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CTA Region 1 Leadership Conference: One Attendee's Journey

By Julie C. D. Meyer-Houston - CTA State Council Representative - Sonoma State University, Chapter President

Informative and fun are the best two words to describe the CTA Region 1 Leadership Conference I attended as the recipient of the Minority Leadership Incentive Grant.

This annual conference is designed to strengthen leadership skills, personally and professionally, of current Association leaders and its potential leaders.

Sharing a moment amongst Association leaders. From Left-Right: Ann Shadwick, CTA Board of Director/Liaison to Student CTA; Barbara E. Kerr, CTA Vice President; Julie C. D. Meyer-Houston, CTA State Council Rep/Sonoma State University Chapter President; and Carolyn Doggett, CTA Executive Director.

The issues that were addressed in the form of workshops during this three-day event (September 20-22) in the serene wood setting of the Asilomar Conference Grounds along California's Monterey Bay were about the teaching profession, the Association, chapter bargaining, contractual rights, equity, education, one's life as a teacher, and the community.

The following are the highlights of each 90-minute workshop I specifically attended. Because the workshops were so informative, I felt like they should have been longer so that we could further discuss the problems in greater depth and breadth-there's still so much more to learn.

"Advocacy with Attitude" Workshop

To build my skills as a representative and advocate for the Association, I attended this dynamic, interactive workshop facilitated by CTA staff Yvette Lopez, Diane Ruszczyk (both from the Napa-Solano Regional Resource Center), and Mt. Diablo Education Association Executive Director Mark York. It featured role playing of what strong-versus-weak advocacy looks like. Here's a list of strategies an advocate with "attitude" should possess:

• Sees himself/herself as an equal to the administrator, school board, superintendent, etc.
• Does his/her homework and is prepared about the topic.
• Knows his/her legal and contractual rights.
• Does not judge, but defends the Association member.
• Does not assume that something is true because "someone" said so, even if that someone is an attorney (who could be advising outside of his/her field of specialty).
• Asks for verification/citations of statements.
• Recognizes the difference between opinion and fact.
• Knows that informal meetings are not informal; as an Association Representative, what you say can be used [as evidence] in any formal proceedings.
• Knows that power can be drawn from a title/position, i.e., identifying oneself as an Association Representative versus "just a teacher or just a student or just a concerned citizen".
• Assumes the role of an equal with manner of dress, tone of voice, posture, location proximity, etc.
• Again, sees himself/herself as an equal!!! This cannot be overstressed enough as the most important tool in advocacy work.

"High Stakes Testing: Impact on Teachers, Instruction, and Student Achievement" Workshop

To enhance my knowledge of the current educational environment and of the different methods in teaching, I attended this very informative workshop, facilitated by CTA Staff Vernon Gettone of the Instruction & Professional Development Department. We, the attendees, shared our anger about "having to teach to the test, " whether it's the Standardized Testing and Reporting (STAR) Program Assessment or the SAT 9; and received the proposed blueprints for the next generation of standardized testing.

The revised and new standardized test blueprints are in the process of being adopted by the California State Board of Education. They include, but are not limited to, English Language Arts, Math, History-Social Science, and Science.

Fundraising for the benefit of children with Martha Wallace, NEA Director, District 4, myself (Julie), and Larry Allen, NEA Director, District 2. Both directors were also part of the Conference Committee that planned this educational gathering.

What is alarming to me is the exorbitant number of standards in each subject area and in each grade level - just in looking over the 2nd grade standards, I see 31 benchmarks that must be "met" or "exceeded" in English Language Arts alone!!

Here's one of many major disconnects I see: WHAT WE DO versus WHAT WE SAY! Our society and curriculum is still mostly being taught according to a traditional methodology, that is, students are being lectured to, with set periods of covering subject matter, etc. versus a subject-based/standards-based, student-centered learning method of teaching curriculum. This style is more conducive to individual growth.

In a standards-based learning environment, each student's needs are uniquely addressed to assure that she/he is truly achieving or surpassing the standards.

By comparison, traditionally and with the best intentions, the teacher covers each subject area according to a pre-determined, inflexible time schedule to assure that each subject is taught to all of the students. This style is mass-production based growth. Not only do those problems exist, but also parents want to know if their child is getting an "A, B, C, D, or F." The potentially new assessment of "'completed' or 'met' or 'exceeded' the standard" is not a satisfactory manner to describe to parents whether their child is at an expected letter-grade level.

Another major problem with traditional versus student-centered/project-based learning is that in traditional settings, students generally learn through memorization (thus, renting the information). Whereas, in student-centered/project-based learning settings, the student learns to own the knowledge because she/he develops critical thinking skills, learns to manage her/his time, develops a reinforced attitude about cooperative, group, interdependent interaction, and can learn creativity and problem-solving skills throughout each step of the learning process.

"Extremist Attacks on Public Education" Workshop

To understand my community-locally, regionally, statewide, and nationally-I attended this thought-provoking workshop facilitated by CTA staff Rich Boyd of the Concord Regional Resource Center.

We saw a PowerPoint presentation listing the sphere of influence that the ultra-right, ultra-conservative, Christian coalition has over society and public education through their private education system, subsidiary corporations, widely-distributed publications, affiliated television networks, and political leaders.

Did you know that it is by way of publications such as "American Child" (or "American Family") that are gratuitously placed in the waiting rooms of pediatric medical centers that the ultra-right is able to strongly impact people's thoughts on issues of Pro-Life, School-Choice/Vouchers, and the like? The guise is this: A healthy child is the basis for a healthy family, which is the basis of a healthy society. Right? Of course, most people will agree. So, when a group with an ultra-right, ultra-conservative agenda talks about the importance of a healthy family, then they can also talk about their beliefs; thus, define what being a healthy family means - and should mean for everyone else.

FRIENDS AND SUPPORTERS OF PUBLIC EDUCATION: Association leaders Dean Vogel, CTA Director, District A, myself (Julie), and Toni Reynolds, Rohnert Park-Cotati Educators Association. Both Dean and Toni were also part of the Conference Planning Committee.

There was much discussion about what is happening around the greater San Francisco Bay Area in respect to academic freedom, the Pledge of Allegiance, the attacks on several Islamic students and the teachers who discuss Islam positively, etc.

Knowing the enemies of public education is important. What is more important is doing something to thwart their efforts. All of us members must help each other in our efforts to keep public education alive and strong.

"Chapter Newsletters: Create 'Em with Pizzazz and Punch" Workshop

To improve one of my chapter's (SCTA-Sonoma State University) methods of communication, I felt compelled to attend this zesty session, facilitated by CTA Staff Karyn Donhoff, of the CTA Communications Department, Burlingame.

We received many examples of what award-winning newsletters looked like (layout and graphics), what topics of interest should be included in the information tool, and what strategies to use that would entice members into contributing articles or even just a line or two about a chapter event or a fantastic deed by a member.

As we all know, the success to any relationship depends on communication, regardless of the size of the group. The chapter newsletter is one of the best ways to inform members of what's going on, what's available to them, what they ought to be doing.

The Other Fun

So far, I've talked about what I gained during the formal aspects of the conference. I'm going to share with you that there was fun too! Besides the spiritual atmosphere of this refuge by the sea, other forms of recreation were available: beachcombing, playing at the volleyball court in the sand, indoor ping-pong and pool tables, and swimming in the outdoor swimming pool.

The movie "Billy Elliot" was presented, which was about a boy who was guided by his teacher to fight for his dreams and his destiny.

In addition to the delicious variety of foods and desserts that were provided, there was freestyle dancing from 8:30 to midnight. Wow, those teachers know how to party!!! Everyone danced to tunes, ranging from the 50's to current Hip Hop/R&B/Pop music. One could dance on one's own by just stepping onto the dance floor, or could join a group that was circling around a featured performer, or could join the conga line (and train "choo-choo" line) and dance around the entire floor while encouraging others to join in ñ that's what I did! Patricia Whyte, one of the conference coordinators who is also a teacher/chapter leader from the Vallejo Educators Association, grabbed me and placed me in front of her so I would lead the "Come-On-Ride-The-Train" dance line. Whew, that was FUN!!! For many of the dancers, we rarely left the floor.

As it turns out, I was the only student member of CTA in the region that attended this conference, yet I was treated as their equal. My concerns, my participation, and my suggestions were all welcomed. The leaders nurtured me well. They called me up onto the stage to introduce myself and to assist them in giving away air travel tickets to anywhere in the United States.

In closing, the best part of attending this conference, for me, is feeling empowered, personally and professionally. I walked away with handouts that I can refer to in the future for refreshing my advocacy skills, newsletter writing skills, teaching skills, and total knowledge base. I am better informed why we, individually and collectively, must be political about public education, and teachers' rights and responsibilities. I interacted with current Association nationwide, statewide, regional, and local leaders/teachers. My networking skills have grown tremendously. I feel more confident about addressing public education issues. I was treated respectfully and affirmed as a colleague amongst teachers in the field. And I got to dance with everyone, through dialogue, music, and fun!

I highly recommend that everyone attend one of the Leadership Conferences in your area. This experience has sparked a renewed sense of creativity and collaboration within me. I'm sure that by participating in one like it, you will enjoy similar feelings. It is one of the best choices you can make for yourself, your (future) students, your colleagues, and your community.