Beyond the School

Education support professionals (ESPs) around the country are building their political muscle through the creation of local, state, and national ESP Bill of Rights campaigns. The Bill of Rights (or rESPect) campaigns reflect the most important needs of ESP members. Those needs vary slightly from state to state and local to local, but a livable wage, fair benefits, safe work environments, relevant paid professional supports, and a voice in decisions impacting educators and students are sure to be included in an ESP Bill of Rights. ESPs are using these member-led campaigns to advocate for their needs with lawmakers and school boards, drive wins at the bargaining table, and influence the policies and practices of their union.

At the national level, NEA recently introduced a National ESP Bill of Rights campaign that outlines the top 10 most pressing concerns of ESPs around the country: Fair Compensation, Recognition and Respect, Affordable Healthcare, Paid Leave, Professional Learning and Career Advancement, Workload and Staffing, Retirement, Protection from Privatization, and the Right to Bargain. The national ESP Bill of Rights drives NEA's advocacy for policy and professional supports and serves as a model for states and locals that are creating their own ESP Bill of Rights.

Many states-including Illinois, Massachusetts, Maryland, Delaware, Michigan, Vermont, and Washington, have or are creating their own ESP Bill of Rights. Through these campaigns, ESPs like Burlington, Vt. bus driver Jimmy Johnson are using their influence and political power to demand change. "If a district can't pass a budget, who is the first to lose their jobs? It isn't teachers. It isn't administrators. It's education support professionals-that's the low-hanging fruit."

Johnson wasn't shy when he said he's tired of feeling like the "low-hanging fruit" every budget cycle. He wants more for himself and all the other support staff in his state and in the country. With 34 years behind the wheel, he has a lot of institutional knowledge to add to the conversation about what's needed to ensure students have a well-rounded education.

"My 'classroom' is 40 feet long and holds up to 90 kids," Johnson said referring to the bus he drives to six schools through five towns in the Champlain School District. He admits he has "fingers in a lot of pies," working his day job and then assuming the role of an education advocate.

"It is very difficult for education support professionals-many don't have a strong voice even within the ESP classifications, which is a wide-ranging group of people. Many food service professionals or custodians sometimes feel they don't have as strong of a voice as paraeducators. I felt that way about bus drivers, which is one of the reasons I got involved so many years ago, because there wasn't anybody talking about bus drivers."

Using your voice to create change

Johnson knew he needed to speak up to elevate the status of ESPs. The desire to change his working conditions meant he would need to think big and "get political." For Johnson this meant focusing on a "Bill of Rights" for educators, with carved out items specifically for ESPs-including a minimum starting rate of $30 per hour.

"We all want a better life, and I want the people making the decisions to prioritize where the money needs to be spent; I want education to be the thing people think of first," said Johnson.

Johnson was instrumental in creating Vermont-NEA's Educators' Bill of Rights, which members passed at their recent representative assembly. In addition to pay, Johnson says a lot of other key issues rose to the top, including safety in the workplace, and time to collaborate and plan.

The Educators' Bill of Rights, signed by Vermont Congresswoman Becca Balint and Lt. Governor David Zuckerman, is now the standard for all members in Vermont to use at the bargaining table, and beyond-to ensure they're receiving not only the pay they deserve, but also working conditions conducive to teaching and learning.

Why do politics matter?

Elections have consequences for educators, students, parents, and schools.

Elected officials at all levels make decisions that directly affect school funding, class size, and the length of the school day. Advocating for education doesn't stop when the polls close. This is core to Jimmy Johnson's approach, as he works to include ESP in every conversation, he has about public schools.

"It's hard to run a school if it's not clean, if kids aren't fed, if they don't have transportation, if the paraeducator is taken away from their team. It doesn't work unless we are all rowing in the same direction," Johnson added. As an ESP, elevating the work is a critical part of his political engagement strategy.

"There are many politicians from the national level right down to the local school board who want to dictate what is taught and what is paid for, and if you don't use your voice, you don't have a say," added Johnson.

Students may not understand that electing the "wrong" candidate could mean fewer programs, larger classrooms, and less access to technology, but educators know this impact and feel it every day. Johnson believes all educators, especially those who are less represented, have a responsibility to their students to keep protecting their interests.

"Your vote is your say. That's the textbook of why you must know what's going on in politics. It impacts all of us, especially our students," said Johnson.

As the election comes and goes, and the future remains unknown, Johnson hopes all support staff realize their voices matter and stand firm to ensure they are seen not as "low-hanging fruit," but as the essential educators whom students need.

Vermont NEA Educators' Bill of Rights

Dignified, competitive compensation

All educators should be able to earn a stable, decent, middle-class living in the service of Vermont's students, without having to work multiple jobs.

Safe working environment

All educators and students should be physically safe, emotionally supported, and respected.

Time for planning and collaboration

All educators deserve to have the time to plan, prepare, and consult with their peers so that they can best teach and nurture their students.

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