Jeff Adkins-Dutro, a Peoria High School Teacher, and Hedy Elliott, a Garfield primary school teacher and daughter of popular radio personality Royce Elliott have recently launched a campaign for President and Vice-President respectively of the Peoria Federation of Teachers (PFT) Union. Dutro and Elliott are challenging current PFT President Scott Schifeling.
See the full story on Peoria Pundit.
Teacher’s Union… ptooi
KcDad: I’m trying to interpret your comment. Of course, I am extremely biased in this matter since Jeff was my student, then my colleague in Manual’s English department, and my friend. He and his wife Karen have made me part of their family–and I certainly enjoy the day to day privilege of being an “adopted” grandmother to their five children. I believe, Jeff and Hedy (also a former Manual student and friend)will transform the union. I believe they will tackle some of the major problems in the district–with an interest in many other issues over and above contractual benefits for teachers. Jeff and Hedy have already proven themselves by being advocates for teachers and students. I truly believe that they will give their voices and efforts to improving District #150. Most recently they both spoke out at BOE meetings against the loss of instructional time that the district had advocated in order to provide common planning time for teachers–the effort that resulted in the Wacky Wednesdays. Win or lose, they will continue to speak out on important issues in the district.
I work in situation where the union IS the problem. They protect incompetent teachers, they refuse to hire competent ones because they would make the tenured teachers look bad… I am teaching easily twice as many students as tenured teachers who have had their classes and responsibilities taken from them, and yet they still get paid 4 times (easily) what I get.
Tenure is a joke. The unions are a joke. The real problem is the District and school board idiots who are running this system. Eliminate them and you have eliminated the need for a union.
Just as Scheifling (with a straight face) can say he is fighting for increased teacher benefits when the education our students are receiving is going down faster and faster… instead of fighting for student issues is a big fat bald faced joke.
So teachers’ union, I say again, BAH… HUMBUG!
Kcdad-
I just read an article published in The New Yorker magazine written by Malcolm Gladwell (author of “The Tipping Point”, “Blink” and other books) Here is the link:
http://www.newyorker.com/reporting/2008/12/15/081215fa_fact_gladwell?currentPage=all
I would say this article supports your observations.
A PJS letter to the editor (below) is also “food for thought” about the school situation, especially in Peoria. Also, if teachers’ unions didn’t exist, who is to say that administrators would be any more capable of keeping the best teachers and getting rid of bad teachers? That power is in their hands right now–teachers do not have to get tenure, but administrators often do not have the judgment and/or take the time to follow the proper procedures to eliminate bad teachers before they get tenure. In my experience,I found that a “bad” teacher at the end of 30 years was more than likely not a good teacher during his/her first three years. Also, favoritism plays a role–principals will keep teachers that agree with them, etc., even if they aren’t good teachers. Administrator “measuring sticks” just aren’t that great. I think Kcdad’s post actually acknowledged that observation.
PJS letter to editor:
Having been a classroom teacher and a teacher educator for 36 years, I remember how frustrating it was trying to keep academic standards high and classroom discipline respectful. Often, the problem is/was administrators who have no real experience in the day-to-day challenges of a real world classroom.
Often administrators earn their positions because of who they know, not what they know. Or they have been successful athletic coaches, “yes men” or had experience working in special education, early childhood (pre-literate) or guidance programs – anything but successful, extended, mainline classroom teaching.
It is a lonely feeling when you realize that those supervising you and deciding whether or not you get rehired or fired don’t always have the most rudimentary concept of how to deal with daily classroom challenges.
They are not as concerned about whether you can effectively teach children to read, write, spell, or add as they are about whether students “feel good” about themselves. “Feeling good” often translates to never, ever telling students what they do not want to hear.
The resulting illiteracy and innumeracy results in adults with no ability to hold a job after graduation!
Mr. Luciano’s quotes from some teachers at Trewyn Middle School were stark examples of this failure in our schools. I applaud him for having the guts to tell it like it is and not sugarcoat the truth.
Sharon, the problem is not the teachers I agree. The problem is the administration, but the teachers aren’t seeking solutions, they are seeking to ride out their jobs and do as little damage as possible.
The unions are not seeking solutions to the problem.
Beth, I don’t think you got my point. The point of the article seems to be that teaching is a skill position like quarterback… “This is the quarterback problem. There are certain jobs where almost nothing you can learn about candidates before they start predicts how they’ll do once they’re hired. So how do we know whom to choose in cases like that? In recent years, a number of fields have begun to wrestle with this problem, but none with such profound social consequences as the profession of teaching.”
That is not the problem with teaching… the normal schools that teach teachers do not do their jobs. They teach classroom management not teaching. Think about it.. how many methods classes did you take? I took one for a secondary ed social science credential. A reading class, an AV class and a bunch of classroom management and discipline classes.
