Teaching Fellows in The Village Voice

A great read in The Voice this article reveals many of the fault lines in the Teaching Fellows program. The answer to the problem - paying them as interns and using them as assistant teachers in the classroom for a year - will not be forthcoming. Tweed finds it perfectly acceptable to have this turnover rate even when when in the words of the Fellows themselves the kids are severely shortchanged in the first year and possibly 2nd year of teaching. It is always interesting for the "No Excuse" administration at Tweed to always make excuses instead of taking a problem and solving it.

There's a lot more to say since I entered teaching out of a similar program in many ways in the late 60's, a program I am sure Joel Klein also came out of, something you never hear him talk about. Know why? Because it was hell - he got out in about 6 months and seems to have banished the memory.

Look for an update to this post later. The full article is posted at Norms Notes.

UFT/DOE Plan for ATR's

Modeled on the day laborer concept, the UFT and Tweed have agreed on a plan to address the numerous ATR's (absentee teacher reserves) who have been left out in the cold by closing schools and a failed Open Market System. ATR's will line up at 6 AM at specially designated Transfer Stations. Principals will be given pick-up trucks and drive around picking up teachers.

"We feel we have finally come up with a plan that is fair and equitable for all," said a UFT spokesperson. "It is true principals will be allowed to ask teachers to jump as high as they can while the truck is moving and those that are able to grab on without falling off will be hired. But the old system was much worse."

How "Open" is the Open-Market?

... the title of a post by blogger Syntactic Gymnastics, indicates that even newer teachers are having trouble with the much bragged about (by the UFT) Open Market System. Check the "Do You Hear Snoring" guest post on this blog and note the defensive "myth- fact" post by an obvious UFT official.

They trash a system that they set up and maintained for 40 years before BloomKlein and brag about the system they replaced it with. They supported the BloomKlein myth that the problems with the school system were due to the right of teachers to take seniority transfers, which everyone knew were often manipulated by principals. Like people with long commutes waited forever to get jobs in Staten Island while all these young teachers who were politically connected on the Island were filling up schools. Naturally, the weaknesses of this system were exacerbated by the looseness of the language of the contract and the lack of UFT enforcement of the existing contract at the time.

I worked in a school for 27 years and never saw one case of someone taking a UFT transfer into my school. And our colleagues who took transfer to "better' schools because they grew wary of teaching the most difficult children, found it so much easier to teach when they made the move to middle class schools and often overcame initial principal resistance when they proved to be among the best teachers in the school. Discipline certainly was not a problem for them.

But this became the big BloomKlein argument - that the UFT contact forced principals to take people they didn't want. (I wonder of they give police precinct or fire house captains or any city agency head total leeway in who ends up working or them? There is such a thing as civil service rules for a reason -- to prevent the very corruption we are seeing.) Klein claimed he wanted the right to transfer senior teachers into poor performing schools and then with UFT assistance set up a system where these schools would be penalized by hiring these more expensive teachers.

I know a licensed high school math teacher in his 60's (only teaching a few years, stil with a fairly low salary, an indication more of age discrimination) who has not been able to get a job for the past year when he was an ATR. The UFT will say, "Hey you're getting paid." He said he physically just cannot do another full year as an ATR and will probably quit.

Aren't we being told all the time that there is a drastic shortage of licensed math teachers?

But this is just another case of spinning reality by the UFT (and BloomKlein too). It's an old theme we studied in college in a course on Shakespeare - appearance and reality. UFT officialdom is all about appearance and spins reality to shape it to put themselves in the best light. And of course, we see the same from BloomKlein. Both the UFT and the DOE have massive PR departments.

Here is a reality check:

What is Randi Weingarten most preoccupied with? (choose one)

a. Protecting the rights of teachers in the schools who are under attack, dealing with the problems of ATR's, senior and excessed teachers?

b. Assuring that Hillary Clinton gets elected by planning on taking over as AFT President and using the national platform to assist Clinton?

Tweed's Trojan Horse

Bloomberg/Klein Intentions Revealed

The Department of Education is pledging to help solve a charter school space crunch, pointing to an aggressive campaign to close a slew of city-run schools in the next two years.

A new accountability plan slated to begin in September will place about 70 schools under consideration for closure in 2008, creating potentially dozens of abandoned school buildings for charter schools to take over. Chancellor Joel Klein's Office of New Schools is touting the possibility to charter operators desperate to find new facilities as their schools grow."

Thus begins "School Closures May Open Way For New Charters," an article by Elizabeth Green in the NY Sun that exposes in one of the clearest ways we've read the true intentions of BloomKlein: To turn over as much of the school system to private operators as possible and to facilitate this by manipulating school closings so they can turn over entire school buildings where there will be no public oversight and little or no union presence. (Oh, sorry! That's already the situation in most schools.)

Phew! For a while we thought they were going to sell off all schools in hot neighborhoods to condos developers and adopt our idea to build stadiums where 50,000 kids at a time can be taught. Shhhhh!

Actually, when you tie all the building of housing without asking developers to account for where kids will be going to schools, it all begins to make sense. Drive people with children who can not afford to live in NYC out by turning over local schools to charters which will never be able to handle the large numbers of students. What will be left are overcrowded schools with high class sizes (note how the Ross Charter based at Tweed just had their class size capped at 20) loaded with the most at-risk students who will be doomed to fail.

The insertion of charters into school buildings targeted for failure could be compared to Trojan Horses. Well, at least Troy didn't abandon their experienced warriors. The invading forces of BloomKlein will ultimately find their Achilles heel as in the post BloomKlein tight lips will become unsealed.

And by the way, where it the UFT on this? Jumping right in and trying to get a piece of the gravy by setting up its own charter schools in public space.

