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Maureen Rayhill

Maureen Rayhill, Board President
started her own management consulting practice in 2007 which specializes in strategic planning, change management, and business development. Her clients include corporate, nonprofit, and government organizations. Maureen has designed education programs for the New York City public school system, and the New York State Department of Health, and has developed strategic plans for nonprofits operating in the education sector. She has also designed and implemented restructuring plans for corporate and nonprofit clients. Maureen was a Vice President at Giuliani Partners LLC where her work included growth and communications strategies, and private equity investment. She taught Greek and Latin and served as Dean at Manhattan's Trinity School. She has an M.B.A. from the Wharton School and graduated magna cum laude with a degree in Classics from Bowdoin College.

Teachers' Strikes

New York, November 17, 2006—At the beginning of the 2006-2007 school year, teachers in the Detroit school district went on a 16 day strike as they waited for the district and for their union to come to an agreement about their contract. The event received a great deal of press, and people on both sides of the spectrum formed strong opinions about the strike. The issue of teacher strikes, sometimes used in contract negotiation, traditionally polarizes people. A recent TeachersCount “Be Counted” poll, however, has shown that teachers and the general public both have diverse viewpoints on the matter.

In an informal online poll that ran on TeachersCount.org during September and October, 2006, website visitors were asked whether they agreed or disagreed with the statement, “Teachers' strikes are an acceptable way for teachers' unions to negotiate contracts.” Overall, 413 people responded, 269 of whom described themselves as educators. Among educators, 43% said they somewhat or strongly agreed that teachers’ strikes are acceptable; 29% of non-educators said the same. Conversely, 30% of educators and 35% of non-educators said they somewhat or strongly disagreed with the statement. But a significant number of people were in between--27% of educators and 36% of non-educators said they had mixed feelings.

The poll allowed for website visitors to comment, and many of them did. Below is a sampling of comments from the poll:

“I strongly agree”
  • “In negotiations, management almost always has the upper hand. If a union didn't have the power to go on strike, it wouldn't have any leverage with management. While no one wants to see a strike take place, sometimes it takes one to break things loose.”
  • “Power concedes nothing without a struggle. When negotiation fails, a strike may be the only option for teachers to push for their rights. No teacher willingly chooses this option, but we'd be foolish to rule it out.”
  • “This is a good way to be assertive but not aggressive in achieving good pay for what we do. Students can watch us model effective, nonviolent protest.”
“I somewhat agree”
  • “As a last resort they are sometimes necessary. All of the power in negotiations is on the side of the school board and there is nothing to discourage them from negotiating in bad faith or stalling negotiations. Unions can set up alternative education sites during a strike so children can continue to be educated while the union makes its point.”
  • “If negotiations have failed, yes, I believe this is acceptable. This is the American way - it's how other unions negotiate. It is only unfortunate that it can affect our children's education.”
“I have mixed feelings”
  • “I believe that teachers need liasons to negotiate on their behalf so that the educational needs of children are always being met.”
  • “While I feel it is a shame that our country's teachers are so underpaid, and under appreciated, I also feel that it's not fair to the children during the strike period.”
“I somewhat disagree”
  • “Students never stop learning so teachers should never stop teaching. I do feel that there are other methods to negotiating and making a statement that does not affect the students.”
  • “Strikes put us in financial jeopardy and the students in educational jeopardy. The government needs to take a strong role in regulating teachers' pay.”
“I strongly disagree”
  • “Despite adult problems, the children shouldn't suffer or be deprived of an education when there are controversies or disagreements. After all, we didn't choose this profession because of the salary...we chose it for the success of the children we teach.”
  • “Nothing should compromise the education of children.”
  • “Talented teachers limit their earning potential by participating in unions.”