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Monday, November 19, 2012

New L.A. teachers often assigned to weaker students, study says

LINK

L.A. Unified teachers’ effectiveness also varies ‘substantially,’ says the study, which looked at students’ standardized math test scores.
A new study has found that inexperienced teachers in the Los Angeles Unified School District are disproportionately more likely to be assigned to lower-performing math students, perpetuating the achievement gap.
The study also found that L.A. Unified teachers “vary substantially” in their effectiveness, with top teachers able to give students the equivalent of eight additional months of learning in a year compared with weaker instructors.
Such findings raise “deep concerns,” said Drew Furedi, the district’s executive director of talent management, who oversees teacher training. “For us, it’s a call to action.”
The study by the Strategic Data Project, which is affiliated with Harvard University‘s Center for Education Policy Research, analyzed the performance of about 30% of L.A. Unified teachers and presented findings based primarily on students’ standardized math test scores from 2005 through 2011 in grades three through eight. The study’s authors acknowledged that test scores were only one measure of teacher effectiveness.
The study also found that teacher performance after two years is a fairly good predictor of future effectiveness. That finding could be used to challenge moves to overturn laws that let teachers gain tenure after just a few years — a growing effort by those who argue that administrators need more time to make that decision.

Sunday, November 18, 2012

Brooklyn DA Charles Hynes in Hot Seat For Protecting Prosecutor Who Imprisoned Innocent Man

Parentadvocates.org
LINK


A federal judge slammed Brooklyn District Attorney Charles Hynes Friday for protecting a rogue prosecutor accused of railroading an innocent man on murder charges. The freed man, Jabbar Collins, is seeking $150 million for the 15 years he spent in prison for murdering a rabbi. Hynes' top aide Michael Vecchione - who prosecuted the case back in 1995 - is accused of threatening a witness and withholding evidence for more than a decade that could have exonerated the man . From Betsy Combier: Our government and judicial system do not protect the innocent. That's the national problem
          

   Jabbar Collins returns home   
Brooklyn DA Charles Hynes in hot seat for protecting prosecutor who imprisoned innocent man
Former suspect Jabbar Collins is seeking $150 million for the 15 years he spent in prison

By John Marzulli / NEW YORK DAILY NEWS, Friday, November 16, 2012
link

A federal judge slammed Brooklyn District Attorney Charles Hynes Friday for protecting a rogue prosecutor accused of railroading an innocent man on murder charges.

The freed man, Jabbar Collins, is seeking $150 million for the 15 years he spent in prison for murdering a rabbi. Hynes' top aide Michael Vecchione - who prosecuted the case back in 1995 - is accused of threatening a witness and withholding evidence for more than a decade that could have exonerated the man .

Judge Frederic Block said he was "disturbed" and "puzzled" that Hynes did not punish Vecchione, but instead heaped praise on him despite the serious allegations.

"Hynes hasn't treated it seriously, has he?" Block asked a city lawyer at pre-trial hearing. "What has he done? Name one thing he's done in light of Vecchione's aberrational behavior.

"This was horrific behavior on the part of Vecchione," Block said. "We are going to have a civil proceeding and all of this is going to be uncovered, I kid you not."

The judge peppered city lawyer Arthur Larkin about Hynes' public statements on the case.
A key witness who had incriminated Collins in the 1995 murder of Rabbi Abraham Pollack in Brooklyn testified at a hearing last year that Vecchione threatened to clobber him over the head with a coffee table and throw him in jail if he did not finger Collins for the killing.

Vecchione is the chief of the district attorney's rackets bureau and is considered one of Hynes' closest aides.

Collins' conviction was tossed out last year by another federal judge in Brooklyn, Dora Irizarry, who termed the prosecutors' conduct "shameful" and called the years of incarceration a "tragedy," according to the suit.
Hynes decided not to retry him for the murder, but his office has not wavered in the belief that Collins killed the rabbi as he was collecting rent at a building he owned.

The suit notes that despite Irizarry's harsh comments, Hynes publicly praised Vecchione in a press release as a "very principled lawyer" who had done nothing wrong and would not face disciplinary action.
Pressed about Hynes public statements of support for Vecchione, Larkin, the city lawyer, responded, "I can't speak to that."

Collins' lawyer Joel Rudin said he would discuss the possibility of a settlement with the city.
"I would very much like the facts to come out, but my client also wants to get on with his life," Rudin said outside court.

Block criticized Hynes for exposing the city to significant liability by publicly defending Vecchione instead of disciplining him. He set a trial date of April 8 for a lawsuit.

A spokesman for Hynes declined to respond to the judge's comments.

Hynes is facing a potentially tough re-election fight next year from at least two announced opponents, including former Brooklyn federal prosecutor Kenneth Thompson.

Top Prosecutor in Brooklyn Is Rebuked by U.S. Judge
NYTimes, Published: November 16, 2012

A federal judge chastised the Brooklyn district attorney, Charles J. Hynes, on Friday for defending and promoting a prosecutor in his office whose illegal tactics sent an innocent man to prison for 15 years.

Judge Frederic Block made the comments during pretrial proceedings over a lawsuit filed by Jabbar Collins, who was exonerated of murder charges in June 2010 after a judge found that Mr. Hynes’s office relied on false testimony, coerced witnesses and suppressed evidence in the case. One prosecutor, Michael Vecchione, was found to be the driving force behind the case.

Mr. Collins, who had been convicted of the 1995 murder of Rabbi Abraham Pollack, is seeking to hold Mr. Vecchione and several other prosecutors personally liable along with the city. He is seeking $150 million in damages.

“I’m disturbed that Hynes praises Vecchione after what happened,” Judge Block said Friday in Federal District Court in Brooklyn. “Hynes hasn’t treated this seriously, has he?” the judge asked a lawyer for the city. “Name one thing that he has done in light of Mr. Vecchione’s aberration,” the judge continued.

A lawyer for Mr. Collins, Joel Rudin, said he planned to take sworn depositions of Mr. Hynes and Mr. Vecchione. The judge set a trial date of April 8.

Jerry Schmetterer, the director of public information for the Kings County district attorney’s office, said Mr. Hynes declined to comment because the judge’s statements were related to “ongoing litigation.”

A Solitary Jailhouse Lawyer Argues His Way Out of Prison
By SEAN GARDINER, Wall Street Journal, December 24, 2010
LINK

Each morning for 5,546 days, Jabbar Collins knew exactly what he'd wear when he awoke: a dark-green shirt with matching dark-green pants.

The prison greenies of a convicted murderer, he says, were "overly starched in the beginning, but as time wore on, and after repeated washes, they were worn and dull, like so many other things on the inside."

