Tag Archives: NEA

How Union Busting Could Effect Xenia Community Schools

The so-called “union busting” efforts by state officials is a blessing in disguise. The fiscal conundrum faced by governors and state representatives has forced all of them to deal with public unions one way of another. In states like Wyoming, the Democrat governor convinced the union to cut pay and benefits in order to maintain a growing economy. In Indiana, the Republican governor eliminated collective bargaining that enabled government to become more efficient, provide services more effectively, and increase merit-based pay to public employees. This means both methods of controlling public finances work.

In Ohio, Republican lawmakers are seeking to implement similar fiscal policies as Indiana.

Union employees, Ted Strickland and other democrats claim an end to collective bargaining will harm the middle-class. Mary McCleary of The Buckeye Institute refutes their claim. In a recent article, she wrote:

“Contrary to the rhetoric these folks are spouting, eliminating collective bargaining for public sector employees actually does the opposite. It helps the middle class and protects our vulnerable populations. As it currently stands when there is not enough money to pay for all government employees in the system, workers get laid off. They lose their jobs. If a collective bargaining agreement weren’t in place, jobs could be saved. Everyone could take a small pay cut, and everyone would keep their jobs. Furthermore, when government workers are laid off, services are necessarily cut. Think about our schools where teachers are let go and programs are cut. The students suffer and all because the unions won’t make concessions. Contrary to what has been said, collective bargaining for government employees actually hurts the middle class.”

Last week, a manufacturer’s sales rep shared his experience with unions. He was an autoworker who made it to the highest position in the AEU. He sat at the bargaining tables with corporate executives. He made the big bucks and yet he quit. Why? Because all it was about was getting the biggest pay for himself and the union bosses. Union workers were never a part of real deal.

How does any of this apply to Xenia Schools?

School officials claim they have a budget deficit of $5 million. In order to make ends meet, they have to close two schools and lay-off around 70 teachers. What if all union employees including administrators, teachers, and support staff accepted a temporary pay and benefit cut for say three years? After all, wages, salaries and benefits make up the largest part of the budget. Because the school budget is about $60 million, a 10% cut would reduce costs by about $5 million. That would save 70 teaching positions.

Of course, it might mess up the plan to close two schools in order to get the “Tobacco Money” for building new schools, which plan is wrong for Xenia. The plan eventually to close Spring Hill is no more necessary because of a high water table any more than at Tecumseh. Besides, rebuilding Spring Hill without a basement would solve the previous flooding problem. A number of other schools do not have basements either.

Actually, Xenia needs at least one more neighborhood elementary school, not two less. Xenia lawyers could challenge the Ohio School Facilities Commission future projections of school building enrollements and its minimum enrollement requirement in court.

As in previous posts, education research proves small neighborhood schools provide better interactive learning environments than larger ones. Because small schools facilitate greater personal interaction, teachers and students enjoy learning more and consequently are more productive. (See my series titled Xenia Community Schools Rebuilding Plan I, II, III)

This blogger has a graduate level education in secondary education.

Maintaining the Status Quo in Education

By David W. Kirkpatrick

Potential sources of reforming public education are the institutions of higher education. After all, virtually all of the professionals in the K-12 system are products of higher education, from at least four years for a bachelor’s degree to qualify as a teacher to years more for advanced degrees and for the innumerable specialty degrees.

Yet higher education has not only not helped improve basic education, it has been a major roadblock.

More than a generation ago Martin Haberman in an article entitled “Twenty-Three Reasons Universities Can’t Educate Teachers” wrote, “[T]here isn’t a single example of school change university faculty have researched and advocated that is now accepted practice…Any status survey will reveal that the proverbial-third grade in Peoria grinds on pretty much as it did in 1910.”

True then. True now. And it is probably safe to predict that it will be true tomorrow.

This has had at least the acquiescence of teacher unions, if not their outright approval, or they would try to change it.

Proof that unions are a major obstacle to reform, if proof is needed, came in Colorado when a series of reforms were introduced in the state legislature. These included alternative teacher certification, a pilot voucher program, privatization, special contracts and merit pay.

It would be unrealistic to expect a teacher union to endorse such a wide-ranging program. And the state education association did not do so. As might have been anticipated, it termed them “so-called” reforms and announced that it would oppose every one of them.

In Florida the teacher union opposed both master teacher and merit plans, showing its unanimity with other teacher unions across the nation to this day.

In California, teachers were pressured to not sign charter school petitions and to harass those who might circulate or try to sign such petitions. School districts willing to grant charters even faced lawsuits.

In New Jersey, home of one of the strongest state education associations in the nation, that union not only opposed any steps toward privatization but warned its members to look out for such dangerous moves as site-based management, allowing two teachers to work together in the same classroom, and even proposals to provide teachers with computers or telephones.

John I. Goodlad has written that “both the NEA and AFT…support the strange notion that children need two adults at home but can stand only one at a time in a school.”

It would be difficult to act much dumber than that. Teachers in their self-contaminated classrooms are the only professionals who consistently work in such isolation. Increasingly, here and there, some teachers have come to recognize that this is not necessarily “the way it’s spozed to be,’as demonstrated by the fact that such classroom technology has not only gradually been introduced here and there since then but has often occurred not only with teacher acceptance but following their active encouragement.

Ironically, the more pressure is exerted on the system to change, and the more the unions are criticized, the more teachers take such criticism personally – a tendency the unions are happy to exploit.”

As long as 35 years ago, In What’s Best For the Children, Mario Fantini observed:

“(R)ank-and-file teachers, afraid of the external forces that are converging on them, turn increasingly to their professional organizations for protection. In return for this protection, the teachers give up their individually and their authority. This is delegated to a small group who will wage the protective war. All the rank and file need to do is to cooperate, to follow faithfully the suggestions of the central leadership group.

“That is still true today, except fewer people speak of teacher groups as “professional organizations.”

It can also be argued that the constant attacks on unions have actually strengthened them by frightening the teachers. The answer is to make unions unnecessary by implementing teacher independence and choice, which is why most charter schools and private schools are not organized, and why the unions oppose such teacher freedom.

Although, sadly, most schools of choice are not overly innovative either.

Source: The Buckeye Institute Viewpoint, August 10, 2009.