Striking a Better Bargain'

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MFT proposes

RePoDJ'-~

'Striking a Better Barga';n

FROM MFT PRESIDENT RICHARD MANS ••••

As a labor union representing teachers, the Minnesota Federation of Teachers has worked hard
to promote and protect the rlgh18 of teachers through collective bargaining, legislation, and invOlv.
ment in the education community.

As we celebrate our 50th anniveraary, the MFT faces new challenges. The needs of today's teaching
profeasionals have grown beyond the tradnional rOle of a labor union. Teachers want more than bet·
ter salariee and the right to strike. They want to be treated as profeasionals; they want to be able
to make deci,ions that affect their everyday life in the classroom; they want to help shape a better
system of education for our youngsters; they want respect from the community; they want to take
pride in their work. .

The needs of tomorrow"teachlng professionals will continue to change as a new breed of teachers
enters the profeasion wnh different expectations and demands.

The MFT recognizee the expanding needs of those we serve and of the teaching profeesion in
general. Not only doee our organization stand ready to change wnh the times, but the MFT also plans
to be in the forefront of that change. We believe n's time for teachere to tum the agenda for public
education for everyone. Too often plans have been drawn up without Input from teachers and the
only option for us Is to react to someone else's proposal.

This report, "Striking a Better Bargain," represents a slx·month effort by the MITs Task Force
on the Future of Education to fashion a posnlon paper that will help lay the groundwork for the future
of education in Minnesota and the teaching profeeslon.

Many of the issues dlscuased in this draft report are onee that MFT has long held as goals to work
toward. Other issues are new and may be controversial to our own members and to other educatora.
Some have been put forth in other reports and "Striking a Batter Bargain" relterstee those Ideas.

this report Is just the beginning. It has not officially been adopted by MFT members. The MFT
is not a tOjHlown organization. We want this plan for quality education to reflect the opinions of education's
practitioners -classroom teachers.

The MFT Executive Council and the MFT Task Force on the Future of Education Dresent.t!lne

ideas to stimulate dlscuaslon and to encourage MFT officers, locals, area councils, and IndIVIdual
members to offer suggestions and additions. The Task Force will then revise this report and present
it to the MFT Spring Convention in April.

Because of the deadllnee invOlved, comments must be received in the MFT office by March 10.
We encourage MFT locals and area councils to schedule special meetings to go through this report,
carefully consider the ideas, and form a written response by the March deadline.

When it is officially adopted as MFT policy, the report will be the basis for immediate and longrange
planning. Our committeee will look at ways to implement the ideas presented. As a teachers'
organization representing t 8,000 members, the MFT will use all of ita available resources to help
bring about needed change In the profeaslon and the educelion system. .

We k.-the MFT Is not alone In this campalgn. Other education groupe and business organiza.
tIonI haw I8IUed repona and the state Legjalature has apent much time on education Isauee. W.
look fornrcIlD continuing to work wnh those who value public education and who are sincerely Intereeted
In tIIInICIIng highly qualified teachers to the profesIion ......... In keeping the talented

teacherI thai WI haw. _. __

I'd like to thank the membenI of the MFT TISk Force on the Future of Education for the many
hoUrs they apent researching the topics. discussing the iaaues, and writing this report. Special thanks
to Marcia Averbook president of the Bloomington Federation, who agreed to chair the task force,
and to the other ten ~bers:Steve Dreas, St. Paul; Duane EIde, Mound; Bob Gundersen, St. louis

County; Shlrtey Hallberg, Minneapolis; Marllouise Koerber, Osseo; Sandy Peterson, RobbinedaJe;
Julie Rieken, Buffalo; Jim Smola, Rosemount; Frank Wanner, Duluth; and Delores Wl8sner, 916 Vo


. Tech.

IIISSION STATEMENT

"Education for democracy and democracy for education"
has served as lhe motto of Ihe Minnesota Federation of
Teachers in lhe 50 years sinea ns inception in 1938. Fundamental
10 a democracy is an educaled cnlzenry capable

of making informed judgments on public issues and a quali.
ty workforce to provide a sound economic base.

We are living in a Hme when tlchnology hal broughl about
unprecedanted change..As.a resuh, aociely must once agaln
face up to the challenge of updating and restoring public
educalion. As a professional union. we take the common
sense view that real and meaningful changes can only oc·
cur_eleaming taxes place _ in the school building,
in the classroom. or in the refationshlp between student and
teacher.

