School and Community Winter 2024

SCHOOL & COMMUNITY The magazine for educators

WINTER 2024

Spring is Near, Contracts are Here

As the long-awaited warmth of spring begins to peek around the corner, teachers everywhere brace them selves for contract season - it’s almost upon us! With deadlines inching closer, it’s time to get real about what needs to be done. There’s a lot on everyone’s plate this time of year, so let’s dive into the nitty-gritty of it all and dish out some tips to make this a little less stressful. By now, everyone should be aware of the important deadlines within their districts. Tenured teachers have an indefinite contract that automatically continues unless they decide otherwise. They must notify their school by June 1st if they aren’t returning for the follow ing year. Schools must notify probationary teachers by April 15th if they plan on non-renewing their contract. Physical contract offers must be given to probationary teachers by May 15th and once received, those teachers have 15 days to sign and return the contract offer. A saying you’ve likely heard before that I would just like to remind you of is this: look after yourself and your family. If you have your doubts as to whether you will get renewed, plan ahead. Have your resume updated, cover letters written out and references ready. It is best to have options in mind and be able to hit the market running if you do get non-renewed by your district. When looking for a new job, start early. Job postings are coming out earlier and earlier because it’s just getting harder to find teachers. You can take advantage of this

by applying to jobs ahead of time and hopefully lock down a position that will really fit you. If you’re a tenured teacher and know you’re going to leave at the end of the year, keep an eye out for mone tary incentives from your district for early notification of your resignation. If you’re retiring, contact PSRS sooner rather than later to get all your ducks in a row. Figure out what your health insurance is going to look like moving forward, and when you will lose your cur rent insurance. There are multiple ways to retire within the system - make sure you look over all options before making a decision. Finally, if you do get non-renewed, keep your head up and finish out the year on a positive note. You’ll never know when a professional connection will come in handy down the road. While your school may not have been the best fit, that doesn’t mean you need to end the year with sour grapes.

If you have any questions, or there is something you’d like to talk through, contact the MSTA Legal Services Department directly. You can call us at 866-343-6186.

Legal Services

Contact Info: Phone: 866-343-6186 email: legalservices@msta.org

28 Day in the Life

10

FEATURES 8

MSTA HAPPENINGS 4 President’s Column

Members Pursuing Special Projects

10 Education at the Speed of Life

7

Education Policy Priorities

By: Time Allshouse, Blue Springs R-4

20 Meet the 2023 Unsung Heroes

13 Custom Picture Books By: Chelsea Tornetto

32 Professional Learning

16 Where the Pavement Ends By: Wanita Humphrey

36 News

37 New Staff

18 Teacher Tip: Transform Your Classroom

44 Reading Circle

28 A Day in the Life of Pam Lowe

46 Book Review

34 Essays from Future Teachers

47 New Benefits

38 Applause for Colleagues

18

38

On the cover: Brock hand-stitches his masterpiece. Photo credit: Lindsay James

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800-392-0532 • www.msta.org

Perspective

Finding Inspiration

BY: PAM LOWE, MSTA PRESIDENT E ducators are often asked, “What made you want to be a teacher?” More often than not, they respond with a smile and share memories of a teacher they encountered who inspired them to follow in their footsteps. In my case, the journey towards becoming a teacher began at a young age, inspired by two remarkable teachers who left an indelible mark on my life. Mrs. Patrice Taylor, my first grade teacher, provided me with my first glimpse at what fun teaching could be. I may have only been six years old, but I remember it as though it were yesterday. As many in the teaching profession can probably relate, I always liked a leadership role. Mrs. Taylor saw that in the little first grade girl sitting in her classroom. She ignited a spark the day she allowed me to create a worksheet for my classmates to complete. Those who have been around as long as me know that back in those days, we had the purple ditto machines. If you know what I’m talking about, I’m sure you also remember the distinct smell. It was then and there, holding a stack of purple-inked pages, that the magic of teaching came alive within me. I knew this was something I could see myself doing in the future. Fast forward to second grade, I had a student teacher by the name of Kathy Brickell whom I admired. I knew when I grew up, I wanted to be just like Mrs. Brickell. She later became a first grade teacher and was also my Girl Scout leader. Much like Mrs. Taylor, Mrs. Brickell recognized the aspiring teacher characterics in me and she welcomed me into her classroom to help out on special occasions. This connection endured through the years and, as a senior in high school, I was placed in her classroom as a cadet teacher where I was further inspired by her educational skills and techniques.

