You believe every lie your union tells you, don’t you?

©Depositphotos.com/Margaret Paynich

©Depositphotos.com/Margaret Paynich

I’ve been talking about the new right to work law in Michigan and the fall out from it in these two posts:

Teachers Union puts up smoke screen while they deny workers their rights

MEA attempts to ruin credit of 8,000 teachers

I just can’t believe the lies every time I read an article on this issue.

With the teachers given a 31-day window in August to decide, representatives for the state’s largest public-sector union are imploring them to stay or risk losing their clout in how schools are operated.

“If I don’t stand up and stay in my union, then we don’t have a voice,” said Chandra Madafferi, a high school health teacher and president of a 400-member local in the Detroit suburb of Novi.

Hmmm, OK. Lets read these two posts again:

WHY TEACHERS HAVE NO VOICE

Unions do what they want, without majority of teacher input

And, how about this one?

MEA attempts to ruin credit of 8,000 teachers

And tell me again what “voice” teachers are giving up by cancelling their union membership and keeping an extra $1,000 for themselves? They didn’t even have a voice to begin with, so how can they give it up?

A significant number of dropouts would deliver a financial blow to labor in a state where it has been historically dominant. Previously, employees in union-covered jobs were required to pay fees for bargaining and other services even if they didn’t want to belong.

“There is a lot at stake,” said Lee Adler, a lawyer who teaches labor issues at Cornell University and represents firefighters’ unions in New York. Public-sector unions, he said, “don’t have a history of being able to do massive recruitment of members who will voluntarily pay dues.”

Ah yes. It’s not actually about giving teachers a voice, it’s about….union dues! What I love the most about the this law is that it doesn’t allow the “collective bargaining fee” that non union members were required to pay previously, which was suspiciously similar to the actual amount of dues for a member.

Bingo – the reason I want teachers to pay the dues independently. If recruitment is much harder with voluntary dues, then maybe the union will actually have to change in ways that will attract teachers for the right reasons. Unions have been spending taxpayer dollars at will for too long!

With contracts covering roughly three-quarters of the 1,100 school workers’ bargaining units expiring, the Koch brothers-backed Americans for Prosperity bought a full-page ad in the Detroit Free Press with a form that teachers could send to their union to drop out. A free-market think tank has mailed reminder postcards about the Aug. 31 deadline.

“We are making sure that every eligible member who wants out of the union has the ability to do so,” said Vincent Vernuccio, director of labor policy for the Mackinac Center, which has worked in the Legislature to limit collective bargaining and promote charter schools.

Union officials charge that the group’s “desperate” campaign is aimed at union busting, not worker freedom.

“This is an organization bent on the destruction of not just this union but frankly of the public education system we all believe in,” said Doug Pratt, the state education association’s director of member and political engagement.

So while some groups are helping to provide information to help union members make their own decision (because remember the union was not educating their members adequately about the 31 day exit period) which actually does equate to worker freedom – MEA says the group is destroying public education as we see it.

I’m sorry first of all, they are simply informing teachers of their rights (something the union fails to do, but claims to protect teachers) which has nothing to do with destroying public education.

You know what is destroying public education? The MEA disenfranchising 8,000 teachers for forcing them to pay dues that the state already decided aren’t required. What has MEA done lately to improve public education. Alot of Nothing!

In Novi, Madafferi, 40, said she’s worried that some younger teachers won’t see the value of union membership. She said she has worked to explain the problem with “freeloading,” or benefiting from union negotiations without paying dues. Members pay up to $640 annually to the state union and $182 to the National Education Association, along with local dues.

As I said in this post, “A free-rider problem? Because workers benefit from the union’s contract negotiations and don’t have to pay. Someone PLEASE enlighten me about how the “collective bargaining fee” is calculated. If you are negotiating on behalf of 100 or 10,000 teachers do you really do more work? Free-rider problem, what a bunch of absolute baloney!”

Novi special education teacher Susan Bank, 60, said she plans to save the money, having gone several years without a raise.

“What am I getting for the over $1,000 in union dues I’m paying?” Bank said. “Now that we have the new law, the rules of the game have changed.”

Labor experts say Michigan unions will have to find other ways to demonstrate their value even though they still have collective bargaining power. In neighboring Wisconsin, more than one-third of teachers dropped their union membership after a 2011 law effectively ended collective bargaining for most public employees. But in right-to-work Alabama, nearly 80 percent of teachers voluntarily belong to the union and pay dues, said Adler.

