Meet the New NEA President!

Lily Eskelen Garcia was elected as the new President of the National Education Association at the NEA's annual convention held in July. The Washington Post describes her as "a telegenic, guitar-slinging firebrand".

To read the full story, go to:
http://www.washingtonpost.com/local/education/lunch-lady-rises-to-union-leader-and-takes-on-all-comers/2014/08/11/04895a82-1e46-11e4-ae54-0cfe1f974f8a_story.html?wpmk=MK0000205

Why we must be politically active

With Election Day coming up tomorrow, we are reminded of the constant battles being waged around the country to strip workers of the rights to organize and bargain collectively. We are reminded that there are groups out there who spend millions of dollars on board of education campaigns far away from where they live in an attempt to take private control of  public schools.

Tea Party zealots, the Koch Brothers and Michelle Rhee are continuously attacking the commitment of public school employees and doing everything they can to eradicate our collective voice. Take a look at the articles below. They are prime examples of this.

But there is hope. Our union brothers and sisters and educators in arms are winning battles, while portions of the public are starting to see through it. We have to keep building on this momentum.

Our 2014 local election season is already underway and we can't forget to be visible and vocal now. We need to make sure that we support the people who will support the rights of workers and support our schools.

http://www.politico.com/story/2013/11/koch-group-unions-battle-over-colorado-schools-race-99252.html?hp=l10

http://www.washingtonpost.com/blogs/wonkblog/wp/2013/11/02/heres-how-red-states-are-rolling-back-worker-protections/

http://www.salon.com/2013/11/04/how_bipartisan_antics_could_save_the_next_michelle_rhee_from_humiliation/

Congratulations to MCEA’s own Harry Klugel!

Congratulations to MCEA’s own Harry Klugel! Whose picture now appears on the NEA website (nea.org) as part of a collage commemorating the 1963 March on Washington and teachers who were there (slide #3).

You can read about Harry and watch a short video of his recollections of the March at http://neatoday.org/2013/08/23/i-was-there-teachers-are-witness-to-history-at-the-march-on-washington/ .

Harry is a retired teacher who spent his career as an MCEA activist, including several terms on the MCEA Board of Directors as well as service on several bargaining teams. Harry is still active as a Retiree Representative to the RA.

Congratulations Harry!

MCEA BOD member Jennifer Martin blogs for EdWeek

MCEA Board of Directors member Jennifer Martin, an English teacher at Wooton High School has begun blogging for Education Week. Her posts appear in the "Teaching Ahead: A Roundtable" section of the site, where educators are asked to write about policy and practice in education. You can find here first three posts at http://blogs.edweek.org/teachers/teaching_ahead/. Way to go Jennifer!

MCEA Board of Directors Election Underway

There are five seats on the MCEA Board of Directors up for election this year. Two (2) At-Large seats, two (2) Elementary School Directors and one (1) Middle School Director. Winners terms begin on July 1, 2013 and end June 30, 2016. Members have been sent a link  to The Advocate Election issue with complete biographies of the candidates and a unique link to their ballot. The election closes on Friday May 17 at 5 PM. Anyone having difficulty with their ballot or have questions should contact Kiwana Hall at khall@mceanea.org.

Celebrate Teacher Appreciation Day in Annapolis on May 11!

It’s official—Governor O’Malley will declare May 11, 2013 the first-ever Annapolis Teacher Appreciation Day and YOU are invited!

MSEA is celebrating 10 a.m.–4 p.m. with refreshments, tours, music, and giveaways at association headquarters in the heart of downtown Annapolis. Check in at MSEA, visit with colleagues and MSEA leaders, then check out the exclusive teacher-only discounts and specials the unique shops and restaurants are offering our members.

Spend the day with MSEA!

MSEA’s Teacher Appreciation Day

May 11, 2013

MSEA Headquarters 

140 Main Street, Annapolis

Visit marylandeducators.org/teacherappreciation for more information and directions. 

