Shawn Beightol's and Ceresta Smith's

vision for reforming education in Miami-Dade through the new United Teachers of Dade

Our Platform (click each for more info):

A streamlined UTD - budget, focus, operations, and thus, lower dues.

An accountable UTD - for past and present.

An activist UTD - a union with teeth, cooperative when possible, aggressive when necessary!

An analytical UTD - of MDCPS' budgetary and management philosophies, priorities and practices.

We will find the money!

A Family UTD - committed to the essential team of support staff and faculty!

A visionary & professional UTD - we will secure legislation that provides for a long-term, cohesive plan of protected and funded public education.

You will have the respect you deserve!

A caring and committed UTD - we will fight for investment in struggling schools- incentives for teachers and students to achieve success!

What is the situation with Hispanic Teacher involvement in UTD and what will we do to address this?

Email Shawn! Email Ceresta!

Shawn’s Bio Ceresta’s Bio Shawn’s Credentials Ceresta’s Credentials

Read published position papers from the last few years:

Keeping Professionals in the Classroom & A Union for the Future: the Next Step & FIU Alumni Feature

A streamlined and reorganized UTD staff and focus:

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*continue building the membership (though when we provide the needed services, the membership will come: "If you build it, they will come...").

*increase the return for membership via economic services/benefits from the business community (we can affect immediate lower cost of living by doing a better job providing more meaningful incentives from the entities in our community who have a vested interest in an educated workforce).

*develop an ongoing series of Town Hall meetings that will educate the public to the need for educational investment and reform and the barriers to such (including partisan politics that are costing MDCPS & UTD money and clout from the state). We must get the community to embrace educators as professionals again. We must unite our communities to vote for leadership that effect local issues (our community is divided over secondary issues, rendering us ineffective).

*target legislation that will protect crucial aspects of quality public education. Apparently what many take for granted (ourselves as educators included) is seen to be too readily placed on the auctioning block. These include class size, supplies, teacher quality, academic freedom, compensation, and many of the buzzwords that we hear so often that we've nearly become immune to them.

*develop alliances with other Florida district unions to achieve legislative action (what does this say about the perceived efficacy of FEA?).

*lower UTD dues to the national average.

*offer 2-for-1 memberships when 2 educators are partnered as life-time partners, living together.

An accountable UTD

*there are still people working and associated with UTD who were connected to the unethical monetary proceedings - staff still remain who had the secret "golden parachute" retirement funds. Additionally, according to AFT, not one penny of the money that was grabbed in the days prior to the FBI raid has been paid back, including by the former Secretary-Treasurer who is now running for office.

$77,000 missing by the inner circle, some of whom are still involved. I intend to seek justice.

*leadership and staff compensations and benefits should be linked to their constituency's for further savings.

*the building, which AFT calls a monument, is going (all acknowledge that it must, including the AFT people involved in the current administration of UTD). People raise their eyebrows and ask "where will we work?" I think that as long as we have teachers working in portables, we should be willing to sacrifice too. We can cut overhead, lower dues, provide better incentives, and increase our representation and therefore our effectiveness.

An activist UTD:

*demonstrations for publicity sake, and more aggressive measures when apparently ignored (we generated many ideas in UTD strategy sessions that led to the Mickey Money Scavenger hunt, the airborne signs, and we still have others to explore, such as teaching to the contract and boycotting/protesting/demonstrating at high profile sites and functions).

*Town Hall meetings described above, we will bring elected leadership, parents and teachers together where accountability is unavoidable.

*continued and increased employment of legal means to receive information and benefits previously agreed upon or provided for in contracts or legislation.

* with reference to our local and national affiliates, we owe a debt to the national affiliates (literally). However, it should be remembered that their interest in our survival is not altruistic, so it must be a two-way street. A few other candidates at the UTD officer forum agreed that we haven't gotten our value out of our per capita. They need our money to lobby and numbers for clout. We need their influence, clout, and pooled resources (research, legal, etc). I insist that we are independent from their control as soon as possible. A year ago I received an email from FEA polling about dropping the CLAST requirement for teachers to help meet the shortage! Outrageous and symptomatic of what is happening to public education (and its esteem and therefore compensation). This is the kind of malaise that UTD must fight against. It is disappointing that our "professional" association would be acting to de-professionalize our ranks. I guess more unqualified teachers means more membership dues/per capita.

