Wisconsin Education Association Council: A History and Overview
The Wisconsin Education Association Council (WEAC) stands as a significant institution in Wisconsin's educational landscape. It represents a diverse group of professionals, including public school teachers, educational support personnel, student teachers, Wisconsin Technical College System employees, state education and information professionals, and retired members. This article delves into the history of WEAC, its evolution, key events, and its goals.
From the Wisconsin Teachers Association to WEAC: A Historical Journey
WEAC's origins trace back to 1853 when eight educators convened in Madison, Wisconsin, to establish the Wisconsin Teachers Association (WTA). This marked the beginning of a statewide educational organization committed to advancing the interests of teachers and education in Wisconsin. In 1935, the organization underwent a name change, becoming the Wisconsin Education Association (WEA). The final name change occurred in 1972, resulting in the Wisconsin Education Association Council (WEAC), reflecting its expanded role and responsibilities.
The Hortonville Teachers' Strike: A Defining Moment
One of the most significant events in WEAC's history is the Hortonville Teachers' Strike of 1974. Hortonville, Wisconsin, a small community near Appleton, became the epicenter of a heated labor dispute that continues to resonate in Wisconsin politics. The conflict involved the Hortonville School District and its eighty-eight teachers, represented by the Hortonville Education Association, a WEAC affiliate.
Negotiations for the 1973-1974 school year contract began in the spring of 1973 but reached a standstill by the start of the school term. In February 1974, a tentative agreement was reached. However, the union refused to sign unless negotiations for the subsequent year's contract were also undertaken and completed. The school board's refusal to reopen negotiations led to informational picketing and a boycott of extracurricular activities by the teachers.
On March 18, 1974, the union initiated a strike, citing the school board's failure to negotiate in good faith. The school board responded by scheduling disciplinary hearings for each teacher in early April. The teachers, however, refused to participate, arguing the board's impartiality. Consequently, on April 2, the school board terminated all striking teachers, requiring those interested in continued employment to re-apply. Only one teacher did so, and the school board began hiring replacement teachers.
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The union sought a legal injunction to halt the replacement hiring, arguing that the striking teachers' due process rights had been violated during the disciplinary hearings. The Manitowoc County Circuit Court denied the injunction request on April 12, 1974. Mediation efforts ensued, and in May, three teachers were rehired for vacant positions, but further progress stalled. In July, the Manitowoc County Circuit Court ruled against the union regarding the due process of the firings.
The case was appealed to the Wisconsin Supreme Court in October, which initially ruled in favor of the teachers in February 1975. However, the Supreme Court accepted the case and, on June 17, 1976, issued a 6-3 decision against the teachers, stating that the Fourteenth Amendment's due process clause did not guarantee that the decision to terminate their employment would be made by an entity other than the school board. Ultimately, very few of the striking teachers were able to return to teaching in Hortonville.
The Hortonville Education Association received substantial support from WEAC and other Wisconsin labor organizations. These organizations devoted significant resources to what they considered a challenge to Wisconsin's collective bargaining law and its lack of a binding arbitration provision. Despite the legal setbacks, the Hortonville strike led to an amendment of Wisconsin law, introducing an effective binding mediation-arbitration process to resolve impasses during public employee bargaining. The strike remains a significant event in Wisconsin's political history, influencing perspectives on labor disputes and collective bargaining.
WEAC's Stance on Key Educational Issues
WEAC actively advocates for policies and practices that support educators and enhance the quality of education in Wisconsin.
Teacher Evaluation
WEAC advocates for multiple measures to evaluate teachers. The organization believes the evaluation process should foster collaboration with the shared objective of enhancing overall school performance.
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Investment in Education
WEAC emphasizes the importance of investing in K-12 education and technical colleges as a crucial strategy for revitalizing Wisconsin's economy. The organization supports initiatives aimed at providing adequate resources for schools and ensuring access to quality education for all students.
Curriculum and Accountability
WEAC supports initiatives authorizing the state superintendent of public instruction to direct a school district to implement a new curriculum or instructional design, make personnel changes, or adopt accountability measures, and requiring the exercise of rule-making authority.
WEAC's Ongoing Commitment
WEAC continues to work towards improving the quality of life and work for its members through collective action, legislation, professional development, support, and public relations. The organization encourages members to become more involved in their union at the local, UniServ, and state levels.
The Wisconsin PTA and its Early History
Interest in parent-teacher collaboration in Wisconsin began with the Child Welfare Magazine (now PTA Today) in 1908, brought to Mrs. Agnes Betts of Milwaukee from the National Congress of Mothers. Impressed by the movement, Mrs. Betts convened a meeting of various clubs on May 27, 1910, leading to the formation of a state organization on June 7, 1910. Speakers emphasized the "need of good house training for children," with Mrs. Schoof, President of the National Congress, explaining the organization's purpose and accomplishments.
In the early years, much time was spent speaking to interested groups, with meetings often held at the Hotel Pfister and the Public Library in Milwaukee. Despite skepticism and travel difficulties, the movement gained traction. Mrs. W.W. Wright, President of the 20th Century Club, initially approached the Congress with caution but soon joined and became chairman of the Credential Committee for the 1911 convention in Milwaukee.
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Constant resignations due to health or relocation necessitated a continuous search for new chairmen. Health was a major concern, and in 1912, the PTA addressed the study of high school conditions, dress modifications, and the need for art and music education. Early minutes were often handwritten, with many abbreviations that are now difficult to decipher.
The relationship with the Wisconsin Teachers Association began in 1915, with invitations to joint meetings known as "Sectionals" during the teachers' convention in November. These meetings featured speakers sharing thoughts on the children's movement and educational and social issues facing children. The PTA also worked closely with the State Teachers' Colleges.
Seeking new members and funds was a constant task for the state board. Issues facing children were evolving, with silent movies bringing both enjoyment and questionable content. The PTA became active in the Film Betterment Committee and the Motion Picture Censorship Board, reviewing films and providing suitability ratings. The PTA also monitored radio programming and addressed issues such as dances near saloons, medical inspections in schools, family preservation, fire prevention, and food conservation.
During World War I, the PTA encouraged thriftiness and conservation. Mrs. W.T. Young, Illinois State Organizer, spoke on the role of PTAs in conserving youth during wartime, emphasizing cooperation between school and home. The PTA purchased milk for children and worked to keep schools open and maintain normalcy. Talks on food conservation and patriotic work were frequent. The 1918 convention was held in conjunction with the Teachers' Convention to conserve resources. The PTA contributed to the National PTA fund for service clubs and endorsed a plan for federal training for young women to support the war effort.
After the war, the PTA addressed issues such as child labor and mother's pensions. In 1920, Wisconsin PTA membership was 2,712. Concerns in the 1920s included girls' dress, rouge and lipstick use, and auto-riding. The PTA supported the Anti-Mashing bill and emphasized nutritious meals and intellectual development.
Minutes from November 21, 1921, to June 4, 1923, are lost. Conventions, or Annual Meetings, were community-driven events held in schools, with free registration until 1926. The first Wisconsin PTA Bulletin was printed in 1922, edited by President Mrs. George Tremper, Kenosha, and featured news, programs, projects, legislation, and articles from influential figures. Mrs. Tremper served as president from 1919 to 1925. The first membership award, a traveling silver cup, was presented to the PTA with the greatest percentage increase in membership. In 1925, dues were 10 cents, and membership reached an all-time high of 12,000 members.
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