Sunday, October 11, 2015

Teachers Rate Eva Moskowitz/ Success Academy Charters as "Toxic" and "Miserable Place to Work"


Don't even both applying. You might as well quit teaching...

They could barely get enough trolls...

http://www.indeed.com/cmp/Success-Academy-Charter-Schools/reviews


Success Academy Charter Schools

21 reviews

Success Academy Charter Schools Employee Reviews

  • Job Work/Life Balance
  • Compensation/Benefits
  • Job Security/Advancement
  • Management
  • Job Culture











Miserable place to work
Teaching Assistant (Former Employee), HarlemAugust 1, 2015
Pros: None
Cons: Bad hours, absurd discipline policies, awful culture
The modus operandi of Success Academy is to hire college kids right out of school. Hardly any of the "teachers" have any real experience or have any idea what they are getting into. The majority wash out within a year or two -- or get fired.

The atmosphere can best be described as Kafka-esque. The hours are long, and the kids are held to quasi-abusive standard of discipline. My 5th graders, for instance, were only allowed to go to the bathroom twice a day at predetermined times and are accompanied into the bathroom by a teacher. The students must remain silent during lunch. Special Ed students are quietly purged. Teachers are constantly being fired or quitting midway through the year, so expect co-workers to be mysteriously disappear, never to be heard from again.

Most of the year, the children do nothing but practice taking standardized tests. Unsurprisingly, when at the end of the year the kids score well on standardized exams, Moskowitz points to this as evidence that the kids are being given fantastic educations. Unfortunately, the truth is that most of these kids can't do anything outside of a state test.










Horrible Place To Work
Teacher (Former Employee), West HarlemJuly 17, 2015
Pros: intellegent staff
Cons: Culture of fear as someone put it so perfectly
I would NEVER recommend anyone to work for this school! It has turned me off to all charters, which is a shame because many of them are great academies.

Don't even both applying. You might as well quit teaching










All Work and No Life, So Run Teacher, Run!!!!!
Teacher (Former Employee), Harlem West Middle SchoolApril 8, 2015
Pros: Free snacks and good medical benefits
Cons: Lil to no prep time, no lunch time
A typical day at success was 7 to 6.
The building opens between 6:30-6:45
7:00 -7:20 was a whole school meeting
7:30-8:05 Homeroom (which the teacher covers)
8:05-55 Electives (which you as a teacher have to teach)
8:55-9:50 Snack time, library time, vocabulary time, (which you the teacher had to teach and cover)
9:55-10-45 was my only prep or break of the day and sometimes they would take that away for a meeting or training

10:45-11:35 taught a class
11:35-12:25 taught a class
12:25-12:55 Advisory time which you the teacher lead and teach as well
1:00 -2:00 Lunch time (which you the teacher cover as well)

2:05-2:55 taught another class
2:55-3:45 taught another class
3:45-4:35 taught another class

4:35-4:50 dismissal (which you the teacher lead)
4:50-5:00 you must stand outside until all students are dismissed then you go back up stairs
5:00-5:30 All teachers were required to report to detention and sit with and talk to students
5:40-6:00 All staff team meeting

At 6 :00 you were free to do what you wanted
At 6:30 our building permit was up so half the time they would kick you out the building

WARNING STAY ANYWAY FROM HARLEM WEST MIDDLE SCHOOL AND POSSIBLY EVEN SUCCESS Academy in general!

The Ceo made a recent statement in the New York Times about former employees stating,
"As for the teachers who said they did not like the environment, Ms. Moskowitz said: “Most of the people who leave are a little angry, like they don’t like their work and they don’t seem happy teaching, and we really can’t have people who don’t love it.”"

Translation meaning that those who left success were not cut out for teaching even though you had success teaching prior to teaching there.

Really!
April 16, 2015
I had the above schedule two times a week on Monday and Friday with one prep. Wednesday I had one prep as well. On Tuesday and Thursday I had the same schedule as above except I had two preps and four classes to teach. But these preps were taking away sometimes for meetings or to cover a class when people quit, went to a training, or they were absent. Mind you before Christmas we lost 8 staff members, then after we lost 7 staff members. This is the norm here because the first year in this school building we lost 13 staff members before Christmas, and the second year in this building we lost 12 staff members before Christmas.










