#167 June 1, 2014- Educators and Their Unions

Educators--

Enemies or Allies? . . .

Madison School District employees were given reason for hope last week when the district's school board voted unanimously to open negotiations for a contract that would put employees under a collective bargaining agreement through 2016.  With that hope came the inevitable anxiety and fear about what these negotiations would look like and what the results would be.  Would we see a repeat of previous negotiations that occurred when bargaining was not conducted on a level playing field?  In those negotiations MMSD administration used the power that Act 10 and the threat of ending collective bargaining altogether provide to win concessions from employees.

In this current round of negotiations there are some conditions which are similar, and some differences.  We have a new superintendent and a several new board members.  The new superintendent has brought with her many new faces in the administration as well.  The new administration has also brought new ideas and language that speaks about "flipping the pyramid" and giving more voice to educators and individual schools.  This brings proposed changes to budgeting, SIP and other decision making processes.    

The same challenges and issues plague our district.  The Achievement Gaps, poverty, lack of staff diversity, testing, tight budgets and more are issues that are still with us, and that need to be addressed in multiple ways.  The most important continuing condition is that the negotiations are still being held while employees are under significant duress.  The impending decision on Act 10 by the Wisconsin Supreme Court is looming, and the outlook for unions with the conservative leaning of the court is bleak.  This reality gives the administration a huge advantage, they don't have to give much because the court could rule at any time and simply eliminate the ability of employees to negotiate over anything but a minimal pay raise.  There will be those in the community, and maybe even in administration or on the school board, who will call for the district to take full advantage of this and fully utilize the "tools" that Act 10 provides, thus effectively  eliminating employee voice in the decision making processes.

Taking that last position would be a huge mistake for our district, its employees and for our community as a whole.  Real, honest negotiations need to happen, and Madison School District employees need to continue to work under a

collective bargaining agreement that is truly negotiated in good-faith.  It is true that there are many issues facing our district and that these issues are of primary importance.  Our school district exists to educate all students in a safe and positive environment.  That is its primary purpose and every aspect of the district's policies, budgets and initiatives should go towards achieving the goals associated with educating all students well.

The employees of MMSD are in full agreement with this purpose, it is why we entered the education profession in the first place.  It is why educators in Madison, and across the state, put in long hours, continue to develop our own professional knowledge and expertise, and dedicate our lives to our students and our profession.  Those who question the dedication and professionalism of educators simply don't understand the level of commitment that education employees have for their students, schools, community and profession.

This professional pride is a huge part of what makes our schools succeed and gives us hope for making further improvements in outcomes for all students.  Attacks on education and on public schools are attacks on the educators who work in them.  In the same way, attacks on educator unions are attacks on the educators themselves.  A union is a collection of individuals acting collectively to accomplish things that they couldn't accomplish alone.  While there are those who try to claim that they like educators, but don't like educator unions, the reality is that it is impossible to separate public education employees from their unions and the accompanying collective bargaining agreements. 

Handbooks or other employee policies, no matter how cooperatively created or friendly, are employer driven and removed from employee control.  Collectively bargained agreements are different at their core from any other type of employee policies.  They are a source of security, hope and pride for employees.  They represent a level of respect from employers and a recognition that employees have valuable things to offer an organization or company.    

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The issues that face our schools exist for many, complicated and societal reasons.  Schools alone can't solve these issues.  District policies and initiatives alone can't solve these issues.  Collective bargaining agreements don't provide the solutions either.  Those who claim that unions and contracts are the cause of our educational challenges are ignoring the realities that our schools exist in.  Educators, educator unions and collective bargaining aren't the enemy of our students and communities.  We are being mislead by those who seek to profit from our schools, profit from our students and who seek to gain political advantages by eliminating the voice of employees in their workplace.       

In fact, the exact opposite is true.  Unions and collective bargaining are at the very root of a successful democratic, capitalistic society.  Unions aren't perfect, but then nothing in society is, or ever will be.  Collectively bargained agreements are living documents that change with the times and that represent an effort by all parties to make things better.  Like our Constitution they are supposed to provide a vehicle for discussion, rules to govern and make decisions by and to represent a truly democratic process that allows all voices a say in what happens.    

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The current climate portrays unions as self-interested, willing to destroy society, and protectors of the incompetent.  If we recognize that unions are their members then we are essentially saying that educators are the enemy of education, equity and opportunity.  This effort has gotten us to the point where the very existence of public sector unions is in jeopardy. 

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Collective bargaining works best in a climate where conversations, discussions and arguments can occur between equal parties.  All groups involved have a responsibility to represent their own interests, while at the same time keeping aware of the global perspective.  Groups will have different positions, and this is the cornerstone of a democratic process.  Eliminating the voices of any group weakens the process and allows for unilateral decision making.  While this may streamline decision making and be satisfactory for one perspective, it rarely leads to positive outcomes for the entire group.  This is true on a societal level as we are learning here in Wisconsin, and also true in more specific areas like education. 

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As we look forward to a new contract for MMSD employees we need to remember that offering alternative ideas and dissenting when initiatives are proposed does not make any group or individual the enemy of education, progress or equity.  No single group has all the answers that will solve the significant challenges we face in our public schools.  However, ignoring or vilifying the voice of professionals in our schools means that we must discount their experience, training and knowledge that guides our decision making processes.  The working conditions for school employees are truly the learning conditions for our students.  Professionals in education, no matter what their position, know what is happening in our schools and need to be listened to.  We need to have protections in place to allow us to advocate for our students.  The collective bargaining process allows educators, administration and the community (through elected school board members, open meetings and public input) a voice in improving our schools. 

