Archives for category: Unions

Jeff Bryant of the Education Opportunity Network writes in Salon that voters are increasingly disenchanted with the bipartisan Bush-Obama education policies of high-stakes testing, Common Core, and privatization.

He points out that the attacks on public education are not playing well at all in the political arena. The overwhelming majority of parents are very happy with their local public schools and respect their teachers. The public is beginning to see through the lies they have been told about their schools. So much of the rhetoric of the “reformers” sounds appealing and benign, if not downright inspirational, but it ends up as nonstop testing, the closing of local public schools, merit pay, union-busting, the enrichment of multinational corporations, and standardization.

Bryant predicts that Democrats will suffer at the polls for their slavish espousal of hard-right GOP doctrine.

He writes:

“The only overriding constants? People generally like their local schools, trust their children’s teachers and think public school and teachers should get more money. Wonder when a politician will back that!

“Many observers, including journalists at The Wall Street Journal, have accurately surmised that the American public is currently deeply divided on education policy. But that analysis barely scratches the surface.

“Go much deeper and you find that the “new liberal consensus” that Adam Serwer wrote about in Mother Jones, which propelled Obama into a second term, believes in funding the nation’s public schools but has little to no allegiance to Obama’s education reform policies.

“Outside of the elite circles of the Beltway and the very rich, who continue to be the main proponents of these education policies, it is getting harder and harder to discern who exactly is the constituency being served by the reform agenda.

“Most Americans do not see any evidence that punitive measures aimed at their local schools are in any way beneficial to their children and grandchildren. In fact, there’s some reasonable doubt whether the president himself understands it.

So is Arne Duncan making education policy on his own? Or is the policy agenda of the Obama administration indistinguishable from that of rightwing Republicans like Bobby Jindal, Rick Scott, Scott Walker, John Kasich, Mike Pence, and Tom Corbett?

This is a wide-ranging interview with Salon that started as a discussion of the Network for Public Education, then went on to discuss budget cuts, high-stakes testing, Common Core, Race to the Top, privatization, and much more.

This exclusive news appeared this morning on politico.com’s education site. When Randi spoke at the Network for Public Education conference in Austin, she told the audience for the Common Core panel that she would ask the AFT executive board for permission to do exactly what is described here. She understands that many members of the AFT do not trust the Gates Foundation, do not like Bill Gates’ public statements such as encouraging larger class sizes, or his unwavering commitment to measuring teacher quality by student test scores, despite the lack of evidence for its efficacy. I welcome this change and thank Randi and the AFT for severing ties with the Gates Foundation. Gates and Pearson have bought most of American education. Those who represent teachers should be free of their influence.

By Caitlin Emma

With help from Stephanie Simon

EXCLUSIVE: AFT SHUNS GATES FUNDING: The American Federation of Teachers ended a five-year relationship with the Bill & Melinda Gates Foundation after rank-and-file union members expressed deep distrust of the foundation’s approach to education reform. AFT President Randi Weingarten told Morning Education the union will no longer accept Gates money for its Innovation Fund, which was founded in 2009 and has received up to $1 million a year in Gates grants ever since. The Innovation Fund has sponsored AFT efforts to help teachers implement the Common Core standards – a Gates priority – among other initiatives.

– Weingarten said she didn’t believe Gates funding influenced the Innovation Fund’s direction, but still had to sever the relationship. “I got convinced by the level of distrust I was seeing – not simply on Twitter, but in listening to members and local leaders – that it was important to find a way to replace Gates funding,” she said. Weingarten plans to ask members to vote this summer on a dues hike of 5 cents per month, which she said would raise $500,000 a year for the Innovation Fund.

– The Innovation Fund isn’t the only AFT initiative funded by the Gates Foundation. Since 2010, the union has received more than $10 million. The AFT’s executive council hasn’t formally voted to reject Gates funding for other projects, but Weingarten said she would be very cautious about taking such grants. “I don’t want to say ‘never never ever ever,'” she said, but “this is a matter of making common bond with our members and really listening to the level of distrust they have in the philanthropies and the people on high who are not listening to them.”

– Vicki Phillips, who runs the Gates Foundation’s education division, said her team is “disappointed by Randi’s decision.” She called the AFT “an important thought partner” for the foundation. “We continue to applaud the work of the Innovation Fund grantees to engage teachers in improving teaching and learning in their local communities,” Phillips said.

