Saturday, April 14, 2012

The Trayvon Trigger and Educational Stop and Frisk: The Wave

Published in The Wave, Friday, April 13, 2012 (www.rockawave.com)

By Norm Scott

It was a late weekday summer night on the sweltering streets of Philadelphia – early summer, around 2004. I was attending an educational technology conference and had touched base with an old acquaintance who had just gotten her Masters from Wharton, one of the top grad schools in the nation. I was escorting her back to her apartment after dinner. She It was her last night in town and she had to be out of the apartment the next day.

I had been told that Wharton is located in an iffy neighborhood but then again people told me all of Philly is in an iffy neighborhood, so my antennae were up. But my friend, in her late-twenties, very blond and very white did not seem concerned. As we turned the corner to her block I noticed a group of black men down at the other end. As we got closer I could see they were drinking beer and seemed to be celebrating something. They appeared to be in their 20’s and my level of concern went up 2 notches. But my friend just kept walking and I followed. As we approached they all broke into smiles, as she went up and hugged them all, congratulating them on having gotten their Wharton Masters or PhD degrees that day. Well, I learned an important lesson about checking my own racial attitudes at the door. Too bad George Zimmerman did not check his own racial attitudes at the door.

While I do think people have to exercise caution in certain situations, there has to be a balance. I had some interesting interactions with black teens in the late 80’s-early 90s when I was hanging out with the Van Arsdale HS basketball team for the four years one of my former 6th grade students was a star on the team. What a mix of kids. The experience was generally so positive and affected my views of black teens.

Many people are having Trayvon Martin moments, some honest attempts to understand the implications of what happened in Florida despite the Rupert Murdoch media (NY Post and FOX) attempts to smear him. Any info coming out of them should be termed as FOX FACTS. In an example of this bias, the NY Post ran a front-page photo of three black lawmakers in Albany who had worn hoodies, depicting them as “race hustlers” despite the fact that there were also white lawmakers who had worn hoodies in support of the Trayvon Martin family. Fair and balanced FOX FACTS.

Though Zimmerman was not officially part of law enforcement, the stop and frisk blitz here in NYC has led to some thoughts on the subject, with a particularly noteworthy NY Times April 10, 2012 column by Michael Powell who points out the growth in S&F from 2002 when police stopped and questioned 97,296 to the 685,724 New Yorkers stopped in 2011, a vast majority black or Latino men, sometimes at gunpoint and with their faces pressed to the pavement with 88 percent of them innocent. Powell points out more New Yorkers were stopped than the entire population of Boston. Some may think the 2% gun recovery makes it all worth it. I don’t agree. If it were young white men being stopped time and again there would be an outcry.

Powell says “the unbridled use of stops leaves a deep bruise of unfairness, particularly around the issue of race.”

He asked eight black male students who attend the Borough of Manhattan Community College how many times they have been stopped. “Cumulatively, they said they had been stopped 92 times. They spoke with surprisingly little rancor. But they wonder at the casual humiliations.

The police stopped Mario Brown, who dreams of a career in theater arts, and forced him to take off his sneakers in the subway. (“It’s kind of ridiculous; I don’t see any Caucasian kids doing this.”) They forced Jamel Gordon-Mayfield, 18, the son of a police detective and a doctor, out of his parents’ S.U.V. one afternoon and demanded he take a Breathalyzer. (He passed.) Then they searched him and the car. Jasheem Smiley, 19, sweet and soft-spoken with a neat goatee, lives in Williamsburg, Brooklyn, with his uncle. Two months ago, he says, a van drove up on the sidewalk and a man jumped out. “I’m a cop!” the man yelled. “Get down on the sidewalk!” Mr. Smiley complied but feared he was being robbed and asked to see a badge. The officer, he said, responded by putting his shoe to his face and pressing it to the pavement. Mr. Smiley’s tone is matter of fact. He speaks mainly of his humiliation at lying on the sidewalk as hipsters gawked. What, I ask, is his aspiration? He smiles, rueful. “I’m a first-year criminal justice major,” he says. “I’d like to be an investigator, but sometimes I wonder about that.”

Do your own poll. Ask 8 white college kids how many times they have been stopped.

Former police captain and Molloy College professor John A. Eterno, whose brother James fought a valiant battle as chapter leader of the soon to be closed Jamaica HS which came under assault by the DOE, “sees a place for stop-and-frisk tactics. Gangbangers dominate the courtyard of public houses? Put them through the wringer. But to apply the tactic so broadly is a disaster in a democratic society,” Eterno says, pointing out that “Crime has dropped 80 percent…. yet there are 700,000 suspects in the streets?” He charged that the police is viewed as “an army of occupation” within some of the very communities they are there to protect.

Throughout the years I taught elementary school, I was not really conscious of what my male students would be going through as they grew into adulthood. As someone who believed in teaching the whole child, I should have been. This failure was starkly brought home to me when I went to see a one man play performed by actor/comedian Ernie Silva, my former 4th grade student (1983). Ernie was one of the really good kids and top students, so in my mind, compared to other students I had who I expected might get into trouble, I didn’t think he would face stop and frisk situations. Ernie would laugh at my naivete.

Ernie’s play, “Heavy Like the Weight of a Flame” depicts his years growing up in the projects in the Williamsburg section of Brooklyn and his journey through his young adult years, culminating in a masters degree from USC. In one of the most vivid scenes, Ernie and his friends are coming home from an audition when the scene described by Jasheem Smiley is enacted: a police van pulls up and 5 cops come out with guns drawn. Twelve year old Ernie had just been handed an ice cream cone brought at the bodega and startled, dropped it. He acts out the profound disrespect, verbal abuse and dripping sarcasm pointed at he and his friends. It ends with the cop giving him a littering citation for dropping the cone. Whether it happened exactly that way or is allegorical is beside the point. It demonstrates the state of mind that exists even in our finest black and latino students.

While I don’t have room in this column to expand on the idea, I published an essay on my blog (April 8) titled “Educational Stop and Frisk Infects School”, where the author extended the idea of S and F into the corporate school culture established by Bloomberg. Here are just a few points made:
Corporatism is the new racism. The common theme among the corporatists is that minority communities have nothing to offer, should have no voice in their educations and need direction from outsiders in order to live properly. This fact is proven every day in all of New York City’s schools. The battle against corporate school reform does not stop at standardized testing and school closings. It must also include the fight against a top-down, dictatorial manner of running each school building.
Norm blogs at: http://ednotesonline.blogspot.com

Friday, April 13, 2012

Randi and Hilary (Rosen) and Michelle Rhee and Joel Klein

The real question: who is doing more to help get rid of tenure: Rhee or Randi ----Ed Notes

In my last post I asked the question whether our union leaders are Vichy or Quislings. Follow the bouncing ball on this one.
Randi’s FORMER partner, Hilary Rosen, in hot water regarding remarks about Ann Romney on CNN - See: Dem operative criticizes Ann Romney, ignites storm - POLITICO.com - http://goo.gl/a0rhm.

While the Hilary Rosen comments on Ann Romney have gone viral (I agree with Rosen's comments), the important thing for us is that Randi's former partner works for SKD Knickerbocker, which not only advises Christine Quinn but the Michelle Rhee/Joel Klein Student First anti-union operation here in NY State to supposedly counter the union influence --- you have to take time out for a good laugh.

The real question: who is doing more to get rid of tenure:  Rhee or Randi?

Mulgrew told the Post, "If I’m Chris, I’d be asking myself: Maybe I don’t want to be working with these people who are also working with the mayor to control something that he should have no business controlling anymore."
Mulgrew has the nerve to tell Quinn after the Rhee op was announced that it wasn't wise for her to use SKD Knickerbocker?  Remember how the UFT paid Bloomberg's honcho Howard Wolfson as a consultant? 

Randi and Hilary:
They broke up some time since May 2010 though as it says here:
Gay and Lesbian Guests Have Sizable Place at White House State Dinner Table: VIDEO |Gay News|Gay Blog Towleroad - http://goo.gl/7TBP3 RedState - http://goo.gl/zB4XP
 
Ms. Rosen is a long time top Obama advisor. She has visited the White House 35 times. In March, she was invited to the White House State Dinner honoring British Prime Minister David Cameron where numerous guests were openly gay.

