Bridge the Divides in 2017: Take a Colleague to Coffee!

PCCFFAP is excited to announce a new Federation initiative: Take a Colleague to Coffee.

PCC is a huge institution with many divides–between campuses, types of work, and areas of specialization (among others). One of the most important things we can do as a union is bridge those divides. PCCFFAP represents all faculty (PT and FT) and all of our academic professionals.

The more we know about one another, the stronger we are as a college–and as a union. To bring us closer together, PCCFFAP is inviting you to take a colleague out to coffee, tea, or other refreshment. Use a $10 voucher, provided by PCCFFAP (more below) at any campus food service location, learn a little about a colleague–and share with us a little bit about what you learned.

We hope you’ll take advantage of this opportunity, described in detail below. And if you want to go out to coffee with one of our union leaders, please write to one of our Executive Council members. We’d love to have coffee with you.

Here’s a simple way to reach out across the divides:

  1. Get a $10 voucher for PCC food service
  2. Invite a colleague out to coffee. For example:
    • Sylvanians take out a SouthEaster
    • Part-Timers invite an Academic Professional
    • Department Chairs invite a colleague from Workforce Development
  3. Ask these three questions of your co-worker:
    • Tell me about your job; what does a typical week look like for you?
    • What’s the best part of your job?
    • What would you change about PCC if you could?
  4. Share a short summary with your federation leaders
  5. Repeat all year and build connections across PCC.

Thanks in advance for reaching out across the divide. We look forward to hearing from you!

Standing Up to Trump’s Travel Ban

President's MessagePresident Trump’s executive order that prohibiting entry into the United States by citizens of a targeted set of countries with predominantly Muslim residents affects approximately 25,000 people holding student and work visas, and as many as 500,000 people who are permanent legal residents of the United States. This order is already harming many AFT members and millions of our students, patients, families, friends and neighbors.

AFT and AFT-Oregon stand unequivocally against these actions. Whether or not you are among those directly affected, we encourage you to embrace the important ally role you have in distributing credible information and providing assistance in your communities.

AFT is providing resources  about the entry ban, who it affects, what those affected should expect, how to connect to legal assistance in your area and how to organize to fight against these bigoted actions.

I encourage you to go over this information carefully and share it with your colleagues. You’ll be hearing from us more as this situation develops.

Now more than ever, we need to reaffirm that our schools, campuses, hospitals and public spaces remain safe zones, free from racism, hate and the threat of deportation.

PT Ally awards!

Winners of the “part-time” ally awards, 2016

Academic Professional: Heidi Edwards.

Heidi envisioned the first “adjunct awareness week,” designed the 76% buttons, participated in 6 of the 8 TLC meetings to debrief the roll out of the first 100 3-year-contracts, and represented PCC at the international conference of the Coalition for Contingent Academic Labor this summer.

Administrator: Alyson Lighthart

Alyson serves as a division dean at Cascade. While still new in her position, she joined the EAC task force to study the “part-time” faculty experience at PCC, and gave unwavering support as the report slowly moved through PCC process and channels.

Full-time Instructor: Ed DeGrauw

 Ed served as an elected Federation officer until this Spring and as a parting project he took the lead in conversations with administration about their recent enforcement of a cap on tutor hours — an action with horrific impact on many long time “part-time” instructors. Thanks to Ed’s smart and persistent work, the administration agreed to raise the cap by 5 hours. Current officers are continuing his lead, with a focus on the legal basis for the caps.

Winners of the “part-time” ally awards, 2015

Academic Professional: Peter Seaman and Roberto Suarez
Administrator: Kendra Cawley
Full-time Instructor: Michele Marden and Nick Hengen-Fox
Special award: Sylvia Gray and the Project ACCEPT task force

Why the awards?
At PCC, “part-time” (job insecure) instructors experience their “place” in the academic caste system through a myriad of differences in their work lives compared to “full-time” colleagues. For example:

* Some people can speak their minds without concern they will lose their jobs, while others walk on eggshells around colleagues, reasonably anxious about what stray comment could mark the end to their precarious work-life at PCC.

* Some people collect regular and predictable paychecks, while others have to figure out how to get through a “paycheck drought” — without e en knowing if the classes scheduled for the next term will  go, to provide an income on the other side of the drought.

* Some people know where their desk will be at a campus they have worked at for years, while others have their desks, phone numbers and mailboxes move around in strange and unpredictable ways.

