"We need to stay the course. The mission is doable, and we don't need to back off that right now." It's not the latest blurb on Iraq or even an attack on the critics of Al Gore's crusade to end global warming. It's not even about finding out who is the father of Anna Nicole's baby. The latest "stay the course" rhetoric is from U.S. Deputy Education Secretary Raymond Simon in "'No Child' Target Is Called Out of Reach: Goal of 100% Proficiency Debated as Congress Weighs Renewal," an article from the March 14 issue of the Washington Post. The mission he's talking about is 100% of students nationwide scoring proficient or advanced on mandatory tests by the year 2012.

You'd think someone in charge of the nation's education system would know a little bit about statistics and probability, but according to Robert L. Linn, co-director of the National Center for Research on Evaluation, Standards and Student Testing at UCLA, Mr. Simon's mission is impossible. "There is a zero percent chance that we will ever reach a 100 percent target," Linn said. "But because the title of the law is so rhetorically brilliant, politicians are afraid to change this completely unrealistic standard. They don't want to be accused of leaving some children behind."

Brilliant! Teachers from coast to coast have been arguing Mr. Linn's point for years, but we've been accused of trying to lower standards, giving up on kids, and avoiding our professional responsibility.

No Child Left Behind has not been entirely bad, and there are aspects that should probably be salvaged. It has spurred plenty of conversation and brought everyone's attention to school improvement measures. It has made us reconsider why we teach what we teach, and in some cases it has been a good tool for such evaluation. Besides the fact that it tries to shift responsibility for education from the states and local communities to the federal government and peddles unfunded mandates like crazy, the crucial fault lies with the law's preposterous notion that 100% of any group of students can score proficient or advanced on a single test.

President Bush, Secretary Spellings and Deputy Secretary Simon, listen to the experts. As Southeast Missourians like to say, "ain't gonna happen."

From a Roman prison, Paul wrote in his letter to the church at Philippi, "I have learned to be content in whatever circumstances I am." We usually read that verse and say, "aw, that's nice," and then move on through the rest of the letter. How often do we stop and think about what Paul was saying then - and what God has for us to learn from it today? "I have learned to be content in whatever circumstances I am."

Since I got my driver's license in 1995, I have owned six different vehicles. I've worked at four part-time jobs over the last ten years (switching between two of them a couple different times), and I have looked or applied for a different job each year since I started teaching. If my wife would let me, I'd try to find a different house every other year. For some reason, I'm never content - always wanting something new . . . something different . . . something better.

Over the last seven months, my blog has been an ever-evolving creation. Not happy with the original template I chose (mostly because it was a two-column design and I wanted three), I set out to find a custom template from the Internet. When I finally found one I liked, I started tweaking it to add new features and create just the right look for me. When I ran into limitations with the template's structure, I went searching for codes I could use to bypass certain features that couldn't be turned off or modified.

The biggest challenge I've run into so far has been getting rid of the generic header with title and subhead and replacing it with my own graphic. Today, I finally accomplished it! It was a VERY easy fix - I just had to change the fixed value to 'true' and then I was able to remove it on the page elements screen and add the picture. (I also had to figure out how wide to make the pic - just a little trial and error.) Now I can change the picture whenever the notion strikes - until I get exactly what I'm looking for.

Yesterday, I discovered Shelfari - a free online book community where you can set up groups and share lots of information about the books you own, maintain a top-ten list, current reading list, wishlist, and more . . . I really haven't explored that much about it. What I like about it is that you can share your list on your blog - and it uses the actual picture of the book cover. What I haven't figured out is how to share two different lists on the same blog. I want to share my bookshelf AND the books I'm currently reading . . . but I'm still working on that one. Until I figure that out, you can click on the link above the bookshelf to go to my personal Shelfari page.

Where will I go from here? Who knows! Every day I think of new features I could add and design changes that could improve the look and function. As long as the blog stays active, it will continue to change.

Change . . . you either love it or you hate it. You either long for it or you resist it. Paul said that he learned to be content. Contentment does not come naturally. I'm at a point in my life where I'm not very content at all. When I think about the size of my house or certain aspects about my job, it's really easy for me to start complaining and long for something better. Will I ever be content with what I have? No. I'll always want something bigger, newer, better. I have to remember the great things I already have - a wonderful wife, a beautiful daughter, countless friends, the love of God . . . and I have to learn to be content.

On Friday, I had the privelege of presiding over the Southeast Region MSTA Spring Teachers Meeting. The marathon of meetings began at 9:00 am with the executive committee, followed by the 10:00 Assembly of Delegates and 11:30 Honorees Luncheon - complete with a visit from the Governor!

Here is my President's Report . . . .

It has been a privilege to serve as your Southeast Region MSTA President this year. As I traveled around the region and met with many of you, I found that our region has some of the best teachers and leaders in the state, eager to work together for the benefit of the students they serve. Whether you braved a blizzard to lobby at the Capitol, drove across the state to the Convention in Kansas City, or attended a region-sponsored event here in Southeast Missouri, your support for our Association has been tremendous!

Our 150th year as an Association has been a huge success! Local leaders brought professional development opportunities and member services to their CTAs throughout the year. In November, we adopted new governing documents that prepare our Association for business in the 21st century. With your help, we made it through another legislative session without the Betty Thompson Scholarship bill passing, although it came closer to becoming a reality than ever before.

As we begin to think about next year, consider some of the challenges that we face. It seems as though there’s never black and white when it comes to public education. Because we've never faced these challenges before, there's no clear path for us to take in tackling them.

Differentiated salaries: We need to start a dialogue about this topic so everyone knows what’s at stake. Kent brought it up in the spring School & Community and at LeaderU, Too! MSTA must provide direction to assure that salaries are never tied to test scores, and that teachers create the guidelines for any program that is implemented.

Accountability from the state board: The state board is a political machine. It's hard to get those in control to change its structure. MSTA has a dream to add three practicing educators and impose term limits. It’s time we accomplish that dream.

Collective bargaining: From time to time, groups try to force collective bargaining on teachers. Other education associations have been eager to see legislation passed and some have even resorted to lawsuits. We must be vigilant of attacks on our right to choose the organization to which we belong, and we must continue to protect students against teacher strikes.

Earlier this month, I had the privilege of speaking to 200 high school students at the regional FTA meeting. Many of these individuals have dreams of being teachers some day. Their generation is excited about making a difference in the world, and I can’t think of a better way to accomplish that dream than by becoming a teacher. I’d like for you to do something that I asked those students to do – close your eyes for a moment and picture a board-room table. Around this table, I want you to place the seven most important people in your life - the people who have made the greatest impact on who you are – the people you admire most. Look at their faces. Now open your eyes. How many of you had at least one teacher seated at your table? How many of you are here today because one of those teachers made an impact on your life, and you wanted to follow in their footsteps?

As we look back on the accomplishments of this year and forward on the challenges that lie ahead, let’s not forget why we exist. “Children First” is more than a slogan or book title. It’s the philosophy of our organization, and it’s the philosophy of thousands of MSTA members across Southeast Missouri who step into a classroom every day to make a difference in the life of a child. Thank you for accepting the call to be a world changer – to be a teacher.

Here are some pictures . . . .

2006-07 Executive Committee with MSTA President Valerie Moats
2007-08 Executive Committee with MSTA President Valerie Moats
The President & First Lady
The President & The Governor
Missouri Governor Matt Blunt
Receiving Past President's Plaque

Is it just me or does it seem like the First Amendment only applies to anyone with a liberal agenda? It seems like any right-leaning American has lost the freedom to express his or her views on a topic without someone screaming bigotry. Just when it looked like the hope of fair and balanced free speech was gone, the Supreme Court stepped up earlier this month to make a bold statement against viewpoint-based censorship. Score one of the red team!

According to firstamendmentcenter.org, in 2004, Poway High School student Tyler Chase was suspended for wearing a t-shirt to school with the messages "I will not accept what God has condemned," and "Homosexuality is shameful. Romans 1:27." The analysis of the case states that "He wore the shirt on the school district's 'Day of Silence,' meant to encourage tolerance of gays. Students were allowed to wear t-shirts conveying pro-gay messages. School officials, claiming that Harper's 'negative' message could be disruptive, suspended him after he refused to take off the shirt."

