YOUR UNION

Voter Guide
2014 Minneapolis Federation of
Teachers Presidential Election
May 12, 2014
YOUR VOICE
Minnesota
YOUR UNION YOUR VOICE
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About this guide
About the election
Candidates at a glance
Q1 Deciding to run
Q2 Priorities
Q3 Opportunity Gaps
Q4 Union-District Relationship
Q5 Differentiated Compensation
Q6 Multi-Measure Evaluation System
Q7 Seniority
Q8 Tenure
Q9 Member Engagement
Q10 Biggest Challenge
About Educators 4 Excellence
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Table of Contents
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One of the most valuable ways you can have a
voice as a teacher is by engaging with your local
teachers union and to vote during elections.
About This Guide
This candidate survey is your opportunity to learn more about the candidates, think deeply about your decision and make your
vote and voices heard. We also hope MFT members will feel inspired to become more engaged in their union by attending meet-
ings, speaking with elected leaders, or running in future elections.
The questions contained in this voter guide refect edu-
cation policy issues being debated locally and nation-
ally and were developed with input from teachers who
are union leaders, grade level and department chairs,
school site representatives, and National Board Certi-
fed Teachers.
Because of the large number of candidates for offcer
and executive board positions, only presidential candi-
dates were selected to participate in this survey.
All presidential candidates received the candidate sur-
vey by email and were given 10 days to respond.
Candidates who responded within the guidelines pre-
sented have their responses printed within this guide.
All presidential candidates were informed that they
had a limit of 200 words to respond to each ques-
tion. To ensure fairness, only responses to the survey
questions were included. Any responses exceeding
the word limit were cut at exactly the 200th word.
Candidates who did not submit responses are noted
accordingly.
All responses in this guide are printed exactly as writ-
ten by the candidates, without edits for content or clar-
ity. The responses submitted solely refect the opinions
of each individual candidate and not of Educators 4
Excellence. Educators 4 Excellence transmits the re-
sponses without any knowledge, actual or construc-
tive, regarding their truthfulness.
Educators 4 Excellence (E4E) is a teacher-led organization working to elevate the teaching pro-fession and increase student
achievement by ensuring that educators have a meaningful voice in decisions that impact their classrooms and careers.
Visit E4E.org/MFT2014 to read this guide online, share it with your colleagues, and stay up-to-date with the
latest election news.
How We Engaged the Candidates
About Educators 4 Excellence
Read This Guide Online
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EXECUTIVE BOARD MEMBERS
EXECUTIVE OFFICERS
When and How to Vote
Offices to be Elected
About the Election
May 12 Electronic voting opens
May 20
4:30 p.m.
Electronic voting concludes (Deadline to vote online)
May 21 Results announced to teachers via email and mft59.org
Nine Executive Board members will be elected. Some of their main duties include:
Executing the decisions of the chapters and Local 59 membership
Formulating policy and recommend to the chapters and membership
Establishing a monthly calendar of meetings
Acting, hearing, and sitting in a judicial capacity in cases of discipline, forfeiture of membership or of expulsion
MFT PRESIDENT
The MFT President is the public and offcial representative of all MFT members.
FIRST VICE PRESIDENT
The First Vice-President assists and represents the President at his/her request, executes duties assigned by the Board and bylaws, and serves on
key committees.
SECOND VICE-PRESIDENT
The First Vice-President assists and represents the President at his/her request, executes duties assigned by the Board and bylaws, and serves on
key committees.
TREASURER
The Treasurer authorizes expenses, keeps records of expenses and of budgets, and offers fnancial reports.
RECORDING SECRETARY
The Secretary serves to make and to keep a permanent record of the proceedings of all chapter meetings.
If you did not receive your ballot via email, or if you have additional questions, email electioncomm@mft59.org.
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NAME
Candidates are listed
alphabetically by last name.
