The PFT-TALK support page is the place to find supporting information and rebroadcasts for each of the PFT podcasts–starting with the most recent Pod from Season 2! (Fall of 2023)
Ultimately, we’re trying to explore issues and topics most relevant to the men and women doing the challenging, rewarding work of educating in Pittsburgh Public Schools. Our goal remains … to create environments and opportunities where teachers love to teach and students want to learn.
Season 2, Episode 7 — FALL FINALE — Teacher Pay & K (a podcast) Kristen Clark (Teacher from NJ & North Carolina) Pittsburgh Federation of Teachers Podcast • November 22, 2023
High School math teacher Kristen (Clark) has added a constructive side talent to her nearly 15 year high school math teacher resume.
That role is as a “burgeoning” TikTok star with weekly videos breaking down the salary schedule for multiple school districts across the country. As you will hear, it is not always an apples to apples comparison. You have to take the number of steps, and the size of steps, into account — as well as have the initiative to source income and contract information from across the country to present an accurate analysis of sometimes hard-to-access teacher salary schedules.
Guest: Kristen Clark (Teacher from NJ & North Carolina) Topic: What thought process and research happens behind the scenes in the podcast “Teacher Pay and K”? Have a question for Kristen? Feel free to submit it to Jeremiah Dugan atpittdugan@gmail.com so he can help facilitate your introduction or reach out to her show directly at teacherpaywithk@gmail.com.
Season 2 Episode 6 — On Teaching Music In Pittsburgh Public Schools & more Marylou Monich Bushyager (Itinerant PPS Instructional Music Teacher) Pittsburgh Federation of Teachers Podcast • November 15, 2023
Marylou talks about teaching instrumental music at multiple schools within PPS and the importance of the arts in schools in this wide ranging interview with PFT Talk.
With the energy and passion Marylou brings to this week’s episode, it’s no surprise she’s wanted to teach music since she was a child. When you learn a little more about her backstory, you kind of realize she was “born” to do this. Subjects in this ‘cast include how music, music theory and creating music can be beneficial to virtually any type of student facing any number of challenges (physical, emotional, etc.).
Keep your ears peeled for cool little facts like “there’s a part of the brain that music touches …. that compliments everything we learn,” … and much more!
Guests: Marylou Monich Bushyager (Itinerant PPS Instructional Music Teacher) Topic: The Benefits & Challenges of Teaching Music Have a question for Marylou? Feel free to submit it to Jeremiah Dugan at pittdugan@gmail.com so he can help facilitate your introduction or contact Marylou directly by clicking here.
APPS: Noteful: Learn to read Music. Designed with the input of over 80 music educators, Noteful uses the piano keyboard as a reference for understanding music theory. IOS App Store Google Play (Android)
Essential Elements Interactive… (a reminder for information accessible from our teaching portal). All our songs and materials are on line and in control by the student … they can practice with themselves — however you do need to be logged into the portal.
Season 2 Episode 5 — Using Concept Sorts — An AFT TEACH Inspiration Alice Alexander-Felts (Community Voices Middle School — Queens, NY) Tacita “T” Alexander-Porter(Henderson K-12 Inclusion School — Boston, MA) Pittsburgh Federation of Teachers Podcast • October 18, 2023
(from AFT TEACH–JULY 2023)
In a first for our Podcast, we were on the road at AFT TEACH 2023 and were so taken by a presentation, we decided to talk with our presenters as “guest stars” on PFT TALK.
The theme of the presentation was “Concept Sorts” (which you may know as concept learning, \ category learning, concept attainment, concept formation, etc). Concept learning is a strategy which requires a learner to compare and contrast groups or categories that contain concept-relevant features with groups or categories that do not contain concept-relevant features. And do so IN ADVANCE of presenting the concept, problem or task the students are about to engage in.
We spoke with two UFT (United Federation of Teachers) members who also happen to be sisters–and walked through the many advantages of this type of associated learning across multiple classroom environments–ELA, Social Studies, Math, ELL and more.
Guests: Alice Alexander-Felts(Community Voices Middle School — Queens, NY) Tacita “T” Alexander-Porter (Henderson K-12 Inclusion School — Boston, MA) Topic: Using Concept Sorts To reach out to either Alice or T, please summarize your question and submit it to Jeremiah Dugan at pittdugan@gmail.com so he can help facilitate your introduction.
Season 2 Episode 4 — Understanding The Value of PPS Community Schools Brenda Marks (Arsenal 6-8/Eboard) Pittsburgh Federation of Teachers Podcast • October 11, 2023
24-year classroom veteran paraprofessional Brenda Marks lays out the framework (and the need) for wholesale adoption of the Community Schools model. Her last 7 years as a Certified RBT (Restored Behavior Specialist) have coincided almost perfectly with the arrival of the Community Schools model at nine Pittsburgh Public Schools–and she’s speaking from an “insiders” perspective.
