The Story About How Teacher Deb Fisher Helped Student Aaron Philip Proves That Tenure Must Stay

Re-posted from Parentadvocates.org:

Bureaucracy Turns a Hero Into a Rogue

This is a story of an almost unfathomably mindless school bureaucracy at work: the crushing of an occupational therapist who had helped a young boy build a record of blazing success. The therapist, Deb Fisher, is now serving a suspension of 30 days without pay for official misconduct. Her crime? She raised money on Kickstarter for a program that she and the student, Aaron Philip, 13, created called This Ability Not Disability. An investigator with the Education Department’s Office of Special Investigations, Wei Liu, found that Ms. Fisher sent emails about the project during her workday at Public School 333, the Manhattan School for Children, and was thus guilty of “theft of services.”





Aaron Philip



The story posted here about how teacher Deb Fisher helped Aaron Philip, a student with cerebral palsy, published in the New York Times will disgust and disturb you.

The corruption and malicious prosecution of the New York City Department of Education is oozing from the walls of secrecy behind which the United Federation of Teachers (UFT) ,Council of Supervisors and Administrators (CSA), theSturmabteilung "brown shirts" -Department of Investigation,Office of Special Investigations, Special Commissioner of Investigation, and Office of Equal Opportunity have hidden their collaboration and approval.

This website and other blogs such as NYC Rubber Room Reporter,New York Court Corruption, and National Public Voice have highlighted the actions of these groups and the individuals within them, such as Chancellors Joel Klein, Cathie Black, Dennis Walcott,Carmen Farina, the Gotcha Squad (here and here) and the attorneys - Adrienne Austin and Jade Fuller, Arbitrator attorneys Haydee Rosario, Doyle Pryor, just to name a few - who convict people without facts or the law behind them. Particularly disturbing is the tainted actions of the investigators who should be honest and fair in their investigations, and are not, deliberately and maliciously. The stories of teachers Natalya Sokolson, Glenn Storman, Lucienne Mohammed,Glen Fox, and countless others have been written about on this website and the blogs mentioned above. Their lives were destroyed for no reason, and I know each of their cases extremely well. This is again evident here in the story about Aaron Philip, posted below from the article in the New York Times.

I want to add that I have a disdain for bloggers and reporters who ignore wrong-doing in order to please their political allies. In particular, historian Diane Ravitch and blogger Norm Scott would rather take down their respective blogs than mention any article or story ever seen on any of my blogs. Where have both of you been as the investigators, Joel Klein, Cathie Black, Dennis Walcott, and Carmen Farina destroy the lives of excellent, caring teachers and staff since 2002?

As it seems that they have suddenly awakened from a long sleep while too many educators were harmed, and are now looking at the corruption inside the NYC DOE is, I believe, disingenuous, and I don't care how many people bombard me with comments about their ignoring the limitless badness for so many years, and not writing about it simply to ignore my work and that of other bloggers with whom they may have animosity toward for some reason. Let's chat?. We all must expose all the corrupt acts of those who take public money and then attack innocent people, and not let bias get in the way.

Anyway, the story of Aaron Philip and Deb Fisher must be distributed, and we all must take notice that Deb Fisher was wrongfully suspended, yes....and that she would have been fired if she did not have the protection of tenure.

We need to protect the public school teachers like Deb Fisher, and keep tenure rights in New York City, just as we need to get rid of the brown shirts and leadership of the NYC Department of Education. The NYC DOE is not interested in putting the needs and achievement of children above the false charges against innocent people who challenge their fraud and corruption.

Betsy Combier

Bureaucracy Turns a Hero Into a Rogue
LINK

This is a story of an almost unfathomably mindless school bureaucracy at work: the crushing of an occupational therapist who had helped a young boy build a record of blazing success.

The therapist, Deb Fisher, is now serving a suspension of 30 days without pay for official misconduct.

Her crime?

She raised money on Kickstarter for a program that she and the student, Aaron Philip, 13, created called This Ability Not Disability. An investigator with the Education Department’s Office of Special Investigations, Wei Liu, found that Ms. Fisher sent emails about the project during her workday at Public School 333, the Manhattan School for Children, and was thus guilty of “theft of services.”

The school system has proved itself unable to dislodge failed or dangerous employees for years at a time.

