Transcript Every Math Teacher Is (or Should Be) a Mini-PAC!

Every Math Teacher
Is (or Should Be) a
Mini-PAC!
What is a PAC?
• A PAC is a political action
committee.
• PACs are usually thought of as
groups which lobby, which buy
favor with people in power, and
which push an agenda.
What is lobbying?
• Lobbying is any activity that
attempts to influence
legislation or advocates for
the adoption or rejection of
legislation.
Can we lobby-as an
individual or as a math
organization?
• As an individual, if you lobby, you
may need to register with your
state government.
• To do this, you need to really read
the rules in your state for lobbying.
Some Important
Information
• Many math organizations are
non-profit organizations.
• Specifically each may be a tax
exempt “public charity” under
section 501 c(3).
Some Important
Information
• As a non-profit organization, or
public charity, less than 5% of
annual expenditures or a cap of $1M
is allowed for political advocacy.
• The cap is so that “No substantial part of the
activities of the organization may consist of
carrying on propaganda or otherwise attempting to
influence legislation.”
Some Important
Information
• A non-profit can legally be a
political advocate or try to
influence legislation as long as
the cap is recognized.
Direct and Grassroots
Lobbying
• Direct Lobbying – contacting members of a
legislative body for the purpose of proposing,
supporting or opposing specific legislation
• Grassroots Lobbying – urging the general public to
contact members of a legislative body for the
purpose of proposing, supporting, or opposing
specific legislation (a call to action) [limited to 25%
of total lobbying expense]
Direct Lobbying
Example: Sending letters to legislators on funding for
math/science partnerships.
Grassroots Lobbying
Examples: Directly telling members of your organization to
contact legislators.
* Providing legislator’s address, phone number
* Providing a software system that aids members
sending e-mails to legislators
Note: Communications with organization members
encouraging them to engage in direct lobbying are not
considered grassroots. It is grassroots if your organization
asks its members to urge others to act.
Political Activity Limitations
The answer must be NO to the question,
“Does the organization participate or
intervene, directly or indirectly, in any
political campaign on behalf of or in
opposition to any candidate for public
office?”
This means your organization cannot (and does not):
• contribute to a candidate’s campaign
• endorse (or imply endorsement of) any candidate
• participate in campaign activities for or against any
candidate
What is Not Lobbying
• Communication to members discussing
legislation but not urging action
• Making available independent, nonpartisan
analysis on a legislative issue
• Responding to written requests from a
legislative body, committee, or
subcommittee for technical advice on
pending legislation
• Discussion of policy issues the resolution
of which would require legislation, as long
as the discussion does not address the
merits of specific legislative measures
Informational Activities
• A non-profit organization is
permitted to inform the public on
matters useful to the individual and
beneficial to the community.
(Examples: PSSM and position
statements)
• Your organization must present a
full and fair exposition of pertinent
facts to permit the public to form its
own opinion or conclusion
independently.
Should we as math
teachers lobby?
My answer is that in most cases,
WE CANNOT AFFORD NOT TO
LOBBY FOR MATHEMATICS
EDUCATION!
Why do I say this?
• Consider different levels where
lobbying could occur.
–
–
–
–
–
In-School
Local Board
State Board
State Legislature
National Legislature
In-School
• When are math classes scheduled?
• Who is given supply budget in school?
• Who is given technology budget in
school?
• Who controls travel money for
conventions or professional
development?
Is your math
department on the
same page?
• Can you have a one-hour inservice or planning session during
the school day in any week?
• How many schools in-services are
for math? Do you want them?
At the school level,
• Planning is a necessity.
• Decide what you want.
– A group has more power than an
individual, BUT a forceful individual
can make a difference.
– Don’t forget that parents might be on
your side. [They might not!]
At the Local Board
•
•
•
•
•
•
Who decides on curriculum?
What is the teacher input?
Who decides on tests?
What is the teacher input?
Who decides on staffing?
What is the teacher input?
For the School Board,
• Planning is a necessity.
• Decide what you want.
– A group has more power than an
individual, BUT a forceful individual
can make a difference.
