created your Topic, simply share your Grid’s Flip Code with students to start the discussion. Now you are ready to hear from your students!

BY: MICHAEL SPURLIN

very student has their own distinct voice and learning process. The interactive video discussion platform Flipgrid provides educators a chance to hear from each student during a discussion and foster creativity. Flipgrid allows students to respond to questions and prompts from their teachers. Students use their own mobile devices to record and post their responses, establishing a fun, social learning environment where students can listen, reflect, and be heard. Post icebreakers or weekly reflections, lead discussions over reading assignments, or dig deeper on concepts covered in the classroom. Educators can use Flipgrid to spark discussion on any topic. Students then record themselves replying to the prompt. They upload pictures and videos, trim and edit their clips, and even incorporate different video styles, emojis, and more. Best of all, the program is easy to use and only takes a few minutes to set up! Are you an ATPE member with technology tips to share? Email comm@atpe.org for

 Learning Curve submission guidelines.

ATPE NEWS 35

YOUR ATPE

Congrats to These Classroom Makeover Contest Winners! A $500 shopping spree for your classroom sounds pretty good, right? For two lucky ATPE members, that dream became a reality when they each received $500 as part of ATPE’s classroom makeover contest. Congratulations are in order to Kirstin Dietel of Hurst-Euless-Bedford ISD (pictured bottom right) and Yessica Segura of San Perlita ISD (pictured top right). The contest was open to 2018-19 student teacher members who renewed as 2019-20 first-time professional members.

ATPE IS LOOKING FOR

LEADERS LIKE YOU! Want to Be in This Magazine? ATPE Marketing & Communications publishes ATPE News four times a year, and we’re always looking for member-written content, thoughts, and ideas! Whether you instituted something innovative in your district or want to speak on the importance of a topic dear to your heart, we would love to hear from you. Please email ATPE News Editor Sarah Gray at sgray@atpe.org.

36 ATPE NEWS

ATPE knows many educators are looking for ways to expand their leadership skills—and has plenty of opportunities for educators to do just that! ATPE is accepting nominations for state officer positions until March 15. ATPE’s state officers are ATPE members just like you. If you think you’ve got what it takes to lead our members, then we want to hear from you. Contact staff liaison Bret Messer at bmesser@atpe.org to find out more about qualifications and how to run for office. Then, we’ll see you at the House of Delegates in July for the election!

YOUR ATPE

OFFICIAL NOTICE OF THE

40th Annual Meeting of the ATPE House of Delegates The ATPE House of Delegates (HOD) will meet during the 2020 ATPE Summit this July 9–11 at the JW Marriott in Austin. HOD proceedings, including state officer elections, will occur July 10. Please visit atpesummit.org for more information about the summit and HOD, including delegate certification information. The wording of any proposed bylaws changes will be published in the Summer 2020 ATPE News and made available at atpesummit.org at least 45 days prior to the HOD meeting. This notice is published pursuant to Article IX, Section 4, of the ATPE State Bylaws.

Get Your ATPE Questions Answered Mark your calendar and get your questions ready. Each quarter, your ATPE State President Tonja Gray hosts a call to recap the most recent ATPE Board of Directors meeting, discuss association issues, and answer members’ questions. The next call will take place via Zoom at 7:30 p.m. CST February 27. Visit atpe.org/talk-with-tonja to find dial-in information. A recording of the call will also be made available to members for viewing on demand.

First-Year Teacher Wins $3,000 to Help Pay for Student Loans W

e know first-year teachers have enough things to worry about in their new roles in the classroom. That’s why this year ATPE wanted to help one lucky educator by paying off up to $3,000 in student loans. A huge congratulations are in order to Jordan Bush, Venus ISD, who was drawn from the pool of 2018-19 student teacher members who renewed as 2019-20 first-time professional members.