The pride of all liberal activists, the Ninth Circuit Court ruled against Harper, saying the school had a right to suspend him for not changing his shirt. Judge Reinhardt said, "Those who administer our public educational institutions need not tolerate verbal assaults that may destroy the self-esteem of our most vulnerable teenagers and interfere with their educational development. Because a school sponsors a 'Day of Religious Tolerance,' it need not permit its students to wear t-shirts reading, 'Jews are Christ-Killers' or 'All Muslims Are Evil Doers.'"

Judge Alex Kozinski, in his dissent, said that the school district had offered no evidence that the shirt was or could be disruptive (the test set forth in Tinker v. Des Moines). He said the dialogue resulting from the shirt's message would be educational - especially on a day dedicated to tolerance.

The Supreme Court did not place the case on its docket, but instead vacated the decision of the 9th Circuit, sending it back to them to declare the case moot. Justice Stephen Breyer dissented.

I shared this case with my School Law class during the "topics of the day" section last night. It seemed as though the general consensus of the class was that they shared my sentiments that we have gone too far as a nation in worrying about offending someone or hurting their feelings - to the point that people no longer have a right to present opposing viewpoints. The shirt was not slanderous (as were the shirts in the hypothetical comparison made by Reinhardt.)

We have, for now, a victory for conservative free speech . . . for fair and balanced debate . . . for a while. At some point, this issue will come up again and the liberal 9th Circuit will be ready to limit speech of anyone with an opinion not supported by their ideology.

So Reinhardt was concerned that vulnerable teenagers' self-esteem would be damaged . . . is it possible that the pro-gay shirts were offensive to conservatives like Harper?

At Meadow Heights, our pastor has a prayer that he prays on a regular basis, and he encourages us to all pray the same thing: "God, yes! Amen." It's a simple prayer of surrender to God, trusting in Him to show His will in His time. Inherent in this prayer is an attitude of complete trust in God, giving up control of the situation and trusting Him to lead the way. It was introduced during the "Next" series when Bryan challenged us to take the next steps in our lives as related to the five biblical purposes of the church. Since then, he's often reminded us to pray it in various situations in life.

My wife has never been an avid fan of my cooking. I make a chicken and potatoes dish that she loves, but that's about all. For a few years, she has been very reluctant to let me fire up the grill. I have, on occasion, hosted barbeques and received compliments on my grilling ability, but she is still concerned that I will overcook the food (she likes it blood).

Monday afternoon, we started walking. We drove to town and parked in the armory parking lot. We walked up West College to Marshall; Marshall to West Marvin; West Marvin to South Wood. Then we turned around and took West Marvin back to South Main; South Main to West College; West College back to the armory. Our forty-five minute walk was very refreshing and we decided we would commit to doing it every afternoon (if possible).

Monday, as we were coming down West College on the home stretch, we smelled someone grilling. It was a wonderful smell - as though spring were making its debut. Since we already had ham and beans in the crock pot at home, we decided we wouldn't change the meal plan but we would lay out some pork steaks to grill on Tuesday.

After our walk on Tuesday, we decided to drive the route we had been walking to see just how far we were actually going. My wife thought we may have walked 1.3 miles; I told her it was probably more like 1.5. Don't trust us to judge distances! When we pulled back into the armory parking lot, we had gone exactly 2.3 miles. Wow . . . were we impressed - but not nearly as impressed as Jessica was with my grilled pork steaks! And she made some awesome smashed potatoes to go with them!

Yesterday was our third day to walk and my second day to grill. After school, I went to Wal-Mart to pick up some pictures, and while I was there I bought a bag of Sweet Tart jelly beans. On the way home, I stopped at Sonic to pick up our daily Route 44 lemon slushes. By the time Jessica and Ella were home, I had my candy and slush in hand and I was ready to walk!

Halfway through our walk, Jessica flipped out because I was eating candy, so she grabbed the whole bag and dumped it in someone's flowerbed. I was so angry - she wasted $1.66 worth of candy! Her argument was that as long as I was eating it, I was wasting my time walking. My argument was that if I ate it while I was walking, it wouldn't be as harmful as eating it while sitting. It made perfect sense to me! Anyway, since she had wasted my candy, she decided to run by Wal-Mart to replace it.

In our Life Plan, we identified trips to Wal-Mart as an area of weakness, so we addressed it in our financial covenant. We decided that, besides our monthly shopping trip, we would limit additional trips to emergency situations only. I broke the rule first by going after school and spending over $20 on pictures, a frame, and candy. Then she broke the rule second (and worse) when she went back after walking. You see, the second part of our Wal-Mart weakness is that we spend more when we're together; I usually spend less by myself because I only get what I went for. So instead of letting me go in to get the candy (or instead of her going in by herself, since I smelled like sweat and didn't want to be seen in public), she made us all go in.

Our mission: replace the candy and get hamburger buns. However, as we continued to aimlessly wander the aisles of the store, we found more and more things we could buy. It didn't help that I was hungry and thinking about what I could grill. I started with shrimp. On Tuesday, I had had the ribs and shrimp combo at Logan's Roadhouse, and I decided that I wanted to try grilling shrimp. We got a bag of large shrimp, an onion, a pepper, and grape tomatoes. We also got lettuce, tomatoes and cheese for our hamburgers and for Life Group. Candy and hamburger buns could have been carried out in one hand, but the items we ended up with took two bags. Mission accomplished, and then some!

Jessica made a butter, cavenders and garlic salt glaze for the shrimp; I also put it on the burgers. With half a lemon squeezed over the skewers, the meal was complete! Between the two of us, we had over forty shrimp, two burgers, and the leftover potatoes from pork night. It was amazing! And I definitely scored some points with the wife!

I think my next grilling project will be ribs. We watched Emeril on Tuesday night. He showed an easy way to tenderize ribs and a glaze that looked awesome. I can't wait to try them. I think I'll grill some shrimp to go with them . . . maybe just half the bag this time!

My goal for this blog was never to post on a daily basis like many people do. When I realized that my posts were pages long, while most blog posts are only a paragraph, I decided that I should strive for a post a week. So I am just as surprised as my readers that this is my second post in as many days, but I ran across some information to support yesterday's post and I can't help sharing it.

I've mentioned before that I am carrying eighteen hours of graduate credit this semester to try to finish up my Master's program and get my administration certification by the end of the summer. One of my six classes is Methods of Research, a web-based course on quantitative and qualitative educational research facilitated (I hesitate to use the word "taught") by a member of the counseling department faculty. This is, by far, my least favorite class at SEMO, and I can't wait until it's over!

The title of my research paper is "The Principal’s Commitment to the School Climate and the Development of the Vision of Learning." If you click on the internship link on the right-hand side of my blog and go to project 6, you can read the updated version as I continue writing it. Chapter Two is due this Friday, and I am frantically working to complete the review of related literature. In doing so, I am skimming all of my references for useable information and copying and pasting the text into my paper. When I finish (hopefully tomorrow morning), I will go through all of the information to paraphrase, delete, quote, etc. to finish the chapter.

One of the resources that I reviewed earlier today is the Southern Regional Education Board's "Teachers in the Workplace: A Staff Development Approach That Benefits Faculty and Students." This is an interesting publication from the group that created High Schools That Work, the school improvement philosophy that our high school uses. While there is no information in the twenty-two page document that would be useful for my paper, I did stumble across a very interesting set of statistics to support my theory that the view that one has of public education depends on his or her role, and therefore more than one education system exists in the United States:

• A majority of the general public (60 percent) believe schools should place more emphasis on academic skills. Most teachers (66 percent) think schools already do so.
• A majority of the general public (52 percent) think students need to learn more mathematics, science and computer skills. Most teachers think students learn enough of these subjects.
• Almost half (47 percent) of the public and 63 percent of community leaders do not believe a high school diploma guarantees that a young person has learned the basics. Seven in 10 teachers think it does.

It's clear from these statistics that the public school system that the public sees is vastly different from the system that teachers see. And now we've reached our first hurdle in education reform: whose view is more accurate?

In previous posts, I've discussed my newfound obsession with many of Google's convenient applications, including Google Reader. I found that Reader was a very convenient way to read and share posts from other blogs, but last week I found a new use - reading rss feeds from news and other sites. I now receive instant updates from DESE, the US Department of Education, the MO House, the DN, the Southeast Missourian, and the Post-Dispatch. I'm amazed at the amount of information that is available in one location. I no longer have to surf through ten different websites to catch up on news - I open Reader, and all of my updates are on one page!