Productive and extremely fun and friendly work environment
Human Resources Intern (Former Employee), New York, NYFebruary 23, 2015
Success Academy Charter School has one of the best attitudes towards improving education. Everyone works their hardest to improve the Academy, and the culture they have created is full of energy and diverse. Have been there only one summer, but I felt like a part of the team.










Great professional development
Operations Department, Operations Manager (Former Employee), New York, NYOctober 30, 2014
We worked over 55 Hours a week. My co-workers were great. Hardest part of the Job was dealing with the time and physical lifting. The greatest part is communicating with staff and children.
I learned more in managing projects in business and the science of a collaborative enterprise, frequently involving research or design, that is carefully planned to achieve a particular aim.










Avoid working here if you really care for kids
Middle School Math Teacher (Former Employee), Bronx, NYOctober 18, 2014
Pros: salary and benefits are very cheap
Cons: idiot supervisors, no work life balance, barely any prep times, must teach electives
Success Academy prides itself with test scores and such but the kids don't know as much as they say they do. You can clearly tell the main concern is high test scores and not foundational learning. At the end of the day principals just care for the test scores so network isn't up theirs. They also say they love feedback but truthfully this is one directional. The principal I worked with was very u professional, lacked the ability to spell or proofread anything she sent to the staff members and had the nerve to tell kids they needed to do it. She never practiced what she preached and many of the school's you will find this. If you know your subject we'll find another place to work.










Education
Operations (Former Employee), New York, NYSeptember 25, 2014
Associates are great to work with. Each day is different but does require a lot of paperwork.










Not the best place to work
Operational Role (Former Employee), New York, NYSeptember 15, 2014
Pros: healthcare is amazing, free beverages and snacks once a week
Success achieves amazing results with educating inner city children. However, working there is miserable. There is incredibly high turnover for a reason.










Fast pace house of learning
Office Coordinator (Current Employee), New York, NYMay 15, 2014
Pros: long hours
Cons: not compensation for overtime
Excellent for college graduates. Have been here for 5 plus years want to go back to my first love the Medical Community.










Avoid phone interviews at all cost
Grants and Contracts Manager (Former Employee), BrooklynMarch 5, 2014
Cons: inappropriate phone interviews
Please be advised that phone interviews may be conducted with excessive noise in the background which crates a very tough atmosphere for you the applicant when delivering key points about your experience.










Dedicated colleagues, supportive work environment with room to grow
Marketing (Current Employee), NetworkJanuary 25, 2014
Cons: transitioning from start-up mode
As a mission-driven organization Success Academy attracts dedicated, intelligent employees and fosters a supportive team environment. The organization is growth-oriented, and supports the professional development of all staff. Employees are recognized for hard work and achievements - if you care about ed reform and are eager for new professional opportunities, Success Academy is a great fit.










Great workplace. Staff feels like a family away from home.
Lead Teacher (Current Employee), New York, NYJanuary 21, 2014
Pros: career development, understanding leadership, healthy snacks, tons of resources, great benefits
Success Academy is a great place to work whether you're fresh out of college or have years of experience under your belt. There are many career paths and opportunities for growth within the organization. Leadership as supports your career development. Many workshops and professional development days are offered. You can even request to take place in out of Network workshops that relate to your area of teaching. For example dance teachers can request Alvin Ailey workshops. The scholars are creative, and passionate. Most desire to learn which makes teaching there fun.










The interview told me all I needed to know.
Interviewee (Former Employee), South Bronx, NYDecember 28, 2013
Pros: helping kids maybe?
Cons: disorganized and rude administration, no work-life balance, horrible interview, low salary
I interviewed at this place several months ago for an administrative position and ten minutes after the interview I emailed to tell them I no longer wished to be considered for the position. It was that awful. When I arrived, no one seemed to have a clue why I was there and the three people who needed to interview me had other meetings and event scheduled at the same time, so my interview took place in bursts of about 2 minutes with each person rotating between obligations. No one had read my resume, which clearly indicated I was currently employed full-time and had graduated college two years ago. All of them asked me when I was going to graduate and if I'd ever worked full-time. I was asked my astrological sign during the interview process, and the woman said she was glad I wasn't a pisces because her two children were pisces and they were morons. Uh...great? At one point I sat alone in a room for 45 minutes because my interviewers were all busy. I should have just left because the disrespect they'd shown to that point had been enough to convince me I would hate working there. The work environment seemed horrendously scattered and stressful, and the people I spoke with were rude and frankly a bit loopy. When I mentioned that I mystery shop as an unpaid, purely voluntary side gig, my interviewer said, "If you work for us, you have to quit that. This job is 24/7 and we discourage any outside activities since you should be on call at all times for us. This is a career, not a silly job." This was a 180 from the job posting, which said it was a 9-5 that encouraged the separation of work and life and wanted people who held outside interests. The salary was appallingly low for a "24/7" job in the South Bronx. There were several other huge red flags. Like I said, I withdrew my application immediately after the 2.5 hour interview from hell. It didn't seem like I would have gotten the job anyway, and I'm really okay with that.










