Property tax rate needs to be increased

Thomas Dale English Teacher and CEA Representative Peter Barringer had this letter-to-the-editor printed in the Chesterfield Observer (Volume 18, Number 6) on February 6, 2013.  The last sentence makes an important point, the value of which is often overlooked in bottom-line discussions about School Division and County budgets. 

Property tax rate needs to be increased 

It continues to astound me that Chesterfield County refers to itself as a First Choice Employer when it continuously balances its budget on the backs and wallets of its employees. 

Citizens of Chesterfield County: With all of the suggestions about how to make schools safer, teachers more accountable, and maintain retention of [the county’s] valued employees, we must raise the real estate tax to fund these mandates. 

In all of the local papers, including the Observer, we read reports about how the county has a shrinking unemployment rate, about “Homebuilding Up Sharply in 2012” (Observer 1/16/13), and about holiday sales reporting record growth. How do the respective Board of Supervisors and School Board have any basis to say that another year of belt tightening is needed? 

One answer could be that we have elected officials who work directly with the homebuilders’ associations to lower or eliminate proffers, when that is the opposite of what they were elected to do. 

This is a blatant conflict of interest. These elected officials should be advocating for proffers and any money available to ensure that when you call the fire department, a truck shows up, or a policeman is available to protect you, or the teachers you entrust the safety and education of your children to for eight hours a day have all the tools available to teach to more rigorous standards. 

Another answer could be that our elected officials are too scared to anger a small but powerful lobby of Realtors and builders who support their campaigns.

It is time for the [Board of Supervisors] to do what is right for its employees and citizens, and that is to face the hard truth that we deserve better. 

As a teacher who has not had a raise in over four years (and restoring the 2 percent salary reduction we took a couple of years ago does not count), I can only wonder how much longer I can continue to be paid less than my counterparts in neighboring counties? 

A 5 cent increase in the real estate tax would significantly increase the levels of service provided by the employees of Chesterfield. 

This equates to less than $10 per month extra on a $200,000 home. A small price to pay to ensure the people entrusted with your children have the ability to live in the same county they work in. 

Peter Barringer 
Midlothian
http://www.chesterfieldobserver.com/news/2013-02-06/Opinions/Letters.html

"Free CEA Dues" Testimonial

Dear Friends,

Many of you have heard me say that I pay no dues because of what Horace Mann, a VEA recommended agency, saves me on car and homeowners insurance.  Well, I finally took a call from NEA A+, available to members only.  I assured Pam that we were not changing insurance, that I was only getting a quote.  But what a quote!  On Monday of last week (March 12), I changed to NEA A+, which saved me $597.80 over my Horace Mann rate.  That's the rest of this year's dues and all of next year.  And since I will be saving year after year, I truly will not be paying for my CEA membership.

Back in the '90's when I switched to Horace Mann, I saved a bundle.  But over the years things have changed.  One of those changes is NEA A+.  If I ever have a complaint about them, I can complain to the NEA.  I don't expect I will though.  When someone stole the number of Pam's NEA backed credit card, they were on top of it and called us before we even knew about it.  And NEA A+ insurance includes free identity theft insurance.

Talk to me if you're interested.

Don

Don Wilms

English Teacher

Manchester HS

A Chesterfield Carol: A Cautionary Tale offered to the Chesterfield County Board of Supervisors at their Public Hearing on the FY13 Budget, March 14, 2012

On behalf of myself and the colleagues here with me tonight, Good evening.

My name is Amy Petersen and I am a teacher in the county.  I am joined by Daniel Cheatham, Brittany Foster, David Wilson and Geri Douglas, all of whom are also teachers in Chesterfield and three of whom are graduates from Chesterfield schools. 

We would first like to thank you for your dedication to beginning the recovery following the difficult cuts our school system has faced.  We encourage you to stay on that course so that we may be able to recruit the best teachers in the future and hopefully start to lower class sizes soon. 