In this podcast, Brenda and Jeremiah take a detailed look at what a Community School is, and why each individually is so unique and important to the specific community it serves.
Brenda’s concern is that not nearly enough stakeholders truly understand the many benefits of the wrap-around services each school provides — or CAN provide with just a little creative effort. No two schools are exactly alike because no two communities, families and staff are exactly alike.
Ultimately, awareness of Community Schools is part of the battle being fought — asking “what they need” and finding uniquely tailored answers specifically to that school–like social services, healthcare, food insecurity, ental care, tutoring services, community partnerships and more.
It’s a great listen and will leave you wanting for more! (Since the recording of this podcast, PFT has earned a sizable Back to School grant from the AFT to help us promote community schools!)
Season 2 Episode 3 — Using Primary Sources & the Karpeles Manuscript Library Dominic Woods Pittsburgh Federation of Teachers Podcast • September 30, 2023
Brashear Social Studies teacher Dominic Woods has a fascinating “other job” that could touch the lives of hundreds upon hundreds of of students and community members with either an academic need (or genuine thirst) for authentic printed history.
In this podcast, Jeremiah and “Dom” take a deep dive into the development and use of the Karpeles Manuscript lLbrary of Pittsburgh, located at the (former) Holy Innocent Catholic Church in Sheridan.
Listen to the story of how Dominic got “drafted” into the project and developed a unique passion and purpose for creating an actionable, usable archive of authentic historical documents that provide an unvarnished (and sometimes complicated) look at history.
Guest: Dominic Woods (Brashear) Topic: Using Primary Sources and the Karpeles Manuscript Library Reach out to Dominic via email Via text: 412.680.7804
RESOURCES: Learn more about the national Karpeles locations here — and get specific information about the Pittsburgh location here. Website shows examples of exhibits from all across the country and has robust information sections.
ARCHIVE of PFT TALK: SEASON 2:
Season 2 Episode 2 — The Teacher Leader Program (TLP) Sarah Mueller (Allderdice/E-board) Pittsburgh Federation of Teachers Podcast • September 30, 2023
Veteran Alldertice Chemistry teacher Sarah Mueller has invested 10 years as a co-facilitator of the PFT’s Teacher Leader program, along with her decade-long partner-in-education-crime Brittany Shoup (Colfax/E-board).
In this episode, Sarah and Jeremiah do a thorough vetting of the TLP process and program, participant-driven research and the progress that each “cohort” of PFT member students make every year by bringing new ideas back to their classrooms and schools. As you will hear here, the value extends well beyond the $1500 stipend each TLP member receives.
TLP members can be difference makers in the classroom and out there in the “real world” by just applying themselves!
Season 2 Episode 1 — Everyone Writes Martine Devine, Langley PreK-8 Pittsburgh Federation of Teachers Podcast • September 20, 2023
Former Tax Accountant, current mother of 4 and veteran reading teacher Martine Devine visits with Jeremiah to explain an incredibly cool writing system currently energizing her classroom no matter what the level of proficiency of the student.
Nearly 7 years in the making, the “Everyone Writes” program was featured at “AFT TEACH” in the summer of 2023–and coincidentally, how our pod producer became so interested in the program and its creator. He saw her teach…at TEACH. (What’s AFT TEACH all about? Click here to learn more.)
In this episode, there’s no shortage of inside stories and educator “commiseration” on the subject of “getting kids to write” both in the classroom and beyond. Everyone writes teaches students an engaging process that is simple, explicit, cost effective and engaging … for ALL levels of writer. Helps everyone in the classroom grow without level!
Guest: Martine Devine (Langley PreK – 8) Topic: “Everyone Writes” Reach out to Martine via email
RESOURCES: Everyone Writes is an ingeniously crafted in-class writing system that helps organize and energize the process of writing for students of all abilities.
Name: Joseph Papa Where You Teach/Work/Educate: Pittsburgh Beechwood PreK-5 Subject(s) / Grade You Teach or Once Taught: Taught: K-5 ESL, previously taught high school English # of Years In Education: 11 Years At Current Position/School: 5 (this school year) Have You Taught Previously Elsewhere? (y/n): YES If so….where, what did you teach/do…and for how long?: I taught for 5 years for the New York City Department of Education, at KAPPA International High School in the Bronx (English 9, 10, 11, and 12, as well as IB Literature). I taught for the AIU for one year after returning to Pittsburgh, where I taught K-5 ESL at Elroy Elementary in Brentwood
PFT: What compelled you to become a teacher and/or to work in education?