Ms. Fisher’s case seems to represent just the opposite: A person working to excel is being hammered by an investigative agency that began its hunt in search of cheating on tests and record-keeping irregularities. It found nothing of the sort. Instead, the investigation produced a misleading report, filled with holes, on the fund-raising effort.

By omitting essential context, the report wrongly suggested that Ms. Fisher was a rogue employee, acting alone and in her own self-interest.

In fact, the entire school, including the principal, was involved in the Kickstarter project, with regular email blasts counting down the fund-raising push. And the money was to be used not by Ms. Fisher, but by Aaron, who is writing a graphic book and making a short film about Tanda, a regular kid who is born with a pair of legs in a world where everybody else has a pair of wheels.

Aaron has cerebral palsy and uses a wheelchair to navigate the world. Ms. Fisher has worked with him since kindergarten.

“It’s beyond measure, the greatness, of how she has exposed Aaron to so many things,” Aaron’s father, Petrone Philip, said.

Aaron writes a lively Tumblr blog called Aaronverse. He has addressed all the employees of Tumblr as a guest of David Karp, who created the platform. He was taken under the wing of Fred Seibert, the founder of a hugely successful animation studio, Frederator, who had mentored Mr. Karp when he was a teenager inventing Tumblr. On his blog, Aaron urged Good Housekeeping to make sure that its research arm included disabled children in its testing of toys.

All of this was possible because he is a powerful presence, and he had Ms. Fisher at his side, according to the boy’s father. “She goes above and beyond the call of duty,” Mr. Philip said.

During a brief period of unemployment for Mr. Philip, the family moved to a homeless shelter. Learning this by chance, Ms. Fisher began a relentless campaign to get them permanent housing in an accessible building. She helped set up swimming lessons for Aaron. Ms. Fisher, 55, is passionate and hard-driving; her phone calls and emails can be like buckshot. She and another therapist started “Master Arts” for children with disabilities, devising tools to help their painting efforts. She received a mayoral commendation.

Last year, when Aaron wanted to create the book and the film, he and Ms. Fisher realized he was too young to run his own Kickstarter drive. Instead, Aaron told the investigators, they created an organization to help children like himself.

“We are all very excited to share our partnership with ThisAbilityNotDisability.org,” P.S. 333’s principal, Claire Lowenstein, wrote in an email on Jan. 11.

The goal was to raise $15,000. The school’s office regularly sent out updates like these: “7th Grader Aaron Philip is Almost 2/3 of the Way to His Goal”; “Aaron Philip is $1,621 Away From His Goal.”

In the end, he raised $16,231. The school celebrated at a town hall session.

In the meantime, a co-worker with whom Ms. Fisher had had continuing disagreements made a series of charges against her. Ms. Fisher had complained that the co-worker was physically bullying and taunting her. The special investigators found that none of the serious allegations against Ms. Fisher were true, but said she was guilty of fund-raising for “her own charity.”

The report made no mention that the entire building had been involved with the effort, nor did it try to determine whether Ms. Fisher would profit from it in any way. She was suspended on Sept. 15 until the end of October.

The school disciplinary system is often said to be broken. The case of Ms. Fisher would seem to prove the point.

The Education Department did not comment on the case.

Correction: October 3, 2014
An earlier version of a picture caption with this column misstated what grade Aaron Philip is in at school. He’s in the eighth grade, not the seventh.

Email: dwyer@nytimes.com

Twitter: @jimdwyernyt

Chaz' School Daze Post on the UFT Contract, ATRS, and Ebola: A Must-Read

A Must-read for all people anywhere is the new post on Chaz' School Daze blog.

I am re-posting here, but go to the original and read the comments which I am sure will continue to be entertaining.

Chaz is my favorite blogger, he gets it right.

Betsy Combier

Friday, October 03, 2014

Ebola, ATRs, And The 2017 Teachers Contract.

Now that we have a contract, its time to look ahead to 2017 and see how the UFT and the City will finally resolve the more than decade long ATR crisis that wastes talent and money.  

In 2017 New York City finds itself with an Enola outbreak and with close to a 50% mortality rate, its important that the City develop a vaccine as quickly as possible.  How will they get the volunteers to help? However, help is on the way in the form of the 2017 teachers contract.

The provisions of the new 2017 teachers contract will allow the DOE to "force place" ATRs into the City's voluntary Ebola vaccine trials. Any ATR who refuses to participate in the voluntary trials will have been considered to have voluntarily to have resigned.  Moreover, any ATR who refuses to be infected with the Ebola virus in the trials will be charged by the DOE with "problematic behavior"and terminated after receiving an expedited one day show trial by a DOE appointed hearing officer.

