ffe presentation 2010 03

173094 - Forum for Fair Employment (FFE) Academic Session

Employment Status: Effects and Actions

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Chronology - Forum for Fair Employment (FFE)

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1996 – TESOL established part-time caucus (1 of 2 caucuses established)

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1998 – “COPTEC” as caucus name

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1998 – “COPTEC” as caucus name2000 – TESOL had 6 caucuses

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1998 – “COPTEC” as caucus name2000 – TESOL had 6 caucuses2007 – TESOL disestablished 6 caucus

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1998 – “COPTEC” as caucus name2000 – TESOL had 6 caucuses2007 – TESOL disestablished 6 caucus2008 – Formation of the:

a. TESOL Standing Committee on Employment Issues (EIC)

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1998 – “COPTEC” as caucus name2000 – TESOL had 6 caucuses2007 – TESOL disestablished 6 caucus2008 – Formation of the:

a. TESOL Standing Committee on Employment Issues (EIC)

b. Forum for Fair Employment (FFE)8



Consider this quotation:

“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”

Parker Palmer, The Courage to Teach

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“The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods.”

Margaret Mead, as qtd in The Teacher and the Taught

(1963)

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“As a teacher, you must always find new ways of growing, and you must always strive to find new ways of helping your students grow. Only in growth can the crop be harvested.”

Lylee Style (Yorktown Heights, NY 2002)

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But if teachers are being hired part-time to “just teach” without the means to do the full job of teaching, teaching is far less likely to inspire learning and teachers themselves are far less likely to realize the rewards of identity and integrity that the profession offers.

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Keith Hoeller observes that: “(M)any adjuncts participate in non-teaching duties… In most cases, however, adjuncts are … not compensated for their extra time and effort outside the classroom, and there is no guarantee that such extra effort will be rewarded with raises, promotions, or even a tenure-track job...”

From David Moltz. “The Part-Time Impact” Inside Higher Ed. Nov 16, 2009 at http://www.insidehighered.com/news/2009/11/16/ccsse

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Growth and reflection, so important for good teaching, are rarely possible on a frantic treadmill.

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Annual gross pay of $18,706.5216



How prevalent are part-time/adjunct faculty in US Higher Education?

Data extracted from AFT report "The State of the Higher Education Workforce 1997-2007” (2/2009) http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf

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http://www.aft.org/pubs-reports/higher_ed/AmerAcad_report_97-07.pdf



Composition of US Higher Education Faculty


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Part-time/adjunct faculty are the New Faculty Majority. A new national organization has been formed by that name.

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From http://www.newfacultymajority.info/national/

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Why should TESOL be concerned about the prevalence of part-time positions in U.S. higher education?

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From Research Report 98-04, Washington State Board for Community and Technical Colleges, “PART-TIME FACULTY IN WASHINGTON COMMUNITY AND TECHNICAL COLLEGES” June 1998 at http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED430642&ERICExtSearch_SearchType_0=no&accno=ED430642

Percent of Part-time Faculty per Selected Discipline (Washington State Community and Technical Colleges)

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Of all disciplines, ESL instruction is among the most dominated by part-time, adjunct, or otherwise non-tenured positions.

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Of all disciplines, ESL instruction is among the most dominated by part-time, adjunct, or otherwise non-tenured positions.

This is likely a reflection of the lack of respect and professional dignity accorded the field.

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From: http://www.tesol.org/s_tesol/bin.asp?CID=32&DID=377&DOC=FILE.PDF

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• Member ResolutionsHome : About : Governance : Mbr Resolutions

• TESOL Member Resolution in Support of Professional Development Credit for Part-time, Adjunct, and Contingent Faculty (2006) The membership of TESOL recommends that TESOL support and encourage the establishment of salary schedules for part-time, adjunct, and contingent faculty.

