Teachers are faced with one of the most difficult jobs in the country. Not only are they responsible for keeping children safe on a day-to-day basis, but they are the backbone of American literacy. When you consider the daily responsibilities teachers are tasked with followed by an ever changing curriculum, a 40-hour work week can quickly turn into a 60+ hour work week, and many districts fail to compensate teachers for additional hours.

As a result, many teachers are working multiple jobs to compensate for the paltry return on their arduous commitment to their classroom communities. While many of the demands are eminent in the classroom calling on teachers to conjure their creativity in lesson planning, they are also tasked with integrating new technologies, managing classroom behavior, communicating with parents, and maintaining their own mental health. All considered, this is a shared struggle, and those who feel deeply called to teach can share respite in the empathy emanating throughout the school hallways.

Whether you are an elementary, middle, or high school teacher, the semblance of hope in unity surrounding these issues can provoke a call for change.

Compensation

One of the most influential components people divert their attention to when seeking a job is compensation. After all, the economy is an ever-changing entity that without careful consideration can leave some checking the couch cushions for spare change. While all jobs share some level of inadequacy with pay scales, teacher salaries encompass one of the largest disparities when considering demand and complexity.

For example, Chelly Brown, a high school teacher in Pennsylvania, highlights the extra unpaid responsibilities teachers undertake, such as coaching and participating in extracurricular activities. She expresses this sentiment stating, “You’re being asked to do a bunch of extra things and you’re not getting compensated for that.”

Unlike other fields where seniority and performance are the determinants of pay, education relies on inter-district primacy. Therefore, the longer you stay at the same school or within the same district, the higher the pension you are qualified to receive. As such, many teachers feel constrained to remain in the same geographical location which can have significant effects on their future plans and commitment to the profession.

Working Conditions

One of the most complicated aspects of being a teacher is the incalculable variation found within schools. School funding has always been an area of contention and the underlying economics which fund schools rely on taxpayer contributions to provide students with a state-of-the-art education.

Schools around the United States have adopted multiple models of classroom integration to make up for incongruencies in funding systems. One of the most common examples is “floating teachers”, where students remain in the same room as teachers rotate in accordance with subject expertise. While this system maximizes space and fosters rapport between students, it often leaves teachers scrambling to maintain order with their materials and can quickly lead to teacher burnout.

For humans to be comfortable, it is crucial to feel directive over our space. Walking into school on a Monday morning and having a room to place your things, decompress, and prepare for the day ahead not only positively contributes to teacher mental health, but it also helps prepare for the unpredictably that ensues when 20+ humans share a space together.

Classroom Resources

Finding time to lesson plan can often be laborious, but since many teachers understand this shared struggle, there are numerous online resources to pull completed lesson plans, find engaging ways to encourage students to participate with subject matter, as well as equip your classroom with supplies to make it through the year. While these resources are plentiful, teachers are often financially burdened with wanting to diversify curriculum by adding their own tasteful flare.

For example, if a teacher wants to use a certain book to teach a unit, but it is not a book that school has in stock, they will often have to fundraise or use their own money to provide enough copies to their class.

The integration of technology can be a useful stimulus to keep students engaged but is costly and often out of scope for many districts as it requires extensive training and is ever changing. As such, many educators rely on the resources provided to them by their districts, but the need to outsource often overwhelms their financial, mental, and physical equilibrium.

Classroom Management

One of the most demanding tasks of being a teacher is keeping your classroom on track. Curriculum is mandated from the top and handed down for implementation without much training. Ultimately, educational instruction is at the forefront of teaching, but what happens when the classroom becomes dysregulated, and your attention has to shift to student behavior?

Students come into the classroom each day as an extension of their lived experience, or to say, they enter the classroom with a backpack carrying their emotional health, their physical health, and their mental health. As such, there is an unprecedented level of unpredictability that follows each student through the door and as a teacher, many aren’t sure what the day will bring.