Today, Jabbar Collins works as a paralegal at the Law Offices of Joel B. Rudin in Manhattan. But for 15 years, he sat in prison, convicted of the 1994 murder of Rabbi Abraham Pollack. Mr. Collins, who maintained his innocence, spent much of those 15 years in a computerless prison law library.
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For most of those 15 years, Mr. Collins, who maintained his innocence, knew the only way his wardrobe would change was if he did something that's indescribably rare. He'd have to lawyer himself out of jail.

There was no crusading journalist, no nonprofit group taking up his cause, just Inmate 95A2646, a high-school dropout from Brooklyn, alone in a computerless prison law library.

"'Needle in a haystack' doesn't communicate it exactly. Is it more like lightning striking your house?" says Adele Bernard, who runs the Post-Conviction Project at Pace Law School in New York, which investigates claims of wrongful conviction. "It's so unbelievably hard…that it's almost impossible to come up with something that captures that."

Mr. Collins pried documents from wary prosecutors, tracked down reluctant witnesses and persuaded them, at least once through trickery, to reveal what allegedly went on before and at the trial where he was convicted of the high-profile 1994 murder of Rabbi Abraham Pollack.

The improbable result of that decade-and-a-half struggle was evident on a recent morning in a Midtown Manhattan skyscraper. Mr. Collins sat in a small office he now shares, wearing one of the eight dark suits he owns, a white shirt with French cuffs, a blue-and-gray striped tie and a pair of expensive wingtips. "Every day is beautiful" now, he said, smiling. "I don't have a bad day anymore. I think that my worst bad day out of prison will be better than my greatest good day in prison."

After more than 15 years behind bars and now free after getting his murder conviction overturned, Jabbar Collins starts his day like so many other New Yorkers: He takes the subway to his job in Manhattan. WSJ's Jason Bellini reports.
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On March 13, 1995, as Mr. Collins was led by officers through a side door of a Brooklyn courtroom to a holding cell, his mother let loose a wailing sound that he'd "never heard before or since." Her son had just been convicted of murder.

He was 22, a father of three and facing at least 34 2/3 years behind bars. Three witnesses had implicated him in the midday shooting of Mr. Pollack as the rabbi collected rent in a building at 126 Graham Avenue in the Williamsburg section of Brooklyn. Mr. Collins said he was home getting a haircut at the time.

To that point in his life, Mr. Collins had been drifting. His father died when he was 12 and his mother worked two jobs while also studying nursing. Under-supervised, he skipped school often, smoked a lot of pot and fathered the first of his children when he was 15.

When he was 16, he was arrested for a robbery. He says he was just waiting outside the store where a robbery took place. Mr. Collins accepted a youthful-offender adjudication under which he got probation and the arrest could eventually be purged.

Mr. Collins later obtained a general-equivalency diploma and took some classes at Long Island University. He was trying to transfer to John Jay College of Criminal Justice when he was arrested for Mr. Pollack's murder.

During his trial, Mr. Collins recalls being mystified. "I felt like a child," he says, "everyone talking over my head." But hearing his mother wailing as he was taken away suddenly cleared his head. "You have a life of misery ahead of you," he remembers telling himself. "The only way you're going to get out is to become your own lawyer."

On returning to Rikers Island, the city jail complex, Mr. Collins headed to the law library. There and later at Green Haven prison north of the city, he spent most of his free time in law libraries, pouring himself into legal books: "Federal Rules of Criminal Procedure," "McKinney's Consolidated Laws of New York," "The Legal Research Manual."

A thick text for paralegals called "Case Analysis and Fundamentals of Legal Writing" became his bible. He devoted two months to mastering the intricacies of federal and state law on access to public records.

His first request for trial records under New York's Freedom of Information Law, in July 1995, was denied. He would go on to file six more requests, five more appeals and a lawsuit before a judge gave him some of the records over two years later.

Finally succeeding in a request, gaining 239 pages of documents and 94 audio tapes, emboldened him. "It kind of refilled the tanks," he says, "gave me the confidence to fight on."

Over time, Mr. Collins would file a dizzying number of records requests. If they were denied, he appealed. If he lost, he'd add his requests to those he prepared for other inmates.

"The mosaic of intelligence gathering," Mr. Collins calls this. "You collect one item at a time and you add to the picture piece by piece until you create what is a stunning mosaic of what really happened."

He picked away at his case for eight years, but by the fall of 2003 he had hit a wall. That's when he carried out a ruse to trick Adrian Diaz, who had testified to seeing Mr. Collins tuck a gun in his waistband after the murder, into talking to him.

"I became Kevin Beekman, district attorney's investigator, for about 25 minutes," Mr. Collins says. The fictitious Mr. Beekman said he needed to recreate documents lost in the Sept. 11, 2001, World Trade Center attack. When Mr. Diaz agreed to talk about his testimony, Mr. Collins routed the call through a phone in his mother's home so it could be recorded.

Mr. Diaz said that before the trial, he had gone to Puerto Rico, in violation of his probation for marijuana possession. He agreed to return and testify against Mr. Collins, he said, only after prosecutors promised they would make sure his probation wasn't revoked.

That account, which Mr. Diaz later attested to in a signed affidavit, wasn't provided by prosecutors to Mr. Collins's defense counsel, who could have used it to undermine the witness by showing he was given an incentive to testify.

In 2005 Mr. Collins wrote to another witness, Edwin Oliva, who had testified that before the murder, Mr. Collins said he was going to rob the rabbi. "I really need to know what happened between you and the District Attorney's Office," Mr. Collins wrote.

"I always knew I was going to hear from you sooner or later," Mr. Oliva wrote back. "And to tell you the truth, I am glad you wrote, now once and for all I can settle the record."

Mr. Oliva wrote that he had been arrested a few weeks after the Pollack murder for a robbery he pulled in the building. He said the police asked about the rabbi's killing and he told them all he knew was that Mr. Collins had been arrested.

Detectives threatened to charge Mr. Oliva as an accessory, he wrote, and then made up a statement implicating Mr. Collins. Mr. Oliva wrote that he was so strung out and sleepy from a month-long run of "smoking & sniffin' dope" that he signed the statement, adding he "didn't even know what...I was signing."

But now, Mr. Oliva added, he wanted to help Mr. Collins, "because I know you got a rotten deal."

Mr. Oliva granted access to his records. They included a Legal Aid document that referenced, without elaborating, a "deal" being discussed between the judge, a prosecutor and Mr. Oliva's attorney. Mr. Oliva was allowed to plead to a lesser felony than he had been indicted for. He received a sentence of up to three years. The other charge could have kept him in prison longer.