Did you even take one learning theory class? it wasn’t until my Masters that I got introduced to Paulo Freire, Michael Apple, Frank Smith, Bennett and Lecompte, Jonathon Kozol… THIS is what new teachers need to learn.. not how to follow a curriculum.
Students… make that children… will learn with or without teachers and schools. Teachers need to be leaders, guides and examples… not indoctrination experts.
Kcdad: All of your comments are very good reasons for Jeff Adkins-Dutro to become the PFT head. Jeff did what many teachers (including me) didn’t do–earned a master’s degree in his subject area, not in education. And Bradley is also doing now what they didn’t do in my era–teach methods of language arts instruction. He will defend teachers who are being criticized for wanting administrative support in maintaining disciplined classrooms. Also, he will defend teachers who give students the grades they earn instead of the high grades that most administrators want to see on report cards. These aren’t “bad” teachers–they are the ones who are trying to do the jobs for which they are qualified but are thwarted by all these other matters. Take a look at his website to get an idea of who Jeff is. His writings very much reflect who he is.
The union is there to make sure that the member teachers get the best pay for the least work. That is true of all unions. People join unions to improve their jobs through less work but more pay. Thats life, thats what unions do, thats the service they provide their members. School kids do not pay union dues, teachers do. The union works for the teachers.
Well, Michael, I don’t know about your experiences with teachers–maybe the worst examples have crossed your path, etc. However, I belonged to the teachers’ union but never saw it as a way to work less or as a means to somehow cheat my students. Actually, for the first 15 or my 43-year career, I didn’t belong to the union and didn’t see a need for it. Maybe times changed or maybe my eyes were opened to view what was going on around me. I do believe that the union should actively seek ways to improve the educational system, etc.–not just to better the lives of teachers. I do not always favor the agenda of the national organization, but the local organization can rise above the usual perception–and I am quite convinced that Jeff and Hedy would lead the union in that direction. Teachers are professionals and I do believe a teachers’ union typically functions a bit differently than do other types of worker unions. Perhaps the difference is that teaching is a “people” business–we help in the development of children, not products. And usually improving the teachers’ environment and working conditions also improves that of the students as well. “The best pay for the least work”–I’m having a hard time swallowing that when I remember how much of my Christmas vacations were used for grading over 100 term papers and when I remember how much of my own time I spent every summer preparing lessons–reading new textbooks, etc. Of course, there were all the evenings that I spent grading papers and preparing lessons. Maybe you should “shadow” a teacher for a few days and, of course, follow him/her home just to see for yourself. I know–I did watch some teachers walk out of the building every night empty-handed (no bookbag full of papers to grade)–but they were the exceptions. However, in today’s classroom–even during school hours–a teacher can’t very easily get away with doing nothing. Certainly, teachers of little kids can’t just sit at their desks twiddling their thumbs.
The number one way to improve schools if one listens to the union is to increase teacher pay. I think that says it all. The union is not there to work for students, the union is there to work for teachers.
That statement does not have anything to do with the quality of teachers I have had in the past. It may however have plenty to do with the quality of the non-union teachers my children have in private schools. Money is not the number one issue in getting good teachers. The union would have one belive that if we just spend more money they (the teachers)will start to do their job and teach the children.
Ok, Michael, I’m hogging too much space but–I have a theory about private schools (and some in the suburbs)–am I right or wrong? Most of the teachers are probably women whose husbands are the primary bread winners–so teaching is “sort” of a hobby to which they still are very dedicated. They don’t fight for a living wage because they really don’t need the money. Of course, I could be wrong–just a theory–but how many men teach at the private school that your children attend? Of course, more women than men teach in District 150 primary schools, also. The men gravitate to the high schools where extra money can be made coaching, etc.
First of all, I think grades are way too overrated. When we start grading the teachers, then and only then, teachers should be allowed to grade the students.
Secondly, discipline is never a problem in my classrooms… discipline is a teaching problem not a student problem.
Thirdly, there is NOTHING I want from administration as a teacher. I want them out of my way and out of the students’ way. Their job, as far as I am concerned, is to process money and insure teachers are doing their jobs. The administration should work for the teachers who should work for the students. (In the case of elementary students, the teacher works for the parents as well as th students.
Sharon I have seen some private schools with few male teachers. I also know of some like Peoria Acadamy were male teachers are common. I would guess that Peoria Acadamy has more male teachers for the grade/middle school years than do the local public schools.
I would also note that I am not against teachers making a fair wage. I am against failing teachers and the union that stands behind them trying to tell us all that if they can just get more cash then we can have quality schools. We spend huge sums of money in the city of Peoria on public education. Why do our teachers and schools fail us?