I attribute a great deal of my success to these ladies. They were both beacons of inspiration, shaping my path - and a large part of why I became a teacher! I am thankful for the influence they had on my life. What an amazing career it has been. The little girl in Mrs. Taylor’s first grade classroom would be so excited to know that not only would she grow up to spend many successful years in the classroom, but also eventually have the opportunity to serve on the MSTA State Board. Today, I feel blessed that teachers from around the state, whom I have come to admire, encouraged me to run for office. It seems surreal that I have such an amazing opportunity to be an inspiration to not only those considering the teaching profession, but also those currently in the trenches giving it all they’ve got on days when things are really hard. This is my 27th year teaching for Sikeston R-6 Schools. I taught fifth grade my first year (bless you, middle school teachers!) then taught kindergarten for 20 years and am currently in my 6th year teaching preschool. I never could have done this without the support of my family, my school and my district. We all need people to support us through the rough days - someone we can vent to or problem solve with. I hope you have that in whatever capacity you are serving. More than anything, I want to be a listening ear for you if you ever need someone to listen. I am looking forward to a wonderful year as your MSTA President. Thank you for this opportunity. I hope I will make you proud.

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The magazine for Missouri educators

MSTA Officers: President, Pam Lowe, Sikeston R-6 President-elect, Amy Kelsey, East Buchanan Co. C-I Vice president, Lana Moore, Mt. Vernon R-5 Treasurer, Andrew Reynolds, Centralia R-6 Past President, Stacy Blakley, St. James R-I Board of Directors: Kezia Bohanon, North Kansas City 74, Greater Kansas City Region Amanda Bradshaw, Mt. Vernon R-5, Southwest Region Karmen Carson, Poplar Bluff R-I, Southeast Region Tisha Clawson, Bolivar R-I, Southwest Region Dana Cravens, Richmond R-16, Central Region Darren Farmer, Polo R-7, Northwest Region Diane Gonzales, Neosho R-5, Southwest Region Noelle Horner, Hillsboro R-3, Jefferson County Region James Kreyling, Mehlville R-9, Greater St. Louis Region Tyler Lappe, Cape Girardeau 63, Southeast Region Denise Peters, St. Joseph, St. Joseph Region Jessica Tierney, Columbia 93, Northeast Region

MEMBER SERVICE COORDINATORS Kim Bielinski

Glenn Bussen Keri Cottrell Marca Hayter Aubry Kruse Mike Martin

Jen Conner Tracy Darian

Maddy Johnson Ryan Lewis Kari Nolting Mindy Walker

Shaelynn Nordwald

Mike Walsh

MSTA COMMUNICATIONS Administrative Assistant Jennifer Bacon Director of Marketing and Communication Todd Fuller Design & Video Coordinator Michael Lising Digital Strategist/Project Manager Kara Potter Creative Media Specialist Lindsay James

Bruce Moe

MSTA Executive Director

PUBLICATION POLICY Articles published in School & Community do not necessarily reflect the views or policies of the Missouri State Teachers Association. Advertising: Only those products, services and programs endorsed by the Board of Directors of the Missouri State Teachers Association may carry such notification. Advertising in School & Community does not imply such endorsement. Indexed by “Education Index.” It is the policy of the Missouri State Teachers Association not to publish materials or advertising that would promote a competing organization or be detrimental to the Missouri State Teachers Association. Copyright © 2024, Missouri State Teachers Association. All rights reserved, including the right to reprint any article, photograph, cartoon or artwork published herein. School & Community (ISSN 0036-6447) is published three times during the year by the Missouri State Teachers Association. Non-profit bulk postage paid at Columbia, Mo., and at additional mailing office. Annual subscription price of $15 is included in membership dues. Current single copies cost $3.75. Postmaster: Send address changes to School & Community, 407 S. Sixth St., P.O. Box 458, Columbia, MO 65205-0458.

(Volume 110, No. 2)

We want to hear from you Share your thoughts on our publications, suggest article topics or express an opinion about education in Missouri. Write: School & Community, P.O. Box 458, Columbia, MO 65205 Phone: 800-392-0532 Email: editor@msta.org

P.O. Box 458 Columbia, MO 65205 LOCAL: 573-442-3127

800-392-0532 www.msta.org

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2024 MSTA EDUCATION POLICY PRIORITIES

“A general diffusion of knowledge and intelligence being essential to the preservation of the rights and liberties of the people, the general assembly shall establish and maintain free public schools for the gratuitous instruction of all persons in this state within ages not in excess of twenty-one years as prescribed by law.” Missouri Constitution Article IX, Section 1(a).

