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The 2015-17 Minneapolis teacher contract negotiations have started. Last week, yours truly was once again there as public observer.
A brief background for those who may need it: In Minnesota, teacher contract negotiations are open to the public (as are all negotiations involving the government and public employees unions) under the state’s Open Meeting Act. Which is good because the public is paying for the salaries of both sides of the negotiation table.
About six years ago, a small group of progressive parents and citizens, including moi, began watching teacher contract negotiations under the theory that if our elected school board was going to negotiate agreements that were so wildly-tilted to the needs of adults at the expense of children, they should have to do it in public view.
(Note to Black Lives Matter activists: this same law means people can also show up at police contract negotiations which, among other things, have made it easy for certain cops to regularly shoot or beat the crap out of unarmed civilians and still keep their jobs.)
Okay back to the present: I showed up last week with low expectations for anything of substance happening during this round because the Minneapolis district has a interim superintendent and Minneapolis Federation of Teachers President Lynn Nordgren is probably on her last term before retiring. So I figured neither side would want to rock the boat or do much.
But I was wrong. The union spent the first two hours proposing some cool ideas that could make teachers happier AND more effective. Here are four that I think are worth considering:
1) Give teachers two hours a day instead of the current one hour to do all the stuff we ask them to do; which they’re willing to do, but there’s not enough time in the school day to do.
Under the union’s proposal, classroom teachers would spend one less hour a day teaching kids and one more hour looking at student data, consulting with social workers, school counselors, fellow teachers, updating the parent portals, running off extra copies of whatever, organizing the next field trip, preparing for the next lesson and the 10,001 other things we want them to do.
Teachers would still have to do hours of work at home in the evenings. But at least they’d have a shot of completing some of the work that needs to be done at the school site during the day.
To come up with the extra hour, the union would have to be flexible. As Lynn Nordgren said, teachers might have to work in shifts—with some starting early and some starting late. And the district would have to hire more teachers to create more art, music and gym classes—which also happens to be something parents keep clamoring for.
So I see this as a win-win solution for everyone. Teachers could feel saner and get more done. Kids could get more art, music and gym.
It won’t be cheap. But teachers have been complaining about the increasing workloads for decades. So what if we actually took them seriously and tried to do something about it? Because the union will also be asking for smaller class sizes across the board which– can we be real?—is not going to happen because:
a) Neither the union nor our Democratic legislators nor our governor (not to mention the GOP) seems willing to honestly talk about how much it will cost to reduce class sizes and ask the taxpayers to pony up the costs.
b) The data doesn’t show lower class size makes a significant difference in academic achievement;
So until these two things change, I say let’s at least try to deal with the teacher workload issue. Along the same lines, the unionis also proposing to…
2) Hire Playworks to run recesses in K-8 schools. Playworks is a non-profit company that hires people who specialize in creating and supervising fun recess games aimed at different levels of activity and ages. Anyone who’s ever dealt with Playworks comes away converted to the whole idea.
In most district schools in Minneapolis, kids get 20 minutes to eat lunch and then 20 minutes of recess. Teachers get 20 minutes to eat and then supervise recess. Which isn’t a disaster, but the majority of our teachers are middle-aged women who do many things well, but coming up with an endless supply of new running-around games for active kids, especially boys, in all kinds of weather, is usually not one of them.
So if Playworks did recess, teachers would get another 20 minutes to prepare for classes and kids would have a lot more fun running around at recess. Schools that use Playworks say there’s less fighting, less bullying and kids come back to the classroom far more recharged and ready to learn.
So I think the union is proposing another win-win solution here. I mean, hell, if we’re talking about about health and productivity, most companies should hire Playworks for lunch breaks for their adult employees. Seriously.
Playworks costs money. But if the business community wanted to step up…..I’m just saying, ”this recess is brought to you by…… Target or Blue Cross or Health Partners,” etc could endear corporations to parents, kids and teachers.
3) Create roving teams of star substitute teachers who specialize in cool, supplementary lessons—poetry in the schools, two-hour long science experiments, etc. These teams could come to schools three or four times a year and allow a team of classroom teachers to watch other star teachers teach…..or do a day-long professional training on site or elsewhere.
