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‘Teacher Unions’ Category

  1. Public Sector Unions As Dictators

    June 3, 2014 by Tunya

    [The Globe & Mail reported that during this Ontario election campaign the Police Union took out ads opposing a political party that promised to decrease public service employees — http://www.theglobeandmail.com/globe-debate/the-police-get-political/article18952122/comments/#dashboard/follows/  My comment below]

    21st Century Despotism — Public Sector Unions 

    In the 17th Century Montesquieu evolved the principle of “separation of powers” so that governments could be set up “so that no man need be afraid of another”. The principle has become the basis for many governments to this day. 

    The three powers of government — legislative, executive and judicial — were to be clearly defined so that no one branch could usurp power. Checks and balances evolved. 

    However, the 21st Century has seen the emergence of a new absolute power in the form of public sector unions — a parallel fourth branch of government. They usurp power through aggressive collective bargaining and ongoing rent-seeking. Collective bargaining is hardly bargaining in any everyday sense because it is secretive and in the end amounts to appeasement for the sake of labor peace. Rent-seeking is a term rarely used due to its dual meanings, but in economics it means the privileges lobbies enjoy as they gain government favors, and consequently, government worker unions are extra privileged because of working within government itself. 

    I am sure someone else could say this much better and provide more analysis. But, in my view, it’s this fourth branch of government that is usurping power, bankrupting our societies, and distorting what good governance is about. 

    This despotism — actually, a non-violent invasion — should not be something we helplessly endure.The three powers of government — legislative, executive and judicial — were to be clearly defined so that no one branch could usurp power. Checks and balances evolved. 

    However, the 21st Century has seen the emergence of a new absolute power in the form of public sector unions — a parallel fourth branch of government. They usurp power through aggressive collective bargaining and ongoing rent-seeking. Collective bargaining is hardly bargaining in any everyday sense because it is secretive and in the end amounts to appeasement for the sake of labor peace. Rent-seeking is a term rarely used due to its dual meanings, but in economics it means the privileges lobbies enjoy as they gain government favors, and consequently, government worker unions are extra privileged because of working within government itself. 

    I am sure someone else could say this much better and provide more analysis. But, in my view, it’s this fourth branch of government that is usurping power, bankrupting our societies, and distorting what good governance is about. 

    This despotism — actually, a non-violent invasion — should not be something we helplessly endure.

    [3 replies — 1). . .  pretty much sums it up! Thank you! 2) Well said! 3)

    In the Eastern Bloc under Communism this phenomenon was called the Nomenklatura. Loses in the translation but equivalent to our public sector Sunshine List ! Beware of the socialist nanny state – those who claim to look after you will in fact look after themselves first – as exemplified by our public sector unions and the politicians they in effect control …. ]


  2. Pasi Sahlberg — Policy-making needs less teachers

    May 10, 2014 by Tunya

    Illuminating View From One Roving Guru

    What are the “Big Ideas” for BC’s Personalized Education Plan? I haven’t seen them articulated nor have I yet to see the public invited to provide their views and input. Sure, there is a lot of activity and gurus popping in and out but if public education is to be modernized, shouldn’t BC public and parents generally be asked?

    When the last go-round on this topic of environmental education was discussed in the Tyee (January) I wrote a mini-essay called “Indigenizing The Curriculum?”. I mentioned that in Australia three over-arching themes were to be integrated into the New Curriculum, but with a new government now in place, there is a comprehensive

    Review now going on. Correspondingly, there is also a separate Review of Teacher Training.

    Those three Australian overarching themes were indigenous history/culture, global engagement and sustainability. Other 21st Century Learning “transformations” projects being discussed in other Western nations (US, NZ, UK, Cdn) include “social justice” as a cross-curricular theme.

    Now, these themes would be fine if they met with general agreement in local communities and not something devised by educators or vested lobbies alone or in secret.

    I’m sure most people involved in education conversations these days are familiar with the Finnish “miracle” and with Pasi Sahlberg as the guru instrumental in producing literature and presentations on their successful approaches. I know he is the darling of teacher unions who often sponsor his trips because he strongly supports the funding, and more funding, mantra.

    But, we learn an important policy principle that Pasi endorses — a principle which is widely endorsed in public policy matters — and one which might not sit well with activist teachers. By the way, this was a huge benefit I gained from reading materials relating to the $16,000 (now $19,075) contract obtained by a teenager to travel to Finland to study teacher training. This insight is completely unrelated to this case.

    In the materials it was seen that another researcher was in Finland at the same time, a Fulbright Project, and a lengthy blog report was prepared. Here in quotes are the Pasi comments I find applicable to us in BC or anywhere else when public education policies pertain:

    “Janet English “I said to Pasi, "This disconnect (between policy and practice) is why I keep saying, 'Why aren’t the teachers at the decision-making table?' because if we don't have the teacher voice at the policy-making table we'll continue having the same

    problems we’re having now!"

