peanut gallery

City teachers give mixed reviews to new movie that pans unions

The lights dimmed and the screen lit up with the face of an 8-year-old girl staring at a chalkboard and struggling to read the sentence written upon it. The camera flashed to the teacher sitting at her desk, texting on her cellphone and shopping for shoes on the computer.

“Try again,” the teacher said.

“I can’t,” she answered, and the scene ended.

The scene opens “Won’t Back Down,” a new film by Walden Media, the same company that produced the 2010 documentary “Waiting for ‘Superman,'” which extolled charter schools. The advocacy group Educators 4 Excellence held a private advance screening of the movie for its members, all city teachers, Wednesday night at the Regal Cinemas in Union Square.

“Won’t Back Down” riffs off real-life parents’ efforts to turn a struggling California school into a non-unionized charter school.

The drama has come under scrutiny as it approaches its Sept. 28 release because of its harsh, and sometimes inaccurate, treatment of teachers unions. “This fictional portrayal, which makes the unions the culprit for all of the problems facing our schools, is divisive and demoralizes millions of great teachers,” said AFT President Randi Weingarten in a statement last month.

“We cannot pretend there’s not a debate around this movie,” said E4E’s New York Executive Director Jonathan Schleifer to the crowd before the movie began. “That’s why you’re here – you want to be informed.”

Sydney Morris, E4E’s co-founder and chief executive director, warned the crowd that the story told in the movie didn’t accurately mirror real events.

“It’s not in any way a perfect depiction of reality,” she said. “But it is a bold depiction of teachers as change agents — it shows what teacher empowerment and parent involvement could and should look like.”

“Won’t Back Down” is a film about a desperate mother, played by Maggie Gyllenhaal, who is too poor to move her dyslexic daughter out of a failing school in Pennsylvania. In her attempt to find another options, she learns about the state’s “Fail Safe Law,” which is very loosely based on California’s “Parent Trigger Law.”

Passed in early 2010, Parent Trigger Law gave parents the right to take charge of a failing school by gathering petition signatures from at least 50 percent of the school’s parent population. Advocates heralded it as empowering parents to lead school reform efforts. But critics charged that the law privileges savvier parents, and also benefits private corporations that could gain control over the management of public schools.

Currently, 20 states have some kind of trigger law on the table, but New York is not among them. Efforts to enact a bill here have gained little traction.

In the movie, the law is different: It bringing teachers into the equation. Under the “Fail Safe Law,” if 50 percent of parents and 50 percent of teachers at a struggling school sign a petition, submit a 400-page proposal, and get approval from the school board, they can take their over the school.

But at Gyllenhaal’s daughter’s school— where the principal enlists staff to fudge attendance records and pass students illicitly — few teachers want to sign on. Some are portrayed as ineffective and disengaged, holding on to their jobs only because they have tenure. Others know the system is broken but are too afraid of losing their jobs to come forward.

And the union is the real obstacle, seeing the trigger law as a direct threat to its existence and battling tooth and nail against the coalition that aims to take advantage of the option. At one point, the head of the union says, “When schoolchildren start paying union dues, we will start advocating for the interests of school children.”

The harsh portrayal did not sit well with the teachers in the audience. Educators 4 Excellence is aimed at advancing teacher voice in education policy, and some of its members are active in the United Federation of Teachers, even though they do not always agree with traditional union policy positions.

Susan Bovet, a high school English teacher in her early sixties, said she was dismayed by the movie’s depiction of the union.

“The union wants us to have better schools,” she said. “No one in their right mind would act like that — employees of unions are no doubt parents and former teachers themselves.”

Other teachers echoed her sentiments as they gathered to socialize after the movie, with several saying that it portrayed the union leaders as “caricatures.”

Yet this didn’t stop them from finding some value in the movie.

Andrew Karas, a fifth grade teacher at P.S. 86 in the Bronx, said that while the movie was obviously dramatized, many of the characters felt real to him. He related to a teacher named Rosie Perez who wanted to effect change but was afraid.

“As a teacher you get way more than you can handle put on your plate,” he said. “Anything outside of your classroom is too much to handle — it’s the normal response of someone who is overworked.” But in the end, Karas said, good teachers are always going to do what’s best for their students.

Other teachers said they thought the movie illuminated some of the challenges they face when dealing with forces outside of their control, such as bureaucracy, ineffective school leaders, or low levels of parent involvement.

“E4E is about helping teachers become informed about the issues, coming up with ideas, and then advocating for them,” Morris said. “Teachers are here having conversations about the issues in the film and talking about what they would do if they could change a school. That’s the indicator that the event was a success.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”