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The real problems that we face are not unions and collective bargaining.  Our real problems are dealing with issues around race, poverty and other bigger societal issues.  Collective bargaining represents one vehicle for having a discussion about issues that matter.  Professional educators who are respected and protected are able to lead the efforts to address these challenges.   

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Our educational professionals and their unions are struggling to protect and improve our public school systems.  We are standing up for what we believe to be right for our students, our communities, our profession and ourselves.  In the current climate it is vital that this is recognized and respected through a collective bargaining process.  We aren't asking for special treatment, just the rights and privileges that our nation was founded on. Collectively bargained agreements won't solve the problems of education, but it will provide needed support for the people who will. 

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The Good, The Bad and

The Ugly. . .

The Good . . . The race for Wisconsin Governor is heating up.  Wisconsinites need to stay informed and make sure that we are voting based on truth, not on propaganda.  

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The Bad . . . The goal of making sure that every student is career and college ready is something important to strive for.  However, we need to make sure that being college ready will truly be a positive for our students.  The cuts to our  universities and colleges are dramatic and will be devastating unless we can reverse the trends.

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Of course getting a college education can increase earning potential and long term achievement, however, the albatross of student loan debt that hangs around the neck of too many students is crippling to their personal financial success.  This is especially true in fields like education where reductions in income mean that many educators are making high student loan payments long into their careers.  How can our economy grow when so many of our wage earners are repaying their student loans and not taking our mortgages or otherwise making purchases that should be driving our economic recovery? 

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The Ugly . . . The rights that are spelled out in the Constitution and the Bill of Rights apply to all.  They represent an effort to find common ground and to unify our nation.  Without the compromises that our founders made, America would not have become the nation it is today.  Citizens of modern America need to remember this and recognize that living in a diverse society requires compromise and sacrifice for the good of all.  Tolerance, empathy and respect are vital to our continued success as a nation. 

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Issue #82 October 7, 2012- Testing and New Contracts

What This Is…

Issue #82- October 7, 2012

In this issue: Standardized Testing, MMSD Educators Under Fire

Testing, "Mapping" a Road to Nowhere…

Assessment is a vital part of the educational process.  Educators need to know what their students know and we use assessment to guide our instruction as well as inform us about student progress.  Parents and other adults in students lives want to know where their child stands in their educational development.  Educators share information gathered from assessments, student work and other observations with families in an ongoing effort to support student learning of important skills and information. 

Unfortunately, assessment has become a "tool" used for an entirely different purpose.  So called, "reformers", want to assess children in order to rank and evaluate educators and schools, not to make education better, but to somehow document our success or failure in educating young people.  In doing so, they've turned education into a form of competition where we can identify schools that are successful by their numerical rank or by some other formula based on data collected by standardized testing. 

We have an epidemic of testing that has broken out in our nation's schools and it is deadly to learning and student achievement.  I could spend some more time looking at this issue from a "big picture" perspective, but there is another reality that is much more important than the political or sociological one.  That reality is the one that I work in on a daily basis.  It is populated by a cadre of dedicated educators and caring families.  The primary inhabitants, in fact the ones for which this environment is created for, are the students who come each day to work and learn in my classroom (and in classrooms around our city, state and nation).

We can debate issues and policy forever and never come to a satisfactory conclusion that will please everyone.  However, on an individual basis in classrooms everywhere the success or failure of our public schools is easier to define.  Every year I sit down with families and students and we identify needs and goals for the year.  Over the course of the year there is constant assessment, evaluation and a flow of communication between home and school about the students I serve.  All of us work together to try and find the best ways to make sure that students are learning necessary skills and information that they will need in the future. 

In many cases this isn't a smooth or easy process.  Growth is rarely linear and constant, but the important thing is the collective effort and cooperation between home, school and the community.  We may agree or disagree about the methods we use to educate any given student, but in the end it is the student whose needs take the highest priority.  We try different ideas and utilize different resources, all while maintaining the focus on the child.

This is true for a majority of the school year, but there are too many times where this cooperative effort is disrupted and undermined by the intrusion of mandates from outside sources.  Sometimes these interruptions are simple, isolated problems that are resolved quickly, but there are also some that are symptomatic of a larger pattern that is emerging in our public education system. 

An example of these types of disruptions are the changes implemented for elementary school educators Monday afternoon planning time by MMSD administration.  By taking time that had been available for educators to use independently and using a significant amount of that time for formal professional development or other meetings we lost time to communicate with families and other educators.  In the last round of contract negotiations our district's administration offered the idea of changing staff hours and making us have planning time in the morning, before school.  That is another time when many educators are able to communicate with the families of their students.       

Educators in Madison have fought to try and preserve as much of our previous schedules as possible, and to some degree have been successful.  However, there is another, more disruptive, intrusion into our time with students and our communication with families…standardized testing.  This testing takes up a significant amount of instructional time, undermines student's efforts and results in misleading information that confuses and frustrates families.

