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September/October 2005 PAGE ONE 1

OFFICERSPresident

Ken RussellPresident-Elect

Anna BrownSecretary

Vickie HammondTreasurer

Lamar Scott

DIRECTORSDistrict 1 District 7

Tronya Fulcher Vickie ReedDistrict 2 District 8

Vickie Joiner Kathy CorwinDistrict 3 District 9

Mary Carzoli Catherine StricklandDistrict 4 District 10

Tim Mullen Judy TeasleyDistrict 5 District 11

David Brown Richard ThomasDistrict 6 District 12

Mike Smith Raymechia Smith

EDITORIAL STAFFEditor

Tim CallahanAssociate Editor

Erica DriverAssistant Editor

Lynn Varner

NEW SOUTH PUBLISHINGPresident

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(770) 650-1102, ext.128

Official Publication of theProfessional Association of Georgia Educators30 Years of Professionalism 1975-2005

www.pageinc.org

PAGE ONE magazine (ISSN 1523-6188) is mailedto all PAGE members, selected higher educationunits and other school-related professionals. An annual subscription is included in PAGEmembership dues. A subscription for others is$10.00 annually. Periodicals postage paid atAtlanta, Georgia, and additional mailingoffices. (USPS 017-347) Postmaster: Sendaddress changes to PAGE ONE, P.O. Box 942270,Atlanta, GA 31141-2270.

PAGE ONE magazine is published five times ayear (January, March, May, September andNovember) by New South Publishing, Inc.; 1303Hightower Trail, Suite 101; Atlanta, GA 30350;770-650-1102. Copyright ©2005

The articles published in each issue of PAGE ONE magazine rep-resent the views of the contributors and do not necessarily rep-resent the views of PAGE, except where clearly stated.

You are invited to submit articles dealing with current educa-tion issues. The editor reserves the right to determine the appro-priateness of articles for publication. Articles may be edited tomeet space requirements. Georgia educators are encouraged tosubmit photographs for use as the cover for PAGE ONE maga-zine and other photographs to illustrate story subjects. Sendmanuscripts and photographs to: Tim Callahan, Editor, PAGEONE magazine; PAGE; P.O. Box 942270; Atlanta, GA 31141-2270.

Notice to MembersContributions or gifts to the PAGEFoundation are tax deductible as charita-ble contributions for federal income taxpurposes. However, under other provi-sions of the IRS code, costs for PAGE lob-bying activities on behalf of members arenot deductible. PAGE estimates the nond-eductible portion of your 2004-2005 duesallocated to lobbying is .07 percent. Pleasecall the PAGE office at 1-800-334-6861 ifyou have questions.

Vol. 27 No. 4September/October 2005

FEATURES

04 What’s Ahead for Georgia’s Schoolsby Lee Raudonis

DEPARTMENTS

02 From the President: A History Lesson

03 From the Executive Director:PAGE Teacher Academy Will Make a Difference

10 Foundation News

Scientific-Atlanta Donation

PAGE and PAGE Foundation Scholarships Awarded

My Favorite Teacher

FEA Summer Conference

SPAGE Elects Statewide Officers

Academic Bowl Kicks off 22nd Season

16 Professional Learning:

Professional Insights –

Creating a Quality Volunteer Program

New Dates for PRAXIS Workshops

Two Events, One Theme –

PAGE Summer Conference

30 Members In The News

30 PAGE Letters

31 PAGE Planner

NEWS & INFORMATION23 2005-06 PAGE Legislative Priorties

24 PAGE Legal Team: Your Legal Team

32 2005 GAEL Conference

CONTENTS

4

21

10

2 PAGE ONE September/October 2005

From The President | KEN RUSSELL

KEN RUSSELL

Another year. Past successes. New oppor-tunities. New students-adapted strate-gies. Mixed challenges. All of the abovephrases roll across the mental teletype at thistime of year. In many ways, this year is likemany others, but it’s also as fresh as the first yearI began teaching. We all have to face theseschool years retrospectively. Perhaps the bestlesson I have learned from my mentors and lifeexperiences is that attitude is mine to influence.Whether positive or negative, it’s my call to han-dle my days and my year accordingly. It is onelesson that I constantly have to remind myselfabout when looking at that critter I see gazingback at me in the bathroom mirror at 5:30 a.m.!

On behalf of the 61,000 members of PAGE, Iwelcome you to this year of adventure, ofopportunity, and yes, of the definite challengewe all wake up to. In many ways PAGE is facingthis year with similar sentiments. It is celebrat-ing its 30th anniversary as a professional educa-tional organization.

It’s a time to celebrate, but it’s an occasion torealize potential as well. In 1975, several Georgiaeducators faced with the loss of local controland facing demands to comply with forces fromoutside Georgia organized themselves intoPAGE. Growth has been steady and has reflectedcompetence and integrity. Through the variouseducational and social transitions of the pastyears, PAGE has remained the class act thattakes the high road in educational concerns.

In the past few years educators have hadnumerous demands placed upon them from allaround. In many respects, it almost seems thatwe have more to do with less availableresources. PAGE has represented those con-cerns and has picked up the gauntlet to provideprofessional educators with a variety of educa-tional opportunities. PAGE features a topnotchlegislative lobbying team that carries our grassroots legislative agenda into the Gold Dome. In

the last two years, PAGE has developed a profes-sional learning department with a phenomenallist of growth opportunities for all educators.This year PAGE sponsored its first teacher acad-emy and we watched these new teachers provethemselves as teacher-leaders ready to go backinto their classrooms and train their students byexample.

What is even more exciting about the PAGEstory are the educators who made student learn-ing and the quality of educational excellence theirprimary goal. Individual teachers from aroundthe state have come together through PAGE, andtheir collective voice is creating change.

As a PAGE member, you are a part of these 30years of achievement. Thank you for the exam-ple you set every day in your schools and com-munity. Let me also encourage you to stay intouch with the PAGE network. Get to know yourelected representatives and let them hear yourviewpoint frequently.

Finally, as we all face this new year, rememberyou are a professional Georgia educator touchingthe future. You have both blessing and promise atyour fingertips. Go and make it happen! �

As we all face this new year, remember you are a professionalGeorgia educatortouching thefuture. You have both blessing and promise at your fingertips. Go and make it happen!

A History Lesson

Participants at this June’s SummerConference saw something that hadnever before been seen at any PAGE con-ference or meeting. They saw the first cohort ofTeacher Academy participants presenting, in anentertaining and multifaceted way, all that theyhad learned in this, their first year.

It was awe inspiring to see those young menand women benefiting from the learning andinsights that they achieved this year. Theyenjoyed each other’s company and obviouslyrelished the fact that early in their professionallives, someone had cared enough about themand their future to shower this kind of attentionand resources on them.

It was an historic and meaningful momentfor PAGE. For the past few years we havebeen developing our Professional Learningdepartment under the leadership of Dr. EdieBelden. The Teacher Academy has been amongthe first initiatives undertaken, and all signs arethat it is a success. Our first cohort will be enter-ing the second year of work this school year, andwe will name the second “class” in September.

We have long known that an extremely highpercentage of new teachers leave the professionin their first five years. PAGE wants to addressthis loss of professionals from our classrooms.Directed by Dr. Ann Stucke, assistant director forresearch and professional learning, the academyconnects high-potential new teachers withinformation, technology, teaching techniquesand skills, and exemplary veteran teachers tohelp them overcome the challenges that over-whelm new teachers. By preparing novice teach-ers for the demands and realities of today’s class-rooms, we believe they will be more effective inthe classroom, view teaching as a rewarding andlong-term career, and assume leadership roles increating a culture of change in the professionand in the schools in which they teach.

A second initiative that PAGE will be

announcing soon will be the Teacher of theYear Leadership Institute which will drawupon the expertise and leadership of thestate’s teachers of the year. Every year in sys-tems across the state a teacher of the year isnamed. We believe that this cadre of profes-sionals represents an outstanding group ofteacher leaders who would benefit greatlyfrom a systematic program that will bringthem together, encourage and inspire themand provide them with enhanced professionalknowledge and the opportunity to put thatknowledge to use. PAGE Past-President Dr.Diane Ray has joined the staff in the positionof assistant director for professional learning,and she will be developing this program.

The Teacher of the Year Leadership Institutewill be an investment in these teachers that willempower them and provide them with learningopportunities for leadership enabling them tobecome influential advocates for public educa-tion in their communities. Through the use ofnational and international presenters theInstitute will help these gifted teachers enhancetheir focus on students and the quality of workprovided to them. They will learn to use tech-nology to disaggregate student data andimprove instruction.

Our Professional Learning Department isbeginning to realize the promise we envi-sioned when it was first created. These arebusy and exciting times at PAGE as wemove ahead with a full schedule of confer-ences and workshops in addition to theTeacher Academy and the Teacher of theYear Leadership Institute. Years ago thequestion was asked of PAGE: When youbecome the largest teacher organization inthe state, what will you do with that leader-ship position? I believe we have begun toanswer that question. �


From The Executive Director | DR. ALLENE MAGILL

DR. ALLENE MAGILL

PAGE Teacher Academy Will Make a Difference

Teacher Academy and Teachers of the YearLeadership Institute – Two Newest PAGE Programs

Our ProfessionalLearningdepartment isbeginning torealize the promisewe envisionedwhen it was firstcreated.


