Michele Jones
I am running for GEA President because I love teaching and I love our Association. I am passionate about our profession and I hold a deep respect for my fellow educators. I have seen our educational system from multiple perspectives: as a parent, PTA volunteer, reading tutor, and math teacher. I understand that our Association represents members from many perspectives and that our strength is in our unified voice. These are difficult times, and we need strong leadership to guide us through. I am committed to listen to our members, amplify educator voice throughout our District and lead our Association through these difficult times in a way that that makes us stronger and more supportive of each other. I have served you on the GEA Board for the last 6 years. I have served as a Building Representative for the last 8 years. I would love to serve you as your next GEA President, I would be honored to have your vote. 

Katie Anderton
My name is Katie Anderton and I have been a teacher for 10 years. I first became a member of GEA when I was student teaching. I have had the privilege of being my building representative for most of my career, gone to three NEA Representative Assembly, and I am currently a board member. I want to become more involved in GEA to help support and represent our dedicated educators. I have a passion and commitment for my work that will make me an effective representative. I know and have seen that GEA is always there for our members and will always go to bat for us. I want to be an integral part of helping our members and to be more involved with GEA. I am proud to be a member of this wonderful organization. If I am elected, I would love to represent our amazing educators in a positive way and give back to them and the association that does so much for each of us. 

Heidi Jensen
I’ve been teaching for 14 years in the same Title 1 school. I’ve also been the AR for many years; UEA Elections Committee; UEA-RA Delegate for a few years; I also sat on GEA’s Board many years ago. I want to get back into local leadership because I’m ready to channel my energy into a role that can make a difference for teachers. I believe in the collective power that we have, and I know we can make changes. I hope to lead you in that direction. Being involved on many levels has made me a better advocate for members and I believe that the fight to get what our students deserve and need to be successful is priority one right now! I would be pleased to represent you as a colleague who is ready to make “good trouble”. Please honor me with your vote for GEA Board - Elementary Seat.

Haley Kelley
My name is Haley Kelley and I am running for the Elementary Seat on the GEA Board. I have been a teacher at David Gourley Elementary—a Title 1 school—in Granite School District for 6 years.  In these past six years as an educator, I have watched policies develop, and I have seen their impact on students and teachers. My interest in assisting to create solid policies has continually grown as I learned more about the process of political change.  After the unusual experiences of 2020, I want to be involved in making decisions which provide meaningful learning for my students, and a positive work environment for fellow teachers.  With a master’s degree in Curriculum Design, 2 years serving as my school’s GEA representative, and as a younger teacher in our district, I feel that I bring a progressive ideology to the table. I want to use my learning and my experiences to become a trusted voice for teachers. Our amazing educators deserve to be heard and appreciated for the pivotal role they play in our students’ lives.    

David Page
Years ago, I began working within our great organization beyond simply being a dues paying member.  I was elected as an AR at Matheson Junior High.  At the end of that year, I voluntarily moved to Cyprus High School in anticipation of the 9th grade reconfiguration.  I was dissatisfied with the GEA representation there and decided to run for AR the following year.  I served as AR for many years at Cyprus High School where I helped get teachers more involved with the association and helped to navigate the school through tumultuous waters.  I am also pleased to report that, through collective effort, Cyprus’ membership has grown dramatically.  I have met and worked with several amazing people and have represented you at the NEA representative assembly two years running.  I believe that I bring a valuable perspective as a science teacher and I am committed to the work of this union.

Kimberly Cretsinger
My name is Kimberly Cretsinger and I have been a Granite teacher and GEA member for 19 years. I have had the privilege of serving as my Building Representative for many years, attending three NEA RAs, and have been a GEA board member for the last 2 years. In the time I’ve spent working with GEA, one thing has been made crystal clear: GEA always has the back of Granite teachers and goes to bat for us with every bit of energy they have. I have learned how being fiscally responsible is a priority to GEA, the power its members’ voices have over concerns taken to the District Superintendents and Board, as well as how seriously our needs are taken by GEA during contract negotiations. I am so proud to be part of this amazing union, and it would be my privilege to serve another term.

Haley Kelley
My name is Haley Kelley and I am running for the Elementary Seat on the GEA Board. I have been a teacher at David Gourley Elementary—a Title 1 school—in Granite School District for 6 years.  In these past six years as an educator, I have watched policies develop, and I have seen their impact on students and teachers. My interest in assisting to create solid policies has continually grown as I learned more about the process of political change.  After the unusual experiences of 2020, I want to be involved in making decisions which provide meaningful learning for my students, and a positive work environment for fellow teachers.  With a master’s degree in Curriculum Design, 2 years serving as my school’s GEA representative, and as a younger teacher in our district, I feel that I bring a progressive ideology to the table. I want to use my learning and my experiences to become a trusted voice for teachers. Our amazing educators deserve to be heard and appreciated for the pivotal role they play in our students’ lives.    