Great place to work!
Recruitment Intern (Former Employee), New YorkOctober 1, 2013
As a Recruitment Intern at Success Academy Charter Schools, I had the opportunity to play an integral part in the recruitment and development of incoming teachers and administrators. I felt challenged, supported, and valued as a team member. I worked alongside passionate and committed individuals. My responsibilities included reviewing candidates, research projects, outreach efforts, and administrative tasks. I was able to work hands on with the recruitment and teacher development departments, which taught me about problem solving as well as how to successfully work with a team to achieve long-term goals. This work has instilled in me a belief that all children deserve an equal opportunity to a quality education.










Not good role models
Teacher (Former Employee), New yorkMay 10, 2013
Pros: high pay
Cons: fear of termination
If yelling and calling parents, snapping fingers and degrading students is your thing, HSA is for you.










Fulfilling Work Environment with tons of Learning Opportunities
Network Employee (Current Employee), New York, NYApril 4, 2013
Pros: fun work environment, colleagues are mission driven, tons of learning opportunities, great professional development
Cons: long work days
I started working at Success Academy about a year after graduating college. In my time at the organization, I have been entrusted with key projects and allowed to reach my full potential. I feel confident in making recommendations and have had exposure to varying levels of management across the organization.

Everyone here is mission driven which is a huge plus. It isn't an easy job but the work environment is fun and there is fulfillment gained in knowing that your work is changing the lives of children across New York City.

This is a great place to work if you are a learner and want to consistently develop as a professional.










Schools Policies and Practices Come At the Expense of the Kids
Teacher (Former Employee), New York , New YorkMarch 12, 2013
Pros: clean environment
Cons: cold, not a diverse work environment, politics prioritized over principles
A work environment that is so rigid creates high turnover and frequent firing of teachers for no reason -- little room or respect for autonomy -- students suffer even more than teachers from this frigid revolving door of burntout well meaning adults. Special education students denied accommodations too.










Opportunities for Growth
Manager (Current Employee), SchoolsFebruary 5, 2013
Pros: free lunches if you work in the school! big budget!
Cons: little work/life balance
This company gives you so much experience in other areas, there is a lot of opportunities for growth and professional development. You don't get stuck in the red tape of decisions or promotions. There are also great benefits, such as healthcare at no cost to me, and great bonuses.










Fulfilling work environment with a great, growing team
Network employee (Current Employee), New York, NYJanuary 29, 2013
Pros: see efforts in action in real time. growth opportunities. every day is different.
Cons: long work day.
At SA, the team does wonderful, cause related work that really changes children's lives. You get to see your efforts in action in real time. It's a very fast paced work environment where the bar is set high. Working here you are required to be flexible and be the solution. Everyone pitches in and rolls up their sleeves. If you have a recommendation that would improve the organization, you're encouraged to speak up regardless of your role or level.

Constructive criticism is on going and in real time. You're constantly being encouraged to better yourself and given the feedback to do so. The hours are long, but the benefit of knowing you really are making a difference makes it worth it.










Toxic Work Environment & Ambivalent Senior Leadership
Manager (Current Employee), New York, NYAugust 1, 2012
Pros: smart people, great benefits package, advancement opportunities
Cons: low morale, high turnover, culture of fear
Success Academy Charter Schools has exceptionally low morale and exceptionally high employee turnover due to the utter disregard and even disdain with which the senior management treat the majority of the employees.

