A Teachable Moment

Former local teacher union pesident Morty Rosenfeld periodically attempts to make sense of the increasingly senseless world of public education.

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John King Strikes Again

Did anybody expect good things from John King, when on the verge of being run out of New York, the Obama administration selected him to replace Arne Duncan, himself a beleaguered education policy maker on the national level? So, it’s no surprise that Kings draft of the regulations implementing the recently passed Every Student Succeeds Act (ESSA) proposes that 95 percent of students in a public school district must participate in the state’s high stakes tests or the district may suffer a penalty in the form of a cut in Title I funding.

That these regulations violate the spirit of not the letter of the recent legislation is clear. The whole focus of the bi-partisan ESSA was to return authority to the states to determine issues of standards and testing. But that doesn’t seem to matter to John King. A tool of the corporate education reform movement, King looks at the country and sees a growing national opt out movement threatening that movement. He remembers the power and fury of the opt-out movement in New York and how it made his position there untenable. He appears determined to use his brief time in Washington to try to use the economic power of the federal government stifle the voices of parents and educators who with increasing militancy are demanding an end to corporate reform movement’s rape of our nation’s public schools.

Our national union leaders ought to be questioning Hillary very carefully about her thoughts on this move by King to defeat the opt-out movement. Here in New York we have a right to know what our would-be majority leader Chuck Schumer thinks about this issue. Wouldn’t it be hopeful if he had one of his almost daily media events to demand end to this threat to a parent’s right to determine whether her child will participate in the state’s regime of high stakes tests?

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New York Standards

New York’s Commissioner of Education Elia is raising expectations modifications to the Common Core State Standards, probably to be billed as New York Standards. Supposedly, the coming changes, vetted by classroom teachers, will be more age appropriate than the standards currently in place. I have my doubts, however.

Years of highly successful reformist propaganda have left too many Americans with a belief that their public schools, even our best ones, are failing. Demand for schools that make children college and career ready has been ginned up to the point of hysteria where children are encouraged in the earliest grades to begin building their resumes to ensure that they will get into the best colleges and get the best jobs, probably in some STEM field. It extraordinarily hard to imagine in this super-heated education environment that standards will be promulgated that realistically align with the developmental needs of children. Does anyone believe that we will see standards that reflect an understanding of the role of public education in developing citizens of a democratic society? Will play be returned to its centrality to the learning of young children? Will we get a set of standards that encourages teachers to pause at teachable moments and have the kind of conversations that while absent from teacher evaluation rubrics can be the most important things that students take from a class, or will the new standards continue the rush to the intellectual emptiness of state examinations?

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Break Time

Winding down 30 plus years of union work, trying to bargain new contracts for all but one of my local’s units and the usual lunacies associated with the approaching end of a school year leave me with the need for a break from blog posting. Thanks to unused snow days tacked on to Memorial Day, that’s actually going to happen. I’ll be back on June 1. Please be sure to look for me.

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Driven By a Fear of Failure

There is an insatiable demand in upper middleclass school districts like mine for extra help, remedial or tutoring or whatever term we use to demand that something be done to assuage our adult anxiety that our children may not know all that they need to gain acceptance to Harvard and earn six figure incomes. That demand while it always existed to some degree has spun out of control in response to the advent of the Common Core State Standards and the tests aligned to them.

Little kids who are being asked to do intellectual things that their brains are not yet ready to do are subjected to extra hours of school only to come home to excessive homework and sessions with private tutors. Weekends are not free from school related activities either. Even summer vacations are often spent attending “camps” that are organized around academic pursuits. Even the devil would be impressed with how little time today’s kids have for idleness.

The process of building a winning resume begins early and quickly develops into a race of each against all, more AP classes, more extra-curricular activities , more service to the community, more extra help sessions, more private tutors, more SAT and ACT prep, more grade grubbing, more cheating, less sleep, less social interaction, less relaxation, less appreciation of learning and ideas. Got to get ahead. Go to get ahead. Got to get to an elite college. Why they have to do all of this is never seriously questioned, either by students or most of their parents. They ironically don’t appear to be equipped to raise such existential questions.