Central to education are teachers and their Sluden~. The
104FT is a profeSSIOnal union represenllng educalOrs. We
believe that society needs better schools and Ihat we can
have Ihem. We must be eager to change and ba willing to
work vigorously for constant improvement.

As 104FT celebrates ItS 50th anniversary. we issue Ihese
recommendalions on behalf of Ihe praclilioners -Ihe
teachers. We believe Implementing these recommendations
will significantly improve education and thereby increase
public education's contribulion 10 society in Ihe 21st cenlury.

RESTRUCTURE THE CAREER OF TEACHING

INTRODUCTfON:

Central 10 educational eHectiveness sland the leacher and

the environment in which teachers and learners work.

Reports have pointed 10 the weaknesses In loday's educa·
tional system. Piecemeal reform and Ihe addition of more
money alone as suggested in the first wave of reform reports
will not be enough 10 solve Ihe problems of an imminenl ex·
plosion In Ihe dem4nd for leachers. Polentialleacher can·
didates have a multitude of career options and may be at·
tracled 10 olher professions Ihal oHer Ihe prospecls of
superior salaries. attractive working conditions. and oppor·
tunities for advancement and recognition.

If society is to meetlhe challenges fsclng educalion loday,

build upon its strengths. and overcome i~ weaknesses. a m ..

jor restructuring of the leaching profesSion is imperative.

Children. our most valuable resource. deserve 10 be laught

by brighl, capable. challenging leachers.

MARCH,1916

GOAL: RECRUIT HfGHLY QUAUFIED PEOPLE INTO THE
TEACHING PROFESSION

RATIONALE:
The demand for leachers is about 10 explode. virtually
doubling to a need for t.3 million new leschers by 1990. This
explosion in demand is only pertly due 10 an acceleralion in
lhe reUrement rate of the current tsaching force and a modest
increase in the number of elemenlary and secondary age
children. More importantly, thia acceleraled demand will be
fueled by the dramatic reduClion in lelented. dedicaled candidates
who will choose leaching as a career. Evidence clear·
Iy shows Ihattoday's teacher applicants are less academically
lalenled than Iheir counlerparts who choose other professions.
Today's tescher applicants also display less academic
talent than current members of the teachIng force.
Previously. low teachers' salaries were eIther overlOOked
or accepled by polenlial leachers because of the personal
satisfaction of teaching or its respected status in the com~
munity. This is no longer Ihe case. Compelenl people. including
women and minorities. traditionally riCh sources of
the labor supply in education. now choose other occupations
due 10 a startling lack of ragard for leaching. In a 1969 Gallop
Poll.. 75% of Ihe respondents indicaled they would like their
child 10 pursue acareer in leaching. In 1984. only 45% gave
this answer.
The "graying" of Ihe faculty and sleady increases in Ihe
school age population creale not only a problem. bul also
a window of opportunity. Changes Ihal are made now in the
recruitment and education of new teacher candidates can af~
fecllhe qualily of Ihe teaching profession and Ihe polentlal
quality of our instructional program for years to .come. .
Recasting teaching inlO a highly respected. highly train·
ed. fairly compensaled profession will require far.reaching
changes in the structure and governance of schools. There
.viII be impllcalions for Ihe community allarge. local school
boards. teacher training Institutions. state boards ot educa·
tlon. legislatures. and teachers themselves. This is a
challenge Ihal cannol go unmel.

RECOMMENDATIONS:

1. Establish ngorous entry requirements.
For example:
•
maintain at least a "8" averagej
•
be in Ihe upper one-half on SAT or ACT lesls:
Marc:ia A nrtoooll. dIaJr of 1M MFJ' TIIk oa
tile Fa..... of Edaaltioa. lalrOdaced tile dnft of
"SIrikIaI • littler 1IarpIa" to MFI' Qd'.ST .......
IIdpull. Merbook IIraIed luI mills a draft ve..510a
ad lIIal IIIe I.... force aeeda IIIp.. fro. MFI'
memben.

