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Monday, October 26, 2015

A Look Back: My Birthday Card From the Rubber Roomers at 25 Chapel Street, and a FOIL Incident With Former General Counsel Michael Best

I found my birthday card from the rubber roomers at 25 Chapel Street (2008?)!!!

So happy. Thanks, people!!! See below.

The UFT members at 25 Chapel street were my first connection to the rubber room saga that would change my life, alter the life of my children and allow me to start my company ADVOCATZ.

I will forever be grateful to David Pakter, Polo Colon, Steve Ostrin, and all the wonderful people who talked with me about their troubles. I was then, and continue to be, honored with your trust.

By the way, my birthday is 7-11. July 11, not October (I'm re-posting the birthday card now because I just found it)..

Betsy Combier
President, ADVOCATZ
Editor, NYC Rubber Room Reporter


Strange things happen when you try to get information from the New York City Board of Education
by Betsy Combier
June 2009
LINK


Under the Bloomberg/Klein administration, public school buildings are "plants" (as in factories) and every inch must be used for the assembly line workers (teachers) to complete the widgets (children) for the marketplace (graduation, technical jobs, etc). This may sound rather harsh, but try as hard as I can to find another picture that fits the pattern and practice of the people at Tweed over the past 7 years, I cant come up with any other scenario. See Courtney Ross, pictured at left.

Company business must be protected at all times, of course, and this means that workers always must be present and willing and able to work, at all times. Sickness and family obligations that take you away from your job for any amount of time are simply weaknesses that you must be punished for. If you are a child with special needs and you have a parent who knows what to do to protect you, and does not bend with the threats, barrage of wrong information couched in "the law" as seen by the managers (ISC and Superintendents, the CEO Klein and his vice-president Michael Best) and other such deviations from the facts, then you may be fine. Similarly, if you are a parent or teacher, and you have the evidence necessary to prove what you are saying if true, JUST SAY NO to the NYC BOE when they try to allege anything about you, your actions, your character, family, or rules.

I'm a parent of four daughters who are and have been in the public schools of New York City, and I and all of them have been harmed by administrators of the New York City BOE. Nonetheless I can, and obviously do, speak out about what I see and hear in my children's factories...oops, schools. Alot aint right.

Anyway, in 2006 Joel Klein decided to place the Ross Global Academy Charter School inside of NEST+M, one of my daughters' schools. The NYC BOE insisted that our capacity was half empty - by changing the capacity number on a daily basis. As I wrote in a previous article, Garth Harries, the recently departed manager of the BOE plant capacity and assessment, came to NEST+m in April of 2006 with several other people to measure rooms that "they" liked at NEST for the Ross classrooms. Parents were outraged. (We sued twice, first the City of New York, Joel Klein, et al., and then the Board of Regents of the State University of New York; we won our lawsuits).

The next day I called Ms. Mashea Ashton, Garth's boss at Tweed, to ask if I could read the Ross Global Charter application, a public document. I also filed a freedom of information request with the New York State Ed Dept. Ms. AShton said, "Sure, when do you want to come to Tweed to review it?"

That is how I ended up at Tweed on April 18, 2006 at 2PM. I was given a desk on the third floor on which were four huge volumes, all 1900+ pages of the application for a charter filed with the Regents to set up a charter school in New York City. The location was never given, but the charter school would be in the NYU "education park" on the lower east side of Manhattan (there was a map).

From 2PM until about 5PM I read the documents and wrote notes. Suddenly at 5PM Ms. Ashton came over to me and said, "I'm so sorry, but someone at legal just called me and told me that I should review your notes because we may have left some information in the documents that you should not have seen."

I thought, wow, this is interesting! I knew that "they" had no right whatsoever under any law to seize my personal notes, but as a reporter, I thought there might be a great story if I let Ms. Ashton take my property. I wanted to know what she might do with it.

I reluctantly said something like, "Gee, I'm not sure that you have any right to look at my notes, but I guess you could look at them". Ms. AShton took my pad and, a few feet away, started reading my notes. Then, she ripped two pages out of my pad. I said, "What are you doing". Ms. AShton said, "Well, you have some private information here that we forgot to take out of the documents you are reviewing, and I have to take these pages. But I'll xerox them for you and give you the left half ".

These pages had the names and addresses of the Board of Trustees of the Ross Global Charter Academy. My protests fell on deaf ears, and she answered my question "Who told you to do this" by saying "someone in the legal department".

She then left me to read/copy/write notes on the entire documents all over again, until 6PM when I left.

I went home and wrote Joel Klein's attorney Michael Best, and asked him for my notes back.

I started a log of the emails:

April 28, 2006

Now, the NYC BOE is informing me that I will get my notes back, but in an altered form. I do not believe that I wrote down any personal addresses.

From: Best Michael
Sent: Friday, April 28, 2006 6:18 PM
To: 'Solarmedia@aol.com'

Subject: Your request regarding notes taken about the Ross Charter School Application

Ms. Combier,

I have considered the situation regarding the notes you took while examining paperwork related to the Ross Global Charter School ("Ross').

There are two pages of notes at issue. My understanding is that Ms. Mashea Ashton of the DOE asked to see your notes and realized that you had copied down the addresses of various people associated with Ross. Realizing belatedly that information pertaining to the home addresses of these individuals should not have been provided to any member of the public because of the need to protect the individuals' personal privacy, Ms. Ashton asked to see your notes. She then made a redacted copy of your notes, i.e., a photocopy of your notes with the addresses redacted, and she gave you that redacted copy of your notes. Thus, although Ms. Ashton kept the original, unredacted version of your notes, you were not actually deprived of your notes or of any pertinent information concerning Ross.

Upon reviewing the matter, however, I have determined that, with one exception, the redacted addresses are not personal addresses. Instead, they are business addresses, which should not have been redacted. It appears that Ms. Ashton redacted the business addresses in an excess of caution to preserve the privacy rights of the individuals associated with Ross, but at this time, we will provide those business addresses to you. There is, however, one address that appears to be a home address, and it would be inappropriate to release that home address publicly.