An analytical UTD:

A year ago, I attended the Caleb Center/African American Grassroots Committee sponsored Town Hall meeting Monday night. I listened to the parents, one after another, stand and beg, urge, plead for better teachers (teachers who could speak English, teachers certified, or in some cases, a real teacher versus a security monitor or permanent substitute teacher as are currently/allegedly filling positions at Northwestern and Edison High).

I then approached the microphone and asked Mr. Stierheim and the board why they hadn't answered my weekly letters pointing out to them that they were sponsoring policies that are draining resources from the classroom, that are responsible for the very conditions being complained about by the parents present. I concluded by stating that these practices resulted in de facto racism if they were leaving the poor, inner-city, predominantly black schools with unqualified and less motivated teachers (with exceptions), even classrooms staffed by security guards and permanent subs. I supported my assertion that resources were being increasingly shifted from the classroom by providing data from the district's website (http://news.dadeschools.net/pdf_files/Abstract_2002-03.pdf), MDCPS Job Postings and the state auditor's report from last year (http://www.state.fl.us/audgen/pages/pdf_files/02-195.pdf, findings # 2 & 3).

Findings:

* Over the last 5 years, the number of downtown administrators and managers (whose salaries average over $100k) have increased at a rate that is 1.6X more than the rate of teachers and students (p. 127 of the 2002-03 Abstract). Why?

* Many of these positions must be filled by experienced teachers (drawing not only funding away from the classroom, but now experienced teachers). Some of these positions had job descriptions like "communicate budget findings to upper level management" (can't they read?) or "responsible for the transfer and promotion of administrators [!]" (In other words, they never come close to participating in the essential mission of a school system, the latter a position responsible for shuffling administrators – I gave it to one of the Board Members for Analysis). They included titles like "diversity compliance coordinator" (huh?!) or "supervisor of publications" - the latter offered nearly $100k, required no college education, and was responsible for "lively, readable publications and brochures." No education? What message is that supposed to give? I want this bureaucracy evaluated position by position for necessity and effectiveness. Each reduction of a superfluous $100k position (with associated costs) could fund 15 $10,000 "combat pay" bonuses to draw qualified and motivated teachers back into the abandoned classrooms of the inner city.

* Over the last 5 years, these non-instructional administrator positions have averaged a total increase of $11,000 in salary, while teachers have only managed a total average increase of $3900. When viewed in terms of rate of change, these administrators are being raised in salaries at 3X the rate teachers are (p135 of the 2002-03 Abstract). Why?

* Journeymen, skilled day-laborers, to the credit of their union, earn on average $1000 more annually than teachers (p. 135 of the 2002-03 Abstract). What does this say about the priority and importance to the school district of a teacher and his or her expertise, his/her investment in college for their profession? If the school system recognizes that premium dollar must be paid for the superintendent, premium dollar for bureaucrats, premium dollar for curriculum writers, bus schedulers, and skilled laborers, why won’t they expend top dollar for the classroom teacher – the whole point of the entire system is quality instructional interaction between the educator and the child! You get what you pay for!

* In response to the State Oversight Board's pressure for more responsible spending and less waste, our school board has proposed to them the creation and hiring of 10 upper level management positions at a cost of $150k each for a total of $1.5 million. We are hiring more upper level bureaucrats to save money?

* The state auditor found MDCPS to be wasting money by paying teachers who are not in the classroom. We've heard about the 370 Teachers on Special Assignment downtown (how many are there this year?), but I've not heard anyone address the 770 teachers out of the classroom scattered around the school system on school sites (see Florida's Auditor General's Report referenced above, pp. 1, 5-8). These are people who are writing school newsletters, making phone calls and doing other clerical/support work on teacher salaries. I estimate this totals nearly $60 million taken from the classroom.

