The “RESPECT” Bill

This can go in so many different directions. And, this is because of the opportunities given for fair pay with added services needed.  Paraprofessionals benefit from an array of services and pay opportunities within NYC public schools and contractual agreements within Charter Schools.  Paraprofessionals under their Collective Bargaining Agreement gives them the opportunity to extend their services through certifications for increased pay.  Other factors that play a role are the need and personal interest of the school.  The services that are offered and indeed watered down in the district for students with disabilities over students with special needs.  However, there is a need for added support for the teacher for academics and physical classroom management. So much so that the fairness ought to go towards the paraprofessional over the teacher; when it does come to added pay.

Although Educational Associates (the paraprofessional) are the first look for “go to” situations & assignments no one wants to do, they aren’t given the respect that comes with the job which leads to “behaviors unbecoming,” Theraputic Crisis Intervention (TCI) re-trainings, suspensions and an employees deemed “unfit to work” for not being well enough or well to do. This being the power dynamic that exist in carrying out the schools overall mission. Collective Bargaining affords paraprofessionals the opportunity to work in a safe and educational based environment, given their circumstances, without having to fight for the respect to be equal to the teacher. This is a threshold that is too thin of a line when it comes to deciphering who is the teacher and who is the teaching assistant. Often leaving to egos & lack of classroom management.  Power vs politics undermines the soap box building leadership stands on; having them play a role of being oblivious to what’s going on the trenches.  Lack of necessary SCIP (now called PROMOTE) trainings, mandated by the State are not a factor for safety in the workplace especially in District 75. While staying on the topic of trainings, necessary CTLE credits for job security has been swindled by building leadership giving the false reality that their provided non-mandatory workshops and meetings, go towards their certification to keep their jobs. In hindsight, it sets the employee back with keeping to their job expectations.  The fight for the Lead Educational Associate  is indeed a reality that is contingent upon the response from the school building leader-The Principal.  With continuity and compliance being a factor, their leadership has failed to acknowledge the need on the basis of funding, which is to be further investigated.  Thus providing those paraprofessionals who are not yet teachers the opportunity for increased incomes as they perform additionally classroom management duties. On another note, the fairness in upholding collective bargaining in caucus with building leadership (this includes UFT’s role in making visits to all schools in need) goes through deaf ears with lack of acknowledgement and the proof of poor building pilotage.  Building navigational systems are in a state of being under siege with no accountability to care for it.  When working in the private sector of Charter schools, the lack thereof for dignity and inclusivity goes beyond contractual agreements, but fits only for the majority when being City contracted.  This means, true educators are not allowed to “…say the truth…” or be compliant with common core State standards as posted on the States Department of Education’s website.  Work is expected to be done by the paraprofessional as if they are the student as opposed to being the assistant for teaching in Charter School.  However, the bilingual paraprofessional is doing the same job without doing all the work for the student as the general Ed. Associate.  Yet the conversation is on “RESPECT” pay over the overall need for educational and vocational services.

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Credit, Instagram: @UFTParaChapter

Schools have made it a point to dismiss substitutes paraprofessionals for reasons of school budgeting and personal interest.  People will travel for work that’s being aggregated through a disorganized system to be told to go back home and not be paid for the day.  Others will have spent half a day in the building and told to go home to take home less than half a days work only to find out through payroll inquiries they weren’t acknowledge by the payroll secretary.  The problem isn’t filling a need, it’s favoritism for temporary relief for a job function.  For those who are full-time, after agreeing to new hire pay cuts, the objective is to avoid immediate burnout, anxiety and trauma especially when working with children with disabilities and anything that may come after; left for someone to care to do their job in terms of being hurt in the line of duty or seeking medical compensation relief.  But that’s not the job of the paraprofessional/educational associate.

Pedagogical staff have chosen not to have the paraprofessional present which is dismissive in their job function. According to Collective Bargaining & Paraprofessional contracts, as well as stated (briefly) in the Chancellor’s Regulations, the paraprofessional is to go with their student everywhere; another form of insubordination that is up to the building leader’s interpretation whether to act on or keep behind the iron curtain.

While teachers still fight for paid preps and extended day per session, paraprofessionals benefit from bussing services for special needs students and earning overtime.  Yet, all is not loss. 

This is a hidden fight for Educatonal Inclusivity and the Paraprofessionals are leading. However, if the school system can’t get it together, then the next best thing is to beg the municipal government to regulate them ; and that’s what this “RESPECT” bill is all about. Give me more rules I won’t listen to.