At the trial, lead prosecutor Michael Vecchione stated that no key witnesses had received anything for testifying. "Oliva's motive is simple," the prosecutor said. "Just like all the rest of the witnesses, he saw something, he heard something, someone asked him about it, and he is telling what he saw and he is telling what he heard. Nothing else." Mr. Vecchione declined requests for comment.

Mr. Collins, though a skilled jailhouse lawyer who helped many other inmates, could take his own appeal only so far without help. In late 2005, after 10 years working alone, he contacted Joel Rudin, a civil-rights attorney known for winning what was then the largest wrongful-conviction settlement in New York, $5 million.

"I was amazed" at Mr. Collins's file, Mr. Rudin says. "I've never seen anything like this. There was so much documentation."

As the lawyer began reworking the appeal, Mr. Collins gathered another piece of his mosaic. He obtained a tape of calls to 911 after the killing.

A witness had testified he called 911 and told of seeing Mr. Collins run past. But when Mr. Collins listened to the tape of 911 calls, none of the voices sounded like what he recalled this witness sounding like at the trial.

Mr. Collins obtained a tape of a prosecution interview with this witness, Angel Santos. He hired a voice expert to compare the interview tape with the tape of people calling 911. No matches.

Mr. Santos and the other two main witnesses, Messrs. Diaz and Oliva, couldn't be reached for comment. Michael Harrison, Mr. Collins's court-appointed trial lawyer, said he couldn't remember whether he ever received the 911 tape because it was so long ago.

In March 2006, Mr. Rudin asked a state judge to overturn Mr. Collins's murder conviction on the grounds of newly discovered information the defense should have been given.

Mr. Vecchione, the prosecutor, swore that claims authorities had either coerced witnesses or failed to turn over potentially exculpatory information "are, without exception, untrue."

Then the roof crashed down. Learning of Mr. Collins's impersonation of an investigator, state Justice Robert Holdman dismissed the appeal, declaring it to be "wholly without merit, conclusory, incredible, unsubstantiated, and, in significant part, to be predicated on a foundation of fraud." For good measure, he barred Mr. Collins from filing future requests for information.

"Just devastating," Mr. Collins says. "This had been my life's work for the last 10 years."

He didn't have the luxury of wallowing. State law allows only 30 days to appeal such a ruling. As he wrote his appeal, he couldn't keep out his bitterness, and Mr. Rudin had to redo it. The state appeal failed.

In what amounted to their last shot, they filed a motion in federal court in Brooklyn seeking to overturn the conviction based on prosecutors' "knowing presentation, at trial, of false or misleading testimony" and withholding of evidence that might have been used to discredit the main witnesses.

This March, after two years of legal wrangling, federal Judge Dora Irizarry approved Mr. Rudin's request for additional material from prosecutors. Information Mr. Collins had spent more than a decade trying to get his hands on suddenly began pouring in.

One document concerned Mr. Oliva, the witness who wrote that under police pressure he signed a statement implicating Mr. Collins in the murder, even though he knew nothing about it. The document suggested that as the murder trial neared, Mr. Oliva had balked at cooperating. It said his work release for a robbery conviction was revoked "after he failed to cooperate with D.A.'s office regarding a homicide."

Other newly discovered information suggested Mr. Oliva had briefly recanted his statement implicating Mr. Collins. A prosecutor preparing to fight Mr. Collins's appeal learned this from a retired detective, who said that Mr. Oliva recanted, then changed his mind again and stuck to his statement after the detective and several prosecutors spoke with him at the Brooklyn D.A.'s office.

This prosecutor turned that information over to Judge Irizarry, acknowledging it should have been provided to Mr. Collins's murder-trial defense. (Mr. Vecchione had denied at Mr. Collins's state appeal that any witness ever recanted or "had to be threatened or forced to testify.")

Four days before a scheduled hearing in Judge Irizarry's federal court, the D.A.'s office offered to reduce the charge against Mr. Collins to manslaughter, allowing his immediate release.

Mr. Collins rejected the offer.

Later the same day, prosecutors informed the court that they wouldn't fight Mr. Collins's effort to overturn his conviction, but said they planned to retry him.

A retrial would move the case back to state court, a venue where prosecutors had known nothing but success against Mr. Collins.

Mr. Rudin, desperate to keep the case in federal court, persuaded Judge Irizarry to hold a rare hearing on whether the D.A. should be barred from retrying Mr. Collins because its misconduct had been so pervasive.

The hearing's first witness was Mr. Santos, the man who had testified about making a 911 call after the murder, but whose voice didn't seem to match any of the voices on the 911 tape.

Mr. Santos told the hearing that in the period when the murder occurred, he was using drugs "every day. Twenty-four hours."

He said that as the murder trial neared a year later, he told Mr. Vecchione he didn't want to testify, but Mr. Vecchione began "yelling at me and telling me he was going to hit me over the head with some coffee table."

He said he was threatened with prosecution, then locked up for a week as a material witness. When he agreed to testify, he said, he was taken from jail to a Holiday Inn, which he described as "paradise."

The federal hearing was due to resume a week later with testimony from Mr. Vecchione and other prosecutors. Instead, the D.A.'s office gave up. It said its decision was "based upon the weaknesses that now exist with the witnesses," but added that its "position, then and now, was that we believe in this defendant's guilt."

Judge Irizarry was not pleased. "It's really sad that the D.A.'s office persists in standing firm and saying they did nothing wrong here," she said. "It is, indeed, sad." Judge Irizarry declined to be interviewed; the judge who turned down Mr. Collins's state appeal didn't return a call seeking comment,

Brooklyn D.A. Charles Hynes stood firm. "Michael Vecchione is not guilty of any misconduct," Mr. Hynes said at the time. He, Mr. Vecchione—who is now chief of the rackets division—and a spokesman for the D.A.'s office all declined to comment, citing likely litigation by Mr. Collins.

Mr. Collins walked out of prison on June 9, to an emotional welcome from his family. He has had many Rip Van Winkle moments. Swipe cards have replaced tokens on the subway; coffee shops called Starbucks are everywhere; there are these devices called iPhones.

But some things haven't changed. Mr. Collins is back in a law library. His attorney, Mr. Rudin, has hired him as a paralegal.

Mr. Collins is first concentrating on his own case. He has filed "notices of claim" announcing an intention to sue the city and state for $60 million.

As a paralegal, he can't give legal advice to the many inmates who have written seeking it. He hopes one day to change that, by becoming an attorney.

Write to Sean Gardiner at sean.gardiner@wsj.com

Who Did What
Jabbar Collins achieved the rare feat of lawyering himself out of prison, 15 years after he was convicted of murdering a rabbi in Brooklyn, N.Y. Here are some of those involved.

PROSECUTOR:

Michael Vecchione denied any witnesses were rewarded or pressured.

