Right to Work Around the Union
Tuesday’s trip to Lansing was eerily familiar, even though I had never been to Michigan’s state capitol. I stood on the Capitol lawn, bundled up in my heavy winter coat, with feet warmers in my boots. I carried signs and chanted “union busting is disgusting.” I listened to impassioned speakers, who were voicing the concerns of the thousands of people who gathered there, regarding the impact Right to Work for Less would have on their wages and working conditions.
It was scary how Tuesday’s scene took me back to Columbus in early 2011, when we were shut out of the capitol building, and Senate Bill 5 was rammed through the legislature, despite the tearful, sincere and impassioned pleas of hard-working, middle class Ohioans.
At times throughout the day, I felt thankful that my school and home are five miles south of the Michigan-Ohio border. I felt thankful that we were victorious in our fight against SB5.
As I drove home with my friend/labor consultant, Susan, I realized that we are not out of the woods in Ohio. Ohio’s current legislature already tried to silence workers through SB5, which makes it clear that part of their agenda includes breaking unions. Governor Kasich says he’s not interested in Right to Work, but that’s what Governor Snyder said too. A group, “Ohioans for Workplace Freedom” has circulated petitions to put “Right to Work” on the ballot in Ohio this November.
If “Right to Work” is enacted in Ohio, the profession that I love will be changed forever.
“Right to Work” is the most deceptive name possible for legislation that takes away the rights and benefits of employees. It’s like passing legislation that would allow school cafeterias to serve dog food, and calling it “Right to Eat.”
“Right to Work” sounds innocuous and sensible, but it is the farthest thing from that. If “Right to Work” was a product on a grocery shelf, and it was sold with the message that its supporters use, it would have to be pulled for false advertising. Saying that the amendment would give Ohioans “…a choice in whether or not they join a labor union and pay dues or fees at their place of work as a condition of employment,” grossly understates the impact and consequences of this type of legislation.
Proponents of “right to work” claim it merely allows for free choice of employment, “to just and favorable conditions of work and to protection against unemployment” (Universal Declaration of Human Rights). Ironically, that’s what unions do; promote the right to work under fair conditions, without the threat of retaliation, like getting fired for standing up for yourself and your colleagues.
Workers already have the choice to join the union or not. It’s called “Fair Share.” Fair share is exactly what it sounds like. If you don’t want to join the union, but would like to reap the benefits of union negotiations of wages and benefits, you can pay a reduced rate, called. That’s fair, and that’s “Fair Share.”
“Right to Work Around the Union,” as Jon Stewart calls it, has so many ramifications beyond joining or not joining the union. Just put it next to Senate Bill 5, something that Ohioans are familiar with, to understand the huge implications. If SB5 and Right to Work were dogs, SB5 would the neighbor’s annoying poodle that barks in the middle of the night and wakes you up. Right to Work is a pit bull. Senate Bill 5 is “Right to Work Lite.” Although the provisions of the two pieces of legislation use different wording and different restrictions, they both serve to weaken unions and the ability for workers to collectively bargain.
By the way, Senate Bill 5 was defeated by a margin of 61% to 39%. Many who voted against it said they did so because the legislation was “too far reaching.” Right to Work reaches even farther, so, it would seem Right to Work is something that Ohioans wouldn’t want and would defeat even more soundly than SB5. However, in a February Quinnipiac poll, Ohio voters said they supported Right to Work Laws by a margin of 54 to 40 percent. This shows me that it’s going to take a great deal of effort to educate Ohioans about all that is wrong about Right to Work.
Thankfully, I have never worked in a “Right to Work” state, but I know many teachers who have worked in public schools there, and none of them have anything positive to say about their experiences. They have explained that, although they can join unions, in states like Florida and Texas, the unions have little clout. Local school districts do not have to negotiate with teachers. They can simply implement board policy. The due process, which insures teachers will not arbitrarily lose their jobs, is not guaranteed. Teachers don’t protest unfair working conditions, for fear they will lose their jobs. There are no strikes, because half the teachers aren’t in the union, so organizing is difficult.