Position
Race/
Ethnicity
Gender
Years
Teaching
Previous Union
Leadership Positions
Lynn Nordgren
Incumbent MFT President
White/
Caucasian
F
17 in classroom;
14 as TOSA
teacher leader
6 as the union
president
District Professional Development Process (PDP)
Facilitator and committee chair (Labor - Man-agement
position); District Alternative Teacher Professional
Pay System and ProPay Coordinator and committee
chair (Labor - Management posi-tion); Peer Coaching
trainer; MFT negotiations team and member of
numerous sub-committees since 1988; active
member of many MFT com-mittees and task forces
over the years; Quality Compensation (Q Comp)
committee member; AFT Program and Policy Council
member; Edu-cation MN Governing Board; national
trainer; presenter at AFTs TEACH conference;
Teacher Union Reform Network activist; Building
Stew-ard, Executive Board member; member of
the Peer Assistance and Review Committee, MFT
Budget Committee; MPS/MFT Teacher Evalua-tion
Committee; Education MN Community En-gagement
Committee; Parent Engagement Committee Chair;
MFT Human Rights/Social Justice leader; AFT Social
Justice Caucus mem-ber; NEA subcommittee member
and presenter on Peer Assistance and Review.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to complete the survey with a response outside of the guidelines
presented above. For fairness to all of the candidates, only responses directly to the survey are included.
MFT Presidential Candidates at a Glance
The responses expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
Candidates At a Glance
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What inspired you to run for union president?
Q1
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Deciding to Run
Education unions play an important role in the fght for equity for
students, their families and for our profession. Being in a union
allows teaching professionals to have a voice that would otherwise
be silenced and for members to take actions that would otherwise
be squelched. We see what happens across the country where
unions do not exist. It is critical to keep our union strong and
continuously growing in our advocacy for students, teacher/
related services professionals and for families in the fght for what
is right and fair. My many years as an active union member and
leader taught me that we must stand together, work collaboratively
and stay united so we stay focused on one of the most important
responsibilities we have in our country educating our children so
they may grow up to be happy, healthy, educated and productive
citizens.
While we have accomplished much as a union, there is more we
must do. We need to continue to be active partners with families,
communities, and, yes, the district leadership, in our collective fght
for all students to be successful in school and in life. That has been
and will continue to be my/our unwavering union mission.
Pia Payne-Shannon* Lynn Nordgren
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If you were to win this election, what would be
the first three priorities you would take on as
president? Why?
Q2
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Priorities
The current MFT leadership created a student-centered narrative,
a set of goals and a 10-point plan several years ago and we will
continue to pursue all of these with diligence in the years to come.
(All documents are located at mft59.org).
In addition, we will work to:
1. Ensure all students are successful in school and in life - this must
always be our top priority. We must never back away from
that responsibility regardless of our role.
2. Create in-depth support for all who work with students.
Teaching and learning over the years has grown in its intensity
and accountability without changing the structures of the past
or adding more time for planning, resourcing, refecting and
collaborating. We have a collision of eras and it is making life
diffcult for many teachers and students. Caseload/class
size, workload, climate, testing, cultural profciency, effective
leadership, having a stronger voice in and ownership of our
profession must continue to be addressed and improved.
3. Parent, family and community partnerships are critical to
advancing learning for all students. The more engaged we
are with each other, the more we focus on what is best for
students, the more successful all children will be.
Pia Payne-Shannon* Lynn Nordgren
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Minneapolis children experience dramatic
disparities in education as evidenced by
multiple academic, social, and emotional
indicators. In your view, what are the root
causes of these gaps? Furthermore, what
do you believe is the unions role in closing
opportunity gaps in our community?
Q3
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
Opportunity Gaps
My adult life has been spent living and working in impoverished
neighborhoods. I believe racism, classism and white privilege are
at the root of what has created the devastating factors surrounding
too many of our students. The impact of these factors has taken
a toll on students lives the research has proven this and we see
it as teachers. It does not mean, however, that we can ever give
up on any student. We must do whatever it takes educationally to
counter the conditions so that all students have equitable learning
opportunities.
MFT has worked tirelessly to advance this effort for many years. Just
this year, we negotiated Community Partnership Schools that will
allow schools to fnd creative ways to reach all students. Examples
might be: creating medical/social/emotional wrap around
services, the strengthening of parent/community partnerships, and
expanding students experiential exposure to the world. Schools
could become the hub of a community helping bring the community
to life.
MFT has also successfully lobbied at the State Capitol to improve
housing, transportation, jobs, early education, ELL, special
education and educational funding. We must continue to tackle
these issues from all sides and MFT must continue to play a strong,
assertive role.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Lynn Nordgren
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Too often, the union is painted in the media
as simply an adversary to the district.
Acknowledging that there are steps both
parties can take to engage in collaborative
problem solving, as a candidate for the
unions highest office, do you think the union
has an obligation to work to improve its
relationship with district leadership?