Why Union? So you don't have the right to work for less

Right now Michigan workers are fighting the railroading through their legislature of laws that are attempting to kill unions in that state. These so called “Right to Work” (RTW) laws have purposely been given this misleading name to make people believe that unions were somehow keeping individuals from working.  Unions are legally obligated to represent every worker in a bargaining unit, regardless of membership.  RTW laws allow some workers to gain from the salary, benefits  and working conditions negotiated by a union without sharing in the costs of those negotiations. That’s why they should really be called “Right to be a Free Rider Laws.” RTW laws make it illegal for unions to collect fees from non-members, while still requiring that they get all the benefits from the collective bargaining that their dues paying co-workers support.

Proponents of such laws say that this will help workers do better. This is not the case. According to the Bureau of Labor Statistics eight of the twelve states with the highest unemployment rates have RTW laws. Studies have shown that wages in states that have RTW laws in place are 3.2% lower than those who do not. Workers in RTW states are also less likely to receive employer sponsored health insurance and pensions.  Workers in RTW states experience a rate of workplace deaths that is 52.9 percent higher than in non-RTW states. 

Harold Meyerson's piece in The Washington Post highlights the ever widening gap we see with increasing corporate profits and declining wages for America's workforce. Meyerson notes:

"Defenders of right-to-work laws argue that they improve a state’s economy by creating more jobs. But an exhaustive study by economist Lonnie K. Stevans of Hofstra University found that states that have enacted such laws reported no increase in business start-ups or rates of employment."

This effort, being funded by right-wing billionaires like the Koch brothers and Dick Devos, is yet another attack on America’s working class and highlights why unions are so important to America's working class.  President Obama visited Michigan and had this to say about what is happening:

 “And by the way, what we shouldn't do. I've just got to say this, what we shouldn't be doing is trying to take away your rights to bargain for better wages and working conditions. These so-called right to work laws, they don't have to do with economics, they have everything to do with politics. What they're really talking about is giving you the right to work for less money.You only have to look to Michigan, where workers were instrumental in reviving the auto industry, to see how unions have helped build not just a stronger middle class but a stronger America. [...]We don't want a race to the bottom. We want a race to the top. America's not going to compete based on low skill, low wage, no workers’ rights. That's not our competitive advantage. There's always going to be some other country that can treat its workers worse.”

Another troubling part to this is the violation of basic democratic principals that have occurred. This is happening in a lame-duck session of Michigan's legislature and basic procedures have been tossed out the window:

 
Needless to say, unions like like the NEA, AFT, SEIU, the Teamsters and others are fighting to preserve workers rights, restore the democratic process and stop this from happening. Unions believe you have the right to a fair wage, fair benefits and good working conditions. We don't believe that you have a right to work for less.

Don't lower our certification standards

Below is a letter submitted by MSEA President Betty Weller to the Maryland State Board of Education on the "Option Four" amendment to the regulations covering teacher certification. There are currently three options (Master's Degree, Master's Equivalency, and National Board Certification) to renew or qualify for your Advanced Professional Certificate (APC) in the the state of Maryland. The State BOE wants to add an "Option Four," which would make qualification for, or renewal of, your APC based on your evaluation. 

Distinct from the other three routes to an APC, Option Four requires no professional development and no ongoing coursework. Unfortunately, teachers may choose Option Four as a quick and less rigorous method to secure or renew an APC, unaware that it may be the most difficult route in the end. The highly effective rating may be impacted by a change in assignments, grade level, content areas, new administrative staff, and the accuracy and validity of the evaluation system itself. Adopting "Option Four" would be premature since Maryland has not even adopted a uniform standard for highly effective teachers. Each local school system will define the standard differently.

The Professional Standards and Teacher Education Board (PSTEB) is still deliberating the issue and the fact that the State Board of Education is about to take action with those deliberations still ongoing, is unprecedented.  

MSEA is working with other state educational organizations to oppose this change in certification regulations and to preserve the high standards and credibility of our profession, and stands ready to work with MSDE to identify other alternatives for strengthening the profession.

