Walnut High School - Cayuse Yearbook (Walnut, CA)

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Teachers union brings nions have been around since the late 1800,s, as you learned in your U.S. History class. But unless you are a member, the union is something that's purpose is probably a mystery to you. The Walnut Valley Educa- tors Association CWVEAJ is the official representative agency to the administration for most of the certified staff of the Walnut Valley Unified School District. The union's purpose is to help the laborers and protect their rights. This is done through negotiations. The WVEA conducts negotia- tions on matters that are impor- tant to its members and to the district. Contract negotiations this year were over salary and fringe benefits. Adjustments were also made in the length of the school year, job sharing, extra-pay du- ties, and transfer policies. Sometimes the agencies are not successful in making negoti- -..,,,4.ur' Jim Reda, Algebra I, Geometry, Al- gebra II Chuck Severson, Special Ed. Don Skraba, Principal Ida Spuhler, Special Ed. Larry Taylor, World Cultures, Eu- ropean Civ. Linda Thomas, Girls P.E. 9, Beg. Dance, In. Dance, Pep!Drill Marcy Tomooka, Algebra I, Ge- ometry, Algebra II Marge Townsend, Special Ed. Aid Jane Van Wagoner, Clothin I 8z Il, On Your Own, Foods I, Beg.FAdv. Cake Decorating Daryl Ward, SRC, Weight Train- ing ff fe wr 5 , ,,,r .,.,., ww .V f ,f 79.03451 '7 V ff variety of benefitsiii ' ations, as a result the teachers may go on strike. ln October, the teachers at Walnut came very close to hav- ing a strike. There were prob- lems with health insurance as well as with salary. Even after compromises were reached, some teachers were unhappy and willing to strike, said Ms. Donna Crisci, a WVEA repre- sentative. The association doesn't al- ways get what they ask for. They tried to get a commitment to im- prove the maintenance of the heatingfair conditioning sys- tems, but were unsuccessful. At Walnut High, and high schools on the average, the per- centage of teachers that are members is about 65-7596. Ele- mentary schools usually run higher. Those teachers who are actual members of the union can re- ceive benefits from the state and local associations such as avail- ability of credit unions, insur- ance, discounts on merchandise, travel, and entertainment. I have used some of the bene- fits through the union and it is nice to know that you have legal representation if you ever need it, said Ms. Barbara Sitzman, a union member. Q P CONDUCTING HIS CLASS, union member Larry Holmes lectures to his fourth period. He financed his new car through union benefits. r -we ,f, Y J , . W' V... ' -4'--f.::w, '- a ., g, T A . X., ., , iI,i'i+ 9 ffli S 5 .35 'Qxii ,. , if a 1 ' Q 2 : Ja! B65 Mil mics R01 stru - sz tang -fl Pia A Noi Con Arc' Dra Do'

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rse. Q, , K Gi iw 1 Why do teachers teach? Considering the low esteem society places on teachers and the equally low pay scale, we couldn't figure out why any- one would possibly want to become a teacher. So, to find out the answer to this important question, we ventured out into the classrooms of Walnut High school to ask the teachers themselves. I just sort of fell into teaching, chemistry teacher Barbara Sitzman said. I was living in Barstow, and I had a de- gree in chemistry. At the time, there wasn't a whole lot of demand for chemists in Barstow. I had a family to support and some relatives in the school district, so I gave up on working for a corporation and began substitute teaching. I really enjoyed it, so I went to night school to get my teaching credential. It wasn't planned at all. It just happened. I needed a job, recalled biology teacher Jess Ohmert. I had just left the service, where I'd been involved in in- struction, which I liked. So I started thinking about teaching. My aunt was a great model for me. She was a teacher, and I thought she was a great person, real- ly fun to be around. It was an easy job to get into, so I started teaching on the high school level. Occasionally I thought about going to college to get my PhD, but it seemed like it was a little late in life. I realize that't ridiculous now, but it's how I felt at the timef' It seemed like the only decent thing to do, explained English teacher Jim Stratton. I didn't want to be what all my cousins were, which was lawyers, because I didn't want to be involved in ripping people off. I didn't want to be a banker or anything like that for the same reason. I thought that the only decent area to go into was the humanities. Also, I never paid to go to school. In fact, I actually made money by going to school, through all the scholarships and aid. It seemed natural that I should con- tinue along those same lines, getting paid to go to school. Besides, I liked talking about literature, I thought I was good at it. I started to go after my PhD, but then I realized how much I hated universities and the inside, office politics involved. The people there didn't seem like they were interested in leaarningg they just wanted to get their degree so they could make more money. I decided I liked high school better. I always wanted to be a writer, revealed history teacher Donna Crisci. I wanted a job that would still leave me time to write. I hated the idea of getting only two weeks off every year - I need those three summer months for myself. It's also very gratifying when I see a student get interested in something be- cause of me. It's great to see them learn, to see them realize that there is so much out there that is interesting. When you are around youth, you are eternally young, asserted Eng- lish teacher Larry Holmes. I'd wanted to be a teacher ever since the seventh grade. I liked school. I love the exchange of ideas, the communication that goes on at school. It's interesting to watch little lightbulbs go on over people's heads when you teach them something. Besides, as John Wooden fbasketball coach at UCLAJ once said, 'Where can you work with a better group of people than at school? ' When I was growing up, teach- ers were some of my only friends, related humanities teacher C. Mack Gilli- land. I did a lot of things before I became a teacher. I ran a theatre for a while, and wrote radio commercials. The company I was working for went out of business, and then I was fired from my next job for writ- ing too many outragous ads. I had a wife and four kids, and I I needed a job. The former principal here at Walnut had heard of me, so he offered me a job on a temporary basis. That was 14 years ago. So, after talking to some of the teachers at Walnut, the answer to our question, Why do teachers teach? was even more unclear. For some, teaching was the result of chance or need. For others, it was the end result of a conscious decision to enter the field. But in the final analysis, the important thing wasn't why teachers taught, only that they did. Larry Holmes, sen. sem., comp 3 'M Sem. Ii? f WM athletic director Kay Manz, health aid fresher math Carolyn Nelson, special ed. 'L s - A ,. iff f' , HIS I I i f ,V ., A ,fy I j 'I John Orr, comp. 3, English 1 - ' l X 'r-71 , ' I f , Dan Priest, comp. 4, comp. 2, Reading lab ' YQf,,.ff x . Rita Puzo, European civics, World Cul x, ,,.. 1' I3 K in j' ,Q tures Why Teach?!Academics 1 5 5 Harry Iverson, grade level coordinator Joan Jones, librarian Jo Ann Kirkhoff, comp 2, comp 3, sen Joan McCullough, accounting clerk 2 Judy Manthorne, RQBLXBAD, GPE 9 Bob Maynard, art, consumer math, re Loralee Miller, grade level coordinator Mike Nelson, science unit concepts, ten ' XRQBL

