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Matthews has history of anti-charter views
It’s ironic that John Matthews, executive director for Madison Teachers Inc., writes in a State Journal guest column that Madison Prep charter school could be implemented only if it was more like Nuestro Mundo.
In 2004, when Nuestro Mundo applied, Matthews didn’t support the formation of a charter school. He opposed the charter despite the fact that Nuestro Mundo wanted teachers to remain in the collective bargaining agreement as members of MTI.
If the Madison School Board had listened to Matthews back in 2004, there would not be a Nuestro Mundo charter school.
Nuestro Mundo came into existence through the work of members of the community and the efforts of three Madison School District board members, Ruth Robarts, Ray Allen and Juan Jose Lopez. In spite of the many legal and economic questions, they found a way to make Nuestro Mundo a reality.
Matthews has not assisted in the formation of charter schools. Don’t look to him for a balanced opinion — he’s anti-charter.
— Peter Joyce, Madison
Much more on the proposed Madison Preparatory IB charter school, here.
Madison Prep Closing Argument, Part II: Yes, but with a Delay
Madison School Board Member, Ed Hughes:
I want to support the Urban League’s Madison Prep charter school proposal. It is undeniable that the Madison School District has not done well by its African-American students. We need to accept that fact and be willing to step back and give our friends at the Urban League an opportunity to show us a better way.
The issue is far more complicated than this, however. There are a number of roadblocks on the path to saying yes. I discuss these issues below. Some are more of an obstacle than others.
The biggest challenge is that a vote in favor of Madison Prep as it is currently proposed amounts to a vote to violate our collective bargaining agreement with our teachers. I see no way around this. I believe in honoring the terms of our contracts with our employees. For me, this means that I have to condition my support for Madison Prep on a one-year delay in its opening.
Most other obstacles and risks can be addressed by including reasonable provisions in the charter school contract between the school district and Urban League.
One wonders what additional hurdles will appear between now and 2013, should the District follow Ed’s proposal. Kaleem Caire:
For the last 16 months, we have been on an arduous journey to develop a public school that would effectively address the educational needs of children who have under-performed or failed to succeed in Madison’s public schools for at least the last 40 years. If you have followed the news stories, it’s not hard to see how many mountains have been erected in our way during the process.
Some days, it has felt like we’re desperately looking at our children standing dangerously close to the edge of a cliff, some already fallen over while others dangling by their thumbs waiting to be rescued; but before we can get close enough to save them, we have to walk across one million razor blades and through thousands of rose bushes with our bare feet. As we make our way to them and get closer, the razor blades get sharper and the rose bushes grow more dense.
Fortunately, our Board members and team at the Urban League and Madison Preparatory Academy, and the scores of supporters who’ve been plowing through the fields with us for the last year believe that our children’s education, their emotional, social and personal development, and their futures are far more important than any pain we might endure.
Monday’s vote will certainly reflect the District’s priorities.
Another Letter to the Madison School District’s Board of Education on Madison Prep
750K PDF – Kaleem Caire, via email
December 11, 2011
Mr. Ed Hughes
Board of Education
Madison Metropolitan School District 545 West Dayton Street
Madison, WI 53713
Dear Mr. Hughes:
This letter is intended to respond to your December 4, 2011 blog post regarding the Madison Preparatory Academy initiative. Specifically, this letter is intended to address what you referred as “a fairly half-hearted argument [advanced by the Urban League] that the state statute authorizing school districts to enter into contracts for non-instrumentality charter schools trumps or pre-empts any language in collective bargaining agreements that restricts school districts along these lines.” Continuing on, you wrote the following:I say the argument is half-hearted because no authority is cited in support and itjust isn’t much ofan argument. School districts aren’t required to authorize non-instrumentality charter schools, and so there is no conflict with state statutesfor a school district to, in effect, agree that it would not do so. Without that kind of a direct conflict, there is no basis for arguing that the CBA language is somehow pre-empted.
We respectfully disagree with your assessment. The intent of this letter is to provide you with the authority for this position and to more fully explain the nature of our concern regarding a contract provision that appears to be illegal in this situation and in direct conflict with public policy.
Background
As you are aware, the collective bargaining agreement (the “CBA”) between MMSD and MTI Iprovides “that instructional duties where the Wisconsin Department of Public Instruction requires that such be performed by a certificated teacher, shall be performed only by ‘teachers.”‘ See Article I, Section B.3.a. In addition, “the term ‘teacher’ refers to anyone in the collective bargaining unit.” See Article I, Section B.2. You have previously suggested that “all teachers in MMSD schools– including non-instrumentality charter schools- must be members of the MTI bargaining unit.” As we indicated in our December 3, 2011 correspondence to you, under a non-instrumentality charter, the school board may not be the employer of the charter school’s staff. See§ 118.40(7)(a).
Under Wisconsin’s charter school law, the MMSD School Board (the “Board”) has the exclusive authority to determine whether a school is an instrumentality or not an instrumentality of the school district. See§ 118.40(7)(a). That decisio n is an important decision reserved to the Board alone. The effect of that decision drives whether teachers and staff must be, or cannot be, employees of the Board. The language of the CBA deprives the Board ofthe decision reserved to it under the statute and that language cannot be harmonized to give effect to both the statute and the CBA. Alternatively, the CBA language creates a situation whereby the Board may exercise its statutory authority to approve a non- instrumentality charter, but it must staff the school with school district employees, a result clearly prohibited under the statute. For reasons that will be explained below, in our view, the law trumps the CBA in either of these situations.
Analysis
Under Wisconsin law, “[a]labor contract may not violate the law.” Glendale Professional Policeman’s Ass’n v. City ofGlendale, 83 Wis. 2d 90, 102 (Wis. 1978). City ofGlendale addressed the tension that can arise between bargained for provisions in a collective bargaining agreement and statutory language. In City of Glendale, the City argued that a provision dealing with job promotions was unenforceable because it could not be harmonized with statutory language. Specifically, the agreement in question set forth parameters for promoting employees and stated in part that openings “shall be filled by the applicant with the greatest department seniority…” City of Glendale, 83 Wis. 2d at 94. Wisconsin law provided the following:The chiefs shall appoint subordinates subject to approval by the board. Such appointments shall be made by promotion when this can be done with advantage, otherwise from an eligible list provided by examination and approval by the board and kept on file with the clerk.
Wis. Stat.§ 62.13(4)(a).
The City contended that “the contract term governing promotions is void and unenforceable because it is contrary to sec. 62.13(4)(a), Stats.” City ofGlendale, 83 Wis. 2d at 98. Ultimately, the court ruled against the City based on the following rationale:Although sec. 62.13(4)(a), Stats., requires all subordinates to be appointed by the chief with the approval of the board, it does not, at least expressly, prohibit the chief or the board from exercising the power of promotion of a qualified person according to a set of rules for selecting one among several qualified applicants.
The factual scenario in City ofGlendale differs significantly from the present situation. In City of Glendale, the terms of the agreement did not remove the ability of the chief, with the approval of the board, to make promotions. They could still carry out their statutory duties. The agreement language simply set forth parameters that had to be followed when making promotions. Accordingly, the discretion of the chief was limited, but not eliminated. In the present scenario, the discretion of the Board to decide whether a charter school should be an instrumentality or a non-instrumentality has been effectively eliminated by the CBA language.
There is nothing in the CBA that explicitly prohibits the Board from voting for a non-instrumentality charter school. This discretion clearly lies with the Board. Pursuant to state law, instrumentality charter schools are staffed by District teachers. However, non-instrumentality charter schools cannot be staffed by District teachers. See Wis. Stat.§ 118.40. Based on your recent comments, you have taken the position that the Board cannot vote for a non-instrumentality charter school because this would conflict with the work preservation clause of the CBA. Specifically, you wrote that “given the CBA complications, I don’t see how the school board can authorize a non-instrumentality Madison Prep to open its doors next fall, and I say that as one who has come to be sympathetic to the proposal.” While we appreciate your sympathy, what we would like is your support. Additionally, this position creates at least two direct conflicts with the law.
First, under Wisconsin law, “the school board of the school district in which a charter school is located shall determine whether or not the charter school is an instrumentality of the school district.” Wis. Stat. § 118.40(7)(a) (emphasis added.) The Board is required to make this determination. If the Board is precluded from making this decision on December 19″‘ based on an agreement previously reached with MTI, the Board will be unable to comply with the law. Effectively, the instrumentality/non- instrumentality decision will have been made by the Board and MTI pursuant to the terms and conditions of the CBA. However, MTI has no authority to make this determination, which creates a direct conflict with the law. Furthermore, the Board will be unable to comply with its statutory obligation due to the CBA. Based on your stated concerns regarding the alleged inability to vote for a non-instrumentality charter school, it appears highly unlikely that the Board ever intentionally ceded this level ofauthority to MTI.
Second, if the Board chose to exercise its statutorily granted authority on December 19th and voted for a non-instrumentality charter school, this would not be a violation of the CBA. Nothing in the CBA explicitly prohibits the Board from voting for a non-instrumentality charter school. At that point, to the extent that MTI chose to challenge that decision, and remember that MTI would have to choose to grieve or litigate this issue, MTI would have to try to attack the law, not the decision made by the Board. Pursuant to the law, “[i] f the school board determines that the charter school is not an instrumentality of the school district, the school board may not employ any personnel for the charter school.” Wis. Stat.§ 118.40(7)(a) (emphasis added). While it has been suggested that the Board could choose to avoid the legal impasse by voting down the non-instrumentality proposal, doing so would not cure this conflict. This is particularly true if some Board members were to vote against a non-instrumentality option solely based on the CBA. In such a case, the particular Board Member’s obligation to make this decision is essentially blocked. Making a decision consistent with an illegal contract provision for the purposes of minimizing the conflict does not make the provision any less illegal. “A labor contract term whereby parties agree to violate the law is void.” WERC v. Teamsters Local No. 563, 75 Wis. 2d 602, 612 (Wis. 1977) (citation omitted).
Conclusion
In Wisconsin, “a labor contract term that violates public policy or a statute is void as a matter of law.” Board of Education v. WERC, 52 Wis. 2d 625, 635 (Wis. 1971). Wisconsin law demonstrates that there is a public policy that promotes the creation of charter schools. Within that public policy, there is an additional public policy that promotes case-by-case decision making by a school board regarding whether a charter school will be an instrumentality or a non-instrumentality. The work preservation clause in the CBA cannot be harmonized with these underlying public policies and should not stop the creation of Madison Preparatory Academy.
The Madison Prep initiative has put between a rock and a hard place. Instrumentality status lost support because of the costs associated with employing members of MTI. Yet, we are being told that non-instrumentality status will be in conflict with the CBA and therefore cannot be approved. As discussed above, the work preservation clause is irreconcilable with Wisconsin law, and would likely be found void by acourt of law.
Accordingly, I call on you, and the rest of the Board to vote for non- instrumentality status on December 19th. In the words of Langston Hughes, “a dream deferred is a dream denied.” Too many children in this district have been denied for far too long. On behalf of Madison children, families and the Boards of the Urban League and Madison Prep, I respectfully request your support.
Respectfully,
Kaleem Caire
President & CEO
cc: Dan Nerad, Superintendent
Dylan Pauly, Legal Counsel
MMSD Board ofEducation Members
ULGMand Madison Prep Board Members and Staff
Godfrey & Kahn, S.C.
Related: Who Runs the Madison Schools?
Howard Blume: New teacher contract could shut down school choice program
As schools across California bemoan increasing class sizes, the Alliance Technology and Math Science High School has boosted class size — on purpose — to an astonishing 48. The students work at computers most of the school day.
Next door in an identical building containing a different school, digital imaging — in the form of animation, short films and graphics — is used for class projects in English, math and science.
At a third school on the same Glassell Park campus, long known as Taylor Yards, high-schoolers get hands-on experience with a working solar panel.
These schools and two others coexist at the Sotomayor Learning Academies, which opened this fall under a Los Angeles school district policy called Public School Choice. The 2009 initiative, the first of its kind in the nation, has allowed groups from inside and outside the Los Angeles Unified School District to compete for the right to run dozens of new or low-performing schools.
Much more on the proposed Madison Preparatory Academy IB Charter School, here.
Madison Public Schools: A Dream Deferred, Opportunity Denied? Will the Madison Board of Education Hear the 40-year long cries of its Parents and Community, and Put Children and Learning before Labor and Adults?
Kaleem Caire, via email:
December 10, 2011
Dear Friends & Colleagues.
For the last 16 months, we have been on an arduous journey to develop a public school that would effectively address the educational needs of children who have under-performed or failed to succeed in Madison’s public schools for at least the last 40 years. If you have followed the news stories, it’s not hard to see how many mountains have been erected in our way during the process.
Some days, it has felt like we’re desperately looking at our children standing dangerously close to the edge of a cliff, some already fallen over while others dangling by their thumbs waiting to be rescued; but before we can get close enough to save them, we have to walk across one million razor blades and through thousands of rose bushes with our bare feet. As we make our way to them and get closer, the razor blades get sharper and the rose bushes grow more dense.
Fortunately, our Board members and team at the Urban League and Madison Preparatory Academy, and the scores of supporters who’ve been plowing through the fields with us for the last year believe that our children’s education, their emotional, social and personal development, and their futures are far more important than any pain we might endure.
Our proposal for Madison Prep has certainly touched a nerve in Madison. But why? When we launched our efforts on the steps of West High School on August 29, 2010, we thought Madison and its school officials would heartily embrace Madison Prep.We thought they would see the school as:
(1) a promising solution to the racial achievement gap that has persisted in our city for at least 40 years;
(2) a learning laboratory for teachers and administrators who admittedly need new strategies for addressing the growing rate of underachievement, poverty and parental disengagement in our schools, and
(3) a clear sign to communities of color and the broader Greater Madison community that it was prepared to do whatever it takes to help move children forward – children for whom failure has become too commonplace and tolerated in our capital city.
Initially, the majority of Board of Education members told us they liked the idea and at the time, had no problems with us establishing Madison Prep as a non-instrumentality – and therefore, non-union, public school. At the same time, all of them asked us for help and advice on how to eliminate the achievement gap, more effectively engage parents and stimulate parent involvement, and better serve children and families of color.
Then, over the next several months as the political climate and collective bargaining in the state changed and opponents to charter schools and Madison Prep ramped up their misinformation and personal attack campaign, the focus on Madison Prep got mired in these issues.
The concern of whether or not a single-gender school would be legal under state and federal law was raised. We answered that both with a legal briefing and by modifying our proposal to establish a common girls school now rather than two years from now.
The concern of budget was raised and how much the school would cost the school district. We answered that through a $2.5 million private gift to lower the per pupil request to the district and by modifying our budget proposal to ensure Madison Prep would be as close to cost-neutral as possible. The District Administration first said they would support the school if it didn’t cost the District more than $5 million above what it initially said it could spend; Madison Prep will only cost them $2.7 million.
Board of Education members also asked in March 2011 if we would consider establishing Madison Prep as an instrumentality of MMSD, where all of the staff would be employed by the district and be members of the teacher’s union. We decided to work towards doing this, so long as Madison Prep could retain autonomy of governance, management and budget. Significant progress was made until the last day of negotiations when MMSD’s administration informed us that they would present a counter-budget to ours in their analysis of our proposal that factored in personnel costs for an existing school versus establishing a modest budget more common to new charter schools.
We expressed our disagreement with the administration and requested that they stick with our budget for teacher salaries, which was set using MMSD’s teacher salary scale for a teacher with 7 years experience and a masters degree and bench-marked against several successful charter schools. Nevertheless, MMSD argued that they were going to use the average years of experience of teachers in the district, which is 14 years with a master’s degree. This drove up the costs significantly, taking teacher salaries from $47,000 to $80,000 per year and benefits from $13,500 to $25,000 per year per teacher. The administration’s budget plan therefore made starting Madison Prep as an instrumentality impossible.
To resolve the issue, the Urban League and Board of Madison Prep met in November to consider the options. In doing so, we consulted with every member of MMSD’s Board of Education. We also talked with parents, stakeholders and other community members as well. It was then decided that we would pursue Madison Prep as a non-instrumentality of the school district because we simply believe that our children cannot and should not have to wait.
Now, Board of Education members are saying that Madison Prep should be implemented in “a more familiar, Madison Way”, as a “private school”, and that we should not have autonomy even though state laws and MMSD’s own charter school policy expressly allow for non-instrumentality schools to exist. There are presently more than 20 such schools in Wisconsin.
What Next?
As the mountains keep growing, the goal posts keep moving, and the razor blades and rose bushes are replenished with each step we take, we are forced to ask the question: Why has this effort, which has been more inclusive, transparent and well-planned, been made so complicated? Why have the barriers been erected when our proposal is specifically focused on what Madison needs, a school designed to eliminate the achievement gap, increase parent engagement and prepare young people for college who might not otherwise get there? Why does liberal Madison, which prides itself on racial tolerance and opposition to bigotry, have such a difficult time empowering and including people of color, particularly African Americans?
As the member of a Black family that has been in Madison since 1908, I wonder aloud why there are fewer black-owned businesses in Madison today than there were 25 years ago? There are only two known black-owned businesses with 10 or more employees in Dane County. Two!
Why can I walk into 90 percent of businesses in Madison in 2011 and struggle to find Black professionals, managers and executives or look at the boards of local companies and not see anyone who looks like me?
How should we respond when Board of Education members tell us they can’t vote for Madison Prep while knowing that they have no other solutions in place to address the issues our children face? How can they say they have the answers and develop plans for our children without consulting and including us in the process? How can they have 51 black applicants for teaching positions and hire only one, and then claim that they can’t find any black people to apply for jobs? How can they say, “We need more conversations” about the education of our children when we’ve been talking for four decades?
