Out of the question and answer

At the November PTA Council meeting, there was discussion about the Labor Negotiations and I was forwarded yesterday some questions that were answered offline by both the School District (AUSD) and the Teacher’s Union (AEA) which I found very enlightening.  So I thought I would share them to those of you that aren’t on the PTA Council mailing lists or were not forwarded a copy from someone who is.

I’ll warn you all in advance, it’s pretty long so you’re on notice.   I thought the answers to the merit pay question was very promising.

I was really concerned by the answer about “problem teachers.”  I mean I had heard that there are problem teachers out there, but because my exposure to teachers is fairly limited I haven’t actually been confronted with one.   My guess is this is probably one of the biggest gripes about the seniority system — and I can’t imagine that “good” teachers (however you want to define that) are pleased with “problem teachers” getting to essentially choose wherever they want to teach and do a questionable job without any real repercussions.

Also, I have to say I’m a bit concerned by the question that implied that teachers were discussing the negotiation issue with students in class.   While it’s probably not an issue in Elementary School, there are some savvy middle and high schoolers that may broach the issue with their teachers.  Although I’m not sure I agree with AUSD’s position of telling the kid to talk to their parents.  School is a place of learning and if a student is interested in learning about this negotiation process, I don’t see why they couldn’t ask their teachers.   As a student who had many, um, “charged” conversations with her teachers — one that required principal intervention — it’s a great way for kids to learn.

So, here they are, enjoy!

Question: Is there a way to reward teachers who bring innovative ideas into the District? i.e., provide targeted merit pay increase to ‘outstanding’ teachers, the definition of outstanding being resolved during contract negotiations?

AEA Response: AEA is happy to discuss any way to increase compensation for teachers. Many of our outstanding teachers have recently begun thinking of leaving the District for the first time in their careers due to the lack of respect they are feeling from the District. Teachers would like to be included in conversations and when it comes to making important educational decisions for our District. Teachers are looking for anything that shows AUSD values outstanding teachers. AUSD has not introduced any ideas about compensation in negotiations and has rejected every offer made by the teachers. A good way to attract teachers with innovative ideas to our District is to change the fact that Alameda’s teachers are paid second to the bottom when compared to 16 surrounding Districts in Alameda County (see attached).

AUSD Response: When we begin negotiations on the full contract in January, we are interested in discussing a variety of possible changes to how we compensate teachers, including the possibility of performance pay.

Question: Why are problem teachers simply moved to another school, often the school of their choice, based on seniority? Is the district working to change this policy, and is AEA willing to work with them to do so?

AEA Response: The contract that AUSD and AEA have agreed upon includes a specific process to offer support to “problem teachers”. Often administrators see this process as extra work. If an administrator is aware of any issues, it is his/her job to offer a teacher support and specific suggestions for improvement. It is up to the administrator to ensure that teachers receive the professional support they need to be successful with students.

AUSD Response: As we discussed at the PTA Council meeting on November 30, when we begin negotiations on the full contract in January, AUSD is interested in discussing a variety of possible changes to the rules on transfer and seniority for teachers.

Current contract language allows teacher to seniority transfer.

Question: Since we have about 15 million dollars in reserves, most of which the District is free to spend, why aren’t we returning K-3, our youngest students to 20 to 1? (Twenty students, one teacher) The District’s web site says it would only cost about half a million to do that. (Website ) http://www.alameda.k12.ca.us/index.php/home/labor-negotiations#7

AEA Response: This is something the teachers have wondered since the District created their FAQ page. According to the budget documents that AUSD submitted to the State (see attached), last year’s unrestricted ending balance was $17.5 Million Dollars. This is over 21% of the District’s budget. The required reserve is 3%. When we compare AUSD’s reserve to 14 surrounding Districts (see attached) Alameda is second to the top. It is vital for our youngest students to get a strong foundation in reading and math in grades K-3. Smaller class size allows teachers to give each student more individualized attention. If we have a large surplus of money, we should be using it on students and the people that work with students daily.

AUSD Response: The reasons we cannot staff classes at a ratio of 20 students to one teacher are explained in the answers to FAQ’s on our website at

http://www.alameda.k12.ca.us/index.php/home/labor-negotiations.

California’s fiscal crisis and political gridlock of recent years continues. Indications are increasing that the State will impose “trigger cuts” in the middle of this school year (cuts built into this year’s state budget that will take place automatically if revenue falls short of projections from last spring) that will result in the loss of millions of dollars of revenue for AUSD. Although conservative budgeting through the use of contingency plans and reserves will enable us to offset those “trigger cuts,” the District cannot afford to incur additional expenses by reducing class sizes further.

The only way that the District can maintain small K-3 classes at 25 to 1 is through the use of Measure A funds. To reduce class sizes to 20, the District would need to make additional on-going budget reductions that it cannot afford to make and still protect the core programs that our community so highly values.

