Tag: CSEA

  • Prevent Workplace Harassment

    Prevent Workplace Harassment

    Workplace harassment is an all too common problem in today’s society that can have serious and long-lasting impacts on both employees and employers. No matter the size of the business or the industry, it is important for employers to take steps to ensure that their employees feel safe and respected in the workplace.

    It can range from subtle forms of discrimination to physical or verbal abuse and can have a huge impact on employee morale and productivity. It is also unlawful for an employer to permit a hostile work environment for employees due to their race, religion, ethnicity, disability, or another protected status.

    Unlawful sexual harassment in the workplace is either (1) “quid pro quo” harassment (pressure on an employee to engage in sexual behavior in order to stay employed or as the basis for employment decisions such as promotion), or (2) a hostile work environment, where adverse comments or actions are so severe or pervasive as to create an unreasonably uncomfortable environment and are either explicitly sexual or motivated by the victim’s sex.

    How do you know if someone is harassing you at work?

    Ordinary work criticism does not amount to unlawful harassment unless it is motivated by the target’s sex, race, age, etc. AND is so extreme or repeated that a reasonable person would find them so offensive as to fundamentally alter working conditions.

    Hostile environment harassment can take many forms, including:

    • sexist remarks regarding an employee’s body, clothing, or sexual activity, or reflecting disrespect for all females (or males);
    • constant leering or ogling;
    • offensive touching, patting, pinching, or invasion of personal space;
    • postings of nude or scantily-clad persons
    • Comments, requests, and demands.
    • Continuing to talk to someone after they have asked to be left alone.
    • Flashing.
    • Following or stalking.

    What to Do if you Believe you have been Harassed at Work

    There are several things classified employees should do if they are
    being unlawfully harassed, including:

    1. Act quickly – The best defense against harassment is a strong offense. Confront the harasser. Tell him/her that his/her behavior is offensive, and ask him/her to stop.
    2. Document it – Save offensive emails and texts. Keep a diary where entries are in ink and dated. This avoids any allegation later that these entries were created long after the fact.
    3. Get support from co-workers – Make sure co-workers are aware of harassment situations and efforts being made to remedy them.
    4. File a grievance – If the collective bargaining agreement contains language prohibiting sexual harassment, utilize the grievance procedure to resolve the problem. In addition, review the employer’s written policy on sexual harassment.
    5. Notify the employer – regardless of whether your harasser is a supervisor or co-worker. If the employer is not notified, it is not liable for harassment by co-workers (only supervisors). Put it in writing, and keep a copy.
    6. Find other victims – If evidence can be found to show that the harasser has abused other workers, or that the harassment has been condoned by management, your harassment claim will be strengthened.
    Note: The laws governing discrimination are extensive. If a classified employee feels he/she might have been the victim of a discriminatory practice, he/she should contact his/her CSEA Labor Relations Representative, or the federal or state agency to determine what actions are appropriate.

    *Classified Employees Cannot Be Sexually Harassed or Harassed Based on
    Another Protected Status

    • Source: Title VII of the Civil Rights Act of 1964 (42 USC § 2000e)
    • Source: Fair Employment and Housing Act (Cal. Govt. Code § 12940)
    • Source: Cal. Education Code Sections 212.5, 230, 231.5

    In Conclusion

    Employees at CUSD should be aware of the policy and how to identify and address potential incidents. Employers should also take steps to create a culture of respect in the workplace. This can be done by encouraging open dialogue, promoting diversity and inclusion, and providing employees

    As you can see, Workplace harassment is an all too common problem in today’s society that can have serious and long-lasting impacts on both employees and employers. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights.

  • Retirement Benefits

    Retirement Benefits

    Do you want to know when you are eligible to retire? Are you wondering what formulas are used to calculate your retirement benefit? These are among the most common questions classified employees ask.

    As an employee of Calexico Unified School District, you are part of the CalPERS retirement program. The California Public Employees’ Retirement System (CalPERS) is an agency in the California executive branch that manages pension and health benefits for more than 1.5 million California public employees.