Q4
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
There is no progress without collaboration it is what makes good
things come to life. For decades, the union and the district had
a very creative and collaborative relationship. One can look to
our contract and see the effort put into shared decision-making,
PDP, and other labor-management agreements. In fact, we won
a national award for our collaborative work. Over time, with
changes in both union and district leadership, collaboration began
to devolve. It was not and has not been healthy or productive.
My mission as the president was and remains the rebuilding of the
trust we once had and pushing for honest, open, and interactive
collaboration. With each new district leader, the message has
been the same we want to be engaged partners. While MFT
could be ranting and raving publicly about many issues, we have
chosen to take the high road and work with MPS respectfully to
solve problems, fnd effective solutions and stay out from under
the glare of the media. It has not always been easy but MFT has
remained consistent in our message and actions and will continue
on this path because we see it is starting to work. Collaboration
and trust are slowly returning.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Union-District Relationship
Lynn Nordgren
Yes
No No
Yes
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The president of the National Education
Association recently released a statement in
support of differentiated compensation. Do
you support differentiated compensation?
If yes, based on what factors? If no, why not?
Q5
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
Differentiated compensation has many facets. Simply saying yes
or no to it is not adequate. MFT frst lobbied MDE and eventually
acquired differentiated compensation in 2003 for MPS. I became
the coordinator of this work in 2004. Together with MPS, we
created a pay plan that moved beyond college credits and also
allowed teachers to be rewarded for leadership roles, additional
learning and application of that learning through action research
(called ProPay). It was a highly successful program that helped
many teachers not only advance on the salary schedule but also
greatly advance their learning and skills. To this date, I have
teachers tell me ProPay was THE best and most impactful PD they
have ever had. Thankfully, we were able to negotiate its return. I
say YES to this type of differentiated pay.
I say NO to differentiated pay based on student test scores or
teacher evaluation results. At this time, both are highly subjective
and provide limited indicators of what students and their teachers
know and can do. So far, wherever differentiated pay has been
based on test scores or teacher evaluation scores, the effort has not
improved education but instead created tension, division, distrust,
and even cheating.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Differentiated Compensation
Lynn Nordgren
Yes
No No
Yes
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The district has been implementing teacher
and principal evaluation systems for the past
two years. Do you support a multi-measure
evaluation system that includes measures of
student growth?
If yes, based on what measures? If no,
why not?
Q6
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
While I believe evaluation can play a valuable and supportive role
in our profession, when it is used to create cookie cutter teaching
we (and our students) lose what makes teaching and learning
special the art, the science and the magic if it all. And, when
we make evaluation a top down tool of reprimand and superfcial
feedback, we lose its powerful potential.
As the person who helped create and implement the Professional
Development Process, I applied top educational research and
listened to thousands of teachers. Real growth and improvement
take place when teachers collaborate, use peer coaching, take
time to watch each other and refect on their practice together.
And, when they have time to quietly review student work products
and prepare high quality lessons, their teaching improves.
Student tests, SOEI, student surveys, value added, etc., should not
be used as the only measures of real learning. They are snapshots
in time but the whole truth about what students really know and
can do. Looking at many indicators can be helpful for refection but
using them to rank and rate teachers is not. We have much more
work to do in this area before it becomes high stakes.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Multi-Measure Evaluation System
Lynn Nordgren
No
Yes Yes
No
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Seniority and tenure are often controversial
and polarizing topics in education debates.
In your view, should seniority play the main
role in hiring, retention, and layoffs?
If yes, why? If no, why not?
Q7
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
Seniority in Minnesota was created by the state to make sure that
race, gender, sexual preference, age and disabilities were not
being used to determine who had a job and who did not which
was happening a lot. We like to think that these isms are no
longer an issue but they still exist. And, while it may not feel fair, it
is the fairest way we currently have until another is created.
While all teachers are important in education, experience does
matter. In nearly everything we do in life, experience broadens
our capacity, our skills and our knowledge. The investment in the
school, the profession and students only increases over time, as
does awareness and involvement within the school community.
These things provide a strong foundation for a school.
Experience should be honored like it is in so many other professions.
