The Delta Kappa Gamma Bulletin Collegial Exchange · 2020. 1. 9. · Collegial Exchange · 1...

Collegial ExchangeThe Delta Kappa Gamma Bulletin

2019 • Volume 86-2

Revival from Within

Forward Moving Ever: Back to the Future in DKG

Collegial Exchange

Emergency Fund to the Rescue

Identity + Integrity = Leader

Expanding Diversity: Gender and Labels

Children with PTSD

Hosting a Book Discussion: Educators Book Award

P H I L A D E L P H I A

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THIS OUTSPOKEN CITY CAN’T WAIT TO MEET YOU.We’ve got tons to talk about. National landmarks

within walking distance. Tax-free shopping. Diverse

museums. Nightlife that lasts ’til morning. Lucky for

you, we are a Central East Coast gateway with an

airport that’s only a 20-min drive to Center City.

Come see us in Philadelphia, July 7-11, 2020 for Delta Kappa Gamma Society International Convention.

Collegial Exchange · 1

Contents86-22019Features

Emergency Fund Features

Viewpoint15 Expanding Diversity: Gender and

Labels By Barbara S. Mitrano

17 Celebrating Mo Willems’ Elephant and Piggie Books By Karen Kinney

19 Daring to do the Big Stuff By Zoë Dillard

Personal Reflection/Anecdote21 Identity + Integrity = Leader: Reaction

to Finding the “I” in Leader By Phyllis E. VanBuren

24 A Footprint in Your Heart By Jeanette Carofano

25 Investing in Future Administrators: An Interview with Dr. Raelye Self By Tia Agan, Lesley Casarez, Raelye Self, Brian Groves, and Anthony Wilson

28 Two Poems: Technology Today; Technology: Past, Present, Our Future By Jayne Brainard

Classroom Practice/Program30 Children with PTSD: Teachers Can

Make a Difference By Susan Grosse

34 Engaging Adult Learners: Teaching by Example By Kim M. Sekulich

5 Revival from Within

8 Forward Moving Ever: Back to the Future in DKG

10 DKG Emergency Fund to the Rescue

12 Learning from Maria: Almost Two Years After

By Cathy P. Daugherty, 2018-2020 International President

By Kathy Foner

By Judith R. Merz, 2019 International Achievement Award Winner

By Evelyn Lugo Morales

2 · Volume 86-2

Contents

Columns Editorial3 Submissions4 From the Editor60 DKG NEWS Roundup61 Bulletin: Journal Abstracts63 References

51 Communications & Marketing Exchanging Publicity for Marketing

54 Educational Foundation Educate the World? Who, Me?

56 Educators Book Award An Hour with a Winner: Hosting a Book Discussion of Ghosts in the Schoolyard: Racism and School Closings on Chigago’s South Side

58 Scholarship A Matter of Degrees: International Scholarships Can Make the Difference

37 Cultivating the Fine Art of Social-Emotional Learning By Valerie Vinnard

40 Virginia Virtual Academy Students Visit France: A Virtual Field Trip Collaboration By Suzy Mullins and Kimberly Deel

43 Playing with History By Gloria Jones

DKG Practice/Program45 Madam Chairman, I Move to Continue the

“Leading Effective Meetings Seminar” By Virginia M. McChesney and Debbie LeBlanc

47 Young Female Role Models in the Oasis of Siwa, Egypt By Ingela Högberg

Artistic Works35 A Smokey Mountain Sunset

Photograph by Jeanette Carofano36 Serenity at Dawn

Photograph by Gloria Henderson45 Lean on Me

Photograph by Theresa Azoti

The Delta Kappa Gamma Bulletin

Editorial BoardKolbrún þ. Pálsdóttir, PhD, 2016-2020 Iceland Barbara Perry-Sheldon, EdD, 2018-2022 North CarolinaNora L. Pollard, PhD, 2018-2022 New JerseyMargaret Trybus, EdD, 2016-2020 Illinois

EditorJudith Merz, EdD Nevada

The Bulletin, an official publication of The Delta Kappa Gamma Society International, promotes professional and personal growth of members through publication of their writings. Three online issues per year, subtitled International Journal for Professional Educators, focus on research-based and documented works—applied and data-based research, position papers, program descriptions, reviews of literature, and other articles on announced themes or other topics of interests to educators. Two print issues, subtitled Collegial Exchange, focus on articles based on practice and experience related to education, the Society, women, and children, as well as personal reflections and creative works. All five issues include book and technology reviews and letters to the editor.

Submissions to the Bulletin, a refereed publication, are reviewed by the Editorial Board and the Society editorial staff. Selection is based on relevance of the topics addressed, accuracy and validity, contribution to the professional literature, originality, quality of writing, and adherence to Submission Guidelines (see www.dkg.org). Editorial Board members evaluate each submission’s focus, organization, development, readability, and relevance to the general audience of Bulletin readers. Due to the diversity of the Bulletin audience, material that expresses a gender, religious, political, or patriotic bias is not suitable for publication.

Please send materials to [email protected] or to Bulletin Editorial Staff, The Delta Kappa Gamma Society International, 416 W. 12th St., Austin, TX 78701-1817.

SubscribersThe Delta Kappa Gamma Bulletin (ISSN 0011-8044; USPS 715-850; IPM 0302295) is published five times each year by The Delta Kappa Gamma Society International, 416 West 12th Street, Austin, Texas. Periodicals Postage paid at Austin, Texas. Subscription, U.S. $31 per year; single copies, $7 each. International dues include subscription to The Delta Kappa Gamma Bulletin. Views expressed do not necessarily agree with positions taken by The Delta Kappa Gamma Society International.

Postmaster Send address changes to The Delta Kappa Gamma Bulletin416 W. 12th St., Austin, TX 78701-1817

Collegial Exchange

Graphic DesignTaylor Osborn


Members are encouraged to submit manuscripts for consideration by the Bulletin Editorial Board. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators accepts research-based articles including Action/Classroom Research, Qualitative Research, Quantitative Research, Reviews of Literature, Program Descriptions, Position Papers, and Book/Technology Reviews. The Delta Kappa Gamma Bulletin: Collegial Exchange accepts articles of a more practical, personal nature, including Classroom and DKG Practices/Programs, Viewpoints on Current Issues, Personal Reflections or Anecdotes, Inspirational Pieces, Biographies and Interviews, Book and Technology Reviews, and Creative Writing.

Submissions should be focused, well organized, effectively developed, concise, and appropriate for Bulletin readers. The style should be direct, clear, readable, and free from gender, political, patriotic, or religious bias. For more detailed information, please refer to the Submission Guidelines and the Submission Grids at www.dkg.org via the Apply/Submit tab.

Listed below are the deadlines and, where appropriate, themes with potential or sample prompts. Although there is a suggested theme for each issue of the Bulletin: International Journal for Professional Educators, manuscripts on all topics are welcome. The Bulletin: Collegial Exchange is not theme-based.

Collegial Exchange (86-4; Print)(Postmark deadline is December 15, 2019)

No designated theme

Journal: Evolving Nature of Schooling (86-5; Online)(Postmark deadline is March 1, 2020)

To what extent is public education relevant in today’s era of change?What are alternative models of schooling and their advantages/disadvantages?

To what extent/with what students is online learning/education an effective alternative to brick-and mortar schooling? How can/do/should schools respond to social issues?

How is education evolving in various countries?Have charter schools lived up to their promise?

Journal: Controversial Issues in Education (87-1; Online)(Postmark deadline is May 15, 2020)

Is high-stakes testing meaningful or disruptive?How should educators address gun violence in schools?

To what extent is enforcement of school dress codes and/or use of uniforms effective in promoting education?Should prayer be allowed in public schools?To what extent is online learning effective?

What grading/assessment systems are fair and effective?Are certain curriculum issues still controversial (sex ed, evolution, LBGTQ)? How are schools addressing such controversy?

What constitutes a fair evaluation system for teachers and other educators?To what extent does the ethnicity of a teacher have an impact on the students he/she teaches?

Collegial Exchange (87-2; Print)(Postmark deadline is August 1, 2020)

No designated theme

Submit all materials to: Bulletin Editorial Staff at [email protected] Submission Guidelines and other resources are available at the Apply/Submit tab on www.dkg.org.

Call for Submissions

4 · Volume 86-2

From the Editor

IMPACT. The concept dominates this issue of the Collegial Exchange and clearly illustrates why we become and remain members of this unique international professional society for women educators. Behind the impact lies power—in this case, the power of more than 60,000 key women educators working individually and in collaboration to achieve important goals that make a difference in the lives of others.

