Below is a simple template email that you can copy, paste, and send to your principal. Feel free to make any necessary edits, but try to keep the email short and direct. Though they may not remain when copied and pasted, I have linked a few key pieces of information. Please see below the email for additional details or to download the Word Doc version of this email.
Dear Principal ______________,
I hope this brief message finds you and your family well during this unprecedented time. I cannot begin to imagine what has been asked of you by our district. Planning and scheduling two different options within one week must be an impossible task.
Due to the current CDC guidelines meeting the criteria for a high transmission area, I will be attending work remotely beginning tomorrow, (enter date). I am concerned for my health, as well as that of my family, neighbors, and the broader public. I hope you understand and respect this decision.
Governor Ron DeSantis and Education Commissioner Richard Corcoran have both made assurances that educators who do not feel comfortable returning to the brick and mortar setting can engage in distance learning. I have made my request for an eLearning position, yet have not received confirmation. If you can confirm that I have received an eLearning position, please let me know at your earliest convenience; if you cannot confirm at this time, I will await my appointment. In the meantime, I will continue my own learning through professional development, focusing specifically on our new platforms to serve our students online.
I look forward to when the virus subsides and it is safe for all to return to our school.
P.S. – Feel free to edit how you see fit for your district.
P.P.S. – Here are a few key excerpts from the CDC guidelines regarding why our schools should remain closed until our COVID rates decline. Many continue to simply say “the CDC said…” yet have not read the specifics in the updated guidelines.
And since then the numbers have only gotten worse. The average teacher pay in Florida, for example, when taking the entire U.S. into account (including D.C.), is now 48th.
Funding? According to Diane Rado’s most recent article in the Florida Phoenix News, Florida ranks 45th.
TL;DR? Funding affects outcomes. Period.
How much worse can and will it get before there is an all out uprising?
Why are educators so afraid to stand up for themselves?
How can people be so afraid when school districts all around the Sunshine State are begging people to become teachers while the already massive teacher shortage continues to worsen?
How much abuse and disrespect will educators endure before they unequivocally state that enough is enough?
The fear of speaking out mystifies and perplexes me.
People on social media have told me to pipe down. That I should not be encouraging others to take a personal day. Well guess what? It’s a personal day that I can take off any time I want and will do dang well what I please with it, whether that is make the drive to Tallahassee and protest the outrageous treatment of our students and our profession or just sit around my house all day reading books. Regardless of what I choose to do in either of those scenarios I would certainly enjoy my time…but I have a funny feeling the former option would be far more productive use of said time on January 14th, 2020.
Some claim that I am being reckless in that I have not reviewed the penalties for joining in on a strike in Florida, and if you’d like to read the statutes yourself the two main chapters are 447 and 775. Even if this were “construed” as a strike–which I will argue all day long that it is NOT–it is a second degree misdemeanor and up to a $500 fine. As a highly decorated professional with a long track record of success, as well as an army of former students who would surely cry out at the injustice of such a lunatic play on the part of the district or state, I think I would be willing to take that fight any day. I can only imagine the Florida newspaper headlines if teachers start getting arrested for standing up and speaking out for their students and profession, and in the midst of terrible teacher shortage that worsens each year no less.
Never one to leave anything to chance, I decided to ask the Florida Commissioner of Education himself. I will update everyone if and when there is ever a reply.
For now, though, here are two simple options:
Take a personal day on 1/14/20. Do with it what you will, but for my part I’ll likely be in Tallahassee, hopefully on the steps to greet the legislators as they begin the first day of the new session. Whether I am a lone man or one of many thousands matters not to me, but I ardently hope I am not alone.
If you cannot risk taking a personal day for whatever reason, then at least join in on the post-work demonstrations that will take place locally all across Florida. If you haven’t heard of Reconstruct-ED: A Message to Governor DeSantis, it is a public group on Facebook replete with concerned stakeholders from all across Florida. Thousands of taxpayers, parents, educators, and public education advocates are planning marches with local leadership teams, and if you haven’t connected with yours, please reach out to them to find out who is helping your county.
