Join the GOOGLE +Rubber Room Community

Sunday, February 12, 2017

The 2016 "Who Are You Kidding Award" Goes to Carmen Farina (for the Second time) and Mayor Bill de Blasio

Is anything the Department of Education Chancellor Carmen Farina says or writes, true?
Michael Goodwin, NY POST, February 12, 2017:
The rule of holes applies to Mayor de Blasio: When you’re in one, drop the shovel.
Not Mayor Putz. He keeps digging.
Up to his eyeballs in criminal investigations over slush funds and favors to big donors, de Blasio is planning to raise even more money to pay his defense lawyers.
Get this — his law firm is also a lobbyist that reportedly represents dozens of real-estate developers with business before City Hall.
The mayor says the firm, Kramer Levin Naftalis & Frankel, has been racking up costs for months but has not been paid a cent. That means he is deep in debt to a law-firm lobbyist.
There are other potential conflicts, too. Is the mayor getting a favorable fee rate? Why would anyone not a personal friend pay his legal bills?
Remember, too, that some fund-raising at the heart of the criminal probes allegedly took place in Kramer Levin’s office.
The mayor keeps digging just as he is about to meet with federal prosecutors. He calls the meeting “voluntary,” but that’s probably only technically true.
The meeting could be a last chance to stave off criminal charges. Which is why it makes zero sense for him to add to the smell of corruption with his sketchy legal-bill scheme.
Then again, he is who he is.

De Blasio touts record-high public school graduation rate

The Latest Scandal For Chancellor Carmen Farina: Renewal High School Plans Fail




We don't think so. Either the DOE sends out fake reports on re-assigned teachers, the number of ATRs, the so-called "success" of Renewal Schools, the giving of services to special education providers, etc., etc., or the say "no comment" and give nothing (Freedom of Information data, personnel records, disciplinary reports of SCI, and any other statistic or memo which might make them look bad).

Therefore, I, as President of the E-Accountability Foundation, give the 2016 "Who Are You Kidding Award" to Carmen Farina and her close ally Mayor Bill de Blasio, for spreading fake news about everything that the Department does, and permitting her employees to lie cheat and steal from the public both our money and our trust.

They are not getting away with it.

Previous Winners:
The "Who Are You Kidding?" Award Goes To: Joel Klein, New York City Board of Education Pretender

Carmen Farina Wins the 2015 WHO ARE YOU KIDDING? Award as the "Best Talent" the World Has, To Run the NYC DOE



Congratulations Carmen and Bill!!

Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials
The building that houses FDNY HS, which has a college readiness rate of just 1.9% last year, despite graduating 83% of its students.

High graduation rates no guarantee kids are ready for college



Despite a rising citywide graduation rate, the number of students with the skills to succeed in college is alarmingly low — even at some schools that hand out the most diplomas, a Post analysis found.
College readiness sunk to 1.9 percent last year at the FDNY HS for Fire and Life Safety in Brooklyn, which had an 83 percent graduation rate in 2016, city reports show.
The school, which has about 335 students, topped the list of high schools run by the Department of Education with the widest gap between graduation and college readiness rates, The Post found.
UFT President Mike Mulgrew, NYC Chancellor Carmen Farina, NYC Mayor Bill de Blasio

