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                     FEBRUARY 2007                      

A More Level Playing Field

When I first made the commitment to run for this Association’s highest office, I also committed myself to finding whatever opportunities I could to improve the professional lives of our outstanding teachers.  The caveat my predecessors offered me became prophetic, however.  They told me to beware of becoming too reactive, to be in the midst of a perpetual crisis management mindset.  Although sage advise it certainly was, it has proven to be easier said than done!  Because much of what TVEA does falls into the realm of advocacy, we are obligated to intervene whenever our members have an issue that they are unable to resolve on their own.  This can keep an Executive Board and its officers extremely busy, especially when they endeavor to do it well, as we have.  It gives me a great deal of pleasure, however, when we can work in the proactive realm, as we have been able to do through our first ever Kindergarten Summit.      

In the Spring of last year, venerable teacher and past Association leader Debbie Knapp approached me with a proposition. (minds out of the gutter, people!) She asked, “Could we have a meeting of “K” teachers to discuss issues related to the programs on the respective sites?”. I told her I thought it a great idea, and after the fervor of the Election was behind us, I called to remind her of her request.  We scheduled time to meet and develop the program, and the collaboration energized everyone involved.  Regardless though, we never imagined the response we would receive from our fellow educators.    

On January 30th,  TVEA hosted this inaugural event. Seventy-five of our “K” teachers were in attendance to talk about issues related to Full-day Kindergarten, extra duty assignments, co-teaching, and other various topics.  Teachers were asked to share how the program is structured at their site, which gave them the opportunity to compare differences in those respective models.  A facilitator was selected from each table, who reported their findings to the entire group. What became apparent during the reporting process was that there is no consistency by which the principals attempt to create equity between the sites.  In other words, some teachers are being required and/or asked to vote to do additional work that other sites are not.  The lack of clear contract language has created an environment where this is possible, and this collective epiphany on the part of the participants I believe will lead to Contract language that will level the playing field. I’m probably begging the analogy, but when it comes to this playing field I’m glad we’re on “offense” this time!