Hello HTEC Members,
Over the past week, a number of members reached out to HTEC with questions about the recently announced Education Specialist Bridge Program and whether participation could affect working conditions, workload, compensation, evaluations, or future employment expectations for classroom teachers.
As part of our responsibility to represent members, HTEC sought additional information from High Tech High regarding the structure, history, and expectations of the program. After reviewing the information provided and consulting with past participants and HTH administration, we learned that this is not a new employment program, but rather a longstanding credentialing program that has existed in various forms for many years and is approved through the California Commission on Teacher Credentialing. This year, Medi-Cal funding is being used to cover tuition costs for a limited number of participants.
Important Things to Understand About the Program
- The student caseload is part of the credential program, not a new job assignment. Participants may work with 1–3 students as part of their training experience while earning an Education Specialist credential. This work is completed under the supervision of a mentor Education Specialist and is considered part of the credentialing process rather than a change to a teacher’s regular employment responsibilities.
- Participation does not create a future obligation to become a special education case manager. HTH has informed us that completing the program does not require participants to assume special education caseloads or case management responsibilities as part of their employment after earning the credential.
- HTEC does not believe the current program creates a bargaining obligation. Because the program predates the union, participation is voluntary, and it does not currently change members’ wages, hours, or working conditions, HTEC has determined that it is not presently a matter that requires bargaining. If HTH were to create new employment expectations or working conditions related to the program in the future, HTEC would review those changes and take appropriate action.
That said, the questions members raised were important and appropriate. If High Tech High were to create new employment expectations in the future—such as assigning classroom teachers ongoing special education caseload responsibilities outside of a credentialing program, changing workload expectations, or altering compensation or evaluation practices—those impacts would be subject to review and bargaining.
We appreciate the members who brought their concerns forward. HTEC will continue to monitor developments and advocate whenever changes affect members’ working conditions.
In solidarity,
HTEC Officers
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