    He acknowledged my words, looked straight at me and replied, "There is a saying … that 'war is too important to be decided by the military people' and it's the same with education. I think education is too important to be decided by teachers – and this has nothing to do with undervaluing teachers' expertise – but their view is very different to

    education. I think teachers should have a say to these issues – exactly what you said – how to decide the teaching, how you set the standards for your own kids, how you organize your school work – this should be left to the teachers. I think too often we intervene in the wrong areas of education – we try to control what each and every teacher is doing in the classroom. We should leave those things to the professionals. But the broad issues, the principles of education should be based on a more

    balanced view and that's why I would only have one practitioner in the room and

    divide this voice more equally to those who are the key stakeholders,

    (including) parents and the community members – not necessarily just those

    working or teaching in the school."

    I [English] replied, "I've seen that community-driven, cooperative approach in Finland and it works. I agree with you."

    From interview with Pasi http://eltorofulbright.blogspot.ca/2013/05/my-interview-with-pasi-sahlberg.html

     

    [in Tyee http://thetyee.ca/News/2014/05/10/Enviro-Ed-Not-Taught/ May 10, 2014]


  3. Cowardice Allows Alberta To Slide In School Scores

    April 16, 2014 by Tunya

    History Of Alberta Education Illustrates A Slide To Cowardice

    [This post is in response to Michael Zwaagstra column in Calgary Herald http://www.calgaryherald.com/opinion/op-ed/Zwaagstra+ways+teaching+math+pass+test/9738237/story.html ]

    Alberta education, notably the choice, charter and school-based management model, has been written up in Economics textbooks. Noted is that competition not only enabled innovation but also resulted in measurable positive results for the whole system — all schools demonstrated improved scores.  http://truthinamericaneducation.com/education-at-state-level/school-based-management/

    For 4 decades Alberta was noted for highest scores in Canada as well as in international reports. Serious slippage in ratings, however, was seen in the last round of international reports.

    Internationally, teacher unions are renowned for solidarity with each other and with left wing politics — equality, fraternity, but NOT liberty. I had read that ATA (Alberta Teachers’ Assoc) had been sponsoring, or co-sponsoring, gurus in the last 5 years — change-agents, turnaround consultants, the promoter of the Finnish style of education.  This did not bode well for high-achieving Alberta Ed.

    Was the tall poppy to be cut down to size?

    There was the story that Alison Redford was elected to premiership because of an influx of teacher voters to her campaign.  It was said she had made 3 promises — to immediately restore $107 M to education funds (done), scrap standardized testing in Gr 3 & 6 (done), and repeal parental veto to withdraw their children from controversial lessons (not done — opposed by parents). http://www.canada.com/story_print.html?id=422b83a5-51cc-4442-a86e-d5e90e9c07ec&sponsor=

    Well, the tall poppy has been cut down.  The left campaign has been successful.  Alberta is now more equal than ever. 

    But, parents and some education supporters are rising up to restore some sense to at least the straightforward task of teaching Mathematics. 

    But, we are seeing, Math is no longer clear-cut and up-front.  There are hidden agendas.  A textbook in the field is titled:  “Teaching Mathematics for Social Justice”.  Perhaps this is the personal constructivist preference the Minister of Education is committed to instead of research evidence and the informed preferences of thousands of parents.  Seems like his stance is simple subservience to the establishment and their vested interests.

    Accomplices and cowards, it seems, are running the show.  This episode in Alberta history fully illustrates that while there are clear political masters they are still slaves to a philosophy that is ineffective, dysfunctional and counterproductive.

    Wikipedia reporting is ominous: “Discovery learning, personalized learning and reform mathematics are being implemented by the education ministry, accompanied by much controversy.”

    Who will break away and tell us how this shaping of the Discovery Math agenda happened? Then maybe commonsense can be prevailed upon to give parents at least a choice in the matter.


  4. It’s all about ideology in BC Education – more

    April 5, 2014 by Tunya

    It’s All About IDEOLOGY In BC — Part THREE

    I’ve sent this essay to more people than just this blog.  This is what I attached as background.

    [ Disclosure: As a veteran of 40+ years in parent rights issues in education I wish to pass on to young parents some of my observations.  My eyes were opened wide when in my early involvement with BC party politics (NDP) I found that the teacher union had considerable influence with the Ministry of Education.  Also, suddenly, “new members” overwhelmed our Youth Wing when it was preparing a submission to government on widening choices in education and that proposal was defeated.  It became clear that the teacher union opposed choice and was generally unsympathetic to parents.  I soon left the socialist party for efforts where choice enjoys a positive reception and now have a libertarian point-of-view. Young parents tend to be very trusting of authorities. My intent is to — hopefully — update parents about the very political and power-hungry atmosphere in public education so that parent voice can still carry some influence in decision-making before it is too late. ]

    So, to continue: But first I must say this to Tara and other young parents struggling to find common sense in education today.  Please don’t give up.  Easy to say, and parents don’t usually have an appetite for conflict and are too busy raising families.  The system’s first priority is its own survival but parents have their children’s survival as a priority.  And accountability from our overseers — the government and boards — is, unfortunately, tied up with compromises. That is why these Math Wars are important and parents cannot give up on this.