Hope to see a massive turnout that turns major media attention toward Tallahassee, because a long overdue conversation with actual classroom teachers is just what our legislators clearly need!
This is my most recent set of comments delivered to the HCPS School Board. Make no mistake, it is a lament about our test-and-punish culture that is destroying creativity and initiative in its wake, leaving many students dissatisfied with their education and experiences related to it. As noted previously, “the kids who succeed do so despite the system–not because of it.”
And the greatest sacrifice laid on the altar of lobbying interests in this entire travesty that has become our public education system here in Florida?
A love of lifelong learning for far too many children…
The overuse of standardized tests to generate the almighty data for the false god of accountability has virtually destroyed an entire generation’s innate curiosity. As so eloquently stated among innumerable ways throughout her acerbic piece, writer Anastasia Basil recognizes the urgent need to revolutionize and reconfigure our entire educational enterprise when she bluntly states, “The time for radical change was yesterday. (You’re late. Here’s a tardy slip.)”
What is happening to education now also happened to what once used to be another non-profit/public good in the past: medicine. Much of the privatization began in the 1970s and now we have created a system that equates to roughly 20% of our entire nation’s GDP. The public education sector started trickling down this revenue stream in the 1990s, and now it seems like the Education Industrial Complex, led by Pearson first and foremost, is an unstoppable waterfall that will pummel every aspect of education until it is completely commodified and monetized.
Tests are a natural part of education as formal assessments used occasionally by classroom teachers–the actual experts in the room working with children that lobbyists and think tanks continue to micromanage with campaign contributions. But all of the ridiculous state level tests that students must endure–as well as the nearly constant “progress monitoring” at the earliest ages–is creating a toxic environment that is riddled with chronic stress on every human being involved, most especially our children.
Take my high school as an example. We began testing on May 1st as decreed by law and it was a logistical nightmare. From 5/1 through 5/23 our school was administering some sort of standardized test every. single. day. Students had to take the FSA, EOCs (End of Course exams for graduation requirements such as Biology and Algebra I), AP exams, or IB exams. Most students end up testing for consecutive days, especially ESE students with accommodations for additional time. Many IB students took multiple exams on multiple days due to the scheduling conflicts and, in some cases, even took makeup AP exams after graduation. Furthermore, the scheduling was compounded by the lack of computers in the school, which had numerous teachers and students having to move to alternative classrooms so that the computer lab or media center could be taken over for testing.
Beyond the logistics–and far more critical–is how much all the testing truly stresses out students. For the Sunshine State to claim that it cares about the mental health and well-being of its children on the one hand, it makes for a comically absurd paradox that Florida’s reliance on standardized tests crushes the creative spirit of many children while simultaneously heaping undue stress and anxiety upon them on the hand. Our students need love, attention, and encouragement; they need to feel cared for and nurtured by the adults in their school house. What they don’t need to is to be told they’re inadequate by being reduced to a number…
The reductionist view of seeing kids as merely data to be mined is deplorable and demeaning. While this might not necessarily be the intention, it certainly leaves many of them feeling dehumanized if nothing else. In virtually every aspect of the testing regime that begins May 1st, kids must know their student number, the school code, the testing site digits, and on and on.
Worse than this, the focus on the almighty tests that determine the fate of would-be graduates all but eradicates any true desire to learn for its own sake. In the last decade or so, the students who have survived the test-and-punish model leave in one of two states: roughly the bottom half leave with a false sense of confidence due to inflated district and state exams, while the top half walk away knowing how to “pump and dump” as the kids call it: memorizing facts to regurgitate on some test, all so that they can get an easy A.
And regardless of the half, all of them are glad that it is over.
Education has become so transactional and formulaic: Memorize stuff. Spit it out on a test. Get the grade needed to move on. Repeat. There has to be a better way, and it begins by lessening the focus on testing. Two main suggestions:
– Reduce or eliminate as many tests as possible, preferably all of the FSAs and EOCs; instead, rather than using it as an alternative graduation requirement, allow an SAT or ACT baseline concordance score in its place. The state already has every student taking the SAT, so perhaps the adversity index could even be used in the mix. Currently, there are several states in the U.S. that solely use concordance scores in lieu of any state test, and this would provide a better gauge to compare Florida’s students against the rest of the U.S. on a norm-referenced test rather than criterion-based and otherwise meaningless exams with opaque sliding scales that tell us nothing useful.