Ms. Rosen’s date for the White House dinner was her partner, Randi Weingarten who happens to be President of the American Federation of Teachers — a union boss, in other words. [Ed Note: See the attempt to tie Obama to union "boss" -- a Vichy union boss].
Yet here it is clear that they both came with other dates:
British State Dinner guest list - The Reliable Source - The Washington Post - http://goo.gl/PbVC9

Randi Weingarten and Louise Anne Rogers Photos - Zimbio - http://goo.gl/uAnaK
Hilary Rosen and John Kelly  { who is a Microsoft Lobbyist; see TPJ.org - http://goo.gl/6lrHu ]
They were together as recently as May 1, 2010; 2010 WHC GARDEN BRUNCH - Tim Daly, Hilary Rosen, Dana Delany, Randi Weingarten | Flickr - Photo Sharing! - http://goo.gl/LYH5n

 Here is some more on the Rosen/Romney story ---
Hilary Rosen, a Democratic operative with SKD Knickerbocker, touched off a Twitter storm tonight after she went on CNN and said that Ann Romney has "never worked a day in her life." The statement was tweeted and retweeted, with a number of people condemning the statement as an attack on the candidate's wife, who was a stay-at-home mom who also raised the couple's five boys, and who has suffered from MS and breast cancer. Ann Romney, who is widely praised as her husband's most effective surrogate, took to Twitter herself for her first-ever post, saying, "I made a choice to stay home and raise five boys. Believe me, it was hard work."

See also Rosen’s defensive account here: Ann Romney and working moms - CNN.com - http://goo.gl/Z1rT5

From ABC News:I could not disagree with Hilary Rosen any more strongly. Her comments were wrong and family should be off limits. She should apologize,” Obama campaign manager Jim Messina said in a tweet. Top Obama campaign strategist David Axelrod also tweeted his disapproval: “Also Disappointed in Hilary Rosen’s comments about Ann Romney. They were inappropriate and offensive.”
Before I leave this post, I also want to call attention to the guy Student First hired: Loser Micah Lasher.

Here is some background on him from Leonie:

Oh yes, memories, memories: 

Mark Green, who used to be a perennial candidate for NYC mayor, came under fire in 2001 when people associated with his campaign released flyers of Fernando Ferrer kissing a certain part of Al Sharpton’s anatomy. They were released in the mostly white areas of South Brooklyn. Although Green was cleared of any wrongdoing, it hurt his image within the city’s minority community.”

Guess who was found responsible for these racist flyers?  

Micah Lasher, former chief lobbyist for DOE and now head of Michelle Rhee’s astroturf parachute jump into NY politics, StudentsFirst NY

See: Power Punk: Micah Lasher | The New York Observer - http://goo.gl/ivZ5n 

Yes, Joel Klein and Michelle Rhee -- those great civil rights workers are represented by Lasher. Oh, da sleaze.

Make sure to read: The New York Post’s Old Racism (And Micah Lasher, Not-So-Closet Racist)  which makes this point:
And there is the direct link between corporate education reform and the racist agenda that supports it. His connection with Andrew Cuomo also has deep roots:
In 2002, Mr. Lasher joined Andrew Cuomo’s gubernatorial campaign team as the state field director. Mr. Cuomo withdrew days before the scheduled primary contest with Carl McCall, but Mr. Lasher developed more contacts-particularly with Josh Isay, Mr. Cuomo’s campaign manager. The two formed a political consultancy firm afterward, Isay/Lasher Communications, now called KnickerbockerSKD.
The Billionaire Boys’ Club has a tight, racist circle: Bloomberg, Rhee, Cuomo, The Post and Micah Lasher. The common thread among them all is a disdain for minority communities.

Hard Questions from A Principal to Randi Weingarten and Richard Ianuzzi and a Teacher's Response

Randi's statement that New York's APPR was the best one negotiated in the whole country, should have been immediately challenged. Who wants to be the best when this system is the worst? As AFT leader, she should have led the fight to outlaw any APPR, anywhere! Richard's statement, downplaying the role of his union members whose voices he's supposed to represent, also should have been quickly challenged. Randi "begging" teachers to give APPR a chance, is a disgrace and she should be recalled - like Governor Scott Walker of Wisconsin will be in June. Are all the stong union leaders, like Al Shanker and Sandra Feldman dead or are they just playing dead because they lack backbone and gumption?--- Janet Meyer
I mentioned how difficult it was for me to convince legislators to consider these amendments since the heads of the teachers' unions shook hands with Cuomo, and legislators believed it was a done deal. In her recent article in "Harvard Law and Public Policy" Weingarten states: "And yes, student test scores based on valid and reliable assessments that truly measure each student's growth in each teacher's classroom should be included in the mix--but not in a disproportionate way." How is this position reconcilable with the recently passed APPR where there is a possibility that a 40% ineffective score on exams can lead to a 100% overall rating? --- NYS principal

Are our union leaders Quislings? (see my next post for some interesting tidbits)
(Do you think it is time to challenge the UFT leaders? - State of the Union - UFT)

I got a call from an independent reporter the other day asking about the union. He said that every teacher he speaks to is unhappy at the lack of defense. But so are principals it seems. You should look at the video at vimeo I put up where principals seem to be defending us more than the union: Shael Channels Leo at HST 101 Event. 

Also see this post from yesterday from a chapter leader: UFT Buries Voices of Dissent on APPR.

Below are some comments from an upstate Principal and a response from retired Bronx teacher Janet Meyer posted on Mark Naison's listserve.

Janet Meyer responds to the principal:
I don't think that the principal really asked the HARD questions of Randi Weingarten or Richard Ianuzzi!

He should have asked, "How can both of you as leaders and spokespeople for so many teachers, in good conscience, EVER have endorsed evaluation of teachers using standardized test scores, knowing that these tests are not valid, not reliable and completely useless?"

Randi's statement that New York's APPR was the best one negotiated in the whole country, should have been immediately challenged. Who wants to be the best when this system is the worst? As AFT leader, she should have led the fight to outlaw any APPR, anywhere! Richard's statement, downplaying the role of his union members whose voices he's supposed to represent,also should have been quickly challenged.The unions speak for the teachers, with or without petitions!

For Ianuzzi to say that the Principals' petition "stiffened Cuomo's resolve," also is a statement that needs to be challenged.What would Cuomo do, raise the APPR to 50% or 100% of a teacher's evaluation? Maybe a stiffened response would have brought the house down on him. By his going too far, maybe all educators,all administrators,all all superintendents, all teachers, all unions, would have stood up and renounced APPR in its totality!

My belief is that While Ianuzzi may have been "rude" to question where the Principals were earlier in the process, I think he was right on target! From the very beginning, when evaluations of teachers by use of the dumbed down, fraudulent, manipulated state test scores were first suggested, all adminstrators, all teachers, all unions, should have been shouting from the rooftops that this system of evaluation is all wrong and totally unacceptable!..Is it good that the principals are fighting back now? Yes, yes, yes! But it is much harder to fight a system that is already being implemented than one that was just in the preliminary discussion stages. With the power of the AFT, the UFT, the NYSUT, even the NEA, this deceptive, harmful assessment of teachers shouldn't have gotten off the ground!

Randi "begging" teachers to give APPR a chance, is a disgrace and she should be recalled- like Governor Scott Walker of Wisconsin will be in June. Are all the stong union leaders, like Al Shanker and Sandra Feldman dead or are they just playing dead because they lack backbone and gumption?

It is not too late to fight. THE POWER OF THE PEOPLE IS GREATER THAN THE PEOPLE IN POWER

Janet Mayer, 51 year NYC teacher and author of AS BAD AS THEY SAY? Three Decades of Teaching in the Bronx

To see more of my opinions, check my blog,

   http://asbadastheysay.info/

The principal:
I think I struck a raw nerve today.

