Times editorial wrong; GOP has failed state’s teachers
The May 15 editorial “Protest politics a poor strategy for school fixes” concludes by noting that if the teacher rally in Raleigh harmed chances for legislative action on teacher salaries and working conditions, their PR win would be a Pyrrhic victory, hollow and essentially meaningless.
Although the editorial agreed that teachers need a salary increase and schools need more funding for supplies, textbooks, teacher assistants and overdue building maintenance, the thrust of the opinion was that the burden of obtaining these items falls on the teachers themselves, not on the N.C. General Assembly members who control educational funding. It went on to say that “turning Advocacy Day into a protest may drive a wedge between teachers and legislators.” What?
It is the GOP-led General Assembly that has driven this wedge. Differences of opinion have always existed between teachers and legislators even when Democrats were in power, but for the past eight years, the GOP majority has relentlessly used its power to weaken, undermine, and destroy public education in every way possible. Teachers know this better than anyone and live with the effects of this legislation every day in their classrooms. Teachers know that, contrary to the advice of The Wilson Times, a productive discussion about these issues is becoming more difficult especially in light of Sen. Phil Berger’s comments as recently as today that “teachers are spreading misinformation.”
Senator Berger’s party is the one spreading misinformation or failing to include complete information. Unfortunately, the Times also failed to give the whole story. Yes, teachers have received raises since 2015, but which teachers? Beginning teachers and teachers who have taught a few years received a raise, while experienced teachers received a much smaller amount. In addition, teachers lost their longevity pay, which was a significant hardship. New hires will not be paid for advanced study or a master’s degree.
The Times’s suggestion that somehow the lottery can be used to fund capital outlay expenses for school repair, thereby eliminating the need for