Therefore, we will return the original version of your notes to you, but we will redact the one home address before we do so.

Please contact me via email on Monday to let me know the best way to return the notes, with the one item redacted as mentioned, to you. Thank you.

Michael Best

From: Best Michael [mailto:MBest2@nycboe.net]
Sent: Friday, April 28, 2006 6:22 PM
To: Betsy

Subject: FW: Your request regarding notes taken about the Ross Charter School Application

Please see below. It appears that the attempt to send this email to your other email address was not successful.

>>> 4/20/2006 9:40:56 AM >>>

Dear Mr. Freeman,

I request an expedited verbal opinion on the following Freedom of Information request and incident. Please call me at 212-794-8902 as soon as possible.

On Friday, April 14, 2006 I made an appointment with Ms. Mashea Ashton of the NYC DOE Office of New Schools, to go over the charter application of the Ross Global Academy Charter School at Tweed at 2 o'clock on April 18.

On Tuesday, April 18, 2006 at 2PM I arrived at Tweed, ms. Ashton met me downstairs, and subsequently took me upstairs to her office. She gave me a table in the corner, upon which she placed the 1919 pages she had received back from NYSED of the Ross charter application, and told me that all charter applications were that long and to please let me know if there was anything that I needed, and she went to her desk.

I looked over the documents and jotted down on my pad the names of the Board of Trustees as well as relevant sections of the Charter School Act of 1998 and other information on the 501 (C) 3 (Ross Institute and Ross Global Academy Charter School).

At approximately 5PM Ms. Ashton came over to me and told me that she had to take all my notes and look at them. I asked why. She told me that there was private information in the documents and she had to make sure I had not copied any information down. as a long-time admirerer of your work, and the FOIL law, I have some knowledge of what is private information and what is not, and I believed that I had no private information in my notes, so I gave her my pad. I did not want to dispute her assessment at the time, and she told me that I had to give all my notes to her. She removed two pages: the list of the Board of Trustees' names with their affiliations (no addresses).

She told me that she had "checked with legal" and had been told that I could not have my notes back, because the Board of Trustees' affiliations were private information. Again, my notes had no addresses or telephone numbers.

Ms. Ashton xeroxed my notes and gave me the left half with the names of the Trustees. She then left me to look at all the documents for another 1/2 hour, and I had to leave at 6PM, which I did.

Was she correct in taking my notes?

Thank you for your reply as soon as possible.

Respectfully,
Betsy Combier

On Monday, April 24, 2006, I tried calling Ms Holtzman to ask if I could pick up my notes that day. Ms. Holtzman returned my call on Tuesday, April 25, and told me that “Mike” [Best] would get back to me. I still have not heard from Ms. Best, nor do I have my notes.

I consider this a very serious violation of my 4th and 14th Amendment rights, and I demand my personal property back immediately. On Monday morning May 1, 2006, at 9:30AM, I will expect to have my two pages returned to me. Please let me know where I can pick them up. My telephone number is 212-794-8902.

Betsy Combier
Editor,Parentadvocates.org

We wondered why Mr. Best did not want us to have the home address of Robert Torres, the only home address on the two pages of notes. Perhaps he did not want us to contact him, although he is listed on zabasearch.com. We called him, and he told us that “…if the NEST parents don’t stop their protests and think that we will not protect our children, they are very wrong;” and, “if you do not stop the NEST parents your principal will be sorry”.

Robert Durkin, well-known in New York City for changing the grades of 19 students at Washington Irving High School when he was Principal, and for being fired, told us that he “would make NEST+M a better school, just like the Julia Richman High School Complex”. We know the Julia Richman Educational Complex very well, and comparing NEST, a very small school, with a complex of 6 schools is like comparing apples to spinach.

Kunle Abodunde has resigned from the Board, we were told, and has presumably left the country, as zabasearch.com has no record of him, even though he supposedly started The Posse Group (he is not on their website, but we called a few colleges).

Richard Halperin, former Principal of Quellos LLP, had no comment about Ross/NEST, and we located more than 80 pages on his involvement with the Clinton Administration and the Monica Lewinsky coverup, but no data on his knowledge of elementary school teaching/curricula/education. (From Betsy Combier: Mr. Halperin died suddenly on June 19, 2008, and here is his obituary tribute from the New York Times, June 21, 2008:
" HALPERIN--Richard E., sadly on June 19, 2008 at age 53. Born December 7, 1954 in New York, NY to Alvin and Anne Halperin. Richard was the former Chief Operating Officer of the Quellos Group. Prior to joining Quellos, Mr. Halperin was Executive Vice President and Special Counsel to the Chairman of MacAndrews & Forbes Holdings, Inc. He also served as President of the Revlon Foundation, The MacAndrew & Forbes Foundation, and the Perelman Family Foundation. Previous to joining MacAndrews, Richard was Administrative Assistant to the Attorney General of New York State. He served on the Board of Trustees of the Rye Country Day School, The Ross Global Academy Charter School and The Citizens Budget Commission. He was also an Executive Advisory Board Member of the Boston University College of Communication and was a member of the Zoning Board of the Town of Harrison, New York. He held a B.S. cum laude in Communications from Boston University and a J.D. from the New England School of Law. Survived by his beloved wife Lucy, cherished children Ross, Robert, Kenneth and Steven, and adoring sister Marsha (Martin) Epstein. Funeral service Sunday 12 noon at The Jewish Community Center of Harrison. Interment to follow at Sharon Gardens Cemetery. For information, Zion Memorial Chapel 914-381-1809."

We have concluded from all of our telephone calls to Ms. Jennifer Chidsey Pizzo (no comment), Martin Payson (no comment), and Dr. Mark English (no comment) that there is no strategy currently in place to establish a positive partnership between Ross Global staff, parents and children, and NEST+m. This foretells doom for all.

