Join the GOOGLE +Rubber Room Community

Sunday, April 10, 2016

FairTest, and the National Push For Testing Reform

The national opposition to high stakes federally mandated testing has taken root in the American conscience, says the leader of this movement, FairTest

I have spoken with many parents in NYC and I have 4 daughters of my own. I have heard from parents and stakeholders that they want to have nationally funded assessments but only if these assessments are fair, and based upon the curricula and what students are learning in the classroom.
Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice

The Testing Resistance and Reform Movement, Monthly Review
Submitted by fairtest on March 7, 2016 - 3:38pm 
·         FairTest in the News

·         fairtest on national

·         k-12

·         news
·         resistance

·         whats new
"[The] refusal to participate in federally mandated testing programs likely represents a turning point in the history of assessment reform in the United States. The next few years will tell, as activists plan to dramatically increase refusals and to win policy changes in the states. Their avowed goals include less testing, an end to high-stakes uses of tests (that is, making decisions about students, educators, or schools solely or primarily on test scores), and implementation of other, educationally sound assessment practices.
"This essay briefly traces the history of testing in public schools from its beginnings in the 1920s, through the counter-productive No Child Left Behind (NCLB) federal law, to passage of the Every Student Succeeds Act (ESSA) in December 2015. It then discusses the recent and rapid emergence of the testing resistance and reform movement."
The article is one in a special Monthly Review issue, The Opt Out Revolt.
The complete issue is at http://monthlyreview.org/archives/2016/volume-67-issue-10-march/ (articles are made available for free over a multi-week span before the whole issue is free).
Monthly Review requests that people subscribe so they can also support the posting of issues for free.
The article is also available as a pdf here.


Attachment
Size
145.41 KB


Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office-   (239) 395-6773   fax-  (239) 395-6779
mobile- (239) 699-0468
web-  http://www.fairtest.org

Saturday, April 9, 2016

The 3020-a Arbitration Newswire: Digging Up The Garbage on the Vouchers Paid To Arbitrators

Welcome to the new series I am starting on the garbage that I have seen at New York City's 3020-a hearings which I have spent 13 years studying and researching. I have a Google+ Community called the Rubber Room, I have this blog and "Inside the 3020-a Teacher's Trials", and my website Parentadvocates.org, all of which have posts dealing with educators who I have worked with, researched, or heard about.
ALERT: The posts under this headline are my opinion of the facts and people whom I have seen and heard before, during, and after a 3020-a compulsory arbitration known as Education Law Section 3020-a Just Cause/Termination hearings.
David Pakter, left, with NYC Mayor Rudy Giuliani
Background:
Starting in 2003 I visited teachers in the Rubber Room at 25 Chapel Street after I met former teacher (at the High School for Art and Design) David Pakter when we were both asked to be on a Cable TV Show and he told me he was in the "Rubber Room".

I said, "WHAT IS A RUBBER ROOM"?

He described the room he was in as a long space with windows on one side and tables and chairs on both sides of the room with a walkway in the middle. He said that about 70-100 teachers were sitting there on a daily basis, after they were told that they were "re-assigned" from their classrooms and schools for some kind of misconduct, or unexplained horrible event that they supposedly caused. He told me he would sneak me in, and I agreed. I wanted to see what this was all about.

The long room on the 10th floor at 25 Chapel Street in Brooklyn had two doors, one at each end. The guards (yes, there were security guards) sat at one end of the room leaving the other door unguarded. In the very end of the room was the "office" where the "Principal" sat. So, David walked me in through the second door, and I immediately befriended the principal, who would look the other way when I came in to the room from the door next to his "office". I told him that I wanted to meet the now famous 'rubber roomers' to keep them company, and I am forever grateful for his permission to do that, despite the fact that my walking around was actually prohibited by those "in control". I have no idea who at the NYC Department of Education knew I was talking with the employees imprisoned in this room, but I do know that Randi Weingarten, the UFT Reps, and NYSUT knew I was visiting on a regular basis, because UFT Reps told me. I was not working in a full-time job, so whenever I had any time, I would go to the room, call someone from the lobby, and go in, unpaid by anyone.

I started sitting with the teachers and listening to their stories, however incomplete they were, on a weekly basis, and sometimes 2-3 times per week. No one could tell me exactly why they were there, only that they were waiting for an investigation to end, and then they would be put back into their school or ordered into a compulsory arbitration called "3020-a" after the Education Law Section 3020-a which is the Law upon which these hearings were based....at least that's what the UFT and NYSUT told these prisoners of whim. Whose whim? The Gotcha Squad.

