In a move that has ignited fierce debate across the country, Ryan Walters, who recently stepped down as Oklahoma’s superintendent of public instruction, took to social media on October 7, 2025, with a pointed message: he called to “destroy the teachers’ unions once and for all.” The post, which quickly gained traction online, has drawn both outrage and applause, highlighting the deep and persistent divisions over the role of teachers’ unions in American education.
Walters’ statement was posted just days after his resignation, and its timing was anything but accidental. For months, Walters had been a vocal critic of teachers’ unions, often clashing with union leaders over educational policy, funding, and curriculum decisions in Oklahoma. But this latest salvo—delivered from outside his official capacity—signaled a dramatic escalation. His words, direct and uncompromising, left little room for ambiguity, and they reverberated far beyond Oklahoma’s borders.
Enter Randi Weingarten, president of the American Federation of Teachers (AFT), one of the country’s largest and most influential labor organizations representing educators. Not one to shy away from controversy, Weingarten appeared on the program "The Takeout" to offer her reaction to Walters’ call and to defend the role of unions in public education. According to CBS News, Weingarten’s appearance was both a rebuttal and a rallying cry for union members and supporters nationwide.
“The idea that destroying teachers’ unions would somehow improve education is not only misguided, it’s dangerous,” Weingarten said during her interview. She argued that teachers’ unions serve as a critical voice for educators, advocating for better working conditions, fair pay, and—perhaps most importantly—quality education for students. “When you attack unions, you’re really attacking the people who are in the classroom every day, trying to do right by kids,” she added, underscoring the union’s belief that their advocacy directly benefits students as well as teachers.
The context of Walters’ remarks is important. During his tenure as Oklahoma’s superintendent, he often positioned himself as a reformer, pushing for policies that he claimed would increase accountability and raise educational standards. However, many of these initiatives—such as proposals to expand charter schools and reduce union influence over school boards—met with stiff resistance from educators and their unions. The friction between Walters and the AFT was no secret, and his parting shot on social media seemed to encapsulate months of mounting tension.
Supporters of Walters’ position argue that teachers’ unions have become too powerful, stifling innovation and protecting underperforming educators at the expense of students. They point to instances where union negotiations have led to lengthy strikes or blocked reforms that, in their view, would modernize public education. “Unions are more interested in preserving their own power than helping kids,” one Oklahoma parent was quoted as saying in local media coverage of the controversy. For these critics, Walters’ call is a necessary wake-up call—a push to rethink the structure and influence of labor organizations in schools.
On the other hand, defenders of teachers’ unions, including Weingarten, say that such criticism is both unfair and unfounded. They argue that unions exist to protect basic rights—ensuring teachers have reasonable class sizes, access to resources, and the ability to speak up about issues affecting their students without fear of retaliation. According to Weingarten, “Unions are not the problem—they’re part of the solution. We fight for the things that matter most in education: safety, equity, and opportunity for every child.”
The debate is hardly new, but Walters’ blunt language has injected fresh urgency into the conversation. The AFT, under Weingarten’s leadership, has faced similar attacks in the past, but the call to “destroy” the organization marks a rhetorical escalation. Many observers note that such language risks deepening polarization at a time when cooperation between educators, administrators, and policymakers is sorely needed.
Nationally, the role of teachers’ unions has been a recurring flashpoint in education policy. From battles over collective bargaining rights in states like Wisconsin to recent disputes over school safety protocols during the COVID-19 pandemic, unions have found themselves at the center of heated public debates. For some, they are champions of the middle class and defenders of public education; for others, they are obstacles to progress and accountability.
Weingarten, for her part, has consistently sought to frame the union’s mission in positive terms. On "The Takeout," she emphasized the collaborative work that unions do with school districts and communities, highlighting successful efforts to improve teacher training, secure funding for under-resourced schools, and advocate for students with special needs. “We’re not just fighting for our members,” she said. “We’re fighting for the future of public education in America.”
The reaction to Walters’ post has been swift and varied. Some political figures have echoed his sentiments, calling for reforms to limit union influence in state and local education policy. Others, including several prominent lawmakers and education advocates, have condemned his remarks as divisive and counterproductive. The Oklahoma Education Association released a statement calling Walters’ comments “an attack on every educator who cares about their students and their profession.”
Outside the political arena, many teachers have expressed frustration and fatigue. “It feels like we’re constantly under attack,” said a Tulsa elementary school teacher in an interview with a local news outlet. “We just want to be able to do our jobs and help our students succeed.” For educators like her, the debate over unions is not an abstract policy issue—it’s a daily reality that affects their ability to teach and support their students.
Meanwhile, education policy experts caution that efforts to weaken or eliminate unions could have unintended consequences. Research has shown that states with strong teachers’ unions often have higher levels of teacher retention and, in some cases, better student outcomes. “It’s not about unions versus reform,” one analyst told CBS News. “It’s about finding ways to work together to address the complex challenges facing our schools.”
As the dust settles from Walters’ resignation and his provocative social media post, one thing is clear: the debate over teachers’ unions is far from over. With high-profile figures like Randi Weingarten stepping up to defend their role, the conversation is likely to continue—both in Oklahoma and across the nation. For now, educators, parents, and policymakers alike are left to grapple with the question: what kind of public education system do we want, and who should have a seat at the table when decisions are made?
The story of Walters and Weingarten is just the latest chapter in a long-running national conversation, one that will shape the future of American education for years to come.