I sometimes think that there never was a generation of parents less confident of the ability of their children to become competent, accomplished adults. This fear of failure drives a relentless pressure to do more, achieve more. Success is tied to just one more tutoring session, one more extra-curricular activity. No calculus? You’re a failure, and, by the way, what’s wrong with your parents for not insisting that you take it? Don’t they want you to be college and career ready?

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It’s Just Business

Those who doubt that the Common Core State Standards and the high stake tests aligned to them are part of a corporate business plan rather than thoughtful educational proposals aimed at improving student performance need to read Jonathan Pelto’s current article in The Progressive. Pelto chronicles PARCC’s legal efforts to stifle any serious criticism of their Common Core tests. If their tests are as good as they claim, why all the threats against critics?

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Students and Teachers As Numbers

Why do we appear to think that unless you give teachers a score for their effectiveness, we are not holding them accountable? A law passed last year has local unions negotiation yet another number based mumbo-jumbo system for evaluating teachers at providing each one with a so-called HEDI Score, an acronym for ratings of highly effective, effective, developing and ineffective. Two of my colleagues and I spent part of yesterday afternoon working with central office counterparts on this exercise in futility. Basing our discussion on guidance documents from the state, documents that could serve English teachers as examples of how not to write, it was obvious to all of us that what we were doing had little, if anything, to do with the evaluation of teachers but was rather an exercise in professional pretense.

Here has been very little improvement, if any, upon the narrative observations of teachers that constituted teacher evaluations prior to the test based accountability reforms of recent years. Imperfect though they were, as good as the skill of the observer for the most part, they told a skilled reader more about the performance of teachers than the reducing a teacher’s work to a score. Union leaders and central office administrators will spend untold hours over the next few months developing teacher evaluation plans that will mean nothing to a single student,will further demoralize teachers and will discredit the politicians who sold out to the corporate school reform movement and passed the laws creating these foolish schemes.

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Yet Another Education Commission

New York State like many others is concerned about what is like to be a looming teacher shortage. It created a Teach New York Advisory Council to make proposals to make teaching a “mature practice profession” that will attract the best and brightest to invest their futures in public school teaching. The Council has issues its report. It addresses almost none of the reasons fewer young people are seeking to become teachers. In fact, if we were to force every college age students remotely thinking of entering the teaching profession to read the report, the recommendations would depress the numbers opting for education careers below the current trend. While here and there the report contains the germ of a worthwhile idea, most of it is an agglomeration of clichéd educationist gibberish that is just the kind of pseudo-scientific nonsense that drives teachers insane.

I have news for the writers of the report. There is a looming teacher shortage because teaching is becoming increasingly less enjoyable to do. More and more, the work is becoming routinized, scrutinized rather than supervised and under paid. The work is overseen by people who too often have leadership positions but no leadership skills. Notions of the continuous improvement of instruction send the message to teachers that they can never do enough, never give enough hours to be trusted. Despite all of their hard work, they are victimized by school reformist propaganda that incites the public to believe their schools are failing, when the fact point more clearly to society failing almost half of its children, leaving them mired in poverty and suggesting that education is all that is need to extricate them. In fact, a subtext of this report suggests that our schools are failing.

I have been a very lucky teacher. I had thirty-five very good years teaching in an environment where I was quickly able to satisfy my bosses that I was a serious teacher who didn’t need to be scrutinized. Trusted to do right by the students assigned to me, I had the freedom to exercise professional discretion as to how best to teach my students. I don’t recall being seconded guessed at any time. In short, I and the work I did were respected. Too many teachers today work in a very different environment, one that the Teach New York Advisory Council report does little to address beyond paying lip service to teacher professionalism.

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Let’s Use our Public Schools to Address Domestic Violence

If you walk through the halls of an American high school with a focused eye, it won’t be long before you come upon a boy treating a girl in an abusive manner, physically, verbally or both. If fact, I have the distinct sense after thirty-five years of teaching high school students, that one can to a reasonable degree of certainty spot the boys who will grow up to be serious abusers of women. I can’t count the number of girls I have counseled about getting out of abusive relationships with boys who treat them like possessions rather than people for whom they have affection. Yet, while most health education classes raise the issue, I don’t know of any schools that have a coherent, coordinated k-12 program to raise the consciousness of young people to the insidiousness of domestic violence in our country.