Ultimately, impact—a desire to create a strong effect upon members’ thinking and practices—is the goal of this publication, and the varied areas of impact for and by DKG members are captured in the diverse sections of the magazine. Viewpoint and personal reflection articles, for example, provide an avenue for influencing the thoughts and actions of members. In this issue, both the international president and the recipient of the 2019 Achievement Award offer insights regarding the potential growth of the Society. Others write to expand our understanding of diversity as it relates to gender; to encourage us to appreciate an author who speaks to individuals on all levels; and to dare us to do the “big stuff” that challenges learners. Personal reflections continue this avenue of influence, sharing reactions to a recent speaker; reflecting heartwarmingly on relationships with students; and explaining personal growth leading to an investment in future administrators.

Sections of the magazine devoted to educational or DKG practices and programs speak to the core of our profession: making a difference for learners. Here indeed are collegial exchanges of ideas about addressing PTSD in children; engaging adult learners; cultivating social-emotional learning; implementing virtual field trips; and using toys to inspire historical study. Description of a new program on leading effective meetings and of a long-standing project by Swedish members supporting Egyptian women inspire and inform regarding ways DKG impacts the personal and professional growth of members.

Finally, articles about international initiatives and/or from our international committees promote understanding of specific and very tangible benefits of membership. The impact of our collective support of the Emergency Fund is evident in articles delineating the practical and emotional help provided to members in

Nebraska and Puerto Rico after recent weather events. Detailing the financial support that makes a difference for those who receive international scholarships or who achieve grants from the

Educational Foundation clearly illustrates how DKG makes a difference. For the 2016-2018 and 2018-2020 biennia, the theme embraced by the

international president and the Society as a whole has been our vision statement: Leading women educators impacting education worldwide. As the articles in this issue suggest, DKG is indeed focused on the kind of IMPACT that will keep us “forward moving ever.”

Two New Features for the Collegial ExchangeThe family of publications for DKG includes not only

this magazine but also the Bulletin: International Journal for Professional Educators and the DKG NEWS. The latter two are published online only and, in an effort to increase their visibility, each issue of the Collegial Exchange will now include a NEWS Roundup, complete with a list of deadlines and important dates (p. 60) and list of abstracts from recent issues of the Journal (pp. 61-62).

Judy Merz, EdDEditor


Features

Americans in the 21st century are obsessed with HEALTH—their health, health issues, and health plans! Diagnoses, cures, and preventative measures abound in both print and Internet sources. Warnings from the Center for Disease Control dictate travel plans from the simplest regional excursions to international jaunts! The “disease du jour” is the hot topic wherever one goes, if one dare go anywhere! The debate over what foods to eat, what beverages to avoid or indulge in, and what forms of exercise to pursue rages on throughout the nation. The conscientious observer is often more baffled than educated by the bombardment of data, charts, and medical articles published daily on this topic.

It seems organizations and businesses, too, are obsessed with health—their own health. Diagnostic surveys are administered following roundtable discussions resulting from brainstorming sessions aimed at pinpointing the causes of declining membership, plummeting attendance at meetings, and debilitating apathy prevalent throughout all levels of the organization. Task forces and ad hoc committees meet to tackle and publish documents pinpointing the problems. Rarely do they offer a cure or even a prescription. A “band aid” mentality prevails. Rarely does one see a full recovery. With businesses, many declare bankruptcy, seeking the shelter of Chapter 11 status. With organizations, many fold or ally themselves with other weak organizations to create a larger but just as ineffective group.

During the last several decades, The Delta Kappa Gamma Society International at the local, state, and international levels has been obsessed with its own health. As in other large organizations, an aging membership devoted to traditions, resistant to change, and hesitant to relinquish leadership roles to the next generation has busied itself with analysis of the “diseases” that are hampering its growth and vibrancy. The task forces and survey results have been published, scrutinized, and belabored. Prescriptive measures have been ordered, voted on, and currently are being administered. Meanwhile, the patient grows weaker. What to do? Where to turn? What specialist to seek now?

Of course, what you have just heard is only the assessment of one DKG member formed through her own observations, conversations, and analyses after being a participant in many of the aforementioned discussions. In no way do I claim to be the specialist being sought to take on the case at hand; I am simply one of many who offers a prognosis that might lead to the breakthrough so necessary for the patient, our own Delta Kappa Gamma.

That vision is closely allied to the role of the patient. The will to live quite often dictates the outcome of an illness. I have seen a parent try desperately to stave off the effects of a terminal disease to fulfill the wish of the other spouse to celebrate a 50th anniversary. Sheer fortitude kept that parent alive for

Revival from Within

Keynote Address, 2019 Arts & Humanities International Conference, Asheville, NC

By Cathy P. Daugherty, 2018-2020 International President

Features

6 · Volume 86-2

months beyond what the doctors predicted. A spirit within motivated, pushed, and dominated. Quite often it is not medicine or procedures but forces within a patient that predict medical outcomes. So, too, I have come to believe that it is the spirit within the members of an organization that ultimately will dictate the ability of that group to overcome obstacles, to grow and to thrive. I still recall the title of a book I read years ago, Grow or Die (Land, 1973). No words are truer. No philosophy is more appropriate today for us as individual members or as a group collectively. But how do we get there? Surely, we don’t have to succumb totally to rise out of ashes like a phoenix to a new life or a new organization. No, I believe completely that the answer and the cure lie within each of us. We must “Revive from Within.”

DKG CPR

The medical field and its practitioners regularly advocate the need for every American to learn CPR. Statistics prove that knowing and using this one skill saves countless lives that otherwise would be snuffed out too early. Perhaps you know someone who has benefited from the expertise of another in this area. Perhaps you are certified in CPR yourself. Or perhaps you have saved a life through administering the technique. Please note: CPR is not a cure, but through it, life is prolonged. Through it, one is afforded the opportunity for a cure to be administered later. Without it, in many cases, there is no second chance. For many it is the turning point, the springboard to a revival from within. It is the lifeline to the person’s future here on Earth or, in our sense, the organization’s future.

For DKG, revival requires CPR in the organizational sense. First, there must be a Commitment to the mission and Purposes of the Society. International President Jean Gray noted (DKG NEWS, Sept./Oct 2002) that the Society Purposes are key to the health of the organization. They are, in a sense, our genetic code. They tell us what we should be doing and what our tasks are. They should be a major part of why you are here this weekend. Sadly, our numbers tonight also pointedly show that many of our members do not feel so strongly or are so attuned.

More work is indeed needed here to revive those sisters who may not understand the strength these seven Purposes afford. Why are you here this weekend? Have you read the Purposes lately? Do you believe in them? Where do you stand? Revival comes from within.

Second, there must be Professionalism in our programs at all levels. We are most fortunate to be DKG members. Program materials offer educationally sound approaches and methods to use in providing leadership development and in increasing the advocacy skills and educational expertise of our members. It has always amazed me that professional educators have not used sound educational practices within the Society’s own programs. Using our program materials will definitely boost the platelet count in any chapter meeting. But again, the key here is using them. If the patient shies away from the prescription, the desired results will not be realized.

Now, before we go further, please realize also that this does not mean “all work and no play” in chapter meetings. A healthy dose of both the professional and the personal will address many of the diverse needs we see in our chapters as they currently stand. A truly healthy individual mixes both business and pleasure in measures that produce equilibrium. Many chapters could learn from this. Does your chapter need to take heed? Do you need to take heed? Revival comes from within.

Third, in our CPR procedure, there must be Recognition of Members. Feeling good about oneself quite often is directly linked to how one thinks others perceive her. Let’s face it, recognition from each other sustains us. If we were to wait for the world at large to acknowledge our contributions or even our existence, we might die first. Of course, the world is better for women and for educators now than the BC and early AD eras I taught about in my Latin classes, but it is still nowhere close to where it needs to be. As Key Women Educators, we can make the difference in how fellow teachers see themselves and in the opportunities they can pursue.

Features


Recognition begins with an invitation extended to a colleague. Three women saw something in me in 1988 that I had never seen in myself. Through their sponsorship, networking experiences, leadership development instruction, and scholarship opportunities became realities. Recognition continues with seizing opportunities as they present themselves. The confidence I had known only in my classroom and school gave way to a public confidence reaching well beyond my expectations. I look back toward that person and then to the person I am today and know that DKG made the difference. It is a difference I wish for others. Revival comes from within.