When people call the legislation “Right to Work for Less,” it’s not just a play on words. At charter schools in Ohio, which operate without teacher unions and collective bargaining, teachers make $16,000 less, on average, than their public school counterparts. My friend’s husband, who teaches at a public school in Florida, makes $20,000 a year less than he would in my school district with the same education and experience level.
The teacher in Florida I mentioned is planning to leave the classroom this year, after 10 years of teaching, because he doesn’t enjoy what he is doing and the conditions under which he works. It’s not hard to imagine many teachers in Ohio doing the same thing, should we become a RTW state. The teachers and their students lose out on the wealth of knowledge these veterans could bring to the classroom.
With 2013 on the horizon, I’m thinking about my hopes for the new year. Chief among them is my hope that the attacks on middle class, working families ends, and that harmful legislation, like Right to Work, is not implemented in Ohio.
By Dan Greenberg, Sylvania Education Association
Reflections on the Election
Since August, I have been fully submerged in Campaign 2012. I canvassed every weekend, passed out literature, made phone calls, and recruited other teachers to get involved. My Chevy Venture became a mobile campaign headquarters, with literature, yard signs and water bottles rattling around everywhere I went.
For three months, I basically put every aspect of my life on hold in order to focus on the election. I turned my fantasy football team over to a friend and took a sabbatical from my book club.
With the elections a month behind us, I have had a chance to spend some time with my family, take a few naps and reflect on the election results.
My feelings about the election are mixed. I worked on six campaigns this season. Two were victorious, but four were not.
I am thrilled about the two major victories: President Obama and Senator Sherrod Brown’s successful re-elections. I know that both will work for policies that support the middle class and public education. Working on their campaigns gave me hope. Sherrod Brown’s opponent and his allies spent millions and millions more dollars than Sherrod’s campaign, yet Sherrod won. President Obama’s grassroots campaign was the most impressive campaign I have ever seen: The night before the election, we were putting campaign literature on the doors of Obama supporters with the number 537 featured prominently. The lit piece reminded voters that 537 was the number of votes Al Gore lost by in Florida in 2000, so that people knew how much their votes mattered.
Unfortunately, I was part of four campaigns that were not victorious, including that of my best friend since childhood who ran for the State Board of Education. However, I spent the most time working on the campaign of retired teacher Jeff Bunck. Although District 47 leans strongly Republican, Jeff’s efforts had me believing he could be victorious. He knocked on over 10,000 doors and gave every ounce of energy he could to his campaign. His opponent spent a small fraction of that time in her efforts, yet she won the race handily, 60% to 40%.
The result of Jeff’s campaign and the campaigns of many other teachers left me disheartened. As I watched hard-working people, who stand for the things that I believe in, lose in races across the state, because the district boundaries are drawn in such a lopsided and unfair way. It’s never easy to see a candidate you believe in lose. What makes it worse is when you see the political system contorted to make the races almost uncontestable.
That brings me to the race that was hardest to stomach; Issue 2. Redrawing district boundaries through a citizens’ commission sounds so sensible. Almost everyone I talked to, Democrat, Republican or Independent, thought Issue 2 was a good idea. I figured that even if Jeff and other teachers lost this time, there would be a real opportunity in the next election cycle, if Issue 2 passed and competitive districts were drawn.
When I went to the early voting center and saw the way the ballot was set up for Issue 2, I knew we were in big trouble. I knew what to look for and exactly how to vote, yet I still found myself scrolling back and forth on the computer screen to make sure I was casting my “yes” vote for the right thing.
I still held out hope, as I made calls, canvassed and talked with friends, but my efforts, along with the efforts of other volunteers across the state couldn’t overcome that lengthy, wordy, unclear ballot language.
It felt like it wasn’t just the Congressional districts that were gerrymandered; it was the ballot and the system itself.
The defeat of Issue 2 leaves me worried about looming attacks on public education. With many of the legislators who supported SB5 in secure, uncompetitive districts, I worry they will introduce more extreme legislation aimed at harming our schools and our profession. I worry about the next budget bill and what policies it may contain, which would be protected from referendum.
