Clovis Educators Deserve Stronger Transfer Protections
Fair Transfers: Clovis Educators Deserve Better
A well-defined and transparent transfer policy is key to a stable work environment for educators and a optimal learning environment for students. Staff can be more comfortable in their assignment and students can be confident that their educator isn’t going to be yanked from them arbitrarily. Yet, in Clovis Unified, where there is no collective bargaining for teachers, transfer decisions rest almost entirely in the hands of administrators—often without clear guidelines, protections, or accountability.
Educators with strong union contracts (like our School Psychologists and MHSPs!) benefit from policies that they had an opportunity to negotiate and that prioritize fairness, consistency, and transparency. They can have things like a voice in staffing decisions, written explanations for denied transfers, and safeguards against frequent, involuntary relocations. What has your experience been in Clovis Unified?
In the article below, we provide a comparative analysis of the transfer policy for teachers in Clovis Unified versus neighboring unionized districts. By examining voluntary transfers, involuntary transfers, and the staffing of new schools, we reveal the stark differences in job security, fairness, and educator rights.
Understanding these differences empowers us as Clovis educators to advocate for change. It’s time to demand the same protections, stability, and respect that our unionized peers already have. Together, we can build a stronger, more equitable future for Clovis teachers.
Voluntary Transfers
Voluntary transfers refer to cases where teachers request a transfer to a different school site or position based on personal preference.
Clovis Teachers
Unionized Educators
- Teachers must apply for each individual open position on Edjoin.
- The application process includes a paper screening; not all applicants will receive interviews.
- Elementary and Intermediate transfer opportunities have a designated window (Jan 30 – Feb 3) for initial posting, with additional inside-only postings until Feb 20. Remaining positions may then open to outside applicants.
- Secondary and Special Education postings follow a similar timeline but may open to outside candidates earlier (Feb 3).
- Permanent and probationary teachers may apply for transfers, while temporary and substitute teachers can only apply for external postings.
- Transfers are subject to principal recommendations and district administration approval.
- The transfer window closes on June 30, after which only special circumstance transfers are considered.
- CUSD School Psychologists and MHSPs: Filling of vacancies requires a transparent process where all staff have an equal opportunity to be considered.
- Fowler Unified: Applications for voluntary transfer are considered before hiring external candidates. If multiple candidates qualify, seniority and years of experience are the deciding factors.
- Central Unified: Voluntary transfers must be requested by February 1 for the next school year. Priority is given to teachers with reemployment rights (e.g., those laid off) over other voluntary transfer requests.
- Sanger Unified: Teachers requesting voluntary transfers may do so through an application process. Seniority is a key factor when determining approvals, though district needs also play a role. Denied requests must be justified in writing upon request.
- Fresno Unified: Transfers can be requested at any time and will be honored if a teacher is the most qualified applicant. Seniority is only used in cases of equal qualifications.
Key Differences
- Clovis can hire external candidates even if there is a current CUSD employee who would like to transfer to that position.
- Unionized educators have additional rights, such as written explanations for denials and priority consideration over external hires.
- Clovis Unified teachers must apply separately for each transfer opportunity, whereas in unionized districts, applications can be kept on file for future openings.
Involuntary Transfers
Involuntary transfers occur when the district mandates a teacher relocation due to staffing needs, program changes, or declining enrollment.
Clovis Teachers
Unionized Educators
- Teachers from overstaffed schools receive priority consideration for other openings.
- Before a forced transfer, volunteers are sought to fill the vacancy.
- No specific limitations on how frequently a teacher can be involuntarily transferred.
- No guarantee of written justification for the transfer.
- No provision for compensation, moving assistance, or adjustment period.
- CUSD School Psychologists and MHSPs: Staff that are transferred involuntarily are able to meet with their administrator to discuss the transfer.
- Fowler Unified: Transfers may occur for fluctuating enrollment, staffing needs, or program reductions. However, the district must seek volunteers first. If an involuntary transfer occurs, the affected teacher cannot be transferred again for two years, with a maximum of two transfers in a five-year period.
- Central Unified: Involuntary transfers must be educationally justified and seniority is a major factor in determining who is moved. Affected teachers can indicate their preferences for a new site, and the district must honor them whenever possible.
- Sanger Unified: Involuntary transfers cannot be disciplinary in nature and must be for legitimate educational reasons. The district must attempt to find volunteers first. Teachers being involuntarily transferred receive priority placement based on seniority.
- Fresno Unified: If an involuntary transfer occurs, the teacher must receive written justification. The affected educator is entitled to at least two days of substitute coverage or per diem pay to set up a new classroom.
Key Differences
- Clovis Unified provides less protection—teachers may be transferred multiple times without restriction or guaranteed written justification.
- Unionized educators are given priority placement and seniority protections and must be consulted before the transfer occurs.
- Unionized teachers may receive moving assistance, paid time off for preparation, or additional compensation if an involuntary transfer disrupts their school year
Staffing of New Schools
New schools often require staff redistribution, affecting both voluntary and involuntary transfers.
Clovis Teachers
Unionized Educators
- No explicit provisions regarding how new schools are staffed.
- Transfers follow the general voluntary application process via EdJoin.
- No guarantees that current district employees will receive priority before outside hiring.
- CUSD School Psychologists and MHSPs: Following the vacancy language, the district shall post the job opening internally for five working days before posting it externally.
- Fowler Unified: 10% of staff from an existing school can be transferred to a new school, ensuring balance across sites.