The health of our organization begins within each one of us. My challenge to you tonight is to become responsible, healthy members of DKG. The organization’s health depends on each of us. We must become skilled in the practice of the organizational CPR techniques outlined here. The prescription for revival from within requires a liberal dose of commitment to the DKG mission, vision, and Purposes; to the professionalism in our meetings at all levels; and to the meaningful recognition of our members. Through this we will stabilize and promote the health and long life of the Society. While it may take a village to raise a child, it takes a membership to maintain an organization. Accept the

challenge and undertake your own “revival from within.”

Cathy P. Daugherty, a Society member since 1988, is DKG International President (2018-2020). A member of Alpha Alpha

Chapter in Virginia State Organization, she was the recipient of the 2016 International Achievement Award.

[email protected]

8 · Volume 86-2

FeaturesForward Moving Ever: Back to the Future in DKGEach year, the Delta Kappa Gamma Society International recognizes one member for distinguished service to the Society. From recommendations submitted by members, chapters, or state organizations, the International Executive Board selects a member for this honor, symbolized by a gold medallion presented to the recipient. We asked 2019 recipient Dr. Judith Merz to share thoughts on DKG.

I am a particular fan of DKG Founder Annie Webb Blanton, an iconic figure exemplifying the kind of passion and vision that help an individual—or an organization—to be, as she put it, “forward moving ever.” For years, when asked to consider the challenges facing the Society at all levels, my mantra has been “What would Annie Webb Blanton do?”—a question providing a touchstone for change and growth. For undoubtedly Blanton was an innovator, working both inside and outside the box to solve problems besetting women educators; a visionary, seeing

By Dr. Judy Merz, 2019 International Achievement Award Winner

an organization that could provide unique support for members joined in genuine spiritual fellowship; and a transformational leader, seeking to inspire, stimulate, and motivate followers to achieve results greater than originally conceived.

One of the great ironies of DKG, in fact, is that, in an effort to structure a transformational organization, members over the years have slowly, surely,

and unwittingly crafted a rule-bound, highly directive, complex, and demanding transactional Society. To be clear, I understand transactional relationships as relying on an exchange of some sort—generally of compliance for acceptance

or rewards for performance. The individual or entity that engages in transactional relationships uses the gifts or talents of people to advance his/her/its particular

needs. In the case of DKG, this transactional bent manifests in the lore that tells us “a DKG woman never says ‘no’”; in overly-specific governing documents that seek to impose a demanding conformity “for the good of the order”; and in a never-ending variety of certificates, pins, and rewards for achieving carefully charted and check-boxed chapter, state organization, or international goals. It has also bred an organization in which the placement of pins is sometimes more important than the placement of effort to support education and each other.

In a transformational organization—what I believe Blanton originally envisioned for DKG—the focus is more on the actualization of the message than on the completion of tasks. In calling for genuine spiritual fellowship—and perhaps even in the use of the term “sister”—Blanton was asking members to love, inspire, and care for each other so as to transform each colleague personally and professionally

and, accordingly, to promote excellence in education. The Purposes were not devised as a checklist of “to do’s” but rather a recipe for creating leading women educators

impacting education worldwide—for transforming each female educator into a force for change and growth in her own world and the world at large.

The tension between transaction and transformation may, indeed, be at the root of membership concerns. To the extent that structure (doing things right according to DKG directives) has come to outweigh mission and purpose (doing the right things


Featuresfor educators and education), it is not surprising that potential members may not find the organization attractive or that current members may become discouraged about its relevance and importance in their lives. Surveys of members who have left DKG have regularly revealed a disenchantment with the organization as not meeting the individual’s needs, overly emphasizing meetings and rules, or not being worth the time or money—i.e., not delivering on promised value. Such data are important. If a chapter, state organization, and/or international were delivering fully on the transformational promise of personal and professional growth, the value of membership would be crystal clear, and our numbers would soar.

The recent and ongoing effort to simplify, therefore, is critically important, as are increasing efforts to listen to the voices of members. Like businesses, DKG needs to become increasingly “lean”—to trim or cut out that which is not necessary or relevant for the mission and purposes. Consideration of 122 amendments to the governing documents at the 2018 International Convention was a step in that direction, but more needs to be done. The Society needs to embrace more fully the philosophy of kaizen, of continuously striving for improvement through small incremental changes based on input from all facets of the community. This Japanese concept evolved at Toyota, where managers adopted the idea that those on the front lines of production knew best how to improve production and actively sought their input and involvement. The concept is evident in education with the growth of professional learning communities (PLCs) and teacher-leaders—and is a natural fit for a Society founded on the talents and ingenuity of its members.

The 10 principles of the kaizen mindset, core to the philosophy and relevant to DKG, are:1. Let go of assumptions.2. Be proactive about solving problems.3. Don’t accept the status quo.4. Let go of perfectionism and take an attitude of iterative, adaptive change.5. Look for solutions as you find mistakes.6. Create an environment in which everyone feels empowered to contribute.7. Don’t accept the obvious issue; instead, ask “why” five times to get to the root cause.8. Cull information and opinions from multiple people.9. Use creativity to find low-cost, small improvements.10. Never stop improving. (TechTarget Network; retrieved from https://searcherp.techtarget.com/definition/

kaizen-or-continuous-improvement)Does our beloved and tradition-laden Society have the courage for such consistent self-examination and

continuous improvement? Is our genuine spiritual fellowship—based on a gut-level love of education and desire to help each other grow—enough to move us past what is comfortable simply because it is familiar? I believe our iconic Founder holds the answer because she both exemplified and set the stage for the real, key tradition for DKG: that of women educators supporting each other and taking increasingly more effective roles of leadership in our profession. What would Annie Webb Blanton do to ensure that DKG is “forward moving ever” in 2019 and beyond? In the answer to that question lies our future.

10 · Volume 86-2

FeaturesDKG Emergency Fund to the Rescue By Kathy FonerA series of bizarre factors contributed to devastation caused by flooding in Nebraska in March 2019. A “bomb cyclone” hit on March 12, 13, and 14. It created blizzard conditions in the western parts of the state with snow accumulations up to 20 inches. In the eastern part of the state, it dropped 1 to 3 inches of rain in a 2-day period. Usually this amount of rain does not cause much damage, but it fell on top of several inches of snowpack. The rain melted the snow, and because the ground was still frozen from one of the coldest February’s on record, the water ran. The cold weather also created very thick ice packs on top of the rivers and streams. When the rain came, the ice packs started to flow, break up, and cause huge ice jams on the rivers. Dams broke, levees gave way, and major flooding occurred. Bridges and roads were washed out. Homes and farmsteads were swept away along with countless livestock.

Nebraska state organization officers got the word out quickly that DKG Emergency Funds were available to members. Carol Murray, a member of Upsilon Chapter from North Bend, was told to evacuate on March 15th. She returned on March 25th. She states, “We had 3 feet of water in our basement. We lost our furnace, water heater, freezers and contents…. We stopped totaling our losses when they topped $40,000.” Her flood insurance didn’t cover the contents of the basement. However, within a few weeks she received $500 from DKG to help pay for some of the items that needed replacing.

Amy Carlson, a member of Omega Chapter, lives in a farmhouse built by her husband’s grandparents in 1917. The flood level in Valley was 12 to 18 inches higher than any previous flooding according to family records. She states, “I am so grateful for the grant money…. I am using (it to) repair damage to my yard, including removing flood mud, leveling ground, reseeding grass, and repairing my flower beds.” Planning nevertheless to host Omega Chapter’s June 2019 meeting, she noted, “It is very important to me to have my home be a welcoming place for my DKG sisters. Thank you for helping with that goal.”


Features

Mary Snowdon, Paige Randa, and Marilyn Janovec are members of Alpha Lambda Chapter. Mary and Paige live on ranches in the Niobrara and Verdigre areas in northeast Nebraska. Although their homes were not damaged, the ranches were. Mary and her husband have cow herds located on the east and west side of the Niobrara river. March is calving season in Nebraska. When the dam on the Niobrara broke, it washed out two bridges that cross that river. Mary quipped, “What once was a 15-mile trip from one place to the other is now an 80-mile trip.” Paige stated, “We lost cattle, fencing, and 20 to 25 acres of an alfalfa field.” The money she received was spent for some of the fencing materials and sand removal. Marilyn and her husband own a hotel in Niobrara. The area attracts many visitors through the spring, summer, and fall to enjoy the hunting, fishing, and water recreational opportunities of the area. With the Niobrara bridges gone, access to Niobrara will be limited, hurting the tourism and, thus, their livelihood this year.