However, if a teacher is not performing well, the Professional
Support Process (created by the union) should be implemented to
either help the teacher improve or help them move out to make
room for a more effective teacher whatever their experience
level. But, this must only be done through a fair, transparent and
meaningful process for all teachers.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Seniority
Lynn Nordgren
No
Yes Yes
No
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Should tenure continue to operate in its
current form, both in terms of the process of
receiving tenure and the benefits that
tenure offers?
If yes, why? If no, how would you change it?
Q8
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
Tenure provides the ability for teachers to have the academic
freedom and voice, to be able to make adjustments in teaching
for the good of the students without fear of retribution, to have
evidence presented regarding any accusations that may happen,
to have the right to due process.
Tenure does not mean that teachers have their jobs for life. Tenured
teachers may still lose their jobs for ineffective performance and for
disciplinary reasons. In fact, over 850 teachers in MPS over the
past 15 years have lost theirs, however, due process was served
frst for each one.
Hiring and fring cannot be left up to the whims of just one person.
Teaching is so complicated and so intense that no one person
should have that much power. Tenure allows for balance, fairness,
equity and perspective before decisions are made about fring.
All teachers deserve tenure. After one year of a successful residency
program, tenure should begin in the second year of teaching. Just
today, I helped a fabulous third year teacher who lost her job
because the principal didnt like that this teacher stood up for a
student. Tenure could prevent this kind of unfair treatment.
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Tenure
Lynn Nordgren
No
Yes Yes
No
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What is one way you would like to improve
operations, communications, or member
engagement within the MFT? How would you
ensure many voices are heard within
the union?
Q9
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
The Executive Board has had three operational goals and will
continue to build on each of them:
Member Mobilization: we listen to and engage members through:
focus groups on education topics, membership meetings, surveys
state/national conferences
committee work/leadership opportunities
community/social justice activities
site visits with members; monthly meetings with Stewards
taking members to the capitol; engaging in political actions
a Teacher/RSPs of Color network
New Teacher Orientation
special celebrations throughout the year
three big member parties annually
creating Blue Wednesday and GEAR WEAR
There is more to do! Our new organizer will help.
Family and Community Engagement: by getting members
involved in working with our students families and respective
communities, we build more positive relationships and help
members feel like they are making a difference. Our Lets Dream
Together and Parent Involvement Day events, and social justice
rallies/marches have been powerful tools to engage members and
build relationships.
Communications:
We have:
created a new website
established an active Facebook page; tweeting
negotiated the ability to send out global emails
made many site visits to chat and listen
sent out fyers/newsletters
We will be:
hiring a Communications Director
bringing back the MFT Educator Newsletter
implementing a newly developed Communications Plan
Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Member Engagement
Lynn Nordgren
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What is the biggest challenge facing the
MFT in the next two years? How would you
approach that challenge? What support
would you need from the MFT members to
overcome the challenge?
Q10
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order.
There many challenges here are four:
1. Making sure the district follows through WITH us on our
MOAs. It undermines the credibility of the agreements and
memberships trust if they do not. Frequent meetings to
collaborate and an implementation plan and timeline are
critical. Communicating with members is, too.
2. Getting more members engaged. Everyone is so busy, so tired,
so cramped for time that they do not put union participation
at the top of their list they rely on union leadership to do
the work for them. While we have greatly increased member
involvement over the past six years, we need to keep building
our numbers (see question #9 for some of the how).
3. Making sure our union stays united. The union is a big tent
and has room for all to come in and participate we must
fnd creative ways that work for everyone to join in (possibly
forums?). Public fghting takes our focus off students and
members while also confusing them. It weakens our collective
voice.
4. Continuing to build a positive union reputation through
political, community and parent engagement. We must be
seen as important players in the solutions of what is good for
students.

Pia Payne-Shannon*
*Candidate Pia Payne Shannon responded to an initial request to
complete the survey with a response outside of the guidelines presented
above. For fairness to all of the candidates, only responses directly to
the survey are included.
Biggest Challenge
Lynn Nordgren
For far too long, education policy has been created without
a critical voice at the tablethe voice of classroom teachers.
Educators 4 Excellence (E4E), a teacher-led organization, is
changing this dynamic by placing the voices of teachers at the
forefront of the conversations that shape our classrooms and
careers.
E4E has a quickly growing national network of educators united by
our Declaration of Teachers Principles and Beliefs. E4E members
can learn about education policy and research, network with like-
minded peers and policymakers and take action by advocating
for teacher-created policies that lift student achievement and the
teaching profession.
Learn more at Educators4Excellence.org.