This afternoon Randi Weingarten (AFT) and Richard Iannuzzi (NYSUT) came to visit Clarkstown. I had the opportunity to ask the first question in front of 550 teachers, 50 teaching assistants, and 25 school administrators. I identified myself as a 31-percenter who has signed on to the principals' petition and also to the petition by generated by the Lancaster's Teachers Association. I then asked Randi Weingarten the following question:

In her recent article in "Harvard Law and Public Policy" Weingarten states: "And yes, student test scores based on valid and reliable assessments that truly measure each student's growth in each teacher's classroom should be included in the mix--but not in a disproportionate way." How is this position reconcilable with the recently passed APPR where there is a possibility that a 40% ineffective score on exams can lead to a 100% overall rating? I also asked her to support our three amendments and identified each one of them. Additionally, I mentioned how difficult it was for me to convince legislators to consider these amendments since the heads of the teachers' unions shook hands with Cuomo, and legislators believed it was a done deal.

Randi Weingarten's response was that there is a very remote chance that a teacher will be found ineffective overall if there was a 40% ineffective rating on test scores. She also stated that if this was ever the case, the union would defend the teacher and ensure that the teacher had an opportunity to improve. She stated that New York's APPR was the best one negotiated in the entire U.S. Since 80% of the APPR is negotiated at the local level. She begged teachers to give this a chance.

Iannuzzi's response was more telling. He stated that the principals' movement had the "opposite effect" and "stiffened Cuomo's resolve" to get an APPR deal done and even one that was worse. He also stated that unions do not operate by petition. Instead, he told me, representatives of unions get deals done at the table and not by members petitioning. He also stated that the letter came after the fact and was too late and asked where the principals were all along in the process?

Some teachers told me later that they believed Iannuzzi's comments about the principals were rude. Although they were rude, I think we have touched a sore spot since we are stating what the rank and file teachers are not allowed to say by local union leadership that has followed the lead of their Albany heads. One teacher left the auditorium and made the following summative comment in response after listening to Weingarten and Iannuzzi for over one hour: "This is bullshit."

I recorded the entire presentation, including Iannuzzi's remarks about the

principals.

It seems that the principals' movement has made a difference even if we have invoked the ire of the collaborators. Let's keep on going!

Hope everyone has a good break!

Harry Leonardatos

Blog: http://nysocrates.wordpress.com
Twitter: http://www.twitter.com/nysocrates

Thursday, April 12, 2012

UFT Buries Voices of Dissent on APPR

I received this email to GEM awhile ago. More and more people are expressing their dissent while the UFT continues to sell the snake oil. The monthly district rep meetings are an outrage. It's all about what the UFT wants from the chapter leaders and never about their needs.

We are trying to get a chapter leader and delegate support group together to meet monthly, not only as a support mechanism but to function as a unit at the delegate assembly. If interested email me.

I have a follow-up on the same topic but am waiting for permission. Here is the Chapter Leader's email to GEM:
I am a NYC public school special educator, UFT chapter leader and a parent of a child in a public school.  I am also, currently, in a leadership for educational change program at Bank Street.  It came to my attention that the APPR legislation was passed a couple of weeks ago through my administrator.  It was also discussed in depth at Bank Street.  However, it was never mentioned by the UFT.

When I read under the subsection in the agreement (with our union leaders) "Rating System" that "Teachers or principals that are rated ineffective in the 40 points could not receive a developing score overall." http://www.governor.ny.gov/press/02162012teacherevaluations (which in effect leaves a teacher's evaluation hinging on test scores by 100%- not 40%)  I was ready to bring this up at a district chapter leader meeting.

Disappointingly, I was silenced by my district representative.  I was told to send her "proof" which I did, and never received a response.

I am wondering if, besides the change.org petition http://www.change.org/petitions/stop-the-public-shaming-and-unjust-firing-of-teachers, are teachers organizing to demand that our union leaders rescind their agreement to this measure?

What they are effectively doing is dangling the "New York City Expedited Appeals Process" as a big union victory, but not mentioning the fact that they agreed to a heavy value added measure for teacher evaluations.

Race to the Top funding comes with requirements to have such measures, but what, I wonder, has incentivized our union leaders to agree to a measure that could possibly lead to busting up our union.

I have helped start a parent advocacy group at the progressive public school I teach in, and I am informing my colleagues.  However, I am aware that public descent could lead to internal problems within our union that would make things very easy for private interests.  Please let me know if you are delving into this issue and if there is anything I can do to help.

Thank you, 

Afterburn
I published the same thoughts from 2 NYC parents about the UFT in this post:

REVEALING COMMENTS FROM 2 NYC PARENT ACTIVISTS
our District Leader insists that we do not have a new evaluation agreement- even with the information posted straight from Gov. Cuomo's office and NYSED.  

Here is Education Law §3012-c 
If you wish, include the letter from Cuomo's office highlighting the "Rating System" subsection:  http://www.governor.ny.gov/press/02162012teacherevaluations

By the way, a new State testing securities director has been hired.  http://www.oms.nysed.gov/press/SEDHiresTestSecurityDirector.html  

Not to mention the millions allocated to NCS Pearson to design new tests for lower grades. 

I am confused by our UFT once filing a lawsuit for the value added measure to now being in agreement. 
Read it all:

Why is the UFT Ignoring This? Thoughts on Turnaround

And this too:

APPR Update(?) from NYCDOENUTS

CLARIFICATION: I received a call from a chapter leader after this was posted saying that at his district meetings he could say anything he wanted. In the follow-up discussion we touched on the fact that it is possible to say stuff but the context of the District meetings are geared towards the needs of the union hierarchy and not towards the schools. Remember, at one time the chapter leaders elected the DRs so to some extent they were beholden to them (but always consider that Unity Caucus still controlled the process and other than the Manhattan HS district only Unity people were elected, often without opposition.)


Wednesday, April 11, 2012

Closing Schools United - Rally April 19, 4PM



Retired Teacher on the Impact of a U-Rating

Jo-Ann Demas worked in the corporate world as a graphic artist before she became a special education teacher in 2006. She worked at an elementary school in Queens before she retired. I met her when we both observed a recent 3020A hearing.


The Big U and How I Tried to Delete The Scarlett Letter

By Jo-Ann Demas

There is an alarming trend of teachers receiving an “Unsatisfactory” on their annual assessment. While a “U” rating is certainly humiliating, it can literally take food off our tables. What’s behind this trend and what can we do about it?

It used to be that a U rating was a rare event. In the last couple of years, U ratings have increased dramatically. Recently at the Queens United Federation of Teachers office, even the lobby security guard observed long lines of teachers waiting to get on the elevators to file for a hearing in regards to their U ratings. What’s going on? I spoke to several principals who were told by NYC Department of Education to start handing out Us. Some have chosen to ignore this verbal edict. Others have obeyed.

Who is being targeted with the Us? It varies: veteran master teachers have received Us. New developing and promising young teachers have received Us. All kinds of teachers are now getting Us. Let’s be frank: not all teachers excel at this job. We all know teachers who are neglectful and who text instead of teach. You can hear some teachers screaming through the walls, using the tactic of humiliation rather motivation. However, it is not our job as union members to inform administrators of other teachers’ activities. That’s called spying. Administrators know who these teachers are: they’re often among the groupies surrounding administrators! These teachers garner favors by spying and tattling. Calling attention to “brown nosers” can be self-defeating. If they also received Us, it would not make the situation better and we would be playing along with the DOE’s blame game. As union members we do not spy on each other. That’s not our job. Our job is to educate children. We made a pledge to protect them. If we have evidence of child abuse, we have a legal obligation to report that abuse whether the perpetrator is a family member or a teacher. This is the only instance where we can “break ranks” without guilt.

Let’s say a teacher needs a lot of improvement. The New York City Department of Education has a hand book which stipulates, in great detail, what the protocol is for boosting teacher effectiveness. The prescribed process involves plenty of professional development with immediate follow-up observation and consultation. This protocol is rarely adhered to. Observations become punitive rituals rather than professional development. Not all teachers who enter the profession are “really in to it.” Yet all teachers should have the right to due process should a U rating befall them. Most teachers truly want to improve and become better educators.