DKG responded very quickly to these women’s calls for help. Most checks arrived within 2 weeks of the application being received by DKG administrators at International Headquarters. If you find yourself in the middle of a natural disaster, applying for Emergency Funds is easy. Log into the DKG website and click on the Forms tab. Download Form 84 and complete it. Save the completed form to your computer. Email a copy to your chapter president, who then will submit it to the state organization president, who will then pass it on to International. If your chapter or you as an individual want to contribute to the Emergency Fund, log in and click on the Forms tab. Use form 43/CONTRIBUTIONS. Send it to the address listed on the form.

As Mary stated in her thank you to DKG, “How grateful (I am) to be part of this organization that cares about human lives when tough times hit…Thank you and God bless.” Let’s continue to be caring when our members are in need by contributing to the Emergency Fund.

Kathy Foner is a member of Alpha Lambda Chapter in Nebraska State Organization. [email protected])Photos courtesy of Mary Snowdon.

12 · Volume 86-2

FeaturesLearning from Maria: Almost Two Years After

By Evelyn Lugo Morales

Reflections amid DesolationIt has been almost 2 years since the

most devastating event ever occurred in Puerto Rico. Looking back on September 20, 2017, my island was destroyed not only of its beautiful landscapes, mountains, and valleys, but our people lived the worst nightmare ever dreamed. Hurricane María was our teacher in many ways. It taught us that we had lived in a bubble. We thought that our homes were secured, that our everyday living was secured, and that our government was able to handle critical situations. At least some of us never thought that we would retrieve our lives to go back to the past. For me, it felt like living in the early 20th century in a country with dreams of becoming a sophisticated island that would be the mirror for other countries.

From my perspective, we learned that our bubbled lives were not as secure as we thought. Our experience with a Category 5 hurricane was a lesson for which we were not prepared. Many people were caught off guard even though some had prepared their homes with the necessary items, such as groceries for a couple of days and fuel for their generators (if they had one). They believed they would need to use these items for a short period of time — not for many months or for almost a year. It was a fanciful reality of getting ready for a hurricane effect that had never been lived before.

Our people learned to accept that we were not ready for the catastrophe of the highest level in our present Puerto Rico. Many Puerto Ricans lost their homes or were marooned by the high waters of rivers

and coastal flooding throughout the island. The worst challenge was the inability to help many citizens because of the severity of the damages. Families were isolated from being rescued from urban and rural areas by fallen trees, landslides, damaged or fallen bridges, and the destruction of the communication and electrical infrastructure of the island. Not having communication with the outside world and living almost in complete blackout was a traumatic experience. Many families lived their worst nightmares by not having water or food for their children, the elderly, and the sick. It was a dreadful learning experience.

My memories still haunt me as I remember that more than 3,000 lives were lost during and after Hurricane Maria. Many families were forced to leave their homes in search of stability and recovery. Several thousand Puerto Ricans lost their jobs and the ability to support their families. It was a new learning experience for those who had to wander to the unknown and to new environments searching for normality. It was an emotional outbreak to know that leaving their homes was the best decision to care for their loved ones. We learned to cope with our unsatisfied needs after Hurricane Maria, which also placed all of us in Puerto Rico in the eye of the world.

DKG members met with the district superintendent to donate 50 backpacks for students in Cayey, Puerto Rico.


Features

Solidarity and ResilienceOne important learning

experience for all of us on the island was how our fellow Puerto Ricans in the international arena jumped in with aid to comfort those in major need in our post-Maria reality. We learned that Puerto Rico had many brothers and sisters who supported the efforts of regaining the faith that this situation would be temporary. Among the most supportive to our people was Delta Kappa Gamma International Society. As State Organization President 2017-2019, I would like to thank each one at Delta Kappa Gamma Society International. When Hurricane Maria touched land, no one was aware of the enormous damage it would leave

behind; it was DKG Headquarters, through Phyllis Hickey, that was extremely responsive in taking care of our members in Puerto Rico. Emergency fund grants were sent to all our sisters with major damages, and we are thankful that we did not lose any of our members because our dues were covered by caring ladies who understood where the priorities were set. They were our DKG angels. Delta Kappa Gamma Puerto Rico expresses our most deep appreciation and gratitude to our sisters who promptly responded by calls, text messages, and email and who were concerned about our needs.

Our Post María Recovery Project was initiated as soon as the

schools were able to start classes again. At the state organization level, I worked with our treasurer, Rosa Delia Fernandez, to search for schools and communities in which to offer our help as we had received donations from DKG sisters from various state organizations. Our project consisted of adopting kindergarten classrooms and providing teachers with materials and resources, such as office supplies, cardboard, construction paper, kids’ aprons, pencils and crayons, paper, ink cartridges for photocopiers, rubber mats for classrooms areas, notebooks, name tags, water paint, playdough, and more than 200 backpacks with school items for students of

Maria, a Category 5 hurricane, wreaked havoc on the beautiful island of Puerto Rico.

14 · Volume 86-2

Featuresdifferent grade levels. Our DKG angels shipped school supplies and other materials that we continue to distribute among students, schools, and communities with needs for basic resources. We appreciate how our DKG sisters also gave Puerto Rico State Organization financial support to cover the loss of equipment in the schools.

So many emotional moments occurred during the international convention in Austin, Texas, where Rosa Delia and I had the opportunity to meet with our DKG angels and thank them personally. On the other hand, we also made contacts to partner with various state organizations that wanted to continue giving us a hand with the

schools and help our students and teachers after all the turmoil Puerto Rico had endured. Our special appreciation and gratitude go to Carolyn Pittmann, Phyllis Hickey, Barbara Devenport, Marcia Barron, Karen Duke, Rosemary Morrow, Angela Bedenbaugh, Aggie Moynihan, and Mary Lee Makinen, among many other sisters that Rosa Delia and I met during the convention. Thanks so much on behalf of our sisters in Puerto Rico for being there when we most needed help.

Today, Puerto Rico has regained its splendor and colorful landscapes even though, almost 2 years after Maria, there are still some visible effects of the damages. The hope for recovery is present as our people have surpassed many of the obstacles by returning to the island, rebuilding their homes, and reopening their businesses. New businesses are flourishing, and our island has regained its vitality and our hopes for a better future. Resilience is our new reality. Learning from María has involved understanding that nature’s deeds taught us to appreciate what we have, what we are lacking, and what we are willing to work for. Nonetheless, it is comforting to know that Delta Kappa Gamma Society International will always be there for our organization in Puerto Rico.

Dr. Evelyn Lugo Morales recently retired as a full professor from Universidad Ana G. Mendez University in Carolina. A graduate of University of Puerto Rico with a doctoral degree in Education in Curriculum and Teaching English as a Second Language (TESL), she served for many years as the university’s English Coordinator and taught general education and Education TESL courses as well as graduate courses in Curriculum and Teaching in English. A Delta Chapter member since 1988, Lugo has been Puerto Rico State Organization President in various biennia (2005-2007, 2007- 2009, 2017-2019) and has been reelected for the 2019-2021 biennium. The organization in Puerto Rico has embraced various projects, the most important one being the Post Maria Recovery Projects for the schools. [email protected]

Motivated DKG members in Puerto Rico gathered and donated holiday gifts as recovery efforts continued well beyond the hurricane itself.

Structures on the island could not withstand sustained winds of up to 175 mph during Hurricane Maria.


ViewpointExpanding Diversity: Gender and Labels

By Barbara S. Mitrano

Diversity has long been of interest and concern to caring teachers. Elementary teachers in particular are well-versed in creating learning experiences that celebrate cultural, racial, and ethnic diversity. As an educator at the college level, my experience suggests that we are entering a time when it behooves all educators to expand our concept of diversity.

Often, workshops and training sessions on diversity focus on cultural, racial, and ethnic diversity to the exclusion of gender. Yet gender is also an issue that deserves examination as a part of diversity. Several concepts and issues come to mind when hearing the word “gender.” One is that gender means that a person is male or female. Another idea is that gender refers to the inequalities that exist between men and women. More recently, gender refers to the sexual harassment and assault that all too many women have endured and still endure. These topics are worthy of discussion and action to combat them. By extension, these topics lead to discussion of gay and lesbian concerns.

The Women and Gender Studies Department in the college where I taught has always attracted students who identify as gay or lesbian. Partly, this is because the notion of being gay and lesbian is treated as a legitimate topic of study. The topic is raised not because there may be students in the class who identify as gay or lesbian but because it is worthy of study. Also, I believe that students who do identify as gay or lesbian have felt safe in our classrooms, knowing that we treat the topic with respect.

