Issue link: http://digital.copcomm.com/i/214242
Teachers On Special Assignment (TOSA) walk fine line BY SHERRY POSNICK-GOODWIN T eachers on special assignment. Program coordinators. Curriculum specialists. Literacy coaches. The titles and ranks of teachers working outside of the classroom have increased over the past decade, say CTA members. In some districts they are helpful and supportive, providing fresh strategies and resources to colleagues. In other districts, they may act as quasi-administrators who look for shortcomings in co-workers and report them to higher-ups. "Most teachers out of the classroom in our district have a sincere desire to improve the practice beyond their own classroom," says Chad Cooper, Associated Calexico Teachers president. "Others see it as an administrative stepping stone." The trend creates a "gray area" between teacher and administrator in some districts. Confusion and resentment over the lack of role delineation may develop into a "You're not the boss of me" scenario — even among bargaining unit members. While school districts view teachers on special assignment (TOSAs) and others outside the classroom as being "a little bit PHOTOGRAPHY BY SCOTT BUSCHMAN Educator 11 Nov 2013 v2.1 int.indd 31 of an administrator," there's really no such hybrid, say CTA negotiators, who compare it to being a little bit pregnant. Either you're an administrator or you're not. The true test of being an administrator is the ability to hire and fire staff and make decisions about administration's handling of grievances. This eliminates CTA members. During tough times, districts are tempted to take teachers out of the classroom to save money. Rather than hiring more administrators, administrative duties are delegated to teachers for a lower salary and a stipend. Teachers looking for a change, the chance to help colleagues, or the fast track to a district office position, accept these positions. The downside: TOSAs are often the first positions cut during tougher times. CTA supports teacher-led professional development as a path to bettering schools — which is the goal of many TOSA jobs. However, teachers, whether inside or outside the classroom, should never be part of the process of evaluating peers. CROSSING THE LINE While teachers outside the classroom should not report on peers to administrators, comments in casual conversation may NOVEMBER 201 3 www.cta.org 31 11/13/13 6:31 PM