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'its 'ichers ers at v hav- prob- ce as after Jhed, lappy d Ms. repre- 't al- They to im- rf the 5 sys- 'ul. high e per- .t are . Ele- ,I run actual in re- Le and avail- insur- ndise, bene- :l it is 2 legal ' need nan, a WALNUT VALLEY UNIFIED SCHOOL DISTRICT AGREEMENT. Walnutv. I and the Board of Truste e 1984 ie ? October LASS, 4 THE FINAL RESULT of the negotiations was is 46 page booklet. tures t0 The contract agreements included employee hours, eaves of absence, and his new ' 4 ,, lsr: Joanne Ball - Cafeteria, Joyce Bergstrom -- TIME, COST, WITS, CHIPS, Susan Boyette - Science Con., Biology, Mike Buyers - General Dyna- mics, Arlene Champagne - ROP, Allene Clements - In- structional Aid, Buddy Clements - Alg. A, Refresh. Math, Mus- tang Sz Prep Band, Ray Davies - Trig., Alg. A, KARAT: Patri- cia DeLeon - English Aid, Norman Dickhoff - Science Con., Science Inv., Bill Diskin - Arch. Drafting, Draft. Survey, Draft IlfEnglish Drawing, SRC, Doug Doner - BPEL, Weight Training, RQBLfBad., Martha Dzana-Cafeteria,Judy Ebling - Clerk Typ., Donna Ekblad - Attendance, Anthony Gomez - BPE 9, Ten.!RQBL, FTBLfWt. TR., Ken Gunn - Assistant Principal, Barbara Hahn - Cafeteria, Mickey Hawley - General Dynamics, John Heneise -- Com. Prog., Corn. Prog. Pascal, Melanie Hildreth - Algebra A, Algebra B, Geom. U.S. His., Jack Isett - Inter. Rel, Civics, Victor Kim - Auto 1, Auto II, Voc. Auto, Pat Kondon - Spanish II, III, IV, Dierdre Kuehl - Speech Sc Language therapist, Constance Lamb - Cafeteria, Jim Larson - Head Custodian, Barbara Locke - AVfText- book, Genie Mathieu - School nurse, Joanne McGee -- Basic Reading, Sen. Sem., ESL, Bertha Muller - Assistant Principal, Jeff Ohmert - Biology, Biology CHD., Science Con., Alice O'Keeffe - Foods I, Spanish I, Jim Patricia - Var. FTBL. Coach, Jim Polite - Comp. IV, English I, Susana Porter - Clerk Typ., Dr. Al Rampershad -- Int. Rel., Civics, Civics CHD, U.S. His., Judith Reed - Atten- dance, Janet Rees - Comp. III, Spanish I, Sen. Sem., Mark Ritter - Science Con., Science Inv., Dr. Judy Rosenberg - French I Sz II, Spanish I 8a II, Spanish I, Dahlia Salcido - Instructional Aid, Shirley Shuler - Instruc- tional Aid, Barbara Sitzman - Science Con., Chem., Chem. CHD, Tom Stearn - Alge. A, Geom., Alge. II, Cal. ABXAP 8a BCXAPQ Willie Stephens - Proctor, Jim Stratton - Sen. Sem., Sen. Sem. CHI, English I CHQ, Writing Lab, Dianne Turpel - Spanish I, Joe Tuzzolino - School Psy- chologist. Union!Academics 1 5 7 i l, ii ki i x w in is 462952 aszsafgsaza:-svn: -f ff,4 : an wifes-if-.zatnseefafsiaobazmz ' 1 xzcv 1 gf:.fz1:f 1feev . arxfXw:em1r?aae:J.a:-mesaexefqefegfgg, It vt , 5 fag Qaogf-