Issue link: http://educator.cta.org/i/1512793
W H A T ' S T H E B E S T W A Y to ensure that California draws in qualified new educators who reflect the demographics of the students they serve? It is not, according to recent research and data, through the Teaching Performance Assessment (TPA) required to earn a teaching credential. In fact, to read comments by early-career educators who participated in a CTA survey (see our story "Redundant, Stressful, Time-Consuming," page 26), the TPA is so onerous that it discourages teacher candidates — particularly BIPOC candidates — from entering the profession. Just one of scores of similar survey comments: "[e TPA] caused so much additional stress and anxiety that I had to reconsider whether I truly wanted to pursue this profession. It drove away my passion for education. I eventually sought mental health care." A high-level CTA workgroup along with a State Council committee evaluated TPA impacts; both concluded that while standards must remain high and accountability is critical, TPAs undermine teacher preparation and negatively impact teacher supply and diversity. Your union is now working on an outcome that could embed the TPA in teacher candidates' clinical practice as part of the broader assessment. Keeping quality educators as well as attracting and supporting good candidates is equally important, and multiple stories in this issue show how unified union organizing and bargaining can win the gains in wages, benefits and working conditions that make educators feel val- ued and want to continue to teach and nurture students; see "Fresno Teachers Win Historic Contract" (page 16), "2006 Strike Remem- bered" (page 20), "Support From All Corners" (page 21). While the 4,000-member-strong Fresno Teachers Association was prepared to strike on Nov. 1, it reached a settlement with the school district the day before. No doubt the district recognized the power of members' unbreakable unity with each other and with families and community — manifested in a massive FTA turnout for a strike vote rally and a teacher Day of Action at every single school site. Solidarity goes hand-in-hand with inclusivity. In our story on building an inclusive classroom ("Showing Everyone ey Belong," page 23), CTA member leaders offer tips, one of which is "Set the foundation: e By Marely Hernandez, grades 7-8, Region 3; teacher: Cecilia Silveyra, Montebello Teachers Association What Unity Can Do Your Vote Is Your Voice The March Primary will soon be upon us. Now is the time to get informed and engaged and be ready to vote with California educators. Know that when you follow CTA recommendations on candidates and important initiatives, you are voting to support our students, schools and colleges. See page 31 for details. classroom is 'ours.'" A classroom, a school, students and educators are all stronger when we embrace everyone and include them. Students know this — just look at a few of the win- ning student artworks from CTA's César E. Chávez and Dolores Huerta Education Awards Program, on this page and in "Scholarships, Grants, Awards, Oh My!" page 48. Under the guidance of their teachers, students create art and written essays that demonstrate an understand- ing of the vision and guiding principles of Chávez and Huerta, including solidarity. As Huerta said, "We have to come together as workers, as a community, and fight for the rights that we all deserve." Yes, together we become one. Happy New Year! Katharine Fong E D I T O R I N C H I E F editor@cta.org 6 cta.org E D I T O R ' S N O T E YOUR MATTERS VOTE 2024