Keri Mutters, a paraprofessional with Tulsa Public Schools, said her work includes helping students learn, supporting teachers and working with some of the district’s highest-needs students.
“We were in the trenches everyday, we are those superhero’s to the teachers because we’re there,” Mutters said.
Mutters said the job can be physically and emotionally demanding, and that many paraprofessionals struggle to make ends meet despite the responsibilities.
“I had to take a test to do this, I had to take a pair of protests. I went to college. I have a degree myself. So we’re doing the work, and I think we just need to be recognized, and maybe we just haven’t had a strong enough voice, but I’m here, and I’m here to say, parapros, we need the money, we deserve it,” Mutters said.
Jessica Bigelow, a past cafeteria manager, said she spent 19 years working in school cafeterias and building relationships with students.
“I had so many bonds with kids, you know? I had kids since I graduated, and catch me down the road, ‘Hey, you’re my favorite, you know? I remember you, I still remember half their names and their lunch numbers. I mean, that’s what you do,’” Bigelow said.
Bigelow said it wasn’t the students who led her to leave the job, but the pay.
“I love the job. I really did. If it wasn’t for the kids, I wouldn’t have kept going back, because the pay just was not – it’s not worth it anymore. They give us a raise, 13 cents a year, that is nothing. That’s nothing for a raise to be there 19 years and get 13 cents a year. It’s just not worth it anymore,” Bigelow said.
Bigelow said teachers deserve higher pay for their education and training, but she believes support staff who help keep schools running every day deserve at least half of the teacher pay raise.
Questions about whether support staff pay could be addressed in future legislation were sent to Sen. Adam Pugh, the author of Senate Bill 201. His team said they were working to arrange an interview, but no response had been received yet.
Support staff members said they hope their concerns lead to action.
