More reasoned, respectful discussion needed on teachers

As an independent business person and a resident of Ontario, I place great value on a strong public education system. Public education is the great social equalizer and the foundation for a successful economy. But such a system will not exist without classrooms led by qualified and motivated teachers. They are noble agents of the public trust tasked with guiding the next generation of leaders into adulthood.

So it is with alarm that I read commentary publicly attacking teachers; the most recent example coming in the form of an open letter from the President and CEO of the Canadian Federation of Independent Business (http://www.newswire.ca/en/releases/archive/February2009/12/c8023.html) to the Minister of Education opposing the government’s latest contract proposal to the union representing Ontario’s public elementary school teachers (since accepted).

These attacks too often cite erroneous information, make disingenuous comparisons and disparage hard working teachers. I would have expected a more reasoned perspective from an organization such as the CFIB. However, their letter relies on the same sort of divisive tactics to try and bolster their arguments. Consider some of the main points raised by the CFIB:

· Questioning the hiring of an additional 1,500 teachers. If we are to provide kids with the best possible classroom experience we need to ensure our teachers are teaching subjects in which they are most qualified and are given the necessary time during the work day to prepare innovative and interesting lessons for their students. To meet this goal, schools need to hire more teachers.

· Unfavourably comparing the higher salaries of teacher with “matching positions in the private sector”. It is revealing that no specific examples of such positions are provided in the letter. I am intrigued to know what private sector job actually compares to the work of a teacher, a profession that requires two university degrees and includes the following responsibilities – developing and delivering a 5-6 hour daily presentation to up to 100 different kids, analyzing through a number of written reports how well these presentations have been understood, managing relationships with a number of third parties (parents, principals, social workers, etc.) and generally motivating, supporting and nurturing students while remaining accountable to the broader community.

· Lamenting that the Province is keeping its commitment on pensions to teachers. Unlike many private sector plans, teachers make equal contributions to their own pension plans. These pensions are part of a package of benefits that exist to attract and retain talented educators. If the projected value of the fund will be insufficient to pay the pensions of future retirees, the government either increases its share of the contribution or breaks its commitment to younger teachers.

By virtue of their chosen profession, teachers are informed advocates for public education. Attempts to portray their concerns as the simple pleas of greedy public sector workers do a disservice to anyone who cares about the state of our schools, including the taxpayers the CFIB purports to defend in its letter.

It is essential that dialogue on all important public issues – not just teacher contracts – be focused on factual arguments, with respectful consideration given to the perspectives of all parties involved. Casting judgment without taking this approach diminishes the public discourse.

Particularly as the economy weakens, we should brace ourselves for more petty envy – what Shakespeare called the bitter thing – purveyors of which single out one community for derision. Today it may be teachers, tomorrow it may be a different group, perhaps even the CFIB. Either way it will be wrong, divisive and will do nothing to address the serious challenges our society faces.