How much time is significant?  I knew we spent a lot of time testing, but recently was asked exactly how much and added up the hours.  Between the three MAP sessions, the WKCE, the COGAT and additional testing required by MMSD to meet guidelines imposed by legislation and education policy the number is too high.  You can't forget the amount of time spent preparing for testing in this number as well.  The result?  Specific numbers vary by grade level, but the amount of time used for standardized assessment is extensive.     

More time must also be considered lost as schedules are altered to accommodate testing as well.  Students at this grade level don't just test and then switch to another topic without needing time to recover.  We also want to make sure that they are performing their best so we change our curriculum during these testing periods and reduce their workload.  This results in more lost instructional time for students at all elementary grade levels.  Because different grade levels have different testing requirements and many Madison classrooms have combined grades this adds to the disruptive effects of testing.   

The time lost becomes more significant at lower grades where students are not capable of taking individualized standardized tests and therefore must be tested individually by trained professionals, usually teachers.  The result is that these students who are most in need of instruction lose the learning time with their teacher in exchange for assessment time.    

In many school buildings a tremendous amount of effort is put into attempting to minimize the impact that testing has.  The results are a cobbled together, "best of a bad situation" solution.  What is missing from the current discussion in most schools is not, "How do we make this work" but instead should be, "Why are we contorting our schedules and disrupting our student's educations for these assessments?"  As soon as we move the focus of our discussion away from asking whether our assessments are useful and good for students we lose the true meaning of education and assessment.  We become proxy advocates for testing by adapting our curriculum and schedules to fit the tests not the students. 

 

The assessments affect individual students in different ways, but the results are rarely positive.  Educators are under pressure to administer these tests and often the testing environment is quite different from the daily classroom environment.  In most Madison classrooms students are encouraged to ask questions, challenge ideas and work cooperatively to learn about any given topic.  Standardized testing is an entirely different situation and many of our students struggle to adapt, even with significant test preparation instruction.

In fact standardized testing creates a negative atmosphere and reduces each student to a number, or box to be filled in.  Exactly the type of situation that we are trying to avoid as we work to engage and motivate our highest risk students.  Because we can't leave any child "behind" we must force students who already have fragile and tenuous connections to school to sit isolated and prove that they are struggling academically.  I won't mention specifics (to protect student anonymity) but I have seen testing negatively impact many students in my years of teaching, and the effects are increasing as the testing becomes more intense and more value is placed on the scores.  Watching students take a standardized test and seeing their heads drop, the tears flow and their frustration build hurts me as an educator. 

Standardized testing forgets that these are children who have a very different idea of what they are doing during the testing than the adults who create the tests do.  I have many examples of this that I have seen during my 15+ years as an educator.  In fact my own experience with standardized testing offers an insight into why we need to take all testing results with a "grain of salt".  I have always tested well, usually scoring quite high, but I remember my mindset wasn't optimal during testing.  As a big baseball fan (and unfortunately for me a Cubs supporter) the A/B/C/D/E choices became the Astros, Braves, Cubs, Dodgers and Expos.  Naturally my default answer was "C", Cubs. 

I've heard my own students talk about their thoughts during testing and the discussions don't increase my faith in the test results.  A recent student said their favorite part of the MAP testing (done on the computer) was "clicking" (believe it or not, this student needed repeated interventions to stay focused during testing).  I've heard many teachers talk about their difficulties in getting students to perform their best on tests that mean little to them personally.  The lack of direct connection to topics we are working on, the seemingly random nature of the questions and the disruptions to school routines all contribute to student's disconnect with the tests.    

We often seem to forget that we are taking students who are young and just developing their skills and shaping their ideas about education.  For the majority of the school year we work closely with them and encourage their progress.  Then during these testing sessions we change our interactions, enforce a whole new strict set of rules and emphasize their performance in different ways.  This makes students feel uneasy and magnifies the importance of the tests in their minds.  It certainly doesn't help that those students who stay up on current events see the importance that adults outside of their school experience place on the test results either. 

The reporting of results provides another set of variables that decreases the usefulness of standardized tests.  It is difficult to convey to families and students what their scores mean.  After students finish their MAP test, their score appears on the final screen.  As we leave the computer lab I find myself besieged by students clamoring to know what a 214, 201, 197, etc. means.  Of course their WKCE scores have an entirely different scale, and other assessments also use different values to measure scores.  As educators we are placed in the position of translating numbers to families when we really should be talking about other aspects their child's education.

The way the test results are used is also troubling.  I have had students who were struggling in significant ways denied access to additional support or Special Education evaluations because their test scores were not low enough.  At the same time I have seen students offered or excluded from TAG recommendations based on these scores.  These things happen even when multiple educators and student's families speak up and advocate for students needs.  The test score becomes the most valued data about a student, while those who know the child best and who have professional experience are left trying to justify their opinions that have been formed by observing the student on a daily basis. 

As an educator I have no problem with accountability.  I expect the most from myself and my students.  I want feedback and constructive opinions from families and welcome evaluations from my administrators.  Accountability isn't the issue here, the real issue is that I want to be held accountable for the right things.  I want my students to be able to lead happy, productive lives and to have an educational background that will support their efforts.  That is what I work towards, not higher test scores that measure vague, ambiguous skills whose value is determined by some source far removed from the lives of my students and their families.    