Members of upper management have been known to throw work at employees, make culturally insensitive comments (a huge gaffe considering the diverse populations we serve), and to suggest that employees must have deep-seated personal issues if they seek encouragement or feedback from their managers.

It is a truly toxic environment that burns out many exceptionally bright and talented people. This does, of course, create a lot of opportunity for advancement because people are constantly leaving the organization. For those that can stick it out, there is good pay for a non-profit organization and very generous benefits.

It is unfortunate because Success has an important mission and offers a valuable service to the communities that it serves. Hearing success stories from families whose children are reaching their full academic potential in our schools is a rewarding part of the job, but it is a bittersweet one when you know that our incredibly dedicated teachers live in a culture of fear where the threat of dismissal hangs over their heads constantly if test scores are not constantly and dramatically improving.

Friday, October 9, 2015

Skewer the E4E Survey - let them know what you think about their ed deform agenda

--- do it often and show how you disagree with the pro-testing, pro-common fore, pro merit pay ed deform agenda of E4E. They call them selves a teacher driven organization without mentioning they are funded by ed deformers to create a 5th column to undermine the teaching profession under false pretenses. Screen shots below of sample questions below.

I'm betting they have a way of tracking people and the people who send the link will be wiped off their list.

Dear Member,
I am writing today on behalf of Educators 4 Excellence to ask your help with a confidential online survey about our organization. We want to better understand your reflections and thinking about how we present and communicate our work.
Your responses will be anonymous and confidential, which is why we are working with an independent market research company to conduct this study for us. Please feel free to be 100% honest.
As a special thank you for providing feedback, you may enter yourself in a drawing for one of three $100 Amazon gift cards. The deadline for the drawing is Wednesday, October 14 so the sooner the better. Please complete the survey at your earliest convenience.
Click on this link to begin the survey or copy and paste it into your Internet browser to begin:
http://www.amrsurvey.com/67008t
Thank you for taking the time to give us your opinion. We couldn’t do this without you.
Liz Utrup
National Director of Communications
Educators 4 Excellence
No place to write in anything to keep people to their message.








Thursday, October 8, 2015

Friedrichs and the UFT/NYSUT/AFT

Buffalo teacher and co-conspirator Sean Crowley has a good piece at the B-LoEdScene, Could There Be a Silver Lining to the Friedrichs Decision?

Sean raises so many interesting points and angles, whatever is left of my hair hurts.
Clueless in Seattle
When the Supreme Court rules in the Friedrichs case to end the ability of public sector unions to collect agency fees from non-members, we can likely anticipate something along the lines of a mass panic, widespread angst and people like Weingarten and Mulgrew declaring yet another victory. NYSUT will be torn between a twitter blast and videotaping ourselves doing a Last Tango dance. Lily and her posse at NEA will read Randi's memo and do whatever it says but they'll stretch it out for a few days to make themselves look more deliberative. They will fool nobody just as they did with their Hillary vote.
Lily just started following my on twitter. She must be a glutton for punishment. Or maybe there is a fake Lilly out there. The AFT and NEA Hillary endorsements will be a factor in any post-Friedrich's defections.


Lily has her own problems with the NEA Hillary endorsement, as chronicled by Mike Antonucci at EIA. A few of Mike's gems:
Posted: 05 Oct 2015 09:17 AM PDT
If you want to entertain yourself with even more reactions to NEA’s endorsement of Hillary Clinton, head over to its Facebook page, which at last count had 874 comments – almost all of them negative.
Sean, who was recently elected to a position in the local union, focuses on the AFT/NYSUT situation.
So let's try looking at it this way and trust me I barely trust me but maybe this is the pony buried in that huge room of horse manure. If NEA and AFT are unable to collect money from members who simply check a box that says "Bugger Off Randi" on their deduction card, can you really see any future or present use for Randi let alone one that's worth the $550K she's collecting now? And trickling down the line -- as we all now these things do since Ronald Reagan told us they would -- does anyone think we need a Punchy Mike or a Karen McWho? An Andy Palotta or a Marty Messner?

As they say at AA: We think not!
 
