The End?-Or maybe it is just the beginning!

Yesterday, I received--after a long day of teaching and meetings--my cap and gown. It was a moment of excitement and relief. My four year old thought it was so incredibly awesome and then said I could be a wizard for Halloween next year. While her moment of naive cuteness was almost too much to resist, I can't help but think how thankful I am to have completed this journey of graduate school.

I am worn out! Work, school, and family have challenged me during the past 18 months. I am in need of rest. But more than that, I am thankful that I have gained the relationships of some wonderful men and women, who have friended me in our graduate school experience whether due to group assignments or general common ground. My network of friends has grown significantly in a few short months. Whether we join in our nightly Skype meetings over the latest homework, or meet at lunch on the weekend for the fun of it, I value the moments of my degree program.

My course work has given me a new direction in my classroom, and my career goals. I feel lucky to act as a mentor to fellow teachers in the use of technology. I am excited to share research backed knowledge. I am thankful to understand the work of an administrator.

Does receiving my cap and gown signify the end. Maybe not. As I cross the stage in December with my friends and cohort members, I am finishing school, not my education. I am ready to continue learning in my career, and hope that I can be a facilitator that others look to, trust, and appreciate.

EDLD 5397-Week 4 Web Conference

I am excited and also saddened after attending the Saturday morning web conference from my iPhone. Adobe Connect has a free app to allow you to connect from your iPhone, iPod, or iPad. I was happy to find this app since I am gone on Saturdays often to places that do not have wifi--or at least not open access. This web conference was a bit of trial and error. While I was unable to see the chat log--I am still trying to diagnose that problem--I was able to add to it, and both my audio and video worked fine. I chose to forgo the use of video because I was moving around a lot and dealing with children, but having audio and the ability to speak when I needed was rather useful. I am excited to have an app that was both free and applicable to my needs.

Overall, I still feel a little lost in my reflections. I often feel that I am meeting the requirements of the reflections, but since I do not outright reference the guiding questions I think I am loosing points. I mentioned in my comp exam this week about my struggle with academic writing, but it is specifically an issue with reflective writing. I feel like I am repetitive and wordy writing the reflections. I also find it hard to re-reflect on courses from over a year ago...especially when some courses fell in emotionally stressful times due to the loss of two family members this year from cancer. I am happy to say though that Dr. Abernathy as well as the other professors in the program have all been very reassuring during the various struggles I have had during the course of graduate school.

EDLD 5370 Web Conference Week 3

I don't know if some of us are simply tired and ready to get through, or if there truly are no new questions to ask. However, tonight's web conference was short as there were only a couple of key concerns related to the course. The first concern was not about this week's assignment, but rather about our field-based hours. I asked if the monthly report was the only one required, but once again we are being asked to reflect on our reflections which has become redundant. I am finding it harder and harder to find something new to say. The second major question was concerning organization of our comprehensive exam paper. I am less worried about this as it seems to be more organic in style, where as the reflections were organic the first time.

At least I have some ideas of where to go while I am in Beaumont. I did appreciate knowing about the reception, and i am glad that Dr. Abernathy seriously answered my question about restaurants. Now if only I can get past the fact that there is too much on my plate right now.

Web Conference Week 2

After this evenings web conference, I am certain that I am not the only one struggling with the amount of work that has been left for this last course. I don't think any of us, at least in my Skype group, are intentionally being whiny. I think if you look at all of our groups lives you would see that we are all busy, all the time. I think you would also see that we up to this point have felt confident in our time management. If anything, there are courses that we felt left us wondering what next. Instead in this course it feels like there are some things, like the course-embedded assignments that could have been addressed with the expectation giving in this course at the beginning of the program. I would have felt better about the expected level of writing if had been throughout. I do admit that like I stated in the web conference, I would much rather give a speech than have to type the reflections. I have never been a journalistic type of person.

On a more assignment focused note, I am glad to know that the comprehensive exam may not flow the way I am used to writing flow. I keep looking at my comprehensive exam thinking that it is missing transitions. Unfortunately, how do you transition from leadership goals to the Horizon Report? I am glad that both Dawn and Dr. Abernathy mentioned that it may sound choppy now, but will come together by week five. I suppose that this is just the place that I am in as a speech teacher and writer. Sometimes the transition back and forth has been challenging, but I am excited by all that I have learned. The information from my graduate school courses has helped me to make an impact in my teacher organization, my classroom, and my school.

