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Playing a Supporting Role

In Washington State, member-run peer support and mediation programs offer advice--and an ear--in a confidential and non-threatening manner.

'I thought it might be beneath my dignity to make that initial call for help. But now I'm a better teacher, a better person.'

--Dan Mills
Elementary Teacher

Last year, after 22 years in the teaching profession, Washington Education Association member Dan Mills reached the breaking point. "I'd taught fifth graders and third graders my entire career, but volunteered to switch to first grade because we were short some staff," says Mills, who teaches at Coupeville Elementary School. "While I anticipated it might be a challenging transition, I had no idea just how hard it would be."

For the first time in his professional life, Mills felt as though he was failing.

"Everything seemed to go wrong, and I couldn't pinpoint the cause," he says. "Some days I would blame myself, some days I would blame the kids. I started to lose control and confidence, and knew I needed to get some help."

That's when Mills turned to the Peer Support Program run by members in Washington Education Association's Fourth Corner region, located in the northwestern part of the state.

This program, born more than a decade ago, helps teachers, ESP, and higher education employees work out personal and professional issues in a safe, confidential, and non-threatening manner. Participants--who can't be on probation with their school or district--refer themselves to the program.

Through the years, Peer Support has helped experienced teachers overcome burnout, new teachers handle difficult work assignments or classroom management problems, and other educators who need help preparing lessons and structuring assignments.

This program has also provided relief for members whose personal or family issues--from divorce to the death of a loved one--have rolled over into their professional lives.

"We've helped a wide range of people, from those who just want to tune up their skills to those going through extremely difficult personal crisis," says Denny Cleary, chairman of the 17-member committee that oversees the program. "It's a safe haven, 100 percent confidential. No one knows that the person is getting help."

A Simple Process
Once a member decides to seek help, he or she submits a one-page form to the committee, which uses the information to assign one of its members as a "case manager" to the new client.

After meeting with the client to assess the situation, the case manager reports back to the entire panel during a weekly conference call. Together they brainstorm how best to help that person.

"Among all 17 of us, we usually can think of three or four people who would be a match for the client," says Cleary. "If the person who needs help is dealing with a professional issue, we'll think of someone who matches the client in grade level or subject. If it's a personal issue, we'll find someone who has faced similar circumstances."

Cleary then contacts the intended mentor, explains the situation without naming names, and asks if that person would be willing to help. Mentors are paid up to $100 per day for their time--if they choose to charge for their services--and are reimbursed for mileage and expenses. The Association also pays for the mentors' substitutes.

"Because we're composed of 33 local Associations in three counties, we bring people together who don't initially know each other," says Phil Becker, the WEA UniServ director who helps manage the program. "That's a large contributor to our success. It's completely non-threatening. Nothing is reported to administrators or colleagues--it's just one professional in this town helping another one in that town."

One-On-One Support
For Dan Mills, the collaboration with another teacher was all he needed to realize that the struggles he was facing centered around two basic issues: He needed specific curriculum strategies aimed at his younger students, and he needed classroom management help.

"I realized--with my mentor's assistance--that I was still teaching as if my kids were third graders," he says. "I wasn't taking into account the enormous developmental difference between a third grader and a first grader."

Mills spent one full day being observed by his mentor, a veteran first grade male teacher. Five weeks later, they spent another day together.

"My mentor put me at ease by his tone and demeanor the minute he walked through my door, stating upfront, 'I'm just another teacher. Let me see how I can help,'" recalls Mills.

"Throughout the day, he made great suggestions and gave me specific practical strategies that he uses himself. He helped me see what I was missing in an encouraging way."

At the end of that first day, Mills had five pages of notes, which he reviewed daily until his mentor returned for a follow-up visit several weeks later. "At the end of that second visit, he couldn't believe how much progress I had made," he marvels.

A Different Kind of Program
Kathy Reim, a veteran Peer Support Program committee member who has helped numerous colleagues, says the program is effective because there is a high level of energy and trust.