In the last decade, public education in Georgia has undergone tremendous chal-lenges, including a massive state education reform bill; the federal No Child Left Behindlaw; development of a new state curriculum; new testing requirements; growth of char-ter schools and home schools; a major increase in the number of immigrant (ESOL) stu-dents; sharp budget reductions; and, recently, a lawsuit filed against the state by low-resource school systems.

In light of these major developments, PAGE ONE asked three education leaders toprovide their assessment of the current condition of education in Georgia and also topick up their crystal ball and project where we will be a few years into the future.

Our guest education prognosticators are Gary T. Henry, professor of policy studies,Andrew Young School of Policy Studies, Georgia State University; Pat Stokes, superin-tendent of Morgan County Schools, Madison, Ga; and Carl Glickman, University ofGeorgia professor and professor of social foundations of education emeritus. Glickmanis also chair of the Program for School Improvement at UGA and president of theInstitute for Schools, Education and Democracy.

Gary T. Henry,Professor of Policy Studies, Andrew Young School of Policy Studies, Georgia StateUniversity:

The future of education in Georgia is precariously uncertain as we approach the 2005-06 school year. After years of constant turmoil and well-publicized political battles, theconflicts have quieted, and the constant churning of policies has ground to a halt. Butwhere this leaves our state in terms of educational performance is in the bottom tier,probably the bottom third of the states, according to NAEP data.

We are not 49th or 50th in education as the newspapers seem to want us to believe

What’sAhead for Georgia’s

Schools?

By Lee Raudonis

Educators Look atthe Past,Present and FutureofEducation inGeorgia


when they publish the SAT results eachspring, but we are not posting gains likeother southern states, such as NorthCarolina or Virginia. The best statisticaldata indicates that just over a quarter ofGeorgia’s students are proficient in mathand reading at the 4th grade, where thestate’s students perform their best. Onalmost every assessment at the 4th and 8thgrade, approximately 30 states post per-formances that are significantly better thanGeorgia’s and only a handful of states,mainly poor southern neighbors, have stu-dents that perform worse.

There are bright spots in the educationalperformance of Georgia’s students. Thepercentage of 4th graders who achieved aproficient score has jumped from 17 per-cent in 2000 to 27 percent in 2003. Becausethe 2004 NAEP results show that the minor-ity test score gap is once again on thedecline, attributable to larger improvements among minorityyouth than white students, this bodes well for Georgia’s postinggains in the 2004 data as well.

But 2004 is recent history. What about the future? A stable cur-riculum and assessment system will lead to improvements inreading, math, science and social studies. Changing curriculumand assessments provides a “shock” to the system, which putsteachers in position of making changes without clear guidanceabout what is expected of their students and without confidencethat their investments of time and effort to change their learningplans will pay off for the coming years. Changes here are in thehands of our state leaders, and if they can avoid tinkering withthe system, we could well enjoy performance improvements sim-ilar to that high performing state.

Additional incentives that have been triggered by requiringstudents to pass the state assessment, which has already begunfor 3rd and 5th graders, and should encourage teachers andschool administrators to focus on the curriculum objectives.These incentives, according to research conducted on ChicagoPublic Schools promotion policies, should improve performancebut the same research indicates that these improvements are lesslikely for students who do not pass the tests. Gains here are like-ly, but will only show up on Georgia’s NAEP scores if the contentof the state assessments is similar to NAEP.

The current policy environment in Georgia emphasizes localcontrol of important instructional decisions. This is good andbad—good where the teachers and administrators assess theirstudents and provide instruction that remedies learning gaps,and bad if these steps are not followed. In all probability, it meansthat the improvements will be spotty and that it depends on thelocal board and local leadership. Also, it means that middleschool students will still exhibit performance declines relative totheir earlier performances and too many high school studentswill continue to drop out. Data clearly show that middle schoolperformance and high school dropouts are the state’s most signif-icant educational issues.

The state could do more and, perhaps, will do more with tech-nical assistance and careful research to determine what reallydoes work to improve student learning. The state can do more to

insure that the gains are more uniformacross the state, but with tight state budgetsand a department that was nearly hollowedout after years of maltreatment, theprogress is likely to be slow in coming with-out stronger state intervention.

It appears that Georgia is in a position topost gains in student learning, if the cur-riculum and assessments remain stable forthe next 10 years or so. In addition, No ChildLeft Behind provides a structure that maymake local districts more uniformly respon-sive to students of all types. Less clear is thateither the state or federal government willprovide the technical assistance, much lessexercise the authority to push localities thatresist exerting themselves for the best possi-ble outcomes for their students. In otherwords, expect slow and steady progress asthe best of the state’s teachers and the bestof the state’s administrators trigger large

student performance gains, while smaller gains, but gainsnonetheless, are achieved in other places.

Pat Stokes,Superintendent of Morgan County Schools, Madison, Georgia

Over the past 39 years, I have witnessed incredible changes inpublic education in our state. From the perspective of the chil-dren, things are much better than they were in 1966. By the sametoken, some things are much more difficult for teachers.

In 1966, curriculum was driven by textbook publishers, andmany school systems did not have the resources to keep text-books current, even if they had enough to distribute to everychild. Now teachers have no choice but to consult the QualityCore Curriculum and testing objectives as they plan instruction.As far as the children are concerned, that is a great improvement.Dinosaurs and the moon are not taught in every grade, and wehave a better understanding of what has to be mastered when, sothat we can teach more to the children in a more effective man-ner.

Another major change has come in the form of educationaltechnology that began to influence how we taught in the mid tolate 1980s. Now we cannot imagine trying to teach without tech-nology, and I suspect that we have only begun to scratch the sur-face in terms of its future contributions to education.

We have also seen the focus for instructional improvementshift from a local initiative to a state initiative to a federal cam-paign. The advantage to being in the spotlight for the past twodecades has been the increase in resources and community con-cern. The disadvantage has been that laymen are convinced thatthey know better than professional educators how to make ouroperations more efficient and more effective. No doubt they havesome excellent suggestions, and working together we can makesome good improvements, but neither group has all the answers.Remember in the early 1980s how business influenced us to con-solidate schools into mega-campuses that house thousands atthe high school level so that operation costs would be so muchless? Costs may have been less, but the unforeseen impact ofimpersonal high schools located in someone’s old cotton fieldoutside of any community has taken its toll on a sense of owner-

Gary T. Henry

Gary T. Henry


ship by students and adults that populatethose schools, and we have even seenthem split in several locations in Georgia.

The increased mobility of America hasaroused a need for education to be moreconsistent state to state, and the federalgovernment has seized on that need tomake education in America a politicalissue instead of a moral obligation. NoChild Left Behind is a noble endeavor, butthere is potential to do more damage thangood if it is fully implemented as first con-ceived. We are all currently scrambling tomake Adequate Yearly Progress and tomeet requirements for highly qualifiedteachers. Ignoring all the contrived silli-ness that is embedded in both thoseefforts, we are paying closer attention togroups of students, trying to closeachievement gaps while increasingachievement of all groups at the sametime. This is no easy task, but many areasare reporting gains.

The most amazing changes I have seenin 39 years revolve around educating spe-cial needs students. In 1966 in the metrosystem where I began teaching, therewere no classes for special needs children.Shortly thereafter, I remember the firstclass that was formed. We spent time withall our classes explaining about how thesechildren had feelings and wanted to bejust like everyone else. In actuality, therewas very little interaction among the stu-dents at all during those early years. Thenext watershed event came when theDepartment of Human Resources

stopped serving students with emotionalproblems and those with severe, multipledisabilities and sent them to the publicschools. Although tensions were highabout dealing with these students in reg-ular settings, it was probably the rightthing to do.

On the downside, all these changeshave been accompanied by a floodof paperwork and recordkeeping.Technology is helping with those require-ments, but they are still daunting to theclassroom teachers who would ratherfocus on instruction. In many instancesthose records can give teachers data toimprove instructional planning anddelivery, so it is a double-edged sword.Currently available software offers help.The problem with all of this is that some-one has to input the data, and the data isonly as good as the input.

So where are we? Again and again I hearthat Rip Van Winkle would recognize theschoolhouse if he woke up today. I beg todiffer. Classrooms are dramatically differ-ent today than they were 39 years ago.Children of all races and ethnic persua-sions populate those classrooms, and theyall use technology that would blow oldRip’s mind. Teachers are better trained andare more effective. Administrators haveevolved from managers to leaders andhave shifted their focus from buildingmaintenance, discipline, and events man-agement to improvement of instruction.Of course, they still have to do all the otherduties, they just are not the main focusany more.

We are poised either to succeed extraor-dinarily or to be forced into extinction. Weshall learn in the next five years whetherour form of democracy values a qualityeducation for all its children or whether itprefers to educate a few to control the rest.