RE:      Proposed Amendments to COMAR 13A.12.01.02

Maryland State Board of Education:

            As you know, for more than a year a certification workgroup has undertaken an examination of the current certification regulations with the intent of proposing regulatory changes.  This workgroup passed its recommendations to the Professional Standards and Teacher Education Board (PSTEB).  In its consideration of the recommendations, PSTEB engaged in extensive study and sought stakeholder input regarding the practical applications of the proposed changes and the impact those changes would have on student growth and teacher effectiveness.  As a result of this time and effort, PSTEB unanimously voted to reject Option 4, the Advanced Professional Certificate (APC) option that ties teacher certification to evaluation ratings.  MSEA supports PSTEB's decision and requests that the members of the State Board do so as well.

            MSEA strongly supports the strengthening of the current certification process, but in doing so we believe that rigorous and relevant professional development must continue to be a requirement for renewal.  As such, MSEA strongly supports the continuation of the Master’s Degree, Master’s equivalency, and National Board Certification as options to receiving an APC since each of these routes require teachers to engage in ongoing professional development and course work beyond the receipt of their undergraduate college degrees.  Studies have shown that such a requirement only serves to improve a teacher’s professional practice, which is essential in the development and maintenance of a more rigorous learning environment for students.

            Despite PSTEB's unanimous opposition to Option 4, the State Board has moved forward in its consideration of it. This option as currently written requires no professional development and no ongoing course work; it is entirely dependent upon the stroke of an evaluator’s pen.  Even with the new evaluation system, this process is prone to subjectivity, especially if the evaluators are not highly trained and skilled in how to conduct observations and gather data needed for the evaluation.  We have been working hard with our locals to recruit highly trained educators, upgrade the profession with higher standards, and collaborate with the Maryland State Department of Education to develop a highly effective evaluation system. Yet this evaluation system still needs to be tested for validity and reliability. Creating a new certification route that is dependent on an ambitious, but unproven, evaluation system invites subjectivity, unreliability, and potentially lowered standards into a process that is critical to ensuring the ongoing high quality of our schools.

            We share your goal to increase student achievement and to make sure every child is taught by highly effective teachers; however, we don’t believe that we can get there by making changes that have not been tested for validity and reliability.  Option 4, as currently proposed, devalues the profession and lowers standards, which is clearly contrary to our goals. We want Maryland to remain the number one school system in the nation.  To that end, when creating policies on which our schools and depend, we must take the time and care necessary to ensure those policies move us forward. 

            As president of the Maryland State Education Association and co-chair of the Council for Educator Effectiveness, I am requesting that we do as PSTEB recommended and reject Option 4, continue the dialogue, and utilize research and data prior to amending the certification structure.

            Thank you for your consideration.

Betty Weller

President, Maryland State Education Association

Submitted on behalf of MSEA

New ideas from a new generation of teachers

The following op ed column was published in the Washington Post on Friday November 30th, by Michael Stryer: Stryer, who is on leave as a high school teacher in Los Angeles, is a member of United Teachers Los Angeles and executive director of Teachers for a New Unionism. [Note the shout-out for MCEA two-thirds of the way through the article!].

What do you think? Post your comments and thoughts.

We have all heard about the dramatic changes in the American electorate and how, because he spoke to the concerns of the growing numbers of Hispanic, black, female and younger voters, President Obama was reelected despite adverse economic conditions.

Another critical demographic shift is occurring. This one is taking place, quietly, in teachers unions: Over the past several years, teachers who have spent 10 years or fewer in the classroom have become the dues-paying majority. The impact of this new majority is as important to the role of unions as the changing electorate is to presidential elections. These newer teachers, along with many longtime teachers, are looking for their unions to elevate the profession — not to sacrifice teaching quality for job security.

But the word is definitely not out. I’m a teacher and a union member — and a member of the new majority. Not long after the Chicago teachers strike ended, I had dinner with lifelong Democrats. Instead of support for a revitalized union movement or sympathy for the plight of teachers, the conversation included such comments as: “The last thing teachers unions think about are students,” “Teachers unions haven’t addressed teacher-quality issues, especially with the weakest teachers” and “Teachers unions have to start focusing on something other than pay and tenure.”