JOE: My mother taught for over 30 years at the Western Pennsylvania School for the Deaf. I was fortunate enough to visit her classroom several times over the years, and to also be present when she on-the-spot interpreted for former students in need.
Being the child of an educator, you witness the stress of this work, the long hours, and the physical and emotional fatigue; but with that, you also see firsthand how meaningful our work can be. I was able to see the lasting impact that a teacher can make on the lives of the students they teach.
After graduating from high school, I did not go to college right away, and instead was an AmeriCorps volunteer in a program called City Year. I worked as a reading tutor and after school programming provider at an elementary school in Bedford Stuyvesant, Brooklyn. The year was challenging, but also opened my eyes to the impact I could make in the lives of others–albeit with additional training and a longer-term commitment. When the year was finished, I knew that teaching would be a good fit for me.
PFT: What do you like best about your career choice and job?
JOE: Teaching is rewarding in so many ways, both in the short and long term, which is probably what I like most about it.
When a kid who was having a rough day gives you a smile or a hug, you know you’ve made their day a little better. In the longer term, I’ve been lucky enough to hear from students I taught as high schoolers who are now doing great things, and have shared that their high school experience was a reason why they’ve done so well.
Seeing students succeed is intensely gratifying, and what drives me to stay in education. Additionally, though teaching can at times be lonely, it is also a collaborative pursuit, and I love that aspect of the job, working with other teachers to solve problems and meet the needs of our students.
PFT: What degrees and certifications do you hold? Do you have any professional awards or recognition you’d like to share?
JOE: My bachelor’s degree is in English Literature from Hunter College, a CUNY school located on the Upper East Side in Manhattan. It’s a public school that is one of the most diverse colleges in the US, and I loved my time there.
After Hunter, I enrolled in New York City Teaching Fellows (not TFA!), an alternative certification program that partners with certain colleges in New York City and the city Department of Education to staff hard-to-staff certifications and schools.
Through NYCTF, I earned my MA in Secondary English Education from Brooklyn College, while teaching at a DOE school in the Bronx. During my high school teaching years, I also completed IB certification through FLIBS in Florida and was a Stanford Hollyhock fellow, a program designed to support teacher retention at high-turnover, high poverty schools nationwide.
Additionally, I am National Board certified in English – AYA, which I completed during my last two years in New York. After leaving New York and moving to Pennsylvania, I added certifications in elementary and middle school grade bands, and the add-on certification required by Pennsylvania for ESL educators, through the AIU.
PFT: In your opinion, what are the greatest challenges faced by educators today? Students? School districts? Any challenges specific to your subject matter expertise?
JOE: It is certainly a tough time to work in education–but I suppose it often has been!
I believe that right now, public education is under threat from a variety of forces seeking to undermine our work for various reasons. Teachers are not valued as professionals–this is evidenced in political rhetoric questioning our ability to make appropriate curricular choices and support our students as we see best fit.
Public schools are not adequately funded (see the recent lawsuit in Pennsylvania), and yet are held to blame for many larger problems beyond our locus of control. We are witnessing a period where a push to bust unions, undermine our professional livelihood, and threaten our students’ right to quality educators in their classrooms has found a vehicle forward in the neoliberal nexus of charters, vouchers, and “school choice.”
At the same time, we have systematically disinvested in other institutional supports for children, such as childcare, mental health services, and community-based programming, which places schools in the dire position of often being one of the only service providers for families in need.
There is ample research available showing what children need to create an environment in which they can thrive–experienced educators, in well-resourced, safe, clean, and modern classrooms, with supports for the health of the whole child incorporated, are necessary. And yet, the provision of resources to create this is not a priority–new ways to siphon money to private interests seem to appear every year.
It is certainly disheartening. I worry that as this trend continues, people will not want to stay in education, the result being that our students suffer.
Specifically in the teaching of English learners (ELs), we are witnessing a period of significant enrollment growth in EL populations, without the needed increase in professional staff and outside supports. ELs and their families have needs that are often greater, and different, than other students we have taught. They often move frequently and have interrupted formal education, and are often processing significant traumatic events in their lives while also learning English. Their families often do not know how to best advocate for them, and schools and other institutions have struggled to adapt to their needs.
PFT: When did you join the union? Do you participate in any committees or hold any leadership positions? Ever taken any coursework or continuing education?
JOE: I joined the UFT as a first year teacher in New York. My first interaction with the union was with a cohort of teachers who supported each other through the National Board process, which was incredibly helpful (NYSED also paid for three of the components through a program teachers could access through NYSUT membership, which was an incredible benefit).