Peter Greene reports on a debate where Michelle Rhee and Dennis Van Roekel, among others, team up to defend the Common Core standards. They are, he notes, the sharpest minds of our generation. Oh dear.

The best criticism emanates from some of the CC defenders, as when Charles Barone of “Democrats for Education Reform” (the hedge fund managers’ advocacy group for charters and high stakes testing of Other People’s Children) defended the Common Core and called them the “Vietnam of educational issues.” Apt phrasing for a program that has become so toxic that it’s future is in doubt.

NEA, the larger of the nation’s two teacher unions, never ceases to surprise.

In December 2011, Dennis Van Roekel co-authored an article in USA Today with Wendy Kopp of Teach for America, expressing their agreement on how to improve the preparation of teachers. Needless to say, the article provoked outrage among some NEA members, especially those who rightly see TFA as a placement agency for inexperienced, ill-trained youngsters who provide staff for a growing number on non-union schools.

Now NEA has announced a new partnership with the Gates-funded Teach Plus, which advocates for the use of student test scores to evaluate teachers. Its model is Colorado’s SB 191, one of the nation’s harshest laws, where student test scores count for 50% of a teacher’s evaluation. Bear in mind that evaluating teachers by the scores of their students has been shown by researchers to be inaccurate and to punish teachers whose classes include the neediest students. See here and here, for example.

Mercedes Schneider here explains why Teach Plus is a strange bedfellow for NEA.

She assumes that the teachers’ union wanted “a seat at the table” by aligning with an organization that is deeply embedded in the corporate reform movement. She warns that the union and experienced teachers will be “at the table,” but they will not have a seat. They will be on the serving platter.

In September 2012, the Chicago Teachets Union went out on strike to protest the conditions of teaching And learning in the schools. Surprisingly, the strike was supported by parents, who understood that the teachers were fighting for their children. More than 90% of CTU’s members supported the strike, outwitting the pernicious efforts by Jonah Edelman and Stand for Children to make a strike impossible by persuading the legislature to raise the threshold to 75% of members.

In this report, CTU explains its paradigm of unionism as “social organizing,” and contrasts it to an older, less valuable approach which it calls “service-model unionism:”

Here is an excerpt:

“The social-organizing model of unionism adopted by the CTU in the run up to the strike of 2012 played a crucial role in the success of the labor action.

“Broadly speaking there are two different types or poles of unionism operating in the US labor movement at this time – service unions and social-organizing unions. Service unionism, the most common model of unionism in the contemporary US labor movement, is characterized by the union providing a bundle of services to its membership (such as contract language, grievance proceedings, pay raises, and benefits) in a manner akin to how a business provides services to its customers. The leadership and staff of service model unions are the active agent and the rank and file membership are most often passive spectators in the activities of the union. Service model unions take a reactive stance towards management as union officers solve problems for members in response to complaints, concerns or issues that arise. The rhythm of union activity orbits around grievances, arbitrations, and contract deadlines. The key players in the union are the leadership, paid staff, lawyers and lobbyists. Decision- making is top-down and issues of importance are circumscribed by contract lan- guage. The de facto slogan of service model unionism is “If it’s not in the contract, it’s not our concern.”

“In contrast to service model unionism, social-organizing unionism sees unions as a social movement where the bonds of solidarity within the rank and file provide the foundation from which concerted collective action emanates. In the social-organizing model of unionism the leadership, staff and bureaucracy still exist, but their role is to organize, energize and activate the rank and file for collective action. Social- organizing model unions seek to set their own agenda in dealing with management. Social-organizing unions see organizing as a method to run contract campaigns and contract campaigns as a method to organize the rank and file; they are two sides of the same coin. Grievances, arbitrations and contracts are still key moments in the rhythm of the union, but the unity of the membership, and solidarity actions (often pre-grievance) take their place alongside the more officious features of unionism. In social-organizing unions, membership is active and decision-making is inclusive and consciously strives to expand democratic voice. Crucially, social-organizing unions see the contract, the membership and the union as embedded in a context that in- cludes the wider economy, the political system and culture. Therefore they actively engage the political process in order to fight for the conditions of their membership.”

Deborah Meier, one of the great education thinkers of our time, says we were duped.

The corporate reformers stole the good words like “reform” and “choice,” to cover their intentions. They borrowed language from the civil rights movement but not its noble goals.