We have information on Ms. Ross’ legal troubles with her taxes. It seems that in the rush for tax exempt properties, NYU and the NYC DOE have forgotten that the environment for the Ross kids has been poisoned irrevocably. The only solution is to change the location of the Ross Global Academy Charter before children’s lives are changed and the promises you have made to your new students shown to be false.

Second reason. We will publicize the new study by City Project, “Fatal Subtraction”. This shocking report may convince New Yorkers that New York University has ulterior motives for placing the Ross Global Charter in NEST+m that have nothing to do with putting “children first”. We have received comments from parents not connected with the NEST+M community that the Ross Global Academy Charter may be a good idea, but one that cannot succeed with NYU behind it, despite the massive power and wealth connected with this University. You will not have the best wishes of New York City residents behind you in your desire to be in partnership with NYU as small, excellent schools such as NEST+m are destroyed and minority parents are lied to.

If you have plans for franchising the “Ross Model” – and we are still unclear exactly what that is – then we suggest (audaciously, we admit), that you separate your charter school from NYU as quickly as possible, despite the ridicule of the NY State Regents to this suggestion, especially Regent Meryl Tisch, who had so much to do with the approval of your charter application, and works with Mr. Richard Halperin at The Citizen’s Budget Commission. At minimum, you should not continue to jeopardize the success of NEST+M to suit your own needs. It looks to us that you will not succeed in realizing your goals within the NEST building. We know that the general public no longer trusts that Mayor Bloomberg and Chancellor Klein are doing a good job in the area of public school education reform. This sentiment will prevail after Mayor Bloomberg’s term of office is over and the media in NYC hopefully will be more open to covering all views and honestly reporting all data. Public opinion seems to be turning against your benefactors right now, and will only continue to grow, and harm your potential for success.

Third reason. The NYC DOE has not been in favor of Gifted and Talented education for many years, at least since the 1980’s. However, this opinion is not shared by the public especially in New York City, where right now there is immense pressure from parents to encourage highly gifted students. There is also the matter of what seems to be Joel Klein’s dislike of Celenia Chevere. His attacks against NEST+m have always been personal and this will become his legacy: using his personal feelings as weapons. We suggest that no foundation built upon this kind of attack will succeed.

Our summary above will be elaborately explained on our website, but we hope that you will re-consider the disastrous destruction of NEST+m. Your Charter school would thrive at another location, and you should pursue establishing an independent school, at a new site. You should leave NEST+M to the parents, staff and administration who have built and maintained it. The Ross Global Academy Charter School will not succeed at 111 Columbia Street, because the general public and those who care about the children most affected by this terrible attack on our nation’s public school system by the rich and powerful wont let you.

Thank you for your consideration of our issues, and we look forward to promoting your charter and your “Ross model” at a location other than 111 Columbia Street.

P. Wilder
Ajamo Kamau
Betsy Combier
betsy@parentadvocates.org

From: Robert Freeman [mailto:RFreeman@dos.state.ny.us] (pictured at right)
Sent: Thursday, April 20, 2006 11:15 AM
To: Solarmedia@aol.com


Subject: Re: Fwd: FOIL Request From The E-Accountability Foundation

I have received your letter concerning the ability of the New York City Department of Education to review and/or confiscate personal notes that you prepared while reviewing records made available to you pursuant to the Freedom of Information Law.

In short, government agencies are subject to the Freedom of Information Law; private individuals are not government agencies and are not required to comply with that law. Further, from my perspective, your notes are your personal property, and the Department would have no right either to review or take possession of your property.

I hope that I have been of assistance.

Robert J. Freeman
Executive Director
NYS Committee on Open Government
41 State Street
Albany, NY 12231
(518) 474-2518 - Phone
(518) 474-1927 - Fax
Website - www.dos.state.ny.us/coog/coogwww.html 


From: Betsy [mailto:betsy@parentadvocates.org]
Sent: Saturday, April 29, 2006 1:59 AM
To: 'Best Michael'
Cc: 'Betsy'

Subject: RE: Your request regarding notes taken about the Ross Charter School Application

Dear Mr. Best,

I will pick up my notes at approximately 10 AM May 1 at Tweed. I suggest that you read Mr. Freeman’s opinion, which is also mine, that my notes are not subject to the freedom of Information Act/Law, and any change in my notes by your agency or officers is actionable.

Please have my notes in the original form at the front desk on Monday morning, or have the law that covers your statement that you may redact my notes without my permission.
Betsy Combier

From: Betsy [mailto:betsy@parentadvocates.org]
Sent: Saturday, April 29, 2006 2:10 AM
To: 'Robert Freeman'; 'Best Michael'; jklein@nycboe.net;
Cc: 'Betsy'

Subject: FW: Your request regarding notes taken about the Ross Charter School Application

Dear Mr. Freeman,

I request an expedited opinion on the matter outlined below.

On April 18, 2006 at approximately 5PM, , while sitting at a desk at Tweed, Ms. Mashea Ashton, the employee of the NYC DOE with whom I spoke about viewing the Ross Charter Application under FOIL, and the person who gave me the time 2-6PM to read the charter and gave me the 1010 pages to read, told me that I had to give her my notes so she could read them. I unwillingly gave my notes to her, and she told me that she had to seize two pages.

Now, the NYC BOE is informing me that I will get my notes back, but in an altered form. I do not believe that I wrote down any personal addresses.

Please reply as soon as possible, by telephone if necessary: 212-794-8902, or by return email, about the NYC BOE giving me back my personal notes, redacted by them.

Thank you!!

Betsy Combier
betsy@parentadvocates.org

From: Best Michael [mailto:MBest2@nycboe.net]
Sent: Monday, May 01, 2006 8:14 AM
To: Betsy

Subject: RE: Your request regarding notes taken about the Ross Charter School Application

Ms. Combier,

I am afraid that 10 AM this morning will not work for me. Please propose another time tomorow. Thank you.