I have to ask the question, as uncomfortable as it may be for some to hear, “Would we have to work this hard and endure so much resistance if just 48% of white children in Madison’s public schools were graduating, only 1% of white high school seniors were academically ready for college, and nearly 50% of white males between the ages of 25-29 were incarcerated, on probation or under some form of court supervision?
Is this 2011 or 1960? Should the black community, which has been in Madison for more than 100 years, not expect more?
How will the Board of Education’s vote on December 19th help our children move forward? How will their decision impact systemic reform and seed strategies that show promise in improving on the following?
Half of Black and Latino children are not completing high school. Just 59% of Black and 61% of Latino students graduated on-time in 2008-09. One year later, in 2009-10, the graduation rate declined to 48% of Black and 56% of Latino students compared to 89% of white students. We are going backwards, not forwards. (Source: MMSD 2010, 2011)
Black and Latino children are not ready for college. According to makers of the ACT college entrance exam, just 20% of Madison’s 378 Black seniors and 37% of 191 Latino seniors in MMSD in 2009-10 completed the ACT. Only 7% of Black and 18% of Latino seniors completing test showed they had the knowledge and skills necessary to be “ready for college”. Among all MMSD seniors (those completing and not completing the test), just 1% of Black and 7% of Latino seniors were college ready
Too few Black and Latino graduates are planning to go to college. Of the 159 Latino and 288 Black students that actually graduated and received their diplomas in 2009-10, just 28% of Black and 21% of Latino students planned to attend a four-year college compared to 53% of White students. While another 25% of Black and 33% of graduates planned to attend a two-year college or vocation program (compared to 17% of White students), almost half of all of all Black and Latino graduates had no plans for continuing their education beyond high school compared to 27% of White students. (Source: DPI 2011)
Half of Black males in their formative adult years are a part of the criminal justice system. Dane County has the highest incarceration rate among young Black men in the United States: 47% between the ages of 25-29 are incarcerated, on probation or under some form of court supervision. The incarceration phenomena starts early. In 2009-10, Black youth comprised 62% of all young people held in Wisconsin’s correctional system. Of the 437 total inmates held, 89% were between the ages of 15-17. In Dane County, in which Madison is situated, 49% of 549 young people held in detention by the County in 2010 were Black males, 26% were white males, 12% were black females, 6% were white females and 6% were Latino males and the average age of young people detained was 15. Additionally, Black youth comprised 54% of all 888 young people referred to the Juvenile Court System. White students comprised 31% of all referrals and Latino comprised 6%.
More importantly, will the Board of Education demonstrate the type of courage it took our elders and ancestors to challenge and change laws and contracts that enabled Jim Crow, prohibited civil rights, fair employment and Women’s right to vote, and made it hard for some groups to escape the permanence of America’s underclass? We know this is not an easy vote, and we appreciate their struggle, but there is a difference between what is right and what is politically convenient.
Will the Board have the courage to look in the faces of Black and Latino families in the audience, who have been waiting for solutions for so long, and tell them with their vote that they must wait that much longer?
We hope our Board of Education members recognize and utilize the tremendous power they have to give our children a hand-up. We hope they hear the collective force and harmony of our pleas, engage with our pain and optimism, and do whatever it takes to ensure that the proposal we have put before them, which comes with exceptional input and widespread support, is approved on December 19, 2011.
Madison Prep is a solution we can learn from and will benefit the hundreds of young men and women who will eventually attend.
If not Madison Prep, then what? If not now, then when?
JOIN US
SCHOOL BOARD VOTE ON MADISON PREP
Monday, December 19, 2011 at 5:00pm
Madison Metropolitan School District
Doyle Administration Building Auditorium
545 West Dayton Street
Madison, WI 53703
Contact: Laura DeRoche Perez, Lderoche@ulgm.org
Phone: 608-729-1230
CLICK HERE TO RSVP: TELL US YOU’LL BE THERE
Write the School Board and Tell Them to “Say ‘Yes’, to Madison Prep!”
Madison Prep 2012!
Onward!
Kaleem Caire
President & CEO
Urban League of Greater Madison
Phone: 608-729-1200
Fax: 608-729-1205
www.ulgm.org
OUR RESPONSE TO MMSD’S NEW CONCERNS
Autonomy: MMSD now says they are concerned that Madison Prep will not be accountable to the public for the education it provides students and the resources it receives. Yet, they don’t specify what they mean by “accountability.” We would like to know how accountability works in MMSD and how this is producing high achievement among the children it serves. Further, we would like to know why Madison Prep is being treated differently than the 30 early childhood centers that are participating in the district’s 4 year old kindergarten program. They all operate similar to non-instrumentality schools, have their own governing boards, operate via a renewable contract, can hire their own teachers “at their discretion” and make their own policy decisions, and have little to no oversight by the MMSD Board of Education. All 30 do not employ union teachers. Accountability in the case of 4K sites is governed by “the contract.” MMSD Board members should be aware that, as with their approval of Badger Rock Middle School, the contract is supposed to be developed “after” the concept is approved on December 19. In essence, this conversation is occurring to soon, if we keep with current district practices.
Collective Bargaining Agreement (CBA): MMSD and Madison Teachers, Incorporated have rejected our attorney’s reading of ACT 65, which could provide a path to approval of Madison Prep without violating the CBA. Also, MTI and MMSD could approve Madison Prep per state law and decide not to pursue litigation, if they so desired. There are still avenues to pursue here and we hope MMSD’s Board of Education will consider all of them before making their final decision.
Much more on the proposed Madison Preparatory Academy IB charter school, here.
Madison Teachers, Inc. on The Proposed Madison Preparatory Academy IB Charter School
John Matthews, Executive Director of Madison Teachers, Inc., via email:
The Urban League proposes that Madison Prep be operated as a non-instrumentality of the Madison Metropolitan School District. The Urban League’s proposal is unacceptable to Madison Teachers, because it would effectively eliminate supervision and accountability of the school to the Madison School Board regarding the expenditure of millions of dollars in taxpayer money, and because it would also violate long-standing terms and conditions of the Collective Bargaining Agreement between the Madison Metropolitan School District and MTI.
The Urban League proposes to use District funds to hire non-District teaching staff at lower salaries and benefits than called for in the Collective Bargaining Agreement. It was recently stated in a meeting between representatives of Madison Prep, the School District and MTI that the Urban League plans to hire young African-American males and asks that MTI and the District enable them to pay the teachers they hire less than their counterparts, who are employed by the District. MTI cannot agree to enable that. We believe that such is discriminatory, based both on race and gender. The MTI/MMSD Contract calls for teachers to be compensated based upon their educational achievement and their years of service. MTI and MMSD agreed in the early 1970’s that the District would not enable such undermining of employment standards. The costing of the Contract salary placement was explained by both Superintendent Nerad and John Matthews. Those explanations were ignored by the Urban League in their budgeting, causing a shortfall in the proposed operational budget, according to Superintendent Nerad.
It is also distasteful to MTI that the Urban League proposes to NOT ADDITIONALLY pay their proposed new hires for working a longer day and a longer school year. Most employees in the United States receive overtime pay when working longer hours. The Urban League proposes NO additional compensation for employees working longer hours, or for the 10 additional school days in their plan.
Finally, the Urban League is incorrect in asserting that MTI and the District could modify the MMSD/MTI Contract without triggering Act 10, Governor Walker’s draconian attack on teachers and other public employees. The Contract would be destroyed if MTI and the District agreed to amend it. Such is caused by Walker’s Law, Act 10. MTI is not willing to inflict the devastating effects of Act 10 on its members. The Urban League states that Walker’s Act 65 would enable the Contract to be amended without the horrible impact cause by Act 10. That claim is unfounded and in error.
The Madison Prep proposal could easily be implemented if it followed the Charter Plan of Wright School, Nuestro Mundo, and Badger Rock School, all of which operate as instrumentalities of the District, under its supervision and the MMSD/MTI Collective Bargaining Agreement.
Much more on the proposed Madison Preparatory Academy IB charter school, here.
MTI responds on Madison Prep
Madison Preparatory Academy could easily open if it followed the same model as the district’s other charter schools, Madison Teachers Inc. Executive Director John Matthews said in response to yesterday’s Urban League press conference.
But the current proposal is “unacceptable” to Madison teachers because it would “effectively eliminate School Board oversight of the expenditure of millions of dollars in taxpayer money” and violate the district’s contract with its union, Matthews said.
Matthews initially declined to comment on Madison Prep when I contacted him yesterday, but later responded in an e-mail.
In his response, Matthews criticized Madison Prep’s plan to pay its teachers lower salaries and benefits than other district teachers, and not offer overtime for working longer days.
He also said the Urban League is incorrect in asserting that the current union contract can be modified without nullifying it under the state’s new collective bargaining law.
Related: Some Madison Teachers & Some Community Members (*) on the Proposed Madison Preparatory Academy IB Charter School.
Related: student learning has become focused instead on adult employment – Ripon Superintendent Richard Zimman.
Most school employees vote to recertify unions under bargaining law
School employees approved state certification for about 85 percent of the unions seeking the limited collective bargaining rights allowed under Wisconsin’s controversial new law governing public employees, officials said Thursday.
Members of 208 local bargaining units for teachers and school support staff voted by telephone over the last two weeks, according to the Wisconsin Employment Relations Commission, which oversaw the elections.
In November, all six state employee unions that sought official status won recertification elections.
Elections for municipal employee unions are scheduled to take place early in 2012.
Let’s get together on Madison Prep
The debate over whether the Madison School Board should give the final OK to the Madison Preparatory Academy is getting a bit nasty.
And that should not be.
While the passion on the part of the advocates for the school, led by the energetic Urban League CEO Kaleem Caire, is perfectly understandable given our schools’ dismal record on minority achievement, so is the questioning from those who aren’t convinced the prep idea will solve that problem.
Now, on the eve of a vote on that final approval, is not the time to point fingers and make accusations, but to come together and reasonably find ways to overcome the obstacles and reassure those who fret about giving up duly elected officials’ oversight of the school and the impact it will have on the entire district’s union contracts if not done correctly.
The union problem is not the fault of the union, but stems from Gov. Scott Walker and the Legislature’s action to dramatically change public employee collective bargaining in Wisconsin. If the union or the School Board makes concessions for Madison Prep, the collective bargaining agreement for the entire district, which is to expire in June 2013, could be negated.
Much more on the proposed Madison Preparatory IB charter school, here.
Are Charter School Unions Worth the Bargain?
Mitch Price, via a kind Deb Britt email:
About 12 percent of all charter schools have bargaining agreements. Why do charter schools unionize? What is in these charter school contracts? Can they be considered innovative or models for union reform? And how do they compare to traditional district/union teacher contracts? Center on Reinventing Public Education legal analyst Mitch Price investigated those questions in his study of charter school collective bargaining agreements.
Price examined nine charter schools unionized either by management design or by teacher vote. For comparison, he examined traditional district contracts and analyzed data from non-unionized charter schools as well. He found that the new contracts can be crafted in ways that respect the unique missions and priorities of charter schools, provide teachers with basic protections, and maintain organizational flexibility. However, while these new contracts innovate in many ways, they could go much further given the opportunity to create contracts from scratch.
Still Another Madison Prep Update: After all this, Is a Non-Instrumentality Simply a Non-Starter?
Madison School Board Member Ed Hughes:
The Urban League’s Madison Prep proposal continues to garner attention as we draw closer to the School Board’s December 19 up-or-down vote on the proposal.
This weekend the news has been the school district administration’s analysis of the Urban League’s current proposal for a non-instrumentality charter school (i.e., one where the teachers and other school staff would be employees of the Urban League rather than the school district and the school would be free of most administrative oversight from the district).
The analysis recommends that the School Board reject the Madison Prep proposal, for two principal reasons.
The first is that, as a matter of policy, the administration is opposed to non-instrumentality charter schools because of the lack of day-to-day oversight of their operations. The second reason is that there does not seem to be a way the school district could enter into a contract for a non-instrumentality charter school without running afoul of our collective bargaining agreement (CBA) with Madison Teachers Inc. (MTI).
Much more on the proposed Madison Preparatory IB charter school, here.
Who wants to be a teacher?
America now finds itself at an interesting crossroads. Over the next few years, it is estimated that this country will need one million new teachers, as more and more baby boomers begin to retire. (A baby boomer is a person who was born during the demographic Post-War II baby boom and who grew up during the period between 1946 and 1964.)
This impending shortfall of public educators is further exacerbated by the disturbing national trend that has severely undermined job security for many public-sector employees by restricting, or outright prohibiting workers from engaging in the collective bargaining process.
As we have seen, Wisconsin has become the embarrassing leader of the political attack now being orchestrated against the poor and working-class families in this country. But vilifying teachers is nothing new for the Badger State. Former Governor and now U.S. Senate hopeful, Tommy Thompson used teachers and its union (WEAC) as convenient political scapegoats back in the 1990s. He succeeded in making the case that state property taxes were so out of whack, solely as a result of the exorbitant salaries and benefits being afforded to teachers. Talk about pure political demagoguery!
Madison Schools’ Administration Opposes the Proposed Madison Preparatory IB Charter School
Recommendations:
We are in agreement that the achievement gaps for low-income students, students of color, students with disabilities, and English Language Learners must be eliminated. The Administration agrees that bolder steps must be taken to address these gaps. We also know that closing these gaps is not a simple task and change will not come overnight, but, the District’s commitment to doing so will not waiver. We also know that to be successful in the long run, we must employ multiple strategies both within our schools and within our community. This is why the District has held interest in many of the educational strategies included in the Madison Prep’s proposal like longer school days and a longer school year at an appropriately compensated level for staff, mentoring support, the proposed culture of the school and the International Baccalaureate Program.
While enthusiastic about these educational strategies, the Administration has also been clear throughout this conversation about its concern with a non-instrumentality model.
Autonomy is a notion inherent in all charter school proposals. Freedom and flexibility to do things differently are the very reasons charter schools exist. However, the non-instrumentality charter school model goes beyond freedom and flexibility to a level of separateness that the Administration cannot support.
In essence, Madison Prep’s current proposal calls for the exclusion of the elected Board of Education and the District’s Administration from the day-to-day operations of the school. It prevents the Board, and therefore the public, from having direct oversight of student learning conditions and teacher working conditions in a publicly-funded charter school. From our perspective, the use of public funds calls for a higher level of oversight than found in the Madison Prep proposal and for that matter in any non-instrumentality proposal.
In addition, based on the District’s analysis, there is significant legal risk in entering into a non- instrumentality charter contract under our collective bargaining agreement with our teachers.
In our analysis of Madison Prep’s initial instrumentality proposal, the Administration expressed concerns over the cost of the program to the District and ultimately could not recommend funding at the level proposed. Rather, the Administration proposed a funding formula tied to the District’s per pupil revenues. We also offered to continue to work with Madison Prep to find ways to lower these costs. Without having those conversations, the current proposal reduces Madison Prep’s costs by changing from an instrumentality to a non-instrumentality model. This means that the savings are realized directly through reductions in staff compensation and benefits to levels lower than MMSD employees. The Administration has been willing to have conversations to determine how to make an instrumentality proposal work.
In summary, this administrative analysis finds concerns with Madison Prep’s non-instrumentality proposal due to the level of governance autonomy called for in the plan and due to our collective bargaining agreement with our teachers. Based on these issues, we cannot recommend to the Board that Madison Prep be approved as a non-instrumentality charter school.
We know more needs to be done as a district and a community to eliminate our achievement gaps. We must continue to identify strategies both within our schools and our larger community to eliminate achievement gaps. These discussions, with the Urban League and with our entire community, need to continue on behalf of all of our students.
In anticipation of the recommendation, Caire sent out an email Friday night to School Board members with a letter responding to concerns about the union contract issue.
The problem concerns a “work preservation” clause in the Madison Teachers Inc. contract that requires all teaching duties in the district be performed by union teachers.
Exceptions to the clause have been made in the past, such as having private day-care centers offer 4-year-old kindergarten, but those resulted from agreements with the union. Such an agreement would nullify the current union contract under the state’s new collective bargaining law, according to the district.
Caire said a recent law signed by Gov. Scott Walker could allow the district to amend its union contract. However, School Board member Ed Hughes, who is a lawyer, disagreed with Caire’s interpretation.
Nerad said even if the union issue can be resolved, he still objects to the school seeking autonomy from all district policies except those related to health and safety of students.
…..
Caire said Madison Prep’s specific policies could be ironed out as part of the charter contract after the School Board approves the proposal. He plans to hold a press conference Tuesday to respond to the district’s review.
“The purpose of a charter school is to free you from red tape — not to adopt the same red tape that they have,” Caire said. “We hope the board will stop looking at all of those details and start looking at why we are doing this in the first place.”
Much more on the proposed Madison Preparatory IB charter school, here.
The fate of Madison Prep, yea or nea, will resonate locally for years. A decisive moment for our local $372M schools.
How Madison Prep Can Be a Non-Instrumentality (Non-Union)?
Kaleem Caire, via email
December 2, 2011
Greetings Madison Prep.
Tomorrow afternoon, we are expecting to learn that MMSD’s Administration will inform the Madison Metropolitan School District Board of Education that Madison Prep should not be approved. A possible reason we expect will be MMSD’s concern that the current collective bargaining agreement between the District and Madison Teachers Inc. (MTI) has a “work preservation clause” which the teacher’s union advocated for long ago to ensure that it was the only game in town to represent public school teachers in Madison.
Below, is the cover note that I forwarded to Ed Hughes of the Board of Education and copied to a number of others, who had asked a thoughtful question about our proposal to establish Madison Prep as a non-instrumentality charter school, we hope, in fall 2012. Also see the letter attached to this email.