The grim domestic violence statistics suggest that such programs should be in order. A recent article in Huffington Post summarizes our national shame. Each day, three women are murdered by a current or former male partner. 38,028000 women report having experienced violence by an intimate partner. One in four women in the United States will experience violence at the hand of an intimate male partner. We read statistics like this, we see professional male athletes suspended for domestic violence, but it doesn’t seem to dawn on us that our public schools may be the place to begin to work with children on avoiding these behaviors. If not in our public schools, where are we going to work with children to rid ourselves of this scourge? That little boy pushing kindergarten girls around may well be acting out a behavior he has already learned from his father. We could begin to help him understand his behavior and change it.

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The Latest Bigotry

I have been both amused and horrified by the response to the Department of Education’s notice to the nation’s school districts that they are to provide that transgendered children are to be permitted to use the bathroom associated with the sex with which they identify. To hear the reaction, largely from southern Republican leaders one would think that the feds had revived the Civil War. “This will be the end of public education, if this prevails,” Texas Lieutenant Governor Patrick said. “People will pull their kids out, homeschooling will explode, private schools will increase.” Really?

It is momentarily amusing to listen to the stupidity, the banal ignorance of people who are seemingly incapable of any empathy for transgendered children. One’s amusement, however, quickly turns to revulsion as one understand their response as hatred of the other as blind and dangerous as hatred associated with race or ethnicity. These people are haters, albeit the press tends to present them as having principled positions against treating these children like we would treat anyone else. These are the people who conceive of homosexuality as a life-style choice, who see gays and lesbians as proselytizing; seeking to lure straight children to the illicit temptations of biblically prohibited human behavior. They’re not conservatives in any meaningful sense of that term. They are narrow-minded ignoramuses whose grip on reality is threatened by anything anyone different from them or anything that challenges their views on the way the world ought to be. They are threatened by the black, brown, foreign language speaking, the gay, the lesbian, the Muslim, the Jew – anyone or thing beyond their intimate experience.

For these haters, America will be great again only when millions of Americans are returned to living separately from the “regular people,” the white, the Christian the real American. These angry people can’t even allow themselves to pee with anyone different from them.

The good news in this entire national epidemic of ignorance is that the very children these bigots long to protect don’t appear to have any problem with sharing bathrooms with children who identify with their sex. Interviews done across the country by the New York Times indicate that most children don’t understand why many of their parents are making a big deal over who uses what bathroom. To the bigots’ horror, I suppose, this says something really good and uplifting about what is happening in our public schools where at least to some significant degree children are shedding the bigotry of their parents.

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Our Kids Know!

I spent the last two afternoons interviewing high school students in Plainview and Syosset for our unions’ Berkowitz Scholarships. The scholarship is name for a psychologist who worked in the Plainview schools for over 40 years and his wife who was an elementary school teacher in Syosset. In both schools I met some of the most academically accomplished kids from both school districts.

When asked to look back on their education and reflect on how they would evaluate it, almost to a person these very thoughtful young people talked about how it seems to them to be all about tests and grades rather than on learning anything. The last candidate I met has just finished her last Advanced Placement exam, one of five she had taken this year. She spoke at some length and with a precision unusual for people her age about how much of what she was expected to know for these exams was already becoming blurry to her. I was struck by how these winners of the competition to be academic top dogs saw the competition as simply an instrument to get to college, the next competition.

What a frightful mess we have made of public education. We bandy about words like rigor, critical thinking skills, inquiry and assorted other verbal subterfuges for the stark reality of test driven intellectual drivel across the grades. Our teachers know it. Our students know it. Increasingly our parents know it. Many of our administrators know it. Yet, day after day, we facilitate the mindless competition that ironically alienates children from learning we claim we want them to experience. The mental health professional in our schools report they are seeing more and more students who are over-stressed, anxiety ridden and in many cases physically breaking down under the strain of the inappropriate expectations we have of them. Is this what we mean by college and career ready?