...what good do either of the two major union presidents do teachers? They ignore us on Common Core. They pay lip service to ending high stakes testing but there's no balls to any wall on the issue. It's just whining that's easily tuned out. They ignored us on Bernie Sanders and threw their weight (not ours) to Hillary effing Clinton a Gates crony and former Wal Mart board member who supports The Core and The testing and will give us the same F.U. the current resident of 1500 Pennsylvania Ave. gave us just as soon as he counted up the teacher votes he collected.
The current regimes serve Randi and Lily and a small band of merry pranksters who wouldn't know a smart board from a dry eraser. They are out of touch and out of step and they don't even have to give a shit because they have the process loaded up to keep them in power and keep teachers from getting any real representation. Anything that unloads this parasitic self serving dead weight from leadership positions in the teacher union ranks is a good thing in my somewhat jaded book.
To my way of thinking, the union leadership may also be looking for that silver lining - getting rid of most of the people who would oppose them and solidifying their hold on power even in a smaller union.

Sean has a bit of that same view regarding TFA:
Our current state in B-Lo with the T.F.A. bacteria is that we are somehow stuck with them as they are technically considered B-Lo teachers. I look forward to cutting this umbilical cord and setting them adrift once they are offered the chance to disaffiliate themselves with our union, one I am sure they will pounce on.  Once we're no longer stuck with them I think we set sail for the course Pittsburgh and other places have taken in bidding them adieu and encouraging them to avoid the door hitting them in the ass on their way out of town. Told you my glass was half full. 
 The current opposition in the unions won't go. But maybe some will move to another stage - urging disaffiliation and the formation of a new union, like Steve Conn is doing in Detroit. For the first time I have heard some of these people talking about that idea.
 
What if people who leave the unions who are committed unionists truly begin to start looking elsewhere? 


 

Tuesday, October 6, 2015

Pink Floyd Message to Eva - Ms. Moskowitz, Tear Down That Wall

When we grew up and went to school, there were certain teachers who would hurt the children anyway they could by pouring their derision upon anything we did exposing any weakness however carefully hidden by the kids... Pink Floyd
I saw a link posted to a video of Pink Floyd's 1979 "Another Brick in the Wall", one of my favorites by one of my favorite groups. I considered having my class perform this subversive assault on a repressive education system - and yes, we the teachers who help perpetuate it, at graduation, but never had the chance. And this was pre-ed deform and repressive charters. How relevant that our new education secretary, John King, was part of Uncommon Schools, one of the schools most indicative of The Wall. We should take Roger Waters on charter school tours.
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey teacher leave them kids alone
I hope kids don't remember me as another brick in the wall - or as a teacher trying to turn them into one. Over the years I have thought back remembering times when I may have bordered on this behavior. I'm sure I did as keeping order was the major way we were judged as teachers. Luckily I rarely had children who couldn't be worked with.

Funny how I tend to think of these rather than the better stuff. Recently a former student - from the late 70s or early 80s - left a comment on Facebook about how he viewed me as a teacher that brought back the good memories:
....it's teachers like you that make a difference in our children's lives. Every time I went to your class I was hoping to learn more about the dinosaurs and do some kind of project. It was a fun class, you hardly had a bad day and never treated us badly like that other teacher that rode the bike every morning to school. So, keep being you. God bless... Ruben
So funny that Ruben mentions that "other teacher" - my neighbor across the hall - who happened to be my Hebrew School teacher when I was about 10 years old and was so harsh I told my mom I would not go back.

Here is a good insurrection video on The Wall. Imagine one day, in responds to dragging kids and parents to a sham rally, the kids of Success Charters tear down that wall.




Lyrics:

We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey teacher leave them kids alone
All in all it's just another brick in the wall
All in all you're just another brick in the wall
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey teacher leave us kids alone
All in all you're just another brick in the wall
All in all you're just another brick in the wall

PINK FLOYD ANOTHER BRICK IN THE WALL PART 1 2 3 LYRICS
Daddy's flown across the ocean
Leaving just a memory
Snapshot in the family album
Daddy what else did you leave for me?
Daddy, what'd'ja leave behind for me?!?
All in all it was just a brick in the wall.
All in all it was all just bricks in the wall.

You, Yes You, Stand Still Laddie!

When we grew up and went to school, there were certain teachers who would hurt the children anyway they could
by pouring their derision upon anything we did
exposing any weakness however carefully hidden by the kids.

Out in the middle of nowhere they were home at night
their fat and psychopathic wives
Would thrash them within inches of their lives!

ooooooooooooo, oooooooo, ooooooooooo, ooooooooo, ooooooooo, ooooooooo,oooo.

