The California Teachers Association has long been one of the state’s most powerful political players. This year, the organization has thrown its weight behind Gov. Jerry Brown’s proposal to raise the state sales tax, in part to fund education. We sat down recently with CTA President Dean Vogel to discuss that support and other critical issues surrounding California schools.
Comstock’s: Briefly give me your perspective
on the condition of California’s schools.
Vogel: Pedagogically, I think it’s interesting
to note that, at a time when we’ve lost $20 billion in funding
over the last four budget cycles, reading and math scores are
still relatively flat. That really is a testament to the people
working in the buildings because you shouldn’t be able to
maintain that level at the same time resources continue to
dwindle. Where you used to have class sizes ranging from one to
20 students in a kindergarten or first grade class, it’s now
closer to 30 or 35. We used to be able to routinely expect
comprehensive middle school and high school programs, meaning
that, besides having strong language arts and math, you would
also have the arts, pottery, drawing, painting, music, all of
that. That whole thing is starting to narrow, a lot of it borne
out of the budget. So, the short answer is that we’re in trouble.
Comstock’s: The governor has been pushing
his own tax proposal, Proposition 30. But civil rights attorney
Molly Munger has a competing tax proposal on the ballot. CTA has
come out strongly in favor of the governor’s proposal.
Why?
Vogel: Proposition 30 says we’re going to start
paying attention to the needs of communities because that money
not only funds public education but also community
infrastructure, police and fire protection, transportation
infrastructure, health and human services. Kids don’t live at
school, so we’ve got to look out for a way to protect the whole
community. The governor’s initiative, by putting money toward
paying for special services, does that. The Munger initiative
puts the money in a trust outside the general fund, so right off
the bat it doesn’t deal with community infrastructure. It
basically focuses on [pre-Kindergarten through 12th grade], which
basically creates a wedge between them and community colleges and
higher education. We really believe that public education is
pre-K through graduate school.
Comstock’s: CTA also supported the governor
doing away with redevelopment agencies. What did that mean for
education?
Vogel: Fundamentally, it’s about the fact we’re
in crisis. We can’t be doing what we want to do in schools
because of a lack of resources. In the best of circumstances, the
idea of redevelopment money is great because it provides housing
and opportunity for those who might not have that option. But
we’re not in the best of times. We’re not even in average times.
This is when everybody should be saying, ‘This is what we’re
going to give.’ Do I think that’s difficult? Absolutely. Do I
wish it were different? Absolutely. But the budget the governor
has proposed and Prop. 30 are only going to help us hold our own
until we get back on our feet. Everybody’s got to pitch in.
Everybody’s got a part to play.
Comstock’s: The Obama Administration is
granting states waivers to the strictest elements of the No Child
Left Behind law. California has a waiver request in, but it is a
little different than other states. How critical is it that
California receives a waiver?
Vogel: The fundamental question is who should be
driving the change pedagogically in public schools — the
Department of Education or local governing boards working with
the administration and the teachers and the communities in which
they live. We have a fundamental difference of opinion with
Education Secretary (Arne) Duncan over this. What happens in
local communities should be determined by the people that work
there and live there and put their kids there and teach those
kids there. But all of a sudden, we have the Department of
Education, starting even before (President George W.) Bush,
switching to, ‘If you’re going to get [education funding] you
have to compete for it, and some people are going to win and some
people won’t.’ In California, what we’re saying is, ‘OK, we’re
not going to go there.’ But if you allow us to say, ‘This is the
way teacher evaluations are going to work, this is the way we’re
going to handle people leaving the profession, this is the
relationship we’re going to have around issues like seniority,’
then we’re interested. Whether or not that’s going to play out is
hard to say.
Comstock’s: To get those waivers, many
states are now grading teachers based on student performance.
What about our teacher evaluation system?
Vogel: I believe the system we have right now is
inadequate and needs to change. Teacher evaluations should be
primarily about the teacher building their practice. Period.
You’re teaching for what reason? To help students learn, to move
them from place A to place B. The system we have currently is
basically designed to measure you, to judge you. Are you hitting
this mark, yes or no? If it’s yes, great, we stroke you. If it’s
no, we hit you somehow. The California Teachers Association just
approved a landmark teacher evaluation document that addresses
this whole idea — this difference between helping you build a
better practice and determining whether you should stay in the
profession. And if you shouldn’t, then what do we do about that?
And if you stay in the profession, maybe you should be doing
something different. Everything is starting to line up in
California to say, ‘If what we’re trying to do is create
positive, effective learning environments for children, what’s
the role of teacher evaluation in that plan?
Comstock’s: Many states are looking at
expanding their number of charter schools as a means of providing
a quality education. Why not here?
Vogel: Here’s what we know about effective
teaching and learning: You’ve got to have a quality teacher in
front of kids. You’ve got to put the teacher and kids in a clean
and safe environment. You’ve got to give the teacher the
resources necessary to get the job done. And you’ve got to give
that teacher the opportunity to work collegially with their peers
to do the kinds of data analysis and teaching analysis necessary
to build better practices. You put those four things together,
everything works. Our position is, if it’s in a charter school,
then let’s keep it going. Our policy even supports charter
schools. The predicament is that charter schools changed, right
around the time [No Child Left Behind] started. Under that law,
one of the four interventions for a struggling school is changing
to a charter. But most charters are now for-profit companies. If
you’re a for-profit company, who do you answer to? You answer to
whoever is managing you making money, which is a board or, in
some of these things, shareholders. What’s the focus of
for-profit? Do things as cost effectively as possible, run it
like a business. So the pedagogical need of the individual child
is secondary to the profit, and that’s a huge problem for us.
Comstock’s: The California State Teachers
Retirement System, CalSTRS, is facing a $56 billion funding
shortfall. What are teachers willing to do to help solve this
problem?
Vogel: I don’t know where this started, but the
very first thing you do in our culture now is try to say, ‘Who’s
to blame for this?’ Okay, so we are? Well we didn’t really have
much to do with decline of the housing market or the downward
spiral of Wall Street. So what are we willing to give to help
here? Well, think about it. Look at what we’ve given so far. I
don’t think there’s a group of people that have sacrificed as
much as public school teachers over the last 10 years. When we
say we’ve given five furlough days, or 10 or 15, the typical
voter doesn’t translate that into a loss of salary and benefits,
but that’s what it is. What teachers are going to give, they’ve
been giving for seven or eight years already. Even so, they’re
going to stay in it, committed and determined to keep this system
alive because really what should be happening is it should be
crumbling, and it’s not.
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