Exactly. Unions in Michigan will have to demonstrate their value, just like any other benefit. The article notes that in right-to-work state Alabama, nearly 80% of teachers voluntarily pay their dues. Maybe MI needs to visit AL. I would say union presence is better in right-to-work states where the organizers actually have to work to get members voluntarily, instead of tax payers handing over cash directly to the union for doing very little work.

Unions do what they want, without majority of teacher input

©Depositphotos.com/Margaret Paynich

©Depositphotos.com/Margaret Paynich

In my last post I talked about how teachers should pay the union dues directly, so they can have more control over the actions of their union and because I think it’s veering on an illegal use of taxpayer monies.

I also think that unions would have to pay more attention to their teachers if they had to actually collect the monies. You might be surprised to think that teacher’s don’t have much say in their union. Isn’t it there to protect teachers and represent them? I’m not entirely sure which teachers unions are representing, but its not the majority of teachers.

I can tell you from my own experience as a student in my public schools that the teacher who were younger, more innovative and wanted to make change were easily rebuffed by union officials. So much so that they are scared to go against the union. Scared to speak up? Oh and by the way, the same people you are scared to speak up against, are taking your money for union dues without any say from you.

Now that I think about it, it’s like taxpayers who are scared or unmotivated to approached their legislators about how their own tax money is being spent.

Bottom line, these people are taking your money, more or less without your say so and then are spending it on who knows what.

When I was an intern during my school counseling program, I worked for a counselor who was retiring the next year. She was in a group of teachers who all sat together at lunch and literally gossiped about everyone and made lots of off handed comments about their retirement, their workload, making everything seem like a big sham. They were in it for them first and it at all, the kids second.

Dmitri Mehlhorn has a great piece called: Why Teachers Have No Voice. He makes some very compelling points.

He talks about how his mom was a teacher and when she became a union rep, saw that while she was trying to adovcate for student achievement to be the union’s goal, it was really about job protection and salaries. He says his mom retired early and still worries about ineffective teachers.

A close look shows that many teachers believe in parent engagement and choice. When the chips are down – in other words, when it comes to their own children – public school teachers are twice as likely as other parents to send their kids to private schools. When I had an ineffective teacher as a child, my mom pinched pennies to put me into a private school for a few years. Teachers do this for reasons eloquently explained by Ray Salazar, a Chicago Public Schools teacher who wrote about his choices for his own children and why public education should offer more choices for all parents.

More than anyone else, fellow teachers know how other teachers teach. The most disturbing thing for my as a school counselor intern was that no matter how much time I spend working with a student, I still have to sent him back to the 5/6 ineffective teachers. There is nothing I can do to help him overcome that. And it feels like all the work I do unravels as soon as he walks out the door. I suspect that is why teachers often make choices other than public school for their kids, because while a parent may fight the system to get what their child needs, a teacher knows the fight could be futile, or even detrimental to their own job.

Three quarters of all teachers and an even higher percentage of highly recognized teachers believe it needs to be easier to dismiss ineffective teachers. Unfortunately, teachers feel that they have no voice outside their classrooms.

It is still excruciatingly difficult to dismiss ineffective teachers, while 3/4 of teachers believe it should be easier.

Dmitri’s mom is not the only one to realize that unions aren’t what we need them to be:

My mom’s experience, however, alerted me to the sincerity of those who have concluded that reform unionism is a mirage. Former Los Angeles Mayor Antonio Villaraigosa, who concluded that teachers’ unions have been an “unwavering road block to reform,” started his career as a teachers’ union organizer. Civil rights leader Howard Fuller traveled a similar path: starting his career as a public sector union organizer, but eventually concluding that the unions prioritized political power over student interests.

I, myself, used to be vehemently for teachers, no questions asked. I assumed, naturally, that the teachers deserved the contracts they asked for because teachers are the foundation of our society. I blindly supported teachers until I started to perform more research. Now I see the evidence everywhere.

Union leaders tend to be unrepresentative. A 2005 survey of membership and leadership by the National Education Association found that only 15 percent of teachers are actively involved with the union.

If unions are going to useful in a positive way, they need to embrace more of their membership. And I think they should get to know all of them better by requiring them to pay the dues out of pocket instead of automatically through their paycheck.