Mayor de Blasio and Schools Chancellor Carmen Fariña cite the city wide 72 percent graduation rate as evidence that schools are improving. Rarely noted — only an average 37 percent of students graduate ready for college.
That wide gap suggests some NYC high schools hand out sheepskins too freely to inflate their success.
“These disparities raise questions that need clear explanations,” said David Bloomfield, a Brooklyn College and CUNY Grad School education professor.
He said the system has long been plagued by ways to “game the graduation rates” such as quickie make-up work for students who fail courses.
But he added, “Looking at whether students enter and stay in college also needs to be examined to gauge whether the readiness rate is accurate.”
College readiness is determined when students earn minimum scores on standardized tests such as a 75 on the English Regents exam and 70 on the Common Core Math Regents exam or a minimum 530 on the math SAT or pass certain math courses. Students who meet these thresholds are expected not to need remedial help at CUNY.
City Comptroller Scott Stringer highlighted the issue in a report last September showing that college readiness rates fell at 16 percent of city schools between 2011 and 2015, with the lowest levels in the Bronx and Brooklyn.
Nearly 80 percent of New York City high school grads who enrolled as freshmen at a CUNY community college in the fall of 2015 needed remedial help in math, reading and writing, the report found.
The Post reported last month that Bronxdale HS in Allerton had a 76 percent graduation rate in 2016, but a 4 percent college readiness rate.
But the stats are even worse at other schools such as Urban Assembly HS of Music and Art in Brooklyn, which boasted a 82.5 percent graduation rate but only 3.8 percent of the senior class was college ready.
FDNY HS aims to prepare students for college and careers in EMS or firefighting.
Hollis Moore, 16, an FDNY junior from Queens, said he felt the instruction was good, but that not all of his peers were studious.
“I’m serious about it,” said Moore. “Most of them just play around.”
Another junior, Gregory McMullen, 16, of Queens said the “teachers are great,” but “some kids actually want to do good and some kids don’t.”
The school, one of four housed in the former Thomas Jefferson HS in East New York, admits the shortcomings in its educational plan.
“Despite our successes with graduating students, we still struggle with the amount of students showing significant scoring increases on the Math and English Regents exams,” the plan says. “The area of focus for this issue is going to be rigorous instruction.”
The DOE said the school this year started offering three Advanced Placement classes to better prepare kids for college.
Officials insisted that measures of college readiness, including college enrollment rates, are at record highs. “And we are making unprecedented investments to keep increasing them,” said DOE spokeswoman Devora Kaye.
The DOE lists college readiness rates on annual school “quality snapshot” reports posted on its web site.
Many charter highs also fared poorly, but cited glitches in the data. The New Visions Charter HS for the Humanities in the Bronx had an 86 percent graduation rate with a college readiness rate of 1.2 percent.
A New Visions spokesman said the DOE did not count students who had certain math credits, and its readiness rate is higher than reported — although still far below the city average. The charter network did not notice the lapse until contacted by The Post.
Data analysis by Joshua Tanzer
Posted by at No comments:
Labels: , , , , ,

Tuesday, February 7, 2017

Attorney Michael Francis: Suborning Perjury at 3020-a


Do you believe that people never lie under oath?

Sadly, many people in the re-assignment centers or who have been charged and are done with their 3020-a hearing have heard about, or seen directly, the Department’s Attorney supporting lies at the hearing, either in forged documents or perjured testimony.


This last category is called suborning perjury.

Another serious problem with 3020-a is the lack of accountability, and the DOE attorneys know that they will not be held accountable for any of their actions. Knowing this, I created The E-Accountability Foundation (not connected in any way with this blog or any of my other blogs or website) to hold people accountable for their actions. Good people who selflessly help others get the A For Accountability Award (I own the trademark, so don't even think about copying, FP); those who harm others are exposed and written about. We also contact proper authorities.

I have decided it is time to hold the Attorneys and Arbitrators who work on 3020-a hearings in  NYC accountable for unjust and unethical decisions. Therefore, I have added a new Section to this blog and on my other social media outlets titled: The NYC 3020-a Arbitration Panel Attorneys.

Of course I cannot write about a 3020-a Arbitrator or DOE attorney while I am assisting in a case. But after a decision is made by the arbitrator, I can give my opinion about the allegations and the actions of anyone who lies, cheats or steals due process rights from a charged employee. The individual charged will not be named, because he/she is not important to make the point that anyone who allows or encourages perjury are unethical, violate their professional responsibility and must be fired.


I want to start with an Attorney who works at 100 Gold for the DOE on 3020-a cases, Michael Francis. I filed a FOIL request for his personnel file, and received them in 2013. He encourages his witnesses to lie. He submits documents in 3020-a which he has changed in order to fit his goal to terminate the Respondent. He should be disbarred.

My opinion is that he is the worst attorney working on 3020-a, and here is why:
In 2013 I was hired to work on a 3020-a with an Attorney named Victor Schurr, who I do not recommend anyone hire for any reason. Nonetheless, when I am asked to assist at a 3020-a a charged employee, I work 100% on their defense despite an awful attorney.

This particular case was about a much beloved Dean who was gay, but nevertheless he was accused of trying to have a relationship with a girl in one of his classes. This girl was roaming around the school, and when she showed up – which was not very often – in class,  she was with a bad crowd. She did not work, and was failing in most of her subjects. But she needed my client’s class to graduate. So, she made up that he put his arm around her and did certain other things which made her tell her father that this teacher was harassing her. The father filed a complaint with the principal, and boom! Before anyone could blink, the teacher was re-assigned to a rubber room in a building across the street from the school.

On the first day of hearing, before the first witness came in, Mr. Francis gave Victor and me a document which he said was the statement of the girl who my client had “abused” by putting his arm around her. He had crossed out the first and last name of the individual, which gave us no idea whatsoever who this person was. We objected. We at least wanted the initials. Michael Francis argued that we could not have any information because this would violate the student's privacy rights.