Web Conference Week 1 Part 2

This web conference was short, but provided some very helpful insight on the reflections for our field-experiences. I am not so worried now about the inconsistency of my reflections since I will be able to connect some of the reflections for continuity.

It was also nice to hear that there will be a study of teachers using e-portfolios in their classrooms. I am hopeful that through some of the discussion in Dr. Abernathy's research, I can learn to introduce and use e-portfolios in a more successful manner in my classroom. It has been a rather rocky start.

Internship Web Conference-Week 1

This week's web conference was a great start to this final course before graduation. EDLD 5370 will be not only my internship capstone course, but also my final course through Lamar University. Dr. Abernathy was very helpful in answering questions regarding course completion before graduation (we need to have everything in no later than 11/13) as well as helping us understand the expectations for our comprehensive exam.

After this evenings discussion, I a particularly thankful that I have completed many of the internship documents to place on my wiki to this point. While I don't expect this course to be hard since I have kept up with everything, I know it will be a useful time for reflection.

Action Research---Proceeding Backward to Move Forward

This week we were asked to complete a draft of our action research paper. This was a task that I was not prepared to take on. In the midst of my attempted project, I found that I have more than once faced obstacles that have changed my beliefs or the route the project will have to take. After viewing the web conference and learning that I can take a narrative/descriptive approach to my action research I am a bit less overwhelmed. Nevertheless, I am nowhere near where I wan to be at this point, but here it is anyway!

Creating a Structure for Professional Development: Technology-based Professional Development in a School with Infrastructure Needs.

Needs Assessment

After a lengthy discussion with both my school principal and my site mentor, we feel that technology-based professional development is a key concern because our teachers struggle to use available technology in their classrooms now, and we received new technology during the course of my research. Furthermore, review of the Texas STaR Chart data shows that Plainview High School is merely rated as developing technology in Key Area II: Preparation and Development for the 2010-2011 school year. (TEA, 2011) This is no change from previous years.

During the course of my research and a large reason I am completing my graduate degree, Plainview High School received the Target Tech in Texas (T3) Grant. Because the grant requires a set amount of money used towards professional development in technology and the purchase of the technology itself, professional development seemed a proper area to review due to the results of our campus STaR Chart.

Shortly after receiving our first shipment of new technology equipment we came to find in our school that we lacked the appropriate building infrastructure to connect the new tools in our classrooms. This spurred a review of our building and a needs assessment for infrastructure. In my action research I will review my original plan, and discuss the changes that were necessary due to unforeseen problems with infrastructure.

Objectives and Vision

Three questions shape the foundation of my objective. How can increased technology-based professional development improve the use of technology in the classroom at PHS? How can follow-up sessions improve teacher willingness to use technology? How can follow-up sessions improve classroom use of technology for students? I foresee a faculty and staff on our campus that utilizes all technology correctly and as best suited for their courses. I also see a faculty that has ample support to ask questions and continue learning new ways to utilize all tools in their classroom.

Tools that can be used to measure the objectives can be addressed in several ways. Simple surveys of faculty will be utilized to gain an understanding of teachers technology use in the classroom, their curiosities, and the follow-up of training. PDAS evaluations can also serve as an indicator of increased use of technology, and if paired with the amount of training provided in technology could be used to so a correlation to increased use. Finally, a rating of Advanced or Target Tech in Key Area II of the STaR Chart would also measure the success of the research.

Review of Literature and Strategy

“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.

“Professional development for technology use should be an integral part of the school technology plan or an overall school-improvement plan, not just an add-on. Initial inclusion in the technology plan ensures that professional development is considered an essential factor in using technology to improve teaching and learning” (Rodriguez & Knuth, 2000). Plainview ISD does not place technology professional development into its planning. When reviewing this Critical Issue article I found many suggestions on appropriately planning technology professional development into the school-improvement plan. Many of these strategies are what we often connect with core subjects or discipline.

