First Quarter 2001 OCEA Quest
the e-publication of OCEA
Welcome to the new Quest – revamped for the 21st Century! There are some things about the e-publication you should know:
First Quarter Edition 2001 Volume 1, Number 1 You can quickly navigate the issue using the links below. At the end of each article click on Back to take you to the menu.
To facilitate reading on the computer screen, I’ve chosen a larger font than a printed edition would use. Therefore, if you wish to print a selection, you should first save it to your computer and then edit the font of the article down to 12 pt. Quest will now come out once a quarter. It is distributed via e-mail (except to the locations without District e-mail) to OCEA members. If you do not wish to receive future editions, please e-mail the address below. If you wish to contribute, we welcome your efforts. If we use your article, you’ll receive an honorarium of $5 to $10 depending upon the length of the article. (Note: the amount of each honorarium is determined solely by the editor, as is the decision whether or not a particular article will be used.) Submit all articles to the e-mail address below in Microsoft Word. There is a new quarterly contest feature. Click to the contest for more information. We welcome your comments, suggestions, story ideas, etc. You can contact the editor at: JGREB@carson.k12.nv.us
I hope you enjoy our new look!
Jeffery Greb, editor
In this issue (click on the links below):
Summary of the 2001 Legislative Session
NEA Representative Assembly 2001
Changes at the District Office
OCEA applauds all of its members who donated time, money, and services during this time of national crisis. We at Quest would like to encourage OCEA members to continue this effort now that the immediate crisis has passed. Please make blood donations at regular intervals. While there are many legitimate reasons why you may not be able to donate, squeamishness is not one of them. Donating blood is a public service most of us can perform regularly and it saves lives locally. They also give you cookies. Summary of the 2001 Legislative SessionGiven the restraints to the length of the legislative session in Nevada, when the Legislature is in session the action is fast and furious. Bills are passed, amended, and killed swifter than the various news media can keep up. Consequently, a short review of some important new legislation is in order now that the action has calmed down. What follows is not an exhaustive report, merely a summary of the laws affecting education in Nevada.
Funding: the Highest Priority
The Nevada State Education Association brought the issue of funding of K-12 education center stage with its initiative petition. The petition was to be addressed by the Legislature within the first sixty days and was to provide a new and stable revenue source to ensure public schools are adequately funded. Even Governor Kenny Guinn acknowledged in his State of the State Address on January 22, 2001, "We haven’t made a sufficient commitment to teachers for a livable salary that matches the vital role they play in our society. As a result, we are losing an unacceptable number of teachers to other states and other professions." Although the Governor’s proposal was a one-time 5% bonus, clearly the topic of funding education was destined to be a force in the session. Then the Nevada State Supreme Court ruled NSEA’s petition was unconstitutional. The Court noted that the Legislature was under no constitutional obligation to fund public education; therefore, the petition could not require the Legislature to spend state funds on education. However, the Court found nothing else wrong with the petition language and stated that if the Legislature chose to, it could adopt the petition as written and make it law.
This unexpected and rather bizarre judgment by the high court sent the NSEA lobbying team reeling. They had counted on the petition to drive the discussion, and now that it was dead many legislators were running for political cover. Fortunately, some joined NSEA in proclaiming that a one-time bonus was not enough. Particularly courageous were Senators Mark James of Las Vegas and our own Mark Amodei, both Republicans, who stood up to their own caucus to declare that this was not a partisan issue, but an issue of fundamental and critical importance to our state. They both showed exceptional leadership and statesmanship by refusing to let their party’s leaders kill the issue. (Not surprisingly, James and Amodei are the only two senators with children still in school.) Working with Assembly Speaker Richard Perkins, revenue sources were enhanced and funds were found (specifically through SB 577 and AB 460).
Money Found
Because of the hard work of people like Senator James, the Legislature provided $210 million more than the Governor’s initial offer. A 3% one-time bonus for this school year was secured as well as a 2% raise guaranteed for the 2002-2003. This 2% could increase to up to 4% if revenues reach certain levels. NSEA also secured a commitment from all parties that when the 2003 Legislature meets and prepares a budget, salaries will be "rolled up" at 4% regardless of whether the trigger has been reached. Essentially, they are committed to funding education in the budget first, rather than creating a budget and then seeing if anything is left over for education.