Green's full article is posted on Norm's Notes.

Lisa Donlan from the District 1 (lower east side) Parent's Council, who blogs here, commented on the NYC Education News Listserve:

In a mailer from Saint Ann's School I found an article by the founder of the charter school Girls Prep, class of '84, who writes:

" To introduce choice and accountability into the system, Bloomberg and Klein encouraged the creation of 45 charter schools with in the city... Intrigued by this I met in the fall of 2002 with Chancellor Klein to ask whether he was serious about letting private citizens run public schools. "Serious?" he asked at our first meeting. "We need public charter schools to show the other public schools how accountability works. Would it be easier for you to start if I gave you free space in a public school building?"

Of course the article fails to describe the PS where the charter has been "incubating," other than pointing to its location in a "tough neighborhood, right next to the housing projects that line the East River." No mention of the 250 kids who are 98% minority, 89% of whom are eligible for free or reduced lunch that attend this NYSED designated School In Need of Improvement. Rather than support the high needs children served by this community pre-K - 5th grade school, the charter school set prefers to use " free space," pushing out a District 75 school in the process, to serve another set of almost just as poor and nearly as highly concentrated group of minority children, half of whom commute an hour to attend the school.

Why? According to the author, it is because " our lack of overhead means that we can pay our teachers more. In exchange, our teachers work longer hours and a longer school year, and can be fired if their students do not show progress. We find that this deal- better pay for better performance- attracts talented teachers." As a result, there are 200 applicants for 4 new teaching positions next year, he boasts.

If the PS gets an F next year, Girls Prep can start rolling out their plans for expansion, maybe even a Boys Prep to boot, with all that "free space" up for grabs.

Joel Klein Bounced to Rubber Room by Aris

Another gem from Gary Babad:

GBN News has learned that in an ironic twist, Schools Chancellor Joel Klein has been suspended from his duties and placed in a Department of Education “Reassignment Center”...

Now playing at the NYC Public School Parents Blog

NCLB: Test the Kids

Susan Ohanian and the gang at the Educator Roundtable have concocted this fabulous video:

Now showing at:
http://susanohanian.org/show_nclb_stories.html?id=347
http://www.youtube.com/watch?v=520DAgjCHdc

Do you hear snoring?

Guest Column by Woodlass

You've heard about scripted lesson plans for the classroom? Wait until you see what the DOE has scripted for us now.

They've just sent excessed educators a hefty "Placement Guide," which is a manual on how to let the Open Market System process you. Once again our employer has confused us with our students, and once again a very sleepy union is taking it on the chin. They, too, want to keep us barefoot and pregnant: to stay with the kids, do what we're told, and keep our mouths shut.

The new guide starts with this pandering come-on: "We hope this guide will give you an understanding of how the job search process works." If you really want to know how the Open Market works, just read the recent blogs. It "works" to further destabilize the system and hurt the educators in schools that are being closed or restructured, particularly those who teach the minor subjects and exercise their political voice.

There are some questionable sentences in the opening pages about hiring practices being changed in the teacher contract in 2006. I looked at the 2003-7 contract posted on the UFT website and I actually don't see anything in there about the Open Market system, particularly where it would hurt us most, in the article on excessing (17.B). Which contract are they referring to, the next one? I didn't know contracts prepared for a future date apply to the current moment. Correct me if I'm missing something here.

Then follows a deprecating little section in this guide of "tips" for conducting a successful job search, six DOs and DON'Ts that are basic for anyone looking for a job, much less educators who might have actually taught the subject themselves. After some "Job Search Strategies" on pages 7-8, you'd have to see the remaining pages to believe the content of this enormous script. There are 11 pages of how-to instructions: how to research schools, update your resume (sample provided), write a cover letter ("a basic three-paragraph" one no less), communicate with principals (two more pages of DOs and DON'Ts), prepare and take an interview (I guess they think all of us are getting them: Double Not), and much about a demonstration lesson. The last pages are filled with administrative info on certification, office hours, and the like, and finally my favorite -- an Appendix consisting of a long list of "Action Verbs."

I have said it many times before. The people who are running the DOE despise teachers. They see us as minions, not as educators, and having no regard for our degrees or our experience, they send us scripts so we can fit better into their plans. These are of course driven by corporate values and do not serve the public. They have degraded a school system many of us would have been happy to put our own kids in, even if we didn't have to.

Do you hear snoring? It's the union.

NYC Grad Rates Rising?

Samuel Freedman's column in today's NY Times (posted here) finally touches on the source of DOE claims for rising grad rates. Of course the DOE attacked the teacher (unfortunately there were a few negatives). I raised these issues in my 2 minute presentation at the July PEP meeting. Teachers have been reporting grade inflation, being told to mark the exams of their own students (with a wink), enormous pressures to pass kids who are failing, etc.

The state ed department has a hand in all this to make sure everyone all around looks good - easier exams, shady rubrics (if the kid fogs a mirror, PASS.)

A column I wrote in The Wave and on this blog called "Indecent Exposure" back in December touched on these issues:
Inflated test scores and cover-ups of massive cheating scandals in addition to scores being pumped up by constant test prep. “Test-mania fuels cheating at many schools, teachers say,” said just one headline that is just the tip of the iceberg. The overwhelming majority of school personnel will remain silent due to fear. (Maria Colon, the union rep at JFK HS in the Bronx, was persecuted because she exposed her administration, which has gotten off Scot-free.)

Teachers toe the line, especially newer, inexperienced teachers. The attack on senior teachers (anyone with about 7 years in today's world) is not just about money, but compliance in solidifying the sham BloomKlein are pulling.

