the power of persistence · persistence... continued on page 5 over the past five years i have...

President's Message .................................................... Page 3Stop the Policy Whiplash... Let Us Teach! ..................... Page 42013-14 New Teacher Grant Winners ........................ 0

HIGHLIGHTS IN THIS ISSUE

The voice for educators

P r o f e s s i o n a l E d u c a t o r s o f N o r t h C a r o l i n a N e w s l e t t e r

Persistence... continued on page 5

Over the past five years I have grown increasingly fed up with the state of things in public education. Before I began my career, I saw myself teaching until I withered away from old age. But now I am counting down the semes-ters. It is so hard to remember the joy I once had as a teacher, how much fun it used to be.

Teaching has always been a demanding task master, but I loved it and devoted many hours outside the school day to my students. The hoops we are hav-ing to jump through now, the paperwork we are required to complete, the accountability measures that are sucking the life out of any and all teachers,

and the endless meetings that seem to be designed to showcase how incompetent we are have done nothing but demoralize every teacher I have spoken with lately. I cannot begin to count the number of times I have had pep talks with myself trying to find the energy and wherewithal to keep going.

This semester began worse than others. I was so tempted to walk out before the students had even arrived in August. Then, once classes actually began, the problems I was experiencing in one of my classes was almost the proverbial straw. There were two students in particular, who have been the ringleaders in this particular class and are what I like to call “climate changers.” Their absence and/or presence changes the overall atmosphere in the class, for better and for worse. They clown around pretty much all semester, talking out of turn, cutting up, yelling across the classroom, harassing their peers, etc., etc. I have tried every trick I’ve accumulated in my 19-year career to get through to these two young men, and when we’ve spoken in private about their behavior, they’ve given me all the right answers to my questions. Yet, once they were on the “stage,” they kept right on misbehaving.

A few weeks ago we started a research project. The students had to choose a topic from a list I gave them. One of these "climate changers" asked me to choose for him. I gave the matter some thought and assigned him the Nazca Lines of Peru. The next day, he came up to me and said, “This is really interesting. I’m enjoying reading about the Nazca lines.” I was floored and told him that I was glad he was enjoying his topic. A week later, this student came in early from lunch one day and pro-ceeded to tell me all about what he’d learned and his theory on the purpose of the Nazca Lines. His

The Power of Persistence by Amy Goss

Spanish Teacher, Thomasville High School

That Light Bulb Moment by Carol Vandenbergh

Teachers need to be recognized through meaningful

compensation, and not just some teachers - all teachers.

You know that light bulb moment when one of your students gets it? It means your hours, weeks and months of constant reinforcement of con-cepts was not all for

nothing. It’s the best feeling in the world, as our cover story writer, Amy Goss, can tell you. There’s nothing greater than know-ing that your time, energy and creative teaching has allowed someone to move beyond a wall in their mind and build upon a new foundation that you helped to create. After five years, I think we’ve hit our light bulb moment with North Carolina lawmakers.

PENC’s “students” - the North Carolina State House and Senate members - are not entirely unlike your students. They can be sassy, spirited and stubborn in their ways. But, they are also caring and compassionate human beings who want our state to thrive. While PENC and NC lawmakers may not always agree on how to make that happen, we have come to some consensus on one issue: teacher pay.

For five years, we have been educating law-makers about how teacher compensation is a key to recruiting and retaining the most effective educators, peppering in your sto-ries of frustration and concern, your com-ments about working conditions and the balance of managing new expectations with outdated pay. We expressed that we can’t go on like this as a state, as teachers and as communities that support public education. We adamantly told them teachers need to be recognized through meaningful compensation, and not just some teachers - all teachers.

The NC House, the NC Senate and Gov-

ernor McCrory all have a plan for moving teacher compensation upwards. While their current plan is a step in the right direction, we're not quite there yet so we will be working with all of them to ensure that the decisions that are made will have the appropriate impact and no negative unin-tended consequences.

We hope it is just the beginning of good things to come. When lawmakers return to Raleigh in May, we need to be clear,

persistent and profes-sional with our mes-sage. Stand ready to advocate with us this coming short session. It will take all of us to educate our legis-

lators, our colleagues and our communities. Share our message, share our enthusiasm, share our commitment to ensuring legisla-tors continue to have light bulb moments that will benefit classrooms across our state.

