Emerging from conversations with these nonunion teachers association representatives, one wonders that teachers unions can get away with bullying teachers and that unions are able to control the message both to teachers and the general public that they promote teachers’ rights when, often, they in fact step on teachers to promote unions’ political power. “The public perception is there’s millions of teachers out there in lockstep with the union, ready to join the union and march, and it couldn’t be farther from the truth,” Farmer said of his own experiences talking to teachers interested in alternatives.
Unions attempt to tighten control over their members, and thus political power, by making alternative organizations look not worth the social and emotional trouble, while restricting information about teachers’ options, even though this is unfair, unprofessional, and unethical. This is textbook bullying: a repeated pattern of aggressive physical or verbal actions “that cause physical or emotional distress, or indirect acts of social aggression.” It is also, Farmer says, classic unionism: “The union has done a good job of creating a chasm between the administration and teachers. Most teachers would tell you they’re terrified of having their administrator have the power to hire and fire them. If you look at charter schools, it’s a more cooperative environment…”
That dependence is rooted in fear rather than confidence. Ruling by fear is a tactic of bullies and tyrants. When you add fear and controversy to an environment teeming with children, teachers and children inevitably lose.
School Reform News’ Joy Pullmann, noting in a report on efforts by the National Education Association and American Federation of Teachers to keep out new forms of teacher professional associations, another reason why the old-school industrial unionism embraced by the unions does littlefor those who actually work in classrooms
“The people here in reform in Arkansas are much further ahead than I had anticipated,” [Virginia Walden Ford] said. “I fought the D.C. fight so … I’m very much a realist. But this is what I’m seeing. I’m quite excited about it. I don’t think it’s going to be easy … but it’s on the minds of people now, legislators and citizens, that we have to change something.”…
Earlier this year, she started the Arkansas Parent Network, which aims to better inform parents about what school choice options they have and don’t have. It’s also teaching a more fundamental lesson, she said – that it’s okay to stand up and demand better for your kids.
“We know when parents have the right information to advocate for their children, it’s really empowering,” Walden Ford said. “Those are the lessons I learned that I want to share in Arkansas.”
RedefineEd’s Ron Matus, learning about what could happen in the Diamond State from the longtime Parent Power activist who sparked reform in D.C. two decades ago. And Ford’s example exemplifies the importance of political and grassroots mobilization in advancing the transformation of American public education.
These challenges illustrate that there is no silver bullet solution… But that’s exactly why teachers are more essential than ever —because they can do so much to empower students, and to give them the tools they need to navigate a tough environment. Across the country we see examples of dedicated, talented teachers who lead their students to success despite long odds. They walk into their classrooms, determined to reach every last child, no matter what it takes. It’s great teachers that give us our great confidence that every child—regardless of circumstance—can learn.
Bill & Melinda Gates Foundation’s Allan Golston, explaining why overhauling our system of recruiting, training, evaluating, and compensating teachers is more important than the NEA or AFT want to admit.