Tom Gosnell, president, AFT Massachusetts
End the Attacks on Teachers
It is rather remarkable that the assault on teachers and their unions never ceases. The initiative petition advocated by Stand for Children is only the latest example. Yet students in the Massachusetts public schools are the highest achieving in the nation according to the National Assessment of Educational Progress (NAEP) test. All students in the regular public schools are taught by teachers who work under a collective bargaining agreement. The states whose students rank lowest on the (NAEP) test are taught by teachers, very few of whom, if any, work under collective bargaining agreements. So much for the argument that unions interfere with educational progress.
Massachusetts needs to do a comprehensive study of our students’ achievement. What are all the factors that contribute to their achievement? While we can certainly speculate, speculation is no substitute for hard data. Nonetheless, since we do not yet have hard data, I shall engage in some speculation.
Important factors are very fine teachers, parental support, community support, adequate funding, sufficient supplies, and first rate professional development among others. I also suspect that comprehensive study would reveal the economic status of the family is a decisive factor. Certainly national study after national study has revealed that the income of a family plays a pivotal role in student achievement. Some maintain that poverty is used as an excuse for students’ failure to achieve because some students from a poor background do achieve. Of course, poverty is not an excuse, but it is an explanation. Girls and boys without good nutrition, without sufficient medical and dental care, without adequate housing, and without safety and security in their communities are coming to school with serious disadvantages.
During the past two decades Massachusetts has provided more resources for public schools, but a couple of economic downturns, particularly the current one, has made life in our schools much more difficult. Until society realizes that wrap around services are essential for many of our students, many of these students will continue to have difficulty in our schools.
While poverty has a profound impact wherever it is present, it is hardly the only issue. Perhaps we can leave important lessons about education from other places. Let’s look at Finland, a country whose students achieve very well.
Finland, while not homogenous, is certainly far less diverse than our country. However, it is worth noting a few things about Finnish education. The teaching force is completely unionized. Attacks on teachers and their unions are virtually non-existent. Teachers are highly esteemed, and are considered valuable contributions to the nation’s future. Would that those who engage in such attacks in the USA would realize how they hurt public education and lead to an incredible production of negative energy.
Collaboration among teachers and between management and teachers is a prime value. Both realize that they are professionals and that by working together they will enhance the education of their students. In this state and nation collaboration is not valued. We talk abut it, but we don’t practice it. One would think that in a profession where everyone is so highly educated that we would prize collaboration.
Finnish teachers have superior professional development. Most Massachusetts teachers say that the professional development to which they are exposed is weak or irrelevant or boring or disconnected from their daily experience. Any professional in any profession in a world of constant change must have professional development that is relevant to his daily experience.
Is it any wonder that even during an economic recession that almost fifty percent of teachers leave the profession within five years of employment? On the one hand critics say that good teachers are essential for the establishment and maintenance of quality public education, but on the other hand their relentless attacks demean the teachers and their profession.
The United States of America was the first major nation to advocate education for all, Massachusetts was the first state to establish schools for all, and Boston is home to the oldest public school.
Certainly our schools can do better. They can always do better. However, whatever their flaws, our public schools have contributed mightily to this nation. Those who carp without end threaten to undermine these continuing achievements.
If you have questions or comments, contact Tom Gosnell.