I became involved with the PFT initially through PAC volunteering during the 2020 election. I was connected with Brenda Marks, who taught me the intricacies of a successful phone banking operation and with whom I made many, many calls that year.
I loved the sense that I could make a difference through the PFT–and that I was needed! From there, I’ve stayed involved in other PAC volunteering opportunities, and have also completed the Teacher Leader program, which was very rewarding. I am a proud member of the Executive Board as well, as a Member at Large.
PFT: In your own words, why is having union representation important? What’s the best thing about being in a union, whether you are an active or more passive participant?
JOE: Union representation gives you a sense of agency in your profession. Through the union, we as workers can become empowered to effect change in our working conditions (which, in our case, also means our students’ learning environment) at various levels, from our buildings, to our district, to policy at the state and national level.
Unions give us strength and create a shared identity around our profession. If we are to improve the state of public education today, unions will be an integral part.
PFT:Do you have a mentor that introduced you to the PFT/Union? Please share who—and what that person meant to you and to your member development.
JOE: : There are so many folks I’d love to shout out who have supported me in my development as a union member.
Hopefully, I won’t leave out anybody! Teresa Partee at Beechwood introduced me to the PAC leadership, which started my journey in political organizing through the union.
Brenda Marks, as I said, was patient in teaching me the ropes of organizing and working with me many long hours in a critical election year at the state and national level, and has remained an inspiration and true friend.
Jen Mazzocco and Chris George have helped me to better understand the political work of the union, have encouraged me to become more involved, and are always great for a local politics chat.
Nina Esposito-Visgitis invited me to participate in the Teacher Leader Program, where I met Brittany Shoup and Sarah Mueller, who patiently mentored me through the year-long work of the TLP.
I enjoyed getting to know my fellow Teacher Leaders, all of whom were an inspiration to me in their work, and must of course shout out my Beechwood colleagues, who support me every day and for whom I am so thankful.
PFT:When it comes to me personally, people are surprised to learn that I….
JOE: I’ve run 4 marathons (Pittsburgh twice, Buffalo, and Niagara Falls); I love to hike and backpack; my ideal day involves a cat, a comfy chair, a book, a latte from Biddle’s Escape, and time for a long run in Frick, in no particular order.
FINAL NOTES–A quote to live by…. and Lightning Round:
JOE’s Quotes … In my most highbrow moments:
“Quote to Live By“
“Service is the rent we pay for being. It is the very purpose of life, and not something you do in your spare time.” ― Marian Wright Edelma
In my less highbrow moments? Just about anything that Dorothy said on Golden Girls.…
JOE’s favorite …
Movie: Volver (classy), Flashdance (trashy) Book: The Mysteries of Pittsburgh and The Wind Up Bird Chronicle Author: Haruki Murakami, Michael Chabon is a close second. Singer: Tough to pick one–lately I’ve been loving Cautious Clay Song: “Valerie” by Mark Ronson with Amy Winehouse Color: Blue in its various shades Food: Pasta Time of year: Cross country season in the fall
Name: Jeremiah Dugan Where You Teach/Work/Educate: South Brook Subject(s) / Grade You Teach or Once Taught: 8th Grade Social Studies # of Years In Education: 24 Years At Current Position/School: 17 years at South Brook Have You Taught Previously Elsewhere? (y/n): Frick ISA, Langley High School If so….where, what did you teach/do…and for how long?: 8th grade Social Studies and 9th grade Civics
PFT: What compelled you to become a teacher and/or to work in education?
Jeremiah: I absolutely did not want to be a teacher. I wanted to work in politics or be a lawyer.
I volunteered to help coach a high school basketball team while I was in college and really enjoyed it. Teaching seemed a natural fit with coaching so I started to pursue it and realized I enjoyed the creative challenge and how everyday was different.
PFT: What do you like best about your career choice and job?
Jeremiah:I enjoy the creativity of the job. That I can write and design my lessons and projects and try different things out.
I am the director, producer, writer, and lead actor in my own one man show with performances daily. Some days obviously go better than others but I enjoy the creative challenge of making it work for students and challenging them to think and look at the world critically.
PFT: What degrees and certifications do you hold? Do you have any professional awards or recognition you’d like to share?
Jeremiah:University of Pittsburgh for undergraduate and Professional Year in Social Studies.
Carlow University for Masters in Educational Leadership
PFT: In your opinion, what are the greatest challenges faced by educators today? Students? School districts? Any challenges specific to your subject matter expertise?
Jeremiah: Not being consulted on decisions.
Too many times people do not realize that the purpose of our schools is to educate students and they have a job because of the work done in the classrooms. Everyone in the school district should be asking themselves first how they are supporting the work in the classrooms too often policy decisions are made with the classroom as the last consideration.