 

This sounds like pontificating on your part…

I started refuting Anthony Cody’s post in this blog: You know what is on its last legs? Status quo education , Now I continue with his next claim…

Charter schools: We were told that charter schools were where innovation was happening. Freed from the dual constraints of district management and union contracts, these schools were going to show the laggards in public schools how it should be done. Some even claimed to have “figured out” how to overcome the effects of poverty on student achievement. So the billionaire geniuses of corporate reform insisted that all barriers and regulations on charters be removed or minimized. This requirement was written into Race to the Top and NCLB waivers. Want federal money? Better open the door for charter schools. Want special grants from the Gates Foundation? Open the doors to charters in your district.

But now charter proponents admit they have no secret sauce beyond excluding students who are difficult or expensive to educate. Their plan is to “serve the strivers,” and let the rest flounder in an ever-more-burdened public system. The states where regulations are weakest, like Ohio, have charters that perform worse than the public schools, and even the self-described fan of free-markets, Margaret Raymond, lead researcher at CREDO, recently concluded that using market choice to improve schools has failed. In the state of Washington, where Bill Gates and other reform titans spent millions to pass a law allowing charter schools there, the first charter school to open is struggling to stay afloat, having suffered massive staff turnover in its first year. How ironic that 13 years after the corporate reformers labeled their flagship of reform “No Child Left Behind,” that now their leaders are left defending leaving behind the very children they claimed their project would save.

This sounds like pontificating on your part….Can you source this exact language? “But now charter proponents admit they have no secret sauce beyond excluding students who are difficult or expensive to educate.” I’d like to see it. Just because you say it or wrote it does not make it so. (Thought wouldn’t you love it if you could be right for once?)

Yes, there are charters that don’t perform as well as their traditional public schools. Apparently, though I have not seen the evidence or proof myself, some charters expel or exclude some students. But that is NOT a characteristic nationwide. In fact they traditionally operate themselves in areas to serve low income underserved children. You want to talk about expulsions? Why don’t you check on the school discipline policies (or lack thereof) in all of your traditionally public schools and then come back and talk to be about charters expelling.  Take a look at the movement happening in state legislatures nation-wide because of the school suspension issues in ALL schools. Instead of addressing the fact that status quo education policies, including the ineffective school discipline procedures, that are going on in traditional public schools you’re just trying to draw attention elsewhere. Why don’t you clean up your own house?

 You20141105_193833‘ve mentioned Ohio and California. What about all the other charters? Were those the only ones you can find that were under performing? I wish I could point to only  2 states where traditional public schools were underperforming – unfortunately that’s not the case. What about KIPP school? Democracy Prep? Big Picture Learning  Schools? We have some stellar charters here in GA – Drew Charter and Ivy Prep.

 Also, I’ll have you know that I believed that charters were started to try new education strategies for public schools to learn from. Well, I was informed this fall by Howard  Fuller himself, a father of charter schools in MN that charters were not started to test out new ideas for traditional public schools (though I still believe this is a goal we  should strive for), but that they were created simply to offer parents and students an alternative to their only choice of a public school, which may not be meeting student  needs.

 But feel free to keep writing nonsense, because it gives me plenty of material to work with.

You know what is on its last legs? Status quo education

My search to find articles to refute has bound upon a plentiful pile at “Living in Dialogue” blog.

Here goes Anthony Cody, yet again…

There is growing evidence that the corporate-sponsored education reform project is on its last legs. The crazy patchwork of half-assed solutions on offer for the past decade have one by one failed to deliver, and one by one they are falling. Can the edifice survive once its pillars of support have crumbled?

No. You may wish it so. But it is not true. Saying it doesn’t make it true. But you know what is on its last legs? Status quo education that your folks have been defending for so long, that is still failing children nation-wide.

Teach For America: This project had as its central premise the idea that what was wrong with the teaching profession was that not enough really smart people were becoming teachers. So we will recruit some high flyers and fill the gaps in high needs schools. And because these folks are sooo smart, they do not need the year or two of preparation that regular old teachers needed – they could learn to crunch data, manage a class and prepare for tests in just five weeks. And if they leave after a couple of years, that’s ok too. They can transform education as the next generation of leaders and policymakers, because they will have brains that classroom experience, and TFA’s no excuses philosophy to guide them.

As Cody continues with his selective history, I pulled this off the TFA website:

Wendy Kopp proposed the idea for Teach For America in her Princeton University undergraduate thesis in 1989.  In 1990, a charter corps of 500 committed recent college graduates joined Teach For America and began fueling the movement to eliminate educational inequity.  Since then, nearly 33,000 participants have reached more than 3 million children nationwide during their two-year teaching commitments. They have sustained their commitment as alumni, working within education and across all sectors to help ensure that children growing up in low-income communities get an excellent education.