Michael Best

From: Betsy [mailto:betsy@parentadvocates.org]
Sent: Monday, May 01, 2006 8:36 AM
To: 'Best Michael'
Cc: 'Betsy'

Subject: RE: Your request regarding notes taken about the Ross Charter School Application

Dear Mr. Best,

I hope that 11AM tomorrow morning will be convenient for you.

Additionally, I request that you give me, in writing, the name of the person in your office who told Ms. Ashton to seize my notes. If you do not give me a name, I will assume that you told Ms. Ashton.

Thank you,

Betsy Combier

From: Best Michael [mailto:MBest2@nycboe.net]
Sent: Tuesday, May 02, 2006 10:46 AM
To: Betsy

Subject: RE: Your request regarding notes taken about the Ross Charter School Application

Ms. Combier,

This will confirm our conversation of a few minutes ago. I explained to you that I am obliged to protect the privacy concern of the preson whose personal address you wrote on your notes. I told you that I was trying to reach that person on the telephone but had been unable to do so as yet. I told you that I wanted to find out if this person would consent to release of his personal address. And I asked for a bit more time to try to get a hold of him before you picked up your original notes, because if he consented, i would not have to redact his address on your original notes.

You told me that you were coming to get the notes in 20 minutes, and you said "I should do what I have to do." I told you that you were putting me in a position where I have no choice but to redact your notes in order to protect this individual's privacy interests, and you reiterated that I should do what I have to do, but you were coming to get your notes.

Michael Best

On May 2, 2006 I went to Tweed's front desk and asked for an envelope with my name on it. There was none. I asked the security to buzz Mr. Best. Michael Best came downstairs, and asked me to sit with him for a few minutes. I said, "Sure!" Mr. Best tried to convince me that he must redact my personal notes, and he encouraged me to agree with him. I finally said, "Mr. Best, you are the Attorney here, I am not. So why dont you go to your office and get my two pages from my pad, and bring them to me? If you feel that you must redact my notes, then you do what you feel you must do as an attorney."

He went upstairs and brought me my two pages, unredacted.

I thanked him, and as I turned around to leave, he said, "I enjoyed speaking with you very much."

Sunday, October 25, 2015

New York City DOE Asks For a Waiver From the Newly Revised Teacher Evaluation Law Until the 2016-2017 School Year


New York City Seeks Teacher Evaluation Waiver
LINK
New York City applied for a waiver on Monday from the state's newly revised teacher evaluation law so its changes would be ready for the 2016-17 school year.
The move came after state officials allowed waivers for school districts that wanted more time to implement rules approved last spring by the state legislature and the Board of Regents. The city's new deadline for submitting a plan to Education Commissioner MaryEllen Elia would be March 15, 2016, instead of November of this year.
"We want to make sure that our teacher development and evaluation system is high quality and works best for students, teachers and school communities as a whole," said Devora Kaye, spokeswoman for the Department of Education. "Learning to implement a brand new system of teacher development and evaluation at this time would not be best for students and school communities."
The state's new rules were approved after Gov. Andrew Cuomo complained that too few teachers received the lowest ratings under the previous evaluation system; he pushed the state to give more weight to student test scores. Many teachers, school superintendents and parents then cried foul, saying the process was rushed.
(Here are the new regulations with an outline of the changes over the last few years.)
“Commissioner Elia has made it clear all along that districts need to get this right. We’d rather have them request a waiver and work to get this done than to rush into an agreement,” said Dennis Tompkins, a spokesman for the state’s education department.
Evan Stone, the co-founder and co-CEO of a teacher group called Educators 4 Excellence, said his group wanted the city to take the time needed for a smooth transition. 
"We have heard from teachers citywide, and what too often gets overlooked is their reasonable interest in pursuing new and improved policies but their understandable frustration over constant change," he said in a statement. "We should take the time to do this work right." 
The commissioner, who took office in July, addressed other concerns about the evaluations and testing on Monday afternoon at the New York State School Boards Assocation's annual convention, held in a midtown hotel.
She emphasized that she's already granted hardship waivers for small school districts from a provision requiring them to hire outside evaluators to observe their teachers at work. She also promised the state's third through eighth grade math and reading tests in April would be shorter than this year's test.
Elia, who is currently leading a review of the Common Core standards, reiterated her support for higher standards. She said tests can help teachers address their pupils' weaknesses. In a nod to the 200,000 students who opted out of this year's tests, she also said she understood the concerns of many teachers and families.
"Parents in the state have a right to not to have their children participate in assessments," she said, adding that she hoped families would support the tests once they see that they aren't meant to hurt teachers.
Elia urged parents, teachers and superintendents to participate in a survey she's conducting of the standards that will go up on her department's website later this week. Recommendations will then be made to the Regents in January, to be adopted later in 2016.
Several audience members asked Elia why she couldn't just halt the use of both the standards and the Common Core tests until she's done with her review. Michael Hynes, superintendent for the Patchogue Medford school district on Long Island, said it feels like "the road is being paved as we're moving forward."
Elia said the federal government wouldn't allow her to suspend the standards or tests.
"But I can tell you I will be very vocal in what I think is appropriate," she said, adding a note of encouragement. "I also know that as a leader you really can make a difference in what's happening in your districts."

Saturday, October 24, 2015

Jia Lee Becomes MORE's Candidate for UFT President

Lee speaks with Earth School student Jamir Geidi and his mother Fatima Geidi about their positive experiences at her school in contrast to the treatment they received at Success Academy. photo credit: Julia Neusner
Video of Jia Lee

FOR IMMEDIATE RELEASE: October 24, 2015
Contacts:
Megan Moskop (252) 367-0908
John Antush (917) 734-3907


Jia Lee voted in as Movement of Rank-and-File Educators Presidential Challenger to Michael Mulgrew and his Passive Unity Caucus
As NYC School Crisis Continues, Jia Lee Leads Teachers and Community to Challenge Unaccountable Union Leadership and Defend Public Education


NEW YORK: Educators, parents, and community members cheered the announcement of Jia Lee as their choice for UFT presidential nominee at the State of Our Union, State of Our Schools Conference on Saturday. Fed up with overcrowding, underfunding, and overtesting, educators are coming together with the community to take back their union, and bring change to their schools through the 2016 UFT elections.