What we would like to address here tonight is actually a bigger issue, namely the troubling wave of opposition to publicly funded endeavors.  We have not only felt the sting of such views our hearts, but have also been agonizing over the impact it has had on our ability to serve the needs of our students.   We fear that something very valuable is becoming lost in the madness and do not want the community we care deeply about to suffer from a misunderstanding of the value of publicly funded education.

There was a time not too long ago when public education was viewed as sacred.  In fact, it was actually a Virginian by the name of Thomas Jefferson who created the notion that public education was a key component to the success of the new democracy called America.  This idea would end up requiring a small bit of sacrifice from all taxpayers, but it would reap great rewards for the good of the country and the good of humanity.  We fear that this basic understanding of the importance of public education for all in our democracy is being lost.

Over one hundred and fifty years ago a man by the name of Charles Dickens also felt that something had been lost, the Christmas spirit.  He therefore wrote a story in order to wake people up from their misguided thoughts and to restore positive feelings surrounding a holiday that celebrated the notion of sacrifice for the good of humanity.

Teachers understand that a story can often shed light on a subject in a way that a mere lecture or speech cannot.  And so, tonight, my colleagues and I would like to offer you a miniature recasting of Dickens' tale so that we may make our own wake-up call and strengthen the tradition of societal excellence created by community support for public services.  We hope that despite some damaging national rhetoric, Chesterfield at least continues to keep its priorities straight.

I now turn it over to my colleagues to tell you the story.    

(Daniel Cheatham)

THE CHESTERFIELD CAROL

Frieda Rider sat at her kitchen table drafting a letter to the editor.  She had just received her property tax bill and she was livid.  "How dare they charge me even one penny to educate those long haired punks.  I didn't bring them into this world so why should I have to pay for them?"  She went on and on until she grew weary and fell asleep right there at the table.

When the clock struck three, a ghost suddenly appeared.  It looked like her high school English teacher, Mrs. Friendly.  Frieda sat up and said, "Mrs. Friendly, what are you doing here?"

Mrs. Friendly patiently replied, "Follow me, dear."

They soon came to a classroom.  It was Frieda's old high school science class and it was the day that had transformed her life.  Her science teacher, Mr. Smart, had offered to help Frieda after school with a science experiment.  That was when Mr. Smart encouraged Frieda to follow her passions and continue her study of science in college.  Frieda's father had always told her that paying for a girl's education was a waste of money, but she never forgot how much Mr. Smart had believed in her.  When her kids had gotten older and entered public school, Frieda felt like she could finally do what people of her father's generation spoke out against so strongly.  She decided to go to college to become a scientist.  Because of her strong public school foundation, she thrived in college and got a job that benefited her family, her community, and her soul.

The clock struck four and suddenly a new ghost appeared.  Frieda said, "Don't I know you from somewhere?"

The ghost replied, "Yes, I am one of the teachers who got up at a community meeting last year to say that teachers needed some relief from all the stresses of unfunded mandates and budget cuts.  Your objections won over the board and my body just couldn't take the stress of more cuts.  Now I'm merely a ghost, here to show you what I had been trying so hard to explain to you."

Before them was a new classroom.  The room itself looked pretty much like the one they had been in before but there were so many more students.

Frieda was confused.  "What are all these kids doing in here, is there some sort of science fair going on or something?"

"No, Frieda," the ghost replied.  This is one class.  This is how things are in schools today.  It wasn't long ago you could find many classrooms with only 15-20 students in them, ideal numbers for delivering a solid education.  You don't see those much anymore.  Now it's all too common to see 30-35, or more students, in a class.  Let's follow this one into the hallway where they have to do their labs now because there isn't room to move in the classroom anymore." 

(Brittany Foster)

Students weren't listening to a lecture or working on textbook exercises.  They were examining current issues and applying their knowledge to solve real-world problems in collaborative groups.