Often teachers fall back on the skills they are familiar with when teaching. New tools in the classroom can stifle innovation. “When teachers are provided with technology professional development focusing primarily on technical skills, they may fall back on technology uses consistent with their existing instructional practices simply because they have not been provided with an alternative vision for the use of technology” (Matzen & Edmunds, 2007). This article looks at professional development for technology that encourages technology use in the classroom by building on a teacher’s prior knowledge, and guiding them to use technology to build on what they teach.

Several people were involved in decision-making during the process of my action research. I worked closely with several campus technology teachers to review common concerns that may not be recognized by the average classroom teacher. I also worked with my campus principal, campus curriculum coordinator, our counselor (acting as grant guarantor), and regional service center staff.

Articulate the Vision

Prior to the beginning of the 2010-2011 school year, I was able to meet with my campus principal to discuss my action research project as a part of my graduate study. I was intrigued by her excitement in my graduate school work. In fact, she suggested the topic of professional development. The only place I truly struggle is in regards to confronting my fellow faculty members. Because of a limited ability to meet with the staff at Plainview High School as a whole, I chose to introduce my research project through a school wide email. While my action research should in fact have a positive impact on students in the classroom and ultimately our community, I have not at this time chosen to articulate my vision to these stakeholders.

Manage the Organization

When working to plan my action research it was important to decide what areas of professional development in technology needed addressed first. I also had to determine where the professional development would be held, as well as who would present on necessary topics. Many aspects of planning were left to our principal and curriculum coordinator, but I was able to discuss ideas for technology professional development. Money was not a consideration in my action research plan. However there was a need to determine time to be given for various workshop or professional development topics. Introductory type items that most individuals are already familiar with require less training time. While workshops devoted to new items such as digital storytelling required several hours and more follow-up. Materials were limited to that which we are familiar with or have access to at Plainview High School, so there was little concern of actual materials outside the few copies. My principal and I also determined various presenters on topics including my presentation on digital storytelling.

Manage Operations

Originally my plan looked at technology-based professional development in forms of the greatest need on campus. I wanted to look at technology in a one computer classroom, use of student response systems, and even Microsoft Office basics. However, after adding a new computer lab our school faced several electrical problems. When this event occurred, teachers were asked for a period of time to limit the number of items plugged in. Finding infrastructure problems led to a pause in my original plan. Because of the found problems, much of my time and research as well as my principal and counselor’s went to further identification of the infrastructure issue as well as ways to fix the issue.

In addressing the secondary issue, we worked closely together with district maintenance and the district technology coordinator. The unique blend of staff members and the equally unique knowledge we brought before the school board not only showed teamwork, but allowed us to convince the district school board that change was necessary for Plainview High School to succeed into the 21^st century.

My greatest area of concern is still addressing the lack of interest in or use of technology in the classroom. On our campus there are several teachers who have received new technology, but set it aside because they do not want to use it. Then there are other teachers who desperately seek to have more technology in their classroom. This small war is a tough battle to fight depending on the funds used to purchase the technology.

Community Interest and Needs

Overall, addressing technology through professional development can train teachers to differentiate more successfully in the classroom. The tools also provide teachers with a means of efficacy in the classroom.

My favorite way to differentiate as well as address the needs of the community is currently training and teaching digital storytelling. This Celebrate Texas Storytellers tool allows students to read and write in a whole new way. This is all while leaving a legacy for their friends and family by telling the stories of their families history.

Matzen, N. J. & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. International Society for Technology in Education. Journal of Research on Technology in Education, 39(4), 417-430.

National Staff Development Council. (2010). Learning communities. Retrieved on July 29, 2010 from http://www.nsdc.org/standards/learningcommunities.cfm

Rodriguez, G., & Knuth, R. (2000). Critical issue: providing professional development for effective technology use. North Central Regional Educational Laboratory. Retrieved from www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Texas Education Agency. (2011). Texas campus STaR chart summary. http://starchart2.esc12.net/campusSearchlist.aspx?foryear=20102011&district=plainview&campus=

Descriptive Research---well not here!

This weeks web conference was a good experience. I was glad to find a cohort member with similar experiences. We have met together through email to discuss our thoughts, concerns, and ideas for action research.

It was also positive to hear that if data is not a part of my action research results, I can write a descriptive research paper. This is nice since it is also more reflective of my personal writing style and the fact that I will present my findings to the school board after graduation.