With these awards, we recognize and express appreciation for the creativity and sensitivity of “full-time” colleagues, Academic Professionals, and administrators who work to make the irrationality and unfairness of this caste system visible, and who contribute to undermining or mitigating the damage it causes.

 

Project ACCEPT proposal passes in the Educational Advisory Council (EAC)

A hugely important step has just been taken by the EAC — an advisory committee made up of faculty, APs, and administrators from around the college. This is the main avenue for faculty members to participate in the governance process.

By a large margin, the members of the EAC voted on 12/9 to adopt the recommendations of the Task force on work place climate for “part-time” instructors. The vote at the EAC meeting was 27 in favor, 3 opposed, 2 abstentions. (Some members are administrators, and they were among the nay and abstain votes.)

The vote was put on hold at the insistence of the administration (and their lawyer) while we were in negotiations for a new contract. But the heroic chair — Sylvia Gray, long-time PT instructor in history before finally getting a FT slot — put the recommendations on the agenda of the EAC, month after month, symbolically letting the college administration know that the concerns were not going away. The report and recommendations are both of exceptionally high quality — well researched, clearly stated, and deeply thoughtful. The process took a long time, and many of the individuals who worked long and hard on the project are no longer with PCC.

The recommendations now go to Sylvia Kelley as interim District President. In a meeting at Cascade, she said she did not think that important initiatives at the college — like moving on the Completion Investment Council — would have to wait until there is a new District President. (1) We can hope that she will see these recommendations as among the important college initiatives.

If you haven’t looked the report, we recommend it as holiday reading. There are three “best practice” examples described there, and they are helping to guide the vision of our Federation bargaining team.

A basic principle of social justice is that as soon as enough people understand that the oppressive conditions that structure their lives are NOT inevitable — that a  better world is possible — the status quo becomes intolerable. Looking at how other, comparable institutions have created ways to overcome the faculty caste system — impeding both the joy in teaching AND fully effective student learning — makes it clear that we do not have to simply adapt to the workplace structures at PCC. We can do better!

(1) as heard by Shirlee Geiger in the CA TLC 12/7/2015

AFT Local 2121 takes a strike vote

AFT Local 2121, where members are faculty and other employees of the City College of San Francisco, has set up a strike hardship fund and is in the process of voting on whether to strike for one day.

CCSF has a structure a lot like our union, PCCFFAP — representing both part-time and full-time instructors as well as those in professional job categories supporting student learning.

The agency responsible for accrediting CCSF dismissed the elected Board and appointed replacements. This new board has directed the negotiators to propose such provisions as faculty lay-offs, increased class size for the instructors who remain, and new pay guidelines based on “productivity” (the size of a class.) Union leaders point out that these proposals are not in the interests of students, as they will not lead to increased educational quality, and will likely reduce the supports needed for student success. Indeed, the accrediting agency responsible for setting in motion the process leading to these dire circumstances could itself be ousted based on a recent vote by the community college Board of Governors.

The accrediting agency responsible for the PCC’s status  (NWCCU) has issued us “recommendations” (on assessment of student learning, among other things), but so far the relationship has been more cordial than that between CCSF and ACCJC. Still, this is an interesting case study — a power struggle between a sister AFT-union, an activist accrediting agency, and a  beleaguered administration, all in the context of declining enrollments and increased costs of living for instructors and APs living in a “hip” and densely populated urban setting…..

A constellation of circumstances which sounds disconcertingly familiar.

We will keep you updated as this drama unfolds.

Contract is Ratified

President's MessageColleagues,

I am writing to share results of the vote on the PCC Faculty/AP 2015-2019 contract (collective bargaining agreement). They are as follows:

  • 390 (80.4%) yes (to ratify the contract)
  • 95 (19.6%) no (not to ratify the contract)

The next step is for the PCC board to vote to ratify the contract at their next meeting, which will take place Thursday, November 19. Upon the board’s ratification, the contract will go into effect covering the period from September 1, 2015 – August 31, 2019. The 2015-16 Cost of Living Adjustment (COLA) will be applied retroactively to September 1, and should appear in your December paycheck. The new college contribution to the monthly health insurance cap will be effective in December.

