O UR S TUDENTS D ESERVE 1 www.tinyurl.com/ctaadvocacyagenda 2 3 - - PowerPoint PPT Presentation

“TOOLS FOR POWER FOR THE PUBLIC EDUCATION OUR STUDENTS DESERVE”

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www.tinyurl.com/ctaadvocacyagenda

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Create Powerful, High Participation Work Sites in every CTA Local Chapter to Win Life-Altering Improvements in Chapter’s Contract.

Course GOAL:

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POWER = SUCCESS

Road to our WIN

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• 1. Powerful, High Participation

Work Sites (SUPERMAJORITY)

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Plan to “WIN”

• 3. Organizational Cost
• 4. Structure Tests
• 5. Assessments
• 6. Organic Leader ID and Development

Power Building Strategies

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UNIONS that WIN! Our Common Goal

High Participation Union

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How well organized each work site is!

What is our Union’s SUCCESS dependent on?

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90% union cards (membership density) 100% Stewards (site reps) positions filled and functioning 75% paying into political funds 75% voting regularly (ratification and union elections)

Jane McAlevey believes a strong work site has:

Do you want to solve A problem or THE Problem?

This EEA Session

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The Boss’ Tool for Power

1.Fear 2.Intimidation 3.Distraction 4.Divide & Conquer

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Ensuring Our POWER

4 Union Tools for Members to Achieve their Goals

1 - Organizing for Power/High Participation (Our Offense) 2 – Grievance / Complaints / Litigation (Our Defense) 3 – Collective Bargaining (Our Scoreboard) 4 – Framing & Messaging (Our Narrative)

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CTA Frame/Messages

Our students are at the center of everything we do to ensure the public education our students deserve

Quality Student Success Opportunity

BE DISCIPLINED & Control the NARRATIVE!

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For CTA Members ONLY!

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ORGANIZING FOR POWER Escalation and Compression Efficient and effective communication 1:1 Conversations Assessments of all members and fair share payers (Organic Leaders) Distributive (Team) Leadership at all sites with ORGANIIC LEADERS

• 1. Organizational Cost

 High-Level Collective Action/Super

Majority

• 2. Structure Tests

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Tell you more than a

“SURVEY”.

• 3. Organic Leaders

Discovering your MEMBERS’ TRUE “WIN”

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Escalation and Compression

August September October November December

Escalation

• Start at the lowest level possible and giving your target an
• pportunity to make things right before moving to a higher level
• f activity.
• Start at the lowest level with members or potential members –

helping them be successful with smaller asks before making bigger asks.

Compression

Compression

• Create a “crisis” for your target
• Identify a short time period where you can

create a lot of activity in a variety of areas to put pressure on your target

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Sample Bargaining/LCAP/Organizing Plan High Participation is a PREREQUISITE for POWER! Local Chapter’s Name: Dates of Plan: GOAL (WHY?): OBJECTIVES (HOW? Must be measurable. Objectives drive the local chapter to achieve its GOAL): Strategies (general WHAT) and Tactics (specific WHAT) are listed below by months. Please person(s) responsible in parenthesis after each strategy/tactic. Strategies and Tactics ensure that the local chapter meets each objective. Areas: (Examples are below) Months: Key Events / Compression Points: LCAP: Bargaining: Organizing (Member engagement & recruitment, High Participation, etc.) Communications (Internal & External) Community Outreach & Organizing: Political Action/Electoral Campaigns/Lobbying & Government Relations:

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Chapter Goal (Win) / Chapter Collective “WHY”: Objectives (HOW?): TASKS (WHAT?): WHO RESOURCES NEEDED TIMELINE: DATA TRACKING & REPORTING: CHECK-INS: EVALUATION:

If you can’t COUNT it, it doesn’t COUNT!

Road to our WIN

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San Ramon Valley Education Association Assessment Rubric

1 = Member Leader: Member leader who gets other members and potential members (fair share payers) to take action. 2 = Member Activist: Member who is continuously and actively engaged in association activities but does not necessarily get others to participate. 3 = Inactive Member: Member who is not engaged in association activities but is in good standing. 4 = Undecided Potential (fair share payer) Member: Potential member (fair share payer) who has been asked to join and participate but has not yet chosen to do so. Not hostile; there is room for follow-up and potential to join. 5 = Anti-Association Potential Member (fair share payer): Non-member who has been asked to join or participate, has declined to do so, and is anti-association. 6 = Anti-Association Potential Member (fair share payer) Leader: Non-member who is anti-association and leads or is well-respected by other members and potential members. 0 = Unassessed Member or Potential Member (fair share payer): Bargaining unit member who has not had a conversation about joining or participating in association activities. There is insufficient information to provide an accurate assessment. All members are a “0” as we start to systemically collect this information. When you have a conversation with a member, you can then mark them as a 1, 2, or 3.

San Ramon Valley Education Association Assessment Rubric

1 = Member Leader: Member leader who gets other members and potential members (fair share payers) to take action. 2 = Member Activist: Member who is continuously and actively engaged in association activities but does not necessarily get others to participate. 3 = Inactive Member: Member who is not engaged in association activities but is in good standing. 4 = Undecided Potential (fair share payer) Member: Potential member (fair share payer) who has been asked to join and participate but has not yet chosen to do so. Not hostile; there is room for follow-up and potential to join. 5 = Anti-Association Potential Member (fair share payer): Non-member who has been asked to join or participate, has declined to do so, and is anti-association. 6 = Anti-Association Potential Member (fair share payer) Leader: Non-member who is anti-association and leads or is well-respected by other members and potential members. 0 = Unassessed Member or Potential Member (fair share payer): Bargaining unit member who has not had a conversation about joining or participating in association activities. There is insufficient information to provide an accurate assessment. All members are a “0” as we start to systemically collect this information. When you have a conversation with a member, you can then mark them as a 1, 2, or 3.

