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The city will lay off nearly 800 low-paid school support staff on Friday to help close a $35 million budget gap. School aides, parent coordinators and other workers got their pink slips on Sept. 22. Pending negotiations this week between their union, District Council 37, and the Department of Education, Oct. 7 will be their last day.
A DC 37 representative said 701 school aides, health aides, family workers in shelters and 87 high school parent coordinators will lose their jobs. These workers monitor the cafeteria and hallways, help kids on and off the bus, and take sick kids to the nurse, and generally "alleviate the daily needs of teachers so they can focus on teaching," a DC 37 rep told us.
New York State is changing the way it evaluates teachers and principals. Starting in the 2011-2012 school year, the state will use a new system to evaluate teacher effectiveness based on factors like classroom performance and student achievement on standardized tests. The new system will affect how teachers and principals progress in their careers. Depending on ratings, teachers and principals may be given extra professional development, granted tenure or fired. Principals will also be judged on the school's performance.
This coming school year, teachers of grades 4-8 ELA and math and their principals will be evaluated under the new system. In 2012-13 all teachers and principals are scheduled for evaluation under the system.
Under the new system, each teacher and principal will receive an annual professional performance review (APPR) resulting in a single effectiveness score on a four-point rating system of "highly effective," "effective," "developing," or "ineffective." Under the current, less nuanced system, teachers either received satisfactory or unsatisfactory scores.
This year, still being rated with the old ratings system, about 97% of all New York City teachers received "satisfactory" ratings. These numbers correlate with the amount of NYC teachers denied tenure this year, which was also around 3%, and are likely a result of "the city's sustained push to usher more weak teachers out of the system," according to Gothamschools.org. In 2010, the city introduced a four-point rating system for awarding tenure similar to the system the state will put into effect next year, and the number of teachers who recently received tenure dropped dramatically compared to past years.
According to the state Board of Regents, the following factors will determine "teacher effectiveness" ratings:
- Student growth on state assessments or a comparable measure of student achievement growth (20%)
- Locally-selected measures of student achievement that are determined to be rigorous and comparable across classrooms (20%)
- other measures of teacher/principal effectiveness (60%) including multiple classroom observations for teachers and broad assessment of leadership and management actions for principals.
You can read more details on the New York State Education Department website. Advocates for Children posted fact sheets in English and Spanish to help parents understand the system and to monitor it for fairness.
Mayor Bloomberg declared an end to tenure as an "automatic right" for New York City teachers, when he announced last week that only 58% of over 5,000 eligible teachers were approved for tenure this year. This number represents a sharp departure from just five years ago, when 99% of eligible teachers earned tenure. The mayor attributed the significantly lower number to a tougher teacher rating policy that went into effect in 2010.
Of the teachers who were not granted tenure, 39% will have their probationary period extended through the coming year, and the remaining 3% were denied tenure, excluding them from working for city schools. According to The New York Times, a similar amount of all New York City teachers received unsatisfactory or "U" ratings this year, "suggesting the percentage of truly bad teachers in the school system may be similar across experience levels."
State law mandates that teachers are eligible for tenure after completing a three year probation and allows districts to determine how tenure will be awarded. In December, the city announced a new four-point rating scale for earning tenure--highly effective, effective, developing, and ineffective. Teachers must rank in one of the top two categories two years in a row to earn tenure. If principals rate teachers still-developing or ineffective, they must give written feedback to teachers on how they may improve. Principals and their supervisors are supposed to weigh test scores, parent feedback, classroom observations and other factors to determine the ratings. (Gothamschools.org has a copy of the "effectiveness framework" rating scale.)
Bloomberg and schools' Chancellor Dennis Walcott say the new system enforces higher standards for teachers and gives teachers clearer guidelines on how to improve. The pair went a step further on Bloomberg's weekly radio show, when the mayor questioned the need for tenure and suggested it's an unnecessary throwback from the McCarthy era. Walcott predicted that the number of teachers denied tenure, or put on probation, will increase next year.