In an effort to attract teachers to Nevada, the Legislature also voted a $2,000 signing bonus for new teachers for 2001-2002 and a $2,500 signing bonus for new teachers for the 2002-2003 school year. These bonuses are not available to in-state transfers, only to teachers coming to Nevada schools directly from college or from another state. NSEA opposed this bill since there is nothing to encourage these teachers to stay in Nevada for their second year. Most will take a significant pay cut for year two, which NSEA believes will encourage many to leave the state. NSEA believes Nevada’s retention problem can most readily be solved through providing all teachers with an adequate salary competitive to those offered in nearby states.
Two other important bills have a direct effect upon salaries. Energy and health insurance are two areas that take an increasing bite out of district budgets. SB 518 appropriates $6.5 million to help districts defray the increasing costs of electricity. SB 587 appropriates $13 million to provide districts with allocations necessary to pay high health insurance costs. Both of these funds need to be applied for by districts in the form of grants.
Other Education Funding
NSEA supported three pieces of legislation affecting retirement. SB 349 increased the multiplier used to calculate retirement benefits from 2.50 to 2.67. (It is not retroactive.) The bill also allows single members to designate a beneficiary for pre-retirement death benefits. AB 555 allows retirees to reenter the work force in areas where a critical labor shortage has been declared and still collect benefits from PERS. NSEA sponsored AB 431 which requires the PERS system to complete a study of deferred retirement option plans (DROP) which could also help address labor shortages by allowing those eligible to defer retirement and collect a lump-sum benefit after five years.
Finally, SB 588 appropriates $5 million to prevent the loss of vital educational programs such as art, music, and foreign language. Again, this money is distributed to districts through applied for grants.
Charter Schools
The theory behind charter schools is that if schools are freed from some of the bureaucratic constraints placed upon them, new (and possibly improved) educational ideas will flourish. NSEA has always believed that charter schools should maintain the same accountability standards for students as other public schools in the state. SB 399 addresses some concerns about charter schools that had arisen during the interim. First, it prevents groups seeking to start a charter school from compensating the school board of a particular district in order to ensure approval of an application. (Such kickbacks were not specifically proscribed by statute.) The bill also addresses questions concerning distance learning. If a charter school offers the majority of its courses via the Internet and grants a diploma to a student, the course of study must be equivalent to that offered in the local school district. Additionally, SB 399 clarifies that charter schools cannot operate "for profit," that existing schools may not convert to charter status, and that a home school program may not be approved as a charter school. Finally, the bill deletes language requiring existing collective bargaining agreements to apply to charter schools.
Other Important New Laws
AB 214 requires each district to adopt a plan of test security procedures and provide training about them. The bill also provides protection for "whistleblowers" that disclose testing irregularities or breaches of security, and defines that an intentional breach of security is grounds for dismissal and revocation of one’s license.
AB 671 continued the funding for class size reduction. NSEA successfully fought off attempts by Governor Guinn and Senator Maurice Washington to allow districts to increase the class to teacher ratios in grades 1-3 to 22:1.
SB 115 provides district superintendents the flexibility to judge dangerous weapons possession cases on a one-by-one basis. It was requested by the Nevada School Boards Association to avoid absurd punishments due to zero tolerance policies (e.g. a student being expelled for bringing nail clippers to school). SB 289 requires districts to develop emergency response plans adapted to each specific school site. Our district has already begun development and implementation of such plans.
Finally, Assemblyman Dan Parks introduced AB 214, which prohibits harassment and intimidation in public schools. This "anti-bullying" measure originally included an extensive training component; however, Nevada Concerned Citizens successfully lobbied to have the training component removed from the final draft of the legislation because training costs money. Therefore, its full implications are unknown at this time.
What’s Next?
The 2003 Legislation will be even more exciting. In the July 30, 2001, edition of the Reno Gazette-Journal, Governor Guinn was quoted saying that education will be a "superpriority" of the next session. The important leadership roles played by Senator James and Senator Amodei indicate the old power structure is shifting. They and other friends of education in the Legislature realize that we cannot be asked to do more and more and produce better and better results with less and less funds. They realize that education should not be a partisan issue, but a responsibility for all Nevadans effecting the future of the entire state. NSEA will continue to try to educate those who have not yet fully grasped this truth.