Overall this weeks conference was extremely helpful in furthering my action plan and research.

Web Conferences and Such!

Much of the web conference this week was consumed with questions about changing mentors and discussion about this week’s discussion prompt. We also spent much of the time discussing the LCE and Principal Certification Exam. It seems after attending the web conference that there is a lot of confusion as to what Ed Tech students are to be completing as a part of their internship. A lot of it is confusion due to the degree change from February. Unfortunately, with many of us quickly approaching graduation, the confusion is leading to frustration.

There was also some discussion on the content and expectations of our action research. There are some of use who are ahead in many ways and ready for direction that we have yet to receive.

As always, TK20 is still an issue among various members of the course. I am rather ready for the issue of TK20 to go away. I am sure it is not news, but no one wants to use it.

My final statement is simple. I feel that web conferences desperately need to be split with one for Admin and one for Ed Tech.

Discussions, Conferences, and Information Systems

I have found that blogging is not a natural gift for me, and so I apologize that I do not blog more often. That being said, in this new course EDLD 5362-Information Systems, we have focused on the various tools used by education systems to maintain, store, and manage data. We have also begin looking at some valuable tools for use in the classroom.

During this course I have attended two web conferences. The first was from week 1 in which discussion focused on the concern of writing a paper with too many sources and an extremely low word limit. This concern was also present in the week 4 web conference with additional frustration by students who have failed to familiarize themselves with the rather worthless TK20 portfolio program and the fact that the wrong assignment information had be placed in the Epic course ware. I appreciate Dr. Absire's willingness to work with all students. She seems to have a good grasp of the concerns that we all have on various subjects. She also seems to be invested in making sure the correct information is out there for everyone. The final issue addressed---which has become a whole new level of irritation and frustration---is the Principal Certification practice test and requirements. Those on track to earn a Master's in Educational Technology Leadership at Lamar University began exclusively working on this degree. In January our plan was changed to include Principal-ship courses. The expectation was that we would then be able to get our principal certification without problem. Lamar or whatever powers that be did not explain what this change would entail. So everyone expected to take the practice test, then the TExES, then be a certified principal candidate. Not so! Unfortunately there is much more to the equation including extra expenditures that were not mentioned. (We are all still very angry about TK20, where things are due, but nothing seems to count!!!) Also, Lamar doesn't offer the free practice exams in all areas of the great state of Texas. If you are not in the Houston, Austin, Beaumont area...well we don't know what to do! Unfortunately Dr. Absire is not the person with the answers to these questions. I honestly don't know that I want the answers.

I am in course 8 of my 12 course graduate program. There are 2 internship courses(I still don't know why) and 2 classes remaining. Am I griping, yes! For all that it is worth I love learning, but I am burnt out by changes, busy work, and hidden expenses. Even at a division 1 public university I knew all my fees and things did not change for everyone on a degree plan just because they were on that degree plan. Bottom line is there are some things that could have been left alone, and certainly some kinks for this degree program to work out before I will recommend it to anyone. (Sorry Lamar!) :(

Celebrating Texas Voices

On April 18th & 19th I had the excellent opportunity to attend the StoryChasers Celebrating Texas Voices Workshop at the Education Service Center for region 17. This was the first ever Celebrating Texas Voices workshop. StoryChasers is a non-profit organization based in Oklahoma. StoryChasers seeks to enable all to become digital storytellers, archiving our stories and our histories. Celebrating Texas Voices is the educational community for all Texas digital storytellers.

In our two-day workshop was an amazing trip getting new digital storytelling tools (a backpack filled with a digital camera, voice recorder, headset & microphone combination, and a new flash drive), and learning the software to help us share our stories. The most interesting and challenging part of this experience was trying to write the story to tell.

I am inspired by the amazing teachers around me today, and look forward to teaching my students to tell their story.