Most recently, gender nonconformity has expanded to include transgender students as well as students who reject gender labels altogether, illustrating the reality that gender is not only culturally proscribed but much more fluid than many educators have previously believed.

As with many other issues, I sense that the issue of gender fluidity has filtered down to middle school and even elementary school levels. We are all familiar with stories of kindergarten children who prefer playing with toys and games that are considered appropriate for the “opposite sex.” Usually, this play is tolerated to an extent, if not encouraged. As students get older, however, there is subtle—and not so subtle— pressure to conform to the binary gender prescription, particularly at the middle school level when students

are struggling with their changing bodies and what it means to be a sexual person. With the increased media attention to gay and transgender rights, students at all levels will became more aware of gender fluidity and more willing to accept it.

Let me share my experience with Erik (not his real name), a student in my Research Methodology class. I refer to Erik as “he” because that is the way he presented in class. During the first class, when students introduce themselves to the group, Erik shared that he often presented as female when he went out socially. He stated that he was comfortable with being referred to as “he” when he was in class.

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ViewpointAlso in this class was an older

woman who was from Jamaica. Gradually, as the semester progressed and students became more comfortable with one another, she asked if she could interview Erik as her project because she was unfamiliar with the idea of someone who would present as more than one gender. This was not a topic she had ever discussed, and she wanted to understand it. Erik generously agreed to talk with her. I was pleased with her respectful attitude and Erik’s response.

I thought of Erik as someone who was at the beginning of the process of transitioning. When it came time for individual conferences, the first thing I asked Erik was whether or not he had the support of his family. He assured me that he did. Then I asked where he thought the process was headed: Would he have surgery or not? Would he present more often as female? What was his goal? His response was that he wasn’t sure and that he was ok with that. I realized then that my assumptions about Erik were much more restrictive than his own concept of himself. He was not worried about who he would become; he was satisfied with who he was and open to what that might look like in the future. As is often the case with teaching, I learned more from my student than he did from me.

What did I learn from Erik and the rest of my students that semester?

• As sensitive and understanding as I thought myself to be, I was making assumptions about students. Don’t. Ask them and listen carefully to their answers.

• Ask about their pronoun preferences even if using plurals, for example, feels awkward.

• If the teacher creates a respectful atmosphere, most students will behave respectfully.

• If you sense an issue, ask the student (privately) if he or she would prefer not to discuss their gender in class.

• Students can be more understanding than you might think.

• Students are becoming more comfortable with gender fluidity.

Admittedly, my class situation was ideal for these understandings. Research Methodology is a 400 level college class in the Women and Gender Studies Department. Many elementary, middle school, and high school teachers do not operate under conditions as conducive to gender discussion. They may face students who see gender nonconformity as a good reason to bully a classmate. They may face community opposition for religious or cultural reasons. They may face pressure from administrators who would prefer that the issue just disappear.

I believe, however, that caring teachers at all levels will do what caring teachers have always done. They will be sensitive to all their students. They will find ways to respect where their students are and to lead them to greater awareness and toleration of differences. They will model the behavior they want their students to follow. They will encourage their students to see each other as individuals and not as a labels.

Dr. Barbara S. Mitrano, a member of Alpha Alpha Chapter in New York State Organization, recently retired from The College at Brockport, State University of New York, where she taught in the Women and Gender Studies Department. Mitrano earned a bachelor’s degree from Nazareth College in Rochester, New York; a master’s degree from the College at Brockport; and a doctorate from the University of Rochester. She is a member of the American Association of University Women, the National Organization for Women, and Planned Parenthood. [email protected] May 2019, the 2018-2020 Administrative Board approved the

Society’s inclusivity statement: “All educators who identify as women may be invited to membership.”


ViewpointCelebrating Mo Willems’ Elephant and Piggie Books

By Karen KinneyIntroduction

Why write an article about an author and illustrator of preschool children’s books and two of his most beloved characters? The purpose of this piece is to celebrate Mo Willems, who uses his characters, Elephant and Piggie, to model positive traits. He deserves recognition for writing entertaining books that highlight kindness and friendship. While sharing everyday experiences, his characters show how to put the needs of others first. His books are also perfect for enriching the curriculum with math, reading, and higher level thinking activities.

The simple illustrations are so expressive that many times words are not needed. Often the reader can tell what the characters are thinking just by the looks on their faces. Willems uses the size of print to give clues about emotions. If Elephant is sad, the print will be very small. If Piggie is happy or excited, the print is extremely large.

Elephant and Piggie are best friends even though they have opposite personalities. Elephant is contemplative, serious, thoughtful, and somewhat insecure. Piggie is carefree, adventurous, cheerful, and exuberant.

The series of stories about these two characters includes 25 books. Summaries of five are provided here along with suggestions regarding how the books can be used with any age group.

Featured Books In Should I Share My Ice Cream? (Willems, 2011),

Elephant spends most of the book telling himself reasons for and against sharing his ice cream cone with Piggie. By the time he decides to share, the ice cream has melted all over the sidewalk. Piggie comes along with her own ice cream cone and shares it with Elephant. He thinks that this wasn’t his plan, but the two friends were still able to share a tasty treat.

Elephant is worried in My New Friend is So Fun! (Willems, 2014) because Snake tells him Brian Bat just met Piggie and they are playing together. Elephant is afraid he will lose his best friend to a new friend. It turns out Piggie and Brian have been drawing pictures of their best friends—Elephant and Snake.

In Listen to My Trumpet! (Willems, 2012), Piggie is excited because she has a trumpet to play for Elephant. After listening to terrible sounds coming from the instrument, Elephant decides that Piggie is not playing music. Piggie asks what he thinks of the demonstration. Elephant wants to be polite and not hurt her feelings, so he makes comments like “the trumpet is loud and shiny,” but he is not hearing music. Piggie admits that she wasn’t trying to make music but was trying to speak elephant so she could sound like her friend.

Piggie sees that Elephant is unhappy in My Friend is Sad (Willems, 2012). She decides to cheer him up by dressing as some of his favorite characters. After seeing a cowboy, clown, and robot, he is still sad. He was sad because he thought his best friend was not there to share the excitement with him. He says he needs his friends, and Piggie says she thinks he needs new glasses (since he didn’t recognize her dressed as the characters!).

In Happy Pig Day! (Willems, 2011), tells the story of a special day to do all things pig, such as sing pig songs, play pig games, and eat pig food. Elephant feels he doesn’t belong because he is gray with big ears and a trunk. Piggie tells him pig day is for anyone who loves pigs. Elephant then joins in all of the festivities and feels like he does belong.

Willems’ books feature best pals Elephant and Piggie and help readers explore kindness and friendship.

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ViewpointUsing the Books with Children

Sharing these books with beginning readers is the perfect way to engage them in the reading process. Ask questions such as What do you think will happen next? Looking at Elephant’s face, how do you think he feels? Why are the letters written so big? What do you think Piggie is thinking?

Questions helping students focus on positive character traits could include How did Piggie act in a kind way? How did Elephant put Piggie first? How do Elephant and Piggie show that they are friends? Following discussions, children could share their own experiences verbally or with pictures.

After reading several of the books, the teacher can make a graph, writing the titles of the books at the bottom and numbers along the side of the graph paper. The children put a sticker on the graph to show their favorite book and then write a story about what the graph shows.

On page 13 of Should I Share My Ice Cream? a list of adjectives describing ice cream appears. Have the children make a group list before reading the page. Compare the two lists to see if the children used any words that the author didn’t use.

Have the children write or draw what they like to do with their friends. Write a song about Elephant and Piggie using a familiar tune.

Using the Books with Adults Although the books are written on the

preschool level, all ages can identify with the feelings expressed in them. At a DKG Indiana State Organization convention, I used Happy Pig Day! in my session. I stopped reading when Elephant said he felt he didn’t belong and had small groups discuss if they had ever felt that way.

Chapter colleague Ann Ambler and I presented Listen to My Trumpet to a group of retired teachers. After enjoying our antics, the teachers discussed in small

groups what a friend had done for them. Some shared what they had done for a friend.

Here are some other topics that could be used for discussion with adults:

• How can we make new DKG members into new friends?• What have you done to be more like a friend? (trumpet

lessons??)• What have you done for a sad friend?• What has a friend done for you when you were sad?• What food do you like to share with a friend?

ConclusionThis series illustrates how an author can support the social and

emotional growth of children. Willems’ characters are models for all ages. The books can also be used to enrich many areas of the curriculum.