Thank you for the robust vote turnout! I appreciate all of the interest, questions, and involvement throughout the negotiations process. Let’s also keep in mind that planning for the next contract negotiations begins now! There will be a re-opener in 2017 to focus on economic issues, and we will negotiate a new contract in 2019. The federation is exploring the possibility of creating a Bargaining Committee which would be open to all federation members. Stay tuned for more news on that and other ways you can get involved and make your voice heard on issues that are important to PCC Faculty and APs.

In the meantime, we welcome your constructive feedback, both positive and critical, as we go forward under the new contract. Whether it is through our campus meetings, work group gatherings, or other involvement, please stay in touch, as we will with you.

Have a good rest of fall term and enjoy the upcoming holidays.

Thanks again for your support,

Frank Goulard
PCCFFAP President

Ballots are in the Mail!

from our negotiating team:

Ballots to vote on the Tentative Agreement were mailed on October 28 to your home addresses. Please read the following changes, consider, discuss, and ask questions of me (or the executive council) if you have any. Ballots must be returned with either a yes or no vote by November 12 to be counted.                                                              

A majority “yes” vote would result in the contract being sent to the PCC Board for their administrative vote to ratify at their November 19 meeting.

A majority “no” vote would send the teams back to the bargaining table. If progress is not made at the table, then mediation would be requested from the state Employment Relations Board. A mediator likely would be assigned and available in late winter term 2016.

Here is their summary of the Tentative Agreement reached between the administration and union bargaining teams:

PCC Federation of Faculty and Academic Professionals

Summary of Tentative Agreement: September 2015 – August 2019 Contract

Dear Federation Members:

Ballots to vote on the Tentative Agreement were mailed on October 28 to your home addresses. Please read the following changes, consider, discuss, and ask questions of me (or the executive council) if you have any. Ballots must be returned with either a yes or no vote by November 12 to be counted.                                                              

A majority “yes” vote would result in the contract being sent to the PCC Board for their administrative vote to ratify at their November 19 meeting.

A majority “no” vote would send the teams back to the bargaining table. If progress is not made at the table, then mediation would be requested from the state Employment Relations Board. A mediator likely would be assigned and available in late winter term 2016.

INFORMATION THAT RELATES TO ALL JOB CLASSES IN OUR UNION

Salary schedule (cost of living adjustment “COLA”) Increases

FT Faculty and AP

2015-16: 1.5% retroactive to September 2015

2016-17: 1.5%

Includes Appendix D (curriculum development, special projects, and Faculty Dept Chair hrs)

PT Faculty

2015-16: 2% retroactive to September 2015

2016-17: 2%

One time lump-sum stipend for employees at the top step:

FT Faculty and AP

●      3% total

●      split (1.5% yearly) between Fall 2015 and Fall 2016

PT Faculty

●      3% total

●      split (1.5% yearly) between Fall 2015 and Fall 2016

Steps

There are no alterations to steps in the new contract. Those on steps advanced on Oct.1 (FT Faculty and APs) and Oct. 9 (PT Faculty).

One-time funding for Professional Development ($300,000)

One-time Funding for Compensation of Part-Time Faculty for non-instructional work: ($300,000)

Funding for new FT Faculty positions ($300,000).  This funding will be ongoing.

Benefits

“Cap” is the monthly amount PCC contributes to an individual’s health insurance premium.

2015-16 Cap: Increases 4%; Self $702, Self+Spouse/DomesticPartner $1,286, Self+Child(ren) $1,196,

Family $1,516. The PT faculty cap is 65% of $702, or $456.30.

2016-17 Cap: Increases 4%

Health Insurance Trust Fund

Increases from $34,800/yr to $36,000/yr. (Article 16)

Parental Leave

Historically, PCC has not provided paid parental leave. With this new contract, the college will provide up to two weeks parental leave with pay to match up to two weeks employee sick leave with pay.

The remainder of the document is broken up by job classes: AP, All Faculty, PT Faculty, and FT Faculty. Contract language which has been deleted is in brackets and italicized. New language is bold.

  1. ACADEMIC PROFESSIONALS

A number of changes will be made for Academic Professionals, which are summarized in this document. Items include the definition of APs, interview rights for APs on layoff status, and career/professional development.

  1. ALL FACULTY

Professional Duties (Article 5)

5.31     Be responsible for guiding assigned students in meeting their respective educational goals, exercising professional judgment based upon [adequate professional] the instructor’s knowledge of the subject matter, needs of the individual students, teaching [strategy] strategies of the instructional modality, inter-personal relationships and teaching theory.