I appreciate all of the members who have taken the time to share their stories with me and with your legislators. I appreciate all of the members who have persevered in their classrooms with their students and outside of their classrooms in their advoca-cy efforts. I know at times it felt like it was all for naught, but know that they are hear-ing us. Even if their plan of the moment doesn't entirely align with our goals, I know that we will get there with your help!

Keep moving forward, keep communicating with us so we can effectively advocate for you. Keep looking for those bright spots in your day that remind you why you teach.

You inspire me,

Carol Vandenbergh, Executive Director

2 T h e V o i c e N e w s l e t t e r - W i n t e r 2 0 1 4 i s s u e

It is a hard and un-avoidable truth spoken in the halls of every school and in every-community across the state: 2013 was a very difficult year for teach-ers and education in

North Carolina.

Recent reforms that were enacted by Gov. McCrory and leaders in the General As-sembly have the potential to do irreparable harm to every facet of public education. The reforms have drawn negative attention to North Carolina by the national media. What is also troubling about the legislation is the manner in which it was passed. Many of the damaging policies were not allowed to reach the committees that are designed to evaluate and advise on matters regarding education. Thousands of personal commu-nications from teachers, parents, and stu-dents were ignored. Instead, our children became pawns in a game of numbers, and the policies were wrapped neatly into the overall budget.

Knowledge and experience have been for-saken, and public education will suffer from that loss.

Despite the assault on our schools, a momentous shift has occurred. Although the voices of the members of the General Assembly who stand for education were un-fairly quieted, the voice of the people grew louder. Progressive education has returned to the forefront of debate, and is now being actively supported by the general populous. It appears most people favor good policies that improve education, over politics rooted in ignorance and leverage.

What most teachers want is a prudent com-promise, without sacrificing the bedrock of our beliefs. Tell us what to do, then provide us resources without restraints and the results will be remarkable. Evaluate us in a manner that is fair and consistent with the demands of our unique populations of stu-dents, and education will have more mean-ing and personal impact. Provide a system of compensation that more accurately re-flects our expertise, and rewards systematic success; not one that fosters competition, closes cooperation, and discourages profes-sional growth.

By nature, teachers simply want to do our jobs and trust that decisions impacting education are designed to strengthen our schools. But we can no longer live out the results of others' mistakes. Now we under-stand the need to speak out. After all, there are no greater experts on public education than those of us in the trenches.

2014 will begin a different future.

With high hopes,

Tim Barnsback, President

by Tim Barnsback

P r o f e s s i o n a l E d u c a t o r s o f N o r t h C a r o l i n a - w w w . p e n c w e b . o r g 3

Teaching is a messy business. In order to teach well one must accept that teaching is primarily about human interaction, about the bonds that teachers build with their students. A good teacher conveys structure without fear, a sequence of skills without mindless repetition and creativity without chaos. In a classroom that truly feeds a student, there is security, established routines, appropriate humor and an increased appreciation of the material that is introduced. This type of classroom cannot develop under a system of micromanagement and scripted learning. Common Core standards, the mandated pacing guide developed from the standards and the testing that

attends them will be the death of this kind of teaching.

The golden thread acknowledged in most education-related articles and research is the value of an accomplished teacher in the classroom, yet we shoot our arrows at all kinds of targets that do not focus on that one positive answer. We argue for innovative programs, more technology, more pay, early childhood interventions, eco-friendly buildings and buses, charter schools, forced busing/neighborhood schools, socio-economic support for students, more supplies and textbooks…ad nauseum. One of the documents from the National Commission on Teaching and America’s Future (1997) states, “teacher expertise is the single most important determinant of student achievement…each dollar spent deepening their knowledge and skills nets greater gains in student learning than any other use of an education dollar.” If that is true, then why aren’t we rewarding colleges with superior teacher preparation programs that produce knowledgeable and confident new teachers? Why aren’t we helping current teachers locate and learn from professional development opportunities that dovetail with a busy teacher’s schedule, interests, and self-identified needs? Neither of these solutions requires much of a monetary investment, just consensus, honesty and some time.