At the end of my presentation at the PEP I pointed out that we can see even higher grad rates once the principals get their hands on the bonus money.

Going up, anyone?

Privatization & Mayoral Control

Mayoral control of school systems is a symptom rather than a cause. What has occurred is privatization of policy over public schools, where people like Eli Broad and Bill Gates get to use their private money to make public policy and shape urban public school system the way they want to without public oversight. Mayoral control is their instrument since it allows then to do their thing without having to open themselves up to public scrutiny. All they have to do is get Bloomberg, et al on board, which is easy to do by the offer of money.

Can you imagine them getting away with this in places like Scarsdale? "We think you should break up your high school into small schools."

All over this nation, local people have some say over their schools. But not the people in urban areas that have given themselves over to mayoral control. When the UFT agreed to this model, we should not pretend they did not know what they hath done. They hath proven themselves part of the Broad/Gates cabal of corporate takeover of the public schools to the detriment of students, teacher, parents and the general public.

What Joel Klein Really Wants

From his first days Klein claimed the UFT contract hindered his ability to place experienced teachers in schools of high need and wanted the ability to do so. The UFT basically agreed but claimed (for public consumption) they wanted some merit system to get people to work in these schools. The extended day idea in the Chancellor's district under former chancellor Rudy Crew was a form of this idea. When I started teaching in '67, schools classified as special service (poverty areas) gave extra preps to teachers for years, a form of merit pay, so the idea is not new.

What Klein, with the assistance of the UFT, has put into place is a system that just about guarantees the chance of experienced teachers ending up in these, or any, schools, is very unlikely.

The ideal contract for Joel Klein

Woodlass, in a follow-up comment on the ICE blog post by Jeff Kaufman on the evisceration of seniority, made a very cogent point exposing BloomWeinKlein.

Thanks for the historical and structural overview described in the post and the first comment. You can rely on ICE to provide background information on grave union issues such as these, and I regret deeply, both on a personal and a collective level, that the people running this union and ultimately responsible for maintaining our existing job protections break so frequently with long-standing union goals.

I would like to comment on something the Chancellor has pushed for and what he has actually done.

One of Klein's earliest and most continuously iterated goals has been to be able to put good experienced teachers where they are needed, in the more difficult schools. His two recent initiatives, the Open Market hiring system and the way teachers will soon be paid (directly from the principal's budget), have not only hobbled his cause, but have shown him to be duplicitous.

Experienced senior teachers who indeed want to work in tough schools for a variety of reasons (the commute, the level, the challenge) have just become expensive. It is attractive for a principal to avoid calling them in for an interview, let alone hiring them.

Young teachers who spend a year or two in a difficult school are already looking to transfer out, to what they think is a better school in another district or out of New York City altogether. There is no reason for a new teacher to settle into a school with a difficult environment or one they're not happy in when adequate skills and a low salary makes them highly marketable. They'll apply to the schools with good reputations, and by gosh, they'll get those jobs.

It used to be that job vacancies were frozen until excessed teachers were placed, but the Human Resources people are no longer allowed to do this. The vacancies will be filled with new and fairly newly instructors, some of whom do not yet have a Masters. And even before these young teachers get tenure and full certification, they too will get the chance to look for and take that job in a "better" school. This is not conjecture, I already know of many examples.

The Lead Teacher program puts a few experienced teachers in difficult schools - for a salary bonus, and for only half their time teaching. That's a failure for the city's kids no matter how they spin it, and since it's a form of merit pay, it's a failure for labor, too.

There is not one item in the chancellor's agenda that will put good experienced teachers in full-time teaching programs in difficult schools and make them want to stay there.

The Chancellor is a fraud, the Mayor still backs him, and it looks as if Union leadership has a different agenda than what's in our best interest. I can't believe they thought these schemes would be of any use to the profession in the long run. It's something else, and they don't want us in on it.

As I pointed out in a comment on the ICE blog:

We should not view the issue solely from the perspective of teacher rights. One issue I would like to deal with is the argument Klein makes that a school system should not be about job protection but about teaching and learning. Weingarten I believe goes along with these beliefs as evidenced from her actions and by info from the inside that she talks about getting rid of bad teachers and not being worried about protections. I believe there's an argument to be made that seniority rules create stability and school cultures that overcome the instances of the bad teacher being protected (I still think there are as many poor teachers if not more since BloomKlein and many people loyal to the principal will be protected no matter how bad they are.) Stable schools include experienced people who often share their knowledge. Kids have long-standing relationships with teachers in these schools. The assault on seniority had done as much damage if not more to the educational institutions as it has to the traditional union perspective that you raise.

UFT To Members: Seniority is No Longer An Issue Because We Eviscerated It

......was posted by Jeff Kaufman on the ICE blog.

It lays out the basic seniority issues very well from the teacher rights point of view.

We should not view the issue solely from the perspective of teacher rights.

Joel Klein makes the argument that a school system should not be about job protection but about teaching and learning. Sounds noble if you don't know the real deal. Weingarten goes along with these beliefs as evidenced from her actions in relation to seniority protections and by info from the inside that she talks more about getting rid of bad teachers than about being worried about protections.

There's a case to be made (NEVER by the UFT, of course) that seniority rules create stability and school cultures that overcome the instances of the bad teacher being protected (I still think there are as many poor teachers, if not more, since BloomKlein and many people loyal to the principal will be protected no matter how bad they are.)

Stable schools include experienced people, many of whom share their knowledge and do the real training of newbies. Kids have long-standing relationships with teachers in these schools. The assault on seniority had done as much damage, if not more, to the educational institutions as it has to the traditional perspective of job protection.