A bookseller told me that when Willems announced he would not write any more Elephant and Piggie books, there was an immediate reaction. Parents, teachers, children, librarians, and booksellers across the country were “crying.”

In the final book, The Thank You Book (Willems, 2016), Piggie thanks all the characters who appeared in the other 24 books. She finishes by thanking the readers, saying they are the best and she is one lucky pig. I think the readers are the lucky ones to have an author like Mo Willems introduce us to the wonderful characters of Elephant and Piggie.

Karen Kinney is a retired elementary teacher who served as the co-director of the Northwest Indiana Writing Project. She has presented numerous workshops on writing and children’s literature at the state and local levels. She is a member of Alpha Zeta Chapter in Indiana State Organization. [email protected]

Author Kinney reads Willems’ Happy Pig Day to rapt children.


ViewpointDaring to do the Big Stuff

by Zoë Dillard

Not long ago, I attended a university concert dedicated to the 100th birthday of Leonard Bernstein. It opened with the score to the film On the Waterfront, a movie I used to show my high school theatre students as an example of dynamic acting. Joining in a standing ovation for a powerful rendition of the overture to West Side Story, the educator in me was brought to tears. What an extraordinary opportunity for these college students to play this iconic music for over 2,000 people!

That is the heart of it for me as an educator and particularly as a theatre educator: creating opportunities for growth. Some of the most wonderful shows for students to experience are the ones they’ll never master but in which they should immerse themselves just the same. I believe “if you choose it, they will come.” West Side Story is one of the most dynamic and challenging selections in the American musical theatre collection and adored by most high school students. It’s the iconic triple-threat musical, demanding superior levels not only of singing and dancing but also of dramatic acting in sensitive situations. The show’s themes and their ongoing relevance typically resonate with students. The score is either a student pit orchestra’s dream or nightmare, depending on the level of musicianship and dedication of the pit director. But I think back to that production I directed at Falls Church High School in 1987, early in my teaching career, and have only the happiest of memories. Was the production perfect? Of course not —but that is not the point.

So many aspects of that production were memorable and unexpectedly touched lives. My vision for the backdrop in our 1000-seat auditorium was to have a spray-

painted graffiti mural that read “Sharks” and “Jets.” But who could paint such a huge canvas? It turned out that one of my cast members said, “I know a guy…” I encouraged my student to ask this guy to meet us after school in the auditorium. When he walked onto the stage with a swagger, I started thinking about casting possibilities. It turned out the student on our stage was Latino and well-known for his graffiti artwork in the community, often without public permission. When I told him I wanted him to spray-paint an entire wall at the school and I would buy the paint, he thought I was kidding. But he gave me the list of paint to buy, and when we both showed up the next day, he started to believe. Not only did this young man create an amazing backdrop, but he performed in the show as part of the Shark ensemble with several of his friends. None of them had ever been onstage before, but when the grand drape closed on the final performance, that young man cried in my arms because he was so moved by the experience of our West Side Story.

For every reason our show would never be perfect, there were five reasons why I’m glad we did it anyway. We were a small department and barely had enough people to pull it off, so we asked teachers and administrators to play most of the adult authority roles, which led to stronger relationships among students and adults in our school. Then there was the English teacher who played the shop owner and was afraid to slap the student playing Tony, who was a very serious teenaged actor encouraging his teacher to “let me have it!” Maybe it was that “method acting” firm slap on

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Viewpointthe face that contributed to the student’s preparation for the full-ride scholarship he later received to Carnegie Mellon University’s acting program.

I had the perfect Maria—petite, dark haired, with a soprano voice that soared! Her mother, our school finance officer, loved making detailed costumes for the show. And our “Somewhere” ballet dancer was practically professional, a senior spending half of each school day training with The Washington Ballet, returning to our school for specifically scheduled rehearsals.

Even my dog made an appearance onstage. I had this idea that the Jets should have a dog in the first scene, which opened on a basketball court. Baby John had my golden retriever on a leash during the game and ran offstage at the appropriate moment—except the golden retriever decided to exit smack into the proscenium arch on opening night; the whole audience gasped! The dog was fine and also gave us one of our more comical moments in rehearsal when she decided to bark from backstage in the middle of a tender love scene between Tony and Maria. That discovery led us to have a student dog-sitter take the golden retriever outside when she wasn’t officially performing.

Returning to the power of the Bernstein music —I remember our student pit orchestra coming up a little short on violin players. The pit conductor asked if I had any school funding to pay a few adults to come in and fill out our orchestra. Because most of our money for the show would come from ticket sales, I really didn’t know what I would have to offer until after the performances were over; public high school theatre departments are typically self-supporting. I told her I could only pay $50 for all three performances and several dress rehearsals; it was a pitiful offering, but she took it to see who she could get. At our first dress rehearsal, violinists from the local community symphony showed up, allowing our pit orchestra to do justice to that beautiful West Side Story score! After the show was over, I was handing our pittance of a payment to one of the violinists; she told me they all would have done it for nothing just to have the opportunity to support the students and play that glorious music.

Was our show perfect? Of course not. Was it inspiring, memorable, and meaningful? You bet. Did it give students increased confidence and artistic growth? Absolutely.

Don’t be afraid to offer your students the opportunity to do the big stuff. Engaging in iconic arts, literature, and educational experiences is worth the effort—whether in a K-12 setting or at a college concert.

Zoë Dillard, MEd, is president of Beta Delta Chapter in North Carolina State Organization. She is co-author of the text Real-World Theatre Education: A Teacher’s Guide to Growing a Theatre Education Program (2015) with Chip Rome. [email protected]

Production photos courtesy of Cindy Southworth.


Personal Reflection/AnecdoteIdentity + Integrity = Leader: Reaction to Finding the “I” in Leader

By Phyllis E. VanBuren

Leaders, we are told, do not focus on “I.” Yet Finding the ‘I’ in Leader was the theme of the keynote address delivered by Dr. Judy Merz on July 12, 2019, at the DKG International Conference on Leadership in Des Moines, Iowa.

Merz opened her address by musing on the current popularity of tattoos as ways to identify with persons or principles that guide one’s life and offered several possibilities for body art to represent DKG—such as roses or crowns. She then reiterated statements that have become the mantras of DKG—“forward moving ever” (from Annie Webb Blanton), “every member is a leader,” and “one can lead from any chair”—all precepts embodied in the DKG vision of “Leading Women Educators Impacting Education Worldwide.” Working to suggest an appropriate “tattoo” for DKG, Merz explained the concept of Kaizen, a combination of the Japanese characters Kai and Zen, meaning “change for good.” This concept came from Japanese businesses following WWII to connote that all members of an organization possess insights for improvement in an organization. According to Merz,

…Kaizen ultimately says that every member should be empowered to lead and, perhaps even more importantly, should be determined to challenge the status quo, initiate change, and make a lasting impact regardless of her specific role. Every member should be a leader devoted to the continuous improvement of the Society in order to ever more effectively promote the professional and personal growth of women educators and excellence in education.

That core value and the identity of DKG—“All members are leaders”—entails many duties. Merz offered various ways to discover our identity as individuals and as members of the Society in order to meet those duties. Her address was not prescriptive but descriptive. As a servant leader and exemplary educator, she highlighted varied tools and maps to recognize our strengths and potential limitations as fellow leaders. As teachers constantly looking for new strategies, materials, and approaches, we often refer to ourselves as “bag ladies” or are perpetually trying to “fill our toolbox.” That was a striking feature of the keynote presentation: Merz provided many tools we might choose for use in the classroom and in society—as well as in the Society.

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Personal Reflection/AnecdoteIdentity and Integrity

Merz reminded us: “During this week, if we have learned nothing else, the big takeaway should be that leadership is an extraordinarily complex and multi-dimensional challenge that eludes a simple definition or recipe.” With no simple definition or recipe available, she identified two facets of a leader—Identity and Integrity. A leader must know “self” and be true to “self.”

Of course, one must know one’s self before attempting to lead others. Merz then proceeded to provide multiple tools for listeners to employ in finding our personal “Identity.” Repeating a theme from another keynote speaker, Susan Leahy, “I am a leader because I am,” Merz challenged each listener to become familiar with herself before using the hard skills (learned) and soft skills (cultivated) in her role as a leader.

As a patient guide or counselor, in a linear yet circular fashion, Merz started with other addresses and sessions of the week and wove their salient concepts into her thesis of the role of “I” (“personal, core identity”); continued with a review of ways to understand self in order to better interact with others; examined a historical progression of learning and personality styles and assessments; and ultimately led attendees to self-assessment in the present moment via a simple tool involving geometric shapes. Each of the suggested tools could help us individually in finding the “I” of self before expanding our interactions with others. By outlining numerous scales and assessments, she allowed us to identify those that would be most helpful to each of us.