- Central Unified: When staffing a new school, involuntary transfers get first priority. If additional staff is needed, volunteers are sought before external hires.
- Sanger Unified: A balance of experience levels, seniority, and specialized credentials must be maintained when staffing new schools
- Fresno Unified: Employees being transferred to new schools are entitled to at least three paid workdays to relocate and prepare.
Key Differences
- Clovis Unified does not offer any formal structure for staffing new schools.
- Unionized districts provide protections, ensuring existing employees have first priority and cannot be involuntarily transferred too frequently.
- Some districts provide paid preparation time for teachers moving to new school sites.
Overall Difference Between Non-Union and Union District
| Clovis Teachers | Unionized Educators | |
| Voluntary Transfers | No guaranteed interviews, no seniority preference, case-by-case approval. | Seniority is often considered; denied requests require written justification. |
| Involuntary Transfers | No restriction on frequency, no required justification, and volunteers are sought first. | Seniority plays a role; written notice and restrictions on repeated transfers are required. |
| Staffing of New Schools | No priority for current employees, must apply like external candidates. | Current teachers get priority, staff limits per site, and preparation time/compensation provided. |
ACE’s comparative analysis of Clovis Unified School District’s transfer policies versus those in unionized districts reveals a stark reality that a non-unionized Clovis Unified School District offers less job security and fewer rights in the transfer process than unionized districts, where teachers benefit from written justifications, limits on involuntary transfers, and structured processes for new school staffing. Unionized educators also receive additional compensation or preparation time for job site changes.
This analysis highlights the key advantages of collective bargaining for educators in ensuring transparency, fairness, and job stability in teacher transfer policies.
In Clovis, teachers lack essential job protections, transparency, and fair transfer processes, which our colleagues in surrounding school districts benefit from.
In unionized districts, educators have priority consideration for internal transfers, guaranteed responses for denied requests, and protections against frequent involuntary transfers. In contrast, Clovis Unified’s non-unionized structure allows administrators to make staffing decisions without clear accountability, leaving teachers vulnerable to arbitrary transfers and without the right to negotiate better conditions.
Furthermore, unionized educators in other districts receive financial support, additional preparation time for transfers, and structured processes ensuring fairness, while Clovis teachers must reapply for every position, undergo paper screenings, and accept decisions made without transparency or guarantees.
By signing the ACE Union Support Petition, educators in Clovis Unified will take a crucial step toward securing a voice in their working conditions, stronger transfer rights, and a more equitable and transparent staffing process.
A union would empower educators to negotiate for the same protections their peers in Central Unified, Sanger Unified, Fowler Unified, and Fresno Unified already have—ensuring fair treatment, job security, and a more supportive teaching environment.
Clovis teachers deserve the same dignity, stability, and respect as their unionized counterparts. Sign the petition today and help build a stronger future for educators in Clovis Unified.
ACE Executive Board members meet with the Clovis Unified Executive Cabinet on a quarterly basis to discuss issues that can be addressed on a district-wide level. On Thursday, February 13th, ACE met with District Admin and discussed the following issues:
Transfer Process: ACE has been concerned about transfers in CUSD for a while. Right now, we are concerned about the process of transfers to the Clovis South schools. This mostly impacts educators at the REC where the most staff will come from for the new campus. We were pleased to hear that the process is nearly completed for next year, but we are concerned that it will happen again for the next several years. ACE recognizes that there will always be a need to make involuntary transfers, but in this case, teachers were told abruptly and without discussion. Admin shared some of our concern in how this was handled and stated that they were having conversations with those responsible. We suggested that whole departments could be notified and discuss that a reduction or transfer was needed so they could propose solutions or individuals could decide that they preferred to transfer voluntarily rather than have someone be moved against their will. The district agreed that those were reasonable asks.
We also brought up the concern that others in the district have been trying to transfer out of their site for several years and are always denied. Admin recommended that those individuals (with the support of an ACE representative if needed) reach out to site or area admin and share the information about how many times they’ve requested to transfer.
Subcontracting ASL Interpreter Work: ACE raised concerns about subcontracting ASL interpreters’ work to an outside agency. If hiring is the most important thing a district does, why relinquish that duty to an outside agency?
School Psychologists: We updated the District that the School Psychologists and MHSPs are voting on the ratification of their contract reopener tentative agreement. After counting the vote, the bargaining unit will notify admin of the results.
School Safety Committee: ACE had questions about the window film “committee” and how the representatives were selected. Admin acknowledged that it was not a committee, but a group selected to see a presentation. ACE recommended that the district establish a School Safety Committee to get a conversation going directly with educators and get word out faster about safety issues. Each site should select their own representative to this committee. Admin said they would consider this idea.
IA Vacancies: ACE asked for information regarding IA vacancies and updated strategies for IA recruitment and retention. Special Education teachers are concerned about IEP compliance. We asked, what should teachers do if they aren’t getting a solution for IA vacancies in their classroom? We are awaiting a response from the district via email.
Class Sizes: ACE asked about progress on class size limits for secondary classrooms. Admin answered that there is no cap in secondary classes, but they try to keep secondary classes to an average of 36. If a class period goes above 37, contact your LD to see if there is a solution. Classes should not be reaching 40 without teachers working with their LDs. Academic Block, Math 1, Math 2, English 9, and English 10 (not Honors) should be averaged to 34. If there are discrepancies in class sizes across those classes, work with your LD to get them balanced. ACE representatives can email on behalf of teachers if needed. Honors and AP classes are exceptions to the 36 average, but still should not be at 40 in a class without teachers contacting their LD.