UFT Deal with Green Dot: New Low for UFT Leadership

Teachers for a Just Contract sent out an email with a nuts and bolt analysis of the deal the UFT and Green Dot have made. They point to the lack of democracy in making these decisions. But the blank check given Weingarten due to the failure of the opposition to make a serious dent in the Unity machine in the '07 UFT elections is the backdrop.

Eventually, the Unity rank & file in schools that does not get jobs and other perks may figure out that the free conventions may not be worth the hell Unity policies have been putting people through. Of course, many of the Unity R&F are chapter leaders and have the ability to work out deals with principals to protect themselves while others get screwed. Some naive Unity people think that when Weingarten is at the AFT things might change for the better with someone like Michelle Bodden in charge. They are wrong.

What is missing from the TJC analysis is the backdrop of the whys and wherefores which we have been exploring on this blog.

The fact must be emphasized that Weingarten is in step with the Bloombergs, Eli Broads, the charter school movement, the Democrats/Clintons, etc. The deal with Green Dot makes sense if the UFT still gets dues even if the members are screwed.

Read the TJC post in its entirety at Norms Notes.

NYC Educator has an excellent post today on mayoral control. I commented in response to this statement: Ms. Weingarten's job is to represent the interests of working teachers.

Weingarten's real job is to distract, deflect and control the labor movement in NYC (like did she really want the TWU to win their strike?) and in the nation. Corporate and certain political interests could not find a better person to sell and execute their plan. She is the master of deflection and deception.

No one should be fooled that she is somehow incompetent or bamboozled by BloomKlein or Eli Broad or the Clinton/Democratic party interests which include Green Dot's Steve Barr. She is the perfect agent.

The UFT has become a perfect metaphor for a company union. More proof if this will come September 18 when the Broad prize is announced and BloomKlein will win it in a political deal to sell their program nationally. Of course, the UFT already has $1 million of Broad's money for it's charter schools.

There has been some agitation on Leonie Haimson's nyceducationnews listserve for some action on the part of parents (and hopefully, independent teachers) on that date to protest in front of an adoring national press. Expect the UFT to sit on its hands - unless a large enough outpouring of teachers joining parents will force the leadership to try to deflect people in other directions. Like maybe wear a black armband and spend 30 seconds walking around the schools so no one will notice.

UFT: Masters of Deflection

The UFT response to teachers asking for help has been “Wait till September.” It could be a song:

Wait till September
We hope you won’t remember
Just how much you’ve been screw-ew-ed.

Even when people get some attention, they often don’t realize the UFT leadership tries to deflect people from taking action either on their own or even worse (for the leadership), in concert with others. It takes some people years to realize this. The goal is to stop anything from getting organized and if the threat is serious enough they may actually do something (or give the impression they are doing something.)

Remember the supposed Age Discrimination suit? The entire purpose was to deflect people from taking action on their own. When people inquire about it with the UFT’s Sherry Boxer, she says she has no info and refers them to the EEOC. Call the EEOC and they tell you Sherry Boxer knows exactly what is going on. If you try to get added on the case, they say “NO Dice.” Of course, why would the UFT want hundreds and maybe thousands of people listed? The might actually win and then how would they explain it to Bloomberg?

A conversation with a regional DOE official…
"We couldn't believe it that the the union signed off on this thing." And later: "Before when a teacher was excessed, we could freeze the vacancies til the teacher could be placed. Now we can't do that anymore."

Without this agreement, many of the DOE reorganization plans would have been blocked. Certainly, the ability to hold schools accountable for teacher salaries could not be implemented.

So, when you get the attention of the UFT, keep an eye out for

THE MASTERS OF DEFLECTION

The NY International Fringe Festival

All of New York (downtown Manhattan, at least) is a stage...

I’ve been a volunteer at this wonderful event for the past few years. Last year I was a cameraman on the 10th Anniversary film they are making and got the chance to film lots of the plays and interview actors, directors and others. People come from all over the nation and around the world to put on their plays. Hundreds of them with a top price of $15, all down town (usually 14th St and below). It runs from August 10-26. Daytime (often starting around noon) and into the night.

You will see performers promoting their plays (at least 5 performances of each) all around the city. Last year a group came in from Chicago by bus and would pull up while the dancers did their number on top of the bus. Nice trick in NY traffic.

Get tickets online www.FRINGENYC.ORG or stop by at Fringe Central (80 Carmine St,, corner of Varick St.) Number for info is: 212-279-4488

I'll be spending a lot of time at Fringe Central and at some of the shows helping out so look for me if you stop by. Or call me if you're in the area and need assistance with something: 917-992-3734.

Better yet, if you have some time, volunteer for a 2 hour shift which gets you a free ticket.

Of interest to teachers:

Pedagogy: Can working for the Department of Education be worth more than just a $10 co-pay?

A high school teacher from New Dorp HS, Nanci Richards, has written a play, Pedagogy.

Tag line: Can working for the Department of Education be worth more than just a $10 co-pay?

She is performing in it as well. A retired teacher, with a tremendous number of acting and directing credits to his name, Michael Tennenbaum, has directed.

Info:
The play is being performed at the Center for Architecture, 536 La Guardia Place in the Village.

For tickets and information, 212-279-4488
www.FRINGENYC.ORG
All tickets are $15, non-reserved seats
The dates/times are:
August 8 @ 7:00 pm
August 14 @ 9:45 pm
August 18 @ 2:00 pm
August 20 @ 7:30 pm
August 22 @ 5:30 pm
August 25 @ 4:00 pm

A bunch of us are going to the Aug. 22 5:30 performance of "Pedagogy" and then off to dinner somewhere afterwards. Get tickets on your own and meet after the show. If interested in the dinner part let me know so we can try to find a place that will accommodate us.

