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Tuesday, August 9, 2016

Chicago Teachers Fight Back After Announced Cuts To Wages and Benefits

Hooray for Karen Lewis, President of the Chicago Teachers Association!

My prior post on this horrible situation created by Rahm Emanuel, President Obama's close ally:
1000 Chicago Public Schools' Employees, Teachers, and Support Staff Are Laid Off

The Chicago Teachers Union spoke out against the draconian layoffs and budget cuts imposed by Mayor Rahm Emanuel.
Karen Lewis
STATEMENT
FOR IMMEDIATE RELEASE Contact Stephanie Gadlin

August 9, 2016 312/329-6250 (office)
CTU President Karen Lewis warns of inevitable strike should CPS enforce cuts to wages and benefits of public school educators
CHICAGO—The following is a partial transcript of CTUPresident Karen Lewis’ remarks from Monday’s news conference in response to the new Chicago Public Schools budget:
“I am Karen Lewis, president of the Chicago Teachers Union. I am joined by fellow officers, Vice President Jesse Sharkey and Financial Secretary Maria Moreno. We are also joined by a group of rank and file teachers—all who are obtaining their national board certification, which is one of the highest distinctions in the nation for our profession. And contrary to the governor’s beliefs, all of whom can read, write, add, think…and vote him out of office.
“On Monday, August 29th, CTU members—teachers, paraprofessionals and clinicians—will report to their schools and classrooms. They will be returning to work without a labor agreement amidst severe budget cuts and threats to their profession, income and benefits.
“Our members are returning to more than 500 school buildings that are filthy due to bad CPS outsourcing; with contaminated pipes that may have exposed children and employees to lead poisoning; and in a climate where random gun violence and neighborhood conflicts have gripped significant parts of our city in fear.
“Our members are returning to campuses where their colleagues have disappeared, by no fault of their own, but because of mandates from the Board that principals reduce positions and cut school budgets to the marrow. Fewer employees—including teachers’ aides—mean enormous class sizes. The more students in a classroom mean fewer minutes of personalized instruction for each student.
“And, though educators have already returned about $2 billion in salary and benefits to the district, with $100 million being returned this year alone, we are being asked to give more when there is nothing left to give. Understand that budget cuts impact students; they include cuts to programming, staffing and services.
“Our special needs students have been hit the hardest, and CPS continues to gut special education at record speed. Even as children are impacted by post-traumatic stress disorder due to rampant violence and death—including police shootings caught on video—CPS reduces social workers, school psychologists and nurses.
“Veteran educators, many of whom are nationally board certified, have been driven out of the district, out of our city, and some, out of the state. Just as highly skilled public university professors are being driven to smaller school districts in Florida and elsewhere, we are seeing teachers and good principals leaving CPS in record numbers. People go where they can engage in their profession, have significant impact on students and where their careers aren’t threatened at every turn.
“The Chicago Teachers Union has been clear. If the Board of Education imposes a 7 percent slash in our salaries, we will move to strike. Cutting our pay is unacceptable, and for years, the ‘pension pickup’ as the Board has called it, was part of our compensation package. This was not a perk. This was negotiated compensation with the Board of Education.
“The CTU has also been very clear—CPS is broke on purpose. Instead of chasing phantom revenue in Springfield and in between the seat cushions of Chicago taxpayers, Mayor Emanuel and the Chicago City Council can show true leadership and guts by reinstating the corporate head tax, declaring a TIF surplus and fighting for progressive taxation that would pull in revenue from the uber-wealthy in our city and state. The rich must pay their fair share.
“Chicago’s teachers are required to live in the city of Chicago. This means the mayor is telling us that even though he has stolen our raises, cut our benefits such as steps and lanes, and now threatens an even further pay cut of 7 percent, as taxpayers we must pay more and more and more for everything under the sun. None of that new revenue, however, will even go toward schools. This is absurd thinking.
“That is why the Chicago Teachers Union will attend all CPS budget hearings and call for truthful and fair taxation for CPS schools. Our members will do what they do best—educate the public, including parents, about the lies within CPS’ funding formula, the Board’s budgeting process and why the school district continues to cry broke.
“Cuts to our pay and benefits must be negotiated. We have been bargaining in good faith since the middle of last year and we have yet to come to an agreement. At some point a line has to be drawn in the sand.
“Chicago teachers do not seek to go on strike. We want to return to clean, safe, resourced schools. We want a fair contract. We will continue to partner with parents and community residents in fighting for the schools our students deserve.
“But we will not accept an imposed pay cut.
“To parents, play close attention to what is going on over the next few weeks so you can be prepared should CPS force educators back on the picket line. To CTU members, we’ve been telling you for months now to save as much money as you can.
“We do not know if Mayor Emanuel can stand another teachers strike, especially at a time when confidence in his leadership is at an all-time low, and when the city is in an uproar over another police shooting of an unarmed African-American youth.
“Do not force our hand.”