Why do I call the Rubber Roomers "prisoners of whim"? Because you never know when or if you will be charged and with what deed of horror. Every teacher, no matter which school or school district you are teaching in, now looks behind his/her back as often as he/she can, because anyone can be a target. I attended David Pakter's hearing and started the 'open and public' hearings that now are common.

Then in 2007 I was hired by Randi Weingarten to be a UFT Special Representative overseeing all eight rubber room locations; see the blog FidgetyTeach and the post titled "If You Knew Betsy...".

 I still attend 3020-a, but now (since 2011) as the paralegal, rarely as a member of the public.

The Story of the 'GOTCHA SQUAD':


Randi Weingarten
I first heard the term "Gotcha Squad" from former UFT President (now AFT President) around 2006, when I assisted her in getting teacher whistleblowers to a City Council hearing on Whistleblower protection laws, but the title for all the NYC DOE administrators/officials/attorneys became a common word, according to my memory, after I was hired by Randi to be a Special Representative at the UFT for members in need. (August 2007)

One of my first important articles for my then-new blog, NYC Rubber Room Reporter (this blog) was, not surprisingly, "The Gotcha Squad and the NYC Rubber Rooms" (first posted in 2009), followed up by many posts on the Administrative Trials Unit, ("ATU") the Teacher Performance Unit ("TPU"), and the people who are involved in the business of terminating educators. All this is background for new readers to this blog.

3020-a arbitrators are paid, for most expenses, by New York State Education Department's Teacher Tenure Unit. But the NYC DOE seems to be outside of the control and authority of NY State, and has the right to hire arbitrators from out of state. For example, they fly in to NYC the worst arbitrator on the panel, Doyle O'Connor, from Chicago, and pay for his hotel, travel, and meals.
O'Connor has been sued in Federal Court twice.

Here is a sample of his billing for one 3020-a hearing:


The public (you and me, taxpayers), paid for O'Connor to be flown in from Chicago or Michigan. 
 Really? There is no person, lawyer, non-lawyer, arbitrator or mediator (an arbitrator does not have to be an attorney, and a Representative in New York State does not have to be a lawyer, either) in New York City who can be hired to do 3020-a? I guess not.

See here, for a few of the arbitrators who are now (O'Connell is not still on the panel, he was fired after a screaming fit at DOE Attorney Jordana Shenkman) or were (Joshua Javits, who lives in Washington D.C., quit the NYC panel in 2014). I filed a Freedom of Information request for all the vouchers submitted by NYC Arbitrators from 2013 to 2015:





NYC 3020-a hearings are under the control of the New York City Department of Education, namely Dennis DaCosta and Naeemah Lamont, two extremely nasty people who walk in hearing rooms whenever they hear something they dont like about an arbitrator from the DOE Attorney doing the hearing, or they feel they must threaten the Arbitrator into doing something. I recently spoke with an arbitrator who is no longer on the panel in NYC, and this person asked me whether Dennis Da Costa was still terrorizing everyone. I have seen this first hand, and it is frightening.

If you go to February 19, 2014 in the link here, you will see Naeemah Lamont dancing. I cannot find a picture of Dennis anywhere, but his letter to 37 DOE employees about a termination decision by Lana Flame is an outrageous example of Dennis' excessive arrogance. In the letter (see below) Da Costa told the 37 people on p. 2 that they all had to stop paying the teacher because Arbitrator Lana Flame terminated her on July 5 2013 - but he sent the letter May 28, 2013, a month and a half too early. I am lucky to have obtained a copy of this fraud. Lana Flame was fired.

 The problem in NYC is that the DOE and NYSUT agreed to set up a permanent panel. Why? For speed and control. Both parties want the charged employee in the "due process" hearing out and gone, as soon as possible. For this reason, many teachers and others charged find themselves initially convinced that the NYSUT attorney has his/her focus on a proper defense against the charges, but by the time the charged employee ("Respondent") starts presenting his/her case (after the DOE rests, or end presenting their case), NYSUT usually says "oh, you can't have any witnesses", or "I'm going to keep questions for you short, and I will do closing arguments the minute you finish the few questions which I have for you".

A good arbitrator allows three-four weeks after the end of testimony to allow both sides to read the transcripts of all the witnesses, but NYSUT gets away with quickie hearings. I do not do 3020-a hearings this way, but that will be clear in a later post. Shockingly, NYSUT shares the transcripts with the Respondent after the Arbitrator's decision is rendered, rather than in a timely fashion so that the Respondent can assist in finding errors and lies. All in the name of speed.

Reform is needed!

Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice

Tuesday, April 5, 2016

The Talented Peter Ianniello, Executive Director of Human Resources at the Department of Education, and Also Cabaret Singer

Aren't we all excited to see that Dr. Peter Ianniello also sings?