In the end, the test scores become another way to divide people who attend, support and work in public schools.  Programs and educators are evaluated on the merits of their ability to improve a student's test taking ability while ignoring the fact that these tests are only on measure of student progress.  We have huge issues with equality of opportunity in our society and our educational system reflects the disparity between the "haves" and the "have-nots". 

Testing our students won't eliminate the Achievement Gaps, but it certainly provides ammunition for those who would radically change our educational system.  Standardized tests can provide some useful data, but shouldn't be employed at the expense of other forms of assessment that will help improve the instruction that students receive.  Until educators, students and families unite to challenge the dogma that standardized testing is a valid and valued way to evaluate our schools and students we will find ourselves continuing down a path that leads to educational ruin.             

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Madison Educators, Between a Rock and a Hard Place…

It's difficult to know how to react to the recent negotiations and ratification of contracts for all MTI bargaining units and the AFSCME units who work in MMSD.  On one hand there is relief that we were able to get a contract that protects us through 2014.  On the other hand is the bitter taste left after seeing what the future of public educators in Madison will look like unless we are able to change the existing climate that surrounds our schools.

There is no doubt in my mind that we didn't receive the respect or the contract that we deserve.  I know that conservatives would agree with this statement, but for different (less friendly) reasons.  The contracts that were negotiated leave Madison educators still well off when compared to other school districts or public employee unions in other parts of Wisconsin.  Our negotiating teams were able to preserve many parts of our collective bargaining agreement and even were able to remove the threat of wage reductions for our hard hit hourly employees.  

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The protection of a contract for another year gives us more time to work on building support for our efforts to protect public education and more time to work to educate the general public about what is happening in education "reform" movements.  We have an obligation to define our positions regarding education reform and to take the lead in creating an atmosphere that allows for change, while still protecting educators and public education.  It allows educators in Madison a reprieve from the immediate threats of a handbook and the challenges that new policies would bring to our daily labors with students.    

That this was accomplished while we were backed against a wall and had a short negotiating window with little leverage to bargain with is truly remarkable.  It is also a testimony to the support that Madison educators enjoy from the public and from some of the School Board and parts of our administration.  We shouldn't forget that the district didn't have to bargain, but could have waited for the legal challenges to be decided.  Their refusal to consider some of MTI's proposals or to budge on some of their demands showed the disparity in power that exists in current labor/management relations. 

While it would be wonderful if district administration and the educators they employ could work together, it is clear that there are different agendas which make cooperation difficult.  This is extremely unfortunate.  Now is the time when all those involved in public education from the top administrator down should be finding common ground and not fragmenting in the face of the attacks by "reformers".      

There are several troubling things about this current round of negotiations. 

Bargaining with employees should be a reasonable expectation and not considered an act of generosity.  The concept that we were lucky to even get a chance to negotiate a new contract shows just how distorted things have become in Wisconsin. 

Many of the MMSD proposals read like a blueprint that would be supported by educational "reformers" who look to privatize public education.  As it ended, there is still the potential to change the way our schools operate under this new contract.  The antipathy that developed during the Madison Prep debate appeared during the negotiations as MTI was portrayed as an obstacle to student achievement by some MMSD negotiators.

Under current labor conditions it is very difficult to adapt existing contracts to new or different ideas.  In the past contracts could be altered by both parties agreeing to do so and creating formal "amendments" to the contracts.  Now, under Act 10, unions and school districts have lost that flexibility.  Who knows what MTI and MMSD would be able to do if real bargaining could be done. 

The educators who make up MTI are committed to improving student achievement and it is insulting to assume that we aren't.  We are also committed to making sure that educators are treated fairly and that working conditions are reasonable for all educators.  This can sometimes cause difficulties as new programs are implemented, but often results in good dialog that makes for stronger proposals in the long run.  

It is clear that there are those in MMSD who would like to see MTI disappear and be given complete freedom to control the employees in the district.  Some of the sticking points in negotiations showed this to be very true.  For example, all MTI represented employees could pay up to 10% of their health insurance premiums under the new contract.  Teachers, the largest number of MTI members, offered to pick up the entire cost of any insurance premium increases for the other units.  These units have been the most impacted by recent reductions in take-home pay.  However, MMSD refused this, even though it didn't affect student achievement and would not have impacted the district's budget.

The initial proposals offered by the district were a terrifying look into what an employee handbook might look like in the future.  The proposals take us in a direction that leads towards privatization and the struggles that other urban school districts have already encountered.  It is clear that public education in Madison is facing dire threats to its survival. 

Public education needs to be just that, public, and part of this public nature of things is the participation of groups representing all concerned parties.  In the case of public education this means that input from many sources, including educators, needs to be heard.  We can't run our public schools like a business and ignore the concerns of the professionals who staff our schools.  The process that existed prior to Act 10 may not have been perfect, but it allowed multiple perspectives to be heard when issues were bargained.  I hope that future discussions will keep this in mind and that we don't allow any single group to dominate the conversations as we work to improve our schools for all students.

As educators we need to keep this in mind as we work to build connections with the communities we serve.  In some cases MTI is seen as an impediment to progress and we must make it clear that our concerns are presented in ways that reinforce our commitment to making schools good places for everyone to work and learn.       

It is said that in every cloud is a silver lining and that is how educators here must approach the negotiation and ratification of our contracts.  Our negotiating teams and MTI staff won us another year to continue the fight to protect public education and to preserve our labor rights.  Madison has often been a leader in both of these fights and we have the opportunity to be in the forefront again. 