What do they want?

Bust the unions.

Make money.

Their favorite vehicle: charter schools.

She writes:

“However, the idea of Charter Schools opened the eyes and ears of folks with quite different intentions. They saw that there was money to be made right and left and center. Buildings were “sold off” for nothing or nearly nothing. Public funds were used to start schools whose principals and leaders were paid a half million and more for being the principal” or “superintendent.” Publishing companies and private tech companies saw $$$$$ everywhere. By the time we wake up to what is happening we will no longer have a public education system in reality. Some charters will be legit—truly serving public purposes with public money and boards made up of educators, community members, etc. But most will be in the hands of folks with no other connection to the schools they “serve” than they have to anything else stockholders have—how much money can be made off of this! Meanwhile… that their revolutionary ideas will have demonstrated no significant improvement in the situation facing America’s poor children in terms of test scores is just fine without them.

“They did this with language resonating with the valiant words of “borrowed” from the civil rights movement. Except they seemed to have left out terms like “equal funding” or “integration.” They did it despite the cost to teachers of color, to public unions which Martin Luther King Jr. died defending. And on and on. They did this by adopting noble words (mea culpa) like choice and autonomy and self-governance and small scale and on and on. They did this by playing with data to confuse our judgment.

“Shame on us for being duped.”

I had a very exciting day in our nation’s Capitol today.

Randi Weingarten and the American Federation of Teachers invited me to spend a day in D.C. And offered to set up meetings with members of the education committee in both houses. At the end of he day, the AFT hosted a reception.

I took the train to D.C. to avoid the uncertain weather of recent days, and spent 2 hours on the train writing blogs.

The train arrived a bit before 10, and I went directly to meet with Congresswoman Gwen Moore of Milwaukee. She is well-informed and warm; she remembered me from my last visit in 2010. I was fortunate to have an escort from the AFT to make sure I got to my meetings.

All my conversations were off the record, so all I can share is that I was very candid, and so were the members of Congress.

I next saw Congresswoman Marcia Fudge of Cleveland, who is very sharp. That too was a very pleasant meeting.

Then on to see Congresswoman Rosa de Lauro, who has a key position on the appropriations committee. She is a wonderful, kind, and delightful woman.

After a fast sandwich, we went to the Senate, where I had the pleasure of meeting Senator Tammy Baldwin of Wisconsin–imagine, a Democratic senator from Wisconsin! And then we met Senator Elizabeth Warren, of Massachusetts, who is very impressive.

Here is the news: George Miller of California, Democrat of California, announced his resignation a couple of weeks ago. Miller was a huge fan of testing and charters, as well as an architect of NCLB. Next in line was Rob Andrews, but today he unexpectedly announced he too was retiring. So very likely the next top Democrat on the House education committee will be Representative Bobby Scott of Virginia, a liberal Democrat.

Things should get interesting in D.C. We have friends in high places.

It is amazing how many of the 1% are willing to spend millions to remove due process from teachers, most of whom work harder and earn less than said zillionaire’s secretary or chauffeur.

According to this article by Jennifer Medina in the “New York Times,” David F. Welch is a telecommunications executive who has spent millions to create a group called Students Matter to launch a lawsuit in California intended to strip teachers of due process rights.

John Deasy, the Los Angeles superintendent, testified that the union contract prevents him from firing as many teachers as he would like. Presumably, he would fire thousands of teachers if he could.

Will anyone introduce testimony to demonstrate the allegedly superior education available in states where teachers can be fired at will, as Deasy would prefer?

In many communities, the word “evolution” will not be mentioned in science classes. Books that challenge the mores of anyone in the community will not be taught. If due process ends, so will academic freedom.

Shame on the craven Mr. Welch and his all-star team of lawyers, gunning for teachers.

In an article in “Politico Pro,” which is behind a paywall, AFT President Randi Weingarten applauded the decision of the New York State United Teachers, which passed a resolution of “no confidence” in New York State Commissioner John King.

She said that NYSUT was right to withdraw support from Common Core unless there are “major course corrections.”

The implementation of the standards was badly botched, she said, and neither King nor Board of Regents Chair Merryl Tisch was listening to the public or teachers.

Randi was especially outraged that King is pushing ahead with the Common Core standards at the same time that budget cuts have caused the layoff of thousands of people who provide important services for students.

Weingarten was insistent that the standards had to be delinked from the new tests.