It was painful to hear this — especially because such sentiments accurately describe the situation in many large urban teachers unions. In smaller unions across the country, however, progressive teachers are committed to meeting student needs and advancing the profession. And the new majority is accelerating those changes.

The leaders of the biggest teachers unions, including in New York City, Chicago and Los Angeles, largely focus on narrow contractual protections to the detriment of teacher quality and student achievement, issues that are of critical concern to the new majority of teachers.

Unions in small and medium-size districts are taking a different approach. Eschewing top-down leadership, these unions are highly collaborative. As a result, their actions reflect their members’ priorities: improved student achievement and upgraded teacher quality.

At Green Dot Public Schools in Los Angeles, the union’s mission sets out that “every student deserves to be taught by an effective teacher.” The union reached a membership-ratified agreement last spring with management on a rigorous evaluation system that includes test data as 25 percent of a teacher’s total evaluation score.

In Connecticut, the New Haven Federation of Teachers abandoned its traditionally adversarial role and collaborated with both the school district and the mayor’s office to develop and implement an evaluation system that relies heavily on evidence of student progress — including the use of standardized tests and other measures. The new system, which is strongly supported by New Haven’s 1,600 unionized teachers, more effectively supports struggling teachers and identifies unacceptable performers and helps transition them out of the system.

In Maryland, the Montgomery County Education Association participates in a Peer Assistance and Review program that helps mentor new teachers and struggling veterans. It’s a program with real teeth: A panel composed equally of teachers and administrators has the power to remove teachers who fail to improve with mentoring.

Members of the Newark Teachers Union recently approved a contract tying teacher salaries to measures of effectiveness and giving teachers a leading role in establishing and monitoring those measures.

This encouraging transformation extends beyond small and medium-size districts. Increasingly, statewide teacher associations are collaboratively addressing teacher-quality and student achievement issues. In June, the Massachusetts Teachers Association supported statewide legislation requiring that teacher performance be a major factor in staffing and personnel decisions.

Signs of change are appearing in major urban unions. In New York, Boston and Los Angeles, teachers voice groups — representing the opinions of the new majority as well as those of many senior teachers — have become strong advocates for changes affecting teacher quality. Their efforts, combined with those of civil rights organizations calling for more attention to student achievement, and forces within the Democratic Party pushing for accountability, are putting tremendous pressure on entrenched leadership to adopt more responsive, democratic policies. Transformation of major teachers unions may happen in the near future.

The democratic system is at the heart of our unions’ governance. The majority of teachers believe that student achievement comes first. It’s only a matter of time until all teachers unions reflect that belief — and ardently work to support it.

Teachers and Teachers Unions Are the Same

Since retiring last year, former NEA executive director John Wilson has been writing a blog for Education Week, entitled "John Wilson Unleashed". Provocative as always, Wilson is not afraid to ruffle feathers or call out those with whom he disagrees. In today's posting, Wilson responds to New Jersey Governor Chris Christie's attacks on teacher unions.

Teachers and Teachers Unions Are the Same
By John Wilson on August 30, 2012 7:15 AM

There they go again--trying to divide teachers from their union. Do they really think teachers will choose the unfilled promises of a politician over their union? Teachers know New Jersey Governor Chris Christie is no friend of theirs and that the New Jersey Education Association and the National Education Association have been tireless advocates for their interests and the interests of their students.

Listening to Governor Christie deliver his keynote speech to the Republican National Convention was a fairy tale moment. He said, "They (Democrats) believe in teacher unions. We (Republicans) believe in teachers." As we say in the south, "That dog won't hunt."

Governor Christie, diminishing pension benefits does not demonstrate a belief in teachers. Raising class sizes so that the rich can have lower taxes than the middle class--which includes educators--does not benefit teachers. Freezing or, even worse, cutting salaries is not a gift that teachers welcome. Refusing to fund education for our kids and claiming that money does not matter is not a believable argument for teachers. No, Governor Christie, you and your fellow Republicans have not shown the respect for teachers that they deserve.