When we get the U, we lift ourselves up and we go down to the UFT office and officially file for a hearing. We are assigned a UFT defender. Several months later, there is a hearing at the DOE headquarters. We are in a small hearing room with our defender and a so-called “impartial” DOE hearing officer. Our administrators are not required to attend the hearing in person. Instead they participate via telephone conference. Each side files documents. Verbal defense of the documents goes back and forth. The tape of the proceeding and the documents are sent to the Chancellor’s office for a ruling. What happens next should not surprise us: 99.9% come back rubber stamped with the same U.

I faced this situation last year. I decided to initiate a lawsuit against the DOE for harassment. I went down to Court Street to buy the audiotape of the hearings. I asked the clerk, in passing, if anyone ever listened to the tape in the Chancellor’s office. He said, “No. Only if it goes to court.” So, after all that hard work with our UFT defender, the DOE is not legally required to listen to the hearing tape in order to make a knowledgeable and judicious decision! What this means is that principals have carte blanche and can give you a U for no justifiable reason at all. The DOE will back them up. The U rating becomes irreversible.

What to do? Take it to court. Get a lawyer. I found a principled labor lawyer who concluded that it is almost impossible to win a lawsuit against the DOE. Besides, a lawyer costs thousands of dollars. The stress of all this registered with my body: I got physically ill. A “souvenir” from childhood aka dormant chicken pox cells in my nerve endings presented themselves as the shingles. I had to assess my situation: I was in continuous pain and had to continue teaching. Could I also conduct a no-win lawsuit at the same time with a lawyer I couldn’t pay for? My situation is not unique. The DOE knows teachers can’t afford a lawyer. I mean, they underpay us. The DOE knows our union does not have the apparatus set up to defend its members at this stage. (More on that later.)

The initial focus of the U stamping is to humiliate and demoralize as in “The Scarlett Letter” a novel by Nathanial Hawthorne set in witch hunt-era New England. Fellow teachers observe the “Scarlett Letter” and feel intimidated to speak up in defense of others. A passive and fearful work force is the result. The union at the shop level, in practice, is rendered ineffective. But did you know that the U can take food off our tables? Yes, there is an economic impact of a U rating. Your salary is not affected. But your ability to earn extra money through per session jobs is. When you receive a U, you are not permitted to work per session. This is harmful in general. For new teachers, it is difficult because of student loans, weddings, new babies, mortgages, etc. For older teachers and those near retirement, a U rating restriction on per session directly affects pension. For the last five years of their careers, teachers can boost their annual average upon which the pension payment is based. This phenomenem probably saves the DOE a bundle: at our expense. U ratings check pension costs.

Upon retirement I learned how the U rating I received two years before still “took food off my table.” Retired teachers may apply as “Occasional Per Diem” teachers. My application as a substitute teacher was denied because I received a U rating in the last five years of my employment. I can show you the form letter.

The experience of receiving a U rating has left many teachers with feelings of abandonment and bitterness towards our union. Under the federal law Taft-Hartley, a union is obligated to fight for its members’ rights. This is called “duty of fair representation.” When we are left “hanging” after a hearing with a rubber-stamped U, the union, in effect, has failed in its legal obligation to defend us. This situation constitutes a violation of the New York State Taylor Law as well. The Chancellor’s Office is guilty of ruling arbitrarily without hearing evidence. The DOE attacks are vicious and our defense woefully inadequate. There has to be a union apparatus in place to defend members beyond the hearing. A union, in its essence, is a defense organization. Full due process must be guaranteed. This is what we pay union dues for. And we need it in writing in our contract. Now with the attacks on teachers taking the form of publishing test scores, etc. it is all the more necessary. We need to be vigilant, militant and organized. When we stand up for ourselves, we are modeling for our students how we don’t accept bullying. We absolutely must change things: the children are watching.


Tuesday, April 10, 2012

Chicago Teachers Union Forces Rhambo Retreat

The surprise compromise followed a burgeoning revolt by parents concerned the 7.5-hour day would leave young kids exhausted and older kids unable to participate in after-school and extra-curricular activities.
Under repeated questioning, Emanuel refused to characterize the schedule change as a political retreat.

Chicago Teachers Union President Karen Lewis, who has gone toe-to-toe with Emanuel repeatedly, welcomed the mayor’s compromise, but she couldn’t resist lecturing Emanuel.
“It’s about time the mayor listened to parents about the length of the school day,” Lewis said in a statement.
“Now, give our students the neighborhood schools, resources and support they deserve. Teachers have said this from the beginning. This is about quality — not quantity.”
Earlier this week, a coalition of sixteen parent groups demanded a meeting with Emanuel to go over the real research on a 7.5-hour school day and not the “misinformation” they charged CPS with spreading.
What is the difference between a union that engages in a rigorous fight back (CTU/Karen Lewis) and a union that plays footsie with the enemy (guess)?
The CTU has worked very hard to get community forces involved --- the key is not to be self-serving and the UFT will never be viewed that way no matter what they do.

Of course the Unity trolls will say, "They only got Emanuel to back off by a half hour?" These guys have been in control of the union less than 2 years, all of them coming directly out of classrooms. You guys for 50 years doing goodness knows what. Even I was shocked not long ago when a public figure who shall remain nameless used the term "quislings" to describe the UFT/AFT leaders. Jeez, even I don't go that far, only calling them Vichy. What is the difference? See Afterburn.

Excellent fact sheet that produced here: http://goo.gl/9ujda.

A White Paper on Chicago Public Schools’ Extended Day Proposal: The Best Education, or Just the Longest?
Chicago Parents for Quality Education April 9, 2012

Emanuel backs 7-hour school day after parents protest longer plan

BY FRAN SPIELMAN City Hall Reporter fspielman@suntimes.com April 10, 2012 11:00AM

Related Stories

Updated: April 10, 2012 2:08PM
Chicago Sun-Times - http://goo.gl/EXlzT
 
Mayor Rahm Emanuel blinked Tuesday in his signature drive for a longer school day.
Instead of requiring elementary schools to shift from the current 5.75-hour day to 7.5 hours, the mayor backed off and ordered a 7-hour day for elementary schools, beginning this fall.
High schools will stick with the mayor’s original proposal for a 7.5-hour day, but it will be limited to four days a week. On the fifth day, students will be dismissed 75 minutes early to give teachers more preparation time.


Pat Dobosz Videos and Reports on Grover Cleveland, MS 126, IS 71 and Beginnings With Children Charter School

Report from Pat Dobosz-- below, see all the videos she posted, including one of our pal Frances Lewis HS Ch Ldr Arthur Goldstein, who spoke at the Grover Cleveland HS hearing to show support. Leonie posted a bunch on her blog too:


Gem/ICEers Pat and David Dobosz present some interesting thoughts about a District 14-based longtime charter operating out of its own building, now looking to get on the gravy train of free space in a public school building at IS 71, which at one point earlier this year was threatened with closing before being pulled off the list.


On Monday, April 2, 2012 David and I attended the co-location hearing of Beginning with Children at the Juan Morel Campos Campus. The high school on this campus, which also houses an intermediate school (IS 71) and a special education District 75 school, was recently saved from closure by the DOE after a rousing hearing attended by the community. 

Now Beginning With Children Charter school (that has four schools in Williamsburg and Bed Stuy) wants to co-locate in this building. One can't help wonder what kind of a deal was made by the DOE. There was a handful of people in the audience. Most were there in conjunction with the charter school. The CEC was not present as they had promised not to attend any more co-location hearings. The principal sat on the dais with the SUNY official who praised him to the hilt and who is respected very much by the Campos community. He did not speak at this hearing.


David, on behalf of the Southside Community Coalition, was the only speaker (I sent a written comment). He said that Beginning With Children began as an honest option. (Note:It was originally an alternative public school that went charter). Now it's a network taking its cue from Eva Moskowitz and Success Academy by mailing out glossy cards to recruit neighborhood children. The addresses are bought from a company that the DOE sells to (Vanguard is one such company). David asked, "How rogue is BWCC going to go?" He requested that the Principal, Mr. Feinman, let the community know if he experiences any predatory behavior on the part of BWCC. A gentleman who may be an AP later came over and thanked David for his remarks.