Reducing class size below 25 in K-3 would cost approximately one-half Million dollars per year. In addition, restructuring class sizes from 25 to 20 would be extremely disruptive to elementary families district-wide. Preliminary estimates indicate that approximately 175 K-3 students would be diverted from their current neighborhood elementary schools in order to reduce class sizes from 25 to 20.

Long term, it is unrealistic to expect that the State will continue to fund class size reduction as it has in the past. Most experts believe that class size reduction funding will be eliminated or that the rules will be dramatically altered in future K-12 state budgets. Without state funding, it will be difficult to maintain 25 to 1, much less 20 to 1.

The District believes that by maintaining its fiscally conservative approach to spending and budgeting, we can keep class sizes at 25 to 1, minimize the disruption to elementary students and families, and ensure continuity of elementary staffing and programs.

Question: I’ve heard from parents that some are afraid to express their thoughts on the upcoming contract negotiations with the teachers in fear that they may put their child at risk of retaliation in some form. Would the AEA be willing to send in writing that no ‘retaliation’ will be tolerated towards any child in regards to these contract negotiations if their parents disagree with a teacher’s position?

AEA Response: Of course AEA would never tolerate retaliation over contract negotiations. Our goal is to share information and help parents to understand the truth about what has happened. Teachers welcome conversation about factual information.

AUSD Response: Following up on the statements of agreement made at the PTA council meeting by the Superintendent and AEA President that classroom instructional time must not be used for advocating with students about negotiations, AUSD would strongly support a joint statement by AEA and AUSD that all parties must keep disagreements about negotiations away from children in the classroom. Every teacher’s response as stated by AEA at PTA Council should be: “please ask your parents about this topic.”

In fact, we are preparing a draft statement to this effect that we hope AEA will sign and help publicize.

Question: Besides seniority, step and column, what other factors should go into teachers pay?

AEA Response: AEA is open to any conversation about increasing teacher compensation. I have also attached our salary schedule.

AUSD Response: As noted in the previous question, when we begin negotiations on the full contract in January, we are interesting in discussing a variety of possible changes to how we compensate teachers, including the possibility of performance pay.

If there are issues of concern that parents believe should be addressed in upcoming negotiations or other suggestions, I would encourage parents to email me or your board members so that we can consider your concerns and suggestions as we draft our initial proposals.

Question: I read Ms. Harris oped in the Journal and was surprised to learn that teachers oppose being observed by principals or other administrators, and that this is governed by the contract. Why is this a problem, and in what other field are supervisors barred from watching their employees at work?

AEA Response: Teachers are not opposed to having administrators in their classrooms for the purpose of improving instruction. It can be a benefit to teachers for administrators to spend more time in classrooms. Our contract stipulates what can be used in a teacher’s evaluation, and a supportive administrator can be a key component to successful learning. Unfortunately, several administrators are using classroom visits as a form of harassment. When an administrator sits in a teacher’s class daily taking notes without any conversation with the teacher, the visit is no longer being used to improve instruction. When administrators pull students out of class individually to interview them without any conversation with the teacher, it feels like harassment.

AUSD Response: Principals and other administrators are the instructional leaders of a school site. It is important that they be visible in classrooms observing instruction and providing feedback to improve teaching practices.

AUSD does encourage administrators to make regular informal observations of teachers, in addition to the formal observations specifically required for teacher evaluations.

Question: If the district can not offer wage and benefit increases to the employees, is Kirsten willing to give her’s back?

AEA Response: The Teachers feel that a good leader would not ask for a raise and then claim there is no money for employee salaries.

AUSD Response: As discussed at the PTA Council meeting, the Superintendent’s change in base salary for this year was a scheduled step increase on her salary schedule that would have occurred even under her old contract. All other AUSD employees also receive scheduled increases in base salary (e.g., step and column increases) as they move along salary schedules. 57% of teachers received a 2-7% increase last year.

The possibility that the Superintendent may receive performance pay with her new contract shows that performance pay is one of the possible changes we are interested in discussing regarding how we compensate teachers when we begin negotiations on the full contract in January.

The health care provisions in the Superintendent’s contract are a one-time fix only for the term of this contract to correct the fact that the Superintendent paid 100% of her medical benefits for the first two and a half years she served as Superintendent.

Question: I would like to have information on the contract negotiations on a dollar basis. Instead of discussing a 3% increase with benefits…. What will that cost in dollars?

AEA Response: n/a

AUSD Response: We have performed preliminary fiscal analysis of the latest AEA proposal for a 3% increase for each of three years and full benefits. That analysis is posted on our website here:

http://www.alameda.k12.ca.us/images/stories/pdfs/HR/preliminary_fiscal_analysis_aea_proposal.pdf

As we move forward, we are committed to providing financial analysis of all proposals and hope AEA shares that commitment.

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