Public schools will either embrace tech-nological advances or become obsolete inthe face of new possibilities to acquire aneducation without coming to the school-house to get it. The possibility for acquir-ing an education already exists, but it willbecome easier and easier over time. Oneof the most important missing pieces inthat scenario is the guidance of theteacher to shape and direct the learning,as well as, the socialization that theschoolhouse offers. Isolated instruction infront of next-generation computer screenscannot provide this. The more isolatedlearners become, the more marked thesocial classes will become over time. It is

incumbent upon educators to formulate avision of public education that incorpo-rates technology and all its possibilitiesrather than one that limits it to anoccasional tool to reinforce traditionalinstruction.

The federal influence on public educa-tion will either revise itself to a more rea-sonable set of expectations, maintainingthe focus on excellence for all, or it willdestroy the very system it endeavors toimprove. Much has been said regarding anunspoken agenda, but I choose to believethat wisdom will prevail and that adjust-ments will be made to make the law moremanageable for all of us as we strive toeducate all the children to their fullcapacity.

I see promise in the recent focus onfamilies in the media and in our discus-sions of improving education throughparental involvement. Even if we have torevise our traditional definition of family(which is already obsolete), I see a resur-gence of improved home influence andinvolvement in education of children. Iforesee increased involvement in govern-mental programs for children from birthto age five. Chief among those will be aneffort to improve both health care andearly education. Those two improvementswill make early childhood educationin grades K-3 extraordinarily moreproductive.

On the downside, I foresee increasedbattles over state funding of public educa-tion. The lawsuit that has been filed maytake years to resolve, and even if it is suc-cessful, I have doubts about whether ornot the Georgia General Assembly has thewill to order its priorities to benefit thechildren. One of our tasks for the future isto help all of them realize how closelyexcellent education is tied to excellenteconomic development. They give it lipservice now, but they do not believe itenough to make the sacrifices it takes tomake it happen. The old argument is thatyou don’t throw money at a problem tosolve it, and I couldn’t agree more. Myhope is that there will be a cooperativeeffort to carefully place badly neededmoney into education in ways that willmake a difference. Educators know moreabout where the needs are than legislatorsare willing to accept. That hurdle must beovercome, as well.

My overall view is very positive, proba-bly because I have seen so much progressover my career. Much of it has been diffi-

Dr. Pat Stokes


cult to manage, but we have madeprogress, nevertheless. Who would havethought 225 years ago that a country couldundertake a system to educate the chil-dren of all the citizens to any level that thecitizens desired? We have proven that itcan be done; we are just not satisfied withwhere we are at this point and will have towork harder and smarter to make it evenbetter.

Carl Glickman,Professor of Social Foundations of Education Emeritus, and Chair of theLeague of Professional Schools,University of Georgia

After 25 years of working directly withschools in every location in Georgia, Ihave a difficult time describing how weare doing. If we compare studentachievement overall in 2005 with 1950,we are doing much better. However, inthe last 20 years, our progress closing theachievement gap between students tradi-tionally well served with those ill servedhas slowed. Gaps in reference to highschool completion rates have beenwidening.*

We can’t run from the fact that ourstate continues to have one of the highestdrop out rates in the country. A recentstudy by researchers at John HopkinsUniversity found that of all the southernstates studied, only Georgia could notidentify a single school with at least 40percent of its students who qualified forfree lunch and at least 25 percent of itsstudents black or Latino, that has shownsuccess in moving students from grade tograde successfully over three years (atleast 80 percent of the students). We havea distastefully large academic achieve-ment gap among wealthy and poor stu-dents and among white middle to upperincome students and low-income stu-dents, both white and of color (particu-larly among black and hispanics andrecent migrant students). So even if wecan sugar coat the optimistic news of ris-ing test scores*, these results camouflagethe educational abandonment of many ofour young.

As a state, many of our schools and dis-tricts are healthy but many are severely ill,and the reason why some are well and oth-ers are ill is primarily due to a lack of will-ingness to confront the devastating effectsof unequal resources, inadequate workconditions for teachers, and thinkingabout education as drilling students to

pass a test. We must deal openly with thefacts that two-thirds of all student achieve-ment is related to poverty; bright teachersflourish in supportive environments thatvalue their minds (and they resign or fleefrom schools where they are tightly con-

trolled by external legislated mandates);and engaging students in learning con-nected to their community is the only ped-agogical way to improve schools for all stu-dents and our future citizens.

PUBLIC FUNDSTo improve education for all students

our state officials must acknowledge thatpublic education is a state function andits purpose is to educate all Georgia stu-dents to become informed, equal andindependent citizens willing to partici-pate with other citizens to improve theirneighborhood, state, region, country andworld. Thus the very idea that someschool districts have money to burn forpurchasing the latest sophisticatedequipment and to pay higher salaries toattract and keep the best prepared edu-cators, while other Georgia schools havecrumbling roofs, out of date materials, alack of classroom space and teacherscaught in deadening routines, is simply atravesty of the notion of public schoolsbeing in “public trust.”

If our state representatives can’t decidehow to fairly provide an adequate finan-cial base to give all students the resources

Carl Glickman

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needed to excel, then the courts willdecide instead, as they have done inother states. The problem here as JohnDewey said long ago is, “What the bestand wisest parent wants for his ownchild, that must a community want for allof its children. Any other ideal for ourschools is narrow and unlovely: actedupon, it destroys our democracy.”

What is needed is to change the fund-ing of schools, address the issue of inter-esting and challenging learning, and pro-vide a fair test of best practice differentfrom current legislation and mandates.Let’s briefly take each in turn.PUBLIC ENGAGEMENT IN STUDENTLEARNING

A true democracy must have an educat-ed citizenry, and to be truly educated,rather than indoctrinated, one must learnin a democratic environment. This is why,in my mind, democracy must be practicedas an education theory of how peoplelearn best before it can be practiced as ademocratic theory of how citizens governthemselves. We cannot educate young stu-dents for democracy unless their learningis guided by democratic principles, suchas the following principles of democratic

learning of schools in the University ofGeorgia’s League of Professional Schools;www.leagueschools.com:

• Students having escalating degrees ofchoice, both as individuals and as groups,within the parameters provided by theteacher.

• Students actively working with prob-lems, ideas, materials, and people as theylearn skills and content.

• Students being held to high degrees of

excellence in both their academic objec-tives learned and their contributionsmade to a larger community.

In public schools adhering to such prin-ciples, an observer might see kindergartenchildren using their pre-reading skills andlearning of geometric designs to developillustrated books for families of preschool-ers. The observer might also see 11- and12-year olds using the study of science,ecology and habitats to protect wildlife intheir local park or middle school studentsusing art, history and English to developdisplays of the history of their own town tobecome permanent collections in thelocal library. Meanwhile, secondary stu-dents could be working on a range of grad-uation projects including increasing thecensus participation in their town,increasing AIDS awareness in their state,developing a new engineering design for abike path around a restrictive highway,reducing economic and racial stratifica-tion in their neighborhoods, increasingwork options among the unemployed andconducting scientific experiments of waysto purify the water and conserve the soil oftheir immediate neighborhood. What onesees is students interested in their learn-ing, seeing day by day the relevance ofwhat they do to their later lives, and know-ing that regardless of their circumstancesthey have an important role in using theireducation to contribute to others.

In the rules and regulations of the act,Title I, No Child Left Behind, it states thatstates, districts and schools should usescientifically based best practices. Theterm scientifically based means that aneducational program should be adoptedonly if it has been carefully studied withcontrol or quasi-control groups with simi-lar student populations using programsdifferent than the tested one. The idea isthat there must be a controlled studybefore a program has a scientific basis forfurther and wider use.

Recent federal and state legislation hasthe future of public education in a box byignoring its own criteria for using educa-tion practices. The current legislated rules,regulations, testing requirements and sin-gle definition of adequate yearly progressforce all educators, students and schoolsin Georgia to be assessed the same way, touse the same measures and formulas andto comply with yearly state-driven cur-riculum and state standardized tests. Theirony of all this is that these regulationsabout accountability and assessment in

We cannot educate young

students for democracy

unless their learning is guided

by democratic principles.

Georgia (and other states as well) have notbeen scientifically validated. With the lackof openness to different assessments, for-mulas and ways of trying to reach all stu-dents successfully, we have a non-validat-ed system of uniform regulations thatexcludes all other notions, labels all ourschools, determines all results, and gob-bles up all our resources. Eventually, it willimplode upon itself.

All successful corporations know that tosurvive, there must be advance work ofdesign teams to develop, create, pilot anduse new systems, new products and newservices ahead of what already exists.Without such inventions of “prototypework of the future,” a corporation will finditself quickly obsolete.

Yet, we have the most important publicinstitution to the future of America withno allowance to test “prototype work” ofnew forms of assessments, different gradelevel configurations, new forms of cur-riculum and new ways of gauging overallachievement and closing of the achieve-ment gap. What is good for the goose isgood for the gander. The federal govern-ment and the state should not be advocat-ing scientifically based programs for oth-ers if they are unwilling for their own leg-islation to be tested against new and dif-ferent ways of promoting learning. Thefuture success of all students in Georgia isdependent on opening up our current sys-tem to responsible and brave districts andschools that believe they have a better wayto assess and teach, and for students tolearn.