The overall impact of such conditions and practices, coupled with the comparability of our compensations with other districts in the same area (we are now behind Collier, Broward, Palm Beach Counties - places where measures of the quality of life are higher and the costs of living are the same or lower) pushes the best teachers out of the MDCPS classrooms. Where they go varies. Some go to industry (many of my colleagues have left to research, lab work, pharmaceuticals, etc). Some realize the system will not compensate them adequately and therefore aspire to leave the classroom as soon as possible to one of the growing slots available downtown in the school board offices, some move to one of the other counties mentioned above. Consider the problem of attracting quality educated beginning teachers from USF, FSU, UF or any other school north of Miami-Dade's county line. Only a fool or martyr would pass up similar compensation packages to come work where LEP and student discipline are two to three times higher, and other challenges to the teachers' ability to easily deliver instruction multiply.

A family UTD:

We pledge to represent and fight for the support staff which are an integral part of the educational team. We will not privatize, we will fight and we will gain together!

A visionary UTD

We will work to improve teacher professionalism, quality and respect

*by assisting teachers to secure incentives already available through meaningful ongoing professional development.

     a. UTD should cooperate with the district on utilizing the early release days and other staff development days (teacher workdays?) to provide for meaningful ongoing professional development. What is done with those days is often ridiculous and insulting. Our educational bureaucracy can't provide meaningful educational experiences for the teachers?!

     b. Pursue and facilitate the achievement of incentives that already exist :
              i.the legislatively mandated 5% performance pay has not been discussed publicly.
             ii.tuition credit program could be turned around so classes are paid for up front (rather than reimbursed).
            iii. NBCTP services should be extended.

*by nurturing educational team members through additional and new opportunities.
     a. negotiate a tuition free path to higher graduate degrees in education.
     b. for current teachers completing professional development activities pursue
              i. economic rewards within the contract and legislatively.
             ii. commitments from businesses to offer discounts.
            iii. tax breaks on national level

     c. push for higher starting salaries in connection with higher qualifications for teachers.
     d. Explore the career ladder/multi-tier pay system for beginning, intermediate, advanced and mentor teachers.

*by forming alliances with both colleges of education and arts and sciences to raise the caliber of incoming applicants and to market education within specific disciplines as a viable career option.

*by emphasizing to current educational professionals that we must "walk the walk" - we must conduct ourselves respectfully to hold the respect we demand.

     a. include in the UTD mailings positive reinforcement of "dress for success" ideas (noting academia's long enjoyed freedom from stylish concerns, public perception must be recognized as influential on education conditions).

     b. provide physical fitness opportunities to employees (and incentives to use them, obtained through cooperation with MDCPS, healthcare providers, and relevant businesses). A healthier cadre of educators will

            i.incur lower healthcare costs,
           ii. incur lower managerial expenses (due to sub days and costs in connection to health related absences),
           iii. foster better mental health (a healthy body encourages a healthy mind) and attitude, and
           iv. a healthy, positive public image

*by raising awareness of professional conduct:

a. UTD meetings - should parallel a professional associattion. We teachers want to be treated and compensated in the same manner as lawyers, psychologists, and other professionals, but it is hard to imagine them acting the way some of our colleagues act at our meetings. We demand respect, we must act respectfully – Its time to walk the walk.

c. Rallies - we should act according to the situation. Having said that, I think you've seen how effective our marching in circles with bullhorns is to the board meetings - you can't even hear the teachers outside. I think the media coverage is helpful, but we should be concerned with how the public will see us through the camera lens. I do think there have been times when drama was significant (rushing the school board auditorium 2 years ago, the Krop money scavenger hunt, lining the streets holding signs).

A caring and committed UTD (there is another way!):

I will work to provide incentives to teachers and students/families alike at struggling schools. I ran a summer engineering program at Wm H Turner Tech in the summer of 1998 where students were paid $5 an hour to attend. We had a 95% success rate in my class, working with students from some of the same schools that are identified as zone now. It can be done. It must be done.

Shawn’s Bio

Raised by a single immigrant mother, I found entry into the American middle class out of poverty through public education. This has forged a deep commitment and belief in the necessity of high quality, free and equitable public education.