The other half of the “I” is Integrity (“values, beliefs and actions”). While the world may try to silence us and tempt us to hide our identity, the inner voice affirms our values, our integrity. Only by listening and responding to that voice can we defend the “I,” the self.

Those principles brought to mind a special poem that guides me. To summarize the thoughts of Dale Wimbrow’s 1934 poem, “The Man in the Glass,” we must look at the person in the mirror at the end of the day. If we are pleased with the image of self, we might assume that we lived that day with “Integrity” and answer only to self at the end of the day. The metaphor of the mirror was also the image that Merz used on the slide to operationalize “Integrity.”

In the exercise involving selection of a preferred geometric shape to reveal how our brain functions, I found the shapes misleading, at least for me. Researchers Lewis (1992) and Dellinger (1989) linked the shapes to certain preferences and personalities. Merz summarized their studies with these words: “…psycho-Geometrics is based on the notion that we tend to be attracted to certain shapes and forms in the environment because of our personalities, attitudes, education and experiences, as well as the ways in which our individual brains function…”

The introduction to the exercise was alluring, but I lost my way, my identity. The given shapes did NOT work for me initially. Who wants to be labeled a square? Who wants to be round and fat? Who wants to be sharp and piercing? That left the calm, flowing lines of the squiggle—and that profile was not even close to my view of life or values. If there could be other figures used to reveal the desired summary of utilizing our strengths and meeting our challenges, I would discover myself more easily.

Dr. Phyllis Van Buren is a member of Eta Chapter and a past state president of Minnesota State Organization. Also a past Northwest Regional Director, she currently serves on the International Book Awards Committee. [email protected]


Personal Reflection/AnecdoteThe following slides, complete with geometric shapes,

summarize our foundations, our strengths and challenges, and how others may identify us and prepare their approach to working with us and we with them.

Gratefully, although not readily evident to me, the information related to the shapes is absolutely accurate. If we openly admit our strengths and challenges and acknowledge, thankfully, that others have diverse talents and imperfections, we are able form quite a unique company of leaders. That is the identity of DKG. Our commitment to this cooperation among idiosyncratic leaders will shape our future.

Near the end of the presentation, Merz provided two images of the four shapes combined to form a person. Both images were visualizations of how the diversity in DKG can come together and form an entity that is much more effective than the isolated forms. They could become a part of the iconic symbols that remind us of the exceptional and distinctive identity of DKG—key women educators impacting education worldwide.

Merz’s conclusion was simple, direct, and yet profound: As you complete your leadership development journey this week, I challenge you to consider the truth behind the statement ‘I am a leader because I am’ …. Because I have an identity that is uniquely and importantly mine and that shapes how I work with others.

With those words, we were reminded that each of us is unique and yet a leader. Each member of DKG is self-directed and exceptional. Yet together, sharing our gifts, we will continue to be forward moving ever to 2029 and beyond.

Merz synthesized the presentations of the week and challenged us each to accept our role as leaders with integrity. Her speech was moving. I trust that we found our personality and temperament in her words and eagerly move forward in DKG with responsibility and vigor—Identity and Integrity.

Merz cited the following resources for those interested in more information on the shape-based personality assessment:

Dellinger, S. (1989). Communicating beyond our differences: Introducing the Psycho-Geometrics® System. Upper Saddle River, NJ: Prentice Hall/Jade Ink Direct.

drjb & sherry. (2018, Feb. 9). Simple symbol personality test [Blog post]. Retrieved from https://owlcation.com/social -sciences/Simple-Symbol-Personality-Test

Hewitt, J. (2013, May 16). What shape are you [Blog post]. Retrieved from http://fiveinsix.com/2013/05/what-shape -are-you.html

Lewis, D. (1992). Stress for success: Using your hidden creative energy for health, achievement, and happiness. New York City, NY: Carroll & Graf.

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Personal Reflection/Anecdote

Eleanor Roosevelt once said that true friends leave a footprint in your heart. Recently I attended a choral recital at my local high school. It was the senior performance for three young ladies I had taught in my first-grade class and again in Grade 5.

I’d watched them learn to read, tie their shoes, and spend a whole day without their mothers. With the leap to fifth grade, they were inquisitive knowledge seekers and full of self-confidence.

Now, as seniors, they were so grown up that it was a challenge to identify them from afar in the audience. Wearing pearl necklaces and black formal theater gowns, hair atop their heads in a glossy bun instead of wild ringlets or ponytails, these were mature, poised young adults. It was wondrous to watch them perform.

Visiting after the program, I learned that all three were going on to college and had a path they’ll pursue with excitement and dedication.

Like the many children we’ve all taught, these girls left a footprint in my heart. Their hugs and smiles were as sincere as when they were 5 years old, and our feelings for each other were still as heartfelt.

Treasure the footprints in your heart. They are the blessings of being an educator.

A Footprint in Your HeartBy Jeannette Carofano

Jeannette Carofano taught Grade 1 for 21 years, 14 years as Learning Immersion, and retired after teaching Grade 5 Gifted/Talented and all grades in between. A National Board Certified Teacher as well as Gifted/Talented Certified, she is serving her second term as president of Kappa Chapter in North Carolina State Organization. [email protected]


Personal Reflection/AnecdoteInvesting in Future Administrators: An Interview with Dr. Raelye SelfThis interview was conducted as part of the City of San Angelo “20 Under 40” recognition program. This program is an annual effort to spotlight rising young leaders who have shown a willingness to invest deeply in their careers and in their community. With her dissertation research focusing on gender bias among secondary school administrators, Dr. Raelye Self brings an interesting perspective to the field.

By Tia Agan, Lesley Casarez, Raelye Self, Brian Groves, and Anthony Wilson

Dr. Raelye Self’s views on leadership provide insight for every person seeking to make a difference in the field of education. Women administrators who make a conscious effort to understand the communication approaches that best meet the needs of their stakeholders have a better chance of avoiding gender bias and increasing student success. After all, the most important byproduct is the potential to plant a seed of leadership so that students are empowered to contribute successfully to society.

An assistant professor and Advisor for Educational Leadership in the Department of Curriculum and Instruction at Angelo State University, Self helps future school administrators through the process of obtaining

degrees and advanced certification. She oversees the principal and superintendent programs in the department and also assists with teacher and counseling certifications.

Self came into higher education via a rather circuitous route. She has a bachelor’s degree and a master’s degree in agriculture from Angelo State University. She then went on to obtain a master’s degree from Angelo State University and a doctoral degree from Texas Tech University in educational administration. After her time in public schools as a teacher, assistant principal, and principal, she joined the faculty at Angelo State University, working in an area about which she feels passionate.

Why do you have a passion for educating school administrators?

One of those who nominated you for the “20 Under 40” honor wrote that you have a knack for making people “feel like the most important person in the room.” Where do you think that comes from?

The principal certification is near and dear to my heart as a key part of my background. Principals make such an impact on student achievement and teacher growth, so I feel a huge responsibility to provide the best quality program that I possibly can and help them lay a foundation. Although I can’t teach someone everything about being a principal, I can certainly help lay a solid foundation for them to build on. And superintendents as well. They’re the leaders of our districts, and I’ve had the opportunity to collaborate with several superintendents to revamp our certification program in that area and make it a higher quality program.

That was a very nice comment. Honestly, I think where it comes from is I look back on the fact that leaders who were the most impactful for me always made me feel valued…like my voice meant something. And I think that’s something that’s always stuck with me, and I always want to try to make people feel that way, too. Their voice and opinion do matter.

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Personal Reflection/AnecdoteThat same person also wrote that you were slow to speak, but you “command the presence of the room when you do.” Now, a lot of leaders seek to fill empty spaces with their words. Why do you try to seek a different tack?

How do you define leadership?

Is your definition of leadership something that developed as a result of your dissertation study? Please tell a little about your topic.

I am quiet by nature, and some people in my profession have actually commented on that: “You’re very quiet.” I like to sit back and just watch for a minute. I think there’s a lot to learn when we open our ears and our eyes and we close our mouths because I’ve learned so much from people who have walked the path before me—people who have been there and done that. They have a lot to say, and you have to listen to them and learn from their experiences, especially younger people; you can learn a lot from those individuals.

