Canada: Ontario public high school teachers union announces tentative 1-day walkout

América del Norte / Canada/The Canadian Press

– Ontario’s public high school teachers plan to walk off the job for a day on Wednesday in a bid to turn up the pressure during tense labour negotiations with the provincial government.

Harvey Bischof, president of the Ontario Secondary School Teachers’ Federation, announced Thursday that the one-day strike set for Dec. 4 will only be called if significant progress isn’t made at the bargaining table before that date.

Bischof said the government is still trying to impose mandatory e-learning, larger class sizes and other measures that would degrade the quality of education in the province.

«The erosion of education is happening now,» he said. «We can’t wait any longer for this to continue. We have been driven to this action.»

Education Minister Stephen Lecce noted that the announcement of a strike comes just two days after high school teachers started a work-to-rule campaign.

«Strikes hurt kids,» he said. «For teacher unions to leave the table, to turn their back on our children, and to escalate to the point of compromising their education, is deeply troubling for parents and our government.»

The union said they did not leave the table, and Lecce later said additional bargaining dates have been offered, but haven’t yet been accepted.

The main issue is compensation, Lecce said. The government recently passed legislation capping wage increases for all public sector workers at one per cent for three years, but the union is asking for inflationary increases, which would amount to about two per cent.

If that increase is applied across all teachers, it would amount to $1.5 billion, Lecce said.

«Educators in Ontario are the second-highest remunerated in the country,» he said. «We pay them well and we value their work. But they’re asking for a $1.5-billion increase and we’re offering a $750-million increase.»

Premier Doug Ford said he has confidence that Lecce can reach a deal with the teachers.

«We’re doing everything we can to strike a deal and I think we’ve shown good faith,» the premier said.

Public high school and elementary teachers started an administrative work-to-rule campaign on Tuesday that includes not putting comments on report cards, not participating in standardized testing and not attending certain meetings.

Ontario’s four major teachers’ unions, which have been trying to ink new labour deals since previous contracts expired on Aug. 31., have all expressed frustration with what they say has been a lack of progress at the bargaining table.

The Catholic teachers’ union has talks scheduled Friday involving a conciliator, while French teachers will hold strike votes next month.

High school teachers say their main issues at the table include larger class sizes and new mandatory online learning classes. The government has partially walked back both contentious proposals, but Bischof has said that will just leave the education system «somewhat worse» instead of «much worse.»

The government announced in the spring that it was increasing average high school class sizes from 22 to 28 over four years and requiring four online credits to graduate. In recent weeks, it has offered a class-size increase to 25 instead, and dropped the e-learning requirement to two courses.

But the teachers don’t want any mandatory online courses or any class size increases. They note that the government’s offer of increasing class sizes to the lower target of 25 would also mean local class size limits are removed, essentially allowing the province to see the number of students per class climb indefinitely.

Fuente: https://www.newcastleherald.com.au/story/6517838/swansea-high-students-meet-with-department-about-teacher/?cs=7573

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United State: People take part in Chicago Teachers’ Union strike rally

North America/United State/20-10-2019/Author: xuxin Fuente: www.xinhuanet.com

U.S.-CHICAGO-TEACHERS-STRIKE RALLY

Teachers take part in the Chicago Teachers’ Union strike rally in downtown Chicago, the United States, on Oct. 17, 2019. Thousands of teachers and supporters rally on Thursday after Chicago Teachers’ Union failed to make a deal with the municipal government on raising the teachers’ salaries. (Photo by Joel Lerner/Xinhua)

Source: http://www.xinhuanet.com/english/northamerica/2019-10/18/c_138481184_3.htm

Image: dlewisnash en Pixabay

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Denver teacher strike: A timeline of events

North America/ Denver/ 06.02.2019/ Source: www.9news.com.

Here’s a timeline of events related to the strike and contract negotiations in the Denver Public Schools District.

The whole journey started November 1, 2005, when Denver voters approved a new way to pay teachers called ProComp. It’s a system based on giving incentives for improved student performance.

What has happened since then?

WATCH BELOW: A timeline of events in the DPS, DCTA negotiations

March 14, 2018: Denver Public Schools, Denver Classroom Teachers Association negotiate new Master Contract.

The ProComp contract, which is separate, is extended until January 18, 2019. Negotiations continue.

April 27, 2018: Teachers rally at State Capitol

School funding draws statewide and nationwide attention as protesters rally, asking for more money from legislators.

September 2018: Union declares an impasse

The teachers union believes both sides are so far apart that a mediator is needed to help cultivate an agreement. After months of mediation, it remains unsuccessful.