I've read the Southeast Missourian a few times over the last couple of decades, but I've never been a regular reader. Last month, when the Rod Jetton/Scott Lipke story was the talk of Southeast Missouri, I did read a few items in the Speak Out section. This section, devoted to providing a forum for readers to speak their minds, allows anyone to share opinions without being identified. When I was in high school, a local backroom newspaper publisher decided to try this approach to improve readership of his paper. The administrator of the local hospital was practically burned at the stake by the community, and the publication didn't survive long after that.

One of my personal philosophies is that if you are going to share your opinion, you should step up and take responsibility for it. I don't have much respect for anyone who remains anonymous because they are ashamed of being associated with their beliefs. It's a shame that our society produces people with such a lack of courage. I am willing to listen to anyone's opinion, and I believe you are entitled to your own opinion even if it conflicts with mine . . . as long as you can backup what you say, and as long as you are willing to stand behind it.

As I scan through my Google Reader items, I always stop and read the Southeast Missourian's Speak Out section. Saturday's Speak Out contained the following comment about inflating grades:

AN ITEM receiving lots of attention in the news is the fact that a study shows that grades are up but test scores are down. Somebody had the bright idea to do a study. It isn't needed. As a substitute teacher for various schools in the area with 10-plus years of experience, I can assure you that teachers give enough extra credit to float a barge. Many students are allowed to redo assignments or tests they do poorly on, and some teachers flat-out inflate grades. Why? To keep administrators and parents from complaining. I know some outraged teachers are going to call in and deny this vigorously, but remember what Shakespeare said, "The lady doth protest too much."

Any outraged teachers? Anyone? Where to start . . . .

Democratic presidential candidate John Edwards talks of "two Americas," a concept that receives praise from the liberal media and scoffs from the conservatives. While I tend to agree that there is one United States and the idea of pandering to those who believe otherwise is way overused by certain politicians, I do believe that there is more than one education system. Whether there are two, three or four, I don't know. I do believe that when the topic is addressed, reality emerges from the viewpoint of the participants.

What are these systems of public education? Teachers, parents, the community, legislators, DESE and the court system all have different views of the school system, its policies, and its practice. Each group sees education, and therefore judges its performance, from its own perspective. As with any topic in education, the views of these groups are often as different as snowflakes, and when they are all thrown out in a discussion, the ensuing blizzard can become very dangerous.

The validity of grades is something that educators have been dealing with for some time. It's a very complicated concept to address - mostly a product of tradition - and one that becomes more complicated as reform movements come and go and as the latest craze for school and teacher accountability moves through our society. To begin fully understanding the concept, we must peel back some of the layers of the issue and ask some fundamental questions: What is the purpose of grades? What are they intended to measure? What is the meaning of an A, B or C? Why do we assign the work? What is the public perception of grades? What is the teacher's perception of grades?

What is the purpose of grades? What are grades intended to measure? Grades are usually assigned for correct answers on homework and test papers. Students usually get points for each correct answer. Does this adequately measure the education the student is receiving? Does it assess a student's progress? If we are measuring knowledge, then shouldn't a student deserve a second chance, if his or her knowledge has increased, to prove what is known? The part that I have a problem with is allowing students with mountains of late assignments to turn in those assignments days, weeks, or even a month or two late.

Two students are in a social studies class. One student already knows the information (from reading outside of class, watching the news, etc.) and the other is learning it for the first time. The first student breezes through a worksheet and receives the 50 possible points; the other struggles to get 35 points. By the time the chapter test is given, the second student has retained the knowledge enough to earn all 100 points on the test, and the first student also earns the 100 points. The student who had the advantage now has a 100% in the class, while the student who did not have prior knowledge only has a 90%. Does this adequately reflect the learning that took place in the class? I am not arguing that all classes operate this way, or that the philosophy behind grading this way is flawed - I'm simply posing a question that should be considered. Is there a better way to assess the students' progress? Perhaps the second student lacks research skills and was unable to find information in his or her text as easily as the first. Is that adequate justification of the grade? Maybe it's time we started a discussion on the purpose of grades and what they should measure. Maybe the way we do it now is the right way; maybe there's a better way. Either way, reflection and evaluation would definitely benefit today's educators.

What does an "A" mean? The typical, accepted definition is that an "A" is for above-average work. It means that the student is performing above expectations and in the top percentile in the class. A "C" is supposed to be average. In writing curriculum, we often say that 75% is acceptable work. If students achieve 75%, then they have adequate understanding of the material and we can progress. I believe we have created a society in which parents believe "B" is average and their child is not average. Many parents that I have conferenced with are concerned about the letter on the report card and not what is being measured. They ask for extra credit for their child, or they expect missing assignments can be made up, and they show no concern for what their child may or may not be learning. By no means are all parents concerned about the grade alone. There are many parents who take active roles in their child's learning. They understand the many facets of learning, not just the letter on the report card. What can we do to change the notion that grades matter more than knowledge?

So now we have a substitute teacher who is an expert on grade inflation and has first-hand knowledge of the subject . . . how??? Yes, grades are up and test scores are down. But there is a lot more involved in this discussion than extra credit, redoing assignments, and "flat-out" inflating grades. Tests are necessary evils that the education community deals with. Real-life assessment would be a better measurement tool, but no one has come up with a way to implement that and convince the public that it is acceptable. Students are not held accountable for their effort on the MAP, so their best performance is not guaranteed. Most importantly, some students are not good test-takers. We make accommodations for students' individual educational needs and modify our teaching methods to reach all sorts of learning styles, yet the test is given in a prescribed format with no variation whatsoever.

To argue that teachers inflate grades "to keep administrators and parents form complaining" is absurd. When will we get over playing the blame game - pointing accusing fingers at educators - and work together to find meaningful answers to the problems that we face? It may be argued that I inflate the grades of my eighth grade English class, but I believe that my policy is fair for everyone. On every assignment (including tests), I set the maximum possible points at the highest score received. If the highest score on a 100-point test is only 85, then it becomes an 85-point test. I believe that is an adequate way of gauging all students' progress because it considers any shortfall in my teaching of the material or the ability of the students to learn it. I'm definitely open to suggestions, but until I find a better way to judge my students' progress, I will continue to use what I believe is the most fair and adequate way to assign grades.

It's been said that money is the root of all evil. In public education, it is often believed that money is the root of all failure. Many teachers, consciously or not, point to low socio-economic status as one factor in low student achievement. Administrators cite a lack of state funding as the reason they cannot provide services that will improve performance, and parents and community members often believe the state pours more than enough money into public education causing a lack of focus by increasing programs and overpaying teachers, which (I'm sure) could be blamed for low student achievement.

Opinions aside, school finance is a topic that many in our profession do not understand - either by choice or by circumstance. Teachers are not financial gurus - if we were, we'd be accountants or stock brokers. For the most part, we do well keeping our own checkbooks balanced and making provisions for retirement. We don't spend a lot of time researching tax structures, budgets and funding formulas. So it's no wonder many of us do not realize what is involved in school finance. We are usually content to let the "experts" handle that as we go about our daily lives doing what we're experts at - teaching.

Last night, I attended the Southeast Region MSTA School Finance & Salary Workshop. Each year, we bring in MSTA salary consultants who complete "workups" based on school districts' budgets. They take information from the current and preceding five years, plug it into a proprietary computer program, and print out sixteen tables that provide a glimpse at each district's financial condition, including estimates for the next year. This information provides local salary committees a starting point for negotiating salary increases.

The best place to start in understanding school finance is with the philosophy behind the funding formula. Prior to this school year, districts were funded based on a tax-driven formula. The calculations for funding were based on the district's tax levy, and any amount above the minimum $2.75 per $100 assessed valuation was beneficial for districts in that they received more local monies and more state monies. While the old formula was in place, our district passed a levy increase (the first increase in years) to $3.20. It was a huge victory for our school, but one that was very short-lived.

The new operating levy was in effect for the 2003-04 school year, providing a half-million new dollars for the district. This was around the time that then-Governor Holden withheld funding from school districts and the funding debate had almost reached a boiling point in the state Capitol. The next two school years would see a lawsuit that forced the legislature to address the issue, ultimately resulting in a new, student-needs-driven formula.

The 2006-07 school year was the first in the seven-year phase-in period. This year, we received 85% of our funding from the 05-06 formula and 15% from the SB287 formula. By the year 2012-2013 (ironically, the year after 100% of the students must score in the top two levels on the MAP,) we will be receiving 100% of our funding from the new formula. The phase-in period was set to allow for an increase in school funding without any statewide tax increases.