    Your retirement benefit is based on a retirement formula using the following criteria:

    • Total service credit
    • Age at retirement
    • Highest average annual compensation (12-month or 36-month consecutive period)

    You may have more than one retirement formula based on your membership date, your membership category, and your employer’s contract with CalPERS.

    Eligibility Requirements for Retirement

    Your minimum retirement age depends on your retirement formula:
    *50, 52, or 55 Note: If you have a combination of classic and PEPRA service, you may be eligible to retire at age 50

    The minimum service requirement is five years, or 10 years if you are a State of California Second Tier member There are exceptions to the minimum service requirement:

    • You’ve worked at least five calendar years as a permanent part-time employee (Government Code section 20970)
    • You’ve established reciprocity with another California public retirement system Refer to the publication A Guide to CalPERS When You Change Retirement Systems (PUB 16)

    Basic Retirement Calculation

    The key to calculating your retirement benefit is to understand how service credit, age, and final compensation are used in the basic retirement calculation Increase any one of these factors and you’ll increase your overall benefit. The basic retirement calculation is shown below:

    Basic Retirement Calculation

    Service Credit

    Service credit is earned on a fiscal year basis, which is July 1 through June 30. If you are paid every month, 10 months of full-time employment will equal one year.

    You cannot earn more than one year of service credit in one fiscal year. If you work less than eight hours per day, it will take you longer to earn a year of service credit.

    Check the pdf file below to see a cheatsheet charts PDF file. It contains two charts that show the benefit factor increases and the percentage of final compensation you will receive.

    Benefit Factor

    Your benefit factor, also known as the “age factor,” is the percentage of pay you’ll receive for each year of service credit earned. It is determined by your retirement formula and age at retirement.

    Starting at your minimum retirement age, your benefit factor increases every quarter year up to a maximum age. For example, if your retirement formula is 2% at 55 and you retire at age 55, you will get 2% for each year of service credit. The percentage increases every quarter after age 55 up to the maximum age of 63.

    View Benefit Factor Charts Online

    Go to www.calpers.ca.gov/benefitcharts to find the retirement formula charts for your benefit factor and final compensation

    Benefit Factor Chart

    Retirement Planning Checklist

    As you plan for your retirement and get ready to submit your retirement
    application, use the following checklist as a reminder of what you need to
    consider You can find a detailed checklist with links to all our retirement
    planning resources at www.calpers.ca.gov/retirementchecklist

    In Conclusion

    As you can see, retirement planning might sound scary. Make sure you talk to your CSEA representative and ask for advice on the process. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights.

  • Vacation Benefits

    Vacation Benefits

    Here is everything you need to know about your vacation benefits. You can find more information in the Calexico Unified School District’s Employee contract. (ARTICLE XIV).

    *One (1) month before the end of school or the end of the fiscal year (whichever comes first) the District will provide all employees with vacation balances in order to be in compliance with the maximum allowable carryover vacation days.