CONCLUSIONGeorgia can improve education for all

its students if it deals squarely with publicpurpose and adequate funding as well asencourages active and engaging learningon the part of students and teachers, andsupports the testing of new forms of edu-cation, assessment and accountabilityin comparison to its current legislativepractice.

If we can do the above, we may indeedbecome the land of the free and thehome of the brave, we should not settle foranything less.

Whether viewed from the perspective ofteachers, parents, principals, professors or superintendents, the only certaintyregarding the future of public education inGeorgia appears to be the lack of certainty.Whether, as Gary Henry predicts, the statecan expect slow and steady progress or, as

Pat Stokes foresees, we are poised to suc-ceed extraordinarily or be forced intoextinction, only time will tell. Likewise, itmay be several years before the issuesof adequate funding and active andengaging learning are addressed to thepoint that Carl Glickman’s observationscan be tested. Meanwhile, as Pat Stokesobserves when describing the challenge ofundertaking a system to educate the chil-dren of all the citizens to any level that thecitizens desired: “We have proven that it canbe done; we are not satisfied with where weare at this point, and we will have to work

harder and smarter to make it even bet-ter.”

FOOTNOTES* We as a state are doing much better

with students from affluent communi-ties. I have been a professor at theUniversity of Georgia for more than twodecades, and each year our enteringclass of students is smarter, better pre-pared academically, and more seriousabout their learning. These studentscan compete with any students at anyprivate, prestigious college in the coun-try. Most of these students are whiteand from well educated and middle toupper income parents or caretakers.They enter college and maintain theirHOPE scholarships for all four years(even though their parents have amplewealth to pay for their tuition). A dis-proportionate number of these stu-dents are from the northern, wealthiertowns and suburbs of Atlanta.

** Results of scores on single tests aredubious at best given that test makersdisavow the validity of their use asindicators of improved learning, solecriteria for promotion and graduationof students, and for determiningadequate yearly progress. �


The onlycertainty

regarding thefuture of public

education inGeorgia appearsto be the lack of

certainty.


Foundation News

The Scientific-Atlanta Foundationdonated $10,000 to the PAGE Foundationin July to support continued expansionof the Future Educators of America (FEA)in Georgia program, according to PAGEFoundation President Tom Wommack.

Operating from its global headquartersin Lawrenceville, Ga., Scientific-Atlantais one of the world’s leading manufactur-ers and suppliers of products, systemsand services that help broadbandproviders connect consumers with aworld of integrated, interactive video,data and voice services.

“Scientific-Atlanta has found thatinvesting in the community and espe-cially its education system is good busi-ness. By growing the communities inwhich we live and work, we also grow ourcompany,” remarked Scientific-Atlanta

Community Relations Manager ReneeByrd-Lewis when the donation to thePAGE Foundation was announced. Byrd-Lewis added that the rapid growth of theFEA program in Georgia, especially inGwinnett County, was a significant factorin the decision to award funds to thePAGE Foundation.

“We called upon the people we knowand respect in the Gwinnett CountySchool System,” remarked Byrd-Lewis.“They expressed their support for FEAand described the significant commit-ment their entire school system hasmade to establishing FEA chapters inevery middle and high school. Theirendorsement of the FEA program andthe obvious need to make sure everyGeorgia child has a highly-qualifiedteacher now and in the future convinced

us to support this worthy initiative.” In receiving the Scientific-Atlanta

Foundation donation, Wommack notedthat the grant funds are needed andarrive at an important time.

“To expand FEA chapters to everyschool system in the state requires a con-sistent focus by members of the founda-tion staff and Gil Parrish, our contractconsultant. We have made great gainssince Gil came to work with us, and thisgenerous Scientific-Atlanta grant allowsus to keep Gil in the field calling uponschool systems that do not have FEAchapters today,” said Wommack.

“Through our work with FEA we arehelping local school systems develop thenext generation of teachers from amongtoday’s capable students. This is reallyimportant work because teacher shortagesare growing in Georgia, and our ability toprovide a quality education in the futurefor all children could be in jeopardy.

We welcome the opportunity to workwith Scientific-Atlanta, and thank them fortheir generous support.” �

Scientific-Atlanta Community RelationsManager Renee Byrd-Lewis (center)presents a $10,000 donation to PAGEFoundation President Tom Wommack (left)in support of the Future Educators ofAmerica (FEA) in Georgia program.Joining Wommack in receiving theScientific-Atlanta Foundation gift is Mary Ruth Ray (right), manager of students groups for the PAGE Foundation.

This year marks the 22nd season of thePAGE Academic Bowl for Middle Grades.In early August, packets were sent to everymiddle school in the state. If you coach amiddle school Academic Bowl team anddid not receive the registration informa-tion, please visit our website at www.page-foundation.org to download a registrationform. If additional assistance with infor-mation is required, please call StateCoordinator Michelle Crawford at (800)334-6861, or in Atlanta at (770) 216-8555.

The dates for this year’s competition are:

Registration Deadline...................Nov. 4Late Registration Deadline.........Nov. 11Regionals........................................Jan. 7Semi-finals.................................Jan. 21*Finals...........................................Feb. 11

*Please note that the January Duke TIPSAT test date is normally the sameSaturday as our semi-finals competition.If you have 7th graders who are interested

in taking the SAT, please encourage themto register for the December test date. �

PAGE Foundation Kicks off 22ndSeason of Academic Bowl

Scientific-Atlanta Foundation Awards $10,000 to PAGE Foundation


Honor Your Favorite TeacherBy Phil Jacobs, President, Planned Communities Services, BellSouth Corporation

Mr. Dickson changed my life. Before he accu-rately identified my dyslexia, most peoplethought I wasn’t very bright.

He was my 7th and 8th-grade Englishteacher at the Landon School, an all-boy prepschool in Bethesda, Md. Surrounded by a highpercentage of gifted boys, I stood out. I wasembarrassed when I struggled to read simplepassages out loud. My comprehension wasterrible.

In a time when learning disabilities were notcommonly identified and treated, Mr. Dicksonrecognized that I had a reading disorder.He saw the symptoms of it in me afterattending a seminar on dyslexia andhow it impeded reading ability andcomprehension.

In retrospect, these are two importantqualities that made Mr. Dickson anexcellent teacher. He continuouslysought to learn more about his profes-sion. By keeping abreast of the latestteaching techniques and issues affectinglearning, he was able to identify mydyslexia. And he took the time to knowand care about each of his students. Itwould have been easier for him to let mecontinue to struggle. But he didn’t.

He recommended to my parents thatthey enroll me in a remedial reading pro-gram to retrain my brain. There, I finallylearned not just to read, but to like it.

I started out reading out loud, slowly,word-by-word with my finger followingon the page. Once I’d mastered that, myinstructor gave me peppermints to eat so I couldn’t read outloud. I read silently, with my finger still tracing each word. Iworked up to being able to read silently without my fingeremphasizing each word for me.

Not every student learns the same way. It can’t be assumedthat if a student doesn’t thrive under one fashion of teachingthat they won’t under another. In my case, once Mr. Dicksonidentified that I just needed to be taught a different way, I wentfrom being a poor student to one who succeeded.

Untreated, dyslexia can be devastating to verbal skills. When Ilearned the proper way to read, my vocabulary, speaking skillsand comprehension flourished. But, since I’d struggled with myreading through the 8th grade, I was behind my peers.

Mr. Dickson again intervened. He suggested to me and to myparents that I repeat the 8th grade.

I was scared. I didn’t want the stigma of beingleft behind. But, Mr. Dickson talked to me andexplained the reasons I should. In the end, Idecided that repeating the 8th grade was theright choice.

In tackling a difficult subject with me, Mr.Dickson had again demonstrated his commit-ment to teaching and just as important, his com-mitment to ensuring that he reached out to anindividual student. And in doing so, he changedthe course not just of my educational experi-ence, but really my entire future.

I graduated from the Landon School in 1969and attended Denison University in Ohio.At Denison, I earned a Bachelor of Artsdegree in English. In fact, I hosted asports show on college radio and hadhoped to make a career as a sports broad-caster. Who would have thought the 8thgrader who struggled to read in class wascapable of that?

I know it seems simple, but I challengeeducators to consider adopting Mr.Dickson’s techniques. Continuously learnmore about your profession and whatimpacts learning. Know your students.Practice teaching methods that reach outto all learning styles. Talk to your stu-dents. Reach out to them as individuals.

Mr. Dickson officially retired from theLandon School, but still teaches aShakespeare class and recently celebrat-ed his 50-year anniversary with theschool. I know I am not the only studentwho benefited from his talent and unwa-

vering dedication during his tenure. That was just his style. Hewouldn’t let us fall between the cracks and be left behind.