The basic elements of the new formula include

• Weighted ADA (average daily attendance),
• State Adequacy Target ($6,117 per student),
• Dollar Value Modifier (presumed to adjust for cost of living),
• and Local Effort (the amount of money the district collects from local taxes).

The basic formula is (WADA) X (SAT) X (DVM) - (LE) = State Funding. The philosophy behind the formula is admirable, and the effort put forth by the legislature and the Governor to pass a new funding formula to address the needs of students and districts is commendable. Unfortunately, certain provisions in the formula still contribute to inequity among districts and put more of a burden on some districts than exists for others.

For our district, the Dollar Value Modifier is the most detrimental aspect of the new formula. In our consultation last night, we were assured that the position that our superintendent has taken is correct, and that our DVM value is hurting our school. This index, presumably a way to adjust revenue for districts based on their costs to operate in their geographic location, was part of a compromise between rural and suburban legislators that had to be settled before the funding bill would pass. The philosophy behind the DVM was that a suburban district would have higher costs (construction, utilities, salaries, etc.) than a rural district. The compromise was to tie a factor, ranging from 1.000 to 1.104, to the new funding. While a district with a 1.000 DVM would receive $6117 per student, a district with a 1.104 DVM would receive $6753 per student. In our district, this would be a difference of $1,204,965.60.

When the DVM chart was first published, superintendents like ours started looking at neighboring counties and seeing that districts not far from them were given DVMs that were much different than their own. The distance of a few miles could mean the difference of up to 1% of the total budget, and that didn't sit well many administrators. At first, I dismissed this notion as unwarranted jealousy. Over the past couple of years and after last night's meeting, I am more convinced now than ever that something must be done to ensure equity among economically similar districts. In a future post, I will address the issue of Dollar Value Modifier and what can be done to fix the disparities. For now, I want to shift gears and talk about the real reason for the workshop - salary analysis.

In the six years that I have worked in this district, we have increased salaries twice. Besides normal steps on the schedule for experience and education, our teachers have not received adequate raises. While surrounding districts have topped the $30,000 mark for starting salaries, we are still stuck at $25,500. There is no financial appeal for a new teacher to take a job in our district, and if they do settle for one, the salary schedule does not entice them to stay. For the past few years, we have lost first- and second-year teachers to neighboring districts because they were offered a more attractive salary schedule.

I have prepared a chart that shows MSTA salary statistics for eleven districts in our area. Most of these are in the MAAA Conference. Of the eleven, we rank tenth in overall salary analysis. This chart is not something for our community to be proud of. The administration and school board realize this and would do anything they could to improve. With the current funding situation, their hands are tied at the moment.

Based on MSTA data collected from our budget and analyzed yesterday afternoon, the total net monies available for total teacher fund budget change for 2007-08 will be $309,006. Considerations must be made for the .5% increase in retirement for all employees, after which only a portion of the remaining increase could be used for salary increases. At this time, the analysis shows that our district should once again refrain from increasing salaries - a move that will leave us even further behind others in our area.

It is time for our teachers, administrators and patrons to take action - to lobby for a revision of the Dollar Value Modifier and seek out alternative ways to increase the teacher fund to be able to afford increased salaries. We have a long way to go to just catch up - and our race will only get longer with every year that passes. Until we are able to find an effective way to increase teacher salaries in our district, the officers of CARE are afraid that we will continue to lose quality teachers to neighboring districts.

Based on the financial analysis, I plan to put forth a challenge to the executive committee and members of CARE to work with the administration and board to take an active role in fighting for our fair share. In this ballgame, the ball is in our court. We've been holding it for far too long, and time is almost over. We must act quickly, and we must act decisively. We can't wait for the legislators to make the call - we've gotta run the play.

I've resisted the whole Google craze as long as I could. I was never a fan of simple, especially when it came to computers. The more complicated, the better. A search engine with a white screen and a box just didn't do anything for me - I wanted more . . . more colors, more functions. But over the past few months, I've noticed that I need simple in my life. In fact, there are probably a few areas where I could stand to simplify to better manage my time and increase my productivity. It would also rid my life of some clutter - both mental and physical.

I found myself using Google's Blogger and exploring some of the simple yet neat features that it offers. I've also discovered Google Toolbar isn't annoying, but actually very helpful. I can login on my computer at school (or any other one that has the toolbar), and my bookmarks that I use at home will show up on the toolbar. Google Reader is a great (simple) way to keep up with all the blogs that I read. When I use Google Toolbar to access my Google Reader page (one-click access), I can immediately see all new items from any blog. I can also share items on my own blog with just one click. A box on the right side of my blog allows my readers to read items from other blogs that I've found interesting.

One of the first items that I shared using Google Reader was my friend Michael's complaint about the horrible service he had received from the satellite Internet provider and its subcontractors. The satellite Internet is something that we dealt with at church for over five years, and it's one of the things that I definitely DON'T miss about being on staff. Being a couple hundred feet from the DSL line, we were never able to talk SBC into installing service, and for some reason, cable was never an option. We were stuck with satellite - like it or not (we always chose the not). To follow up on Michael's "good example of BAD customer service," I'll provide my own such story from this past weekend.

Our Academic Team is approaching the end of a very interesting season. This past Friday, we made up the meet that was postponed due to the snow storm that provided for a very unique Capitol Day experience. With no other available dates in February, the other coach and I settled on a Friday afternoon. The meet was horrible - we lost by fifteen points (our worst defeat yet) to bring our record to 3-4. Leaving the school, I allowed the team to vote on where we would eat - between White Castle, Arby's, Burger King and Taco Bell. They chose Taco Bell.

There was a Taco Bell in the town where we were, and there was one in a town we were driving through. I told the bus driver we would just eat in the town where we were so we wouldn't have to get off the highway . . . and I said that it would be cleaner, anyway. Around 5:15, we piled off the bus and headed into the restaurant. It was the worst mistake I've made in a long time, and one that I'll regret for a long time to come.

I should have realized, when we walked into the restaurant, that seeing six people with individual orders waiting on their food was not a good sign. Furthermore, after watching the employees preparing the food, I should have drawn a conclusion that their speed was anything but adequate to keep up with the light volume of the restaurant, and so we should turn around and walk out. Unfortunately, by the time I realized that, five of my students had placed their orders and we were past the point of no return.

Our first order was placed at 5:22. We had sixteen people in our group, with eleven orders between them. The last order (mine) was placed at 5:36. Should it take fourteen minutes to take eleven orders? I would definitely think not. But I'm easy to get along with, and I try to be patient, so I didn't get upset. I started getting upset, however, when I realized that none of the people who were waiting on their food when we walked in had been served in the time that it took us to place our orders.

As I stood in the restaurant waiting for my food, I started taking mental notes about everything going on around me (well, more behind the counter than around me). On the bus ride home that night, I jotted down a few of the things that stood out:

1. At one point, the lady taking orders had been sweeping. When customers entered the restaurant, she put the broom between her legs as she took their orders.
2. An empty hamburger container (like the ones at Wal-Mart) was sitting at the end of the assembly line. It had raw hamburger dripping from its edges onto the counter where they were preparing the food.
3. One man assembling food was doing so without gloves on his hands.
4. Another man who had been assembling food was carrying around brochures without taking off his gloves.
5. My assistant and some of the students watched one man who was preparing food as he dropped the guacomole squirt bottle. It landed with the point hitting the ground; he picked it up, put it on the counter, and continued using it without cleaning it off.
6. Everyone was moving slowly, including the managers. And yet, they had the hardest time keeping the food picked up off the assembly line, and they still couldn't find time to completely wrap the food before putting it into the bags.
7. My order number was 127. After I had waited about thirty minutes for my order, another man who had been waiting a much shorter amount of time said that he was tired of waiting, and so he politely asked one of the employees if they could fix his order out of turn. She gladly took his receipt and another lady's receipt and fixed theirs before the rest of my group's and five other people who had been waiting longer than they had.

Forty-five minutes after I placed my order, my number was called. My six crunchy tacos were finally ready! When we walked out of the restaurant around 6:30, they were serving number 133 and were taking orders above 150. My final complaint about the service of the restaurant is that they took people's orders and their money, knowing full well that it was taking close to an hour to prepare the food, and yet they would not warn the customers. Unsuspecting customers who thought they were making a quick fast food stop were waiting longer for their food at Taco Bell than I waited on Saturday for my jumbo shrimp platter at Landry's; longer than it took to wait for a table then order, eat, and pay for yesterday's lunch, including the unlimited salad, at the Pasta House.