Students emulate the experiential rainbow, encapsulating everything from depression, anxiety, physical abuse, addiction, learning disorders, and previous encounters with the criminal justice system. It is already difficult enough teaching a diverse room of students, but often behavioral episodes convolute the delivery of pertinent material. In reaction, there are multiple models of behavioral intervention ranging from social emotional learning (SEL) to crisis intervention plans and individualized education plans (IEPs), but few teachers are properly trained or equipped to deliver these interventions in the classroom.

Parent-Teacher Communication

In modern education systems there is a natural disconnect between teachers and parents, partly due to the demand to retain jobs for familial stability. As such, a substantial part of childhood development is passively extricated to teachers.

In education there is a Latin reference known as “in loco parentis” or “in place of parents”, in which teachers assume some function of parental roles in the classroom. This can be an area of contention as some parents may find difficulty in relinquishing delegation of influence for their child.

Week to week, teachers may find themselves enveloped with antagonistic emails from parents regarding their child’s performance, behavior, or demeanor. In some cases, parents are involved with the school through volunteering and these discords can be addressed with ease. In other cases, parents have little understanding of their children’s composure in the classroom and can assume a stance of defensiveness calling for the teacher to do better.

The bottom line when addressing parent-teacher communication relies on the amount of support the teacher is given, and whether or not they can find balance managing matters on their own versus knowing when to involve the school administration.

The bottom line

Teachers occupy an arduous niche of the workforce which is often looked upon with deftness. Each day, teachers wake up, commute to school, and rely on their lesson plans to equip kids with an education that will stipulate their qualification for the workforce. Aside from their occupational requirements, teachers are constrained by the institutional norms delegated by their chosen institution. This encapsulates everything from pay scales, curriculum, classroom orientation and resource availability to classroom management, student behavior, parent-teacher relationships, and teacher mental health.

While much of what has been discussed in this article exposes inevitabilities of teaching, it is crucial to equip yourself with a toolbox of resources to be able to show up for your students and yourself without dreading the morning bell. Whether you spend time exploring teacher forums, participating in workshops, finding moments for breathwork or to stretch, or placing yourself in a district with an emphasis on work-life balance, you can rest assured that teachers across the country are treading the waters of delivering quality education in a chaotic world.

In recent years, the topic of union dues and the rights of workers has garnered attention, especially in the education sector. As you navigate your professional rights, it’s essential to understand the intricacies of union dues and their associated obligations.

Understanding Union Dues and Membership

When you start at a school, union representatives often provide forms, suggesting that signing is standard procedure. It’s essential to be aware and fully understand what you’re agreeing to. Many teachers don’t realize that they might be locked into specific “windows”, often limited to just a few days each year, when they can exit the union without penalty.

Patrick J. Wright, a legal expert on the subject, provides insight: “Most people sign up without really giving it any thought because they think they have to.” He further adds, “Most of the people signing them up are often in the school system, possibly union members themselves.”

If you decide that union membership is not right for you, there are alternatives to union representation you may want to consider.

What Happens If You Don’t Pay?

You cannot be fired solely for not paying union dues. However, there are exceptions if you have entered into a private membership agreement and fail to fulfill your obligations.

Jarrett Skorup, an observer of union trends, says, “While the direct threat of job loss isn’t prevalent, the intricacies of private agreements can catch educators off guard, leading to unforeseen legal complications.”

Historically, unions could ask the court to enforce termination clauses in contracts if dues weren’t paid. However, this changed with the landmark Janus decision, which declared these practices unconstitutional.

What Should You Do?

Stay Informed: As a teacher or any public school employee, ensure you know your rights. Make sure you understand the terms before signing any membership agreement.

Ask Questions: If you are currently a union member and wish to opt out, seek clarity on the paperwork and understand the “window” during which you can resign.

Connect with Others: Reach out to other teachers who have resigned their union membership to learn more about their experience. Have your own story to tell? Share it with us here.

The Bottom Line

While union membership may offer certain benefits, it’s crucial to understand the implications, especially when it comes to dues. You cannot be fired for not paying union dues. However, if you’ve signed a private membership agreement and then fail to pay, you could find yourself held civilly liable. If you need legal advice for your situation, let us know how we can help.

