Published December 2025
As negotiations continue between the Orange County Department of Education (OCDE) and the Orange County Schools Educators Association (OCSEA), the department aims to ensure employees have access to clear and accurate information. The questions below address common themes that have surfaced and reflect OCDE’s commitment to a respectful and transparent process.
Where do things currently stand in negotiations?
OCDE and OCSEA have met 11 times in a collaborative and respectful bargaining process and have already reached tentative agreement on multiple items that support certificated staff.
Both teams have exchanged compensation proposals, and discussions continue to focus on reaching an agreement that ensures OCDE’s educators are paid competitively within the region while maintaining long-term fiscal stability. Throughout the process, OCDE’s negotiations team has provided data and information in multiple formats to explain how OCDE’s proposals support competitive compensation and reflect current budget realities.
At this stage, however, the parties’ compensation proposals remain significantly far apart. During the most recent session on Nov. 13, both bargaining teams agreed to request the assistance of a mediator to help move the process forward.
Why is mediation being requested?
Mediation is a standard next step when bargaining teams determine they are not making enough progress on their own. It brings in a neutral, state-appointed facilitator who works confidentially with both sides to clarify interests, explore options and help bridge remaining gaps.
Requesting mediation does not end negotiations; rather, it adds an outside perspective to support continued movement toward a fair and sustainable agreement.
What is the main issue separating the two sides?
OCDE’s most recent proposal includes the agreed-upon benefit and retirement components as well as a 3.5% increase to Ranges II–V and 9% for Range I for 2025–26. (Ranges represent where employees enter the teacher salary schedule based on their education and credential level. Teachers also advance in “steps” based on their years of service.)
OCSEA’s most recent proposal includes 6.5% increases to Ranges II–IV, 9% for Range I, plus an additional 2% increase across all ranges.
Because these positions remain significantly different, both teams agreed to request mediation to help move the process forward.
Is OCDE’s compensation competitive?
Yes. OCDE can point to a strong record of maintaining competitive salaries and benefits, verified through regular comparisons with surrounding districts and county offices. More than 40 percent of OCDE certificated staff members are at the maximum step, reflecting their years of service and indicating that educators tend to build long careers here and seldom leave for other organizations.
Why are entry-level salaries lower relative to some districts?
Entry-level certificated salaries have historically been lower when compared with many districts. In prior negotiations, increases were applied uniformly across all ranges. While this approach ensured fairness within the existing schedule, it also meant that the early-step gap remained in place — especially as surrounding districts continued to adjust their own salary schedules over time.
To strengthen recruitment and promote greater equity across the salary schedule — and consistent with OCDE’s recent classification and compensation study for other employee groups — OCDE has proposed targeted increases on the early ranges to bring them closer to market.The department’s most recent proposal included a 9% increase to Range I, effective in 2025-26.
How does OCDE’s compensation compare for experienced teachers?
For experienced employees, base salaries are competitive alone, and total compensation is among the strongest in the region. OCDE provides one of the highest employer-paid health-benefit contributions in Orange County (approximately $43,500 annually, supporting multiple fully-paid plan options for employees and their dependents).
Is OCDE experiencing challenges with teacher recruitment or retention?
OCDE continues to maintain a stable and experienced certificated workforce. Turnover remains low and vacancies are infrequent. The longevity of our educators reflects a strong professional culture and a shared commitment to the students and communities we serve.
Is OCDE running a surplus or a deficit?
The answer is a little more complex than a single number because OCDE operates many programs, which are funded in different ways.
ACCESS and Connections have unique funding structures tied directly to student enrollment. Because ACCESS enrollment has declined over many years, the program is currently operating with a significant deficit, even as staff continue providing essential services to students with significant needs.
Other OCDE programs are funded separately and remain financially stable. When OCDE is described as having a “surplus,” this typically refers to those non-ACCESS programs or to restricted categorical funds that are legally required to support specific purposes and cannot be redirected to general salary increases.
A helpful way to think about this is that OCDE operates several programs, and ACCESS and Connections are among them — similar to running a small school district within a larger organization. In traditional districts, nearly every dollar supports classroom instruction and student services. At a county office of education, the central organization supports dozens of countywide programs and can also contribute support to its schools when enrollment-based funding does not fully cover operations.
OCDE has provided this support in recent years, but continuing to operate with a deficit is not advisable or financially responsible over time. Many districts across the state are facing similar enrollment declines and are “right-sizing” programs accordingly.
Why did some non-certificated employees receive salary adjustments?
Salary adjustments resulted from a two-year classification and compensation study focused on addressing non-certificated positions that had fallen significantly below market, particularly in hard-to-fill technical and classified roles. The study examined job duties in detail and did not result in an across-the-board increase; many employees received only COLA (2%) or title updates.
Certificated positions were not included in this specific study because the job duties and classifications are determined separately, and their salaries are negotiated through collective bargaining. However, OCDE’s compensation proposals to OCSEA this year are intended to address similar market challenges where certificated positions appear lower relative to surrounding districts. This is why OCDE’s proposals for certificated staff on the TA schedules include targeted increases rather than one across-the-board percentage identical to other employee groups.
What kinds of student needs do ACCESS teachers typically support?
ACCESS teachers work with resilient students who often face significant challenges in their lives — including instability, trauma or disrupted schooling — and this can make the instructional work more specialized. We are grateful for the dedicated educators who support these students’ growth and resilience every day.
To help meet these needs, OCDE has invested in the lowest student-to-staff ratios in the county, along with behavioral support staff. These supports are designed to create safe, structured and responsive learning environments for students with significant needs.
OCDE maintains an asset-based perspective centered on each student’s strengths and potential. Our educators play a critical role in helping students grow, and we remain committed to supporting both staff and students so every young person has the opportunity to succeed.
What is OCDE’s goal moving forward?
Our ongoing goal is to reach an agreement that is fair to staff, sustainable for the organization, and aligned with our responsibility to serve students, families and school districts throughout Orange County. We remain committed to respectful dialogue, transparency and steady communication as the process continues.