The teacher had spent hours at home the weekend before organizing this experience for the students so that they would be prepared for a complex and fast-changing job market.  Over the summer she had attended a conference, for which she had paid her own money, and she had read heavily in the scientific journals to which she subscribed so that she could stay current with the latest in her discipline.  She also designed the lesson to cover the state-mandated Standards of Learning.  In addition, she made sure that her special education students would get their accommodations met and that the AP students would be ready for the big test that was coming up in May, despite having a full month less to cover the material compared to students in other states due to the Kings Dominion law.  She knew this kind of student-directed lesson would mean that she would be spending hours that night evaluating the students' lab reports, but she knew it was the best method for students to learn the critical thinking skills they would need.  It was important to her that she give them timely and thorough feedback.

She would start working on all that grading as soon as she finished the mandatory paperwork on all her special education students, updated the school's online grade report and homework notification system, called some parents about discipline and grade issues, and did her mandatory online safety hazard training.  And of course all that would happen after she concluded the science club meeting she sponsored for no compensation, went to a committee meeting on a drug prevention program being implemented in the school, and completed the financial paperwork for the robot supplies she needed to order, now that their big fundraiser was over, so that the robotics club could start working on their robot every Saturday until the big two-day competition.

Well, she couldn't dwell on that because her planning period was coming up and that meant that she had to get ready for her PLC according to the PGPPT goal she had set on meeting the IEPs during the AEP so that the school could meet AYP according to NCLB.  Boy, if these things didn't have acronyms she'd never get all her work done!  But of course, she would only get to all that after her lunchroom duty was over.

(David Wilson)

Frieda was mesmerized by how engaging this modern classroom was and wished she could be going to school these days.  Not all the kids seemed to be engaged and some were texting each other by pretending to reach for a pencil in their backpacks.  Frieda wondered how they couldn't be fascinated by the experiment their teacher had worked so hard to prepare for them, which paled in comparison to the lessons her dear old science teacher used to prepare.  She felt bad for the teacher as she had to stop helping a confused student in order to attend to the misbehaving students.  Frieda was about to give those students a piece of her own mind but all of a sudden the clock struck 5 and that modern day classroom disappeared.

When the clock struck its final tone, a young, frazzled woman ran up to Frieda.

"Who are you?" Frieda gasped.

"I'm the ghost of future teachers," she replied.  "All the experienced, high quality teachers have abandoned the profession or retired early.  All that's left are young teachers like me who didn't know what else to do with their lives or are just here until they can find something better.  We come and go faster than a teacher's paycheck these days.  No stability here.

The Board of Supervisors acted on the advice of those who didn't believe they should pay for public education and so now there are 40-45 kids in every classroom.  There used to be more than that but a lot of people moved out of Chesterfield and nobody else wants to move here because the schools are so bad.  That's why you see all those boarded up businesses along Hull Street.  Amazon left town, too.  Couldn't get any good workers they said."

"Want to see what happened to you?" asked the ghost.

"I don't know, do I?" Frieda replied. 

(Geri Douglas)

The ghost showed Frieda her tombstone, which read 'Frieda Rider.  She meant well, but didn't end well.'

"What's that supposed to mean?" Frieda asked.

"Well, you convinced enough people to argue against paying taxes, but you didn't realize the devastating effects of your obsession over cutting services and cutting taxes until it was too late.  When the schools went bad and other social services were cut, crime escalated.  The downsized police and fire departments couldn't handle it.  Property values plummeted.  You couldn't sell your house and were too scared to go outside.  Family members that had left when the schools started to go bad refused to come visit.  You died a very lonely woman.  But all this could have been prevented if you had realized the value you were getting for your tax dollars.”

"Oh no, what have I done?  I thought I was being a community hero for taking a stand against taxes.  But really, I ended up hurting the community I cared about.  I didn't mean it, really, I didn't.  Please, let me go back, spirit.  I can change."

