ELP Provides Union Members with the Support They Need

During its 175 years, the Ohio Education Association (OEA) has prided itself on being the voice of educators and students in Ohio. And that starts with listening.

Scott DiMauro, President of OEA

“Every year, we ask our members what they want most,” Scott DiMauro, President of OEA, shared, “and what they’ve said consistently for years is they want our support to be better educators.”

Because OEA wants to be the go-to resource for members, they have experimented with different support programs. OEA offers a free online college program, a benefit available to both members and their families; professional support and training around social, racial and economic justice; and an initiative to support young people of color as they navigate the pre-service requirements for entering the teaching profession. They also jumped at the chance to join ELP’s pilot program.

“The value of ELP really stood out”

ELP really stood out to OEA. “The program is union-led, informed by research, based on the needs of early career educators in the classroom, and provides the personal support and connection New Teachers need,” he explained. “It is invaluable to have a Building Mentor who is a fellow union member and can help you navigate the day-to-day challenges of the school community. Likewise, connecting with a Virtual Instructional Coach provides critical support and an outside perspective that you otherwise might not get.”

Like many teacher unions, Scott wants OEA to be viewed as more than a legislative and policy advocate for educators. A program like ELP provides tangible ways for OEA to help teachers be the best teachers they can be. “This is the kind of professional development that people really value,” he continued. “The program is flexible and self-paced; New Teachers can connect to support when and in the way they need it. By contrast, a lot of professional support is one-size-fits-all or with strict requirements to participate.”

How to build the case for ELP

Scott knows all too well that New Teachers, experienced teachers, school districts, and local affiliates have numerous demands placed on their time. Building the case for ELP is a must for state affiliates, and Scott offered suggestions based on what has worked for OEA.

As OEA began setting up the ELP pilot program, they conducted a series of informational sessions with locals to gauge interest and potential needs. Those conversations have continued into the first year of the pilot. “We’ve been encouraging our local affiliates, giving them support, and learning from their experience,” Scott mentioned.

The most powerful way to build the case for New Teachers is to hear about the experience of current participants. “Knowing that others have their back and are invested in their success - that means a lot,” Scott said. “When I went into teaching, it became apparent to me early on that I could count on my union for support. That was so important.”

Experienced teachers are looking for meaningful professional growth opportunities, and ELP fits the bill. “Becoming a Building Mentor or Virtual Instructional Coach is a great way for experienced teachers to invigorate their careers, break out of a rut, and help prevent burnout,” Scott pointed out. “I have been hearing from Building Mentors and Virtual Instructional Coaches that they learn a lot from their New Teachers and derive great satisfaction knowing they’re making a difference.”

Meanwhile, ELP provides school districts with the opportunity to move something off their plate.
“We’re offering a program that once fully scaled could provide an alternative to a district’s own mentorship program,” Scott said. “Districts and unions have a common interest in making sure early career educators are successful. Plus, ELP can help minimize turnover by setting up New Teachers for success. I fully expect our retention numbers to improve as a result of ELP.” 

Where future partnerships might take ELP 

Scott’s experience underscores the key role that partnerships play in the success of support programs for New Teachers. Bringing additional stakeholders to the table will ensure long-term sustainability for these programs.

OEA has been reaching out to funders who are interested in elevating the profession, and looking forward, Scott said, “We need deeper conversations with local and district leaders, the people who are running mentoring programs, about ELP taking its place. It also will be valuable to open up lines of communication with teacher prep programs so we can ensure they are prepared for today’s classroom.”