Phil Jacobs is the President of Planned Communities Servicesfor BellSouth Corporation and a PAGE Foundation trustee. For hisleadership in BellSouth and extensive community involvement,Georgia Trend magazine named Jacobs the Most Respected CEOin Georgia for 2005. He currently serves as the board chair of theGeorgia Partnership for Excellence in Education and the GeorgiaDepartment of Economic Development. He serves on the boards ofthe Georgia Chamber of Commerce, the United Way ofMetropolitan Atlanta, the Georgia Aquarium, the CDCFoundation and the Woodruff Arts Center Board of Trustees. �

Phil Jacobs

Mr. Dickson

PAGE and the PAGE Foundation have announced the winners ofits annual scholarships for experienced and aspiring teachers. Sevenveteran educators were awarded $1,000 each to be used to pursueadvanced education degrees. Two additional scholarships wereawarded to paraprofessionals seeking teacher certification, and sixstudent PAGE (SPAGE) members earned $1,000 scholarship to helpthem realize their dream of becoming educators in Georgia.

A panel of judges consisting of practicing and retired educa-tors from across the state scored the applicants on the basis ofacademic achievement, record of school and community service,recommendations and essay. Mary Ruth Ray, director of PAGEFoundation Scholarship Program, commented that the programprovides valuable assistance to those students who may not beeligible for HOPE scholarships.

“PAGE is a strong advocate of the HOPE scholarship program;however, there are some students who are ineligible for variousreasons,” said Ray. “We are pleased that the PAGE Foundationscholarships are there for these students to assist them in pursu-ing their professional development.”

The following scholarships are available through the PAGEFoundation. The scholarships are one-time awards of $1,000each. To apply, use the application available for download fromwww.pagefoundation.org beginning in September 2005. Allapplications must be postmarked no later than April 29, 2006, inorder to be eligible to win.

SPAGE SCHOLARSHIPS (college students—rising juniors,seniors or graduate students—not currently employed by aschool system)

Scholarship recipients must have a minimum 3.0 GPA, attenda college in Georgia and be a member of Student PAGE (SPAGE).Recipients must teach in Georgia for three years upon comple-tion of degree.

Categories include:• SPAGE Undergraduate Scholarship• S. Marvin Griffin Scholarship• Dr. John Robert and Barbara Moore Lindsey Scholarship—

must be enrolled or committed to enroll in Georgia SouthernUniversity.

• SPAGE Graduate Scholarship—must be pursuing an advanceddegree in education and not yet employed by a school system.

PAGE SCHOLARSHIPS (teachers, administrators and sup-port personnel)

Scholarship recipients must have a minimum 3.0 GPA and bea member of PAGE. Recipients must teach in Georgia for threeyears upon completion of degree.

Categories include:• PAGE Graduate Scholarship—must be pursuing an

advanced degree in education or be a provisionally certifiedteacher pursuing professional certification.

• H.M. and Norma Fulbright Scholarship—must be servingas a Future Educators of America in Georgia (FEA in GA) chapteradvisor or a PAGE Academic Bowl team coach.

• Jack Christmas Scholarship—must be pursuing an

advanced degree in elementary education or reading.• Support Personnel Scholarship—must be employed as

support personnel within a Georgia school system and pursuingteacher certification. �


Foundation NewsPAGE and the PAGE Foundation Announce

2005 Scholarship Recipients

Jack Christmas ScholarshipValerie Elizabeth King, 3rd grade teacher,Big Shanty Elementary School, Cobb Co.Schools—Attending Kennesaw StateUniversity, Kennesaw—Pursuing M.Ed. inEarly Childhood Education

H.M. and Norma Fulbright ScholarshipMelanie Pannell Bradberry, 7th gradeteacher, Oconee County Middle School,Oconee County Schools—AttendingUniversity of Georgia—Pursuing M.Ed. inReading Education

PAGE GraduateJamie Franklin Barragán, Spanish teacher,Buford Academy, Buford City Schools—Attending Georgia State University—Pursuing Ed.S. in Teaching and Learning

PAGE GraduateRylan Kathleen Taylor Smith, economics &social sciences teacher, Swainsboro HighSchool, Emanuel County Schools—AttendingGeorgia Southern University, Statesboro—Pursuing M.Ed. in School Counseling

PAGE GraduateBeth Kirkeby Bennett, 5th grade teacher,Allatoona Elementary School, BartowCounty Schools—Attending NovaSoutheastern University, Orlando, Fla.—Pursuing Ed.S. in Instructional Leadership

PAGE GraduateCathy H.Falzone, 4th grade teacher, Sara HarpMinter Elementary School, Fayette CountySchools—Attending Lincoln MemorialUniversity, Harrogate, Tenn.—Pursuing Ed.S.in Leadership and Administration

PAGE GraduatePhilip Melvin Brown, middle schoolteacher and coach, Echols County MiddleSchool, Echols County Schools—AttendingValdosta State University, Valdosta—Pursuing Ed.S. in Educational Leadership

2005 PAGE Foundation Scholarship Recipients


PAGE Support PersonnelAmelia “Amy” Elizabeth Miller, paraeducator,Futral Road Elementary School, Griffin-Spalding School System—Attending MercerUniversity, Henry County—Early ChildhoodEducation Major

PAGE Support PersonnelRita Marie Gunter, Bus Driver, FayetteCounty School System—Attending MercerUniversity, Douglas County—Middle GradesEducation Major

SPAGE S. Marvin Griffin Kathryn Marie Ward, Early ChildhoodEducation Major—Attending MercerUniversity, Eastman Campus

SPAGE S. Marvin Griffin Kelly Leigh McGonigle, Middle GradesMath & Language Arts Education Major—Attending Clayton State University, Morrow

John Robert and Barbara Moore LindseyScholarshipAshley Lynn Gregory, Early ChildhoodEducation Major—Attending GeorgiaSouthern University, Statesboro

SPAGE UndergraduateChristin Eileen Barnes, SecondaryEnglish Education Major—AttendingMercer University, Macon

SPAGE UndergraduateKatherine Brown Backes, Early ChildhoodEducation Major—Attending ValdostaState University, Valdosta

SPAGE UndergraduateAmber Leigh McGowan, Early ChildhoodEducation Major—Attending ColumbusState University, Columbus

In June Student PAGE (SPAGE) held itsannual business session during the PAGESummer Conference at the AtlantaMarriott Gwinnett Place. During the ses-sion, SPAGE members elected seven col-leagues from various colleges and uni-versities to serve as its slate of officers forthe 2005-06 school year:

President - Elizabeth M. Getha, Augusta State University1st Vice President - Nikki S. Lee, Mercer University, Macon2nd Vice Presidents - Anne M. Pollock,Mercer University, AtlantaSecretary - Katie Greene, Mercer University, AtlantaParliamentarian - April Radomski,Covenant College, Walker CountyGraduate Delegate - Ashley Wheelus,graduate of Wesleyan CollegePast President - Shannon Horn, graduate of Piedmont College (automatic appointment)

The statewide SPAGE officers serve asan advisory board to determine directionfor the 7,500-member student organiza-tion. “By acting as a voice for the pre-service teachers, these officers play avital role in making SPAGE a vicariousand meaningful professional organiza-

tion for college students in Georgia’steacher preparation programs,” com-mented Mary Ruth Ray, State SPAGEDirector.

The SPAGE officers will meet again atthe PAGE Fall Conference in Savannahthis November. �

SPAGE Elects Statewide Officers

Front row, left to right: Nikki Lee, Ashley Wheelus, April Radomski. Back row, left to right: Shannon Horn, Elizabeth Getha, Anne Pollock, Katie Greene.


Foundation News

The second annual FEAST (Future Teachers of AmericaSummer Training) conference was held June 6-8, 2005, at theGeorgia College and State University campus in Milledgeville,Georgia. This year’s program focused on “Teachers as Leaders,”with guest speakers 2003 National Teacher of the Year Dr. BetsyRogers, 2003 Florida Teacher of the Year Randy Scott and SeniorVice President and PAGE Foundation Trustee Bennie Boswelltalking with students about the important role of educators asleaders. The conference was funded through donations fromAT&T Foundation, BellSouth, Copeland Insurance Services,PAGE, The UPS Foundation and Wachovia.

FEAST also welcomed PDK International’s FEA NationalDirector Erin Young and Dr. Christian Chérau, director anddistrict VII representative of PDK International. Young invitedFEAST participants to attend the 2006 FEA National

Conference, which will be held at the Hyatt Regency in Atlantaon Feb. 17-19, 2006.

FEA student members had the opportunity to learn moreabout the qualities needed to become an excellent educatorthrough workshop sessions led by the faculty of the John H.Lounsbury School of Education. FEA chapter advisors attendedsessions on advisor training and the creation of an FEA website.

The two-day conference also featured outdoor team-building activities, a picnic, poolside activities, an ice creamsocial and skits. An annual highlight of the conference is theFEAST banquet, this year featuring guest speaker BennieBoswell. As a former educator, Boswell spoke from person-al experience about the responsibility educator’s have toconnect with all their students and foster leadership in theirstudents. �

FEAST Conference Offers StudentsInsights to “Teachers as Leaders”

Featured Speakers: 1. Bennie Boswell, Senior Vice President, Wachovia 2. Dr. Betsy Rogers, 2003 National Teacher of the Year3. Randy Scott, 2003 Florida Teacher of the Year 4. Erin Young, FEA National Director, PDK International 5. Dr. Christian Chérau,Director and District VII Representative of PDK International 6. Robert Maxson, Georgia Professional Standards Commission

Students learned...1. How to Make Slime! South Gwinnett High School FEA Member Belinda Dennis successfully masters the sticky concoction dur-ing the 2005 session. 2. “The Who, What, When, Where, How and Why of Teaching” with GC&SU Instructor Becky McMullen. 3. Trust: Students weigh in on working together as they balance on top a bed of nails strategically placed on Randy Scott, 2003Florida Teacher of the Year. 4. Teamwork: Working together can build a stronger bridge. 5. Invention: Building a better mousetrapduring the Junkyard Wars competition.