“Our schools are in crisis, in large part part because our current union leadership is complicit in bad policy and continues to tell us that this is the best they can do. It’s not the time for us to re-negotiate what has already proven to be disastrous. It’s time for teachers to come together with the community and chart a new course for our union. We are going to take back our union and lead a fight for the schools our children deserve,” said Ms. Lee.


Saturday’s conference, organized by the Movement of Rank and File Educators (MORE) in coalition with a host of community organizations, was the first step in defining a platform for the upcoming UFT election and 2018 contract negotiations to defend and enhance New York City’s public schools. The conference  featured discussions ranging from “Bringing Democracy to the UFT” to “Making Black Lives Matter in Education.”


In the upcoming UFT election, Lee will head a joint slate of teachers representing a united front of MORE and the New Action caucus. As a parent and a teacher since 2001, Jia Lee is at the forefront of the growing movement to opt-out of high stakes testing. She has served as a UFT Chapter Leader for the past 8 years, and is a conscientious objector who has steadfastly refused to administer tests that reduce her students to test score. Last year, she brought this testimony to the U.S. senate hearing on ESEA.
Educators and have lost patience with Michael Mulgrew and the Unity caucus’ leadership of the United Federation of Teachers and are joining the community to continue building a movement for change– in their union and in our schools. Mulgrew has been president of the UFT since 2009 but has been unable and unwilling to effectively challenge the corporate onslaught against public education. He has agreed to high stakes-test based teacher evaluations and a contract that delayed earned pay raises for teachers.


In the last union election, in which 75% of working educators did not vote and the majority of ballots came from retirees, the MORE caucus earned 40% of the vote in the high school division and 23% of the active teacher vote overall. This year, in partnership with the New Action caucus, MORE seeks to increase voter turnout as active teachers reclaim their union.


ABOUT MORE: The Movement of Rank-and-File Educators (MORE), is the social justice caucus of the UFT and largest force for change within the teachers union. In the upcoming elections, MORE has formed a united front with New Action Caucus  to challenge Unity Caucus, the bureaucratic political machine that has dominated New York’s teachers’ union for the past 50 years. Over the past decade, Unity has led the UFT into crisis, signing off on harmful policies such as overuse of standardized testing and pay increases that fail to keep pace with inflation, while using union funds to pay UFT President Michael Mulgrew over $260,000 per year and dole out salaries of over $100,000 per year to over 100 Unity Caucus political operatives on UFT staff.


###
The Movement of Rank and File Educators is the Social Justice Caucus of the United Federation of Teachers.  To learn MORE, visit www.morecaucusnyc.org


Wendy Bradshaw: Why I Resigned From The Polk County Public Schools



“Today I resigned from the school board.” From Teacher Wendy Bradshaw PhD
Teacher Wendy Bradshaw PhD from Florida handed in her resignation letter today. Her letter speaks the unspoken words of thousands of professional educators across the country. Her letter is the cry of what is in the hearts of teachers who, also, can no longer harm the children.
Please share her words so just maybe, we can once again have schools that love and tenderly care for the well-being of our most precious gifts – our children and grandchildren. #DoNoHarm

“Today I resigned from the school board. I would like to share with you what I gave them. Feel free to share it if it strikes you as important.
To: The School Board of Polk County, Florida
I love teaching. I love seeing my students’ eyes light up when they grasp a new concept and their bodies straighten with pride and satisfaction when they persevere and accomplish a personal goal. I love watching them practice being good citizens by working with their peers to puzzle out problems, negotiate roles, and share their experiences and understandings of the world. I wanted nothing more than to serve the students of this county, my home, by teaching students and preparing new teachers to teach students well. To this end, I obtained my undergraduate, masters, and doctoral degrees in the field of education. I spent countless hours after school and on weekends poring over research so that I would know and be able to implement the most appropriate and effective methods with my students and encourage their learning and positive attitudes towards learning. I spent countless hours in my classroom conferencing with families and other teachers, reviewing data I collected, and reflecting on my practice so that I could design and differentiate instruction that would best meet the needs of my students each year. I not only love teaching, I am excellent at it, even by the flawed metrics used up until this point. Every evaluation I received rated me as highly effective.
Like many other teachers across the nation, I have become more and more disturbed by the misguided reforms taking place which are robbing my students of a developmentally appropriate education. Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but actively harmful to child development and the learning process. I am absolutely willing to back up these statements with literature from the research base, but I doubt it will be asked for. However, I must be honest. This letter is also deeply personal. I just cannot justify making students cry anymore. They cry with frustration as they are asked to attempt tasks well out of their zone of proximal development. They cry as their hands shake trying to use an antiquated computer mouse on a ten year old desktop computer which they have little experience with, as the computer lab is always closed for testing. Their shoulders slump with defeat as they are put in front of poorly written tests that they cannot read, but must attempt. Their eyes fill with tears as they hunt for letters they have only recently learned so that they can type in responses with little hands which are too small to span the keyboard.
The children don’t only cry. Some misbehave so that they will be the ‘bad kid’ not the ‘stupid kid’, or because their little bodies just can’t sit quietly anymore, or because they don’t know the social rules of school and there is no time to teach them. My master’s degree work focused on behavior disorders, so I can say with confidence that it is not the children who are disordered. The disorder is in the system which requires them to attempt curriculum and demonstrate behaviors far beyond what is appropriate for their age. The disorder is in the system which bars teachers from differentiating instruction meaningfully, which threatens disciplinary action if they decide their students need a five minute break from a difficult concept, or to extend a lesson which is exceptionally engaging. The disorder is in a system which has decided that students and teachers must be regimented to the minute and punished if they deviate. The disorder is in the system which values the scores on wildly inappropriate assessments more than teaching students in a meaningful and research based manner.
On June 8, 2015 my life changed when I gave birth to my daughter. I remember cradling her in the hospital bed on our first night together and thinking, “In five years you will be in kindergarten and will go to school with me.” That thought should have brought me joy, but instead it brought dread. I will not subject my child to this disordered system, and I can no longer in good conscience be a part of it myself. Please accept my resignation from Polk County Public Schools.
Best,
Wendy Bradshaw, Ph.D.”