    Vacation Time-Off Rules

    1. Every employee in a permanent, probationary, restricted status or a permanent employee temporarily assigned to a provisional position shall earn vacation at the prescribed rate as part of his/ her compensation. Vacation shall be earned during a paid leave of absence.
    2. Earned vacation shall not become a vested right until the completion of the initial six months of employment.
    3. Classified employees who are employed on an hourly basis shall earn vacation at the ratio of their hours worked bear to eight (8) hours per day, forty (40) hours per week, weeks per month, or months to a calendar year.
    4. Employees with more than six (6) months of service who, either voluntarily or
      involuntarily discontinued their employment with the District, shall be entitled to the unused vacation time they have earned and shall be granted vacation pay. Employees who terminate with less than six (6) months of service shall not be entitled to vacation pay.
    5. Employees working less than a 12-month calendar will take their vacation during the winter and spring vacation periods consistent with the needs of the District. The remaining annual vacation leave shall be used during the year in which it is earned. In the event that vacation cannot be taken or is not granted by the employee’s supervisor, vacation days may be paid out at the end of the fiscal year in which they were earned. Vacation days in excess of the days that were paid out may be carried over for use in the following year. Employees working less than a 12-month calendar may accrue a maximum total of ten (10) vacation days. Prior to retirement, all vacations shall be used.
    6. Employees may have their vacation split, but no employee will be denied at least two weeks of his/her vacation to run consecutively during the prime time. Said prime time will be considered to be from March 1st through October 31st. This is not taken to mean that an employee will not be granted his/her full vacation at one time, provided the administration can see fit to approve it during the prime time.
    7. Vacation time shall be used during the year that it is earned. Vacation may, with the approval of the supervisor, be taken at any time during the school year. In the event that vacation cannot be taken or is not granted by the employee’s supervisor, a maximum of fifteen (15) days may be carried over for use in the next year. Prior to retirement, all vacation leave shall be used.
    8. Authorized paid holidays to occur in the period in which an employee is on paid vacation shall not be counted as vacation time. A period of illness occurring during a vacation period may not be construed as sick leave except as follows: Any employee may interrupt or terminate vacation leave in order to begin sick leave without returning to active service, provided, the employee notifies his/her supervisor within twenty-four (24) hours and subsequently provides a statement from his/her attending physician attesting to the illness and its duration.
    9. Vacation schedules shall be prepared by the administration with due regard to sections 6 and 7. Efforts shall be made to enable vacation to be taken at times convenient to the employee, consistent with the needs of the service and the workload of the department, with preference being given in seniority order.
    10. Unit members shall earn vacation on the following basis:
    Calexico Unified School District Vacation Hours

    In Conclusion

    As you can see, there are many rules for vacation time. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights. Take a moment to review your contract.

  • Professional Growth

    Professional Growth

    Are you interested in earning an additional 5% on your monthly paycheck? Are you planning to go back to school? All employees at Calexico Unified School District can apply for additional compensation.

    This additional compensation is an award earned by a classified employee who successfully completes ten (10) semester units or the equivalent in academic courses. Course obtained must pertain to the employee’s specific classification or area of employment.

    Classified Professional Growth Committee:

    The Professional Growth Committee consists of:

    • No more than five (5) full-time district employees.
    • Four (4) members shall be from the Classified Service, appointed by the CSEA Chapter
    • One (1) from the Administrative staff, appointed by the Superintendent.

    Duties of the Committee

    • Prepare a course list for recommendation to the Superintendent containing representative courses for each classification of employees or groups of employees, such a list is not to be exclusive, but to serve as examples and guides only.
    • Place unit values on all approved courses.
    • Recommend additional or revised policy to the Superintendent for Board adoption as necessary (i.e., how many units of approved coursework constitute additional compensation increment, etc.)