But the spirit disappeared and the clock struck 6.  Frieda put on her nicest outfit and ran out of her house and got into her car.  She passed several school buses with sleepy kids and took a mental note that she ought to speak up for a later school start time at the next public hearing.  But that would have to come later.  Right now she was headed to the closest school to ask to volunteer.  Then she would go home and prepare a speech for the Board of Supervisors that not only expressed her support for public education but even called on them to raise the tax rate so that she could help Chesterfield provide the best education possible to its students and beat out Henrico and Hanover and Fairfax and any other county in the nation as the county that cared for its schools and its teachers and its students the most.  She knew it would bring good things to everyone in the community and so she ended her speech with "The strength of our community depends on us all, EVERY one."  

Educators don't deserve Editorial Board attacks

Correspondent of the Day (Published: March 01, 2012)

<http://www2.timesdispatch.com/news/letters-to-the-editor/2012/mar/01/correspondent-of-the-day-ar-1730946/>

Editor, Times-Dispatch:

It was with great sadness that I read your editorial, "Education: Primary Concerns." The Editorial Board has now joined what seems, from this teacher's perspective, to be an angry season of attacking educators.

You take teachers to task for VEA criticism of Gov. Bob McDonnell's budget, repeating his claim that he will be spending much more on education. Most of the additional funding goes to cover the $600 million borrowed from the Virginia Retirement System to balance last year's budget — teachers don't see this repayment as additional funding for the classroom.

In addition, you wonder why teachers would object to a move away from continuing contracts, which provide some measure of job security for experienced teachers hoping to avoid the whims of administrators looking for less expensive replacements. A continuing contract does not represent tenure-for-life; it simply requires school boards to show cause for dismissal. Giving administrators more power to arbitrarily fire teachers is not the kind of education reform that Virginia needs.

For years, the implied social contract with public school teachers has been, "We can't pay you very much, but you'll have some job security and the benefits are good." With recent attacks on pension funding and continuing contracts, it seems all we will have to offer to prospective teachers is, "We can't pay you very much."

Does The Times-Dispatch really want to portray the advocates for the teaching profession who wore black in protest as promoting an "unattractive undercurrent of entitlement"? To this government teacher, their action modeled the very civic discourse and participation that we should want from all informed voters.

Renee Serrao,

Government teacher,
Cosby High School.
Midlothian.

Society responsible for drops in reading scores

Editor, Times-Dispatch:

I graduated from a public high school in 1969. Certain memories came back to me as I was reading the editorial, "Who's teaching the kids?" Education was different in those days. Teachers ruled, as the saying goes. Homework was a requirement, often tedious, but it certainly developed a work ethic. Reading assignments were often a part of that homework. Imagine being required to read a chapter or so in a text, and most likely have a pop quiz on it the following day.

I retired after 25 years of teaching in 2010. By the time I left, I saw worrisome changes in the teaching profession. Teachers no longer ruled. Parents questioned the validity of homework. Discipline became a tightrope to walk. Respect from students began to wane. Add to this the distraction of technology – texting, video games, Facebook, etc. and who has the time or the inclination to read?

Yes, the SAT Reading scores are down. But isn't it time to take a look at the other causes of these drops? In the years since 1970, society has changed greatly. I submit that those changes are more responsible for the falling of our youths' reading scores than the lack of any attempts by teachers to educate. Smaller class sizes have become important as teachers deal with a myriad of special-needs students, mainstreamed into their classrooms. Inflation hits the education pocketbook too. (Think of the cost of introducing technology into classrooms.)

I am tired of the constant blame of the failure of today's students on their teachers. If we want to refer back to the test scores of 1970, let's not neglect looking at all that has changed since those days.

---

Richmond.

Susan Shoap.

(Sue Shoap is a retired Chesterfield teacher who spent most of her career at Jacob's Road ES, as well as several years at Swift Creek MS.  Sue was CEA-VP during the early 90s, and also served on the VEA Board of Directors.)