OUTUNE

f. RESTRUCTURE THE CAREER OF TEACHfNG.
A. Rectuft highly qualified people Into the
leechllllJ profeaakln

B. RetaIn highly competent I.~.
C.
enau.. ov....lt quality and cIewIop public
INat.
II. SHAPE A RESPONSIVE EDUCATIONAL SYSTEM
A.
Creat. frameworks 10 provide .....nlngtul InIlruct10naf
time.. .
B.
Provide curriculum and _ to challenge,
1IImuIate, and motivate Ie-.
C. ImpIeftwII ~d.cIsID~.
D. Add!.-a chengIng IDCIII envInM_
m. BUILD COMIIUNITY SUPPORTS RISOUACES
A. Gu8ranM .... avaIIIbII!Ir of fInMcIII ....
--.


B.
Unite buIt_ labor, perentI, and ....
communfty.
fV. EXPAND THE ROLE OF THE'TEACHERS' UNION

A. InvIIhre our col........
B.
'Form new _"-with parents, buIIneM,
and .... communIIy.
C.
E8IIbIIIII mutUII reepact and _ '*-.
ore and the public.
•
PMI' a __ .xam before enterlng·leacher
preparation programs.
2. Develop recruitment ineantives.
For example:
•
establish scholarships:
•
provide forgivable loans lor academically lalenled'
college sludenls who will enter leaching:
•
fosler career changes 10 leaching from olher
profasslons.
3. Monnor and control supply and demand ensuring jObS
and security for Ihose who enler lhe profession.
4. Improve teacher training.
For example:
•
make teacher training a 5-6 year developmenta~
program prior to full certification status:
•
make teacher training more intellectually stimulating.
relevant to the classroom and geared to practical
application:
•
abolish slale prescribed curriculum for leacher training:
•
Implement teacher developed curriculum tor teacher
training;
•
require residencies as a prerequisite lor teacher
certification:
•
promote internships for possible career exploration.
5. Provide compelitive enlry levalsalaries for leachers cur·
renlly equal 10 lhose of middle managemenl employees
(S20.000-ss0.000).
6. Heighlen public esleem and respect for leaching and
educalion in order 10 a~racl highly qualified leachers.
GOAL: AETAIN HIGHLY COMPETENT TEACHERS

RATIONALE:
The strenglh of Ihe leaching profession and Ihe inslruc·
lional system depends on our ability 10 relain a highly competenl
corps of leachers.
In a survey conducled in 1981. slalislics revealed Ihat 40%.
of Ihe respondenls said Ihey would nol choose leaching as
a profeSSIOn again. This was triple the number answering .n
this manner ten years earlier. Further revealing the dlsconlenl
of Ihe currenlleaching force. less than han said Ihey plan
to continue teaching until retirement. Moreover. the most
highly qualifi8d I.achers were Ihe mOSI dissalisfied and Ihe

(COntln..... on ..... 101

"enON


'Striking a Better Borgoin'~~


GOAL: IMPLEMENT COOPERATIVE DECISION MAKING

RATIONALE:
Teachers need to controllhe profession of teaching. Central
10 that controf is the power to make decisions.
Research Clearly shows that in order to have a truly efficient
and effeClive operation, those who implement thlplans

must make the plans, Participetion in decision-making would
give teachers a sense of ownershIP of the educational enterprise,
a stake in Ihe outcome. Ownership is a powerful
mollvator. .

Being part of a decision-making process would improve job
satisfaction and could be an important factor in maintaining
the enthusiasm and eHeCliveness 01 those already in
teaching. Teachers are trained experts in dealing with
students and are best qualified to make educational
decisions.

RECOMMENOATIONS:

1. Provide teachers the authority to make curricular
decisions.
For example:

•
develop and design curriculum;
•
make choices available to students within Ihe
curriculum: r I • use technology as appropriate wilhin the curriculum;

•
develop individual learning plans;
•
select appropriate textbooks, software, and materials.
2. Empower teachers to establish procedures related to:
•
peer evaluation;
• evaluation of administrators:
I
•
hiring and training of new staff members;
•
staff development programs:
•
standards of professional behavior;
•
standards for admission to the profession:
•
recertification requirements:
I
I
• intervention modelS for teachers in need of help.
3. Establish teachers as the aulhoritles in making site
management decisions.
For example:

•
allow time for preparallon and coflegial work;
•
establish instructional cabinets:
•
decide class size;
•
examine length of the schoof day and class periods;
•
report pupil progress;
!1

•
schedule teeching assignments at the grade level and
building level;
•
Identify StIffing needs and prerequisnea,
4. Enaur. that information on teacher involvement In dec~
lion maJdng is widely distributed,
GOAL: ADDRESS A CtfANGING SOCIAL ENVIRONMENT

RATIONALE:
The educator's role is inftuenced by societal changes that
aHect students, such as working parents, avallabilny of drugs
and aJcohof, early sexual experienCea, and the necessny of
students to work. Schools can serve as an intervening force
to ametiorate some of the probfems growing out of theee
social changes. PubliC education must cope with the changing
nature of the children n seeks to educate.