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The Lederman Verdict

So Sheri Lederman, the Great Neck teacher who challenged the growth score portion of her teacher annual professional performance review, won her case. The court ruled that the value added methodology used to arrive at her score was arbitrary and capricious. The ruling is a moral victory, but unfortunately only applied to Lederman and to a particular evaluation she received. The law is now changed, although there is now an even bigger value added component. The fact is both this case and the ruling point to the difficulties and frustrations of seeking a judicial remedy for the pseudo-scientific bull-shit that has turned our schools into test prep institutions and will eventually choke all the life out of the school experiences of our children. It’s why each day I become a more fervent supporter of the opt-out movement, convinced as I am that it is only through civil disobedience that we will end the corporate assault on public education and our nation’s teachers. Sure, there are other legal cases in the hopper that may eventually give us better and broader verdicts, but how many years of curriculum constricting test prep must our children endure before that happened? How much more demoralization must our teacher experience?

Let’s use the Lederman verdict and its declaration that the value added method of evaluating teachers on the basis of student test scores is pointless – junk science if you will. Let’s use it to educate more parents to the wisdom of opting their children out of the tests that support value added evaluation. When almost no children take the test, there’s no value added anymore.

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Let Bernie Finish What He Began!

God how I wish I could stifle Randi Weingarten’s social media negative comments about Bernie Sanders’ failure to withdraw from the race for the Democratic nomination for president. I continue to worry that comments like hers from teacher union leadership will make it more difficult, if not impossible, for us to win over Bernie’s supporters in our ranks to Hillary. As importantly, these senseless comments spring from a complete lack of understanding as to who Bernie is.

I became aware of Bernie Sanders years ago as a member of the Democratic Socialist Organizing Committee, later to become the Democratic Socialists of America (DSOC). Bernie was a member too, and my first recollection of him is reading about his running for the mayor of Burlington Vermont. Common to the thinking of most DOC members was the belief central to the thinking of Michael Harrington, the chair of DSOC, that in America, the only realistic arena for the advancement of socialist values and programs was work within the Democratic Party. American socialists were simply not every going to be able to build a socialist party in the fashion of Europe. It seems to me that Bernie is the proof of Harrington’s wisdom. He must be understood, therefore as using his candidacy to build the Democratic Party into a more progressive force that it has been in recent time, returning it to the party that imagined and created the New Deal and the War on Poverty of Lyndon Johnson’s Great Society, democratic socialist programs.

If I am correct about his goals, why would Bernie quit now? To do so would be to completely betray the ideals that motivated his candidacy to begin with. To do so would be to allow the progressive, democratic socialist ideas that he has nurtured into the mainstream of political discourse to fizzle. A good showing in the remaining primaries gives hope to progressives, brings new blood into the movement and energizes those who have been on the political sidelines to come out and vote.

Bernie’s efforts to remake the Democratic Party are heroic and worthy of the support of everyone who claims the mantle of progressive, even those who prefer and support Hillary. To the extent that this is understood by Hillary’s supporters and acted upon appropriately, that is the extent to which we will see Bernie’s supporters come to full-throated support of Hillary. It is also the extent to which people like me who believe that good government is an essential bulwark against the excesses of capitalism can have a comfortable home in a party that has ignored us for too long.

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Crime and Lead Poisoning?

The water crisis in Flint Michigan has the nation thinking about the harmful effects of lead on human behavior. We have known for some time that lead poisoning can lead to diminished intellectual functioning and increases in behavioral disorders. What I certainly hadn’t thought about was the possible connection between lead poisoning and crime rates. That is until a read Josh Marshall’s blog yesterday in which he informs us of the growing body of scientific evidence connecting the two. Marshall frames his argument as follows “The basic argument to the lead thesis is that environmental lead poisoning takes 16 or 20 years to show up in crime statistics because that’s the time it takes for mainly men to reach their peak years of criminal activity. For the Crime Wave of the Late 20th Century the main contaminant seems to be leaded gasoline. Regulations began de-leading gas in the early 70s and crime rates started to fall in the early 90s (though there wasn’t much recognition that it was more than a blip until the mid- or late-90s.)”

If this argument is valid, think about what this line of thinking might mean for the education of children who in addition to absorbing the atmospheric lead from gasoline combustion were also exposed to the possibilities of lead paint chip ingestion living in the run-down tenements of our inner cities. To do so is to understand the effects of poverty from yet a different perspective and to recognize the idiocy of thinking that some magical educational bullet can undo such damage to so many children.