George Flowers, Executive Director of Beginning with Children Charter School, approached David after the meeting and claimed he didn't know about the outreach to the community with the post cards and said he was going to check into the matter. When asked if the teachers at the new school would be union teachers, Flowers said they would not be unionized as they are at the original school in the Pfizer building.
The meeting was over in the blink of an eye. It seems that many of those who might have attended were at another meeting at PS 17 over the issue of mold in the building.
We headed over to the closing hearing at Grover Cleveland HS in Queens. This was a completely different experience. The auditorium was packed with student (past and present), teachers, community members and politicians. I included some video clips below.
On Wednesday, April 4 we attended the closing hearing at John Ericsson MS 126. This is a restart school that is now becoming a turnaround school. This means it will close, lose 50% of it's staff and get a new number and name. We heard many pleas from students, teachers, parents and politicians to give this school a chance. It has a new principal that everyone respects and they were just put under the restart model in September.
[Ed Note: The old principal put in by the DOE at 126 was a major cause of the school's decline.]
Assemblyman Joe Lentol said that it was an insult to the new principal to switch gears now. To change in mid-stream is a mistake. This school has 40% of its students in special education services compared to 15.64% citywide. It has 25% of its student body that are ELLs (English Language Learners), several of whom spoke passionately about the education and services they were receiving at 126. The school has already faced a "turnaround" of 75% since 2007. The general feeling reflected in the comments was that a turnaround/closure of this school would be disruptive and that what the DOE should be doing is providing resources and support for the new principal and the current staff. These are the pleas we are hearing from every restart school hearing we are going to. The DOE is justifying turnaround which means closure by blaming the UFT for not having an evaluation system in place (the DOE's evaluation system). As SLT member, Sergio Zamora stated, "We did turnaround." Now it's the DOE's responsibility to give support to the staff and students.
John Ericsson has suffered neglect for many years because of poor administrators that were allowed to bring it down. The DOE has a moral obligation to give support so that it  can once again be a model middle school as it was when I went there as a student.
These hearings are heartbreaking as the school communities speak on behalf of their second "families." It is outrageous that NY State, Bloomberg and The DOE/PEP turn a deaf ear to public outcry.
Pat Dobosz, a person whose school past is only captured in year books now.: My elementary school is co-located with Eva's SA, my high school has been closed and now they want to close my JHS. The wonderful education and memories I had at each of these schools will be only that, memories. My future grandchildren and friends' children will not have the pleasure of saying they went to the school their parents went to.
The following videos were posted on behalf of GEM, the Grassroots Education Movement:
 ERRATA FROM A GCHS TEACHER:

Here are a couple of my comments to help with the identifications:

This is GCHS science teacher Russell Nitchman:


This is GCHS guidance counselor Alice Gluszak:


The "despair, confusion..." person is retired GCHS English teacher Joe Thorsen:


I don't know who this elected official is, but could it be Addabbo?:


This is not a student member of the SLT:


The speaker in this video is misidentified on YouTube and your blog as being Addabbo.  It is actually my former student, Dmytro Fedkowskyj, the Queens PEP member:

Subj: Grover Cleveland Hearing April 2, 2012
[20120402064521Grover Cleveland] http://www.youtube.com/watch?v=3AwWXIkcpOs
Teacher: What's the difference between what Bloomberg is doing and being a prostitute?
[20120402062130Grover Cleveland] http://www.youtube.com/watch?v=z9csy1BZRw0
Francis Lewis HS ESL teacher and Chapter Leader, Arthur Goldstein: How would you rate Mayor Bloomberg: Highly Effective, Effective, Developing or Ineffective?

[20120402062023Grover Cleveland] http://www.youtube.com/watch?v=NKl7VCUOk48Guidance Guidance Counselor: When does a chancellor's word not mean anything?

[20120402061754Grover Cleveland] http://www.youtube.com/watch?v=--e3wX7GrtQ
Christine Martin on behalf of the Council of Supervisors:and Administrators: ...plan is being introduced for cynical reasons

[20120402061614Grover Cleveland] http://www.youtube.com/watch?v=uJ_WVQcOgSg
Student member of the SLT: We should not be used as pieces in the mayor's monolpoly game.

[20120402061337Grover Cleveland] http://www.youtube.com/watch?v=OlvF_bGldc8
The DOE is creating an environment of despair, confusion and failure.

[20120402060930Grover Cleveland] http://www.youtube.com/watch?v=XQmtjkjEqco
UFT Vice President of High Schools, Leo Casey: Stop holding Grover Cleveland hostage.

[20120402060615Grover Cleveland] http://www.youtube.com/watch?v=R-FQS-5ABEg
State Senator, Addabbo: Keep Cleveland open...


[20120402060206Grover Cleveland] http://www.youtube.com/watch?v=-XLCd_t4sRo
Assemblywoman Catherine Nolan is asked whether she would rescind mayoral control.


[20120402055247Grover Cleveland] http://www.youtube.com/watch?v=4ytuGx0B7zk
Assemblywoman Catherine Nolan, a Cleveland alumna.

[20120402055048Grover Cleveland] http://www.youtube.com/watch?v=LN7jU4DyXf0
An elected official asks that Cleveland be taken off the list of turnaround schools.

 =======
Afterburn

IS 126 was one of the schools I covered for years from 1997 until I left the system when I worked for District 14 media center. It once was the jewel of the district. There are lots of reasons for its problems, some of them traceable to pre-Bloomberg years. I could do an entire post on the history of this school, including the old school board political machinations. A key was replacing IS 126 with IS 318 as the flagship school in the district. In both cases and with pretty much all schools "succeeding" it is due to the kids you can recruit. Charters cream and public schools cream if they can. For years IS 126 was the only option if you wanted your top kids to avoid the local zoned schools and we used to work very hard to get out top kids in there. Interesting in that it is located in Greenpoint, a white area. When IS 318 replaced it as the magnet, that made sense in that it is located smack in the middle of the district. What were the white parents in Greenpoint to do? Many sent their kids there anyway. Others lobbied for a more local middle school option aside from 126 because that school was already getting overloaded with special ed and ELLs. And they got it at PS 132 which is a short distance away. That pretty much doomed 126. But the constant co-locations, from Bard for a few years put in by Harold Levy -- they took the top floor with a million dollar renovation while 126 was squeezed into tiny spaces, followed by sleazeball Eddie Calderon-Melendez corrupt Believe managed Williamsburg charter, now also being closed along with 126. What a sad story. 

 

Monday, April 9, 2012

GEM's Mollie Bruhn Keynote at Connecticut Educators Association

GEMers Mollie Bruhn and Julie Cavanagh were invited to give the keynote at the Connecticut Educators Association on March 31, 2012.

Mollie posted an account of the CEA event (at Mohican Sun, those lucky dogs) on the Real Reform Studio web site which is named: The Inconvenient Truth Behind Waiting for Superman:
Direct link: Connecticut Education Association Hosts a Screening, 3/31/12

The GEM/RRS team at CEA, March 31
I talk about the amazing Julie all the time but have not talked enough about Mollie, an 8th year Teach for America alum who "gets" it. Mollie (on the right in the pic) is one of the smartest, logical and organized people I've met and played a major role in shaping The Inconvenient Truth Behind Waiting for Superman. One day I'll tell the full story but suffice to say, Darren, Julie and I thought we had a roughly completed film in Feb. 2011 after 6 months of work. Lisa Donlan and Mollie got more involved at that point and took a close look from the outside. Lisa brought her years as a parent activist to the project and Mollie brought another teacher voice. She hadn't been working on the film in the initial stage even though Real Reform Studios is in her apartment but then played a major role in restructuring the film and refining the message. We ended up shooting more footage and rewriting portions of the narrative, along with redoing many of the graphics and research presented in the film (one of its strongest aspects.) 

I can't say enough about the collaborative process we went through in creating the film and how that process worked out so well. We are excited to be starting another film about high stakes testing and will keep you posted. Diane Ravitch was kind enough to give me an hour of her time this morning for an interview and Deb Meier gave me an interview last week.