    Qualification for the Award

    • An additional compensation Award may be earned by a classified employee who successfully completes ten (10) semester units or the equivalent in academic courses taken in colleges, junior colleges, adult education, or other approved educational experiences such as attendance at institutes, lectures, workshops, seminars, or conferences sponsored by educational or professional associations. Course obtained must pertain to the employee’s specific classification or area of employment.
    • Credit may be granted for courses not on the approved list when evidence that benefit will accrue to the District is shown (example: course outline) and when approved by the employee’s supervisor, the Director of Personnel, and the Superintendent (prior approval required prior enrollment).
    • An employee who wishes to appeal his supervisor’s ruling with respect to the employee’s submission of individual research plans, or proposed courses for credit, and who wishes to have the matter reviewed in a hearing of the Professional Growth Committee, must present such request in writing to the Chairman of the Professional Growth Committee.
    • Of the ten units required, not less than seven must relate to the employee’s specific classification or area of employment in the District. (All ten units may be in that area.)
    • Credit may be granted only for courses successfully completed after July 1, 1970, during the first year of the program. After the first year of the program retroactive recognition is set at six (6) years and initiative and academic credits become outdated if not used within six (6) years.
    • Participation in educational conventions, institutes, and conferences may be considered a part of this project. Credit will be allowed for participation if the District does not reimburse the participant for 51% or more of actual and necessary expenses, including mileage. A total contribution of ten- (10) hours of actual participation is required for one (1) growth point.
    • No one shall receive credit for institutions, lectures, or conventions if these are attended during the working day and/or if the employee is being paid for other services at the same time without the prior approval of the Board of Trustees.
    • Education required at the time of employment for the position may not count toward professional growth, except for promotional purposes.
    • Incumbents in positions whose job specifications now require more educational training than that required at the time of employment shall be allowed credit for units that would have counted toward the requirement.
    • One unit (or one semester hour) normally represents one hour per week during one semester in lecture or recitation work with necessary preparation time, or three hours per week in the laboratory or other work not requiring homework or other preparation.
    • Credit for classes in adult education or other approved educational experiences will be equated as follows:
    Professional Growth Table
    • Professional Growth will be capped at a maximum of 20%; Current employees can apply for two (2) additional awards of 5%, not to exceed 20%; New employees hired after July 1, 1999, can apply for one award of 5%. Thereafter they can apply for a one-time bonus of 5%.
    • At least two (2) years must elapse before an additional increment may be granted.
    • It is the responsibility of the employee to apply to the District Administration by May 1st that he/she will qualify for an award of additional compensation beginning the following July 1st. The 5% compensation shall become effective on the next July 1st, upon presentation of evidence of a grade of ‘C’ or better on completion of courses. (10 units)
    • It is the responsibility of the employee to apply to the District Administration for credit for courses taken and to present evidence of successful completion of courses.
    • Attachment A, List of Approved Courses, is a representative list of courses currently offered at nearby colleges, private institutions, the Regional Occupations Program, and adult education courses at high schools. The Classified Professional Growth Program Committee will revise the list.
    • Upon the promotion of a Classified employee to a higher range, his/her professional growth program will commence without carryover of credits earned on the previous range.
    • Limit course selection to 9 units per subject area.

    Click on the links below to obtain more information about the CUSD Professional Growth program and how to submit your application.

  • Health Benefits

    Health Benefits

    Benefit Guide & Forms

    Insurance Information

    Dental Plan

    Medical Plans

    Vision Plan

  • A Guide to Position Transfers and Demotions

    A Guide to Position Transfers and Demotions

    Labor contracts play a crucial role in protecting the rights and ensuring the fair treatment of employees in the workplace. Within your contract at Calexico Unified School District, provisions related to changes in position and class are essential for employees and employers to understand.

    In this blog post, we will explore the key points of such provisions, clarifying their significance and implications. By the end, you will better grasp the rules governing transfers and demotions outlined in labor contracts.

    Position Transfers

    Transfers allow employees to move from one position to another within the same class, either at their request or for the good of the service. It’s important to note that transfers cannot be made for punitive or preferential reasons. The immediate supervisor holds the discretion to approve transfers, ensuring a fair and objective decision-making process.

    Here are some of the rules included in the CUSD Contract:

    • An employee may be transferred at his/her request or for the good of the service, from one position to another in the same class, at the discretion of the immediate supervisor, provided that such action shall not be taken for punitive or preferential reasons.
    • A permanent employee may be transferred to a position in a related class on the same salary schedule.
    • Transfers shall be made without changes in salary rate, anniversary date, accumulated sick leave, and accumulated vacation credit.
    • A permanent employee who transfers to a position in a class in which he has not previously completed a probationary period shall be considered probationary in that class for a period of six (6) months or one hundred eighty (180) days. At any time during the probationary period, he may be returned (transferred) to his/her former class without rights of appeal, unless such action results in layoff, demotion, or reduction in assigned time. In the latter cases, the employee shall have the same appeal rights as a permanent employee who is demoted or dismissed.
    • Transfers shall have the following effects on seniority: a. None within the same class; b. From one class to another, the employee shall not receive seniority credit in the new class for service in other classes; however, he shall retain such credit as seniority in the classified service.
    • The transfer shall not be used as a device to alter the effects of an impending layoff, although employees whose positions are to be eliminated may transfer to other classes as this rule contemplates.