The Personalized Learning Plan Platform Will Change the Teaching Environment

Dr. Priscilla Chan and Mark Zuckerberg

Facebook Helps Develop Software That Puts Students in Charge of Their Lesson Plans

AUG. 9, 2016
Facebook is out to upend the traditional student-teacher relationship.
LINK
On Tuesday, Facebook and Summit Public Schools, a nonprofit charter school network with headquarters in Silicon Valley, announced that nearly 120 schools planned this fall to introduce a free student-directed learning system developed jointly by the social network and the charter schools.
A screen image of the Personalized Learning Plan platform.
Rather than have teachers hand out class assignments, the Facebook-Summit learning management system puts students in charge of selecting their projects and setting their pace. The idea is to encourage students to develop skills, like resourcefulness and time management, that might help them succeed in college.
“As parents and kids and teachers get access to this type of learning, I think more and more will want it,” Diane Tavenner, the co-founder and chief executive of Summit Public Schools, said in a telephone interview.
The Facebook-backed platform is entering the public school software market when rival tech giants like Google and Microsoft have already established big footprints in education, in an attempt to build brand loyalty among students early.
In June, Google said more than 60 million students and teachers worldwide used Google Apps for Education, a suite of free products that includes Gmail and Google Drive for document-sharing. Many other schools use Microsoft productivity tools and Skype, the videoconferencing tool, in classrooms. Amazon also plans to soon introduce Amazon Inspire, a site where teachers can share free instructional materials.
But the Summit-Facebook system, called the “Summit Personalized Learning Platform,” is different.
The software gives students a full view of their academic responsibilities for the year in each class and breaks them down into customizable lesson modules they can tackle at their own pace. A student working on a science assignment, for example, may choose to create a project using video, text or audio files. Students may also work asynchronously, tackling different sections of the year’s work at the same time.
The system inverts the traditional teacher-led classroom hierarchy, requiring schools to provide intensive one-on-one mentoring and coaching to help each student adapt.
This summer, more than 1,500 educators and leaders of public, private and charter schools participating in the program, called Summit Basecamp, attended sessions to learn how to use the system. Among the 19 schools that introduced the new learning approach last year, at least a few educators and administrators reported a steep learning curve.
“There were many points where we weren’t sure the Summit Basecamp model was what our students needed,” said Claire Fisher, the principal of Urban Promise Academy, a public middle school in Oakland, Calif., which introduced the platform in its sixth-grade classes.
By the end of the school year, however, 31 percent of the school’s sixth graders were reading at or above their grade level, compared with just 9 percent in the fall. That was a larger improvement in reading than students in seventh and eighth grades, which did not use the platform, Ms. Fisher said.
Mark Zuckerberg, Facebook’s chief executive, and his wife, Dr. Priscilla Chan, were the catalysts for the partnership. It is the couple’s most public education effort since 2010 when they provided $100 million to help overhaul public schools in Newark, a top-down effort that ran into a local opposition.
The Facebook-Summit partnership, by contrast, is more of a ground-up effort to create a national demand for student-driven learning in schools. Facebook announced its support for the system last September; the company declined to comment on how much it is spending on it. Early this month, Summit and Facebook opened the platform up to individual teachers who have not participated in Summit’s extensive on-site training program.

Sunday, August 7, 2016

1000 Chicago Public Schools' Employees, Teachers, and Support Staff Are Laid Off

In New York City the Mayor and Chancellor hide their mass layoffs.

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

The CPS layoffs. We are a target and it’s bad management practice.
Part of the list of 1,000 CPS employees, teachers and support staff that were hit by layoffs yesterday.

