Issue link: http://educator.cta.org/i/17719
also oversimplified, manipulative journalism that portrays teachers unions as the primary obstacle to reform. However, it’s a compelling drama; the children in Waiting for Superman are adorable, the parents are dedicated, and the audience can’t help but root for them to receive the education they rightfully deserve. As I sat there in the theater, I couldn’t help but wonder if the public relations firm that invited me to the screening realized that the California Educator is published by CTA and represents the “teachers union,” portrayed as a villain in this film. Obviously not, I decided, as a staff member of the PR firm asked for my reaction upon exiting. “What did you think?” she asked, smiling anxiously. “It’s very thought-provoking and very emotional,” I replied. It’s the truth. Waiting for Superman is indeed thought-provoking and emotional. It correctly por- trays access to quality education as a right and not a privilege, and one that is essential to achieving racial and economic equality in this country. I hope it will generate meaningful discussion and dialogue about how we can improve our schools. And it makes many valid points about the problems facing our schools and the need to take action. We’ve been saying for years that our schools need help, students need help, teachers need help. Unfortunately, Waiting for Superman offers no so- lutions. Instead, it leaves viewers with a sense of hope- lessness. There’s no talk of finding ways to improve traditional schools through such things as lowering class size, after-school programs, parent involvement programs, rallying the community, technology in the classroom, hiring school counselors, school nurses and classroom aides, or offering mean- ingful professional development or mentoring programs for teachers. “I’m careful not to present myself as an expert,” Guggenheim told Edu- cation Week. “My point of view is an observer and a parent who has kids. I don’t want to come off as someone who himself offers answers.” But you don’t have to offer an- swers to show a more complete pic- ture of education. A filmmaker with Guggenheim’s influence has the re- sponsibility to present this complex issue in an evenhanded manner. It’s clear that he set out to tell the story of charter schools — one that will probably appeal to a greater audi- ence and sell more tickets — rather than the more sobering story of pub- lic education as a whole. It’s easy to just say “Fire the bad THE FACTS ABOUT DUE PROCESS Teachers unions provide due pro- cess so that teachers cannot be fired arbitrarily or for no reason. Under the state’s Education Code, teachers may be dismissed for the following causes: Immoral conduct Unprofessional conduct Dishonesty Incompetency Addiction to the use of controlled substances Failure or refusal to perform the normal and reasonable duties of the position Conviction of a felony or conviction of any misdemeanor involving moral turpitude community, adequate tools and resources, modernized schools —these are things we know, from research and experience, will improve our nation’s schools. All schools should have the tools and resources necessary to help all students succeed. Students shouldn’t have to rely on chance or a lottery to get a quality education that prepares them to succeed in life. NEA members are eager to receive the support that is needed to ensure all students, not just a few, have access to quality public schools. Because NEA members are in schools and classrooms every day, they are also aware of the challenges public schools face, and are eager to have collaborative discussions to help determine ways that they can work with parents, community organizations, elected officials, and other concerned adults to benefit America’s students. Educating children is a shared responsibility, and the debate over how best to do that should be cooperative, not divisive. teachers,” but it takes time, resources, support, and yes, money to cultivate good teachers. Unfortunately, that’s not as compelling a story for viewers. Interestingly enough, Geoffrey Can- ada, founder of the Harlem Children’s Zone and charter advocate featured in the film, tells Guggenheim that he was a terrible teacher for the first three years of his career, before he be- came a great teacher. It takes time and investing in teachers to makes them better. It also requires investing time and money to do Fraud in securing appointment Drunkenness on duty In addition, any permanent or pro- bationary employee who is physi- cally or mentally unfit for the posi- tion occupied may be suspended, demoted or dismissed. Teachers have a right to due process and a hearing before being fired. the research necessary to even begin to talk about the complex issues facing public education today. A conversation based on anything less is just short- sighted and harmful. Our schools need help. Superman is not coming to save us. We can’t depend on private enterprise to rescue us. Ultimately we need to rescue ourselves. It’s not going to be easy. And teachers, even super teachers, can’t do it alone. But united we can. SPECIAL ELECTION ISSUE OCTOBER 2010 | www.cta.org 29