January 8, 2019: Union files intent to strike

The Denver Classroom Teachers Association officially filed with the Department of Labor and Employment its desire to strike, giving the legally required 20-day notice.

January 17, 2019: DPS makes new offer

The school district makes an offer which includes $20 million in new money for teachers pay, increasing the average base salary by 10 percent.

January 18, 2019: ProComp contract expires.

Negotiations go late into the night. The union wants $8 million more in the deal to raise base salaries instead of having more incentives. No deal is made.

January 19, 2019: Strike vote begins

Teachers begin the period of voting on whether to strike.

January 22, 2019: Teachers overwhelming vote to strike

The results are in and more than 90-percent of the teachers who voted want to walk the picket line.

«They’re striking for better pay. They’re striking for our profession and they’re striking for Denver students,» Rob Gould, the teachers’ lead negotiator, said.

January 23, 2019: DPS requests state intervention

Superintendent Susana Cordova formally asked the Department of Labor and Employment to intervene in the labor dispute. By law, the strike is delayed from the scheduled date of January 28 until the state decides whether or not to intervene.

January 28, 2019: Union responds asking the state to stay out

The Denver Classroom Teachers Association filed its official response asking the state to let teachers exercise their right to strike. This starts the legal clock giving the state and/or Governor Jared Polis 14 days to decide whether or not to intervene.

If the state intervenes, it will have 180 days to try to bring both sides together which would delay the strike even further.

If the state does not intervene, teachers will be cleared to strike if a deal is not reached.

January 29, 2019: DPS reaches out to the union to restart negotiations

While everything is on hold, the district wants to restart talks and says it has a new offer for the teachers union.

«We’re trying to be creative about how we can come up with something that looks like more and feels like more what our teachers have asked for,» Cordova said.

January 31, 2019: Teachers union rejects latest offer by DPS

During Thursday’s night’s negotiations, DPS proposed adding $3 million to the deal during the 2020-2021 school year by eliminating 100 positions in the central office. The teachers union responded by calling the new negotiations a «waste of time.»

«Denver teachers are very disappointed that DPS did not take this bargaining session seriously,» a statement from the Denver Classroom Teachers Association says. «The district offered no new ideas for creating a fair, competitive salary schedule that will keep good teachers and special service providers in our schools».

DPS said the new proposal would have committed an estimated $50 million in teacher increases over three years.

“I am disappointed that the DCTA did not engage in the discussion or bring a counter proposal,» Superintendent Susana Cordova said «They chose to leave at 6:45 p.m. when we were scheduled to bargain until 8 pm. We came committed to negotiating, and had anticipated we would have the opportunity to share additional ideas with DCTA about the structure of the new system. We would have been willing to provide a counter-proposal if we had seen one brought forward by the Association.”

Source of the notice: https://www.9news.com/article/news/education/denver-teacher-strike-a-timeline-of-events/73-ece18a14-3b86-442c-9b0b-09b65073f251

 

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EEUU: Black Education Leaders Slam Teachers Union For Comparing School Choice To Segregation

EEUU/ July 25, 17/ By: Amber Randall/ Source: http://dailycaller.com

Black school choice advocates and education reformers criticized a teachers union president who compared school choice to segregation during a conference call Monday.

The conference call, led by the American Federation for Children, featured four prominent education leaders — Dr. Howard Fuller, Derrell Bradford, Darrell Allison, and Kevin P. Chavous — who had harsh words for American Federation of Teachers President Randi Weingarten’s claim that school choice policies have a history of racism and segregation.

Chavous, a board member on AFC, called Weingarten out for her “hypocrisy” and said her comments were an insult to minority children who are stuck in bad schools.

“Let’s be clear: the hypocrisy coming out of the mouth of Randi Weingarten reeks. Back in her comments, she has in effect spat in the face of every African American and Hispanic child who’s trapped in the school that doesn’t serve them well, and spat in the face of their parents,” Chavous said during the call. “In addition …as Dr. Fuller said, history didn’t just start last week, or twenty years ago. The private school reality for most American children of color started because black folks weren’t getting a fair shake with traditional public schools”

Weingarten claimed during a speech last week that the school choice was used as a way to keep segregation in place by the South.

“Make no mistake: This use of privatization, coupled with disinvestment, are only slightly more polite cousins of segregation,” Weingarten said.

Dr. Howard Fuller, a professor at Marquette University, said that the debate over school choice boiled down to power and control.