Right now, when teachers are called to do training and/or development work during the school day, they prepare lesson plans for the substitute teachers. But substitutes often can’t effectively do another teacher’s lesson plans and this isn’t necessarily the fault of either the classroom teacher or the sub.
Teaching is complicated and highly dependent on the relationships between the students and the teacher. Which is why substitute days are often wasted time for students and developing lesson plans for subs is a waste of time for teachers.
The union’s plan could be another win-win solution—although it would depend on the quality of the substitute teams coming in.
4) Require less one-size-fits all training sessions for teachers held at district headquarters during school days.
The union said some of the district –mandated training is great (math and science trainings were singled out for praise), but there were still too many lousy ones that wasted their members’ time.
Great teaching inspires great teaching, Nordgren says teachers should come out of these trainings inspired by the level of teaching they’ve just received as opposed to having endured another series of powerpoints.
The union wants the bulk of district-mandated professional training to happen outside of the school day
As any long-time reader knows, I’ve disagreed with the union on plenty of things. I mean, don’t get me started. But give credit where credit it due—these are good ideas, so good on the MFT.
Photograph: Jewel Samad/AFP/Getty, Guardian
Awhile back, I heard a BBC report on “Why do US police keep killing unarmed black men?” and I was struck by the similar issues when we’re talking about cops, teachers and reform.
In both cases, we’re dealing with public employees who:
- tend to be mostly white, middle-class and living outside of the communities they serve;
- raised in a media culture that views black people as often dangerous and criminal;
- see their job as controlling, “taming” and/or teaching black youth that many of them seem to fear;
- represented by powerful unions who make it nearly impossible to dismiss low-performers or “bad apples” no matter how ill-suited they may be for the job.
I mean, heck, given all this, what could possibly go wrong when people of color deal with their police or schools?
Anyhow, here are the BBC’s four main points on police violence followed by my comparison to what’s happening in education.
1) Ferguson and Baltimore are not isolated incidences.
On MappingPoliceViolence.org there’s a map with a red, glowing dot for each of the 304 fatal police shootings of black people in 2014. If you click on the link, it looks like much of the country is on fire. If you mapped out districts where children of color were failing en masse, you’d see the same thing.
2) Many police have an implicit bias against blacks, although in fairness, it’s not just cops, it’s our whole culture. Computer-simulated studies show people are far quicker to shoot an unarmed black men than unarmed white man. And study after study shows that schools are far more likely to suspend black boys than white boys as well as refer them to special education .
3) Police have created a “warrior” police culture which is willing to maim or kill innocent civilians rather than risk injury to a single officer.
This is both fascinating and harrowing. Seth Stoughton, a former cop-turned-University of South Carolina law professor, explained to the BBC how police culture has become even more extreme than the military when it comes to tolerating civilian casualties.
“”When the military is designing a mission, they have in mind the fact that they’re going to lose soldiers, “ Stoughton says. “The police profession has strongly repudiated that notion. No officer fatalities are acceptable.”
Instead, Stoughton says, police now see a high civilian death as an acceptable price to pay for police safety although I’d add the caveat….as long as those civilians are people of color. (Witness the different way police responded to the Baltimore protests vs. the white biker shoot-out in Waco.)
On the education front, we see a similar dynamic except since teaching is overwhelmingly female, the culture is more Besieged Martry than “warrior. ” But if you add up implicit bias + Besieged Martyr culture + powerful unions who make it nearly impossible to dismiss anyone for poor performance, you get school districts where high black failure rates are an acceptable price to pay to insure sure no teachers lose their jobs.
As with police shootings, the demise of children of color in the classroom has been going on for so long that most white people have basically normalized it. Yet if police were killing unarmed white suburban kids at the rate they kill urban black ones, we’d have demanded a wholesale re-working of policing in this country. Just as if white boys were failing at the same rate as black boys, we’d have already remade our schools to work better for them.
