My Video of Randi Press Conf at #AFT14

Some interesting insights from Randi on Vergara, Duncan and other issues. But not enough of a rigorous defense of tenure - rather a sense of - we are willing to help get rid of teachers. Left hanging are those teachers who have been chopped due to political persecution. Lenny Isenberg from LA asks Randi a question as do I.
A few days later there was a press conference with Mary Catherine Ricker dealing with some of these issues.

https://vimeo.com/101225540

The Ravitch Wars - Lois Weiner Reveals Fault Lines in Ravitch Position

About 10 years ago the UFT gave Diane Ravitch the John Dewey Award. When I posted about it there was outrage from the anti-testing community which viewed Dewey as turning over in his grave in outrage at Standardista Ravitch getting this awar - Jerry Bracey was ready to fly in from Seattle if we held a protest rally. My fellow ICE founder John Lawhead had loads of stuff exposing Diane's roll in initiating corporate deform -- that was how I was educated about her. But then she did an amazing turn around and critics turned to giving (qualified) praise. From my perspective I view her support for many of the things I have been involved with as being invaluable, especially when she was the keynote speaker at our film premiere. And how welcome she made me feel when I was an isolated loner at Manhattan Institute events - when she (and I) were still being invited. Even a major admirer, Sol Stern, has broken with her - from the right.

While she has been attacked from the deform crowd, there has also been criticism from the left -- not the same type we saw over the past decades about her being a standardista bit for her ties to the unions (I often defend her for reasons I don't have time to go into).

There has been a lot of back and forth about Diane Ravitch between Jim Horn and Mercedes Schneider, two people I admire.

Read Jim at Schools Matter:  Attacking Diane Ravitch? Or Questions Too Uncomfortable for the Comfortable?

Mercedes: Kathleen Carroll Soars on the Wings of Research Blunder; Jim Horn Hitches a Ride

Buffalo teacher Sean Crowley, who savages the slugs who run his union, is also a critic where his comment is posted at Schools Matter: Read Sean Crowley

Though Ravitch comes in for a lot of love and a lot of invective, it is often without analysis. Lois Weiner digs deep into the weeds in her post on New Politics, offering praise and analysis of where she feels Ravich doesn't dare go.

Here are some excerpts from Lois' recent New Politics piece.

Probably the most important liberal defender of public education today is Diane Ravitch. In battling her former co-thinkers with the personal resources and connections she acquired in supporting neoconservative policies, Ravitch has contributed mightily to public awareness of the threat to democracy and to children in the current drive to create a privatized school system funded by public money but without collective, public oversight... Ravitch has almost singlehandedly developed and publicized a liberal rebuttal to neoliberal “reforms,” in effect substituting not only for the teacher union establishment but for labor as well....

....the overarching argument that U.S. public education was doing as well as could be expected given the effects of poverty is a serious flaw in her analysis and opens her—and the movement—to the charge that we want to defend an unequal status quo. 

Ravitch does not address the contradiction between schooling’s non-economic purposes, its role in educating the next generation of citizens and nurturing each individual’s potential, and its use as a sorting mechanism to allocate a diminishing number of well-paying jobs. Unfortunately, neoliberal reforms resonate with poor, minority parents precisely because they want the same opportunity for their children to compete for good jobs as children of middle class parents have. Calls for schools that make children happy and develop creativity will not assuage parents’ fears that their children will not be strong competitors in an increasingly punishing labor market. Arne Duncan’s contemptuous dismissal of opponents of high-stakes testing and the new Common Core curriculum as “suburban moms” who can’t face their children’s limitations demonstrates that our opponents will fully exploit the utterly hypocritical and inaccurate claim that they protect poor, minority children against white liberals who want to maintain the status quo, to advantage their own children.

Her electoral strategy also reflects a desire to return to the (idealized) past. Ravitch recognizes that big money and corporations control the Democratic Party, and her solution is to push Democrats to be the defenders of public education she says they once were. She therefore encourages opponents of corporate school reform to embrace Democrats willing to criticize (however vaguely) privatization, testing, and charter schools and defend (however meekly) teachers unions. However, she (and those who agree with this political strategy) do not explain how we will hold candidates responsible to the activists who have worked on their behalf and avoid betrayals. Yet this issue is more pressing with each election cycle and each desertion of Democrats whom progressives have supported.

Although pressed by activists to criticize teacher union leaders, in particular her long-time friend, Randi Weingarten, president of the American Federation of Teachers (AFT), for endorsing the Common Core and commending legislation that links teacher evaluation to students’ standardized test scores, Ravitch declines, arguing this creates divisions. But the divisions already exist because union reformers are challenging the local and national leadership in both of the teachers unions. The question is whether we will encourage activists to democratize their unions, to make them social movements, or whether we think the model of “service” or “business unionism” should remain the norm. 

This point by Lois and other Ravitch critics misses her support for GEM which she was able to do because GEM was not a caucus directly challenging the UFT leadership even though all the people active in GEM were also part of the opposition. And also the continuous support Ravitch gives Karen Lewis and the CTU. Here is the link.