RECOMMENDATIONS:

t. Work with afl communny agencies to provide adequate
child care, especially for:
•
children of teenagers who are finishing their education;
•
unsupervised young children before and aller schoof;
•
preschoof age siblinge of students who otherWise would
be compelled to babysn.
2. Address the problem of teenage pregnancy.
For example:
•
establish appropriate sex education;
•
develop appropriate perenting education:
•
include health Clinics in the junior and senior high
schools.
3. AddresS the problems of drug and chemical abuse.
For example:
•
provide adequate health counseling and supportservices; ,
•
provide education and information about the effects of
drugs, alcohol, and tobecco produeta;
•
establish strict enforcement of smoking restrictions in
schoofs.
4. Oevetop and support adequate prH8Nfce and in-service
education for professionals and peraprofessionals to provide
the resources to counteract the eHeets of social problems encountered
in the classroom. Such training should address
the issues of:
•
child abuse and negleCl;
•
lack of soH esteem;
•
disruptive students;
•
emotionally unstable students:
•
potential student dropouts.
5. Oevelop and support comprehensive mental and
physical health awareness programs.
BUILD COMMUNITY SUPPORTS AND RESOURCES

INTRODUCTION:

The most important investment the state and its people can
make for the future is a strong financial commnment to education,
a commitment ensuring that resources not only are
available but that they are used wisely and eHectively. When
faced with a scarce resource, industry peys the price
necessary to produce a quality product. When education
faces scarce resources it traditionally peys the price by
sacrificing quality.

Equally important to Hnancial investment is a commitment

MUCH,1986

Memben of tbe MFf Task Force o. tile Falllft of Educatlo. ftCeind ~rdlkates 0' AppredaticHlat MFf
QuEST 'or tbelr work over tile Iut u ..utili n researcbJ...... wrltIq "StrIId...Beuer Barpm." Pielured
(I, 10 r,) an Delano WIesMr, SudJ Petenoa, Bob Guadeno., Sieve Dna, Jalle RIck .., Muda
Averbook, SbirIeJ HaUbert, Daaae £Ide, Frail Waaaer .... MartIolIiIe Koerber, Nol pIctand ..Ju. Smola.

to try new ideas. Parents, students, teachers, business and
civic organizations, union leaders, and other cornmunny
groups must work together to set basic goals and objectives
and implement proposed changes.

The ultimate test of whether exceiience wiN become a nsaJ~
ty will be the willingness of this Stlte and ns people to meet
the challenge of providing the necessatY financlaf resources
and making an equal commitment 01 time and en8flIY to make
education no number one priority,

GOAL: GUARANTEE THE AVAILAIIIUTY OF FINANCIAL

AND MATERIAL RESOURCES TO ENSURE THE
OREATlST_ POSSIBLE LEARNING GAINS FOR
STUDENTS

RATIONALE:
At a time when assembled commissions and task forces
call fot majOr initiatives and the restructuring of education,
this nation's and this state's economic heaith has been at

best unstable, Concern for education tends to develop when
the economy is in a downtUm. The reeufl is that _ i~
ed financial commnment Is needed it is the most dlfflcufl to

make,

In the decade _ 1972 and 1982 Min_'sexpendnures
for education dropped 18.5 percent in real dollars,
As a portion of the state's budget, the contraction...n
noticeable, dropping from 40 percent In 1971-73 to rr percent
In 1983-85, The need for adldltlonal reeourcee CMIIOI
be disputed. While there are demands for current technology
and telecommunications, most teachers do not have easy access
to a telephone. Teachers are asked to be innovative,
dedicated, and inspirational despne the fact that they must
fight for a duty free lunch period and cautiously take "potty"
breaks, Many teachers continue to supplement inadequate
classroom materials and supplies by digging into their own
pockets to purch... them.

Education must also become more effiCIent in using cur·
rent resources. it is estimated that by the year 2000, for every
two workers one person will be retired. Greater competition
for public services for seniors and health care dollars will
mushroom. To sustain public confidence, mterest and suI>
port, public education must work to streamline its operation
in addition to providing effective programs.