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Are Children Data Sets?

Those of us who have been committed to ending the test and punish agenda of the corporate school reform movement have watched with growing anger the actions of the National PTA in supporting that movement’s efforts with an almost surrealistic disregard for the impact of their support on the children they are committed to protect and defend. They now arrear to have joined forces with data collection dingbats who without any good evidence think more student data means better instruction and better schools. Blogger Peter Green has carefully looked into this. His findings should give pause to local PTAs, many of which have been strong opponents of high stakes testing and corporate data mining of information about public school students. Their actions are nothing short of scandalous.

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Measuring School Worth

The U.S. News rankings of America’s high schools were out last week. They are an essentially pointless ranking based on the number of students registered for Advanced Placement (AP) courses. They take no account of how many of those students actually take the tests or the scores they achieve. Few college professors see these courses as the equivalent college course, either in terms of content or the experience of students becoming increasingly responsible for their learning in a college setting. Yet, these baseless rankings have so insidiously entered contemporary education lore that people believe and make judgments on what is little more than thin air. They are responsible for a senseless competition between schools that increasingly feel compelled to push kids into AP courses who would often be much better off in a different academic setting. It shocking to see so many educators take these rankings seriously. It’s time this aspect of corporate influence on American public education received the scrutiny it deserves. Isn’t it peculiar that so much of the evaluation of our schools comes from areas of our society other than education? Why is there no educators’ index of school quality?

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Can Sanity Be Coming to Teacher Evaluation?

An extraordinary amount of time money and energy has been spent in the quest for some holy grail of teacher evaluation, all to absolutely no effect other than to severely damage the morale of the nation’s teaching force. Motivate by the empty slogan “a great teacher in front of every classroom, our political leaders, often with the assistance ed school professors, have taken us from evaluation system to evaluation system, all seeking to quantify the unquantifiable. Here in New York, school districts are supposed to have yet a new plain in place before the start of the new school year or face the loss of the recently enacted increase in state aid to education. Districts are in the process of doing this even though we all know that in a year or so we are going to have to do it again.

Here’s what I know about evaluating teachers. Judging their worth on the basis of student test score has been clearly demonstrated to be more about junk science than about judging worth. While it used to be the case that building administrators mostly knew how to judge good and bad teaching, in this day when they tend to come to their positions before they have mastered the craft of teaching, fewer and fewer of them have the foggiest idea of what they are looking at, focused as they are by rubrics that have them seek evidence for various parts of a lesson rather than the impact of the whole.

The best judges of teaching are teachers. In most schools, the experienced teachers know who the good teachers are. They know who should get tenure and whom we would be better off without. When one asks teachers whom they learned the most from about being a teacher, they will invariably tell you they learned from other teachers, more often than not in unplanned moments of interaction rather than any staff development at which some high paid consultant tells them what they ought to know. Yet, in most of our schools, we are indifferent to the thoughts of teachers about who should enter and stay in our profession. We schedule the teacher workday in such a way as to essentially preclude teachers having opportunities to talk to one another about their work. We isolate them for most of their day and have people less experienced and knowledgeable than they judge the quality of their work.

I had a little glimmer of optimism this morning as I read an article by Charlotte Danielson whose academic work has impelled many teacher accountability efforts. She now appears to be rethinking the subject more soberly. We share a belief in the importance of focusing on probationary teachers, making sure they are worthy of career status. We agree too on the importance of teachers engaging each other as a central feature of a system that promotes continuous teacher learning. Who knows? With big name scholars in the filed like Danielson thinking sanely about teacher evaluation, perhaps we can come up with a system that makes sense, even to our politicians.

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A Harbinger of Fall Possibilities

As I write this, the news media are reporting that Todd Kaminsky has won a very narrow victory over Chris McGrath, his Republican opponent. Kaminsky’s election is a victory for the coalition of parents and teacher union activists who have banded together to save public education from the corporate privatizers who seek to discredit our public schools to profit from owning them later on. This victory should be the harbinger of even greater victories in the fall. I have been arguing in union circles for some time that we need to look at districts with high rates of opting out of high stakes tests and union density. Our campaign to have our members be education voters needs the energy that comes from victories like Kaminsky’s. It’s my understanding that Ryan Cronin is running again against Kemp Hannon, a very beatable incumbent in the 6th Senate District who has done nothing to help us stop the testocracy from destroying our public schools. Cronin as a completely unknown made a very respectable showing when he ran against Hannon two cycles ago. In the current political environment we could elect him. But we need to make the kind of effort that was made in the 9th! We are already late.