Most restaurants are busy on Friday evenings, especially between five and seven. And most restaurants take some time to fill orders for large groups. However, this restaurant wasn't keeping up with the flow before we ever arrived, and our group wasn't really that large. This season, we have eaten at Subway and McDonald's and never had to wait more than fifteen minutes for everyone's order to be taken AND filled. My wife takes a group of fifty students and parents to Jefferson City each year in May. We stop at McDonald's on the way back, and they are able to serve us in under twenty minutes. There is no excuse for a restaurant to not be able to serve eleven orders in a timely manner. Needless to say, we will not be returning to that establishment any time soon.

Last weekend was the official start of the 2007 NASCAR season, with the Daytona 500. Since Dale's accident in 2001, I hadn't had a favorite driver. I would watch as often as I could, but I never seemed to get involved as much as I'd like. This year, I decided to try a little harder to watch more races and stay informed about the season. I started with the Budweiser Shootout on the tenth, and that night I chose a new drive to follow: David Gilliland.

His first time at Daytona, the Yates Team driver finished second to Tony Stewart. He said, "I've always dreamed about racing here at Daytona and to be able to come and do it -- my first race ever and bring home a second-place finish -- is a dream come true." A new addition to the NASCAR lineup, David Gilliand has potential and determination, and I think that's part of the reason I've chosen him as my replacement for Dale. Not only did he have a great finish at the Shootout, he went on to land the pole position in qualifying for the 500 - next to his teammate, Ricky Rudd. His performance on the big night was anything but beginner's luck.

Starting first in any race is definitely not a guarantee that you will win . . . or even be in the top ten. That's just a fact of life. So going into the race, I didn't think that he was most people's pick to win. I wasn't expecting him to drop from first to last with a bump on pit-road. But in NASCAR, circumstances can change quickly (ask Mark Martin, who thought sure he had won the race on a caution flag, only to find out that they waited to throw it until the two lead cars were past the finish line). As I saw his standing move from 1 to 42 on Lap 83, I almost gave up hope of my driver even landing in the top half. Almost.

Down a lap in Lap 132, he finally got his break in Lap 154 to catch back up to the back end when the caution flag flew. That's all he needed to start his comeback. He quickly went from 35 to 25, and the number kept getting smaller. I told my wife that he would end up winning the race. She said he'd be lucky to end up in the top ten. As the race continued, I watched his place climb, little by little, until he had reached 12th by Lap 190. With ten laps to go, the #38 M&M car pushed into 12th place, and four laps later, he was number 4. The night was getting exciting.

Then a major wreck pulled the red flag, and all cars came to a dead stop. The tension was building. Staring at all those cars, just sitting on the track, I could tell that something big was going to happen. Not an ideal way to end a race, the drivers were looking at a green-white-checkered finish, meaning they would go one lap on green, one on white (signaling the last lap) and then the checkered flag would fly.

Fourth place . . . almost a top-five finish for the comeback kid of the night. From first to last, and back to fourth - it almost seemed to good to be true. As they ran the last laps, I held out hope that he could get low enough to round the lead cars and go on to victory, but in the last few seconds of the race, things started to fall apart. Out of nowhere came Kevin Harvick. Gilliland tried to go up, but he started losing spots and cars started crashing all around him. One even ended up sliding across the finish line on its top. When the smoke cleared, the debris landed, and all of the out-of-control cars came to a stop, the final stats had David Gilliland in eighth place.

First to last to fourth to eighth - that's the story of the M&M car. Impossible situations, and improbable odds were no match for David Gilliland. He fought with everything he had, and he never accepted defeat. All the way to the end, his performance promised a fantastic finish. The wreck in the last seconds claimed his top-five finish, but it definitely didn't touch his determination. "...so stuff happens. It's Daytona and a green-white-checkered finish."

I'm convinced that we haven't seen anything yet from the #38 Ford Fusion, and I'll keep my eyes on those red, yellow, blue and green M&Ms.

Have you ever looked in the mirror and wondered, "Who am I, and how did I get here?" Those are questions we usually don't ask, unless we have amnesia or have taken too much Darvocet. But from time to time, I think we should all stop and ask ourselves the most fundamental questions about our existence.

This week, I've been contemplating those questions as I stand back and look at my life experiences over the past few months. With everything that I have been through and am going through, I just have to ask, "Who am I that I should be living this life? How did I get where I am today?"

I grew up the son of a carpenter and stay-at-home mom. During my late-elementary years, my mom went to college to become a teacher. My childhood wasn't glamorous; we never had the nicest clothes, shoes, or cars. But we had each other, and we knew right from wrong. Dad, Mom, son, daughter, dog, cat . . . in our area, we were the average family.

A graduate of a very small high school in Southeast Missouri, second in my class of seventeen, I grew up a big fish in a small pond. Sure, I was the overachiever involved in all the clubs, band, and any out-of-school opportunity that came up (not sports), but compared with those from larger schools, I was just the average high-schooler. I spent a semester in South Carolina chasing a dream of becoming a pilot, changing my mind shortly after entering college. When I decided to become a teacher, I moved back to Missouri to attend community college then a Baptist college in St. Louis. There's nothing special about my education - for the most part, it's the average story.

Fresh out of college, I landed the first job I interviewed for, bought a house and a car, and started my life. A few years later, I met a beautiful, wonderful girl and married her a year and a half later. Sound familiar? The average story of entering adulthood.

When I stop and think about my average life, certain parts stick out as being anything but average:

• For eight years, I continuously amazed myself with my graphic and media abilities in my position at church.
• I'm the president of the Southeast Region MSTA - a region that encompasses over 70 school districts and represents most of the teachers in those schools.
• I have the most beautiful, well behaved, precious daughter in the world.
• I'm on the Board of Directors of the 40,000 member MSTA, helping to shape the direction and lead the operation of the Association.
• I led our local teachers association through constitutional changes that reshaped the organization and changed its name.
• I recently finished second of thirty-eight applicants for an assistant principalship in a mid-sized high school.
• I stood in front of 1,000 teachers to run as a write-in candidate for MSTA Vice President, and lost by less than 10% of the vote.

When I think about those above-average highlights, I have to wonder, "Who am I?" I'm not a public speaker. When I even think about addressing a group of people, I begin to panic. My heart starts racing and my hands sweat. I'm not a great dad - the first time we took our daughter on a picnic, I forgot to buckle her in the car seat. Sometimes I forget to shake her bottle to mix the powdered formula with the water. I'm not a leader. Given an entire school year, I can't even make a yearbook deadline. Who am I?

In those times that I wonder "who am I," I remember that nothing I have ever accomplished, and nothing I will ever accomplish, is because of who I am. It's all because of who God is. I love the words of the Casting Crowns song, "Not because of who I am, but because of what you've done. Not because of what I've done, but because of who you are." I really am a "flower quickly fading, here today and gone tomorrow, a wave tossed in the ocean, (and) a vapor in the wind." But God is none of those. He has always been there, and he will always be there. He's the beginning and the end.

I'm twenty-eight years old. While I like to think that I have many years ahead of me(hopefully over fifty), I know that my life on earth will not last forever. No one is promised another day of life. I must choose to live each day based on who God is, not on what I can do; on what He has done in me, not on who I am. That's the only way that I can accomplish my life mission - to use my gifts and abilities to make the greatest impact on Missouri public education while providing the best possible life experience for my family.

I've always had a desire to plan my own funeral. Control freak that I am, I just can't stand to think that someone else might pick out sad, slow songs that I've never liked or miss the opportunity to share God's love and purpose by preaching a feel-good message or, worse, one that has nothing to do with life and death. One of the songs that I would like used in my funeral is "How Great is Our God," with the chorus of "How Great Thou Art" at the end. It's a version that we've used at church before - one of the best pictures of the greatness of God, with words that focus on His amazing splendor and majesty:

The splendor of the King, clothed in majesty
Let all the earth rejoice, all the earth rejoice
He wraps himself in light, and darkness tries to hide
And trembles at his voice, and trembles at his voice

How great is our God, sing with me
How great is our God, and all will see
How great, how great is our God

Age to age he stands, and time is in His Hands
Beginning and the End, Beginning and the End
The Godhead, Three in one, Father, Spirit, Son
The Lion and the Lamb, the Lion and the Lamb

Name above all names, worthy of our praise
My heart will sing, how great is our God
Name above all names, worthy of our praise
My heart will sing, how great is our God

Then sings my soul, my Savior God, to Thee,
How great Thou art, how great Thou art.
Then sings my soul, my Savior God, to Thee,
How great Thou art, how great Thou art!