JUDGES:

Robert Holdman rejected appeal at state level.

Dora Irizarry heard federal appeal where conviction was overturned.

WITNESSES:

Adrian Diaz testified at trial he saw Collins with a gun. When Collins much later called him, posing as a D.A. investigator, Diaz talked about his route to becoming a witness.

Edwin Oliva testified at trial that Collins had said he planned to rob the rabbi. When Collins wrote to Oliva years later, Oliva wrote back describing what lay behind his testimony.

Angel Santos testified at trial he had called 911 and said he saw Collins run past. His voice didn't seem to Collins to match any voices on the 911 tape.

LAWYER:

Joel Rudin helped Collins after his own 10-year legal effort.

Raginghorseblog: The Real Story About "Common Core"

Remember, Common Core is not a curriculum.

 

The Common Core: Putting Corporations First. Always

November 17, 2012
LINK
 
There is an old saying that’s been running through my mind quite a bit these days:  “What is good for the goose is  good for the gander.”
Alas, alas…some seem to disagree.
For the past decade American teachers have been in the cross hairs of the most well financed, relentless, and hydra-headed public relations campaign against a legal profession in our history.  Nothing else even comes close. Indeed, I can think of no other formally respected   profession ever so targeted.  Anywhere. At  any time.  This campaign, which masquerades as a movement, was created by  and  is bankrolled  by the richest individuals in the nation and backed by  some of the most powerful political figures in the land under the rubric of education reform.  Most prominent in the former category are Bill Gates, the Walton family, Eli Broad and any number of hedge fund managers such as instant education expert   Whitney Tilson, founder of the egregious Democrats for Education Reform (DFER).  Prominent in the latter category are Jeb Bush, Andrew Cuomo, Rahm Emmanuel and Barack Obama. Despite such powerful figures,  the campaign likes to present itself not merely as a movement  but as  a grass roots movement, spontaneously erupting like a long simmering volcano, it’s gases escaping from the magma chambers of the American educational earth.

Three Friends
The campaign is masterful at the creation and propagation of demands and the dissemination of lies, deceptions and false accusations.  Central to the campaign is the idea of teacher accountability. Indeed, the campaigners want to hold teachers accountable for their student “a performance”, a performance  measured in large part by highly unreliable high stakes tests.
What follows are a few of their most insidious and blatantly false claims:
Poverty is an excuse and is no obstacle to student achievement.
Tenure guarantees a teacher a job for life.
Standardized tests are true indicators of a quality education and quality teachers.
The real problem with schools is that selfish teachers and their thuggish unions   are forever putting their interests over the children they are charged to serve.

Of all the lies hurled at teachers ad infinitum, none is more repugnant and underhanded than the last and none gets more mileage by the messianic corporate reformers. It  carries within it, albeit in embryonic form, the zero sum ideology of   corporate education reform: it is somehow impossible to reach an accord in which    both teacher and student are treated fairly and with dignity.  For these folks, one side mustdominate the other. That’s simply how life is, you see.
(The fact that the charge of teacher selfishness emanates from billionaires and hedge-fund managers is completely congruent with the surreal nature of the entire corporate education campaign in which the least knowledgeable and experienced are somehow, mystically, the most qualified, the most insightful as well as the most concerned.  )
This particular lie has been perhaps most effectively (because unconsciously) propagated in the very   names of any number of reform organizations: names that in many ways serve as accusations in and of themselves.  What conclusion can one draw from an organization that calls itself Children First Network ?  Or  Students First. Org ? Or Stand For Children ?   What conclusion other than someone  ( psssssssss… hint: teachers )  or something ( psssssssss…  hint:  teacher’s  unions ) out there is putting these poor kids last ?

Then there is the masterful motto of the New York City Department of   Education:  “ Children First. Always.”

Except, it seems, when tending to the needs of corporations like Pearson and their  (equally misleadingly named ) Common Core State Standards, currently  being presented to as the panacea to all that ails American education.

Not to mention the millions of dollars to be made in the production and sale of Common Core based tests, Common Core Text books, Common Core guides, and Common Core learning aids and accessories of every conceivable (and inconceivable) kind.



But there is a problem in paradise.
Somehow in the frenzied production of all these Common Core based paraphernalia, both city and state failed to insure the production of the element most essential to the possibility of the Common Core having any kind of real educational success.      Somehow both city and state failed to produce a curriculum.  It is difficult to overestimate how grand a failure this is.
Imagine, for example, someone trying to sell you a car with a speedometer but no engine.
In the place of a curriculum, New York City and  New York State   have offered teachers and administrators  the Common Core Standards and sample “bundles”,   implying that said standards,  said “bundles,” and curriculum are more or less the same thing, an error that no one even vaguely knowledgeable in or concerned with education would ever make, not to  mention those determined to “put kids first.”
This is, of course,  one of the many problems with allowing people with little no educational experience  — think Bill Gates, Arne Duncan, Dennis Walcott — to completely remake  an education system.
But, in typical fashion,  it has become the problem, not of those who created it but those who must deal with it.  That is to say, teachers.   For New York City and New York State, the solution to their failure to provide curriculum for their teachers is to have teachers write curriculum.   No matter that it is not the responsibility of teachers to write curriculum. (Teachers are meant to write lesson plans fromcurriculum not lesson plans and curriculum. )  No matter that most teachers most have no idea of how to write curriculum. No matter that teachers are not contractually obliged to write curriculum. (The issue is now in arbitration at the New York State Public Employment Relations Board (PERB.)   No matter that teachers have never even seen the test that they are to somehow, magically, write curriculum to prepare their student for. So what if 17,00 New York City schools produce 17,00 different curricula, hodge-podged together by people who have no business doing anything but teaching.   So what if the third to eighth grade tests administered in March will be up to two grade levels more difficult than anything the students or their teachers have ever seen before.
So what that the New York State Department of Education knowingly decided that millions of  children will be forced to take Common Core based high stakes tests of which many haven’t a prayer of passing. So what if this unconscionable incompetence leads directly to demoralizing millions of kids.  So what if the same test scores are used to evaluate teachers, principals, and schools and may be used to terminate the former and close the latter.
The imperative, it seems clear, is to ram the unproven, untested, unknown entity called     Common Core State Standards into the very center of the educational lives of these   kids and their teachers as fast as possible, ready or not. Now.  Before it’s too late. There’s not a moment to spare.
Let the chips fall where they may.
After all, hasn’t Arne Duncan spent the last four years criss-crossing the country  enlightening all to the notion that  “education is the civil rights issue of our time?” Didn’t Condoleezza Rice declare at the Republican National Convention that education is now a matter of national security?
Seen in those glaring lights,  the absence of a curriculem seems almost petty.
On the other hand, on what planet can this kind of educational malfeasance be considered   “putting children first?” And what about that tricky issue of accountability? Who is responsible for this ?  How is it possible that a screw –up of this magnitude is allowed to go by not merely without heads rolling, but   without barely   a peep in the press?   Where are the hedge funders weeping copious tears for the poor children now?  Where are the apostles of accountability with this travesty?
The larger question, of course, is what is the priority here?  It is kids or corporations?  Is it to help make kids “college or career ready” so as to compete in the ever more savage global economy?  Or is it to shovel millions of taxpayer dollars to Pearson and associates   on Common Core accessories before most people even know what Common Core is?
“ We’ve been working really hard around Common Core, said Schools Chancellor Dennis Walcott, whose educational experience consists of one year teaching kindergarten.     “We’ve been really light years ahead of the rest of the state in terms of the implementation of Common Core but at the same time, we’re ready for the new curriculum to be put in place as well.”   Asked when that might be, Walcott replied, “I don’t know.  I’ll let you know.”   That was last month.

