Bob Dole’s acceptance speech to the Republican National Convention in San Diego during the 1996 presidential election sent a message to teachers’ unions that there remain in America politicians willing to challenge the union stranglehold over our public education system.
Many other politicians—notably, former Secretaries of Education William Bennett and Lamar Alexander, Governors John Engler of Michigan and Tommy Thompson of Wisconsin—have challenged the twin-titan education labor unions: the National Education Association (NEA) and the American Federation of Teachers (AFT). But few have done it with such vigor and point-blank courage as Dole, when he stared into the camera and said to the unions on behalf of the American people: “If education were a war, you would be losing it.”
The philosophy behind Dole’s words virtually mirrored the highly publicized 1983 report, “A Nation at Risk,” that stated: “If an unfriendly foreign power had attempted to impose on America the mediocre education performance that exists today, we might well have viewed it as an act of war.” The analogy was not made, but had Senator Dole followed his thoughts to their logical conclusion—and if education is as inadequate today as we are led to believe—then teachers’ unions are guilty of treason for aiding and abetting the decline of our nation’s schools.
The education labor unions were quick to vilify the former Kansas senator, and Dole was left defenseless. Perhaps, in hindsight, the Republican nominee would have been better served if he had energized and mobilized the hundreds of thousands of public educators who are opposed to the policies, politics, and radical agendas of the NEA and AFT. Many of these teachers are members of one of the fastest-growing movements in our nation—professional, independent teachers’ associations.
Most independent teachers’ associations had their origin in the 1950’s, although the Missouri State Teachers Association can trace its roots to 1856, predating the education unions. These independent organizations started primarily in response to compulsory union dues, monopoly bargaining, teacher strikes, and the unions’ overtly political agenda. In thirty four states, monopoly bargaining handed to the teachers’ unions by state legislatures, school boards, and some courts has given virtual control of school policy-making to the self-serving, anti-reform, and bureaucracy-loving unions. In many states, teachers’ unions are little more than what National Right to Work Committee president Reed Larson wrote of them in The Washington Times: “a forced-dues-fed political action machine.”
There are now thirty six separate independent teachers’ associations in operation in the various states, and, in addition, there are five national organizations. Voluntary membership in independent associations has been estimated in excess of 300,000 members. Unparalleled growth in Texas, Missouri, and Georgia established the independent associations as the largest and most powerful voice for education in those states.
Independent teachers’ associations have not, however, attained their potential in membership; in fact, their growth has been stymied by teachers’ unions’ substantial control of teacher access, particularly through taxpayer-funded mailboxes. Distortions and half-truths concerning teacher liability persist. Walter Jewell, executive director of the Professional Educators of Tennessee (PET), told of a situation in his state “where the union even went as far as to identify the wrong insurance company and insurance plan for his organization to further confuse teachers.” Most independent teachers’ associations have more-than-adequate liability protection, sometimes even superior to the unions’ insurance. School districts more often than not carry liability insurance. Tort reform and limits on teacher liability are usual concerns for smaller independent teachers’ associations.
In Texas, the Association of Texas Professional Educators (ATPE) has raised awareness of the role of the federal government in education, particularly with the proposed national assessment program. Mike McLamore, director of government relations for ATPE, has urged “the congress and the president to forgo consideration of a national assessment and to appropriate incentive funds for states to develop or refine state-directed curriculum systems that are aligned with assessment and accountability measures.” McLamore is typical of independent teachers’ association leaders who want to see local citizens and state legislatures taking a more active role to chart new pathways toward public education excellence in our nation.
Independent teachers’ associations are generally characterized by their support for local control of education, opposition to teachers’ strikes (which interrupts the education process for students), teachers’ freedom to join the professional organization of their choice, and a non-partisan political agenda. Independent associations view the child as the centerpiece of public education, and support policies that promote quality instruction.
Despite the allegations of teachers’ unions, those who disagree with their political agenda or join independent associations are not necessarily anti-union. Americans themselves are generally suspicious of any kind of monopoly. Independent teachers’ associations pursue a public political ideology that is non-partisan, while teachers’ unions overwhelmingly favor Democratic candidates and officials. Unions rely on adversarial methods—threats and force, which also discourage public support. In fact, acts of union violence in the education field is an area in need of closer examination by school leaders, government officials, and the public at large. If society wants to impose zero-tolerance on students for acts of violence, the rule should be applied equally to school personnel.
Independent educators simply may be teachers who take pride in their profession and wish to restore the respect and recognition that has been lost by public education during the unions’ long-time dominance over our schools. To make this country stronger, to move our education system forward, our country desperately needs teachers who welcome the challenge of the future. Because they are not locked in to the same worn-out slogans or outdated dogmas, independent education associations may be the last, best hope for reform in our public schools.