Jordan Bush and ATPE Regional Membership Specialist Diane Pokluda

ATPE NEWS 37

YOUR ATPE

Meet ATPE’s

REGIONAL MEMBERSHIP SPECIALISTS ATPE’s eight dedicated regional membership specialists support ATPE's recruitment and retention efforts in their communities across the state. Not sure what region you're in? Enter your ISD in the map at atpe.org to find out.

ROGER GUTIERREZ

CYNTHIA VILLALOVOS

GINGER FRANKS

CHARLES GLOVER

Regions 1 & 2 rgutierrez@atpe.org

Regions 3 & 4 cvillalovos@atpe.org

Regions 5–7 gfranks@atpe.org

Regions 8 & 10 cglover@atpe.org

DIANE POKLUDA

MARY JANE WAITS

JEFF VEGA

HEATHER TULEY

Regions 9 & 11 dpokluda@atpe.org

Regions 12, 14, & 15 mjwaits@atpe.org

Regions 16–19 jvega@atpe.org

Regions 13 & 20 htuley@atpe.org

38 ATPE NEWS

Spring Forward

Why join early?

Renew Your ATPE Membership Before School’s Out

• I t’s an excellent time to switch payment methods and save money on your membership.

ATPE is honored to be by your side day in and day out as you serve the students of Texas. In April, we’ll offer you a special opportunity to renew your membership for the 2020-21 school year. Look for details later this spring!

• It’s nice to check something off your back-to-school to-do list.

New ATPE members can also join early for the 2020-21 school year*—giving them access to ATPE’s amazing services and discounts and free online professional learning all summer long.

Watch for details at atpe.org.

* Access to legal resources for eligible 2020-21 ATPE members begins August 1, 2020. Eligibility, terms, conditions, and limitations apply. Visit atpe.org/protection to view important disclosures and complete details of the insurance policy. Staff attorney services are provided separate from the Educators Professional Liability Insurance Program.

continued from page 12—Your Ally

The law does not say how long a district has to keep records or specify how employees should forward records to their district. In the absence of direction, you should seek clarification on the district’s retention policy, and, as before, remain aware that you can be required to turn over work-related content. That said, this law does not give a public employer the right to search a privately owned phone. If you are directed or requested to allow such a search, you should seek legal advice. The legal information provided here is accurate as of the date of publication. It is provided for general purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Eligible ATPE members may contact the ATPE Member Legal Services Department. continued from page 28—Four-day school week

throughout the week. All in all, this was something that I couldn’t stop thinking about, fitting the majority of my curriculum into a fourday school week.” By the end of the fall semester, however, educators and students had both adjusted to the abbreviated weeks. According to West, there has been no perceptible drop or decline in test scores or academics. Teachers have noticed how the students have adjusted their approach to learning as well. “The students realized early on that school time is business time,” Becker says. “You have to get down to business while you’re here, or you will get behind more so now than before.

‘Catch-up’ days don’t really happen now because those days are reserved for Mondays, and most of the secondary-level students would much rather do their work when it’s assigned than to have to come in on a Monday.” West says this schedule has produced several positives he could not have imagined when he first proposed it. Students who need extra help no longer have to stay after school because they can receive tutoring on the flex days. It also allows the district to take all Monday holidays, such as Presidents Day and Labor Day. Families have used the flex day to travel more. Most of all, students and educators say Sunday evenings are a lot less stressful. “The students seem more relaxed,” Becker says. “If they have tournaments or weekends away from home, they still have Mondays to relax and have down time. Also, I haven’t had to take any work home with me yet this year. It’s nice getting to go home and spend time with my husband and kids without having to squeeze in grading or lesson plans.” West considers the schedule change a success and intends to continue operating on a four-day week next year as well, with perhaps some minor changes to the length of the day. “Overall, the students are enjoying it,” West says. “They have settled in. They are looking to what’s next.” Ultimately, how the students feel is what matters most to the educators in Dime Box ISD. “I think the biggest positive that has come from this is that the ‘Monday blues’ really are not there come Tuesday, the first day of the school week,” Clare-Sherman adds. “My students come in and are ready to learn.” Olfen ISD Superintendent Gabriel Zamora frequently speaks with school district officials to answer questions about the fourday week. He invites anyone with questions about the schedule to visit olfenisd.net or to reach out to him via email at gabriel. zamora@olfenisd.net.