    Demotions

    Demotions refer to the voluntary or involuntary downward movement of an employee to a lower-class position. While involuntary demotions are not covered in this provision, it’s worth noting that voluntary demotions have certain conditions attached.

    • A permanent employee may request a voluntary demotion to a class with a lower maximum qualification for that class. Such requests require District approval.
    • A voluntary demotion is a privilege available to a probationary employee only in cases when he would otherwise be laid off for lack of work or lack of funds.

    In Conclusion

    Understanding the provisions related to changes in position and class outlined in labor contracts is crucial for employees and employers alike. By knowing the rules and implications surrounding transfers and demotions, individuals can navigate their career paths and exercise their rights effectively within the organization.

    This blog post has aimed to shed light on the critical aspects of these provisions, empowering readers with the knowledge to better comprehend and make informed decisions based on their labor contracts.

  • Union Represent­atives

    Union Represent­atives


    Meet CSEA CHAPTER 399 Union Represent­atives to stay informed and get the most out of your union membership. Union Leaders and Site Represent­atives can answer questions and provide advice on how to make the most of your employment and union rights.

    Chapter Executive Board

    member img

    Elizabeth Esqueda

    Chapter President

    member img

    Krystle Casares

    First Vice President

    member img

    Pat Bristow

    Second Vice President

    member img

    Juan Ferraes

    Chapter Treasurer

    member img

    Rosa Bermudez

    Communications Officer

    member img

    Linda Luna

    Secretary

    Site Representatives

    Every school in the Calexico School District has a field representative also known as Union Stewards to back you up and help you stay union strong.

    Carmela PerezChief Steward, Steward
    Alejandro HuezoSteward
    Alejo CortezSteward
    Corina GarciaSteward
    Elizabeth EsquedaSteward
    Emilio PinonSteward
    Esperanza Amial MunguiaSteward
    Graciela Aldana-BataniSteward
    Jesus BravoSteward
    Judith LopezSteward
    Krystle CasaresSteward
    Maria BravoSteward
    Maria Del Carmen Arreguin QuijadaSteward
    Maria LimSteward
    Priscilla BeltranSteward

    Additional Contacts

    Troy JohnsonArea K Director
    Board of Directors
    Susan Zarate-SandovalRegional Representative
    Region 53
    Gary SnyderField Director
    San Diego Field Office
    Rene PollardLabor Relations Representative
    San Diego Field Office

    Want to become a CSEA Union Steward?

    The CSEA job steward is a vital representational link between bargaining unit employees, their union, and site-level management. If you are interested in becoming a CSEA Union Steward ask your Union representatives for more information.

    Get started
  • Grievance Procedure

    Grievance Procedure

    One of the most useful tools a contract provides you with is the grievance procedure. Often employees think filing a grievance will label them as a “troublemaker,” but really the grievance process is just that—a process, which we use to resolve violations of our rights in a professional, orderly manner.

    A “Grievance” is a formal written allegation by a grievant that he/she has been adversely affected by a misinterpretation, misapplication, or alleged violation of a specific provision of the collective bargaining agreement or incorporated Board policies. A “Grievant” may be CSEA or any member(s) of the bargaining unit. Unless specifically mentioned otherwise, a “Day” is any day on which the central administrative office of the District is open for business and the unit member(s) is (are) scheduled to work.

    The “Immediate Supervisor” is the lowest level management member having a line supervisory authority over the grievant who has been designated to adjust grievances. The “Second Level Supervisor” is the supervisor of the management member defined above as an “Immediate Supervisor”.

    Grievance Procedure

    The CSEA contracts contain a two-step grievance process. Remember, to consult your contract to understand the grievance process and timelines.