Michael–I guess I have to ask the tough and perhaps controversial question. Do you think that teachers are solely to blame for “failing” schools or that teachers are failures if they teach at “failing” schools. What if the teachers at a south side middle school and at Manual were to trade places with the teachers at Peoria Academy or Dunlap? Do you think Manual would then become an extremely successful school and that the Peoria Academy or Dunlap would be a failure?
I don’t know what the pay is like at the Peoria Academy, but I hope a large percentage of the high tuition would go to teachers. My cousins’ children go to Peoria Academy and there is no doubt that they are receiving an excellent education–but I believe that has as much or more to do with the academic preparedness of their peer group–thanks to their parents. The inner city schools and teachers do not have such smooth sailing.
From my own personal experience, I have rarely seen the union support a “failing” teacher. The union acts as a “lawyer” to see to it that a teacher is treated fairly, etc. Believe it or not, there are instances where the district is not fair, etc., in dealing with personnel matters.
Personally, I think it is the administration, not the teachers, who keep using public money (and asking for more) for unnecessary programs, consultants, etc.–and frequently espouse these programs as necessary for quality education. I just haven’t heard any teacher or the union claim (or even imply) that they would do a better job if they were paid more. Just think about all the money in administrative salaries that goes to employees who never come in contat with students (and rarely take work home at night). My guess is that private schools do not have the “too many cooks” problem; they make do with just a few administrators.
OK ok.. everyone admits now that our education is failing. Finally. So instead of pointing fingers as to who is to blame and arguing that until the cows come home, let’s dismantle and reconstruct it correctly.
Yes, it is the administrations (and the school boards) that are to blame… they do what every bureaucracy does… perpetuate itself. However, it is a social problem that will not be solved until we rethink and reinvent the social structure. We are not trying to run social indoctrination center for immigrants anymore. We are trying to create 21st century intelligent, skilled, critically thinking citizens that can solve the problems we have handed over to them because we have sat on hands for the past 150 years and done nothing but “what has worked in the past”.
Our educational philosophy is 19th century.
Sharon you made at least half my point for me. At a school like Manual 95% or more of the kids and their parents don’t care. If I were a teacher there I would soon hit burn out and would not care. You can’t theach kids who don’t want to learn.
That said I would guess that there are 5% who do care and want an education. Why is the teachers union so set on forcing those kids to stay in a school that will fail them? I am blessed I am able to send my children to quality schools. Do the parents at failing schools not deserve the same. Why not give parents the money to let them send their children to a quality school that will provide the education that will allow them to excel in life?
The union will fight school choice to the end becase in the end the union is about their jobs. If that means good kids are stuck in a crap school, then screw the kids. That is the bottom line.
I hate to butt in on the Crews/Kodad discussion, but I wonder if Sharon accepted the pay raqises the Union got her in her 15 years of non union membership? Don’t think for one minute the Administration wouldn’t bowl over the teachers but for the Union; what little you teachers have you can thank Terry Knapp and Scott Schiefling; I am not a teacher and have no interest in the system except to hope it gets better.
This ‘back-and-forth’ is indicative of the love-hate relationship this country is beginning to have with unions.
My dad worked 40 years for CAT. He was union and proud of it………, but occasionaly he would let it be known that he often felt as much a slave to the union as he did the ‘company.’
Yes, I am aware of what the unions have done for labor in this country, but sometimes I wonder if they haven’t become what they fought so hard against in the past…..?
the biggest problem with unions (and one that corporations also have) is that they are too involved in the politcal process. Both unions and corporations should be barred from partisan politics, just like churches supposedly are. They can have their “issues”, but none of them should be supporting candidates. It breeds corruption.
Mouse: Are you saying that unions and corporations are just a ‘cartel’ variation akin to the Federal Reserve System?
Wacko: I agree about my first 15 years–that I accepted raises, etc., from a union I didn’t support (I have apologized to my friends who were the union leaders of that era). During my early years the teachers were split between PFT and whatever the other group was, so little was accomplished. Terry Knapp, who is a good friend of mine, knows how grateful I am for the contract that took me into retirement. Of course, Terry did far more than bargain for raises–and still continues to speak out on many District 150 issues. Scott’s voice has been almost totally silent for quite some time now.
Michael: I don’t know how to respond to you. Essentially, what you said is that you don’t care much about the kids to whom I devoted my life. I understand the “choice” argument and all of West Peoria (where I live) certainly wants that choice to get away from today’s Manual High School. What bothers me so much as that before the 1990s Manual was a good school and that it went downhill was quickly. I’m almost beyond the point of trying to save Manual, but there are still young people (more than 95%) that are worth saving. I know that Jeff and Hedy certainly want a viable alternative school–I am holding out hope that such a program that could help put Manual back on track–and the help is needed at the other high schools, also.