– If the tests must stay, return to paper testing for all exams. It may be more expensive, but it saves time to administer the tests all in a single day in any given classroom rather than the few available computer labs or the school’s lone media center. If the school is even fortunate enough to have a full time teacher-librarian, he or she should be opening new vistas for children, not watching them get the joy of learning sucked out of them like the Pod People in The Dark Crystal.
Commissioner Corcoran and the Florida Board of Education claim to want the very best for our children and their education. What parent or teacher would not want the very best education for their child so that he or she may continue to be lifelong learners with a passion for constantly getting better as human being while living as well as possible? Should that not be our aim? To help recognize, encourage, guide, and nurture the potential and passion within every child? The educators working with kids in classrooms all over this state certainly want this for their students–and do their best to provide them despite the current barriers–why not take away all these tests and stressors so that we can flourish together?
Because if we don’t, the more we double down on this failed test and punish “accountability” scheme, the more the state of Florida–and by extension the entire United States–will get results like this…
Originally intended to be comments read to the board, it became clear that they would go beyond the three minute limit. If you prefer to listen, click play; if you prefer to read, see below.
For the better part of 25 years I have spent much of my time reading philosophical and sacred texts from around the globe. If you read the parting letter I gave to my seniors that I sent you last week, you now know how much those twin pursuits have shaped my principles and perspective. I had the good fortune to revisit one of my favorite books this past spring, Marcus Aurelius’ Meditations. Over the course of a month, I met with a small group of interested seniors for us to deliberate that week’s readings; we all grew so much from the dialogue that emerged from his wise words, which is why I hope you consider the ones I share in the following open letter:
“The impediment to action advances action. What stands in the way becomes the way.”
We currently have two major impediments that can no longer be ignored: bad behavior and lack of literacy. We must address these challenges head on, out in the open, and that begins with real leadership.
I spoke about the need to bring other leaders into these important, challenging conversations, starting with the teachers and ESPs who are willing to roll up their sleeves and get their hands dirty for our kids. But we need all leaders who are willing to help in these critical endeavors. Every elected official in Hillsborough, whether municipal, county or state. Every business owner who can help provide goods and services for our most disadvantaged citizens, especially those with children in our schools. Every caring community member who simply wants to volunteer, mentor, or help our students in whatever way he or she can.
But when I say we need leaders, we need real leaders. Real leaders aren’t afraid to admit they don’t have all the answers. Real leaders aren’t scared to admit when they’re wrong. Real leaders know their strengths and weaknesses, often surrounding themselves with counselors who will enhance the former and mitigate the latter. Real leaders listen and respond with, as my good friend Ernest Hooper recently wrote, honesty, transparency, and empathy.
Yet all of this begs the following questions—and I leave them for each of you to reflect upon individually—Am I a real leader? How do I exemplify these attributes? In what ways have I not lived up to these traits and how can I improve upon them?
And though you can continue to reflect upon those, let’s drill down to more specific questions of leadership:
Where was the leadership in addressing the growing chorus of concern about student behavior, much of which had been documented, discussed, yet met with no action?
Where was the honesty in the empty promises made to teachers like Bianca or others who were told it would get better?
Where was the transparency in the way these discipline issues were so often swept under the rug and out of public consciousness, thereby simultaneously hiding and exacerbating the problem in the process?
Oh, you can shut the cameras off to answer that one if you’d like.
Most importantly, where was the empathy when a two time, highly effective teacher who became a team leader at the end of her first year quit out of frustration with a toxic school environment?