If you can’t COUNT it, IT doesn’t COUNT!

Assessments NOT Judgments!

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What percentage

• f your

sites are “1s”?

High Participation is A PREREQUISITE For POWER

Powerful, High Participation Work Sites

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 An invention of management to

weaken Union power.

 Need to include an ORGANIZING

FOR POWER component if possible.

 What article/provision of our CBA

gives you the authority to do that?

 Who gains power in a grievance?

Grievance considerations:

 CBA Grievance Procedure Article

 Follow Grievance Article closely

including timelines.

 Grievance must be based on

violation of the CBA article in question. VIOLATIONS OF CBA

GRIEVANCES

When to file a GRIEVANCE:

 Clear violation of the contract  Need to establish a paper trail  Need to protect grievance timelines  Effects only one worker, especially where discipline is involved  Worker is widely unpopular  Contract interpretation cases where language is clear

Grievances are DEFENSE

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 Violations of LAW (State or Federal) 

Violation of legal regulations (State or Federal)

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Appeal to CA Department of Education

 Usually: BP or AR 1312.3a

Uniform Complaint Policy Complaints:

 Ethical violations  Violations so Board Policies or

Administrative Regulations

 Usually: BP or AR 1312.1a

Complaints Concerning School Personnel

2 Types of Complaints

4 Reasons to Take Direct Action to Solve Issues at Work

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Organizing actions with our co-workers helps us win resolution quicker

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Not every issue at work is a grievance, organizing with our co- workers is the only way to resolve some worksite issues

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Organizing around our issues builds workers’ power. It builds solidarity and union visibility. It sends a strong message to the boss that our rights must be respected. When we come together as a union, a group of people acting together, we feel better about ourselves, our Union and our jobs.

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Workers own the issue, take responsibility for solving worksite problems stop 3rd partying of the Union

DIRECT ACTION for POWER

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 Violation of LAW

• Educational Employment Relations Act (EERA)
• Public Employment Relations Board (PERB) www.perb.ca.gov
• California Education Code (www.tinyurl.com/ctaedcodeindex)
• Other State and Federal Law

 Employment Related Issues

• Call CTA Staff for assessment and possible referral

 Non-Employment Related Issues  Slow and drawn out

Litigation

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Remember!

• 1. Success is dependent on HIGH PARTICIPATION & WELL-

ORGANIZED SITE. HIGH PARTICIPATION is a PREREQUISTIE for POWER.

• 2. Members want to solve THE problem.
• 3. Members solve THE problem through COLLECTIVE ACTION

involving a SUPERMAJORITY.

• 4. POWER concedes NOTHING without a DEMAND. (Douglass)
• 5. 3 types of POWER we have:

➢POWER with; POWER to; POWER within

Tools For Power Scenarios

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 Build POWER.

 Focus on HIGH PARTICIPATION (SUPERMAJORITY)  Target solving THE problem.  All action plans MUST have an “organizing for power”

component.

 Refer back to your TOOLS FOR POWER and SITE CAPAC ITY

RUBRIC documents.

Tools for Power: Scenarios RULES OF ENGAGEMENT

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Pauline principal announced in her weekly staff newsletter that all teachers will have to submit weekly lesson plans by the previous Thursday using the principal’s prescribed

• format. Members came to you and protested saying this

will require additional, unnecessary time and infringes on members’ professional judgment. The principal said she’d discipline anyone who does not comply on time.

PLEASE SOLVE THE PROBLEM!

Tools for Power Scenario #1

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Steven Special Education Director has written a directive to all teachers that they are REQUIRED by law to stay past their contractual hours in

• rder to attend IEP meetings. He further reiterated that NO teachers

will be paid additional compensation for their attendance since their attendance is REQUIRED by law. 1 probationary and 1 permanent contracted fair share payer have approached you and say they can’t stay for these meetings due to child care. PLEASE SOLVE THE PROBLEM!

Tools For Power Scenario #2:

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Substitutes are scarce at “State of the Art” Elementary School. Patricia principal HATES personal days and stated that if a teacher takes a personal day that teacher will have to find other teachers to cover his/her classes because the principal wants to reserve the subs for teachers who are legitimately sick. Many teachers agree with the principal. PLEASE SOLVE THE PROBLEM!

Tools For Power Scenario #3:

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Catalogue of Courses:

www.tinyurl.com/ctar1eeacatalogue

Local Chapters that adopt the CTA R1 EEA Program are eligible to award “CTA R1 EEA” Certificates to members:

• 1. ORGANIZER
• 2. LEADER
• 3. ACTIVIST

www.tinyurl.com/ctar1eeacertification

CTA Region 1 Educator Effectiveness Academy

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CTA R1: Stand Up For All Students Educator Effectiveness Academy Goal:

To strengthen local chapter effectiveness by creating POWERFUL, HIGH PARTICIPATION work sites by developing union activists, leaders and organizers committed and prepared to achieve the Public Education Our Students Deserve.

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Dawn Cova, CTA Regional UniServ Staff dcova@cta.org 707-880-0000 (cell) Larry Spotts, CTA Regional UniServ Staff lspotts@cta.org 415-530-1927 (cell)

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