Please let me know when your next gig is, Peter, and I will bring friends and family -

All the best,

Betsy Combier
betsy.combier@gmail.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice



NYC Life: Shows, Discounts, Conferences, Good Causes

We love autumn in New York and there are so many great things going on right now our head is spinning. Here a few events – shows, discounts, conferences, and good causes –  we’ve handpicked just for you tomatoes.  

OMG! Then there is:

I was a Teenage Substitute


“I Was a Teenage Substitute”: What does Substitute Teaching Mean Today?

I was a Teenage Substitute
Peter Ianniello, PhD, Executive Director of Human Resources at the New York City Department of Education, as a teenage substitute.
Recently, at TeacherMatch’s Solutions Summit 2015 in Miami, Florida, I had the pleasure to hear keynote speaker Peter Ianniello, PhD, Executive Director of Human Resources at the New York City Department of Education (DOE), discuss substitute teacher hiring in his presentation titled “I Was a Teenage Substitute.”
With his opening sentence  “Once upon a time in a land known as the Bronx, a cute, Italian 16-year-old teenager longed to be a substitute teacher,” the audience had a good laugh. But more importantly the audience was engaged in discovering the answer to the question, “What do we know about substitute teachers?”
With Peter’s experience, along with our own knowledge of K-12 HR, we can provide meaningful insight into today’s substitute teachers.
Not just a warm body.According to ERIC Digest, members of the K-12 school community view substitute teachers as baby-sitters, objects of pity, or just a warm body in the classroom. Rarely are substitute teachers seen as effective educators.
Credentials for substitutes may include certificates, criminal background checks, college transcripts and health certificates, but vary between school districts. Yet, U.S. teachers take off an average of 9.4 days each school year and the average student has a substitute teacher in the classroom for more than six months of their entire school career.
As a result, it is critical to hire substitute teachers that will positively impact student achievement in the classroom. School districts do this by hiring full-time substitutes that fill classrooms in the same district schools, or fill in for a specific subject area. Sometimes these substitutes may assist with curriculum development and lesson plans
Support systems for substitute teachers.According to “Expectations and experiences of Substitute Teachers,” an article from The Alberta Journal of Educational Research that explores the expectations of support for substitute teachers, “Not only are substitute teachers kept on the margins in schools, they also encountered barriers building communities of support among other substitutes. As outsiders, these substitute teachers were marginalized and isolated in the school, which translated into them being denied access to vital knowledge of school culture.”
While a substitute’s work often goes unnoticed, substitute teachers fulfill a central role in K-12 classrooms. Districts that make substitute teaching exciting and provide personal satisfaction for subs create a more enriching working environment, which can and often times is reflected in their performance in the classroom.
Peter Ianniello, PhD, Executive Director of Human Resources at the New York City Department of Education, presenting at TeacherMatch's 2015 Solutions Summit
Peter presenting at TeacherMatch’s Solutions Summit 2015 in Miami, FL
At the New York City DOE, Peter and his team assessed the needs of their substitute teachers. They surveyed approximately 6,920 substitutes and the results indicated areas of professional development (PD) requested by their subs. These areas were classroom-related education workshops, personal growth and development, and professional and behavioral courses. Consequently, New York City DOE will use this information to create professional learning programs and a PD library that includes relevant and current articles, classroom management tools, policies and procedures, and research, which support the needs of their substitute teachers.
All told, substitute teaching today is about utilizing the strengths of substitutes to fill classrooms with individuals that are just not a warm body, and to provide substitutes support programs that develop their personal and professional growth. To learn more about how Peter Ianniello, and his team are accomplishing this in one of the U.S.’s largest school districts, download Peter’s presentation from our 2015 Solutions Summit.



ALERT: Peter Ianniello Makes All His YouTube Videos Private
Suddenly Peter Ianniello doesn't like to be on YouTube as much as I thought. Or, he doesn't want to be on MY blog on YouTube. Or whatever.

Anyway, all of Dr. Ianniello's YouTube appearances are now private. (By the way, is this you, Peter?)

Peter, we enjoyed watching you describe Department policy!! C'mon, be brave. Put them back out to the public. I guess I will have to file a FOIL request. Below is my former post with the live YouTube videos.

Many of his comments are included in his Substitute Teachers Handbook from the National Council on Teacher Quality:

LINK


Here is an updated version 2011 with Lawrence Becker:

LINK

and the latest version.

In The Road To Broad, this is what Dr. Peter Ianniello and Vicki Bernstein had to say about teacher quality and training in NYC:


"New York City Department of Education
Leaders in New York City have similarly reformed the department's human resources office to align with its school improvement efforts. "In the past, HR was kind of an 'add on' department," says Vicki Berstein, deputy executive director of the division of human resources. "We had responsibilities for finance, administration, facilities, safety—HR was one of more than 10 things we were responsible for." Since 2003, however, Chancellor Joel Klein and his leadership team have recast the role of the human resources office to reflect a keen focus on strategic human capital.