200 Mystical Fictions
Another show on my definite list is “200 Mystical Fictions” by Debbie Siegel, whose dad Mike teaches at Staten Island Tech and coaches the robotics team. Debbie taught in Japan for a while. Check my blog for any other shows of interest that come up.

Green Dot, Weingarten and Dual Unionism

Let's say the Teamsters union comes into NYC and starts to organize charter schools. What would be the reaction of the UFT?

Well, that is exactly what is happening in Los Angeles where Steve Barr of Green Dot charters, Randi Weingarten's ally in crime in setting up a charter school in the Bronx, has formed a company union to compete with the LA Teachers Union. Al this is chronicled in Sam Dillon's NY Times piece of July 24 which I posted on the Norms Notes blog.

I can't tell you how may times people have said to ICE, "The Unity machine will never be beaten. Why not invite another union in like the Teamsters and set up a dual, competing union?"

Our answer has always been that this is so anti-union and divisive that it is unthinkable.

Well, maybe not. Randi Weingarten and Unity Caucus have endorsed this action with their support for Steve Barr and Green Dot. Just imagine, teachers can be Teamsters and never have to drive a truck.

Selected quotes below indicate a few basic truths:

The UFT is already a company union so there is no great leap here.

The Democractic party/Clinton gang are in this up to their ears. Weingarten is part of the gang which includes Joel Klein who also worked for Clinton.

Weingarten's undermining of the LA teachers union AJ Duffy may have some interesting play when she makes her move for the AFT presidency. It is disappointing to see Duffy backtracking. Will there be any repercussions in Chicago next July?

Here are some comments on Green Dot from another post on this blog. Note in particular the Unity hack defense and the former LA teacher, which I highlighted:

This is the end of organized labor as we know it....the article also states how Randi is helping to bring Green Dot into the South Bronx....Goodness gracious! What won't that woman do to be lauded by those who hate organized labor???? SHAME ON RANDI FOR SCREWING THE UFT MEMBERS!!!!! I hope one day she is impeached. 12:42 AM, July 24, 2007

17 more years said...
Just finished reading the article. The fact that Randi is trying to bring Green Dot to the Bronx confirms everything I ever thought about her.
I found it particularly interesting that the young teachers are so willing to embrace Green Dot, while senior teachers are hesitant (and rightfully so). With the large numbers of young, idealistic Teaching Fellows entering the ranks of NYC public school teachers, can't you see that happening here? 9:47 AM, July 24, 2007

Gene Prisco said...
Perhaps Randi Weingarten should invite the NEA to NYC to support Edison or any organization create charter schools with a union different than the UFT since this is exactly what she has done in supporting Green Dot in LA. Long live dual unionism! the Albert Shanker Solidarity Award 2007 goes to Randi Weingarten. 1:22 PM, July 24, 2007

Anonymous [Unity Hack] said...
Perhaps Randi Weingarten has a better view of education in America then the average teacher. I also read the article and what impressed me was that Green Dot has taken over failing schools, High Schools and did so with a teachers contract albeit, not the 300 page contract the LA teachers have. Maybe Randi is posturing an experiment in New York to offset the eventual dissolution of teacher unions as happened in LA. By engaging Green Dot in NY and being pro-active she will have a stronger say rather than fight the wrong fight at the wrong time. Please note that the article claims that the LA union has been fragmented and Green Dot in one school competed and drew the students away from that school district. What makes you think that could not happen in NY? Also note, that Black and Hispanic parents advocated for the Green Dot take over. Give Weingarten credit for being ahead of the curve on this issue. I believe that she will maintain core contractual values and tenure when this entire era of corporate accountability expires. 5:36 PM, July 24, 2007

Anonymous [LA Teacher] said...
I was a teacher in Los Angeles and now have retired (to Las Vegas). That article in the NY Times is full of bulls++t. The parents didn't advocate for it and the younger teachers went for Green Dot because they were duped....
The article is so misleading. Green Dot has not made any progress. They throw kids out of their schools if they harm the progress in the Green Dot school
I am shocked that your union is cooperating with this mess called Green Dot. What is wrong in NY? July 24, 2007

Selected quotes from Times article:

"Mr. Barr has fomented a teachers revolt against the Los Angeles Unified School District. He has driven a wedge through the city’s teachers union by welcoming organized labor — in contrast to other charter operators — and signing a contract with an upstart union."

"Mr. Barr, a former fund-raiser for the California Democratic Party."

"Randi Weingarten, the president of the United Federation of Teachers in New York City, is working with him to put a Green Dot school in the South Bronx. That alliance embarrassed United Teachers Los Angeles, which represents some 40,000 teachers."

"The union representing Green Dot teachers, Association de Maestros Unidos, has a 33-page contract that offers competitive salaries but no tenure, and it allows class schedule and other instructional flexibility outlawed by the 330-page contract governing most Los Angeles schools.

"Andrew J. Rotherham, who worked in the Clinton White House and is co-director of Education Sector, a research group in Washington, said, “Green Dot is mobilizing parents in poor neighborhoods and offering an alternative for frustrated teachers, and that’s scrambling the cozy power arrangements between the school district and the union to a degree not seen anywhere else.”

"Mr. Barr has not just used his charters to challenge the district. He is also an ally of Mayor Antonio Villaraigosa, a Democrat who has also battled the Los Angeles school district, seeking mayoral control."

"Mr. Barr says that if he does not win the chance to use the Locke campus for his new charter schools, he will surround it with Green Dot’s next 10 charter schools, which are to open nearby in 2008, supported by a $7.8 million donation from the Gates Foundation.