I always have to explain to visitors that there is an everywhere except Chicago rule in the state of Illinois.
When I taught and was a union leader in Park Ridge, a Chicago suburb, if the district was going to lay-off a teacher due to low-enrollment or budget issues, they needed to do it 45 working days before the end of the school year. This is state law.
The law gives teachers time to find other employment and it prevents massive disruption. The kind we are seeing now with 1000 CPS employees fired a month before school begins.
But in 1995 the law was changed by an amendatory act that excluded Chicago teachers and CPS from that protection. It is the same law that keeps us from having an elected school board even though every other district in Illinois has an elected board.
For whatever reason – because our system is poor, because we have mostly students of color, because we have militant union and activist teachers – Chicago has a target on its back.
This morning veteran teachers with 15 years of experience are trying to figure out what they are going to do now that they just found out that their job is gone.
Students and families have to figure out what they are going to do.
Teachers are programs. A school with only one music teacher now has no music teacher and no music program. A shop teacher who spent last year recruiting students from around the district to his one-of-a-kind program is out and the students are left hanging.
The list of disruptions is long.

Contacts with the Chicago Teachers Union tell me that they have battled the everywhere but  Chicago rule all the way through the courts, losing finally in 2010.
The Illinois law that sets a time-table for what we call RIFs (Reduction in Force) is a good rule for labor and management. It works everywhere in the state.
If it is good for everyone else then we have to say that either Chicago is a target or it is bad management practice.
Either way.

CPS lays off more than 500 teachers, another

 500 school-based workers


Almost 500 teachers being laid off by CPS will be eligible to apply for jobs in the district, which has
about 1,000 teaching vacancies, officials said.
 (E. Jason Wambsgans / Chicago Tribune)

Chicago Public Schools is laying off more than 500 teachers and another 500 school-based staff members, the district said Friday.
The teachers being laid off will be eligible to apply for jobs in the district, which has about 1,000 teaching vacancies, officials said. The majority of affected personnel are expected to be hired into open positions at other schools, CPS said.
In past years, about 60 percent of teachers who have been laid off have been rehired in full-time positions in the district, CPS said. The layoffs and rehirings occur regularly at CPS as principals respond to changes in enrollment.
The district said 273 of the 500-plus district-run schools will have no teacher or staff impacts in the coming year.
The layoffs broke down this way: 314 elementary school teachers and 194 high school teachers for a total of 508, and 378 elementary personnel and 143 high school support staff, for a total of 521.
Many of the staff reductions are related to enrollment, according to numbers distributed by CPS late Friday, especially at high schools that are projected to lose large numbers of students. However, some schools projected to see higher enrollment and more funding still lost staff.
The Chicago Teachers Union criticized the layoffs, saying in a statement that "the gutting of experienced educators and other school employees only weakens schools and puts children at a disadvantage."
The district says the $2.8 billion it has budgeted to spend at schools this year is about $140 million less than schools got last September and reflects unprecedented midsemester budget cuts CPS made in February.
While CPS has said budget adjustments are driven by enrollment, about 70 schools are set to receive less money compared with what they were left with in the middle of last year despite increased or flat enrollment.
Funding reductions for some of those schools are quite small, but district data show about 30 schools with flat or growing enrollment are projected to lose $50,000 to $200,000.
At the same time, about 50 other buildings with enrollments projected to decline or stay flat actually received more money compared with what they spent after the midyear reductions.
Chicago Tribune's Jennifer Smith Richards contributed.
Twitter @Perezjr