—————————————- ————————————————————————–
December 2, 2011
Greetings Ed.
Attached, please find a letter that contains the answer to your question referenced in your email below. The letter contains the explanation of a path to which Madison Prep could be established as a non-instrumentality public charter school, under Wisconsin law, and in a way that would not violate the current collective bargaining agreement between MMSD and Madison Teachers Inc.
We look forward to answering any questions you or other members of the Board of Education may have.
Thank you so much and Many blessings to you and your family this holiday season.
Onward.
cc: Daniel Nerad, MMSD Superintendent
Dylan Pauly, MMSD Legal Counsel
MMSD Board of Education Members
ULGM Board of Directors
Madison Prep Board of Directors
Godfrey & Kahn, S.C.
Steve Goldberg, CUNA Mutual Foundation
This letter is intended to respond to your November 78,207I email and to suggest that there is a viable option for moving forward with Urban League’s proposal for the Madison Preparatory Academy (“Madison Prep”) that: [i) will reduce cost; and (ii) will not sacrifice the union security provisions of the Collective Bargaining Agreement “Agreement” or “Contract”) between the Madison Metropolitan School District (“MMSD” or “District”) and Madison Teachers, Inc. (“MTI”).
Your email asks for a response to a question concerning how the school district could authorize Madison Prep as a non-instrumentality charter without thereby violating the terms of the District’s Agreement with MTI. Your email references a provision in the MTI Agreement that provides “that instructional duties where the Wisconsin Department of Public Instruction requires that such be performed by a certifìcated teacher, shall be performed only by’teachers.”‘ .See Article I, Section 8.3.a. In addition you note that “the term ‘teacher’ refers to anyone in the collective bargaining unit.” See Article I, Section 8.2. You conclude your email by stating that “it appears that all teachers in MMSD schools — including non-instrumentality charter schools – must be members of the MTI bargaining unit.”
The Urban League is aware of the Agreement’s language and concedes that the language, if enforceable, poses an obstacle as we look for School Board approval of the plan to open and operate a “non-instrumentality” school. Under an instrumentality charter, the employees of the charter school must be employed by the school board. Under a non-instrumentality charter, the school board may not be the employer of the charter school’s staff. See S 118.40(7)(a). Thus, the statement in your email that all teachers, including those in a non-instrumentality charter school – “must be members of the MTI bargaining unit” and, presumably, employed by the school board is not permitted under Wisconsin law.
Under Wisconsin’s charter school law the School Board has the exclusive authority to determine whether a school is an instrumentality or not an instrumentality of the school district. .See S 118.40(7)(a). That decision is an important decision reserved to the School Board alone. The effect of that decision drives whether teachers and staff must be, or cannot be, employees of the School Board. The language of the Contract deprives the School Board of the decision reserved to it under the statute and that language cannot be harmonized to give effect to both the statute and the Agreement. Alternatively the Contract language creates a situation whereby the School Board may exercise its statutory authority to approve a non-instrumentality charter but it must staff the school with school district employees, a result clearly prohibited under the statute. In our view the law trumps the Contract in either of these situations.
The situation described above could likely only be resolved in a court of law. The Contract includes a “savings clause” that contemplates that where a court invalidates a provision in the Agreement, the invalid provision is deleted and the remainder of the contract remains intact. See Article VIII, Section E.
The Urban League is, however, mindful that litigation is both expensive and time consuming. Moreover it is clear that the Contract language will become a prohibited subject of bargaining in the near future when the current Agreement expires. Unfortunately, the children we seek to serve, do not have the time to wait for that day.
Our second purpose in writing is to make you aware of a possible solution to a major obstacle here. One of the major obstacles in moving forward has been the cost associated with an instrumentality school coupled with MTI’s reluctance to work with the District in modifying the Contract to reduce costs associated with staffing and certain essential features of Madison Prep, like an extended school day, As we understand it MTI does not want to modify the Contract because such a modification would result in an earlier application of 2077 Wisconsin Act L0 to the District, members of the bargaining unit and to MTI itself.
We understand MTI’s reluctance to do anything that would hasten the application of Act 10 in the school district, With the passage of 2011. Wisconsin Act 65, that concern is no longer an obstacle.
Act 65 allows the parties to a collective bargaining agreement to enter into a memorandum of understanding that would run for the remaining term of the collective bargaining agreement, for the purpose of reducing the cost of compensation or fringe benefits in the collective bargaining agreement,
The Act also provides that entering into such a memorandum would not be considered a “modification” of the collective bargaining agreement for the purposes of Act 10. Act 65 was published on November 23,2077 and took effect the following day. The law allows the parties to a collective bargaining agreement to enter into such a memorandum no later than 90 days after the effective date of the law.
The Urban League believes that Act 65 gives the Board and MTI the opportunity to make changes that will facilitate cost reductions, based in compensation and fringe benefits, to help Madison Prep move forward. And, the law allows the parties to do so in a way that does not adversely impact the teachers represented by MTI or the union security provisions of the Collective Bargaining Agreement.
For example, the parties could agree to reduce the staffing costs for Madison Prep, The parties could also agree that a longer school day would not have to cost more. And, the parties could agree that the work preservation clause referenced in the first part of this letter does not apply where the School Board has determined a charter school willbe a non-instrumentality of the District, a move that would also most certainly reduce costs. These changes would not be forced upon any existing MTI represented teacher as teachers would apply for vacancies in the school.
We hope that the School Board will give serious consideration to the opportunity presented by Act 65. 0n behalf of the Urban League of Greater Madison and Madison Preparatory Academy, we thank you for your support of Madison Prep.
Much more on the proposed Madison Preparatory IB charter school, here.
America’s Public Sector Union Dilemma
There is much less competition in the public sector than the private sector, and that has made all the difference.
Since the Great Recession began in 2008, there has been a growing criticism of public sector unions, reflecting taxpayer concerns about union compensation and unfunded pension liabilities. These concerns have led to proposals to change public sector union policy in very significant ways. Earlier this month, voters in Ohio defeated by a wide margin a law that would have restricted union powers, although polls showed broad support for portions of the law that would have reduced union benefits. In Wisconsin, a state with a long-standing pro-union stance, Governor Scott Walker advanced policy in February that would cut pay and substantially curtail collective bargaining rights of many public sector union workers. In Florida, State Senator John Thrasher introduced legislation that would prevent governments from collecting union dues from union worker state paychecks. And it is not just Ohio, Wisconsin, and Florida that are attempting to change the landscape of public unions. Cash-strapped governments in many states are considering ways to reduce the costs associated with public unions.
Madison School District agrees to release teachers’ sick notes
The Madison School District has agreed to terms for releasing more than 1,000 sick notes submitted by teachers who missed work in February during mass protests over collective bargaining.
The district will remove the teachers’ names and other identifying information from the notes, under an agreement reached Monday with the Wisconsin State Journal, which requested the records under the state’s Open Records Law.
“It’s essentially what we asked for in May,” State Journal Editor John Smalley said Tuesday. “It was never our intention to publish any names or individual situations, but to look at the collective situation of all of these sick notes and how the district as an institution handled it.”
School Board President James Howard said the agreement protects teachers while complying with the newspaper’s needs and a Nov. 21 court ruling ordering the district to turn over the notes. The newspaper sued the district for the records after the district denied requests for them.
Many friends of mine are upset with the legal battle the Wisconsin State Journal waged to obtain the 1,000 sick notes Madison teachers used to get off work during the union protests in February. My own radio host and boss, Kurt Baron, referred to the paper as the “Wisconsin State Urinal” in describing his decision to no longer have the paper as his home page online. Some called into the show and promised to cancel their subscriptions.
Teachers should have a right to individual privacy over their medical records. We shouldn’t know whether John Q. cited herpes or hemorrhoids on his doctor’s note.
I am less sympathetic, however, to the teachers’ right to collective privacy. As long as their names are redacted, the public has the right to know if 273 teachers cited malaria and 345 claimed to suffer from ebola.
Unfortunately the recent ruling will violate individual privacy by allowing the State Journal to see the names of the teachers on the sick notes.
Wisconsin Gov. Scott Walker and other state leaders concerned with education should work toward a common school evaluation system.
Wisconsin needs a new system of school accountability, but implementing effective measures will be difficult because there are so many different ideas about what it takes to make a good school.
The best schools have high standards in the basics – reading, math, science and writing. But they also excel at art, music and gym. They are places with strong leadership, inspired teachers and an organic system of training and mentoring.
To create more such schools and hold all schools accountable in a fair manner, though, requires all those with an interest in that issue to be at the table. Unfortunately, that’s not the case now.
When Gov. Scott Walker and State Superintendent Tony Evers formed a team to improve school accountability, the Wisconsin Education Association Council chose to sit this one out.
We get it: The state’s largest teachers union has plenty of reason to be upset with Walker for stripping it and other public employee unions of their collective bargaining rights – and for cutting funding to schools. But we still think the union’s refusal to take a place at the table was a mistake. The union needs to be involved in such efforts. Now, it’s on the outside looking in.
Wisconsin’s current assessment system is the oft-criticized WKCE, which has some of our nation’s lowest standards.
A Closer Look at Wisconsin’s Test Scores Reveals Troubling Trend by Christian D’Andrea.
WEAC’s Mary Bell advocates a “holistic” approach to school accountability.
Idaho teachers union leader has tough task ahead
The new president of the statewide teachers union has a tough task reorganizing the 13,000-member group after it took a beating during the 2011 Idaho Legislature, with measures passed to weaken their collective bargaining and phase out some job protections.
But Penni Cyr says she’s up for the assignment.
Cyr is starting a three-year term as president of the Idaho Education Association after nearly 30 years teaching in Moscow public schools. Her husband, Craig, works at Schweitzer Engineering Laboratories, Inc., in Pullman, Wash., and remains in Moscow, where their four adult children also live.
“I go home when I can, but it’s often time to work,” Cyr said.
Among her top priorities: A campaign to repeal the sweeping education changes that were signed into law earlier this year with backing from public schools chief Tom Luna and Gov. Butch Otter. The laws will go before Idaho voters in November 2012.
Education’s good old days? Please, you’ve been sniffing too many chemical-soaked mimeograph sheets
If you spend any amount of time on Facebook, eventually you’ll see a copied-and-pasted status update that looks something like this: “If you learned long division by hand, bicycled to school in the rain, drank lead-tainted water directly from the hose, played fast-pitch baseball in the dark with shiftless strangers, skinned your knee and ignored it until it became infected and led to a series of painful brain hemorrhages, sucked mercury from thermometers like marrow from the bones of dead hobos, and lived to tell about it, repost this and be thankful for the good old days.”
The implication, of course, is that kids are too mollycoddled these days, and we’re overthinking their upbringing – why can’t we just do things the way we used to? After all, we turned out fine.
I can’t help but believe that this notion – as well as sharp resistance to it – has contributed greatly to the statewide rift over collective bargaining that’s culminated in the current gubernatorial recall effort.
After all, in the past, kids did just fine under the tutelage of bitter, underpaid nuns and schoolmarms. Why spend more money for worse results? Teachers deserve a pay cut. They’re not holding up their end of the bargain.
I suspect that this attitude is actually fairly pervasive. Commenting on one of my recent blog posts, a reader said this: “Go back to teaching math, science, history and [E]nglish the way it was taught in the 50’s. Students either passed or failed based on work not on some stupid self-esteem.”
Middleton school board president speaks out against budget cuts
Ellen Lindgren, 62, has served on the Middleton Cross Plains Area Board of Education for 17 years. She is currently the board president. Lindgren became involved with issues affecting children and schools when her oldest child — now in his early 30s and a high school social studies teacher in California — was in pre-school. All three of her children attended public elementary, middle and high schools in the Middleton area district.
A registered nurse who has experience on both sides of the bargaining table, she is now mostly retired. Even before Gov. Scott Walker announced unprecedented cuts in state funding for Wisconsin public schools last spring, Lindgren had been raising her voice to protest nearly two decades of state-imposed revenue caps that made it difficult, even in affluent communities like hers, to balance school budgets and keep up with inflationary costs.
Now she is speaking out even more forcefully on a number of topics, including the governor’s budget, which she says is balanced on the backs of teachers, his near elimination of collective bargaining and his support for voucher schools over funding for conventional public schools.
Last week, Lindgren took questions from members of the press during a telephone conference call with Mike Tate, chair of Wisconsin’s Democratic Party. Lindgren was objecting to a recent TV ad that touts the governor’s record of helping school boards balance their budgets and features Karin Rajcinek, a recently elected Waukesha School Board member who praises Walker for his efforts.
Related: Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding.
Redistributed state tax spending for K-12 is coming back to earth after decades of growth. It would certainly be useful to debate statewide priorities, though Wisconsin is not facing another round of budget changes, like California…
Madison School District ordered to turn over sick notes
A Dane County judge on Monday ordered the Madison School District to turn over more than 1,000 sick notes submitted by teachers who didn’t come to work in February during mass protests over collective bargaining.
Dane County Circuit Judge Juan Colas said the district violated the state’s Open Records Law by issuing a blanket denial to a request for the notes from the Wisconsin State Journal rather than reviewing each note individually.
Under the records law, government agencies must make public the records they maintain in most circumstances.
State Journal editor John Smalley said the court ruling was a victory for open records and government accountability. He said the newspaper was not planning to publish individual teacher names but rather report on the general nature of the sick notes the district received from employees.
Wisconsin Act 10 Enables Milwaukee Public Schools to Address Its Unfunded Liability
Wednesday I wrote about some of the ways collective bargaining can have a monetary cost. Last night the Milwaukee Public Schools (MPS) provided an example of how its reform has given local governments a path to financial stability. The MPS board, reports Erin Richards in the Milwaukee Journal Sentinel, approved by a vote of 6-3 a set of reforms projected to reduce the district’s post-retirement benefit liability by $900 million over the next thirty years.
November 17, 2011 Madison, Wis. – Last night, by unanimous vote, the Board of Directors of Madison Preparatory Academy announced they would request that the Madison Metropolitan School District’s Board of Education approve their proposal to establish it
The Urban League of Madison, via a kind Kaleem Caire email:
November 17, 2011
Madison, Wis. – Last night, by unanimous vote, the Board of Directors of Madison Preparatory Academy announced they would request that the Madison Metropolitan School District’s Board of Education approve their proposal to establish its all-boys and all-girls schools as non-instrumentality public charter schools. This means that Madison Preparatory Academy would employ all staff at both schools instead of MMSD, and that Madison Prep’s staff would not be members of the district’s collective bargaining units.
If approved, the Board of Education would retain oversight of both schools and likely require Madison Prep to submit to annual progress reviews and a five year performance review, both of which would determine if the school should be allowed to continue operating beyond its first five-year contract.
“We have worked for six months to reach agreement with MMSD’s administration and Madison Teachers Incorporated on how Madison Prep could operate as a part of the school district and its collective bargaining units while retaining the core elements of its program design and remain cost effective,” said Board Chair David Cagigal.
Cagigal further stated, “From the beginning, we were willing to change several aspects of our school design in order to find common ground with MMSD and MTI to operate Madison Prep as a school whose staff would be employed by the district. We achieved agreement on most positions being represented by local unions, including teachers, counselors, custodial staff and food service workers. However, we were not willing to compromise key elements of Madison Prep that were uniquely designed to meet the educational needs of our most at-risk students and close the achievement gap.”
During negotiations, MMSD, MTI and the Boards of Madison Prep and the Urban League were informed that Act 10, the state’s new law pertaining to collective bargaining, would prohibit MMSD and MTI from providing the flexibility and autonomy Madison Prep would need to effectively implement its model. This included, among other things:
Changing or excluding Madison Prep’s strategies for hiring, evaluating and rewarding its principals, faculty and staff for a job well done;
Excluding Madison Prep’s plans to contract with multiple providers of psychological and social work services to ensure students and their families receive culturally competent counseling and support, which is not sufficiently available through MMSD; and
Eliminating the school’s ability to offer a longer school day and year, which Madison Prep recently learned would prove to be too costly as an MMSD charter school.
On November 1, 2011, after Madison Prep’s proposal was submitted to the Board of Education, MMSD shared that operating under staffing and salary provisions listed in the district’s existing collective bargaining agreement would cost $13.1 million more in salaries and benefits over five years, as compared to the budget created by the Urban League for Madison Prep’s budget.
Cagigal shared, “The week after we submitted our business plan to the Board of Education for consideration, MMSD’s administration informed us that they were going to use district averages for salaries, wages and benefits in existing MMSD schools rather than our budget for a new start-up school to determine how much personnel would cost at both Madison Prep schools.”
Both MMSD and the Urban League used the same district salary schedule to write their budgets. However, MMSD budgets using salaries of district teachers with 14 years teaching experience and a master’s degree while the Urban League budgeted using salaries of teachers with 7 years’ experience and a master’s degree.
Gloria Ladson Billings, Vice Chair of Madison Prep’s Board and the Kellner Professor of Urban Education at the University of Wisconsin-Madison stated that, “It has been clear to all parties involved that the Urban League is committed to offering comparable and competitive salaries to its teachers but that with limited resources as a new school, it would have to set salaries and wages at a level that would likely attract educators with less teaching experience than the average MMSD teacher. At the budget level we set, we believe we can accomplish our goal of hiring effective educators and provide them a fair wage for their level of experience.”
Madison Prep is also committed to offering bonuses to its entire staff, on top of their salaries, in recognition of their effort and success, as well as the success of their students. This also was not allowed under the current collective bargaining agreement.