Who am I? I belong to God, and I am only who I am because of Him. The lyrics of that song remind me that I can be and do anything, only because of His greatness. Who are you? We all have limited life experiences that sometimes seem to be sub-par for the accomplishments in our lives. Everyone has that mirror moment when we feel inadequate to face the challenges of life. We wonder how we made it this far, and we are amazed at the paths our lives have taken. How did you get where you are? What have you done to deserve the life that you have? What qualifications do you possess that make you the person you are? Where did they come from? Think about it for a moment. And don't forget to give credit to the One who deserves it!

My wife and I have known each other for four Valentine's Days, and so far, we had not spent the evening together. Until this year.

When we looked at the calendar last month and realized that I would have class on February 14, my wife was not exactly thrilled. She reminded me that the first year we were together, I had gone to a wedding; the second year, I was in Jefferson City while she had her wisdom teeth removed; and last year, I had an Academic Team meet at North County and was late getting home. She just wanted one Valentine's Day that I could devote to her.

A couple of weeks ago, Dr. Kiehne offered an assignment in lieu of class on Valentine's Day. I was very thankful for the offer, and surveyed the rest of the class to see if they were also interested. They all accepted, and we got the night off. As part of the agreement, Dr. Kiehne also told me that I would have to bring proof of what I did for my wife (a receipt from a restaurant or pictures of dinner), so in the spirit of overdoing things, I will also write a summary of the day.

It started with a phone call at 9:30 Tuesday night. I was almost asleep, and definitely not expecting the day off, but on the other end of the phone, my snow tree caller told me that we'd have one more day to enjoy. That was just what I needed to prepare a memorable evening. As I snuggled back into bed, I started scheming about the next day.

I've said before that Jessica traded vehicles and is now driving my van. Even though she wasn't taking Ella with her, she was going to take it anyway so she wouldn't have to stop for gas in the Equinox. I heard an awful sound of squealing tires and a revving engine, and I looked out to see her backing off the carport, but the back tires weren't spinning. I opened the window to yell at her, and she said that the brakes were frozen from driving through the babysitter's creek. Afraid she was going to damage my van, I told her to stop trying to free the brakes and just take the Equinox. That's when her bad day started.

Later in the morning, I sat down to check our bank balance and realized that we were $124 overdrawn. I keep a constant eye on our finances, and I know where every dollar goes. There was no way we could be overdrawn! As I checked the details, I noticed that on Sunday, Jessica had used our debit card, thinking she was using the credit card (which is the same color) to pay for my new suit and shoes at Value City. That charge had caused the next four to overdraw, resulting in $80 worth of service charges. So I emailed her to let her know what she had done. And her day got worse.

As mad as I was, I didn't want my wife to have an awful Valentine's Day, so I went to work trying to make things better. I emailed the bank and got the $80 refunded, moved some payments around and lowered the van payment for this month, and brought our balance back into the black. Then I looked up the recipe for Pasta House salad (Jessica's favorite) and started the laundry.

Laundry is one of those monsters that we still haven't conquered. It's an ongoing, vicious pile that seems to always grow, no matter how many loads we wash. My first goal for the day was to fold all of the clean clothes, sort the dirty ones, and get a system started to tackle the entire pile by 4:00. Goal two was to clean the rest of the house as I was doing the laundry. And I was going to achieve these goals while watching Ella.

I do have to say that Ella was the perfect baby yesterday. She watched Dora, played in her bouncy seat, and napped without fussing at all. There is no way I would have been able to get everything done had she been worse.

By noon, I was on my way to accomplishing goal one, and my first load of dirty dishes was in the dishwasher. Ella started her nap around 12:30, and by 1:30, I was ready to go to Wal-Mart. Inconvenient timing, but necessary. So I woke her up and strapped her in, hoping she would sleep on the way there. I knew that nothing I was doing would matter if she didn't get her nap in and messed up the evening.

At Wal-Mart, Ella was wide awake, laughing, looking, and trying to talk to anyone (or thing) that would listen. And since I was in a hurry, I had to see people I hadn't talked to in a while and high school students who wanted to see my baby . . . so my half-hour trip turned into a full hour trip. I even realized that I didn't have my list of ingredients for the salad, and Ella couldn't remember what they were, so I had to buy them from memory. And I got everything right - 100%! We bought roses and cards (it was easier when I only had to pick out one, but now I had to get a wife card and a daughter card and a mommy card . . . ), and I even let Ella pick out her present. (She got a puppy dog with a picture frame.)

We got home at 2:30 and it was crunch time. I threw Ella back in bed, started setting the table, and realized that I hadn't set out our wedding cake top. Since we couldn't drag it to Gatlinburg for our honeymoon, we had decided we'd eat it for Valentine's Day. I knew it was frozen and would need time to thaw, but I wasn't sure if a few hours would be enough. I got it out, anyway, and arranged the cake topper and flowers to resemble what it looked like on our wedding day.

I started the chicken and potatoes dish that I fixed on our first date, and because I've learned that chicken and potatoes is not a mean in itself, I started fixing the salad . . . three loads of laundry to go, and the house almost finished. It wasn't all going to get done, but at least it would look like I tried!

When Jessica walked in, I had the table set, the salad tossed, and the chicken cooking. I just had to slice the potatoes and add the salad dressing. In the meantime, I told her she could give Ella a bath and spend some time with her. She fed her and got her ready for bed, and then they both opened their cards.

After Ella was in bed, it was time to serve up the food. We enjoyed a special candlelight dinner (I didn't know that we had to turn off the lights - I thought we could just light the candles and leave the light on so we could see our food), and then we watched our favorite together movie, Love Actually. We have our own favorite movies, but this is one that we share - it's the first one we watched together in the theater.

Shortly after 9:00, we cut into the cake and found that it was almost completely thawed. I was disappointed to find out that it was white, and she was excited that it wasn't chocolate. We shared the first piece, covered the rest, and went to bed.

What a day . . . .

Neither rain, nor sleet, nor snow will slow our state's government . . . or keep MSTA from lobbying for public education!

The morning of February 13, I awoke to find a half-inch of ice and six or seven inches of snow covering my car. I had seen the weather reports, and I knew what to expect, but I had ignored all the warnings and traveled to Jefferson City the night before. Faced with the choice to skip the Capitol visit or dig out of the snow, I decided to brave the elements and go for it.

With no ice scraper and no gloves, I found myself shoveling snow off my windshield with an MSTA calendar (you know, the ones that say, "compliments of the Southeast Region"). Fortunately, the car warmed up fast enough that the ice began to melt and I could just wipe it off.

As I drove around the hotel to find the entrance to Bingham's so I could take advantage of the complimentary breakfast, I slid a few times and almost didn't make it up the hill. But with some patience and steady maneuvering, I managed to slide into an area that I could use as a make-shift parking space and trudge my way into the restaurant.

Because street crews hadn't had time to clear any side roads, and with cars piling up all around the area, a Jefferson City policeman suggested that I not use the access road in front of the hotel to get to the highway, but instead take the road behind the hotel to Southwest and then to Missouri Blvd. He probably saved me a huge repair bill, because I really don't think I could have made it up either hill going the other way.

As I walked through the Truman building and up the hill toward the Capitol, I was impressed with the efficiency of our state's government workers and the city's public servants. They were doing a great job clearing walks, taking safety precautions, and going on with their daily routines. In the Capitol, besides the decreased number of visitors, it was again business as usual.

I hate the word "props" . . . I guess because I try to avoid popular buzzwords . . . but I've got to give props to the Cape CTA representatives. This group of five dedicated teachers (including one first-year teacher and an assistant principal) also braved the elements to participate. All other groups (the smart ones) stayed home.

After our meeting with Mike Wood, Director of Governmental Relations, we were on our way to visit with legislators. I tagged along with the Cape group to visit Scott Lipke and try to see Jason Crowell, who was out for most of the day. After that, the Cape group decided to head for home, and Sheryl and I headed toward Rod Jetton's office to meet up with Renee to go to the top of the Capitol.