Contact Quest at: JGREB@carson.k12.nv.us
NEA Representative Assembly 2001By Steve Fargan
This past summer I attended the National Education Association Representative Assembly. NEA’s 139th annual meeting was held July 2 – July 7, 2001 in Los Angeles, California. Representative Assembly is huge! Over 10,000 delegates were in attendance. The Representative Assembly was the second I have attended. I attended Representative Assembly in Chicago last summer. By having already experienced my first Representative Assembly, I felt able to get more involved. Prior to the beginning of Representative Assembly, I participated in the annual run/walk, a fundraiser for the NEA Fund for Children & Public Education. Last year I did the 1-mile walk. This year with the assistance of being paced by Warren Wish and his 4-H guide dog in training, Jigsaw, I ran the 5K. Over the next five days 85 New Business Items, 4 Bylaws and 11 Legislative Amendments were brought up, discussed and voted on. I sought out and spoke with people who drafted new business items including our new state association president, Terry Hickman. In addition to voting on these items as a representative, I was the Illinois state contact for the Nevada delegation. I also got involved by joining six different caucuses and attending the Robert Birle Memorial Dinner. Another highlight that reflects the spirit of Representative Assembly was attending Friendship Night and being adopted into the Pennsylvania delegation for the evening. It was enjoyable to be part of our association’s legislative process while meeting other concerned teachers from all over the United States. If you would like more details on RA visit the NEA Website at: http://www.nea.org/ra/.
Contact Quest at:
JGREB@carson.k12.nv.us Back Announcing: NSEA RepsAt this year’s NSEA Summer Leadership Conference at Lake Tahoe, NSEA President Terry Hickman announced a new initiative to help keep members informed: NSEA Reps. Although there can be no substitute for face-to-face communication, with over 22,000 members it is impossible for NSEA to communicate this way to each member. The Perspectives newsletter has proven to be an effective tool in the past, but its limitations became obvious during the legislative session. A newsletter simply cannot provide timely information when speed is imperative. Consequently, Hickman devised the NSEA Reps program.
The idea of the program is to have at least one person at every site familiar with current, accurate information about NSEA initiatives, positions, and programs. The NSEA Rep becomes the local face of NSEA for fellow members; someone who can correct misinformation and disseminate accurate data. Essentially, the NSEA Rep provides that face-to-face contact.
The hope of NSEA is to have one NSEA Rep at every work site in Nevada by the end of the 2001-2002 school year before the political processes of the November 2002 election and the 72nd legislative session begin. Currently, we have two local NSEA Reps: Jeff Greb at CHS and Steve Fargan at Empire.
There are five easy requirements to becoming a NSEA Rep. A Rep must:
- Attend a workshop or New Leader Political Institute.
- Must have access to a telephone, a fax machine, a computer with a personal e-mail address, and at your work site have access to a TV with a VCR.
- Regularly evaluate materials provided by NSEA and send evaluations back to NSEA in a timely manner.
- Hold biannual meetings at your work site to pass information on to colleagues sent to you by NSEA.
- Optional: Attend Delegate Assembly and/or Summer Leadership.
For their part, NSEA is responsible to N
SEA Reps for:Providing each NSEA Rep with updated, meaningful material, including videos and paper for handouts, regarding NSEA and NEA business and pertinent issues.
Supporting N SEA Reps in making agendas and securing guest speakers for the biannual meetings.Supplying each N SEA Rep with the name and phone number of an NSEA Board Member or staff person who can answer questions and give general support.Reimburse N SEA Reps for travel and expenses to workshops and for snacks they buy for meetings.Please consider assuming this important position at your site. You do not need to be an OCEA Building Rep to be a N
SEA Rep. If you are interested in more information, go to the NSEA web site (a link is listed below under Web Links).Contact Quest at: JGREB@carson.k12.nv.us
Back Changes at the District OfficeYou are probably well aware that on July 1, 2001, there was a major shuffling of our District leadership. Jim Parry and Dorothy Todd both retired, while Marge Fowler had retired during the school year. This means that four out of the five main leadership positions at the CCSD office have a new face. While two are completely new to CCSD, we thought it would be nice to provide you with a little background on all four.
Where the Buck Stops
As you are aware, Dr. Mary Pierczynski assumed the office of Superintendent of CCSD. Pierczynski received her Master’s in history from Ohio State University and began her teaching career in a North Carolina high school. During this period she earned a second Master’s in education counseling. After moving to Las Vegas, she left teaching and worked in the airline industry (primarily in management) for ten years. She returned to education in 1987 as a counselor at Carson High School. While working at CHS, she continued her own education and eventually earned her doctorate (Ed.D.). After serving as a counselor for three years, she worked as a dean at the high school for one, vice-principal of Carson Middle School for four, and principal of EVMS for three before moving to the District office to work on curriculum. Pierczynski comes to the head job following a tenure as Associate Superintendent of Human Resources for three years.