Summarizing the decision of Madison Prep’s Board, Reverend Richard Jones, Pastor of Mount Zion Baptist Church and Madison Prep Board member shared, “Our Board has thought deep and hard about additional ways to compromise around the limitations that Act 10 places on our ability to partner with our teachers’ union. However, after consulting parents, community partners and the MMSD Board of Education, we ultimately decided that our children need what Madison Prep will offer, and they need it now. A dream deferred is a dream denied, and we must put the needs of our children first and get Madison Prep going right away. That said, we remain committed to finding creative ways to partner with MMSD and the teachers’ union, including having the superintendent of MMSD, or his designee, serve on the Board of Madison Prep so innovation and learning can be shared immediately.”
Cagigal further stated that, “It is important for the public to understand that our focus from the beginning has been improving the educational and life outcomes of our most vulnerable students. Forty-eight percent high school graduation and 47 percent incarceration rates are just not acceptable; not for one more day. It is unconscionable that only 1% of Black and 7% of Latino high school seniors are ready for college. We must break from the status quo and take bold steps to close the achievement gap, and be ready and willing to share our success and key learning with MMSD and other school districts so that we can positively impact the lives of all of our children.”
The Urban League has informed MMSD’s administration and Board of Education that it will share with them an updated version of its business plan this evening. The updated plan will request non-instrumentality status for Madison Prep and address key questions posed in MMSD’s administrative analysis of the plan that was shared publicly last week.
The Board of Education is expected to vote on the Madison Prep proposal in December 2011.
Copies of the updated plan will be available on the Urban League (www.ulgm.org) and Madison Prep (www.madison-prep) websites after 9pm CST this evening.
For more information, contact Laura DeRoche Perez at Lderoche@ulgm.org or 608.729.1230.
Much more on the proposed Madison Preparatory IB charter school, here.
Matthew DeFour:
A Madison School Board vote to approve Madison Preparatory Academy has been delayed until at least December after the proposed charter school’s board decided to amend its proposal to use nonunion employees.
The Madison Prep board voted Wednesday night after an analysis by the school district found the pair of single-sex charter schools, geared toward low-income minority students, would cost $10.4 million more than previously estimated if it were to use union staff.
Superintendent Dan Nerad said the district would have to update its analysis based on the new proposal, which means a vote will not happen Nov. 28. A new time line for approval has not been established.
In announcing Wednesday’s decision, the Madison Prep board said the state’s new collective bargaining law made the school district and teachers union inflexible about how to pay for employing teachers for longer school days and a longer school year, among other issues.
Occupy School Boards?
After its big referendum victory last week, Ohio teachers union vice president Bill Leibensperger said “There has always been room to talk. That’s what collective bargaining is about. You bring adults around a table to talk about serious issues.” He voiced an argument made by union supporters through the fight over Senate Bill 5 (and the similar battle in Wisconsin over public sector union rights): All employees want is the right to bargain; they are more than willing to make concessions during these difficult times.
If we want to win the fight for the more immediate future, we’re going to need to take on the unions directly, and take over the school boards.And to be sure, you can find examples of unions–of police, firefighters, even teachers–who have agreed to freeze wages or reduce benefits in order to protect the quality of services or keep colleagues from being laid off. But they are the exceptions that prove the rule.
Political Protest 101: Indoctrinating fourth graders in Wisconsin
“What did you learn in school today, dear?” a mother asks her fourth grader.
“Oh, mom, it was so exciting! We learned to chant slogans and clap and sing protest songs,” says her nine-year old after a school field trip to the Capitol in Madison, Wisconsin.
The field trip got mixed up somehow in the on-going political protest of Governor Scott Walker’s budget reform law. You know, that hotly-contested-by-unions law curbing certain collective bargaining privileges of entitlement-minded Wisconsin public employees? Yeah, that one. It created quite a a stir in February, causing Senate Democrats to flee to Illinois on behalf of their generous gift-giving friends in, yes, those same public employee unions igniting the protests and the recall elections.
Who knew kids from Portage, Wisconsin, 40 miles north of Madison, would be thrust into the hornets’ nest of political protesters, mostly teachers, doing battle with a duly-elected governor and those mean and nasty budget-minded Republicans? Who knew? Not parents, certainly.
Instead of a lesson in state government, the kids got an impromptu lesson in raucous, union-driven, leftist power politics at the State Capitol, still strewn with placards of the February protests against budget reforms to erase a $3.5 billion shortfall. Most of the physical damage to the Capitol done by February protesters occupying it had been repaired, at a cost to taxpayers in the low millions. Despoiling public property is apparently what they do?
Wisconsin Districts consider paying teachers based on evaluations
At Nicolet Union High School, science teacher Karyl Rosenberg keeps the evaluations she’s received over the past 21 years in neat files: one for each of her first three years of probationary teaching, and one every third year after that.
So far this year, she’s been observed twice briefly by a principal. But how she will be formally evaluated in years to come is still unclear.
That’s because many districts across the state, including Nicolet, are developing new systems for measuring teacher performance that aim to better distinguish superior educators from those who are average or below par. They will likely use student achievement growth as one measure of performance, and the results of the evaluation may help administrators decide whom to promote, dismiss or provide with more targeted help.
Research continues to show that the most significant in-school factor to improve student performance is teacher effectiveness, but Wisconsin districts such as Nicolet have been spurred to action by another factor: the Act 10 legislation signed by Gov. Scott Walker.
The legislation has dramatically limited collective bargaining in about two-thirds of the state’s districts so far, and it allows for pay structures and staffing decisions based on factors other than seniority. But for quality rather than years of experience to be used as a determining factor in such decisions, administrators need an accurate tool to assess it.
A Flawed Logic on Milwaukee School Finance
Milwaukee school board member Terrence Falk this week points out a looming budget disaster for the Milwaukee Public Schools (MPS): underfunded legacy costs. It is an issue we have followed here at the Wisconsin Policy Research Institute. Unfortunately Falk sees fit to blame the Milwaukee school choice program for an issue rooted in collective bargaining agreements struck over fifteen years before the choice program began. Falk writes:
“Much of the problem directly relates to the impact of the choice or voucher program. The funding voucher flaw was partly fixed under the previous Democratic state administration, and it helped place our books more in balance. In addition, if all the students who left MPS for suburbs and private schools were still in MPS, the school system would have far fewer problems in supporting these retirees. But the new expansion of the voucher program and the state funding cuts make the long term viability of this school district perilous.”
Blaming the choice program makes little sense. What Falk calls the funding voucher flaw does not cost MPS revenue.
Now’s your chance to help revitalize public education
But it’s clear that teachers are doing their part to keep one small, if important, piece of the public education reform movement alive: making sure they have an organized voice.
Now we should do ours.
Say what you want about his approach, Walker basically gave reform-minded school districts their chance by ramming through a collective bargaining law that drastically limits what’s subject to negotiation.
So, if you think the school year should be longer, if you’d like to see your district have an easier time keeping that awesome first-year teacher and ditching the underwhelming 20-year vet, if you want more money put into recruiting minority teachers and less into teachers’ generous health care and pension benefits — now’s your chance.
For despite what you might have heard from union backers, teachers union priorities and students’ needs are not always the same thing.
Unions exist, appropriately, to protect their members. You can quibble about whether Walker went too far in lessening their power. But a grudge against a transitory public figure shouldn’t take precedence over trying something new to improve public education.
Besides, it’s not as if teachers won’t have a seat at the reform table.
Nearly all Wisconsin teachers unions without pact seek recertification
Almost every local teachers union in the state without a contract has filed to keep its official status, according to a State Journal analysis.
Of 156 local teachers unions in school districts that did not extend a collective bargaining agreement for this year, only 12 filed with the Wisconsin Employment Relations Commission to hold votes later this fall.
“That’s a very high number, higher than I would have anticipated,” said John Witte, a UW-Madison political science professor who studies education issues in Wisconsin. “It very clearly shows that the teachers are not giving up on their unions at this point.”
Another 268 local teacher unions — 63 percent, which is more than previous estimates — did not have to decide about recertification this year because their contracts continued through this school year. Among those with contracts are unions in 10 of the 11 largest school districts in the state.
Many of the districts continue to collect union dues from employees with contracts, though some negotiated changes to end that practice.
The Lecturer’s Filibster
The system’s corps of lecturers feels this threat sharply. “We believe that if courses are moved online, they will most likely be the classes currently taught by lecturers,” reads a brief declaration against online education on the website of UC-AFT, the University of California chapter of the American Federation of Teachers, “and so we will use our collective bargaining power to make sure that this move to distance education is done in a fair and just way for our members.”
Arne Duncan Meetings With Rahm Emanuel, Scott Walker Don’t Address Teachers Union Controversy
Stopping in areas notorious for volatile labor relations this year, U.S. Secretary of Education Arne Duncan wrapped up his Great Lakes bus tour in Milwaukee and Chicago on Friday with little talk of teachers union battles.
In Milwaukee, Duncan was joined by Republican Gov. Scott Walker, who outraged educators by signing a budget in June that severely limited their collective bargaining rights, at a town hall event focused on connecting learning to career skills.
“All of us feel your presence today but appreciate your interest in Milwaukee and particularly the Milwaukee Public School system,” Walker said in the library of Milwaukee’s School of Career and Technical Education.
“You’ve done some things we agree with, and you’ve done some things that we don’t agree with,” Duncan said, addressing Walker. “Limiting collective bargaining rights is not the right way to go,” he added, garnering applause.
Madison Prep and Teacher’s Union Collaborate: What’s it all about?
Kaleem Caire, via email:
October 3, 2011
Dear Friends & Colleagues.
As the Wisconsin State Journal and The Capital Times newspapers reported over the weekend, the Urban League of Greater Madison, the new Board of Madison Preparatory Academy and Madison Teachers, Inc., the local teachers’ union, achieved a major milestone last Friday in agreeing to collaborate on our proposed charter schools for young men and women.
After a two-hour meeting and four months of ongoing discussions, MTI agreed to work “aggressively and proactively” with Madison Prep, through the existing collective bargaining agreement (CBA) between MTI and the Madison Metropolitan School District, to ensure the school achieves its diversity hiring goals; educational mission and staff compensation priorities; and staff and student performance objectives.
Where we started.
In March 2011, we submitted a proposal to MMSD’s Board of Education to start an all-boys public charter school that would serve 120 boys beginning in the 2012-13 school year: 60 boys in sixth grade and 60 boys in seventh grade. We proposed that the school would operate as a “non-instrumentality” charter school, which meant that Madison Prep would not employ teachers and other relevant support staff that were members of MTI’s collective bargaining unit. We also proposed a budget of $14,471 per pupil, an amount informed by budgets numbers shared with us by MMSD’s administration. MMSD’s 2010-11 budget showed the projected to spend $14,800 per student.
Where we compromised.
A. Instrumentality: As part of the final proposal that the Urban League will submit to MMSD’s Board of Education for approval next month, the Urban League will propose that Madison Prep operate as an instrumentality of MMSD, but have Madison Preparatory Academy retain the autonomy of governance and management of both the girls and boys charter schools. MTI has stated that they have no issue with this arrangement.
What this means is that Madison Prep’s teachers, guidance counselor, clerical staff and nurse will be members of the MTI bargaining unit. As is required under the current CBA, each position will be appropriately compensated for working extra hours to accommodate Madison Prep’s longer school day and year. These costs have been built into our budget. All other staff will employed by Madison Preparatory Academy, Inc. and the organization will contract out for some services, as appropriate.
B. Girls School Now: When we began this journey to establish Madison Prep, we shared that it was our vision to establish a similar girls school within 12-24 months of the boys school starting. To satisfy the concerns of the Wisconsin Department of Public Instruction about how Madison Prep complies with federal Title IX regulations, we offered to start the girls school at the same time. We have since accelerated the girls school in our planning and look forward to opening the girls and boys schools in August 2012 with 60 sixth grade boys and 60 sixth grade girls. We will add one grade per year in each school until we reach a full compliment of 6th – 12th grades and 840 students total.
C. Costs: Over the past six months, we have worked closely with MMSD’s administration to identify an appropriate budget request for Madison Prep. Through an internal analysis of their spending at the secondary level, MMSD recently reported to us that they project to spend $13,207 per pupil on the actual education of children in their middle and high schools. To address school board members’ concerns about the costs of Madison Prep, we worked hard to identify areas to trim spending without compromising our educational mission, student and staffing needs, and overall school effectiveness. We’ve since reduced our request to $11,478 per pupil in Madison Prep’s first year of operation, 2012-13. By year five, our request decreases to $11,029 per pupil. Based on what we have learned about school spending in MMSD and the outstanding educational needs of students that we plan to address, we believe this is a reasonable request.
Why we compromised.
We have more information. After months of deliberation, negotiation and discussion with Board of Education members, school district administration, the teacher’s union and community stakeholders, we’ve been able to identify what we believe is a clear path to getting Madison Prep approved; a path that we hope addresses the needs and interests of all involved without compromising the mission, objectives and needs of our future students.
We believe in innovation and systemic change. We are very serious about promoting change and opportunity within our public schools, and establishing innovative approaches – including new schools – to respond to the educational needs, interests and challenges of our children, schools and community. Today’s children are tomorrow’s workforce; tomorrow’s leaders; tomorrow’s innovators; and tomorrow’s peacekeepers. We should have schools that prepare them accordingly. We are committed to doing our part to achieve this reality, including finding creative ways to break down boundaries rather than reinforce them.
The needs and desires of our children supersede all others. Children are the reward of life, and our children are our first priority. Our commitment is first and foremost to them. To this end, we will continue to seek ways to expand opportunities for them, advocate on their behalf and find ways to work with those with whom we have differences, even if it means we have to compromise to get there. It is our hope that other organizations and individuals will actively seek ways to do to the same.
We see the bigger picture. It would not serve the best interests of our community, our children, our schools or the people we serve to see parents of color and their children’s teachers at odds with each other over how best to deliver a quality education to their children. That is not the image we want to portray of our city. We sincerely hope that our recent actions will serve as a example to areas businesses, labor unions, schools and other institutions who hold the keys to opportunity for the children and families we serve.
Outstanding Issues.
Even though we have made progress, we are not out of the woods yet. We hope that over the next several weeks, the Board of Education will respond to your advocacy and work with us to provide the resources and autonomy of governance and leadership that are exceedingly important to the success of Madison Prep.
We look forward to finding common ground on these important objectives and realizing our vision that Greater Madison truly becomes the best place in the Midwest for everyone to live, learn and work.
Thank you for your courage and continued support.
Madison Prep 2012!
Onward!
Kaleem Caire
President & CEO
Urban League of Greater Madison
Phone: 608-729-1200
Fax: 608-729-1205
www.ulgm.org
Proposed Madison Prep Academy needs to show proof of effectiveness of single-gender education to get grant
The state Department of Public Instruction is requiring backers of the proposed Madison Preparatory Academy to provide scientific research supporting the effectiveness of single-gender education to receive additional funding.
The hurdle comes as university researchers are raising questions about whether such evidence exists. In an article published Thursday in the journal Science, researchers also say single-gender education increases gender stereotyping and legitimizes institutional sexism.
Efforts to justify single-gender education as innovative school reform “is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence,” according to the article by eight university professors associated with the American Council for CoEducational Schooling, including UW-Madison psychology professor Janet Hyde.
The Urban League of Greater Madison originally proposed Madison Prep as an all-male charter school geared toward low-income minorities. But after a state planning grant was held up because of legal questions related to single-gender education, the Urban League announced it would open the school next year with single-gender classrooms in the same building.
I find this ironic, given the many other programs attempted within our public schools, such as English 10, small learning communities, connected math and a number of reading programs.
Related: Co-Ed Schooling Group Study Assails Merits of Single-Sex Education and from Susan Troller:
A newly published article by child development experts and neuroscientists blasting the trend toward single-sex education as “pseudoscience” won’t help the cause of the proposed Madison Preparatory Academy.
Neither will the continued opposition of the South Central Federation of Labor, which reiterated its opposition to the Urban League-sponsored proposal this week because teachers at the school would not be represented by a union. The Madison Metropolitan School District has a collective bargaining agreement with Madison Teachers Inc. that runs through June of 2013, and Madison Prep’s plan envisions working conditions for its staff — a longer school day and a longer school year, for example — that differ substantially from the contract the district has with its employees.
With a public hearing on the charter school scheduled for Monday, Oct. 3, the debate surrounding Madison Prep is heating up on many fronts. The Madison School Board must take a final vote giving the charter school a go or no-go decision in November.
Kaleem Caire, CEO of the Urban League and a passionate proponent for the separate boys and girls academies aimed at helping boost minority youth academic performance, says he is unimpressed by an article published in the prestigious journal, Science, on Sept. 23, that says there is “no empirical evidence” supporting academic improvement through single-sex education.
Are other DPI funded initiatives held to the same “standard”?
The timing of these events is certainly interesting.
14mb mp3 audio. WORT-FM conducted an interview this evening with Janet Shibley Hyde, one of the authors. Unrelated, but interesting, Hyde’s interview further debunked the “learning styles” rhetoric we hear from time to time.
UPDATE: The Paper in Question: The Pseudoscience of Single-Sex Schooling:
In attempting to improve schools, it is critical to remember that not all reforms lead to meaningful gains for students. We argue that one change in particular–sex-segregated education–is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence. There is no well-designed research showing that single-sex (SS) education improves students’ academic performance, but there is evidence that sex segregation increases gender stereotyping and legitimizes institutional sexism.
Selling out public schools: Millions of dollars are changing face of education
“School choice” is a broad term that refers to a wide range of alternatives, including themed charter schools that are entirely under the control of their home school districts. Forty states and the District of Columbia have those in place, according to the American Federation for Children, a national school choice advocacy group.