We must use this extra time to build support within the community and to share our message with the general public.  It is distressing that so few in the community know about or understand the importance of public education.  We need to build connections with all parts of the Madison community and develop working relationships with the people who live, work and raise children in this city.  We have to listen to them, recognize their needs and work to build a school district that serves all parts of the population effectively.

We need to clarify our positions and demonstrate the willingness to work with different groups while still protecting the things that we value.  The issues around Madison Prep provide an example of how different organizations that want the same thing can come into conflict.  By clearly articulating our points of view and connecting with other groups, compromises and discussion can occur.  If all parties operate in good faith, with the interests of the students as the primary focus, then positive results will occur. 

Of course all actions have consequences and we can't sacrifice future generations of students by gutting our public education systems in the present.  We have seen how privatization has negatively impacted schools in communities across the nation.  The "tool" used by supporters of privatization has been the need to address a "crisis" in public education.  We should be wary of these quick fixes and look towards building sustainable reforms that are focused on the good of the most students possible.       

MTI's membership must also work to develop solidarity and strength.  Too many of us have been content to let a small number represent our interests.  We are all ambassadors for our union and for public education.  We also can't forget that the things we are losing took years and significant struggle to gain and concessions now mean a repeat of these battles.  We have time, it may be "borrowed", but we do have the opportunity to build an even stronger organization to represent public education and public educators in Madison.  Our efforts will provide support and motivation for other educators around the state, just like the Chicago teachers inspired us. 

We may be tired, we may be angry, we may be disheartened, we may be all that and more.  However, at the same time we are educators and we are proud of our profession, our schools and our union.  The solidarity exhibited during negotiations spread through all MTI and AFSCME units.  Now we need to work on strengthening the bonds that unite us while spreading our solidarity to our community.  Each of us owes our best effort to each other and to our students. 

Issue #58 April 15, 2012- Recall Information and The Necessity of Educator Unions

What This Is…

Issue #58- April 15, 2012

In this issue: Get Informed and Involved in the Recalls, and Unions Are Needed for Public Educators

Help The Recall Efforts…

After months of waiting to get the recall process started the sprint to the recall elections in Wisconsin presents a very challenging political situation.  With the candidate pool finalized we are only 23 days away from the May 8th primary and 51 days from the June 5th recall elections.  In the world of political campaigning that isn't a whole lot of time to organize a campaign, especially one to unseat a sitting lawmaker or executive who has had time to organize and finance their re-election efforts. 

http://gab.wi.gov/sites/default/files/page/candidates_registered_5_8_12_recall_updated_4_13__80811.PDF

John Nichols: Tuesday’s results signal recall appeal

The upcoming recalls are of utmost importance in the fight against the GOP's takeover of Wisconsin's government.  If the recalls are not successful then we will see an even more aggressive (scary to imagine anything more aggressive than what we've already seen) approach from the conservatives here.  There are many important ways that progressives can work to make the recalls successful.

We must get the message out that the recalls are about more than collective bargaining.  It's true that unions have lead the fight against Walker's agenda, but it's a mistake to think that non-union Wisconsinites don't have anything to fear if conservatives have free rein to do what they want.  Almost every citizen of Wisconsin has a reason to regret the 2008 election that put conservatives in total control of our state government. 

---Wisconsin's economy is lagging behind other states in recovering from the recession.  We're even behind states like Illinois that are, according to Walker, not taking the best approach to fixing their budget woes. 

http://www.philadelphiafed.org/research-and-data/regional-economy/indexes/coincident/2012/Coincident

http://www.wkow.com/story/17406075/gov-walker-invited-to-speak-on-jobs-in-illinois

---Despite what their rhetoric says, the Wisconsin GOP has done little to promote job growth here. 

Cry Wolf

---The GOP's "War on Women" is very visible here in Wisconsin.

Wisconsin State Senator Says Women Are Paid Less Because ‘Money Is More Important For Men’

Colbert Report: Stephen Colbert's Lady Heroes - Glen Grothman

The Wages of Ideology

---Cuts to education hurt more than educators and their unions.  They are harmful to our children and to the future of our state.  Education deserves more respect as something of value than it receives from Wisconsin's conservative leadership.  The quality of our educational system can't be simply measured in the costs associated with it.

Breaking: Pre-Election Video Found of Walker Promising to "Keep Intact" State Aid to Schools

 

Governor explains why schools are still slashing budgets

---As if the items listed above aren't enough there are numerous other ways the GOP's agenda is harmful to Wisconsin.  Attacks on our environmental protections, electoral system and a culture of conflict that has divided our state have taken their toll on us over the past year.  Cuts to the safety nets that citizens rely on for health care and other necessities are harmful to a large number of Wisconsinites.  I could continue on, but will conclude this list by mentioning the deceit and questionable ethics that the GOP has used to try and convince citizens that their agenda is a positive one for Wisconsin.

The Political Environment: Walker To Nation: 'You Don't Deserve The Whole Truth'

John Mellencamp informs Gov. Scott Walker of his liberal beliefs

Scott Walker's Outrageous Defense of Ending Pay Equity Protections for Women

Scott Walker Communications Director – “I would really love to punch Hillary Clinton in the face”

While this is a national story, the tone and tenor of these statements echo the sentiments expressed by conservatives towards Wisconsin progressives.

Allen West: I’ve ‘Heard’ That Up To 80 House Dems Are Members Of The Communist Party

Deciphering Right-Wing Code: What Conservatives Are Really Saying When They Seem to Spew Nonsense |.

Because these elections are so important it is vital that every Wisconsinite do what they can to help the recall effort. 

First, we must insure that the real Democrats win the primary election.  Personally, I believe that running as a candidate for a party should mean that you intend to represent that party and its constituents.  Running as a "protest candidate" is unethical and I feel should be illegal.  The fact that we are seeing such political gamesmanship changes the tone of the elections and weakens the integrity of our entire political process.  We are casting ballots that will affect millions of people and shouldn't have to tolerate these types of strategies (by either party). 

 

Wisconsin Democrats May Sacrifice Primary Election to Oust Gov. Walker Early

GOP Illegally Run Fake Dems - Again!

Courting the crossover vote in the recall primaries

In the races for state senate and Lt. Governor our primary choices are clear. 

Lt. Governor: Mahlon Mitchell leads the field in the effort to replace Lt. Governor Kleefisch.  His opponent in the primary is Isaac Weix. 

http://mahlonmitchell.com/

Senate District 13:  Lori Compas is the real Democrat running against Garry Ellerman and needs our help in her effort to unseat Fitzgerald.

Lori Compas for Senate - Volunteer

Lori Compas for Senate » Our Voice in the Senate

Senate District 21: John Lehman is running against Tamara Varebrook to unseat Van Wanggaard.

http://www.lehman4senate.com/

Senate District 23:  Kristen Dexter is running against James Engel to take the seat from Sen. Mouton.

http://www.dexterforsenate.com/node/43

Senate District 29: Donna Seidel is running against Jim Buckely for the seat vacated by Senator Galloway.

http://www.seidelforsenate.com/about

Recall Petition Update 10: Impact of Sen. Galloway’s Announced Resignation on Recall Election | Gove

In the race for the Democratic nomination to run for Governor against Scott Walker the choices are much tougher.  All four candidates have their strengths and also have some flaws.  The key is that the candidates (and their supporters) are able to articulate the differences between themselves without damaging our chances of unseating Walker in the June election.  It is great that these candidates inspire strong feelings in their supporters, but we can't lost sight of the big picture.  A Walker victory would be a huge blow to the efforts to resist the spread of radical GOP conservatism in Wisconsin and across the nation.    

http://www.barrettforwisconsin.com

http://www.kathleenfalk.com/

http://kathleenvinehout.org/

http://www.douglafollette.com/

We must achieve a balance in our efforts to select the best candidate who can unite the many groups who oppose Walker and his GOP supporters.  Citizens must be sure to stay well informed as we approach the May 8th primary. 

John Nichols: Is Dave Obey right about Tom Barrett? Not so fast

http://www.jsonline.com/news/statepolitics/new-walker-ads-target-barrett-falk-7d50b07-147413215.html

We all know that historically neither party has been a consistently strong supporter of organized labor.  However, now is not the time to advance a third party or independent candidate who will divide the electorate.  In a time of crisis all workers must unite to try and regain what has been taken from us.  The over- reach by the GOP has provided workers with an opening to try and regain some control of the political system and we must take this opportunity. 

Why Campaigning for Democrats Cripples Unions » Counterpunch: Tells the Facts, Names the Names

June may not bring an end to the recall season.  We may see another round of recalls as conservatives use the recall mechanism to express their displeasure with Senator Schulz and Senator Jauch.  It remains to be seen if the conservative organizations will be able generate the same level of support that the progressive movement has. 

Recalling Schulz could backfire on conservatives

Rightwing Group Targets Wis. Dem and Republican

Papers Filed to Recall Jauch, Exploratory Committee Started to Recall Schultz

A couple of unusual election stories from the April voting.

Woman Elected After Receiving Two Votes - Milwaukee News Story - WISN Milwaukee

http://www.wkow.com/story/17375094/card-drawing-determines-winner-of-marathon-co-race

Educator Unions Are Needed…

Even though the recall movement encompasses more than unions and worker's rights it is true that labor issues are at the core of the resistance to the conservative agenda.  Unions and their supporters have been at the front and center of the movement to reverse the GOP's radical efforts to reshape Wisconsin's political, social and economic landscape.  It is difficult to imagine the recall efforts being as successful as they have been without the organization, financial backing and people power provided by labor unions. 

As a result of these efforts the conservatives have stepped up their efforts to destroy unions here in Wisconsin.  Governor Walker and other GOP leaders mention "big union bosses" and give anti-organized labor messages at every fund-raising and campaign stop.  For conservatives it isn't enough to merely limit the power of unions, they would like to see unions eliminated entirely from the field.

Their primary target in recent days have been public sector unions.  The attacks have taken on many forms with the passage of Act 10 being the centerpiece.  While Act 10 doesn't end the ability of public workers to organize, it effectively limits union power to negotiate to a single item.  By doing this conservatives hope to make joining a union so unattractive that public workers will opt out of labor organizations in large numbers.  We can't forget that Act 10 wasn't about balancing the budget, it was about ending the power of public sector unions.

Conservatives have realized that using legislation won't end the influence of unions without an accompanying strategy of employing anti-union propaganda.  They recognize the need to spread their anti-union message to build support from voters for their union busting efforts.  They are working to spread the message that unions are the cause of our budget woes, that unions protect incompetent workers and that unions are run by corrupt bosses who don't represent workers.  By hand-picking examples to support their claims and using conservative media and advertising the GOP has attempted to discredit labor unions.   

Members and supporters of public sector unions need to counter the GOP attacks with facts and stories of our own.  The upcoming elections will be close and we must educate voters so that they aren't fooled by conservative propaganda.  Labor unions of all types, public and private, are necessary and important for many reasons.  I should note that many of my examples will be specific to educator unions, but the general ideas can be used to support other types of unions.  I'm just more familiar with issues surrounding educator unions. 

Educator unions have been a special target of Governor Walker and our members have risen in large numbers to protest his agenda.  Walker has targeted educator unions for a variety of reasons, but one of the primary motives is that education spending is one of the largest items in the state budget.  In order for Walker to shift money spent in education to other areas he needs to break the unions who stand in his way.  He also recognizes the political power that educator unions have in Wisconsin and would like to see their influence in state politics removed.  Another reason to break educator unions is the fact that privatization of our education system would mean huge profits for private education companies.

So, why do we need educator unions?

Why shouldn't all workers have a right to unionize?  There is value in labor.  This statement is one that isn't widely supported by conservatives.  In a world dominated by conservatives, only the top echelon of management and labor deserves respect.  Until someone reaches the "top of the ladder" they are at the mercy of those on higher rungs.  Individual workers have little if any say in their wages, benefits and working conditions unless they organize and bargain collectively.  By eliminating bargaining rights through legislation, Walker has guaranteed an unequal playing field that benefits management over labor. 

Inequities in wages and working conditions between different races and genders can't be forgotten either.  Seniority and other collectively bargained items provide a "fairer" way to compensate workers and avoid racial and gender based discrimination.      

Jobs And Freedom: Why Labor Organizing Should Be A Civil Right

One Teacher's Perspective: Collective Bargaining is Vital to Public Education

Destroying public sector unions is only the first step here in Wisconsin.  If the GOP can weather the recalls and maintain power the next labor legislation will probably include right-to-work concepts.  While conservatives will try and make right-to work sound like something that benefits workers, the reality is quite different.  Even conservative idol Ronald Reagan, in correspondence to Paul A. French in 1966, stated, "I also was a leader of our guild in the fight in 1958 against the right-to-work bill.  I am still opposed to right-to-work."  Of course his rhetoric changed as he gained national prominence and needed to cement his conservative image. 

To defend working conditions that make our schools better places for students to learn and that provide stability in labor relations for school districts.  It is disturbing to see that conservatives are trying undermine the professionalism of educators.  With the passage of Act 10 handbooks are replacing collective bargaining agreements.  These handbooks frequently de-professionalize educators and attempt to micro-manage educators actions and behaviors.  Conservatives tend to ignore the fact that educators are highly educated adults who are genuinely interested in educating their students.  Wages, benefits and working conditions that benefit educators also go a long way towards benefiting students.       

Education is a labor intensive field.  To educate students well requires a significant commitment of time and energy.  Educators need time to communicate with each other, plan lessons designed to meet student needs and assess the effectiveness of their instruction.  In order to be prepared to meet the diverse needs of all learners educators need time to learn new strategies and techniques.  Many outside the field of education don't realize exactly what is required to be an effective educator.  Instead of relying on politicians and non-educator sources citizens would be better served to get more accurate information about what schools and educators need through participation in volunteer activities or other sources of information.

Teachers press for prep time guarantees - ConnectStoughton.com - Your source for news in Stoughton,.

The collective bargaining agreements that have evolved over the decades have resulted in a system that is relatively stable in terms of labor-management relations.  Policies and procedures like seniority and teacher evaluations are established and reduce confusion in the hiring and discipline process.  A radical shift like the one created by Act 10 will increase anxiety and confusion as we prepare for the upcoming school year. 

Board passes handbook - ConnectStoughton.com - Your source for news in Stoughton, WI and surrounding

To protect quality instruction from "education fads" and political whims.  As of this moment, we haven't found the perfect way to instruct all students so that they are successful.  Until we find that "magic bullet" we will continue to see a variety of methods used to instruct students.  In the current climate there is a tendency to try and mandate how educators educate from the top.  While (unfortunately) we may be "racing to the top", it is the efforts of individual educators that will have the most impact on students.  If we rely on top-down management of our educational system our instruction will not be consistent of effective.  Instead of meeting the needs of the students in each classroom we will see an ongoing struggle with educational topics and techniques changing based on unsound reasoning.

Here are a few examples of problematic initiatives and other issues that arise as we work to "improve" education.  Improvements to education need to come from educators, not politicians or "experts" who are frequently not even in classrooms on a daily basis.  Unionized educators enjoy more protections from unfair discipline and are more able to defend their instructional practices.  As a result their students benefit and true educational reforms can be advanced. 

