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While they take great pride in their students’ accomplishments, they also lose sleep  \nover their students’ unmet needs. Professional educators routinely meet with students before and after school, examine student work to improve lesson plans, reach out to students’families in the evenings and on the weekends, and strive to increase their knowledge and skills. And yet, their efforts are rarely recognized by the society they serve.  \nThe AFTis committed to supporting these unsung heroes. In this regular feature, we explore the work of professional educators—not just their accomplishments, but also their challenges—so that the lessons they have learned can benefit students across the country. After all, listening to the profession  \nals who do this work every day is a blueprint for success.  \nILLUSTRAT IONS By NENAD JAKESEVIC  \nBy Louis Malfaro  \nS  \nchool systems sometimes make promises they have no intention of keeping. Other times, they can deliver a world of opportunities to our neediest children. They mayor may not want to listen to parents or even teachers, but  \nschool systems always attend to the demands ofthe most powerful individuals andinstitutions in their communities. For the last 20 years, I’ve been working and organizing to build power through my local union—Education Austin.  \nLouis Malfaro is an AFT vice president and the secretary-treasurer of the Texas AFT. Previously, he was a second-grade bilingual teacher, president of the Austin Federation of Teachers, and then president of Education Austin, the first mergedAFT-NEA affiliate in Texas.  \nOver the summer, as I made the transition from being president of Education Austin to being secretary-treasurer of the Texas AFT, I spent sometime reflecting on how union locals—especially locals like mine in states without collective bargaining—build power. Not power for its own sake, but power to work with school districts, policymakers, and institutions on an equal footing, to advance an agenda of issues for members and the children they serve. I don’thave a list of lessons learned or a set of simple steps to follow. What I have is a story. It’s my story and the story of my union’s struggle to give educators a place at the table.  \nTeaching and Learning the Hard Way  \nI started teaching in 1987 at Blackshear Elementary School in Austin, Texas, as a second-grade bilingual teacher. Just eight years earlier, Austin had been ordered by the U.S. Supreme Court to bus  \n24 AMERICAN EDUCATOR | FALL 2010  \nstudents; it was one of the last major urban school districts to come under a court-ordered desegregation plan. The district complied, busing students at all levels beginning in 1980. In 1986, a new school board was elected on a let’s-get-rid-of-busing platform. By then, the courts had pretty much gotten out of the business of desegregation . The school district was allowed toreinstitute neighborhood elementary schools, as long as it agreed to make certain accommodations for 16 high-poverty “priority”schools—including that they would be staffed by experienced and exceptional principals and teachers.  \nI arrived on the scene excited to be assigned to Blackshear Elementary, one of the 16 priority schools, where more than 95 percent of the students received free or reduced-price lunch. Asa new teacher, I looked forward to being surrounded by veteran colleagues who would mentor and support me as I learned my new craft.  \nAs it turned out, of the five of us assigned to second grade, four had never taught alick. Our lone veteran colleague had fewer than five years under her belt. I received a quick lesson in how public school systems can work: promises made to communities (and courts) are not always kept.  \nAt about this time, I was solicited thro","cbCaidrjASXrmhEx","https://ap.wps.com/l/cbCaidrjASXrmhEx","pdf",220359,"English","# Lessons on Organizing for Power\n## Role of Professional Educators\n## AFT Commitment and Feature Purpose\n## School Systems, Power, and Community Demands\n## Personal Background and Union Journey\n## Teaching and Learning the Hard Way","[{\"question\":\"文中该栏目主要聚焦哪类群体与目标是什么？\",\"answer\":\"栏目聚焦职业教育者本身，目标是让所有学生在学校和生活中都能成功，并通过呈现他们的成就与挑战，让相关经验惠及全国学生。\"},{\"question\":\"作者在德州工会语境下如何理解“建立力量”与其用途？\",\"answer\":\"文中强调建立力量并非为力量本身，而是为了在与学区、政策制定者及机构对等的基础上推进教育者成员与其服务的儿童所需议程。\"},{\"question\":\"在德州缺乏集体谈判的条件下，工会组织如何推动变革？\",\"answer\":\"作者以自身经历说明，工会在州法限制集体谈判的情况下仍能通过组织与关系网络争取参与机会，并在学校层面完成成员招募、代表角色建设与持续动员。\"}]","THE PROFESSiOnAL EduCATOR - Lessons on Organizing for Power | PDF",1792074408,18]