Source Vol 7

NEA members have been very active in addressing IAQ issues. We
first profiled NEA members’ activities in Volume 3 of The Source
and again in Volume 5. Since then, we have had an enthusiastic response
from members who have initiated or are continuing action on IAQ.
The following are examples of activities members have completed.

Janet Zevnik, West Virginia
A fifth grade English teacher, Janet used the NEA-sponsored IAQ
Tools for Schools Action Kit to determine if any potential air quality
issues existed in schools in her district. In addition, she presented
a one hour workshop on IAQ for the superintendent and association
president.

Michael Medlock, Arizona
Having acted as an information source on IAQ for fellow employees,
Michael has initiated talks with the superintendent about addressing
IAQ concerns. In addition, Michael has directed members to experts
and resources on IAQ in schools.

Janet Anderson, Idaho
In addition to receiving a specialist degree in Education Administration,
Janet conducted workshops on IAQ in schools at a local elementary
school and junior high school, at a district office board meeting,
and at an Idaho State Local PresidentsĖ Meeting. Janet is working
with the local PTA and district nurse to establish a Health and
Safety Committee at her school to address IAQ issues as they arise.

Randy Boyd, West Virginia
Randy has played an active role in writing and advocating for IAQ
legislation in West Virginia. After three years of intense lobbying
for IAQ legislation for schools, Randy helped convince the West
Virginia Board of Education, School Building Authority, and Bureau
of Public Health to make appropriate recommendations for new school
construction. If the IAQ legislation passes, it may become landmark
legislation!

William B. McGinley, West Virginia
As general Counsel for the West Virginia Education Association (WVEA),
William has worked closely with Randy Boyd to establish definite
and enforceable IAQ standards for West Virginia schools. WVEA has
been successful with new construction and hopes to get legislation
this session which addresses existing schools.

Michele Milden, Virginia
Michele has worked to resolve IAQ problems in her school by establishing
an IAQ management program. At both the Virginia and National Education
Association Conventions, she brought up new business items on IAQ
Û which were passed. Her fellow colleague, Kathryn Scruggs, addressed
the country Û while at the White House Û on air quality issues in
schools.

Anne Marie Duquette, California
A school nurse, Anne Marie is on a negotiating team that is advocating
for health and safety language in contractual procedures. She has
also been successful in testing her school for radon. Anne Marie
continues to make presentations on IAQ in schools and will be writing
an article on IAQ for her state Association publication.

Deborah H. Petrun, Pennsylvania
Deborah has presented an informational session on IAQ in schools
to her school board. She helped negotiate for a brand new heating,
ventilation, and air conditioning system in her school, but it took
almost three years of battling. Deborah is a firm believer that
you should never give up!

Wayne Barnes, North Carolina
An active member of the North Carolina Educational Support Association,
Wayne has been successful in implementing the IAQ Tools for Schools
Action Kit in six schools in his district. In addition, Wayne has
presented ten workshops on IAQ in schools at various local and state
association meetings and conferences.

Ed Hasson, California
Ed has encouraged the use of the IAQ Tools for Schools Action Kit
by talking to colleagues about IAQ issues, using local contractual
procedures, and by giving a copy of the kit to the District Superintendent,
who in turn gave the kit to the Principal in charge of the Safety
Committee. Ed has conducted workshops on IAQ in schools at a Representative
Council meeting and at a District Issues Committee meeting.

Sue Stavenau, Minnesota
A business education teacher, Sue helped form a district-wide committee
to set up an IAQ management plan. The committee is using the IAQ
Tools for Schools Action Kit to develop a plan of action. An important
component of working on IAQ issues in their district has been sharing
information among staff members in several schools.

Harmon Merritt, South Carolina
As the Director of Custodial Services for his district, Harmon and
a fellow colleague, Stan Quinn, played key roles in pinpointing
the causes of serious IAQ problems in a school in a nearby district.
Harmon and Stan were able to determine that the mold, mildew, and
other IAQ problems were due in large part to high humidity and poor
air circulation Û common in southern states. The school also had
poor building construction that exacerbated the IAQ problems.

Vicki Dwight, Washington
A teacher union negotiator, Vicki helped bargain for IAQ language
that included payment and training for IAQ building representatives
for the school year. After holding a training on ventilation and
IAQ, Vicki and a fellow NEA HIN IAQ trainee, Mel Stubblefield, held
a training for building representatives to promote and explain the
IAQ Tools for Schools Action Kit. They are planning another training
to explain and demonstrate radon testing.