By MALLORY GRUBEN
Portland Association of Teachers (PAT) declared an impasse in negotiations with Portland Public Schools (PPS) Sept. 15.
Under the state law that covers public employees, that means both sides had a week to submit final offers, at which point teachers could give 10 day notice to strike after a 30-day cooling off period. The union had not taken a strike vote at press time but scheduled a practice picket and rally for 5 p.m. Oct. 10 outside the PPS administrative offices at 501 N. Dixon St.
In a Sept. 15 update to members, the PAT bargaining team said it will continue to bargain with district management, and the two sides were scheduled to meet with a mediator Oct. 11 and Oct. 17.
Teachers’ bargaining proposals this year go beyond basic contract provisions like pay and benefits. For example, PAT has asked PPS to create “resilience funds” that families can use in emergencies to pay for rent or utilities, so they won’t be evicted and have to move schools. A 2016 study shows that switching schools is stressful for children and negatively affects their emotional and academic development.
“Our schools really fuel our community, and vice versa, so our contract has to extend past the bread and butter items,” PAT President Angela Bonilla told the Labor Press.
Other demands include buildings that are temperature controlled and free of mice and mold, enforceable limits to class sizes, an end to standardized tests beyond state mandates, educator-led professional development on racial equity and restorative justice, increased transparency in district budgeting, extension of public school to every child over the age of 3, and a district-wide parent-teacher home visit program.
PAT is pursuing a negotiating strategy known as “bargaining for the common good,” in which unions incorporate community members’ ideas into their contracts. The tactic was first popularized in 2012 by Chicago teachers who negotiated to decrease high-stakes testing for students; increase arts programs, especially at schools in poorer neighborhoods; and give teachers and parents more of a say in what was taught in the classroom.