“If the district doesn’t work with me, I’ll compete with them and take their kids,” Mr. Barr said."

CALLING ALL TEACHERS IN EXCESS!

It's time to act.

An excessed teacher, frustrated with the UFT response, or lack of, decides to take action. The UFT always prefers to deal with individuals rather than an organized group of people and WILL respond more positively (for PR purposes) when faced with a pressure group. Currently, there are other people holding meetings around certain issues. Look for updates on this blog.
____________________________________________________

This message is for anyone who's just lost their teaching position and has been abandoned by the DOE, which has broken with the rules stipulated under 17.B. of the Contract and is now claiming on p.4 of their 23-page booklet to excessed teachers that "it is ultimately your [the teacher's] responsibility to secure a new position with New York City."

As of this posting, the UFT website is not showing any sign of life regarding this most recent attack on on public school educators. Don't be confused by the link on uft.org called "Denied a Transfer? Let us know," which was not especially designed for excessed teachers. It's for anyone who's had problems with their attempts to transfer.

We're worried here about excessed educators, especially those who don't even get an interview. It is very troublesome that there are no links on the website for "Got Excessed?", "Got IMPROPERLY Excessed?", "Denied an Interview?", or "Know of Any Irregularities in Recent Job Hirings at Your School?" Maybe the union didn't see the problem coming, maybe they didn't care. Whatever is behind their thinking, they are certainly not contacting us at this time, when they could easily find out not only WHO has been excessed, but communicate with each one of us personally to find out how we're doing in this chaos.

Some of us don't share their apathy or hesitation. We think we have to act collectively and get the data for ourselves.

PLEASE CIRCULATE THIS MESSAGE. Tell your excessed colleagues about it. Let's get some raw data on what's really happening to our jobs and our careers, and make sure no one is going to plead ignorance of the situation.

If you've been excessed and want to be sent some information about how things are going for you, copy and paste the questions below into a new email, answer the ones that you want to answer, and send them to: excessed101@gmail.com. You don't have to give your real name if you don't want to. The data will be compiled and you can say whether you want to be sent updates on what we're finding out.
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Your real name (optional) OR a pseudonym to prevent duplication: ________
When were you excessed? Month ________ Year _____
Seniority at the end of June 07: _________________
If you're a teacher, your subject: ______________
Otherwise, your title: _______
Used the Open Market yet? Y/N _____
No. of schools applied to: _______
No. of interviews you were granted: _____
No. of interviews you attended: ______
Has the DOE tried to place you yet (as stipulated in the contract)?
Y/N ______
Any factors you think make your excessing not your fault (e.g., school closing): ________________________
Any factors you think make it unlikely you'll be placed in a permanent position (e.g., politics, race; optional, but probably very important): ________
Additional comments: ________________________________________


Do you want to be contacted with updates on the statistics? Y/N ______
If so, your email address: _____________________________

The UFT is an Urban Myth; Coogee Beach Will be One Soon

We've been invaded by aliens - visitors for the next month from Western Australia. Is now safe for people in the Fremantle/Perth area to come out of their homes.

Dan (native of the Williamsburg houses in Brooklyn) and Robyn (Fremantle native) Scherr have descended on the New York area. They are these activists back home fighting to save their local and beloved Coogee beach from the actions of developers. While here, they should hang out with the gang from "Develop, Don't Destroy" who are fighting Bruce Ratner and his Atlantic Yards. It is funny how developers destroying neighborhoods in Brooklyn or Coogie use the same tactics against even small groups of critics: branding them anti-development, professional protesters, outside agitators, a vocal minority, etc, etc. They monitor every word of criticism, no matter how mild, very closely and use their PR machines to respond instantly.

It all sounds so familiar for those of us who are active in the UFT opposition movement. The Unity Caucus machine spends an amazing amount of time and energy to monitor the opposition. Witness our blog posting here on excessing and how a high UFT official felt the need to respond within hours of it's posting. (Hey! It was a Saturday in the summer. Shouldn't he be planning how to sell off more of the contract?) Why do people who have overwhelming power, money, and resources need to go on the attack? My guess is their response is a clear sign they are so insecure because they are doing something wrong.

The UFT attempt to minimize the impact of their willingness to destroy the protections many teachers have fought for so hard by selling the Open Market System and minimizing the ATR issue where more senior teachers (which will soon be anyone with over 8 years and dropping) are under attack requires marginalizing critics.

As NYC Educator recently posted:
"But on the official union blog, they say problems with the "open market" plan are an urban myth, and virulently refuse to answer any questions on, or even acknowledge, the situation of ATR teachers. Since there are more transfers, it's better. Period. There will be no discussion of ATR teachers, and don't look at that man behind the curtain."

Increasingly, it is the UFT that is an urban myth.


For those visiting Western Australia, stop by Coogee Beach while it's still there. For those visiting UFT HQ at 52 Broadway, stop by and check out the 6-figure salaries and double pensions.

Ex-general is Baltimore schools chief of staff

Another ex-general and Broad Superintendents Academy fellow has just been appointed to a leadership position in a large urban school district.

"In a move to fix the city school system's managerial problems, Andres Alonso, the system's chief executive officer, has chosen a retired Army officer with a strong background in logistics to act as his second in command."


http://susanohanian.org/show_atrocities.php?id=7356
Alonso trained at the feet of Joel Klein, so he must be making good decisions. And these generals have done so well in Iraq, why not let them run school systems? Note in the article how the Broad Academy has few people who actually taught. I wonder exactly what kind of teaching Alonso himself did during his 10 year teaching career. He must have been deprogrammed to purge all identification with teachers, who clearly are not to be trusted with running things on their own.