New Politics Vol. XV No. 1, Whole Number 57
http://newpol.org/content/teachers%E2%80%99-trifecta 

The Teachers’ Trifecta

Below the break Lois digs deeper into the social justice union activists following in the wake of CORE and the CTU where I think she makes some assumptions I don't totally agree with - and from my conversations with Lois I think she is missing some understanding of how CORE took control - people think it was more social justice than bread and butter. I don't agree - and given I've been in contact with CORE folks since almost their inception, I will offer some insights in another post.

-------

 The “Trifecta”: Mobilization,
Social Justice, Democracy

A new generation of teachers is being politicized and radicalized very rapidly. While there is still much fear, nodes of resistance are emerging. In some cases organizations of parents and teachers opposed to testing are supporting creation of reform caucuses in unions. Teachers have been both energized and inspired by the Chicago Teachers Union (CTU), and terrified at the enormity of the task they face. Many are asking how they can apply lessons from those who formed the Caucus of Rank and File Educators (CORE) and then transformed the CTU.

In spring 2014, activists in Massachusetts, Colorado, and North Carolina formed state-wide caucuses in their National Education Association (NEA) affiliates. After losing a contract fight, Newark, New Jersey’s AFT union reformers won a majority in their union’s executive committee; they lost the union presidency by only a few votes. Seattle, an NEA affiliate, and Philadelphia’s AFT local now have reform caucuses, as does Minneapolis. In school districts large and small, grassroots groups of teachers and parents that oppose testing or charter school co-locations are spawning change in the local teachers unions. 

In the Los Angeles union, the second largest in the country, reformers elected to office years earlier failed to build a union presence at the school site and captured the union apparatus without developing a base of support. Activists learned from their mistakes and reorganized as Union Power; they nurtured a new culture and program of building a “member-driven union.” While Union Power worked diligently to build the chapters, developing a program modeled on CTU’s, out of 31,505 members only 7,158 returned ballots. The turnout was disappointing but was still a higher percentage of voters than in the 2011 citywide union elections. Alex Caputo-Pearl, who headed the slate, narrowly missed winning the 50 percent plus 1 he needed to be elected president but his opponent essentially ceded the run-off to him.

Union activists seem in agreement about three issues: 1) mobilizing union members during contract disputes, 2) working with parent allies, and 3) developing contract demands that embed economic issues in a program for quality schools that names social inequality, corporate domination of the government, and racism as impediments to schools students deserve. While these are essential elements themselves, they are insufficient. Too often overlooked is the centrality of organizing a union presence “on the shop floor,” that is, at the school site, developing new leaders and activists as well as fighting for democratic norms and procedures. 

Unfortunately, marginalized in discussion of union reform is strengthening union democracy. This was apparent in the left media’s coverage of the near-strike of the Portland Association of Teachers (PAT), an NEA affiliate. PAT’s leadership used the contract to defend aspects of teachers’ work that directly affect learning rather than focusing on salary. They reached out to parents and mobilized members, involving them in the contract fight. But key questions about the process were ignored. How were bargaining demands developed? Was the team elected directly by the membership? The contract campaign is the opportunity to involve more members as leaders, deepening the membership’s participation in decision-making. 

Chicago had an elected bargaining team of dozens of people and spent months gathering, refining, and voting on contract demands. Did PAT? Another question we should ask is how discussion and ratification of a proposed settlement occurs. Is the discussion organized so that union officers “sell” the proposed settlement to members—or does the process encourage members to raise questions, concerns, and problems? Contract ratification directly influences how strong the union will be in the school site after the heat of the contract fight subsides. Members have to defend the contract, so it is essential that they understand the specifics of the final agreement. In Chicago, in the midst of a strike, CTU’s negotiating team brought the proposed agreement to the union’s representative assembly, which refused to endorse it before taking it back to members for a closer look. CTU’s process has to be the standard to which we hold unions. 

The history of the Service Employees International Union (SEIU), including its lawsuit against individual dissidents who formed an independent union, the National Union of Healthcare Workers, illustrates why we need union democracy as well as social justice commitments.⁹ Not just member voice is needed but also power that emerges from the ranks in the shops and that challenges and informs the leadership’s actions. A social justice program combined with member mobilization is a volatile but unsustainable mixture. The combination can fuel militant struggles but it cannot translate those victories into the deep alteration in power relations on the shop floor that teachers unions need today to counter the vastly unequal power of teachers and administration. 

Herman Benson, the unofficial dean of union democracy studies, has pushed left reformers to consider the relationship between union democracy and the other elements of their agendas, arguing that bureaucratization in unions is not neatly linked to union reformers’ (left-wing) politics. Benson’s challenge to understand how the struggle for democratic unions relates to our program for social justice is a matter of the utmost importance for teacher unionism today and yet it has been ignored. 

I suggest that trade unionism’s two essential principles, solidarity and democracy, challenge notions of individual competition and hierarchical relations embedded in capitalism and expressed in power relations at the workplace. These twin ideals, solidarity and democracy, are essential in creating societies that support the full flowering of human potential. Unions, due to their unique situation in the workplace, provide the filament that sustains democracy. When unions are not democratic, even if they fight for social justice, they perpetuate hierarchical relations that disempower working people, allowing bigotry and oppression to remain embedded in social relations. Undemocratic unions cannot educate workers to create a democratic society because the substance of union life reinforces workers’ subordination to others that (purportedly) know best for them. And most often those others come from groups in the society that have more power and privilege. 