Despite the losses, the gerrymandering and the looming anti-public education legislation, I am still hopeful. I have a lot of fight left in me, and so do my colleagues and friends throughout the state. We defeated SB5, helped elect a President and Senator, and all the while, continued to educate and nurture children. So whether it is through petition drives or the Governor’s race in 2014, I know we will come together again to work for what’s best for public education in Ohio.
By Dan Greenberg, Sylvania Education Association
June 2012 Ohio Schools
- IN THIS ISSUE
- This November, voters can take the power out of the hands of the politicians and put it back where it belongs—in the hands of the people
- Celebrating School–Create A Cover Contest highlights Ohio’s public schools
- Legislative update, Association news, and more
Moved recently? Contact the OEA Member Hotline to update the address on file at 1-844-OEA-Info (1-844-632-4636) or email, membership@ohea.org. Representatives are available Monday-Friday, from 8:30 a.m. to 6 p.m. | OhioSchools — Past Issues
Ohio Education Association Statement On Joint School Funding Testimony
COLUMBUS — December 5, 2012 — Today, testimony was given in the Ohio General Assembly on school funding by invitation only. Witnesses included the StudentsFirst organization, from Sacramento, CA.
Four Ohio Educators Receive Grants From NEA Foundation
The NEA Foundation Funds “The Leader In Me” Training Project And The Speech Pathology Project
WASHINGTON, DC — December 3, 2012 — Amanda Hall, a counselor, and her co-applicant, Emily Bice, of Oak Creek Elementary School in Lewis Center, Ohio, have received a $5,000 Learning and Leadership Grant from the NEA Foundation. Melissa Butler, a speech language pathologist, and her co-applicant, Lila Nappier, of Jordak Elementary School in Middlefield, Ohio, have received a $5,000 Student Achievement Grant from the NEA Foundation.
Hall and Rice will use the funds to be trained in Stephen Covey’s “The Leader in Me” approach, which incorporates Covey’s 7 Habits of Highly Effective People. Staff will be extensively trained to live the leadership principles, and then implement these principles in the classrooms. Ultimately, educators will use the lessons learned through the training to assist students in developing the ability to solve problems, think critically, set goals, communicate, make positive choices, and work effectively with others.
Butler and Nappier intend to use the grant to introduce technology to individualize instruction and assist at risk reading students in each grade level. Students will utilize laptops and software programs that will address the skill areas of phonemic awareness, vocabulary, grammar, comprehension, and audit memory. The technology will enhance collaboration, data collection, and student motivation across all areas of the curriculum.
“With these grants,we are supporting educator- driven solutions that contribute to improved student performance in public schools,” said Harriet Sanford, president and CEO of the NEA Foundation. “Our support enables educators to engage in a wide variety of innovative approaches to the benefit of students across the country.”
Nationwide, the NEA Foundation announced that it is awarding 49 grants totaling $197,000 to support educators’ efforts to improve teaching and learning. The NEA Foundation awards two primary categories of grants to public education professionals: Student Achievement Grants for initiatives to improve academic achievement, and Learning and Leadership Grants for high-quality professional development activities. Of these, one is an NEA Foundation, EarthEcho Water Planet Challenge Grants, which support service-learning programs that improve the health of our water planet.
A team of 20 educators, many of whom are former grantees, carefully reviewed all applications and evaluated each one against a set of criteria. Funded grants were selected for the quality of the proposed ideas and their potential for enhancing student achievement. The latest grants were awarded to educators in 26 different states.
The NEA Foundation has invested more than $8.6 million in grants to support the work of almost 4,000 educators from every state in the country to help students succeed. Each year, the Foundation awards approximately 150 Student Achievement and Learning & Leadership Grants. To learn about these educators’ projects, visit our searchable grantee database.
The Foundation awards its grants to educators three times a year. The next grant deadline is February 1, 2013. Application forms and a video with step by step instructions on how to apply can be found at neafoundation.org.
About the NEA Foundation
The NEA Foundation is a public charity supported by contributions from educators’ dues, corporate sponsors, and others. We support student success by helping public school educators work with key partners to build strong systems of shared responsibility. Visit www.neafoundation.org for more information.
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