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“Silence Them!”: Romney On Teachers And Their Unions

Mitt Romney has absolutely no problem with billionaires buying elections. In fact, had it not been for billionaires’ buying elections, he would not be the Republican nominee for president.

But Romney has a big, big problem with working people’s participating in the political process. Especially teachers.

America’s primary proponent of big money in politics now says that he wants to silence K-12 teachers who pool their resources in order to defend public education for kids whose parents might not be wealthy enough to pay the $39,000 a year it costs to send them to the elite Cranbrook Schools attended by young Willard Mitt.

“We simply can’t have a setting where the teachers unions are able to contribute tens of millions of dollars to the campaigns of politicians and then those politicians, when elected, stand across from them at the bargaining table, supposedly to represent the interest of the kids. I think it’s a mistake,” the Republican nominee for president of 53 percent of the United States said during an appearance Tuesday with NBC’s Education Nation. “I think we’ve got to get the money out of the teachers unions going into campaigns. It’s the wrong way for us to go.”

That’s rich.

So rich in irony, in fact, that it could be the most hypocritical statement uttered by a candidate who has had no trouble scaling the heights of hypocrisy.

If Romney wanted to get money out of politics altogether and replace the current crisis with a system where election campaigns were publicly funded, his comments might be taken seriously. But that’s not the case. Romney just wants “reforms” that silence individuals and organizations that do not share his antipathy for public education.

Romney is troubled that unions such as the American Federation of Teachers and the National Education Association voice political opinions. But he is not troubled by Bain capitalists’ pooling their resources in Super PACs and buying election results.

Indeed, if it had not been for massive spending by the lavishly funded Romney Super PAC “Restore Our Future” on Republican primary season attack ads—which poured tens of millions of dollars into the nasty work of destroying more popular rivals for the nomination.

When he was facing a withering assault by “Restore Our Future” in Iowa, Gingrich said Romney would “buy the election if he could.”

Romney could. And he did.

Never in the history of American presidential elections has so weak and dysfunctional a candidate as Romney been able to hold his own as a presidential contender solely because of the money donated by very wealthy individuals and corporations to the agencies that seek to elect him.

Yet he now attacks teachers who are merely seeking to assure that—in the face of frequently ridiculous and consistently ill-informed media coverage, brutal attacks by so-called “think tanks” and neglect even by Democratic politicians—the voices of supporters of public education are heard when voters are considering the future of public education.

Romney is the most consistently and aggressively anti-union candidate ever to be nominated for the presidency by a major American political party. His disdain for organized labor has been consistently and aggressively stated. He’s an enthusiastic backer of moves to bust public sector unions, he supports so-called “right-to-work” laws as a tool states can use to bust private-sector unions and he wants to do away with guarantees that workers on construction projects are fairly compensated and able to negotiate to keep job sites safe. The Republican platform on which Romney and Paul Ryan are running goes so far as to call for the “enactment of a National Right-to-Work law,” which would effectively undo more the seventy-five years of labor laws in this country.

That’s extremism in the defense not of liberty but of plutocracy. But there are points where Romney goes beyond extremism.

When it comes to the role of teacher unions, the Republican nominee’s royalist tendencies come to the fore. Unable to recognize the absolute absurdity of a nominee who would not be a nominee were it not for the support he has received from billionaires and millionaires seeking to prevent kindergarten teachers from pooling small donations to defend their schools, his message is the modern-day equivalent of the monarch of old sneering at the rabble and ordering his minions, Silence them!

 

By: John Nichols, The Nation, September 26, 2012

September 27, 2012 Posted by | Election 2012 | , , , , , , , , | Leave a comment

“Standing Up For Teachers”: Collective Bargaining Is Not The Problem

Teachers are heroes, not villains, and it’s time to stop demonizing them.

It has become fashionable to blame all of society’s manifold sins and wickedness on “teachers unions,” as if it were possible to separate these supposedly evil organizations from the dedicated public servants who belong to them. News flash: Collective bargaining is not the problem, and taking that right away from teachers will not fix the schools.