However, democracy is very fragile, and vigilant enforcement of regulations that give members the right to decide policy and elect officers is a necessary but insufficient condition. Deep, thorough union democracy depends on the union having a presence in the workplace where members understand that they are the union. This process is in turn nurtured by the union defining its members’ self-interest very broadly so that members bring their concerns into the union. 

Nelson Lichtenstein notes that “Rights are universal and individual, which means employers and individual members of management enjoy them just as much as workers,”¹⁰ but what makes unions unique is that unions represent members’ individual interests through expression and struggle for their collective interests. The accuracy of Lichtenstein’s observation is seen in the way neoliberalism has exploited the rights discourse against teachers and teachers unions, in lawsuits arguing that tenure and seniority protections conflict with the rights of children to equal educational opportunity. At the same time, a rights discourse also fueled social movements that created opportunities for millions of students who previously were excluded from education, those with special needs and native speakers of languages other than English. Neither NEA nor AFT helped these movements for increased educational opportunity, using their political clout only after legislation was introduced. The laws creating special education and bilingual education programs were flawed in taking “disputes out of the hands out of those directly involved,” as Lichtenstein argues. Yet, millions of children once refused an education today receive services. Children in these groups are better off because they claimed their (human) rights—without support from the unions. 

Teachers unions plant the seed of democracy in schools by giving teachers collective voice about the conditions of their labor. Even when collective bargaining restricts the union’s legal authority, a teachers union with a highly conscious, active membership that has assimilated the lesson that members are the union, not staff or elected officials, can exert pressure over many informal work arrangements. However, while the union’s presence provides opportunity for teacher voice, it does not automatically do the same for parents, students, or community. To the extent the teachers union does not consciously push to extend democracy in the school to include those affected by union agreements, it undermines its legitimacy and contradicts labor’s claim of speaking for working people. So while Benson is correct that as a rule when unions “raise the standards of those who are victorious, they tend to lift the standards of the class, even those not organized,” it is also the case that support for unions, including teachers unions, eroded precisely because of the attenuated impact of union victories on those who were not union members.¹¹

Bringing the “Trifecta” to Politics

Teacher union activists generally understand that the destruction of public education and the profession is a bipartisan project, even as they see individual candidates as more sympathetic to teachers’ perspective. The question I think we need to consider is not whether we need a new electoral vehicle that will project the vision of a transformed teacher union movement, but how to achieve it.

In embarking on this discussion, it’s important to acknowledge that electoral activity is not a substitute for the “trifecta” I have previously described. Nor can we ignore the success of neoliberalism’s “scorched earth” war against unions. When teacher union reformers succeed in becoming leaders of newly mobilized unions, as they have in Chicago, they are often isolated in a fairly bleak labor landscape. Education is often the sector of the economy with the highest union density but public employee unions have been greatly weakened and private sector unionism is marginal. This puts newly elected teacher union reformers in a very precarious situation. On the one hand, they see that they have few dependable allies in the Democratic Party, which is controlled by capital. On the other hand, they bargain with the people who are elected. It is very, very difficult for union leaders to argue that we need to create an independent political vehicle because in the process of creating that vehicle we may lose elections that seem to jeopardize the union’s ability to maintain the status quo, including members’ jobs and benefits. 

However, just as defending teachers and public education means doing battle with economic attacks while recognizing the dangers of doing so, advancing that struggle into the electoral sphere means facing dangers inherent in developing an independent electoral vehicle. The elite that controls the state, exercising their control through both the Democratic and Republican parties, directs the global capitalistic project that aims to destroy us. We contradict and undercut our efforts to contest that project when we support either party. Candidates cannot serve two masters—on the one hand, the Democratic Party of Arne Duncan, DFER, and Rahm Emanuel, and on the other, the movement opposing them. 

Electoral activity is an extension into the public realm of the “trifecta” of principles and politics we use in building the union: democracy, social justice, mobilization. Candidates for office (and office holders) should have the same relationship to a union and the social movement of which it is a key element as we want union officers to have with the membership. We elect candidates to carry out our program but we in turn are responsible to help them push electoral initiatives by mobilizing. Elected officials are supported by and responsible to the people who elect them. On a local level teachers unions may be able to initiate the “trifecta” through an ad hoc political coalition but such a formation is unstable. In the longer run, locally and nationally, we need a new political party. 

Many problems complicate the proposition of forming a new electoral vehicle, I acknowledge. Clearly though, the Democratic Party is owned by forces that aim to destroy everything that teachers unions must defend. We cannot give money and votes to a party that aids and abets our destruction. And if not now, when? When we are weaker as a result of unrelenting political attacks and the continued absence of political voice? 

What will this new electoral movement and vehicle look like? We know it must be democratic with mechanisms that make leaders and candidates responsible to the activists and constituencies who have put them into office. Here again we can look to what occurred in Chicago: CORE activists did not delay their challenge to the old CTU leadership while developing a blueprint of what a transformed Chicago teachers union would look like. They brought principles and a vision, developed in struggle. They honed their strategy further in carrying out that vision as union officers and staff. The same process can occur in developing a new electoral vehicle, in Chicago and elsewhere. Union Power’s victory in Los Angeles opens the door to teachers unions having an independent electoral vehicle in two of the three largest U.S. cities. 