LOCAL CONTROL • MSTA opposes legislative actions involving inter district choice. Open enrollment fails to serve the needs of all students in the community to receive a quality education, increasing student mobility while creating further funding inequities. • MSTA supports each school district developing a written policy for transfer and assignment of students within a district and to any other school district. • MSTA supports public charter school expansion when charters are granted by the local school board within an existing accredited Missouri public school district and requires all members of a public charter school board to be residents of the district in which the charter school serves. Char ter school expansion should include requirements that charter schools have the same certification and compensation standards of other schools in the district, and tenure status should not be re duced or lost as a result of teaching in the public charter school. • MSTA supports expanding high speed internet access. Teacher Retirement: A secure and stable defined-benefit retirement pro gram is vital to recruiting and retaining highly qualified and effective educators. Actuarially sound improvements to the system continue to strengthen the Missouri public educators’ financial futures. Transitioning work after retirement from a limit on the number of hours worked to an earnings limit for Public School Retirement System (PSRS) will further simplify burdensome requirements on employees and districts. MSTA OPPOSES • MSTA opposes federal supersession over state and local responsibility for public education, in cluding assessments that set standards and drive curriculum. • MSTA opposes any proposal to eliminate or weaken the teacher tenure law. • MSTA opposes limiting the ability of employees to discuss working conditions with their employ er. • MSTA opposes school vouchers, education tax credits, or education savings accounts, that would divert public money to pay for homeschooling or private school tuition. • MSTA opposes merit pay, including the use of standardized test scores or other subjective crite ria as a measurement of teacher performance or to determine further salary increases. • MSTA opposes undefined liquidated damage clauses in teacher contracts.

STATE ISSUES Supporting Educators for Recruitment and Retention Raising Education Professional Salaries:

Foundation Formula and Transportation Funding: In 2022, the state legislature fully funded the school foundation formula, as well as the transportation re imbursement. The legislature is legally obligated to fully fund Missouri’s students, including full pay ments for reimbursable transportation costs to al low the best possible public schools in communities across the state. • MSTA opposes lawmakers slipping back into the past practice of underfunding public education in Missouri. Assessment and Evaluation Reform: The single biggest factor in the success of students is the teacher. MSTA believes that teacher input is vital to the continued success of our students. Local districts must have the freedom to meet the needs of their communities without being controlled by state or federal education departments. • MSTA supports the use of locally developed as sessments to improve instruction. • MSTA supports local control of public education by the district board of education and autonomy of the local school district to develop and adopt curriculum, assessments, evaluations, and other programs to meet educational goals. • MSTA opposes any plan that would use student grades, student class performance or student per formance on standardized tests as the single cri teria to measure the merit of the teacher. • MSTA opposes any state or federal proposal to group the teachers’ retirement system funds with Social Security. In addition, the association op poses provisions that deprive teachers of their earned social security benefits. • MSTA opposes the Government Pension Offset as well as the Windfall Elimination Provision. Federal Influence in Education: • MSTA supports requiring existing funding and future increases in federal dollars be delivered directly to the local school district whenever pos sible and increased focus on distributing federal dollars back to the classroom. FEDERAL ISSUES Retirement and Social Security:

• MSTA supports a comprehensive program utiliz ing both legislation and the appropriations pro cess to increase all public education employees’ salaries and raise the minimum teacher salary to $45,000. Funds must be available to help districts with salary schedule compression. • MSTA supports continued state funding of the Career Ladder program and increased award amounts to program participants, allowing edu cators to earn an additional stipend for engag ing students in activities that enrich the student, school, and community. MSTA supports the ex pansion of eligible criteria to earn Career Ladder hours. Missouri’s inadequately paid professionals are ex pected to deliver student performance results that are above average. While states surrounding Mis souri continue to increase teacher pay, Missouri falls further and further behind national trends in teacher compensation. Educator Safety and Student Accountability: • MSTA supports teacher certification programs providing coursework and training in classroom and behavior management which will help em power educators with techniques and strategies to address smaller behavior issues so that they don’t become larger issues that impact all students. • MSTA supports clear and consistently applied discipline policies for student behavior that prior itize safe and productive learning environments for all students and education employees. Stu dents should be held responsible and accountable for maintaining a safe school environment. • MSTA supports increased involvement and re sponsibility by parents for their children’s at tendance, performance, and behavior in public schools. Missouri teacher surveys conducted by MSTA con sistently show that the leading reason teachers con sider leaving the profession are disrespect, student behavior, the lack of classroom support. These issues go beyond classroom management, and impact not only education staff, but other students in classrooms as well. According to the MSTA Educator Wellness survey, the leading factor for educator stress was stu dent behavior.