Teaching is both science and art. I believe that a reputable college program provides enough of the science of teaching in that it usually produces a graduate who has studied theory, creates functional lesson plans, uses technology to enhance instruction, and basically manages a classroom. What I believe will make a real and lasting difference in education is developing teachers who practice the art of education. The educator who is a true artist uses the resources at his disposal in order to create a day for the students he serves, a day that engages them, motivates them, and meets their individual educational and emotional needs. An educator who understands the art of teaching knows his strengths and weaknesses and seeks constant improvement. A teacher who is an artist needs the freedom to work from his own pacing guide that isn’t given to him by a school system, but is one that he creates based on the needs and desires of his students. The results of allowing the development of educational artists will be engaged students, better schools, satisfied parents, and better test scores. With micromanagement you get art that resembles paint by number on velvet. You can’t develop an artistic teacher in a one size fits all system where teachers are told to the minute how, when, where, and why to do everything.

There is a disturbing trend among many new teachers who accept and even expect to be told what, how and when to teach everything without regard for individual classroom or student needs. While I’m in total agreement that it is my responsibility to teach NC’s curriculum, it is also my responsibility to THINK, to question curriculum and materials that are inappropriate for my students. I believe that is part of the reflection piece of my teacher evaluation. North Carolina can’t continue to talk out of both sides of its mouth. We can’t have innovative, creative teachers and programs to meet a myriad of student needs and parent choices and also force teachers to stop making professional decisions and become Stepford teachers. a

Stop the Policy Whiplash... Let Us Teach! by Rebecca Fagge, NBCT

Teacher, Caleb's Creek Elementary


These are the things that build a

tired teacher up.

Persistence... continued from page 1

behavior has also improved dramatically, and, as a by-product of his improved behavior, this class has been a much more pleasant environment for all concerned.

Recently, this student stayed after school so he could have a private conversation with me. He started talking, and it was just like the other times we’ve spoken in private. He apologized for his behavior and his attitude. What happened next choked me up. Tears started swimming in his eyes.

He told me how many mistakes he had made and that he really hated how he’d acted in my class, that he wanted to be a bet-ter role model for his younger sisters. He said that he finally understood that I hadn’t been picking on him when I called him out, that he saw what I’d been trying to explain all semester. He thanked me for not giving up on him and told me that he was going to really try for the rest of the semester because he wanted

to pull up his grades. I assured him I would work with him, that I was really proud of him and the growth and changes he’s made recently. He thanked me again as he shook my hand, then left.

Those moments are what make teaching worthwhile. Seeing a young person grow and mature, see-ing them get excited about learning something new, learning that they were doing extra research on their own time because they were interested. These are the things that build a tired teacher up. All the testing and formal assessments in the world cannot measure that excitement, that growth. The Common Core requirements and War and Peace-length lesson plans cannot address how to get through to a hard case, do not take in to account the difference made in the life of a young person because of a teacher’s caring, will never touch the benefits found in persistence on the part of the teacher. As my student left me, I felt fifty pounds lighter. I felt like I stood straighter and I felt, once again, that my chosen career was valuable. a

President: Tim BarnsbackBurke Co., [email protected]

Vice-President: Vann LassiterChowan Co., [email protected]

Treasurer: Tinger PurvisWake Co., [email protected]

Secretary: Beth BrabbleChowan Co., [email protected]

Past President: Amanda BullardMoore Co., [email protected]

Region 1: Tammy FlynnPitt Co., [email protected]

Region 2: Ashton T. GriffinWayne Co., [email protected]

Region 3: Mandi BaggettWake Co., [email protected]

Region 4: Wallace HardwickCumberland Co., [email protected]

Region 5: Peggy DickeyForsyth Co., [email protected]

Region 6: Ella BoothStanly Co., [email protected]

Region 7: Tammy BeachCaldwell Co., [email protected]

Region 8: Peter BobbeYancey Co., [email protected]

At-Large 1: Janice BurtnerLee Co., [email protected]

At-Large 2: Tamara MorganRowan Co., [email protected]

Presidential Appointee: Muriel WrightOrange Co., [email protected]

Presidential Appointee: Brian CullenBurke Co., [email protected]

PENC Board


In each issue of The Voice, we spotlight one of our Member Representatives. Due to the over-whelming response to our spotlight request, we have decided to go for a slightly differnt format for this issue and print thoughts and suggestions some of our Reps have for North Carolina policymakers and lawmakers.