A vibrant new movement is emerging though it is under the radar of the mass media. Teachers and parents who were previously not political and not engaged are seeing that children and the profession of teaching are being harmed by policies over which ordinary people have no voice or influence. New national and international networks are emerging among teacher union activists. Much hinges on radical activists in the United States understanding that we cannot repeat the mistakes teacher unionism made in its birth in the 1960s. Fifty years ago teachers unions could trade off power in the workplace, voice about how schools are organized, what we teach and how, for improvements in members’ wages and benefits. However, those days are gone. To protect teaching as a profession and public education we need to win the “trifecta” of democracy, mobilization, and social justice, in union life and politics.

1. See Jeffrey Raffel, The Politics of School Desegregation: The Metropolitan Remedy in Delaware (Temple University Press, 1980).

2. U.S. Department of Education, U.S. Department of Education Awards Promise Neighborhoods Planning Grants. Press Release, Sept. 21, 2010.

3. U.S. Department of Education, A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act, May 27, 2011.

4. Mercedes Schneider, “A Brief Audit of Bill Gates’ Common Core Spending,” Aug. 8, 2013, Huffington Post.

5. Ann Bastian et al., Choosing Equality. The Case for Democratic Schooling (Temple University Press, 1986).

6. Amy Stuart Wells et al., Review of Research in Education, ed. Robert E. Floden (American Educational Research Association, 2004), 49.

7. Connie Schaffer, “Unmasking the Reformers; Essay Review of Ravitch’s ‘Reign of Error.’” Education Review/ Reseñas Educativas, vol. 17, no. 3, April 12, 2013.

8. Jeffrey A. Raffel, “The Changing Challenges of School Segregation and Desegregation,” Education Review, vol. 16, no. 5, Oct. 22, 2013.

9. Herman Benson, “Sober Thoughts After Inspiring Years of Union Organizing,” Union Democracy Review, April/May 2013, 3, 5.

10. Nelson Lichtenstein, A Contest of Ideas. Capital, Politics, and Labor (Urbana: University of Illinois Press, 2013), p. 150. 

11. Leo Panitch and Sam Gindin, The Making of Global Capitalism. The Political Economy of American Empire (Verso, 2012).

---

Source URL: http://newpol.org/content/teachers%E2%80%99-trifecta

Links:
[1] http://twitter.com/share
[2] http://newpol.org/category/topic/labor/teacher-unions
[3] http://newpol.org/category/topic/education
[4] http://newpol.org/category/places/north-america/united-states
[5] http://newpol.org/category/issue/57

I Defend Tenure in the Indypendent

Thanks to John Tarleton for a great editing job. Making me look literate ain't easy.

Teacher Bashing Knows No Summer Vacation

By Norm Scott

July 16, 2014

Issue # 198

 

In a closely watched case, a California judge ruled on June 10 that the state’s teacher tenure laws infringed on the civil rights of students in schools in poor communities to a proper education guaranteed under the state constitution.

Pointing to evidence that one to three percent of teachers in California’s public schools are grossly ineffective, Judge Rolf Treu wrote in his 16-page decision that teacher tenure laws “impose a real and appreciable impact on students’ fundamental right to equality of education and that they impose a disproportionate burden on poor and minority students.”

The astroturf parent group that pursued the lawsuit was funded by Silicon Valley millionaire David Welch. While Treu left California tenure laws in place until state appeals courts review his ruling, similar anti-tenure lawsuits have since been filed in several states, including here in New York. 

MORE at
https://indypendent.org/2014/07/16/teacher-bashing-knows-no-summer-vacation

Gypsy Opens Tonight at Rockaway Theatre Company in Fort Tilden

Last night was the final dress rehearsal and I put on my suit for my 5 minute stint as Mr. Goldstone where I end up standing on a chair. Don't tell me to break a leg - because I probably will.

Tonight begins the first of 10 performances. Tickets are selling out, so come on down to the theater at the very hot Fort Tilden. 

And there are scads of NYC teachers in the show. Maybe we can start a MORE chapter?

Did you know the beach there is a nude beach? A little naked sun and theater - but get dressed first.

Leon Goldstein HS teacher Steve Ryan, hoofing it as Tulsa

Steve is one of Mike Schirtzer's best friends - which he admits to only when being water boarded.

Primi Akhtar’s Valedictory Address, Queens Metropolitan High School, June 2014

I dare anyone to meet 18-year old Primi and not have enormous hope for the future. Primi is a founding member of NYC Student Union (and my adopted granddaughter) and she just graduated and will be going to Columbia. Does this age her out of the high school based Student Union? She will still be involved, though I imagine she will be raising some hell in college.

Jeff Kaufman sent this in. His wife was one of Primi's proud teachers and advisers.


Primi Akhtar’s Valedictory Address, Queens Metropolitan High School, June 2014

Welcome Class of 2014, teachers, staff, beloved supporters.

There are not enough “thank yous” to give out right now. I am really grateful to have known such amazing, talented, bright people. To each and every one of you- thank you for being the weird you that you are.

But there’s someone special who I always wanted to thank: and that’s my mother- the one who would yank blankets off me, set alarms at 6AM, and walk me to school since I was 5 years old. She was my first teacher, really. And of course, she would nourish me, with the best Bengali food ever. I would also like thank all those who have also sustained us and driven us to be who we are today-- our ancestors with their stories of struggle, our parents who work every day, our mentors and educators who guide us through compassion, farmers who cultivate our food and all the people that have labored to allow us the privilege to be here today.