It is true that teachers in Chicago have dug in their heels against Mayor Rahm Emanuel’s demands for “reform,” some of which are not unreasonable. I’d dig in, too, if I were constantly being lectured by self-righteous crusaders whose knowledge of the inner-city schools crisis comes from a Hollywood movie.

The problems that afflict public education go far beyond what George W. Bush memorably called “the soft bigotry of low expectations.” They go beyond whatever measure of institutional sclerosis may be attributed to tenure, beyond the inevitable cases of burnout, beyond the fact that teachers in some jurisdictions actually earn halfway decent salaries.

The fact is that teachers are being saddled with absurdly high expectations. Some studies have shown a correlation between student performance and teacher “effectiveness,” depending how this elusive quality is measured. But there is a whole body of academic literature proving the stronger correlation between student performance and a much more important variable: family income.

Yes, I’m talking about poverty. Sorry to be so gauche, but when teachers point out the relationship between income and achievement, they’re not shirking responsibility. They’re just stating an inconvenient truth.

According to figures compiled by the College Board, students from families making more than $200,000 score more than 300 points higher on the SAT, on average, than students from families making less than $20,000 a year. There is, in fact, a clear relationship all the way along the scale: Each increment in higher family income translates into points on the test.

Sean Reardon of Stanford University’s Center for Education Policy Analysis concluded in a recent study that the achievement gap between high-income and low-income students is actually widening. It is unclear why this might be happening; maybe it is due to increased income inequality, maybe the relationship between income and achievement has somehow become stronger, maybe there is some other reason.

Whatever the cause, our society’s answer seems to be: Beat up the teachers.

The brie-and-chablis “reform” movement would have us believe that most of the teachers in low-income, low-performing schools are incompetent — and, by extension, that most of the teachers in upper-crust schools, where students perform well, are paragons of pedagogical virtue.

But some of the most dedicated and talented teachers I’ve ever met were working in “failing” inner-city schools. And yes, in award-winning schools where, as in Lake Wobegon, “all the children are above average,” I’ve met some unimaginative hacks who should never be allowed near a classroom.

It is reasonable to hold teachers accountable for their performance. But it is not reasonable — or, in the end, productive — to hold them accountable for factors that lie far beyond their control. It is fair to insist that teachers approach their jobs with the assumption that every single child, rich or poor, can succeed. It is not fair to expect teachers to correct all the imbalances and remedy all the pathologies that result from growing inequality in our society.

You didn’t see any of this reality in “Waiting for ‘Superman,’ ” the 2010 documentary that argued we should “solve” the education crisis by establishing more charter schools and, of course, stomping the teachers unions. You won’t see it later this month in “Won’t Back Down,” starring Viola Davis and Maggie Gyllenhaal, which argues for “parent trigger” laws designed to produce yet more charter schools and yet more teacher-bashing.

I’ve always considered myself an apostate from liberal orthodoxy on the subject of education. I have no fundamental objection to charter schools, as long as they produce results. I believe in the centrality and primacy of public education, but I believe it’s immoral to tell parents, in effect, “Too bad for your kids, but we’ll fix the schools someday.”

But portraying teachers as villains doesn’t help a single child. Ignoring the reasons for the education gap in this country is no way to close it. And there’s a better way to learn about the crisis than going to the movies. Visit a school instead.

 

By: Eugene Robinson, Opinion Writer, The Washington Post, September 17, 2012

September 18, 2012 Posted by | Education | , , , , , , , , | 1 Comment

Memo To Gov Walker: This Is What Solidarity Looks Like

All of us have learned some lessons about the meaning of solidarity from the recent events in Wisconsin. Gov. Scott Walker’s so-called “budget repair bill” was a draconian assault on workers’ rights and unions. He followed this with what the Wisconsin education superintendent called “the greatest state cut to education since the Great Depression” and a host of other cuts that disproportionately affect poor people and people of color. Teachers and other public sector employees, along with parents, students, and many, many others, responded with an outpouring of creative, imaginative, and hope-inspiring acts of solidarity.