MISSOURI STATE TEACHERS ASSOCIATION P.O. Box 458, Columbia, MO 65205 • 800.392.0532 • www.msta.org

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Saving Sauer Castle A unique collaboration between education and local history is taking shape in the Grandview C-4 School District. High school English, broadcasting and Kansas City history teacher Diane Euston has embarked on a transformative project involving the historic Sauer Castle. “I am a local historian and have worked in historic preservation, fighting pretty hard publicly to raise awareness on issues,” Euston explained. “I write a bimonthly history column in The Martin City Telegraph which is published in the area. I wrote extensively about the condition of Sauer Castle when the prior owner had it and, because of this, I was interviewed on the news several times advocating for the property.” The new owner, Mike Heitmann, purchased the castle in March 2023 and contacted Euston to inquire about her ideas to keep the community up to date with the renovations. This eventually led to the inception of a film project documenting the castle’s restoration. Knowing the significance of real-world exposure, Euston selected two dedicated Broadcast II students, Kegen and Maya, for the opportunity which extends beyond the traditional classroom setting. “Grandview C-4 is focused at the high school level on giving students real-world learning experiences,” Euston stated. “I wanted Kegen, who is interested in film, to get the experience of working with a client that would give him direct feedback. And Maya, who wants to major in broadcasting, is wonderful in front of a camera - but she needs to work on her filming techniques, specifically with b-roll.” She believes this project will impact the students greatly, as it’s already earned them exposure and is the perfect way for them to expand their reach past the four walls of Grandview High School. “I believe it’s vital for teachers to try to give students opportunities that will be things they will never forget,” Euston said. “High school is about experimentation - learning what you like and what you don’t. This project has solidified their love of film and production, and it’s something they won’t forget! In navigating the intricacies of the Sauer Castle restoration project, the collaborative relationship between the students and owner

has been marked by professionalism and openness. “He talks directly to them when we are on-site filming and then has really given us free reign in filming," Euston detailed. “He arranged for people to be on-site to do interviews, so we have been able to interview the head architect, a foreman and tradesmen as they are working on Sauer Castle. I am the main communicator with the owner, but the students are the ones interacting with the people they interview. I don’t ask the questions - they do!” The end-goal of the project is to create monthly videos updating the public on the progress of the renovation, viewable on the YouTube channel “Saving Sauer Castle.” The first episode highlighted the history of the property, and the second will be about the process of securing the property for the winter. “Future episodes will just document what they are doing on site. The owner stated when he purchased the property that the renovation would take about two years,” Euston said. “This is an independent

project from school, so it won’t be tied to their graduation. Both students are juniors, so even if there is a delay of several months, they should be able to see this project until the very end.” Until recently, the broadcast journalism class was an entirely new venture for Euston. Despite a prior broadcast program that faced challenges in content production, the administration approached her to revamp and lead the program from scratch during the 2022-23 school year. Beginning with no resources, Euston undertook the task of recruiting students for the class. The inaugural year saw the production of broadcasts showcased during advisory sessions, utilizing iPhones for filming. Over time, the program evolved to include a basic set, teleprompter and cameras. Bulldog TV, as it stands today, proudly displays its broadcasts on YouTube. Euston reflects with pride on the remarkable progress achieved by the program within a short span and looks forward to the ongoing collaboration with Sauer Castle.

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Education at the Speed of Life: Shift the Gears One at a Time

A driver can go from idling in the parking lot to 75 mph on the interstate in a matter of moments. When you are in a hurry, the trick is to always be patient enough to go through all the gears and avoid damaging the car. Skipping steps or gears never pays off. In a similar vein, the importance of laying a great foundation during first encounters with students can set one up for success for the entire school year. Just as the core structure of a vehicle allows these changes on the highway, a foundational approach to instruction is essential to enjoy the ride of your life in education. I like to relate the steps we take within the Blue Springs Golden Regiment Band to the transition between gears of a car. Idle: Traction and Grounding All drivers must turn on the engine and idle to make sure the primary parts of the vehicle are working before putting the car into gear and going anywhere. The idle stage is often leveraged to gain traction when conditions become challenging. On the fundamental level, before one “backs a car out of the garage,” music teachers must first believe that what they are teaching is essential and valuable. I truly believe that my band students are better prepared to face the world as a result of music. The following is the guiding principle of the Blue Springs Band program: The Blue Springs High School Band Program provides opportunities that promote and develop

musical skills, life skills, personal enrichment, self-reliance and accountability. It encourages teamwork, the value of group over self, sportsmanship, civic pride and contributions of one’s personal best to a unified group goal. Lessons are learned through a musical and marching activity blending arts and athletics. It is our goal to not only produce dedicated and talented artists; but also self-sufficient, confident young people who have realized the positive effects that their behavior and talents have created. The drive for the Blue Springs Band comes from a culture of unstoppable commitment as a group, improving as individuals, being upstanding citizens and performing for the audience. We are a close family that spends a great deal of time together producing great music, learning life skills while creating memories for a lifetime. This is the common ground where we feel we must all start if we want any hope of shifting into first gear and starting the journey together. First Gear: “One Band, One Sound, One Culture” Although we are many individuals standing on the field, we must unite as one with a common purpose and beliefs. Our greatest strength is each other - weakness comes if we do not respect each other or the culture that is required