We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

(A bunch of kids singing) We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teacher! Leave us kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

Spoken:
"Wrong, Guess again!
Wrong, Guess again!
If you don't eat yer meat, you can't have any pudding.
How can you have any pudding if you don't eat yer meat?
You! Yes, you behind the bikesheds, stand still laddie!"

Goodbye cruel world
I'm leaving you today
Goodbye
Goodbye
Goodbye

Goodbye all you people
There's nothing you can say
To make me change my mind
Goodbye

Leonie Haimson Ties Class Size to Receivership Schools? Where is/was the UFT?

Several teachers noted that as the school lost enrollment, it had also lost funding leading to increased class sizes. ....

A Queens UFT representative thanked the Chancellor and the Mayor for taking a “different approach” than the previous administration, and addressing students’ “social and emotional needs.” ... testimony at Grover Cleveland HS Receivership hearing

There you have it- the stark difference between where the UFT/Unity Caucus leadership is coming from and the teachers in the school.

The report below is from Leonie Haimson. It says so much.
We all love Leonie for the amazing work she does to defend public education - and us. What a shame she, a parent,  is on the front lines while our union leaders twiddle and twaddle with rules that will force the teachers at these schools to reapply for their jobs - and we know how that will end - ATRdom.

Here is Leonie's complete posting on her blog from Sept. 27 about her testimony at the Grover Cleveland receivership hearing.


Sunday, September 27, 2015

Notes from Grover Cleveland HS receivership hearing; can the Chancellor's "Framework for Great Schools" be achieved with class sizes as large as 55?


There were about fifty people in the audience at the Grover Cleveland High School receivership hearings yesterday -- not great for a school that enrolls nearly 2,000 students, but not terrible considering it was a beautiful Saturday morning and the hearing announcement was made just a few days before.

I entered the auditorium at about 10:20 AM, as someone from the DOE whose name I didn’t catch was wrapping up a brief presentation about Receivership schools, saying that the administration was still considering whether “receivership schools will get Renewal [school] type supports and funding.”
Principal Denise Vittor followed with a power point presentation showing how the school was improving its graduation rate and attendance – the two data points that apparently had placed it on the state list of “struggling schools” for possible Receivership. 