Real leaders—the wise ones who seek to serve others through their actions—would have tried to understand her perspective, spend a day with her shadowing the classes, walk her walk, so to speak. Instead, some “so-called” leaders actively called around to every single media outlet on both sides of the bay, trying to spin the bad press into another “disgruntled teacher walks away” story, even going so far as to reveal the fact that she still had not passed her General Knowledge exam. Even saying it aloud now makes me shudder at how reprehensible those unethical actions were, especially in light of what Bianca had been through and how much she impacted her students in those two short years. It is difficult for me to convey how deeply disappointed in our district I was when I learned of these facts.
As my friend Marcus reminds us all, “if it is not right, do not do it; if it is not true, do not say it.”
The simple truth is that there are many, many aspects of HCPS that are good and positive. We have a lot of successes in a lot of different areas, and no one will deny that. We should continue to share and celebrate these stories with everyone. But we also need to share our challenges. They are part of our story as well, and to deny them tells an incomplete tale that unfairly marginalizes the daily, negative experiences of a sizeable portion of our students and employees.
We have to do better for them. We have to do better for us all.
With regard to behavior, what we need is simple. Fidelity to the student discipline plan currently in place on the district’s website. Though Faye Cook has retired, she wants me to remind all of you that student learning conditions are teacher working conditions. By applying the current student discipline plan with fidelity and uniformity across the district, we can take the first meaningful step in the right direction. But that means district admin has to stop telling site based administrators to hide or play down discipline issues.
If we have any hope at really addressing the behavior issues, it will mean actively taking a stand against them and having consequences for students. No one is advocating a return to the draconian measures of the past in which disproportionate number of African-American and Hispanic students were suspended for minor infractions, but the pendulum has swung so far to the extreme that there has to be a middle ground we can occupy that allows teachers to do their jobs while educating the vast majority of students who are in those same classrooms and genuinely want to learn yet cannot due to constant disruption.
We claim that we are preparing students for life, but does life not have consequences for our choices and actions? It stands to reason that it does, and while people will point to the studies claiming the school-to-prison pipeline is filled with students who were often suspended, I would argue our current implementation of the student code of conduct very well may lead a number of our students to the same end. Once they graduate and have turned 18, do you think the police officer or sheriff’s deputy is going to simply give him or her a verbal warning when the kid makes a major mistake? Nope. That world is very black and white, and what we are instilling in many students is that teachers have no authority at all and that they can treat adults with impunity due to the lack of actual consequence.
And while we’re talking about prisons, I once read that some of the for-profit prison chains—yes, America in its unfettered love of capitalism and desire to turn every facet of our existence into a commodity has for-profit prisons too—use 3rd grade reading rates in their data analysis to decide where to build their future houses of incarceration. So how to do we fix the reading issue? Surely a half million dollar consultant won’t be able to solve this, but our entire community can if we all work collaboratively, starting with something as simple as a reading awareness campaign. Our culture is awash in signals that constantly extol the virtue of screens. Kids need to have adults from every avenue in their lives reading books, newspapers, magazines or any other print media and then have conversations about what they are reading and why.
As teachers we all know that we are role models for lifelong learning. But our kids need to see this reinforced in other ways and by other caring adults. We could get signs up on billboards; local celebrities to read bedtime stories to kids and then post them online; we could have a social media hashtag campaign such as #WhatAreYouReading? as suggested by Marlene Sokol; we could have more high schoolers reading with/to elementary kids like Crest does with its Trendsetters club. Surely these simple suggestions can be the initial steps in building a Hillsborough wide culture that will positively impact all of our students. There are so many ways we can approach this via a grassroots effort by the entire community.
Let’s figure out how we can get these conversations going. Let’s put out a call to action for all the real leaders in our community to help us address these issues. But first it will take admitting we have our own challenges. Just like any family that has disagreements from time to time, we all need to recognize that we’re in this together and have to do what’s best for the entire group—especially the children.