Policy decisions are made without talking to the people that have to implement those policy choices then those same people wonder why those policy choices are often dead on arrival. We need leadership that consults building level staff and honestly evaluates programs and decisions rather than reinventing the wheel every few years without actually removing old programs.
We need a systemwide audit to figure out what staff is doing and think they should be doing. We have a system that is like my grandmother’s kitchen walls. We layer program over program for years without removing or evaluating what is working or what it looks like. Unless we evaluate and examine the current systems, we cannot hope to successfully add new systems or programs.
PFT: When did you join the union? Do you participate in any committees or hold any leadership positions? Ever taken any coursework or continuing education?
Jeremiah:I have been a union guy since day one.
My dad was a firefighter and a proud member of local #1 here in Pittsburgh. He taught me the importance of knowing your contract and supporting the union. In college I interned with the AFL-CIO and UFCW working to unionize nursing home workers in Mississippi, Alabama, and Tennessee. I joined Student PSEA while at Pitt and was appointed to represent student members on the PSEA Political Action Committee in Harrisburg. Then I was elected to two terms to represent the then 10,000+ student members on PSEA’s Board of Directors as the State President.
I proudly signed my PFT union card on the same day I signed my contract with Pittsburgh Public in August of 1999. Since then I have held my different roles with the PFT. Executive Board member, building representative, PAC Chairperson, ESSERS Committee, Gates Grant Oversight Committee, Grassroots Committee, delegate to national and state conventions.
PFT: In your own words, why is having union representation important? What’s the best thing about being in a union, whether you are an active or more passive participant?
Jeremiah:Not all jobs do the people doing the work have a voice at the table.
Having many friends and family in corporate and non-union jobs and realizing that they have little or no collective say in how those organizations are run or when they are being targeted to having fair and consistent workplace protections. When we are younger we believe that people in authority in leadership and power are there because they have everyone’s best interest in mind, but as we get older we see that truth needs spoken to power and pushed to do the right thing.
Now having a voice at the table does not mean that our words are listened to, but I would much rather be at the table shouting than outside shouting in.
PFT:Do you have a mentor that introduced you to the PFT/Union? Please share who—and what that person meant to you and to your member development.
Jeremiah: I’ve learned from so many wonderful and influential people.
I was appointed to the executive board by Al Fondy. Got to spend a day with the man at a blackjack table in Vegas after an AFT Convention and learned more about policy and union history than I could in an entire masters program.
Each successive union president has taught me much about the union and leadership, both John Tarka and Nina Esposito-Visgitis have been amazing mentors as well.
PFT: When it comes to me personally, people are surprised to learn that I….
Jeremiah: …. have competed in 29 marathons and 2 ultramarathons, and once had a running streak where I ran at least a mile a day for over 7 years. In addition I am the only high school girls soccer coach in Pittsburgh Public Schools to lead a team to the WPIAL playoffs, and my girls did it twice!
Movie: Semi-Pro Book: Born to Run by Christopher McDougall Author: Malcom Gladwell Singer: Pearl Jam Song: Don’t Back Down by Tom Petty Color: Green Food: 2 cuts of Fiori’s and a cartoon of Iced Tea Time of year: Spring
Name: Robert Mitchell Where You Teach/Work/Educate: Westinghouse Academy 6- 12 Subject(s) / Grade You Teach or Once Taught: Spanish — Currently teach 9th, previously grades 6-8 # of Years In Education: 28 Years At Current Position/School: First year at Westinghouse Have You Taught Previously Elsewhere? (y/n): YES If so….where, what did you teach/do…and for how long?: 21 years at PCA (2001-2022), 6 years at West Liberty Classical Academy (1995-2001)
PFT: What compelled you to become a teacher and/or to work in education?
Robert: I actually have two answers to this question–the first answer happened in young adulthood, and the second happened when I was an impressionable teen.
When I was a kid, I never thought I would be a teacher and now I can hardly imagine doing anything else. I wanted to be a successful businessman, and for a while after college I was unhappily working for a bank. Back then, one of my best friends, Tammy, had begun working in education. We were writing letters to stay in touch and she knew I was unhappy at work. She kept telling me she thought I should try teaching and I hadn’t really considered it until she made me think about it. I got more serious about it when I started thinking how I might make a difference.
Because growing up, I had a really rough 8th grade year; I just stopped trying, started getting into trouble and did the bare minimum to get by. I realized then how much power I had over my life: I knew I could decide to work really hard in school or let go and just continue to flounder like I did most of that year. It was my choice..
When I got to high school, I decided to do my best. Since then, my education has opened so many doors and afforded me so many opportunities…In the end, my decision to change careers was clearly the right choice for me: I want to give to my students some measure of what my education has given to me.