Invofvement of the education community, commitment of
the public, and leadership of state policy makers are crucial
to help create and sustain Minnesota as amodel of excellence
for leamers,

RECOMMENOATIONS:

1. Develop and implement a funding formula based on providing
programs for learners,
2. Mandate a stable bese for funding education.
3. Ensure access to programs and services regardless 01
a learner's geographic. community, or family Situation,
4. Explore new funding sources, such as astat_lottery.
5. Ensure an adequate supply of wel~tralned personnel.
6, Provide sufficient and current instructional materials and
supplies.

7. Provide clean, safe, and adequate schoof facilities.
8. Utilize, develop, and encourage opponunities for investment
in education by businesses, community groups, and
foundations.
9. Intervene in schools at risk.
10. Streamline and remove duplicative and administrative
levels.
11, Provide incentives and remove disincentives fOf pro.
gram and school district consolidation.
12, Create an independent penel of teachers, administrators.
and business management experts to review
and comment on all state programs intended to improve
education.

13. Provide greater discretion in schoof sne budgeti"ll.
14. Explore ways to usa existing funds and classroom
spece more creatively.
15. Adapl management"techniques used by business for
efflciancy and the .... of human and materlaf rMOUrc...
16. expeditiously fund new schoof construction but pi'ovide
n_construction on an equalized balis,
17. Provide fundlng thai wiD ect as a ~lor experimeI>o
tation, ree.rcII, and dewIopment 01 progrIIIII and ~
ment technIquee. .
t8. MandIde that«:hoof dis1rIc1lund ~" IIIIowed
to exIIt, be In-.cIIn Min-.

GOAL: UHITIIUllHIS8, LAIIOR, PARIHTS, ANO THE

COMMUNITY IN THEIR COMIIITIIEHT TO IDUCATlOH
RATIONALE:
The goal to improve public education cannot be accompIlshed
by any one group ~ingIn isolation. The education
community, the -...communny, the labor community,
parents, and SOCiety at larva share this goal, Each has
a $\eke in the outcome 01 the education reform movemenf,
Theee communities are linked together by the very nature
of public education.
Educators alone cannot promote the Irnpof\ance ofeducation.
ev.y..0I_1OCiety Ihoufd relllctthit~.

RECOMMENDATIONS:

1. Develop collaborative projecta by involving teac:llers in
the corporate world and buslnees and communny leaders in
the education world,
2. Ini1lale partnelShips wiIII_ts, buai,*", labor unions,
and communny groups.
3. Establish education as the center of involvement for the
communny.
4. Promote the establishment 01 intemshlpe, speakers'
bureaus, and communny voIunt_ resource benks.
5. Encourage strategic planning at the local level to determine
educational needs.
6. Emphasize the importance of education by stressing the
need for students to be in the classroom.
7. Promote education as a communny priority: for example,
develop a~ematives to students working long hours at
the expense 01 their education.
8. Explore new ways to contribute to the economic wellbeing
of education: donations of time and money; the funding
of specific programs: and the establishing of grants for
teachers who develop outstanding programs.
9. Equalize the importance of academic achievement with
extra-eurricular involvement.
EXPAND THE ROLE OF THE TEACHERS' UNION

This report suggests new ways to structure the teaching
profession and the educational system. It outlines ways to
gain public suppon and incre... funding.

Research shows that performance, seH......m, and job
satisfaction incre ... when employees are allowed to participete
in the decisions that aHect their work Ine. Teachers
are no exception. BeHer salaries alone will not aHract and
keep qualny teachers.

Teachers' unions must play an integral rote in the implementation
of professional and educalion reform issues.

Teachers' unions must be actively involved in achieving
these goals. The task cannot be lellto others: the union must
help fashion new structures instead of just reacting when an
injustice occurs.

Teachers' uniona must be willing to go beyond their current
rofe 01 negotiators, grievance handlers, and the protectors
of breed and buHer issuea.

As teachers move toward'a new professionalism, unions

(Cofttlnuell Oft pa..201

AmON 19


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'Striking a Better Bargain' c.£=~


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must insist on a new approach. The new approach should
mvolve educators -particularly the classroom leacher in
the movement to restructure the system and the profesa
sian: should form ·new coalitions with parents. bUSinesses,
and the community; and should establish mutual respect and
tNII.

