Your Union, Your Voice: 2014 Minneapolis Federation of Teachers Voter Guide

YOUR UNION

Voter Guide

2014 Minneapolis Federation of Teachers Presidential Election

May 12, 2014

YOUR VOICE

Minnesota

YOUR UNION YOUR VOICEE4E.org/MFT2014

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About this guide

About the election

Candidates at a glance

Q1 Deciding to run

Q2 Priorities

Q3 Opportunity Gaps

Q4 Union-District Relationship

Q5 Differentiated Compensation

Q6 Multi-Measure Evaluation System

Q7 Seniority

Q8 Tenure

Q9 Member Engagement

Q10 Biggest Challenge

About Educators 4 Excellence

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Table of Contents


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One of the most valuable ways you can have a voice as a teacher is by engaging with your local teachers union and to vote during elections.

About This Guide

This candidate survey is your opportunity to learn more about the candidates, think deeply about your decision and make your vote and voices heard. We also hope MFT members will feel inspired to become more engaged in their union by attending meet-ings, speaking with elected leaders, or running in future elections.

The questions contained in this voter guide reflect edu-cation policy issues being debated locally and nation-ally and were developed with input from teachers who are union leaders, grade level and department chairs, school site representatives, and National Board Certi-fied Teachers.

Because of the large number of candidates for officer and executive board positions, only presidential candi-dates were selected to participate in this survey.

All presidential candidates received the candidate sur-vey by email and were given 10 days to respond. Candidates who responded within the guidelines pre-sented have their responses printed within this guide.

All presidential candidates were informed that they had a limit of 200 words to respond to each ques-tion. To ensure fairness, only responses to the survey questions were included. Any responses exceeding the word limit were cut at exactly the 200th word. Candidates who did not submit responses are noted accordingly.

All responses in this guide are printed exactly as writ-ten by the candidates, without edits for content or clar-ity. The responses submitted solely reflect the opinions of each individual candidate and not of Educators 4 Excellence. Educators 4 Excellence transmits the re-sponses without any knowledge, actual or construc-tive, regarding their truthfulness.

Educators 4 Excellence (E4E) is a teacher-led organization working to elevate the teaching pro-fession and increase student achievement by ensuring that educators have a meaningful voice in decisions that impact their classrooms and careers.

Visit E4E.org/MFT2014 to read this guide online, share it with your colleagues, and stay up-to-date with the latest election news.

How We Engaged the Candidates

About Educators 4 Excellence

Read This Guide Online


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EXECUTIVE BOARD MEMBERS

EXECUTIVE OFFICERS

When and How to Vote

Offices to be Elected

About the Election

May 12 Electronic voting opens

May 204:30 p.m. Electronic voting concludes (Deadline to vote online)

May 21 Results announced to teachers via email and mft59.org

Nine Executive Board members will be elected. Some of their main duties include: Executing the decisions of the chapters and Local 59 membership Formulating policy and recommend to the chapters and membership Establishing a monthly calendar of meetings Acting, hearing, and sitting in a judicial capacity in cases of discipline, forfeiture of membership or of expulsion

MFT PRESIDENTThe MFT President is the public and official representative of all MFT members.

FIRST VICE PRESIDENT The First Vice-President assists and represents the President at his/her request, executes duties assigned by the Board and bylaws, and serves on key committees.

SECOND VICE-PRESIDENTThe First Vice-President assists and represents the President at his/her request, executes duties assigned by the Board and bylaws, and serves on key committees.

TREASURERThe Treasurer authorizes expenses, keeps records of expenses and of budgets, and offers financial reports.

RECORDING SECRETARYThe Secretary serves to make and to keep a permanent record of the proceedings of all chapter meetings.

If you did not receive your ballot via email, or if you have additional questions, email [email protected].


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NAMECandidates are listed alphabetically by last name.

PositionRace/

EthnicityGender

Years Teaching

Previous Union Leadership Positions

Lynn Nordgren Incumbent MFT PresidentWhite/

Caucasian F

17 in classroom; 14 as TOSA teacher leader 6 as the union

president

District Professional Development Process (PDP) Facilitator and committee chair (Labor - Man-agement position); District Alternative Teacher Professional Pay System and ProPay Coordinator and committee chair (Labor - Management posi-tion); Peer Coaching trainer; MFT negotiations team and member of numerous sub-committees since 1988; active member of many MFT com-mittees and task forces over the years; Quality Compensation (Q Comp) committee member; AFT Program and Policy Council member; Edu-cation MN Governing Board; national trainer; presenter at AFTs TEACH conference; Teacher Union Reform Network activist; Building Stew-ard, Executive Board member; member of the Peer Assistance and Review Committee, MFT Budget Committee; MPS/MFT Teacher Evalua-tion Committee; Education MN Community En-gagement Committee; Parent Engagement Committee Chair; MFT Human Rights/Social Justice leader; AFT Social Justice Caucus mem-ber; NEA subcommittee member and presenter on Peer Assistance and Review.