The expectation is that of the 2,000+ ATRs, half will be removed from the City payroll either by death, resignation, or termination.  In the New York Teacher Paper UFT President Michael Mulgrew calls this new ATR procedures a victory in draining the ATR pool of 50% of its members.

The DOE wants the surviving ATRs to be fired since they are infected with the Ebola virus and cannot be exposed to the students.  However, in a joint press conference with the new Mayor, Michael Mulgrew stated that the surviving ATRs will be put on a disability pension and receive 33% of their final average salary.  Mr Mulgrew further stated that its a win-win for all parties as he hugs the Mayor, Eva Muscowitz. Not only does the 2017 contract end the ATR crisis but increases educator salaries by the inflation rate and lengthens the school year to 225 days and increases the school day to 9 hours.

Yes, the new 2017 teachers contract is a win for the UFT leadership and the City and we all know that's the only thing that really matters.

How To Stop Paying For The UFT Political Action Committee, COPE

Are the UFT political statements and campaigns annoying you?
 
You should opt out of COPE, or The Committee on Political Education, which is the UFT political action committee.
 
How you can choose not to donate: Fax a letter  to 212-510-6435 with your name, school, file #, and state that you want to opt out of COPE as of the day you fax it. Sign the letter.
 
You will receive a cancellation notice and you should send this to the NYC DOE payroll office. 
 
Below you can read the UFT urging all members to sign up and pay for COPE, and below that I have re-printed a post from January 21, 2014 on the BECK Amendment and the movement away from compulsory payment of union dues.

The movement argues that as long as leaders of a union do not fairly represent members, dues should not be paid.

This country is founded upon "no taxation without representation", right?

Betsy Combier

COPE

Politics is union business.

In hard economic times, political action is needed more than ever.

Every member needs to enroll in UFT/COPE.

What COPE is

The Committee on Political Education (COPE) is the UFT’s political action arm. It covers the expenses of meeting with and educating legislators, and helps elect officeholders who respect our members, support education and work for union goals. With COPE, we work for laws and policies that further education and safeguard our rights; we back candidates who back us; and we support public officials who get things done for our members, parents and students.

In recent years, teachers and teacher unions have become the new favorite punching bag for politicians and policy makers. And labor continues to be the number one target of anti-worker politicians. The UFT’s record – on both legislativematters and in elections – would be impressive under any circumstance, but under these conditions it is truly extraordinary. It is made possible by the incredibly hard work of thousands of UFT members and by the funding that COPE provides. None of this would be possible without COPE, and COPE is not possible without you.

Download the brochure »

Why COPE needs you

COPE is entirely funded by voluntary contributions. We do not use any union dues money for political action. In these hard economic times, it is critically important that you contribute to COPE. COPE enables us to continue to fight for lower class sizes and additional funding for the classroom, and it will help us make sure that the wealthy pay their fair share of taxes by extending the millionaires’ tax. Thanks to COPE we are able to make sure that our voice is heard loud and clear.

Thanks to UFT/COPE, we get results.

We need your support to continue this vital political work.

See your chapter leader to sign up or contact COPE at 212-598-7747.

Movement Starts: Toward an End To Involuntary Payment of Dues to the UFT

The BECK Amendment deals with the issue of members' dues to their union, and where to draw the line. It's an issue that needs to be addressed, especially in New York City and particularly with teachers, paras, and other members who pay UFT BIGs - Mike Mulgrew, Leroy Barr, Ellie Engler - a lot of money basically to do nothing.

Communications Workers of America v. Beck, 487 U.S. 735 (1988) is a decision by the United States Supreme Court which held that, in a union security agreement, unions are authorized by statute to collect from non-members only those fees and dues necessary to perform its duties as a collective bargaining representative. The rights identified by the Court in Communications Workers of America v. Beck have since come to be known as "Beck rights," and defining what Beck rights are and how a union must fulfill its duties regarding them is an active area of modern United States labor law.^{[1][2][3][4][5][6][7]}

And the worst part of this is, UFT members do not have a choice; in blunt language, if you join the UFT you MUST pay your dues. Paying is not voluntary. Doesn't this leave the BIGs to do whatever they want, from helping someone to doing nothing, as they will get your dues money anyway?