Over the past four years, the office has worked to shift from a transactional entity focused primarily on filling vacancies to a "quality broker" that works with schools to find the best person for a specific job, whether a teacher or a principal. "For a long time, the focus had been on hiring and placing teachers ourselves," says Berstein. "We wanted to focus instead on serving the school. So we've had to change our systems to help us do a better job of matching candidates with schools." New York started by re-staffing the central recruitment office with recruiters who had teaching experience rather than a civil service background.

The HR office also established a new placement process to allow principals more authority over who works in their school. Instead of reviewing applications only for basic eligibility, HR staff now screen each new teacher applicant according to a common rubric that was developed based on input from principals across the city.

"We make sure candidates have all the proper credentials so that principals aren't wasting their time interviewing people who they can't actually hire," says Peter Ianniello, director of recruitment and selection. "But we are also more selective about the teachers we are bringing in and recommending to our schools." Each candidate who passes the initial screening is placed in a pool that is made available to school leaders online. Based on candidates' strengths and interests, principals can schedule interviews only with those applicants who they believe would be good matches for their schools.

NYCDOE's human resources office is also analyzing data about new recruits to help improve the department's future recruitment and selection strategies. HR staff have begun surveying new teachers and principals about which elements of the hiring and placement process work for them and which need to be improved. HR is also collecting information about new teachers—from how they came to the DOE and were placed, to their college GPA and matching this information with the teachers' impact on student learning to gain insight about the characteristics of recruits who are most effective in the classroom. In the future, this information will allow the HR office to more strategically target recruitment efforts and refine screening and selection to help ensure that all schools are staffed by the highest-quality teachers.........
New York City Department of Education
In New York City's early stages of reform, many department-wide initiatives—such as required curricula in reading, writing and math and school-based parent coordinators—were designed to stabilize and bring coherence to a fragmented system. But with the evolution of the department's reform efforts, Chancellor Joel Klein has now deliberately transferred authority from a central bureaucracy to the school level. New structures within the department, innovative support systems and contract relationships with individual schools are all designed to support the department's vision of empowerment and accountability.
"Our goal has been to move from a system that had been very centrally managed to a system that is built on a backbone of accountability," says Klein. Between 2003 and 2006, 10 regional centers supported schools across the city, helping to unify the system of more than 1,400 schools. In 2007, these regions gave way to a network of school support organizations and service centers, nimble organizations that provide schools with many of the same services and supports that had previously come from the central bureaucracy.
School support organizations across the city now compete to offer schools help with instruction, educational programming, scheduling of the day and year, and professional development. Business service centers offer schools assistance with operational issues such as payroll, vendor contracts, facilities issues and budgeting. "Principals can look around at different systems and purchase the one they want," explains Lawrence Pendergast, a high school principal. "The district literally gives us money and says, 'you pick out the support that you think will work best for your school.' That's real honest empowerment for a principal."
NYCDOE's leaders have taken empowerment one step further through new performance contracts with principals across the city. The contracts spell out specific performance goals—for academic progress, student behavior, and financial health—that schools must meet each year. Those that have consistently low student achievement over time may face leadership changes or closure. In return for this accountability, principals can exercise greater autonomy over instructional methods, assessments, professional development, the school day and the budget.
New York's new organizational structure—together with a dynamic support system and greater autonomy at the school level—combine to create an environment that allows effective leaders to do what is necessary to achieve the next level of dramatic improvement in student achievement."
*******
Below is my previous article, with the links to Dr. Ianniello's YouTube videos which were suddenly removed from public view:

FACES: Peter Ianniello, NYC DOE Executive Director, Human Resources
NYC DOE Peter Ianniello
  1. Fordham Preparatory School, 
  2.  
  3. Fordham University
Education
  1. Fordham University
Peter Ianniello
eSchool Solutions | Peter Ianniello - NYC Department of Education | SFE Client Testimonial

Published on Sep 20, 2012
Peter Ianniello from the NYC Department of Education discusses how the features of SmartFindExpress has helped to mandate their special education paraprofessionals. Learn more about eSchool Solutions teacher absence management programs by visiting our website http://www.eschoolsolutions.com/.
  

Experience



Executive Director, Human Resources

NYC Department of Education

 – Present (17 years 1 month)



Director of Advancement

Fordham Preparatory SChool
 –  (4 years)


Director of Alumni Systems Management

Fordham University
 –  (8 years 3 months)
Managed all aspects of alumni data, gift records and acknowledgments, and reports for both the offices of Development and Alumni Relations as well as other University users.