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Friday, August 17, 2012

ILO Decision May Offer Opportunity for City Labor

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August 16, 2012
By Marc Bussanich, LaborPress City Reporter

A November 2011 International Labor Organization decision ruled, after the Transport Workers Union Local 100 filed a complaint with the ILO in November 2009 after the union struck in December 2005 and was heavily fined, that New York’s Taylor Law banning and penalizing public worker strikes violates fundamental workers’ rights protected by international law. With 200,000 city public workers without contracts, in some cases over five years, the ILO decision would seem to have presented the city’s public sector unions the economic leverage they have desperately needed to win new contracts.



The ILO is a tri-partite agency of the United Nations made up of governments, employers and unions that was founded in 1919 as part of the Treaty of Versailles that ended the devastation and horrors of World War 1 to “reflect the belief that universal and lasting peace can be accomplished only if it is based on social justice.”

According to Dom Tuminaro, an adjunct professor at the Brooklyn College Graduate Center for Worker Education, the U.S. is one of over 100 countries that have ratified the ILO’s Constitution, but out of 189 ILO Conventions, the U.S. has ratified only two.

Numerous unions around the world have filed complaints with the ILO when they believed that their governments have improperly interfered with their ability to organize, collectively bargain or take concerted action such as a strike. For example, when the Indian government fired 200,000 public school teachers for going out on strike it was urged by the ILO to rehire all of them, and the Indian government complied.

The U.S. track record on complying with ILO recommendations has been a mixed bag. When TWU Local 100 and its international union filed a complaint with the ILO in November 2009 on the grounds that New York’s Taylor Law violates two core conventions that are most focused on workers’ rights to organize and bargain, freedom of association and the right to concerted action such as the strike (Convention Nos. 87 and 98), the U.S. government’s response to the TWU complaint was that the “United States’ unique, decentralized and diverse system of government…establishes a federalist regime in which the national Government exercises only those powers the Constitution expressly affords it. All other powers are reserved to the 50 states or to the people themselves.”

Thus, the U.S. government hasn’t ratified Convention Nos. 87 and 98, while other countries have. The U.S. is a signatory to the ILO Constitution, but it always claims in response to ILO complaints brought forward by unions that it doesn’t have the necessary authority to interfere in the proceedings or disputes between public sector unions and the states where they represent working members.

Although the U.S. hasn’t ratified the two core workers’ rights Conventions, Tuminaro notes by virtue of signing the ILO Constitution, the U.S. has essentially agreed to the principles defined in Convention Nos. 87 and 98.

“When a country becomes a member of the ILO, it signs onto certain fundamental principles [freedom of association, etc.]. The fact that the U.S. didn’t sign onto Convention Nos. 87 and 98 doesn’t mean that the U.S. isn’t bound by those core principles.”

Indeed, the ILO itself says, “Even if they [Member States] have not ratified the Conventions in question, (they) have an obligation arising from the very fact of membership in the Organization, to respect, to promote and to realize, in good faith and in accordance with the Constitution, the principles concerning the fundamental rights which are the subject of those Conventions…”

Tuminaro also noted that when critics say that the U.S. is not bound by the ILO’s recommendations because it hasn’t ratified Convention Nos. 87 and 98, the U.S. government’s ratification by the Senate in 1994 of the International Covenant on Civil and Political Rights (ICCPR), which expands upon the core principles of the two conventions, makes the treaty the law of the land and therefore binds the states to the treaty based on the Supremacy clause of the U.S. Constitution.

Certainly, in response to the TWU complaint that provisions of the Taylor Law [compulsory arbitration which negates the union’s ability to strike] “constitute a serious infringement of Convention Nos. 87 and 98,” the ILO said:

“Noting that the Government’s reference to the Federalist system of constitutional government, the Committee nevertheless requests the Government to take steps aimed at bringing the state legislation, through the amendment of the relevant provisions of the Taylor Law, into conformity with freedom of association principles so that only (1) public servants exercising authority in the name of the state and (2) workers of essential services in the strict sense of the term may be restricted in their right to strike.”