Excessing

The following was sent by a correspondent:

Let's open up the subject of Excessing, the latest thunderbolt in the contemptible attacks on the teaching profession by Joel Klein and his corporate handlers.

Our present contract establishes an excessing procedure in Art. 17 B, Rules 4-6 and 11. These rules state that the DOE will place us into new jobs. Please note that the DOE is the active "Placer" and the teacher is the passive "Placee." (The fact that we can, and most likely will, end up as ATRs is a secondary issue I'll address later.) So, we have:

Rule 4. Teachers in excess ... must be placed in vacancies to the fullest degree possible .....

Rule 5. ....... If there are no openings or vacancies in the district/superintendency, the teacher shall be excessed from the district to a vacancy in the region.

Rule 6. The central board has the responsibility for placing teachers who ... cannot be accommodated by their own district/superintendency, if vacancies exist, within the region ........

Rule 11. Unless a principal denies the placement, an excessed teacher will be placed by the Board into a vacancy within his/her district/superintendency; or if such a vacancy is not available, then in a vacancy within his/her region. The Board will place the excessed teacher who is not so placed in an ATR position in the school from which he/she is excessed, or in another school in the same district or superintendency.

After the original excessing letter, we received other emails and packages from the DOE that have broken with the contract entirely and shifted the onus of finding a new job right onto the excessed teacher him/herself. They did it through lies and obfuscation. Take this one: "As you may know, the current UFT contract has changed the way in which excessed teachers and staff seek and receive new positions." The current UFT contract has most certainly NOT changed the way teachers and staff seek and receive new positions. Article 17.B says numerous times that excessed teachers will be placed. And in the DOE's recent emails and written materials, there's a consistent and not-so-subtle shift in language from the passive voice (i.e., teachers "will be placed") to very active orders indeed. By way of example, here are their instructions in an email of a week or two ago:

1) Register for the Open Market Hiring System

2) Attend the July 10th job fair . . . bring a copy of your excess letter.

3) Visit our website www.InternalHiringSupportCenter.org.

4) Download the 2007 Placement Guide . . . . This guide contains all the information you will need to conduct your job search . . . Use it as a reference throughout your search.

In no way can these "orders" be interpreted as "options." We are told to Register, Attend, Visit, and Download, no ands, ifs, buts about it. And just this week they've sent us a 23-page booklet that has to be seen to be believed! It's as outrageous and demeaning as I've come across, a real wolf in sheep's clothing. Not only does it fly in the face of the contract with these tidbits:

"Although it is ultimately your responsibility to secure a new position within NYC" (p.4, para 1)

"In the coming weeks it is your responsibility to secure a new position" (p.5, para 1)

"Human Resources may continue to change your ATR school until you find a permanent position." (p.5, para 2)

it goes on to TEACH us how to construct a resume step by step (they even provide an example). After that lesson, they instruct us how to write a cover letter, dress for an interview, speak to a principal, do a follow-up, etc., along the same lines. The pièce de resistance is the Appendix: a full-page list of "Action Verbs" to help in our job search! To whom does the DOE think it is talking to in this booklet? Some of us have spent most of our careers teaching kids how to write well. Some of us have endured 30 credits above a Masters to make sure we are equipped to do that very job. Some of us, for heaven's sake, have second jobs as writers, editors, counselors, and tutors.

So when I say that this chancellor and this group of educrats has the most profound hatred of teachers, I'm not exaggerating. They virtually flaunt their disregard for the contract and hope no one's looking. They swamp us with instructional material to infantilize us, and they do it under the guise of being helpful.

It's clear they want us VOICELESS. It's clear they want the most senior of us OUT OF THE SYSTEM ENTIRELY.

I am told the union is working on this. Not fast enough though, because by the time they act, the job vacancies on the Open Market system will most likely be taken. Which brings me to that ATR thing mentioned in Rule 11.

We all know by now that Klein recently changed how teacher salaries are going to get paid. In a short time, the principals will have to budget for the higher salaries if they want to retain the most experienced (senior) and most heavily credited (MA plus 30) teachers. I'm afraid this is the death knell of the profession as we once knew it. Even though there's a year's grace on who foots the salary bill, administrators have been heard saying things like "You get two for the price of one" and "Hey, I don't want to interview anyone with over 15 years." Let's say that you, as an excessed teacher, never even get an interview in the new Open Market system because of your years-in or high salary. You may end up subbing for a long time, and you may be subbing in the most difficult schools or getting bounced from one school to another. (UFT bosses, stay alert: the nifty wording in Rule 11 implies possible placement in a second school, but I'm sure the DOE has every intention of keeping its options open to bounce you around to as many schools as it wants.) Few of us would choose to remain in the profession if we had to sub under those conditions for any length of time, but bingo! From the DOE's point of view so much the better, high salaries and high future pensions being such a worry for them. They'd much prefer it if all the senior teachers just quit.

And not just the higher paid teachers. There are so many other gosh-darn reasons for not taking in an excessed teacher: inadequate skills, no charisma, lukewarm recommendations, a history of union activism or whistleblowing, the way the person dresses, that...um...race thing. I knew a principal who wouldn't hire a teacher because she didn't have her nails done. All these people can be ATRs as well until they can't stand it anymore.

There is no check on any of this because the UFT doesn't have a proactive bone in its collective body and has not in recent contracts paid much attention to anything but salary. They're just watching it all play out, and one can't be but baffled at their indifference. Much of what the DOE has sent out to excessed teachers in the past month contradicts the very paragraphs on the subject that the UFT has posted on its own website (see "Know Your Rights"). The union was obviously not at the table when the DOE schemed up this Open Market thing. Hold on, maybe it was at the table. Some people think the union has been complicit for years.