I especially hope that when I come across a kid who is on the fence like I once was, I’ll have the words to help him or her make the right choice like I know I did. Like my friend Tammy helped me see.
PFT: What do you like best about your career choice and job?
Robert: One of the things I love best about my job is witnessing the “aha” moment when the lightbulb comes on!
I can’t get enough of that smile that washes over a kid’s face when they learn something. I also love how much I learn from my students. Whether we’re sharing common perspectives or learning to appreciate our differences there’s never a dull moment as we develop relationships, learn and grow together.
PFT: Where/what school(s) did you pursue higher education?
Robert: I graduated from Swarthmore College with a Bachelor of Arts in Spanish and I graduated from the University of Pittsburgh with a Master of Arts in Teaching Foreign Language as an African-American fellow.
I am a former Fulbright teacher in Peru (2005-2006) and I currently the leader of the PPS Equity Leadership Institute team, a group working to recruit and retain teachers of color in Pittsburgh Public Schools.
PFT: In your opinion, what are the greatest challenges faced by educators today? Students? School districts? Any challenges specific to your subject matter expertise?
Robert: I’ve got to start with the COVID-19 pandemic–because it laid bare the many hurdles faced by educators today.
Whatever the challenges were before … from trauma to poverty to learning gaps to race …. COVID has magnified and exacerbated them. With so much being thrown at us as educators, we have to work hard to keep moving forward, and to keep leveraging limited resources for maximum gains.
PFT: When did you join the union? Do you participate in any committees or hold any leadership positions? Ever taken any coursework or continuing education?
Robert: I joined the union when I started with the district in 1995 and became the building rep for my school right from the start. I worked on the Middle School Grassroots Committee, Labor Day Committee, Burdensome Paperwork Committee, PEP, …
Currently I am co-chair of the African-American Teacher Mentorship Program and a member of the PFT Political Action Committee. I was elected to the PFT Executive Board as a member at large in 2005. While on the executive board, I have been a member at large, middle schools representative, trustee, and this past year I was elected Vice President of Middle Schools.
PFT: In your own words, why is having union representation important? What’s the best thing about being in a union, whether you are an active or more passive participant?
Robert: The best thing about being in a union is all the things we can accomplish together.
We have a strong contract so we have a voice. We have the right to bargain collectively, to fight for what’s right for our students, a living wage, better working conditions, healthcare and pension benefits, and for protection against unfair labor practices,.
We have so many ways to get involved from political action committees, to grassroots committees, ER & D , Teacher Leaders, social events like Final Friday, movies, outings, …I’ve said so much and I’m only scratching the surface. There’s a place for everyone in the union, and a committee, program or activity for every member to be an actively engaged participant.
PFT:Do you have a mentor that introduced you to the PFT/Union? Please share who—and what that person meant to you and to your member development.
Robert: The late Sherm Shrager and Pat Colangelo were most instrumental in laying the groundwork for changing my union focus from duty to service.
Because of them, I started moving beyond just being a building rep who focused only on my school … to becoming a true unionist, joining committees and focusing on work that supported all our members. I worked with Sherm on the Middle School Grassroots Committee.
Then, Mary Van Horn helped me get involved with the Burdensome Paperwork Committee and my involvement grew from there. Harold, Nina, and Billy have always been there for me to answer my questions, provide support, and open doors of opportunity–some of which I never dreamed I’d walk through. I’m so grateful to all of them and all the staff members that make our union home one of the best anywhere.
We are all so lucky to have them.
PFT:We’ve seen you on TV interviewed as a door knocker, watched you give testimony to Harrisburg and in Public Hearings, you helm the AATMP (and book club!), you’re an E-board member, PAC member, phone banker, a TEACH and Convention participant, you’ve been a speaker at Jill Biden’s visit.
What is it about taking leadership initiative that means so much to you? What advice do you have for others who are considering becoming more active PFT members?
Robert: As James Brown, the Godfather of Soul, would say, “Get on up, get into it, get involved!”
As JFK might have said, “Ask not what your union can do for you, ask what you can do for your union!”
While I feel honored and humbled any time I have the opportunity to represent my union brothers and sisters–my union family; my colleagues and friends, I think of it more as participation than leadership.
I see first hand all the hard work that staff members and volunteers do everyday in the office, in the schools, in the Pittsburgh community and beyond. It makes me very proud to be a member of the PFT and happy to do my part. My advice to anybody considering getting more involved is to come on down and join in. What you have to offer individually? Nop one else can! When you join hands with your union brothers and sisters, together, we can do great things.
There is a place just for you and you’re always welcome in your union home.
FINAL NOTES and Lightning Round:
People are surprised to learn...
