Issue link: http://educator.cta.org/i/969549
Become an agent of change " There's potential for real change, and it benefits both teachers and students." J A C O B G R A N has been teaching special education at Richmond High School for four years, and has been the department chair for three. After United Teachers of Richmond members voted in a new leadership team, Gran wanted to be part of the transformation, so he became a site rep. "We had new, fresh leadership, and it was a different vibe," says Gran. "I wanted to become involved in the new direction our union was taking." He describes that as being more collabo- rative with administrators and school board members, so educators are part- ners rather than adversaries. "It doesn't mean we don't disagree with the district, but it's important to have a relationship. Without infighting, there's potential for real change, and it Stand up for human rights "Working with a group of individuals who hold the same ideals as you can forge the way for the best possible outcomes in transforming school culture." W H E N T E A C H E R S I N Brentwood formed the Brentwood Teachers Association five years ago, Angela Normand became a site rep at J. Douglas Adams Middle School. But the special day class teacher was not particularly vocal. "I was a very quiet, silent site rep. I made a lot of copies and took a lot of notes and blended into the background." When she learned BTA was looking for a human rights contact, she signed up. At CTA trainings she learned about unconscious bias, or stereotypes about certain groups of people that individuals form outside their own conscious awareness. She became more informed about women's rights and the ongoing struggles for equal economic opportunities, educational equity, and an end to gender- based violence. "I could not believe how much CTA cared about human rights, not only for our students, but educators," says Normand. "It was mind-blowing." Normand brought back what she learned to colleagues: Standing up for human rights means providing a quality education for all students, showing respect and dignity for all students and teachers, recruiting and retaining a diverse teaching force, providing edu- cation on human and civil rights issues, and empowering diverse communities to take part in educational decisions. While attending a CTA conference, she peeked into CTA's Ethnic Minority Early Identification and Development (EMEID) leadership program and applied. Once accepted, she was paired with a mentor who encouraged her to take on more. She joined State Council as the minority-at-large rep for Alcosta Service Center, was elected vice president of her chapter, became chair of the African American Caucus, and became a member of the Ethnic Minority Affairs Committee. " Working with a group of individuals who hold the same ideals as you can forge the way for the best possible outcomes in transforming school culture into a place where students succeed and do what they are capable of," says Normand. "For me, nothing is more gratifying." 68 cta.org CTA & You