So let’s give it up for them! It’s important to acknowledge how hard our people are working in hopes of a brighter tomorrow, and how we must work harder for that future that is more sustainable, humane, and of course... loving.

Those of you who know me, know that I don’t follow rules (well, for the most part). I know you are expecting a speech, but I will not give a speech today. Instead, I would like to send out my welcome, my gratitude, and my love through poetry.

But I need your help. When I say, “I’ll let them know” you respond with “I am”. “I am” is not me alone...but it’s us. We’ll do this together- a call and response. The synching may be tough, but we’ve been together for 4 years, so I think y’all will get it.

Let’s begin, and hopefully you’ll remember this one… 

I am.

Last year,

I chopped off my hair

In a Queens barber shop, under the 7 train. I remember wet clumps of my hair hitting the porcelain floors, my heart beating as though it wanted to run somewhere safe from the predictable fury of my mother.

Did you ever feel so scared, but so free? I felt like that, every time I cut it again, and again.

The following day,

Alisher noted I looked like Gandhi,

Others were shocked that I had the guts to go that far,

In a world that constantly wants to define us,

mold us to their shapes so we fit to what makes others comfortable.

I want you to look in the mirror and say to yourself.

I’ll let the world know!

I am.

Not defined by these norms and numbers, branded clothes, dollar bills and diplomas, that tell me I’m not great enough

That when I am seated in a classroom that bears a silence, as pencils circle in bubbles, forced to pick between five choices- I think for myself.  

I will always be more than what you’ve calculated of my worth. I won’t let you define me by society's standards of worthy...because

I’ll let the world know!

I am ---beautiful, different, boundless.

I’ll let the world know!

I am

not going to sit quietly. And place my hand in my lap in fear that what I have to say is not correct. Because if I do speak up, these words will uplift the fragile hearts of others to stand up, to move forward, to no longer carry the burden of the world on their own.

I’ll let the world know!

I am

not going to die never knowing who I am, and settle with this overall ability to sit quietly and never question, and let my fear stop me from creating something new and beautiful.

And keep falling under unreasonable expectations, causing my true self to wither away in efforts to blossom in society’s standard of “success”.

I’ll let the world know!

I am  

not what you think I am. These labels that say men are not suppose to cry, women are too hormonal to make reasonable decisions, that only a handful are smart because they pass these exams that everyone else  “fails”. That I must conform to straightness, because any other way is disgusting and wrong. I am told that this generation is “Worse than the last”-- even though I was born into a world where mistakes deem imprisonment, while steel bars and scantrons, stand in the way of my actual growth. Despite being boxed into prepackaged ideas and values, I will not be who you want me to be.

I’ll let world know

I am

going to discover my true self and discover our power as individuals, as youth, as a unified collective, not competing, not dividing ourselves by these digits, dollar bills, and diplomas.

And I am

going to define myself,

push against these walls

that box us, make us smaller, to fit into society’s ideals

And as I stand here as the epitome of that ideal student,

who represents high averages and test scores,

I am going to

speak up, and name what I am:

powerful, different, resilient.

And I dare you-- to put behind your insecurities, and name what you are!

And if there’s one message I can give to humanity,

it’s that we, must live where we fear to live.
Abandoning our insecurities in search of something more

and only then, will we be infinite in our worth, in our power, in our love.

Infinite

and maybe beyond.

                                                                                    -Primi Akhtar

                                                                                    from her Valedictory Address

                                                                                    Queens Metropolitan High School

                                                                                    June 2014

Thank you and congratulations to the Class of 2014!

Teacher Diversity Committee Launches Petition at Harlem Book Fair

Sean Ahern, a long time friend, and one of the original founders of the idea of creating ICE (in a bar), has focused his attention for a decade on the teacher diversity issue. And that work is bearing fruit. Check out the numbers on the drop in hiring of black teachers posted in the petition. And the TDC has noticed that the number of white teachers has dropped too because many of the new "ideal" young white recruits leave and are replaced by -what else - other young white recruits.

I know that this can be a touchy issue for some - like what are they saying? White teachers can't teach black kids? Not at all. What this is about is what a black kid sees and thinks if 90% of the teachers they meet do not look like them. Reverse that and think of the impact if a white kid went to a school with few white teachers. That doesn't happen very often I imagine. Why not?

Dear Friends,

On Saturday July 12 the TDC of NYC launched our teacher diversity petition drive on a gorgeous summer day with the generous financial support from the Movement of Rank and File Educators (MORE), Teachers Unite and the donation of a table by the Harlem Book Fair (see photo and petition attached).

Over the course of the day members of the TDC, MORE, Teachers Unite (TU), the Coalition for Public Education (CPE), The MANY,  and People's Power collected over 300 signatures and spread the news about the Bloomberg hiring policies and why a grassroots effort is needed to change them.  Members of the International Socialist Organization (ISO) were also present and supported the effort.  We welcome the support of all races and creeds and political persuasions to stop and reverse the disappearing of Black and Latino educators from NYC schools.  