Teacher Shortage Still Not Providing Stability to Workforce

The salary decrease this year has negatively impacted my personal debt.  Several years ago, I returned to this country after working overseas for a few years.  My return and subsequent job search occurred just as the 9-11 tragedy was happening.  I was out of work for seven months, and during that time I paid for things on credit.  With the pay decrease, I am sometimes reduced to paying only the minimums on my credit cards, increasing the length of time I have this personal debt crisis.  I came to public education because I thought it would be a stable place to work, where I'd get an opportunity to share my knowledge, and earn a "reasonable" living.  Apparently I was wrong.
~Career-change Educator

Students Live in Big Homes, Learn in Small Trailers

This year has been the most difficult here in Chesterfield.  I teach a collaborative 4th grade class at Swift Creek Elementary School.  I have 27 students in a trailer: it isn't a "learning cottage," it's an old trailer!  We started the year with ants in the walls, the door was broken two times this year, and the tiles are popping off.

I have too many children in my class for each to get what he or she needs.  It takes so long to grade writing papers or any other assignments for that matter.  I have a very "high needs" group of students; I must answer 200 questions per day, always working with small groups or one-on-one.  I am very tired!

We are wall-to-wall kids, and I feel that I am not being as effective with the large number of students.  I can not help them like I did last year and that frustrates me.  I keep trying to do even more, but I can't, and so I go home mentally spent.

The technology I have in the trailer is so behind the rest of the world.  Help!!!
~Nancy Rader
Veteran 4th Grade Teacher,
Swift Creek Elementary School

Cutting Costs Leaves Children Vulnerable

• Lack of instructional aides increases demands on classroom teachers who already work above and beyond contract expectations.
• SPED (Special Education) aides are pulled out of classrooms to run copies or serve lunch duty due to a lack of office clerical personnel and instructional aides.
• Huge class sizes are detrimental to inclusive practices; children with disabilities (particularly EBD [Emotional Behavioral Disorder] and autism) are completely overwhelmed  in regular education classrooms for lunch, recess, resources, etc.
• To save money, schools are not hiring substitute teachers at times, but instead pull resource teachers and/or guidance counselors to teach; in some cases subs are not hired for SPED aides, leaving classrooms teachers in a very tough position.
• Schools are freezing: cutting costs by not using heat/air conditioning (or only during certain times of the day) has forced teachers and children to have to wear winter coats indoors.  This does not create an environment very conducive to learning.

~Kacie Spellman
Teacher, Ecoff Elementary School

Negative Feedback Loop

I teach Biology in a high school in Chesterfield County, VA.  I teach three levels: Honors, Regular, and Collaborative (with a Special Education teacher).  My Honors Biology class has 25 students, but my other two Biology classes have 28 students each.  Try doing biology labs with 28 students; in the Collaborative class 13 are special education students.  I also teach a Biology-2 class for students needing a 4th science credit, but who don't have the ability to take Chemistry or an AP class.  It also has 28 students - my classroom is always packed full.

I have a total of 131 students in 5 classes: many more than I've ever had in the past.  This means more papers to grade, more time spent at home doing school work, more IEP (Individualized Education Program) meetings to attend, and all for less pay and higher cost of benefits.

I can retire in 2 years, and unless things change, I will.  I would like to continue teaching, but it's not worth the time, effort, and lack of support from the community, school board, board of supervisors, and central office administration in Chesterfield.
~Veteran High School Biology Teacher  

Too Much Is Not a Good Thing

Since this school year began, I have experienced a major increase in class-sizes.  All four of my English-12 classes currently stand at thirty students, and my one elective class also stands at thirty.  The time it takes for me to grade essays... forget about it!  I have so much work in my "Teacher Bag" that when I place it on the passenger's seat of my car, the "air bag off" light disappears.

My students noticed the change in class sizes too.  They have recognized that my time is limited, but their patience is thin.  They need their graded work back in a relatively short turn-around in order for the feedback to be meaningful, but I can no longer provide that short turn-around time.  Many teachers in my department are in the same position as I am, and they are burnt out!  Teachers are tired; I am tired.  Teachers no longer have time for themselves; I now have no time for my family.  In the past, I have never taken a day off to catch up on grades and school work, now I must.
~Sonia M. Smith
English-12 Teacher, Meadowbrook High School