For Pierczynski, the focus of the job of CCSD Superintendent "continues to be academics: implementation of the standards and increasing the percentage passing the high school proficiency exam." The other main focus is school safety for both the students and the staff. These two areas are "why we [CCSD] exist." Pierczynski recognizes that it will be a challenge to maintain the current level of programs offered by the District with their increasing costs, but believes it is an endeavor well worth the undertaking.
People Person
Taking Dr. Pierczynski’s position as the new Associate Superintendent of Human Resources is Richard Stokes. Stokes taught high school science in Lyman, Wyoming, for eight years before moving to the job of principal for Mineral County High School in Hawthorne. Besides career advancement, the principal job allowed his wife Keli to leave the elementary classroom and become a full-time homemaker. After three years as principal, the superintendent position for Mineral County suddenly opened, and Stokes was asked to serve.
Stokes decided to apply for the Associate Superintendent job in CCSD for a number of reasons. While a great learning experience, the Mineral County position required extraordinary commitment and knowledge. Being such a small district meant Stokes literally would run from a personnel "meeting to watch [someone] pour concrete." The job was too diverse, stressful, and time consuming. He had met Jim Parry and Mary Pierczynski at various state functions and liked what he learned about CCSD. When the Associate Superintendent HR became available, he went for it. Being in Carson means Stokes can concentrate on mastering a big part of the overall superintendent job instead of "flying by the seat of [his] pants," while having more time for his family.
Stokes’s new job covers everything relating to personnel issues. Specifically, he works closely with payroll to ensure people are paid appropriately, negotiates contracts with the various bargaining groups, recruits new staff, is in charge of discipline, terminations (whether retiring, quitting, or being fired), and District policies. Consequently, Stokes has spent the summer becoming intimately familiar with CCSD policies and procedures.
Stokes is excited about his move to Carson. "We’ve had more family time," he said. Also, there are more activities here for children Ryjul, Jazmyn, Madyson, and Cyrus (ranging from age 10 to 2) than in Hawthorne. Stokes hopes he can make "decisions that will ultimately help students."
Jack of All Trades
The new CCSD Associate Superintendent of Educational Services is Mike Watty, replacing the retired Dorothy Todd. Watty most recently worked as the principal of Seeliger Elementary for the last five years, but he has 19 years of teaching experience in various middle and high school positions and four previous years in middle school administration.
His new job is daunting. According to Watty, "Everything that falls within the parameters of the school outside of facilities and personnel" is under his purview. Foremost among these are standards, PDC, textbooks, mapping, and testing. Although he had planned on remaining at Seeliger for a few more years, Todd’s retirement forced him to make a choice. His tenure as principal showed him the big picture as to how the various elements listed above need to be aligned to be effective. He decided to accept the challenge of continuing that process begun by Todd. Watty feels that perhaps his greatest challenge is finding a way to utilize assessment more positively for school improvement and educational efficacy.
Money Man
On Valentine’s Day, Bob Anderson became CCSD’s new Director of Fiscal Services. Anderson came to CCSD from the State Welfare Division where he was CFO for seven years. Before moving to Nevada, Anderson worked in the oil industry in Houston for 18 years. He decided to apply for the CCSD job because he found so much satisfaction serving on the board for St. Teresa’s School. He felt working for something positive like public education would bring him more job gratification.
The responsibilities for the Director of Fiscal Services are anything that has a financial impact. These include: payroll, benefits, accounts payable, cash management, budgeting, and nutrition services. Anderson feels his greatest challenges are first to ensure the District is adequately funded, and second to find more dollars for technology because he believes it "will pull the District into the future." His main objectives are "customer" service and satisfaction by eliminating correctable errors. "Nothing is worse than a mistake on someone’s paycheck," Anderson said. "If we do make a mistake, we promise to correct it the same day." He also is looking to maximize revenue and minimize expenses for the District.
Anderson has enjoyed his new position where he feels like he makes a difference. What is most important to him are his wife Kari and children Brian, Ashli, and Blake. Since the latter two are enrolled in CCSD schools, his stake is personal.
Hopefully, you have a little better understanding of whom our new leaders at the District level are and what it is they do. At the very least, take the time to say hello when you see them at your school. They all realize we are in this together.