“The fact of the matter is Randi is doing what she can do so that the people that she represents can maintain control and power over a system. And the threat of vouchers and charter schools and all of this, let’s be real, what it’s about is reducing the number of people who are under her control,” Fuller said. “… And I would argue that for those of us who believe that low-income and working class parents ought to have choice, we’re trying to as best we can represent the interest of those families because I believe that having choice empowers them.”

Source:

http://dailycaller.com/2017/07/24/black-education-leaders-slam-teachers-union-for-comparing-school-choice-to-segregation/

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EEUU: Trump’s education cuts aren’t ‘devastating,’ they’re smart

EEUU/13 june 2017/By:Williamson M. Evers and Vicki E. Alger/Source:http://www.latimes.com

It’s the end of the world as we know it – at least that’s what some people would have us believe about President Trump’s education budget.

It’s “a devastating blow to the country’s public education system,” according to National School Boards Assn. CEO Thomas Gentzel. More like a “wrecking ball,” says Lily Eskelsen García, president of the National Education Assn. teachers’ union. No, it’s a veritable “assault on the American Dream,” insists John B. King Jr., former Obama administration secretary of education.

Such hyperbole is reminiscent of the early 1980s, when President Reagan’s opponents battled his administration’s education cuts, and it’s about as inaccurate today as it was back then.

Trump wants to reduce the U.S. Department of Education’s discretionary budget by $9.2 billion, from $68.3 billion to $59.1 billion. Close to two-thirds of that reduction (63%) comes from eliminating programs that are duplicative or just don’t work.

The administration is proposing a 10% cut in TRIO programs and a cut of almost a third in GEAR UP programs. GEAR UP and TRIO (which despite the name consists of nine programs) are supposed to help at-risk students who hope to go to college, but who might not make it.

At the behest of the Education Department, the Mathematica Policy Research Group studied a TRIO program and found weaknesses, which it first reported in 2004. The final report found “no detectable effects” on college-related outcomes, including enrollment and completion of bachelor’s or associate’s degrees. In a striking acknowledgement that these programs don’t hold up under scrutiny, lobbyists for the programs got Congress to ban the Education Department from setting up control-group evaluations of TRIO and GEAR UP.

Another sign of dysfunction is that — despite a demonstrable lack of success — grants to run TRIO and GEAR UP programs almost always get renewed. For example, in California, 82% of those who had grants in 2006 to manage this “no detectable effects” TRIO program still had those grants a decade later.

The K-12 programs proposed for elimination in the Trump budget are similarly ineffective.

Dynarski worked at the U.S. Department of Education during the Clinton administration and directed the 21st Century Community Learning Centers’ national evaluation while he was a researcher at Mathematica Policy Research. The three evaluations published between 2003 and 2005 concluded that the achievement of participating students was virtually the same, but their behavior was worse, compared with their peers who weren’t in the program.

Another program deservedly put on the chopping block is the School Improvement Grant (SIG) program. Enacted in 2001 as part of President George W. Bush’s No Child Left Behind Act, this program gave poorly performing schools fistfuls of cash to turn themselves around and raise student achievement. Turned out the SIG program was more buck than bang — lots more.

Total SIG program funding under the Bush administration was less than $126 million. Regular annual appropriations skyrocketed during Obama’s presidency, starting at $526 million. They remained near or north of a half billion dollars throughout his administration, totaling more than $7 billion to date — including a one-time infusion of $3 billion in American Recovery and Reinvestment Act funding.

The Obama administration publicly revealed the SIG program’s colossal failure on Jan. 18, 2017, just hours before President Obama’s appointees departed. According to the final evaluation by the American Institutes for Research and Mathematica Policy Research for the Education Department, SIG had “no significant impacts” on math achievement, reading achievement, high school graduation, or college enrollment across school and student subgroups.

Commenting on the evaluation, Andrew R. Smarick, a former U.S. deputy assistant secretary of education, called SIG “the greatest failure in the history of the U.S. Department of Education.” Seven billion dollars in taxpayer money was spent, and the results were the same, as Smarick put it, “as if this program had never existed.”

Cutting costly, ineffective government programs isn’t the end of the world. It’s part of “[our] moral duty… to make our government leaner and more accountable,” as Trump stated during a budget meeting in February. His budgetary effort to cut waste includes the Education Department for good reason.

Williamson M. Evers is a research fellow at Stanford University’s Hoover Institution and a former U.S. assistant secretary of education for planning, evaluation and policy development. Vicki E. Alger is a research fellow at the Independent Institute. Evers was the leader of and Alger a member of the Trump transition’s agency review for the U.S. Department of Education.

Source:

http://www.latimes.com/opinion/op-ed/la-oe-evers-alger-trump-education-cuts-good-20170612-story.html

 

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