    Informal Level:

    Before filing a formal written grievance, (Appendix B) the grievant shall attempt
    to resolve the problem by scheduling an informal conference with his/her immediate supervisor. The grievant may be accompanied by his/her Association Representative at the informal conference with the immediate supervisor.

    The problem shall be discussed orally, including the nature of the problem, the person or persons involved, and the remedy sought. The immediate supervisor shall respond to the complaint within three (3) days. If the grievant is not satisfied with the proposed resolution or if the immediate supervisor has not responded within three (3) days of the formal conference, the grievant may proceed to Step One of the Formal Grievance Process.

    Formal Level:

    Step One:

    • Within twenty (20) days after the occurrence of the act, or omission giving rise to the grievance, or the date when the grievant should reasonably have been aware of the act or occurrence, the grievant must submit his/her grievance to his/her immediate supervisor in writing using a District classified grievance form.
    • This grievance statement shall be a clear, concise statement of the circumstances giving rise to the grievance, citation of the specific article(s), section(s), and paragraph(s) of the collective bargaining agreement or incorporated Board policies that is (are) alleged to have been violated, the names of persons who witnessed or have first-hand knowledge of the grievance, and the remedy sought. The grievance shall be signed by the grievant.
    • The immediate supervisor or his/her designee shall respond in writing within five (5) days after the receipt of the grievance at Step One.
    • If the grievant is not satisfied with the decision of the immediate supervisor, the grievant may within five (5) days of receipt of the immediate supervisor’s response, request on the proper District grievance form that the grievance procedure to Step Two.

    Step Two:

    • The grievant shall submit to his/her second-level supervisor a copy of the original grievance form, a copy of the first-level supervisor’s response, and a signed, written statement of the reason for the appeal and the resolution requested. The second-level supervisor, or his/her designee, shall respond to the grievance in writing within five (5) days after the receipt of the grievance at Step Two.

    Step Three:

    • If the grievant is not satisfied with the decision rendered in Step Two, the grievant may submit the grievance in writing to the District Superintendent within five (5) days after the receipt of the response in Step Two. The Superintendent, or his/her designee, will respond in writing within five (5) days of receipt of the said grievance.

    Step Four:

    • If not satisfied with the decision at Step Three, the grievant may, within five (5) days from the Step Three decision being rendered, submit a request in writing to the Superintendent that the grievance be submitted to the Board.
    • A hearing shall be conducted by the Board at the next regularly scheduled Board meeting or at a mutually agreeable time but in no event, more than ten (10) days after the request for a hearing has been received.
    • A hearing shall be conducted in an informal manner with only those having a legitimate interest in the problems at issue allowed to attend. The Board may admit evidence and testimony regarding incidents and occurrences that antedate the event giving rise to the grievance if they conclude that they have sufficient relevance as background information. They may also take further testimony they deem necessary. The hearing shall be conducted in accordance with fundamental rules of fairness and due process.
    • The Board shall render written findings, conclusions, and recommendations within ten (10) working days of the termination of the hearing. The findings, conclusions, and recommendations shall be sent to the parties concerned and to the Superintendent for implementation.

    Step Five: Binding Arbitration

    • If the grievant is not satisfied with the decision of the Board,
    • he/she may within five (5) days submit a request in writing to the Superintendent for binding arbitration of the dispute.
    • The grievant and the District shall attempt to agree upon an arbitrator. If no agreement can be reached, either party shall request the California Conciliation Services to supply a panel of five (5) names of persons experienced in hearing grievances in public schools. Each party shall alternately strike a name until only one name remains. The remaining panel member shall be the arbitrator. The order of the striking shall be by lot.
    • The fees and expenses of the arbitrator and the hearing shall be borne equally by the District and the grievant. All other expenses shall be borne by the party incurring them.
    • The arbitrator shall, as soon as possible, hear evidence and render a decision on the issue or issues submitted to him/her. If the parties cannot agree upon a submission agreement, the arbitrator shall determine the issues by referring to the written grievance and the answers thereto at each step.
    • The arbitrator shall have no power to add to, subtract from, or modify the terms of this Agreement or the written policies, rules, regulations, and procedures of the District. California Conciliation Services rules shall govern.
    • After a hearing and after both parties have had an opportunity to make written arguments, the arbitrator shall submit his/her findings and recommendations to all parties. Absent mutual agreement of the parties to the contrary, the arbitrator’s decision shall be submitted to the parties within thirty (30) days after the completion of the hearing.
    • The arbitrator’s decision shall be final and binding on the parties.