Solidarity is parents texting teachers to say: “I heard you were going to Madison today. Do you have space for one more in your car?” Solidarity is firefighters (who are not losing collective bargaining) showing up to parade among thousands of protesters every day for two weeks and sleeping on the cold, hard Capitol floors to keep the “people’s house” open for the people. Solidarity is people from as far away as Egypt and Antarctica calling in donations to Ian’s Pizza to feed protesters. Solidarity is strangers running up and saying “Thank you” as they sign a petition to recall their state senator in the most conservative, affluent white suburbs. Solidarity is when two educators can put together a protest on Wednesday night and get 200 picketers at a biased local news station Friday—after school and in the rain. The experience of being in the midst of something much larger than oneself—and realizing that we can change the world for the better, can take care of each other, can make decisions together—is life changing.

Acts of solidarity are growing in Wisconsin and beyond. And it’s a good thing, because solidarity is what we need to sustain us during the most difficult time for public employees and public education that our country has seen in our lifetimes. As the wealthy—and the politicians they have purchased—continue their pursuit of privilege and privatization, we need to be even more audacious in nurturing solidarity for survival.

The attacks on the public sphere go well beyond Wisconsin. Ohio recently passed a law that prohibits collective bargaining over health care and pensions for all public employees, including police and firefighters. Michigan’s Public Act 4, passed in March, allows the governor to appoint “emergency managers” for municipalities with “fiscal emergencies.” The governors of Wisconsin, Michigan, Ohio, and a handful of other states hope to replicate and expand the policies of Indiana Gov. Mitch Daniels, who eliminated collective bargaining for state employees six years ago through executive order. New Jersey Gov. Chris Christie is refusing to negotiate with state workers over health and benefits, and has proposed eliminating tenure, seniority, and civil service protections for teachers while imposing a mandatory test-based evaluation system not subject to collective bargaining.

Teacher Leadership

In Wisconsin, the teachers’ union was a major force in getting people out to the Capitol, with the Madison local, Madison Teachers Inc., taking the lead. After the first day of sick-outs by Madison-area teachers, the president of the Wisconsin Education Association Council called on 98,000 Wisconsin educators to come to the Capitol to protest the bill on Thursday and Friday instead of going to work. The push and pull between rank-and-file union members and union leaders was evident. Activist locals pushed the state organization, and rank-and-file members pushed their union locals. On the flip side, many union leaders asked reluctant members to go beyond their comfort zones and get active to defend their rights.

When Wisconsin teachers arrived at the Madison Capitol to join the protests, they stepped into a powerful tradition of progressivism and unionism. The signs, T-shirts, and invited speakers made it clear that this wasn’t just about teachers, it was about all workers’ rights. As the days wore on and the fight drew increasing attention in the national media, protesters became increasingly conscious that losing in Wisconsin could be the beginning of the end for workers’ rights across the country. Walker saw the situation the same way. He told a prank caller impersonating billionaire donor David Koch that “Ronald Reagan . . . had one of the most defining moments of his political career . . . when he fired the air traffic controllers. . . . This is our moment, this is our time to change the course of history.”

Walker claimed that “Wisconsin is broke” but, as Michael Moore told protesters at the Capitol: “America is not broke. Not by a long shot. The country is awash in wealth and cash. It’s just that it’s not in your hands. . . . Today just 400 Americans have the same wealth as half of all Americans combined.” In fact, one of Walker’s first acts as governor was to give the rich another $140 million in tax breaks.

America’s wealth is not only held unequally, it’s also misappropriated in obscene ways. Virtually always ignored in these discussions is the looming U.S. military budget, which was $663.8 billion last year. What would that money and those human resources mean, directed to meeting social needs instead of poured into weapons and conquest, including the endless occupation of Afghanistan? The current crisis is not an “unavoidable” consequence of economic recession; it is a bill come due for bailouts, bombs, and unsustainable inequality. And it’s being delivered to the wrong address by the political servants of the rich.

