California Educator

June 2013

Issue link:

Contents of this Issue


Page 31 of 39

> L E G I S L AT I V E U P D AT E YOUR COLLEAGUES BRING YOUR STORY TO THE CAPITOL State Standards. These new standards will dramatically impact teaching and learning. Educators must have the resources they need to help students succeed. The new language on accountability protects collective bargaining rights and restricts oversight by the County Offices of Education." CTA's State Council in June reaffirmed its support for the goals of the LCFF, while raising a number of key concerns that were spelled out in an addendum to State Council's Budget Principles. CTA supports the goals of the LCFF because association members believe that every student is entitled to educational equality. "We appreciate the recognition that it costs more money to educate students with higher needs," adds Vogel. "We worked closely with the governor and lawmakers on a budget consistent with our association's State Budget Principles, which call for equitable funding for students most in need, repayment of what our schools are owed, an annual cost-of-living adjustment for all schools while the formula is being implemented over a period of several years, and full funding for the state's K-3 Class Size Reduction program." The new funding formula represents an important opportunity for educators to have input into expanded district-level spending decisions via collective bargaining. While the LCFF does not provide California with sufficient funding, it will help restore some of the billions of dollars that have been cut from schools in recent years. The formula will also provide more resources in the future. For a closer look at the finalized budget, visit What a difference a year can make. May 23, 2013, hundreds of CTA Chapter leaders were in the Capitol, engaging lawmakers in discussions about how best to use an influx of new revenues created by voters' passage of Proposition 30 to restore cut programs and reduce class size. A year ago, May 2012, CTA local leaders urged legislators to vote against another devastating $5 billion in cuts. Why are they passionate about politics? Read on… Gray Harris Alameda Education Association President "The state Capitol is where decisions are made." Gray Harris loves to share how politics affects every educator in the district. Her chapter's growing commitment to politics, which won them recognition as a CTA Chapter-in-Politics Award winner for 2012 activities, goes beyond securing an enhanced contract settlement. Gray emphasized that while educators are really focused on teaching, "it's important for educators to make their voices heard in the state Capitol, where all decisions are made about class size reduction, funding and professional development for the Common Core." Jennifer Porch Chula Vista Educators President "Politics impacts my classroom and my students." "Politics impacts my classroom every day." That's why Jennifer Porch, a second-grade teacher, is working to better school funding and to get her members even more involved in political action. Educators need support, and she realizes that sparking political involvement is not an easy task. The key is talking with people, one member at a time. During the Proposition 30 campaign "I visited local sites — those one-on-one conversations do work, and they let you connect to people." The November campaign is clear evidence that "as teachers, we can move mountains." Mike Patterson South Tahoe Educators Association member "Don't be taken in by so-called reformers." Mike Patterson says proudly that he was the first state Democratic delegate to sign a petition that led the state party to pass a resolution in April denouncing Michelle Rhee and her so-called Democrats for Education Reform group. Rhee and the group, which is financed by corporate special interests, are seeking ultimately to privatize public education. An automotive teacher, he's has been involved in politics for more than 10 years. "Unless we're out there to provide correct information, even good Democrats who believe in public education may be taken in by the rhetoric of the so-called reformers who are trying to destroy public schools." 32 California Educator June/July 2013 Educator 06 June 2013 v2.2.indd 32 6/15/13 9:24 AM

Articles in this issue

Links on this page

Archives of this issue

view archives of California Educator - June 2013