Are Teachers Under Too Much Stress?


LINK
Teachers expect to work hard but should not be expected to devote every minute of their lives to their job, writes one union leader
I was speaking recently at a joint ATL/NUT meeting on childhood and adolescent mental ill healthwhen I was silenced by a young man who told me that while he was very concerned about adolescent stress, he was even more worried about his partner, a primary school teacher.  Increasingly, when he came home from work, he found her crying on the kitchen floor. 
Even more recently I heard of one young teacher who had, as a performance objective, the instruction that she must not cry in the staffroom. She did not know what to be more mortified about – that she had cried in the staffroom, or that her line manager could propose such an objective without any thought about what might cause her to cry in the first place.
Tales like these are told to me just too often. It seems that teacher stress is increasingly being regarded as par for the course and part of the job. A newly qualified teacher, asking for help to deal with an impossible workload which took up every evening until 11pm and all of the weekend, was told by her line manager –"that’s the way it is in teaching".
Well, it should not be that way. Teachers, as professionals, expect to work hard but should not be expected to devote every minute of their lives to their work. Teachers need time to relax, to pursue hobbies, to talk to their families and friends. They need time to be human.
In no other profession would this entirely reasonable view be contested. Teachers, however, too often are expected to sacrifice their health, their relationships and their happiness to the job. I speak to too many teachers who are exhausted from the constant stress of never feeling they are on top of their workload; who know that there is always something else to do. They never really relax, apart from a week or two in the summer holidays. Constantly on the alert for the next thing, struggling under the weight of impossible demands, they are leaving the profession in increasing numbers, often with no other job to go to, worn down and worn out by the voracious demands of their work.
The education system cannot afford to be so profligate with its teachers. At the moment England is in a perfect storm of rising pupil numbers, falling teacher recruitment and poor teacher retention. Official figures show that the country will need nearly 160,000 additional teachers over the next three years, to cope with a projected 582,000 rise in primary and secondary age pupils by 2020. If our education system is to meet this immense challenge, it needs to value its teachers as its most precious resource, and treat them accordingly.
School leaders could start by collecting data on what is happening in their school. How many hours are their staff working, and on what? ATL members complain about the hours spent on pointless bureaucracy which adds not one jot to the quality of their teaching or their pupils’ learning. Over-elaborate lesson plans; triple marking (have you got your green pen to hand?); taking photographs of their pupils’ practical maths work (to prove they have done some practical maths); stamping pupils’ books with "verbal feedback given" (to prove that they have given verbal feedback). These activities are pointless and unprofessional.
They betray a worrying lack of trust between school leaders and their staff, and this underpins activities which are, frankly, a waste of time. In the end, school leaders who make these demands are acting unprofessionally – because their key role should be to lead effective teaching and learning in their schools. The activities I have listed above do not, in any way, characterise effective teaching and learning. They are a waste of teachers’ valuable time.
Mary Bousted is general secretary of the ATL education union
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Wednesday, October 21, 2015

State of Our Union/State of Our Schools October 24th Meeting


Full Schedule for State of Our Union / State of Our Schools

by morecaucusnyc
It's not too late to REGISTER @ tinyurl.com/MORE-SOU!
Take a look at the completed final schedule for the conference below.
Distribute the single sided or double sided flyers to your coworkers and forward the updated conference announcement below.
There is no substitute for one-to-one conversations encouraging people to register

State of our Union

State of our Schools

How can the UFT become a force for change in our schools?

Saturday, Oct. 24

10 am - 6pm

at PS 58 The Carroll School

330 Smith St, Brooklyn - F/G to Carroll St. - Everyone Welcome - Suggested Donation $10
Childcare available (email MORE@morecaucusnyc.org TODAY to reserve a spot)
SOU Conference Schedule

Featured Speakers:

Liza Campbell, Seattle teacher with an participant's report on recent strike
Jia Lee, Chapter Leader of the Earth School, high stakes testing conscientious objector
Lauren Cohen, Chapter Leader at PS321K
Leonie Haimson, Class Size Matters
Ismael Jimenez, WE Caucus, Philadelphia Teachers Union
Joe Burns, Author of Strike Back: Using the Militant Tactics of Labor's Past to Reignite Public Sector Unionism Today
Alan Singer, Hofstra University, Social Studies Educator
Charmaine Dixon, Parent, Change the Stakes
Benita Rivera, The Many
Akinlabi McCall, Coalition for Public Education

Endorsing Organizations:

NYCORE, Change the Stakes, NYCOPTOUT, The Teacher Diversity Committee of New York, NYS Stronger Together Caucus, Bad Ass Teachers Association, Coalition for Public Education.

Our schools are under assault by corporate reform efforts, standardized testing, and a governor who is eager to fire teachers and close schools. As working and learning conditions deteriorate, our union leadership has neither put up an effective resistance nor been a force for change for better schools.
The Movement of Rank and File Educators (MORE) invites all UFT members, parents, students, and friends to help develop a strategy to create a more democratic and more proactive UFT that can be a force for change in education in New York City.
Let’s use this year's upcoming union elections to transform the UFT by bringing together our voices, finding common ground, and increasing our participation from the chapter level up.
http://morecaucusnyc.files.wordpress.com/2013/03/vote_more.jpg
Unlike the UFT leadership, MORE is asking your input for shaping our union's program! The workshops at this conference will help define the language of our election platform.