Given the magnitude of the educational inequity, we have aggressively worked to grow and deepen our impact.  Our corps members and alumni have helped accelerate the pace of change as teachers, principals, elected officials, social entrepreneurs, and leaders in all fields.  Alongside many others, they have proven that classrooms, schools and now whole communities can transform the life trajectories of all students, regardless of background.

We are energized by the progress we have made over the past 22 years and more hopeful than ever before that one day, all children in this nation will have the opportunity to attain an excellent education.

From this excerpt, I can see that TFA was started to commit recent college graduates who believed in eliminating educational equity to serve as teachers in low income communities. TFA is working the make sure that poverty doesn’t write  a child’s future but that their education does. But because the union movement and it’s friends like Diane Ravitch and Anthony Cody are just now trying to tackle poverty, they can’t admit that anyone else is, because it takes away from the success they can produce. How selfish. That doesn’t sound like its about kids. Sounds like it is about adults.

What is really the difference between a recent college graduate who took 30 more credits in education and a TFA teacher? Only the quality of their instruction. We already know there is a movement to transform schools of education because the teaching profession is lacking a true leader in that field. So, a lackluster 30 credits (which split up over a couple days a week for a couple of hours a day over two semesters) or 5 weeks of intensive training? Sounds like they could be pretty equal to me.

But this year TFA is hitting some serious headwinds. They are finding that recruitment has dropped for some reason, and the organization is even closing its New York training instituteoffice. Perhaps students have been finding out some of the problems with the program, discovering in advance that five weeks is not adequate preparation for the challenge of teaching in a challenging school. Perhaps potential recruits have encountered TFA alums sharing their experiences, or even some of those organizing to resist the program. And word may have leaked out that TFA is not the best vehicle for those concerned with social justice – given that corps members are sometimes being used to replace veteran teachers.

Ok Cody, where is your data, your research to support the crumbling? So what they are closing an office and there are fewer applicants. Those statements say nothing about the quality of the work TFA teachers do, or the success they have with their students. Where is your data proving that students with a TFA teacher perform worse than traditional public school teacher taught students? Unless you can back your statements up with some data, you are just crying wolf.

Since you mentioned veteran teachers….Some are very good. Many are not – either they haven’t kept up with the times, their classroom discipline/management style doesn’t mesh with today’s youth, they haven’t had a professional, thorough evaluation to determine where their professional development needs are (the subsequently they did not receive professional development to meet their needs, which not their fault, but a reality), they won’t learn new education strategies, or the worst, they are just collecting a paycheck and passing out worksheets all day long.

This may not be a majority of teachers – BUT THEY DO EXIST!! and every single moment a student spends with these ineffective teachers is a wasted moment that the child is expecting to receive a quality education and simply is not. Children, parents and the community expect and are paying for high quality education. When are kids aren’t receiving a quality education we are all wasting our money, might as well be flushing it down the toilet. Or, Like in DeKalb County, GA where I live, as long as all the friends and family have a high paying job at the school department, all is right with the world.

Diane Ravitch is the “hoax”

ICYMI, Diane Ravitch was in TN recently.

She demonstrated exactly what is wrong with the anti-reform movement. The only hoax in the room was Diane Ravitch.

the “narrative that the reformers have been constructing is itself a hoax.

“They say that our schools are failing. Again and again it’s on the cover of magazines and in the news media — our schools are broken, our schools are obsolete.

“Our test scores are not flat or declining,” she countered. “Today, test scores are the highest for every group than they’ve ever been in history.”

Are all schools failing? Certainly not. But there are definitely millions of students who do not have access to a quality education and they are being failed by our system everyday. This can not be denied. Though, apparently, Diane Ravitch thinks every child is receiving a great education!?!?! I hear stories like these all the time.

She claims that education reformers are putting all our schools in one basket “failing.” Yet she seems to have no problem putting charter schools and every other reform we’ve been putting in place to combat poverty and provide an equal and quality education to every student in the “bad” basket. Hypocrisy everywhere.

This reminds me of how the anti-reformers viciously attack their opponents instead of act like adults and have a real conversation.

Diane would rather block her opponents that actually listen to them. Because maybe they would be right and she would be wrong? That can’t be. Not for a professional with a laundry list of accolades…and not a single day in a K-12 classroom.