ARTICLE 7 – Faculty and Academic Professional Assessment

7.13 (new) For instructors teaching in both online and face-to-face modalities, assessment will include both.

Student Evaluations (Article 7.5)

General.  The purposes of student evaluations are to provide the faculty member with constructive feedback concerning job performance; and to assure excellence in the delivery of service.  Accordingly, employees will have access to student evaluations of their sections taught.

7.51     All Full-time and Part-time Faculty will conduct student evaluations for each section taught using a College-approved evaluation tool.  The results of the student evaluations will be available to the Faculty member.

7.511   Part-time Faculty.

7.5111   The results of the student evaluations for Part-Time Faculty may be reviewed by the Faculty Department Chair, a designated Faculty member, or the Division Dean/Administrative Supervisor.  Student evaluations may be used as one of multiple methods per Article 7.28.

6.232   Instructional assignments will be made based on student and program needs, [the size of available classrooms,] the qualifications of the Instructor, the teaching modality and, insofar as possible, the interests of the Instructor.  The individual Instructor’s preference shall be taken under advisement in making teaching assignments, provided the Instructor’s timely requests are made in writing to the Division Dean.  Notification of actual teaching assignments will be given two weeks after the class schedule is finalized.  However, this does not preclude changes in the class schedule due to circumstances such as class cancellation and the addition of new classes. If the faculty member is assigned an online course and has not taught online at PCC, the Instructor is required to successfully complete training prior to teaching online.  For part-time faculty, training  compensation will be based on a stipend tied to the special projects rate.  Compensation for full-time faculty will be paid when the training is completed outside of the normal work week.

DISTANCE LEARNING

Language from the Distance Learning MOU on p89-93 of the 2011-2015 contract has been either deleted, condensed, or integrated into the tentative agreement. Included in the deletions was item 8 on p91, the handling of excess enrollment in a DL section. There will no longer be overage pay for enrolling students above the maximum norm for the DL section.

6.243   Course Development or Revisions for Distance Education

[The parties recognize the evolving nature of distance education and technologies which support it.  In order to maintain flexibility as this evolution continues, the parties agree to provide significant latitude to Instructors (whether full-time or part-time), Division Deans and the College Distance Education Department to develop individual agreements which meet the needs of all three.] 

The selection of courses and programs (certificate or degree) for distance delivery is the responsibility of the academic administration of the College in accordance with EAC policy.

Consistent with the EAC policy, the appropriate SAC reviews all proposals for new distance education courses and makes recommendations regarding learning activities, techniques and technologies necessary to ensure that SAC approved course outcomes are met.  The Distance Education Department and the sponsoring department work with the SAC and Faculty assigned to develop the course to ensure that SAC recommendations are met.

Developing a course for distance education may involve a wide range of activities depending on factors such as, the extent of original materials, the Instructor’s prior experience with the distance education modality, the media to be used, the nature of the subject matter and other factors.  Courses which are selected for development as a distance education course offering will be produced under a [letter] Letter of [agreement] Agreement (LOA) between the Instructor, the Division Dean and the College Distance Education Department. The LOA shall include any agreed upon support such as compensation or release time.  When compensation is approved, major revisions will be compensated up to 50% of course pay and new development up to 100% of course pay based on the work to be performed.  Full stipend is tied to the PT faculty step 1 rate for lecture.

Agreements for courses being developed for the first time or undergoing major revision will be reviewed in accordance with College standards for online course design prior to being offered. A LOA for multiple terms shall not prevent the College from terminating the agreement in the event of unsatisfactory performance.

[The letter of agreement may cover a period of multiple terms including initial terms of teaching, evaluating and revising the course.

To facilitate agreement and mutual understanding of the variables which need to be considered in reaching the above agreements, the parties have agreed to the Memorandum of Understanding which is reproduced in the back of this Agreement.]

5.6       Counselors, consistent with the requirements and standards of the department and the qualifications of the individual Counselor, shall:

5.61    Be responsible for counseling and guiding any assigned or requesting students and special program students in meeting their respective educational, personal, social and vocational goals, using judgment consistent with standards of the appropriate professional association, licensing board, and state and federal guidelines [American Counseling Association], and based upon adequate knowledge of counseling practices, methods, techniques, interpersonal relationships and community resources.  This may include[s] providing registration, advising and guidance assistance to students.