But it is the voucher programs, in which public funds are used to send children to private schools, that are the focus of much of the energy around the choice movement. Seven states and the District of Columbia have those, and Milwaukee’s voucher program is the first and largest of its kind in the country. That makes Wisconsin a key national battleground.
“Wisconsin has a high level of value to the movement as a whole,” says Robert Enlow, president of the Indianapolis-based Friedman Foundation for Educational Choice, a nonprofit group that advocates for school choice. The state, he says, is notable for “the high level of scholarship amounts that families can get.”
Milwaukee’s voucher program had 20,300 full-time equivalent voucher students at 102 private schools in 2010-11, compared to about 80,000 students at Milwaukee’s public K-12 schools. The total cost, at $6,442 per voucher student, was $130.8 million, of which about $90 million came from the state and the rest from the Milwaukee Public Schools.
Critics see the school choice program as part of a larger strategy — driven into high gear in Wisconsin by the fall election of Gov. Scott Walker and other Republicans — to eviscerate, for ideological and religious reasons, public schools and the unions that represent teachers.
It would be interesting to compare special interest spending in support of the status quo, vs groups advocating change, as outlined in Bill Lueders’ article. A few links:
- WEAC: $1.57 million for Four Wisconsin Senators
How much do election-year firewalls cost to build? For the state’s largest teachers union, $1.57 million.
That’s how much the Wisconsin Education Association Council said last week it will spend trying to make sure four Democratic state senators are re-elected – enough, WEAC hopes, to keep a Democratic majority in the 33-member state body.
Although there are 15 Democratic candidates running for the state Senate, and 80 Democrats running for the state Assembly, the latest WEAC report shows that the teachers union is placing what amounts to an “all in” bet on saving just four Democratic senators who are finishing their first terms.
In an Oct. 25 report to the Government Accountability Board, the 98,000-member union reported that it will independently: - Wisconsin teachers union tops list of biggest lobbying groups for 2009-10, report shows
The statewide teachers union led in spending on lobbying state lawmakers even before this year’s fight over collective bargaining rights.
The Wisconsin Education Association Council spent $2.5 million on lobbying in 2009 and 2010, years when Democrats were in control of all of state government, a report released Thursday by the Government Accountability Board showed.
WEAC is always one of the top spending lobbyists in the Capitol and they took a central role this year fighting Gov. Scott Walker’s plan curbing public employee union rights, including teachers.
Back in 2009, when Democrat Jim Doyle was governor and Democrats controlled the Senate and Assembly, WEAC wasn’t helping to organize massive protests but it was a regular presence in the Capitol. - Spending in summer recall elections reaches nearly $44 million
Spending in the summer’s recall elections by special interest groups, candidates and political action committees shattered spending records set in previous elections, with $43.9 million doled out on nine elections, according to a study released Tuesday by the Wisconsin Democracy Campaign.
Spending by six political action committees or special interest groups topped the $1 million mark. We Are Wisconsin was the top spender.
The union-backed group spent roughly $10.75 million, followed by the conservative-leaning Club for Growth at $9 million and $4 million in spending from the Greater Wisconsin Committee. - Kansas City School District Loses its Accreditation
Duncan energizing U.S. education scene
rne Duncan has the across-the-spectrum appeal to make just about everybody on the Wisconsin education scene eager to be in the room with him, and the political guts to tell Gov. Scott Walker face-to-face and in front of all those folks that he was wrong to kibosh collective bargaining in Wisconsin.
In short, he is about as interesting and significant a person as anyone in American education.
The U.S. secretary of education stopped by the Milwaukee School of Career and Technical Education (that’s the new version of Custer High School) for an hour and a half Friday, enough time for several hundred people, from big shots to students, to get a dose of the highly demanding form of optimism that is a key to Duncan.
You want to get some positive re-enforcement for the things you’re doing, Duncan is your guy. You want to hear how what you’re doing isn’t anywhere near enough, Duncan is your guy.
Needs of schools, not seniority, best way to manage staff
A debate related to the repeal of collective bargaining rights for most public employees in Wisconsin is whether teachers’ job security should be tied to seniority.
The Cadott school board recently rewrote its employee handbook, which now says the needs of the district, not the seniority of its employees, will be the “prime consideration” to determine which employees should be laid off.
Other school districts are deciding how to proceed. In the past, representatives of the school board and teachers union would negotiate the handbook’s contents. Now, the board can unilaterally set the rules, which has teachers understandably unnerved. Job security, especially in this economy, is paramount.
Many School Boards Replace Union Contracts with Employee Handbooks
School boards across Wisconsin are coming out with employee handbooks to replace union contracts after the elimination of most collective bargaining powers for teachers. Some major trends include elimination of seniority protection and just cause for teacher non renewal.
Cadott School District Administrator Joe Zydowsky says the school board has been working since spring on the employee handbook that will set the work rules for district personnel. Zydowsky says they did solicit comments from teachers and staff while writing the book, “We tried to have as much input as possible but ultimately it came down to being the responsibility of the school board.”
The finished product eliminates layoff protections based on seniority and a provision that the district provide just cause for not renewing a teacher’s contract. Zydowsky says those changes give the district flexibility in personnel matters, “Sometimes that might mean that we have to make a reduction in staff. Sometimes that might mean we need to make a change in staff and the new employment policies of our school district will make it easier for us to make those changes when they’re necessary.”
Teacher turnover: New class of educators entering the classroom
The Madison School District is on pace to add 300 new teachers this year — the most in at least 19 years.
Already this year, the district has hired 260 new classroom leaders, largely a response to a wave of teacher retirements prompted by a new law curtailing collective bargaining by public employees. Another 40 or so could be added throughout September.
For the thousands of students heading back to school Thursday, the turnover means both the loss of institutional memory and the potential for fresh ideas to reshape the classroom experience, Madison principals say.
“You lose a lot of knowledge around education that’s critical to helping kids be successful,” said Bruce Dahmen, principal at Memorial High School, which hired about 30 new teachers, including 12 first-timers. “With that change comes new opportunities. (New teachers) sometimes bring a different energy.”
The DPI Hold on the Madison Prep Planning Grant: Yes, It Is a Big Deal
Madison School Board Member Ed Hughes:
III. The Sleeper Issue: A Collective Bargaining Agreement that Cannot Be Amended Even a Teeny, Tiny Bit
If this weren’t enough, there seems to be another legal issue. This is one that has not attracted much attention, but it seems to me to be a serious problem, at least over the short term.
The school district and Madison Teachers Inc (MTI) have a collective bargaining agreement (CBA) that governs terms and conditions of employment for teachers and other represented staff. The plans for Madison Prep calls for working conditions and terms of employment for the school’s teachers that differ in significant ways from what the CBA calls for. For example, Madison Prep plans to offer an extended school day and school year and plans to structure its pay for teachers in a different way.
In more normal times, it would be theoretically possible for the school district and MTI to enter into a memorandum of understanding (MOU) by which the parties agree to modify the terms of the CBA in some regards in order to accommodate Madison Prep’s plans.
Where GOP stands in war on Wisconsin Education ‘triangle’
The start of the school year isn’t normally the time for issuing report cards. But it’s been an unusual and momentous year, so as the first day of classes approaches for almost every school in the state, here’s a report card on what I’ll call the war against the triangle.
Last winter, before Scott Walker was sworn in as governor, a leading Republican told a group of people (according to a reliable person who was present) that there was a triangle that was blocking the path to educational improvement in Wisconsin and his party was going to take out each leg of the triangle.
What were the legs?
Teachers unions, particularly the Wisconsin Education Association Council. WEAC spent hugely on political campaigns and was pro-Democratic. It also was the largest lobbying force in the Capitol. WEAC represented the unwillingness of teachers organizations to change and the need to get rid of most collective bargaining matters.
The state Department of Public Instruction, which represented the status quo, overregulation of schools and how things couldn’t change if they were in the hands of government bureaucrats.
Milwaukee Public Schools, which represented – well, which represented Milwaukee Public Schools. Or, to put it another way, a money pit where there was never any positive change.
Handbooks replace union contracts in Wisconsin schools
Some are calling it the summer of the teacher handbook.
With the start of school approaching on Sept. 1, about two-thirds of Wisconsin’s school districts are rushing to finalize employee handbooks to replace now-extinct collective bargaining agreements that for decades outlined duties and salaries for workers.
The passage of the state’s new “Act 10” legislation – in effect for all districts that didn’t extend a contract with teachers before the passage of the law – gives administrators the ability to make sweeping changes to teachers’ pay scales, hours and working conditions without having to negotiate them with unions.
Some sacred cows are disappearing, such as teacher tenure, layoffs based on seniority and the guarantee of 10 years’ worth of post-retirement health insurance. Other big and complex changes on the horizon include new salary structures and pay-for-performance plans.
Wisconsin teachers union tops list of biggest lobbying groups for 2009-10, report shows
The statewide teachers union led in spending on lobbying state lawmakers even before this year’s fight over collective bargaining rights.
The Wisconsin Education Association Council spent $2.5 million on lobbying in 2009 and 2010, years when Democrats were in control of all of state government, a report released Thursday by the Government Accountability Board showed.
WEAC is always one of the top spending lobbyists in the Capitol and they took a central role this year fighting Gov. Scott Walker’s plan curbing public employee union rights, including teachers.
Back in 2009, when Democrat Jim Doyle was governor and Democrats controlled the Senate and Assembly, WEAC wasn’t helping to organize massive protests but it was a regular presence in the Capitol.
Much of its lobbying in 2009 was in support of removing caps on raises for teachers during contract negotiations, a move supported by Doyle and approved by the Legislature.
Student testing shows districts without bargaining performed better, but posted smaller gains
An Associated Press analysis of student testing data shows Tennessee school systems without teachers’ collective bargaining rights performed slightly better than those with negotiated contracts, but posted weaker gains.
Thirty-eight of the state’s 135 local school districts did not engage in collective bargaining with their teachers before a new law eliminated those rights this year, according to the Tennessee Education Association.
Glenn Grothman – Wisconsin State Senator or Walker Education Policy Puppet?
In a letter to constituents, and Wednesday on “Sly in the Morning“, Senator Glenn Grothman (R-West Bend) extolled the education-saving virtues of Act 10, saying it was “…the best thing we could do for our public schools.” Grothman went on to say that “Wisconsin Schools are just not that great right now,” citing recent test scores as signs of an education emergency that only eliminating collective bargaining could remedy. Specifically noting that the “…most recent test scores show that black kids have the worst scores in the country…” and “…white kids scored lower than the national average.” Grothman stated his belief that collective bargaining is a roadblock to student achievement that had to be removed – for the sake of the kids. According to Grothman, there are too many “bad teachers” protected by unions that are “too hard to get rid of,” and that “people shouldn’t need an Education degree to teach.”
After speaking with Senator Grothman today two things are very clear – first, he was not very familiar with the full data from the scores, admitting that Governor Walker seemed to have “cherry picked” the scores he cited. The Senator was merely repeating the information he was given by Scott Walker, trusting its accuracy – even out of context. The other issue that was perfectly clear is that he (and the other Republicans) are behaving as puppets to Scott Walker and the Corporatics pulling HIS strings – believing every bit of misinformation being fed to them to demonize teachers and their unions. The best thing for Wisconsin and our children is for this propaganda to be exposed and debunked, so that a real debate about education can take place. For the record, this information was shared with Senator Grothman today.
New Wisconsin School of Business Dean to Confront State Budget Woes
François Ortalo-Magné takes the helm of the Wisconsin School of Business next month following Wisconsin’s contentious battle over collective bargaining rights for public-employee unions, which has presented challenges for the state university system.
Mr. Ortalo-Magné, however, sees those challenges as opportunities. The business school suffered some loss of funding–a small fraction of the nearly $100 million cut made to parent school University of Wisconsin-Madison. In exchange, the university system wrested some control over hiring and budgets from the state.
Nice pr in the Wall Street Journal…
As incumbent state Senate Republicans and their Democratic challengers flood TV airwaves and stuff mailboxes in the run up to the Aug. 9 recall elections, they are largely sidestepping the issue that spurred tens of thousands of Wisconsinites to sign reca
As incumbent state Senate Republicans and their Democratic challengers flood TV airwaves and stuff mailboxes in the run up to the Aug. 9 recall elections, they are largely sidestepping the issue that spurred tens of thousands of Wisconsinites to sign recall petitions this spring — the elimination of many collective bargaining powers for most public-sector workers.
“I don’t think I’ve seen a single ad that’s directly about union representation issues,” said Charles Franklin, a political science professor at the University of Wisconsin-Madison.
Can unions reboot for the 21st century?
One can only marvel at how masterfully Gov. Scott Walker gutted Wisconsin’s public employee unions. This was deft work, surgically precise in its neutering of 50 years of collective bargaining rights.
Walker tightly limited bargainable items, made union dues voluntary, ended the lifeblood of payroll deductions for dues collection and mandated yearly certification votes for unions trying to represent public workers.
The last item is particularly devilish. To be certified, the union must receive not just a simple majority of the votes, but 51% of the entire workforce, including those who don’t bother to vote at all.
Reality check: Walker himself wouldn’t be governor today if he had to meet that threshold. Candidate Walker won 52.3% of the vote last November, but that was just 25.8% of the voting-age electorate. David Ahrens, a labor activist, studied the legislative numbers and found that only two of 132 lawmakers reached the 51% threshold and just one in a contested election.
For a lot of people, the Republican crackdown reeked of unfairness. This is a major reason Walker and the GOP legislative majority are nervously playing defense today: They seemed downright thuggish, to use a favorite conservative pejorative, in beating down the unions.
WEAC wrong to pass on panel
Wisconsin State Journal Editorial:
It’s hard to frame the decision by the state’s largest teachers union to not participate in a unique task force to improve our schools as anything other than disappointing.
Sure, leaders of the Wisconsin Education Association Council are angry and frustrated to the extreme with Gov. Scott Walker and Republican lawmakers for requiring more financial contributions from all public sector employees – including teachers – while strictly limiting collective bargaining.
Go ahead – be angry and frustrated. But don’t just withdraw from a great opportunity to improve our schools
“Diversity” in Ed Schools: A View from the Right in a Left-Leaning Tower
My name is Robert Kelchen, but many students and faculty who know me at the University of Wisconsin-Madison often introduce me as “the conservative guy” or “my Republican friend.” I am used to this sort of introduction after being in Madison for four years; after all, I can count the number of conservative or libertarian doctoral students who I know on two hands. I have been told several times in the past by fellow students that I am the first right-leaning person with whom they have ever interacted on a regular basis. Prior to the passage of Act 10 (the law that restricted collective bargaining), I was one of the few students at the university to request a refund of the portion of the Teaching Assistants’ Association dues that went toward political or ideological activities. This also meant that I had to give up my right to vote on issues germane to collective bargaining (the primary purpose of the union), but it was a sacrifice that I was willing to make. During the protests at the Capitol throughout the spring semester, I did my best to stay out of the fray and keep very quiet about my personal opinions.
Sara asked me for my thoughts on the recent New York Times article about why there are so few conservative students in graduate school. I had to consider the offer for a while, as making this post would make my political leanings more publicly known and could potentially affect my chances of getting a job in two years. However, I just could not pass up the opportunity to comment on this article in the newspaper of record for American liberals–and the same paper that ran a front-page article about Sara being one of a new generation of less politically-oriented professors.
Madison schools resolves planning time dispute with teachers union
The Madison School District has reached an agreement with its teachers union over changes to planning time — a resolution Superintendent Dan Nerad said fits within the bounds of the state’s new collective bargaining law.
An earlier proposal prompted hundreds of teachers to protest at a School Board meeting in May and Madison Teachers Inc. executive director John Matthews to threaten a job action if the matter wasn’t resolved.
The issue relates to changes in the district’s 2011-13 collective bargaining agreement with MTI, which was approved in March before the state’s collective bargaining law took effect.
In the past, disagreements over contract language were often resolved through memorandums of understanding (MOUs). But once the collective bargaining law took effect June 29, districts that approved contracts after Feb. 1 couldn’t modify them through MOUs, or else they would be
Read more: http://host.madison.com/wsj/news/local/education/local_schools/article_82b5f386-b25e-11e0-873a-001cc4c03286.html#ixzz1SblqTZYo
Most Wisconsin school districts, for now, dodge layoffs, cuts
Milwaukee Public Schools laid off 519 employees after losing about $80 million in the state’s new two-year budget – which dramatically reduces education spending statewide – but most other Wisconsin districts have avoided layoffs and massive cuts to programs.
School districts’ ability under Gov. Scott Walker’s budget-repair legislation to obtain greater contributions from employees toward health care and retirement costs, and to work outside of collective bargaining agreements, appears to have generated the necessary savings to balance most budgets.
Some districts are even hiring new teachers for the 2011-’12 academic year.
Critics say that a good financial picture now for schools will be short-lived, and that most districts will nose-dive next year because the recently acquired savings are a one-time fix.
The Internet Will Reduce Teachers Union Power Online learning means fewer teachers (and union members) per student.
This has been a horrible year for teachers unions. The latest stunner came in Michigan, where Republicans enacted sweeping reforms last month that require performance-based evaluations of teachers, make it easier to dismiss those who are ineffective, and dramatically limit the scope of collective bargaining. Similar reforms have been adopted in Wisconsin, Ohio, New Jersey, Indiana, Tennessee, Idaho and Florida.
But the unions’ hegemony is not going to end soon. All of their big political losses have come at the hands of oversized Republican majorities. Eventually Democrats will regain control, and many of the recent reforms may be undone. The financial crisis will pass, too, taking pressure off states and giving Republicans less political cover.