Here is Mollie's full speech to the CEA, a wonderful affirmation of the concept of the importance of a public school system and how charters undermine that concept.
I am very excited to be here today. I want to start by thanking CEA for having us here and for their wonderful support of our film. Before we see a portion of the film (which you will all get a copy of today), I want to tell you a little about myself--how I became interested in teaching, and how I developed a strong belief in the power and importance of our public education system.

I normally spend my days sharing a classroom with 25 loving, curious, needy, energetic and frequently clumsy 5-year olds. So, it is refreshing to be surrounded today by so many adults. I can be confident here that their won't be any bathroom accidents, any tangled laces or any debates over who has the "best" pencil. Speaking to my Kindergarten students is rarely a challenge, as they tend to think everything I say is just amazing. While I don't expect this audience to be as easy to wow, I do hope that you'll carefully consider the critical topics Julie and I want to discuss with you today.

I am a product of public education. Growing up in Lincoln, Nebraska, I attended wonderful public schools from kindergarten through high school. Back then, in the late 80s/early 90s, the educational landscape was relatively simple and easy to navigate. While some families in my community sent their children to private schools, the overwhelming majority stuck with public schools- the public system was well-respected, relatively well-funded and well-run. While I benefited greatly from my public education and worked with many inspirational teachers along the way, I never really contemplated the importance, purpose or relevance of public education in our society.

Then, in 2000 I moved to NYC to attend NYU. Like most college freshman I had no idea what I wanted to study and the idea of even contemplating a career was downright nauseating. But, then I landed a work-study job working as a tutor in a local public school classroom. I had always connected well with children (I'd worked summer jobs at daycares and done a substantial amount of babysitting) but I had never been on the real teaching side of a classroom.

When I began tutoring, I was immediately impressed by the way the classroom teacher commanded the attention of her students. They seemed to be mesmerized with her words and she carried herself with such direction and purpose. I was encouraged by her passion for her work but also saw how demanding and challenging it could be--especially given the diverse group of learners in her classroom. With each visit to her first grade room and with each new interaction with a student, I found myself thinking more and more about moving in a direction that might lead me to be in front of a class one day.

As I continued with my studies I found myself drawn to both philosophy and psychology and, in particular, coursework where we explored the relationship between democracy and education.

I began, for the first time, to really think about public education as a necessary condition for a just, productive and healthy society. Our democracy, as Abraham Lincoln so powerfully put it in 1863, was designed to be a government of the people, by the people, and for the people. And the only way a democracy such as this can function is if the people are prepared to participate. I began to see the public education system as the most important democratic institution in our country. What better way to ensure an informed, active public than to provide free public education to all? I began to study the works of celebrated educators like Paulo Freire, John Dewey, Myles Horton and Deborah Meier and was inspired by their collective commitments to using education as a catalyst for social change. I thought, the classroom--that's where it is. That's where the most important work happens, and I want to be there.

By the time graduation rolled around, I was excited to take all of my academic contemplations and put them to actual use in the real world. So, I began searching for a teaching job. I hadn't actually graduated with a teaching certificate as I had focused my studies in Philosophy, psychology and Urban studies. Thus, I found myself unqualified to work for the NYC DOE, but then I came across some job listings for charter schools. I had heard of charter schools but didn't really understand what they were. I knew they called themselves public schools and accepted students by some sort of open lottery. I naively, but enthusiastically, took an assistant teaching job at a brand new charter school. I hoped that I could contribute to the school's vision, make a sizable impact with the students and eventually move on to be a lead teacher.

Like many charter schools, mine was one with an unfortunately inexperienced administrative team. Our principal had only one year of experience and had never actually worked with our schools young kindergarten and 1st grade population. I expected to have a leader who could mentor and guide me, but I found myself stuck trying to figure things out on my own. I asked tough questions, probed for insights and challenged my colleagues to think critically about our work.

As a new school we had many growing pains. One major school-wide issue was classroom management. As is the case with most groups of kindergarteners, we had a wide range of abilities and school readiness. Some students had a difficult time adjusting to the school routines and our overly long school day (730 am to 5 pm). A few of these students continued to struggle as the months went on, and our administrative team actually advised their families to take their children elsewhere to be educated. While our principal did not overtly “kick” any students out of school—he certainly made it clear that our school would no longer be a good fit for these families. This surprised and disappointed me greatly. The genius of our public education system is that everyone is guaranteed an education—no one can be turned away. But, as I learned, in the charter world, the schools were far from public.

As the year went on, I grew more and more frustrated with the environment around me—the discipline system felt harsh and punitive; the school culture seemed to ignore the social needs of young children and the day was much too long for their young minds. I raised concerns in staff meetings and tried to make the best of my situation. Then, one day, my principal called me into his office and without warning informed, me that I was being let go. Just like that. Fired. I had signed a contract with the school, but, like those of most charter schools, the contract made me an at-will employee, basically giving my employer the right to fire me for any reason at any time. When asked for the reason, I was informed, simply, that I “had asked too many questions.” Since I wasn’t a member of a union, like public school teachers are, I was on my own. I had no recourse, no ability to appeal the decision and no one to reach out to.

Initially, I felt heart-broken. While I hadn’t necessarily been happy at the charter school, I had been putting forth unbelievable effort each and every day. Over time, I realized that my hasty dismissal--however unjust--was actually a blessing in disguise. It allowed me to take a step back and examine what I wanted, which was to work in a real public school where I would have the support and backing of a union and have the opportunity to work in tandem with experienced educators. I went back to school and eventually found myself a job teaching Kindergarten at a public school in the South Bronx.

My first year was incredibly challenging. I wish I could stand up here and give you some magical 3-step, no-fail, secret method for being an effective teacher. But, teaching is an art, and it takes on a different form with each individual teacher. The advice I would give to new teachers--and what helped me the most, is to be:
-patient with yourself
-reflective and honest about your practice
-accepting of where your students are--academically, socially and emotionally.

There are often external pressures telling us where our students "should" be and it is easy to transfer that pressure over to our students. Students will show the most growth when we meet them where they are--when we accept them, understand them and nurture them. Now, in my 8th year as an educator, some of my work has gotten easier. My instincts have improved; I've learned to be more flexible; I've found more and more effective ways of delivering lessons. But, the work and the challenge never ends, and I never cease asking myself what I can do better.

While it took me some time to find my way here, I feel very proud to be a public school teacher. Today the landscape of education is rapidly changing, as many in power seem to have lost sight of the purpose of our public education system. We see politicians promoting charter schools and privatization, talking about "choice" and laying blame on our dedicated teaching force. Now may not be the easiest time to be a public school teacher but perhaps it is one of the most important times. Our public education system needs determined individuals who are willing to honor it, support it and defend it. I commend you all for being a part of it and wish you the best of luck in your careers. Believe every day that our work is important. Remember that we change lives every day. And recognize that what we are doing will help ensure, in the words of Lincoln, that "government of the people, by the people and for the people, shall not perish from this earth."
 

Sunday, April 8, 2012

Educational Stop and Frisk Infects Schools: The Michael Stanzione Files Continued

Corporatism is the new racism. This fact is proven every day in all of New York City’s schools. 
The battle against corporate school reform does not stop at standardized testing and school closings. It must also include the fight against a top-down, dictatorial manner of running each school building.
The common theme among the corporatists is that minority communities have nothing to offer, should have no voice in their educations and need direction from outsiders in order to live properly.

[Stanzione's] disciplinary measures are tantamount to NYPD’s stop and frisk. Of the three teachers he has reassigned, two of them have been black. The other was a legally blind white man. Of the several disciplinary meetings he has had over the past two years, only one was with a white teacher. The latest teacher he has reassigned, a black woman, is facing termination for a joke she made on Facebook. Yet, when Stanzione received at least two separate complaints of sexual misconduct about another white teacher, no reassignment took place. One of the students who had complained was merely transferred out of the teacher’s class.
 Having attended the school under two different administrative regimes, I can tell you that during its 'golden years'--- the years in which it was run by the principal who preceded the 'honorable' Mr. Stanzione ECO was always filled with students during after school hours because these teachers willingly sacrificed their precious and personal time to aid and assist us in whatever ways possible.--- former HS of Economics and Finance student in email to Ed Notes.
Above ..... excerpts from the essay below

How Bloomberg's Educational Stop and Frisk Infects Schools:  A Case Study - High School of Economics and Finance


by a team of Ed Notes reporters

The Bloomberg regime in New York City has been marked by a war on the minority community. Whether it is stop and frisk, closing large community schools or evicting poor religious congregations from school buildings, Bloomberg’s message to minorities is that they are not welcome in his city. The hint has been taken. The black population of New York City has steadily decreased in the 10 Bloomberg years, as has the percentage of black teachers to such an extent they have been referred to as the "disappeared."