To me, leadership is an educational journey, and the best leaders are not the teachers. They’re the students, because leaders are always seeking new knowledge and to grow in some capacity. I also truly believe that leadership is not about power. It’s about actually enabling other people and giving them the opportunity to see the potential for themselves…and to grow themselves and to help them find their strength and their niche that can add to their organizational capacity or their institutional capacity. Leadership isn’t about that person. It’s about everyone else.

I believe that my definition of leadership was not directly developed as a result of my dissertation study, but I do feel my research did certainly influence my leadership style. My dissertation topic focused on how there is a disproportionate ratio of females versus males in superintendent roles in the state of Texas, and my research focused on how communication styles could attribute to this phenomenon. This simple fact intrigued me because most educators as a whole are female, but when you start looking at roles that boast more responsibility and higher salaries, those are filled by more men than women. It caused me to question the underlying reasons why, and one of those reasons was the difference in communication styles.

I had the opportunity to conduct a qualitative research study, interview numerous female leaders in the educational arena, and obtain their perspectives of communication and how it influenced/restrained their rise to administrative positions in their districts. I was very fortunate that several of them shared stories about their experiences and opened up about various struggles they faced as females and how they

worked to overcome communication constraints and turn those constraints into a springboard to success.

I still to this day feel extremely fortunate and honored to have had the opportunity to garner knowledge from these women. I truly believe that my view of leadership is strongly influenced and shaped by learning from those individuals who have walked the path before me. And, just to clarify, I have learned from wonderful male role models as well. I do not want to take away or disrespect what male leaders bring to the table because they are equally as important and influential.

Dr. Raelye Self is an assistant professor in the Department of Curriculum and Instruction at Angelo State University, where she oversees the graduate certification programs, including superintendent, principal, counselor, and teacher certification. Self has almost 14 years of experience in education as a secondary teacher, elementary and middle school administrator, and professor. [email protected]



Dr. Tia Agan is an assistant professor in the Department of Curriculum and Instruction at Angelo State University, where she oversees the graduate field experience program, including practicums in Professional School Counseling and School Administration, and internships in Superintendent and Student Development and Leadership. She is a member of Alpha Beta Chapter in San Angelo, TX. [email protected] Dr. Lesley Casarez is an associate professor in the Department of Curriculum and Instruction at Angelo State University, where she oversees the master’s degrees in Guidance and Counseling and in Professional School Counseling. She serves as a mentor and supervisor for new faculty members and approximately 70 adjunct instructors in her department. [email protected] Groves and Anthony Wilson are staff of the City of San Angelo’s Public Information Office.

Why was this an important topic to investigate?

What did you discover through your research about gender communication bias for women seeking leadership positions as school administrators?

What pitch would you make, then, to young professionals to invest themselves both into their professions and into their community?

For me personally, this topic was important to investigate because it reflects my own personal journey on the road to preparing to be and essentially becoming a school administrator. There were countless times that my quiet disposition was the topic of discussion in regard to how I was perceived as an administrator by my superiors. My personal professional experiences inspired me to dig into the “why” and research the communication-bias experiences of other female administrators.

In this day in time, I feel that the art and skill of listening is not used as often as it should be. Just because someone is quiet in nature does not mean that he or she is not apt to handle the duties of being a school administrator. I feel it is important to take in all information and not act immediately.

I do realize that there are situations in which [immediate action] is warranted, yes, but oftentimes leaders need to let information marinate while allowing others to contribute their perspectives and add value to the conversation at hand.

For me, a leader doesn’t keep the power and control all to herself or himself and make all of the decisions. True leaders give it back to the people and facilitate a collaborative problem-solving session.

Through my research, one of the significant discoveries was that women who have successfully navigated their way to the upper echelons of school administration have adapted their communication styles to fit a plethora of situations.

Because most of these women perceived themselves to be direct communicators, they all shared the same sentiment that various communication styles had to be utilized to accommodate properly for the multiple personality styles that they lead on a daily basis. Briefly, there is not a one-size-fits-all communication model that can be used. Good leaders have to be aware of this and know their people and how each individual might respond…and adapt their communication approach to enhance productivity and sustain morale.

Again, I considered my research an opportunity to learn from those who have walked the path before me, and I am still humbled that they shared their time and wisdom to help others.

Even though this is very simplistic, I would advise young professionals to build your leadership legacy. Your legacy is what you’re going to leave behind and is your mark on not only your community but also your state and the world you live in. So, really work on cultivating a solid leadership legacy by listening to those around you and establishing a collaborative culture where student success is valued and future leaders are supported.

28 · Volume 86-2


By Janye Brainard

Technology has become a central part of our lives.It greets us with a wakeup call and social media.

The past has brought us into a challenging future.Virtual reality has become a real time experience.

Vocabulary has become new and diverse:Snail mail, mouse, bugs, and viruses,

Hard drive, software, robotics, and GPS,Schools online and smart phones that talk.

I try to comprehend the wonder ofChat rooms, Go to Meeting, and Skype.

If I have a question, any question,The answer is just “Google” it.

With a number two pencil,I once wrote of dreams to come.

Today programs run those dreams,Compiling reports, projects, and grades.

Yet I know my place is to use those toolsTo teach each student with a human touch;

For they are the hope of todayAnd the promise of tomorrow.

Technology TodayKnown as the Texas State Organization Poet Laureate, Janye Brainard of Kappa Chapter offered several poems to capture the theme of the 2019 International Conference on Technology.


Personal Reflection/AnecdoteTechnology: Past, Present, Our Future

By Janye Brainard, Kappa Chapter, Texas State Organization

Years ago technology was a large machineCovering a wall of an even larger building.It hummed and blinked with electric power,

And ran programs with punched cards.

Today we hold in our hands that same power.It exceeds the imagination of those pioneers.

Smart phones, texts, pictures, and Google docs.Social media that exceeds science fiction.

This week we travel from past to present:Global Connected Learning, Technology Toys,

Go to Meetings Face to Face, Skype, Blogs,Websites, Robotics, STEM, Tech Tips and Tricks.

Workshops and hands-on tech labsWill expand and challenge the expectations.Social media and Society information will

Bring new vital ideas and hopeful tomorrows.

From past into the present and into our future,These opportunities allow us to grow and

Share with our Delta Kappa Gamma sisters.Global technology that can be promising and exciting.

30 · Volume 86-2

Classroom Practice/ProgramChildren with PTSD: Teachers Can Make a Difference

By Susan Grosse

Increasingly, for many children, trauma is becoming a part of the school experience. Violent events taking place in school as well as outside of school intrude on the lives of children. Teachers must be prepared to educate children on how to respond in a traumatic event. Teachers must also be prepared to nurture children through the after-effects of trauma. This article explores post-traumatic stress disorder (PTSD), its causes, and remediation as related to the difference teachers can make in the lives of children so affected.

Children can be refugees, victims of sexual and/or physical abuse, targets of bullying, part of or witness to domestic violence, burned in fires, injured in accidents, attacked by animals, involved in weather disasters, homeless, and/or seriously affected by conflict, in person or observed. Although childhood should be a time of carefree fun in a safe, caring, and growth-inspiring environment, for many children the prevalence of the above situations is becoming more and more common. The result, for some children, is development of post-traumatic stress disorder (PTSD).

The Diagnostic and Statistical Manual of the American Psychological Association (DSM-IV) defines PTSD as

development of characteristic symptoms following exposure to an extreme traumatic stressor involving direct personal experience of an event that involves actual or threatened death or serious injury, or other threat to one’s physical integrity; or witnessing an event that involves death, injury, or a threat to the physical integrity of another person; or learning about unexpected or violent death, serious harm, or threat of death or injury experienced by a family member or other close associate. (APA, 1996).

More simply put, Post-traumatic stress disorder (PTSD) is an abnormal mental injury suffered by someone who experienced a traumatic event –

one that is outside the range of typical human experience. The more extreme the threat and shock caused by the traumatic event, the more likely it is that PTSD will result. (Green, 2019, p. 34)

Originally, PTSD was most frequently discussed in relation to members of the military following their experiencing battle. PTSD in relation to other traumas was not widely researched nor usually applied to children. PTSD was classified as an anxiety disorder. Currently, while the definition has not significantly changed, PTSD is now classified in DSM-V as a “trauma and stress related disorder” (APA, 2013). This is the result of broader application of the original definition as well as the changes in the types of trauma to which the general population—and more specifically, children—are subjected. This updated classification is concurrent with the International Classification of Diseases by the World Health Association, ICD-11 (DeHaan et al., 2019).

PTSD can affect anyone, at any age, even preschool children. According to Scheeringa (n.d.), who r

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