The unions, meantime, are launching recall campaigns to remove offending Republicans, initiative campaigns to reverse legislation, court cases to have the bills annulled, and other efforts to reinstall the status quo ante–some of which are likely to succeed. As of today, they remain the pre-eminent power in American education.
Over the long haul, however, the unions are in grave trouble–for reasons that have little to do with the tribulations of this year.
The first is that they are losing their grip on the Democratic base. With many urban schools abysmally bad and staying that way, advocates for the disadvantaged are demanding real reform and aren’t afraid to criticize unions for obstructing it. Moderates and liberals in the media and even in Hollywood regularly excoriate unions for putting job interests ahead of children. Then there’s Race to the Top–initiated over union protests by a Democratic president who wants real reform. This ferment within the party will only grow in the future.
Teacher Evaluation and the Triumph of Empiricism
A year ago, Adrian Fenty was the mayor of Washington, DC and Michelle Rhee was the chancellor of DC Public Schools. Rhee had made overhauling the DC system of teacher evaluation the centerpiece of her controversial and widely noted reforms. Instead of the standard system of seniority-based raises and nobody ever being fired for bad teaching, Rhee wanted to give the best teachers big raises and show the worst teachers the door.
The American Federation of Teachers was so alarmed by the prospect of the DC teachers union acceding to this plan that AFT President Randi Weingarten shoved aside local leadership and forced Rhee into a protracted series of negotiations. But because teacher evaluation is legally excluded from collective bargaining in DC, Rhee was able to put her system in place unilaterally. After a year of evaluations under the new IMPACT evaluation system, she made good on her promise: big raises for the highest performers in a time when teacher salaries were being cut and frozen in other cities, pink slips for the lowest performers, and a one-year grace period for hundreds more “minimally effective” teachers who would be fired if they didn’t improve. Unable to stop the plan through negotiations, the AFT turned to raw politics, pouring $1 million into Vincent Gray’s campaign to unseat Fenty. Gray won, and Rhee’s divisive tenure soon came to an end.
Wisconsin Governor Walker instructs us on future of schools; Notes on Teacher Content Knowledge Requirements
Scott Walker, the governor who set the stage for a burst of educational excellence? The guy who helped teachers make their work more successful and more rewarding (at least intangibly)?
Goodness, turning those question marks into periods is going to be a project. It’s hard to imagine how Walker’s standing among teachers could be lower.
But Walker thinks that will be the verdict several years from now.
By winning (as of now) the epic battle to cut school spending and erase almost all collective bargaining powers for teachers, as well as other educational battles, Walker has changed the realities of life in just about every school in the state, including many private schools.
The focus through our tumultuous spring was on money, power and politics. Now the focus is shifting to ideas for changing education itself.
So what are Walker’s ideas on those scores?
In a 40-minute telephone interview a few days ago, Walker talked about a range of education questions. There will be strong criticism of a lot of what he stands for. Let’s deal with that in upcoming columns. For the moment, I’m going to give Walker the floor, since, so far this year, the tune he calls has been the tune that the state ends up playing. Here are some excerpts:
Much like our exploding federalism, history will certainly reveal how Walker’s big changes played out versus the mostly status quo K-12 world of the past few decades. One thing is certain: the next 10 years will be different, regardless of how the present politics play out.
I found the interview comments on the teacher climate interesting. Watching events locally for some time, it seems that there is a good deal more top down curricular (more) and pedagogy (teaching methods) dogma from administrators, ed school grants/research and others.
Other states, such as Minnesota and Massachusetts have raised the bar with respect to teacher content knowledge in certain subjects.
Wisconsin teacher license information.
Related: 2 Big Goals for Wisconsin.
Members chipped in $23.4 million to WEAC in 2008 union dues Dues pay exorbitant union salaries; WEAC awarded just $18,850 in scholarships out of $24 million budget
Richard Moore, via a kind reader’s email:
With the practice of paying forced union dues soon to become a relic of the past for many public employees, officials of the Wisconsin Education Association Council have reportedly contacted members in a bid to convince them to continue paying up through automatic bank withdrawals.
That’s not surprising because the revenue stream the state’s largest teachers’ union is trying to protect is substantial. In fact, the organization collected more than $23.4 million in membership dues in fiscal year 2009 from its approximately 98,000 members.
The numbers are included on WEAC’s IRS forms for the year. Fiscal year 2009 was the latest filing available. The state’s new collective bargaining law that took effect this week will end mandatory dues payments and government collection of dues for many public employees immediately and for most of the rest when current contracts expire.
According to IRS documents, the union mustered membership dues of $23,458,810 in fiscal year 2009. National Education Association revenue totaled another $1,419,819, while all revenues totaled $25,480,973, including investment income of $367,482.
NEA Spent More Than $19.5 Million on State Politics in 2010-11
If you were following the NEA news last week, you already know that the delegates approved a $10 per member increase to the national union’s Ballot Measure/Legislative Crises Fund. What you might not know is NEA just about exhausted that fund in 2010-11.
The BM/LC Fund distributes funds to NEA state affiliates to supplement their own issue spending on ballot initiatives and bills working their way through various state legislatures. NEA longer reveals which states received what amounts, but so many states received funding it hardly matters.
NEA took in about $13.3 million in dues money for the fund in 2010-11, and retained a carryover of more than $8 million from 2009-10, for a total of $21.3 million. However, the union spent or promised that entire amount, and then some, in response to the myriad of collective bargaining laws that were introduced.
Balanced Budgets and Free Lunches in Kaukauna
Madison School Board Member Ed Hughes:
The provisions of the Budget Repair Bill have gone into effect. For school districts that (unlike Madison) did not extend their collective bargaining agreement with their teachers unions, it is a brand new day.
In those districts, collective bargaining agreements are essentially gone and the districts have much wider discretion over compensation and working conditions for their teachers and other staff.
The Kaukauna School District is one that has taken advantage of the Budget Repair Bill provisions. Like nearly all school districts, Kaukauna now requires its teachers and staff to pay the employees’ share of their retirement contributions, which amounts to 5.8% of their salary, and is also requiring a larger employee payment toward the cost of health insurance, up to 12.6% from 10%.
The district also took advantage of the expiration of its collective bargaining agreement to impose a number of other changes on its teachers. For example, it unilaterally extended the work day for high school teachers from 7.5 to 8 hours and increased the teaching load from five to six high school classes a day.
Massachusetts Curbs Bargaining
Heavily Democratic Massachusetts on Friday became the latest state to curtail public workers’ collective-bargaining rights, as lawmakers approved a $30.6 billion budget that gives cities and towns greater leeway to force employees to pay more for their health care.
The restrictions come as states including Ohio and Wisconsin, where Republicans control the governor’s office and legislature, have been attacking collective bargaining.
More-recent moves elsewhere show Democrats, long union allies, are starting to demand more savings from public employees as well. In New Jersey, the Democrat-controlled legislature recently passed cuts to pension and health-care benefits pushed by Republican Gov. Chris Christie.
In Massachusetts, House Speaker Robert A. DeLeo, a Democrat, said after Friday’s vote that “this common-sense reform will save $100 million for cities and towns and preserve the jobs of fire-fighters, police officers and teachers.”
Wisconsin School districts receive state aid estimates
School districts have known for months that their state aid would be significantly cut for the new fiscal year that begins July 1. Today, reality hits home.
General state aid estimates were released this morning for school districts to plug into budgets until final numbers are available in October.
As expected, 410 of the state’s 424 public school districts will receive less aid for the 2011-’12 fiscal year than for fiscal 2010-’11, according to the state Department of Public Instruction, which is required by law to provide general state aid estimates to school districts each July 1.
Many school districts handled the cuts by increasing employee contributions to health care and retirement when contracts expired this week, as part of the state’s new collective bargaining law.
Kaukauna School District, which is expected to lose $2.75 million in state aid, was able to swing a $400,000 budget deficit into an estimated $1.5 million surplus by asking workers to pay more for health insurance and contribute pay toward their pensions, the Post-Crescent in Appleton reported. That district plans to hire teachers and reduce class size.
Kaukauna Area School District projects $1.5 million surplus after contract changes to health care, retirement savings; Milwaukee Plans to Lay Off 354 Teachers
As changes to collective bargaining powers for public workers take effect today, the Kaukauna Area School District is poised to swing from a projected $400,000 budget shortfall next year to a $1.5 million surplus due to health care and retirement savings.
The Kaukauna School Board approved changes Monday to its employee handbook that require staff to cover 12.6 percent of their health insurance and to contribute 5.8 percent of their wages to the state’s pension system, in accordance with the new collective bargaining law, commonly known as Act 10.
“These impacts will allow the district to hire additional teachers (and) reduce projected class sizes,” School Board President Todd Arnoldussen wrote in a statement Monday. “In addition, time will be available for staff to identify and support students needing individual assistance through individual and small group experiences.”
Milwaukee Public Schools Superintendent Gregory Thornton announced at a news conference this afternoon that 519 layoff notices would be issued for next school year, including 354 teachers.
Most of the teacher cuts come at the elementary level. The district has about 125 elementary schools. The elementary schools most affected are those that lost funding for a program that reduces class sizes.
The layoffs are the result of a number of budgetary factors, including the loss of $84 million in state aid to MPS for the next fiscal year, Thornton said.
Thornton called on the Milwaukee Teachers’ Education Association to reconsider the district’s request that teachers pay 5.8% of their salaries toward their pensions, which would have reduced the number of layoffs by about 200 teachers.
More on Kaukana, here.
If teaching is such a sweet deal, why isn’t everyone doing it?
There’s a certain childlike innocence that goes along with the popular modern sport of teacher bashing. I say this because most people get over the idea that teachers are ultra-powerful beings who live unattainable lives of luxury at around the age of 7, when they realize that rumpled, coffee-stained JC Penney office apparel is not haute couture. Many critics of teachers, however, manage to hang on to this silly notion way past the time when their skulls have fully hardened.
Call me a fuzzy-headed liberal, but I just don’t see the point in bashing people who help train our future workforce.
Of course, the tired old canard that teachers are remorseless, mustache-twisting budget-drainers has been resurrected in the past few months – first when the governor’s budget repair bill touched off mass protests among public employees, and most recently when the Wisconsin Supreme Court removed the final barrier to the bill’s enactment.
Some have reacted to teachers’ and other public employees’ reluctance to lie down and simply accept significant cuts in compensation and the stripping of their collective bargaining rights with everything from derision to rancor.
For example, some local wags took to calling Walkerville – the protest village near the Capitol that was inhabited by disgruntled public employees and their supporters – “Entitledtown.”
New Jersey’s Teacher Union Climate
The big news today is that the Senate Budget and Appropriations Committee in a 9-4 vote released legislation that would increase public employee contributions to health care premiums from 1.5% to between 3.5%-35% of the premium. Higher-paid employees would contribute more and lower-paid employees would contribute less. Pension contributions would also go up by a percentage point or two, and the increases would be phased in over a few years.
The bill now goes to the Assembly Budget Committee on Monday, and then to the full Senate on Thursday.
It’s unclear whether Assemblywoman Sheila Oliver’s proposal to have the legislation sunset after four years is still a go.
Amidst the Senate deliberations yesterday, public worker unions, including NJEA, held a smaller-than-expected rally; the subsequent news reports and editorials in today’s papers largely express astonishment at the loss of power of collective bargaining units. Here’s a sampling:
Vince Giordano, NJEA Executive Director, sounded both bewildered and threatening in NJ Spotlight:
Madison Teachers, Inc. head: Time to get ‘down and dirty’
“They’re ready,” Matthews said afterward, “to do whatever it takes.”
After 43 years as executive director of Madison Teachers Inc., Matthews is in the spotlight again after encouraging a four-day sick-out that closed school in February. The action allowed teachers to attend protests at the Capitol over Gov. Scott Walker’s proposal to curb collective bargaining by public employees. The matter remains in the courts, but it prompted a hasty contract negotiation between the district and union.
Teachers aren’t happy about some of the changes, and Matthews is preparing for a street fight.
“It’s going to get down and dirty,” Matthews said, alluding to the possibility of more job actions, such as “working the contract” – meaning teachers wouldn’t work outside required hours – if the School Board doesn’t back off changes in the contract. “You can’t continually put people down and do things to control them and hurt them and not have them react.”
Moreover, the latest battle over collective bargaining has taken on more personal significance for Matthews, whose life’s work has been negotiating contracts.
Much more on John Matthews, here. Madison Teachers, Inc. website and Twitter feed.
Wisconsin School districts press to reach agreements
With deadlines looming against a backdrop of uncertainty, some area school districts are scurrying to reach agreements with employee unions, gaining concessions in benefits to avoid mass layoffs and program cuts.
A few agreements are new or extended contracts, including a two-year contract for teachers approved last week in Menomonee Falls. Others, such as an agreement approved for West Allis-West Milwaukee teachers, are more limited. School districts could have made the changes without union approval if the law largely eliminating collective bargaining for most public employees wasn’t stalled in court.
School officials also are crafting new employee handbooks to replace union contracts, outlining benefits and working conditions no longer subject to negotiations if, as expected, collective bargaining is limited to wages.
Some districts are obligated by contract to send layoff notices by June 1. Districts also must give 30 days’ notice if they want to switch to less expensive insurance plans before the new fiscal year begins July 1. Many districts have union contracts that expire June 30.
Walker should take bulls-eye off the backs of teachers
Gesturing like a conductor, the Van Hise Elementary teacher exhorted her third-graders for answers while deftly involving a special-needs youngster.
I was in class as part of the Foundation for Madison’s Public Schools’ “principal for a day” program, and I recall thinking: This would be a really tough job to do well day after day.
Teachers have always impressed me, apparently a lot more than they do Scott Walker.
The Republican governor continues to wage his cynical campaign against labor unions representing teachers and other public employees. The conflict rumbles on, with a judge ruling last week that the legislative vote to extinguish collective bargaining rights violated the state’s open meetings law.
The collateral damage to the morale and reputations of Wisconsin’s 60,000 or so classroom teachers seems of no concern to Walker and his allies inside and outside the state.
In fact, based on recent Walker press releases, teachers and teachers unions remain a prime target. In terms of there being a bulls-eye on teachers’ backs, just consider last week.
Madison Teachers lobby School Board to keep planning time
Hundreds of teachers packed the Madison School Board meeting Monday night to protest changes in their contract next year related to planning time for elementary school teachers.
Some speakers reminded the board that elementary school planning time was a key issue in the 1976 teachers strike that closed school for two weeks. Tension among teachers is already heightened because of state initiatives to curtail collective bargaining and reduce education funding.
“Compensation has been reduced, morale is low, stress is high,” Lowell Elementary teacher Bob Arnold said. “Respect and support us by preserving our already inadequate planning time.”
How Do Unions Affect State Budgets?
Many questions have arisen from recent political events about the power of unions. In a new working paper published today, Mercatus scholar Eileen Norcross, compiled research on unions and clears up some misconceptions about the difference between private and public sector unions and how they work.
“The main differences between public and private sector come from economics,” said Norcross. “Private sector unions can raise their wages, but not their employment. By contrast, public sector unions can increase both wage and employment outcomes.”
The result, says Norcross, is that public sector unions can grow the size of budgets, while private sector unions are constrained by the profitability of the firm.
“Unlike private sector unions, public sector unions rely not only on collective bargaining, but also leverage their political influence to achieve these gains,” said Norcross. “In fact, empirical studies indicate the political activity of unions may be more effective than collective bargaining at raising employment.”
School board member Ed Hughes wants to give some docked pay back to Madison teachers (Proposal Withdrawn Later in the Day)
Hughes is making the proposal [56K PDF Ed Hughes Amendment] as an amendment to the district’s budget.
Funding would come from the $1.3 million windfall the district will get from docking the pay of 1,769 teachers who were absent without an excuse on one or more days between Feb. 16-18 and 21.
The district closed school during those four days because of the high number of staff members who called in sick to attend protests over Gov. Scott Walker’s proposed changes to public sector collective bargaining.
“Under the circumstances it seemed to me the school district shouldn’t necessarily profit from that, because the teachers agreed to make up the time in a way that took away planning time for them,” said Hughes, who is considering a run for school board president when new officers are elected Monday.
Hughes is also proposing increasing the district’s proposed property tax levy for next year by about $2 million to pay for maintenance and technology projects and any costs associated with the district’s implementation of a state-imposed talented-and-gifted education plan.
“It seems goofy that we give away $1 million and then raise property taxes [50K PDF Ed Hughes Amendment],” board member Lucy Mathiak said.
If a school board member in Madison gets his way, the district would used money it saved when teachers forced schools to shut down during the budget debate to award end of the year bonuses to teachers.
WTMJ partner station WIBA Radio in Madison says that teachers in Madison would receive $200 gift cards as year-end bonuses.
“Whenever we can, we need to show some kind of tangible appreciation for the extremely hard work our teachers and staff do,” said Ed Hughes, a member of the Madison school board.
“They’ve had a particularly tough year as you know, given that they kind of became political footballs in the legislature. We’re ending up slashing their take home pay by a substantial amount, pretty much because we have to.”
Additional links:
- David Blaska adds quotes from Mr. Hughes, here.
- School board member withdraws controversial gift card proposal.
- Don Severson talks with Vicki McKenna on the proposal (35mb .mp3)
- What’s behind the teacher gift card proposal? by Susan Troller
- TJ Mertz summarizes today’s brief Madison School District budget meeting.
Related: 5/26/2005 MTI & The Madison School Board by Ed Hughes.