BY: TIM ALLSHOUSE, BLUE SPRINGS R-4

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The Blue Springs High School Golden Regiment band was visited by Ireland’s Consul General, Robert Hull, who extended an invitation for the group to perform in the 2025 St. Patrick’s Day Parade in Dublin. In recent years, the band has also marched in the Macy’s Thanksgiving Day Parade and performed at Pearl Harbor. At the November 2023 Bands of America Grand Nationals Championship, the Golden Regiment was named 2023 Class 3A National Champions, earning fourth place overall out of over 90 bands.

of the organization. If we do not have our culture, we have nothing. Accomplishing something as a group what no one person could have done on their own is one of the most powerful and rewarding experiences a person can have. This is an incredible life lesson and the cornerstone to our beliefs. Students learn to make sacrifices, to try hard not just for themselves but because of the individuals standing on either side of them. When they can begin to realize that it is not about them, but it is about everybody else, doors open for amazing things to happen. Second Gear: Think in “Twos” Shifting into second gear, students must be taught to think beyond the moment. We encourage the students to live in the future. If they do “X,” the result may be “Y.” Every decision they make has intended (and unintended consequences). Too often, students will decide to do “X” without knowing what the resulting “Y” will be. An essential life skill is to think in twos and say, “If I do this, then that will happen.” One of our common phrases in band is: “Live in the future - plan in the present.” On a fundamental music level, students should see how taking a breath in the wrong place can quickly become a major musical problem later in the phrase or a high note that will not come out because of lack of air. On a more global level, skills like planning with personal schedules, managing time on trips and thinking about how actions can affect the future (effort, focus, grit, being kind, what they do when no one is watching, etc.) are vitally important. The essence of the second gear is teaching students the value of living beyond the current moment. Third Gear: The Power of “3hree” Band engages the mind, body and soul simultaneously. It is the synthesis of math, history, science, language, personal expression and physical education. Music teaches personal responsibility, discipline, determination, perseverance, respect, higher level thinking, aesthetics and expression. It builds self-esteem in students by providing challenges which require personal sacrifices to meet. For example, a student must display great physical endurance on the marching field while staying in step with the correct style, playing their memorized music and being aware of their body orientation and tempo of the ensemble. They must also maintain form, watch the drum major, play in front or behind the beat based on where they are on the field and adjust to pulse centers that often change every four measures - all while staying in tune with great tone while performing for live spectators. This is an enormous task, but individuals who can learn to engage all “3hree” will

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be successful in this endeavor and in any walk of life. It is not a matter of using the “left brain” or “right brain,” but the entire mind, body and soul. Fourth Gear: T2 P2 (Time, Travel, Performance, Personal Character) After progressing through the first three gears, the ability to shift into fourth gear is achievable and attainable. Students understand that everything has a season in fourth gear. With limited time, teachers and students alike need to make the most of the opportunities they have been given. Important lessons taught through wise use of time, efficient travel, performance and character are developed in this gear. Every year, seniors lament that they do not know where the time has gone - I think we have all experienced this in our lives. Teaching students to use their time wisely and to understand that “forever” really does not exist helps them to make the most of every opportunity. Many of our performances take us great distances away from Blue Springs and traveling with hundreds of people is different than traveling with one’s own family. The intangible life lessons learned by students start the moment they step on the bus, learning about themselves and each other in the process. One of our best compliments came last year when the band arrived in San Antonio at 1 a.m. and nobody at the hotel knew 300 high school students had arrived except the front desk. This accomplishment is reflective of our distinguished character and behavior as a whole band. Performances can be exciting and nerve racking. Learning how to perform under pressure is an important skill regardless of your career path. As a performer, you cannot turn to the audience and say, “We are going to try this three or four times and it will be better after we get comfortable.” We must always do our best because we never know who is watching. Just this past year, a performance for 100 people turned into an invitation to perform for thousands. Great character and representation of Blue Springs proudly (on and off the field) is the ultimate goal. My