I think the vast majority of the teachers in 150 care for the students welfare and speak out when they see something can done better in the educational system. And since they are members of the union, the union is therefore speaking out for the kids….at least in my simplistic way of thinking. The union is also there to bargain for wages, benefits, working conditions, etc…..unfortunately not all companies/agencies treat their workers fair and unions are needed for worker protection. Many excellent ideas come from the union body and in my union our administration hasn’t had an original idea in the 18 yrs I have been employed and being on the E-board for a number of years…I speak from experience. I remember when the 150 board took a poll for the Edison Project and the board assumed that unanswered questionaires were in favor of the Project. V. Weiland made that statement right before he moved to Dunlap. and I believe it is a current board member that doesn’t any child expelled for any reason. That shows alot of support for our teachers. And our last 2 superintendents…….never mind. Anyway not all organizations are perfect but hopefully their motives and actions are.
Sharon I did not essentially say I don’t care about those kids. What I said was the opposite. Any child who wants to learn should have the choice to go to a school were their hard work will reward them with a quality education. It makes me angry to see the teachers union stand in the way of that child having that chance.
Sharon: you’re alright! I read with interest your comments, well informed and intelligent, right on point. Could we get you out of w. Peoria and into the city and run for council as a write in? Maybe sometime in the future you will take the step.
It is the teacher’s job to make them care… about something. Everyone wants to learn. It is our nature… until we drive out of children. It is the teachers’ job to bring it back.
How can you expect a kid (any kid) to care about what the school is teaching them…
Here are some words of wisdom from a very smart guy…
“Most teachers waste their time by asking questions which are intended to discover what a pupil does not know, whereas the true art of questioning has for its purpose to discover what the pupil knows or is capable of knowing.”
“Humiliation and mental oppression by ignorant and selfish teachers wreak havoc in the youthful mind that can never be undone and often exert a baleful influence in later life.”
“Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.”
“Education is what remains after one has forgotten everything he learned in school.”
AND LAST BUT NOT LEAST….
“It is little short of a miracle that modern methods of instruction have not already completely strangled the holy curiosity of inquiry…. I believe that one could even deprive a healthy beast of prey of its voraciousness if one could force it with a whip to eat continuously whether it were hungry or not… “
KcDad: All that you wrote are wonderful philosophic ideals–and, in theory, I would love to agree with them. However, I’ve heard all those platitudes, etc., but none of those who speak in philosophic terms (I’m sorry to say, including yourself)have given me any concrete examples of how to do it–and offered proof that the undefined methods work. On the other hand, this country has educated a good many young people who have had success in life. Many of those young people have come from inner city schools–yes, even in Peoria’s District 150.
I don’t mean to be sarcastic, but if you know the secret to the success of students in Peoria’s southside, you really should go “do it.” I didn’t have the secret, but I think my colleagues and I did have many successess (never enough). I really cared about my students, and I believe they knew that–at least, their responses to me then and now indicated that. When teachers care about kids, I think they do their very best to teach those children (trying every method available to them, etc.) That sounds really sappy, but I believe that it works as well as any other educational method.
You can’t put a bandaid on a busted dam. The system is wrong.
I am doing all I can at the JC level. I have plenty of kids from Peoria and the surrounding areas… there isn’t any secret. Read again Einstein’s words and think about what he is saying. people want to learn. People want to know. They don’t want someone telling them what they “should” learn.
Kcdad: So am I to assume that you don’t give grades in your JC classes, that there is no specific material that the students are asked to learn, and that you are not judged by whether or not the students learn the material? Also, do you believe that teaching at the JC level(students who are there by choice–students who probably do want to learn)presents the same challenges as teaching in public schools, especially inner city schools.
I allow my students to grade themselves, since grades are required for accreditation of the course.
I am judged by what my students learn, but not by the administration. My students tell me what they learn. (And I tell them what I have learned from being with them.) My reason for teaching is the feedback I get from my students… it certainly is NOT the pay. (You hear me NV?)
With very few exceptions (the main one being students who do not show up) I post the grades the students give themselves. When there is a issue about participation in the learning process I discuss the meaning of the grading system with them. Lucky for me most students are already well trained in the “importance” and “objectivity” of the grading system.
Specific material? Well the department has assessment goals… that anyone can pass, but actually, there are no real specific guidelines about WHAT to learn…
If you believe more than about 20% of the students at a Junior College are there by choice… you are wrong. They are either being paid to be there, they are forced to be there by an economic system that “demands” higher education, they are there because of cultural expectations, they are there because they can’t afford to go to a major university… very few “want” to be there.
WHY don’t “inner city” students want to learn? WHAT don’t they want to learn?
Or as the author of INSULT TO INTELLIGENCE, Frank Smith would ask, “What do they want to learn?”