Issue link: http://educator.cta.org/i/859531
elissa Johnson feels right at home in her fourth-grade classroom at George W. Bush Elementary School. She's gotten much-needed support from colleagues — and positive feedback from administrators, who invited her last March to return for a second year, she says with a big smile. Nonetheless, being a new teacher on proba- tion can be "a little nerve-wracking," admits the Stockton Teachers Association (STA) member. She's sometimes unsure of what to do, and there's constant pressure from working under a micro- scope. But she's developed strong classroom management skills that connect her to students, and has earned their respect with a program that rewards good behavior, based on the rules of baseball. (See page 30.) Johnson is one of thousands of new teachers required by state law to complete a two-year probationary period before earning permanent status. Many of these educators put their lives on hold — postponing wedding dates and delaying having children, purchasing homes or taking vacations until they achieve permanent status. Probationary teachers lack the protections their colleagues with permanent status enjoy. Probationar y employees may be let go — or "non-re-elected" — without due process or expla- nation during their first or second year. And if they change districts, teachers begin a two-year probation period all over again. e state doesn't keep track of how many teachers pass probation. Non-re-election should not be confused with l ay of fs du e to bud get cuts. Such c onfusion occurred in Montebello Unified School District recently and resulted in a lawsuit. Making the Grade Tips for passing probation and surpassing expectations By Sherry Posnick-Goodwin Photos by Scott Buschman M Chandra McPeters, left, mentors second- year teacher Melissa Johnson; both are Stockton Teachers Association members. 28 cta.org Back to School T H E P R O F E S S I O N