“'You’re a REPUBLICAN?!' 'You’re a DEMOCRAT?!'” is often the reaction these days when you try to identify yourself within the political spectrum. This reaction is compounded when you mention that you’re an educator. Increasingly, the political sphere seems contentious, from the local neighborhood to the national level. This is especially true within education, as issues that were previously apolitical are becoming politicized. These are the sentiments generated on social media and through traditional news media. When I became a Utah Education Association Policy Ambassador, those sentiments initially followed me on my journey. I was apprehensive about meeting with my state lawmakers. Were these the lawmakers trying to destroy my way of life? Would they think I was trying to radicalize my students, many of whom are simply trying to get through their school day? These were the thoughts coursing through my mind as I made the trek to the Utah State Capitol during the 2024 Legislative Session. I had seen the bills proposed for the session thus far, aware of those intended to help education and those intended to harm it. It was showtime.
Before my day on the hill, I was fortunate to participate in numerous trainings and conversations about how to represent not only the interests of our association of educators but the entire world of education. Many of my apprehensive thoughts and feelings were alleviated through these experiences. However, lingering fears remained about going up to the hill and meeting with my legislators. For most of my life, I’ve been surrounded by people who say, “This party will support you as a teacher; this one hates you.” This way of thinking added to the anxiety of meeting with many lawmakers who, according to those voices around me, hated me.
It was a cold and rainy day on the hill. I had three meetings scheduled: two with my residential lawmakers and one with my school lawmaker, all arranged months in advance. After a reassuring meeting with the UEA Legislative Team outlining the priorities for the day, it was time to explore the capitol ahead of my meetings. The Utah State Capitol is usually peaceful for most of the year, but this is not true during the legislative session. Meetings of various committees are happening all over the capitol complex, with lobbyists, special interests, industries, and more scattered throughout the 3rd floor, hoping to meet with the lawmakers they need. As I soon found out, appointments with lawmakers are not set in stone. Often, issues arise that delay an appointment by a few minutes to a week. I experienced both. My first meeting wasn’t until later in the morning, so I decided to join some fellow policy ambassadors at the Education Appropriations Committee meeting. There were witnesses, schoolchildren, supporters, and average citizens in the gallery. Many of the lawmakers on the committee were genuinely listening to witnesses and their requests. A few lawmakers, interestingly the loudest against education policy, seemed more interested in their phones than the words of the witnesses. Those engaged in the process asked questions, usually for clarification. Where were the fireworks I’d been told about on the hill? I have definitely seen some committee meetings where one lawmaker usually grills a witness. This wasn’t the case today. It seemed like a normal day on the hill. I left for my first appointment of the day.
My first meeting of the day was with my residential senator, who was the first to respond to my request to meet back in December. This lawmaker had supported legislation that, in my view, harms public education, which made me particularly anxious about this meeting. However, what sets this lawmaker apart from others who have negatively impacted education is their willingness to answer questions and provide reasoning for the bills they sponsor or support. I respect this approach more than that of the "fireworks" lawmakers, who seem less informed about their own legislation, raising questions about their personal involvement in its creation versus that of a national entity. The meeting was awkward, but not due to the lawmaker. It was my first time interacting with a lawmaker during a session at the capitol, which added to my nervousness. I had prepared my talking points, drawing both from the UEA Legislative Team and my own interests, with HB 285 (the "union-busting" bill) as the main topic. Despite sensing their disagreement with my position, the senator genuinely listened as I shared my views and interpretation of the bill. After presenting my points, I spent the rest of the time discussing my personal experiences in the classroom. I avoided partisan positions and focused on advocating for my students, enhancing educational rigor, and how the legislature could support both my students and me. I've learned that many lawmakers believe requests for more funding are aimed at increasing teacher compensation. While I believe educators deserve better compensation for their time and expertise, my discussions that day centered on our dedication to education and the students. I described challenges related to a lack of materials and inadequate infrastructure. I explained the need to increase the Weighted Pupil Unit, emphasizing that the funding is not solely for our compensation. I felt like I had made some progress with this lawmaker.
Feeling empowered after my first meeting, my anxieties began to dissipate. The discussions were not as partisan as I had anticipated, based on social media and news media portrayals. The next two lawmakers I was scheduled to meet were known to be more supportive of education policy. I hurried from the Senate chamber to the House chamber. Unfortunately, my second appointment was canceled at the last minute and rescheduled for the following Friday. I spent some time near the Capitol Rotunda, simply observing the legislative process in action. Lawmakers moved in and out of the House Chamber, engaging with lobbyists, constituents, and others. Conversations would pause for the familiar chime signaling a vote, at which point they'd rush back into the chamber, cast their vote, and then return to their discussions. This pattern repeated throughout the day. Eventually, it was time for my final meeting with the lawmaker representing my school's district. I had previously collaborated with this lawmaker on organizing a field trip to the capitol and met them during a Granite Education Association's AR meeting the prior month. An intern escorted me to what I believe is the House Cloak Room, directly behind the House Chamber, where I sat down with the lawmaker, who remembered me by name. Our conversation, which lasted nearly 30 minutes, delved into the specific needs of the schools they represent. I felt a strong connection with this lawmaker, who periodically excused themselves to vote but quickly returned each time. This experience confirmed my realization that lawmakers often decide their stance on bills well before the actual vote, contrary to my earlier belief in grand floor debates followed by a dramatic vote. After our discussion, the lawmaker surprised me by inviting me onto the floor as a guest. This opportunity allowed me to meet other lawmakers and observe the procedural votes and overall process, providing an additional layer of insight. As we parted ways, the lawmaker and I promised to stay in touch throughout the rest of the session and beyond.
I eventually met with my final lawmaker the following week, outside the House chamber, where we discussed similar issues to those from the previous week. At every appointment, the UEA Legislative Team was close at hand, ready to assist me in addressing concerns and questions from lawmakers. The UEA Legislative Team is genuinely non-partisan, focusing on our profession and, most importantly, our students.
At the end of this experience, I felt a deep motivation to become more politically involved in my community, not in a partisan way, but with a focus on policy. Being affiliated with a political party doesn't mean that lawmakers—or you, for that matter—are either heroes or adversaries. Serving as a policy ambassador helped me dismantle the stereotypes I had formed about lawmakers. I now feel more confident about approaching my lawmakers in the future as issues or ideas arise in upcoming legislative sessions. I would strongly encourage any educator or education system employee to become an ambassador or, at the very least, to participate in Educator Days on the Hill. My group that day included not only classroom educators but also support staff, building staff, administrators, and more. It was an incredibly enlightening experience.