• TESOL Member Resolution in Support of Campus Equity Week (CEW) and Conference on Contingent Academic Labor (COCAL) (2002) The membership of TESOL supports Campus Equity Week (CEW), which seeks to draw attention to the unprincipled use of contingent academic labor at all levels of teaching ESOL where regular, tenured, full-time or part-time faculty would be more professionally appropriate.

• TESOL Member Resolution on Health Benefits for Part-Time Instructors in the United States (1994) TESOL urges the U.S. Congress and state legislatures to include in any health reform legislation, employer-provided health insurance benefits for all part-time teachers.

• TESOL Member Resolution on the Use of Part-Time Instructors (1988) TESOL urges agencies, institutions, and programs that provide ESOL instruction to make new and concerted efforts to eliminate the inappropriate use of part-time instructors. In cases where part-time instructors must be hired, TESOL urges that these instructors be provided with adequate working conditions, salary, benefits and all other privileges accorded to full-time instructors.

• TESOL Member Resolution on Part-Time Faculty and Fringe Benefits (1981) TESOL recommends that part-time faculty in ESL programs be entitled to fringe benefits in fair proportion to those available to full-time teachers.

• TESOL Member Resolution on the Need for Qualified Full-Time Teachers (1981) TESOL recommends that a significant majority of the faculty in any ESL program be full-time employees qualified in teaching ESOL.

• TESOL Member Resolution on Insurance for Part-Time Employment (1980) TESOL shall make arrangements to provide to members of TESOL who are employed part-time optional health and life insurance.

• TESOL Member Resolution on Employment Conditions (1980) TESOL commissions in-depth studies of various employment conditions be undertaken by ad hoc committees and that possible solutions be presented in writing to the president at or before the beginning of the 1981 convention.

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http://www.tesol.org/s_tesol/index.asp

http://www.tesol.org/s_TESOL/seccss.asp?CID=3&DID=4



http://www.tesol.org/s_TESOL/sec_document.asp?CID=87&DID=5901










Why should TESOL and its members need to be concerned about the prevalence of part-time positions in U.S. higher education?

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Community College Survey of Student Engagement (CCSSE) – 2009 Findings

From: http://www.ccsse.org/publications/national_report_2009/CCSSE09_nationalreport-10-26.pdf

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p. 19:

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p. 19:

But is it fair to observe (or criticize) part-time faculty for not performing a function that is not their job?

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p. 19:

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p. 19:

Should there be “different expectations and support”? They teach the same students, the same tuition is charged, and the same grades and credits are awarded. 37




p. 19:

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p. 19:Part-time faculty indeed teach a sizable portion; part-time faculty are the majority faculty in US higher education.

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The Coalition on the Academic Workforce issued “One Faculty Serving All Students.” TESOL was a signatory. http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf

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CAW issued a statement “One Faculty Serving All Students.” TESOL and MLA were signatories (although neither the FFE nor the EIC was asked for input).

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CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf

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CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 2)

All faculty members need to receive compensation and institutional support and recognition commensurate with their status as professionals.

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http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf



CAW Principles from “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 2)

All faculty members need to receive compensation and institutional support and recognition commensurate with their status as professionals.

“You want equal pay? But you’re only part-time. Your pay is commensurate with your professional status right now!”

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Elaboration of CAW Principle of Compensation and Institutional Support “One Faculty Serving All Students”: http://www.academicworkforce.org/CAW_Issue_Brief_Feb_2010.pdf (p. 3)

Institutions should establish minimum levels of per-course compensation for all faculty members serving off the tenure track that are equitable to those of tenure-track faculty members so that all faculty members have the support necessary to devote the time and effort required to teach college-level courses. To ensure fairness and transparency, compensation levels should be a matter of public record.

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Good. But rather than trying to construct an “equitable” compensation system for the non-tenured, why not have the same system, as in “One System Serving One Faculty”?


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Institutions should compensate all faculty members for work outside of the classroom, including student advising, committees, and other service work.


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All faculty members should get regular support for professional development in regard to teaching skills, new course creation, scholarship, and occupational promotion.