students should first and foremost be first-class citizens. This is taught through the expectation that students should be polite and courteous to their bus drivers, parent volunteers and other bands. This must be modeled by student leadership for it to be maintained throughout the organization. One of the many items we discuss during summer training is how we as a band want to be remembered and viewed. Fourth gear allows us to look at some of the results of the first three gears. It is a natural progression, but the foundational truths of the previous gears are essential to travel fluidly into the fourth. conclusion of our spring concert inscribed “Finish the Race.” I strongly believe that many young people in our society have lost the ability to stick with something until the end, so it is important to recognize the students who finished what they started. High school students may make sudden reactions and quit activities just because something becomes inconvenient or difficult on that day. The ultimate lesson I hope to teach is the importance of finishing the race in every aspect of life by never giving up. You are guaranteed a race, but not an easy one. The medals we present to the seniors say, “Finish the Race” and not “Finished the Race” with the intent to remind them to finish every race they start with class and dignity. Culture is the cornerstone of the Blue Springs program. As we perform and experience special milestones, the focus is not solely on developing the current band. Our members understand that generations of Golden Regiment members are performing on that field through them in spirit. Members of the past have prepared the band for present opportunities, and it is our job to continue to lay the foundation to prepare for future generations. I hope at the end of the day we are helping to create kind, gritty, compassionate and hard-working humans who are ready to take on the world - and hopefully we can create some great music too. Fifth Gear: Overdrive - “Finish the Race” Senior band members receive a medallion at the

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Custom Picture Books Make a Positive Impact

BY: CHELSEA TORNETTO I t’s easy to talk about the negative aspects of public education today. Learning loss due to the pandemic, shrinking student attention spans and budgets, screen addiction, trauma, apathy, poverty — the list goes on. However, a ground-breaking project in Jackson, Missouri aims to highlight the positive and remind students that their schools are something to celebrate. Over the past year, I had the honor of helping the Jackson R-2 School District publish a custom-made children’s book entitled, “Jackson: A Celebration Of Our Schools.” The colorful, rhyming book celebrates the educational journey of Jackson students from their first day of kindergarten through their high school graduation.

It features custom illustrations of real buildings, students, faculty and traditions of the district which are instantly recognizable to the community. The Inspiration Research tells us that the more a child can personally connect with a text, the better they will understand it. Librarians and teachers know that children gravitate towards books when they see themselves and their lives reflected in the pages. The more interested a child is in the topic of a book, the more deeply they will engage with it. Imagine the impact a book could make if it wasn’t just about the generic school experience, but instead featured buildings the students recognize, traditions they love and a future where THEY are

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the star of the story. In creating “Jackson: A Celebration of Our Schools,” the district aimed to increase and encourage literacy, while also inspiring kids and parents to celebrate the traditions and triumphs of Jackson schools. The Process The project started as a poem written during my prep period as a world geography teacher at Jackson Junior High School. Many teachers maintain side-hustles and writing children’s books was mine. While I knew that no traditional publisher would invest in a book about a single school district, I also knew that the growing self publishing industry allows for small, personal projects like this to become a reality. With this goal in mind, I decided to reach out to our superintendent, Dr. Scott Smith. Luckily, he felt equally inspired! When Dr. Smith took the helm in our district, he started the tradition of gifting incoming kindergarten students a book to start off their educational careers. Up until this point, he had simply purchased popular titles from large publishers like Scholastic. The opportunity to inspire those young learners with a custom book was too powerful to pass up — he immediately

said, “Let’s do it!” And so we did! Over the course of the next year, I edited the manuscript, hired a professional illustrator and worked with a designer to put it all together. By the first day of the 2023-2024 school year, we had created a real book, and our students were the main characters! “Working with Mrs. Tornetto on our Jackson R-2 personalized book was such a fun process,” Dr. Smith said. “We appreciate her attention to detail and the unique way she was able to weave the history and tradition of our school district into a story that comes alive when you read it. It is truly one where our students can picture themselves as an important part of the educational process from start to finish.” The Impact The reaction from the community and the impact on students has been just as powerful as we’d hoped. When Dr. Smith traveled to each building to perform in-person readings, the kindergarteners immediately saw themselves and their families within the pages of the book. “Our students were so excited to point out the buildings and details that they recognized throughout this book,” Dr. Smith said.

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“That’s where my brother goes to school!” a student shouted. “That kid looks like me!” “I’m gonna be in the band when I grow up!” The book gave kindergarten students a sneak peek of the opportunities waiting for them at higher grade levels, so they were immediately excited about their future as Jackson Indians and, eventually, Jackson graduates. Parents reported that their students asked to read the book nightly and some could read it independently! As the word spread, former graduates reached out to purchase copies. I also have it on good authority that at least one big, tough high school senior was brought to tears when they saw the spread that features the high school football stadium on a Friday night. It’s not just the emotional impact that makes me proud of this project — I’ve written other books that make people cry! What makes me especially proud is that this book has the power to make an authentic impact on learning and helps students take pride in their educational community. Other key takeaways: • The customized illustrations match district demographics so students see themselves represented on the pages. The picture book format and the scenes of graduation allow our youngest students to see themselves as an active participant in their own successful futures. The familiar context ensures students have ample prior knowledge of the text, and therefore improves comprehension and vocabulary acquisition. • •

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Parents who graduated from the district can connect their own experiences to the pages, which prompts additional learning conversations between parent and child.

