Issue link: http://educator.cta.org/i/1525262
members, work on improving teaching and learning conditions at worksites, and help members connect more deeply with our union — both at the chapter level and CTA. is is key to build- ing capacity and unity in our worksites and local chapters to take on some big challenges ahead. 'Personal contact' Livingston Elementary Teachers Association (LETA) received three organizing grants last year. President David Mires and LETA leadership used the Planning grant in two installments, once to meet at the beginning of the year, and again in March to reflect and revise their plan. Mires used the Local President Release Time grant, and LETA secretary Chris Martin used the Site Visit grant, to visit all of LETA's sites and talk one on one to 87 of 123 teachers. "Our district has three elementary schools and one middle school," said Mires, a middle school STEM educator. "I thought I understood elemen- tary teachers' needs, but it wasn't until our talks that I was able to form ideas that met their needs vs. what I thought they needed." Mires then met with the superintendent and district council to go over educators' concerns and suggestions. Among them: "We had learned that one site was using the wrong evaluation tool [that was contractually invalid]. I ran it up the pole and we got things changed." Within LETA, site representation was an issue. "One site rep for an elementary school doesn't really work because of the mul- tiple grade levels," Mires said. "So my approach during a second round of meetings was to recruit one rep per grade level. Some reps worried about administrative retaliation, but I was able to say 'now there are five others besides you [at your school] to support each other.' at was a big win for us." Along with administrators, LETA leadership briefly observed every classroom. "We left personalized notes to teachers saying positive things about what we saw — such as we liked your stu- dent group work, your stations. Admins usually walk into a classroom but never give feedback. We modeled what we wanted from them." They also brought breakfast and lunch to each site and met educators informally after school. " To increase engagement, we need to change the narrative — the union is here for you not just for problems, not just when we're ask- ing members to write letters. If you don't spend the time to make that personal contact, nobody ever feels comfortable." Mires has received another Local President Release Time grant and has applied for Plan- ning and Site Visit grants again. In the recent past, LETA has successfully used CTA's Member and Commu- nity Engagement grants to make connections and push for changes in language around educators' working conditions. Mires anticipates using these new grants to make even more positive change. "I thought I understood elementary teachers' needs, but it wasn't until our talks that I was able to form ideas that met their needs vs. what I thought they needed." —LETA President and middle school teacher David Mires CTA Organizing Grants L O C A L L E A D E R S can visit cta.org/localgrants to learn more about CTA grants. Among the grants: • Site Visit grants cover release time for locals to conduct site visits; these visits should center around local priorities such as asking members to join the union, preparing for bargaining and organizing to win a strong contract, school board elections, a community schools campaign, etc. • Planning grants cover release time or meeting expenses for local executive boards to hold a local planning session. • Local President Release Time grants allow local presidents to lead and carry out site-based organizing within their chapter; release time is by formula, depending on individual's existing release time. 39 A U G U S T / S E P T E M B E R 2 0 24 David Mires