1 2 3 4 5 6

1 2 3 4 5

Advisors learned...


1. Whether the egg is raw or hard-boiled, thanks to Bleckley County High School FEA Advisor Andrea Williams.2. How to create your own FEA website, as instructed by Chuck Sears, FEA Advisor, Norcross High School in Gwinnett County.

1 2

2005 FEAST attendees included: Casey Allen and Andrea Williams (advisor) ofBleckley County High School; Brooke Hallowes and Teresa Hughes (advisor) ofGainesville High School; CeCe Cain of Morgan County High School; JasmineUnderwood and JoAnn Wren (chaperone) of Grayson High School; Jamie Taylor andGlinda Twilley (advisor) of Henry County High School; Sandra Thompson (advisor)of Marietta High School; Linda Dotson (advisor) of Murray County High School;Shirley Bouie of Carver High School; Belinda Nyarku and Blanca Gomez, ofNorcross High School; Belinda Dennis, Dupe Adebayo and Stacy McLean (advisor)of South Gwinnett High School, Ashley Harkins, Jennifer Sullens, and Patsy Lewis(advisor) of White County High School; Tondrea Harris, Brittany Hill, AprilPilkerton, Marcos Gomez, Tylisha Hill, Alicia Benton (advisor) and Clovis Barber,(advisor) of Willie J. Williams Middle School; Charis McWhorter, Mary Hobbs, YachiBattle, Brittany Primas, Kenyatta Simmons, Tamara Devereax and Cora Warren(chaperone) of Hancock Central High School; and Crisiauna Nelson and MoniqueNelson (chaperone), both out-of-state guest participants. Also pictured are MaryRuth Ray and Michelle Crawford of the PAGE Foundation staff.

At the picnic...

At the pool... And together...

Everyone had fun...


Most schools or school systems have avolunteer program of sorts. It is rare,however, that a school has analyzedits existing program with a focus on the needs ofits students and the utilization of the resourcesavailable in the community. Several emergingand converging phenomena in society and incommunities have the potential for providingthe foundation of an exemplary volunteerprogram.

A phenomenon that is generally recognizedamong educators, local citizens and corporateexecutives alike is that today’s public schoolshave perhaps the greatest diversity of studentsat anytime during our nation’s history. In today’sschools there is a multiplicity of languages andcultures, children in the regular classroom whoare mentally or physically challenged, andgrowing numbers of children are latchkey, infoster care or in extended family situations.There are also very bright, articulate childrenwho need to be academically challenged andsocially enriched. All of these students need

special attention—the presence of anadult role model. Tutoring, mentoring,and career guidance are only a few ofthe needs.

Another trend in society is thatmany older citizens now have anincome level that does not requirethem to work after retirement leavingthem with many hours of unfilled andunfocused time. Many small business-es and corporations require employ-ees to work with schools on a regularbasis through the commitment of adesignated number of hours. Somecivic clubs also offer as part of thecommunity outreach programs spe-cial services to schools. Lastly, manyfamilies feel disconnected from the

schools and are seeking ways to be moreinvolved in their children’s lives. Succinctly stat-ed, there are more children in our publicschools that need special help and attentionthan teachers have the time or expertise for,given the current class size and diversity.Secondly, there are many able, but unsolicited,providers of assistance in the communities.Some schools are using these phenomena tocreate powerful, articulated, coordinated volun-teer programs.

A quality volunteer program has standards,requirements and procedures. The beginning ofa new school year is an appropriate time toassess the quality and effectiveness of the vol-unteer program in your school.

SCHOOL SYSTEM POLICY AND PROCEDURES Every school system having a volunteer pro-

gram needs a board approved policy addressingthe existence and scope of the volunteer pro-gram. The policy should be accompanied byprocedures which spell out in detail the missionor goals, standards, and requirements of thevolunteer program. The Mentoring Act of 2000,which became law on July 1, 2000, states: “Every

DR. EDIE BELDEN

Professional Learning

Creating a QualityVolunteerProgram

Creating a QualityVolunteerProgram

By Dr. Edie Belden

Professional Insights


child in this state is encouraged to have acaring adult who, along with parents andteachers, is able to offer support, friend-ship, encouragement, and motivation tohelp the child excel academically and leadproductive lives… Untapped humanresources exist in local communitiesthroughout the state that can providemany children with an additional caring,positive role model or mentor.”

While this law is grant-driven, theunderlying principles and requirementsare consistent with quality volunteer pro-grams. The Mentoring Act of 2000 can beaccessed at www.legis.state.ga.us/legis/1999_00/leg/fulltext/sb290_ap.htm.

Topics and information presented inthis article will also be helpful in formulat-ing and developing a quality volunteerprogram.

PURPOSE, MISSION AND GOALSA volunteer program must have a stated

purpose or mission and goals. Some pur-poses include: to support academicachievement, to assist teachers in provid-ing basic skills in instruction, to enrichquality of instruction, to enhance inter-personal experiences for students, and toassist school staff with support services.[1] Another aspect of the purpose ormission of a volunteer program isstrengthening school-community rela-tions. Anderson School District in SouthCarolina has stated it this way: “We make aliving by what we get, we make a life bywhat we give. One of life’s greatest gifts isthe opportunity to give. Volunteering toserve others is the rent we pay for thespace we occupy in this world.” [2]

Examples of goals for a volunteerprogram include:

• Increasing parent involvement andinterest in public education;

• Encouraging other segments (seniorcitizens, non-parents) of society tocontribute to the betterment of theschools and its students;

• Providing assistance to teachers andother educators;

• Improving communication betweenschools and the communities they serve;and

• Fostering a better understanding ofthe diversity, problems and achievementsof today’s schools

WHO CAN BE A VOLUNTEER?It is important to define the concept of

volunteer and the scope of responsibility.Generally speaking, a volunteer is a per-son who works regularly in schools to sup-port the efforts of a professional personand serves without compensation oremployee benefits; however, there areother requirements for the job which varyfrom school system to school system.Some of the most common, listed for vari-ous schools systems, include: tuberculosisclearance, positive attitude, ability to workcooperatively with school personnel, ade-quate communication skills, and an abili-ty and willingness to participate regularly.One of the most recent requirements isthat a prospective volunteer submit to abackground check and fingerprinting. TheNational Child Protection Act (1993)authorizes states to establish proceduresrequiring organizations serving youth, theelderly and individuals with disabilities torequest a nationwide criminal historybackground on prospective employeesand volunteers. Georgia law does notrequire that volunteers be fingerprinted,but this requirement is being increasinglyadded to board policies and applicationsthroughout the country. If this require-ment is added, volunteers should beinformed and told that similar investiga-tions are done routinely in the certifica-tion of teachers. [3]

In addition, some school systemsrequire that the volunteer always workwithin the auditory and visual proximityof the teacher and are prohibited fromtelephoning students, visiting them at

their homes, transporting students to andfrom events, or meeting students offschool grounds. [4]

Almost all school systems reference theimportance of a volunteer respecting achild’s privacy and remaining confidentialabout classroom and school matters.Volunteers do not have access to school orpermanent records. [4] [5]

JOBS FOR VOLUNTEERSSchool systems can be too limiting in

their volunteer program. The program isoften limited to the elementary schoollevel or at least concentrated at that level.A quality volunteer program provides jobsfor volunteers at all levels and for a varietyof interest. Some of the more interestingjobs found on various school system web-sites include: writing coach, literacy pal,school garden coordinator, technologybuddy, special events volunteer, bilingualtutor, music tutor, art assistant, field tripassistant, lunch buddy, first day friendsand storyteller. These are in addition tothe usual math and reading tutor or men-tor. Some of these jobs require nothingmore than conversation skills while othersrequire specialized skills. [6] [7] [8].

Regardless of the job, it is important tomatch the interest and comfort level of thevolunteer to the school level and to theskills the job will require. Volunteers whoare matched with young children who donot like the noise and activity of youngchildren or the volunteer who is matchedwith high school students and does notunderstand the bravado and “I don’t careattitude” of a non-reader will soon dropout of the volunteer program. Strom andStrom recommend that volunteers shouldbe able to choose their jobs. [9] Thedropout rate among volunteers is higherwhen they are placed in a position ratherthan being allowed to choose their place-ment. When the volunteer does not keephis/her commitment, students often per-ceive this to be rejection.

TRAINING FOR VOLUNTEERSA quality volunteer program must have

training for its participants. The trainingshould include information on:

• Child growth and development,specifically behavioral characteristics ateach grade level;

• School policies on dress, use of inap-

A volunteer is a person who works regularly in schools

to support the efforts of a professional person

and serves without compensation or employee

benefits.


propriate language with children, appropri-ate; contact, medication, first aid and use ofboard approved instructional materials;

• Procedural rules and regulations,such as student use of phones, hall passes;

• Parking spaces, fire drills, eating andsmoking at the school, wearing of IDbadges;

• Demonstrations by teachers on howspecific tasks are to be done.