    Furthermore, nothing can more outrageous and meant to bully than for a unionist to say political interference in schools is none of parents’ business.  If ideology dominates teacher behavior — this is just not acceptable.

    Now, to add more information about the volatile and precarious state of education affairs in BC.  Today, we heard that Phase One of job action is being planned. So, what else is new?  40 years in the wilderness is not just in the Bible!

    In my earlier essays I mentioned how important Professional Development is — in the right hands.  But, in BC much is in the hands of the teacher union.  They say it is an “autonomy” issue.  Teachers are the drivers, not the driven.

    I stated how PD seems to be a taboo topic — no-one seems to have correct answers.  In fact, there seems to be a lot of buck-passing, which just strengthens my suspicion that something sneaky is going on.  Perhaps PD HAS been passed to the BCTF on a silver platter.  I’ve asked, but any information provided is obsolete because our College of Teachers has been abolished, and it NEVER did get involved in PD — perhaps because the union was shown in investigation to have generally run the agenda. “Regrettably, it must be said that the disruption and dysfunction that has dominated the attention of the College Council, particularly since 2004, has put the core public interest, and the interest of students, at risk . . . “ (6)

    So, I will be looking further, to find out who is responsible for a) ensuring currency of teachers in their “professionalism” and b) VERY IMPORTANT, since a radical shift — a transformation — is being proposed in curriculum and practice  — just how is “re-education” to take place.  This second part can’t be stressed too strongly because for unprepared teachers to try and bluff and bluster their way through this is to invite serious psychological and cognitive damage to kids.  Iatrogenic damage induced by the practitioners.  Won’t there be cause for legal remedies for negligence and malpractice?

    That PD is a bargaining chip in current negotiations tells me how cheaply held is this important matter.  I heard the BCTF president at their recent AGM declare (from my notes) — “our commitment to Professional Development has never been greater, teacher-led Professional Development has never been more important . . . The Ministry of Education has created a new position — Superintendent of Professional Development — but that’s still not been filled.”

    I can only interpret that Jim Iker was signaling strongly to his constituency that PD would be big-time. I’m sure I noted his seeming satisfaction that the Ministry had not yet filled this PD position.

    In comparison to another well-functioning Teaching Council (Scotland) another report stated that BCCT “failed utterly . . . the blame for this failure rests squarely on the attitude of the British Columbia Teachers’ Federation, which rejected the professional aspect of the College’s mandate in favour of its own agenda, and put the interests of its members and its own ideology ahead of the public interest.”  The report goes on to conclude that there is little to expect by way of positive change, because of “their [BCTF] constant and costly recourse to the judicial system, their apparent failure to learn from experience, and their stubborn refusal to adopt anything but confrontational tactics.”

     (6)      A College Divided: Report of the Fact Finder on the BC College of Teachers, 2010, Donald J Avison http://www.bced.gov.bc.ca/pubs/2010_factfinder_report_bcct.pdf

     (7)      The British Columbia College of Teachers: An Obituary, Alastair Glegg, Historical Studies in Education, Fall 2013


  5. Alberta’s High Scores Need Leveling-down

    March 14, 2014 by Tunya

    Tall Poppies Need Clipping

    Alberta’s education system has been envied by the rest of Canada. But, now, a levelling-down is happening

    Just a quick check into the 56-page document — Inspiring Education — provides telltale evidence that Alberta is just following an international contrived change to harmonize state education systems with global agendas. 

    These are just a few of the words you will find that align with others in the field — transformation (9X), competencies (21X), deep (5X), shift (15X), global (15X). These concepts appear in our BC Ed plan, Common Core initiative in the US and 21st Century Learning projects in the UK, NZ and Australia. The “shift” of course relates to the swing away from content, knowledge and skills to soft competencies as collaboration, creativity, critical thinking — moving from the measurable to checklist observations.

    The noteworthy thing about Australia is that the education transformation became an important issue in campaigning preceding the recent federal election Sept 2013 — with a Coalition government winning over the long-term Labour government. At the moment there are two Australian Reviews taking place — one into the Curriculum and one into Teacher Training.

    http://blogs.edmontonjournal.com/2014/03/14/forty-years-plus-of-confusion-complacence-and-incompetence-in-albert-schools/ ]