While Mr. Francis was trying to get this statement into evidence without any identifying information, I looked closely at some faint writing at the top of the page. I saw that the faint writing was a fax number, and the date was 2006. I pointed this out to Attorney Schurr, and told him to say something. He did. Attorney Francis flew into one of his many screaming fits, but in the end, the document was withdrawn. But Mr. Frances put on a frightening show.

The girl came in and performed just as the script required, getting teary at the awful acts of the Dean, and how she was afraid to go to class.

Then, I brought in 9 witnesses for the defense. One of the witnesses, a teacher still at the school, started testifying by saying,
"How come you are charging this wonderful person, who is gay, with trying to become friendly with a girl in his class? How outrageous is that?"

Arbitrator John Woods told him just to answer the questions.

At the end of his testimony, this witness again expressed his dismay over the torture of the Respondent, and walked out of the room. I saw Mr. Francis get up and also walk out of the room. I thought to myself, ugh - I don't like the way that looks. So I got up and walked behind Francis as he made his way to the elevator, where the witness was standing. Suddenly, Francis
started yelling at the top of his voice at the witness words to the effect of
"YOU ARE GOING TO BE SORRY THAT YOU CAME HERE TODAY"
"I'M GOING TO GET YOU FOR THIS"

Francis suddenly turned around and as he had not seen me standing behind him, almost threw me to the floor. He grunted in disgust and ran over to Victor, and told him to go into an empty room with him. A few seconds later you could hear, "KEEP THAT BITCH (I guess that was me) AWAY FROM ME!"

In my opinion, witnesses are very important to a 3020-a defense because if for some reason the arbitrator does not believe the testimony of the charged employee, then his or her information can be given little weight or ignored altogether when the arbitrator considers whether the employee is guilty of any of the allegations charged in the case. Other people who testify about what happened in the classroom or school can help stop the arbitrator from totally disregarding any testimony of the Respondent employee.

It is illegal for anyone who is working in litigation to retaliate against an individual who testifies at a public hearing. See here:

US Supreme Court Rules That Public Worker Testimony Is Protected From Retaliation



During his closing argument Mr. Francis made his point that the teacher was not gay at all, simply lying about this, and while making this argument he was extremely emotional, hitting the table in anger that this teacher would be such a creep. Very unprofessional.

So there you have it, why I believe Michael Francis is an unethical attorney who violates his professional responsibility as a member of the Bar.

He should be fired from the NYC Department of Education and the 3020-a panel.

If anyone reading this article has a case with him, please email me and I will call you to discuss. We all must expose wrong-doing by anyone who deliberately harms another person.

In NYC, lies by DOE witnesses under oath at a 3020-a are plentiful, encouraged by the DOE, and easily made without any accountability. The DOE must support their case no matter what it takes as it is their burden to prove the allegations.


David Suker

In NYC there are many oddities and errors which deny any charged employee the due process guaranteed to him/her as part of the tenure laws cited in Education Law 3020-a.

A third problem with the current 3020-a process in New York City is the permanent panel.

The UFT and the Department of Education created the permanent panel under Mayor Bloomberg in order to first, speed up the process of charging and finishing cases, and second, to maintain control over the process to make sure there were as few surprises as possible when a decision in a case is made by an Arbitrator.

The NYC arbitrators are chosen by NYSUT and the ATU/TPU, and my source says that deals are made by each side. Some arbitrators have a leaning toward supporting the UFT and Unions in general, and others are pro-Department. These pre-existing biases are clear to anyone who is in the room during a hearing, and can be used for an appeal. See the case of Peter Principe, for example. I attended Peter's hearing, and the first day I could see that Arbitrator Stuart E. Bauchner did not like Peter, after hearing that he used to work on Wall Street. Bauchner terminated Peter but the decision was overturned in the Supreme Court, the First Department, and the Court of Appeals. Bauchner is no longer on the 3020-a panel in NYC.

Very often, NYSUT attorneys convince the charged member to settle his/her case by resigning, because then there is no record of any hearing or decision and no appeal. The charges are permanently on the record of the charged employee, and no one can hold the attorney accountable.

The media has often exposed the lies of the Department employees and we at ADVOCATZ have helped terminated employees get their jobs back by pointing out lies at 30020-a, as you can see below from a few of the many cases put into newspapers and won in the Supreme Court:

Principal faked classroom observations at HS: staffers



Charlette Pope, the principal of Banana Kelly High School in the South Bronx.