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Not Again!

“This is a tremendous amount of work with no purpose. I think the people who wrote this don’t understand what it costs to renegotiate … and how now districts are being held hostage to this.” She was talking about the requirement in state law for school districts to negotiate new teacher evaluation systems tied to student test scores, even though there is a moratorium on the use of score to evaluate teachers and work is beginning at the direction of the Regent to come up with a new approach to teacher evaluation.

It’s satisfying to know that at least one Regent is thinking about the absurdity surrounding high stakes testing and teacher evaluation in New York State. We have a bunch of new Regents who have begun to distance themselves from the Tisch era of corporate led school reform, a new chancellor who almost from the moment of taking office announced that if she had a child, she would opt her out of the state exams, and we have by all accounts a growing state and national opt out movement of parents and teachers who are seeing to it that fewer children take high stakes tests each year. We had over 100,000 opt outs on Long Island alone this year. What is to be gained from spending countless professional hours working out annual professional performance review plans (APPR) that are bound to change in a very short time? This is the kind of stupidity for which Albany has become famous.

It’s time for the Governor and our legislators to act to remedy this costly, teacher morale destroying foolishness. Changing the system by which we evaluate teacher every couple of years does not inspire the confidence all should have in the accuracy and fairness of that system.

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I’m Voting for Bernie Tomorrow

This primary season has offered an opportunity to understand why the message of a large part of the labor movement fails resonates with the American people. It has become a movement that shuns idealism. In no segment of our movement is that clearer than in our public education unions who leaders have ridiculed Bernie Sanders for his call for tuition free college education at state supported schools, universal health coverage, breaking up too big to fail financial institutions and even more disturbing pooh-poohing the possibility of a political revolution to substantially change an economic system heavily rigged in favor of a kleptocratic elite. They are obtuse to the reality that there is no future for our unions in the current system. They have lost faith in the promise of America becoming a better society, one in which education, health care and economic security are the rights of all Americans.

I’ll vote for Bernie Sanders tomorrow because I continue to believe that it is possible to reverse the 30 year trend of stagnating wages of the American worker. I believe that all citizens should have an opportunity to receive as much free education as they are able to absorb. While I applaud the Affordable Care Act, there are still too many Americans who do not have access to quality health care. I don’t understand, and never will, why they can’t have the same Medicare that covers me. I will vote for Bernie because he is as outraged as I that so many American children are stunted by poverty in the richest nation the word has ever known. We have a system that is literally shortening the lives of millions of our citizens. The movement Bernie Sanders seeks to build wants to change that. How can I not be a part of that noble goal?

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We Must become the Movement We Claim to Be

In our NEA New York days, Judi Alexanderson, Mike Lynch and I used to do a workshop many summer for union officers on how to build stronger locals. The goal was to reduce the dependence of local on the state organization, with the even larger goal redirecting resources from Albany to the locals out of a strong belief that the best possible work for a local is by well- trained local leaders. While I believe we helped some locals to become more independent, the vast majority are as weak today as then. Being a part of NYSUT now for a dozen years or so, to many resources still flow towards Albany rendering locals weaker than they have to be. That reality is embedded in the structure of our state union rather than in the conscious efforts of our state leaders. To be sure, NYSUT too makes some efforts to empower locals, but the fact that a looming Supreme Court decision in Friendrichs terrified us is stark testimony to that fact that we are not any way near as organized and resourced on the local level as we should be.

My own local is not perfect, but we had no fear of Friedrichs nor do we fear the cases that are sure to follow it. Had the decision in Friedrich’s gone against, we were already insulated from it, having signed our members up for next year. The yearly sign up process will now become a part of our yearly routine. Our teacher labor movement has largely failed to organize its local unions to be able to easily accomplish things like this. The extreme political right has located this vulnerability and is exploiting it from every direction. Were we the movement we claim to be, and I believe we could be, they wouldn’t have a chance against us.

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