PENC would like to thank all of the Reps who took the time to respond to our request. Due to space limitations, we were unable to print all of the responses we received, but here are a few from some of our dedicated Member Representatives.

One suggestion I would have for policy makers or legislators would be to listen to the teachers and respect the insights they may have about effective policies. And teachers need to be proactive, when making changes. Also, I think an interesting experiment would be for legislators or policy makers to substitute in public school for at least a week, preferably exam week in January. The time spent in a classroom with children would offer a politician invaluable insights into the lives of their con-stituents, in my opinion.

~ Rita Hubbs, Smokey Mountain High School, Jackson County

I suggest that our policy/law makers make services to exceptional children, teach-er retention and teacher pay priorities in order to help all children benefit from public education and to preserve the integrity of our education. I also suggest that our state reinstates the funds that supports National Board fees for our candidates. We are a leader in NB certified teachers, let’s keep it that way.

~ Katherine Eatmon, Brassfield Elementary School, Wake County

I suggest that lawmakers look at other states that have better teacher retention rates and compare their success rate of students with ours and what policies they have in place to keep their teachers.

~ Beverly Brown, Clyde A. Erwin High School, Buncombe County

Stop looking at education as a commercial concern or enterprise. Engage true edu-cators at all levels in your formulation for reform, not just administrators, politi-cians and school boards.

~ Algernon Keith, Camden County High School, Camden County


Are you interested in serving at your school? Do you know a Member Rep who deserves recognition? Let us know! Email us at [email protected].

Thank you for all that you do to help PENC and education in North Carolina!

Get rid of the Read to Achieve mandate because our third grade teachers are spending several hours each morning conducting “practice” EOG reading passages for their students’ portfolios, rather than teaching them academic content and real world problem-solving skills. Students also have little to no time for academic conversation in order to clarify concepts, fortify their opinion with evidence, or negotiate their point of view, using evidence from their own lives, from a text, or online research.

~ Beth Houck, China Grove Elementary School, Rowan County

I believe law makers need to take a more futuristic approach to policy making. Given the bulk of the North Carolina state budget goes toward education, legisla-tors should spend more time in public school classrooms, so they may identify the needs and witness the impact of the policies they are supporting.

~ Tonya Gesing, McDowell High School, McDowell County

In terms of restructuring teacher pay I still think seniority should be considered at least to an extent as well as evaluation results or whatever else is looked at. I do not think certain teachers should get paid more because of their field of study --- that just discourages new teachers from pursuing certain fields because they do not think they are as “marketable” as a social studies teacher, for example. We need highly qualified teachers IN ALL SUBJECTS.

~ Theresa Joyner, Southeastern Randolph Middle School, Randolph County

My suggestion for lawmakers is to get out into the classrooms. Not just for one hour; for an entire day! Teachers work very hard, and lawmakers need to see this first hand. They need to observe a teacher teaching to multiple learning abilities at the same time. They need to see how a teacher can make a whole group lesson in-dividualized for each student. Lawmakers need to see how dedicated educators are to their students, and understand that it is not all about test scores. Some days it’s about making sure a child has a meal or a coat before he/she can focus on learning. Educators are amazing people and more than just numbers on a spreadsheet.

~ Wendy Hair, Spring Creek High School, Wayne County


Ashton T. GriffinWayne Community Col-lege Chemistry professor and PENC Board member Ashton T. Griffin will be making two presentations at the 247th American

Chemical Society’s National Meeting in Dallas, TX on March 16-20 and another presentation at the 204th Conference of the Two-Year College Chemistry Consortium (2YC3) in McKinney, TX on March 14-15.

The first presentation, “Chemistry 151 and 152: Why yes, There is a Wayne Community College General Chemistry App for That,” discusses a chemistry web app that Ashton helped develop for his students to use.