Editor’s note: Lauren is a 2nd grade teacher. We asked her why she decided to opt out of her teacher’s union. Here is her story.

It’s Monday morning and my alarm goes off at 4:55am to start another week. I’m already exhausted. I quickly get ready, grab my lunch, and throw my bags in the car. First stop is my part-time job – for supplemental income. This is a different kind of class. This class is at a fitness studio where the students come to exercise and sweat. Once I kick their butt, it’s time to go get mine kicked.

I get to my classroom by 7:45am and continue the work I didn’t get done yesterday. Finalizing lesson plans, making copies, grading papers, answering emails, checking in with the other grade level teachers, setting up technology, organizing activity bins, etc. I’m scrambling to get it all done before the bell rings at 8:55am. Just before the kids come in I have a parent knocking at the door, I know exactly what she wants because I’ve already responded in an email. Apparently that wasn’t enough. The bell rings and my heart rate picks up, the chaotic beauty of the day is beginning.

As each kid walks through the door I give them a big smile and a fist bump – 32 times. I have 32 2nd graders who depend on me to love them, educate them, and celebrate them. We share what we did over the weekend and I laugh, feel proud, and get them excited for a day full of learning. I love these kids! We move on to math and language arts. Small group learning relies on independent work for the others – we’ll keep practicing.

Halfway through the day and it’s lunch time. My lunch consists of answering more emails, (3rd communication with the parent from this morning), *take a bite*, set up for our afternoon activities, *take a bite*, run to the copy room to cut letters for the hallway bulletin board, *drink water*, and before I ever sit down the kids are back. There’s drama with a group of girls so everyone else reads while I help them navigate their feelings.

The afternoon has several “ah-hah” moments — and this is the reminder I need that I’m in the right place, making a difference. While the kids are at their music special I prep for the student council meeting I host the next morning. It’s the end of the day and I give 32 hugs before heading out my door to bus duty. I run back to my classroom so I can host “homework club”, another extra job to make a little more money. The last kid is picked up by 5:15pm. I tidy up and get out what I’ll need to do it all over tomorrow. I’m home by 7:00pm to answer more emails *take a bite*, grade papers, *take a bite*, and check that Instagram page with creative activities that will take me all weekend to make *take a sip of wine*.

On Friday, I get my paycheck of about $1,100. A yearly salary of $36,000 to get my butt kicked every day.

Why I Chose to Opt Out

Think about this: not paying union dues could save you up to $1,000 each year. That’s like getting an extra paycheck! Choosing to leave your union is a personal decision, and it may not be the right choice for everyone. If you want to learn more about opting out, here are some resources you may find helpful.

By: Larry Sand

Editor’s note: This article was originally published on The Spectator World.

Service Employees International Union Local 99 staged a three-day walkout in Los Angeles last week after negotiations failed. SEIU, which represents about 30,000 cafeteria workers, bus drivers, special education assistants, etc. called for a strike if their demands were not met by the Los Angeles Unified School District. And the United Teachers of Los Angeles decided to ditch school, too, in what was deemed a “sympathy strike.” The unions’ action forced every public school in LA to shut down from March 21 to March 23.

It all played out in the usual way. The unions huffed…

The rhetoric was straight from the Unionese handbook. “These are the co-workers that are the lowest-paid workers in our schools and we cannot stand idly by as we consistently see them disrespected and mistreated by this district,” UTLA president Cecily Myart-Cruz insisted during a news conference.

After shutting down for three days, the schools reopened on Friday March 24 — and voila! A deal was reached the same day — and the union wound up getting almost all of what it wanted.

But while school district honchos and unionistas were jubilant, the kids of Los Angeles suffered more damage as pawns in the adult arena. Three days of school were eliminated with no plan in place to make up for the lost time.

“Lost time” is not new for LA; UTLA forced a mass shutdown of LA schools for more than a year during the Covid hysteria — and students were neglected during that time. The union contract stipulates that the professional workday for a full-time, regular employee “requires no fewer than eight hours of on-site and off-site work.” Yet during the shutdown, then-UTLA boss Alex Caputo-Pearl engineered a deal that required teachers to provide instruction and student support for just four hours per day — and also to “host three office hours for students” every week. So instead of a forty-hour work week, teachers in LA only had to be available for twenty-three hours. Additionally, teachers could create their own work schedules “and were not required to teach classes using live video conferencing platforms.”

