Again; the unions place demands which make (correction;... prevent) the automatic levelling which a normal, free-market economy does. The unions insist that all be paid and treated the same, regardless how efficient, capable, dedicated or competent they are. Instead, they are paid and rewarded by some type of artificial standards such as "time spent holding down a chair", degrees earned (or given) and other more or less inconsequential criteria.
It seems a first rate teacher as in any other vocation, would prefer to compete to produce more eager and motivated students than other teachers in the same basic socio-economic area and thus, EARN the higher wages and benefits.
Admittedly, disruptive students are probably a major inhibiter to smooth classroom function but here is an area worthy of a union's attention. Instead of spending time and capital defending incompetents, perhaps these unions should be demanding the disruptive students be placed in a more rigidly controlled environment, with opportunities to EARN their way out.
A best case scenario would be for the school to work like the real world, pay, benefits and recognition EARNED.
Is it just possible that new teachers, seeing the way the "old ways" (union) artificially prop up a failing system, simply leave for 'greener pastures'...where their individual initive, ability and creativity will not bridle them from EARNING their best possible vocational/financial situation.
You will note my emphasis on the individual EARNING his/her honors and remunerations, exactly what the unions seem to repress.
I have no doubts there are many fine, competent teachers but there are also numerous slackers. Why should the quality be lumped in with the non-producer, let each one's capability and effort speak for itself !
The Marxist dialectic says, ... " From each according to his ability, to each according to his need".
How do unions differ from Marxism...or don't they ?