SPECIFICALLY. TEACJjEAS' UNIONS MUST:

1. Continue the education of !halr own membera on prof_
At Iaau.. and education reform;
2. Lobby for tegislation that ensures teachers the right to
negotiate profesaional issues. such as peer evaluation. class
size, adequate time for preparation and collegiality, and
dacision-making authority;
3. Look at ways to alter their structure in order to reffect
!he goaIe of a profession;
4. Seek out new weys to inform and involve !he commun~
ty in activities that promote the irnproyementof public education
(too offen the community only IIeIW of union actiYity when
a strike is imminent or when the union is seeking more
money);
5. Encourage teachers and union leaders to become Invofved
in the communities in which they teach to have a better
underSlandlng 01 that environment and to enhance the
image of the profession;
6. Hold public forums to discuss education issues with
parenll, Sludenll and business and community leaders to
flnd ways to Slress the importance of education in every
aspect of society;
7. Promote involvement in the community through programs
such as Dla~A-Taacher and "Inside Your Schools";
6. Ensure due process for teachers;
9. Ensure competency in the classroom;
10. Continue to train negotiators in methods of cooperetive
bargaining;
11. Broaden the scope of negotiations to foster teacher wil~
ingness to experiment with education reform ideas without
being saddled with unworkable programs;
12. Develop a process of seIf-regulalion for teachers
through methods such as pear evaluation. intervention programs
and teacher review boards.
The public is skeptical. Teechera, through their unions,
mUll demonS1raIe that they are -.gto eccepI the reeponsibility
thai goes along wHh Incr.aMel authority and
protMIIonaIism.

Teechera are skeptical. Put aIIempIS to maJce muchneeded
changes in education offen have resuned in few tong.
lerm solUlions. When teachers have shown soma flexibility,
they often have been hurt.

Teachers' unions and the community allarge must begin
to erase this skepllClsm and move toward a new truBl and
respect for each other 10 altain Ihelr common goaI-an improved
system of education.

EVALUATION FORM

We need and would appreciate your inpul toward reviling the draft of thl. document. After reading STAIKI.
A BETTER BARGAIN, please give us your reeponoe.

In regards to the conlenl of each of the following sections, pIeasa Indicale whether you -agr... diaagnee.
nMel more informalion before making a decision. Aft8Ch an addnional sheet if nacessary.

NEED IIOftE

AGREE DISAGREE INFOfIMAnON

t. RESTRUCTURE THE CAREER 01' TEAClftNG
A. RecMt highly quaJiftod people into Il1O tOllChlng ~
B. _n hlghly competent teeello<o
c. enau,. ovoraJl quality Ind devtop public IruII
II. SIIAJIt! A RESPOIIIIVI! EDUCATIOIW. SYSTIII
A. c.-_lOprovIdo"*'*'llfUt __.
B. _cun1cuIum __ __•
IO~. _

_ 1OImn

III. BUILD COMMUNITY SUPPORTS ANI) __
A. Guw..-lIIOlIVIiIIIIitIIyolft___.......
B. Unite bull"",. ,_. _.and Il1O community
tV. EXPANI) THE ROLE 01' THE TEAClfERS' UNION

A. ,_our COI,"B.
Fonn new coslHions with parenlO. bull"",. and Il1O
community
C. eatablilh rnutUII __IruII ___
Il1O public•.

-For more information, contect MFT Talk Force CommItIw rnernIIa or caIIlhe 11FT oIb (812) 227.f511
or (800) 652-7710.

Remove this form and rBlum " by March 10 10 your building repreeantative or di_ 10:

MFT TASK FORCE

III~FedINIIon 01 T.....

1M Auron A_

51. Paul, lIN 51103
Meet

lakevIlle

FederatIon,

local 1801

o ACTION
Members of tbe Laknille Fedentloa bupllIIDa leam ptIIered 10 review !he barpi
Ing pro«ss and celebnle lbe nUflcalloa of. a... I..o-year coalncl for LocaItlO
Pklured (I. 10 r.) are: Bub Slet.... MUJ Malone. Jim falkeallapa, CuoI Freeau

lakeville Presldeal Mlk. Gln,bl, cbl" ..lib SuperiDleDdeal Karl Wablslro. at (MFT slarn, Unda Moenlna. Tim K1.... J(ev\a MeNuii)', Ind Mike Garagbty. p""
a rectal sodal 10 celebnle lite nllncadoa of Lakeville's ... coalnd, dent of the local,

MAICH,'



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