Day Five: Thoughts on Teaching and the Union

I have no great love for the teacher's union.

That said, I do understand the benefit of group benefits and contract negotiation. B attended an "independent" school last year and the teachers there negotiated their contracts separately with the principal and board. They were not paid as much as public school teachers - it's a small school with a small budget. Although the teachers loved their students, there was some resentment that money went into equipment, infrastructure and loan repayment before giving the teachers a raise for several years. I am sure the admin was doing their best. One board member lectured me at length (when I asked about the efficiency of separate negotiations) about how the teachers at that school had it far better than other teachers thanks to small classes and lots of EA support. I didn't disagree, but those advantages didn't stop a couple of teachers from leaving. I suppose that is indeed treating teachers like professionals. In private business, if you are losing your most experienced workers, you find a way to make them happy or they leave.

So, treat teachers like professionals.

But again, how would funding work? Would every school in every district receive the same funding? Would schools in remote or low economic areas be given premium funding to allow them to offer signing bonuses? Or do we end up in the same situation as with medical staff in those areas?

And finally, why do I have no love for the union?

Example 1: The entrenched bad teacher

We had the same crazy kindergarten teacher for all three kids. She had the WORST reputation. Parents deliberately kept their kids out of French Immersion Kindergarten to avoid her, switching in for Grade 1. She had a stack of complaints every year.

Once, in response to a concern that the kids were just let out of the school at 4 and 5 years old with no supervision, whereas other teachers stayed with their classes until caregivers arrived, she said, "Union rules state that I am not required to stay with the kids beyond 11:58." It was no surprise to learn that she was the union rep for the school. The only advantage was the many meetings she had to attend that allowed our kids to have a substitute we loved.

I avoided speaking to fellow Kindie parents when A was in her class because it upset me too much. I asked my son if his teacher ever yelled (after a story I had heard). He answered, "Only when we're bad. Like you!" Little darling.

I had two other wee ones and little ability to do much beyond function at a minimal level at that time in my life (sleep deprivation is a terrible thing). Parents were frustrated because there was nothing that could be done. Being abrasive, shrill and insulting doesn't break any laws, so there she stayed. It was a rude introduction to the limits of a parent's power in the public school system. I did ask once at a PAC meeting about teacher evaluations - the blank stares I received were answer enough. What point is there in evaluating if there is no no incentive to improve?

Example 2: Seniority trumps all

The same teacher took some time off to pursue a sewing course - or something equally bizarre - but then returned. She decided she didn't want to teach "kindies" any more, so she bumped a truly excellent Grade 1 teacher that everyone loved. Those who had breathed a sigh of relief having missed her in Kindergarten were horrified to find she was teaching Grade 1. People were pulling their kids out of her class like crazy (the only power they had).

A well-loved middle school music teacher was the victim of the same thing. He was bumped by someone with a year's more seniority. Parents rallied and sent emails and letters begging keep the other teacher. The admin, of course, was powerless. The new teacher was a fine teacher, but it's the sort of thing that drives parents crazy.

When I first arrived on the West Coast, I looked into picking up a BEd, specifically to teach ESL (which I love), and I attended the worst employment workshop ever. A job action had just ended - perhaps not a great time to ask about a teaching career.

The two teacher representatives first gave a dispirited powerpoint presentation on required courses, then sat glumly at a table in a crowded lecture hall and asked for questions. I asked if  there were any opportunities for someone to teach ESL within the school system. One of them snorted.

"What is your background?" she asked.

"I have a Master's degree in Linguistics and a Teaching English as a Second Language Certificate," I said. The other woman rolled her eyes and people snickered. "But I'd heard that BC was in desperate need of ESL teachers," I spluttered.

"Let me lay this out for you. At John Smith Public School, an ESL position comes up. At the same time, they have had to let Mrs. Jones, a math teacher for 15 years, go. She decides to apply for the job too. Who do you think gets it?"

"Oh."

"Do you speak any French?" the other woman barked.

"Uh, yes. I took it into university." They looked at each other knowingly.

"That's what you'll be teaching then. And not in your own class. Everyone wants to teach on the coast. You'll be a teacher on call for years, subbing for French teachers."

I shuddered deeply...

"Exactly."

And thus ended my non-teaching career.