The Inequities of Representation and Support Between 3K/Pre-K Community-Based Centers and Public Schools

• In Event: On Listening to What Early Childhood Teachers Say: Reflections on Collaborative Inquiry, Community, and Care

Abstract

Continuing our collaborative inquiry group has ignited a fire within me to become an advocate for early childhood practitioners within community-based organizations (CBOs). Like many of my colleagues, we give our students 150% of ourselves daily in the classroom, as well as within our communities. However, we are without representation, consideration, and compensation. Representation within the workplace allows employees to feel valued, once a person feels valued they will give their all without feeling exploited or burned out.

As an early childhood practitioner, my focus is the children’s educational development within a safe and nurturing environment. Who ensures the environment is safe for us? Through my research I have found the United Federation of Teachers (UFT), an organization often seen fighting for public school teachers. The problem is this union is not just for teachers. The UFT represents security and healthier work conditions for educators. Unfortunately, the same is not afforded for CBO preschool teachers. During the pandemic early childhood CBO employees were called back to work to ensure the health professionals could save the sick from peril. CBOs opened and teachers worked tirelessly to put in place safety measures while delivering developmentally appropriate instruction. Some of the centers were given PPE and monies to ensure safe and healthy environments. When the NYC Department of Education (NYCDOE) re-opened public schools, the UFT fought for teachers' rights to negotiate the terms of what was considered “safe working conditions.” However, their colleagues teaching in CBOs did not have the same representation.

Recently changes happened within CBOs as they were consolidated into the NYCDOE, and new requirements for head teaching came to the fore. For instance, teaching certification is needed within three years of employment, yet we are not considered employees of the NYCDOE as we do not receive the same benefits. Additionally, in spring 2023, a mandate to use the Creative Curriculum and Teaching Strategies Gold in the next school year was made. However, many of us do not have access to the training or online portal because the NYCDOE is behind in giving proper information to teachers and directors. Hundreds of teachers will be behind in adopting this new curriculum and assessment, creating more inequity between CBOs and public school programs. How can teachers in CBOs thrive without more support, with less representation, and without adequate compensation?

After meeting everyone in this group, I felt a connection and was so enlightened by the varying perspectives. I was able to speak on inequity I have seen within my practice with like-minded individuals within the educational field. Our discussions were so rich with collaborative ideas of how inequity has shaped us as educators. The feeling of not having a voice, isolation, or being looked at as a separationist. I stayed to discuss how to make a change by using my voice, I no longer felt isolated, but through this collaboration, I began to draw strength to start anew, my practice needed change and through this group, I now could intentionally utilize my voice.

Author

• Zenovia Duke, Lehman College - CUNY