Time to do something about this:
1) make paying dues voluntary
2) permit a member to pay their dues money to benefit THEIR welfare, not that of UNITY folk who couldn't care less what classroom or rubber room you are in.

Betsy Combier

Free the teachers from automatic dues

By Post Editorial Board

, NYPOST, Jan 21, 2014

AFT President Randi Weingarten and UFT President Mike Mulgrew

LINK

A favorite talking point for the teachers union is that charter-school operators earn more than the schools chancellor.

Funny thing: As the United Federation of Teachers’ own spending reports show, at least five UFT executives earn more than the chancellor’s $212,614 base salary; union president Mike Mulgrew makes $250,000.

More interesting is that the source of this money is force. While everything about charters is voluntary — no one forces children to attend, teachers to teach there or foundations to pay executive salaries — it’s the opposite for the rest of the system.

For the salaries of Mulgrew and Co. come courtesy of an automatic payroll deduction from every teacher’s paycheck that goes for dues. And the city does it for them. Thus, Mulgrew is spared the expense of having to persuade the UFT members he’s worth the dues he asks. And taxpayers underwrite public-sector unions that then use their dollars to buy political influence to extract even more money from the public till.

 

 

Teachers’ union boss spent $18K in Bond-like HQ spy sweep

By Carl Campanile

, NYPOST, Jan 20, 2014

LINK

Something’s bugging teachers-union boss Michael Mulgrew — or, at least, he thinks so.

The United Federation of Teachers president blew a huge wad of union cash to play out a paranoid James Bond fantasy when he paid $17,849 for a security team to sweep his headquarters for bugs, documents show.

A crew from Protective Countermeasures & Consulting Inc. was hired to sweep for listening devices at the UFT’s offices at 52 Broadway, a review of union spending reports reveals.

The payments were made in January and March of last year, just as the union leadership grappled with key strategic decisions such as labor-contract negotiations and who to support as the next mayor.

The union would not say if any surveillance devices were found.

Some union members thought it was unlikely anyone would bug the union — and that it was ridiculous that Mulgrew is using Cold War tactics to play a game of “Tinker, Teacher, Soldier, Spy” in the UFT headquarters.

“I have no idea why they’re doing it. It’s very odd,” said James Eterno, a dissident UFT member who ran against Mulgrew for president in 2010. “I didn’t know we were like the CIA and have to keep secrets. I didn’t think we were that important. It’s not like someone is going to get killed if something leaks out.”

Protective Countermeasures, a New Rochelle-based firm, specializes in identifying security threats such as “corporate eavesdropping” and helps craft “counter espionage” plans.

Its Web site says it uses equipment that “neutralizes” bugs. The sweep also checks the electric grid, light fixtures and walls for video transmitters, infrared recorders and laser technology.

Eterno wondered if Mulgrew was looking for the UFT version of Edward Snowden. “I don’t think there’s any worry about me or anyone else planting a bug in Mike Mulgrew’s office,” he said.

A UFT spokesperson would say only that it pays for “routine security services.”

The anti-spy initiative was just one of the entries listed in the UFT’s $190 million spending report covering its massive empire, fueled by $50 semimonthly union dues paid by rank-and-file teachers. The UFT also poured nearly $4 million into political campaigns through its super PAC, United for the Future, and spent an additional $4.2 million on TV and radio ad blitzes and advocacy.

The teachers union defended its spending as appropriate.

“The UFT’s financial report covers funds spent on our 200,000 members, including refreshments, reimbursement for transportation and parking and other expenses, along with routine security services,” a union spokesperson said.

“We are proud of every dollar we spend on our members and on advocacy groups fighting for better schools.”

$tate of the union

• 54 union reps and staffers got salaries of more than $100,000. The average was $144,000 — triple the starting teacher salary of $45,000.
• Five UFT officials were compensated more than the $212,614 base salary for the schools chancellor. UFT chief Michael Mulgrew makes $250,000.
• $264,000 to groups that campaign against charter schools, including the rebranded ACORN, now called New York Communities for Change.
• More than $1.7 million on food, including conferences at the Hilton and Waldorf.
• $150,000 for tickets to movies, the Radio City Music Hall Christmas show, Mets and minor-league baseball games, and union swag such as mugs and tote bags.

 

The Newest 3020-a Arbitration Scam By The DOE and UFT: Termination For Non-Attendance at Professional Development

Here is a new way to find yourself without a job.

