Christine Moore has no background of activism. She is new to the teaching profession. When she became one of the organizers of Antioch Education Association's protest over the district's refusal to grant teachers a raise, it shocked some of her colleagues.
"A lot of colleagues didn't view me in that light prior to those activities," says Moore. "They thought I was quiet and shy - and not willing to stand up and demand what's right. But if we don't stand up and demand what's right, we won't get what we want."
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There's nothing apathetic about Generation X teachers like Christine Moore, shown here with Shelbe Berreth at Sutter Elementary in Antioch. Moore is one of a new breed of young teachers who are stepping up to the plate to advocate for their profession and make sure they're taken seriously by their colleagues.
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Her colleagues saw what she was capable of doing when she helped to organize hundreds of AEA members to rally outside the district office. To the accompaniment of drums and whistles, teachers marched around the building chanting, "Be fair, the money's there!" Wearing "It's Not OK!" T-shirts, they waved colorful signs that read "Honk If You Support Teachers" and "Keep Teachers in Antioch."
"It was a very positive experience," says Moore. "I feel much more confident about my leadership abilities and confident that I can make change for myself - and my colleagues. I also feel that new teachers are taken more seriously now in this district."
Moore, who currently serves on the AEA executive board, represents a new breed of young teachers who are stepping up to the plate to serve their local associations. And there are more like her - despite the fact that some education articles have labeled Generation X teachers as apathetic, uninvolved and disinterested.
Hau Vo, 25, is in his third year of teaching at Irvine Intermediate School in Garden Grove. A member of the Garden Grove Education Association's executive board, Vo's territory is all 10 middle schools in the district. He has served as a liaison for the New Teacher Committee.
"When I meet people from other associations at CTA leadership conferences, they are surprised I have leadership roles," says Vo. "They were really surprised last year when I was still a probationary employee and didn't have permanent status yet. But I didn't feel afraid. I felt empowered."
In a district with hundreds of new teachers, Vo says he's an exception to the rule. "The gap is very large. I don't see many younger teachers getting involved. But I think I provide a benefit for the association, by giving the perspective of people who are new. Eventually I would like to bring other new people aboard, because I think they have a lot to offer."
"I'm learning by the seat of my pants," says Annamarie Cohen, 29, who teaches a special day class at Truckee Elementary School. She has been a teacher for five years and a site rep for three of those years. She is also vice president of the Tahoe Truckee Education Association and a member of the negotiating team.
"My first year was spent learning how the union worked, gathering information and bringing it back. Last year I became very active in organizing because the negotiations team needed support. We weren't getting any kind of settlement that I considered fair and equitable. I went to meetings, listened, and learned what was needed. I put together a newsletter and helped to organize a rally to support the negotiating team. The district came forward with a much better offer."
"People say, 'Why would you want to do that?' I tell them that somebody needs to advocate for our profession to improve salary, benefits and working conditions."
Peggy Colwell is a relatively new teacher, yet she's already president of the Shasta County Certified Employees Association. Teaching special education students is her second career and now her first love. She never pictured herself getting involved in union politics until she was laid off from a teaching job due to declining enrollment - and the district claimed she had quit and no longer had rehire rights.
"CTA demanded that they fix the paperwork and they did. I was so impressed, I wanted to learn more. So I got on the negotiating committee."
When state law said that schools could apply for matching state funds to bring beginning teacher salaries up to $34,000, Colwell fought hard to make that happen in Shasta. "I was on the crisis committee and participated in lots of informational walks and picket lines in front of the county office demanding a pay raise," she recalls. "We got the raise, finally. Our superintendent was notorious for saying no, but we hung tight. If we stick together, we can get what we want. It was great for morale."
Sam Dominguez found he could make a difference through CTA political activities. A special education teacher for less than three years, the El Monte Union High School District Education Association site rep participated in phone banking for statewide bond measures and for Measure Y, a local bond measure that would allow his district to repair and upgrade aging facilities. Voters approved all of them.
"There was a real sense of 'Wow, this is how legislation and politics move at a grassroots level.' I felt a sense of worth and community involvement, because I was doing something significant and important in the community. It was a good feeling."