Find us, follow us, engage with us! Our presence on social media isn’t about getting likes or retweets; it’s about sharing the latest association happenings and education news in Texas and beyond and connecting the state’s largest community of educators. Find us on all the major social media platforms! facebook.com/OfficialATPE | @OfficialATPE instagram.com/OfficialATPE | pinterest.com/atpe

ATPE NEWS 41

BRAIN BREAK

Yoga for All

Words by Kate Johanns Illustrations by Dillon Nelson

Destress and decompress with simple, accessible yoga poses—no flexibility required Working in a public school can be as tough physically as it is mentally. You spend long hours on your feet instructing students, then follow it with hours of desk time grading papers. Incorporating a few beginner’s yoga poses into your daily routine can ease tight muscles and provide a few much-needed minutes of centering. You can practice these yoga postures right at your desk, no mat required.

Mountain Pose Stand tall, feet planted together firmly on the floor. Let your arms hang relaxed at your sides, palms faced outward in front of you. Close your eyes, breathe deeply, and imagine you have roots extending through your legs into the ground beneath you. You can also practice this posture in your chair, noting your sit bones.

Chair Pigeon Pose Pigeon pose itself can be a challenging yoga pose, but the desk yoga variation is fairly accessible—and a great antidote for tight hips. Sit up straight in your desk chair with both feet planted firmly on the floor. Notice your sit bones. Then, cross one ankle over the opposite thigh, about an inch above the knee. Keep this foot flexed, and notice the stretch in your lower back and hip. To deepen the stretch, lean forward. Repeat on the other side.

Seated Crescent Moon Break up a marathon grading session with the seated crescent moon pose. Sit up straight, feet planted firmly on the floor in front of you. Lift your arms overhead, and stretch your fingers. Lean to each side, taking two to three deep breaths.

42 ATPE NEWS

BRAIN BREAK

Seated Twist Start as you would for seated crescent, sitting up straight and planting your feet on the floor. Lift your arms overhead on an inhale, and on the exhale, twist your torso to the right, placing your left hand on your right knee and your right hand on the chair. Untwist as you inhale, then repeat on the other side.

Desk Downward Dog Downward dog is another common but sometimes challenging yoga pose—but the benefits are numerous. The desk modification makes downward dog more accessible. Place your fingertips on a stable desk or chair back (not a rolling chair!). Walk backward until your body is in an L-shape, then breathe for about 30 seconds. Release.

Seated Cat-Cow Sit up straight in your chair, with your feet planted on the floor in front of you. Note the position of your sit bones, then move your pelvis backward and forward. As you move it back, you will naturally round your back and drop your head (like a cat); as you move forward, your chest will raise upward, and your head will drop back (like a cow). Repeat with deep breaths.

BONUS: Restorative Pose for Home—Legs Up The Wall Restorative yoga is a healing style of yoga focused on relaxation and release. Legs up the wall is a generally accessible restorative pose that doesn’t require props. It’s exactly the type of thing you probably got in trouble for doing as a kid: Find an empty wall, lie down in front of it with your sit bones touching the wall, and extend your legs upward. Allow your arms to relax in the most comfortable position. Close your eyes, and say “ah.”

You should consult your doctor before beginning any exercise program or yoga practice. Educators should also consult their school’s dress code regarding yoga pants.

ATPE NEWS 43

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Spring 2020 ATPE News

Articles inside

Your Voice

Spotlight: Strengthening the Future of Education

Your Ally

Your ATPE

Learning Curve: Amplify Students’ Voices with Flipgrid

Do Not Hire” Registry

4 Things to Know about the ATPE Professional Learning Portal