… …that I love to cook and travel. I like to access new places through local food traditions and my favorite celebrity chef is Jacques Pepin whom I once met at an event downtown.
Robert’s favorite … Movie: Knives Out (this year) Book: The Autobiography of Malcolm X Author: Zora Neale Hurston Singer: Aretha Franklin Song: Rock Steady -( for one) Color: Navy blue Food: Munchupa/Cachupa (Cape Verdean stew) Time of year: Summer/Autumn (tie)
Quote to live by: I have a lot of these, but one that’s been on my mind lately is from Maya Angelou:
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” —- Maya Angelou
Where You Teach/Work/Educate: Pittsburgh Colfax K-8 Subject(s) / Grade You Teach or Once Taught: Library Class
# of Years In Education: 15 Years At Current Position/School: 4 Have You Taught Previously Elsewhere? (y/n): YES Early Intervention If so….where, what did you teach/do…and for how long?: 7 years
English Department at Carnegie Mellon University (2 years), English Department at the University of Pittsburgh (10 years), English Department at Duquesne University (6 years), English Department at CCAC (1 year), ELA at PPS Carrick (1 year)
PFT: What compelled you to become a teacher and/or to work in education?
Josh: When I was growing up, my Mom had her own business — a daycare and pre-school — so even at a young age I was teaching kids, mostly helping with crafts, outside play, and lunch.
When I got older, during college and before graduate school, I ran the pre-school for a few years. In a way, I was kind of raised into the profession. I also feel like kids always gravitated towards me. I’ve always been able to connect with kids.
I remember kids coming up to me at the grocery store like I was some kind of colorful sugary box of cereal — like, I don’t know, maybe somehow I’ve always had a trusting, playful kind of energy that kids felt comfortable around. Teaching found me, I would say.
PFT: What do you like best about your career choice and job?
Josh: I like that I’m teaching for a public school with a diverse population of kids. I like exploring and choosing books to read where the characters represent this diverse population of kids.
I think too many times in the history of this country (and it’s still being done today), kids don’t see themselves represented in the stories (the curriculum) that is being taught to them — and this has been a great injustice.
So, being culturally responsive in the classroom is important and a social justice issue, I think. Kids for example often know who Amelia Earhart is — and there is nothing wrong with learning about her — but what about Betsy Coleman, Hazel Ying Lee, and other groundbreaking pilots of that era?
PFT: Where/what school(s) did you pursue higher education?
Josh: West Chester University – Degrees in Finance and English Literature University of Pittsburgh – Master of Fine Arts in Creative Writing/Poetry University of Pittsburgh – 7-12 ELA Teaching Certification Developing Leader’s Academy for Library Science partnered with Univ. of Pittsburgh
PFT: In your opinion, what are the greatest challenges faced by educators today? Students? School districts? Any challenges specific to your subject matter expertise?
Josh:
Some challenges:
1) Teacher autonomy over their classroom environments.
2) Way too much emphasis on Data and Testing (especially PSSAs and Keystones)
3) Always a systematic move by corporations toward cutting labor costs, so moves toward itinerant work (short-term contracts or hourly work with low pay and no benefits).
4) State failure of vision for public schools in the country to educate kids in more fun, effective, and creative ways. Look at the Waldorf model, for example (like we need more outside time!); get rid of the testing; more support for teachers in the classroom; more training for teachers to learn effective SEL strategies; Less Administrator oversight and more trust for teachers.
5) Because of lack of vision, charter schools (that really aren’t better) siphon funds away from public schools and parents who can afford to, send their kids to private schools.
6) There should be at least one certified Librarian (Master’s in Library Science preferred) in every school, dedicated to that one school (not half time between two schools).
PFT: When did you join the union? Do you participate in any committees or hold any leadership positions? Ever taken any coursework or continuing education?
Josh: As soon as I joined the district, I sought out my building reps, and joined the union (first day). Currently, I am a one of three building reps my school, Colfax K-8.
PFT: In your own words, why is having union representation important? What’s the best thing about being in a union, whether you are an active or more passive participant?
Josh: Being in a union means you have a seat at the table to negotiate, rather than taking whatever the company is willing to give you. A union is only as strong as its members, and we all have to get involved if we want things to change.
I’ve been more passive than active because I have small children I have to care for (this has been my excuse), but really, I need to become more active. I have this year, stepping up to positions where they (Librarians) either have to go between schools or teach two or more different subjects. They are also not given seniority rights, so they have been getting displaced from their buildings.
This is something I want to help change as a more active member in the union.
PFT: Do you have a mentor that introduced you to the PFT/Union? Please share who—and what that person meant to you and to your member development.
