Issue link: http://educator.cta.org/i/969549
Be an advocate B E I N G A B L E T O advocate for teachers and students without fear of retribution was the reason that Marissa Glidden became a site rep at Verde Elementary School in Richmond. Like other site reps, she voluntarily gave her time to defend members' rights, monitor and enforce the contract, advocate to improve working conditions, and convey members' con- cerns to chapter leadership. "We fought for simple working conditions, such as having copiers at work," says Glidden, United Teachers of Richmond vice president. "We fought for professional development and lower class size. We advocated for safe schools to meet the needs of students who are transgen- der, DACA, Muslim and being bullied. Being a rep allowed me to speak up without fear of repercussion." When teachers improve their work environments, it benefits students, observes Glidden, a fifth-grade teacher, because districts can better attract and retain educators. "In the past , we were not always heard. Once I got involved, I felt like I was part of a big group of people who believe teachers deserve good working conditions and students deserve good learning conditions. It was very inspiring." She was pleased the union came to her rescue when she discovered she wasn't being paid what she was worth after earning a master 's degree. "Human Resources said I had never turned the form in and wouldn't budge. I tried to stay calm. Then someone from the union reached out, and I was taken care of imme- diately. The union had my back. They listened and made me feel valued." Being an advocate is nice, but so is a sense of camara- derie, says Glidden. "We have created community. It feels great to be part of something that's bigger than ourselves." Find a voice Shelly Smith, front row center, with CVEA colleagues. "I felt like I was part of a big group of people who believe teachers deserve good working conditions and students deserve good learning conditions. It was very inspiring." S H E L L Y S M I T H began teaching in the state-funded pre- school program in 2005. As a member of the Cajon Valley Education Association, she paid dues but was not active. "I didn't know about what the union did or the benefits of being a member. I didn't really have an opinion. So many things were new to me. The union wasn't on my radar." That changed in 2010, when all 23 preschool teachers in the Cajon Valley Union School District and others received pink slips. "Our union fought for our rights, right alongside us, and almost all of the preschool teachers were reinstated. From that moment on, I became active in our union." That year she became a site rep, continuing in the role for six more. She moved from preschool to teaching transitional kindergarten and then first grade, because the bargaining team and the assistant superintendent created a memorandum of understanding allowing the transfer. She joined the CVEA executive board a few years ago and is also on the bargaining team. " Throughout this journey, I have been fortunate to build relationships with union leadership, staff at my site, principals and district representatives, and as a result I have grown as a person and an educator," says Smith, a teacher at Meridian Elementary School. "I have found the strength in my own voice. I feel empowered to speak up not just for myself, but others. People listen to what I have to say, and I feel valued." Her advice for those considering union involvement? "Go for it. It's totally worth it to have a voice." "I have found the strength in my own voice. I feel empowered to speak up not just for myself, but others." 67 A P R I L / M AY 2 018