Cross-posted from RestoreReason.com
One of the issues leading to the walkout during the #RedforEd movement, was Governor Ducey’s promise of a 20% raise by 2020 ONLY for teachers. The movement wanted the definition of “teacher” expanded and pay raises for all school personnel. That’s because teachers understand their’s is a broad profession, and although quality teachers are the number one in-school factor contributing to student success, every employee in a school district, whether a “defined” teacher or not, contributes to the ability of students to learn.
There is currently though, no consistent definition of “teacher” in Arizona. The 2018–2019 K–12 budget reconciliation bill, HB 2663, K–12 education; does not define “teacher”. The previous year’s budget bill defined “teacher” as: "any person eligible to be included as a teacher on a disrict’s FTE count submitted with its annual financial report, whose salary was paid under function code 1000 (instruction). Clear as mud, right?
The definition in Arizona Revised Statute (A.R.S) 15–901(B)(5), says a “Certified teacher” means a person “who is certified as a teacher pursuant to the rules adopted by the state board of education who renders direct and personal services to school children in the form of instruction related to the school district’s educational course of study and who is paid from the maintenance and operation section of the budget.” Okay, so that is a little clearer, but how is teacher compensation impacted by legislation passed last year to allow non-certified teachers to teach in Arizona public schools? Guess that means fewer raises for teachers as those more qualified continue to exercise their “school choice” to either retire or move to another state so they can earn a living wage. Just in case you didn’t see it, here’s a story about Texas buying up billboards in Arizona to lure our teachers away.
Yet another definition of “teacher” comes from the AZ Attorney General (AG) Opinion 101–014 on the Classroom Site Fund (Prop. 301 monies). The AG wrote that, “teacher” was not limited to traditional classroom teachers. “School districts and charter schools may use such funds for compensation increases for certified or certificated teachers and others employed to provide instruction to students related to the school’s educational mission.” An employee receiving base compensation from Prop. 301 monies would also be eligible to receive a salary increase as a teacher.
According to the AZ Auditor General, school boards would meet the Legislature’s intent by using any of the above three definitions. The Arizona School Boards Association, Arizona Association of School Business Officials, and Arizona Superintendents Association, all believe the Classroom Site Fund definition is the most defensible position and most consistent with legislative intent. That definition, as interpreted by the courts and the Arizona AG’s office, requires certification and employment as a teacher and that at least 50% of an individual’s time is spent on instruction central to the school’s educational mission.
Arizona Educators United and the Arizona Education Association‘s sought to resolve the disconnect by demanding a broader definition of “teachers”, permitting the award of raises to more school personnel. To that end, Representative Charlene Fernandez, D-Yuma submitted an amendment“seeking to expand the definition of “teachers” - those eligible for the pay hike - to include counselors, social workers, psychologists, speech pathologists and librarians, all people excluded from getting a share of the earmarked raises.” Unfortunately, the amendment failed on party lines.
As reported on Tucson.com, TUSD Superintendent Trujillo said he intends to spread the new money around to all “educators” who touch the lives of children. “I see us supporting the educators as defined by this movement, those that are touching the lives of kids and working directly with kids. It’s about the monitors, it’s about teachers, it’s about the counselors, it’s about the custodians, it’s about the secretaries at our schools, it’s about the office assistants,” he said.
The $272 million in included in the FY 2019 budget for teacher raises is roughly enough to give all “certified” teachers in the state a 9 percent pay increase. It also includes an “additional” funding of $100 million in District Additional Assistance (DAA), previously known as “capital funding”, which is meant for big ticket items like new AC systems, patched roofs, buses, and computers. Although Governor Ducey orginally sold this as a way to begin to restore the 85% of this funding that was cut since 2009, the #RedforEd movement caused him to also sell it as a way to increase salaries for all support employees.
Please let that sink in for just a moment. Governor Ducey knows Arizona’s district schools have a tremendous backlog of deferred maintenance and repair for both facilities, vehicles and technology because the Legislature has cut $2.4 billion from public school capital budgets. He is proposing to restore most of that funding over 5 years, but education advocates aren’t banking on it, continuing with the capital funding lawsuit filed in 2017.
The Legislature has tried their best to make hay with the fact that district governing boards are largely responsible for deciding how the funding is spent within their respective districts. Although there is a fair amount of legal guidance on how the funding may be used, they are correct that local control dictates elected governing board members make decisions about funding allocation. These decisions are appropriately left to them because they best know the needs of their district and they are closest to the students, families, voters, and taxpayers to whom they are accountable. But, and this is a BIG but, governing boards can only allocate funding their districts receive and even with the $400 million plus-up in FY 2019, our districts will still be short of 2008 funding levels by almost $700 million per year. Cue mike drop.