The Union’s Role in School Transformation Successes and Lessons Learned in Evansville, Indiana Mark Lichtenberg, President, Evansville Teachers Association

Background Information

Evansville Vanderburgh School Corporation (EVSC) Third largest Indiana school system containing urban, rural, and suburban elements 23,000 students 59 percent free/reduced lunch 3,400 employees $250,000,000 annual budget 3 Priority School sites

Evansville Teachers Association (ETA) Established in 1912 Affiliate of Indiana State Teachers Association and NEA Represents certified staff who are not administrators Currently has approximately 1,200 members – just over 80% membership with no agency fee or “fair share” provision Largest local in the state of Indiana

ETA’s role in school transformation in EVSC

EQUITY schools (2009-12) Excellence and Quality Unite In Transforming Youth Joint effort between ETA and EVSC to transform schools before they faced state takeover Collaboration was the key – EQUITY model was bargained into the contract 2009 MOU provided: EQUITY Academy – training for staff Increased autonomy for identified schools Academy—we weren’t going to demand change without providing training, and we weren’t going to demand training without providing compensation Autonomy—a top-down approach to school transformation was not acceptable; change had to come from within; mandates lead to compliance, collaboration leads to change

EQUITY schools (2009-12) Collectively bargained intervention components EQUITY Academy Automatic enrollment for staff, unless they opted out Successful completion required to teach at an EQUITY school Non-EQUITY staff could apply to be accepted into the academy PD rate of $20/hour paid for all academy classes; $1,000 stipend paid for successful completion Teacher, administrator and counselor tracks Contractual limitations on transfer were waived to allow individuals who did not want to be a part of the EQUITY schools to move out.

EQUITY schools (2009-12) Collectively bargained intervention components EQUITY Academy Curriculum included: Using data to build curriculum Backwards design for assessment and instruction Developing activities for the classroom Interdiciplinary planning Cultural competency Quality lesson development Seamless integration of technology

EQUITY schools (2009-12) Collectively bargained intervention components Increased autonomy of identified schools Length of school year for both students and teachers Teachers paid at daily rate for days worked beyond regular contract year (183 days) Waivers for regulations School design and governance Resource allocations All were staff decisions Embedded coaching models, PLCs, etc.—this is the component that allowed teacher-leaders to emerge and be the catalysts for change in the schools – not top-down

Transformation Zone (2013-present) Developed with Mass Insight Education for five EVSC schools based on the EQUITY model Continues to be a joint effort between ETA and EVSC even though state law now prohibits school transformation efforts from being bargained Specialized training for TZ staff Dedicated central office administrative supports for TZ schools District recognized that it could not expect change of school staff without also changing the way it supported those schools When there are state interventions, the state assigns a “lead partner” –Mass Insight serves as an internal lead partner, maintaining local control

Results

EQUITY schools (2009-12) Increase in % of students passing on state standardized tests between 2009 and 2012 Elementary 1 Elementary 2 Middle District ELA +15.9% +8.7% +2.8% +6.6% Math +13.9% +16.8% +7.8% +8.2% Elementary 2 and Middle also included in Transformation Zone – have outpaced the district when considering the impact of both interventions (2009-14). Elementary 2 has more than doubled district gains.

Transformation Zone (2013-present) 2013-14 was the first year of full implementation – too early to measure real impact on student achievement One school was in its 6th year at the bottom level of the state’s accountability model, mandating a hearing and possible state intervention Based on the work being done and results with locally developed interventions, the state board of education voted to allow the work to continue First time in the history of this accountability system that the state did not prescribe its own intervention for a school in this circumstance

Establishing and Maintaining Collaborative Work

Establishing Collaborative Efforts What Do You Need? Both parties must: Have a willingness to collaborate Identify common goals Set aside preconceptions and beliefs - approach one another at face value Have effective leadership Lead with integrity and trust Establish and maintain open lines of communication Collaboration: Improves morale Establishes/Strengthens relationship between district and union Provides value/benefit of membership Positive public relations Opportunities for community outreach

Maintaining Collaborative Efforts Be prepared to: Work through disagreements Meet throughout the process, not just at the beginning and end Discuss what goes well and what does not – with one another Work together on all aspects of new work Development, Finance, Training, Implementation, Follow up and Adjustment Share credit for success and failure

Discussion, Questions and Answers Mark Lichtenberg president@EvansvilleTA.org 1-800-382-4037, ext. 3403