While those who oppose Bloomberg’s corporate philosophy rightfully stand against school closures and co-locations, the fact of the matter is that even the schools that have not been closed, the so-called "successful" schools, are still thoroughly infested by the Bloomberg ethos. It is easy to ignore these schools because they fly under the radar and never draw much media attention. We should be mindful that the battle against corporate school reform does not stop at standardized testing and school closings. It must also include the fight against a top-down, dictatorial manner of running each school building.

Principal Michael Stanzione plays the race card in disciplining teachers
The High School of Economics and Finance has reflected what this dictatorial control means.  The principal, Michael Stanzione, has stated that he is a CEO and the public school he runs is a business. His hiring practices reflect a certain stereotype of what professionalism looks like in his mind  – mostly young and white. Twelve of his recent hires are white and two are black. There are currently no black male teachers whatsoever at the school. All of the administrators he hired have been white men.

Of the several disciplinary meetings he has held over the past two years, only one was with a white teacher. When Stanzione received at least two separate complaints of sexual misconduct about a white teacher, no reassignment took place. One of the students who had complained was merely transferred out of the teacher’s class. Those who fit Stanzione's image of corporate professionalism at the school seem exempt from being anything wrong.

Of the three teachers he has reassigned, two of them have been black. The other was a legally blind white man. Whoever does not fit this image are subject to disciplinary meetings and counseling memos as they face out-and-out destruction of their careers.

His disciplinary measures towards teachers are tantamount to NYPD’s stop and frisk.
The latest teacher he has reassigned, a black woman, is facing termination for a joke she made on Facebook.

At the two days of her 3020a hearing last week there was an outpouring of support from the school community for the teacher. The people in the audience: alumni, former co-workers and well wishers, spent hours in that cramped hearing room to be present for a woman who had given them so much when they needed it. She had done so many things outside of her classroom duties and organized so many school functions that the students voted her Most Valuable Teacher last year. The testimonies all bore witness to the fact that this teacher was hard-working, dedicated and respected.

They bore witness to Stanzione testimony –
  • They saw it when he claimed this teacher’s Facebook joke was a danger that warranted him going after her license.
  • They saw it when he was asked about why the students, who had made similar jokes on her page, were not similarly disciplined for their “dangerous” jokes.
  • They saw it when he was forced to admit under cross examination that he shared the Facebook comments with students who had never seen them, claiming he was ordered to do so by DOE legal, seemingly unconscious that he committed the very act he accused the teacher of doing because he was "following orders."
As he sat there playing with his hair, putting on the act of a concerned principal, it became obvious that his only concern was to target a teacher that had dedicated countless unpaid hours to his school in order to build some sense of community. This is not the Stanzione way because it is not the DOE way. This teacher’s philosophy and image was not in step with the corporate vision he has set out for the school.

None of these facts will be examined if or when the story of this teacher’s case ever reaches media outlets like the New York Post. They will publish the teacher’s name, school and quote the joke she made. They will try to paint her as crazy and impossible to get rid of because of “tenure”. She will be painted as a “danger” to her school.

The color of her skin will certainly make it easier for them to make such a claim, just as it did for Stanzione.

This teacher’s biggest sin was going out of her way to create a caring environment for the students at her school. It does not matter. The Post has celebrated the charter schools that treat their mostly minority students as savages in need of correction. They have celebrated the corporal punishment, forced marches and “no excuses” mantra that underpin everything charter schools do. They celebrate it because they believe that this is what people in the inner city need. The assumption is that minority students are somehow dysfunctional, in need of paternal guidance from their social betters. And the Post will join in with glee in this persecution of yet another black teacher.

A double standard at the school
A parent, an officer in the PTA, who ratted out the teacher by bringing the Facebook joke to Stanzione's attention, is rumored to have bought cruises for her child’s guidance counselor, a gross violation of DOE policy that brings up all types of conflict of interest issues (counselors have direct access to transcripts). But it is allowed to slide in the mini-corporatocracy that exists at Economics and Finance. And why not? Is not Bloomberg allowed to give away hundreds of millions in no-bid contracts to his own cronies? Is not nepotism rampant at Tweed? It is perfectly in step with the type of unethical back-scratching that defines Bloomberg’s DOE. Plus, the PTA officer is a wealthy woman with the correct skin color. Why should she not be allowed to do whatever she sees fit?


Phantom clubs while burying sports programs
There was a time when the school’s sports program was listed on the school’s Wikipedia page which included an entry about the basketball team making it to the playoffs in 2011.

Team Winning
• Quality of Life Competition
2007:won quality of life award with $17500 scholarship.
2008: borough Manhattan leaders.
2011: Manhattan winners.
• National History Day Competition
• Winners, 2010 New York City Regional (2) 1st place; (2) 2nd place; (1) 3rd place.
• Winners, 2010 New York State (1) 2nd place; (1) 3rd place.
• Winners, 2011 New York City Regional (3) 1st place; (2) 3rd place

Mysteriously, this information was taken down in favor of the listing of school clubs, some of which are phantom as they do not exist anymore.

Why take down the information about the sports program, especially basketball? Could it be that it would project an improper, un-corporate-like “image” of the school?

The insidious culture created by Bloomberg infects the schools in less than subtle racist ways
One of the major mistakes of Albert Shanker’s 1968 teacher strike was that it drove a wedge between school employees and the communities in which they served. It is a wedge from which we have never recovered. Bloomberg has been deaf to the protests that parents and community leaders have organized in opposition to his polices. And why not? He controls the Panel for Educational Policy. There is no democratic way for communities to let their opposition be felt, like there was when there was a popularly elected Board of Education.

Bloomberg, and the administrators that do his bidding like Stanzione, are insulated from any accountability. There have been principals who have sexually harassed their staffs or have abused their power, yet the DOE has taken no steps against them.

An former student at Eco, now in college, describes the atmosphere of the school before Stanzione took over:
“Having attended the school under two different administrative regimes, I can tell you that during its 'golden years'--- the years in which it was run by the principal who preceded the 'honorable' Mr. Stanzione, Eco (as we all so affectionately used to refer to our alma matter), was always filled with students during after school hours because these teachers willingly sacrificed their precious and personal time to aid and assist us in whatever ways possible. Whether it was just sitting there listening to whatever adolescent problems pervaded our lives, or teaching us how to play the guitar, encouraging us to reach for the stars and then some, or spending countless hours going over the same passages in Shakespeare's "Hamlet" just to calm our nerves for the upcoming AP exams, Eco was the place to be after school hours. It was things like this that kept many, if not all, of us from getting into the typical kind of mischief attributed to adolescents. When the class of 2008 graduated, there wasn't a week that went by where several of us didn't go back to visit these people. It wasn't that we couldn't cope with college life; it was simply that these people changed our lives/ profoundly impacted our lives for the better. We never forgot it, nor will we ever forget it.”
But that free association and flow between students and teachers is now gone. Through Stanzione’s educational stop and frisk policies, alumni can no longer freely come back to the school.

This is the educational issue of our times. The corporate drive to reform schools involves the elimination of popularly elected school boards, the institution of zero tolerance policies and the disappearance of the black educator. The common theme among them is that minority communities have nothing to offer, should have no voice in their educations and need direction from outsiders in order to live properly. It is the culmination of that wedge Albert Shanker drove between schools and communities 44 years ago.