NEA Gives Friend of Education Award to 14 Fugitive Wisconsin Democrats
NEA Gives Friend of Education Award to 14 Fugitive Wisconsin Democrats. Each year the National Education Association issues a “Friend of Education” award to some liberal worthy known for toeing the union line. Last year’s award went to Diane Ravitch, and previous winners are Bill Clinton, Nancy Pelosi, Jimmy Carter and Ted Kennedy.
This year the union decided to honor the 14 Wisconsin Senate Democrats who fled the state rather than debate and vote on the governor’s collective bargaining bill.
It is believed to be the first multi-week sojourn to the Tilted Kilt ever to result in an award from a major national organization.
Education Bill Fight Puts Spotlight on Chicago Schools Union Chief
As legislators prepared to move a sweeping overhaul of state education law through the Illinois House this week, the Chicago Teachers Union’s sudden turnabout on the bill is raising questions about the union’s role in negotiations and the leadership ability of its untested leader, Karen Lewis.
When the education bill passed the Illinois Senate unanimously last month, the support of the states’ teachers unions seemed to signal an unprecedented, collaborative effort to reform education policy. Lewis and the leaders of the state’s other two major teachers’ unions had agreed to substantial changes on tenure, evaluations and bargaining procedures. But last Wednesday the Chicago Teachers Union membership voted to consider pulling its support, claiming that language curbing collective bargaining rights was inserted into the bill without its knowledge and amounted to an “atomic bomb.”
“The recent steps they’ve taken have certainly concerned a number of the entities they’ve dealt with in Springfield,” said Darren Reisberg, deputy superintendent for the Illinois State Board of Education, who participated in the bill’s negotiations.
What’s Bugging Madison Teachers, Inc. Executive Director John Matthews?
Madison School Board Member Ed Hughes:
In an article about teacher retirements in the State Journal a couple of weeks ago, Madison Teachers Inc. Executive Director John Matthews had some harsh comments about the Madison school district and school board. Referring to the Teacher Emeritus Retirement Program, or TERP, Matthews said, “The evidence of the ill will of the board of education and superintendent speaks for itself as to why we have grave concern over the benefit continuing. . . . They tore things from the MTI contract, which they and their predecessors had agreed for years were in the best interest of the district and its employees.”
In an article in Isthmus last week, Lynn Welch followed up with Matthews. Matthews comes out swinging against the school district in this article as well, asserting, “The bargaining didn’t have to [involve] so much animosity. . . . If they wanted to make revisions, all they had to do is talk with us and we could have worked through something that would be acceptable to both sides. But they didn’t bother to talk about it. You don’t buy good will this way.” While the contract includes very significant economic concessions on the part of the teachers, Matthews expressed unhappiness with the non-economic changes as well, labeling them “inhumane.”
In the Isthmus article, Matthews asserts that the changes in the collective bargaining agreement “show how Walker’s proposed legislation (still tied up in court) has already produced an imbalance of power forcing unions to make concessions they don’t want to achieve a contract deal.”
………
The collective bargaining process is useful because it provides an established framework for hammering out issues of mutual concern between the school district and its employees and for conflict resolution. However, if the collective bargaining agreement were to disappear, the school district wouldn’t immediately resort to a management equivalent of pillaging the countryside. Instead, the district would seek out alternative ways of achieving the ends currently served by the collective bargaining process, because the district, like nearly all employers, values its employees and understands the benefits of being perceived as a good place to work.
But when employers aren’t interested in running sweat-shops, organizations set up to prevent sweat-shop conditions aren’t all that necessary. It may be that John Matthews’ ramped-up rhetoric is best understood not as a protest against school district over-reaching in bargaining, since that did not happen, but as a cry against the possibility of his own impending irrelevance.
For school districts across Wisconsin, life goes on — with or without budget ruling
The topic of my speech was the continued value of local education in building Wisconsin’s “knowledge economy,” and the 50 or so school administrators in the room listened carefully to my message about preparing K-12 students for the rigors of a globally competitive 21st century.
It was hard, however, to ignore the elephant in the corner of my PowerPoint slides.
For most of the school superintendents, human resource directors and fiscal officers in the Green Bay audience, the most important thing on their minds was not to rush out and launch a program to improve science and engineering education.
Rather, the most pressing problem of the day for most school officials in Wisconsin is surviving an unsettled, contentious era in the relationship between local teachers, administrators and school boards.
While the legislative and legal battle lines have been drawn in Madison, the real struggles are being fought across the state, district by district, as the reality of budget cuts and the potential end of collective bargaining for unionized teachers sinks in.
NEA Affiliates in California and Wisconsin Approach Lean Years Differently.
Falling enrollment, budget cuts and layoff have led to corresponding declines in membership for most National Education Association state affiliates. Without compensatory action, fewer members mean less dues revenue – a situation these unions have not had to face in recent memory.
As the numbers show quite clearly, even lean times do not mean NEA’s affiliates will become destitute. There is an awful lot of cash flowing through union headquarters around the country. But union officers and representatives are quick to find ways to spend it, particularly on their own employees. Adjusting budgets downwards is not their strong suit.
NEA itself had to revise its budget to account for membership loss and a smaller-than-planned increase in dues. It also froze the pay of its executive officers for the 2011-12 school year.
Two NEA state affiliates – California and Wisconsin – have different troubles to face in different political environments, so we shouldn’t be surprised that they are applying different measures to their fiscal problems.
The California Teachers Association sets its dues level by a formula that involves the average teacher salary over the last three years. With layoffs occurring almost exclusively at the bottom of the salary scale, it actually has the effect of driving up the state’s average teacher salary, and thus the dues level. With fewer members, CTA will raise its dues $8 next fall, to $647. This will mitigate the money lost, but not cover it entirely.
……
WEAC announced the cancellation of its fall convention, citing the uncertainty of whether it will be allowed to bargain the time off for its members. However, holding these events each year is also a budgetary drain, one that other NEA state affiliates have been forced to face.
Despite the serious state of financial affairs, WEAC is allocating up to $2 million for lobbying, legal action and internal communications in order to turn the political tide. It has, and will continue to receive, monetary and manpower assistance from NEA and other affiliates, including California.
These early signs indicate that the likely outcome of the collective bargaining battles in statehouses across the country is financially weaker teachers’ unions – but only relatively. Overall, there may be fewer members and fewer staffers. The unions may require special assessments or higher dues increases just to restore former revenues. But $1.5 billion annually is still an awful lot of money. We may see it applied in concentrated form on the unions’ existential issues, not diffused among feel-good projects.
Two-thirds of Madison teachers joined protests, district says
Two-thirds of Madison teachers participated in at least one day of a coordinated four-day absence in February to protest Gov. Scott Walker’s proposal to curb collective bargaining, according to information released by the school district Friday.
According to the district, 1,769 out of 2,655 teachers took time off during the four days without a legitimate excuse. The records also show 84 teachers submitted fraudulent sick notes; 38 received suspensions for failing to rescind the notes by April 15, a deadline set by the district.
The exact number of teachers who caused school to shut down on Feb. 16-18 and 21 was unknown until now. The numbers “validate our decision to close our schools,” Superintendent Dan Nerad said in a statement.
“We realize the challenges that our students’ families experienced as a result of these school closings,” Nerad said. “So we appreciate that we have been able to return since then to normal school schedules and that students have returned to advancing their learning through the work of our excellent staff members.”
Madison Teachers Inc. Executive Director John Matthews acknowledged Feb. 15 that the union was encouraging members to call in sick to attend protests at the Capitol. It was the union’s first coordinated work stoppage since 1,900 out of 2,300 teachers called in sick to protest contract negotiations in September 1997.
On Friday, Matthews emphasized that teachers accepted the consequences of their actions by agreeing to docked pay for the days missed. He called the suspension letters “a badge of honor for standing up for workplace justice.”
Michigan Gov. Snyder targets teacher performance in sweeping plan
Gov. Rick Snyder said today he wants to retool Michigan’s school system so it demands and rewards performance in terms of student achievement.
He detailed changes to merit pay and the teacher tenure system; approval for more charter schools; a new state office devoted to early childhood education; tough anti-bullying measures; a greater emphasis on online education; and a more flexible system in which state funding would follow students wherever they go, rather than being assigned to a particular school district.
Further, the governor announced as many as 23 financially distressed school districts could be placed under emergency managers who have beefed-up powers to scrap collective bargaining agreements under controversial legislation he recently signed into law.
Snyder also expanded “Schools of Choice” plans and said residents of a local district will have the first opportunity to enroll there, but schools will no longer be able to refuse out-of-district students. And he called for consolidation and competitive bidding of school district business and administrative functions.
Wisconsin School districts’ health plans cost more than businesses’ plans
School districts in southeastern Wisconsin pay significantly more for health insurance than do private businesses – as much as 76% more – and their employees bear much less of the overall cost, an analysis released Wednesday shows.
The relatively small contribution teachers in general make to their insurance coverage drew considerable attention during the superheated debate over Gov. Scott Walker’s budget-repair bill and his bid to sharply limit collective bargaining by most government employees.
Less discussed has been the cost of the insurance plans, which significantly outweigh those offered by private-sector employers, according to an analysis by HCTrends, which describes itself as “a market-oriented forum” on health care issues.
For single coverage, southeastern Wisconsin school districts paid 76% more than private businesses in 2009-’10, according to HCTrends.
School districts in southeastern Wisconsin are paying twice as much for health insurance as private sector companies in Milwaukee, according to a new study by HCTrends. That’s just the beginning of what the group found in its study of school district health insurance expenses in 2010.
“Health plan costs for the region’s teachers are 63 percent higher, on average, than the plans offered at private-sector companies with some union representation, and 80 percent higher than the average single-coverage cost for all private-sector plans,” according to the study.
“This combination of above-average plan costs and below-average employee contributions significantly increases the school district’s health care costs. While the average teachers’ plan costs 80 percent more than the average private-sector plan, the per-employee cost borne by the school district is twice as much as the cost borne by the average employer.”
Don’t cry for teachers who choose early retirement
One indication of how disingenuous the world of public education has become is the sympathy some of us apparently feel for veteran Madison teachers who feel compelled to retire early.
As this newspaper detailed Sunday, early retirements have spiked over concerns about what Gov. Scott Walker’s bid to curtail public sector collective bargaining rights will mean for teachers’ retirements.
It’s clear teachers beginning their careers today could be subjected to lots of things the private sector has had to endure for a long time (e.g., merit evaluations, higher health care costs). What puzzles me is what veteran teachers risk by working a few more years — especially given the love they express for the job.
Take, for example, teachers’ ability to parlay unused sick days into health insurance coverage or other benefits after they retire.
District spokesman Ken Syke said the district’s legal team has not produced an opinion on this. But teachers union president John Matthews was certain it was a benefit long-time teachers would retain.
“Let’s Make A Deal on Bargaining” ShareThis (A Legislator’s Perspective – Pro Reform Does Not Mean Anti-Union)
Rep. Mary Ann Sullivan, D – Indianapolis, IN:
Indiana is on the verge of enacting major education reform legislation that will establish a new teacher evaluation system, will be tied to changes in teacher tenure, eliminate “Last in First Out (LIFO),” link teacher compensation to performance measures, and limit some aspects of what can be collectively bargained. Rep. Mary Ann Sullivan (D – Indianapolis) is the co-sponsor of the teacher evaluation bill as well as a companion bill containing the collective bargaining provisions (she is also the co-author of a bill to expand charter schools in Indiana). As a founding member of DFER-Indiana, she has faced incredible hostility from her Democrat colleagues in the House, along with being chastised by the unions especially for her votes and leadership on changing collective bargaining practices. In this post she shares some of her thoughts and beliefs on why she refuses to lose her focus on education reform, and why her commitment to those reforms does not make her anti-union:
For too many Democrats, being pro-labor has been an all or nothing proposition. As a pro-labor Democrat myself, I’ve been criticized when I mention the need for changes and limits to collective bargaining. Seeking change from unions, and teachers’ unions in particular, doesn’t mean I don’t believe in them. Nothing could be further from the truth. I firmly believe unions must step up to the plate and meet the public demand for changes or they run the risk of being left out of the process or worse yet, losing the right to collectively bargain at all. Our teachers need this powerful collective voice and unions must rise to meet the demand for change, one prescribed by many of their members.
Massachusetts House votes to restrict unions; Measure would curb bargaining on health care
House lawmakers voted overwhelmingly last night to strip police officers, teachers, and other municipal employees of most of their rights to bargain over health care, saying the change would save millions of dollars for financially strapped cities and towns.
The 111-to-42 vote followed tougher measures to broadly eliminate collective bargaining rights for public employees in Ohio, Wisconsin, and other states. But unlike those efforts, the push in Massachusetts was led by Democrats who have traditionally stood with labor to oppose any reduction in workers’ rights.
Unions fought hard to stop the bill, launching a radio ad that assailed the plan and warning legislators that if they voted for the measure, they could lose their union backing in the next election. After the vote, labor leaders accused House Speaker Robert A. DeLeo and other Democrats of turning their backs on public employees.
Teaching reforms get lost in Wisconsin budget tumult
Early in February, leaders of the state’s largest teachers union took what was for them a major step – endorsing a series of reforms they had previously resisted, including performance pay, dividing up Milwaukee Public Schools and tying teacher evaluations to student test scores.
Within a week, however, Gov. Scott Walker released a plan to sharply curb the collective bargaining rights of most public-sector workers, and little more was heard from the Wisconsin Education Association Council about its reform initiatives.
Amid the debate over public workers’ rights in Wisconsin, school reform has gotten lost in recent months, especially changes related to one of the most promising ways to improve academic achievement: focusing on teacher effectiveness.
Walker and his supporters have said that by prohibiting teachers unions from bargaining for anything other than inflation-tied wage increases, school boards are free to implement reforms that WEAC has been unwilling to embrace in the past.
Full speed ahead for school reforms
If Wisconsin is to improve its public schools, it needs leaders willing to think and act boldly, kick sacred cows and innovate.
State and local officials should keep that in mind as they consider complaints that Gov. Scott Walker’s move to restrict collective bargaining for most public employees risks cutting an essential partner out of education reform plans.
As the State Journal’s six-part series “Labor’s Last Stand” reported in Tuesday’s installment, the complaints are based on the assumption that without teacher unions participating in the development and execution of reforms, those reforms will fizzle.
But framing the success or failure of school reform in terms of dependency on union bargaining is misguided. In the past, teacher unions have led some education reforms but have been roadblocks to others. In fact, it is insulting to individual teachers, school boards and superintendents to believe that nothing can be accomplished without going through a union.
Detroit’s Mass Teacher Layoffs May Prove Bellwether For Education Reform Nationwide
When districtwide layoff notices hit every one of Detroit Public Schools’ 5,466 unionized employees late last week, an American Federation of Teachers spokeswoman called the move the largest “one fell swoop” firing of teachers in union memory.
More broadly troubling to teachers and education-reform observers, however, was DPS Emergency Financial Manager Robert Bobb’s concurrent announcement that he plans to unilaterally modify the Detroit Federation of Teachers’ collective bargaining agreement, the first test of a sweeping new state law.
Public Act 4, signed by Michigan Gov. Rick Snyder (R) in March, grants the emergency managers of troubled school districts the power to “reject, modify, or terminate one or more terms and conditions of an existing collective bargaining agreement.” Under the law, Bobb could choose to abrogate the Detroit teachers’ contract entirely.
On the Madison School District’s 2011-2012 Budget
Madison School Board Member Ed Hughes:
First, we need to adopt a preliminary budget so that we can get any necessary layoff notices issued before our deadline. This requires us to resolve the OT/COTA issue, since the superintendent has recommended issuing layoff notices to our COTAs. But no other layoff notices are in the works for the Board to consider. (There could be some layoffs attributable to shifting enrollment levels among our schools, but the Board tends not to get involved in these.) This lessens the urgency and reduces the scope of our budget deliberations.
Second, it seems likely that we will spend less time on individual Board member’s proposed budget amendments this year. In the past, Board members have generally had two primary motives for offering amendments. The first was to find alternatives for unappealing budget recommendations. We don’t have a slew of unappealing recommendations this year. The second motive has been to reduce what a Board member considered to be an unacceptably large increase in our property tax levy. That shouldn’t be an issue this year.
Individual Board members may come up with some sound and beneficial budget recommendations this year, of course. At this point, I don’t expect to offer much in the way of amendments myself, since I’m aware of no low-hanging fruit and I’m not much in favor of trying to effect policy changes through the budget amendment process.
Third, our budget deliberations (and our recent extension of our collective bargaining agreements) have been shaped primarily in response to the Governor’s budget recommendations. The budget bill is unlikely to pass before the end of June. Our budget choices are affected by the final form the budget bill takes. What happens with our underlevy authority is the most obvious example.
Under the circumstances, if we pass a preliminary budget before final action on the budget bill, our budget will be really, really preliminary. A lot of the heavy lifting budget-wise – like what to do with our underlevy authority, if it survives – can’t take place until after June.
There are some other reasons as well why it makes sense to defer substantive budget deliberations to later in the year. For example, it would be helpful to know how our fund balance will look at the end of the fiscal year on June 30 and how it’s changed from last year. We’d also be in a better position to make smart choices for next year if we have a clearer idea of how our 2012-2013 budget is looking and the more time passes, the clearer those numbers will come into focus.
Sick leave disciplinary records reveal Oshkosh teachers’ split opinions over union law fight
A split in teachers’ opinions over appropriate responses to an explosive state collective bargaining law resonates through disciplinary records released by the Oshkosh school district last week.
The records obtained by The Northwestern include forms signed by 86 employees who admitted they called in sick on Feb. 17 and 18 to join protests in Madison as well as a discipline settlement with teachers’ union president Len Herricks, who incorrectly told staff members that district administration would condone calling in sick to attend the protests.