So we’re looking at similar issues although they tend to attract very different political allies. Politicans are mostly loathe to criticize either group. Republicans/conservatives will defend the police over teachers. Democrats/liberals are more prone to defend teachers over the police.
4) “We have to fix the wider social problems first.” The BBC’s last point came from Charles Ramsey, who heads both the Philadelphia Police Department and Obama’s new Presidential Task Force on 21st Century Policing, and said. “”We live in a society where everybody wants to point fingers, but we have a lot of deeply-rooted societal problems: poverty, education, poor housing stock. We’ve got to deal with the issue of extreme poverty.”
Yep. We hear the same thing about the equity gap in education. As a progressive ed reformer, I agree with Charles Ramsey: I think poverty and poor housing and the rest are all huge issues and we need to make serious public investments in these areas. However, I do take issue with that little word: “first”.
Because we need to fix poverty AND we need to change our police and education systems. We don’t have to choose. We don’t have to fix them in a chronological order. If Black Lives Matter, they matter in both the street and the classroom. So it would be nice if both Republicans and Democrats—and their various allies– would stop treating them as entirely separate issues. As a Democrat, I’m especially interested in Democrats getting this right.
—–Lynnell Mickelsen, May 29, 2015
In response to my Six Thoughts About The Opt-Out Movement and Beth Hawkins’ earlier piece at Minnpost Test Anxiety: Is it the kids or the teachers who are driving drop-outs? , a few people have wondered why teachers at the city’s best-performing high school (well, at least for white kids) would urge affluent white parents to opt their kids out of standardized tests?
I mean, aren’t these are the very students whose high test scores would make both the teachers and Minneapolis’ Southwest High School look good? So doesn’t this show that these teachers are brave and altruistic to go against their own self-interest here?
Great questions. But I think we need to look at the larger chess game, Here are my five theories on why organizers for opting-out focus on affluent white families.
1) Affluent white parents have the most political power. So if your goal is to dump the data, you need to first discredit the tests with this key demographic by convincing them that these tests are bad, immoral and destructive to their own children .
2) If enough powerful white parents believe tests are harmful to white children, they’ll assume it’s the same for black and brown kids too. Which gives them one more reason to shrug off data about the achievement gap and keep the status quo intact.
3) Affluent white parents tend to be an oddly anxious bunch, convinced that their brilliant, creative children are extremely fragile creatures whose exceptional childhoods can be destroyed by an unkind word, a stressful bubble test, non-organic lettuce, I mean, the list goes on and on and on. So if you want to make standardized tests into a new bogeyman, this is a great demographic to target.
4) Affluent white parents rarely worry that their kids may be two or three grade levels behind in reading or math because white kids tend to do very well in our traditional system which was designed for white people, by white people and employs mostly white people. So if you’re confident that your kids are academically on track, opting of the state tests isn’t a big deal.
5) Affluent white parents are rarely asked to be accountable for receiving state benefits—-like $14,000 a year K-12 education. Accountability is for low-income people. Opting out is for affluent people.
You add these five factors up and you have a very white, mostly affluent opt-out movement.
In contrast, parents of color know their kids are heading into a hostile world where the odds are against them; so fragility is not an asset that tends to be coddled or nurtured. In general, I find affluent white parents want their children protected; black and brown parents want their children prepared.
Parents of color are acutely aware that the margin of error for their children is far slimmer than for whites. George W. Bush could be an aimless C-student, go to Yale, be alcoholic until age 40 and still be president. Trust me, neither Barak Obama nor any other person of color, is usually given this kind of extended latitude and forgiveness.
Instead, there’s a well-built pipeline to prison for kids of color who fall behind. Which is why standardized tests—and system accountability–still matter.
Should we make them better? You bet. Should we stop over-testing, over-prepping? Of course. But white people opt-outing are living in a very privileged world and once again, it’s showing.
(originally posted March 25, 2015. Edited for brevity and clarity, March 26th.)
Six thoughts about the opt-out movement
Fixing ourselves: three suggestions for fellow white liberals.
Dumping the evidence–remind me again why anti-testing is “progressive”?
Forget about “fixing” black kids. What if we fixed white liberals instead?