The students at the High School of Economics and Finance deserve better. They do not need to have their most dedicated teachers disappeared because they do not fit in with the corporate image that a paranoid principal desperately tries to instill. The sad thing is that corporatists like Bloomberg and Stanzione do not see themselves as racists. They do not consciously go out of their way to discriminate. This is not how racism looks in 2012. Racism hides behind a corporate cloak. It celebrates certain images and values that are far-removed from the values of poor and minority communities. This is why the corporatists can be so heavy-handed in their reforms. It is why their lickspittles in middle management like Stanzione can be so vindictive in their manner of leadership.

This is a worse form of racism than the Jim Crow type that pervaded the south up until very recently. It is worse because it is so thoroughly convinced of its righteousness, so thoroughly intolerant of criticism and so utterly powerful that it is near impossible to challenge. It is like an irresistible wheel rolling over anything in its path with unconscious consistency.

Unconscious is the right word for it. There can be no conscience in a program that seeks to rip the heart out of communities and deprive people of their livelihoods. The alumni and concerned members of the public who have shown up to this teacher’s termination hearing are getting a lesson in just how unconscious the corporate agenda can be. To them, this teacher was a human being who provided them with guidance. To her principal, this teacher is an inconvenience to the robotic manner in which he executes corporate school reform.

Corporatism is the new racism. This fact is proven every day in all of New York City’s schools.


On Eric Chasanoff - Let's Hold Reporters Accountable: Rachel Monahan and Erin Durkin at the Daily News

UPDATED Sunday, Apr. 8, 3PM

I am Eric Chasanoff and proud to be a teacher.
 
Today, we are all Eric Chasanoff -- or as JFK would have said: Ich Bien Ein Chasanoff

Eric Chasanoff provides a rigorous defense on his blog and points out the incredible poor reporting by these reporters. Point by point. The Daily News should be embarrassed to call itself a newspaper. And sorry reporters --- you signed your name to the article and I don't care what your editor did to it.

Today the Daily News joins the fray with the rest of the media in the assault on the 3020a process that protects teachers. Remember that hearing officers are jointly chosen by the UFT and the DOE.

Did you know that the most important factor in maintaining a democratic society is the quality of the reporters? Well, as legit as saying the most important factor in ed is the quality of the teacher.

Isn't it time to create RDR - Reporter Data Reports on how accurate they are? Who out there is challenging Bloomberg's ax murderer comment?

I urge teachers to refuse to speak to any reporter who gets stories wrong because no matter what you say it will be twisted.

JUST ADDED: I want to include a comment from Arthur Goldstein from the comment section because it further demonstrates the duplicity of the Daily News reporters and I don't want it to get lost:
I spoke to Ben Chapman yesterday, and my remarks were not included. Obviously they did not meet the low standards this piece demanded. I know also of someone who attended the 3020a hearing whose remarks were not included.

I thought it was the job of newspapers to report, not to ridicule and demean. Clearly I was mistaken. Rudimentary fact-checking would have told you the 2002 letter was thrown out, and yes they do that for a reason. That reason is that baseless nonsense, though favored here, is simply not acceptable everywhere.

In America, people are presumed innocent until proven guilty. In this article, apparently, teachers are guilty even after they are declared not guilty. Here is what I said to Ben Chapman, among other things--I know Eric Chasanoff, and I would not hesitate to allow him to teach my 15-year-old daughter. In fact, if she falls behind in earth science, I will call him to tutor her.

Conversely, the writers of this article know him not at all, nor have they checked on what they wrote. I don't blame him for not having spoken with you. My having spoken with you was a waste of my time, and I can't blame him for not wishing to be part of the crystal-clear agenda of this piece.

I'm cross posting here to make sure the record is set straight in every venue.

My Response To The "Inaccurate " Daily News Article In Today's Paper.


The Michael Stanzione Files: As Case Falls Apart, NY Post to the Rescue

Coming to a cell phone near you

The other evening, just as my 24 guests were sitting down to a sedar, I get a call from the NY Post's Sue Edelman asking me to confirm certain information about what the teacher posted on Faebook, all negative, of course, which I refused to do. Was the info leaked by the DOE as they saw their case going down the tubes? Or maybe the NY Post just hacked into the teacher's phone. I imagine the next step is for the Post to send a reporter and photographer to the teacher's home to catch as unflattering as possible photo of her.  ---- Norm Scott
What happens when a popular teacher with students, parents and other teachers makes a joke on a Facebook post? What message is being sent when this teacher is African-American in a sea of disappearing African-American teachers from the NYC public school system, in a school with a principal who has gone after 2 female teachers of color and hires mostly young white teachers with a certain look?

The Bloomberg/Tweed strategy: if you can't fire them with outrageous charges, get the NYC Press to help you out.

I attended parts of the first two days of a 3020a hearing of a teacher charged with inappropriate Facebook posts on April 3 and 4 and I am so glad I did.

I was lucky enough to catch the direct and the devastating cross examination by NYSUT lawyer Chris Callegy of High of Economics and Finance principal Michael Stanzione. Boy, what a worm this guy is: narrow, paranoid and chilling in demeanor -- the very model of what Tweed wants in an administrator.

The DOE lawyer, Andrea Chilaka, flailed away with one objection after another, trying to keep any hint that the teacher was top notch off the record, often saying, "that is irrelevant to this case." Yes, Andrea, we know that trying to retain excellent and effective teachers is irrelevant to the real interests of the DOE, as proven time and again with bogus charges.

[See: Peter Lamphere. Or Chaz who tells his horror story here:
My Story On What Really Happened And Why The Independent Arbitrator Gave Me Only A $2,000 Fine In The 3020-a Hearing. And another of the NY Post's daily hits -- based on my new fave expression "FOX facts" which should be applied to any Rupert media outlet -- did I coin this phrase or steal it?.]

Bloomberg media blitz to end LIFO

Blogger Chaz was exposed in Friday's NY Times hit job on how it is so hard it is to fire teachers, one of the many expected media salvos to try to end LIFO. Today they did a follow-up somewhat more sympathetic to the teacher --- like at least attempting to deal with the issue of a teacher showing affection to students (now banned) vs. being charged with a sexual act. See- In Successful Fight to Keep Job, Music Teacher Cited Double Standard by City.  (I taught 4-6th graders and though I never put children on my lap I probably did tickle a few at some point. Can I talk about the time five 7th grade girls slept over my house with their parents' permission and my wife's too - yes, it's called TRUST, something the DOE is trying to wipe out? Can I take my 45 year old former student to dinner without risking arrest - see sidebar - pic of a loser in a blue leisure suit with a kid. She is now 45 and we have a dinner date. Haven't seen her since she was 16. Has the statute of limitations run out?)

Every single person I know who knows Chaz says he is a superb teacher and to persecute a guy because he told a student he was so proud of her for passing an exam he could kiss her is beyond outrage. Is the FOX Facts NY Post and the NY Times questioning how much money the DOE tossed down the drain to persecute Chaz?

Gotham reported that Bloomberg was whining "that arbitrators in misconduct hearings ruled in favor of the union. (Politicker)" without pointing out that the city must approve every arbitrator. Duh! The reason arbitrators are ruling for teachers is due to the level of outrageous charges, especially when even the DOE admits the case has nothing to do with the quality of the teacher.


A popular and effective teacher
And thus it is with the Facebook teacher, who even Stanzione admitted was not only a good teacher but one that students gravitated to, as did other teachers. In fact she was Coordinator of Student Activities (COSA) and was chosen to represent the school at recruiting fairs with the approval of Stanzione --- an unpaid volunteer position.  She was so popular with students, I imagine she had grown so comfortable with them that she said a few things on Facebook that look bad when in isolation, but as pointed out by union lawyer Callegy, nothing that isn't said all the time in teacher rooms, which Stanzione readily acknowledged. There was quite a good discussion between Callegy and Stanzione about the definition of "sarcasm." (By the way, the teacher was voted by the students as "most sarcastic" teacher.)

I will do separate posts on the details of the case and reveal more about Stanzione's actions as principal in follow-ups. Look for all of the upcoming Michael Stanzione Files on the sidebar.

In the meantime, keep an eye out for more FOX facts from the NY Post as they target this teacher, "facts" which many in the school community will fight vigorously.

And check out RBE's: