Just in Time for Labor Day, A New Employee Handbook

A big deal to many Janesville school employees, but a sidebar note in the local paper (and just in time for Labor Day!) was the unanimous board approval of the school district’s employee handbook this past week.

As noted in my last posting, the Janesville’s teachers union is one of the last holdouts in Wisconsin to be subjected to Gov. Walker’s discriminatory Act 10 legislation, which ends most collective bargaining rights for almost all public employees. This questionably constitutional and purely partisan legislation forced districts, like mine, to shift the rules and regulations of work conditions from collectively bargained labor contracts to district-produced employee handbooks.

Of course, this is what Wisconsin (and more commonly non-Wisconsin) neo-cons wanted. Top-down management dominates. The public educator’s perspective is devalued. Under Act 10, hierarchical bureaucracy now trumps collaboration and teamwork in many Wisconsin public schools. This is a step back from the collaboration-focused professional learning community (PLC) model I desire for all Wisconsin public schools. Most frustrating, this neo-con concocted counterfeit medicine distracts all of us from the eight ball.

Collective Bargaining is Vital to Public Education

Before February 11, 2011, I rarely discussed with my Wisconsin non-union friends and neighbors the merits or demerits of union rights. However, as noted in last week’s post, Governor Walker’s dichotomous creation leaves no room, short of his recall, for safeguarding public educators’ union rights. Securing the recall of defective governorship in Wisconsin requires public educators to garner support for their unions from non-union workers.

Admittedly, defending teachers’ collective bargaining rights is a challenge when the vast majority of private sector workers are currently not union members. I do not claim to know what is best for non-union laborers in their own lines of work. However, I unapologetically believe that protecting teacher union rights is vital to the long-term future of quality public education.

A year ago, I made this very point to my local school board members in urging local opposition to Walker’s union-busting repair bill. In response, one commissioner wrote,

We are going to have to agree to disagree on your statement – “...protecting teacher union rights is vital to the long-term future of quality public education.” I understand your fears of losing that document that makes you feel safe. What I don't understand is how that document is vital to a good education. We have excellent teachers in this district that would do a great job teaching and molding our children whether those teachers have a union contract or not.

This commissioner raises the essential question in the call to recall Walker and his union-busting supporters. Public educators must help Wisconsinites understand why our unions are vital to quality public education. We must teach.

Essential Question: How is the protection of union rights vital to the long-term future of quality public education?

Historical Background:

Walker’s pitch to demolish collective bargaining smacks of radical regressivism rather than moving Wisconsin forward, as he contends.

A study of history reveals that the development of teachers unions in Wisconsin gave rise to professionalism in education and, consequently, improved the quality of public schools. Before union growth, sexism was rampant in public schools, pay inequity was common for female and elementary teachers, health insurance for most educators was non-existent or inadequate, and many Wisconsin teachers qualified for food stamps (see WEAC history). Teachers unions fought against these injustices to improve the work conditions and the standard of living of professional educators. The growth of teacher professionalism, made possible by educators unions, empowered Wisconsin’s teachers to greatly improve Wisconsin’s schools.

The aforementioned board commissioner’s recognition that our school district has excellent teachers, in the least, is acknowledgement that unionization does not impede teacher development. More optimistically, the professional development of educators, made possible by unions, gave rise to excellent educators enfranchised by collective bargaining through the decades. 

The commissioner might be correct that excellent teachers can keep the public education boat afloat for some time after collective bargaining, but the eroding of teacher morale and the Walker- induced mass exodus of our most experienced educators shows the detrimental, if not terminal effects of teacher disenfranchisement.   

Educators Unions Provide Constancy

Like a revolving door, students, parents, administrators, superintendents, board members, venture philanthropists, and venture politicians gyrate through our public school systems. Often, each layer and new generation capriciously propose new and old unproven ideas for achieving their latest ideals.

In the private sector world, board members are usually paid and united behind a common mission to improve profits. In contrast, the complicated world of public education has unpaid board members with varying loyalties and sometimes personal and political agendas that trump the mission of public education. School boards, also quite often attract well-meaning individuals not schooled in public school matters and business leaders who hope to inject their business worldview into our uniquely educational world.

Most often, it is professional educators, aided by their unions, who keep the merry-go-round of school reforms and leadership from careening the entire public school system out of control or into the control of entrepreneurs and politicalprenuers of many sorts. It is professional educators and their unions that provide steadiness, perspective, and common mission to an otherwise erratic organization that sees a constant turnover of board members, superintendents, administrators, parents, and students.

