Budget Woes Spark Challenges at Work

Here is a piece I submitted to our local newspaper yesterday.  In difficult budget times where I teach, how have contentious negotiations played out?  How will it affect students?  Here is my take.

After reading two recent pieces in the Times-Delta’s Opinion section, I felt the need to set the record straight on how things really are at College of the Sequoias.  One was an editorial urging the Board of Trustees to implement a benefits cap on faculty to save money.  The other was a letter imploring faculty and administration to work together for the good of the students rather than let difficult contract negotiations get in the way.

I am currently in my thirtieth year of full time teaching and my fourteenth at College of the Sequoias.  Counting a couple of years as a substitute when I was starting out, it adds up to thirty-two years of teaching.  That includes time at adult school, high school, middle school and community college.  I bring this up to underscore the point that although I have found a high level of dedication and professionalism in all the levels and settings of education I have been in, none exceeds my experience here at COS. 

Whenever there are money problems in a school system there will be disagreements between employees, administration and boards.  I have seen them before in other districts and here, and I expect to see them again.  When revenues are reduced at the college level it means fewer students can be served.  COS is serving some 3,000 fewer students now than when finances were better.  Summer school has been eliminated the past two years.  Programs and people have to do with less.  Sometimes people are financially hurt.  Where and whom to cut are contentious issues.  I have served on the teachers association bargaining team for the past two years and can attest that at COS, contract negotiations between the District and the employee unions representing both the faculty and the classified staff have been long and trying for all concerned.  

As far as the health, vision and dental benefits cap goes, as reported in this newspaper, the Board acted to impose such a cap at their last public meeting.  The faculty and classified associations have been willing to and have proposed many ways of saving the District substantial funds, including salary and other concessions in the amounts management felt were necessary.  For tax and other reasons, their members have preferred these savings come out of things other than benefits.  At one point, faculty even ratified a tentative agreement in which they would have agreed to teach extra classes for free.  This would, if ratified by the Board, have saved the District over half a million dollars a year.  The amount of savings to achieve was never the point of contention; the manner in which they would be exacted has been the issue.  It is clear the Board’s judgment has been that only the benefits cap was acceptable as a way to achieve these savings.  The employee associations have believed there are other ways to accomplish the same goal.  I personally feel that everyone involved has been sincere in their views, and concerned with the financial condition of the District in trying times.  Unfortunately, the District’s insistence on the cap has indeed caused exasperation and been a source of frustration among employees at the college.         

Yet on the other topic, despite such disagreements, the parties have continued to work together to serve students in a highly professional manner.  Community members who have taken courses at COS, or those whose children have, will confirm what I have seen since I arrived here: the quality of the faculty and their dedication to students is exceptional.  As Academic Senate president I got to know and work with most of them, not only teaching faculty but also counselors, work experience technicians, technology and curriculum specialists and librarians.  And I extend this to include the adjunct, or part-time faculty as well, many of whom are experienced local high school teachers or highly skilled professional and vocational practitioners presently in business in the area.

But in a larger sense, I have found this same standard of responsibility across all the staff at COS.  The truth is, the COS family is full of good people who take seriously their service to students and the institution and work collegially to get things done.  That includes the classified staff who do their part to keep things running smoothly in such fields as maintenance, computer services, registration, financial aid, food services, the bookstore, student life, payroll, copy and mail, our police officers, secretaries and many others too numerous to name.  Our administrators have the often thankless task of monitoring and leading programs that are expected to achieve consistently improving results with shrinking budgets and fewer personnel.  They are highly competent people.  Our Trustees are all respected community members strongly interested in expanding the educational opportunities COS offers but keenly aware of their fiduciary responsibility to the financial condition of the District in these challenging times.  They are conscientious public servants.   

I know practically all the people behind the titles I’ve mentioned on a first name basis and believe all are working sincerely to help the school.  The advice to stop bickering and help the students misses the point.  The fact that contract talks have been tough has not stopped the COS family from working together and putting students first.  For example, I recently served on a committee working on the Accreditation process the college goes through every six years.  A fine administrator and I jointly chaired our part of this effort.  Our committee included not only administrators and faculty, but classified (non-teaching) staff, students, and one member of the Board of Trustees.  Everyone worked as a team for the good of the school.  In another example, the Teachers Association recently got together with the Academic Senate to ask faculty to expedite a number of curriculum issues critical to students meeting their program and graduation requirements.  To teachers, students are not just enrollment figures or names on a sheet.  They are people whose names and faces we know, people who, though often contending with numerous obstacles, inspire us with their personal stories and dreams and the efforts they are putting forth to achieve them.  We will not let them down.

Steve Natoli