Cuts Target the Most Vulnerable

Compounding public employees’ anger at the attacks on their jobs and unions has been growing anger about the debilitating budget cuts that destroy public services and make it impossible to serve the needs of students, patients, or clients. Among Wisconsin teachers, this led to a feeling of “What do we have to lose?” Late one night, as dozens of teachers debated whether to organize a sick-out, one teacher remarked: “If one-third of your building calls in sick tomorrow, you’ll have the same staffing levels as you’ll have every day next year after the budget cuts.”

Attacks on the public sector—teachers, nurses, social workers, librarians, public health workers—are in essence attacks on the people they serve: children and those who are sick, elderly, homeless, disabled, jobless, newcomers, or otherwise in need of public services. In state after state, budget cuts have targeted those who are most vulnerable. The racial and class injustice of the cuts is undeniable. In Michigan, proposed cuts would close half the schools in Detroit, where 95 percent of the students are African American, and increase class size to 60. The Texas budget proposal would eliminate pre-K funding for almost 100,000 children. In Washington, cuts would eliminate prenatal and infant medical care for 67,000 poor women and their children. In Wisconsin the governor’s new budget hits Milwaukee Public Schools, the state’s largest and most impoverished district, particularly hard. The proposal denies health care coverage and food stamps to many more people in need, including both documented and undocumented immigrants. It will take away college opportunities from undocumented immigrants by repealing the current state law that allows any resident to pay in-state tuition.

Also in Walker’s proposal is a huge expansion of public support for private schools. Milwaukee would become the first city in the United States in which any child, at any income level, could attend private school (including a religious school) on the public dime. And lest we think that this is a peculiarly Wisconsin development, the spending deal to avert a federal government shutdown in April included a plan to provide federal money to low-income students in Washington, D.C., to attend private schools.

This insistence on spending money on vouchers in the midst of a “fiscal crisis” exposes the right’s real goals. This is the future that many people with great wealth, and those who do their bidding, have in mind: the decimation of workers’ rights to organize, the withering of the public sphere, wealth and power increasingly concentrated at the top. The signs that proclaimed “We are all Wisconsin” and the solidarity protests across the country were a recognition that—as the Industrial Workers of the World said more than 100 years ago—an injury to one is an injury to all.

Sustaining Resistance

No doubt, in the face of these increasingly aggressive right-wing attacks, frustration, depression, and even desperation are widespread. But here, too, communities around the country can draw inspiration from Wisconsin. Months after the first protesters marched into the Capitol, people continue to organize. A few examples: massive recall campaigns aimed at state senators who voted to destroy collective bargaining; street protests dogging the governor’s footsteps; teacher “grade-ins” at local malls to make weekend grading and planning visible to the community; campaigns to get out the vote for progressive candidates; a boycott, led by the Wisconsin Firefighters Union, against M&I Bank, whose executives are major funders of Gov. Walker.

Yes, this is no time to despair. There is too much on the line. But it’s also no time to ignore very real and enduring problems in our schools. Too often, the enemies of public education have taken advantage of schools’ failure to meet the needs of disenfranchised communities to push privatization schemes and market reforms—from vouchers to Teach for America—as the alternative. As educators, we need to listen to students’ and parents’ genuine grievances about public schools and respond with engaged imaginations and a determination to work together as school communities. We need to build labor-community alliances that directly confront racial injustice. Moving in that direction were May Day celebrations this year in Wisconsin, New York, and other states built by conscious collaborations of labor and immigrant rights organizations with demands for human rights that were explicitly pro-immigrant, pro-labor, and anti-racist. We need more cross-union alliances like Jobs with Justice to organize the unorganized and support all workers’ rights—here and around the world. We need more teachers’ unions that defend communities as well as contracts, and political organizations that see electoral campaigns as one aspect of a permanent mobilization toward democracy and justice.

As the articles in our cover section point out (see p. 14), we need to equip our students to recognize what’s at stake—and to look at history and current social movements to see what people, including young people, can do when they act on their beliefs. If Wisconsin’s Scott Walker has taught us anything, it’s that what is at stake is the kind of society we want to live in.