Essentially, the recommendation makes it clear that the vast majority, aside from the Governor, State Comptroller and District Attorney and their staffs, of public workers in New York should be able to exercise the right to strike.

However, since the November 2011 ILO decision regarding the TWU’s complaints, Tuminaro said that there hasn’t been a unified response from the city’s public unions, although 200,000 members are working without contracts.

Tuminaro suspects that because the city unions have long been accustomed to working within a certain framework, such as the legislative process to get what they want, it may be difficult for the unions to think or do things outside the box.

“It could be that the city public sector unions are reluctant because they feel like they're on the defensive and they see what’s happening across the country as collective bargaining is under attack,” said Tuminaro.

Also of potential concern to the unions is that if they push for the right to strike as a result of the ILO decision, then the business community, using the same legislative process as the unions to get what it wants, might say that if the unions are able to strike it might demand an end to the Triborough Amendment, a New York Court decision that the unions deem favorable because the amendment at least preserves the provisions of the previous contract when the two sides can’t agree on a new contract.

As the Taylor Law is the legal regime governing public sector bargaining in New York, the decision by the ILO in November 2011 is “no small matter,” said Tuminaro. At the very least, a discussion can begin about the seemingly golden opportunity presented to New York’s public sector unions. marc@laborpress.org

Monday, August 13, 2012

Take The Teacher Survey

LAUSD TEACHERS: CARE TO FRAME THE CONVERSATION FOR A CHANGE?LINK

Dr. Wendy Kasten.jpg
(For a national view of public education reform see the end of this blog post)As the war against a professional, well-educated, and  fairly compensated teacher corp continues unabated across the United States, what remains missing in this most important discussion is the voice of teachers authoritatively laying out the reality of what they do for a living in a manner that might counter the incessant"dominant narrative" of the mainstream media, that only sees bad teachers as the problem and charter school as the panacea. 

Dr. Wendy C. Kasten of Kent State University has prepared a survey for teachers to take that might offer an alternative view of just how difficult it is to be a good teacher. However, Dr. Kasten's survey will have little credibility, unless she can get a sufficient number of teachers to take it. If you want the public at-large to finally understand just how hard we work, you might find the time to do the survey, so that you can finally frame the conversation for a change on just what it will take to fix public education.



Dear Classroom Teacher:
Are you tired of hearing people outside of education say that teaching is an easy job with short hours and long vacations? Do you think most people understand what is involved being a teacher?
The only way we can hope to influence public perceptions is to present data. So, I have designed a computer based survey that explores how classroom teachers work -the degree to which you spend time at school, and how much time you spend related to your job outside of school. I have also included questions which explore the extent to which teachers spend their own money related to school needs.
The only way a study like this will be taken seriously is if the number of teachers who have taken it are huge. So, if you are a full time teacher, would you consider taking this survey? Would you also consider passing it along to another teacher who may not have gotten this email? The more the merrier!
Clink of the link here or paste this into your browser address bar. If you have any difficulties, email me at wkasten@kent.edu .



Thanks!
Dr. Wendy C. Kasten, Professor of Curriculum and Instruction

Kent State University
402 White Hall
P.O. Box 5190
Kent, OH 44242-0001
330-672-2025 fax

If you or someone you know has been targeted and are in the process of being dismissed and need legal defense, get in touch:

Lenny@perdaily.com



NATIONAL EDUCATION REFORMERS


LA Progressive

Dick Price and Sharon Kyle
http://www.laprogressive.com/
Dick and Sharon dick_and_sharon@yahoo.com
Dick and Sharon are a pair of citizen journalists and information activists who were fed up with mainstream media. Rather than just kvetch about the media, they decided to try to become the media. So, together they founded the LA Progressive. Dick is the editor and Sharon is the publisher and webmaster, handling all technical aspects of the site.

This site was launched in March 2008, with Dick and Sharon doing most of the writing. Today, a host of gifted writers contribute to the LA Progressive's daily offering which typically amounts to about 45 articles a week. Dick and Sharon continue to write for as well as edit and publish the LA Progressive and distribute its daily e-news each morning.