Pia Payne-Shannon*

*Candidate Pia Payne Shannon responded to an initial request to complete the survey with a response outside of the guidelines presented above. For fairness to all of the candidates, only responses directly to the survey are included.

MFT Presidential Candidates at a Glance

The responses expressed herein solely reflect those of the individual candidates and not of Educators 4 Excellence. Candidates are listed in alphabetical order.

Candidates At a Glance


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What inspired you to run for union president?Q1The opinions expressed herein solely reflect those of the individual candidates and not of Educators 4 Excellence. Candidates are listed in alphabetical order.


Deciding to Run

Education unions play an important role in the fight for equity for students, their families and for our profession. Being in a union allows teaching professionals to have a voice that would otherwise be silenced and for members to take actions that would otherwise be squelched. We see what happens across the country where unions do not exist. It is critical to keep our union strong and continuously growing in our advocacy for students, teacher/related services professionals and for families in the fight for what is right and fair. My many years as an active union member and leader taught me that we must stand together, work collaboratively and stay united so we stay focused on one of the most important responsibilities we have in our country educating our children so they may grow up to be happy, healthy, educated and productive citizens.

While we have accomplished much as a union, there is more we must do. We need to continue to be active partners with families, communities, and, yes, the district leadership, in our collective fight for all students to be successful in school and in life. That has been and will continue to be my/our unwavering union mission.

Pia Payne-Shannon*Lynn Nordgren


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If you were to win this election, what would be the first three priorities you would take on as president? Why?Q2The opinions expressed herein solely reflect those of the individual candidates and not of Educators 4 Excellence. Candidates are listed in alphabetical order.


Priorities

The current MFT leadership created a student-centered narrative, a set of goals and a 10-point plan several years ago and we will continue to pursue all of these with diligence in the years to come. (All documents are located at mft59.org).

In addition, we will work to: 1. Ensure all students are successful in school and in life - this must

always be our top priority. We must never back away from that responsibility regardless of our role.

2. Create in-depth support for all who work with students. Teaching and learning over the years has grown in its intensity and accountability without changing the structures of the past or adding more time for planning, resourcing, reflecting and collaborating. We have a collision of eras and it is making life difficult for many teachers and students. Caseload/class size, workload, climate, testing, cultural proficiency, effective leadership, having a stronger voice in and ownership of our profession must continue to be addressed and improved.

3. Parent, family and community partnerships are critical to advancing learning for all students. The more engaged we are with each other, the more we focus on what is best for students, the more successful all children will be.

Pia Payne-Shannon*Lynn Nordgren


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Minneapolis children experience dramatic disparities in education as evidenced by multiple academic, social, and emotional indicators. In your view, what are the root causes of these gaps? Furthermore, what do you believe is the unions role in closing opportunity gaps in our community?

Q3The opinions expressed herein solely reflect those of the individual candidates and not of Educators 4 Excellence. Candidates are listed in alphabetical order.

Opportunity Gaps

My adult life has been spent living and working in impoverished neighborhoods. I believe racism, classism and white privilege are at the root of what has created the devastating factors surrounding too many of our students. The impact of these factors has taken a toll on students lives the research has proven this and we see it as teachers. It does not mean, however, that we can ever give up on any student. We must do whatever it takes educationally to counter the conditions so that all students have equitable learning opportunities.

MFT has worked tirelessly to advance this effort for many years. Just this year, we negotiated Community Partnership Schools that will allow schools to find creative ways to reach all students. Examples might be: creating medical/social/emotional wrap around services, the strengthening of parent/community partnerships, and expanding students experiential exposure to the world. Schools could become the hub of a community helping bring the community to life.

MFT has also successfully lobbied at the State Capitol to improve housing, transportation, jobs, early education, ELL, special education and educational funding. We must continue to tackle these issues from all sides and MFT must continue to play a strong, assertive role.