Critics charge that the four-point teacher-effectiveness rating scale is not clear enough and fear that principals may give poor ratings for personal reasons that have little to do with teacher performance. Two teachers writing on GothamSchools.org say school administrators discriminated against them because of union activity.
What do you think? Do you agree with the stricter requirements for teacher tenure? Take our poll!
Elementary and high school parent-teacher conferences are taking place this week. District 75 conferences are coming up next week.
Parents of younger students may find the system easier to navigate with just one teacher (and classroom) to visit, and enough time to actually look at their child's work and talk at some length to the teacher.
By high school it can be a different story. Although some schools actually invite you to sit in on classes during Open School Week, at most large high schools the conferences are limited to a scant three minutes (egg timer and all). Parents may feel they need to put on track shoes to navigate the stairways, get from one classroom to another, and actually sit down for very short "conferences." In High School Hustle, Liz Willen thinks there must be a better way.
We'd like to know what you think. How did your parent-teacher conference go? Take our poll (on the right column) and let us know.
Jon Stewart this week blasted conservative media and politicians for protecting Wall Street while calling teachers “greedy.” Last night Stewart’s guest was education historian and NYU Professor Diane Ravitch, discussing her book The Death and Life of the Great American School System. I watched the show with Diane herself in a room full of education activists who shared the views that have made Ravitch a major voice in education in this country.
Stewart’s mother was a teacher, and the personal offense he takes from the recent fad of teacher bashing comes across. "So what reforms do we need to change the conversation?" Stewart asked. Ravitch said that teachers all over country are demoralized, and Education Secretary Arne Duncan, as well as corporate philanthropists Eli Broad and Bill Gates, are on the wrong track. Rather than focusing on which teachers to punish or lay off, we should be looking at making sure children have adequate health care and pre-K education. Watch Jon Stewart’s interview with Diane Ravitch and see what you think.
The conversation will center on turning around struggling public schools and boosting community collaboration. How will educators, parents and the city respond to the state fiscal crisis? And what is the future of school accountability in New York City?
Can't attend the event? Please send us questions in comments below and we'll be certain to share them! And watch for our video on Insideschools during the event.
On Wednesday night, there will be another opportunity to hear Mulgrew. Community Board 1 in Lower Manhattan is hosting a Town Hall with him from 6-8 p.m. at The Museum of Jewish Heritage, 36 Battery Place.
The new chancellor-designate, Cathie Black has emerged from seclusion to offer clues of what the priorities of her administration might be: taking aim at teacher tenure, and getting teachers off the city payroll who don't have regular classroom assignments.
After keeping quiet for a few weeks after Mayor Mike Bloomberg nominated her, Black gave a long interview with WABC news and met with the New York Daily News editorial board. She told WABC news: "I cannot imagine at age 25, 24 saying to someone you have a lifetime guarantee to this position, all you have to do is show up every day." Of course, no teacher has a lifetime guarantee of employment--they can be laid off in times of budget cuts--but it is also true that it's difficult to fire unionized teachers who have tenure. It seems clear that modifying the teachers' contract with regard to tenure is one of her goals.
Black told the Daily News she wants to scrap the requirements that she make layoffs based on seniority. She also wants to be able to get rid of teachers in the so-called "absent teacher reserve" or ATR pool. The ATR pool is made up of teachers who lost their jobs when their schools were closed. These teachers are still on the city payroll, even though they haven't found new positions. They are mostly assigned to work as substitutes when regular teachers are sick. "The idea that a large number of people are getting full employment and benefits for sitting around not doing a whole lot...we can't afford it," she told the Daily News.
And she'd like to make public teachers' ratings, a controversial issue that is being raised in court today.
