Reflect

At which level (emerging, developing, performing, or transforming) do you NOW place yourself for each of your four chosen competencies? 

• Overarching Competency # 1: Group Processes - Performing

According to our TLI booklet, the developing stage of this proficiency is about learning and examining group dynamics; the performing stage is about action— managing, mediating, and modeling. After completing my TLI project, I moved into the performing stage. I successfully managed BTU's group dynamics and mediated conflict within BTU by deeply listening to and respecting our members who were hesitant about EZ-Dues (Artifact #4, #23). As seen by our 94% enrollment rate, my managing of group conflict was successful. The members who did not enroll in EZ-Dues were either retiring at the end of the school year or were absent from school. 

• Overarching Competency # 2: Communication -  Performing

Through the many communications in this project—text messages, postcards, emails, meetings, and in-person conversations (see artifacts on the Design tab)—BTU successfully "advanced systemic change" (TLI booklet, p. 15) in the form of moving from an employer oversight dues deduction method to an fully independent, union-run dues deduction method. I switched up my modes of communication to reach varying audiences, such as members who were hesitant about EZ-Dues. After my TLI project ended, I was invited on MFPE Zoom meetings and an in-person meeting in Anaconda to discuss BTU's EZ-Dues process with other locals who were beginning to implement EZ-Dues. 

• Foundational Competency: Exploring and Challenging Inequity - Developing

After reflecting on my project, I do not believe that I developed further in this foundational competency. Through my conversations with BTU members, I identified culturally dominant practices that caused inequities and divides within our union. However, my project did not explicitly address these culturally dominant practices to challenge inequity. 

• Leadership Pathway Competency: Association Pathway, Leading with Vision - Performing 

The TLI booklet states that to be at the performing level of this competency, one must "guide a critical mass of members to...support the association's mission, vision, and values" (TLI booklet, p. 26). I accomplished this through guiding a critical mass of members (94%) to support BTU's mission to "obtain and maintain the rights to which all Union members are entitled" (BTU constitution, Artifact #3). Through recruiting and training BTU's building reps and department heads, I also "Led others to pursue the goals and actions to support the association's mission, vision, and values" (TLI booklet, p. 26). Throughout the conversion process, we used MFPE's data collection tools to "collect data on the effectiveness of our work with colleagues" (TLI booklet, p. 26) by getting real-time updates on who was or was not converted to EZ-Dues. 

How did the TLI experience impact your growth as a teacher leader in each of your four chosen competencies? 

Communication and Group Processes: I've continued to focus on these competencies in my projects post-TLI. Currently, I'm working with MFPE to organize and activate members to attend a Decennial Study town hall in Butte. At the town hall, BTU members will meet with legislators from Southwestern Montana to share our stories about the impact of inadequately funded schools on us and on our students. Comms for this project are hustle text messages (Artifact #24) and one-on-one phone calls. 

Exploring and Challenging Inequity: After my TLI project ended, BTU's work at the bargaining table addressed the inequities identified from the EZ-Dues conversations and the bargaining survey. Our bargaining team was made up of people with diverse experiences: two end-of-career members, two mid-career members, and one non-tenured, early career member (me). We had one high school teacher (me), one alt-school teacher, one middle school teacher, one elementary school teacher, and one SPED teacher. 

We used STARS Act money to address inequities from socio-economic status (p. 31-40 of bargaining slideshow, Artifact #25) despite the fact that BSD#1 lost considerable ANB money from our declining enrollment (p. 8 of bargaining slideshow, Artifact #25). We updated our contract language to address inequities in benefits. For example, we moved from contract language about just maternal leave to parental leave to address gender inequities and codify an expansion of benefits (p. 13 of bargaining slideshow, Artifact #25). We intentionally addressed issues from sub groups in our unit that have disproportionate challenges or unequal work conditions based on job description, such as specialists and SPED teachers (p. 14-15 of bargaining slideshow, Artifact #25). 

Association Pathway, Leading with Vision: After the end of my TLI project, I was elected as the second BTU vice-president and appointed to our bargaining team where I helped bargain the biggest pay raise BTU has ever seen. In these roles, I've further developed my effectiveness in the Association Pathway. I've also expanded on the Association Pathway in my work with the Southwestern Montana Central Labor Council (SWMTCLC) by developing a strategic planning document that establishes a vision for the CLC's work that aligns with our mission and values (Artifact #26)

What was the most valuable part of the TLI process for you? 

• Confidence and Community: I'm a shy person, but TLI gave me permission and a pathway to take hold of my voice and meet more of my coworkers. I was able to conduct a needs assessment and then actually act on addressing our needs. I now feel confident and ready to continue the work of our union. Beyond helping me find a community at my workplace, TLI also helped me find a community of other teachers across the state in the form of our TLI cohort. Now when I travel to conferences, trainings, or rallies, I can be sure that I will know people there. This gives me the support, inspiration, and motivation I need to not fall into apathy, but to instead keep fighting. TLI has been an incredible, life-changing experience. Thank you. 

What are your next steps to continue your growth as a teacher leader?

• Get more competent at the day-to-day work of unions that often happens behind the scenes. Krystin Lee, our BTU president, and Mike Kenison, our old BTU president, will be my mentors in this work

• Activate members around the needs identified in our bargaining survey (for example, organize members around the upcoming town hall)

• Move more BTU members into leadership positions. For example, recruit another BTU member to serve as a delegate to the SWMTCLC (I've already identified a member who wants to get more involved with unions. He attended MFPE's Public Schools for Public Good Rally this winter and is planning to attend the upcoming town hall) 

• Put the SWMTCLC strategic plan into action