Teachers are not in the pocket of Democrats. The National Education Association is about 40 percent Democratic, 30 percent Republican, and 30 percent unaffiliated. Republican policies that undermine public education by using public dollars for private schools while starving the public schools of adequate funds turns teachers toward the Democratic Party. If Republicans want teachers to respect them, they must change their policies and change their votes in Congress and state legislatures across the country.

It is obvious that 2012 will not be the year that Republicans show the love and respect for teachers; therefore, teachers must be united in sending their standard message. Our students deserve a world class education with the best teachers, who are well-paid, empowered to teach, and supported by politicians and parents.

Until the Republican Party gets it, teachers will believe in the few Republican politicians who get it, but not in those Republicans who follow a party platform and politicians that disrespect their profession and their right to free association.

A look at who is behind ed "reform"

Check out Diane Ravitch's column on the people and groups behind the corporate ed "reform" movement in our country.  It's an interesting look at those who want to use tax payer dollars to fund charter and virtual schools and privatize education.  These groups create political agendas and legislation that is copied and pushed by legislators the country over.  Just look at what is going on in New Jersey right now to see it in action.  

Washington Post features MCEA

Over the weekend, the Washington Post ran a story featuring MCEA Vice President Chris Lloyd. The story looks at how union/management collaboration can be be effective in forging a high performing school system.

The main article is here:
http://www.washingtonpost.com/local/education/montgomery-teachers-union-wields-power/2012/02/13/gIQAMojD2R_story.html

You can see the photo gallery here:
http://www.washingtonpost.com/local/md-teachers-union-emphasizes-collaboration/2012/03/09/gIQAkvV61R_gallery.html

The attacks continue and so must the fight

We all saw what happened in Wisconsin when Governor Walker attacked collective bargaining rights. While his law passed, one million signatures were collected to recall him and he will face a stiff challenge later this year. Ohio's Governor passed his own anti-collective bargaining law and the voters repealed it in a referendum last November.
The attacks continue.
In Michigan this week, four bills attacking organized labor (including teacher unions) were introduced in their state House one of which is an attempt to stop paycheck dues deductions, which even the state's association of school board's opposed.
Indiana recently passed a series of laws limiting collective bargaining and attacks public employees and their benefits.
Arizona may be taking this to a whole new level. A series of bills was recently introduced in their legislature that attacks collective bargaining rights for all public employees, not just teachers. Beyond banning the right for unions to collectively bargain, it would make it illegal for payroll dues deduction to take place. This follows up the the pay raise Arizona's governor offered state workers in return for giving up their due process rights.
Don't forget our union brothers and sisters who are in these immense struggles to protect their rights to organize and bargain.

The war on teachers

Over the weekend there were a few articles of note about the war on teachers and the profession itself. Over the last several years, we have seen more and more attacks leveled by the corporate "reformers" and their celebrity endorsers at teachers as being under worked and overpaid. Just ask Bill Gates and some researchers at the Heritage Foundation. 

Anthony Cody and Eric Shieh penned two great pieces that highlight the need for teachers to get even more organized and to look deeply at what is happening around them. The many schemes that states and school districts are developing to use student test scores as part of educator evaluations and even in determining budget based lay-offs is alarming. A lot of these schemes are results of securing Race to the Top funding and/or applying for NCLB waivers. 

You can also read this piece that highlights how teachers seem to be ignored in the reform debate. 

Nothing unusual about a teachers union leading reforms

Today's Washington Post has an article about the AFT's efforts to rebuild an impoverished school district in West Virginia. The AFT has found several partners to help address the myriad of social issues that afflict the community.

Ed "reformers" say that ineffective teachers and unions like to use poverty as an excuse for under performing students. Take a look at McDowell County and try to ignore the impact of social factors.

"The poverty, broken homes and isolation mean that most McDowell students start school behind. By 3, the average child in this country has a vocabulary of 12,000 words. In McDowell, that child knows 5,000."