I began my work with youth as a youth minister in Liberty City in the 1980’s. Wanting a greater impact on children’s lives, I obtained my Masters in Chemistry Education (FIU, researching removal of aqueous organic pollutants via advanced oxidation techniques) and became a nationally recognized and honored chemistry teacher with Miami-Dade County Public Schools. I am in my 11th year of teaching. I have been a member of the Union every year that I have been a teacher and I have been a steward over the last 3 years. I have been active in planning and participating in various union sub-committees, including those which ultimately resulted in the restoration of our steps and raise and the identification of the AIP as the school system's responsibility - not the individual classroom teachers!

I have been active in calling for change in our union during these years, recognizing through research and analysis the obvious mismanagement of teacher's dues and recognizing the many conflicts of interest produced by Pat Tornillo's actions and business dealings. I called for change in union meetings and began writing mass emails and letters to the editor of local papers to identify the criminal negligence our leadership foisted upon our noble ranks. Many of you received and responded to these emails.

When it became apparent that Pat Tornillo would not leave or change without a fight, I gave him one. I led a strike against his crooked regime, which I believe helped to bring his illegal practices to light.

A union leader must be tough and ready to fight. I am.

Click here to read an assortment of my involvements:
http://search.yahoo.com/search?p=%22shawn+Beightol%22&csz=&ei=UTF-8&fr=FP-tab-web-t&cop=mss&tab=&toggle=1

Shawn’s Credentials

UTD Steward 2001 - today

UTD Member 1993 - today

Educational Advocate and Reformer 1993 - today

October 2004, I challenged Superintendent Crew on his assertion that he would “steal Broward’s best teachers” since they were earning $6,000 more (step 10). I then challenged him to pick up his phone and call his negotiator the following day to release the $43 million he set aside for step increases since they were agreed upon last year in contract approval.

Fall, 2003, I addressed Merritt Stierheim face to face at the Caleb Center re: de facto racism caused by building a top heavy bureaucracy downtown 160% faster than student population growth.

I have written columns appearing in both the Miami Herald and in Progresso Weekly (South FL political Ezine) calling for an end to Tornillo's and Johnson's mismanagement of our UTD.

Southeast Consortium for Minorities in Engineering (SECME) "Master Teacher 1995 - 2000

National SECME, Inc.'s Teacher of the Year 1998
(the nation's largest pre-college minority engineering program)

NSF's Antarctic Research Program Grant Winner 1998

SECME Teacher of the Year, Miami-Dade County Public School System 1996

Research Corporation/NASA-Florida Space Grant Consortium's Partners in Science Award Research Grant 1997 - 1999

Dade Public Education Fund Grant Recipient 1995

Outstanding Presenter, Florida's Conference on Improving Education 1995

Net In the Classroom - Internet Lesson Plans Contest - Florida Department of Education 1994

UTD's Beginning Teacher of the Year, Wm H. Turner Technical Arts High School 1993

National Collegiate Education Award 1993

Honor Society of Phi Kappa Phi 1993
Who's Who in American Colleges and Universities 1992 - 1994

Award for Excellence in Language Study 1987

Award for outstanding Achievement in Biblical Languages 1986

Extraordinary Students of America for Leadership 1984

Presidential Scholarship to Miami Christian College 1983

Ceresta’s Bio

My history with union activism is long, often accompanying my mother, a politically active spokesperson for labor in the state of Iowa, to meetings and union activities.

A National Board Certified Teacher in the area of English/Language Arts, I have been a member of the United Teachers of Dade for the sixteen years.

I have been teaching English/language arts and television production in Miami-Dade County Public Schools.

Recognized by union leaders as a vocal and determined educator, I was invited to join the Legislative Committee in 2002.

Also, see Millennium Movers: Ceresta

Ceresta’s Credentials

Legislative Committee in 2002.

Served as the Jose Marti Middle School’s Economic Services Committee Representative

Steward alternate for Dr. Michael Krop High School for the past three years.

Professionally, I serve as a mentor to new teachers and experienced educators seeking National Board Certification

Sponsor/advisor to the Dr. Michael M. Krop Film Club, a service club for students interested in film and video production.

My professional affiliations include the following:

United Teachers of Dade

National Board Certified Teachers of Dade

Millennium Movers, a community service organization for professionals

Florida Scholastic Press Association.

In addition, Ceresta serves as president to her family owned and operated small business of music and film production called Allie Jones Music and Film Production.

Last revised: 10/17/04