Teachers Unions 9-4-25

Teachers' unions are adapting to the shift of education governance to the states by concentrating their power at the state and local levels. This includes influencing state legislation and increasing grassroots mobilization.  

Increased focus on state and local influence

·       State-level lobbying: With education policy increasingly determined by state legislatures, major unions like the National Education Association (NEA) and American Federation of Teachers (AFT) are focusing their lobbying efforts at the state level. They advocate for state-level policies on funding, professional standards, and educator rights.

·       Targeting school board elections: Unions are channeling resources into local school board elections to ensure that sympathetic candidates are elected. These elections are crucial for influencing district-level governance and collective bargaining agreements (CBAs). A 2005 study found that union support was as powerful as incumbency in predicting a candidate's success in school board elections.

·       Grassroots mobilization: Local affiliates are fighting for specific protections in contract negotiations and mobilizing members at the grassroots level. This allows unions to address issues tailored to individual districts, such as "just cause" protections against unfair dismissal or smaller class sizes.

·       "Bargaining for the Common Good": Some local unions are expanding their negotiation strategies to address wider community issues, a strategy known as "Bargaining for the Common Good". This involves advocating for social issues like mental health support, equitable discipline policies, and increased resources for immigrant and homeless families. 

Union tactics vary by state

Unions have long operated under varied state laws concerning collective bargaining rights, which dictates where and how they focus their efforts. 

·       Collective bargaining states: In states that permit collective bargaining for public employees, unions can negotiate with districts on compensation, working conditions, and other contract terms.

·       "Bargaining at the ballot box": In states that prohibit or restrict collective bargaining, unions focus on political and legislative advocacy. As one NEA member explained, they "bargain at the ballot box," working to elect pro-union candidates at all levels of government.

·       Litigation and legal defense: In states with more restrictive laws, national and state unions provide legal support for members, defending them against unjust disciplinary actions or violations of their rights. 

Addressing declining enrollment and criticism

Teachers' unions face ongoing pressure from declining student enrollment and criticism over their response to the COVID-19 pandemic. In response, they are adapting by: 

·       Highlighting teacher shortages: Unions highlight teacher shortages to argue against budget cuts, a tactic used effectively during the pandemic.

·       Expanding the union's mission: Unions are broadening their focus beyond compensation to promote "common good" issues that address the social factors impacting student learning.

·       Prioritizing member engagement: Some unions are adopting new strategies to attract and retain members, including enhancing communication and professional development offerings. 

Overall, the adaptation of teachers' unions involves a multifaceted approach that combines strategic political engagement, grassroots organizing, and localized collective bargaining, tailored to the specific legal and political landscape of each state. 

Teachers' unions are adapting to the shift of education governance back to the states by concentrating their power at the state and local levels through grassroots organizing, state-level lobbying, and local contract negotiations. This strategic shift responds to the current federal administration's efforts to reduce federal oversight and funding, placing more authority over education policy in state and local hands. 

Core strategies for adapting to state control

1. Strategic state-level engagement

·       Political pressure: Unions are increasingly prioritizing state politics, where they already provide a high percentage of campaign contributions for education advocacy groups. This gives them significant influence in state legislative decisions regarding teacher policies.

·       Lobbying and organizing: Unions lobby state legislatures on key issues, and their success can vary depending on the political landscape. For example, in states like California and Illinois, strong collective bargaining protections allow unions to effectively negotiate on behalf of their members. 

2. Increased local activism

·       Grassroots organizing: In addition to working with statehouses, unions are building influence at the grassroots level through active engagement with local labor and progressive organizations.

·       Targeted tactics: Unions are employing a range of tactics, including demonstrations, strike threats, and picketing, to mobilize their members and put pressure on school boards and superintendents.

·       Expanded focus: While still focused on compensation and working conditions, local unions are broadening their agendas to include community-oriented goals, such as support for immigrant and homeless students. 

3. Prioritizing local contracts

·       Negotiating local protections: As federal protections recede, unions are fighting to codify existing rights and secure new ones in local contracts. In Virginia, for example, a local union successfully added a "just cause" requirement for firing a teacher to its contract.

·       Influencing district governance: Local unions are seeking direct representation on district-level decision-making committees to institutionalize collaborative partnerships.

·       "Spillover effects": Strong contracts in one district can set a precedent and influence bargaining outcomes in neighboring or similar districts. 

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Comments

Public School Unions need to get students to read, comprehend, write and do math at Grade Level in elementary schools. They need to prepare high school students to function as adults. Students need to take responsibility for their education and perform at grade level from K-12. The Iowa Test should be used to track student performance.

Parents need to notice what Motivated Abilities their children have and make sure they know the starting and average pay for jobs that fit their children’s talents. Students need to bear the primary Responsibility for their choices.

Norb Leahy, Dunwoody GA Tea Party Leader