Pia Payne-Shannon*


Lynn Nordgren


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Too often, the union is painted in the media as simply an adversary to the district. Acknowledging that there are steps both parties can take to engage in collaborative problem solving, as a candidate for the unions highest office, do you think the union has an obligation to work to improve its relationship with district leadership?


There is no progress without collaboration it is what makes good things come to life. For decades, the union and the district had a very creative and collaborative relationship. One can look to our contract and see the effort put into shared decision-making, PDP, and other labor-management agreements. In fact, we won a national award for our collaborative work. Over time, with changes in both union and district leadership, collaboration began to devolve. It was not and has not been healthy or productive.

My mission as the president was and remains the rebuilding of the trust we once had and pushing for honest, open, and interactive collaboration. With each new district leader, the message has been the same we want to be engaged partners. While MFT could be ranting and raving publicly about many issues, we have chosen to take the high road and work with MPS respectfully to solve problems, find effective solutions and stay out from under the glare of the media. It has not always been easy but MFT has remained consistent in our message and actions and will continue on this path because we see it is starting to work. Collaboration and trust are slowly returning.

Pia Payne-Shannon*


Union-District Relationship

Lynn Nordgren

Yes

No No

Yes


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The president of the National Education Association recently released a statement in support of differentiated compensation. Do you support differentiated compensation? If yes, based on what factors? If no, why not?


Differentiated compensation has many facets. Simply saying yes or no to it is not adequate. MFT first lobbied MDE and eventually acquired differentiated compensation in 2003 for MPS. I became the coordinator of this work in 2004. Together with MPS, we created a pay plan that moved beyond college credits and also allowed teachers to be rewarded for leadership roles, additional learning and application of that learning through action research (called ProPay). It was a highly successful program that helped many teachers not only advance on the salary schedule but also greatly advance their learning and skills. To this date, I have teachers tell me ProPay was THE best and most impactful PD they have ever had. Thankfully, we were able to negotiate its return. I say YES to this type of differentiated pay.

I say NO to differentiated pay based on student test scores or teacher evaluation results. At this time, both are highly subjective and provide limited indicators of what students and their teachers know and can do. So far, wherever differentiated pay has been based on test scores or teacher evaluation scores, the effort has not improved education but instead created tension, division, distrust, and even cheating.

Pia Payne-Shannon*


Differentiated Compensation

Lynn Nordgren

Yes

No No

Yes


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The district has been implementing teacher and principal evaluation systems for the past two years. Do you support a multi-measure evaluation system that includes measures of student growth?If yes, based on what measures? If no, why not?


While I believe evaluation can play a valuable and supportive role in our profession, when it is used to create cookie cutter teaching we (and our students) lose what makes teaching and learning special the art, the science and the magic if it all. And, when we make evaluation a top down tool of reprimand and superficial feedback, we lose its powerful potential.

As the person who helped create and implement the Professional Development Process, I applied top educational research and listened to thousands of teachers. Real growth and improvement take place when teachers collaborate, use peer coaching, take time to watch each other and reflect on their practice together. And, when they have time to quietly review student work products and prepare high quality lessons, their teaching improves.

Student tests, SOEI, student surveys, value added, etc., should not be used as the only measures of real learning. They are snapshots in time but the whole truth about what students really know and can do. Looking at many indicators can be helpful for reflection but using them to rank and rate teachers is not. We have much more work to do in this area before it becomes high stakes.

Pia Payne-Shannon*


Multi-Measure Evaluation System

Lynn Nordgren

No

YesYes

No


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Seniority and tenure are often controversial and polarizing topics in education debates. In your view, should seniority play the main role in hiring, retention, and layoffs? If yes, why? If no, why not?


Seniority in Minnesota was created by the state to make sure that race, gender, sexual preference, age and disabilities were not being used to determine who had a job and who did not which was happening a lot. We like to think that these isms are no longer an issue but they still exist. And, while it may not feel fair, it is the fairest way we currently have until another is created.

While all teachers are important in education, experience does matter. In nearly everything we do in life, experience broadens our capacity, our skills and our knowledge. The investment in the school, the profession and students only increases over time, as does awareness and involvement within the school community. These things provide a strong foundation for a school.

Experience should be honored like it is in so many other professions. However, if a teacher is not performing well, the Professional Support Process (created by the union) should be implemented to either help the teacher improve or help them move out to make room for a more effective teacher whatever their experience level. But, this must only be done through a fair, transparent and meaningful process for all teachers.