My first StoryChasers story for Celebrating Texas Voices

Dragging Feet and Dragging Change

This week seemed like a rippled look into a past life. I don't procrastinate often like I used to, but this week I did. Our assignment asked us to write a short 500-700 paper with 5 sources. Are you kidding me! I can write a short paper with a few sources. I can write a long paper with a lot of sources, but a short essay--not research paper mid you--with 5 sources is ridiculous. To make matters worse there was no prompt. I didn't ask for a topic, just a prompt. So what did I do, I chose to avoid writing until 10:00pm on Sunday evening when the assignment was due by midnight. My best work? Probably not! I know I could have done better, but to limit the thoughts from five rather long sources to only 500-700 words is like a slow academic death. Don't get me wrong, I don't think the answer would be a longer paper either. It just seems to me that if you want quality analysis, which I did not have in my short paper, then either sources or length needs to be adjusted.

Again, not as proud of my writing as I usually am. I started off feeling creative, then ended feeling powerless to the limited questions to my interviewee and the overwhelming amount of information that could work with my theme. If youare bold enough to dare you may look at my wiki to see my assignment Dragging Change.

Universal Design for Learning

This week the focus has shifted from the various methods of teaching to creating differentiated, student-led lessons. In that focus we have created a UDL eBook and lesson plan.

To see my sample eBook on Nonverbal Communication visit http://bookbuilder.cast.org/view.php?op=share&book=bdff3c25ebb216e9a57f899f56b83b0a&sid=3965

For more information about UDL read from CAST online textbook at http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm

The Topic of Conversation-Web Conference 3/3/11

I was glad to join in on our web conference back on 3/3. It was certainly a nice chance to meet Dr. Mason, and to hear more about her expectations.

This particular web conference covered information regarding our group project and covered the many questions we have on TK20.

On the Group Project
Glad to hear, "keep it simple." With such a broad scenario, I was worried that we would be expected to drive many details into the creation of our lessons. Dr. Mason also suggested that we finish week 2 work early and get a head start on our week 3 work since it is more writing intensive. Immediately after the web conference I began playing with the eBook program. I am confident in completing this weeks work now.

I still have concerns on the project since it seems unclear who our audience is. I think the suggestion was to address our overall plan to the administration and other teachers. We also don't have many guidelines on the action plan that is to be written. It just says to do it.

I feel at a loss in concern of our projects. The scenario is quite clear. I just wish I knew what products the professors truly want. I don't need an expected outcome, but clear expectations certainly do create a grounds for learning. After all, aren't we as teachers in primary and secondary schools expected to share our expectations with our students. I would expect nothing less from our graduate school leaders.

TK20
This seems to be a sore subject with all of the members of my cohort and with the majority of the program I am apart of through Lamar--of course with the exception of the actual school.

I am glad to say that Dr. Mason seemed to be a little more candid about the use of TK20; what it is, what it is for, etc.

Here is my concern--

1. TK20-according to our web conference-is strongly suggested, but not required. I am not sure I understand that, but later in the conversation it was noted that we would need it to finalize the current course we are in.
2. TK20 costs $100. It is considered a professional cost. Why on earth are we spending money on a portfolio program when we already started a free wiki based portfolio?
3. TK20 has only 50 megabytes of storage according to Dr. Mason. I can get a 256 meg flash for $7 and I can get 32 gigs or even 464 gigs--depending on brand--for less than $100.

So I must ask---who is getting a kickback from TK20 and what does it equal? Do we really need this or is it added BS. I only need one professional portfolio. A wiki last forever or at least until I delete it. TK20 is 7 years of 50 megs for $100. See a problem here?

Okay outside of my TK20 rant: as I said I am thankfull that Dr. mason was honest with us,--at least as much as she could be. I honestly haven't purchased the program yet. I can't afford it. It will have to wait until after my tax return comes in.

Constructivism, Connectivism, and Cyborgs, oh my!

This week I have felt encouraged to learn that my teaching style resembles that of the constructivist theory. I was not aware before that “in a constructivist classroom, students are more actively involved…they are sharing ideas, asking questions, discussion concepts, and revising their ideas and misconceptions” (Sprague & Dede, 1999). The best definition I found for constructivism basically states that students best learn by building on to their prior experiences. Technology in the classroom is a great way to allow students to add to their current leave of knowledge! I better understand now why we are encouraged to cluster units of knowledge around questions of discussion or in my classroom activities or projects. While I never particularly understood my teaching method, I have found in this week’s lessons that my teaching method, while encouraged by my administration, is not my philosophy or personal style of teaching.