Jo Scott Coe Riverside, California
Jo.Scott-Coe@rcc.edu
www.joscottcoe.com
Excellent Video Interview about Professor Coe
http://vodpod.com/watch/4959969-jo-scott-coe-teacher-at-point-blank

Assistant Professor of English at Riverside Community College and former high school English teacher. She is the author of Teacher at Point Blank and has been a teacher of English and literature in California since 1991. Her writing on intersections of gender, violence, and education has appeared in the Los Angeles Times as well as literary venues including Hotel Amerika, Fourth Genre, River Teeth, Ninth Letter, Memoir(and), Bitter Oleander, and Green Mountains Review. Her essay, "Recovering Teacher," won the NCTE 2009 Donald Murray Prize, and other selections of her work have received a Pushcart Special Mention as well as Notable listings in Best American Essays 2009 and 2010. As an independent researcher, Jo authored and published the most extensive study to-date of Adams v. LAUSD, a nearly 10-year legal case of student-on-teacher sexual harassment, in (Re)Interpretations: The Shapes of Justice in Women's Experience (Cambridge Scholars Press). Jo values the aesthetic, political, and socially transformative powers of literary narrative--especially to dispel unhealthy silences and witness cultural blindspots. She works currently as an assistant professor of English at Riverside Community College in SoCal, and her book, Teacher at Point Blank (Aunt Lute 2010), has been selected as a Great Read for Fall 2010 by Ms. Magazine. Punk rock? Yes. Hockey games? Yes. Coffee? Always black. Find Jo on the web at joscottcoe.com and on Twitter @joscottcoe.

Betsy Combier New York, New York
betsy.combier@gmail.com
Betsy Combier's blog http://www.parentadvocates.org/index.cfm?fuseaction=article&articleID=488
is a jewel that chronicles the corruption in NYC's Dept of Educations (DOE)  . She has accomplished a wonderful piece of journalism, and created one of the rare places where corrupt educational governance is chronicled and revealed

Professor Samuel Culbert Los Angeles, California

is a professor at the UCLA Andersen School of Business who also teaches in the Education Department's Principals' Leadership Institute. Check out the following 3 minutes on ABC News
http://abcnews.go.com/WNT/video/conversation-performance-review-11126992

Stuart Goldurs Los Angeles, Califonia
StuartComputers@gmail.com
Don't send LAUSD Librarians to the Inquisition, send the downtown bureaucrats
Tests, What Are They Good For? Absolutely Nothing!
LAUSD students to attend school on contaminated land, again!
Some schools teach only to the tests, so how are the students being prepared for the next grade and for life?
New LAUSD superintendent adds six-figure positions to management team

http://www.examiner.com/public-education-in-los-angeles/lausd-test-scores-up-to-failure-levels-what-are-the-students-learning

Has been a teacher in the Los Angeles Unified School District for 30 years. He is greatly aware of the district waste, large bureaucracy, and other major issues of the time. He started his blog with the sole purpose of informing the world about the truths of education in LAUSD. E-mail him at: StuartComputers@gmail.com.

LAUSD has selected a new Superintendent of Schools

Karen Horwitz Chicago, Illinois

wccbook@gmail.com

Former award winning teacher who co-founded NAPTA, National Association for the Prevention of Teacher Abuse, and wrote the book White Chalk Crime: The REAL Reason Schools Fail to expose how teacher harassment and terrorization maintains a system of deeply hidden corruption. Disposing of dedicated teachers forms the core of the White Chalk Criminal's agenda since dedication and white collar crime do not mix. Given that all agree that good teachers are essential to good teaching, a system that cannot tolerate good teachers is worthless. This is what we have in place. With Bernie Madoff-like leaders - he was as much about investing as our school leaders are about educating - anointed with unlimited power, including the ability to fill the airwaves with propaganda, education is no longer about education. It is about money and power for those who play a very corrupt game and with an agenda of privatizing schools so their power will increase. (Privatization may have merits. NAPTA does not take a position on that. But privatizing a system that is rotten to its core - where quality teaching cannot survive, where a cover up of pretense that they do not know this despite so many of us reporting these truths prevails - documents that those advocating privatization cannot be trusted! It shows they want our schools for their own interests, not the children, nor the community.)  NAPTA welcomes parents, teachers, students, citizens or anyone who understands that without a real system of education, we no longer have a democracy. Membership is free. Go to: EndTeacherAbuse.org  or WhiteChalkCrime.com. Become educated about what is going on.