Contact Quest at: JGREB@carson.k12.nv.us
Back Spotlight: Ginny HenslerEach quarter Quest will feature an article on a teacher who has been in the CCSD ten years or more. If you have someone you’d like to see in "Spotlight," email your suggestions to the address below.
Now in her 27th year of teaching, Ginny Hensler began her career in Las Vegas. She and her husband Barry (a teacher at EVMS) moved to Carson within a few years, and Ginny took some time off to raise a family. She currently teaches Algebra II and Geometry. During her distinguished career she has been an OCEA Building Representative, Treasurer, a member of the negotiation team, and served on the calendar committee.
Ginny is still committed to do her best in the classroom. She said that the "challenge to come up with one more way" to explain a concept helps to keep her focused and motivated. Besides, it is "fun being with the kids" rather than going off to work in what she calls "the grown-up world."
During her time in the classroom, Ginny has seen many changes. Probably the biggest is the current standards movement. "There is a push to educate everyone to the same level in spite of individual ability and development," she said. She also sees a real "push to include technology" in lessons, although sometimes the technology is not doing anything to improve instruction. While she clearly enjoys her students, she has also seen real changes in their attitude as well. Students today exhibit "a lack of responsibility for their own learning" compared with students twenty years ago. "There is no learning for learning sake," Ginny complained.
Ginny Hensler demonstrates the kind of pride in her craft and dedication from which we can all learn. Hopefully, we will all have the same level of commitment when we reach her level of experience.
Contact Quest at: JGREB@carson.k12.nv.us
Back My First YearRemember the trials and tribulations you struggled through during your first year teaching? Each quarter Quest will check in on Kora Dagemajian, a first year teacher at CHS.
Kora Dagemajian received her undergraduate degree from CSU Stanislaus. When she and her family moved to Carson, Kora took a job as a medical transcriber at Carson-Tahoe Hospital and took class at Sierra Nevada College at night. She did her student teaching at Carson Valley Middle School in art and accepted a position teaching English to freshmen and sophomores at CHS. She, husband David, and young son Ethan (now three) are happy she found a job close to home.
Kora realized she wanted to be a teacher around age fourteen. Peer tutoring during the course of her regular school classes led to a great deal of satisfaction and pointed to teaching as an obvious career choice. Teaching also "keeps you in the content," she said, the areas of interest you focused upon in college.
The start of the year has been fairly smooth for Kora, not that she hasn’t found this new experience challenging. She feels like she has received plenty of help from lots of other teachers. Rather than classroom management, Kora feels her biggest challenge so far has been planning ahead and including curriculum and department goals with the "real world" events which intrude upon the classroom. She also wasn’t prepared for the number of meetings she has to attend as a teacher, especially since so many arrive unannounced. Since her classroom faces the inside of the building, she has found a real sense of isolation from the outside world during her workday. After work she takes a few minutes each day to enjoy nature, just the fresh air and sunshine.
We’ll check in with Kora again after the first grading period to see how the first full quarter progressed.
Contact Quest at: JGREB@carson.k12.nv.us
Back Talking About TeachingBy Amy Riley
Teachers are people who get to decorate the future with little thumbprints of themselves. They are like torchbearers of human potential, holding each mind for a short while. They gild and broaden what was cultivated before them, and they reach even higher to pass off to those who will follow after them in the lives of a child. They are moms and dads, neighbors and friends, and they leave their marks subtly, but in indelible ink.
They are the first people, besides relatives and your closest friends, whom your little ones will love. They are the only ones, besides relatives and your closest friends, who will love your little ones back. Your children will go to school and mistakenly call their teacher "Mommy." They will come home and mistakenly call you by the name of their teacher. It is the highest compliment that can be paid in both cases, and gives testimony to the trust that a teacher instills.
They come in all flavors, some quiet and serious, others jubilant and charismatic. They each bring into the lives of children a love for learning, and a passion for their passion. Those who teach literature and writing teach children to hear laughter in a babbling brook, to see stained glass windows weep in the rain, and to experience life through living words. Those who teach math teach children that problems can be solved, that life is full of absolutes, and that, sometimes in life, you have to prove what you believe. Science teachers teach those with inquiring minds that all good hypotheses begin with a question. They can go toe to toe into the twenty powers of "why" with a child who is terminally curious, and have patience beyond measure. Social studies teachers are the first to reveal that we are a tiny planet of human beings who are more alike than different, but that we will all leave a mark in this world that cannot be duplicated. They teach us that if we drop the ball, our mark will be missing, and the big picture will be left unfinished and wanting.