  1. PART TIME FACULTY

PT Faculty compensation for cancelled classes (Art 18.13)

When Management cancels a class or work assignment, the Faculty shall be paid at the contract rate for all classes that met or days that were worked prior to the cancellation.  If the notice of class cancellation is issued less than five [three] working days before the first class meeting, the part-time Faculty shall be paid for contact hours scheduled for the first class session.

Part-Time Employment in Multiple Positions (new, will be Article 18.62)

A part-time employee who qualifies for health insurance coverage based on employment in another employee category (e.g. Academic Professional) who also qualifies for medical insurance coverage based on part-time faculty employment will receive the flat monthly contribution identified in 18.61(E) in addition to the cap applicable to their other qualifying employment to a maximum of the applicable cap for full-time Academic Professional employees toward the cost of health insurance premiums.

Assignment Rights

4.13    Counselors, Librarians and Tutors: Faculty who have worked six hours or more per week for a full term in nine out of the previous twelve terms for the same department, at the same campus, shall have assignment rights to six hours per week for one term, provided the work is available, in the same department, at the same campus, unless not assigned under one of the exceptions listed under Article 23 – Non-renewal or Article 22 –  Discipline and Dismissal. Earning and application of assignment rights for Librarians employed by the District Library will include all libraries within that department.

4.4         Annual Assignment

4.41 Faculty with assignment rights will be given annual assignments provided sufficient courses for which they are qualified are planned.  Faculty who desire an annual assignment must notify Management in writing by February 1.  They will be notified in writing by the last day of class Spring term of each year of the following year’s assignment.  The notices will include the courses to be taught or work to be done, and will be authorized by the supervisor.  Faculty shall reply in writing to the supervisor within ten business days indicating whether or not they will accept the assignment.  Failure to respond will result in forfeit of the annual assignment [cancellation of assignment rights].

MEMORANDUM OF UNDERSTANDING

Part-time Faculty Teaching Limit and Workload Exception

In accordance with Article 4.21, Part-time Faculty will not be assigned to an instructional workload which equals or exceeds .82 FTE college-wide.

As an exception to Article 4.21, Part-time Faculty may be assigned to an instructional workload which equals or exceeds .82 FTE college-wide, provided that the exception does not occur in more than one term per academic year, and does not exceed 1.09 FTE college-wide.

Note: The end date on this PT Faculty Teaching Limit and Workload Exception MOU was extended from August 31, 2015 to now be August 31, 2019.

Multi-Year Contracts (MYCs):

Eligibility:  All current PT faculty who have been employed at least one academic year and have been assessed at least once.

Renewal:  MYC may be renewed or reposted at the discretion of the dean.  Absent performance concerns or changing program needs, the faculty member may expect to be renewed.

Assignment Rights (A/R):  No new A/R while piloting MYC, beginning fall term 2015.  A/R in departments where there are MYCs will continue to be assigned a minimum of one section per term if available. Decisions not to offer one section that are based on performance will follow Article 4.211.  At end of the pilot in 2019: if MYCs continue, they will replace the current A/R system.

Duration:  An MYC is 3 years in duration.

Number:  Minimum of 100 MYCs per year for three years starting in Fall 2016.

Location of MYCs:  Deans and DOIs will develop methodology for determining where MYCs will be placed.  Methodology will be shared for transparency.

Selection Process:  Article 3.64 type process, with a content expert if possible.  Application, assessments, and student feedback considered. Interview and teaching demonstration optional.

Assignments:  MYC is minimum 1.5 FTE per year.  Posted office hours are required (2 hours/week).

Contingency language: An individual MYC may be discontinued at management’s discretion based on budget, enrollment or performance.

Part-time Faculty Assessment

7.23    Second and Third-Year Assessment.  All part-time Faculty members will be assessed during their second and third years of employment.

  1. FULL TIME FACULTY
  • Initial Salary Placement for new full-time hires will change from 1 step for every 3 years full-time experience to 1 step for every 2 years full-time experience (Article 16.12), up to step 3.
  • Joint Labor-Management Committees

We entered into three agreements for Committees, with representatives from the federation and from management, to further study these concerns.

Workload: Ongoing committee to investigate best practices and make recommendations through the CAM to facilitate clarity and consistency throughout the district.  An initial list of issues, including responding to student email, will come out of bargaining.  Thereafter, the work group will receive issues from the CAM.

SAC Best Practices:  Limited duration committee to explore best practices for managing SAC workload.  This group will review practices in place within the high functioning and organized SACs and produce “Best Practices” that can be shared among the SACs.  Once best practices are documented, this work group would cease.