Teen Pregnancies Highest In States With Abstinence-Only Policies

Scott Walker's New Jobs Plan: Abstinence-Only Education

Daily Show: Tucson's Mexican-American Studies Ban

Marshfield School Board candidate targets Holocaust education

Report: Fewer elementary schools offering visual arts, drama, dance; poor students hurt most

Report: Arts Engagement Linked to Academic, Civic Benefits

Wisconsin one of 5 states eligible for new round of 'Race to the Top' funds

Little teacher support for some Obama school-reform strategies

To allow educators to educate.  Unionized educators have the power to stand up for their students without fear of being unfairly disciplined.  It is difficult, if not impossible, to educate students without encountering some controversial issues.  This year in my classroom of 4th and 5th graders we have discussed topics like affirmative action, concealed carry and other similar topics.  Students bring these up and are engaged in discussions.  They have their opinions and bring a wide variety of ideas to class.  They also have ideas about what is happening in the Wisconsin political scene. 

Two of my most powerful teaching memories come from dealing with controversial topics.  After 9/11 my students were understandably confused and upset.  I had a student from Israel and another from north Africa in my classroom.  The perspective that each of these students brought to our classroom discussions was powerful and informative.  A couple of years later I had a Muslim student in my room who wanted to start wearing a hijab.  She told the class what wearing a hijab signified and why it was important to her.  The other students learned about a different religion and supported her.  They advocated for her on the playground, in the hallways and took their knowledge home.  All of this culminated in their adamant defense of this student when some adults coming through the building commented negatively to staff about her hijab.

I make every effort to keep material appropriate for the age and maturity level of my students.  I also allow them to bring topics up and don't push my beliefs into the classroom.  In fact I often find myself asking questions and representing a position opposite my own beliefs in an effort to make sure students are thinking about their opinions.  If we are going to teach students to be thoughtful and informed we must deal with issues that are important to them.  If an educator is fearful of being disciplined or censored then truly teaching students becomes extremely difficult.         

Teacher Fired over Trayvon Martin Fundraiser | Teaching Tolerance

To protect educators from unfair evaluations.  In the same way that we haven't found the perfect teaching methods, we also haven't found an accurate way to measure educator effectiveness.  In the current climate we find politicians looking for a way to quantify "good" teaching and using data to eliminate "bad" educators.  Unions help protect teachers from being evaluated in unfair and illogical ways.

Firing teachers based on bad (VAM) versus wrong (SGP) measures of effectiveness: Legal note

Colorado tests of new teacher evaluation system raise doubts - The Denver Post

The newest problem with graduation rates

There’s No One Correct Way To Rate Schools

Unions provide opposition to corporate control of education.  There is no doubt that corporate interests are hoping to get a piece of the profits that they see available in educating students of all ages.  Without unions standing in their way it would be up to individuals to fight the privatization of our schools alone.  The Madison Prep proposal her in Madison is an example of how unions help provide a defense against privatization of schools.  The Madison School Board and MMSD Administration was able to use the existing collective bargaining agreement to hold supporters of Madison Prep accountable for keeping their proposal reasonable and fair for all students and employees.    

President of Urban League of Greater Madison appointed to ALEC-Affiliated NACSA’s Board | Defend Wis

Charter Schools No Cure-All for Black Students, Says Study | News

The Campaign to Privatize the World

District Superintendents Nationwide Ready for Charter Fight | Education News

Largest charter network in U.S.: Schools tied to Turkey

Harlem charter school teachers unionize

School Vouchers At Center Of Political, Legal Fights

Why do the Koch brothers want to end public education?

Unions are a voice for funding public schools in fair and equitable ways.  These are difficult days for public schools in Wisconsin.  Budget cuts have created an environment where it is challenging to provide quality programming for all students.  Unions are one strong voice in the effort to create an equitable funding system for our schools.  It is a message that needs to be shared widely, before our public education system is gutted by conservative policies and replaced by a privatized, corporate system.   

How Do We Improve Public Schools? Take Away Their Funding, Terrorize Teachers, and Send Kids Somewhe

Kenosha schools may lose more than 250 teachers - JSOnline

Board votes to reduce teaching staff

Proposed Madison school budget would hike taxes 4.1%

Jefferson finance committee eyes school district budget - Daily Jefferson County Union - Fort Atkin

Unified officials considering options to close budget gap

"Milton School Board OKs $1.1 million in budget cuts" by Latest News -- GazetteXtra

Top Teachers Union Takes On Corporate Tax Loopholes To Fund Education

Walker signs bill that alters MATC board's makeup - JSOnline

With cuts, new rules, school districts face tough choices - JSOnline

Unions are working to promote public education and work cooperatively with the community, school boards and administrations.  The landscape of public education in Wisconsin is very different in 2012 than it was just a couple of yeas ago.  School administrators, school boards community members and educators now face a unified effort to end public education by conservative forces.  Supporters of public education must find ways to work together to protect our schools and promote public education.  While there may be differing viewpoints about specific issues the bigger picture must be remembered as different groups work to create policy in these challenging times.

Montgomery Co. Model for Union Collaboration | National Opportunity to Learn Campaign

Flunking the Test | American Journalism Review

The Pattern on the Rug

Grass Roots: Soglin says city will work with schools to bridge achievement gap

As an educator I don't feel that I could do my job well without the support of my union and my fellow educators.  As you can see collective bargaining and union rights are more than just the simple financial and political issue Walker and the conservatives would like them to be.  I didn't mention the obvious financial and other benefits unionizing in the workplace provide.  The connections between union membership and higher wages/better benefits are very clear in most situations.  However, to view unions as only an economic issue oversimplifies the reality of the situation.  An oversimplification that allows conservatives to manipulate the reality of the situation and divide the electorate.