The four-year June graduation rate last year rose to 60.7% compared to 53% in 2012-13; the August four-year rate is 62.5% compared to 60.2% two years before.  If only those students eligible for a regular diploma were counted, its four year rate was up to 63.9%.   Apparently 2.2% of the students are severely disabled, and according to the principal, only “eligible” for the alternate credentials of the SACC (Skills and Achievement Commencement Credential) or the CDOS (Career Development and Occupational Studies Commencement Credential.) The six year graduation rate increased to 69.5%, and attendance at 82.5% last year, compared to 78% in 2012-13.
She then went on to describe various programs the schools had instituted, including “Common Core aligned curriculum units,” AP courses, a Saturday academy, Afterschool Expanded Learning Time, blended learning and CTE programs. The one new program for this year is “schoolwide implementation of PBIS (Positive Behavioral Intervention and Supports) , which are alternative ways of dealing with school discipline.
Then two DOE representatives and the Principal answered questions that had been written on index cards by members of the audience:
·         What resources has the school received under the Renewal program?  Answer: Extended learning time and more professional development.
·         Is there a plan to reduce class size, especially considering that last year there were classes as large as 54 in math, 37 in English and 38 in Social Studies?  Answer: Most of our classes last year met  the legal limit ( meaning the UFT contractual limit of 34 students per class).
·         What funding is there for electronic resources?  Answer: We receive $22,000 from NYSTL (New York State Textbook Law) funds, and Reso A funds from the City Council for smartboards.
·         Can CTE programs for the health professions be added?  Answer: Unfortunately not; nursing CTE programs require class sizes of nine, and we don’t have the funds.
·         Why is the school receiving only 82% of its Fair Student Funding (FSF)?  Answer:  FSF was developed as an “ideal” funding level; while all Renewal schools are receiving 100% FSF, it is uncertain if the school will receive a higher share of its FSF until a team at DOE looks into the “comprehensive needs” of the school.  At that time new resources may be allocated.
·         How can a school boost its enrollment when letters were sent out saying the school may be closing?  Answer:  The Chancellor is committed to not closing schools, though we’re obligated to send letters about struggling and persistently struggling schools (to whom?).  The principal added that community members and parents should help “re-brand” the school, and let people know that we’re on a fast track to coming off the struggling list.
·         How can I participate as a parent towards helping the school?  Answer: Come to our monthly PA meetings; we also have workshops you can attend.
Members of the audience were invited to speak.  Several teachers noted that as the school lost enrollment, it had also lost funding leading to increased class sizes.  Parents suggested that the school could provide more information to them about class assignments, etc. by sending messages to their cell phones; these messages should also be translated into their native languages.  Students proposed that more clubs and activities like cheerleading and fencing would help create more spirit in the school.   
One neighborhood resident announced she was a graduate of the high school, as was her mother.  She hoped that the school would not be closed, to be converted into a specialized or selective school instead, as she wanted her daughter who had an IEP to be able to attend the school.  She then asked, what has happened in the past when the state took over schools?  Have they improved? (Her question went unanswered, but a truthful response would be no.)
A Queens UFT representative thanked the Chancellor and the Mayor for taking a “different approach” than the previous administration, and addressing students’ “social and emotional needs.”  David Aglialoro, Communications Director from Cathy Nolan’s office, read a statement from the Assemblymember.  As a 1976 graduate, AM Nolan stands behind the school, recognizes that is getting back on track, and believes that with the right support and resources it can be “the best version of itself.”  Among other things, she recommended that the school be transformed into a Community school, and that its swimming pool be opened on the weekends to neighborhood residents.  
Evelyn Cruz, Chief of Staff of Congresswoman Velázquez observed that it was "unconstitutional" that the school still is burdened with such large class sizes, especially given how many students are linguistically diverse and are struggling to learn a new language.  The school requires more resources to hire additional teachers; with smaller classes, she pointed out, the students would be less likely to walk out of class because they don’t comprehend the material.  The school also needs dedicated funding for more guidance counselors.
I followed by saying that I was glad to hear of some of the promising ways the school was improving its results, but none of these measures have the rigorous research behind them that class size reduction does.  The fact that “most” of the classes met the legal limit of 34 last year is not good enough, especially as in 2007, NYC promised the state as part of the Contracts for Excellence law to reduce class size to an average of 25 in high schools citywide.  In all struggling high schools like Grover Cleveland, class sizes should immediately be capped at 25 or less.  
I briefly went through the Chancellor’s “Framework for Great Schools,” a copy of which with space for feedback had been handed out to the audience, and explained how each of its six elements would be difficult to achieve without reducing class size:

Rigorous instruction” is nearly impossible to attain when there are thirty or more students in a class, many of them English Language Learners, unable to get enough feedback or practice speaking  to be “actively engaged in in ambitious intellectual activity” or “develop critical thinking skills,” as the Framework demands.

How can there be a truly “Supportive Environment” for students with classes this large, with too little individualized attention to feel “safe, supported, and challenged by their teachers and peers”? As for “Collaborative Teachers,” do teachers really have “a culture of respect and continuous improvement” when burdened with excessive class sizes and a teaching load of a 150 or more students?
Can “Effective School Leadership” be maintained, affording“the instructional and social-emotional support that drives student achievement” when students are crammed into classes of thirty or more?  

It would also be far easier to create “Strong Family and Community Ties” if each teacher had fewer students, with the time to reach out to parents when their children are succeeding as well as when they are falling behind.  Finally, it is difficult to see how real “Trust” can be attained, when the administration is ignoring what is the top priority of parents citywide for school improvement – class size reduction. 
After the hearing was over, I spoke to several teachers at the school.  They all confirmed that this fall, class sizes remain at about the contractual maximum of 34 students per class or more; and that even English Language Learners are not provided with smaller classes.  This is clearly unacceptable.  While the graduation and attendance rates at the school may continue to inch upwards, the quality of education at this school and others like it will not fundamentally improve without a concerted effort  to provide more targeted resources so that class sizes can be capped at 25 or less. 

The list of schools faced with receivership along with hearing dates is here;  comments
also can be submitted here,  no later than 5:00 p.m. on the second business day after each school's hearing date. Translated versions of the School Receivership Public Feedback form can be found here for submission as well.