– Don’t forget that parents might be on
your side. [They might not!]
At the State Board
• Who decides on number of math
courses for graduation?
• Who decides on state assessments?
• Who writes state standards?
• Who correlates state assessments and
state standards?
For the State Board,
• Planning is a necessity.
• Decide what you want.
– A group has more power than an
individual, BUT a forceful individual
can make a difference.
– Don’t forget that parents might be on
your side. [They might not!]
For the state legislature,
• Who controls funding for schools?
• Who is setting school policy?
• Who is in charge of the NCLB
mandates?
• Who is in charge of implementation of
either state or NCLB mandates?
For the State Legislature,
• Planning is a necessity.
• Decide what you want.
– A group has more power than an
individual, BUT a forceful individual
can make a difference.
– Don’t forget that parents might be on
your side. [They might not!]
For the National Legislature
• Do you want more money for the
National Science Foundation for
curriculum development at the
pre-collegiate level?
• Do you want a national
mathematics literacy effort?
For the National Legislature,
• Planning is a necessity.
• Decide what you want.
– A group has more power than an
individual, BUT a forceful individual
can make a difference.
– Don’t forget that parents might be on
your side. [They might not!]
Building a Political
Advocacy Effort as a
Teacher
How do we start?
• How many local reporters do you
know?
• How many teachers do you think that
they know?
• How many school board members do
you know?
• How many teachers do you think that
they know?
Beginning Steps
• Get knowledgeable!
– What do your state and national
organizations have printed on
issues?
– What is the NCTM platform for
mathematics education?
NCTM Political Agenda
for Mathematics
Education
•
•
•
•
•
•
http://www.nctm.org/advocacy/platform.htm
Equity
Teacher Quality
Research
Assessment
Technology
What are your issues?
• Loopholes in NCLB Testing and
Teacher Quality
– State superintendents who have
decreed what we are doing is fine
– Tests as “evidence” of teacher
knowledge
– Allows elementary teachers to have
minimal math
Rural Issues
• Providing for less educated
teachers for rural areas is not an
option.
• State funding issues are major
here.
Extra Pay for Special
Teachers
• Would you have paid your math
and science teachers more than
your other teachers?
• Higher Education has a model.
– Merit pay for special work—
sometimes in base and sometimes
not
Other Issues to
Investigate
• How much are states spending on
testing required by NCLB?
• How much are school districts
spending on testing?
• Compare cost of testing to cost of
materials in math and reading.
Other Issues to
Investigate
• What are the alternative
certification routes that teachers
and schools are using?
– Are certificates being bought?
– Do tests measure needed
knowledge of prospective teachers?
• Have you examined tests?
Other Issues to
Investigate
• How many states with rural areas
are using their “ruralism” to avoid
testing issues?
• How are states with very large
urban areas dealing with NCLB’s
call for highly qualified teachers?
• Are the NCLB requirements
destroying innovations of teachers
and students?
Issues to Consider
• NCLB is the law and was written
to correct ills. Thus, it is good.
• Where is the common sense in the
implementation of NCLB?
• What is the evidence that NCLB is
making a positive difference?
– Math scores up
– Reading scores down
Start where you have
passion!
Things to do before
meeting
• Practice what you want to say—
you may only get 5 minutes.
• Know your message—make it a
single message.
• Know what you want the person to
do to help you.
Things to do before
meeting
• Prepare a handout—one page,
large type.
• Get a business card to leave
behind.
Make the plunge.
Things to do
afterwards
• Write a thank-you note.
• Don’t be embarrassed to reiterate
what you want.
• Do leave contact information
again.
Things to do
afterwards
•
•
•
•
Contact to see what has been done.
Don’t be belligerent.
Ask what more information is needed.
Do leave contact information again.
Things to do afterward.
• Continue sending small messages
until something happens.
• Send a website that does math in
a positive way:
– www.nctm.org/figurethis
Watch
Numb3rs!
CBS, Friday
Night
Do math and
you can do
anything!
Johnny W. Lott, Director
Center for Teaching
Excellence
The University of Montana
Missoula, MT 59812
[email protected]