As an author writing for the traditional children’s book market, I’ve mastered the art of writing books that appeal to the masses - that aren’t TOO niche and that will sell widely. But, through this project, I’ve learned the power of personalization! Children’s book critic Imogen Williams once wrote that a customized book “broadens, rather than narrows the book’s focus; it makes explicit the idea that they are welcome here, in the world of the written word.” Our book, “Jackson: A Celebration of Our Schools” shows students they are not only welcome in the world of books, but that they also have a home in our schools. That’s what education is all about!

Chelsea Tornetto taught in the Jackson R-2 School District for 17 years. She now writes for children full-time and coaches others through the process with At Home Author, an author coaching company. If your school district would like to create a custom book, reach out to her at www.chelseatornetto.com.

A review of research from the National Literacy Trust found that personalized books: • Lead to a 40% increase in reading comprehension. • Have a positive impact on children’s learning engagement, confidence and ambition.

• Enhance positive shared reading experiences between parent-child.

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Where the Pavement Ends

BY: WANITA HUMPHREY A highway sign marks the end of state maintenance, then after a few feet of gravel road, a metal sign stretching over the entrance announces that you have arrived at Bunker Hill Ranch. Driving down a steep, narrow, tree-lined, two-mile long asphalt driveway, there is the first feeling that you are entering a special place, a world apart from the hustle of daily life. Located within the boundaries of the Ozark National Scenic Riverways, fourteen miles northeast of Mountain View, Missouri, along the Jacks Fork River, the retreat covers more than two thousand acres. The basis for the resort’s motto, Relax, Recharge, and Reconnect, begins to become evident with your first glimpse of the river when the end of the driveway is reached at the bottom of the hill. A sharp right turn takes you onto a drive running parallel to the water. On the uphill side are two major buildings housing a library, meeting spaces, game room, and office. Farther along are a laundry and a dining hall. On the lower side, backing up to the river, are eight of the twenty cabins. These vary in size, accommodating two to sixteen guests. The cabins are air-conditioned and most are decorated with charming themes, such as fish, ducks, or other outdoor subjects.

There are fireplaces with wood provided and screened-in porches where one can sit and watch the river flowing and perhaps see a grey squirrel running along the rail fence behind the cabins. The remaining cabins are up the hill along a drive that runs parallel to the lower one. Other structures include a small chapel and a one-room schoolhouse that have been moved to the property from their original locations. Visitors sometimes can be heard singing traditional hymns in the chapel accompanied by someone playing, with varying degrees of skill, the old upright piano. Older visitors have been known to check out the schoolhouse to see if it is properly set up like one attended during their elementary days. One elderly gentleman was heard to say that he was pleased that the pictures of George Washington and Abraham Lincoln had been properly placed on the front wall of the room just as they would have been in most of the early schools. A playground, featuring a small log cabin, provides entertainment for children. A council ring where outdoor meetings or performances can be held holds a special surprise. When visiting there, it is a must to sing “Little Sir Echo,” as the high bluffs on

the other side of the river will provide the answering call of, “ Hello .” A horseshoe-pitching pit, one hole miniature golf, sand volley-ball court, tennis court, shuffleboard, ping pong, and basketball goal give a wide choice of activities for guests. The area is also perfect for hiking, fishing, canoeing, and swimming. The one must try activity is the ring toss. A metal ring swings on a long rope from a tree branch and must be launched at just the right angle to catch on a hook on the side of the tree. The long, crescent shaped, built-up scar on the trunk tells of years of visitors trying to hook the ring. The clink of metal can be heard throughout the day as kids or adults spend time at the game, or perhaps pause for a moment to give it just one try when passing. Kids can check out a nature backpack to aid in their outdoor exploring. Local outfitters are available to arrange canoe trips for a special beginning or ending to a vacation at the resort. A pavilion with a large built-in grill is available for guests to use if desired, however, one need not cook, as meals are provided family style in the dining hall. An old fashioned dinner bell signals mealtime and it is a tradition that young guests arrive at the

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location early to ring the bell. In 1947 the retreat was gifted to The Missouri State Teachers Association by E. T. Behrens, a cigar maker from Sedalia, Missouri. In 1929 Behrens had been told by his doctor that he had only six months to live. He moved to Shannon County, established a fishing camp along the Jacks Fork River, then lived to be eighty-one years old—the doctor’s diagnosis had been given when he was sixty three. Shortly before his death, he deeded the property to the teachers’ association which added structures and made improvements to complete the property as it is today. It remained open only to MSTA member teachers and their families until 2013 when it was transferred to The Friends of Bunker Hill, a non-profit organization which opened it to the public. The season currently consists of weekends in May, September, and October with Memorial weekend through late August being full time availability. Each year sees family reunions, weddings, club meetings, and other special gatherings at the ranch. Bunker Hill can offer almost everything — except television and phones — there are none in the cabins; there is no internet; mobile service is almost nonexistent! Visitors are often surprised to find that they don’t

miss them! The beauty and serenity of the place are enough. An idyllic afternoon during a visit is sitting in one of the old cane rocking chairs on the long porch of Behrens Hall, reading, or just watching the hummingbirds at the half-dozen feeders hanging from the eve. Or one may choose to sit at twilight, listening to the song of the river, and watch lightning bugs begin their nightly show.