He taught kindergarten for a year or so a couple of decades back.
So much for putting children first.  So much for  accountability.
By way of excusing the inevitable results of this  farce, Walcott added:  “We’ve said that we expect scores to go down.  We just don’t know to what level.  I mean, this is going to be a tough, tough test.”
I’ll say.
State Education Commissioner John King (whose educational experience consists of teaching for three years) at least provided an answer if a completely unacceptable one.  The curriculum will be ready “by Fall, winter 2013, said King.

John King who taught for three years.
Why is the media not all over this?  Where are all those concerned faces found on Education Nation? Why is this not considered a major scandal by all of those pundits forever gasbagging  about   selfish unions and the holy efficiency  of the business world ?
The absence of criticism is understandable but not excusable.  It is understandable because both the people running the school system and those commenting on those running the school system have no idea   what they are talking about and could easily believe a standard is a curriculum.  Why wouldn’t they?  Many seem to believe that closing down schools and mass firings of teachers are somehow great accomplishments.
My fear, bordering on absolute certainty, is that no matter what the real pedagogical value of the Common Core actually is, it will be declared a success. Indeed, it has already been declared so. Unique among federal impositions, contrary to common sense or common decency,  there has been no attempt to field-test the Common Core.  It is   assumed ready to go on arrival.  Even, apparently,  without a curriculum.
What we are witnessing here is the slow motion creation of a system that is built to be too big to fail.  It is built to be too big to fail because there is simply too much money to be made in its implementation.  Millions and millions on tests alone.  It will generate more tests than have ever been seen before on planet earth.  That is not hyperbole.  Because of Common Core, writes Diane Ravitch, “Our children shall eat, live and breathe tests, from birth to the end of their education.”
If nothing else the Common Core  is a virtual industry on a scale hitherto unknown in American education. We have seen this before, of course in other fields.   We have seen it with Goldman Sachs or Fannie Mae or any number  of colossi, too big to fail operations that failed anyway and almost brought the entire world  down with them.  We have just never seen this kind of thing   in education before.  But then, ours is a time in which there are many, many things we have never seen in education before.
As I write the Common Core is being used to  lead  children to slaughter.  Right behind them are the reputations of teachers and principals and entire schools. If you wish to see the abject contempt in which corporate reformers and their employees in elected office hold our children and our families look no further.   If you wish to see children being put very far behind immense corporate profits, look here.  If you want to see the opposite of accountability, you’ve come to the right place.
It is a place where what is good for the goose is very, very good indeed for this goose is a very, very golden goose.
And never you mind the gander.

Saturday, November 17, 2012

NYC DOE Suspending 4-5 Year Olds, and Secret SOHO Reports


SOHO documents are secret reports that no one except a principal, Assistant Principal, and/or a Dean are supposed to see. SOHO stands for "Suspensions and Office of Hearing Online (SOHO)".
SOHO are pages which are kept under lock and key (password protected) at a school, and no parent or teacher is allowed access. SOHO can be reached by giving a password to get into OORS, or Online Occurrence Reporting System, on a computer at a school. In OORS, an incident that is reported is written up and filed. If a principal wants to charge a teacher, all he or she has to do is make up what happened as if the teacher had committed the misconduct. Then this report is sent to SCI or OSI for review. If the principal/AP/Dean wants to accuse the student, then the OORS is filled out as if the child who was the alleged perpetrator was guilty, and the person filling out the OORS clicks into "SOHO" on the OORS form, and this leads to a Superintendent's suspension of the child who allegedly committed the misconduct. Then OSI or SCI send an email reply to the principal telling him/her whether or not they will investigate, or whether the so-called "investigation" will be in-house.

If the teacher/staff member is accused, then the teacher may be removed immediately from his/her classroom and re-assigned to a "new rubber room" while the Gotcha Squad gets to work setting up the teacher for 3020-a (if the teacher/staff member is tenured) or discontinuance (if the teacher/staff member is probationary). When the charging Attorney in the Gotcha Squad has enough information, gathered through Technical Assistance Conference (TAC) memos and witnesses to "prove" that the teacher/staff member is guilty of whatever the principal says the teacher/staff member did, then specifications are drawn up and the arbitrator is assigned by Claude Hersh (NYSUT Attorney) and/or Theresa Europe (NYC DOE).

When a child is the target of the OORS, the same process is followed, if the parent decides to go forward with a suspension hearing. The charge against the child/student may or may not be true/valid, but in every case if the parent requests a hearing, "witnesses" are found and 'convinced' to appear to testify against the student. The hearing office always tries to convince the parent to declare "No Contest", which means that the child will go back to school but that his/her record is forever changed by the permanent substantiation of the misconduct, list in the student's SOHO report.

As I have written on this blog and on my website several times, I have been the advocate for parents at suspension hearings since approximately 2003. The basis of my information about SOHO is that one day the Bronx suspension office made an error, and gave me the folder of the principal before the hearing began. The parent and I read the child's SOHO report attached to the folder's front cover. Most of the anacdotals and incidents reported in the SOHO never happened. The parent kept the SOHO for a future Impartial Hearing, which I also did for her and that she won.

 
Stunningly, in all the years that I assisted parents at suspension hearings in Manhattan (West 125th Street, third floor) and the Bronx (501 Cortlandt Ave.) I never, ever, saw a white face other than mine or that of an attorney from some volunteer legal organization. In my opinion, there is only one reason for this: the Superintendent Suspension process in NYC is designed to remove children of color of all ages from their schools. Most have Individualized Education Plans (IEPs) which have been mishandled, wrongly neglected, or not complied with.