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All faculty members should get regular support for professional development in regard to teaching skills, new course creation, scholarship, and occupational promotion.

Good. But why not “equal pay and equal work”?


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In our economic downturn, now is not the time to fight about pay increases.



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In our economic downturn, now is not the time to fight about pay increases.

Now is the time to fight about retaining jobs amid layoffs and program cutbacks.



MLA Resolution 2009-1 at the December 2009 Modern Language Association (subject to ratification by the MLA membership, June 1, 2010): http://www.mla.org/pdf/cnpu_27dec_2009web.pdf

Whereas job security is under attack throughout higher education; and A job with a living wage is an economic right of all employees; and

Be it resolved that the MLA recognize the importance of job security throughout the academic workforce. All college and university faculty members—full- and part-time—should be eligible for tenure. All higher education employees should have appropriate forms of job security, due process, a living wage, and access to health care benefits.

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MLA Resolution 2009-1 at the December 2009 Modern Language Association (subject to ratification by the MLA membership, June 1, 2010): http://www.mla.org/pdf/cnpu_27dec_2009web.pdf

Whereas job security is under attack throughout higher education; and A job with a living wage is an economic right of all employees; and

Be it resolved that the MLA recognize the importance of job security throughout the academic workforce. All college and university faculty members—full- and part-time—should be eligible for tenure. All higher education employees should have appropriate forms of job security, due process, a living wage, and access to health care benefits.

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Excellent booklet downloadable from Chicago COCAL

http://www.chicagococal.org/

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“As soon as they (the colleges) start paying all these costs, then the difference (between hiring full-time and part-time faculty) shrinks. It may start being more profitable to just pay a full-timer.”

Wendy Rader-KonofalskiChronicle of Higher

EducationOct 8, 2004, p. A11.

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Campus Equity Week (CEW) (in US)

Fair Employment Week (FEW)

(in Canada)58



From: http://www.tesol.org/s_TESOL/sec_document.asp?CID=87&DID=246&rcss=print&print=yes

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Campus Equity Week

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Coalition of Contingent Academic Labor (COCAL)

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How can we in TESOL become more effective at defending our professionalism?

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How can we in TESOL become more effective at defending our professionalism?

We could probably be more effective than we are now.

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From: http://www.tesol.org/s_tesol/sec_document.asp?CID=3&DID=220

TESOL’s Mission and Values

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From: http://www.tesol.org/s_tesol/sec_document.asp?CID=3&DID=220

TESOL’s Mission and Values

Professionalism

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Very Important

Somewhat Important

Not at all Important

Status and recognition of the profession 71% 23 3

Program standards 57% 34 6

Employment conditions 55% 31 11

Teacher certification 41% 38 18

Immigration legislation 39% 37 20

Funded research for the profession 38% 43 15

Official English legislation 36% 36 24

Adult Education programs and funding 35% 44 18

K-12 ESL programs and funding 34% 34 29

Accreditation of intensive English programs 33% 41 23

Part-time employment 31% 35 29

Bilingual education programs and funding 22% 39 36

USIA funding 17% 41 36

Importance of TESOL Issues

From “Members profiled in 1997 survey.” TESOL Matters. June/July 1997. p. 16

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Very Important

Somewhat Important

















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Very Important

Somewhat Important

















Of the 2,500 TESOL members participating, “Status and recognition of the profession” was, by far, the most important issue (71%).

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From http://www.tesol.org/s_tesol/bin.asp?CID=709&DID=401&DOC=FILE.PDF (About TESOL)

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11,500 TESOL members42,000 TESOL affiliate members

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(From e-mail of February 22, 2010 to Richard Bailey, Jack Longmate, and Yilin Sun):

The first plank of TESOL President-Elect Brock Brady’s platform is:

Improving professional recognition and respect



Hypothetical plot of TESOL-related activity among TESOL members:

What activity is now.

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Hypothetical plot of TESOL-related activity among TESOL members:

What activity is now.

What activity should be.

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Jack [email protected]

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