Thanks to Anna Maria,  Peter, Michelle, Seku, Everett, Michele, Marc, Ernestine, Muba, Anne, Gail, and Benita for taking the time  to launch this petition. Thanks to Michele for a great banner that will fly proudly this fall as our petition grows!  If you are interested in supporting this effort contact the TDC of NYC at teacherdiversity@gmail.com.  Feel free to download the petition and collect signatures. Return signed petitions before Dec. 1 to Teacher Diversity c/o Ahern PO Box 1025, New York, NY 10002.  They will be presented to the December PEP.

Peace, 

Sean Ahern for the TDC of NYC

Right WingNuts - AFT Commies, Include GEM Truth About Charters in Attack

Thanks to Jeff Kaufman for this gem about the GEM pamphlet being part of the Maoist AFT.

Among the literature cited was a GEM pamphlet. See front page story second document. https://americarisingllc.app.box.com/s/nhc8m8cn227vrwcb19ht/1/2203186595/19026564373/1

American Federation of Communists

Pro-communist literature handed out at AFT conference

Share

Tweet

Email

 

Chinese protestors touting pictures of Mao Zedong / AP

BY: Bill McMorris
July 16, 2014 5:25 pm
Communist pamphleteers are using the American Federation of Teachers annual convention as a recruiting ground, according to a new video.
Men with Mao Zedong-emblazoned messenger bags distributed fliers to union members as they entered the Los Angeles convention center, where thousands of teachers have gathered to discuss the state of the nation’s second largest teachers union.
Communist literature has appeared throughout the convention floor. Issues of the communist newspaper Red Flag have also been handed out to teachers as they gathered to reelect president Randi Weingarten, one of the most influential Democrats in the nation and a leader of the shadowy Democracy Alliance.
The issue, which was found by conservative researchers at America Rising, features a front page story declaring, “Capitalist Attacks on Schools Demand Communist Response.”
The newspaper compared the debate over education reform to a bloody 1960s dispute between rival Chinese communists. Several radical students were beaten to death in 1968 after asserting that a Mao-appointed college administration was staffed by “pro-capitalist anti-revolutionaries.” That violence, according to the newspaper, is analogous to the American debate over school choice.
“This struggle helped to spark a monumental rebellion against ‘the people in party leadership taking the capitalist road,’” the photo caption said. “During this Great Proletarian Cultural Revolution, leftwing workers and youth tried to transform education literally from the ground up.”
Participants at the AFT gathering were critical of education reformers and proponents of charter schools, as well as the Obama administration. A participant who claimed to be a Chicago teacher slammed Obama Education Secretary Arne Duncan for not toeing the union line at a Tuesday meeting.
“We see the destructive policies [Duncan] has pursued … I think we have to name the name of the main architect of these policies, the man who has taken away everything we hold dear,” a man wearing an AFT delegate lanyard said. “We have to say that no matter who it is we are gonna [sic] come for you … if you come for what is ours we are gonna [sic] take you out.”
An AFT spokeswoman did not return request for comment.

Speculating on Karen Lewis Challenge to Rahm: Who Will Get the Jewish Vote

Two Jewish candidates to square off in Chicago. (If you don't believe me ask Karen to show you her CHI.

Someone emailed me when I was in LA, cocerned that Karen and Chicago crew weren't challenging Randi enough - that was before the Common Core shootout (AFT14 Report - Common Core Debate - Epic Battle B....).


We pretty much got word from Chicago that Karen Lewis will be off and running for Mayor against Rahmbo. Karen often points out that she is not the creator but the creation of CORE which has such a large talent pool. You really have to go to an AFT convention and see Unity and CORE people in action to get the complete picture.

EIA's Mike Antonucci speculates a bit.

It probably wouldn’t be wise to bet on Lewis, but she has a puncher’s chance of toppling Emanuel. If she wins, she would be the first labor union president to hold such a high elected office, since, well, this guy.... Will Karen Lewis Be the Next Mayor of Chicago?

If neither gets a majority in the Feb. 2015 election, there will be a runoff in May. That would be fun, since it would come just as the CTU would be about to negotiate a new contract. Guessing is that CTU VP Jesse Sharkey would take over, though some also look at the always masterful Jackson Potter. Both are impressive.

But given how amazing so many people from the CORE/CTU team we've met have been, I bet they have a lot of possibilities. 

Mike found an interesting nugget to gnaw on:

A spur to all this is an automated poll commissioned by the Chicago Sun-Times that shows Lewis with an 9-point lead over Emanuel. The poll’s methodology is problematic, but Emanuel has high negatives no matter how you measure them. Dave Weigel of Slate suggests the poll actually underestimates Lewis’s support, adding what seems to me to be an insulting evaluation of the city’s African-American voters:

(Lewis) trailed by only 3 points with white voters, led by 4 points with Hispanics, and led by 18 points with black voters—a margin that might increase if Lewis ran and black voters discovered that she, too, was black.

Why does Mike think it insulting to assume some black voters don't know Karen is black? Most Jewish voters don't know Karen is Jewish. (In her first union election in 2010, one Chicago wag told me the only thing the opposition didn't try to use against Karen was anti-Semitism.

Here Mike uses an Ed Notes post to make a point:

Lewis has serious weaknesses. She would be, almost by definition, a single-issue candidate running against a well-seasoned, if greatly disliked, machine Democrat. And last week’s AFT Convention demonstrated that her pull within her own union has been overestimated.
Nevertheless, voter emotion has carried many a challenger to victory over an entrenched incumbent, and teacher union officers often have electoral success at the local and state legislative level.