The training should be very specificabout what volunteers are allowed to doand not to do. Volunteers must under-stand that they supplement and supportthe professional staff. They do not havethe authority to discipline students, haveaccess to student records or databases,diagnose students’ needs, evaluateachievement, counsel students or discussstudent progress and concerns with par-ents. Volunteers must understand if theyengage in these activities, their services tothe school may be terminated.

Volunteers must also have a procedurefor reporting incidents in school whenthey feel actions are inappropriate or put astudent at risk. This must be a writtenprocedure, discussed with the volunteers,and volunteers should be given a copy.[2] [4] [5] [9].

RECOGNITION OF VOLUNTEERSIt is important to recognize volunteers

for the contributions they have made tothe school or school system. Systems hav-ing a quality volunteer program recognizetheir volunteers annually; some recognizeall volunteers; some recognize only volun-teers that have performed in an outstand-ing manner. Others recognize volunteersby categories such as parent, studentswho tutor or mentor, seniors (olderadults), civic organizations, business/industry, and volunteer program organiz-ers. Having the school staff and the volun-teers nominate persons/businesses forthese awards builds a sense of pride in andcommitment to the volunteer program. Itsays to the participants and to the com-munity that the school values the contri-butions made by the volunteers. [10]

Most school systems require the main-tenance of a service log by every volunteer.At the end of the year the hours and min-utes are compiled. The hours logged are inthousands of hours. Some school systemstake the median hourly wage of non-cer-tificated staff members working in the dis-trict and multiply the median wage timesthe total number of hours worked. While

the procedure for determining the eco-nomic impact of the volunteer program issomewhat simplistic, the amount of goodwill and positive public relations is incal-culable.

ASSESSING YOUR PRESENT VOLUNTEERPROGRAM

The Ball Foundation has created a self-assessment tool that can assist localschool systems in determining thestrengths and weaknesses of their presentprograms. The instrument is a Likert Scaleusing 1-4 ratings. The respondent is askedto assess the volunteer program on mis-sion, written policy for volunteers, bud-geted funds, written position descriptions,reference check of potential volunteers,health screenings for volunteers, orienta-tion and training sessions and a host ofother topics. [11]

The Building Bridges Project websitehas valuable information and links onpartnership checklists, skills checklists,hints for volunteers, sample lesson plans,career exploration material and local andnational partnerships. [12]

MANAGING A VOLUNTEER PROGRAM The demise of school volunteer pro-

grams is very frequent. The general con-sensus is that it is labor intensive. Schoolsystems seeking to improve or maintainthe vitality of their volunteer programemploy a Volunteer Coordinator. The per-son has the responsibilities of coordinat-ing all volunteer activities, providingtraining for the volunteers, and develop-ing new partnerships with communityand corporate leaders. According to theReport on the State of Volunteer Centers in2003, a Volunteer Coordinator’s mediansalary is approximately $38,000 excludingbenefits. [13]

There are also several software packageson the market that can schedule volun-teers by events, dates and time, sendreminders to volunteers, record and mon-itor total volunteer hours, and match vol-unteers to events.

VALUE OF VOLUNTEER PROGRAM One of the most valued outcomes of a

volunteer program is that it will developnew and positive perceptions towardtoday’s youth and their schools. With morethan 75 percent of the public having nodirect connection to the schools, citizensonly know what they read or hear from themass media. Practically every day’s news-cast or newspaper carries some story that

puts public schools in an undesirablelight. Through school volunteers, publicschools can have first-hand accounts ofthe professionalism of the teachers in theclassroom, the time and effort put intohelping children learn, and the overallsuperior quality of the children taught. �

ENDNOTES 1. Administrative Procedures, San Diego

Unified School District, Partnerships inEducation Program, School VolunteerPrograms, Revised 9-13-04.

2. Anderson School District, [Anderson,South Carolina] Community Involvement-Volunteering. www.anderson5.net/comminv/Volunteer.htm.

3. National Child Protection Act (1993).www.casanet.org/library/juvenile-justice/ncpa93.htm

4. Volunteer Program, MoraPublic Schools, Mora Minnesota.w w w . m o r a . k 1 2 . m n . u s / M o r a /volunteers.html

5. Handbook for Volunteers, JeffersonElementary School, Valley City, NorthDakota. www.jefferson.valleycity.k12.nd.us/JeffersonElementary/handbook/volunteerhand.html

6. Special Helpers in Public Schools. YorkSchools. [York, Maine] www.yorkschools.org;click on Volunteer Program.

7. Tulsa Public Schools Needs SchoolVolunteers! [ Tulsa, Oklahoma] www.tulsaschools.org/volunteer1.shtm

8. Berkeley School Volunteers. BerkeleyPublic Foundation. [Berkeley, California]www.bpef-online.org/volunteers.html

9. Strom, R. & Strom, S. EstablishingSchool Volunteer Programs. Child andYouth Services, 20 (1/2), 1999, 175-188.

10. Outstanding School VolunteerRecognition 2004. St.Vrain SchoolDistrict (Longmont, Colorado), 2004.www.stvrain.k12.co.us./indexmain.htm

11. Education Initiatives. The BallFoundation.www.ballfoundation.org/ei/tools/volun-teer/phase3.html

12. Building Bridges Project. www.buildbridges.net/educators/index.htm

13. Report on the State of VolunteerCenters in 2003. Office of Planning,Research and Evaluation, Pointsof Light Foundation, 2005, p. 17.www.pointsoflight.org/downloads/pdf/resources/research/2004_VC_Survey_Report.pdf www.pointsoflight.org, clickon report.



Praxis I Workshops Dates:2005Saturday, Sept. 3 - Clayton State UniversitySaturday, Sept. 10 - East Georgia CollegeSaturday, Sept. 24 - Valdosta State

UniversitySaturday, Oct. 1 - Kennesaw State

UniversitySaturday, Oct. 22 - Brewton-Parker CollegeSaturday, Oct. 29 - Reinhardt College2006Saturday, Jan. 14 - Darton CollegeSaturday, Jan. 28 - Augusta State UniversitySaturday, Feb. 11 - Georgia Highlands

CollegeSaturday, Feb. 18 - Kennesaw State

UniversitySaturday, March 11 - Reinhardt CollegeSaturday, March18 - Atlanta Christian

CollegeSaturday, March 25 - Clayton State

UniversitySaturday, April 8 - Brewton-Parker CollegeSaturday, April 22 - Kennesaw State

University

Praxis II Workshop Dates:2005Thursday, Sept. 1, Columbus State

UniversityThursday, Sept. 8, Clayton State UniversityWednesday, Sept. 28,Berry CollegeSaturday, Oct. 22, Kennesaw State

UniversitySaturday, Oct. 29, Augusta State UniversityThursday, Nov. 10, University of West

Georgia

2006Thursday, Feb. 16, Brewton-Parker CollegeSaturday, Feb. 18, Kennesaw State

UniversityThursday, Feb. 23, Atlanta Christian CollegeThursday, April 6, Columbus State

UniversitySaturday, April 8, Brewton-Parker College

Thursday, April 20, Kennesaw State University

Thursday, May 18, Georgia Highlands College

Thursday, May 25, Brewton-Parker CollegeThursday, July 20, TBD

New Dates for Praxis WorkshopsAre you preparing to take a Praxis exam? PAGE offers prepara-

tion workshops for Praxis I and Praxis II for our members. ThePraxis I workshops are all-day sessions that cover reading, writingand mathematics. We have contracted with ARS (AcademicResource Services) to provide the workshops and have negotiat-ed a deeply discounted rate for PAGE and SPAGE members. ThePAGE-sponsored Praxis I workshop will be $35 to cover the priceof the materials. For more information about the Praxis ICombination Series workshop please visit the ARS website atwww.arspraxis.org.

PAGE Praxis II workshops, provided by Estrada Consulting, areapproximately three hours long and are appropriate for anyonepreparing to take any Praxis II exam, regardless of subject area.

The workshop covers how the Praxis series of exams differs fromother standardized tests and how to prepare specifically forPraxis II tests. A subject area-specific question and answer periodfollows the general presentation. There is no fee to attend.Optional study guides will be available for $15 each.

In order to attend a PAGE Praxis workshop, you must register inadvance. Online registration is available at www.pageinc.org.Registration closes at noon, five days before the workshop date.Please try to register as far in advance as possible; seating islimited.

Workshop dates are specified below. For locations andregistration information, log onto www.pageinc.org. Click onProfessional Learning.



PAGE continues to expand profession-al learning opportunities to all educa-tors across the state and strong evi-dence of that was found at the PAGE Pre-Conference and Summer Conference 2005.