There is a high rate of unemployment in the county. Drug use is a such a problem that the two major employers in the county, a coal mine and  a federal prison can't attract enough employees due to the inability of many applicants to pass drug tests. 80% of students are defined as poor by the state. The drop out rate is triple the national average. How could these not affect a child's ability to learn and succeed? But Bill Gates or Michelle Rhee would likely say that the unions are making up excuses to cover for the teachers who weren't working hard enough.

While this may be an extreme case, these same issues impact students all over the country and even here in Montgomery County.

Teachers unions have been helping to improve teaching and learning for decades. There is nothing unusual about it. 

Don't let revenue slip away

We often hear from our elected officials that more revenue is needed to maintain the exceptional level of services our residents enjoy. In these tough economic times it would be ill-advised for a county to let nearly $110 million dollars go away, with no other revenues to replace it, which would lead to further cuts and surely impact county services.

You can read about the letter MCEA President Doug Prouty and other labor leaders sent to the County Council president here:
http://washingtonexaminer.com/local/maryland/2011/12/unions-push-montco-keep-150-percent-increase-energy-tax/1987706

More acclaim for the Professional Growth System

More acclaim for the Professional Growth System: Stan Karp of the Rethinking Schools blog writes about the system in his latest post. Mr. Karp looks at how collaboratively developed educator evaluation plans, like the PGS in Montgomery County, go farther to help improve teacher quality than test score driven schemes do. There are quotes from MCEA President Doug Prouty highlighting the success of the program in looking at our profession using multiple measures and providing support to educators who need it. 

http://rethinkingschoolsblog.wordpress.com/2011/12/05/taking-teacher-quality-seriously-a-collaborative-approach-to-teacher-evaluation/

Mr. Karp's essay about the MCEA/MCPS collaboration on the Professional Growth System will also be featured in the book Pencils Down: Why We Need to Rethink High-Stakes Testing and Accountability, edited by Wayne Au and Melissa Bollow Tempel, which will be released next spring. 

Don't want to learn? Put 'em to work!

Former NEA Executive Director John Wilson has recently launched a blog on the Ed Week website. In his most recent post, he writes about Newt Gingrich's plan to motivate poor children in school; fire the unionized janitors and put the kids to work. Because, as Newt tells us, child labor laws are "...truly stupid..." (see the video below) So let's get rid of the adults who keep our buildings running and clean and get these kids excited about school! It is about time that someone pointed out how unionized janitors and child labor laws are driving down student performance.

Union-District collaboration and 21st century bargaining

Over the last few years teacher unions have been blamed for all sorts of problems; the declining economy, the ballooning debt of our municipalities and poor student performance. While public approval remains high for teachers, that is not the case for their unions (ironic, isn't it?). Some see the unions as an impediment to increasing student achievement and improving teacher performance. We know that is not the case. In fact, some research has been done on this issue, making it clear how difficult it is to pin down. 

Some have taken to attacking teachers rights to collectively bargain over their working conditions and benefits (Wisconsin, Ohio, Indiana). We all know that if you want good learning conditions, you need good teaching conditions. 

People like to ignore that unions and districts can work together to achieve the goals of  creating good teaching conditions, so teachers can provide great learning conditions. We have been able to work collaboratively here in Montgomery County over the years to do this and other districts around the country are beginning to do so as well. 

Ed Week released a report on collective bargaining and how it is being changed as more unions and districts work more collaboratively rather than adversarially. You can read the report here. 

Collective Bargaining Under Attack...Again.

Earlier this year, we witnessed Wisconsin Governor Scott Walker attack the ability for teachers and other public employees to unionize. His law passed, but not without a fight.
The attack on public employee unions has spread to Ohio where the Governor there signed a bill that strips away most collective bargaining rights for teachers, firefighters and police officers. Unions have mobilized in Ohio and they are fighting back. They collected nearly 1.3 million signatures to have the issue placed on the ballot this November to be considered for repeal. Check out the website We Are Ohio for details and how you can help.