Desarae Page
Two years ago, I had the privilege to attend the RA in Houston as a Future Educator. It was a life changing opportunity. I’ve never seen democracy in action that way, standing surrounded by so many others forging a way into the future. As educators we have a unique insight into working with others to make the world a better and more just place. That was what I experienced that summer. Now is a time when we need brave persons willing to fight for our students, our schools, and our country. I would like to be a representative in just such a fight. I don’t know what this next summer will hold after the year we have had. But I would like the chance to do my best to make a difference and to be an active part of the solution making rather than just idly watching from the sidelines. 

"Following its $2,500 contribution to the PFFU Coats for Kids program, California Casualty along with long time partners, the Professional Firefighters Association of Utah (PFFU) and the National Education Association (NEA), delivered 85 warm coats to students at Redwood Elementary School in Salt Lake Valley's Granite School District.

Students at Redwood Elementary School in Salt Lake Valley's Granite School District will be a lot warmer this winter thanks to California Casualty, PFFU Local 2970, Star Orullian of Granite Education Association, Redwood Elementary School Principal Jolynn Koehler and NEA Member Benefits Affiliate Relations Specialist, Sean Mabey."

Read the full article here >>

Photos of the event can be found on the California Casualty Facebook page. 

On Thursday, January 7th over 75 GEA members logged into a Zoom presentation on retirement. Doug Wagstaff, Granite School District, associate director of retirement and evaluations, presented and guided attendees to understand the negotiated Early Retirement Benefit available for teachers in Granite District. A similar presentation may be found on GEA’s website under the link for Member Resources/Presentations.

If you plan to retire at the end of this year, 2020-21, teachers must do so by February 1, 2021 by contacting Doug Wagstaff at: dwagstaff@graniteschools.org or (385) 646-4344.

Kory Cox, from the Utah Retirement Systems (URS) presented retirement information necessary for teachers who are choosing to retire, and those who are considering retiring soon (within three years of making this decision), Cox advised teachers to make an appointment to meet with a financial expert at URS (at no cost) to begin the planning process. Cox outlined where to find information on the URS website as well as scenarios for those under the Tier I and II retirement plans.

Participants had time to ask questions after each presentation and at the end of the Zoom seminar.

If interested, here is a link to the video of the recorded event >>   https://drive.google.com/file/d/1ptic12XLaqpm4u6yo9BDOGpRgzP6nDm-/view

By Jacob Klopfenstein, KSL.com | UPDATED - Dec. 17, 2020 at 12:32 p.m. | Posted - Dec. 17, 2020 at 10:26 a.m.

"Herbert also announced that quarantine guidelines for students at Utah schools will change after the first of the year. Students who had a close contact with another student who tested positive for COVID-19 will be allowed to stay in the classroom, so long as all students were wearing masks at the time of the contact, Herbert announced.
Data shows that classrooms are a low-risk environment for COVID-19 transmission, so state leaders made the decision to update those guidelines, Herbert said.

The governor added that he believes most teachers would welcome measures to keep students in classrooms because in-person learning is more effective than remote instruction.

State leaders hope to vaccinate Utah teachers by mid-January, and in the meantime, teachers are able to get tested for COVID-19 every week if they wish to do so, Herbert said.

"That will help give them some confidence, I think, going forward and hopefully boost morale," he said. "Our teachers have (shown) up every day to do their part, and so we thank them, we recognize their good work."
​
Read the full article >>

Watch the full news conference here >> 

Whether you use a calendar, day planner, or crafted a paper chain to count down the days to winter break. GEA recognizes the importance for all educators, regardless of your role in Granite schools to step back and unwind during the next few weeks. Before you leave, GEA wants to update you on what we have been working on recently.
 
GEA thanks the many members who contacted us to let us know that the Friday distance learning support and planning time was being infringed on for meetings, professional development, and a myriad of other reasons. After a letter sent to district administration alerting them of the situation, the following message was sent immediately out to the schools:

At the Granite School Board (Board) meeting on Tuesday, December 1, John Welburn, Granite School District (GSD) Assistant Superintendent, presented a PPT regarding an adjustment to  instructional days. This proposed change comes from requests made by educators and GEA to the GSD Board and administration to allow for more teacher planning days following each quarter’s grading period (similar to what was experienced at the end of the first quarter).

At the beginning of the 2020-21 school year, the Utah State Board of Education (USBE) allowed districts to use up to five daily waivers for student instruction. These waivers are due to the complications which were expected to arise due to the covid-19 pandemic. GSD has used two of the five days allotted and three waivers remain.