"This is much different than a building or district-level peer mentoring program," says this recently retired high school English teacher. "In those situations, you have to be politically correct and take great caution not to harm the long-term relationship you have with your colleague, because chances are you see that person frequently."

While it's valuable to be able to go down the hall and work with a fellow teacher, Reim says, this program is unique because there's more freedom to be direct and upfront. "You don't have to beat around the bush, because the people who call for help want the help," she says. "You go in there and get to work."

Committee members undergo extensive training in psychology, personal development, listening skills, and more, so they're equipped to deal with all kinds of situations.

"I've helped very experienced teachers who are facing burnout, and very new teachers who are completely overwhelmed," Reim says. "We've even had a couple cases where clients were so burdened that they were contemplating suicide. I'd like to think our intervention helped save those lives."

Most of the time, notes Reim, clients just want someone to listen.

"We spend a lot of time asking the right questions and listening to the answers," she says. "We help them sort out and reflect on what's not working."

Sometimes, this reflection leads to deep and life-changing realizations.

"Our charge is to go in, find out how we can help the client be successful in whatever they want to be successful in, and help," says Cleary. "And that doesn't always mean we do what we can to keep them in the profession.

"Sometimes, a person just needs help realizing they are in the wrong profession, and that's okay, too."

From Support to Mediation
Elaine Wood and Art Busch, WEA staff members who helped found the program, say it's come a long way from its early days 15 years ago. At first, members were extremely apprehensive about how the "union" could help.

"We had members who year after year experienced difficulty in their jobs. Rather than wait for them to be put on probation and defend them, we put money into a support program," says Busch. "But it's taken a decade for the idea to catch on that educators can help educators be successful."

As a result of the program's success, committee members last year added a second "Mediation/Facilitation" component, a no-cost, confidential service that provides trained mediators and facilitators to help members resolve workplace disputes or conflicts.

"We've sent eight members through a mediation training program, and they've handled three cases so far," says Denny Cleary of the program--which can intervene in disputes between colleagues, conflicts between supervisors and employees, and whole-school, department, or grade-level dysfunction.

"The bottom line is that people are benefiting from our services," Cleary adds. "They become happier, more secure in their jobs, and in some cases relieved to move on. And they have a member of the profession with them every step of the way, playing a supportive role."

Dan Mills agrees. "I thought it might be beneath my dignity to make that initial call for help," he says. "But now, one year later, I'm a better teacher, a better person."

--Dina S. G?mez

For more, contact Phil Becker or Elaine Wood at 360/733-3344, or Denny Cleary at 360/676-6470, ext. 5655.

Kudos to...
New Mexicans Vote in Allies

. . . In New Mexico, members of NEA-Las Cruces and the Classified School Employees Council-Las Cruces joined forces with community allies in February to elect three pro-education school board members, defeating two incumbents who supported a decision last year to scrap collective bargaining.

The campaign included radio and newspaper ads and door-to-door canvassing by some 100 Association activists. The newly elected board members have pledged to be more open and responsive to community concerns.

. . . The newly affiliated Trenton (New Jersey) Paraprofessionals Association has bargained a three-year plus one-year contract with raises of 4.98 percent, 5.03 percent, 5.05 percent, and 4.59 percent from 2000 to 2004. TPA has also reduced the salary guide from 25 to 13 steps, won sub pay for paras pulled to cover classes, and obtained a no-cost optical plan.

Moreover, Trenton paras have gained tuition reimbursement of up to 12 credits per year, payable prior to entering courses; a $500 bonus for members who receive a B.A.; sabbatical leave for paras at half pay; and two planning periods a week to meet with teachers.

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. . . When their district delayed implementation of 11 reopener agreements, members of the Greece (New York) Support Services Employees Association secured backing from other area unions and made plans to rally and go public. When the superintendent saw GSSEA members wearing buttons reading, "Promises Made, Promises Broken," he "asked what it would take to have all this go away," says local President Bryan McLaughlin.

"We told him, and within two days the school board had approved all 11 reopener agreements."