Epilogue.

You can't turn a person into an activist. You have to recognize your own anger and convert it into a political voice -- against a fundamentally rotten education department installed and supported by a privileged, power-obsessed mayor, and against a marginalized and semi-comatose union.

Sol Stern on mayoral control

Revised

I posted Sol Stern's recent article in the City Journal "Grading Mayoral Control" at Norms Notes. It is a good summary/history of the issues that have arisen since Bloomberg took control of the schools.

Stern was a supporter of mayoral control in the beginning. He was also a severe critic of the UFT, blaming many of the ills in the school system on the teacher contract, something Joel Klein has also consistently done. But politics makes strange bedfellows and Randi Weingarten has embraced Stern, even giving him space in the NY Teacher.

Stern focused his original criticisms of Klein over the adoption of what he called a progressive curriculum, instituted by Diana Lam and enforced by her successor Carmen Farina. I won't get into the details here. But teachers reacted as much to the dictatorial nature of the forced implementation as to the ideas of how to teach.

Stern says:
“Dictate” is exactly what Klein did for the next three years. The city’s principals were deemed so deficient in pedagogical understanding that Klein and his lieutenants would tell them how to arrange the chairs, the desks, the rugs, and even the bulletin boards in their classrooms. But Klein’s directions on more important matters did not inspire confidence: for example, he imposed a reading program that progressive educators favor called Balanced Literacy (a euphemism for the “whole language” instructional approach), despite the lack of evidence that it works for disadvantaged children.

I know teachers that believe in balanced literacy, which they say is very different from the whole language approach, which has been discredited in many places for the lack of phonics and structured language teaching. One of Stern's points has been that phonics should be taught, an approach that seems as rigid as Klein's. I was a big fan of phonics teaching, but as a teacher I made the choice as to what extent it was necessary. I eschew any system where teacher choice is minimized.

Ironically, Stern supports "Success for All," one of the most dictatorial, rigid, non-teacher input (and expensive) programs out there. He writes:

To his credit, Klein approved the inclusion of several providers with substantive academic programs. One of these was the Success for All Foundation, which features the scientifically tested reading program that Klein unwisely dumped from dozens of schools in his first year in office. But it soon became clear that the program didn’t have much of a chance to sell its goods in Klein’s new supermarket. When I visited the hall in which SFA staffers were making their presentation, it was practically empty. Nervous principals, shell-shocked by this latest reorganization, decided to play it safe and go with one of the providers that knew its way around the DOE headquarters, rather than with an out-of-town organization like Success for All. Several sources also confirmed that providers had offered jobs to some of the supervisors departing the school system—on condition that they sign up as customers the principals whom they used to supervise.

It's class size, stupid!
I have heard teachers refer to Success for All as a "Nazi" program. Well, maybe that's going a bit too far. I mentored Teaching Fellows for a few years; one of the schools was using the program. All activities in the school would stop for an hour and a half and all personnel, including out of classroom people and cluster teachers would be part of the program. Thus, the sizes of the reading groups were drastically reduced.

Duh! There's the scientific basis Stern refers to. Small groups work, not necessarily the program itself. Scientific studies would cite a control group where, say balanced literacy were used with the same student/teacher ratio as SFA. Bet we would see similar results.

The morning would start with some kind of music piped throughout the school and kids would be marched to their classrooms. Teachers complained that they often worked with students that were not in their class but for just the SFA period. After about an hour and a half the music would start and everyone would be marched back. I often thought they could sell a CD called "Best Marching Songs Success for All."

Stern attributes the lack of interest in SFA from Nervous principals, shell-shocked by this latest reorganization. But even principals who knew the program from the days when former Chancellor Rudy Crew forced it into every school in the former Chancellor's district, also rejected it as too expensive for what they were getting - just another program for profit. They chose not to go with SFA because they could get more for the buck elsewhere.

Stern has also pushed the program being offered by Kathleen Cashin, one of the 4 super superintendents left from the regions, claiming her program was the most rigorous. But she ended up with the lowest total of schools of all 4, while Judy Chin, considered the least rigid, got the most schools. Many Principals seem to have voted with their feet for the least restrictive environment. And that will probably end up being an illusion too.

Another irony here is that the UFT leadership with Randi Weingarten leading the way, partnered with Crew in implementing the SFA program with the support of the UFT run Teacher Centers. When the UFT complained about the rigid programs implemented by Klein, SFA teachers had a good laugh. Oh, the hypocrisy!

I have one more bone to pick with Sol Stern over his article when he says:

The Bloomberg administration must have known that the UFT would have to protect its senior teachers. Along with a coalition of activist groups that opposed the entire reorganization, the union began organizing a massive City Hall protest rally. The mayor initially hung tough: he called his own mini-rally, attended by 100 supporters, attacked the “special interests” blocking progress in the schools, and likened the UFT to the National Rifle Association.

But the next morning, the mayor was breakfasting with union president Randi Weingarten. After a weeklong negotiation, the administration took both the new funding proposal and the tenure initiative off the table for the next two years—by which time Bloomberg will be packing to leave City Hall. The mayor may have been right about the “special interests,” but his retreat had plenty to do with politics and his own interests. A big fight with the teachers would have damaged his reputation as the “education mayor” and threatened his potential White House run.

Th UFT gave the impression of protecting senior teachers, who were not really protected, as all the ATR teachers and the inability of so many to find jobs in the Open Market System have proven. Who really blinked? As previous posts here have pointed out, Weingarten wanted as little to do with a rally as Bloomberg.

Who blinked first?