The proposed revision to the school calendar will add two professional learning days to the end of the term on January 13-14, and one professional learning day to the end of the term on March 25th. 

Important to note, several schools suffering an emergency closure early in the school year due to high winds and loss of power, will still need to make up the instructional days for students.  The solution for those schools will be to use one or more of the additional professional learning day(s) in January and March to hold a distance learning day for students.

Following are the schools affected by the emergency closures:

Schools missing one day of instruction: 

• Farnsworth Elementary
• Wm Penn Elementary
• Spring Lane Elementary 
• Twin Peaks Elementary 
• Bonneville Junior High

​Schools missing two days of instruction:

• Cottonwood Elementary
• Crestview Elementary
• Eastwood Elementary
• Rosecrest Elementary
• Upland Terrace Elementary
• Wasatch Junior High
• Granite Connection

These calendar changes were approved unanimously by the Board and an updated calendar will be advertised. GEA is gratified that the Board and GSD administration look to ways to ease the workload for educators during end of term transitions. 

Your students have a chance to be part of Utah history! 

"In honoring Dr. King’s legacy, the Utah Martin Luther King Jr. Human Rights Commission is hosting an art contest for the official state decal of the Dr. Martin Luther King Jr. license plate. With an accompanying slogan of “Many Voices, One Utah,” the selected artwork will promote diversity, equity and human rights. The winner will receive an official decal and be formally recognized in January 2021 in honor of Dr. Martin Luther King Jr. "

​To submit a design and find out more about the contest rules, please follow this link >>

Retirement
Road Map
 
 1.  Granite District Retirement Info
 2.  Utah Retirement System (URS)
 
 


​If you are close to the end of your career, smart planning is the key.
Join us to learn more about your retirement benefits.

​Thursday, January 7, 2021
Virtual via Zoom
5:00 – 7:30 p.m.

5:00-6:00       Granite District Retirement Information - by Doug Wagstaff
                                            (Negotiated for you by GEA)
 
6:00-7:00       Tier 1 Information from the URS - Kory Cox
                        (You are in Tier 1 if you began employment prior to July 1, 2011.)

GEA continues to receive questions and concerns regarding quarantine and isolation protocols. In August 2020, Granite School District Human Resources sent this memo to all principals and to GEA. The same protocols are still in place and posted here as information. If you have questions regarding how protocols are followed in your school building, be sure to contact the GEA Office by phone or email.

​Quarantine is for people who are not sick and don' t have any symptoms of COVID-19, but who may have been exposed to it.

Isolation is for people who are already sick or have tested positive for COVID-19.
 
 
Potential School Scenarios:

1. Several students in one class are quarantined.
   1. Teacher provides instruction in a variety of ways including but not limited to; paper-based materials, online instruction, streaming, etc.

 

1. Teacher is quarantined, but students are not.
   1. The teacher continues to plan for face-to-face instruction and participates remotely in other regular teacher responsibilities. A substitute will be assigned to the class.
   2. The teacher is working remotely during the quarantine, no leave is necessary.

 

1. Teacher and several students are quarantined.
   1. The teacher continues to provide plans for face-to-face instruction, online instruction, streaming, or paper-based materials for students, including those under quarantine. The teacher participates remotely in other regular teacher responsibilities. A substitute will be assigned to the class.
   2. The teacher is working remotely during the quarantine, no leave is necessary.

 

1. The teacher and the whole class or the whole school are quarantined.
   1. The teacher will teach online and/or create paper-based materials.
   2. The teacher is working remotely during the quarantine, no leave is necessary.

 

1. The teacher is isolated due to positive Covid-19 test but is asymptomatic (no symptoms).
   1. The teacher continues to plan for face-to-face instruction and participates remotely in other regular teacher responsibilities. A substitute will be assigned to the class.
   2. The teacher is working remotely during the isolation, no leave is necessary.

 

1. Teacher is isolated because the teacher has symptoms of COVID-19 and is waiting for test results.
   1. The teacher will not work and a substitute will be assigned to the class.
   2. Teacher may access available leave; FFCRA leave, sick leave , FMLA, STD leave, etc.
   3. Teachers should be directed to contact Berkley King, Benefits Manager.

 

1. Teacher is isolated because of a positive COVID-19 test, with symptoms.
   1. The teacher will not work and a substitute will be assigned to the class.
   2. Teacher may access available leave; FFCRA leave, sick leave, FMLA, STD leave, etc.
   3. Teachers should be directed to contact Berkley King, Benefits Manager.

 
 
*In all of these scenarios, principals should collaborate with SUDS to explore the best use of human capital in the building.