    Grievance Meetings

    The immediate supervisor, second-level supervisor, and/or District Superintendent, or his/her designee, may schedule such meetings with the grievant as deemed appropriate to discuss the grievance and attempt resolution at Steps One, Two, and Three. The grievant shall be present at all grievance meetings. The absence of the grievant at a meeting shall constitute a waiver of the grievant’s right to further processing of the grievance. In instances of emergency or illness, the grievant shall have the right to have the meeting rescheduled.

    The grievant is entitled to association representation at all steps of the grievance procedure specifically at every meeting between the grievant and a district administrator. Should the grievant elect not to be represented by the Association, the District shall notify the Association of any settlement reached. The settlement shall not violate the terms and conditions of the collective bargaining agreement.

    In Conclusion

    As you can see, the grievance procedure is there for us—but only if we use it. This article is just to show you an overview of the rights and tools that we as CSEA employees can utilize to fight for your rights. Take a moment to review the grievance procedure in your contract.

  • Why Charter Schools Are Bad for School Employees & Unions?

    Why Charter Schools Are Bad for School Employees & Unions?

    Charter schools have become a controversial topic in education policy and labor relations. Supporters of charter schools argue that they provide more educational options for families and promote innovation and competition in education. However, opponents of charter schools, including many labor unions, argue that they undermine public education, reduce teacher job security and benefits, and contribute to the privatization of education. In this article, we will explore why charter schools are bad for school labor unions.

    What are charter schools?

    Charter schools are publicly funded schools that operate independently of traditional public school systems. They are granted charters by a state or local authority, which allows them to operate under different rules and regulations than traditional public schools. Charter schools are often run by private companies, non-profit organizations, or individuals, and have more autonomy in hiring, curriculum development, and budgeting than traditional public schools.

    Charter schools were first established in the US in the early 1990s as a way to provide more educational options for families and promote innovation and competition in education. Since then, the number of charter schools has grown rapidly, and they now serve over 3 million students in 44 states and the District of Columbia.

    Why are there employee labor unions in schools?

    Labor unions are organizations that represent workers in collective bargaining with their employers. In schools, labor unions typically represent teachers, support staff, and other school employees. Labor unions negotiate contracts that establish salaries, benefits, and working conditions for their members, and provide legal representation and advocacy for their members in disputes with management.

    Labor unions have a long history in the US, dating back to the 19th century. In schools, labor unions became more prevalent in the mid-20th century, and today, the majority of public school teachers and other school staff are members of a union.

    How do charter schools affect traditional public school employees?

    Charter schools can have a negative impact on traditional public schools by diverting public funding away from them and creating a two-tiered system of education. In addition, charter schools often have lower unionization rates, which can reduce the job security and benefits of teachers in traditional public schools.

    Charter schools are generally less unionized than traditional public schools. According to a 2020 report by the National Education Association, only 11% of charter schools are unionized, compared to 68% of traditional public schools. This means that charter school teachers and staff are less likely to be members of a union, and therefore have less collective bargaining power.

    Impact of charter schools on Salaries and Benefits

    Charter schools often offer lower salaries and benefits than traditional public schools. According to a 2019 report by the Economic Policy Institute, charter school teachers earn, on average, 11% less in salaries than traditional public school teachers. In addition, charter school teachers are less likely to have health insurance and retirement benefits.

    Efforts to undermine labor unions in charter schools

    Charter school operators have been known to engage in union-busting tactics to prevent their employees from unionizing. These tactics include intimidating employees, making anti-union statements, and even firing employees who support unionization. In some cases, charter schools have closed down or been taken over by other operators to prevent unionization efforts.