Our students need stability. Teachers and their unions deliver this.

Unions Protect the Professional Educator’s Voice:

Shamelessly, I contend the educator’s perspective is the most important in the complicated conversation of public education. Most parents and certainly politicians cannot match the experience and expertise of professional educators in managing the learning and development of students.

Unions protect the voice of the experts. Governor Walker likes to distort this point and fabricate that teachers unions provide unreasonable protections (even to the exploitation of a promising teacher). “[Teacher tenure] is not the same in K-12 education, even though critics confuse the public by saying so,” historian Diane Ravitch recently wrote. “Teachers in K-12 schools do not have a lifetime guarantee; what they have is a guarantee of due process if someone wants to fire them. The right to a hearing, the right to be presented with evidence against them.”

These union-fought-for protections allow for dissenting teachers’ perspectives to be spoken, written, aired, or published. This is what democracy looks like. Without union protections, many teachers’ valuable perspectives will be silenced. Without collective bargaining, public schools and its students will lose again in Walker’s Wisconsin.   

We must keep making our case: Protecting teacher union rights is vital to the long-term future of quality public education.

Governor Walker, It's Personal

Last night, I did my social studies duty and suffered through Wisconsin Governor Scott Walker’s State of the State Address. I agonized through Gov. Walker’s disingenuous thanks to public school teachers, his reiteration of his largely gratuitous education reforms, his excitement over eliminating the state deficit solely on the backs of teachers and public employees, and his self-promotion in ending collective bargaining for public employees.

Gov. Walker’s address chiefly pandered to his conservative colleagues and the Wisconsin business community. However, he did have some parting advice for angry Wisconsinites, like me. Gov. Walker’s final thought:  “Don’t personalize your differences.”  

Instantly, Gov. Walker’s concluding message reminded me of the often-repeated Godfather line, “It's not personal Sonny, it's strictly business.” Similarly, Gov. Walker might view this past year as strictly business from his distant perch, but for those of us directly affected by his radical initiatives—it’s not business, it’s justifiably personal. 

Public education is personal. Schools involve people—not products. Gov. Walker may be able to emotionally detach himself from the educational funding policies he implements, but I take Gov. Walker’s political agenda personally when I see my students (and my own children) going without important services and programs thanks to his radical shift in the public school aid formula.

It is understandably personal when Gov. Walker’s initiatives directly harm my family. The adverse effects of Gov. Walker’s cuts to education hurt my children—now serviced in factory-like class sizes. My wife and I (both educators) now have to manage more with less and for less in our classrooms. Additionally, the unexpected tens of thousands of dollars my wife and I will pay out over the course of our professional careers as part of Gov. Walker’s initiatives is a real hardship on our middle-class family budget—especially on the heels of funding our own professional development (graduate work).

Discrimination feels personal—especially when Gov. Walker talks of “shared sacrifice,” but targets only teachers and public servants to fill the state deficit. Gov. Walker is well aware that the state budget deficit was the direct result of a recession created by unregulated investors--who recklessly spurred and crashed a housing bubble. I take it personally when these same investors get out of paying one extra penny while hard-working, middle class public workers foot the bill for their mistakes. Equally egregious, Gov. Walker gushed in his speech about a $100 savings in property taxes for some Wisconsinites, yet he insensitively ignores the thousands of dollars individual teachers and public servants sacrificed to make this happen.

I am personally offended when Gov. Walker fawns over the ideas business leaders have for running our state, but then hypocritically ignores the insights and experience of educational leaders. It is personal when I see non-educators, like Gov. Walker and his bureaucrats, implementing unproven business measures—like merit pay, data-driven education, and competition—into our collaboratively designed profession. I take it personally when my union rights--that have provide steadiness, perspective, and common mission to public education—are stripped for political purposes.  

Education is an intricate, intimate, and people-driven profession. Business-minded politicians, like Gov. Walker, must learn that public education is much more personal, complex, democratic, and multifarious than most business environments. A diversity of educators, taxpayers, parents, and students all have a voice in this complicated conversation.

This teacher’s final thought:  “Education is not a business Gov. Walker, it’s personal. To sincerely move Wisconsin’s schools forward—let’s use more personal touch.”