Anthony Cody:Teacher Evaluation Survey

 

What Has Happened to Teacher Evaluations? We Need Your Help

 

  By Anthony Cody.

Under President Obama, the federal Department of Education offered several billion dollars in Race to the Top money and waivers from NCLB to states and school districts across the country in exchange for redesigning teacher evaluation processes. The feds required that a significant portion of teacher evaluations be based on student test scores, which was interpreted to mean anything from a low of 20% to a high of 50% of the weight of an evaluation. Some states used complex formulas to calculate “value added,” while others adopted frameworks from Charlotte Danielson or Robert Marzano.

These evaluations were designed to strengthen teaching – to provide teachers with feedback, to identify those in need of support, or those who should be dismissed. But it is unclear what the real impact has been. It is unclear what the impact of these policies (link) has been. Furthermore, there seems to be very little data being collected regarding the impact of these processes on working teachers – and the administrators who must evaluate them. We hear that more teachers are leaving the profession, and that morale has dropped. Are the new evaluations part of the reason?

The Network for Public Education has launched a research project to investigate. We want to hear from educators – teachers and administrators who have been involved directly in the evaluation process over the past decade. How have evaluations changed? What are the impacts that are being felt in your classrooms and schools? How are students being affected?

As part of our investigation we have developed a survey. It asks detailed questions that will help us understand and communicate to others how changes in evaluation processes are affecting our colleagues and students. We would like to collect as many responses from around the country as possible. Please take the survey. Your answers will help us create understanding and critical awareness.

Here is the link to the survey. Please feel free to share it with colleagues — teachers and/or administrators. The more responses we get, the better picture we will have of what is happening in our schools.

https://www.surveymonkey.com/r/TeacherEvals2015



Anthony Cody
Anthony Cody worked in the high poverty schools of Oakland, California, for 24 years, 18 of them as a middle school science teacher. He was one of the organizers of the Save Our Schools March in Washington, DC in 2011 and he is a founding member of The Network for Public Education. A graduate of UC Berkeley and San Jose State University, he now lives in Mendocino County, California.

  Sandy    October 4, 2015 at 6:27 am  

 Awesome Survey!!! Where are you taking this survey?? What are you doing with it? Is Randy Weingarten from AFT seeing this survey? I hope some of these politicos seeand hear our voices!!! Great job.

2.       Timothy Garrity    October 4, 2015 at 6:56 pm  
I received an accomplished grade at my Ohio high school (best rating,)Through no fault of my own,a year later, the State informed me that I had been downgraded to skilled.I have taught for 38 -years in the inner city.These teacher ratings are arbitrary and based on invalid and unreliable test data.

3.      Anita Hoge    October 5, 2015 at 12:34 pm  

Anthony, Teacher evaluations according to VAM has been in the process for some time. I have prepared a 2 part article to show teachers that Lamar Alexander has had his fingerprints on this system a long time. Hope this helps teachers understand the real data collection issues.
Anita
URGENT: WHAT EVERY TEACHER NEEDS TO KNOW ABOUT VAM
http://tinyurl.com/nrdkbbw
http://tinyurl.com/osy5ay4
@HogeAnita
 

Tuesday, October 20, 2015

The "Tiger Team" and the Case of Rafe Esquith

 Introducing the "Tiger Team" to the public - true investigators or another "Gotcha Squad"?

Inquiring minds want to know.

Betsy Combier
Editor, NYC Rubber Room Reporter
President, ADVOCATZ

Rafe Esquith

Teacher Rafe Esquith's misconduct investigation is a high-profile test for LAUSD's 'tiger team'
LINK
When a colleague complained that Rafe Esquith, the most celebrated teacher in Los Angeles, had made a joke about nudity to his fifth-grade students, the district called into action a newly formed squad of investigators to get to the bottom of it.
Internally dubbed the "tiger team," the unit was created last year in the wake of repeated sex abuse scandals that had long plagued the nation's second-largest school district. These investigators were supposed to cut through the bureaucracy's red tape and investigative backlog and quickly ferret out wrongdoing.

In Esquith, they had their highest-profile subject and their biggest test.
This week, based on the unit's investigative efforts, the school board behind
closed doors voted unanimously to fire Esquith.

On Thursday, Esquith attorney Mark Geragos criticized the inquiry into his client and slammed the unit as "an investigative hit squad" that was determined to find wrongdoing by probing, if necessary, into every aspect of an employee's life.
Mark Geragos
 
District officials defended the work of its investigators, saying they've brought professionalism and a faster resolution to complex cases, which is better for teachers and for students. They said that nearly half of the employees investigated by the unit returned to their jobs.

The team includes seven full-time investigators, a supervisor and two forensic specialists. Among them are former L.A. Police Department detectives and a former investigator with the L.A. County Sheriff's Department. Three former administrators review their work, and the unit is headed by Jose Cantu, who's been with the district for more than 30 years, including 14 as a principal.

Also participating in the Esquith investigation is an outside law firm, a practice the district has reserved for especially sensitive cases.

Esquith qualified for special handling because he is one of the most famous and honored teachers in America, the subject of articles, a documentary and White House accolades. He's renowned for coaxing stirring performances of Shakespeare from Latino and Asian students who live in the working-class neighborhood around Hobart Avenue Elementary School.

In denouncing the unit, Esquith's attorneys pointed to how the investigation started: with a review of a joke about nudity that Esquith made to his fifth-graders in March. Several weeks later, officials pulled Esquith from his classroom, and he never returned.
The evidence gathered in the case is confidential, but district officials outlined allegations in an August letter to Esquith's attorneys. According to the letter, investigators were looking into accusations that Esquith improperly touched minors before and during his decades- long teaching career, that his school computer contained images and video "of a sexual nature," that he exchanged inappropriate emails with students, that he threatened a parent and two students, and that he mishandled a nonprofit through which he funded field trips and other benefits for students.