Black's inexperience with the schools and lack of knowledge of the city's geography is apparent -- the Daily News said she thought she had visited a school in Bayside, Queens, when in fact she had been to Bay Ridge, Brooklyn. There will undoubtedly be more such stumbles as she learns her way around the city schools. But she appears to be finding a voice for what she thinks is wrong with teacher tenure and other rules affecting the city's educators.
There are still 850 teacher vacancies across the city's nearly 1700 public schools. If they aren't filled by October 29, schools may lose the money budgeted for those positions .
That's according to the Chancellor Klein's weekly memo to principals, which also advised that most vacancies must be filled by teachers now in the "excessed teachers pool." These are teachers who lost their jobs due to schools closing, or staff cuts, but who continue to receive a full salary, even though they are not in the classroom. There are 1700 teachers in the pool, 200 more than last year at this time.
Despite reductions in the school budgets this year, the city managed to avoid laying off teachers, even as it imposed some hiring restrictions.
These restrictions "will remain in place, and for most subject areas vacancies must be filled with internal staff," the memo says. "Within these limitations, you may still hire whomever you choose."
Exempted from the hiring restrictions back in June were special education, bilingual special education, and speech teachers.
The hiring restrictions run contrary to the mayor and chancellor’s moves to grant more autonomy to principals. They are necessary, the chancellor maintains, because they helped "avoid deeper cuts" yet still allow principals to "retain hiring power, even if they limited the talent pool."
The Department of Education is hiring educators to fill the newly created positions of "master" and "turnaround" teachers. The new positions were designed in conjunction with the United Federation of Teachers to allow principals in "transformation Schools", those deemed "persistently low achieving" that the DOE wants to improve rather than close, to recruit top notch teachers who can help train and mentor others.
The new positions offer big a big boost in salary for those hired -- 30 percent for "master" and 15 percent for "turnaround" teachers -- but demand a lot in return. Teachers must commit to working three years at the school and log up to 100 hours per school year beyond the contractual limit on tasks such as teacher training, curriculum development, and student data analysis.
If you're a teacher in the system, you may have received a recruitment letter from the DOE's human resources department. If not, check it out here.
Thinking of applying? Comment below.
Recently, it seems the only conversation about education that anyone seems to be having is whether charter schools are better or worse than "regular" public schools. For me, this discussion has grown very old, and it is entirely missing the point. In order to improve education for all schools, we need to be talking about the classroom: what is happening between our teachers and our students as they engage around content and skills?
This is a much more difficult conversation than one about charter schools vs. district schools, and is not nearly as newsworthy. But it is one that many of the best schools in the city have every day even as the “white noise” of the news about budget cuts, test scores, and union negotiations attempt to distract us from our mission of educating every child.This Thursday is a Chancellor’s Day, one of two days each year when teachers get to work together for a whole day.
If you want to find out about what your school values, ask what your teachers will be doing on Thursday.At Arts & Letters, we will be conducting “Teacher Roundtables.” Each semester we ask our students to discuss their work with community members and teachers, and to answer questions about what they are learning in every subject. We realized that we cannot ask our students to do something that we are not doing ourselves, so we decided to do Roundtables for educators too. To prepare, each teacher has crafted a teaching question such as:
- How can I create projects that allow all kinds of learners to engage and meet or exceed my expectations?
- How can I ensure that students’ science notebooks demonstrate their thinking?
- How do I inspire the uninspired artist?
The activity requires genuine curiosity about teaching and learning; all teachers bring a question and examples of their work and student work to look at. Teachers take turns critiquing one another’s work, using the question as their guide. Sometimes it will be celebratory, and sometimes, it will bring to light areas in which a teacher is struggling. It makes teachers visible, accountable to colleagues, and so much less isolated.
If we are serious about all schools becoming great, we must expect teachers to be the ultimate professionals, which means we need to make the conversation engaging, intellectual, and practical. And, we need to help the public understand that as long as the conversation remains mostly about how schools are structured and paid for, we are, at best, avoiding the hard work, and at worst, rearranging deck chairs on the Titanic.