When 2700 delegates show up and 800 or more are Unity Caucus from NYC, who along with their allies in NY State plus others, make up over 50% of the delegates at the convention, control every aspect of the convention, expecting Karen to gain much support there and compare it to the mayoral race doesn't make sense.

Will Karen Lewis Be the Next Mayor of Chicago?

---

---

Will Karen Lewis Be the Next Mayor of Chicago?

Posted: 16 Jul 2014 09:55 AM PDT

If Weigel has some evidence that black voters don’t know that Karen Lewis is black, he ought to present it to the rest of the world.

They fare less well in statewide or national elections, although the sample size is small. NEA’s new president, Lily Eskelsen Garcia, ran for Congress in 1998 against a very vulnerable one-term incumbent Republican and lost by 10 points. The Alabama Education Association’s powerful executive secretary Paul Hubbert ran for governor in 1990. He lost by four points to the incumbent Republican.
I haven’t researched it recently, but there was a general dearth of national candidates who have ever even been members of a labor union.
It probably wouldn’t be wise to bet on Lewis, but she has a puncher’s chance of toppling Emanuel. If she wins, she would be the first labor union president to hold such a high elected office, since, well, this guy.

Defense of Tenure - It Ain't Only About the Teachers

At the MORE UFT history event, a teacher who I first met about 6 weeks ago and is new to MORE asked why we don't see campaigns defending teachers and tenure. The UFT spends millions on ads but tenure is not mentioned. Interesting that at the AFT on Monday just before the convention ended, AFT press people came over and asked some of us to attend a press conference upstairs on this very issue.

The event was being run by new AFT superstar Mary

Catherine Ricker (on the right) and included teachers who defended their children and  parents who work with teachers. Parent Helen Gym from Philadelphia gave one of the most passionate defenses of tenure I've seen (I have the video to process).

What was interesting was that the AFT was filming the event to use it for advocacy - meaning that maybe some commercials will be coming. We'll see. In the meantime, while the union twiddles teachers on the front line like Arthur Goldstein, who could not attend the AFT convention because he won't sign the Unity Caucus loyalty oath, took up the issue and wrote a great defense of tenure in the July 16 Daily News.

RBE points to another pro-tenure piece in Salon by Gabriel Arana. http://www.salon.com/2014/07/1...

Ex-NYSUT Pres Tom Hobart, Spills the Beans c. 1974

it’s in our interest to maintain a number of poor, and to make sure that we don’t have open admission policies like the City University of New York has..... If we assume that we take the major goals, both the NEA and the AFT, which is to improve the educational qualities for every child in the school, and we succeed at that, I suggest to you that we’ll destroy the world economy. Because if we better educate every child in America, and make it possible for them to be say at the lowest level a technician, they’re going to start to demand a greater share of the resources because they now have the ability to take better jobs.... Tom Hobart

They gagged Tom right after he said this in 1974 and I remember we jumped right on it.

I deal with so many people with different ideologies but my 40 year old core group, now diminished by the loss of the Priscos who were at my house one year ago for a similar meeting just before they both got sick, seems to have the best analysis - I'm fading fast.....

Despite my delirium after getting off a flight that left 7 hours late - 4 AM LA time and arrived at JFK around noon - I didn't get home 'til after 1 - I met with Ira and Vera who came out to my house from around 2-6PM to talk about UFT history in prep for tomorrow's MORE event. Ira and Vera can't be there so I wanted to bask in their wisdom - and memories. I took some notes that I will share tomorrow. We were going through stuff from the 70s I saved from Sandy and some of that work is remarkable. Ira has almost everything but I will bring a selection to tomorrow's MORE event at  (Who Runs The UFT? Why Are There Alternatives?) The Dark Horse
17 Murray St. NYC Near City Hall, Chambers St, WTC

I still haven't slept - after they left I had a bite and went over to the theater to do my little role about midway through Act 1, so I was able to leave. But Vera typed up this statement from Hobart which she feels lays out where the union leaders are coming from.

Our core of people from the early 70s through today have had a different take than many others. Vera believes Shanker was not "just" a teacher, but an organizer sent in to do a job - by exactly by whom is not clear but we have some ideas. Vera has been slaving away over the last few weeks gleaning nuggets. And in case you never read our review of the Shanker bio/hagiogrpahy "Albert Shanker: Tough Liberal" -- check it out for some historical analysis:

Albert Shanker: Ruthless Neocon - Review by Vera Pavone and Norman Scott in New Politics
http://newpol.org/content/albert-shanker-ruthless-neo-con

Our thesis is that there is no break in social democracy from the right (SDUSA) from Shanker through Weingarten and probably through Mulgrew to some extent. I found out some info in LA about the AFT ops around the world that reinforces this view.

For those who will accuse us of being conspiracy theorists -- Leo Casey was at the bat on twitter the other day re: the common core critics -- teacher enemy number 1, Eli Broad, was one of the major backers of the Shanker bio.

