Tacoma, WA - A low-paid group of educators known as paraeducators (or "paras") say it's time they received livable wages. Paras assist teachers in the classroom, often working with students with disabilities and in the special education department. Comments from Barbara Randall-Saleh ("suh-LEE"), president, Tacoma Federation of Paraeducators.

As kids in Washington state head back to school, an often-overlooked group of educators wants recognition for the work they do in the classroom. Paraeducators or "paras" assist teachers, helping students with disabilities and in special-education departments, as well as monitoring playgrounds and even changing diapers. But paras aren't paid much, sometimes relying on food banks for meals. So they, like other teachers striking across the state this week, feel it's time they're paid a living wage. Barbara Randall-Saleh heads the Tacoma Federation of Paraeducators and has been a para for more than 40 years.

"It seems like the district is constantly balancing the budgets on the backs of paras. So, we seem to be the easiest to cut and to eliminate, and so, that makes it very hard."

Teachers have approved strikes in Seattle, Vancouver and other cities over contract disputes after the Washington Legislature authorized funding this year to address the McCleary court decision, requiring the state to do more to adequately fund schools.

Even though teachers are represented by the Washington Education Association and paras are part of the American Federation of Teachers, Randall-Saleh says they've been supporting each other at school board meetings. She says paras are integral to keep schools running.

"Without our assistance in the classroom, teachers wouldn't be able to do their jobs efficiently and, to be honest, I think without paraeducators, the schools wouldn't be able to function at all."

While educators across the state were offered raises, they say more is needed to keep pay in their field competitive. School districts counter that their funds aren't limitless. Unions striking across the state continue to negotiate with their local districts.

As kids in Washington state head back to school, an often-overlooked group of educators wants recognition for the work they do in the classroom. Eric Tegethoff (TEG-it-off) explains.

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Reach Randall-Saleh at 253-473-2033.




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Research is emerging about the secondary trauma school staff members face after helping students during the pandemic. As summer moves forward, school social workers in Minnesota say there are ways to seek a manageable environment when classes resume this fall.

New findings in the journal Psychology in the Schools noted teachers and support staff have had difficulty finding time for self-care as work demands pile up. It coincides with more students needing mental-health support.

Brooke Davis, a school social worker at Hopkins Public Schools, recommended colleagues collectively reflect on their jobs this summer, and express to administrators which duties should be prioritized.

"Honestly, that reflection, and teaming and collaborating, has brought me more comfort and peace than any hobby," Davis acknowledged.

School districts had hoped for more funding this spring to add staff in light of Minnesota's historic budget surplus. But talks fell apart as the session ended. And with leaders from both major political parties still at odds, a special session seems unlikely right now.

Davis, a member of the Minnesota School Social Workers Association, said for staff still feeling burnout, therapy is an option to consider.

"Not only for yourself, but also, it creates this parallel process where we are getting support from someone, and we are supporting other people," Davis explained. "And we can see how those two processes are happening at the same time."

She contended it allows staff to better serve the students they work with. Davis added the increasing demands in the last two years include responding to behavioral issues as students get re-acclimated to classroom settings.

Separately, a recent Surgeon General's report suggests school districts establish realistic workloads and student-to-staff ratios in addressing concerns about well-being.

Gov. Kathy Hochul has approved a new law, requiring schools to consider installing a silent, panic-alarm system.

Approval of what's known as "Alyssa's Law" comes in the wake of several mass shootings, which have made many elected officials consider more strict gun safety and school safety laws.

Andy Pallotta, president of New York State United Teachers, believes the new provision in school safety plans will quell some of the anxiety students and teachers feel about whether they can be safe in the classroom.

"Well, I think that we are in a position where we support anything that can make students feel safer and staff feel safer," Pallotta explained. "And then, the entire community feel that everything is being done to keep their schools as safe as possible. So, this makes sense."

The bill passed unanimously. The law is named for Alyssa Alhadeff, a 14-year-old who lost her life in the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, in 2018.

Pallotta thinks after hearing input from students, parents and teachers, school districts across the state will find ways to adopt new methods to urgently call first responders.

"In a state like New York, which just came through with a very good budget for education, I think that there are ways they can come up with different methods of making this happen," Pallotta contended.

New York is the third state to approve Alyssa's Law, following its approval in New Jersey and Florida in 2019 and 2020, respectively. It has also been submitted for votes in the state legislatures of Arizona, Nebraska, Texas and Virginia, as well as a national version in the U.S. House of Representatives.

A program in Oregon aims to ramp up the number of technicians in aviation just as the industry is predicting a major shortage.

Over the next two decades, according to a report from Boeing, the United States could have 192,000 fewer aviation technicians than it needs. The two-year Aviation Maintenance Technology Program at Portland Community College could help address this gap.

Thomas Laxson, faculty department chair of the program, saw the effects of the shortage and said it could benefit students.

"I have employers calling my desk phone daily asking to come and speak with our students to offer them jobs," he said. "It's manifest in the way that the majority of our students have job offers before they've even graduated the program."

This year, the program partnered with Horizon Air, sister company to Alaska Airlines, to create the Horizon Technician Development Program. It provides more than $12,000 in scholarship money and a guaranteed job after graduation. Laxson said technicians can start at $30 an hour.

The industry also needs more pilots. The same Boeing report projected the North American fleet will need an additional 208,000 pilots by 2040. Laxson said he believes one reason for the shortages of pilots and maintenance crews is that technical education has been de-emphasized.

"An entire generation of people - frankly, my generation - whose parents all told us, 'University, university, university,' and we didn't see a lot of people entering the trades," he said. "And so, there's this generational skip that's happened. And as a result we've got this very strong, current need for additional folks."

Portland Community College also is trying to fill this gap by reaching out to high school students, such as with its Oregon Aerospace Careers for Everyone Program. Laxson said the program isn't just an opportunity to learn about airplanes and how they work, but also how to think inside of the aviation industry.

"It is really a remarkable industry in the sense that it changes you," he said. "For you to be successful in it, it's going to change you. You turn into a checklist person, and you turn into a very detail-oriented person."


Support for this reporting was provided by Lumina Foundation.