Teachers plant seeds of art and music, carefully tending the mind’s soil so that the seed will bear fruit and fill our senses with sound, color, texture, and depth.
Teachers seem to give away more than they get back. Some are called to the profession because they have a heart for young people, and a belief that they can impact the world one little wide-eyed child at a time. Others come to the profession and find that the children impact them in much the same way.
There are good years and bad years, rewarding years and costly years. There are times that go by, when teaching is so hard and success so seldom, that teachers find themselves hanging onto the hope that one child will be reached, and that reaching that one will be reason enough to go on teaching.
There are times when teachers must concern themselves with not just the minds of their students, but the bellies and the hearts of their students, too. Do these children with whom I am trusted have enough to eat? Are they loved and nurtured? Are they warm and safe? There are teachers who no doubt ask of themselves each day, "Am I the only person who will reach out to this child today? If I am, am I listening attentively, am I responding assuredly, and most of all, am I leaving this child with a sense that he matters?"
Because to teachers they all matter. There are no unteachable or unlovable children. To teach is to reach the hardest to the child who least wants to be reached. To teach is to impart knowledge so that there can be hope for tomorrow. To teach is to confidently make learning "cool," to find the biggest tough guy and turn him on to learning. To teach is to render even the most ardent resister movable, like a potter with his clay.
Reach out to a teacher. Each of us carries with us memories of those teachers who made all the difference in our lives. There are teachers today who are creating the same brand of magic in the lives of your children. Share your thoughts with a teacher. Pour out your appreciation to the ones who pour out their talents to teach children. Thank you teachers. You make the difference in the lives of children, and in the life of this community.
Contact Quest at:
JGREB@carson.k12.nv.us Negotiation Survey CommentsThe negotiation survey conducted last spring had a place for people to write comments and ask questions. Most of these comments dealt directly with negotiations, but some of them were more general issues about our Association. Unfortunately, since the survey was anonymous, these remarks could not be answered directly. Some of these comments may be of general interest, so Quest will address a couple of them in each issue.
One member commented that they felt Building Representatives need to be more objective, so they believed Reps should represent a school that is not their "home" school. While objectivity is important for some issues (particularly those of statewide importance), the idea of building representation is that someone on site has the best sense of how the teachers at that site feel about an issue. The Rep should be an advocate for the majority of teachers at their school. Each school selects their Building Reps differently. Some schools hold elections, some recruit people to be Reps, others simply see who shows up. If you do not feel like your Rep is doing an adequate job representing your site, notify Association leadership. You should also consider becoming a Rep; some schools (e.g. CHS) need more Reps in order to adequately reflect the diversity of their populations.
Another member asked about the District policy for buying out years. Typically, our District buys out a limited number of teachers’ final year so that they can retire early. The number varies from year to year depending upon the availability of funds. Our current superintendent is in favor of such buy-outs and would be open to look at other ways to open up the process to include more teachers. She looks upon this favorably because it represents a significant savings to the District; in fact, they recoup the buy-out expenditure within a couple of years. Unfortunately for those looking to take advantage of such an offer, she has a hard time convincing the School Board as to its effectiveness and they, not her, approve or disapprove the buy-out.
We’ll address more questions in future issues of Quest.
Contact Quest at: JGREB@carson.k12.nv.us
Back ContestEach addition of Quest will have an exciting new feature: a CCSD trivia contest. The first person to e-mail Quest with the correct answer will win a $10 gift certificate. Also, if you’d like to submit a possible contest question, you could be eligible for the same prize.
Contest rules:
This issue’s question:
- Only OCEA members are eligible.
- Current OCEA officers are not eligible.
- Answers must be submitted by e-mail to the address below. On the subject line type "Contest."
- The winner will be the first e-mail received by the editor with the correct answer. (E-mails are automatically date and time stamped upon receipt by the computer.)
- The editor shall be the sole arbiter of what constitutes a correct answer.
How did Quest get its name? What is the origin of the name of this newsletter?
Send your answers to:
JGREB@carson.k12.nv.us Back Web Links
- OCEA – local information; e-mail officers; education links http://home.pyramid.net/ocea/index.html
- NSEA – statewide information; legislative updates http://www.nsea-nv.org/
- NEA – national information; numerous links to many education sites http://www.nea.org/
- NEA Member Benefits – lots of connections and free stuff http://www.neamb.com/