Comments hand-written by educators on many of the records show a range of regret, defiance and confusion felt by rank-and-file employees caught in a whirlwind of political rhetoric and polarization.
Transforming the School of Education?
In 2008, Molly Rozga went back to school just shy of her 27th birthday.
Rozga wanted to work in a field where she could give back to the community and have the added comfort of job security. So, she chose education, thinking teaching was one of the most stable careers out there.
But in the current political environment, Rozga, now a 29-year-old junior education major at Alverno College, sees teaching as something “a little scary to be going into.”
“It’s giving me a little bit of anxiety,” Rozga said.
With Gov. Scott Walker proposing to cut state aid to public schools and restrict collective bargaining for public school teachers as part of a plan to close a $3.5 billion state budget deficit, students like Rozga are stepping into a new world in their chosen field.
Labor’s last stand? Education reform will come at a cost
The new state law, held up pending a legal challenge, forbids most public worker unions from negotiating salary schedules, benefits and workplace rules with employers. It still allows bargaining over inflationary increases in “total base wages,” but generally makes it harder for unions to operate.
It also means school administrators would be able to make major changes to pay scales, school calendars and work rules without consulting teachers.
Mary Bell, president of the Wisconsin Education Association Council, the state’s largest teachers union, said that while teachers won’t necessarily obstruct changes, they are less likely to offer new ideas themselves if they are not covered by a union contract.
“Innovation takes risk,” Bell said. “Risk in an environment where your protection is gone is a much different proposition.”
Just days before Walker announced his changes to collective bargaining, WEAC had announced support for a statewide teacher evaluation system and performance-based pay. That overture, however, has been largely overshadowed by the union controversy.
Middleton Teachers, School Board Battle Over Contract
The Middleton teachers’ union and school board continue to battle over the latest proposed contract.
The two sides met during a school board meeting on Monday and more than 50 people lined up to voice their concerns about the deal.
Many teachers said that they believe the contract takes away their collective bargaining rights by proposing non-negotiable changes, including the removal of “just cause for discipline.”
“Bullies are not welcome on school yards or on the school boards. It is time you step up to the plate and only deal with fiscal changes. Don’t play into politics going on throughout our state,” said Madison resident Cami Jo Sanner.
The New Madison Teachers, Inc. Pact will be Devastating for Support Staff
Early on in the protests at the Capitol, I ran into a friend who predicted that the unions would agree to all of Walker’s benefit cuts if he agreed to allow collective bargaining.
“They would do that?” I asked innocently. “They wouldn’t tell the governor to rescind tax cuts on businesses before he attempts to balance the budget on the backs of workers?”
“Just wait,” she said.
Little did either of us imagine that the unions would soon concede to all of the benefit cuts BEFORE Walker agreed to talk. When you give up key issues before the other side is at the table, there isn’t much left to negotiate. It is certainly not the way we educators teach children to deal with a bully.
However things turn out with Walker’s damaging repair bill, Wisconsin unions have helped dig themselves into a hole. Some unions may fare better than others. I am distraught about Madison Teachers Inc., which I belong to as a substitute teacher. In its rush to negotiate with the district immediately after Walker signed the bill, MTI plunged headlong into the very waters it was trying to avoid. The union allowed the lowest paid to, in effect, sail away in a leaky lifeboat.
In Illinois, teachers ready to talk about tenure
Teachers unions insist they aren’t giving away the store in landmark education reform moving through Springfield this year that would make it harder for teachers to get tenure.
They point to other provisions — a more open collective-bargaining system, training rules for school board members, school-by-school surveys on working conditions — that they believe will work in teachers’ favor.
But there is also a mostly unspoken incentive in what they see going on in neighboring states. Missouri and Indiana are considering virtually dismantling tenure. In Wisconsin, the very concept of collective bargaining is on life-support.
“We were engaging in this process before Wisconsin occurred,” noted Ken Swanson, president of the Illinois Education Association. But he admits: “As all the parties saw what was unfolding in Wisconsin and elsewhere, it gave us further cause to come together and find common ground.”
Uncertain about future benefits, many veteran teachers are retiring early
Two days before the April 1 teacher retirement notification deadline in Milwaukee Public Schools, Karen Scharrer-Erickson drove to the district’s human resources office on her lunch break.
The teacher of 43 years entered the room. Then she burst into tears.
“I am totally not ready,” Scharrer-Erickson, a literacy coach at the Academy of Accelerated Learning, said this week. “I never thought about retiring until the (Gov.) Scott Walker situation, because this school is so special and I am working with the most incredibly caring teachers I have ever known.”
At a time when the governor’s plan to eliminate most collective bargaining for teachers and increase state employees’ payments for health care and pension costs looms overhead, some school districts are seeing record numbers of senior teachers such as Scharrer-Erickson turn in their retirement paperwork.
Although their pensions are beyond the reach of lawmakers and local officials, many teachers fear that changes could mean they soon could lose early retirement benefits such as health insurance that helps support them until they are eligible for Medicare.
Food for thought on MPS workers
Two retired sanitation workers from Memphis stood proudly before the assembly gathered at Mount Zion Baptist Church in Milwaukee the Friday before the April 5 election. The Rev. Jesse Jackson made sure the message was clear. The Rev. Martin Luther King Jr. gave his life for these workers when they went on strike in Memphis in 1968. Now those assembled were to march in King’s honor and vote for candidates who supported a basic civil right: collective bargaining.
Opponents of labor unions have cleverly made this budget battle a choice between workers and taxpayers, workers and children, workers and just about everything else. But these are false choices, and nowhere is this better illustrated than the attack on the Milwaukee Public Schools food service workers.
A high percentage of food service workers are black and Latino at the lower end of the socioeconomic scale. Like the sanitation workers in Memphis, school food service workers see themselves fighting for their civil rights. The false choice is that money saved from the cuts in pay and benefits could be used to help fund kindergarten or lower class sizes.
Score One for NJEA
Everyone’s covering Gov. Christie’s conditional veto of Senate Bill 1940, which posits that if a collective bargaining unit (i.e., local arm of a teachers union) agrees to wage or benefits concessions then “the amount of money which would have been required to fund those wages and benefits shall be applied to the maintenance of bargaining unit stall member positions.” (See coverage from New Jersey Newsroom, The Record, Courier Post.)
The bill was approved by the Assembly on a vote of 69-11, and is sponsored by a bevy of 13 senators. It was apparently written by the NJEA executive office. From an editorial by NJEA President Barbara Keshishian that ran last month in the Star-Ledger:
A three-year college degree in Ohio?
Ohio Governor John Kasich wants the state’s universities to offer a three-year degree program to make college more affordable, The Plain-Dealer reports. Students would have to squeeze in more courses during their time at school in order to satisfy degree requirements, much as they do today without an established three-year program. Ball State University in Indiana already offers three-year degrees for 30 of its 180 degree programs and Rhode Island lawmakers approved a measure in 2009 to offer three-year degrees at both of the state’s public universities. Meanwhile, Kasich’s budget anticipates a 10.5 percent cut in higher education funding in the 2012 fiscal year, less than had been feared, followed by a 3.7 percent increase in 2013, according to The Columbus Dispatch.
SESSION ENDS: Idaho lawmakers gaveled their session to a close Thursday having approved three major education overhaul bills that had been a priority for Gov. C.L. “Butch” Otter and state superintendent Tom Luna, according to The (Spokane) Spokesman-Review. The bills would weaken teachers’ tenure and collective bargaining provisions, expand online courses, reduce the number of teachers and institute a merit pay system. The state Senate also approved legislation to implement the changes immediately rather than on July 1 in an effort to dampen an attempt to put the controversial changes up to a referendum next year.
Rallying Back
The fact that the American Federation of Teachers’ annual meeting on higher education took place in a hotel here alongside the American Professional Wound Care Association was, to be sure, a quirk of scheduling. But the irony was not lost on several of those attending.
Organized labor has suffered punishing blows in recent days and weeks, in Wisconsin and Ohio, with the promise of further attacks on collective bargaining to come in other states, such as Indiana, Michigan and Florida.
“This has been about the worst year that I could have ever imagined happening,” Ed Muir, AFT’s deputy director of research and information services, said at the opening plenary session Friday. “Our enemies were given more political power than ever before.”
Wisconsin Schools Told to Wait on Contracts
The Wisconsin school board association on Monday urged districts that have not reached new deals with teachers’ unions to hold off given the uncertainty over whether a new law removing nearly all collective bargaining rights is in effect.
Many school districts, counties and municipalities have been rushing to reach deals before the law that takes away all bargaining rights except over base salary kicks in.
Republican lawmakers pushed through passage of the law earlier this month despite massive protests that drew up to 85,000 people to the state Capitol and a boycott by Democratic state senators. Opponents immediately filed a series of lawsuits, and a hearing on one was scheduled Tuesday. The judge in that case had issued a restraining order barring Democratic Secretary of State Doug La Follette from publishing the law, typically the last step before it takes effect.
Teachers’ union sues MIddleton-Cross Plains school district
The union representing teachers in the Middleton-Cross Plains School District sued the district Monday over their collective bargaining negotiations.
According to the complaint filed in Dane County Circuit Court, the union said the district “bargained in bad faith” and proposed non-negotiable contract changes including removal of just cause for discipline and discharge, total district discretion of work hours, elimination of seniority protections, elimination of fair share union dues, modifications/freezes on salary schedules and elimination of compensatory time off.
The district also proposed, according to the complaint, that the School Board be the final step in the grievance procedure as opposed to having a third-party arbitrator as the current agreement states.
Madison teachers given until April 15 to rescind fake doctors’ notes
Madison teachers who missed school last month to attend protests and turned in fraudulent doctor’s notes have been given until April 15 to rescind those notes, officials said Thursday.
The district received more than 1,000 notes from teachers, human resources director Bob Nadler said. A couple hundred of those were ruled fraudulent because they appeared to be written by doctors at the Capitol protests against Gov. Scott Walker’s proposal to limit collective bargaining.
Teachers who don’t rescind fraudulent notes could receive a disciplinary letter of suspension, the most serious form of discipline aside from termination, Nadler said. The suspension would be considered already served — the time missed during the protests.
“We didn’t want to give anybody more time off,” Nadler said. “They can’t afford it. We can’t afford to have them gone any more. I don’t think kids need their teacher gone another two days.”
NOMENCLATURA
Albert Shanker was one of a kind (sui generis). No one has replaced him or the intelligent analysis of American education in his weekly columns in The New York Times. Known as a powerful advocate of union solidarity and the protection of teachers, he was also the source of the idea for charter schools, and, perhaps most astonishingly, he often spoke of the “nomenclatura of American education.”
He used that term, borrowed from the name for the Soviet bureaucrats and their special privileges and interlocking tentacles, to label the complex interconnections of the many layers of special interest agencies in our education system: organizations of superintendents, school boards, curriculum specialists, counselors, professional development experts, literacy experts of all kinds, and so forth.
I believe he was pointing out that this system of special interest groups had achieved a paralysis of our educational efforts similar to the paralysis that the Soviet nomenclatura brought to the economy and society of the USSR, leading to its spectacular collapse in 1989.
He suggested that any good idea for reform to help our students learn more was likely to be immediately studied, re-interpreted, deconstructed, re-formulated and expounded until all of its value and any hope of its bringing higher standards to American education had been reduced to nothingness. The concern of the special educational nomenclatura for their own jobs, pensions, perks, prerogatives, and policies would manage to overwhelm, confuse and disintegrate any worthwhile initiative for greater academic achievement by students.
Mr. Shanker is gone, and the loss is ours, but the nomenclatura he spoke of is alive and well. With all the best intentions, for example, the Council of Chief State School Officers, and the National Governors Association, cheered on by the Department of Education, major foundations, and others, have taken on the idea of Common Standards for American students.
Unfortunately, they have largely left out curriculum–any clear requirements for our high school students to, for instance, read a history book or write a serious research paper. For a long time, those in the nomenclatura involved in assessment have been reluctant to ask students to demonstrate any knowledge on tests, for fear that they would not have any knowledge to demonstrate. So essay tests, for example, do not ask students to write about literature, history or science, but rather to give opinions off the top of their heads about school uniforms or whether it is more important to be a good student or to be popular, and the like.
For all the talk in the nomenclatura about college and career readiness, no one knows whether our high school students are now expected to read a single complete nonfiction book or write one 20-page research paper before they graduate, because no one asks about that.
One could have hoped that our Edupundits would try to fill the void left by the loss of Mr. Shanker, but sad to say, they have largely become lost in the tangles and tentacles of the nomenclatura themselves. They endlessly debate the intricate problems of class size, teacher selection, budgets, principal education, collective bargaining, school governance, and so on, until they are too exhausted, or perhaps just unable, to take an interest in what our students are being asked to read and write.
Although great efforts have gone into the new Common Core Standards, they contain no actual curriculum, partly because the nomenclatura doesn’t want to engage in difficult political battles over what actual knowledge our students must have. So, even though almost all of the state bureaucracies have signed on the new Standards, the chance is good that they will collapse of their own weight because they contain no clear requirements for the actual academic work of students.
Our Edupundits are constantly hard at work. Some could be described, to paraphrase Alexander Pope, as “dull, heavy, busy, bold and blind,” and they do meet, discuss, speak, and write a great deal about the details of educational administration and management–details which are very popular with those who seek to apply a business school mindset to the organization of our K-12 education.
However, so long as they continue to ignore the actual academic work of our students, our students will be quite free to do the same. Fortunately, some teachers will continue to require their own high school students to read serious books and write research papers, and to do the most difficult academic work of which they are capable, in literature, languages, math and science. But in their efforts they will have received at best no help (or at least no interference) from the nomenclatura, and the Edupundits who are lost in their wake.
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“Teach by Example”
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NEA Plan of Attack
“We Are at War” – NEA’s Plan of Attack. With the situation in Wisconsin stabilized, if not settled, there is time to examine the National Education Association’s strategy for its short-term future. Though reasonable arguments can be made that the collective bargaining measures in Wisconsin, Ohio and Idaho aren’t significantly different from the status quo in other states, there should be no mistake about it – NEA sees them as a threat to its very existence.
The reasons are not hard to understand. NEA has enjoyed substantial membership and revenue growth during the decades-long decline of the labor movement. It is now the largest union in America and by far the largest single political campaign spender in the 50 states.
But after some 27 years of increases, NEA membership is down in 43 states. The union faces a $14 million budget shortfall, and the demand for funds from its Ballot Measure/Legislative Crises Fund is certain to exceed its supply. Even the national UniServ grants, which help pay for NEA state affiliate employees, will be reduced this year.
In the past, NEA has routinely faced challenges to its political agenda, mostly in the form of vouchers, charters and tax limitations. But the state legislative and gubernatorial results in the 2010 mid-term elections emboldened Republicans for the first time to systematically target the sources of NEA’s power, which have little to do with education and everything to do with the provisions of each state’s public sector collective bargaining laws.
Superman & Teacher Evaluation
There’s been a lot of negative media lately, particularly surrounding education and teachers’ unions in Wisconsin, Ohio and Florida.
My children attend a Florida public high school that is ranked as one of the top five best schools in the state for academics, and consistently ranked number one in football and volleyball. They have an extensive Advanced Placement course program that is so popular that my kids cannot get into all of the AP courses that they want. The courses are large and overenrolled, but at least they are challenging.
From my perspective as a parent and a college educator, most of my kids’ high school teachers have been excellent. A few, however, have been inferior — a situation that does not really surprise me. As a former department chair and evaluator of faculty performance at the college level, I understand how flawed and difficult the evaluation process can be. I also understand how faculty have different strengths and weaknesses. The weaker scholar with the higher student GPA average may be the person who provides after-hours counsel to students in trouble. The faculty with the lower student evaluations and course G.P.A.’s may be the most intellectually challenging faculty in the classroom — the one who students learn to appreciate after they graduate. And then there are a few faculty who should probably leave education entirely, but will not go and cannot be fired without difficulty, if they have tenure. All of these issues–teacher evaluation, compensation, tenure–are on the political table right now for public schools. Florida is one of the states that is pushing a bill to link secondary student performance to better teacher retention and merit pay. New Florida Governor (and Tea Party favorite) Rick Scott supports a bill in which teacher evaluations are no longer subject to the collective bargaining process, only pay and benefits are negotiated. Teachers’ unions are unhappy about the methods (and the rhetoric) that many politicians are using for evaluating them and their classrooms. It’s unfortunate how this clash between workers and management is playing out in the classroom.
The Inevitable Wisconsin
In the words of Young Frankenstein’s Inspector Kemp, “A riot iss an ogly think.” So is the Wisconsin shootout; ugly – but inevitable.
The unions had to be expecting a tough time with their new Governor Walker. No doubt they anticipated a difficult negotiation – “hard bargaining”, as the governor cut labor costs to balance the budget. Instead, they found themselves facing political forces who actually intend to put an end to them.
Unions have always decried every effort to rollback labor costs or union power as “union-busting.” Now their past rhetorical excesses have caught up with them, as they confront the real thing. (Cf “Wolf, the Boy who Cried…”)
At first it looked as if Walker was indeed bargaining hard. Rolling back pensions, increasing employee contributions, and making labor accept it as a compromise by agreeing not to end collective bargaining outright. And there would be the peace, as Don Barzini would say.
Well, gentlemen may cry “peace, peace,” but there is no peace. Before it could be seen if Walker was a “let’s make a deal” type, Democrats abandoned the state and the unions seized the Capitol to bully the governor and Republicans. They in turn found a parliamentary bypass and passed the bill to strip bargaining rights. The budget, with its real benefit reductions and budget cuts is still pending. But the unions appear to have used up most of their ammo, so their hopes cannot be high.