Josh: Yes, Brittany Shoup has been my mentor this year. She has boundless energy, is patient, and is calming for all of us at Colfax. We are so lucky to have her. (PFT NOTE: See Brittany’s dynamic duo profile with Sarah Mueller here.)
FINAL NOTES and Lightning Round:
People are surprised to learn...
… That I’m a poet and play ice hockey.
I published a chapbook of poems called Cherub Poems a few years ago. My full book, Insert Coin, has been a finalist for a number of prizes. I ‘m working hard to get it published right now.
I played hockey up through college, and even played professional inline hockey for a couple of years. Now I play in adult leagues in my older age.
Josh’s favorite… Movie: Too hard, but okay, The Princess Bride Book: Also too hard, but for now, The Trial by Franz Kafka Author: Too hard, but I’ll name two living poets I love: Lisa Robertson and Ben Lerner Singer: Pearl Jam (ever since I was a teenager), Neil Young, Sharon Jones! Song: Too Many, but I’ll give one I love from Pearl Jam: “In My Tree” Color: Green Food: Tom Ka Soup Time of year: Fall
Quote to live by: World-historical facts and personages occur, as it were, twice. He has forgotten to add: the first time as a tragedy, the second as farce.” Karl Marx, The Eighteenth Brumaire of Louis Bonaparte
Name: Christine Bellesis Occupation & School: PMOIU#2 — Currently I’m a reading specialist, K-5, and an ELD teacher, 9-12. Years In Education: 30 years Years At Current Position/School: 9 years My past assignments with the IU include reading specialist, 9-12, ELD teacher K-12, and I had begun my career at the IU as a math teacher, 1-8, many years ago when our classrooms were in 30-foot vans. Previously, I … worked in the field of adult literacy in Worcester, MA at a nonprofit organization for six years; my students ranged from 18-82. I also was an ELD teacher in the Worcester Public Schools, K-6 for two years.
PFT: What compelled you to become a teacher and/or to work in education?
Christine:When I was 11 years old, I took the neighborhood kids off their mothers’ hands for a few afternoons each week throughout the summer by enrolling them in my little backyard school for 50¢. I enjoyed reading aloud to the kids and making them write down everything I said!
Especially important, though, was a high school teacher who truly inspired me. She made history come alive for me in her History of Africa course. We had to make an oral presentation on an African country, and after I had given mine, she spoke with me after class to encourage me to consider the field of education.
PFT: What do you like best about your career choice and job?
Christine: My hope is to inspire curiosity in all of my students and to instill the desire to become lifelong learners.
PFT: Where/what school(s) did you pursue higher education? What degrees and certifications do you hold? Do you have any professional awards or recognition you’d like to share?
Christine:I earned an M.Ed. from Duquesne University in Reading and Language Arts.
I also hold certification in English Language Development, and my undergraduate course of study was in Elementary from IUP.
PFT: In your opinion, what are the greatest challenges faced by educators today? Students? School districts? Any challenges specific to your subject matter expertise?
Christine: I think it is very challenging to teach students how to think critically in this era of social media .
PFT: When did you join the union? Do you participate in any committees or hold any leadership positions? Ever taken any coursework or continuing education?
Christine:The PMOIU2 organized in 1991, and I became a member at that time. I serve on the Executive Board as the IU2 Group Representative and I am a building rep. as well as a PAC contributor.
I have participated in several exciting annual state and national conventions as a delegate. My favorite event with the PFT is marching in the Labor Day Parade, as there is such a spirit of camaraderie among my fellow teachers. I think the PFT gets the loudest cheers from the sidelines, and that makes me feel so proud to be a teacher!
PFT: In your own words, why is having union representation important? What’s the best thing about being in a union, whether you are an active or more passive participant?
Christine: There are numerous laws that protect the hiring and treatment of workers, including teachers. Without unions, these protections would not be enforced.
PFT: Do you have a mentor that introduced you to the PFT/Union? Please share who—and what that person meant to you and to your member development.
Christine: My maternal grandmother was the one who taught me how important unions are.
My grandfather was an Italian immigrant working in construction in Pittsburgh under harsh conditions. Once they formed a union, his quality of life changed so much more for the better. She always used to say, “It’s because of the union.”
FINAL NOTES and Lightning Round:
People are surprised to learn...that I am a British crime series fanatic..
Christine’s FAVORITE… Movies: Hitchcock’s Rear Window Books: Impossible to answer, but The Book Thief by Markus Zusak has made a great impact on me. Author: Willa Cather Singer: Al Greene Song: “Let’s Stay Together” Color: Green Food: Any kind of soup Time of year: All the seasons
FAVORITE QUOTE: “Wherever you go, there you are.” — Jon Kabat-Zinn