If you've never been to the top of the Missouri Capitol, you're missing an awesome experience. Seeing the structure and realizing what it must have taken to build such a magnificent building in the early 1900s is quite the experience. Walking around the whispering gallery and climbing the spiral staircase to the top of the dome provide indescribable views. Even after making the climb ten or more times, I was still excited to go once more - this time to experience it with snow.

We met Audie for lunch at Madison's . . . and had quite a few laughs. It seemed like there were mirrors all over the place :-).

The drive home was less than enjoyable, and I was never so glad to walk in, take off my coat, and change into comfortable clothes. Now I understand why they always say, "if you don't have to go anywhere, stay home," and next time, I just might head their advice. But I know that God doesn't waste an experience, and this one was definitely one that He had in store for us.

When we have snow days and get to stay in our warm, safe houses, there are plenty of people out there taking risks to get to work and keep our government running. From the Jefferson City policeman who wouldn't need to be directing traffic if I would just listen and not go anywhere . . . to the MODOT workers plowing the roads . . . to the legislators and their staff who were there for the 10:00 bell, they're dedicated to keeping Missouri moving. And the MSTA staff and volunteer leaders who brave the elements for a Capitol visit in the middle of a blizzard are devoted to seeing our legislative priorities accomplished, come rain, sleet, or snow.

My wife and I are from families of teachers. Her mom and sister are teachers; my mom is a former teacher; I have two aunts who are teachers. Family conversation usually revolves around education, unless of course I throw in a political jab or two to stir things up.

On most Sundays, my family gets together at the nursing home where my grandpa is. We sit around and share life together - talking about what we've done, where we've been, and the like. This time of year, the topic of snow pervades the conversation, and the three teachers in the room - my aunt, my wife and I - endure the ribbing of the rest of the crowd because they don't get snow days, or they don't get Christmas vacations.

We've all heard the arguments about teachers having an easy job - summers off, working 8 to 3, snow days . . . and the topic usually comes up because someone thinks we're overpaid. I've passed this notion off for a few years, and I'll continue to ignore it as I fight for increased teacher salaries - especially considering our district ranks 331st of the 524 in the state. Unfortunately, there are people out there who are fighting against us, as demonstrated in a recent opinion article in the Wall Street Journal:

http://www.opinionjournal.com/editorial/feature.html?id=110009612

In the article, Jay P. Greene and Marcus A. Winters state that the average public school teachers make $34.06 an hour. They compare this "statistic" to other occupations by saying that teachers make "36% more than the hourly wage of the average white-collar worker and 11% more than the average professional specialty or technical worker." The footnote to the article states that "Mr. Greene holds the endowed chair of education reform at the University of Arkansas and is a senior fellow at the Manhattan Institute, where Mr. Winters is a senior research associate."

My contract says I will work 185 days. I am required to be at school from 7:45 AM until 3:15 PM. I have been teaching 6 years and have 15 hours of graduate credit. This year, if I work only the hours I am required, I will make $21.08 an hour - far less than the $47.28 that Greene and Winters site as the average pay in Detroit, the $45.79 in New York, or the $44.03 in Los Angeles. Of course, rural Missouri has a much lower cost of living, and incomes of most people around here don't compare with incomes of people from those areas.

I have plenty of problems with this "report," as I'm sure any public school teacher would. Of the eleven reader responses posted on the website, only two even remotely hint at supporting the opinion that teachers are overpaid:

http://www.opinionjournal.com/editorial/responses.html?article_id=110009612

I think Michael McKain, from Seaford, Delaware, summed it up best in his response: "While I think this piece makes valid points regarding the fact that new reforms are needed beyond "throwing money at the problem," the fact remains that many do not go into teaching, particularly in needed areas such as science and math where America lags behind, because more money can be made in other sectors. This is a problem that needs to be remedied; articles such as this are counterproductive to that end."

Nothing gets my blood boiling more than reading someone's opinion slandering my profession and life mission. My question is . . . if teachers are so well paid, why aren't more of those white-collar workers and specialty or trade workers not taking advantage of some of these new alternative certification tricks and becoming teachers? If the job is so easy, and the pay so wonderful, why is there still a shortage of teachers - especially in the areas where those allegedly lower-paid workers currently are?

For Christmas this year, my wife and I decided to pick out our own gifts. She created an online shopping cart from JCPenney, and I spent hours researching the difference between XM and Sirius satellite radios. A few days before Christmas, I logged in and ordered her clothes, and she set up an account with Sirius and ordered my radio. Ok, I ordered the radio, too, but it sounds better to say that she did it.

I was excited to get over 100 channels of CD-quality music and talk, available at my fingertips anywhere in the country. I was so eager to listen that I installed the receiver in my van on Christmas Eve night so we could listen to it on the way to Annapolis the next morning. I was really starting to like my gift . . . until my wife announced that, effective January 2, she would be driving my van to school, and I would have to drive the Equinox. So, you guessed it, she got her Christmas gift . . . and mine!

When we take any trips together, we always take the van. That's where the car seat base is, and one of the reasons for buying it was to reduce the number of miles we were putting on the Equinox. So usually at least once a week, I get to drive the van! Of course, since she listens to the radio at least two hours a day, my wife has some channels already picked out, and she usually takes control. For the past couple of weeks, we've listened to Blue Collar Comedy and Laugh Break - alternating as the mood strikes. Sometimes, Blue Collar Comedy has some vulgar language or crude humor, so we switch to Laugh Break, which bills itself as family friendly and, so far, hasn't had anything offensive.

This weekend, it seemed like Kathleen Madigan was on Laugh Break quite a bit. I don't know much about her, but most of her material was funny. She said it seems like Republicans don't have as much of a problem getting bills passed as Democrats. Of course, we know that, at the time, it was because we had the majority in both houses. But Kathleen pointed out another reason that the Republicans had such a high success rate with some of their initiatives: they know how to name them.

One of the most widely known pieces of legislation that has resulted from the current administration and the Republican-controlled congress is the Patriot Act. Kathleen pointed out that no one in their right mind would vote against a piece of legislation called the "Patriot Act." If they did, they'd be viewed as unpatriotic. When it comes to education legislation, the Republicans again had the right idea in choosing a name. Instead of calling the bill "The Education Bill of Blah Blah Blah," they put a twist on it and called it "No Child Left Behind." Again . . . who's going to vote for leaving children behind??? More appropriate titles would include "The Federal Intervention in Education Act," "The Threaten School Districts with Takeover Act," or "The No Teacher Left in the Classroom Act." Then again, who would vote for those bills - even if their titles do accurately reflect the intent of the legislation?

Then we have our Missouri legislators (and even the Governor.) Last year, Governor Blunt had his "65 Percent Solution," which anyone could see was not a solution, no matter how it was spun. The pro-voucher chair of the House Education Committee has sponsored legislation to set up a scholarship fund for school choice that would give tax credits to contributors and drain up to $40 million from the state's general revenue. Over the past few years, she's tried titles such as "The Angel Scholarship" and "The Betty Thompson Scholarship," but apparently she made a call to D.C. this year to get some advice on naming - because she's now calling it "The Milton Friedman 'Put Parents in Charge' Education Program." How can you justify voting against putting parents in charge of their children's education? No one votes for "The Use Public Money to Fund Private Institutions Bill," but when you mask the truth with a lie about putting parents in control of their children's education, then it takes on a whole new meaning.

No matter what it's called, a piece of legislation is only as good as the bill itself. A tuition tax credit bill will always undermine the local public school district and divert public money to private schools - no matter what the bill is called. As we round the first turn in the 2007 legislative season, we must be vigilant of attempts to pass a wolf off for a sheep, whether it's done internally by hiding bad policy inside a good piece of legislation, or externally by putting an appealing name on the outside of a rotten bill.

This is my first post from my almost-finished home office! Yep, I'm almost finished with the addition that I started back in early July. It's been an ongoing project - and for those of you who've been reading my blog for a while, you may remember an update back in September when I ran into some problems wiring the ceiling fans. Well, the last large part of the project that I had tackled was painting. I had almost finished it in September . . . September 15 to be exact. In fact, I took a personal day on that Friday to stay home and finish the painting and paint the rest of the house. Then Ella came the next day, and since then, home improvement has been at the bottom of my to-do list.