Jerry Mintz Director
Alternative Education Resource Organization (AERO)
417 Roslyn Rd., Roslyn Hts., NY  11577

For those of you who cannot wait for corrupt public education to be turned around, AERO offers an excellent source to get connected with viable alternatives right now.

www.EducationRevolution.org
info@EducationRevolution.org
                                                                                                                         800-769-4171                                                              (domestic)
                                                                                                                         516-621-2195                                                              (international)

Susan Ohanian Charlotte, Vermont
susano@gmavt.net
http://www.susanohanian.org
She is a longtime public school teacher who, after 20 years, became staff writer for a teacher magazine and then went freelance. I've maintained a website of activism for nearly 9 years--ever since the passage of NCLB. People can subscribe to the website and then they get updates about new content. I answer all the mail I get through the website and with the answer, people have my e-mail.  I also try to stir things up on Twitter, though I find this medium frustrating. I have aFacebook page--just so people can find me. I don't initiate anything on it, The website keeps me busy.
http://susanohanian.org/show_atrocities.php?id=9593

Susan Lee Schwartz Suffern, New York

Susan studied literacy education, English literature, and fine arts and holds a BA ('63) and MS ('65) from Brooklyn College, and has the equivalent of two master's degrees, earned in graduate studies of literacy, arts and education. She taught literacy skills and art, for four decades in NYC in elementary and secondary school.  In 1998 she won the New York State English Council (NYSEC) Educator of Excellence Award  for her successful teacher practice, studied by Harvard  and the LRDC at the University of Pittsburgh for the New Standards research. At the end of her research, her unique curriculum was selected by the LRDC to be used in their national staff development seminars for school superintendents. She was among six teachers -- from among the thousands across the nation-- observed during the research project, and her teaching practice met all the  principles of learning. In the nineties, she rose to prominence in national educational circles, while teaching at a new magnet school, East Side Middle School. The reading scores of her seventh grade students were at the top of the city, and on the first ELA, which two thirds of city students failed, her former students (then in the eight grade) were TENTH IN THE STATE.

 She writes often about what she learned about the genuine standards for learning, in an attempt to begin a national conversation about the authentic standards, so that there can be genuine reform. Her experience that ended her fine career in the NYC Public Schools has led her to write about the process that removed the top educators, silencing the voices of the classroom practitioners who would not accept anti-learning policies. Her essay here on Perdaily,  is one that describes this process. Read more as she talks about education, literacy  and learning on her site, from the perspective of the experienced teacher-practitioner of pedagogy. She is the voice of dedicated and talented classroom teachers who know why the schools are failing.

Her website is:

http://www.speakingasateacher.com/Susan_Lee_Schwartz_(Steiner)_/index.html


Joel Shatzky: Brooklyn, New York
Joel.Shatzky@cortland.edu
Professor of English Emeritus--SUNY, College at Cortland (1968-2005)
Adjunct instructor-Kingsborough CC (CUNY) 2006--   )
Regular contributor to the Huffington Post: http://www.huffingtonpost.com/searchS/?q=Joel+Shatzky
Author of "The Thinking Crisis" with Ellen Hill (Authors Choice Press: New York, 2001)
Numerous articles on education in Jewish Currents.
Script-writer for three YouTube satires on educational "reform."
 "The Lessons": www.youtube.com/watch?v=D712J1V2Jsg&feature=player_embedded
"Numbers Lie": http://www.youtube.com/watch?v=57BRNLviVTQ
"The Charter Starters": www.youtube.com/watch?v=lnrrw5CV3Gw

Here's Joel's latest post about the low percentage of "college ready" high school graduates. http://www.huffingtonpost.com/joel-shatzky/educating-for-democracy-t_2_b_821410.html