Faculty Department Chair Compensation:  Limited duration committee to review Counselor release time, CTE chair compensation, and the idea of using “number of sections taught by part-time faculty” rather than “number of part-time faculty” in the formula for FDC compensation.  Recommendations will be made to the CAM and once resolved, this work group would cease.

Term of Agreement

4 years (September 1, 2015 – August 31, 2019), with a Reopener in Spring 2017 for the final two years.

Reopener Topics: Wages and Benefits, Parking Fees, AP Classification System (point factor and market based systems)

Sincerely,

Frank Goulard, PCCFFAP President

and the PCCFFAP Negotiation Team: Ed DeGrauw (lead negotiator), Jaime Rodriguez, Corrinne Crawford, Chelsea Kimmett, Minoo Marashi, and Michael Cannarella (Labor Relations Specialist)

October 29, 2015

Negotiations Team Reaches a Tentative Agreement: Dinner on Monday 10/26 for more!!

Posted on Behalf of Frank Goulard:

Faculty and Academic Professional colleagues,
We have a tentative agreement for a four-year contract (2015-2019) with a wages & benefits reopener in 2017! This is contingent on our negotiations team wrapping up with the administration team.

We were able to conclude with quite a few items that will be beneficial for our membership as we go forward. I want to especially thank the members of our bargaining team, who I was alongside with at the table, and very proud of, during this long and intense negotiations process: Ed DeGrauw (lead negotiator), Corrinne Crawford, Minoo Marashi, Jaime Rodriguez, Chelsea Ellertson, and Michael Cannarella (labor relations specialist).

Thank you for your outstanding support and patience during this year! We are still planning our dinner at the Sylvania cafeteria. We will celebrate, provide f2f information, and answer questions. You are still welcome to attend the board meeting and support your team’s efforts, as well as any constructive remarks you may have if you choose to speak to the board.

Thanks again and take care,

Frank Goulard,
President, PCCFFAP

Negotiations Update, October 7, 2015

from Ed Degrauw and the negotiations team

In the last nine months, your negotiations team has made some significant changes to help our members. You’ve heard about those in previous updates. But as we moved into discussing the economic package in the last few weeks, we have hit a very serious roadblock.

Last week, the administration negotiating team told us that the board has directed them to give us a “bottom line offer” that is substantially worse than those they have presented to us in previous years.  Our negotiations teams have never sought to “break the bank.” As many of you know, in the worst years of the recession, we took (to give one example) a 0% cost of living increase to keep PCC fiscally sound, despite declines in state funding.

The next PCC Board meeting is on Monday October 26th at 7:30. You’ll want to know that information after you read the next few paragraphs.

This year’s offer?

  • A 1% COLA.
  • No money to support professional development for faculty and APs.
  • No money to support PT Faculty participation in the running of the college.
  • No new FT Faculty positions.
  • No new top step for APs, FT and PT faculty who have served the college the longest.

It’s a pretty shocking offer—especially given the college’s solid budgetary situation. For the 2015-2017 biennium community colleges have received the largest state funding increase ever.  Not only that, but PCC has over $29 million sitting in a reserve fund that must be spent by 2027. And the college’s ending fund balance for this year is at $17 million. The college is in the black by most every measure.

Why such a hardline offer? Over the next two years, the administration would like to increase the ending fund balance by almost $5 million, buy a million dollars worth of large equipment, and also reserve $4 million for some unnamed “strategic initiatives.” We received no answer about what those initiatives might be or whom they might benefit. The only really clear expenditure the administration team mentioned was a slight reduction in next year’s projected tuition. We support that, but really, none of these changes should be made on the back of our hard working faculty and APs.

Compared to their “Bottom Line Offer,” here’s what we believe we deserve, with some explanations below:

Issue Federation position Admin position
Cost of Living Allowance (COLA) ñ2.5% for FT Factuly & APs

ñ3% for PT

ñ 1% for FT & PT
Health insurance cap ñ 5% ñ 5%
Top Step for Faculty and APs Add new top step for APs, PT, and FT Faculty No new top step for anyone
Professional Development $500,000 per year for FT/PT faculty and APs  $0
Compensation for PT faculty for college work outside of teaching (committees, etc.) $500,000 per year $0
New FT faculty positions 100 new FT faculty positions 0 new FT faculty positions
Estimated total Cost to PCC* $21 Million $18 Million

COLA: We asked for a 3% COLA as we have lost ground in our buying power over the last several years. This would be a small move towards regaining some of that lost ground. We asked for 3.5% for PT faculty as an equity issue. This is critical in Portland today as many members see huge increases in rent, taxes, and other basic necessities.