These past few months in Wisconsin have shown that consciousness-raising and organizing can be filled with humor, imagination, and a bold spirit of resistance. We can build on this work, deepening and multiplying our expressions of solidarity, to sustain us through this intensely difficult time and propel us toward a more humane and just future.

By: The Editors, Rethinking Schools, June 24, 2011

June 25, 2011 Posted by | Class Warfare, Collective Bargaining, Conservatives, Democracy, Economy, Education, Equal Rights, GOP, Gov Scott Walker, Government, Governors, Health Care, Ideologues, Jobs, Koch Brothers, Labor, Lawmakers, Middle Class, Politics, Public, Public Employees, Republicans, Right Wing, States, Union Busting, Unions, Wisconsin, Wisconsin Republicans | , , , , , , , , , , , , , , | Leave a comment

The Failure of American Teachers

For a long time, I tried to fight it.

Whenever someone had the temerity to criticize public schools and schoolteachers, I stood staunchly in the corner of those who practice my profession. I noted that in my 12 years as a teacher, I have had the privilege of serving with hard-working, skilled professionals.

Prior to becoming a teacher, I spent the previous 22 years as a newspaper reporter and had the opportunity to observe dozens of schools doing outstanding jobs of serving their communities.

Sadly, I have finally had my blinders removed and I no longer have the same glowing view of public education.

It has nothing to do with test scores, considering most of the schools are taking poorly-worded tests from companies that are making a mint off selling tests and practice tests. After all, if the tests are any good, there would be no need for these practice tests, which have turned out to be a lucrative sideline for the companies.

It has nothing to do with lazy, incompetent teachers who received tenure and cannot be fired. On the contrary, that is a phenomenon of some large, suburban schools whose failures are then exploited by those who wish to see public education destroyed. From what I have seen over the years, many young teachers who are not cut out for teaching quickly discover that and move to other work. Others are encouraged by administrators to leave education, while others are removed before they can do more damage. Few incompetents receive tenure in Missouri and most of those are as a result of administrators not doing their jobs.

It has nothing to do with the stories about teachers misusing their positions of trust to take advantage of students. Some critics have targeted teachers because of these few who have brought shame on all of us. The reason those instances are so well publicized is because they are still thankfully rare.

It has nothing to do with out of control unions who care about teachers more than children. It has not been my experience that union members put anyone ahead of children.

It has nothing to do with teachers working 8 to 3 and getting three months off in the summer and Christmas breaks. I don’t know many teachers who don’t take their work home with them and most arrive well before first bell and work long after children have gone home. Summers are spent either teaching summer school or taking classes and attending seminars to keep up with the latest developments or to earn higher degrees. Of course, those higher degrees and the debt the teachers have run up earning them will be wasted once laws are passed, including one scheduled to be voted on this week in Missouri that will eliminate years of valuable experience and advanced degrees in favor of a system that relies on the same poorly written tests I mentioned before. Poverty, parents who don’t care, children with no interest in learning (or allowing others to learn) — none of those things mean anything. After all, if you believe the rhetoric from our politicians, the sole problem in American public education is horrible, inept teachers.

And that brings me to the sole reason I have changed my mind about the competence of American public schoolteachers — if we were doing our job, somewhere along the line we would have taught the politicians who are systematically destroying public education, the greatest of all American experiments, something about decency, respect, and developing the mortal fortitude to resist the siren song of the special interests who are well on their way to making the U. S. into a world of haves and have-nots, where public education will serve to provide low paid feeder stock for non-union companies and taxpayer-financed private schools will continue to cater to the elite, with the middle class existing only in history books.

Public schoolteachers have failed miserably by producing the most incompetent, mean-spirited legislators in U.S. history.

By: Randy Turner, The Huffington Post, March 19, 2011-Original Post, March 13, 2011

March 19, 2011 Posted by | Budget, Class Warfare, Collective Bargaining, Education, GOP, Politics, State Legislatures, States, Teachers, Unions | , , , | Leave a comment

U.S. Is Urged to Raise Teachers’ Status

To improve its public schools, the United States should raise the status of the teaching profession by recruiting more qualified candidates, training them better and paying them more, according to a new report on comparative educational systems.