Betsy Combier

Dozens of 4- and 5-year-olds suspended from New York City schools last year

Nine city elementary schools doled out at least 10 suspensions to 4- and 5-year-olds last school year, data released Friday shows.

Comments (46)
Dennis Walcott, NYC DOE Chief Executive Officer
They're just out of preschool, but that doesn’t stop some city schools from bringing down the hammer.

Nine city elementary schools doled out at least 10 suspensions to 4- and 5-year-olds last school year, data released Friday shows.

Among them was Public School 189 in Manhattan, which handed out a stunning 19 suspensions to 4-year-olds.

“That is so unfair for those kids,” said Josephine Aspha, mother of PS 189 second-grader, noting she wished the school had a proper way of intervening to correct kids’ behavior.

“I witnessed teachers and staff yelling at other kids [on a recent day]. I understand kids can be kids, but it was kind of chaotic.”

Discipline problems at the school last year included a possible incident involving kindergartners exposing themselves to classmates, Aspha said.

“It’s hard to fathom any reason why nineteen 4-year-olds would be suspended from school by a competent educational system,” New York Civil Liberties Union executive director Donna Lieberman said, noting the city’s suspension policies hit minority and special education students hardest.

“These are statistics that have failure written all over them.”

Citywide, suspensions in all the grades were down slightly last year over the previous year, dropping from 73,441 to 69,643.

The stats showed that minorities and kids with special needs were more often the targets of discipline.

Black kids served 53% of the suspensions while they represent just 28% of the city’s students.

In all, 69% of suspensions went to boys, though they make up 51% of the student populations.

In addition, students with disabilities make up just 12% of the student population but serve 32% of the suspensions.

Schools Chancellor Dennis Walcott said schools have reduced suspensions last year by addressing “incidents before they escalate” but added the city is still looking at the disparities among different racial and ethnic groups.

“This is a national problem, and in our schools, we have implemented a pilot as part of the Young Men’s Initiative to reinforce positive behavior through coaching and problem solving,” he said.

“We have more work to do but we are headed in the right direction.”

With Ben Chapman
rmonahan@nydailynews.com

The Issue of Probationary Teachers Being Fired Without Just Cause: Cohoes CSD v Cohoes Teachers Assn.



In the case posted below presented to the Court of Appeals in 1976, the COA ruled that a school board had the absolute right to deny tenure to a probationary teacher, but not if the teacher was denied tenure without any observations to support this decision.

Court of Appeals of New York

40 N.Y.2d 774; 358 N.E.2d 878; 390 N.Y.S.2d 53; 1976 N.Y. LEXIS 3108; 94 L.R.R.M. 2192

October 19, 1976, Argued
 
December 2, 1976, Decided
Appeal from an order of the Appellate Division of the Supreme Court in the Third Judicial Department, entered December 24, 1975, which, by a divided court, modified, on the law, and, as modified, affirmed a judgment of the Supreme Court at Special Term (John T. Casey, J.), entered in Albany County, granting an application to vacate an arbitration award which directed reinstatement of one Terrance Hagen as a fourth year teacher for the school year 1974-1975, to the extent of directing the school district to offer him employment as a nontenured teacher for the 1975-1976 school year, during which time the evaluation machinery might be utilized. The modification consisted of providing that the arbitrator's award was vacated and the matter remitted to the arbitrator with a direction to the school district to reinstate Hagen as a nontenured teacher for one year, during which the evaluation machinery could be utilized.


DISPOSITION:
 Order affirmed, with costs.

CASE SUMMARY

PROCEDURAL POSTURE: Appellant union sought review of an order of the Appellate Division of the Supreme Court in the Third Judicial Department (New York), which modified the trial court's judgment by directing reinstatement of a teacher as a nontenured teacher for one year, during which the evaluation machinery could be utilized. The union had filed a grievance against the school district on behalf of the teacher who was discharged.

OVERVIEW: The teacher was terminated at the end of his probationary period. The union filed a grievance on his behalf asserting a violation of two provisions of the collective bargaining agreement between the board of education and the union. The union claimed that the board had not followed the procedures set forth in the agreement for evaluating the performance of probationary teachers. It also alleged a breach of the provision in the agreement that provided that no teacher would be discharged without just cause. The arbitrator sustained the union's position and ordered reinstatement, which would have automatically allowed the teacher to become tenured after the probationary period. The school district filed suit under N.Y. C.P.L.R. art. 75 to vacate the arbitration award, and the union cross-moved to confirm the award. On appeal of the modification of the arbitrator's award, the court held, in affirming, that: (1) the board of education could not relinquish its ultimate responsibility with respect to tenure determinations, and (2) a provision of the collective bargaining agreement which had that effect was unenforceable as against public policy.

OUTCOME: The court affirmed the judgment.


CORE TERMS: teacher, tenure, collective bargaining, arbitrator, board of education, probationary period, school district, nontenured, public policy, Education Law, appointment, appoint, unenforceable, superintendent of schools, satisfactory, arbitration, modified, school board, terminate, probationary teachers, school year, recommended, discharged, grievance, teaching, rank, decisional law, probationary term, failure to follow, good behavior

LexisNexis® Headnotes


Education Law > Administration & Operation > Boards of Elementary & Secondary Schools > Authority
Labor & Employment Law > Collective Bargaining & Labor Relations > Bargaining Units
Labor & Employment Law > Collective Bargaining & Labor Relations > Enforcement
A board of education cannot relinquish its ultimate responsibility with respect to tenure determinations and that a provision of a collective bargaining agreement which would have that effect is unenforceable as against public policy.


Contracts Law > Contract Conditions & Provisions > General Overview
Labor & Employment Law > Collective Bargaining & Labor Relations > Bargaining Units
Labor & Employment Law > Wrongful Termination > Breach of Contract > For Cause Standard
The authority and responsibility vested in a school board under the several provisions of the N.Y. Educ. Law to make tenure decisions cannot be relinquished. While a board may legally agree to augment evaluation procedures and even to limit or to forego its right to discharge a probationary teacher during the period of probation, under the N.Y. Educ. Law a board cannot surrender its authority to terminate the employment of a nontenured teacher at the end of the probationary period. Any provision of a collective bargaining agreement which will have that effect is accordingly unenforceable as against public policy.


Education Law > Administration & Operation > Boards of Elementary & Secondary Schools > Authority
Education Law > Faculty & Staff > Tenure in Elementary & Secondary Schools > General Overview
Labor & Employment Law > Collective Bargaining & Labor Relations > Bargaining Units
The N.Y. Educ. Law vests authority to make tenure decisions in the board of education, and under the provisions of that law a nontenured teacher may be refused tenure without reasons being given therefor. N.Y. Educ. Law §§ 2509, 2573, 3012,3013, 6206. The only exception is where it is established that the dismissal is for constitutionally impermissible reasons or in violation of statutory proscriptions. This responsibility, with the accompanying grant of enabling authority, to select and screen the teaching personnel in the school must be exercised by the board for the benefit of the pupils and the school district and cannot be delegated or abnegated. It is beyond the power of the board to surrender this responsibility as part of any collective bargaining agreement.