This week we also discovered the theory of connectivism created by George Siemens. I have found that this closely relates to the philosophy that have believed in since I was a student teacher. In his theory, Siemens notes that connections between ideas or concepts is vital and should be viewed as a core skill. (Solomon &Schrum, 2007) I personally find it absolutely necessary to teach my students decision-making skills in my classroom. More importantly, I value and encourage students to discover information beyond their confort zone and outside of our little world in West Texas. Technology provides a means to transport our children into other worlds without leaving their own room. The internet has given students a pathway to so deeply expand their knowledge that my classroom has a tough time keeping up with the speed of potential learning. However, intrigued I am to connect my philosophy to my teaching, I am amazed and most deeply curious about the Cyborg theory of learning.

My final new experience in education and most thought provoking debate this week was on the Cyborg theory. While technology eliminates the gap for men and women who have lost or were born missing limbs or the ability to utilize what they were given, cyborg technology allows them to control their body with the bodies strongest muscle, the mind. In our reading, one of the authors even suggests that technology advance is not “separate from human but rather…on par with human evolution; both one and the same” (McPheeters, 2009). While I know that technology is ever-chaging and truly a fantastical sort of creature, is it truly on par with human evolution? I ask because technology has exponentially changed in the time since I graduated high school. As we speak, a computer has beat the most well versed men in the world at Jeopardy, and there is already technology being developed that we will not see in our homes for another decade. The idea of Cyborg theory is interesting, but also very scary. Perhaps I have spent too much time in the science fiction world with my father, but weren’t cyborgs bad? “Assimilate or die,” was the montra of the Borg in Star Trek the Next Generation, remember “resistence is futile.” Yet, McPheeters suggests that “this adaption to Cyborg learning theory will allow the next generation to assimilate their destiny and be educated to bear their responsibility as stewards of their culture for the sake of future generations” (McPheeters, 2009). Connect me to the world. Allow me to construct my viewpoints on what I know and where I have been, networking should be left to the social aspect of life not linked to our learning.

Technology is not the central point of our lives, rather it is a tool to lead students on journeys outside of the text. It can connect us to worlds apart or help us dig deeper in our own backyard, but perhaps it is not the manner of education. I say this while sitting at my computer for an online course, but there is such a missing element in technology being the central force of teaching or learning and that is the human connection.

Perhaps I went in a direction that was not planned by our professors or even seen by my classmates, but I understand why McPheeters speaks of the polarizing debate between students and teachers. However, I truly believe that constructivism or connectivism can bring technology to the classroom to create an environment for all levels of learners without taking over our lives or our education. (Special thanks to the scifi nerd and the debater in me for the direction I have gone today!)

McPheeters, D. (2009, March). Social Networking Technologies in Education. Tech and Learning. Retrieved February 22, 2011 from http://www.techlearning.com/PrintableArticle.aspx?id+16250



Solomon, G. & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene, OR: International Society for Technology in Education.



Sprague, D. & Dede, C. (1999). If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom. Leading and Learning, 27(1). Retrieved February 22, 2011 from http://imet.csus.edu/imet9/280/docs/dede_constructivism.pdf

Save TX Schools!!!

Most of us have heard it, and if you have not then perhaps you have been on extended vacation; Texas is in a budget crisis. Who is taking the fall-out of this? Our schools. No doubt those of you who are fellow teachers have already heard the news from your principal or superietendent. Budget cuts across the board, teacher layoffs in some districts, and cuts to school programs are eminent.

Why though? Why is education not the priority of our state and our nation? I admire the men and women I work with on a daily basis. We are not in this for a paycheck, but they truly care about the future of our children.

I think this crisis can be averted. My school district is already focusing on what they can do internally to prevent loss of staff and programs. Schools can and will survive, if we will be proactive and not reactive. We must contact our representitives and Gov. Perry. Let them know the status of the classroom now! Let them know that we do what we do for love, and losing jobs will take away opportunity for our students.

Whlie I don't often agree with Obama, he once said, "We are the change we seek!" If we are the change, then shouldn't we be in constant contact with our elected officials.

For those of you who seek change for the better, or at least want to maintain the status quo visit http://savetxschools.org/ and of course write to your representative.