The principal of Banana Kelly HS in the South Bronx has faked classroom observations of her faculty, staffers charge.
“She’s destroyed the integrity of the whole evaluation system,” an insider told The Post of Charlette Pope.
The accusations come as Mayor de Blasio this month named Banana Kelly one of 94 low-performing “Renewal Schools” to share $150 million for extra classroom time, after-school and summer programs, and teacher training.
In one case, Pope allegedly fabricated a formal observation of a teacher who had called in sick on the deadline to file the reviews.
“The observation never happened. It’s unethical,” the teacher said. When she refused to sign the dummied-up papers, Pope retaliated by rescinding a summer-school job, she said.
After repeatedly demanding to see her personnel file, the teacher was shocked to find a second fake observation, she said.
In another case, Pope submitted nearly identical observations of two teachers — both for the same eighth period last Oct. 23, records show. She rated both teachers “effective” or “developing” in the same categories.
One of the two teachers said Pope never came to her classroom to formally observe her all school year.
“Charlette Pope had a history of being openly aggressive with teachers,” the staffer said. “I feared that by confronting her, I would not be rated fairly.”
In addition, Pope’s observations lift boilerplate language from DOE grading guidelines without citing specifics about the teachers’ lessons. She also failed to conduct teacher conferences required before and after observations, staffers said.
Staffers reported the alleged misconduct to special schools investigator Richard Condon, who launched a probe last week.
On Friday, after investigators spoke with Pope and collected records, she took steps to fire one of the whistleblowers, an untenured teacher.
Reached by phone Friday, Pope said, “I’m not allowed to speak to the press,” and hung up.
Pope, 40, became principal of Banana Kelly in December 2012, making $137,190.
While the school lacks laptops, paper and other supplies, staffers said, Pope handed out iPads — in custom cases engraved with a Maya Angelou quote — to 43 June graduates, at an estimated cost of $17,000.
Previously, she raffled off mini-iPads, an Xbox and Beats headphones to students who attended a Regents prep session. The DOE forbids schools to give “incentive” prizes costing more than $25 each.



Ron Smolkin

Boss faked letter to ax me: teacher
By Kathianne Boniello
May 12, 2013 | 4:00am
A Manhattan principal tried to get rid of one of his teachers by concocting — and misspelling — a letter from a “conserned” parent accusing the educator of pedophilia, according to a lawsuit.
The May 2012 missive, allegedly received by the principal and placed in teacher Jennifer Levy’s personnel file, charged her with “improper flirtations with students,” making inappropriate remarks on her Facebook page, and “act[ing] sexy in front of her class.”
But the letter actually was penned by Independence HS Principal Ron Smolkin, Levy claims in a $2 million Manhattan Supreme Court lawsuit filed last week.
It’s the second time Smolkin, 48, has been accused of writing a fake letter to sandbag a teacher.
Michael McPherrin, who retired from the school last year, claims the principal targeted him after McPherrin, a teachers-union rep, tried to suggest improvements at the school.
Smolkin allegedly sent an anonymous, handwritten letter to McPherrin’s co-op board, accusing the teacher and his partner, Andre Lopes, of “lur[ing] young boys” to “infect them with AIDS,” according to the couple’s 2011 Manhattan Supreme Court lawsuit. Handwriting analysis later confirmed Smolkin had written the letter, McPherrin charges.
“It’s shocking that this man has not been removed,” said McPherrin, who’s seeking $2 million.
A city Department of Education spokesman said Levy’s allegations are under investigation. The city says McPherrin’s complaint was “unsubstantiated.”
 The New Evaluation Process Fails UFT Members; The Case of Mike Mullen

The Farina-Mulgrew-de-Blasio Triumvirate Put Tenured Teachers Into Rubber Rooms On The Public Dime Without Accountability


Recently, ATR W.P. won his 3020-a case by our exposing Nimita Dwarka's lies and fraud. (By the way, Peter Maliarakis came in to testify after we subpoenaed him, although his Attorney Bryan glass told him not to testify to help us). There are more than 40 other cases where the lies of the DOE administrators have been exposed by ADVOCATZ. It's hard work, and not all Arbitrators see our point, but the Courts do!

Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials
Posted by at No comments:
Labels: , ,

Saturday, February 4, 2017

New Job Posted at the NYC Department of Education: Principal Evaluator

Looking for a job with the NYC Department of Education? How about evaluating Principals?

Think about it.

Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials
Top of Form
Principal Leadership Facilitator
Tracking Code
11824
Job Description

Note: Position only open to internal NYC Department of Educationemployees. 'may only be filled with internal current DOE candidates'

Position Summary: The New York City Department of Education is the largest school system in the nation, with nearly 1.1 million students, approximately 135,000 employees, including almost 80,000 teachers and an annual budget of $24B+. The Department of Education (DOE) is committed to accelerating achievement in a system of 1,800+ great schools. New York City schools have driven the DOE's work in adopting rigorous curricula for all schools, starting new small schools, and improving all schools to increase educational options for students and transforming the structure and culture of the Department of Education to encourage educational excellence and the work necessary to support that goal.