Education Law > Administration & Operation > Boards of Elementary & Secondary Schools > Authority
Education Law > Faculty & Staff > Discipline & Dismissal > Administrative Proceedings > Decisions
Labor & Employment Law > Collective Bargaining & Labor Relations > Bargaining Units
As a matter of educational policy, and in the interest of maintaining adequate standards in the classrooms, the dismissal of a probationary teacher is a matter vested by law in the board of education upon appropriate recommendation of the district superintendent of schools and not properly a matter for negotiation or the application of employee grievance procedures.


Contracts Law > Defenses > Public Policy Violations
Education Law > Administration & Operation > Boards of Elementary & Secondary Schools > Authority
Labor & Employment Law > Collective Bargaining & Labor Relations > Bargaining Units
The general rule that any matter in controversy between a board of education and its teachers may be the subject of collective bargaining is limited by plain and clear, rather than express, prohibitions in the statute or decisional law, as well as in some instances by public policy, whether derived from, and whether explicit or implicit in statute or decisional law, or in neither.


Education Law > Administration & Operation > Boards of Elementary & Secondary Schools > Authority
Education Law > Faculty & Staff > Tenure in Elementary & Secondary Schools > Attainment
Labor & Employment Law > Collective Bargaining & Labor Relations > General Overview
The bargained-for right to supplemental procedural steps preliminary to a board of education's final action to grant or to withhold tenure to a teacher is not to be rendered a nullity because of the board's right to deny tenure without explanation.




HEADNOTES
Schools -- teachers -- collective bargaining regarding tenure.
1. A provision of a collective bargaining agreement between the appellant teachers association and respondent school district prohibiting the discharge, discipline, reprimand, or reduction in rank or compensation of any teacher without just cause is unenforceable to the extent that it eliminates the authority of the school board to terminate without just cause the employment of a nontenured teacher at the end of his probationary period. Public policy implicit in the Education Law vests authority in the board of education to make tenure decisions and precludes collective bargaining as to those decisions. Accordingly, respondent could terminate a teacher's employment without just cause.
2. The right under the collective bargaining agreement to supplemental procedural steps preliminary to a decision to grant or withhold tenure is not rendered a nullity by the right of the board to deny tenure without explanation. Accordingly, the reinstatement of a nontenured teacher for one year without tenure because of a failure to follow required evaluation procedures was proper.
3. The award of the arbitrator was properly modified to require reinstatement without tenure, since the authority of the school board to make tenure decisions cannot be relinquished and the powers of the arbitrator were limited to a direction only that the nontenured teacher be re-employed on a nontenure basis.


COUNSEL:
 Richard C. Heffern and Bernard F. Ashe, Albany, for appellant.

John J. Doherty, Jr., Cohoes, for respondent.

Robert B. Conklin and Robert M. Walker, Buffalo, amicus curiae. 

JUDGES:
 Chief Judge Breitel and Judges Jasen, Gabrielli and Wachtler concur with Judge Jones; Judge Cooke dissents and votes to reverse in a separate opinion in which Judge Fuchsberg concurs. 