Prior to the Summer Conference, PAGEheld its first pre-conference, MentoringMatters. Thirty-eight educators from acrossthe state were trained by Dr. Laura Lipton inskills and techniques that will enable themto assist their colleagues in becoming effec-tive teachers. Dr. Lipton sees mentoring as alearning-focused relationship meaning thatmentoring is about nurturing learning andbeing involved with a colleague’s profes-sional growth and effectiveness as a teacher.The pre-conference was held over a threeday period to meet the state standard forawarding Professional Learning Units(PLUs), one PLU for every 10 hours ofinstruction. Attendees received two PLUsfor attending the pre-conference. Oneattendee summed up the three days by say-ing, “This was a great workshop. Everythingis useful to me.”

PAGE opened the Summer Conferencewith Dr. Shelley Billig, whose keynoteaddress immediately validated the theme,“Nurturing Learning and Involvement.”Dr. Billig, a renowned researcher in servicelearning, presented compelling data that

service learning improves academicachievement because it connects the stu-dent to the worlds of work, communityand society. The concurrent sessionsoffered educators a choice of topics rang-ing from the legislative committee meet-ing, to the presentation of new retirementinformation by the Georgia TeachersRetirement System to the real-life imple-mentation of service learning in Nursery

Road Elementary School in Columbia, S.C.The Nursery Road Elementary School fac-ulty, with the leadership of their principal,Dr. Mary Kennerly, wanted their diversestudent body to have a better understand-ing of citizenship’s responsibilities and itsfreedoms. Using the First AmendmentProgram, their students wrote class andschool constitutions, conducted a voterregistration among high school seniors at

Two Events, One Theme--PAGE Summer Conference 2005

Dr. Shelly Billig, vice president, RMCResearch, discusses Impacting the Future Through Service Learning.

Dr. Ann Stucke (front) with her 2005-06 Teacher Academy participants.

Tom Wommack’s daughter andinternationally acclaimed singer KathleenBryant treated the audience to her acappella version of “The Lord’s Prayer.”


the nearby high school, and broadcastdaily to the school’s citizens–its students.

The Friday night banquet was precededby two distinguished events. The TeacherAcademy, Class of 2006, presented throughmulti-media, testimonial and parody the

major concepts and strands of learningthey have focused on during their firstyear in the academy. They received astanding ovation. Immediately before thebanquet, a reception for all conferenceattendees was held to celebrate the 30plus years of professional service toGeorgia educators. At the banquet, JasonKamras, 2005 National Teacher of theYEAR, shared his story of teaching in aninner city school in Washington, D.C. Heraised math test scores by writing a hands-on curriculum featuring familiar places inWashington D.C. and doubling instruc-tional time.

Two presentations on SaturdayMorning continued to emphasize theimportance of nurturing learning andinvolvement. Dr. Peter Levine, empha-sized the important civic mission of

Jason Kamras, 2005 NationalTeacher of the Year, gave apoignant keynote address.

Swearing in of the 2005-06 officers and directors

Tabitha Martin, who serves on the PAGEProfessional Learning Committee andteaches at Centennial Place ElementarySchool in Atlanta, introduced the panel forSaturday’s presentation, “Striking Gold –Discovering Nuggets through ServiceLearning.”

Tricia Hamilton, 5th-grade teacher at WhiteCounty Middle School, tossed “gold nuggets”(candy) into the crowd, during herpresentation with colleagues Lynda Byrd andMichelle Gunnin

Diane Ray presents gifts of appreciation to retiring PAGE directors Luann Avery (left) who has served on the board since 1996 and Jan Godwin,(right) who served on the PAGE board since 2002.

schools. He said, “Teachers must recognize that individuals do not auto-matically become free and responsible citizens. Students must be edu-cated—nurtured in their learning and involvement—to participate incivic engagement.” Schools are critical to carrying out the civic missionbecause they are the only institution with the capacity and mandate toreach the current and future generations

Teachers from White County Intermediate School (TriciaHamilton, Michelle Gunnin, and Linda Byrd) provided the closingprogram session by sharing highlights of their service learning activ-ities. These teachers shared their personal knowledge, expertise andcommitment to service learning through stories, artifacts, and apowerful PowerPoint presentation. Their presentation was aptlytitled, “Striking Gold! Discovering Nuggets through ServiceLearning,” but it was conference attendees who struck gold becauseof the wealth of information shared by this dynamic trio at theSummer Conference.

The benefits of the PAGE Summer Conference are best summedup by one attendee, “This was my first time at a PAGE conference.I have met many wonderful educators and PAGE staff. It hasreinforced my professional goals for involvement in PAGE and inmy school and classroom.” �



Representative Ben Bridges (District 7), receives his Outstanding Legislatoraward from (left to right) Margaret Price, PAGE Legislative Services Manager,Dr. Allene Magill, PAGE Executive Director and Tom Wommack, PAGE Directorof Legislative Services.

The gavel is passed fromoutgoing PAGEPresident Dr. Diane Ray to currentpresident KenRussell.


II.. SSTTUUDDEENNTT LLEEAARRNNIINNGG && AACCHHIIEEVVEEMMEENNTTTThhrroouugghh tthhee QQBBEE FFoorrmmuullaa,, pprroovviiddee tthhee ffoolllloowwiinngg::

______ A. Fully implement the lower pupil-teacher ratio as mandated by current Georgia law by providing for the required teachers and permanent facilities.______ B. Enable districts to employ paraprofessionals in grades 1-8 for the purpose of enhancing the academic program, permitting teachers to focus on the instructional needs of individual students.______ C. Provide students with art, music and physical education teachers in grades K-8 at the rate of at least one of each for every 345 students (five-year phase-in).______ D. Preserve the middle school program by allowing for a curriculum that includes the core subjects but also provides for music, the arts, physical education, and connections.______ E. Fully implement and fund the Early Intervention Program.

IIII.. AATTTTEENNDDAANNCCEE && SSTTUUDDEENNTT SSEERRVVIICCEESSTThhrroouugghh tthhee QQBBEE FFoorrmmuullaa,, pprroovviiddee tthhee ffoolllloowwiinngg::______ A. At least one school counselor for every 400 students in grades K-8 (In addition, funding formula to include Special Education and Gifted).______ B. At least one school social worker for every 1,200 students.______ C. At least one school psychologist for every 1,200 students.______ D. Expand the alternative education program to include Grades K-5.

LLEETT YYOOUURR VVOOIICCEE BBEE HHEEAARRDD!!

IIIIII.. AATTTTRRAACCTTIINNGG && RREETTAAIINNIINNGG QQUUAALLIITTYY EEDDUUCCAATTOORRSS

_______ A. Improve state support of the State Health Benefit Plan toreduce the rate of premium increase and maintain the integrity of the plan._______ B. Add educator and state employee representation on theDepartment of Community Health Board of Directors._______ C. Ensure that Georgia teacher salaries reach and remain abovethe national average and lead the Southeast by increasing the state basescale by ten percent. _______ D. Add steps to the state teacher salary scale to extend salarysteps through 30 years.

_______ E. Continue enhancement of salaries and retirement benefits of educational-support personnel in the Public School Employees RetirementSystem._______ F. Provide for optional retirement with full benefits after completing 25 years of creditable service in the Georgia Teacher Retirement System (five-year phase-in)._______ G. Increase the TRS multiplier from 2% to 2.5% (five-year phase-in).

IIVV.. PPRROOFFEESSSSIIOONNAALL LLEEAARRNNIINNGG_______ A. Provide increased program expansion and state support forthe Teacher Support Specialist Endorsement Program._______ B. Make the National Board salary incentive program available to certified counselors, audiologists, social workers, and school psychologists._______ C. Provide additional support for professional learning and leadership opportunities for educators.

PPAAGGEE PPOOSSIITTIIOONNSS ((DDoo NNoott RRaattee))

SSuuppppoorrtt......• Continued support of the National Board Teacher Certification Program.• Utilizing alternative sources of funding for public education.• Maintaining a state salary scale for certificated personnel.• Application of the Fair Dismissal Act to all educators.• Use of retired teachers to alleviate Georgia’s teacher shortage.• Transfer of full experience from one school system to another for all personnel.• Increase funding for technology (hardware and software).OOppppoossee......• Using Georgia lottery proceeds to supplant existing resources for educational purposes and programs.• Collective bargaining, legalized meet and confer, legalized permissive professional negotiations, binding arbitration, strikes, sick-outs, school closings and other militant tactics.• Diverting K-12 public school tax dollars to private schools or home schools.• Merging the Teachers Retirement System of Georgia with the Employees’Retirement System of Georgia.• Investing Teachers Retirement System funds or Employees’ RetirementSystem funds into venture capital.

PAGE is a democratically run association, relying on input from its members at the local level. Please review PAGE’s Tentative Legislative Priorities thatwere discussed at the 2005 Summer Conference. The legislative priorities will be finalized at the Fall Conference. PAGE lobbyists will work for these priorities at the 2006 Georgia General Assembly.

Please rate each item from 1 (lowest) to 4 (highest) on the ballot below and fax to the PAGE office (770) 216-8589 by OOcctt 1155,, 22000055.

1 - unimportant 2 - could be considered but not necessary 3 - important 4 - very important

WWHHAATT AARREE YYOOUURR LLEEGGIISSLLAATTIIVVEE PPRRIIOORRIITTIIEESS??PPAAGGEE WWaannttss TToo HHeeaarr FFrroomm YYoouu......


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