The vast majority of MTA preK-12 Education Support Professionals are women. Although more than half of them have at least a bachelor’s degree, 85 percent make $30,000 a year or less. One in three is paying off student loans. Many need to hold a second or even a third job just to make ends meet. Many households led by ESPs qualify for MassHealth. And as the COVID-19 pandemic continues, economic prospects grow dimmer for those most vulnerable to layoffs.
This was the picture paraeducator Cindy Gushee of the Monomoy Regional Education Association painted on July 20 during a virtual training for ESPs that was part of the 2020 MTA Summer Conference, which was held virtually because of the coronavirus crisis. Gushee is a member of the MTA ESP Standards Task Force, which developed a survey over the past year that gathered information from almost 3,000 preK-12 MTA members.
The result of the task force’s efforts is the MTA PreK-12 ESP Bill of Rights, a document that will serve as the foundation for local associations statewide as they focus on negotiations to bring measurable progress to preK-12 ESP contracts — and a sense of fairness and respect to ESPs.
"We are ESPs for a reason," said task force Chair Joni Cederholm, a clerical paraprofessional in Weymouth and the 2019 MTA ESP of the Year. "Because we are compassionate, caring people, we always put others first. And because of that, we tend to fall behind. But now it’s our time."
Other members of the task force are Erin Burlingame, a member of the Monomoy Regional Education Association, Sonia Fortin of the Sudbury Education Association, Naomi Adagboyi of the Canton Teachers Association, and Sumayya Ghalaini of the West Springfield Education Association.
The MTA Board of Directors voted to endorse the MTA ESP Bill of Rights Campaign during its meeting on Aug. 8.
PreK-12 ESPs plan to roll out the Bill of Rights to all local associations around the state, including those without ESP members, for endorsement. "Remember, we’re all in this together," said Cederholm.
Fortin, the 2020 MTA ESP of the Year, and other task force members also worked to develop a calculator that ESPs can use to determine what a living wage means in their city, town or county.
"Every day, Education Support Professionals are on the front lines in our schools and on our campuses," said MTA President Merrie Najimy. "ESPs have been underpaid and underappreciated for far too long. This PreK-12 ESP Bill of Rights is a first step toward strengthening our bargaining position and uniting ESPs across all districts as we fight for a living wage and respect for these essential educators."
During the virtual training, members brought up examples from their own experiences of the challenges that ESPs face. Those experiences often reflected the survey results:
ESP wages: PreK-12 ESPs are paid by cities and towns, so they are exempt from the state’s minimum wage law. Cederholm described her appearance before a State House panel last summer, when she and other ESPs testified in favor of legislation that would ensure the state’s minimum wage and paid family and medical leave apply to municipal workers. "Honestly," she told the training group, "their faces were shocked" when they found out how poorly ESPs are paid. "I shared with them that I have worked for almost 25 years and that I am just over the minimum wage," Cederholm added.
Affordable health insurance: Sixty-one percent of ESPs have district-provided health coverage for themselves and family members. But when the cost of insurance is too high, it can wipe out an ESP’s entire paycheck, resulting in what too many ESPs are familiar with: the zero-dollar check.
Health and safety: One-quarter of ESPs report being hurt on the job. Physical and verbal assaults are not uncommon.
Education to strengthen careers: ESPs deserve an affordable way of climbing the career ladder, as well as a way of paying off career-related debt.
Recognition as educators: ESPs are often the first people to see their students in the morning and the last to see them at the end of the day. ESPs deserve relevant professional development and a role on every education-related committee in every district.
After breakout sessions, members reported back for their groups on what they could push for right away — even before financial considerations.
Cementing professional development days and prep time into contracts is a priority, said Jessica McDonough, a paraprofessional in Weymouth.
"Building parent-community solidarity networks," said Stephanie Joyce, a teacher in the Amherst-Pelham district who is an ardent supporter of ESPs.
"Respect and adequate training," reported Ghalaini, a paraeducator in West Springfield.
"A feeling of being valued," added Gushee.
To see a copy of the PreK-12 ESP Bill of Rights and find other resources for ESPs, go to massteacher.org/esp.