I'm heading to bed but wanted to get this out -- check it out if you are coming tomorrow or even if you're not.
-->

From Presentation by Tom Hobart, NYSUT, to National Council of State Education Associations, December 2, 1974

[The topic is quotas]

I think the role of our organization is to produce the power that’s necessary to defend the rights and amendments. And I think we have to look at the economics again, and just see what the problems of the world are. If we assume that we take the major goals, both the NEA and the AFT, which is to improve the educational qualities for every child in the school, and we succeed at that, I suggest to you that we’ll destroy the world economy. Because if we better educate every child in America, and make it possible for them to be say at the lowest level a technician, they’re going to start to demand a greater share of the resources because they now have the ability to take better jobs.

And since our world economy is based on the fact that there must be so many unskilled workers, and so many semi-skilled, and so many skilled technicians, and so many professionals, that if we just attempt to do what we are talking about, then we are looking at the major economic powers that are out to resist us. I think they’re already there. Does anybody doubt that the major economic powers in this country have not noticed what we’ve done in political action, and does anybody think that they’re willing to turn over the politics of America to teacher organizations? Does anybody doubt that every action has a reaction, and every power has a counter power that’s going to be built up. And what—how are they going to keep us from exercising that power.

Well, they’re going to come into our organizations and they’re going to try to set up things that we are going to fight among ourselves over, so we never come together as a powerful organization.

……

Now, if I had statistics on who is excluded from higher education and graduate schools, it could be taken one step further. If we call it the poor of America, and we all accept there are more minority people who are poor than any other group. But again it’s an economic situation that we have and not a race situation. If we don’t maintain the status of the unskilled and skilled and the professional, then we’re going to be unable, you and I, to have two color TV sets and two cars, and move to a bigger house next year. So it’s in our interest to maintain a number of poor, and to make sure that we don’t have open admission policies like the City University of New York has.

Aft report: My Last Red-Eye - It's 2 AM and I'm Still Not EX-LAX

The AFT convention has reached its high point. It's the middle of the night and I'm surrounded by hordes of Unity Caucus delegates stranded from 2 fucked up Delta red-eyes. It's like an endless nightmare. I call the question but they are still here.
On checking into security with my priority check-in - let's see - at 7PM - a few Unity guys were in front of me and they had to take off their shoes. I didn't. I told them TSA was running a special priority check-in for people against the common core. They didn't laugh.
I had been receiving notices that my 9:30 flight was delayed further and further - like till 1:40 AM. But the super shuttle was set for 6:30 pickup so I figured I'd just get some work done in the airport. There was a 10:30 flight but I figured getting on that wasn't possible - at least that was what a Delta guy told me. But the Unity guy said he switched by calling Delta. So I did and got on the 10:30. Except now it was leaving at 12:40.
So we do board and I begin to fall asleep around 1 when they tell us the crew timed out and we had to get off the plane and reboard sometime after 3AM when the new crew gets there.
As I deboard I call delta and try to switch back to my original flight leaving at 1:40. But that's been cancelled.
So I'm wandering the terminal and run into more Unity people from the cancelled flight who are camping out at the other end of the terminal waiting for a 6AM flight - see what happens when you vote for the common core?
Now another Unity guy comes over and asks if I think we can get vouchers for our troubles. "I can use it for the next convention" he says - in 2 year. These guys really think ahead. No wonder they're running - or ruining - the union. "If you win the election" I'm tempted to say. But I don't. I may fall asleep and find a pillow over my face.
You do know that there is nothing open in an airport at 2AM, don't you?
It was just announced they ordered Subway sandwiches. Make mine a 2 foot long and it'll all have been worth it.
POINT OF ORDER.

Cheers,
Norm Scott

Twitter: normscott1

Education Notes
ednotesonline.blogspot.com

Grassroots Education Movement
gemnyc.org

Education columnist, The Wave
www.rockawave.com

nycfirst robotics
normsrobotics.blogspot.com

Sent from my BlackBerry

FORMER CTC ATTORNEY KATHLEEN CARROLL LAYS OUT UNHOLY ALLIANCE BETWEEN TEACHER UNIONS AND PUBLIC EDUCATION PRIVATIZERS

OMG - This explains everything..... NYC tenured eacher who fought off attacks by bully principal while UFT did nothing (and often showed favoritism for said bully principal)

Well, not everything but maybe some things....

http://www.perdaily.com/2014/07/former-ctc-attorney-kathleen-carroll-lays-out-unholy-alliance-between-union-and-public-education-pri.html

http://www.upwa.info/documents/7-11-14-Carroll.htm

Parents, education advocates plan to defend teacher tenure against lawsuit filed by parents' reform group

Good for lawyer Arthur Schwartz, another apparently stabbed in the back by Moaning Mona Davids, who at this point has a rare no comment. Arthur has done many good legal deeds for Moaning Mona  -- and many others. When she filed the suit I knew Arthur wasn't involved but good to see him take a stand.

What I would like to see is a bill sent to  Moaning Mona and Sorryful Sam for wasting the time of the court system for useless self-serving law suits.

And how about Moaning Mona's willingness to expose her kids so openly in photos while responsible parents shield their kids? How about those people who went after Portelos for naming her kids (by their first name only). Talk about using your kids for personal interests.

Enid Alvarez/New York Daily News The president of the New York City Parents Union, Mona Davids (pictured with her two kids, Mymoena and Eric) will be facing about 50 parents and education advocates who oppose her organization's lawsuit against teacher tenure.

Read more: http://www.nydailynews.com/new-york/education/parents-education-advocates-defend-teacher-tenure-article-1.1864724#ixzz37UXtG3Tw