Lorna Stremcha Havre, Montana

http://www.endteacherabuse.org/Stremcha.html
http://twitter.com/lornapstremcha

lornastremcha.com

callmescarlet.blogspot.com
facebook


HER STORY:
"I know first hand the financial, personal, emotional and physical damage that can result when school administrators, the Montana Education Association and the National Education Association put their own interests above the students, teachers and the taxpayers of the State of Montana My files contain mountains of paperwork including depositions, declarations of truth, notarized documents and exhibits resulting from an arduous legal process that finally ended when the Havre (Montana) School District settled two lawsuits - a Federal suit and one filed in State District Court. These documents also include a letter from a union representative stating, " This is nothing more than a witch hunt." Yet the union continued to allow the school administration to harass, bully and bring harm to me.
These two lawsuits resulted from a single incident that, had it been handled differently and under the light of public scrutiny, would not have snowballed into awards of more than $200,000 worth of damages. Funds that eventually came from the taxpayers' pockets. Ironically, as a taxpayer in Hill County, my family and I are helping to pay for the damages awarded to me. This covered the attorneys' fees. The settlement did not include my attorney fees, however the district, insurance and taxpayers paid the defendants attorney bills, which exceeded mine. The settlement was made on March 2, 2006."http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://www.facebook.com/pages/Dr-Jim-Taylor/125893225652
http://twitter.com/search?q=DrJimTaylor

Lois Weiner Jersey City, New Jersey
Professor, Elementary and Secondary Education
New Jersey City University
2039 Kennedy Blvd.
Jersey City, New Jersey 07305
drweinerlo@gmail.com
Blog
http://newpolitics.mayfirst.org/blog/5
Democracy Now
http://www.democracynow.org/2010/9/3/educators_push_back_against_obamas_business
RESEARCH INTERESTS
Impact of urban school characteristics on teachers' classroom practice
How race, class, and gender mediate academic achievement
Teachers' work and the school as a workplace. Effects of changes in global political economy on teaching, teachers, and schools
.

Saturday, August 11, 2012

Guest Post: The UFT Needs To Do More To Assist ATRs

  August 11, 2012
1) The UFT is to be applauded for its efforts to defeat the DOE's efforts to vilify veteran teachers and send teachers in the 24 turnaround schools into the ATR pool.  The arbitrator said that the DOE was wrong in making teachers reapply for their positions.
However, we call upon the president to extend the same commitment of protection to teachers that have been excessed prior to this June.
This tactic of closing down schools is an old one under Bloomberg, Klein, Black and Walcott. The only thing that is different with the present instance is that the DOE was trying to close schools and circumvent the messy PEP process that resulted in organized community opposition and lawsuits.
There is now court precedent on our side.  In New York state on July 24, Judge Joan Lobis sustained the arbitrator’s position by saying that teachers’ contracts must be respected. (290 82nd 338)  In Louisiana on June 20, Judge Ethel Simms Julien used the same reasoning to say that 7,000 post-Katrina school employees were wrongly fired in New Orleans. (As this last example is in another state, this can be deemed “persuasive” in a legal argument application for our state.)

While the teachers in the 24 turnaround schools have been saved, it is important to not forget the teachers new to the ATR pool from schools that the DOE has successfully shut down and the prior generation of ATRs.  The UFT must insist on a hiring freeze until ATRs have been placed, as it did on September 12, 2007.* 

The excessed teachers are not the causes for "failing schools." The schools the DOE targets for closure disproportionately have low income students, high percentages of special education and ELL students.

1-a) Stop the Lockout
It's time that Mulgrew and the UFT defend all of the ATRs and fight for their placement, just as hard as they fought for the preservation of the positions of the teachers in the 24 schools slated for "closing."  