Over the past year, I have seen the decisions of arbitrators on the Teacher Performance Unit (TPU) subtly change.

Now, many arbitrators who decide not to terminate the educator (for various reasons, but the main one is that the Department of Education did not prove by a preponderance of the evidence that the charges were valid) include in their decision as penalty some sort of professional development or classes.

Here are some of the decisions handed out in the past couple of months:

* "As a condition of his continued employment with the Department, Respondent shall be required to successfully complete twenty (20) hours of professional development within one (1) year of the date of this Opinion and Award. The Department shall be responsible to pay for the professional development and shall have the exclusive right to determine what type of professional development Respondent must complete."

* "At the Department's discretion, Respondent shall be required to complete additional training to address her pedagogical issues."

* "During his suspension without pay, Respondent shall enroll and successfully complete courses, approved by the Department,  to achieve the goals and objectives contained in _____'s action plan..."

* "Respondent is to attend courses on the topics of Planning, Classroom Management and Delivery of Instruction, to be paid for by the Department."

These are just a few of the Awards given, in addition to a fine.

How did this penalty of taking PD and paying a fine become so common? At the same time, no less, that the Teacher Effectiveness Program became the new Gotcha Squad?

Were arbitrators told something by the Department and NYSUT that allows these types of penalty? Why I am asking these questions is because I know several of these cases, and it is doubtful that these teachers needed any PD.

The DOE Attorney Jade Fuller is one of the prosecuting attorneys who are on the TPU panel, and she wants all teachers terminated no matter what the allegation is. She always wears an elephant pin. Different elephants.

Jade Fuller



Here is her background:

Adjunct Professor

Corinthian Colleges

October 2011 – Present (3 years 1 month)Everest College-Online

Litigation Attorney

New York City Department of Education

January 2011 – Present (3 years 10 months)

Partner

Giaimo Associates, LLP

January 2007 – January 2011 (4 years 1 month)

Associate

Giaimo Associates, LLP

September 2004 – December 2006 (2 years 4 months)

St. John's University School of Law

Juris Doctorate, Law

2001 – 2004

North Carolina Central University

Bachelor of Arts, Political Science

1997 – 2001

Activities and Societies: Alpha Lambda Chapter, Delta Sigma Theta Sorority, Inc.

 

The TPU now has the arbitrators ordering classes for the allegations they have "proven", even if the charge has not been documented or testified about. The classes are given by OTE, office of Teaching Effectiveness, and are held from 4-7. If the arbitrator orders professional development of any kind "at the discretion of the Department", you have to go. If you don't, cant, or forget, you will be terminated.

Immediately. Without any hearing or due process.
 

I heard from a teacher ordered into these classes that the OTE PD instructor said that all instructors were told that if a person did not show up and complete all classes, this person would be immediately terminated from the Department of Education. Tenure rights no longer exist, it seems.

 

All calls to the UFT have been unanswered.

  

ALERT: Teacher Effectiveness Program is Now the Gotcha Squad 2

ALERT: The New York City Department of Education has created a new agency within its' organization: The Teacher Effectiveness Program. This will be Gotcha Squad 2, the upgraded PIP+ termination process. There is a lot of money being poured into this new area of industry:

S374A120083 – New York City Department of Education (NY)
Initial Funding Amount (2 years):  $13,901,980
Total (5-year) Project Cost:  $52,943,639

Number of High-Need Schools Served:  70

Project Overview:  The goal of the New York City Department of Education Teacher Incentive Fund Grant Program is to implement a performance-based compensation system (PBCS) via a teacher career lattice in high-need middle schools in order to improve educator effectiveness and increase student achievement.  The career lattice will be developed in the context of a system-wide human capital management system with educator evaluation systems at the center, based, in significant part, on student outcomes.  The lattice increases classroom leadership capacity through professional development of teachers while providing peer leadership opportunities to teachers who are interested in new professional challenges and have demonstrated effectiveness.  The proposed roles (e.g., Demonstration Teacher and Peer Instructional Coach) will involve job-embedded coaching, application of the teaching competencies, and structuring of meaningful development opportunities for classroom teachers.  The compensation system provides for increases in base salary for Teacher Leaders who take on additional responsibilities and who earn a rating of effective or highly effective.

On the DOE website:Classroom Observation Cycle, Citywide Instructional Expectations,
Professional Development/Common Core Support, NYSED Common Core Resources,
Teacher Effectiveness, ARIS learn, Effective Feedback, and more.

