Issue link: http://digital.copcomm.com/i/214242
FEATURE have repercussions on someone's career. A TOSA talked to an administrator about a history teacher having a "difficult time" in the classroom at 11 a.m. While no name was mentioned, there was only one history teacher teaching class at that time and the principal contacted that teacher, who feared the incident would be used in an evaluation. That was an accident. But sometimes lines are crossed intentionally. There are cases where an abusive principal uses TOSAs to intimidate teachers. TOSAs are used by some administrators to do "dirty work" and spy on colleagues, says a chapter president who prefers to remain anonymous. Teachers are harassed under this policy, are given dictates by TOSAs, and get in trouble for not following them. The district in question denies using teachers as administrators, and numerous grievances have been filed. Mel Collins observed similar situations in the West Contra Costa Unified School District and saw teachers turn on one another. "Teachers can get into an administrative mindset when all their directives come from administration. Even though they are not supposed to evaluate teachers, there's backroom talk with administrators, and their comments can affect evaluations of their colleagues." A BALANCING ACT FOR TOSAS Collins, himself a TOSA, says it's important to walk the union line in his job as liaison to the district's Gateway to College program at Contra Costa College, which helps at-risk students earn high school and college credit. As a TOSA, he monitors student attendance and CAHSEE scores, recruits students throughout the district, and develops resources to foster success. "I recommend TOSAs meet with union leaders to set or clarify ground rules to avoid blurring the lines between administration and teacher expectations. I did this both officially and unofficially, because I was recommended by my president, Diane Brown, to apply for 32 Educator 11 Nov 2013 v2.1 int.indd 32 Contra Costa College's Mel Collins, here talking with seniors Xanat Morin and Maria Lara, recommends TOSAs meet with union leaders to set or clarify ground rules for behavior. the position," says Collins, United Teachers of Richmond vice president. "I act as a comrade to teachers, as opposed to authoritatively. I work with them. I don't make threats." Karlene Steelman, Moraga Teachers Association, views her role as a TOSA as supporting teachers, not criticizing them. "My job is getting the word out on what the new standards look like for each grade level and helping teachers create units around the Common Core. I give gentle suggestions and ask, 'Have you thought about trying this?' I model lessons in their classrooms." Teaching math half time at Joaquin Moraga Intermediate School keeps her "grounded" on the teaching side of the job, while being a TOSA provides a big picture of what is happening districtwide and allows extra time to find resources her colleagues need. "It's definitely a balancing act. The chal- lenge is getting people to accept that you are trying to help — and getting them to tell you what they need. Until they can do that, you're fishing in the dark." Vanessa Lopez Mendoza, Associated Calexico Teachers (ACT), does not want to be considered an administrator or force colleagues to work with her at Dool Elementary School. "I want to be invited in, so I make it a point not to walk in with a clipboard," says the former special education teacher. "Nothing makes people's hair stand on end more than seeing someone with a clipboard." Written comments that she jots down during visits are left with teachers when she leaves. It's a way of saying that whatever happens in the classroom stays there. As a result, teachers are constantly stopping her in the hallways, asking her to come into their classroom and see what they are doing with their students, which she finds very rewarding. A big part of her job is analyzing and interpreting data in tandem with teachers, NOVE M B E R 2013 11/13/13 6:31 PM