Andreas Schleicher, who oversees the international achievement test known by its acronym Pisa, says in his report that top-scoring countries like Korea, Singapore and Finland recruit only high-performing college graduates for teaching positions, support them with mentoring and other help in the classroom, and take steps to raise respect for the profession.

“Teaching in the U.S. is unfortunately no longer a high-status occupation,” Mr. Schleicher says in the report, prepared in advance of an educational conference that opens in New York on Wednesday. “Despite the characterization of some that teaching is an easy job, with short hours and summers off, the fact is that successful, dedicated teachers in the U.S. work long hours for little pay and, in many cases, insufficient support from their leadership.”

The conference, convened by the federal Department of Education, was expected to bring together education ministers and leaders of teachers’ unions from 16 countries as well as state superintendents from nine American states. Secretary of Education Arne Duncan said that he hoped educational leaders would use the conference to share strategies for raising student achievement.

“We’re all facing similar challenges,” Mr. Duncan said in an interview.

The meeting occurs at a time when teachers’ rights, roles and responsibilities are being widely debated in the United States.

Republicans in Wisconsin and several other states have been pushing legislation to limit teachers’ collective bargaining rights and reduce taxpayer contributions to their pensions.

President Obama has been trying to promote a different view.

“In South Korea, teachers are known as ‘nation builders,’ and I think it’s time we treated our teachers with the same level of respect,” Mr. Obama said in a speech on education on Monday.

Mr. Schleicher is a senior official at the Organization for Economic Cooperation and Development, or O.E.C.D., a Paris group that includes the world’s major industrial powers. He wrote the new report, “What the U.S. Can Learn from the World’s Most Successful Education Reform Efforts,” with Steven L. Paine, a CTB/McGraw-Hill vice president who is a former West Virginia schools superintendent, for the McGraw-Hill Research Foundation.

It draws on data from the Program for International Student Assessment, which periodically tests 15-year-old students in more than 50 countries in math, reading or science.

On the most recent Pisa, the top-scoring countries were Finland and Singapore in science, Korea and Finland in reading and Singapore and Korea in math. On average, American teenagers came in 15th in reading and 19th in science. American students placed 27th in math. Only 2 percent of American students scored at the highest proficiency level, compared with 8 percent in Korea and 5 percent in Finland.

The “five things U.S. education reformers could learn” from the high-performing countries, the report says, include adopting common academic standards — an effort well under way here, led by state governors — developing better tests for use by teachers in diagnosing students’ day-to-day learning needs and training more effective school leaders.

“Make a concerted effort to raise the status of the teaching profession” was the top recommendation.

University teaching programs in the high-scoring countries admit only the best students, and “teaching education programs in the U.S. must become more selective and more rigorous,” the report says.

Raising teachers’ status is not mainly about raising salaries, the report says, but pay is a factor.

According to O.E.C.D. data, the average salary of a veteran elementary teacher here was $44,172 in 2008, higher than the average of $39,426 across all O.E.C.D countries (the figures were converted to compare the purchasing power of each currency).

But that salary level was 40 percent below the average salary of other American college graduates. In Finland, by comparison, the veteran teacher’s salary was 13 percent less than that of the average college graduate’s.

In an interview, Mr. Schleicher said the point was not that the United States spends too little on public education — only Luxembourg among the O.E.C.D. countries spends more per elementary student — but rather that American schools spend disproportionately on other areas, like bus transportation and sports facilities.

“You can spend a lot of money on education, but if you don’t spend it wisely, on improving the quality of instruction, you won’t get higher student outcomes,” Mr. Schleicher said.

By: Sam Dillon, The New York Times, March 16, 2011

March 16, 2011 Posted by | Education, Employment Descrimination, Equal Rights, Professionals, Teachers, Unions | , , , , , , | Leave a comment

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