    There have been several high-profile cases of charter schools and labor unions clashing over labor issues. For example, in 2019, teachers at the Chicago International Charter School went on strike for 11 days over issues such as pay, class sizes, and support staff. The strike was the first-ever strike at a charter school in the US.

    Lack of Accountability and Transparency in charter schools

    Labor unions also argue that charter schools lack accountability and transparency, which makes it difficult for teachers and other school staff to advocate for their rights and for parents to make informed decisions about their children’s education. They argue that charter schools are often run by private companies or non-profit organizations that are not subject to the same level of oversight as traditional public schools.

    Charter schools have been criticized for cherry-picking students, which means selecting students based on academic ability, behavior, or other factors that make them more likely to succeed academically. This can lead to segregation and inequity in education, as well as a lower level of academic rigor and challenge for students who are not selected.

    Charter schools and privatization of education

    Labor unions argue that charter schools contribute to the privatization of education, which undermines public education and reduces the collective bargaining power of teachers and other school staff. They argue that charter schools divert public funding away from traditional public schools, which serve the vast majority of students, and create a two-tiered system of education.

    Labor unions also argue that charter schools often have lower standards and qualifications for teachers than traditional public schools. They argue that this can lead to a lower quality of education for students and reduced job security and benefits for teachers.

    In Conclusion

    Charter schools have become a contentious issue in education policy and labor relations. While supporters of charter schools argue that they provide more educational options for families and promote innovation and competition in education, opponents argue that they undermine public education, reduce teacher job security and benefits, and contribute to the privatization of education. From a labor union perspective, charter schools are bad because they reduce unionization rates, offer lower salaries and benefits, engage in union-busting tactics, and contribute to the privatization of education.

  • Get Involved With The CSEA Team

    Get Involved With The CSEA Team

    Learn How to Join the CSEA Team

    As a CSEA member, you are part of the largest classified union in the nation. Despite our size, CSEA remains an organization of people. As a member-run union, we rely on members to step forward and contribute new ideas and new energy.

    There are many ways you can volunteer and get involved with CSEA. Local chapter meetings are open to all members, and everyone is encouraged to attend. Talk with the leaders of your chapter to find out what kind of help is needed.

    Whatever you choose to do, just remember that getting involved is the lifeblood of our union. The only way for us to grow and improve is if new volunteers like you get involved. Talk to someone today about how you can play a bigger role on the CSEA team.

    Site Rep

    A good “entry-level” job is site representative. Site reps provide a vital communication link between members and chapter leaders. Site reps help sign up new members through CSEA’s New Employee Orientation program. They also keep bulletin boards updated and answer questions at their site or refer co-workers to the appropriate chapter officers or union staff for answers.

    Union Steward

    If you really want to roll up your sleeves and help out members of your chapter, you can become a CSEA union steward. These volunteers protect employees’ rights on the job, enforce the contract and keep management in check. It’s a tough job requiring both knowledge and instinct, but as most stewards will tell you, the work is very rewarding. CSEA ensures that its job stewards get as much training as they need through the CSEA Steward Program. Participants get comprehensive training on everything from legal rights to listening skills.

    Chapter Officer

    Each year, members elect their co-workers to serve on the chapter executive board (president, vice-president(s), secretary, treasurer, etc.). These elections are open to any member in good standing. Maybe it’s time for you to run for office and help lead your chapter. Again, CSEA provides chapter officers with plenty of training opportunities.

    Chapter Committees

    Many chapters elect and appoint members to various standing and ad hoc committees. These committees handle everything from negotiations to welcoming new members. Joining a committee is another great way to get involved with your chapter.

    Chapter Webmaster

    Chapter Webmasters help keep members up-to-date on local news and events. CSEA provides its Webmasters with all the training and tools they need. If you’re interested in becoming a chapter Webmaster, get more information online, then talk to your chapter president.