Top Step: We asked for a new top step for our salary schedules, as 40% of our PT faculty, and 26% of our FT faculty and APs, are at the top step. Without a new top step, they would have no increase in salary beyond the COLA and no reward for their loyalty to the institution and our students.

Professional Development for PT Faculty and APs In many ways this helps both our members and our students. This line would cost just over 0.2% of the college’s total budget.

Pay for PT Faculty who perform non-instructional work. This was to allow PT faculty to be fairly compensated for work that many of them feel pressured to do if they ever want to get a FT position. It is also professional development, whether they are applying for FT positions here, and at other institutions.  Again, this would cost .2% of PCC’s budget.

New Positions. We asked for 100 new FT faculty positions so faculty could spend more time with students, which increases student success and retention.  This is a workload issue. As more and more teaching has gone to PT faculty, the remaining departmental and college work has been concentrated on a smaller and smaller percentage of FT faculty. This takes important faculty time away from our students.  Creating new FT faculty positions is also an opportunity for PT faculty who want to see a potential to move into FT positions. The cost? 100 new FT Faculty positions would cost between $1.7 million and $3.1 million a year. When you consider the increased hours for this person to now interact with and help assure student success and retention, this is the best bargain in town.

We think these are compelling arguments. These changes are good for the college and hardly expensive, as the chart shows. So, what can we do? We need your help to improve this “final offer.” Please show support for our students and for your fellow employees by coming to the next PCC Board meeting is on Monday October 26th at 7:30 at Sylvania Campus. There are opportunities to speak or to sit quietly. Either way, your presence will tell the board how you feel about this offer. We need you, your colleagues, your family, your students to show the board and the administration what you value. With your help, we can get this contract done soon.

Sincerely,

Ed DeGrauw (Lead Negotiator) and your Negotiations Team

Performance Based Funding and Contingency

Performance-based funding (also called outcomes-based funding) is used by 26 states, according to a new piece put out by PEW charitable trusts, 7/28 2015. Tennessee has gone to 100% outcomes-based state funding for public colleges and universities. Oregon has flirted with partial funding based on indicators like degree completion, through the HECC (Higher Education Coordinating Commission)

I have heard many colleagues condemn this move, for many interesting reasons. Prominent among them is the idea that it is a further way in which higher education is becoming “corporate” or adopting an inappropriate and badly fitting business model. But there is a way in which this trend could help improve the poor (indeed shameful) treatment of contingent faculty.

In a business, success can be tracked by the bottom line of profit. When profit is decreased through bad treatment of employees, there is a feedback loop…profit goes down. Progressive employment practices — including professional development, credible and meaningful performance reviews, transparent hiring and promotion process, family leave and flex time — all make sense NOT as issues of justice in a for-profit business, but because they increase employee satisfaction which results in higher productivity. (Which then results in more profit.)

Colleges and universities provide services to students. Through these benefits to individual students, we bring a host of benefits to our broader community. But all PCC services depend on informed and committed employees — faculty, APs, staff and administrators. Not surprisingly, treating staff well makes a difference from the standpoint of student outcomes. Students do better, for example, when they have teachers who are supported, respected, and included in the organizational life of the educational community. The slogan, in this case, has outcomes-based evidence in its favor: faculty work conditions are student learning conditions. It is not just the teachers who suffer when instructors don’t know what (if anything!) they will be teaching from term to term (because they have no job security), have no idea who to call in an emergency in the evening during a night class (because they never got that basic orientation), do not know who the advisers and councilors are, or who might be teaching the next class in the sequence (because they are too busy driving from one college to the next to form relationships with colleagues….) etc etc etc. A move to tracking OUTCOMES of shabby treatment of instructors in the lives of students could help make visible all the “hidden costs” of the cheap contingent labor.

Should pccffap resist or embrace a funding model in Oregon that takes at least partial count of outcomes like student success? I am among the instructors here at PCC who can’t wait for our administration to start counting the “hits” to the bottom line of student well-being of the bad treatment of loyal, hard-working and dedicated adjuncts.

respectfully submitted by Shirlee G