I've taken a few small steps in the past four months (and I mean SMALL steps). I hung a door and finished painting some of the corners and cutting in around the ceiling. Then came the snow. After I complained all winter about not having any snow days (although we have had a couple of ice days), I was more than thrilled to wake up sometime early Thursday morning to see white ground . . . for the first time in a while. It wasn't a lot, but it was enough to get two days off, and I decided to use those two days to get ready for the carpet.

I now have all the doors hung and most of them painted. I put together my desk and chairs (which had been delivered on September 15, and were sitting in the middle of my office since then, collecting junk), and I even hung some pictures. Today, I built a cabinet-type thing around the electrical panel so it's still accessible but doesn't stand out like a sore thumb. Now that it's coming together, I'm getting really excited about having somewhere to work besides the couch or rocking chair.

The next step (after finishing the paint on the spare bedroom doors) is carpet, and then baseboards and window trim. Then there's a little paint touch-up left to do, and it's all finished!!! So, my summer project has turned into a seven-month ordeal, but that's ok - it's about to be finished!

I've dreamed of it for years, and now I have finally arrived. I'm a dot com!

After the recent email glitches at school, including our email scanner labeling blogspot.com as "spam," I bought joeclauser.com. I had a link to my blog as the signature on all my email messages, but since our email scanner thought it was spam, it wouldn't let messages back in. So if someone would respond to my message, their response would bounce back to them as undeliverable. Since having the address as my signature is my main source of "advertising," I decided that I needed another way to direct people to my blog and still be able to receive replies.

My new address, joeclauser.com, offers many possibilities for communication and navigation of my web presence. For now, I have my main page, as well as blog.joeclauser.com, pointed to my blog site. Soon, internship.joeclauser.com will be pointed to my internship portfolio. I can also create URLs such as work.joeclauser.com, church.joeclauser.com, or anything else imaginable, point those addresses to various websites, and be able to share my life with the world in a whole new way.

I'm excited about the possibilities that this new venture provides - all for only $8.50 a year - just 2 cents a day!

Procrastinator that I am, I usually find time to do things weeks, months, or even years after I should have actually done them. When I finally take the time to complete something, I realize that I shouldn't have put it off so long. It's usually not that I don't want to do it - it's just that other, more pressing things, seem to take precedence at the time.

Take, for instance, my Life Plan. This time last year, we were going through the series at church. We were challenged to write out the plan that we thought God had for our life and some goals that we would work toward accomplishing in the coming year. I never took the time to sit down and flesh the whole thing out - I put a lot of thought into it, and I had some idea of what it would look like, but I never had anything on paper that I could take out to and say, "this is my Life Plan." Until last night.

My wife decided that we should have a weekly family meeting - every Sunday night. Ok . . . good idea. But what would we talk about? I thought we needed some sort of plan for what we would discuss at the meeting. What a perfect time to sit down and write out our Life Plans together, then use them for the "agenda" at our family meetings!

After two hours of hashing over words and discovering the goals that we each have, we came up with individual Life Plans and a family Life Plan. The three plans contain a mission statement, core values, and goals. Our individual plans also include our spiritual gifts.

My core values are authenticity, character, creativity, devotion, excellence, teamwork, integrity, leadership, learning, loyalty, servant leadership, and family. My spiritual gifts include encouragement, wisdom, knowledge, service, leadership and administration.

I wrote three goals that I would like to accomplish this year. Some will be harder than others: have a consistent quiet time, lose 20 pounds before August, and find an administration position that will allow me to provide leadership for a school building.

Our mission statements are short descriptions of the purpose we believe God has for our lives. This is who we are, and why we exist.

My mission statement:
"To use my gifts and abilities to make the greatest possible impact on Missouri public education while providing the best possible life experience for my family."

Jessica's mission statement:
"To raise my children at home in order to instill morals and give them a stable and loving childhood."

Our family mission statement:
"To challenge each member of our family to be a moral, productive individual who commits to follow God and actively seek His will for his or her life."

Now that we have taken the time to flesh out the details of our Life Plans and commit to live them out, we can hold each other accountable for the progress. If you'd like more information about Life Plan, check out meadowheights.com and click on the GROW tab.

On occasion, teachers have those magic moments when the world seems to stop for a second and we realize that we are making a difference in the life of a student. Something happens that brings a tear to our eye or makes us sit a little taller and take pride in an experience that we've helped create that we know will change one child or a group of children forever. I had one of those moments this morning.

Every Friday, my English class reads the Scholastic Scope magazine. There is always a classroom play that we try to do first, and then we continue through the stories and activities in the rest of the magazine. This morning, we read the play "Freedom Writers," which is based on the 1999 novel and subsequent movie that I had never heard of. The movie stars Hilary Swank as teacher Erin Gruwell who shows students the power of their words and help them reject gang life. The teacher uses Homer's The Odyssey to introduce them to the concept of overcoming obstacles on the journey of life. She also uses The Diary of Anne Frank to illustrate how racial injustice and gang violence can hurt society. She then assigns the students a journaling assignment - for the rest of the year, they keep a journal that can be private or shown to Ms. Gruwell. She tells them she will look at everyone's journal to make sure they are doing the assignment, but she will only read them if they are left in a cabinet in the room. And so no one else will read them, the cabinet will be locked when she is not in the room.

After reading the play, we had about twenty minutes of class time left. I decided to have my students write a journal entry about an obstacle they had overcome. This could be something I would read or something they could take home and throw away. Either way, I would check to make sure they wrote something.

After fifteen minutes, I decided to kill the remaining five minutes of class by allowing the students to read their journal entries if they chose. Unlike other times that I have asked them to share orally, I told them I would not give bonus points - I was simply offering the opportunity and there was no bribery involved.

One student shared his story of getting his four-wheeler stuck in a muddy pond. It was a typical middle school boy story about making a foolish decision and somehow having fun almost tearing up a piece of equipment. And of course, the other boys thought that was cool. The other student to volunteer was a girl - not a popular girl, but one who is often rejected by her classmates. Not the brightest student in the class, but one who struggles to pull off a passing grade. Not a well spoken student with eloquent writing, but one whose speech is hard to understand. Even with those obstacles already against her, she had the nerve to volunteer to walk to the front of the room, stand in front of twenty-six of her peers, and pour her heart out in a way that most kids her age wouldn't dream.

She started by sharing that her mom gave her to her aunt and uncle when she was one, but later changed her mind and took her back so she could "get her check for cigarette money." Her real dad was never around, and although her mom was there, she was never available for her. "...all I felt like I was was just something to give her the name 'mom'." She never had nice clothes, she wore shirts that were too big for her and shoes that were too small. In first grade, she was taken away from her mom. There was a large fight and she recalls having to tell the police officer how her mom would see things "on the wall and everything else."

She remembers how two elementary teachers helped her through that time in her life, and how she never knew where she would be going each day after school. When she was asked to decide where she wanted to live, she chose her aunt and uncle, and after four years of legal battles, she was finally adopted. She closed by saying, "I am happy where I'm staying now with my aunt and uncle. They are my new mom and dad."

As she walked away from the podium to return to her seat, everyone clapped and no one spoke a word. She had cried through the whole story, and I have a feeling some of them had, too. I sat on the other side of the room, smiling on the outside and crying on the inside. I was so excited that she was sharing her most difficult struggle with the rest of the class, but I was hurting because I could not imagine the pain she had suffered throughout her childhood. I knew that sharing her story wasn't easy for her to do, but I could just imagine the freedom she was feeling by getting it off her mind and allowing her peers to share it with her.

After class, a few girls came up to her to give her a hug and say something to her. Some of them even walked with her through the hall as she went to her next class. I don't know that she had ever shared any of that with her classmates. Something we have to deal with in public schools is the vast spectrum of personal experience that students bring to the classroom. We work with kids from every walk of life.

In the play that we read in class, one student wrote in her journal, "I'm envious of kids with fathers. I hope they don't take for granted all the little things he does like say 'Good morning' or 'Goodnight.'" Or just asking what they did in school that day. That would be the perfect Cinderella story for me - no glass slippers, just a 'How was school today?'" I wonder what that girl in my class was thinking as those words were read. I wonder how many others feel the same way. And I wonder how many of them hear "How was school today?" and think that having that $100 pair of shoes or that new iPod is their Cinderella story.

Teachers have the best job in the world - we get to help mold lives forever. Whether it's those second grade teachers who helped a struggling girl cope with being taken from her family or the eighth grade teacher encouraging her to share her story with the class, we never know when we'll have that opportunity to make a difference. I'm glad I had that opportunity this morning - I'll never forget it.