I suggest that if you want to keep your teaching position, you study everything on this website.
Now.

I also was shocked to see MS331 Principal Seraphina Cruz and MS331 AP Stephen Monaco on
 the website, talking as if they were the most knowledgeable about this subject.

I just completed a 3020-a arbitration for an African-American teacher who was a teacher at MS331 until she was charged with 3020-a (she had filed a Special Complaint with Lisa Mendel at the UFT). We heard testimony (and I have the transcripts) of these two people, who were, in fact, violating State and City mandates for CTT classes.

My client, the "Respondent" at the 3020-a hearing, was hired as a General Education teacher for 8th grade. She has a Special Education license, but had never taught 8th grade before. She was promised support when she was hired by Principal Cruz. realized that her 801 class was a CTT class, but that CTT services were not provided for Social Studies and Science in the school. Respondent was told that CTT is part time because they only focus on ELA and Math Scores. Respondent was also told that "the school budget could not afford a second teacher" in the CTT class. That's what parents were told, and were furious, because the students given the CTT class who had IEPs (Individualized Education Plans) had TWO teachers mandated on their child's IEP. In fact, autistic, severely disabled and emotionally disturbed children were all in the same class.

Respondent found it quite difficult to effectively teach a CTT class alone. She received daily snapshot observations from AP Monaco, where he would come in daily and speak to the students for 20-30 minutes of class while Respondent was teaching, disrupting the class.

She stayed late after 8pm to prepare for lesson plans plus on the weekends. Monaco allowed Principal Intern Manni to write two letters to file, in violation of the CBA. The Principal was confronted by parents about fudging the test scores by pulling students to give math prep.

Respondent was never allowed to take students on any science field trips but she was allowed to take class out on recreational field trips. She constantly tried to do her best to do what was required by her supervisors. Evidently many teachers were not successful teaching 8th grade science. Teachers walked out in the middle of the school year. Respondent was written up for a 2 minute snapshot during the afterschool program, the 37.5 minute tutoring session.

 Respondent always followed directives and her lesson plans always took into account the different styles of student learning. She was especially effective with those students who are IEP and ELL, who often work at a different pace than other students. Respondent cleverly used alternative assessments, and differentiated instruction, enabling the students in her classes to complete final projects or pass final exams successfully. Yet nothing seemed to be enough.

 Mr. John Tom, Director of Urban Advantage, had worked with Respondent for many years, my client got the school MS331 signed up for this program. She also received the vouchers for science programs under UA. But the MS331 administration did not pursue the program after they were given the resources. In fact, when Mr. Tom paid a visit to the school, he found resources for the Respondent's science class lying on the floor of AP Monaco's office. UA pulled MS331 out of the program, not only because the vouchers were never used, but because one of the mandates of the program is for the principal to go to the meetings at UA. Cruz never went. The name of the school was changed so that the word "Science" does not appear, and teachers are transferring out of there as quickly as they can, due to Cruz and Monaco.
That's the information about Ms. Seraphina Cruz and Mr. Stephen Monaco that I have and I also heard testimony under oath about all of the above.

And these are the spokespeople for the Teacher Effectiveness Program????? What's going on here, Carmen?

Betsy Combier

Stephen Monaco

Seraphina Cruz



Teacher Effectiveness


 

Classroom Observation Cycle: Structures and Supports at MS 331

http://vimeo.com/26737635

This video looks at the ongoing descriptive feedback process teachers at MS 331 receive in order to improve their classroom practice. It also addresses the organizational challenges and structural decisions the school has made to make this process meaningful and effective for teachers and administrators.

For a discussion guide to use alongside this video, click here:

schools.nyc.gov/NR/rdonlyres/ADF5603F-CD88-473D-9941-601450668592/0/110624_FeedbackCFIv2.pptx

For a transcript of this video, go here: schools.nyc.gov/NR/rdonlyres/9407D53B-B045-44AA-B5A2-EA4D815D4435/0/ClassroomObservationCycleStructuresandSupportsatMS331.pdf

 TEACHER EFFECTIVENESS PROGRAM Handbook 

Resources for Teacher Teams

These professional learning activities can be used by teacher teams to support your school community in implementing the 2014-15 citywide instructional expectations. Find additional activities in ARIS Connect and on the PD and Student Opportunities page.

Common Core Support | Literacy | Mathematics | Danielson Framework