In closing, I would like share some final words from my good friend Marcus. I carry a token in my pocket as a reminder of these words, and I reflect on them frequently. The obverse of the coin is a depiction of Arete, the goddess of virtue with a phrase from Cicero that reads Summum Bonum, symbolically representing the Stoic ideal of living a virtuous life as the “highest good”; on the reverse, however, is another quote from Aurelius’ Meditations: “Just that you do the right thing. The rest doesn’t matter. Cold or warm. Tired or well-rested. Despised or honored. Dying or busy.” Let us all keep these words close to our hearts and minds as we move forward in unity to solve these twin challenges so we can provide the very best education for our students and their future.
This podcast is long overdue. Recorded last summer, I sat down with Carol Lerner to discuss her organization and advocacy yet never published this episode due to prioritizing political candidates leading up the election. The content, however, makes this an ideal podcast to listen to and share with others, especially with the 2019 legislative session just around the corner.
On this episode, Carol discusses the aims of the POPS Manasota organization; provides an excellent overview of the pernicious influence of corporate charter management companies, specifically Academica; walks the audience through the tax credit scholarship program that diverts would-be tax dollars away from the state’s general fund and toward private schools with no accountability; and closes out our chat with how much “dark money” is influencing school board races, particularly in Sarasota county.
If you’d like to learn more about POPS Manasota or join its cause if you live locally in Manatee or Sarasota, you can Like or Follow their Facebook page, follow along on Twitter, or reach out to Carol directly by emailing email@example.com.
P.S. – If you’d like to learn how much “dark money” is being used to infiltrate local school boards to further along the privatization efforts by the corporate charter companies and their legislative lackeys, watch this highly informative video below.
What follows herein, then, is a direct rebuttal to many of the points addressed within the Speaker’s column. As an independent voter who has never had a party affiliation, I am one of many citizens who feels disenfranchised by a two-party system that has been largely hijacked by extremists on both sides of the aisle. The entire Sunshine State needs collaboration and compromise between its lawmakers; our citizens have received very little of either in the two decades I have lived in Florida, however, and this is especially true during the last two contentious legislative sessions overseen by Speaker Corcoran.
The Speaker’s column begins with a bombastic claim that Floridians will have the opportunity “to vote on the best slate of constitutional amendments ever.” Much of what follows from there is largely opinion with few facts to corroborate his assertions, so let’s examine his claims individually to see how they stack up against reality during Governor Scott’s tenure in office as well as Representative Corcoran’s time as Speaker of the House.
Speaker Corcoran initiates his column by proudly stating he and Governor Scott have cut taxes 80 times totaling over $10 billion dollars since 2010. As someone who is personally fiscally conservative, this would be welcome news if my perspective weren’t already tempered by the realization that all Floridians have an obligation to the future, which requires investment in public institutions and services, something our state cannot afford to do by constantly curtailing revenue streams for no other reason beyond pandering to an ultra-conservative political base.
All it will really take is the next economic recession–something that Speaker Corcoran surely knows is coming considering how much he touts his love of free markets as a panacea for every economic ill–and the boom and bust cycle will ensure that our consumption based revenue will collapse in on itself much like it did during the housing crisis a decade ago.
Instead, however, the Speaker is pushing for yet another homestead exemption that will further reduce revenue by $637 million dollars at a time when we desperately need funding for Medicare and Medicaid expansion, infrastructure, and public education. And what do Floridians stand to receive if this amendment passes? $250. Annually.
And while discussing per-pupil funding, let’s acknowledge how abysmal it has been for the last decade despite constant claims by Governor Scott, Speaker Corcoran, and Senate President Joe Negron that this year’s “record-level” $7,408 per-pupil amount is “unprecendented” and “historic”; adjusted for inflation, the $7,126 from 2007-2008 would need to be $8,415 to have the equivalent purchasing power, a fact anyone can check with the U.S. Department of Labor’s CPI Inflation Calculator. $8,415 is clearly far more than the $7,221 our schools received this past school year, meaning we are at least $1,200 behind and lag the national average by approximately $4,000.
At a bare minimum, the students, parents, and education professionals deserve a special session so that the Florida Legislature can actually provide the $400 million it pledged for school safety, rather than shuffle all the money around in the education budget and still claim to have increased funding. Far more importantly, it also begs the question of why education spending did not increase by $1.5 billion when the entire budget climbed by over $6 billion. Public education is already one quarter of the state’s budget after all; shouldn’t it deserve an equitable increase as a total proportion of the new budget?