The Principal Leadership Facilitator (PLF) will serve as the key instructional support for Superintendents. The PLF will support the Superintendent in improving the performance of district Principals with respect to educational effectiveness and school performance. The Principal Leadership Facilitator will conduct site visits and work with Principals and instructional staff to address areas of improvement, concern or focus identified by the Superintendent or other evaluators. Principal Leadership Facilitators may also act as the Superintendent’s designee for evaluative visits. PLFs will maintain district or borough wide portfolios of up to 60 schools. Performs related work.

Reports to: Superintendent

Direct Reports: N/A

Key Relationships: Superintendent, Office of School Support and Supervision, the Division of the Senior Deputy Chancellor and School Support, the Division of Teaching and Learning, The Office of Curriculum, Instruction and Professional Development, the Office of School Quality

Responsibilities

·        Acts as Superintendent’s designee to conduct Principal Evaluations annually in accordance with 3012-c in specific content areas including:
oSupervisory walkthroughs;
oMeasures of Leadership Practice; and
oMeasures of Student Learning, including:
      • State and local measures.
oMay act as the Superintendent’s designee to conduct Quality Reviews annually.
oParticipates in the refinement of system-wide accountability policy to assure accountability tools continue to fairly evaluate and meet the needs of our schools.
oAdvises the Superintendent and district leadership on establishing and maintaining a culture focused on student learning and achievement, leadership development, empowerment, and across-the-board accountability for improved outcomes of all students in all schools.
oAttends training and professional development opportunities to ensure appropriate training and certification.
oSupports principals in developing comprehensive school improvement plans, including strategic plans for curriculum, instruction, and organizational management.
oProvides professional development and onsite coaching to school principals and instructional staff to address areas of focus, concern, and high need.

Qualification Requirements:

Minimum

Must currently possess a New York State Certification as a School District Administrator (SDA) or School District Leader (SDL). 

Plus

·        Three (3) years of successful experience as a public or private school principal.
·        Respected, highly skilled instructional leader with broad experience as an educator across roles and student populations, e.g., general education, ELL and special education.
·        Proven record of success improving outcomes for all students by:
ousing multiple data sources to inform instructional decisions; and
ousing a cycle of inquiry and action-research.
·        Proven record of success supporting adult learning around:
ousing multiple data sources to inform instructional decisions;
ousing a cycle of inquiry and action-research; and
oLeadership development.
·        Knowledge of data-informed decision-making, and inquiry.
·        Knowledge of accountability and instructional tools including:
o3012-c related initiatives;
oQuality Reviews;
oPeriodic Assessments;
oCommon Core Learning Standards; and
oDanielson Framework for Teaching.
·        Commitment to outcome-based accountability, data-driven decision-making, differentiated instruction, and continuous adult learning as drivers of improved student outcomes.
·        Commitment and ability to clearly and accurately engage and inform parents and school communities about how each child and group of children is progressing compared to others and to involve school communities in improved student learning.
·        Strong service and support orientation and facilitative style towards schools and school communities.
·        Sophisticated understanding and ability to apply theories of and effective practices for:
ostudent learning, growth and development;
ogroup process, communications, and organizational planning;
odeeply contextualized professional development;
odifferentiated instructional strategies especially for high-needs students;
ostandardized, observational, performance-based and alternative assessments; and
ocontinuous principal, teacher, and student learning, including evaluation, self-evaluation, and evidence-driven adjustment of instruction and interventions.

NOTE: Principal Evaluations and Quality Reviews will involve travel throughout the assigned district.

Preferred

·        Previously conducted School Quality Reviews.
·        Understanding and ability to support the instructional needs of:
oEnglish Language Learners at all stages of English acquisition;
oSpecial Education students; and
ostudents identified as gifted.
·        Ability to work effectively as part of a team.

Salary: $113,718+

Please be sure application includes a resume, cover letter and your 6-digit NYCDOE file number that was issued. 

Applications will be accepted until position is filled.

Please Note:  The filling of all positions is subject to budget availability.

AN EQUAL OPPORTUNITY EMPLOYER

It is the policy of the Department of Education of the City of New York to provide educational and employment opportunities without regard to race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation.  Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO


Job Location
New York, New York, United States
Position Type
Full-Time/Regular
New Posting
No
Readvertisement
Yes
Recanvass
N/A
District

Bottom of Form

N/A

LeadershipFacilitator’s Guide
Posted by at No comments:
Labels: ,
Subscribe to: Posts (Atom)