When asked about the learning loss that students incurred during the shutdown, UTLA president Cecily Myart-Cruz spat out, “There is no such thing as learning loss. Our kids didn’t lose anything. It’s OK that our babies may not have learned all their times tables. They learned resilience. They learned survival. They learned critical-thinking skills. They know the difference between a riot and a protest. They know the words insurrection and coup.” She even went so far as to suggest that “learning loss” is a fake crisis marketed by shadowy purveyors of clinical and classroom assessments.

No, the crisis in LA is quite real. Scores were down considerably on the post-shutdown 2022 state standardized tests. At this juncture, 40 percent of sixth-graders and 43 percent of seventh-graders meet grade-level standards in English. And just 19 percent of seventh-graders and 23 percent of eight-graders are at grade level proficiency in math.

As we have seen time and again, the students aren’t exactly a priority for the teachers’ unions. Accurate reporting of education worker earnings is also not a concern to much of the media. While there was much sympathy garnered by many during the strike for the “overworked and underpaid” workers, a look at the facts tells a very different story.

For starters, with all the whining about low salaries, education workers’ non-salary perks were not up for discussion in the MSM — notably, the defined benefit (403b) pension plans. While education workers’ pensions are funded to some extent by the workers themselves, the bulk of the payment is supplied by the school district — and therefore the taxpayer — and the local and state government — also the taxpayer. It’s a “defined benefit” set-up whereby the teacher, upon retiring, receives a fixed monthly amount for life… no matter how much he or she has actually contributed to the plan.

Also, as revealed by Transparent California, there are several other ways education workers add to their base pay like overtime and generous health care plans. A special education trainee is typical. His base pay is $36,775, but when all the various perks are added in, his pay in 2021 was $72,121.

Representative Adam Schiff, the Senate candidate who joined workers at a pre-strike rally Tuesday, claimed that the service workers should not be earning poverty wages. “The median income of our bus drivers and our cafeteria workers and our school aides is $25,000 a year. Who can live on $25,000 a year? Those are poverty wages.”

Schiff and others who made this claim omit the fact that those who make that salary are part-time workers.

It also bears mentioning that, as California Policy Center’s Ed Ring notes, perpetual wage increases “that keep up with California’s exploding cost-of-living is, in fact, one of the engines driving inflation: every time a government worker receives an increase, taxes rise — taxes for everyone, including teachers, service workers and families of students in the district.”

The recent bargaining/strike activity is just a warm-up for things to come. UTLA is currently working without a contract, and its leaders monitored the strike theatrics closely. The fact that SEIU members did so well bodes well for the teachers’ union.

No one understands this more than Cecily Myart-Cruz. Stating support for the striking workers, the UTLA boss explained, “This is our opportunity to demonstrate that collective power in a way that will impact our relationship with the district for the Beyond Recovery contract demands this school year, and the future of public education. Let’s remember that we are fighting for a 20 percent salary increase, lower class sizes, more school nurses, teacher librarians, counselors, psychiatric social workers, pupil services, attendance counselors, school psychologists, fully funded special education, the Black Student Achievement Plan, expanded community schools, expanded green spaces and a plan for clean and healthy schools.”

The school board and SEIU rank and file still must ratify the new contract, but it is a done deal. The workers made out like bandits, and as Caputo-Pearl wrote on his union’s blog a few years back, “The school board is our boss. We have a unique power — we elect our bosses. It would be difficult to think of workers anywhere else who elect their bosses. We do. We must take advantage of it.”

It should be painfully obvious that public schools in Los Angeles are totally beholden to the teachers’ union. No one should be surprised that LA Unified schools were home to 737,000 students twenty years ago, but now the district has dwindled to 430,000, and things are looking bleak for the nation’s second largest school district.

Clearly, with a great assist from the teachers’ union, LAUSD has struck out.

Larry Sand

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network — a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.