May 10, 2005

Frustrations mount as CUSD contract talks ready for second round

Work-to-rule, pickets, sign of heightened faculty concerns

By Candy Richter
Staff Writer

Over 200 Campbell Union School District faculty, community members and a smattering of students filled the standing-room only meeting facilities at the April 28 governing board meeting to publicly air concerns and show support as the district and teacher’s union prepare for a second round of negotiations on May 12 in their as of yet unresolved labor contract.

Hundreds of teachers and community supporters gather for a rally at the CUSD district offices before the April 28 governing board meeting. During the open comments session, dozens of speakers shared feelings of lack of appreciation and frustration as the school year draws to a close with no contract resolution.

As dozens of teachers stood and shared their individual plights with the governing board and audience, a common theme began to emerge. Although each had come to CUSD as their first choice based on the district’s reputation as a caring, community-based employer, they now felt that the district placed little value on its employees.

“Teachers don’t feel looked after,” said Campbell Elementary Tea-chers’ Association Pres-ident Deborah Johnson.

“And while I can understand caution, this district is already below many others in compensations for its employees. This is already such a difficult time in education, we need to see that we are valued.”

Subdued, respectful
Dressed in black and carrying signs of solidarity, the board meeting attendees were subdued and respectful. They cheered their supporters, but showed only reserved quiet for the few naysayers.

That demeanor lasted during the seeming reprimand delivered by board member Scott Kleinberg at the conclusion of the open comments when the assemblage was chastised for their decision to picket. The visual scene of picketing teachers was “upsetting” to children, he said, while noting that “it was a good thing that [the teachers] came in to tell [their] stories.” The picketing, he said, did not help Kleinberg in “thinking through his decision.”

Although contracts are negotiated each year between school districts and the bargaining units representing the teachers, delays on both sides of the table have resulted in a particularly late start leaving the educators without resolution and the school year nearly at its close.

Add to this the seemingly endless funding cutbacks, the high-stakes negotiation points of the current contract, and the universally unpopular Proposition 98, and what is left is a heightened sense of frustration and powerlessness that has permeated the district from the most tenured to the first-year instructors.

Judy Reed, a 33-year teaching veteran of both New York and California schools teaches third grade at Marshall Lane Elementary and is “appalled by the district’s treatment of its education professionals.

Professionals
“We are professionals and they doubt our professionalism,” said Reed. “We are doing what the district tells us, going in on the weekends, putting in our time and effort. Then for the district to offer us a 1 percent increase in these times or take away my one 50-minute enrichment [prep] period teaching the children art – it’s a slap in the face.”

CTEA President Deborah Johnson is pictured addressing the CUSD governing board during open comments at the April 28 meeting. She described the first round of negotiations between the Campbell Union School District and the Teachers’ Union as “not acceptable.” Talks are slated to continue On May 12.

When the initial contract negotiation session failed to produce a settlement, the decision was made to “work to rule,” meaning that the district teachers would be working their contracted time only – not staying after hours, or arriving before hours. At some school sites, teachers - often joined by parent supporters – would picket with slogans on placards outside school property.

Although this bold move so early on in the negotiation process was somewhat surprising to CUSD Superintendent Johanna VanderMolen, she saw it as more indicative of the state of mind of education as a whole more than anything else.

“There is so much frustration out there, about Prop 98, [and] about the way education is handled at the state level. The problem is, we don’t represent a voting population or a revenue-generating population - we represent the children. I keep hearing the same promises, hearing about the education reforms – and every year we have to work with less and less funding.”

According to Johnson, the Teachers’ Association president, the real issue is one of priorities. “In our analysis, the district has the ability to meet our needs. These salary increases are a must, our teachers cannot keep up with the cost of living, and we are not going to pay for those increases by sacrificing our own and giving up prep time.”

Teachers’ compensation is based on a step and column schedule that is formulated much like a spreadsheet.

Rate of pay is based on years of experience (step) combined with the individuals’ education level (column).

For the first three years, teachers move up one step per year, then the rate slows to one step every three years.

Column salary increases of 4.6 precent occur with every additional 15 units of education, and can be taken 3 – 4 times in a career. Instructors with 12 or more years of experience get additional “longevity” compensation every other year totaling about $2,000. Based on this system, after 20 years, teachers reach the top of their salary schedule.

For increased salaries
But if there is an opponent to increasing teacher compensation in theory, it isn’t VanderMolen. “I don’t have any argument with this issue – the problem is where do you get the funds? Do I cut programs for the children; do I send the district into bankruptcy? If all COLA continually went to compensation, then districts would go broke. The purpose of COLA is to keep up with all current costs.” VanderMolen further explained that in 2002 teachers received a 3.36 percent raise, and 2003 a 1% raise. In 2004, teachers did not receive any cost of living increase.

Picketers line Pollard Road in Los Gatos across from Rolling Hills Middle School as contract negotiations lag between CUSD and the Teachers’ Union. All demonstrations took place off school property, either before or after hours.

As CUSD and the Teachers’ Union prepare for the next round of talks, both VanderMolen and Johnson are optimistic about the groups’ ability to reach a reasonable settlement in the coming weeks.

“During the past four years, the state cuts $5.3 million dollars. We’ve lain off 36 percent of all administration and 19 percent of all classified staff,” said VanderMolen.

“Compensation is 87 percent of a district’s general fund budget, so you can see that there has been little wiggle room. Having said all of that, I should add that our teachers are fantastic and deserve an increase. We have been working, and will continue to work to see how big that increase can be. Negotiations continue on May 12. Both teams are excellent and I’m sure we will move forward at our next meeting.”

Contract negotiation points

At the heart of this year’s contract negotiations are three main issues:

Teacher Prep Time
First, is the elimination of the last remaining teacher preparation time for grades Kinder through Third. This is a once-per-week 50-minute release period during the school day that allows the instructor to prepare for the week’s lessons. During this time, the teacher’s class is manned by a credentialed instructor – in some cases music or art – and receives instruction. This has long been considered an invaluable planning time for instructors and an essential part of their instructional day. Over the years, prep time has been reduced from three periods per week to one. The upper grade instructors currently have two preparations periods per week.

Cost of Living Allocations
The second point relates to annual cost of living allotments or COLAs, that the state funds annually. These monies very from region to region, depending on the state’s cost of living calculations for that area. CUSD has offered a total COLA of 3.4 percent paid over two years, but contingent upon a few factors, including the elimination of the lower grade prep period. The teachers want a 3.5 percent increase with no stipulations, effective this year and retroactive to the beginning of the school year.

Insurance
Lastly, the impact of rising insurance costs have put some teachers in the position of making less money this year than they did last year – even with the “step up.” Compared to seven years ago, teachers in CUSD now make 3 percent less than they did at that time, with insurance costs jumping from 10 percent to 20 percent of their gross salary. The district has offered some premium assistance, again with the stipulation that the lower grade prep be eliminated. Educators are asking the district for increased financial aid in this matter, but again, not at the expense of its own members.