ATRs are being locked out of positions.
i) ATRs go unhired while novice teachers, many fresh out of college or education school, are placed in positions.  We call for the termination of the new replacement workers and for their replacement by ATRs.
ii) Adding insult to injury, workers with the title of teacher are the one class of UFT professional that is forced on a weekly sojourn.  The DOE is placing guidance counselors, social workers, librarians and paraprofessionals in full-school year assignments. 
iii) ATRs are asked during job interviews to demonstrate their competency in new teaching protocols: Common Core, workshop model, Danielson Method.  Novice teachers are given preferential treatment with summer training in these areas.  We call for the termination of novice training and for the offering of training to ATRs.

1-b) No to ending careers with buy-outs
The UFT leadership’s talk of a buy-out is a caving in to the DOE's harassment of ATRs.  Mulgrew did not defend the ATRs' teaching integrity when the DOE spoke of the ATRs as dead-weight during the May news reports of buy-out talks.

1-c) No to observations of ATRs
Observations of ATRs beginning in the 2011-2012 are another product of a side agreement to contracts.  It is inappropriate for teachers to be observed with students that they have just met, with students that know that the lesson is just a sample lesson.

2) No more side-agreements to contracts
The UFT must stop making agreements to the status of ATRs outside of the contract process.  In these side agreements the city is biting off, in piecemeal fashion, contract protections of senior teachers.  As an example, on April 15, 2010, and in the summer of 2011 the DOE and the UFT made an ATR agreements without any input from ATRs or other rank and file members of the UFT.  These side agreements are made without the sort of membership vote to which contracts are subjected.  Yet, the agreements carry the same powerful weight that contracts carry.

3) Dues equity for ATRs: Elected reps of ATRs’ choosing
Furthermore, the UFT must stop its opposition to the ATRs' practice of their electoral rights.  ATRs have no venue by which to vote for representatives that come from their ranks to express their interests.  Other distinctive groups, such as paraprofessionals and career and technical school teachers have their special divisions.  ATRs, with ranks at an estimated 830, equal the size of teaching staffs at about ten large schools put together.  For the reasons of parity, ATRs must have elected representatives at the boro level. 

The UFT held during the 2011 to 2012 year that ATRs could vote in whatever school that they were serving for a given week.  This is disingenuous. How can an ATR within a few days size up the main issues at a given school and properly weigh the strengths and weaknesses of two or three candidates at the school?  It is further unfair to the staff in the school in question.  ATRs, as outsiders, in close races could tip elections, affecting the outcome for the staff to be represented at that school. 
 
The UFT needs to recognize that we are not in a temporary status.  It knows, full well, that principals are not inclined to hire them, due to their senior salary level.  There is no valid rationale in opposing chapters and representatives with the argument that giving ATRs representation will institutionalize their status.  Given that many ATRs have been in this status for more than two years, they already have an institutionalized status by default.




New York Teacher, Sept. 20, 2007. 
 
*"Dispelling rumors that their jobs might be in jeopardy, Weingarten made clear that teachers who find themselves working as ATRs maintain their salary benefits and cannot be fired or laid off thanks to a job-security guarantee that the UFT secured in the 2005 contract.

"At a Sept. 12 [2007] labor-management meeting that Weingarten requested on the treatment of excessed teachers, UFT officials called for a moratorium on new hiring until vacancies are filled by current ATRs in the district or high school superintendency provided they have the appropriate license.

"'Filling vacancies with ATRs meets both federal and state requirements related to having a 'highly qualified teacher' in every classroom,' said Weingarten.'"
 
"DOE officials agreed at the Sept. 12 meeting to modify the new school financing system to encourage principals to hire ATRs. The school will get filled for the first year as if the teacher were a new hire and for the second year at 50 percent of the teacher's actual salary before assuming the cost of the actual salary before assuming the cost of the teacher's actual salary in the teacher's third year at the school.
 
"UFT officials also urged the DOE, in the next open market transfer period, to require that principals grant interviews, in seniority order, to ATRs with the appropriate license to fill vacancies before new recruits are interviewed or hired. Principals should also be required to put in writing why the ATR was nor hired for the position, the union said.
 
"The UFT also demanded that all ATRs be allowed access to all DOE job fairs.  The union made the demand after receiving word that the DOE barred ATRs from attending job fairs for prospective new teachers last spring."    New York Teacher, Sept. 20, 2007.