At this point it is worth noting the about face of Speaker Corcoran, who, lest we all forget, was chief antagonist of Governor Scott for much of the 2017 legislative session, fuming over “corporate welfare” and wanting to eviscerate the funding of both Visit Florida and Enterprise Florida, two of the governor’s beloved pet projects. This animosity evaporated almost immediately at the end of the session after a closed-door horse-dealing session that every public education advocate knows all too well.
After detailing how he–along with Governor Scott, Senate President Joe Negron, and Florida Supreme Court Justice Jorge Labarga–appointed the 37 members of the Florida Constitutional Revision Commision, a group that has set out to attempt to install its politically conservative agenda into our state’s most precious civil document rather than listening to what the Sunshine State’s citizenry wants, Speaker Corcoran segues into hollow words about ending corruption in Tallahassee because of his “ethics reform package.”
For someone who constantly preens himself over his record on challenging special interests and ending “corporate welfare”–a point upon which he and I philosophically agree, interestingly enough–Speaker Corcoran’s words run diametrically opposed to his actions when it serves his own interests and agenda.
Speaker Corcoran also goes on to boast of his and Governor Scott’s education priorities, noting–quite incorrectly, one might add–that “Florida is one of the only states in the nation to significantly improve math and reading scores.” He is referring to the NAEP, which is small sampling of random students and schools that deals with proficiency not growth. Truth be told, all the NAEP report demonstrates is that some random students did better than other random students from several years ago.
It is noteworthy, however, that Polk School Board member, Billy Townsend, keeps pointing toward an exhaustive report done by Stanford University that clearly tracks all students across multiple grades to build a robust picture of student growth (or lack thereof) on standardized tests, which, as anyone in public education knows, is the only metric deemed worthy of consideration by the Florida Legislature. This report, oddly enough, has been routinely ignored by every single person in Tallahassee. Why? This map speaks for the entire study:
With regard to the school board term limit proposal in Amendment 8, Speaker Corcoran neglects to mention that this is one of the “bundled” amendments that will also establish a state governed charter school authorization board that can circumvent the power of our own locally elected officials in addition to establishing a parallel “public” school system that will not answer to local school boards, which is only another ploy to redirect precious, scant taxpayer dollars to entities that have little oversight or accountability.
Finally, as an insult to all Social Studies teachers across the entire Sunshine State, Speaker Corcoran tells us that the Florida Legislature and the CRC have set out to enshrine civics education in our Constitution in an effort to ensure “a student should not be able to graduate without understanding what makes America great. Our founding documents and the values of our free society should not just be taught, but understood by every student who comes out of a Florida school.” This is already happening here in Hillsborough where Civics in a mandatory course that all students take in 7th grade, and undoubtedly everywhere else throughout the state. How else could Parkland students so quickly organize the “March For Our Lives” events and eloquently share their views if we had no robust civics education in Florida schools?
At the end of his tenure as Speaker of the House of Representatives, Richard Corcoran has clearly failed at what he set out to do when he took the gavel and stated he would disrupt the status quo. What he failed to realize was the paradoxical nature of his quest that did not acknowledge a single fact of paramount importance:
That Speaker Corcoran–and by extension the entire ideologically-driven, GOP-dominated Florida Legislature of the last two decades–is the status quo.
This episode of the Teacher Voice podcast focuses on one of the most critical issues facing the Sunshine State: the citizens and taxpayers of Florida being defrauded by the for-profit charter management corporations.
The guest on the podcast is Pat Hall, a retired public educator now turned public education advocate. Pat, along with other key players in the League of Women Voters, is on a mission to expose the fraudulent ways that these for-profit management companies keep nearly HALF of the money that is meant for students in the classrooms. Our discussion covers how these companies bilk the taxpayers while peddling influence at the state and local levels. Please listen and be sure to share with other concerned citizens and public education advocates!
“Charter School Explosion” – A 7 part series written by Pat Hall and published exclusively in La Gaceta. All of these pieces are highly informative, but if you only have time for one, be sure to read part 5, “Following the Money,” which was featured by Diane Ravitch on her own education blog.
Publisher’s note/two minor corrections: 1) SLAM stands for “Sports Leadership and Management”; 2) Hillsborough County School Board member for District 1, Susan Valdes, received $12,000 total (not as in a single day) from for-profit charter management companies or people during the last election cycle. $6,000 came on a single day (5/25/16), and the three individual checks I reference from John Hage (CEO of CSUSA), Charter Schools USA, and Red Apple Development were all donated on 12/17/15. You can find campaign contribution records for her or any elected official in Hillsborough County by clicking this link here.
Got some time to spare? You might want to read the language of HB7055, the tumescent bill brought to the citizens of Florida by Corcoran, Diaz, Bileca et al. What started off as a 109 page bill covering multiple topics has now ballooned to 198 pages after a couple committee stops. In its current form it has an 11 page introduction and covers 32 different subjects, which is why many critics of the legislation have dubbed it a “train bill.”
But this is a misnomer.
HB7055 is not a train bill. It’s a trainwreck. And it will have a devastating impact on public education here in Florida.
For those who haven’t been keeping up with the latest Tallahassee shenanigans since the start of committee work back in September, there is one theme that is running through many of this year’s bills—subvert the Florida Constitution by legislating around it. Two strong examples are the proliferation of vouchers and attack on teachers’ unions.
Despite all the problems that have recently cropped up in the last year concerning the utter lack of accountability for private schools and for-profit managed charters receiving public taxpayer dollars, Speaker Corcoran seems intent on giving more and more money away to those who will line their own pockets rather than educate our children. It’s not enough that educational vouchers to religious schools have already been struck down by the Florida Supreme Court during the Jeb Bush era, or that Governor Scott’s stacked deck of CRC players is also trying to remove the Blaine amendment, Corcoran and his army of yes-men in the House will continue to write bills this way to economically undermine the entire public education system despite the outcry from engaged and enraged citizens.
And who finds this the most distressing? Public education advocates in general, and teachers in particular. So what is the House to do? Silence the teachers. How? By making it difficult to unionize and thereby have some semblance of control over their contracts, salaries, workplace conditions, and the exercise of their First Amendment rights without fear of retribution.
Let’s completely set aside the fact that this legislation will provide yet another end run around the Florida Constitution by potentially stripping educators of their constitutionally guaranteed “right of employees, by and through a labor organization, to bargain collectively.” (Article I, Section 6) The legislation is redundant because employees can choose to decertify their union if they ever deemed it necessary, so all the bill really seeks to do is shut down any union with less than 50% membership and have them jump through numerous officious hoops on an annual basis.
Really, Representative Bileca? You do know where you live, don’t you? The United States of America, the country that always lives under minority leadership. Case in point: the 2016 election cycle. Roughly 60% of all eligible voters turned out at the polls. Of that 60%, 48.6% voted for Hillary Clinton and 46.2% voted for Donald Trump. 46.2% of the roughly 60% of the voters means that our current president now holds office because 27.7% of Americans voted for him. You know what that is? A minority rule.
These numbers also bear out at smaller scales such as state level elections, which means the legislation that the so-called “majority” keeps passing is not intended for the majority of the Sunshine State’s citizens at all. Instead, these bills are a means of repayment to the plutocratic overlords who bestow their largesse on political operatives who are in turn willing to sell out our own children in the name of corporate welfare, crony capitalism, and the decimation of public education as an institution.
It’s a foregone conclusion that HB7055 will pass the House along party lines at some point this week. Our only hope is that the more balanced body, the Florida Senate, will seek to avert this trainwreck that will slowly derail all of public education as we know it.
Contact your Senators now and demand they prevent this trainwreck from happening.
Teacher Voice is seeking guests to either write short posts (500 word limit) about current education issues or to discuss them in person for the biweekly podcast. Interested? Fill in the form on the Contact page or email directly at firstname.lastname@example.org