LETTER: Dwyer’s reasons for not signing grant application is ‘one-sided’

Dear Editor:

I am writing this evening in response to Mr. Tim Dwyer’s letter to the editor in last week’s edition, but also in response to the article he submitted a few weeks ago regarding the status of contract negotiations between the School Administration/School Committee and the teachers’ union. I am writing to protest his characterization of the relationship between the two as rancorous and untrustworthy.

Mr. Dwyer’s characterization of this relationship is one-sided at best. At no time, during the 18 months I sat on the negotiations team did I ever witness anything but the most professional, constructive discussions—from both sides. While we may have disagreed on approaches as we strove to move toward the inevitable “middle” solution desirable in any collective bargaining scenario, I witnessed only respectful, professional dialogue between the two sides. It seems Mr. Dwyer is attempting to create an artificially destructive tone in characterizing this relationship as rancorous and untrustworthy.

Mr. Dwyer appears to be frustrated on two accounts and wants to blame School Administration for his frustration. One, he is protesting the status of the contract negotiations. However, he is perfectly aware that, under his leadership, his membership voted down a contract offer over a year ago that, in retrospect, would look providential in its benefits to his members. In January of 2009, the teachers’ unit voted by a margin of only one vote, to reject an offer of 5.5% cost of living increase over 3 years. Further skewing the picture of this narrow vote was the notation of the number of voters—Mr. Dwyer is quoted as saying that he has a membership of some 300. With the publicized vote at 86 to 85, it is clear that approximately 1/3 of the membership did not vote or show up to vote. I refuse to believe that Dedham teachers are that apathetic about their contract, rather I question the leadership that led to this poor showing.

Subsequent to this vote, and in recognition of the deteriorating economy, other units in the School Department voted to accept 4 to 4.5 percent increases over 3 years. Later still, townwide units voted to accept 4 percent over 4 years, including a 0 percent increase in year one, something which had not been requested of the teachers’ union up to that point.

Mr. Dwyer is also protesting 2 opportunities for grants to the Dedham School system that would relieve some of the financial realities Dedham, along with every other town in the Commonwealth, is facing.

One opportunity is an extremely prestigious award that Dedham won which supports development and expansion opportunities for advanced placement courses at our high school. Dedham is one of only 14 towns in Massachusetts to have garnered this award, and it could not have happened without the dedication of our teachers and administrators who have bought into and participated in this process. Secondly, Mr. Dwyer is protesting President Obama’s Race to the Top awards, given to communities who dedicate themselves to not just excellence, but accountable excellence. Mr. Dwyer’s stance against these two grants appears to come from his resistance to the accountability, or measurable part of these awards. His stance is even at odds with the statewide Massachusetts Teacher Association, which voted to support the federal Race to the Top awards.

Dedham can’t afford NOT to pursue academic excellence and any financial gains that award that pursuit. Mr. Dwyer seems much more interested in creating divisive thinking than in continuing that pursuit. The Dedham School Administration and teachers at all levels have produced notable progress and achievement in the last few years. Institutional change efforts are difficult at times, but are necessary to create continual progress.

Please do not be swayed by one-sided characterizations that, more than anything, represent resistance to change that was needed, has produced results, and contributed to a revitalized system that parents, teachers and students can be proud of.