Greetings,

Last Friday, most of you received a  “Welcome Back” letter from Superintendent Green, forwarded to you by your principal (the letter is copied below).  It is customary for the superintendent to welcome us to a new school year.  Such greetings may identify challenges, but are generally positive, supportive, and motivational.  This letter, however, was unique.  Aside from the background, there was no mention of welcome, and the tone seemed cautionary and concerning.
 
Dr. Green writes, “This is the year it must all come together.  This is our moment to show we are serious about change.”  On the surface, we should welcome such a statement, but we must ask, “what kind of change?”  The statements that immediately follow in Dr. Green’s message should give us pause.
 
He goes on to say, “we are serious about placing the interest of children above the interest of adults, and serious about being held accountable for everything we do.”  The first part of this statement suggests that the interests of adults are in competition with the interests of children in this system.  However, those of us who work directly with students have long known that the interests of children are the interests of adults working in schools.
 
Those of us working with students have also always been “held accountable.”  It is not a notion we fear.  In recent years, however, use of the term “accountability” in education has not been constructive or helpful to students.  Will the district hold us accountable in the same fashion as NCLB?  Accountability as applied by NCLB is simply about blame and punishment.  It is one of the most destructive elements of NCLB.
 
Let me be clear, concern about the letter’s tone comes not with its call for change.  Teachers, and urban teachers in particular, live with change on a daily basis.  What I fear is actually the lack of change implicit in this message.
 
Dr. Green states, “the administration at ‘807’ will become partners with principals in solving problems that frustrate the schools’ ability to truly be environments for learning.”  How is this change?  The district has always “partnered” with principals.  This exclusive partnership in many cases is exactly what has “frustrate(d) the schools’ ability to truly be environments for learning.”  Why are the rest of us, students, parents, staff, and teachers, not part of this partnership?  Are we to assume we are part of the “problem” to be solved?
 
The superintendent’s letter concludes that among other things, we must “consider all options.”  Absolutely.  I want to see the district implement a strategy that I do not believe has every been considered, much less enacted in Minneapolis:
 
Let us teach.
 
Give us the time, resources, and freedoms to fully utilize our knowledge and skills as professionals.  Allow us to determine how to best meet the unique needs of our students.  Work with us to create the professional development experiences that will meet our specific needs and those of our students.  Create an environment that fosters creativity and passion.  Support our efforts to experiment and take chances in the classroom.  In short, give us the respect we deserve as professionals who have chosen to work with the students of Minneapolis.
 
This past year, I have had the opportunity to see the strengths, skills, and passion of my colleagues across the district.  Unfortunately, I have also seen my colleagues experience undo stress and frustration brought on by the district’s mandates, initiatives, organizational dysfunction and general demands on our time.  This has limited our ability to meet the needs of students, and yet when we argue for relief, for resources, or support, we are told we are being selfish.  We are not thinking of the children.
 
The other union leaders, the union’s negotiating team, and I know better.  You know better.  We have always been about the students.  To the extent that we make demands for ourselves, we do so following an old adage - you can’t take care of others, if you don’t also take care of yourself.
 
I want to sincerely thank all of you for your commitment to the students of Minneapolis, and welcome you to the 2007-2008 school year.  Let us show that this is a year in which we are serious about change, meaningful change.
 
In Solidarity,

Robert Panning-Miller, President
Minneapolis Federation of Teachers, Local 59