Saturday, August 6, 2016

Why I Resigned by Peggy Robertson


Resignation, Red Tape, Renewal


I am voluntarily
   X
Resigning
as an employee of the Aurora Public Schools for the following reasons:
My position at Jewell was eliminated. In addition, Jewell no longer is a healthy working environment (for teachers or students) and I would not be able to work there unless we were able to return to our previous work as an inquiry-based democratic school.  We are now a Relay Leadership School which focuses on teach to the test practices that are not good for children.  Relay Graduate School is run by non-educators and lacks pedagogy – it is an embarrassment to the teaching profession. It is unfortunate for Aurora’s children that APS has gone in this direction. It is also unfortunate for the teachers at Jewell who were forced to implement 100% compliance models of discipline with continual teaching to the test and skill/drill. The teachers at Jewell this year (2015-2016) were the most unhappy teachers I have seen in my 19 years in public education. They wanted to file a grievance against the principal but were afraid for their jobs. I no longer can work in such a toxic learning/teaching environment. Aurora unfortunately seems to be going in the direction of “no excuse” charter models which do not develop or support the growth of problem solving citizens. Rather, these charter models, which Relay supports, promote racist practices specifically directed towards black and brown children in urban diverse schools. These charter practices promote the school to prison pipeline. I joined APS four years ago with great hope and excitement because the professional development and respect for the teaching profession in APS has always been excellent; that is no longer the case. I am sorry APS has chosen this path. I will miss my colleagues and the children.
And so there you have it. I submitted my resignation this summer. If you are unfamiliar with my story check out my blog at www.pegwithpen.com. All future postings by me will be funneled through BustED Pencils – together we are stronger.
I’ve been MIA this summer via social media and pretty much any methods of contact. And I feel I owe quite a few folks in explanation – so here it goes.  On May 1st I received a phone call that my mother had fallen and broken both wrists. A social worker at the hospital proceeded to tell me that my mother would undergo surgery the following day and then be placed in rehab. My father would be placed in assisted living. My oldest sister (52) with special needs would be placed in a group home. I said  – no way in hell.
I got on a plane to Missouri and remained there all of May taking care of my family. One day I was completing what I believed would be my last year of teaching (actually testing) in the public schools and the next day I was officially done, prematurely, with my teaching career. There were no goodbyes. Just a void.
In June I returned to Colorado with my family and cared for them in my home with the help of my husband and my boys until early July. I know a lot about home health care now. I also know a lot about systems – systems to support my special needs sister, systems to help the elderly, the injured, and those with dementia.
Let me give you one example of  my new learning. I attempted to enroll my sister in a day program here in Denver because she is accustomed to working full-time in Missouri. We had done our  best to fill out the appropriate paperwork. Upon trying to enroll her they told my mother she had not done all the paperwork. Many of the items she needed to complete the process sat 12 hours away in a lock box in Missouri. As a result, we would have to pay a hefty daily fee if my sister was to attend. We decided to try one half day because she desperately needed the socialization. I dropped her off, and an hour later had a phone call from one of the staff members stating that my sister had flipped off the staff and tried to run away. Remember the kindergartner on the first day of school? Sometimes they throw a fit? This was the scenario in a sense. She was not invited back. If we had the paperwork done, they would have been required to adjust and evaluate how to help her transition into the program. Instead, with a very cold tone, I was politely told by the director not to come back.
There is red tape everywhere you go. Much of this red tape is harmful.
In rehab if my mom did not work hard enough, they said she would have to leave early. If she worked too hard, they would then release her early. It was a dance via insurance to keep her in as long as necessary to allow her to recover.
Red tape, connected to money, connected to systems, speaks to a much more powerful entity, called capitalism, a system that many of us truly do not understand – specifically in re: to its methods of madness during a crisis. Trying to muddle through the red tape requires education, money, and privilege. And this system does not place human beings first. Money and power rules.
Sound familiar?
Families living in poverty often get tripped and slammed to the ground via this red tape.
And now it’s August.  And today would be my first day of work at Jewell Elementary if my position had not been eliminated.  Legally, I had the option of taking another position that they would “place” me in – ha – no thanks.
But my adventure, a new life, is just beginning. I have a lot of plans actually. I can finally write during the day rather than at four in the morning or midnight. I can continue the tutoring I have done this summer in which I actually get to teach in a developmentally appropriate, ethically, morally, passionate, engaging, kind, way. I really wouldn’t even call it tutoring – I’m simply helping children become empowered as readers and writers in a world that desperately needs democratic problem-solving citizens. I will continue my work as an education activist. I am no longer working with United Opt Out National. I actually have some new activist ventures I am focusing on that I believe must happen if we have any hopes of regaining public education for this country – mind you, I anticipate it will take two generations to get there. It will not be in my lifetime, nor in yours. But I plan to do my part to keep things moving. We will lose before we will win, this much I know. But when we lose, and the masses wake up, the ground work will be done to rebuild. I will do my part. I will be blogging at BustED Pencils now – the only progressive, revolutionary ed. news media site out there currently – I hope to make their voice even louder.
I have a lot of feelings about a lot of things right now.
There’s something gut wrenching about having your entire family’s life turned upside down, while also realizing how lucky you are to have been able to keep the family intact. Imagine how many families are uprooted as mine almost was? In a blink of an eye an entire family can be separated. And privilege is a large part of what saved my family from that catastrophe.
I have a lot of emotions about my career coming to an end. I am happy to never have to sit silently and listen to leadership spout bullshit that we have to swallow. I’m ecstatic that my voice can ring loud and clear now, without getting shoved down to my feet and making its way back out in violent explosions. I am angry at a system that is immoral, racist and cruel to children and teachers. I am sad that there was no way to make the headway I hoped to make in Aurora, working inside the system. I am giddy at never having to sit in a room listening to a bullshit agenda at the beginning of the year that includes crap data about nothing of value. I mourn never getting to work in a school community environment again, as a member of the staff. It was an honor to be a teacher. It was such an honor to work with such amazing children, parents, and staff.  I’m f%&#ing thrilled to never give another test. As a literacy interventionist, I taught about 1/3 of the year in 2015-2016 (as did the teachers). The rest of the year I tested, getting shuffled from room to room, carrying all my testing material on an old rolling yellow chair from the 70’s.
I am incredibly grateful to be with my family more, as between teaching and activism, my family lost me for many hours and many days.
I’ll return to social media at some point. And I’ll have more to share about my new ventures as well. First, let’s get this election done. I am, of course, voting for Jill Stein. I won’t say I told you so re: Bernie. I think Chris Hedges sums it up best.  I won’t say anything about ESSA right now either, but I have a lot to say – that will come later.
Meanwhile, it’s simply August 3rd. It’s still summer for me as I am not at what should have been my first day of work.  I plan to go outside and work in the garden, tend to my chickens, take my youngest son to the pool, and maybe I’ll do some writing tonight. For all of that, I am grateful.