The second presentation is titled “How 2 + 2 = 6: How six new performance objectives and a new chemistry articulation agreement are impacting the success of our students as they transition from a community college to a four-year institution.” As part of a group of community college chemistry instructors and chemistry professors the UNC system, Mr.

Griffin helped developed the standard learning objectives for chemistry that become part of the new articulation agreement between the 58 community colleges and the schools in the UNC system. The six new performance objectives are goals and benchmarks that each community college must meet and how successful they are dictates the amount of funding that they receive from the state. Ashton’s area of focus has been on first year progression. This objective involves what percentage of community college first year students complete at least 12 semester hours within that first year. Wayne Community Col-lege has been pretty successful in this area and they have been asked to help mentor five other community colleges that are not doing as well.

The final presentation for the 204th Conference of the 2YC3, “What is New in the Teaching of Chemistry with Social Media at Wayne Commu-nity College?”explains how Mr. Griffin is using social media, Moodle, iPads, and web apps to help teach chemistry to his community college students.

Congratulations Ashton!

Eric MarshallThe Colonel Joseph Winston Chapter of the Na-tional Society of the Daughters of the American Revolution (NSDAR) recently recognized Eric Marshall as an Outstanding Teacher of American History. Mr. Marshall is a fifth-grade teacher at London Elementary School.

According to the Colonel Joseph Winston Chapter, “Marshall has an insightful knowledge of American history. Using tools such as “Camp London,” visual aids and the practice of democ-racy in classroom decisions, he fosters a spirit of patriotism and loyalty for our country and con-stitutional government. Mr. Marshall challenges his students to not just study historical facts, but to learn from the historical events and how

they impact our lives today. Students eagerly participate in his class and the community as a whole looks forward to watching Camp London unfold each year. “

Eric Marshall was subsequently named the state winner of the Outstanding Teacher of American History by the NC Society Daughters of Ameri-can Revolution (NCSDAR). He will be honored at the NCSDAR State Conference in May 2014. Additionally, NCSDAR will nominate Marshall for the national award, the NSDAR Outstand-ing Teacher of American History, the winner of which will be unveiled in June 2014.

Congratulations Eric!


Do you or a PENC member you know deserve Props!? Let us know! Don’t forget to include a color photo, name, school name, and email address of the person you want to recognize. Props! are written for awards, scholarships, and other education-related achievements. Please send your submissions to [email protected].

Brian HillGamewell Middle School in Lenoir is potentially going to be a five time PBIS Exemplar Recog-nized School. Brian Hill, a 7th grade Science teacher and Positive Behavioral

Interventions and Supports (PBIS) coach at Gamewell Middle School, has been instrumen-tal in implementing, overseeing, and main-taining the PBIS program at the school. Since the PBIS program was implemented in 2007, Gamewell has been recognized for six years and is a four time PBIS Exemplar Recognized School. This designation is reserved for a small percent of PBIS schools throughout the state of North Carolina.

Mr. Hill states, “Our PBIS program has helped

transform our school both academically and behaviorally. Between 2008 and 2012 our discipline numbers dropped significantly and our EOG scores in Math and Language Arts increased. Our school climate is much better which has led to our staff transfer rates drop-ping and the number of discipline referrals that our administrators deal with has gone down dramatically. The PBIS program at Gamewell Middle School has allowed us to keep the students in the classroom where they can be provided with direct instruction from the high quality educators that we have at GMS. We have had several schools tour our school to see what strategies we are using that have led to our suc-cess, and hopefully we will have more schools that visit Gamewell Middle School.”

Congratulations Brian!

Daniel KornDaniel Korn, Social Studies teacher at Porter Ridge High School, was named a 2013 Educator of Distinction by the National Society of High School Scholars (NSHSS). Mr.

Korn was recognized at the NSHSS annual winter event at the Jimmy Carter Presidential Center in Atlanta, Georgia this past December. Educators of Distinction are invited to attend the NSHSS member events around the country and are presented with a personalized certifi-cate and able to take photos with Mr. Claes Nobel, Founder & Chairman, NSHSS Board of

Advisors, and senior member of the family that established the Nobel Prizes.

NSHSS believes that educators should be recognized for their commitment and impact on their students. NSHSS high school members nominate a single educator who has made the most significant contribution to their academic career. Educators nominated as Educators of Distinction must be an outstanding role model and positive influence, someone who has made a lasting difference in the student’s life by encour-aging them to strive for excellence as they be-come the leaders and innovators of tomorrow.

Congratulations Dan!

Leigh WaltersMs. Leigh Walters, As-sistant Principal at Wiley Middle School, was named as the 2014 North Caro-lina Secondary Assistant Principal of the year by the North Carolina Princi-

pals and Assistant Principals’ Association. Ms. Walters will serve as North Carolina’s represen-tative for the National Association of Secondary School Principals (NASSP)/Virco National Assistant Principal of the year program, which

recognizes outstanding middle level and high school assistant principals who have demon-strated success in leadership, curriculum and personalization.

All state Secondary Assistant Principals of the Year are honored at the State Assistant Princi-pals of the Year forum and awards banquet held annually in Washington DC. Ms. Walters will attend this year’s event in April.

Congratulations Leigh!


Congratulations to the 2013-14 New Teacher Grant Winners!

PENC would like to congratulate this year’s recipients of the 2013-14 New Year Teacher Grants.

Each grantee has been awarded $250 by PENC to be used for instructional supplies. Each year, PENC offers up to 16 grants to members in their first three years of teaching. PENC encourages ap-plicants to propose innovative ways to utilize instructional materials that actively engage students.

The following members were selected to receive grants:

Ms. Stephanie Leigh Horne, Hospital Homebound Education Program, Forsyth County

Mr. Brian Kalsbeek, Martin GT Magnet Middle School, Wake County

Ms. Autumn N. Pace, McDowell County Head Start, McDowell County

Ms. Savannah Racut, Laurel Hill Elementary School, Scotland Count

Mr. Jason Scales, Broadview Middle School, Alamance County

Ms. Alisha Washington, North Harnett Primary School, Harnett County

2013-14 New Teacher Grant Winners

Keep an eye out in the Spring/Summer issue of The Voice for project updates from this year’s recipients.

Greg Brenyo

Wendy Bryant Motley

Deana Jones

Madison Hester

Deborah Wilkerson

Leslie Miller Lee Ann Snyder

2013 National Board Certified TeachersCongratulations to the following PENC members for becoming National Board Certified teachers in the 2013 cycle.

Congratulations to the following PENC members for renewing their National Board Certification in the 2013 cycle.


Professional Educators of North Carolina is currently accepting electronic entries for its 8th annual Young Artists Competition. The goal of this project is to highlight the hard work of North Carolina’s visual art teachers and their students.

Six works of art will be selected as the winning entries by a PENC panel of judges during the summer. The pieces will be duplicated for display in the PENC office in Raleigh, on the PENC website and may be used in future publications. The six winning entrants will receive an award of $50.00 and a certificate of achievement from PENC. The art teachers will also be presented with a certificate and a gift bag at the Fall 2014 Executive Board Meeting.

For submission guidelines, please visit www.pencweb.org.

2014 Young Artists Competition

Saturday, March 22:PENC Office, RaleighWake County

National Board Submission DeadlinesDeadline to apply: February 28, 2014Portfolio Submission: April 1st -May 16thAssessment Center Window: 3/1-6/15

PENC National Board Workshops

Register for National Board Workshops online at www.pencweb.org. For questions regarding our offerings, please contact us at [email protected].

Initial Certification and Renewal Workshops

April 18, 2014 (Good Friday)

April 21, 2014 (Easter Monday)

May 26, 2014 (Memorial Day)

July 4, 2014 (Independence Day)

PENC Office Closed


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Join us for our Annual Meeting!

The PENC Board invites members to join us for our Annual Meeting in Raleigh on Saturday, May 3, 2014. Meet and greet fellow members, celebrate Scholarship recipients, vote on bylaw amendments and elect new board members! This year, the positions of Treasurer, Secretary, Regions 2, 4, 6, 8 and At-Large 2 represen-tatives are up for election. If you plan to attend the meeting, please RSVP by Friday, April 25, 2014 to [email protected] or 800.542.8844.

the power of persistence · persistence... continued on page 5 over the past five years i have...

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