At some point during their time at the retreat, most visitors will experience the feeling that the large sign in the dining hall is absolutely true — “Time Stands Still at Bunker Hill.” . This piece was awarded third place at the October 2023 Ozark Creative Writers Conference in Eureka Springs, Arkansas.

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TEACHER TIP

Transform Your Classroom At Hallsville Intermediate School, Kelsea Miller isn’t just a fourth-grade teacher. She’s a magician of the classroom, weaving enchantment into learning through classroom transformations. These lessons are immersive

Miller began this project during her first year of teaching - inspired by fellow MSTA member Bryanna Norman’s classroom transformations, she decided to bring the magic of immersive learning to her own classroom. “My first year, I did a pizza transformation for our comparing fractions unit, a Donut Shop for our two-digit multiplication unit and construction for adding and subtracting fractions,” Miller said. “Each year, I have added a new transformation or added something else onto the transformations!” Starting with small-scale themes to review complex concepts, Miller realized the potential these experiences held for her students. In November, during a poetry unit, the class was thrilled to dive into a Caribou Coffee themed lesson. “When they walked into the classroom, it was set up for a Caribou Coffee themed ‘Open Mic Night,’” Miller detailed. “Each student got in the front of the classroom and read their poems out loud to the class with the

experiences that ignite passion and engagement in her students. What could be more exciting for a young learner than walking through the classroom door and into a fully decorated, themed room? Table covers, props and outfits are carefully selected by Miller to coincide with a relevant subject in the course material. These transformations often occur during recess or lunch break, adding to the excitement and surprise of the occasion when the students return. “They absolutely love it,” Miller said. “When they walk in, their eyes light up and you can always hear, ‘Woahhh!’ or ‘This is so cool!’ I always play music to help set the tone with a direction slide that matches and hang a photography backdrop to cover some of my everyday decor.”

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microphone, we tried to really practice on projecting our voices and making eye contact with the audience. When they were done, they were able to enjoy some hot cocoa and muffins.” In December, students were treated to Miller’s classic math pizza transformation. “During our fractions unit, students picked 10 toppings, wrote out the fractions, made two equivalent proportions, converted them into decimals and plotted them onto a number line!” Miller enthused. At the beginning, Miller self-funded the supplies for transformations, however local support systems have since eased this financial commitment. “Our district has provided us with a little bit of transformation money this year, which has helped tremendously,” Miller said. “I also get donations from the Hy-Vee on Conley Road in Columbia. They donated all of the pizza boxes and the Caribou Coffee inside donated cups and signs for the classroom! A lot of the items that I have purchased are reusable as well - the kids are really good about making sure they take care of the decorations and extras because they enjoy having them.” The reactions from Miller’s students on transformation days speak volumes. Their awe, audible gasps and excited remarks are priceless. The ambiance, carefully curated with matching visuals and music, creates an immersive space where learning isn’t confined to textbooks but springs to life in vivid, memorable ways. Among the cherished memories with her classes, two stand out most to Miller. “The entire fourth grade team did Harry Potter Day after we all read the book,” she reminisced. “Each teacher dressed up and we did fun activities all day. Overall, my favorite memory would have to be my first year doing the construction transformation. Students got hard hats, tool belts and tape measures. They had learned how to add fractions on the tape measure, so many of them were excited to go home and show their parents. Connecting math to a real-life activity helped them understand the importance of what we were learning.” Behind the magic lies a dedication to the process and ability to work on a short turnaround schedule for decorating. To fellow educators who may find interest in classroom transformations, Miller offers a guiding light. “Just start small and add to it. Do not be afraid to ask for donations if your school allows it,” she advised. “Parents often like to donate tablecloths or have things around the house that can be used - I tell them it is for a surprise activity. I would be more than willing to talk transformations through and help however I can!” Classroom transformations are about fostering a love for learning that transcends traditional boundaries. With each innovative setup, she plants seeds of curiosity and wonder, ensuring her students not only understand the subjects but also treasure the journey of learning itself. In Miller’s classroom, education is an experience that lasts a lifetime.

Educators who are interested in learning more about classroom transformations can contact Kelsea Miller at kmiller2@hallsville.org. Have you hosted a creative or interactive learning experience in your classroom? Let us know! Email editor@msta.org.

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