Esquith's attorneys said they were astounded at how a routine review of a harmless joke ballooned into a sweeping inquiry.

The district has acknowledged that the unit, formally called the Student Safety Investigation Team, decided to examine the nonprofit without specific complaints against it. Officials also insisted that serious allegations emerged that could not be ignored, and that Esquith was not removed from class because of the joke.

Esquith's attorneys already are pursuing litigation to reinstate the acclaimed teacher, but on Thursday they upped the ante. They filed a class-action lawsuit in Los Angeles Superior Court on behalf of Esquith and other teachers, alleging violation of due process, age discrimination, whistleblower retaliation and wrongful discharge.

Esquith's experience, they contend, is indicative of a larger problem: District officials target higher-paid, older teachers to strip them of retirement benefits.

"The vast majority of investigations are based not on student or parent complaints, but rather upon vague allegations by LAUSD administrators which eventually widen to encompass a complete audit of a teacher's life and every association, affiliation, and relationship the teacher has ever had his or her entire life," according to the complaint. "Teachers with unblemished and impeccable records … fear for their lives and reputations."

In the process, students are being mistreated as well, Geragos said at a Thursday news conference. The unit "basically intimidates and tries to extract statements from students that they then use for kangaroo-court-style proceedings in order to get people to resign," he said.

District officials rejected that characterization, saying in a statement that "investigations are conducted in a sensitive manner."

The investigative unit grew out of the 2012 arrest of Miramonte Elementary teacher Mark Berndt, which led to a flurry of allegations and several prosecutions. At one point, more than 320 instructors were in limbo after they'd been pulled from classrooms.

The district has since paid about $200 million in settlements, judgments and legal fees related to Miramonte and other cases — and took a public-relations beating.

Attorney Brian Claypool, who represented 18 families in the Miramonte case, said the investigative team's work is proof that the district learned from the sexual abuse scandal.

"Our goal from Day One was to make fundamental change to eliminate this systemic failure that they've had for decades, and we're now seeing a real heartfelt attempt to cure this problem and to finally put the kids first," Claypool said.

Then-Supt. John Deasy adopted a zero-tolerance approach that won praise for putting student safety above all other considerations. But critics said some teachers were fired or over-punished for relatively minor or unproven infractions.

Esquith is just the latest victim, said Washington Post columnist Jay Mathews, who has chronicled Esquith's classroom success.

The district "has let itself be swallowed up in a witch hunt, with a school board too frightened by the very mention of molestation to stand up for a great teacher," Mathews said. "L.A. schools were making steady improvement, but what energetic and imaginative teachers are going to want to work in a system that has decided to sic attack-dog lawyers on anyone who says something that might seem even mildly offensive?"

The head of the teachers union, however, said the handling of cases has improved under the current superintendent. "In Ramon Cortines we have found a willing partner to address that overreach on the part of Deasy," said Alex Caputo-Pearl, president of United Teachers Los Angeles. 
He put the current number of suspended teachers at around 100.

He added that provisions in the new teachers contract provide additional safeguards, but that the union remains concerned about whether the district is abiding by these commitments in all situations.

He declined to comment on Esquith's case.

"We've reached out and been in contact with Mr. Esquith," Caputo-Pearl said. "He opted to hire his own private attorney, which is his right. We support his ongoing efforts to have his due process respected."



Times staff writer Sonali Kohli contributed to this report.

ESQUITH'S ATTORNEY TURNS DOWN LAUSD 'KANGAROO COURT' HEARING
LINK
 by 

Esquith Attorney Ben Meiselas
In another testy exchange with LA Unified, a lawyer for teacher Rafe Esquith said district investigators are asking “loaded questions” of past and present students about the conduct of the teacher.
The district called for a hearing this month with Esquith, who is still on payroll while in “teacher jail,” but the attorney turned down the request, calling such a hearing a “kangaroo court.”
In a letter of response sent yesterday, Esquith’s lawyer, Ben Meiselas, said he was declining the request because it said district investigators would be discussing “your inappropriate conduct.”
“The hearing will be biased, unjust, and will seek only to effectuate the purpose of the witch hunt from the very beginning, which was admitted by LAUSD investigators, which was to destroy Mr. Esquith’s career, as it has done with thousands of other teachers,” Meiselas said.
He said Esquith would not participate in “LAUSD’s kangaroo court system.”
Meiselas said school investigators have “engaged in threatening and harassing conduct toward students and parents in low-income and minority neighborhoods” in asking questions about Esquith, a celebrated teacher who started the Hobarth Shakespeareans. He was removed from the classroom after what an assistant teacher thought was an inappropriate reading from Mark Twain.
Meiselas’s letter says that school investigators asked students such questions as have they ever “sat in Mr. Esquith’s lap.”
The district disputed Meiselas’s characterization of the communications with district officials.
In a statement today, the district said it has “endeavored to expedite the investigation of teacher Rafe Esquith to a swift, yet thorough and fair conclusion. Mr. Esquith was not requested to attend a ‘hearing,’ as asserted by his attorney. Rather, he was directed to attend an informal meeting so that he could respond to the allegations made against him.”
The district said those kinds of meetings are conducted before any disciplinary action in the spirit of due process.
“Through his attorney’s letter, Mr. Esquith has flatly refused to comply with this reasonable directive,” the district said. “The District, of course, must investigate serious allegations of misconduct and protect students.  It would prefer to accomplish this task with the full cooperation and participation of Mr. Esquith but will take appropriate and responsible next steps regardless.”
Esquith’s legal team has filed a class action lawsuit that lawyers say involves hundreds of teachers who have fallen into what the district calls a “teacher housing” situation while investigations are being done. A Los Angeles Police investigation is also being conducted on the Esquith accusations involving children.
Meiselas said Esquith will no longer do the daily “check-in” as required by teachers in the housed situation.

  • Adds district response.