Pia Payne-Shannon*


Seniority

Lynn Nordgren

No

YesYes

No


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Should tenure continue to operate in its current form, both in terms of the process of receiving tenure and the benefits that tenure offers?If yes, why? If no, how would you change it?


Tenure provides the ability for teachers to have the academic freedom and voice, to be able to make adjustments in teaching for the good of the students without fear of retribution, to have evidence presented regarding any accusations that may happen, to have the right to due process.

Tenure does not mean that teachers have their jobs for life. Tenured teachers may still lose their jobs for ineffective performance and for disciplinary reasons. In fact, over 850 teachers in MPS over the past 15 years have lost theirs, however, due process was served first for each one.

Hiring and firing cannot be left up to the whims of just one person. Teaching is so complicated and so intense that no one person should have that much power. Tenure allows for balance, fairness, equity and perspective before decisions are made about firing.

All teachers deserve tenure. After one year of a successful residency program, tenure should begin in the second year of teaching. Just today, I helped a fabulous third year teacher who lost her job because the principal didnt like that this teacher stood up for a student. Tenure could prevent this kind of unfair treatment.

Pia Payne-Shannon*


Tenure

Lynn Nordgren

No

YesYes

No


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What is one way you would like to improve operations, communications, or member engagement within the MFT? How would you ensure many voices are heard within the union?


The Executive Board has had three operational goals and will continue to build on each of them:

Member Mobilization: we listen to and engage members through: focus groups on education topics, membership meetings, surveysstate/national conferencescommittee work/leadership opportunitiescommunity/social justice activitiessite visits with members; monthly meetings with Stewards taking members to the capitol; engaging in political actionsa Teacher/RSPs of Color networkNew Teacher Orientationspecial celebrations throughout the yearthree big member parties annually creating Blue Wednesday and GEAR WEAR There is more to do! Our new organizer will help.

Family and Community Engagement: by getting members involved in working with our students families and respective communities, we build more positive relationships and help members feel like they are making a difference. Our Lets Dream Together and Parent Involvement Day events, and social justice rallies/marches have been powerful tools to engage members and build relationships.

Communications: We have:created a new website established an active Facebook page; tweeting negotiated the ability to send out global emails made many site visits to chat and listensent out flyers/newsletters

We will be: hiring a Communications Director bringing back the MFT Educator Newsletter implementing a newly developed Communications Plan

Pia Payne-Shannon*


Member Engagement

Lynn Nordgren


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What is the biggest challenge facing the MFT in the next two years? How would you approach that challenge? What support would you need from the MFT members to overcome the challenge?

Q10

The opinions expressed herein solely reflect those of the individual candidates and not of Educators 4 Excellence. Candidates are listed in alphabetical order.

There many challenges here are four:

1. Making sure the district follows through WITH us on our MOAs. It undermines the credibility of the agreements and memberships trust if they do not. Frequent meetings to collaborate and an implementation plan and timeline are critical. Communicating with members is, too.

2. Getting more members engaged. Everyone is so busy, so tired, so cramped for time that they do not put union participation at the top of their list they rely on union leadership to do the work for them. While we have greatly increased member involvement over the past six years, we need to keep building our numbers (see question #9 for some of the how).

3. Making sure our union stays united. The union is a big tent and has room for all to come in and participate we must find creative ways that work for everyone to join in (possibly forums?). Public fighting takes our focus off students and members while also confusing them. It weakens our collective voice.

4. Continuing to build a positive union reputation through political, community and parent engagement. We must be seen as important players in the solutions of what is good for students.

Pia Payne-Shannon*


Biggest Challenge

Lynn Nordgren

For far too long, education policy has been created without a critical voice at the tablethe voice of classroom teachers. Educators 4 Excellence (E4E), a teacher-led organization, is changing this dynamic by placing the voices of teachers at the forefront of the conversations that shape our classrooms and careers.

E4E has a quickly growing national network of educators united by our Declaration of Teachers Principles and Beliefs. E4E members can learn about education policy and research, network with like-minded peers and policymakers and take action by advocating for teacher-created policies that lift student achievement and the teaching profession.

Learn more at Educators4Excellence.org.

Your Union, Your Voice: 2014 Minneapolis Federation of Teachers Voter Guide

Documents

Transcript of Your Union, Your Voice: 2014 Minneapolis Federation of Teachers Voter Guide