OPINION BY:
 JONES 

OPINION

 [*775]   [**879]   [***54]  We hold that HN1Go to this Headnote in the case.a board of education cannot relinquish its ultimate responsibility with respect to tenure determinations and that a provision of a collective bargaining agreement which would have that effect is unenforceable as against public policy.
In this case, Terrance Hagen having been first employed as a teacher in September, 1971 was terminated in June of 1974, at the end of his probationary period. The teachers association filed a grievance on Hagen's behalf asserting violation of each  [*776]  of two provisions of the collective bargaining agreement between the board of education and the association. It was claimed that the board had not followed the procedures set forth in the agreement for evaluation of the performance of probationary teachers. The union further charged a breach of the provision of the agreement by which the board had agreed in paragraph I of article VII: "No teacher shall be discharged, disciplined, reprimanded, reduced in rank or compensation or deprived of any professional advantage without just cause."
In accordance with the terms of the collective bargaining agreement the grievance proceeded to arbitration. The arbitrator sustained the position of the teachers association with respect to both issues. As to the first issue the arbitrator found: "that there was no clear communication to Hagen of dissatisfaction with his performance, no reasonable opportunity for him to improve that performance, and no positive effort made to assist in improving that performance, all in violation of the prime purpose of the evaluation procedure of Article XI, Para. A of the collective bargaining agreement." As to the second, the arbitrator found "that there was no 'just cause' for terminating Hagen's employment as required by Article VII, Para. I of the agreement." By way of remedy the arbitrator directed the school district to offer Hagen employment as a teacher for the 1974-1975 school year. Although the award contained no explicit provision to such effect, the district and the union appear to agree that under general principles employment of Hagen beyond the probationary period would automatically ripen into tenure.
The school district thereupon instituted the present proceeding under CPLR article 75 to vacate the arbitration award, and the union cross-moved to confirm the award. Supreme Court upheld the arbitrator but, because the 1974-1975 school year had then passed, modified the award to provide that the fourth year of employment to be offered Hagen would be for the school year 1975-1976. The Appellate Division further modified by remitting the proceeding to the  [***55]  arbitrator with a direction to order the school district to reinstate Hagen as a teacher for the period of one year but without tenure, during which additional year the evaluation machinery was to be used. The determination of the Appellate Division was predicated on its conclusion that the powers of the arbitrator were limited to a  [**880]  direction only that the nontenured teacher be re-employed on a nontenure basis. The disposition at the Appellate  [*777]  Division should be affirmed but on a somewhat broader ground than that articulated by that court.
In our view HN2Go to this Headnote in the case.the authority and responsibility vested in a school board under the several provisions of the Education Law to make tenure decisions cannot be relinquished. While a board may legally agree to augment evaluation procedures and even to limit or to forego its right to discharge a probationary teacher during the period of probation, under the Education Law a board cannot surrender its authority to terminate the employment of a nontenured teacher at the end of the probationary period. Any provision of a collective bargaining agreement which would have that effect is accordingly unenforceable as against public policy. The provisions of paragraph I of article VII of the collective bargaining agreement here, to the extent that the school board thereby surrendered its authority to terminate a nontenured teacher without just cause at the end of the probationary period, transgressed this principle. We affirm, therefore, not alone on the ground that the arbitrator had no authority to fashion the remedy which he did (as to which we adopt the reasoning of the majority at the Appellate Division), but also on the ground that the underlying agreement on which the arbitration award was predicated was in part unenforceable. We find no difficulty with the clauses of the collective bargaining agreement that augmented normal evaluation procedures or that prohibited discharge without cause during the probationary period. We hold, however, that to the extent that paragraph I of article VII purported to prohibit termination without just cause at the end of the probationary period it is unenforceable.
HN3Go to this Headnote in the case.The Education Law vests authority to make tenure decisions in the board of education, and there can be no doubt that under the provisions of that law a nontenured teacher may be refused tenure without reasons being given therefor (Education Law, §§ 2509, 2573, 3012,3013, 6206). The only exception is where it has been established that the dismissal was for constitutionally impermissible reasons or in violation of statutory proscriptions (James v Board of Educ., 37 NY2d 891).
This responsibility, with the accompanying grant of enabling authority, to select and screen the teaching personnel in the school must be exercised by the board for the benefit of the pupils and the school district and cannot be delegated or  [*778]  abnegated. Accordingly, it is beyond the power of the board to surrender this responsibility as part of any agreement reached in consequence of collective bargaining. "HN4Go to this Headnote in the case.As a matter of educational policy, and in the interest of maintaining adequate standards in the classrooms, the dismissal of a probationary teacher is a matter vested by law in the board of education upon appropriate recommendation of the district superintendent of schools and not properly a matter for negotiation or the application of employee grievance procedures" (Matter of Marsh, 8 Ed Dept Rep 165). We recognize the strong and sweeping policy of the State to support collective bargaining under the Taylor Law (Civil Service Law, art 14). We have sought to make it clear, however, that HN5Go to this Headnote in the case.the general rule that any matter in controversy between a board of education and its teachers may be the subject of collective bargaining is limited "by plain and clear, rather than express, prohibitions in the statute or decisional law" (Syracuse Teachers Assn. v Board of Educ., 35 NY2d 743, 744) as well as in some instances by "[public]  [***56]  policy, whether derived from, and whether explicit or implicit in statute or decisional law, or in neither". (Matter of Susquehanna Val. Cent. School Dist. [Susquehanna Val. Teachers' Assn.], 37 NY2d 614, 616-617; cf. Matter of Union Free School Dist. v Nyquist, 38 NY2d 137, 143.) The present is a precise instance of the latter exception. While the several sections of the Education Law do not explicitly forbid collective bargaining  [**881]  with respect to ultimate tenure decisions, we hold that this conclusion is inescapably implicit in such provisions.
We have held, however, that HN6Go to this Headnote in the case.the bargained-for right to supplemental procedural steps preliminary to the board's final action to grant or to withhold tenure is not to be rendered a nullity because of the board's right to deny tenure without explanation (Board of Educ. v Bellmore-Merrick United Secondary Teachers, 39 NY2d 167). In the present case the arbitrator found a failure to follow more structured evaluation procedures. Accordingly, we see no occasion to disturb the award as modified, pursuant to which the school district is required to reinstate Mr. Hagen without tenure for one additional year to enable the board to re-evaluate his performance in accordance with the procedures specified in the agreement (Board of Educ. v Bellmore-Merrick United Secondary Teachers, 39 NY2d 167, supra).
 [*779]  For the reasons stated the order of the Appellate Division should be affirmed.


DISSENT BY:
 COOKE 

DISSENT

Cooke, J. (dissenting). The collective bargaining agreement between the Board of Education of the City of Cohoes and the Cohoes Teachers Association provided: "No teacher shall be discharged, disciplined, reprimanded, reduced in rank or compensation or deprived of any professional advantage without just cause" (art VII, par I). Far from being contrary to public policy, this term of the agreement is consistent with and in furtherance of public policy.
Section 2509 of the Education Law, a part of article 51, is applicable here (Education Law, § 2501). Subdivision 2 of said section (as amd by L 1971, ch 732, eff Sept. 1, 1971) provides: "2. At the expiration of the probationary term of any persons appointed for such term, or within six months prior thereto, the superintendent of schools shall make a written report to the board of education recommending for appointment on tenure those persons who have been found competent, efficient and satisfactory. By a majority vote the board of education may then appoint on tenure any or all of the persons recommended by the superintendent of schools. Such persons and all others employed in the teaching service of the schools of such school district who have served the full probationary period shall hold their respective positions during good behavior and efficient and competent service, and shall not be removable except for cause after a hearing as provided by section three thousand twenty-a of such law. Failure to maintain certification as required by this chapter and the regulations of the commissioner of education shall constitute cause for removal" (emphasis added). Thus, it is the law's express policy that there be recommended for appointment on tenure those who have been found "competent, efficient and satisfactory" at the expiration of the probationary term or within six months prior thereto and, also, that those who have served the full probationary period shall hold their positions during "good behavior and efficient and competent service" and shall not be removable "except for cause." A contract that a teacher shall not be discharged "without just cause", if anything, furthers the statutory objective. Indeed, section 6 of article V of the State Constitution requires that all appointments in the civil service of the State and its civil divisions be made according to merit and fitness.
 [*780]  The statute provides that upon the recommendation of the superintendent of  [***57]  schools the board of education "may" appoint those recommended. Since the matter of appointment was within the control of the board, it had the right to make an agreement within the statutory frame, an agreement not to discharge without cause, and so to appoint those who were competent, efficient and satisfactory. No attempt has been made to require the appointment of those not competent, efficient and satisfactory, nor could there be.
Any thought that the board of education would be required by such an interpretation to appoint more teachers than necessary or for whom an appropriation had not been  [**882]  made, is answered by subdivision 7 of the same section which contemplates that in such instances the board would not be required to appoint. Said subdivision provides: "7. Notwithstanding any other provision of this section no period in any school year for which there is no required service and/or for which no compensation is provided shall in any event constitute a break or suspension of probationary period or continuity of tenure rights of any of the persons hereinabove described." A board of education, acting in good faith and with reasonable judgment, may abolish a teaching position held either by a probationary or a tenured teacher (Matter of Lezette v Board of Educ., 35 NY2d 272, 278).
The upholding of the disputed portion of the collective bargaining agreement is also supportive of the " 'declared policy of this State to encourage "public employers and * * * employee organizations to agree upon procedures for resolving disputes" ' ", arbitration being considered so preferable a means of settling labor disputes that it can be said that "public policy impels its use" (Matter of Associated Teachers of Huntington v Board of Educ., 33 NY2d 229, 236; Civil Service Law, § 200).
I dissent, therefore, and vote to reverse. The award of the arbitrator should be reinstated.