Wednesday, July 27, 2016

Job Posted For Attorney To Work At the Teacher Performance Unit

Somebody out there looking to prosecute "bad" teachers at 3020-a hearings?

Attorney – Teacher Performance Unit

    New York City, NY, USPosted 6 days ago

    Apply to New York City Department of Education . on their website

    Job description

    (Those who previously applied need not re-apply)
    Position summary: Under the direction of the Office of the General Counsel, with wide latitude for independent action, the Teacher Performance Unit Litigation Attorney serves as a legal representative of the Chancellor, performing sophisticated legal work on disciplinary matters and providing training and counsel to school leaders. This team of attorneys will be assigned to handle special disciplinary proceedings as part of a teacher quality initiative and will have the opportunity to work on key policy initiatives in conjunction with the Office of Labor Policy. Performs related work.

    Reports to: Executive Deputy Counsel

    Direct Reports: N/A

    Key Relationships: Acts as liaison to executives within the Department and to members of other City agencies.

    Responsibilities
    • Handles legal issues and cases including recommendations concerning determining the soundness of charges, preparing specification of charges, coordinating the gathering of evidence, and briefing witnesses.
    • Manages legal cases that are complex and high-profile in nature.
    • Represents the New York City Department in Education on Law 3020-A proceedings and hearings pursuant to Section 75 of the Civil Service Law.
    • As part of a team of attorneys, helps devise strategies for providing improved support and training to school leaders around evaluation and discipline, and for spurring the improvement or removal of poor performers.
    • Provides support, counsel and training to Superintendents, Principals, and their designees on disciplinary procedures, with an emphasis on documenting incompetence and poor performance.

    Qualification Requirements
    Minimum
    Admission to the New York State Bar AND three (3) years of progressively responsible United States legal experience subsequent to admission to any state bar.

    Incumbents must remain Members of the New York State Bar in good standing for the duration of this employment.

    Preferred
    • Minimum three (3) years litigation experience.
    • Excellent research, analytical and communication skills.
    • Ability to rapidly learn provisions of applicable law and regulations.
    • Ability to write clearly and concisely.

    Salary: $85,000+

    Please include a resume and cover letter with your application.
    Applications will be accepted until position is filled.
    NOTE: The filling of all positions is subject to budget availability and/or grant funding.
    AN EQUAL OPPORTUNITY EMPLOYER
    It is the policy of the Department of Education of the City of New York to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, prior record of arrest or conviction (except as provided by law), sexual orientation, gender (sex), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation as required by civil rights law. Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO